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Job Service Specialists' Lifelong Learning Experience in Taiwan: A Qualitative Study

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Title: Job Service Specialists' Lifelong Learning Experience in Taiwan: A Qualitative Study
Language: English
Authors: Ya-Hui Lee (ORCID 0000-0001-5802-9146), Yi-Fen Wang (ORCID 0000-0002-1359-769X), Hsien-Ta Cha (ORCID 0009-0001-4364-1209)
Source: Adult Learning. 2025 36(3):176-187.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Foreign Countries, Job Applicants, Employers, Specialists, Learning Experience, Job Skills, Employment Qualifications, Barriers, Job Performance, Competence, Adult Learning, Lifelong Learning, Learning Activities
Geographic Terms: Taiwan
DOI: 10.1177/10451595241280960
ISSN: 1045-1595
2162-4070
Abstract: Lifelong learning is a key element that helps adults undergo and adapt to different career stages. This study analyzed job service specialists' lifelong learning experience of successfully matching the needs between job seekers and employers. The researchers adopted the qualitative research method and conducted semi-structured in-depth interviews with 11 outstanding-performing job service specialists to collect their learning experiences. The findings were that: (a) Job service specialists improve their professional competencies through formal education (Bachelor's and Master's degrees), non-formal education (obtaining licenses and participating in training programs), and informal learning (self-directed learning and seeking others' experiences). (b) Job service specialists' duties include understanding job seekers' backgrounds, needs, motivations, expectations, career plans, and previous training experiences; job application assistance; and regular follow-ups. (c) The greatest difficulties job service specialists encounter are insufficient understanding of job seekers' physiological and psychological characteristics and job seekers' and employers' needs. (d) Job service specialists can effectively match jobs for job seekers and fulfill employers' needs by learning continuously in workplaces. These results can provide a reference for government agencies to design continuing education programs for job service specialists to promote their professional competencies.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1474900
Database: ERIC
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  Value: <anid>AN0186080935;adl01aug.25;2025Jun24.01:43;v2.2.500</anid> <title id="AN0186080935-1">Job Service Specialists' Lifelong Learning Experience in Taiwan: A Qualitative Study </title> <p>Lifelong learning is a key element that helps adults undergo and adapt to different career stages. This study analyzed job service specialists' lifelong learning experience of successfully matching the needs between job seekers and employers. The researchers adopted the qualitative research method and conducted semi-structured in-depth interviews with 11 outstanding-performing job service specialists to collect their learning experiences. The findings were that: (a) Job service specialists improve their professional competencies through formal education (Bachelor's and Master's degrees), non-formal education (obtaining licenses and participating in training programs), and informal learning (self-directed learning and seeking others' experiences). (b) Job service specialists' duties include understanding job seekers' backgrounds, needs, motivations, expectations, career plans, and previous training experiences; job application assistance; and regular follow-ups. (c) The greatest difficulties job service specialists encounter are insufficient understanding of job seekers' physiological and psychological characteristics and job seekers' and employers' needs. (d) Job service specialists can effectively match jobs for job seekers and fulfill employers' needs by learning continuously in workplaces. These results can provide a reference for government agencies to design continuing education programs for job service specialists to promote their professional competencies.</p> <p>Keywords: lifelong learning; job service specialists; reemployment</p> <p>"The respondents' service experiences revealed that job service specialists provide a one-stop employment service."</p> <hd id="AN0186080935-2">Introduction</hd> <p>The issues of population aging and low birth rate result in a staffing shortage in the labor force. International organizations have established reemployment policies for middle-aged and older people ([<reflink idref="bib29" id="ref1">29</reflink>]; [<reflink idref="bib41" id="ref2">41</reflink>]), advocating using middle-aged and older human resources. In response to this trend, the Taiwanese Government introduced the Middle-aged and Elderly Employment Promotion Act in 2010, considering the employment of middle-aged and older adults an important policy. This policy included establishing over 300 job service centers and four Senior Workforce Resources Centers across the country and employing job service specialists to manage related affairs ([<reflink idref="bib26" id="ref3">26</reflink>]), aiming to promote the employment of job seekers and increase the overall labor force participation rate. These measures have been effective as the labor force participation rate of elderly citizens has risen from 8.8% in 2020 to 9.6% in 2022 ([<reflink idref="bib27" id="ref4">27</reflink>]).</p> <p>Job service specialists are important in the employment-seeking process of middle-aged and older adults. They provide individualized services according to the needs of job seekers and coordinate between the government, employers, and job seekers ([<reflink idref="bib13" id="ref5">13</reflink>]). To the government, job service specialists introduce policies, measures, and good practices to job seekers and employers. To job seekers and employers, job service specialists provide employment counseling, consultation, and vocational training that meet the needs and characteristics of job seekers. Moreover, they find and match job seekers with suitable talents for employers according to their hiring needs to meet the expectations of both. Therefore, job service specialists are the key to job matching and workplace adaptation ([<reflink idref="bib23" id="ref6">23</reflink>]).