促進焦點對員工自願學習行為、工作輪調意願之影響—以智力刺激為調節

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：31

、訪客IP：52.14.164.100

姓名

林佳瑩(Chia-Ying Lin) 查詢紙本館藏

畢業系所

人力資源管理研究所

論文名稱

促進焦點對員工自願學習行為、工作輪調意願之影響—以智力刺激為調節
(The effect of promotion focus on employees′ voluntary learning behavior and job rotation willingness: Intellectual stimulation as the moderator.)

相關論文

★ 傳統食品業之轉型與品質升級策略探討-以P公司為例	★ 航空器維修訓練調整策略探討-以C公司為例
★ 企業社會責任ヽ內控內稽制度措施的探討-以T銀行為例	★ 主管管理職能評鑑與驗證-以A公司為例
★ 人力資源部門客戶服務代表角色與功能探討-以某科技公司為例	★ Ｅ公司員工品格教育與工作投入、工作壓力、員工幸福感關係之研究，知覺組織支持之中介效果
★ 工作要求、工作控制與工作生活平衡關係之研究：以主管家庭支持行為為調節變項	★ 如何打造正向的企業志工參與環境-以國內大型電子製造業為例
★ 如何塑造良好的企業志工投入與推薦-以國內大型電子製造業為例	★ 組織自尊、學習目標導向及尋求回饋行為對於員工自我學習之影響
★ 家長式領導與組織認同感之關聯性研究-以信任主管為調節變項	★ 影響在臺產業外籍移工的生活與工作適應程度：從組織及勞工本身之變數探討
★ 尋求更好的解決之道！以正向觀點探討企業進用身心障礙者之問題－以M公司身障進用經驗為例	★ 營業額意圖：組織和個人因素的影響以及企業家意圖在越南語境中的中介作用
★ 如何提升外派人員效能？知覺組織支持與配偶家庭支持對外派人員組織認同、工作投入、工作壓力之影響─以主管家庭支持行為為調節	★ 育嬰的代價?影響育嬰留職停薪復職後個人績效及勞動條件變更之因素分析

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

我們正處在外在環境複雜且多變的烏卡世代，科技發展以及市場變動的速度更甚以往，員工必須藉由持續學習新的知識以及技能來因應勞動市場上的變化，而新冠肺炎迫使企業必須加快轉型的腳步，因此更加突顯學習之於員工個人以及整體組織的重要性。鑒於員工成長心態的建立在當今的環境背景下有其必要性，而焦點調節理論中的促進焦點傾向者追求成長與發展，面對機會及挑戰展現積極的態度，希望藉此達到理想中的自我。而工作輪調在實務上的運用亦備受重視，原因是輪調可以促使員工在職場學習更多、成長更快。故本研究希望能研究促進焦點與自願學習行為、工作輪調意願之間的關係，同時探討智力刺激的調節效果。研究對象為台灣正職工作者，並進行結構性問卷之線上調查作業，採取實證方式分析問卷回收結果。
研究結果發現：（1）促進焦點特質對工作輪調意願有顯著正向影響。（2）促進焦點特質對自願學習行為有顯著正向影響。（3）自願學習行為對工作輪調意願有顯著正向影響。（4）促進焦點特質與工作輪調意願間，自願學習行為具有部分中介效果。

摘要(英)

We are in the VUCA world where the external environment is complex and full of volatility, uncertainty, and ambiguity. The speed of technological development and market changes is even faster than before. Employees must continue to learn new knowledge and skills to adapt to changes in the labor market. The COVID-19 pandemic has forced companies to accelerate the pace of transformation, thus learning is more important than ever for employees and organizations.
It is necessary to establish employees′ growth mindset in today′s environment. According to the regulatory focus theory, people with promotion focus are concerned with their hopes, aspirations, and wishes. They are motivated by growth and development needs that will lead to the realization of their ideal self. Moreover, the job rotation is also highly valued in workplace, as it enables employees to learn more and grow faster. Therefore, this study seeks to explore the relationships between promotion focus, voluntary learning behavior, and job rotation willingness, and to explore the moderating effect of intellectual stimulation.
The results of the study found that：(1) The promotion focus had a positive influence on job rotation willingness. (2) The promotion focus had a positive influence on voluntary learning behavior. (3) Voluntary learning behavior had a positive influence on job rotation willingness. (4) Voluntary learning behavior had a partial mediating influence on promotion focus and job rotation willingness.

