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Factors Influencing the Motivation to Pursue a Career in Financial Planning*


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Figure 1:

Guiding conceptual model: factors influencing the motivation to pursue a career in financial planning
Guiding conceptual model: factors influencing the motivation to pursue a career in financial planning

Figure 2:

Correlation of qualifications and salary expectations
Correlation of qualifications and salary expectations

Figure 3:

Working conditions as a motivating factor in choosing financial planning as a career
Working conditions as a motivating factor in choosing financial planning as a career

Figure 4:

Factors influencing motivation to pursue a career in financial planning
Factors influencing motivation to pursue a career in financial planning

Independent samples t test: agreeableness by gender

Levene's Test for Equality of Variances t-test for Equality of Means
F Sig. T df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference
Lower Upper
Agreeableness Equal variances assumed 4.264 0.042 -2.393 77 0.019 -2.69820 1.12769 -4.94371 -0.45269
Equal variances not assumed -2.446 73,385 0.017 -2.69820 1.10313 -4.89653 -0.49986

Independent Samples Test for expected salary by work status

Levene’s Test for Equality of Variances t-test for Equality of Means
F Sig. df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference
Lower Upper
Expected Salary Equal variances assumed 6.350 .013 -2.893 101 .005 -29108.140 10060.551 49065.566 -9150.713
Equal variances not assumed -3.441 81.860 <.00l -29108.140 8459.669 -45937.547 -12278.732

Correlations among agreeableness, helping others. Intellect and enjoying working with numbers.

Enjoy Working With Numbers Help Others
Intellect Pearson Correlation .235* .119
Sig. (2-tailed) .037 .295
Agreeableness Pearson Correlation .001 .221
Sig. (2-tailed) .996 .051
Enjoy Working With Numbers Pearson Correlation 1 .395**
Sig. (2-tailed) .000

Implications for stakeholders

Stakeholder Implications of findings
Profession

Promote financial planning as a career of choice for those who both enjoy working with numbers and want to help people (RQ1, RQ2, RQ4).

Improve the reputation of financial advisers as professionals who want to help people (RQ2, RQ4).

Attract new clients to use financial advisers by portraying them as people who are likely to have a positive personality (RQ5).

Possibly encourage more females to study and work in financial planning by promoting that primary role of a financial adviser is to help people (RQ1, RQ2, RQ3, RQ4).

Collaborate with secondary and tertiary educators as well as industry to provide appropriate financial advising work experience programs and other engaged learning experiences/programs that introduce financial planning to students (RQ3).

Tertiary Educators

Re-consider how financial planning and related degree programs are designed and delivered so that they expose more students to financial planning experiences. E.g. guest lecturers, internships, and other work-integrated learning activities (RQ3).

Offer compulsory personal finance courses (RQ3).

Increase the supply of financial planning students by promoting financial planning os a career that helps people (RQ1, RQ2).

Promote further studies in financial planning as way for current advisers to potentially earn a higher salary (RQ1).

Attract financial planning students by communicating the role of both numbers and people in financial planning (RQ4).

Advertise employment opportunities in financial planning (RQ3).

Incorporate both number skills and people skills into the financial planning curriculum (RQ1, RQ2, RQ3, RQ4).

Secondary Educators and Career Counsellors

Design education programs that expose students to financial planning as a career. E.g. personal finance courses, case studies, competitions, financial adviser class visits/guest classes (business studies, commerce, economics, mathematics, personal development) (RQ3).

Improve the capacity of students to prepare for and engage in personal financial planning as a career by considering a stand-alone personal finance unit and work experience opportunities (RQ3)

Promote financial planning as a career that helps people (RQ1, RQ2).

Communicate the role of both numbers and people in a financial planning career (RQ1, RQ2, RQ4).

Highlight the strong demand for financial advisers and likely employment opportunities (RQ3).

Financial Planning Employers

Increase the supply of financial planning candidates and encourage more females to apply for roles in financial planning by promoting financial planning as a career that helps people (RQ1, RQ2, RQ3).

Recruitment strategies to promote the dual role of working with numbers and people, in addition to autonomous and flexible working conditions (RQ1, RQ2, RQ4).

Retain existing financial advisers by ensuring there is ample opportunity to fulfil both agentic and communal goals (RQ4).