</p> <p>Lifelong learning is essential for job service specialists to enhance the individual's professional competence and to cope with social changes. Particularly in terms of an aging society, there is a need to redefine aging, from decline to the acceptance of new challenges, opportunities, and constraints through lifelong learning ([<reflink idref="bib40" id="ref7">40</reflink>]). Moreover, with the development of technology and artificial intelligence, all industries are constantly evolving and being optimized. Individuals face new challenges to their professional competence, and it is necessary to maintain competitiveness through learning ([<reflink idref="bib37" id="ref8">37</reflink>]). This learning process occurs throughout individuals' lives in formal education, non-formal training, and informal learning contexts; it is an essential factor in adults' career development ([<reflink idref="bib5" id="ref9">5</reflink>]). Job service specialists need to possess various professional competencies. In addition to formal training, they must enhance their professional competencies by strengthening their basic knowledge and practical skills through pre-service or on-the-job training ([<reflink idref="bib9" id="ref10">9</reflink>]; [<reflink idref="bib28" id="ref11">28</reflink>]; [<reflink idref="bib39" id="ref12">39</reflink>]). However, the hiring system of organizational units affects job service workers' work experience sharing and employment stability, impacting their job performance ([<reflink idref="bib1" id="ref13">1</reflink>]). To summarize, continuing education and learning are essential competencies and attributes of job service specialists. However, few studies have focused on the impact of lifelong learning experiences on job service specialists. Therefore, this study aimed to:</p> <p></p> <ulist> <item> (a) Examine the lifelong learning experiences of job service specialists;</item> <p></p> <item> (b) understand the duties of job service specialists;</item> <p></p> <item> (c) analyze the benefits of lifelong learning for job service specialists.</item> </ulist> <hd id="AN0186080935-3">Literature Review</hd> <p></p> <hd id="AN0186080935-4">The Role and Work Content of Job Service Specialists</hd> <p>Job service specialists are facilitators, communicators, and coordinators between job seekers and employers. The duties of job service workers include developing employment opportunities, developing vocational rehabilitation programs, following up with job seekers and employers, employment analysis, competency training, employment placement, and reinforcing stable job services and tracking ([<reflink idref="bib13" id="ref14">13</reflink>], [<reflink idref="bib14" id="ref15">14</reflink>]). Job service specialists must understand the needs of different seekers to assist middle-aged and older, mentally or physically disabled, or long-term unemployed adults in smoothly transitioning into the workplace. Job service workers must understand the characteristics of different target groups, meet the needs of different employers, and comply with government policies to emphasize and professionalize their functions. At a macro level, they must understand market trends, occupational ethics in the workplace, policies, regulations, job search referrals and placements ([<reflink idref="bib9" id="ref16">9</reflink>]), vocational assessment, and subsidies ([<reflink idref="bib38" id="ref17">38</reflink>]). At a micro level, they must understand their clients' needs, provide communication and counseling, empathize with and respect job seekers, and build partnerships with employers ([<reflink idref="bib46" id="ref18">46</reflink>]).</p> <p>Job service is a social service. The professional competencies required by job service specialists involve social interactions, labor relations, human resources, psychology, and counseling ([<reflink idref="bib25" id="ref19">25</reflink>]; [<reflink idref="bib42" id="ref20">42</reflink>]). However, since these competencies are not prerequisites for this job, job service specialists often lack professional knowledge or qualifications, resulting in them encountering difficulties while matching job seekers and employers ([<reflink idref="bib1" id="ref21">1</reflink>]). These deficiencies include a lack of professional knowledge and skills ([<reflink idref="bib6" id="ref22">6</reflink>]), a lack of understanding of job seekers' characteristics ([<reflink idref="bib43" id="ref23">43</reflink>]), and an inability to understand job seekers' limitations ([<reflink idref="bib11" id="ref24">11</reflink>]; [<reflink idref="bib17" id="ref25">17</reflink>]; [<reflink idref="bib47" id="ref26">47</reflink>]). Therefore, authorities regularly organize pre-service and on-the-job training programs to enhance job service specialists' professional knowledge and service attitudes by promoting workplace effectiveness through learning ([<reflink idref="bib9" id="ref27">9</reflink>]; [<reflink idref="bib39" id="ref28">39</reflink>]).