Individual Career Development Planning: A Survey: January 2014

See discussions, stats, and author profiles for this publication at: https://www.researchgate.
net/publication/280805338
Individual Career Development Planning: A Survey
Article · January 2014
CITATIONS READS
0 576
2 authors, including:
Benedict Amade
Federal University of Technology Owerri
31 PUBLICATIONS 64 CITATIONS
SEE PROFILE
Some of the authors of this publication are also working on these related projects:
A Correlational Study on Inventory Management Strategies for the Improvement of Equipment Manufacturing Firms View project
Project Management Control Mechanisms View project
All content following this page was uploaded by Benedict Amade on 09 August 2015.
The user has requested enhancement of the downloaded file.

International Journal of Management Sciences and Business Research, 2014 ISSN (2226-8235) Vol-3, Issue 2
Individual Career Development Planning: A Survey

Author’s Details:1UCHENNA NJOKU, 2BENEDICT AMADE.,
1
Postgraduate Student, Department of Technology and Workforce Learning Pittsburg State University, Pittsburg, Kansas
State, United States -2School of Management Technology Federal University of Technology, P.M.B. 1526 Owerri,
Nigeria*Corresponding [email protected]. Phone-+2348035698405
ABSTRACT good in or have interest in and you develop yourself on

your strengths thereby creating less room for
This study was designed to find out statistically, if and to what
extent graduates of a university perceive planning to develop uncertainties, deficiencies and career shuffling or loss
themselves and their careers as relevant to the development of of interest half way into your career. With much
their professional careers or their career advancement. The knowledge and experience, you become an expert or a
data for the study was collated from 78 out of 150 graduates professional creating opportunity for further growth
of Federal University of Technology, Owerri, Nigeria. Data and career satisfaction.
was collated via questionnaires using the surveymonkey
medium via email to the respondents. Microsoft excel was Ituma & Simpson (2007), propose that
used in analyzing the descriptive statistics from the study. The ―Congruence between what an individual would like to
findings from the study revealed that 91.9% of the respondents do (anchor) and what he is actually doing(work
did envisage the idea of ICD/DCP as relevant to professional environment) leads to positive career outcome such as
career advancement. While most graduates received training job effectiveness, job satisfaction and high retention
on IDP/CDP after graduation than as undergraduates. The
study finally recommends professionals in HRD to incorporate while incongruence is likely to lead to job
aspects of IDP/CDP in student’s curriculum so as to enable dissatisfaction and high turnover‖.
them create a niche for themselves in terms of career planning People who have plans are unlikely to move
and development. from job to job. Frequent changes in careers or jobs
Keywords: career development, career planning, usually means less years of experience on each job,
individual career, skills development, professional career,
occupation, employers. less time or efforts invested in developing oneself in
each field, less skills acquired on each job and
INTRODUCTION ultimately, less expertise on each job. Harrington &
Hall (2007) found out that the difference between a job
Individual/Career Development Plans and and a career lies in the amount of time, money,
resulting Individual/Career Development Programs are commitment, knowledge and trainings invested. In a
essential in outlining career goals to be accomplished career, you invest so much but in a job you don‘t.
and steps or resources needed to achieve those goals. Realistically, no one will invest so much in a place
Lack of planning and engagement in development where he doesn‘t expect to spend so much time and no
activities is seen as one of the factors affecting job fit one will know a place where he is likely to spend so
which further affects performance and productivity much time if he doesn‘t know who he is, what his
resulting in a skills gap. Bailey (2005), suggests that interests are and what it takes to achieve his aim.
career planning and ongoing skills development is Consequently, if you don‘t have a plan, you‘ll likely
essential so that young professionals can be end up having multiple jobs and no career or specified
generalists, as well as specialize in at least one area. field of expertise (career development).
The good news is that, in all professions, all of these Globally, employers seek experts not just
efforts on career development are often rewarded. In employees. According to Harrington & Hall (2007),
planning careers, individuals assess themselves in ―The changing nature of technology has also affected
order to understand who they are what they are the form and function of career development. Today,
interested in and steps/resources needed to reach their organizations put a premium on people who can adapt
potentials. In developing your career or yourself, an and learn quickly‖. They continued by saying ―The
individual builds on the plans he has mapped out for employment contract between individuals and their
his career by acquiring knowledge, learning skills and employers has changed, and job security is a thing of
undergoing trainings that will improve him as a person the past‖. As the world gets advanced technologically
or as an employee. That way, you know what you are and otherwise, a deficit in skills gap is a major cause
http://www.ijmsbr.com Page 40
of lack of expertise which may be caused by minimal employment and therefore are most likely to
knowledge or skills in several jobs and no professional patronize the best to save some money in these hard
knowledge/skills in a particular field. This has times. Additionally, global competition has risen in
negative consequences on job performance and the trade market, countries and companies are
outcome because everywhere, people are improving coming up with advanced products and services and
their skills every day so employees have to meet up to as a result, every company has to establish new
stay employable. Developing countries, including ways of providing service or producing goods so as
Nigeria, face insufficiencies in expertise; employees to remain at the peak of the market. This has led
have refused to grow on a particular career, they move employers to create new businesses or reinvent
to any field in which they are qualified for as long as themselves in areas that seem flourishing, merge
they are paid better. Excluding the poor economic with other companies or downsize to sustain their
situation of the country and other similar reasons, capital base, acquire other companies to grow or
another cause for these moves may be because they simply, cease to exist. In all these, employees suffer
have no knowledge of how career planning and the most. Employers now seek for the employees
development can help in shaping their future (which is with competitive talents or knowledge and skills so
usually a role of the academic institutions, as the first that productivity will be maximized therefore,
step of knowledge and acceptance, to instill in students employees viewed as not competent are laid off in
before they become graduates) or they simply do not order to reduce waste.
perceive it as appropriate for them. In order to fully
engage in planning and development programs, The objective of this study is to examine the
employees must first perceive it as relevant. perceived relevance of Individual/Career
According to Harrington & Hall (2007): ―Anyone Development Planning Program to graduates of
who works needs no expert to state the obvious: Federal University of Technology Owerri, Nigeria
The world of work is in a state of unprecedented to their professional careers/advancement. A guide
change. In today‘s organizations, change is a fact of to accomplishing periodical goals is expected to be
life. Even organizations that for many years were of importance in acquiring, developing, and
static, today, change at a speed never experienced sustaining a career to become experts for these
before. In very short period of time, organizations graduates. The significance of the problem lies in
are created, experience dramatic growth, merge or the real possibility that if a nation lacks enough
are acquired, downsize dramatically, reinvent proficient workers, it will experience a skill gap
themselves, or simply cease to exist.‖ Harrington & leading to poor utilization of resources, increased
Hall continued by saying that the changes occur unemployment rate, reduced production of
because of the impact of globalization, new goods/services, diminishing GDP/GNP, import-
technologies, societal expectations changing based economy (imbalance of trade) and slow
employees/customers and stakeholders. In fact, technological advancement.
according to a recent study, new graduates probably
Research Question
will change jobs five to eight times during their first
decade of employment. This short cycle time To further understand the problem of graduates of
requires that regardless of our field of work, all of who move from job to job and the possible
us have one career skill in common: job hunting‖. relationship to the perceived relevance of
This is based on the fact that the economy in developing individual and career plans the primary
developed countries has witnessed a negative research question of this study is: Do graduates of
change (crisis), consequently, businesses are Federal University of Technology Owerri, Nigeria
experiencing shortage in sales being that customers think that Individual/Career Development Planning
are no longer financially capable to patronize them Program is relevant to the development of their
randomly and this affects their profitability. Those professional careers?
customers who patronize these businesses are To first establish the extent to which
usually employees of other companies who may be graduates of FUTO are exposed to and aware of the
experiencing similar changes in pay and
career relevance of, an IDP/CDP program, the study a particular field which will not only accord them
elicited the following two sub-questions: promotions, recognitions and rewards but will also
Sub-Question 1: Are Individual/Career be an asset to them and to their society. In order to
Development Planning Programs or courses being create a sustainable knowledge, the learners must
offered in Federal University of Technology first perceive the program as relevant then
Owerri, Nigeria or by Nigerian Employers? acceptance and application will be maximized. One
Sub-Question 2: If given the opportunity, will the such planning tool and strategy that guides
graduates of Federal University of Technology individuals in channeling resources and interests
Owerri, Nigeria participate in Individual/Career appropriately to develop skills and expertise is an
Development Planning Programs? Individual/Career Development Planning Program,
To establish the perceived relevance of the but it is currently unknown what the perception of
IDP/CDP program by the graduates to their graduates of Federal University of Technology
professional careers, the study sought the following Owerri is on the relevance of IDP/CPD in the
sub-questions: development of their professional careers.