關鍵字(中)

★ 促進焦點
★ 工作輪調
★ 自願學習行為
★ 智力刺激

關鍵字(英)

論文目次

中文摘要 I
英文摘要 II
誌謝 III
目錄 IV
圖目錄 VI
表目錄 VII
第一章緒論 1
1-1 研究動機 1
1-2 研究目的 5
1-3 研究流程 6
第二章文獻探討與假設 7
2-1 工作輪調意願 7
2-2 促進焦點 10
2-3 自願學習行為 12
2-4 智力刺激 16
第三章研究方法 18
3-1 研究架構與研究假設 18
3-1-1 研究架構 18
3-1-2 研究假設 19
3-2 研究變項量表與衡量工具 20
3-2-1 工作輪調意願 20
3-2-2 促進焦點 21
3-2-3 自願學習行為 22
3-2-4 智力刺激 24
3-3 研究對象與資料收集方法 25
3-4 資料分析方法 26
四、研究結果 27
4-1 描述性統計分析 27
4-2 問卷效度與信度分析 28
4-3 各研究變項之相關分析 30
4-4 各研究變項之階層迴歸分析 32
4-4-1 促進焦點對工作輪調意願之迴歸分析 32
4-4-2 促進焦點對自願學習行為之迴歸分析 33
4-4-3 自願學習行為對工作輪調意願之迴歸分析 34
4-4-4 自願學習行為對工作輪調意願之中介效果迴歸分析 34
4-4-5 調節效果之迴歸分析 36
4-6 研究結果彙整 37
五、結論與建議 38
5-1 研究意涵 38
5-1-1 促進焦點對工作輪調意願、自願學習行為之影響 38
5-1-2 自願學習行為對工作輪調意願之影響 39
5-1-3 智力刺激扮演的調節效果 39
5-2 管理意涵 40
5-2-1 招募與徵選 40
5-2-2 領導方式 40
5-3 研究限制與未來建議 41
第六章參考文獻 43
6-1 中文文獻 43
6-2 英文文獻 45

參考文獻

中文文獻
李長貴（2000）。人力資源管理：組織的生產力與競爭力。台北：華泰文化事業股份有限公司。
吳怡靜（2018）。VUCA時代，怎麼讓你的組織便敏捷?天下雜誌第642期。
取自：https://www.cw.com.tw/article/5088385?template=transformers
李宥臻（2021）。打造你的成長心態：「甚麼都要學」勝過甚麼都懂。Cheers雜誌第236期。
取自：https://www.cheers.com.tw/article/article.action?id=5100147
紀明德（2010）。大學校院學生事務人員工作輪調與工作投入關係之研究。國立臺灣師範大學未出版之碩士論文。
紀宗賢（2017）。影響客服人員接受工作輪調意願之因素探討。國立高雄第一科技大學未出版之碩士論文。
紀乃文、李學佳（2018）。員工為何建言？探討員工利社會動機與印象管理動機對建言行為的影響：求成型焦點、情感性組織承諾與公民行為壓力的調節效果。管理學報, 35(1)，1-25。
陳澤義、黃旭男、劉祐(2008)。國軍轉換型領導、工作滿意度、組織信任、組織承諾與軍官自發行為之研究。國防雜誌, 23(6)，34-48。
高士閔（2020）。別在同部門待超過 5 年！日本「全家」前社長，給工作者的真心建議。經理人雜誌。
取自：https://www.managertoday.com.tw/articles/view/59029
張榮杰(2010)。軍事單位主官(管)人格特質、領導風格對組織學習成效影響之探討。崑山科技大學企業管理研究所碩士論文。
張道宜（2019）。台灣萊雅：鬆綁規範，培養Z世代成為最佳人才。Cheers雜誌。
取自：https://web.cheers.com.tw/event/2020youth/article/ad-2-2.html
張道宜（2019）。在樂天，很多主管都是經過「輪調」訓練出來的。Cheers雜誌第223期。
取自： https://www.cheers.com.tw/article/article.action?id=5094981&page=3
彭台光、高月慈、林証琴(2006)。管理研究中的共同方法變異問題本質、影響、測試與補救。管理學報，23 (1)，77-98。
楊主行（2000）。國際觀光旅館員工對工作輪調與生涯發展關係之認知研究。中國文化大學觀光事業研究所碩士論文。
蔡源成、李淑芳、紀文章（2009）。內部市場導向對員工知識管理能力與創新績效影響知研究。商管科技季刊，10(4)，593-624。
經濟部技術處（1998）。產業技術白皮書。

