Expectations of workforce students based on their self-efficacy and learned experiences versus program outcomes

Webb, Patricia Workplace readiness among students has been a concern of educators and legislators for many decades, but it remains a complex area of research because students are still underprepared for a competitive workforce demanding diverse skillsets and unemployment remains high. This phenomenological study explored and described the lived experiences of students who had recently finished or were close to completing a job program (apprenticeship, hired directly, or experiential learning) with attention to their expectations of the program and perceived self-efficacy for implementing skills acquired in the program. Additional focus was placed on describing the expectations and challenges that students might have encountered as they neared the end of their program to identify areas of improvement for the program. The framework for this study was Bandura’s (1977) self-efficacy theory, which is grounded in Bandura’s social cognitive theory. The study was delimited to students attending Dallas College who were at least 18 and also enrolled in an adult education literacy work program. Semistructured interviews were conducted with 12 participants via Zoom using an expert panel validated interview protocol. Thematic analysis was used to identify emergent themes addressing the research questions. Results revealed students found many opportunities to learn but had expectations of employment and financial gain through the program that discrepant cases felt were misleading. Further, students reported many outside stressors, felt their lack of experience was a challenge, and lacked confidence. Graduates reported feeling knowledgeable, prepared, and skilled as well as self-perceived increases in confidences and friendships within a professional network. Findings revealed the critical importance of such programs as part of integrating students into the workforce and providing entry-level skills needed to succeed. Educators must also understand the lives of students in terms of the supports they rely on to successfully complete their program. Further research will be needed to expand the generalizability of these findings as well as ways that students can be more informed about programs to avoid negative feelings from unmet expectations.

Grantor dc:publisher

Alverno College

Year dc:date

2022

Author dc:creator

• Webb, Patricia

• School-to-work transition
• College graduates--Employment
• Vocational guidance

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/268

OAI identifier oai:identifier

oai:alverno.omeka.net:268