PSY565 GCU Theories of Job Satisfaction and Motivation Essay

do the following:

Describe three psychological theories that play key roles in determining employee job satisfaction.

Compare the psychological theories and explain how these theories could inform ways to improve employee satisfaction. Describe if some theories would be more beneficial than others.

Next, Describe three theories that are associated with employee motivation in the workplace. Explain how you could use them to inform some noneconomic employee motivation tactics.

Finally, explain theoretical and practical ways a manager could better understand human behavior in an organizational environment and use that understanding to support employees.

Include four to five scholarly resources in your research that have been published in the last 5 years.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

___________________________________________________________________________________________________

Please follow these 23 Steps/recommendations to help complete this assignment Topic 5 Benchmark

In a quiet space read the assessment description out loud. When you read something out loud you are engaging more than one of your senses and it brings more clarity to the meaning of the words you are reading as you are also hearing them out loud.

Bullet point the points of the assessment description in workable parts as shown in the next steps.

Now choose the

APA 7 Template

Choose a title based on the first bullet point of the assessment description (Motivation and Satisfaction in the Workplace)

Introduction with purpose statement and organize your template with the sections based on the bullet points in the assessment description

Now write the body of work, enter that in the template

Describe three psychological theories that play key roles in determining employee job satisfaction.

Identify three psychological theories that play key roles in determining employee satisfaction

Each theory should have a paragraph

Separate section

after the introduction

Compare the psychological theories and explain how these theories could inform ways to improve employee satisfaction. Describe if some theories would be more beneficial than others.

Separate Section

Compare each of the theories against each other with support

Next, Describe three theories that are associated with employee motivation in the workplace. Explain how you could use them to inform some noneconomic employee motivation tactics.Separate SectionFinally, explain theoretical and practical ways a manager could better understand human behavior in an organizational environment and use that understanding to support employees.Separate section

Now the conclusion. Based on the presented material, what did you conclude and why based on support.

