Work–family Conflict and Job Satisfaction Relationship: The Roles of Gender and Interpretive Habits

This study examined the effects of gender and interpretive habits on the relationship between work–family conflict (WFC) and job satisfaction. The results of the analysis of the data collected from 286 academic personnel suggest that interpretive habits moderate the relationship between WFC and job satisfaction such that the negative effect of WFC and job satisfaction is stronger for employees focusing highly on deficiency, with high necessitating, and low skill recognition, referred to as stress‐predisposing interpretive habits. Furthermore, gender was found to have an influence on the role of interpretive habits in the WFC–job satisfaction relationship. Specifically, WFC had a negative association with job satisfaction for stress‐predisposed male employees while no relationship was found between WFC and job satisfaction for men with a low focus on deficiency, low necessitating and high skill recognition namely, stress‐resilient interpretive habits. Moreover, although WFC had a negative association with job satisfaction for female employees, this relationship was even stronger for stress‐resilient females. The implications of the findings and suggestions for future studies are discussed.     

Are clerical workers proletarian? A case study of the Australian Public Service1

This paper explores whether clerical workers have been proletarianized by using the Australian Public Service (APS) as a case study. It shows that before the late 1980s the market, work and status situations of APS clerks were predominantly proletarian since they were typified by limited career prospects, low skill requirements, restricted autonomy; low organizational status and estrangement from senior management. This proletarian class situation was reflected in an order taker's culture of informality, cynicism, hedonism and alienation. Since the late 1980s however technological change and workplace restructuring have markedly reduced the number of unskilled and lower paid jobs in the APS, thereby belying widespread predictions of deskilling. I conclude that proletarianization is more likely to have arisen from a decline in the status of clerical work during the course of the twentieth century rather than from a process of deskilling. Notwithstanding the fact that their class situations were predominantly proletarian, most clerks have identified as middle class. We can attribute this not only to the fact that their class situations differ from those of manual workers, as noted by Lockwood, but also to a widespread tendency to identify as middle class, the tendency of many female clerks to base their class identity on their husband's occupation and the fact that popular stereotypes tend to equate class with occupation. It is difficult to decide if clerks are proletarian since 1. Their class situations display a mixture of proletarian and middle-class characteristics 2. They exhibit diverse class identities, social origins, marriage partners and cultural attributes and 3. They occupy different positions on different aspects of inequality. We are therefore unable to allocate them en bloc to a single uniform class. I conclude that while a minority of clerks are proletarian most are better described as middle class.     

Max Weber, Interpretive Sociology, and the Sense of Historical Science: a Positivistic Conception of Verstehen

Weber's advocacy of understanding and an interpretive sociology is shown to be a consequence of the anthropological premises of his theory of concept formation in history. These premises, which are implied in his Rickertian conception of value-relevance as the foundation of historical knowledge, are that men are interested in understandable historical developments because of their practical involvement in society—they rely on historical knowledge in their efforts to make sense out of the present. While acknowledging this indispensable function of history Weber insists, however, that historical knowledge can strictly justify neither the meaning given to the present nor man's conduct in practical affairs. This is why, in opposition to the mainstream of the Verstehen tradition, he argues against a valuing historical and social science. Yet this separation of values and facts does not entail an option for an irrational decisionism in value matters. On the contrary, it provides the very basis for their rational discussion. Those who impute to Weber the position that empirical knowledge has nothing to contribute to a social praxis but instrumental recommendations do not realize that this makes nonsense of his justification of historical knowledge.     

Learning social work law: An enquiry-based approach to developing knowledge and skills

This paper, written jointly by tutors and students, discusses an enquiry-based approach to learning and assessing law as part of social work qualifying training in England. It is argued that social work law is an area of learning particularly suited to an approach in which enquiry and analysis skills are promoted through practical problem solving. The paper considers the theoretical rationale for this approach and identifies how this conceptual frame informs the learning and assessment structure. It identifies how students present evidence for assessment of their skill and knowledge development, through both written and verbal submission, and considers the learning outcomes achieved. The paper concludes with an evaluation of the approach as an example of knowledge and skill development through problem solving and reflection.     

The Social Construction of Marital Commitment

This paper articulates a theoretical framework for understanding how individuals orient themselves toward marital commitment. Using a life history interview methodology and interpretive framework, it examines the orientations toward marital commitment for a sample of women and men, single and married, between the ages of 28 and 35 (N = 75). Specifically, it elaborates a multidimensional view of marital commitment with attention to two multifaceted components, one value rational and the other practical. Borrowing concepts from exchange and identity models of commitment, it analyzes interpretive processes involved in their construction. Some preliminary comments on the role social position plays in shaping constructions of marital commitment are articulated and the implications of this model discussed.     

