User menu

Accès à distance ? S'identifier sur le proxy UCLouvain

Multiple Salient Goals Pursued by Jobseekers in Mandatory Continuing Professional Education

Primary tabs

download
  • Open access
  • PDF
  • 855.49 K
Jacot, Anne [UCL] Raemdonck, Isabel [UCL] Frenay, Mariane [UCL] Van Deun, Katrijn [Tilburg University]

Continuing professional education (CPE) is viewed as the main strategy to tackle unemployment and to improve the weak position of jobseekers with few qualifications on the labour market. However, the mandatory nature of these programmes raises questions regarding jobseekers’ motivation to enrol for and engage in training and – by extension – the effectiveness of the programmes. Moreover, until now, researchers have failed to address the different personal goals that unemployed populations bring to CPE. Yet goals are viewed as a central determinant of motivation and behaviour. To overcome these limitations, the purpose of this present paper is to investigate the content of the multiple goals that jobseekers with few qualifications pursue in CPE programmes and to examine the dynamics of multiple goal pursuit. Based on the taxonomy developed by Carré (1998, 2001), jobseekers were asked to rank a list of goals in order of importance when enrolling for the training. Next, an explorative multidimensional unfolding method was used to identify several subgroups of jobseekers, depending on the combination of salient goals that they strive for simultaneously. Particular attention is paid in this study to the impact of the mandatory context on the goals pursued by jobseekers (i.e. the dictated goal). Self-report data was collected from a sample of 112 jobseekers from seventeen social-professional education training centres. Results indicated that few participants attribute importance to the dictated goal, and that they pursue multiple goals, oriented primarily towards learning and to a lesser extent towards participation. In addition, four subgroups of jobseekers were distinguished, based on their different combinations of goals. Only one subgroup explicitly reported external pressure as a factor that motivated them to enrol in training. These results are in line with the agentic perspective where learners are able to make choices above and beyond the mandatorily status of participation. The implications of applying an approach whereby multiple goal pursuit by jobseekers is considered, and the impact of this multiple goal pursuit on their motivation in mandatory CPE programmes are discussed.

Document type Article de périodique (Journal article) – Article de recherche
Access type Accès libre
Publication date 2019
Language Anglais
Journal information "Vocations and Learning" - Vol. 1, no. 21, p. / (2018)
Peer reviewed yes
issn 1874-785X
e-issn 1874-7868
Publication status Publié
Affiliation UCL - SSH/IACS - Institute of Analysis of Change in Contemporary and Historical Societies
Keywords Personal goals ; jobseekers ; multiple goal pursuit ; motivation ; mandatory training
Links
  1. Abraham Charles, Sheeran Paschal, Implications of goal theories for the theories of reasoned action and planned behaviour, 10.1007/s12144-003-1021-7
  2. Austin James T., Vancouver Jeffrey B., Goal constructs in psychology: Structure, process, and content., 10.1037/0033-2909.120.3.338
  3. Baldwin Timothy T., Magjuka Richard J., Organizational training and signals of importance: Linking pretraining perceptions to intentions to transfer, 10.1002/hrdq.3920020106
  4. Baldwin, T. T., & Magjuka, R. J. (1997). Training as an organizational episode: Pretraining influences on trainee motivation. In J. K. Ford, S. W. J. Kozlowski, K. Kraiger, E. Salas, & M. S. Teachout (Eds.), Improving training effectiveness in work organizations (pp. 99–127). Mahwah: Lawrence Erlbaum Associates.
  5. BALDWIN TIMOTHY T., MAGJUKA RICHARD J., LOHER BRIAN T., THE PERILS OF PARTICIPATION: EFFECTS OF CHOICE OF TRAINING ON TRAINEE MOTIVATION AND LEARNING, 10.1111/j.1744-6570.1991.tb00690.x
  6. Beder Hal W., Valentine Thomas, Motivational Profiles of Adult Basic Education Students, 10.1177/0001848190040002002
  7. Berntson Erik, Näswall Katharina, Sverke Magnus, Investigating the relationship between employability and self-efficacy: A cross-lagged analysis, 10.1080/13594320801969699
  8. Billett Stephen, Smith Ray, Wegener Charlotte, Understanding Learning Through and for Work: Contributions from Francophone Perspectives, Francophone Perspectives of Learning Through Work (2015) ISBN:9783319186689 p.347-365, 10.1007/978-3-319-18669-6_17
  9. Blume Brian D., Ford J. Kevin, Baldwin Timothy T., Huang Jason L., Transfer of Training: A Meta-Analytic Review, 10.1177/0149206309352880
  10. Boekaerts, M. (2009). Goal-directed behavior in the classroom. In K. R. Wenzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 105–122). New York: Routledge/Taylor & Francis Group.
