This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Understanding impact through quantitative analysis "Impact of Career Interventions on Career Competency and Social Well-Being: A Study of Non-Engaged Youth in Hong Kong". Presented by Steven Ngai Sek-yum and Chau-kiu Cheung. Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/

1. Impact of Career Interventions on Career Competency
and Social Well-Being: A Study of Non-Engaged Youth in
Hong Kong
Created and funded by:
Prof. Steven Ngai Sek-yum
Department of Social Work,
The Chinese University of Hong Kong;
Director (Community, PI), CLAP@JC
Prof. Chau-kiu Cheung
Department of Social and Behavioural Sciences,
City University of Hong Kong;
Co-Director (Research, Community, Co-PI), CLAP@JC

2. Acknowledgement
Page 2
The study evolves from part of a larger evaluation study of the CLAP@JC Project
created and funded by The Hong Kong Jockey Club Charities Trust. This conference
presentation is adapted from a manuscript that has been recently published in
Children and Youth Services Review.

3. Introduction
Worldwide
Highly competitive job market &
rapid job transformations
- Rising concerns about the mismatch
between the skill supply and labor market
(Pavlova et al., 2017, 2018)
- Linear transitions from school to work
are becoming diverse and individualized
(Mascherini et al., 2012)
Young people face tortuous paths in their
school-to-work transitions and are more
likely than adults to be unemployed
COVID-19 pandemic
- Global recession
- Young people’s transitions into
employment have become more
difficult
(Mann et al., 2020)
- Especially NEET youth may
experience an increasing possibility of
unstable employment, lower health
status, and poverty
(Hagquist, 1998; Huegaerts et al., 2018)
Threatening massive social costs

4. Hong Kong
NEY (Non-engaged Youth) :
Unstable unemployment, inactivity, and a lack of ambition, including school dropouts, unemployed youth, and ethnic-
minority youth
Knowledge and service-based economy
- Demands graduates to have strong work skills and participate in continuing education and lifelong learning
- The mismatch of individuals’ vocational skills and the demands of the labor market
Resulted in social withdrawal, a decline in occupational aspirations, low self-confidence, hopelessness, and
passivity among young people, especially NEY
NEY who manage to find part-time or intermittent jobs in the labor market are more likely to experience precarious,
low-skilled work characterized by low pay, few protections, and limited opportunities for training and career progression
Rising youth unemployment rates & the economic and societal consequences
Urgency to develop and implement services and interventions to bring young people, especially NEY, back into
education, employment, and training
Introduction

5. One’s individual evaluation of their social situation and functioning in society, encompasses numerous elements,
including feelings of belonging to society and the belief that one can contribute to society
Three types:
Social Contribution
Social Integration
Civic Engagement
Young people’s deeds for the benefit of society
Young people’s sense of belonging to a group or society
Young people’s participation in activities for the common good
Social well-being:
Characteristics of NEY have created a host of disadvantages for and barriers to their social well-being
Providing NEY with career intervention services to address their difficulties in education or employment and encourage
them to re-engage with society may be a promising approach (Mascherini et al., 2012)
Introduction

6. Literature Review
Relationships between career interventions, career competency, and social well-being
Positive impact of career interventions on social well-being
• Strengthen the link between them and the rest of the
community
• Promote civic engagement (Hayden & Ledwith, 2014)
Offering young people exposure to
the real world of work
• Inspire young people to recognize the purposes of
serving others and contributing to society through
their occupations (Dik et al., 2011; Falco & Steen, 2018)
Facilitating self-understanding and
career identification
• Promote integration into the labor market (Mascherini,
2012)
• Address social integration by facilitating
relationships with others possessing similar
interests
Participating in workplace
learning and career development
courses
• Provide young people with opportunities that help
them to build active civic memberships and
contribute to society (Jobs for the Future, 1999; Ma et al., 2016; Philp & Gill, 2020)
Career interventions that combine
academic learning and community
service
(Quimby & O’Brien, 2004)

