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Journal articles on the topic 'Career development'

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Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2024

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1

Alexander, Rosie. "Career development: A geographical perspective." Journal of the National Institute for Career Education and Counselling 52, no. 1 (April 17, 2024): 82–93. http://dx.doi.org/10.20856/jnicec.5207.

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Career theory has typically focused on the ways that careers develop over time rather than thinking about the role of place. Drawing from insights from the geographical literature, this paper argues for a much greater attention to the spatial dimension of career development, understanding that place is a fundamental dimension of human existence, and that our careers are enacted in dynamic relation to the places we live in and move through. Further consideration of spatial dynamics, especially in relation to inequalities, should not therefore be considered a peripheral endeavor, but central to elaborating our theoretical understandings of career development.

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Gibbs, Kenneth D., John McGready, and Kimberly Griffin. "Career Development among American Biomedical Postdocs." CBE—Life Sciences Education 14, no. 4 (December 2015): ar44. http://dx.doi.org/10.1187/cbe.15-03-0075.

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Recent biomedical workforce policy efforts have centered on enhancing career preparation for trainees, and increasing diversity in the research workforce. Postdoctoral scientists, or postdocs, are among those most directly impacted by such initiatives, yet their career development remains understudied. This study reports results from a 2012 national survey of 1002 American biomedical postdocs. On average, postdocs reported increased knowledge about career options but lower clarity about their career goals relative to PhD entry. The majority of postdocs were offered structured career development at their postdoctoral institutions, but less than one-third received this from their graduate departments. Postdocs from all social backgrounds reported significant declines in interest in faculty careers at research-intensive universities and increased interest in nonresearch careers; however, there were differences in the magnitude and period of training during which these changes occurred across gender and race/ethnicity. Group differences in interest in faculty careers were explained by career interest differences formed during graduate school but not by differences in research productivity, research self-efficacy, or advisor relationships. These findings point to the need for enhanced career development earlier in the training process, and interventions sensitive to distinctive patterns of interest development across social identity groups.

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Guerrero, Sylvie, Hélène Jeanblanc, and Marisol Veilleux. "Development idiosyncratic deals and career success." Career Development International 21, no. 1 (February 8, 2016): 19–30. http://dx.doi.org/10.1108/cdi-08-2015-0115.

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Purpose – The purpose of this paper is to rely on the sponsored-mobility perspective of career success (Turner, 1960) to explore the antecedents and consequences of development idiosyncratic deals (i-deals). The authors position career planning as an antecedent of development i-deals, and subjective and objective measures of career success as an outcome. Design/methodology/approach – The authors led a two-wave study among a sample of 325 engineers to test the research hypotheses. Findings – Results support the hypotheses. Development i-deals are positively related to three objective measures of career success (e.g. promotions, hierarchical level, and salary) and one subjective measure of career success (e.g. career satisfaction). Practical implications – The results offer new perspectives to practitioners who want to better manage the careers of their talented employees by highlighting the positive effects of development i-deals on career success. Originality/value – This paper relates i-deals to the field of careers.

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Inkson, Kerr, Dale Furbish, and Polly Parker. "Fast Forward: Careers Research in New Zealand." Australian Journal of Career Development 11, no. 3 (October 2002): 36–45. http://dx.doi.org/10.1177/103841620201100315.

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This article describes and discusses developments in careers research in the past few years in New Zealand. While detailing some important mainstream research in the ‘career development’ tradition, it focuses on research conducted largely in New Zealand business schools, which may have been prompted by the country's rapid deregulation in the 1980s and 1990s. Particular attention is paid to the destabilisation of careers and the development of ‘boundaryless’ and other new forms of career. This work provides a framework enabling us to understand career adaptation, and ‘mobile career’ phenomena such as careers based on project work and the role of overseas experience in career development.

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Hutton, Dorothy. "Tracking Adult Career Development." Australian Journal of Career Development 4, no. 3 (October 1995): 14–18. http://dx.doi.org/10.1177/103841629500400305.

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The Adult Career Concerns Inventory (ACCI) was designed to measure career planning and career adjustment in four stages of career development: exploration, establishment, maintenance and disengagement. In this study 288 employees, aged between 25 and 55 completed the ACCI. A factor analysis found that the items in five of the six subscales of the establishment and maintenance scales loaded together. Eight other items, which loaded together, could be interpreted to represent becoming established in a job or workplace. Two previous factor analyses testing a four factor model gave conflicting results, and the discrepancy between the studies is discussed. That adults move through stages in their careers is not questioned. Research areas that remain open for investigation include the number of stages in mid-career and the measurable constructs in those stages, the relationships between stages of career development and other career variables and the empirical establishment of the sequence of the stages.

