Factors Influencing Career Choice Among the Senior High School

A Thesis in the Department of Psychology and Education, Faculty of EDUCATIONAL STUDIES Submitted to the School of Graduate Studies, University of Education, Winneba, in partial fulfilment of the requirements for award of the Master of Philosophy (M. Phil Guidance & Counselling) degree JULY, 2011 DECLARATION STUDENT’S DECLARATION I, DANIEL KWASI GAMELI AVUGLA declare that this Thesis, with the exception of quotations and references contained in published works which have all being identified and duly acknowledged, is entirely my own original work, and it has not been submitted, either in part or whole for another degree elsewhereSIGNATURE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..DATE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..SUPERVISOR’S DECLARATIONI hereby declare that the preparation and presentation of this work was supervised by me in accordance with the guidelines for the supervision of Thesis laid down by the University of Education, Winneba.NAME OF SUPERVISOR: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..SIGNATURE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..DATE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.DEDICATIONI dedicate this work to my dearest wife Rose and children: Albert, Elikplim and Herbert. ABSTRACT The researcher set out to investigate factors that influence career choice among the senior high school students in the South Tongu District of Volta Region, Ghana, and the extent to which those factors influence students’ choice.Survey design was used. The main instrument used for data collection was questionnaire. Simple random sample techniques was used to select 200 students, and convenient sampling techniques used to select three administrators and three guidance and counselling coordinators for the study from the three public second cycle institutions in the District. Both descriptive and inferential statistics were used in analysing data. The construct validity was established using factor analysis and reliability using Cronbach’s alpha.The results of the main hypothesis and the research questions postulated for the study revealed that Intrinsic factors reliably predicted career choice suggesting that Extrinsic factors and Interpersonal factors are not significant predictors when the effects of Extrinsic factors and Interpersonal factors are controlled for. This helps students learn about and explore careers that ultimately lead to career choice. This played a critical role in shaping students career choice.It was recommended that Career Education and Guidance should be introduced in the primary school to enable children to explore the world of work as young people need to make a smooth transition from primary school to the initial years of senior high school and the Ministry of Education should allocate fund for a Guidance and Counselling activities in all basic and second cycle schools. This will enable the guidance coordinators to function effectively at their various levels of work.ACKNOWLEDGEMENTI am most grateful to the Almighty God for His loving care and mercy which has made it possible for me to complete this work. I also wish to acknowledge with gratitude, the encouragement, corrections and guidance given to me by Mrs. Mary A. Ackummey and Professor M. F. Alonge, my supervisor and co-supervisor respectively for this work to be completed. I am also grateful to Professor J. K. Aboagye, the Head of Department and Dr. Richard Ofori, the Director for research at the National Centre for Research into Basic Education (NCRIBE) for their immerse assistance.He also became my final supervisor to make this work complete. I wish to express my appreciation to Messrs K. T. Agor and C. F. K. Nyadudzi, the Headmasters of Sogakope Senior High School and Dabala Senior High Technical. And also Rev. Father Gbordzoe, the Principal of Comboni Technical Vocational Institute for their assistance in allowing me to administer my questionnaires in their schools. I am grateful to Mr. C. Y. Ablana who allowed me to use his office during the period.Finally I wish to express my gratitude to all those who help in diverse ways throughout the entire work for their criticism, encouragement and corrections. Special thanks go to Dr. Asare Amoah of Department of Psych ology and Education who takes his time to see to it that the necessary corrections were carried out.TABLE OF CONTENT CONTENT PAGEDeclaration i Dedication ii Abstract iii Acknowledgement iv Table of Content v List of Tables x List of Figures xiCHAPTER ONE1. 1 Background to the Study 1 1. 2 Statement of the Problem 4 1. 3 Purpose of the Study 5 1. 4 Hypotheses 6 1. 5 Research Questions 6 1. 6 The Significance of the Study 6 1. 7Delimitation 7 1. 8 Definition of Terms 7 1. Organisation of the Study 8CHAPTER TWO REVIEW OF RELATED LITERATURE2. 1 Introduction 9 2. 2 Factors Influencing Vocational Choice 9 2. 3 Career Decision Making 17 2. 3. 1 Trait-and-Factor Theory/ Actuarial Theory of Career Development 20 2. 3. 2 Holland’s Personality Type Theory 23 2. . 3 Anne Roe’s Personality/Need Theory 28 2. 3. 4 The Ginzberg, Ginsburg, Axelrad and Herman Theory 31 2. 3. 5 Super’s Self-concept Theory 32 2. 3. 6 Four-Humors Theory 35 2. 3. 7 Social Cognitive Theory 39 2. 4 Typ es of Career 41 2. Barriers to career choice 43 2. 6 The Role of Guidance and Counselling Coordinator in Career Choice and Development 45 2. 7 The Implications of the Study 48 2. 8 Theoretical Framework of the Study 49 2. 8 Summary 57CHAPTER THREE METHODOLOGY3. 1Introduction59 3. Research Design 59 3. 3 Population 59 3. 4 Sample and Sampling Procedure 61 3. 5 Study Area 62 3. 6 Instrumentation 62 3. 6. 1 Assessment of Validity and Reliability of factors influencing students’ choice of career questionnaire 63 3. Method of Data Collection 66 3. 8Data Analysis 66CHAPTER FOUR RESULTS67 4. 1Analysis of Students’ Bio Data 67 4. 1. 1 Sex Distribution of Students 67 4. 1. Age Distribution of Students 68 4. 1. 3Programme Pursue by Students 69 4. 1. 4 Intended Careers of Students 70 4. 2 Testing of Main Hypothesis 71 4. 3 Testing of Auxiliary Hypotheses 73 4. 3. 1 Sex Differences in Extrinsic, Intrinsic and Interpersonal Factors 73 4. 3. Age Differences on Extrinsic, Intrinsic a nd Interpersonal Factors 74 4. 4Analysis of Qualitative Data 76 4. 4. 1 Analysis of Bio Data collected from Guidance and Counselling Coordinators and Administrators 76 4. 4. 2 Sex Distribution of Administrators and Guidance and Counselling Coordinators 77 4. 4. 3 Age Distribution of Administrators and Guidance and Counselling Coordinators 77 4. 4. Position of Respondents 78 4. 4. 5 Number of years served by the Administrators and Guidance and Counselling Coordinators in their various institutions 78 4. 5 Qualitative Analysis of Administrators and Guidance and Counselling Coordinators Data 79CHAPTER FIVE SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS AND SUGGESTIONS88 5. 1 Discussion 88 5. . 1 The Extent to which Intrinsic Factors Influence Students’ Choice of Career 88 5. 1. 2 The Extent to which Extrinsic Factors Influence Students’ Choice of Career 90 5. 1. 3 The Extent to which Interpersonal Factors Influence Students’ Choice of Career91 5. 1. 4 Problems S tudents face in making their Career Choice 92 5. 2 Summary of the Findings 93 5. 3 Conclusion 95 5. 4Recommendations 95 5. Suggestions for Further Studies 97 References 98 Appendix â€Å"A†- Factors influencing students’ choice of career questionnaire 105 Appendix â€Å"B†- Validated version of factors influencing students’ choice of career questionnaire 109 Appendix â€Å"C†- Open ended questionnaire for Guidance and Counselling Coordinators and Administrators 113 Appendix â€Å"D†- Population of final year students in the three public second cycle institutions for 2010/2011 Academic Year. 117 Appendix â€Å"E†- Letter of Introduction 119LIST OF TABLESTable Page 2. Super’s Vocational Developmental Tasks 34 2. 2 Jobs suitable and jobs to be avoided by each personality type 39 3. 1 Population of Administrators and Guidance and Counselling Coordinators 60 3. 2Distribution of respondents by institutions 61 3. 3Item listings and fa ctor loadings for the four-factor principal component solution 65 4. 1 Distribution of students by intended choice 71 4. Logistic regression model of career choice (white-collar job & blue-collar job) as a function of Extrinsic, Intrinsic and Interpersonal factors. 73 4. 3 Summary statistics and Independent-samples T-test on their influence on the two sex groups 74 4. 4ANOVAshowing the effect of age on Extrinsic factors 75 4. 5ANOVA showing the effect of age on Intrinsic factors 75 4. 6 ANOVA showing the effect of age on Interpersonal factors 76LIST OF FIGURESFigure Page 2. 1 Holland hexagonal model 27 2. 2 A diagram Reciprocal Causation 40 2. 3 Theoretical model of Career choice 57 4. 1 Sex Distribution of students. 68 4. 2 Age Distribution of students 69 4. 3 Distribution of the Respondents by Programme 70 4. 4 Age Distribution of Administrators and Guidance nd Counselling Coordinators 77 4. 5 Position of the Respondents 78 4. 6 Number of years served by the Administrators and Gui dance and Counselling Coordinator in their various institutions 78CHAPTER ONE INTRODUCTION1. 1 Background to the Study The importance of career choice among senior high students cannot be over emphasized. Students at this level are mainly adolescents who are moving from this stage of development into adulthood. Pearson Education limited (2007) defines an adolescent as a young person, usually between the ages of twelve and eighteen, who is developing into an adult.Encarta (2009) defines adolescent as, ‘somebody in the period preceding adulthood: somebody who has reached puberty but not yet adult’. At this stage the individual is said to be going through the period of adolescence. A comprehensive study conducted in America by Remmers and Raddler (1957) cited in Horrocks (1962) indicated that one-third of teenagers after finishing high school within six months expected to be at work, though know less about how to choose a job, train for it and establish in it. â€Å"A job is a kind of work and a career is time spent in one type of job area of interest† (Kelly-Plate and Volz-Patton, 1991, p. 13). Most students have very little help in developing a career direction while still in senior high school.They are often influenced by the media, peers, and with very little knowledge of what they might primarily be interested in or motivated to do. Most of them may have a level of uncertainty of where to get help on how to choose a career. Since career is a lifelong plan, students at this level should be assisted to enable them have a clear cut plan as it will be difficult for them at their age to see things clearly about themselves. Thinking or making a decision about one’s career and making a choice is vital. Fry, Stoner and Hattwick (1998) opine that it is never too early to begin thinking about careers when in high school. Some students may have clear career direction in mind while many of them will have little clue as to which career is best for them.Fry et al, further said â€Å"even if you are a freshman or sophomore, now is the time to begin thinking about your life beyond college† p. 561. Various people choose jobs for various reasons. A lot of people look for jobs that will pay well since everyone needs money for the basics such as food, clothes, accommodation, education, recreation and others. For many men and women, work helps define their identity and their sense of self-worth (Thio, 1989). They see themselves as people, who are responsible, who get things done and capable enough to be paid for the services they render. People take pride in the