To see the other types of publications on this topic, follow the link: Employment guidance.
Dissertations / Theses on the topic 'Employment guidance'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Employment guidance.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Mkwananzi, Nokuphumula. "Factors impacting on engineering professionals' decision to seek alternative employment." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1011335.
Full textAbstract:
The purpose of this study was to determine factors that impacted on engineering professionals’ decision to seek alternative employment, as well as to determine the decision making processes applied by engineering professionals when seeking alternative employment. A conceptual model was developed to illustrate the impact of various factors on labour turnover and the decision making processes that could be followed by engineering professionals when seeking alternative employment. The factors impacting on labour turnover were organised into four categories, namely external, internal, expectations and personal trait factors. The theoretical study revealed that employees were more likely to leave their present organisations if they perceived that there was ample opportunity for acceptable alternative employment (Bigliardi, Petroni & Dormio, 2005). Zimmerman (2008) stated that employee turnover was a problem faced by all organisations globally. In their study they mentioned that high labour turnover rates have been associated with decreased customer satisfaction, productivity, future revenue growth and profitability. A sense of instability and frustration can also cause work backlogs and slow productivity. At times employees lose faith in their organisations as more individuals seek alternative employment (Drake International, 2010). When the organisation experiences high turnover, burnout also increases and could possibly lead to stayers also seeking alternative employment. Previous studies contain evidence of an extensive poaching of South African engineering professionals (technologists and engineers) by overseas companies (Du Toit & Roodt, 2009). As a result of this mobility and the lack of significant engineering graduates entering the industry, companies competed for a limited number of engineering professionals. This challenge resulted in a higher labour turnover rate among engineers as the demand for engineering professionals was higher than the supply. The skills shortage of engineering professionals in South Africa was one of the perceived contributing factors impacting engineering professionals’ decision to seek alternative employment. Apart from the shortage of skills there were other factors that impacted on engineering professionals’ decision to seek alternative employment. External factors, such as slow recruitment due to the low economy, have been identified as having an impact on labour turnover rates. Bigliardi et al (2005) stated that external factors, also referred to as push factors, such as changes in economic, social and technological conditions,created challenges for retaining engineering professionals. Through developing multivariate models that combine a number of factors contributing to labour turnover and empirically testing these models, researchers have attempted to predict why individuals decide to seek alternative employment (MINTRAC, 2010). The job search process was evaluated and referred to as the process of looking for alternatives to a current job, and the evaluation of those alternatives (Brown, 2009). Various decision making models, including the rational decision making model, Steers and Mowday’s model, image theory and the unfolding path model were studied to provide an understanding of how engineering professionals decided whether to seek alternative employment. Donnell and Quirin (2006) explained two decision making models. These are the image theory and Lee and Mitchell’s unfolding model. According to Zimmerman (2008), the studies carried out did not clearly reflect the impact of individual characteristic factors. An empirical study, by means of a survey and a questionnaire as a data collecting tool, was conducted to determine the factors that impacted on engineering professionals at GIBB to seek alternative employment and the decision making process they applied in seeking alternative employment. This study reflected that personal traits such as openness to new experiences, high levels of competency, the ability to form relationships at work, a general level of commitment, ability to incorporate other people’s views at work and a general positive attitude towards work itself influenced the decision to seek alternative employment. The external, internal, expectancy and personal trait factors that were perceived to be the most influential in impacting on engineering professionals’ decision to seek alternative employment were presented in a revised concept model. This model could be valuable for developing retention strategies at GIBB. Future research that could be beneficial to GIBB and the engineering industry was also identified.
2
Taylor, Amanda Christine. "Employment specialists' competencies as predictors of employment outcomes." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2141.
Full textAbstract:
Thesis (Ph.D.)--Purdue University, 2010.<br>Title from screen (viewed on May 25, 2010). Department of Psychology, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Gary R. Bond, John McGrew, Kevin Rand, Dennis Devine. Includes vita. Includes bibliographical references (leaves 73-85).
3
Flaxman, Laura Ann. "Mentoring as a Tool for Connecting Disconnected Youth to Education & Employment." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645015.
Full textAbstract:
Too many young people are not on meaningful college or career pathways at a time when the workforce increasingly demands a higher level of education and skills. While a lack of education is a major barrier to employment, there are not enough alternatives to the one-size-fits-all high school to college trajectory that leaves 60% of Americans without any kind of college degree (U.S. Census Bureau, 2013). It is extremely difficult to get back on that pathway after leaving school, with the major barriers being finances, a lack of relevance/un-engaging coursework, and poor or nonexistent advising. The Innovation College Network was created to address these issues, developing a new higher education model that blends workforce development, education, and employment with intensive mentoring and support for young people between the ages of 16 and 26.
This capstone describes a pilot of the Innovation College Network, which included nine young people ranging in age from 18 to 30 who were not in school at the start of their engagement with the program. They received ongoing one-on-one mentoring focused on helping them identify and pursue educational and career goals. All nine showed some movement toward their goals, with three reenrolling in school, and the majority reporting that the mentoring was beneficial. For these older youth, mentoring appears to be an effective strategy, particularly when the relationships are centered on active listening with the purpose of fostering self-awareness, motivation, values, a support network, and living an integrated life. These five areas are the building blocks of authentic leadership development (George, 2007).
Implications include the potential and importance of prioritizing older youth, of building mentoring relationships into existing educational programs, of creating new alternative higher education models, of bridging the gaps between education and the workforce, and of taking a more holistic approach to education at all levels.
4
Wicomb, Samuel Domingo. "Graphic design students’ perceptions of work practice." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2391.
Full textAbstract:
Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2016.<br>The aim of this study was to examine how students experience the transition
from the classroom to the workplace. This research explored what factors
students found problematic and which factors was helpful during the transition.
This research was qualitative and this study focused on the experiences of the
participants and all data was collected from their perception of work practice. I
used Activity Theory as a theoretical framework to compile and organize
relevant data. Data was gathered using video recordings, hand written journal entries and
individual interviews. The research was conducted in an on-campus design
studio that is situated within the Design Faculty at Cape Peninsula University of
Technology. The reason for choosing Design Logic as a site is the following;
the studio sits neatly between the classroom and the workplace, although the
studio is in a protected environment, most of the elements that are present in a
real world setup is reflected within Design Logic i.e. the stresses of satisfying
demanding clients, working with budgets, liaising with suppliers and the ever
present looming deadlines all form part of the daily make-up of Design Logic. Although the starting point of the study was to search for the problem areas
of the student’s transition into the work place, the analyzed data revealed the
dissimilarities between the two systems and how the participants overcame
the difference i.e. shifting identities and rules and norms to develop new skills
suited for the work place. The workspace opened a Zone of Proximal
Development (ZPD) and highlighted the value and importance of work practice
in preparation of graduates for industry.
5
Leslie, Mildred Ann. "Supported employment: Job coach versus natural support." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/991.
Full text
6
Skogholm, Elin, and Selma Sigmarsdóttir. "Vägledning inom arbetsförmedlingen." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77254.
Full textAbstract:
The purpose of this study was to examine guidance activities in an employment office and to explain the significance these activities have for the job seekers' way towards an occupation. The method used was literature studies and qualitative interviews with respondents in three categories: a manager, two workingmediators and three job seekers, all at the same employment service office. The results that emerged was that there are different kinds of guidance in the employment service, both in the narrow sense and broad sense. The different categories of respondents describe and define the guidance activities in different ways and have different descriptions of how these activities can help job seekers into employment. The conclusions drawn where that the manager sees everything on the employment service as guidance, workingmediators differ in their roles as advisers and counselors. The job seekers does not see the activities they had access to as guidance. The employees at the employment office considers that the guidance are more helpful in the process towards finding an occupation than job seekers think.<br>Syftet med studien var att undersöka vägledningsaktiviteter på ett arbetsförmedlingskontor samt att redogöra för vilken betydelse dessa aktiviteter har för de arbetssökandes process mot en sysselsättning. Metoden som använts var litteraturstudier samt kvalitativa intervjuer med intervjupersoner av tre olika kategorier: en chef på arbetsförmedlingen två arbetsförmedlare samt tre arbetssökande, alla vid samma arbetsförmedlingskontor. Resultaten som framkom var att de finns olika slags vägledning inom arbetsförmedling, både i snäv bemärkelse och vid bemärkelse. De olika kategorierna av intervjupersoner beskriver och definierar vägledningsaktiviteterna på olika sätt och de har olika beskrivningar på hur dessa aktiviteter kan hjälpa arbetssökande till sysselsättning. Slutsatser som dragits är att chefen ser allt på arbetsförmedlingen som vägledning, arbetsförmedlarna skiljer på sina roller som arbetsförmedlare och vägledare. De arbetssökande ser inte de aktiviteter de fått ta del av som vägledning. De anställda på arbetsförmedlingen anser att insatserna och aktiviteterna som finns är till större hjälp i processen mot en sysselsättning än vad de arbetssökande tycker.
7
Brake-Brushett, Deborah. "Effect of a career counselling intervention on women participating in a government-sponsored employment enhancement program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62373.pdf.
Full text
8
Mayville, Erik Andrew. "The utilization of value self-confrontation in increasing employment opportunities for the mentally ill." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2702.
Full textAbstract:
While research has been conducted concerning the general public's attitudes toward mental illness, no work has been done specifically with the business community. I tested an intervention designed to increase the likelihood of the hiring of the mentally ill by San Joaquin Valley business community members. A pretest-posttest-control group design was used in which the treatment group received a presentation based on Rokeach's Value Self-Confrontation method. As hypothesized, the treatment group changed its values toward greater acceptance of mental illness. However, results of a test designed to measure likelihood of hiring the mentally ill revealed that the treatment group felt no differently about hiring persons with a mental illness than they did before the intervention. In addition, these results did not differ significantly from those of a control group that was not exposed to the self-confrontation method.
9
Cooke, Christopher. "Physical work capacity evaluation in vocational rehabilitation and its effect on the vocational placement of disabled male workers." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31111.