Promote relationships and collaboration with the secondary and tertiary educators to provide students with work experiences and knowledge of the benefits provided by financial advisers (RQ3).

Ensure that salary of financial advisers is commensurate with work experience and level of study (RQ1, RQ2).

Offer more internships and work experience opportunities to potential employees (RQ1, RQ3).

Consider conducting personality testing of potential candidates (RQ5).

Regulators

Attract new students and others to the profession who will put the client first by promoting financial advisers as ‘helping others’ (RQ1. RQ2).

Ensure both number skills and people skills are included in financial planning education and professional year requirements (RQ1, RQ2, RQ3, RQ4).

Improve the reputation of financial advisers as professionals who want to help others (RQ2), and have an agreeable personality (RQ5), resulting in improved consumer confidence and trust in financial advisers and increased participation in the economy.

Frequency of free responses: life experiences influencing career choice

Financial Hardships Observed Benefits Help Others Engagement w/ Profession Other Total
Survey (N = 103) 11 4 12 12 8 47
Interviews (N = 14) 6 1 2 3 2 14
Total 17 5 14 15 10 61

Descriptive statistics: the ‘Big 5’ personality factors

Extraversion Agreeableness Conscientiousness Emotional Stability (Neuroticism) Intellect
N Valid 79 79 79 79 79
Missing 46 46 46 46 46
Mean 32.9747 41.4304 40.6835 33.2785 37.1899
Median 33.0000 42.0000 41.0000 34.0000 38.0000
Mode 34.00 41.00a 40.00 26.00a 38.00
Std. Deviation 7.09817 5.15076 5.01675 7.67937 5.45160

Descriptive statistics for expected salary of a financial adviser according to work status

Work status N Mean Std. Deviation Std. Error Mean
Not currently working as a financial adviser 30 110354.60 32956.756 6017.053
Currently working as a financial adviser 73 139462.74 50807.068 5946.517

Thematic analysis of interviews: factors influencing career choice

Major themes Interest Personality Skills Benefits/incentives Social learning/ life experience
Sub-themes Passion 3 Openness 5 Social Status 4
Finance* 15 Conscientiousness 7 Finance/Economics 6 Client Interaction 5
Autonomy 3 Extraversion 19 Technical 5 Stability 2 Exposure to economics/finance 5
Client-Interaction 5 Agreeableness* 33 Communication* 12 Flexibility* 8 Personal* 9
Help people 11 Neuroticism 0 Analytical 4 Salary 4
Other 3 Mathematical 3 Unexpected events events 2
Development Opportunities 4
Impact people 4
Other 5
Total 40 64 30 36 16

j.fprj-2022-0003.tab.014

Very accurate (16) Moderately accurate (17) Neither accurate nor inaccurate (18) Moderately inaccurate (19) Very inaccurate (20)
Am the life of the party. (1)
Feel little concern for others. (2)
Am always prepared. (3)
Get stressed out easily. (4)
Have a rich vocabulary. (5)
Don’t talk a lot. (6)
Am interested in people. (7)
Leave my belongings around. (8)
Am relaxed most of the time. (9)
Have difficulty understanding abstract ideas. (10)
Feel comfortable around people. (11)
Insult people. (12)
Pay attention to details. (13)
Worry about things. (14)
Have a vivid imagination. (15)
Keep in the background. (16)
Sympathize with others’ feelings. (61)
Make a mess of things (51 )
Seldom feel blue (62)
Am not interested in abstract ideas. (59)
Start conversations. (60)
Am not interested in other people’s problems. (20)
Get chores done right away. (21 )
Am easily disturbed. (64)
Have excellent ideas. (63)
Have little to say. (24)
Have a soft heart. (25)
Often forget to put things back in their proper place. (26)
Get upset easily (66)
do not have a good imagination.(65)
Talk to a lot of different people at parties. (29)
Am not really interested in others (70)
Like order. (69)
Change my mood a lot. (32)
Am quick to understand things (33)
Don’t like to draw attention to myself. (34)
Take time out for others. (35)
Shirk my duties. (36)
Have frequent mood swings (37)
Use diffìcult words (38)
Don’t mind being the centre of attention (39)
Feel others’ emotions. (40)
Follow a schedule. (41)
Get irritated easily. (42)
Spend time reflecting on things. (43)
Am quiet around strangers. (71)
Make people feel at ease (45)
Am exacting in my work. (46)
Often feel blue. (47)
Am full of ideas. (48)

