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TRANSFORM RESEARCH PAPER

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Introduction
Individuals chase their careers to chase their dreams. Rarely or never have we seen an anxiety free
career transition. The two parts of one’s professional life are education and work, which
unfortunately runs parallel to each other. There is a strong need to structure career management
and development in the early phases to ensure individualistic and organizational/societal
development.

Career selection and choice is considered as a decision of a lifetime, however there are lot of
challenges in effective decision making. There are often witnessed problems of adequate
information related to career choice (Solberg, Gresham, Phelps, Durham, & Haakenson, 2010)
practicality and feasibility of career choice (Kim & Oh, 2013), lack of family/ social support (Bentolila,
Michelicca & Suarez, 2010; Aakvik, Salvanes, & Vaage, 2005), peer pressure (Palos & Drobot 2010),
lack of aptitude and interests (Hulleman, & Harackiewicz, 2009), financials involved with the career
decision (Jensen, Rosholm, & Svarer, 2003), poor decision making, cultural differences (Mau, 2000),
lack of exposure (OECD, 2013), lack of participation (UNFPA, 2014), mismatched skill sets (Morris,
& Levinson 1995), poor employment opportunities, complex labor markets (Hull, 2009) etc. It can
be inferred that the problems of navigating and making an informed choice in a compromised labor
market is quiet a task. The current research sets out a broad vision for envisaging change, transition,
or collegial maintenance on individual’s lifelong career graph.

The study explores over the reasons of what, when and how of career management process. Here,
it becomes essential to understand the existing mechanisms and gaps in its practical implication.
There are whirlpool of theories, models, and perspectives on careers. Terms like career guidance,
career development, career planning, career counseling is often used interchangeably. However,
there are stark differences among them. The operationalized definitions and context used are
presented below and their relationship with the social context in which they will be used.

Career and Jobs: Careers can be understood as a lifelong progressive goal based on advancement
whereas a job is an activity or set of tasks exchanged over financial or non- financial reward
(Wrzesniewski, McCauley & Rozin, 1997). It is relevant that individuals in the transitory phase from
school to work or within the work need proper vigilance and recommendation. The goals over
education or jobs are ever moving and career is ever evolving. In order to provide the well-
articulated career support, it is essential that the proper mechanism for career management for all
the phases in the individual’s life is in place.

Career Management: There are number of approaches in career management. The process
elaborates through planning and developing career paths in one’s career journey. It ranges from
formal and informal from activities such as training modules, assessment centers, career mentoring
and guidance. According to (Kossek, Roberts, Fisher, & Demarr, 1998, p.938)- Career management
is characterized by continuous improvement in the current role and preparedness for job mobility.
On the other hand, Career development is the continuous process of effortful matching career
interests with career need. Tuckman (1974) explains that career development is about- self-
awareness, information about career choices, self-interests, and career decision making. The core
concepts career management and career development are two juxtaposed entities where the
intervention is required to enable individual in planning the learning process and develop pathways
in accordance with their career goals.

The role of enablers is the cardinal feature of all management, development, alignment of interests
with opportunities and activities, etc. The role of enabler is massive ranging from institutional
development to individual fulfillment. There is a strong need for the enabler to:

i. To establish relationship among individual’s competencies, interest, education and labor

market opportunities.
ii. To illustrate thriving among individuals (students/employees) and prioritize goal setting as
in institutional practice for individuals.
iii. To demonstrate and create accessible opportunities for individuals in the work sphere and
make them more adaptive in their good interest.
iv. To create contextual understanding among the individuals so they can get readily accessible
information.
v. To contribute in policy making, socio- economic developments and ensure matching skill
supply with labor market demands.
vi. To strategize overall individual and environmental development

All these purposes can be encompassed by the virtue of individual mentors or facilitators. Career
professionals are required to be trained in certain code of ethics, demonstrate impartial attitude,
have respectable interpersonal skills, are themselves well informed, and maintain confidentiality.
International Youth Foundation (2014) lays down important characteristics for Career facilitators,
where he considers the role of facilitator as the one who aids in self-reflective process and must
possess “ability to plan, implement and evaluate” the services to be delivered.

Education policy report by OECD (2003) reviews career guidance as a disciplined approach to match
human skills with labor markets. The services shall be directed to aid learning systems in maintaining
transparency between the two. Career guidance services are offered by many platforms in a
mentoring form, electronic/digital platforms, institutional practices etc., however most of them are
not able to fulfill the life-long aspirations of and ever moving career goals. They lack elasticity in
dealing with mid-level career problems.

Standing Conference of Associations for Guidance in Educational Settings, (1992) identified ten
activities of career guidance, namely: i. Informing, ii. Advising, iii. Assessing, iv. Teaching, v.
Enabling, vi. Advocating, vii. Networking, viii. Feeding back, ix. Managing, x. Innovation/Systems
change. However, there are no mechanisms and action plans for the delivery services.

There is plethora of researches in the career domain. The upcoming career notions are supported
by ever evolving theoretical underpinnings, research paradigms; inter disciplinary interests on
career mapping, career imposts etc. It can hence be seen that there is extensive information on
career management systems, encompassing range of activities from assessments to guidance
reports. In, the current interest of the study, researchers believed that there can never be a right or
wrong solution to a career choice. Every career decision making is a mental exercise involving self-
introspection- knowing one’s interests, establishing goals, being guided, and informed in the right
way.

