Advertisement

Alte Führungskraft, lernende Führungskraft?

Eine Studie über die Zusammenhänge zwischen Alter, Führungsstil und Zugang zu Lernen bei Führungskräften
  • Dominik E. FroehlichEmail author
Chapter
Part of the Forschung und Praxis an der FHWien der WKW book series (FPGHW)

Zusammenfassung

Die Bevölkerung der meisten Länder altert. In der vorliegenden Studie fokussiere ich auf einen Kontext, in dem der Wandel in den letzten Jahren eine besonders große Rolle gespielt hat: den Bankensektor. Im Zuge der internationalen Finanzkrise musste hier eine große Anzahl an Veränderungen in kurzer Zeit bewältigt werden. Eine Gruppe von BankmitarbeiterInnen, die besonders gefordert ist, ihr Unternehmen durch dieses unbeständige Umfeld zu navigieren, sind Führungskräfte. In dieser Studie untersuche ich die Lernprozesse von Führungskräften in Banken im Kontext der Bankenkrise und der alternden Gesellschaft. Dabei versuche ich zu erklären, wie sich das kalendarische Alter von MitarbeiterInnen auf das Lernen am Arbeitsplatz auswirkt.

Literatur

  1. Anderson, L. B. (2013). How frames present BMW as embracing an aging workforce. Public Relations Review, 39(5), 484–490. https://doi.org/10.1016/j.pubrev.2013.02.003.CrossRefGoogle Scholar
  2. Avolio, B. J., Bass, B. M., & Jung, D. I. (1999). Re-examining the components of transformational and transactional leadership using the multifactor leadership questionnaire. Journal of Occupational and Organizational Psychology, 72, 441–462.CrossRefGoogle Scholar
  3. Avolio, B. J., Walumbwa, F. O., & Weber, T. J. (2010). Leadership: Current theories, research, and future directions. Annual Review of Psychology, 60, 421–449. https://doi.org/10.1146/annurev.psych.60.110707.163621.CrossRefGoogle Scholar
  4. Biggs, J. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8(4), 381–394.CrossRefGoogle Scholar
  5. BMW. (2014). Sustainable value report 2013. Munich: BMW.Google Scholar
  6. Cross, J. (2007). Informal learning. San Francisco: Pfeiffer.Google Scholar
  7. Entwistle, N. (2000). Promoting deep learning through teaching and assessment: Conceptual frameworks and educational contexts. Paper presented at the TLRP conference, Leicester.Google Scholar
  8. Felfe, J. (2006). Validierung einer deutschen Version des „Multifactor Leadership Questionnaire“ (MLQ Form 5 x Short) [Validation of a German Version of the “Multifactor Leadership Questionnaire” (MLQ Form 5 x Short)]. Zeitschrift für Arbeits- und Organisationspsychologie, 50(2), 61–78. https://doi.org/10.1026/0932-4089.50.2.61.CrossRefGoogle Scholar
  9. Froehlich, D. E., Beausaert, A. J., Segers, M., & Gerken, M. (2014a). Learning to stay employable. Career Development International, 19(5), 508–525. https://doi.org/10.1108/CDI-11-2013-0139.CrossRefGoogle Scholar
  10. Froehlich, D. E., Segers, M. S. R., & Van den Bossche, P. (2014b). Informal workplace learning in Austrian banks: The influence of learning approach, leadership style, and organizational learning culture on managers’ learning outcomes. Human Resource Development Quarterly, 25(1), 29–57. https://doi.org/10.1002/hrdq.21173.CrossRefGoogle Scholar
  11. Froehlich, D. E., Beausaert, A. J., & Segers, M. S. R. (2015a). Age, employability and the role of learning activities and their motivational antecedents: A conceptual model. The International Journal of Human Resource Management, 26(16), 2087–2101. https://doi.org/10.1080/09585192.2014.971846.CrossRefGoogle Scholar
  12. Froehlich, D. E., Beausaert, A. J., & Segers, M. S. R. (2015b). Great expectations: The relationship between future time perspective, learning from others, and employability. Vocations and Learning, 8(2), 213–227. https://doi.org/10.1007/s12186-015-9131-6.CrossRefGoogle Scholar
  13. Froehlich, D. E., Beausaert, A. J., & Segers, M. (2016). Aging and the motivation to stay employable. Journal of Managerial Psychology, 31(3), 756–770. https://doi.org/10.1108/JMP-08-2014-0224.CrossRefGoogle Scholar
