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This study develops and empirically examines a model of voluntary employee self-development behaviours and presents a unique lens for the study of self-development behaviours that integrates the disparate social exchange and motivational models currently applied in the management and training motivation literature. Specifically, the current model utilizes the Theory of Planned Behavior (TPB) as a guiding framework in the combination and expansion of these streams to create an integrated model. This model was validated using a survey of 203 employees. Structural Equation Modelling (SEM) was used to analyse the data. The results indicated support for nine out of eleven theorized relationships in the model, and the new model explained more variance in self-development behaviours (38%) than either lens: the social exchange (8.5%) or the motivational (19%). Thus, the results indicate there is important value in integrating the lenses. Implications for research and practice are also discussed.

In the backdrop of growing violence and burgeoning crime rates on campus, student safety is one of the topmost priorities for North American universities. While the promises of Internet-based personal safety wearable devices (PSWDs) are highly touted by manufacturers and the academic campuses that adopt them, there is a lack of empirical data on the level of user (student) acceptance. Drawing on the literature on IT adoption, in particular the Unified Theory of Acceptance and Use of Technology (UTAUT) model and trusting beliefs, we propose a model to investigate the factors influencing the intention of 405 undergraduate students to voluntarily adopt POM, a personal safety wearable device, at a four-year college in the Northeast portion of the United States. The empirical analysis of the model using structural equation modeling (SEM) indicated that social influence, facilitating conditions in the form of resources, effort expectancy, and trusting beliefs influence the intentions of students to use POM.