Thriving
Due to globalization and fast-paced economic changes, organizations are forced to compete in the complex and operational uncertainty environment (Rosa, 2013). Moreover, with the level of such complex environment, they have to implement quick changes necessary to stay competitive (Prem et al., 2017). Before adopting these changes and being remaining sustainable in the competition, it is becoming increasingly important for firms to make sure by having a competitive and thriving workforce thrilled to nurture and develop in the fast-paced, competitive market (Spreitzer, Porath, & Gibson, 2012). The concept thriving got massive attention in Spreitzer (2005) socially embedded model with an advanced two-dimensional conceptualization. It has composed of vitality and learning, which defined as “the psychological state in which individuals experience both a sense of vitality and a sense of learning or getting better at work” (Spreitzer et al., 2005, p. 538). It includes both an affective and a cognitive component. In an affective component (i.e. vitality), it is about the feelings or subjective experience of employees’ energy and liveliness (Peterson & Seligman, 2004). Whereas the second component (i.e. learning) refers to the employee psychological state i.e. sense, that one is acquiring and can apply knowledge and skills to one’s work to build capability and confidence (Elliott & Dweck, 1988).
While performing in organizations, such thriving workforce is critical for the performance of both employees and organization as well. As they are supposed to create new resources, e.g. knowledge, meaning, and interpersonal relationships, that may also contribute to the organizational performance while improving employees’ health at the same time (Porath et al., 2012). Previous studies have considerable revealed the positive effects of learning on performance, and vitality with motivational component that stimulates proactivity in the workplace (Carmeli et al., 2009). In the socially embedded model of Spreitzer and his companion (2005), ‘TAW’ is conceptualized on employees’ learning and vitality, emphasizing two important components of thriving facilitated by contextual features and available resources in the organization. Both components play a vital role in their effective outcomes. Because, employees who are only experiencing vitality, but finds personal learning to be stagnant. Such employees are experiencing limited thriving because of languishing one of its component (i.e. learning) and may feel the loss of their potential. Likewise, those who are just learning but not experiencing the vitality may feel depleted from their work (Mortier, Vlerick, & Clays, 2016). The development of such employees is stunted and limited because of not having the capacity to fully realize learning as a result of low energy. In the field of organizational behavior, employees’ thriving is becoming an important element need to consider (see Porath et al., 2012). As it predicts effects and behavior of employees at work (Niessen, Sonnentag & Sach, 2012). Especially, for those working in the service sector are continuously confronted with learning by experiencing new customers, latest technologies and changing the distribution of their task (Pool et al., 2013).