Skip to main content
Log in

Multiple Salient Goals Pursued by Jobseekers in Mandatory Continuing Professional Education

Vocations and Learning Aims and scope Submit manuscript

Abstract

Continuing professional education (CPE) is viewed as the main strategy to tackle unemployment and to improve the weak position of jobseekers with few qualifications on the labour market. However, the mandatory nature of these programmes raises questions regarding jobseekers’ motivation to enrol for and engage in training and – by extension – the effectiveness of the programmes. Moreover, until now, researchers have failed to address the different personal goals that unemployed people bring to CPE. Yet goals are viewed as a central determinant of motivation and behaviour. To overcome these limitations, the purpose of this present paper is to investigate the content of the multiple goals that jobseekers with few qualifications pursue in CPE programmes and to examine the dynamics of multiple goal pursuit. Based on the taxonomy developed by Carré (1998, 2001), jobseekers were asked to rank a list of goals in order of importance when enrolling for the training. Next, an explorative multidimensional unfolding method was used to identify several subgroups of jobseekers, depending on the combination of salient goals that they strive for simultaneously. Particular attention is paid in this study to the impact of the mandatory context on the goals pursued by jobseekers (i.e. the dictated goal). Self-report data was collected from a sample of 112 jobseekers from seventeen social-professional education training centres. Results indicated that few participants attribute importance to the dictated goal, and that they pursue multiple goals, oriented primarily towards learning and to a lesser extent towards participation. In addition, four subgroups of jobseekers were distinguished, based on their different combinations of goals. Only one subgroup explicitly reported external pressure as a factor that motivated them to enrol in training. The implications of applying an approach whereby multiple goal pursuit by jobseekers is considered, and the impact of this multiple goal pursuit on their motivation in mandatory CPE programmes are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

Notes

  1. The French-speaking Belgian occupational training and employment welfare programme

References

  • Abraham, C., & Sheeran, P. (2003). Implications of goal theories for the theories of reasoned action and planned behaviour. Current Psychology, 22(3), 264–280.

    Article  Google Scholar 

  • Austin, J. T., & Vancouver, J. B. (1996). Goal constructs in psychology: Structure, process and content. Psychological Bulletin, 120(3), 338–375.

    Article  Google Scholar 

  • Baldwin, T. T., & Magjuka, R. J. (1991). Organizational training and signals of importance: Linking pretraining perceptions to intentions to transfer. Human Resource Development Quarterly, 2(1), 25–36. https://doi.org/10.1002/hrdq.3920020106.

    Article  Google Scholar 

  • Baldwin, T. T., & Magjuka, R. J. (1997). Training as an organizational episode: Pretraining influences on trainee motivation. In J. K. Ford, S. W. J. Kozlowski, K. Kraiger, E. Salas, & M. S. Teachout (Eds.), Improving training effectiveness in work organizations (pp. 99–127). Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Baldwin, T. T., Magjuka, R. J., & Loher, B. T. (1991). The perils of participation: Effects of choice of training on trainee motivation and learning. Personnel Psychology, 44(1), 51–65.

    Article  Google Scholar 

  • Beder, H. W., & Valentine, T. (1990). Motivational profiles of adult basic education students. Adult Education Quarterly, 40(2), 78–94.

    Article  Google Scholar 

  • Berntson, E., Näswall, K., & Sverke, M. (2008). Investigating the relationship between employability and self-efficacy: A cross-lagged analysis. European Journal of Work and Organizational Psychology, 17(4), 413–425. https://doi.org/10.1080/13594320801969699.

    Article  Google Scholar 

  • Billet, S., Smith, R., & Wegener, C. (2015). Understanding learning through and for work: Contributions from francophone perspectives. In L. Filliettaz & S. Billett (Eds.), Francophone perspectives of learning through work: Conceptions, traditions and practices (pp. 347–365). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065–1105.

    Article  Google Scholar 

  • Boekaerts, M. (2009). Goal-directed behavior in the classroom. In K. R. Wenzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 105–122). New York: Routledge/Taylor & Francis Group.