The way careers are discussed and researched in the current era; it has never been so inclusive ever
before. There are numerous terminologies as discoursed above. The goals are chalked; planning is
done, implemented in parts, and reported in whole. There unfortunately seems to be something
flawless and unquestionable about the fundamentalist approach on careers. People have started
accepting career reports as the talisman and the last word. There are a lot of paradoxes in the career
management systems, which is beyond the scope to cover in this report. However, it is essential to
report the following limitations while considering a career report:

i. White (1999) emphasized over the need to challenge occupation stereotypes and the
imagery indicating contradictions how “nursing” profession is perceived differently in
diverse world
ii. OECD (2004) report highlights several gaps in career services:
a. There are gaps in policy making ministries and implementing agencies. Due to this,
a proper action plan cannot be made.
b. Educative information is better formed and disseminated than occupational
information indicating lack of exposure and information.
c. The facilitators or career services providers are trained at micro level and mostly hold
knowledge about basic vocational services.
d. There is no quality assurance mechanism to dispatch information to the users. It
mostly suffers from poor comprehension and lack of clarity.
e. The link between occupational structures and career guidance practices is weak.

It is evident that due to stumbling linkages between knowledge of education and

knowledge of employment/occupation, a proper guidance is not received.

iii. Much has been said about public policies focusing matching skills demands with labor
market supply; however, there is no process of action. The entire process of big public
policies and public forums is called messy and highly politicized (Kruger & Gibbs, 2007).
 iv. Sun & Yuen (2012) reviewed that there are problems reported in the provisions of
proving solutions at the education level and employment level. At the institutional level,
there is no proper career planning technique and most of them operate on a proactive
basis.
v. The career development issues at workplace are rarely considered career problems.
CIPD (2003), Report highlights that many organizations do not invest in career
development for the employees. There are no measures taken for skill enhancements
and self – awareness.
vi. Grutter (n.d.) evaluates that there is lot of balancing required while selecting career
assessments specifically. There is a need to focus on issues of reliability, validity, cost
effectiveness and certification requirements.

It can be inferred from these limitations that everything is not right. Career development as said
have been extensively studied and explored. It is observed that it however has not been conclusive
enough. The existing products in the market take a liberty over altering an individual’s goal making
them unsatisfied and unproductive in the long run. The interests and skills might not necessarily
match but any kind of labeling to individual is a malpractice. Importantly, any kind of biased opinion
over an assessment is considered as a deviation from moral and ethical guidelines.

It is pragmatic that there is no end to end approach to provide a career solution. There are questions
over validity of the concepts. To get an answer to it, a research enquiry has been setup with an
intent to explore the needs and wants of youth entailing details of goal establishment, evolvement,
career planning, guidance, management, development, institutionalization, supporting
mechanisms etc. A research-based effort is directed to develop a robust and flexible -solution
oriented paradigm, for large target audience (of any group), irrespective of demographics and socio-
economic policies.

Understanding that the world will witness the youngest youth population (UNFPA, 2014), it is a
paradox of times as to how to deal with the aggravated issues of underemployment, overemployed,
and unemployment. The literary and economic overview shadows the serious concerns of
mismatching of several aspects within the individual and as a response to environment. These
several aspects are not only confined to job creation or undertraining/under skilling but are strong
outcomes of lack of awareness, experience, and inadequate knowledge about real time
performances. The existing processes to fill up these gaps are inappropriate where misguidance
and labeling are common loopholes. In the current report, the need and demands of the individuals
over the circuitous career cycle was traced using a two-step investigation to evaluate the problems
and provide a feasible unbiased solution.

The research aims and methodology has been elaborated in the sections below.

References:
CIPD (2003), Managing employee careers. Survey Report. London: CIPD

Grutter, J. (n.d.). Selecting career assessments. CPP. Retrieved from:

https://www.cpp.com/pdfs/Selecting_Career_Assessments_Whitepaper.pdf on 8/08/2016.

Sun, V.J. & Yuen, M. (2012). Career Guidance and Counseling for University Students in China.
International Journal for the advancement of the counseling, 34(3), 202–210.
Krueger, B. and Gibbs, D (2007). Introduction – Problematizing the politics of sustainability. In B.
Krueger & D. Gibbs (Eds.), The sustainable development paradox – urban political economy in the
United States and Europe (pp. 1–12). New York: The Gilford Press.

White, J. (1999). The impact of clinical experiences during preregistration diploma in nursing
courses on initial career choice. Journal of Nursing Management, 7(3), 157-165.

OECD (2004). Career guidance and public policy: Bridging the gap. Retrieved from:
http://www.oecd.org/edu/innovation-education/34050171.pdf on 4/08/2016.

Standing Conference of Associations for Guidance in Educational Settings, (1992). Statement of

principles and definitions, (in) Ball, C., ed. (1992), Guidance Matters, RSA, London.

Education policy report, OECD (2003). Retrieved from: http://www.oecd.org/edu/innovation-

education/19975192.pdf on 4/08/2016.