Separate section Cha
hapt
pter
er
10
EMPL
MPLOYEE
OYEE SATISFACT
ATISFACTION
ION
AND COMM
OMMITM
ITMENT
ENT
Learnin
Lea
rning
g Object
Objectives
ives
Understand why an employer should even care about job
Understand
satisfact
satis
faction
ion and organization
organizational
al commitmen
commitmentt
Understand the methods use
Understand
used
d to measur
measuree job
satisfact
satis
faction
ion
Be able to identify the individual differenc
differences
es in the
predisposi
predis
position
tion to be satisfied
Understand why employee
Understand
employeess are absent from work and
what can be done to reduce absen
absenteeis
teeism
m
Learn ways to increas
increasee employee sat
satisfact
isfaction
ion and
commitment
commit
ment
Understand why employe
Understand
mployees
es qui
quitt their job
jobss and what can
be done to reduce turnove
turnoverr
Why Should We Care Abou
Aboutt Emplo
Employee
yee
Attitude
Atti
tudes?
s?
What Caus
Causes
es Emplo
Employees
yees to Be
Satisfie
Sati
sfiedd with and Commit
Committed
ted to
Their Job
Jobs?
s?
Whatt Individua
Wha
Individuall Differ
Differences
ences Aff
Affect
ect Job
Satisfa
Sati
sfactio
ction?
n?
Are Emplo
Employee
yeess Sat
Satisf
isfied
ied with Other Aspe
Aspects
cts
of The
Theirir Lives?
Are Employe
Employees
es’’ Job Expe
Expecta
ctation
tionss Bein
Beingg Met?
Is the Employ
Employee
ee a Good Fit with the Job
and the Orga
Organizatio
nization?
n?
Are the Tasks Enjo
Enjoyable
yable??
Do Emplo
Employees
yees En
Enjoy
joy Work
Working
ing with
Superviso
Super
visors
rs and Cowor
Coworkers?
kers?
Are Coworke
Coworkers
rs Outwa
Outwardly
rdly Unha
Unhappy?
ppy?
Are Rewards and Resourc
Resources
es Given Equit
Equitably?
ably?
Is There a Cha
Chance
nce for Growt
Growthh and Chall
Challenge
enge??
Integrat
Inte
gration
ion of The
Theorie
oriess
Measuringg Job Satisf
Measurin
Satisfacti
action
on and
Commitm
Comm
itment
ent
Commonly
Comm
only Use
Usedd Standa
Standard
rd Inven
Inventori
tories
es
Custom-D
Cust
om-Desig
esigned
ned Inve
Inventor
ntories
ies
Consequences
Conseque
nces of Dissat
Dissatisfa
isfaction
ction and
Other Nega
Negative
tive Work Attitu
Attitudes
des
Absente
Abse
nteeism
eism
Turnover
Turn
over
Counter
Coun
terprodu
productiv
ctivee Behavi
Behaviors
ors
Lack of Orga
Organiza
nization
tional
al Citize
Citizensh
nship
ip Beha
Behavior
viorss
On the Job: App
Applie
liedd Case Study:
Reducing
Red
ucing Turnover at Bubba Gump
Shrimpp Co.
Shrim
Focus on Ethics
Focus
Ethics:: Ethics and
Organiza
Orga
nizationa
tionall Commit
Commitment
ment
357
Copyright 2016 Ceng
Copyright
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
I
Job satisfac
satisfaction
tion The atti
attitude
tude
employees
emplo
yees have toward their
jobs..
jobs
Organizational
Organizati
onal
commitme
comm
itment
nt The extent to
which an employe
employeee identifies
with and is involve
involvedd with an
organizatio
organ
ization.
n.
maginee the followi
magin
following
ng situati
situations:
ons:
Jean Davis and Mari
Mariaa McDuff
McDuffie
ie hav
havee worked as custom
customer
er serv
service
ice repr
represen
esentatatives
tiv
es at Fuller Technolo
Technologies
gies for the past two yea
years.
rs. Jean loves her job and
wantss to stay wit
want
with
h Fuller until she reti
retires
res in 10 year
years.
s. Maria hat
hates
es her job,
uses all of her availab
available
le sick days, and would leave in a heart
heartbeat
beat if she could
only find a job that paid as well.
Rhonda
Rhon
da Beall rece
recently
ntly met with a career adviser to chart a new course for her
life.. She hates her current job and has hat
life
hated
ed every job she has ever had. She is
hoping
hopi
ng that the care
career
er advi
adviser
ser can find “the job” for her.
David
Davi
d Spoto loves his job and can’t wait to get to work in the morning. He
loves to work, loves his current job, and has loved every job he has ever had
had..
Darnell
Darn
ell Johnson, human resource
resourcess (HR) dire
director
ctor for Simmo
Simmons
ns Enterp
Enterprises
rises,, is
frustrat
frust
rated
ed because his comp
company
any has the high
highest
est turnov
turnover
er rate in the area
area..
Even more frustr
frustrati
ating
ng is that employe
employees
es stay with Simmons just long enough
to gain experi
experience
ence and the
then
n leave for lower pay wit
with
h Raynes Manuf
Manufact
acturing,
uring,
another
anot
her local employ
employer.
er.
Whyy does Jean Dav
Wh
Davis
is lov
lovee he
herr job an
and
d Mar
Maria
ia Mc
McD
Duf
uffi
fiee ha
hate
te the sa
same
me job
job?? Why do
Rhonda Beal
Rhonda
ealll an
and
d Da
David
vid Sp
Spo
oto ha
have
ve su
such
ch diff
fferen
erentt att
attitud
itudes
es ab
abou
outt the
their
ir job
jobss and
care
ca
reers
ers?? Wh
What
at is Ray
Raynes
nes Ma
Manufa
nufactur
cturing
ing do
doin
ingg be
bett
tter
er th
than
an Si
Simm
mmo
ons Ent
Enterp
erpris
rises?
es? Thi
Thiss
chaapt
ch
pter
er wil
willl help you answ
answeer the
these
se quest
question
ionss abo
bout
ut job satis
satisfactio
faction
n—th
thee att
ttitu
itude
de an
employee
employ
ee has toward her job
job—
—and or
organ
ganiza
izati
tion
onal
al comm
commitm
itment
ent—th
—thee ext
extent
ent to whi
which
ch
an employee ident
identifies
ifies wit
with
h and is involved with a n organiza
organization.
tion.
Why Shou
Should
ld We Ca
Care
re Ab
Abou
outt Em
Emplo
ployee
yee Att
Attit
itud
udes?
es?
Many job-r
job-relate
elated
d attit
attitudes
udes hav
havee been stud
tudied
ied by psych
psychologist
ologists,
s, but the two most commonly studied are job sa
satisfacti
tisfaction
on an
and
d orga
organiza
nizatio
tional
nal com
commit
mitment
ment.. Tho
Though
ugh job satisfa
satisfactio
ction
n
and organi
organizati
zational
onal commit
commitment
ment are diffe
different
rent workwork-relat
related
ed attit
attitudes,
udes, the
theyy will be discusse
discussed
d
together
toget
her in this chapt
chapter
er because they are highly correlat
correlated
ed and result in simila
similarr employe
employeee
behavior
beha
viors.
s. As show
shown
n in Table 10.1, meta
meta-analy
-analyses
ses ind
indicat
icatee tha
thatt satis
satisfied
fied employe
employees
es tend to
be committ
committed
ed to an organiz
organizati
ation
on (Coope
(Cooper-Haki
r-Hakim
m & Viswesvar
Viswesvaran,
an, 2005), and employee
employeess
who are satisfi
satisfied
ed and commit
committed
ted are more likely to atten
attend
d work (Hacket
(Hackett,
t, 1989), stay with
an organi
organizat
zation
ion (Griffe
(Griffeth,
th, Hom, & Gaertn
Gaertner,
er, 2000), arrive at work on time (Koslowsky
(Koslowsky,,
Sagie, Kr
Krausz, & Singer, 19
1997), pe
perform we
well (J
(Judge, Th
Thoresen, Bo
Bono, & Pa
Patton, 20
2001),
engage in beha
behavior
viorss helpf
helpful
ul to the or
organiz
ganizati
atio
on (LeP
(LePine,
ine, Erez
rez,, & Jo
Johnson,
hnson, 2002), not behave
in counter
counterprod
producti
uctive
ve ways (Dalal, 2005), and engage in ethical beh
behavio
aviorr (Kish-G
(Kish-Gepha
ephart,
rt,
Harrison,
Harr
ison, & Treviñ
Treviño,
o, 2010) than are employee
employeess who are not sati
satisfied
sfied or committe
committed.
d.
The relation
relationship
ship betwee
between
n job satisfa
satisfactio
ction
n and perform
performance
ance is not consisten
consistentt
across
acro
ss people or jobs. For example
example,, for complex jobs, the
there
re is a stro
stronger
nger relat
relationsh
ionship
ip
between
betw
een job satis
satisfact
faction
ion and per
perform
formance
ance tha
than
n for jobs of low or medium complexit
complexityy
(Judge et al., 2001). For emplo
employees
yees who have strong, consi
consisten
stentt belie
beliefs
fs about their
level of job sati
satisfac
sfaction
tion (called affecti
affective-co
ve-cognit
gnitiive consistency
consistency),
), the relatio
relationshi
nship
p betwee
between
n
job satisf
satisfaction
action and perfor
performance
mance is much stron
stronger
ger than it is for employee
employeess whose job
satisfac
sati
sfaction
tion atti
attitudes
tudes are not so well develope
developed
d (Schleic
(Schleicher
her,, Watt, & Gregura
Greguras,
s, 2004).
