Annotated Bibliography: The Emerging Field Of E

Annotated Bibliographyciporen R 2015 The Emerging Field Of Execut

Annotated Bibliographyciporen R 2015 The Emerging Field Of Execut

Compile an annotated bibliography that provides comprehensive summaries and critical analyses of ten scholarly articles related to career counseling, coaching, and workforce development. Your annotations should include a synthesis of each source's main arguments, methodologies, findings, and relevance to current trends in career development practices. Ensure that the selection reflects diverse perspectives and contemporary issues, such as the impact of socioeconomic factors, technological advancements, and cultural considerations on career guidance. The annotated bibliography should serve as a useful resource for practitioners and researchers aiming to understand the evolving landscape of career counseling and coaching. Properly cite each source in APA format and organize the entries alphabetically by author’s last name.

Paper For Above instruction

The rapidly evolving landscape of career counseling and coaching necessitates a comprehensive understanding of current scholarly discourse. This annotated bibliography synthesizes ten seminal and recent articles that shed light on various aspects of career development, highlighting theoretical advancements, practical applications, and socio-cultural considerations.

The article by Ciporen (2015) offers a broad overview of the emerging field of executive and organizational coaching, emphasizing its rapid growth since the 1980s. Ciporen notes that the industry generated approximately $2 billion annually and continues to expand due to increasing organizational demands for leadership development. The piece delineates coaching from counseling, emphasizing its partnership-based nature, and discusses the prevalence of internal versus external coaching models. Ciporen also underscores specialization within the field, with coaches focusing on specific populations or topics, thereby enhancing their expertise and effectiveness. This article is instrumental in understanding the scope and economic significance of coaching in contemporary organizational contexts and highlights the importance of cultural and contextual factors in coaching practices (Ciporen, 2015).

Chung and Gfroercr (2003) explore the historical development of career coaching, tracing its roots to workplace transformations in the 1980s and 1990s. They distinguish between career coaching and counseling, with the former being problem-solving oriented and less formal, and the latter requiring extensive counseling training and licensure. The authors introduce the role of Career Development Facilitators, who assist with resume writing, interview skills, and job search techniques without necessarily possessing advanced degrees. Ethical considerations, multicultural competence, and training standards are discussed, providing foundational knowledge for practitioners committed to ethical and culturally responsive coaching (Chung & Gfroercr, 2003).

Diemer and Cheng-Hsien (2012) investigate the impact of socioeconomic background on college persistence among low-income youth. Their longitudinal study emphasizes the significance of educational expectancies—familial, community, and individual beliefs about educational attainment—in influencing persistence. The authors argue that low expectations, often rooted in limited access to information and unstable family environments, decrease the likelihood of college completion. This research underscores the importance of targeted interventions that raise expectations and provide resources to support low-income students, highlighting a critical intersection between socioeconomic factors and educational outcomes (Diemer & Cheng-Hsien, 2012).

In examining work-related well-being, Duffy et al. (2016) propose the Psychology of Working Theory, emphasizing sociocultural and structural barriers such as poverty, discrimination, and limited educational access. They critique existing career theories for predominantly reflecting white, male perspectives and advocate for integrating barriers faced by marginalized groups in career development frameworks. The theory links "decent work" with positive psychological outcomes, arguing that access to meaningful employment improves well-being. This article advances the discourse on social justice in career development, emphasizing systemic barriers and the need for inclusive, culturally sensitive models (Duffy et al., 2016).

Greenleaf (2014) addresses career counseling for recent graduates in the aftermath of the Great Recession. He emphasizes that oversupply of college graduates has led to underemployment, with many taking jobs unrelated to their degrees. Greenleaf advocates for proactive, experiential career strategies grounded in the Happenstance Learning Theory, encouraging internships, extracurricular activities, and leveraging educational opportunities to enhance employability. This approach promotes adaptive career behaviors, preparing students for the unpredictable labor market and mitigating economic downturn impacts on recent graduates (Greenleaf, 2014).

Harrington and Long (2013) provide a historical perspective on interest inventories and career assessments, underscoring their evolving role in counseling. They emphasize that while assessments provide valuable data, the counselor’s interpretive skills and the client-counselor relationship remain paramount. The authors advocate for assessment tools that facilitate dialogue and client reflection rather than solely relying on scores. They call for integrating assessments into holistic counseling to better serve clients' emotional and career needs, emphasizing that tools should complement rather than replace the counselor’s expertise (Harrington & Long, 2013).

