Menumbuhkan Keterlibatan Positif dalam Bekerja: Melalui Iklim Kompetisi ataukah Pengembangan Kompetensi?

Rezki Ashriyana Sulistiobudi*  -  Universitas Padjadjaran, Bandung
Anissa Lestari Kadiyono  -  Universitas Padjadjaran, Bandung, Indonesia

(*) Corresponding Author

Abstract: The implementation of motivational climate to encourage achievement and performance has been discussed over decades but the existing research is still limited to academic, educational and sports contexts. This research discussed about motivational climate in the context of work with the approach of industrial and organizational psychology and its relationship to employee’s work engagement. Specifically, this research puts motivational climate as a resource in the framework of JDR-Model (Job Demand Resource Model) which helps employees in facing job challenges so that they feel more engaged in their work. This research was conducted on 76 employees in one of the SOEs (Stated Owned Enterprise) in West Java. Research approach through ex-post-facto study with multiple linear regression test. The result show that motivational climate significantly influence employee work engagement. Mastery climate as one dimension of motivational climate, plays a significant role to the positive engagement in work. In contrast, the performance of climate did not signifcantly related to work engagement. Thus, support system for self-development and program to improve employee ability can serve as a job resource that contributes to engagement. Climate to encourgages competitionn among employee should be aplied together with opportunity to self development. Therefore, practically, it is important to consider how employee development programs can be implemented in a continously and balanced manner rather than competition program merely.

Abstrak: Penerapan motivational climate untuk mendorong iklim berprestasi dan performansi sudah sangat banyak dibahas bahkan berpuluh tahun sebelum ini. Hanya, penelitian yang ada masih terbatas pada konteks akademik, pendidikan dan bidang olahraga. Oleh karena itu, melalui penelitian ini akan dibahas mengenai motivational climate di konteks pekerjaan dengan pendekatan psikologi industri dan organisasi dan perannya terhadap work engagement karyawan. Secara spesifik, penelitian ini mendudukkan motivational climate sebagai resource dalam kerangka JDR-Model (Job Demand Resource Model) yang mem­bantu karyawan dalam menghadapi tantangan pekerjaan sehingga lebih merasa engaged dalam bekerja. Penelitian ini dilakukan terhadap 76 orang karyawan di salah satu BUMN di Jawa Barat. Pendekatan penelitian melalui ex-post-facto study dengan uji regresi linier berganda. Berdasarkan hasil tersebut, diperoleh hasil bahwa motivational climate berperan signifikan terhadap work engagement karyawan. Mastery climate sebagai salah satu dimensi dari motivational climate, berperan signifikan terhadap keterikatan positif dalam bekerja. Sebaliknya, performance climate ternyata tidak menunjukkan peran yang berarti. Dengan demikian, dukungan terhadap pengembangan diri dan kemampuan karyawan dapat berperan sebagai job resource yang berkontribusi untuk menumbuhkan perasaan engaged pada pekerjaannya. Jika iklim yang mendorong kompetisi antar karyawan diterapkan begitu saja tanpa dibarengi kesempatan pengembangan diri maka tidak akan berdampak pada engagement karyawan. Oleh sebab itu, secara praktis sebaiknya perusahaan mem­per­timbang­kan bagaimana program-program pengembangan kemampuan kerja dan pengembangan diri karyawan dapat diimplementasikan dengan berkesinambungan dan seimbang daripada hanya sekedar program kompetisi kerja semata. 

