an article by Shaista E. Khilji and Kelly Harper Pumroy (The George Washington University, USA) published in Gender, Work & Organization Volume 6 Issue 7 (July 2019)
Abstract
With the purpose of breaking down socially derived, implicit assumptions regarding women and highlighting their resilience and strength within organizations, this study focused upon career experiences of women engineers.
Findings indicated women constantly navigated gendered social and organizational norms to develop their careers. We found them to employ three distinct coping strategies, conforming to play by the rules, negotiating to play around the rules and defying to establish own rules. The ways in which participants arrived at and enacted on these coping strategies is illustrative of their strength, forethought and self‐directedness. All participants demonstrated high self‐concept and the ability to learn and adapt.
The study allowed us to acknowledge prevalence of gendered norms and expectations, while also highlighting women's strength in navigating their careers.
We hope that the study is able to illuminate persistence of male perspective in the literature and promote a perspective of women as strong and resilient professionals.
Showing posts with label career_development. Show all posts
Showing posts with label career_development. Show all posts
Wednesday, 31 July 2019
Monday, 21 January 2019
Developing career capabilities in “NEET” young people: experiences of participants in the Prince’s Trust team programme
an article by Peter J Robertson (Edinburgh Napier University, UK) published in British Journal of Guidance & Counselling Volume 46 Issue 6 (2018)
Abstract
This qualitative study focuses on the impact of a supportive 12-week programme intended to empower young people who are not in employment, education or training (NEET) to pursue life-career goals of their own choosing.
The programme is viewed through the conceptual lens of the Capability Approach of Amartya Sen, an approach to social justice that stresses the power to make and implement lifestyle choices.
Fourteen young people who attended the Prince’s Trust team programme were interviewed. Their accounts of their experience of the programme were analysed using Interpretative Phenomenological Analysis. Participants found the programme to be a positive confidence-building experience, and it enabled them to deploy their existing resources in pursuit of a personally meaningful goal.
Abstract
This qualitative study focuses on the impact of a supportive 12-week programme intended to empower young people who are not in employment, education or training (NEET) to pursue life-career goals of their own choosing.
The programme is viewed through the conceptual lens of the Capability Approach of Amartya Sen, an approach to social justice that stresses the power to make and implement lifestyle choices.
Fourteen young people who attended the Prince’s Trust team programme were interviewed. Their accounts of their experience of the programme were analysed using Interpretative Phenomenological Analysis. Participants found the programme to be a positive confidence-building experience, and it enabled them to deploy their existing resources in pursuit of a personally meaningful goal.
Wednesday, 7 November 2018
Students’ perceptions of education and employability: Facilitating career transition from higher education into the labor market
an article by William E. Donald, Melanie J. Ashleigh and Yehuda Baruch, (University of Southampton, UK) published in Career Development International Volume 23 Issue 5 (2018)
Abstract
Purpose
The purpose of this paper is to understand how students perceive their future careers and how university has prepared them to enter the global labor market; student perceptions regarding benefits vs associated costs of pursuing higher education (HE) on employability and earnings; and the anticipated barriers and how to overcome these in pursuit of career sustainability within a career ecosystem.
Design/methodology/approach
The authors adopted a qualitative method using semi-structured interviews on a small sample of 38 final year students from a UK university who were also participants in an earlier two-wave quantitative survey, which was conducted with 387 penultimate and final year undergraduates from the same UK-based University.
Findings
Findings revealed that undergraduates perceive their investment in HE to offer a net financial gain; however, this is narrowing due to increased tuition fees, associated student debt and interest payments eroding earning premiums. As undergraduates progress, they feel more employable from a personal perspective, but less employable from a market perspective due to competition for graduate jobs and the cost/benefit conflict of resources.
Practical implications
The authors provide nine opportunities for enhancing the employability of graduates collaborating with graduate employers, providing a timely contribution to the social, political and economic debate on the funding of HE.
Originality/value
The authors advance career theory via the new perspective of Career Ecosystem Theory by: explaining student career perceptions in terms of how university has prepared them for the global labor market; exploring the perceived costs vs benefits of pursuing HE in relation to employability; suggesting a two-dimensional model of personal and market factors of employability; providing a model of careers advice from employers and universities for supporting students’ careers; and offering policy implications in relation to the future funding of HE and employability of future graduates.
Abstract
Purpose
The purpose of this paper is to understand how students perceive their future careers and how university has prepared them to enter the global labor market; student perceptions regarding benefits vs associated costs of pursuing higher education (HE) on employability and earnings; and the anticipated barriers and how to overcome these in pursuit of career sustainability within a career ecosystem.
