Job insecure Due to AI: Work Engagement and Roles of Person-Job Fitness, Person-Supervisor Fitness, and Person-Organization Fitness
DOI:
https://doi.org/10.61841/z7yz7s83Keywords:
Job insecurity, Work engagement, Person-job fitness,, Person-supervisor fitness, Person- organization fitness.Abstract
The development of Information Technology and the shift to the Fourth Industrial Revolution has brought rapid changes to enterprises and workers. This rapid change has caused uncertainty and instability in the work environment. As a result, people are faced with the challenge of adapting to rapid changes and creating new values. This research focuses on the development of information technology and the shift to the fourth industrial revolution and the need to reduce the negative effects that will arise from the increase of other uncertainties and instabilities and of these factors. This paper explains the role of person-job fitness, person-supervisor fitness, and person-organization fitness as a way to increase the work engagement of workers in a changing environment. As these diverse adaptations increase, workers will experience less instability and uncertainty even though the environment changes. This effect will improve enthusiasm for business. Thus, by increasing the diversity of workers' adaptability, workers will be able to work better in the rapidly changing fourth industrial revolution ara
Downloads
References
[1] French, J. R., Caplan, R. D., & Van Harrison, R. (1982). The mechanisms of job stress and strain (Vol. 7). Chichester (Sussex), New York J. Wiley.
[2] Warr, P., & Inceoglu, I. (2012). “Job engagement, job satisfaction, and contrasting associations with person– job fit,” Journal of occupational health psychology, Vol. 17, No. 2, pp. 129-151.
[3]
[4] Locke, E. A. (1970). “Job satisfaction and job performance: A theoretical analysis,” Organizational behavior and human performance, Vol. 5, No. 5, pp. 484-500.
[5]
[6] Su, R., Murdock, C., & Rounds, J. (2015). “Person-environment fit,” APA handbook of career intervention, Vol. 1, No. 1, pp. 81-98.
[7] Warr, P., & Inceoglu, I. (2012). “Job engagement, job satisfaction, and contrasting associations with person– job fit,” Journal of occupational health psychology, Vol. 17, No. 2, pp. 129-151.
[8]
[9] Maslach, C., & Leiter, M. P. (2008). The truth about burnout: How organizations cause personal stress and what to do about it. John Wiley & Sons.
[10] Warr, P., & Inceoglu, I. (2012). “Job engagement, job satisfaction, and contrasting associations with person– job fit,” Journal of occupational health psychology, Vol. 17, No. 2, pp. 129-151.
[11] Ostroff, C., & Rothausen, T. J. (1997). “The moderating effect of tenure in person-environment fit: A field study in educational organizations,” Journal of Occupational and Organizational Psychology, Vol. 70, No. 2,
pp. 173-188.
[12] O'Reilly, C. A., Chatmen, J., & Caldwell, D. F. (1991). “People and organizational culture: A profile comparison approach to assessing person-organization fit,” Academy of Management Journal, Vol. 34, No. 3, pp. 487-516.
[13] Van Vianen, A.E.M., Pater, I.E. and Van Dijk, F.V. (2007). “Work value fit and turnover intention: same- source or different-source fit”, Journal of Managerial Psychology, Vol. 22, No. 2, pp. 188-202.
[14] Lauver, K.J. and Kristof-Brown, A. (2001). “Distinguishing between employees’ perceptions of person-job and person-organization fit”, Journal of Vocational Behavior, Vol. 59, No. 3, pp. 454-470.
[15] Fisher, RT. (2001). “Role Stress, the Type A Behavior Pattern, and External Auditor Job Satisfaction and Performance,” Behavioral Research in Accounting, Vol.13, No. 1, pp. 143-170.
[16] Folami, L., & Bline, D. (2012). “Relationship among job satisfaction, task complexity, and organizational context in public accounting,” International Review of Business Research Papers, Vol. 8, No. 4, pp. 207- 224.
[17] Ussahawanitchakit, P. (2008). “Building Job Satisfaction of Certified Public Accountants (CPAs) in Thailand: Effects of Role Stress Through Role Conflict, Role Ambiguity, and Role Overload,” Journal of Academy of Business and Economics, Vol.8, No.2, pp. 12-22.
[18] O’Reilly, C.A., “Corporations, culture, and commitment: motivation and social control inorganizations,” California Management Review, Vol. 31, No. 4, pp. 9-25, 1989.