Full textAbstract:
The purpose of this study was to examine the effect of program type and selected predictor variables on the vocational placement and feelings of self-esteem of disabled male workers. It was predicted that: (1) a physical capacity assessment program (PCA), designed by the investigator, would result in a higher rate of successful vocational placement than conventional placement techniques, in a shorter period of time and with a better vocational match; (2) increased measures of self-esteem would be experienced by the PCA group and at a more significant level than conventional vocational programs; (3) there would not be a significant interaction between the vocational placement variables and the independent variables of age, degree of disability and injury type; and (4) there would not be a significant effect of selected moderator variables between groups on the vocational placement variables.
Fifty disabled workers were randomly selected from the active caseloads of the Vocational Rehabilitation Department of the Workers' Compensation Board of British Columbia for participation in the study. Their average age was 33.32 years, and their average length of time on wage loss was 245 days. All subjects were injured as the result of an industrial accident, were no longer undergoing medical
treatment, had been cleared for a return to work but were suffering from a residual disability that prevented them from returning to the work force. Subjects were randomly assigned to one of two treatment conditions involving vocational counselling with job search training (JS) and vocational counselling with physical capacity assessment (PCA). Following completion of the program, subjects began job search activities and were monitored for a period of 6 months or until successful vocational placement was achieved.
Data analyses showed that: there was a significant main effect between groups for success in vocational placement with PCA placing more subjects than job search; there were no significant differences between groups on measures of self-esteem following completion of the programs; there was a significant interaction effect of age, degree of disability and type of injury with success in vocational placement and; there was a significant interaction effect of several moderator variables including marital status and length of time on wage loss with success in vocational placement and time to vocational placement.
The results tend to support the use of physical capacity assessment for the guantification of individual capacity to perform work. Further, the results suggest that the use of PCA information in the identification and
selection of appropriate vocational alternatives can significantly enhance the success of vocational placement disabled workers. Recommendations were made for future research.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
10
Sahlback, Sophia, and Therese Hedman. "Tro, hopp och vägledning : Ett deltagar-och tjänstemannaperspektiv på vägledning inom arbetslivsinriktad rehabilitering på Arbetsförmedlingen." Thesis, Stockholms universitet, Pedagogiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-40336.
Full textAbstract:
Studiens syfte är att beskriva, tolka och analysera betydelsen av vägledning i den arbetslivsinriktade rehabiliteringen, utifrån ett deltagar- och tjänstemannaperspektiv. För att få svar på detta gjorde vi en kvalitativ intervju med sex personer, tre deltagare och tre tjänstemän på en Arbetsförmedling i en medelstor kommun i södra Sverige. Vi har undersökt vägledningens betydelse vid Arbetsförmedlingens nya program Arbetslivsintroduktion. Vi har valt att använda oss av den kvalitativa metoden i vår undersökning eftersom vår avsikt var att få en djupare kunskap inom det specifika området och för att få tillgång till personliga berättelser genom intervjuer. Med utgångspunkt från intervjuerna har en analys gjorts om deltagarnas och tjänstemännens behov och perspektiv på vägledningens betydelse inom den arbetslivsinriktade rehabiliteringen. Resultatet visar att två av deltagarna inte upplever någon särskild vägledning inom programmet, medan en av deltagarna ser samtalen med handläggaren som upplyftande, positiva och i viss mån vägledande. Uppfattningen som tjänstemännen har om vägledning är att det är svårt att hinna med att utöva professionell vägledning den första tiden i programmet. Den tiden används mestadels åt att kartlägga deltagarnas arbetsförmåga.<br>The purpose of this study is to describe, interpret and analyze the importance of guidance within vocational rehabilitation. The study is based on the perspectives of participants and organizers. In order to get answers we made qualitative interviews with six people; three participants and three organizers at the Employment Service in a medium sized city in the south of Sweden. The participants are all part of a vocational rehabilitation program where the organizers professionally work. We chose to use a method of qualitative interviews in the study since our intention was to gain a deeper knowledge in the specific area and to get the best access to personal accounts. Based on the interviews we’ve made an analysis of the importance of guidance at the Employment Service from the needs and perspectives of participants and organizers. The result shows that two of the participants don’t think there is any specific guidance in the vocational rehabilitation program. Although one of them believes that the conversations she has had with her administrator has been uplifting and positive. The opinion the organizers have of guidance is that it’s difficult to find time to apply professional guidance during the first three months of the program. Most of that time is used to discover and identify the participants’ needs and qualities.
11
Фінкільштейн, О. В. "Державне регулювання системи профорієнтації в Україні". Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/33297.
Full textAbstract:
У світовому економічному просторі на сьогоднішній день гостро постала проблема формування, відтворення та використання трудового потенціалу, який визначається здатністю до праці кожної людини і, перш за все, залежить від вибору професії, успішності її здобуття або зміни.
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/33297
12
Stortz, Marie C. "The role of the paralegal today." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/886.
Full textAbstract:
The primary focus of this thesis is to examine the utilization of paralegals in the job market. A summary and analysis of the paralegal role will include career development, level of academic education, and employment outlook.
13
Studenny-Marquez, Sandra. "An analysis of two year interior design programs: Meeting the criteria for entry level employment and established industry standards." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1317.
Full textAbstract:
The purpose of this study of two year interior design programs will be to assess the effectiveness of the programs in meeting the established industry requirements for entry-level positions of employment.
14
Duckett, Paul Simon. "Disabled at interview : a community psychologist in and amid action." Thesis, University of Stirling, 1998. http://hdl.handle.net/1893/21895.
Full textAbstract:
I used a Community Psychology approach, involving Participatory Action Research with Qualitative methods, to both explore the employment interview experiences of disabled people and to effect positive change for disabled participants discriminated against in the labour market. In the opening chapters I set the action research enterprise within the socio-economic and political climate of the time. I follow this by describing the ethical, ideological, epistemological and methodological concerns that have driven my particular process of inquiry. 1 pay particular attention to the research process and reflect upon personal, social, organisational and political implications of the project. I review literature on disability, disability legislation and employment interviews and place my own work in the context of this. As well as reporting my findings on the difficulties disabled people face when seeking to enter the labour market, I describe the multiple research interventions I engaged with. These ranged from giving research participants welfare benefit advice through to consulting on the Government's Disability Discrimination Act. The main focus for the project became one of developing and marketing a Code of Practice on the recruitment and retention of disabled employees. I worked collaboratively with disabled research participants in developing and marketing this Code with four major employer organisations in order to affect change in employer staffing policies.
15
Bennett, Dawn Elizabeth. "Classical instrumental musicians : educating for sustainable professional practice." University of Western Australia. School of Music, 2005. http://theses.library.uwa.edu.au/adt-WU2006.0002.
Full textAbstract:
[Truncated abstract] This study extends understanding of the careers of classical instrumental musicians within the cultural industries, and ascertains the extent to which professional practice is reflected within current classical performance-based music education and training. Little is known about the careers of classically trained instrumental musicians in terms of the activities in which they engage and the skills and attributes used to sustain their professional practice, and there is also widespread lack of understanding about the music industry and the wider cultural industries. The extent to which education and training reflects the careers of music performance graduates has gained heightened exposure at the same time as higher education institutions have become increasingly accountable for the employability of graduates, and yet much of the available literature has only tangential relevance and there remains a shortage of literature relating to the complex area of creative practice. The research approach for the study bridges both the interpretive and normative paradigms. Using survey and interview methods, the study employs three distinct but interrelated data collections to investigate sustainable professional practice through analysis of musicians’ careers, performance-based education and training, and the cultural industries. The study identifies the longitudinal characteristics of musicians’ professional practice and presents in a conditional matrix the intrinsic and extrinsic influences that impact upon it. The study proposes a practitioner-focussed Arts Cultural Practice (ACP) framework that consists of four practitioner-focussed, non-hierarchical groups which were determined through analysis of the major foci characterising roles within the cultural industries. As such, the ACP framework represents a new paradigm of sustainable practice that circumvents existing barriers; submitting a non-hierarchical view of cultural practice that clearly indicates the potential for an exciting diversity of holistic practice often not considered by practitioners. The ACP curricular model posits the collaborative delivery of generic skills across artforms. This study substantiates the generic skills used by artists throughout the cultural industries, and confirms the rationale for education and training which considers the sustainability of music graduates’ careers as arts cultural practitioners. Thus, individual strengths and talents should be developed according to the intrinsic and extrinsic influences which drive the passion for arts practice.
16
Kwok, Dorothy Toi Sze. "Fixed-term employment and individual mobility : a study of teaching assistants in the aided secondary schools of Hong Kong." HKBU Institutional Repository, 2013. http://repository.hkbu.edu.hk/etd_ra/1553.
Full text
17
Park, Meredith. "Customer satisfaction: a comparison of community college and department of employment security operated WIN Job Centers in Mississippi." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-03262009-115600.
Full text
18
Neilson, Gavin R. "School leavers into nursing : a study of high academic achieving school pupils in Scottish schools." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/1755.