Design/methodology/approach
The authors adopted a qualitative method using semi-structured interviews on a small sample of 38 final year students from a UK university who were also participants in an earlier two-wave quantitative survey, which was conducted with 387 penultimate and final year undergraduates from the same UK-based University.
Findings
Findings revealed that undergraduates perceive their investment in HE to offer a net financial gain; however, this is narrowing due to increased tuition fees, associated student debt and interest payments eroding earning premiums. As undergraduates progress, they feel more employable from a personal perspective, but less employable from a market perspective due to competition for graduate jobs and the cost/benefit conflict of resources.
Practical implications
The authors provide nine opportunities for enhancing the employability of graduates collaborating with graduate employers, providing a timely contribution to the social, political and economic debate on the funding of HE.
Originality/value
The authors advance career theory via the new perspective of Career Ecosystem Theory by: explaining student career perceptions in terms of how university has prepared them for the global labor market; exploring the perceived costs vs benefits of pursuing HE in relation to employability; suggesting a two-dimensional model of personal and market factors of employability; providing a model of careers advice from employers and universities for supporting students’ careers; and offering policy implications in relation to the future funding of HE and employability of future graduates.
Sunday, 4 February 2018
Exploring the impact of training and career development on employee retention: the moderating effect of person-organisation fit
an article by Khawaja Jehanzeb (King Saud University, Riyadh, Saudi Arabia; Universiti Teknologi Malaysia, Johor, Malaysia), Abdullah M. Aldakhil (King Saud University, Riyadh, Saudi Arabia), Abu Bakar Abdul Hamid (Universiti Teknologi Malaysia, Johor, Malaysia) and Saif-Ur-Rehman Khan (University of Modern Sciences, Dubai, UAE) published in Journal for Global Business Advancement Volume 10 Number 5 (2017)
Abstract
The purpose of this study is to examine the impact of the availability of training and career development programs on job satisfaction and the relationship of the latter with employee retention.
It also examines the moderating effect of person-organisation (P-O) fit on the relationship between job satisfaction and employee retention.
Structural equation modelling (SEM) technique was employed to test the hypotheses. 157 responses were finally selected from public and private banks operating in three major cities of Pakistan (i.e., Islamabad, Lahore, and Karachi).
A significant relationship is found between three variables: availability of training, career development programs and job satisfaction. However, an insignificant relationship is found between the availability of training, career development programs and employee retention.
Moreover, the results indicate that P-O fit moderates the relationship between job satisfaction and employee retention. The implications for research and practice are also discussed.
Abstract
The purpose of this study is to examine the impact of the availability of training and career development programs on job satisfaction and the relationship of the latter with employee retention.
It also examines the moderating effect of person-organisation (P-O) fit on the relationship between job satisfaction and employee retention.
Structural equation modelling (SEM) technique was employed to test the hypotheses. 157 responses were finally selected from public and private banks operating in three major cities of Pakistan (i.e., Islamabad, Lahore, and Karachi).
A significant relationship is found between three variables: availability of training, career development programs and job satisfaction. However, an insignificant relationship is found between the availability of training, career development programs and employee retention.
Moreover, the results indicate that P-O fit moderates the relationship between job satisfaction and employee retention. The implications for research and practice are also discussed.
Tuesday, 11 August 2015
Facilitating Emotional Awareness in a Career Counseling Context
an article by Keith A. Puffer (Indiana Wesleyan University, Marion, IN, USA) published in Journal of Career Assessment Volume 23 Number 2 (May 2015)
Abstract
Significant research on emotion and career development has transpired in the past few decades. Regrettably, certain aspects of emotional functioning germane to the career decision-making process remain ambiguous. Specifically, kinds and frequency of affective reactions to career options along with helpful ways to assimilate this emotional information in the counseling experience are unclarified.
In contrast, this study operationalized an intervention designed to facilitate emotional awareness and tested it with a sample of 451 undergraduates exploring career information.
Using a descriptive research design, a frequency distribution of 40,207 affective responses revealed six noticeable recurring emotions resulted from participants’ reflections on career possibilities. This pattern, consistent over a 3-year interval, comprised the majority (59%) of total elicited affect.
Moreover, a statistically significant higher percentage of positive emotional responses emerged with college students’ self-assigned occupations relative to computer-generated careers. Practical applications of the affective information for career counseling purposes are also discussed.
Abstract
Significant research on emotion and career development has transpired in the past few decades. Regrettably, certain aspects of emotional functioning germane to the career decision-making process remain ambiguous. Specifically, kinds and frequency of affective reactions to career options along with helpful ways to assimilate this emotional information in the counseling experience are unclarified.
In contrast, this study operationalized an intervention designed to facilitate emotional awareness and tested it with a sample of 451 undergraduates exploring career information.
