Personal Career Development Research Articles

The role of the employer in shaping students' work‐related skills

One hundred two employers were surveyed to identify their level of involvement and perceived responsibilities in working with student‐workers to develop personal responsibility, decision‐making ability, problem‐solving ability, collaboration, commitment, and career development. Results suggested that employers perceived their involvement to be in the following areas, from highest to lowest: commitment, personal responsibility, problem‐solving ability, collaboration, decision‐making ability, and career development.

Individual and Organizational Learning: A Developmental Perspective on Gilsdorf, Rymer and ABC

For the past two years, the opening plenary session at the Association of Business Communication's (ABC's) annual convention has included presentations from both the Outstanding Teacher Awardee and the Outstanding Researcher Awardee. The purpose for including both presentations in the opening session is to draw attention to the synergies between teaching and research--a synergy that I believe is critical for ABC's growth and development. In their presentations (this issue), the outstanding teacher awardee, Jenny Gilsdorf, and the outstanding researcher awardee, Jone Rymer, offer us poignant stories about their personal and professional growth. I believe, however, that these narratives not tell us about two scholars' developmental journeys, but also mirror a developmental journey of our own Association. Their journeys exemplify a process of generative learning that is core to both individual and organizational transformation. The purpose of my presentation there and present paper is to provide an integrating framework for exploring the linkages between the ideas put forth by Gilsdorf and Rymer. To develop this framework, I will use a psychodynamics perspective to examine the connections among individual development, an organization's developmental process, learning, teaching and research. Individual Journeys Combined, Jenny Gilsdorf and Jone Rymer have taught and conducted research for more than 45 years. Both of their narratives provide illustrations of the developmental tasks they have faced as teachers and researchers, their coping strategies and their subsequent generative learnings (Senge, 1990a). Jenny Gilsdorf tells a personal story not about her students and the changes in her students' use of the language, but also tells us about the changes that have happened to her. Jenny's move from English to EnglishES was not just about the addition of the two letters e and s; it was a transformational experience for Jenny. Jenny's move to a rich intercultural environment at California State University-Los Angeles, combined with the globalization of business, catapulted her into a new teaching situation where her assumptions about the language and about the teaching of business communication have been challenged. Through a continual learning process, Jenny's worldview has evolved and changed which, in turn, has altered her approach to teaching in the classroom. Likewise, Jone tells us of a co-mentoring journey in which she, too, has developed both personally and professionally. During her 25-year journey, Jone has learned to collaborate with others and has developed a keen sense of give and take. Her epiphany of only connect is one that is deeply personal and has allowed her to successfully traverse the developmental tasks of teaching, publication, and tenure. Personal Growth and Career Development Extant research has shown that development is not just a childhood phenomenon (Freud, 1917; Piaget, 1972) but continues throughout adult life in relatively predictable phases (Gould, 1972; Levinson, 1978; Nuegarten, 1968). Sheehy (1976) and others claim that these phases involve developmental tasks that are set before us at different stages of our lives. These tasks include both personal and professional dilemmas such as marriage, rearing children, divorce, aging, job hunting, or promotion within a chosen career. Ideally, an individual works through these tasks developmentally leading to self-insight, wisdom, competence, ego strength, adaptation and/or personal integrity. According to scholars who study adult development (Bee, 1996; Havighurst, 1979; Neugarten, 1968), we are confronted with a succession of internal and external changes, which converge and require adaptation. In an adult's life, internal changes might include an illness, aging, or various psychological needs. …

A COMPETENCY-BASED SYSTEM FOR ASSESSMENT, TRAINING AND DEVELOPMENT OF ENGINEERS.

