Career Development Experiences Research Articles

Career development experiences of policewomen: insights from Ghana

Career development experiences of policewomen: insights from Ghana

Navigating protean career paths in medical education: insights from outstanding medical educators in South Korea

BackgroundThis study explored the career development experiences of Korean medical educators who have forged their paths amid dynamic medical education landscapes. Additionally, it explored their career development process by introducing a protean career theoretical framework, that is, an individual-led career development theory.MethodsThis study employed Interpretative Phenomenological Analysis (IPA) to gather in-depth insights regarding the experiences of medical educators who have successfully built their careers in Korea. Semi-structured interviews were conducted with nine medical educators to investigate the significance of these experiences. The emerging themes were categorised based on the protean career theory during data analysis.ResultsThe findings revealed that medical educators navigated their careers in line with the protean career development model, characterised by protean career orientation, process and outcomes. Their experiences in the medical education domain were aligned with eight factors of the protean career model – self-direction, intrinsic work values, awareness, adaptability, agency, subjective career success, objective career success and organisational commitment.ConclusionIn the context of less structured career pathways and a rapidly evolving regional environment, medical educators have developed individual-driven careers with self-direction and intrinsic values, formed their identities and demonstrated flexibility and proactive strategies. Hence, the protean career model successfully explains the characteristics of self-directed career development for medical educators, while emphasising the need for organisational support.

Post-Epidemic Period Construction of Professional Identities of Elementary School Pre-Service Teacher Mentors in China

Abstract Teacher practicum, a crucial step in transitioning from pre-service to in-service teaching, provides an essential professional development opportunity. This study investigates how elementary school mentors construct their professional identities (PIs) as they guide pre-service teachers (PSTs) through their practicum. Data was collected through interviews with four mentors and four PSTs in elementary schools in China, and a thematic analysis was conducted. The results reveal that in guiding pre-service teachers, the mentors construct four PIs: committed practitioners, role models, lifelong learners, and coaches. The factors affecting the construction of mentors' PIs include job burnout, teacher commitment, teacher learning methods, self-efficacy, teacher knowledge, Chinese traditional culture, and career development experiences.

Gender Differences in the Path to Medical School Deanship

Women account for only 28% of current US medical school deans. Studying the differences between women and men in their preparation to becoming deans might help to explain this discrepancy. To identify differences in the leadership development experiences between women and men in their ascent to the medical school deanship. In this qualitative study, volunteers from the roster of the Association of American Medical Colleges Council of Deans were solicited and interviewed from June 15 to November 9, 2023. Women deans were recruited first, then men who had been appointed to their deanships at a similar time to their women counterparts were recruited. Deans were interviewed on topics related to number of applications for deanships, prior leadership roles, leadership development, personal factors, and career trajectories. Interviews were coded, and themes were extracted through conventional content analysis. Career and leadership development experiences were elicited using a semistructured interview guide. We interviewed 17 women and 17 men deans, representing 25.8% (34 of 132) of the total population of US medical school deans. Most deans (23 [67.6%]) practiced a medicine-based specialty or subspecialty. No statistically significant differences were found between women and men with regard to years to attain deanship (mean [SD], 2.7 [3.4] vs 3.7 [3.7] years), years as a dean (mean [SD], 5.7 [5.2] vs 6.0 [5.0] years), highest salary during career (mean [SD], $525 769 [$199 936] vs $416 923 [$195 848]), or medical school rankings (mean [SD], 315.5 [394.5] vs 480.5 [448.9]). Their reports indicated substantive gender differences in their paths to becoming a dean. Compared with men, women deans reported having to work harder to advance, while receiving less support and opportunities for leadership positions by their own institutions. Subsequently, women sought leadership development from external programs. Women deans also experienced gender bias when working with search firms. This qualitative study of US medical school deans found that compared with men, women needed to be more proactive, had to participate in external leadership development programs, and had to confront biases during the search process. For rising women leaders, this lack of support had consequences, such as burnout and attrition, potentially affecting the makeup of future generations of medical school deans. Institutional initiatives centering on leadership development of women is needed to mitigate the gender biases and barriers faced by aspiring women leaders.