英文文獻
Amabile, T.M., Hill, K. G., Hennessey, B.A. & Tighe, E.M. (1994). The work preference inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66(5), 950-967.
Ames, C. A. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
Argyris, C., & Schön D. A. (1978). Organizational learning: A theory of action perspective. Reading. MA: Addison-Wesley.
Avolio, B. J., Bass, B. M., & Jung, D. I. (1999). Re-examining the components of transformational and transactional leadership using the Multifactor Leadership Questionnaire. Journal of Occupational and Organizational Psychology, 72, 441-462.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical consideration. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Bass, B. (1985). Leadership and performance beyond expectations. New York: The Free Press.
Bass, B. M., & Avolio, B. J. (1994). Transformational leadership and organization culture. International Journal of Public Administration, 17, 541-554.
Bennett, B. (2003). Training strategies for tomorrow. Bradford, England: MCB Business Strategy Publications.
Bennis, W. G. & Nanus, B. (1985). Leaders: The strategies for taking charge. New York: Harper and Row.
Bernardin, J. H. & Russel, J. E. A. (1993). Human resource management: An experimental approach. New York, Mc Graw Hill Companies.
Birdi, K., Allan, C., & Warr, P. (1997). Correlates and perceived outcomes of four types of employee development activity. Journal of Applied Psychology, 82(6), 845-857.
Bowlby, J. (1969). Attachment. New York: Basic Book.
Breet, J. M. (1984). Job transitions and personal and role development. In K. Rowland & G. Ferris (Eds.). Research in Personnel and Human Resources Management, 2,155-185. Greenwich, CT: JAI Press.
Brendl, C. M., Higgins, E. T., & Lemm, K. M. (1995). Sensitivity to varying gains and losses: The role of self-discrepancies and event framing. Journal of Personality and Social Psychology, 69(6), 1028-1051.
Brockner, J., & Higgins, E. T. (2001). Regulatory focus theory: Implications for the study of emotions at work. Organizational Behavior and Human Decision Process, 86(1), 35-66.
Byars, L. L., & Rue, L. W. (2004). Human Resource Management. New York, NY: McGraw- Hill.
Campion, M. A., Cheraskin, L., & Stevens, M. J. (1994). Career-related antecedents and outcomes of job rotation. Academy of Management Journal, 37(6), 1518-1542.
Cannon, M. D., & Edmondson, A. C. (2001). Confronting failure: Antecedents and consequences of shared beliefs about failure in organizational work groups. Journal of Organizational Behavior, 22(2), 161-177.
Carver, C. S., Sutton, S. K., & Scheier, M. F. (2000). Action, emotion, and personality: Emerging conceptual integration. Personality and Social Psychology Bulletin, 26(6), 741-751.
Chi, N. W., & Huang, J. C. (2014). Mechanisms linking transformational leadership and team performance: The mediating roles of team goal orientation and group affect tone. Group & Organization Management, 39(3), 300-325.
Corney, M. (1995). Employee development schemes. Employment Gazette, 103, 365-390.
Crowe, E., & Higgins, T. (1997). Regulatory focus and strategic inclinations: Promotion and prevention in decision making. Organization Behavior and Human Decision Processes, 69(2), 117-132.
Cuiefird, J.P. (1965). Fundamental statistics in psychology and education. (4th Ed), New York: McGraw Hill.
Deci, E.L., & Ryan, R.M. (1980). The empirical exploration of intrinsic motivational processes. Advances in Experimental Social Psychology, 13, 39-80.
Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
Dweck, C. S. (1986). Motivation processes affecting learning. American Psychologist, 41(10), 1040-1048.
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality and development. Philadelphia: Psychology Press.