  11. Boekaerts Monique, Smit Karin, Busing Frank, Salient Goals Direct and Energise Students' Actions in the Classroom : SALIENT GOALS IN THE CLASSROOM, 10.1111/j.1464-0597.2012.00504.x
  12. Borg, I., & Groenen, P. J. F. (2005). Modern multidimensional scaling (2nd ed.). New York: Springer.
  13. Boudrenghien, G., Frenay, M., Bourgeois, E., Karabenick, S., & Eccles, J. (2014). A theoretical model of the antecedents of educational goal commitment. The Canadian Journal of Career Development/Revue Canadienne de Développement de Carrière, 13(1), 60–69.
  14. Bourgeois, E. (2000). Le sens de l’engagement en formation [The sense of enrolment in training]. In J.-M. Barbier & O. Galatanu (Eds.), Signification, Sens, Formation (pp. 87–106). Paris: Presses Universitaires de France.
  15. Bourgeois, E. (2009). Apprentissage et transformation du sujet en formation [Learning and transformation of individual in education]. In J.-M. Barbier, E. Bourgeois, G. Chapelle, & J.-C. Ruano-Borbalan (Eds.), Encyclopédie de la Formation (pp. 31–69). Paris: Presses Universitaires de France.
  16. Bourgeois Étienne, De Viron Françoise, Nils Frédéric, Traversa Jacqueline, Vertongen Gil, Valeur, espérance de réussite, et formation d'adultes : pertinence du modèle d'expectancy-value en contexte de formation universitaire pour adultes, 10.3917/savo.020.0119
  17. Boutinet, J.-P. (1998). L’engagement des adultes en formation et ses formes de légitimation [the enrolment of adults in training and its forms of legitimization]. Education Permanente, 136, 91–100.
  18. Busing, F. M. T. A. (2010). Advances in multidimensional unfolding (unpublished doctoral dissertation). The Netherlands: Leiden University.
  19. Carré, P. (1998). Motifs et dynamiques d’engagement en formation [entry motives and dynamics of enrollment in training]. Education Permanente, 136, 119–131.
  20. Carré, P. (Ed.). (2001). De la motivation à la formation [from motivation to training]. Paris: L’Harmattan.
  21. Carver Charles S., Scheier Michael F., On the Self-Regulation of Behavior, ISBN:9781139174794, 10.1017/cbo9781139174794
  22. Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco: The Jossey-Bass.
  23. Curado Carla, Henriques Paulo Lopes, Ribeiro Sofia, Voluntary or mandatory enrollment in training and the motivation to transfer training : Motivation to transfer training, 10.1111/ijtd.12050
  24. Dæhlen Marianne, Ure Odd Bjørn, Low‐skilled adults in formal continuing education: does their motivation differ from other learners?, 10.1080/02601370903189948
  25. Dalla Valle, C., Desmette, D., Liénard, G., & Herman, G. (2005). Actions, publics et effets de dispositifs d'insertion sociale: Analyse de l'opération "pour Une participation citoyenne" [actions, publics and effects of social integration devices: Analysis of the operation “for citizen participation”]. Les Cahiers du Cerisis, 25.
  26. Deci, E.-L., & Ryan, R.-M. (Eds.). (2002). Handbook of self-determination research. Rochester: The University of Rochester Press.
  27. Diethert Alexandra P., Weisweiler Silke, Frey Dieter, Kerschreiter Rudolf, Training motivation of employees in academia: developing and testing a model based on the theory of reasoned action, 10.1007/s11618-014-0596-0
  28. Dupuy R., Le Blanc A., Mégemont J.-L., Incertitudes au cours de la carrière et construction des perspectives temporelles, 10.1016/j.pto.2006.06.007
  29. Dysvik Anders, Kuvaas Bård, The relationship between perceived training opportunities, work motivation and employee outcomes, 10.1111/j.1468-2419.2008.00301.x
  30. Eccles, J. S. (2006). A motivational perspective on school achievement: Taking responsibility for learning, teaching, and supporting. In R. J. Sternberg & R. F. Subotnik (Eds.), Optimizing student success in school with the other three Rs (pp. 199–224). Greenwich: Information Age Publishing.
  31. Eccles Jacquelynne S., Wigfield Allan, Motivational Beliefs, Values, and Goals, 10.1146/annurev.psych.53.100901.135153
  32. Emmons Robert A., Personal strivings: An approach to personality and subjective well-being., 10.1037/0022-3514.51.5.1058
  33. Ford Martin, Motivating Humans: Goals, Emotions, and Personal Agency Beliefs, ISBN:9780803945296, 10.4135/9781483325361
  34. Ford, M. E., & Nichols, C. W. (1991). Using goal assessments to identify motivational patterns and facilitate self-regulation. In M. L. Maehr & P. Pintrich (Eds.), Advances in achievement and motivation (Vol. 7, pp. 51–84). Greenwich: JAI Press.
