Learning Support, Job Crafting, and Masteristic Influence

Research background

Masteristic influence describes the positive influence that masters exert on others, organizations, and society. A scale to measure it was developed and validated by Choi et al. (2021). The authors examined pathways to masteristic influence, treating the learning support environment as an antecedent and job crafting as a mediator.

Research model

The authors measured masteristic influence with the scale developed by Choi et al. (2021). The scale contains 23 items across 3 dimensions.

Dimension	Definition	Number of items
Sharing learning	Actively sharing knowledge and experience	8
Serving as an example	Being a role model for others	6
Contributing to community development	Responsibility for and willingness to contribute to the development of one’s field and society	9

The authors analyzed survey data from 2,266 employees in Korea using structural equation modeling and a multi-group analysis comparing Millennial and pre-Millennial generations.

Research findings

The learning support environment had significant positive effects on both job crafting and masteristic influence. Job crafting significantly mediated the effects on all three dimensions of masteristic influence.

The researchers interpreted these findings as consistent with the view that masterity is a universal competence that anyone can develop through learning and practice.

Related literature

The account presented by Wrzesniewski and Dutton (2001) describes how employees craft their work by changing task, relational, and cognitive boundaries. The meaning of work and identity can also change in the process. In the definition proposed by Tims and Bakker (2010), job crafting is proactive behavior that adjusts job demands and job resources.

The study by Yang et al. (2004) tested the seven dimensions of the DLOQ, an instrument for measuring learning organizations. The authors reported evidence of validity by comparing alternative measurement models and examining relationships with organizational performance. The DLOQ measures seven dimensions at the organizational level, while the learning support environment in this study measures the support employees perceive.

The meta-analysis by Rudolph et al. (2017) found that job crafting was associated with work engagement, satisfaction, and performance. Relationships with outcome variables varied across dimensions. The pattern for decreasing hindering job demands complicated its inclusion with the other dimensions under a single overall factor. The finding that job crafting mediated effects on all three subdimensions reflects a model that treats crafting behaviors as a single composite, without distinguishing among the component behaviors.

The review by Wang and Noe (2010) organized knowledge-sharing research into five areas—organizational context, interpersonal and team characteristics, culture, individual characteristics, and motivation. In the account presented by McAdams and de St. Aubin (1992), generativity is a system linking concern for the next generation, commitment, action, and personal narratives. Generativity focuses on the next generation, while contributing to community development focuses on responsibility for the development of one’s field and society.

Related posts on this blog

Related empirical research includes Development of a masteristic work scale (Koo et al., 2021) and Empowering leadership and masteristic learning (Lee et al., 2024). The study by Lee Hojin (2026) analyzed the same data source at the subfactor level. An overview of the concept of masterity outlines the conceptual distinction between masteristic learning and job crafting.

References

• 최솔, 이진희, 장원섭. (2025). 학습지원환경과 직무재구성이 장인적 영향력에 미치는 영향: 밀레니얼 전후 세대 다집단 분석. 직업능력개발연구, 28(3), 25–68. https://doi.org/10.36907/krivet.2025.28.3.25
• Choi, S., Lee, J., & Chang, W. (2025). The impact of learning support environment and job crafting on masteristic influence: A multi-group analysis of Millennial and pre-Millennial generations. Journal of Vocational Education & Training, 28(3), 25–68. https://doi.org/10.36907/krivet.2025.28.3.25
• McAdams, D. P., & de St. Aubin, E. (1992). A theory of generativity and its assessment through self-report, behavioral acts, and narrative themes in autobiography. Journal of Personality and Social Psychology, 62(6), 1003–1015. https://doi.org/10.1037/0022-3514.62.6.1003
• Rudolph, C. W., Katz, I. M., Lavigne, K. N., & Zacher, H. (2017). Job crafting: A meta-analysis of relationships with individual differences, job characteristics, and work outcomes. Journal of Vocational Behavior, 102, 112–138. https://doi.org/10.1016/j.jvb.2017.05.008
• Tims, M., & Bakker, A. B. (2010). Job crafting: Towards a new model of individual job redesign. SA Journal of Industrial Psychology, 36(2), Article 841. https://doi.org/10.4102/sajip.v36i2.841
• Wang, S., & Noe, R. A. (2010). Knowledge sharing: A review and directions for future research. Human Resource Management Review, 20(2), 115–131. https://doi.org/10.1016/j.hrmr.2009.10.001
• Wrzesniewski, A., & Dutton, J. E. (2001). Crafting a job: Revisioning employees as active crafters of their work. Academy of Management Review, 26(2), 179–201. https://doi.org/10.2307/259118
• Yang, B., Watkins, K. E., & Marsick, V. J. (2004). The construct of the learning organization: Dimensions, measurement, and validation. Human Resource Development Quarterly, 15(1), 31–55. https://doi.org/10.1002/hrdq.1086

@article{choi2025,
  author  = {Choi, Sol and Lee, Jinhee and Chang, Wonsup},
  title   = {학습지원환경과 직무재구성이 장인적 영향력에 미치는 영향: 밀레니얼 전후 세대 다집단 분석},
  journal = {직업능력개발연구},
  year    = {2025},
  volume  = {28},
  number  = {3},
  pages   = {25-68},
  doi     = {10.36907/krivet.2025.28.3.25}
}

TY  - JOUR
AU  - Choi, Sol
AU  - Lee, Jinhee
AU  - Chang, Wonsup
TI  - 학습지원환경과 직무재구성이 장인적 영향력에 미치는 영향: 밀레니얼 전후 세대 다집단 분석
JO  - 직업능력개발연구
VL  - 28
IS  - 3
SP  - 25
EP  - 68
PY  - 2025
DO  - 10.36907/krivet.2025.28.3.25
ER  -