Future Dreaming 2024 | Digital technology in transitions "The experience of CLAP@JC in Hong Kong"

Digital Technology in Transitions: The
Experience of CLAP@JC in Hong Kong
Created and funded by:
Steven Ngai Sek-yum
Director & Principal Investigator, CLAP@JC
Brian Cheng
Director (Business), CLAP@JC

Acknowledgements
Page 2
The study was derived from part of a larger evaluation study of the CLAP@JC Project
created and funded by The Hong Kong Jockey Club Charities Trust. CLAP@JC is a
trust-initiated project and a cross-sectoral support platform on career and life
development (CLD), aiming to foster a sustainable ecosystem by bringing together
the education, business, and community sectors to smoothen the transition from
school to work for all youth. The project encourages youth to “Live Differently, Live
Fully” and maximize their endless potential through setting sail on a unique life
journey. For more information, please visit https://clap.hk/.

Why do we need an intervention for youth in Hong Kong?

Introduction
School-to-work transition
The period and process during which graduates
leave school and enter the labor market
(Phillips et al., 2002; Zamfir et al., 2018)
Make decisions that determine their later
vocational outcomes and establish future career
and life patterns
(Ng & Feldman, 2007; Saks, 2018)
Crucial phase for young people
Difficulties in school-to-work transition
Low life satisfaction (Kinicki et al., 2000)
Increased physical and psychological strain
(Cheng-Lai & Dorcas, 2011; Huegaerts et al., 2018)
High risk of being stuck in unemployment,
underemployment, or unstable employment
(Koen et al., 2012; Park et al., 2020)
Suffering from a myriad of adverse consequences, including
low well-being (McKee-Ryan & Harvey, 2011)
Macro-socioeconomic level:
Increased antisocial behaviors and thus increase social costs
(Medvide et al., 2019; Saks, 2018)
Individual level:
Page 4

Introduction
Economic globalization and
advanced technology
Uncertainty and unpredictability
(Ngai et al., 2021; 2022)
More tortuous, longer, and less controllable
school-to-work transition
(Allen & Van Der Velden, 2007; Morrison, 2002; Ryan, 2001)
COVID-19 pandemic
Hong Kong: from February to April 2022
Unemployment rates for 15–19 and 20–29
years old were 17.2% and 7.7%, respectively
Outpaced the overall unemployment rate of
5.5% during the same period
(Census and Statistics Department, 2022)
Non-engaged youth (NEY)
 More vulnerable than their peers
 At risk of becoming NEET youth
(Mo & Lau, 2020; Ngai & Ngai, 2007)
May include….
Ethnic minority youth
Unemployed youth
School dropouts
Youth offenders
Youth with special education needs
Young mothers
(Ngai et al., 2023)
Page 5

Our intervention model and artefacts under CLAP@JC

CLAP@JC aims to foster a sustainable ecosystem by bringing together the
education, business, and community sectors to smoothen the transition from
school to work for all youth. The project will introduce a systemic framework
“CLAP@JC HK Benchmarks”, empowering schools to build quality CLD provisions
for students. In community and workplace, the CLD-driven intervention will be
promoted in mainstream youth services and pre-employment trainings. We
envision all youth to be able to achieve meaningful lives and aspire to make
positive contributions to society.
What is CLAP@JC?
Page 7

CV360 – Transition to Employment
2. Consolidate non-paid and
paid experience
3. Match VASK with respective
experience for self-understanding
Unleashing possibilities on
Career and Life Development
(CLD) journey
Through reviewing CLD journey,
youths could see what they have
learnt and explore multiple
pathways
Tom12@gmail.com
Tom12@gmail.com
Effective talent-matching
It reflects users’ personal quality
gained / discovered from different
life experience, which allows
employers to understand young
employees’ strengths and
interests comprehensively.
1. Select a template
4. Fill in other info and
a CV360 is built
How CV360 help transition to employment?
Page 10

VASK Test
1. How do you spend free
time during holiday?
2. Which of the following
characters is your favourite?
3. Which of the following
animals can best describe you?
4. Which position you are
good at when you are
working in a team/group?
5. Which kind of TV
programme is your favourite?
1st step
2nd step
3rd step
*a VASK card is generated for youth’s self-understanding
Page 11

