Haji
Rahman, Assistant Professor, Faculty of Business Administration, Preston
University, Islamabad. Email: haji616@yahoo.com
Wali
Rahman, Associate Professor, Department of Business Administration, Sarhad
University of Science & IT, Peshawar. Email. wali.ba@suit.edu.pk
Muhammad
Azizullah Khan, Assistant Professor, Faculty of Business Administration,
Preston University, Islamabad. Email: azizpakpost@yahoo.com
Khalid
Javed Anwar, Assistant Professor, Faculty of Business Administration, Preston
University, Islamabad. Email: khalidnovo@hotmail.com
Abstract: The impression of strengthening
human capital to promote innovation and creation by planning the careers of
organizational members in light of HRM practices and policies and to develop
distinct mentalities, competencies and skills with the sole objective of providing
a series of novel services and products has been getting importance. The
current paper dig into the importance of career planning along with the career
management as input for the career development and career commitment, and
career satisfaction as the output of this relationship. A sample of 395
teaching staff of the colleges of Malakand Division of Khyber Pakhtunkhwa,
Pakistan was randomly selected for the current research. To test the hypotheses
of the study, structural equation modeling as a statistical technique for
analysis of the empirical data was employed. Empirical results supported all
the hypotheses of the study. These results illustrated that career planning
along with the career management are very important roots of the career development
which further engenders career commitment and career satisfaction. These
results also validated the mediating role of career development in the
relationship of career management and career planning on the one hand as
antecedents and career commitment and career satisfaction as outcomes on the
other hand. The study has uniqueness in the sense that the study is the first
one that tests these hypotheses in colleges in Khyber Pakhtunkhwa. And that is
why the study has both academic and practical implications. At the end a few
recommendations has been put forwarded for future research.
Key
words:
Structure equation modeling; career development; career planning; career
commitment, career management, and career satisfaction.
Introduction
Our current globalized world of business is
characterized by continuous and unavoidable changes that are taking place on
daily basis leading to downsizing/ rightsizing processes and restructuring,
acquisitions and mergers, and technological progressions to deal with the active
pressures of globalization (Baruch, 2004; Greenhaus, Callanan, & Godshalk, 2009). Such constant shifts in the organisations
have increased the level of importance for managing people at work, and
specially, the managing and planning of their employment careers (Baruch, 2004). Career related issues are critical because
they are matters of concerns for both the employee and employer. It is a
composite process and the related theories of this composite process came into
being in 1950s in the work of Anne Roe, John Holland, Eli Ginzberg, Donald
Super and David Tiedeman (Herr & Shahnasarian, 2001). Career development involves a planned,
formalized, and organized effort to create equilibrium between the
organization’s work force requirements and individual’s career needs.
Literature on careers in the 1990s remained focused on the practices of career
development covering a widespread range of career related issues, organizations
and populations (Adekola, 2011).
Career is a lifelong process composed of some
patterned work related experiences. These experience inter alia, job positions,
work related decisions, works related activities or duties; and subjective
interpretations of job and associated events, such as work aspirations, values,
expectations, needs, wants and feelings about any specific work, related to a
class of individual is called as career (Greenhaus et al., 2009). Evidently, only a job is not a career, it
is the collective name of a process, attitude and behaviour, and a situation in
an individual’s work life with the aim to accomplish some work related goals.
According to Baruch (2004), although career is the attribute of an
individual, it is the responsibility of the organisation to plan and manage the
career of their employees and therefore, is a joint responsibility of taking
care of the career management for maximum benefit for both. Proper investment
in the career planning and career management of individuals enables them to
harvest the fruits of such investment by achieving in the form of career
development. According to Greenhaus et al. (2009) the development of career is a continuous
process by which individuals move on with a chain of steps, every step is
characterized by a comparatively distinct themes, issues, and unique set of
tasks.