</p> <hd id="AN0186080935-5">Research on Adult Learning Characteristics and Lifelong Learning Experience</hd> <p>Adult workplace learning, a dynamic approach to problem-solving, competence enhancement, and self-realization, is a form of learning that adopts a proactive coping perspective. This concept emphasizes an individual's proactive coping tendency towards the future before an event or stressor occurs ([<reflink idref="bib4" id="ref29">4</reflink>]). It includes risk management, that is, the ability to avoid or minimize potential harm before a potential problem or stressor arises and goal management, that is, the skill to manage the challenges that need to be met in order to achieve future goals ([<reflink idref="bib2" id="ref30">2</reflink>]; [<reflink idref="bib33" id="ref31">33</reflink>]). In addition, the learning needs of adults are unique, as [<reflink idref="bib19" id="ref32">19</reflink>] noted that adult learning is based on clear needs, targets, generating motivations for learning through intrinsic needs and incentives, and constantly thinking about applying knowledge to current needs. Adults are also constantly thinking about applying what they have learned to their current needs. Furthermore, adult learning is oriented toward facilitating personal life or career development, and its content focuses on solving the problems encountered ([<reflink idref="bib19" id="ref33">19</reflink>]). As adults have a clear learner's self-concept, they are more likely to engage in formal, informal, or non-formal learning activities in a self-directed manner to achieve their learning goals.</p> <p>Relevant studies have concluded that adults' acquisition of skills or obtaining a degree through formal education positively impacts their career development, such as lowering their risk of unemployment and increasing their chances of getting a raise, changing jobs, or getting a promotion ([<reflink idref="bib3" id="ref34">3</reflink>]; [<reflink idref="bib8" id="ref35">8</reflink>]; [<reflink idref="bib16" id="ref36">16</reflink>]; [<reflink idref="bib22" id="ref37">22</reflink>]; [<reflink idref="bib32" id="ref38">32</reflink>]; [<reflink idref="bib45" id="ref39">45</reflink>]). [<reflink idref="bib35" id="ref40">35</reflink>], [<reflink idref="bib36" id="ref41">36</reflink>] found that adults with formal education after age 40 experienced increased job earnings and employability and were more likely to delay retirement. Second, vocational courses and training activities in non-formal education or informal workplace learning experiences also helped to enhance adults' vocational competence. Continuing training, professional development, and vocational training strengthen workplace workers' professional knowledge and skills. While increasing competitiveness and improving employment prospects ([<reflink idref="bib10" id="ref42">10</reflink>]; [<reflink idref="bib18" id="ref43">18</reflink>]; [<reflink idref="bib30" id="ref44">30</reflink>]). Participation in non-formal education and training programs will likely produce higher short-term job performance for adults. Meaningful learning experiences such as self-learning in life and experiential learning in the workplace can also effectively help adults cope with changes in the workplace, increase flexibility, and optimize performance ([<reflink idref="bib31" id="ref45">31</reflink>]; [<reflink idref="bib44" id="ref46">44</reflink>]). In addition, a friendly environment that facilitates learning is conducive to the development of lifelong learning ([<reflink idref="bib40" id="ref47">40</reflink>]). In particular, employment service specialists are required to continuously adjust their service in response to social changes. The creation of a workplace with a learning atmosphere will help them to cope with the challenges and changes in their work.</p> <p>In summary, lifelong learning is crucial to career development for job service specialists. Through learning, not only can job service specialists understand the needs of both job seekers and employers and grasp the contents and conditions of job vacancies ([<reflink idref="bib13" id="ref48">13</reflink>], [<reflink idref="bib14" id="ref49">14</reflink>]), but they can also assist job seekers in improving their competencies and abilities to obtain job vacancies more professionally, satisfy employers' hiring needs, and meet the needs of job seekers, employers, and the government ([<reflink idref="bib23" id="ref50">23</reflink>]). However, this research is necessary because most studies have focused on job seekers' learning effects ([<reflink idref="bib6" id="ref51">6</reflink>]).</p> <hd id="AN0186080935-6">Methods</hd> <p>The researchers adopted a qualitative research method and conducted semi-structured in-depth interviews to explore the lifelong learning experiences of job service specialists. This method allowed participants to share their perspectives and feelings naturally and unrestrictedly to gather authentic and complete research data ([<reflink idref="bib12" id="ref52">12</reflink>]). The interview outline was based on the findings of the literature review and the objectives of the study and contained the following questions: (a) What workplace learning experiences do you have as a job service specialist? (b) What is an employment specialist's duty? (c) What are the difficulties encountered during your service? (d) How do workplace learning experiences help in the workplace? Before the formal interview, the researchers informed the participants of the study's details, interview process, data handling method, and application purposes. University faculty members, trained in qualitative research and research ethics, served as interviewers. They used communication software (Line) to conduct approximately 40–60 minutes interviews with the respondent until every question was fully answered. The researchers interacted with the participants through one-on-one interviews, and adjusted the order of questions or asked further questions during the interviews based on respondents' answers to comprehensively understand their experiences. The phenomena experienced by the research participants were constructed through reflection, group dialogues, cross-checking data, and realizing the data's nature and meaning ([<reflink idref="bib20" id="ref53">20</reflink>]).