Career Management Competencies Research Articles

Effects of a career education classroom course on high school students' career management competencies and career orientation in Hungary

AbstractSeveral researchers have highlighted the need to strengthen school-based career education in Hungary. After reviewing the international literature on similar programs, this study reports on the impact of an innovative, multi-method career education course. It aimed to support Hungarian high school (ISCED 344) students in grades 10–11 in making decisions on further education and career choices, and in dealing with related uncertainties and difficulties, mainly through developing career management competence. Using a quasi-experimental design, the intervention group of 92 students showed significantly better results on half of the 20 career orientation variables assessed six months after the end of the intervention of 12 three-quarter-hour sessions, with low effect sizes compared to the pre-intervention assessment, and the 96-student control group. In addition to a self-developed questionnaire, the CDDQ Career Decision-Making Difficulties Questionnaire; and the CFI Career Factors Inventory were used. The effectiveness of the intervention was independent of factors such as gender, age, academic performance, and parental education. The study concludes with the suggestion that an enhanced version of the course could be an officially recommended supplementary career education program in Hungarian high schools.

WhatsApp adoption for the honing of university students’ career management competencies: A netnograghic approach

WhatsApp adoption for the honing of university students’ career management competencies: A netnograghic approach

Perceptions of Learning among Sport Management Students at a Short-Term, High-Profile Sporting Event Volunteer Opportunity

Volunteering at short-term, high-profile sporting events has become an increasingly popular form of experiential learning within the sport management discipline. Thus, the purpose of this study was to explore perceptions of sport management student volunteers regarding outcomes of their participation in this endeavor. Data was collected via surveys emailed to students at the conclusion of their volunteer experience. Quantitative results (n = 54) yielded many findings, including levels of students’ perceived learning in a number of transferable skill areas and career management competencies. Further, the results showed that this learning was primarily derived from engaging in assigned duties, speaking with event attendees, and informal meetings/conversations with faculty during the trip as opposed to formal training activities. Qualitative results provided some insight into disadvantages that may have diminished the learning experience for students. These results yield practical implications for educators and event managers, while also suggesting potential future research directions.

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 Guidance and Counseling and Personal Career Management – New Competencies for Pedagogical Specialists

The article analyzes main documents from the legislation of secondary education. The new function of pedagogical specialists „career guidance and counseling“ has been highlighted. Emphasis is placed on the professional portfolio as a tool for career development. The problem of the formation of career guidance and counseling competences and career management competencies is outlined. Good practices in basic university training of pedagogues in relation to the formation of these competences are presented. These include updating curricula and programs, introducing new courses. Recommendations and conclusions are formulated.

Experts’ Consensus to Identify Elements of Career Management Competencies in Work-Based Learning (WBL) Program Using Fuzzy Delphi Analysis

This study aimed to obtain experts’ opinion and consensus on the elements of career management competencies that can be developed through the Work-Based Learning (WBL) program in polytechnic. The research was used the Fuzzy Delphi Method (FDM) to obtain the result. An expert questionnaire based on the mapping analysis from the relevant document analysis and expert interviews has been constructed. This questionnaire contains 3 domains with 35 items and was administered to 16 respondents. Respondents of this study are experts who are appointed according to the expertise and experience in the implementation of WBL, particularly in polytechnic. The result of the analysis found that 31 elements in line with the FDM condition, which is the threshold value (d) surpass 0.2, group consensus among experts surpassing 75% and Fuzzy Score (A) exceeds 0.5. It indicates that all the experts had reached a strong consensus. Meanwhile, there are 4 elements were dropped due to did not meet the fuzzy score requirements. All elements of career management competencies were arranged by need and tailored according to experts ' recommendations. Our study underlines the importance of actual work experience through Work-Based Learning (WBL) to nurture the existence of career management competencies among polytechnics' students which may highly relevant to their career development. Thus, this study provides useful findings that can be used as material for research particularly in the field of career development learning, experiential learning, and tertiary education. As a result, this study produces a list of elements of career management competencies that are crucial for the graduate in an appropriate occupational direction. The result also may offer useful guidance to young workers to enter the labor market as a career-ready and competitive worker.

