Learning at work: competence development or competence-stress

Paulsson, Katarina; Ivergård, Toni; Hunt, Brian

doi:10.1016/j.apergo.2004.09.008

Cited by 58 publications

(50 citation statements)

References 20 publications

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“…The learning hypothesis states that learning occurs when one perceives high demands accompanied by high control (Karasek; Van der Doef & Maes). It is based on the idea that increased control at work will positively impact employees" motivation to learn (Paulsson, Ivergård & Hunt, 2005). High control is proposed to allow employees to cope with high demands on the job, which may in turn protect them from strain and result in learning (Taris, Kompier, de Lange, Schaufeli & Schreurs, 2003).…”

Section: Resultsmentioning

confidence: 99%

Prince Edward Island: Building Capacity – The Implementation of a Critical Care/Emergency Program

Cotton

2012

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The difficulties new nurses experience when first entering acute care work environments have been recognized since Kramer"s seminal work in the 1970s. Despite the implementation of interventions designed to help ease the transition, the literature continues to report that new graduates undergo stress when beginning their careers as nurses. The purpose of this study was to examine the effects of perceived demands, control, social support and self-efficacy on the job stress, job satisfaction and intention to leave of new nurses.The conceptual framework used in the study was Karasek"s (1979) Job DemandsControl-Support (JDC-S) model. This model posits that job demands increase employee stress, but that increasing control can alleviate the negative effects of high demands. Social support and self-efficacy were included in this study as potential moderators of the relationships between demands and control and the outcome variables. This was an exploratory study that utilized a cross-sectional survey was used to gather data. Surveys were mailed to the homes of new nurses working in acute care hospitals across Ontario, Canada.Data were received from 232 new nurses, a response rate of 23.8%. Nurses in the sample had an average of 18.2 months of experience. Data were analyzed using separate hierarchical iii regression models for each dependent variable. The results showed that the main effects of job demands, social support and self-efficacy provided partial support for the JDC-S model when examining job stress, job satisfaction and intention to leave the job. Only self-efficacy was significantly related to intention to leave the profession. There was no evidence of moderating effects of social support or self-efficacy. An understanding of factors in the work environment that influence new nurses may assist in supporting them during the transition. By exploring the effects of demands, control, social support and self-efficacy on new graduates" job stress, job satisfaction and intention to leave, this study may provide direction to nursing leaders who are working new nurses in acute care.iv ACKNOWLEDGEMENTS

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Section: Resultsmentioning

confidence: 99%

Prince Edward Island: Building Capacity – The Implementation of a Critical Care/Emergency Program

Cotton

2012

cjnl

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“…Competency management can be described as an integrated set of human resource activities aimed at optimizing the development and the use of employee competencies in order to increase individual effectiveness, and, subsequently, to increase organizational effectiveness (Athey and Orth, 1999;Paulsson et al, 2005). It differs from the more traditional job analysis in that competency management focuses more on "how" work is accomplished instead of on "what" is accomplished (Kurz and Bartram, 2002;Schippmann et al, 2000).…”

Section: Introductionmentioning

confidence: 99%

Commitment, control, and the use of competency management

et al. 2008

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Purpose -The purpose of this paper is to examine the effects of the commitment-and control-approaches on the use of competency management, and to investigate whether attitude, subjective norm and perceived behavioural control mediate these effects. Design/methodology/approach -In Study 1, using a survey, employees indicated whether their organization adopted a commitment-or a control-approach towards competency management. Moreover, they rated their own attitude, subjective norm, perceived behavioural control, and behaviour. In Study 2 a scenario experiment was conducted in which the authors manipulated the commitment-and control-approaches towards competency management in order to establish causal relations. Findings -Results consistently showed that the use of competency management is higher within a commitment-than within a control-approach. Furthermore, attitude and perceived behavioural control were found to mediate the relationship between the commitment-approach and the use of competency management.Research limitations/implications -Future research should include other organizational members, for example (line) managers, to create future insight in the effects of commitment-and control-approaches on the use of competency management. Practical implications -The results of the studies highlight that a commitment-oriented approach increases the use of competency management by employees and that a positive employee attitude and perceived behavioural control are of considerable importance when increasing the use of competency management is an organization's primary goal. Originality/value -The paper gives insight in how to persuade and stimulate employees to use competency management more frequently.

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“…Many theories have been developed and experiences have conducted in order to assess how competences can be developed (Baartman & De Bruijn, 2011;Drejer & Riis, 1999;Grunert & Hildebrandt, 2004;Paulsson et al, 2005). Before disscusing development, it is necessary to understand better competence itself.…”

Section: Competence Developmentmentioning

confidence: 99%

“…Since the three aspects of competence can be developed through practice (Paulsson et al, 2005), why not leave them to be learned in the work environment?…”

Section: Competence Developmentmentioning

confidence: 99%

“…Despite the huge recent technical advances of engineering fields, technical knowledge has lost its central role as the goal for educating engineers to the development of this integrated array of abilities. Much research has been conducted to elucidate matters on how to develop these (Baartman & De Bruijn, 2011;Drejer & Riis, 1999;Drejer, 2001;Grunert & Hildebrandt, 2004;Paulsson, Ivergård, & Hunt, 2005). Different teaching methodologies, styles (R. Felder & Silverman, 1988), environments, learning precepts, digital tools are some of the most explored topics in the field .…”

Section: Introductionmentioning

confidence: 99%

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Developing competences through individual assessments in an Engineering Education context: creativity and critical thinking

Chaim¹

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Learning at work: competence development or competence-stress

Cited by 58 publications

References 20 publications

Prince Edward Island: Building Capacity – The Implementation of a Critical Care/Emergency Program

Prince Edward Island: Building Capacity – The Implementation of a Critical Care/Emergency Program

Commitment, control, and the use of competency management

Developing competences through individual assessments in an Engineering Education context: creativity and critical thinking

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