The organizational career has been portrayed as increasingly irrelevant in a world where organizations are either unwilling or unable to offer job security, and where individuals are seeking greater ...independence and flexibility with regard to career development. In theory, new models of career, such as boundaryless or protean career, offer a better fit for both individuals and organizations. This paper argues, however, that not only does the organizational career still exist, but it is also still relevant and desirable. Rather than simply discarding it there is much to be learned from exploring how it has evolved and then redefining it to meet the needs of contemporary organizations.
Career researchers have focused on the mechanisms related to career progression. Although less studied, situations in which traumatic life events necessitate a discontinuous career transition are ...becoming increasingly prevalent. Employing a multiple case study method, we offer a deeper understanding of such transitions by studying an extreme case: soldiers and Marines disabled by wartime combat. Our study highlights obstacles to future employment that are counterintuitive and stem from the discontinuous and traumatic nature of job loss. Effective management of this type of transitioning appears to stem from efforts positioned to formulate a coherent narrative of the traumatic experience and thus to reconstruct foundational assumptions about the world, humanity, and self. These foundational assumptions form the basis for enacting future-orientated career strategies, such that progress toward establishing a new career path is greatest for those who can orientate themselves away from the past (trauma), away from the present (obstacles to a new career), and toward an envisioned future career positioned to confer meaning and purpose through work.
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At the beginning of the 21st century, a new social arrangement of work poses a series of questions and challenges to scholars who aim to help people develop their working lives. Given the ...globalization of career counseling, we decided to address these issues and then to formulate potentially innovative responses in an international forum. We used this approach to avoid the difficulties of creating models and methods in one country and then trying to export them to other countries where they would be adapted for use. This article presents the initial outcome of this collaboration, a counseling model and methods. The life-designing model for career intervention endorses five presuppositions about people and their work lives: contextual possibilities, dynamic processes, non-linear progression, multiple perspectives, and personal patterns. Thinking from these five presuppositions, we have crafted a contextualized model based on the epistemology of social constructionism, particularly recognizing that an individual’s knowledge and identity are the product of social interaction and that meaning is co-constructed through discourse. The life-design framework for counseling implements the theories of self-constructing Guichard, J. (2005). Life-long self-construction.
International Journal for Educational and Vocational Guidance, 5, 111–124 and career construction Savickas, M. L. (2005). The theory and practice of career construction. In S. D. Brown & R. W. Lent (Eds.),
Career development and counselling: putting theory and research to work (pp. 42–70). Hoboken, NJ: Wiley that describe vocational behavior and its development. Thus, the framework is structured to be life-long, holistic, contextual, and preventive.
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Career adaptability, a psychosocial resource for managing career-related tasks, transitions, and traumas, is a central construct in career construction theory and the field of vocational psychology. ...Based on the career construction model of adaptation, we conducted a meta-analysis to examine relationships of career adaptability with measures of adaptivity, adapting responses, adaptation results, and demographic covariates. Results based on a total of 90 studies show that career adaptability is significantly associated with measures of adaptivity (i.e., cognitive ability, big five traits, self-esteem, core self-evaluations, proactive personality, future orientation, hope, and optimism), adapting responses (i.e., career planning, career exploration, occupational self-efficacy, and career decision-making self-efficacy), adaptation results (i.e., career identity, calling, career/job/school satisfaction, affective organizational commitment, job stress, employability, promotability, turnover intentions, income, engagement, self-reported work performance, entrepreneurial outcomes, life satisfaction, and positive and negative affect), as well as certain demographic characteristics (i.e., age, education). Multiple regression analyses based on meta-analytic correlations demonstrated the incremental predictive validity of career adaptability, above and beyond other individual difference characteristics, for a variety of career, work, and subjective well-being outcomes. Overall, the findings from this meta-analysis support the career construction model of adaptation.
•This meta-analysis considers career adaptability (CA).•Measures of adaptivity are associated with CA.•CA is associated with various adapting responses.•Several adaptation results are linked to CA.•Evidence suggests incremental predictive validity of CA.
