Đang tải... (xem toàn văn)
In recent years, social enterprises have gained recognition as a viable solution for addressing social issues while also promoting community wellbeing. However, research on organizational behavior and employee outcomes within these entities remains limited. This study focuses on affective commitment, the most powerful dimension of organizational commitment in social enterprises, and examines the impact of job characteristics on employees’ affective commitment using selfconcept theory and social exchange theory. The study surveyed 162 employees from 18 social enterprises in Vietnam. Results revealed that all five dimensions of job characteristics (skill variety, task identity, task significance, autonomy, and feedback) had a significant positive effect on affective commitment. This research highlights the practical implications for improving affective commitment in social enterprises, including nonhierarchical communication, customized work settings, and attention to employee wellbeing.
JOB CHARACTERISTICS AS DRIVERS OF AFFECTIVE COMMITMENT: THE CASE OF VIETNAMESE SOCIAL ENTERPRISES Nguyen Van Anh National Economics University Nguyen Phuong Huyen National Economics University Tran Cam Tu National Economics University Abstract In recent years, social enterprises have gained recognition as a viable solution for addressing social issues while also promoting community well-being However, research on organizational behavior and employee outcomes within these entities remains limited This study focuses on affective commitment, the most powerful dimension of organizational commitment in social enterprises, and examines the impact of job characteristics on employees’ affective commitment using self-concept theory and social exchange theory The study surveyed 162 employees from 18 social enterprises in Vietnam Results revealed that all five dimensions of job characteristics (skill variety, task identity, task significance, autonomy, and feedback) had a significant positive effect on affective commitment This research highlights the practical implications for improving affective commitment in social enterprises, including non-hierarchical communication, customized work settings, and attention to employee well-being Keywords: Job Characteristics, Organizational Commitment, Affective Commitment, Social Enterprise, Self-concept Theory, Social Exchange Theory Introduction In recent years, the work landscape has witnessed significant shifts influenced by notable trends The “Great Resignation” post-COVID-19 has seen employees prioritize life beyond traditional work (Gellert et al., 2022) Simultaneously, some have embraced “quiet quitting,” remaining in roles but emotionally disengaging from their workplaces (Formica and Sfodera, 2022) This can lead to lower morale, reduced productivity, and a weakened organizational culture Additionally, “job-hopping” has surged, where employees frequently change jobs for fresh opportunities (Jayani, 2020) This presents challenges for talent retention, workforce cohesion, and long-term commitment (Tetteh, 2021), particularly among Generation Z workers who value diverse experiences (Nabahani & Riyanto, 2020) These trends have introduced novel challenges in sustaining employees’ commitment to their organizations, including talent shortages, increased recruitment costs, and disengagement, thus necessitating a reevaluation of the factors influencing organizational commitment Affective commitment, one component of organizational commitment grounded in intrinsic motivation, merits special attention due to its profound impact on shaping employees’ attitudes and behaviors (Meyer & Allen, 1991) Recognizing the paramount significance of affective commitment, we are motivated to delve deeper into its determinants Numerous studies have illuminated the antecedents of affective commitment, with organizational support, job satisfaction, and job characteristics being among the most frequently examined factors (Garg et al., 2018; Rai et al., 2020) Yet, the majority of these investigations have been conducted within the domain of for-profit organizations In response to this gap in the literature, we aim to explore a relatively understudied context: social enterprises (SEs hereafter) To date, research specifically focusing on SE employees and their affective commitment remains scarce, highlighting the need to extend our understanding of this vital relationship within this unique landscape SEs are characterized by a dual mission, emphasizing both societal impact and economic viability Their workforce is driven by a profound sense of purpose, working towards goals that transcend mere financial gain (Gjorevska, 2019) However, the ambitious objectives of SEs, which require them to navigate the intricate terrain of social and economic challenges, pose distinct challenges in maintaining employees’ commitment to the organization Research has shown that organizational commitment is a critical aspect in determining an organization’s success The more committed employees are to the organization, the more effort they put into their work to carry out the vision and mission of the organizational leadership (Singh and Gupta, 2015) However, few studies address this issue within the context of SE because the majority of recent research papers have focused on the start-up process of SEs (Carpentier and Pache, 2016; Boland and Grealis, 2019) Through informal interviews with employees in SEs, we identified a pattern: employees consistently cite numerous reasons for their commitment, even during turbulent times such as epidemics Intriguingly, many of these factors are linked to the concept of job characteristics, a domain extensively explored in organizational psychology (Hackman & Oldham, 1976) Recent research has highlighted the significance of job characteristics in shaping employee attitudes and behaviors (Van den Broeck et al., 2021) Employees in SEs are often engaged in work that directly contributes to social betterment, making their roles inherently more meaningful (Van Anh, 2019) Additionally, SEs often operate with limited resources and must empower their employees to take on multifaceted roles, thus increasing the importance of skill variety, task identity, and autonomy (Dacin & Matear, 2010) This connection suggests that job characteristics wield substantial influence in fostering commitment, specifically affective commitment, in the context of SEs To understand this relationship, we draw upon two overarching theoretical frameworks: self-concept theory (individuals form their self-concept through introspection and self-observation, especially within social contexts (Markus & Wurf, 1987)) and social exchange theory (individuals engage in exchanges with organizations, driven by a desire for fairness and reciprocity (Blau, 1964)) This research aims to demonstrate the profound impact of each of the five job characteristics factors - skill variety, task identity, task significance, autonomy, and feedback - on employees’ affective commitment in