International Youth Foundation (2014). Preparing youth to succeed: The importance of career
guidance. Retrieved from:
http://www.iyfnet.org/sites/default/files/library/GPYE_Career%20Guidance_0.pdf on 3/08/2016.

Tuckman, B.W (1974). An age-graded model for career development education. Journal of
Vocational Behaviour, 4, 193-212.

Kossek, E. E., Roberts, K., Fisher, S., & Demarr, B. (1998). Career self-management: A quasi
experimental assessment of the effect of a training intervention. Personnel Psychology, 51, 935-
962

Wrzesniewski, A., McCauley, C. & Rozin, P. (1997). Jobs, Careers, and Callings: People’s Relations
to Their Work. JOURNAL OF RESEARCH IN PERSONALITY 31, 21–33.

Hull, K. (2009). Understanding the Relationship between Economic Growth, Employment and
Poverty Reduction. Retrieved from: https://www.oecd.org/dac/povertyreduction/43280288.pdf
on 2/08/2016.
Bentolila, S., C. Michelicca & J. Suarez, (2010). Social contacts and occupational choices.
Economica, 77, 20-45.

Kim, K.N. & Oh, S. H. (2013). Effects of social constraints on career maturity: the mediating effect
of the time perspective. Asia Pacific Education Review, 14 (2), 221-229.

Mau, W.C., 2000. Cultural differences in career decision-making styles and self-efficacy, Journal of
Vocational Behavior, 57: 365-378.

Palos, R. & L. Drobot, (2010). The impact of family influence on the career choice of adolescents.
Procedia Social and Behavioral Sciences, 2, 3407-3411

Morris, T.W., & Levinson, E. M. (1995). Relationship between intelligence and occupational
adjustment and functioning: A literature review. Journal of Counseling and Development, 73, 503-
51

Jensen, P., Rosholm, M. and Svarer, M. (2003). The response of youth unemployment to benefits,
incentives, and sanctions. European Journal of Political Economy

Aakvik, A., Salvanes, K.G, and Vaage, K. (2005). Educational attainment and family background.
German Economic Review, 6(3), pp. 377 – 394.

Hulleman, C., & Harackiewicz, J. (2009). Promoting interest and performance in high school
science classes. Science, 326(5958), 1410-1412.doi:10.1126/science.1177067.

Solberg, V. S. H., Gresham, S., Phelps, L. A., Durham, J., & Haakenson, K. (August, 2010). Impact of
exposure to quality learning experiences on career development. In V. S. H. Solberg (Symposium
Chair) Study of context in career development research with youth populations. Paper presented
at the 118th Annual Convention of the American Psychological Association, San Diego, CA.
Aims & Objectives
There is no dearth of studies in career development and assessments that attempt to describe
career profiling and its benefits. In order to have a disciplined approach to learning, a thorough
literature review was conducted. Notably, renowned work in the past has been done on career
development, career choices and career counseling such as: theory of vocational testing (Holland,
1985, 1997), Happenstance theory (Krumboltz, 1879, 1996), Trait and factor theory (Parsons, 1909),
Developmental Self-Concept (Super, 1969, 1980, 1990), Theory of circumspection, compromise and
self-creation (Gottfredson, 2002, 2005). The aforesaid theories and models have provided cardinal
understanding of the facts and are at the circumspect of world’s most popular theories (Leung,
2008). There has been massive impact of these theories globally, however they employ a micro view
as the process and practice remains unclear. Moreover, the literature gap is evident from the severe
flaws in its profiling and psychometric properties such as issues over cross-cultural validity,
reliability, self-serving biases, ethical issues etc. (Jones, 2008,2009; Young & Valach, 2009; Murphy,
2009; Niles & Harris-Bowlsbey, 2013). The results might be misleading and hazardous to one’s
growth and self-efficacy. It is opined that no complete process and delivery was ever discussed in
the past theories and they have limited implications. There also exists gap in knowledge and most
of the theoretical models lacking practicality and utility. Therefore, there is a need to establish a
holistic model across career phases, age, gender, region, religion, or culture. The solution proposed
serves not as a principle-based approach for assessment but a process or practice for a healthy
transition at any phase of one’s career journey. The research aim is to adopt a flexible and scientific
solution for open and transformative mechanism in the benefit of career seeking individuals. To
achieve this aim, the researcher studied intra and inter-personal behaviors of participants
undergoing career queries and challenged universally followed mechanisms yielded inappropriate
and conflicting results.

Based on the research enquiry and research aim, the following objectives were formulated:

1. To extract the problems in existing career management of an individual throughout the

career cycle
2. To formulate an unbiased solution to ensure achievement of career goals and interests
3. To determine the validity, reliability, and usability of the proposed solution
References:

Murphy, F. (2009). Module Design and Enhancement. Retrieved from:

http://www.ucd.ie/t4cms/UCDTLM0030.pdf on 20, July, 2016.

Jones, J.W. (2008). Retrieved from: http://careerkey.blogspot.in/2008/04/career-test-results-

what-not-to-expect.html on 20, July, 2016.

Jones, L. k. (2009). Caution: Internet based assessments might be hazardous to your career.
Retrieved from: https://www.careerkey.org/pdf/ncda_career_dev_hazards_summer_2008.pdf on
20, July, 2016

Young, R.A. & Valach, L. (2009). Evaluating the processes and outcomes of vocational counseling:
An action theory perspective. O.S.P., 38(3), 281-306.

