Academic literature on the topic 'Career adaptability skills'
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Journal articles on the topic "Career adaptability skills"
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Santoso, Rifqy Puji. "Dukungan Sosial dan Employability Skill terhadap Career Adaptability pada Mahasiswa Tingkat Akhir Universitas AKI." Jurnal Sublimapsi 5, no. 2 (2024): 330. http://dx.doi.org/10.36709/sublimapsi.v5i2.47779.
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Abstrak : Penelitian ini bertujuan untuk menguji secara empiris pengaruh dukungan sosial dan employability skill terhadap career adaptability pada mahasiswa tingkat akhir di Universitas AKI. Adapun kriteria sampel yang digunakan adalah mahasiswa semester VIII yang saat ini sedang mengambil matakuliah tugas akhir (skripsi) dengan jumlah 102 orang. Teknik sampling yang digunakan adalah purposive sampling. Adapun pengukuran variabel career adaptability menggunakan skala likert Career Adapt-Abilities Scale (CAAS) yang didasarkan pada teori dimensi career adaptability Savickas yaitu Concern, Control, Curiosity dan Confidence. Variabel dukungan sosial ini diukur dengan menggunakan skala MSPSS (Multidimensional Scale of Perceived Social Support) dari Zimet, et.al yaitu families, friends and significant others.Variabel employability skill diukur berdasarkan teori Pool & Sewel, yaitu Career Development Learning, Experience, Degree subject knowledge, skill and understanding, Generic skill, Emotional Intelligence. Nilai reliabilitas Alpha Cronbach pada skala CAAS = 0,904. Skala MSPSS nilai α = 0,903 sedangkan skala employability skill nilai α = 0,865. Hasil penelitian juga ini menunjukkan bahwa nilai R = 0,969; R2 = 0,939; F = 762,850 ( p < 1% ) yang berarti terdapat pengaruh yang signifikan antara dukungan sosial dan employability skill terhadap career adaptability pada mahasiswa tingkat akhir.Adapun variabel yang memberikan kontribusi terbesar terhadap career adaptability pada mahasiswa tingkat akhir adalah variabel dukungan sosial yaitu 87,33%,. Hal ini menunjukkan bahwa kontribusi dukungan sosial khususnya keluarga sangat menentukan career adaptability seorang mahasiswa. Kata kunci : Career adaptability, Dukungan sosial, Employability skill Abstract: This research aims to empirically test the influence of social support and employability skills on career adaptability in final year students at AKI University. The sample criteria used are level VIII students who are currently taking final assignment (thesis) courses. The total is 102 people. The sampling technique used was purposive sampling. The measurement of the career adaptability variable uses the Likert scale Career Adapt-Abilities Scale (CAAS) which is based on Savickas' theory of career adaptability dimensions, namely Concern, Control, Curiosity and Confidence. This social support variable is measured using the MSPSS (Multidimensional Scale of Perceived Social Support) scale from Zimet, et.al, namely families, friends and significant others. The employability skill variable is measured based on the Pool & Sewel theory, namely Career Development Learning, Experience, Degree subject knowledge, skill and understanding, Generic skill, Emotional Intelligence. Cronbach's Alpha reliability value on the CAAS scale = 0.904. The MSPSS scale has a value of α = 0.903, while the employability skills scale has a value of α = 0.865. The results of this research also show that the R value = 0.969; R2 = 0.939; F = 762.850 (p < 1%) which means that there is a significant influence between social support and employability skills on career adaptability in final year students. The variable that makes the biggest contribution to career adaptability in final year students is the social support variable, namely 87.33 %,. This shows that the contribution of social support, especially family, really determines a student's career adaptability. Keywords: Career adaptability, social support, employability skills
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Mahfud, Tuatul, Yogiana Mulyani, Ria Setyawati, and Nur Kholifah. "The Influence of Teaching Quality, Social Support, and Career Self-Efficacy on the Career Adaptability Skills: Evidence from a Polytechnic in Indonesia." Integration of Education 26, no. 1 (2022): 27–41. http://dx.doi.org/10.15507/1991-9468.106.026.202201.027-041.
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Introduction. Changes in the industry impact the stable condition of working in a company or industry and it is not something that can be guaranteed again in the future. The proof is that there are many phenomena of job transfers or even layoffs in various business sectors due to COVID-19 pandemic. Many studies have examined the importance of developing career adaptability skills to face the changing needs of the industry. However, studies that discuss the mechanism of forming career adaptability skills involving important antecedent factors such as teaching quality, social support, and career self-efficacy of polytechnic students are still limited. Therefore, this study aims at examining the effect of teaching quality, social support, and career self-efficacy factors on the career adaptability skills of polytechnic students. Materials and Methods. This study involved 265 students at a polytechnic in East Kalimantan, Indonesia. The students expressed their perceptions of the quality of their internship learning, social support, and career selfefficacy – data analysis used Structural Equation Modeling by Amos 18 software. Results. This study reveals that teaching quality and social support does not have a direct effect on career adaptability skills. Meanwhile, career self-efficacy has a direct effect on the career adaptability skills of polytechnic students. Other findings, teaching quality and social support have a direct effect on the career self-efficacy of polytechnic students. Finally, career self-efficacy mediates the effect of teaching quality and social support on the career adaptability skills of polytechnic students. Discussion and Conclusion. This study provides important implications for the development of learning in vocational education so that students have a good mastery of career adaptability skills. Vocational education practitioners must design a vocational teaching model that combines vocational teaching, social support, and career self-efficacy to form mastery of career adaptability skills for pop-polytechnic students. In addition, the development of a vocational education curriculum needs to include mastery of career adaptability skills for students in vocational education, be it vocational high schools or polytechnics. In further research, it is necessary to develop a vocational learning model that aims to inculcate career adaptability skills for vocational students.
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Subhan, Nurul Izzah, and Muhammad Nur Wangid. "Exploring the Role of Planned Happenstance Skills in Shaping Career Adaptability Among High School Students." AL-ISHLAH: Jurnal Pendidikan 17, no. 1 (2025): 49–58. https://doi.org/10.35445/alishlah.v17i1.5925.