SEs in Vietnam Moreover, it dissects the mechanisms underpinning this connection, with particular emphasis on self-concept theory and social exchange theory (Blau, 1964), thereby advancing a nuanced understanding of these critical constructs for the benefit of SEs seeking to enhance employee affective commitment It is important to emphasize that, to our best knowledge, there is a conspicuous dearth of research addressing the relationship between these two variables in the context of SE This notable research gap underscores the crucial contribution of this study, which holds both theoretical and practical significance Through empirical investigation and analysis of 162 completed online questionnaires from 18 SEs in Vietnam, we seek to provide valuable insights and propose practical solutions to help SEs enhance and sustain their employees’ affective commitment amidst the dynamic interplay of evolving job characteristics and shifting social environments This paper comprises seven sections: Introduction, Literature Review, Hypothesis Development & Theoretical Framework, Methodology, Findings, Discussion & Implications, and Conclusion & Limitations Literature review 2.1 Affective Commitment Organizational commitment indicates the strength of an individual’s identification with and involvement in a specific organization Employee commitment to an organization is reflected by employees’ belief in the goals and values of that organization and their effort to achieve those goals (Doan et al., 2020) Meyer and Allen’s three-component model (Meyer and Allen, 1984, 1991, 1997) is the dominant approach to commitment as it explores the concept of organizational commitment as a psychological state by combining the attitudinal and behavioral approaches and their corresponding relationship The three dimensions proposed by the model are affective commitment, continuance commitment, and normative commitment Although many studies on organizational commitment have described them as equally weighted components, affective commitment has constantly remained central throughout a wide range of theorizing and multidimensional conceptualizations of organizational commitment (Mercurio, 2015) Affective commitment is defined as an emotional attachment, identification, and involvement in the organization (Mowday et al., 1979) Employees with high levels of affective commitment demonstrate a strong emotional connection and a sense of belongingness to the organization (Meyer and Allen, 1991) The root of this definition can be found in past research on organizational commitment The concept of affective commitment was similar to “cohesive commitment,” coined by Kanter in 1968, which was defined as “the attachment of an individual’s fund of affectivity and emotion to the group” (p 499) Affective commitment is driven to contribute significantly to organizational success (Meyer & Allen, 1997) Studies support these claims, demonstrating that effectively committed employees tend to remain with organizations longer and invest greater effort in achieving organizational goals (Krishnanathan et al., 2018) Their commitment translates into increased productivity, longer work hours, and better performance (Nawaz et al., 2020) In healthcare settings, nurses with higher affective commitment provide better patient care, leading to improved outcomes (Chang & Liu, 2022) Overall, affective commitment enriches individuals’ psychological well-being, job satisfaction, and engagement, contributing to better organizational performance, financial outcomes, and customer satisfaction (Liu et al., 2022) Factors driving affective commitment comprise both personal and organizational aspects Personal values aligned with organizational goals, job satisfaction, and perceptions of job characteristics contribute significantly to affective commitment (Ardiansyah & Afandi, 2018; Liu et al., 2019; Khan & Iqbal, 2020; Ida Sinaga et al., 2019) Organizational factors like transformational leadership, job enrichment, and work engagement also play a pivotal role in nurturing affective commitment (Ribeiro & Gomes, 2018; Neyshabor & Rashidi, 2013; Zhao & Zhao (2017)) 2.2 Job characteristics The theory of job characteristics was first developed by Hackman and Oldham in 1974 However, it was not until 2005 that the two authors officially defined job characteristics It is the theory of job design, which provides a complementary set of principles for enriching work in organizations Turner and Lawrence (1965) identified various factors of job characteristics that affect employees’ psychological well-being and contribute to their job satisfaction These include motor variety, object variety, required interaction, knowledge and skills, autonomy, optional interaction, and responsibility Building on earlier work by Turner and Lawrence (1965) and Hulin and Blood (1968), Hackman and Lawler (1971) proposed a job characteristic model that comprises four core dimensions - variety, autonomy, task identity, and feedback In 1974, Hackman and Oldham added another core job characteristic - task significance - along with a few intervening variables that they consider important to the original job characteristics model (1971) They created this model to learn how to design jobs that increase overall job satisfaction and productivity while also fostering people’s intrinsic motivation “Theory provides a specific set of criteria to use in deciding whether change is needed and, if so, what to change” (Hackman and Oldham, 1975) This model remains the most commonly used and widely cited one in studies regarding job characteristics, which is why we also adopted this model for our study According to research by Hackman and Oldham in 1974, job characteristics are governed by five core factors: skill variety, task identity, task significance, autonomy, and feedback • Skill Variety: The degree to which a job demands employees to have sufficient skills and abilities to carry out a range of tasks This factor is reflected in the level of repetition and monotony of tasks According to the stimulus motivation theory, people seek out situations that provide them with the chance to utilize a variety of skills to varied degrees of competence • Task Identity: The extent to which a job has clear and specific requirements that help employees know what they need to throughout the entire process to accomplish that task and predict their results at the same time • Task Significance: The degree to which the job’s tasks give meaning to the life of the performer or those around them, both within and outside the organization (Hackman and Oldham, 1974) • Autonomy: The extent to which employees are given decision-making power, freedom, and responsibility for the results of their own work • Feedback: The extent to which employees receive clear, specific feedback on their performance Employees can receive feedback from superiors and colleagues or selfassess their own work performance from performing assigned tasks Furthermore, the job characteristics model proposes that the presence of five core