The Impact of Career Planning and Development on the Employability of Management Graduates

Reviewed by: Career Development and Planning: A Comprehensive Approachby Robert C. Reardon, Janet G. Lenz, Gary W. Peterson etal Seth C. W. Hayden Career Development and Planning: A Comprehensive Approach( 6thedition) Robert C. Reardon, Janet G. Lenz, Gary W. Peterson, and James P. Sampson Jr. Dubuque, IA: Kendall Hunt, 2019, 316 pages, ( $88 hard copy, $44 eBook) Many college campuses are utilizing career planning and development courses to facilitate positive career exploration and decision-making. Desired outcomes include psychological wellbeing, increasing the rates of retention to graduation, increasing the economic efficiency by reducing the number of course and university withdrawals, and leveraging the benefits of group interventions for students' growth (Hansen, Jackson, & Pedersen, 2017). There have been positive outcomes related to these career courses in vocational identity, career maturity, career decision-making, and cognitive development (Reardon, Folsom, Lee, & Clark, 2011). With the positive outcomes attributed to undergraduate career courses, specific resources are needed to guide career exploration and planning in this form of a career intervention. To help facilitate this process, Career Development and Planningwas designed around cognitive information processing theory (CIP; Sampson, Reardon, Peterson, & Lenz, 2004). This career development theory examines the domains of knowledge and process related to effective decision-making and problem-solving. The text uses CIP as a foundational structure that guides the content of the resource. This infusion of theory into a text designed for an undergraduate career course is unique. The book is divided into three parts. Part 1 (chapters 1–5) focuses on the elements of CIP theory such as self-knowledge, options knowledge, and decision-making with an emphasis on the application in typical career situations. Part 2 (chapters 6–10) offers a multidisciplinary overlay of issues that affect career decisions such as economic trends, organizational culture, new work styles, and dual careers. Part 3 (chapters 11–15) provides information on concrete steps for executing a strategic career plan and seeking employment. Common elements of career-seeking behavior covered in this section include interviewing, writing résumés, negotiating, and work adjustment. Though CIP is the primary theoretical basis, additional established career theories, such Holland's RIASEC theory (Holland, 1997), are integrated into the comprehensive approach to career decision-making and problem-solving. The first edition was released in the year 2000; the sixth edition contains updates to sources and new information about occupations and employment as well as revisions to several chapters in which content was removed due to the density of the material that made it difficult for students and teachers to cover within an academic semester. This text is unique as it is designed specifically for use in an undergraduate career development and planning course. It is also situated around a well-researched career theory which adds credibility to the presented information. The information is logically sequenced with broader concepts of self-knowledge and occupational knowledge at the beginning and more specific discussions of job-seeking elements occurring later in the book. This format leads students through processes of selfexploration and occupational exploration prior [End Page 400]to focusing on enhancing specific tasks such as résumé writing, networking, interviewing, and negotiation. A benefit of this text is the attention on the thoughts associated with engagement in career exploration and planning that can, at times, hinder progress. The metacognitive skills of self-talk, self-awareness, monitoring and control, and ways to improve them are examined at length in chapter 5, "Thinking About My Career Decisions." This attention to the holistic dimensions of career development for an undergraduate audience is novel in its execution in the context of an undergraduate career course. The insight of the authors to examine existing research in their analysis of narratives of perceived trends in work is extremely valuable. One example is the discussion of the gig economy in chapter 9, "Alternative Ways to Work." The authors use information from the Bureau of Labor Statistics to shed light on the reality of the gig economy. Contrary to what is often portrayed in popular media and in the professional development resources for career practitioners, the proportion of those working in the gig economy has not substantially increased in the US job market: 6...