Niles, S. G., & Harris-Bowlsbey, J. (2013). Career development interventions in the 21st century.
Upper Saddle River, NJ: Pearson Education, Inc.

Leung, S.A. (2008). The big five career theories. In J.A. Athanasou, R. Van Esbroeck (Eds.)
International Handbook of Career Guidance, 115-132. Springer Science + Business Media B.V.

Gottfredson, L. S. (2002). Gottfredson’s theory of circumscription, compromise, and self-creation.

In D. Brown & Associate (Eds.), Career choice and development (4th ed., pp. 85–148). San Francisco,
CA: Jossey-Bass.

Gottfredson, L. S. (2005). Applying Gottfredson’s theory of circumscription and compromise in

career guidance and counseling. In S. D. Brown & R. T. Lent (Eds.), Career development and
counseling: Putting theory and research to work (pp. 71–100). Hoboken, NJ: Wiley

Holland, J. L. (1996). The occupations finder. Odessa, FL: Psychological Assessment Resources.

Holland, J. L. (1985). Making vocational choices: A theory of vocational personalities and work
environments (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Holland, J. H. (1997). Making vocational choices: A theory of vocational personalities and work
environments (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Krumboltz, J. D. (1975). A social learning theory of career decision making. In A. M. Mitchell, G. B.

Jones, & J. D. Krumboltz (Eds.), A social learning theory of career decision making (pp. 13-39). Palo
Alto, CA: American Institutes for Research.

Krumboltz, J. D. (1996). A learning theory of career counseling. In M. L. Savickas & W. Bruce Walsh
(Eds.), Handbook of career counseling theory and practice (pp. 55-80). Palo Alto, CA: Davies-Black.

Parsons, F. (1909). Choosing a vocation. Boston: Houghton Mifflin Co.

Super, D. W. (1969). Vocational development theory. The Counseling Psychologist, 1, 2–30.

Super, D. W. (1980). A lifespan, life-space approach to career development. Journal of Vocational

Behavior, 16, 282–298.

Super, D. E. (1990). A lifespan, life-space approach to career development. In D. Brown & L. Brooks
(Eds.), Career choice and development: Applying contemporary approaches to practice (2nd ed.,
pp. 197–261). San Francisco, CA: Jossey-Bass.

Super, D. E., & Sverko, I. (Eds.). (1995). Life roles, values, and careers: International findings of work
importance study. San Francisco, CA: Jossey-Bass.
Methodology
The research conducted is more explorative in nature than normative. The research is rooted in
social issues concerning with the processes of a career management in the global scenario. The
central theme is an elaborative understanding of reality vis-à-vis future management of the
situation better. The following research techniques were used.

Method (1): Secondary Research

Secondary data analysis, where data was collected from existing literatures, reports, newspapers,
business magazines and career developments inventories/ manuals etc.

Method (2): Primary Research – Quantitative/ Qualitative Survey/ Focus Group Discussion

Purposive sampling was used so as to identify participants based on the criterion of: age, sex and
academic qualification.

Quantitative Data Sample: Derived from 17 participants, all between 16 to 18 years of age, studying
in class X, XI or XII. The mean age of the participants was 16.8 years. The survey was created online
using the features of www.esurveycreator.com. The Data Sample is appended below:

Gender Sample Age (Years) Education

Female F1 16 Grade 11
Female F2 17 Grade 11
Female F3 17 Grade 11
Female F4 17 Grade 11
Female F5 17 Grade 11
Female F6 16 Grade 10
Female F7 16 Grade 11
Female F8 16 Grade 11
Female F9 16 Grade 11
Female F10 17 Grade 11
Female F11 17 Grade 11
Female F12 17 Grade 12
Male M1 18 Grade 12
Male M2 17 Grade 11
Male M3 17 Grade 11
Male M4 17 Grade 11
Male M5 18 Grade 12
Mean Age = 16.8

Qualitative Data Sample: Derived from total 9 participants from different age groups and with
varying qualification. The participants were from Gurgaon, India and the data/ information gathered
was through focus group discussions and interviews.
The data sample is appended below:

Gender Sample Age (Years) Education

Female F13 17 Grade 11
Female F14 18 Grade 11
Female F15 29 Postgraduate
Female F16 25 Postgraduate
Male M6 18 Grade 11
Male M7 17 Grade 11
Male M8 35 Graduate
Male M9 39 Graduate
Male M10 26 Graduate
Mean Age = 24.8

Data Collection

The data was collected from secondary data reviews, quantitative surveys, individual interviews,
and focused group discussions.

- Secondary data analysis lead to the major findings which led to the further analysis by
assessing gaps. This technique was primarily deployed to identify the current situation in the
world with respect to career management goals, needs and available solutions.

- Quantitative data was obtained by establishing an e link” on

https://www.esurveycreator.com/”. The e link was sent to the selected sample of 17
students. The data collected were automatically converted into graphical representation by
the software. The quantitative technique was used to identify the need and attractiveness
of a possible new service/ solution in the area of career guidance.

