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Drawing on the Panel Study of Income Dynamics, I track the subjective well-being of individuals as they enter and exit unemployment. Job loss is a salient trigger event that sets off large changes in well-being. The factors expected to improve the lot of the unemployed have limited efficacy: (1) changes in family income are not significantly correlated with well-being; (2) unemployment insurance eligibility seems to partly mitigate the effect of job loss, but is a poor substitute for work; and (3) even reemployment recovers only about two thirds of the initial harm of job loss, indicating a potential long-term scar effect of unemployment. This highlights the deep and intractable hardship caused by unemployment in America.

With older workers staying in or re‐entering the workforce post‐retirement, there has been growing interest in the aging workforce. This study examines how active seniors’ job changes impact life satisfaction through person–job fit and job satisfaction. Drawing on conservation of resources, person–job fit, and spillover theories, we developed and tested a serial multiple mediation model on 2183 active seniors using the Korean Labor and Income Panel Study data. The results of PROCESS macro analysis showed that (a) job change negatively affects life satisfaction, (b) both person–job fit and job satisfaction parallelly mediate the job change and life satisfaction relationship, and (c) there is a serial multiple mediation effect of person–job fit and job satisfaction on the job change and life satisfaction relationship. Our study reveals the link between work and nonwork domains as informed by the three theories, extends the existing literature on life satisfaction from a bottom‐up perspective, and considers cultural characteristics.

This paper analyzes a puzzling aspect of retirement behavior known as \"unretirement.\" Nearly 50 percent of retirees follow a nontraditional retirement path that involves partial retirement or unretirement, and at least 26 percent of retirees later unretire. I explore two possible explanations: (1) unretirement transitions result from failures in planning or financial shocks; and (2) unretirement transitions are anticipated prior to retirement, reflecting a more complex retirement process. I show that unretirement was anticipated for the vast majority of those returning to work, and is not a result of financial shocks, poor planning or low wealth accumulation.

PurposeTo avoid indecisiveness and a lack of direction in making a successful career transition, it may be necessary to modify the career transition process through career mentorship (CM). The study aims to investigate career adaptability as pathways through which CM is related to trainees’ career transition.Design/methodology/approachA three times cross-sectional data were collected from 480 national industrial skills development program (NISDP) trainees among five industrial training fund (ITF) trainees in Southeastern Nigeria.FindingsThe analysis revealed that CM positively associated with the trainees’ career transition behaviors. CM is also positively associated with the trainees’ career adaptability. Also, career adaptability is positively associated with trainees’ career transition behaviors. Likewise, career adaptability mediated the link between CM and career transition behaviors.Originality/valueConducting the study in a previously neglected context extended our understanding of the indirect relationship between CM and trainees’ career transition behavior.

In 2013, the Chicago Board of Education closed 47 elementary schools, directly affecting 13,000 students and 900 teachers. The closures created employment uncertainty for closed-school teachers, and this article investigates the labor market consequences for teachers. We employ a difference-in-differences approach that compares the exit rates of closed-school teachers with teachers in schools that only experienced threat of closure. We estimate that the closures resulted in a near doubling of teacher exit among teachers in closed schools, particularly among low-performing teachers. We also find that, among closed-school teachers, Black teachers were more likely to return than White teachers. Given the nationwide trend of school closures for budgetary or performance reasons, this article has implications for strategic retention of effective teachers.

Amongst the most significant labour market challenges is the integration of migrants and the opportunities for individual migrants to find employment that match their qualifications. The object of this study is to analyse the formal and informal obstacles migrant teachers face when entering the labour market. These obstacles include the formal validation of existing credentials, as well as the needs of local schools, and migrant teachers’ own experiences of the new school system. We have conducted qualitative interviews with school principals, representatives at labour market organizations and authorities and migrant teachers. By analysing these different accounts we argue that the individual career adaptability of migrants also needs to be understood in relation to institutional and organizational constraints. Moreover, by adding a temporal understanding to the integration process, we find that migrants’ own perception of the process and the time-scales of entering work should be accounted for more explicitly in the guidance process.

n the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development.

Life can be challenging for single mothers unable to secure employment. However, little is known about the barriers that hinder single mothers' re-entry into the workforce, more so in the context of urban areas in developing countries, the landscape of which differs from that of rural areas and developed countries. To address this gap, a study was conducted to investigate the barriers that single mothers encounter when re-entering the workforce in urban areas in developing countries, using a survey of 373 single mothers in urban Sarawak, Malaysia, as a case. The findings suggest that single mothers in urban areas considered family reasons as the main barrier to workforce re-entry, followed by work-life balance, personal, and workplace reasons, which remained true regardless of whether single mothers intend or do not intend to return to the workforce. Implications for theory and practice, limitations, and future research directions conclude the article.

Purpose The purpose of this study was to explore the foundational theories in human resource development (HRD) by reviewing the literature from an HRD perspective. The following research questions guide the study: What are the core theories related to adult and professional education, organizational development and strategic HRD? What are the conceptual frameworks associated with adult and professional education, organizational development and strategic HRD? How have these theories and conceptual frameworks applied the research and practice of HRD? Design/methodology/approach This study reviewed the HRD definitions and core theories. The core theories and conceptual frameworks related to adult and professional education, organizational development and strategic human resource development were described. The application of these theories and conceptual frameworks to the research and practice of HRD was addressed. Findings The psychology theories that were explored were the adult learning theories, and that gestalt-psychology, behavioral psychology and cognitive psychology were illustrated. Systems theory was explored and explained in relation to organization development. Economic theory was explored and explained focusing on human capital theory; and it was demonstrated how economic theory is associated with strategic HRD. Originality/value The core-theory description and linking to adult and professional education, organizational development and strategic HRD may give understanding of the HRD foundations and ethical perspective that is essential for both scholars and professionals. The conceptual frameworks presented can be used to help facilitate discussions on developing or implementing HRD programs.