Career Development Services Research Articles

Supporting Learners with Mild Intellectual Developmental Disorders with Career Development in Mainstream Schools

Many learners with mild intellectual developmental disorders (IDD) in mainstream primary schools in the Free State Province of South Africa require support to maximise their learning potential and prepare them for work post-school. In this study, a qualitative approach and Critical Disability Theory were used to explore the experiences of education stakeholders (teachers, parents, and principals) in how schools support the career development of learners with mild IDD in mainstream schools. There were 25 participants in this study, and data were collected through interviews, focus group discussions, and demographic questionnaires. The findings indicated that teachers were optimistic that learners with intellectual developmental disorders could thrive if identified early and provided with specialised support services. The findings also showed that teachers had low self-efficacy regarding their training on inclusive education practices and had limited knowledge about career development services. All the participants were optimistic that learners with mild IDD could participate in the labour market if they were taught work-related skills at an early age. It is recommended that stronger collaborative partnerships should be developed between stakeholders to promote inclusive support interventions, transform teaching approaches, and equip mainstream teachers with the required skills.

Pengaruh Gaya Kepemimpinan, Lingkungan Kerja, Terhadap Kinerja Pegawai Pada Badan Pengelolaa Keuangan dan Pendapatan Daerah Kabupaten Pamekasan Yang Di Mediasi Oleh Motivasi

Selly Furima, 2024. The Effect of HR Competencies and Career Development on the Quality of Public Services Mediated by Employee Performance (Study at the Office of the Regional Revenue Agency Kab. Kaimana), Postgraduate Program, Wijaya Putra University. This type of research is explanatory, namely research that tests hypotheses between hypothesized variables that will be tested for truth. using a quantitative approach, the research sample was 40 respondents. In this study the data will be processed using SEM-PLS data analysis. The objectives of this study are: 1) To describe HR competencies, career development, employee performance and public service quality. 2) To test and analyze the direct effect of HR competencies on the quality of public services. 3) To test and analyze the direct effect of HR competencies on employee performance. 4) To test and analyze the direct effect of career development on the quality of public services. 5) To test and analyze the direct effect of career development on employee performance. 6) To test and analyze the direct effect of employee performance on the quality of public services. 7) To test and analyze the indirect effect of HR competencies on the quality of public services. 8) To test and analyze the indirect effect of career development on the quality of public services.The results showed that: 1) HR competence has a positive and significant effect on the quality of public services. This is evidenced by the original sample value of 0.223 and p-values of 0.000. 2) HR competence has a positive and insignificant effect on employee performance. This is evidenced by the original sample value of 0.597, and the p-values of 0.179. 3) Career development has a positive and insignificant effect on the quality of public services. This is evidenced by the original sample value of 0.198 and the p-values of 0.263. 4) Career development has a positive and significant effect on employee performance. This is evidenced by the original sample value of 0.279 and the p-values of 0.025. 5) Employee performance has a positive and significant effect on the quality of public services. This is evidenced by the original sample value of 0.512 and the p-values of 0.000. 6) HR competence has a significant positive effect on the quality of public services mediated by employee performance. This is evidenced by the original sample value of 0.305 and the p-values of 0.009. 7) Career development has a significant positive effect on the quality of public services mediated by employee performance. This is evidenced by the original sample value of 0.143 and the p-values of 0.038.

Addressing K-12 Student’s Academic, Mental Health, and Career Development Needs During COVID-19

ABSTRACT Schools provide a place for children and their families to receive academic, mental health, and career development services. COVID-19 shifted the way schools address the needs in each of these areas, specifically the role of a school counselor has changed but the primary model, the American School Counselor Association Model, that school counselors follow has not since the pandemic. In our study, we used consensual qualitative research (CQR) to explore how school counselors addressed academic, mental health, and career needs of K-12 students during the outbreak of COVID-19. Understanding what school counselors prioritized during a crisis and how it changed the way they work, provides insight into how the role of a school counselor and the approach they use may need to adjust. We interviewed 14 practicing school counselors in South Carolina schools representing all the educational levels (i.e, elementary, middle, high). We found 8 domains that support our research question.

