| Author: | 劉志勇 Liu, Zhiyong |
| Title: | 什么时候高工作要求激励而非挫伤学习行为? : 基於 JDCS 模型对主管支持感、工作小组成员支持感和工作控制作用的实证研究 Shen me shi hou gao gong zuo yao qiu ji li er fei cuo shang xue xi xing wei? : ji yu JDCS mo xing dui zhu guan zhi chi gan, gong zuo xiao zu cheng yuan zhi chi gan he gong zuo kong zhi zuo yong de shi zheng yan jiu |
| Other Title: | When do high job demands motivate rather than frustrate learning behaviors? : an empirical study on the roles of perceived supervisor support, perceived work-group members support and job control |
| Degree: | D.Mgt. |
| Year: | 2010 |
| Subject: | Hong Kong Polytechnic University -- Dissertations Employee motivation |
| Department: | Graduate School of Business |
| Pages: | xi, 109 leaves ; 30 cm. |
| Language: | Chinese |
| Abstract: | The job demand-control-support model (JDCS Model; Karasek, 1979, 1998; Karasek & Theorell, 1990) was first proposed by Karasek in 1979, and since then, it has drawn increasing attention owing to its simplicity and operability. The JDCS model suggests that as employees' job demands increase, the enhancement of control and social support on the job may not only decrease employees' job strain (buffer effect) but also increase their intrinsic work motivation and promote their learning (enrichment effect). Knowledge workers are valuable assets of organizations, so in order to make full use of the core competence of the organization, it is very important to explore the mechanism of these workers' learning behavior. Therefore, when do high job demands motivate rather than frustrate learning behaviors? Using a sample of 186 knowledge workers, this study investigates how both supervisor support and work-group member support influence the effects of job demands and job control on knowledge workers' learning behavior. Based on JDCS model theories and some relevant previous studies, a theoretical framework is put forward to guide the study and hypotheses for empirical testing. A questionnaire is designed based on a comprehensive review of the literature. To test the hypotheses and achieve the research objectives, the multisourced data obtained were analyzed with reliability analysis and regression analysis using SPSS statistical software. The results show that Karasek's proposed interaction between demands and control when predicting learning occurred only for those employees who had received more support from work-group members. This three-way interaction helps reconcile previous inconsistent findings about the interaction between demands and control when predicting learning. However, there were no three-way interactions among perceived supervisor support, job control, and job demands when predicting learning. which indicates that work-group member support was more powerful than supervisor support. By incorporating learning behavior, one kind of extra-role behavior, into the JDCS model to test the learning hypothesis, this study extends the JDCS model to some extent. Furthermore, it also provides generalizable insights into the relationship among job characteristics, social support, and learning behavior by testing the generalizability of a well-established theory within Asian culture. By differentiating between two different loci of social support, the predictive power of the JDCS model was substantially improved. The results of the study cast light on the effective management of knowledge workers. That is, high job demands combined with high job control and high social support can motivate employees to develop new behavior patterns and improve their performance. Moroever, work-group member support had a stronger moderating effect, suggesting that it is important for managers to focus on the creation and development of a supportive team climate. For example, they can launch team building activities to strengthen the link among members and to encourage them to care for and share experiences with others. |
| Rights: | All rights reserved |
| Access: | restricted access |
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| File | Description | Size | Format | |
|---|---|---|---|---|
| b23555014.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 7.73 MB | Adobe PDF | View/Open |
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