The Study of the Relationship among Service Climate, Goal Orientation, Affective Professional Commitment and Service Performance

Abstract

本研究昌在探究服務氣候、目標導向、情感性專業承諾與服務績效的關係。本研究以台灣三大地區（台北、高雄、新竹）122家汽車駕訓班的教師與學員為問卷調查實證的對象，採用HLM方法以檢測服務績效多層次模式。研究結果顯示：（一）服務氣候正向影響情感性專業承諾；（二）學習式目標導向正向影響情感性專業承諾；（三）表現式目標導向正向影響情感性專業承諾；（四）情感性專業承諾正向影響服務績效；（五）情感性專業承諾部分中介服務氣候和服務績效之間的關係；（六）學習式目標導向正向影響服務績效；（七）表現式目標導向正向影響服務績效。最後，依據研究結果提出有關服務管理的建議，以供駕訓業者參考。

We set out in this study to examine the relationships between service climate, goal orientation, affective professional commitment and service performance, exploring the influence on service performance stemming from service climate and goal orientation through affective professional commitment. Driving schools (122) in three regional markets of Taiwan (Taipei, Kaohsiung and Hsinchu) are taken as examples to clearly illustrate these relationships. The present study contributes to the current knowledge on service performance, with its main strengths being the examination of data from multiple sources, the multi-level approach to the testing of the constructs, and the use of HLM to test the multi-level model of the antecedents of employee service performance. Our results reveal that: (i) service climate has a positive influence on affective professional commitment; (ii) a learning-goal orientation has a positive influence on affective professional commitment; (iii) a performance-goal orientation has a positive influence on affective professional commitment; (iv) affective professional commitment has a positive influence on service performance, (v) affective professional commitment partially mediates the relationship between service climate and service performance, (vi) learning goal orientation has a positive influence on service performance, and (vii) performance goal orientation is positively related to service performance.We conclude by providing suggestions for improvements in service management within the driving school industry in Taiwan.