Employment Preparation Research Articles

Employment readiness of socially vulnerable youth—Costa Rica (DOS)

Federal Grants & ContractsVolume 43, Issue 5 p. 3-3 Grant Alerts Employment readiness of socially vulnerable youth—Costa Rica (DOS) First published: 05 February 2019 https://doi.org/10.1002/fgc.30245Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume43, Issue57 February 2019Pages 3-3 RelatedInformation

Effect of Industry Practices, Support Parents, Liveliness Organization, and Learning Achievement of Student Employment Readiness SMK

This study aims to determine whether there is influence between Industi Practices, Support Parents, activeness Organization, Organization liveliness, and Achievement against SMK Students Work Readiness. The research was carried out for nearly three months since the month of November 2018 to January 2019. The method used was survey with quantitative approach. The population in the form of student vocational schools (SMK), both class X, XI, and XII, with the number of 220 respondents. For sampling technique used purposive sampling technique nonprobability student / senior high school students of class X to XII in Jakarta and several cities in Java with the number 220. Data collection techniques using literature techniques and questionnaires and using SmartPLS version 3.0. Partial Least Square (PLS) with structural equation analysis (SEM) and obtained positive results from all four variables exist. It can be concluded that the Industrial Practice, Parental Support, activeness of the Organization.

The way collaboration benefits vocational students: a case study of a joint venture college in China

ABSTRACTInternational collaborations in the vocational and training (VET) sector have grown significantly in the past three decades in China as well as in other parts of the world. Despite its growing prominence, it remains a largely under-researched field compared to the large volume of research on universities’ internationalization. In particular, it is unclear how internationalization practices improve vocational students’ academic and social competencies and readiness for employment. This case study was intended to fill this current gap in the literature by investigating a selected joint venture VET college in China. This study employed a wealth of data as evidence that international programmes could benefit vocational students in their English skills, professional knowledge, intercultural competence, and personal and career development. In additional to the opportunities created for vocational students, international programmes are expected to offer workplace experience and design a curriculum that suits students with different future plans. The findings of this study indicate that international collaborations in the VET sector have the potential not only to better prepare vocational students for life and employment, but also to address the challenges facing the VET system in developing economies.

A Review of CommunityWorks Canada®: Toward Employability Among High School-Age Youth With Autism Spectrum Disorder.

CommunityWorks Canada® is a 12-week (30-hour) program that provides social, communication, and job skill–building activities as well as peer mentorship to youth with autism spectrum disorder. Administration of a pre- and postprogram employment readiness measure (n = 76 participants) demonstrated positive changes as reflected by the participants’ decreased concerns about their responsibility, flexibility, job skills, communication, self-view, and health and safety. Postprogram qualitative interviews and survey data collected from a range of program stakeholders (participants, parents, peer mentors, and community partners/employers) corroborated identified gains in personal development, employment exposure, work proficiency, and comfort in work settings. For community partners/employers and peer mentors, greater understanding about autism spectrum disorder and commitment to inclusive hiring reportedly resulted from program engagement. Implications and recommendations are offered.

The impact of vocational training on transition-aged adults

PurposeThe purpose of this paper is to examine the difference in attaining and maintaining employment between transition age youth (ages 19–22) with emotional and behavioral disorders (EBDs) completing and not completing vocational training.Design/methodology/approachA quantitative causal-comparative research design using existing data extracted from the National Longitudinal Transitional Study-2 (NLTS-2) via a restricted data use license issued by the National Center Special Education Research, Institution of Education Sciences, US Department of Education. One-way ANCOVA and multiple regression analysis with one independent variable and six control variables were used for the study.FindingsThe results showed there is a significant difference in employment status between transition age youth with EBDs completing vocational training as compared to non-completion of vocational training, controlling for gender, race, age, mental health services, academic achievement and prior work experience. Individuals who completed vocational training are more likely employed after two years, than those who had not completed vocational training.Originality/valueThe outcomes of the study showed that vocational training during the transitional period had a positive impact on outcomes such as employment status, participation in job skills programs and perceived preparedness for employment. These findings support the idea that vocational training during the secondary school period is an effective way to scaffold support for the transitional period. As a result, these findings justify the use of vocational training as part of the transitional preparation for students with emotional and behavioral disorders.

