International Journal of Contemporary Hospitality Management

International Journal of Contemporary Hospitality Management
New generation, psychological empowerment: Can empowerment lead to career

competencies and career satisfaction?
Haiyan Kong, Ning Sun, Qi Yan,
Article information:
Downloaded by Universitas Sebelas Maret, UPT PERPUSTAKAAN UNS At 04:50 22 May 2018 (PT)
To cite this document:

Haiyan Kong, Ning Sun, Qi Yan, (2016) "New generation, psychological empowerment: Can
empowerment lead to career competencies and career satisfaction?", International Journal of
Contemporary Hospitality Management, Vol. 28 Issue: 11, pp.2553-2569, https://doi.org/10.1108/
IJCHM-05-2014-0222
Permanent link to this document:
https://doi.org/10.1108/IJCHM-05-2014-0222
Downloaded on: 22 May 2018, At: 04:50 (PT)
References: this document contains references to 72 other documents.
To copy this document: permissions@emeraldinsight.com
The fulltext of this document has been downloaded 1692 times since 2016*
Users who downloaded this article also downloaded:
(2014),"The influence of leader empowering behaviors and employee psychological empowerment
on customer satisfaction", International Journal of Contemporary Hospitality Management, Vol. 26
Iss 1 pp. 69-84 <a href="https://doi.org/10.1108/IJCHM-11-2012-0218">https://doi.org/10.1108/
IJCHM-11-2012-0218</a>
(2015),"Meeting career expectation: can it enhance job satisfaction of Generation Y?", International
Journal of Contemporary Hospitality Management, Vol. 27 Iss 1 pp. 147-168 <a href="https://
doi.org/10.1108/IJCHM-08-2013-0353">https://doi.org/10.1108/IJCHM-08-2013-0353</a>
Access to this document was granted through an Emerald subscription provided by emerald-
srm:604154 []
For Authors
If you would like to write for this, or any other Emerald publication, then please use our Emerald
for Authors service information about how to choose which publication to write for and submission
guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information.
About Emerald www.emeraldinsight.com
Emerald is a global publisher linking research and practice to the benefit of society. The company
manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as
well as providing an extensive range of online products and additional customer resources and
services.
Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the
Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for
digital archive preservation.
*Related content and download information correct at time of download.

The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0959-6119.htm
New generation, psychological New

generation,
empowerment psychological
empowerment
Can empowerment lead to career
competencies and career satisfaction? 2553
Haiyan Kong
Received 12 May 2014