From Tolerance to Transformation: Unraveling the Impact of Organizational Culture and Policies on Addressing Gaslighting in Academia

This paper explored gaslighting in academia, focusing on its impact on women's career development and leadership experiences. Using feminist and critical race theories, the study examined how organizational culture, mentorship, networks, and policies supported or hindered women's academic careers. An inter-sectional perspective revealed how race, ethnicity, and disability intersected with gender to shape women's experiences in academic leadership. The paper analyzed how gaslighting operated in academia and the various forms it took. It also examined strategies for institutions and individuals to challenge gaslighting and promote a culture of equity and respect. Drawing inspiration from Kate Elizabeth Russell's My Dark Vanessa and Zoë Heller's Notes on a Scandal, the research offered insights into psychological manipulation, gender dynamics, and power relations within the academic sphere. Keywords: Gaslighting, Organizational Culture, Academia, Women, Leadership, Psychological Manipulation, Feminist theory, Critical Race Theory

Assessing the role of sustainability competencies in enhancing psychological first aid effectiveness for disaster responders in Fiji.

Psychological first aid (PFA) is essential for mental health and wellbeing after traumatic events. Integrating competency-based outcomes is crucial with the increasing demand for effective psychological first-aid interventions. This study examines the correlation between sustainability competencies and PFA principles within Fiji's disaster responder's context. The research was guided by a theoretical framework based on a comprehensive review of sustainability competencies and PFA principles. A cross-sectional survey assessed the importance of sustainability competencies in disaster responders to deliver PFA effectively. The survey used a stratified random sampling method to get diverse PFA-trained participants (66%) and non-PFA trained (34%), aiming to understand how these competencies can impact PFA success in various disaster situations. The survey, encompassing various domains of disaster response and a diverse range of respondents age, gender, and years of experience, employed the Likert scale to assess the importance of competencies such as integrated problem-solving, strategic, systems thinking, self-awareness, normative, collaboration, anticipatory, and critical thinking. The study involved 49 PFA-trained participants (55% female, 45% male) and 15 non-PFA-trained participants (53% female, 46% male), excluding 10 responses from the latter group due to ambiguous answers to critical questions. The correlation between age, experience, and the valuation of professional competencies among disaster responders indicates that disaster responders, with extensive experience and PFA training, rated competencies as "important," reflecting a perspective shaped by long-term career development and practical experiences. Equally, younger and early career responders emphasize competencies as "very important," indicating an initial recognition of their significance. The appraisal patterns across different age groups, especially among those with PFA training, suggest a tendency to moderate assessments of competency importance with increasing experience. Statistical analysis, including mean, median, standard deviation, and variance, provided a detailed understanding of the data, underscoring competencies like self-awareness in both data sets and integrated problem-solving and collaboration within PFA-trained responders as the key for effective PFA interventions. The study underlines the critical need to integrate sustainability competencies into the PFA curriculum in Fiji's unique sociocultural context. This interplay between age, experience, and competency assessment stresses the diverse factors influencing perceptions in the disaster response field beyond experience alone. The results show that sustainability competencies are the ultimate to the effectiveness of PFA measurement and interventions. The research lays the foundation for future studies to develop validated tools for assessing sustainable competencies in different cultural contexts, thereby improving the effectiveness of PFA in disaster management. Integrating these competencies into PFA training could significantly strengthen PFA intervention and competency-based evaluation.

