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Procedia - Social and Behavioral Sciences 29 (2011) 752 – 757

1877-0428 © 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr Zafer Bekirogullari.doi:10.1016/j.sbspro.2011.11.301

Procedia Social and Behavioral Sciences Procedia - Social and Behavioral Sciences 00 (2010) 000–000

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International Conference on Education and Educational Psychology (ICEEPSY 2011)

Designing Learning Environments In Assembly Lines Through Self-Determination

Alexandra Nuktaa,b,*, Martin Haueisa, Manfred Spitzerb, Katrin Hilleb a Group Research & Advanced Engineering, Daimler AG, G017-BB, 71059 Sindelfingen, Germany

b Transfer Centre for Neuroscience and Learning, University of Ulm, Beim Alten Fitz 2, 89075 Ulm, Germany

Abstract

An industrial learning model was developed that - based on self-determination theory, maps the relationships between basic psychological needs (BPN), working conditions (e.g. autonomy support), employee potentials (e.g. organizational citizenship behavior (OCB)) and performance of blue collar workers. A study was conducted to test the model with 55 blue collar workers of an automotive assembly line. Results indicate that the satisfaction of BPN in an industrial learning environment is systematically related to working conditions and employee potentials. The associations hint at the possibility of boosting employee potentials of blue collar assembly line workers and enhancing production quality through designing working and learning environments consistent with self-determination theory. © 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Cognitive – Counselling, Research & Conference Services C-crcs. Keywords: self-determination theory; need satisfaction; work motivation; job satifsaction; performance attitude; working conditions.

1. Introduction

Today, car manufacturers offer an exploding degree of product customization. Therefore modern assembly lines in automotive industry have to deal with growing complexity of assembly tasks, tremendous speed and an increasing number of process changes. And: the workers have to be flexible and need to keep learning. Significant parameters for enabling the needed learning-entrepreneurship in workers are identified by the self-determination theory (Deci & Ryan 1985, 2000; Gagné & Deci 2005). The satisfaction of Basic Psychological Needs (BPN) of blue collar workers could be a key factor for competitiveness of modern assembly lines. The concept of BPN postulates three needs, which are universal for every human: the need for autonomy (experiencing choice), for competence (feeling effective and responsible) and for relatedness (experiencing mutual respect). The self-determination theory predicts that the satisfaction of the fundamental psychological needs is required for people’s health and well-being in various contexts. Empirical data support this phenomena for general

* Alexandra Nukta. Tel.: +49 7031 4389 558; Fax: +49 711 3052 142 552. E-mail address: [email protected].

© 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr Zafer Bekirogullari.

753Alexandra Nukta et al. / Procedia - Social and Behavioral Sciences 29 (2011) 752 – 757 A. Nukta, M. Haueis, M. Spitzer, K. Hille / Procedia – Social and Behavioral Sciences 00 (2011) 000–000

settings (La Guardia et al. 2000; Ryan & Deci 2000, Deci & Ryan 2000) as well as for specific settings like work environments (Baard et al. 2004; Deci et al. 2001; Gagné 2003; Ilardi et al. 1993). Relationships between working conditions, satisfaction of BPN and positive outcomes have been shown before in white collar workers. Deci et al. (2001) showed that perceived managerial autonomy support was related to need satisfaction, which in turn was related to performance, work engagement and well-being. The satisfaction of these BPN seemed required for sustainable motivation, especially in work settings. The manager’s dilemma is illustrated by Stone et al. (2009): Managers know about the importance of satisfied employees, however, do not understand how to create an autonomous motivation. Factors that impact employee potentials, enabling learning-entrepreneurship and performance of blue collar workers, were not yet investigated in detail. Up to date research lack empirical analysis of factors that improve the effectiveness of learning environments for blue collar workers. Showing influences of individual learning parameters would greatly support the future assembly process design. This work shows a novel approach by using self-determination theory to explore, if BPN can be predicted by external parameters and if BPN can predict desired output variables. A self-determination industrial learning model was developed, considering BPN, working conditions and employee potentials in order to enhance the production quality (Figure 1).

The self-determination industrial learning model assumes that working conditions influence BPN. The perceived managerial autonomy support and respectful real-time communication will promote, whereas subjective strains will decrease the satisfaction of BPN. BPN will in turn increase job satisfaction, OCB, willingness to learn and performance attitude. It is further assumed that this cascade will extend to production quality with increased performance. In a first step the current study investigates the associations between working conditions, BPN and employee potentials for blue collar workers at an assembly line.

2. Method

Participants 55 full-time employees, working at an assembly line in the automotive sector, filled out a questionnaire. All

questionnaires were returned and could be analyzed. The response rate was 100%, because the background of the questionnaire was agreed upon with the workers' representation and carefully explained to the workers beforehand.

