Leader Tolerance of Ambiguity: Implications for Follower Performance Outcomes in High and Low Ambiguous Work Situations

2021 ◽  
pp. 002188632110536
Author(s):  
Peter J. O’Connor ◽  
Nerina L. Jimmieson ◽  
Adele J. Bergin ◽  
Anna Wiewiora ◽  
Laird McColl
Keyword(s):  
Goal Orientation ◽  
Role Ambiguity ◽  
Performance Outcomes ◽  
Performance Study ◽  
Tolerance Of Ambiguity ◽  
Learning Goal Orientation ◽  
Nature Study ◽  
Follower Performance ◽  
Self Reports ◽  
Managerial Employees

Individuals high in tolerance of ambiguity (TOA) are comfortable with, desire, and strive to manage ambiguous situations. We predicted leader TOA would be associated with better follower performance outcomes, depending on the level (Study 1) and nature (Study 2) of follower role ambiguity. Data were collected from employees (Study 1, n = 423) and managerial employees (Study 2, n = 326) who rated their leader on three facets of TOA and provided self-reports of their own performance outcomes. Positive implications of leader TOA for follower learning goal orientation and job performance (Study 1) were most pronounced when followers perceived low role ambiguity and, in the prediction of situational coping (Study 2), when ambiguous work situations were categorized as challenges (unexpected events requiring problem-solving) compared to hindrances. Findings have theoretical implications for understanding when TOA in leaders is optimal and have practical relevance for leaders seeking to adapt to the situational needs of their followers.

Workplace Goal Orientation

2020 ◽  
Vol 36 (2) ◽  
pp. 399-409
Author(s):  
Leonie Theis ◽  
Tanja Bipp
Keyword(s):  
Goal Orientation ◽  
Workplace Learning ◽  
Measurement Instrument ◽  
Performance Outcomes ◽  
Learning Performance ◽  
Dimensional Structure ◽  
Proactive Behavior ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
And Performance

Abstract. We investigated the construct and criterion-related validity of workplace goal orientation via two studies. Aiming to extend prior findings on this construct ( Van Dam, 2015 ), in Study 1 ( N = 334), we inspected the predictive role that learning, performance-approach, and performance-avoidance goal orientation at work play in terms of employees’ learning, task, and contextual performance. In Study 2 ( N = 201), we examined the mediating role of proactive behavior concerning the relationship between workplace (learning) goal orientation and performance. First, we found evidence for the three-dimensional structure of the translated and adapted German measurement instrument across two independent samples of employees. Second, we found support for the criterion-related validity of workplace goal orientation for important work-related outcomes. Especially learning goal orientation was positively related to learning and performance outcomes within the work context. Third, we demonstrated that the link between workplace learning goal orientation and performance is mediated by proactive behavior. It therefore seems inevitable for organizations to support the setting and pursuit of learning goals within the workplace to increase the probability of the occurrence of proactive behavior and sustain employees’ high performance and continuous learning.

Does Authentic Leadership Predict Employee Work Engagement and In-Role Performance?

2016 ◽  
Vol 15 (3) ◽  
pp. 139-142 ◽  
Author(s):  
Qaiser Mehmood ◽  
Samina Nawab ◽  
Melvyn R. W. Hamstra
Keyword(s):  
Goal Orientation ◽  
Work Engagement ◽  
Authentic Leadership ◽  
Banking Sector ◽  
Role Performance ◽  
True Self ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Follower Performance ◽  
Performance Results

Abstract. This study sought to examine whether and why authentic leadership predicts followers’ in-role performance and did so in a four-wave, multi-level, multi-source field study conducted in the banking sector in Pakistan. Working from the notion that authentic leadership fosters followers’ focus on developing their true self; we suggest authentic leadership predicts followers’ learning goal orientation. Given that learning goal orientation strongly impacts on how people approach and experience their work, in turn, we expected that learning goal orientation determines followers’ work engagement, and their in-role performance. Results indicated learning goal orientation mediated the relationship between authentic leadership and (a) follower performance and (b) work engagement.