Career development experiences: a qualitative study of graduates from a Chilean technical-professional higher education institution

This paper describes the results of qualitative and exploratory research into the transition to and experiences of the working world of graduates from a Chilean technical-professional higher education institution, whose student body is mainly made up of first-generation higher education students. The study includes eight in-depth and six group interviews, with a total of 33 graduates taking part. The results reveal the different obstacles graduates face as far as their career development is concerned, as well as the personal and strategic resources and actions they have used in their transition to the labor market. Among these perceived obstacles, the fact that society does not particularly value their work, long hours, low salaries and even gender and class violence particularly stand out. The study ends with practical recommendations so higher education institutions can actively support the transition of their graduates into the labor market.

Determinants of Factors Causing Employability among the Higher National Diploma Holders in Hambantota District

The employ ability of the workforce of a country is a critical indicator of the economic development of any country. It is considered one of the golden fruits of education. Academics have defined and described employ ability in a variety of ways. Employ ability of any HND Higher National Diploma holder is not guaranteed since the employ ability is affected by many factors such as economic stability of the country, level of skills and attitude of qualified personnel. Due to the turbulent economic situation, it is a crucial task to ascertain how to compete with other candidates for a vacant position. The present research reviews the existing literature on “employ ability” and understands the causes for employment and their impact on the employment of the students in the Higher National Diploma holders with special reference to the Hambantota district. The stratified random sample method was used to select 127 respondents from a population of 225 Higher National Diploma holders in the Hambantota district. The results suggested that there was a significant positive relationship between career development learning, experience, diploma subject knowledge, understanding & skills, generic skills, and emotional intelligence, and employ ability behavior at 0.01 significance level (2-tailed). The findings of the research revealed that among the determinants of career development learning and experience were having a strong positive association and generic skills and emotional intelligence were moderately positive with association employ ability of the Higher National Diploma holders in Hambantota district.

Pengaruh Pelatihan dan Pengalaman Kerja terhadap Pengembangan Karir Karyawan pada PT Pelabuhan Investama

PT Pelabuhan Indonesia Investama is the first investment company in Indonesia engaged in the port sector. As a subsidiary of PT Pelabuhan Indonesia (Persero), PT Pelabuhan Indonesia Investama exists as a manifestation of the need for Business Development Support, Capacity Building Funding and Strengthening Risk Management. As an investment company that supports the port sector, PT Pelabuhan Indonesia Investama also supports the acceleration of economic growth in Indonesia. The purpose of this study was to determine the effect of training and work experience on the career development of employees at PT Pelabuhan Indonesia Investama. This study was an employee of PT Pelabuhan Indonesia Investama and the number of samples obtained was 51 respondents. The data collection technique used is non-probability sampling with saturated sampling technique. The approach method in this study uses quantitative methods with observation and questionnaire methods. The data analysis technique used is instrument test, descriptive analysis, classical assumption test, multiple linear regression analysis, coefficient of determination test, and hypothesis testing using SPSS 25. The results of this study indicate that the training variable has a positive and significant effect on career development, experience variable work has a positive and significant effect on career development, training and work experience variables simultaneously have a positive effect on career development

The Effect of Competence and Work Experience on Career Development Through Work Achievement as an Intervening Variable

Objectives – This study aims to determine the effect of competence, and work experience on career development through work achievement as an intervening variable at the Central Kalimantan Province labor and transmigration office.Design/Methodology/Approach – The data used in this study are primary data obtained from questionnaires. The sample size was 55 respondents who were employees of the Central Kalimantan Province labor and transmigration office. The type of research used is a quantitative approach. The research instrument used in this study used the Likert scale method. The analysis technique used is SMART PLS 3.0 data analysis technique.Findings - Based on the results of data analysis, it is obtained that competence has a significant effect on work performance, work experience has a significant effect on career development, and work performance has a significant effect on career development. As well as competence has no significant effect on career development and work experience has no significant effect on job performance

Maximizing Training and Mentorship in Sex as a Biological Variable Research Across Different Brain-Body Disorders.

