), 褚福磊3, 孙雨晴4, 周莹1 1 北京第二外国语学院旅游科学学院, 北京 100024
2 中国人民大学商学院, 北京 100872
3 首都经济贸易大学工商管理学院, 北京 100070
4 上海交通大学安泰经济与管理学院, 上海 200030
收稿日期:2020-12-04出版日期:2021-07-15发布日期:2021-05-24通讯作者:陈黎梅E-mail:ivychenlm@163.com基金资助:国家自然科学基金项目(71702005);国家自然科学基金项目(71702115);北京市教委社科计划项目(SM201810031001);北京市委组织部优秀骨干人才项目(2017000020124G138)I am gifted! Perceived overqualification and its influence on employees
LI Pengbo1, CHEN Limei2(), CHU Fulei3, SUN Yuqing4, ZHOU Ying1 1 School of Tourism Sciences, Beijing International Studies University, Beijing 100024, China
2 School of Business, Renmin University of China, Beijing 100872, China
3 College of Business Administration, Capital University of Economics and Business, Beijing 100070, China
4 Antai College of Economics and Management, Shanghai Jiao Tong University, Shanghai 200030, China
Received:2020-12-04Online:2021-07-15Published:2021-05-24Contact:CHEN Limei E-mail:ivychenlm@163.com摘要/Abstract
摘要： 资质过剩感, 是指个体感知的自己拥有超过工作所要求的教育水平、经验、知识、技能以及能力。员工感到资质过剩是组织中普遍存在的现象, 并逐渐成为组织行为研究中的热点话题。资质过剩感对员工的认知感受、情绪体验, 工作态度、行为和绩效, 以及身心健康等均存在一定的负面影响, 影响强度及性质取决于员工个人特征及所处情境特征。除负面影响外, 资质过剩感对员工主动行为、角色内绩效、创新绩效等还存在一定积极影响, 以及正U型、倒U型的非线性效应。人力资本理论、人-岗匹配理论、相对剥夺理论、公平理论、心理契约理论和资源保存理论等是解释资质过剩感消极影响的主要理论, 自我分类理论、自我验证理论和自我调节理论是解释其积极影响的主要理论。未来可以从开发本土量表、扩展跨层次研究、丰富和整合研究视角、探究动态效应等方面推动资质过剩感的研究。
图/表 3
表1资质过剩感测量量表
| 开发者 | 样本来源 | 维度 | 条目数 | 示例题项 |
|---|---|---|---|---|
| Johnson & Johnson ( | 美国 | 二维: 不匹配感; 无发展感 | 10题项 | 不匹配感: 我的正式教育水平超过工作所需 无发展感: 我的工作的内容每天几乎没有变化 |
| Johnson等( | 美国 | 二维: 不匹配感; 无发展感 | 10题项 | 不匹配感: 我的工作经验超过现有工作所需 无发展感: 我的工作有很大的变化和发展的潜力(反向) |
| Maynard等( | 美国 | 单一维度 | 9题项 | 我的工作所需的学历水平低于我现在的学历; 工作经验较少的人也能做好我的工作 |
| Fine & Nevo ( | 美国 | 二维: 认知不匹配感; 认知无发展感 | 9题项 | 认知不匹配感: 我比大部分从事我这一工作的人都聪明 认知无发展感: 我感觉自己可以很容易地解决更困难的工作 |
| Sa?nchez-Cardona等( | 美国 | 单一维度 | 5题项 | 我的工作要求我做一些不需要太多能力和技能的任务; 我觉得自己在工作中毫无用处, 因为不能充分发挥自己的才能 |
表1资质过剩感测量量表
| 开发者 | 样本来源 | 维度 | 条目数 | 示例题项 |
|---|---|---|---|---|
| Johnson & Johnson ( | 美国 | 二维: 不匹配感; 无发展感 | 10题项 | 不匹配感: 我的正式教育水平超过工作所需 无发展感: 我的工作的内容每天几乎没有变化 |
