Browsing by Author "Kim, Michelle H."

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    A lifespan development perspective and meta-analysis on the relationship between age and organizational training
    (Wiley, 2022) Davenport, Meghan K.; Young, Carmen K.; Kim, Michelle H.; Gilberto, Jacqueline M.; Beier, Margaret E.
    The confluence of the aging population and economic conditions that require working longer necessitate a focus on how to best train and develop older workers. We report a meta-analysis of the age and training relationship that examines training outcomes and moderators with 60 independent samples (total N = 10,003). Framed within the lifespan development perspective, we expected and found that older trainees perform worse (ρ = −.14, k = 34, N = 5642; δ = 1.08, k = 21, N = 1242) and take more time (ρ = .19, k = 15, N = 2780; δ = 1.25, k = 12, N = 664) in training relative to younger trainees. Further, age was negatively related to post-training self-efficacy (ρ = −.08, k = 10, N = 4631), but not related to trainee reactions. Moderator analyses provided mixed support that training alone is related to increased mastery of skills and knowledge. No support was found for the moderating effects of pacing or instructional approach. We call for future research examining the interactive effects of training design on older worker outcomes in ways that capitalize on age-related growth, compensate for decline, and consider the strategies workers use to mitigate the effect of age-related losses.
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    The college-to-career transition in STEM: An eleven-year longitudinal study of perceived and objective vocational interest fit
    (Elsevier, 2020) Kim, Michelle H.; Beier, Margaret E.
    This 11-year longitudinal study investigates the effects of vocational interest fit measured in college on college-to-career trajectories. Vocational interest theories suggest that vocational interest fit will affect choices and attitudes about major and job. The expectancy value model is used in the study to describe how values assigned to an outcome (e.g., engaging in a major or a job) ultimately influence major and career choices. The current study tracks a cohort of students (N = 159) from 2007 to 2018 examining their vocational interest, matriculation major interest, degree, first job after graduation, and job seven years post-graduation. Results showed that vocational interest fit with major had a significant effect on major retention and first job choice, and the relationships were mediated by subjective task values (attainment value, intrinsic value, utility value, and relative cost). Vocational interest fit with job had a significant effect on career attitudes, and these relationships were mediated by perceived career fit. Additionally, job fit increased over time from first job after graduation to 2018 job. Results suggest that vocational interest measured in college is useful in predicting future career trajectories.