Reconsidering Pharmacy: We Need to Turn Career Regret into Career Options

Declining interest in pharmacy as a career is a growing concern. This commentary investigates the factors contributing to career regret among pharmacy graduates, based on data from the American Association of Colleges of Pharmacy National Graduating Student Survey. We identify 3 key contributing factors: workplace environment, professional identity formation, and marketing of the Doctor of Pharmacy degree. We argue that students observe, in many work environments, a lack of autonomy, repetitive tasks, and unfulfilling work. This leads to diminished job satisfaction and disillusionment. Additionally, marketing tactics and curricular structures can inadvertently contribute to career regret. We propose potential interventions, emphasizing the need for improved working conditions, more versatile roles in pharmacy, and enhanced career development services within colleges/schools of pharmacy. Additional research is needed to fully understand career regret and the steps that academic institutions can proactively take to mitigate career dissatisfaction among their graduates.

Enhancing Social Workers’ Capacity Building for Career and Life Development Services: A Quasi-Experimental Outcome Study

Purpose: This study evaluated the effectiveness of a training program for social workers who provide services for promoting the career and life development (CLD) of non-engaged youth (NEY). Methods: A quasi-experimental design was utilized to compare the changes between the training ( n = 58) and the comparison groups ( n = 48). Focus groups and individual interviews with training participants ( n = 13) and guest speakers ( n = 2) were also conducted. Results: The training group showed greater improvement in all four aspects of capacity building—implementation, commitment, knowledge, and orientation—than the comparison group. The qualitative analysis generated four themes about how social workers benefited from the training program. Discussion: The findings provided evidence for the positive impact of the training program in building social workers’ capacity for facilitating NEY's CLD. As such, the Program offers a holistic framework of CLD-related theory and practice for social workers and evaluators.

Perceptions of Local Special Education Administrators on Facilitating Career Development Services in Rural Districts

Local special education administrators (LSEAs) are integral in facilitating career development services for students with disabilities alongside their peers, particularly in rural school districts. This qualitative study explored the perceptions of 12 LSEAs regarding their contributions related to career development for students with disabilities in their southeastern U.S. rural districts and the factors they perceive to shape their own ability in this area. The emergent grounded theory indicated that LSEAs viewed their own roles in career development to vary widely and compete with other priorities as well as to be contextualized by their knowledge and awareness of opportunities within their districts and communities. Furthermore, LSEAs perceived these roles to be shaped by their collaborations within their districts, their partnerships in the community, the involvement of students’ families, and training and supports available to them. Recommendations for research, practice, and policy with respect to extending the contributions of LSEAs are provided.

Leadership Quality on Service through Career Development and Public Service Motivation

Abstract
 The issue of leadership quality is a complex and multifaceted topic. Leaders who lack a clear vision are less likely to direct their team or organization effectively. With specific goals, formulating strategies or inspiring others becomes easier. This study aimed to determine and analyze the impact of leadership quality on service in Central Mamuju Regency, focusing on career development and the motivation of public service employees. Employing a survey design and a quantitative approach, the research involved 124 employees as respondents. These respondents were selected using a simple random sampling technique, with the Slovin formula applied to refine the sample size. For data analysis, path analysis was utilized. The results indicated that in Central Mamuju Regency, the most effective way to enhance the quality of service is by focusing on employee career development. Employees who receive attention and appreciation from their leaders are more capable of delivering better service quality compared to the impacts of leadership quality and public service motivation. However, these variables also play a significant role in improving employee service quality. Career development motivates employees to be more creative, improve their abilities, and receive recognition, facilitating a better career path at work.

Feasibility of a Career Development Intervention for Veterans in Vocational Rehabilitation: Protocol for a Pilot Randomized Controlled Trial