</p> <hd id="AN0186080935-7">Participants</hd> <p>In order to achieve its research objectives, the participants were recruited based on the following criteria: (<reflink idref="bib1" id="ref54">1</reflink>) having at least one year of experience in job service; (<reflink idref="bib2" id="ref55">2</reflink>) attending various forms of learning activities; and (<reflink idref="bib3" id="ref56">3</reflink>) having experiences in successfully matching job seekers to employers. The researchers first used purposive sampling by asking for recommendations from a few job service centers, then used snowball sampling by asking participants to recommend those with the same experience to obtain reliable information ([<reflink idref="bib34" id="ref57">34</reflink>]). The researchers interviewed 11 job service specialists (one male and 10 females) aged 37–62 years (mean = 52.9 years) with service durations ranged from 1 to 23 years (mean = 12 years). After the interview, the researchers transcribed the audio files into text and assigned them anonymous codes to avoid disclosing personal data. The coding rule was "interview order - gender - years of service." For example, if the eighth interviewee were female and had 23 years of service experience, it would be coded as "8F-23."</p> <hd id="AN0186080935-8">Data Analysis</hd> <p>This study analyzed the data using the constant comparative method ([<reflink idref="bib7" id="ref58">7</reflink>]). As shown in Table 1, the researchers disassembled and analyzed the collected interview data sentence by sentence, thought about the relationship between statements and inter-sentences, and summarized and coded them to form four levels: summary of meanings, meaningful units, sub-themes, and themes ([<reflink idref="bib21" id="ref59">21</reflink>]) (see Table 1). Then, they conducted continuous comparison and consolidation among the different levels to obtain meaningful results ([<reflink idref="bib15" id="ref60">15</reflink>]) and ultimately construct a lifelong learning experience for the job service workers in the workplace. The researcher used triangulation, in which interviewers, respondents, and three members of the research team interactively reviewed and compared the interview data in order to clarify concepts and reach consensus ([<reflink idref="bib24" id="ref61">24</reflink>]) to achieve data credibility.</p> <p>Table 1. Examples of Data Analysis.</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">Themes</th><th align="center">Sub-themes</th><th align="center">Meaningful units</th><th align="center">Summary of meanings</th></tr></thead><tbody valign="top"><tr><td align="left" rowspan="4">Benefits of lifelong learning</td><td align="left" rowspan="4">Meeting employers' needs</td><td align="left" rowspan="2">Helping to communicate with job seekers</td><td align="left">Helping employers to analyze and inform job seekers' characteristics and strengths</td></tr><tr><td align="left">Assisting in communication and negotiation in the matching process</td></tr><tr><td align="left" rowspan="2">Effective utilization of government resources</td><td align="left">Utilize employment promotion programs to increase employer willingness</td></tr><tr><td align="left">Assist in the utilization and development of workplace readjustment programs</td></tr></tbody></table> </ephtml> </p> <hd id="AN0186080935-9">Results</hd> <p>This study's findings examine the lifelong learning experiences of job service specialists in Taiwan, including their duties, difficulties encountered, lifelong learning opportunities, and job benefits gained through learning.</p> <hd id="AN0186080935-10">Theme 1 Lifelong Learning Opportunities</hd> <p>Formal education, non-formal education, and informal learning are all important learning strategies and ways for job service workers to enhance their professional competence.</p> <hd id="AN0186080935-11">Formal Education: Bachelor's or Master's Degree</hd> <p>Three respondents studied through formal education systems such as the Air University or the Continuing Education Department of ordinary schools and obtained a Bachelor's or Master's degree. For example: "I was studying in the Social Work Department of a college ... I have been learning and applying theories to help more people." (1F-11); "I took some social welfare courses after work because I had some spare time..." (6F-13).</p> <hd id="AN0186080935-12">Non-formal Education: Obtaining a License or Attending a Training Course</hd> <p>Six respondents continued to learn and enhance their skills by obtaining relevant certificates or attending non-formal education training courses outside of work. For example: "A license is required for a job service specialist, so I got it in my second year of work ... about five or six years ago, I also got my social worker's license..." (3F-15); "I always take on-the-job training courses ... there are continuing education trainings regularly." (4F-14).</p> <hd id="AN0186080935-13">Informal Learning: Self-Directed Learning or the Imitation of Others' Experiences</hd> <p>Five respondents read books, searched for information online, or trained themselves in the competencies they wanted to strengthen to keep absorbing new knowledge. For example: "Much of the nurturing education is on the job and will be learned from experienced coworkers...." (8F-23); "I usually go online to browse information like employer and people's rights, legal document or letters." (11M-13).</p> <hd id="AN0186080935-14">Theme 2 Service Content and Dilemma of Job Service Providers</hd> <p>According to the tasks performed by the job service specialists, the respondents' experiences in this study could be categorized into service content and service dilemmas.</p> <hd id="AN0186080935-15">Service Content</hd> <p>This study summarized the experiences of job service specialists, finding that their services start with understanding job seekers' backgrounds, needs, motivations, and expectations. Then, they regularly arrange training courses; plan careers; apply for jobs; provide counseling, advice, and employment resources; and track job seekers' employment status.