The purpose of the research is to examine whether need for achievement moderates the relationship between job‐demand for learning and job‐related learning.
Data were obtained from 153 participants full‐time. The scales for job‐demand for learning and job‐related learning were developed for this research, whilst the scale for need for achievement was obtained from an external source. Hierarchical regression analysis was used in testing the hypothesized moderating effects.
It was found that need for achievement moderates the relationship between job‐demand for learning and job‐related learning. Specifically, although job‐demand for learning is correlated positively to job‐related learning for both the high and the low need for achievement groups, this correlation is stronger amongst the high group.
The use of a cross‐sectional design in this study prohibits inferences being drawn regarding the causal relationships between job‐demand for learning, need for achievement and job‐related learning.
Job‐related learning can be facilitated through increasing the need for achievement by allowing employees to establish their own learning and performance goals rather than by imposing such goals on them. The redesign of jobs to create challenges for employees is an equally important practical consideration.
This research provides a succinct view of the relationship between an external factor, job‐demand for learning, and an internal motivator, need for achievement. It emphasizes the degree to which organizations can facilitate learning through design of challenging jobs, to the extent of the individuals' motivation.
Loon, M. and Casimir, G. (2008), "Job‐demand for learning and job‐related learning: The moderating effect of need for achievement", Journal of Managerial Psychology, Vol. 23 No. 1, pp. 89-102. https://doi.org/10.1108/02683940810849684
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