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6

Nazlı, Serap. "Career Development of Upper Primary School Students in Turkey." Australian Journal of Guidance and Counselling 24, no. 1 (April 10, 2013): 49–61. http://dx.doi.org/10.1017/jgc.2013.7.

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The purpose of this exploratory-descriptive study was to determine the career development of upper primary school students in Turkey. The Revised Career Awareness Survey (RCAS) was completed by 644 Turkish upper primary school students. Results indicated that the students were able to associate their own personal characteristics with particular careers and knew the characteristics of careers. They were less knowledgeable about life/career implications and life/career management tasks. The implications of the findings for career guidance and counselling practice are considered.

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Dewi, Ni Putu Putri Yuliana, I. Gusti Ayu Nyoman Budiasih, Gayatri Gayatri, and I. Gde Ary Wirajaya. "Career development models." International journal of social sciences 6, no. 3 (July 27, 2023): 151–58. http://dx.doi.org/10.21744/ijss.v6n3.2172.

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The purpose of this research is to find out how they can balance their personal life and work life considering that Balinese women play three roles at once, namely the household role, the economic role, and the traditional role, both in the family, banjar, and in the traditional village. This research is a type of qualitative research that, in exploring its meaning, uses semi-structured interviews to gain an understanding of Balinese women who are in different phases of career development. The informants used in this study were 3 (three) Balinese women who were in 3 different career development models: the idealistic achievement model involved women aged 24 to 35 years who were at the beginning of a career, the pragmatic endurance model involved women aged 36 to 45 years in mid-career, and the re-inventive contribution model involved women at the end of their careers, aged 46 to 60 years, who occupy structural positions in the finance section at the Denpasar City OPD with the status of those who are married or swadharma grhasta asrama respectively. The data analysis technique used in this study uses the interpretive phenomenology analysis (IPA) approach developed by Smith to explore understanding.

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8

Zhao, Teng, and Jingchao Wu. "How Do Career Development Courses Help Chinese Undergraduate Students Achieve Healthy and Quality Career Development?" International Journal of Environmental Research and Public Health 19, no. 23 (November 24, 2022): 15620. http://dx.doi.org/10.3390/ijerph192315620.

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Postsecondary institutions worldwide generally provide career development courses or similar courses to better prepare undergraduate students for healthy and quality future careers. Understanding whether these career development courses positively affect students’ career-related outcomes is crucial. Utilizing survey data collected from a large research university located in the eastern part of China, we found that students who have taken at least one career course exhibited career awareness and career planning abilities that were 0.096 and 0.147 units higher, respectively, than those of students who have not taken career courses, with other variables held constant. More specifically, an additional career course was statistically significantly associated with a 0.099, 0.084, and 0.175 unit increase in students’ career awareness, job search self-efficacy, and career planning ability, respectively. A student’s college major and annual family income seemed to be good predictors for a student’s career awareness, job search self-efficacy, and career-planning ability. Furthermore, the more career courses that a student took, the higher the career awareness, job search self-efficacy, and career planning ability that the student had. With these findings in mind, our study recommends postsecondary stakeholders to leverage such courses to help students better prepare for a healthy and quality career development.

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9

Carranza, Maria. "CAREER DEVELOPMENT AWARDS AT NIA/NIH." Innovation in Aging 7, Supplement_1 (December 1, 2023): 200–201. http://dx.doi.org/10.1093/geroni/igad104.0661.

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Abstract NIA offers a variety of individual research career development (K) awards, which enable scientists to enhance their careers in biomedical research. Mentored career development (K) awards are effective tools at retaining investigators in research careers and contributing to their subsequent research success. Specifically, those who receive K awards are significantly more likely to have subsequent research publications and to apply for subsequent NIH research awards. In this presentation, Dr. Carranza will review different K programs offered at NIA, including those targeted at postdocs, early career faculty, and more senior faculty, as well as clinician-science focused awards.

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10

Danhauer, Suzanne C., Janet A. Tooze, Natalie AM Barrett, Jamie S. Blalock, Carol A. Shively, Mary Lou Voytko, and Sonia J. Crandall. "Development of an Innovative Career Development Program for Early-Career Women Faculty." Global Advances in Health and Medicine 8 (January 2019): 216495611986298. http://dx.doi.org/10.1177/2164956119862986.