The Influence of Term Limits on the Electoral Success of Women

ABSTRACT

In this paper I develop a theoretical approach that rehabilitates identity as a political and interpretive, not essentialist, category. To this end, I explore versions of feminist standpoint theory developed by Nancy Hartsock and Alison Jaggar. While these versions of standpoint theory have marked the significance of experience and knowledge for feminist practice, their conception of subjectivity is too unified and, therefore, creates problems for addressing the epistemological implications of “difference.” For this approach to feminist subjectivity, power relations of race, class, and nation are “differences” which are viewed as threatening endless fragmentation or promising plurality. Alternatively, following Norma Alarcon's theory of multiple-voiced subjectivity, I argue that relations of power produce complex subjectivities situated within multiple, intersecting axes of power: race, class, sex, gender, nation. These relations of power mark the terrain of experience as an interpretive field for the production of knowledge and collective identity. This approach shifts the interpretation of experience and knowledge from a paradigm of essentialism, fragmentation, and pluralist difference to a paradigm of accountability and coalition.     

Not <Emphasis Type="Italic">Merely</Emphasis> TLC: Nurses’ Caring Revisited

The profession and practice of nursing has been studied from quite diverse scholarly perspectives in the United States and abroad. Feminist critiques focus on the gendering of caring and its knowledge/skill features, while professionalization advocates view emotive caring as secondary to other critical activities necessary for the occupational advancement of nursing. Based on ethnographic observations 30 in-depth, semi-structured interviews with nurses across different units working at a large urban hospital, this paper examines how nurses define caring as knowledge-based, skilled work. Specifically, nurses described four types of skills—observational, analytical, interactional, and comforting—that they deploy in the accomplishment of caring work at the bedside. My findings go beyond previous literature in this area by showing how nurses think of caring work in line with occupational strategies that emphasize their biomedical knowledge and diagnostic skills and uphold an advocacy or intermediary role in health care. I argue that while this ideological work may reassure nurses of their professional identity and critical role in health care, it may also reinforce the dilemma of nurse professionalization by obscuring the organizational nature of caring, as it remains an unsupported dimension of their work.     

Teaching Note—Developing a Professional Writing Course Using a Holistic View of Competence

ABSTRACT

Writing is a skill that spans many competencies. The Council on Social Work’s Educational Policy and Accreditation Standards promotes a holistic view of competence informed by knowledge, values, skills, and cognitive and affective processes. This teaching note contributes to the scholarship of teaching and learning by describing a professional writing course that uses a holistic pedagogical approach. We provide pragmatic strategies and assignments that can be readily adapted by other faculty and programs.     

Understanding the Impact of Using Oral Histories in the Classroom

Oral histories are a powerful pedagogical tool in developing historical understanding and important learning skills simultaneously. Teachers use firsthand accounts of historical time periods and/or events to help develop students' sense of history. In addition to gaining historical understanding, students are able to bring history alive by capturing personal stories and connecting with individuals to better understand their experiences and point of view. The purpose of this interpretive case study was to explore in depth how classroom teachers can develop knowledge of the social studies by engaging students in collecting oral histories of local residents. In addition, this case study explores how these strategies impact students' perception of learning social studies and their historical understanding.     

What Makes a Good Listener? Listening Behavior in Instructional Settings

Listening as a language skill is widely required in instructional settings at any level. It is proposed to view listening as an active process, involving patterns of behavior which can be categorized as content-, self-, and speaker-related activities. A questionnaire (N = 554) and a qualitative survey (N = 32) were conducted to investigate the knowledge about listening strategies among university students. Results show that the scope of listening skills is rather limited even among experienced listeners and that there is considerable room for modifying listening behavior. Consequences for conceptualizing listening expertise are discussed and areas for further reaearch, both empirical and theoretical, are addressed.     

‘How Am I Doing?’: Advancing Management Skills Through the Use of a Multi-source Feedback Tool to Enhance Work-based Learning on a Post-qualifying Post-graduate Leadership and Management Programme

The acquisition of advanced skills and knowledge in leadership and management is cited as key to delivering a vision for quality care services. Managers need concrete tools for promoting their own learning within organisational cultures for self-managed learning to thrive. We report on the application of a tailor-made multi-source feedback tool to promote the advancement of management skills on a post-qualifying award for social work managers. This particular tool was based on English national leadership and management standards and its 10 ‘key principles’. Managers were required to analyse and reflect on their current level of skill using line-management, peer, supervisee, staff and service user appraisal. They then developed a work-based learning and development plan, supported by mentoring and supervision. How we actually measure skill and associated knowledge and values is an under-researched area. Determining the ideal structure for defining and measuring outcomes of skill development highlights the complexities involved. Data from the managers' own evaluations are used to debate the value of using skill definitions flexible enough to enable individual use and interpretation but not so general as to be meaningless. The discussion suggests that use of a multi-source assessment tool and the process were found to be useful on a number of dimensions.     