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Planned happenstance skills are crucial for thriving in an ever-changing environment, fostering adaptability in the face of uncertainty—an essential quality in today’s workforce. This study explores the role of planned happenstance skills as predictors of career adaptability among high school students, focusing on identifying the most influential dimensions. The study employed a quantitative approach, hypothesizing that (1) planned happenstance skills positively predict career adaptability, and (2) persistence contributes more significantly than other dimensions. A sample of 79 high school students in Wajo Regency was selected via simple random sampling. Data were collected using validated questionnaires measuring planned happenstance skills and career adaptability. Wolfowitz applied product-moment correlation to data analysis. Findings revealed a moderate positive correlation (r = 0.549, p 0.05), indicating that higher planned happenstance skills are associated with greater career adaptability. Among the dimensions, persistence accounted for the largest contribution (38%) to career adaptability. These results suggest that persistence is a critical factor in fostering career adaptability, reflecting students' ability to maintain effort despite challenges. This study contributes to the limited quantitative research on the relationship between planned happenstance skills and career adaptability in high school contexts. By highlighting the predictive role of planned happenstance skills, particularly persistence, this study provides actionable insights for career education programs. Schools can enhance students’ adaptability through targeted interventions fostering curiosity, flexibility, perseverance, optimism, and risk-taking, preparing them for unexpected career challenges.
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Talaue, Gilbert Macalanda. "Career Adaptability of Jubail University College Students." International Journal of Project Management and Productivity Assessment 10, no. 1 (2022): 1–19. http://dx.doi.org/10.4018/ijpmpa.297087.
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This study aimed to profile the career adaptability of selected college students to be able to assess their employability potentials. Quantitative and qualitative methods and descriptive research design were utilized. 100 respondents from different specialization and year-levels participated in the study. The study provided insights on the career adaptability of selected Saudi students. Demographic variables contributed to adaptability level of respondents. Student taking-up technology-related specializations are adaptable than liberal arts-related. Results shows that career adaptability correlated to maturity and human capital factors, therefore it can be enhanced or developed through proper intervention. Career adaptability is the most sought-after skill of employers for job candidates who can cope with necessary diverse situations. Therefore, adaptability is as important as technical skills for job-seekers. It can be recommended that educational institutions should design programs that will enhance their students’ soft skills.
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Wulandari, Devany Angie, and Nida Hasanati. "Hubungan antara psychological capital dan career adaptability anggota Dit Samapta Polda." Cognicia 12, no. 1 (2024): 1–9. http://dx.doi.org/10.22219/cognicia.v12i1.28518.
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Every individual will go through an exploration stage in their career where individuals still consider their talents, interests and educational background for their careers. There are career obstacles faced by individuals at the beginning of their careers, encouraging them to have career adaptability skills. This research is a correlational quantitative study that aims to determine the relationship between psychological capital and career adaptability at the beginning of the career of members of Dit Samapta Polda. Subjects in this study were 203 members, aged 19-23 years. This study used two measuring instruments, Psychological Capital Questionnaire Scale (PCQ) and the Career Adapt-Ability Scale (CAAS). Based on the correlation analysis using Rank Spearman, it was found that there was a positive and significant relationship between psychological capital and career adaptability with (ρ = 0,433) and sig. (2-tailed) = (0,000) so that the higher the psychological capital, the higher the career adaptability.
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Venugopal, Dr Kalpana, and Dr V. Saravana Kumar. "Graduates Employability Skills and Placements - Mediating Role of Career Adaptability." International Journal of Management and Humanities 8, no. 9 (2022): 38–42. http://dx.doi.org/10.35940/ijmh.j1490.058922.
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This paper focused on examining the relationship exist between psychosocial variables, employability skills and career adaptability for procuring placements among management graduates; to ascertain the mediating effect of career adaptability skills in the relationship between employability skills and placements. The study opt, cross-sectional design. Data were gathered from management graduates (N=207), placed in varied job settings through academic placements. Hierarchical regression were performed to accomplish objectives of the study. The results showed positive and significant correlation among employability, career adaptability towards procuring placements. Further describes partial mediation effect of career adaptability in relationship between employability and placements obtained among graduates. The results proposes that management graduates need to possess more adaptability skills compared to employability skills in order to secure employment through placements. The career adaptability dimensions: control, curiosity, concern, confidence and major employability skills can be enhanced by providing academic workshops and training interventions to management graduates.
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Dr., Kalpana Venugopal, and V. Saravana Kumar Dr. "Graduates Employability Skills and Placements - Mediating Role of Career Adaptability." International Journal of Management and Humanities (IJMH) 8, no. 9 (2022): 38–42. https://doi.org/10.35940/ijmh.J1490.058922.
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<strong>Abstract:</strong> This paper focused on examining the relationship exist between psychosocial variables, employability skills and career adaptability for procuring placements among management graduates; to ascertain the mediating effect of career adaptability skills in the relationship between employability skills and placements. The study opt, cross-sectional design. Data were gathered from management graduates (N=207), placed in varied job settings through academic placements. Hierarchical regression were performed to accomplish objectives of the study. The results showed positive and significant correlation among employability, career adaptability towards procuring placements. Further describes partial mediation effect of career adaptability in relationship between employability and placements obtained among graduates. The results proposes that management graduates need to possess more adaptability skills compared to employability skills in order to secure employment through placements. The career adaptability dimensions: control, curiosity, concern, confidence and major employability skills can be enhanced by providing academic workshops and training interventions to management graduates.
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Alamsyah, Muh Nur, Adi Atmoko, Nur Hidayah, and Yang Peng. "Exploring Protean Career Orientation: Career Strategies for Generation Z in the 21st Century." Indonesian Journal of Learning Education and Counseling 7, no. 2 (2025): 94–106. https://doi.org/10.31960/ijolec.v7i2.2956.
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This study aims to explore protean career orientations in developing Generation Z's 21st century career adaptability in an educational context. Generation Z faces significant challenges in a dynamic and fast-changing learning environment, including technological developments, labor market changes, and evolving skill needs. Therefore, it is important to understand how a protean career orientation can help them adapt to these changes. The method used was Systematic Literature Review (SLR), which identified and analyzed the literature related to protean career orientation and career adaptability. The results showed that protean career orientation, which emphasizes flexibility, career self-management and the ability to learn lifelong, significantly contributes to the development of career adaptability. The findings highlight the importance of developing adaptive skills and mindsets to enable Generation Z to cope with the evolving demands of education and careers. Adopting a protean career orientation can be an effective strategy in preparing Generation Z for future career challenges and enhancing their ability to navigate diverse educational and career pathways so that they can reach their full potential in an ever-changing environment.
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Lee, So-Young, and Han-Ik Jo. "The Effect of Counseling Major Graduate Student’s Planned Happenstance Skills on Employability: The Mediating Effect of Career Decision-Making Self-Efficacy and Career Adaptability." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (2022): 187–201. http://dx.doi.org/10.22251/jlcci.2022.22.24.187.