Full textAbstract:
The central objective of the study was to better understand 5th and 6th year school pupils’ perceptions of nursing as a career choice and to obtain current data regarding the recruitment situation pertaining to school leavers pursuing nursing as a career choice. This was achieved by utilising a multi-strategy approach which involved the use of a self-administered questionnaire (n = 1062) and the interviews of 20 paradigmatic cases. The school pupils came from 11 schools, with different socio-demographic profiles, from one educational area in Scotland. The study found that only 8.8% (n = 56) of school pupils who had made a career choice had chosen to pursue nursing as a career, despite the fact that 82.4% of the school pupils in the sample had the necessary academic qualifications to enter the student nurse education programme. Merely 21.2% of all the pupils had actually considered nursing as a career choice. The findings would appear to suggest that those pupils who had chosen to pursue nursing as a career choice are committed to this choice. As 93% of the pupils would still continue to pursue nursing as a career choice even if they obtained better grades in their examinations than they expected. Equally resolute in their choice were the pupils who had chosen not to pursue nursing. Of the school pupils in the sample who had not chosen to pursue nursing as a career choice 88.5% of the school pupils stated that even though they did not get the exam grades that they expected they still would not pursue nursing as a career. What was also significant was that of the school pupils who had not chosen nursing as a career choice 86.9% of the pupils stated that they would not consider nursing as a career option in the future. The gender breakdown of school pupils who had made a career choice showed that 2.5% of male pupils who had made a career choice had chosen to pursue nursing. 14% of female school pupils who had made a career choice had chosen to pursue nursing. Further examination in relation to the gender breakdown of those pupils who had chosen to follow nursing as a career revealed that males only accounted for 12.5% whereas females accounted for 87.5%. This would seem to propose that a gender bias still exists in relation to nursing as a career choice. Nursing was not ranked particularly highly by the pupils as a career choice. Male pupils ranked nursing 13th out of the 14 main career choice categories. While female pupils ranked nursing 8th out of the 14 main career choice categories, this being only slightly better than secretarial/administration. Parents appeared to have a major influence on the pupils’ career choice and there was evidence that parents as well as further significant others were influencing against a career in nursing. Nursing does not seem to be a popular career choice among school pupils. There is strong evidence from the questionnaire data to suggest that there are a number of problem indicators which could propose that recruitment of school pupils into nursing could prove extremely difficult even with the proposed increase in the number of school leavers entering higher education. This could have a serious impact on nursing care delivery within the United Kingdom as the nursing population continues to age. The paradigmatic cases interviewed were 20 high academic achieving school pupils who at one stage in their career choice process had considered nursing as a career choice. Despite considering nursing as a possible career choice none of the 20 pupils went on to pursue nursing as a career. The qualitative interview findings appeared to suggest that nursing was not a credible career choice consideration for high achieving pupils. There was a very strong feeling amongst the pupils that nursing would be a waste of their academic qualifications with a belief that nursing was not a career choice for intelligent pupils with good examination grades. Also that they could help people at a much higher level than nursing by becoming a doctor with a prevailing belief that knowledge and caring are polarised – doctors cure and nurses only care for patients. The status of nursing as a career choice was not high amongst the pupils and this was influenced by the type of person that they had observed who were nurses mostly, in their opinion, women who were weak and had no power within society. Also the perceived nature of the job that nurses do with the prominent belief that what nurses do is principally practical in nature having no intellectual aspects, for example making beds, washing and feeding patients. The influence of significant others, these being specifically parents, guardians, guidance teachers and careers advisors was very apparent in the data in that they had a very negative view regarding nursing as a career choice for high academic achieving school pupils. Participants reported that their parents were actively and vigorously discouraging them away from a career in nursing because of the pupils’ good examination grades and the belief that the pupils could do something better than nursing. Also the participants reported that their guidance teachers and careers advisors were assertively steering them away from nursing as a career choice because of their perception that nursing was a low status career choice requiring little intellectual ability and was on a par with hairdressing, office work and being a secretary. In addition the school pupils stated that guidance teachers and careers advisors were more interested in and attempted to have a greater influence on the career choice of the high academic achieving school pupils opposed to other less academic pupils. Only two of the pupils stated that they believed that their career choice was their own decision. With the majority of school pupils valuing the opinion of their parents regarding career choice and with parents along with associated significant others being a major influence on the school pupils’ career choice and advising against a career in nursing. There was strong evidence from the interview data to suggest that the chances of recruiting high academic achieving school pupils into nursing would appear to be negligible. There was also evidence that the image of nursing as an occupation was an important determining factor in the school pupils’ career choice. The pupils displayed a negative image of nursing and this was influenced by a number of factors. The negative image of nursing depicted in television programmes; the negative image of nursing portrayed by people who are nurses; the sexual stereotype image of female and male nurses; and the image that it is very easy to get into train to be a nurse. What was also concerning was that the pupils had few positive and contemporary images of nursing. Also with regard to the image of nursing the data showed that the pupils considered it important to join a profession. Nursing was deemed not to be a profession and did not merit being a profession because it was believed that the entry to student nurse education programmes is not strictly controlled therefore it is easy to get into nursing. There was a strong consensus among the high achieving school pupils regarding their image of the archetypical school pupil who would select nursing as a career choice – their view was of a predominantly unexceptional individual who was mostly female, no more than average intelligence, kind, caring, good listener, good practically and can follow task orders. This view of the typical school pupil who would enter nursing as a career, that of a person with a low academic achievement record, conflicts with their own personal typology and thus became a further important dissuading factor regarding nursing as a career choice for them.
19
Ngabonziza, Gaetan. "The role of tertiary education in promoting self employment : a study of project management students at a South African university of technology." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/2061.
Full textAbstract:
Thesis (MTech (Business Administration in Project Management))--Cape Peninsula University of Technology, 2011.<br>Human capital is both a key driver of economic growth and a means to promote overall
development. In order to enhance human capital in South Africa, tertiary institutions
have seen a tremendous increase in students' enrolment over the past few decades.
But, in spite of the need for skilled labour, tertiary education graduates are increasingly
faced with unemployment, which poses a serious obstacle to the economic growth of
the country. This study investigated the role of tertiary education in enhancing selfemployment
among project management graduates. This study was descriptive in nature and intended to find answers to research
questions, which comprised the extent to which tertiary education seeks to motivate
students to self employment. In addition, the study sought to find challenges related to
self-employment facing project management students after they have completed their
studies, as well as reasons why some people choose self-employment over salaried
employment. Data were collected with the use of a self-administered structured
questionnaire. Collected data were analysed using of the statistical software for social
science (IBM SPSS Statistics version 19) for descriptive statistics in the form of tables
and charts. Furthermore, statistical tests, using chi-square values at the 0.05 level of
significance, were performed to determine factors influencing individuals to choose a
self-employment career. The study found that education may either enhance individual entrepreneurial ability,
thereby increasing the likelihood of choosing self-employment or increase opportunities
for paid employment, both of which reduce unemployment. In addition, tertiary
education provides human capital that enables graduates to achieve increased level of
productivity, which leads to earning more income than lower educated people in both
paid employment and self-employment career. Unfortunately, graduates face financial
related challenges, which constrain them from undertaking self-employment
endeavours.
The results of this study suggest that graduate unemployment can only be eliminated if
students are provided with the right skills and knowledge to match the requirement of
the employment market. Furthermore, the study suggests that graduates should be
assisted financially at the initial stage of their self-employment activities.
20
Beyhs, Monica Elisa [Verfasser], and Marcus [Akademischer Betreuer] Niewald. "Employment statistics and positioning accuracy of three different image-guidance systems; CTV-PTV margin calculation for two different populations / Monica Elisa Beyhs ; Betreuer: Marcus Niewald." Saarbrücken : Saarländische Universitäts- und Landesbibliothek, 2018. http://d-nb.info/116249610X/34.
Full text
21
Lee, Ching May Mimi. "Career maturity, career decision-making self-efficacy, interdependent self-construal, locus of control and gender role ideology of Chinese adolescents in Hong Kong." HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/811.
Full text
22
Washburn, Dava Michelle. "Customer satisfaction perceptions of dislocated workers served by WIN Job Centers in the Mississippi Corridor Consortium." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-06252009-213600.
Full text
23
Kukla, Marina Elizabeth. "THE RELATIONSHIP BETWEEN EMPLOYMENT STATUS AND NONVOCATIONAL OUTCOMES FOR PERSONS WITH SEVERE MENTAL ILLNESS ENROLLED IN VOCATIONAL PROGRAMS: A LONGITUDINAL STUDY." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2117.
Full textAbstract:
Thesis (Ph.D.)--Purdue University, 2010.<br>Title from screen (viewed on April 1, 2010). Department of Psychology, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Gary R. Bond. Includes vitae. Includes bibliographical references (leaves 68-77).
24
Murry, Sherri Linise. "African American adolescent females and the career self-efficacy model." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1020176.
Full textAbstract:
The purpose of the study was to examine the effects of a career workshop on the career self-efficacy of a group of African American adolescent females (AAAF). The study assessed the preand post-test differences of treatment and level of parental education for change in career self-efficacy after an intervention. A total of 21 AAAF completed the pre- and post-test of the Career Attitude Survey. The data was analyzed by carrying out four t-tests on each of the two independent groups. The results of the study suggest that the career workshop was more effective for change in career self-efficacy for traditionally female careers. The change was more significant for the treatment group and AAAF with at least one parent with some college education. Implications for research and practice were presented.<br>Department of Counseling Psychology and Guidance Services
25
Hubbard, M. M. "School leavers with multiple disabilities : an exploratory study of the issues and problems relating to the planning and provision of formal post-school services." Thesis, University of Stirling, 1992. http://hdl.handle.net/1893/22864.
Full textAbstract:
This research is an exploratory study of the issues and problems encountered by Young People with multiple disabilities when they leave school and for whom formal post-school service provision is relevant within the Scottish setting. The research problem is tackled by a qualitative and an empirically grounded study with a central focus was on the way in which decisions about the nature and range of services are made and their potential for making a major impact on quality of life. From conception, the study was innovatory and it was necessary to combine methods of data collection and to analyse in ways that had previously not been used in the field. The design and methods are eclectic with an emphasis on in-depth case-studies. The research process began with the development of a functional classification used to define the sub-population. This was followed by an investigation of the structure and organisation of the Future Needs Assessment process which is central to the planning of formal post-school provision. together with Carer perspectives and opinions of the process. The next phase was to examine the nature and range of formal post-school service provision in relation to the issue of quality of life and in the meeting of developmental needs. Discussion then took place with the Young People and the Carers about their judgements of post-school provision and 'ideal' provision. The final phase developed recommendations on the practical application of, the research findings. The major research findings, derived from the fieldwork evidence. indicate that there is a radical change in emphasis in the transition from school to adult-based formal service provision which result in the limitation of services and of personal choice. There is a major disjunction in the quality of life experienced by the Young People. The Future Needs Assessment process fails to adequately plan for the transition to formal post-school provision which fails to meet individual personal and social development. The major recommendations, derived from the research, state that the Future Needs Assessment process must play a more effective role in identifying the post-school needs of the School-leavers to ensure that formal post-school provision and delivery planning is individually-centred and 'needs-led'. In addition, there should be greater choice of provision which follows the 'independent /enabling /empowering model and which will offer the School leaver the potential to experience a high quality of life.
