Newcomer adjustment can be challenging for apprentices. It is an individual process within the first few months in the training organization, which should – among others - lead to a high occupational and organizational commitment.

This paper will discuss predictors of occupational and organizational commitment after six months in apprenticeship training. Although there is a broad body of literature on commitment in adult populations, almost no studies exist on predictors of commitment and its development during an apprenticeship (Keller & Stalder, 2012). 

Commitment describes the motivational reaction on an individual towards a specific object, e.g., the occupation or the organization (Lee, Carswell, & Allen, 2000). Commitment is a measure of the individual’s identification with the occupation or organization and the willingness to make an effort (Steers, 1977). A high organizational commitment means that a person’s individual values and behaviors are in congruence with those of the organization (Becker, Billings, Eveleth, & Gilbert, 1996).

It is well documented that commitment plays an important role in work performance and turnover (Shore & Martin, 1989), job insecurity (König, Probst, Staffen, & Graso, 2011), attitudes (e.g., job involvement) and behavior (e.g., job performance) (Meyer, Stanley, Herscovitch, & Topolnytsky, 2002). In a Swiss sample of young adults, a lack of affective commitment was a good predictor of turnover intentions (Keller & Stalder, 2012). 

The occupational and organizational commitment of apprentices depends firstly on the occupational choice and the fit between the person and the apprenticeship. The occupational choice and the choice of a training company is the result of an intense process during the last two years in compulsory school. The aim is to find an apprenticeship that fits to the own values, competences and expectations Herzog 2001(Holland, 1959).

Secondly, commitment is a distal outcome of the organizational socialization process KammeyerMueller 2003. Socialization tactics of the organization and pro-active behaviors of the novices result in social integration and task mastery (proximal socialization outcomes). These processes unfold within the first months in an organization, where they have also the greatest effects on the socialization of a newcomer KammeyerMueller 2013.  

Social integration in the training-company is crucial, as learning in the company relies on social structures (Billett & Choy, 2013), as illustrated by the important role of the workplace trainer in an apprenticeship (Nägele, 2013). As the apprentices participate in the work process right from the beginning of the apprenticeship, it is also expected that they learn quickly and eagerly to become productive members of the team. Task-mastery is very important.

Several hypotheses will be tested. They address questions on the influence of a successful occupational choice (school, 9th grade) on the early level of the social integration and task mastery (apprenticeship, 3rd month). It is further assumed that an early social integration and task mastery will have a positive effect on the social integration to a later point in time (apprenticeship 5th month).

The hypotheses also address the important question on direct predictors of occupational and organizational commitment (apprenticeship, 6th month). According to the theoretical model commitment should depend on the social integration and task mastery (apprenticeship, 5th month). As there is a substantial cross-sectional bivariate correlation between social integration and task mastery, we can assume that there is also longitudinally a mutual influence of these two indicators of a successful socialization. And finally, we can assume successful occupational choice has a direct positive effect on the occupational. 

Becker, Thomas E, Billings, Robert S, Eveleth, Daniel M, & Gilbert, Nicole L. (1996). Foci and bases of employee commitment: Implications for job performance. Academy of Management Journal, 39(2), 464-482. doi:10.2307/256788 Billett, Stephen, & Choy, Sarojni. (2013). Learning through work: Emerging perspectives and new challenges. Journal of Workplace Learning, 25(4), 264-276. doi:10.1108/13665621311316447 Holland, John L. (1959). A theory of vocational choice. Journal of counseling psychology, 6(1), 35. Keller, Anita C, & Stalder, Barbara E. (2012). Fluktuationsabsichten junger Erwachsener aus psychologischer Sicht: Die Rolle von Commitment und Laufbahnzufriedenheit. In Bergman, Manfred Max, Hupka-Brunner, Sandra, Meyer, Thomas, & Samuel, Robin (Eds.), Bildung – Arbeit – Erwachsenwerden. Ein interdisziplinärer Blick auf die Transition im Jugend und jungen Erwachsenenalter (pp. 95-112). Wiesbaden, D: Springer Fachmedien. König, Cornelius J, Probst, Tahira M, Staffen, Sarah, & Graso, Maja. (2011). A Swiss–US Comparison of the Correlates of Job Insecurity. Applied Psychology, 60(1), 141-159. doi:10.1111/j.1464-0597.2010.00430.x Lee, Kibeom, Carswell, Julie J, & Allen, Natalie J. (2000). A meta-analytic review of occupational commitment: Relations with person- and work-related variables. Journal of Applied Psychology, 85(5), 799. doi:10.1037/0021-9010.85.5.799 Meyer, John P, Stanley, David J, Herscovitch, Lynne, & Topolnytsky, Laryssa. (2002). Affective, Continuance, and Normative Commitment to the Organization: A Meta-analysis of Antecedents, Correlates, and Consequences. Journal of Vocational Behavior, 61(1), 20-52. Nägele, Christof. (2013). Workplace as a learning place: Correlates and predictors of the apprentices’ perception of the workplace as a learning place. An analysis of the first three years in apprenticeship. INAP, April, 23rd and 24th 2013, Apprenticeship in a globalised world Premises, promises and pitfalls. Johennesburg, ZA. Neuenschwander, Markus, Gerber, Michelle, Frank, Nicole, & Rottermann, Benno. (2012). Schule und Beruf: Wege in die Erwerbstätigkeit. Wiesbaden, D: VS Verlag für Sozialwissenschaften. Neuenschwander, Markus P, & Nägele, Christof. (2014). Sozialisationsprozesse beim Übergang in den Lehrbetrieb (SoLe). Schlussbericht im Auftrag des SBFI. Solothurn, CH: Pädagogische Hochschule FHNW, Zentrum Lernen und Sozialisation. Neuenschwander, Markus P, Gerber, Michelle, & Frank, Nicole. (2012). Sozialisationsprozesse beim Übergang in den Lehrbetrieb (SoLe). Erster Zwischenbericht. Solothurn, CH: Pädagogische Hochschule der Fachhochschule Nordwestschweiz, Institut Forschung und Entwicklung, Zentrum Lernen und Sozialisation. Shore, Lynn McFarlane, & Martin, Harry J. (1989). Job satisfaction and organizational commitment in relation to work performance and turnover intentions. Human Relations, 42(7), 625-638. doi:10.1177/001872678904200705 Steers, Richard M. (1977). Antecedents and outcomes of organizational commitment. Administrative Science Quarterly, 22(1), 46. doi:10.2307/2391745