Career Development Program Research Articles

Development of a teacher's professional career in the conditions of modern social space

The article examines the features of a teacher's professional career development in the present-day world. The purpose of the study is to determine the main directions of changes in the system of professional career development of a teacher in modern conditions. The development of methods of social interaction and digitalization of the modern world are presented by the author as factors influencing the specifics of the transformation of the existing systems of professional activity. The scientific novelty lies in the idea of changing the practice of developing a professional position in terms of using digital technologies at the level of transformation. As a result, the main directions of the implementation of the teacher's career development program in the modern conditions have been identified.

11509 Data visualization of scholarly productivity data to evaluate the KL2 training programs

ABSTRACT IMPACT: This work will help assess the effectiveness of the mentored career development programs. OBJECTIVES/GOALS: There is increased attention on assessing the impact of the CTSA in building a research workforce through mentored career development programs. We propose using data visualization to assess and communicate the impact of the programs on the scholars career development. METHODS/STUDY POPULATION: Evaluators from two CTSAs collaborated to visualize the KL2 data such as demographics, scholarly productivity (publications, grants, intellectual property), and time to promotion that is already tracked through REDCap at their institutions. Excel, Tableau, and Microsoft PowerBi were then used to generate trends in scholarly productivity over time. The goal was to compare how different tools can be used to visualize bibliometric data, based on what is available at the respective institutions. RESULTS/ANTICIPATED RESULTS: Longitudinal visual summary reports were produced for the entire program as well individual scholar progress. These reports can be used to identify trends such as how long after program completion do participants achieve their next milestone, what type of milestones are achieved, when in their career is their scholarly productivity the highest, etc. Answers to these questions could tell a story of the effectiveness of a mentored development program in the participants’ career. It can also highlight gaps and areas of opportunities that the program must address, either by adapting their curriculum or clarifying their intended outcomes. DISCUSSION/SIGNIFICANCE OF FINDINGS: Data visualization provides better understanding of the impact of the training programs on the scholars career development. Such insights are otherwise missing when evaluations are only focused on the percentage of scholars who were still engaged in research after completion of the program.

Critical Thinking Disposition, Job Competency, and Educational Needs of Home Visiting Nurses in the Long-term Care Insurance

Purpose This study aimed to examine the critical-thinking disposition, job competency, and educational needs of home visiting nurses in long-term-care insurance and to provide evidence to further develop educational programs to strengthen home visiting nurses’ competencies. Methods This study adopted a correlational research design. Data accrued from 180 home visiting nurses in long-term-care insurance using a convenience-and snowball- sampling method. The collected data were analyzed using the SPSS 25.0 software package and Excel. Priorities of educational needs were determined based on the Borich's Needs Assessment Model. Results A positive correlation exists between critical-thinking disposition and perceived job competency of long-term-care home visiting nurses (r=.59, p<.001). Experience as a home visiting nurse was a major factor related to criticalthinking disposition and perceived job competency. Home visiting nurses were found to have higher educational needs in developing services and educational materials, as well as utilizing community resources by applying the Borich's Needs Assessment Model. Conclusion These results highlight the need to provide career development programs for home visiting nurses with less experience in the field to enforce competencies and compose good working environments so the experienced nurses with high job competencies can remain in the field and improve the quality of visiting nursing care. Key Words: Visiting nurse, Long-Term Care, Critical thinking, Competence, Needs assessment

Participant perspectives on a seminar-based research career development program and its role in career independence

Health science researchers need training and support to effectively pursue independence in their research careers. Little data exist regarding the specific resources that faculty researchers have found or would find...

Physiological Societies Across the Globe Unite in an Effort to Handle the COVID-19 Pandemic

Physiological Societies Across the Globe Unite in an Effort to Handle the COVID-19 Pandemic

Role of Perceived Career Development Opportunities in Predicting Employee Commitment and Subjective Career Satisfaction of Middle Managers in Commercial Banks in Sri Lanka

In today’s dynamic and uncertain employment climate, both employers and employees must play an active role in the development of employee careers. This research fills a gap in the existing literature by evaluating the role of organizational career development opportunities in predicting subjective career satisfaction and commitment of employees in a developing country context. Understanding the impact of career development opportunities provided by the employer and their effects on subjective career satisfaction and commitment is important to both the organization and the individual in the current uncertain and unpredictable employment climate. Data were collected, via an online survey, from 224 middle managers of commercial banks in Sri Lanka, and evaluated using multiple hierarchical regression analysis. The findings, which have important implications for policymakers, indicate that the employee's perception of the provision of career development opportunities by the organization promotes them to develop their subjective career satisfaction and commitment. These outcomes provide implications to the extended model of social cognitive career theory and Meyer and Allen's model of commitment. In terms of policy implications, the organizations should create a supportive career development culture to build a belief in employees that the organization they work for cares about their career needs. This belief can be built by considering individual employees’ personal career goals in the implementation of career development programs and informing employees about available career development opportunities within the organization. The limitations of the study and the directions for future research are also discussed.

