<strong>Orientation:</strong> Research shows that engaged employees experience high levels of energy and strong identification with their work, hence this study’s focus on work identity and dedication.<p><strong>Research purpose:</strong> This study explored possible differences in the Job Demands-Resources model (JD-R) as predictor of overall work engagement, dedication only and work-based identity, through comparative predictive analyses.</p><p><strong>Motivation for the study:</strong> This study may shed light on the dedication component of work engagement. Currently no literature indicates that the JD-R model has been used to predict work-based identity.</p><p><strong>Research design:</strong> A census-based survey was conducted amongst a target population of 23134 employees that yielded a sample of 2429 (a response rate of about 10.5%). The Job Demands- Resources scale (JDRS) was used to measure job demands and job resources. A work-based identity scale was developed for this study. Work engagement was studied with the Utrecht Work Engagement Scale (UWES). Factor and reliability analyses were conducted on the scales and general multiple regression models were used in the predictive analyses.</p><p><strong>Main findings:</strong> The JD-R model yielded a greater amount of variance in dedication than in work engagement. It, however, yielded the greatest amount of variance in work-based identity, with job resources being its strongest predictor.</p><p><strong><strong><strong>Practical/managerial implications:</strong> </strong></strong>Identification and work engagement levels can be improved by managing job resources and demands.</p><p><strong><strong><strong>Contribution/value-add:</strong> </strong></strong>This study builds on the literature of the JD-R model by showing that it can be used to predict work-based identity.</p><p><strong><strong><strong>How to cite this article:</strong><br /> </strong></strong>De Braine, R., & Roodt, G. (2011). The Job Demands- Resources model as predictor of work identity and work engagement: A comparative analysis. <em>SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 37</em>(2), Art. #889, 11 pages. doi:10.4102/sajip.v37i2.889</p>
Orientation: Over the past two decades, since the advent of democracy in South Africa, the country has undergone transformation in virtually all sectors of society. Education is no exception, with higher education institutions (HEIs) also experiencing change. The transformation of HEIs has brought about many new challenges, demands and stresses that may hinder the work performance of academics.Research purpose: This study seeks to determine the ‘hindrance demands’ unique to the South African context by developing and validating the Higher Education Hindrance Demands Scale (HEHDS). This scale includes a set of demands placed on academics’ experiences in this context.Research approach, design and method: Data were collected from 184 academic staff members from HEIs based on a quantitative research design using a cross-sectional survey. Data were analysed through exploratory factor analysis (EFA), while the reliability of the scale was obtained through Cronbach’s coefficient alpha.Main findings: The results produced, as anticipated, a six-factor model consisting of: (1) workload, (2) higher education unrest, (3) change management, (4) decolonisation, (5) online teaching and learning and (6) psychological safety. The findings indicated excellent reliability, ranging between 0.74 and 0.90.Practical and managerial implications: Taking into consideration the context in which HEIs operate in South Africa, it is noteworthy that the recommendations in this article will assist in identifying the hindrance demands placed on academic staff. Researchers in the field are therefore called to validate the instrument developed through the use of confirmatory factor analysis.Contributions or value-add: This study adds to the limited research on hindrance demands placed on staff in HEIs.
The purpose of this study was to explore (1) what organisational leaders consider to be character elements of leaders within the workplace, (2) what influences leaders’ character development, and (3) how an organisation can continue the process of character development. The literature review and findings revealed that leadership, integrity, industriousness, empathy, loyalty, optimism, fairness and compassion are the most sought after character elements within leaders in the workplace. Leadership and integrity were found to be the most supported character elements. The findings also indicate that work environmental factors, a person’s own efforts, and the daily experiences of work life contribute towards character development
The world of work is being changed at an unprecedented rate as a result of the rise of the Fourth Industrial Revolution. This rate of change was accelerated by the COVID-19 pandemic, which left organizations and their leadership to deal with myriad of challenges. These changes also impacted leaders’ identities in their work and their roles in their organizations. We examine how leaders responded to the various workplace challenges presented by the COVID-19 pandemic and what this meant for their work identities as leaders. To do this, we made use of role identity theory, social identity theory, and leader identity. A qualitative study was conducted with a group of eight senior leaders from various South African and global organizations who had between five and 10 years’ work experience, and some had even more. Data were collected through semi-structured interviews, conducted virtually and in person. Thematic analysis was used to analyze the data. The main finding that emerged from the research was that leaders employed virtual leadership to ensure that customers’ expectations were met, and to manage team-and organizational performance. These leaders achieved this by fostering a digital culture and building effective teams. They achieved their leadership goals by ensuring social identity continuity amongst their teams. This required them taking on extra roles, such as strategist, technology expert, entrepreneur, coach, mentor, and member of the team. Their leader role identity, as part of their work identity, was amplified by the pandemic. The implication is that organizations should develop leadership development programs to increase and strengthen leader identities to capacitate them for times of crisis.
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