- Qualitative data were obtained through semi structured interviews with the participants 20-
30 minutes over 3 discussion rounds. The interviews were recorded for later transcription,
note taking during the interview, categories were based on coding of the information,
memoing (self-reflective idea) and sorting of the information. The informed consent was
taken prior the interviews. The questions were based on convergent idea where responses
came more from participant’s experience than from the questions asked. The interview/
discussion was focused on the identifying whether individuals in different age groups relate
to the findings of the secondary research. The questions/ discussions were based on (a)
Information (b) Exposure (c) Participation and (d) Connection between World of Work and
World of Learning.

Data Analyses:
The data were analyzed using Grounded Theory Approach (Strauss & Corbin, 1990) where the prime
objective is to discover implicit in the idea (Glaser, 1992). Following the step by step approach of
how theory accounts for the research purpose, the aim was to create clusters or themes from the
understanding of responses. Grounded theory underpins the concept of emergent theory and is
based on two aspects a.) An individual can make sense of the experience and b.) Manage the context
of the situation better (Glaser, 1992). The guidelines grounded theory experts recommend are
coding, memoing, sorting and writing which is also the most scientific way to deal with the data.
Strauss & Corbin (1998) suggests that there exist interlinking categories to build a theory by using
appropriate coding during data analyses. The data was hence analyzed using the above guidelines.
The quantitative data was analyzed using descriptive statistics so that a comprehensive picture
could be presented.

References

Glaser, B. G. (1992). Basics of grounded theory analysis: Emergence vs forcing. Mill Valley, Ca.:
Sociology Press.

Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for
developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.

Strauss, A. & Corbin, J. (1990) Basics of qualitative research: grounded theory procedures and
techniques. Newbury Park: Sage.
Findings
The four pillars of career development (Information (I), exposure (E), participation (P) and
communication between world of education and world of work (C) bind the process of career
development. This discovery of I, E, P and C are also addressed as career goals in the current report.
The adventitious roots of these pillars are based on thorough primary and secondary reviews with
a motto of providing end to end solution rather than defining only a theoretical development. The
need of the young world is to get a solution than a theory. The transformative paradigm talks about
ways of transition from world of education to world of work with a scope of succession planning.
The present research identifies and “formulates an unbiased solution so as to ensure achievement
of career goals and interests”.

The research calls these transforming careers a process ensuring smooth transitions. Noticeable
difference in the career terminologies evolved in the current finding are:

i. Transform Career Management Model: An end to end process that entails adequate
information about work, education and self; exposure to different work options, areas
of interest, areas of learning; Participation in career action planning, plan
implementation, Communication between world of education and employment by the
way of internship, portfolio and career management timeline.
ii. Transform Career Networking Portal: The career networking portal consists of
groups/individuals who are interested to have information about career choices,
information sharing, and involvement in career decision making, and confirming
institutional tie ups for better application of conceptual learning at workplaces.
iii. Transform World of Work Exposure: The need and practice is of bringing the students
and employers on a common platform. The sessions are directed at extracting maximum
information about hiring requirements, work environment, and people policies. All
educative learning relates to world of work by project association, apprentices,
externships etc. with the organization.
iv. Transform Research & Advisory Services: In order to extend and update global
information architecture, tailor made advisory will be provided to individuals,
organizations and institutions based on the requirement.

It can hence be seen that the entire process is working towards fulfilling the need of the
individuals on the career journey. Firstly, the goals are formulated: Information (I), exposure (E),
participation (P) and communication between world of education and world of work (C) and
then efforts are directed at accommodating these goals. All efforts are directed at emancipation
of transform services in the most feasible and efficient way to the individuals at any levels of
career journey.
Transform Career Management Model (TCM): It is a generic notion that the model is evolved
based on certain theories and often comprises of series of steps. However, transform career
management model is a unique approach to offer feasibly solution and services. The following
are the characteristics of the model:

i. Re-inventive: One can re-think about one’s own career interests. The applicability of this
model will lead to the solution irrespective of the career phase you are in.
ii. Performance quotient: Every goal is directed at quantitative and qualitative
performance. The activities and services offered by TCM are directed at evaluating good
performance. The fulfillment of all the goals has a sole purpose of good performances.
Hence, Performance quotient or “P.Q.” is the most essential and subliminal aspect taken
care in the goal achievement process.
iii. Elasticity: The transform process is elastic in the manner that people from different
demographics can undergo the transform without any hassles of being judged or getting
worried about the outcome.
iv. Balanced career-card: There is often encountered the problems of limited information
flow, incomplete workplace experience, goals misalignment and imbalances in skills and
practice. Even, during the career journey, people are unsure of what to follow. Transform
services have a balanced approach in a way that allows individual to have a knack over
one or paths that will take them to the solution. The process keeps a tap on quality of
activities been done in order to achieve the directed goal/solution.
v. User friendly: The transform services are algorithm-based practices in which any kind of
partial or incomplete input by any user (facilitators/ students/ employees) will not allow
them to proceed further. The ethical guidelines are stitched with every delivery. The
process also acts as a moderator between different users and all the activities can be
kept in close vigilance. Any guidance at any level can be alarmed automated.