Business School, Shandong University at Weihai, Weihai, China Revised 16 September 2014
7 January 2015
Ning Sun 18 August 2015
School of Hotel and Tourism Management, 11 December 2015
15 February 2016
The Hong Kong Polytechnic University, Hong Kong, China, and Accepted 3 April 2016
Qi Yan
School of Humanities and Social Sciences, Nanjing Forestry University,
Nanjing, China
Abstract
Purpose – This study aims to explore the influence of psychological empowerment on the career
competencies of Generation Y employees and the relationship between empowerment and career
satisfaction.
Design/methodology/approach – Generation Y working in the hospitality industry comprised the
target population of this study. A total of 500 questionnaires were distributed, and 458 valid
questionnaires were obtained. Structural equation modeling was used to analyze the data and to test the
causal relationships among the constructs.
Findings – Psychological empowerment was positively related to career competencies and career
satisfaction. Moreover, the four dimensions of psychological empowerment, namely, impact,
competence, self-determination and meaning, also contributed positively to the career competencies and
satisfaction of Generation Y. Findings indicated that empowerment was an important predictor of
career management among young employees.
Research limitations/implications – The limitation of this study is the use of convenience
sampling method, with participants selected according to their accessibility. Future studies should
collect a reasonably broad sample by using probability sampling methods.
Practical implications – The findings of this study provided useful guidance to manage and
empower Generation Y employees. First, the importance of psychological empowerment to enhance the
career competencies and satisfaction of young employees was proved. Second, this study provided
detailed information on how to empower Generation Y employees. Third, this study may help to retain
qualified employees by empowering and supporting their career development.
Social implications – This study highlighted the importance of empowerment in managing
Generation Y employees. Once Generation Y employees are trusted and empowered, they tend to
perform well in both their job and career. Findings indicated that the four factors of psychological
empowerment had different contributions to careers of the employees. Results suggest that managers
International Journal of
should attempt to assign challenging and meaningful tasks to young employees and to increase their Contemporary Hospitality
Management
Vol. 28 No. 11, 2016
The authors thank the Shandong Social Science Planning Research Foundation (No. 15CGLJ16) pp. 2553-2569
and the Shandong Development and Reform Commission for extending their support for this © Emerald Group Publishing Limited
0959-6119
study. DOI 10.1108/IJCHM-05-2014-0222
IJCHM responsibility and impact in the organization. To attract and retain qualified young employees, career
competences should be enhanced to achieve a level of career satisfaction.
28,11 Originality/value – This study presented new findings on Generation Y and the outcomes of
psychological empowerment. Initial evidence on the contribution of empowerment to the career issues
of the new generation was proved. The findings outlined detailed information on psychological
empowerment by exploring the function of its four factors. The results may serve as a foundation for
future research on empowerment and career issues of Generation Y.
2554
Keywords China, Human resource management, Career development, Hospitality industry,
Empowerment, Generational differences
Paper type Research paper
1. Introduction
The main workforces in the hospitality industry in China comprise Generation Y
employees. Generation Y indicates those who were born from 1981 to 2000 (Gursoy et al.,
2013). These individuals are also known as Millennials, Nexters and Echo Boomers
(Parry and Urwin, 2011). These young employees own distinctive generational
characteristics and values (Chen and Choi, 2008; Park and Gursoy, 2012), which
influence the requirements for all human resource management aspects, such as
training, rewards and career management. Understanding, serving and providing
customized management activities for Generation Y offered new challenging topics for
both researchers and practitioners.
Most generation Y employees received high education, they are ambitious and attach
importance to career development (Dinnell, 2007; Josiam et al., 2010). They are more
concerned about work–life balance, equity in the workplace and individual career
development than previous generations (Broadlbride et al., 2007; Kong, 2013; Kong et al.,
2015). Enjoying opportunities for career advancement and having a fulfilled and
balanced life appears to motivate Generation Y more than money alone (Brown et al.,
2014; Crumpacker and Crumpacker, 2007).
In addition to career-related issues, Generation Y employees prefer clear directions
and expect autonomy to accomplish the job via empowerment (Morton, 2002).
Psychological empowerment is an internal stimulator that enables to complete their
tasks (Spreitzer, 1995a, 1995b). This type of empowerment is an internal motivation to
promote the organizational citizenship behavior of employees (Conger and Kanungo,
1988). Psychological empowerment affects the job roles as well as the job performance of
employees.
Therefore, career-related issues and empowerment are two most important factors
for Generation Y, and career development and empowerment theories may serve as a
theoretical foundation for this study. Although previous studies (Parry and Urwin,
2011); Gursoy et al., 2013) have explored the generational differences of Generation Y,
empirical studies remain scarce (Parry and Urwin, 2011). Regarding the research on
empowerment, most studies focused on its influence on job performance (Chow et al.,
2006; Niehoff et al., 2001); however, limited attention has been directed toward the
relationship between empowerment and career issues. Therefore, this study aims to
explore the effects of empowerment on career competencies and career satisfaction. The
specific research objectives are to examine the influence of psychological empowerment
on career competencies, to explore the effect of psychological empowerment on career
satisfaction and to explore the mediating effect of career competencies.
2. Literature review New
2.1 Relationship between psychological empowerment and career competencies generation,
It has been found that psychological empowerment is a motivational construct used to
enhance job performance of employees (Spreitzer, 1995a, 1995b). This concept indicates
psychological
that psychological empowerment has four dimensions, namely, meaning, competence, empowerment
self-determination and impact (Spreitzer, 1995a, 1995b; Thomas and Velthouse, 1990).
Meaning indicates the fit between values and job, competence refers to self-efficacy and 2555
self-determination and impact mean autonomy over task and influence over job
outcomes, respectively.
Arthur et al. (1995) suggest that personal competencies reflect different forms of
knowing, and the intelligent careers reflect the application of these forms of knowing.
Career competencies include knowing-why, knowing-whom and knowing-how. The
knowing-why career competency indicates the motivational energy to understand
oneself, explore different possibilities and adapt to dynamic, ever-changing work
situations (Arthur et al., 1999). It involves three variables, namely, proactive personality,
career insight and openness to experience (Eby et al., 2003). Given that psychological
empowerment is a motivational process that enhances the self-efficacy of employees
(Conger and Kanungo, 1988; Kim et al., 2012), it may help to enhance their career
competencies. For example, psychological empowerment has been proved to encourage
employees by increasing their motivation and aspiration (Morrison, 1996), to help them
realize their full potential (Klagge, 1998) and set up realistic career goals (Kong et al.,
2012). Thus, psychological empowerment may enhance the knowing-why career
competency.
The “knowing-whom” competency refers to networks and contacts relating to
careers (DeFillippi and Arthur, 1994). Psychological empowerment not only affects job
performance but also influences the working environment and communication skills of
employees (McMillan et al., 2011; Spreitzer, 1995a, 1995b). An empirical study showed
that the perceived psychological empowerment resulted in a supportive work
environment full of care and trust (Corsun and Enz, 1999). The feeling of empowerment
increases as leader approachability, group effectiveness and group value increase. The
relationships of employees with one another tend to be people-oriented and based on
sharing (Koberg et al., 1999). When employees are trusted and empowered, they feel a
sense of pride in their job and feel confident to communicate with others (McMillan et al.,
2011) and also would be likely to provide better service to customers (Chow et al., 2006).
All these indicated that psychological empowerment may help to enhance the
knowing-whom career competency of employees.
The “knowing-how” competency reflects skills and knowledge relating to careers
(DeFillippi and Arthur, 1994). It comprises two components, career identity and career/
job-related skills. Psychological empowerment may enhance the self-esteem, innovation
and hard work (Gecas, 1989), as well as skill development of employees (McMillan et al.,
2011; Wellins et al., 1991). The perception of empowerment may help employees
cooperate toward common goals and to overcome obstacles with their intelligence (Gill
and Fitzgerald, 2010). Psychological empowerment contributed positively to
organizational learning (Rahmatollan et al., 2011), which ensured that employees remain
marketable and abreast with current development. When employees are empowered,
they may have sufficient confidence to perform activities skillfully (Spreitzer, 1995a,
1995b). Thus, it is predicted that:
IJCHM H1. Psychological empowerment may influence career competencies positively.
28,11
2.2 Relationship between career competencies and career satisfaction
Career satisfaction indicates the satisfaction that individuals derive from the intrinsic
and extrinsic aspects of their careers, which include developmental opportunities, pay
2556 and advancement (Greenhaus et al., 1990). People with high knowing-why career
competencies may identify the jobs that they are interested in and further clarify their
career objectives (Suutari and Makela, 2007). They tend to seek career development
opportunities, carry out realistic activities and finally lead to high level of career
satisfaction (Crant, 2000). In addition, the knowing-whom career competency may
enhance the career satisfaction by setting up good networks inside and outside the
organization (Kong et al., 2012). Furthermore, an individual with a high level of
knowing-how career competency tends to seek training opportunities and obtain
portable skills (Suutari and Makela, 2007). Given the dynamic employment situation
and the need to be constantly aware of ways by which to build new skill sets, the
knowing-how competency contributes positively to career satisfaction. Thus, it is
predicted that:
H2. Career competencies may influence career satisfaction positively.
2.3 Relationship between psychological empowerment and career satisfaction

Psychological empowerment encourages the beliefs of employees regarding the
meaning of their jobs, their ability to complete their tasks, their sense of
self-determination and their impact on influencing work outcomes (Boonyarit et al.,
2010; Karatepe and Karadas, 2015). When Generation Y employees are empowered to
resolve the work problems, they feel a sense of trust and pride in their jobs (Chow et al.,
2006). Studies conducted on empowerment revealed the positive contribution of
empowerment to self-efficacy and satisfaction of employees (Kim et al., 2012;
Namasivayam et al., 2014; Pelit et al., 2011). Hospitality research also confirmed the
positive relationship between empowerment and job satisfaction (Chiang and Jang,
2008; Gazzoli et al., 2010; Jung and Yoon, 2015; Salazar et al., 2006). Hence, the third
hypothesis is as follows:
H3. Psychological empowerment may influence career satisfaction positively.
2.4 Mediating effect of career competencies

