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Conceptualising Participation in Formal Training and Development Activities: A Planned Behaviour Approach

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Supporting Workplace Learning

Part of the book series: Professional and Practice-based Learning ((PPBL,volume 5))

Abstract

Current research suggests that individuals influence and exploit their personal learning process by being aware of and taking responsibility for their own learning. By making individuals agents of their own development, participation in formal training and development to enhance employability can be viewed as a precondition to career success. Individuals are expected to take ownership for the development of their generic competencies and, as a result, are more likely to participate in training and development on a continuous basis. Employees are of most value to their organisations when they are actively participating in on-going training and development and when this development is proactive or self-motivated. The requirement to be self-directed in the context of training and development has given rise to the need to further understand the factors that explain self-directed behaviour and what factors predict participation in training and development. This chapter proposes a conceptual model to explain participation in formal training and development activities by using a planned behaviour approach.

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Authors and Affiliations

  1. Department of Personnel & Employment Relations, Kemmy Business School, University of Limerick, Limerick, Ireland

    Ronan Carbery & Thomas N. Garavan

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  1. Ronan Carbery
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  2. Thomas N. Garavan
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Correspondence to Ronan Carbery .

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  1. , Dept Human Resource Studies, Tilburg University, Postbus 90153, Tilburg, 5000 LE, Netherlands

    Rob F. Poell

  2. Dept. Human Resource Studies, Tilburg University, Tilburg, Netherlands

    Marianne van Woerkom

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Carbery, R., Garavan, T.N. (2011). Conceptualising Participation in Formal Training and Development Activities: A Planned Behaviour Approach. In: Poell, R., van Woerkom, M. (eds) Supporting Workplace Learning. Professional and Practice-based Learning, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9109-3_3

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