Though the relat
relationsh
ionships
ips betwe
between
en job satisf
satisfacti
action
on and organi
organizat
zational
ional commit
commit-ment and at
attend
tendance,
ance, per
perform
formance
ance,, ta
tardin
rdiness,
ess, and turn
turnover
over are not as large as one
would expect, it is impor
important
tant to note that there are many other factors affecti
affecting
ng
358
CH APTER
APTE R 10
Copyright 2016 Ceng
Copyright
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
E M PL OYEE
OYE E SATI SFACTI
SFAC TI ON AND COM M I TM ENT
E NT
1725970 – Cengage Learning ©
359
Copyright
Cop
yright 2016 Ceng
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
e
r
p
p
t
.211
.2
.077
.0
.744
.7
.19
f
.29
.211 j
.2
.12
.23a
.18a
.30 c
.05s
.19 a
.12 a
a
.21a
.15
.24
e
.12
.22e
.16e
e
.06e
.21
e
.45e
.45
.22e
.17s
.13e
.13e
.32f
f
.22
.25b
.24b
.15b
.08b
.13b
.07b
b
.21b
.09
.26f
f
.28
.01b
.21b
.23b
.07b
.08b
.07b
b
.14b
.07
h
.67
m
.42
o
.25
n
.36
l
.17
l
.23
g
.23
.29j
l
.57
.59l
.34h
.45h
d
.62
.30d
d
.21
.44d
.23d
d
.53
.23d
.25
b
.59i
.29i
.39i
j
.21
j
.07
j
.40
j
.46
.11j
.16j
.22j
e
k
.24
n
.37
q
.34
c
.30
.11j
.22
m
.07
.07m
.04nn
.04
m
.01
.37m
.10m
m
.24
.09m
.22m
.17m
m
.42m
.19
n
.32
.37n
Iaffaldan
Iaff
aldanoo and Muchi
Muchinsk
nskyy (1985
(1985),), bHack
Hackett
ett (1989), cJudge, Thore
Thoresen,
sen, Bono, and Patton (2001
(2001),), dLee, Carswel
Carswell,l, and Allen (200
(2000),
0), eGrif
Griffeth
feth,, Hom, and Gaertn
Gaertner
er (2000), fBycio (1992
(1992),), gFarre
Farrellll and Stamm (1988
(1988),), hMathieu and Zajac
(1990), iOldham, Hackman, and Stepina (1978), jKoslowsky, Sagie, Krausz, and Sing
Singer
er (1997), kLePine
LePine,, Erez, and Johnso
Johnsonn (2002)
(2002),, lCoope
Cooper-Ha
r-Hakim
kim and Viswes
Viswesvara
varann (2005), mBrown (1996), nDala
Dalall (2005), oRiket
Riketta
ta (2002)
(2002),, pTubré and
Collins
Colli
ns (2000
(2000),), qAbram
Abramisis (199
(1994),
4), rDamo
Damold
ld and Zimmer
Zimmerman
man (20
(2006),
06), s Willia
Williams,
ms, McDaniel
McDaniel,, and Nguyen (2006), tHoff
Hoffman,
man, Bla
Blair,
ir, Meriac, and Woehr (200
(2006).
6).
a
Job Satis
Satisfac
faction
tion
Facett
Face
Pay
Supervisi
Super
vision
on
Coworke
Cowo
rkers
rs
Workk
Wor
Promotio
Prom
otionn
Type
Intrinsi
Intr
insicc
Extrins
Extr
insicic
Overall
Over
all sati
satisfa
sfacti
ction
on
Turnover
Turn
over
Intent
Inte
nt to leave
Occupat
Occ
upation
ion
Organiza
Orga
nization
tion
Actual
Actu
al turno
turnover
ver
Absente
Abse
nteeism
eism
Lateness
Late
ness
Tardine
Tar
diness
ss
Perform
Perf
ormanc
ancee
Superviso
Super
visorr ratin
ratings
gs
Perform
Perf
ormanc
ancee measur
measures
es
Stress
Stre
ss
Role ambi
ambiguity
guity
Role cla
clarity
rity
Role ove
overloa
rloadd
Role con
conflict
flict
Overall
Over
all stre
stress
ss
Intrinsi
Intr
insicc motiva
motivation
tion
Job invol
involveme
vement
nt
Organiza
Orga
nization
tional
al citize
citizensh
nship
ip
Counter
Coun
terprodu
productiv
ctivee behavio
behaviorr
Table
Tab
le 10.1 Me
Meta-A
ta-Anal
nalysis
ysis Results of the Relat
Relation
ionship
shipss Amon
Amongg Job Satisf
Satisfaction
action,, Perf
Performa
ormance,
nce, Turnove
Turnover,r, Commitm
Commitment
ent,, and Absent
Absenteei
eeism
sm
work behavio
behaviorr (Judge et al., 2001). For example, a dissatis
dissatisfied
fied emplo
employee
yee may want to
quit her job but not be able to because no other jobs are avai
available
lable.. Likewise
Likewise,, a dissa
dissattisfied
isfi
ed employ
employee
ee may want to miss work but realiz
realizes
es that she will lose pay if she does.
Thus, we ofte
often
n find that job satis
satisfact
faction
ion and organiz
organizati
ational
onal commi
commitmen
tmentt are related
more to a desire to quit, miss work, or redu
reduce
ce effort than they are to actual behavio
behaviors.
rs.
To get you thinkin
thinkingg about job sat
satisfa
isfactio
ction
n in your life
life,, comple
complete
te Exerc
Exercise
ise 10.1 in your
workbook.
workb
ook.
What Ca
What
Cause
usess Em
Emplo
ployee
yeess to Be Sati
Satisfi
sfied
ed wit
withh and
Comm
Co
mmitted
itted to Thei
Theirr Job
Jobs?
s?
Affectivee com
Affectiv
commitm
mitment
ent The
extent to which an employee
wants to remain with an organization
niza
tion and cares abou
aboutt the
organizatio
organ
ization.
n.
Continuancee
Continuanc
commitme
comm
itment
nt The extent to
which employe
employees
es believe they
mustt remain with an organiza
mus
organiza-tion due to the time, expense,
and effo
effortrt they have already put
into the orga
organizat
nization.
ion.
Normative commitm
Normative
commitment
ent
The extent to which employ
employees
ees
feel an obliga
obligation
tion to remai
remainn with
an organi
organizatio
zation.
n.
360
This chap
chapter
ter will explore sever
several
al theorie
theoriess that seek to explai
explain
n wh
whyy workers are satisfied wit
with
h and commi
committe
tted
d to their jobs, but none of the theo
theories
ries comple
completely
tely explain
explainss
these
the
se job-rela
job-related
ted attitu
attitudes.
des. Each is valuable, howeve
however,
r, because it suggests ways to
increase
incr
ease employ
employee
ee satisfa
satisfactio
ction
n and commit
commitment
ment.. Thus, even though a theo
theory
ry itself
may not be complet
completely
ely suppor
supported
ted by researc
research,
h, the resultin
resultingg suggestio
suggestions
ns have gener
generally
ally
led to increa
increased
sed perf
performa
ormance
nce or longer tenure.
Before
Bef
ore discussi
discussing
ng vario
various
us theor
theories,
ies, it is importa
important
nt to note that both of these workrelated
relat
ed attit
attitudes
udes are multif
multifacet
aceted.
ed. That is, emplo
employees
yees may be satisfi
satisfied
ed with one facet
of work (e.g., thei
theirr pay) but not anothe
anotherr (e.g., their coworker
coworkers).
s). The most comm
commonly
only
studied
studi
ed face
facets
ts of job satisfa
satisfactio
ction
n are pay, supervisi
supervision,
on, cowor
coworkers,
kers, work, and promoti
promotion
on
opportuni
oppor
tunitie
ties.
s. Many othe
otherr facets such as satis
satisfact
faction
ion with equipmen
equipment,
t, the work facility,, the worksit
ity
worksite,
e, and company poli
policy
cy are also importa
important
nt but have not recei
received
ved as
much rese
research
arch attent
attention.
ion.
It is thought that the
there
re are three motiv
motivati
ational
onal facet
facetss to organiza
organizatio
tional
nal commitment (Me
(Meyer
yer & Allen, 1997). Affective com
commitmen
mitmentt is the exte
extent
nt to which an
employee
emplo
yee wants to remai
remain
n wit
with
h the organiz
organizatio
ation,
n, cares about the organiz
organizati
ation,
on, and is
willing
willi
ng to exer
exertt effor
effortt on its behalf
behalf.. For example, an employ
employee
ee of the Red Cro
Cross
ss might
like he
herr cow
coworker
orkerss and he
herr boss, share th
thee altr
altruisti
uisticc goals of the organ
organiza
ization
tion,, and
realize
reali
ze tha
thatt her effort
effortss will result in better organi
organizat
zationa
ionall perform
performance.
ance.
Continuance
Continu
ance commitmen
commitmentt is the exten
extentt to whi
which
ch an employ
employee
ee believ
believes
es she
must rem
remain
ain with the orga
organization
nization du
duee to the time, ex
expense,
pense, an
and
d effort that she
has alrea
already
dy put into it or th
thee diffic
difficulty
ulty she would have in fi
findi
nding
ng an oth
other
er job.
Take, for exam
example
ple,, a chamb
chamber
er of commer
commerce
ce direc
director
tor wh
who
o spent 10 years maki
making
ng
business
busin
ess conta
contacts
cts,, gettin
gettingg fundi
funding
ng for a new buildi
building,
ng, and earni
earning
ng the trust of the
local city council. Though she could take a new job with a chamber in a diffe
different
rent
city,
cit
y, she would need to spend anoth
another
er 10 yea
years
rs with that chamb
chamber
er just to make the
gains she has alre
already
ady made. As anoth
another
er example, an employ
employee
ee migh
mightt hate her job
