For those who find themselves unemployed, under-employed , or marginally employed, variables related to successful reemployment include self-regulation, metacognitive activities, learning goal orientation (van Hooft & Noordzij, 2009), conscientiousness, extraversion, positive emotions (Turban, Stevens, & Lee, 2009), and collaborative self-concept repair (Garrett-Peters, 2009). All variables affect motivation and job seeking intensity which is positively correlated with successful reemployment (Creed et al., 2009; van Hooft & Noordzij, 2009).
Unemployed job-seekers do well to keep two truths in mind: a job search is a bit of a roller coaster, and it's important to keep an emotional balance. The job search process is frequently financially and emotionally draining. People vary considerably in how they pursue jobs and in their success in obtaining reemployment. Job seekers bring a variety of personal resources, including personality, to their search process (Turban et al., 2009). Job-seeking from a self-regulatory and goal setting perspective is considered, “a purposive, volitional, self-managed, and dynamic pattern of activity directed toward the goal of gaining employment” (Kanfer, Wanberg, & Kantrowitz, 2001, p. 412). The job search process is a dynamic, self-regulated process in which people must manage emotions, motivation, and thoughts while engaging in goal-directed behavior (Kanfer, et al. 2001).
Engaging in metacognitive activities positively affect job seeking behaviors that result in purposeful, directed behavior toward a goal and also allows for the readjustment of goals when necessary.
Goal orientation is described as a quasi-trait that may be influenced by situational characteristics Practice setting learning goals (specific, attainable, and moderately difficult and should stimulate learning) and receive feedback in a climate that focuses on improvement and development. Focus on learning different job search strategies, on viewing errors as learning opportunities, and on searching for ways to improve job search skills.
Personality traits are related to job search effort, intensity, and success (Kanfer, Wanberg, & Kantrowitz, 2001). Research by Turban, Stevens, & Lee (2009) showed contentiousness and extraversion were distinct personality traits that influenced job search processes and success. Conscientiousness is a strong indicator of performance (Barrick, Mount, & Strauss, 1993). Turban, Stevens, & Lee (2009) found a direct relationship between job seekers level of conscientiousness and job offers. They proposed that perhaps conscientious job seekers conducted better quality job searches in which they more carefully scrutinized their fit with the prospective employers and more carefully followed up with employers. Extraversion, the degree to which an individual is energetic outgoing, warm, assertive, optimistic showed the strongest relationship with job-search behavior (Turban et al., 2009). Judge and Ilies’ (2002) found consistent relationships between extraversion and motivation indices (e.g., self-efficacy and goal setting). Research by Turban et al., (2009) showed that the effects of extraversion on job search outcomes were fully mediated by metacognitive activities and positive emotions and that extraversion was significantly related to positive emotions. Taken together in process of job seeking, the personality trait of extraversion effects motivation, goal setting, self efficacy, metacognitive activities, and positive emotions.
One possibility for this may be that positive emotions enabled job seekers to behave more confidently or cope better with stress which allowed for more skillful responses during the interview response (Baron, 2008).
Choose one of the following questions to answer
While dispositional factors have been shown to impact reemployment, having a learning orientation in the process of job seeking, utilizing existing social capital, and cultivating resilience impacts motivation and goal orientation positively.
They are all connected to resilience.
Stories impart values. What do the stories you create say about what you value?
MAINTAINING A SUSTAINED WORK SEARCH Finding reemployment Laura Braeunig Beth El Community Network January 11, 2011
A person’s set of beliefs that reflect the reasons why they approach and engage in academic and learning tasks.
A Learning Goal Orientation (LGO) reflects a focus on task completion and understanding, learning, mastery, solving problems, and developing new skills.
A Performance Goal Orientation (PGO) is exemplified by a concern for personal ability, a normative social comparison with others, preoccupation with the perception of others, a desire for public recognition for performance, and a need to avoid looking incompetent.
There is a tendency for job seekers to let up when they seem to be making progress. This can be particularly problematic among those who are low in emotional disengagement -- that is, those who have little ability to detach from thoughts that may interfere with achieving a goal.
( The Academy of Management Journal , August, 2010.)
How have you redefined your meaning of unemployment?
List some accomplishments you have experienced before and during your period of unemployment
How are you structuring your time to assure a continued search and still engage in a life balance?
Forming accountability partnerships
Are you connecting with others?
What does helping others do for you?
CHECKLIST Variable What it looks like Yes/No Self-regulation Emotional Control Motivational Control Work Commitment Metacognitive activities Goal setting Plan development Monitoring Analyzing progress Learning Goal Orientation Mastering task Increasing learning Conscientiousness & Extraversion Achievement striving, self-disciplined, and dependable Energetic outgoing, warm, assertive, and optimistic Positive emotions Collaborative self-concept repair Redefining the meaning of unemployment Realizing accomplishment Restructuring time Forming accountability partnerships Helping others
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