It Wasn’t Sheer Luck After All

Author(s):  
Pieter E. Baay ◽  
Christopher M. Napolitano ◽  
Mattijs C. Schipper

Evidence suggests that chance plays an important role in careers. Instead of describing such events through “sheer luck,” the authors propose in this theoretical and empirical chapter that opportunity and preparation helps explain the occurrence, perception, and selection of chance events. Study 1 used longitudinal data on 390 emerging adults who reported the occurrence of chance events in their school-to-work transition. Supporting the hypotheses, participants who had prepared better for the school-to-work transition and had better opportunities (in terms of their social network) experienced more chance events. Study 2 examined the perception and selection of chance events in a lab setting. Sixty-seven emerging adult applicants for an actual position were exposed to the same chance events. Consistent with hypotheses, better prepared job applicants were more likely to select these events. Instead of sheer luck, the authors suggest that job seekers can create serendipity by capitalizing on chance events.

1995 ◽  
Vol 21 (1) ◽  
pp. 204
Author(s):  
Gerald LeTendre ◽  
Kaori Okano

2021 ◽  
pp. 1-10
Author(s):  
Hailee Baer ◽  
Kristen Welker ◽  
Carol Cox

BACKGROUND: School-to-work transition planning for students with intellectual disabilities should include community-based early work experiences to prepare for possible future integrated employment. Employers have noted job performance levels and appropriate use of supports as important for maintaining employment. OBJECTIVE: The purpose of this study was to assess work performance and support needs of students with intellectual disabilities attending a short summer early work experience. METHOD: A small group of secondary-level school students with intellectual disabilities attended a summer-long vocational rehabilitation program where they worked with a job coach at a work setting. Student participants and their job coaches rated their perceptions of the students’ work performance quality and support needs on the Job Observation and Behavior Scale pre-post program. RESULTS: The groups deviated significantly in their pre-assessment and post-assessment ratings. Job coaches and students both reported significant increases in perception of quality of student performance. In addition, job coaches reported students needing significantly less employment supports by program end. Student participants also reported needing less employment supports by program end; however, results were not significant. CONCLUSIONS: When both student and job coach realistically view student work performance and supports needed, the school-to-work transition can be improved.


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