Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-18T08:16:38.168Z Has data issue: false hasContentIssue false
  • English
  • Français

The Importance of Developing Employability

Published online by Cambridge University Press:  07 January 2015

P. D. Harms  and
Bradley J. Brummel
P. D. Harms*
Affiliation:
University of Nebraska-Lincoln
Bradley J. Brummel
Affiliation:
The University of Tulsa
*
E-mail: [email protected], Address: University of Nebraska-Lincoln, 265 CBA, 1240 R Street, Lincoln, NE 68588.
Get access Rights & Permissions [Opens in a new window]

Extract

The focal article by Hogan, Chamorro-Premuzic, and Kaiser is timely. With persistently high unemployment levels in the United States and across the globe it is clear that we need not only an understanding of what makes people successful in the jobs that they have but also an understanding of how to get them into the workforce and keep them there. To make the problem even clearer, consider the fact that despite the high unemployment rates and increasing numbers of students attending college, there are an estimated 3.5 million unfilled job openings (http://www.bls.gov/news.release/jolts.nr0.htm) at this very moment. Industrial–organizational (I–O) psychologists need to come to a better understanding of the nature of this problem and the potential solutions. The focal article represents an important first step in this process, but we believe that there are some areas of neglect in the model presented. In particular, we would like to focus our commentary on the development of both character and knowledge, skills, and abilities necessary for employment.

Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 6 , Issue 1 , March 2013 , pp. 20 - 23
Copyright
Copyright © Society for Industrial and Organizational Psychology 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago, IL: University of Chicago Press.Google Scholar
Haller, A. O., & Portes, A. (1973). Status attainment processes. Sociology of Education, 46, 51–91.Google Scholar
Hanson, V. D., & Heath, J. (1998). Who killed Homer? New York, NY: The Free Press.Google Scholar
Hanson, V. D., Heath, J., & Thornton, B. (2001). Bonfire of the humanities. Wilmington, DE: ISI.Google Scholar
Harms, P. D., Roberts, B. W., & Winter, D. (2006). Becoming the Harvard man: Person-environment fit, personality development, and academic success. Personality and Social Psychology Bulletin, 32, 851–865.Google Scholar
Hogan, R., Chamorro-Premuzic, T., & Kaiser, R. B. (2013). Employability and career success: Bridging the gap between theory and reality. Industrial and Organizational Psychology: Perspectives on Science and Practice, 6, 3–16.Google Scholar
Hudson, N. W., Roberts, B. W., & Lodi-Smith, J. (2012). Personality trait development and social investment in work. Journal of Research in Personality, 46, 334–344.Google Scholar
Lodi-Smith, J., & Roberts, B. W. (2007). Social investment and personality: A meta-analysis of the relationship of personality traits to investment in work, family, religion, and volunteerism. Personality and Social Psychology Review, 11, 68–86.Google Scholar
Paul, K., & Moser, K. (2009). Unemployment impairs mental health: Meta-analyses. Journal of Vocational Behavior, 74, 264–282.Google Scholar
Roberts, B. W. (1997). Plaster or plasticity: Are work experiences associated with personality change in women? Journal of Personality, 65, 205–232.Google Scholar
Roberts, B. W., Caspi, A., & Moffitt, T. (2003). Work experiences and personality development in young adulthood. Journal of Personality and Social Psychology, 84, 582–593.Google Scholar
Roberts, B. W., Bogg, T., Walton, K., & Caspi, A. (2006). De-investment in work and non-normative personality trait change in young adulthood. European Journal of Personality, 20, 461–474.Google Scholar
Roberts, B. W., & Robins, R. W. (2004). A longitudinal study of person-environment fit and personality development. Journal of Personality, 72, 89–110.Google Scholar
Roberts, B. W., & Wood, D. (2006). Personality development in the context of the Neo-Socioanalytic Model of personality (Chapter 2, pp. 11–39). In Mroczek, D. & Little, T. (Eds.), Handbook of Personality Development. Mahwah, NJ: Erlbaum Associates.Google Scholar
Sewell, W. H., & Hauser, R. M. (1980). The Wisconsin longitudinal study of social and psychological factors in aspirations and achievements. Research in Sociology of Education and Socialization, 1, 59–101.Google Scholar
Sewell, W. H., & Hauser, R. M. (1992). The influence of Blau and Duncan's the American occupational structure on the Wisconsin model. Contemporary Sociology, 21, 598–603.Google Scholar
United Nations Development Programme. (2006). Poverty, unemployment, and social exclusion. Retrieved from http://www.undp.hr/upload/file/104/52080/FILENAME/Poverty,Unemployment and Social Exclusion.pdf Google Scholar
Winter, D., McClelland, D., & Stewart, A. (1981). A new case for the liberal arts. San Francisco, CA: Jossey-Bass.Google Scholar