</p> <hd id="AN0186080935-16">Understanding Job Seekers' Background, Needs, Motivations, and Expectations</hd> <p>Nine respondents indicated that to successfully assist job seekers with reemployment, it is first necessary to understand their backgrounds, needs, motivations, and expectations. For example: "Understand the background, employment history, strengths of the case, and past job difficulties." (2F-2); "We have to know the characteristics, strengths, and weaknesses of job seekers before finding the right job." (5F-15).</p> <hd id="AN0186080935-17">Arranging Education and Training Courses to Enhance Job Seekers' Competencies</hd> <p>Six respondents indicated that arranging vocational training courses, employment counseling, and seminars could enhance job seekers' professional knowledge and reduce their barriers to employment. For example: "Vocational training programs are provided for job seekers to learn more and strengthen the skills needed in the workplace." (2F-2); "I will allow job seekers to participate in internship programs ... there are 2–3 sessions every month." (3F-15).</p> <hd id="AN0186080935-18">Assisting Job Seekers in Job Applications and Career Planning</hd> <p>After understanding the needs of job seekers, seven respondents recommended suitable jobs, assisted them in applying for them, and provided them with career planning. For example: "I match only after first determining what type of work is suitable for middle-aged, older, or general job seekers." (6F-13).</p> <hd id="AN0186080935-19">Provision of Employment Counseling and Employment Promotion Resources</hd> <p>Nine respondents provided employment counseling services, including teaching interviewing skills, counseling, and consultation, and employment facilitating tools and resources. For example: "In the past, no one would specifically teach them interviewing skills, so I talk more about it." (8F-23); "Employment facilitating resources and tools are important, and I would ask them to try them out like the workplace learning and re-adaptation program, which is funded by the government." (9F-10).</p> <hd id="AN0186080935-20">Caring for and Tracking the Employment Status of Job Seekers</hd> <p>Seven respondents reported that job service specialists care about and accompany job seekers to interviews, make matches for employers, and keep track of their employment status. For example: "If the case has been successfully employed, we will also strengthen the follow-up tracking." (5F-15); "We will learn more about the job seekers' work situation and help communicate with their company." (10F-15).</p> <hd id="AN0186080935-21">Service Difficulties</hd> <p>The difficulties encountered by the job service specialists in service include the lack of understanding of job seekers' biological and psychological characteristics and the job seekers' and employers' needs.</p> <hd id="AN0186080935-22">Failure to Understand the Job Seekers' Physiological and Psychological Characteristics</hd> <p>Five respondents indicated that their service targets include middle-aged and older adults, adults with physical or mental disabilities, and disadvantaged groups. They do not fully understand their physiological and psychological characteristics and encounter many difficulties in service. For example: "Middle-aged and older people's computer skills are not as good as young people..., and if you don't know their situations well, it's not easy to make a successful job match." (1F-11); "Middle-aged and older people are different from ordinary job seekers. For example, some of them who have switched from traditional industries to their current industry have turned out to be less capable of adapting." (7F-1).</p> <hd id="AN0186080935-23">Failure to Understand the Needs of Job Seekers and Employers</hd> <p>Six respondents mentioned that their lack of understanding of job seekers' and employers' needs and effective communication had increased the difficulty and time required to match jobs. For example: "They don't let me know what their needs and problems are, and I have to guess, which makes it very difficult to successfully find the right job." (3F-15); "Although employment facilitation is utilized, without understanding what the employers want, subsequent problems can still occur, ... like some employers don't like to hire seniors." (11M-13).</p> <hd id="AN0186080935-24">Inadequate Professional Capacity</hd> <p>Five respondents felt their lack of professional competencies meant they did not know how to fight for job seekers' rights and could not meet employers' expectations. For example: "I know people who are not able to work stably, ... and I don't know how to help them effectively and fight for their rights." (5F-15); "Despite employment facilitating tools being used, job seekers still don't meet employers' expectations enough and still leave quickly." (6F-13).</p> <hd id="AN0186080935-25">Theme 3 The Benefits of Lifelong Learning in the Workplace</hd> <p>Through continuous learning, job service specialists enhanced their confidence and professional competencies. They could effectively match job seekers with jobs and meet employers' needs.</p> <hd id="AN0186080935-26">Continuous Learning and Enhancement: Work Recognition</hd> <p>Six respondents reported that different forms of learning experiences translated into the power to influence others and receive recognition and affirmation from them. For example: "Seekers can enter the workplace right after the course ... I hope to influence them as well." (4F-14); "Some of the disabled people need to be employed, ... making a successful match for them feels better than getting salaries." (7F-1).</p> <hd id="AN0186080935-27">Effective Matching for Job Seekers</hd> <p>Nine respondents indicated that through continuous learning in the workplace, they knew how to better utilize what they had learned to effectively match job seekers with jobs. For example: "I know how to assist job seekers with professional tools, and I also recommend them to employers from a professional perspective." (1M-11); "I learn to communicate and express ... my role is a communicator that allows both groups to express their ideas." (10F-15).