  35. Fugate Mel, Kinicki Angelo J, Ashforth Blake E, Employability: A psycho-social construct, its dimensions, and applications, 10.1016/j.jvb.2003.10.005
  36. Gegenfurtner Andreas, Könings Karen D., Kosmajac Nikola, Gebhardt Markus, Voluntary or mandatory training participation as a moderator in the relationship between goal orientations and transfer of training : Voluntary or mandatory training participation, 10.1111/ijtd.12089
  37. Goller, M., & Paloniemi, S. (2017). Agency at work, learning and professional development: An introduction. In M. Goller & S. Paloniemi (Eds.), Agency at work: An agentic perspective on professional learning and development (pp. 1–14). Cham: Springer.
  38. Gonçalves Teresa, Niemivirta Markku, Lemos Marina S., Identification of students' multiple achievement and social goal profiles and analysis of their stability and adaptability, 10.1016/j.lindif.2017.01.019
  39. Hensley Laura G., Kinser Kevin, Rethinking Adult Learner Persistence: Implications for Counselors, 10.1002/j.2161-0029.2001.tb00110.x
  40. Hollenbeck John R., Klein Howard J., Goal commitment and the goal-setting process: Problems, prospects, and proposals for future research., 10.1037/0021-9010.72.2.212
  41. Houle, C. (1961). The inquiring mind. Madison: University of Wisconsin Press.
  42. Jacot, A., Frenay, M., & Raemdonck, I. (2018a). Conceptualizing transfer of training from a constructivism approach: Contribution of the subjective task value and engagement concepts. Manuscript submitted for publication.
  43. Jacot Anne, Raemdonck Isabel, Frenay Mariane, Intra-individual differences in offenders’ motivation and behavioral change after a driver rehabilitation program, 10.1016/j.trf.2018.05.026
  44. Jaminon, C., & Herman, G. (1998). Parcours d’insertion et dispositifs. Analyse des pratiques d’insertion socio-professionnelle à La Louvière [Pathways to integration and devices. Analysis of socio-professional integration practices in La Louvière]. Les Cahiers du Cerisis, 5.
  45. Kanfer Ruth, Wanberg Connie R., Kantrowitz Tracy M., Job search and employment: A personality–motivational analysis and meta-analytic review., 10.1037/0021-9010.86.5.837
  46. Kasworm Carol, Adult Meaning Making In The Undergraduate Classroom, 10.1177/0741713602238905
  47. Kernan Mary C., Lord Robert G., Effects of valence, expectancies, and goal^performance discrepancies in single and multiple goal environments., 10.1037/0021-9010.75.2.194
  48. Klein Howard J., Wesson Michael J., Hollenbeck John R., Alge Bradley J., Goal commitment and the goal-setting process: Conceptual clarification and empirical synthesis., 10.1037/0021-9010.84.6.885
  49. Klein, H. J., Austin, J. T., & Cooper, J. T. (2008). Goal choice and decision processes. In R. Kanfer, G. Chen, & R. D. Pritchard (Eds.), Work motivation: Past, present, and future (pp. 101–150). New York: Routledge/Taylor & Francis Group.
  50. Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005). The adult learner. The definitive classic in adult education and human resource development (6th ed.). Burlington: Elsevier.
  51. Lang Frieder R., Carstensen Laura L., Time counts: Future time perspective, goals, and social relationships., 10.1037/0882-7974.17.1.125
  52. Lens, W., Bouffard, L., & Vansteenkiste, M. (2006). À quoi sert d’apprendre ? [what is the use of learning?]. In E. Bourgeois & G. Chapelle (Eds.), Apprendre et faire apprendre (pp. 261–269). Paris: Presses Universitaires de France.
  53. Lens, W., Vansteenkiste, M., & Matos, L. (2009). Motivation: Quantity and quality matter. In A. Blachnio & A. Przepiorka (Eds.), Closer to emotions III (pp. 111–135). Lunlin: Wydawnictwo KUL.
  54. Little Brian R., Personal Projects Analysis: Trivial Pursuits, Magnificent Obsessions, and the Search for Coherence, Personality Psychology (1989) ISBN:9781468406368 p.15-31, 10.1007/978-1-4684-0634-4_2
  55. Maier Günter W., Brunstein Joachim C., The role of personal work goals in newcomers' job satisfaction and organizational commitment: A longitudinal analysis., 10.1037//0021-9010.86.5.1034
  56. Manfron, J.-M., Debecker, F., Dussart, A., Hindlet, E., Marchal, J.-F., Pion, G., et al. (2014). Etat des lieux socio-économique 2014 de la Wallonie [State of socio-economic situation in 2014 of Wallonia]. Retrieved from https://www.leforem.be/MungoBlobs/283/852/ELSE2014_Wallonie_publication.pdf .
