Career Management Chapter 4.pptx

BSHR 4207 Career Management Chapter (4) Courtesy to: Dr. ADIL AL-BALUSHI, Faculty Department of Business Studies, UTAS-Muscat Prepared by. Kavitha Rajan- Faculty- Department of Business Studies- UTAS -Nizwa 2 Course learning outcomes Outcome 8: Recognize the International Careers & Outcome 9: Des...

BSHR 4207 Career Management Chapter (4) Courtesy to: Dr. ADIL AL-BALUSHI, Faculty Department of Business Studies, UTAS-Muscat Prepared by. Kavitha Rajan- Faculty- Department of Business Studies- UTAS -Nizwa 2 Course learning outcomes Outcome 8: Recognize the International Careers & Outcome 9: Design career Management in work organization • Learning outcomes 3 Key concepts • On completing this chapter, Students should be able to define these key concepts. 1. Introduction 2. Employability – An expert’s views 3. Employability Models 4. Careers in International Affairs 5. International Career affairs requirements 6. Career management in an organization 7. The importance of career management in an organization 8. Career Management-the Work Experience Enabler 9. Activity Introduction - Employability • Employability is about enhancing individual opportunities through active management and continuous development. • The employability model of Beukes (2009) promotes a self-managed approach to employability by focusing on the individual as the active agent in developing and sustaining his or her employability through a reiterative series of development stages. • Beukes (2009, p. 9) defines employability as “the application and continuous development of a range of skills through a series of reiterative developmental stages that enhance the individual’s opportunities for accessing and sustaining employment opportunities”. CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS By NQF And Career Services Employability – An expert’s views • The self-managed employability model is a career-oriented model aimed at guiding individuals in managing themselves through the process of continuous learning and reintegration into their everchanging contexts (Beukes, 2009). • The notion of career-oriented employability models that emphasize human flexibility, adaptability, and life-long learning is also supported by Savickas (2009). According to Spill (2002), workers must possess the ability to learn and to retool, continually throughout a career. • Similarly, Van der Heijden (2002) expresses the need to acknowledge the competencies associated with the personal learning and development process itself. CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Employability – An expert’s views • Beukes’ (2009) notion of employability is similar to Pool and Sewell’s (2007) view on the construct of employability. Pool and Sewell (2007) provide a general description of employability from an individual’s perspective while also including the benefits to the wider environment. • According to Pool and Sewell (2007), employability is a set of skills, knowledge, understanding, and personal attributes that make a person more likely to choose and secure occupations in which they can be satisfied and successful, to the benefit themselves, the workforce, the community, and the economy. These skills need to be regulatory and channeled in a direction that will best lead to maintaining suitable employment opportunities (Beukes, 2009). CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Employability stages • Employability is about enhancing individual opportunities through active management and continuous development. • The series of reiterative stages proposed by Beukes (2009) allow individuals to effectively channel their employability competencies into accessing and sustaining employment in a highly competitive and turbulent labor market. • These stages involve the following five sets of development tasks: • Get your feet on the ground (audit and alignment); • Golden goals (career goal clarity); • Creative learning (formal and informal learning); • Talk the Talk (self-presentation) & • Walk the Walk (doing the work). • Each of these five development stages is supported by a set of skills such as; basic skills (audit and alignment); goal-driven (career goal clarity), creative learning (formal and informal learning); communication (selfpresentation), and business acumen (doing the work). CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Employability Model Stage 1: GET YOUR FEET ON THE GROUND (Audit and alignment) • The audit and alignment stage involves the process where individuals conduct an audit of their competencies in relation to labour demands and employment opportunities. • The critical outcome for this stage is a realistic career direction (goal orientation). Goal orientation has been described as the purpose for attempting a goal (Linnenbrink & Pintrich, 2000). • Individuals should embark on the process to understand their competencies, but also to find out where those competencies are in demand. Through this process, an individual should develop a goal orientation. • Linnenbrink and Pintrich (2000, p. 473) define goal orientation as “an individual's general orientation (or schema or theory) for approaching the task, doing the task, and evaluating their performance on the task”. • The process of achieving a goal orientation seems similar to the narrative approach to career counseling where young adult needs to identify a pattern in their lives, form a sense of identity, and develop general goals for their future (Gibbons & Thomas, 2009). CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Stage 