Using a descriptive research design, a frequency distribution of 40,207 affective responses revealed six noticeable recurring emotions resulted from participants’ reflections on career possibilities. This pattern, consistent over a 3-year interval, comprised the majority (59%) of total elicited affect.
Moreover, a statistically significant higher percentage of positive emotional responses emerged with college students’ self-assigned occupations relative to computer-generated careers. Practical applications of the affective information for career counseling purposes are also discussed.
Wednesday, 5 August 2015
Time Perspective and Vocational Identity Statuses of Emerging Adults
an article by Brian J. Taber (Department of Counseling, Oakland University) and Maureen S. Blankemeyer (Department of Human Development and Family Studies, Kent State University) published in The Career Development Quarterly Volume 63 Issue 2 (June 2015)
Abstract
Achievement of a vocational identity is an important developmental task for individuals entering adulthood.
The present study examined relationships between vocational identity statuses and time perspective in a sample of 165 emerging adults. Results of a canonical correlation analysis identified 2 interpretable variates.
The 1st variate indicated that diffuse vocational identity status is associated with negative views of the past and lower orientation toward the future.
The 2nd variate indicated that achieved vocational identity is associated with a largely hedonic view of the present, along with being mindful and less inclined to be fatalistic.
These results suggest that differing views on time perspective accounts for some of the variation in different vocational identity statuses. Interventions based on time perspective may prove useful in helping individuals attain an achieved vocational identity.
Future research should examine how time perspective relates to vocational identity status in individuals at later stages of career development.
Abstract
Achievement of a vocational identity is an important developmental task for individuals entering adulthood.
The present study examined relationships between vocational identity statuses and time perspective in a sample of 165 emerging adults. Results of a canonical correlation analysis identified 2 interpretable variates.
The 1st variate indicated that diffuse vocational identity status is associated with negative views of the past and lower orientation toward the future.
The 2nd variate indicated that achieved vocational identity is associated with a largely hedonic view of the present, along with being mindful and less inclined to be fatalistic.
These results suggest that differing views on time perspective accounts for some of the variation in different vocational identity statuses. Interventions based on time perspective may prove useful in helping individuals attain an achieved vocational identity.
Future research should examine how time perspective relates to vocational identity status in individuals at later stages of career development.
Monday, 5 August 2013
Career Interests of Incarcerated Men: The Influence of Generational Differences
an article by Nicholas C. Derzis, Margaret Ellen Shippen, Jill M. Meyer and Rebecca Sue Curtis (Auburn University, Alabama, USA) and David E. Houchins (Georgia State University, Atlanta, USA) published in Journal of Offender Rehabilitation Volume 52 Issue 6 (August-September 2013)
Abstract
The purpose of this study was to investigate the relationships between career interests and generational characteristics of incarcerated males using Holland’s Self Directed Search (SDS).
Participants (n = 132) were male offenders incarcerated at two medium security prisons.
Each participant voluntarily reported his age and completed the SDS. The SDS codes were examined based on generational affiliation. Results indicated significant differences in career interest by generational group.
Implications related to the career interests of incarcerated adult males and employment exploration are provided.
Abstract
The purpose of this study was to investigate the relationships between career interests and generational characteristics of incarcerated males using Holland’s Self Directed Search (SDS).
Participants (n = 132) were male offenders incarcerated at two medium security prisons.
Each participant voluntarily reported his age and completed the SDS. The SDS codes were examined based on generational affiliation. Results indicated significant differences in career interest by generational group.
Implications related to the career interests of incarcerated adult males and employment exploration are provided.
Tuesday, 30 July 2013
Contributions of Social Status and Family Support to College Students’ Career Decision Self-Efficacy and Outcome Expectations
an article by Jennifer Metheny and Ellen Hawley McWhirter (University of Oregon, Eugene, USA) published in Journal of Career Assessment Volume 21 Number 3 (August 2013)
Abstract
The purpose of this study was to better understand the roles of social status and family support in the career decision making of young adults in college.
We tested a path model predicting career decision self-efficacy and career-related outcome expectations in a sample of 270 male and female undergraduate students. Predictor variables included family of origin socioeconomic status, perceived social status, perceived family support, and intentional family career-related interactions.
The sample was randomly split into a calibration sample and a validation sample. Based on a path analysis with the calibration sample, the hypothesised model was modified, and a multiple group analysis was used to test for model invariance for the revised model.
The results of this study suggest that both family status and family support are associated with social cognitive career development outcomes. Implications for both research and practice are discussed.
Abstract
The purpose of this study was to better understand the roles of social status and family support in the career decision making of young adults in college.
We tested a path model predicting career decision self-efficacy and career-related outcome expectations in a sample of 270 male and female undergraduate students. Predictor variables included family of origin socioeconomic status, perceived social status, perceived family support, and intentional family career-related interactions.
