THE ROLE OF CAREER SHOCKS IN CAREER DEVELOPMENT: INTEGRATING STRUCTURE AND AGENCY
Call for Papers for Special Issue of Career Development International
Guest Editorial Team
Jos Akkermans, School of Business and Economics, Vrije Universiteit Amsterdam, the Netherlands firstname.lastname@example.org
Ricardo Rodrigues, School of Management and Business, King’s College London, UK email@example.com
Scott Seibert, Lundquist College of Business, University of Oregon, USA firstname.lastname@example.org
Svetlana N. Khapova, School of Business and Economics, Vrije Universiteit Amsterdam, the Netherlands email@example.com
Stefan T. Mol, Amsterdam Business School, University of Amsterdam, the Netherlands firstname.lastname@example.org
The aim of this special issue is to spur research on the role that career shocks have in contemporary career development processes. Such shocks – or chance events – were a prominent part of the scholarly discussion from the 1960s through 1980s (e.g., Hart et al., 1971; Miller, 1983; Roe and Baruch, 1967). However, despite the increased uncertainty and unpredictability associated with contemporary careers, interest in the topic of career shocks appears to have waned. This may in part be attributed to the introduction of the boundaryless and protean career perspectives (e.g., Briscoe and Hall, 2006) that have come to dominate the careers literature since the 1990s. Specifically these perspectives have led to a focus on the role of individual agency, including topics such as career self-management (King, 2004) and proactive career behaviors (De Vos et al., 2009). Indeed, in a recent review of published papers in four core career journals, Akkermans and Kubasch (2017) found that the most popular topics were all related to individual agency, featuring topics such as career success, career mobility, and employability. This dominance of agency-related constructs makes sense, given the widespread consensus that careers have become more complex and unpredictable (e.g., Vuori et al., 2012), and thus that individuals have to take charge and proactively self-manage their careers. Yet the boundaryless perspective, which highlights the more unpredictable and interrupted nature of careers, also suggests careers with more open and permeable boundaries will likely be impacted by many unexpected major events. This is evidenced by recent studies that have shown that chance events not only occur in most peoples’ lives but also have a major impact on their careers (e.g., Bright et al., 2005; Williams et al., 1998). Therefore, to supplement existing theoretical thinking about career development, research needs to incorporate these important events that are part of most, if not all, people’s careers. In addition, the interplay between agency and career shocks would be of great interest, for example in studying whether career self-management behaviors and proactivity may better equip individuals to deal with major unexpected events in their career.
Major events that occur in peoples’ lives, and which are often unexpected, have an important role in career development (Hirschi, 2010). Such events have been referred to as chance events (Bright et al., 2005), serendipity (Betsworth and Hansen, 1996), happenstance (Miller, 1983) and career shocks (Seibert et al., 2013). In a recent paper, Akkermans, Seibert & Mol (submitted for publication) characterized career shocks as disruptive and extraordinary events that are, at least partially, outside an individual’s control, and which trigger an active choice process with regard to one’s career. Examples of such events include a promotion or job offer (“positive shocks”), or a major reorganization or job loss (“negative shocks”). Research has shown that such events may impact career outcomes in various ways, for example by affecting subjective career success (Hirschi, 2010) and career decision making (Hirschi and Valero, 2017; Seibert et al., 2013) among various groups, such as academics (Greco et al., 2015), young workers (Hirschi, 2010), and individuals with disabilities (Rojewski, 1999). Taken together, there is clear evidence that career shocks are an important factor in career development.
