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Article
Publication date: 1 November 1999

Maurice M. Grzeda

In addressing environmentally induced career change, the career development practitioner is better informed by a career development model than more traditional approaches. The…

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Abstract

In addressing environmentally induced career change, the career development practitioner is better informed by a career development model than more traditional approaches. The model was tested with Canadian managers and professionals whose positions had been eliminated. Simple regression analysis revealed that career resilience was positively related to three of five job facets that served as indicators of career change. The findings lend support to career development practitioners who strive to build career resilience among employees. Along with organizational advantages already documented, individuals who develop career resilience will be better equipped to face the inevitable prospect of changing careers in the future.

Details

Career Development International, vol. 4 no. 6
Type: Research Article
ISSN: 1362-0436

Keywords

Article
Publication date: 1 July 2005

Maurice M. Grzeda

The competence framework continues to be plagued by unresolved conceptual ambiguity. This paper aims to consider other perspectives of managerial performance.

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Abstract

Purpose

The competence framework continues to be plagued by unresolved conceptual ambiguity. This paper aims to consider other perspectives of managerial performance.

Design/methodology/approach

This is a conceptual article that examines and critiques current perspectives of competence based on an extensive literature review.

Findings

Sources of conceptual ambiguity are rooted in treating competence as both independent and dependent variables in relation to managerial performance. A managerial learning framework and a career perspective may offer less ambiguous, more promising conceptual frameworks for managerial performance.

Research limitations/implications

The arguments presented for moving beyond the competence framework need to be developed into propositions that can be tested empirically.

Practical implications

Management development and education activities may not be achieving their intended outcomes due to the level of conceptual ambiguity found with the competence framework. It may be necessary to reconsider the efficacy of development programs and activities that rely on a competence approach.

Originality/value

Conceptual ambiguity regarding competence has been previously noted. This paper presents an analysis of the possible sources of ambiguity, and the dilemmas faced when trying to reduce the level of ambiguity. By clarifying these issues, the paper may be of value to researchers in the management development field and to practitioners involved with employee and managerial development.

Details

Journal of Management Development, vol. 24 no. 6
Type: Research Article
ISSN: 0262-1711

Keywords

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