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Objective Our institutional Women in Medicine & Science Program (formerly the Office of Women in Medicine and Science) developed the Early Career Development Program for Women to promote the careers of women faculty. At 6 monthly sessions, participants learn relevant content (imposter syndrome, strengths, change style, career management, assertive communication, feedback, personal influence, conflict management, negotiation, importance of mentors, resilience, and self-care); exchange ideas; and expand their professional networks. Here, we report changes in participants’ career skills/knowledge, confidence, and perceptions of the current environment after attending the program. Method Between 2014 and 2017, participants (N = 65) completed pre- and post-program surveys that assessed career knowledge and skills, confidence, and perceptions of the current environment and provided program feedback. Results Most skills showed pre–post significant improvement. The greatest increases occurred in knowing paths to promotion, tailoring communication style, ability to manage conflict, and ability to handle personal–professional role balance. Women reported a significant increase for all items measuring confidence. Among these items, establishing networks, understanding institutional culture, providing feedback, motivating others, strategic planning, delegating, and conflict management had the largest increases. Overall, 89.3% of respondents rated the program impact as very strong/profound, 98.5% rated the concepts as essential, 95.2% rated the skills as essential, and 90.8% rated the sense of community with women in their class as very/extremely close. Conclusions Work-related skills/knowledge, confidence, and perceptions of the current environment increased significantly among program participants. These early-career women faculty indicated that the program augmented the skills needed to develop their careers in an academic medical center.

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Ginting, Sri Ulina, Vivi Gusrini Rahmadani, and Zulkarnain Zulkarnain. "Career Development in Military Court." Journal of Business Management and Economic Development 2, no. 03 (June 10, 2024): 1180–85. http://dx.doi.org/10.59653/jbmed.v2i03.896.

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Career development is an employee's point of view that provides an overview of future career paths in the organization and signifies the long-term interests of the organization to employees. In developing employee careers, organizations need to provide good support regarding information, training, and opportunities that will have a positive impact on the organization. This study aims to determine the level of employee career development at the Military Court in Medan Indonesia. The sampling technique was total sampling with a sample size of 76 people. Data collection was done through questionnaires. This study used One-Way ANOVA and cross tabulation. The results of this study concluded that career development in the Military Court is in the high category. Career development of military employees is high and career development in government employees is low. This study can be a guideline for organizations to see the level of employee career development and invest in improving career development.

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12

Johnson, Claire, and Siobhan Neary. "Enhancing professionalism - progressing the career development sector." Journal of the National Institute for Career Education and Counselling 35, no. 1 (October 1, 2015): 57–62. http://dx.doi.org/10.20856/jnicec.3509.

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Much has changed in the career development sector since the launch of the Careers Profession Task Force report, 'Towards a Strong Careers Profession' in 20 IO. The report made recommendations for enhancing the professionalism of the career sector including the establishment of an overarching professional body, new qualification levels and common professional standards. The Careers Profession Alliance (CPA) and then the Career Development Institute (COl), launched in April 2013 have striven to facilitate the sector to be stronger and more cohesive by addressing these recommendations. This article explores what was needed, what has been achievedand plans for the future.

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13

Choate, Julia, Maria Demaria, Michelle Etheve, Sandy Cran, and David Carroll. "A professional development program with an assessed ePortfolio: A practical solution for engaging undergraduates with their career development in large student cohorts." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (July 16, 2019): 86–103. http://dx.doi.org/10.21153/jtlge2019vol10no2art788.

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Undergraduate biomedical science degree-programs are considered to be non-vocational, with a diverse range of career outcomes. At our university, student and academic feedback indicated that biomedical science students were anxious and uncertain about their career options. In response to this careers anxiety, an in-curriculum, course-wide and assessed professional development program (PDP) was developed and delivered into the biomedical science degree-program by an integrated team of careers educators and biomedical academics. This program aimed to engage a large cohort of biomedical students (>1000) with their career development, improving their careers awareness and reducing their anxiety about careers options. The impacts of the program on students’ career and employability skills development, as well as their self-reported levels of psychological distress, were evaluated with on-line anonymous student surveys. Student engagement with the program was linked with program assessment submission rates and student interactions with the University Careers Service. Completion of the program increased students’ careers knowledge and confidence, enhanced their awareness of career options and employability skills and increased their engagement with the University Careers Service. It did not alter students’ self-reported levels of depression, anxiety and stress, but students who rated themselves poorly on careers awareness and confidence statements were more likely to have severe depression, anxiety and stress. This program provides a practical approach for students’ career and employability skills development in large cohorts, but could be expanded to include an intervention to reduce student anxiety.

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Rautio, Krista, Satu Uusiautti, and Sanna Hyvärinen. "Career development to construction site managerial positions in the construction field." Ammattikasvatuksen aikakauskirja 25, no. 2 (June 26, 2023): 20–33. http://dx.doi.org/10.54329/akakk.130984.

