The role of career competencies in the Job Demands — Resources model

Abstract

This study investigated the role of career competencies as a mediator in the Job DemandsResources model. Structural equation modeling with data from 305 young employed persons aged 16-30 years showed that career competencies are positively related to job resources and work engagement, but not to job demands and emotional exhaustion. Furthermore, career competencies had a partially mediating effect on the relationship between job resources and work engagement, and job resources had a partially mediating effect on the relationship between career competencies and work engagement. These findings suggest that career competencies may act in a similar way as personal resources in fostering work engagement. Our results underline the importance of combining research on job design and career development, and suggest that career competencies may have a role in stimulating employee wellbeing. Career counselors and HR programs may benefit from this insight by simultaneously increasing job resources and career competencies to increase employee wellbeing.

Students' Attitudes on Social Network Sites and their Actual Use for Career Management Competences and Professional Identity Development

“…In contemporary society, however, professional development faces a dynamic and unpredictable work market, and new market entrants must be self-reliant in managing their careers to ensure life-long employability and to transition among jobs. Career competences, such as knowledge, skills and career development abilities, can be influenced by individuals [1], focus on planning and development, are related to life-long career development and are intertwined with professional development [2].…”

The influence of future time perspective on work engagement and job performance: the role of job crafting

“…Furthermore, since temporary work is increasing and job security is declining (Frese & Fay, 2001), individual employees are increasingly expected to take responsibility for managing their own careers (e.g., Akkermans, Schaufeli, Brenninkmeijer, & Blonk, 2013). These developments require employees to anticipate and engage in proactive behaviours at work in order to experience high levels of well-being and performance.…”

“…First, FTP is an important concept in contemporary society. Workforces are ageing (Bal, Kooij, & Rousseau, 2015), careers are becoming longer and more complex (Vuori, Toppinen-Tanner, & Mutanen, 2011), and there is an increased emphasis on continuous learning and self-management (e.g., Akkermans et al, 2013). Hence, researchers are starting to acknowledge that time, and particularly perceptions of that time that also change with age, plays an important role in work and organizational psychology (Sonnentag, 2012).…”

Evaluación de Competencias Transversales en Universitarios. Propiedades Psicométricas Iniciales del Cuestionario de Competencias Transversales

“…Los MGC han sido parte de la respuesta que desde la GRH se ha realizado frente a los cambios estratégicos generados por un modelo productivo basado en el conocimiento (Sparrow y Bognanno, 1993) en el que el compromiso y el desarrollo de carrera emergen como factores críticos para el desarrollo organizacional (Akkermans, Schaufeli, Brenninkmeijer y Blonk, 2013). Así, como indica Lawler (1994), las organizaciones que mejor se adaptan a los cambios en sus entornos de actuación son las que se basan en las competencias de sus empleados.…”