Dweck, C. S. (2006). Mindset：The psychology of success.
Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383.
Fisher, S., & Shaw, J. (1993). Human Resources Management, New York: McGraw-Hill.
Ford, J., Major, D., & Seaton, F. (1991). The movement towards a continuous learning philosophy: Understanding training from an organizational level of analysis. Paper presented at the Annual Conference of the Society for Industrial and Organizational Psychology, St. Louis, MO.
Förster, J., Higgins, E. T., & Bianco, A. T. (2003). Speed/accuracy decisions in task performance: Built-in tradeoff or separate strategic concerns? Organizational Behavior and Human Decision Processes, 90(1), 148-164.
Förster, J., Friedman, R. S., & Liberman, N. (2004). Temporal construal effects on abstract and concrete thinking: consequences for insight and creative cognition. Journal of Personality and Social Psychology, 87(2), 177.
Fry, L. W. (2003). Toward a theory of spiritual leadership. The Leadership Quarterly, 14(6), 693-727.
Gabarro, J. J. (1987). The dynamics of taking charge. Boston: Harvard Business School Press.
Gay, L.R. (1992). Educational research: Competencies for analysis and application. (4th ed.). New York: Macmillan.
George, J. M., & Jones, G. R. (1997). Organizational spontaneity in context. Human Performance, 10(2), 153-170.
Guthrie, J. P., & Olian, J. D. (1991). Dose context affect staffing decisions? The case of general managers. Personnel Psychology, 44(2), 263-292.
Gutteridge, T. G. (1986). Organizational career development systems: The state of the practice. In D. T. Hall & Associates (Eds.). Career Development in Organizations, 50-94. San Francisco: Jossey-Bass.
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford.
Henker, N., Sonnentag, S., & Unger, D. (2015). Transformational leadership and employee creativity: The mediating role of promotion focus and creative process engagement. Journal of Business and Psychology, 30(2), 235-247.
Higgins, E. T., Roney, C. J. R., Crowe, E., & Hymes, C. (1994). Ideal versus ought predilections for approach and avoidance distinct self-regulatory systems. Journal of Personality and Social Psychology, 66(2), 276-286.
Higgins, E. T. (1997). Beyond pleasure and pain. American Psychologist, 52(12), 1280-1300.
Higgins, E. T. (1998). Promotion and prevention: Regulatory focus as a motivational principle, In M. P. Zanna (Ed.). Advances in Experimental Social Psychology, 30, 1-46. New York: Academic Press.
Higgins, E. T. (2000). Making a good decision: Value from fit. American Psychologist, 55(11), 1217-1230.
Higgins, E. T., Friedman, R. S., Harlow, R. E., Idson, L. C., Ayduk, O. N., & Taylor, A. (2001). Achievement orientations from subjective histories of success: Promotion pride versus prevention pride. European Journal of Social Psychology, 31(1), 3-23.
Howard, A., & Bray, D. W. (1988). Managerial lives in transition: Advancing age and changing times. New York: Guilford.
Jackson, C. (1996). Managing and developing a boundaryless career: Lessons from dance and drama. European Journal of Work and Organizational Psychology, 5(4), 617-628.
Janssen, O., & Van Yperen, N. W. (2004). Employees’ goal orientations, the quality of leader-member exchange, and the outcomes of job performance and job satisfaction. Academy of Management Journal, 47(3), 368-384.
Johnson, R. E., Chang, C. H. & Yang, L. Q. (2010). Commitment and motivation at work: The relevance of employee identity and regulatory focus. Academy of Management Review, 35(2), 226-245.
Jöreskog, K.G. & D. Sörbom. (1988). LISREL 7: A guide to the program and application. Chicago: SPSS Inc.
Kark, R., & van Dijk, D. (2007). Motivation to lead, motivation to follow: The role of the self-regulatory focus in leadership processes. Academy of Management Review, 32(2), 500-528.