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This research explores career development in the construction industry. By showcasing the career narratives of managers of construction sites (N=21), the research unfolds which elements are significant in influencing career development and aims to increase the possibilities for construction workers to flourish in their careers and help make such careers more attractive. The career narratives were analyzed in two phases. First, the analysis of narratives showed that except for the various career experiences, the proximity of construction sites in the interviewees’ managerial career goals differentiated the narratives. Second, as a result of narrative analysis, three construction managerial career paths were identified: I) devotion to construction site management, II) interest in versatile construction projects, and III) passion for leadership. Career development could be viewed from the perspective of various capitals which emerge in the narratives. The interviewees brought up societal and economic changes that challenged or boosted their careers or even caused them to change direction. Career goals might not have been achieved as such if they were not enabled by external factors, such as organizational, economic, societal, or location-related issues or favorable coincidences. The participants found favorable options and solutions for career development by drawing on their social and psychological resources. Social capital supported career choice and career development, whereas psychological capital appeared as, for example, optimism, perseverance, and an ability to follow one’s calling.

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15

Koleci, Baki. "DEVELOPMENT AND CAREER MANAGEMENT." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 5 (June 5, 2019): 1339–44. http://dx.doi.org/10.35120/kij31051339k.

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We, as individuals, continually through our lives, learn and acquire the knowledge, skill, and skill we expect to help us employ or apply appropriately in order to gain a living and secure our survival. Everyone wants to build a successful career with which he can be proud of his life. However, this is not always so easy and simple, it requires a lot of sacrifices, concessions, compromises with our partners, the family, close social relationships, and finally with ourselves. In this paper, the subject of the research is the determination of career development, career stages, career factors, then expert opinions, the difference between traditional and modern career views, goals pursued by individuals in the career, and so on, Career development can be seen as an experience of individuals (an internal career) and this is not related to an organization. Although the responsibility for career management is in the hands of individuals, individuals, however, organizations can play a key role in shaping and developing careers by providing help and providing support. Career development can not be pursued individually or separately from the personality as a whole, meaning it reflects on the context of life and the development of the person as a whole, not just personality as work. The main goal in career development is to realize the current and future needs and goals of the organization and individuals, which has to do more with developing employment opportunities and improving the skills needed for employment. Career success is reflected in the eyes of the individual and can be defined as a career pleasure through achieving personal goals related to the work, while at the same time enhancing the success and efficiency of the organization.

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LaCorte, Sarah. "Career Development." Oncology Times 42 (March 2020): 21–22. http://dx.doi.org/10.1097/01.cot.0000658716.27515.a4.

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Beck, David. "Career Development." Clinics in Colon and Rectal Surgery 24, no. 02 (May 20, 2011): 083–84. http://dx.doi.org/10.1055/s-0031-1278401.

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Baker, Michael J. "Career Development." Journal of Customer Behaviour 12, no. 2 (November 29, 2013): 91–94. http://dx.doi.org/10.1362/147539213x13832198548139.

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Conrad, Brad. "Career development." Acta Crystallographica Section A Foundations and Advances 73, a1 (May 26, 2017): a30. http://dx.doi.org/10.1107/s010876731709969x.

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Papaconstantinou, Harry, and H. Vargas. "Career Development." Clinics in Colon and Rectal Surgery 19, no. 3 (August 2006): 105–6. http://dx.doi.org/10.1055/s-2006-948018.

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21

Cunningham, Maria. "Career development." SecEd 2018, no. 11 (April 19, 2018): 13. http://dx.doi.org/10.12968/sece.2018.11.13.

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&NA;. "Career Development." Nursing 26, no. 3 (March 1996): 70–71. http://dx.doi.org/10.1097/00152193-199603000-00027.

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&NA;. "Career Development." Nursing 26, no. 3 (March 1996): 70–71. http://dx.doi.org/10.1097/00152193-199626030-00027.

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GODFREY, NELDA S. "Career Development." Nursing 27, no. 7 (July 1997): 70–79. http://dx.doi.org/10.1097/00152193-199707000-00031.

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GRENSING-POPHAL, LIN. "Career Development." Nursing 27, no. 8 (August 1997): 70. http://dx.doi.org/10.1097/00152193-199708000-00041.

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Vogel, Gerry. "Career development." Holistic Nursing Practice 4, no. 4 (July 1990): 46–53. http://dx.doi.org/10.1097/00004650-199007000-00009.

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27

Rothrock, Jane C. "Career Development." AORN Journal 43, no. 4 (April 1986): 879–86. http://dx.doi.org/10.1016/s0001-2092(07)68124-1.