Using contemporary digital technology offers possibilities for better engaging youth in constructing their future careers. This study describes and initially tests the effectiveness of an online ...career intervention based on life‐design principles. Middle school students were assigned to either a traditional test interpretation‐based intervention group or an online intervention group. Analysis conducted to evaluate pre‐ and posttest differences between the 2 groups indicated that students in the online intervention group showed higher levels of career adaptability and life satisfaction than did students in the traditional intervention group. Results also suggested that intervention increased students' narratives future aspirations.
Recent studies have emphasized the importance of applying positive psychological theories in the context of career development (Hull et al., 2020; Vela et al., 2015, 2019). However, limited research ...has been carried out on how specific positive personality traits might contribute to optimal career functioning. We addressed this gap by exploring the link of a triarchic model of grit dimensions (i.e., perseverance of effort, consistency of interests, and adaptability to situations) to career maturity, career decision‐making self‐efficacy, and career goal setting among Hong Kong Chinese secondary school students. Perseverance of effort positively predicted career goal setting and career decision‐making self‐efficacy. Consistency positively predicted career goal setting and career maturity. Adaptability to situations positively predicted career maturity, career decision‐making self‐efficacy, and career goal setting. Results point to the importance of designing school‐based grit interventions to facilitate optimal career‐related functioning.
Despite the rise of teaching academic (teaching only) roles in Australia, the UK, the USA, and Canada, the experiences of teaching academics are not well documented in the literature. This article ...reports from a university-wide study that responded to the introduction of teaching academic roles during a major restructure of academic staff. Thirteen focus groups involving 115 academic staff employed in a range of roles were held approximately 12 months after teaching academic roles were introduced. In conveying the results, we first report on the teaching academic experience, highlighting the perceived low value of the teaching academic (TA) role and confusion about what the role entails. We then focus on teaching academic career pathways. The findings highlight the uncertainty surrounding career paths for teaching academics, who noted the absence of career or promotion scripts. Respondents noted also an absence of role models within the professoriate. They expressed widespread concerns about developing the traditional academic skill set required to transition between roles and institutions, with many TAs finding themselves in boundaried careers with an uncertain future. The construct of career or promotion scripts is used to examine multiple perceptions of career pathways for teaching academics. The findings highlight the importance of systematic change management processes when new academic roles are introduced within the context of university-wide academic restructure, and the critical role of human resources in designing and implementing the same.
Career construction counseling for a mid‐career Black man is examined. The author implemented a case study design and purposively selected the participant. The intervention and follow‐up occurred ...over a period of 21 months, and the Career Construction Interview (CCI; Savickas, ) was used to gather data. Savickas's 8‐step strategy was followed to complete the participant's life portrait. After the intervention, the participant demonstrated an improved sense of self and willingness to deal more adaptively with career–life‐related challenges. More research is needed to determine the long‐term effects of this kind of intervention and to show its applicability in group contexts.
Career construction for life design aims to assist individuals across developmental age periods to anticipate and manage career transitions. We developed and implemented a group career construction ...intervention based on the My Career Story (MCS) workbook and compared it with a traditional career intervention for fostering life-career design among early adolescent youth. Participants (N = 108) were assigned based on convenience to an experimental group (27 girls, 27 boys) or a control group (27 girls, 27 boys). All participants responded pre- and postintervention to measures of career adaptability, hope and optimism, and resilience and future orientation. Results indicated increased postintervention scores on career adaptability and future orientation measures for the experimental group but not for the control group. Likewise, moderation analysis revealed post-intervention increases in scores on measures of the concern and control dimensions of career adaptability for the experimental group only. No significant changes occurred in hope and optimism or resilience scores for either group. Social validity analysis supported participants' perceived efficacy, usefulness, and satisfaction with the career construction counseling group intervention. The MCS shows promise as a narrative-based intervention to promote particular aspects of youth life-career construction. Future research is needed to further examine and support the efficacy of the MCS for this purpose.
•Career construction intervention related to increased career adaptability•Career construction intervention linked with greater future orientation•Social validity of career construction intervention supported•My Career Story workbook may support youth career development.
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