scholarly journals Learning to stay employable

2018 ◽  
Author(s):  
Dominik Emanuel Froehlich ◽  
Simon Beausaert ◽  
Mien Segers ◽  
Maike Gerken
Keyword(s):  
Informal Learning ◽  
Indirect Effects ◽  
Learning Activities ◽  
Chronological Age ◽  
Cross Sectional ◽  
Mediation Effects ◽  
Older Employees ◽  
Welfare Systems ◽  
Formal And Informal Learning ◽  
The Relationship

Purpose – The purpose of this paper is to examine the effects of chronological age and formaland informal learning activities on employability. Furthermore, indirect effects of age on employabilityvia learning activities were tested.Design/methodology/approach – The authors conducted quantitative, cross-sectional surveyresearch (n¼780) in three Dutch and Austrian organizations to study the relationship betweenchronological age, formal and informal learning activities, and employability using structural equationmodeling.Findings – The authors find that both formal and informal learning increase employees’ employability.However, each type of learning contributes to different components of employability. Additionally, theauthors find indirect effects of chronological age on employability via formal learning.Research limitations/implications – The results question the focus on chronological age inorganizational and political decision making and contribute new insights for the management of anincreasingly older workforce.Practical implications – The findings question the predominant use of chronological age asdecisive criterion in organizational and national policies and call for closer examination of stereotypesagainst older employees. Employees should be supported in pursuing learning activities – irrespectiveof their chronological age. The implications of limiting employees’ access to formal learning activitiesmay limit their future employability. Individual employees, however, are in control of their informallearning activities, and this is a very important lever to maintain and develop employability.Social implications – Given the increasing dependency of social welfare systems on older people’sactive participation in the labor market, this study stresses that it is not chronological age per se thataffects people’s employability. This diverges from the way of how chronological age is used in policymaking.Originality/value – This study contributes further evidence for the relationships of age and formaland informal learning on employability. Additionally, it extends previous literature by examiningdifferent effects on different facets of employability, criticizing the prevalent use of chronological age,and investigating potential mediation effects.

scholarly journals Learning to stay employable

2014 ◽  
Vol 19 (5) ◽  
pp. 508-525 ◽  
Author(s):  
Dominik Emanuel Froehlich ◽  
Simon Beausaert ◽  
Mien Segers ◽  
Maike Gerken
Keyword(s):  
Informal Learning ◽  
Indirect Effects ◽  
Learning Activities ◽  
Equation Modeling ◽  
Chronological Age ◽  
Formal Learning ◽  
Mediation Effects ◽  
Content Type ◽  
Older Employees ◽  
Formal And Informal Learning

Purpose – The purpose of this paper is to examine the effects of chronological age and formal and informal learning activities on employability. Furthermore, indirect effects of age on employability via learning activities were tested. Design/methodology/approach – The authors conducted quantitative, cross-sectional survey research (n=780) in three Dutch and Austrian organizations to study the relationship between chronological age, formal and informal learning activities, and employability using structural equation modeling. Findings – The authors find that both formal and informal learning increase employees’ employability. However, each type of learning contributes to different components of employability. Additionally, the authors find indirect effects of chronological age on employability via formal learning. Research limitations/implications – The results question the focus on chronological age in organizational and political decision making and contribute new insights for the management of an increasingly older workforce. Practical implications – The findings question the predominant use of chronological age as decisive criterion in organizational and national policies and call for closer examination of stereotypes against older employees. Employees should be supported in pursuing learning activities – irrespective of their chronological age. The implications of limiting employees’ access to formal learning activities may limit their future employability. Individual employees, however, are in control of their informal learning activities, and this is a very important lever to maintain and develop employability. Social implications – Given the increasing dependency of social welfare systems on older people's active participation in the labor market, this study stresses that it is not chronological age per se that affects people's employability. This diverges from the way of how chronological age is used in policy making. Originality/value – This study contributes further evidence for the relationships of age and formal and informal learning on employability. Additionally, it extends previous literature by examining different effects on different facets of employability, criticizing the prevalent use of chronological age, and investigating potential mediation effects.

scholarly journals Education–Job Fit and Work-Related Learning of Recent Graduates: Head Start or Filling a Gap?

2020 ◽  
pp. 089484532090478
Author(s):  
Ilke Grosemans ◽  
Katrien Vangrieken ◽  
Liesje Coertjens ◽  
Eva Kyndt
Keyword(s):  
Head Start ◽  
Informal Learning ◽  
Learning Activities ◽  
Job Fit ◽  
Work Related ◽  
Learning At Work ◽  
Formal And Informal Learning ◽  
Recent Graduates ◽  
First Job ◽  
The Relationship

Graduates’ education and its alignment with the first job are of key influence on graduates’ career. It is argued that education–job fit affects work-related learning, which is important for recent graduates to cope with the demands of their new job. Theoretically, two (contradicting) processes have been put forward describing the relationship between education–job fit and work-related learning: Whereas the complementing hypothesis argues that work-related learning builds on existing competences, the substituting hypothesis assumes that work-related learning compensates in case of misalignment. These hypotheses were assessed by identifying latent fit profiles of recent graduates ( N = 779) and comparing differences regarding work-related learning. Four distinct profiles were identified: full fit, horizontal fit, vertical fit, and full misfit. Results supported the complementing hypothesis, arguing that learning at work complements what was learned during higher education. Furthermore, this study demonstrated how fit profiles differently influence formal and informal learning activities.