Empirical studies have shown that empowerment results in motivation (Caudron, 1995;
Janssen et al., 1997), self-efficacy (Kim et al., 2012; Liden et al., 2000;Spreitzer et al., 1997),
work performance (Sigler and Pearson, 2000) and skill development (Wellins et al., 1991).
All these factors enhance career competencies of employees. Previous studies have
proven the contribution of career competencies to career satisfaction (Kong et al., 2011,
2012). That is, empowerment increased intrinsic motivation and career competencies,
which in turn enhanced employees’ career satisfaction.
Thus, the following hypothesis is proposed (Figure 1):
H4. Career competencies may mediate the relationship between psychological
empowerment and career satisfaction.
3. Research methodology New
3.1 Research design generation,
The target population of this study comprises young employees working in four- or
five-star hotels in China, because Generation Y has become the main workforce of the
psychological
hospitality industry in the country. Participants were asked to evaluate their empowerment
perceptions of psychological empowerment, their career competencies and career
satisfaction. A seven-point Likert-type scale was used to measure all the questions. 2557
3.2 Instrument measurement
Psychological empowerment was examined by items developed by Spreitzer (1995a,

1995b). This measurement tool was selected because of its high levels of reliability and
validity, given that it has been validated in the Asian setting (Li et al., 2006). Career
competencies were measured using items developed by Kong (2010). The measurement
of career competencies has been used and proved to be valid in many previous studies
(Kong et al., 2012, Kong, 2013). Career satisfaction was measured by five items
developed by Greenhaus et al. (1990). This measurement appeared to be the best
measurement available in the literature (Oberfield, 1993) and has been widely used by
researchers in different fields (Judge et al., 1995; Kong et al., 2012).
3.3 Data collection

The survey was conducted nationwide using the convenience sampling method in 15
four- or five-star hotels in main tourist cities in China, including Beijing, Guangdong,
Shanghai, Shandong and so on. The researcher approached 12 of the surveyed hotels.
For the three hotels in Guangdong, which were far from the work institution of the
researcher, the questionnaire was sent to the human resource manager by email. A key
person in each hotel, such as the human resource manager or marketing manager, was
contacted to ensure the recruitment of participants and the success of the survey
process. The researcher first explained the age requirements and the research objectives
of the survey in detail. With the help of the hotel managers, the survey was conducted
among Generation Y employees in the hotel. The researcher distributed the
questionnaires and incentive gifts to participants. To ensure the high quality of the data,
the researcher explained the importance of completing the questionnaire and checked
each questionnaire quickly while collecting the data to avoid missing data. Finally, of
the 500 distributed questionnaires, 458 valid data were collected, providing necessary
data for this study.
3.4 Data analysis method

Structural equation modeling (SEM), with the use of AMOS software, was applied for
data analysis. SEM enables the identification of structural relationships, especially
Career
competencies
H2
H1
Figure 1.
Psychological H3 Career The proposed
empowerment Satisfaction framework
IJCHM those between latent constructs or variables, by integrating the new development of two
28,11 statistical methods: factor analysis and path analysis. By combining the two statistical
methods, SEM overcomes the methodological limitations of factor analysis and path
analysis. It is, therefore, a useful statistical tool for understanding the interrelationships
among several latent variables.
The analysis procedure was conducted in the following steps:
2558 • testing each individual measurement model, including brief descriptive statistics
and reliability test;
• randomly dividing all the questionnaires into two equal sections for exploratory
factor analysis (EFA) and confirmatory factor analysis (CFA);
• testing the overall measurement model with all data; and
• conducting SEM with all data to test the relationships among the constructs.
In accordance with previous studies (Judge et al., 1995; McDonald and Hite, 2008; Parry
and Urwin, 2011), gender, age and education were controlled because they may be
related to perceptions of career satisfaction. Likewise, career competency may vary
based on individual job tenure. This variable was, thus, treated as a control variable.
This study focused on the career and psychological empowerment of Generation Y.
According to Rhodes (1983), the meaning of empowerment and career may have shifted
across generations.
4. Results
4.1 Profile of the respondents
The target population of this study comprised young employees between 20 and 35
years of age. About 41.9 per cent of the respondents were male, and 58.1 per cent of them
were female. Approximately 67.2 per cent of the respondents were aged between 20 and
30 years. About 41 per cent of the respondents graduated from professional schools,
whereas more than 48 per cent have received college and university education.
Approximately 23 per cent of the employees surveyed had working experience of one to
three years, whereas 23.8 per cent worked for three to six years and the remaining 29.5
per cent had working experience of six to ten years. In terms of the position, more than
57.9 per cent of the respondents were working as staff members, 25.9 per cent were
working as foreman and supervisor and 16.2 per cent were at a relatively higher
position, working as department manager or deputy general manager. Table I presents
the profile of the respondents.
4.2 Individual measurement model

4.2.1 Exploratory factor analysis of the individual measurement model. EFA was first
conducted to purify the measurement scales. Several criteria were considered for factor
extraction. First, one of the most common criteria to address the number of factors is to
retain factors with eigenvalues above 1 (Kaiser, 1960). Second, a factor loading below
0.40 was used as the cut-off point for factor interpretation (Stevens, 1992). Third,
although factor loadings are useful, it is not the only way for factor selection.
Communality and screen plots should also be used for factor extraction. For a sample
size more than 250, the average communality should exceed 0.60 (Kaiser, 1974). Fourth,
Cronbach’s alpha was calculated to measure the scale’s internal consistency for the
Characteristics Valid N (%)
New
generation,
Gender psychological
Male 192 41.9
Female 266 58.1 empowerment
Age
Below 20 years 54 11.8 2559
20-24 years 140 30.6
25-30 years 168 36.6

