Employability is an important concept within society, which has recently been given a greater focus in universities. Psychologists are interested in what attributes can predict employability. Emotional self-efficacy and career satisfaction have both been significantly related to self-perceived employability in previous research, and this study aimed to investigate whether these concepts could predict self-perceived employability. A multiple linear regression was used to identify whether emotional self-efficacy and career satisfaction were significant predictors in predicting self-perceived employability. Mature students (N=60) completed three questionnaires. Both emotional self-efficacy and career satisfaction were found to be significant predictors. These findings highlight the importance of emotional self-efficacy and career satisfaction in its role of employability, which needs a greater focus in education. Introduction Employability is becoming an increasingly important concept within society and the university curriculum today. Defining employability is considered as difficult to define, however a general definition is that it is “having 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” (Dacre Pool and Sewell, 2007, p. 279). There has been particular emphasis on employability in universities. The government has proposed that employability must be given a more important role in university degrees; for example, they propose that all degrees should have at least mandatory work placements (Department for Business, Innovation & Skills, 2011). As it has been difficult to define, it is also considered as... ... middle of paper ... ...nd that a high level of emotional self-efficacy could be developed through training. Therefore, a greater focus should be given to emotional self-efficacy alongside the increased focus of employability that the government has recently implemented (Department for Business, Innovation & Skill, 2011). Thus, a way of enhancing employability may be using the training that Dacre Pool and Qualter (2012) used so that it gives them greater confidence, which will inevitably help them with their career. A suggestion for future research is to investigate the relationship between self-perceived employability and actual employability. This would identify whether self-perceived employability influences chances of employability. Another suggestion for further research would be to identify whether career satisfaction and employability are actually overlapping or separate constructs.
According to Maree and Beck, traditional career counseling involves a heavy emphasis on psychometric tests, work sheets and computer programs were utilized to form an objective image of the individual. As a result the assessment drives a “image” that is usually matched with the character and traits suited to a logically matched specific career. If the values, interests and abilities of the individual were considered congruent with the requirements of a specific career, the assumption was made that the individual would find that career stable, productive and satisfying. The 'matching', 'objective' image was accepted as generally seen as concrete, real, and true. However, the traditional method deprives an individual of the opportunity explore their interests because the heavy testing emphasis generally created a label for a cl...
...s philosophically and clinically congruent for career counselors as a modality to promote career enrichment and vocational well being. Although the present consideration to make bridge between the two counseling modes is an inductive attempt, it has presented some interesting thoughts in search for more effective and efficient career counseling approaches (2006, p. 2003). As well the specific techniques of solution focused counseling, such as the use of; compliments, goal driven futures, scaling perspectives, and statements normalization and reconstruction only further the career counseling process by giving the client real and tangible forum to help and improve their lives.
People continue to wonder if college is worth the time and money spent with numerous individuals still unemployed, a valid concern of young students. Despite the information the majority have heard about unemployment rates, this is not a valid argument. (Michael Greenstone and Adam Looney) notes, “In Apr. 2013 the unemployment rate for college graduates aged 25 and over with a bachelor’s degree was 3.6%, compared to 5.0% for associate’s degree holders, 7.5% for high school graduates, and 11.4% for high school drop-outs.” These statistics alone should put your mind at ease relieving concerns an individual may have in respects to finding a job in their field. Moreover, employers that can see someone’s passion toward the carrier they’re seeking will increases one’s chance of successfully finding
You will most likely see career assessment and counseling in a broad range of employment settings. For example, mental health agencies, Veteran Affairs hospitals, rehabilitation centers, and school and college counseling offices. The most crucial types of career counseling measurements are interest, aptitude, and values better known as “the Big Three”. “ Other measures pertinent to career counseling include measure of career choice and development, such as the Career Maturity Inventory and Career Decision Scale. The different career assessment measures have been used to (a) increase client self knowledge, (b) help clients make career choices and (c) encourage client participation in career counseling” (Hays, 2013, p.16).
The first step of career management process is self-assessment. Self-assessment is refers to the employees using some information that help them to decide which career they really interested to pursue, ability, skills, and behavioural tendencies. According to Allen (2005), self-assessment is a process to identify skills, abilities, knowledge of the employees. During this step, the employees need to do some tests such as the Strong-Campbell Interest Inventory and the Self-Directed Search. The tests help the employees to identify the value of work that they place on their work and also leisure activities. Self-assessment is also involved with some exercises which able the employees to identify their career future plan, where are they for now and also how their career match with the current situation and resource that available (Noe, 2010). After done with the exercises, career counsellors usually used to assist the employee in their self-assessment process and also provide explanation about their result of psychology tests. Then the employees assess their current skills and abilities and also capabilities they are lacking with some informa...