Organizations take initiatives for career
planning and career development with the purpose to enhance the experiences of
their employees with the ultimate aim to enable them to have proactive style of
responsibility for their own promotion and progression in their career (Ababneh, 2013; Martin, Romero, Valle, & Dolan, 2001). It has been acknowledged that a properly
structured career development system helps organizations to retain their
valuable personnel with more developed skills, knowledge, and enhanced
competencies. This further enables these organizations to equip themselves with
motivated and retrained employees, find themselves in a better position to take
informed decisions on compensation and succession planning ensuring in a well
engaged and productive manpower (Kapel & Shepherd, 2004; Kaye, 2005). Keeping in view these theoretical
perspectives this paper attempts to empirically test career planning and career
management as antecedents and career commitment and career satisfaction as
outcomes with the mediating role of career development in public and private
colleges’ context.
Model of Career Development
Figure 1 represents the conceptual model for
the current study. The variables are interlinked and present a mediation role
for career development. Each arrow in the path diagram represents a distinct
hypothesis. The subsequent discussion carries discussion on the hypotheses.
Career Planning Career Management Career Development Career Satisfaction Career Commitment H1 H2 H3 H4
Fig. 1 Conceptual
Model of Career Development
Career Development and Career Planning
Career development has critical importance in
the relationship between the employees and their employer. No doubt, career
development is an individual initiative, organisations set up mechanisms,
systems and structures, as well as processes to nurture career development
initiatives among personnel (Adekola, 2011); the impression of individuals pursuing
their careers and molding, developing and shaping them with the objective to
get maximum benefits, has received great attention in the present age. It is
imperative for them to make career planning as an intentional activity for
equipping themselves with personal knowledge, skills, strengths, create
opportunities, overcome constraints, consequences and choices, and planning for
education and work, and associated developmental experiences to devise planning
to achieve career goals (Ababneh, 2013). In the light of this discussion first
hypothesis is presented:
H1: Career planning of employees’ leads to
their career development.
Career Management and Career Development
The second mostly quoted antecedent of career
development is the career management. When individuals plan their career aims
and goals, they need knowledge, skills, and competencies to execute them with
appropriate career management practices. Otherwise stated, forthcoming stage
after career planning will be its execution via suitable career management
drills. It is clear that career management is a continuous exercise of
creating, developing, organizing, implementing and monitoring career plans and
strategizing them by the employee itself, or together with the employer (Greenhaus et al., 2009). Surely, for any living organization career
management is an ongoing activity of work life. A well-managed career
management can have positive effects on employees like promoting and
encouraging spirits of fulfillment while ill-managed career management and poor
career decisions can have negative effects on individual’s sense of wellbeing.
Similarly, continuous flux of change in business direction and strategies,
mergers and acquisitions, organizations’ downsizing, and technological
innovations, needs continuous career management (Greenhaus et al., 2009). It is claimed that most of the employees can
arrive at informed decisions if they have effective career management system.
Any initiative of career management provides a link between institutions and
its employees and strengthens the bond, as institutions strive to couple an
employee’s interests and capabilities with institutional opportunities through
some well-planned program including activities such as job enrichment, job
enlargement, job rotation, career counseling, etc. (Martin, et al., 2001). Effective career management practices will
help in gathering proper feedback and this feedback further help the
individuals in developing their knowledge and skills, promote employee insight,
goal and strategy development (Greenhaus et al., 2009; Martin et al., 2001). In the light of this discussion second
hypothesis is presented:
H2: Career
management employees’ leads to their career development.
Career Development and Career Satisfaction
Career
satisfaction has great importance in an employee
physical, psychological, and social well-being. It has significant and a
positive impact on the output of an employee (Afonso,
Ramos, Saraiva, Moreira, & Figueira, 2014).
This critical variable in organizational behaviour represents an overall
summary of how a person feels about a lifetime of work. Organizations are
serious about employees’ career development as it is considered one of the
effective ways of developing and retaining employees (Kong,
Cheung, & Song, 2012).
According
to Greenhaus et al. (2009) it
is the collectivity of satisfaction that individuals get from the extrinsic and
intrinsic facets of their careers, promotion and increase in pay, and
developmental opportunities. According to Kong, et al. (2012) it
is an important predictor of career success both subjective and objective.
