@article{aup:/content/journals/10.5117/2010.023.002.002, author = "Van Ruysseveldt, Joris and Taverniers, John", title = "Werkplekleren en emotionele uitputting in het Job Demands-Resources -model", journal= "Gedrag & Organisatie", year = "2010", volume = "23", number = "2", pages = "", doi = "https://doi.org/10.5117/2010.023.002.002", url = "https://www.aup-online.com/content/journals/10.5117/2010.023.002.002", publisher = "Amsterdam University Press", issn = "1875-7235", type = "Journal Article", keywords = "learning opportunities", keywords = "task complexity", keywords = "job redesign", keywords = "the active learning-hypothesis", keywords = "leermogelijkheden,taakcomplexiteit,de actief leren-hypothese,taak(her)ontwerp", abstract = "Workplace learning and emotional exhaustion in the Job Demands-Resources model Workplace learning and emotional exhaustion in the Job Demands-Resources model J. Van Ruysseveldt en J. Taverniers, Gedrag & Organisatie, volume 23, June 2010, nr. 2, pp. 118-135 Researching the strain-reducing potential of workplace learning, a research model was developed in which the motivational process in the Job Demands-Resources model was conceptualised as a competencies development process, adding learning opportunities as additional job resources and competencies development as motivational outcome. We assumed a significant negative relationship between learning opportunities and/or actual competency development and emotional exhaustion. Using Structural Equation Modelling, a research model was tested on Dutch survey data obtained in three sectors: industry (N = 159), private services (N = 368) and public services (N = 451). Results show that the availability of more learning opportunities was negatively related to emotional exhaustion, but this relationship was mediated by the actual development of new work-related competencies. This research confirms that in the (re)design of jobs, a double gain could be achieved by considering work places at the same time as learning places. ", }