The effects of a 13-week career development programme on career-adapting thoughts and behaviours

Motlova, Veronika; Honsová, Pavlína

doi:10.1007/s10775-020-09454-z

Cited by 7 publications

(5 citation statements)

References 21 publications

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“…Results suggest that Generation Z appreciate when their employer provides them with the possibility of online communication as a necessary part of their work expectations. In addition, this study extends the findings of research conducted by Fischerová and Půbalová (2018) and Motlová and Honsová (2021) on work expectations and career values and aspirations of young people.…”

Section: Discussionsupporting

confidence: 77%

“…Apart from a gentle shift to a subjective perception of career, which can be observed for two decades (Kirovová, 2011), one of the current topics for employers and their talent acquisition specialists is how to recruit young people of the Generation Z. While previous researches highlight key factors that shape an individual's employability and ways of getting employment for current generations (Baby Boomers, Generation X and Millennials) on the Europe labour market, there is a paucity of research on the employability of Generation Z in the Czech context (Dimock, 2019;Bieleń & Kubiczek, 2020;Fischerová & Půbalová, 2018;Motlová & Honsová, 2021). Moreover, if there are research on the employability of younger generations, they focus on university students or determine the level of employability only in the context of a given region/country (Hande & Purohit, 2021;Khan & Ali, 2022;Milon et al, 2021;Bennett et al, 2022, Mahmoud et al, 2020Gill, 2020;Aldjic, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Model and Specifics of Generation Z Entry onto the Czech Labour Market

Hovořáková,

Pauknerová

2024

CEBR

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During recent years, we have observed a growing interest in generational change. Various journalists, commentators and trend watchers have drawn attention to the differences of the newly emerging generation known as Generation Z (for purposes of this study, young people born in 2000 and later). It seems that the specificity of Generation Z is mainly determined by exposure to technology from an early age. It affects not only the way young people communicate but also their values, career expectations and lifestyle. The aim of the study is, therefore, to find out which factors are important for a successful labour market entry and are the most influential for young people of Generation Z. We predict that the quantity and quality of online communication, life and work values and career expectations relate to career adaptability and resilience of Generation Z. Data were collected via the questionnaire based on validated and adapted scales -Life Values Inventory questionnaire, Career Adaptability Scale questionnaire and Career Resilience Scale questionnaire. The sample included 804 high school students, representatives of Generation Z, in the last year of their studies. The data of this study were analysed with the SPSS statistical software using exploratory factor and correlation analysis. Correlation analysis showed a significant relationship between Career adaptability/Career resilience and both variables of the model, value orientation and career expectations. The results of the study also reveal Generation Z perception of the ideal workplace, the main priorities in selecting a job, perceived working potential and their career aspirations. Results suggest that Generation Z appreciate when their employer provides them with the possibility of online communication as a necessary part of their work expectations. The ranking of the Life Values shows the importance of the value "Prestige" among students, which indicates the importance of sharing successes and experiences online. Implications for Central European audience: Employability of Generation Z is a viable concept used and researched worldwide. The modified model of successful entry into the labour market for Generation Z was supported in the Czech context, and it provides a base for future research. The results of the study supported an investigation of Generation Z employability and provided an insight into the expectations and values of grammar school students in the Czech Republic. The model might offer a convenient roadmap to accommodate the work expectations of Gen Z from the Central European region: career adaptability/resilience and factors of Generation´s Z entry into the labour market.

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Section: Discussionsupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Model and Specifics of Generation Z Entry onto the Czech Labour Market

Hovořáková,

Pauknerová

2024

CEBR

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“…First, we adopt a future-oriented and preventive approach on how students emotionally anticipate their transition. From this perspective, we complement earlier work that showed the role of affective mechanisms in helping students to prepare for and cope with upcoming transitions and inform the design of both emotion-and career-related interventions (Hodzic et al, 2018;Motlova & Honsova, 2021;Parker et al, 2004). Second, we respond to calls for a more comprehensive picture of students' multiple emotional experiences using person-centered approaches (Fernando et al, 2014;Ganotice et al, 2016) and offer a typological picture of emotional experiences likely to better identify at-risk students about the anticipation of their future transition.…”

Section: Gender Educational Track and Gradementioning

confidence: 59%

Emotional anticipation of high school graduation: Similarity of profiles across gender, educational track, and grade

Parmentier¹,

Pirsoul²,

Bouchat

et al. 2022

Int J Educ Vocat Guidance

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The present study investigated adolescents' emotional anticipation profiles at the prospect of high school graduation and examined whether these profiles were similar across gender, educational track, and grade. Our results shed light on profiles that were distinct in level and shape: a Positive Anticipatory-Positive Anticipated emotions profile, a Mixed Anticipatory-High Anticipated emotions profile, a Mixed Anticipatory-Low Anticipated emotions profile, a Negative Anticipatory-High Anticipated emotions profile, and a Positive Anticipatory-High Anticipated emotions profile. Contrasting with variable-centered results, differences across gender, educational track, and grades were found to be rather qualitative in nature (i.e., different profile shape and prevalence) than quantitative (i.e., differences in emotional levels). Our findings offer important insights in understanding adolescents' anticipation of important life and educational transitions.

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Section: % --mentioning

confidence: 59%

Emotional anticipation of future vocational transitions: A person-centered approach

Parmentier¹

2022

Preprint

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Most future educational and career transitions represent major life events that individuals anticipate to a considerable extent, possibly with multiple emotions at the same time. However, few studies have examined the emotions that individuals experience when they anticipate a future educational or career transition, imagine how it will occur, the consequences it will have for them, and visualize their coping efforts. The aims of the present dissertation are fourfold. First, we explore individuals’ combinations of multiple future-oriented emotions at the prospect of three major educational and career transitions: (a) the transition from high school to higher education, (b) the transition from higher education to the job market, and (c) the transition from unemployment to employment. Due to the rather exploratory nature of our first research question, our second objective pertains to the replication of these combinations and the investigation of similarities between several groups of individuals based on (a) gender, (b) institutional context, and (c) the temporal distance before the transition. Third, we examine several antecedents of individuals’ combinations of future-oriented emotions. These antecedents ranged from career-related constructs such as career decidedness and career adaptability to affective mechanisms such as cognitive appraisals, trait affect, and emotion regulation. Finally, we examine the behavioral effects of future-oriented emotions in terms of anticipated vocational planning and effort. Overall, the present dissertation brings several implications in highlighting the combinations of future-oriented emotions that individuals experience when anticipating important vocational transitions, a research strand that is scarce both in vocational and emotion research. From a practical point of view, the evidence of several combinations—and the differences and similarities among several groups or contexts—carries practical implications for designing and implementing career-related interventions. Finally, examining antecedents and outcomes of future-oriented emotions combinations underlines the importance of taking emotional anticipation processes into account when individuals prepare for and cope with major educational and career transitions.

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The effects of a 13-week career development programme on career-adapting thoughts and behaviours

Cited by 7 publications

References 21 publications

Model and Specifics of Generation Z Entry onto the Czech Labour Market

Model and Specifics of Generation Z Entry onto the Czech Labour Market

Emotional anticipation of high school graduation: Similarity of profiles across gender, educational track, and grade

Emotional anticipation of future vocational transitions: A person-centered approach

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