Career Employability : An Outdated Promise

According to Van Buren III, the ethical argument for having employers invest in employees’ future employability is: “if employers use the boundaryless career model as a way of organizing employment relationships and gaining flexibility, then satisfying the rights of employees to continued employability is one ethical obligation of employers.” This means that employees must have rights to employability that allow them to have the ability to make a decent living, while also shifting some risks back to their employers. When employers use the boundaryless career model and do not give their employees the right to employability, they are shifting the risks associated with employment entirely to the employees. This only benefits the employer, because they are the ones who are gaining flexibility, but the employees are left with the unfair disadvantage of having all the responsibilities of keeping their job and becoming more marketable in the external labor market. However, implementing the employability approach does not necessarily mean that the employee will work for that particular company for a certain amount of years or the rest of their lives. Rather, it means that the employers will enhance the employees’ skills and competencies that will keep them competitive in the marketplace (2014, pp. 23-24).

With ever changing roles, continuous learning should be what everyone strive for in life. With busy, high-tech environment, employees should manage our time diligently to maximize our productivity and improve on our own skills. In conclusion, displaying and working on a positive, productive, and self-developing employee is what is essential for improved

Lent, Brown, and Hackett’s Social Cognitive Career Theory (SCCT) is a framework derived from Bandura’s Social Cognitive Theory (1986). The SCCT utilizes Bandura’s triadic reciprocal model of causality, which assumes that personal attributes, the environment, and overt behaviors “operate as interlocking mechanisms that affect one another bidirectional (Niles & Harris-Bowlsbey, 2013). According to SCCT interaction between self-efficacy, goals and expectations dictate the behavior of an individual in their career. Self-efficacy is defined by Bandura as a person’s judgment to organize and execute courses of action required to attain designated types of performance ‘based on their capabilities (La Gro, 2012). In other words, if a person believes they can accomplish something than they will this belief is more powerful than values, abilities, and interest. Self-efficacy is encompassed of four components: (1) personal performance accomplishments, (2) vicarious learning, (3) social persuasion, and (4) psychological and affective states. Of the four aspects, the most influential aspect is personal

Given that, top performers need to know how to get to where they want to be in the organization, and direction needs to be supplied. The simple truth is, when a company lacks the ability to show the individual a path of progression in order to move forward, it can be detrimental to the organization bottom-line, as turn-over affects the profits of an organzation. The result is employees will disengage and will seek other opportunities of employment elsewhere. As a final point, providing staff with a career path is similar to creating a psychological contract for an employee to stay employed with the company. By companies investing in the employee’s growth and development, they will grow in to a loyal employee and stay with the corporation. Creating a path for an employee increases employee retention. This creates a strong sense of purpose for the individual; they become connected to the organization, as they desire to be a part of the bigger picture (Gupta).

As part of an ongoing effort to improve quality, meet the challenges of global competition and social change, and incorporate technological advances and changes in work design as well as expand our cooperate knowledge base I would like to propose instituting a program of continual career development for all managers throughout the corporation.

Career development in this case can be combined with career opportunities. Employees who do not see the opportunity to advance in an organization are likely to look for other jobs and do not remain in the organization for a long

This theory is anchored on the theory of employability by Yorke and Knight, (2004) which states that employability as the outcome of one’s learning, achievements and understanding of personal skills to be successful in employment in their chosen career.

This report will be presenting five section which include introduction, reflection on employability skills development, reflection on employability engagement, action plan that I going to continue develop my employability skill, and conclusion.

According to Van der Heijde and Van der Heijden (2006), employability is the continuous fulfilling, acquiring or creating work through the use of specific competences such as knowledge, abilities, and skills. It depends on a continuous learning process that enables people to develop skills throughout their experiences (Scholarios et al., 2008), which they will use constructively to progress in their career and enhance their employability.

