1. Understanding the New Career
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Page 4 & 5
Taday, the changing nature of work and the workplaces and the changing nature of families have profoundly affected the nature and structure of careers. The forces that must be factored in include globalistion; working parents; breakdown of the nuclear family; lack of extended family support due to geographic mobility; lack of high-quality daycare; burdensome costs of education, housing, and retirement; and caring for eldery parents who are living longer. All this forces, coupled with an unrealistic sens that we can have it all (or should try to do it all), seems to have come together to form a perfect strom of stress and confusion.
Anyone who works needs no expert to state the obvious: The world of work is in a state of unprecendented change.
...
The impact of globalization , new technologies, joint ventures and strategic alliances, changing workforce demograp+hics, and changing employee, customer, stockholder, and societal expectations are all making organisational management increasingly challenging.
One of the major challenges for any organisation is to better understand how to manage its changing workforce in the context of the chelenging organisation.
Forskarna genererat begreppet skiftande karriär (Protean Career) som är typisk för den nya landskappet och jämför med begreppet traditionell karriär (Traditional Career) som är mer typisk till den föregoende landskappet. På sidan 11 sammanställs typiska drag för de båda i en tabell. Från tabellen framgår bl.a. att den nya s.k. skiftande karriär är psykologisk success en mått för framgång och framgången inte berör på att man avanserar inom en vis organisation som det är i den trditionella karriären. Jag tror att det är en viktig kriterium när man bedömmer eller planerar sin karriär och samtidigt är det en mycket subiektiv kriterium som bara man själv kan bedömma. På samma sidan 11 skriver författarna " We assume that the individual is in charge of his or her career, is responsible for defining roles, boundaries, and balance , needs to navigate through many changes over the lifesplan , and is the ultimate judge of his or her own success.
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2. The self assessment process (p.15) - jaget bedömningsprocessen/
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The basic areas of self-assessment - grundläggande områdena självutvärdering /
Reflekting on the past (p.16) - reflekting på tidigare
Identity as a core competence (p.17) - identitet som en kärnkompetens
Clarifying your values (p.21) - klargöra dina värderingar
Underständing your interests and passions (p.29) - förstå dina intressen och passioner
Lifestyle (p.32) - Livsstil
Understanding Your Life Goals and Personal Vision (p.35) - Förstå dina livsmål och personlig vision
Skill Assessment (p.37) - bedömning av färdigheter
Summary (p.44) - sammanfattning
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3. Integrering your selfassessment and developing implications (p.47) -Integrering ditt selfassessment och utveckla konsekvenser
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4. Finding Ideal work (p.61) - Hitta Ideal arbete
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Att chapter 4 Authors write that skills to identify good oportunities , possesing the basik tools of job searching, using network, and making effektiv decisions are the critical skills needet to get right position.
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5.
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8."Career Development Over the Lifesplan"
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"Career Development Over the Lifesplan" i is the last chapter in a book writen by Brad Harrington and Douglas Hall. In the chapter authors discuss steges of adult development, consider statements of other autors and specify some summerizing thoughts. The question if career and life stages are still relevant today answers definitive: yes and no. Yes because they have still same phases; exploration, establishment and mastery. No because they have more complex interactions and overlays thus asynchronity between various life and work roles is greater today. Furthermore Levinson taps that adults pace their life cycle not as much in terms of theirs ålder as in terms of theirs family cycle and that life cycles affects by social attitudes and behaviour. It also evokes that finding balance between exploring new possibilities and creating a stable life structure is a major factor in which development occurs (Levinson, 1978, p.49). Jaffrey Arnett states the notion (Arnett, 2004) "emerging adulthood" as a rising of avarage age of entering an adult life in contemporary society. The pioneering work of Jean Baker-Miller (1991) implies that women come to view development more as mutual, interdependent process than do men. Joyce Fletcher (1999) specifies features that characterize growth-fostering relational interactions(!--p.185--).
Hall (Hall 1998) suggesats that the keys to career success are identity and adaptabilyty. Authors present a model of the career as a series of learning cycles . They state " The more we come to view continous learning as part of the new career contract and not just as a type of career pattern for a certain type of person , the more we can value both femele and male patterns of development."
Flatcher and Miller indicate that protean careers unfold erratically over time and can embrace both mastery and relational growth. (Fletcher, 1999; Miller, 1991). Daniel Feldman suggest that the keys to career success are extroversion and openness to new experience (Feldman, 2002). The protean career is unique to each person - one's "career fingerprint" (Driver, 1994). "A more elastisk concept, however, acknowledges that work and non-work roles overlap and shape jointly a person's identity and sense of self ... under the rubric of atteining psykological success" (Hall&Mirvis, 1994a, p.369). In the protean career the person is the figure and the organisation is the background (Hall). The relationship become long-term, highly valued one , not only transactional contract "path with a heart"(Shepard, 1984). "High - involvment path" and "Low involvment path" ar other notions (Hall, Rabinowitz, 1988). Haw organisations can tap the potential of older workers is the questions that take much place. Authors think that it's necessery to promote environment of continous learning and increase following sources; developmental relationship, varied assignments, improved brokering and using IKT.
