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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/13620439710163653. When citing the article, please cite: Ben Ball, (1997), “Career management competences - the individual perspective”, Career Development International, Vol. 2 Iss: 2, pp. 74 - 79.

Asserts that flatter, delayered organizations offer fewer opportunities than before for long‐term job security and career progression in the conventional sense. Suggests that if flatter organizations are unable to provide career progression to the same degree as previously, new ways have to be found to retain and motivate staff and reward performance in the absence of opportunities to progress up the organizational ladder. Examines the implications for both individuals and organizations of this new employment climate.

Students in all content areas are almost exclusively presented with text-based instruction that starkly contrasts their experiences outside a classroom. With the advent of sophisticated technologies unknown to earlier generations, modern students are evermore immersed in visual data such as photographs, videos, games, apps. Visual media comprise many of the resources that adolescents use to negotiate understandings of the world. Many teachers and teacher-educators suggest that civic competence requires meeting powerful media with equally powerful analysis tools. In this, the first of two coupled articles — the second to be published in the July issue of Social Studies Research and Practice — I describe the educative potential of employing visual documents, especially historical photographs, in social studies instruction and refer to implications drawn from recent research studies. I also introduce an original lesson demonstrating wise practice teaching strategies for implementing historical photographs in classroom instruction to promote students’ civic competence. The second coupled article will extend the wise practice teaching strategies and feature all of the resources needed to enact the lesson and provide closure to the ideas posited throughout both articles.

Corporate planning in U.S. industry came of age in the 1970s. Numerous firms recognizing the tremendous forces impacting industry saw the need for a formalized planning capability to cope with the new environment. Typically, their efforts focused on clarifying corporate direction—identifying and evaluating opportunities and risks and specifying corporate strategic objectives and goals.

In response to both the increasing concern of the declining rates of apprentices and the limited research in this area, the purpose of this paper is to investigate the individual processes involved in apprentices' decisions to remain in their apprenticeship.

Specifically, five individual domains were investigated: motivation style (intrinsic and extrinsic motivation); coping style (emotion‐focused and problem‐focused); apprentice experiences (satisfaction, work conditions, expectations, formal training and recognition); financial responsibility; and demographic factors (age, geographic location, education/training and organisational tenure). Three measures were used to assess these five domains: the work preference inventory, the brief cope and the apprentice experience questionnaire. A total of 326 male participants were recruited from Victoria and Queensland.

Logistic regression was performed to determine if motivation style, coping style, apprentice experiences and demographic factors could predict thoughts towards remaining in an apprenticeship. A Chi‐square test was conducted to determine if financial responsibility had an impact on thoughts towards remaining in a trade. Overall results suggested that intrinsic motivation, satisfaction, working conditions and geographic location could predict apprentices' thoughts towards staying in an apprenticeship.

The results can only be generalised to those who were currently undertaking an apprenticeship and not those who had already left. Furthermore, the outcome variable in this study was “thoughts towards quitting” and not actual quitting per se; however, social desirability effects may have influenced the responses somewhat.

By utilising this data, educators and employers alike could now be one step closer to retaining the much‐needed apprentices of Australia and it may be that other countries such as Germany, India, France, Turkey, the USA, and the UK may pool informational research resources to counter the global downturn in apprentices' availability.

This chapter provides an insight into how one family managed the challenges their son faced going through school. Identified with Autism at aged six years, Ben has experienced a range of transitions throughout his school life in inclusive classrooms and programs. One of the most challenging was the transition from primary into secondary school. Now in his final year of secondary schooling, the chapter explores Ben's educational experiences, family reflections on schooling, and post school opportunities.