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dc.contributor.authorAldrich, Jason Frederick
dc.date.accessioned2014-03-04T21:00:37Z
dc.date.available2014-03-04T21:00:37Z
dc.date.issued2013-05
dc.identifier.otheraldrich_jason_f_201305_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/aldrich_jason_f_201305_edd
dc.identifier.urihttp://hdl.handle.net/10724/28645
dc.description.abstractThe purpose of the study was to identify an individual’s current stage of career adaptability and assess whether their capacity to move through the developmental tasks associated with career adaptability was enhanced by participating in interventions designed to increase their self-awareness and in alignment with adult developmental challenges. Three research questions framed this study: 1. In what ways are individuals’ capacities to intentionally move through the stages of career adaptability enhanced through focused interventions? 2. How has developing and evaluating interventions designed to increase the capacities of individuals to move through the stages of career adaptability enhanced the awareness of the action research team to the challenge of facilitating adult career adaptability? 3. How has developing and evaluating interventions designed to increase an individual’s capacity to move through the stages of career adaptability impacted the system? The findings from this study indicate introducing an innovative framework which integrated cognitive and psycho-social developmental theory and offering developmentally focused interventions enhanced self-awareness and empowered participants to start making the behavior changes necessary to move from being “stuck” developmentally towards increasing their career adaptability. In addition, the action research process created a holding environment which allowed the team to see across the levels in the organization and the boundaries of the system which increased the capacity of the individual team members to address complex challenges. The results implied individuals who pro-actively engage in increasing their career adaptability throughout adulthood are more likely to enhance their professional opportunities. Institutions of higher education seeking to provide participants with a differentiated experience should consider integrating career adaptability into the program framework. Lastly, this study identified theoretical connections between career adaptability and adult development. Future research studies should consider measuring outcomes by utilizing the new Career Adapt-Abilities Scale (CAAS) to measure career adaptability.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectAction Research
dc.subjectAdult Development
dc.subjectCareer Development
dc.subjectCareer Adaptability
dc.subjectAdaptive Capacity
dc.titleCareer rock climbing
dc.title.alternativefacilitating career adaptability of graduate business students
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentLifelong Education, Administration, and Policy
dc.description.majorAdult Education
dc.description.advisorKaren E. Watkins
dc.description.committeeKaren E. Watkins
dc.description.committeeWendy E. A. Ruona
dc.description.committeeAliki Nicolaides


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