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Objectives The purpose of this study was to identify the effect of counseling major graduate student’s planned happenstance skills on employability and to investigate a mediating effect of career decision-making self-efficacy and career adaptability between planned happenstance skills and employability.
 Methods For the purpose of the study, 399 counseling major graduate students were surveyed online for 9 days from October 22 to October 30, 2019. The collected data were analyzed using SPSS 21.0 and R program through a structural equation modeling.
 Results First, the result of correlation analysis indicated that the relations among counseling major graduate student’s planned happenstance skills, career decision-making self-efficacy, career adaptability and employability have significant and positive correlations. Second, career decision-making self-efficacy and career adaptability sequentially mediated the relationship between planned happenstance skills and employability. Third, career adaptability completely mediated the relationship between planned happenstance skills and employability.
 Conclusions These findings suggest that counseling strategies that recognize accidental events positively and use them as opportunities to improve employment potential by sequentially increasing career decision-making self-efficacy and career adaptability indicate the positive effects of career development and job preparation.
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Eka Puteri Utami, Mamat Supriatna, and Eka Sakti Yudha. "Description of High School Students' Career Adaptability." G-Couns: Jurnal Bimbingan dan Konseling 8, no. 2 (2024): 809–17. http://dx.doi.org/10.31316/gcouns.v8i2.5691.
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Career adaptive ability is able to express appropriate behavior in dealing with changing conditions. If individuals have high career adaptability skills, it will be easier for them to face challenges in achieving success. This study aims to describe the description of career adaptability. The method used in this research is quantitative, and the research design used is a survey. Respondents in this study were 325 students in class XI of a high school in Bangka Belitung Province. Collecting data in this study used a career adaptability instrument which was developed from various definitions of experts and has been previously validated. The career adaptability instrument consists of 60 statements and covers three aspects. It can be concluded that students' career adaptability skills are in the quite capable category with a percentage of 67.7%. This means that several aspects and dimensions of career adaptability are still lacking. Keywords: career adaptability, students, high school
Dissertations / Theses on the topic "Career adaptability skills"
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Patillon, Thi-Van. "Créativité, adaptabilité et compétences à s’orienter tout au long de la vie." Thesis, Paris, CNAM, 2014. http://www.theses.fr/2014CNAM0985/document.
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Partant du constat que les compétences créatives ont été peu étudiées dans le champ de l’orientation, alors même que les conduites d’orientation dans le contexte sociétal moderne font très largement appel aux compétences individuelles d’ouverture, de flexibilité, d’originalité, d’adaptation, voire même d’innovation, la thèse présentée examine la place et le rôle de la créativité comme composante des compétences à s’orienter.Après avoir exploré différentes associations possibles entre créativité et différentes compétences à s’orienter, nous nous focalisons d’une part sur les relations entre la créativité et l’adaptabilité de carrière telles que définies et opérationnalisées par Savickas (Savickas & Porfeli, 2012), et d’autre part entre la créativité et l’adaptabilité individuelle telle que définie et opérationnalisée par Ployart et Bliese (2006). Une étude portant sur un échantillon d’étudiants de premier cycle universitaire en France (n = 500) a été conduite et les résultats obtenus indiquent des corrélations significatives et positives entre le potentiel créatif et certaines des dimensions de l’adaptabilité individuelle et de carrière et invitent à accorder une place plus importante à la créativité dans les modèles d’orientation tout au long de la vie<br>Two major approaches have emerged in the discipline of career counseling to determine the key factors in career development: the relationship between creative potential and adaptability, and between creative potential and the individual characteristics of personality, motivation, and logical reasoning. This research attempts to integrate these two approaches by evaluating the impact of each of these factors on adaptability. 500 undergraduate volunteers filled out self-assessment questionnaires and performed timed graphic efficiency tests. The results were subjected to statistical analysis. The findings indicate that the individual characteristics of personality and motivation have higher correlation with adaptability than creativity and logical reasoning. Future research should involve different populations and employ non-graphic tests of creativity to confirm these results. If confirmed it would then be necessary to further explore the role of creativity in career development
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Soldervik, Jessica, and Isabelle Johansson. "Elitidrottares adaptabilitet vid utmanande karriärövergångar : Hållbara karriärövergångar ur ett konstruktivistiskt och salutogent karriärvägledningsperspektiv." Thesis, Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43403.
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Sammanfattning Ohälsosamma karriärövergångar, det vill säga sammanhang där utmanande karriäröver- gångar leder till negativa konsekvenser, förekommer exempelvis inom (elit)idrotten. Utmanande karriärövergångar kan exempelvis ge upphov till psykisk ohälsa. Det är därmed angeläget med hälsofrämjande insatser som genererar hållbara karriärövergångar. Idrotten är ett utvecklat område när det gäller forskning kring olika typer av karriärövergångar ur ett psykologiskt perspektiv på förändring. Tidigare forskning visar att god karriäradaptabilitet främjar konstruktiv hantering av utmaningar och framgångsrik karriärutveckling. Genom att arbeta holistiskt med idrottares adaptionsprocesser kan empowerment stärkas och resultera i en hälsofrämjande effekt. Syftet med studien var att undersöka idrottares upplevelser av utmanande karriäröver- gångar genom att analysera adaptionsprocessen och karriäradaptabiliteten ur ett konstruk- tivistiskt karriärteoretiskt perspektiv. Ändamålet var att identifiera faktorer som påverkar och underlättar idrottares karriärövergångar. Genom mejlintervjuer besvarades studiens frågeställningar med beskrivningar av hur adaptionen vid utmanande karriärövergångar upplevdes, hur konsekvenserna såg ut och vad som hade kunnat göra karriärövergångarna hållbara. Samtliga karriärövergångar var karriäravslut förknippade med skador, som orsakade övervägande negativa konsekvenser. Studien visade framträdande mönster och samband mellan beslutsfattande, motivation, identitet och adaptabiliteten vid karriäröver- gångarna. I det fall det upplevdes en negativ effekt eller bristande känsla av kontroll/egen- makt samt avsaknad av framgång, tillfredsställelse och utveckling i beslutsprocessen, blev det utmanande att anpassa sig vid karriärövergången. Idrottarna belyste därmed vikten av utbildning och professionellt stöd för hållbara karriärövergångar. I studien identifierades strategier för framgångsrik hantering av karriärövergångar. Slutsatsen var att nya meningsfulla mål som resulterade i nya karriärmöjligheter och ett återskapande av en sammanhållen identitet visades vara viktiga faktorer för en fram- gångsrik adaptionsprocess. Detta gav ett underlag till diskussionen kring hur konstruk- tivistisk karriärvägledning kan tillämpas salutogent inom idrotten, för att stärka idrottares karriäradaptabilitet.
