The active learning hypothesis of the job–demand–control model: an experimental examination

Abstract

The active learning hypothesis of the job–demand–control model [Karasek, R. A. 1979. “Job Demands, Job Decision Latitude, and Mental Strain: Implications for Job Redesign.” Administration Science Quarterly 24: 285–307] proposes positive effects of high job demands and high job control on performance. We conducted a 2 (demands: high vs. low) × 2 (control: high vs. low) experimental office workplace simulation to examine this hypothesis. Since performance during a work simulation is confounded by the boundaries of the demands and control manipulations (e.g. time limits), we used a post-test, in which participants continued working at their task, but without any manipulation of demands and control. This post-test allowed for examining active learning (transfer) effects in an unconfounded fashion. Our results revealed that high demands had a positive effect on quantitative performance, without affecting task accuracy. In contrast, high control resulted in a speed–accuracy tradeoff, that is participants in the high control conditions worked slower but with greater accuracy than participants in the low control conditions.

Abstract

Practitioner Summary: The job–demand–control model proposes positive effects of high job demands–high job control combinations on active learning and performance. In an experimental workplace simulation, we found positive effects of high demands on quantitative performance, whereas high control resulted in a speed–accuracy trade-off (participants worked slower but were more accurate).

Keywords::

• job–demand–control model
• active learning hypothesis
• speed–accuracy tradeoff
• work performance

Notes

^1. The present article focuses exclusively on the active learning axis, and hence reports findings for task performance. The results regarding the test of the strain axis (i.e. endocrinological and psychological responses to demands and control) are published elsewhere (Häusser, Mojzisch, and Schulz-Hardt 2011).