Mise à l’essai d’un modèle de conversion des intentions des étudiants stagiaires
Mots-clés :
work-integrated learning, work term quality, work engagment, organizational commitment, conversion, CanadianRésumé
Due to increased competition for talent, employers often look to convert co-op employees to full-time hires. The purpose of this paper was to conceptualize and test a model of co-operative education (“co-op”) students’ conversion intentions (i.e., plans to become a full-time member of the organization). Perceived work term quality (learning, impact, and relatedness) is proposed to influence conversion intentions serially through work engagement (feeling
of vigor, dedication, and absorption at work) and organizational commitment (strong bond with the employer). The model is tested with data collected from co-op students (n =1,364) at a Canadian university. As predicted, results suggest that perceived work term quality affects conversion intentions both directly and indirectly through work engagement and organizational commitment. This study is the first to examine potential contributions of the perceived quality
of co-op students’ work term experiences to students’ plans for becoming a member of the organization. As such, it has important implications for how host organization members such as supervisors can design and deliver co-op work term experiences to leverage the benefits of participating in co-op
Références
Apostolides, V., & Looye, J. W.(1997). Student assessment of the cooperative experience and optimum integration of classroom learning with professional practice. Journal of Cooperative Education, 32(3), 16-30.
Bakker, A. B., & Demerouti, E. (2008). Towards a model of work engagement. Career Development International, 13(3), 209-223.
Bhatnagar, J. (2012). Management of innovation: Role of psychological empowerment, work engagement and turnover intention in the Indian context. The International Journal of Human Resource Management, 23(5), 928-951.
Braunstein, L. A., Takei, H., Wang, F., & Loken, M. K. (2011). Benefits of cooperative and work-integrated education for employers. In R. K. Coll and K. E. Zegwaard (Eds.), International handbook for cooperative and work-integrated education: International perspectives of theory, research and practice (pp. 277-286). Lowell, MA: World Association for Cooperative Education.
Chao, G. T., O’Leary-Kelly, A. M., Wolf, S., Klein, H. K., & Gardner, P. D. (1994). Organizational socialization: Its content and consequences. Journal of Applied Psychology, 7(2), 730- 743.
Cho, J., Laschinger, H. S., & Wong, C. (2006). Workplace empowerment, work engagement and organizational commitment of new graduate nurses. Nursing Leadership, 19(3), 43-60.
Cropanzano, R., & Mitchell, M. S. (2005). Social exchange theory: An interdisciplinary review. Journal of Management, 31(6), 874-900.
Dessler, G. (1999). How to earn your employees’ commitment. The Academy of Management Executive, 13(2), 58-67.
Dewey, J. (1938). Experience and education. New York: Touchstone.
Drake, B., & Yadama, G. N. (1996). A structural equation model of burnout and job exit among child protective services workers. Social Work Research, 20(3), 179-187.
Drewery, D., Pretti, T. J., & Barclay, S. (2016a). Examining the effects of perceived relevance and work-related subjective well-being on individual performance for co-op students. Asia-Pacific Journal of Cooperative Education, 17(2), 119- 134.
Drewery, D., Pretti, T. J., & Pennaforte, A. (2015, August 20). Conceptualizing the quality of cooperative education work term experiences: An exploration from the students’ perspective. In WACE World Conference on Cooperative and Work-Integrated Education: Towards a New Stage of Cooperative and Work-Integrated Education for Innovative Minds with Global Competency, Kyoto, Japan, available at: http://waceinc.org/kyoto2015/assets/proceedings/Drewery.pdf
Drewery, D., Nevison, C., Pretti, T. J., Cormier, L., Barclay, S., & Pennaforte, A. (2016b). Examining the influence of selected factors on perceived co-op work term quality from a student perspective. Asia-Pacific Journal of Cooperative Education, 17(3), 265-277.
Gerdes, L. (2009, September 14). The best places to launch a career. BusinessWeek, 32– 41.
Greco, P., Laschinger, H. K. S., & Wong, C. (2006). Leader empowering behaviours, staff nurse empowerment and work engagement/burnout. Nursing Research, 19(4), 41-56.
