Research questions: Adolescents and young adults need to develop the necessary career preparedness (CP) to deal with increasingly dynamic labor markets, capitalize on resources and opportunities, deal with challenges and setbacks, and proactively self-direct their future careers (Lent, 2013). CP is an umbrella term which refers to the various attitudes, knowledge, competencies, and behaviors necessary to deal with expected and unexpected career transitions and changes (Marciniak, Johnston, et al., 2020). Developing CP becomes even more important due to accelerated digitization and automation in the work world which leads to increased uncertainties and dynamics in careers (Hirschi, 2018a; Lent, 2018). The current project directly builds upon the previous project “Development and Promotion of Career Preparedness among Adolescents”, funded by the SBFI from 2016 to 2021, which examined how CP develops during mandatory school, prior to transitioning to vocational education and training (VET). Integrating and extending the previous project, the current projects aims to examine (1) how CP develops during VET; (2) which factors promote or inhibit the development of CP during VET; and (3) what effects CP has on work adjustment after transitioning from VET to regular work, including factors that increase or diminish the importance of CP for mastering that career transition.
Hypotheses: We expect that there are distinct developmental trajectories of CP during VET, which include increasing, decreasing, high-stable, low-stable, and medium-stable levels of CP over time. We moreover hypothesize that favorable person factors (i.e., personal dispositions) and background contextual factors (i.e., work volition, parental SES) as well as proximal personal (e.g., occupational self-efficacy) and contextual influences (e.g., supervisor support) promote increases and prevent declines in CP. We moreover expect that higher CP during VET predicts better transition outcomes (e.g., job satisfaction) after VET and that the positive effects of CP are especially pronounced for young adults in less supportive contexts. Finally, linking the current project to the previous project, we expect that higher CP during mandatory school is related to better transition outcomes from VET to work, mediated by higher CP during VET.
Research design: We use a longitudinal cohort sequential panel design with three samples to assess the development of CP during VET and later transition outcomes after VET with three new yearly measurement waves. Sample 1 is a new sample assessed from the first year VET to end of their third year in VET. Sample 2 is a refreshment sample and new cohort assessed from the 2nd year VET to their last year in VET/one year after finishing VET. Sample 3 stems from the previous project and will in total be assessed from Grade 8 until their last year in VET/one year after finishing VET with a total of 10 measurement waves. Data will be collected each twelve months in-class or with individual assessments, depending on the Sample and measurement point.
Instruments: We will apply a range of established self-report measures, including new measures for CP developed and validated in the previous project.
Objectives: The project will increase our understanding regarding the development of CP during VET and the effects of CP for a successful transition from VET to work. We will also improve knowledge about the individual and contextual factors, both more distal and more proximal, which affect the development of CP and might moderate its effects on transition outcomes.
Sought after benefits for the steering and further development of VPET and VPET research: The present project will offer important insight to support the continued success of VPET in Switzerland. Specifically, by providing new knowledge on the early development of CP and its facilitating and inhibiting personal and contextual factors. Due to the importance of CP in the current career context, insights from the project will help to support key strategic goals in VPET: the ability of workers to maintain sustainable employability over their careers, shape their careers according to individual preferences and life circumstances, and capitalize on the flexibility offered by the Swiss VPET system.