The Specialized Center of Research Excellence (SCORE) on sex differences at University of California, Los Angeles (UCLA) has a long track record studying bidirectional interactions between different organs and the brain in health and disease with a strong focus on sex as a biological variable (SABV). While the initial focus was on brain-gut interactions in irritable bowel syndrome (IBS), one of the most common disorders of gut-brain interaction, the scope of our Center's research has expanded to a range of different diseases, including inflammatory bowel disease, alcohol use disorder, obesity, urological chronic pelvic pain syndrome, and vulvodynia. This expansion of research focused on the role of brain-body and brain-gut microbiome interactions in these various disorders, aligning well with the increasing importance of multidisciplinary and interdisciplinary team science. The SCORE's Career Enhancement Core (CEC) has modeled team science as applied to SABV research, with educational and training opportunities, a mentoring program, seed grant funding, and other career development experiences that enable mentees to work across the disciplines involved in brain body research. The CEC goals are: (1) To provide seed grant funds for innovative research relevant to the overall SCORE mission and research program; (2) to recruit and foster the career development of students, trainees, and junior investigators who conduct research focused on sex differences or women's health in IBS and chronic constipation and other brain-gut disorders; (3) to facilitate and promote collaboration between the UCLA SCORE and other academic programs involved in women's health education and research; and (4) to promote the importance of SABV through community outreach using collaborative and innovative approaches. These goals focus on establishing the leading research center in sex differences in basic, translational, and clinical aspects of brain-body interactions and on providing women and underrepresented individuals with research opportunities needed to become independent investigators.

과학기술특성화대학 학생의 진로 발달 과정에 대한 내러티브 탐구

Objectives The purpose of this study is to provide a foundation for career education and guidance for science gifted students by vividly examining the college life experience and career development process of science gifted college students.
 Methods This study was conducted using a narrative inquiry method to reveal in-depth detail of the career development experience of the participants. Three college students at a science and technology university in a metropolitan city participated in the study. Transcription data of in-depth interviews centered on semi-structured questionnaires, researcher’s field notes, e-mail and text messages exchanged with the participants, and their writings were collected and analyzed according to the method suggested by Clandinin and Connelly(2000).
 Results Results indicated that the research participants’ stories were organized in the order of before entering the college, college life, and future career plans. The meaning of their college life experience in their career development process was [overcoming setbacks and moving on my way], [people who help me grow], and [having outlets for stress]. From the researchers’ perspective, it was found that they were actively participating in college life while struggling to discover and solidify their own personal identity to form social and professional identities.
 Conclusions Based on the results, the personal justification of the researchers, practical justification for the field of career education and guidance for science gifted students, and social justification to create a better social environment were revealed. The implications and limitations of the study were discussed.

“Our Branches Are the Vines That Must Bear Fruit”: The Role of Parents in First-Generation Students' Career Development

This interpretive qualitative study of 17 first-generation college students (FGCSs) in the U.S. uses parent-generated familial capital as an asset-based framework to recognize the various ways that parents contribute to their undergraduate students’ career development. Six themes illustrate parental contributions: facilitating students’ access to pre-college educational opportunity, making financial contributions, instilling career-related values, giving career advice, job choice from parent contexts (or the way that knowledge of parent cultures and regions of origin informed career goals, especially for immigrant participants), and giving back to parents as a source of motivation for achievement and financial success. Findings also acknowledge the importance of considering FGCSs’ multiple social identities, namely immigrant status, as the majority of study participants are from immigrant families, in understanding participants’ career development experiences.