factors creates the three critical psychological states: experienced meaningfulness of the work, experienced responsibility for the outcomes of the work, and knowledge of the actual results of the work activities Skill variety, task identity, and task significance affect the experienced meaningfulness of the work mentality The psychological state of experienced responsibility for job outcomes increases when the job has high autonomy, while feedback at work is related to the psychological state of knowledge of the actual results of the work activities Research reveals that having all these conditions significantly benefits personal and work outcomes, leading to higher motivation, job satisfaction, performance quality, and reduced absenteeism and turnover Recent studies have reinforced this connection Raut et al (2021) noted that jobs featuring skill variety, task identity, task significance, autonomy, and feedback result in positive attitudes, intrinsic motivation, job satisfaction, and self-esteem for employees Furthermore, these characteristics foster work engagement, job satisfaction, and motivation (Adiarani, 2019; Raihan, 2020; Gu et al., 2022) Such engaged and satisfied employees tend to excel in their work (Raihan, 2020) Meanwhile, a study by Tong (2018) revealed that meaningful work enhances performance and dedication Jobs with more variety and identity provide a broader perspective on organizational processes and diverse knowledge, improving personal and organizational performance (Mlekus and Maier, 2021) Hussein’s research (2020) confirms this but also notes variations in influence levels Conversely, jobs lacking these core characteristics often result in negative organizational outcomes, including higher absenteeism and turnover rates (Raut et al., 2021) Hypotheses Development & Theoretical Framework We speculate that there is a correlation between affective commitment and job characteristics, drawing insights from two prominent theories: self-concept theory (Markus & Wurf, 1987) and social exchange theory (Blau, 1964) The self-concept theory posits that individuals form their self-perception within social contexts (Markus & Wurf, 1987) Employees in SEs derive profound meaning from their work, extending beyond personal gratification Engaging in socially impactful roles enables individuals to enhance their self-concept by contributing to causes larger than themselves As a result, they develop a strong sense of self-identity and self-worth, reinforcing their commitment to the organization (Dutton et al., 1994) This alignment between job characteristics and self-concept creates a symbiotic relationship, with the job elevating the individual’s sense of self Once the employees have fulfilled their sense of self through the jobs they do, they tend to reciprocate Building upon the principles of social exchange theory, individuals engage in exchanges with organizations, driven by a desire for fairness and reciprocity (Blau, 1964) When jobs align with employees’ values and self-concept and employees feel good about themselves for being a part of the organization, a sense of indebtedness and reciprocity emerges (Blau, 1964) Employees perceive that their organization invests in their growth, enabling them to contribute meaningfully to society In return, they reciprocate by demonstrating unwavering commitment to the organization (Saglam et al., 2022) This relationship between affective commitment and job characteristics has been substantiated in prior research (Mowday et al.,1982; Allen and Meyer, 1990) The degree of emotional connection that employees feel toward their companies has also been associated with specific job features in several studies Another study by Darma et al (2020) suggested that the job characteristics variable significantly and favorably affected an employee’s affective commitment Their research in Indonesia revealed that workers value the flexibility to choose their own jobs Without the demands of the company, they will feel more at ease performing their duties A recent study by Wang et al (2021) in China found that job resources, such as social support, feedback, and opportunities for growth, have a significant positive effect on employees’ affective commitment Similarly, a study by Zhao et al (2021) in Malaysia found that task significance and autonomy are positively related to employees’ affective commitment Drawing from this existing body of knowledge, we have formulated specific hypotheses to empirically test the impact of each job characteristic factor on affective commitment within the context of SEs in Vietnam Skill variety in the workplace, which involves the utilization of diverse skills and talents in job tasks, may not have an immediately obvious connection to affective commitment However, when considering the notion that growth needs strength, the relationship becomes more apparent Recent research by Turner and Parker (2002) indicates that employees with high growth need strength, a personal characteristic reflecting the desire for personal development and growth in their roles, and are particularly responsive to jobs that offer skill variety Such employees are more likely to perceive skill variety as an opportunity for skill development and personal growth, which in turn enhances their job satisfaction (Deci, 1985) This heightened job satisfaction serves as a precursor to affective commitment Therefore, the first hypothesis is formed based on such reasoning: H1 Skill variety is positively related to affective commitment The extent to which employees perceive a clear sense of identity and ownership over their tasks can significantly influence their emotional connection to the organization Berg et al (2013) found that employees who perceive their tasks as having a clear and meaningful identity are more likely to develop a profound sense of pride in their work This pride and sense of accomplishment align closely with affective commitment Shantz et al (2013) further accentuate that task identity nurtures a sense of ownership over one’s work, which can lead to a deeper emotional connection to the organization Contrary to previous assumptions, a recent study by Darma et al (2020) suggests that the relationship between task identity and affective commitment may be context-dependent They found that in highly dynamic work environments where tasks frequently change, the positive association between task identity and affective commitment weakens This implies that the stability of tasks over time plays a pivotal role in determining the strength of this relationship Subsequently, we came up with the second hypothesis: H2 Task identity is positively related to affective commitment Employees’ perception of the significance of their roles within the organization can profoundly affect their commitment levels When examined through the lens of self-concept theory, we gain a deeper understanding of this connection Oh and Roh (2019) emphasizes that perceiving one’s tasks as significant and impactful on others aligns closely with self-concept