an article by Melinde Coetzee and Nisha Harry (Department of Industrial and Organisational Psychology, University of South Africa) published in Journal of Vocational Behavior Volume 84 Issue 1 (February 2014)
Abstract
Emotional intelligence and career adaptability are crucial psychosocial meta-capacities for successful adaptation in various spheres of life, including the realm of careers. However, little is known about the relationship between emotional intelligence and Savickas's (2005) notion of career adaptability.
The current research examines the relation of emotional intelligence to career adaptability.
A cross-sectional survey was conducted with a sample of 409 early career black call centre agents (Mean age = 32) employed in three of the largest outsourced financial call centres in Africa. Canonical correlation analysis and structural equation modelling confirmed the predictive validity of emotional intelligence in relation to career adaptability. The results showed that managing one’s own emotions contributes the most in explaining overall emotional intelligence and the variance in overall career adaptability with its four domains of career concern, career control, career confidence and career curiosity.
The results of the study highlight the importance of developing individuals’ emotional intelligence in order to strengthen their career adaptability. The research contributed new and valuable insights that may inform career development interventions for call centre agents.
Showing posts with label career_adaptability. Show all posts
Showing posts with label career_adaptability. Show all posts
Tuesday, 30 September 2014
Thursday, 28 February 2013
Compromise, Well-Being, and Action Behaviors in Young Adults in Career Transition
an article by Peter A. Creed and Kellie Blume (Griffith University, Queensland, Australia) published in Journal of Career Assessment Volume 21 Number 1 (February 2013)
Abstract
The authors surveyed 186 first-year university students and assessed their level of career compromise associated with making the transition to university. Compromise was operationalised as the discrepancy between the job characteristics of ideal and expected occupations.
The authors also assessed career well-being (satisfaction, distress), action behaviours (planning, exploration), and goal adjustment (disengagement, re-engagement). The authors expected compromise to be negatively associated with well-being and positively associated with action behaviours, and the relationship between compromise and the outcome variables (well-being, action behaviours) to be moderated by goal adjustment.
Compromise was negatively associated with well-being, but not associated with planning or exploration, although the Compromise × Goal Adjustment interaction was significant.
Disengagement and re-engagement were not associated with well-being, although the Disengagement × Re-engagement interaction was significant.
Disengagement was associated with planning and exploration, re-engagement was associated with exploration, and both interaction terms were significant.
Hazel’s comment:
This sounds as though the research was rigorous and the results interesting. I’ve bookmarked it to try to read in the British Library at some future date.
Abstract
The authors surveyed 186 first-year university students and assessed their level of career compromise associated with making the transition to university. Compromise was operationalised as the discrepancy between the job characteristics of ideal and expected occupations.
The authors also assessed career well-being (satisfaction, distress), action behaviours (planning, exploration), and goal adjustment (disengagement, re-engagement). The authors expected compromise to be negatively associated with well-being and positively associated with action behaviours, and the relationship between compromise and the outcome variables (well-being, action behaviours) to be moderated by goal adjustment.
Compromise was negatively associated with well-being, but not associated with planning or exploration, although the Compromise × Goal Adjustment interaction was significant.
Disengagement and re-engagement were not associated with well-being, although the Disengagement × Re-engagement interaction was significant.
Disengagement was associated with planning and exploration, re-engagement was associated with exploration, and both interaction terms were significant.
Hazel’s comment:
This sounds as though the research was rigorous and the results interesting. I’ve bookmarked it to try to read in the British Library at some future date.
Thursday, 3 January 2013
Training career adaptability to facilitate a successful school-to-work transition
an article by Jessie Koen and Annelies E.M. Van Vianen (University of Amsterdam, The Netherlands) and Ute-Christine Klehe (Justus Liebig University, Giessen, Germany) published in Journal of Vocational Behavior
Volume 81 Issue 3 (December 2012)
Abstract
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 labour 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.
Highlights
► We developed and tested a theory-driven training to enhance career adaptability.
► The training improved participants' career adaptability in a sustainable way.