j.fprj-2022-0003.tab.015

Extremely important (40) Very important (41) Moderately important (42) Slightly important (43) Not at all important (44)
(1)
Reliable (3)
Honest (4)
Empathetic (12)
Marketing Oneself (13)
Caring (14)
Professional (15)
Patient (16)
Communicative (17)
Listening (18)
Trustworthy (19)
Flexible (20)
Ethical (21)
Nurturing (22)
Benevolent (23)
Ethical (24)
Dependable (25)
Acting with Integrity (26)
Relationship Building (27)
Tactful (28)
Friendly/Approachable (29)

j.fprj-2022-0003.tab.016

Extremely Important (66) Very important (67) Moderately important (68) Slightly important (69) Not at all important (70)
(1)
Numeracy (3)
Time Management (30)
Verbal Communication (31)
Written Communication (32)
Problem Solving (4)
Technical Knowledge (12)
Social/Ethical Awareness (13)

Motivation to study financial planning

Responses* N=103 Percent Percent of Cases
Family 8 2.70% 7.80%
Regulatory Reform 9 3.00% 8.70%
Enjoy Working with Numbers 33 11.10% 32.00%
Help Others 58 19.50% 56.30%
Employment Opportunities 55 18.50% 53.40%
Life Experience 26 8.70% 25.20%
Interest/Enjoyment 48 16.10% 46.60%
Employment Requirement 12 4.00% 11.70%
Wanted to be a Financial Planner 43 14.40% 41.70%
Improve Knowledge 6 2.00% 5.80%
High school study and/or teacher 0 0.00% 0.00%
Total 298 100.00% 289.30%

Correlation between Qualifications and Salary Expectations

Expected Salary Qualification
Expected Salary Pearson Correlation 1 .378**
Sig. (2-tailed) .000
N 103 103

Motivation to become a financial adviser

Responses* N= 56 Percent Percent of Cases
Help others 30 29.13% 53.57%
Work experience 19 18.45% 33.93%
Interest 15 14.56% 26.79%
Enjoy working with people 11 10.68% 19.64%
Enjoy working with numbers 7 6.80% 12.50%
Working conditions 7 6.80% 12.50%
Enjoy working with both numbers and people 6 5.83% 10.71%
Employment opportunity 6 5.83% 10.71%
Financial stress 2 1.94% 3.57%
Total 103 100.00% 183.93%

Demographic summary of survey sample

Responses (N = 103) Percent
Work status Working as financial adviser 73 70.9%
Professional designation and not working as a financial adviser 6 5.8%
Studying and not working as an adviser 18 17.4%
Not studying or working as an adviser 6 5.8%
Education (completed) Diploma 13 12.6%
Advanced diploma 13 12.6%
Bachelor degree 47 45.6%
Masters degree 22 21.4%
No formal tertiary education 9 8.7%
Professional designation Holds professional designation 62 60.2%
Study status Studying towards a degree or designation 50 48.5%
Not currently studying 53 51.5%
Study and work Studying AND working as an adviser 30 29.1%
Studying but NOT working as an adviser 18 17.4%
Studying and holds a professional designation 2 1.9%
Not studying and not working as an adviser 10 9.7%
Not studying and working as an adviser 43 41.7%
Gender Male 56 54.4%
Female 47 45.6%
Language English as first language 92 89.3%
English as a second language 11 10.7%
Age 18-29 years old 14 13.6%
30-39 years old 22 21.4%
40-49 years old 34 33.0%
50-59 years old 20 19.4%
60-69 years old 13 12.6%

Age group distribution for advisers and non-advisers

Not currently working as adviser
Age Group (years) Student only Not student Holds prof desig Total (not adviser) Total (adviser) Adviser % Not adviser % Totals
18-29 9 1 10 4 3.9% 9.7% 13.6%
30-39 5 2 7 15 14.6% 6.8% 21.4%
40-49 3 3 1 7 27 26.2% 6.8% 33.0%
50-59 0 4 4 16 15.5% 3.9% 19.4%
60-69 1 1 2 11 10.7% 1.9% 12.6%
Total 18 6 6 30 73 70.9% 29.1% 100.0%
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