CAREER MANAGEMENT COMPETENCY AMONG TECHNICAL STUDENTS: IS DIFFERENCE BETWEEN COURSE FIELD AND UNIVERSITY

Purpose of Study: Challenge to place themselves in jobs, require graduate that have high competency in career manage- ment to compete and fulfill the human resource demand. Thus, this research is to find the different technical student in their career management competency between courses field and university. Samples are final year students from Universiti Tun Hussein Onn Malaysia (UTHM) and Universiti Teknikal Malaysia Melaka(UTeM), with sample size (n), are 581. A questionnaire was used as the instruments to measure the career management competency among students. The data were analyzed using an independent t-test and One Way ANOVA to answer the research questions. The finding revealed there is a significant difference in career management competency between students’ courses field, p < .05 and university, p < .05, with mean difference value =0.13. The implication of this study can give a positive picture to the student how to manage their career own then right path.
 Methodology: This study uses a quantitative approach by using survey method to answer the question of the study. The purpose of this study was to involve the views and perceptions of respondents about the career management competencies to identify the difference career management competency based on the course fields and among the final year of Engineering Technical University students.
 Results: The data obtained through this study were analyzed using the Statistical Package for Social Sciences (SPSS) version 20.0. Table 1 shows the total distribution of 581 students by the university. Table 2 shows the mean score of career management competency based on seven-course fields namely FKMP, FKEE, FKAAS, FKE, FKEKK, FKP, and FKM.
 Implications/Applications: This research was conducted based on the need to review the competency to manage a career in technical university engineering students. The need to review the career management competency by identifying the differences based on career fields and universities among final year students of Engineering Technical University is based on the lack of research in the relevant field.

IDENTIFYING ELEMENTS OF CAREER MANAGEMENT COMPETENCIES IN WORK BASED LEARNING THROUGH SURVEYS OF EXPERTS

This study aimed to obtain an experts opinion and consensus on the elements of career management competencies that can be mastered by students via Work Based Learning (WBL). The research implemented Fuzzy Delphi Method (FDM) to obtain the result. Expert questionnaire based on the mapping analysis from the relevant document analysis and expert interviews has been constructed. This questionnaire contains 3 domains with 35 items, and was administered to 16 experts. The experts were selected based on their experiences and expertise in WBL implementation in polytechnic. The results of analysis found that 31 elements in line with the FDM condition, which is the threshold value is less than 0.2, group consensus among the experts is over 75% and the Fuzzy Score exceeds 0.5. It indicates that the experts had reached a strong consensus. Meanwhile, there are 4 elements were dropped due to did not meet the fuzzy score requirements. All elements of competencies were sorted by priority and were refined as recommended by experts. As resulted, this study provided lists of competencies that are crucial for graduate to enable them become a competent and competitive worker.

Career Development among Entry-Level Employees: A Case Study on Employee’s in United Arab Emirates

Career development is an integral part of personal and professional growth of the employees, so that, the alignment of the career objectives with the roles that the new employees are playing in the organization is evaluated and analyzed to identify their individual competencies, while, as per finding of the study where finding the following factors are most affecting on individual competencies Career management competencies (CMC) with T-statistics (14.545), Goal setting competencies (GSC) with (13.834), Skill development competencies (SDC) with (13.716), which that help in deriving its influence on their career growth across a course of time is determined, however, the newly hired employees in the organization can be provided with training related to their career goals, therefore, the development of a personal goals is very important to ensure that you excel your own performance and exceed your expectations in the organization.
 
 The results are derived by obtaining data from the participants that are the employees in different organizations in the UAE, the perspective of the new employees related to their career aspiration and the opportunity to attain them by working in their current organization is determined, moreover, The factors that the employees consider, during, selecting process is obtained in the recruitment period. It can be concluded that values, mindset, perception, vision of the employees affect their decision of selecting a company to guide their career objectives.