The Transform Career Management is not a theoretical concept; however, the notion has
evolved from its rhetoric undermined by a series of steps of planning and decision making,
entitled hence as, Transform Career Planning Module (TCPM). The four steps TCPM namely,
Discover, Design, Implement and Monitor have been detailed in following sections.
Step-1 Discover World of Work

There are widespread expectations from “knowledge society” in the world of work (Teichler, 2005).
The questions in the past have been addressed in the context of occupational dynamics or changing
job demands, indeterminate tasks for qualified labor force, planning gap before venturing full time
in the world of work and provisions and job-preparatory function of education (Teichler, 2009). An
individual must have knowledge about the aforesaid aspects in the world of work. Individuals, as a
response to this dynamism are often unable to set the goals. Transform Career Planning Module is
an end to end process entailing information, interests, experience, and educative parameters.

The emphasis has been on acquiring information on the world of work and how selecting a career
selection is a practical decision-making exercise. Hence, the process chronologically focuses on
“tasks to do”. An individual must have categorical understanding of business needs and necessary
skills to perform the tasks. A cognitive map comprising of series of steps is designed and is
underpinned with evolving trends in the career domain. Since, market is ever changing; one need
to keep updated as well as work towards it.

Discovering world of work is about discovering the workplaces, work behaviors, work activities,
work culture etc. vis-à-vis learning from world of education.

One need to grasp information about these global employment and workplace trends, but how and
when is rarely shared. The first part of the “Discover” step talks about the progression in the
following symmetry:

1. Concept of fields, clusters and pathways/ other concept of World of Work

1.1 Global economy & changing nature of jobs
1.2 Growing / declining jobs
1.3 Global manpower demand and supply
1.4 Industry attractiveness ranking in terms of earnings
1.5 Other relevant details

The world renowned “Career Cluster Concept” has three inflating sub- concepts, namely, Fields,
clusters, and pathways. Minnesota (2007) has explained field as broad career domains such as
agriculture, business, health science etc. to which students usually get acquainted in high/middle
school. Clusters are defined as broad industries or occupations around which the educational
programs can be build and pathways which are knowledge roads to industry, usually validated by
industries and aids in creating jobs. It is essential to understand that there can be numerous
pathways leading to the designated world of work. The innovative measure by the TCPM is adding
multi dimensionality and forming an algorithm-based information availability on the same. This
leads to the unbiased information flow and the new information is periodically added as well as
disseminated to the users based on their geographical access.

The self -guidance model drifts into assigning exploratory work to the individual for the targeted
industry. Mostly, people aspiring career change or career selection are unwilling to work in it after
the course of time. The TCPM ensures that the individual discover the zone that he/she chooses to
work for. The trends that one essentially needs to follow are to be studied vis-à-vis global economic
and changing nature of jobs. The review shall involve information about growing and declining jobs
in the specific industry, global manpower demand and supply in the selected industry, pay
structures in the specific industry and other evolving/new trends. There is no scope of development
and management without enough information and self-exploration of industries in which one wants
to get into. Any inadequacy in these steps may not further allow individual to finish the career
planning and decision-making process.

The second part of the Discover step talks about “Discovering self”. The idea of self-discovery is
dominated by two aspects. The first part deals with self-introspection and the second part talks
about the assessment.

2 Discover Self
2.1 Self Introspection
2.2 Knowing self- Personality, Skill, Values, and interest assessment
2.3 Other relevant details

In the introspection technique, individual is made to reflect on the perceptive views of one’s own
self such as thoughts, interests, emotions, and feelings. A qualitative presentation is asked from an
individual with respect to the industry they aspire to work in. The counter validation of introspecting
self is done through “Knowing- self” assessments, a more scientifically proven focus of realization
of interests and choices. However, both these methods are unable to predict the aptitude of an
individual and none of it contributes to the real time work exposure and suffers from self -serving
biases. Hence, this discovering -self is just a micro level understanding not leading effectively to the
career decision making process. Knowing oneself is a continuous path of self-discovery and a regular
updating is required in this self-introspective measure.
(*Other relevant detail is a comment space, constant in all qualitative information that the
individual wishes to share. It acts as a reflective diary that one can refer to, at any stage)

The third part of the Discover step talks about “Discovering career options” where and individuals
shortlists career options by referring to the knowledge bank.
3. Discovering Career Options
3.1 Shortlist Career Options
3.2 Shortlist Field, Cluster and Pathway

Discovering career options is precisely the completion of the step-1, “Discovery of world of work”
where the learning goals are developed/ formulated based on information acquired in sub- step1
and sub-step-2. An important property of TCPM is that it does not recommend any career choice
based on information received on self or global discovery of the recipient. One chalks down its own
career path and walks through the further process till it becomes decisive action framework. Once
the career options are discovered, one can channelize the further activities of the process in the
same direction. Hence, the step “Discovering world of work” is an individual’s own journey of self
and career discovery where one can add and remove as many career options without any limitation
and at any career phase.

References:
Teichler, U. (2009). Higher education and world of work. Retrieved from :
https://www.sensepublishers.com/media/469-higher-education-and-the-world-of-work.pdf on
10/08/2016.

Teichler, U. (2005). Research on Higher Education in Europe, European Journal of Education. 40(4),
447-469.