Sub-Question 3: Do the graduates of FUTO who According to (Wikipedia) Career is defined as
participated in an IDP/CDP program believe it was someone‘s progression through life. This definition
a contributing factor in their career advancement of career tends to relate a range of aspects of an
and/or achievements? individual's life, learning and work. Another way in
Sub-Question 4: Do the graduates of FUTO who did which the term career is looked at is in terms of
not participate in an IDP/CDP program believe it describing an occupation or a profession that
would have been relevant in their career involves some kind of special training or formal
advancement? education and as such is considered to be a person‘s
To establish in part the impact of IDP/ICP lifework. In this case, career is seen as a series of
programs on the careers of the Nigerian university related jobs usually pursued within a single industry
graduates the study sought the following sub- or sector e.g. "a career in management" or "a career
question: in the building trade". While career development is
Sub-Question 5: Have the graduates of Federal strictly a process requiring individuals and
University of Technology Owerri, Nigeria who organizations to create a partnership that enhances
have participated in an IDP/ICP program acquired employees knowledge, skills, competencies and
more job-related knowledge and skills and thus feel attitudes required for current and future job
more competent at work than graduates who did not assignments. Macdonald & Hite (2005). Djik (2004)
participate? opined that career development is an alignment of
an individual‘s subjective career aspects and the
LITERATURE REVIEW more objective career aspects of an organization in
In today‘s society, individuals are trying to ‗‗do it order to achieve the best fit between organizational
all‘‘—to find life satisfaction through combination and individual goals as well as personal
of multiple roles and jobs (e.g., career), however, if characteristics and career goals.
they are not spending their time in ways that are
congruent with their values and interests, they are Ituma & Simpson (2006) quoted Hall (1976) as
unlikely to find the happiness they seek (Perrone, referring to four notable but distinct perspectives of
Webb & Blalock, 2005). This may be the case of career, which have dominated the discourse on
most graduates of Federal University of Technology careers. These include: career as advancement,
Owerri (FUTO), Nigeria who move from job to job which associates the idea of a career with the notion
and from career to career in pursuit of of "vertical mobility", moving upward in an
―satisfaction‖, and there lies the problem. The organization‘s hierarchy; career as profession,
―satisfaction‖ (self-accomplishment) these which views only certain occupations with "some
individuals seek is most likely to be achieved in the clear pattern of systematic advancement", such as
event that resources, interests and values are the legal and medical professions as representing
channeled in the development of skills/expertise in careers; career as a lifelong sequence of jobs, which
regards any person's job history as a career; and companies who aspire and make conscientious
career as a lifelong sequence of role related efforts to work for the reputable high paying
experiences, which is the way each person companies. This often results in frequent job-
experiences the sequence of jobs and activities that hopping within the industry and beyond the IT
constitute his work history", that is the subjective industry. For the reasons above, graduates look for
career. For this research, we will look at career as a jobs wherever it is accessible and do little or
lifelong sequence of role related experiences. This nothing to create a path in which their careers
perspective dominates because today‘s employers should go not to talk about steps to take in
are looking for expertise which is usually in a developing themselves or their careers. The career
specific field and comes as a result of experience or decisions of most Nigerian graduates are shaped by
knowledge in related roles financial needs consequently, they hop from one job
According to the U.S Department of Commerce to the other not spending enough time in a job to
(2001), Individual Development Plan is an action acquire enough experience or spending money to
plan that identifies your short and long term career gain more skills and without reference to
goals and what steps you can take to meet those professional development. They become ―Jack of
goals. Career planning is beneficial to the individual all trade, master of none‖.
and employer in that the workplace has been
affected by a number of significant changes and Career/job commitment is usually as a result of job
trends, which have definite ramifications for your satisfaction, Job satisfaction has been one of the
career planning. Amongst these changes is technical most germane issues facing business organizations
knowledge and skills obsolescence – rapid in Nigeria Okpara, (1996). Given the significant
advancement in technology and state-of-the-art relationship observed between job satisfaction and
knowledge requires employees to upgrade their work behavior, the increased satisfaction of IT
skills and ―retool‖ themselves to remain current managers can be a bonus to Nigerian organizations
with their job requirements. resulting in reduced absenteeism, decreased
Career Planning, Job Satisfaction and Turnover in turnover, and increase in productivity. Excessive
Nigerian Economy. changes in turnover and absenteeism result in a
Ituma & Simpson (2006) stated that according to waste of human power and needless loss in
the Economic Intelligence Unit Report on Nigeria production and profit. Okpara (2004) continued by
in 2004, Nigeria is currently the world's seventh saying that an extensive review of the literature on
largest oil exporter and Africa's most populous IT and job satisfaction issues revealed that the vast
nation, representing about 20 per cent of the entire majority of job satisfaction studies have been
Sub-Saharan African population. Nigeria is undertaken primarily in the western part of Nigeria.
currently the tenth largest producer of crude oil in Unfortunately, very little research has been done on
the world at 2.1 million barrels per day. However, this issue in general, and none at all on this specific
despite this wealth in human capital and natural topic in Nigeria. In his study, Okpara (1996) stated
resources (oil), Nigeria is among the world's 20 that income was the best predictor of job
poorest countries based on GNP per capita. More satisfaction. This is to say that, as the level of
than one third of Nigeria's export income is used income increases so does the level of job
annually to service this debt. satisfaction. Conversely, those that have low levels
Because of the high unemployment rate the world of income are less satisfied with their jobs. While
over, individuals have to compete intensely for the there may be conflicting results on the importance
few available jobs. Despite the rate of of money to the Nigerian worker, a strong case can
unemployment, there are differential pay and wide be made for the significance of income in
variations in employment conditions (especially in determining the level of job satisfaction.
the private sector) and this has some consequences Popoola and Oluwale (2007), carried out research to
for the quality of work, life and careers produced by investigate the career commitment of records
these employers. Ituma & Simpson (2006) gave an management personnel in a state civil service in
example with IT workers in the lower paying Nigeria. The study found that there was significant
negative relationship between job tenure, levels of Perceptions of Career Development
education and career commitment of the Societal context (e.g. educational systems, labor
respondents. Going further into the findings of market structures, national welfare provisions)
Popoola and Oluwale (2007), employees in Nigeria shapes the career pattern exhibited by individuals
with low level of education are less committed to (Ituma & Simpson, 2006). In the Nigeria context,
their careers and are prone to short job tenures. This key factors that are likely to shape individual career
means that good education could lead to developing decisions include its specific economic conditions
a career and being committed to it and in turn and socio-cultural factors (Ituma and Simpson,
staying longer on a job. 2006). In terms of the former, career decisions are
taken in the context of an uncertain and insecure
Aremu and Ahmed (1996) reported that staff of old economic environment. The present state of
and new generations' banks in Lagos, Nigeria differ Nigeria's economy is characterized by uncertainty,
significantly in their job satisfaction and high unemployment levels in many sectors and a
commitment. Okorie (1995) submitted that the lack of an established welfare system. Ituma &
continued commitment of the employees in Simpson (2007) mentioned that there is no specified
Nigerian business and service organizations is minimum wage for skilled workers in Nigeria and
positively related to their job performance. Job unlike in most Western developed economies, credit
performance is tied to having adequate job facilities are hard to obtain and only available at
skills/knowledge and since job-change is constant, very high interest rates. As a result, most workers
developing those skills or improving the knowledge spend a large proportion of their salaries meeting
to keep up with the changes. Therefore, people who basic food and utilities needs and, as Ituma and
perform better are more likely to be committed and Simpson (2006) found, often give priority to career
people can only be outstanding in performance if moves that will better their economic circumstance.
they put in more efforts like planning and This may be an explanation for the move from jobs
development. It must be noted that when a career is to jobs by Nigerian graduates in search of better
rewarding, either in monetary terms or prestige paying jobs not as a way to climbing through a
(highly valued by the society), an employee in an career ladder or reach self accomplishment.
organization may be satisfied and thus committed to In terms of its socio-cultural context, according to
it. Bozionelos (1996) supported this assertion by Ituma & Simpsons (2007), one of the main features
submitting that promotion (reward) is the only of Nigeria's distinctive culture is the importance
variable that accounts for a significant amount of attached to the extended family system. Nigerians
variance in career satisfaction. In fact, low salary exert too much value in taking care of financial
growth and irregular promotions could be said to be obligations of their extended families. These values,
responsible for low career commitment and low to some extent, stand in place of the established
productivity among Nigerian workers. The social security and welfare systems of more
outcomes of low career commitment of an developed countries. These factors are likely to
employee in an organization are absenteeism from impact on the way individuals in Nigeria view their
work, high turnover and low quality performance. obligations, and hence the meaning attached to their
Rewards, promotions, good pay and recognition career decisions (planning and development