and want to leav
leave,
e, but real
realize
izess th
that
at no oth
other
er organiza
organization
tion wo
would
uld hire he
herr or give
her the salar
salaryy she desires.
Normative commitment is the exte
extent
nt to whi
which
ch an emplo
employee
yee feels obliga
obligated
ted to
the orga
organiz
nizati
ation
on and, as a result of this obl
obligat
igation,
ion, must remain wit
with
h the organi
organizazation.. A goo
tion
good
d examp
example
le of normat
normative
ive commi
commitment
tment would be an emplo
employee
yee who was
given her first job by an organiza
organization,
tion, was mentore
mentored
d by her manage
manager,
r, and was
traine
tra
ined
d at great cost to the organi
organizat
zation.
ion. The empl
employee
oyee may feel that she is ethically obliga
obligated
ted to remai
remain
n with the organi
organization
zation becaus
becausee of its extens
extensive
ive inves
investme
tment
nt
in her.
CH APTER
APTE R 10
Copyright 2016 Ceng
Copyright
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
Figure 10.1
Figure
Antece
Ant
ecedents
dents and
Conse
Con
sequen
quence
cess of Job
Satisf
Sat
isfac
action
tion an
andd
Organi
Org
anizati
zation
onal
al
Commitm
Com
mitment
ent
What Individ
Individual
ual Differences Affect Job Satisfa
atisfact
ction?
ion?
As shown in Figure 10.1, one of the fac
facto
tors
rs (ca
(called
lled an
ante
tece
cedent
dents)
s) tha
thatt inf
influen
luence
ce leve
levels
ls of
job satisfa
satisfacti
ction
on and commitm
commitment
ent is our perso
personal
nal predisp
predispositi
osition
on to be satisf
satisfied.
ied. Going
back to our examples at the beginnin
beginningg of the chapt
chapter,
er, wha
whatt would explain why David
Spoto lo
loves
ves hi
hiss curre
current
nt job an
and
d Rho
Rhonda
nda Beall hat
hates
es hers? Accor
Accordin
dingg to th
theori
eories
es
involving
invo
lving indivi
individual
dual diffe
differenc
rences,
es, the key to the answer is the fact that Davi
David
d has been
satisfie
sati
sfied
d at every job he has had, whe
wherea
reass Rhond
Rhondaa has never been sati
satisfie
sfied
d wit
with
h a job.
Individual
Indi
vidual differe
difference
nce theory postulat
postulates
es tha
thatt some varia
variabili
bility
ty in job sati
satisfact
sfaction
ion is due to
an indiv
individua
idual’s
l’s persona
personall tendenc
tendencyy across situa
situatio
tions
ns to enjoy what she does. Thus, certain
tai
n type
typess of people will generally be satisfie
satisfied
d and motiv
motivated
ated regar
regardless
dless of the type of
job the
theyy hold
hold.. Thi
Thiss idea al
also
so makes in
intuit
tuitive
ive se
sense.
nse. We all know people who co
connstantly
stan
tly complai
complain
n and whine about ever
everyy job they have, and we also know peopl
peoplee
who are moti
motivated
vated and enthusi
enthusiasti
asticc about their eve
every
ry job or task.
For indi
individ
vidual-di
ual-diffe
fference
rence the
theory
ory to be true, it would be essenti
essential
al that job satisf
satisfacaction be consis
consistent
tent across time and situat
situations.
ions. Research seems to suppo
support
rt this noti
notion,
on,
as meta-an
meta-analysi
alysiss resu
results
lts indica
indicate
te that the average corr
correlati
elation
on betwee
between
n job satisf
satisfact
action
ion
levels,, measured an avera
levels
average
ge of three year
yearss apart, is .50 (Dorman
(Dormann
n & Zapf, 2001).
Complete
Comp
lete Exerci
Exercise
se 10.2 in your workbook to see how stable your own job sat
satisisfaction
fact
ion has been.
Because
Beca
use there seems to be at least some consis
consistenc
tencyy in job satisfa
satisfactio
ction
n acros
acrosss
timee and jobs, the next questi
tim
question
on conce
concerns
rns the types of people that seem to be consistently
tent
ly satisfi
satisfied
ed with thei
theirr jobs. Research in this area has focused on geneti
geneticc pred
predispoispositions
siti
ons (Lykken & Tellegen
Tellegen,, 1996), core self-e
self-evalua
valuation
tionss (Judge, Locke, Durh
Durham,
am, &
Kluger,, 1998), and life satisf
Kluger
satisfacti
action
on (Tait, Padg
Padgett
ett,, & Baldw
Baldwin,
in, 1989).
Genetic
Gene
tic Predisp
Predispositi
ositions
ons
An inter
interesti
esting
ng and contro
controversi
versial
al set of studie
studiess (Arvey, Bouchar
Bouchard,
d, Segal, & Abrah
Abraham,
am,
1989; Ar
Arvey
vey,, Mc
McCall,
Call, Bouchard
Bouchard,, Taubman
Taubman,, & Cavanaugh
avanaugh,, 1994; Keller, Bouch
ouchard,
ard,
Arvey,, Segal, & Dawis, 1992) suggests that job sati
Arvey
satisfac
sfaction
tion not only may be fairly stable across jobs but also may in par
partt be geneti
genetically
cally dete
determin
rmined.
ed. Arvey and his collea
collea-gues arrive
arrived
d at thi
thiss conclusion by compari
comparing
ng the levels of job sati
satisfac
sfaction
tion of 34 sets of
identica
iden
ticall twins who were separa
separated
ted from each othe
otherr at an early age. If job satisf
satisfaction
action
E M PL OYEE
OYE E SATI SFACTI
SFAC TI ON AND COM M I TM ENT
E NT
361
Copyright
Cop
yright 2016 Ceng
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
is purely envi
environm
ronmenta
ental,l, there shoul
should
d be no signifi
significant
cant correlat
correlation
ion betw
between
een levels of
job satisf
satisfacti
action
on for iden
identica
ticall twi
twins
ns who wer
weree rais
raised
ed in diff
differen
erentt environ
environment
mentss and
who ar
aree now wo
working
rking at differ
different
ent ty
types
pes of jobs. But if iden
identica
ticall twin
twinss have sim
similar
ilar
levels of job sati
satisfac
sfaction
tion despit
despitee being reared apar
apartt and despit
despitee worki
working
ng at dissimi
dissimilar
lar
jobs, the
then
n a geneti
geneticc predis
predisposit
position
ion for job satisf
satisfacti
action
on is likely
likely..
On the basis of th
their
eir three studi
studies,
es, Arvey and his colleagu
colleagues
es found that approxi
approxi-mately
mat
ely 30% of job satisfac
satisfactio
tion
n appea
appears
rs to be exp
explaina
lainable
ble by gen
geneti
eticc fact
factors.
ors. Suc
Such
h a
finding
find
ing does not of course mean tha
thatt there is a “job satisfa
satisfacti
ction
on gene.” Instead, inherited
ite
d persona
personality
lity traits such as negat
negative
ive aff
affecti
ectivity
vity (the tend
tendency
ency to have negati
negative
ve emotionss such as fea
tion
fear,
r, hostili
hostility,
ty, and anger) are related to our tende
tendency
ncy to be satisfi
satisfied
ed with
jobs (Ilies & Judge, 2003).
Whatt are the impli
Wha
implicat
cations
ions of the
these
se findin
findings?
gs? It may be tha
thatt some people will
probably
prob
ably not be satisfi
satisfied
ed with any job, and supervis
supervisors
ors should not lose sleep over
the fact that th
these
ese employee
employeess are not happy or motiva
motivated
ted.. Furt
Furtherm
hermore,
ore, one way
to incr
increase
ease the over
overall
all level of job satisfa
satisfacti
ction
on in an orga
organiza
nization
tion would be to hir
hiree
only tho
those
se applica
applicants
nts who show high levels of overall job and life satisfa
satisfacti
ction.
on.
Because
Beca
use these findi
findings
ngs are contr
controver
oversial
sial and have rece
received
ived some criti
criticism
cism
(Cropanz
(Cro
panzano
ano & James, 1990), more resea
research
rch is needed before firm conclusion
conclusionss
can be drawn.
Core Self
Self-Eva
-Evalua
luations
tions
Internal locus of control
Internal
The extent to which people
believee that they are respo
believ
responsib
nsiblele
for and in con
control
trol of their succ
success
ess
or failure in life.
Whetherr the consist
Whethe
consistency
ency in job satisfa
satisfacti
ction
on is due to genetic or envir
environme
onmental
ntal
factors,
fact
ors, a ser
series
ies of personali
personality
ty variable
variabless app
appear
ear to be rela
related
ted to job sa
satisf
tisfact
action.
ion.
That is, cert
certain
ain types of per
personali
sonalitie
tiess are assoc
associate
iated
d wit
with
h the tende
tendency
ncy to be satisfied
isfi