work they do. They also like the feeling that comes with doing their work well.People enjoy using their skills, talents and working hard to improve those skills. People work to be useful, by working; people feel that they are contributing their quota to the development of the society. They may work to take care of themselves and their family or work to help other p eople in the society. Most people choose jobs that will enable them interact with others. For example, journalism, teaching, and selling enable one to interact with a whole lot of people. They do not like to be alone for a long period. Their job gives them the opportunity to be with others and talk to people. It is clear that work fulfils many important needs and even those who become rich overnight still work.Since no one particular job satisfies all needs, the right job can be satisfying in a very special way, and that is why it is important to think carefully about one’s own wants, needs, interests and abilities before making a choice. One needs not to joke about his choice of career. Working should not be just occupying oneself. O’Toole (1973), cited in (Thio, 1989, p. 444) opines that People with satisfying jobs have better mental health than those with less satisfying work. Thus, people who are happy with their jobs also tend to have better physical health and to live longer. Although diet, exercise, medical care and genetics are all related to the incidence of heart disease, job dissatisfaction is more closely linked to the cause of death. Each individual is faced with choosing among the large areas of occupational cluster of work.Such as agriculture, business and office, communication and media, health, hospitality and recreation, manufacturing, marine science, construction, arts, humanity and sciences, home economics, marketing and distribution, natural resources and environment, personal services, public service, and transportation. Rao (1992) cited in Kankam & Onivehu (2000) identified two factors that call for guidance and counselling services or activities in secondary schools one of which is the making of academic choice that in the end determines the vocational future. The origin of vocational guidance can be traced to the United States of America. Educational guidance originated from the development of vocational guidance services .In 1908 the Vocational Bureau of Boston was formed under the auspices of an American lawyer and educator; Frank Parsons to assist young men make vocational choices based on their occupational aptitudes and interest (Fruehling, 2008). Guidance began to spread as a result of Parsons’ ideas. Brewer (1942) cited in Archer (1997) put across four conditions that work together to bring about the beginning and development of vocational guidance. These are: division of labour, the growth of technology, the extension of vocational education, and the spread of modern forms of democracy. The four elements listed above were however, intensified by the First World War which led to the shortage of skilled manpower.Though in Ghana vocational/technical can be traced back to the 19th century when both the Basel and Wesleyan missionaries made a shift from the initial three R’s – reading, writing and arithmetic to agricultural and technical curriculum (Hama, 2003), guidance in Gha na started in 1955 when the Ministry of Labour, Education and Social Welfare came together and established Youth Employment Department. Its aim was to cater for the needs of the unemployed middle school leavers below the age of twenty years. By 1960, there were about thirty of such centres in the country (Ackummey, 2003). 1. 2 Statement of the Problem Searching for a job, career planning and deciding on what to choose play an important role in students career choices.Many students often are faced with uncertainty and stress as they make career choices. Many of them do not make adequate research on their own career nor do they receive adequate directions from their school guidance coordinators. Most of them are not aware of what goes into career choice. Many youth go into unsuitable careers due to ignorance, inexperience, peer pressure, advice from friends, parents and teachers or as a result of the prestige attached to certain jobs without adequate vocational guidance and career cou nselling. Lawer (2007) researched on assessing the effectiveness of career guidance in senior secondary schools in Kumasi Metropolitan District.He concluded that majority of students were not aware of major occupation groups in Ghana, knowledge of training and qualification necessary for employment in the various occupations, conditions of work, earning and other rewards of occupation, and did not have better understanding of their career interest, aptitudes and abilities. This clearly shows that majority of them were not concerned about their future career. This situation compels one to ask whether they are given the needed guidance on available careers relating to the programmes they are pursuing. Are they aware of what goes into career choice? And what specific factors influence their choice and how do those factors influence them? This study therefore seeks to find out the extent to which intrinsic, extrinsic, and interpersonal factors influence the choice of career of senior hi gh students. 1. 3 Purpose of the StudyThe purpose of this study is to identify those factors that influence students’ decision concerning choice of career in the South Tongu District and the extent to which these factors influence their choices. In addition, the study seeks to examine the differences between intrinsic factors, extrinsic factors, and interpersonal factors in making career choice. It will also attempt to find out problems encountered by students in making their career choices. 4. Hypotheses The study sought to test a logistic regression model in which Intrinsic, Extrinsic and Interpersonal factors are assumed to influence students’ career (blue/white collar jobs) in the senior high schools.The following supplementary hypotheses were also tested: 1. There will be significant sex differences in Extrinsic, Intrinsic, and Interpersonal factors. 2. There will be significant age differences in Extrinsic, Intrinsic, and Interpersonal factors. 1. 5 Research Ques tions The following research questions were also used to guide the researcher to carry out the study. 1. To what extent do Intrinsic factors influence students’ choice of career? 2. To what extent do Extrinsic factors influence students’ choice of career? 3. To what extent do Interpersonal factors influence students’ choice of career? 4. What problems do students face in making their career choices? 1. The Significance of the Study Many factors affect career choices of senior high school students. Identifying these factors would give parents, educators, and industry an idea as to where students place most of their trust in the career selection process. It will not only focus on factors influencing career choice among students in the South Tongu District, but also highlight career decision making tools that have implications for career counselling. In addition, it will equally provide an update study into how intrinsic, extrinsic and interpersonal factors influen ce career choice for others who wish to further research into this area of study. 1. 7 DelimitationThe study focuses on what goes on in the South Tongu District instead of looking at the country as a whole, hence its application to the country or larger population may not be reliable. 1. 8 Definition of Terms For the purpose of this study the following operational definitions will be used: Intrinsic factors: include interest in the job and personality that satisfies work. In the broader sense they are basic and essential features which form part of someone rather than because of his or her association. Extrinsic factors: include availability of jobs and how well an occupation pays or brings benefit. They also include those essential features as a result of the individual’s associations or consequences.Interpersonal factors: include the influence of parents and significant others. It is concerned or involved relationships between people. Career: is a pattern of work related to preparations and experiences which is carried through a person’s life. Job: is a piece of work carried out for a pay. Work: physical and mental effort directed towards doing something. It is a job in the broader sense. Student: refers to a learner in a senior high school. | | 1. 9 Organisation of the Study The whole study was organized in five main chapters.The first chapter deals with the background to the study, the statement of the problem, the purpose of the study, hypotheses, and the significance of the study, delimitations, and definition of terms. The second chapter reviewed related literatures that are relevant to the study. It considers the previous studies on the topic. It includes other areas like factors influencing career choice, career decision-making, types of career- blue/white collar jobs, barriers to career choice, the role of guidance co-ordinators in career choice, counselling implication of the study, theoretical framework of the study, and the summary o f the literature review.Chapter three focuses on the methodology, the research design, population, sample and sampling procedure, instrumentation- validity, reliability and method of collecting data and its analysis. Chapter four deals with data presentation and analysis, and finally, the fifth chapter covers discussion, summary of the major findings, conclusions, recommendations and suggestions for future study. CHAPTER TWO REVIEW OF RELATED LITERATURE 2. 1 Introduction This chapter deals with the review of related literature. It was organized under the following sub-headings: factors influencing vocational choice, career decision-making, Types of career- blue/white collar jobs, barriers to career choice, the role of guidance coordinators in vocational guidance, counselling implications of the study, and the theoretical framework of the study.It ends with the summary of the literature review done. 2. 