Ready and willing to learn: exploring personal antecedents to taking on learning challenges

2019 ◽  
Vol 31 (4) ◽  
pp. 289-304 ◽  
Author(s):  
Michele Rigolizzo
Keyword(s):  
Individual Differences ◽  
Goal Orientation ◽  
Need For Cognition ◽  
Behavioral Measure ◽  
Equation Modeling ◽  
Content Type ◽  
Working Adults ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Challenging Tasks

Purpose The purpose of this paper is to examine the personal antecedents to taking on the challenge of learning, particularly when there is competition for time at work. Taking on challenging tasks, particularly those that enhance learning, is a critical behavior in today’s dynamic business environments. This paper explores how individual differences motivate people to choose a challenging task over an easy one. Design/methodology/approach A behavioral measure was used to determine if working adults higher in learning goal orientation, curiosity, and need for cognition were more likely to take on a challenging task, even when there was competition for their time. Structural equation modeling was used to more deeply examine whether these constructs independently contribute to the outcome. Findings Goal orientation, curiosity and need for cognition each significantly predicted whether working adults took on a challenging task. Additional analysis revealed that learning goal orientation, curiosity, and need for cognition loaded onto a single factor. Research limitations/implications This paper answers calls for the use of direct measurement in social science research. Rather than asking individuals about what they have done or would do, the study observes what choices working adults actually make when confronted with the opportunity to learn. Originality/value Contributing to the recent surge of work on informal learning behaviors, this paper examines a critical learning behavior – that of taking on challenging tasks. It demonstrates that even if individuals are ready learn (have the time and resources), there are key individual differences that drive whether they are willing to do so.

Interpersonal leadership and job engagement: testing the mediating role of deep acting, initiative climate and learning goal orientation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Zia Aslam ◽  
Safiah Omar ◽  
Mohammad Nazri ◽  
Hasnun Anip Bustaman ◽  
Mohammed Mustafa Mohammed Yousif
Keyword(s):  
Goal Orientation ◽  
Emotional Labor ◽  
Equation Modeling ◽  
Job Engagement ◽  
Deep Acting ◽  
Content Type ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Labor Skills

PurposeThough employee job engagement has been one of the few most proliferated organizational concepts during the last two decades, evidence on how to achieve an engaged workforce is unclear. The purpose of this study was to contribute to the engagement literature by investigating the role of interpersonal leadership in developing job engagement through the relative importance of deep acting emotional labor skills, initiative climate and learning goal orientation as intervening mechanisms.Design/methodology/approachThis study employed an online self-reported survey in data collection, gathering input from 438 frontline service employees in Malaysia. The data was then tested using the structural equation modeling (PLS-SEM) to evaluate the proposed parallel mediation model of the study.FindingsThe findings demonstrated that deep acting emotional labor skills, initiative climate and learning goal orientation were significantly effective in intervening mechanisms through which interpersonal leadership impacted job engagement.Practical implicationsThis study offers insightful evidence that can be utilized by service organizations to improve employees' job engagement. The evidence derived from this study suggests that interpersonal leadership is a valuable organizational resource that can help carve pathways through which the objective of employee job engagement can be achieved. Therefore, while crafting organizational interventions for employee job engagement, service managers should address the findings of this study.Originality/valueDespite the evidence presented in previous literature on the notable relationship between leadership and engagement, there is yet to be an apt understanding of the impact of new leadership perspectives and the intervening mechanisms in predicting job engagement. This study attempts to fill the research gap.

Linking high involvement human resource practices to employee proactivity

2015 ◽  
Vol 44 (5) ◽  
pp. 720-738 ◽  
Author(s):  
Ceyda Maden
Keyword(s):  
Goal Orientation ◽  
Human Resource ◽  
Work Engagement ◽  
Equation Modeling ◽  
High Involvement ◽  
Content Type ◽  
Hr Practices ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Proactive Behaviors