1: GET YOUR FEET ON THE GROUND (Audit and alignment) •In order for individuals in the school-to-work-transition phase to successfully align themselves •The individual should gain insight into themselves regarding their interests, skills, and competencies, but also, what the influencing factors are in their lives. •Spill (2002) notes some of the labour market information as the world of work awareness, labor market knowledge, and occupational information. The information required must be accurate and accessible (McQuaid, Green, & Danson, 2005). •Information gathering about individuals (internal) and their career prospects (external) has been linked to increased job search effectiveness (Fugate, 2006). •The National Career Advice Portal (NCAP) will soon be launched by SAQA and DHET. This launch is expected to take place at the end of March 2013. This portal will provide an online assessment and information on the various careers. It will also provide a learning pathway for each of the careers. The NCAP will assist the individual to conduct a realistic audit and alignment on themselves. Lookout for more information on this to help your learner get their feet on the ground. CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Stage 2: GOLDEN GOALS(Career goal clarity) • The career goal clarity stage involves the process of setting specific career goals in order to achieve the main alignment purposes (Beukes, 2009). • The goal-setting process should enable an individual to effectively capture and assess their progress in a more scientific and quantifiable manner. According to Linnenbrink and Pintrich (2000), goal theories suggest that goals are cognitive representations of what individuals are trying to attain and that t • Goal-setting is therefore viewed as a critical step in self-managed employability. • It is generally accepted that the development of effective goals should follow a basic framework. This framework has been termed with the acronym “SMARTER” (Specific, Measurable, Attainable, Realistic, Timebased, Ethical, and Recorded). • These goals can guide and direct achievement behavior. CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Stage 2: GOLDEN GOALS(Career goal clarity) • career landscape. Career goals should be congruent, which means that the attainment of one goal should not preclude the attainment of another. Career goals should be formulated in terms of long and short-term goals. • The short-term goals should be congruent with the long-term goals in the sense that they should identify the education, training, and experience needed to attain long-term goals. • Lastly, Schreuder and Coetzee (2006) propose that individuals are most likely to follow career goals that are in line with their perceptions and preferences. Through the process of self-exploration, (identifying personal qualities, values, and needs) goal acceptability can be achieved, which will promote career commitment. The critical outcome of this stage is that the individual develops a detailed plan for effective action. CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Stage 3: CREATIVE LEARNING(Formal and informal learning) • The formal and informal learning stage involves the lifelong learning that needs to take place in order for individuals to effectively achieve their career goals. This learning is usually done in a formal manner, but it appears that informal learning can also provide an individual with sufficient advantage. • Werquin (2008) importantly notes that there seems to be strong agreement that a lot of learning takes place outside the formal education and training system and that making these other forms of education credible, will enable making lifelong learning for all a reality. • According to Demirel (2009), the necessity to cope with the rapid changes in science and technology in the 21st century and the necessity to adjust to the prerequisites of the knowledge economy has brought about the need for lifelong learning. CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Stage 3: CREATIVE LEARNING(Formal and informal learning) • Zunker (2002) explains that in the 21st century, changes require workers to develop skills and competencies that differ substantially from the knowledge and abilities required by the 20th century. • Cascio (2003) explains that this will require a personal commitment to lifelong learning, coupled with a willingness to reinvent oneself as often is necessary, in order to keep up with evolving changes in the world of work. • Creative learning is using all relevant available resources to learn new CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Stage 3: CREATIVE LEARNING(Formal and informal learning) • Creative learning is using all relevant available resources to learn new competencies. It is based on an understanding of the value of learning and committing to learning new things in order to develop and advance. Creative learning also involves the ability to adapt and find ways of overcoming learning challenges. • This includes the ability to utilize teams in compounding the learning which is taking place, as it is common knowledge that teamwork can yield greater learning results than individually. • A key outcome of the formal and informal learning stage should be documented evidence, where the individual has proof of their development in relation to employment opportunities. This will assist the individual in the school-to-work transition in gaining an advantage over their counterparts (Beukes, 2009). CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Stage 