  14. Henker, N., Sonnentag, & Unger, D. (2014). Transformational leadership and employee creativity: The mediating role of promotion focus and creative process engagement. Journal of Business and Psychology. https://doi.org/10.1007/s10869-014-9348-7.Google Scholar
  15. Kirby, J. R., Delva, M. D., Knapper, C. K., & Birtwhistle, R. V. (2003). Development of the approaches to work and workplace climate questionnaires for Physicians. Evaluation and the Health Professions, 26(1), 104–121. https://doi.org/10.1177/0163278702250097.CrossRefGoogle Scholar
  16. Kyndt, E., Raes, E., Dochy, F., & Janssens, E. (2012). Approaches to learning at work: Investigating work motivation, perceived workload, and choice independence. Journal of Career Development, 40(4), 271–291. https://doi.org/10.1177/0894845312450776.CrossRefGoogle Scholar
  17. Lang, F. R., & Carstensen, L. L. (2002). Time counts: Future time perspective, goals, and social relationships. Psychology and Aging, 17(1), 125–139. https://doi.org/10.1037//0882-7974.17.1.125.CrossRefGoogle Scholar
  18. Livingstone, D. W. (2001). Adultsinformal learning: Definitions, findings, gaps and future research (No. 21). Toronto: Centre for the Study of Education and Work.Google Scholar
  19. Loch, C. H., Sting, F. J., Bauer, N., & Mauermann, H. (2010). How BMW Is defusing the demographic time bomb. Harvard Business Review, 3, 99–102.Google Scholar
  20. Lüscher, L. S., & Lewis, M. W. (2008). Organizational change and managerial sensemaking: Working through paradox. Academy of Management Journal, 51(2), 221–240. https://doi.org/10.5465/AMJ.2008.31767217.CrossRefGoogle Scholar
  21. Marsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning. New Directions for Adult and Continuing Education, 2001(89), 25–34. https://doi.org/10.1002/ace.5.CrossRefGoogle Scholar
  22. OECD. (2012). OECD environmental outlook to 2050. Paris: OECD Publishing. https://doi.org/10.1787/9789264122246-en.CrossRefGoogle Scholar
  23. Podsakoff, P. M., MacKenzie, B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879.CrossRefGoogle Scholar
  24. Raes, E., Decuyper Lismont, B., Van den Bossche, B., Kyndt, P., Demeyere, E., & Dochy, F. (2013). Facilitating team learning through transformational leadership. Instructional Science, 41(2), 287–305. https://doi.org/10.1007/s11251-012-9228-3.CrossRefGoogle Scholar
  25. Strack, R., Baier, J., & Fahlander, A. (2008). Managing demographic risk. Harvard Business Review, 2, 119–129.Google Scholar
  26. Van der Sluis, L. E. C., & Poell, R. F. (2002). Learning opportunities and learning behavior: A study among MBAs in their early career stage. Management Learning, 33(3), 291–311. https://doi.org/10.1177/1350507602333001.CrossRefGoogle Scholar
  27. Van Lohuizen, M. T., Kuks, J. B. M., Van Hell, E. E., Raat, A. N., & Cohen-Schotanus, J. (2009). Learning strategies during clerkships and their effects on clinical performance. Medical Teacher, 31(11), e494–e499. https://doi.org/10.3109/01421590902744894.CrossRefGoogle Scholar
  28. Vanthournout, G., Noyens, D., Gijbels, D., & Van den Bossche, P. (2014). The relationship between workplace climate, motivation and learning approaches for knowledge workers. Vocations and Learning, 7(2), 191–214. https://doi.org/10.1007/s12186-014-9112-1.CrossRefGoogle Scholar
  29. Wang, J., & Wang, X. (2012). Structural equation modeling. Applications using MPlus. USA: Wiley.CrossRefGoogle Scholar
  30. Watkins, K. E., & Marsick, V. J. (1996). In action: Creating the learning organization. Alexandria: American Society for Training & Development.Google Scholar
  31. Zacher, H., & Frese, M. (2009). Remaining time and opportunities at work: Relationships between age, work characteristics, and occupational future time perspective. Psychology and Aging, 24(2), 487–493. https://doi.org/10.1037/a0015425.CrossRefGoogle Scholar
  32. Zwick, T. (2011). Why training older employees is less effective (No. 11-046). Mannheim: Centre for European Economic Research.Google Scholar

Copyright information

© Springer Fachmedien Wiesbaden GmbH 2018

Authors and Affiliations

  1. 1.Institut für BildungswissenschaftUniversität WienWienÖsterreich

Personalised recommendations