| Johnson等( | 美国 | 二维: 不匹配感; 无发展感 | 10题项 | 不匹配感: 我的工作经验超过现有工作所需 无发展感: 我的工作有很大的变化和发展的潜力(反向) |
| Maynard等( | 美国 | 单一维度 | 9题项 | 我的工作所需的学历水平低于我现在的学历; 工作经验较少的人也能做好我的工作 |
| Fine & Nevo ( | 美国 | 二维: 认知不匹配感; 认知无发展感 | 9题项 | 认知不匹配感: 我比大部分从事我这一工作的人都聪明 认知无发展感: 我感觉自己可以很容易地解决更困难的工作 |
| Sa?nchez-Cardona等( | 美国 | 单一维度 | 5题项 | 我的工作要求我做一些不需要太多能力和技能的任务; 我觉得自己在工作中毫无用处, 因为不能充分发挥自己的才能 |
图1资质过剩感的影响效应图 注: 作者根据相关资料整理所得
图1资质过剩感的影响效应图 注: 作者根据相关资料整理所得表2资质过剩感效应的理论基础
| 研究角度 | 理论基础 | 主要观点 | 代表性文献 |
|---|---|---|---|
| 消极视角 | 人力资本理论 | 员工获得的回报低于其人力资本投入会促使员工产生负面的态度和行为。 | Garcia-Mainar & Montuenga-Gomez ( |
| 人-岗匹配理论 | 员工特征与其所从事的工作之间的匹配程度会影响员工的态度和行为。 | Maynard & Parfyonova ( | |
| 相对剥夺理论 | 当个体所得结果与期望应得结果之间存在差异时, 个体会感觉受到剥夺, 进而产生消极态度和行为。 | Johnson & Johnson ( | |
| 公平理论 | 员工的产出-投入比低于参照对象时会引发不公平感, 进而促使员工采取行动以重获公平。 | Cheng等( | |
| 心理契约理论 | 员工与雇主之间会形成对彼此互惠义务的主观信念, 从而对员工的态度与行为产生影响。 | Luksyte等( | |
| 资源保存理论 | 个体有努力获取、保持、培育和保护重要资源的倾向, 资源损失会导致员工消极的身心结果、工作态度和行为。 | Wassermann & Hoppe ( | |
| 积极视角 | 自我分类理论 | 员工会根据自己与他人的相似性, 对自己进行分类, 从而建立自我身份认知。 | Alfes ( |
| 自我验证理论 | 个体有了解真实自我、验证自身想法的倾向, 这一倾向会驱动个体采取与其自我观念相一致的行为。 | 王弘钰等( | |
| 自我调节理论 | 个体会根据现实与理想状态之间的差异, 通过调整自我认知、情绪和行为等自我调节行为缩小差距。 | Zhang等( |
表2资质过剩感效应的理论基础
| 研究角度 | 理论基础 | 主要观点 | 代表性文献 |
|---|---|---|---|
| 消极视角 | 人力资本理论 | 员工获得的回报低于其人力资本投入会促使员工产生负面的态度和行为。 | Garcia-Mainar & Montuenga-Gomez ( |
| 人-岗匹配理论 | 员工特征与其所从事的工作之间的匹配程度会影响员工的态度和行为。 | Maynard & Parfyonova ( | |
| 相对剥夺理论 | 当个体所得结果与期望应得结果之间存在差异时, 个体会感觉受到剥夺, 进而产生消极态度和行为。 | Johnson & Johnson ( | |
| 公平理论 | 员工的产出-投入比低于参照对象时会引发不公平感, 进而促使员工采取行动以重获公平。 | Cheng等( | |
| 心理契约理论 | 员工与雇主之间会形成对彼此互惠义务的主观信念, 从而对员工的态度与行为产生影响。 | Luksyte等( | |
| 资源保存理论 | 个体有努力获取、保持、培育和保护重要资源的倾向, 资源损失会导致员工消极的身心结果、工作态度和行为。 | Wassermann & Hoppe ( | |
| 积极视角 | 自我分类理论 | 员工会根据自己与他人的相似性, 对自己进行分类, 从而建立自我身份认知。 | Alfes ( |
| 自我验证理论 | 个体有了解真实自我、验证自身想法的倾向, 这一倾向会驱动个体采取与其自我观念相一致的行为。 | 王弘钰等( | |
| 自我调节理论 | 个体会根据现实与理想状态之间的差异, 通过调整自我认知、情绪和行为等自我调节行为缩小差距。 | Zhang等( |
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