4: TALK THE TALK (Self presentation) • The self-presentation stage involves the stage in the process where the individual needs to negotiate a trade-off agreement between their competencies and the organization’s compensation package. • The critical outcome of this stage is mutual agreement on this trade-off. This is achieved by the individual articulating their personal brand (Beukes, 2009). Messmer (2006) explains that efficient communicators can succinctly articulate a balanced career summary in ten minutes or less. • Messmer (2006) states that candidates must demonstrate familiarity with and awareness of their skills, as well as those areas which need development. The individual would also need to negotiate the terms of the agreement. CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Stage 4: TALK THE TALK (Self-presentation) • Personal branding could possibly provide an advantage to the individual during the presentation process. Rampersad (2008) states that everyone has a personal brand, but most people are not aware of this and do not manage it strategically, consistently, and effectively. • Daniel, Sullivan, and Cheney (2005) suggest that in personal branding, success is not determined by an individual’s internal sets of skills, motivations, and interests but, rather by how effectively they are arranged, crystallized, and labeled –in other words, branded. CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Stage 4: TALK THE TALK (Self-presentation) • According to Hines (2004), an important benefit of personal branding is to distinguish one’s offering from others in a crowded marketplace, where an individual’s personal brand should be authentic; reflect true character; and be built on values, strengths, and uniqueness. • Rampersad (2008) warns that personal branding does also have potentially negative effects, where an individual could falsely construe a perception of themselves. It is for this reason that Hines (2004) concludes that personal branding should be about bringing forth self-knowledge and self-expression rather than the creation of a cultivated or false self. CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Stage 4: TALK THE TALK (Self-presentation) • In order for a competency trade-off agreement to take place, a clear communication of what the trade-off would entail needs to take place. • This can only be done by the individual sharing information about themselves, whether written, verbal or nonverbal. In order for an individual to get the most favorable response they would need to know what makes them unique and more suited for the position than the other candidates. This could be accomplished by an individual utilizing the competency of communication (Beukes, 2009). CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Stage 4: TALK THE TALK (Self-presentation) • The self-presentation stage is supported by the competency of communication. This entails both verbal and nonverbal actions. Myers (2006) advocates the importance of communication, in how well an individual can express themselves and be clear about their expectations and their goals. Just as important is the aspect of listening. • Messmer (2005) explains that one of the most valuable underrated interviewing skills is the ability to listen. If an individual concentrates too intently on formulating their responses as the interviewer is speaking, they can miss critical information (Myers, 2006). CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Stage 5: WALK THE WALK (Do the work) • The competency trade-off stage involves the actual trade-off between the individuals’ competencies and the organizations' remuneration package. • This competency trade-off (Coetzee, 2008) allows for the individual to receive the organization’s remuneration package, but also allows for further opportunities to develop one’s employability competencies in order to further maintain and develop their career. • Periodically, or when the need arises, an individual can revert back to stage one in order to re-conduct a self-audit and realign themselves based on their newly acquired competencies (Beukes, 2009). • This competency trade-off stage is supported by the competency of business acumen. Business acumen is defined as having an understanding of business (Tipton & Krause, 2004). • The Oxford dictionary defines “business” as a person’s regular occupation or trade. “Acumen” is defined as the ability to make good judgments and take quick decisions. CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Stage 5: WALK THE WALK (Do the work) • Therefore taken literally, business acumen can be viewed as the ability to make good judgments and take quick and effective decisions regarding one’s regular occupation or trade. • Similarly, Hodge and Schachter (2006) describe business acumen as the ability to operate effectively in the business world, and to sense and understand the methods and techniques to use, in order to achieve the desired results. • Beukes (2009) suggests that business acumen is a clear understanding of what it takes to succeed in business (physically, mentally & financially). It is knowing where the targets are, and knowing how to combine the available resources together to reach those targets. CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services International careers •Global or international careers have become more the norm than the exception in the current world of work. The cross-cultural and cross-national career moves reflect the boundaryless career concept (Arthur, Rousseau, 1996) which means breaking