    Google Scholar 

  • Boekaerts, M., Smit, K., & Busing, F. (2012). Salient goals direct and energise students' actions in the classroom. Applied Psychology, 61(4), 520–539.

    Article  Google Scholar 

  • Borg, I., & Groenen, P. J. F. (2005). Modern multidimensional scaling (2nd ed.). New York: Springer.

    Google Scholar 

  • Boudrenghien, G., Frenay, M., Bourgeois, E., Karabenick, S., & Eccles, J. (2014). A theoretical model of the antecedents of educational goal commitment. The Canadian Journal of Career Development/Revue Canadienne de Développement de Carrière, 13(1), 60–69.

    Google Scholar 

  • Bourgeois, E. (2000). Le sens de l’engagement en formation [The sense of enrolment in training]. In J.-M. Barbier & O. Galatanu (Eds.), Signification, Sens, Formation (pp. 87–106). Paris: Presses Universitaires de France.

    Google Scholar 

  • Bourgeois, E. (2009). Apprentissage et transformation du sujet en formation [Learning and transformation of individual in education]. In J.-M. Barbier, E. Bourgeois, G. Chapelle, & J.-C. Ruano-Borbalan (Eds.), Encyclopédie de la Formation (pp. 31–69). Paris: Presses Universitaires de France.

    Google Scholar 

  • Bourgeois, E., de Viron, F., Nils, F., Traversa, J., & Vertongen, G. (2009). Valeur, espérance de réussite, et formation d’adultes: Pertinence du modèle d’expectancy-value en contexte de formation universitaire pour adultes [Value, expectancy of success and adult education: Relevance of the expectancy-value model in an adult education university context]. Savoirs, 20, 75–92.

    Article  Google Scholar 

  • Boutinet, J.-P. (1998). L’engagement des adultes en formation et ses formes de légitimation [the enrolment of adults in training and its forms of legitimization]. Education Permanente, 136, 91–100.

    Google Scholar 

  • Busing, F. M. T. A. (2010). Advances in multidimensional unfolding (unpublished doctoral dissertation). The Netherlands: Leiden University.

    Google Scholar 

  • Carré, P. (1998). Motifs et dynamiques d’engagement en formation [entry motives and dynamics of enrollment in training]. Education Permanente, 136, 119–131.

    Google Scholar 

  • Carré, P. (Ed.). (2001). De la motivation à la formation [from motivation to training]. Paris: L’Harmattan.

    Google Scholar 

  • Carver, C. S., & Scheier, M. F. (1998). On the self-regulation of behavior. New York: Cambridge University Press.

    Book  Google Scholar 

  • Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco: The Jossey-Bass.

    Google Scholar 

  • Curado, C., Henriques, P. L., & Ribeiro, S. (2015). Voluntary or mandatory enrollment in training and the motivation to transfer training. International Journal of Training and Development, 19(2), 98–109. https://doi.org/10.1111/ijtd.12050.

    Article  Google Scholar 

  • Daehlen, M., & Ure, O. B. (2009). Low-skilled adults in formal continuing education: Does their motivation differ from other learners? International Journal of Lifelong Education, 28(5), 661–674.

    Article  Google Scholar 

  • Dalla Valle, C., Desmette, D., Liénard, G., & Herman, G. (2005). Actions, publics et effets de dispositifs d'insertion sociale: Analyse de l'opération "pour Une participation citoyenne" [actions, publics and effects of social integration devices: Analysis of the operation “for citizen participation”]. Les Cahiers du Cerisis, 25.

  • Deci, E.-L., & Ryan, R.-M. (Eds.). (2002). Handbook of self-determination research. Rochester: The University of Rochester Press.

    Google Scholar 

  • Diethert, A. P., Weisweiler, S., Frey, D., & Kerschreiter, R. (2015). Training motivation of employees in academia: Developing and testing a model based on the theory of reasoned action. Zeitschrift für Erziehungswissenschaft, 30, 29–50.

    Article  Google Scholar 

  • Dupuy, R., Le Blanc, A., & Mégemont, J.-L. (2006). Incertitudes au cours de la carrière et construction des perspectives temporelles [Uncertainties during the career and construction of temporal perspectives]. Psychologie du travail et des Organisations, 12, 167–183.