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Brunner, Elodie. "Contribution à l'étude juridique du droit de la mobilité professionnelle." Thesis, Paris 2, 2018. http://www.theses.fr/2018PA020081.
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Le droit de la mobilité professionnelle, s'il connaît de nombreuses définitions, suppose encore un travail de construction. Entre obligations de l’employeur et droits du salarié, la mobilité professionnelle oblige à concilier un épineux paradigme alliant flexibilité dans l’entreprise et sécurité du parcours professionnel. Cette complexité est révélatrice d’une ambiguïté originelle : la mobilité professionnelle s’inspire pour l’essentiel de la pratique d’entreprise, si bien qu’il existe aujourd’hui autant de régimes de mobilité que de situations impliquant des mobilités. Clause de mobilité professionnelle, reclassement du salarié, mise à disposition de personnel, mobilité volontaire sécurisée, accord de performance collective, ruptures négociées, cession de contrat, l’étude des dispositifs juridiques démontre que la mobilité est essentiellement envisagée à court terme, à l’initiative de l’employeur et construite sur un schéma de contrainte ne tenant pas compte de la liberté individuelle du salarié. Le manque d’efficacité de l’arsenal juridique et les dérives qui en résultent en pratique rendent incompatibles le droit positif avec l’objectif de développement de la mobilité positive, pierre angulaire du droit de la mobilité professionnelle. Les nombreuses interventions du législateur au soutien des formes de mobilités contraintes concourent à la défaillance de cette ambition. Alors que le droit à la mobilité est, formellement, une garantie fondamentale du statut des fonctionnaires et des agents publics, une telle équivalence n’existe pas en matière de droit privé. L’enjeu majeur réside dès lors dans la capacité du législateur à repenser la mobilité positive<br>The professional mobility law, although it has many definitions, still requires construction work. Between the obligations of the employer and the rights of the employee, professional mobility requires reconciling the thorny paradigm between flexibility in the company and safety of the professional career. This complexity reveals an original ambiguity: professional mobility is essentially inspired by practice, so that today there are as many mobility schemes as there are situations involving mobility. Professional mobility clause, reclassification of the employee, personnel provision, secure voluntary mobility, performing agreement, negotiated breaks of contract, assignment of contract, the study of legal devices shows that mobility is mainly envisaged in the short term, at the initiative of the employer and built on a pattern of constraint not taking into account the individual freedom of the employee. The lack of efficiency of the legal framework and the resulting abuses in practice make positive law incompatible with the objective of developing positive mobility, which is the cornerstone professional mobility law. The many interventions of the legislator in support of the forms of constrained mobilities contribute to the failure of this ambition. While the right to mobility is, formally, a fundamental guarantee of the status of civil servants and public officials, such equivalence does not exist in private law. The major challenge therefore lies in the ability of the legislator to rethink positive mobility
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Ismail, Sadika. "Self-esteem, graduateness skills and attributes and career adaptability of the young adult in the school-to-work transition phase." Diss., 2015. http://hdl.handle.net/10500/20299.
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This research focuses on the relationship between self-esteem, graduateness skills and
attributes and career adaptability among young adults in the school-to-work transition phase
to assist them in dealing with the transitions they are faced with during the school-to-work
transition phase in the hopes of making them more career adaptable and employable. A
cross-sectional quantitative research approach was followed, and a non-probability
convenience sample (N = 332) of undergraduate black (98.5%) and female (62%) young
emerging adults (18 to 29 years) at a Further Education and Training (FET) college in South
Africa participated in the study. A canonical correlation analysis indicated a significant overall
relationship between the graduateness/self-esteem canonical variate and the career
adaptability canonical variate. Hierarchical regression analyses indicated that the
relationship between graduateness skills and attributes and career adaptability was
moderated by self-esteem. Tests for mean differences revealed that males and females
differed significantly regarding their personal self-esteem and lie items. Recommendations
are suggested for use by human resource professionals in terms of career development
practices.<br>Human Resource Management<br>M. Com. (Human Resource Management)
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Huang, Chun-Mei, and 黃春梅. "The Correlation Between the Perception of Mama’s Boy Behavior and Career Adaptability of Junior High Students on Skill Education Program." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/70594801149301659236.
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碩士<br>國立臺灣師範大學<br>工業教育學系<br>104<br>The purposes of this study were to explore the correlation between the perception of mama’s boy behavior and career adaptability for students on Skill Education Program. It also attempted to analyze the difference in the perception of mama’s boy behavior and career adaptability in terms of students’ different backgrounds. A questionnaire was distributed to 477 students on Skill Education Program in 12 junior high schools in Taoyuan City, and 387 of them were collected with a valid rate of 81.13%. For data analysis, descriptive statistics, t-test and hierarchical regression analysis were applied. The conclusions drawn from statistic findings are listed as follows.
1. Students’ perception of mama’s boy behavior is low; students’ career adaptability is medium.
2. Boy students have more mama’s boy behavior than girl students; girl students have more career concern and career curiosity.
3. Students with parents’ duration of accompanying with their study have more mama’s boy behavior when dealing with their individual affairs.
4. Students from two-parent families have more career confidence.
Base on the findings, suggestions were provided for parents, school teachers, and students on Skill Education Program. Finally, for those researchers who would be interested in this field, some recommendations in subjects, variables and methods were proposed for reference.
Books on the topic "Career adaptability skills"
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Asokan, Dr N. Empowering Educators: Mastering Curriculum Decision Making. Jupiter Publications Consortium, 2024. https://doi.org/10.47715/978-93-86388-86-5.