down boundaries of traditional employment and moving between jobs. •Organizations, and countries. International careers have captured the interest of scholars as it has a number of implications for individuals and organizations. CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Careers in International Affairs • Careers today look very different from those of our parents and grand-parents. Whether due to the economic climate or changing society, it is no longer typical for the average employee to stay with the same organization for the duration of his or her career. • Significant retirement packages and pensions do not command company loyalty, as they once did. In the international affairs field, this means that individuals are frequently in movement and transition. There is no normal career path and no normal career progression; career paths are frequently less linear and more likely to meander through different organizations and even different sectors. CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services International Career affairs requires So what does this all mean for someone seeking to enter the international affairs field? Key elements for preparing for the career such as education, overseas experience, and fellowships. However, to explore new ideas and paths, keep in mind that there are some skills that employers will seek and that will make the applicant marketable across the spectrum of international affairs career paths. • It includes; • a thorough understanding of international relations theory and practice, and knowledge of the history of patterns in international relations; • a firm grasp of economics—preferably both macro and micro—and an ability to apply these concepts to international policy issues; • comprehension of finance and trade, and comfort with quantitative analysis; • proficiency in a second language; • time spent living, studying, or working abroad; • excellent analytic skills; the ability to effectively communicate complex ideas both orally and in writing; CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services International Career affairs requires • a capacity to work independently, and in team situations, in both leadership and subordinate positions; • skillful time management; and • demonstrated intellectual curiosity, imagination, drive, and creativity. You can develop many of these skills in the classroom. •And though you can delve deeply into specific subjects, and specialize in certain academic areas, understand that employers appreciate well-rounded, diverse individuals with demonstrated curiosity, drive, and passion. • Intensive specialization in a region or an issue can be valuable, but it should not be gained at the expense of the essential knowledge necessary to effectively operate in the broader international sphere. Those with the ability to look at issues from a variety of perspectives and incorporate multidisciplinary ideas in international policy, development, and business analysis and prescriptions will be more successful. CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services Career management in an organization • Career management is the process of planning an employee's progress toward a professional goal and then acting on those plans through a variety of methods. • There are several entities involved in career management, including the employee, their manager, HR and/or a specialized L&D team or leader, and the organization. https:/Design+career+Management+in+work+organization&oq The importance of career management in an organization • Career Management helps individuals secure their long-term relevance in the labor market by promoting learning ability, providing knowledge on potential opportunities, and offering guidance about future labor demand. Individuals are better equipped to face whatever the next stage in their working lives will be. https:/Design+career+Management+in+work+organization&oq CAREER MANAGEMENT THE WORK EXPERIENCE ENABLER • With the added value they bring throughout the work experience, career management services enable work, security, adaptation, and prosperity. • By building wings to weather the storm, not shelter from it, Career Management builds a more resilient and more socially responsible world of work; one that allows individuals to achieve fulfilling work experiences, enterprises to perform sustainably, and society to flourish. www. Career Management value story final stages Activity • As a group please answer the following questions related to the section above. Note your answers in your workbooks and prepare to give a report back in the plenary. 1. What factors contribute towards employability? 2. What are some of the attributes employers are looking for? (Refer to the slides in the presentation) 3. What is your general impression of how job ready an average fresh graduate is? 4. Are there any other additional practices/activities that you believe could enhance learner readiness for the job market 5. What job readiness activities do you undertake? Reference • CAREER DEVELOPMENT, BASIC CONCEPTS, AND APPLICATIONS by NQF and Career Services • Laura E. Cressey, et al. Careers in International Affairs : Ninth Edition. Georgetown University Press, 2014. (page # 3) • CAREER MANAGEMENT IN ORGANISATIONS: THE INSIGHTS FROM LITERATURE REVIEW Violeta Rapuano Mykolas Romeris University, Lithuania CONTACT INFORMATION: Name of the Staff : Ms. V. Kavitha Rajan Office:: B207 Email: kavitha.rajan@nct,edu.om VERSION HISTORY Version No Date Approved 01 Spring Semester 2022/2023 Changes incorporated 32