bring satisfaction and all come with high options). The desire for stability and the burden of
performance. Employees who are educated, obligations may mean employees may give greater
experienced and skilled perform highly and preference for financial incentives over non-
employees who are outstanding in performance financial incentives such as professional
make extra sacrifices such as planning and development and growth.
development. Being educated, experienced and
skilled doesn‘t just come out of the air…..they come Aremu & Salami (2007) found out that among
with a plan. For one to plan and improve, one has to young adults in Nigeria, high levels of career
understand or comprehend that planning and indecision and career choices based mainly on the
development is essential. wishes and aspirations of the parents in an attempt
to ensure that the children go into occupations that senior public servants in Nigeria revealed that the
would enable families to solve their economic respondents ranked good pay, interpersonal
problems, and not necessarily on their interests, relations and job security as their three most
values and abilities are thus likely to interfere with important work goals. Interesting work, variety and
educational and career planning and to disrupt convenient work hours were accorded lowest
normative career development processes. As a priorities. It was observed that the three job factors
result, young adults may enter into occupations they ranked most highly are those that satisfy lower
don‘t have interest in and will be less likely to order rather than higher order needs. This reveals
develop their careers instead they will remain at the that an average Nigerian graduate will take a job or
same level from the inception to the completion of move to a job where there is good pay without
their career lives. Aremu and Salami (2007) taking into consideration the growth and
continued by saying that unlike children in the development or the future of his career. In addition,
individualistic culture dominant in the USA, where lack of requisite skills to meet the job requirements
dependence is viewed as immature, children living of employers have been identified as one of the
in a collectivistic culture like Nigeria derive a major reasons responsible for the high rate of
greater sense of psychological security from their graduate unemployment in Nigeria.
obedience to and dependence on parents. This may Ezekiel (2008) wrote that:―There are lots of
not be the case for all Nigerian individuals or employers that want to expand their businesses and
families but in general, this has been dominant. need people with the right skills. There are people
Aremu and Salami (2007) concluded by saying that who are changing jobs almost every four months
adolescents brought up in cultures where whereas others have been looking for job since the
interdependence is more valued than independence last five years. The reason for this contrasting
are likely to find that a sense of separation and situation is because of the type of skills they have.
differentiation from parents will generate emotional People go into the labor market thinking that their
problems and poor career development. Bachelors‘ Degree is sufficient for them to get a
job. This is not enough because the degree only
Mentoring is part of developing an employee‘s certifies you academically. Employers are in the
career, research by Salami (2008) on ―Psychosocial look-out for people who are qualified professionally
factors as predictors of mentoring among nurses in to solve professional and not academic problems,
southwestern Nigeria‖ revealed that self-esteem, there is a mismatch between what the tertiary
locus of control, emotional intelligence, age, job institutions produce and what employers need,
status and tenure are linear predictors associated to hence the skill gap‖.
mentoring but gender is not. Practical implications
of the findings from this study were that counseling In as much as few Nigerian graduate possess the
and industrial psychologists should let the skills so they easily change jobs (Ezekiel 2008), this
employees know the importance of mentoring in the movement is as result of lack of focus (Ejere 2010)
workplace. In effect the study says that Nigerian which reduces the time they spend developing
employees see mentoring (which is part of themselves in one job and as such reducing their
employers‘ way of career development for opportunities of sustaining expertise in a particular
employees) as a way of bringing down one‘s self career.
esteem or showing who is older, more intelligent,
and higher in status or more in control instead of Data Collection and Analysis
seeing it as a way to learn from each other and This study was designed to establish if graduates of
grow. Federal University of Technology Owerri (FUTO),
Nigeria perceive Individual/Career Development
Role of Career Expectations and the Nigerian Planning Program as relevant to the development of
Graduate their professional careers and skills or not. This
A study by Ejere (2010) shows that a survey on study surveyed graduates of Federal University of
work- goal priorities among 330 randomly selected Technology Owerri Nigeria who are presently
employed or have ever been employed to determine Data collection commenced in April 8th, 2011. The
their knowledge/perception of IDP/CDP programs, researchers then contacted the Alumni Association
identify the difficulty/ease the face in identifying of the school which is a strong association among
and achieving career goals or expectations and Nigerian universities, and intimated the association
determine the impact of IDP/CDP on achieving/ with details of the research project and expected
sustaining those goals (if applicable). Technically, participation of members of the association. The
the researchers gathered and analyzed information researcher also inquired from the institution, if at
provided by eligible participants (present and any point the undergraduate/graduate course
former employees who graduated from Federal curriculum included any form of individual/career
University of Technology, Owerri, Nigeria not later development planning class. This was useful in
than 2007). The limit was placed to get people who constructing questionnaire with reference to the
have at least witnessed 2-3 years in the workforce. expected level of knowledge graduates have about
This information was collected via an online survey IDP/CDP. In the absence of sufficient time to
form consisting of 10 quantitative questions and 5 contact and receive feedback from the university or
qualitative questions. The design methodology for alumni and to have large number of respondents.
this survey was mixed model. The researchers created a user account in
Although the pre-effect and post-effect of www.surveymonkey.com (a survey software),
individual/career planning program can both be created the survey/questions and sent the link to the
observed and quantified, the researchers has chosen e-mail address of the secretary of the school alumni
to use subject self-reporting, by means of a written and the secretary forwarded the link to the group.
survey, to assess the perceived relevance of an
IDP/CDP program. Because of time constraints, the Surveymonkey.com software was used to create a
researchers believed that self-reports of participants fifteen-question survey tool consisting of two parts.
on perceived or acknowledged impact of IDP/CDP The first part was an explanation of the terms
would be an accurate reflection of pre- and post- Individual and Career Development Planning and
effect measurements and will ensure true Programs and the establishment of facts that
representation and honest opinions. respondents are aware of and have or have not ever
participated in IDP/CDP programs. The second part
The theoretical populations are graduates of consisted of questions specific to subject‘s
Nigerian universities employed by various perceived relevance of individual/career
companies in Nigeria while the accessible development program as well as subject‘s job-
populations were graduates of Federal University of related skill acquisition and job duration. The
Technology in Owerri, Nigeria who are or have researchers selected this online survey technique
ever been full time employees in various because the software provides a quick, reliable, and
companies. The researchers chose this organized method of gathering data from
representative sample for the reason that the higher respondents. The privacy agreements of
institution is a Federal University operated by the SurveyMonkey.com is authentic and includes non-
federal government of the country and as such disclosure of information submitted, thereby
should be offering the best programs, producing the violating the rights of the subjects and their privacy.
best graduates and having most of its graduates in This software also helps in the analysis of data by
the best jobs in the country. 150 graduates were showing the collective responses to each question in
invited to participate in the survey and a minimum numbered lists and numbered charts. To validate
of 78 datasets from the responses were received the survey, a pilot testing with a small 2 sample
back. Subjects were identified through the school‘s group of subjects was conducted. Upon completion,
alumni and the names were selected at random for notifications and questionnaires was sent via e-mail
generalization purposes (that is to make the to subjects of the study.
representation more realistic) and the participants The validity and reliability of this research were
were contacted via email. based on the data provided by the participants. The
researchers used Microsoft Excel Package and
descriptive statistics for data analysis and study which are written in italics. To first establish
interpretation. The data relating to the experiences the extent to which graduates of FUTO are exposed
in development planning programs was first to and aware of the career relevance of an IDP/CDP
identified by the presence of experience and the program the study asked the following two sub-
level of experience. The researchers then used questions:
descriptive statistical tests of Sub-Question 1: Are Individual/Career
frequencies/percentages to analyze the level of Development Planning programs or courses offered
experiences in development planning programs with in Federal University of Technology Owerri,
the level of inexperience, the level of opportunities Nigeria and by Nigerian employers?
to participate with the level of inopportunity to Sub-Question 2: If given the opportunity, will the
participate, the level of willingness to participate to graduates of Nigerian universities participate in
the level of unwillingness to participate the level of Individual/Career Development Planning
career changes amongst experienced graduates with Programs?
the level of career changes amongst inexperienced Questions 1 and 2 were designed to answer sub-
graduates and the general levels of perceptions of question 1. Question 1 asked: As an undergraduate,
IDP/CDP in development of professional career. did you ever take any class in Individual or Career
Development Planning or an course guiding you on
Results and Discussions how you can plan for the future? There were 78
The findings of the study were presented in the responses in all. See table
order the questions answer the sub questions of this
1.
TABLE 1: An Analysis of Sub-Questions 1 and 2