[19] Zheng, X., Diaz, I., Tang, N., & Tang, K. (2014). “Job insecurity and job satisfaction: The interactively moderating effects of optimism and person-supervisor deep-level similarity,” Career Development International, Vol. 19, No. 4, pp. 426-446.
[20] DiStefano, C., Zhu, M., & Mindrila, D. (2009). “Understanding and using factor scores: Considerations for the applied researcher,” Practical assessment, research & evaluation, Vol. 14, No. 20, pp. 1-11.
[21] Lee, S. A. (2009). “Measuring individual differences in trait sympathy: Instrument construction and validation,” Journal of Personality Assessment, Vol. 91, No. 6, pp. 568-583.
[22] Steiger, J. H. (2007). “Understanding the limitations of global fit assessment in structural equation modeling,” Personality and Individual differences, Vol. 42, No. 5, pp. 893-898.
[23] Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). “Evaluating the use of exploratory factor analysis in psychological research,” Psychological methods, Vol. 4, No. 3, pp. 272-299.
[24] Halder, S. N., & Chandra, S. (2012). Users’Attitudes towards Institutional Repository in Jadavpur University: A Critical Study. International Journal of Management and Sustainability, 1(2), 45-52.
[25] Jayakumar, R. (2016). Opinion of the University Teachers towards Educational Television Programmes. American Journal of Education and Learning, 1(1), 45-52.
[26] Jeon, J. & Choe, Y. (2018). Cram schools and English language education in East Asian contexts. In John I. Liontas, (Ed.), TESOL Encyclopedia of English Language Teaching (pp. 475-489). NJ: Wiley Blackwell.
[27] Kweka, K. H., & Ndibalema, P. (2018). Constraints Hindering Adoption of ICT in Government Secondary Schools in Tanzania: The Case of Hanang District. International Journal of Educational Technology and Learning, 4(2), 46-57.
[28] Li, S., Zhu, Y., & Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. The Modern Language Journal, 100(1), 276–295.
[29] Masciantonio, T. A., & Berger, P. D. (2018). Is Alumni Salary an Appropriate Metric for University Marketers? Journal of Social Economics Research, 5(1), 1-9.
[30] Metcalfe, J., Kornell, N., & Finn, B. (2009). Delayed versus immediate feedback in children’s and adults’ vocabulary. Memory & Cognition, 37, 1077–1087.
[31] Mory, E. H. (2004). Feedback research revisited. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology, 745–783.
[32] Nakata, T. (2015). Effects of feedback timing on second language vocabulary learning: Does delaying feedback increase learning? Language Teaching Research, 19, 416–434.
[33] Owagbemi, G. O. (2018). Assessing the Relocation of Adekunle Ajasin University to Akokoland on Transportation System and Rural Development in Ondo State. Humanities and Social Sciences Letters, 6(2), 51-58.
[34] Pan, C. Y. (2014). Effects of Reciprocal Peer-Questioning Instruction on EFL College Students English Reading Comprehension. International Journal of English Language and Literature Studies, 3(3), 190-209.
[35] Vahdany, F., & Gerivani, L. (2016). An analysis of the English language needs of medical students and general practitioners: A case study of Guilan University of Medical Sciences. International Journal of English Language and Literature Studies, 5(2), 104-110.
[36] Verma, C., Stoffova, V., & Zoltán, I. (2018). Perception Difference of Indian Students towards Information and Communication Technology in Context of University Affiliation. Asian Journal of Contemporary Education, 2(1), 36-42.
[37] Wijayanto, H., & Sumarwan, U. (2016). Analysis of the factors influencing Bogor Senior High School student choice in choosing Bogor Agricultural University (Indonesia) for further study. Journal of Education and e- Learning Research, 3(3), 87-97.
[38] Yasaei, H. (2016). The effect of immediate vs. delayed oral corrective feedback on the writing accuracy of Iranian intermediate EFL learners. Theory and Practice in Language Studies, 6, Sep. 1780–1790.
[39] Zadkhast, M. (2017). The impact of immediate and delayed corrective feedback on Iranian EFL learners’ willingness to communicate. International Journal of Applied Linguistics & English Literature, 6, Nov. 28– 39.
Downloads
Published
Issue
Section
License

This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