The sample was randomly split into a calibration sample and a validation sample. Based on a path analysis with the calibration sample, the hypothesised model was modified, and a multiple group analysis was used to test for model invariance for the revised model.
The results of this study suggest that both family status and family support are associated with social cognitive career development outcomes. Implications for both research and practice are discussed.
Tuesday, 9 July 2013
Development and Validation of the Career Competencies Indicator (CCI)
an article by Jan Francis-Smythe, Sandra Haase, Erica Thomas and Catherine Steele (University of Worcester, UK) published in Journal of Career Assessment Volume 21 Number 2 (May 2013)
Abstract
This article describes the development and validation of the Career Competencies Indicator (CCI); a 43-item measure to assess career competencies (CCs).
Following an extensive literature review, a comprehensive item generation process involving consultation with subject matter experts, a pilot study and a factor analytic study on a large sample yielded a seven-factor structure;
Abstract
This article describes the development and validation of the Career Competencies Indicator (CCI); a 43-item measure to assess career competencies (CCs).
Following an extensive literature review, a comprehensive item generation process involving consultation with subject matter experts, a pilot study and a factor analytic study on a large sample yielded a seven-factor structure;
- goal setting and career planning,
- self-knowledge,
- job performance,
- career-related skills,
- knowledge of (office) politics,
- career guidance and networking, and
- feedback seeking and self-presentation.
Wednesday, 3 July 2013
Time Perspective and Career Decision-Making Difficulties in Adults
an article by Brian J. Taber (Oakland University, Rochester, USA) published in Journal of Career Assessment Volume 21 Number 2 (May 2013)
Abstract
Decision-making is not only contingent upon what takes place in the present but also on how one feels about the past and one’s hopes for the future.
However, when it comes to time perspective and career decision making, vocational psychology has focused exclusively on future time perspective.
The present study examines the relations among past, present, and future time perspectives and career decision-making difficulties in a sample of 195 adults seeking career counseling services. Participants completed the Zimbardo Time Perspective Inventory (ZTPI) and the Career Decision-Making Difficulties Questionnaire (CDDQ). Results from canonical correlation analysis produced three significant canonical variates.
The results indicate that different patterns in time perspective are associated with different types of career decision-making difficulties. Areas for future research regarding time perspective and career decision making are discussed.
Abstract
Decision-making is not only contingent upon what takes place in the present but also on how one feels about the past and one’s hopes for the future.
However, when it comes to time perspective and career decision making, vocational psychology has focused exclusively on future time perspective.
The present study examines the relations among past, present, and future time perspectives and career decision-making difficulties in a sample of 195 adults seeking career counseling services. Participants completed the Zimbardo Time Perspective Inventory (ZTPI) and the Career Decision-Making Difficulties Questionnaire (CDDQ). Results from canonical correlation analysis produced three significant canonical variates.
The results indicate that different patterns in time perspective are associated with different types of career decision-making difficulties. Areas for future research regarding time perspective and career decision making are discussed.
Tuesday, 18 June 2013
The impact of career websites: what's the evidence?
an article by Cathy Howieson and Sheila Semple (University of Edinburgh, UK) published in British Journal of Guidance & Counselling Volume 41 Issue 3 (June 2013)
Abstract
Careers provision for young people in the UK is being re-formulated on the basis of a central role for career websites but this policy is based on unproven assumptions about their value.
In this article we consider the use and impact of the two main career websites in Scotland on pupils’ career management skills.
We found that pupils at risk of not achieving positive post-school destinations were less likely to use the websites, as were minority ethnic pupils. Although similar in functions, the two websites differed in their effect: one had no impact while the other impacted on only one aspect of pupils’ career management skills.
Careers policy needs to be informed by more extensive research on career websites.
Abstract
Careers provision for young people in the UK is being re-formulated on the basis of a central role for career websites but this policy is based on unproven assumptions about their value.
In this article we consider the use and impact of the two main career websites in Scotland on pupils’ career management skills.
We found that pupils at risk of not achieving positive post-school destinations were less likely to use the websites, as were minority ethnic pupils. Although similar in functions, the two websites differed in their effect: one had no impact while the other impacted on only one aspect of pupils’ career management skills.
Careers policy needs to be informed by more extensive research on career websites.
Monday, 17 June 2013
Competencies for the Contemporary Career: Development and Preliminary Validation of the Career Competencies Questionnaire
an article by Jos Akkermans, Veerle Brenninkmeijer and Marthe Huibers (Utrecht University, The Netherlands) and Roland W. B. Blonk (Utrecht University, The Netherlands and TNO, Hoofddorp, The Netherlands) published in Journal of Career Development Volume 40 Number 3 (June 2013)
Abstract
A new and promising area of research has recently emerged in the field of career development: career competencies.
