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Fits, misfits and interactions: learning at work, job satisfaction and job-related well-being

Felstead, Alan; Gallie, Duncan; Green, Francis; Inanc, Hande; (2015) Fits, misfits and interactions: learning at work, job satisfaction and job-related well-being. Human Resource Management Journal , 25 (3) pp. 294-310. 10.1111/1748-8583.12071. Green open access

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Abstract

The resource-based view (RBV) of the firm has focused attention on the importance of aligning employees’ needs with the requirements of the jobs they do. This article focuses on how these needs and requirements interact in terms of learning. It does so in two ways. First, it develops new survey instruments to capture the learning demands of jobs and the learning dispositions of workers and uses them for the first time in a survey of 2,810 employees. Second, it examines how these person and job characteristics correlate with specific aspects of job satisfaction and job-related well-being. The results show that although learning alignment is associated with high levels of satisfaction and well-being, not all learning misalignments are associated with the reverse.

Type: Article
Title: Fits, misfits and interactions: learning at work, job satisfaction and job-related well-being
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/1748-8583.12071
Publisher version: http://dx.doi.org/10.1111/1748-8583.12071
Language: English
Additional information: Distributed under the Creative Commons Attribution 4.0 International License (CC-BY), as described at http://creativecommons.org/licenses/by/4.0/.
Keywords: Learning demands of jobs, learning dispositions of employees, job-related well-being, job satisfaction
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/1475086
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