Kevin, O. (2021). Let your top performers move around the company. Harvard Business Review.
Kohnke, O. (2017). It′s not just about technology: The people side of digitization. Shaping the Digital Enterprise. Berlin, Germany: Springer International Publisher, 69-91.
Kolter, P. (1997). Marketing Management: Analysis, planning, implementation, and control. Upper Sanddle River, NJ: Prentice Hall.
Leonard, D. (1995). Wellsprings of knowledge: Building and sustaining the source of innovation. Boston: Harvard Business School.
Liberman, N., Idson, L. C., Camacho, C. J., & Higgins, E. T. (1999). Promotion and prevention choices between stability and change. Journal of Personality and Social Psychology, 77(6), 1135.
LinkedIn. (2022). The skills advantage report.
Liu, D., Chen, X. P., & Yao, X. (2011). From autonomy to creativity: A multilevel investigation of the mediating role of harmonious passion. Journal of Applied Psychology, 96(2), 294.
Lockwood, P., Jordan, C. H., & Kunda, Z. (2002). Motivation by positive or negative role models: Regulatory focus determines who will best inspire us. Journal of Personality and Social Psychology, 83(4), 854-864.
London, M., & Stumpf, S. A. (1982). Managing Careers. Reading. MA: Addison- Wesley.
London, M. (1986). The boss′s role in management development. The Journal of Management Development, 5, 25-35.
London, M. (1989). Managing the training enterprise: High-quality, cost-effective employee training in organizations. San Francisco: Jossey-Bass.
Louis, M. R. (1982). Managing career transition: A missing link in career development. Organizational Dynamics,10(4), 68-77.
Lowe, K. B., Kroeck, K. G., & Sivasubramaniam, N. (1996). Effectiveness of correlates of transformational and transactional leadership: A meta-analytic review of the MLQ literature. The Leadership Quarterly, 7(3), 385-425.
Maslow, A. (1995). Deficiency motivation and growth motivation. In M. Jones (Ed.). Nebraska Symposium on Motivation, 3, 1-30. Lincoln: Univ. of Nebraska Press.
Maurer, T. J., & Tarulli, B. A. (1994). Investigation of perceived environment, perceived outcome, and person variables in relationship to voluntary development activity by employees. Journal of Applied Psychology, 79(1), 3-14.
McCall, M. W., Lombardo, M. M., & Morrison, A. M. (1988). The lessons of experience: How successful executives develop on the job. Lexington, MA: Lexington Books.
McGrath, R. G. (2001). Exploratory learning, innovative capacity, and managerial oversight. Academy of Management Journal, 44(1), 118-131.
Miller, F. G., Dhaliwal, T. S., & Magas, L. J. (1973). Job rotation raises productivity. Industrial Engineering, 5(6), 24-26.
Mintzberg, H. (1973). The nature of managerial work. Englewood Cliffs, NJ: Prentice-Hall.
Morrison, R. F. & Brantner, T. M. (1992). What enhance or inhabits learning a new job? A basic career issues. Journal of Applied Psychology, 77(6), 926-940.
Nadella, S. (2018). Hit Refresh.
Noe, R. A., Noe. A. W., & Bachhuber, J. A. (1990). An investigation of the correlates of career motivation. Journal of Vocational Behavior, 37(3), 340-356.
Ortega J. (2001). Job rotation as a learning mechanism. Management Science, 47(10), 1361-1370.
Pintrich, P. R., & Schrauben, B. (1992). Students′ motivational beliefs and their cognitive engagement in classroom academic tasks. Student perceptions in the classroom, 7(1), 149-183.
Podsakoff, P. M., & Organ, D. W. (1986). Se1f-reports in organizationa1 research: Problems and prospects. Journal of Management, 12(4),531-544.
Pondman, A. (2015). The usefulness of job crafting: A study on the relationships between regulatory focus, job crafting, career competencies and positive work outcomes.