</p> <hd id="AN0186080935-28">Meeting Employers' Needs</hd> <p>Eight respondents knew how to communicate between employers and job seekers and best use government resources to meet employers' needs through the learning experience. For example: "The use of employment facilitation programs can increase employers' willingness to hire and assist senior employment ... I've used the workplace learning and re-adaptation program before, and the employer felt that the employment seeker was doing well enough to stay on the job." (8F-23); "Older people have some strengths that young people lack, so we remind the employer about the employment seeker's strengths and ask the employer to offer an interview." (9F-10).</p> <hd id="AN0186080935-29">Discussion</hd> <p>Job service specialists communicate between job seekers, employers, and the government ([<reflink idref="bib13" id="ref62">13</reflink>]; [<reflink idref="bib23" id="ref63">23</reflink>]). Job service is a social service involving a wide range of functions, resulting in the need for lifelong learning in the workplace for job service workers to successfully adapt to their career development and cope with tasks at work ([<reflink idref="bib35" id="ref64">35</reflink>], [<reflink idref="bib36" id="ref65">36</reflink>]). In addition to pre-service and on-the-job training programs mandated by their supervisors, respondents also utilized a mix of formal, informal, and non-formal learning activities ([<reflink idref="bib5" id="ref66">5</reflink>]) to enhance their professionalism.</p> <p>The respondents' service experiences revealed that job service specialists provide a one-stop employment service. Starting from understanding job seekers' backgrounds, needs, motivations, and expectations ([<reflink idref="bib23" id="ref67">23</reflink>]), the service provides various employment preparation programs ([<reflink idref="bib13" id="ref68">13</reflink>], [<reflink idref="bib14" id="ref69">14</reflink>]) to help job seekers build career skills and professional knowledge and skills. Job service specialists also provide supportive services during the matching stage ([<reflink idref="bib38" id="ref70">38</reflink>]). However, to understand employers' vacancies and conditions, job service workers actively collaborate with them ([<reflink idref="bib46" id="ref71">46</reflink>]) to gain trust and recognition. At the same time, they also need to understand the government's policies and supports ([<reflink idref="bib9" id="ref72">9</reflink>]) to provide job seekers with multiple opportunities.</p> <p>However, job service is provided to both job seekers and employers. Besides those with physical or mental disabilities or long-term unemployment, middle-aged and older adults have been the main seekers in recent years. Interviewees indicated that understanding job seekers' physical and psychological characteristics ([<reflink idref="bib43" id="ref73">43</reflink>]) was necessary to identify the barriers they may encounter ([<reflink idref="bib11" id="ref74">11</reflink>]; [<reflink idref="bib17" id="ref75">17</reflink>]; [<reflink idref="bib47" id="ref76">47</reflink>]). Their unfamiliarity with job seekers' and employers' needs can affect the chances of making successful matches, the effectiveness of the matches, and the duration of the service.</p> <p>The interviewed job service specialists realized the most effective way to achieve immediate results was to participate in non-formal learning activities, such as obtaining professional licenses and attending vocational training courses ([<reflink idref="bib5" id="ref77">5</reflink>]). Therefore, they read relevant books, laws, and case studies ([<reflink idref="bib31" id="ref78">31</reflink>]; [<reflink idref="bib44" id="ref79">44</reflink>]) while working to continuously absorb new knowledge for self-improvement. Such activities provide the most immediate effects in enhancing job seekers' professional knowledge, reducing the time and cost of trial-and-error, and improving work efficiency.</p> <p>This study found that job service specialists are important coordinators between job seekers, employers, and the government when searching for jobs and adapting to the workplace for socially disadvantaged individuals. By actively participating in lifelong learning activities, they can compensate for the lack of professional knowledge and skills due to the absence of formal and systematic education, effectively enhancing their professionalism and competitiveness, which positively impacts their work effectiveness.</p> <hd id="AN0186080935-30">Conclusions</hd> <p>This study examined the lifelong learning experiences of job service specialists. Its key findings include: (a) Job service workers enhance their professional knowledge through lifelong learning, including formal education, such as obtaining Bachelor's and Master's degrees; non-formal education, such as obtaining certificates and training courses; and non-informal learning, such as self-directed learning and experiential learning. (b) The services provided include understanding job seekers' backgrounds, motivations, and expectations; career planning; arranging pre-employment training; employment counseling; and regular follow-up. (c) The difficulties encountered in service are a lack of understanding of job seekers' characteristics, employers' needs, and professional competencies. (d) Lifelong learning enables job service specialists to gain recognition at work and effectively match job seekers with employers' needs.