A Phenomenological Inquiry into the Career Development and Reentering College Experience of Youths from a Juvenile Correctional School

<p>本研究採用現象學方法探究矯正學校離校青年的再求學生涯發展經驗。共訪談三位離開矯正學校後曾就讀大學之青年，結果發現：他們的生涯發展蘊含以下傾向：（1）為了關係營生移動出法制規則世界；（2）從野地世界開展出屬己的自我價值、興趣與生涯風格；（3）考量處境中他人期待自己讀書，重新建構在法制規則世界的新成功經驗；（4）在多元生活世界之落差與拉扯中整合經驗，發展出獨有生涯籌劃。透過前述發現與文獻之對話，本研究提出「營生」與「覓情」作為這些青年與置身處境交往中的核心環節，並勾勒出他們在生涯發展中進出學校體制之處境結構：（1）投入不同生活世界的契機之「覓情」需求；（2）何以離開原本生活世界之「營生」需求；（3）營生（生涯發展）在關係之中（我他交往）開展；（4）關係在「營生」和「覓情」的交織中開展；（5）自我由「覓情」與「營生」交織而成，並在關係時間中發展出生涯方向。最後，本研究翻轉了展開探究之初未曾覺察的意識形態，跳脫崇尚文憑的價值框架，發現就讀大學在這群青年的生涯發展經驗中的真正意義是作為連接法治規則世界的通行證，並據此建議矯治焦點應放在如何協助他們找到合適的連接方法，青少年犯罪防治的焦點則在協助增加法治規則世界、弱化野地世界之「覓情」與「營生」，乃能以貼近犯罪少年生活世界的方式來協助他們安身立命。</p> <p> </p><p>According to previous research, almost all youths in juvenile correctional school drop out before committing crimes. However, some youths in the school study for attending university. This career change invoked the researcher’s curiosity. The researcher aims to explore the experience of career development and return to school of youths from juvenile correctional schools, understand how these youths constructed different career paths compared with their past, and put forward the results as a reference for practitioners. The researcher interviewed three youths who left juvenile correctional school and attended university, asking them to tell their stories and describe their experiences of returning to school. The researcher used a phenomenological approach to analyze the self expression of these youths and their interaction with the environment in the course of their career, leading to the revelation of the existing structure of the youths’ career development. The result showed that the youths’ career development contained the following four tendencies: (1) leaving the lifeworld of rules of law to make a living through relationships; (2) developing their self-esteem, interests, and career styles in the wild lifeworld; (3) considering others’ expectations for them to study and reconstructing new successful experiences in the lifeworld of rules of law; and (4) integrating different lifeworld experiences while falling in the gap among various lifeworld and being pushing around, and developing their unique career projection. Considering these findings along with relevant literature, this study proposed that "making a living" and "seeking a sense of belonging" were two core links of youths’ from juvenile correctional school interacting with others in their situations. The situational structure of the passing in and out school system in their career development showed the following: (1) The need of "seeking a sense of belonging" was an opportunity for them to invest in various lifeworld; (2) The need of "making a living" was the reason to leave their previous lifeworld; (3) "Making a living" (career development)developed via relationships (how they interacted with others in their situations); (4) The relationship developed via interweaving of "making a living" and "seeking a sense of belonging"; and (5) Self was constituted via interweaving of "seeking a sense of belonging" and "making a living." Then, the researcher responded to the research questions and constructed the career development situation structure of the youths from juvenile correctional school who attended university. Finally, this study turned around the ideology that had not been noticed at the beginning of this inquiry and escaped from the bondage resulted from advocating diploma. It was found that, for these youth, in their career development experience, the meaning of attending university was as a means to connect to the lifeworld of the rules of law. Accordingly, it is suggested that corrective treatment should focus on assisting them to find an appropriate means of connection. The focus of juvenile delinquency prevention is to strengthen the youths’ "seeking a sense of belonging" and "making a living" in the lifeworld of rules of law, and weaken these in the wild lifeworld. To enable practitioners to have a more detailed understanding of the career development of youths from juvenile correctional school, come closer to the lifeworld of these youths, and think about how to help these youths settle down in the world and live their life with meaning, as suggestions and strategies for living on their own.</p> <p> </p>

When and why does competitive psychological climate affect employee engagement and burnout?