    Article  Google Scholar 

  • Dysvik, A., & Kuvaas, B. (2008). The relationship between perceived training opportunities, work motivation and employee outcomes. International Journal of Training and Development, 12(3), 138–157. https://doi.org/10.1111/j.1468-2419.2008.00301.x.

    Article  Google Scholar 

  • Eccles, J. S. (2006). A motivational perspective on school achievement: Taking responsibility for learning, teaching, and supporting. In R. J. Sternberg & R. F. Subotnik (Eds.), Optimizing student success in school with the other three Rs (pp. 199–224). Greenwich: Information Age Publishing.

    Google Scholar 

  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132.

    Article  Google Scholar 

  • Emmons, R. A. (1986). Personal strivings: An approach to personality and subjective well-being. Journal of Personality and Social Psychology, 51(5), 1058–1068.

    Article  Google Scholar 

  • Ford, M. E. (1992). Motivating humans: Goals, emotions and personal agency beliefs. Newbury Park: Sage Publications.

    Book  Google Scholar 

  • Ford, M. E., & Nichols, C. W. (1991). Using goal assessments to identify motivational patterns and facilitate self-regulation. In M. L. Maehr & P. Pintrich (Eds.), Advances in achievement and motivation (Vol. 7, pp. 51–84). Greenwich: JAI Press.

    Google Scholar 

  • Fugate, M., Kinicki, A. J., & Ashforth, B. E. (2004). Employability: A psycho-social construct, its dimensions, and applications. Journal of Vocational Behavior, 65, 14–38.

    Article  Google Scholar 

  • Gegenfurtner, A., Könings, K., Kosmajas, N., & Gebhardt, M. (2016). Voluntary or mandatory training participation as a moderator in the relationship between goal orientations and transfer of training. International Journal of Training and Development, 20(4), 290–301.

    Article  Google Scholar 

  • Goller, M., & Paloniemi, S. (2017). Agency at work, learning and professional development: An introduction. In M. Goller & S. Paloniemi (Eds.), Agency at work: An agentic perspective on professional learning and development (pp. 1–14). Cham: Springer.

    Google Scholar 

  • Gonçalves, T., Niemivirta, M., & Lemos, M. S. (2017). Identification of students' multiple achievement and social goal profiles and analysis of their stability and adaptability. Learning and Individual Differences, 54, 149–159 http://dx.doi.org.proxy.bib.ucl.ac.be/10.1016/j.lindif.2017.01.019.

    Article  Google Scholar 

  • Hensley, L. G., & Kinser, K. (2001). Rethinking adult learner persistence: Implications for counselors. Adultspan Journal, 3, 88–100.

    Article  Google Scholar 

  • Hollenbeck, J. R., & Klein, H. J. (1987). Goal commitment and the goal-setting process: Problems, prospects, and proposals for future research. Journal of Applied Psychology, 72, 212–220.

    Article  Google Scholar 

  • Houle, C. (1961). The inquiring mind. Madison: University of Wisconsin Press.

    Google Scholar 

  • Jacot, A., Frenay, M., & Raemdonck, I. (2018a). Conceptualizing transfer of training from a constructivism approach: Contribution of the subjective task value and engagement concepts. Manuscript submitted for publication.

  • Jacot, A., Raemdonck, I., & Frenay, M. (2018b). Intra-individual differences in offenders’ motivation and behavioral change after a driver rehabilitation program. Transportation research Part F, 58, 302–318.

  • Jaminon, C., & Herman, G. (1998). Parcours d’insertion et dispositifs. Analyse des pratiques d’insertion socio-professionnelle à La Louvière [Pathways to integration and devices. Analysis of socio-professional integration practices in La Louvière]. Les Cahiers du Cerisis, 5.

  • Kanfer, R., Wanberg, C. R., & Kantrowitz, T. M. (2001). Job search and employment: A personality–motivational analysis and meta-analytic review. Journal of Applied Psychology, 86(5), 837–855.

