“While the actual process of student retention seems to be different from that of employee retention, the principles are the same. People need to feel that they are contributing and that they are capable of attaining their personal goals. If they don’t, they will be unsatisfied and want to change their approach to life, work, and education. In the workplace, having well-trained supervisors is brought up over and over. This provides your employees with a support system. In schools, the parallel is the faculty and academic advisors. These individuals must create a warm, validating atmosphere for students. Another repeated piece of advice for businesses is that they need to provide a path for employees to achieve their goals. This doesn’t necessarily mean salary increases; rather, it may indicate moving to positions where they can use their skills more effectively. In schools, advisors must help students clarify their goals, because many students enter college without them. Once desires for the future are solidified, advisors can help students see how their education creates a pathway to achieve those desires. Finally, something echoed in both spheres is that businesses and schools must respect their employees and students as people with lives outside of work and school. This includes understanding when they cannot work extra hours, being reasonable with homework assignments, and generally being flexible and offering empathy when situations arise. In the end, employees and students are seeking places they will be respected and allowed to grow. When they feel this validation, they will be encouraged to stay.”
This article indicates the need for promoting youth agency skills. This idea is closely related to grit and self-efficacy. It also suggests that this development may occur in the conative domain.
What youth learned: The analyses of youth interviews revealed 3 major themes for types of youth agency skills:
1) Mobilizing effort: learning to devote the energy and time to their work
– common theme reveals that successful work requires effort and they had gained abilities to deliberately mobilize and regulate that effort
2) Concrete organizing skills: learning rules to organize the tasks or elements of their projects
3) Strategic thinking: “use of advanced executive skills to anticipate possible scenarios in the steps to achieving goals and to formulate flexible courses of action that take these possibilities into account”
– strategic thinking directs youth toward achievement of meaningful and challenging real-world goals and away from risk behavior (Romer, 2003).
connections between grit and resilience and Bandura’s efficacy theory.
See on chronicle.umbmentoring.org