Introduction
Navigating the school-to-work transition (STWT) is a formative stage in shaping sustainable careers. Proactive career behaviors are critical during this phase, fostering sustainable careers marked by happiness, health, and productivity (Akkermans et al., 2024; De Vos et al., 2020). However, it remains uncertain whether such behaviors can be effectively trained through scalable interventions.
Drawing on proactive motivation theory (Parker et al., 2010), we examined whether a supervision-embedded, three-session intervention could enhance proactive career behaviors and indicators of sustainable careers during the STWT.
Method
We conducted a quasi-experimental, mixed-methods study comparing an intervention group (N = 72) with a control group (N = 84). Three sessions, spaced three weeks apart, were integrated into existing supervision meetings. Analyses used repeated-measures GLM and hierarchical regressions controlling for T0.
Qualitative data from student focus groups (n = 76), a supervisor survey (n = 14), a six-month supervisor focus group (n = 5), and six-month student interviews (n = 2) contextualized the quantitative findings.
Results
Quantitative results showed a significant increase in network building, with marginal effects for skill development and career consultation. Unexpectedly, increases in proactive behaviors correlated with lower job satisfaction, higher stress, and reduced employability perceptions, suggesting short-term trade-offs rather than immediate benefits. Qualitative findings clarified these patterns: students valued reflection, peer dialogue, and future planning, but faced competing demands during graduation that limited behavioral enactment.
Conclusions
Overall, the study demonstrates that proactive behaviors can be stimulated during the STWT but develop unevenly across sub-domains. Action-oriented behaviors (e.g., networking) adapt more quickly than reflective or planning behaviors. Embedding interventions in existing supervision proved feasible and realistic, though timing and sustained reinforcement are essential for lasting impact. These insights inform both theory and practice on how to design scalable, context-sensitive interventions that lay the groundwork for sustainable career development.