The training profession is not an easy one for teachers to enter because of the credibility gap that exists between education and business. Resumes must be written for the business of training and must emphasize those skills and experiences that would be applicable to business rather than to teaching. (Author/IRT)

Some approaches at the University of Notre Dame are discussed for accommodating career changes between engineering fields and from mathematics and science to engineering careers. (Author/BB)

Adults, by choice or necessity, are often faced with making work-to-school, work-to-work, or work-to-retirement transitions. Adult educators should be aware of the strains and expectations of each transition in order to help adult learners manage change effectively. (SK)

A literature review examined research from 1990-96 on the relationship between social class and work behavior (vocational training, entry and exit from work) and retirement behavior. Findings could shape a psychological conception of social class and how it influences one's perception of oneself and the world. (95 references) (SK)

This section on career transition for attorneys discusses career choice and satisfaction; lawyers as outplacement clients; lawyers' career concerns; Myers-Briggs type preference of lawyers and career counselors; career assessment tools and resources; lawyers and contract work; and helping lawyers change their jobs without changing employers. (JOW)

Focuses on three specialized occupations--nurse, engineer, and lawyer--and looks at how people have transferred their specialized skills and knowledge from one field to another. Discusses options and obstacles when moving a career in the opposite direction. Offers 10 job-hunting mindsets to avoid. (JOW)

Describes and critiques comprehensive models of midlife career change. Discusses instruments for assessing the psychological resources/barriers, emotional states, and coping strategies of voluntary and involuntary career changers. (SK)

Emotional intelligence as conceptualized by Mayer and Salovey consists of perceiving emotions, using emotions to facilitate thoughts, understanding emotions, and managing emotions to enhance personal growth. The Multifactor Emotional Intelligence Scale has proven a valid and reliable measure that can be used to explore the implications of…

A 3-year psychobiographical study of 16 diverse adults aged 40-50 examined career history and spiritual values. All participants expressed spiritual purposes of developing and becoming self, serving others, unity with others, and expressing self. When they could no longer enact these purposes in work, they made inter- or intrarole career…

Analysis of 1979-81 data from the National Longitudinal Survey of Young Men (2,165 subjects) confirms the hypothesis that workers who quit and become unemployed experience larger wage gains when reemployed than those who move directly to another job. Unemployed movers apparently receive wage gains to compensate for higher job search and mobility…

Of southwest Wisconsin farmers who quit farming, 1982-86, 40 percent cited financial reasons, but 60 percent cited health problems, age, or other job opportunities. Most voluntary retirees remained in their homes and were financially secure. Involuntary leavers often improved their incomes, but many relocated and still had farm debts. (Author/SV)

Compared work values of 166 male and female managers who voluntarily left the employ of a large Canadian corporation with those of 298 who stayed with the company. Found that work values, work meanings, and career goals were similar for the 2 groups. (Author/NB)

Because of the complexity and high stakes involved in counseling women successful in careers they dislike, a variety of techniques for assessment, goal setting, and intervention must be used in conjunction with more traditional career choice and work adjustment strategies. (Author)

Presents guidelines for experienced educators who want to enter the field of corporate education. Discusses (1) assessment of training and development competence, (2) acquisition of training experience, (3) pursuit of competency-based education or training, and (4) utilization of a broad range of training resources for continuing career…

More than half of the 10 million workers who switched occupations in 1986 did so because of better pay, working conditions, or advancement opportunities; however, about 1 in 8 workers changed occupations because they lost their previous jobs. (Author)