To investigate the perception of career planning and development among senior clinical nurses and identify factors that facilitate or hinder their career development in a tertiary hospital setting in China. Career planning and development are important aspects of contemporary nursing roles. However, there is limited literature that comprehensively explores the challenges and motivations nurses encounter in their career development through self-reported career planning. As career paths for nurses continue to diversify, it remains unclear whether nurses can adapt their career plans effectively to achieve greater job satisfaction and support their individual career growth. The study was conducted in October 2023 in a tertiary hospital in China. Fifty-three senior clinical nurses were recruited using purposive sampling. Participants were asked to indicate their perceptions of career planning and development, including their career preferences, self-assessed strengths and weaknesses, and perceived facilitators and barriers. They were invited to indicate their future career preferences across four domains: clinical practice, education, management, and research. Thematic analysis was employed to analyze the qualitative data. Additionally, participants were instructed to develop personal career development road maps using a provided framework. Most participants (94.34%, n = 50) favored career development in clinical practice, aspiring to roles such as advanced practice nurse (APN) or specialist nurse, while fewer preferred education (37.74%, n = 20), research (22.64%, n = 12), or management (18.87%, n = 10). Four key themes emerged: (1) Helping others through a good job, reflecting a desire to help others through meaningful work; (2) Multifaceted drive for self-improvement, influenced by personal growth, economic incentives, and professional recognition; (3) Insufficient sense of autonomy, with restricted decision-making power acting as a barrier; and (4) Challenges in time planning and allocation, highlighting difficulties in balancing work, life, and career goals. This study explores the career development of senior clinical nurses, highlighting their strong preference for clinical pathways such as APN and specialist nursing. Facilitators include economic incentives, moral values, family support, and organizational culture, while barriers encompass lack of autonomy, skill gaps, time constraints, and work-life conflicts. Strengthening team support, streamlining non-direct care tasks, and safeguarding personal time are essential for fostering senior clinical nurses' career development. Policymakers should implement clear advanced practice nursing frameworks, standardize credentialing processes, and allocate adequate resources to make clinical pathways both appealing and accessible. By addressing these factors, nurses can more effectively pursue advanced roles, ultimately enhancing patient outcomes and the broader healthcare system.

Experiential teaching model is an effective way to promote career planning teaching efficiency.This paper analyzes the necessity of experiential teaching in career planning education,discusses the teaching process in detail and then put forward the problems needed to be focus on in the teaching process.The purpose of this paper is to provide scientific reference for career planning education in colleges and universities and to promote college students' career planning consciousness and to improve the quality of talent training in colleges and universities. In order to help undergraduate students’ self-cognition,looking for their orientation,and giveing full play to their potential, various universities according to “ college students' career development and employment guidance course teaching requirements ” promulgated by the Ministry of Education in 2007 [1] , have offered career planning related courses,but the teaching effect is not as perfect as expected.In this paper,the experiential teaching model is applied in career planning teaching and ‘experience’ is as a teaching strategy and center.Through interactive experience activities,we want to arouse the inner sense of career planning of college students, improve capacity of career planning, besides,provide a reference for career planning course teaching reform. Connotation of Experiential Career Planning Teaching Experiential teaching derived from experiential learning proposed in the 1940s. David Kolb raised experiential learning styles model in 1984.which makes “positive experiment (doing) --investment experience (feeling) --reflection observation (observation) --summary (thinking) as a systematic integrated learning process. [2] Experiential career planning teaching means, in the process of career planning education in order to achieve objectives, starting from the teaching need, introducing or creating career related Joint International Social Science, Education, Language, Management and Business Conference (JISEM 2015) © 2015. The authors Published by Atlantis Press 29 specific situations first,teachers choose the appropriate guide and problems,and lead students to participate in the activities to stimulate students' emotional experience.At the end of activities,students think deeply and share their feelings and experiences ,then teachers give some comments to help students correctly understanding the teaching content ,forming career planning consciousness, promoting employment career planning ability,planing their career development. Career Planning Curriculum Design Based on Experiential Teaching Mode Experiential career planning course begins with experience, through rethinking and sharing of students, and then with the help of teacher's summary, sublimation, and ultimately internalizes into the students' career planning awareness, to help students get the ability of solving the problem of career planning. Design and guide of Career Experience Activities Experiential teaching mode relies on activities,games,situations and cases well-designed according to teaching contents and teaching aims to guide students to actively participate in.Under the guiding,students may comprehend their personality, interests, ability and career decision-making process profoundly.In order to stimulate students' enthusiasm and interest, and to ensure the effectiveness of the teaching, teachers should guide students to understand the meaning of the activities, master the rules and methods of activities, and clear the activity process.Systematic activity process and scientific guide words are important premise to ensure the effect of experiential teaching.The teaching mode requires higher teachers' personal ability and professional quality. Participate in Career Experience Activities In experiential teaching mode,students as the main body, should participate in all kinds of career experiential activities personally or as a group under teachers’ guidance according to requirements of the activities.They also have to observe others’ statements and actions in the activities, stimulate personal experience ,find problems and explore methods to solve the problem actively, so as to improve the ability of self-observation, self-reflection, self-analysis . Thinking and Sharing of Career Experience Activities Career experience activity is a process of problem consciousness training. Teachers,participating in experience activities as a conductor and spectator,observe student's

