Canadian Journal of Career Development 2022-09-14T15:38:38-07:00 Diana Boyd Open Journal Systems <p>The <em>Canadian Journal of Career Development</em> is a peer-reviewed publication of multi-sectoral career-related academic research and best practices from Canada and around the world. </p> Book Review of “Outcome-Based Experiential Learning” 2021-10-05T09:54:11-07:00 Noah Arney <p class="APANormal"><span lang="EN-CA">This review examines Carolyn Hoessler and Lorraine Godden's Outcome-Based Experiential Learning: Lets Talk About, Design For, and Inform Teaching, Learning, and Career Development. Their work is a practical guide for post-secondary experiential learning and work-integrated learning academics, professionals, and practitioners to design or improve programs using outcome-based learning. Hoessler &amp; Godden's OBEL framework they propose for programs is also used to structure the book, a task which it mostly succeeds at. The review evaluates the authors' effectiveness in proposing the framework and process for developing an outcome-based experiential learning program.</span></p> 2022-09-09T00:00:00-07:00 Copyright (c) 2022 Canadian Journal of Career Development From the Editor's Desk 2022-08-22T10:49:05-07:00 Rob Shea Diana Boyd <p>Greetings from the editors.</p> 2022-09-09T00:00:00-07:00 Copyright (c) 2022 Canadian Journal of Career Development Priming Jobs as Skill Development Opportunities and Responses to Job Postings 2021-10-05T09:26:14-07:00 David Drewery T. Judene Pretti Jamie Nettinga <p>Many inexperienced job seekers adopt a focused job search strategy in which they disregard job postings that seem unrelated to their interests. Yet, many of the jobs that they disregard during their job search could have been relevant to such interests because they offer opportunities for skill development. Counterintuitively, an exploratory job search can help such job seekers find and pursue more relevant jobs. In an experiment (N = 122), we examined the effect of priming seemingly irrelevant jobs as skill development opportunities on inexperienced job seekers’ responses to job postings. Compared to those who did not receive the prime, those who received the prime reported higher perceived job relevance and, in turn, perceived job attractiveness for subsequently viewed job postings. The results suggest that career educators could use peer-to-peer learning, or public reflection, to encourage students to share insights with each other, reframe the meanings of job relevance, and pursue more relevant jobs.</p> 2022-09-09T00:00:00-07:00 Copyright (c) 2022 Canadian Journal of Career Development Career Mentoring Surgical Trainees in a Competitive Marketplace 2022-02-17T03:53:58-08:00 David Cote Amr Hamour <p>Resident trainees in Canadian Otolaryngology–Head &amp; Neck Surgery (OHNS) programs have cited job prospects as the biggest stressor they face. Increased numbers of residency training positions combined with decreased employment opportunities have worsened competition for surgical positions. The purpose of this inquiry was to explore gaps in resident career planning and examine how leadership can prepare graduating residents to optimize employability.</p> <p>This mixed-methods prospective study was completed in two phases. A combination of online surveys and two focus group sessions were used to gather information from academic and clinical staff surgeons, resident trainees, and administrative leadership.</p> <p>Eleven of the potential 12 resident participants responded to the initial survey, seven of the 13 staff surgeons, and one administrative leader. Each of the resident and staff focus groups had five participants. This comprehensive inquiry led to the development of a conceptual framework describing domains of concern important to OHNS residents. Themes included lack of career mentoring, complex systemic limitations, inadequacy of exposure to community-based surgical practice, and a potentially stifling organizational culture.</p> <p>OHNS residents face significant stress regarding potential employability following residency. Solutions to address concerns must be collaborative in nature and begin with the existing leadership structure.</p> 2022-09-09T00:00:00-07:00 Copyright (c) 2022 Canadian Journal of Career Development Artificial Intelligence and Résumé Critique Experiences 2021-11-08T03:35:56-08:00 David Drewery Jennifer Woodside Kristen Eppel <p>Where résumés are concerned, student supports tend to include tactical feedback that addresses issues in students’ writing and strategic feedback aimed at coaching critical self-reflection. However, there is not always time to cover all that could be offered by both kinds of feedback in a single résumé critique. Given demands on staff time, many career services administrators are considering opportunities to leverage artificial intelligence-based (AI) products that might offer tactical feedback and allow staff to focus on offering strategic feedback. In a field experiment, we explored how novice job seekers’ use of an AI-based résumé critique product influenced their subsequent face-to-face résumé critique experiences, especially the kinds of feedback offered and learning outcomes that resulted from this. As expected, the AI offered substantial tactical feedback and less strategic feedback. Students’ use of the AI did not result in greater opportunity for strategic feedback and associated learning outcomes. Rather, the AI rendered issues in students’ writing more salient. In turn, this invited more attention to tactical aspects and less attention to strategic aspects of students’ résumés. </p> 2022-09-09T00:00:00-07:00 Copyright (c) 2022 Canadian Journal of Career Development It’s Not As Easy as They Say: International Students’ Perspectives About Gaining Canadian Work Experience 2022-02-17T03:42:33-08:00 Nancy Arthur Jon Woodend Lisa Gust April Dyrda Judy Dang <p>This study provides insights into international students’ perspectives of preparing for entry into employment in the Canadian workforce. From a human capital perspective, international students are valuable resources for the Canadian labour market and other countries where populations are in decline. However, most research on international students has focused on their initial transition experience, and available research on their employment experiences is often limited to the post-graduation transition. International students need to build their capacity for employment concurrently while they are studying, gaining local work experience. In this article we present an analysis of critical incidents collected from international students which highlights five key barriers in their experience of the Canadian work context, including policies and procedures, competition and economic conditions, challenges for navigating local cultural norms, language abilities, and their personal life circumstances. The discussion draws connections between international student recruitment and their longer-term goals for residency in Canada, with recommendations for bridging policies and services.</p> 2022-09-09T00:00:00-07:00 Copyright (c) 2022 Canadian Journal of Career Development