The reaction of managers to the pre- acquisition stage of a corporate merger: A qualitative study     

Larry D. Burlew Ed.D.  LPC  Jo Ellyn Pederson M.S./Counseling  Barbara Bradley M.S./Counseling 《Journal of Career Development》1994,21(1):11-22

Conclusion The study in this article provided insights into the emotional needs of managers during the Preacquisition Stage of a potential acquisition. One manager claimed that mergers are the wave of the future. If one of six managers believes this in the retail industry, then we might assume that one out of every six employees has thought this at some time in his/her working life or at least thought about how mergers in general affect his/her working life. Therefore, it seems vital that retail employees have the attitude that Acquisitions, of course, produce stress, but they are not always bad experiences that end up hurting the employees. With the opposite attitude, the Preacquisition Stage will most likely be fraught with low employee morale, increased stress, resistance to change, higher turnover, and lower productivity.The managers in the current study shared their reactions to the announcement of a potential merger. As can be expected, much stress and uneasiness was occurring. The suggested interventions in this article will help the EAP counselor respond to the stress through crisis, preventive, and educational methods. The employee assistance counselor can no longer wait for the merger to occur; rather, he/she must be involved early in the merger process, during the Preacquisition Stage. If employee assistance counselors do not begin insisting on early involvement, business mergers may remain on a contractual level only. The contractual level allows Hunsaker and Coombs (1988) to conclude that the psychological needs of the merging work forces are not typically considered, and people issues are mishandled as the acquirer improvises instead of following a strategically designed, systematically conducted program for corporate integration (p. 57). A systematically conducted program may help managers and employees feel more secure about their own careers; thus, about mergers in general.  相似文献   

SOCIAL ALIGNMENT AND EDUCABILITY     

Marie D. Neale Ph.D.  Dip. Psych.  M.A.  Dip. Ed.  F.B.Ps.S.  F.A.Ps  S. 《International Journal of Disability, Development & Education》1973,20(1):3-19

  相似文献   

Negotiating school-university partnerships: Participants' voices in co-reform     

Dr. Janet Benton  Richard C. Zath  Frances Hensley Ed.D.  Duncan Waite 《The Urban Review》1996,28(3):257-278

Although many educators recognize the importance of voice, fostering voice in those who have traditionally been voiceless has been difficult. This article, like the program that it describes, tackles that challenge by having participants speak for themselves. Specifically, the participants speak about their involvement in the first year of an alternative teacher education project. In describing their involvement, the participants focus on their roles and relationships as well as the type of partnership and collaboration that emerged from this project.  相似文献   

Narrative-Based Learning Activities for Science Ethics Education: an Affordance Perspective     

Mawasi  Areej  Nagy  Peter  Finn  Ed  Wylie  Ruth 《Journal of Science Education and Technology》2022,31(1):16-26

Journal of Science Education and Technology - Boasting a wide range of interactive and engaging features, narrative-based learning has become increasingly popular in educational settings....  相似文献   

An exploration of social skills in substantially separate settings     

Brad Cataldo Ed.D 《Journal of Research in Special Educational Needs》2022,22(2):137-146

  相似文献   

The architecture of adult-child interaction. Joint problem solving and the structure of cooperation     

Mariëtte Hoogsteder  Robert Maier  Ed Elbers 《Learning and Instruction》1996,6(4):345-358

In this article, learning and instruction in caregiver-child interactions are discussed. Referring to empirical observations, the authors distinguish between several modes of interaction. A mode of interaction can be characterized by the participants' roles, the aims pursued and the instruments used. The didactic mode of interaction provides a rich repertoire with a complex structure of learning and instruction opportunities. However, also in other modes identified—a playful and an efficient mode—learning and instruction possibilities exist. After introducing and systematizing the concept of mode of interaction, the didactic mode is illustrated with a case-study.  相似文献   

Getting parents involved in the 1990s     

Terry Buchanan Ph.D.  Diane Burts Ed.D. 《Early Childhood Education Journal》1995,22(4):18-22

The authors sincerely appreciate the valuable comments of several anonymous reviewers.  相似文献   

Selecting initial reading instruction for high-risk children: A theoretical approach     

Helen M. Popp Ed. D. 《Annals of dyslexia》1978,28(1):15-42

  相似文献   

Research     

Dr. Jerome Beker Ed.D.  Dr. Joseph Glick Ph.D. 《Early Childhood Education Journal》1974,1(3):33-34

  相似文献   

The relationship between high school students' perceptions of teaching as a career and selected background characteristics: Implications for attracting students of color to teaching     

Diane Newby Ed.D.  Grant Smith Ph.D.  Robert Newby Ph.D.  Denise Miller M.A. 《The Urban Review》1995,27(3):235-249

This study sought to determine: What influence do background characteristics of high school students have on their perceptions of teaching as a career choice? The independent variables, or background characteristics, were ethnicity, gender, the work status of parents, and grade level. Of particular interest was the extent to which African Americans were receptive to teaching as a career choice. The dependent variable of the study was students' perceptions of teaching as a career. Students perceptions were ascertained from their responses to an instrument administered to over 800 high school students. The inventory sought students' attitudes regarding: (a) the extent to which they valued teaching as a career; (b) the importance they assigned to teaching relative to other professions; (c) the influence of significant others in encouraging them to go into teaching; and (d) their desire to meet the prerequisites to becoming a teacher. Although the findings were in general those to be expected, some surprising ones were also observed.  相似文献