2 Factors Influencing Vocational Choice Adolescent occupational choice is influenc ed by many factors, including intrinsic, extrinsic and interpersonal factors. Kankam & Onivehu (2000) indicate intellectual ability, aptitudes, the school, family, personality, self-esteem, values, interest, and environmental influences as factors that influence people’s choice of career. In the same year, Bedu-Addo (2000) states the following as factors influencing career choice: intellectual ability, aptitudes, the school, family, personality, self concept and self esteem, values, interest, and environmental influences.Similarly, Taylor and Buku (2006) also state abilities, needs and interests, stereotype/prestige, values, the school/educational attainment, family/parental, placement, and aspiration. Mankoe (2007) lists the following as factors that influence people’s choice of career: people’s interests, abilities and personalities, people’s occupational preferences, life and work satisfaction, and employment variables. Jones and Larke (2001) researche d on factors influencing career choice of African American and Hispanic graduates of a Land-grant College of Agriculture. The purpose of this study was to identify and describe the factors that were related to African American and Hispanic graduates' decisions to choose (or not to choose) a career in agriculture or a related field prior to or after college.The population for this study was all African American and Hispanic graduates who received a first degree in an agriculture-related field at Texas A & M University between May 1990 and December 1997. Five hundred and fifty-one questionnaires were mailed to respondents. The research design applied was Ex post facto and both descriptive and inferential statistics were used. The findings revealed that, various commonalities and differences existed among the two groups. When respondents enrolled in their first agriculture-related course did not have a major effect on their probability that they will select an agriculture-related caree r. However, the role of significant others and specific job-related factors is validated in this study.But having people who were not white to encourage respondents to consider an agriculture related career, increased respondents likelihood of pursuing an agriculture-related career. Respondents were more likely to pursue an agriculture-related career if their father’s occupation was agriculture-related. Parents’ level of education did not play a critical role in the respondents’ choosing an agriculture-related career. Salary was not considered to have an impact on respondents’ choice of their current career nor on their choice of agriculture as a career. But having limited job opportunities in agriculture led respondents’ to choose other careers. Likewise, retirement plan and job opportunities impacted respondents’ selection of a career.Issa and Nwalo (2005) conducted a research on factors affecting the career choice of undergraduates in Nig erian Library and Information Science Schools. Data were analysed for frequency and percentage using the cross-tabs sub-programme of the SPSS. The study revealed that majority did not make the course as their first choice but ended up in the Library School as a last resort. However, those who did were influenced mostly by previous library work experience. Available sources of information on the course include parents/relations and peers. There are slightly more male librarianship students than females, indicating its popularity among both sexes. That 46. 9% of them were in the 22-26 age bracket showed that the younger undergraduates constitute the majority.The study concludes that despite the evidence of improved popularity of the programme among the respondents, it remains largely unpopular among prospective undergraduates in Nigeria when compared with such other courses as Accountancy, Medicine and Law. It thus recommends that public awareness about the profession and the programm e be intensified by all stakeholders if it must attract some of the best brains in the country who can meet the challenges of the 21st century librarianship in Nigeria. This work was similar to that of Jones and Larke (2001) in purpose, sample and method except that while Jones and Larke focused on African American and Hispanic graduates of college of agriculture, that of Issa and Nwalo concentrated on undergraduates in Nigerian Library and Information Science Schools. The research design applied and instrument used would be relevant to the present study.Myburgh (2005) researched on an empirical analysis of career choice factors that influence first-year Accounting students at the University of Pretoria: a cross-racial study. This cross-cultural study examined the career choices of Asian, black and white students at the University of Pretoria to identify the factors motivating Accountancy students to become chartered accountants (CA) as only two and halve percent (609) of 24, 308 re gistered chartered accountants in South Africa in 2005 were black, and only six percent (1,573) were Indian. Understanding the attitudes and the perceptions of CA first-year students can help course administrators/curriculum designers to align marketing and recruiting strategies with specific personal ccupational preferences of different racial groups enrolled for local CA courses. Survey design was used. Questionnaires are used in collecting data with a sample population of 550 and descriptive statistics used in analysis data collected. The finding revealed that performance in Accounting at school and the advice of parent, relatives and school teachers greatly influenced the students’ decision to become chartered accountants. All the three racial groups ranked availability of employment as the most important benefit of CA career and the employment security as the second most important. The cost of education and the difficulty of qualifying as a chartered accountant were iden tified as a problem.The purpose, sample and method used in data collection were similar to that of the above authors except that he focused on first year Accounting Students of the University of Pretoria. His finding on cost of education as a problem was similar to that of Amedzor (2003) and Borchert (2002). The methodology used here would be relevant to the current work. Trauth, Quesenberry & Huang (2008) researched into A Multicultural Analysis of Factors Influencing Career Choice for Women in the Information Technology (IT) Workforce. This article presents an analysis of cultural/actors influencing the career choices of women in the IT workforce. They employed the individual differences theory of gender and IT as a theoretical lens to analyze a qualitative data set of interviews with 200 women in different countries.The themes that emerged from this analysis speak to the influence of cultural attitudes about maternity, childcare, parental care and working outside the home on a wo man’s choice of an IT career. In addition, several additional socio-cultural factors served to add further variation to gendered cultural influences: gendered career norms, social class; economic opportunity, and gender stereotypes about aptitude. These results lend further empirical support to the emergent individual differences theory of gender and IT that endeavours to theorize within-gender variation with respect to issues related to gender and IT. They also point to areas where educational and workplace interventions can be enacted.This work was similar to others as far as purpose is concerned; however, it focused just on women in the Information Technology Workforce. Borchert (2002) researched on career choice factors of high School Students. It aimed at finding out how influential were factors of personality, environment and opportunities in making career choice. The purpose of the study was to identify the most important factor within these three factors that 2002 Ger mantown High School senior students used in deciding upon career choices. A survey was the selected instrument device with a sample population of 325 and both descriptive statistics were used in analysing data collected. The finding revealed that, personality factors were identified as most important in choosing career.Environmental factors were not significant in making their choice, though they did not show outright disregard for them. There are opportunities for educational facilities and industries where students find themselves intellectually qualified for certain areas but lacked money needed to complete their training. His finding on lack of money to complete their training was similar to that of Amedzor (2003) and Myburgh (2005). The research design used, data collection procedure, and areas of assessing students’ choice were related to the present work. Ferry (2006) researched into Factors Influencing Career Choices of Adolescents and Young Adults in Rural Pennsylvan ia.The qualitative study reported here explored factors that play key roles in rural high school seniors and young adults career choice process. Interview was used in collecting data from 12 focus groups from 11-county rural areas in the central Pennsylvania using purposeful sampling. The cultural and social context of family and community were found to be instrumental in how youth learn about careers and influential in the choice process. The economic and social circumstances of the broader community coloured and influenced the youth perceptions of appropriate career choice. Extension strategies that target parents and community to increase their involvement in youth career selection can promote sound career decisions. This work was similar to that of Borchert (2002).However, it used interview and concentrated on a focus group. The areas of assessing students’ choice were related to the present work. Adjin (2004) researched into career choice in senior secondary schools: a c ase study of Sogakope Secondary and Dabala Secondary Technical Schools in the Volta Region of Ghana and used descriptive research design. He focused on factors that influence career choice, how proficient are the counsellors in handling students’ vocational problems in making career choice and ways of improving career/vocational education. He made use of stratified sampling with a sample population of 200 respondents and descriptive statistics was used in analysis of data.The result of the study showed that interest was the most motivating factor that influenced career choice among students in Sogakope Senior Secondary and Dabala Secondary Technical Schools considering: ability, interest, monetary reward, and prestige. Also majority of the students of Sogakope and Dabala second cycle schools received help from their parents/guardians in choosing career and some gave no reason for making their choices. Responses collected also indicated that there were guidance coordinators in the schools who organised talks on career choice, decision making and good study habits. However, other areas like problem solving, field trips/visit, group guidance/counselling, individual counselling were not all effective. His work was similar to that of Borchert (2002), Amedzor (2003), Annan (2006) and Edwards and Quinter (2011) in purpose, method and target group.By contrast previous research by Amedzor (2003) and subsequent researches by Annan (2006) and Edwards & Quinter (2011) showed prestige, personality, and advancement opportunities and learning experiences respectively as the most important factors that influence choice. The research design, instrument used and the areas covered in this work were similar to the present study. Amedzor (2003) researched on career guidance needs of junior secondary two pupils in Ho Township basic schools and used descriptive survey design. It focused on career guidance needs of adolescents in the basic schools, factors that militate agains t effective guidance services and factors that facilitate the delivery of guidance services in schools. She used simple random sampling and sample population of 200 respondents and descriptive statistics used in analysis of data.Her research showed that, prestige was the most important factor that influences career choice of students in Ho Township considering prestige, personal interest, and parental influence. And they also need financial support for training towards their chosen careers. Most of them shared the view that they need an expert to counsel them on how to choose, train, enter and be established in a career. Majority of the coordinators were not train, and guidance activities were below average and students were not willing to approach the coordinators. Her areas of assessment are covered in the current study. Though, the researcher looked at factors that influence choice like others, it mainly focused on identifying career guidance needs of junior secondary two pupils. The sampling procedure, research design and instrument used were similar to the present study. Annan (2006) examined factors affecting career choice among senior secondary school students in Shama Ahanta East Metropolis and used descriptive survey design. He used simple random sampling and sample population of 200 respondents and also used descriptive statistics in analysis of data. This study revealed that personality was most influential factor that influenced career choice among senior secondary