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Students’ Career Self-‐Efficacy A recent study of 955 University of Greenwich Business
Faculty undergraduate students, using Career Decision Self-‐Efficacy (CDSE: Taylor & Betz, 1983) shown that most students have a moderate level of belief that they can successfully complete tasks necessary to making career decisions.
Career Self-‐Efficacy Sub-‐Scale Mean
Accurate self-‐appraisal 3.35
Gathering occupaWonal informaWon 3.44
Goal selecWon 3.51
Making plans for the future 3.58
Problem solving 3.60
Score Interpreta6on: 1.0 -‐2.5: Low to Li\le confidence: intervenWon needed 2.5 -‐3.5: Moderate Confidence: may need some help 3.5 -‐5.0: Good confidence. comfortable with this skill set
Students’ Preparatory Job Seeking Behaviours
• If self-‐efficacy is one of the best predictors of job-‐searching behaviour (Zimmerman et al., 2012; Niles and Sowa, 1992)
• Then why are the preparatory job-‐seeking behaviours (Saks & Ashforth (1999) so low?
• Planning phase of the job process: gathering job informaWon, idenWfying leads, CV preparaWon, filling out a job applicaWon, etc.
• Students’ Outcome Expectancy? 1= 0 Wmes in 3 mths; 5= high acWvity (>10 Wmes) 3 -‐ 4 medium acWvity (3-‐9 Wmes) 2 = low acWvity (1 or 2 Wmes) 1 = no acWvity (0 Wmes)
Students’ Preparatory Job Seeking Behaviours (Saks & Ashforth, 1999)
0
100
200
300
400
500
600
0 Wmes 1 or 2 Wmes 3 to 5 Wmes 6 to 9 Wmes at least 10 Wmes
No of Students
-‐PredisposiWons -‐Gender -‐Ethnicity -‐Disability/Health Status
Cultural & Gender Role Models
Learning Experiences
Students’ Self-‐Efficacy Expecta6ons:
“Can I do this?”
Students’ Outcome Expectancy:
“If I do this, what will happen?”
Interests Choice Goals
Choice AcWons
Employability Efforts of Students (Job Searching Behaviours)
Cultural Influences Financial & EmoWonal Support Sociostructural Barriers (e.g.DiscriminaWon)
Modified Social Cogni6ve Career Theory's Model of Career-‐Related Behaviour (Brown & Lent, 2013)
Students’ Outcome Expectancy
• Mindset & expectaWons (Dweck, 2006; the Pygmalion effect – 1960s Rosenthal–Jacobson’s study)
• Cultural gender role models, cultural influences & socio-‐economic background (Brown & Lent, 2013)
• Social capital (Hill, 2011) • Interpersonal skills (Hill, 2011)
The Role of Coaching: Raising Students’ Outcome Expectancy
Coaching Interven6on
Purpose
Running Mindset Coaching Workshops for students (based on Carol Dweck’s workshops at Stanford University)
Designed to develop students’ growth mindset. Mindset is a central factor to students’ resilience and antude towards effort and learning. Students with ‘growth mindset’ believe that their abiliWes can be developed through effort and hard work and will open perceive a failure or challenge as an opportunity to learn (Dweck, 2000). A job search involves a lot of failure and rejec6on.
Leadership training coaching workshops for students.
To to develop their interpersonal skills -‐ considered the most important element of students' career success (Hill, 2011)
The Role of Coaching: Raising Students’ Outcome Expectancy
Coaching Interven6on
Purpose
Solu6ons Focus Training for Personal Tutors
Personal Tutors as Facilitators to empower students. Students have all the answers within themselves and possess all strengths and resources necessary to resolve their problem(s). Personal Tutors looking for evidence of students’ competence, resources, experiences and abiliWes and social support around students.
Mentoring Scheme for Students Alumni as Guest Speakers and VLs Passport Point Scheme
To develop students’ social capital networks and to expose them to business role models (Hill, 2011).
Selected References • Bandura, A. (1977), ‘Self-‐efficacy: toward a unifying theory of behavioural change’, Psychological
Review 41: 195-‐215 • Brown, S.D. and Lent, R.W. (2013), Career Development and Counseling: Pu:ng Theory and
Research to Work (2nd ed.), New Jersey: John Wiley & Sons, Inc. • Dweck, C. S. (2006), Mindset: How You Can Fulfill Your PotenCal. London: Constable& Robinson Ltd • Hill, S. (2011), ‘Making connecWons: the role of social capital in the enhancement of employability
of first generaWon business studies graduates.’ Widening ParCcipaCon and Lifelong Learning 13(2):33 -‐50
• Kumar, A. (2007), Personal, Academic and Career Development in Higher EducaCon: SOARing to success, New York: Routledge
• Saks, A. M., & Ashforth, B. E. (1999). ‘Effects of individual differences and job search behaviors on the employment status of recent university graduates’. Journal of VocaConal Behavior, 54, 335-‐349.
• Taylor, K. M., & Betz, N. E. (1983). ‘ApplicaWons of self-‐efficacy theory to the understanding and treatment of career indecision.’, Journal of VocaConal Behavior, 22, 63-‐81
• Zimmerman, R. D., Boswell, W. R., Shipp, A. J., Dunford, B. B., & Boudreau, J. W. (2012). ‘Explaining the pathways between approach-‐avoidance personality traits and employees' job search behavior’. Journal of Management, 38: 1450-‐1475.
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