External or objective career success relates more or less to some tangible
indicators like salary, promotion, etc. (Arthur,
Khapova, & Wilderom, 2005).
Researchers (e.g.
Arthur et al., 2005)
consider subjective career success an increasingly important and is one of the
factors that contribute significantly to career success. In the light of this
discussion third hypothesis is presented:
H3: Career
development of employees’ will have positive effects on their career
satisfaction.
Career Development and Career Commitment
Career development has many outcomes. Career
commitment is one of them. Career development opportunities affect an
employee’s personal career objectives, identification with, involvement in and
attachment to those objectives. Career commitment is the intensity of an
employee’s motivation towards his or her work in their career (Noordin, Williams, & Zimmer, 2002). Institutions that help and assist their
employees by providing them career related information well in time, it
basically narrow down the focus of their employees and bond them more tight to
their institutions, hence becoming committed towards their career. As
institutions are subject to more flux and become less capable of guaranteeing
employment security hence commitment to an internally defined career may become
a significant source of occupational meaning and continuity (Colarelli & Bishop, 1990). Therefore, career development would be
fundamental for career commitment and career progression (Noordin et al., 2002). Career development opportunities and
initiatives provided by the organization strengthen employees’ commitment.
According to King (1999) some psychological forces like self-insight,
resilience and self-identity in pursuing career aims and objectives constitute
prime components for career commitment, motivation, cohesiveness, consensus,
and for strengthening cooperation in institutions. In the light of this
discussion our fourth hypothesis is:
H4: Career
development of employees’ will have positive effects on their career
commitment.
Rationale of the Study
Career issues have got centrality in the relationship between employees and
employers. Any HR intervention that affects this relationship is very pivotal.
Though variables in this relationship may have common names, social and
cultural development of these variables differs from culture to culture and
from organization to organization. Studying these constructs in different
organizational setups and validating hypotheses therein is very essential.
These hypotheses have been tested in developed countries and in bits and pieces.
This study is the first attempt to test these hypotheses through empirical data
from the colleges in Khyber Pakhtunkhwa which is a developing part of a
developing country. The results may have great academic and practical
implications.
Method
Population and samples for the study
Population for the current study is all the teaching staff of colleges of the
Malakand division of Khyber Pakhtunkhwa, Pakistan. Simple random sampling
technique has been employed to cover the approximately 2200 population. A total
of 750 employees, lecturers, assistant professors, associate professor, and
full professors within these colleges were sent the survey questionnaire. The
questionnaire has a covering letter wherein the purpose and objectives of the
research have been explained. A total of 415 employees returned the filled in
questionnaires which made 55% response rate. Out of these 20 questionnaires
were discarded due to missing data, hence the analyses were run on the
remaining 395 which represented a participation rate of 53%.
Measures
Two main measures have been used: first consists of
demographic information on gender and rank of the employees; the second one is
aimed at measuring the five career constructs i.e. career management, career
planning, career development, career commitment, and career satisfaction. For
the five career constructs, five point Likert scale ranging from 1 (strongly
disagreed) to 5 (strongly agreed) has been employed.
Demographic profile of the respondents
The frequency of respondents by gender is enlisted by Table
1. It is clear from table 1 that male participants dominate with 82% (n=324), while female participants
are 18% (n=71). Similarly, table 2 presents the frequency of respondents by
age. The statistics in table 2, it is clear that age group 25-35, having 52.2%
(n=206) is the dominant group. This is followed by the age group 36-45, having
25.8% (n=102). The age group 46 and above has 20% (n=79) share in the collected
data. There are 8 respondents who left the age column in the questionnaire
blank.