students in Ahanta East Metropolis and significant others as the least factor taking into consideration (ability, personality, material benefit, home background, gender factors, and significant others).Adolescents have difficulties in how to choose a career and there was adolescent male gender biased in career choice as compared to female counterparts. It was similar to that of Borchert (2002), Amedzor (2003), Adjin (2004), Annan (2006) and Edwards and Quinter (2011) in purpose, method, a nd target group. The methodology used and the purpose of the study relate to the current work. Edwards and Quinter (2011) researched on Factors Influencing Students Career Choices among Secondary School students in Kisumu Municipality, Kenya. The purpose of this study was to examine factors influencing career choice among form four secondary school students in Kisumu municipality, Kenya. The study was conducted using descriptive survey design with a population of 332 students.The data for this study was collected using questionnaire and interview schedules. The findings of this study indicate that availability of advancement opportunities and learning experiences are the most influential factors affecting career choices among students. While males reported learning experiences and career flexibility as the most influential factors, females however reported availability of advancement opportunity and opportunity to apply skills as the most influential factors. However, no variance wa s reported for persons influencing career choice by gender. The methodology used and the purpose of the study relate to the current work.Despite the fact that much has been written about the individual variables influencing career choice, the literature review however, revealed that very little empirical studies on this subject matter exist especially regarding the factors influencing career choice among senior high students in the South Tongu District of the Volta Region, Ghana and the differences that exist among these factors. This study will, therefore, serve to fill up the missing gap in this aspect of the literature. 2. 3 Career Decision Making Decision making can defined as â€Å"an act of choice by which an executive selects one particular course of action from among possible alternatives for the attainment of a desired end or as a solution to a specific problem† (Attieku, Dorkey, Marfo-Yiadom & Tekyi, 2006). It involves conscious or unconscious attempt at making a ch oice out of competing alternatives. It implies selecting from alternative policies, procedures, and programmes.Career decision making is vital as the country is faced with the problem of unemployment which is the result of poverty and other social vices in the country. The previous Government introduced the Youth Employment Programme to address the situation. It aimed at facilitating job creation and placement of youth in the various economic ventures as well as social services in all districts throughout the country. The programme consists of ten modules out of the JHS/SHS graduates qualify to undertake: 1. Youth in Agri-Business 2. Community Protection System 3. Waste and Sanitation Management Corps 4. Auxiliary Health Care Workers’ Assistants (Micah, 2007). However was this able to eradicate the problem of unemployment? For the hild to make a better decision about choice of career he must be helped in the areas below: – Self awareness – Educational awareness – Career awareness – Career exploration, and – Career planning and decision making (Gibson & Mitchell, 1995). Self awareness: Each child must be aware of and respect his/her uniqueness at an early age as human beings. Knowledge about ones aptitude, interests, values, personality traits, abilities and others is very essential in the development of concepts related to self and the use of these concepts in career exploration (value clarification, group guidance films and video tapes written assignments and standardized test).Puplampu (1998) posit that for one to make good choices, he needs career guidance or career counselling, needs to be aware of him/her self, and to have knowledge of occupations and options available. Educational awareness: It is very essential in career planning for one to be aware of the relationship between self, educational opportunities and the world of work (group guidance, games related to hobbies and recreation, guided activities). Caree r awareness: Students at all levels of education should be assisted to have a continuous expansion of knowledge and awareness about the world of work. At each level students’ should be assisted to develop recognition of the relationships between values, life styles and careers (through films, career days, interest inventory).They are to be aware of relationships between desirable school habit– responsibility, punctuality, efforts, positive human relationships and good worker traits. Career exploration: This represents a well designed, planned inquiry and analysis of career that are of interest. Comparisons, reality testing, and standardised testing, and computerised programmes may be useful. Career planning and decision making: Students at this level are to be helped to take control of their life and become an active agent for shaping their own future. They need to narrow down their career possibility and then move on to examine and test these options as critically as possible.Students need to be aware of the process of decision making and choosing between competitive alternatives, examining the consequences of specific choices, the value of compromise, and implementing a decision. Students are to recognise the impact of their current plan and decision making on their future. Knowledge about the above helps students to make informed decision and enable then to cope with career development tasks posed by the society during their school period. Students at this level are influenced by what they see around them- family, friends, neighbours, televisions or in movies. That is why experts suggest that students need to be aware of themselves, and the world around them in order to fully understand and make use of information about their individual interests and what exist beyond their immediate world.It is helping them to explore their likes and dislikes, expand their understanding of the world at large, and enhance their knowledge of how business works. The whole aim is to provide students with the broadest opportunity to learn and grow. In addition to the above, the following theories will also help the individual to be equipped with personality factors, environmental factors and other factors that influences choice of career. 1. Trait-and-factor Theory 2. John Holland Career Choice Typology 3. Anne Roe Personality/Need Theory 4. The Ginzberg, Ginsburg, Axelrad and Herman Theory 5. Donald Super’s Developmental/self-concept Theory 6. Four- Humors Theory 7. Social-Cognitive Theory 2. 3. 1 Trait and Factor/Actuarial Theory of Career DevelopmentIt is also called matching or actuarial approach. It is referred to as the oldest theoretical approach to career development and Parsons as the originator (Kankam & Onivehu, 2000). It is based on the measurement of individual characteristics denoted as traits and factors. Traits refer to characteristics typical of the individual over time, relatively stable, consistent in situations and provide a basis for measuring, describing and predicting behaviour. Factor refers to a construct which represents a group of traits that correlate with each other. Williamson (1939, 1949) cited in Zunker (1990) was one of the prominent advocate of trait-and-factor counselling.Utilization of Williamson’s counselling procedures maintained the early impetus of trait-and-factor approach evolving from the works of Parsons. Even when integrated into other theories of career guidance, the trait-and factor approach plays a very important role. Some of the basic assumptions that underlie the trait-and-factor theory are: 1) Every person has a unique pattern of traits made up of interests, values, abilities and personality characteristics, these traits can be objectively identified and profiled to represent an individual’s potential 2) Every occupation is made up of factors required for the successful performance of that occupation.These factors can be objectively identified and represented as an occupational profile 3) It is possible to identify a fit or match between individual traits and job factors using a straight forward problem-solving/decision making process. 4) The closer the match between personal traits and job factors the greater the likelihood for successful job performance and satisfaction. Some assumptions of this theory by Miller, and Klein and Wiener are below: Miller a) Vocational development is a cognitive process b) Occupation is a single event; choice is greatly stressed over development c) There is a single ‘right’ occupation for everyone; there is no recognition that a worker might fit well into a number of occupations. ) Single person works in each job; one person- one job relationship e) Everyone has an occupational choice (http://faculty. tamu. commerce. educ/crrobinson/512/tandf. htm) Klein & Wiener a) Each individual has a unique set of traits that can be measured reliably and validly. b) Occupation require that wor kers possess certain traits for success c) Choice of occupation is straight forward process and matching is possible d) The closer the match between personal characteristics and job requirements, the greater the likelihood for success-productivity and satisfaction (http://faculty. tamu. commerce. educ/crrobinson/512/tandf. htm) It called for clear understanding of oneself.Knowledge of job requirements, conditions of success, and true reasoning in relation to these two groups of facts. This theory is used by many career practitioners in one form or another. Many of the aptitude, personality and interest tests and information materials that emerged from this approach have involved and remain in use up to now e. g. General Aptitude Test Battery, occupational profiles and ever expanding computer-based career guidance programmes. Trait-and- factor theory is criticised as not able to produce a perfect match between people and jobs (Walsh, 1990) and became increasingly unpopular in the 197 0s, describe as going into ‘incipient decline’ (Crites, 1981).In essence, the trait-and-factor approach is far too narrow in scope to be considered as a major theory of career development. However, we should recognize that standardized assessment and occupational analysis procedures stressed in trait-and-factor approaches are useful in career counselling (Zunker, 1990). In addition to the above, trait-and-factor theory focuses on personality factors without considering the influence of environmental factor like availability of jobs to match the individuals’ trait and interpersonal factors in career choice. And can not provide enough bases for the current studies. 2. 3. 2 John Holland’s Vocational PersonalityJohn Holland’s theory shows that there is a match between an individual’s career choice and his or her personality and numerous variables that form their background (Zunker, 1990). According to this theorist, once individuals find a career that fits their personality, they are more likely to enjoy that particular career and to stay in a job for a longer period of time than individuals whose work do not suit their personality. He groups individuals into six basic personality types. Holland’s theory rests on four assumptions: 1. In our culture, persons can be categorized as one of the following: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. 2.There are six modal environments: realistic, investigative, artistic, social, enterprising and conventional. 