Literaturnachweis - Detailanzeige
| Autor/inn/en | Pinnington, Ashly; Aldabbas, Hazem; Mirshahi, Fatemeh; Pirie, Tracy |
|---|---|
| Titel | Organisational Development Programmes and Employees' Career Development: The Moderating Role of Gender |
| Quelle | In: Journal of Workplace Learning, 34 (2022) 5, S.466-496 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1366-5626 |
| DOI | 10.1108/JWL-08-2021-0103 |
| Schlagwörter | Organizational Development; Employees; Career Development; Gender Differences; Foreign Countries; Coaching (Performance); Web Sites; Access to Information; Professional Continuing Education; Feedback (Response); Employee Assistance Programs; On the Job Training; Responsibility; Correlation; United Kingdom (Scotland) |
| Abstract | Purpose: This study aims to investigate the relationship between different organisational development programmes (360-degree feedback; Coaching; Job assignment; Employee assistance programmes; On-the-job training; Web-based career information; Continuous professional development; External education provision) and employees' career development. The implications of the moderating effects of gender on the relationships between these eight organisational programmes and career development are assessed. Design/methodology/approach: To examine hypothesised relationships on eight organisational programmes and career development, this paper computed moderated regression analyses using the PROCESS macro (3.5), for a two-way analysis of variance (Hayes, 2018). The data collected are based on a survey sample of employees (n = 322) working in Scotland. Findings: Two main findings arose from this empirical study. First, there are significant direct relationships between seven out of the eight organisational development programmes and their influences on employees' career development. Second, gender is a significant moderator for four of the programmes' relationship with career development, namely, coaching, web-based career information, continuous professional development and external education provision. However, gender failed to moderate the four other programmes' (i.e. 360-degree feedback, job assignment, employee assistance programmes and on-the-job training) relationship with career development. Originality/value: This paper concludes that closer attention should be given to the organisational design of these development programmes and consideration of potential gender differences in employees' perception of their importance for career development in their organisation. To date, the majority of research in the literature has concentrated on the impact of training on career development, so this study contributes to the body of knowledge on a set of organisational development programmes and their effect on career development moderated by gender. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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