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Nash, Maggie. "Career development." Dental Nursing 11, no. 12 (December 2, 2015): 707. http://dx.doi.org/10.12968/denn.2015.11.12.707.

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Vahidi, Ghazal, Sarah Barnard, and John Arnold. "Parallel representations: Career development in media and academic literature." Journal of the National Institute for Career Education and Counselling 52, no. 1 (April 17, 2024): 52–66. http://dx.doi.org/10.20856/jnicec.5205.

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This paper focuses on the portrayal of careers in the press, a subject minimally addressed in career development studies. It employs media content analysis to compare and map the language used in British print media when discussing careers with that in academic discourse. Using VOSViewer for text mapping and data visualisation, this study mirrors Lee et al. (2014)'s approach to systematically analyse 1,287 newspaper articles, identifying and exploring prevalent terms and concepts within career-themed articles. It highlights the intersection of media and career development studies, revealing how media narratives can influence the perception and discussion of career development.

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Armstrong, Lesley E. "Organisational Career Development Programs and Practices." Australian Journal of Career Development 1, no. 1 (November 1992): 29–33. http://dx.doi.org/10.1177/103841629200100109.

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Employee career development programs are identified as a recently emerging human resource management process in Australia. A body of career theory predominantly from the United States informs the field but research indicates a gap between theory, organisational rhetoric and practice. An overview of career development practices in selected Australian organisations points to the recency of such programs. The research identifies a number of key factors related to successful program implementation and reveals the significant diversity of career planning and career management activities being undertaken across a wide spectrum of organisations. This article focuses on the history of organisational career development programs and investigates the current state of practice in selected Australian organisations. The range of activities that can be categorised as career planning and career management initiatives is described, and factors related to successful program implementation are suggested. People involved in planning and managing careers in organisations should clarify their expectations of career development practices and recognise the benefits for both individuals and organisations in the context of increasing economic uncertainty and continuing social change.

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Adekola, Bola. "CAREER PLANNING AND CAREER MANAGEMENT AS CORRELATES FOR CAREER DEVELOPMENT AND JOB SATISFACTION." Australian Journal of Business and Management Research 01, no. 02 (August 11, 2011): 100–113. http://dx.doi.org/10.52283/nswrca.ajbmr.20110102a07.

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The notion of empowering human capital to onset creativity and innovation through planning the careers of institutional members using HRM policies and practices to develop different mindsets, skills and competencies with the ultimate aim to provide a range of innovative products and services is attracting attention. This paper explores the link between career planning and career management as antecedents of career development and job satisfaction, and career commitment as its outcome. A sample of 505 employees of a Nigerian Bank revealed the significant link between the variables of career planning and career management, and career development, and in turn, with job satisfaction and career commitment. The paper discusses the implications of these findings for career development.

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Azhenov, Askar, Tomas Chech, and Meruyert Uaikhanova. "EXAMIMIG CAREER READINESS AMONG UNIVERSITY SENIOR STUDENTS AND ALUMNI: DEVELOPMENT OF DIAGNOSTIC TOOLS." 3i intellect idea innovation - интеллект идея инновация 3 (2023): 105–10. http://dx.doi.org/10.52269/22266070_2023_3_105.

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This article investigates the importance of career readiness among university students and alumni in today's dynamic job market. It emphasizes the significance of professionalism, advanced qualifications, and adaptability for a successful professional career. The research aims to develop a diagnostic toolkit to assess and measure career readiness, exploring the various components that contribute to students' preparedness. The study involves a comprehensive literature review and employs surveys and interviews to gather data from stakeholders involved in career guidance. The toolkit evaluates values orientation, career motivations, self-efficacy, decision-making readiness, emotional intelligence, and organizational skills. The article provides valuable insights for career counseling and educational programs to enhance students' preparedness for their future careers. By empowering educators and institutions with this comprehensive approach, it facilitates successful career development and helps graduates achieve their professional aspirations in today's competitive job market. The study is presented as a practical integrated career counseling support for university students and graduates to assess how much students' future career readiness is improved.

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Bal, P. Matthijs, and Roxana Alhnaity. "A Psychology of Sustainable Career Development: Hypernormalized Ideology or Inherently Sustainable?" Sustainability 16, no. 2 (January 9, 2024): 578. http://dx.doi.org/10.3390/su16020578.

