The Nature and Use of Individualized Learning Plans as a Promising Career Intervention Strategy

an article by V. Scott Solberg, L. Allen Phelps, Kristin A. Haakenson and Julie F. Durham (Boston University, University of Wisconsin-Madison, USA) and Joe Timmons (University of Minnesota, Minneapolis, USA) published in Journal of Career Development Volume 39 Number 6 (December 2012)

Abstract

Individualised learning plans (ILPs) are being implemented in high schools throughout the United States as strategic planning tools that help students align course plans with career aspirations and often include the development of post-secondary plans.

Initial indications are that ILPs may be an important method for helping students achieve both college and career readiness.

Parents, teachers, and students indicate that ILPs result in students selecting more rigorous courses, better teacher-student relationships, and positive parent-school relations.

This article describes the emergence and nature of ILPs, promising practice strategies as well as challenges associated with gaining whole school buy-in, and the potential for career and vocational research.

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An Overwhelming Climb: The Complexities of Combining College, Full-Time Work, and Company Tuition Assistance

an article by Janelle L. Gagnon and Becky Wai-Ling Packard (Mount Holyoke College, South Hadley, USA) published in Journal of Career Development Volume 39 Number 6 (December 2012)

Abstract

This paper examines the complex experiences of full-time employed adults trying to climb the career ladder in their company by making use of company tuition assistance to earn their first college degree.

Guided by Savickas’ (2005) career construction theory, emphasising the personal agency and meaning-making within career development, we conducted phenomenological interviews with a purposive sample of eight men and women from six different companies using company tuition assistance while working full-time.

Participants held complex feelings toward dual roles of work and school including feeling overwhelmed and delayed in their progress as well as experiencing positive synergy between school and work roles.

Workplace features such as flexible scheduling and having an encouraging supervisor facilitated progress.

Implications for understanding and supporting the career development of full-time employed adults are discussed.

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