PORTER and Steers ' (1973) review was particularly concerned with the potential role that "met expectations" have on withdrawal behavior. They conceived of this notion as "the discrepancy between what a person encounters on the job in the way of positive and negative experiences and what he expected to encounter." Porter and Steers also asserted that when an individual's expectations-whatever they are-are not substantially met, his inclination to withdraw would increase. According to these researchers, one of the salient remaining analytic questions is how salary affects turnover. An answer to this query may be found in expectancyhalence theory (Porter and Lawler, 1968). Within such a theoretical context, it seems that at least two factors could account for the effect of compensation on turnover: (a) the perceived equity of rewards compared to expended effort, and (b) the expectation that continued participation will result in more positively valent outcomes than any alternative behavior. A significant amount of research exists to support the first part of such a theory, that is, the necessity of perceived equitable rewards. However, no research to date has been found that tested the role of anticipated rewards on turnover (Porter and Steers, 1973).The primary purpose of this reported research was to explore empirically the effect of expected salary level at the time of entry into an Copyrighi 0 1976 hy P w s o v w Prrrno,om, I N < 559
Counselor education programs must respond to the need for inservice education for practicing, school counselors. The Extern Program described here is designed to provide inservice education through didactic, experiential learning activities implemented on a one weekend per month schedule for nine months. The weekend training involves new developments in the field of counseling, problem solving with a focus on concerns brought to the sessions by the counselors, and new developments in the behavioral sciences outside education. Each weekend is divided into eight phases as follows: (1) didactic input with the topic related to the field of counseling; (2) synthesis and discussion of didactic input with small‐group interaction; (3) participant problem solving with small‐group interaction; (4) group problem solving with large‐group discussion and synthesis; (5) didactic input with the topic relevant to counselor education; (6) synthesis and discussion of didactic input with small group interaction; (7) didactic input with the topic being behavioral science developments outside education; and (8) synthesis and discussion of didactic input with small‐group interaction. An evaluation plan is also discussed.
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