Hayes, A. F. (2013). Introduction to mediations, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Press.
Hurst, J. L., Good, L. K., & Gardner, P. (2012). Conversion intentions of interns: What are the motivating factors? Education + Training, 54(6), 504-522.
Janssen, P. P., de Jonge, J., & Bakker, A. B. (1999). Specific determinants of intrinsic work motivation, burnout and turnover intentions: A study among nurses. Journal of Advanced Nursing, 29(6), 1360-1369.
Jose, G., & Mampilly, S. R. (2014). Psychological empowerment as a predictor of employee engagement: An empirical attestation. Global Business Review, 15(1), 93-104.
Klein, H. J., Cooper, J. T., Molloy, J. C., & Swanson, J. A. (2014). The assessment of commitment: Advantages of a unidimensional target-free approach. Journal of Applied Psychology, 99(2), 222-238.
Kolb, D. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall.
Marsick, V. J., & Watkins, K. E. (2003). Demonstrating the value of an organization’s learning culture: The dimensions of the learning organization questionnaire. Advances in Model of Co-op Students' conversion 44 Human Resources, 5(2), 132-151.
McRae, N. (2015). Exploring conditions for transformative learning in work-integrated education. Asia-Pacific Journal of Cooperative Education, 16(2), 137-144.
Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of Applied Psychology, 78(4), 538-551.
Meyer, J. P., Stanley, D. J., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: A meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61(1), 20-52.
Michaels, C. E., & Spector, P. E. (1982). Causes of employee turnover: A test of the Mobley, Griffeth, Hand, and Meglino model. Journal of Applied Psychology, 67(1), 53-59.
Park, Y. K., Song, J. H., Yoon, S. W., & Kim, J. (2014). Learning organization and innovative behavior: The mediating effect of work engagement. European Journal of Training and Development, 38(1/2), 75-94.
Pickerell, D. A., & Neault, R. A. (2016). Examining the career engagement of Canadian career development practitioners. Canadian Journal of Career Development/Renue Canadienne de développement de carrière, 15(1), 4-14.
Podsakoff, N. P., LePine, J. A., & LePine, M. A. (2007). Differential challenge stressor-hindrance stressor relationships with job attitudes, turnover intentions, turnover, and withdrawal behavior: A meta-analysis. Journal of Applied Psychology, 92(2), 438-454.
Rose, P. S., Teo, S. T. T., & Connell, J. (2014). Converting interns into regular employees: The role of intern-supervisor exchange. Journal of Vocational Behavior, 84(2), 153-163.
Saks, A. M. (2006). Antecedents and consequences of employee engagement. Journal of Managerial Psychology, 21(7), 600-619.
Sattler, P., & Peters, J. (2012). Work-integrated learning and postsecondary graduates: The perspective of Ontario employers. Toronto, ON: Higher Education Quality Council of Ontario.
Sattler, P., & Peters, J. (2013). Work-integrated learning in Ontario’s postsecondary sector: The experience of Ontario graduates. Toronto, ON: Higher Education Quality Council of Ontario.
Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement
of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of
Happiness Studies, 3(1), 71-92.
Smith, C. (2012). Evaluating the quality of work-integrated learning curricula: A comprehensive framework. Higher Education Research and Development, 31(2), 247-262.
Smith, M., Brooks, S., Lichtenberg, A., McIlveen, P., Torjul, P., & Tyler, J. (2009). Career development learning: Maximising the contribution of work-integrated learning to the student experience. Wollongong, Australia: University of Wollongong.
Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of Management Journal, 38(5), 1442-1465.
Wiseman, R. L., & Page, N. (2001). Site supervisors’ and students’ perceptions of quality indicators of cooperative learning. Journal of Cooperative Education, 36(1), 61-75.
Zhao, H., & Liden, R. C. (2011). Internship: A recruitment and selection perspective. Journal of Applied Psychology, 96(1), 221-229.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés La Revue canadienne de développement de carrière 2020
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
