Stimulating and Educating Engineers to Innovate through Individual Continuous Learning

• Main Authors: Jing Liu, Xiaokang Zhao, Chunliang Zhao
• Format: Article
• Language: English
• Published: MDPI AG 2020-01-01
• Series: Sustainability
• Subjects: individual continuous learning; self-efficacy; organizational climate; risk tolerance; engineer education
• Online Access: https://www.mdpi.com/2071-1050/12/3/843

Based on the self-determination theory and planned behavior theory, this paper studied the mechanisms of innovative behavior driven by engineers’ individual continuous learning. It was found that individual continuous learning can promote engineers’ innovative behavior and that career planning and self-efficacy play a dual mediating role in the effect that individual continuous learning has on bringing about innovative behavior. In addition, engineers’ risk tolerance positively increases the effect of individual continuous learning on self-efficacy. Furthermore, the organizational climate affects the innovative behavior brought about by engineers’ individual continuous learning. Therefore, we make some suggestions for vocational education and the management of engineers. It is necessary for managers to develop strategies to encourage engineers to continue learning both inside and outside the organization. Organizations need to support engineers in improving their professional skills and abilities so as to enhance self-efficacy. Managers need to pay attention to career planning for engineers, assist them in career planning, and help them to achieve their career goals through training or related courses. Managers also need to allow engineers to make mistakes and strengthen risk education for engineers. Managers need to create a climate of innovation in which members support and cooperate with each other so that engineers can implement innovative behavior more effectively and achieve innovative goals.