ed or dissat
dissatisfi
isfied
ed with one
one’’s job. Judge, Locke, and Durh
Durham
am (1997) have
hypoth
hyp
othesiz
esized
ed that four personali
personality
ty varia
variables
bles are relat
related
ed to people
people’’s pre
predispo
dispositi
sition
on
to be satisfi
satisfied
ed with their life and jobs: emotiona
emotionall stabi
stability
lity,, self-esteem
self-esteem,, selfefficac
eff
icacyy (perceiv
(perceived
ed abilit
abilityy to master thei
theirr environ
environment
ment),
), and internal locus of
contro
con
troll (percei
(perceived
ved ability to con
control
trol their enviro
environment
nment).
). That is, people prone
to be satisf
satisfied
ied with the
their
ir jobs and with life in general have high self-e
self-estee
steem
m and
a feelin
feelingg of being compe
competent
tent,, are emotion
emotionally
ally stable, and believ
believee they have control over their live
lives,
s, especially their work lives. This view is suppor
supported
ted by several
meta-ana
meta
-analyses
lyses and studie
studies:
s:
As shown in Table 10.2, a meta
meta-anal
-analysis
ysis by Judge and Bono (2001) found these
four vari
variables
ables to be related to both job satisf
satisfact
action
ion and job perform
performance
ance..
Judge, Locke, Durham, and Kluger (1998) found a signif
significan
icantt correlat
correlation
ion
between
betw
een a combinat
combination
ion of these four vari
variables
ables and job satisf
satisfact
action
ion (r .41)
and life sati
satisfac
sfaction
tion (r .41).
Meta-ana
Meta
-analyses
lyses by Connolly and Visw
Viswesva
esvaran
ran (2000), and by Bowlin
Bowling,
g,
Hendricks,
Hendr
icks, and Wagn
Wagner
er (2008) indica
indicate
te that over
overall
all job satisfa
satisfactio
ction,
n, as well
as diffe
different
rent facets of job sati
satisfac
sfaction
tion,, is relat
related
ed to affec
affectivi
tivity.
ty. That is, people
with
wit
h a tend
tendency
ency to have positive emot
emotions
ions (posi
(positive
tive affect
affectivit
ivity)
y) tend to be
more sat
satisfi
isfied
ed with the
their
ir jobs than do people wit
with
h a tend
tendency
ency to have
negative
negat
ive emot
emotions
ions (negat
(negative
ive affe
affecti
ctivit
vity).
y).
A meta-an
meta-analys
alysis
is by Judge, Heller
Heller,, and Mount (2002) conclude
concluded
d that emotional
tion
al stabili
stability
ty and extra
extraver
version
sion were signif
significa
icantly
ntly relat
related
ed to job and life
satisfac
sati
sfaction
tion..
To get an idea of your own predispo
predispositi
sition
on to be sat
satisfi
isfied
ed at work, compl
complete
ete Exercise 10.3 in your workboo
workbook.
k.
362
CH APTER
APTE R 10
Copyright 2016 Ceng
Copyright
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
Table
Tab
le 10.2 Co
Corre
rrelati
lations
ons Betwe
Between
en Individu
Individual
al Differ
Differenc
encee Variabl
Variables
es and Sati
Satisfa
sfactio
ctionn an
andd Work Beh
Behavio
aviorr
Affect
Aff
ectivity
ivity
Positive
Posi
tive
Negative
Negative
Coree SelfCor
Self-Eval
Evaluati
uation
on
Self-es
Self
-esteem
teem
.49a
.16 b
a
.33
.13
.26d
.26 d
d
d
.05 b
b
.23 b
b
.34 l
b
.16
.10
.25 b
.29c
.13e
Self-effic
Self-ef
ficacy
acy
Interna
Inte
rnall locus of contro
controll
.45
.32 d
.32
.23
.22 d
Generall locus of contr
Genera
control
ol
Workk locus of contr
Wor
control
ol
Persona
Pers
onality
lity
.22f
.34f
Opennesss
Opennes
Consci
Con
scienti
entiousn
ousness
ess
.02 g
.26 g
.06 h
.24 h
.10i
.22 i
.00j
.06j
17k
.22 k
.14 j
.26 j
Extraversio
Extrave
rsionn
Agreeab
Agre
eablene
leness
ss
Stability
Stab
ility
.25g
.17 g
.29g
.09 h
.12 h
.15 h
.04 i
.27 i
.20 i
.08j
.04j
.04j
.11 k
.15 k
17k
.01 j
.20 i
.06 j
a
Connolly and Viswesvar
Connolly
Viswesvaran
an (2000), b Kapla
Kaplann et al. (2009
(2009),), cHersh
Hershcovis
covis et al. (2007
(2007),), d Judge and Bono (2001), eWhel
Whelpley
pley and McDaniel (2011
(2011),), fWang
Wang,, Bowling, and Eschlem
Eschleman
an (2010),
Judge, Heller
Heller,, and Moun
ountt (2002
(2002),), hHurtz and Donovan (2000
(2000),), i Zimme
Zimmerman
rman (2008
(2008),), j Salga
Salgado
do (2002), k Chia
Chiaburu
buru et al
al.. (2
(2011)
011),, lShoc
Shockley,
kley, Ispas, Rossi
Rossi,, & Levine (2012
(2012))
g
Culture
Cul
ture
As show
shown
n in Table 10.3, workers in dif
differe
ferent
nt countrie
countriess hav
havee dif
differ
ferent
ent levels of job satisfactio
isfa
ction.
n. The 2013 Ran
Randstad
dstad Workmo
Workmonito
nitorr Global Press Report found that, of 32
countries
count
ries survey
surveyed,
ed, employe
employees
es in Denmark, Norwa
Norway,
y, and Mexico were the most satis
satis-fied and emplo
employees
yees in Hong Kong, Hungary
Hungary,, and Japan the least. U.S. employ
employees
ees
ranked
ranke
d 11th in the survey, and employ
employees
ees in the United Kingdom ranke
ranked
d 23rd.
Intelli
Inte
lligence
gence
In 199
1997,
7, a po
poli
lice
ce depa
departm
rtment
ent in New Lond
Londo
on, Con
Conne
nect
ctiicut
cut,, cre
creat
ated
ed con
controv
trovers
ersyy wh
wheen it
announced that applicant
applicantss who were “to
“too
o sma
smarrt” wou
would
ld not be hir
hired
ed (se
(seee th
thee Ch
Chapte
apterr 5
On the Job Box)
Box).. The poli
police
ce chi
chief’
ef’ss rea
reason
soning
ing wa
wass that rea
really
lly sm
smar
artt peop
people
le woul
would
d be
bore
bo
red
d and have low job sa
sati
tisfa
sfact
ctio
ion.
n. Tho
Though
ugh the
there
re has been litt
little
le re
rese
sear
arch
ch on the
topic,
to
pic, a st
study
udy by Gan
Ganzzac
ach
h (19
(1998)
98) sugg
suggest
estss tha
thatt brig
bright
ht peo
peop
ple ha
havve slig
slightly
htly lowe
lowerr job sat
sat-isfaction
isfacti
on than do less intelligent employees in jobs th
that
at are not comp
complex.
lex. In complex
jobss, the rel
job
relati
ationsh
onship
ip betw
between
een in
inte
tellig
lligen
ence
ce and sat
satiisf
sfacti
action
on is ne
neglig
gligib
ible.
le. A met
metaaanalysi
ana
lysiss of seve
seven
n stu
studies
dies by Grif
Griffe
feth
th,, Hom
Hom,, and Gae
Gaert
rtner
ner (2000
(2000)) foun
found
d th
that
at int
intell
ellige
igence
nce
and tu
turn
rnover
over wer
weree not sign
signif
ifica
icantly
ntly rel
relat
ateed.
Are Employ
Employees
ees Satisfied with Other Aspects of Th
Their
eir Lives?
Judge et al. (1998), Judge and Watana
Watanabe
be (1993), and Tait et al. (1989) have theoriz
theorized
ed
not only th
that
at job satisf
satisfaction
action is consiste
consistent
nt acros
acrosss tim
timee but that the extent to wh
which
ich a
person
pers
on is sat
satisfi
isfied
ed with all as
aspect
pectss of life (e.g., marriage
marriage,, friends
friends,, job, fa
family
mily,, and
E M PL OYEE
OYE E SATI SFACTI
SFAC TI ON AND COM M I TM ENT
E NT
363
Copyright
Cop
yright 2016 Ceng
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
Table
Tab
le 10.3 Int
Intern
ernatio
ational
nal Diffe
Differences
rences in the Percen
Percentage
tage of Employee
Employeess
Satisfi
Sati
sfied
ed with The
Theirir Jobs in 2013 (Rands
(Randstad
tad Survey)
Denmark
Denmark
Norway
Norw
ay
80
79
Mexico
Mexico
India
Luxembourg
Luxem
bourg
78
78
77
Switzerland
Switzerland
Malaysia
Mala
ysia
77
76
Netherlands
Netherl
ands
Canada
Can
ada
Belgium
Belg
ium
76
75
75
United State
United
Statess
Swedenn
Swede
71
71
New Zeala
Zealand
nd
German
Ger
manyy
Australia
Austr
alia
70
70
69
Spain
Spain
Brazil
Bra
zil
69
68
Poland
Poland
Argentin
Arge
ntinaa
France
Fran
ce
68
66
66
Turkey
Turkey
Czechh
Czec
66
66
United Kingd
United
Kingdom
om
Italy
65
64
Chile
Chile
Slovakia
Slova
kia
Singapor
Sing
aporee
61
60
59
Greece
Greece
China
Chi
na
57
54
Hong Kon
Kongg
Hungary
Hunga
ry
48
48
Japann
Japa
39
geographicc locati
geographi
location)
on) is consist
consistent
ent as well. Furth
Furthermore,
ermore, people who are sati
satisfie
sfied
d with
their
the
ir jobs tend to be satisfi
satisfied
ed wit
with
h life. These researc
researchers
hers found suppor
supportt for their theory, as their data indic
indicate
ate that job satisfa
satisfactio
ction
n is signi
significa
ficantly
ntly corre
correlate
lated
d wit
with
h life sati
satissfaction.
