Job demands-resources model: The mediational role of opportunities for professional development

In contemporary society, characterized by globalized competition and rapid technological development, workers are continuously required to learn and develop new competencies at work (Coetzer, 2007). Opportunities for professional development (OPD) can be considered an organizational resource that allows employees to cope with continuous changes and growing demands, to achieve their work goals and, consequently, prevent negative outcomes (Salanova et al., 2005). Research has indicated that OPD reduce stress (Holman & Wall, 2002), exert positive effects on the quality of work life (Panari et al., 2010) and increase workers’ motivation (Morrison et al., 2005). However, little is yet known about what the process of professional development is and how it can be supported (Elman et al., 2005). The present research adds to the knowledge of OPD, investigating their role within the double processes involved in the job demands-resources (JD-R) model (Bakker & Demerouti, 2007). According to the model, job demands may lead to exhaustion and health impairments, whereas job resources may instigate a motivational process leading to work engagement. The study is meant as a close examination of the two processes involved in the JD-R model, verifying if job demands (workload, emotional dissonance and customer related social stressors) have a positive relationship with exhaustion, and job resources (colleague support, supervisory coaching and job autonomy) have a negative relationship with both exhaustion and disengagement. Most importantly, it aims at investigating whether OPD play a mediational role between job resources and disengagement. Method The present research was carried out on a convenience sample of 356 Italian workers. Among the participants, whose average age was 38.57 years (SD = 9.97), 58% were female. Most of them (80%) were employees with a permanent contract, the others had a fixed-term contract. Weekly working hours were, on average, 11.06 (SD = 9.82). Participants filled in an on-line self-report questionnaire, containing: 4-item workload (Bakker et al., 2004); 4-item emotional dissonance (Zapf et al., 1999); 9-item customer related social stressors (Dorman & Zapf, 2004); 4-item colleague support (Karasek et al., 2004); 5-item supervisory coaching (Graen & Uhl-Bien, 1991); 3-item job autonomy (Bakker et al., 2004); 4-item OPD (Bakker et al., 2003); 8-item exhaustion and 8-item disengagement (OLBI; Demerouti et al., 2010). Data analysis was conducted using PASW 18 for descriptive analysis, correlations and reliability of each scale, and Mplus 6 (Muthén & Muthén, 1998-2007) to test the structural equation model (SEM). For parsimony sake, item parceling for latent endogenous variables was used. The three job demands (workload, emotional dissonance and customer related social stressors) and the three job resources (colleague support, supervisory coaching and job autonomy) were modeled in two latent exogenous factors, respectively renamed job demands and job resources. In the analysis we controlled for gender and age. Results The SEM analysis (Model fit: χ2 (44) = 122.22; p < .01; RMSEA = .07 (90% CI .06, .08); CFI = .95; TLI = .92; SRMR = .06) confirmed a positive relationship of job demands with exhaustion and a negative relationship of job resources with exhaustion (R2 = 73). Moreover, results showed a total mediational effect of OPD (R2 = 54) between job resources and disengagement (R2 = 86). Results of bootstrap analysis (2000 replicates) showed a significant indirect effect (z = -.56, p < .001, 95% CI -.74, -.37). Discussion The main aim of this study was to investigate the role of OPD as a mediator between other job resources and disengagement, within the JD-R model. The study findings confirm the relevance of OPD as a resource able to decrease work disengagement and cynicism and to mediate the relationship between job resources and disengagement, enhancing the formers’ effect on the latter. The study has some limitations, due to its cross-sectional design and self-reports data. Thus, future longitudinal research or diary study should try and replicate its findings. Moreover, the OPD construct should be better operationalized to appreciate its comprehension, possible sub-dimensions and practical implications. Conclusion In conclusion, organizations should give all employees the same OPD and foster a culture of development and learning (Panari et al., 2010). Therefore training and learning experiences, whether it be in the classroom, on the job or by distance learning, may represent important tools to make the individuals feel they are experiencing continual personal and professional growth. The results of the research also highlight the supervisors’ role, and, consequently, the importance of their selection and of the training for transformational leadership (Yee et al., 2011). More practically, this would enable direct supervisors to be more efficient in providing their co-workers with more opportunities and experiences for learning and professional development. Finally, job autonomy should be considered in job designing and in task assignment.