Training career adaptability to facilitate a successful school-to-work transition

Published on Dec 1, 2012in Journal of Vocational Behavior3.387
· DOI :10.1016/j.jvb.2012.10.003
Jessie Koen9
Estimated H-index: 9
(UvA: University of Amsterdam),
Ute-Christine Klehe21
Estimated H-index: 21
(University of Giessen),
Annelies E. M. Van Vianen32
Estimated H-index: 32
(UvA: University of Amsterdam)
The transition from school to work is one of the most critical steps in graduates' careers, as it can determine vocational outcomes and future career success. Yet, these newcomers to the labor market often take longer than regular job seekers to find a suitable job, are more likely to experience a job mismatch and to suffer from underemployment. In this study, we proposed that career adaptability might help remedy this problem. We therefore developed a training aimed at providing graduates with career adaptability resources, with the assumption that this may foster training-participants' later career adaptability and employment quality. A longitudinal field quasi-experiment compared the development of each career adaptability dimension between a training group (n = 32) and a control group (n = 24) over three points in time (pre-training measurement, post-training measurement and follow-up measurement six months later). Repeated measures analyses showed an overall increase in concern, control and curiosity within the training group, whereas there was no increase (concern) or even an overall decrease (control and curiosity) within the control group. Consequently, the training succeeded in enhancing participants' control and curiosity in the long run. Furthermore, among participants who had found employment half a year later, training participants reported higher employment quality than did members of the control group. In sum, results show that providing graduates with career adaptability resources can raise their chances on finding a qualitatively good job.
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