We believe research on career shocks can serve as a valuable counterbalance to the recent emphasis on individual agency in the careers literature. We would argue that now, more than ever, we need to enhance and reintegrate the study of career shocks into the contemporary careers literature. One reason for this is the growing complexity and flexibility of careers (Vuori et al., 2012) because of major changes on the labor market characterized by more flexible, dynamic, and “gig” employment types (Kalleberg and Marsden, 2015). These changes can reduce employment security and predictability, and are likely accompanied by an increase in seemingly unpredictable events. The second reason is that prominent career scholars (e.g., Inkson et al., 2012; Rodrigues and Guest, 2010) have increasingly called for research to take into account the context in which careers evolve, as a means to more fully understand the interplay between individual agency and context. The recently introduced perspective of the sustainable career (De Vos and Van der Heijden, 2015) also emphasizes the importance of context, noting that social space (cf. Van Maanen, 1977) is one of the core dimensions of building a sustainable career. Career shocks may be considered such a contextual element, as they are events that are unexpected and outside of an individual’s control. Hence, it is crucial to examine these chance events and, specifically, their impact on contemporary career development processes. Many questions still remain regarding the role of career shocks in career development. First, scholars need to better conceptualize the nature of career shocks; which dimensions they consist of, and how these interact with each other. For example, recent developments in event system theory (Morgeson, Mitchell & Liu, 2015) suggest novel, disruptive and critical shocks are the most salient. These and other dimensions are likely to influence the impact of such career shocks on an individual’s career path. For example, certain shocks – such as losing a highly valued coworker – might occur frequently, yet have a relatively limited impact on one’s career decision making, whereas other shocks – such as losing a loved one – might occur only once or twice in one’s career, yet have a major impact on well-being and success. Hence, the dimensions of career shocks and their interaction need to be more clearly conceptualized and empirically tested. Second, the nomological network of career shocks is still in a very nascent stage. Past research has clearly shown that shocks occur in most peoples’ lives and that they have a clear impact on career success and decision making, yet much more knowledge needs to be generated about the antecedents, outcomes, moderators, and mediators of career shocks. Third, new insights are needed into how career shocks can be effectively researched. Thus far, they have mostly been researched with survey items and retrospective interview questions. These methods might be fine, yet more validity and reliability evidence is needed. Indeed, a strongly validated questionnaire of career shocks is lacking at this point. In addition to survey items and interview questions, innovative study designs and analytical techniques might be valuable opportunities to bring the field forward. We provide some concrete examples of research opportunities below.
The main aim of this special issue is to generate a number of high quality studies that examine the role that career shocks have in contemporary career development. Submitted manuscripts can have a conceptual, methodological, or empirical focus, or a combination of those. In case of empirical research, both qualitative and quantitative designs are actively encouraged. Examples of research questions that would fit with this special issue include, but are certainly not limited to:
- What are the key dimensions of career shocks and how do they interact with each other?
- How, why and when are career shocks likely to impact career development?
- Are “negative” shocks likely to always have negative effects, or might they also make individuals more resilient? What theoretical mechanisms would explain such effects?
- Is it possible to prepare for and become resilient against career shocks?
- How do individual agency and context (i.e., career shocks) interact with each other?
- What kind of research designs would be appropriate to research the role that career shocks play in contemporary career development?
- How can the antecedents and consequences of career shocks be effectively examined through qualitative and quantitative research designs?
- Which types of innovative research designs – such as qualitative comparative analysis, text mining, or latent growth analysis – might be appropriate to study career shocks?
- What are key antecedents of experiencing career shocks? For example, would certain personality traits, individual attitudes or psychological states have an impact on how individuals deal with career shocks?
- What are key outcomes of career shocks? For example, in which ways do career shocks relate to objective and subjective career success, job performance, employee well-being and engagement, and meaningfulness of work?
- What are the mediators and moderators of the relationship between career shocks and outcomes? And, more specifically, could certain individual agency-related constructs help to effectively deal with career shocks? For example, would career competencies and career adaptability help one be more resilient to shocks? Could high levels of employability and having a career calling help to better deal with such shocks?
- What are possible differences between internally (e.g., quitting one’s job) vs. externally (e.g., losing one’s job after a reorganization) attributed career shocks, and between career shocks with unexpected occurrences (e.g., unexpectedly being offered a promotion) vs. unexpected impact (e.g., knowing that a baby is coming yet not understanding its impact), and how might these differentially relate to work and career outcomes?