theory, as it allows individuals to view their work as contributing to their self-identity and fulfilling their desire to make a meaningful impact This sense of meaning is strongly related to affective commitment, as individuals tend to form stronger emotional attachments to organizations that provide a sense of purpose and the opportunity to make a positive impact Additionally, Allan et al (2019) highlight that employees who view their tasks as significant are more likely to experience a heightened sense of pride and job satisfaction, ultimately serving as a precursor to affective commitment In organizations lacking these cultural attributes, the impact of autonomy on affective commitment may be less significant Recent research by Peng, Liao, and Sun (2020) introduces a novel dimension to the task significance-affective commitment relationship They propose that the emotional connection between task significance and affective commitment is mediated by perceived societal impact In their study, when employees perceived that their tasks had a direct and positive influence on society, the relationship with affective commitment was more pronounced This suggests that the perceived societal significance of tasks may be a critical factor to consider Thus, the third hypothesis is formed: H3 Task significance is positively related to affective commitment The degree of autonomy granted to employees has the potential to foster a heightened sense of responsibility and ownership in their work, ultimately impacting their commitment levels Farfán et al (2022) demonstrated that employees with a higher degree of autonomy tend to experience lower levels of burnout and greater job engagement, which contribute to higher job satisfaction Moreover, Dawkins et al (2017) indicate that employees with greater autonomy are more likely to feel a sense of ownership and responsibility for their work, which fosters a deeper emotional connection to the organization and aligns with the concept of affective commitment Nevertheless, it is imperative to acknowledge that achieving an optimal equilibrium in this regard Research from Kariuki and Makori’s (2015) shows that it is prudent to consider that an excessive degree of autonomy may have the potential to result in diminished levels of employee commitment, thereby underlining the significance of carefully calibrating the autonomy-employee commitment relationship in the distinctive context of SEs We then hypothesize the possible fourth relationship: H4 Autonomy is positively related to affective commitment Regular and constructive feedback can act as a catalyst for increased engagement and motivation among employees, thereby enhancing their affective commitment Rodriguez & Walters’ (2017) study highlights that regular feedback not only enhances employee motivation but also increases their sense of value within the organization Employees who feel valued and appreciated are more likely to develop a strong emotional attachment to the organization Additionally, Siengthai and Pila-Ngarm (2016) emphasize that constructive feedback aids employees in identifying areas for improvement and personal growth, contributing to increased job satisfaction and, consequently, a greater sense of affective commitment to the organization Accordingly, the last hypothesis is given below: H5 Feedback is positively related to affective commitment Based on the proposed hypothesis, we formulate the theoretical framework for this study below (see Figure 2) Figure Research hypotheses Skill Variety H Task Identity Task Significance H H Affective Commitment H Autonomy H Feedback Source: Authors’ suggestion Methodology 4.1 Research Context SEs in Vietnam have experienced substantial growth and development in recent years, driven by an increasing number of young entrepreneurs and organizations offering support (British Council, 2019) The SE landscape in Vietnam is characterized by diversity, with enterprises engaged in agriculture, tourism, education, and environmental initiatives (British Council, 2019) Notably, these SEs have demonstrated a commitment to addressing societal issues, supporting disadvantaged groups, and creating jobs for various segments of the population, including people with disabilities, women, and the youth (British Council, 2019) Despite their noble mission, the unique composition of SE human resources presents distinctive challenges (Dacin, & Matear, 2010) SEs tend to have more diverse workforces, as they often seek to address social issues affecting marginalized communities, such as people with disabilities and those hailing from disadvantaged rural areas, which may initially demonstrate lower productivity due to societal factors and present a risk of high turnover (Van Anh, 2019) Additionally, recruiting qualified managers who resonate with the SE mission and possess essential business management skills poses a formidable challenge in the context of a competitive labor market, further exacerbated by limited financial resources (Moses & Sharma., 2020) These challenges can result in personnel shortages, potentially impeding organizational progress and development, as employees may seek more stable and remunerative opportunities elsewhere (Truong & Barraket, 2018) 4.2 Data collection The sample for this research consisted of only employees at SEs based in Vietnam The number of observed items in this study is 19 Hence, a minimum sample size of 95 is required A total of 178 online questionnaires with complete answers were collected The number of legitimate surveys was reduced to 162 after 16 invalid questionnaires were eliminated after being checked for improper responses According to the data, 69.1% of respondents are employees Apart from the demographic questions, all survey items were evaluated using a 5-point Likert scale, with being “Strongly disagree” and being “Strongly agree.” The research model’s scales were taken from earlier research of Hackman & Oldham (1975); Allen & Meyer (1990); Morgeson & Humphrey (2006) Information of respondents is summarized in Table below: Table Demographic profile of participants (N=162) Characteristics n % Gender Male Female 36 126 22.2 77.8 68 94 42.0 58.0 Tenure < months months - year - years > years 44 62 50 3.7 27.2 38.3 30.9 Position Staff Manager 112 50 69.1 30.9 Age 16-35 years old Over 35 years old Source: Authors’ summary of results 4.3 Measurement Scale This study constructed a quantitative survey questionnaire comprising 19 items, drawing upon established scales from Allen and Meyer (1990), Morgeson and Humphrey (2006), and Hackman and Oldham (1975) Affective commitment is assessed through statements, including items such as “I love talking about my organization with others.” or “I wouldn’t be happy to spend my entire career at this organization.” Job Characteristics, on the other hand, includes 15 statements featuring items for each dimension For example: “The job requires me to many different things, using a number of different skills and talents” (skill variety); “I feel proud when I contribute to the