Determinants of Employee Motivation

2022 ◽  
pp. 130-149
Author(s):  
Bikash Basnet ◽  
Sarah Eyaa ◽  
Nekpen Euodia Okhawere
Keyword(s):  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Employee Motivation ◽  
Expectancy Theory ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Mediation Effects ◽  
Indirect Impact ◽  
The Relationship

This chapter integrates collectivism with the dimensions of the Expectancy Theory to investigate the direct and indirect impact of horizontal and vertical collectivism on employee motivation of operational and non-operational staff. Data were collected from 205 employees using a cross-sectional survey. Hypotheses were tested with multiple regression analysis. Across both employee categories, horizontal collectivism improves motivation while vertical collectivism does not have a significant impact on motivation. Mediation effects were significant in the relationship between horizontal collectivism across both employee categories. However, there were some variations in the mediation effects on the relationship between vertical collaboration and motivation across the two categories. This chapter contributes to motivation literature by integrating the Expectancy Theory with two under-investigated dimensions of collectivism to compare motivation determinants among operational and non-operational staff. This chapter presents implications for managers and policy for improving employee motivation.

scholarly journals Formal and informal learning situations or practices vs formal and informal ways of learning

2006 ◽  
Vol 23 (2) ◽  
pp. 135-145 ◽  
Author(s):  
Göran Folkestad
Keyword(s):  
Learning Styles ◽  
Music Education ◽  
Informal Learning ◽  
Learning Style ◽  
Music Pedagogy ◽  
Institutional Settings ◽  
Indigenous Music ◽  
Learning Practices ◽  
Formal And Informal Learning ◽  
The Relationship

During the last decade there has been an awakening interest in considering not only formalised learning situations within institutional settings, but also all the various forms of informal musical learning practices outside schools. Informal musical learning outside institutional settings has been shown to contribute to important knowledge and aspects of music education. In this article, I will examine research studies which in different ways focus on formal and informal learning situations and practices or formal and informal ways of learning. I will consider the relationship between music education as praxis (music pedagogy) and as research, and the relationship between these two facets of music education and the surrounding society. I will identify four different ways of using and defining formal and informal learning, respectively, either explicitly or implicitly, each one focusing on different aspects of learning: (i) the situation, (ii) learning style, (iii) ownership, and (iv) intentionality. Formal – informal should not be regarded as a dichotomy, but rather as the two poles of a continuum; in most learning situations, both these aspects of learning are in various degrees present and interacting. Music education researchers, in order to contribute to the attainment of a multiplicity of learning styles and a cultural diversity in music education, need to focus not only on the formal and informal musical learning in Western societies and cultures, but also to include the full global range of musical learning in popular, world and indigenous music in their studies.

scholarly journals Re/Claiming Agency: Learning, Liminality and Immigrant Service Organizations

2008 ◽  
Vol 3 (1) ◽  
Author(s):  
Tara Gibb ◽  
Evelyn Hamdon ◽  
Zenobia Jamal
Keyword(s):  
Informal Learning ◽  
Participant Observation ◽  
Service Organizations ◽  
Learning Activities ◽  
Service Organization ◽  
Support Programs ◽  
Liminal Spaces ◽  
New Immigrants ◽  
Formal And Informal Learning ◽  
New Knowledge

To facilitate the settlement of new immigrants, immigrant service organizations provide a range of services and opportunities for both formal and informal learning. These organizations, however, also act as liminal spaces in which the women who access their services may renegotiate identities, create new knowledge and forge new conceptions of community. The purpose of this article is to present an analysis of the data from two organizations which were sites for a larger research project designed to explore the formal and informal learning processes in immigrant service organizations. The data for this study was collected through client interviews and participant observation of formal and informal learning activities at two immigrant service organization that provide settlement, educational and support programs and services for immigrant women.

scholarly journals The Relationship Between Physical Activity and Physical Self-Esteem in Adolescents: The Role of Physical Fitness Indices

2013 ◽  
Vol 25 (1) ◽  
pp. 138-153 ◽  
Author(s):  
Tommy Haugen ◽  
Yngvar Ommundsen ◽  
Stephen Seiler
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Indirect Effect ◽  
Indirect Effects ◽  
Physical Appearance ◽  
Upper Body ◽  
Cross Sectional ◽  
Athletic Competence ◽  
Body Strength ◽  
The Relationship