Minnesota (2007). Retrieved from: http://ag-ed.cfans.umn.edu/sites/ag-

ed.cfans.umn.edu/files/minnesota_career_pathways.pdf on 10/08/2016.
Step – 2 Design

As the role and functionality of many organizations are undergoing deconstructions and
reconstructions, it becomes essential to learn the latest perspectives on its matrixes. Pelster, Haims,
Stempel, & Vyer, (2016) opine that learning departments are changing into experience facilitators
and education curators. The current trend is of self-learning, employee centric learning and
deviations from static approaches in the organization. The design function focuses on details of the
industry one aspires to work in and being aware of its dynamics with changing times. A proper
evaluation is required in order to benchmark the jobs and prepare the listing in a pre-set order. This
gives one a fundamental understanding on purpose of a job and fulfillment of set career needs and
goals.

4 Gather Work Information for Selecting Career Opportunities

4.1 Industry
4.1.1 Overview
4.1.2 Primary Products/ Services
4.1.3 The Industry Today, The Current Trends
4.1.4 Industry Outlook
4.1.5 Other relevant details
4.2 Profession
4.2.1 The job & The Earnings
4.2.2 Work Environment & Lifestyle
4.2.3 Employment & Advancement Prospects
4.2.4 Outlook
4.2.5 Other relevant details (drop down list - example of the dropdown list appended in Cell
D-31)

The step-2 Design is followed by sub step-4.1 and 4.2 which enforces career seeker to more involved
understanding and information while selecting career opportunities. The dynamics of the industry
(Broad area) and profession (specific) is carefully evaluated by the individual. A comprehensive
report is prepared by gathering information about the industry. The report entails details about the
overview of the industry, products and services of the industry, contemporary positioning of the
industry, multi-facets of the industry, and other relevant details such as:

Multi-facets/other relevant details about

i. Environment
ii. Income potential
iii. Competition
iv. Stress levels
v. Lifestyle
vi. Personal enjoyment & fulfillment
vii. Other
An individual list down information about the job and tasks variety specific to the profession.
Information is extracted about the work environment and culture, advancement prospects, outlook
of the company, vision and mission, Human Resource polices and other minute details such as:

Other relevant details

i. Where you live (city / far from city)
ii. What kind of housing (apartment / house / temporary housing)
iii. How do you live (alone / with family)
iv. How do you dress (casual / professional / uniform)
v. Working Hours (9-5 Mon-Friday / long hours / on call anytime)
vi. Where do you work (office / store / factory / outdoors / indoors)
vii Work with (people / machines / ideas / data)
viii. Leisure time (adequate / minimal/ missing)
ix. Holidays (minimal / adequate, certain / uncertain)
x. Other

The major reason for this exercise is to make an individual self-motivated and thrive through its
career journey. If one has a larger picture, self-explored and introduced, the focus becomes
magnified. Evolving from the Job characteristic model of Hackman and Oldham (1980), this new
form is type of a “Industry characteristics model” making one more decisive and confident. It
contributes to the mutual goal of job stimulation, experiences responsibility, meaningfulness, and
knowledge about results (Fried, Grant, Levi, Hadani & Slowik, 2007). The next sub step- 5 is an in
depth understanding of pre requirements for better performance. The firmness in the explanation
by Law & Watts (1977), validates the need for information gathering while selecting career
opportunities. The four essential steps discovered by Law & Watts, (1977) are: self-awareness,
opportunity awareness (existence of work opportunities and requirement, decision making skills
and transition skills that is, job related and self-presentation. In affirmation to these prerequisites
and all-round overview of the professional and academic arena is covered in sub step 5.

5 Gather Learning Information for Selecting Career Opportunities

5.1 Education Requirements
5.1.1 Subjects required
5.1.2 Qualification required
5.2 Professional Training Requirements
5.2.1 Certification
5.2.2 Licensing
5.3 Experience and Skills
5.3.1 Work experience
5.3.2 Life skills
5.3.3 Social skills
Individual directs his/her effort in accumulating information about the education requirements in
order to qualify for the job one chooses to be in. A report is prepared on minimum qualification,
essential subjects and required score. On the contrary, there are certain jobs where individual
require professional competencies irrespective to the higher level of the education. They might
need to get certain certifications and licensing prior getting into the practice. Once the educational
knowledge is acquired, he/she should either start working on internship/externship programs or
introspect whether they possess necessary acumen required for the job and potential to flourish in
the sector. One needs to constantly develop and explore the social plain in which they choose to
operate in the long run. This will not only help in strengthening individual confidence to make a
career choice but also career services which might help in curriculum advancing, institutional tie
ups etc. The purpose of the entire exercise is to progress efficiently towards the career goal. Any
change in mind or interests and willingness to put effort can be detected in the early stages while
gathering adequate learning information for selecting career opportunities.