► The training can buffer against the loss of career adaptability during unemployment.
► Training participants reported higher employment quality six months after training.
► This career adaptability training contributes to finding high quality employment.
Figures and tables from this article
Abstract
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 labour 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.
Highlights
► We developed and tested a theory-driven training to enhance career adaptability.
► The training improved participants' career adaptability in a sustainable way.
► The training can buffer against the loss of career adaptability during unemployment.
► Training participants reported higher employment quality six months after training.
► This career adaptability training contributes to finding high quality employment.
Figures and tables from this article
Monday, 26 November 2012
The Career and Work Adaptability Questionnaire (CWAQ): A first contribution to its validation
an article by Laura Nota, Salvatore Soresi and Maria Cristina Ginevra (University of Padua, Italy) published in Journal of Adolescence Volume 35 Issue 6 (December 2012)
Abstract
Over the last decade, occupational changes have the rapidly changing job market has begun to demand that people more actively construct their professional lives and acquire career adaptability.
The aim of the present study was to develop a specific, new instrument, “Career and Work Adaptability”, to assess degree of adaptability in adolescents planning their futures.
We conducted three studies, the first of which aimed to formulate the instrument’s items and to verify its factor structure; the second study confirmed the instrument’s multidimensional structure and evaluated its discriminant validity; the third study was conducted to verify the factorial structure’s across-gender invariance and to evaluate its stability over time.
Our results showed that the instrument is an effective and multidimensional instrument for accurately measuring career adaptability. Specifically, it can serve as a useful vocational guidance tool in analysing adolescents’ career adaptability.
Abstract
Over the last decade, occupational changes have the rapidly changing job market has begun to demand that people more actively construct their professional lives and acquire career adaptability.
The aim of the present study was to develop a specific, new instrument, “Career and Work Adaptability”, to assess degree of adaptability in adolescents planning their futures.
We conducted three studies, the first of which aimed to formulate the instrument’s items and to verify its factor structure; the second study confirmed the instrument’s multidimensional structure and evaluated its discriminant validity; the third study was conducted to verify the factorial structure’s across-gender invariance and to evaluate its stability over time.
Our results showed that the instrument is an effective and multidimensional instrument for accurately measuring career adaptability. Specifically, it can serve as a useful vocational guidance tool in analysing adolescents’ career adaptability.
Wednesday, 2 November 2011
Predictors of “New Economy” Career Orientation in an Australian Sample of Late Adolescents
an artilce by Peter Creed, Jennifer Macpherson and Michelle Hood (School of Psychology, Griffith University, Gold Coast Campus, QLD, Australia)
Abstract
The authors surveyed 207 late adolescents on measures of:
(a) new economy career orientation would be associated with career adaptability, disposition, and environmental support and
(b) career adaptability would mediate the relationship between disposition and career orientation and between environmental support and career orientation.
The main predictor of new economy career orientation was self-regulation, which also mediated between proactive disposition and career orientation. Planning predicted one aspect of boundaryless career (mobility preference), while social support predicted a second (boundaryless mind-set).
Overall, the results suggest that adolescents with higher self-regulatory skills, social support, a tendency to not overplan, and a disposition to be proactive, will be more positive toward changing work environments.
Abstract
The authors surveyed 207 late adolescents on measures of:
- new economy career orientation (protean and boundaryless career orientation),
- career adaptability (planning, self-exploration, environmental exploration, decision making, and self-regulation),
- disposition (proactive disposition), and
- environmental support (social support)
(a) new economy career orientation would be associated with career adaptability, disposition, and environmental support and
(b) career adaptability would mediate the relationship between disposition and career orientation and between environmental support and career orientation.
The main predictor of new economy career orientation was self-regulation, which also mediated between proactive disposition and career orientation. Planning predicted one aspect of boundaryless career (mobility preference), while social support predicted a second (boundaryless mind-set).
Overall, the results suggest that adolescents with higher self-regulatory skills, social support, a tendency to not overplan, and a disposition to be proactive, will be more positive toward changing work environments.
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