管理评论

›› 2018, Vol. 30 ›› Issue (7): 148-161.

• 组织行为与人力资源管理 • 上一篇    下一篇

挑战与阻断性压力源对边界跨越结果的影响——IT员工压力学习的有调节中介效应

邓春平1, 刘小娟2, 毛基业3,4   

  1. 1. 北京工商大学商学院, 北京 100048;
    2. 上海对外经贸大学工商管理学院, 上海 201620;
    3. 中国人民大学商学院, 北京 100872;
    4. 清华大学现代管理研究中心, 北京 100084
  • 收稿日期:2016-04-25 出版日期:2018-07-28 发布日期:2018-07-21
  • 通讯作者: 邓春平(通讯作者),北京工商大学商学院副教授,硕士生导师,博士
  • 作者简介:刘小娟,上海对外经贸大学工商管理学院讲师,博士;毛基业,中国人民大学商学院教授,清华大学现代管理研究中心研究员,博士生导师,博士。
  • 基金资助:

    教育部人文社会科学重点研究基地重大项目（10JJD630012）；国家自然科学基金项目（71472011）；北京市社会科学基金项目青年项目（14JGC092）；北京工商大学国有资产管理协同创新中心项目（GZ20131001）。

The Impacts of Challenge and Hindrance Stressors on the Outcome of Boundary Spanning: The Moderated Mediation Effect of IT Personnel's Learning under Stressors

Deng Chunping1, Liu Xiaojuan2, Mao Jiye3,4   

  1. 1. School of Business, Beijing Technology and Business University, Beijing 100048;
    2. School of Business Administration, Shanghai University of International Business and Economics, Shanghai 201620;
    3. School of Business, Renmin University of China, Beijing 100872;
    4. Research Center for Contemporary Management, Tsinghua University, Beijing 100084
  • Received:2016-04-25 Online:2018-07-28 Published:2018-07-21

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摘要：

基于压力学习理论，研究IT部门中IT员工边界跨越下工作压力的压力源特征及其学习效应。通过有调节的中介效应模型，发现角色重载、角色模糊具有阻断性压力源特征，工作自主性会由于过渡刺激效应对知识获取和边界跨越绩效产生负面影响，但对工作满意度的影响却不显著。另外，当控制了角色模糊的影响后，角色冲突呈现出挑战性压力源特征，知识获取在工作压力与边界跨越结果之间起着部分中介作用。高掌握目标导向的员工更排斥阻断性压力源；高报酬公平性感知的员工面对阻断性压力源时知识获取水平较低。研究通过展示压力源特征、工作自主性的"过渡刺激"效应、压力影响的调节效应等，在边界跨越情境下拓展了压力学习理论。

关键词: 工作压力, 挑战性, 阻断性, 边界跨越, 压力学习

Abstract:

Based on the theory of learning under occupational stressors, the hindrance and challenge stressors and their effects on knowledge acquisition and boundary spanning outcomes are explored. Through a moderated mediating effect model, it is found that role overload and role ambiguity of IT boundary spanners has the typical characteristics of hindrance stressor. In addition, job autonomy has a negative impact on knowledge acquisition and boundary spanning performance due to the over-stimulating effect, whereas its impact on job satisfaction is not significant. When the impact of role ambiguity is controlled, role conflict exhibits the characteristics of challenge stressor. It is also found that the learning effect plays a partial mediating role between job stressors and boundary spanning outcome. IT employees with high mastery goal orientation are more likely to dislike hindrance stressors and those with high pay equity perception will acquire less knowledge facing hindrance stressors. These results contribute to the theory of learning under stressors by revealing the hindrance and challenge stressors of IT personnel boundary spanners, mediation role of knowledge acquisition, and the moderating effects in boundary spanning context.

Key words: occupational stressors, challenge, hindrance, boundary spanner, learning under stressors