The present article provides a framework of career competencies that integrates several perspectives from the literature. The framework distinguishes between reflective, communicative, and behavioral career competencies.
Six career competencies are discerned:
We hope to stimulate further discussion, research, and development of interventions in the area of career development. Implications for theory and practice are also discussed.
Abstract
A new and promising area of research has recently emerged in the field of career development: career competencies.
The present article provides a framework of career competencies that integrates several perspectives from the literature. The framework distinguishes between reflective, communicative, and behavioral career competencies.
Six career competencies are discerned:
- reflection on motivation,
- reflection on qualities,
- networking,
- self-profiling,
- work exploration, and
- career control.
We hope to stimulate further discussion, research, and development of interventions in the area of career development. Implications for theory and practice are also discussed.
Tuesday, 23 April 2013
The `Blueprint' framework for career management skills: a critical exploration
an article by Tristram Hooley, A.G. Watts, and Siobhan Neary (International Centre for Guidance Studies, University of Derby, UK) and Ronald G. Sultana (Euro-Mediterranean Centre for Educational Research, University of Malta) published in British Journal of Guidance and Counselling Volume 41 Number 2 (April 2013)
Abstract
This article examines the Blueprint framework for career management skills as it has been revealed across sequential implementations in the USA, Canada and Australia.
It is argued that despite its lack of an empirical basis, the framework forms a useful and innovative means through which career theory, practice and policy can be connected. The framework comprises both core elements (learning areas, learning model and levels) and contextual elements (resources, community of practice, service delivery approach and policy connection).
Each of these elements is explored.
Abstract
This article examines the Blueprint framework for career management skills as it has been revealed across sequential implementations in the USA, Canada and Australia.
It is argued that despite its lack of an empirical basis, the framework forms a useful and innovative means through which career theory, practice and policy can be connected. The framework comprises both core elements (learning areas, learning model and levels) and contextual elements (resources, community of practice, service delivery approach and policy connection).
Each of these elements is explored.
Friday, 15 March 2013
Early-career outcomes and gender: can educational interventions make a difference?
an article by Nan S. Langowitz, I. Elaine Allen and Mary Godwyn (Babson College, Massachusetts, USA) published in Gender in Management: An International Journal Volume 28 Issue 2 (2013)
Abstract
Purpose
Extant research studies document gender differences in career outcomes for middle and advanced career stages. The purpose of this study is to examine potential gender differences in early-career success with a particular focus on whether educational intervention might mediate any potential differences.
Design/methodology/approach
Survey data for recent business college alumni were analysed using descriptive techniques, linear regression and logistic modelling; the response rate was 25 percent and all data were self-reported. Both objective and subjective measures were used to assess outcomes. A priori, given similar educational training and expectations for managerial careers, we should expect to find similar early-career progress regardless of gender.
Findings
Differences are apparent out of the starting gate for women in early-career stages compared with their male counterparts, by both objective and subjective measures. Results also suggest an opportunity to improve outcomes through educational interventions. Limitations of the findings include the use of self-reported data and a modest response rate.
Practical implications
The findings of this study highlight the importance that integrated leadership development programs may play in supporting women’s early-career success and the need to advise young women to negotiate more assertively for salary and leadership opportunity at the immediate start of their careers. For educational institutions, the findings suggest that concerted focus on support for women students’ development may enhance their early-career outcomes.
Originality/value
By focusing on early-career outcomes, the paper seeks to contribute to the gender and careers literature by highlighting results that may set up the patterns seen among women in mid-career and senior level managerial careers. In addition, the paper demonstrates the educational interventions may be of value in reducing the impact of stereotype threat on women's career outcomes.
Abstract
Purpose
Extant research studies document gender differences in career outcomes for middle and advanced career stages. The purpose of this study is to examine potential gender differences in early-career success with a particular focus on whether educational intervention might mediate any potential differences.
Design/methodology/approach
Survey data for recent business college alumni were analysed using descriptive techniques, linear regression and logistic modelling; the response rate was 25 percent and all data were self-reported. Both objective and subjective measures were used to assess outcomes. A priori, given similar educational training and expectations for managerial careers, we should expect to find similar early-career progress regardless of gender.
Findings
Differences are apparent out of the starting gate for women in early-career stages compared with their male counterparts, by both objective and subjective measures. Results also suggest an opportunity to improve outcomes through educational interventions. Limitations of the findings include the use of self-reported data and a modest response rate.
Practical implications
The findings of this study highlight the importance that integrated leadership development programs may play in supporting women’s early-career success and the need to advise young women to negotiate more assertively for salary and leadership opportunity at the immediate start of their careers. For educational institutions, the findings suggest that concerted focus on support for women students’ development may enhance their early-career outcomes.
