International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 10
Available Online: 30 July 2024
Author/s:
Xing, Qingqing
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Abstract:
This study investigates the relationships between perceived service climate, psychological capital, and adaptive performance among front-line service employees in Hainan Province, China’s tourism enterprises. Employing a combined method of theoretical foundation and empirical analysis, the research explores: (1) the relationship between perceived service climate and psychological capital, psychological capital and adaptive performance; and perceived service climate and adaptive performance. (2) the intermediary effects of the mediating role of psychological capital between perceived service and adaptive performance. Utilizing a descriptive research design and questionnaires as the primary data collection tool, the study analyzed data from a random sample of 401 full-time tourism employees in Hainan Province. Statistical software, SPSS22.0 and AMOS22.0, is employed following established empirical research paradigms. The study recommends that tourism enterprises: 1. Create positive service climates. 2. Implement stress and crisis management training programs for employees. 3. Focus on employee career development by providing training opportunities and clear career paths. 4.Utilize the performance improvement frameworks with adjustments based on employee feedback. Future research could delve deeper into employees’ adaptive performance, exploring things like crisis management, handling uncertain work situations, and physical adaptability.
Keywords: service climate, psychological capital, adaptive performance, performance management
DOI: https://doi.org/10.5861/ijrse.2024.24712
Cite this article:
Xing, Q. (2024). Service climate, psychological capital and adaptive performance in tourism enterprises: Basis for performance improvement framework. International Journal of Research Studies in Education, 13(10), 129-140. https://doi.org/10.5861/ijrse.2024.24712