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This study aims to examine the effects of using a personal development plan (PDP) on the undertaking of learning activities and the employee's job competencies.

Data from Dutch pharmacy assistants was collected (n=2,271). Analyses of variance (ANOVAs) as well as regression analyses were conducted on this dataset.

The results indicate that PDP users undertook more learning activities in the past than non‐users, but using a PDP does not stimulate users to plan more learning activities in the future. Furthermore, PDP users do not score themselves significantly higher on job competencies than non‐PDP users.

Future research should investigate the effectiveness of PDPs for the undertaking of learning activities and job competencies in a broader sample, involving multiple‐raters and focusing more closely on one essential feature of the PDP practice: the feedback given by a supervisor and/or colleague or coach when discussing the PDP.

The results stress the value of a PDP as a feedback tool. The tool could add significant value to the learning and development process of the pharmacy assistant, however, if it would be used as a feed‐forward instrument as well. In other words, the tool should more often be used to get an overview of desired future plans, plan future careers, and the undertaking of learning activities in order to reach these future goals.

In order to promote employees' learning and development, more and more companies are starting to implement PDPs. Empirical studies researching the effectiveness of PDPs in the workplace are scarce, however.

The purpose of this paper is to investigate the extent and the human‐capital determinants of low‐wage mobility for labour market entrants in the UK and Germany.

Using panel data for the UK (BHPS) and Germany (GSOEP), a competing‐risks duration model is applied that allows the study of transitions from low pay to competing destination states: higher pay, self‐employment, unemployment and inactivity. Unobserved heterogeneity is tackled by a non‐parametric mass‐point approach.

It is found that low pay is only a temporary state for most young job starters. However, there is a small group of job starters that is caught in a trap of low pay, unemployment or inactivity. In the UK, job starters escape from low pay mainly by developing firm‐specific skills. In Germany, involvement in formal vocational training and the attainment of apprenticeship qualifications account for low pay exits.

Over the past decades, unemployment and low‐wage employment have emerged as major challenges facing young labour market entrants. While most empirical studies focus exclusively on the transition from low pay to high pay, the paper shows that a significant percentage of young entrants are caught in a low‐pay‐non‐employment trap. Moreover, it is shown that, depending on the institutional context, different types of human capital investments can account for a successful low‐pay exit.