As educators we are typically faced with the challenge and opportunity of teaching groups, rather than counseling individuals one-to-one. This chapter will take this classroom setting as a default context and, using theory and research on modern careers, offer advice that is intended to be practical in helping educators and student-practitioners develop more sustainable careers.
Emma Parry, Julie Unite, Katharina Chudzikowski, Jon P Briscoe and Yan Shen
Lea Waters, Douglas T. Hall, Lan Wang and Jon P. Briscoe
Jon P. Briscoe, Michael Dickmann, Douglas T. Hall, Emma Parry and Wolfgang Mayrhofer
This chapter outlines the formation and ongoing development of a cross-cultural research team studying careers. Our focus is less upon research methodology explicitly, but more upon the group development and leadership issues that naturally emerge in such an undertaking. In the early stages of the team, member selection and the establishment of group norms were key. In the next stage of growth, broader contributions were needed involving research expertise and a wider range of personal styles, both within the team leadership as well as in the group at large. As the team embarks upon a new stage of transition, there is a need to honor their cultural and methodological traditions while being flexible enough to grow and take risks.