The Effectiveness of Employment Support Program on Career Decision Self-Efficacy, Employment Readiness Behavior, and Employment Possibility of University Students

The Effectiveness of Employment Support Program on Career Decision Self-Efficacy, Employment Readiness Behavior, and Employment Possibility of University Students

Turning Welfare-Reliant Women into Entrepreneurs: Employment Readiness Workshops and the Constitution of the Entrepreneurial Self in Israel

This article shows how two different subjectivities promoted by neoliberal discourses—that of the entrepreneur and that of the docile workers—are interwoven in the discourse of coaches leading employment readiness workshops conducted in a workfare program in Israel. Three main discursive strategies, “between entrepreneurialism and docility,” “rehearsing employability: the labor market as a second family,” and “happiness and positive psychology,” interwove appeals to simultaneously identify as docile workers and enterprising selves. The findings presented in this article underscore how class (and gender) are re-scripted as individual barriers by exhorting welfare-reliant women to become an entrepreneurial job seeker.

The Effect of Self-Directedness in Learing on Employment Readiness of Undergraduates in South Korea

The purpose of this study is to analyze whether self-directedness in learning has positive effects on employment readiness of undergraduates. The subject of this study has little precedent research and we generated a research model. This study shows the following results: First, intrinsic motivation factor of self-directedness in learning has a positive effect on employment readiness directly. Task-solving abilities in self-directedness in learning indirectly have positive effects on employment readiness through the mediating effect of intrinsic motivation. Second, the higher the achievment orientation undergraduates have, the more negatively affected the employment readiness of undergraduates is. It means that higher achievement orientation may encourage them to explore new career paths such as graduate school or youth startup not normal employment of companies. Third, this study has the following significance: We set up and proved the relationship between subordinate variables in self-directedness in learning of undergraduates and subordinate varibles in employment readiness. We proved that the intrinsic motivation of self-directedness in learning is the most important factor to have a positive effect on the employment readiness of undergraduates.

Structural Analysis of Self-Development Competency and Employment Readiness to improve the Job Achievement of Women’s University Students

Structural Analysis of Self-Development Competency and Employment Readiness to improve the Job Achievement of Women’s University Students

How Variations in State Policies and Practices Impact Student Outcomes: What Principals and Professors Need to Know

American high school graduates’ readiness for higher education or employment in the global economy may depend on the state where they live. Since the 10th Amendment to the United States Constitution makes education a state function, the 50 states and the District of Columbia vary significantly in their policies and practices for (a) preschool access and enrollment, (b) compulsory attendance, (c) instructional standards, (d) school funding, and (e) student outcomes. The variance in state requirements and student outcomes is a high-stakes equity issue. If every child is to be well educated and prepared to live productively in the 21st century, principals, professional associations, and allies can assess their own states’ policies and outcomes on these five criteria and determine where their advocacy may be needed to strengthen them.

Improving Transition to Employment for Youth With Physical Disabilities: Protocol for a Peer Electronic Mentoring Intervention.

BackgroundAlthough youth with disabilities have much to gain from employment readiness programs, they are often excluded from or have limited access to vocational programs. One encouraging approach to address gaps in vocational programming is through peer electronic mentoring (e-mentoring), which may facilitate a smoother transition to adulthood by offering support to enhance coping skills. Despite the increase in online communities, little is known about their impact on vocational mentoring for youth with physical disabilities and their parents.ObjectiveThe aim of this paper is to develop, implement, and assess the feasibility of an online peer mentor employment readiness intervention for youth with physical disabilities and their parents to improve their self-determination, career maturity, and social support compared to controls.MethodsA mixed-methods feasibility randomized controlled trial (RCT) design will be conducted to develop and assess the feasibility, acceptability, and initial efficacy of the “Empowering Youth Towards Employment” intervention. Youth (aged 15 to 25) with physical disabilities and their parents will be randomly assigned to a control or experimental group (4-week, interactive intervention, moderated by peer mentors).ResultsData collection is in progress. Planned analyses include pre-post measures to determine the impact of the intervention on self-determination, career maturity, and social support. A qualitative thematic analysis of the discussion forums will complement the surveys to better understand why certain outcomes may have occurred.ConclusionsOur intervention includes evidence-informed content and was co-created by a multi-disciplinary group of researchers and knowledge users. It has the potential for widespread implications as a cost-effective resource to supplement educational and vocational programming for youth with disabilities.Trial RegistrationClinicaltrials.gov NCT02522507; https://clinicaltrials.gov/ct2/show/NCT02522507 (Archived by WebCite at http://www.webcitation.org/6uD58Pvjc)

Factors associated with return to work in patients with long-term disabilities due to neurological and neuropsychiatric disorders

ABSTRACTThe current study explores factors predicting return to work in a sample of patients with neurological and neuropsychiatric disorders who have attended a prevocational readiness and social skills training programme many years after trauma. Participants were community-dwelling adults with long-term disabilities (N = 67). Results of univariate analyses followed by multivariate logistic regression analysis revealed that both pre-injury (prior) and post-injury (current) factors influenced the likelihood of employment in our sample: prior employment, current employment readiness, current cognitive competence (particularly memory and executive functioning) and emotional adjustment. Our findings demonstrate that both pre-trauma and current factors interact in predicting return to work not only for individuals with traumatic brain injury (TBI), but also for a broader group of patients with long-term disabilities due to a variety of neurological and neuropsychiatric conditions. Thus, our findings provide preliminary support for ongoing long-term management of individuals with long-term disabilities and warrant close attention of future investigators to potential benefits of cognitive remediation, psychotherapy and vocational rehabilitation in terms of maintenance of initial gains and increased probability of return to work many years after trauma.

