Felt job insecurity is commonly seen as a stressor that is tied to a specific segment of employees and which implies overall negative outcomes. We challenge this view based on the new career rhetoric that assumes that felt job insecurity is widespread, although not necessarily problematic; rather, on the contrary, that felt job insecurity may promote career growth and development. Accordingly, our first aim concerns the distribution of felt quantitative and qualitative job insecurity, and our second aims concerns the connection between profiles and career correlates (i.e., perceived employability, individual and organizational career management). We used two samples of Belgian employees (N1 = 2355; N2 = 3703) in view of constructive replication. We used Latent Profile Analysis to compile profiles of felt quantitative and qualitative job insecurity and linked those profiles to career outcomes. Our results are similar across samples: five profiles were found, from relatively secure to relatively insecure (aim 1). The more secure profiles reported more favorable career outcomes than the less secure profiles (aim 2). This provided overall support for the common view. We connect these findings to what we see as the main risk, namely the potentially growing divide based on felt job insecurity and the relatively large group of employees in insecure profiles.

This paper describes the development and validation of an instrument for measuring work-related learning, which can be applied in different occupational contexts. Based on a comprehensive literature review and group discussions among the authors, the instrument was carefully constructed and examined among a heterogeneous sample of Flemish employees (N = 3232). The dataset was randomly divided into two subsets. An exploratory factor analysis was conducted on the first dataset (n = 1616) to provide insight into the underlying structure of the instrument. The second subset of the data (n = 1616) was used to validate the retrieved structure by means of a confirmatory factor analysis and to investigate the internal consistencies, convergent and discriminant validity, and the measurement invariance across different groups. After six months, the instrument was retested among the same respondents to examine longitudinal measurement invariance and predictive validity. The results showed that three factors could be distinguished and confirmed, namely informal learning activities using personal sources, informal learning activities using environmental sources, and formal learning activities. The results regarding the reliability and validity of the instrument were satisfactory.

Learning to become employable is a catch phrase often used to highlight the importance of upskilling in today’s knowledge-based labor market. Yet, evidence on the relationship between work-related learning and employability is limited and does not account for potential reciprocity. This is important though: if employability also promotes work-related learning, labor market segmentation could be enhanced. Accordingly, this study investigates the reciprocal relationship between (formal and informal) work-related learning and perceived (internal and external) employability. Hypotheses are based on the attribution-based theory of intrapersonal motivation, which has not yet figured in employability research. Structural equation modeling was performed on three-wave survey data of Belgian employees. The pattern of results showed a reciprocal, albeit weak, relationship between formal work-related learning and perceived internal employability. No other significant relationships were established. Hence, the relationship between work-related learning and perceived employability might not be as straightforward as generally assumed.

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