1. Can psychological capital impact satisfaction and organizational commitment? 2. Can wages affect the psychological constructs of psychological capital? 3. Can psychological capital be developed via training and impact individual performance?  refrences you can use: Psychological Capital Psychological capital is a positive psychological state with four components: self-efficacy, optimism, hope and resiliency. Self-efficacy means having confidence in oneself to complete goals. Optimism is more than just being positive; it is purposely and positively reframing external negative experiences. Hope is about persevering toward goals, redirecting yourself when faced with a setback. And resiliency refers to one’s ability to bounce back from adversity. Together they are greater than the sum of their parts. Psychological capital, like widely recognized concepts human and social capital, is a construct similar to economic capital, where resources are invested and leveraged for a future return. Psychological capital is different from human (‘what you know’) and social (‘who you know’) capital, and is more directly concerned with ‘who you are’ and more importantly ‘who you are becoming’ (i.e., developing one’s actual self to become the possible self). Psychological capital is operationally defined as an individual’s positive psychological state of development that is characterized by: (1) having confidence (self-efficacy) to take on and put in the necessary effort to succeed at challenging tasks; (2) making a positive attribution (optimism) about succeeding now and in the future; (3) persevering toward goals, and when necessary, redirecting paths to goals (hope) in order to succeed; and (4) when beset by problems and adversity, sustaining and bouncing back and even beyond (resiliency) to attain success (Luthans, Youssef, & Avolio). Helping College Grads Transition to Work Cultivate ‘psychological capital’ to help college grads transition to work. Interview by Kathryn Tyler 5/1/2014 For millions of eager young college students, May means graduation; for Rachel Klemme Larson, Ph.D., it’s time to get to work. Larson is assistant director of career services at the University of Nebraska-Lincoln College of Business Administration. She has been helping college students find jobs and adjust to the workforce for the past nine years. When several alumni told her that the workplace was not what they expected, she probed further to see why some graduates transition well and others do not. Her research—which is discussed in “ Newcomer Adjustment Among Recent College Graduates: An Integrative Literature Review,” an article co- written by Larson and published in the September 2013 Human Resource Development Review—revealed that successful new grads have a higher level of something called “psychological capital.” What is psychological capital? It is a positive psychological state with four components: self-efficacy, optimism, hope and resiliency. Self.

1. 1. Can psychological capital impact satisfaction and
organizational commitment?
2. Can wages affect the psychological constructs of
psychological capital?
3. Can psychological capital be developed via training and
impact individual performance?
refrences you can use:
Psychological Capital
Psychological capital is a positive psychological state with four
components: self-efficacy, optimism, hope and resiliency. Self-
efficacy means having confidence in oneself to complete goals.
Optimism is more than just being positive; it is purposely and
positively reframing external negative experiences. Hope is
about persevering toward goals, redirecting yourself when faced
with a setback. And resiliency refers to one’s ability to bounce
back from adversity. Together they are greater than the sum of
their parts.
Psychological capital, like widely recognized concepts human
and social capital, is a construct similar to economic capital,
where resources are invested and leveraged for a future return.
Psychological capital is different from human (‘what you
know’) and social (‘who you know’) capital, and is more
directly concerned with ‘who you are’ and more importantly
‘who you are becoming’ (i.e., developing one’s actual self to
become the possible self).
Psychological capital is operationally defined as an individual’s
positive psychological state of development that is
characterized by: (1) having confidence (self-efficacy) to take
on and put in the necessary effort to succeed at challenging
tasks; (2) making a positive attribution (optimism) about