3. People search for environments that will let them exercise their skills and abilities, express their attitudes and values, and take on agreeable problems and roles. 4. Behaviour is determined by an interaction between personality and environment (Bedu-Addo, 2000). According to Holland, realistic personality types are practical, stable, self-controlled, independent and down to earth. They enjoy working with their hands, especially in p rojects which allow one to be physically active, they may be a doer. These individuals are physically strong and have very little social know-how.They are oriented towards practical careers such as labour, farmer, truck driver, mechanic, construction work, engineer or surveyor, landscape architect, aircraft mechanic, dental technician, electrician, athletic trainer, carpenter, licensed practical nurse, archaeologist, hairdresser, physical therapist, dressmaker, fire fighter, caterer, plumber, x-ray technician, etc. According to him, the investigative personality types are conceptually and theoretically oriented. Investigators are observant and curious about things around them. Typically they are inquisitive and intellectually self-confident as well as quite logical. They delight in situations that call for creative or analytical approach. They are thinkers rather than doers. They enjoy working on their own. They are best suited for careers that offer clearly defined procedures, rese arch and the chance to explore a wide range of ideas are the best choices for investigating people, e. g. ractical nursing, medical lab assistant, pharmacist, ecologist, math teacher, medical technologist, research analyst, surgeon, dietician, physician, police detective, veterinarian, meteorologist, horticulturist, dentist, computer analyst, science teacher, technical writer, science lab technician, computer system analyst, military analyst, college professor, lawyer, consumer researcher, astronomer, computer security specialist, horticulture, emergency medical technology, respiratory therapy, surgical technology, dental assistant, water and waste technology, computer languages, computer sciences, economics, biochemistry, geology. According to Holland, artistic personality types are original, innovative, imaginative, and creative. They prefer situations that are relatively nstructured and interact with their world through artistic expression, avoiding conventional and interpersonal situations in many instances. They do well as painters, writers, or musicians, artist, English teacher, drama coach, music teacher, graphic designer, advertising manager, fashion illustrator, interior decorator, photographer, journalist, reporter, cosmetologist, librarian, museum curator, cartographer, dance instructor, entertainer, performer, architect, etc. According to theorist, social personality types are understandable, friendly and people oriented. These individuals often have good verbal skills and interpersonal relations. They are helpers and enjoy jobs that let them interact with people.They are well equipped to enter professions such as teacher, social worker, counsellor, youth services worker, recreation director, physical therapist, occupational therapist, extension agent, therapist, teacher, personnel director, funeral director, minister, chamber of commerce executive, athletic coach, claims adjuster, parole officer, attorney, sales representative, fitness instructor, cosmetologist, paramedic, mental health specialist, social worker, nurse, dietician, information clerk, child care worker, travel agent, airline personnel, receptionist, waiter/waitress, office worker, home health aide, career counsellor, etc. According to him, enterprising personality types are gregarious, dominant and adventurous. They are generally extroverted and will often initiate projects involving many people and are good at convincing people to do things their way. They have strong interpersonal skills and enjoy work that brings them into contact with people.They are best counselled to enter career such as real estate appraiser, florist, lawyer, TV/radio announcer, branch manager, lobbyist, insurance manager, personnel recruiter, office manager, travel agent, advertising agent, advertising executive, politician, business manager. According to Holland, conventional personality type refers to those individuals who show a dislike for unstructured activities. They enjoy collec ting and organizing information in effective and practical way. They are often like being part of large companies though not necessarily in leadership positions. They enjoy steady routines and following clearly defined procedures.They are best suited for jobs as subordinates, banker, file clerks, accountant, Business teacher, bookkeeper, actuary, librarian, proof reader, administrative assistant, credit manager, estimator, cad operator, reservations agent, bank manager, cartographer cost analyst, court reporter, medical secretary, auditor statistician, financial analyst, safety inspector, tax consultant, insurance underwriter , computer operator, medical lab technologist, cashier, hotel clerk, etc. It has been employed as popular assessment tools such as the Self-Directed Search, Vocational Preference Inventory and Strong Interest Inventory. Dictionary of Holland occupational Code came as a result of Holland’s work. John Holland created a hexagonal model that shows the relati onship between the personality types and environments. [pic] Figure 2. 1: Holland Hexagonal Model It could be noticed that the personality types close to each other are more alike than those farther away.We can see this most clearly when we compare the personalities opposite each other, on the hexagon. For example, read the description of the types for Realistic and Social. You will see that they are virtually the opposite of each other. On the other hand, Social and Artistic are not that far apart. Holland topology is based on the following key concepts: Congruence: it refers to the degree of fit between an individual’s personality orientations and actual or contemplated work environment. One is believed to be more satisfied with his career and can perform better if he is in a congruent work environment. Consistency: it refers to the degree of relationship between types or the various classifications.Types that are adjacent on the hexagon have more in common than types that are opposite. For instance, the conventional type might be more realistic and enterprising than be artistic. Differentiation: it is the establishment of differences or a difference among two or more things. It refers to the degree to which a person or his environment is clearly defined. | | Vocational identity: extent to which a person has a clear self perception of his or her characteristics and goals, and to the degree of stability which an occupational environment provides.Holland’s theory is criticised as basically descriptive with focus on explanation of casual basis of time period in development of hierarchies of the personal model styles. He was concerned with factors that influence career choice rather than development process that leads to career choice (Zunker, 1990). This theory focus mainly on how a personality can be matched with a career rather than how other factors like environmental and/or interpersonal factors influence the individual’s choice. It is therefore limited as far as the current research is concerned. 2. 3. 3 Anne Roe’s Personality/Need Theory Akinade, Sokan and Oserenren (1996) posit that this theory see one’s need as the main determinant of the nature of an individual’s interests including vocational interest.This theorist was of the view that career choice is based on childhood orientation or experience at home to satisfy needs; and that people choose occupation that satisfies important needs. This theory attempts to understand, make meaning of, and utilize individual motives, purposes and drives to support career development. She believed work can satisfy needs in different ways hence classification of occupation into eight groups. According to Roe (1956) cited in Zunker (1990), the first five can be classified as person-oriented and the last three as non-person oriented. 1. Service (something for another person); 2. Business contact (selling and supplying services); 3. Organisation (managemen t in business, industry and government); 4.Technology (product maintenance, transportation of commodities ); 5. Outdoors (cultivating, preserving natural resources); 6. Science (scientific theory and its application); 7. General culture (preserving and transmitting cultural heritage) & 8. Arts and Entertainment (creative art and entertainment) Anne Roe’s theory was based on Abraham Maslow’s hierarchy of needs stated in this order: 1. Physiological needs 2. Safety needs 3. Need for belongingness and love 4. Need for importance, respect, self-esteem and independence 5. Need for information 6. Need for understanding 7. Need for beauty and aesthetic 8. Need for self-actualization   

Project How Iim Students Improve Their Career

Two IIM-A grads shun Rs 1-cr offer AHMEDABAD: Declining pre-placement offers is nothing new for students of Indian Institute of Management-Ahmedabad, but declining the highest offers ever made in the institute has raised more than a few eyebrows. Two of the six second-year post-graduate programme students of IIM-Ahmedabad who were offered the position of associates by Deutsche Bank, declined it despite their salaries, in rupee terms, was more than Rs 1 crore. Debashish Chakravarty, one of the two students who refused the offer said, â€Å"I declined the offer because I wanted to be on my own. The challenge of entrepreneurship was more exciting for him than taking up a cushy job. â€Å"Three other classmates and I have planned to start our own business. We plan to start production and retailing of women's lingerie,† said Chakravarty, who was serving in the Army before taking voluntary retirement. Vineeta Singh, who too rejected the Deutsche Bank offer will be joining Chakravar ty, along with Bhushan Dabir and Vishal Prabhu Khan-olkar. â€Å"We did a detailed market research on women's lingerie and found huge customer dissatisfaction. We have a business plan ready,† said Chakravarty. The financing of the project is being negotiated with venture capitalists and if everything goes as per plan we hope to be in the market with our product by next year,† Chakravarty said. Source: http://timesofindia. indiatimes. com/articleshow/968988. cms IIM-A alumni run online CAT coaching Though the country’s six Indian Institutes of Management’s Admission Group have decided to make their Common Admission Test (CAT) online from next year, four alumni of IIM Ahmedabad have managed to beat their alma mater in the Net game. Four students of the Post-Graduate Diploma in Business Management, who opted ut of the placement process in 2007, already have a Website that imparts online coaching for CAT. The foursome, Vineeta Singh, Bhusan Davir, Vishal Prabh ukhanolkar and Debashish Chakravarty, were in the news in 2007 for spurning high-paying job offers, to start a venture to manufacture a new range of lingerie. Though this new venture did not take off, they started a Website,www. tenaday. co. in, which provides online coaching for CAT. The venture currently has about 29,000 registered users, Prabhukhanolkar told the Hindustan Times on Tuesday. Presently, the venture is the only online CAT coaching portal in the country.Asked about what made them start an online CAT coaching site, Prabhukhanolkar said that the logistics of the admission examination was becoming a nightmare, due to the growing number of aspirants every year. â€Å"It was soon becoming imperative for