The Role of Learning Opportunities in Job-Hopping with Outcome Expectation and Career Aspirations as Mediators in Gen-Z
Abstract
This study aims to analyze the influence of learning opportunities on job-hopping by positioning outcome expectation and career aspirations as mediating variables among Generation Z. Utilizing a quantitative causality approach, data was collected via questionnaires from 100 Gen-Z respondents working as permanent or non-permanent employees. Data analysis was performed using Partial Least Square Structural Equation Modeling (PLS-SEM) with SmartPLS software. The results indicate that learning opportunities have a significant positive effect on outcome expectation, job-hopping, and career aspirations. However, outcome expectation and career aspirations empirically have a positive and significant effect on job-hopping, so they are rejected because the direction of the prediction is opposite. Furthermore, outcome expectation and career aspirations are proven to act as partial mediators between learning opportunities and job-hopping. Theoretically, these findings prove the existence of the Employability Paradox, where the availability of learning facilities acts as a catalyst for external mobility rather than a retention tool. Managerially, these findings require companies to align competence development policies with the implementation of fast-track promotion programs and progressive post-training remuneration adjustments to prevent the exodus of Gen-Z talents.
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DOI: https://dx.doi.org/10.30659/jrbi.v23i2.52878
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