Toward a theory of development involvement: understanding readiness to develop

Abstract

This study presents an integrative theoretical framework for understanding the relationship between some individual difference variables and developmental involvement behaviors. It posits that a learning and development orientation, measured by a construct called readiness to develop, mediates the relationship between specific individual-difference variables and development participation. The nomological network of readiness to develop is presented and some of the proposed associations are empirically investigated. A developmental assessment center program was designed and utilized to gather data over a two-year period. Consistent with previous research, the results illustrate that openness to experience and extraversion significantly influence an individual' s level of readiness to develop. The findings also show that readiness to develop predicts development activity, as measured through a follow-up evaluation, four months post-assessment. The criteria for testing the general hypothesis, that readiness to develop mediates the relationship between the individual-difference variables and development participation, were not met. Both the theoretical and practical implications of the findings are discussed.