2. succeeding now and in the future; (3) persevering toward goals,
and when necessary, redirecting paths to goals (hope) in order
to succeed; and (4) when beset by problems and adversity,
sustaining and bouncing back and even beyond (resiliency) to
attain success (Luthans, Youssef, & Avolio).
Helping College Grads Transition to Work
Cultivate ‘psychological capital’ to help college grads transition
to work.
Interview by Kathryn Tyler 5/1/2014
For millions of eager young college students, May means
graduation; for Rachel Klemme Larson, Ph.D., it’s time to get
to work. Larson is assistant director of career services at the
University of Nebraska-Lincoln College of Business
Administration. She has been helping college students find jobs
and adjust to the workforce for the past nine years. When
several alumni told her that the workplace was not what they
expected, she probed further to see why some graduates
transition well and others do not. Her research—which is
discussed in “
Newcomer Adjustment Among Recent College Graduates: An
Integrative Literature Review,”
an article co- written by Larson and published in the September
2013 Human Resource Development Review—revealed that
successful new grads have a higher level of something called
“psychological capital.”
What is psychological capital?
It is a positive psychological state with four components: self-
efficacy, optimism, hope and resiliency. Self-efficacy means
having confidence in oneself to complete goals. Optimism is

3. more than just being positive; it is purposely and positively
reframing external negative experiences. Hope is about
persevering toward goals, redirecting yourself when faced with
a setback. And resiliency refers to one’s ability to bounce back
from adversity. Together they are greater than the sum of their
parts.
What prevents some new graduates from successfully adjusting
to the workplace?
Their own expectations. They go into the workforce ready to
save the world and then get an entry- level position. They
expect to be welcomed with open arms like they were when they
went to college, and they aren’t getting that.
Many new grads have done internships and had access to upper-
level executives. When they begin working, it’s hard for them
to understand that they are at the bottom of the totem pole.
They also lack an ability to adapt to the work environment. At
the same time, they are experiencing multiple life transitions—
moving away from family and friends and becoming financially
independent—and [the stresses of] these transitions seep into
the workplace.
Is this adjustment unique to the Millennial generation?
No. Newcomer adjustment and socialization has been researched
since the 1960s, so it has been documented as a problem for a
long time, although there are nuances among different
generations. Previous generations used to stick with a job long
term; that commitment has slid over the years. People job-hop a
lot more now. Millennials may be more likely to separate from
an employer, so they go through the newcomer adjustment
process more often than their predecessors did.
What is the impact of the failure to adjust?
It affects job performance and satisfaction. It can influence
turnover, too—voluntary and involuntary. Recruiting takes time
and money, and when people separate from an organization, HR
has to start over again. In addition, newcomers who struggle can
have long-term challenges with decision- making, self-
confidence, and career identity and trajectory.

4. How can HR professionals develop psychological capital in
employees?
Help newcomers set goals associated with their jobs. Then work
with them to create plans to achieve these goals, anticipate
obstacles and setbacks, and identify assets and resources for
success.
Our research found that, in addition to psychological capital,
two behaviors were associated with positive job transitions:
socializing and information-seeking. If you offer more formal
and informal socializing opportunities, you’ll ensure a more
successful transition. Newcomers who network and build
relationships are more willing to ask questions to learn more
about their jobs and the organization and ask for feedback.
Consider making the orientation process longer—over a full 12
months—and matching newcomers with mentors.
Is this catering too much to new graduates?
No. In an ideal world, new graduates would realize that they are
no longer the consumers, as they were in college. But rather
than pop a new grad’s balloon suddenly, HR professionals and
managers should let the air out slowly.
Have a little compassion and take a more developmental
approach. Instead of firing an employee, identify what is not
working and what might be adjusted. Understand that some
people struggle with the transition, but that doesn’t mean they
won’t be top performers later.
How can HR find the most promising prospective employees?
Ask interview questions that will help you identify not only
skills, fit and experiences, but also components of
psychological capital and proactive behaviors. To get a sense of
a candidate’s resiliency, ask questions such as “Tell me about a
time when you experienced a challenge. How did you respond
and bounce back?”
At the same time, it’s important to understand that newcomer
adjustment is a process that every employee goes through. To
encourage successful transitions, it is more important to help
newcomers develop psychological capital than it is to try to hire

5. people who already have it.
Kathryn Tyler is a freelance writer and former HR generalist
and trainer in Wixom, Mich
youtube:
https://www.youtube.com/watch?v=_ws3cZVZl-k