the exam to go online some day,† he added. The online examination would be much easier to mange than the current system, Prabhukhanolkar said. An IIM-A source confirmed that the online examination would cut down administrative costs, involving people travelling to pl aces, and sending papers all over the country, with risks of leaks.The conventional examination can be conducted from a limited number centers while the online tests can be taken from anywhere. Source: http://www. hindustantimes. com/IIM-A-alumni-run-online-CAT-coaching/Article1-295258. aspx Past students return to IIM-A to recruit The Indian Institutes of Management are globally renowned as transformers of bright young students into enterprising adults capable of promoting, running and leading their businesses to success at world level. There have been several examples of IIM Alumni who have succeeded in India and abroad.Graduating students from IIMs often find themselves being offered multiple job postings at top-dollar salaries. While most students opt for such high-profile placements there are few who go ahead and promote their own enterprises. Here are four young alumni from the highly rated  Indian Institute of Management-Ahmedabad  (IIM-A) who passed out in 2007 and promo ted their own dotcom company who are  returning to the campus, this time to recruit. When they rejected their placement offerings of Rs. 80 lakh – one crore salary packages people were surprised, but the team was confident of breaking out into the market and making it big.And now the proof of the pudding is in the fact that they are back in the campus recruiting. They want highly talented, enthusiastic and hardworking business savvy IIM-A grads to take their company to new heights. The quartet include  Vishal Prabhukhanolkar,  Bhusan Davir,  Vineeta Singh  and  Debashish Chakravarty  who grouped together to promote ‘ten-a-day’, an online website which offers coaching for the CAT examination, the gateway to the IIMs and several other B-Schools in India. The venture operational online @  www. tenaday. co. in, has attracted over 22,000 fully registered users in just a year since promotion.According to the promoters the ventue needs more heads to make it big and none but IIM alumni will do. In less than a year the  website  has become the largest online CAT training and education preparation platform. The  modus operandi  of the website is simple, registered students are required to answer just 10 questions every day and generates a daily percentile rankings of the student. This is one way to monitor the students progress on a daily basis. This will enable students to know where they are lacking and work on the areas in which they are weak. The explanations and ten questions a day are free.But the detailed analyses of the answers and rankings and advising students on the areas they need to work to succeed in CAT are charged. Fees range from Rs. 210 onwards and is very affordable compared to other institutes across the country whose courses are priced anywhere between Rs. 5,000-14,000 for similar services. The annual CAT entrance test is written by nearly two lakh students every year. This number is poised to grow to six lakh in the next three years and sounds fantastic business opportunity for those who offer quality and effective training to students desirous of getting the coveted IIM seats.Tags:  CAT,  entrance test,  IIM,  website,  coaching,  online education,  Business Source : http://www. hellocompany. org/entry/past-students-return-to-iim-a-to-recruit/ It's raining money at the IIMs! Gaurav Dagaonkar passed out of IIM last year and instead of dancing to his employer's tune he decided to sing his own song. He opted out of placements to become a full time singer. A year later, he's giving the same advice to his juniors. Dagaonkar says, â€Å"It is essential for a person to start off as early as possible, So, that within two years you start networking with the right kind of people – you have people in place and you become confident. But everyone doesn't seem to agree. Ram Ganesh Aiyer passed out of IIM-A in 2004 but instead of starting off on his own, he worked for a cons ultancy firm for two years before starting off on his own and he recommends the same for his juniors. He explains, â€Å"It is good idea for students to have corporate exposure before starting on their own. Some reasons being, it helps to get more experience in the real world as against case studies that we do in these schools. † JOB ACCEPTANCE IN IIM-A Finance –  Ã‚  Ã‚  Ã‚  Ã‚  44% Consulting – 30% Marketing –   8% Operations  Ã¢â‚¬â€œ 5% IT  Ã¢â‚¬â€œÃ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   4% Strategy –  Ã‚  Ã‚  Ã‚   3%Others –  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   6%| | A recent trend suggests that the number of IIM graduates daring to start their own ventures is on a rise. While eight students opted out of placements from IIM-A last year, it's still early in the process. Sources say more than two dozen students presented theirbusiness ideas  to venture capitalists last month. With an entrepreurial fair, that wa s organized on campus for the first time, IIM-A is also encouraging students by allowing their former students (who have passed out over two years ago only) to participate in their placements. The trend is catching up in other IIMs as well.So, does  money  make the world go round? Well, IIM graduates this year proved otherwise. In an unprecedented trend, IIM students are turning down offers worth crores of rupees. To talk about the IIM placement quirks, here's what Debashish Chakravarty from IIM-Ahmedabad has to say. Debashish turned down a jaw-dropping one crore offer and plans to start a lingerie business. Also, discussing this issue of why IIM graduates are not tempted by hefty offers are IIM-Bangalore Professor Saurav Mukherjee and Partner at an human resources firm, Redilion, Vikram Bhardwaj. Excerpts from an interview given to CNBC-TV18Q: What was your motivation to opt out of placements and become an entrepreneur? Chakravarty: I have neither been an entrepreneur nor worke d in the corporate world. I was a major in the Indian army before joining this institute and coming here and learning a lot about management. I thought the most challenging future I could ever have was entrepreneurship – ie. building something of my own and getting a job wasn’t such an exciting idea but building a company, hiring people, doing something fruitful, I thought this was much more challenging and interesting, that is why I opted out of placements.Q: Are we seeing a similar trend in Bangalore? Mukherji: Last year, we had one student who decided to take the plunge but this year none of students as far as I know have walked out of placement, to have a start up of their own. So, I haven’t seen it as a trend in IIM-Bangalore and if anyone asks for my advice on choice – whether to start up their own company versus going through the placement process, and especially if the student is a fresher or relatively low in experience – then I would advi ce them to go and join an industry first, build up their network and gain experience and then be an entrepreneur.Q: You have been helping people to get into the corporate world, is it a pipe dream to become an entrepreneur immediately, or would you advice taking up a job? Bhardwaj: The aspirants from MBA institutes are realizing that despite high salaries, they are the first ones to be laid off if the environment changes in high volatile businesses like i-banking, and so they don’t mind setting this aside as a trade-off, against working independently.Q: IIM -Ahmedabad has promised this year that entrepreneurs like you, who for some reason, if your business doesn’t take off as expected in two years time, then you can once again opt for the placement process and join your juniors? Chakravarty: Yes, it is a good offer that the institute has come up with and it does offer reassurance to a candidate, who is still on edge, deciding on entrepreneurship and taking up a job. Ri ght now, in our batch, we have 11 students including freshers who are going into entrepreneurship and that is nearly 5% of the batch, and it is a strong rising trend. NEW RECRUITERS AT IIM-CING Optiver CIC International Bain & Co Value Partner(IIM-C: Highest international salary offered in 2006: $1,52,000)| | Q: How hard is it for people to get the cream of the talent from these campuses? Bhardwaj: It is getting harder by the day and Indian companies cannot even match the deep pockets, which global firms have and increasingly these MBA hirings are driven at a global level. So, they don’t mind paying a slight premium over what a  Wharton MBAwould get to an IIM graduate. It's not only the paypackets grabbed by IIM graduates that's increasing but also their entrepreneurial spirit.The placement process is not yet over but experts say that the number of students who opted out of placements to start off on their own, will definitely be the highest this year than ever before. FLOC KING TO IIM-B – 90 firms participated – Consultancies comprise 32% – Non-bank finance firms comprise 32% –  Marketing firms  comprise 14% – Overseas offers made: 60 – Sun Group offers Deepak Goyal VP position – Arcelor Mittal offers 2 GM posts in Trinidad Source: http://www. moneycontrol. com/news/business/its-raining-money-atiims_271556. htm

Math in Early Childhood Article Review Essay

The purpose of this article was to explain the use and importance of programs such as the, â€Å"What’s the Big Idea† program instituted at the Bennington Library in Vermont. The â€Å"What’s the Big Idea† program aims to provide librarians with techniques and tools for introducing preschool and kindergarten students to science and math through literature. Picture books and stories are used a lot because stores are great conveyors to memorable messages about since and math. It also gives children the tools they need to be able to look at books and seek out math and science concepts and connections within the text. The program focuses on child directed and hands on explorations rather that adult directed instruction allowing the children to gain personal acts of discovery through play. â€Å"What’s the Big Idea† focuses on four main math and science concepts; numbers and operations, patterns and relationships, changes over time, and geometry and special sense. For each topic there are activities, projects, and books that correspond with the chosen topic. There are different activity centers that are also set up. Some are set up for large group and small group and some are set up for independent exploration. They offer things such as interactive graphs, geoboards, jars with small objects for sorting, blocks, and other manipulatives. Something new that I learned was that I didn’t know that libraries offered programs like that. I knew that had reading groups and programs but I didn’t realizes that there were also libraries that offered programs to also promote math and science concepts as well. I like how they use books first to gain an idea and then tie it into math and science by exploring the concepts in the story a little further to better their understanding not only of the story but of the math and/or science behind it. A way that I can see this information being useful in the future is to have programs like this available to all libraries nationwide. In the article it said that it started out in Vermont and spread to libraries in New York, Delaware, and Texas. With children having access to programs like this from the preschool level they will then enter kindergarten with a greater knowledge base and with deeper understanding of the math and science concepts that they will need for the rest of their lives.

