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Psychological states of career wellbeing and affective commitment as predictors of dual career agility types

Background: There is limited empirical research on the construct of career agility and the relevance of dual career agility types in the technological-driven workplace.Objective: This study aimed to adopt a person-centred approach in assessing the link between dual career agility types and individuals’ psychological states of career wellbeing and affective commitment.Method: The cross-sectional survey involved a sample of (n = 298) managers (71%) and staff (29%) employed in the human resource and financial services industry. The sample comprised of men (54%), women (46%), including black people (62%) and white people (38%) with a mean age of 38.58 years.Results: The results provided deeper insight into the psychological states of career wellbeing and affective commitment that accounted for the personally-autonomous motives that are embedded in the three dual career agility types.Conclusion: The findings brought a more holistic understanding of the nature of person-centred career agility motives and the psychological states that elucidate these motives. The findings bring new insights that might foster optimal career development and employees’ adaptation to the post-COVID pandemic digital era workplace.

A mixed methods exploratory study of the utility of social cognitive career theory for research into the careers of entrepreneurial Emirati women in Dubai

Background: Social cognitive career theory (SCCT) is one of the leading theories within the literature of career development, but there is marginal evidence of its applicability within the diverse nations and cultures of the Middle East and Arab nations.Objectives: The research involved a mixed methods exploratory design with an aim to determine SCCT’s utility in the context of Dubai and with a specific focus on the careers of Emirati women.Method: Study 1 used interviews to explore contextual factors affecting women’s careers. Study 2 used a survey to measure core SCCT constructs, namely self-efficacy and outcome expectations, and their relations with work engagement.Results: The qualitative data from the interviews and quantitative data from the survey found salience in factors that were consistent with the tenets of SCCT.Conclusion: The findings provide evidence of SCCT’s potential utility in this cultural context; however, future research should extend into a broader and larger sample of workers in Dubai and the UAE.

Developing a self-directed career guidance intervention for South African high school learners amidst severe COVID-19 restrictions

Background: South African schools have been severely impacted by the coronavirus disease 2019 (COVID-19) pandemic in 2020. State-imposed restrictions to mitigate the spread of the infection have significantly limited direct interpersonal contact, curtailing the existing career guidance and counselling activities in schools. Crucially, in low-income settings, the social distancing regulations implied that in a year of increasing anxiety and uncertainty, many high school learners would have had to make important career-related decisions with limited or no tacit career guidance.Objectives: In response to these challenges, this study developed a self-directed career guidance intervention to provide continued career guidance support for Grade 9 learners amidst the unfolding global pandemic.Method: A cross-sectional mixed-methods design was employed to evaluate feasibility and acceptability of the intervention amongst a sample of 498 learners across eight high schools in the Cape Winelands district, Western Cape province, South Africa.Results: Favourable quantitative results were obtained assessing learners’ experiences of participating in the intervention and on the perceived impact of the intervention on their career preparedness. Participants reported a mean score of 41.25 (out of 50) for acceptability of the intervention. In addition, they reported a mean score of 17.1 (out of 20) for perceived impact of the intervention on their career preparedness. In terms of feasibility, qualitative findings revealed that the intervention improved learners’ self-knowledge and career directionality.Conclusion: The mixed-methods results confirm the feasibility and utility of implementing a self-directed career guidance intervention amongst secondary school learners. Whilst learners reported positive evaluations of the self-directed career guidance booklet, they also expressed the need for one-on-one or group engagement with the intervention content.

Psychological attachment in the new normal working context: Influence of career navigation and career well-being attributes

Background: The new normal working context, characterised by fast changes, rapid upskilling, adoption of technology, and remote working, requires employees to remain psychologically attached to their organisations. More insight is needed regarding how career navigation (as an attribute of career agility) and career well-being attributes explain the psychological attachment of employees in order to invest in their career development amidst the chaos and demands driven by the new normal working context.Objective: The study explored career navigation and career well-being attributes (i.e. positive career effect, career networking/social support, and career meaningfulness) as potential explanatory mechanisms of individuals’ psychological attachment.Method: The study used a cross-sectional research design, which involved a convenience sample (n = 177) of national and international employees (mean age = 34 years; standard deviation [SD] = 10.14), represented by 39% managerial employees, 38% staff, and 23% professional consultants. Most of the participants (72%) were employed by South African organisations.Results: Multiple regression analysis revealed that career navigation explains higher levels of psychological attachment (including affective, normative, and continuous attachment). Positive career effects significantly predicted continuous attachment, whereas social support/career networking positively predicted overall psychological attachment and affective and normative attachment. Career meaningfulness was found to explain higher levels of overall and affective psychological attachment.Conclusion: The findings contribute new insights into the construct of career navigation and career well-being attributes and extend research on the antecedents of psychological attachment in the new normal working space, characterised by remote working and technology.

