A model of involvement in work-related learning and development activity: the effects of individual, situational, motivational, and age variables.
Eight hundred employees from across the U.S. work force participated in a detailed 13-month longitudinal study of involvement in learning and development activities. A new model was posited and tested in which the hypothesized sequence was as follows: worker age --> individual and situational antecedents --> perceived benefits of participation and self-efficacy for development --> attitudes toward development --> intentions to participate --> participation. The results depict a person who is oriented toward employee development as having participated in development activities before, perceiving themselves as possessing qualities needed for learning, having social support for development at work and outside of work, being job involved, having insight into his or her career, and believing in the need for development, in his or her ability to develop skills and to receive intrinsic benefits from participating. Given the aging work force, a detailed treatment of age differences in development is presented. Implications for new ideas in practice and future research are discussed.
Maurer
Todd J
TJ
School of Psychology, Georgia Institute of Technology, Atlanta 30332-0170, USA. tm24@prism.gatech.edu
Weiss
Elizabeth M
EM
Barbeite
Francisco G
FG
D000328:Adult; D000367:Age Factors; D002322:Career Mobility; D004651:Employment; D005260:Female; D006801:Humans; D007858:Learning; D008137:Longitudinal Studies; D008297:Male; D009042:Motivation; D020377:Self Efficacy; D017132:Workplace