The influence of perceived characteristics of management development programs on employee outcomes

Ardts, Joost; Velde, Mandy E. G. van der; Maurer, Todd J.

doi:10.1002/hrdq.20055

Cited by 13 publications

(10 citation statements)

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“…Notwithstanding these differing perspectives on dimensionality, a common view of commitment scholars is that an "affective orientation" lies at the core of individuals' organizational commitment, especially insomuch as it best reflects the attitudinal nature of the construct (Solinger et al, 2008). To this point, numerous studies have used an affective orientation as the sole indicator of organizational commitment (e.g., Kuvaas, 2006;Sturges, Conway, Guest, & Liefooghe, 2005), including many that have specifically explored the effects of HRD factors on employees' organizational commitment (e.g., Ardts, van der Velde, & Maurer, 2010;Bulut & Culha, 2010). We follow in this vein for the present study, particularly as we adopt Mowday and colleagues' (1979) definition of organizational commitment, which has been explicitly identified as having an affective orientation (Meyer & Allen, 1997;Paul & Anantharaman, 2003).…”

Section: Review Of Literaturementioning

confidence: 99%

An examination of the relationship between training comprehensiveness and organizational commitment: Further exploration of training perceptions and employee attitudes

Ehrhardt

Miller

Freeman

et al. 2011

Human Resource Dev Quarterly

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Section: Review Of Literaturementioning

confidence: 99%

An examination of the relationship between training comprehensiveness and organizational commitment: Further exploration of training perceptions and employee attitudes

Ehrhardt

Miller

Freeman

et al. 2011

Human Resource Dev Quarterly

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“…Third, previous research on IRB has reported mixed results for the age–IRB relationship. Whereas some studies report a positive age–IRB relationship (Ardts, van der Velde, & Maurer, ; Choi, ), others report a null relationship (Carmeli, Meitar, & Weisberg, ; Zhou, Zhang, & Montoro‐Sanchez, ) or even a negative relationship (Axtell et al, ; Janssen, ) between the two constructs.…”

mentioning

confidence: 99%

Age and innovation‐related behavior: The joint moderating effects of supervisor undermining and proactive personality

2012

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Summary Previous research has yielded mixed results regarding the effects of age on innovation‐related behavior (IRB; i.e., generating, disseminating, and implementing new ideas). This paper hypothesizes that the relationship of age with IRB is jointly moderated by undermining behavior on the part of the supervisor and the extent to which the employee possesses a proactive personality. We collected data from 196 employees at three points in time over a one‐year period. Results supported the hypothesized 3‐way interaction of age, supervisor undermining, and proactive personality on IRB. As predicted, highly proactive older workers responded to high supervisor undermining with more IRB, whereas older workers low on proactive personality responded to high supervisor undermining with less IRB. On the other hand, when supervisor undermining was low, proactive personality did not moderate the relationship of age with IRB. Copyright © 2012 John Wiley & Sons, Ltd.

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“…From the I-O literature, if the content is not relevant or directly related to the challenges one currently has, then satisfaction and transfer of training will be low (Ardts et al, 2010;Gentry et al, 2014;Scaduto et al, 2008). We may see similar results if we don't account for these conclusions in our work.…”

Section: Training and Developmentmentioning

confidence: 78%

Extending the way we educate undergraduate students about I-O psychology: A career services perspective

Gentry

2020

Ind. Organ. Psychol.

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As I read the focal article (Kath et al., 2021) I contemplated how I as an industrial and organizational (I-O) psychologist who leads an office of career and professional development (widely categorized and known as career services in many other colleges and universities) use I-O psychology research in our work in educating students. Furthermore, I thought about how career services could influence I-O psychology teaching in the more formal traditional classroom. I believe this notion is overlooked in the focal article, and I argue that a perspective from career services should be considered in the teaching of I-O psychology to undergraduate students. The mission of our own Career and Professional Development office is to educate and empower all students to translate experiential learning to the professional world as it is going to be. Many career services offices have similar missions that resemble the broader mission of career readiness. The National Association of Colleges and Employers (NACE) defines career readiness as "the attainment and demonstration of requisite competencies that broadly prepare college graduates for a successful transition into the workplace" (NACE, n.d.). Typically, we in career services may help students in individual, group, and programmatic settings with issues such as career and major exploration; resume preparation, LinkedIn profiles, and cover letter preparation; mock interviews; internship and job searches and corresponding applications; and graduate school applications. In addition, we provide services and programs for students; we educate students through one-on-one appointments, workshops, and seminars around I-O-related topics such as diversity, teamwork, selection processes, interviewing, work-life balance, career management, feedback, and goal setting and leadership topics such as influence, motivation, and communication. Our goal in career services is undoubtedly shared with the viewpoints of the focal article: Students must learn about I-O psychology because they will be leading, hiring, training, and working with others in the future. Clearly, knowledge from I-O psychology is relevant in shaping, guiding, and inspiring our work. I argue that we in career services also educate students about I-O psychology indirectly through these approaches. Our "classroom" may not be what Kath et al. (2021) thought about when they were writing the focal article. We obviously don't have a syllabus or tests or quizzes or set lectures to discuss I-O topics in a classroom setting for 2-3 hr a week for 16 or so weeks as would be typical in the teaching of I-O psychology as a class. Furthermore, the students that we serve are not all psychology majors, and some may not even know (or care about) what I-O psychology is. But career services can be seen as another constituent that educates students about I-O topics in a real-world application of what is being learned. With this stated position, I contend that some of the ideas that Kath et al. (2021) proposed as changes that instructors can make i...

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The influence of perceived characteristics of management development programs on employee outcomes

Abstract: Employees' perceptions of Management Development (MD) programs is the

Cited by 13 publications

References 62 publications

An examination of the relationship between training comprehensiveness and organizational commitment: Further exploration of training perceptions and employee attitudes

An examination of the relationship between training comprehensiveness and organizational commitment: Further exploration of training perceptions and employee attitudes

Age and innovation‐related behavior: The joint moderating effects of supervisor undermining and proactive personality

Extending the way we educate undergraduate students about I-O psychology: A career services perspective

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