Page 1 |
Save page Remove page | Previous | 1 of 78 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
INFLUENCE OF FEEDBACK, RESOURCES AND INTERACTION WITH SUPERIORS ON WORK SELF-EFFICACY LEVELS AND EMPLOYEE ENGAGEMENT IN INFORMAL LEARNING ACTIVITIES IN THE WORKPLACE
by
Margaret Redling
A Thesis Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF EDUCATION
August 2010
Copyright 2010 Margaret Redling
Object Description
| Title | Influence of feedback, resources and interaction with superiors on work self-efficacy levels and employee engagement in informal learning activities in the workplace |
| Author | Redling, Margaret E. |
| Author email | meredling@gmail.com; redling@usc.edu |
| Degree | Master of Education |
| Document type | Thesis |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2010-06-23 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-08-04 |
| Advisor (committee chair) | Hirabayashi, Kimberly |
| Advisor (committee member) |
Yates, Kenneth Keim, Robert |
| Abstract | Learning is a complex process that occurs constantly through spontaneous moments of experience or deliberately planned training and can be affected by many factors. Most of the learning experiences an employee has in the workplace can be classified as informal learning. Informal learning, as defined in this paper, describes the process by which a change in knowledge occurs. The process is spontaneous, driven by the learner and dependent on the surrounding culture. The term informal learning is used as a contrast to formal training and it occurs in a wide variety of settings and is flexible and centered on the learner (Eraut, 2004). The characteristics of an organization can influence the development of its members in more than one way. The resources available, the relationships developed with superiors, and the amount and type of feedback provided to a member of an organization will influence an employee’s ability to learn. Information was gathered from Chipton-Ross, Inc contractors working at defense contracting companies (e.g. Northrop Grumman, Boeing, Lockheed Martin and Vought) through a survey to determine the relationship between specific organizational factors, engagement in informal learning and work self-efficacy. Contractor beliefs about feedback, access to resources and relationships with superiors were evaluated to see if these factors were predictive of employee engagements in informal learning in the workplace and whether or not these factors predicted an employee’s level of work self-efficacy.; Results suggest resources have a predictive relationship with engagement in learning activities according to the multiple linear regression tests performed. Access to the Internet can predict the amount of learning an employee will engage in and an employee’s level of self-efficacy. There were no significant relationships found with levels of work self-efficacy. Also, results demonstrated that the less supportive a manager is thought to be by an employee, the more the employee chose to learn informally. This paper also confirms that relationships exist between specific job labor categories and the levels of self-efficacy and levels of engagement. |
| Keyword | informal learning; self-efficacy; learning engagement |
| Geographic subject (country) | USA |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3270 |
| Rights | Redling, Margaret E. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Redling-3953 |
| Archival file | uscthesesreloadpub_Volume26/etd-Redling-3953.pdf |
Description
| Title | Page 1 |
| Full text | INFLUENCE OF FEEDBACK, RESOURCES AND INTERACTION WITH SUPERIORS ON WORK SELF-EFFICACY LEVELS AND EMPLOYEE ENGAGEMENT IN INFORMAL LEARNING ACTIVITIES IN THE WORKPLACE by Margaret Redling A Thesis Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree MASTER OF EDUCATION August 2010 Copyright 2010 Margaret Redling |
Comments
Post a Comment for Page 1