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Organisations that provide caring for people will engage the people thus profit from a vast supply of untapped human potential (Kahn, 1990).
,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
Page 185
A New model for Middle and Later Years : Learning Cycles
---------------------------------------------------------
One of the keys to understanding the new contract is the fact that the employee's needs and career concerns change during the course of the career, in a much more dynamic way than in the past.
Continuous learning is needed for continued success. An issue for women and men in midlife and later is how to learn continously and be adaptable after establishing an initial life structure that works and yields psychological success.
Early adult success can reinforce a stable routine of behaviour and lifestyle, which can put the person at risk later in her or his careerof being closed to necessery new learning. Although sucess breeds success, the subsequent overuse of skills can lead to later career derailment as the person troes to repeat the use of skills that created success in the past but are no longer relevant to current challenges.
The same meta-competencies discussed earlier, identity och adaptability , seems to be the key to career success at all stages in light of the new career realities (Hall,London). If the older person has the ability to self-reflect, to continue assessing and learning about herself or himself,and to change behaviours and attitudes, the changes are much better for successful career transitions at any stage and a good fit with the new work environment.
Career routines in one,s middle or later career can be interrupted by various triggers in the person and in the environment, leading to conscious exploration of alternative ways of being, "routine busting", and new cycles of learning. If this exploration leads to experimental changes in behaviour that leads to success, they are likely to be integrated into the identity and may encourage future explorations and adaptations.
Because of the greatly increased variety and complexity in the work environment (Handy) , there is an equally great potential variety in the range of individual responses to changes in this environment. What we are seeing now, instead of one set of career stages, is a series of many shorter learning cycle over the span of a person,s work life (Hall& Mirivis, 1995). Careers will be increasingly driven by the core competencies of the field in which a person works. As the life cycle of technologies and products has shortened , so have personal mastery cycles. As a result people's careers will increasingly become a succession of mini-stages (or short-cycle learning stages) of exploration, trial, mastery, and exit, as they move in and out of various product areas, technologies, functions, organizations, and other work environments. The key issue determining a learning stage will be not chronological age (in which the 40s and 50s were considered "mid-career") but career age , where prhaps 5 years in a given speciality may be "midlife" for that area. Thus , the length of a career stage would be driven by the half-life of the competency field of that career work. "
This model is shown in
-----------------------------------------
Page 4 & 5
Taday, the changing nature of work and the workplaces and the changing nature of families have profoundly affected the nature and structure of careers. The forces that must be factored in include globalistion; working parents; breakdown of the nuclear family; lack of extended family support due to geographic mobility; lack of high-quality daycare; burdensome costs of education, housing, and retirement; and caring for eldery parents who are living longer. All this forces, coupled with an unrealistic sens that we can have it all (or should try to do it all), seems to have come together to form a perfect strom of stress and confusion.
Anyone who works needs no expert to state the obvious: The world of work is in a state of unprecendented change.
...
The impact of globalization , new technologies, joint ventures and strategic alliances, changing workforce demograp+hics, and changing employee, customer, stockholder, and societal expectations are all making organisational management increasingly challenging.
One of the major challenges for any organisation is to better understand how to manage its changing workforce in the context of the chelenging organisation.
Forskarna genererat begreppet skiftande karriär (Protean Career) som är typisk för den nya landskappet och jämför med begreppet traditionell karriär (Traditional Career) som är mer typisk till den föregoende landskappet. På sidan 11 sammanställs typiska drag för de båda i en tabell. Från tabellen framgår bl.a. att den nya s.k. skiftande karriär är psykologisk success en mått för framgång och framgången inte berör på att man avanserar inom en vis organisation som det är i den trditionella karriären. Jag tror att det är en viktig kriterium när man bedömmer eller planerar sin karriär och samtidigt är det en mycket subiektiv kriterium som bara man själv kan bedömma. På samma sidan 11 skriver författarna " We assume that the individual is in charge of his or her career, is responsible for defining roles, boundaries, and balance , needs to navigate through many changes over the lifesplan , and is the ultimate judge of his or her own success.
---------------------------------------------------
2. The self assessment process (p.15) - jaget bedömningsprocessen/
--------------------------------------------------------------
The basic areas of self-assessment - grundläggande områdena självutvärdering /
Reflekting on the past (p.16) - reflekting på tidigare
Identity as a core competence (p.17) - identitet som en kärnkompetens
Clarifying your values (p.21) - klargöra dina värderingar
Underständing your interests and passions (p.29) - förstå dina intressen och passioner
Lifestyle (p.32) - Livsstil
Understanding Your Life Goals and Personal Vision (p.35) - Förstå dina livsmål och personlig vision
Skill Assessment (p.37) - bedömning av färdigheter
Summary (p.44) - sammanfattning
------------------------------------------------------
3. Integrering your selfassessment and developing implications (p.47) -Integrering ditt selfassessment och utveckla konsekvenser
-------------------------------
4. Finding Ideal work (p.61) - Hitta Ideal arbete
----------------------------------
Att chapter 4 Authors write that skills to identify good oportunities , possesing the basik tools of job searching, using network, and making effektiv decisions are the critical skills needet to get right position.
