This study investigated best practices in New Zealand secondary school career education and guidance programmes. Schools considered to use best practices were identified by nominations from professional associations and from Careers New Zealand. A total of 20 nominated schools agreed to be included in the study and the career advisers of these schools were interviewed. Seven themes emerged from the interviews. These themes suggest career education and guidance programmes that are worthy of emulation by other schools, but the need to consider unique school and community characteristics in the design and implementation of career education and guidance is essential
This study used professional standards developed by the Career Industry Council of Australia and the Career Development Association of New Zealand to create a questionnaire that was distributed to New Zealand career practitioners. The questionnaire asked respondents to rate the relevance of each standard to their career practice and also to rate their ability to apply the standard in their practice. Results indicated that the relevance of most standards was accepted, but that respondents felt less able to apply the standards. Practice setting was identified as an influence on the ratings. The findings have implications for the use of standards by career practitioners and career industry stakeholders.
Career development services have existed in New Zealand since the early part of the 20th century. In many aspects, the profession has developed in New Zealand parallel to the development of career guidance and counselling in other Western countries but New Zealand also represents a unique context. In acknowledgement of the distinctive characteristics of New Zealand career services, this article will provide an overview by reviewing the history of New Zealand career services, discussing theoretical influences over time, providing the context for career development in New Zealand, examining some of the unique influences on career services and identifying current challenges for the delivery of career services in New Zealand.
Career practice in New Zealand has only recently achieved a professional standing. Prior to career practice establishing itself as a separate profession, career counselling and related services were provided by a variety of practitioners from various disciplines and training. In order to establish demographic, training, and service characteristics of current New Zealand career practitioners, a mail survey of the members of the Career Practitioners Association of New Zealand was conducted. The results of this survey are presented in this article.
Self-funded leave is an employee benefit that provides a time resource to workers who wish to develop interests and non-work-life roles. This article reports the results of qualitative research conducted on 16 workers who completed a self-funded leave program. Semi-structured interviews were used to explore participants' motivations to enroll in the self-funded leave program, how the leave contributed to work-life balance through development of non-work life roles, and difficulties that arose during participation in the self-funded leave program. Results reveal that participants did use self-funded leave to improve their work-life balance and augment other life-roles.However, unpredicted events influenced how the leave time was actually used, which was often different from original plans and goals. Adult transition theory is used to conceptualize the process of participating in self-funded leave and to suggest how employees who undertake self-funded leave can be best supported by career counselors.Self-funded leave and life role development 3 Self-Funded Leave and Life Role Development Work-life balance is a topic of great interest in contemporary career literature (Gambles, Lewis, & Rappoport, 2006;Glynn, Steinberg, & McCartney, 2002;Greenhaus & Beutell, 1985;Hall, 1990;Halpern & Murphy, 2005;Pocock, 2003). Discussions about work-life balance validate the multi-faceted lives that workers live and the difficulties that can arise when work roles displace other life roles. Neault (2005) asserted that, Regardless of one's personal definition for balance, most people know when they are out of balance; they are constantly tired, feel as if their choices are limited, have minimal control, and are no longer able to effectively manage their lives. (p. 1)Time spent in the worker role is often the critical variable. When an employee devotes inordinate time and energy to work, the personal resources available for the fulfillment of other life roles are correspondingly reduced. Balance becomes jeopardized.Resulting imbalance is likely to produce conflict between work and other life roles as well as an overall low quality of life (Greenhaus, Collins, & Shaw, 2003).Employers have a stake in reducing employee work-life role conflicts. Allen, Herst, Bruck, and Stutton (2000) found that such conflicts result in negative consequences not only for individual employees, but also for the employing organization.Numerous strategies exist for an employer to promote balance. Employees may be offered benefits such as flexible scheduling, telecommuting, day-care, or eldercare assistance (Lobel & Kossek, 1996). Greenhaus and Foley (2007) classified strategies for assisting employees to maintain work-life balance as formal and informal employment Self-funded leave and life role development 4 practices, alternative work arrangements, dependent care support, information, financial aid, work flexibility, support, and reduced work hours.Time to engage in desirable or necessary life roles other than employee is an essential commodity fo...
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