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Careers, Career Development, and Career Management
Abstract and Figures
Research on careers, career development, and career management has been growing rapidly in vocational psychology, IWO psychology, management, and organizational behavior. Studies across these different fields have adopted a myriad of definitions, models, and methodologies for studying individual careers. We review these diverse conceptualizations of careers, as well as prominent career theories from many traditions. We then review empirical evidence on the processes of career choice, individual change throughout careers, career persistence, and career success. Finally, we review factors contributing to effective career self-management and different methods organizational career development.
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... A number of studies were focused only on the influence of protean career attitudes (PCA) and boundaryless career attitudes (BCA) regarding objective career success, such as wages and position. Meanwhile, empirical studies focused upon the influence of protean career attitudes (PCA) and boundaryless career attitudes (BCA), regarding subjective career success, are still limited in number (Wiernik & Wille, 2018). Regarding the novelty of these studies, what has been done is to focus on employees of the teaching profession. ...
... Sejumlah studi berfokus hanya pada pengaruh protean career attitudes (PCA) dan boundaryless career attitudes (BCA) terhadap objective career success seperti gaji dan kedudukan. Sementara itu, studi empiris yang berfokus pada pengaruh protean career attitudes (PCA) dan boundaryless career attitudes (BCA) terhadap subjective career success masih terbatas (Wiernik & Wille, 2018). Adapun keterbaruan dari studi yang dilakukan ini adalah fokusnya pada karyawan dengan profesi guru. ...
Teachers are foundational, and have great influence in the world of education. In their careers as teachers, these people must no longer care only about their own interests, but must also focus on the progress of the children they teach. The presence of this new concept in their careers can, it is thought, become an indicator for teachers in identifying and evaluating their careers, so that they may achieve career success, using subjective criteria. This study was aimed at understanding the roles of protean career attitudes (PCA) and boundaryless career attitudes (BCA) regarding the subjective career success of teachers. The approach in the study was a quantitative one, with the number of participants being 320 teachers, living in Java and Kalimantan. The instruments utilized were the Protean Career Attitudes Scale (PCAS), the Boundaryless Career Attitudes Scale (BCAS), and the Subjective Career Success Inventory (SCSI). Multiple regressive linear testing overall, and per dimension, produced scores in which p < .01, and indicated the existence of the roles of protean career attitudes (PCA) and boundaryless career attitudes (BCA) regarding the subjective career success of teachers, as well as the existence of the roles of each dimension of the study variables. Guru merupakan fondasi yang sangat berpengaruh dalam dunia pendidikan. Dalam karier sebagai guru, seharusnya guru tidak lagi hanya mempedulikan kepentingan untuk dirinya sendiri, namun juga berfokus pada kemajuan anak didik. Keberadaaan konsep baru dalam karier diduga dapat menjadi indikator untuk guru dalam mengenali dan mengevaluasi kariernya, sehingga dapat mencapai kesuksesan karier menggunakan kriteria subjektif. Studi ini bertujuan untuk mengetahui peran dari protean career attitudes (PCA) dan boundaryless career attitudes (BCA) terhadap subjective career success pada guru. Pendekatan dalam studi ini adalah pendekatan kuantitatif dengan jumlah partisipan sebanyak 320 guru yang berdomisili di Jawa dan Kalimantan. Instrumen yang digunakan adalah Protean Career Attitudes Scale (PCAS), Boundaryless Career Attitudes Scale (BCAS), dan Subjective Career Success Inventory (SCSI). Uji regresi linier berganda secara menyeluruh dan per dimensi menghasilkan skor dengan p < 0,01, yang menunjukkan adanya peran protean career attitudes (PCA) dan boundaryless career attitudes (BCA) terhadap subjective career success pada guru, serta adanya peran tiap dimensi dari variabel studi.
... A promoção do desenvolvimento da carreira em sede do ES pode então favorecer um desenvolvimento holístico dos estudantes, já que se atende não só ao envolvimento e rendimento escolar dos estudantes, como também, a sua inteligência socioemocional e respetivas competências, a sua competência cultural e os princípios éticos que orientam as suas ações e escolhas, fatores de empregabilidade, num mundo de trabalho mais flexível, multiforme, vulnerável e imprevisível(Brown & Lent, 2021).Responder aos Reptos do Mercado de TrabalhoAtualmente, devido às mudanças tecnológicas constantes, assistimos a diversas transformações no mundo do trabalho remunerado, com a eliminação de vários empregos e o surgimento de novos, além de mudanças nos requisitos de qualificação, nas tarefas, e até nos contratos de trabalho(Medici et al., 2022). Também é evidente a necessidade de saber lidar com a natureza mais dinâmica e imprevisível das organizações de trabalho, e lutar por condições de trabalho dignas e sustentáveis, já que períodos de desemprego involuntário e o subemprego, são realidades ou condições mais frequentes nos dias de hoje(Blustein et al., 2016;Brown & Lent, 2021;Wiernik, & Wille, 2017). Como ser bem-sucedido(a) perante estes desafios e requisitos? ...
