Journal of Vocational Behavior最新文献

Advances in digitalization have led employers to increasingly adopt electronic performance monitoring technologies that allow supervisors to observe, analyze and evaluate not only employees' work activities, but also their cognitive and behavioral data. This has significant implications for employees' perceptions of privacy, and, in turn, for their basic needs, intrinsic motivation, and turnover intentions. However, the extent of perceiving privacy invasion may also depend on the relationship with those individuals for whom information is shared. This relationship should play a pivotal role in defining and negotiating boundaries and establishing comfort levels in information sharing. Building on communication privacy management theory and self-determination theory, we examined in three studies (two experiments and one field study) how the relationship with the supervisor (LMX) shapes the associations between (a) supervisor's use of EPM, its perceived invasiveness, and privacy invasion (Study 1, 2, 3), and (b) privacy invasion and needs, intrinsic motivation, and turnover intentions (Study 3). Specifically, we theorized that a high LMX that builds on trust should mitigate privacy invasion from invasive electronic performance monitoring. In addition, we hypothesized that high LMX can help employees cope with privacy invasion and consequently reduce need thwarting, decreased intrinsic motivation, and turnover intention. While we found some support for the role of LMX in the emergence of privacy invasion from invasive EPM, our data did not reveal that a high LMX reduces need thwarting and related outcomes due to perceived privacy invasion. This research provides timely insights with a multimethod approach into if and how the social context shapes unintended consequences from using electronic monitoring.

We explored the transformative impact of ChatGPT on applicants' responses and performance in situational judgement tests (SJTs), as well as the role played by faking-prevention mechanisms, in two complementary studies. Study 1 examined how the availability of ChatGPT influenced response content and performance of real applicants (N = 107,805), who completed an SJT for admission before vs. after the release of the technology. We found only small differences in content (e.g., slightly less “authentic” words used) and performance (slight score improvements when controlling for response length, no differences otherwise). In Study 2, we used an experimental approach with (N = 138) Prolific participants completing a mock SJT, while being instructed to use ChatGPT when responding (vs. use online resources or no resources). We found only slightly higher SJT scores for the ChatGPT users, but no difference in response content. Additionally, GPTZero (i.e., a popular AI detection tool) struggled to detect ChatGPT content, and generated many false positives, in both studies. This research advances our understanding of how the release and popularization of ChatGPT can influence applicant behaviors. Given the “arms race” nature of applicant selection, they also highlight the importance of designing assessments to prevent or limit faking. Yet, the ever-evolving nature of AI calls for continuous research on the topic.

Drawing on the spillover-crossover model, we examine both the enriching and conflicting effects of interpersonal experiences at work on the family domain using experience sampling methodology with 567 daily observations from 70 couples. As a positive spillover-crossover process, we find that employees' help provision at work indirectly and positively influences couples' relationship satisfaction, employees' life satisfaction, and spouses' life satisfaction via support provision to the spouse at home. As a negative spillover-crossover process, employees' experiences of interpersonal conflict at work indirectly and negatively influence couples' relationship satisfaction and employees' life satisfaction via undermining behaviors toward the spouse at home. We further theorize and find that the negative spillover-crossover process is less pronounced when spouses are more responsive to employees' disclosures of negative work experiences. Overall, this study provides new insights regarding behavioral pathways underlying interpersonal models of the work-family interface, with important practical implications for working couples and the organizations employing them.

Drawing on the perspective of the Psychology of Working Theory, this study adopted a latent change score model to examine how changes in work volition and decent work during the COVID-19 pandemic related to post-pandemic work values. We conducted a three-wave longitudinal study with 276 Chinese working adults over nearly three years. We found that higher levels of and increases in work volition positively related to increases in decent work during the pandemic. Increases in decent work also negatively related to the work value of pay and positively related to the work value of relationships. Finally, higher levels of decent work during the early stages of the pandemic were positively related to three post-pandemic work values: autonomy, relationships, and altruism. Overall, we demonstrated that the Psychology of Working Theory explains work values, contributing to a deeper understanding of how work values were influenced by the work experiences during the COVID-19 pandemic.

College students increasingly use digital information resources to help them make academic and career decisions, but the effects of digital information tools on students' career exploration outcomes are not well understood. We investigate the impact of an online tool that shows the full sequence of course enrollments and the first career destination of recent graduates with matched interests. We conducted a randomized controlled experiment with 234 undergraduate students at a U.S. university to examine the tool's impact on students' career exploration outcomes, specifically their self-efficacy in academic planning for career exploration and behavioral intentions for career exploration. We did not find clear evidence that the tool increased students' self-efficacy and behavioral intentions. However, our exploratory analysis shows that the tool benefited students who were at a later stage in their career decision-making process. We also found that students' awareness of official information sources from archival student records and awareness of holistic information that combines academic and career decisions are important predictors of self-efficacy and behavioral intentions. This study presents a nuanced view of the potential of digital tools to enhance career exploration outcomes through information support. It has important implications for institutional administrators to integrate existing digital resources with traditional career services, creating a more comprehensive support system for students.