Background Veterans with psychiatric disorders want additional career development services to support their recovery and pursuit of meaningful employment. However, no career counseling programs have been designed for this specific population. We developed the Purposeful Pathways intervention to fill this need. Objective This study protocol aims to (1) evaluate the feasibility and acceptability of the Purposeful Pathways intervention for veterans living with psychiatric disorders and (2) explore preliminary clinical outcome data. Methods A total of 50 veterans who are participating in transitional work vocational rehabilitation services at a Veterans Affairs hospital will be randomized to either treatment as usual or the augmented treatment condition (treatment as usual plus Purposeful Pathways). Feasibility will be assessed via recruitment rates, clinician fidelity to treatment, retention rates, and acceptability of randomization procedures. Acceptability will be assessed via client satisfaction at treatment termination using quantitative and qualitative data collection. Preliminary clinical and vocational outcomes will be assessed at baseline, 6 weeks, 12 weeks (treatment termination), and a 3-month follow-up via quantitative measures assessing vocational functioning, vocational process, and mental and physical functioning. Results This pilot randomized controlled trial is beginning recruitment in June 2023 and is expected to continue through November 2025. Data collection is expected to be completed by February 2026, with full data analysis completed by March 2026. Conclusions Findings from this study will provide information on the feasibility and acceptability of the Purposeful Pathways intervention, as well as secondary outcomes related to vocational functioning, vocational process, and mental and physical functioning. Trial Registration ClinicalTrials.gov NCT04698967; https://clinicaltrials.gov/ct2/show/NCT04698967 International Registered Report Identifier (IRRID) PRR1-10.2196/47986

Managing disabled workers due to occupational accidents in Indonesia: a case study on return to work program

BackgroundLimited research and studies prove the usefulness of case management for persons with disabilities, which helps disabled employees recover their dignity through medical vocational, and psychological rehabilitation in underdeveloped countries’ Return To Work (RTW) programs.MethodsThis qualitative case study design involved semi structured interviews with case managers as the primary data source, supplemented by secondary data from BPJS Ketenagakerjaan. Data analysis utilized QDA Miner Lite and Python with ArcGIS integration for descriptive visualization.ResultsThe RTW program of BPJS Ketenagakerjaan has already adopted ILO’s fundamental suggestion, which creates two central themes: internal aspects that are essential to the RTW framework and external variables that impact RTW practice. The key themes produce six main pieces to discuss further: personal skill, personal literacy, providers, guidelines, authorities, and stakeholder support.ConclusionReturn to Work Program benefits companies, and the implementation of a career development service or a partnership with non-governmental organizations guarantees that disabled employees who cannot return to work with their former employers are still in the global economy.

A Phenomenological Investigation of Rural School Counselors’ Experiences Providing Career Development

The purpose of this phenomenological investigation was to explore the lived experiences of rural high school counselors when providing career development services. Several key themes emerged, including (a) contextual factors, (b) direct services, (c) indirect services, (d) rewarding aspects, and (e) challenging aspects. The findings support increased attention centered on rural career development in both preservice and in-service settings. We offer implications for school counselor practice and preparation, and discuss limitations and future research areas.

Career Development and Job Placement Services in Higher Education Institution

Career and Job Placement Services is one of the vital services Higher Education Institutions provide for their students. These services lead to the institutions’ contribution to society’s human capital development by facilitating the development of employability competencies of its students. The study described the implementation of career development and job placement services of a state university in the Province of Bukidnon particularly the status of its performance and level of effectiveness and based on this information intervention program, to strengthen the services is proposed. A descriptive and qualitative research designs using the annual accomplishment reports of the activities conducted for the past three years, 2017-2019, was utilized including a researcher-made questionnaire administered online through a google form. Findings revealed that the career development and job placement services were implemented in the institution. The students were able to get career information, exploration, and direct experiences for job searching and job interview. They could reflect and make critical decisions on the career paths to take, considering their context and the labor demands. The students find the services very effective, which calls for the sustainability of implementing the services in various platforms and formats.

Collaboration between mental health and vocational rehabilitation programs for transition-age youth vocational outcomes.

The present study's objective was to assess the extent of collaboration between VR programs and MH programs that serve this age group and to identify interorganizational factors associated with collaboration levels. Participants were 100 key informants from VR, and child mental health (CMH), transition-age youth MH (TAYMH), and adult mental health (AMH) programs in communities that received federal funding to improve services for TAY with or at risk of SMHC. Participants completed web surveys that queried four interorganizational factors and employed a modified social network analysis methodology to assess collaboration levels. The interorganizational factor, depth of knowledge, had a strong and consistent association with collaboration levels. There was little difference in MH-VR collaboration levels between MH programs serving different age groups. However, VR programs and CMH programs had both lower depth of knowledge of each other and lower collaboration levels, compared to TAY and AMH programs. Collaboration between VR and MH programs is instrumental to making sure that TAY with SMHC receive appropriate career development and employment services. Increasing the depth of knowledge that programs have about each other may enhance collaboration and appears particularly needed between VR and CMH programs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Collaboration among vocational rehabilitation and mental health leaders: Supporting the vocational success of transition-age youth with serious mental health conditions

