Development, predictors, and effects of trainees’ organizational identification during their first year of vocational education and training

Maué, Elisabeth; Findeisen, Stefanie; Schumann, Stephan

doi:10.3389/fpsyg.2023.1148251

Cited by 4 publications

(2 citation statements)

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“…Lastly, we also want to refer to the autoregressive path coefficients of the two cross-lagged panel models: Clearly, these autoregressive path coefficients are stronger for professional identification than for autonomy support and autonomy thwarting. This means that the construct of professional identification is more stable, i.e., changes less over time, which is in line with the results of Maué et al (2023) , who also applied a cross-lagged panel analysis for, among other things, trainees’ identification in VET. This seems to be plausible since perceived autonomy support and thwarting are by definition highly dependent on context and situation ( Patall et al, 2018 ; Vansteenkiste et al, 2020 ).…”

Section: Discussionsupporting

confidence: 82%

Professional identification in the beginning of a teacher’s career: a longitudinal study on identity formation and the basic psychological need for autonomy in VET teacher training

2023

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IntroductionThis study examines the extent to which VET trainee teachers’ identification with their profession is related to their basic psychological need for autonomy and whether this is reflected in their intention to stay in the field. Trainee’s subjective experience of their professional identity interacts with different conditions of the training environment, whereby we focus on perceived autonomy support and autonomy thwarting behavior of seminar teachers.MethodsOn the basis of a longitudinal design with a total of 79 trainee teachers in Germany and four survey time points during teacher training, corresponding developmental processes were traced over a total period of 1 year. Cross-lagged panel analyses allow us to draw conclusions about the extent to which professional identification of trainees interacts with autonomy-support or autonomy-thwarting conditions originating from seminar teachers and to what extent the aforementioned factors in turn affect intention to stay.ResultsCross-lagged panel analyses show that professional identification after 6 months in teacher training significantly predicts the intention to stay in the teaching profession half a year later. Significant cross paths each describe positive effects between professional identification and autonomy support and negative effects between professional identification and autonomy thwarting.DiscussionParticularly against the background of the shortage of teachers in Germany and other countries, the promotion of professional identification processes in the sense of a teacher identity can be assessed as crucial. In this respect, an autonomy-supporting environment, e.g., created by seminar teachers, can already contribute to that during teacher training.

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Section: Discussionsupporting

confidence: 82%

Professional identification in the beginning of a teacher’s career: a longitudinal study on identity formation and the basic psychological need for autonomy in VET teacher training

2023

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“…The results of this study confirm results of Forster-Heinzer insofar as we find a similar explanation of variance in identification with the career (this study: R 2 = 0.24; Forster-Heinzer, 2020: R 2 = 0.027) and identification with the organization (this study: R 2 = 0.68; Forster-Heinzer, 2020: R 2 = 0.054). Maué et al (2023) identify similar predictors for organizational identification of trainees. In future research investigation could be made into why the variance in organizational identification is better explained than the variance in career identification.…”

Section: Direct and Indirect Effects On Career Identification And Org...mentioning

confidence: 92%

How training quality, trainer competence, and satisfaction with training affect vocational identification of apprentices in vocational education programs

Wuttke,

Heinrichs,

Koegler

et al. 2024

Front. Psychol.

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Vocational identification means being identified with an organization and with one’s career. Both are key objectives of vocational education and training (VET) programs and advantageous for employees and employers. For employees, vocational identification is often associated with positive work-related emotions and job satisfaction; for employers, workers’ identification with the organization and the career enhances their performance and reduces turnover. Thus, investment in employees’ professional development that has the potential to support vocational identification is advantageous for all involved. In light of current demographic changes and a decreasing demand for full-time work, which are leading to a shortage of skilled workers and lower enrolment in apprenticeship programs, it is essential to bind young talents to companies at an early stage and avoid resignations during or after training. Findings from various empirical studies confirm that those who identify with their chosen career and the organization for which they work are more satisfied, think less about quitting, and perform better. Little empirical research has been conducted on how apprentices in VET programs identify with their career or organization or the extent to which such identification enhances their job satisfaction. In this study, we therefore investigate factors that influence apprentices’ identification with their career and organization, in particular, the effects of training quality and trainer competence. Our results indicate that apprentices identify strongly with their career and with the organization where they are doing their training and are mostly satisfied with the quality of their training. Structural equation modeling reveals the relevance of career choice, training quality, and job satisfaction for identification with an organization and (less) with a career. The learning and working conditions in the organization, and more specifically, the variety of tasks offered to the apprentices and the trainer’s pedagogical aptitude explain satisfaction with the training and career identification; the trainer’s presence and the apprentices’ satisfaction with training explain, to some degree, variance in organizational identification.

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Changing Occupations or Changing Companies—Predictors of Different Types of Premature Contract Terminations in Dual Vocational Education and Training Programs

Findeisen,

Ramseier,

Neuenschwander

2023

Vocations and Learning

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In Switzerland, access to non-academic occupations requires the completion of a vocational education and training (VET) program. Over two-thirds of adolescents choose to start a dual VET program after compulsory education. However, this path from school to work is not always linear, and changes can be a means of adjusting wrong career choices. In the context of dual VET, two types of adjustments that occur frequently can be distinguished: (1) change of occupations and (2) change of companies. The present study aims to examine the predictors of each of those two types of changes. First, we are interested in the link between individuals’ intentions to change their career paths and actual changes. When changes are intended by the trainee and aimed at correcting wrong career choices, actual changes can generally be expected to be predicted by change intentions. Second, we are interested in the role of person-job fit (P-J fit) as well as trainees’ socialization and performance indicators. Third, we examine to what extent trainees’ decisions to change occupations or companies can be predicted by pre-entry factors (perceived P-J fit and effort during compulsory education before the transition to VET). We used a longitudinal sample of adolescents at the end of compulsory school and at the end of their first year in a dual VET program in Switzerland. This data set is combined with government data on actual changes regarding individuals’ training companies and their occupations. The two types of adjustments were examined in separate structural equation models that compared trainees without any types of adjustments during their training program (1) to those who changed occupations (N = 417) and (2) to those who changed training companies (N = 378). The results show that actual occupational changes and actual company changes of trainees are affected by the same work-context predictors (negative effect of trainees’ self-perceived work performance) and pre-entry predictors (negative effect of effort during compulsory education). However, in contrast to changes of training companies, changes of occupations are significantly predicted by trainees’ intentions to change. Moreover, while P-J fit during the VET program is the only direct predictor of trainees’ intentions to change occupations, intentions to change companies are not significantly predicted by P-J fit. Intentions to change companies are negatively affected by companies’ socialization tactics and positively affected by adolescents’ pre-entry effort. Overall, the results call for a more differentiated assessment of changes/ premature contract terminations in future studies. Whether change intentions are a valid proxy for actual change behavior seems to depend on the type of changes that trainees decide to make.

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Development, predictors, and effects of trainees’ organizational identification during their first year of vocational education and training

Cited by 4 publications

References 65 publications

Professional identification in the beginning of a teacher’s career: a longitudinal study on identity formation and the basic psychological need for autonomy in VET teacher training

Professional identification in the beginning of a teacher’s career: a longitudinal study on identity formation and the basic psychological need for autonomy in VET teacher training

How training quality, trainer competence, and satisfaction with training affect vocational identification of apprentices in vocational education programs

Changing Occupations or Changing Companies—Predictors of Different Types of Premature Contract Terminations in Dual Vocational Education and Training Programs

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