Keywords BRITISH GEOTECHNICAL SOCIETY, BGS CARILLION, TARMAC ENGINEERS, PROFESSIONS, DEVELOPMENT, ASSESSMENT, TRAINING, SYSTEMS, COMPETENCY BASED, SKILLS, EMPLOYEES, CAPABILITY, STAFF, COMPANIES, CAREERS, PLANS, PERFORMANCE, MODELS, PLANNING, APPRAISAL, SYSTEMS... Show All

Quality motivation in China: Humanistic and technological

In this paper the quality motivation (Harris & Chaney (1969) Human Factors in Quality Assurance (New York, John Wiley); Kanji et al. (1995) Total Quality Management, 6, pp. 427-434) of a sample of mainland Chinese front-line workers is empirically investigated and analysed. Research results indicate that factual, visible work improvements and personal career development are considered as the most motivating factors of practising total quality management (TQM) in the workplace. Pooled together with the data collected by Lo and Cheng ((1997) Training for Quality, 5, pp. 112-115) on the quality motivation pattern of Hong Kong Special Administrative Region workers, factor analysis reveals that mainland and Hong Kong workers partition quality motivation into two dimensions, namely, humanistic and technological. Comparison of factor scores indicates that both groups are more motivated by the technological improvement of practising TQM. Implications for future research directions and TQM implementation strategy are drawn.

Career Migration as Personal Biography: New Zealand Case Studies

ABSTRACTThe paper is based on autobiographical details of residential mobility for a small sample of New Zealand male career professionals collected in 1981. Classified by cohort and employment sector, the information is used to examine migration in the context of personal career development. Aspects explored include age of entry to the workforce, frequency of movement, migration and career promotion, and the spatial structure of migration. Also discussed, in conclusion, is the impact on career‐related migration of the surge of national economic restructuring initiated in 1984.

How to organize a professional portfolio for staff and career development.

Professional portfolio development is an innovative way for staff development departments to assist staff nurse in showcasing their professional accomplishments. Whether preparing staff for their annual performance appraisal, the human resources portion of a Joint Commission on Accreditation of Healthcare Organizations survey, personal career development, or career transitions in the volatile healthcare job market, the staff development department plays a pivotal role in portfolio development. Although the literature describes the types of documents to include in a professional portfolio, missing is practical information on how to organize a professional portfolio. In this article, the authors describe how to organize a professional portfolio, identify the most useful components, and outline the role the staff development department plays in professional portfolio development.

Personal career development in converged services

Organisational convergence, and convergence of the technologies which underlie information delivery and management, place new demands upon librarians to extend their skills and knowledge. Significant opportunities exist for staff who are able to combine their professional task skills with good process skills. Convergence poses difficulties for managers of converged services in ensuring that all groups of library staff have the same opportunities to develop hybrid skills; and in finding training products suitable for staff working in a converged environment. It is anticipated that experience of working in converged services will enhance the career prospects of staff at all levels.

Do high‐flyer programmes facilitate organizational learning? From individual skills building to development of organizational competence

Provides an overview and a critical analysis of the concept of high‐flyer programmes in management development. Based on a discussion of the need for management development in modern knowledge‐ and service‐based organizations, discusses strengths and weaknesses of traditional management development programmes. In particular, presentsthe so‐called “fast‐track” programmes for high‐potential employees. Shows that although management development is supposed to be a vital contributor to organizational competence, learning, and change, high‐flyer programmes are (still) mainly an instrument for individual and personal career development. Presents an alternative interpretation of management development which emphasizes the match between personal growth and organizational learning, and which links career, organization development and competitive advantage of the organization. In conclusion, discusses implications for practice and research.

Do high‐flyer programmes facilitate organizational learning?

Gives an overview and a critical analysis of the concept of high‐flyer programmes in management development. Based on a discussion of the need for management development in modern knowledge‐ and service‐based organizations, discusses the strengths and weaknesses of traditional management development programmes. In particular, presents the so‐called fast‐track programmes for high‐potential employees. Shows that although management development is supposed to be a vital contributor to organizational competence, learning and change, high‐flyer programmes are still mainly an instrument for individual and personal career development. Presents an alternative interpretation of management development, which emphasizes the match between personal growth and organizational learning, and which links career, organizational development and the competitive advantage of the organization. In conclusion, discusses the implications for practice and research.