Purpose – The purpose of this paper is to examine the relationships between employees’ perceptions of high-involvement human resource (HR) practices, their levels of work engagement and learning goal orientation, and their proactive behaviors. Design/methodology/approach – The sample of the study included 240 employees who work in Istanbul, Turkey, chosen from the major industries that represent the economic profile of this city. The hypotheses were tested with structural equation modeling procedure. Findings – The results revealed that apart from perceived recognition, all the perceived high-involvement HR practices were positively related to employees’ work engagement, which in turn predicted their learning goal orientation. Besides, the results indicated that work engagement affected both individual innovation and feedback inquiry significantly, whereas learning goal orientation predicted only feedback inquiry. Finally, the findings revealed that only perceived empowerment and competency development practices were linked to feedback inquiry through work engagement and learning goal orientation. Research limitations/implications – The generalizability of the findings is limited. The data are based on self-report and the use of cross-sectional data does not allow any definite conclusions to be drawn about causality. Practical implications – Organizations that aim to increase employee proactivity need first to identify the means of increasing work engagement. One way of increasing engagement levels among employees is to invest in various kinds of supportive, high-involvement HR practices, such as competence development and information sharing. Originality/value – This study explores the notion of high-involvement HR practices with employee proactivity in an integrative way by viewing work engagement as a latent mechanism that links high-involvement HR practices to proactive behaviors both directly and indirectly via increased learning goal orientation.

scholarly journals THE RELATIVE IMPORTANCE OF CONTEXT AND INDIVIDUAL DIFFERENCES IN PREDICTING PROACTIVE SERVICE PERFORMANCE

2020 ◽  
Vol 4 (1) ◽  
pp. 26-49
Author(s):  
Muhammad Zia Aslam ◽  
Mohammad Nazri Mohd Nor ◽  
Safiah Omar
Keyword(s):  
Individual Differences ◽  
Goal Orientation ◽  
Employee Engagement ◽  
Structural Equation ◽  
Service Performance ◽  
Equation Modeling ◽  
Mediating Role ◽  
Learning Goal ◽  
Learning Goal Orientation

The current study addresses the gap in how context and individual differences help in developing a proactive workforce in the hospitality industry. Based on the model of proactive motivation and self-determination theory, this study investigates the simultaneous impact of interpersonal leadership and learning goal orientation through the mediating role of employee engagement. The study sample (N =438) is collected from front line hospitality employees in Malaysia. Results of partial least squares structural equation modeling (PLS-SEM) show that both context (i.e., interpersonal leadership) and individual differences (i.e., Learning Goal Orientation) are significant predictors of employee engagement and, in turn, of proactive service performance. Moreover, engagement is found as a significant mediator between both the predictors and the criterion. Interestingly, however, in comparison with interpersonal leadership, learning goal orientation is noticed as a substantial predictor of employee engagement and proactive service performance. Implications of the findings for research and practice are discussed accordingly.

scholarly journals Customer orientation: the interactive effect of role clarity and learning goal orientation

2020 ◽  
Vol 27 (3) ◽  
pp. 303-314
Author(s):  
Klaus J. Templer ◽  
Jeffrey C. Kennedy ◽  
Riyang Phang
Keyword(s):  
Goal Orientation ◽  
Customer Orientation ◽  
Interactive Effect ◽  
Selection Criterion ◽  
Role Clarity ◽  
High Learning ◽  
Content Type ◽  
Service Employees ◽  
Learning Goal ◽  
Learning Goal Orientation

PurposeCustomer orientation of service employees relates to customer satisfaction and loyalty, sales growth and business performance. Drawing from conservation of resources (COR) theory, the aim of this study was to test the interactive effects of service employees' role clarity and learning goal orientation on customer orientation. Specifically, it was hypothesized that even under conditions of low role clarity, service employees with high learning goal orientation would maintain a high level of customer orientation.Design/methodology/approachParticipants were 323 employees of 4- and 5-star hotels in Singapore. Using questionnaires, they reported their role clarity, learning goal orientation and customer orientation. For hypothesis testing, moderated regression analysis was performed.FindingsRole clarity and learning goal orientation were significantly related to customer orientation, and in support of the hypothesis, the interaction effect of role clarity and learning goal orientation was also significant. With high role clarity, all employees showed high customer orientation. But with low role clarity, only employees with high learning goal orientation demonstrated high customer orientation.Practical implicationsThe recommendations from this study are to include learning goal orientation as a selection criterion for service employees and to clearly define the roles of existing service employees, especially for those with low learning goal orientation.Originality/valueThe originality and value of this study lies in highlighting the importance of learning goal orientation especially under conditions of low role clarity.

