Bernes, Kerry

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Browsing Bernes, Kerry by Author "Magnusson, Kris C."

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    Building Future Career Development Programs for Adolescents
    (2004) Bernes, Kerry B.; Magnusson, Kris C.;
    Heuristically, adolescent career development programs may provide significant outcomes on personal, social, economic and national development levels. Unfortunately, however, very little research has been done on what is and what is not working within existing adolescent career development programs. Instead, adults continue to develop multiple resources that lack integration for adolescents, most notably, without the input from the students themselves (Hiebert et al., 2001). Unfortunately, the field appears to suffer from a lack of integration, wherein efficacy data on current programs is generally scarce and significant longitudinal data is absent. Creating a sense of integration, evaluating the results of current career development programs and creating longitudinal studies to gather objective data on the long- term impact of these programs appear to be critical missing ingredients. Without this research, we will never uncover the critical ingredients that are needed to support significant personal, social, economic and national development. Worse yet, the field may continue to go on to develop one product after another until it fragments so significantly that it fails to attract any further resources for development. In other words, the writers believe that too many resources are going into new products without any efficacy data to support them, currently or on a longitudinal basis, and that without some integration and objective support for their use, the field may fail to be financially supported in a future wherein financial resources are allocated upon the basis of results, not heuristic value.
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    Campus Alberta: A Collaborative, Multi-University Counsellor Training Initiative
    (2001) Bernes, Kerry B.; Collins, S.; Hiebert, B. A.; Magnusson, Kris C.
    The need for trained counselors/counseling psychologists, and for counselor education, training, and accreditation, are topics of continued discussion within professional organizations, accrediting bodies, universities, and other training institutions. Following an exploratory meeting in 1998 to discuss the need for additional graduate counselor education in Alberta, an advisory committee was formed with representatives from Alberta universities and major stakeholder groups. This paper describes an innovative approach to inter-university collaboration in the delivery of graduate programming emerging from that initiative. The initiative works on the premise that the current model of graduate education must be changed to reduce the barriers to continuing professional development. The new graduate program in counseling has a two-stage process. The first stage focuses on the fundamentals of counseling theory and practice. In the second stage, students select relevant assessment and intervention modules and develop an area of counseling specialization. The program is a learner-driven delivery system within the context of adult education and professional development. Through this collaboration, the needs of students can be better served while maintaining high standards of academic excellence and professional practice. (JDM)
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    Career Paths and Organizational Development: Expanding Alliances
    (1999) Bernes, Kerry B.; Magnusson, Kris C.
    The Synergistic Model of Organizational Career Development is an attempt to combine best practice principles from two domains: organizational development and individual career planning. The model assumes three levels of intervention within an organization: philosophical, strategic, and practical. Interventions at any of the levels may be directed toward the employees, the organization, or the balancing and interactive process that bring the two systems together. At the philosophical level, employees are concerned with becoming or managing to stay meaningfully connected to the world of work, organizations are concerned with defining their central purpose as an organization, and balancing/interactive processes are designed to balance employees' and the organization's long-term needs and goals. At the strategic level, employees are concerned with enhancing their careers, organizations are concerned with best meeting their organizational outcomes, and balancing/interactive processes are designed to balance short-term employees and organization goals. At the practical level, employees are concerned with staying employable, organizations are concerned ensuring that employees perform tasks essential to the organization, and balancing/interactive processes are designed to balance organizational demands with employee performance. The ultimate goal of balancing/interactive interventions must be to bring individual career planning into alignment with effective organizational development strategies. (Contains 23 references) (MN)
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    A Description of Career Development within Canadian Organizations
    (1996) Bernes, Kerry B.; Magnusson, Kris C.
    This study explored the scope and nature of career development services within organizations. One human resource/personnel department representative in each of the 30 largest organizations in Calgary, Alberta, Canada, was interviewed. The Career Development Questionnaire provided the framework for the structured interviews. Participants outlined their conceptualizations of organizational career development, described the outcomes organizations hoped to achieve through the use of career development services, listed the services provided by their organizations, and rated the effectiveness of each service. Although the descriptions and the intended outcomes for career development services were consistent, specific services were not aligned with specific goals. This finding highlighted the need for practitioners to ensure they align services with their goals and for researchers to evaluate the effects of career development services on the basis of their specific intentions. Overall, results suggest that career development within organizations is still practiced in a part-time and informal manner.
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    A Synergistic Model of Organizational Career Development
    (1999) Bernes, Kerry B.; Magnusson, Kris C.
    The Synergistic Model of Organizational Career Development is a new model of organizational career development that combines the best of career development practice and organizational development into a unified, coherent model. The model has three levels of organization: philosophical, strategic, and practical. Expanding circles are used to illustrate movement from the broad philosophical vision to strategic plans and then to the practical need for acquisition and demonstration of specific competencies. The model encourages employees and organizations to dream (philosophical level), plan (strategic level), and perform (practical level). The personal and organizational vision circles are represented by the center rings to denote their role in regulating the other subsystems. The focus on competence is represented by the outer rings to denote their role in providing feedback to the rest of the system regarding the requirements of the world of work: the competencies that employees require to remain employable and organizations require to remain competitive. This feedback helps employees and organizations adjust to changes in the world of work and monitor their plans and strategies to ensure optimum fulfillment of their respective visions. The result is a synergistic reaction in which "the whole is greater than the sum of its parts." (28 references) (MN)