000			02148nam a22004095i 4500
001			978-3-531-92870-8
003			DE-He213
005			20140220083739.0
007			cr nn 008mamaa
008			110401s2011 gw | s |||| 0|eng d
020			_a9783531928708 _9978-3-531-92870-8
024	7		_a10.1007/978-3-531-92870-8 _2doi
050		4	_aHM401-1281
072		7	_aJHB _2bicssc
072		7	_aSOC026000 _2bisacsh
082	0	4	_a301 _223
100	1		_aBaron, Stefan. _eauthor.
245	1	0	_aWorkplace Learning _h[electronic resource] : _bSubjective Motives and Supervisor Support Matter / _cby Stefan Baron.
264		1	_aWiesbaden : _bVS Verlag für Sozialwissenschaften, _c2011.
300			_a135p. 21 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
520			_aStefan Baron gathers information on reasons for the consistently low further training rates of both older and less educated employees, and provides suggestions to increase their participation in further training. He shows that employees are not solely rational decision-makers and that training decisions are affected by different educational motivation and investment risks. In particular, lacking confidence in own training competence can be a handicap for future training participation. Still, supervisors can help to strengthen confidence levels, but in many cases they are not trained to provide emotional support and may run the risk of following stereotypes and prejudices about older and less educated employees. As a consequence, both groups might not get the support they need for taking part in further training.
650		0	_aSocial sciences.
650		0	_aSociology.
650	1	4	_aSocial Sciences.
650	2	4	_aSociology.
650	2	4	_aSociology.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9783531178578
856	4	0	_uhttp://dx.doi.org/10.1007/978-3-531-92870-8
912			_aZDB-2-SHU
999			_c106626 _d106626