Employees’ willingness to participate in work-related learning: a multilevel analysis of employees’ learning intentions

Kyndt, Eva; Onghena, Patrick; Smet, Kelly; Dochy, Filip

doi:10.1007/s10775-014-9272-4

Cited by 29 publications

(23 citation statements)

References 44 publications

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“…We consider the Tannenbaum model to be very suitable for the operationalization of informal learning, as it represents IWL in a holistic way: all four components are important parts of the informal learning process. However, we should note that some studies that define informal learning in a different way or focus on formal learning consider the factors feedback (Mulder, ) and intention (Kyndt, Onghena, Smet, & Dochy, ) as predictors and determinants of learning. Furthermore, reflection was found as positive correlate of innovative work behavior (Messmann & Mulder, ), which might be similar to workplace learning behavior and was used as part of a scale to measure learning outcomes in a care worker sample (Kyndt, Govaerts, et al, ).…”

Section: Discussionmentioning

confidence: 99%

Informal workplace learning: Development and validation of a measure

Decius

Schaper

Seifert

2019

Human Resource Dev Quarterly

132

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Informal workplace learning (IWL) is an important part of workrelated continuing education, especially in the case of bluecollar workers. The current article presents a new measure of IWL, which we developed based on the already existing Dynamic Model of Informal Learning by Tannenbaum et al. (2010). We extended the model to eight components by theoretical considerations, introducing a second-order structure. Each component is represented on the IWL scale with three items, the subscales have sound internal consistencies (α range between .76 and .92). The article also presents a short version of the scale comprising eight items (α = .79). Study 1 describes the process of item selection, while Study 2 deals with different theoretically conceivable models comparing their model fits. The predicted model with eight factors in a second-order structure achieves the best model fit. In addition, convergent, discriminant, and criterion validity are demonstrated. Mediumsized relationships of IWL components to conscientiousness and learning outcomes confirm the nomological network we developed previously in our study. The discussion provides limitations and possible scientific and practical applications of the IWL scale, for example, the transfer of the measure to other contexts and target groups. K E Y W O R D S blue-collar workers, informal workplace learning, scale development

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Section: Discussionmentioning

confidence: 99%

Informal workplace learning: Development and validation of a measure

Decius

Schaper

Seifert

2019

Human Resource Dev Quarterly

132

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“…Expecting that managers and employees are aligned in their views, however, presents a simplified image of organizational dynamics, which can be misleading to HRD practitioners and other stakeholders as it does not necessarily correspond to reality. Although many theories look into employees’ participation in HRD (Grosemans et al , ; Kyndt & Baert, ; Kyndt et al ,), only a few address potential tensions within the prominent pairing of managers and employees. One relatively recent exception is the learning‐network theory (LNT) (Poell & Van Der Krogt, , , ), which will, therefore, serve as the main theoretical framework for the present paper.…”

Section: Introductionmentioning

confidence: 99%

Preferred human resource development activities and their functions: differences in perspective between managers and employees

Lilova,

Poell

2019

Int J Training Development

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This exploratory study uses the learning-network theory as a framework to investigate how managers and employees differ in their preference for the human resource development (HRD) activities of employees and in the functions they attribute to HRD. The research design was quantitative and cross-sectional. Data collection took place in six countries in Europe, Asia and North America. A new instrument was used, which views work improvement (WI), career development (CD) and personal development (PD) as three main functions of HRD that can serve managers and employees. Results show that managers and employees prefer different HRD activities for employees to undertake; respectively, formal courses and programs over job experiences, and vice versa. The two groups also differ in the scores they give to WI and PD as relevant functions that employee participation in HRD can provide. It is concluded, therefore, that differences between managers and employees in their views of the relevance of HRD activities should be taken into account in theory and practice when organizing employees' HRD activities.

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“…As organisations strive to compete in the global economy, differentiation on the basis of the skills, knowledge and motivation of their workforce takes on increasing importance (Aguinis and Kraiger, 2009). In fact, Pfeffer (1994) asserted that employee development programs are the keys to success in today's global economy and numerous empirical evidence generally supports this contention (Esteban -Lloret et al 2016;Hurtz & Williams, 2009;Kyndt et al 2014). According to Mauer (2002) learning is defined as an increase or change in knowledge or skill that occurs as a result of some experience and may lead to perform in more satisfying and effective ways (as cited in Sadler-Smith and Smith 2006).…”

Section: Exploring Organisational Antecedents Of Motivation To Learn mentioning

confidence: 99%

“…A learning intention can be defined as a readiness or willingness to undertake a concrete action in order to reach a desired situation by means of training and education (Kyndt et al, 2011). Besides the presence of learning opportunities within an organisation, the employee must also show a willingness to take up these opportunities (Kyndt et al, 2014). Employees' willingness and interest is the first step to active participation (Tharenou, 2001).…”

Section: Exploring Organisational Antecedents Of Motivation To Learn mentioning

confidence: 99%

The Role of Perceived Supervisor Support and Perceived Organisational Support on Employees’ Motivation to Learn and Develop. The Case of the Greek Public Sector

Mylona¹,

Mihail²

2018

Proceedings of the 42nd International Academic Conference, Rome

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In today's global and dynamic environment, the increasing pressure of internal and external change, the intensified competitiveness and the rapid technological advances lead many organisations, both public and private, to use training and development activities to remain competitive. The current study explores how employees' learning and development orientation in the public sector is affected by organisational factors i.e. perceived organisational support (POS) and perceived supervisor support (PSS). The responses received from a sample of 490 employees working for public organisations in Greece indicated that employees' motivation to learn and develop are significantly and positively related both to perceived organisational support and perceived supervisor support. Furthermore, the above relationships are found to be mediated by employees' level of organisational citizenship behavior (OCB).

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Employees’ willingness to participate in work-related learning: a multilevel analysis of employees’ learning intentions

Cited by 29 publications

References 44 publications

Informal workplace learning: Development and validation of a measure

Informal workplace learning: Development and validation of a measure

Preferred human resource development activities and their functions: differences in perspective between managers and employees

The Role of Perceived Supervisor Support and Perceived Organisational Support on Employees’ Motivation to Learn and Develop. The Case of the Greek Public Sector

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