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Sustainable career development is a great priority for organizations, governments and individuals alike. Facing the grand challenges of our global world, careers and their development have to be re-designed to incorporate more sustainable ways of living and working. However, most work around sustainable careers is centered around neoliberal modes of organizing, amplifying individual responsibility of individuals for their careers, while treating careers merely as an instrumental ‘tool’ towards organizational performance and viability. Hence, sustainable careers are a hypernormalized ideology. In the current paper, a psychology of sustainable career development is introduced that deviates from earlier, more conservative models, of career development towards a more radical interpretation and recognition of truly sustainable ways of organizing and developing careers. Anchored in an interpretation of sustainable careers as promoting dignity and capabilities of people, this conceptual paper formulates a new psychology of the sustainable career, towards integration rather than individualization.

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Map, Jurnalmap, Achmad Zainuddin, Muninghar ÔÇì, and Fatimah Riswati. "PENGARUH DIKLAT FUNGSIONAL, KOMPETENSI SDM DAN DISIPLIN KERJA TERHADAP PENGEMBANGAN KARIER PERSONEL POLSEK DAU KABUPATEN MALANG." MAP (Jurnal Manajemen dan Administrasi Publik) 3, no. 01 (January 10, 2020): 38–56. http://dx.doi.org/10.37504/map.v3i01.230.

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ABSTRACT The purpose of this research is 1) to know the simultaneous effect of functional training, human resource competence, and work discipline, to the development of career careers of DAU Police Sub-district of Malang Regency, 2) to know the partial influence of functional training, human resource competence, and work discipline, to the development of career careers of DAU Police Sub-district of Malang Regency, 3) To know the variables that have dominant influence to the development of career careers of DAU District Police Sector Malang. The results showed: 1) simultaneously functional training, human resource competence, and work discipline had a significant influence on the development of career careers of Malang District Police Sector, 2) Partially functional training, human resource competence, and work discipline have a significant influence on the development of career careers of DAU District Police Sector Malang, 3) Based on the results of the t test, it is known that the competence of human resources have a dominant influence on the development of career careers Police Sector of Malang Regency. Keywords: Functional Training, Human Resource Competence, Work Discipline and Career Development

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Presbitero, Alfred. "Proactivity in career development of employees." Career Development International 20, no. 5 (September 14, 2015): 525–38. http://dx.doi.org/10.1108/cdi-03-2015-0043.

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Purpose – Drawing on proactivity literature, the purpose of this paper is to investigate the relationship between employee’s proactive career planning (taking initiative to prepare for one’s career) and proactive career enacting (taking initiative to act on career plans). This study also looks into the influence of proactive personality and cognitive complexity in the relationship between proactive career planning and proactive career enacting. Design/methodology/approach – Survey data were collected in Australia (study 1; n=271) and were tested using structural equation modeling. Another set of survey data were collected in a different cultural context in the Philippines (study 2; n=215) for cross-cultural validation. Findings – Results show that proactive career planning and proactive career enacting are positively and significantly related in both cultural contexts. Results also show that proactive personality or the stable disposition of an individual to take initiative and be involved in future-oriented actions plays a significant role in moderating the relationship between proactive career planning and proactive career enacting. In addition, results show that cognitive complexity which pertains to an individual’s capacity to construe social behaviors in multidimensional ways moderates the relationship between proactive career planning and proactive career enacting. Practical implications – In today’s turbulent environment, employees need to be proactive when developing their careers. This study highlights the importance of being proactive when managing one’s career. Employees’ proactive personality and cognitive complexity also help in strengthening the link between proactive career planning and proactive career enacting, hence, these individual-level characteristics need to be developed and enhanced in organizations. Originality/value – This study is valuable as it extends and advances the understanding on how proactivity (proactive career planning, proactive career enacting, proactive personality) and cognitive complexity can contribute to career development of employees.

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Fernández Losa, Nicolás. "The professional development of workers and enterprises' competitive advantage." Cuadernos de Gestión 2, no. 1 (2002): 65–90. http://dx.doi.org/10.5295/cdg.19219nf.

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This work focuses on career management. Based on life-cycle, organizational and directional-pattern perspectives of careers, a career development model is introduced. The actions that companies can take to help employees deal with these developmental tasks are highlighted. For career planning to be successful, employees, managers, and the company must all be actively involved. Finally, current career development issues including orientation and socialization, plateauing, dual career ladders, skill obsolescence, balancing work and family, job loss, and retirement are presented.

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Hirsh, Wendy. "Supporting career development in organisations: Drivers, practices and challenges." Journal of the National Institute for Career Education and Counselling 46, no. 1 (April 1, 2021): 47–55. http://dx.doi.org/10.20856/jnicec.4608.

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This article describes the evolution of career development in UK employing organisations over the period 2000-2020. It looks at the characteristics of career development in organisations; the business drivers for supporting the career development of employees; some of the ideas that have influenced how employers think about career development; and key career development practices. The article also explores the challenges that constrain effective career development for employees. In addition to published material, the article includes some case examples of current practice, drawing on semi-structured interviews with NICEC Fellows, specialists in organisational careers work and HR professionals.

