Dr. Huadong Yang Dr. Piety Runhaar Emmy Soer Yishu Wang Organisational Psychology and HRD

1. Live To Work Or Work To LiveImpact of career identity on career development across Dutch and Chinese teachers Dr. Huadong Yang Dr. Piety Runhaar Emmy Soer Yishu Wang Organisational Psychology and HRD University of Twente

2. Career is just like climbing a ladder. Career is a path to develop my professional skills. I need a decent life, so I need a career.

3. Defining career Career is the evolving sequence of a person’s work experiences over time. (Arthur, Hall & Lawrence, 1989)

4. Career development • Different models of career development • Life-span models • Super’s model (1959); • Career shifts and transitions during a life span. • Individual differences • Career anchors (Schein, 1978): Technical-functional; Managerial; Security & stability; Creativity; Autonomy & independence. Career patterns Kanter (1989) : Professional; Bureaucratic; Entrepreneurial

5. Career development in our study • Two types of development • Horizontal development: (Task-oriented) Do a better job; Achievement by excellent work. • Vertical development: (Process-oriented) Gain more responsibilities; authority and status; Getting to the to top; higher salary.

6. Influence of career identity on career development In career development, most individuals inject their own identity into the situation by “being themselves”…and by taking on roles in which they can express their identity. (Arthur, Hall & Lawrence, 1989)

7. Career identity How central one’s career is to one’s identity.(London, 1983) Work centrality The desire of upward mobility Job involvement Professional orientation Commitment to work Identification with organization Advancement Recognition Dominance Money

8. Task-oriented development Work centrality process-oriented development The desire of upward mobility

9. The function of self-construal • Individual’s sense of self in relation to others (Markus & Kitayama; 1991; Hardin, 2006) • Independent self-construal Unique and autonomous entity; Independent from others; Express self. • Interdependent self-construal Is defined through relationships with others; Connected with social context; Occupy one’s proper place.

10. Independent self-construal Task-related Career development Work involvement process-related Career development Upward mobility Interdependent self-construal

11. Method Participants 72 teachers and 10 school leaders from 10 schools in the Netherlands. Teachers: Mage = 40 (23 to 61); 80% female; 64 HBO and above Instruments: Career development (leaders) 6 items for the “task-related” career development (α =.85). “This teacher likes to participate in activities which can improve his/her teaching skills”. 5 items for the “process-related” career development (α =.87). “This teacher shows great enthusiasm for the activities which can lead to a promotion”.

12. Method • Career identity Work centrality (5 items; α =.68): “My work as a teacher is an important part of my life” Desire of upward mobility (6 items; α =.69): “Getting a promotion is a strong motivation for me to work hard.” • Self-construal Independent self-construal (9 items; α =.72): “I prefer to do my own things.” Interdependent self-construal (7 items; α =.70). “Having harmonious relationships with colleagues is my path to success”

13. Results

14. Results

16. Study 2 Purpose: Replicate Study 1 in the Chinese cultural context, and examine how the impact of career indentify on career development differs across cultural contexts.

17. Hypotheses Work centrality task-related career development • H1: The impact of work centrality on the task-oriented career development is stronger among Dutch employees than among Chinese employees. Dutch Culture: Western; Individualistic; Independent

18. Hypotheses The desire for upward mobility Process-oriented career development • H2: The impact of the desire for upward mobility on the process-oriented career development is stronger among Chinese employees than among Dutch employees. Chinese Culture: Eastern; Interdependent; Collectivistic;

19. Method • Participants 95 Chinese teachers; 15 team leaders (from 4 schools) 72 Dutch teacher; 10 team leaders • Procedure Team leaders: career development activities Teachers: career identity; self-construal. • Measures Career identity scale; in/inter-dependent self-construal scale; career development scale

20. Work centrality Task-oriented career development .18** The desire for upward mobility Process-oriented career development .29** Results: Main Effect

21. Results: Interaction Effect The desire for upward mobility Process-oriented career development

23. Ongoing Studies HR practices X Work centrality Task-related career development HR practices ＋ The desire for upward mobility Process-related career development

24. Implication • Employees Develop one’s career in accordance with career identity. • Organizations Organizational career should take individuals’ career identity into account.

26. Independent Self construal Work centrality Task-related career development Interdependent self construal The desire for upward mobility Process-related career development Results: Additional Analysis X X

27. Work Attitudes • We make a living by what we get, but we make a life by what we give. WINSTON CHURCHILL • I'm a great believer in luck and I find that the harder I work, the more I have of it. THOMAS JEFFERSON. • My father taught me to work; he did not teach me to love it. ABRAHAM LINCOLN

28. Work to live (A story on Internet) • When I was a kid, I would ask my mom why she and my father had to work. She would always tell me that they had to, so we could have the money to buy food, to pay for the bills, to pay for our schooling… To be successful means that you have to sacrifice some things, and sometimes you end up sacrificing your family, your friends, your life; you achieve your professional goals, but you lose yourself. Then, you wonder if the loss is worth the gain?