fact
ion. Thus peop
people
le happy in life tend to be happy in thei
theirr jobs and vice versa.
364
CH APTE R 10
Copyright 2016 Ceng
Copyright
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
In an in
intere
terestin
stingg study
study,, Judge and Wata
Watanabe
nabe (1994) found th
that
at fo
forr abo
about
ut twothirds of partici
thirds
participant
pants,
s, high levels of life satisfa
satisfactio
ction
n are ass
associ
ociate
ated
d wit
with
h high levels of
job satisfac
satisfactio
tion.
n. In other words, satisf
satisfact
action
ion with one’s job “spills over” into other
aspects
aspe
cts of life, and satisfa
satisfacti
ction
on with other aspec
aspects
ts of life spills over into satisf
satisfact
action
ion
with
wit
h one’s job. For the remaini
remaining
ng 30% or so of the populat
population,
ion, either there is no relationship
tion
ship betw
between
een life and job satisf
satisfact
action
ion or there is a negat
negative
ive relat
relationsh
ionship.
ip.
That life satis
satisfact
faction
ion can influen
influence
ce job satisfa
satisfactio
ction
n in the vast major
majority
ity of people is
an impor
important
tant finding. In the tw
twenty
enty-fir
-first
st centu
century,
ry, mana
managers
gers are bein
beingg asked to work
miracles
mira
cles in makin
makingg eve
even
n the worst of jobs sa
satisf
tisfyin
yingg (th
(think
ink about some of th
thee jobs
portray
port
rayed
ed on the Disco
Discovery
very Cha
Channel’s
nnel’s realit
realityy TV show, Dirty Jobs, which are listed in
Table 10.4). Perhaps a more realisti
realisticc appr
approach
oach is what I refer to as the “John Travolt
Travoltaa
method.”
meth
od.” If you will reca
recall
ll from those classic films Saturd
Saturday
ay Night Fever and Urban
Cowboyy, John Travolt
Cowbo
Travoltaa had boring jobs (as a pain
paintt store employ
employee
ee in Fever and as an
oil ref
refiner
ineryy worker in Urban Cowboy) but made his life meani
meaningful
ngful thr
through
ough his dancing. Now I’m not suggesti
suggesting
ng that disco and line danc
dancing
ing are the solutio
solutions
ns to life
life’s
’s problems (although they are a good start)
start).. Instead
Instead,, I am sugge
suggesti
sting
ng that an em
employe
ployee’s
e’s
needss can be met in a va
need
varie
riety
ty of nonwor
nonwork
k acti
activit
vities
ies suc
such
h as hobbies and volunt
volunteer
eer
work. A mista
mistake
ke we have made for years has been to assume that a job must satisf
satisfyy
all of a per
person’s
son’s needs. Inste
Instead,
ad, an organi
organizat
zation
ion should work toward fulfilling those
needss th
need
that
at it can and sh
should
ould help employe
employees
es find alterna
alternative
tive avenu
avenues
es to me
meet
et their
other
oth
er needs.
An inter
interesti
esting
ng study by Judge (1993) demonst
demonstrates
rates the impor
importanc
tancee of indivi
individual
dual
differe
dif
ferences.
nces. Judge had more tha
than
n 200 nurses in a medical clini
clinicc complete a questionnairee tapp
nair
tapping
ing their propens
propensity
ity to gripe about things in every
everyday
day life and also asking
them
the
m to indicat
indicatee how satisf
satisfied
ied they were with their jobs. Jud
Judge
ge the
then
n comp
compare
ared
d the
nurses’
nurse
s’ levels of job satisfa
satisfactio
ction
n wit
with
h wheth
whether
er or not they quit thei
theirr jobs wit
with
h the
clinicc over the next 10 month
clini
months.
s. The result
resultss of this study indica
indicated
ted tha
thatt for the peopl
peoplee
who griped about everyt
everythin
hingg in life, ther
theree was no signifi
significant
cant relati
relationsh
onship
ip bet
between
ween satisfactio
isfa
ction
n and turnove
turnoverr (r .05); howe
however,
ver, for the nurses who were not chro
chronic
nic gripers,, satisf
pers
satisfacti
action
on was signific
significantl
antlyy correla
correlated
ted wit
with
h turnove
turnoverr (r .39). In othe
otherr words,
people
peop
le who are unhappy in life and unhappy on thei
theirr jobs will not leave their jobs,
because
beca
use they are used to being unhapp
unhappy.
y. But for people who are norma
normally
lly happy in
life,, being unhapp
life
unhappyy at work is se
seen
en as a rea
reason
son to find anoth
another
er job. To ge
gett an idea
about your own tenden
tendency
cy to be satisfi
satisfied
ed with work and life, comple
complete
te Exercise 10.4
in your workb
workbook.
ook.
Are Employ
Employees’
ees’ Job Expectations Being Met?
As wa
wass di
disc
scuss
ussed
ed in Ch
Chap
aptter 9, emp
employe
loyees
es com
comee to a job wit
with
h cer
certa
tain
in need
needs,
s, va
value
lues,
s, and
expect
exp
ectaati
tions.
ons. If the
there
re is a disc
discre
repa
panc
ncyy bet
betw
wee
een
n the
these
se need
needs,
s, valu
values,
es, and expe
expecta
ctation
tionss and
Table
Tab
le 10.4 Di
Dirty
rty Jobs: Would You Be Sati
Satisfi
sfied
ed with Any of The
These
se Jobs?
Sewer inspe
Sewer
inspector
ctor
Pigeon-p
Pigeo
n-poop
oop clea
cleaner
ner-uppe
-upperr
Shark-su
Sh
ark-suitit tester
Salmon car
carcass
cass counte
counterr
Baby chi
chick
cken
en sexer
Sludge rec
recycler
ycler
Bug breed
breeder
er
Dump-truc
Dumptruckk clean
cleaner
er
Odor eater
Owl vomit collec
collector
tor
E M PL OYEE
OYE E SATI SFACTI
SFAC TI ON AND COM M I TM ENT
E NT
365
Copyright
Cop
yright 2016 Ceng
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
the re
the
reali
ality
ty of the job, emp
employe
loyees
es will beco
becom
me diss
dissatis
atisfi
fied
ed and less moti
motivat
vateed. In a test of
this
th
is di
discr
screpan
epancy
cy the
theoory
ry,, a met
metaa-a
-ana
naly
lysis
sis by Wa
Wanous,
nous, Pola
Poland,
nd, Pre
Premack
mack,, and Dav
Davis
is (19
(1992)
92)
conclu
con
clude
ded
d tha
thatt whe
when
n an emp
employ
loyee
ee’s
’s ex
expe
pecta
ctati
tions
ons are no
nott met
met,, th
thee resu
results
lts are low
lower
er job
sati
sa
tisfa
sfact
ctio
ion
n (r .3
.39),
9), dec
decre
reas
ased
ed orga
organiz
nizat
atiion
onal
al com
commitm
mitment
ent (r .3
.39),
9), an
and
d an in
increa
creased
sed
inte
in
tent
nt to le
leave
ave th
thee or
organ
ganiza
ization
tion (r
.29).
.2
9). The
These
se resu
results
lts supp
support
ort the impo
importa
rtance
nce of
ensuri
ens
uring
ng tha
thatt app
applic
licant
antss hav
havee rea
reali
list
stic
ic job ex
expe
pect
ctaati
tions.
ons. Tho
Thou
ugh th
thee me
meta
ta-ana
-analysi
lysiss
resul
re
sults
ts sup
suppor
ported
ted the “me
“mett ex
expe
pect
ctaation
tions”
s” the
theor
ory,
y, Irvi
Irving
ng and Me
Meyer
yer (19
(1994)
94) cri
criti
ticciz
ized
ed the
studie
st
udiess th
that
at we
were
re inc
includ
ludeed in the met
metaa-a
-ana
naly
lysis.
sis. In th
thei
eirr ow
own
n stud
study,
y, Ir
Irvi
ving
ng and Mey
Meyer
er
foun
fo
und
d that an emp
employ
loyee
ee’s
’s exp
experi
erien
ence
cess on th
thee job we
were
re mos
mostt rela
related
ted to jo
job
b sati
satisfa
sfactio
ction
n
and that the dif
diffe
ferren
ence
ce be
betw
tween
een the
their
ir exp
expeect
ctat
ation
ionss an
and
d exp
expeeri
rience
encess wa
wass on
only
ly min
minim
imaally
rela
re
lated
ted to job sat
satiisf
sfac
acti
tio
on. More stud
studies
ies usin
usingg met
meth
hod
odss si
simila
milarr to Irvi
Irving
ng and Mey
Meyer’
er’ss ar
are
need
ne
edeed to clar
clarify
ify th
this
is issu
issue.
e.
In a re
related
lated met
meta-analysi
a-analysis,
s, Zh
Zhao,
ao, Wayne
ayne,, Glibkow
Glibkowski,
ski, and Br
Bravo
avo (2007
(2007)) inves
investiga
tigated
ted
the effe
ffect
ct of employ
mployees
ees pe
percei
rceiving
ving that an orga
organiza
nizatio
tion
n has not fu
fulfilled
lfilled its pr
promise
omisess and
obligation
obliga
tionss (called psych
psychological
ological contrac
contracts)
ts) to an emplo
employee.
yee. Whe
When
n such psych
psychologic
ological
al
contract
cont
ract breache
breachess occur, job satisf
satisfacti
action
on and organi
organizat
zationa
ionall commit
commitment
ment go down and
employee
emplo
yee inten
intention
tionss to leav
leavee the organiza
organizatio
tion
n increase
increase.. The results of these two metaanalyses