Sub-Question Questions designed Total Number of Number of Response in
to answer sub- Responses responses for each percentage
questions option
(1)Are 1)As an 78 Yes= 17 21.8%
Individual/Career undergraduate did No=61 78.2%
Development you take any class in
Planning programs Individual or Career
or courses offered Development
in Federal Planning or any
University of course guiding you
Technology Owerri, on how you can plan
Nigeria and by for the future?
Nigerian employers?
(2) As an employee, 77 Yes= 42 54.5%
have you ever taken No= 35 45.5%
any training course
on Individual or
Career Development
Planning or for
professional
development
(2) If given the (4) If your answers 39 I never got an 89.7%
opportunity, will the to both question 1 opportunity= 35
graduates of Federal and 2 were ―no‖, 10.3%
University of why have you never I felt it was not
Technology, Owerri, taken an Individual necessary=4
Nigeria participate or Career
in Individual/Career Development
Development Planning program or
Planning Programs? class?
(5) If you answered 37 Yes= 34 91.9%
―I never got an No= 3 8.1%
opportunity‖ to
question 4, if given
an opportunity,
would you have
participated in
Individual or Career
Development
Planning program or
training.
Table 1: To establish the extent to which graduates of Federal University of Technology, Owerri, Nigeria are exposed to and are
aware of the career relevance of IDP/CDP programs.
somewhere else. The researchers contacted the
The research indicates that most graduates Alumni Relations Officer and lecturer of the
of Federal University of Technology Owerri, university, to find out if the school offers or ever
Nigeria did not receive any class on individual or offered a class on Career Development or Planning
career planning, therefore it was not a mandatory as part of their curriculum, and contrary to the
course in the school. As a result, more that 50% of information from the research, his answer was
the university‘s graduates would be ignorant about “Federal University of Technology Owerri, Nigeria
how to plan their future or develop themselves and never and still does not offer any class on IDP or
their careers unless they get these knowledge from CDP but these topics are discussed as part of the
course outline for a Human Resource Management Question 2 asked: As an employee, have
Class in the School of Management Technology”. you ever taken any training course on
Therefore, the students did not receive any class Individual/Career Development Planning or
IDP/CDP, some respondents may have assumed professional development? There were 77 responses
that the topics on IDP/CDP discussed in a class was and table 1 showed the responses.
a class taken on IDP/CDP.
TABLE 2: An Analysis of Sub-Question 3&4