    Article  Google Scholar 

  • Kasworm, C. (2003). Adult meaning making in the undergraduate classroom. Adult Education Quarterly, 53(2), 81–98.

    Article  Google Scholar 

  • Kernan, M. C., & Lord, R. G. (1990). Effects of valence, expectancies, and goal-performance discrepancies in single and multiple goal environments. Journal of Applied Psychology, 75(2), 194–203.

    Article  Google Scholar 

  • Klein, H. J., Wesson, M. J., Hollenbeck, J. R., & Alge, B. J. (1999). Goal commitment and the goal-setting process: Conceptual clarification and empirical synthesis. Journal of Applied Psychology, 84(6), 885–896.

    Article  Google Scholar 

  • Klein, H. J., Austin, J. T., & Cooper, J. T. (2008). Goal choice and decision processes. In R. Kanfer, G. Chen, & R. D. Pritchard (Eds.), Work motivation: Past, present, and future (pp. 101–150). New York: Routledge/Taylor & Francis Group.

    Google Scholar 

  • Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005). The adult learner. The definitive classic in adult education and human resource development (6th ed.). Burlington: Elsevier.

    Google Scholar 

  • Lang, F. R., & Carstensen, L. L. (2002). Time counts: Future time perspective, goals, and social relationships. Psychology and Aging, 17(1), 125–139.

    Article  Google Scholar 

  • Lens, W., Bouffard, L., & Vansteenkiste, M. (2006). À quoi sert d’apprendre ? [what is the use of learning?]. In E. Bourgeois & G. Chapelle (Eds.), Apprendre et faire apprendre (pp. 261–269). Paris: Presses Universitaires de France.

    Google Scholar 

  • Lens, W., Vansteenkiste, M., & Matos, L. (2009). Motivation: Quantity and quality matter. In A. Blachnio & A. Przepiorka (Eds.), Closer to emotions III (pp. 111–135). Lunlin: Wydawnictwo KUL.

    Google Scholar 

  • Little, B. R. (1989). Personal projects analysis: Trivial pursuits, magnificent obsessions, and the search for coherence. In D. M. Buss & N. Cantor (Eds.), Personality psychology: Recent trends and emerging directions (pp. 15–31). New-York: Springer-Verlag.

    Chapter  Google Scholar 

  • Maier, G. W., & Brunstein, J. C. (2001). The role of personal work goals in newcomers' job satisfaction and organizational commitment: A longitudinal analysis. Journal of Applied Psychology, 86(5), 1034–1042. https://doi.org/10.1037//0021-9010.86.5.1034.

    Article  Google Scholar 

  • Manfron, J.-M., Debecker, F., Dussart, A., Hindlet, E., Marchal, J.-F., Pion, G., et al. (2014). Etat des lieux socio-économique 2014 de la Wallonie [State of socio-economic situation in 2014 of Wallonia]. Retrieved from https://www.leforem.be/MungoBlobs/283/852/ELSE2014_Wallonie_publication.pdf.

  • McKee-Ryan, F., Song, Z., Wanberg, C. R., & Kinicki, A. J. (2005). Psychological and physical well-being during unemployment: A meta-analytic study. Journal of Applied Psychology, 90(1), 53–76.

    Article  Google Scholar 

  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks: Sage.

    Google Scholar 

  • Minnaert, A. (2013). Goals are motivational researchers’ best friend, but to what extent are achievement goals and achievement goal orientations also the best friend of educational outcomes? International Journal of Educational Research, 61, 85–89.

    Article  Google Scholar 

  • Neuville, S. (2004). La perception de la valeur des activités d'apprentissage: étude des déterminants et effets [The perception of value in learning activities: A study investigating determinants and effects] (Unpublished doctoral dissertation). Belgique: Université Catholique de Louvain.

    Google Scholar 

  • Niessen, C., Heinrichs, N., & Dorr, S. (2009). Pursuit and adjustment of goals during unemployment: The role of age. International Journal of Stress Management, 16(2), 102–123. https://doi.org/10.1037/a0015683.

