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The Work Adjustment Theory
Discussion: The Work Adjustment Theory
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The Work Adjustment Theory
The Work Adjustment (TWA) theory involves a person’s relationship with his or her working environment whereby, the working environment should be satisfactory to the person in order to get results from him or her (Jermier, 2019). When an employee has job satisfaction he or she is likely to be more productive to a department or an organization. The hypothesis is especially useful for individuals who want to choose a profession or are having issues adjusting to their jobs. Assessing a client’s skills, values, and personality is the first stage. The demands and circumstances of various vocations are then compared to these features (Jermier, 2019). Finally, values and rein forcers are used to match the talents.
The variety of difficulties that people may have when transitioning to a new job can be conceptualized using the work adjustment hypothesis. Examples include when an individual’s skills aren’t sufficiently matured for the task or aren’t able to fully develop them, their values and needs aren’t met at work, they don’t comprehend the trends of reinforcement used in the work, or they may be dealing with issues at home that have an impact on their ability to perform well at work (Jermier, 2019). Counselors evaluate the customer’s work character and workplace. Additionally, they evaluate differences between a person’s values and skills and the skill and reinforcement patterns required for the work. Finally, they adjust the work itself by making changes to the reinforcing routines. The theory can also be used when dealing with a client who has retired from employment. It is human nature to take time to adjust to a new environment so a counselor should help the client where necessary (Jermier, 2019). As for retirement attempting to find employment in a non-work setting that has the same skills and demands as their former career.
References
Jermier, J. M. (2019). “When the sleeper wakes”: A short story extending themes in radical organization theory. In Postmodern Management Theory (pp. 21-34). Routledge. https://www.researchgate.net/profile/John-Jermier/publication/331774297_When_the_Sleeper_Wakes_A_Short_Story_Extending_Themes_in_Radical_Organization_Theory/links/5f71ddef458515b7cf5442e5/When-the-Sleeper-Wakes-A-Short-Story-Extending-Themes-in-Radical-Organization-Theory.pdf
Main elements of Enlightenment thought
Discussion QuestionsQn. 1.Main elements of Enlightenment thoughtThe main elements of enlightenment thought were education, reason, human experience, truth religion and the government. The traditions were challenged by authority and the right to rule. People believed that authority dominated experience. Those in authority were thought to be wiser than those who had the human experience. The enlightened rejected the concept of the divine right to rule and they justified that their position was based on their usefulness to the state.(European History/Scientific Revolution and Enlightenment 2013).
Qn.2.What things did Frederick II of Prussia and Catherine II of Russia accomplishes during their reigns that justify the title “the Great”?Frederick II of Prussia was justified as “the Great” after he declared himself a servant of state, extended education to all, and established a professional bureaucracy. He created a uniform judicial system and abolished torture. It is during his reign that Prussia innovated agriculture by using potatoes and turnips to replenish the soil. Also, Frederick established religious freedom in Prussia.
Catherine II accomplished the title “the Great” after her reforms which were restrictions on torture, religious toleration, education for girls and the 1767 Legislative Commission, which reported to her on the state of the Russian people.(European History/Scientific Revolution and
Enlightenment 2013)
Qn.3. Discuss three events of the French revolution from 1789 to 1794 that did the most to end the old political way of doing things in France Which event had the greatest influence on France’s future?
The Explosive Summer of 1789 was the first event
France faced a financial crisis, caused by military expenditures and aristocracy, which resisted any cuts in its returns from the treasury and any taxes on its wealth in 1789. The result of this lapse of leadership was a political near-breakdown, followed by a sudden explosion of popular unrest and agitation.
The second event was the First Phase of Middle-Class Revolution
This was shortly after the march on Versailles, the Assembly achieved some political stability by declaring martial law, to be enforced by the National Guard. The most dramatic action of the Assembly occurred on the night of August 4, 1789.
The third event was the Drift towards Radicalism
This was after June 1791, when the king and his family attempted to flee the country, the Revolution drifted steadily towards radicalism.
The Jacobin republic event had the most effect on France with the growth of patriotism
(History-world 2013)
What did Napoleon accomplish in France, and what brought about his fall?
Accomplishment of Napoleon ranged from military victory, reforms in education and the judicial system with establishment of the Code Napoleon (Miss Lavelle 2013)
The fall of Napoleon was as a result of despising the people as incapable with disinterested conduct, conceited, and obsessed by the notion of equality. Further his colossal egoism, his habitual disregard of others, his jealous passion for power, his impatience, his vain untruthful boasting, his unbridled self-sufficiency and lack of moderation led to the end of his rule (France History – First French Empire 2013)
Qn.4.What was the effect on society as Europe changed from a traditional economy to an industrial economy? Were the changes positive or negative?
How did British society address some of the changes in peoples’ lives that were brought on by industrialization?
