Career Development Practices in a Global Economy

Autor/in	Iverson, Nathan D.
Titel	Career Development Practices in a Global Economy
Quelle	(2018), (115 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Seattle Pacific University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-1440-1
Schlagwörter	Hochschulschrift; Dissertation; Career Development; Job Satisfaction; Job Skills; Skill Development; Career Planning; Foreign Countries + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Berufsentwicklung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Karriereplanung; Ausland
Abstract	The workplace has entered an international era where the need for proactive, globally-aware employees has become increasingly crucial. More than ever, employees are responsible for agentically investing in their own development and work outcomes--including job satisfaction. This study investigates the relationship between agentic career practices, organizational support, and job satisfaction. Better clarity is needed to understand the career management skills and practices that individuals can develop to navigate the modern workplace. This study compared 2,870 individuals across 73 nations. Five Career Development Practices (CDPs) (connecting with others, planning for development, branding, adapting, and stretching) were found to be meaningfully connected to job satisfaction (R[superscript 2] = 0.46) where connecting with others emerged as the most potent CDP. Furthermore, the order of the CDPs' potency in explaining job satisfaction varied by global region to indicate practices vary by culture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01