Pilot Study Characterizing the Hematology-Oncology Fellow Job Search Process: Tools Used and Identification of Potential New Resources

While the search for post-fellowship employment is an essential part of early career development, little is known about the tools and techniques fellows use during their job search and the specific challenges they face during the process. In this pilot survey study of hematology-oncology (HO) fellows at a large academic training program, the majority of 20 respondents (43% of all fellows) reported a plan to specialize in medical oncology, and most planned to practice in an academic setting. Fellows who had started the job search process reported using several tools/techniques including online job centers and email distribution lists, word of mouth, prior connections with other institutions, and their HO fellowship program leadership, and most reported that their current institution provided help for their job search in at least one way. Job search challenges included learning about available positions, lack of mentorship on the process, lack of sufficient time for the process, and lack of preparation for negotiation. Fellows suggested additional resources that could be helpful to future job searchers including access to information about prior HO fellowship graduates, training in negotiation and interviewing, and career development mentorship. We plan to use this information to expand our own Career Development program for fellows enacting many of these suggestions, and we encourage the use of this information as pilot data for the development of larger studies across other medical and surgical specialties.Supplementary InformationThe online version contains supplementary material available at 10.1007/s13187-021-01967-7.

The effects of a 13-week career development programme on career-adapting thoughts and behaviours

This quasi-experimental design study investigated an interactive and practical Career Development Programme (CDP), a 13-week career guidance and counselling (CGC) intervention, on a sample of 224 Czech students. Students who received the CGC intervention and those from the “waiting list” who expressed interest in gaining support through the CDP were assessed at the beginning and at the end of the 13-week intervention. The findings indicated the benefits of CDP for the transition from university to working life: as hypothesized, the CDP increased career adaptability and cooperation, career construction and career maturity of students and graduates.

Exploring career development through a student-directed practicum to provide individualized learning experiences

IntroductionThe primary objective was to assess the impact of an optional student-directed career development program on career and professional development between the second and third year of a doctor of pharmacy curriculum. MethodsStudents who completed the student-directed practicum (SDP) completed a nine item pre−/post-survey assessing its impact on their career development within the learning constructs of discovery, application, and reflection. Additional open-ended questions assessed why students participated in the SDP and their perceived benefits of doing so. An additional questionnaire regarding the impact of the practicum was conducted at graduation. Quantitative data were analyzed with Wilcoxon signed-rank test for the pre−/post-survey and descriptive statistics for the graduation survey while qualitative data used a two-cycle open coding process. ResultsStatistically significant increases were noted with those responding with “agree” or “strongly agree” to each of the nine statements in the pre−/post-survey. Students participated to further explore career options, and believed doing so resulted in enhanced career direction and future employability. The graduation survey showed those participating in the SDP had a higher rate of: postgraduate placement (86% vs. 77%), receiving ≥ five residency interview offers (81% vs. 69%), and first or second choice residency match (92% vs. 85%) compared to those who completed an internship outside of the SDP. Students commented that the SDP was a valuable part of their education and helped them take the next steps for their career. ConclusionsA student-directed career development experience can positively impact student's career direction and professional development.

Backtalk: An opportunity framework for career pathway programs

Traditional career development programs have focused on developing the skills students need to become qualified and competent in the career of their choice. But, as Bruno Manno explains, students need more than specific job skills to succeed in careers. They need the habits of mind that will enable them to set a goal and pursue it and the habits of association that will connect them to people who can help them succeed. By adopting an opportunity equation framework, career pathways can work with community partners to help students practice these habits in real workplaces.

Career Ladder: Melissa Weller

1980s Making cookies Melissa Weller grew up baking cookies with her mother. “My mom baked with margarine because that was sort of the trend in the ’80s,” Weller says. In college, her parents encouraged her to do something science related, so she got a degree in chemical engineering. “But I also loved France, and I loved languages.” So she double majored in international relations and spent a year studying in France. “I was so enthralled with all of the different pastries and how good they were, and I think the science part of me wanted to know how to make it all from scratch,” she says. “I stuck with engineering, but I think my heart was always in cooking in France.” 1995 Engineering her dream job Upon graduating, Weller received a job offer from Air Products and Chemicals, where she entered a career-development program and rotated among engineering assignments. “None

The Disparities Researchers Equalizing Access for Minorities (DREAM) Scholars program: career development for underrepresented health equity researchers.