26
Guzmán, Jen (Jennifer). "Examining the "Portfolio Careers" of Classical Musician Entrepreneurs through the Lens of Seven Clarinetists." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505192/.
Full textAbstract:
Many classically-trained clarinetists do not know how to use their performance skills and life experiences to create financially sustainable and artistically fulfilling musical opportunities. Music careers have traditionally included teaching positions in academia and performance positions in professional ensembles. Because of the limited number of jobs in these two areas, clarinetists, and classical musicians in general, often turn to work that provides financial security but may lack artistic fulfillment. The proposed solution to this situation is for musicians to create "portfolio careers," which is defined in this document as a combination of multiple part-time jobs to create full-time work. The purpose of this document was to examine best practices in creating and sustaining a portfolio career through the specific lens of seven clarinetists who have shown themselves to be successful performers and entrepreneurs. Results showed that the best practices include: 1) turn ideas into actions, even if the idea is still in the prototype stage, 2) build and utilize a network of successful and supportive people, 3) say "yes" to opportunities, and 4) find creative work outside the field of music that inspires music-related work.
27
Graebin, Rosani Elisabete. "Jovens geração Z : percepções na construção de um caminho em direção ao mundo do trabalho." reponame:Repositório Institucional da UCS, 2018. https://repositorio.ucs.br/11338/3847.
Full textAbstract:
Pesquisa realizada pela Agenda Juventude Brasil (SNJ, 2014) retratou ser a inserção no mundo do trabalho um dos temas mais relevantes para a vida dos jovens. O objetivo central desse estudo foi avaliar o posicionamento dos jovens do 3º ano do ensino médio em relação ao mundo do trabalho, estabelecendo uma relação com a percepção dos professores e gestores de recursos humanos de Caxias do Sul. Aspectos como o perfil do jovem, significado do trabalho, carreira, empregabilidade e tecnologia foram temas de discussão nesse estudo. Para tanto, quanto aos aspectos metodológicos, adotou-se uma pesquisa aplicada de caráter exploratória a partir de um estudo quanti-qualitativo. A etapa quantitativa, operacionalizada por meio de uma survey, contemplou os alunos e professores das escolas públicas e particulares de Caxias do Sul. Na etapa qualitativa foram realizadas entrevistas em profundidade com gestores de recursos humanos ligados a empresas do setor metalmecânico de Caxias do Sul, com o objetivo de apresentar a percepção empresarial sobre a inserção do jovem no mundo do trabalho. Realizou-se uma triangulação dos dados a fim de propiciar uma melhor compreensão a respeito dos achados. Resultados apontaram que o jovem do 3º ano do ensino médio de Caxias do Sul tem características da Geração Z e que atribui um significado ao trabalho a partir da escolha de uma profissão a qual considere importante, pela qual se interesse e na qual se sinta feliz, onde o sucesso estaria relacionado à adoção de bons hábitos de trabalho. Assim, ele poderia dar o seu melhor e ser reconhecido como competente. Com isso, a fim de realizar as melhores escolhas na carreira, a pesquisa apontou que eles deveriam considerar profissões que fossem ao encontro dos seus gostos, suas atitudes e qualidades, analisando suas capacidades, interesses e valores. A trabalhabilidade surgiu como uma evolução do conceito de empregabilidade, onde o jovem desenvolveria a habilidade de trabalhar e gerar renda, oferecendo ao mundo do trabalho algo que ele saiba fazer bem, de uma forma mais autônoma, sem a preocupação de estar vinculado a uma empresa pelos regimes formais de emprego. A partir da trabalhabilidade, pode-se inferir que o propósito é o que estabelece as relações do jovem geração Z com os aspectos relacionados ao trabalho, ou seja, ele precisa visualizar um propósito no trabalho que irá desenvolver, caso contrário, pode facilmente se desmotivar e buscar novos caminhos à procura de propósitos e desafios.<br>Research carried out by the Brazilian Youth Agenda (SNJ, 2014) portrayed the insertion in the world of work as one of the most relevant themes for young people's lives. The main objective of this study was to evaluate the positioning of young people in the 3rd year of high school in relation to the world of work, establishing a relationship with the perception of teachers and managers of human resources in Caxias do Sul. Aspects as the profile of the young person, meaning work, career, employability and technology were topics of discussion in this study. For this, as well as methodological aspects, an applied research of exploratory nature was adopted from a quantitative-qualitative study. The quantitative stage, operationalized through a survey, included students and teachers from public and private schools in Caxias do Sul. In the qualitative stage, in-depth interviews were conducted with human resources managers linked to companies in the metalworking sector of Caxias do Sul, with the objective of presenting the corporate perception about the insertion of young people in the world of work. Data were triangulated to provide a better understanding of the findings. Results indicated that the youngsters of the 3rd year of high school in Caxias do Sul have characteristics of Generation Z and that assigns a meaning to work from the choice of a profession that they consider important, for which they are interested and in which they feel happy, where success would be related to the adoption of good work habits. So he could give his best and be recognized as competent. Thus, in order to make the best career choices, the research pointed out that they should consider professions that meet their tastes, attitudes and qualities, analyzing their abilities, interests and values. Workability emerged as an evolution of the concept of employability, where the young person would develop the ability to work and generate income, offering the world of work something that he knows how to do well, in a more autonomous way, without the concern of being tied to a company formal employment regimes. From the workability, it can be inferred that the purpose is what establishes the relationships of the young generation Z with the aspects related to the work, that is, it needs to visualize a purpose in the work that will develop, otherwise it can easily become discouraged and seek new paths in search of goals and challenges.
28
Ali, Mohammed Irshad. "A job search skills curriculum for individuals with visual disabilities in Fiji." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/796.
Full text
29
McKnight, Kerbi, and University of Lethbridge Faculty of Education. "Athletic career transition and transferable skills." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2007, 2007. http://hdl.handle.net/10133/660.
Full textAbstract:
This study investigated how active female hockey players at the high school, university/college, and national/elite levels perceive that the skills acquired in sport transfer to another career or other facets of their lives. One hundred and seventeen athletes were surveyed. The Transferable Skills Survey was comprised of four parts. Athletes provided responses that included general information, identity, career transition, and transferable skills. The findings indicate that there is a need for psychologists to be involved in the athletic career transition and that the best way to help female hockey players represented in this study may be to teach their parents the skills to assist their daughters through the career transition. Further, the findings reveal that transferable skills aid in successful career transition out of sport.<br>142 leaves ; 29 cm. --
30
Borden, McKay. "Effects of career guidance strategies for females on career maturity and locus of control of high-achieving twelfth-grade females." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/39731.
Full textAbstract:
This study was designed to examine the effectiveness of the following career guidance strategies: career information investigating, job information interviewing, shadowing, panel of positive female role models, parental
involvement and group counseling on career maturity and locus of control of high-achieving twelfth-grade females.
Participants in this study were thirty-two high-achieving twelfth-grade females currently enrolled in advanced placement English classes, who were currently taking advanced mathematics, advanced science, and advanced foreign
language courses; or who had completed three years of advanced mathematics, advanced science, and advanced foreign language courses.
The design of this experiment was a pretest-posttest, experimental/control group design. The participants in the treatment group participated in a ten-week career guidance program involving strategies to increase career maturity and improve internal locus of control utilizing the results of the Caree~ Maturity Inventory, Counseling Form B-1 and the Different situations Inventory.<br>Ed. D.
31
Ailshie, Lyle C. "Participation in Extracurricular Activities and the Relationship to Academic Achievement and School Attendance Among High School Seniors." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2624.
Full textAbstract:
This study examines the relationship between participation in extracurricular activities and the variables of school attendance and academic achievement. The population for the study was the 1994-95 graduating class in the First Tennessee Development District high schools. The definition of extracurricular activities was expanded to include the employment of students. The relationships were examined through Pearson Product Moment correlations and by way of multiple regression. A total of 575 students from thirteen high schools made up the sample for this study. Schools were classified into three size categories and proportionally selected in order to accurately represent the population. Selected students responded to a survey instrument in order to provide the information to be analyzed. Demographic information concerning race, gender, and estimated family income was gathered. Respondents were also asked to provide the number of absences during the current year and current cumulative grade point average. The remaining portion of the survey contained a list of thirty-seven activities typically sponsored by high schools. Students provided information regarding the amount of time per week and the time frame of participation for any activity in which they participated. Space was allotted for respondents to provide the same information for activities not listed. A significant relationship was found between involvement in extracurricular activities and both school attendance and academic achievement. Results showed that as involvement in extracurricular activities increased, school attendance and academic achievement improved. This was true for two definitions of involvement. Results for employment differed. As involvement in employment increased, school attendance and academic achievement declined.
32
Madikizela, Kolosa. "An analysis of the factors influencing the choices of careers in construction by South African women." Thesis, [S.l. : s.n.], 2008. http://dk.cput.ac.za/cgi/viewcontent.cgi?article=1069&context=td_cput.
Full text
33
Hess, Jonathan Lucas. "Professional success for music majors : understanding the experiences of those who have achieved." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/780.
Full text
34
Martínez-Roca, Carme. "Orientación, desarrollo de competencias y reducción de factores contextuales de riesgo para el empleo: Propuesta para centros educativos de Catalunya." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/370112.
Full textAbstract:
Los factores contextuales de riesgo para el empleo – es decir, aquellos factores externos a las personas que afectan sus posibilidades de empleo y de que éste sea socialmente justo – contribuyen a la situación de desempleo en la que se encuentran jóvenes de 16 a 25 años residentes en Catalunya. La perspectiva de justicia social de la orientación ofrece posibilidades de trabajar para la reducción de dichos factores. La presente tesis ha profundizado en esta perspectiva de la orientación dando respuesta a tres preguntas: ¿cuáles son los factores contextuales de riesgo para el empleo de los y las jóvenes de 16 a 25 años residentes en Catalunya? ¿Qué competencias pueden desarrollar estos jóvenes para contribuir a reducir los factores identificados? ¿Cómo facilitar el desarrollo de las competencias delimitadas a través de la orientación que se lleva a cabo en centros educativos de Catalunya?
