Empowered self-development and continuous learning

London, Manuel; Smither, James W.

doi:10.1002/(sici)1099-050x(199921)38:1<3::aid-hrm2>3.0.co;2-m

Cited by 197 publications

(168 citation statements)

References 31 publications

Supporting

Mentioning

149

Contrasting

Unclassified

Order By: Relevance

“…Moreover, by providing employees with new skills and additional knowledge, participants might be able to reconsider their daily routines and current work behaviors, enabling them to question critically whether they are already using the free space and scope for development they have in their jobs. Perceiving that they have a greater scope of behavioral choices and receiving informational (non-threatening) feedback during the training might further enhance their feeling of self-determination (London and Smither, 1999) and subsequently the perceived autonomy.…”

Section: Effects Of An Employee Empowerment Training On the Psychologmentioning

confidence: 99%

How to empower employees: using training to enhance work units’ collective empowerment

Voegtlin

Boehm

Bruch

2015

International Journal of Manpower

View full text Add to dashboard Cite

Purpose -The purpose of this paper is to examine, theoretically and empirically, whether an employee training program can enhance the collective perception of empowerment of work units within an organization. The authors hypothesized that training participation relates to empowerment by enhancing the potency, meaningfulness, impact, and autonomy of the employees. Design/methodology/approachThe authors collected data at two time points, before and after the training intervention. Over the two periods, the sample consisted of an average of 2,383 employees nested in 36 work units of a large multinational company. Findings -The results indicated a positive relationship between training participation and increased levels of collective psychological empowerment, with differential effects on the dimensions of empowerment. Practical implications -This study provides evidence of the positive relationship between training and empowerment, suggesting training effects across levels of analysis. The results indicated dimensions of empowerment that are more and such that are less prone to training. Such knowledge may help to inform organizations in developing training strategies. The authors provide recommendations for a respective training program. Originality/value -This is one of the first studies to investigate the relationship between training participation of individual employees and shared empowerment perceptions within their work units, adding an important antecedent to the research on empowerment. In addition, the authors propose ways of how individual employees can affect shared perceptions among work-unit members. The study offers insights into the development of empowered work units, the vertical transfer of training across levels of analysis and implications for training programs. Manpower, 2015, 36, 3, 354 -373 Purpose -The purpose of this study was to examine, theoretically and empirically, whether an employee training program can enhance the collective perception of empowerment of work units within an organization. We hypothesized that training participation relates to empowerment by enhancing the potency, meaningfulness, impact, and autonomy of the employees.

show abstract

Section: Effects Of An Employee Empowerment Training On the Psychologmentioning

confidence: 99%

How to empower employees: using training to enhance work units’ collective empowerment

Voegtlin

Boehm

Bruch

2015

International Journal of Manpower

View full text Add to dashboard Cite

show abstract

“…Career development activities and career resilience are expected to mutually influence each other in a positive manner. Career-resilient people are likely to engage in self-development activities that will enable them to take advantage of opportunities (London & Smither, 1999). And success in managing role changes, aided by development activities, is likely to reinforce career resilience.…”

Section: Hypothesis 1: Affective Commitment and Dependence Are Negatimentioning

confidence: 99%

“…Career adaptability enhances employability within and outside an organization (Arthur, 1994;Ellig, 1998;Hall, 1996;London, 1983London, , 1993Waterman Jr., Waterman, & Collard, 1994). Moreover, supervisors are being encouraged to support employee development through actions such as providing career advice (London & Smither, 1999). The resulting changes in KSAs enables organizations to meet their changing needs while retaining organizationally specific knowledge (Roehling, Cavanaugh, Moynihan, & Boswell, 2000).…”

mentioning

confidence: 99%

“…These work contexts include high-involvement practices such as participation in decision making (PDM) and encouragement of autonomy or discretion in task performance (e.g., Lawler, 1986). These practices and supervisory support for career development help employees meet their needs for personal growth through self-development and continuous learning (London & Smither, 1999) and, as a result, build affective commitment (Meyer, Stanley, Herscovitch, & Topolnytsky, 2002). Affective commitment is associated with reduced voluntary turnover, which enables organizations to retain the organizationally specific knowledge necessary for competitive advantage.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Does supporting employees' career adaptability lead to commitment, turnover, or both?

Ito

Brotheridge

2005

Hum. Resour. Manage.

178

168

View full text Add to dashboard Cite

“…Self-knowing entails the awareness of understanding how one learns (Carr, 2011) and what one's strengths, limitations, needs and values are (Bloom, 2007). The idea of self-mentoring is different from the idea of self-development (London & Smither, 1999) because it implies the ideas of self-guidance and self-knowing, whereas self-development "means seeking and using feedback, setting development goals, engaging in developmental activities, and tracking progress on one's own" (London & Smither, 1999, p. 3).…”

Section: The Need For Pedagogical Knowledge and Self-mentoringmentioning

confidence: 99%

The acquisition of pedagogical expertise in dance : a constraints-led approach

Rodrigues¹

View full text Add to dashboard Cite

The aim of this PhD research program was to explore the acquisition of pedagogical expertise in dance teachers. A review of the literature on dance pedagogy and expertise revealed three limitations in relation to dance teachers' pedagogical development. First, the literature suggested that a dancer's transition to teacher was traditionally based on replication of previous teachers' behaviours.Second, the literature additionally identified that there appears to be a tendency within the dance field to accept as dance teachers those who have rich and varied experiences as expert dance performers; although they may have little pedagogical knowledge and experience. Thirdly, there is not a unified theoretical consensus on how to analyse the acquisition of pedagogical expertise in dance teachers.The majority of theoretical approaches to dance pedagogy have been based on traditional information processing theory and within the theoretical framework of cognitive psychology. This latter approach can be viewed as limited because of its exclusive focus on the individual and neglect of important ecology influencing an individual's behaviour. Some promising research in the dance and sport literature has theorised individuals as dynamical systems performing in their ecologies. The ecological dynamics theoretical approach is multidisciplinary in nature and allows theorisation of a range of factors in human performance systems, such as those found in dance. Within this approach, the constraints-led theoretical framework allows analysis of environmental, task, and individual factors. Given the lack of prior research in the field and the variety of dance experience to be studied, it was concluded that combining the constraints-led theoretical framework with a qualitative approach would be appropriate to undertake a retrospective investigation of the potential constraints influencing the acquisition of pedagogical expertise. The following research questions (RQs) guided the general enquiry. This research project included an initial data-driven thematic analysis followed by a theory-driven thematic analysis. In other words, both inductive and deductive thematic analyses were conducted and, after extensive analysis and refinement, the interpretation of rich data concerning participants' life experiences, allowed for the identification of five major themes that influenced their acquisition of pedagogical expertise. These themes were then mapped into the constraints-led theoretical framework as environmental constraints (mentors, role models, and students); task constraints (rules); and individual constraints (needs). These environmental constraints were then explored with reference to previous research related to each specific theme (i.e., mentors, role models, students, rules, and needs) as well as with reference to empirical research and the theoretical principles of the constraints-led theoretical framework.The results of this research study provide theoretical as well as potential practical contributions to the fields of e...

show abstract

Empowered self-development and continuous learning

Cited by 197 publications

References 31 publications

How to empower employees: using training to enhance work units’ collective empowerment

How to empower employees: using training to enhance work units’ collective empowerment

Does supporting employees' career adaptability lead to commitment, turnover, or both?

The acquisition of pedagogical expertise in dance : a constraints-led approach

Contact Info

Product

Resources

About