The above list is only meant as an illustration of possible research directions and is by no means meant to be exhaustive. Additional ideas and research questions are certainly welcome and encouraged if they advance research on career shocks.
Submitted papers will be subject to a double-blind review process and will be evaluated by the guest editors and expert reviewers. Authors should prepare their manuscripts for blind review.
Authors are encouraged to submit a structured abstract (objective, method, results, and conclusion) by June 1st 2018 to receive feedback from the guest editors. The deadline for submissions of full papers is December 1st 2018. If you would have any questions about possible fit of your ideas with the special issue, you are very welcome to contact Jos Akkermans (email@example.com).
Submissions should be made through ScholarOne Manuscripts: http://mc.manuscriptcentral.com/cdevi
Specific details on the format for submitted manuscripts can be found at the journal’s website: http://emeraldgrouppublishing.com/products/journals/journals.htm?id=cdi
Please direct any general questions about the journal or any administrative matters to the Editor, Professor Jim Jawahar (firstname.lastname@example.org).
Akkermans, J. and Kubasch, S. (2017) '#Trending topics in careers: A review and future research agenda', Career Development International, 22(6), pp. 586-627.
Akkermans, J., Seibert, S. E. and Mol, S. T. (in press) ‘Tales of the unexpected. Integrating career shocks in the contemporary career literature', SA Journal of Industrial Psychology.
Bright, J. E. H., Pryor, R. G. L. and Harpham, L. (2005) 'The role of chance events in career decision making', Journal of Vocational Behavior, 66(3), pp. 561-576.
Briscoe, J. P. and Hall, D. T. (2006) 'The interplay of boundaryless and protean careers: Combinations and implications', Journal of Vocational Behavior, 69(1), pp. 4-18.
De Vos, A., De Clippeleer, I. and Dewilde, T. (2009) 'Proactive career behaviours and career success during the early career', Journal of Occupational and Organizational Psychology, 82(4), pp. 761-777.
De Vos, A. and Van der Heijden, B. I. J. M. (2015) Handbook of research on sustainable careers. Cheltenham: Edward Elgar Publishing.
Greco, L. M., Kraimer, M., Seibert, S. and Sargent, L. D. (2015) 'Career shocks, obstacles, and professional identification among academics', Academy of Management Proceedings, 2015(1).
Hirschi, A. (2010) 'The role of chance events in the school-to-work transition: The influence of demographic, personality and career development variables', Journal of Vocational Behavior, 77(1), pp. 39-49.
Hirschi, A. and Valero, D. (2017) 'Chance events and career decidedness: Latent profiles in relation to work motivation', The Career Development Quarterly, 65(1), pp. 2-15.
Inkson, K., Gunz, H., Ganesh, S. and Roper, J. (2012) 'Boundaryless careers: Bringing back boundaries', Organization Studies, 33(3), pp. 323-340.
Kalleberg, A. L. and Marsden, P. V. (2015) 'Transformation of the employment relationship', Emerging Trends in the Social and Behavioral Sciences: John Wiley & Sons, Inc.
King, Z. (2004) 'Career self-management: Its nature, causes and consequences', Journal of Vocational Behavior, 65(1), pp. 112-133.
Morgeson, F. P., Mitchell, T. R., & Liu, D. (2015). Event system theory: An event-oriented approach to the organizational sciences. Academy of Management Review, 40(4), 515-537.
Rodrigues, R. A. and Guest, D. (2010) 'Have careers become boundaryless?', Human Relations, 63(8), pp. 1157-1175.
Roe, A. and Baruch, R. (1967) 'Occupational changes in the adult years', Personnel Administration, 30(4), pp. 26-32.
Rojewski, J. W. (1999) 'The role of chance in the career development of individuals with learning disabilities', Learning Disability Quarterly, 22(4), pp. 267-278.