The aim of this study was to investigate if physical fitness (strength/power, endurance, flexibility and coordination) mediates the cross-sectional relationship between physical activity and physical self-perception (athletic competence and physical appearance) in a sample of 15-year old adolescents. We wanted to investigate the relative strength of each indirect effect. The present data are taken from two waves of a larger data collection for the project “Youth in Balance”, and was collected in the autumn of 2005 (N = 1207) and 2008 (N = 632). A total of 1839 students (889 girls and 950 boys) from 12 schools in Kristiansand took part. A bias-corrected bootstrapping technique was used to examine indirect effects. Results revealed that cardiovascular endurance, lower-body strength/power, and upper-body strength stood out as unique mediators in the relationship between physical activity and athletic competence in both genders. Furthermore, there was an indirect effect of physical activity on physical appearance through physical strength/power and flexibility in males. No indirect effects of physical activity on physical appearance through actual physical fitness indices were detected in females.

scholarly journals Problematic Internet Usage and Self-Esteem in Chinese Undergraduate Students: The Mediation Effects of Individual Affect and Relationship Satisfaction

2021 ◽  
Vol 18 (13) ◽  
pp. 6949
Author(s):  
Guang Zeng ◽  
Lijin Zhang ◽  
Sai-fu Fung ◽  
Jingwen Li ◽  
Yi-Man Liu ◽  
...  
Keyword(s):  
Negative Affect ◽  
Relationship Satisfaction ◽  
Structural Equation ◽  
Internet Use ◽  
Self Esteem ◽  
Problematic Internet Use ◽  
Multiple Mediation ◽  
Cross Sectional ◽  
Mediation Effects ◽  
The Relationship

The aim of this cross-sectional study was to examine the mediating effects of individual affect and relationship satisfaction on the relationship between self-esteem and Problematic Internet Use (PIU). Affect was measured using the Positive and Negative Affect Schedule (PANAS), relationship satisfaction was assessed using a positive and negative semantic dimension scale, self-esteem was measured using the Rosenberg Self-Esteem Scale, and PIU was measured using the Problematic Internet Use scale with a sample of 507 Chinese university students (Mage = 20.41 years, SD = 2.49). The relationships between the variables were tested using structural equation modelling with a multiple mediation model. The results revealed that negative affect and the negative semantic dimensions of relationship satisfaction mediated the relationship between self-esteem and PIU. The implications of the results and the study’s theoretical contributions are discussed.

scholarly journals The Relationship between Emotional Violence and Learning Achievement of Female Students

2015 ◽  
Vol 4 (2) ◽  
pp. 77
Author(s):  
Reski Aulia ◽  
Suci Musvita Ayu
Keyword(s):  
Influence Factors ◽  
Female Students ◽  
External Factors ◽  
Learning Activities ◽  
Cross Sectional ◽  
Learning Achievement ◽  
Community Environment ◽  
The Subject ◽  
Cross Sectional Design ◽  
The Relationship

Violence is a phenomenon social happened and inclined for women as a sacrifice. There are still a few people who know the violence that is happened in relationship. It is because they assume that relationship is amazing time in young age. It is one of ignorance from citizens that they are less of information and data report of violence victim in the relationship. Learning achievement is measured of the success of students in learning activities. Influence factors achievement of study can be classified into two groups, namely the internal self sourced from students and external factors included factors of family, school and community environment factors. The aim of the research was to investigate the relationship between emotional violence and learning achievement of female students in SMK Negeri 6 Yogyakarta, Indonesia. This study was observational analytic employing cross sectional design. The subject of research was 85 students of SMK Negeri 6 Yogyakarta. The results showed that there was no relationship between emotional violence with learning achievement.

scholarly journals The Relationship Between Dysmenorrhoea and Student Learning Activities at High School 3 Palembang

2021 ◽  
Vol 1 (1) ◽  
pp. 34-43
Author(s):  
Ali Ar Ridha Molahella ◽  
Hartati
Keyword(s):  
Total Sample ◽  
Learning Activities ◽  
Cross Sectional ◽  
Exact Test ◽  
Study Activity ◽  
Perceived Pain ◽  
Cross Sectional Design ◽  
The Impact ◽  
The Relationship

Dysmenorrhea is a menstrual disorder often faced by adolescent girls. In some people with dysmenorrhoea, perceived pain  can interfere with daily physical activity giving the impact on quality of life and productivity of students in the school. This study aims to determine the relationship between dysmenorrhea and learning activities at SMA Negeri 3 Palembang. This study was an analytic observational study with cross sectional design conducted in November-Desember 2015. The population in this study were all students of SMA Negeri  3 Palembang. The samples were obtained by total sampling with total sample of 631 female student. Data were obtained through a questionnaire given to respondents. The results were analyzed by using Fisher's Exact Test. From this study, the prevalence of students who suffer from dysmenorrhea was 91.3%. Number of respondent with dysmenorrhea and disturbed study activity was 56.4%. Results of bivariat analysis showed a highly significant relationship between dysmenorrhea and study activity (p=0.000).

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