7. Page 7
Relationships between career interventions, career competency, and social well-being
Positive impact of career interventions on the development of youth’s career competency
(Akkermans et al., 2013; Choi et al., 2015; Detgen et al., 2021)
Career Competency:
- Represents a strong sense of
personal agency
- Emphasizes the active role of the
individual in pursuing their own
career and life goals
- Requires self-understanding and
self-reflection
- The ability to engage in career-
related activities and to plan and
manage education and career
pathways
(Akkermans et al., 2013; Ngai et al., 2021)
By improving their self-awareness
(Folsom & Reardon, 2003; Whiston et al. 2017)
By improving access to career-related resources and
information
(Bempechat et al., 2014; Kamm et al., 2019; Muskin, 2004)
By exposing young people to a real-world work environment
✓ Integrate academic knowledge with practical experience
✓ Acquire new skills for effective career pathway planning and
management (Jackson & Wilton, 2016; Koivisto et al., 2011; Usher, 2012; Wessel et al., 2003)
Literature Review

8. Page 8
Relationships between career interventions, career competency, and social well-being
Career competency positively correlated with social well-being
(e.g., Iwanaga et al., 2017, Mascherini et al., 2012)
Career competency
obtained from career
interventions
• Encourage and enable
young people to serve
others and make
contributions to society
while pursuing their
career and life goals
With high competency in
navigating school-to-
work transitions
• More externally
integrated
• Have closer connections
with friends and family
• Participate more in
volunteer work in
community service
settings
With high career
competency and are
well established in
roles at work
• More likely to have
higher civic
engagement
Career planning and
management skills
• Facilitate young
people’s positive
social integration
(Brand & Burgard, 2008;
Pavlova & Silbereisen,2014)
(Skorikov, 2007)
(Braxton et al. 1995; Savickas, 2005)
Literature Review

9. Page 9
Research Gap and Research Aim
Research Gap
Only a few previous studies have investigated the impact of career interventions on NEY’s career
competency and social well-being
Inadequate Studies
Research Aim
Examine the effects of career interventions on social well-being, as well as the mediating effects of career
competency in the associations between career interventions and social well-being

10. The CLAP@JC project and its career interventions
The CLAP@JC project aims at empowering NEY to become active navigators of and change agents in their
career and life development pathways
Six Tailored Career Interventions
Developing Interest, Awareness,
and Motivation (DIAM)
• Allow young people to experiment, discover, and develop their interests
• Building an awareness and motivation for career development
Semi-structured Learning (SL) • Activities such as workshops and mentorship programs
• Enrich young people’s self-understanding, and enhance their knowledge of multiple pathways and career
management strategies
Career Counseling (CC) • Activities that take place at individual/group levels that help individuals to arrive at decisions about their careers
• Involve advising and assisting individuals in preparing individualized career or education plans
Learning through Service,
Volunteering, and Caring (LSVC)
• Provides young people with experiential learning experiences that engage them in volunteer work in community
service settings
• Aims to strengthen young people’s skills while connecting them with relevant stakeholders
Workplace Learning (WL) • Various programs offering exposure to work and work-related experiences
• Opportunities to explore workplaces, experience authentic work practices, understand different careers and work
ethics
Facilitating Pathway Choice and
Implementation (FPCI)
• Activities, including career talks and career expos
• Prepare and support young people in pursuing their goals by way of exploring different education and career
pathways
Literature Review

11. Page 11
1
2
Hypotheses of the study
Career interventions (i.e., DIAM,
SL, CC, LSVC, WL, and FPCI) have
a positive, direct effect on NEY’s
social well-being (i.e., social
integration, social contribution, and
civic engagement).
Career interventions (i.e., DIAM, SL,
CC, LSVC, WL, and FPCI) have a
positive effect on NEY’s social well-
being (i.e., social integration, social
contribution, and civic engagement) via
the positive mediation effect of career
competency
Literature Review

12. Page 12
Research Method
• Target participants wereNEYin Hong Kong, including school dropouts, unemployed youth, and ethnic-minority youth,
who face various disadvantages in their school-to-work transitions and are at risk of becoming NEET youth
(Mo & Lau, 2020; Ngai & Ngai, 2007)
• A total of 665participating NEY in the CLAP@JC project, are all aged 13–29
DATA Collection
The 4-month period between baseline and follow-up
1) Social workers responsible for supporting NEY participants helped to fill in an
administrative record form to record the demographic information of
participants and the frequency of career interventions that participants had
received monthly
2) Directly from participating NEY in two waves
with an average interval of 4 months between the
baseline survey and the follow-up survey
 Provide intensive interventions for NEY aimed at strengthening their career competence and promoting their social well-
being
 Comparable with the current international standards, including the time frame used by the Youth Guarantee Scheme of the
European Union