Hughes, Gibbons, and Mynatt (2013) explore narrative career counseling with underprepared college students. This approach involves storytelling and redefining clients' life stories to foster resilience and goal setting. The authors detail six steps in the process, including defining problems, exploring perspectives, and developing actionable goals. They posit that narrative techniques can empower students facing remedial courses, financial stress, and retention issues by helping them construct coherent, positive life narratives that enhance motivation and self-efficacy (Hughes et al., 2013).

Maree (2016) discusses career construction counseling through the example of a mid-career Black man, emphasizing the importance of personal storytelling and adaptability in career development. The proposed Career Construction Interview helps clients articulate their central life goals, reframe limiting narratives, and enhance career adaptability. Maree highlights that marginalized populations often face structural barriers, making narrative-based, strengths-oriented approaches vital for fostering resilience and long-term employability (Maree, 2016).

McDermott and Neault (2011) analyze in-house career coaching within organizational settings, focusing on talent development and retention. They describe a partnership between a Canadian organization and a UAE company that implemented targeted training programs. Results indicated increased employee engagement and decreased turnover, suggesting that proactive career development initiatives within organizations can sustain workforce stability and growth. This article underscores the strategic importance of integrating career counseling into organizational human resource practices (McDermott & Neault, 2011).

Pipkins, Rooney, and Jaunarajs (2014) revisit foundational concepts in career counseling, advocating for a holistic approach that encompasses personal well-being alongside career development. They emphasize the interconnectedness of personal and career growth and argue that effective counseling should foster self-awareness and soft skills such as communication and emotional intelligence. The article also highlights the potential of group counseling models, like Pyle’s, to serve larger student populations efficiently while maintaining effectiveness (Pipkins et al., 2014).

Walker et al. (2016) examine the efficacy of a holistic employment program in Australia targeting long-term unemployed individuals. The program integrates work skills training with mental health, housing, and trauma support, recognizing complex personal barriers to employment. The authors argue that sustainable employment outcomes require comprehensive support addressing social determinants of employment, moving beyond traditional job training models. The evidence suggests that integrated, life-first approaches are critical for addressing persistent unemployment among vulnerable populations (Walker et al., 2016).

References

  • Ciporen, R. (2015). The emerging field of executive and organizational coaching: An overview. New Directions For Adult & Continuing Education, 2015(146), 5-15. doi:10.1002/ace.20147
  • Chung, Y. B., & Gfroercr, M. C. (2003). Career coaching: Practice, training, professional, and ethical issues. Career Development Quarterly, 52(2), 123-134.
  • Diemer, M. A., & Cheng-Hsien, L. (2012). Longitudinal roles of precollege contexts in low-income youths' postsecondary persistence. Developmental Psychology, 48(6), 1786–1799. doi:10.1037/a0030028
  • Duffy, R. D., Diemer, M. A., Blustein, D. L., & Autin, K. L. (2016). The psychology of working theory. Journal of Counseling Psychology, 63(2), 134–148. doi:10.1037/cou0000126
  • Greenleaf, A. T. (2014). Making the best of a bad situation: Career counseling young adults in the aftermath of the Great Recession. Journal of Employment Counseling, 51(4), 159–171. doi:10.1002/j.2161-1920.2014.00049.x
  • Harrington, T., & Long, J. (2013). The history of interest inventories and career assessments in career counseling. Career Development Quarterly, 61(1), 83–92. doi:10.1002/j.2161-0045.2013.00039.x
  • Hughes, A. N., Gibbons, M. M., & Mynatt, B. (2013). Using narrative career counseling with the underprepared college student. Career Development Quarterly, 61(1), 40–49. doi:10.1002/j.2161-0045.2013.00034.x
  • Maree, J. (2016). Career construction counseling with a mid-career Black man. Career Development Quarterly, 64(1), 20–34. doi:10.1002/cdq.12038
  • McDermott, D., & Neault, R. A. (2011). In-house career coaching: An international partnership. Journal of Employment Counseling, 48(3), 123–131.
  • Walker, R., Brown, L., Moskos, M., Isherwood, L., Osborne, K., Patel, K., & King, D. (2016). 'They really get you motivated': Experiences of a life-first employment programme from the perspective of long-term unemployed Australians. Journal of Social Policy, 45(3), 429–447. doi:10.1017/S026505251500055X

Related Assignments