Originality/value
By focusing on early-career outcomes, the paper seeks to contribute to the gender and careers literature by highlighting results that may set up the patterns seen among women in mid-career and senior level managerial careers. In addition, the paper demonstrates the educational interventions may be of value in reducing the impact of stereotype threat on women's career outcomes.
Monday, 28 January 2013
Five steps to a recession proof career
an article by Jan Reuter (Based at Adaptable Careers, Ladysmith, Canada) published in Industrial and Commercial Training Volume 45 Issue 1 (2013)
Abstract
Purpose
Would you like to take control of your career so that you are not at the whim of the employer or the economy? The aim of this paper is to learn how to apply successful small business strategies to your career so that you are in charge.
Design/methodology/approach
Learn how to apply successful small business strategies to your career so that you are in charge. This article will help you to look at your career through the lens of an entrepreneur taking a product to market – in this case the product is you! The five steps include:
As of July 9 the author is launching a survey to gather success stories of how people have recession proofed their careers. However at the time of this writing the findings from that survey are not available.
Practical implications
These practical steps are easy to apply and can give your career the boost it needs in these uncertain economic times.
Originality/value
While many authors have given the advice to either treat your career as a business or to be the Chief Executive Officer of your career, “Five steps to a recession proof career” provides practical advice on how to actually achieve that goal.
Abstract
Purpose
Would you like to take control of your career so that you are not at the whim of the employer or the economy? The aim of this paper is to learn how to apply successful small business strategies to your career so that you are in charge.
Design/methodology/approach
Learn how to apply successful small business strategies to your career so that you are in charge. This article will help you to look at your career through the lens of an entrepreneur taking a product to market – in this case the product is you! The five steps include:
- assessing the strengths, capabilities and skills of your product;
- reviewing what the market wants;
- analysing the gaps between your product and what the market wants;
- planning the further development of your product; and
- marketing your product.
As of July 9 the author is launching a survey to gather success stories of how people have recession proofed their careers. However at the time of this writing the findings from that survey are not available.
Practical implications
These practical steps are easy to apply and can give your career the boost it needs in these uncertain economic times.
Originality/value
While many authors have given the advice to either treat your career as a business or to be the Chief Executive Officer of your career, “Five steps to a recession proof career” provides practical advice on how to actually achieve that goal.
Friday, 14 December 2012
A transactional approach to person-environment fit: Reciprocal relations between personality development and career role growth across young to middle adulthood
an article by Bart Wille, Wim Beyers and Filip De Fruyt (Ghent University, Belgium) published in Journal of Vocational Behavior Volume 81 Issue 3 (December 2012)
Abstract
In order to enhance our understanding of person-environment transactions, the present longitudinal cohort study examined the dynamic interactions between career role development and personality development over a time interval of 15 years.
A sample of college alumni (N = 260) provided self-reports on Big five traits three months prior to graduation and 15 years later when their career had unfolded. In addition, detailed descriptions of their career role trajectories over this time interval were obtained.
Results first indicated significant positive associations between personality trait levels and initial career role engagement: Extraversion predicted Presenter, Director, Inspirator and Guide roles; Conscientiousness predicted Expert role; Agreeableness predicted Guide role; and Openness to experience predicted Presenter role.
Further, initial trait levels were found to predict subsequent changes in career role engagement, and the strength of these associations varied according to career stage (first versus second half of the time interval).
Finally, change in career roles over time was associated with change in at least one personality trait, except Openness to experience. The study provides insights into the largely unstudied question of how career identities grow and how this relates to personality development during young adulthood.
Highlights
► We follow college alumni across the first 15 years of their professional careers.
► We examine the interaction between personality and career development.
► Young adulthood traits are associated with early career role engagement.
► Personality traits influence the pattern of career role change.
► Career role engagement contributes to normative and non-normative trait change.
Figures and tables from this article
Abstract
In order to enhance our understanding of person-environment transactions, the present longitudinal cohort study examined the dynamic interactions between career role development and personality development over a time interval of 15 years.
A sample of college alumni (N = 260) provided self-reports on Big five traits three months prior to graduation and 15 years later when their career had unfolded. In addition, detailed descriptions of their career role trajectories over this time interval were obtained.
Results first indicated significant positive associations between personality trait levels and initial career role engagement: Extraversion predicted Presenter, Director, Inspirator and Guide roles; Conscientiousness predicted Expert role; Agreeableness predicted Guide role; and Openness to experience predicted Presenter role.
Further, initial trait levels were found to predict subsequent changes in career role engagement, and the strength of these associations varied according to career stage (first versus second half of the time interval).
