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Developing learning ambidexterity and job performance: training and educational implications across the cultural divide

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Abstract

Learning ambidexterity helps make sense of information for effectively facilitating job performance. Drawing upon social cognitive theory and ambidexterity theory, this study proposes a research model that shows how learning ambidexterity and job performance are developed. In the model, job performance is indirectly influenced by benevolent leadership and work passion via learning ambidexterity that includes exploration and exploitation (i.e., two mediators). At the same time, the cultural value of uncertainty avoidance hypothetically moderates the effects of benevolent leadership and work passion on the mediators. An anonymous survey on workers was conducted in Taiwan and Hong Kong across various industry categories including retailing services, beauty salon services, real estate services, hotel services, and tourism services. Empirical testing by structural equation modeling and moderated regression analysis was performed to verify the hypotheses of this study. Finally, this study presents research implications about training and education for employees.

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Acknowledgements

This study was financially supported by Ministry of Science and Technology, Taiwan.

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Authors and Affiliations

  1. Institute of Business and Management, National Yang Ming Chiao Tung University, 118, Sec. 1, Jhongsiao W. Rd., Taipei, Taiwan

    Chieh-Peng Lin & Yuen-Kwan Cheung

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  1. Chieh-Peng Lin
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  2. Yuen-Kwan Cheung
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Correspondence to Chieh-Peng Lin.

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Appendix 1: Measurement items

Appendix 1: Measurement items

Job performance (Source: Soane et al. 2012)

  • JP1. My job performance is good.

  • JP2. The degree of the completion of my work tasks is very high.

  • JP3. I always complete the duties specified in our job description.

  • JP4. I meet the formal performance requirements of the job.

  • JP5. I fulfill the responsibilities required by our job.

Exploration (Source: Lee and Kim 2021)

  • ER1. I am interested in searching for new solutions with respect to my job.

  • ER2. I am interested in evaluating different innovative options with respect to my job.

  • ER3. I like to explore novel things in my job.

  • ER4. I am interested in studying and discussing unclear issues in my job.

  • ER5. I am adaptable to diverse job activities.

Exploitation (Source: Lee and Kim 2021)

  • EI1. I prefer to do the job I am familiar with.

  • EI2. I prefer to learn about routine job activities to achieve goals.

  • EI3. I prefer to learn about regular job activities that serve my job performance.

Benevolent leadership (Source: Chen et al. 2014)

  • BL1. My supervisor is like a family member when he/she gets along with me.

  • BL2. My supervisor devotes all his/her energy to taking care of me.

  • BL3. My supervisor ordinarily shows a kind concern for my comfort.

  • BL4. My supervisor will help me when I’m in an emergency.

  • BL5. My supervisor takes very thoughtful care of subordinates.

  • BL6. My supervisor meets my needs according to my personal requests.

  • BL7. My supervisor encourages me when I encounter arduous problems.

  • BL8. My supervisor tries to understand what the cause is when I don’t perform well.

Work passion (Source: Lin and Chen 2016)

  • PA1. I derive my job satisfaction from working hard.

  • PA2. I enjoy working.

  • PA3. I look forward to returning to work when I am away from it for few days.

  • PA4. I accomplish my job because I like it.

  • PA5. I wish that I could work harder than before.

  • PA6. I have passion of doing my job.

Uncertainty avoidance (Source: Jung and Kellaris 2004)

  • UA1. In the workplace, I prefer specific instructions to abstract guidelines.

  • UA2. I tend to get anxious easily when I don't know work outcomes.

  • UA3. I feel stressful when I cannot predict good work outcomes.

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Lin, CP., Cheung, YK. Developing learning ambidexterity and job performance: training and educational implications across the cultural divide. Rev Manag Sci 17, 1595–1614 (2023). https://doi.org/10.1007/s11846-022-00565-1

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