  57. McKee-Ryan Frances, Song Zhaoli, Wanberg Connie R., Kinicki Angelo J., Psychological and Physical Well-Being During Unemployment: A Meta-Analytic Study., 10.1037/0021-9010.90.1.53
  58. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks: Sage.
  59. Minnaert Alexander, Goals are motivational researchers’ best friend, but to what extent are achievement goals and achievement goal orientations also the best friend of educational outcomes?, 10.1016/j.ijer.2013.08.002
  60. Neuville, S. (2004). La perception de la valeur des activités d'apprentissage: étude des déterminants et effets [The perception of value in learning activities: A study investigating determinants and effects] (Unpublished doctoral dissertation). Belgique: Université Catholique de Louvain.
  61. Niessen Cornelia, Heinrichs Nina, Dorr Sandra, Pursuit and adjustment of goals during unemployment: The role of age., 10.1037/a0015683
  62. Paloniemi Susanna, Goller Michael, The Multifaceted Nature of Agency and Professional Learning, Professional and Practice-based Learning (2017) ISBN:9783319609423 p.465-478, 10.1007/978-3-319-60943-0_23
  63. Pintrich, P. R., & Schunk, D. H. (Eds.). (2002). Motivation in education: Theory, research, and applications (2nd ed.). Englewood Cliffs: Merrill-Prentice Hall.
  64. Raemdonck, I., Thijssen, J., & de Greef, M. (2017). Self-directedness in work-related learning processes. Theoretical perspectives and development of a measurement instrument. In M. Goller & S. Paloniemi (Eds.), Agency at work. An agentic perspective on professional learning and development (pp. 401–423). Cham: Springer.
  65. Robbins Steven B., Lauver Kristy, Le Huy, Davis Daniel, Langley Ronelle, Carlstrom Aaron, Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis., 10.1037/0033-2909.130.2.261
  66. Smith Raymond, Three Aspects of Epistemological Agency: The Socio-personal Construction of Work-Learning, Professional and Practice-based Learning (2017) ISBN:9783319609423 p.67-84, 10.1007/978-3-319-60943-0_4
  67. SPF économie (2017). Évolutions positives sur le marché du travail belge en 2016 [Positive developments on the Belgian labor market in 2016]. Retrieved from https://statbel.fgov.be/fr/nouvelles/evolutions-positives-sur-le-marche-du-travail-belge-en-2016 .
  68. Tsai Wei‐Chi, Tai Wei‐Tao, Perceived importance as a mediator of the relationship between training assignment and training motivation, 10.1108/00483480310460199
  69. Unsworth Kerrie, Yeo Gillian, Beck James, Multiple goals: A review and derivation of general principles : MULTIPLE-GOAL PRINCIPLES, 10.1002/job.1963
  70. Van den Broeck Anja, Vansteenkiste Maarten, Lens Willy, De Witte Hans, Unemployed Individuals' Work Values and Job Flexibility: An Explanation from Expectancy-Value Theory and Self-Determination Theory, 10.1111/j.1464-0597.2009.00391.x
  71. Deun K. Van, Groenen P. J. F., Heiser W. J., Busing F. M. T. A., Delbeke L., Interpreting degenerate solutions in unfolding by use of the vector model and the compensatory distance model, 10.1007/s11336-002-1046-0
  72. Van Deun Katrijn, Heiser Willem J., Delbeke Luc, Multidimensional Unfolding by Nonmetric Multidimensional Scaling of Spearman Distances in the Extended Permutation Polytope, 10.1080/00273170701341167
  73. Vansteenkiste Maarten, Lens Willy, De Witte Siegfried, De Witte Hans, Deci Edward L., The‘why’ and‘why not’ of job search behaviour: their relation to searching, unemployment experience, and well-being, 10.1002/ejsp.202
  74. Vertongen Gil, Bourgeois Étienne, Nils Frédéric, Viron Françoise de, Traversa Jacqueline, Les motifs d’entrée en formation des adultes en reprise d’études universitaires, 10.4000/osp.1829
  75. Wigfield Allan, Eccles Jacquelynne S., Expectancy–Value Theory of Achievement Motivation, 10.1006/ceps.1999.1015
  76. Wosnitza Marold, Volet Simone, Editorial Introduction: Multiple Goals in Learning Contexts : MULTIPLE GOALS IN LEARNING CONTEXTS, 10.1111/j.1464-0597.2012.00503.x
Bibliographic reference Jacot, Anne ; Raemdonck, Isabel ; Frenay, Mariane ; Van Deun, Katrijn. Multiple Salient Goals Pursued by Jobseekers in Mandatory Continuing Professional Education. In: Vocations and Learning, Vol. 1, no. 21, p. / (2018)
Permanent URL http://hdl.handle.net/2078.1/210698