Finally, change in career roles over time was associated with change in at least one personality trait, except Openness to experience. The study provides insights into the largely unstudied question of how career identities grow and how this relates to personality development during young adulthood.
Highlights
► We follow college alumni across the first 15 years of their professional careers.
► We examine the interaction between personality and career development.
► Young adulthood traits are associated with early career role engagement.
► Personality traits influence the pattern of career role change.
► Career role engagement contributes to normative and non-normative trait change.
Figures and tables from this article
Monday, 10 December 2012
A transactional approach to person-environment fit: Reciprocal relations between personality development and career role growth across young to middle adulthood
an article by Bart Wille, Wim Beyers and Filip De Fruyt (Ghent University, Belgium) published in Journal of Vocational Behavior Volume 81 Issue 3 (December 2012)
Abstract
In order to enhance our understanding of person-environment transactions, the present longitudinal cohort study examined the dynamic interactions between career role development and personality development over a time interval of 15 years.
A sample of college alumni (N = 260) provided self-reports on Big five traits three months prior to graduation and 15 years later when their career had unfolded. In addition, detailed descriptions of their career role trajectories over this time interval were obtained.
Results first indicated significant positive associations between personality trait levels and initial career role engagement: Extraversion predicted Presenter, Director, Inspirator and Guide roles; Conscientiousness predicted Expert role; Agreeableness predicted Guide role; and Openness to experience predicted Presenter role.
Further, initial trait levels were found to predict subsequent changes in career role engagement, and the strength of these associations varied according to career stage (first versus second half of the time interval).
Finally, change in career roles over time was associated with change in at least one personality trait, except Openness to experience. The study provides insights into the largely unstudied question of how career identities grow and how this relates to personality development during young adulthood.
Highlights
► We follow college alumni across the first 15 years of their professional careers.
► We examine the interaction between personality and career development.
► Young adulthood traits are associated with early career role engagement.
► Personality traits influence the pattern of career role change.
► Career role engagement contributes to normative and non-normative trait change.
Figures and tables from this article
Abstract
In order to enhance our understanding of person-environment transactions, the present longitudinal cohort study examined the dynamic interactions between career role development and personality development over a time interval of 15 years.
A sample of college alumni (N = 260) provided self-reports on Big five traits three months prior to graduation and 15 years later when their career had unfolded. In addition, detailed descriptions of their career role trajectories over this time interval were obtained.
Results first indicated significant positive associations between personality trait levels and initial career role engagement: Extraversion predicted Presenter, Director, Inspirator and Guide roles; Conscientiousness predicted Expert role; Agreeableness predicted Guide role; and Openness to experience predicted Presenter role.
Further, initial trait levels were found to predict subsequent changes in career role engagement, and the strength of these associations varied according to career stage (first versus second half of the time interval).
Finally, change in career roles over time was associated with change in at least one personality trait, except Openness to experience. The study provides insights into the largely unstudied question of how career identities grow and how this relates to personality development during young adulthood.
Highlights
► We follow college alumni across the first 15 years of their professional careers.
► We examine the interaction between personality and career development.
► Young adulthood traits are associated with early career role engagement.
► Personality traits influence the pattern of career role change.
► Career role engagement contributes to normative and non-normative trait change.
Figures and tables from this article
Thursday, 15 November 2012
10 reasons for having an alternative skill or career
via icould by admin
About the author
Simon North is the Founder of Position Ignition, one of the UK's leading career consultancy companies which created the Career Ignition Club, a leading-edge online careers support and learning platform. Follow him @PosIgnition
Before you commit time, effort and money to developing new skills or pursuing alternative interests, you may be wondering what sort of options doing so would give you. No matter who you are, where you currently are in your life and career and what new things you're looking to try out, there are a number of reasons why you should step out of your comfort zone and learn something different.
About the author
Simon North is the Founder of Position Ignition, one of the UK's leading career consultancy companies which created the Career Ignition Club, a leading-edge online careers support and learning platform. Follow him @PosIgnition
Before you commit time, effort and money to developing new skills or pursuing alternative interests, you may be wondering what sort of options doing so would give you. No matter who you are, where you currently are in your life and career and what new things you're looking to try out, there are a number of reasons why you should step out of your comfort zone and learn something different.
- Continuous learning is becoming more and more critical in modern working life for everybody, not just for the more educated and professional worker. It does not matter what part of the economy you are in, you have, during your working life, to improve your skills. Just think about how technology has transformed secretarial/administrative and managerial jobs over the last 20 years ago.
- Regardless of why you need to build skills, doing so can give you firepower and energy.
- Your working life is going to last around 50 years. This is a very, very long time and you want to give yourself a better chance of having an interesting and fulfilling career by constantly learning and trying new things.
