Bernes, Kerry

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Browsing Bernes, Kerry by Subject "Career development"

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    Adolescents’ Perceptions of Career Concern
    (2006) Bernes, Kerry B.; Code, M.
    The Merriam-Webster (2003) definition states that a concern is an "uneasy state of blended interest, uncertainty and apprehension". Ginzberg and colleagues (1951) indicated a process of choosing an occupation concerning different periods of vocational choice. Super (1953; 1980) indicated that some concerns have a vocational basis and even created an instrument with an intent to measure individual’s stage of concerns in life (Super, Thompson, and Lindeman, 1988). Ginzberg (1952) and Super (1980) focused on the stage of adolescence as a critical period where students develop a sense of the future and become ready to plan and decide. Though the word ‘concern’ has been discussed by these authors, it appears that the term is anything but clear or well understood in the realm of career development.
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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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    Life After Sport: Athletic Career Transition and Transferable Skills
    (2009) Bernes, Kerry B.; McKnight, K. M.; Gunn, Thelma; Chorney, D.; Orr, David Thomas; Bardick, Angela D.
    Athletes transitioning out of sport are faced with many obstacles. Well-trained counselors have the appropriate skills to assist athletes through athletic career transition. An examination of the literature focused on career retirement and transferable skills lead to the development of intervention recommendations for athletes transitioning out of sport. Treatment recommendations include psycho-educational and cognitive behavioural interventions that focus on the emotions associated with transitioning from sport as well as an emphasis on transferable skills.
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    The Role of Emotions in Facilitating Client Change in Counselling and Career Development
    (2003) Bernes, Kerry B.
    A brief overview of the role of emotions in facilitating client change from a constructivist perspective is provided in this paper. With this background in place, several case studies will be discussed to illustrate the impact and role of emotions in facilitating change in counseling and career development. (Author)
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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)
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    A Synergistic Model of Organizational Career Development: Bridging the Gap Between Employees
    (Life-Role Development Group Limited, 2000) Bernes, Kerry B.
    This dissertation argues that, as our global economy becomes increasingly competitive, organizations will be forced to adopt a more comprehensive, future-oriented, and integrated approach to managing their human resources. Unfortunately, the era of restructuring, downsizing, and rightsizing has made this increasingly difficult. Other changes in the world of work (such as the shift from long-term working arrangements to temporary contract work; the less frequent use of concepts such as career paths, career hierarchies, and promotion from within; the increased outsourcing of non-essential tasks; and flattened hierarchies) have collectively put pressure on existing models of organizational career development. After critiquing current models of organizational career development, it is suggested that existing models have begun to lose their usefulness and that a new model of organizational career development needs to be created. Essentially, it is argued that there are two main problems with current models of organizational career development. First, there is a lack of emphasis on how personal visions and organizational visions can be used to facilitate both individual and organizational goals. Second, the existing models lack interactive and balancing processes to equilibrate changing individual and organizational needs. To address the above problems, a comprehensive model of organizational career development is proposed. To emphasize the role of personal and organizational visions, the constructivist literature on career development and the management literature on organizational vision and mission statements are synthesized and incorporated into the proposed model. Themes from systems theory provide the framework for the proposed model of organizational career development. Systematically parallel employee and organizational concepts and tasks are depicted for each level of the model. Balancing/interactive processes are utilized to bring the employee and the organization into closer alignment, thereby avoiding the situation of treating career development and organizational development as separate entities. A comprehensive framework for applying the model is also provided. Finally, an outline for validating the proposed model of organizational career development is suggested.