The aim was to determine the opinions of nurse managers about career planning and development for nurses in hospitals. Career planning and development are defined as an important and necessary tool in the development of nurses as professionals and in retaining nurses in a facility. A descriptive survey. The research population comprised nurse managers in 200+ bed hospitals on the European side of Istanbul province (n = 668). The entire population was targeted and 373 nurse managers were included in the study (55.8% return rate). Data were collected with a 32-item survey form that had three sections to determine the nurse managers' demographic characteristics, the career development practices at the facility where they worked, the nurse managers' responsibilities for career development and their expected competencies and recommendations. The findings of this study suggest that the most common technique used for nurses for career development was education programs, the career development practices of private hospitals were more developed than public hospitals and the nurse managers' perceptions about career development were different according to their management level, age group and educational level (p < 0.05). Although different practices were found in public and private hospitals in Turkey there were no effective career development practices identified and the nurse managers did not have agreement on the subject of career development. Hospitals which provide opportunity for horizontal and vertical promotion and have clear development policies will be successful hospitals which are preferred by high quality nurses. This study draws attention to the importance of career planning in nursing and the need for nurse managers to take an active role in career planning and development.

This paper aims to conduct a systematic study on the career development and planning system of counselors in private colleges and universities in the new era. This study analyzes counselors’ cognition of career development with the help of Schober’s career development theory, analyzes counselors’ career planning through career choice theory, explores the influencing factors of college counselors’ careers based on the division of career development stages, and analyzes the degree of influence of different factors on counselors’ career development based on the ecological position model. When counselors make career planning, their factors are the most important, which are 4.5%, 9.06%, 22.46%, and 32.48%, higher than school factors, social factors, family factors, and role orientation, respectively. In terms of the degree of influence, the promotion policy and management system of private colleges and universities have the greatest influence on the career development of counselors, followed by the professional background and subjective will of counselors. Counselors in private colleges and universities should strengthen their career autonomy, improve planning techniques and methods to turn passivity into initiative and win career development opportunities, prepare career growth manuals, and strengthen career planning awareness.

This study aims to determine the effect of career planning on students' job readiness, using a case study of university students in Medan City. The background of this research is based on the low job readiness among students, often caused by the lack of structured career planning. This research employs a descriptive quantitative method with a sample of 35 respondents. Data analysis techniques include validity and reliability tests, normality test, heteroscedasticity test, simple linear regression, t-test, and determination test. The normality test results show that the data are normally distributed (sig. = 0.769 &gt; 0.05). The heteroscedasticity test indicates no heteroscedasticity problem. Regression analysis results show that career planning has a significant effect on job readiness, with a significance value of 0.002 (&lt; 0.05). The coefficient of determination (R²) is 0.250, indicating that 25% of job readiness is explained by career planning. It can be concluded that the better the career planning possessed by students, the higher their readiness to enter the job market. This study supports the importance of early career development for students.

This study aims to examine: (1) the relationship between internship experience and the job readiness of Accounting Education students; (2) the relationship between students' career planning and the job readiness of Accounting Education students; (3) the relationship between internship experience and career planning with the job readiness of Accounting Education students. The population of this study consists of 143 students and sample of 105 students was selected using the Proportionate Stratified Random Sampling technique. This study employs a descriptive quantitative method. Data on internship experience, career planning, and student job readiness were obtained through questionnaires. The prerequisite tests used were linearity test, normality test, and multicollinearity test. The data analysis techniques used were simple correlation, multiple correlation, and coefficient of determination. The results of the study indicate that (1) there is a relationship between internship experience and the job readiness of Accounting Education students; (2) there is a relationship between students' career planning and the job readiness of Accounting Education students; (3) there is a relationship between internship experience and career planning with the job readiness of Accounting Education students. Therefore, it can be concluded that there is a relationship between internship experience and career planning with students' job readiness