13. Page 13
Research Method
Characteristics Percentage
(%)
Gender Female 52.3
Male 47.7
Ethnicity Chinese 82.3
Non-Chinese 17.7
Whether born
in Hong Kong
Yes 78.4
No 21.6
Education level Primary level 0.3
Junior secondary level 18.6
Senior secondary level 61.4
Diploma or certificate courses 9.0
Higher diploma or associate degree 7.1
Bachelor or above 2.3
None of the above 1.4
Employment
status
Regular employment 17.4
Unemployed 43.5
Student 34.8
Self-employed or temporarily employment 2.5
Homemakers
1.8
NEY
groups
Single disadvantage group
(SG) 92.9
G1: Young mothers 5.7
G2: School dropouts 13.5
G3: Potential school dropouts
15.0
G4: Ethnic minority youth 19.7
G5: Youth offenders 12.0
G6: Youth living in
residential care settings 1.2
G7: Youth with special
education needs 8.2
G8: Unemployed youth 17.6
Multiple disadvantage group 7.1
Age
(years)
M = 19.48
SD =
3.156
Table 1 Background characteristics of study participants (N=677)

14. Page 14
Measures
Career interventions:
Activities designed to enhance young people’s career development by helping them to explore, create, and implement a
variety of career-related decisions (Gati & Levin, 2015; Hartung et al., 2015)
Ask the social workers responsible for supporting participating NEY to respond to the following question on an
administrative record form:
“What kinds of career intervention has this young person
received in the past month?” ( Each career intervention lasting
30 minutes or more was counted as a single session)
“How many sessions of each career intervention has this young
person received in the past month?”
Six types : DIAM, SL, CC, LSVC, WL, and FPCI
For each type of career interventions, the intervention sessions that participating NEY received from Months 0, 1, 2, 3, and 4 were
added together to compute the score of career interventions, with larger values indicating more career interventions received

15. Page 15
Career competency :
The collective abilities needed to navigate transitions through education into productive, meaningful employment (Ngai et al., 2021)
Ask participating NEY to rate their ability to do a list of things over the past month
- 17 items
- 5-point Likert scale ranging from 1 (not confident at all) to 5 (highly confident)
Sample Items
“Participate in activities that are helpful to my career and life development”
“Verify my interests, competencies, and values through daily life self-observations”
“Continuously develop my competencies, interests, values, and understanding of the work world.”
Civic engagement:
Young people’s participation in activities for the common good
Assessed by 6 items adapted from the Civic Engagement Scale (Ngai et al., 2017)
- Participants were invited to rate their level of civic engagement over the past month
- Each item was measured on a 5-point Likert scale ranging from 1 (never) to 5 (always)
Sample Items
“Became an active member in the community”
“Devoted myself to improving the community.”
Measures

16. Page 16
Measures
Social contribution:
Young people’s deeds for the benefit of society
Assessed by using five items adapted from the Social Contribution Scale (Ngai et al., 2017)
- Participants were invited to rate their level of social contribution over the past month
- Each item was measured on a 5-point Likert scale ranging from 1 (never) to 5 (always)
Sample Items
“Did something beneficial for the community”
“Helped someone in the community.”
Social integration:
Young people’s sense of belonging to a group or society
Assessed by using four items adapted from the Social Integration Scale (Ngai et al., 2017)
- Participants were asked to rate their level of social integration over the past month
- Each item was measured on a 5-point Likert scale ranging from 1 (never) to 5 (always)
Sample Items
“Had friends with whom I could chat”
“Felt accepted by my friends.”

