Workplace Learning [recurso electrónico] : Subjective Motives and Supervisor Support Matter / by Stefan Baron.
Tipo de material:
TextoEditor: Wiesbaden : VS Verlag für Sozialwissenschaften, 2011Descripción: 135p. 21 illus. online resourceTipo de contenido: text Tipo de medio: computer Tipo de portador: online resourceISBN: 9783531928708Tema(s): Social sciences | Sociology | Social Sciences | Sociology | SociologyFormatos físicos adicionales: Printed edition:: Sin títuloClasificación CDD: 301 Clasificación LoC:HM401-1281Recursos en línea: Libro electrónico
En: Springer eBooksResumen: Stefan Baron gathers information on reasons for the consistently low further training rates of both older and less educated employees, and provides suggestions to increase their participation in further training. He shows that employees are not solely rational decision-makers and that training decisions are affected by different educational motivation and investment risks. In particular, lacking confidence in own training competence can be a handicap for future training participation. Still, supervisors can help to strengthen confidence levels, but in many cases they are not trained to provide emotional support and may run the risk of following stereotypes and prejudices about older and less educated employees. As a consequence, both groups might not get the support they need for taking part in further training.
| Tipo de ítem | Biblioteca actual | Colección | Signatura | Copia número | Estado | Fecha de vencimiento | Código de barras |
|---|---|---|---|---|---|---|---|
| Libro Electrónico | Biblioteca Electrónica | Colección de Libros Electrónicos | HM401 -1281 (Browse shelf(Abre debajo)) | 1 | No para préstamo | 373128-2001 |
Stefan Baron gathers information on reasons for the consistently low further training rates of both older and less educated employees, and provides suggestions to increase their participation in further training. He shows that employees are not solely rational decision-makers and that training decisions are affected by different educational motivation and investment risks. In particular, lacking confidence in own training competence can be a handicap for future training participation. Still, supervisors can help to strengthen confidence levels, but in many cases they are not trained to provide emotional support and may run the risk of following stereotypes and prejudices about older and less educated employees. As a consequence, both groups might not get the support they need for taking part in further training.
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