Jos Sanders, Shirley Oomens, Roland W.B. Blonk and Astrid Hazelzet
The purpose of this study is to contribute to the discussion on how to increase lower educated workers' participation in training programs inside and outside the workplace through…
Abstract
Purpose
The purpose of this study is to contribute to the discussion on how to increase lower educated workers' participation in training programs inside and outside the workplace through stimulating intentions with respect to training.
Design/methodology/approach
This article is based on data from the Study on Life Long Learning and Employment by TNO (Netherlands Organisation for Applied Scientific Research), a three‐wave longitudinal study among lower educated workers in three different companies in The Netherlands. Data from the baseline questionnaire on 213 workers who are not currently participating in training activities are used along with a multiple regression model to test whether subjective norms, perceived behavioral control, attitude/expected value, management support, coworker support, career orientation, job insecurity and prior participation in informal learning correlate with lower educated workers' intentions with respect to training.
Findings
This study shows that when stimulating lower educated workers' intentions with respect to training, one should focus on their attitude towards training participation, their subjective norms on training participation and their perceived behavioral control over participating in training. These aspects can be influenced through management support, coworker support and promoting career orientation. These factors contribute to the personal factors and thus, although indirectly, stimulate intentions with respect to training.
Originality/value
This article is the first to present clear ideas on ways to stimulate lower educated workers' intentions to participate in workplace learning activities and to develop interventions to strengthen their current and future labor market position. It also shows that in stimulating lower educated workers' intentions with respect to training the focus should be on individual, as well as organizational, or group factors.
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Jos Akkermans, Veerle Brenninkmeijer, Seth N.J. van den Bossche, Roland W.B. Blonk and Wilmar B. Schaufeli
The purpose of this paper is to identify job characteristics that determine young employees' wellbeing, health, and performance, and to compare educational groups.
Abstract
Purpose
The purpose of this paper is to identify job characteristics that determine young employees' wellbeing, health, and performance, and to compare educational groups.
Design/methodology/approach
Using the job demands‐resources (JD‐R) model and 2‐wave longitudinal data (n=1,284), the paper compares employees with a lower educational level with employees with a high educational level.
Findings
Young employees with lower educational level reported fewer job resources (autonomy and social support), more physical demands, less dedication, more emotional exhaustion, and poorer health and performance compared with the highly educated group. Differences were also found between educational groups in the relationships in the JD‐R model, most notably a reciprocal association between dedication and performance, and between emotional exhaustion and performance in the group with lower levels of education.
Research limitations/implications
The results support the main processes of the JD‐R model, supporting its generalizability. However, differences were found between educational groups, implying that the motivational and health impairment processes differ across educational levels.
Practical implications
HR consultants and career counselors may focus especially on increasing job resources and motivation for young employees with lower educational level. Performing well is also important for these young workers to become more dedicated and less exhausted.
Social implications
It is important to recognize and intervene on unique characteristics of different educational groups with regard to wellbeing, health, and performance in order to maintain a healthy and productive young workforce.
Originality/value
For the first time, predictions of the JD‐R model are tested among young employees with different educational backgrounds.
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Jos Akkermans, Veerle Brenninkmeijer, Roland W.B. Blonk and Lando L.J. Koppes
The purpose of this paper is to gain more insight into the well‐being, health and performance of young intermediate educated employees. First, employees with low education (9…
Abstract
Purpose
The purpose of this paper is to gain more insight into the well‐being, health and performance of young intermediate educated employees. First, employees with low education (9 years or less), intermediate education (10‐14 years of education), and high education (15 years or more) are compared on a number of factors related to well‐being, health, and performance at work. Second, determinants of well‐being, health and performance are examined for the intermediate educated group, based on the Job Demands‐Resources model.
Design/methodology/approach
Data from The Netherlands Working Conditions Survey 2007 are used: the largest working conditions survey in The Netherlands. ANOVAs with post hoc Bonferroni corrections and linear regression analyses are used for the analyses.
Findings
Young intermediate educated employees differ from high educated employees with regard to job demands, job resources and health. They report less demands, but these demands still have an effect on well‐being and performance. They also report less resources, while these resources are important predictors of their health and performance: both directly and indirectly via job satisfaction and emotional exhaustion.
Limitations/implications
Cross‐sectional data are used and the theoretical model is tested using regression analyses. In a follow‐up study, longitudinal data and structural equation modelling will be used.
Originality/value
The study adds to the limited knowledge on young employees with intermediate education and gives insight into the processes that are important for their well‐being, health, and performance. The study shows that this group deserves the attention of both researchers and professionals.
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Romuald Grouille, Clément Desgourdes and Daniel Leroy
This study aims to explore the relationships between recognition, inclusion, and well-being at work. Inclusion involves integrating individuals within a group while recognizing…
Abstract
Purpose
This study aims to explore the relationships between recognition, inclusion, and well-being at work. Inclusion involves integrating individuals within a group while recognizing their unique skills and need for belonging. Recognition and inclusion are sources of well-being at work.
Design/methodology/approach
We used a qualitative methodology based on a structural approach to investigate the social representations of 1,611 employees of a public organization located in the Centre-Val de Loire region of France.
Findings
Our results suggest that recognition is a central mechanism of inclusion, primarily manifested through satisfaction of the individual’s need to belong. We conclude with a proposed heuristic schema of the connections between the constructs studied.
Research limitations/implications
This paper proposes a new perspective to the work of Shore et al. (2018) by addressing the knowledge gap in the literature concerning the role of recognition in determining an inclusive climate and optimizing well-being at work. This is done using qualitative methodology, drawing on the Dazibao framework of data collection.
Originality/value
Bringing a new perspective to the work of Shore et al. (2018) by helping to fill the knowledge gap relating to the place of recognition in determining an inclusive climate and well-being at work. It does so through a qualitative methodology based on the Dazibao framework of data collection.
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Marilena Maglia, Roberta Auditore, Stefano Pipitone, Rachele DiPasqua, Lucio Inguscio and Pasquale Caponnetto
This study aims to investigate the effects of combining 12-week group psychotherapy with yoga exercises on stress perception and quality of life in mental health professionals.
Abstract
Purpose
This study aims to investigate the effects of combining 12-week group psychotherapy with yoga exercises on stress perception and quality of life in mental health professionals.
Design/methodology/approach
This study was a parallel-arm randomized controlled trial, in which the participants was unaware of which group was the experimental one. Participants involved in our research were assigned to two groups of separate treatment that followed for three months group psychotherapy combined with yoga program for stress management or usual stress coping strategies.
Findings
The findings did not reveal a significant difference in stress perception assessed in the two groups either before or after intervention but reveal a significant difference in the quality of life in the two groups before and after the psycho behavioral interventions.
Originality/value
The findings did not reveal a significant difference in stress perception assessed in the two groups either before or after intervention but reveal a significant difference in the quality of life in the two groups before and after the psycho behavioral interventions.