Table 1 Gender of the Respondents (N=395)
|
|
Frequency |
Percent |
Valid % |
Cumulative % |
|
|
Valid |
Male |
324 |
82.0 |
82.0 |
82.0 |
|
Female |
71 |
18.0 |
18.0 |
100 |
|
|
Total |
395 |
100.0 |
100 |
||
Table 2 Age of the Respondents (N=395)
|
|
Frequency |
Percent |
Valid % |
Cumulative % |
|
|
Valid |
25-35 |
206 |
52.2 |
53.2 |
53.2 |
|
36-45 |
102 |
25.8 |
26.4 |
78.0 |
|
|
46 and
above |
79 |
20.0 |
20.4 |
100.0 |
|
|
Missing System |
8 |
2.0 |
|||
|
Total |
395 |
100 |
|||
Table
3 presents the information regarding designation of the respondents. It is
clear that lecturer is the dominant group, having 59.9% (n=233), followed by
the group of Assistant Professor (n=87) with 22.4%. Associate Professors share
15.2% (n=59), and Professors with 1.5% (n=6), followed by Other (n=4) with a
percentage of 1. Six respondents (1.5%) did not reveal their designation.
Table 3 Designation
of the Respondents (N=395)
|
|
Frequency |
Percent |
Valid
% |
Cumulative % |
|
|||
|
Valid |
Lecturer |
233 |
59.0 |
59.9 |
59.9 |
|||
|
Assistant Professor |
87 |
22.0 |
22.4 |
82.3 |
||||
|
Associate Professor |
59 |
14.9 |
15.2 |
97.4 |
||||
|
Professor |
6 |
1.5 |
1.5 |
99.0 |
||||
|
Others |
4 |
1.0 |
1.0 |
100.0 |
||||
|
Total |
389 |
98.5 |
100.0 |
|||||
|
Missing System |
6 |
1.5 |
||||||
|
Total |
395 |
100 |
|
|||||
Confirmatory Factor Analysis
Since the model for the study has
interdependence, and to measure and assess the constructs and the hypothesized relationships in such
cases, the best statistical technique recommended by
the researchers is Structural
Equation Modeling (SEM). In addition, the hypotheses of the model are very
common, here they are tested in a new setting, hence confirmatory factor
analysis is needed. Keeping these aspects in mind, the researchers employed
the same. The application of this technique is due to two reasons “1) it provides a
straight forward method of dealing with multiple relationships simultaneously
while providing statistical efficiency; and 2) its ability to assess the
relationships comprehensively and provide a transition from exploratory to
confirmatory analysis” (Hair, et al., 2006, p. 578). Through this model testing
procedure, the goodness-of-fit between the hypothesized model and the sample
data is searched out. The researchers have applied the hypothesized structure
model to the empirical data to test as to what extent the observed data fit to
the restricted structure. For the validity of the model the researchers have
employed five commonly used fit indices i.e. CFI, GFI, RMSEA, RMR and CMIN/DF.
Career planning
In data collected, respondents have recorded their
perceptions regarding the current status of career planning in the career
development process. The items for the measurement of this construct were taken
from Gould (1979), King (1999). Five point Likert scale ranging from (1) for Strongly Disagree to (5) for Strongly
Agree has been employed. The construct has been measured with 11 items. The
scale has been checked for its reliability with the help of Cronbach Alpha
which is 0.85.
While
conducting CFA for this construct, the results of the initial model with eleven
indicators were not found with some low values for the fit statistics.
Therefore, the model was looked into in the light of recommendation of the
modification indices. By detailed assessment of the values it was found there
that CrPlng-3, CrPlang-5, and CrPlng-11 indicators are creating problems as
they were highly correlated with other indicators. They were, therefore,
dropped and the model was run again. The results of the CFA after deleting
theses indicator are reported in Table 4.
Career
management
The participants provided data about the presence of career
management and importance of career management in these colleges based on their
perception. Career management practices were measured by adapting scales from
Lee and Bruvold (2003), and Chen, Chang and Yeh (2004). Five point Likert scale was used. The reliability estimates
of the six items had Cronbach alpha value of 0.87.
CFA
was conducted for this construct with six indicators. The results of the
initial model did not demonstrate good fit in the light of the fit indices. The
model was, thus, looked into in the light of recommendation of the modification
index. By detailed assessment of the values it was found there that CrMgnt-2 indicator
was creating problems as it was highly correlated with other indicators. This
indicator was, therefore, dropped and the model was run again. The results of
the CFA after deleting this indicator are reported in Table 4.