Figure 1 The Self-Determination Industrial Learning Model

Job SatisfactionJob Satisfaction

Willingness To Learn

Willingness To Learn

Organizational Citizenship Behavior

Organizational Citizenship Behavior

PerformancePerformance

Autonomy-Support

Autonomy-Support CompetenceCompetence

AutonomyAutonomy

RelatednessRelatedness

Self-Determination

CommunicationCommunication

Subjective Strains

Subjective Strains

Employee Potentials

Basic Psychological Needs

WorkingConditions

Leverage Mediating Processes Leverage Output

Performance Attitude

Performance Attitude

ProductionQuality

754 Alexandra Nukta et al. / Procedia - Social and Behavioral Sciences 29 (2011) 752 – 757 A. Nukta, M. Haueis, M. Spitzer, K. Hille / Procedia – Social and Behavioral Sciences 00 (2011) 000–000

Additionally, the questionnaire was filled out at the weekly group meeting while the principal investigator was present to answer questions. Measures The questionnaire assessed working conditions (autonomy support, communication, subjective strains), need satisfaction of BPN (competence, autonomy, relatedness) and employee potentials (job satisfaction, organizational citizenship behavior, willingness to learn and performance attitude) and operationalizes the industrial learning model with 39 items. Participants responded on 7-point Likert-type scale from “1” (not at all true) to “7” (very true) like used in all original scales.The questionnaire of this study is intentionally designed to be as short as possible. At an assembly line there is little time to fill out sophisticated surveys. Management and foremen would only agree to the study if the questionnaire could be filled out in a regularly group meeting.

Basic Psychological Needs Scale (BPNS); Basic Need Satisfaction at Work Scale. BPN were assessed with nine items from the Basic Need Satisfaction at Work Scale which addresses the satisfaction of needs in the specific domain work with 21 items (Baard et al. 2004; Deci et al. 2001; Ilardi et al. 1993; Kasser et al. 1992). The nine items for this study were selected because they hold the best fit for the work environment of blue collar workers. The items assess the employees’ perceptions of the individual need satisfaction of their work environment. The participants responded the extent to which they perceived satisfaction of needs for autonomy (e.g. “I am free to express my ideas and opinions on the job.”), competence (e.g. “People at work tell me I am good at what I do.”) and relatedness (e.g. “People at work care about me.”) with three items per subscale. Items within each of these three subscales were averaged to a variable labeled Basic Psychological Needs. The internal consistency of the shortened scale with used items is acceptable (Cronbach’s α=.77).

Work Climate Questionnaire (WCQ).

Autonomy support was assessed with three items from the scale Work Climate Questionnaire. The Work Climate Questionnaire, as one of four Climate Questionnaires, is being used to assess a general work climate (Baard et al. 2004), concerned with the degree to which the social context is autonomy supportive. The questionnaire can be used either in a long, 15-item version, or a short 6-item version. For this study a still shorter version was needed and three items were selected that assess the autonomy supportive factors, which have practical impact on the specific assembly line work environment (e.g. “My manager encouraged me to ask questions.”). The internal consistency of the 15-item version of the WCQ is above 0.90; for the three items used in this study is slightly less (Cronbach’s α=.85).

Organizational citizenship behavior (FELA-S).

OCB was assessed with nine items from the scale FELA-S. Organizational citizenship behavior (OCB), defined as general voluntary work engagement and the employee commitment beyond contractual agreements to promote the work group and organizational performance (e.g. Organ et al. 2006), is usually measured with the self-assessment OCB questionnaire (FELA-S), developed by Staufenbiel and Hartz (2000). The 25-item questionnaire has five subscales: Altruism, Conscientiousness, Civic Virtue, Sportsmanship and Demanded Work Behavior. Nine items for this study were selected because of their focus on proactive work behavior. Three items concerned the altruism in the working environment (e.g. “I help others with work problems.”), three items concerned the conscientiousness (e.g. “I typically obey my organization's rules and regulations attentive.”) and three items concerned the civic virtue (e.g. “I actively participate in group meetings.”). The internal consistency of the shortened scale with used items is good (Cronbach’s α=.84).

Communication. Communication was assessed with three items. The items assessed employee’s experiences of the perceived communication between workers and their immediate managers. A good communication quality determines the satisfaction of the BPN. Because there was no appropriate scale, we developed items for the specific assembly line work environment. Participants responded to which extent they felt acknowledged for their work and informed


about their work process (e.g. “I am informed about reorganizations in the work process on time.”); The internal consistency of the scale with used items is somewhat questionable (Cronbach’s α=.65).

Willingness to Learn. Willingness to learn was assessed with three items. Central to this concept of willingness to learn in an industrial work environment is the subjective estimation of qualification arrangements. Because there was no appropriate scale, we developed items for the specific assembly line work environment. Participants were asked to which extent it is important to them to learn (e.g. “I like to use existing advanced training opportunities.”). The internal consistency of the scale with used items is disappointingly low (Cronbach’s α=.35).