Testing an integrated self-determined work motivation model for people with disabilities: A path analysis.

Individuals with disabilities are more likely to live in poverty, have more health issues, and be less likely to be employed than their same-aged peers. Although these issues may be attenuated by vocational rehabilitation services, amotivation and ambivalence to employment can limit the readiness of persons with disabilities to engage in these services. Drawing on self-efficacy, self-determination, and stages of change theories, the purpose of this study was to develop and test an integrated self-determined work motivation model for people with disabilities. Participants included 277 people with disabilities recruited through vocational rehabilitation agencies across 8 states. Path analysis was used to evaluate the contribution of functional disability, self-determination, and social efficacy variables in a hypothesized integrated self-determined work motivation model. Model estimations used maximum likelihood estimation and model-data fit was examined using several goodness-of-fit indices. The initial path analysis indicated a less than optimal fit between the model and the observed data. Post hoc model modifications were conducted based on examination of the critical ratios and modification indices and theoretical consideration. The respecified integrated self-determined work motivation model fit the data very well, χ²ldf = 1.88, CFI = .99, and RMSEA = 0.056. The R2 for the endogenous variables in the model ranged from .19 to .54. Findings from this study support the integrated self-determined work motivation model in vocational rehabilitation as a useful framework for understanding the relationship among functioning levels, self-determination and self-efficacy factors, vocational rehabilitation engagement, and readiness for employment. (PsycINFO Database Record

An Ecosystem Approach to Employment and Autism Spectrum Disorder.

Relatively little is yet known about employment readiness and elements that promote access to, and the retention of, employment for adults with autism spectrum disorder (ASD). This paper posits elements within the ecosystem of employment and ASD. The ecosystem approach locates employment among persons with ASD as inextricably linked with broader community resources, family support, workplace capacity building (e.g., employer, co-workers) and policy. Application of the approach is offered through process evaluation data yielded from an ecosystem-informed job readiness program entitled, 'EmploymentWorks Canada'. Findings illustrate job readiness in the context of the broader ecosystem that envelopes salient components in the aim of community engagement and quality of life. Recommendations are offered for community-based applications and for program and research development.

Identification of Industry Needs and Development of Professional Skills in Students of Horticulture

Increased global trade coupled with diversified employment opportunities demand college graduates possessing well-developed professional skills. Recent survey results identified the importance of professional skills among candidates seeking employment, with communication being recognized as the most important skill or quality when selecting candidates. The ability to work within a team structure, solve complex problems, and organize and prioritize work also ranked high among industry employment needs. Despite a rigorous focus on discipline-oriented knowledge and skills, development of professional skills in students of horticulture may be overlooked or not fully developed. Teaching methods can be modified to incorporate development of professional skills and discipline-oriented knowledge to enhance student employment preparedness and directly address industry needs.

Industrial product design project: building up engineering students’ career prospects

ABSTRACTThe needs to bridge the academic skills of students involved in higher education and improve their readiness for employment in industry are being widely addressed. Most academic curricula cover the natural, technical and scientific topics of engineering in depth but lack practical engineering experience and soft skill development crucial for a successful engineering career. A novel national tender-based programme has been launched to provide students with industrial-grade experience during studies through direct cooperation between students, university staff and the industry. This paper presents results of a specific engineering project case supervised by the authors. Within the project, students got an opportunity to practice engineering skills without sacrificing the time needed for a company-based internship. During a 6-month project, a group of interdisciplinary students designed an instrument as specified by the industrial project partner. Participation in the project was optional and organised as a student’s side activity. The project was stimulating development of a range of engineering competences and soft skills among the participants. The participating students showed an above-average commitment and responsibility, fulfilling the specified project goals. The indirect measures demonstrate the positive influence of participating in the project on the career futures of the students.