Indecisiveness and negative thinking regarding career pathways can hinder university students’ career planning, motivation, and mental health. Students intending to enter the workforce after graduation therefore need to develop skills related to career adaptability (i.e. career planning, decision-making, problem solving/confidence and exploration), particularly since career planning and construction is linked to gaining employment. This study aimed to test the effectiveness of an online career planning module on students’ career adaptability. The career-focussed online module, based on the constructs of Savickas’ (2005) theory of career construction, and tailored to students’ skills and interests, was developed and embedded into the University curriculum of a second-year exercise and public health-related unit. In 2018, 80 students completed the online module, along with pre- and post-intervention questionnaires assessing career adaptability elements including career planning, decision making, problem solving/confidence, and exploration. Dependent t-tests were conducted to assess differences in these measures pre- and post-intervention. Post-intervention, significant increases in career-planning strategies used (t(69)=5.45, p&lt;0.001), career planning concern (t(69)=3.73, p&lt;0.001), decision making (i.e. career path identification) (t(70)=3.86, p&lt;0.001), decision making confidence (t(65)=2.69, p&lt;0.01), and problem solving/confidence (t(65) = 2.16, p=0.03) were observed. Further, 80% of participants identified jobs at post-intervention not previously identified pre-intervention (exploration) and 71% of participants perceived improvements in confidence regarding job ideas/making career choices. Findings from this research indicated that completing a brief online career education module, tailored to an individual’s skills and interests, improved all dimensions of the participating students’ career adaptability. Further research utilising longer-term follow-up and randomised controlled trial designs are required to confirm the reliability and transferability of the findings.

Career Development Interventions in the 21st Century

In the era of globalization and digitalization in the workforce, the high rate of open unemployment indicates low job readiness, particularly among final-year students entering the workforce. Non-degree learning programs organized by organizations or industries provide knowledge and skills with high relevance to the workforce and business sectors. These are offered through short courses, boot camps, massive open online courses (MOOCs), and other formats, followed by collaborative activities with fellow participants or partner organization personnel in projects or case studies. However, due to the limited prior research discussing this topic, this study aims to examine the influence of student competencies, internship programs, and career adaptability on the job readiness of final-year students in the digital era. A total of 210 students participated using quota sampling to fill out questionnaires based on primary data sources. A purposive sampling method was applied with the criterion that participants had prior internship experience. Regression analysis results show that, partially, student competencies, internship programs, and career adaptability have a significant effect on job readiness. The participative level of these research variables contributes 70.5% to the job readiness of students. This indicates that graduate competencies (students), internship programs, and career adaptability are essential factors that students must possess to enhance job readiness. Students with career adaptability are concerned about their future careers, making them more prepared to face changes in the workplace in the context of global competition and digitalization.

Although research findings have shown that career adaptability influences career planning, few studies have been conducted on the mechanism of the link between career adaptability and career planning. Therefore, in this study we examined the link between career adaptability and career planning via the mediator of career decision-making self-efficacy. Participants were 314 medical students in Jilin Province, China. Results of structural equation modeling showed that career adaptability was positively related to career planning, and career decision-making self-efficacy partially mediated this relationship. Our findings will help researchers and educators to better understand the mechanism of the link between career adaptability and career planning, and will assist in providing practical suggestions for improving career planning.

This research is motivated by the low motivation of employees in carrying out their main tasks and functions. This can be seen from the lack of enthusiasm of employees in carrying out their duties and the lack of obsession to progress. This low employee motivation is thought to be caused by two factors, namely, less than optimal career planning and the unclear arrangement of career development for employees who are considered to have achieved. The purpose of this study is to determine how career planning affects employee work motivation, how career development affects employee work motivation, and how career planning and development together affect employee work motivation. The method used in this study uses a quantitative descriptive method. To analyze it, correlation and multiple regression statistical test data analysis was used using SPSS version 22.00. The results of the study obtained provide the conclusion that career planning has a positive and significant effect on employee work motivation, career development has a positive and significant effect on employee work motivation, and career planning and career development have a positive and significant effect on employee work motivation.