Seibert, S. E., Kraimer, M. L., Holtom, B. C. and Pierotti, A. J. (2013) 'Even the best laid plans sometimes go askew: Career self-management processes, career shocks, and the decision to pursue graduate education', Journal of Applied Psychology, 98(1), pp. 169-182.
Van Maanen, J. (1977). ‘Organizational careers: Some new perspectives’. New York, NY: John Wiley & Sons.
Vuori, J., Toppinen-Tanner, S. and Mutanen, P. (2012) 'Effects of resource-building group intervention on career management and mental health in work organizations: Randomized controlled field trial', Journal of Applied Psychology, 97(2), pp. 273-286.
Williams, E. N., Soeprapto, E., Like, K., Touradji, P., Hess, S. and Hill, C. E. (1998) 'Perceptions of serendipity: Career paths of prominent academic women in counseling psychology', Journal of Counseling Psychology, 45(4), pp. 379-389.
Because of major changes in today’s work and careers, it has become crucial that people strive to become and remain employable throughout their career. At the same time, career development should - despite growing flexibility and entrepreneurship - be a dual responsibility between organizations and individuals, together working to create sustainable careers. Although our understanding of these important phenomena is increasing, there is still a lot we do not know yet. I work on several projects related to the topic of employability and sustainable careers. Some of the key questions were are currently trying to answer include: “What are the benefits and potential downsides of investing in employability for employers and employees?”, “Who is, and to what degree, responsible for managing sustainable careers?”, and “What career-related competencies and career crafting behaviors can individuals gain to thrive in their careers?”. These projects have thus far resulted in several scientific publications (e.g., Akkermans et al., 2013; 2015; Akkermans & Tims, 2017), conference symposia (e.g., Academy of Management 2014 and 2016, EAWOP 2015), and papers in progress. For these projects, I work closely together with Professor Beatrice van der Heijden (Radboud University Nijmegen, Netherlands), Professor Nele de Cuyper, Professor Anneleen Forrier, with Professor Ans de Vos (University of Antwerp, Belgium) and others.
Together with Max Chipulu (University of Southampton, UK), Udechukwu Ojiako (University of Sharjah, United Arab Emirates), and Terry Williams (University of Hull, UK), I am editing a special issue in Project Management Journal (the scientific journal of PMI, Project Management Institute) entitled: "Career Paths and Career Systems for Project Managers". The special issue is scheduled to be published in 2019.
All details can be found HERE.
Research and practice in the field of career development has recently heavily emphasized the importance of individual agency, career-related competencies, and self-management in order to gain career success. It is clear that we are starting to obtain an ever stronger understanding of the actions that individuals and organizations can perform to better prepare for their career development and employability. At the same time, careers have become more unpredictable and virtually every individual will experience career “shocks” – which can be both positive and negative – at certain parts in their careers. For example, people are laid off as part of a major reorganization, or a well-respected colleague leaves their organization which impacts those (s)he often worked with. Surprisingly, scientific research on this topic is scarce, and we have a very limited understanding of these career shocks. However, to gain a true understanding of contemporary career development, this side of the career story needs to be researched in more detail. For this reason, I have started several projects that aim to: (1) explore exactly what denotes a career shock, (2) examine which career shocks have high impact and high frequency and to develop a framework of such shocks, and ultimately (3) research the impact of career shocks on individuals and organizations, and explore whether there are ways to prepare for such shocks. Although this project is applicable to all kinds of groups on the labor market – for example, shocks will be different for younger vs. older workers and for blue collar vs. white collar workers – I am at first especially interested in career shocks among young workers who are starting their careers. For this project, I mainly work together with Scott Seibert (University of Iowa, USA) and Stefan Mol (University of Amsterdam, Netherlands).
Also see the project of the special issue in Career Development International on this topic.