Exploring Career Management Competencies In Work Based Learning (WBL) Implementation

Graduates' employability is a commonly highlighted issue in tertiary education due to today's job market that highly expects the limited vacancies to be filled with competitive and competent graduates. Higher education institutions play a significant role in ensuring and understanding the skills that are needed by the graduates to meet the demand of the professional industry; hence, better job opportunity for the graduates. Work Based Learning (WBL) is one of the platforms for students to gain actual working experience in addition to developing career management competencies to prepare for starting a career. The purpose of this study is to explore the career management competencies that students can master through WBL. This study is a qualitative study that uses analysis of documents and interviews as the primary methods of data collection. Document analysis has been conducted to explore the key elements of competence from the theoretical and literary perspective. Semi-structured interviews were carried out on five selected research experts from various backgrounds and positions in the WBL implementation in polytechnics. Coding and analysis process were conducted based on the recorded transcript of the interview. The collected data were analysed based on the themes that answered the research questions. This study has identified 20 sub-elements covering three key elements of career management competency in the implementation of WBL, namely learning and work exploration, career development, and personal management. The findings of this study are intended to be used as the basis for an effective application of career education in the WBL implementation.

The Provision of Careers Guidance in Welsh Schools

Background and ObjectivesCareers guidance for young people is regarded as important for supporting positive labour market outcomes. In particular, by helping young people to develop their career management competencies and their roles as learners and workers, careers guidance can help reduce the number of young people who fall outside of the education, training or employment system and from becoming ‘NEETS’. While the practice of career guidance implicitly reflects a commitment to social equality, there are concerns that the provision of career services may not be taken up by those with the greatest need. Previous research suggests that higher achieving pupils are more likely to receive careers guidance interventions (Anderson et al. 2004), while learners from under-privileged and ethnic minority backgrounds may have relatively limited access to educational, vocational and employment information (Liu and Middleton; 1995; Brown et al. 1991; Watson and Stead, 1990). This paper examines these issues in the context of the provision of careers advice to school pupils in Wales.
 MethodsData from the Welsh National Pupil Database is combined with client information held by Careers Wales to examine the incidence and nature of careers guidance received by children and how their characteristics effect the likelihood of receivingcareers-related services. Logistic regression is used to identify factors associated with the likelihood of receiving careers advice within schools.
 FindingsThe findings reveal that students receive more careers information, advice and guidance when they are in Year 10. Generally, careers interventions within schools are more likely to be accessed by those students with the greatest need.
 ConclusionsSteps take to enhance educational and career opportunities of pupils in Welsh schools are effective, as students who have the most need for such interventions are receiving the services.

Career choice status among undergraduates and the influence of career management competencies and perceived employability

This study examines the influence of career management competencies and perceived employability on career choice status (CCS) among undergraduates. Making informed and appropriate career choices is positively linked with well-being, work performance and academic and career success. Early career decision-making is now critical if students wish to succeed in highly competitive graduate labour markets. This study gathered quantitative data from 370 Business undergraduates in an Australian and UK university. Findings suggest that students have largely made career decisions and are reasonably satisfied with their choices. CCS varied with age, stage of study, perceived employability and student capabilities in career self-management. Findings highlight the need for universities to not only equip students with the necessary skills to enter their chosen career but also – in collaboration with industry – develop strategies to engage students in the different aspects of career self-management earlier on in their studies.

Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics

ABSTRACTUnderemployment, continued growth in the supply of graduates and seemingly perpetual instability are dominant trends in graduate labour markets. In order to negotiate an increasingly complex career terrain, graduates require sharpened skills in effectively managing their own careers and a strong assurance of their own capabilities. This study focuses on the individual dimensions of perceived employability (PE) and explores perceptions among undergraduates and the associated influence of career management competencies, work experience and individual characteristics. Data were collected for 480 business undergraduates at a UK and Australian university using an online survey. Findings indicate that, overall, undergraduates demonstrated reasonably high levels of PE. Certain career management competencies influenced perceptions, in addition to work experience and individual characteristics. The study is relevant to stakeholders, including educators, employers and students, from developed economies as it highlights coherent strategies to enhance PE among higher education students. These may lead to increased individual success in the labour market and more effective recruitment, retention and performance of new graduates.