Diversity remains low among US colleges faculty, with only 3% identifying as Black or Hispanic. Moreover, underrepresented racial minority faculty often face unique challenges and are less likely than their white counterparts to earn higher academic rank, tenure, and funding, especially those who study health equity. We developed a novel program for health-equity focused pre-docs and junior faculty. The Disparities Researchers Equalizing Access for Minorities (DREAM) Scholars is a 24-month career development program led by the Center for Clinical and Translational Science (CCTS) that provides pilot and travel funding, career development seminars, mentoring, and writing retreats. We report the outcomes of the first Scholar cohort (N = 10), pre-docs n = 6; assistant professors, n = 4; seven were Black, one Hispanic, two White, one who identified as non-binary. At the end of the program, Scholars coauthored 34 manuscripts, 9 abstracts and 8 grants. Semi-structured interviews revealed seven major program strengths: funding, support and sense of community, accountability, exposure to translational science, network expansion, and exposure to multidisciplinary peers. Scholars provided feedback useful for subsequent cohorts. The DREAM program provided accountability and fostered a sense of community, expanded professional networks and enhanced scholarly productivity. The program serves as a model for implementation throughout the CCTSs.

The effect of career development program to focusing on the job interview for university students: To work positively on the job interview

The effect of career development program to focusing on the job interview for university students: To work positively on the job interview

OK Boomer: Are We Oversupporting Junior Faculty and Neglecting Career Planning for Mid and Senior Rank?

The current environment in academic medical centers presents radiology faculty with substantial challenges to their academic growth and advancement [1-4]. The competing pressures of rising clinical volumes with an emphasis on relative value unit–based compensation models, ever-changing workflow especially because of the ongoing coronavirus disease 2019 (COVID-19) pandemic, and decreasing protected academic time can substantially hinder faculty in reaching their full academic potential. To support vulnerable early-career faculty, institutions and organizations have developed robust support systems, including career development programming targeted to early-career faculty, formal mentorship opportunities, and work flexibilities that allow for partial partnerships and “stopping the clock” for promotion and tenure [5-7].

The Influence of Employee Competency and Career Management on Career Commitment: Regional Government in Indonesia

This study aims to test the influence of employee competency and career management on career commitment in Indonesia. The study uses the cross-sectional data of regional government employees collected from February to April 2020. Regression and structural equation modeling are employed. The results base on the effect of employee competency and career management on career commitment in Indonesia are in line with the existing theory (i.e., Bandura's Career Theory). Employee competency has a significant positive influence on career management and career commitment, which shows that regional government employees with high competency generate effective career management, and in turn career commitment increased. Regional governments with their career management program should formulate human resources management practice policy (e.g., career support, training, career development program, and orientation programs) in order to increase their competency. The positive effect of employee competency on career management is because of the effective training and career development program. The positive influence of career management on career commitment is due to the regional government providing an attractive career program, thus, employees' career commitment improved. The positive influence of employee competency on career commitment via career management is implemented by regional government support to improve the career management program.