analy
ses suppor
supportt the impor
importanc
tancee of ensuring not only that applic
applicants
ants have realist
realistic
ic job
expectat
expec
tations
ions but tha
thatt any promi
promises
ses made to em
employe
ployees
es must be kept.
Is th
thee Employee a Good Fit with the Job and the Organization?
When employee
When
employeess consid
consider
er how well they “fit” with a job or an organiz
organizati
ation,
on, they considerr the exten
side
extentt to which thei
theirr values, inter
interests,
ests, perso
personalit
nality,
y, lifest
lifestyle,
yle, and skills matc
match
h
those
tho
se of their vocation (e.g., a ca
career
reer such as nursing, law enforc
enforcemen
ement,
t, or psych
psycholology), job (its part
particula
icularr tasks), organiz
organizatio
ation
n, cowork
coworkers
ers, and superv
supervisor
isor (Kristo
(Kristof-Br
f-Brown
own,,
Zimmerm
Zim
merman,
an, & Johns
Johnson,
on, 2005). In addi
additio
tion
n to these five aspect
aspectss of fit, Cable and
DeRue (2002) beli
believe
eve that needs/supp
needs/supplies
lies fit is also im
import
portant.
ant. Needs/s
Needs/supplie
uppliess fit is
the extent to whi
which
ch the rew
reward
ards,
s, salar
salary,
y, and bene
benefit
fitss receive
received
d by employ
employees
ees are per
per-ceived
ceiv
ed to be consi
consistent
stent wit
with
h thei
theirr effort
effortss and perform
performance
ance..
As show
shown
n in Table 10.5, the meta-a
meta-analy
nalysis
sis by Kristof
Kristof-Bro
-Brown
wn et al. (2005) clearl
clearlyy
demonstr
demo
nstrates
ates the import
importance
ance of fit. Employ
Employees
ees who percei
perceive
ve a good fit with thei
theirr
organiza
organ
ization
tion,, job, coworker
coworkers,
s, and supervi
supervisor
sor tend to be satisfi
satisfied
ed with the
their
ir jobs, identifyy wit
tif
with
h the organiz
organizati
atio
on, remain with the organi
organizat
zation,
ion, perfo
perform
rm bett
better,
er, and engage in
Organizat
Organ
izational
ional Citize
Citizenshi
nship
p Behav
Behaviors
iors (OCBs)
(OCBs)..
Another
Anoth
er “fit” fact
factor
or tha
thatt has been show
shown
n to be rela
related
ted to job satis
satisfact
faction
ion and
commitme
comm
itment
nt is the exte
extent
nt to which employe
employees’
es’ desire for a part
particular
icular work schedul
schedulee
(e.g.,, shift
(e.g.
shift,, number of hours
hours)) match
matches
es their actual schedul
schedule.
e. As one would expect, the
better
bett
er the fit betwe
between
en an employ
employee’s
ee’s desir
desired
ed sched
schedule
ule and his actual sched
schedule,
ule, the
greater
great
er an emplo
employee’s
yee’s job satisfac
satisfactio
tion,
n, organiza
organization
tional
al comm
commitme
itment,
nt, perfo
performan
rmance,
ce, and
the likeli
likelihood
hood to rema
remain
in with the organiza
organization
tion (Holt
(Holtom,
om, Lee, & Tidd, 2002).
Branham
Bra
nham (2012) believ
believes
es that there are certa
certain
in signs to which an organi
organizat
zation
ion
should pa
payy att
attenti
ention
on tha
thatt indi
indicate
cate a job/per
job/person
son mism
mismatc
atch.
h. Some of these sign
signss are
thatt the employ
tha
employee
ee
does not seem excit
excited
ed when firs
firstt hired or assigne
assigned
d to a job;
starts
star
ts asking for some tasks to be given to othe
otherr employ
employees;
ees;
applies
appli
es for other jobs in the organi
organizat
zation;
ion;
beginss to ask for new project
begin
projects;
s; and
appears
appe
ars bored or uncha
unchallenged
llenged..
366
CH APTE R 10
Copyright 2016 Ceng
Copyright
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
Table
Tab
le 10.5 Me
Meta-A
ta-Anal
nalysis
ysis Results
Job satis
satisfactio
factionn
.44
.31
.44
.56
Commitment
Commitme
nt
Perform
Perf
ormanc
ancee
.51
.07
.19
.19
.09
.18
.47
.20
.20
Actual
Actu
al turno
turnover
ver
.14
.08
Turnover intent
Turnover
intentions
ions
Absente
Abse
nteeism
eism
.35
.05
.46
Source:
Sourc
e: Kristof
Kristof-Brown,
-Brown, Zimmerma
Zimmerman,
n, and Jo
Johnso
hnsonn (2005)
Are the Tasks Enjoyable?
The SHRM 2014 Employe
Employeee Job Sati
Satisfac
sfaction
tion and Engagem
Engagement
ent survey found tha
thatt 51% of
employees
emplo
yees indicat
indicated
ed that the nature of the work itself was a very import
important
ant fac
factor
tor in
their
the
ir level of job satis
satisfact
faction.
ion. Given that the natur
naturee of the work itse
itself
lf was ranked as
the seventh most import
important
ant factor, employe
employers
rs should take innov
innovati
ative
ve steps to ma
make
ke
work more int
interest
eresting.
ing. Wha
Whatt were the top thr
three
ee factor
factors?
s? Opport
Opportunit
unityy for the
employer
emplo
yer to use his or her skills and abilit
abilities,
ies, job securit
security,
y, and comp
compensat
ensation/p
ion/pay.
ay.
Do Employees Enj
Enjoy
oy Wo
Working
rking with Supervisors and Coworker
Coworkers?
s?
Research indic
Research
indicate
atess tha
thatt peop
people
le who enjoy worki
working
ng with their super
supervisor
visorss and coworkers will be mo
more
re sa
satisf
tisfied
ied with their jobs (Mossho
(Mossholder
lder,, Sett
Settoon,
oon, & Hen
Henagan,
agan, 2005;
Repetti
Repe
tti & Cosmas, 1991). Such findings certai
certainly
nly make sense. We all have had coworkerss and super
orker
supervisor
visorss who mad
madee our jobs unbear
unbearable,
able, and we all have had coworker
coworkerss
and supervi
supervisors
sors who made our jobs fun to have
have.. In a study of 500 employ
employees
ees at an
apparel
appa
rel manufa
manufactur
cturing
ing plant, Bish
Bishop
op and Scott (1997) found tha
thatt satisfa
satisfacti
ction
on wit
with
h
supervisor
super
visorss and cowo
coworkers
rkers was rela
related
ted to organiz
organizati
ational
onal and team commi
commitment,
tment,
which
whi
ch in turn resulted in higher producti
productivity,
vity, lowe
lowerr inten
intentt to leave the organi
organizat
zation,
ion,
and a greater willingnes
willingnesss to help.
Are Coworkers Outwardly Unhapp
Unhappy?
y?
Social inform
Social
informatio
ationn
processing
proce
ssing theory States
that emplo
employees
yees model their
levelss of satisfacti
level
satisfaction
on and motivationn from other emplo
vatio
employees.
yees.
Social learn
Social
learning
ing theory
States that empl
employee
oyeess model
t heir levels of satisfact
satisfaction
ion and
motivatio
moti
vationn from other
employees.
emplo
yees.
Social informatio
Social
information
n process
processing
ing theory, also called social lear
learning
ning theor
theoryy, postulat
postulates
es
thatt employ
tha
employees
ees observ
observee the levels of motivat
motivation
ion and satisf
satisfact
action
ion of other employ
employees
ees
and then model tho
those
se levels (Salanc
(Salancik
ik & Pfef
Pfeffer
fer,, 1977). Thus, if an organi
organizat
zation’s
ion’s
older employ
employees
ees work hard and talk po
positi
sitively
vely about their jobs and thei
theirr em
employ
ployer,
er,
new em
employ
ployees
ees wi
will
ll mode
modell this behavio
behaviorr and be both pr
product
oductive
ive an
and
d sat
satisfi
isfied.
ed. Th
Thee
reverse
reve
rse is also true
true:: If vete
veteran
ran emplo
employees
yees work slowly and comp
complain
lain about the
their
ir jobs,
so will new employe
employees.
es.
To test this theory
theory,, Weiss and Shaw (1979) had subjects view a train
training
ing video in
which
whi
ch assem
assembly
bly line workers mad
madee eithe
eitherr posit
positive
ive or negative comment
commentss about thei
theirr
jobs. Afte
Afterr viewi
viewing
ng the video
videotape
tape,, each subject was give
given
n an oppor
opportuni
tunity
ty to perfor
perform
m
the job. The study found that those subject
subjectss who had seen the positi
positive
ve tap
tapee enjoyed
the task more tha
than
n did the subjects who viewe
viewed
d the negativ
negativee tape. In a simila
similarr study
E M PL OYEE
OYE E SATI SFACTI
SFAC TI ON AND COM M I TM ENT
E NT
367
Copyright
Cop
yright 2016 Ceng
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
© iStockphoto.c