Effects of managerial coaching on critical reflection: mediating role of learning goal orientation

2020 ◽  
Vol 32 (3) ◽  
pp. 217-228 ◽  
Author(s):  
Makoto Matsuo ◽  
Kohei Arai ◽  
Takami Matsuo
Keyword(s):  
Goal Orientation ◽  
Critical Reflection ◽  
Learning Goals ◽  
Future Research ◽  
Managerial Coaching ◽  
Content Type ◽  
Mediating Role ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Quantitative Studies

Purpose The purpose of this paper is to investigate the direct and indirect effects of managerial coaching on critical reflection mediated through learning goal orientation. Design/methodology/approach The authors conducted a questionnaire survey of 169 employees in 53 teams at an IT firm in Japan. The data were examined using multi-level analyses. Findings Managerial coaching has a direct positive effect on critical reflection, and the relationship is mediated by learning goal orientation. Research limitations/implications The characteristics of the sample may limit the generalization of the findings. Future research should verify the model in other industries and countries. Practical implications The organizations should note that managerial coaching is useful not only for facilitating employees’ problem-solving but also for enhancing their critical reflection. It should also be noted that employees can reflect critically on their beliefs and work routines when they have learning goals. Originality/value Although few quantitative studies have investigated the determinants of critical reflection, the present research reveals the overlooked functions of managerial coaching in promoting employees’ learning.

Understanding managerial ambidexterity: a people–situation interaction approach

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ruifang Wang ◽  
Patrick Gibbons
Keyword(s):  
Goal Orientation ◽  
Individual Difference ◽  
Content Type ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Functional Experience ◽  
Interaction Approach ◽  
Micro Foundations ◽  
And Training ◽  
Practical Implications

PurposeIt is increasingly recognised that managers play a central role in organisational ambidexterity. While some scholars have recently begun to explain the nature and antecedents of ambidextrous behaviour among managers, much remains to be learned about the micro-foundations of this behaviour. Adopting a people–situation interaction approach, this paper investigates the antecedents to managerial ambidexterity from both situational and individual difference considerations.Design/methodology/approachThis study adopts a quantitative approach using a combination of survey and archival data from 305 managers.FindingsThe results indicate that learning goal orientation is positively related with managerial ambidexterity, whereas there is no significant relationship between functional experience breadth and managerial ambidexterity. In testing moderation effects, discretionary slack is found to positively moderate the association between learning goal orientation and ambidexterity and between functional experiences and ambidexterity.Practical implicationsThis paper provides suggestions on employees selection and training, along with organisational support, in enacting managerial ambidexterity.Originality/valueGuided by individual difference theory, this paper adds value to one’s understanding of the antecedents to managerial ambidexterity. It contributes to the ambidexterity literature from the micro-foundation perspective.

The interaction of situational factors on individual factors and self-development

2020 ◽  
Vol 44 (4/5) ◽  
pp. 509-530 ◽  
Author(s):  
Muhammad Qamar Zia ◽  
Muhammad Naveed ◽  
Muhammad Adnan Bashir ◽  
Aamir Feroz Shamsi
Keyword(s):  
Goal Orientation ◽  
Proactive Personality ◽  
Situational Factors ◽  
Individual Factors ◽  
Job Autonomy ◽  
Content Type ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Self Development ◽  
Relationship Of

Purpose Organizations are facing pressure to reduce costs of training and enhancing the role of self-development that is self-driven and contextual in nature as a means to supplement employee development. The purpose of this study is to investigate the influence of individual and situational factors on self-development as well as the moderating role of situational factors. Individual factors are referred to personal characteristics, i.e. learning goal orientation and proactive personality, while situational factors are environmental conditions, including job autonomy and empowering environment. Design/methodology/approach Data were gathered from 280 middle managers of the banking sector. Partial least squares structural equation modeling was conducted to validate the model. Findings The study findings revealed a significant direct relationship of individual (learning goal orientation and proactive personality) and situational (empowering environment and job autonomy) factors with self-development. The study also found only a significant moderating effect of empowering environment in relation to learning goal orientation and self-development, correspondingly job autonomy moderates the relationship of proactive personality and self-development. Practical implications The study concludes with offering some implication for organization to focus on self-development activities by providing an empowering environment and job autonomy to its employees, which will result to minimize the overall cost of training. Organizations should also identify the individual factors that lead to self-development like proactive personality and learning goal orientation. Originality/value This study gives new insight on the predictors of self-development and their interaction. This study may be a pioneer to empirically validate a theoretical model about the interaction of situational factors between individual factors and self-development. Furthermore, it contributes and advances our knowledge by demonstrating how individual and situational factors are influencing middle mangers’ self-development in workplace.