중도입국청소년 대상 기업 내 직업교육 프로그램 분석

중도입국청소년 대상 기업 내 직업교육 프로그램 분석

Qualitative Study on Career Adaptability of Middle-Aged Retirees in South Korea

본 연구는 생애 주요업에서 자발적으로 퇴직하고 경력전환을 경험한 중장년 성인들이 어떻게 경력적응성(career adaptability)을 촉진하고 있는지 이해하는 데 그 목적을 두었다. 연구주제는 첫째, Savickas의 경력적응성(career adaptability)의 개념과 구성요소를 적용하여 중장년층 성인의 경험을 이해하고 둘째, 그 경력전환과정의 활동과 의미는 무엇인지 이해하는 것이었다. 이를 위해 자발적 퇴직으로 인한 경력전환을 경험한 45세 이상 중장년 남녀 성인 9명을 대상으로 준구조적 인터뷰를 통한 자료수집, 자료분석 등을 실시하는 질적 연구를 실시하였다. 연구 결과 첫째, 퇴직자들은 Savickas의 경력적응성의 구성요소인 4C(관심/우려concern, 통제control, 호기심curiosity, 자신감confidence)를 평생업을 위한 준비, 독립지향 과정에서의 결단, 자신이 원하는 것을 발견해 가는 기회 만들기, 경험을 통해 기여하는 새로운 도전을 만들어 냄으로써 퇴직으로 인한 경력 적응을 촉진하고 있었다. 둘째, 퇴직자들의 경력전환과정은 기존 경력에서의 불균형에서 균형을 찾아가기 위한 세상과의 연결 활동과, 자신의 경험을 바탕으로 타인과 사회에 기여하고자 하는 개인의 가치를 실현해 가는 과정으로 이해되었다. 이러한 연구결과를 바탕으로 경력전환을 경험하고 있는 중장년층을 위한 경력프로그램과 교육지원 등에 활용될 수 있는 시사점을 제공하였다.This study aimed to understand how middle-aged adult learners who voluntarily retired from their jobs and experienced career transitions promote their career adaptability. The purpose of this study was (a) to understand the adult learners experience by applying the concept and components of Savickas career adaptability, and (b) to understand the activities and meanings of the career transition process. The author conducted a qualitative study by semi-structured interviews with nine individuals aged 45 and older who experienced a career transition due to voluntary retirement. The results of the study are as follows: First, adult learners promoted 4C (concern, control, curiosity, and confidence); retirement as a preparation for lifelong career, independence determination and self-reliance, and creating opportunities for discovering and creating new challenges that contributed through prior experiences. Second, the career change process of adult learners was a process of realizing the value of individuals who want to contribute to others and society based on their own experiences, and connecting with the world to find equilibrium in the imbalances of previous careers. Based on these findings, this study provides policy implications that can be used for career development programs and educational support for adult learners who are in career transitions.

New to the community setting: nurses' experiences and the importance of orientation.

There has been little research about the experiences of nurses transitioning into community nursing (CN), despite the growing demand for nurses in this setting and impending shortfall in the nursing workforce in Australia. In this study, nurses from a busy metropolitan CN service were interviewed to explore how they experienced their first months in their new role. The interviews were analysed thematically, with three themes emerging: Adaptation, Focus of Care and Context. Participants detailed their experiences adjusting to new work practices and the community setting, and expanded on their enjoyment from increased autonomy, career goal recognition and rewarding patient relationships and outcomes. The findings of this study are aligned with previous literature about nurses entering the primary healthcare setting from acute care, and particularly highlight the need to individually tailor orientation, preceptorship and ongoing career development programs to each nurse.

“Teaching is God’s Calling”: Teachers’ Beliefs and Professional Identity at Ten Christian Schools in Indonesia

Teachers’ beliefs and their roles in the classroom may change over time as they are more informed about the profession from their own experiences, from their colleagues, and from their continuing education. In this study we investigated teachers’ beliefs and roles at 10 Christian schools in East Java, Indonesia to see how their beliefs influence their professional identity development. The data were collected from 107 teachers who participated in semi-structured interviews and who wrote reflective essays as a part of their career development program. The data were analyzed in the framework of narrative inquiry to see the emergent themes. The findings suggest that the most salient beliefs among the participating teachers are the beliefs which are based on their Christian affiliation. These salient beliefs and Christian identity of the teachers could enhance their positive image as teachers and could motivate them to be better teachers. However, the salient religious identity may also be able to be hindrance for teacher agency to solve problems in their practices as the beliefs can be the shielding for their reluctance to change.

Sounds like a fit! Wording in recruitment advertisements and recruiter gender affect women's pursuit of career development programs via anticipated belongingness

AbstractFollowing calls for research to increase gender equality, we investigated women's intentions to pursue career opportunities, in the form of career development programs. We built on lack of fit and signaling theory to argue that women's but not men's pursuit of career opportunities would be influenced by recruiter gender and gender‐stereotypical wording in recruitment advertisements. We conducted two studies in Germany. In Study 1 (video‐based experiment with 329 university students), we found that when a male recruiter used stereotypically masculine compared to feminine wording, female students anticipated lower belongingness, expected lower success of an application, and indicated lower application intentions for career opportunities. These differences in female students’ evaluations disappeared when the recruiter was female. While Study 2 (experimental vignette study with 545 employees) replicates the negative effects of masculine wording for female employees; the buffering effect of female recruiters was only replicated for younger, but not for older female employees. Women's anticipated belongingness mediated the relationship between advertisement wording and application intentions when the recruiter was male. Recruiter gender and wording had no effects on men. Our work contributes to a better understanding of when and why contextual characteristics in the recruitment process influence women's pursuit of career opportunities.