The effect on the industrial revolution on European society was an effect of change from traditional methods of farming to modern agriculture labor-intensive economy based on farming and handicrafts to a more capital-intensive economy based on manufacturing by machines, specialized labor, and industrial factories. The changes were more positive with increase in employment, more capital accumulation, labor specialization, surplus food among others.
The British society started the formation of new social classes; there was growth of cities, population grew up and slums started developing with less housing in the cities. Hospitals and other educational institutes were seen on the rise. There were also trade unions to fight for the working conditions of the workers. (The Industrial Revolution and Its Impact on European Society 2013)
Qn. 5.There were four problems; restoring the balance of power, the containment of France, the restoration of legitimate rulers and rewarding and punishing those involved in the Napoleonic
Wars, depending on which side they had fought on. The containment of France was done by strengthening the states and territories surrounding France, especially those which had been previously over-run by the Grand Armeé. The restoration of the legitimate rulers was resolved by restoration of Bourbon dynasty of Spain, an ally to the Great Powers against Napoleon, only seemed natural. Rewarding and punishing of those involved in the Napoleonic Wars, depending on which side they had fought on were rewarded through division of territories (Kristian Ola 2013).
Qn. 6.The type of conflict that Europeans expected after world-war 1 was a military conflict between nations. The kind of war that really took place was a war of power and to gain popularity. The reason is most European countries had experienced industrial revolution and they had surplus resources to use on military expenditure.
Qn. 7 Factors that made possible Hitler’s diplomatic and military successes between 1933 and 1941 were,European states and public opinion were still haunted by 1914-1918 war.
Hitler’s diplomacy was seen as reasonable by most diplomats except for the French.
Hitler’s military war overwhelmed Europe. (asu.edu 2013)
Qn. 8
How the ideas of glasnost and perestroika helped to bring about the end of the Soviet Union.
Glasnost and perestroika introduced by Mikhail Gorbachev in 1985, and helped bring about the end of the Soviet Union by 1991.
Glasnost ended the strict censorship of the 1960s and 1970s, and encouraged political dissidents and others who openly criticized the one-party rule of the Communists.
Perestroika upset the centralized planning of the economy, which had put more emphasis on developing industry, science, and agriculture than on meeting the demands of consumers, who turned instead to the black market. (asu.edu 2013)
Conclusion
The questions were all answered.
One argument I found extremely interesting in many of my experiences with the educational system
Discussion Question
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One argument I found extremely interesting in many of my experiences with the educational system is that the United States high schools must become more like communities of learning and less like factories. I am sure a number of individuals would argue with that statement; however, I have realized that principals of schools and their teams of leadership have always struggled with a number of aspects of the changes needed for several years. With the current reforms initiatives in education calling students to strive for higher educational scores, the needs for schools to show some kind of progress in attaining goals is increasingly progressing.
The recent emphasis, nationally, on the utilization of data in making decisions has emphasized and solidified the needs for American schools to undergo changes. In the last ten years or so, one of the recommendations of the Study Accountability Study Group in 1998, Office of Educational Research and Improvement, was that the quest of accountability in schools needs better systems for utilization of data for enhancing and improving schools that were low- achieving, and for encouraging schools that were high performance. This recommendation has been voiced periodically and supported by numerous professionals in education, as it argues that better utilization of data can be crucial for improving the quality and success of learning in schools. Other individuals have argued that the utilization of data as a lever for the development of schools that are more effective for students is indispensable.
There are many uses of data in schools and I have observed a number of them. For one, data can be used as a measure of equity and it offers unlimited opportunities to schools and districts working to develop their capacity to provide education to students equitably. There are also numerous benefits and advantages of data that one can experience in schools. For example, data emphasizes the essentiality of mobilizing the involvement of a wide variety of stakeholders and making individuals excited; benefits that can be generally summarized to focusing passion, people and proof on strategically placing school elements around a central goal of maximizing the success of students. The point here is that by analyzing and examining what works and what does not work to improve learning in schools, scarce and valuable resources can be assigned to certain strategies and goals that influence achievement the most. It is here when one must realize that time is the most essential resource. Time invested in the collection of and working with data can result to net savings if it is used to guide a school towards making decisions that pay dividends towards the achievement of students.
Data, therefore, is essential as it can uncover challenges that were invisible, it can convince people of the need or requirement of change and it can be used to discredit or confirm assumptions about school practices and students. Data can find underlying problems and find solutions for them, and it can help schools evaluate the effectiveness of programs and emphasize on the learning results of students. There are, however, a number of factors that can impede the proper use of data in schools. For example, resistance of culture mainly because of the cultural shift data requires students and schools to make. Another factor can be fatalism and fear because most schools and administrators think that data will be used against them or their teaching practices. The complexity and difficulties of assessing data are other factors that might limit data utilization in schools, and so are lack of experience and skills and lack of access to data that is disaggregated and meaningful.
Reference
Lachat, M. A. (2001). Data driven high school reforms. The breaking ranks model. Brown University.