Keywords: motivational climate; mastery climate; performance climate; work engagement

  1. Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271.
  2. Ames, C., & Ames, R. (1984). Systems of student and teacher motivation: toward a qualitative definition. Journal of Educational Psychology, 76(4), 535–56.
  3. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: students’ learning strategies and motivation processes. Journal of Educational Psychology. Diambil dari http://agris.fao.org/agris-search/search.do?recordID=US201302701798
  4. Atkins, M. R., Johnson, D. M., Force, E. C., & Petrie, T. A. (2015). Peers, parents, and coaches, oh my! The relation of the motivational climate to boys’ intention to continue in sport. Psychology of Sport and Exercise, 16(Part 3), 170–180. https://doi.org/10.1016/ j.psychsport.2014.10.008
  5. Bakker, A. B., Albrecht, S. L., & Leiter, M. P. (2011). Key questions regarding work engagement. European Journal of Work and Organizational Psychology, 20(1), 4–28. https://doi.org/10.1080/1359432X.2010.485352
  6. Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99(2), 274–284.
  7. Bandura, A., & Cervone, D. (1986). Differential engagement of self-reactive influences in cognitive motivation. Organizational Behavior and Human Decision Processes, 38(1), 92–113. https://doi.org/10.1016/0749-5978(86)90028-2
  8. Biddle, S., Cury, F., Goudas, M., Sarrazin, P., Famose, J.-P., & Durand, M. (1995). Development of scales to measure perceived physical education class climate: a cross-national project. British Journal of Educational Psychology, 65(3), 341–358. https://doi.org/10.1111/j.2044-8279.1995.tb01154.x
  9. Csikszentmihalyi, M., & Rathunde, K. (1992). The measurement of flow in everyday life: toward a theory of emergent motivation. Nebraska Symposium on Motivation. Nebraska Symposium on Motivation, 40, 57–97.
  10. Curran, T., Hill, A. P., Hall, H. K., & Jowett, G. E. (2015). Relationships between the coach-created motivational climate and athlete engagement in youth sport. Journal of Sport and Exercise Psychology, 37(2), 193–198. https://doi.org/10.1123/jsep.2014-0203
  11. Dorobantu, M., & Biddle, S. (1997). The influence of situational and individual goals on the intrinsic motivation of adolescents towards physical education. The European Yearbook of Sport Psychology, 1, 148–165.
  12. Duda, J. L., & Whitehead, J. (1998). Measurement of goal perspectives in the physical domain. In J. L. Duda (Ed). In Advances in sport and exercise psychology measurement (21–48). Morgantown, WV: Fitness Information Technology.
  13. Gillet, N., Vallerand, R. J., Amoura, S., & Baldes, B. (2010). Influence of coaches’ autonomy support on athletes’ motivation and sport performance: A test of the hierarchical model of intrinsic and extrinsic motivation. Psychology of Sport and Exercise, 11(2), 155–161. https://doi.org/10.1016/j.psychsport.2009.10.004
  14. Goodwin, L. D., & Leech, N. L. (2003). The meaning of validity in the new. Measurement and evaluation in Counseling and Development, 36(3), 181–91.
  15. Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53(4), 267–293.
  16. Hull, C. L. (1943). Principles of behavior: An introduction to behavior theory.
  17. Jõesaar, H., Hein, V., & Hagger, M. S. (2012). Youth athletes’ perception of autonomy support from the coach, peer motivational climate and intrinsic motivation in sport setting: One-year effects. Psychology of Sport and Exercise, 13(3), 257–262. https://doi.org/10.1016/j.psychsport.2011.12.001
  18. Koestner, R., Zuckerman, M., & Koestner, J. (1987). Praise, involvement, and intrinsic motivation. Journal of Personality and Social Psychology, 53(2), 383–390.
  19. Lewin, K. (1958). Psychology of Success and Failure.
  20. Maslow, A. H., Frager, R., & Fadliman, J. (1970). Motivation and personality (Vol. 2, 1887–1904). New York: Harper & Row.
  21. Miller, A., & Hom, H. L. (1990). Influence of extrinsic and ego incentive value on persistence after failure and continuing motivation. Journal of Educational Psychology, 82(3), 539–545.
