Chapter 9. Job satisfaction Empowerment Education and Training Recognition and rewards.

Chapter 9

Job satisfaction Empowerment Education and Training Recognition and rewards

Definition: how people feel about their jobs overall and about different aspects of them -- the extent to which they like their jobs

Why is job satisfaction important?

Most Americans like their jobs overall (87%)

People are relatively satisfied with the nature of the work itself:◦ how interesting it is (88%)◦ having lots of contact with people (91%)

People less happy with rewards◦ pay (66%)◦ benefits (67%)◦ chances for promotion (60%)

Job Descriptive Index◦ work◦ pay◦ promotion opportunities◦ supervision◦ coworkers

Minnesota Satisfaction Questionnaire

Environmental antecedents◦ job characteristics◦ role variables

role ambiguity role conflict

intrarole conflict extrarole conflict

◦ Work-family conflict◦ Pay

Personal antecedents◦ Personality

negative affectivity locus of control

◦ Gender◦ Age◦ Genetics◦ Cultural and ethnic

differences Person-job fit

◦ skill variety -- how many different skills do I need to perform the job?

◦ task significance -- what kind of an impact does my job have on the lives or work of others?

◦ task identity -- to what extent do I complete a “whole” piece of work instead of a part?

◦ Autonomy -- freedom and independence of action◦ feedback -- to what degree does my job provide clear

information about my effectiveness?◦ Changes in these five factors change the scope of a job --

its complexity and challenge

job performance turnover absence health and well being life satisfaction

◦ spillover hypotheses◦ compensation hypothesis◦ segmentation hypothesis

Definition: The attachment of the individual to the organization

Mowday et al. (1979): Three components: ◦ Acceptance of organization’s goals◦ Willingness to work hard for the organization◦ Desire to stay with the organization

Meyer et al. (1993): three types:◦ affective◦ continuance◦ normative

Assessment ◦ Organizational Commitment Questionnaire

(measures the Mowday et al. model)◦ Three-Component Organizational Commitment

Scale (measures the Meyer et al. model) OC and other variables

◦ Turnover◦ Job satisfaction

Fig. 9-1Organizational Change Curve

Fig. 9-2Technology andCulture

Getting employees involved in product & process improvements◦ Employees know job

best! IT requires

◦ Empowerment◦ Cross-training◦ Training support◦ Few job classifications

Training is an organized, systematic series of activities designed to enhance an individual’s work-related knowledge, skills, understanding, and motivation.

Education is a broader concept that is more philosophical and theoretical in nature than training.

Corporate training in the United States has historically focused more on managers than on workers. However, with the advent of total quality, the focus is beginning to change.

14

David GoetschQuality Management, 5e

Copyright ©2006 by Pearson Education, Inc.

Upper Saddle River, New Jersey 07458All rights reserved.

The rationale for training can be found in the following factors: Quality of the existing labor pool Global competition Rapid and continual change Technology transfer problems Changing demographics

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David GoetschQuality Management, 5e

Copyright ©2006 by Pearson Education, Inc.

Upper Saddle River, New Jersey 07458All rights reserved.

Training can be provided in-house: Through corporate-owned education and

training facilities In conjunction with colleges, universities, and

professional organizations Via satellite downlinks

Assessment of training needs

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David GoetschQuality Management, 5e

Copyright ©2006 by Pearson Education, Inc.

Upper Saddle River, New Jersey 07458All rights reserved.

● the following strategies should be applied: Build in quality from the start Design small Think creatively Shop around Preview Customize

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David GoetschQuality Management, 5e

Copyright ©2006 by Pearson Education, Inc.

Upper Saddle River, New Jersey 07458All rights reserved.

● Managers who serve as trainers should understand the principles of learning and four-step teaching method: Preparation Presentation Application Evaluation

Trainers should remember that people learn by doing..

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David GoetschQuality Management, 5e

Copyright ©2006 by Pearson Education, Inc.

Upper Saddle River, New Jersey 07458All rights reserved.

Orientation training sometimes fails. When it does, the cause is usually one of the following factors: Insufficient information Too much information Conflicting information

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David GoetschQuality Management, 5e

Copyright ©2006 by Pearson Education, Inc.

Upper Saddle River, New Jersey 07458All rights reserved.

● To improve orientation training, organizations should: Base orientation topics on a needs assessment Establish an organizing framework Establish learner control Make orientation a process rather than an event Allow people and personalities to emerge Reflect the organization’s mission and culture Have a system for improving and updating

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David GoetschQuality Management, 5e

Copyright ©2006 by Pearson Education, Inc.

Upper Saddle River, New Jersey 07458All rights reserved.

Topics frequently dealt with in ethics training programs include: Drug and alcohol abuse Theft Conflicts of interest Abuse of expense accounts Misuse of company property Kickbacks Bribery Improper relations with government officials False advertising

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David GoetschQuality Management, 5e

Copyright ©2006 by Pearson Education, Inc.

Upper Saddle River, New Jersey 07458All rights reserved.

The averageemployee turnover

ratefor US firms is

15 %

The Effect of High Employee Turnover It can cost up to 150% of an employee’s

salary to replace the employee. Employee turnover reduces productivity Employee turnover affects your customer

loyaltySalaries are higher than ever.Why, then, is there such a high rate of

turnover?

“I can live for two monthson a good compliment.”

Mark Twain

“Companies that raise theiremployee satisfaction by 20%will raise their financialperformance by 42%.”

-David Maister

Source: Practice What You Preach: What Managers Must Do to Create a High Achievement Culture, The Free Press, June 2001

A recognition culture is about: People not things Building good relationships Including everyone Giving people meaningful work Allowing control Celebrating successes Doing!

Any thought, word or deed towards making someone feel appreciated for who they are, and recognized for what they do, by:

Using the most important recognition principles:◦ Sincere◦ Specific◦ Consistent

Recognition must be given in a timely fashion A person is recognized when they and you both

feel it Effort and contribution are recognized, results

and achievement are celebrated

Milestone Service Anniversary Awards:◦ 5, 10, 15, 20, 25 years of service

Ideas, Improvements & Performance Awards◦ Service Awards:◦ Teamwork / Leadership◦ Customer Service◦ Citizenship◦ Innovation◦ Attendance

Teambuilding Retreats Acknowledgement of

Dept. / Division goals achieved Committee involvement Project completion

meals Birthday cakes & cards Picnics Staff Appreciation Days

Holiday parties Dress-up Days Corporate

Merchandise

The Little Things That Count◦ A person’s name is magical

When greeting or praising someone make sure you use his or her name. Say hello

◦ Anytime you go past someone, say hello. Remember birthdays

◦ A simple verbal best wishes. A cake with everyone. A thoughtful card. Celebrate anniversaries

◦ These can be great times to acknowledge people and their contributions.

Visit people in their area◦ Make time to visit people. It matters to them.

Just listen◦ Perhaps the most priceless demonstration of caring is to listen to the

ideas,cares and concerns of those we work with.