Hostname: page-component-78c5997874-t5tsf Total loading time: 0 Render date: 2024-11-19T13:10:33.751Z Has data issue: false hasContentIssue false

On the Skilled Aspect of Employee Engagement

Published online by Cambridge University Press:  07 January 2015

Michael J. Burke*
Affiliation:
Tulane University
*
E-mail: mburke1@tulane.edu, Address: Freeman School of Business, Tulane University, New Orleans, LA 70125

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Copyright
Copyright © Society for Industrial and Organizational Psychology 2008 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

*

Freeman School of Business, Tulane University

References

Baird, L., Holland, , & Deacon, S. (1999). Learning from action: Imbedding more learning into the performance fast enough to make a difference. Organizational Dynamics, Spring, 27, 1932.10.1016/S0090-2616(99)90027-XGoogle Scholar
Burke, M. J., Holman, D., & Birdi, K. (2006). A walk on the safe side: The implications of learning theory for developing effective safety and health training. In Hodgkinson, G. P. & Ford, J. K. (Eds.), International Review of Industrial and Organizational Psychology, 21, 144. London: Wiley.Google Scholar
Burke, M. J., Sarpy, S. A., Smith-Crowe, K., Chan-Serafin, S., Salvador, R. O., & Islam, G. (2006). Relative effectiveness of worker safety and health training methods. American Journal of Public Health, 96, 315324.10.2105/AJPH.2004.059840Google Scholar
Burke, M. J., Scheuer, M. L., & Meredith, R. J. (2007). A dialogical approach to skill development: The case of safety skills. Human Resource Management Review, 17, 235250.10.1016/j.hrmr.2007.04.004Google Scholar
Cunliffe, A. L. (2002). Reflexive dialogical practice in management learning. Management Learning, 33, 3561.10.1177/1350507602331002Google Scholar
Gorsky, P. & Caspi, A. (2005). Dialogue: A theoretical framework for distance education instructional systems. British Journal of Educational Technology, 36, 137144.10.1111/j.1467-8535.2005.00448.xGoogle Scholar
Hacker, W. (2003). Action regulation theory: A practical tool for the design of modern work processes? European Journal of Work and Organizational Psychology, 12, 105130.10.1080/13594320344000075Google Scholar
Holman, D. (2000). A dialogical approach to skill and skilled activity. Human Relations, 53, 957980.10.1177/0018726700537003Google Scholar
Holman, D., Pavlica, K., & Thorpe, R. (1997). Rethinking Kolb’s theory of experiential learning: The contribution of social constructionism and activity theory. Management Learning, 28, 135149.10.1177/1350507697282003Google Scholar
Jones, I., & Cookson, J. (2001). Computer-assisted learning design for reflective practice supporting multiple learning styles for education and training in pre-hospital emergency care. International Journal of Training and Development, 5, 7480.10.1111/1468-2419.00123Google Scholar
Luskin, J., Somers, C., Wooding, J., & Levenstein, C. (1992). Teaching health and safety: Problems and possibilities for learner-centered training. American Journal of Industrial Medicine, 22, 665676.10.1002/ajim.4700220505Google Scholar
Macey, W. H., & Schneider, B. (2008). The meaning of employee engagement. Industrial and Organizational Psychology: Perspectives on Science and Practice, 1, 330.10.1111/j.1754-9434.2007.0002.xGoogle Scholar
Merrill, M. (1994). Trust in training: The Oil, Chemical, and Atomic Workers International Union worker-to-worker training program. Occupational Medicine: State of the Art Reviews, 9, 341354.Google Scholar
Mulec, K., & Roth, J. (2005). Action, reflection, and learning—Coaching in order to enhance the performance of drug development management teams. R&D Management, 35, 483491.Google Scholar
Shotter, J. (1995). Dialogical psychology. In Smith, A., Harre, R., & Van Langenhove, L. (Eds.), Rethinking psychology (pp. 160178). London: Sage.Google Scholar
Wallerstein, N., & Bernstein, E. (1988). Empowerment education: Freire’s ideas adapted to health education. Health Education Quarterly, 15, 379394.10.1177/109019818801500402Google Scholar