The Career Decision Self-Efficacy Scale (CDSE) was developed by Karen Taylor and Nancy Betz to apply Albert Bandura’s theory of self-efficacy expectations to the domain of career decision making. Career decision self-efficacy was originally defined by Taylor and Betz as the individual’s belief that he or she can successfully complete tasks necessary in making career decisions. To define these tasks, the theory of career maturity of John O. Crites was used. Crites’s theory defined career maturity as the individual’s degree of possession of five career choice competencies and five career choice attitudes. The five career choice competencies and sample items are: 1. accurate self-appraisal, 2. occupational information, 3. goal selection, 4. planning, and 5. problem
Employees who have a high self- efficacy generally set high goals for themselves and their performance level is consistent with their self-efficacy principles. Employees with high self- efficacy are motivated to work hard and learn how to achieve new tasks because they are confident in themselves that their efforts will be successful. When facing problems in the workplace, employees with high self-efficacy are likely to persist in their efforts. Therefore, organisations should select candidates who have high levels of self-efficacy for the job. Individuals as such will be motivated to engage in the behaviours that will help them perform well in the workplace (Lunenburg,
These group behaviors affect career development to a great extent. These factors can influence how a person thinks and later affect his decisions and his relations in his daily life. Vigroli (2009) investigated the role of adolescent global self-esteem and career indecisions on the relationship b/w mother and father attachment and self-esteem. The personality and interest are not the only criteria for choosing a career. An individual aptitude and intellectual abilities are equally of great importance. An aptitude is a potential for success in an area after undergoing same training but a layman may define aptitude as a flair for something. The context in which people live, their personal aptitudes, and educational attainment are other things that do influence people’s career
Social cognitive career theory (SCCT) emphasizes cognitive-person variables that enable people to influence their own career development, as well as extra-person, contextual variables, which enhance or constrain personal agency (Lent, Brown, & Hackett, 1994). SCCT attempts to understand the processes through which people form interests, make choices, and achieve varying levels of success in educational and occupational pursuits (Lent, Brown, & Hackett, 2000). Cognitive-person variables include qualities such as self-efficacy and personal goals that enable people to exercise personal control or agency in their own career development; while environmental variables consider a person’s physical attributes, features of their environment, and particular learning experiences which have influence on career-related interests and choice behaviors. Environmental variables can be further divided into two basic categories according to their relative proximity to the career choice-making process. Distal factors are those which have had an impact on the learning experiences through which expectations have developed, for instance the type of career role models to which one is exposed and the support or encouragement one receives for engaging in
Splete, H., and Hoffman, K. Adult Career Counseling Center 11th Annual Report. Rochester, MI: Oakland University, 1994. (ED 382 761)
In this report, I will reflect on my professional development throughout this module, from when I started in September, to now. According to Beausaert et al. (2011), ‘the art of self-evaluation is an integral element of reflection and involves critical insight into understanding one 's strengths and limitations’. Therefore, my aim is to identify my learning needs and to recognise my personal skills and capabilities, as well as identifying areas of my skill set that need to be refreshed or extended to stand out in the competitive job market. By doing this, I hope to demonstrate knowledge of the skills that I have gained during this module.
O’Sullivan’s (2006) argues that the Employability Paradigm which emerged in the 1970’s served to distinguish a group of students who were not achieving the standard needed to guarantee employment. Employability is the assessment of those with the lowest chance of success in an economically motivated nation. It posits that intervention is necessary to prevent those individuals who have failed within the system from being dependent on social welfare and subsequently from being socially excluded (O’Sullivan 2006). In the early 1970’s, Ireland’s entry into the European economy and the changing employment market combined to connect education attainment to employability. As a result, educational credentials became the accepted way of assessing ability and this served to focus attention on those leaving school early with little or no qualifications. O’Sullivan argues that while the policy of the state, on the surface, seemed to support equal opportunity with the provision of free access to secondary education, the reality for most working class students was far from equitable. There were limited interventions available for those who needed help to develop the skills needed to benefit from access to secondary education and these students became disenfranchised. The disc...
Success is something individuals aim for through all stages of life. Succeeding at university may entail passing courses, achieving learning goals and consequently graduating, while gaining some experience and exposure. At work, success could take a different form of gaining a job, accomplishing goals, and seeking promotions. While the definition of success may differ for university students and employees at an organisation, the basic principles and skills required are very similar. Individuals require both intrapersonal and interpersonal perception in order to achieve success, whether at university or work. Skills such as self-regulation, self-monitoring, implementing goals and strategies to achieve those goals, as well as harnessing good communication skills and formal relationships are key factors to success. It is with these perceptions that individuals can gain skills that can help overcome barriers to succeed.
According to Holland (1985), the choice of a career is an extension of one’s personality into the world of work. Individuals choose careers that satisfy their preferred personal orientations. Holland developed six modal personal styles and six matching work envi¬ronments: realistic, investigative, artistic, social, enter¬prising, and conventional. A person is attracted to the particular role demand of an occupational environ-ment that meets his or her needs. For example, some¬one who is socially oriented would seek out a work environment that provides interactions with others, such as nursing in a hospital setting. Holland and his colleagues have developed a number of instruments (e.g., the Self-Directed Search) designed to assist in identifying individual personality traits and matching those traits to occupational groups. Holland’s theory assesses each individual in terms of two or three most prominent personality types and matching each type with the environmental aspects of potential careers. It is predicted that the better the match, the better the congruence, satisfaction, and persistence (Holland, 1985). Holland also elaborated five secondary assumptions which he calls key concepts that describe the theory. These assumptions
Employability is a multifaceted concept and one of the major subjects of debate in terms of what it is, how it is measured, how it is developed, and who is responsible for it. It is also one of the widely debated issues of accrediting and determining world class higher education institutions which could go a long way in systematically improving the performance of an institution as well as an individual. Most of the studies regarding employability have found lesser understanding of this concept especially in graduates who need to be well versed with the concept of employability as they are the force that ignite this notion and take it forward to the workplaces and to the employers they encounter during their careers. There is a need of awareness