A model of involvement in work-related learning and development activity: The effects of individual, situational, motivational, and age variables.

Maurer, Todd J.; Weiss, Elizabeth; Barbeite, Francisco G.

doi:10.1037/0021-9010.88.4.707

Cited by 389 publications

(512 citation statements)

References 80 publications

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“…Future research should be more sensitive to the changes associated with aging and their effects on learning within organizations. This calls for the inclusion of other conceptualizations of age, next to chronological age (Maurer et al 2003;Raemdonck et al 2015), which is often criticized on the grounds of two conceptual problems. First, chronological age is used as a proxy measure for many factors related to aging, such as physical changes, agerelated stereotypes, or effects specific to a certain cohort (Hall et al 2007).…”

Section: Discussionmentioning

confidence: 99%

Great Expectations: The Relationship Between Future Time Perspective, Learning from Others, and Employability

Froehlich

Beausaert

Segers

2015

Vocations and Learning

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Employees in countries with advanced industrial economies need to continuously develop their competences to sustain their employability -that is, to have a set of competences that enables them to maintain or find an adequate job. But how should efforts to enhance employability progress in the context of the demographic shift? Previous research suggests that employees' perspective about their future working life may influence their motivation to engage in learning activities. The study reported and discussed here investigates how employees' perceptions of the future as a time of opportunities and limitations affects their engagement in learning from others and, in turn, their employability. We tested our model empirically in two Austrian consultancies (n=167). We find that focus on opportunities in the future explains engagement in learning from others and, subsequently, differences in employability. The informants' perspectives about the future may be a helpful alternative to the measurement of chronological age, which is problematic from a conceptual point of view.

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Section: Discussionmentioning

confidence: 99%

Great Expectations: The Relationship Between Future Time Perspective, Learning from Others, and Employability

Froehlich

Beausaert

Segers

2015

Vocations and Learning

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“…This is because the future benefit may not outweigh the costs associated with terminating the employee-organization relationship (Homans, 1961). When individuals have invested personal resources (i.e., money, time, or effort) into learning about a specific job and organizational unit, the employee is motivated to remain in the organization in order to, theoretically, benefit from immediate rewards the organization should reciprocate, such as salary raises, job security or more interesting and stimulating work (Maurer, Weiss, & Barbeite, 2003). Applied to inpatriate assignments, not only did inpatriates invest the time and energy in moving to a foreign country and developing relationships at the HQ (Shen & Hall, 2009), but they also acquired firm-specific knowledge about the HQ that would not be relevant at other organizations.…”

Section: Firm-specific Learning As a Moderatormentioning

confidence: 99%

Why do international assignees stay? An organizational embeddedness perspective

2011

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We apply an organizational embeddedness perspective to examine international assignees' retention with the organization. Specifically, we hypothesize that assignees' social ties within and their perceived fit with the host unit positively relate to two sacrifices with leaving the organization: their firmspecific learning during the assignment and their perceived career prospects in the organization. Perceived career prospects is expected to predict subsequent retention, moderated by firm-specific learning. These hypotheses are tested using a sample of 143 inpatriates in ten German multinationals with retention measured two and four years later. We show that inpatriates' trusting ties with HQ staff and their fit with the HQ positively relates to their firm-specific learning and their perceived career prospects, and that the latter predicts their retention two and four years later. Perceived career prospects mediates the direct relationship between inpatriates' fit with the HQ and inpatriate retention, and the indirect relationship between inpatriates' trusting ties with HQ staff and their retention. Furthermore, inpatriates' firm-specific learning mitigates the effect of perceived career prospects on retention decisions two years later. We contribute to the organizational embeddedness, careers, and international business literatures by explaining when and how facets of organizational embeddedness relate to assignee retention.

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“…What binds the dispositional variables important to the formation of mentoring relationships is an underlying orientation toward learning and development. Research regarding learning and development theory consistently shows differences in the extent to which employees seek and participate in development and learning activities (Maurer & Tarulli, 1994;Maurer, Weiss, & Barbeite, 2003;Noe & Wilk, 1993). Clearly, participating in a formal mentoring program is a specific form of human resource developmental activity.…”

Section: Individual Differences As a Moderatormentioning

confidence: 99%