Sub-Question Questions designed Total Number of Number of Response in
questions option
3) Do the graduates 3) If you answered 45 Relevant = 44 97.78%
of FUTO who ―Yes‖ to either Not relevant=1 2.22%
participated in an question 1 or 2, of
IDP/CDP program what relevance was
believe it was a the program to you
contributing factor then and now?
in their career
advancement and/or
achievements?
4) Do the graduates 6) If you answered 35 *Quantitatively, 100%

of FUTO who did ―If given an everyone felt it
not participate in an opportunity, I would would have been
IDP/CDP program have participated in helpful in one way
believe it would an IDP/CDP or the other =35 15.61%
have been relevant program in question *Qualitatively, its 21.88%
in their career 5, why? relevance was 34.38%
advancement? grouped under:
*Better performance 6.25%
at work= 5 21.88%
*Appropriate career
choice/decision=7
*Better career path,
planning & mgt=11
*Understanding my
career & having a
focus=2
*Self development
& climbing career
ladder=7
7)If you answered ―I 9 Yes= 6 66.7%
felt it was not No=3 33.3%
necessary‖ to
question 4, do you
feel otherwise now?
8) Give reasons for 7 Technically, reasons
your answer in for a positive answer
question 7 were 5
Reasons for a
negative answer
were 2
Table 2: To establish the perceived relevance of IDP/CDP programs by the graduates to their professional careers.
The research indicates that more than 50% of individual/career development programs as
respondents have been involved in one or more employees. This tells us that more graduates get
professional development planning knowledge as universities participate in Individual/Career
employees than as undergraduates. Development Planning Programs?)
Question 4 and 5 were designed to answer Question 4 asked: If your answers to both questions
sub-question 2 ( Sub-Question 2: If given the 1 and 2 were ―no‖, why have you never taken an
opportunity, will the graduates of Nigerian Individual or Career Development Planning
program or class?
TABLE 3: An Analysis of Sub-Question 5

Sub-Questions Questions designed Total Number of Number of Response in
questions option
5) Have the 10)I have acquired 78 Agree=64 82.1%
graduates of Federal much JOB- Neutral=8 10.3%
University of RELATED Disagree=6 7.6%
Technology Owerri, knowledge and skills
Nigeria who have (example: technical,
participated in an computer,
IDP/ICP program interpersonal,
acquired more job- communication,
related knowledge leadership/supervisory
and skills and feel etc) in my occupation.
more competent at PLEASE DO NOT
work than graduates INCLUDE
who did not GENERAL OR
participate? BASIC SKILLS
(example: writing
reports is a job-related
communication skill
unlike sending e-mails
for a meeting which is
general).
11) If you have 55 Yes=45 81.8%
acquired job-related No=5 9.1%
knowledge or skills, N/A=5 9.1%
was this acquisition as
a result of following a
plan (example:
placing an individual
goal and identifying
skills, knowledge and
resources needed to
achieve that goal) or
perhaps your
organization‘s
employee
development plan?
12) I have followed 54 Agree=43 79.6%
this plan and it has Disagree= 2 3.7%
been profitable to me. N/A=9 16.7%
13)Having achieved 54 Agree=52 96.3%
certain goals, I believe Neutral=2 3.7%
I have made a Disagree=0 0%
significant difference
in my workplace and
society as a whole.
14) Employers rate 55 Agree=48 87.3%
me as competent and Neutral= 7 12.7%
treat me as such. Disagree=0 0%
Table 3: To establish in part, the impact of IDP/CDP programs on the career development of graduates of Federal
University of Technology, Owerri, Nigeria.
The research indicates that a very low Question 5 asked: If you answered ―I never got an
percentage (10.3%) of graduates who have never opportunity‖ to question 4, if given the opportunity,
engaged in an individual or career planning would you have participated in an Individual or
program or class have done so because they felt it Career Development Planning program or training?
was not necessary. See table 3. Most graduates felt
it was necessary but never got the opportunity.
TABLE 4
Questions Total Number of Number of responses for Response in percentage
Responses each option
9) What is the longest time 77 Less than 5 years=58 75.3%
you have spent in an
occupation or a job. 5 to 10 years=15 19.5%
More than 10 yrs= 4 5.2%
15) If you answered No, 19 Less than 3=16 84.2%