Career development
The mediating construct was supposed to measure whether
career development has any role between the antecedents and resultant
variables. The items (five in total) for the construct has been developed by
adapting from Coachline’s survey (available: http://www.orghealth. com/cdn/). The five items
had a Cronbach alpha value of 0.87.
CFA was conducted for the
construct of career development having five indicators. The results of the
initial model were not found satisfactory in the light of the fit indices. By detailed assessment of the values
it was found there that that the error
terms e1 and e2 were
creating problems as they were highly correlated with one another. They were,
therefore, connected through
correlation arrow. The
results of the CFA after this are reported in Table 4.
Career satisfaction
Career satisfaction was measured through an eight-items scale
on a five point Likert scale. Participants provided information on the items of
this construct which were adapted from the Survey of Hackman and Oldham (1976). Cronbach alpha value for the scale was found 0.84.
After
the reliability estimates, CFA was conducted to see the fitness of the model. The results of the initial model were not found satisfactory
as the values did not fall within the acceptable range. By detailed assessment of the values
it was found there that indicators CrSatfcn-7 and CrSatfcn-8 were creating
problems as they were highly correlated with other indicators. These indicators
were, therefore, dropped and the model was run again. The results of the CFA
after deleting these indictors, the results are reported in Table 4.
Career commitment
The responded provided
perceptual information about their experience and existence of career
commitment with these colleges. The items for this construct were adapted from
the work of Colarelli and Bishop (1990), and Lee and Bruvold (2003) evaluated career commitment with a five point Likert scale
was used. Cronbach alpha value for the scale was found 0.85.
CFA
was also conducted for this construct having seven indicators. Again the
results of the initial model were not found within the acceptable levels of the
goodness-of-fit indices. By detailed assessment of the values it was found that
indicators CrComnt-5 and CrComnt-7 were creating problems as they were highly
correlated with other indicators. Therefore, these indicators were dropped. The final results of the CFA for this construct are reported
in Table 4.
Table 4 Fit
statistics for the five constructs
|
Construct |
c2 |
CMIN/DF |
CFI |
GFI |
RMR |
RMSEA |
Sig |
|
Career Planning |
36.03 |
1.896 |
0.985 |
0.98 |
0.023 |
0.048 |
0.000 |
|
Career Management |
11.71 |
2.927 |
0.987 |
0.99 |
0.028 |
0.073 |
0.000 |
|
Career
Development |
5.856 |
1.464 |
0.998 |
0.99 |
0.009 |
0.034 |
0.000 |
|
Career Commitment |
11.92 |
2.981 |
0.985 |
0.99 |
0.020 |
0.074 |
0.000 |
|
Career Satisfaction |
23.96 |
2.994 |
0.979 |
0.98 |
0.029 |
0.071 |
0.000 |
Hypotheses Testing
After testing the validity of the individual
constructs structural
equation modeling was applied to the model as a whole. The hypothesized
relationships of the model of the study were analyzed in two ways: individual
tests and a test of the overall path model. Simultaneous equations’ model
estimation procedures were used. The results of the hypotheses testing are as
under:
H1: Career planning of employees’ leads to
their career development.
This
hypothesis was tested with aim to see whether the relationship between career
planning and career development could be validated or otherwise. The resultant
value represented by standardized path coefficient for this relationship is
0.540 and the t-value is 8.346 were significant at p = 000. These values validate the relationship and thus it can be
concluded that the empirical data from the sample strongly support the
hypothesis.
H2: Career
management employees’ leads to their career development.
This
hypothesis was tested with the purpose to see the relationship between career
management and employees’ perception about the career development. The value
for standardized path coefficient of is 0.120 and the t-value is 2.228
both were significant at p = 022.
These values validate the relationship and thus it can be concluded that the
empirical data from the sample strongly support the hypothesis.
H3: Career
development of employees’ will have positive effects on their career
satisfaction.