Los resultados obtenidos han permitido identificar cuatro factores contextuales de riesgo para el empleo: el modelo económico global y el de Catalunya; la desigualdad social; los estereotipos y la discriminación; algunas características del sistema educativo y de la orientación que en él se desarrolla. Se han delimitado 16 competencias que pueden contribuir a la reducción de los factores identificados: análisis crítico intrapersonal, interpersonal y contextual; autogestión social; autonomía; capacidad de hablar en público; colaboración y trabajo en equipo; diálogo y escucha activa; empatía; emprendimiento para la reducción de factores de riesgo para el empleo; expresión y comprensión de textos complejos; gestión de las emociones; identificación y utilización decanales, recursos e información para la protección de derechos; iniciativa y liderazgo; apertura de miras; resiliencia; respeto y comprensión de la diversidad; utilización de TIC y de redes sociales. Para facilitar el desarrollo de estas competencias, la perspectiva de justicia social propone asumir la naturaleza política de la orientación, su función potencialmente transformadora de la estructura y no solo del individuo, y el rol del profesional como intelectual público comprometido con la transformación. Ante esta propuesta, los resultados obtenidos en la investigación muestran que, en los centros educativos de Catalunya, la orientación parece contemplarse preeminentemente como un instrumento para la acreditación y para el ajuste al mercado laboral. Sin embargo, los resultados de la investigación han permitido también construir conocimiento que ha posibilitado “encontrar un puente entre el presente y el futuro en fuerzas del presente que potencialmente son capaces de transformarlo“(Giroux, 2013, pp. 19). Así, partiendo concretamente de la necesidad de formación y de recursos para contribuir al desarrollo de competencias para un empleo socialmente justo que los y las profesionales de los centros educativos han explicitado, se ha propuesto un modelo para la elaboración de planes y programas de orientación para una empleabilidad socialmente justa dirigido a centros educativos de Catalunya. Desde este modelo, la orientación para el empleo socialmente justo se entiende como una práctica cultural y holística basada en el diálogo constructivo, diálogo que facilita un proceso de reflexión-planificación-acción individual y colectiva para la construcción del proyecto formativo, profesional y de vida cuya finalidad es la reducción de factores contextuales de riesgo para el trabajo socialmente justo. Los elementos que componen el modelo son; finalidad y ethos para la justicia social; desafío y potencial de transformación como ejes para el análisis de necesidades y fortalezas; sueño y priorización de objetivos intrapersonales, interpersonales y contextuales; plan de orientación, articulado en: áreas de orientación; competencias; estrategias, actividades y recursos; agentes; temporización; alianzas; desarrollo profesional; evaluación y grado de transformación conseguido. El camino a recorrer se augura lento y retador, pero a la vez ilusionante y esperanzado.<br>Contextual risk factors for employment - that is, factors which are external to people and affect their possibilities to have an employment, specifically a socially just employment – contribute to the unemployment situation of 16 to 25 years old youth living in Catalonia. The social justice approach to career guidance provides opportunities to work to reduce these factors. This thesis has deepened in this career guidance approach by answering three questions: What are the contextual risk factors for employment faced by 16 to 25 years old youth living in Catalonia? What are the competencies to be developed in order to reduce the contextual factors identified? How to facilitate the development of the competencies identified through career guidance practices carried-out within Catalan educational centres?
Through the results obtained, four contextual risk factors for employment have been identified: the global and the Catalan economic model; social inequality; stereotypes and discrimination; some features of the educational system and of its career guidance practices. Besides, 16 competencies have also been identified which may contribute to the reduction of the established contextual risk factors: intrapersonal, interpersonal and contextual critical analysis; autonomous social management; autonomy; ability to speak in public; collaboration and teamwork; dialogue and active listening; empathy; entrepreneurship to reduce risk factors for employment; reading and writing complex texts; management of emotions; identification and use of resources and information for the protection of rights; initiative and leadership; open-mindedness; resilience; respect and understanding of diversity; use of ICT and social networking. To facilitate the development of these competencies, the social justice approach to career guidance argues for the need to spouse: the political nature of career guidance, its potential as a tool to transform the structure and not only the individual, and the role of its professionals as public intellectuals committed with transformation. The results of the investigation show that Catalan educational centres do not back this approach, and that career guidance is pre-eminently an instrument for accreditation and to adjust to the labour market. However, results obtained have also built knowledge to “find a bridge between the present and the future in strengths of the present which may potentially be able to transform it” (Giroux, 3013, pp.19). Thus, a model to plan, implement and evaluate career guidance programs for socially just employment in Catalan educational centres has been proposed. This proposal is based on the need for training and resources to be able to contribute to the development of competencies for socially just employment, which was expressed by professionals from these educational centres. In this model, career guidance for socially just employment is understood as a cultural and holistic individual and collective practice based on constructive dialogue. This dialogue facilitates a process of reflection, planning and action geared to the development of the educational, professional and life project. The aim of it all is to reduce contextual risk factors for socially just employment. The elements of the model are: purpose and ethos aimed at social justice; challenge and transformation potential as axes for needs and strengths’ analysis; dream and prioritizing of intrapersonal, interpersonal and contextual transformation objectives; career guidance plan, articulated in: targeted career guidance areas; competencies; strategies, activities and resources; agents; timing; alliances; professional development; evaluation and transformation achieved. The road ahead is probably long and challenging, but it is taken with a spirit of hope and excitement.
35
Kapanadze, Maria. "Moral identity and career construction: implications for theory, intervention and research. Example of people in recovery from substance use disorders." Doctoral thesis, Universitat de Girona, 2018. http://hdl.handle.net/10803/663725.
Full textAbstract:
- Embargo 12 mesos- There is growing interest in the efficacy of career construction as a
technique in counseling programs which aim to improve employability. There
remains a lack of empirical scholarship on career interventions applied to
vulnerable groups, especially interventions which feature the role of moral
identity work and address experiences of trauma. The investigation aimed to
adapt the Life-Design Counseling (LDC) protocol to address the psychological
and moral needs of persons with substance use disorders [SUDs] in recovery
and interrogate how persons reconstruct their career and moral frameworks in
the aftermath of trauma. The study employed a mixed methods research
approach. The findings suggest that adapted LDC is an effective intervention
to bolster the employability. A positive relationship was observed between
the internalization of moral identity and personal proactivity, work-related
acceptance and action, and personal competence. Moral self-schemas were found
to influence occupational interests and choices, meanings of work, and career
identity.<br>- Embargo 12 mesos -Existe un interés creciente sobre la eficacia de la construcción de la
carrera profesional, utilizada como una técnica en los programas de
orientación y cuyo objetivo es mejorar la empleabilidad. Existe una falta de
estudios empíricos sobre las intervenciones orientadoras aplicadas a las
poblaciones vulnerables, especialmente a las intervenciones que enfatizan la
construcción de la identidad moral y las que abordan las experiencias de
trauma. La investigación pretendía adaptar el protocolo de intervención
orientadora siguiendo el enfoque del Diseño de Vida (LDC) para abordar las
necesidades psicológicas y morales de personas en recuperación de las
drogodependencias y analizar cómo las personas reconstruyen su identidad
moral y carrera después del trauma. El estudio empleó un enfoque de
investigación de métodos mixtos. Los resultados sugieren que el LDC adaptado
es una intervención efectiva para reforzar la empleabilidad. Se observó una
relación positiva entre la internalización de la identidad moral y la
proactividad personal, la aceptación y la acción relacionadas con el trabajo
y la competencia personal. Se descubrió que los autoesquemas morales influyen
en los intereses y las opciones ocupacionales, los significados del trabajo,
y la identidad profesional.
36
Haapalahti, R. (Reijo). "Yksilön toimien vaikutukset aluekehitykseen:ammatilliseen perustutkintokoulutukseen liittyvät odotukset ja tulokset Pohjois-Pohjanmaalla." Doctoral thesis, Oulun yliopisto, 2019. http://urn.fi/urn:isbn:9789526221847.