success of the organization.” (task significance); or “My superiors often let me know how well they think I am performing the job.” (feedback) To ensure the questionnaire’s contextual relevance to SEs in Vietnam, all items were adapted accordingly and subsequently translated into Vietnamese To maintain survey integrity, the translated version was back-translated by a professional English translator 10 4.4 Data Analysis We used SPSS software to conduct analyses of the collected data The analyses included Factor Analysis, Reliability Analysis, and Exploratory Factor Analysis (EFA) 4.4.1 Factor analysis and reliability analysis We used Cronbach’s Alpha and correlation coefficient of variables to check the reliability of the scales and exclude the unreliable observed variables The scale is reliable when its Cronbach’s alpha coefficient is greater than or equal to 0.6 According to the data results, all factors’ Cronbach’s Alpha coefficients satisfied the criteria for reliability, as stated in Table below: Table Reliability analyses for the measures of the study Number of Items Cronbach’s α Skill Variety (SV) 783 Task Identity (TI) 850 Task Significance (TS) 841 Autonomy (Au) 813 Feedback (Fb) 883 815 Measure Job Characteristics Affective Commitment (AC) Source: Authors’ summary of results 4.4.2 Exploratory factor analysis for independent variables The EFA results show that the KMO coefficient of 0.775 ensures that the data is eligible for analysis Also, the Bartlett test’s significance level (Sig.) is 0.000 (0.05), suggesting that the population as a whole exhibits a correlation between the observations Table KMO and Bartlett’s test on independent variables Kaiser-Meyer-Olkin Measure of Sampling Adequacy Bartlett’s Test of Sphericity Approx Chi-Square df Sig 0.775 2200.075 105 000 Source: Authors’ summary of results Table Rotated component matrix of independent variables SV1 SV2 SV3 TI1 Component 847 651 830 633 11 TI2 TI3 TS1 TS2 TS3 Au1 Au2 Au3 Fb1 Fb2 Fb3 598 693 703 706 908 904 708 783 677 810 814 Source: Authors’ summary of results When using EFA for independent variables, the observed variables must all meet the requirements (the factor loading must be more than 0.5), and the number of factors generated by factor analysis must match the number of original factors 4.4.3 Exploratory factor analysis for the dependent variable The EFA results show that the KMO = 0.723 > 0.5, so factor analysis is appropriate for use with research data Bartlett’s test with sig = 0.000 ( 0, meaning the variables are positively correlated with each other The correlation coefficient between the dependent variable “Affective Commitment” and the independent variable “Task Significance” is 0.424, indicating a strong positive correlation between these variables All pairs of independent variables have a significance value of less than 0.05; thus, multicollinearity does not occur (Dormann et al., 2012) Therefore, no variables are excluded from the proposed model Table Correlation analysis Factors AC SV TI TS Au Fb AC 405** 406** 424** 0.039 0.094 SV 405** 408** 559** 497** 0.094 TI 406** 408** 529** 297** 0.101 TS 424** 559** 529** 657** 247** Au 0.039 497** 297** 657** 291** Fb 0.094 0.094 0.101 247** 291** Note: ** Correlation is significant at the 01 level (2-tailed) Source: Authors’ summary of results 5.2 Hypotheses testing The results show that the five hypotheses H1, H2, H3, H4, and H5 are consistent with the regression model and the results of the study (Sig < 0.05) Table Coefficients of independent variables Model (Constant) SV TI TS Au Fb Unstandardized Coefficients B Std Error 2.355 262 465 072 156 041 136 046 469 049 224 062 Standardized Coefficients Beta 615 261 291 801 224 t Sig 8.986 6.434 3.846 2.919 9.657 3.608 000 000 000 004 000 000 Note: Dependent variable: AC Source: Authors’ summary of results Table Results of Hypotheses Hypothesis Sig Conclusion H1 Skill variety is positively related to affective commitment .000 Accepted H2 Task identity is positively related to affective commitment .000 Accepted 13 H3 Task significance is positively related to affective commitment .004 Accepted H4 Autonomy is positively related to affective commitment .000 Accepted H5 Feedback is positively related to affective commitment 000 Accepted Source: Authors’ summary of results Discussion and Implication 6.1 Discussion The empirical data highlights the crucial role of job characteristics in enhancing affective commitment levels within SEs based in Vietnam The results of this study support the positive impact of job characteristics on affective commitment, which aligns with previous research findings (e.g., Turner and Parker (2002), Shantz et al (2013), Oh and Roh (2019)) In this research, skill variety was found to be significant and consistent with Hackman and Oldham’s job characteristic model (1974) Within the dynamic landscape of SEs in Vietnam, the significance of skill variety becomes even more pronounced A particularly compelling insight that emerges is the alignment between these findings and the concept of “growth need strength,” as posited by Deci (1985) This concept elucidates that individuals with a heightened desire for personal growth and development are more likely to respond positively to job characteristics that actively facilitate skill enhancement In SEs, where innovation, adaptability, and the pursuit of positive societal impact are paramount, employees exhibit a remarkable dedication to their roles when they are presented with opportunities for skill diversification Moreover, this dimension of job characteristics assumes greater importance when considering the demographics of SEs in Vietnam With a predominantly youthful labor force, these organizations are inherently characterized by individuals with a strong appetite for growth and professional development As underscored by prior research (Faraji et al., 2015; Naqvi et al., 2013), the younger age cohort tends to manifest a heightened need for personal and career advancement Consequently, skill variety within their job roles resonates profoundly with their intrinsic motivations and aspirations, significantly elevating their affective commitment levels The positive effect of task significance on affective commitment has been established in various studies, including research by Farfán et al (2022) and Dawkins et al (2017) The jobs examined in these studies were designed to promote social interaction among employees and increase the significance of tasks in relation to others connected to the job, both internally and externally Within the context of SEs, the implications of task significance take on societal and organizational dimensions Employees in SEs are often deeply engaged in projects and initiatives that directly contribute to social and environmental betterment Their work is intertwined with a noble purpose, such as addressing poverty, environmental sustainability, or improving the well-being of marginalized communities This sense of purpose creates a profound connection between the employee and the organization’s