31-35 years 96 21.0
Marital status
Married 179 39.1
Single 182 39.7
Other 97 21.2
Educational level
Secondary/high school 43 9.3
Vocational/technical school 189 41.3
College 149 32.5
Bachelor’s degree 73 16.0
Postgraduate 41 0.9
Years of working in the industry
Less than 1 year 93 20.2
1-3 years 106 23.2
3-6 years 109 23.8
6-10 years 135 29.5
Above 10 years 15 3.3
Position
Assistant general manager 27 5.9
Department manager 47 10.3
Supervisor 73 15.9 Table I.
Foreman 46 10.0 Profile of
Staff 265 57.9 respondents
factors identified, with 0.70 as the minimum acceptable value. The varimax rotation
method was selected because the method has a good general approach to simplify the
interpretation of factors (Field, 2005). Based on the criteria listed for EFA, an iterative
process was conducted to obtain the acceptable factors.
Consistent with previous studies (Spreitzer, 1995a, 1995b), psychological
empowerment comprises four components – meaning, self-determination, competence
and impact. The results of EFA analysis were: Kaiser–Meyer–Olkin (KMO) ⫽ 0.84,
Bartlett’s test of sphericity: ␹2 ⫽ 2094.91, degree of freedom (df) ⫽ 66 and p ⬍ 0.00. The
Bartlett’s test of sphericity was significant and KMO was 0.84, indicating that the
patterns of correlation were relatively compact and the factors identified were distinct
and reliable. Cronbach’s alpha of the total construct was 0.90, the scale reliability of each
dimension ranged from 0.77 to 0.90, above 0.70, the minimum standard for reliability
(Nunnally, 1978). Therefore, the items were internally consistent, stable and reliable.
IJCHM EFA analysis of career competencies yielded the following results: KMO ⫽ 0.71,
28,11 Bartlett’s test of sphericity: ␹2 ⫽ 272.74, degree of freedom (df) ⫽ 13 and p ⬍ 0.00. The
eigenvalue was 2.13, and all items explained 71.01 per cent of the total variance.
Cronbach’s alpha, the most common measure of scale reliability, was 0.79. All of the
items were, therefore, averaged to form a composite career competencies construct, with
a satisfactory reliability of 0.80.
2560 The results of EFA analysis (KMO ⫽ 0.85, Bartlett’s test of sphericity: ␹2 ⫽ 1020.27,
degree of freedom (df) ⫽ 20 and p ⬍ 0.00) indicated that the factors were distinct and
reliable. Five items of career satisfaction explained 73.50 per cent of the overall variance,
with eigenvalue of 3.68. The Cronbach’s alpha of the construct was 0.91, suggesting
satisfactory internal consistency.
4.2.2 Confirmatory factor analysis of the individual measurement model. The
analysis of CFA yielded the goodness-of-fit indices of each measurement model as
follows:
• psychological empowerment model (␹2 ⫽ 169.78, df ⫽ 50, CFI ⫽ 0.94, GFI ⫽ 0.92
and RMSEA ⫽ 0.08);
• career competencies model (␹2 ⫽ 107.73, df ⫽ 17, CFI ⫽ 0.90, GFI ⫽ 0.91 and
RMSEA ⫽ 0.08); and
• career satisfaction model (␹2 ⫽ 53.16, df ⫽ 5, CFI ⫽ 0.95, GFI ⫽ 0.94 and
RMSEA ⫽ 0.08).
The values indicated that the model fits the data well.
The critical ratio (CR) was used to test statistics in this study. The ratio operated as
a z-statistic to test whether the estimate was statistically different from zero. The
absolute value of the statistics should be greater than 1.96 (Byrne, 2001). The CR value
of psychological empowerment ranged from 9.21 to 13.31, whereas that of career
competencies and career satisfaction ranged from 10.02 to 10.35 and 13.11 to 14.53,
respectively. All CR values were greater than 1.96, and the standardized loading
estimate exceeded 0.5, indicating statistical significance.
The validity of the measurement model depends on acceptable levels of
goodness-of-fit and construct validity (Hair et al., 2009). Construct validity may be
explained by two components – convergent validity and discriminant validity. Average
variance extracted (AVE) was used to test both convergent validity and discriminant
validity. As shown in Table II, the AVE values of the three constructs exceeded 0.50,
confirming the convergent validity. The AVE value of each construct was greater than
the squared correlation coefficients for the corresponding inter-constructs, indicating
satisfactory discriminant validity (Fornell and Larcker, 1981).
4.3 Overall measurement model

The overall measurement model was examined after each individual measurement
model was examined and found to be reliable and valid. The fit indices (␹2 ⫽ 420.08,
df ⫽ 155, CFI ⫽ 0.93, GFI ⫽ 0.90 and RMSEA ⫽ 0.07) suggested that the model fits
the sample data fairly well. As shown in Table III, the reliability of each construct
was above 0.70, ranging from 0.77 to 0.91. Hence, the overall measurement model
proved to satisfactorily fit the data.
Constructs MN CP SD IP CC CS
New
generation,
MN 1.00 psychological
CP 0.40 (0.16) 1.00
SD 0.45 (0.20) 0.60 (0.36) 1.00 empowerment
IP 0.30 (0.09) 0.46 (0.21) 0.47 (0.22) 1.00
CC 0.47 (0.22) 0.50 (0.25) 0.46 (0.21) 0.52 (0.27) 1.00
CS 0.40 (0.16) 0.33 (0.11) 0.31 (0.10) 0.38 (0.14)
1.00 0.49 (0.24)
2561
Reliability 0.84 0.77 0.86 0.90 0.91 0.80
AVE 0.66 0.55 0.67 0.76 0.68 0.77

Mean 5.20 5.15 4.92 4.16 4.48 Table II.
4.83
Standard deviation 1.05 0.97 1.10 1.29 1.19 Correlations (squared
0.77
correlation),
Notes: MN ⫽ meaning; CP ⫽ competence; SD ⫽ self-determination; IP ⫽ impact; CC ⫽ career reliability, AVE and
competencies and CS ⫽ career satisfaction; All are significant at the 0.01 level mean
Hypotheses/path Coefficient CR Results
H1. Perceived psychological empowerment may have a

positive effect on career competencies 0.54 8.83** Supported
Meaning -⬎ career competencies 0.40 5.52** Supported
Competence -⬎ career competencies 0.26 2.93** Supported
Self-determination -⬎ career competencies 0.15 1.98* Supported
Impact -⬎ career competencies 0.39 6.07** Supported
H2. Career competencies may have a positive effect on
career satisfaction 0.77 3.46** Supported
H3. Perceived psychological empowerment may have a
positive effect on career satisfaction 0.19 2.32** Supported
Meaning -⬎ career satisfaction 0.21 2.42** Supported
Competence -⬎ career satisfaction 0.05 1.74* Supported
Self-determination -⬎ career satisfaction 0.03 1.95* Supported
Impact-⬎ career satisfaction 0.11 2.04** Supported
H4. Career competency may mediate the relationship
between psychological empowerment and career
satisfaction 0.42 3.22** Supported
Career competency mediates the relationship between
meaning and career satisfaction 0.31 2.93** Supported
competence and career satisfaction 0.20 2.24* Supported
self-determination and career satisfaction 0.12 1.72* Supported
impact and career satisfaction 0.30 3.01** Supported Table III.
Results of the
Notes: * Parameter estimates are significant at p ⬍ 0.05; ** Parameter estimates are significant at p ⬍ structural model and
0.01 hypotheses testing
IJCHM 4.4 Structural model
28,11 After the measurement model was found to be acceptable, the structural model was
evaluated using all the sample data. The model fit indices (␹2 ⫽ 129.95, df ⫽ 50, CFI ⫽
0.96, GFI ⫽ 0.94 and RMSEA ⫽ 0.07) indicated that the model represented a fairly good
fit to the data.
As psychological empowerment comprises four factors, this study further explored
2562 the influence of the four factors on career competencies and career satisfaction, to help
determine the different contributions of each factor. The model fit indices of the final
structural model were as follows: ␹2 ⫽ 628.23, df ⫽ 157, CFI ⫽ 0.91, GFI ⫽ 0.90 and
RMSEA ⫽ 0.08. The results reflected a good fit between the final structural model and
the data. Figure 2 shows the final structural model as well as the standardized parameter
estimates.
4.5 Hypotheses testing