  22. Nerstad, C. G. L., Roberts, G. C., & Richardsen, A. M. (2013). Achieving success at work: development and validation of the Motivational Climate at Work Questionnaire (MCWQ). Journal of Applied Social Psychology, 43(11), 2231–2250. https://doi.org/ 10.1111/jasp.12174
  23. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328–46.
  24. Ntoumanis, N., & Biddle, S. J. H. (1999). A review of motivational climate in physical activity. Journal of Sports Sciences, 17(8), 643–665. https://doi.org/10.1080/026404199365678
  25. Papaioannou, A. (1998). Goal perspectives, reasons for being disciplined, and self-reported discipline in physical education lessons. Journal of Teaching in Physical Education, 17(4), 421–441. https://doi.org/10.1123/jtpe.17.4.421
  26. Papaioannou, A. G., Tsigilis, N., Kosmidou, E., & Milosis, D. (2007). Measuring perceived motivational climate in physical education. Journal of Teaching in Physical Education, 26(3), 236–259. https://doi.org/10.1123/jtpe.26.3.236
  27. Patrick, H., Kaplan, A., & Ryan, A. M. (2011). Positive classroom motivational environments : convergence between mastery goal structure and classroom social climate. Journal of Educational Psychology, 103(2), 367–382. https://doi.org/10.1037/ a0023311
  28. Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63(3), 397–427. https://doi.org/10.1111/j.1467-6494.1995.tb00501.x
  29. Salanova, M., Agut, S., & Peiró, J. M. (2005). Linking organizational resources and work engagement to employee performance and customer loyalty: the mediation of service climate. The Journal of Applied Psychology, 90(6), 1217–1227. https://doi.org/ 10.1037/0021-9010.90.6.1217
  30. Salanova, M., & Schaufeli, W. B. (2008). A cross-national study of work engagement as a mediator between job resources and proactive behaviour. The International Journal of Human Resource Management, 19(1), 116–131. https://doi.org/10.1080/ 09585190701763982
  31. Sansone, C. (1989). Competence feedback, task feedback, and intrinsic interest: An examination of process and context. Journal of Experimental Social Psychology, 25(4), 343–361. https://doi.org/10.1016/0022-1031(89)90027-9
  32. Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: a multi-sample study. Journal of Organizational Behavior, 25(3), 293–315. https://doi.org/10.1002/job.248
  33. Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engage¬ment with a short questionnaire: a cross-national study. Educational and Psycho¬logical Measurement, 66(4), 701–716. https://doi.org/10.1177/ 0013164405282471
  34. Smith, R. E., Smoll, F. L., & Cumming, S. P. (2007). Effects of a motivational climate inter¬vention for coaches on young athletes’ sport performance anxiety. Journal of Sport and Exercise Psychology, 29(1), 39–59. https://doi.org/10.1123/jsep.29.1.39
  35. Stornes, T., Bru, E., & Idsoe, T. (2008). Classroom social structure and motivational climates: on the influence of teachers’ involvement, teachers’ autonomy support and regulation in relation to motivational climates in school classrooms. Scandinavian Journal of Educational Research, 52(3), 315–329. https://doi.org/10.1080/ 00313830802025124
  36. Sugiyono. (2013). Metode Penelitian kuantitatif, kualitatif dan R&D. Bandung: Alfabeta.
  37. Tolman, E. C., Hall, C. S., & Bretnall, E. P. (1932). A disproof of the law of effect and a substitution of the laws of emphasis, motivation and disruption. Journal of Experimental Psychology, 15(6), 601.
  38. Weiss, M. R., Amorose, A. J., & Wilko, A. M. (2009). Coaching behaviors, motivational climate, and psychosocial outcomes among female adolescent athletes. Pediatric Exercise Science, 21(4), 475–492. https://doi.org/10.1123/pes.21.4.475
  39. Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2009). Reciprocal relation¬¬ships between job resources, personal resources, and work engagement. Journal of Vocational Behavior, 74(3), 235–244. https://doi.org/10.1016/ j.jvb. 2008.11.003

Open Access Copyright (c) 2017 Psikohumaniora: Jurnal Penelitian Psikologi
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Publisher:
Faculty of Psychology and Health, Universitas Islam Negeri Walisongo Semarang
Jl. Prof. Dr. HAMKA, Kampus III, Tambakaji Ngaliyan Semarang 50185 Central Java - Indonesia
website: fpk.walisongo.ac.id

 
Visitor Statistics
apps