Neste capítulo, procura-se analisar as políticas e as práticas relacionadas com o sucesso académico no ES. Assim, na primeira secção, partindo de uma delimitação do conceito, discutem-se os fatores que podem ter um impacto negativo no sucesso, como o abandono, a falta de recursos financeiros e as dificuldades de adaptação. Numa segunda secção, analisam-se, por um lado, as políticas públicas destinadas a melhorar o sucesso académico, e, por outro, as medidas institucionais para o promover. Na terceira secção, analisam-se algumas práticas pedagógicas diferenciadas e centradas no estudante que podem contribuir para o sucesso académico. O capítulo termina com uma conclusão e uma discussão dos desafios que se colocam à promoção do sucesso académico
... While career advancement motivates long working hours (Schaufeli et al., 2008), it adversely affects employees' selves (Taheri et al., 2023). Increasing work demands have led scholars to focus on workaholism, noting its negative impact on psychological well-being and personal functioning (Balducci et al., 2020;Demerouti et al., 2013;Nagy et al., 2019;Wiernik & Wille, 2018). Despite the critical importance of maintaining a balance between work and self, previous research has predominantly emphasized the family aspect of the work-life interface (Bhave et al., 2010;Byron, 2005). ...
... The weighted mean score of the "Management and Career Development" indicator was also 2.79, which belonged to a high level. This indicates that students have good abilities in managing their own learning and life, planning their career paths, and adapting to social changes and needs, but there was still room for improvement (Wiernik & Wille, 2018;Neale, 2021;Independent Editorial Team, 2021). ...
... According to Guan et al. (2019), that not only is the increase in competition in the world of work or organizations, but this rapid technological advancement has also made future careers less predictable. Increasing attitudes without limits and making an individual only attach importance and focus on subjective career success by doing individually successful career development (Wiernik & Wille, 2017) as it enhances students to career path (Pshembayeva et al., 2022). ...
This study examines the relationship between boundaryless career orientation and career optimism. Researchers tested and explored the possible moderating roles of both variables, namely career decision self-efficacy and career adaptability to the boundaryless career orientation and career optimism relationship. The survey was conducted on 192 accounting students in Indonesia to collect data. This research uses Smart-PLS to process and analyze data. The results showed that boundaryless career orientation is positively associated with career optimism. In this study, it was also shown that career decision self-efficacy and career adaptability successfully moderated the relationship between boundaryless career orientation and career optimism.
... Scholars have paid more and more attention to workaholism, due to the changing nature of careers (Nagy et al., 2019;Wiernik & Wille, 2018), increasingly blurry boundaries between work and life (Sullivan & Baruch, 2009), and substantial technological advancements allowing employees to work outside traditional hours and locations (Greenhaus & Kossek, 2014;Tomlinson et al., 2018). Research suggests that workaholism is associated with a variety of negative consequences, such as high workfamily conflict, low job satisfaction and life satisfaction, as well as severe physical and mental health issues (Clark et al., 2016). ...
Is workaholism an antecedent or a product of job performance? Or is there a reciprocation between workaholism and job performance? To address this issue, we collected data from 352 employees using a two‐wave panel design in Study 1, and 247 employee–supervisor dyads using a three‐wave panel design in Study 2. In Study 1, job performance had a negative effect on working compulsively but not working excessively, whereas, in Study 2, job performance had a positive effect on working compulsively and working excessively. Across the two studies, working compulsively and working excessively had no lagged effect on job performance. Collectively, these findings suggest that job performance causes workaholism rather than the other way around, challenging the traditional view. The inconsistent effects of job performance across working excessively and working compulsively underscore the importance of separating workaholism dimensions. Collectively, our findings challenge the validity of the reinforcement theory of learning and the psychological model of addiction in explaining the development of workaholism. We encourage future research to address when job performance has a positive, negative or null effect on workaholism to further improve our understanding of the causal relationship between workaholism and job performance.
... The construct 'career maturity' faces the ability to cope with developmental challenges throughout various life stages (Super, 1955). It can also be understood as the extent to which someone is ready and able to make career choices (Wiernik & Wille, 2017). ...
Pupils’ and students’ learning in the workplace and dual education has drawn increased attention because it is, among others, relevant in combating youth unemployment, increasing individual employability, and organisations’ ability to provide high quality services and products. However, research focusing on pupils’ and students’ readiness to participate in learning in the workplace is scarce and scattered. The present study was conducted to get a deeper insight into readiness to participate in learning in the workplace, and more particular in the Flemish (Belgium) context of dual education. The study applied a multi-method approach including literature review, document study, semi-structured interviews and member checking. The study resulted in a conceptualisation of ‘willingness to participate in learning in the workplace’ and ‘maturity for learning in the workplace’ including clusters of competencies related to participation in the workplace, learning in the workplace, and motivation for learning and participating in the workplace. This conceptualisation contributes to the development of policy and practice through providing a basis for assessing readiness to participate in dual education.