Does continuous passive motion during keyboarding affect hand blood flow and wrist function? A prospective case report

The purpose of this prospective case report was to evaluate the use of a keyboard platform device that uses continuous passive motion (CPM) on vascular flow to the hand for clerical employees who perform daily keyboarding tasks. Subjects were two female volunteers, one symptomatic of carpal tunnel syndrome (CTS), who were employed in clerical positions and perform daily keyboarding tasks for most of their workday. Data collection consisted of baseline and follow-up measurements at 6 weeks, including: 1) screening for symptoms based on the Carpal Tunnel Function Disability Form, 2) evaluation using standard physical therapy examination and assessment techniques, including modified Semmes- Weinstein monofilament testing, 3) a typing productivity test, and 4) Doppler ultrasound examination to quantify vascular flow at the wrist. Results revealed that both subjects demonstrated an overall increase in both radial and ulnar blood flow velocity with no decrement in typing productivity. The symptomatic subject also demonstrated an overall improvement of 10 wpm in the typing tests, a decrease in her disability score and symptom severity, and improvement in function. Results suggest that use of CPM as a non-intrusive ergonomic intervention may be used to treat, as well as prevent, carpal tunnel-like symptoms in those who keyboard.     

Cognitive Value Commitments in Formal Theoretical Sociology

This paper aims to communicate some of the value commitments that characterize my approach to formal model building in theoretical sociology. It does this through a narrative method, an autobiographical account of shifts in intellectual interests through various phases of my career: from history to philosophy, from philosophy to sociology, from sociology to mathematics and back, followed by several long-term formal theoretical research programs. One of these, pertaining to the formal representation of institutionalized social action systems, is described in terms of its linkage to interpretive sociology, while also noting its limitations from a theoretical science point of view. By interweaving intellectual biography and intellectual history, the paper also provides some contextual background for appreciating the work of the other contributors to this symposium.     

Knowledge Equity is Social Justice: Engaging a Practice Theory Perspective of Knowledge for Rural Transformation

Social inequities are made possible by and compounded by knowledge inequity. Accordingly, new and more vehicles are needed in which different and transformative knowledges can chart new possibilities, practices, and meanings for rural people. One way forward is to work toward an ecology of knowledges in which the need for many types of knowledge is recognized and different knowledges are respected. Drawing on case study and “photo‐voice” research with women in rural Ethiopia, this article uses a practice theory approach to explore the possibilities of knowledge dialogue among different types of knowledge and skill. Recognizing the wide spectrum of deep knowledge and skill employed in local practice, and understanding how all knowledges are rooted in social context, actors can find common ground to dialogue through methods of praxis and narrative.     

An Outcome Approach to Assessing the Cultural Competence of MSW Students

The past twenty years have seen a vast improvement in the cultural content of graduate social work curricula. Recently, emphasis on the affective component of education has been added to the knowledge base for cross-cultural practice. This paper takes the next step by introducing a series of outcome objectives for cultural competence categorized by knowledge, skill, and value bases. An evaluation of the model is included.     

Study on Work and the Workplace: Implications of the Psychological Aspects for Health Education and an Occupational Health and Safety Program on a University Campus

Abstract

The purpose of the present study is to examine social and psychological factors accounting for satisfaction and dissatisfaction at work and to relate levels of job satisfaction to physical and psychological well-being. Eight hundred eighty-seven male and female employees at all job levels at a large mid-Atlantic university completed the questionnaire, responding to questions on job satisfaction, health characteristics (chronic conditions and physical symptoms) and psychological well-being. Job satisfaction was a function of those variables associated with occupational status, particularly the intrinsic dimension of challenge. Overall satisfaction was highest among the occupational group with highest status — faculty/administration — and lowest among the secretarial/clerical group. Health status appeared also to be related to occupational group; secretarial/clerical, the group with the lowest job satisfaction, also reported significantly more physical symptoms than faculty/administration. Faculty/administration reported highest levels of overall psychological well-being, significantly higher than associate staff and secretarial/clerical. A major implication to be drawn from these data is that the relationship between job satisfaction and physical and psychological well-being indicates the need for modification of certain job characteristics to minimize or eliminate unnecessary stressors. Health professionals from different disciplines all play a role in promoting a healthful and safe work environment.     

Preventive Medicine,Community Health and Social Services. J. B. Meredith Davies. Second Edition. London: Balliere Tindall, 1971. 331 pp. Paperbound. Published in the United States by the Williams and Wilkins Company,Baltimore. $7.75 Hardcover

Increasing attention is being given to social work practice related to death, dying, and survival. Effective practice in these areas requires not only knowledge of the problems associated with dying but also skill and sufficient comfort to extend appropriate help. The present article describes a module in the general social work practice sequence at the University of Hawaii School of Social Work that offers students an opportunity to develop both a skill and a knowledge base, as well as an exploration of their own personal experiences with—and reactions to—death.     

Perceived Competencies of Social Workers in Adolescent Practice

Abstract

This investigation yielded data on the perceived competencies of social workers in adolescent practice. On average, survey respondents related that their perceived knowledge/skill levels ranged from moderate to high when working with depressed, sexually abused youths, or those with behavioral issues. However, respondents also perceived their knowledge/skill levels as moderate to poor when adolescent clients presented with: chronic physical conditions including HIV+/AIDS, sexual orientation issues, gang involvement, or were youths of color. Survey respondents credited work experience and conferences as the primary sources of their perceived practice knowledge/skill. Greater knowledge/skill levels in adolescent practice were associated with greater years of practice.