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Curriculum Decisions Matters Effective curriculum decision making is the backbone of exceptional education. It has the power to inspire, engage, and transform students, teachers, and entire learning communities. Yet, for many educators and educational leaders, curriculum development and implementation can be a daunting and complex task. The ever-changing educational landscape, diverse student needs, and competing stakeholder demands can make it challenging to create and implement a curriculum that truly supports student success for their life and career. “Empowering Educators: Mastering Curriculum Decision Making” is designed to address this critical need. This book provides educators with the knowledge, competence, and confidence to take ownership of curriculum decision making, ensuring that every student receives a high-quality education. Curriculum decisions directly influence what students learn, how they learn, and the overall quality of their educational experience. A well-designed curriculum ensures alignment with institutional, local, and national educational goals, standards, and policies. Curriculum decisions shape teaching methodologies, instructional strategies, and assessment approaches. It affects student achievement, engagement, motivation, and future career prospects. Curriculum decision making involves teachers in professional development, fostering collaboration, and expertise, reflect societal values, cultural norms, and community expectations, help prepare students for an evolving, complex, and interconnected world, influence resource allocation, including budgeting, staffing, and infrastructure. Curriculum decisions ensure accountability to stakeholders, including parents, policymakers, and the broader community and facilitate adaptability to changing educational landscapes, technologies, and societal needs. Written for teachers, school leaders, educators, educational leader, education decision makers and education policymakers, this comprehensive guide offers different attributes to be considered in framing curriculum, delivering the content and assessing the students, to empower educators to navigate the complexities of educational policy and reform. “Empowering Educators” will equip you with the expertise to make informed, curriculum decisions that foster academic excellence, social-emotional growth, and lifelong learning. Part 1 of this book discusses about the definitions, concepts and ideologies, models of curriculum. The importance of curriculum and syllabus inside the classroom. Second Part 2 of this book discusses about why curriculum decision makers have to consider the Mission (Purpose) of Teaching Profession, of Program and the Mission of institution and how it has to be synchronised with vision and core values of stakeholders. Why educators agrees its students should develop the graduate attributes during their time with the institution and consequently shape the contribution they can make to their profession and society. Why the development of metacognition, higher order thinking skills, development of requisite competence of students during their period of study is important and how decision makers to provide space and time for the development that matters. How the transdisciplinary learning helps the graduates passed out of higher educational institutions to solve the current and anticipating societal problem. How different dimensions of National Education Policy 2020 (NEP 2020) has to be incorporated into the curriculum. How do we develop graduates for the future of work, where new jobs emerge that just didn’t exist, or have not been invented yet. Why we need to develop the reading of different genre of books among our students during the period of study to understand the different authors ideas, concepts, principles and frameworks, which help the graduates to apply in any new situations. This book aims to empower educators to take charge of curriculum decision making, providing them confidence and courage to create exceptional learning experiences for all students. Keywords: Curriculum decision making, Educational policy, Curriculum development, Educational leadership, Student success, Teaching methodologies, Instructional strategies, Assessment approaches, Professional development, National Education Policy 2020 (NEP 2020), Graduate attributes, Metacognition, Higher-order thinking skills, Transdisciplinary learning, Lifelong learning, Social-emotional growth, Curriculum alignment, Educational goals, Stakeholder demands, Resource allocation, Adaptability in education, Mission and vision of education, Future workforce readiness, Reading diverse genres, Educational reform, Complex educational landscape, Empowering educators, Exceptional learning experiences. Dr. N. Asokan, Ph.D. December 2024
Book chapters on the topic "Career adaptability skills"
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Cai, Vanessa, Youyan Nie, and Ai Noi Lee. "Exploring Goal Orientation as an Antecedent to Career Adaptability and Thriving at Work." In Future-oriented Learning and Skills Development for Employability. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-8584-1_15.
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Ilkou, Eleni, Hasan Abu-Rasheed, Mohammadreza Tavakoli, et al. "EduCOR: An Educational and Career-Oriented Recommendation Ontology." In The Semantic Web – ISWC 2021. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88361-4_32.
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AbstractWith the increased dependence on online learning platforms and educational resource repositories, a unified representation of digital learning resources becomes essential to support a dynamic and multi-source learning experience. We introduce the EduCOR ontology, an educational, career-oriented ontology that provides a foundation for representing online learning resources for personalised learning systems. The ontology is designed to enable learning material repositories to offer learning path recommendations, which correspond to the user’s learning goals and preferences, academic and psychological parameters, and labour-market skills. We present the multiple patterns that compose the EduCOR ontology, highlighting its cross-domain applicability and integrability with other ontologies. A demonstration of the proposed ontology on the real-life learning platform eDoer is discussed as a use case. We evaluate the EduCOR ontology using both gold standard and task-based approaches. The comparison of EduCOR to three gold schemata, and its application in two use-cases, shows its coverage and adaptability to multiple OER repositories, which allows generating user-centric and labour-market oriented recommendations.Resource: https://tibonto.github.io/educor/.
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Maican, Maria-Anca, Elena Cocoradă, and Felicia Constantin. "The Interplay Between Career Adaptability and Foreign Language Skills in an Unstable Labor Market." In Preparing Students From the Academic World to Career Paths. IGI Global, 2024. http://dx.doi.org/10.4018/978-1-7998-7999-2.ch005.
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Career adaptability is a soft skill that allows people to cope with professional tasks in an unpredictable labor market. Today's global labor market also requires language skills to facilitate employees' collaboration across linguistic boundaries. The chapter is built around a quantitative study with participants from a large public university in the south-eastern part of Central Europe, and it aims to analyze the connection between career adaptability, foreign languages, and personal traits. The results show significant gender differences regarding adaptability and the perceived role of foreign languages for employability and in one's career development, all in favor of girls. Concerning students' status as employed/unemployed, the tendencies regard only unemployed students' stronger confidence in and lower concern with the future. Career adaptability is predicted by foreign language anxiety, conscientiousness, openness to experience, and self-perceived FL proficiency. Some implications for teachers are presented at the end of the chapter.
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Otu, Mkpoikanke S. "Exploration of Career Coaching Programmes for Employability Skills Acquisition." In Career Coaching and Employability Skills Acquisition. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-4014-1.ch010.
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This study explores career coaching programmes in Nigerian universities and their effectiveness in developing employability skills. Through qualitative analysis of interviews with 10 career counsellors, the research identifies available programmes, including guidance and counselling, workshops, mentorship, and institutional support services. The study reveals that these programmes contribute to skill development, particularly in soft skills, technical abilities, and practical experience. However, challenges such as limited awareness and resource constraints hinder their full potential. Career counsellors perceive positive outcomes in areas like self-awareness, communication skills, adaptability, and job search strategies. The research suggests improvements including personalized coaching approaches, integrated skill development modules, continuous feedback mechanisms, enhanced support systems, and leveraging technology. It also highlights the need for industry collaboration and a holistic development focus. While the study demonstrates the positive impact of career coaching on employability skills acquisition, it notes mixed results regarding long-term effectiveness. The findings emphasize the importance of addressing identified challenges and implementing suggested improvements to better equip students for the evolving job market.
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Otu, Mkpoikanke Sunday. "Bridging the Gap." In Career Coaching and Employability Skills Acquisition. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-4014-1.ch002.
