Schelp Leonie, Bipp Tanja, Gado Sabrina, Daumiller Martin
Julius-Maximilians Universität Würzburg, Würzburg, Germany.
Heidelberg University, Heidelberg, Germany.
Psychol Rep. 2023 Aug 29;128(5):332941231198057. doi: 10.1177/00332941231198057.
A workplace that emphasizes personal learning and task mastery fosters employee development and performance. However, it is yet unclear which specific factors support such a learning goal-oriented workplace. Based on research in the educational domain, we investigated the reciprocal effects of dispositional learning goal orientation, supervisor's appraisal behavior, and a learning goal-oriented workplace. In a study with a repeated measurement design ( = 144 employees), we did not find support for an effect of supervisor's appraisal behavior (operationalized by the perceived use of self-reference norms and constructive handling of errors by employees) on workplace learning goal orientation over time. However, we found that a dispositional learning goal orientation of employees supports a learning goal-oriented work environment. Furthermore, workplace learning goal orientation had a cross-lagged effect on dispositional learning goal orientation and supervisor's appraisal behavior. By comparing our results from work to findings from the educational context, our results convey important theoretical implications about the construct of workplace goal orientation and suggest practical applications to foster a learning goal-oriented workplace in terms of personnel development and performance management.
一个强调个人学习和任务掌握的工作场所能够促进员工发展和绩效。然而，目前尚不清楚哪些具体因素支持这样一个以学习目标为导向的工作场所。基于教育领域的研究，我们调查了性格学习目标导向、主管的评估行为和以学习目标为导向的工作场所之间的相互影响。在一项采用重复测量设计的研究中（144名员工），我们没有发现主管的评估行为（通过员工对自我参照规范的感知使用和对错误的建设性处理来衡量）对工作场所学习目标导向随时间的影响。然而，我们发现员工的性格学习目标导向支持以学习目标为导向的工作环境。此外，工作场所学习目标导向对性格学习目标导向和主管的评估行为有交叉滞后效应。通过将我们在工作中的结果与教育背景下的结果进行比较，我们的结果传达了关于工作场所目标导向结构的重要理论意义，并提出了在人员发展和绩效管理方面促进以学习目标为导向的工作场所的实际应用建议。