... perspectives (Hall, 2004), it appears that employees have full autonomy and independence in their own career management, in fact, that is not always the case (Wiernik & Wille, 2017). ...
Despite the increasing evidence that has demonstrated the strengths of high-performance work systems (HPWS), there is no consensus on the relation between HPWS and job performance. By integrating HPWS theory with the model of career goals, we developed a mediated moderation model to explain the way career goals moderate the relation between employee-experienced HPWS and job performance, and whether job crafting mediates these interactive effects. Based upon a multi-phase, multi-source sample of 398 employees and their direct supervisors, we found that employee-experienced HPWS is related positively and significantly to job performance only when intrinsic career goals are high or when extrinsic career goals are low, and the results showed that job crafting mediates these moderated relations. Theoretical contributions, practical implications, and limitations are discussed as well.
... Below, we review existing research on the topic, aiming to identify behaviors that individuals apply in order to manage their careers (Jones and DeFillippi, 1996;King, 2004;Seibert et al., 2001;Wiernik and Wille, 2018). We use this list of career self-management strategies to distinguish between the two populations. ...
Purpose
The question of responsibility for career development is critical for virtual employees who work remotely. The purpose of this paper is to (1) compare the perceptions of virtual and on-location employees in the high-tech industry about where responsibility lies for career management, as reflected in their psychological contract (PC) and (2) evaluate the ability of virtual employees to exercise behaviors capable of enhancing their career development.
Design/methodology/approach
A mixed-methods approach was used for this study. Study 1 consisted of semi-structured interviews ( N = 40) with virtual and on-location employees working for the same high-tech organization, exploring perceptions responsibility for career self-management as captured by their PCs. Study 2, a quantitative survey of virtual and on-location employees ( N = 146) working for various organizations in the high-tech sector, examined perceptions of career self-management through the perceived PC, as well as the perceived ability to exercise behaviors that would enhance career development.
Findings
Both categories of employees assumed that they, together with their direct manager, had responsibility for managing their career development. Nevertheless, virtual employees had lower expectations of support from their managers in this respect (Study 1) and felt that they actually received less support from their managers (Study 2). The results of both studies show, however, that virtuality does not have any significant effect on employees’ self-reported proactive career-influencing behaviors.
Originality/value
The study contributes to existing research by highlighting the perceived joint responsibility for career management and the critical role played by line management in this regard and by showing that virtuality does not have a significant effect on employees’ self-reported proactive career-influencing behaviors.
This study extended prior analyses by J. H. Greenhaus, K. M. Collins, R. Singh, and S. Parasuraman (1997) by examining relationships between 2 directions of work–family conflict (work-to-family conflict and family-to-work conflict) and withdrawal from public accounting. The sample consisted of 199 members of the American Institute of Certified Public Accountants (135 men and 64 women) who were married or in a long-term relationship and who had 1 or more children. It was found that work-to-family conflict (but not family-to-work conflict) was positively related to withdrawal intentions. In addition, relationships of work-to-family conflict with withdrawal intentions and withdrawal behavior were stronger for individuals who were relatively uninvolved in their careers than for those who were highly involved in their careers. The implications of the findings for future research are discussed.
A program of research is summarized that represents the author's lifelong efforts to understand the adult life course of intellectual abilities. The Seattle Longitudinal Study has assessed mental abilities in more than 5,000 adults and has followed some for as long as 35 years. Integrative findings are provided on patterns and magnitudes of age changes, cohort differences, factor structure of mental abilities, antecedents for individual differences in aging trajectories, and interventions designed to remediate cognitive aging effects.
This longitudinal study provides an analysis of the relationship between personality traits and work experiences with a special focus on the relationship between changes in personality and work experiences in young adulthood. Longitudinal analyses uncovered 3 findings. First, measures of personality taken at age 18 predicted both objective and subjective work experiences at age 26. Second, work experiences were related to changes in personality traits from age 18 to 26. Third, the predictive and change relations between personality traits and work experiences were corresponsive: Traits that "selected" people into specific work experiences were the same traits that changed in response to those same work experiences. The relevance of the findings to theories of personality development is discussed.
Let us imagine we are looking back from the year 2000. As the 1990s drew to a close, three of the most noteworthy trends of the decade were:The resurgence of such corporate “dinosaurs” as IBM, GM, and Sears, which rejoined GE, AT&T, PepsiCo, Microsoft, and Hewlett-Packard among the giants of American industry (as prophesied by Kanter, 1989);