Workplace thriving in China

2019 ◽  
Vol 40 (5) ◽  
pp. 979-993 ◽  
Author(s):  
Zhou Jiang ◽  
Yiqi Jiang ◽  
Ingrid Nielsen
Keyword(s):  
Goal Orientation ◽  
Role Ambiguity ◽  
Psychological State ◽  
Future Research ◽  
Content Type ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Order Construct ◽  
Eastern Cultures ◽  
Test Retest Reliability

Purpose Workplace thriving is a psychological state that promotes employee health and development. In addition to presenting a useful instrument that captures the nature of a thriving work life in China, the purpose of this paper is to investigate important factors that influence one’s thriving status within this national context. Design/methodology/approach Using diverse approaches across different samples, Study 1 contextualized the content of a workplace thriving scale (WTS) to fit the Chinese context. Study 2 tested the effects of learning goal orientation, exploration at work and role ambiguity on workplace thriving, employing a mediation model. As a supplement, Study 3 examined the test–retest reliability of workplace thriving. Findings Study 1 confirmed that in the Chinese setting, workplace thriving is a higher order construct represented by both a sense of learning and a sense of vitality. Study 2 found that learning goal orientation and exploration at work fostered thriving, while role ambiguity reduced thriving. Also, exploration mediated the relationship between learning goal orientation and thriving. Study 3 verified that the WTS was reliable over time in the Chinese setting, further increasing the reliability of results from Studies 1 and 2. Originality/value By rigorously and formally contextualizing the concept/construct of workplace thriving in China, this paper is informative for future research on thriving at work in Eastern cultures.

Learning Goal Orientation and Creativity: Role of Psychological Safety

2011 ◽  
Author(s):  
Warren C. K. Chiu ◽  
Humphrey Leung ◽  
Kaylee Kong ◽  
Cynthia Lee
Keyword(s):  
Goal Orientation ◽  
Psychological Safety ◽  
Learning Goal ◽  
Learning Goal Orientation

scholarly journals Relationship between Personality and Learning Goal Orientation Preceding the First Employment

2021 ◽  
Vol 13 (6) ◽  
pp. 3003
Author(s):  
Maja Daraboš Longin ◽  
Domagoj Hruška ◽  
Vedrana Sedinić
Keyword(s):  
Personality Traits ◽  
Goal Orientation ◽  
Management Practices ◽  
Organizational Socialization ◽  
Early Stage ◽  
Work Settings ◽  
Learning Goal Orientation ◽  
Business Administration Students ◽  
New Ideas ◽  
Level Of Motivation

The purpose of this study is to explore the relation between personality traits and the level of aspiration to acquire new skills and improve one’s competence in the midst of first employment. Although with mixed results, previous studies indicated that personality attributes influence goal orientation, both in the school and work settings. However, there have not been any studies that have specifically analysed this relation in the context preceding the first employment. The results of this research, on a sample of last-semester business administration students of an esteemed mid-European university, indicate that prior to the first employment, two personality traits—openness to new ideas and disposition to negative emotions—influence the level of motivation to acquire knowledge and novel modes of action. Insight into the antecedents of an individual’s orientation towards increasing and developing competencies prior to the first employment is an important topic for organizations who have the imperative to develop more sustainable knowledge management practices in an early stage of organizational socialization.

scholarly journals Supervisor Knowledge Sharing and Employee Knowledge Sharing: The Moderating Roles of Learning Goal Orientation and Affective Organizational Commitment

2021 ◽  
Vol 13 (8) ◽  
pp. 4176
Author(s):  
Seckyoung Loretta Kim
Keyword(s):  
Organizational Commitment ◽  
Knowledge Sharing ◽  
Goal Orientation ◽  
Social Exchange ◽  
Positive Relationship ◽  
Affective Organizational Commitment ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
High Level ◽  
The Relationship

Recognizing the importance of knowledge sharing, this study adopted social learning and social exchange perspectives to understand when employees may engage in knowledge sharing. Using data collected from 192 employees in various South Korean organizations, the findings demonstrate that there is a positive relationship between supervisor knowledge sharing and employee knowledge sharing. As employees perceive a high level of supervisor knowledge sharing, they are likely to engage in knowledge sharing based on social learning and social exchange theories. Furthermore, the study explores the moderating effects of learning goal orientation and affective organizational commitment in the relationship between supervisor knowledge sharing and employee knowledge sharing. The result supports the hypothesis that the relationship between supervisor knowledge sharing and employee knowledge sharing is strengthened when there is a high level of affective organizational commitment. Employees who obtain valuable knowledge from their supervisors are likely to engage in knowledge sharing when they are emotionally attached to their organization. However, in contrast to the hypothesis, the positive relationship between supervisor knowledge sharing and employee knowledge sharing was stronger at the lower levels of learning goal orientation (LGO) than at the higher levels of LGO.

Learning Goal Orientation and Academic Performance: A Dynamic model

2021 ◽  
pp. 106907272110434
Author(s):  
Bingjie Lu ◽  
Yingxin Deng ◽  
Xiang Yao ◽  
Zhe Li
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Regulation System ◽  
Feedback Seeking ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Academic Self Efficacy

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

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