دانلود رایگان مقاله پرورش شغلی کارکنان از طریق مداخله کاری

Abstract

This study examined the impact of an intervention based on Job Demands-Resources (JD-R) theory. We hypothesized that the intervention would influence participants’ job crafting behaviors, as well as their basic need satisfaction. Further, we hypothesized a positive impact on participants work engagement. In addition to the proposed intervention effects, we expected that job crafting would have a positive relationship with work engagement, through basic need satisfaction. The study used a quasi-experimental design with an experimental group and a control group. Teachers completed measures pre- and post-intervention. Results of analyses of variance were largely in line with our predictions. In the intervention group, job crafting, basic need satisfaction, and work engagement increased over time. In the control group, no significant changes were found on all variables. In addition, the results of the analysis confirmed the hypothesized mediation. We discuss the implications of these findings for both JD-R theory and practice.

Discussion

The design of this study was based on theoretical assumptions from the JD-R theory (Bakker & Demerouti, 2014), which state that optimizing job demands and resources may contribute to employee engagement. To our knowledge, this is the first study showing employees’ work engagement indeed can be fostered by a job crafting intervention. Earlier intervention studies aimed at enhancing employee work engagement showed that positive outcomes are not self-evident. A meta-analysis of 15 positive psychology interventions in organizations by Meyers, Van Woerkom & Bakker (2013) revealed that only one of them (a 7- week resilience building program) successfully enhanced participants work engagement. In addition, a study by Ouweneel, Le Blanc & Schaufeli (2013) among employees of different organizations revealed that an online intervention (containing goal setting assignments) was successful in enhancing positive emotions and self-efficacy but failed to show enhanced levels of work engagement. In contrast to intervention studies that have an individual focus and that take place in a classroom or online behind a computer, the current job crafting intervention took place in the employees’ own work context, which facilitates transfer. Earlier research already revealed that learning at work is more effective than learning at an external location because direct links to the working situation can be made (Kessels, 1993), which amplifies the transfer (the actual application after the training of things learned) (Kessels, 2001).