Building a sustainable start: The role of career competencies, career success, and career shocks in young professionals' employability

Building on the integrative career competencies framework, we examined the indirect association between career competencies, assessed at graduation, and subjective career success (SCS) via employability activities, both assessed six months after graduation, among a sample of 613 Italian graduates. We also examined the moderating role of three facets of academic satisfaction (i.e., vocational choice, educational goals, and occupational prospects). Our findings showed an indirect relation between career competencies and SCS through employability activities. Furthermore, academic satisfaction acted as a moderator. The results of this time-lagged study, that tapped into the actual transition into work process, have implications for (1) school-to-work transitions, providing insights into graduates’ transition into the labor market, (2) employability, focusing on employability activities and providing additional knowledge on their antecedents and outcomes, and (3) career competencies, providing further empirical evidence that career competencies are an important resource that graduates can mobilize to during and after their school-to-work transition.

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The impact of career boundarylessness on subjective career success: The role of career competencies, career autonomy, and career insecurity

Journal of Vocational Behavior ◽

10.1016/j.jvb.2010.09.011 ◽

2011 ◽

Vol 79 (1) ◽

pp. 47-59 ◽

Cited By ~ 60

Author(s):

Sidika N. Colakoglu

Keyword(s):

Career Success ◽

Subjective Career Success ◽

The Impact ◽

Career Competencies

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THE ROLE OF A MENTOR IN THE PROCESS OF TRAINING STUDENTS IN THE SPECIALTY MIDWIFE

EurasianUnionScientists ◽

10.31618/esu.2413-9335.2020.1.77.960 ◽

2020 ◽

Vol 1 (8(77)) ◽

pp. 23-32

Author(s):

S. Radeva ◽

L. Georgieva

Keyword(s):

Clinical Practice ◽

Practical Training ◽

Internal Factors ◽

Professional Orientation ◽

Young Professionals ◽

Motivation For Learning ◽

Obstetric Services ◽

Professional Self ◽

Legislative Changes

The training of midwives in recent years has been consistent with the development of technology, the growing demands of the field of obstetric services, from patients and legislative changes, but, nevertheless, the emphasis has not yet been placed on mastering professional skills and communication. Clinical practice is a form of training associated with high responsibility, good theoretical training and mastered skills and competencies during training sessions. During clinical practice, students should master a number of practical skills, they should be able to develop the necessary confidence and the necessary professional self-esteem. Proper and appropriate organization of clinical practice contributes to the creation of positive motivation for learning, the development of cognitive interests that were once formed, become active internal factors for improving the quality, effectiveness and selfesteem in relation to educational activities. The activities of teachers and mentors should be aimed at working more closely with students during clinical practice, so that they can prepare well and fully independently during practical training to perform the specified skills. Motivation is important for creating a professional orientation that is passed on by practitioners and is a prerequisite for choosing a future workplace for students. Mentors from training bases are people who can guide young professionals to train them, educate them on professional responsibility, and teach them how to communicate with patients and colleagues. Students need daily incentives for active, purposeful and constant efforts for all types of activities, so that they can gain the necessary confidence and be ready for the requirements of their chosen profession.

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The Effects of Subjective Career Success on Job Performance and Adaptive Performance: Mediating Role of Employee Expertise Development

Korean Society for the Study of Vocational Education ◽

10.37210/jver.2020.39.2.133 ◽

2020 ◽

Vol 39 (2) ◽

pp. 133-158

Author(s):

Yujin Kim

Keyword(s):

Job Performance ◽

Career Success ◽

Adaptive Performance ◽

Expertise Development ◽

Mediating Role ◽

Subjective Career Success

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The Role of Future Orientation and Negative Career Feedback in Career Agency and Career Success in Australian Adults

Journal of Career Assessment ◽

10.1177/1069072720980174 ◽

2020 ◽

pp. 106907272098017

Author(s):

Anna Praskova ◽

Lena Johnston

Keyword(s):

Career Success ◽

Structural Equation ◽

Future Orientation ◽

Career Adaptability ◽

Work Effort ◽

Mediation Analyses ◽

Perceived Employability ◽

Conditional Effects ◽

The Future

Future orientation is crucial for young people to achieve career-developmental milestones, yet little research has examined the role of future orientation in attaining career outcomes in adult samples. Using the future orientation framework, we tested direct effects of future orientation on career agency (proactive career behaviors and work effort) and career success (perceived employability and career adaptability), indirect effects via career agency variables, and conditional effects of negative career feedback in the future orientation-career agency-career success relationships. We surveyed 285 adults ( M = 38.38 years) and conducted structural equation and moderated mediation analyses. Future orientation was associated positively with work effort, proactive career behaviors, career adaptability, and perceptions of employability. Work effort and proactive career behaviors mediated the future orientation-career success relationship. The mediation via career behaviors (but not work effort) was dependent on the level of received negative career feedback. The results have theoretical and practical implications.

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