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Dvorakova, Zuzana. "Labor Economics and Career Development in the Context of Globalized World." SHS Web of Conferences 92 (2021): 07019. http://dx.doi.org/10.1051/shsconf/20219207019.

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Research background: The paper uses labor economics and career theory to design an integrative approach to career research focusing on new occupations and career development. Purpose of the article: The purpose of this paper is to call for an integrative approach to career research aiming to characterize labor market trends and discuss perspectives on careers using highly skilled migrants from Central and Eastern Europe as a case. The paper discusses the specificity of career development in the context of the Industry 4.0. and an integrative approach vs. other approaches. Methods: The methodology insists on several ways that enable a triangular analysis. The research combines in-depth-analysis of bibliographic data in the Web of Science database, unstructured interviews with top managers/co-owners of multinational companies in August and September 2020 as a base for writing two narrative cases. Findings & Value added: Findings show the tendency of career theory to provide a narrow view of a career. They highlight the trends in considering the wide variety of career situations, which results from the fact that careers locate in time and space. The paper provides examples to explore career differences better and seek for alternative explanations to career experiences. Because career dynamics are influenced by individual characteristics and career development practices, a more integrative approach to career research must address the complexity of labor markets. The added value is to encourage discussions about career theory focusing on a wide range of issues.

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Haase, Sandra, Erica Thomas, and Jan Francis-Smythe. "Applying career competencies in career management." Assessment and Development Matters 5, no. 1 (2013): 2–5. http://dx.doi.org/10.53841/bpsadm.2013.5.1.2.

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Changes in the labour market mean that individuals are increasingly required to take more responsibility for their own careers. In order to do so, they have to develop the skills and abilities necessary to secure employability. However, many employees need help in managing their careers (Kidd et al., 2004). One effective way of supporting individuals in their career development is though career guidance emphasising competencies. This article follows a previous article (Haase at al; ADM, 2012) and presents a recent study into the development of career competencies in police officers.

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Fleisher, Chen, Svetlana N. Khapova, and Paul G.W. Jansen. "Effects of employees’ career competencies development on their organizations." Career Development International 19, no. 6 (October 7, 2014): 700–717. http://dx.doi.org/10.1108/cdi-12-2013-0150.

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Purpose – This paper examines the effects of the development of employees’ career competencies (knowing-why, knowing-how, and knowing-whom) on the employing organization and assesses the role of career satisfaction in this relationship. The purpose of this paper is to contribute to research on the consequences of employees’ boundaryless careers. Design/methodology/approach – The study involves a two-wave quantitative investigation of alumni of a large public university in the Netherlands. Findings – The results suggest that by investing in the development of their career competencies, employees contribute to organizational culture, capabilities, and connections. However, these contributions depend on employees’ level of perceived career satisfaction. If employees are satisfied with their careers, they contribute more to their organizations. Research limitations/implications – Further longitudinal research, strengthened by an additional, third wave of data collection, is needed to replicate the present findings. Practical implications – The study highlights the importance of employees’ career development for organizations. Originality/value – This study is the first empirical investigation of the link between the development of employees’ career competencies and employees’ contributions to their employers and one of a few studies that examines career satisfaction as a moderating variable.

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Neely, Teresa Y., and Mark D. Winston. "Snowbird Leadership Institute: Leadership Development in the Profession." College & Research Libraries 60, no. 5 (September 1, 1999): 412–25. http://dx.doi.org/10.5860/crl.60.5.412.

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What is the impact of participation in leadership development programs in terms of career progression and involvement in leadership activities? To address this issue, individuals who had participated in the Snowbird Leadership Institute from its inception in 1990 to 1998 were surveyed regarding their career progression since their participation, their involvement in leadership activities, and their perceptions of the experience’s impact on their careers. Although it is difficult to identify a direct relationship between participation in the Snowbird Leadership Institute and career progression and greater participation in leadership activities, the respondents did report an increased level of leadership activity. In addition, their perceptions of the institute’s value with regard to their careers were largely positive and indicated that many of their career paths would have been different had they not had the Snowbird experience.

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POPOVA-HRISTOVA, M. "CAREER ORIENTATION. AREAS OF CAREER DEVELOPMENT." Series IX Sciences of Human Kinetics 13(62), no. 2 (December 10, 2020): 235–40. http://dx.doi.org/10.31926/but.shk.2020.13.62.2.30.