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The study aims to establish understanding of graduates' self-assessed employability skills and the skills employers prioritize. A mixed-methods design was employed, involving surveys and interviews with 100 recent graduates and 100 hiring managers/HR professionals in South-West Nigeria. The findings reveal that while graduates feel confident in their education, they often overestimate their readiness in practical skills and workplace adaptability. Employers, on the other hand prioritize soft skills such as leadership, interpersonal, and digital skills over technical skills. The study highlights a significant mismatch between graduates' self-perceptions and employers' expectations, emphasizing the need for curriculum reform, enhanced industry collaboration, and a greater focus on practical skill development. This research contributes to the understanding of employability skills in the Nigerian context and highlights the importance of coordinated efforts among higher education institutions, employers, and policymakers to bridge the skills gap and improve graduate employability.
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Alex, Suja A. "Mastering Leadership Skills for Professional Success." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-3534-5.ch009.
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The educational system implements a professional development program aimed at fostering a dynamic leadership style among students. This program emphasizes the importance for every organization to strive for institutional excellence by focusing on enhancing students' knowledge, behavior, and mindset, enabling them to lead effectively in their future workplaces. Leadership skills encompass various facets such as decision-making, communication, team collaboration, problem-solving, adaptability, empathy, inspiration, resilience, and career advancement. These skills empower students to navigate diverse challenges in their professional environments. Yet, achieving mastery in these skills during students' tenure at the institution poses significant challenges. It is essential for the organization to adopt best practices alongside the standard curriculum to foster institutional excellence. This chapter outlines numerous strategies aimed at enhancing students' leadership skills for their professional development.
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Bowen, Mauvalyn M., and Karen R. Johnson. "Entrepreneurial Skills for the 21st Century Workplace." In Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6331-0.ch004.
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The foundation of graduates' employability is based on skills and by extension, workers. Due to the high levels of unemployment among young people, entrepreneurial skills for graduates and the workforce becomes an imperative to scholars and policy makers trying to tackle unemployment issues by providing students with skills, and competences that fulfill the needs of a very competitive labor market (Pereira, Vilas-Boas & Rebelo, 2016). To encourage collaboration on educational innovation, to promote entrepreneurship education, and to improve university technology and knowledge transfer to industry and society, several initiatives were developed. This chapter discusses some of those initiatives and contributes to the skills discourse by proposing strategies to empower, structure, and improve innovative curriculum, workplace, and life. Some skills shortages identified for the 21st century workplace are: learning and innovation skills, career and life skills; adaptability, self-reliance and social skills, team building, technology, leadership and responsibility skills.
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Kaur, Sukhmeet, Manu Shukla, and Shaurya Srivastava. "Deciphering the Role of Modern Workplace Trends, Career Agility, and Work-Life Balance on the Well-Being of Professional Women." In Advances in Human Resources Management and Organizational Development. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-9516-5.ch002.
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Women's work-life balance is crucial for maintaining both professional and personal life. Challenges like gender inequality, smart working, new skills, and customized technology post COVID-19 affected women's job performance in various industries. Modern workplace trends like job flexibility, chronoworking, and adaptability to technology have transformed how professional women work. The chapter aims to captivate all factors together; modern workplace trends, career agility, and work-life balance to understand the well-being of professional women. The chapter anticipates 18 modern workplace trends such as career cushioning, quiet quitting, rage applying, ghost jobs, great resignation, and new-collar jobs to comprehend their role in adding agility to the career, workplace, and well-being of the employees. The chapter concludes that career agility and well-being are deeply interconnected to manage life transitions (e.g., marriage, maternity, and motherhood) while preserving career growth. WLB is a keystone of a healthier life, a supportive environment, and achieving career agility.
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Durak, Gürhan, and Serkan Cankaya. "The Rise of Micro-Credentials." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-5488-9.ch001.
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Micro-credentials focus on specific skills and competencies, enabling learners to acquire, demonstrate, and validate expertise in a shorter timeframe. Educational institutions, online platforms, and employers increasingly support these certifications, acknowledging their value for career development, workforce adaptability, and lifelong learning. They empower individuals to continuously update their knowledge and skill sets without the need for long-term study commitments, offering cost-effective, modular, and scalable education solutions. Despite their advantages, micro-credentials face challenges, including standardization, quality assurance, and recognition across countries. As educational institutions, employers, and policymakers work to address these barriers, the potential for micro-credentials to reshape education remains significant. Their rise reflects an era where flexible, skills-focused learning pathways are not only desirable but necessary for meeting the demands of a modern workforce and supporting lifelong personal and professional development.
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Jakieła, Jacek, Joanna Świętoniowska, and Joanna Wójcik. "Course outline." In Empowering Students’ Awareness for a Personalized Career Development. An Approach to Discover, Experiment, and Learn. University of Warsaw Press, 2022. http://dx.doi.org/10.31338/uw.9788323556947.pp.117-144.
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Th e model in which a person obtains a stable occupation aft er formal education has been replaced by the need to build many, oft en divergent individual development paths throughout one’s working life. Th is shift poses a huge challenge for higher education institutions: universities must now move from the mode of ‘mass production’ of a workforce to an approach that treats students individually with respect to their interests, values, passion, and character traits. Th e innovative Personalized Career Development (PCD) course aims to develop an individual student’s skills in planning his/her educational path and professional career using the Design Th inking framework and supporting techniques. Using this course, universities can prepare students to be more agile in educational track individualization and increase students’ adaptability in the process of conscious career development.
Conference papers on the topic "Career adaptability skills"
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Diaz, Anthony, Dahana Moz Ruiz, Patricia Morreale, and Sarah Hug. "WIP: Developing Career Adaptability Skills Through Teaching: Undergraduate Student Development for Transforming Careers." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893011.
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Lancetti, Wagner, Vinícius da Fonseca Vieira, Kelly Rosa Braghetto, and Vinicius H. S. Durelli. "TalentJobRadar: Advanced Data-Driven Recommendations for In-Demand QA Soft Skills and Career Opportunities." In Simpósio Brasileiro de Sistemas de Informação. Sociedade Brasileira de Computação, 2025. https://doi.org/10.5753/sbsi.2025.246484.
