Objective of the study is to understand how and why the careers of our graduate HR students develop. Students graduate into to the labour market at a junior professional level and we want to know when graduates develop sufficient competencies to become a real HR professional.

We formulate the following research questions:

·         The school-work transition: Which career choices do HR graduates/ junior HR professionals make and how do their careers develop?

·         What factors influence the transitions they make and, as a consequence, their career development?

·         Which stages of professionalization can we distinguish for the HR professional?

 In our paper we start with data about the work-school transition/ graduates in their first year on the labour market

First we note that in times of economical hardship, it will be more difficult for graduates to get a job in their professional field and at their level of education at the organization of their choice (Schmid, 2010). Because of the economic recession we expect graduates to accept jobs in the organization where they did their internship or graduate subject. When graduates enter the labour market their career has started already (D.T.Hall, 2002).

The first job after graduation is of great importance for how careers develop. It seems that career arguments change why youngsters choose organizations and jobs (Zemke et al., 2000, NCSI, 2007). Their needs are based on a good work-private balance, use of talents, competency development etc. (Luken, 2009).

Graduates want to become a professional in their field of study. Most authors will agree that a professional (1) has an identifiable base of knowledge from which he or she practices, (2) has acquired a mastery of that knowledge through extended education, (3) has autonomy in making decisions regarding application of that knowledge, (4) displays a strong commitment to the field, and (5) has a lifelong commitment to professional development. (Kerr, Von Glinow, and Schriesheim, 1977).

 Sennet (2008) states that a professional needs 10,000 hours of experience to become a competent and experienced professional. This is about six years. We theorize that in the final year of study real professionalization commences, work placements are embedded in the curriculum.  So it can be expected that five years after graduation they function on a professional level. Professionalization depends on a context that stimulates development and growth.

May authors  (Dalton e.o. 1977, 1986, Sennet, 2008, Rennekamp, 1987) introduce career stage models for professional growth that identifies and describes distinct stages of professional careers. The  stages are for example Entry, Colleague, Counsellor, and Advisor and refer to circumstances which influence career development. 

In the entry stage of their career the professional identity will develop, it is in this stage that the employee will answer the question of job- and organization match (Wanous, 1979).

In the final stage,  individuals have some influence on the policies or procedures of the organization or over the nature of their own job. We expect some students to reach this stage five years after their transition from school to work.

Dalton, G., Thompson, P., and Price (1977). The four stages of professional careers: a new look at performance by professionals. Organizational Dynamics., 6, Number 1, 23. Dalton, G., and Thompson, P. (1986). Novations: Strategies for Career Management. Glenview, IL: Scott Foresman and Company. D.T.Hall. (2002). Careers in and out organizations. Thousand Oaks, California: Sage. Kerr, S., Von Glinow, M., and Schriesheim, J. (1977). Issues in the study of professionals in organizations: the case of scientists and engineers. Organizational Behavior and Performance, 18, 329-325 Luken, T. (2009). Het dwaalspoor van de goede keuze. Naar een effectiever model van (studie) loopbaanontwikkeling. Oratie: Fontys Hogeschool HRM en Psychologie. Rennekamp, R. (1988). A Career Development Model for 4-H Professionals. Final Report of the 4-H Professional Research and Knowledge Base Projects. Columbus, OH: The Ohio State University, 24-54 Rennekamp, R. A. & Nall, M. Professional Growth A Guide for Professional Development http://www.ca.uky.edu/agpsd/stages.htm consulted January 11, 2011. Sennett, R. (2008)The Craftsman. New Haven, Connecticut: Yale University Press Schmid, G. (2010) The Future of Employment Relations: Goodbye ‘Flexicurity’ – Welcome Back Transitional Labour Markets? http://www.uva-aias.net/uploaded_files/regular/AIAS-2010-1(2).pdf consulted January 13, 2011. Wanous, J.P. Stumpf, S.A. , Bedrosian, H. (1979) Job Survival of New Employees. Personnel Psychology, 32, 4, 651-767. Zemke, R., Raines, C., Filipczak, B. (2000) Generations at work: managing the clash of veterans, boomers, xers, and nexters in your workplace. New York, NY : American Management Association