6. Create Career Action Plan

6.1 Make a Career Choice (Field/ Cluster/ Pathway)
6.1.1 Justification Document
6.1.2 Details substantiating the selection
6.2 Create Action Plans
6.2.1 Education/ learning plan
6.2.2. Experience/ exposure plan
6.2.3 Interest/ passion plan

The sub step 6, creating career action plan is a real time activity after the well thought career choice
is done. The fulfillment requirement is designing of a proper field- (Industry), Cluster – (Profession),
Pathway (Education and experience curriculum) model, where individual has a roadmap to follow.
It identifies the performance levels required for the achievement of career goals. A proper timeline
set targets and resource allocation and accumulation becomes key areas to be worked on. A
personal report diary consisting of a justification document substantiating the need, resource
requirement, and willingness to work in the selected professional domain is made. A quantifiable
and flexible career plan is self-designed so that transparency and actions can be timely traced.

After recording functioning style, plan of action is chalked in the pursuit of education (learning plan),
Experience (exposure plan), interest (passion plan). The dynamism ensures that any change in the
organization structuring, markets, economy shall not make an individual stump. He/she should
readily be able to select/deselect in changing circumstances. The plan works as per the following
3x2 matrix, where the following combinations of actions can be planned.

Education & Learning (EL1) Experience & Exposure (EE2) Interest & Passion (IP3)
EL1 x EE2 EE2 x IP3 IP3 x EL1
Additional plans are usually made only if the need arises. Usually, the baseline information and core
career indicators are planned basis the information accumulated in the combinations of education,
interest, and experience. A speculative report is designed sand a proper pathway is built to achieve
the career goals.

Designing in the transform career management process, helps in chalking plan of action based on
knowledge, resources, and interests. It is the minimum qualifying standard in judging the feasibility
of workable career choice where one can forecast success and growth in the long run while thriving
through the same.

References:

Fried, Y., Grant, A.M., Levi, A.S., Hadani, M. & Slowik, L.H. (2007). Job design in temporal context: a
career dynamics perspective. Journal of Organizational Behavior, 28, 911–927.

Hackman, J. R., & Oldham, G. R. (1980). Work redesign. Reading, MA: Addison-Wesley.

Law, B. & Watts, A.G. (1977). Schools, Careers and Community. London: Church Information
Office.

Pelster, B., Haims, J., Stempel, J. & Vyer, B. V. (2016). Learning employees take charge. Retrieved
from : http://dupress.com/articles/fostering-culture-of-learning-for-
employees/?id=gx:2el:3dc:dup3026:awa:cons:hct16 on 11/08/2016.
Step-3 Implementation

The main objective of implementation of a process is to execute the planed assignments to fulfill
the desired goals. In implementing the career action plan, one must act in a pre-set order. After the
procedural exploration in three major arenas- Education, experience and interests, a well-informed
career choice is made, career action plan is designed, and third milestone of implementation begins.
This stage has a “to-do” function, a real time activity-based learning and practice.

7. Implement Education/ Skill Plan

7.1 Admissions Management
7.2 Resource Management
7.2.1 Training/ Tutoring
7.2.2 Study Material
7.3 Performance Enhancement
8. Implement Experience/ Exposure Plan
8.1 Internship
8.2 Project work
8.3 Participation in work related events/ activities
9. Implement Interest/ Passion Plan
9.1 Training
9.2 Participation in interest related events/ activities

As can be inferred from the above steps, transform model ideates to the implementation of specific
action plans namely Skill action plan (i.e. implementing education), Exposure action plan (i.e.
implementing experience), passion (i.e. implementing interests). In accordance with the
professional context, one chooses to operate in acquiring all the information related to academic
products and services vis-à-vis working on one’s own skill enhancement. All information regarding
the admission legal formalities, training and tutoring durations, study material and other necessary
resources required for performance enhancement is procured.

In is essential to integrate experience to the knowledge to order to implement experience/exposure

goal. It makes one more competitive and prepared for succession planning. This might require
certain tie ups with the institutes to achieve the goal of experience. These tie ups help in strategizing
individual career path vis-a-vis his /her interests. The passion or interests must along with the
practice. The creative energy helps in channelizing growth, work potential, broadening skilled
capacities and enhanced performance. High performance quotient is the most basic goal of the
transform career model. For this, an individual is given a template contemplating performance
goals, timelines, and pathways. A computer-generated report is given after implementation stage
is completed.

A proper checklist is prepared for ensuring the completion of activity plan in the following manner:
 Implement Education/ Skill Plan Yes No
Identification of suitable programs ✓ X
Shortlisting institutions ✓ X
Managing documentation ✓ X
Completed Applications for the required course ✓ X
Selection and acceptance ✓ X
Enrolled in coaching/ training/ tutoring programs ✓ X
Accumulating books and online resources ✓ X
Workable timeline developed ✓ X
Implement Experience/ Exposure Plan Yes No
Facilitating connections and network management ✓ X
(Whether or not connections have been explored)
Confirmed participation with organizations/ groups/ ✓ X
societies/ clubs
Begin with internship process ✓ X
Chalked internship action plans (projects, discussion etc.) ✓ X
Prepared learning graph ✓ X
Allotted Mentor at workplace ✓ X
Implement Interest/ Passion Plan Yes No
Explored/given opportunities for relevant interests ✓ X
Participated in activities/events of interests ✓ X
Institutional support in arranging interest related events/ ✓ X
activities
Self- Satisfactory performance ✓ X

An individual might not be able to proceed forward until completion of these actions in the given
timelines. Implementing these activities require correctly guided and mentored path of action.
Active participation will help contributing towards better performance and results.

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