http://www.seipub.org/emr/RSS.aspxen-US2015-0<p class="abstract">Enhancing the Belief and Self-efficacy of Engineers for Management: An Interactive Learning Model</p><ul><li>Pages 1-10</li><li>Author Quey-Jen Ye</li><li>Abstract Little research considers interactive learning in engineering management. This study proposes a collaborative learning style for engineering workers facing a managerial transition. The examination features three learning opportunities: class lessons, job characteristics, and self-sustaining. A structural equation model serves to test propositions pertaining to their interactive effects based on implicit belief and self-efficacy theories, which stress how beliefs about improvement of managerial abilities mediate between the learning and capability and performance self-efficacies. Tests among 449 engineering workers from Taiwan’s technical firms reveal the significance of this model. Each learning contributes separate advantage: classroom lessons most favoured performance efficacy, job characteristics most favoured improvement beliefs, and self-sustaining favoured competency efficacy the most. Ideally, a combined approach appears even better, and successful outcomes arise for those who can connect their needs with emergent learning opportunities.</li></ul>http://www.seipub.org/emr/PaperInfo.aspx?ID=20410Engineering Management Reviewshttp://www.seipub.org/emr/PaperInfo.aspx?ID=20410