Investigating the impact of a combined approach of perceived organisational support for strengths use and deficit correction on employee outcomes

C. Els, K. Mostert, M. van Woerkom

Research output: Contribution to journalArticleScientificpeer-review

3 Citations (Scopus)

Abstract

Orientation:
The positive psychology paradigm suggests a balanced focus on employee strengths and deficits. However, an overemphasis on strengths has raised questions regarding the value of a focus on strengths use, deficit improvement or a combined approach with a balanced focus on both.
Research purpose:
The primary objective was to examine whether perceived organisational support (POS) for strengths use, POS for deficit improvement or a combined approach would be the strongest predictor of work engagement, learning, job satisfaction and turnover intention.
Motivation for the study:
In the literature, there is little empirical evidence to support an approach where both employees’ strengths are used and their deficits improved.
Research design, approach and method: This study was conducted among 266 teachers from four public schools in the Western Cape. A cross-sectional survey design was used.
Main findings:
The results suggest that both strengths use and deficit improvement are important predictors of work engagement, learning, job satisfaction and turnover intention. Learning was higher and turnover intention lower for individuals experiencing a combined approach compared to those believing that their school did not support them in either using their strengths or improving their deficits. Furthermore, a combined approach was associated
with higher job satisfaction than a strengths-based approach, and a deficit-based approach was shown to be associated with higher levels of work engagement and lower turnover intentions compared to an environment where neither employees’ strengths nor deficits were addressed.
Practical or managerial implications:
The results urge organisations to invest an equal amount of resources in their employees’ strengths and deficits, as opposed to neglecting either one. Such a combined approach may be associated with increased work engagement, learning and job satisfaction and lower turnover intention.
Contribution:
This study provides empirical evidence that supports a combined approach where both employees’ strengths are used and their deficits developed.
Original languageEnglish
Article numbera882
Number of pages11
JournalSA Journal of Human Resource Management
Volume16
DOIs
Publication statusPublished - 2018

Keywords

  • DELIBERATE PRACTICE
  • EMOTIONAL EXHAUSTION
  • JOB-SATISFACTION
  • MODEL
  • PERFORMANCE
  • SCHOOL CONTEXT
  • SELF-EFFICACY
  • TEACHER BURNOUT
  • TURNOVER INTENTIONS
  • WORK ENGAGEMENT

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