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14 - Building Skills for Positive Developmental Pathways and Successful Vocational Careers in Adulthood: Intervention Programs Within the School Context

Published online by Cambridge University Press:  22 December 2009

By
Karina Weichold
Edited by
Ingrid Schoon  and
Rainer K. Silbereisen
Ingrid Schoon
Affiliation:
Institute of Education, University of London
Rainer K. Silbereisen
Affiliation:
Friedrich-Schiller-Universität, Jena, Germany
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Summary

Introduction

In times of social change characterized by opening of labor markets, increasing job insecurity, reduced job and training opportunities, and high rates of unemployment, a smooth and successful transition from school to work life becomes a salient developmental task for adolescents. Successful transitions to work life and successful career pathways have long-term significance for psychosocial adaptation, health, and well-being (Roisman, Masten, Coatsworth, & Tellegen, 2004). A successful transition to work and a positive career pathway are defined by extrinsic and intrinsic characteristics of occupational success. Extrinsic markers refer to stable working relationships and short times of unemployment (e.g., a short time span between finishing school and entering work life and related education), but also to high occupational status, promotions, and high income. Intrinsic criteria of occupational success include personal characteristics such as high job satisfaction (Judge & Higgins, 1999). Extrinsic and intrinsic markers for successful occupational careers are interrelated, such as occupational success and job satisfaction (Judge, Thoresen, Bono, & Patton, 2001).

Today's employers and enterprises seek trade-oriented young people with clearly defined skills, abilities, and dispositions (Taylor, 2005). They look for future employees that have an understanding of the employer's requirements and expectations, share high work ethics, show a high willingness to work, have a keenness to learn, are punctual and honest, and exhibit appropriate personal behaviors. In addition, employers expect basic skills (i.e., literacy, numeracy, teamwork, communication skills, and problem-solving skills) and the ability to use equipment and technology.

Type
Chapter
Information
Transitions from School to Work
Globalization, Individualization, and Patterns of Diversity
 , pp. 312 - 330
Publisher: Cambridge University Press
Print publication year: 2009

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