Once all the models were found to fit the data fairly well, hypothesis testing was
conducted by evaluating the path coefficient and significance levels. The statistical
significance level used here was the CR, which indicated whether the parameter estimate
is statistically different from zero (Byrne, 2001). CR greater than 1.96 indicated
statistical significance.
4.5.1 H1. A positive relationship exists between psychological empowerment and
career competencies. This hypothesis was tested by examining the path coefficient
between the exogenous variable psychological empowerment and the endogenous
variable career competencies. The path coefficient from psychological empowerment to
career competencies was 0.54, whereas CR was 8.83 (above 1.96). The path coefficient
value and significance level combined to prove that the effect of psychological
Career
Competencies
0.4
0.
26
Meaning
77
0.
0.21
5
0. 1
Comptence
9
0.3
0.05
Career
Satisfaction
0.03
Self-Determination
0.11
Figure 2.
The final structural Impact
model
empowerment on career competencies was both positive and significant; thus, H1 was New
supported. generation,
4.5.2 H2. A positive relationship exists between career competencies and career
satisfaction. The path coefficient between career competencies and career satisfaction
psychological
was positive (0.77) and statistically significant (CR ⫽ 3.46, which is ⬎ 1.96). Thus, H2 empowerment
was supported.
4.5.3 H3. A positive relationship exists between psychological empowerment and 2563
career satisfaction. The hypothesis was tested by examining the path coefficient
between the exogenous variable psychological empowerment and the endogenous
variable career satisfaction. The path coefficient from psychological empowerment to

career satisfaction was 0.19, and the CR value was 2.32 (greater than 1.96). Thus,
psychological empowerment contributed positively to career satisfaction, and H3 was
supported.
4.5.4 H4. Career competencies mediate the relationship between psychological
empowerment and career satisfaction. The mediation hypotheses were assessed using
the Sobel test. Following the formula proposed by MacKinnon et al. (1995), the indirect
effect was calculated as follows: indirect effect ⫽ a ⫻ b (a is the path coefficient of the
association between the exogenous variable and the mediator, whereas b is the path
coefficient for the association between the mediator and the outcome). Significance level
was calculated using the Sobel test.
The results of the mediating effect of career competencies on the relationship
between psychological empowerment and career satisfaction were as follows: indirect
effect coefficient ⫽ 0.42, t-value ⫽ 3.22 and p-value ⫽ 0.00. Given that the indirect effect
coefficient was positive and significant (p ⬍ 0.05), H4 was supported. Using the same
method, the mediating effects of career competencies on the relationship between the
four factors of psychological empowerment and career satisfaction were also confirmed.
As shown in Table III, the proposed relationships between psychological empowerment
and career competencies as well as career satisfaction were all supported.
5. Discussions and conclusion

5.1 Conclusions
This study explored the relationships between psychological empowerment, career
competencies and career satisfaction. The findings indicated that perceived
psychological empowerment contributed positively to career competencies and career
satisfaction. Career competencies had positive influence on career satisfaction, and it
also mediated the relationship between psychological empowerment and career
satisfaction. In addition, the four dimensions of psychological empowerment were also
positive predictors of career competencies and career satisfaction. The results may
provide implications to both practical managers and Generation Y employees.
5.2 Theoretical implications

Theoretically, this study provided new findings on the outcomes of psychological
empowerment and career issues of Generation Y employees. The findings provided
initial evidence of psychological empowerment’s influence on career competencies and
career satisfaction. On the basis of organizational career management of the careers of
employees (Kong et al., 2012, 2013), this study extended the research to empowerment
issues. The findings of this study have the potential to help researchers better
IJCHM understand the relationship between empowerment and career issues. In addition, this
28,11 study may, hopefully, motivate further comprehensive research.
This study enriched the knowledge on career systems by exploring the mediating
effect of career competencies. The findings indicated that apart from the direct effect on
career satisfaction, career competencies also mediated the relationship between
psychological empowerment and career satisfaction. The findings may provide a
2564 current perspective to conduct career research.
This study also provided detailed information on psychological empowerment by
exploring the function of its four factors. The results distinguished the contributions of
four factors of psychological empowerment on career competencies and career

satisfaction. The different functions may stimulate researchers to further explore the
influence of empowerment on career and job outcomes.
5.3 Practical implications

