Literaturnachweis - Detailanzeige
| Autor/in | Heffernan, James M. |
|---|---|
| Institution | Ohio State Univ., Columbus. National Center for Research in Vocational Education. |
| Titel | Adult Development and the Workplace. |
| Quelle | (1983), (61 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Adult Development; Adult Education; Adults; Career Development; Career Education; Developmental Stages; Developmental Tasks; Employer Employee Relationship; Employment; Organizational Climate; Organizational Development; Work Environment |
| Abstract | Little attention has been given to how adults develop through their lifetimes and what roles their workplace environments play in that development. Research and theory regarding adult psychosocial development have confirmed the developmental life-cycle phases of adulthood. These are: leaving the family (ages 16-22), getting into the adult world (22-29), the age 30 transition, rooting (20-35), becoming one's own person (35-40), midlife transition (40-43), restabilization (43-50), preretirement (50-65), and retirement. Each of these phases is characterized by a distinct set of developmental tasks that must be met to maintain a steady sequence of growth. The supportive workplace for individuals moving into early adulthood provides for resocialization for these younger workers who are breaking away from home and establishing a career identify. The role of the organization can be keyed to two different aspects of the developmental tasks being faced by workers at the midlife transition. The workplace should both treat employees as adults and permit them to grow as persons. Some approaches and specific supports for workers at this stage include financial compensation for performance and productivity gains, diversified job roles and responsibilities, adequate "hygiene" conditions, career counseling, effective assessment centers, and improved human resource planning and forecasting centers. (A final section points out other variables affecting worker/workplace relationships.) (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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