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Learning at work: a model of learning and development for younger workers

Published online by Cambridge University Press:  03 December 2020

Robyn Mason Open the ORCID record for Robyn Mason [Opens in a new window]  and
David Brougham Open the ORCID record for David Brougham [Opens in a new window]
Robyn Mason*
Affiliation:
Massey University, Private Bag 11222, Palmerston North4442, New Zealand
David Brougham
Affiliation:
Massey University, Private Bag 11222, Palmerston North4442, New Zealand
*
Author for correspondence: E-mail: [email protected]
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Abstract

In rapidly changing work environments, individuals need a willingness and ability to learn new skills and knowledge to contribute to their organization's goals and their own employability. As the baby-boomer generation begins to exit the workplace, organizations need to pay attention to developing the capability of younger, novice workers who will increasingly comprise the core workforce of the future. The present study, grounded in social cognitive theory, develops and examines a model of learning and development for younger workers. In total, 1,732 employees in New Zealand aged 16–24 years completed a survey relating to their perceptions, beliefs, and intentions regarding learning and development. The results from structural equation modeling show that individual and work-environment factors both influence younger workers' developmental intentions but affect this through different pathways. The study contributes to a better understanding of the development process for younger workers and offers implications for management based on these findings.

Keywords

Learning and developmentmotivation to learnself-efficacystructural equation modelingyounger workers
Type
Research Article
Information
Journal of Management & Organization , First View , pp. 1 - 20
Copyright
Copyright © Cambridge University Press and Australian and New Zealand Academy of Management 2020

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