Interplay Between Learning Goal Orientation and Impression Management in Creativity Study
Explore the correlation between learning goal orientation, impression management tactics, and creativity desires among employees to enhance organizational effectiveness. Previous research and methodologies shed light on the significance and methodology of this study. Can different impression tactics influence learning goal orientation when paired with mentoring to impact creativity positively? Dive into insightful findings and questionnaire examples to understand the study's depth.
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Presentation Transcript
IS BEING A GOOD LEANER ENOUGH? AN EXAMINATION OF THE INTERPLAY BETWEEN LEARNING GOAL ORIENTATION AND IMPRESSION MANAGEMENT TACTICS ON CREATIVITY D E S I R E E W I O N P R O F E S S O R M A L O S B U S 2 5 1 F E B R U A R Y 2 7 , 2 0 2 0
WHY IS THIS IMPORTANT? Researchers have suggested that employee creativity, the development of novel and useful ideas about products, practices, services or procedures, is a crucial contributor to organizational effectiveness and sustainability Positive social perspective of creativity
KEYWORDS Learning Goal Orientation Impression Management Prot g s Mentoring Provision Formal Mentoring Program: Reciprocity, developmental benefits, consistent interaction
PREVIOUS RESEARCH Srull and Wyer (1989): Encode social information VandeWalle & Cummings (1997): LGO & feedback Noe, Greenberger, & Wang (2002): Beneficial mentoring outcomes Liao, Liu & Loi (2010): Supervisor facilitating or hindering creativity
QUESTION? Do different impression tactics have a greater influence on an employee s learning goal orientation when paired with mentoring to influence creativity?
METHOD Newly hired technicians and mentors 8 month formal mentoring program in Northeast China One prot g per mentor (not supervisor) 2 hours per week minimum Data 3 points in time from 3 different sources (Prot g , mentor, HR department) Questionnaires 80% response rate Time 1 (2 months) 83% response rate Time 2 (5 months) Hypothesis 1-3: The use of mentor/self/job focused IM tactics will moderate the positive relationship between prot g LGO and extent if mentoring is provided frequently. Hypothesis 4: Mentoring provision mediates the relationship between prot g LGO and creativity
QUESTIONNAIRE EXAMPLES Mentor Focused IM Tactics: Praise my mentor on his/her accomplishments Self Focused IM Tactics: Work hard when I know results will be seen by my mentor Job Focused IM Tactics: Play up the value of a positive event that I have taken credit for Extent of Mentoring: I place my prot g in important assignments Creativity: Independent judges with bonuses
RESULTS: MENTOR-FOCUSED IM TACTICS Prot g mentor focused IM tactics strengthen the relationship between LGO and the extent of mentoring provided. Cronbach s alpha = .71
RESULTS: SELF-FOCUSED IM TACTICS Prot g self focused IM tactics strengthen the relationship between LGO and the extent of mentoring provided. Cronbach s alpha = .71
RESULTS: JOB-FOCUSED IM TACTICS Prot g job focused IM tactics weakened the relationship between LGO and the extent of mentoring provided. Cronbach s alpha = .86
TAKE HOME MESSAGE Positive outcomes for employees with high LGO -Learning culture -Creative time Positive reinforcement for mentors -Open door policies -Behavioral selection for prot g s Broad impact of mentoring on prot g outcomes - Mentor rewards - Prot g spotlight for creative ideas
