Suggests that the biggest obstacle to career growth is inertia and offers a personal plan to get started in leveraging a career. Indicates that it makes sense to set multiple goals, be aware of options, and to work actively toward several at once. (JOW)

Groups can be an effective career counseling method if three important principles are followed: (1) group purpose must be clarified and understood by all members; (2) purpose must dictate structure and function; and (3) the leader must ensure the purpose is accomplished and facilitate group survival and success. (SK)

Notes that, although most contributors to career development literature have acknowledged Erikson as father of construct of identity, none has succeeded in formulating construct of identity that is more than caricature of Erikson's thinking. Suggests that what is needed is serious look at the requirements for formulating feasible, dynamic,…

Employees must take responsibility for their own career development by (1) linking career goals with organizational strategy; (2) being realistic about their supervisors' career management skills; (3) building an individual action plan; (4) using organizational resources; (5) having realistic expectations; and (6) making choices in the best…

As change renders obsolete old methods of career choice and counseling, counselors should focus on helping people acquire skills to survive in a "risk society" and cope with uncertainty. (SK)

Contends that, although volunteering is usually an activity that is done to satisfy one's intrinsic need to give of oneself to others, volunteers may not realize that they are fostering their own career development through their volunteer activities. Encourages educators, career counselors, parents, volunteer coordinators, and volunteers…

Envisions mentoring as a blend of human development in three dimensions: socialization, task development, and lifespan development. Views the mentoring relationship as a tool to use throughout the lifespan for managing transitions. (SK)

Presents an overview of best practices in the content of organizational career development programs, the approach used to provide these services, the issues applicable to the organization, and the needs of the individual. (JOW)

Provides personal views of the career development journey, focusing on the work of John Holland, the developmental perspective promoted by JoAnn Harris-Bowlsbey, and John Krumboltz's social learning theory. Shares unique insights about the context of their work and views of the future workplace. (Contains 27 references.) (GCP)

A career assessment plan that takes into account life experiences, personal circumstances, self-esteem, barriers, expectations, and feelings of those being assessed is more reflective of the whole person. Therefore, a plan can be formulated that is tailored to meet the career development needs of the participant. (Author/JOW)

The Salience Inventory, developed by the Work Importance Study, assesses the relative importance of five life roles: study, work, community service, home/family, and leisure. It is useful in incorporating gender role and multicultural issues into an understanding of career development across the life span. (SK)

This article presents an interview with Dr. Susan C. Aldridge, the president of University of Maryland University College (UMUC) in the United States. Founded in 1947, UMUC is an accredited institution dedicated to providing working adults, military personnel, and students worldwide the opportunity to achieve their academic goals through online…

Until about two decades ago, researchers considered career maturity primarily in terms of adolescents who struggled with the tasks that, when successfully completed, resulted in a viable career choice. Previously it has been suggested that the term "career adaptability" should replace the term "career maturity" in the study of adult vocational…

Secretarial positions are no longer dead ends. There are a number of ways to move up within the secretarial ranks or into management. (JOW)

The author outlines a five-stage conceptualization of the differences in the construction, content, and mode of teaching and learning at various points in his own professional development. Each stage represents a different "focal length" or movement from tight and unvarying agendas to more elastic and accommodating imaginings. (GEA)