Job-demand for Learning and Job-related Learning: The Moderating Effect of Need For Achievement

Purpose – The purpose of the research is to examine whether need for achievement moderates the
relationship between job-demand for learning and job-related learning.
Design/methodology/approach – Data were obtained from 153 participants full-time. The scales
for job-demand for learning and job-related learning were developed for this research, whilst the scale
for need for achievement was obtained from an external source. Hierarchical regression analysis was
used in testing the hypothesized moderating effects.
Findings – It was found that need for achievement moderates the relationship between job-demand
for learning and job-related learning. Specifically, although job-demand for learning is correlated
positively to job-related learning for both the high and the low need for achievement groups, this
correlation is stronger amongst the high group.
Research limitations/implications – The use of a cross-sectional design in this study prohibits
inferences being drawn regarding the causal relationships between job-demand for learning, need for
achievement and job-related learning.
Practical implications – Job-related learning can be facilitated through increasing the need for
achievement by allowing employees to establish their own learning and performance goals rather than
by imposing such goals on them. The redesign of jobs to create challenges for employees is an equally
important practical consideration.
Originality/value – This research provides a succinct view of the relationship between an external
factor, job-demand for learning, and an internal motivator, need for achievement. It emphasizes the
degree to which organizations can facilitate learning through design of challenging jobs, to the extent
of the individuals’ motivation.