Disagree, Neutral or N/A
to any of questions 10-14, 3 to 5=2 10.5%
how many jobs have you
changed in the last five to More than 5= 1 5.3%
ten years.
Table 4: Outlining results of questions 9 and 15.
The research indicates that most graduates are exposed to the career relevance of IDP/CDP
willing to participate in an activity that will enable programs at employee-level than student-level.
them plan their future as well as develop their skills Students who have not been employed may not
and career. have this opportunity.
The result from question 1 (under sub-
question 1) shows that out of 78 respondents, only The result from question 4 (under sub-
17 (21.8%) received a class in Individual and question 2) shows that out of 39 respondents, 35
Career Development Planning throughout their (89.7%) people never got the opportunity to take a
undergraduate studies but information from the class or training in IDP/CDP program and 4
school says that IDP/CDP classes were never (10.3%) people felt it was not necessary. See table
offered in the school‘s curriculum therefore 1. The 35 people may have been part of the 61
graduates of FUTO had no knowledge of IDP/CDP respondents in question 1 who did not take an
as undergraduates. See table 1. The result of IDP/CDP class as undergraduates and part of the
question 2 shows that out of 77 respondents, 42 35 people who never got a training as employees.
(54.5%) received a training or class in IDP or CDP The 4 who felt it was not necessary may have been
or for professional development as employees. part of the 61 respondents in question 1 who did not
Consequently, more than 50% of the graduates take an IDP/CDP class as undergraduates because
received a training in IDP/CDP as employees and so the class was not mandatory, they skipped it or did
became aware of how to plan their careers as well not enroll in it. The result from question 5 shows
as develop themselves and their careers only after that 34 (91.9%) out of 37 respondents, which is a
they had started a career. This simply means that majority, would have participated in an IDP/CDP
employers are more interested in program if given the opportunity. Though this
developing/shaping the future of their employees number (37) should have been the same with the
than academic institutions and more graduates are number of people who said they had no opportunity
in question 4(35 people), the researcher confirms have taken in the past were and still is relevant to
that these are genuine results from the survey and it their career.
may have occurred due to misunderstanding my Question 6 was designed to answer sub-
respondents. The research indicates that majority question 4 (Sub-Question 4: Do the graduates of
would have participated in the program. FUTO who did not participate in an IDP/CDP
program believe it would have been relevant in
Responses to questions for sub-question 1 their career advancement?). Question 6 asked: If
tells us that IDP/CDP classes are not offered by the you answered ―Yes‖ to question 5, why? (Question
university but offered to most employees by 5: If you answered “I never got an opportunity”
employers. Therefore, graduates of FUTO are to question 4, if given the opportunity, would you
exposed to IDP/CDP programs as employees not as have participated in an Individual or Career
undergraduates. While responses to sub-question 2 Development Planning program or training?).
illustrates that some graduates were not given an Question 6 is both qualitative and quantitative
opportunity to participate in an IDP/CDP class or because the reason for participation may be due to
training program but if given as opportunity, they the fact that the program is now seen as relevant or
will be willing to participate. it may be because it was mandatory (for instance
programs made mandatory by employers). Since
To establish the perceived relevance of
the aim of the study is to find out if the program is
the IDP/CDP program by the graduates to their
relevant or perceived as relevant, the reasons
professional careers, the study asked the
respondents who previously did not engage in the
following sub-questions:
program give may be because it was relevant or
Sub-Question 3: Do the graduates of FUTO who
may be biased where mandatory is seen as
participated in an IDP/CDP program believe it was
relevance. The reason for participation for each
a contributing factor in their career advancement
respondent is different and cannot be measured as
and/or achievements?
due to relevance of the program. The responses
Sub-Question 4: Do the graduates of FUTO who did
showed that everyone believes the program would
not participate in an IDP/CDP program believe it
have helped in different ways concerning career
would have been relevant in their career
decisions, career plans, individual and career
advancement?
accomplishment. Quantitatively, there is no
Question 3 was designed to answer sub
distribution because there is generally one response
question 3. Question 3 asked: If you answered
to this question. 35 people responded and 35 people
―Yes‖ to either questions 1 or 2, of what relevance
believed the program would have been helpful
was the program to you then and now? This
which is 100 %.
question is both qualitative and quantitative because
Three people did not explain why they would have
the level of relevance by each respondent cannot be
engaged in an IDP/CDP program if given an
measured and each person‘s idea of what is relevant
opportunity, they simply answered ―It is important‖.
to him or her is different. For instance, a
Consequently, the percentages were calculated with
certification is relevant to exhibit expertise but if it
a total of 32 instead of 35.
doesn‘t get me a job, I will assume it is not relevant.
Question 7 was designed to answer sub-
Also what was not relevant to me in the past, I will
question 4. Question 7 asked: If you answered ―I
assume will not be relevant to me in the future. The
felt it wasn‘t necessary to question 4 (Question 4
responses are shown in table 2 and it is observed
asked: why have you never taken an IDP/CDP
that almost everyone believes the program was and
program?) , do you feel otherwise now?‖. There
still is relevant. Technically, the number of
were 9 responses as shown in table 2.
respondents who said the program was generally
Though very few people responded to this question,
relevant are represented quantitatively. There were
the research indicates that more people feel
45 responses from the distributions.
otherwise now about engaging in an IDP/CDP
The research indicates that most graduates
program than before.
of Federal University of Technology, Owerri,
Nigeria believe that the IDP/CDP programs they
Question 8 was designed to answer sub- advancement and all graduates who would have
question 4. Question 8 asked: Give reasons for your participated in IDP/CDP classes or trainings if
answer in question 7. Only 7 people answered this given an opportunity and because they believe the
question and the responses can be seen in table 2. program would have been beneficial in different
Question 8: Give reasons for your answer in question 7. ways to them as individuals and as professionals in
The responses show that 5 people out of 7 their career lives. Additionally, almost everyone
obviously answered ―yes‖ to the question that they who felt the program was not necessary now feels
feel otherwise about not engaging in a development otherwise and believe that if they had given it a
class or program which is more than half of the trial, it would have been helpful in certain career
respondents of this questions. decisions and successes.
The results from question 3 (under sub-question 3)
show that more than 97% of the respondents who Question 9 was not designed to specifically answer
participated in IDP/CDP course or training a sub-question. Question 9 asked: What is the
generally believe it was relevant to them in one longest time you have spent in an occupation or a
aspect of their career or the other. job? 77 people responded.
The outcomes from question 6 (under sub-question The research indicates that most graduates have
4) show that participants who did not participate in spent less than 5 years in a particular job which
an IDP/CDP program because they did not have an means that very few graduates have expertise
opportunity would have participated for the reasons gathered due to years of experience. See table 4.
stated on table 2. This simply means that their To establish in part the impact of IDP/ICP
perception of the relevance of IDP/CDP programs is programs on the careers of the graduates of
high and appropriately placed according to their Federal University of Technology Owerri,
needs. Nigeria, the study asked the following sub-
The responses from question 7 (under sub-question question:
4) show that out of the 9 people who felt that it was Sub-Question 5: Have the graduates of Federal
not necessary to engage in an IDP/CDP program, 6 University of Technology Owerri, Nigeria who have
people feel otherwise now while 3 people don‘t. participated in an IDP/ICP program acquired more
This tells us that few graduates did not engage in job-related knowledge and skills and feel more
the program for reasons which would have been competent at work than graduates who did not
beyond their control, fewer graduates felt it was not participate?
necessary then and the fewest number of people still Question 10 was designed to answer sub-question 5.
feel it is not necessary. The number keeps Question 10 asked: I have acquired much JOB-
decreasing. 3 people out of 78 possible respondents RELATED knowledge and skills (example:
is 3.85%. technical, computer, interpersonal, communication,
The results from question 8 (under sub-question 4) leadership/supervisory etc) in my occupation.
show that out of 7 respondents, 5 people gave PLEASE DO NOT INCLUDE GENERAL OR
positive reasons why they feel different about the BASIC SKILLS (example: writing reports is a job-
decisions they made before while 2 people gave related communication skill unlike sending e-mails
reasons why they still feel indifferent about their for a meeting which is general). There were 78
decisions. A positive response to the relevance of responses.
IDP/CDP programs is in the majority. The research indicates that 82.10% of respondents
Responses to questions for sub-question 3 tell us have acquired job-related knowledge or skills while
that most graduates who participated in IDP/CDP the rest have not or are neutral as indicated on table
classes or trainings believe it was a contributing 3.
factor in their career advancement and/or
achievement. While responses to sub-question 4 Question 11 was designed to answer sub-question 5.
illustrates that most graduates who did not Question 11 asked: If you have acquired job-related
participate in an IDP/CDP class or training believe knowledge or skills, was this acquisition as a result
it would have been relevant to their career of following a plan (example: placing an individual
goal and identifying skills, knowledge and
resources needed to achieve that goal) or perhaps appraisals and qualitatively, treating an employee as
your organization‘s employee development plan? competent or valuable can be observed in profit
There were 55 responses. sharing, recognition, awards/rewards, promotions,
recommendations, more benefits/development and
The research indicates that 81.8% of those bonuses. Additionally, people have their different
graduates who have acquired job-related knowledge opinions about what they view as treating them as
or skills have done so using an individual or career valuable or competent. For instance an employee
development plan or an employee professional who sees promotion as a way of treating him as
development program. See table 3. valuable will not feel that he is treated as such if he
is only recognized or recommended. This may be
Question 12 was also designed to answer sub-
the reason for those who answered Neutral or this
question 5. Question 12 asked: I have followed this
people may not be sure of how their employers rate
plan (according to question 11) and it has been
them.
useful to me. 54 people answered this question.
Question 15 was not designed to answer any
The research indicates that 79.6% of graduates who specific sub-question. Question 15 asked: If you
have ever followed a development plan have do so answered neutral, no, disagree or n/a to any of
consistently and it has been useful to them while questions 10-14, how many jobs have you changed
3.7% may not have followed the plan or the plan in the last 5-10 years. There were 19 responses to
isn‘t useful and this question isn‘t applicable to this question. See table 4. The research indicates
16.7% of the respondents. that 19 people out of 78 possible responses have
Question 13 was designed to answer sub-question 5. either not applied planning in achieving a job-
Question 13 asked: Having achieved certain goals I related knowledge/skill or believe they have applied