Developmental outcomes of an executive MBA programme

Demonstrates that EMBA graduates experience broadended perspectives. They “think more broadly”, “understand more comprehensively” and report the “life changing” outcomes expected by their sponsoring organizations. Focuses on the development of managers from specialist perspectives to a more integrated generalist perspective. Personal development and career development literatures provided the theoretical basis for this study. Data were collected using a triangulation design. Methods included survey, invited essays, and interviews. Evidence of change appeared in the surveys, 85 per cent of the comments indicating changes on the personal dimension. Essays indicated that graduates experienced increased confidence, cognitive flexibility, and broadened perspectives. Interviews indicated: greater self‐determination, more flexible approaches to roles, greater value of self and time, more process oriented, increased understanding of self and others, the meaning of success was competence, competence was valued over political gamesmanship, and disappointment with how employers used their talents after graduation.

Planning Your Total Career and Life Portfolio

Provides a case study of a group process experience for personal growth and career development. A small group of adults meets under the supervision of their leader and co‐leader for the purpose of improving their interpersonal communication, personal growth, and career development perspective. This personal growth adult group completes several structured readiness, interviewing, and learning activities to assist its members to achieve their individual contract goals. Members prepare a detailed autobiography to target their original life scripts and themes. Scripts are then revised using a number of self‐assessment and group psychotherapy interventions. In a non‐threatening, open atmosphere, each member is encouraged to reach for greater personal growth or career development. Presents evaluative comments and format suggestions from an outside observer′s perspective.

New Information Systems Leaders: A Changing Role in a Changing World

It is widely argued that the information systems (IS) leadership function has undergone fundamental changes over the past decade. TO better understand the changes, this study compares the backgrounds, responsibilities, reporting relationships, and power of newly appointed IS executives (who had been in their position for two years or less) with established IS executives (who had been in their position for five years or more). The study found that approximately half of the new IS executives were external hires, whereas almost all of the established IS executives were promoted from within the company. More than two-thirds of the new IS executives had more than five years' experience managing a non-IS function within the past 15 years. Established IS executives had spent the majority of their career within the IS function. The activities receiving the most attention from new IS executives were information technology (IT) strategic planning and control, IT architecture management and standards development, and human resource management. For established IS executives, the activities receiving the most attention were IT architecture management and standards development, human resource management, and operations. An increasing number of new IS executives reported directly to the CEO, and almost half were members of the senior management/strategic policy committee. These findings have several important implications. First, the senior IS executive must be able to bring a broader business perspective to the position. Current senior IS executives who have not broadened their own knowledge, skills, and experiences in business strategy, management, and operations should immediately develop a personal career development program to gain these valuable perspectives. Second, senior IS executives should implement career development strategies within their own organizations that ensure that IS professionals have the opportunity to acquire the business management experience necessary to advance to higher IS management levels. Third, graduate and executive programs designed to prepare future IS managers and leaders must provide both a business and IT perspective throughout the curriculum.

Kellogg Faculty Seminar: Enriching academic leadership in Adult/Continuing Education

The Kellogg funded Faculty Seminar on Future Directions in Continuing Education was a continuing professional development project for young assistant and associate professors of adult continuing education. The Faculty Seminar was developed and conducted by Jerold Apps, Alan Knox, and Jack Ferver, professors at the University of Wisconsin-Madison, from January, 1987, through March, 1989. Thirty-three early career faculty members focused on enriching their leadership roles within their academic departments and across the field of adult/continuing education, as well as on personal career development. Within each of these areas, participants normatively considered future directions for the field.

On-Campus and Off-Campus Programs of Accredited Library Schools: A Comparison of Graduates

The purpose of this study was to compare the similarities and differences in the personal characteristics, professional achievement, and career development of 1979-81 graduates of on<ampus and off-campus programs of eight accredited American Library Schools. Usable returns to a mail questionnaire were received from 359 of a randomly selected sample of 573 graduates. Findings indicated more similarities than differences in terms of professional progress and growth. In general, off-campus graduates were older, less mobile, had more family responsibilities, and utilized support structures generally available to mature adults. On-campus graduates perceive a greater likelihood of pursuing an advanced degree. In conclusion, schools that offer extension education are considered to be performing a worthwhile service in producing a capable group of professionals who closely approximate their counterparts who attended campus programs in terms of professional contribution.