The findings of this study may provide useful guidance for the management and
development of Generation Y employees. First, this study explored the influence of
empowerment on the career development of young employees. Psychological
empowerment is an internal stimulator to motivate behavior and performance of
employees. Apart from influencing job roles and performance (Liden et al., 2000;
Stajkovic and Luthans, 1998), psychological empowerment is proven to contribute
positively to career competencies and career satisfaction. For example, Generation Y
employees prefer more autonomy in their jobs and trust their ability to complete
work-related tasks via empowerment (Morton, 2002). The hotel managers may provide
challenging jobs and empower young employees to work together and finish the task.
Thus, the results of this study may help hotel managers to better understand young
employees and motivate them to enhance the level of job and career satisfaction.
Second, this study may provide guidance in the recruitment and retention of qualified
staff. White-collar Generation Y employees were the most frequent job hoppers, at an
average of 2.4 times in six years. Approximately 68 per cent of Generation Y employees
in the workforce have experienced changing jobs (Zhou, 2009). Generation Y employees
job hop because of limited advancement opportunity, job pressure, generational conflict
with the older generation and the lack of appreciation from leaders. Generation Y
employees were frustrated with the gap between the reality and ideal. They aspire for
respect and achieve strong self-realization in the workplace. When employees trust their
ability to complete work-related tasks, they are likely to perform better. Thus, to show
respect to the personal value of Generation Y and to provide them more freedom via
empowerment are important.
Third, this study indicated the importance of enhancing career competencies.
Generation Y employees are career-oriented, and advancement opportunities matter to
them. The findings of this study indicated that career competencies are important
predictors of career satisfaction and are also a mediator between empowerment and
satisfaction. To recruit the talents and make them happy, hotel managers should
enhance the career competences of employees and, in turn, achieve the goal of career
satisfaction. For example, managers may draw a clear picture of career development
based on the evaluation of the potential abilities of qualified young employees. A clear
career ladder may motivate employees and increase their career satisfaction and
organizational commitment.
5.4 Limitation and future research New
The limitation of this study is related to the sampling method. The convenience generation,
sampling method was used to select the participants according to their accessibility, psychological
which may influence the generalizability of the sample. Future studies should collect a
reasonably broad sample by using probability sampling methods. Another limitation is
empowerment
the cross-sectional study, which may not reflect on the causal nature of data. Collecting
data from more comprehensive perspectives is suggested for future studies. 2565
As this study focused on Generation Y, the results are appropriate for young
employees. Further study may target population of different generation and may
explore which generation needs more empowerment. The comparative study may
provide useful implications for practical management.
References
Arthur, M.B., Claman, P.H. and DeFillippi, R.J. (1995), “Intelligent enterprise, intelligent careers”,
Academy of Management Executive, Vol. 9 No. 4, pp. 7-20.
Arthur, M.B., Inkson, D. and Pringle, J. (1999), The New Careers: Individual Action and Economic
Change, Sage, London.
Boonyarit, I., Chomphupart, S. and Arin, N. (2010), “Leadership, empowerment, and attitude
outcomes”, The Journal of Behavioral Science, Vol. 5 No. 1, pp. 1-14.
Broadlbride, A.M., Maxwell, G.A. and Ogden, S.M. (2007), “Students’ view of retail
employment-key findings from generation Ys”, International Journal of Retail &
Distribution Management, Vol. 35 No. 12, pp. 982-992.
Brown, E.A., Arendt, S.W. and Bosselman, R.H. (2014), “Hospitality management graduates’
perceptions of career factor importance and career factor experience”, International Journal
of Hospitality Management, Vol. 37, pp. 58-67.
Byrne, B.M. (2001), Structural Equation Modeling with AMOS: Basic Concepts, Applications, and
Programming, Lawrence Erlbaum Associates, London.
Caudron, S. (1995), “Create an empowering environment”, Personal Journal, Vol. 74 No. 9,
pp. 28-36.
Chen, P.J. and Choi, Y. (2008), “Generational differences in work values: a study of hospitality
management”, International Journal of Contemporary Hospitality Management, Vol. 20
No. 6, pp. 595-615.
Chiang, C.F. and Jang, S. (2008), “The antecedents and consequences of psychological
empowerment: the case of Taiwan’s hotel companies”, Journal of Hospitality and Tourism
Research, Vol. 32 No. 1, pp. 40-61.
Chow, I.H.S., Lo, T.W.C., Sha, Z. and Hong, J. (2006), “The impact of developmental experience,
empowerment, and organizational support on catering service staff performance”,
International Journal of Hospitality Management, Vol. 25 No. 3, pp. 478-495.
Conger, J.A. and Kanungo, R.N. (1988), “The empowerment process integrating theory and
practice”, Academy of Management Review, Vol. 13 No. 3, pp. 471-482.
Corsun, D.L. and Enz, C.A. (1999), “Predicting psychological empowerment among service
workers: the effect of support-based relationships”, Human Relation, Vol. 52 No. 2,
pp. 205-224.
Crant, J.M. (2000), “Proactive behavior in organizations”, Journal of Management, Vol. 26 No. 3,
pp. 435-462.
IJCHM Crumpacker, M. and Crumpacker, J. D.(2007). “Succession planning and generational stereotypes:
should HR consider age-based values and attitudes a relevant factor or a passing fad?”,
28,11 Public Personnel Management, Vol. 36 No. 4, pp. 349-369.
DeFillippi, R.J. and Arthur, M.B. (1994), “The boundaryless career: a competency-based
perspective”, Journal of Organizational Behavior, Vol. 15 No. 4, pp. 307-324.
Dinnell, S. (2007), “Understanding generation Y”, Manufacturers’ Monthly, Vol. 2 No. 1, pp. 14-15.
2566 Eby, L.T., Butts, M. and Lockwood, A. (2003), “Predictors of success in the era of the boundaryless
career”, Journal of Organizational Behavior, Vol. 24 No. 6, pp. 689-708.
Field, A. (2005), Discovering Statistics Using SPSS, 2nd ed., Sage, London.
Fornell, C. and Larcker, D.F. (1981), “Evaluating structural equation models with unobservable
variables and measurement error”, Journal of Marketing Research, Vol. 18 No. 1, pp. 39-50.
Gazzoli, G., Hancer, M. and Park, Y. (2010), “The role and effect of job satisfaction and
empowerment on customers’ perception of service quality: a study in the restaurant
industry”, Journal of Hospitality and Tourism Research, Vol. 34 No. 1, pp. 56-77.
Gecas, V. (1989), “The social psychology of self-efficacy”, Annual Review of Sociology, Vol. 15,
pp. 291-316.
Gill, A. and Fitzgerald, S. (2010), “The relationship between transformational leadership and
employee desire for empowerment”, International Journal of Contemporary Hospitality
Management, Vol. 22 No. 2, pp. 263-273.
Greenhaus, J.H., Parasuraman, S. and Wormley, W.M. (1990), “Effects of race on organizational
experiences, job performance evaluations, and career outcomes”, Academy of Management
Journal, Vol. 33 No. 1, pp. 64-86.
Gursoy, D., Chi, C.G. and Karadag, E. (2013), “Generational differences in work values and
attitudes among frontline and service contact employees”, International Journal of
Hospitality Management, Vol. 32, pp. 40-48.
Hair, J.F., Black, W.C., Babin, B.J. and Anderson, R.E. (2009), Multivariate Data Analysis, 7th ed.,
Pearson, Upper Saddle River, NJ.
Janssen, O., Schoonebeek, G. and Looy, V.B. (1997), “Cognitions of empowerment: the link between
participative management and employees’ innovative behavior”, Gedrag en Organisatie,
Vol. 10 No. 4, pp. 175-194.
Josiam, B.M., Devine, F.G., Baum, T., Crutsinger, C. and Reynolds, J.S. (2010), “Attitudes to work
of Generation Y students in hospitality management: a comparative analysis of students in
England, Scotland and Northern Ireland”, Journal of Hospitality & Tourism Education,
Vol. 22 No. 1, pp. 44-53.
Judge, T.A., Cable, D.M., Boudreau, J.W. Jr, Kong, H., Sun, N. and Yan, Q. (1995), “An empirical
system investigation of the predictors of executive career success”, Personnel Psychology,
Vol. 48 No. 3, pp. 485-519.
Jung, H.S. and Yoon, H.H. (2015), “The impact of employees’ positive psychological capital on job
satisfaction and organizational citizenship behaviors in the hotel”, International Journal of
Contemporary Hospitality Management, Vol. 27 No. 6, pp. 1135-1156.
Kaiser, H.F. (1960), “The application of electronic computers to factor analysis”, Educational and
Psychological Measurement, Vol. 20 No. 1, pp. 141-151.
Kaiser, H.F. (1974), “An index of factorial simplicity”, Psychometric, Vol. 39 No. 1, pp. 31-36.
Karatepe, O.M. and Karadas, G. (2015), “Do psychological capital and work engagement foster
frontline employees’ satisfaction?”, International Journal of Contemporary Hospitality
Management, Vol. 11, pp. 1254-1278.
Kim, B., Lee, G., Murrmann, S.K. and George, T.R. (2012), “Motivational effects of empowerment New
on employees’ organizational commitment: a mediating role of management
trustworthiness”, Cornell Hospitality Quarterly, Vol. 53 No. 1, pp. 10-19.
generation,
Klagge, J. (1998), “The empowerment squeeze – views from the middle management position.”,
psychological
Journal of Manage Development, Vol. 17 Nos 7/8, pp. 548-559. empowerment
Koberg, C.S., Boss, R.W., Senjem, J.C. and Goodman, E.A. (1999), “Antecedents and outcomes of
empowerment”, Group Organization Management, Vol. 24 No. 1, pp. 71-92. 2567
Kong, H. (2010), “Determinants and outcome of career competencies: perspectives of hotel
managers in China”, PhD thesis of the School of Hotel and Tourism Management, The Hong
Kong Polytechnic University.
Kong, H. (2013), “Relationships among work-supportive supervisors, career competencies and job
involvement”, International Journal of Hospitality Management, Vol. 33 No. 2, pp. 304-309.
Kong, H., Cheung, C. and Song, H. (2012), “From hotel career management to employees’ career
satisfaction – The mediating effect of career competencies”, International Journal of
Hospitality Management, Vol. 31 No. 1, pp. 76-85.
Kong, H., Luo, R. and Yan, Q. (2011), “The influence of hotel career management on employees’
career commitment and competencies”, Tourism Science, Vol. 25 No. 6, pp. 65-74.
Kong, H., Wang, S. and Fu, X. (2015), “Meeting career expectation: can it enhance job satisfaction
of Generation Y?”, International Journal of Contemporary Hospitality Management, Vol. 27
No. 1, pp. 147-168.
Li, C., Li, X., Shi, K. and Chen, X. (2006), “Psychological empowerment: measurement and its
effect on employee work attitude in China”, Acta Psychological Sinica, Vol. 38 No. 1,
pp. 99-106.
Liden, R., Wayne, S. and Sparrowe, R. (2000), “An examination of the mediating role of
psychological empowerment on the relations between the job, interpersonal relationships,
and work outcomes”, Journal of Applied Psychology, Vol. 85 No. 3, pp. 407-416.
McDonald, K. and Hite, L. (2008), “The next generation of career success: implications for HRD”,
Advances in Developing Human Resources, Vol. 10 No. 1, pp. 86-103.
McMillan, C., O’Gorman, K.D. and MacLaren, A.C. (2011), “A vehicle for the sustainable
empowerment of Nepali women”, International Journal of Contemporary Hospitality
MacKinnon, D.P., Warsi, G. and Dwyer, J.H. (1995), “A simulation study of mediated effect
measures”, Multivariate Behavioral Research, Vol. 30 No. 1, pp. 41-62.
Morrison, E.W. (1996), “Organizational citizenship behavior as a critical link between HRM
practice sand service quality”, Human Resource Management, Vol. 35 No. 4,
pp. 493-512.
Morton, I. P.(2002), “Targeting generation Y”, Public Relations Quarterly, Vol. 47 No. 2, pp. 46-48.
Namasivayam, K., Guchait, P. and Lei, P. (2014), “The influence of leader empowering behaviors
and employee psychological empowerment on customer satisfaction”, International
Journal of Contemporary Hospitality Management, Vol. 26 No. 1, pp. 69-84.
Niehoff, B.P., Moorman, R.H., Blakely, G. and Fuller, J. (2001), “The influence of empowerment and
job enrichment on employee loyalty in a downsizing environment”, Group Organization
Nunnally, J.C. (1978), Psychometric Theory, McGraw-Hill, New York, NY.
Oberfield, A. (1993), “A proposed model of career satisfaction”, paper presented at the 1993
Academy of Management Annual Meetings.
IJCHM Park, J. and Gursoy, D. (2012), “Generation effects on work engagement among US hotel
employees”, International Journal of Hospitality Management, Vol. 31, pp. 1195-1202.
28,11
Parry, E. and Urwin, P. (2011), “Generational differences in work values: a review of theory
and evidence”, International Journal of Management Review, Vol. 13 No. 1, pp. 79-96.
Pelit, E., Ozturk, Y. and Arslanturk, Y. (2011), “The effects of employee empowerment on
employee job satisfaction”, International Journal of Contemporary Hospitality
2568 Management, Vol. 23 No. 6, pp. 784-802.
Rahmatollan, A., Behzadshahbazi, Mirkamali, S.M. and Kharazi, K. (2011), “Survey of relationship
between the psychological empowerment of employees with organizational learning”,
Social and Behavioral Sciences, Vol. 30, pp. 1549-1554.

