The Influence of Occupational Self-Efficacy on the Relationship of Leadership Behavior and Preparedness for Occupational Change

By B. Schyns. 2003

112 citations recorded by the source corpus.

A theoretical framework for the relationship between preparedness for occupational change, occupational self-efficacy, and leadership is presented. Preparedness for occupational change is defined as the wish to acquire higher task demands (i.e. greater complexity) in the sense that employees have thought about change but have not yet acted to seek change. It explained why preparedness for occupational change is central prior to, during, and after organizational change is introduced. A model of determinants of preparedness for occupational change is established. The application of this model in different stages of organizational change is demonstrated. Central aspects in this model are self-efficacy and leadership. Self-efficacy influences preparedness for occupational change in the different stages. This effect is demonstrated using the three assumed outcomes of self-efficacy (i.e., initiation of behavior, persistence, and effort) and their relationship to preparedness for occupational change. It is assumed that perceived leadership influences occupational self-efficacy. Three factors influencing self-efficacy (mastery experience, vicarious learning, and verbal persuasion) are regarded as possibly being responsible for this effect. The implications of the model for organizational practice are discussed.

Subfields: Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4b43c9b328224949b66670463d62a6ad4cf46039

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In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Turnover intention and preparedness for change: exploring leader-member exchange and occupational self-efficacy as antecedents of two employability predictors (2007, background): “Preparedness for change refers specifically to the wish to acquire higher task demands ( Schyns, 2004”
HOW LEADER–MEMBER EXCHANGE INFLUENCES EFFECTIVE WORK BEHAVIORS: SOCIAL EXCHANGE AND INTERNAL–EXTERNAL EFFICACY PERSPECTIVES (2011, background): “, 2007) and voluntary learning behaviors (Schyns, 2004; Walumbwa et al., 2009).”
Career competencies for career success (2006, background): “This is reflected in concepts such as personal inidadve (Frese, 2001), employabihty (e,g,, van Dam, 2004), or preparedness to change (Schyns, 2004), Considering this element of self-guidance, career competencies could be seen as a person's self-management of his or her working and learning experienc”
Effects of corporate social responsibility on consumer retention in the cellular industry of Pakistan (2010, methodology): “This theory has been used by many researchers to explain human behavior in different scenarios (Biran and Wilson, 1981; McAuley et al., 1994; Weinberg et al., 1979; Chin and Kameoka, 2002; Schyns, 2004).”
Explaining employees' evaluations of organizational change with the job‐demands resources model (2009, background): “job demands and job resources is limited while more and more employees are confronted with high task demands concomitant to organizational change processes (Schyns, 2003).”
Comparing antecedents and consequences of leader – member exchange in a German working context to findings in the US (2005, unknown): “As Schyns (2004a) argues, LMX is also positively related to preparedness for change— prior to, during, and after change is introduced.”