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The study seeks to analyze concepts of “career grades” and “job grading,” to highlight their importance and objectives for the efficiency of administrative systems. In addition, it identifies the international standards that can be used to draw grading systems. It explores the most important types of grade structures. It also clarifies grading systems in the Egyptian administrative system. It indicates some methods that can be considered a form of career progression.

The study employs descriptive, analytical, as well as, legal approaches; it analyzes the information given in the study in terms of relevant legal texts.

The study identifies precise definitions of both career grades and job grading, referring to these concepts in the Egyptian administrative system. It also suggests that there is no ideal hierarchy to be applied in all administrative systems. Therefore, the study provides some criteria that help to form the appropriate grade structure for each system.

The study analyses some literature on “job grading,” its objectives, its criteria and its main types, presenting an integrated framework that can be used to develop career-structure systems. Finally, the study identifies some methods that can be considered as a means of grading.

Despite the numerical predominance of women in nursing there is a marked concentration of women, especially those working part‐time, in the lower echelons of the profession. The paper presents survey data and interview material from a study of qualified nurses in NHS Wales. By controlling for differences in education and experience in nursing work, it was found that comparable groups of female nurses received unequal employment opportunities. Women with dependent children were primarily located in the lower nurse grades irrespective of their qualifications and experience. Much of this was associated with inflexible working practices, and the low status of part‐time work. Occupational downgrading for female returners was also a significant barrier to career advancement. However, these problems were not recognised by management. Management failed to evaluate the mechanics of their human resource policies in terms which matter to many nurses, in particular with regard to the management of diversity.

Despite the numerical predominance of women in nursing there is a marked concentration of women, especially those working part‐time, in the lower echelons of the profession. The paper presents survey data and interview material from a study of qualified nurses in NHS Wales. By controlling for differences in education and experience in nursing work, it was found that comparable groups of female nurses received unequal employment opportunities. Women with dependent children were primarily located in the lower nurse grades irrespective of their qualifications and experience. Much of this was associated with inflexible working practices, and the low status of part‐time work. Occupational downgrading for female returners was also a significant barrier to career advancement. However, these problems were not recognised by management. Management failed to evaluate the mechanics of their human resource policies in terms which matter to many nurses, in particular with regard to the management of diversity.

Emphasizes the two most common measures that are defined, as career successes herein are higher earnings and job advancement. Uses various studies to emphasize that generally, higher grades produced higher future earnings. Uses an explanatory table to show how undergraduates in general increased their earnings (based on information from 1994‐97). Concludes that the proof seems reasonable and creditable, but not certain in the three cases noted.

Women came into the Australian banking industry to “fill in” for men and were left in lower grade, non‐career jobs on their return. For the majority of women, little has changed with respect to their status in the industry. They outnumber men in lower level clerical grades and perform the bulk of part‐time work. Very few women remain in the industry for a significant length of time, contributing to their under‐representation in management. Managers and women themselves need to be aware of the structural, attitudinal, and social barriers which effectively disadvantage full‐time and part‐time women in the branch banking system so that affirmative action programmes can be correctly focused. Makes a number of recommendations to address these problems.

The literature of human motivation in a work setting is reviewed. The main theories are those of individual needs, equity and expectancy/value. This is followed by an examination of the relationship between motivation and methods of job and work design. Particular emphasis is placed on the practical value of strategies resulting from these theories. The area of application for these principles is academic libraries, the main characteristics of which are identified. These include the influence of environmental factors, such as technological innovation and economic recession, the nature of the higher education system and the user community. This is followed by an analysis of library staff attitudes and the nature of library work. The division between professional and non‐professional staff is seen as particularly important in this context. The theories of motivation and work design are then applied to academic libraries and some gaps in the literature identified. The emphasis on higher order needs and lack of theory on motivation and the social aspects of work are noted. An outline of the most useful theories is offered and the importance of library managers remaining responsive to local needs is stressed.

After many years of equal opportunities legislation, motherhood still limits womens' career progress even in a feminized occupation such as nursing. While the effect of motherhood, working hours, career breaks and school aged children upon career progression has been discussed widely, its actual scale and magnitude has received less research attention. The purpose of this paper is to examine the impact of these factors individually and cumulatively.

This paper considers the impact of the above through a longitudinal analysis of a demographically unique national database, comprising the 46,565 registered nursing workforces in NHS Scotland from 2000‐2008. The variables examined include gender, employment grades, number and length of career breaks, lengths of service, age, working patterns, the number and age of dependent children.

The results indicate: motherhood has a regressively detrimental effect on women's career progression. However, this is a simplistic term which covers a more complex process related to the age of dependent children, working hours and career breaks. The degree of women's restricted career progression is directly related to the school age of the dependent children: the younger the child the greater the detrimental impact. Women who take a career break of greater than two years see their careers depressed and restricted. The results confirm that whilst gender has a relatively positive effect on male career progression; a women's career progression is reduced incrementally as she has more children, and part‐time workers have reduced career progression regardless of maternal or paternal circumstances.

This paper is the only example internationally, of a national workforce being examined on this scale and therefore its findings are significant. For the first time the impact of motherhood upon a women's career progression and the related factors – dependent children, career breaks and part‐time working are quantified. These findings are relevant across many areas of employment and they are significant in relation to broadening the debate around equal opportunities for women.

The purpose of this paper is to investigate the perception of high school students on the factors impacting their career decisions and whether gender and grade have an influence on the decision‐making process.

Literature review was used to identify relevant factors which were incorporated into the design of the survey instrument. The questionnaire was administered via a postal survey and information collected from 599 male and 491 female high school students in the Western Cape Province. Survey response data were subjected to descriptive statistics and subsequently parametric tests.

Salary, working conditions, opportunities for promotion and lifelong learning were reported by both male and female students as the most important factors, whereas family tradition and peers were the least important factors according to the male and female high school students, respectively. Grade had a significant impact on the process with students in Grade 11 scoring higher on salary, working conditions and lifelong learning opportunities whereas Grades 12 and 10 scored higher on skills shortage and family tradition, respectively.

The cross‐sectional data made it difficult to generalise the findings.

The findings are of particular importance to high school teachers and guidance counsellors who influence career choices amongst high school students. It is likely that teachers and counsellors themselves have been negatively influenced by the poor image of the construction industry. The identification of factors enables the development of viable strategies and balances the social dynamics of the male dominated environment.

There are few studies which try to investigate the career decision‐making process of high school students in an African environment. These results challenge the factors impacting career decision making among South African high school students and provide information rarely examined. Conclusively, the paper finds that control variables such as grade and gender are significant in the career decision‐making process of high school students. This paper contributes to bridging that gap.

The persistence of occupational segregation by sex, as a primary characteristic of the UK labour market, has exposed the failure of anti‐discrimination legislation to achieve its purpose. The absence of significant organisational change in the past decade has fuelled the growth of “positive action programmes” as an alternative voluntary method for promoting equal opportunities.

This paper aims to focus on early career success as determined by a combination of what young professionals learned at school (in terms of their grades and academic competences) and how this, together with their self-regulatory focus, influenced their early objective career success in terms of salary growth and subjective career success, in terms of career satisfaction.

Using an online survey, 247 alumni from a major business school in The Netherlands participated.

The results showed that, within this sample, a person's goal orientation was an important determinant of subjective and objective career success. A master orientation was more beneficial than a performance orientation. In addition, a high mastery or a high performance orientation buffered the potential negative influence of low levels of academic competence and grades on career satisfaction.

The study showed the limited predictive value of grades and academic competences to predict early career success.