17. Page 17
Measures
Control variables in the study:
Social demographic variables included gender, age, ethnicity, whether born in Hong Kong, educational level, employment
status, NEY group, and the baseline outcome variables
Data analysis:
Stata 16
To understand the background
characteristics of the participants
The established conceptual
framework wastested using
structural equation modeling in
Mplus 8.3
Evaluated by using 4 indicators of goodness of fit
1. Chi-square coefficient: a related p value shows how close the hypothesized model is to the perfect fit (Bollen, 1989)
2. Comparative fit index (CFI): with values exceeding .90 indicating a good model fit (Bentler, 1990)
3. Root mean square error of approximation (RMSEA): with values less than .08 indicating a close fit (Kline, 2015)
4. Standardized root mean square residual (SRMR): with values less than .08 indicating a good fit (Hu & Bentler, 1999)

18. Page 18
Results
Validity of measurement:
The results of confirmatory factor analysis illustrated that the measurement model showed an excellent fit to the data
(2 = 3,340.780, df = 1916, p < .0001, 2/df = 1.744, RMSEA = .033, CFI = .954, SRMR = .051)
Latent
constructs
Observed variables
Factor loading
T1
Factor loading
T2
Career
competency
(CARC)
CARC1: Understand my competencies and interests through participating in activities. 0.874 0.832
CARC2: Continuously participate in my selected activities and new experiences. 0.869 0.856
CARC3: Participate in activities that are helpful to my CLD. 0.902 0.885
CARC4: Understand the CLD planning process and steps. 0.851 0.854
CARC5: Consider different CLD pathway choices based on my attributes (e.g. interests). 0.901 0.869
CARC6: Maintain a sense of hope in achieving CLD aspirations and goals. 0.888 0.851
CARC7: Verify my interests, competencies and values through daily life self-observations. 0.895 0.842
CARC8: Choose CLD pathway and direction according to self-attributes (e.g. interests, competencies). 0.905 0.882
CARC9: State learning and training approaches that equip me to achieve CLD goals. 0.842 0.866
CARC10: Compare different CLD pathways according to personal and environmental factors. 0.887 0.870
CARC11: Choose the most suitable CLD pathway according to personal and environmental factors. 0.889 0.869
CARC12: Identify personal limitations and social barriers that I encounter when pursuing CLD goals. 0.829 0.820
CARC13: Know the necessary steps in making CLD decisions well, and understand the strengths and limitations of
my decision-making methods.
0.882 0.840
CARC14: Use self-management skills (e.g. interpersonal skills, team work, time management, dependability,
honesty, and problem-solving ability) to facilitate my performance and development in the workplace.
0.812 0.788
CARC15: Obtain relevant support and guidance to resolve difficulties related to CLD in future. 0.851 0.851
CARC16: Continuously develop my competencies, interests, values and understanding of the work world. 0.862 0.844
CARC17: Cope with future’s CLD transitions and changes, and the stress involved. 0.825 0.788
Table 2 Results of measurement model.
Note. T1 = Baseline (Month 0); T2 = Follow-up (Month 4); CLD = Career and life development.

19. Page 19
Results
Validity of measurement:
Table 2 (Cont’d) Results of measurement model.
Note. T1 = Baseline (Month 0); T2 = Follow-up (Month 4).
Latent constructs Observed variables
Factor loading
T1
Factor loading
T2
Civic engagement (CE) CE1: Participated in voluntary work. 0.841 0.828
CE2: Devoted efforts to my community. 0.891 0.864
CE3: Participated in community action project. 0.920 0.912
CE4: Became an active member in the community. 0.917 0.901
CE5: Participated in community service organizations. 0.917 0.925
CE6: Devoted myself to improving the community. 0.875 0.896
Social contribution
(SC)
SC1: Did something beneficial to the community. 0.909 0.911
SC2: Created something beneficial to my community through daily activities. 0.934 0.931
SC3: Contributed something important to society. 0.925 0.919
SC4: Contributed to the community. 0.926 0.929
SC5: Helped someone in the community. 0.801 0.820
Social integration (SI) SI1: Felt accepted by my friends. 0.727 0.688
SI2: Hung out with friends. 0.723 0.775
SI3: Thought that I am able to play a role in society. 0.589 0.680
SI4: Had friends with whom I could chat. 0.796 0.781
Table 2 indicates that all observed variables were significantly loaded on the corresponding latent construct
signifying that the selected indicators represented the underlying constructs in a statistically reliable manner