believe I have made significant difference in my it and it wasn‘t profitable to them or believe/are
workplace and in my society as a whole. There were uncertain they have made no significant difference
54 responses from table 3. at their workplace.
The research indicates that more than 95% The results from question 10 (under sub-question 5)
of the respondents believe they have made demonstrates that 64 people out of 78 possible
significant differences at their workplace and the responses believe they have acquired job-related
society as a whole. This question is both qualitative knowledge and skills. Because the researchers could
and quantitative. The quantitative aspect has been not verify the exact number of respondents who
illustrated above. The qualitative aspect involves have not taken the IDP/CDP class or training out of
the fact that different people have different ways of the 64 responses and still believe they have acquired
viewing success at the workplace and very few job-related knowledge and skills, question 11 was
people can accept that they have not made designed to confirm this.
significant differences in their work if they actually
The results from question 11 illustrates that out of
haven‘t. Consequently the results of this question
the 55 possible responses, 45 people have acquired
are based on beliefs, feelings or perceptions of
job-related knowledge and skills using a plan. Even
competence.
though the number of people who agreed that they
Question 14 was designed to answer sub-question 5.
have acquired job-related knowledge and skill in
Question 14 asked: Employers rate me as competent
question 10 (64 people) does not equal the number
and treat me as such. This question looks at how
of people who responded to question 11 (55
employees view their competence as compared to
people), 81.8% of the responses to question 11 have
how they believe their employers view their
actually used a plan to achieve their goals. See table
competence. There were 55 responses.
3.
The research indicates that about 87% of
respondents‘ employers rate them as competent and The results from question 12 shows that though 2
treat them as such. This question is both qualitative people have followed a plan, it was not perceived as
and quantitative. Quantitatively, competence can be profitable to them but majority of the respondents
measured during evaluations or performance which was 43 people out of 54 responses, who have
followed development plans to achieve their goals, graduates of Federal University of Technology,
perceive the plans as being profitable to them. Owerri, Nigeria who participated in IDP/CDP
programs have acquired more job-related
The results from question 13 tells us that 52 people knowledge and skills using a plan and they perceive
perceive themselves as significant in the workplace this plan as profitable to them. Also most employed
and the society as a whole out of 54 respondents graduates perceive themselves as significant and
while 2 people are neutral. In comparison to believe their employers rate them as competent. See
question 12 where 43 people agree that a plan has table 3.
been profitable to them and 11 people either
disagree or checked not applicable, the analysis Questions 9 and 15 were not designed to answer
shows that 9 other people (added to 43 to make 52 any specific sub-question. Table 4 outlines
in question 13) who have either checked N/A or questions 9 and 15.
disagree to question 12, also believe they have been
significant at the work. These people believe that a Results from question 9 show that 75.3% of 77
plan is not necessary to achieve goals that make respondents have spent a maximum of less than 5
them significant in their workplaces. years in a job which means that most graduates do
not spent a long time on one job. Results from
The results from question 14 shows that 48 out of question 15 show that 19 people have either not had
55 respondents believe their employers rate and a job-related knowledge/skill or have never utilized
treat them as competent while 7 people feel neutral a plan in acquiring a job-related knowledge/skill or
about how they are rated. These numbers are less do not perceive themselves as competent or treated
than the numbers in question 13. In question 13, 52 as such. Anyone in this category is either not
people feel they are competent while 2 people feel experienced, or not an expert or not resourceful at
neutral and in question 14, 48 people feel they are work or has not invested in planning for his/her
treated as competent while 7 people feel neutral. future. 16 out of the 19 respondents have made less
This means that more employees feel significant by than 3 job changes in 5 to 10 years. This may either
self-rating than by ratings from employers. See mean that these people have just entered the labor
table 3. force or are less resourceful at work or have
invested less in planning their future and so have no
To answer sub-question 5, the results to the option but to stick to one job for a period of time.
questions 10,11,12,13 and 14 draws a conclusion This can also mean that even though people have
that 82.1% of 78 respondents have acquired job- spent less than 5 years in a job which means they
related knowledge and skills, 81.8% of 55 move from job to job, they have acquired expertise
respondents have utilized a development plan in and skills and they feel competent at work. See
acquiring job-related knowledge and skills, 79.6% table 4.
of 54 respondents agree that the plan was profitable Result of the major research question
to them, 96.3% of 54 respondents perceive Do graduates of Federal University of Technology
themselves as significant in the workplace and Owerri, Nigeria think that Individual/Career
87.3% of 55 respondents perceive themselves as Development Planning Program is relevant to the
rated and treated as competent by their employers. development of their professional careers?
Additionally, since 81.8% have utilized a The answer to this question is yes. Table 1
development plan and 79.6% agree that the plan is show that 91.9% of respondents who did not take any
profitable, that means that only about 2.2% feel class or training in IDP/CDP programs will do so if
otherwise. Even though 96.3% perceive themselves given an opportunity. Table 2 shows that 97.78% of
as significant, which is more than the number that those who engaged in development programs see them
have used and agree that the plan is profitable as relevant to their career advancement. Table 3 shows
respectively, majority of the people who see that 79.6% believe that using a plan to achieve career
themselves as competent and are rated as such by goals was profitable to them and 96.3% perceive
employers can only come from those who have used themselves as competent having achieved certain goals
a plan and believe it is profitable. Generally most in their professional lives. Despite the fact that these
graduates spend few numbers of years in a particular  Generally most graduates of Federal
job and the belief that they are competent/experts at University of Technology, Owerri, Nigeria
their works which is qualitative, on an average, more who participated in IDP/CDP programs have
than 90% of them perceive Individual and Career acquired more job-related knowledge and
Development Planning programs are relevant to the skills using a plan and they perceive this
development of the professional careers. plan as profitable to them. Also most
employed graduates perceive themselves as
significant at their workplaces and believe
Conclusions and Recommendations their employers rate them as competent.
Conclusions  Most graduates do not spend a long time on
All conclusions are based upon responses in the one job.
study. The study provided an answer to the primary
research question and sub-questions.  It is assumed that most graduates who have
 Though students were intimated on never used a plan in achieving a career goal
Individual and Career Development or see it as non-profitable or do not rate
Planning in a Human Resource Management themselves as competent, have either just
class in the School of Management entered the labor force or are less
Technology, the Federal University of resourceful at work or have invested less in
Technology Owerri, Nigeria did not offer planning their future and so have no option
any full class on Individual or Career but to stick to one job for a period of time.
Development/Planning.
 Even though some graduates have spent less
 More graduates received training in than 5 years in one job which means they
IDP/CDP as employees than as students and move from job to job, they have acquired
so became aware of how to plan their expertise and skills and they feel competent
careers as well as develop themselves and at work.
their careers only after they had started a
career. Recommendations
 This study recommends that HRD
 Employers are more interested in professionals who specialize in Career
developing/shaping the future of their Development should place emphasis on the
employees than academic institutions. how much new employees know about their
career, how well they fit into their jobs and
 FUTO graduates who have not been how far they are willing and able to take
employed may not have this opportunity. their careers to become experts as well as
competent as work.
 If given the opportunity, graduates of FUTO
would participate in development planning  HRD professionals that lecture in colleges
classes/trainings. and universities that do not teach IDP/CDP
classes should seek integration of career and
 Almost all respondents who participated in development planning classes to enable
IDP/CDP course or training generally graduates have a strong career foundation
believe it was relevant to them in one aspect and focus.
of their career or the other.  All educational institutions including Art
 Technically, all participants who did not and Technical Institutes should provide
participate in an IDP/CDP program because knowledge as well as awareness on how to
they did not have an opportunity agreed that implement or where to channel such
they would have participated if given an knowledge, that is, guide graduates into the
opportunity because it would be relevant in future appropriately. Other sources of
the advancement of their careers knowledge are optional. For instance, it is
up to employers to decide if they should servants in Nigeria. Interdisciplinary
develop the skills and careers of employees Journal of Contemporary Research In Business,
and it‘s up to employees to develop 1(11) ,191-20.
themselves if they choose to. Usually,
people get a degree to have a career or a Ezekiel, E. (2008). Why unemployment rate is high
field of specialization/expertise in future. in Nigeria. Retrieved July 10, 2010 from
Since research proves that planning http://non-specialist.net/unimapping/?p=31.
programs are necessary for a right path to
Harrington, B. & Hall, D. T. (2007). Career
development, it is important the universities
management and work-life integration: using self-
establish such courses as mandatory being
assessment to navigate contemporary
one, if not the only place where teaching
careers. Thousand Oaks, CA: Sage publications
must be implemented.
Inc.
 Future researchers could consider examining Ituma A. & Simpson R. (2007). Moving beyond
the actual impact of IDP/CDP on career schein‘s typology: individual career anchors in
success and accomplishment. Other the context of Nigeria. Personnel Review.
researchers could use this information to Farnborough. 36(6), 978
supplement a secondary research study or to
guide the protocol design for a more in- Ituma, A. & Simpson, R (2006). The chameleon
depth approach to this same format. career: an exploratory study of the work
 This study should be retried with a larger biography of information technology
sample of survey respondents. The next workers in Nigeria. Career Development
researcher can extend the sample size to International. Bradford. 11(1), 48-66.
include students from universities all over
Nigeria or in other developing countries and Macdonald, K. S.& Hite, L.M. (2005). Reviving the
if necessary students from developed Relevance of Career Development in HRD.
countries. HRD Review, 4(4), 418-439.
REFERENCE Okorie, I. A. (1995). Employees‘ commitment and
performance in Nigerian business and service
Aremu, A. O. & Salami, O.S & (2007). Impact of organizations. Ife Psychological: An
parent-child relationship on the career International Journal, 3(1), 32-42.
development process of high school students
in Ibadan, Nigeria. Career Development Okpara, J.O. (1996). An examination of the
International. Bradford. 12(7), 596 relationship of motivation needs, cultural factors,
and job satisfaction among managers in
Bailey, B. J (2005). Your career: A developing selected business enterprises in Nigeria.
situation. Retrieved July 23from AFP (Unpublished doctoral dissertation, New
Exchange.p.22 York University, 2001) New York, NY.
Bozionelos, N. (1996). Organizational promotion Okpara, J. O (2004). Personal characteristics as