British Airways

Airways (BA) is the flag carrier airline of the United Kingdom, based in Waterside, near its main hub at London Heathrow Airport. It is the largest airline in the UK based on fleet size, international flights and international destinations and second largest measured by passengers carried, behind easyJet. The British Airways Board was established in 1971 to control the two nationalised airline corporations, BOAC and BEA, and two smaller, regional airlines, Cambrian Airways, from Cardiff, and Northeast Airlines, from Newcastle upon Tyne. On 31 March 1974, all four companies were merged to form British Airways. After almost 13 years as a state company, that was sold in February 1987 as part of a privatisation plan by the Conservative Government. The carrier soon expanded with the acquisition of British Caledonian in 1987 and Dan-Air, Gatwick-based carrier, in 1992. A long-time Boeing customer, British Airways ordered 59 Airbus A320 family aircraft in August 1998. In 2007, it purchased 12 Airbus A380s and 24 Boeing 787 Dreamliners, marking the start of its long-haul fleet replacement. The centrepiece of the airlines long-haul fleet is the Boeing 747-400; with 55 examples in the fleet, British Airways is the largest operator of this type in the world. British Airways is a founding member of the Oneworld airline alliance, along with American Airlines, Cathay Pacific, Qantas, and the now defunct Canadian Airlines. The alliance has since grown to become the third largest, after SkyTeam and Star Alliance. British Airways parent company, International Airlines Group, is listed on the London Stock Exchange and in the FTSE 100 Index. On 12 November 2009, British Airways confirmed that it had reached a preliminary agreement to merge with Iberia. On 14 July 2010, the European Commission approved the merger under competition law, also allowing American Airlines to co-operate with the merged entity on transatlantic routes to the United States. The merger was completed on 21 January 2011, formally creating the International Airlines Group, IAG, the worlds third-largest airline in terms of annual revenue and the second largest airline group in Europe. In 2012, IAG purchased British Midland International (BMI) and announced plans to open a new subsidiary based at London City Airport operating Airbus A318s. [4] British Airways was the airline partner of the London 2012 Olympic Games. On 18 May 2012 it flew the Olympic flame from Athens International Airport to RNAS Culdrose while carrying various dignitaries including Lord Sebastian Coe, Princess Anne, Olympics minister Hugh Robertson and London Mayor Boris Johnson, together with footballer David Beckham. History [edit] Main article: History of British Airways A Boeing 747-100 in BOAC-British Airways transition livery. British Airways (BA) was created in 1974, when the British Overseas Airways Corporation (BOAC) and British European Airways Corporation (BEA) were combined under the newly formed British Airways Board. [5] Following two years of fierce competition with British Caledonian, the second-largest airline in Britain at the time, the Government changed its aviation policy in 1976 so the two carriers no longer would compete on long-haul routes. [6] British Airways and Air France operated the supersonic airliner Aerospatiale-BAC Concorde; the worlds first supersonic passenger service first flew in January 1976 from London Heathrow to Bahrain. 7] Services to the US were inaugurated to Washington Dulles airport on 24 May 1976; flights to New York JFK airport started on 22 September 1977. A service to Singapore was also operated in co-operation with Singapore Airlines, as a continuation of the flight to Bahrain. [5] Following the Air France Concorde crash in Paris and a slump in air travel following the 11 September attacks in New York in 2001, it was decided to cease Concorde operations in 2003, after 27 years of service. The final commercial Concorde flight was BA002 from New York JFK to London Heathrow on 24 October 2003. 8] A British Airways Hawker Siddeley Trident in transitional scheme with BEA livery but with British Airways titles. In 1981, the airline was instructed to prepare for privatisation by the Conservative government. Sir John King, later Lord King, was appointed Chairman, charged with bringing the airline back into profitability. King was credited with transforming the loss-making giant into one of the most profitable air carriers in the world, while many other large airlines struggled. 9] The flag carrier was privatised and was floated on the London Stock Exchange in February 1987. [10] In July 1987, British Airways effected the takeover of Britains second airline, British Caledonian. [11] The formation of Richard Bransons Virgin Atlantic Airways in 1984 created a strong competitor for BA. In 1993, the intense rivalry between British Airways and Virgin Atlantic culminated in the former being sued for libel arising from claims and counter claims over a dirty tricks campaign by BA against Virgin. British Airways campaign against Virgin included poaching Virgin Atlantic customers, tampering with private files belonging to Virgin and PR undermining the reputation in the City. Following a libel case, British Airways agreed to pay ? 110,000 damages to Virgin (and ? 500,000 to Branson) and ? 3 million legal costs causing BA management to apologise unreservedly for the alleged dirty tricks campaign. An action filed in the US in 1993 by Virgin against BA over domination of the trans-Atlantic routes was thrown out in 1999. 12] Six months after the dirty tricks campaign, Lord King stepped down as chairman in 1993 and was replaced by former deputy, Colin Marshall, while Robert Ayling took over as CEO. [13] British Airways first Concorde at Heathrow Airport on 15 January 1976. In 1992, British Airways expanded through the acquisition of the financially troubled Dan-Air, giving BA a much larger presence at Gatwick airport. In March 1993, British Asia Airways, a subsidiary based in Taiwan , was formed to operate between London and Taipei. Additionally in 1993, BA purchased a 25% stake in Australian airline Qantas in March, and acquired Brymon Airways in May to form BA Connect. [13] In September 1998, British Airways, along with American Airlines, Cathay Pacific, Qantas, and Canadian Airlines, formed the Oneworld airline alliance. Oneworld began operations on 1 February 1999, it is one of the largest airline alliances in the world, behind only SkyTeam and Star Alliance. [11] Benefits under CEO Robert Aylings leadership included cost savings of ? 750m and the establishment of Go Fly in 1998. 14] However, one year on, in 1999, British Airways reported an 84 percent drop in profits, its worst for seven years. [15] In March 2000, Robert Ayling was removed from his position and British Airways announced Rod Eddington as his successor; Eddington would make further workforce cuts due to reduced demand following the 11 September attacks in 2001. [8] In September 2004, BA announced the sale of its Qantas stake. [16] In September 2005, Willie Walsh, former Aer Lingus pilot and Managing Director, became the Chief Executive Officer of the company. 17] In January 2008, BA unveiled its new subsidiary OpenSkies which takes advantage of the liberalisation of transatlantic traffic rights between Europe and the United States. As of 2008, OpenSkies flies non-stop from Paris to New York and Washington D. C. [18] British Airways and Iberia merged in January 2011, forming the International Airlines Group, one of the worlds largest airlines On 30 July 2008, British Airways and Iberia, a Spanish fellow Oneworld partner, announced a merger plan; the two airlines would retain their original brands, similar to KLM and Air France in their merger agreement. 19] An agreement to merge was confirmed in April 2010. [20] In July 2010, the European Commission and US Department of Transport permitted the merger and to co-ordinate transatlantic routes with American Airlines. [21][22] On 6 October 2010, the alliance between British Airways, American Airlines and Iberia formally began operations; the alliance generates an estimated ? 230 million annual cost-saving for BA, in addition to ? 330 million by the Iberia merge. [23][24] British Airways ceased trading on the London Stock Exchange on 21 January 2011, after 23 years as a constituent of the FTSE 100 index. 25] On 21 January 2011, British Airways and Iberia merged, resulting in the worlds third-largest airline in terms of annual revenue and the second largest airline group in Europe. [20][26] Prior to merging, British Airways owned a 13. 5% stake in Iberia, thus it received ownership of 55% of the combined International Airlines Group, Iberias other shareholders received the remaining 45%. [27] In September 2010, Willie Walsh, the CEO of IAG, announced that IAG is looking at other airlines; and that a shortlist of twelve possible acquisitions existed. 28] In early November 2011, IAG announced an agreement in principle to purchase British Midland International from Lufthansa. [29] Fleet [edit] British Airways 747-400 and 777 aircraft at London Heathrow Terminal 5 With the exception of the Boeing 707 and early Boeing 747 variants from BOAC, the airline as formed in 1972-4 inherited a mainly UK-built fleet of aircraft. The airline introduced the Boeing 737 and Boeing 757 into the fleet in the 1980s, followed by the Boeing 747–400 (British Airways is the largest operator with 57), Boeing 767 and Boeing 777 in the 1990s. 11][13] Boeing-built aircraft for British Airways are allocated the customer code 36, which appears in their aircraft designation as a suffix, such as 737–436, 747–436 and 777–236. [80] Although British Airways utilises a large Boeing fleet, it has always operated aircraft from other manufacturers. [81] British built aircraft were transferred from BEA (e. g. Trident) and BOAC (e. g. VC10), and in the 1980s the airline operated the Lockheed L-1011. [82] It also operated the DC-10 and Airbus A320-100 through the acquisition of British Caledonian Airways in the 1980s. In August 1998, British Airways placed its first direct Airbus order, for 59 A320/A319s, to replace its own ageing fleet of Boeing 737s and A320-100s. [83] British Airways replaced the L-1011 and DC-10 tri-jet fleet with more fuel-efficient, twinjet, Boeing 767 and 777 aircraft in the 1990s. In September 2007, BA placed its first order for long-haul Airbus jets, consisting of 12 firm orders for Airbus A380s and seven options. [84] The Boeing 757 was withdrawn from British Airways service in late 2010. 85] British Airways will take delivery of its first Airbus A380 in July 2013 and have three in service by the end of the year. [86] It will begin regular services to Los Angeles on 15 October 2013, followed by Hong Kong from 15 November 2013. [87] The combined International Airlines Group entity, that BA is now a part of, operates over 400 aircraft, carries over 62 million passengers annually, and serves more than 200 destinations. [20] As of May 2013 the British Airways fleet includes the following aircraft.