In close cooperation with Trinity College Dubgin and University College Dublin, Ireland, I have co-developed the CareerLEAP intervention program, which aims to support unemployed youth in finding a job. The program comprises a 2-week training program followed by a 3-week work placement. The contents of the program are firmly based on scientific research, covering topics such as developing career competencies and gaining social, emotional, and cognitive skills. The pilot study of the intervention program was done during summer 2016 and was a great success. Currently, the program is being adapted based on experiences and feedback, and we are working on papers to share our methodology and results. For this project, I have worked intensively together with Jennifer Symonds and Carmel O’Sullivan.
On November 9th 2017 we had the official launch of the second part of the program. More details can be found HERE.
Together with Beatrice van der Heijden, Ans de Vos, Judith Semeijn, Mel Fugate, Daniel Spurk, and Mandy van de Velde, I am guest editing a special issue on sustainable careers for the Journal of Vocational Behavior. The title of the special issue is: "Sustainable Careers Across the Lifespan: A Contemporary Perspective". The special issue is planned to be published early to mid 2019.
Full details can be found HERE.
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The topic of discrimination during recruitment and selection processes has been a prominent issue among scholars and practitioners for a few year now. Several studies have shown that discrimination is indeed a widespread problem, for example resulting in people with non-native names not being hired for internships, or older individuals being disadvantaged for certain positions. Some companies and municipalities have started to experiment with the use of anonymous resumes in an attempt to make their procedures more fair. However, there is no clear scientific evidence yet for the effectiveness of this approach, and we do not yet know whether the use of anonymous resumes actually improves recruitment and selection procedures. For this reason, I am working on a project with Janneke Oostrom (Vrije Universiteit Amsterdam) to explore the effects of anonymous resumes, in which we research what the effects are of using, for example, resumes without details about names, gender, age, and ethnicity. In addition, we are interviewing recruiters to examine their perceptions and experiences with using anonymous vs. non-anonymous resumes.
The labor market has been changing into a dynamic, ever changing environment in which proactivity and self-management have become key. At the same time, jobs are changing in the sense of becoming more fluid and flexible, and certain jobs are disappearing whereas others come into existence for the first time. These changes have major implications for how employers and employees relate to each other, and, subsequently, how HRM performs in organizations. This raises important questions for organizations, such as: “To which degree and how are we responsible for investing in our staff when they are only with us for a short period of time?” and “How can we innovate our recruitment and selection processes in such a way that we get the best talents into our organization?”. Important topics in this area also include job crafting, psychological contracts, and i-deals. For example, I have done a study about the role of social context in buffering the detrimental effects of psychological contract breach (in progress), and I have examined the role of job crafting in employees’ subjective career success (Akkermans & Tims, 2017). In addition, I have several ongoing research activities in which I examine, among other things, the role of anonymous resumes in selecting employees and the dynamic nature of job design. Within this overarching research topic, I work with several colleagues within the VU (e.g., Maria Tims, Janneke Oostrom), and also with the University of Lincoln, UK (Matthijs Bal) and Maastricht University (Simon de Jong), and others.
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I am co-promoter of this PhD project which aims to develop a governance framework to prevent destructive leadership in organizations. The PhD candidate who is performing this research, Tom van de Laar, studies different kinds of destructive leadership, and their effects on organizational outcomes, as well as the role of governance frameworks in this regard. This project consists of a literature review on destructive leadership, followed by several empirical studies. Professor Sylvie Bleker is the promotor of this project. Tom started heis PhD project on January 1st 2017.
I am co-promoter of this PhD project about the role of leadership and personality of leaders in systemic interactions in organizations. The PhD candidate who is performing this research, Saskia Kerkhof, studies how systemic interaction patterns in organizations relate to certain leadership behaviors, and how those leadership behaviors may be a result of certain personality traits. This project consists of a literature review on systemic interaction patterns and leadership, followed by several empirical studies. Professor Yvonne Burger is the promotor of this project . Saskia started her PhD project in January 1st 2017.
