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How Job Tenure Weakens the Positive Influence of Education on Creative Performance through Task Performance

Author

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  • Lu Yang

    (Department of Business Administration, School of Economics and Management, University of Science and Technology Beijing, Beijing 100083, China)

  • Jun Wei

    (Department of Business Administration, School of Economics and Management, University of Science and Technology Beijing, Beijing 100083, China)

  • Jinyi Zhou

    (Department of Business Administration, School of Economics and Management, University of Science and Technology Beijing, Beijing 100083, China)

Abstract

Researchers indicate that employees with a high level of education tend to have better creative performance. However, few studies have investigated the boundary conditions of this association. The componential model of creativity demonstrates that both task-relevant skills and creativity-relevant skills are indispensable factors of creative performance. Job tenure, which generally hinders employees from acquiring creativity-relevant skills, is regarded as a potential boundary condition. In this study, we investigate how job tenure weakens positive influence of education on creative performance through task performance. Using a sample of 368 employees and 43 leaders in a provincial bank in China, we indeed find that job tenure negatively moderates the indirect relationship between education and creative performance via task performance. Specifically, the positive relationship is weakened when job tenure is high than when it is low. We also discuss the theoretical and practical implications of our study and highlight future research directions.

Suggested Citation

  • Lu Yang & Jun Wei & Jinyi Zhou, 2022. "How Job Tenure Weakens the Positive Influence of Education on Creative Performance through Task Performance," Sustainability, MDPI, vol. 14(1), pages 1-13, January.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:1:p:537-:d:717691
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    References listed on IDEAS

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    1. Zahid Shafait & Zhu Yuming & Natanya Meyer & Włodzimierz Sroka, 2021. "Emotional Intelligence, Knowledge Management Processes and Creative Performance: Modelling the Mediating Role of Self-Directed Learning in Higher Education," Sustainability, MDPI, vol. 13(5), pages 1-18, March.
    2. Lu, Jackson G. & Akinola, Modupe & Mason, Malia F., 2017. "“Switching On” creativity: Task switching can increase creativity by reducing cognitive fixation," Organizational Behavior and Human Decision Processes, Elsevier, vol. 139(C), pages 63-75.
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    Cited by:

    1. Madalina Manolache & Gheorghe Epuran, 2023. "The Mediating Impact of Goal–Role Clarity on the Relationship between Feedback–Seeking Behavior and Goal Orientations with Job Satisfaction Intrinsic Cognitions and Person–Organization Fit," Sustainability, MDPI, vol. 15(17), pages 1-33, August.

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