--------------------------------------------------
5.
------------------------
8."Career Development Over the Lifesplan"
-------------------------------
"Career Development Over the Lifesplan" i is the last chapter in a book writen by Brad Harrington and Douglas Hall. In the chapter authors discuss steges of adult development, consider statements of other autors and specify some summerizing thoughts. The question if career and life stages are still relevant today answers definitive: yes and no. Yes because they have still same phases; exploration, establishment and mastery. No because they have more complex interactions and overlays thus asynchronity between various life and work roles is greater today. Furthermore Levinson taps that adults pace their life cycle not as much in terms of theirs ålder as in terms of theirs family cycle and that life cycles affects by social attitudes and behaviour. It also evokes that finding balance between exploring new possibilities and creating a stable life structure is a major factor in which development occurs (Levinson, 1978, p.49). Jaffrey Arnett states the notion (Arnett, 2004) "emerging adulthood" as a rising of avarage age of entering an adult life in contemporary society. The pioneering work of Jean Baker-Miller (1991) implies that women come to view development more as mutual, interdependent process than do men. Joyce Fletcher (1999) specifies features that characterize growth-fostering relational interactions(!--p.185--).
Hall (Hall 1998) suggesats that the keys to career success are identity and adaptabilyty. Authors present a model of the career as a series of learning cycles . They state " The more we come to view continous learning as part of the new career contract and not just as a type of career pattern for a certain type of person , the more we can value both femele and male patterns of development."
Flatcher and Miller indicate that protean careers unfold erratically over time and can embrace both mastery and relational growth. (Fletcher, 1999; Miller, 1991). Daniel Feldman suggest that the keys to career success are extroversion and openness to new experience (Feldman, 2002). The protean career is unique to each person - one's "career fingerprint" (Driver, 1994). "A more elastisk concept, however, acknowledges that work and non-work roles overlap and shape jointly a person's identity and sense of self ... under the rubric of atteining psykological success" (Hall&Mirvis, 1994a, p.369). In the protean career the person is the figure and the organisation is the background (Hall). The relationship become long-term, highly valued one , not only transactional contract "path with a heart"(Shepard, 1984). "High - involvment path" and "Low involvment path" ar other notions (Hall, Rabinowitz, 1988). Haw organisations can tap the potential of older workers is the questions that take much place. Authors think that it's necessery to promote environment of continous learning and increase following sources; developmental relationship, varied assignments, improved brokering and using IKT.
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Organisations that provide caring for people will engage the people thus profit from a vast supply of untapped human potential (Kahn, 1990).
,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
Page 185
A New model for Middle and Later Years : Learning Cycles
---------------------------------------------------------
One of the keys to understanding the new contract is the fact that the employee's needs and career concerns change during the course of the career, in a much more dynamic way than in the past.
Continuous learning is needed for continued success. An issue for women and men in midlife and later is how to learn continously and be adaptable after establishing an initial life structure that works and yields psychological success.
Early adult success can reinforce a stable routine of behaviour and lifestyle, which can put the person at risk later in her or his careerof being closed to necessery new learning. Although sucess breeds success, the subsequent overuse of skills can lead to later career derailment as the person troes to repeat the use of skills that created success in the past but are no longer relevant to current challenges.
The same meta-competencies discussed earlier, identity och adaptability , seems to be the key to career success at all stages in light of the new career realities (Hall,London). If the older person has the ability to self-reflect, to continue assessing and learning about herself or himself,and to change behaviours and attitudes, the changes are much better for successful career transitions at any stage and a good fit with the new work environment.
Career routines in one,s middle or later career can be interrupted by various triggers in the person and in the environment, leading to conscious exploration of alternative ways of being, "routine busting", and new cycles of learning. If this exploration leads to experimental changes in behaviour that leads to success, they are likely to be integrated into the identity and may encourage future explorations and adaptations.
Because of the greatly increased variety and complexity in the work environment (Handy) , there is an equally great potential variety in the range of individual responses to changes in this environment. What we are seeing now, instead of one set of career stages, is a series of many shorter learning cycle over the span of a person,s work life (Hall& Mirivis, 1995). Careers will be increasingly driven by the core competencies of the field in which a person works. As the life cycle of technologies and products has shortened , so have personal mastery cycles. As a result people's careers will increasingly become a succession of mini-stages (or short-cycle learning stages) of exploration, trial, mastery, and exit, as they move in and out of various product areas, technologies, functions, organizations, and other work environments. The key issue determining a learning stage will be not chronological age (in which the 40s and 50s were considered "mid-career") but career age , where prhaps 5 years in a given speciality may be "midlife" for that area. Thus , the length of a career stage would be driven by the half-life of the competency field of that career work. "
This model is shown in
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