Managers and scholars now more than ever recognize the importance of emphasizing and urging improved performance among employees. Extant literature and prior work highlight that perceived interpersonal competition in the workplace is influential in determining employees' career outcomes by shaping their job or career development experience (i.e., more or less engagement and burnout at work). However, our current understanding of when and why competitive psychological climate contributes to more or less engagement and burnout at work is limited, particularly from a work-specific, behavioral regulation perspective. Drawing on conservation of resources (COR) theory, and using multisource data collected from 306 employees and 37 supervisors in the retail bank sector, our results show that competitive psychological climate, when supported by contingent reward, facilitates exploratory learning, which in turn leads to more engagement and less burnout at work. In contrast, when aligned with contingent punishment, competitive psychological climate promotes exploitative learning, which in turn contributes to more burnout at work. Our work contributes to vocational theory and practice by specifying the work-specific conditions in which and behavioral processes through which employees respond positively and negatively to competitive psychological climate. Our findings provide managers with novel insights into their influential roles in facilitating the specific type of work behaviors employees adopt in response to competitive psychological climate, and how they subsequently feel at work.

Elevating the employment outcomes of transition-age youth with disabilities: Four decades of intervention research

BACKGROUND: Preparing students with disabilities for future employment is a primary purpose of special education and secondary transition services. OBJECTIVE: Knowing which interventions lead to subsequent employment is essential for establishing a strong evidence base that can guide the field. METHODS: We systematically reviewed available experimental and quasi-experimental studies that evaluated interventions addressing employment outcomes for transition-age youth with disabilities (ages 14–22). RESULTS: These 25 studies were of varied methodological quality, and most interventions improved employment status for youth. Collectively, these findings emphasize the importance and impact of connecting youth with disabilities to career development experiences while they are still receiving transition supports. CONCLUSION: We offer recommendations for future research focused on unpacking the key features of these multi-component interventions as well as guidance on assessing meaningful employment outcomes for youth with disabilities.

Chiral Amines via Enantioselective π-Allyliridium-C,O-Benzoate-Catalyzed Allylic Alkylation: Student Training via Industrial-Academic Collaboration.

Cyclometalated π-allyliridium-C,O-benzoate complexes discovered in the Krische laboratory display unique amphiphilic properties, catalyzing both nucleophilic carbonyl allylation and electrophilic allylation of diverse amines as well as nitronates. Given the importance of chiral amines in FDA-approved small-molecule drugs, a collaboration with medicinal chemists at Genentech that included on-site graduate student internships was undertaken to explore and expand the scope of π-allyliridium-C,O-benzoate-catalyzed allylic amination and related processes. As described in this Account, our collective experimental studies have unlocked asymmetric allylic aminations of exceptionally broad utility and scope. Specifically, using racemic branched alkyl-substituted allylic acetate proelectrophiles, primary and secondary aliphatic or aromatic amines, including indoles, engage in highly regio- and enantioselective allylic amination. Additionally, unactivated nitronates were found to be competent nucleophilic partners for regio- and enantioselective allylic alkylation, enabling entry to β-stereogenic α-quaternary primary amines. Notably, these π-allyliridium-C,O-benzoate-catalyzed allylic substitutions, which display complete branched regioselectivity in reactions of alkyl-substituted allyl electrophiles, complement the scope of corresponding iridium phosphoramidite-catalyzed allylic aminations, which require aryl-substituted allyl electrophiles to promote high levels of branched regioselectivity. Computational, kinetic, ESI-CID-MS, and isotopic labeling studies were undertaken to understand the mechanism of these processes, including the origins of regio- and enantioselectivity. Isotopic labeling studies suggest that C-N bond formation occurs through outer-sphere addition to the π-allyl. DFT calculations corroborate C-N bond formation via outer-sphere addition and suggest that early transition states and distinct trans effects of diastereomeric chiral-at-iridium π-allyl complexes render the reaction less sensitive to steric effects, accounting for complete levels of branched regioselectivity in reactions of hindered amine and nitronate nucleophiles. Reaction progress kinetic analysis (RPKA) reveals a zero-order dependence on allyl acetate, a first-order dependence on the catalyst, and a fractional-order dependence on the amine. As corroborated by ESI-CID-MS analysis, the 0.4 kinetic order dependence on the amine may reflect the intervention of cesium-bridged amine dimers, which dissociate to form monomeric cesium amide nucleophiles. Hence, the requirement of cesium carbonate (vs lower alkali metal carbonates) in these processes may reside in cesium's capacity for Lewis acid-enhanced Brønsted acidification of the amine pronucleophile. Beyond the development of catalytic processes for the synthesis of novel chiral amines, the present research was conducted by graduate students who benefited from career development experiences associated with training in both academic and industrial laboratories.