Rhodes, S. (1983), “Age-related differences in work-attitudes and behavior: a review and
conceptual analysis”, Psychological Bulletin, Vol. 93 No. 2, pp. 328-367.
Salazar, J., Pfaffenberg, C. and Salazar, L. (2006), “Locus of control vs employee empowerment and
the relationship with hotel managers’ job satisfaction”, Journal of Human Resources in
Hospitality and Tourism, Vol. 5 No. 1, pp. 1-15.
Sigler, T.H. and Pearson, C.M. (2000), “Creating an empowering culture: examining the
relationship between organizational culture and perceptions of empowerment”, Journal of
Quality Management, Vol. 5, pp. 27-52.
Spreitzer, G. (1995a), “Psychological empowerment in the workplace: dimensions,
measurement, and validation”, Academy of Management Journal, Vol. 38 No. 5,
pp. 1442-1465.
Spreitzer, G.M. (1995b), “An empirical examination of a comprehensive model of psychological
empowerment in the workplace”, American Journal of Community Psychology, Vol. 23
No. 5, pp. 601-629.
Spreitzer, G.M., Kizilos, M.A. and Nason, S.W. (1997), “A dimensional analysis of the relationship
between psychological empowerment and effectiveness, satisfaction, and strain”, Journal
of Management, Vol. 23 No. 5, pp. 483-504.
Stajkovic, A.D. and Luthans, F. (1998), “Self-efficacy and work-related performance: a
meta-analysis”, Psychological Bulletin, Vol. 124 No. 2, pp. 240-261.
Stevens, J.P. (1992), Applied Multivariate Statistics For The Social Sciences, 2nd ed., Erlbaum,
Hillsdale, NJ.
Suutari, V. and Makela, K. (2007), “The career capital of managers with global careers”, Journal of
Managerial Psychology, Vol. 22 No. 7, pp. 628-648.
Thomas, K. and Velthouse, B. (1990), “Cognitive elements of empowerment: an interpretive
model of intrinsic task motivation”, Academy of Management Review, Vol. 15 No. 4,
pp. 666-681.
Wellins, R.S., Byham, W.C. and Wilson, J.M. (1991), Empowered Reams, Jossey-Bass, San
Francisco, CA.
Further reading
Bandura, A. (1993), “Perceived self-efficacy in cognitive development and functioning”,
Educational Psychologist, Vol. 28 No. 2, pp. 117-148.
Bateman, T.S. and Crant, J.M. (1993), “The proactive component of organizational behavior: a
measure and correlates”, Journal of Organizational Behavior, Vol. 14 No. 2, pp. 103-118.
Burke, R.J. (2001), “Managerial women’s career experiences, satisfaction and well-being: a five
country study”, Cross Cultural Management, Vol. 8 Nos 3/4, p. 117.
Locke, E.A. and Latham, G.P. (1990), “Work motivation and satisfaction: light at the end of the New
tunnel”, Psychological Science, Vol. 1 No. 4, pp. 240-246.
generation,
Segars, A.H. and Grover, V. (1993), “Re-examining perceived ease of use and usefulness: a
confirmatory factor analysis”, MIS Quarterly, Vol. 17 No. 4, pp. 517-525. psychological
Zhou, S. (2009), “The analysis of career ideas of the generation after 80s”, Management World, empowerment
Vol. 4, pp. 184-185.
2569
Appendix
Measurement scales of empowerment are as follows:
(1) Meaning
• The work I do is meaningful to me (Meaning 1).
• My job activities are personally meaningful to me (Meaning 2).
• The work I do is very important to me (Meaning 3).
(2) Competence
• I am confident about my ability to do my job (Competence 1).
• I am self-assured about my capabilities to perform my work activities (Competence 2).
• I have mastered the skills necessary for my job (Competence 3).
(3) Self-determination
• I have significant autonomy in determining how I do my job (Self-determination 1)
• I can decide on my own how to go about doing my work (Self-determination 2).
• I have considerable opportunity for independence and freedom in how I do my job
(Self-determination 3).
(4) Impact
• I have a great deal of control over what happens in my department (Impact 1).
• I have significant influence over what happens in my department (Impact 2).
• My impact on what happens in my department is large (Impact 3).
Corresponding author
Haiyan Kong can be contacted at: konghaiyan@sdu.edu.cn
For instructions on how to order reprints of this article, please visit our website:
www.emeraldgrouppublishing.com/licensing/reprints.htm
Or contact us for further details: permissions@emeraldinsight.com
This article has been cited by:
1. Malinvisa Sakdiyakorn, Walanchalee Wattanacharoensil. 2018. Generational Diversity in the

