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

Abstract

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

Deng Chunping, Liu Xiaojuan, Mao Jiye. The Impacts of Challenge and Hindrance Stressors on the Outcome of Boundary Spanning: The Moderated Mediation Effect of IT Personnel's Learning under Stressors[J]. , 2018, 30(7): 148-161.

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