Maurer Todd J, Weiss Elizabeth M, Barbeite Francisco G
School of Psychology, Georgia Institute of Technology, Atlanta 30332-0170, USA.
J Appl Psychol. 2003 Aug;88(4):707-24. doi: 10.1037/0021-9010.88.4.707.
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.
来自美国各地劳动力队伍的800名员工参与了一项为期13个月的关于参与学习与发展活动的详细纵向研究。提出并测试了一个新模型，其中假设的顺序如下：员工年龄→个人和情境前因→参与的感知收益和发展的自我效能感→对发展的态度→参与意愿→参与。结果描绘了一个倾向于员工发展的人，其之前参与过发展活动，认为自己具备学习所需的素质，在工作内外都有对发展的社会支持，工作投入，对自己的职业有洞察力，并且相信发展的必要性、自己发展技能的能力以及从参与中获得内在收益的能力。鉴于劳动力队伍的老龄化，本文对发展中的年龄差异进行了详细探讨。还讨论了对实践中新理念和未来研究的启示。
