Institutions and the school-to-work transition: disentangling the role of the macro-institutional context

2016 ◽  
pp. mww019 ◽  
Author(s):  
Paolo Barbieri ◽  
Giorgio Cutuli ◽  
Giampiero Passaretta
Keyword(s):  
Institutional Context ◽  
School To Work ◽  
School To Work Transition ◽  
Work Transition

School-to-work transition and newcomer socialisation: The role of job-related education

2011 ◽  
Vol 17 (6) ◽  
pp. 747-763 ◽  
Author(s):  
Narasimha Rao Kowtha
Keyword(s):  
Information Seeking ◽  
School To Work ◽  
Theory And Practice ◽  
Interactive Effects ◽  
Role Orientation ◽  
Role Clarity ◽  
School To Work Transition ◽  
New Graduates ◽  
Work Transition

AbstractThis study investigated the interactive effects of on-the-job training (OJT), co-worker support (CWS), and supervisor support (SS) with newcomer job-related education (JRE), on newcomer adjustment. Given that socialisation is a learning process, an important factor in socialisation is job-related knowledge. Although many studies on organisational socialisation drew on new graduates making the school-to-work transition, they have not considered the role of JRE and associated job-related knowledge for socialisation. It was hypothesised that JRE and newcomer information-seeking will moderate the effects of OJT, CWS, and SS on role clarity, role conflict, and role orientation. The study was conducted with a sample 244 business and engineering graduates of an Asian university. Results provide some support for the moderating effects of JRE on role clarity and conflict. It was also found that SS was positively related to newcomer innovative role orientation. Implications for theory and practice are discussed.

School-to-work transition and newcomer socialisation: The role of job-related education

2011 ◽  
Vol 17 (6) ◽  
pp. 747-763
Author(s):  
Narasimha Rao Kowtha
Keyword(s):  
Information Seeking ◽  
School To Work ◽  
Theory And Practice ◽  
Interactive Effects ◽  
Role Orientation ◽  
Role Clarity ◽  
School To Work Transition ◽  
New Graduates ◽  
Work Transition

AbstractThis study investigated the interactive effects of on-the-job training (OJT), co-worker support (CWS), and supervisor support (SS) with newcomer job-related education (JRE), on newcomer adjustment. Given that socialisation is a learning process, an important factor in socialisation is job-related knowledge. Although many studies on organisational socialisation drew on new graduates making the school-to-work transition, they have not considered the role of JRE and associated job-related knowledge for socialisation. It was hypothesised that JRE and newcomer information-seeking will moderate the effects of OJT, CWS, and SS on role clarity, role conflict, and role orientation. The study was conducted with a sample 244 business and engineering graduates of an Asian university. Results provide some support for the moderating effects of JRE on role clarity and conflict. It was also found that SS was positively related to newcomer innovative role orientation. Implications for theory and practice are discussed.

School-to-work transition and newcomer socialisation: The role of job-related education

2011 ◽  
Vol 17 (6) ◽  
pp. 747-763
Author(s):  
Narasimha Rao Kowtha
Keyword(s):  
Information Seeking ◽  
School To Work ◽  
Theory And Practice ◽  
Interactive Effects ◽  
Role Orientation ◽  
Role Clarity ◽  
School To Work Transition ◽  
New Graduates ◽  
Work Transition

Abstract This study investigated the interactive effects of on-the-job training (OJT), co-worker support (CWS), and supervisor support (SS) with newcomer job-related education (JRE), on newcomer adjustment. Given that socialisation is a learning process, an important factor in socialisation is job-related knowledge. Although many studies on organisational socialisation drew on new graduates making the school-to-work transition, they have not considered the role of JRE and associated job-related knowledge for socialisation. It was hypothesised that JRE and newcomer information-seeking will moderate the effects of OJT, CWS, and SS on role clarity, role conflict, and role orientation. The study was conducted with a sample 244 business and engineering graduates of an Asian university. Results provide some support for the moderating effects of JRE on role clarity and conflict. It was also found that SS was positively related to newcomer innovative role orientation. Implications for theory and practice are discussed.

Career Competencies and Career Success: On the Roles of Employability Activities and Academic Satisfaction During the School-to-Work Transition

2021 ◽  
pp. 089484532199253
Author(s):  
Alessandro Lo Presti ◽  
Vincenza Capone ◽  
Ada Aversano ◽  
Jos Akkermans
Keyword(s):  
Career Success ◽  
School To Work ◽  
Educational Goals ◽  
Academic Satisfaction ◽  
School To Work Transition ◽  
Work Transition ◽  
Time Lagged ◽  
Moderating Role ◽  
Career Competencies

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.

scholarly journals The Role of Carers and Caseworkers in the School-to-work Transition of Young People in Care

2011 ◽  
Vol 64 (4) ◽  
pp. 459-474 ◽  
Author(s):  
Meegan Crawford ◽  
Clare Tilbury ◽  
Peter Creed ◽  
Nicholas Buys
Keyword(s):  
Young People ◽  
School To Work ◽  
School To Work Transition ◽  
Work Transition

The Role of Computerized Personality Assessments in Students with Disabilities' School-to-Work Transition

2016 ◽  
pp. 1613-1628
Author(s):  
Mia R. Heikkila ◽  
Thomas G. Reio Jr.
Keyword(s):  
Students With Disabilities ◽  
School To Work ◽  
Personality Assessments ◽  
School To Work Transition ◽  
Employment Selection ◽  
Entry Level ◽  
Level Manager ◽  
Work Transition ◽  
Upper Level

The use of personality measures for pre-employment selection continues to be decidedly strong. Nationwide retailers have opted to administer these assessments increasingly via computer for prospective employees ranging from entry-level worker to upper-level manager positions. School-to-Work transition students with mental and physical disabilities are among the individuals completing these assessments. Nonetheless, the validity evidence supporting their use with this population remains unclear. Because school-to-work transition programs are designed to enhance students' work competence and ultimately employability, schools need to not only develop students' technical knowledge, but also prepare students to handle taking the personality assessments. This is explored in this chapter.

The Role of Computerized Personality Assessments in Students with Disabilities' School-to-Work Transition

2014 ◽  
pp. 67-81
Author(s):  
Mia R. Heikkila ◽  
Thomas G. Reio, Jr.
Keyword(s):  
Students With Disabilities ◽  
School To Work ◽  
Personality Assessments ◽  
School To Work Transition ◽  
Employment Selection ◽  
Entry Level ◽  
Level Manager ◽  
Work Transition ◽  
Upper Level

The use of personality measures for pre-employment selection continues to be decidedly strong. Nationwide retailers have opted to administer these assessments increasingly via computer for prospective employees ranging from entry-level worker to upper-level manager positions. School-to-Work transition students with mental and physical disabilities are among the individuals completing these assessments. Nonetheless, the validity evidence supporting their use with this population remains unclear. Because school-to-work transition programs are designed to enhance students' work competence and ultimately employability, schools need to not only develop students' technical knowledge, but also prepare students to handle taking the personality assessments. This is explored in this chapter.

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