Dissertation/Thesis Abstract

Mid-Career Transitions: A Qualitative Study Examining the Developmental Relationships, Attitudes, Networks, and Strategies of Frontline Workers that Seek Career Development and Advancement
by Lofton, Charlotte Denise, Ed.D., The George Washington University, 2012, 245; 3524367
Abstract (Summary)

In this qualitative case study, the researcher explored the relationship between developmental relationships and career attitudes orientation of frontline behavioral healthcare professionals that are career transitioners. Participant responses were analyzed using the perceived need for development and mediating process of developmental seeking behaviors of the Higgins and Krams (2001) developmental networks theory and the Briscoe, Hall & Frautschy Demuth (2006) Protean Attitudes Scales to understand if the career attitude orientation of participants informed either of these constructs.

Four noticeable themes emerged as part of the analysis. 1) There is minimal evidence to imply a strong relationship between protean career attitudes and developmental relationships of the study participants. 2) Study participants leverage nonwork relationships as a core part of their developmental seeking behavior within their developmental network. 3) Study participants use multiple and varying relationships across different networks to obtain support during career development. 4) Study participants indicate that worker center pedagogy of joint union management workforce development programs as influential in career development.

Indexing (document details)
Advisor: Gorman, Margaret
Commitee: Lombardozzi, Catherine, Scully-Russ, Ellen
School: The George Washington University
Department: Education and Human Development
School Location: United States -- District of Columbia
Source: DAI-A 74/01(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Adult education
Keywords: Career attitude orientation, Career development, Developmental networks, Developmental relationships, Developmental seeking behaviors, Frontline workers, Workplace learning
Publication Number: 3524367
ISBN: 978-1-267-58740-4
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