Career Competencies Research Articles

융·복합 시대에 대학생 배경변인별 진로장벽, 진로태도성숙, 진로직업역량 차이분석

융·복합 시대에 대학생 배경변인별 진로장벽, 진로태도성숙, 진로직업역량 차이분석

The exploration of the combining mode of the clinical professional degree graduate students' training and the standardized training of residents

The combination of the clinical professional degree graduate students' education and the standardized training of residents, as the mode of dual combination, has great significance for the cultivation of clinical practical doctors who are competent. However, this mode is still in exploring stage and lack of perfect project and rules to be conducted. Through gradual reforming many aspects like management system, process control, training method, examination, degree awarded and so on, our hospital has estab-lished a training system for the students of clinical professional degree. This system consists of three in one management mode, weekly and monthly interview teaching system, hospital-level training mode, smart teaching and standardized assessment project, so as to promote students to master the effective way of clinical learning, and improve their clinical practice learning effect. Key words: Clinical degree; Standardized resident training; Graduate students; Career competency

Development of a Systems Engineering Career Competency Model for the U.S. Department of Defense

The U.S. Deputy Assistant Secretary of the Navy for Research, Development, Test and Evaluation is sponsoring a strategic initiative led by a team from the Naval Postgraduate School Systems Engineering Department to implement an overall approach to study and develop a systems engineering career competency model. The Naval Postgraduate School is working in collaboration with the U.S. Office of Personnel Management, Navy, Army, Air Force, Marine Corps, and the Missile Defense Agency to develop and verify the competencies used by defense systems engineers. Verification of the competency model is critical to allow it to be used as a basis for “high stakes” human resource functions for all of the U.S. Department of Defense. This paper presents the development of the systems engineering career competency model, and the subsequent efforts to have the systems engineering competencies verified.

The U.S. Department of the Navy's Systems Engineering Career Competency Model: Identification of Proficiency Levels and Career Path Modeling

AbstractThe United States (US) Deputy Assistant Secretary of the Navy for Research, Development, Test and Evaluation, is sponsoring an initiative led by a team from the Naval Postgraduate School (NPS), to implement an overall approach to study and develop a systems engineering career competency model (SECCM). The initiative is significant as recent studies into career development models have found that firms are searching for individuals who possess both technical and non‐technical competencies. Competencies are defined as the knowledge, skills, and abilities necessary for a systems engineer to perform tasks related to the discipline. NPS is working with the US Office of Personnel Management and the US Navy, to develop proficiency levels and to perform career path modeling. SECCM competencies are partitioned into a series of career development points, to allow for a competency based approach towards career development. This paper describes the development of proficiency levels and career path modeling capabilities, as aligned with the SECCM.

Curriculum Development for Strengthening the Career Competencies of the Job Seeking Students in the Department of Dance: In Terms of the Full-time Elementary School Care Worker as a New Employment Route

Curriculum Development for Strengthening the Career Competencies of the Job Seeking Students in the Department of Dance: In Terms of the Full-time Elementary School Care Worker as a New Employment Route

Curriculum Alignment Use Case for Competency Frameworks at the Naval Postgraduate School

The US Deputy Assistant Secretary of the Navy, Research, Development, Test and Evaluation, is sponsoring a strategic initiative led by a team from the Naval Postgraduate School Systems Engineering Department to implement an overall approach to study and develop a systems engineering career competency model. Competencies are defined as the knowledge, skills, and abilities necessary for a systems engineer to perform tasks related to the discipline. The Naval Postgraduate School has used a competency framework for educational curriculum development purposes. Each competency and the associated KSAs are partitioned into a series of typical career development points, to allow for planning and tracking of a competency-based development of systems engineers. The focus of this paper is on use of competency frameworks for aligning curricula to meet stakeholder competency requirements, using a specific course implementation example.