As artificial intelligence (AI) use expands within organizations, its influence is increasingly permeating careers and vocational domains. However, there is a notable lack of structured insights regarding AI's role in shaping individual career paths across career stages. To address this gap, we undertook a systematic literature review of 104 empirical articles, aiming to synthesize the scholarship on AI in the context of careers. Drawing upon career stage theory, we examine the implications of AI on careers, identify key barriers and enablers of AI use in this area, and reveal how the utilization of AI impacts individuals' career competencies. In doing so, we illustrate how AI actively shapes individuals' career trajectories and we dissect these effects both within and across various career stages to situate AI within the broader context of careers research. Adopting a sustainable career lens, we conclude by outlining a future research agenda that advocates for the design and adoption of AI systems that promote sustainable and equitable careers.

The relationship between an employee and their immediate supervisor has an established impact on subordinate work-family conflict (WFC). Likewise, the leader-member exchange (LMX) relationship is a resource to address WFC both proactively and on an episodic basis. This study draws from LMX literature as a foundation to test a resource and socio-cognitively-based process model. The model purports that subordinates address WFC on a daily basis through the autonomy their LMX relationship provides; and, in turn, the LMX relationship evolves and strengthens. Using an experience sampling methodology over the course of ten business days, 130 individuals provided 1124 observations. Extending prior work linking LMX to WFC cross-sectionally, our model supported that LMX at the start of the study was linked with cumulative daily WFC through daily autonomy. Testing latent change in LMX, the model also supported that cumulative daily autonomy related to changes in LMX through cumulative daily WFC and perceptions of daily support. Our theoretically-driven model underlines the critical role of supervisors in addressing WFC and responds to calls in work-family and LMX literatures by capturing the dynamic nature of the constructs and processes involved in accommodating WFC. Moreover, our results highlight how LMX relationships stand to benefit both the supervisor and subordinate. Findings support the application of LMX literature and advance literature by documenting the complex and dynamic process involved in addressing WFC and changes in LMX quality. Practical implications, limitations, and future research directions are discussed.

Although prior studies have established that parental involvement affects career adaptability, few if any have investigated the reciprocal effect of career adaptability on parental involvement. Based on career construction theory and the transactional model of development, this study aimed to examine the bidirectional associations between specific parental career-related behaviors (i.e., support, interference, and lack of engagement), the parent-child relationship, and career adaptability. A three-wave longitudinal design was used to collect data from 3837 Chinese adolescents (Mage = 16.68, SD = 0.45, 52 % females) at three time points with 1-year intervals. The results revealed: (a) bidirectional relationships between support and career adaptability; (b) bidirectional relationships between parent-child relationship and career adaptability, an association that became stronger during the transition from grade 11 to grade 12; (c) bidirectional relationships between the three different parental career-related behaviors and the parent-child relationship. No difference in strength was observed between the parent-driven effect and the child-driven effect. Remarkably, the parent-child relationship was more strongly associated with career adaptability than with any specific parental career-related behavior. Two potential mechanisms were also identified: (a) the cumulative influence of support on the development of career adaptability and vice versa; (b) a longitudinal mediating role of the parent-child relationship between parental career-related behaviors and career adaptability. This study suggests that career adaptability can develop from career-related support and positive parent-child relationship. Relevant interventions could be integrated into educational and counseling programs to equip parents with effective strategies for supporting their children's career development.

Occupational exoskeletons are wearable devices that can augment a human worker's physical abilities. They are designed to protect the worker from physical stress and strain due to physically demanding tasks. They are also designed to increase a worker's ability to perform these tasks with less effort or to accommodate tasks with greater physical loads. There is a labor shortage for many physically demanding jobs in manufacturing, construction, agriculture, and healthcare. Occupational exoskeletons may enable more women and older workers to qualify for these jobs. Literature reviews on occupational exoskeletons and workplace diversity and inclusion were conducted to explore how this technology can facilitate diversity and inclusion goals. Future research directions are discussed for exoskeleton design and how they might affect work identities and perceptions of organizational inclusion for women and older workers who pursue vocations in physically demanding work.

21st century career development is increasingly characterized by recurring participation in work-related skill learning, much of which is mediated by technology. However, integration of this technology into work-related lifelong learning contexts has been relatively atheoretical and non-systematic. Building on interdisciplinary adult learning research and our findings from several studies on an online graduate degree program in a high demand STEM field, we propose a multilevel, person-centric framework of adult learning processes related to: (1) knowledge and skill acquisition, (2) the development and maintenance of motivation and wellbeing over time, and (3) transfer of learning to career-related goals. For each level of the framework, we discuss issues related to the measurement and evaluation of learning. We outline affordances (i.e., functional benefits) of technology (including artificial intelligence) for supporting career-related learning at each level, and present future directions related to major gaps in the field's understanding of these affordances. Throughout the final section, we illustrate the implications of our framework with examples of its use in a research institute focused on AI adult learning technologies. Finally, we present guiding questions for researchers and practitioners interested in technology-mediated career-related learning.