Rafferty, A. E., & Griffin, M. A. (2004). Dimensions of transformational leadership: Conceptual and empirical extensions. The Leadership Quarterly, 15(3), 329-354.
Raguseo, E., Gastaldi, L., & Neirotti, P. (2016). Smart work: Supporting employees’ flexibility through ICT, HR practices and office layout. Evidence-based HRM: A Global Forum for Empirical Scholarship, 4(3), 240-256.
Rogers, C. R. (1960). A therapist’s views of personal goals. Wallingford: Pendle Hill.
Rosow, J., & Zager, R. (1988). Training: The competitive edge. San Francisco: Jossey-Bass.
Rynes, S. L., Bartunek, J. M., & Daft, R. L. (2001). Across the great divide: Knowledge creation and transfer between practitioners and academics. Academy of Management Journal, 44(2), 340-355.
Sacramento, C. A., Fay, D., & West, M. A. (2013). Workplace duties or opportunities? Challenge stressors, regulatory focus, and creativity. Organizational Behavior and Human Decision Processes, 121(2), 141-157.
Shah, J., Higgins, E. T., & Friedman, R. S. (1998). Performance incentives and means: How regulatory focus influences goal attainment. Journal of Personality and Social Psychology, 74(2), 285-293.
Sherman, B. (1982). Successful marketing strategy for high tech firms. Journal of Retailing, 58, 25-43.
Smith, J. L., Wagaman, J., & Handley, I. M. (2009). Keeping it dull or making it fun: Task variation as function of promotion versus prevention focus. Motivation and Emotion, 33(2), 150-160.
Tomer, A. & Pugesek, B. H. (2003). Guidelines for the implementation and publication of structural equation models. Structural Equation Modeling: Applications in Ecological and Evolutionary Biology, 125-140.
Utman, C. H. (1997). Performance effects of motivational state: A meta-analysis. Personality and Social Psychology Review, 1(2), 170-182.
VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57(6), 995-1015.
Vera, D., & Crossan, M. (2004). Strategic leadership and organizational learning. Academy of Management Review, 29(2), 222-240.
Walker, C. R., & Guest, R. H. (1952). The man on the assembly line. Harvard Business Review, 30(3), 71-83.
Wallace, J. C., Butts, M. M., Johnson, P. D., Stevens, F.G., & Smith, M. B. (2016). A multilevel model of employee innovation: Understanding the effects of regulatory focus, thriving, and employee involvement climate. Journal of Management, 42(4), 982-1004.
Walumbwa, F. O., Cropanzano, R., & Hartnell, C. A. (2009). Organizational justice, voluntary learning behavior, and job performance: A test of the mediating effects of identification and leader-member exchange. Journal of Organizational Behavior, 30(8), 1103-1126.
Watkins, K. (1991). Facilitating learning in the workplace. Geelong, Victoria, Canada: Deakin University Press.
Yoon, J., & Kayes, D. C. (2016). Employees’ self‐efficacy and perception of individual learning in teams: The cross‐level moderating role of team‐learning behavior. Journal of Organizational Behavior, 37(7), 1044-1060.
Yukl, G. A. (1998). Leadership in organizations. Upper Saddle River, NY.
Yukl, G. (1999a). An evaluation of conceptual weaknesses in transformational and charismatic leadership theories. The Leadership Quarterly, 10(2), 285-305.
Yukl, G. (1999b). An evaluative essay on current conceptions of effective leadership. European Journal of Work and Organizational Psychology, 8(1), 33-48.
Yukl, G. A. (2013). Leadership in organizations. (8th ed.), Boston, N.J: Pearson.
Zhang, H., & Chan, D. K. S. (2013). Regulatory focus influences perseveration and distractibility in task switching. Psychological Research, 77(6), 808-817.
Zhou, Q., Hirst, G., & Shipton, H. (2012). Context matters: Combined influence of participation and intellectual simulation on the promotion focus-employee creativity relationship. Journal of Organizational Behavior, 33(7), 894-909.

指導教授

王群孝(Chun-Hsiao Wang)

審核日期

2022-6-23

推文