20. Page 20
Results
Test of the structural model:
Control variables:
-Gender
-Age
-Ethnicity
-Whether born in Hong
Kong
-Education
-Employment status
-Baseline outcomes
variables
-Baseline mediator
variable
-NEY subgroups
Figure 1. Standardized solutions for the structural model.
Note. DIAM = Developing interest, awareness and motivation; SL = Semi-structured learning; CC = Career counselling; LSVC = Learning through service,
volunteering, and caring; WL = Workplace learning; FPCI = Facilitating pathway choice and implementation.
DIAM
SL
WL
Civic
Engagement
R2=32.6%
Social
Contribution
R2=34.2%
0.388***
0.416**
*
0.072*
0.194***
0.103*
Social
Integration
R2=48.4%
CC
FPCI
LSVC
0.130* *
0.107**
Career
Competency
0.526***

21. Page 21
Discussion
How LSVC relates to career competency and social well-being:
- Participation in volunteer service is positively
related to civic responsibility and civic
engagement (Battistoni, 2017; Chung & McBride, 2015; Huda et al., 2018)
- Volunteer service can improve one’s social
contribution (Tierney et al., 2022)
LSVC represents a valuable avenue for
strengthening NEY’s civic engagement and
social contribution (Aramburuzabala et al., 2019; Hart et al., 2007)
- The unfavorable situations that NEY
experience (e.g., school dropouts & ethnic
minority youth) hinder them from developing a
sense of membership in the broader social context
 no effect on NEY’s social integration in the
short term (Flanagan et al., 1998)
- LSVC may not directly target the improvement
of NEY’s career competency, i.e., their collective
ability to navigate transitions from education to
productive and meaningful employment
Therefore, had no mediating effects between
LSVC and social well-being
The career intervention of LSVC was
positively and significantly associated with
civic engagement and social contribution,
which partly supported Hypothesis 1
LSVC had no direct effect on NEY’s
social integrationand no indirect
effect on social well-being via career
competency

22. Page 22
Discussion
How SL and WL relate to career competency and social well-being:
The results show that the career interventions of SL and WL were both positively and significantly associated
with civic engagement, social contribution, and social integration indirectly through career competency, which
partly supported Hypothesis 2
WL
Provides young people with
an opportunity to integrate
academic learning with real-
world work experience (Smith, 2012)
Encourages youth to practice
career-related skills, develop
career competency during
authentic work experiences, and
empowers them with better
preparation for the world of
work (CLAP@JC, 2017)
SL
In the form of workshops
and mentorship programs
(Cheung & Jin, 2015)
Widely acknowledged as
being able to build a bridge
between youth and the
workplace by matching their
values, attitudes, and skills
with available training
opportunities in the labor
market (Ajufo, 2013)
Positive association between
career competency and the
outcomes of social well-being
Youth with higher career
competency may have a
greater opportunity to find a
meaningful career and life
path, which further increases
their social contribution and
benefits their social
integration
The effect of SL on social
contribution was only partly
mediated, i.e., the direct
effect of SL remained
significant
Via intensive learning from
and deep interactions with
different industrial leaders in
workshops and mentorship
programs, NEY may better
recognize the value of work,
which boosts their awareness of
the importance of contributing
to society

23. Page 23
Discussion
How DIAM, CC, and FPCI relate to career competency and social well-being:
DIAM, CC, and FPCI did not exhibit any significant positive effect on NEY’s social well-being either directly
or indirectly through the positive mediating effect of career competency
Relatively information-oriented
career interventions
NEY receive and learn about the
information, knowledge, and
skills required for their career
development but less likely to
actualize the full force of their
personal agency and develop
new abilities proactively
The particularity of NEY
Personal characteristics, including
negative thoughts and feelings,
limited knowledge about themselves,
and unpleasant personal
circumstances such as being
discriminated against in education,
can lead to low readiness for the
effective use of career interventions
(Sampson et al., 2013)
Nature of the career interventions
The career interventions of DIAM, CC,
and FPCI are by nature relatively
weak in delivering active and
experiential learning activities with
high levels of authentic exposure to
the labor market & in connecting
young people with different
intermediaries in the workplace

24. Page 24
Discussion
Limitations
4 months Interval between baseline and follow up
Limited the magnitude of the impact of the career interventions on the participants’ social well-being
Used only self-report by social workers and NEY to collect data
Inherently subjective
Collected and used 2 waves of data instead of 3
Controlled the impact of the heterogeneity of NEY via dummy coding
Did not perform subgroup analysis
Focused on social well-being
Young people’s well-being can exceed that dimension
NEY in Hong Kong as target group
Restrict the generalizability of our conclusions to other populations and cultural
contexts

25. Page 25
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