The Path to Version 0.75 of the Proposed INCOSE Systems Engineering Competency Framework

AbstractThis paper describes the efforts and results so far to evolve the INCOSE Competency Framework to the next stage: Version 0.75. This paper describes how the proposed framework has been aligned with a number of other frameworks, competency models, bodies of knowledge and initiatives. These include but are not limited to the DoD's Better Buying Power 3.0 Implementation Plan, the Defense Acquisition University Competency Model, the US Navy's Systems Engineering Competency Career Model, the new INCOSE Systems Engineering Handbook Fourth Edition and the Systems Engineering Professional Certification Program. This paper also describes current efforts to develop an initial draft Role Definition Guide that will describe the typical roles that systems engineers may assume. The paper concludes by exploring all the remaining coordination activities and other actions required to successfully develop and publish Version 0.75 and eventually Version 1.0.

CAREER EDUCATION IN A GENERAL EDUCATION SCHOOL: CAREER EXPECTATIONS OF SENIOR FORM PUPILS

Career education is to be analysed as the factor of lifelong learning which promotes engagement, the adaption of labour force to the conditions of the market, entrepreneurship. It is the process of the acquisition and development of career competences which enables a person to manage his career. appropriate career choices, which have been made, have a great influence over person‘s successful socialisation. Career expectations, their analysis is a part of career planning which is oriented towards the formation of short-term and long-term career objectives. The article analyses the career expectations of senior pupils in the context of career education. The analysis of the theoretical concept of career expectations in the context of career education is presented and the analysis of the results of the quantitative study, which reveals career expectations of senior pupils, is introduced. The results of the study reveal the approach of senior pupils to their career and career expectations. The analysis of the study findings revealed that: senior pupils perceive a career in the context of contemporary career concept: as self-realisation, personal development, the sequence of learning and work experiences during life; after leaving school, further studies in the institutions of higher education are still the most popular choice; an extremely important factor of a good job and a successful career is also the reconciliation of hobbies and a job, and an opportunity to get engaged in an activity they enjoy; the respondents have career expectations not only with regard to personal development and honest assessment, but also working environment.

Identifying core competencies to advance female professors’ careers: an exploratory study in United States academia

This exploratory study aims to identify the core competencies necessary to successfully advance the careers of female associate professors in higher education. To ascertain these core career competencies, a critical incident interview technique was employed. One-to-one semi-structured interviews with six female full professors at a major research university in the Midwestern region of the United States were conducted. Based on participants’ career advancement experiences, the following competencies were identified: (1) making important connections, (2) fulfilling responsibilities in academia, (3) being politically savvy, (4) managing personal and professional obligations, (5) developing a sense of self-agency for one’s career, and (6) believing in one’s self in the work environment. The action-oriented findings of this research, rather than skill-based, can be easily adapted by faculty and institutions, both domestically and internationally, to improve current practices. These findings offer a unique contribution for improving the research and practice of career development among female faculty in higher education.

The career competencies of self-initiated and assigned expatriates: assessing the development of career capital over time

Building on a modern careers approach, we assess the effects of working abroad on individuals’ career capital. Given the dearth of longitudinal studies, we return to a sample of economics graduates in Finland eight years later. We measure changes in three dimensions of career capital; ‘knowing how’, ‘knowing whom’, ‘knowing why’ and find that company assigned expatriates learn more than self-initiated expatriates. All three career capital areas benefit from international experience and all are increasingly valued over time. Based on our findings, we conclude that a dynamic notion of career capital acquisition and use is needed. Managerial implications include the need for a wider view of talent management for international businesses.

A Study on Career Maturity of XI Standard Students

The nature of career maturity is influenced by number of factors. The factors like the individuals family environment, mental ability, attitude, personality, economic, political and industrial polices etc… Considering the above facts, it will be relevant to study the career maturity and career competency of students. Career Maturity Inventory (CMI) Attitude Scale & Competency Test) originally prepared by John O, Crites, Indian Adaptation by Mrs. Nirmala Gupta (1989). The reliability of the scale was found to be 0.82. Normative survey method was used for the present study. This method was used to assess the relationship between the XI standard Students career maturity and their career competency. A random sample of 200 XI Students studying in eight Higher Secondary Schools located in Erode district of Tamil Nadu was selected for the study. The investigator was used by t and F test.