This
hypothesis was tested with the purpose to see the relationship between career
development and employees’ perception of career satisfaction. The value for
standardized path coefficient is 0.604 and the t-value is 9.275. These
values are significant at p = 000.
These values validate the relationship and thus it can be concluded that the
empirical data from the sample strongly support the hypothesis.
H4: Career
development of employees’ will have positive effects on their career
commitment.
This
hypothesis was tested with the purpose to see the relationship between career
development and employees’ perception of career satisfaction. The value for
standardized path coefficient is 0.535 and the t-value of 8.192 were
significant at p = 000. These values
validate the relationship and thus it can be concluded that the empirical data
from the sample strongly support the hypothesis.
Table 5 Summary
of Hypotheses Testing
|
Hypotheses |
Results |
||
|
H1 |
Career planning of employees’ leads to
their career development. |
Strongly
Supported |
|
|
H2 |
Career
management employees’ leads to their career development. |
Weakly
Supported |
|
|
H3 |
Career
development of employees’ will have positive effects on their career
satisfaction. |
Strongly
Supported |
|
|
H4 |
Career
development of employees’ will have positive effects on their career
commitment. |
Strongly
Supported |
|
Discussion
The extant literature on career issues is replete with conceptual and empirical evidences
wherein the researchers have hypothesized and then empirical tested the
relationships among career constructs with organizational and employees’
behavioural outcomes. These results have been found varying in degrees from
culture to culture and organization to organization. This study was an effort
to continue the empirical testing of these relationships in the colleges of a
little bit backward and far flung areas of Khyber Pakhtunkhwa. The results
validated most of the previous researches by supporting almost all of the
hypotheses. These results connote that college employees in the Malakand
Division share commonalities in their perceptions with employees in the
advanced organizational cultures. These results strengthen the concepts and
theories put forward by career theorists. They also illustrate the
pervasiveness of employees’ common concerns about their career issues and their
appreciation for organizations that support them in their career development.
Limitations of the Study
The study has a number of
limitations. First, the study has taken a limited number of constructs
exclusively related to career. Variables like organizational culture could have
been made part of the study. Second, only teaching staff has been selected
though administrative staff could also have been made part of the study. Third,
analyses have been made only on the perceptions of the employees. Lastly, the
results have been drawn on the sample data which could have same limitations
like other sample studies.
Implications of the Study
The
study has both academic and practical implications. First, this study has been
the first empirical study undertaken in the colleges in Malakand Division and
thereby addressed the research vacuum. In other words the study would help the
reader in enhancing their understanding regarding interdependent relationships
among these constructs. More intensive research can be carried out in the light
of the findings of this study and can also be replicated. Similarly, findings
of this study could help the policy makers in addressing the lacunas in the
present career related HR interventions. If policy makers are sincere in providing
quality education to the public, they must take care of the career of the
teaching staff.
Conclusion
Empirical investigations through the current study revealed that the
effects of career planning and career management are significant on the career
development of the teaching staff of colleges in Malakand Division of Khyber
Pakhtunkhwa, Pakistan. It further investigated the subsequent effects on career
commitment and career satisfaction of these employees. The results also
demonstrated that career development positively influence career commitment and
career satisfaction. In summary, these results reflect that the constructs of
the study contribute to career development which further affects career
satisfaction and career commitment. These findings have validated the findings
of previous studies (Afonso
et al., 2014; Appelbaum,
Ayre, & Shapiro, 2002; Kapel
& Shepherd, 2004; Kaye,
2005; Kong
et al., 2012; Martin
et al., 2001; Noordin
et al., 2002) undertaken in the field of career.
These results have implications both for these colleges and
the employees working there. There is a clear cut message for the management to
show seriousness about career planning and career management issues of the
employees in such a way that these efforts may promote career development. The
empirical evidence manifests that there exists a relatively high difference
between the path coefficients for career planning and career management (0.54
and 0.12 respectively) which again warrants the management about the tilted
approach on the equally important career aspects. However, the findings
regarding career satisfaction and career commitment have relatively close
semblance. These findings from the current empirical evidence strengthen the
model presented in the study and are a positive contribution to the field of
career development.
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