Student Assignment Covering Form |Course/Unit Information | |Course |Pearson (Edexcel) BTEC Level 5 Higher National Diploma | |Unit No. |Unit 47 | |Unit Name |Employability Skills | |Unit code |A/601/0992 | |Batch

Employees, especially Millennial or Generation Y workers, want to stay in a company that provides a range of professional opportunities and career paths where they can grow their careers ("Internal Mobility Benefits Employees and the Business | RPO Intelligence Blog," n.d.), lack of career advancement opportunities is one of the main reasons that desirable, high-potential employees leave a business. According to a recent LinkedIn “exit survey” of 7,350 members across five countries, the top reason workers

As an actress, I have gained skills from the performances and exercises that I have done in the past that impacted my development. The skills that I have acquired throughout prier classes are compromising, creative insight and commitment. While I was working on the improvisation unit as the character Mindy, I worked together in a massive group and during that unit we had different ideas, so I decided to combine everyone’s ideas together and compromise with the whole group, until we were all satisfied with the script and the staging. Another skill that I possess is having creative insight. Back in grade 9, my group and I put our intake on a poem called “Escape”, in this poem that we reenacted, I played as a demon. The poem was about someone who is being chased by a man, but after analyzing the poem. I told my group that we could do it about mental health and about someone who is being haunted by their “demons”. Another skill that I have as an actress is commitment. Commitment is crucial when it comes to acting, putting in time and effort into a play is very important. For the final exam that I had last year which was about 9/11, I played the role as a caucasian girl who had a muslim boyfriend that her parents did not approve of. The play that we had was something that was something that took a lot of time and effort. My group and I would stay afterschool to change up scenes and I would stay up late writing the scenes. It was a lot of commitment that my group and I had to put

Businesses today frequently struggle with forming mentoring programs in order to build ideal managing teams that will take their amount of success to the next level. According to an article by LuAnn Gaskill, who focused her research on the informal, spontaneous relationships that build between junior and senior level executives are a major factor involved in forming mentor programs (Gaskill, LuAnn, 147). At the beginning of the article Gaskill stated, “These relationships are recognized for their contributions in career success and advancement and human resource development (Gaskill). The majority of businesses such as retailing involve a broad range of lower level positions with a small number of middle and upper level positions. In particular, these types of businesses seem to be limited when it comes to the opportunities resulting from mentoring relationships, which becomes an extensive goal for companies to overcome such limitations (Gaskill).

According to Tomlinson (2007), the writer stated: “increasingly, individuals can no longer expect a ‘job for life’” this shows that it is becoming difficult and unusual for people to work on the same job for a long period of time (Tomlinson et al.: 2007). Furthermore to Tomlinson (2007) research, “employees instead have to take a more flexible and proactive approach to their working lives involving the management of their own employability” meaning that the individual has to be independent and manage their own employability to be able to reach their career goals. For example, the more skills and knowledge a worker has from their previous job or education, the more likely they are to get a professional job role and stay on it for a long time because in the labour market and the economy, the skills and knowledge is crucial and this is what makes the individual stand out (Tomlinson et al.: 2007).

Career development is a lifelong journey combining an individual’s personality and interests with their world of work. When it comes to educating and counseling about careers in an elementary, middle, and high school it will look different, since there is an array of topics to focus on for each level of education. The focus of this Career Curriculum is for 7th Grade Students and has been based on theories appropriate to this level and created with Piaget’s Cognitive Development Theory and Erickson’s Psychosocial Development Theory in mind. This particular unit focuses on Personal Awareness (Career Development including values, interests, and skills), Career Awareness (Career Development and Planning), Goal Setting and Decision Making. It builds on the same general topics as covered in the 6th Grade Curriculum but takes it a step further, asking students to implement strategies they have already learned about goal setting and decision making as well as exposing them to a wider range of career opportunities. Some of the activities and ideas in the curriculum have been adapted and modified from the Newfoundland Labrador Department of Education and Learning for Life.org. as well as the Chapter on 6th and 7th Grade Career Education in Curry and Milsom.