Publication:
Stimulating informal learning activities through perceptions of performance appraisal quality and HRM system strength: A two-wave study
Stimulating informal learning activities through perceptions of performance appraisal quality and HRM system strength: A two-wave study
dc.contributor.author | Bednall, Timothy | en_US |
dc.contributor.author | Sanders, Karin | en_US |
dc.contributor.author | Runhaar, Piety | en_US |
dc.date.accessioned | 2021-11-25T12:28:52Z | |
dc.date.available | 2021-11-25T12:28:52Z | |
dc.date.issued | 2013 | en_US |
dc.description.abstract | Employees' participation in informal learning activities benefits their workplace performance, and ultimately their long-term career development. While research has identified several individual- and organizational-level factors that promote participation, to date, the role of human resource management (HRM) in facilitating informal learning activities is not well understood. We investigate the effects of perceptions of performance appraisal quality and HRM system strength on three informal learning activities: reflection on daily activities, knowledge sharing with colleagues, and innovative behavior. Using a sample of 238 employees from 54 work teams, we examine changes in levels of participation in the informal learning activities over a year. Performance appraisal quality was found to be positively associated with increased participation in each activity over time, and HRM system strength positively moderated these relationships. Implications of the findings for educational institutions and other organizations are discussed. | en_US |
dc.identifier.uri | http://hdl.handle.net/1959.4/53409 | |
dc.language | English | |
dc.language.iso | EN | en_US |
dc.rights | CC BY-NC-ND 3.0 | en_US |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/3.0/au/ | en_US |
dc.source | Legacy MARC | en_US |
dc.title | Stimulating informal learning activities through perceptions of performance appraisal quality and HRM system strength: A two-wave study | en_US |
dc.type | Journal Article | en |
dcterms.accessRights | metadata only access | |
dspace.entity.type | Publication | en_US |
unsw.accessRights.uri | http://purl.org/coar/access_right/c_14cb | |
unsw.identifier.doiPublisher | http://dx.doi.org/10.5465/amle.2012.0162 | en_US |
unsw.relation.faculty | Business | |
unsw.relation.fundingScheme | This research is funded by the Dutch Organization for Scientific Research (NWO/PROO 411-07-303). | en_US |
unsw.relation.ispartofissue | 1 | en_US |
unsw.relation.ispartofjournal | Academy of Management Learning & Education | en_US |
unsw.relation.ispartofpagefrompageto | 45-61 | en_US |
unsw.relation.ispartofvolume | 13 | en_US |
unsw.relation.originalPublicationAffiliation | Bednall, Timothy, Management, Australian School of Business, UNSW | en_US |
unsw.relation.originalPublicationAffiliation | Sanders, Karin, Management, Australian School of Business, UNSW | en_US |
unsw.relation.originalPublicationAffiliation | Runhaar, Piety, Wageningen University | en_US |
unsw.relation.school | School of Management | * |
unsw.subject.fieldofresearchcode | 150305 Human Resources Management | en_US |