- It increases your value. If the building of skills is successful, they'll complement the skills you already have. A medical student who qualifies as a general practitioner and then spends years acquiring skills in various other specialisms increases their understanding of their general practitioner work. However, they can also provide additional services because they've obtained the know-how acquired. There are plenty of other examples in many other fields.
- A specifically alternative skill is going to give you an edge over others who only have generic skills. You'll become someone who is able to operate in a particularly obscure niche. You could be the only person in a given talent pool who speaks a particular foreign language and if it's relevant to the field you're already working in, then it absolutely gives you potential to further your career.
- And, as an extension of that, it gives your current employer something to think about. Your employer knows you and knows your capability and will be impressed by efforts to expand this capability.
- Engaging in virtual learning can improve your ability to use technology. This is useful for you within the space of both your working life and your personal life. One of the things about the virtual learning movement is that it introduces us to all the different electronic tools, resources and processes that we have available to us now in so many ways. However, you use your new found understanding of electronics and gadgetry; you will be feeding your brain. It is also fun and convenient.
- Anything you accomplish in life, any qualifications that you earn, will last forever. No one can ever take it away, whether it's a diploma or the fact you swam 25 km. When you set out to gain an alternative skill, it is never wasted and it is absolutely a part of who you go on to become.
- Combining all of the skills that you have acquired through your current job, through other work and through extracurricular activities gives you more options in your current work and, more importantly, in your future employment. You will be working for a long time and it is not likely that you will have just one role or even one employer, so take a long-term view of how what you are doing in the short term will add value to your career.
- Whoever your boss is and at whatever stage your career is at, if you gain new skills, you give your superior a terrific opportunity to use you differently. And so building skills can help you satisfy your need for new and interesting work and more fulfilling tasks.
Friday, 24 August 2012
Gender Gaps: Career Development for Young Women With Disabilities
an article by Lauren Lindstrom, Robin M. Harwick, Marcus Poppen and Bonnie Doren (University of Oregon, Eugene, USA) published in Career Development and Transition for Exceptional Individuals Volume 35 Number 3 (August 2012)
Abstract
Young women with disabilities face multiple barriers in making the transition from high school to meaningful careers.
This study used focus groups and individual interviews with high school girls with disabilities, college women with disabilities, high school special education teachers, school administrators and employers to examine career development and transition needs for young women with disabilities.
Barriers and supports were identified in four major categories:
Abstract
Young women with disabilities face multiple barriers in making the transition from high school to meaningful careers.
This study used focus groups and individual interviews with high school girls with disabilities, college women with disabilities, high school special education teachers, school administrators and employers to examine career development and transition needs for young women with disabilities.
Barriers and supports were identified in four major categories:
- individual/interpersonal skills,
- career options,
- school system issues, and
- disability needs.
Tuesday, 31 July 2012
HSBC lends a hand to back-to-work parents: Employees guaranteed part-time work after maternity or paternity leave
an article published in Human Resource Management International Digest Volume 20 Issue 5 (2012)
Abstract
Purpose
This paper aims to describe how HSBC is set to offer all new parents a part-time role at a pro-rata salary and the same level as their original role following maternity or paternity leave.
Design/methodology/approach<br /> The paper explains the reason for the policy and the advantages it will bring to employees and the company as a whole. It briefly considers other family-friendly policies at HSBC.
Findings
The paper reveals that about 1,100 staff each year take parental leave following childbirth, of whom 87 percent want to return to work. It explains that, by guaranteeing returning parents part-time roles, the bank is supporting its staff by offering more flexible working patterns in order to help to balance the need for child-care while maintaining household income.
Practical implications
The paper demonstrates to employees that the bank values their talent and experience.
Social implications
The paper highlights how the policy may help more women to get into senior roles.
Originality/value
The paper reveals that HSBC claims to be the first large corporate in the UK to guarantee part-time work when returning parents ask for it.
Abstract
Purpose
This paper aims to describe how HSBC is set to offer all new parents a part-time role at a pro-rata salary and the same level as their original role following maternity or paternity leave.
Design/methodology/approach<br /> The paper explains the reason for the policy and the advantages it will bring to employees and the company as a whole. It briefly considers other family-friendly policies at HSBC.
Findings
The paper reveals that about 1,100 staff each year take parental leave following childbirth, of whom 87 percent want to return to work. It explains that, by guaranteeing returning parents part-time roles, the bank is supporting its staff by offering more flexible working patterns in order to help to balance the need for child-care while maintaining household income.
Practical implications
The paper demonstrates to employees that the bank values their talent and experience.
Social implications
The paper highlights how the policy may help more women to get into senior roles.
Originality/value
The paper reveals that HSBC claims to be the first large corporate in the UK to guarantee part-time work when returning parents ask for it.
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