mission, reinforcing their affective commitment For knowledge workers, particularly SE managers, the significance of 14 their roles extends beyond traditional job scopes They bear the responsibility of navigating complex socio-economic challenges, and their decisions have far-reaching implications for both the organization and the communities they serve In this context, the need for social connection and job significance becomes even more pronounced (Allan et al., 2014; Khayat and Gheitani, 2015; Nzewi et al., 2017) Employees’ performance and engagement undoubtedly thrive in environments where autonomy is granted, yet striking the right balance is essential, especially for SEs Research by Kariuki and Makori (2015) suggests that excessive autonomy might potentially lead to decreased commitment However, within the unique landscape of SEs in Vietnam, this study underscores the considerable benefits of providing employees with increased autonomy In SEs, autonomy translates into more than just individual empowerment; it signifies trust and respect for employees’ capabilities In the pursuit of complex social and environmental missions, SEs often face multifaceted challenges Here, autonomy empowers employees to make swift, context-sensitive decisions, enabling SEs to adapt effectively to evolving situations This aligns perfectly with the job characteristics model (Hackman and Oldham, 1975), which posits that autonomy fosters a sense of ownership and commitment SEs often operate in dynamic and unpredictable environments, demanding agility and innovative problem-solving Employees with a high degree of autonomy can tailor their approaches to meet the ever-changing demands of their missions They feel a profound connection to the organization’s objectives, seeing their contributions as instrumental to its success This synergy between autonomy and commitment is especially vital in SEs where social and environmental impact is paramount The importance of continuous and constructive feedback cannot be overstated, particularly in SEs As highlighted by the seminal work of Hackman and Oldham (1975), feedback is pivotal for both enhancing work effectiveness and fostering affective commitment Within SEs operating in Vietnam, feedback is the linchpin of professional development and mission alignment These organizations often grapple with intricate social and environmental challenges that require ongoing adaptation and innovation In this context, feedback serves as a compass, guiding employees toward their performance goals and reinforcing their connection to the SE’s overarching mission Moreover, the absence of feedback can sow the seeds of employee dissatisfaction Without a clear understanding of their performance and its impact, employees may perceive the organization as unfair and ineffective This is particularly detrimental within the realm of SEs, where the pursuit of social and environmental betterment hinges on the dedication and commitment of the workforce The study’s results resonate deeply within the landscape of SEs in Vietnam Employees who receive regular feedback are not only better informed about their job responsibilities but also gain a more profound sense of their contributions’ significance This empowerment fuels improved work quality and amplifies their affective commitment to the SE’s mission These findings harmonize seamlessly with 15 previous research by Lunenburg (2011), Konya et al (2016), and Faraji et al (2015), underscoring the universal importance of feedback in driving commitment and performance In the unique setting of SEs, where societal impact is crucial, feedback serves as the compass that steers both individual growth and collective progress 6.2 Implications The theoretical implications of this study are noteworthy, as it marks the first exploration of these dynamics within the Vietnamese SE context Additionally, the integration of self-concept theory, drawn from social psychology, adds a unique perspective to organizational research This underscores the importance of viewing HRM and organizational dynamics through various lenses, such as psychology, enriching our understanding of the complex relationships within SEs This study also successfully connects the dots between job characteristics and affective commitment, highlighting “task significance” as the most influential factor These findings offer valuable insights for SEs aiming to foster a committed workforce dedicated to their social missions Besides the theoretical implications, this study also offers several practical implications for the management of SEs, including: (1) Designing tasks with clear, specific requirements and infusing them with high task significance can substantially enhance employees’ sense of meaningfulness in their work, a robust predictor of affective commitment (Hackman and Oldham, 1976) Similarly, delegating control and responsibility across different organizational tiers and increasing job autonomy can bolster employees’ sense of ownership and engagement, correlating with higher affective commitment (Eisenberger et al., 1990) Timely feedback, another vital element, not only sharpens job performance but also showcases the organization’s dedication to employee development and success (Meyer et al., 2002) (2) Giving employees more autonomy doesn’t mean relinquishing control entirely; it means empowering them to make decisions within their roles For example, a manager at a fair-trade SE could grant frontline workers the autonomy to negotiate prices with local suppliers, trusting their judgment to strike ethical and cost-effective deals (3) Feedback mechanisms should be an integral part of operations Suppose you run an education-focused SE Regular feedback sessions with teachers and staff, where they receive constructive input and feel heard, can significantly boost their sense of belonging and commitment to the organization Conclusion and limitations Affective commitment bears paramount importance for organizational success, particularly within the distinctive landscape of social enterprises in Vietnam These enterprises often grapple with unique challenges and adversities The ability to retain skilled employees and 16 foster their enduring dedication is a linchpin for the prosperity of social enterprises Considering the temporary employment nature of certain social enterprise workers, who might seek other prospects, the potential for staffing shortages presents a significant risk, possibly hindering organizational advancement This study emphasizes the pivotal role of enhancing affective commitment within SEs Affective commitment, rooted in emotional attachment and intrinsic motivation, emerges as a strong predictor of work-related behaviors and outcomes, and this connection is deeply intertwined with favorable job characteristics Practical strategies to strengthen this commitment include assigning tasks with clear objectives and specific requirements, creating roles with significant purpose, enhancing job autonomy, and providing timely feedback While this study