Education is the powerful tool that triggers the development of the nation in attaining equity, prosperity, and well-being. The progress and developments attained so far is the reflection of the educational reforms. National Education Policy 2020 (NEP 2020) a flagship initiative of Government of India transforms the traditional approach of education. NEP 2020 aligns with SDG 4 by focusing on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all by 2030. Experiential learning, a prime approach of NEP 2020 in management education, enables management graduates to get an insight to the real-world application by learning concepts by doing. This helps management graduates to accomplish their career goal by making them industry ready. The study evaluates experiential learning in NEP 2020 components such as internships, live projects, case studies, business simulations, field trips, workshops and seminars impacts the practical skills and job readiness of management graduates. The study also examines the impact of experiential learning on the development of employability skills among management graduates and the challenges faced by management teachers in incorporating experiential learning. This descriptive study relies on primary and secondary data, primary data has been collected from 60 postgraduate management teachers in Kerala. The study shows that the application of experiential learning in NEP 2020 has a significant effect on enhancing the employability skills among management graduates. The study highlights the importance of addressing the diverse challenges that teachers in management education face in achieving the goal of inclusive and equitable education to all. Education is the powerful tool that triggers the development of the nation in attaining equity, prosperity, and well-being. The progress and developments attained so far is the reflection of the educational reforms. National Education Policy 2020 (NEP 2020) a flagship initiative of Government of India transforms the traditional approach of education. NEP 2020 aligns with SDG 4 by focusing on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all by 2030. Experiential learning, a prime approach of NEP 2020 in management education, enables management graduates to get an insight to the real-world application by learning concepts by doing. This helps management graduates to accomplish their career goal by making them industry ready. The study evaluates experiential learning in NEP 2020 components such as internships, live projects, case studies, business simulations, field trips, workshops and seminars impacts the practical skills and job readiness of management graduates. The study also examines the impact of experiential learning on the development of employability skills among management graduates and the challenges faced by management teachers in incorporating experiential learning. This descriptive study relies on primary and secondary data, primary data has been collected from 60 postgraduate management teachers in Kerala. The study shows that the application of experiential learning in NEP 2020 has a significant effect on enhancing the employability skills among management graduates. The study highlights the importance of addressing the diverse challenges that teachers in management education face in achieving the goal of inclusive and equitable education to all.

The concept of “collective contributions to career efficacy” (CCCE) has been long proposed to conceptualize the effects of influences from various significant others on individuals’ career efficacy and development. However, the longitudinal and dynamic implications of CCCE for individuals’ career development, especially the relative unique contributions of different parties above and beyond each other, have been rarely tested. Based on three-annual-wave survey data from 3196 Chinese adolescents across their senior high middle school years (Grades 10–12; Mean age = 15.55 years old, SD age = .44; 52.8% girls at Wave 1), this study sought to fill this key void by examining the associations between CCCE from parents, teachers, as well as peers and adolescents’ career adaptability and ambivalence over time. Results of structural equation modeling analyses indicate a series of reciprocal and transactional associations over time between CCCE from parents as well as teachers and adolescents’ career adaptability. In contrast, adolescents’ earlier career ambivalence was found to be unidirectionally associated with subsequent CCCE from parents, teachers, and peers over time but not vice versa. Such findings provide a more nuanced and dynamic delineation of the links between CCCE from different relational sources and adolescent career adaptation, which highlights the practical potential of promoting adolescents’ career development through enhancing their efficacy in receiving career-related support from various significant others in their proximal social networks. More implications for theories, future research and practice were also discussed.

Today’s world of work consists of a number of changes and challenges that create uncertainty and insecurity in workers. Namely, the increasing sophistication and use of technology in the workplace, outsourcing of labor, and other modern business practices that emphasize a smaller workforce and increased efficiency can account for some of these insecurities. These factors have made lifetime employability a central issue in the lives of many workers. As a result, it is necessary to prepare people to deal with inevitable change and have the resources to effectively cope and maintain employment. Accordingly, to cope with the volatility in the world of work and the need for lifetime employability, it is proposed that the enhancement of career adaptabilities may provide the necessary foundation to successfully manage one’s career in a fluid world of work. Career adaptabilities are rooted in career construction theory (Savickas in Career development and counselling: putting theory and practice to work. Wiley, Hoboken, pp. 147–186, 2013) and consists of four coping resources: concern, control, curiosity, and confidence. Concern refers to caring about one’s vocational future; control refers to one’s sense of agency; curiosity refers to one’s initiative to learn about self and opportunities; and confidence refers to one’s capacity to successfully face challenges and overcome obstacles. The coping behaviors exhibited by the dimensions of career adaptability help to explain factors related to how people may engage in activities such as career planning, networking, skill development, and job search behavior. Engagement in these activities improve the likelihood of maintaining employability. This chapter describes how career adaptabilities play a role in employability related behaviors and counselling interventions that enhance career adaptabilities.