Academicians’ Career Capital and Career Satisfaction: The Mediation Effect of Research Productivity

Most organizations in today's information economy are regarded as working with knowledge (Powell & Snellman, 2004) and employing knowledge workers (Horibe, 1999). In a knowledge economy, knowledge is produced and transformed into value through the contributions of research institutions (universities), industry, and government; universities, where knowledge is produced, establish the first leg of the tripod (Etzkowitz, 2003). Knowledge-producing institutions have a competitive advantage in their smart, creative, spirited, and lively academicians and their competences (Baldwin, 1990; De Janasz & Sullivan, 2004). Studies reveal that academic articles written by academicians and published in prestigious journals account for more than 50% of the variance in university ranking (Siemensa, Burtonb, Jensenb, & Mendoza, 2005). At present, which variables affect the research performance of academicians in universities and what role does research performance have in the relationship between these variables with career satisfaction are the questions that have come up.In answer to these questions using the competence-based career theory, which Arthur, Claman, and DeFillippi (1995) conceptualized as intelligent career, for its base, this study hypothesizes that career competence, or career capital, positively affects individual academicians' productivity and career satisfaction and that individual academic productivity will have a mediator effect on the relationship between career competence and individual career satisfaction. With the aim of empirically testing these hypotheses, as well as hypotheses that establish the subdimensions of these research questions, two field studies, including a pre-study, were carried out on academicians working for universities in Turkey.Career SatisfactionCareer satisfaction is a reflection of the internal attitudes of individuals towards their career and the developments in their career; it forms a subjective aspect of career success (Stebbins, 1970). In accordance with contemporary career approaches, knowledge workers give more importance to psychological career success, which is also known as career satisfaction (Arthur & Rousseau, 1996; Hall, 1996; Janasz & Sullivan, 2004). Career satisfaction, or psychological career success, emphasizes the individual over the organization and considers that the internal standards of an individual are formed through the perception of satisfaction as a function of their success in their social environment; it reveals to some extent an individual's level of happiness (Ballout, 2007). From this perspective, career satisfaction reveals an individual's quality of life.Contemporary Career Approach and Career CompetencesThe contemporary career approach has been widely studied through a theory first claimed by DeFillippi and Arthur (1994) as the competency-based career and later revised by Arthur et al. (1995) as the intelligent career. According to new career understanding, individuals need to be employable (Fugate, Kinicki, & Ashforth, 2004) to be able to realize their careers among different organizations. For this purpose, individuals improve their career competences by consciously investing in their careers while simultaneously performing their current duties (DeFillippi & Arthur, 1994; Erdogmuc & Aytekin, 2012; Tams & Arthur, 2010). These career competences generate career capital, which has value for both careerists and employers (Inkson & Arthur, 2001; Parker, Khapova, & Arthur, 2009).Existing literature related to career competence is concentrated on three main areas. The first of these is the research that aims to form the conceptual framework of career competences. In this field, what career competences can be investigated are, and numerous concepts are stated and defined. For instance, Jones and DeFillippi (1996) argued that careerists should have the competences of know-why, knowhow, know-whom, know-what, know-where, and know-when. …

Career Competences and Possibilities of Their Use in Career Counselling in the Czech Republic

In the modern world of work career self-management of individuals is more and more emphasised. This article presents existing models of career competences or skills to manage someone’s own career (Career Management Skills) and, using thematic analysis, they identify eight career competences which repeatedly appear in several of these models: self-awareness and positive self-concept, positive interaction with others and networking, responding to the changes and growth throughout the life, participation and positive approach to lifelong learning, efficient processing of career information, career decision-making, participation in own career management and understanding an individual’s role in the society and to wider context. In the article we present advantages of using career competences for the professionalization of career counselling in the Czech Republic.