I am co-promotor of this PhD project on team work engagement. The PhD candidate on this project, Marieke Gersdorf, examines what exactly the phenomenon of team work engagement comprises, and how it is related to several antecedents and consequences. She first aims to elucidate the construct of team (work) engagement via a structured literature review, followed by several empirical studies in which she studies antecedents and consequences with both qualitative and quantitative research methods. Professor Svetlana Khapova is the promotor of this project. Marieke started her PhD project in January 2016.
I am co-promotor of this PhD project on innovative work design. The PhD candidate on this project, Saskia Nijs, examines different ways of designing work in organizations, whereby she specifically performs her research in innovative organizations that implement “new” ways of organizing. In particular, she studies this within the context of teams. Through a systematic literature review and several empirical studies, she aims to shed light on the role of self-steering teams in innovative work environments. Professor Svetlana Khapova is the promotor of this project. Saskia started her PhD project in January 2015.
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I am an editorial board member of the Journal of Vocational Behavior (JVB).
I am part of the editorial board of Career Development International as an associate editor. In this role, I contribute to the decision making process of CDI with regard to submitted papers. Specifically, I organize the review process and formulate an advice with regard to acceptation or rejection of submitted papers. In addition, I am responsible for contacting research about new content in CDI, thereby informing the scholarly and professional community of our latest publications.
Starting November 2017, I have joined the editorial board of Journal of Vocational Behavior. In this role, I review approximately 10 papers per year for JVB.
I am part of the Academy of Management Careers Division executive team. My primary role is editing the division's newsletter, and I am also involved in discussing the overall developments in the division, for example related to the annual conference.
I am the current newsletter editor of the Careers Division of the Academy of Management. In this role, I compile and send out a newsletter to division members twice per year. Newsletters include messages from the program chair and division chair, new publications in the field, and other noteworthy information such as conferences and special issues.
I was part of the committee for deciding the winner of the Academy of Management Careers Division Best Symposium award. With a team of five persons, we decided the winner of this award from a group of highly evaluated submission for the Academy of Management 2017 conference.
Together with six other members of the Careers division executive team, we gathered nominations for the 2017-2018 executive team members (i.e., PDW chair, secretary, and representative-at-large roles) and decided upon the final list of nominees for these positions.
I am a board member of the Netherlands Foundation for Management Development (NFMD). In this role, I organize meetings for management development, talent development, HRD, and HRM professionals in the Netherlands. We have a broad membership base, comprising both large corporate organizations and smaller businesses. The NFMD has a rich history in providing cutting-edge knowledge and insights in these fields, thereby building a bridge between practice and science. As NFMD, we organize 5-6 meetings each year, recently focusing on themes such as sustainable career management, traineeships, diversity, job crafting, and contemporary leadership.
I am a core member of the applied science board of Knowvium, an organization that specializes in offering science-based practical advice in the field of sustainable employability. As an applied science board member, I provide critical advise about new practices and programs that Knowvium develops based on scientific knowledge, and I regularly discuss these with the board members, which is composed of both practitioners and scientists.
I am a board member of the Knowledge Network Study Success (“Kennisnetwerk Studiesucces”), which is a group of scientists and practitioners focusing on study success in universities and universities of applied sciences. The board members are from several educational institutions in the Netherlands, and we organize regular meetings that aim to present the newest insights into study success.
I am a consultant at FrieslandCampina, a major corporate organization that employs around 20,000 employees worldwide. In my role as consultant, I advise the Employability Center in their programs and practices regarding employee productivity and sustainable employability. For example, I assisted in formulating a vision and strategy on sustainable employability, I helped to develop a new performance appraisal procedure, and I am involved in developing interventions for sustainable employability.
I am a member of the exam committee for teach professionalization at VU Amsterdam. Specifically, the committee supervises the quality of the University Teaching Qualification (UTQ), Senior University Teaching Qualification (SUTQ), and the Program for Educational Leadership.