</p> <p>Therefore, this study's findings can complement job service specialists' learning strategies and provide a reference for job service centers and the government to promote professional competency. First, job service specialists can be encouraged to apply different methods of continuous learning to cope with the ever-changing demands of the job market and enhance their personal competitiveness. Second, employment service centers can design training courses or workshops according to job service specialists' service contents and difficulties to improve professional knowledge and abilities and provide service resources and support. Lastly, the government can design a career development roadmap for the job service specialists to facilitate the provision of high-quality services and work performance by the employment service centers.</p> <p>This study was limited by its recruitment process, which used purposive and snowball sampling. Although more detailed learning experiences could be obtained, the conclusions cannot be generalized and widely applied. Further research can examine job service specialists' learning experiences and influencing factors or explore the impact of lifelong learning on different service ends using quantitative questionnaires and adopting inferential sampling methods, such as random sampling, to achieve valid inferences. In addition, the impact of lifelong learning on different service providers, including employers and different types of workers (e.g., second-career women, middle-aged and elderly, people with disabilities, etc.), can also be further explored to more comprehensively investigate the relationship between lifelong learning and service quality.</p> <hd id="AN0186080935-31">Ethical Statement</hd> <p></p> <hd id="AN0186080935-32">Ethical Approval</hd> <p>The study was approved by the ethics committee of the researchers' university.</p> <hd id="AN0186080935-33">ORCID iDs</hd> <p>Ya-Hui Lee https://orcid.org/0000-0001-5802-9146</p> <p>Yi-Fen Wang https://orcid.org/0000-0002-1359-769X</p> <p>Hsien-Ta Cha https://orcid.org/0009-0001-4364-1209</p> <ref id="AN0186080935-34"> <title> References </title> <blist> <bibl id="bib1" idref="ref13" type="bt">1</bibl> <bibtext> Abraham K. G., Susan N. H. (2020). Policies to improve workforce services for older Americans. 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A., Arbogast A., Millar R. J. (2018). Adult competencies and employment outcomes among older workers in the United States: An analysis of the program for the international assessment of adult competencies. Adult Education Quarterly, 68(3), 235–250. https://doi.org/10.1177/0741713618773496</bibtext> </blist> </ref> <ref id="AN0186080935-35"> <title> Footnotes </title> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the National Science and Technology Council (MOST 109-2410-H-194-056-SSS).</bibtext> </blist> </ref> <aug> <p>By Ya-Hui Lee; Yi-Fen Wang and Hsien-Ta Cha</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Ya-Hui Lee focused on studying both adult learners and adult education providers. From learners' perspective, her studies revealed that learning is an important strategy to prepare for the middle-aged and late adulthood. In the research concerning older adult education providers, Dr. Lee found that their leadership can positively impact both communities and middle-aged and older adult learners. At the same time, it can facilitate institutions to keep operating when funds are insufficient. In Dr. Lee's studies, participants were mainly pre-retirees, retirees, and adult education providers. Dr. Lee's main contribution was the construction of middle-aged and older adults' learning process. Additionally, the experience of adult education providers can propose leadership strategies and crucial factors that affect leadership effectiveness in the management. The research outcomes can be applied as references to the construction of lifelong education system for middle-aged and older people.</p> <p>Yi-Fen Wang focuses on middle-aged and older adults' characteristics and learning strategies, including using care technology products, participating in long-term care. She has found that older adults have special physical, psychological, and social needs. Therefore, developing care products and long-term care services should all be designed according to their characteristics. Dr. Wang's research is based on the attributes of middle-aged and older adults and develops corresponding learning strategies according to their needs and characteristics. Dr. Wang's research helps to structure the user needs, the learning process, and the key factors that enable those who provide these products or services to deliver what they need.</p> <p>Mr. Hsien Ta Cha's research interest focuses on elderly care technology. Due to the special physical, psychological and learning needs of the elderly, care technology should be designed and developed according to the characteristics and learning needs of the elderly. Dr. Cha's research includes both users and developers of elderly care technology. Both users and developers of elderly care technology have their own learning needs, and Mr. Cha's research helps to identify the needs of the elderly as users, the learning process of the elderly and adults, and the key factors of how the developers of elderly care technology can meet the actual needs of the elderly users.