The relation between employee organizational and professional development activities

Blau, Gary; Andersson, Lynne; Davis, Kathleen L.; Daymont, Tom; Hochner, Arthur; Koziara, Karen S.; Portwood, Jim; Holladay, Blair

doi:10.1016/j.jvb.2007.10.004

Cited by 42 publications

(39 citation statements)

References 77 publications

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“…If employees perceive high employment insecurity as a result of objective circumstances, they may indeed not be the ones employers invest in if it is uncertain whether they will remain in the company. In addition, employees who perceive high employment insecurity may invest their energy in other strategies such as finding new employment (Blau et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

Reducing Employment Insecurity

Lebert

Antal

2016

Sage Open

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The perception of job insecurity is known to be a stressful condition for employees. Less is known about employment insecurity and the ways employees and their families deal with it. This study investigates whether participation in further training is a strategy that employees adopt to reduce perceived employment insecurity. As participation in further training is often costly and time-consuming, we assume that the family context is of importance for the decision to take part in further training. To take account of possible self-selection, we apply a propensity score matching procedure on longitudinal data from the Swiss Household Panel (2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013). Three main findings can be emphasized: first, participation in further training is not a strategy adopted particularly by employees who perceive high employment insecurity as they are less likely to train than their secure counterparts. Second, even though further training is not a strategy that is actively adopted, employees who train subsequently report lower levels of perceived employment insecurity. Third, the family context indeed influences the likelihood to train: partnered employees are more likely to train and preschool-aged children act as a constraint on women's but enhance men's participation in further training. Yet, in the context of high perceived employment insecurity, children generally reduce their parents' likelihood to train as the parents may turn to other strategies that reduce perceived employment insecurity.

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Section: Discussionmentioning

confidence: 99%

Reducing Employment Insecurity

Lebert

Antal

2016

Sage Open

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“…This can include attending relevant presentations, joining organizations, or even networking with peers (Noe & Wilk, 1993). Workplace research linking capitalization to outcomes such as satisfaction, commitment, and involvement (Blau et al, 2008) is expected to be generalizable to an academic setting; qualitative research has identified a number of opportunities upon which students capitalize to develop their future careers (Holland, Major, Morganson, & Orvis, 2011). The development of a professional identity through involvement in career‐relevant activities often begins during one's education (Hunter, Laursen, & Seymour, 2007).…”

Section: Capitalizationmentioning

confidence: 99%

“…Professional identity can be indicated by positive attitudes toward one's career and work experiences, such as career satisfaction, career involvement, and affective organizational commitment (Blau et al, 2008). Among college students majoring in STEM, satisfaction, involvement, and commitment to one's major are corollary constructs.…”

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confidence: 99%

Understanding How Peer Mentoring and Capitalization Link STEM Students to Their Majors

Holland

Major

Orvis

2012

The Career Development Quart

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This study investigated the role of peer mentoring and voluntary self‐development activities (i.e., capitalization) in anchoring science, technology, engineering, and mathematics students to their college majors. Online data were collected from 214 undergraduate students. As hypothesized, mentoring was positively related to capitalization, and both mentoring and capitalization were positively related to satisfaction with one's major, affective commitment to one's major, involvement in one's major, and willingness to be a mentor. Contrary to expectations, capitalization did not mediate the relationship between peer mentoring and student outcomes, suggesting that these constructs contribute independently to positive outcomes. Implications and future research directions are discussed.

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“…These activities differ greatly in nature but often require both specialized skills and an invitation by colleagues or school board members, which makes these stand out from the other categories. Teachers with an inwardfocused motivation would seem more likely to get involved in these kinds of activities, as they pertain mostly to school-bound tasks (Blau et al 2008). Further research is needed to investigate the relevance and prevalence of our additional fifth category.…”

Section: Theoretical Implicationsmentioning

confidence: 99%

“…Second, employee development can also be driven partially by a need for employee mobility (Blau et al 2008). Motives for continuing professional development can be described as inward focused (e.g., aiding one's co-workers and improving practice within the organization) or outward focused (e.g., improving or supporting one's own occupation or profession) (Blau et al 2008). …”

mentioning

confidence: 99%

The role of schools’ perceived human resource policies in teachers’ professional development activities: a comparative study of innovations toward competence-based education

Seezink

2010

Asia Pacific Educ. Rev.

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The change toward competence-based education has implications for teachers as well as school management. This study investigates which professional development activities teachers undertake related to this change and how these activities differ among schools with various human resource (HR) policies. Two types of HR policy were involved: (1) a government-enforced, national system of Integrated Personnel Management and (2) a voluntary, integrative approach of Schooling of teachers, Organizational development of schools and teacher training institutes, Action-and development-oriented research, and Professional development of teachers. Semi-structured interviews with 30 teachers in nine schools with different HR policies were held and analyzed both qualitatively and quantitatively. Findings show that teachers undertake professional development activities in five categories: maintaining knowledge base, applying and experimenting, reflection, collaboration, and activities indirectly related to teaching practice. Teachers' professional development activities were found to be relatively similar across schools with different HR policies. It is concluded that neither government-enforced nor voluntary HR policies seem to play much of a role in the participation by teachers in professional development activities. Implications for further research and school practice are discussed.

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The relation between employee organizational and professional development activities

Cited by 42 publications

References 77 publications

Reducing Employment Insecurity

Reducing Employment Insecurity

Understanding How Peer Mentoring and Capitalization Link STEM Students to Their Majors

The role of schools’ perceived human resource policies in teachers’ professional development activities: a comparative study of innovations toward competence-based education

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