I am the program director of our Business Administration Master program, consisting of the following programs: Human Resource Management, International Management, Leadership & Change Management, Management Consulting, and Strategy & Organization. In this role, I am responsible for the overall quality and execution of these five Master programs. In close cooperation with the program coordinators of those programs, we manage the integration between our programs, the learning lines, and we consistently monitor possibilities for improvement. Between 2015 and 2017, we have been completely renewing and redesigning our BA Master programs, which has resulted in a new (and improved) program that has started in September 2017.
I am the program coordinator of the HRM Master program of VU Amsterdam. In this role, I am the primary connection between the program and the students, and I am responsible the quality of the program. In close cooperation with the course coordinators and teachers, I try to make sure that students enjoy an effective and valuable year in which they learn the essential knowledge and skills to prepare them for a future in HRM. Among other things, I oversee the learning line of the program, we talk about course evaluations and ways to improve our program, I am responsible for information talks for potential new students, and we organize several meetings for students (e.g., an alumni meeting at the start of their Master's year).
I am part of a committee that is working with Jaap Winter, chair of the executive board of the VU, and Vinod Subramaniam, rector of the VU, on finding concrete educational implications of what we call "VU Academic Value". To explain, we are exploring ways in which students at our university can broaden their horizon to become open, personal, and responsible as an academic, professional, and citizen. This includes topics such as working with diversity and making societal impact beyond the objective criteria (e.g., grades). Current ideas include creating a VU course about societal developments and responsibility, and creating multidisciplinar exchanges between students from different faculties.
In 2015 and 2016, I was part of the Committee Elfring, a committee chaired by Professor Elfring and with the aim of developing the foundations of the new Business Administration Master programs in the faculty of Economics and Business Administration of Vrije Universiteit Amsterdam. Throughout this year, we worked on developing a vision and mission for the new Master programs, based on a large number of interviews we had organized with students, alumni, and organizations. In addition, we started working on the central faculty learning goals and we built the foundations of the new programs.
I am part of the Servant Leadership Research Program (SLRP), teaching two sessions on research questions and methods and acting as a coach for participating teams. The SLRP program is hosted by VU Amsterdam for business professionals who are interested in gaining new knowledge and skills, looking at their own leadership from a servant leadership perspective. Among other things, participants perform community work and an in-company research project in which they systematically analyze an important dilemma in their own organization. Participating organizations include KPMG, KLM, and Lidl.
The Reintegration Academy (“Reïntegratie Academie”) organizes programs for reintegration consultants who want to gain additional knowledge and skills in their profession. Within this program, which is connected to VU Amsterdam as a postgraduate program, I teach a 1-day session on negotiation. Among other things, I share information about distributive and integrative negotiation, and common pitfalls of negotiation. During the session, participants actively work with cases and practice their negotiation skills.
I have developed the HRM & OB introduction course for the Business Administration and International Business Administration programs of VU Amsterdam. This course features an introduction to the core themes of organizational behavior (e.g., motivation, leadership, change) and HRM (e.g., SHRM, recruitment & selection, training & development). In addition, we focus specifically on reflective skills by organizing a bootcamp session during which students are engaged in active learning practices and theoretical reflections on those experiences. The course has consistently received excellent evaluations, scoring well above FEWEB VU criteria wit typical scores of 4.2 - 4.6 out of a possible 5.
I am involved in developing and executing an Organizational Behavior course for the Accountancy program at VU Amsterdam. This course will be central to future students of the postgraduate Accounting program who have not yet experienced any Organizational Behavior contents during their (Bachelor or Master) programs. The course features an introduction to key OB themes, such as motivation, leadership, teams, and personality, and integrates this with the daily practice and context of accountants.
As part of my training to become a senior educator – the senior university teaching qualification – at VU Amsterdam, I developed a comprehensive learning pathway of the HRM courses in the International Business Administration Bachelor program. Together with the course coordinators of the four courses in this program, I developed a learning line in which all courses are outlined, as well as their integration in terms of intended learning outcomes, teaching/learning activities, and assessment. The courses now have a cumulative effect on learning of students as each course constructively builds on the previous course, and thereby guides students through the HRM program.