Facilitating employee socialization through mentoring relationships

2016 ◽  
Vol 21 (6) ◽  
pp. 554-570 ◽  
Author(s):  
SuJin Son
Keyword(s):  
Relationship Quality ◽  
Goal Orientation ◽  
Structural Equation ◽  
Final Analysis ◽  
Equation Modeling ◽  
Learning Activity ◽  
Content Type ◽  
Learning Goal Orientation ◽  
Mentoring Functions ◽  
The Relationship

Purpose The purpose of this paper is to advance understanding of the mentor factors that promotes mentoring outcomes. This was done by investigating the role of mentors’ learning goal orientation (LGO), their learning activity such as reflection, the perceived relationship quality in relation to the mentoring functions received by protégés, and the furtherance of their socialization in a formal mentoring relationship. Design/methodology/approach In total, 131 matched mentor-protégé dyads were recruited from three different organizations in Korea, for the final analysis. Structural equation modeling and Hayes's PROCESS macro were used to test the proposed model and the moderating effect of perceived relationship quality. Findings Results show that mentors’ LGO was positively related to their reflection. Additionally, mentors’ reflection was positively associated with mentoring functions received by protégés. Further, mentoring functions received by protégés were positively related to protégés’ socialization. In particular, mentors’ reflection mediates the relationship between mentors’ LGO and mentoring functions received by protégés. Moreover, perceived relationship quality moderates the relationship between mentors’ LGO and their reflection. Originality/value Even though mentoring research is well advanced, not many researches have yet investigated mentors’ LGO and their learning activity such as reflection, in relation to mentoring functions received by protégés and their socialization.

Are you a protean talent? The influence of protean career attitude, learning-goal orientation and perceived internal and external employability

2015 ◽  
Vol 20 (7) ◽  
pp. 753-772 ◽  
Author(s):  
Yi-chun Lin
Keyword(s):  
Goal Orientation ◽  
Mediating Effect ◽  
Learning Goals ◽  
Hierarchical Regression ◽  
Human Resource Managers ◽  
Content Type ◽  
Protean Career ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Employee Relationships

Purpose – The purpose of this paper is to investigate the relationship between protean career attitude and perceived internal and external employability, along with the mediating effect of learning-goal orientation. Design/methodology/approach – Data were collected by distributing paper-based questionnaires to 527 workers in private banking sectors in Taiwan. Hierarchical regression analysis was used to examine the results of the relationships. Findings – The results supported the idea that protean career attitude is a significant antecedent of perceived internal and external employability. Protean talents with a higher degree of protean attitude toward value-driven career orientation and self-directed career management have an external employability that is greater than their internal employability. Learning-goal orientation fully mediated the effect of protean career attitude on perceived internal employability, but only partially mediated external employability. Practical implications – The findings can help human resource managers gain a better understanding of the use of an appropriate strategy to influence an employee’s perceived internal and external employability, which can increase the motivation and improve employer-employee relationships that contribute to organizational success and performance. Employees should recognize the increased importance of continuous learning with goal-setting in order to deal with changes at work. Originality/value – This paper empirically establishes the association between protean career attitude and perceived internal and external employability. The protean career concept may provide organizations with a valuable perspective in the evolution of careers. Valuable and protean talents place an emphasis on individuals’ core values, and while learning goals are meant to suit employer organizations, they may also establish opportunities that could cross-organizational boundaries.

Abusive supervision and knowledge sharing: moderating roles of Islamic work ethic and learning goal orientation

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Talat Islam ◽  
Saima Ahmad ◽  
Ahmad Kaleem ◽  
Khalid Mahmood
Keyword(s):  
Boundary Conditions ◽  
Knowledge Sharing ◽  
Goal Orientation ◽  
Work Ethic ◽  
Abusive Supervision ◽  
Theoretical Implication ◽  
Content Type ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Islamic Work Ethic

PurposeThe purpose of this paper is to extend the scant literature on the effect of abusive supervision on knowledge sharing by examining the roles of Islamic work ethic and learning goal orientation in moderating the effect.Design/methodology/approachThis paper utilizes a cross-lagged survey research design to collect data from 735 employees working in the services and manufacturing sectors of Pakistan.FindingsThe data analysis revealed that abusive supervision has a damaging effect on knowledge sharing in the workplace. However, employee learning goal orientation and the Islamic work ethic help in mitigating this detrimental effect.Research limitations/implicationsThe main theoretical implication is to advance knowledge on the boundary conditions that help in mitigating the undesirable effect of abusive supervision on sharing of knowledge in organizational settings.Practical implicationsThis paper provides practical insights into mitigating the damaging effects of abusive supervision, a prevalent issue in Asian societies, through the lenses of Islamic business ethics and learning goal orientation.Originality/valueThis is the first study that examines the boundary conditions placed by the Islamic work ethic and learning goal orientation around the relationship between abusive supervision and knowledge sharing in the context of Pakistan.

Sign in / Sign up

Export Citation Format

Share Document