Subjective Strains. Subjective strains were assessed with three items asking about the employee’s experiences of perceived strains. A number of instruments exist for the survey of negative work influences, like stress and overstraining, after a detailed analysis, however, there was no appropriate scale focussing towards negative subjective strains rather than activating positive strains at an assembly line work environment. For this reason we developed three items. Participants responded to which extent they felt negative subjective strains (e.g. “I feel pressured at work.”). The internal consistency of the scale with used items is somewhat questionable (Cronbach’s α=.66).

Performance attitude. Performance attitude was assessed with three items. Central to this scale is the general attitude to specific work performance. We developed three items, because there is no appropriate scale focussing the handling of production faults. The items investigate one’s ability to deal with faults, the personal value of quality and the attitude regarding performance (e.g. “It is important for me to complete my work the best possible way.”). The internal consistency of the shortened scale with used items is acceptable (Cronbach’s α=.72).

Job satisfaction.

Job satisfaction was assessed with three items. The concept is investigated well and there are numerous valid instruments, e.g. job descriptive index (JDI) (Smith et al. 1969). However, no appropriate scale could be found to assess the job satisfaction with regard to the specific assembly line work environment and requirements. We developed items assessing a general and a specific task-related job satisfaction (e.g.“ I am satisfied with my work tasks.”). The internal consistency of the shortened scale with used items is somewhat questionable (Cronbach’s α=.68).

3. Results

Correlations The correlation between the BPN and working conditions as well as employee potentials were calculated. The first issue concerned associations between the satisfaction of Basic Psychological Needs (BPN) on the one side and working conditions (perceptions of managers’ autonomy support, the communication within the working group and the experienced subjective strains) on the other side. Significant correlations between all these factors were found. As hypothesized, satisfaction of BPN was positively correlated with autonomy support and communication. Subjective strains were negatively correlated with the satisfaction of the BPN. The second issue concerned associations between satisfaction of BPN and employee potentials. As hypothesized, satisfaction of BPN was related to job satisfaction. Positive correlations were also found between satisfaction of BPN and OCB as well as performance attitude. Willingness to learn, a scale with low reliability, showed no significant correlations to satisfaction of BPN. Table 1 presents the correlations among the variables of the study. The number of participants included in each correlation varied between 51 and 55 according to the number of respondents who provided both sets of relevant data.

756 Alexandra Nukta et al. / Procedia - Social and Behavioral Sciences 29 (2011) 752 – 757 A. Nukta, M. Haueis, M. Spitzer, K. Hille / Procedia – Social and Behavioral Sciences 00 (2011) 000–000

4. Discussion / Conclusion

As hypothesized in our Self-Determination Industrial Learning Model (Figure 1) association between working conditions, the satisfaction of BPN and employee potentials could be found. The perceived managerial autonomy support and respectful prompt communication correlated positively, subjective strains correlated negatively with the satisfaction of BPN. Furthermore, satisfaction of BPN is positively related to job satisfaction, OCB and performance attitude. The results indicate that satisfaction of BPN is systematically related to working conditions and employee potentials at an industrial assembly line. Further research is needed to clarify the direction of relation as correlations don’t prove causality. In a field experiment we currently manipulate working conditions towards self-determination and assess the impact on the satisfaction of BPN, employee potentials and production outcomes. The association found in the current study hint at the possibility to boost employee potentials and enhance the production quality through improving self-determination. Our results provide further support for the self-determination theory. Previous research on working environments for white collar workers has suggested that, ensuring the satisfaction of BPN, lead to a greater performance, health and well-being (e.g. Baard et al. 2004). We could show there is also an association for blue collar workers of an assembly line - an environment that doesn’t lend itself to self-determination. Additionally, the results support the proposed universality of BPN, showing practicability for an automotive assembly line. Assembly lines with growing complexity of tasks due to the exploding degree of product customization need workers with learning-entrepreneurship. Self-determination theory might just show how to design a successful industrial learning environment for such blue collar workers.

Table 1 Correlations of the Self-Determination Industrial Learning Model

Scale 1 2 3 4 5 6 7

1 Basic Psychological Needs

2 Autonomy Support .573***

3 Communication .687*** .683***

4 Subjective Strains -.323* -.020 .006

5 Job Satisfaction .582*** .279* .235 -.275*

6 OCB .367** .416** .469*** .315* .168

7 Willingness To Learn .237 .062 .140 .081 .164 .443***

8 Performance Attitude .370** .296* .457*** .272* .190 .593*** .445***

Scale 1 2 3 4 5 6 7

1 Basic Psychological Needs

2 Autonomy Support .573***

3 Communication .687*** .683***

4 Subjective Strains -.323* -.020 .006

5 Job Satisfaction .582*** .279* .235 -.275*

6 OCB .367** .416** .469*** .315* .168

7 Willingness To Learn .237 .062 .140 .081 .164 .443***

8 Performance Attitude .370** .296* .457*** .272* .190 .593*** .445***

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Correlation is significant at *p<.05; **p<.01; ***p<.001.


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