Personal Quarterly 2/2021

22 PERSONALquarterly 02 / 21 SCHWERPUNKT _NEUES LERNEN VICKY KÖNIG, MSC Sozialpsychologin, Trainerin, Coach, Lehrbeauftragte an der Universität Salzburg E-Mail: vicky.koenig@sbg.ac.at https://www.uni-salzburg.at/index. php?id=205693 UNIV.-PROF. DR. EVA JONAS Professur für Sozialpsychologie am Fachbereich Psychologie Universität Salzburg E-Mail: eva.jonas@sbg.ac.at https://www.uni-salzburg.at/index. php?id=29460 ANNA MOSER, MSC, MA Doktorandin Sozialpsychologie, Trainerin, Coach, On Track! – Projekt E-Mail: anna.moser@sbg.ac.at LITERATURVERZEICHNIS Amorose, A. J./Anderson-Butcher, D. (2007): Autonomy-supportive coaching and self-determined motivation in high school and college athletes: A test of self- determination theory. Psychology of sport and exercise, 8(5), 654-670. Buunk, A. P./Van Vugt, M. (2013): Applying social psychology: From problems to solutions. Sage. Higgins, E. T. (1998): Promotion and prevention: Regulatory focus as a motivatio- nal principle. Advances in experimental social psychology, 30, 1-46. Higgins, E. T./Spiegel, S. (2004): Promotion and prevention strategies for self-re- gulation. Handbook of self-regulation: Research, theory, and applications, 171-187. Jonas, E./McGregor, I./Klackl, J./Agroskin, D./Fritsche, I./Holbrook, C./Nash, K./Proulx, T./Quirin, M. (2014): Threat and defense: From anxiety to approach. In J.M. Olson & M.P. Zanna (Eds.), Advances in Experimental Social Psychology (Vol. 49, pp.219-286). San Diego, CA: Academic Press. Kauffeld, S. (2016): Nachhaltige Personalentwicklung und Weiterbildung. Be- triebliche Seminare und Trainings entwickeln, Erfolge messen, Transfer sichern (2. überarbeitete Auflage). Berlin: Springer. Kruglanski, A. W. (1998): Lay Epistemics and Human Knowledge Cognitive and Motivational Bases, Springer. Kruglanski, A. W. (2004). Essays in social psychology.The psychology of closed mindedness. Psychology Press.. Meier, C./Seufert, S. (2016): Digitale Transformation: Implikationen für die Personalentwicklung. Personalentwicklung 2017: Themen, Trends, Best Practices 2017, 227. Miles, R. (1975): Theories of management : Implications for organizational behavi- or and development (McGraw-Hill series in management). McGraw-Hill. Nieswandt, M./Geschwill, R./Zimmermann, V. (2019): EdTech in Unternehmen. Wiesbaden: Springer. Reiss, S./Prentice, L./Schulte-Cloos, C./Jonas, E. (2019): Organisationaler Wandel als Bedrohung–von impliziter Angst zur Annäherung durch prozedurale Gerechtigkeit. Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organi- sationspsychologie (GIO), 50(2), 145-161. Ryan, R. M./Deci, E. L. (2000): Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68. Schirmer, F. (2013): Arbeitsverhalten von Managern: Bestandsaufnahme, Kritik und Weiterentwicklung der Aktivitätsforschung (Vol. 86). Springer-Verlag. Stollberger, J./Debus, M. E. (2020): Go with the flow, but keep it stable? The role of flow variability in the context of daily flow experiences and daily creative performance. Work & Stress, 34(4), 342-358. SUMMARY Research question: How can HR providers be supported in deve- loping measures to implement New Learning? Methodology: This article introduces a tool that can be used for the planning of HR development measures, the PATH model. Based on a thorough problem definition (P = problem), a syste- matic problem analysis (A = analysis), the integration of current research and the embedding of the problem in central theories (T = test and theory), the selection of suitable strategies for inter- ventions (H = help) can be achieved. Practical implications: The translation of scientific findings into practice is to be facilitated in order to ensure that design and decision-making processes can be carried out professionally despite complex challenges.