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This study presents the results of a survey with adolescents and adults about the areas of career development they are excited about. We identified the career aspirations of the interviewees by dividing a group of three to six questions into five sections. Regarding the directions, we summarized the following topics: career development and management; entrepreneurial behavior; getting and keeping a job; learning and working skills; nature of work.

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Andrews, David, Anthony Barnes, and Bill Law. "Career development of career co-ordinators." Journal of the National Institute for Career Education and Counselling 9, no. 1 (June 1, 2003): 3–9. http://dx.doi.org/10.20856/jnicec.0902.

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Layton, Rebekah L., V. Scott H. Solberg, Arthee E. Jahangir, Joshua D. Hall, Christine A. Ponder, Keith J. Micoli, and Nathan L. Vanderford. "Career planning courses increase career readiness of graduate and postdoctoral trainees." F1000Research 9 (February 3, 2022): 1230. http://dx.doi.org/10.12688/f1000research.26025.2.

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Background: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. Methods: Participants enrolled in a career course at trainees’ respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. Results: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). Conclusions: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.

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Layton, Rebekah L., V. Scott H. Solberg, Arthee E. Jahangir, Joshua D. Hall, Christine A. Ponder, Keith J. Micoli, and Nathan L. Vanderford. "Career planning courses increase career readiness of graduate and postdoctoral trainees." F1000Research 9 (October 13, 2020): 1230. http://dx.doi.org/10.12688/f1000research.26025.1.

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Background: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. Methods: Participants enrolled in a career course at trainees’ respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. Results: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). Conclusions: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.

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Greenglass, Esther R., and Ronald J. Burke. "Career Orientations and Career Development among Male and Female Teachers." Psychological Reports 64, no. 2 (April 1989): 591–98. http://dx.doi.org/10.2466/pr0.1989.64.2.591.

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Career orientations of 833 male and female school-based educators were examined at the start of their teaching careers and currently. Data were collected using anonymous questionnaires. Although more men held Careerist occupational self-concepts than women initially, this career orientation decreased for men and increased for women over time. The presence of the Careerist orientation was associated with increasing administrative responsibility for both men and women.

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Petroni, Alberto. "Strategic career development for R&D staff: a field research." Team Performance Management: An International Journal 6, no. 3/4 (June 1, 2000): 52–62. http://dx.doi.org/10.1108/13527590010731970.

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Explores the evolution of career management systems for industrial researchers. Based on case studies of experimental career development systems for industrial researchers, combined with a survey of 151 researchers and engineers employed at a large public research institution, alternative approaches toward managing professional careers are discussed. The results indicate that the researchers’ personal career orientations, as measured by Schein’s Career Anchors Inventory, may serve as a useful predictor of their career preferences. In addition, the research enables an evaluation of alternative modes of career development for industrial R&D to be developed.

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Hooley, Tristram. "How the internet changed career: Framing the relationship between career development and online technologies." Journal of the National Institute for Career Education and Counselling 29, no. 1 (October 1, 2012): 3–12. http://dx.doi.org/10.20856/jnicec.2902.

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This article examines the inter-relationship between the internet and career development. It asks three inter-linked questions: How does the internet reshape the context within which individuals pursue their career? What skills and knowledge do people need in order to pursue their careers effectively using the internet? How can careers workers use the internet as a medium for the delivery of career support? The article develops conceptual architecture for answering these questions and in particular highlights the importance of the concept of digital career literacy.

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Bai, Jin-Ho, Tae-Woo Kim, and Su-Hong Park. "Design a Scenario of Career Development Supporting Chatbot(CDSC) for Early Careers: Focused on Career Anchors." Regional Entrepreneurship Education Research Center 5, no. 3 (December 31, 2023): 27–57. http://dx.doi.org/10.23108/decrc.2023.5.3.27.

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Purpose: The purpose is to design a Career Development Supporting Chatbot (CDSC) scenario for early careers. Method: A literature study was conducted to derive the chatbot's core values, support processes, and resources for chatbot design. FGI was conducted by four experts to review the content validity of the design plan of the derived chatbot scenario, and a study was conducted based on the design plan. After developing a prototype, think-aloud technique was applied to 7 early careers. To ensure the reliability of the overall study, triangulation verification of the collected data was conducted. Results: A scenario for a chatbot to support career development for beginners was developed, a chatbot prototype was implemented based on this. Conclusion: it is necessary to expand the chatbot's functions and develop a chatbot that can provide customized information to users based on the diagnosed career anchor type and qualitative data collected through interviews.

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Yan Zheng, (Annie), and Brian H. Kleiner. "Developments concerning career development and transition." Management Research News 24, no. 3/4 (March 2001): 33–39. http://dx.doi.org/10.1108/01409170110782586.

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