    Article  Google Scholar 

  • Paloniemi, S., & Goller, M. (2017). The multifaceted nature of agency and professional learning. In M. Goller & S. Paloniemi (Eds.), Agency at work: An agentic perspective on professional learning and development (pp. 465–478). Cham: Springer.

    Chapter  Google Scholar 

  • Pintrich, P. R., & Schunk, D. H. (Eds.). (2002). Motivation in education: Theory, research, and applications (2nd ed.). Englewood Cliffs: Merrill-Prentice Hall.

    Google Scholar 

  • Raemdonck, I., Thijssen, J., & de Greef, M. (2017). Self-directedness in work-related learning processes. Theoretical perspectives and development of a measurement instrument. In M. Goller & S. Paloniemi (Eds.), Agency at work. An agentic perspective on professional learning and development (pp. 401–423). Cham: Springer.

    Google Scholar 

  • Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261–288. https://doi.org/10.1037/0033-2909.130.2.261.

    Article  Google Scholar 

  • Smith, R. (2017). Three aspects of epistemological agency: The socio-personal construction of work-learning. In M. Goller & S. Paloniemi (Eds.), Agency at work: An agentic perspective on professional learning and development (pp. 67–84). Cham: Springer.

    Chapter  Google Scholar 

  • SPF économie (2017). Évolutions positives sur le marché du travail belge en 2016 [Positive developments on the Belgian labor market in 2016]. Retrieved from https://statbel.fgov.be/fr/nouvelles/evolutions-positives-sur-le-marche-du-travail-belge-en-2016.

  • Tsai, W.-C., & Tai, W.-T. (2003). Perceived importance as a mediator of the relationship between training assignment and training motivation. Personnel Review, 32(1/2), 151–163.

    Article  Google Scholar 

  • Unsworth, K., Yeo, G., & Beck, J. (2014). Multiple goals: A review and derivation of general principles. Journal of Organizational Behavior, 35(8), 1064–1078. https://doi.org/10.1002/job.1963.

    Article  Google Scholar 

  • Van den Broeck, A., Vansteenkiste, M., Lens, W., & De Witte, H. (2010). Unemployed individuals' work values and job flexibility: An explanation from expectancy-value theory and self-determination theory. Applied Psychology. An International Review, 59(2), 296–317.

    Article  Google Scholar 

  • Van Deun, K., Groenen, P. J. F., Heiser, W. J., Busing, F. M. T. A., & Delbeke, L. (2005). Interpreting degenerate solutions in unfolding by use of the vector model and the compensatory distance model. Psychometrika, 70, 45–69.

    Article  Google Scholar 

  • Van Deun, K., Heiser, W. J., & Delbeke, L. (2007). Multidimensional unfolding by nonmetric multidimensional scaling of spearman distances in the extended permutation polytope. Multivariate Behavioral Research, 42(1), 103–132.

    Article  Google Scholar 

  • Vansteenkiste, M., Lens, W., De-Witte, S., De-Witte, H., & Deci, E.-L. (2004). The 'why' and 'why not' of job search behaviour: Their relation to searching, unemployment experience, and well-being. European Journal of Social Psychology, 34(3), 345–363.

    Article  Google Scholar 

  • Vertongen, G., Nils, F., Traversa, J., Bourgeois, E., & de Viron, F. (2009). Les motifs d'entrée en formation des adultes en reprise d'études universitaires [Entry motives in training of adults returning to university]. L'orientation scolaire et professionnelle, 38(1), 25–44.

    Article  Google Scholar 

  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81.

    Article  Google Scholar 

  • Wosnitza, M., & Volet, S. (2012). Editorial introduction: Multiple goals in learning contexts. Applied Psychology. An International Review, 61(4), 513–519. https://doi.org/10.1111/j.1464-0597.2012.00503.x.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Anne Jacot.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Jacot, A., Raemdonck, I., Frenay, M. et al. Multiple Salient Goals Pursued by Jobseekers in Mandatory Continuing Professional Education. Vocations and Learning 12, 297–317 (2019). https://doi.org/10.1007/s12186-018-9213-3

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12186-018-9213-3

Keywords

Navigation