Workplace: A Systematic Review in the Hospitality Context. Cornell Hospitality Quarterly 59:2,
135-159. [Crossref]
2. Haiyan Kong, Xinyu Jiang, Wilco Chan, xiaoge Zhou. Job satisfaction research in the field of
hospitality and tourism. International Journal of Contemporary Hospitality Management 0:ja, 00-00.
[Abstract] [PDF]
3. SafaviHomayoun Pasha, Homayoun Pasha Safavi, KaratepeOsman M., Osman M. Karatepe.
2018. High-performance work practices and hotel employee outcomes. International Journal of
Contemporary Hospitality Management 30:2, 1112-1133. [Abstract] [Full Text] [PDF]

4. Davood Feiz, Mahdi Dehghani Soltani, Hossein Farsizadeh. 2017. The effect of knowledge sharing
on the psychological empowerment in higher education mediated by organizational memory. Studies
in Higher Education 1, 1-17. [Crossref]

International Journal of Contemporary Hospitality Management

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

International Journal of Contemporary Hospitality Management

Загружено:

Авторское право:

Доступные форматы

International Journal of Contemporary Hospitality Management

New generation, psychological empowerment: Can empowerment lead to career

To cite this document:

*Related content and download information correct at time of download.

New generation, psychological New

Received 12 May 2014

Paper type Research paper

2.3 Relationship between psychological empowerment and career satisfaction

2.4 Mediating effect of career competencies

Psychological empowerment was examined by items developed by Spreitzer (1995a,

3.3 Data collection

3.4 Data analysis method

4.2 Individual measurement model

25-30 years 168 36.6

4.3 Overall measurement model

AVE 0.66 0.55 0.67 0.76 0.68 0.77

Hypotheses/path Coefficient CR Results

H1. Perceived psychological empowerment may have a

4.5 Hypotheses testing

variable career satisfaction. The path coefficient from psychological empowerment to

5. Discussions and conclusion

5.2 Theoretical implications

four factors of psychological empowerment on career competencies and career

5.3 Practical implications

Social and Behavioral Sciences, Vol. 30, pp. 1549-1554.

1. Malinvisa Sakdiyakorn, Walanchalee Wattanacharoensil. 2018. Generational Diversity in the

Contemporary Hospitality Management 30:2, 1112-1133. [Abstract] [Full Text] [PDF]

Вам также может понравиться