Figure 1: Circular Model of Career Anchor Structure. Figure 2: Higher Education Career-enabler Framework. Trends from Research Literature. Definitions.
Career Enabler Framework to Shape Career Development Systems within a South African ODeL Environment Dr Anton Grobler
Ms Magda Bezuidenhout
Ms Liné Rudolph
Department of Human Resource Management, University of South Africa
Kaiser-Meyer-Olkin Measure of Sampling Adequacy and Bartlett’s Test of Spehricity
Source: Wils, Wils, and Tremblay, 2010, p. 243
Definitions •
Approx. Chi-Square
37038.798
df
861
sig
.00
No. of items Factor Mean
A pattern of self-perceived talents and abilities, basic values and the evolved sense of motives and needs (as they pertain to career) that influence a person’s career-related decisions (Schein, 1975; 1978; 1996).
Trends from Research Literature
6
Is any sequence of employment-related experiences (Schreuder & Coetzee, 2006).
•
Career Enablers Those capabilities that may help an individual to enjoy a successful career path (Coetzee, 2008).
• •
Career
Practical/creative skills Self/other skills
Career Orientations Schein’s (1978) career anchors theory describes career orientations of people. And influence a person’s career-related decisions (Schein, 1975; 1978; 1996).
Grounded in eight categories or anchors: (1) Autonomy/independence; (2) technical/functional competence; (3) general managerial competence; (4) entrepreneurial/creativity; (5) lifestyle, the need to integrate work, family, and self-concerns into a coherent lifestyle; (6) pure challenge; (7) service/ dedication to a cause; and (8) security/stability (Schein,1978; 1990; 1996).
Alternative Views to Career Anchors Talents-based anchors consist of: Managerial competence Technical/functional competence Entrepreneurial creativity • Needs-based anchors consist of: Security and stability Autonomy and independence Lifestyle motivations • Values-based anchors consist of: Pure challenge Service and dedication to a cause
11 The business directory defines a framework as “a broad overview, outline, or skeleton of interlinked items which support a particular approach to a specific object, and serves as a guide that can be modified as required by adding or deleting items”.
11
•
Framework
An institution-based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instruction (Scholosser & Simonson, 2009).
Wils, Wils and Tremblay (2010) propose an original career anchor structure that captures multiple dominant anchors.
This model (Figure 1.) shows that several anchors are complementary (e.g., creativity and challenge) while others are in conflict with one another (e.g., challenge and security).
Learn without limits. Open Rubric
F2 F3
4.18
2.00
6.83
3.86
7.15
3.60
-1.14
- .02
- .52
-1.06
- .76
- .70
.84 .91
.51
.89
.46
F2 : Self-enhancement through stretched goals
F3 : Self-conservation through work motives and needs
Frequencies and presentences or means Standard deviation Skewness Kurtosis
Stage 2: Correlational analysis Kaiser-Meyer-Olkin
Bartlett’s Test of Spehricity
F1
F2
F3
F1
1.00
.48
.44
F2
.48
1.00
.56
F3
.44
.56
1.00
Factor designations: F1: Self-transcendence through technical and specialised affirmation
Stage 3: Inferential and multivariate statistics Exploratory factor
First-order factor withdrawal and Varimax rotation
One-way ANOVA
Scheffe post hoc test
F2 : Self-enhancement through stretched goals
F3 : Self-conservation through work motives and needs
Se techlf-transc nica end l sel ence f-affi thr rma ough tion Security/ Stability
AU2 Job enlargement AU3 Job enrichment AU4 Exposure – problem solving AU5 Management by objectives AU6 Assign to projects SE2 Job and financial security SE4 Least disruption of work/life balance LS1 Plan own roster and daily activities LS2 Lifestyle more important than career LS3 Career integrated with life flexibility LS4 No relocation because of reasons of life/balance
F1 F2 F3 F4 F5
Specialised training Remain in specialised area Specialised projects Expert, specialised mentoring Further studies
Technical/Functional
Lifestyle
General Managerial
Autonomy/ Independence
Pure Challenge
Entrepreneurial/ Creativity
GM1 Responsibility GM2 Empowerment GM3 Exposure GM4 Leadership development GM5 Relevant conferences EC1 Entrepreneurial skills training EC2 Passion into business EC3 Tasks with additional remuneration PC1 Variety of tasks PC2 Stimulating and difficult problems PC 3 Assign to complex tasks
Conclusions
Inter-correlations of the Factors of the Career-Enabler Framework
Stage 1: Descriptive statistical analysis
Research Design
Figure 2: Higher Education Career-enabler Framework
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Data Analysis Process
•
Feldman and Bolino (1996) reconceptualised Schein’s eight career anchors into three groupings, suggesting that career anchors can be highly differentiated in terms of the centrality of three different components.
F1
creativity career orientations.
Self-conservation • Refers to a type of stimulus that encourages people to structure their work according to their through work basic personal desires and their personal lives. motives and • This enabler is linked to Schein’s autonomy/ values independence, security and lifestyle career orientations.
r Skewness Kurtosis Cronba (average) ch alpha (α)
Factor designations: F1: Self-transcendence through technical and specialised affirmation
•
Distance Education
SD
• A type of augmentation that makes people feel good about
Selfthemselves by maintaining and enhancing their self-esteem enhancement through setting personal challenging goals and objectives. through stretched • This career enabler can be linked to Schein’s general goals managerial competence, pure challenge and entrepreneurial/
ncement ls Self-enghhastretched goa throu
Career Anchor
Bartlett’s Test of Sphericity
Descriptive Statistics, and Coefficient and Inter-item Correlations of the Three-factor Career Enabler Model
Selfenhancement
In the context of the multi-cultural SA organisational context, this study is expected to contribute important knowledge that would inform organisational career development practices concerned with promoting career orientations.
.93
The higher education career-enabler framework is based on only three pillars and incorporate seven of Schein’s eight career orientations. The career-enabler framework retains three of Wils et al (2010) axes and, therefore, demonstrates that career anchors can be structured within three of the four quadrants of the Wils et al (201) model. Findings concur with findings from Feldman and Bolino (1996), which reconceptualised Schein’s eight career anchors into three distinct groupings.
Limited to participants employed within a higher education institution in the South African context. Results cannot be generalised to other occupational contexts. The study yield no statements about causation.
Recommendations
Openness to change
Conservation
ial er ce ag en an et M mp tity co Iden
To develop a higher education career-enabler framework that will assist with career conversations
l/ ge en uria e all Ch pren ivity / t y tre ea m ce En cr tono den n Au epe ind
To determine the three most important career preferences for employees
e tyl es ility f i L ab ty St curi Se
Kaiser-Meyer-Olkin Measure of Sampling Adequacy
Limitations
al e nic nc ch te Te pe ice/ to a m co erv ion S at se dic cau
de
To determine the number and nature of career anchors employees might hold
• Describes the desire to improve or better oneself, Selfto go beyond one’s current personal technical limitations. transcendence through technical • This enabler is linked to the technical/functional competence career orientation. self-affirmation
S woelf-c rk on m ser ot va ive ti s a on nd thr ne ou ed gh s
Research Participants n = 1 392
Selftranscendence
Key Significant Findings
Overall findings
Research Objectives
Three most important career preferences
Figure 1: Circular Model of Career Anchor Structure
Further studies are required in other professions and environments to test the higher education institution career-enabler framework. Further research can be conducted within residential universities.
Cronbach Alpha and interim correlations
university of south africa