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Introduction: Software Quality Assurance (QA) is essential to ensure that software products meet predefined requirements. While QA tasks are technical, soft skills play a crucial role in project success, product quality, and the productivity of QA professionals. Objectives: The main objective of this work is to provide a job and skill recommendation tool focused on the Brazilian QA market. Methods: Data was extracted from 2,164 LinkedIn job postings using a data-driven, inductive approach, combining both manual and automated processes. Job descriptions and users’ skills were mapped into binary vectors for comparison. The tool displays job recommendations in a card format, showing company name, required skills, LinkedIn links, and the user’s suitability for the position. Additionally, it suggests skills for improvement and highlights the top three skills associated with the user’s current soft skills, presenting a radar chart that shows job availability by seniority level. Evaluation: We conducted a preliminary evaluation of the tool using 45 synthetic profiles representing varying skill levels to simulate diverse user scenarios, allowing us to assess the system’s adaptability and effectiveness. Job recommendations demonstrated notable precision, recall, and F1-score values, while skill recommendations showed positive results in terms of relative coverage, precision, and relevance. However, applying filters led to a decrease in overall metrics, highlighting limitations in filtered recommendations. Conclusion: The tool shows promise in helping QA professionals at various experience levels identify relevant job opportunities and areas for skill enhancement. Although filtered recommendations present limitations, the system effectively highlights suitable positions and skills for development, supporting employability in the QA field. Future improvements include refining filtered recommendation accuracy and expanding to technical skill recommendations.
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Park, HwaChoon, and Cheonsoo Park. "EFFECTS OF EXPERIENCE-BASED CREDIT-BEARING COURSES ON COLLEGE STUDENTS’ CAREER ADAPTABILITY AND EMPLOYMENT SKILLS IN KOREA." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end026.
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Echiverri, Leah Li. "Classroom Learning Motivators:Breaking ESL Chinese university students' passivity in class discussion." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11098.
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Chinese university students enrolled in overseas coursework and English as Medium of Instruction courses domestically have a reputation for classroom passivity as recognized internationally. Thus, the case study was employed to explore Wenzhou Kean University (WKU) students’ ‘willingness to communicate’ based on motivation and attitude toward the classroom learning milieu. Purposive and convenience sampling techniques were used in the semi- structured interview of 75 informants during the focus group discussion. Thematic content analysis method was used to analyze qualitative data collected. Grounded theory was used for the generation of theories. Findings showed that ESL Chinese university students are motivated because of knowledge acquisition and English spoken ability improvement when they engage in class discussion. A relaxing classroom climate, teacher’s personality and professional competence in designing the learning experiences contribute in shaping favorable learning attitudes necessary for active student participation in class discussion. Most WKU students intend to pursue graduate studies abroad and considers English speaking ability important in their future and career goals. This belief persistently motivates them to engage in class discussion. Besides, thinking skills development, English spoken language improvement, self-confidence build up, leadership skills, teamwork skills and adaptability to new environment development heighten the importance of class discussion.
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Vanoverberghe, Veerle, and Dries Van Acker. "Integrating personal and professional development in higher education: history, implementation and future directions." In Eleventh International Conference on Higher Education Advances. Editorial Universitat Politècnica de València (edUPV), 2025. https://doi.org/10.4995/head25.2025.20100.
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This paper explores the integration of personal and professional development within higher education. Using the case of Artevelde University of Applied Sciences, we describe how personal and professional development can be addressed in a dedicated course. The course aims to equip students with essential skills for a rapidly changing world, emphasizing self-awareness, self-management, and adaptability. Initially designed to support first-year students in their transition to higher education, the course has evolved to address the needs of students throughout their academic journey and beyond, including career guidance post-graduation. The paper outlines two main approaches to course implementation: competency development and identity development. By examining these approaches, the paper highlights the importance of a holistic educational framework that prepares students for lifelong learning and professional success. The conclusion reflects on the continued relevance of integrating personal and professional development in higher education curricula and suggests areas for further enhancement.
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Gorobeț, Evelina. "Contextual-pandemic adaptation of pedagogical practice in the online environment. Modern guidelines in the professional training of teachers." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p203-209.
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The reflections of this article goal at the professionalization of the teaching career, which is one of the objectives aimed at the quality of education. The current socio-economic dynamics and complexity require continuous adaptability from teachers. They are put in the situation to periodically develop their professional skills, in order to meet both the the updated students’ educational needs, as well as the scientific innovations that result from the research in various fields. An interesting aspect is related to the needs and challenges of teachers in conditions of pandemic coronavirus (SARS CoV-2). The new conditions have imposed the transition of pedagogical practice in the online environment, an alternative adopted in many teacher training programs. As this decision was considered better than a temporary withdrawal from practice, students and their mentors had to adapt. For the future we have another certainty, that the pandemic will not stop very soon. Otherwise, the future is a matter of probability. The topicality of the topic researched in this article lists the professional training, taking into account the endowment of teachers with the necessary skills so that they feel comfortable in all situations that may arise during their teaching activities. Dynamism, flexibility, receptivity to the new and critical reflection on curricular requirements and methodological approach define the modern teaching profession.
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G Wilson, Ryan, Erica Price, and Debra Satterfield. "Rethinking UX Education." In 16th International Conference on Applied Human Factors and Ergonomics (AHFE 2025). AHFE International, 2025. https://doi.org/10.54941/ahfe1006406.
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The field of User Experience (UX) has evolved rapidly, driven by technological advances, the normalization of Agile methodologies in software design, and the rise of AI. Despite this growth, UX education struggles to keep pace, often prioritizing static concepts or specific tools over the adaptable skillsets required in today’s industry. The gap between classroom learning and real-world application leaves graduates ill-equipped to navigate a dynamic landscape where expectations for UX professionals are broader and more integrated than ever. This paper critiques the current state of UX education and presents a framework to align academic curricula with industry needs.Central to this critique is the understanding that UX should not exist as a siloed field. UX is not visual design, nor is it solely research. It is a process that encompasses problem-solving, iterative learning, and collaboration. To succeed, UX professionals must work as part of a product team, integrating their efforts with developers and other stakeholders to create solutions that reduce costs and deliver value. Yet, many UX programs fail to teach students how products are built from end to end, focusing instead on artifacts like wireframes and mockups rather than the broader process. Classrooms frequently neglect critical skills such as coding, meeting or workshop facilitation, and project ownership, which are essential for effective collaboration with stakeholders and cross-functional teams.The industry’s cyclical need for specialization versus generalization underscores the importance of adaptability. Over-specialization in areas like interaction design or visual design can limit career growth, especially when technological priorities shift. Instead, students should learn the core UX process and apply it across diverse contexts. This adaptability extends to tooling. Tools like Figma are constantly evolving, requiring educators to teach principles rather than platforms to ensure students understand concepts that transcend specific software. The analogy to painting illustrates this approach, where techniques like shading remain consistent regardless of medium (watercolor, acrylic, oil). Mastering tools is not synonymous with mastering UX, or any discipline.To address these gaps, educators must rethink how they prepare students for careers in UX. Programs should emphasize hybrid skills that integrate research, visual communication, and technical understanding. Students must engage in all parts of the product process, learning how to prioritize features with technical leads and collaboratively plan solutions. Education should also foster teamwork and open communication, teaching students how to work asynchronously and synchronously with peers across disciplines. Effective soft skills, such as giving and receiving critique and presenting ideas clearly, are critical for professional success.In addition to foundational changes, UX programs must embrace continuous improvement. Curricula should be updated yearly based on summer research into emerging tools, processes, and best practices. Faculty should cross-train during breaks, exploring industry trends and enhancing their skillsets. This iterative approach mirrors the reality of UX work, where learning and pivoting are constant.Ultimately, the success of UX education lies in preparing students for a rapidly evolving field. By integrating real-world practices, fostering flexibility, and embedding UX within broader product development processes, educators can empower graduates to thrive. This paper challenges institutions to rethink their approach and offers practical strategies to bridge the gap between academic theory and industry expectations.