Full textAbstract:
Abstract The present, multidisciplinary study examined the early career experiences of young people in Northern Ostrobothnia, Finland, following their pathways for four years after their initial vocational education. The research relates to the field of human geography. An individual and his/her actions are important factors for the vitality and development of a region. In this study the regional impact of vocational education was assessed in the framework of the students’ experiences navigating toward employment with their particular vocational qualifications. Applying empirical methods, the dissertation aimed to gather knowledge for the enhancement of vocational education guidance system, and so facilitate and accelerate the access for the young to the labor market. The research problems related to whether the expectations of the young for outcomes of vocational education were met, and whether their life paths thus far could be categorized on the basis of their educational success and early career paths. A further focus of the research related to the regional impact of the recent graduates in regard to whether they decided to stay in or to leave the region. This study aimed to provide an enhanced framework for vocational guidance professionals to work with the students starting as early as in secondary school. Early guidance is particularly important in order to identify and support individuals who delay taking necessary career steps, and also to identify those possibly at risk of exclusion. A key observation during the four-year observation period was that the expectations of the young were not always met in regard to the early vocational career path upon graduation. In these cases, the young individuals either didn’t find employment, and/or oriented themselves towards new study paths. By applying more focused, personalized career guidance starting at an early stage, many obstacles to becoming employed could have been avoided. Another observation was that unemployed young people stayed in the area, and continued to face difficulties with their job search. According to this study, the education providers, together with the business community, should improve their methods of forecasting regional workforce needs. At the same time, young people should receive more realistic guidance for their occupational future – and that guidance should be started earlier<br>Tiivistelmä Kulttuurimaantieteen tutkimusalaan liittyvä väitöskirja tarkasteli monitieteellisestä näkökulmasta nuorten ammatillisen koulutuksen jälkeisiä työuraan liittyviä kokemuksia Pohjois-Pohjanmaalla. Sosiaalisen tilan teoria ja kulttuurihistoriallinen toimintateoria muodostivat työn teoreettisen viitekehyksen. Yksilö ja hänen toimensa ovat tärkeitä tekijöitä tarkasteltaessa alueen elinvoimaisuutta ja kehittymistä. Ammatillisen koulutuksen alueellista vaikuttavuutta arvioitiin tässä nuorten yksilöllisten ja perustutkintokohtaisten kokemusten pohjalta. Väitöskirjan tarkoitus oli empiirisin menetelmin luoda tietoa ammatillisen koulutuksen ohjausjärjestelmiin ja sitä kautta tehostaa ja nopeuttaa nuorten pääsyä työmarkkinoille. Elinkeinoelämälle ja ammattiin valmistuville nuorille on tärkeää nopea työllistyminen tai jatko-opintoihin pääseminen. Tässä tutkimuksessa seurattiin kahdesta pohjoissuomalaisen ammattiopiston monialaisesta yksiköstä ammatilliseen perustutkintoon valmistuneiden nuorten varhaisia työelämä- ja jatko-opintopolkuja noin neljän vuoden aikana. Tutkimusongelmat liittyivät siihen, toteutuivatko ammatillisen perustutkintokoulutuksen suorittaneiden nuorten odotukset ja voidaanko opintojen aikaisten tulosten ja varhaisten työelämäpolkujen perusteella tyypitellä nuorten elämänpolkuja perustutkinnoittain. Alueellisen vaikuttavuuden näkökulmasta selvitettiin lisäksi, pysyvätkö nuoret alueella, vai muuttavatko he sieltä pois. Tämä tutkimus auttaa ohjaustahoja tunnistamaan työelämäpoluissaan viivyttelevät ja mahdollisesti syrjäytymisvaarassa olevat nuoret sekä ohjaamaan heitä mahdollisimman aikaisin heidän tarvitsemallaan tavalla. Keskeinen havainto oli, että nuorten odotukset eivät toteutuneet useissa perustutkinnoissa. Näissä tapauksissa nuoret jäivät joko työttömiksi tai suuntasivat uusiin opintoihin. Samoin havaittiin, että työttömyyttä kokeneet nuoret jäivät opiskelupaikkakunnalleen ja että he kokivat monenlaisia vaikeuksia työn hakuun liittyvissä asioissa. Tämän tutkimuksen mukaan koulutuksen järjestäjien tulee parantaa omia ennakointimenetelmiään yhdessä elinkeinoelämän kanssa ja samanaikaisesti tulee lisätä nuoriin kohdistuvaa realistista tulevaisuusohjausta sekä aloittaa se nykyistä aikaisemmin
37
Bengtsson, Mari. "Mot arbetslivet - en studie om samverkan mellan Arbetsförmedlingen och gymnasiesärskolornas studie- och yrkesvägledare." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-24944.
Full textAbstract:
The number of students who finished special upper secondary school for pupils with intellectual disabilities without an employment has drastically decreased over the last decades. The purpose of this paper is to increase the knowledge of how career counselors at special upper secondary schools collaborate with the Employment Service, and how the special upper secondary school prepares their pupils for working life. The collection of data started with a national questionnaire survey which was directed to career counselors at schools. The result shows that the collaboration appears foremost in the pupils last year in special upper secondary school, and that the special upper secondary schools do not use the Employment Service's assistance to any great extent. In addition, the collaborative process consists of both inhibiting and promoting factors. The results also indicates that the collaboration between the special upper secondary schools and the local labor market can be developed more for the pupils to gain experience from working life.
38
Jones, Gregory Allen. "What policies can the United States implement in order to improve its efforts to transition those with learning disabilities into the workplace." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3408.
Full textAbstract:
The purpose of this project is to examine what strategies can be devised to transition those with learning disabilities into the workforce. This is accomplished by a qualitative review of the history of educational policies and programs used in England, France, Russia, China, Hong Kong, Kenya, and Nigeria. These strengths and weaknesses are compared with the history of policies implemented in the United States, to see what strategies can be used to affect policy changes that will better the chances for employment for those with learning disabilities.
39
Davenport, Billy Gene. "The Perceived Role of the Post-Secondary Transition Team Leader in Special Education in Texas." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331402/.
Full textAbstract:
The role for the transition team leader (TTL) has not been formalized at the state level in Texas. The purpose of this study was to determine the current perceptions of the public school superintendents in Texas for the roles, responsibilities, and functions of the TTL. The framework of the survey questionnaire was based on eight categories of expertise for the TTL derived from a review of the literature and from professional experience in preparing handicapped individuals for the world of work. The findings are listed as desirable and undesirable characteristics for the role or job description of the TTL. The desirable characteristics for the role of TTL were viewed as: (a) having experience with handicapped populations, (b) having skills to supervise others, (c) being a liaison between agencies, (d) making program adjustments as needed, (e) providing training, (f) knowing how to explain the transition program to staff, (g) being a liaison with parents, (h) being a liaison with community employers, (i) knowing pertinent regulations, (j) knowing the characteristics for each of the handicapping conditions, and (k) knowing the options and barriers to transportation for handicapped individuals in the community. The least desirable characteristics identified with the role of the TTL were: (a) The need for certification of the TTL, (b) making curricular changes at the elementary level, (c) the TTL as the Educational Diagnostician, (d) the TTL as a parent of a handicapped individual participating in the transition program, and (e) the TTL encouraging severely handicapped individuals to remain in the public schools until the maximum age of 21. These categorical data were grouped by ESC area with urban, suburban, and rural demographics. These data were analyzed by a three-way ANOVA design and significant differences were found by category, by ESC area, and by population designation. The public school superintendents have perceived the role of the TTL as a new position, community-based, community-oriented, transferable, and requiring no additional certification procedures.
40
Lamb, Darren Hayes. "Project based learning in an applied construction curriculum." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2188.
Full textAbstract:
This project addresses the integration of a career and technical (vocational) construction curriculum with academic curriculum. Career and technical (vocational) curriculum in the past has been developed to address specific content. This construction curriculum inegrates inherent academic aspects.
41
Gonnet, Aurélie. "Des orientations au travail : une sociologie de la construction sociale des parcours, des expériences et des qualités professionnelles dans le cadre du bilan de compétences." Thesis, Paris, HESAM, 2020. http://www.theses.fr/2020HESAC034.
Full textAbstract:
Au travers du bilan de compétences, cette thèse étudie la construction sociale des parcours, des compétences et du sens du travail, en termes de direction comme de signification. Combinant approche socio-historique, enquête par questionnaire et démarche ethnographique (entretiens et observation), la thèse s’attache d’abord à rendre compte des manières dont l’orientation professionnelle et professionnels de l’orientation se sont saisis d’enjeux ayant trait à la distribution sociale du travail. Elle étudie ensuite les pratiques et usages professionnels de l’orientation des travailleurs et travailleuses en situation d’insatisfaction professionnelle. Premier dispositif public d’orientation professionnelle des adultes introduit dans le Code dutravail en 1991, le bilan de compétences a pour objectif de permettre aux travailleuses et travailleurs d’élaborer, à l’abri du travail et de son « marché », un projet professionnel motivant et motivé, c’est-à-dire conforme à leurs attentes et cohérent avec leurs compétences. Or, par la promotion d’une activation préventive, en amont de toute rupture professionnelle, et d’unelogique motivationnelle, le bilan de compétences conduit simultanément à externaliser la gestion des parcours professionnels vis-à-vis des lieux et temps de travail, et à responsabiliser des travailleuses et travailleurs enjoints à reprendre la main sur leurs choix professionnels<br>Through the skills assessment, this thesis studies the social construction of the paths, skills and meaning of work, in terms of both direction and meaning. Combining a socio-historical approach, a questionnaire survey and an ethnographic approach (interviews and observation), the thesis first attempts to account for the ways in which vocational guidance and career guidance professionals have grasped issues relating to the social distribution of work. It then studies the professional practices and uses of guidance for workers in situations of job dissatisfaction. As the first public vocational guidance system for adults introduced in the Labour Code in 1991, the skills assessment is intended to enable workers to develop, away from work and its "market", a motivating and motivated professional project, i.e. one that meets their expectations and is consistent with their skills. However, by promoting preventive activation, upstream of any professional break-up, and a motivational logic, the skills assessment simultaneously leads to the outsourcing of the management of professional career paths with regard to work places and times, and to making workers aware of their responsibilities and urged to take back control of their professional choices
42
Coetzee, Melinda. "Investigating the impact of "the gap year" on career decision-making." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10022007-140532/.
Full text
43
Codron, Émilia. "Entre accompagnement et activation des personnes éloignées de l'emploi issues des quartiers prioritaires : le cas du dispositif "Mobilisation Orientation vers l'Emploi" (MOVE) à Marseille." Thesis, Aix-Marseille, 2021. http://www.theses.fr/2021AIXM0601.
