Browsing by Subject "Career Development"

Now showing 1 - 8 of 8
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    City of Ramsey Career Development Program
    (Resilient Communities Project (RCP), University of Minnesota, 2017) Zamora-Weiss, Jess
    This project was completed as part of the 2017-2018 Resilient Communities Project (rcp.umn.edu) partnership with the City of Ramsey. The City of Ramsey has about 80 staff. Recruiting and retaining talented professionals is an important aspect of the City’s human resource strategy. To that end, the City wanted to implement a career ladder for maintenance workers to increase staff retention. A student in Human Resources and Industrial Relations participated in a directed study, under the direction of Stacy Doepner-Hove, to identify career ladders and career development programs in other cities; interviewed maintenance staff and employee union representatives; proposed career ladders, advancement criteria, and training and licensing requirements for employees in various positions at the City to advance up the ladder; and created application forms and other materials that could be used to implement such a program. A final report and presentation are available.
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    Community Health Worker.
    (Center for Urban and Regional Affairs, University of Minnesota., 1973) CURA
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    Creating a Career Development Program for Implementation in Minneapolis Public High Schools
    (Hubert H. Humphrey School of Public Affairs, 2016) Clayton, Trevor; Lkhasuren, Delgermaa; Mitchell, Mallory; Pickreign, Jocelyn; Spitzfaden, Karen
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    The Effects Of Career Motivation And Intellectual Curiosity On Proactive Career Behaviors In Undergraduate College Students
    (2020-05) Opsata, Bethany
    The rapid change in the contemporary business environment has made careers more complex and requires employees to take a more active role in their career in order to keep pace. This study explored the relationship between career motivation (including career insight, career identity, and career resilience), intellectual curiosity, and proactive career behaviors, measured two ways. The results indicate that there is a positive relationship between the career motivation components of career identity and career insight with proactive career behaviors, but not with the component of career resilience unless it is moderated by the general area of the student’s major. Additionally, student’s self-knowledge has a positive relationship with proactive career behaviors, as does intellectual curiosity when moderated by class standing. The implications for practice are that educators who want to encourage students to increase their voluntary participation in proactive career behaviors may be able to do so by focusing primarily on student’s career insight and career identity, and secondarily their self-knowledge and intellectual curiosity. Further research could be done developing interventions and measuring their impact on students’ career behaviors. And if resources limit the scope of future interventions for either research or practice, an emphasis on career insight will likely make the most impact on students’ career behaviors.
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    Integrating Care And Paid Work – The Career Development Of Parents Of People With Disabilities In Brazil
    (2024-04) Dalla Martha Rodriguez, Ana Carolina
    Parenting a person with disabilities (PWD) is an experience that transforms one’s beliefs, family relationships, social connections, financial stability, and professional trajectory. Parents of PWD engage in what scholars call exceptional care – intense, lifelong, cyclical, and crisis-driven care. For them, caring is a central part of their lives, crossing boundaries between family and work domains and driving most of these parents’ career decisions. Studies show that parents of PWD often experience heightened work-family conflict and physical, emotional, and financial stress. Significantly, individuals identifying as women are disproportionally impacted as they assume most of the care work. Nevertheless, employment is critical for these parents’ financial and mental health, as work provides necessary income and personal fulfillment. This study applied a grounded theory methodology to investigate how Brazilian parents of PWD make career decisions to accommodate care and paid work, also examining the systemic factors that influence these decisions. In-depth interviews were conducted with 27 college-educated mothers and fathers of PWD to map their career trajectories and main career decisions. The findings of this study contribute to advancing and integrating career development and work-life theories, highlighting the importance of social identities and organizational and social dynamics. New frameworks are proposed to explain how parents of PWD, and potentially other caregivers, make ongoing career decisions and manage their family and work arrangements to attain more satisfactory work-life relationships. Additionally, this study offers practical implications for career development professionals, HRD practitioners in organizations, and public policymakers on how to support the professional development of caregivers.
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    Minneapolis New Careers Program: A Follow-up Study.
    (Center for Urban and Regional Affairs, University of Minnesota., 1971) Thompson, Margaret A.
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    Ramsey County Family Day Care Training Project.
    (Center for Urban and Regional Affairs, University of Minnesota., 1974) CURA
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    Superintendents’ perceptions of career development.
    (2011-11) Oberstar, Vicki Lee
    Perceptions held by superintendents' regarding federal and state career education policy influence the implementation of career education development activities at the local level. There are limited research resources available that explore the thoughts of superintendents regarding the issue of career education; this research project conducted a study in which five superintendents from Northeastern Minnesota were interviewed regarding their perceptions of career development and implementation practices. As leaders, superintendents influence the school curriculum, so it is important to consider their role in the process of creating, implementing, evaluating, and maintaining career education. The subjects' perceptions were studied in regards to their interpretations of career development legislation at the federal level, the state level, and the local level. The research has found a variety of insights which has resulted in an array of implementation practices and career development advocating strategies used by current superintendents in the study. Regarding legislation, all superintendents were in agreement that the action to combine previous legislation into the Perkins IV was a good move, easier to understand and implement. Each administrator differed in their approaches regarding how they viewed career development programming; one superintendent was content with current legislation and programming as career development has advanced since this administrator's youth, whereas the other four felt more could be done. School leaders varied on their opinions regarding the success rate of the program; some leaders felt that the children were simply too young, so the current career education did not influence future actions, other superintendents felt it was imperative and it would help ensure global competition in the workplace for our nation. All superintendents perceived career development as a benefit to the school curriculum but were concerned about the implied messages students were receiving from teachers and thought that teachers needed more training in the career development field. However, the resonating common theme of thought amongst all administrators was their concern for sustainability due to the lack of existing funding, complicated further by future potential funding cuts.