Titlebook: Workplace Learning; Subjective Motives a Stefan Baron Book 2011 VS Verlag für Sozialwissenschaften | Springer Fachmedien Wiesbaden GmbH, Wi

籠子

Metastasis

Influencing confidence in training competence The impact of employees, team, and supervisors,nd that older employees and those with lower educational backgrounds can especially benefit from higher perceived management support and a positive learning goal orientation within their working team. In particular, this holds true for previous non-participants in further training.

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炸壞

Introduction,ound, and gender. In contrast, reality is different and participation in learning is still dependent on class origin and, later in the life course, on age. Although class inequalities in primary and secondary education have been declining over the past decades, inequality in the transition to univer

curriculum

Strengthening further training,egrated my work into a broader context by presenting representative results of large-scale datasets on employees’ further training participation and firms’ training support, and provide the reader with a literature review and a theoretical introduction on possible reasons for the persisting inequali

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玷污

Influencing confidence in training competence The impact of employees, team, and supervisors,luence employees’ confidence in their own training competence as an important requirement for higher further training participation in the future. Multilevel regression models with Demopass data show that supervisors and the team’s training climate can both help to strengthen one’s own confidence, a

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The role of supervisors and educational credentials in further training Bringing the boss back in!,ing, the time, nor the knowledge to give both older and less educated employees the support they need to succeed in further training courses. With a lack of information on employees’ real willingness to train, they might be influenced by well-known age stereotypes and prejudices against lower educat

Parallel

Concluding remarks,pation. The results supported the Breen-Goldthorpe model for explaining educational differentials in further training. Individuals act under ’bounded rationality’, they are unable to estimate their potential costs and benefits of further training decisions. These are therefore not only determined by

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