Full textAbstract:
En se focalisant sur le dispositif Mobilisation orientation vers l’emploi (MOVE) déployé à Marseille, cette thèse s’attache à analyser le traitement institutionnel des personnes dites éloignées de l’emploi issues des quartiers prioritaires de la politique de la Ville (QPV). À partir d’une approche ethnographique couplée à des traitements statistiques, elle analyse ce que le dispositif produit, par-delà son objectif prescrit visant à faire le lien entre les personnes éloignées de l’emploi et le service public de l’emploi (SPE). La première partie replace le dispositif dans son contexte socio-historique. Conçu initialement par des centres sociaux soucieux de répondre à un besoin alors mal couvert, il est ensuite repris en main par les pouvoirs publics en vue de s’inscrire dans leurs interventions en matière d’insertion et d’emploi destinées aux QPV. La deuxième partie interroge les catégorisations du public cible, en les confrontant aux caractéristiques sociales des personnes effectivement reçues, qui cumulent les difficultés d’accès à l’emploi. Le recours au dispositif MOVE apparait comme le pendant d’un usage partiel et intermittent du SPE.La troisième partie analyse les valeurs et les pratiques des animateurs MOVE, en charge de la mise en œuvre du dispositif. Relevant de l'éducation populaire, ils les opposent fréquemment à celles des conseillers en insertion du SPE, alors même que l'observation révèle des situations de travail partenarial. Finalement, le dispositif MOVE permet de lutter contre le non-recours au SPE mais aussi d’œuvrer à l’extension du droit à un accompagnement plus adapté aux personnes reçues qui s’avèrent être bien souvent très vulnérables<br>Focusing on the MOVE program (Mobilization Orientation toward Employment) implemented in Marseille, this thesis analyzes the institutional treatment of people called “distant from employment” living in disadvantaged areas. Using an ethnographic method mixed with statistical analysis, it strives for understanding what the program produces, beyond its prescribed objective which is connecting people called “distant from employment” to the Employment Public Service. The first section contextualizes the program MOVE. Initially designed by community centers, then it is taken over by the institutions in charge of “politique de la Ville” and reframed in order to match with their own devices. Nevertheless, the program remains flexible, multi-stakeholder, and is able to adapt to local specificities. The second section questions the categorizations of the program’s target group, confronting them with the social characteristics of people who effectively use the program. It emerges that the use of the MOVE device is the counterpart of a partial and intermittent use of the public employment service.The third section analyzes the values and the practices of the facilitators in charge of implementing the program. They refer to values of “popular education”, and oppose them to those of the Employment Public Service’s counselors. The observation of their work in progress reveals in fact partnership practices. Ultimately, the MOVE program allows to struggle against non-recourse to Employment Public Service, but also to extend the right to a more adapted guidance for people who generally are vulnerable
44
Pillay, Jayalakshmi. "A case study of corporate social investment: employing people with intellectual disabilities." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003853.
Full textAbstract:
This research was undertaken within the broader concept of Corporate Social Investments and how this concept is integrated within the context of staff retention and what this means for business and creating employment opportunities for people with disabilities. Illustrated through the description of CSI literature and intending to explain the link between CSI and employee retention, research questions presented as part of the outcomes for the research examines notion that there is a relationship between Corporate Social Investment and Employee Retention. Reference to the case study "Rhodes / Kuyasa Partnership" illustrates how such partnerships attempt to create opportunities for the community, the organisation, people with disabilities and employees at large. The case study was written to be used as a teaching case study in the context of Human Resources, Business Sustainability and Corporate Social Investment. The effectiveness and viability of the Kuyasa / Rhodes partnership will highlight acceptance and or non acceptance of people with disability by the non-disabled workforce. This case study will highlight CSI linkages that lead to staff retention, higher job satisfaction, lower turnover of staff, enhanced community engagement, creating opportunities that accommodate people with special needs, developing models that can be replicated in other organisations, creating additional opportunities for existing staff. Metcalf (2008:61) suggests that organisations need to ensure that the leadership and organisation culture within organisations is appropriate to engage staff with disabilities and non-disabled staff, and that their most senior managers demonstrate their commitment to develop, and help others develop, in the same way. The Kuyasa Rhodes Partnership may have started off as a Retention Strategy, however has given rise to a social initiative that can be replicated in other enabling organisations. The case study material was acquired through one on one interviews, and a focus group session on the effectiveness with the retention of such employees with intellectual disabilities, internship and mentoring issues, and as well as issues such as affirmative action, and the benefits and shortcomings of staff retention to the organisation. Key stakeholders interviewed for this case study expressed differing view -points, and in particular the benefits and shortcomings of this initiative. The Rhodes Kuyasa initiative appears to have achieved some success in enabling young adults / learners to work in a mainstream working environment by developing employment skills and life skills, and by improving their employment opportunities. Factors critical to the continuation of such initiatives included: the close involvement with both partners (Rhodes and the Kuyasa Special School), the sensitive treatment of the learners, and creating internal departmental partnerships within the Rhodes environment. A selected group of ten learners were mentored and provided with full time employment within the industrial Campus Food Services facility. Discussion that was highlighted in the case study must give consideration to a more investigative approach into overcoming the barriers of discrimination in the workplace and the major barriers to skills development. These have highlighted a number of relatively consistent themes around what were the successful and unsuccessful strategies. Integration of people with disabilities within the Rhodes University service areas has had positive effects for the disabled learner and employee workplace. People with disabilities indicated on how having mainstream employment allowed them to be independent, have a purpose in life and enhance their self worth in their communities and place of employment. Furthermore, being employed had positive repercussions on the person‘s co-workers. By demonstrating their competence, people with disabilities have had significant impact on other people‘s attitudes to disabled persons. Discussions held with the Principal of the Kuyasa Specialised School highlighted the need for crucial planning within special schools for disabled people in the area of transition from school to skills development and work. Skills development guidance is important in ensuring a choice of relevant interventions and obtaining the necessary information. Some staff expressed frustration at being with co-workers who questioned their presence and placement in the kitchen environment. Even though the disabled person was suitably placed they faced stereotypical behaviour and attitudes from their co-workers on what people with disabilities can or cannot do. Staff with intellectual disabilities commented that their co-workers see them as needing constant attention and care and not being capable of working. Some of the staff with disabilities had to work much harder to be recognised by their co-workers and supervisors. Currently few people with disabilities seem to be receiving career guidance while at school, as reflected in the case studies. One person with an intellectual disability described how the intervention of developing a comprehensive school leaving plan, which was then implemented by the school, allowed for good transition from school to Rhodes University. The role of personal factors such as life skills, personal motivation, the desire for personal achievement and a positive attitude were common themes that came out of the focus group. Initiatives to ensure that people accept themselves, their circumstances and are able to express their desires and realise their dreams are important factors. In addressing the barriers, co-worker attitudes make a big difference to how effectively the disabled person is able to participate in the training and employment. The future focus must be enabling and in line with successes and failures in the areas of employee integration in the workplace, life-skills development for people with disabilities. A clear career guidance plan should be developed for all disabled children before they leave school. This plan should include provision of adequate information on different career options and training. The negative attitudes of co-workers and supervisors should be changed by providing training support to ensure that they feel confident to meet the needs of disabled staff. Employers should be providing support and information on how to meet the needs of disabled employees. People with intellectual disabilities are an integral part of the South African population. Business and social enterprises need to have a focused inclusive strategy to integrate people with intellectual disabilities within the South African society to ensure equity and diversity awareness. Working with people with intellectual disabilities has been the focus of this research to ensure long term sustainable employment, CSI and Employment equity. Integrating Corporate Social Investment policies with Human Resources Equity policies are important factors in ensuring that people with intellectual disabilities are a fundamental focus in recruitment and retention strategies within business and social enterprises. Initiatives such as the Kuyasa / Rhodes Partnership are attempting to align to the overall objectives of incorporating people with intellectual disabilities into mainstream work, in particular, with the objective of incorporating people with disabilities in some accessible sections within the organisation. This contributes to the Rhodes University Campus Food Services becoming an example of excellence in the CSI and employee retention field. It is hoped that this teaching case study will make an important contribution to students learning about sustainable business practices, and for business focusing on employment recruitment and retention strategies to integrate people with intellectual disabilities within their organisations.
45
Wood, Leigh Norma. "Graduate voices the nexus between learning and work /." Phd thesis, Australia : Macquarie University, 2007. http://hdl.handle.net/1959.14/47704.
Full textAbstract:
"2006"<br>Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, Institute of Higher Education Research and Development, 2007.<br>Bibliography: p. 167-173.<br>Introduction -- Experience and expression -- Becoming a professional -- Study design -- Graduates' experiences: a narrative -- Reflections on communication -- Examples of texts -- Reflections on learning and teaching -- Reflections and implications.<br>The aim of this study is to inform curriculum change in the mathematical sciences at university level. This study examines the transition to professional work after gaining a degree in the mathematical sciences. Communication is used as the basis for the analysis of the transition because of the importance of language choices in work situations. These experiences form part of the capabilities that become part of a person's potential to work as a professional. I found a subtle form of power and, of the opposite, lack of power due to communication skills. It is not as obvious as in, say, politics but it is just as critical to graduates and to the mathematical sciences. -- There were 18 participants in the study who were graduates within five years of graduation with majors in the mathematical sciences. In-depth interviews were analysed using phenomenography and examples of text from the workplace were analysed using discourse analysis. Descriptions of the process of gaining employment and the use of mathematical discourse have been reported in the thesis using narrative style with extensive quotes from the participants. -- The research shows that graduates had three qualitatively different conceptions of mathematical discourse when communicating with a non-mathematical audience: jargon, concepts/thinking and strength. All participants modified their use of technical terms when communicating with non-mathematicians. Those who held the jargon conception tried to simplify the language in order to explain the mathematics to their audience. Those who held the concepts/thinking conception believed that the way of thinking or the ideas were too difficult to communicate and instead their intention with mathematical discourse was to inspire or sell their ability to work with the mathematics. The strength conception considers the ethical responsibility to communicate the consequences of mathematical decisions. Not one of the participants believed that they had been taught communication skills as part of their degree. -- Participants gained a 'mathematical identity' from their studies and acquiring a degree gave them confidence and a range of problem-solving skills. Recommendations are made about changes in university curriculum to ensure that graduates are empowered to make a high-quality transition to the workplace and be in a position to use their mathematical skills. Mathematical skills are necessary but not sufficient for a successful transition to the workplace. Without the ability to communicate, graduates are unable to release the strength of their knowledge.<br>Mode of access: World Wide Web.<br>xi, 195 p. ill
46
Ngetich, Willy Kiprotich. "An investigation of industry expectations on industrial engineering graduates: a case study of development programmes in South African universities." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1233.