BACKGROUND: The ability of vocational rehabilitation, adult mental health and child mental health service systems to collaborate regarding the employment and career development goals of transition-age youth has not been explored nor has attention been paid to strategies that would increase this collaboration. OBJECTIVE: This qualitative study asks leaders from these three systems to describe collaborative activities that support better vocational services for transition-age youth with serious mental health conditions and discuss barriers and facilitators to collaboration. METHODS: Qualitative interviews were conducted with 39 formal and informal leaders in vocational rehabilitation (n = 16), child mental health (n = 13), and adult mental health (n = 10) systems as part of a larger study of interorganizational relationships. RESULTS: A primary barrier was lack of knowledge about the services and policies of each other’s systems. Another barrier was differences in philosophy about employment and the special needs of transition-age youth with mental health needs. CONCLUSIONS: In addition to specific activities that would encourage greater interaction across three systems, results underscore the need for the child mental health system and vocational rehabilitation system to increase their involvement with and knowledge about one another. This would include training child mental health providers about employment and career development services, vocational rehabilitation providers about the role of mental health in the youngest workers, and both being involved in transition-planning that directly addresses vocational goals and support needs.

Comparative analysis of awareness of medical professionals in three Balkan countries (Bulgaria, Croatia, and Slovenia) of continuing education of medical professionals in the area of pharmaceutical policy in the respective countries.

The objectives of our study were to establish the extent to which medical professionals are willing to upgrade their skills, to find out whether they have to resort often in their daily work to the support of colleagues in matters related to pharmaceutical policy, and to find out if they attend any forms of continuing education and whether such forms are available at their workplaces. The study also aimed to establish what web-based forms of continuous education the graduated medical professionals in Bulgaria, Croatia, and Slovenia know and consider to be up-to-date and adequate to their needs for specialised training programmes which ensure that their knowledge will be adequate to the constantly evolving environment in the area of pharmaceutical policy and pharmaceutical regulation. A survey was carried out among a representative sample drawn from three Balkan countries: Bulgaria, Croatia, and Slovenia. The survey was based on voluntary participation and relied on the 'snowballing' technique in order to recruit respondents and disseminate questionnaires. The results from the study demonstrate that the respondents are willing to, and are aware that they should, join forms of continuing education in the area of pharmaceutical policy since some of them encounter certain challenges related to the level of their knowledge in this domain, and that the deployment of specialised online programmes and other activities (such as workshops, conferences, etc.) for professional qualification of employees will certainly contribute to the enhancement of their qualification and to the improvement of the health services provided to citizens. To keep in pace with modern trends in the area of postgraduate education, the medical universities which are most trusted by the respondents from the three countries included in survey as well as the career development services providers which offer postgraduate training courses should focus on the development and implementation of innovative forms of web-based postgraduate/upskilling education in the area of pharmaceutical policy to ensure that more potential learners can join and update their understanding of this dynamic and rapidly evolving area of scientific knowledge.

Motivations and Career Decisions in Occupational Therapy Course: A Qualitative Inquiry of Asia-Pacific International Students in Australia

PurposeThis study aims to understand the motivations of academic voyage and post-graduation career decisions of occupational therapy international students in Australia. The following two research questions guided this study: why do international students choose to study in Australia instead of ones in their own countries? And why do international students choose to study occupational therapy program(s) in Australia instead of ones in their own countries?Patients and MethodsA qualitative design with phenomenology was employed to recruit 20 participants for the data collection procedures, including interview sessions, focus group activity, and member checking interview. The participants were studying one of the accredited occupational therapy programs in Australia as international students.ResultsSix themes were yielded. All participants expressed that due to the excellent education, reasonable tuition fees and living standard, and the positive career opportunities, almost all expressed their positive experiences of their Australian voyage as international students and tended to stay in Australia after they gained the registration career development. More importantly, the notions of contribution to Australian communities are captured as many considered Australia as an important place in their lives.ConclusionUniversity leaders may wish to take action in upgrading their international students’ services, particularly career development services. Government agencies may take this study as a blueprint for upgrading the current regulations for international students, particularly in establishing a targeted immigration visa for recent graduates who want to establish their own businesses or invest in Australia.