</p> </aug> <nolink nlid="nl1" bibid="bib29" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib41" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib26" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib27" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib13" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib23" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib40" firstref="ref7"></nolink> <nolink nlid="nl8" bibid="bib37" firstref="ref8"></nolink> <nolink nlid="nl9" bibid="bib28" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib39" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib14" firstref="ref15"></nolink> <nolink nlid="nl12" bibid="bib38" firstref="ref17"></nolink> <nolink nlid="nl13" bibid="bib46" firstref="ref18"></nolink> <nolink nlid="nl14" bibid="bib25" firstref="ref19"></nolink> <nolink nlid="nl15" bibid="bib42" firstref="ref20"></nolink> <nolink nlid="nl16" bibid="bib43" firstref="ref23"></nolink> <nolink nlid="nl17" bibid="bib11" firstref="ref24"></nolink> <nolink nlid="nl18" bibid="bib17" firstref="ref25"></nolink> <nolink nlid="nl19" bibid="bib47" firstref="ref26"></nolink> <nolink nlid="nl20" bibid="bib33" firstref="ref31"></nolink> <nolink nlid="nl21" bibid="bib19" firstref="ref32"></nolink> <nolink nlid="nl22" bibid="bib16" firstref="ref36"></nolink> <nolink nlid="nl23" bibid="bib22" firstref="ref37"></nolink> <nolink nlid="nl24" bibid="bib32" firstref="ref38"></nolink> <nolink nlid="nl25" bibid="bib45" firstref="ref39"></nolink> <nolink nlid="nl26" bibid="bib35" firstref="ref40"></nolink> <nolink nlid="nl27" bibid="bib36" firstref="ref41"></nolink> <nolink nlid="nl28" bibid="bib10" firstref="ref42"></nolink> <nolink nlid="nl29" bibid="bib18" firstref="ref43"></nolink> <nolink nlid="nl30" bibid="bib30" firstref="ref44"></nolink> <nolink nlid="nl31" bibid="bib31" firstref="ref45"></nolink> <nolink nlid="nl32" bibid="bib44" firstref="ref46"></nolink> <nolink nlid="nl33" bibid="bib12" firstref="ref52"></nolink> <nolink nlid="nl34" bibid="bib20" firstref="ref53"></nolink> <nolink nlid="nl35" bibid="bib34" firstref="ref57"></nolink> <nolink nlid="nl36" bibid="bib21" firstref="ref59"></nolink> <nolink nlid="nl37" bibid="bib15" firstref="ref60"></nolink> <nolink nlid="nl38" bibid="bib24" firstref="ref61"></nolink>
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  Data: Job Service Specialists' Lifelong Learning Experience in Taiwan: A Qualitative Study
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  Data: <searchLink fieldCode="AR" term="%22Ya-Hui+Lee%22">Ya-Hui Lee</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5802-9146">0000-0001-5802-9146</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yi-Fen+Wang%22">Yi-Fen Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1359-769X">0000-0002-1359-769X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hsien-Ta+Cha%22">Hsien-Ta Cha</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-4364-1209">0009-0001-4364-1209</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Adult+Learning%22"><i>Adult Learning</i></searchLink>. 2025 36(3):176-187.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Applicants%22">Job Applicants</searchLink><br /><searchLink fieldCode="DE" term="%22Employers%22">Employers</searchLink><br /><searchLink fieldCode="DE" term="%22Specialists%22">Specialists</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Qualifications%22">Employment Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Performance%22">Job Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Learning%22">Adult Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Lifelong+Learning%22">Lifelong Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink>
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  Label: Abstract
  Group: Ab
  Data: Lifelong learning is a key element that helps adults undergo and adapt to different career stages. This study analyzed job service specialists' lifelong learning experience of successfully matching the needs between job seekers and employers. The researchers adopted the qualitative research method and conducted semi-structured in-depth interviews with 11 outstanding-performing job service specialists to collect their learning experiences. The findings were that: (a) Job service specialists improve their professional competencies through formal education (Bachelor's and Master's degrees), non-formal education (obtaining licenses and participating in training programs), and informal learning (self-directed learning and seeking others' experiences). (b) Job service specialists' duties include understanding job seekers' backgrounds, needs, motivations, expectations, career plans, and previous training experiences; job application assistance; and regular follow-ups. (c) The greatest difficulties job service specialists encounter are insufficient understanding of job seekers' physiological and psychological characteristics and job seekers' and employers' needs. (d) Job service specialists can effectively match jobs for job seekers and fulfill employers' needs by learning continuously in workplaces. These results can provide a reference for government agencies to design continuing education programs for job service specialists to promote their professional competencies.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1474900
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1474900
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/10451595241280960
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 176
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Job Applicants
        Type: general
      – SubjectFull: Employers
        Type: general
      – SubjectFull: Specialists
        Type: general
      – SubjectFull: Learning Experience
        Type: general
      – SubjectFull: Job Skills
        Type: general
      – SubjectFull: Employment Qualifications
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Job Performance
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Adult Learning
        Type: general
      – SubjectFull: Lifelong Learning
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: Job Service Specialists' Lifelong Learning Experience in Taiwan: A Qualitative Study
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ya-Hui Lee
      – PersonEntity:
          Name:
            NameFull: Yi-Fen Wang
      – PersonEntity:
          Name:
            NameFull: Hsien-Ta Cha
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1045-1595
            – Type: issn-electronic
              Value: 2162-4070
          Numbering:
            – Type: volume
              Value: 36
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Adult Learning
              Type: main
ResultId 1