Trend and pattern of armed conflicts since the Cold War Essay

Trend and pattern of armed conflicts since the Cold War - Essay Example the period that followed ‘the dissolution of the Soviet Union in 1989 and the disintegration of the USSR in 1991’ (Colas et al. 2006, p.71). It is proved that the post-Cold War period has been characterized by the change in trends and patterns of armed conflicts internationally. It seems that the end of confrontation between the East and the West – as this confrontation has been developed through the Cold War – led to the beginning of new forms of armed conflicts in countries around the world; at the same time, certain forms of armed conflicts, as existed in the past, have still remained active; for instance, the Civil Wars (the Rwanda and the Sudan wars) and the Interstate armed conflicts (Gulf war). In any case, since the Cold War armed conflicts have been changed drastically, being characterized by the end of phenomena, like the short – term duration of conflicts and the fight towards a country’s enemy; armed conflicts in the post Cold-War era have been characterized by the development of terrorism, the control of Black market and the increase of their duration, in the context described below. 2. Armed conflicts in the post – Cold War era; trends and patterns 2.1 Conflict - overview In order to understand the change in the nature of armed conflicts since the Cold War it would be necessary to refer to the term ‘conflict’ as used today in order to describe the battles developed internationally. Traditionally, the term ‘conflict’, as a concept referring to military interventions, has been related to the following two missions: a) the protection of a country’s borders from invaders and b) the invasion in other countries and the occupation of their territory aiming to improve the invader’s strategic or economic position. Today, the term conflict describes a different situation: the use of weapons for protecting specific interests or to gain access to critical natural/ energy s ources. Of course, such conflicts existed also in the past – i.e. in the pre-Cold War period; however, at that period, these conflicts involved in countries and not in groups, as today. Reference should be made at this point to the categorization of armed conflicts, in order to understand the level of their effects internationally. Armed conflicts are likely to be categorized in accordance with the related deaths; in this context, the following three types of conflicts can be identified worldwide: a) the minor armed conflict – ‘at least 25 deaths annually’ (Feste 2003, p.153), b) the intermediate armed conflict –‘at least 1,000 deaths in total, but fewer than 1,000 deaths annually’ (Feste 2003, p.153) and c) the war – ‘at least 1,000 deaths annually’ (Feste 2003, p.153). On the other hand, armed conflicts can be state-based, i.e. supported – directly or indirectly – by the state, in terms of the partici pation of the national army; there is also the case of the non-state armed conflicts, which are developed among groups or communities without the active involvement of the local government. It should, further, noted that the state-based conflicts can be further categorized into interstate (between states), intrastate (within the state), extrastate (between the state and a group outside the state), the Civil wars and the state-formation conflicts; these categories must be taken into consideration when having to characterize and evaluate the type of armed

Implementation of a Performance Appraisal System Assignment

Implementation of a Performance Appraisal System - Assignment Example As this is a food serving company so the labor intensive workforce can be shown over here. Simultaneously management of human resource and performance appraisal are very much important aspect in such case. New performance appraisal system will improve the communication system within organization. Sometimes problems are raised for lack of communication between employees and managers. If this appraisal system is used to find out the opportunities to serve the work in a better and improved way then it will be useful for both employees and the managers. It will provide a career path to the employees of the organization. It generally gives the opportunity to be promoted in the company and employees feel valued and pleased towards the organization. They become loyal at their work as they get the stable position in the company. The new system is required to improve the quality level. As this business is related to the food industry so this can be stated that if the quality of performance or job will be increased then the amount of revenue will also be increased. From the employee’s point of view the system will also be cost effective because it will clarify the expectations, define clearly about the career path, job accountability, self assessment and job satisfaction. 360 degree feedback, peer assessment, self assessment, negotiated performance appraisal can be used for forming the new metrics of performance appraisal system. Team system model can be implemented in such case. In the restaurant business team performance is very much important to meet the primary objectives and special criteria. Proper inputs from team will improve the growth of the business. At the part of conclusion this can be stated that new performance appraisal system will control the mission, purpose, people, system, growth and quality performance of an organization which is very much essential for future

The Concept and Process of Marketing (Coca-Cola case) Essay

The Concept and Process of Marketing (Coca-Cola case) - Essay Example Marketing can also be defined as a process through organization creates effective channels of exchanging of goods and services with their customers, through coordination of the four P’s of marketing, which are product, price, place and promotion. Marketing therefore involves identifying a product that can satisfy a given consumer need, determination of its price, determination of an effective distribution channel for the product to reach the customer, and finally designing ways to inform the potential consumers about the product (Wysong and Flores, 2008, p.54). 1.2 Consumers Needs and Wants Consumers are motivated to buy goods and services by their specific wants and needs, a consumers needs are those items that every person requires for survivor such as clothes, food and shelters. The consumer’s wants refers to those items that a person would consider buying after fulfilling his or her needs, which may include a car, going for holiday among others. However, a want can easily translate into a need when a person desperately wants an item. However, Hartline and Ferrell (2010, p.184) warns that referring to needs as necessities is simplistic since the definition of a need is subjective. Therefore, in this respect, a need occurs when a consumer’s level of satisfaction is below the desired level while a want is a desire of a given product to cater for a need (Hartline and Ferrell, 2010, p.184). As stated earlier, a consumer will buy goods and services primarily to satisfy his or her wants and needs. Therefore, it is prudent for a business to understand the needs, which can be satisfied by its products. As Hartline and Ferrell...For instance, Coca-Cola has in the past used their bottles to conduct a lottery, whereby a faithful customer who manages to collect specific winning bottle tops gets the reward. 2.37 Consumer profitability. Companies undergo various costs in the process of advertising, consumer relations, and in the process of trying to increase their sales. Consumer profitability is the difference between the revenue that a company gets customers, and the cost they incur to get those customers (Raaij and Eric 2002, p 1). Coca- Cola Company should do the cost benefit analysis, in order to ensure that revenue incurred in the customer relation process is more than the costs incurred, and that such difference is significant. 2.38 Narrow marketing focus Narrow marketing involves a product with fluctuating prices in the market, which is usually as a result of change in demand or supply. A narrow marketing strategy involves a company not putting efforts to win new customers. The cost of narrow marketing focus is low sales, fluctuation in product demand. Coca–Cola Company can avoid this pitfall through adopting strategies to get new customers and using good customer relations to retain existing customers.