Age, employability and the role of learning activities and their motivational antecedents: a conceptual model

Froehlich, Dominik E.; Beausaert, Simon; Segers, Mien

doi:10.1080/09585192.2014.971846

Cited by 74 publications

(85 citation statements)

References 109 publications

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“…First, the SWIL‐scale was designed independent of any particular work background. However, while employees have more control over their work‐related informal learning efforts than over their undertaking of formal learning activities (Froehlich et al , ), for which, for instance, employers' financial resources may be required, it needs to be recognized that the context still has some influence. Depending on the nature of the work, some opportunities for social approaches to work‐related informal learningare more prevalent than others.…”

Section: Discussionmentioning

confidence: 99%

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Development and validation of a scale measuring approaches to work‐related informal learning

Froehlich

Beausaert

Segers

2017

Int J Training Development

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Social approaches to work‐related informal learning, such as proactive feedback‐seeking, help‐seeking and information‐seeking, are important determinants of development in the workplace. Unfortunately, previous research has failed to clearly conceptualize these forms of learning and does not provide a validated and generally applicable measurement instrument. We set out to develop and validate such a scale measuring social approaches to work‐related informal learning. We collected data in four organizations in Austria and the Netherlands, with a total sample size of 895 employees. These data were used to conduct exploratory and confirmatory factor analyses, which showed four distinct factors: feedback‐seeking from the supervisor, feedback‐seeking from colleagues, help‐seeking and information‐seeking. In conclusion, the scale we developed is valid in a range of contexts and thus is an appropriate tool for research as well as human resource development practice.

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Section: Discussionmentioning

confidence: 99%

“…Previous research has found positive outcomes of social approaches to work‐related informal learning such as improvements in a range of job‐specific and generic competencies (e.g. Froehlich et al , , 2015b; Van der Heijden et al , ; Van Emmerik et al , ).…”

Section: Social Approaches To Work‐related Informal Learningmentioning

confidence: 99%

Development and validation of a scale measuring approaches to work‐related informal learning

Froehlich

Beausaert

Segers

2017

Int J Training Development

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“…Age. Human resource development efforts benefit from participants who demonstrate motivation, which can be facilitated by a high level of work group identification (e.g., Froehlich, Beausaert, and Segers, 2015). Age is an individual difference variable related to perceptions of optimal distinctiveness and, in turn, to work group identification.…”

Section: Work Group Compositionmentioning

confidence: 99%

Identity as a Foundation for Human Resource Development

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Warhurst

Corlett

2017

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As human resource development (HRD) research and practice has flourished, researchers have called for new theoretical perspectives that might be brought to bear on increasing the effectiveness of HRD initiatives (e.g., Nolan and Garavan, 2016). In this chapter, we suggest how optimal distinctiveness theory (Brewer, 1991) could be applied to HRD. Optimal distinctiveness theory is a social psychological theory with roots in social identity theory that addresses individuals' propensity to identify with groups. We present the results of an empirical study involving members of organizational work groups and discuss how HRD interventions could benefit from considering how individuals' identification with a work group can be affected by optimal distinctiveness and the composition of the work group (age and functional backgrounds represented in the group). Based on these findings, we impart practical advice such that composing work groups such that members share commonalities with some members, but are distinctive in other ways at the same time should be most fruitful for group members who are younger and who have fewer competing identities. In addition, we discuss how the tenets of optimal distinctiveness theory have both research and practical implications for HRD.

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“…The desire for employees who are sufficiently lithe to cope in a mutable milieu is based partially on the rapidity of knowledge generation and its concomitant speed of obsolescence (Bano & Taylor 2015). The rapid changes in knowledge and technological applications require employees who possess both functional knowledge and cognitive capability reinforced by a rigorous work-based value system (Coetzee & Potgieter 2014;Froehlich et al 2015). According to Williams et al's (2016) finding, one unified definition of the concept 'employability' is challenging.…”

Section: Introductionmentioning

confidence: 99%

“…In this economy, the employability of prospective and existing employees is of great interest globally (Boahin & Hoffman 2013). Employers in the knowledge economy expect to have employees who are capable of flourishing in the rigorously demanding postmodern workplace (Coetzee & Potgieter 2014;Coetzee & Schreuder 2013;Froehlich, Beausaert & Segers 2015;Jones 2013). The desire for employees who are sufficiently lithe to cope in a mutable milieu is based partially on the rapidity of knowledge generation and its concomitant speed of obsolescence (Bano & Taylor 2015).…”

Section: Introductionmentioning

confidence: 99%

The significance of employee biographics in explaining employability attributes

Botha

Coetzee

2017

SAJEMS

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Background: Employability is the capacity of employees to acquire transferable competencies and individual capacities that enable them to adapt to, be innovative in and steer their own careers in a dynamic work environment. It is clear that employers would thus look for employees who are capable of proactive adjustment and action-oriented behaviours.Aim: The aim of the study was to determine whether significant differences exist in the employability attributes of individuals from different gender, race and age groups and if so, how should such a diverse workforce should be managed.Setting: This study was conducted at a distance education institution. The sample of respondents consisted of adult learners who are pursuing further distance learning studies in the economic and management sciences field in South Africa.Methods: Correlational and inferential statistical analyses were used. A stratified random sample of 1102 mainly black and female adult learners participated in the study.Results: The employability attributes framework identified three categories of employability: interpersonal, intrapersonal and career attributes. The research indicated that significant differences exist between gender, race and age groups with regard to employability. Male and female participants differed significantly with regard to entrepreneurial orientation, proactivity and career resilience. The various race groups differed considerably regarding cultural competence and sociability of individuals. Participants older than 50 years scored the highest on self-efficacy.Conclusion and implications: The findings of this research could ensure that previously disadvantaged individuals are not further marginalised because of a lack of employability attributes and that the required employability attributes can be cultivated to ensure advancement and success in the work place.

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Age, employability and the role of learning activities and their motivational antecedents: a conceptual model

Cited by 74 publications

References 109 publications

Development and validation of a scale measuring approaches to work‐related informal learning

Development and validation of a scale measuring approaches to work‐related informal learning

Identity as a Foundation for Human Resource Development

The significance of employee biographics in explaining employability attributes

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