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Craciun, Dana, and Madalin Bunoiu. "AUGMENTED REALITY IN ROMANIAN SCIENCE EDUCATION: PROS AND CONS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-205.
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The use of ICT in education through the integration of Web 2.0 applications and open online education resources leads to an increase in the motivation and involvement of students in their own learning process, promoting a collaborative-participative learning and facilitating the development of necessary 21st century skills (learning and innovation skills; information, media, and technology skills; life and career skills; adaptability; complex communication/social skills; non-routine problem solving; self-management/self-development; and systems thinking). The use of the aforementioned resources in science education through various devices (computers, smartphones, or tablets) determines teachers to continuously adapt their perspective upon the design and management of the teaching process and to acquire new professional and transversal skills, since an exemplary science education can offer a rich context to develop most of the necessary 21st century skills. From a pedagogical perspective, the use of new media is of outmost importance to support learning and to obtain educational benefits which can be a result of an enrichment/extension/completion of the learning experiences offered to students in the real world with those based on virtual reality. We refer here to a new visualization option offered to science education through ICT, namely augmented reality (AR). Augmented reality is a superposition of virtual information on the real environment, in real time and 3D format [1]. Nowadays AR applications are only occasionally used in science education, being mainly seen as a technology for entertainment and informal education. Nevertheless, this visualization technology has a great potential for formal education, developing life skills and facilitating new learning experiences. We can envision an orchestration of the teaching process [2] based on role-playing or student interactions with the physical locations in their environment with emphasis on the design of learning experiences [3]. Currently, two types of AR implementations exist: a) location-aware AR, in which locations in the real world are augmented with GPS location-based narration and/or relevant scientific information; respectively b) vision-based AR, in which the digital information can be visualized once the camera of the mobile phone has been positioned over a target object (ex. QR cod, imagine, 3D target, etc.) [4]. Regardless of the visualization technology used, its teaching value derives from the way teachers are able to direct learning experience through the proposed instructional design, starting from the desired learning outcomes. For science education, we refer here to the collaborative-participative experiences which are the result of applying teaching methods such as investigation, observation, peer coaching, jigsaw, etc. Starting from these general observations, we present in this study the various options in which AR can be used to create authentic learning experiences in Romanian science education. We also describe and analyze free apps developed for this purpose (Aurasma, ZooBurst, Wikitude). Finally, we study the attitude of future teachers towards using learning and visualization technologies in their future teaching, emphasizing their main fears but also what they consider to be the main advantages of integrating technology and in particular AR in science education.
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Al Kashef Al Ali, R. E., and A. B. Salem. "Uncomfortable Situations Accelerate Our Growth." In GOTECH. SPE, 2025. https://doi.org/10.2118/224718-ms.
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Abstract One of the most crucial tasks that is entrusted upon any leader is the development of the Company’s most important asset, their people. The more proficiently and technically apt the team are, the more they effectively implement their job functions, excel in their career and ultimately serve to maintain business continuity. An effective program titled ‘MASAR’ has been developed to enhance and upscale the Health Safety and Environment (HSE) team’s knowledge and skills to meet our mandates and increase demand. The oil and gas industries are continuously adapting to the world’s trends and needs. Artificial intelligence is currently creating a worldwide innovative disruption, as historically proven, any organization or individuals that aren’t ready adapt to the arising technologies or strategies they will be left behind and their success and demand will diminish. The important trait of adaptability requires you to be comfortable with being uncomfortable. I have repeatedly witnessed this fundamental attribute be the reason for success in others and within myself. One of the main functions of MASAR is to drive employees into unfamiliar and uneasy situations which results in accelerated growth in all facets of their work. It achieves the successful outcome by targeting four fundamental pillars of mobility, attachments, Professional Certifications, and enrollment in training courses. A comprehensive assessment process has been established which contains 25 elements for analysis in order to detect the most beneficial pillar to enhance the development of the workforce. MASAR has directly acted as an established guideline in promoting employees within the organization by early identification of their gaps and implementing an effective approach towards addressing weaknesses and expanding their knowledge, experience and exposure.
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Vorina, Anton, Nikolina Vrcelj, and Vuk Bevanda. "Innovative Careers Ahead: Adapting to New Occupations and Competencies in the Future Workforce." In 9th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2023. http://dx.doi.org/10.31410/eraz.2023.241.
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The rapid evolution of technology, automation, and globalization is causing big changes in the workforce. This is making us think differently about jobs and skills. In the paper, we explore the new trends that are shaping the job market. We look at three important topics about the future of work. First, we try to predict what new jobs will appear and what will make them happen. Second, we study the skills that are becoming more important for doing well in workplaces that are changing. Lastly, we closely examine how humans and robots interact at work, looking at how much robots might replace humans and what that means for jobs. To do this, we analyzed articles published between 2018 and 2023. We found that adaptability, creativity, critical thinking, and being good with digital technology are very important skills during these big changes.
Reports on the topic "Career adaptability skills"
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Luke Luna, Christina, and Josh Weisgrau. Exponential Change Brings Exponential Choice: Navigating Life, Learning, and Career. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/244.
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Success in life and career is often viewed through a narrow lens, but what if we reimagined the pathways that lead there? This work explores a new vision for navigating education and career transitions, emphasizing adaptability, learner agency, and competency-based approaches. Through personal stories and key insights, we examine how K-12 and higher education institutions must evolve to support more flexible, individualized learning experiences. By recognizing the connections between skills, identity, and career growth, we can better equip learners for the complexities of the modern world.