Reentry of Released Female Prisoners into the Community

The literature shows a strong connection between lack of employment and involvement in crime, while finding employment represents a turning point in the life of the offender. This study examined the reentry to society of 126 female Israeli prisoners who participated in the Rehabilitation-Vocational Program, most of them were on parole, and others after release. It focused on the women's search for work, their “employment preparedness”, and their stability in the workplace. Despite the multi- problem nature of the released female population, the results indicate a relatively high success rate of stability in the workplace. The study indicates that employment was found after approximately two months. This interval from time of release to time of employment is consistent with the assumption that the former prisoners need a period of treatment and adjustment before entry in the workforce. The Rehabilitation-Vocational Program utilizes volunteers from the community and develops programs based on mentors who are positive role models. The findings indicate that such a model assists the former female prisoners in successfully reintagrating with the community.

Development and Validation of Tool for the Assessment of Employment Preparedness for People with Visual Impairments

본 연구의 목적은 시각장애인용 고용준비도 검사지를 개발하는 데 있다. 개발과정은 체계적인 개발절차에 따라 문헌연구를 통해 검사 요인을 구성하고, 학계 및 현장 전문가 의견조사, 파일럿 테스트를 통해 검사지를 최종 완성하였다. 검사지의 신뢰도와 타당도를 검증하기 위해 구직시각장애인을 대상으로 평가를 실시하여 253명의 평가 자료를 수집하였다. 검사도구의 신뢰도 및 타당도 검증을 위해 주성분 분석, 확인적 요인분석, 상관분석 등을 사용하였다. 신뢰도 분석결과, 구인별 신뢰도 계수는 0.88-0.92로 요인별 하위 문항 간 내적일관성이 양호한 것으로 확인되었다. 타당도 분석결과, 9개 구인별 주성분 요인분석에서 단일차원성이 양호하고, 확인적 요인분석 결과에서도 구조방정식 모형이 적합한 것으로 나타나 구인타당도는 양호한 것으로 평가되었다. 공인타당도 검증을 위해 고용준비도 검사와 직업스크리닝 검사 간 상관관계 분석을 실시한 결과, 상관계수값이 0.501로 나타나 공인타당도가 양호한 것으로 확인되었다. 이상의 결과에서, 시각장애인 고용준비도 검사는 평가도구로서 심리측정학적으로 타당성이 있는 것으로 확인되었다.The purpose of this study is to develop tool for the assessment of employment preparedness for people with visual impairments. First, we developed a draft assessment factors. Expert opinion survey, delphi survey, pilot test were conducted to modify contents of the factors. Actual assessments were carried out to test the reliability and validity of the developed tool targeting job seeker with visual disabilities. The total number of valid samples are 253. Principal component analysis, confirmatory factors analysis, and correlation analysis were used for the validity test. Chronbach alpha analysis was used for the reliability test. As a result of the reliability analysis, the reliability coefficient showed good level of 0.88-0.92. As a result of the factor analysis, it was confirmed that the composition concept of 9 factors were well reflected. The correlation coefficient between employment preparedness tool and job screening tool was 0.501, Which was statistically significant. Therefore, it was evaluated as having a concurrent validity. Finally, it was confirmed that the assessment of employment preparedness for people with visual impairments was valid as assessment tool.

Workfare under Ontario Works: Making Sense of Jobless Work

AbstractOntario Works is a provincial income assistance programme of last resort, operating under a workfare policy structure. Based on interviews with clients and staff (case managers, supervisors, managers and administrators), as well as an examination of policy directives, this article explores the work of workfare including claims making, training and resocialization, and employment internships. This article asks particularly how the work of workfare and the complex and costly workfare infrastructure is justified in the face of its failure to lead to employment. Findings include a contrast between the official story of an employment‐focused programme and workers' reports of spending far more time on eligibility than employment readiness. In addition, applying Gramsci's notion of ‘common sense’, an argument is developed that the normative justification for workfare is based not on the effectiveness of workfare programmes, but on the belief that clients need to exchange their work for welfare and self‐improvement so that they appear ‘employment ready’ even if not employed.

Boldly Going where no Higher Educators Have Gone Before: A Review of the 1st International Conference on Higher Education Advances, Valencia, Spain

Abstract Knowledge in action is the order of the day in Universities. It is no longer enough to examine what students know, we also need to know what they can do, and how they will use their soft skills to integrate smoothly into the diverse environments of their futures. Higher educators are responding to this changing landscape by strengthening integration with industry and other community sectors, as well as finding novel ways to engage students in authentic learning. Conference attendees from over 40 countries presented innovations in i) competences and employment readiness, ii) assessment and evaluation, iii) teaching methods and technologies, and iv) student reflections and perspectives. Together, these innovations are creating new models for producing students better equipped to contribute to their community, the global economy, and the building of nations.