When are workload and workplace learning opportunities related in a curvilinear manner? The moderating role of autonomy.

Autor/inn/en	Ruysseveldt, Joris van; Dijke, Marius van
Titel	When are workload and workplace learning opportunities related in a curvilinear manner? The moderating role of autonomy. Gefälligkeitsübersetzung: Wann stehen Arbeitsbelatung und Möglichkeiten zum Lernen am Arbeitsplatz in einer kurvenförmigen Beziehung? Die moderierende Rolle der Autonomie.
Quelle	In: Journal of vocational behavior, 79 (2011) 2, S. 470-483Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0001-8791; 1095-9084
DOI	10.1016/j.jvb.2011.03.003
Schlagwörter	Arbeitsbelastung; Informelles Lernen; Lernen; Arbeitsanforderung; Determinante; Arbeitsplatz; Berufliche Autonomie; On-the-Job-Training; Abhängig Beschäftigter; Belgien; Flandern
Abstract	"Building on theoretical frameworks like the Job Demands Control model and Action Theory we tested whether the relationship between workload and employees' experiences of opportunities for workplace learning is of an inverted u-shaped nature and whether autonomy moderates this relationship. We predicted that - at moderate levels of autonomy - workload was positively associated with learning opportunities at low levels of workload, but negatively at high levels of workload. Also, we predicted that low autonomy prevents positive effects of moderate workload from materializing whereas high autonomy makes high workload less destructive to the learning process. Furthermore, we examined whether learning opportunities increase particularly as a function of higher matched levels of workload and autonomy and whether mismatch between workload and autonomy is particularly detrimental to the learning process. We found support for these ideas in two large and heterogeneous samples of working adults using moderated and polynomial regression analyses and subsequent response surface methodology. These results integrate conflicting prior findings and extend Karasek's (1979) active learning hypothesis. They also have clear implications for job redesign practices aiming to promote workplace learning opportunities." (Author's abstract, IAB-Doku). Die Untersuchung enthält quantitative Daten. Forschungsmethode: Theoriebildung; Grundlagenforschung; empirisch-quantitativ; empirisch; Sekundäranalyse. Die Untersuchung bezieht sich auf den Zeitraum 2004 bis 2007.
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2012/2