未来是可怕的!:鼓励学生恢复能力并减轻压力的求职情景规划练习

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
A. Dunn, S. Fallah
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引用次数: 0

摘要

找工作对学生来说是一个压力很大的过程。当面对未知的未来时,许多学生会避免主动规划他们的求职计划。本文描述了一个植根于场景规划的练习,这是一个在组织战略开发过程中广泛使用的工具。为了帮助学生为求职过程做好准备,我们应用此工具来帮助他们当前的求职。在一系列步骤中,学生们集思广益,讨论影响他们求职过程的力量,为这些力量制定一系列可能的未来,并分析每种力量的影响。这项练习通过引导学生理解未来的求职并减少求职的不确定性来帮助他们建立应变能力 = 71)报告说,这种锻炼显著减轻了他们自己找工作的压力,并增加了积极的情绪。大多数学生还一致认为,情景规划有助于理解如何准备和处理不同的求职情况,是应对未来未知因素的有用工具。本文包括练习材料、详细的实施方向和汇报建议,以便教师在自己的课堂上实施练习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Future Is Scary!: A Job Search Scenario Planning Exercise to Encourage Student Resilience Capacity and Reduce Stress
Searching for jobs is a stressful process for students. When faced with unknowns of the future, many students avoid proactively planning their job search. This article describes an exercise, rooted in scenario planning, which is a tool widely used during an organization’s strategy development process. To help students prepare for the job search process, we apply this tool to help with their current job searching. In a set of steps, students brainstorm forces affecting their job search process, develop a range of possible futures for these forces, and analyze the implications of each. This exercise helps students build resilience capacity by directing them to make sense of their future job search and reduce the uncertainty around it. Based on pretest-posttest data, students ( N = 71) report that the exercise significantly reduced stress about their own job searches and increased positive mood. Most students also agreed that scenario planning can help with understanding how to prepare and approach different job search situations and can be a useful tool for dealing with future unknowns. Exercise materials, detailed directions for implementation, and suggestions for debriefing are included in this article to allow instructors to implement the exercise in their own classes.
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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