Keeping up Performance in Times of Crisis—Work Context, Supervisor Support, and Their Relation to Learning Demands and Performance

Abstract

Various job demands and resources influence employee performance. This study examined employees’ perceptions of factors that facilitated or hindered their work performance during a time of crisis—specifically, the COVID-19 pandemic—with a focus on sudden learning demands and supervisor support. A mixed-methods approach was employed, drawing on both quantitative and qualitative data from two studies in the education sector. Study 1 analysed open-ended survey responses using data-driven content analysis (N = 851). The most prevalent themes associated with disrupted workflow and reduced performance included work overload, large group sizes, time pressure, and insufficient resources. A comparison between respondents who appraised learning demands as a hindrance and those who viewed them as a challenge revealed only minor differences. Notably, many identified issues were linked to supervisory practices, prompting a deeper investigation in Study 2. Study 2, a cross-sectional mediation analysis (N = 1242), demonstrated that supervisor support directly and indirectly improved performance by reducing the strain caused by learning demands. Key themes from open-ended responses highlighted the importance of information-sharing, effective communication, and personal contact. The findings suggest that by prioritising clear communication, trust-building, and tangible support, organisations can strengthen supervisor support and, in turn, enhance employee performance during times of crisis.