Young workers without formal qualifications: experience of work and connections to career adaptability and decent work

ABSTRACT

The purpose of this research on working young adults who are without formal education is to explore how they experience work, their career adaptability and if they view their work as decent. Participants were 154 young working adults, aged 18–29, and unqualified. It was found that participants worked mainly in low-skilled jobs, but many aspired to become professionals or technicians. Participants were significantly lower on concern and control sub-scales of the Career Adapt-Ability Scale (CAAS), compared to peers. Results support a proposition in Psychology of Working Theory that individuals with lower levels of career adaptability are less likely to engage in decent work. Results indicate that self-determination is not met at work, whereas work fulfills financial and social needs.

KEYWORDS:

• Young workers without formal qualifications
• career adaptability
• decent work

Acknowledgments

I would like to thank Ásdís A. Arnalds and Helgi Guðmundsson for their assistance in the data collection and analysis; the research was supported by a grant from the University of Iceland Research Fund. The author participates in a research group within the Unitwin network on Life Designing Interventions (counselling, guidance, education) for decent work and sustainable development and would like to express thanks for an inspiring co-operation.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This work was supported by University of Iceland Research Fund.

Notes on contributors

Guðbjörg Vilhjálmsdóttir

Dr. Gudbjörg Vilhjálmsdóttir is a professor in career guidance and counselling at the University of Iceland, Iceland. Her research interests have centered on both social and psychological influences on career development and on evaluating career construction interventions and career education interventions.