Van der Heijde Claudia M, Van der Heijden Beatrice I J M, Scholarios Dora, Bozionelos Nikos, Mikkelsen Aslaug, Epitropaki Olga, Marzec Izabela, Jędrzejowicz Piotr, Looise Jan C
University of Amsterdam, Amsterdam, Netherlands.
Institute for Management Research, Radboud University, Nijmegen, Netherlands.
Front Psychol. 2018 Dec 20;9:2471. doi: 10.3389/fpsyg.2018.02471. eCollection 2018.
This study investigated the role of age in the relationship between perceptions of learning climate and self- and supervisor-rated employability among European Information and Communication Technology (ICT) professionals. The psychological climate for learning was operationalized by three indicators, namely the perceptions that employees have of the learning value of their job, supervisor support for learning, and the organizational support for learning. As hypothesized, a Structural Equation Model demonstrated that the relationship between age and perceptions of learning climate was negative. The model also showed a strong positive relationship between learning climate and self-reported and supervisor-rated employability. Furthermore, learning climate perceptions appeared important for employability irrespective of life or career stage. An explorative bootstrapping-based test suggested that older workers with managerial responsibilities profit less from psychological learning climate for self-reported and supervisor-rated employability than older workers at non-managerial levels. These findings have important implications for human resource practices that aim to increase lifelong employability.
本研究调查了年龄在欧洲信息通信技术（ICT）专业人员对学习氛围的认知与自我评估及主管评估的就业能力之间关系中的作用。学习的心理氛围通过三个指标来衡量，即员工对其工作学习价值的认知、主管对学习的支持以及组织对学习的支持。如假设所示，结构方程模型表明年龄与学习氛围认知之间的关系为负相关。该模型还显示学习氛围与自我报告及主管评估的就业能力之间存在很强的正相关关系。此外，无论处于生活或职业的哪个阶段，对学习氛围的认知对就业能力似乎都很重要。一项基于探索性自抽样法的测试表明，与非管理岗位的年长员工相比，担任管理职责的年长员工从学习心理氛围中获得的自我报告及主管评估的就业能力收益更少。这些发现对旨在提高终身就业能力的人力资源实践具有重要意义。