The Personal Career Development Profile: Using the 16 PF for Vocational Exploration

(1986). The Personal Career Development Profile: Using the 16 PF for Vocational Exploration. Measurement and Evaluation in Counseling and Development: Vol. 18, No. 4, pp. 185-189.

Begging in Israel: An exploratory study

This article'represents an exploratory study of the widespread phenomenon of begging and the personal characteristics, career development, and attitudes of beggars in Israel. The study indicates the deep roots of the Jewish religious cultural tradition of charity. Begging and beggars have a somewhat more positive public image than that found in most other industrial societies. This in turn reflects on the beggar's self‐concept, which is less negative than in many other societies. Begging in Israel is influenced and exacerbated by the dislocating effects of immigration. Beggars tend to have a low education and usually possess inadequate professional skills that do not fit the modern economic structure. They tend to define and relate to their involvement in begging as work.

Competency Based Education: A Bandwagon in Search of a Definition

districts focused on the new requirements in 1974. The thrust of these new requirements and standards involved the introduction of three domains of survival level competencies as minimum conditions for high school graduation by 1978: personal development, social responsibility, and career development. In addition to passing a normal complement of high school courses, students will be obligated to master locally determined minimum standards in these three com-

The need for personal and social education in secondary schools and further education

Abstract The need for personal and social education in schools is outlined. Reference is made to the concept of psychological education that is being developed in the United States, and a model of personal growth and career development is described with particular emphasis on areas of personal growth that need to be developed within the school curriculum. Results of a survey of young people's personal and interpersonal problems are presented which give accounts of the range of difficulties 235 fourth year and fifth year boys and girls in secondary education and 36 young people in employment had in their interpersonal relationships with parents, teachers, employers, community authority figures, same- and opposite-sex friends, etc. Information was also obtained on what actually occupied young people's thoughts: the things they found it difficult to cope with and talk about, the things that they felt parents should tell their children, what they would like to talk to their teachers and parents about, and the attributes which they felt they could or could not change for themselves.

The need for personal and social education in secondary schools and further education

Abstract The need for personal and social education in schools is outlined. Reference is made to the concept of psychological education that is being developed in the United States, and a model of personal growth and career development is described with particular emphasis on areas of personal growth that need to be developed within the school curriculum. Results of a survey of young people's personal and interpersonal problems are presented which give accounts of the range of difficulties 235 fourth year and fifth year boys and girls in secondary education and 36 young people in employment had in their interpersonal relationships with parents, teachers, employers, community authority figures, same- and opposite-sex friends, etc. Information was also obtained on what actually occupied young people's thoughts: the things they found it difficult to cope with and talk about, the things that they felt parents should tell their children, what they would like to talk to their teachers and parents about, and the...

“It's not a simple thing, co-publishing”: Challenges of co-authorship between supervisors and students in South African higher educational contexts

Knowledge production in South Africa remains framed by the legacies of apartheid. Developing emerging authors and local knowledges through co-authorship between supervisors and post graduate students is an important strategy aimed at challenging these legacies. This paper draws on in-depth interviews with students and supervisors to explore their experiences of co-authorship. Findings indicate that while insisting that co-authoring has value, several students also note their discomfort with elements of the process. While insisting students’ work be disseminated, and expressing willingness to engage in the mentoring that this requires, supervisors also articulate discomfort with processes offering opportunities for personal career development. Given increasing emphasis on co-authorship we suggest the power inequalities expressed through the supervisor/student relationship be made more transparent. Knowledge production through co-authorship is best served by collaborations between authors who are more equally empowered and who are more critically aware of the challenges such collaborations are likely to present.