Reflections on Mentorship From Scientists and Mentors in an Alzheimer's Disease Focused Research Training Program.

This paper presents reflections on mentorship from scientists and mentors of the National Institute on Aging (NIA)-funded Carolina Center on Alzheimer's Disease and Minority Research (CCADMR). Using a network approach to mentoring, this program aims to increase the pipeline of underrepresented minority (URM) scientists studying Alzheimer's disease (AD) disparities. Six mentors and five scientists participated in interviews. Thematic analysis identified recurring themes; transcripts of mentors and scientists were compared. Most common thematic categories identified by mentors included experience interacting with scientists, goals as a mentor, recruitment of underrepresented minorities, scientists' challenges, and programmatic qualities. The most mentioned categories by scientists were challenges, seminars, working with mentors, career development, and project experience. The CCADMR will use findings to enhance the experience and training methods for future grant years. Results can benefit other training programs focused on aging and AD.

CAREER DEVELOPMENT AND EMPLOYEE EMBEDDEDNESS IN THE CIVIL SERVICE IN ANAMBRA STATE

Retaining employees in organizations has always been one of the greatest challenges for many businesses and organizations, hence, the need to look at the role career development plays in retaining employees in the civil service of Anambra State. This study specifically examined the relationship between career capabilities and employee embeddedness and the nexus between career experience and employee embeddedness in the civil service in Anambra State, Nigeria. The work was anchored on George Elton Mayo's Human Relations Theory. A survey research design was deployed for the work, with a population of 1108 civil servants working across the three senatorial zones of Anambra state. The sample size of the study was 286 arrived at by deploying the use of Krejcie and Morgan's 1970 sample size determination formula. The data collected were analyzed using simple regression analysis and hypotheses tested at a 5% level of significance, signifying a 95% confidence level. Findings revealed that a 95% relationship exists between career capabilities and employee embeddedness, while career capabilities had a 90% influence on employee embeddedness in the civil service of Anambra State. Similarly, a 97% nexus exists between career experience and employee embeddedness, while a 95% change in employee embeddedness was accounted for by changes in the career experience of employees in civil service of Anambra State. Sequel to this, it was concluded that career development is a huge determining factor for predicting employees embeddedness. Following this, among others, it was recommended that the civil service in Anambra State needs to improve the capabilities of employees by training and developing them as it is seen that the more capable an employee is at executing his/her duties, the more the employee will embedded to the organization. Keywords: Career Development, Employee embeddedness, Civil Service, Career Capabilities and Career Experience.

Unpacking Immigrant Youth Career Development in Canada

This paper uses data from interviews with immigrant youth in Ottawa, Canada, to explore early career-development and employment transition experiences of the youth. Framed by the Community-Interaction Theory of Career Development, the study explores the kind of influences and influencers, which shape career decisions and early on-the-job experiences of young immigrants. Thematic analysis of the qualitative data from face-to-face interviews reveals that some of the key influences on immigrants come from parents, siblings, and members of the ethnic community, in particular from teachers and peers from Sunday language schools, which create a unique climate encouraging students to pursue higher education.