ENOW Mobile Game App
Takes on different mini-games; challenge
yourself or compete with friends to
achieve the daily highest score
Explore VASK in the library
In members area, youths can
accomplish various missions
designed by social workers related
to their Career and Life
Development (CLD) goals
It provides a more interactive and
interesting way for youths to understand
more concepts of Career and Life
Development (CLD)
Page 12

Right Talent to Right Position
Enhancing the effectiveness of talent
matching, job position recruitment with
using VASK can provide an all-round
profile for understanding the job nature
Build up VASK portfolios for each job
category, and match them with the
VASK of participating young people
Job & VASK Data Bank
Promoting VASK facilitates
transition to employment
Page 13

The overarching impact of CV360
Page 14
Broadening the
definition of talent:
talent pool talent is no
longer defined by
purely exam scores but
instead competence
and potential for
development
Better talent match:
both youth and
businesses are clear of
what are needed to be
successful with mutual
understanding and
expectation aligned.
The use of VASK is
beyond recruitment but
also on coaching, job
assignment, appraisal
and staff development
More productive and
happier workforce:
better match with
ability, aspiration and
values between youth
and businesses
Contribute to fairer
society that promotes
upward mobility:
youth are able to
engage with the world
of work with greater
sense of hope

Quantitative Impact of CLAP@JC Digital Interventions

Changes in Youth Career Development Competency
(YCDC) from T1 (Month 0) to T2 (Month 4) & T3 (Month 16)
(Intervention Group: n= 378, Control Group: n= 252)

Means of YCDC between Intervention and Control Groups at T1, T2 and T3
Page 17

Repeated MANCOVA Analysis on the Effects of Digital Interventions on
YCDC and Its Sub-dimensions
Page 18
Control Group
(Mean)
Intervention Group
(Mean)
T2 vs T1 T3 vs T1
T1 T2 T3 T1 T2 T3 ηp
2 ηp
2
YCDC 3.321 3.169 3.273 3.287 3.470 3.503 0.011*** 0.016***
Engagement 3.288 3.091 3.224 3.209 3.357 3.482 0.013*** 0.022***
Self-understanding 3.367 3.195 3.342 3.325 3.429 3.620 0.009** 0.012***
Career & Pathway
Exploration
3.174 3.119 3.237 3.062 3.262 3.465 0.007** 0.014***
Planning & Career
Management
3.261 3.143 3.272 3.183 3.291 3.524 0.006** 0.013***
Note: Covariates controlled: Age, Gender (dummy variable), Education Level (dummy variables), whether born in Hong Kong (dummy variable),
and whether receiving Public Assistance (dummy variable). * p<0.05, ** p<0.01, *** p<0.001.

Changes in Career and Life Development Hope
(CLDH) from T1 to T2 & T3

Means of CLDH between Intervention and Control Groups at T1, T2 and T3
Page 20

CLDH and Its Sub-dimensions
Page 21
and whether receiving Public Assistance (dummy variable) . * p<0.05, ** p<0.01, *** p<0.001.
Control Group
(Mean)
Intervention Group
(Mean)
T2 vs T1 T3 vs T1
2 ηp
2
CLDH 2.971 2.971 3.069 3.041 3.327 3.364 0.012** 0.005*
CLDP 2.397 2.580 2.861 2.535 2.872 3.080 0.008*** 0.003
CLDA 3.219 3.173 3.324 3.150 3.393 3.427 0.019*** 0.004*

Changes in Career Adaptability (CA)
from T1 to T2 & T3

Means of CA between Intervention and Control Groups at T1, T2 and T3
Page 23

CA and Its Sub-dimensions
Page 24
and whether receiving Public Assistance (dummy variable). * p<0.05, ** p<0.01, *** p<0.001.
Control Group
(Mean)
Intervention Group
(Mean)
T2 vs T1 T3 vs T1
2 ηp
2
CA 3.611 3.566 3.614 3.609 3.712 3.733 0.004** 0.002**
Concern 3.411 3.375 3.568 3.378 3.544 3.676 0.002* 0.001*
Control 3.659 3.631 3.664 3.664 3.719 3.812 0.002* 0.004*
Curiosity 3.615 3.541 3.615 3.602 3.675 3.744 0.004*** 0.002***
Confidence 3.577 3.501 3.552 3.540 3.654 3.686 0.008* 0.004*