and career satisfaction. Psychological Reports, predictors of job satisfaction: An exploratory
79 (2), 371-375. study of IT managers in a developing
economy. Information Technology & People,
Dijk, M. S. V. (2004). Career development within 17(3), 327
HRD: Foundation or Fad? A Report of the Perrone, Webb, Blalock (2005) The effects of role
University of Minnesota. congruence and role conflict on work, marital,
Ejere, E. (2010). The importance of work goals and life satisfaction. Journal of Career
among a selected group of senior public Development, 31(4), 1.
Popoola, S. O & Oluwale D. A (2007). Career
commitment among records management
personnel in a state civil service in Nigeria.
Records Management Journal,17(2) ,107- 109.
U.S Department of Commerce (2001). Individual

development planning for commerce
employees. Retrieved July 10 from Handbook of the
Office of Human Resource
Management, U. S Department of Commerce.
Wikipedia, www.wkipedia.org
View publication stats

Individual Career Development Planning: A Survey: January 2014

Uploaded by

Copyright:

Available Formats

Individual Career Development Planning: A Survey: January 2014

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Individual Career Development Planning: A Survey: January 2014

Uploaded by

Copyright:

Available Formats

See discussions, stats, and author profiles for this publication at: https://www.researchgate.

Individual Career Development Planning: A Survey

Article · January 2014

Project Management Control Mechanisms View project

The user has requested enhancement of the downloaded file.

Individual Career Development Planning: A Survey

ABSTRACT good in or have interest in and you develop yourself on

TABLE 1: An Analysis of Sub-Questions 1 and 2

TABLE 2: An Analysis of Sub-Question 3&4

4) Do the graduates 6) If you answered 35 *Quantitatively, 100%

TABLE 3: An Analysis of Sub-Question 5

More than 10 yrs= 4 5.2%

15) If you answered No, 19 Less than 3=16 84.2%

Table 4: Outlining results of questions 9 and 15.

Bozionelos, N. (1996). Organizational promotion Okpara, J. O (2004). Personal characteristics as

U.S Department of Commerce (2001). Individual

View publication stats

You might also like