supplements our understanding of the relationship between job characteristics and affective commitment within SEs, it acknowledges limitations necessitating further inquiry Future research may explore moderating and mediating factors, involve more diverse samples, employ longitudinal designs, and investigate the effects of varying job complexities, employees’ growth needs strength, perceived societal significance of tasks, and different degrees of autonomy Such endeavors will deepen our comprehension of the intricate dynamics between job characteristics and affective commitment, fortifying the foundations of commitment in SEs and nurturing their sustained success References Adiarani, P G (2019), The effects of job characteristics on work engagement, Rjoas, 1(85), 457-479 Allan, B A., Autin, K L., & Duffy, R D (2014), ‘Examining social class and work meaning within the psychology of working framework’, Journal of Career Assessment, 22 (4), 543 - 561 Allan, B A., Batz-Barbarich, C., Sterling, H M., & Tay, L (2019), ‘Outcomes of meaningful work: A meta‐analysis,’ Journal of Management Studies, 56(3), 500-528 Ardiansyah E (2019), ‘Impact of affective commitment with employee performance moderated by Organization Citizenship Behavior (OCB)’, Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018), 304 Berg, J.M., Dutton, J.E & Wrzesniewski, A., 2013, Job crafting and meaningful work Blau, P 1964, Exchange and Power in Social Life, New York: Wiley Boland, R., & Grealis, E (2019), Social enterprise and employment: A review of research and practice, Journal of Business Research, 94, 364-376 Buchanan, B (1974), ‘Building Organizational Commitment: The Socialization of Managers in Work Organizations’, Administrative Science Quarterly, 19(4), 533-546 Carpentier, C., & Pache, A C (2016), New perspectives on the institutionalization of social enterprise: How incubators develop the institutional logics of social enterprise, Journal of Business Venturing, 31(1) 17 Chang, L., & Liu, C (2022), Hospital Nurses’ Affective Commitment and Patient Outcomes: The Moderating Role of Workload Journal of Nursing Management, 30(1), 65-73 Dacin, P A., Dacin, M T., & Matear, M (2010), Social entrepreneurship: Why we don’t need a new theory and how we move forward from here, Academy of management perspectives, 24(3), 37-57 Darma, D.C., Purwadi, P., Sundari, I., Hakim, Y.P and Pusriadi, T (2020), ‘Job characteristics, individual characteristics, affective commitments, and employee performance’, Research and Review: Human Resource and Labour Management, 10 (1), 7-18 Dawkins, S., Tian, A W., Newman, A., & Martin, A (2017) Psychological ownership: A review and research agenda Journal of Organizational Behavior, 38(2), 163-183 Deci, E L & R M Ryan (1985), Intrinsic Motivation and Self-Determination in Human Behavior, New York: Plenum Doan, T T T., Nguyen, L C T., & Nguyen, T D N (2020), “Emotional Intelligence and Project Success: The Roles of Transformational Leadership and Organizational Commitment”, Journal of Asian Finance, Economics, and Business, (3), 223-233 Dutton, J E., Dukerich, J M., & Harquail, C V (1994), Organizational images and member identification Administrative Science Quarterly, 239-263 Faraji, O., Ramazani, A A., Hedaiati, P., Aliabadi, A., Elhamirad, S., & Valiee, S (2015), ‘Relationship between job characteristics and organizational commitment: a descriptiveanalytical study’, Iranian Red Crescent Medical Journal, 17 (11) Farfán, J., Peña, M., Fernández-Salinero, S., & Topa, G (2020), The moderating role of extroversion and neuroticism in the relationship between autonomy at work, burnout, and job satisfaction, International journal of environmental research and public health, 17(21), 8166 Formica, S., & Sfodera, F (2022), The Great Resignation and Quiet Quitting paradigm shifts: An overview of current situation and future research directions, Journal of Hospitality Marketing & Management, 31(8), 899-907 Garg, K., Dar, I A., & Mishra, M (2018), Job satisfaction and work engagement: A study using private sector bank managers, Advances in Developing Human Resources, 20(1), 58-71 Gellert, G A., Montgomery, S., Bridge, O., & Gellert, T E (2022), No Retrenchment From Employee Empowerment: Employer Wellness Imperatives and Opportunities Emerging From the COVID-19 Pandemic, Frontiers in public health, 10, 918784 Gjorevska, N (2019), Workplace Spirituality in Social Entrepreneurship: Motivation for Serving the Common Good In: Bouckaert, L., van den Heuvel, S (eds) Servant Leadership, Social Entrepreneurship and the Will to Serve, Palgrave Macmillan, Cham Gu, M., Li Tan, J.H., Amin, M., Mostafiz, M.I & Yeoh, K.K (2022), ‘Revisiting the moderating role of culture between job characteristics and job satisfaction: a multilevel analysis of 33 countries’, Employee Relations, 44 (1), 70-93 18 Hackman, J R., & Lawler, E E (1971), ‘Employee reactions to job characteristics’, Journal of Applied Psychology, 55 (3), 259 - 286 Hackman, JR and G.R Oldham (1975), ‘Development of the job diagnostic survey’, Journal of Applied Psychology, 60, 159 - 170 Hackman, JR and G.R Oldham (1976), ‘Motivating through the design of work: Test of a theory’, Organizational Behaviour and Performance, 16, 250 - 279 Hulin, C L., & Blood, M R (1968), ‘Job enlargement, individual differences, and worker responses’, Psychological Bulletin, Vol 69 No 1, 41 - 55 Hussein, A (2020) Effect of Job Characteristics on Job Performance among Employees in the General TV Channels, International Journal of Academic Research in Business and Social Sciences, 10(9), 333- 344 Ida Sinaga, A.T et al (2019), ‘The influence of affective commitment on the employees innovative work behavior’, Proceedings of the 2nd Economics and Business International Conference Jayani, K P A U (2020), The study on the challenges and opportunities of job-hopping of executives for Information Technology enterprises in Sri Lanka Kanter, R M (1968), commitment and social organization: A study of commitment mechanisms in utopian communities, American Sociological Review, 499-517 Kariuki, N., & Makori, M (2015), ‘Role of job design on employee engagement in private universities in Kenya: a case of Presbyterian University of East Africa’, The Strategic Journal of Business and Change Management, (60), 365 - 385 Khan, A J., & Iqbal, J (2020b), Training and Employee Commitment: The Social Exchange Perspective, Journal of Management Sciences, 7(1), 88-100 Khayat, O M., & Gheitani, A (2015), ‘Study of the relation between job characteristics (task significance and task identity) and organizational learning’, Research Journal of Fisheries and Hydrobiology, 10 (13), 88 - 94 Konya, V., Matić, D., & Pavlović, J (2016), ‘The influence of demographics, job characteristics and characteristics of organizations on employee commitment’, Acta Polytechnica Hungarica, 13 (3), 119 - 138 Liu, Y., & Wang, Q (2019), The Impact of Job Autonomy on Employee Job Satisfaction: A Meta-Analysis, Journal of Applied Psychology, 44(7), 821-836 Lunenburg, F C (2011), ‘Motivating by enriching jobs