The development of coping strategies for young people to construct their identity in times of the COVID-19 pandemic

Background: The global coronavirus disease 2019 (COVID-19) pandemic has had a major impact on young people across the world. Many students struggle to complete their studies amidst the pressure of the pandemic and have many difficulties constructing their identity and career which is crucial at this period of life. An overview of the main effects of the pandemic on their identity and career development is presented.Objectives: The first objective is to highlight the challenges faced by youth regarding their identity and career development, particularly the challenges induced by the COVID-19 pandemic. The next objective is to explore different strategies that may be implemented to ameliorate the effects of the career shock induced by the pandemic. Lastly, the goal is to propose career guidance and counselling interventions that professionals may utilise to help young adults to cope with the career-related consequences of the COVID-19 pandemic.Method: This article was informed by an overview of the current psychosocial literature. Relevant literature was reviewed and critically analysed. It was also informed by the review of an empirical experience with a group of students who kept diaries during pandemic confinement periods.Results: The analysis resulted in three sets of psychosocial strategies that youth can develop in order to face the difficulties associated with the COVID-19 pandemic. Each set of coping strategies is related to a specific career intervention that may be implemented by career guidance and counselling practitioners.Conclusion: To support the development of adaptive coping strategies for the youth, career and counselling professionals need to address the three main types of challenges that are described.

Trauma-informed career counselling to address work traumas resulting from the COVID-19 pandemic

Background: Sudden work traumas as a result of the coronavirus disease 2019 (COVID-19) pandemic have left thousands displaced from their current jobs and occupations. Traditional career counselling approaches that overlook the role of emotion are not adequate to address the numerous emotional difficulties that arise after a sudden unexpected job loss.Objectives: The objective of this research is to examine to what extent career counselling theories and interventions incorporate a trauma-informed career counselling approach and are prepared to address the emotional, psychological, and career counselling concerns that arise from work traumas as a result of the COVID-19 pandemic.Methods: A qualitative systematic literature review of all career-related journals that have trauma-informed career counselling in the title or body of the manuscript was conducted. Additionally, career related articles, books, and book chapters specifically mentioning work traumas and interventions to address these issues were also examined.Results: Only one article on trauma-informed career counselling was found given the parameters of the literature review. Currently, no articles outline how to integrate career counselling and emotion-focused therapy for trauma in order to address work traumas related to COVID-19.Conclusion: A trauma-informed career counselling approach that integrates career construction counselling and emotion-focused trauma therapy is needed to address the emotional, psychological, and career counselling concerns that arise from a work trauma as a result of the COVID-19 pandemic. An integrated approach to provide trauma-informed career counselling has been provided.

The importance of social emotional learning skills in assisting youth to successfully transition into the professional world

Background: This article shares the results of research on educator perceptions of the nature and value of social emotional learning (SEL) skills undertaken in four African countries: Burkina Faso, South Africa, Togo and Uganda. Social emotional learning skills make up a large component of the ‘deep human skills’, which are important academic and workforce development skills.Objectives: Using samples of 50 Burkinabe, 68 South African and 32 Togolese and 66 Ugandan educators, this study describes the (1) SEL skills educators should be using to effectively teach their students and the (2) SEL skills the educators believe students should be using to be effective learners and successfully transition into the world of work.Method: Data collection methods include online and offline surveys, with the exception of Uganda that complemented their survey data with interviews. Thematic content analysis, using modified grounded theory, was used to analyse the data, as well as the qualitative data analysis software NVivo.Results: The results indicated seven common SEL themes shared across the four African countries. The SEL themes identified were consistent with the existing framework of Collaborative for Academic, Social and Emotional Learning (CASEL) to some extent, especially around interpersonal relationships and decision-making skills.Conclusion: The findings indicate that the salience and importance of specific SEL skills varied based on the unique history and context of each country.

The impact of inequality and COVID-19 on education and career planning for South African children of rural and low-socioeconomic backgrounds

Background: South African youth in poor and rural communities have faced serious challenges, and the coronavirus disease 2019 (COVID-19) has worsened their situation. The odds are stacked against them as they try to obtain an education, and eventually a career. Many students struggle to complete their studies amidst the pressure of the pandemic, and concerns over career possibilities weigh heavily on their shoulders.Objectives: The need for this research is to highlight the challenges faced by youth within the education system. It is also to explore the failings of the South African government and its education sector.Method: A brief overview of the current and historical literature was conducted. Relevant literature was reviewed and critically analysed.Results: Eight major themes emerged from the literature surveyed. These included access to education, difficulties faced by girls, racism, infrastructure problems in poor and rural schools, child-headed households, education during COVID-19, food security and the absence of career guidance in low-income schools.Conclusion: In light of South Africa’s difficult history, and the fact that it is 27 years after the fall of apartheid, the state of South Africa’s education system is not conducive to education and promoting career development in young people. More attention needs to be given to education in poorer communities, and government needs to be held accountable.