Sequence Analysis of Transitional Trajectories from
Month 0 to Month 16
(Intervention Group: n= 579, Control Group: n= 323)

The Transversal State Distribution of Clusters of the Non-engaged
Youth’s Life Trajectory
Page 26
Month
Month
Month
1 3 4
Month
5
2

Case Distribution and Predicted Probabilities of the Clusters
Page 27
Descriptive Distribution Predictive Probabilities
(%) (95% CI)
Control Group Intervention Group Control Group Intervention Group D=I-C
C1: Employment / Entrepreneurship
0 317 0.00 0.51 0.51***
0.00% 54.75% [0.00, 0.03] [0.47, 0.55]
C2: Vocational Education & Training
38 77 0.11 0.16 0.05***
11.76% 13.30% [0.03, 0.19] [0.14, 0.18]
C3: Generic Education
22 66 0.08 0.11 0.02*
6.81% 11.40% [0.05, 0.11] [0.08, 0.13]
C4: Serious Leisure Development
53 119 0.19 0.22 0.03*
16.41% 20.55% [0.15, 0.24] [0.189, 0.25]
C5: NEET
210 0 0.62 0.00 -0.62***
65.02% 0.00% [0.60, 0.65] [0.00, 0.03]
Total 323 579
Note: * p<0.05, *** p<0.001. Age, Gender (dummy), Education Level (dummies), whether born in Hong Kong (dummy), and whether
receiving Public Assistance (dummy) were included as control variables in the multinomial logistic regression.

Qualitative Impact of CLAP@JC Digital Interventions

Enhancing Self-Understanding
and Career Readiness
Case Example 1: Institutionalized youth using
CV360 to present his all-round profile and
secure an internship and later an employment
opportunity in a design company
CV360 has enabled me
to deepen my self-
understanding while also
allowing me to showcase
my strengths. (Youth 1)
CV360 is invaluable, enabling
youth to create unique
resumes and serving as a
highly effective tool in career
guidance. (Social Worker 2)
CV360 helps youth recognize
their strengths, increase self-
confidence, and enhance
employment opportunities
and competitiveness. (Social
Worker 1)
Case Example 2: CV360 facilitating meaningful
encounters between young people and
employers/community mentors during a career
fair, enhancing career readiness
Page 29

Broadening the definition of talent and better talent matching
"In the past, we hired only
University graduates. We had
difficulties finding the right
talents. After partnering with
CLAP@JC, CV360® provides
a more comprehensive picture
from general CVs. With youth
providing their different paid
and unpaid experiences, we it
facilitates our talent matching
process by seeing the youth’s
personal characteristics more
comprehensively."
Mr. Ricky Ma
General Manager of Human
Resources
AsiaWorld-Expo
”With the support of CV360®
and VASK, youth are more
positive and passionate about
the career that they are going
for, and we could be more
direct in unpacking their
personal experience and
assess the suitability. The
concept of VASK has been
incorporated in our talent
development process, which
helps us develop and nurture
our talents."
Ms. Joyce Mak
Director of Talent Acquisition
KBQuest Hong Kong Limited
”The youth from CLAP@JC
demonstrate strong capabilities
in technical skills, as well as
proactiveness in learning new
skills which create value for the
company. We used to hire
master degree graduates in our
company, but having the
chance to work with CLAP@JC
and CV360®, we have
broadened our definition of
talents and also a bigger talent
pool for the industry."
Mr. Jack Ng
Head
Beta Labs @ Lane Crawford
Joyce Group
Peter Ng
From a hidden youth for 4+
years to a data engineer
Data Engineer, Beta Labs @ Lane
Crawford Joyce Group
Gary Chung
From a sales to a graphic
designer to a data engineer
Ex-Data Engineer, KBQuest
Continued his career on a data
project in a local University
Thomas Wong
From a high school drop-out
to a Customer Service
Associate
Customer Service Associate,
AsiaWorld-Expo

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