{"title":"主动学习,主动塑造,还是两者兼而有之?工作设计与非正式工作场所学习之间的相互影响的交叉滞后面板分析,以及工作制作的中介作用","authors":"Julian Decius , Niclas Schaper , Katharina Klug , Andreas Seifert","doi":"10.1016/j.jvb.2023.103893","DOIUrl":null,"url":null,"abstract":"<div><p>Informal workplace learning (IWL) is the predominant form of vocational learning. In striving to foster IWL, the focus of previous research has been on work design: according to the <em>active learning hypothesis</em>, both job resources and job demands can lead to learning. Informal learning research has so far agreed with this assumption but has hardly investigated the direction of effects or explaining mechanisms. The alternative <em>active shaper hypothesis</em><span> suggests that engagement in learning leads to more job resources but can also create higher job demands. The underlying processes in both hypotheses may be related to proactive behavior such as job crafting. In this article we present the results of two longitudinal studies focusing on job control and workload. In study 1, we used a cross-lagged panel design with structural equation modeling to analyze two-wave data with a 1.5-year interval among 129 blue-collar workers. The results suggest that IWL leads to job control and workload; the reverse causal direction was not significant. Hence, study 1 provided support for the </span><em>active shaper hypothesis</em>. In study 2, we used three-wave data with a 4-week interval among 216 white-collar workers to examine potential mediating effects of job crafting in the relationship between IWL and work characteristics. The results supported the assumption that task crafting and relational crafting mediate between job control and IWL and vice versa, and that relational crafting mediates between IWL and job control. No mediating effects were found with respect to workload, and cognitive crafting did not function as a mediator either. In supplemental analyses, we found mostly evidence that informal learning and job crafting are distinct constructs. The findings partly contradict the predominant <em>active learning hypothesis</em> and have implications for workplace learning research and personnel development in organizations.</p></div>","PeriodicalId":51344,"journal":{"name":"Journal of Vocational Behavior","volume":null,"pages":null},"PeriodicalIF":5.2000,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Active learning, active shaping, or both? A cross-lagged panel analysis of reciprocal effects between work design and informal workplace learning, and the mediating role of job crafting\",\"authors\":\"Julian Decius , Niclas Schaper , Katharina Klug , Andreas Seifert\",\"doi\":\"10.1016/j.jvb.2023.103893\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Informal workplace learning (IWL) is the predominant form of vocational learning. In striving to foster IWL, the focus of previous research has been on work design: according to the <em>active learning hypothesis</em>, both job resources and job demands can lead to learning. Informal learning research has so far agreed with this assumption but has hardly investigated the direction of effects or explaining mechanisms. The alternative <em>active shaper hypothesis</em><span> suggests that engagement in learning leads to more job resources but can also create higher job demands. The underlying processes in both hypotheses may be related to proactive behavior such as job crafting. In this article we present the results of two longitudinal studies focusing on job control and workload. In study 1, we used a cross-lagged panel design with structural equation modeling to analyze two-wave data with a 1.5-year interval among 129 blue-collar workers. The results suggest that IWL leads to job control and workload; the reverse causal direction was not significant. Hence, study 1 provided support for the </span><em>active shaper hypothesis</em>. In study 2, we used three-wave data with a 4-week interval among 216 white-collar workers to examine potential mediating effects of job crafting in the relationship between IWL and work characteristics. The results supported the assumption that task crafting and relational crafting mediate between job control and IWL and vice versa, and that relational crafting mediates between IWL and job control. No mediating effects were found with respect to workload, and cognitive crafting did not function as a mediator either. In supplemental analyses, we found mostly evidence that informal learning and job crafting are distinct constructs. The findings partly contradict the predominant <em>active learning hypothesis</em> and have implications for workplace learning research and personnel development in organizations.</p></div>\",\"PeriodicalId\":51344,\"journal\":{\"name\":\"Journal of Vocational Behavior\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":5.2000,\"publicationDate\":\"2023-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Vocational Behavior\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0001879123000532\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, APPLIED\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Vocational Behavior","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0001879123000532","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, APPLIED","Score":null,"Total":0}
Active learning, active shaping, or both? A cross-lagged panel analysis of reciprocal effects between work design and informal workplace learning, and the mediating role of job crafting
Informal workplace learning (IWL) is the predominant form of vocational learning. In striving to foster IWL, the focus of previous research has been on work design: according to the active learning hypothesis, both job resources and job demands can lead to learning. Informal learning research has so far agreed with this assumption but has hardly investigated the direction of effects or explaining mechanisms. The alternative active shaper hypothesis suggests that engagement in learning leads to more job resources but can also create higher job demands. The underlying processes in both hypotheses may be related to proactive behavior such as job crafting. In this article we present the results of two longitudinal studies focusing on job control and workload. In study 1, we used a cross-lagged panel design with structural equation modeling to analyze two-wave data with a 1.5-year interval among 129 blue-collar workers. The results suggest that IWL leads to job control and workload; the reverse causal direction was not significant. Hence, study 1 provided support for the active shaper hypothesis. In study 2, we used three-wave data with a 4-week interval among 216 white-collar workers to examine potential mediating effects of job crafting in the relationship between IWL and work characteristics. The results supported the assumption that task crafting and relational crafting mediate between job control and IWL and vice versa, and that relational crafting mediates between IWL and job control. No mediating effects were found with respect to workload, and cognitive crafting did not function as a mediator either. In supplemental analyses, we found mostly evidence that informal learning and job crafting are distinct constructs. The findings partly contradict the predominant active learning hypothesis and have implications for workplace learning research and personnel development in organizations.
期刊介绍:
The Journal of Vocational Behavior publishes original empirical and theoretical articles offering unique insights into the realms of career choice, career development, and work adjustment across the lifespan. These contributions are not only valuable for academic exploration but also find applications in counseling and career development programs across diverse sectors such as colleges, universities, business, industry, government, and the military.
The primary focus of the journal centers on individual decision-making regarding work and careers, prioritizing investigations into personal career choices rather than organizational or employer-level variables. Example topics encompass a broad range, from initial career choices (e.g., choice of major, initial work or organization selection, organizational attraction) to the development of a career, work transitions, work-family management, and attitudes within the workplace (such as work commitment, multiple role management, and turnover).