Undergraduate Student Career Development and Career Center Services: Faculty Perspectives

Despite the rise in scope and role of campus career centers and the role of faculty in career advising, faculty perspectives on undergraduate careers have received minimal scholarly attention. We conducted a qualitative study bounded in a medium‐sized R1 institution (i.e., a doctoral university with very high research activity in the Carnegie Classification of Institutions) in the Northeast to examine faculty perspectives on undergraduate career development and undergraduate career services. Eight faculty members participated in semistructured focus groups allowing for in‐depth conversations and analysis. Using thematic analysis (Braun & Clarke, 2006), we identified five principal themes: (a) positive impressions of the career center, (b) barriers to faculty engagement, (c) collective responsibility for students' career development, (d) nonlinear career paths, and (e) student perceptions. Results indicate career centers should engage faculty as a constituent group, describe to faculty how centers help students address broad career questions, and tailor resources for faculty. Future research with larger, more diverse, and multi‐institutional samples of faculty could expand knowledge in this area toward improved synergy between faculty and career centers in promoting student career development.

PROFESINIO ORIENTAVIMO PASLAUGŲ YPATUMAI ANDRAGOGO KONSULTANTO VEIKLOS ASPEKTU

As a career develops throughout a person’s life, the andragogue consultant involved in this process, providing career guidance for adults, counselling, information and career development services, is particularly relevant. The article analyses, both theoretically and empirically, what characterises the process of providing career guidance services to adults, and how the andragogue consultant’s activities are manifested in providing support, guidance and counselling to those pursuing their lives and careers. Thus, the theoretical discourse of career guidance service andragogue consultant activity is analysed, and empirically substantiated career guidance service features, and links with andragogue consultant activities, are provided. The qualitative research carried out reveals that the characteristics of career guidance services are revealed through the activities of the andragogue as a competent career and life consultant. The summarised theoretical, documentary and empirical analysis suggests that the andragogue consultant’s career guidance, client-centred, needs-based approach is designed to help an adult choose their education and employment, career planning and management competencies, and create and develop a career.

Career development and older people

This article explores career development support offered to, and used by, older people since 2000. The context includes changes in age discrimination legislation and state pension entitlement, which intertwine in their effect on labour market participation. Career development services have changed, with a marked divergence between the fragmented delivery in England and the all-age services elsewhere in the UK. Initiatives have been piloted, judged successful, but not robustly pursued. The article argues that rhetoric outruns resources and delivery, and contemplates the additional complication of the impact of the Covid-19 pandemic on older people and the economy.

What has digital technology done for us and how can we evolve as a sector to make best use of what it has to offer?

The need for career development practitioners to develop digital skills is a subject which has been revisited many times. This article draws on research undertaken in the UK in 2019 to establish the barriers and enablers in the use of technology to delivery career guidance and the training needs of the career development workforce to make the most of what digital technology has to offer. The research found that career development practitioners were using digital technology and applications both in their practice with clients and in the way they manage their business. This has prepared them to respond to the challenges in delivering career development services that the COVID-19 pandemic presented.

Moving critical management education to praxis: integrating professional services within the critical classroom

PurposeThis paper details how we adapted a critically informed third-year career management and development course to address an identified gap in our Human Resource Management students learning at both practical and theoretical levels. In order to address this gap, we explored and challenged the aims of our critically informed pedagogy, and alongside our campus career development services, collaboratively redesigned the course to enhance theoretical and practical learning outcomes of students.Design/methodology/approachWe detail changes made through three stages of curriculum redesign and provide an exploratory analysis of 106 student reflections on the third iterative redesign. This exploratory analysis focuses on student learning outcomes resulting from their engagement with the career practitioner and the revised course content.FindingsStudents found the course theoretically challenging and practically relevant and were readily able to incorporate career theory into descriptions of their own careers. However, more significantly, students were also able to situate themselves within a wider critique of the context of careers, demonstrating the development of critical reasoning skills and moving towards practical and critical action, demonstrating praxis.Originality/valueOur experience provides an example of bridging the seeming paradox of critical pedagogy and practice. Specific details of curriculum design may be of interest to those looking to improve both theoretical and practice engagement.