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COMPETENCIES FOR THE CONTEMPORARY CAREER
Jos Akkermans
HAN University of Applied Sciences & Utrecht University
EAPRIL Conference, Jyväskylä, November 29th 2012
Conceptualizing Career Competencies Formulating a comprehensive framework using various research methods
Measuring Career Competencies with the CCQ Developing and testing a measurement instrument
Practical Value of CCs Value of career competencies for interventions of HR departments and educational institutions
Overview of Presentation
Young employees aged 16-30
Finished intermediate vocational training
OR
Were about to finish IVT
RQ 1: Which career competencies may be relevant for young employees who are starting their career?
RQ 2: How can we measure these CCs?
Conceptualizing CC
RQ 1: Which career competencies may be relevant for young employees who are starting their career?
1) Literature review of career competencies
2) Interview study among 47 stakeholders e.g., Labor unions
HR and line managers
Researchers
Young employees
Conceptualizing CC
Outcomes of review and interviews:
Career competencies pertain to the individual’s career
as a whole and may therefore be clearly distinguished from job skills and work competencies
Career competencies are conceptually related to, but different from dispositional characteristics and contextual variables
Career competencies are malleable; they can be developed by the individual
Conceptualizing CC
Outcomes of review and interviews:
Career competencies: “knowledge, skills, and abilities central to career development, which can be influenced and developed by the individual”
1) Reflective Career Competencies
2) Communicative Career Competencies
3) Behavioral Career Competencies
Conceptualizing CC
Reflective Career Competencies
Reflection on Motivation
Reflection on Qualities
Communicative Career Competencies
Networking
Self-profiling
Behavioral Career Competencies
Work Exploration
Career Control
Conceptualizing CC
RQ 2: How can we measure these CCs?
1) Initial 32-item version of the Career Competencies Questionnaire (CCQ)
2) Pilot Study & Panel of Experts
3) Exploratory Factor Analysis (N = 219)
4) Confirmatory Factor Analysis (N = 212)
Measuring CC
32-item version was reduced to final 21-item version based on pilot study, panel of experts, and EFA.
EFA: factor loadings of final version all on their expected factor, between .72 and .91
CFA: six-factor model showed the best fit to the data (vs. one-factor & three-factor model)
CFA: six individual CCs constitute a multidimensional construct of career competencies
Cronbach’s alphas between .77 and .82
Measuring CC
Factorial Validity
The framework of six CCs had the best fit to the data
Discriminant Validity
CCs are related to, but different from: Career motivation
General self-efficacy
Perceived performance
Perceived employability
Incremental Validity
CCs have unique added value up-and-above these concepts
Measuring CC
Career competencies may be especially important for young employees who have recently entered, or are about to enter the labor market
Using quantitative and qualitative research methods, we formulated a comprehensive framework and we developed and tested the CCQ
Empirical testing supported the reliability and the validity of the CCQ
RECAP
Value for organizations and educational institutions:
CCQ as a Diagnostic Tool Monitoring progress; identifying potential obstacles; starting point for further interventions
CCs as personal resources in internships and work Associations with motivational processes and wellbeing
CCs as the basis of career development interventions Career competencies are assumed to be malleable young individuals may be trained to develop them
Practical Value of CCs
CCs as the basis of career development interventions Career competencies are assumed to be malleable young individuals may be trained to develop them
CareerSKILLS Intervention Career development intervention for young employees and interns; based on framework of CCs
Empiral Support for Effectiveness Increase in CCs, resilience against setbacks, GSE, perceived employability, career-related behaviors and work engagement (only for intervention group)
Practical Value of CCs
Can these results be generalized to other countries? i.e., is this is a framework that would also apply in other countries with their own educational systems and labor markets?
Which potential international differences may exist? What may be the causes of these differences?
In what ways could/should career competencies be integrated in HR policies and curricula of schools? Is it desirable? Is it feasible? How and why?
DISCUSSION
QUESTIONS?
Email: [email protected]
Akkermans, J., Brenninkmeijer, V., Huibers, M., & Blonk, R.W.B. (in press). Competencies for the Contemporary Career: Development and Preliminary Validation of the Career Competencies Questionnaire. Journal of Career Development
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