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Examining the Effect Between Lower Postsecondary Education Levels and Job Crafting and Workplace Autonomy for Marginalized Individuals.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Examining the Effect Between Lower Postsecondary Education Levels and Job Crafting and Workplace Autonomy for Marginalized Individuals./
Author:	Albertie, Marla J.
Description:	1 online resource (151 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-09, Section: B.
Contained By:	Dissertations Abstracts International85-09B.
Subject:	Behavioral psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798381950489

Examining the Effect Between Lower Postsecondary Education Levels and Job Crafting and Workplace Autonomy for Marginalized Individuals.
Albertie, Marla J.

Examining the Effect Between Lower Postsecondary Education Levels and Job Crafting and Workplace Autonomy for Marginalized Individuals. - 1 online resource (151 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: B.

Thesis (Ph.D.)--National University, 2024.

Includes bibliographical references

Studies have indicated that the ability of employees to autonomously modify their job tasks can have a positive impact on organizations, irrespective of gender and job role (Cheng & O-Yang, 2018; Demerouti, 2014; Duffy et al., 2016; Duffy et al., 2018). This quantitative causal-comparative study examined the relationship between lower postsecondary education levels and the three types of job crafting (task-oriented, relational, and cognitive) alongside workplace autonomy among self-identified Black/African American and Latinx females. The specific problem was that marginalized individuals with lower postsecondary education levels seem to experience less workplace autonomy for job crafting than those with higher postsecondary education levels or non-marginalized individuals (Brucker & Sundar, 2020; Debus et al., 2020; Robledo et al., 2019; Verhaest & Verhofstadt, 2016). This study investigated job crafting behaviors and workplace autonomy using the Job Crafting Questionnaire (JCQ) and Workplace Autonomy Scale (WAS) questionnaires, grounded in the theoretical framework of the Job Demand-Resources model (JD-R). Results revealed no statistically significant difference between lower postsecondary education levels, job crafting types, and workplace autonomy. Task-oriented job crafting emerges with the second-highest mean score of 4.39, indicating moderate engagement in task modification. Relational job crafting, with the lowest mean score of 4.13, calls for fostering inclusive work environments. Cognitive job crafting, with the highest mean score of 4.5, suggests promoting problem-solving skills through training. In advocating for workplace autonomy, this study recommends strategically prioritizing the three types of job crafting-task-oriented, relational, and cognitive-through dedicated workshops, training sessions, and other methods. These insights offer practical implications for organizations seeking to implement inclusive autonomy strategies that cater to the unique dynamics of employees with lower postsecondary education levels. Ultimately, this research contributes to the ongoing discourse on fostering workplace autonomy and job crafting behaviors in a diverse and inclusive working environment.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381950489Subjects--Topical Terms:

1179418
Behavioral psychology.
Subjects--Index Terms:

Postsecondary education levelsIndex Terms--Genre/Form:

554714
Electronic books.

Examining the Effect Between Lower Postsecondary Education Levels and Job Crafting and Workplace Autonomy for Marginalized Individuals.
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