Full textAbstract:
Submitted in fulfilment of the requirement for the degree
MAGISTER TECHNOLOGIAE
in
Quality
Faculty of Engineering
CAPE PENINSULA UNIVERSITY OF TECHNOLOGY, 2012<br>Post apartheid South Africa experienced major economic turbulence with poverty, unemployment and skills shortage, with most manufacturing and other key economic sectors affected by poor productivity and a subsequent downsizing of their labour work force. At the same time, many economic opportunities arose, including the full impact of globalisation, the emergence of China and Africa as economic partners and becoming a full member of the Brazil, Russia, India, China and South Africa (BRICS) economic development group by the year 2010. The government and business communities at large realised the necessity for skills augmentation in order to expedite economic development and alleviate the scarcity of employment opportunities and growth across the major economic sectors.
The backdrop of the economic upheaval of 2008 and 2009 placed manufacturing firms under pressure to reconsider their current operational strategies by streamlining their organisations and adopting aggressive lean and cost saving approaches in order to
remain competitive. There is a perceived lack of alignment between industry and institutions alike, sometimes resulting in a perception that graduating industrial engineers do not entirely match industry expectations. Thus, it is imperative to explore the articulation and relationship between those industries that rely on the skills of industrial engineering technologists and the graduate industrial engineers with emphasis on the skills expectations as stressed by the national priorities and the academic capacity to meet these skills expectation in today’s competitive professional arena. This perceived lack of alignment between end user requirements and the service provided falls within the ambit of the field of quality management.
This study focuses on two main sample groups within two areas of interest:
• The industrial engineering student community and their respective academic environments; and
• the relevant industrial engineering industry and its working environment.
A self-administered questionnaire coupled with a number of interviews is employed in order to gather the required data. Grouped samples, involve the relevant industry employers, students and academic institutions. The research explores the pertinent roles and responsibilities expected of industrial engineers and industrial engineering technologists on entry into the working environment, as compared to the current level of training offered by various institutional bodies as expressed by the South African qualifications authority (SAQA) and the national qualifications framework (NQF). The validation of the analysis and outcomes of the study culminates through the exploration of the following:
• The influence of skills levels on productivity within the relevant industrial engineering industries.
• The demand and supply of industrial engineering skills.
• Skilling industrial engineering graduates for their required roles and responsibilities.
• Governing bodies responsible for the curriculation of industrial engineering programmes, offered by institutions of higher learning.
The study aims to proffer valuable knowledge by identifying better opportunities for employment in the industrial engineering field, the addition of value towards better industrial engineering schooling and output quality of students emerging from institutions, and lastly superseding earlier misconceived perceptions of industrial engineering.
47
Southwood, David. "For the State or for the Student: Changes in Career Advice in New South Wales Secondary Schools in the Twentieth Century David Hugh Southwood A thesis submitted in partial fulfilment of the requirements of the degree of B.A. (Hons) in History. University of Sydney October." Thesis, Department of History, 2012. http://hdl.handle.net/2123/8838.
Full textAbstract:
This thesis looks at how changes in the Australian Federal Government’s economic policy have affected career advice practices in New South Wales Secondary Schools. From 1927 – 75, career advice practices were primarily used to assist the nation in the process of industrialisation. However, from 1975 – 96 careers advice in schools has become increasingly marginalised as a result of the professionalisation of the role during the 1970s. The process of professionalisation had the effect of estranging Careers Advisers from the educational establishment and reducing their utility in facilitating the economic ambitions of the Federal Government.
48
Nunes, Caroline do Amaral. "Fatores determinantes na escolha pelo curso de ci??ncias cont??beis em IES particulares da cidade de S??o Paulo." FECAP - Faculdade Escola de Com??rcio ??lvares Penteado, 2014. http://132.0.0.61:8080/tede/handle/tede/536.
Full textAbstract:
Made available in DSpace on 2015-12-03T18:35:30Z (GMT). No. of bitstreams: 1
Caroline_do_Amaral_Nunes.pdf: 647556 bytes, checksum: a00d7da7949eb76010d536cfe3a5b36e (MD5)
Previous issue date: 2014-02-28<br>Several factors may influence the decision to choose which profession process: parents, friends, jobs and even \"vocation\". And the accounting profession has several areas of expertise that may also influence your choice. In light of the above, this study aims to investigate the factors most influenced the choice of students for undergraduate degree in Accounting in private Higher Education Institutions established in the City of S??o Paulo. For data collection instrument was applied using probes containing twenty-five-point Likert scale. Participated in the survey one hundred twenty-three students in the first semester of Accounting in three private higher education institutions in S??o Paulo: FECAP, MACKENZIE and S??O JUDAS. The results show that the most influential factors are the employability and career prospects. It was found also that the parents did not exert direct influence on the choice of the course the students surveyed.<br>S??o v??rios os fatores podem influenciar no processo de decis??o de qual profiss??o escolher: os pais, os amigos, o emprego e at?? mesmo \"voca????o\". E a profiss??o de contador possui v??rias ??reas de atua????o que tamb??m podem influenciar na sua escolha. Em fun????o do exposto, este trabalhotem como objetivo investigar os fatores mais influenciaram a escolha de estudantes pelo curso de gradua????o em Ci??ncias Cont??beis em Institui????es de Ensino Superior particulares estabelecidas na Cidade de S??o Paulo. Para a coleta de dados foi aplicado um instrumento contendo vinte assertivas utilizando-se escala Likert de cinco pontos. Participaram da pesquisa cento e vinte e tr??s estudantes do primeiro semestre do curso de Ci??ncias Cont??beis em tr??s Institui????es de Ensino Superior particulares da cidade de S??o Paulo: FECAP, MACKENZIE e S??O JUDAS. Os resultados encontrados apontam que os fatores mais influentess??o a empregabilidade e a perspectiva de carreira. Constatou-se, tamb??m, que os pais n??o exerceram influ??ncia direta na escolha do curso dos estudantes pesquisados.
49
Butchko, Michael S. "The impact of employment specialists in helping individuals with a mental illness obtain employment." 2011. http://liblink.bsu.edu/uhtbin/catkey/1656578.
Full textAbstract:
Care for individuals with a severe mental illness has changed dramatically over the past 50 years. Deinstitutionalization gave patients the opportunity for independence and community reintegration, including employment. Employment specialists play an important role in assisting clients with obtaining employment but there has been limited research investigating employers’ perceptions of employment specialists in the hiring process. 76 undergraduate and graduate students participated in a study in which referral source (employment specialist vs. friend) and criminal history (misdemeanor vs. felony) of an applicant recovering from schizophrenia were manipulated. Participants assumed the role of an employer, reviewed an application for a job (which included a brief video of the applicant and his employment specialist/friend), and made a hiring recommendation. Results showed no significant differences in hiring recommendations when the applicant was referred by his employment specialist than when he was referred by his friend, and criminal history of the applicant also did not play a significant role in hiring recommendations. There appeared to be a ceiling effect in that most participants were affirmative in hiring the applicant, although their prior attitudes toward people with mental illness also correlated with their hiring recommendation. Limitations of the study are discussed and directions for future research include: increasing the sample size, sampling professionals in the community and finding ways that are perhaps more ecologically valid and less susceptible to ceiling effects instead of using hypothetical case vignettes.<br>Department of Psychological Science
50
Yeh, Feng-Yu, and 葉鳳玉. "The Study of Core Business for Department of Employment Guidance in Universities." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/88297967066384164898.
Full textAbstract:
碩士<br>國立雲林科技大學<br>工業工程與管理研究所碩士班<br>95<br>In recent years, employability has been becoming an important youth affair for policy-makers in many countries. In Taiwan, after entering the WTO and the rapid change in the job market resulting from industrial emigration, the unemployment rate has begun to rise since 2001, breaking 5% in 2002. Being aware of the unemployment-related social impacts, the government has worked hard to promote various employment policies with a result of gradual decreasing unemployment rate. However, the unemployment rate for university graduates is increasing due to the dramatic expansion of higher education. Therefore, the issue of promoting university graduate’s employability has gained considerable attention nationwide.
Besides of the effort from the government, the department of employment guidance in universities plays a critical role in promoting university graduates’ employability. However, the complexity of employment-related service and the deficiency of personnel have become the main factors that impelled the function of employment guidance service in many universities. Accordingly, using factor analysis and analytic hierarchy process, the present study aimed at eliciting from the employment guidance personnel the necessary core business in the department of employment guidance in Taiwanese universities. The results of this study will provide reference for the universities to implement the employment guidance policy.
The findings from factor analysis indicated the following ten service components (AHP second weight index) : “counseling service of career and employment” (weight=0.193674), “conducting courses about career and employability” (weight=0.153331), “conducting services for promoting students'' practical ability” (weight=0.129950), “conducting recruitment activities and business creation lectures” (weight=0.121033), “conducting employment and part-time job matching service” (weight=0.108160), “disseminating information about employment-related services” (weight=0.080043), “providing the information on national examination and graduate study” (weight=0.059169), “updating the records of alumni and new graduates” (weight=0.055185), “offering publications and audio-visual resources about career and employment” (weight= 0.055111), “offering services for alumni” (weight=0.044345).
The items of employment guidance''s core business (the AHP third weight index) are presented according to their priority as follows : “counseling service of career” (weight=0.074180), “conducting the enterprise recruiting symposiums” (weight=0.048990), “giving occupational interest inventory or aptitude test”(weight= 0.047267), “conducting job fairs on campus”(weight=0.042704), “counseling service of employment”(weight=0.042631), “providing the services on the registration, inquiry and announcement of job vacancy”(weight=0.042590), “conducting employability training programs or workshop” (weight=0.041019), “impelling or propagating governmental employment policy and the related activities”(weight= 0.040587) , “conducting career workshops, seminars, conferences…etc.”(weight= 0.039923), “offering classes on career management”(weight=0.038455). The above ten items are all important for students'' career development.
In addition, some important findings emerged in the study. For example, the name of “the employment guidance” should be replaced with “the employment service” in order to conform to the actual services the schools currently offer. It''s a must to relocate the counseling service of career and employment into the employment guidance. Under the condition of manpower deficiency in the employment guidance service, alumni service should be separated from the department of employment guidance independently, so that both current students and alumni will receive equally high quality services.