to make them more interesting and challenging’, International Journal of Management, Business, and Administration, 15 (1), - 11 Markus, H., & Wurf, E (1987), The dynamic self-concept: A social psychological perspective, Annual review of psychology, 38(1), 299-337 Mercurio, Z (2015), ‘Affective Commitment as a Core Essence of Organizational Commitment’, Human Resource Development Review, 14(4), 389-414 19 Meyer, J & Allen, N (1991), ‘A three-component conceptualization of organizational commitment’, Human Resource Management Review, (1), 61 - 89 Meyer, J.P., & N Allen (1993), ‘Commitment to organizations and occupations: Extension and test of a three-component conceptualization’, Journal of Applied Psychology, 78, 538 551 Meyer, J.P., & N Allen (1997), commitment in the workplace: Theory, research, and application Sage Publications, Thousand Oaks: California Morgeson, F P., & Humphrey, S E (2006), The Work Design Questionnaire (WDQ): developing and validating a comprehensive measure for assessing job design and the nature of work Journal of Applied Psychology, 91(6), 1321 Moses, A., & Sharma, A (2020), What drives human resource acquisition and retention in social enterprises? An empirical investigation in the healthcare industry in an emerging market, Journal of Business Research, 107, 76-88 Mowday, R T., Porter, L M., & Steers, R M (1982), Employee-Organizational Linkage, New York: Academic Press Mowday, R T., Steers, R M., & Porter, L M (1979), ‘The Measurement of Organizational Commitment’, Journal of Vocational Behavior, 14, 224−247 Nabahani, P R., & Riyanto, S (2020), Job satisfaction and work motivation in enhancing generation Z’s organizational commitment, Journal of Social Science, 1(5), 234-240 Naqvi, S R., Ishtiaq, M., Kanwal, N., & Ali, M (2013), “Impact of job autonomy on organizational commitment and job satisfaction: The moderating role of organizational culture in fast food sector of Pakistan”, International Journal of Business and Management, (17), 92 - 102 Nawaz, K., Usman, M., Qamar, H.G.M., Nadeem, M & Usman, U (2020), ‘Investigating the Perception of Public Sector Higher Education Institution Faculty Members about the Influences of Psychological Contract on Organizational Commitment’, American Journal of Industrial and Business Management, 10, 144-159 Neyshabor, A J., & Rashidi, P (2013), An investigation of the relationship between job enrichment and organizational commitment International Journals Of Research in Organizational Behaviour and Human Resource Management, 1(3), 57-65 Nzewi, H N., Chiekezie, O M., Ekene, O., Raphael, A E., & Ebuka, A A (2017), “Job enrichment and employee commitment in selected brewing firms in Anambra State”, Journal of Business and Management Studies, (4), 330 - 337 Oh, S., & Roh, S C (2019), A moderated mediation model of self-concept clarity, transformational leadership, perceived work meaningfulness, and work motivation, Frontiers in Psychology, 10, 1756 Parker, S K., & Turner, N (2002), Work design and individual work performance: Research findings and an agenda for future inquiry, Psychological management of individual performance, 69-93 20 Peng, S., Liao, Y & Sun, R., (2020), The influence of transformational leadership on employees’ affective organizational commitment in public and nonprofit organizations: A moderated mediation model Public Personnel Management, 49(1), pp.29-56 Rai, A., & Maheshwari, S (2020) Exploring the mediating role of work engagement between the linkages of job characteristics with organizational engagement and job satisfaction Management Research Review, 44(1), 133-157 Raihan, T (2020), ‘Role of Job Characteristics Model on Employee Job Satisfaction- An Empirical Study’, The Chittagong University Journal of Business Administration, 32, 179–196 Raut, P K., Das, J R., Gochhayat, J., & Das, K P (2021), influence of workforce agility on crisis management: Role of job characteristics and higher administrative support in public administration Ribeiro, N., Yücel, İ., & Gomes, D (2018), How transformational leadership predicts employees’ affective commitment and performance, International Journal of Productivity and Performance Management, 67(9), 1901-1917 Rodriguez, J., & Walters, K (2017), The importance of training and development in employee performance and evaluation, World Wide Journal of Multidisciplinary Research and Development, 3(10), 206-212 Saglam, Y C., Çankaya, S Y., Golgeci, I., Sezen, B., & Zaim, S (2022), The role of communication quality, relational commitment, and reciprocity in building supply chain resilience: A social exchange theory perspective, Transportation Research Part E: Logistics and Transportation Review, 167, 102936 Shantz, A., Alfes, K., Truss, C., & Soane, E (2013), The role of employee engagement in the relationship between job design and task performance, citizenship and deviant behaviours, The international journal of human resource management, 24(13), 26082627 Siengthai, S., & Pila-Ngarm, P (2016, August), The interaction effect of job redesign and job satisfaction on employee performance, In Evidence-based HRM: a Global Forum for Empirical Scholarship, (2), 162-180 Singh, A., & Gupta, B (2015), ‘Job involvement, organizational commitment, professional commitment, and team commitment’, Benchmarking: An International Journal, 22 (6), 1192 - 1211 Tetteh, I., Spaulding, A., & Ptukhina, M (2021), Understanding the job-hopping syndrome among millennial employees in the US food and agribusiness sector: a national survey, International Food and Agribusiness Management Review, 24(1), 89-104 Tong, L (2018), relationship between meaningful work and job performance in nurses, International Journal of Nursing Practice, 24(2), e12620 21 Truong, A., & Barraket, J (2018), Engaging workers in resource-poor environments: the case of social enterprise in Vietnam, The International Journal of Human Resource Management, 29(20), 2949-2970 Turner, A N., & Lawrence, P R (1965), ‘Industrial jobs and the worker: An investigation of response to task attributes’, Boston, Harvard University Van Anh, N T (2019), Link between Creating Shared Value and Social Enterprise in the Vietnamese Context: The Case Study of KOTO Vietnam (Doctoral dissertation, Ritsumeikan Asia Pacific University) Van den Broeck, A., Ferris, D L., Chang, C H., & Rosen, C C (2021), Thriving at work: A meta-analysis, Journal of Organizational Behavior, 42(6), 621-643 Wang, Z., Zhu, X., Zhou, Y., & Liu, S (2021), Job demands-Resources model and affective commitment: The mediating role of job satisfaction and work engagement, Frontiers in Psychology, 12 Zhao, F., Abidin, Z Z., Azam, M N M., & Mahmood, R (2021), The mediating role of job satisfaction in the relationship between job characteristics and affective commitment, Current Psychology, 1-14 Zhao, L., & Zhao, J (2017), A framework of research and practice: Relationship between work engagement, affective commitment, and turnover intentions, Open Journal of Social Sciences, 5(10), 225-233 _ The corresponding author can be contacted at tutc@neu.edu.vn 22