Developing career management competencies among undergraduates and the role of work-integrated learning

ABSTRACTThis paper explores undergraduate capabilities in career self-management and the influence of work-integrated learning (WIL). Career management competencies are an important aspect of individual employability and impact on wellbeing, graduate job attainment and long-term career success. Enhanced competencies among graduates can assist Faculty in achieving strong employment outcomes and support industry partners who wish to employ graduates able to self-manage their career pathways effectively amid flatter organisational structures and greater employee mobility. Our findings indicate that business undergraduates at one UK and one Australian university consider themselves reasonably proficient in career self-management yet variations exist across the different dimensions of self-awareness, opportunity awareness, decision-making learning and transition learning. Participation in work placements and study and employment characteristics influenced certain elements of career self-management. Our study highlights the importance of nurturing career management competencies in undergraduates and we discuss strategies, particularly in relation to WIL, which may promote effective career self-management.

Employability in the 21st Century: Complex (Interactive) Problem Solving and Other Essential Skills

Neubert, Mainert, Kretzschmar, and Greiff (2015) plea to integrate the 21st century skills of complex problem solving (CPS) and collaborative problem solving (ColPS) in the assessment and development suite of industrial and organizational (I-O) psychologists, given the expected increase in nonroutine and interactive tasks in the new workplace. At the same time, they promote new ways of assessing these skills using computer-based microworlds, enabling the systematic variation of problem features in assessment. Neubert and colleagues’ (2015) suggestions are a valuable step in connecting differential psychologists’ models of human differences and functioning with human resources professionals’ interest in understanding and predicting behavior at work. We concur that CPS and ColPS are important transversal skills, useful for I-O psychologists, but these are only two babies of a single family, and the domain of 21st century skills includes other families of a different kind that are also with utility for I-O psychologists. The current contribution is meant to broaden this interesting discussion in two important ways. We clarify that CPS and ColPS need to be considered in the context of a wider set of 21st century skills with an origin in the education domain, and we highlight a number of crucial steps that still need to be taken before “getting started” (Neubert et al., 2015, p. last page of the discussion) with this taxonomic framework. But first, we feel the need to slightly reframe the relevance of considering 21st century skills in I-O psychology by shifting the attention from narrow task-related skills to the broader domain of career management competencies.

Managing the Developing Didactic Career of Beginning Teachers

Abstract The purpose of this research is to propose, implement and validate a training program focused on the development of career management competencies for beginning teachers. The starting point is an operational model that integrates seven categories of competencies: cognitive and meta-cognitive, methodological, communicational and relational, evaluative, psycho-social, career management, and ICT competences. In order to conduct the research, we have established the following objectives: to evaluate the level of development of career management competences of beginning teachers; to establish the design and course for a program of formative activities that will lead to the improvement of career management competences; and to perform a final evaluation of these career management competences. The main research method uses a formative psycho- pedagogical experimental design with repeated measurements (test – post test), analysis of the products of teachers’ activities (projects, competences portfolios), psycho-pedagogical observation, and statistical analysis. Statistical data obtained during the research show significant differences with respect to the results obtained by the beginning teachers at the evaluation applied at the end of the formative stage, compared to those obtained during the initial evaluation. The results of this research highlight the progress registered in developing certain capacities and skills for career management by participants in the training program. The data and ideas drawn from the research will be used to improve initial and continuous training programs for teachers.

The potential of career management competencies for renewed focus and direction in career education

Career management competencies have recently emerged in New Zealand and in international policy addressing people’s capabilities to build successful (working) lives in de-industrialised, knowledge societies. This article shows how career management competencies could address three major and long-standing problems with New Zealand school-based career education – inequitable access, marginalisation, and lack of fitness for purpose. It argues for an overall shift from careers information and guidance delivery to longer-term capability building. The article discusses a possible role for career management competencies in relation to the key competencies of the New Zealand curriculum. It also outlines how subject teachers, careers advisors, and industry could work together to provide the kinds of learning opportunities and pedagogies needed by today’s young people making the transition from school to work and further learning.

The creation of coherence in the transitional career. A narrative case study of the woman entrepreneur

This article analyses the career narrative produced by a woman working as a small-scale entrepreneur. Career and career transitions are analyzed in two ways: The sub-stories told in the interview have been analyzed using William Labov’s structural analysis of personal stories; career management competencies are used in the analysis of creating coherence in the career narrative. The characteristics of career created in the narrative, the transitions included in the career and how the entrepreneurial self is created in the narrative are explored.