Career competencies and job crafting

Purpose The purpose of this paper is to bring together job design and career theory in the examination of how proactive employees optimize their well-being (i.e. job satisfaction and perceived health) through job crafting and career competencies. This study offers an integrated account of the pathway from proactive personality to well-being. Design/methodology/approach Data were collected by a cross-sectional self-report survey study among 574 employees working in various organizations. Findings The results of structural equation modeling analyses supported the proposed double mediation model: job crafting and career competencies both mediated the positive relationship between proactive personality and well-being. The findings suggest that proactive employees can enhance their well-being both through proactive job redesign and the development of career-related skills and abilities. Research limitations/implications This study precludes causal explanations. Future research should further investigate the role of employee proactivity related to contemporary work topics, including temporary contracts and self-employment. Practical implications Managers and HR practitioners can optimize employee well-being by focusing on HR policies related to job redesign, as well as investing in training and development of career competencies. Originality/value This paper integrates two research domains by exploring how proactive employees take a proactive stance toward their job as well as their career, and investigates how this proactive approach contributes to their well-being. In addition, the authors demonstrated a link between the development of career competencies and employee health.

Proactive Personality and Well-Being:The Mediating Role of Job Crafting and Career Competencies

Employees’ proactive approach in their jobs and towards their careers has become focus of increasing interest among both scholars and practitioners. However, how the two approaches co- exist and co...

客員教授制度導入によるキャリア教育とコンピテンスの充実

客員教授制度導入によるキャリア教育とコンピテンスの充実

Professionalising teachers in career dialogue: an effect study

ABSTRACTAs a result of the changing notions of work, schools are increasingly acknowledging that they have a strong responsibility in guiding students not only in their academic growth, but also in their career development. This paper presents the results of a study about the effects of teacher training on career dialogues promoting career competency development in students. For the quantitative part of the study, a quasi-experimental research design was used to measure effects among 2291 students. Video recordings of conversations were used to do qualitative research. The results show that only when off-the-job training is followed by on-the-job coaching, the professionalising of teachers proves to be effective as measured on student level. Students notice that the guidance conversations are more appreciative, reflective and activating and that they focus more on self-image development, work and career action. The observations made with regard to the guidance conversations also show that these conversations become more career related.

Calling and Career Competencies among Romanian Students: The Mediating Role of Career Adaptability

Finding meaning in work and developing career competencies needed for professional success has aquired increased interest in the last decades. The most important task in emerging adults became finding a calling in their career that is essential for adaptability and career self-management. This study examined the relation between calling, career adaptability and career competencies among 458 Romanian university students. The mediation role of career adaptability on the relation between calling and career competencies was tested. The relation between calling and career competencies was partially mediated by career adaptability. Implications for further research and emerging adults’ career counseling are discussed.

Surviving a Boundaryless Creative Career

Previous research has examined how mobility and career competencies influence success in boundaryless careers. In this study, we flip the direction of those relationships and we explore how the interplay between success and failure relates to subsequent mobility, career competencies, and career evolution through the life span. Using a biographical design, we conceptualize success and failure as critical moments that influence the unfolding of the boundaryless careers of Oscar-nominated film directors. While the dominant metaphors of boundaryless careers are those of “paths,” “ladders,” “trajectories,” and “plateaus,” our findings suggest a new metaphor: the roller coaster.

Moderating role of affectivity in career resilience and career anchors

This study explored the moderating role of positive affect and negative affect in the link between employees’ career resilience and their career anchors . A convenience sample (N=143) of predominantly black African people (86%) and staff level (80%) employees with more than 10 years of service (60%) participated in the study (mean age: 41 years; men: 52%; women: 48%) . Correlational analysis showed significant associations between the variables . Hierarchical moderated regression analysis indicated low positive affect as a significant moderator of the career resilience-managerial competence career anchor relationship . High negative affect and low negative affect significantly weakened the career resilience-entrepreneurial creativity, career resilience-pure challenge and career resilience-lifestyle relationships . The findings add new insights that may be useful for career development support programmes in the contemporary workplace .