iStockphoto.com/savas
om/savas keskiner
One’s cowo
One’s
cowork
rkers
ers can
affect
aff
ect job satis
satisfac
faction.
tion.
conducted by Mi
conducted
Mirolli
rolli,, Hende
Henderson,
rson, an
and
d Hills (1998), subj
subjects
ects per
perfor
formed
med a task with
two exper
experimen
imenter
terss pret
pretending
ending to be other subjects (these are called conf
confeder
ederates
ates).
). In
one condi
condition
tion,, the confed
confederat
erates
es mad
madee positiv
positivee comment
commentss about the task (e.g.
(e.g.,, “Gee,
thiss is fun”); in a second condit
thi
condition,
ion, they made negative comment
commentss about the task
(e.g.,, “This sucks”); and in the contr
(e.g.
control
ol condi
condition
tion,, they did not make any comme
comments.
nts.
Consisten
Consi
stentt with social informa
informatio
tion
n proces
processing
sing theory
theory,, actual subjects exposed to the
confeder
conf
ederates’
ates’ posit
positive
ive commen
comments
ts rated the task as more enjoyable than did the subjectss exposed to negativ
ject
negativee comment
comments.
s.
In gene
general,
ral, the re
resea
search
rch on social infor
informa
mation
tion processi
processing
ng the
theory
ory suppor
supports
ts the
idea that the soc
social
ial enviro
environment
nment does hav
havee an ef
effect
fect on employ
employees
ees’ atti
attitude
tudess and
behavi
be
haviors
ors (Polloc
(Pollock,
k, Whit
Whitbred,
bred, & Contr
Contract
actor,
or, 2000; Robi
Robinson
nson & O’Lea
Leary-Kelly
ry-Kelly,,
1998). As wit
with
h all of the the
theo
o rie
riess in thi
thiss chapter
chapter,, it play
playss a role in job sati
satisfac
sfaction
tion
but does not pla
playy the only role
role.. One of the appe
appeals
als of socia
sociall inform
informati
ation
on proc
processing
essing
theory
the
ory is that it certa
certainly
inly makes intui
intuitiv
tivee sense. Thin
Think
k of course
coursess you have taken in
which
whi
ch one stude
student
nt par
parti
ticipa
cipated
ted more than anyone else. After a while, the stude
student
nt’s
’s
level of
of pa
par ticipa tion pr
proba bly de
decrea s ed to
to be
be mo
more in
in li
line wi
with th
the re
rest of
of th
the cl
clas s.
In wor
work
k as in scho
school,
ol, socia
sociall pressu
pressure
ress force indivi
individuals
duals to beha
behave
ve in ways that are
consiste
cons
istent
nt with the norm
norm,, even though the pers
person
on may pri
privat
vately
ely belie
believe
ve somet
somethin
hingg
differ
dif
ferent
ent (Na
(Nail,
il, 1986).
An IT compa
company
ny in Germany
Germany,, Nutzwe
Nutzwerk,
rk, believ
believes
es so strongl
stronglyy in thi
thiss theory tha
thatt it
makes new employe
employees
es sign a contract agreei
agreeing
ng not to whine and complain
complain.. The policy
was crea
created
ted aft
after
er employ
employees
ees start
started
ed compla
complainin
iningg about a woman wh
who
o kept complain
complain-ing! So far, two employ
employees
ees have been fire
fired
d for excessiv
excessivee whini
whining.
ng.
Are Rewards and Resources Given Equitabl
Equitablyy?
One fact
factor
or relat
related
ed to both job satisfa
satisfactio
ction
n and employe
employeee motiv
motivati
ation
on is the exten
extentt to
which
whi
ch em
employ
ployees
ees pe
percei
rceive
ve th
that
at they ar
aree be
being
ing tr
treat
eated
ed fairly. As you pro
probably
bably recall
368
CH APTER
APTE R 10
Copyright 2016 Ceng
Copyright
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
Equity theory A theory of job
Equity
satisfactio
satis
factionn stating that employees
ploye
es will be satisfied if their
ratio of effo
effortrt to reward is similar
to that of other employ
employees.
ees.
from Chapte
Chapterr 9, equity theory is based on the premise tha
thatt our levels of job satisfa
satisfacction and motiva
motivation
tion are related to how fair
fairly
ly we believ
believee we are trea
treated
ted in compari
comparison
son
with
wit
h other
others.
s. If we belie
believe
ve we are treate
treated
d unfairly
unfairly,, we attemp
attemptt to change our beliefs or
behavior
beha
viorss until the situat
situation
ion appea
appears
rs to be fair
fair..
One of the greatest proble
problems
ms wit
with
h the equity and justi
justice
ce theori
theories
es is th
that
at despite
their
the
ir rationa
rationall sense, they are diffi
difficult
cult to imple
implement
ment.. That is, based on equity and justice theor
theories,
ies, the best way to keep employ
employees
ees satisfi
satisfied
ed would be to treat them all fairl
fairly,
y,
which
whi
ch would entai
entaill pa
paying
ying the most to those emplo
employees
yees who contr
contribut
ibuted
ed the most.
Although
Altho
ugh few of us would disagr
disagree
ee with thi
thiss approac
approach,
h, it is diffic
difficult
ult to impleme
implement
nt for
several
sever
al reason
reasons.
s.
The firs
firstt is pr
practicali
acticality
ty.. An organiz
organizati
ation
on certai
certainly
nly can contr
control
ol such va
varia
riables
bles as
salary,
salar
y, hours worked, and benefit
benefits,
s, but it cannot easily contr
control
ol othe
otherr variabl
variables,
es, such
as how far an employ
employee
ee li
lives
ves from work or the number of frien
riends
ds an em
employ
ployee
ee
makes on the job.
The second reason that eq
equity
uity is dif
difficu
ficult
lt to achieve is tha
thatt the employ
employee’s
ee’s perception of input
inputss and outp
outputs
uts deter
determine
miness equit
equity,
y, not the actual inputs and output
outputs.
s. For
example,
examp
le, two studen
students
ts of equal ability receiv
receivee the same grade on an exam. One student knows that she studied 10 hours for the exam but never saw the other student in
the library
library.. She ma
mayy feel tha
thatt the scores ar
aree unfai
unfairr bec
because
ause sh
shee studi
studied
ed ha
harde
rderr but
received
rece
ived the same grade as the studen
studentt she never saw study. Of course, the other student may have studi
studied
ed 20 hours while at home, but she would not know that. In this
case, the student’
student’ss percep
perception
tion of input level may not matc
match
h realit
reality.
y.
It is im
import
portant
ant that employ
employees
ees base thei
theirr judgments on factu
actual
al in
inform
formati
ation.
on. Of
course,, this may be easier said th
course
than
an done. In two nation
national
al surv
surveys,
eys, only 40% of
employees
emplo
yees state
stated
d that they under
understood
stood how their pay was deter
etermin
mined
ed (Grens
GrensingingPophal,
Poph
al, 2003). This is an import
important
ant finding becau
because
se anoth
another
er survey found that 74%
of em
employ
ployees
ees who un
underst
derstood
ood how their pay was det
determi
ermined
ned were sati
satisfie
sfied
d wi
with
th
their
the
ir jobs compar
compared
ed with only 42% of em
employe
ployees
es who did not under
understan
stand
d the basis
for the
their
ir pay (Gren
(Grensing-Po
sing-Popha
phal,l, 2003). The results of these surv
surveys
eys suggest tha
thatt to
increase
incr
ease perce
perceptio
ptions
ns of equity
equity,, organiz
organizati
ations
ons need to do a bette
betterr job of explai
explaining
ning
their
the
ir compen
compensati
sation
on system
systems.
s.
Another
Anoth
er way to inc
increas
reasee per
percept
ceptions
ions of equi
equity
ty would be to allow employee
employeess
access
acce
ss to the sala
salaries
ries of other employee
employees.
s. In the publi
publicc sector, employee salar
salaries
ies are
available
avai
lable to the public, alth
although
ough most publi
publicc agencie
agenciess certai
certainly
nly do not go out of
their
the
ir way to publici
publicize
ze salary inf
informa
ormation
tion.. In the pri
privat
vatee sector, most orga
organiza
nizatio
tions
ns
keep such informa
information
tion confid
confidenti
ential,
al, and some even include stat
statemen
ements
ts in thei
theirr
employee
emplo
yee manuals that forbid employe
employees
es from divu
divulging
lging the
their
ir salar
salaries
ies to one anot
another
her..
Such policies, howev
however,
er, encoura
encourage
ge emplo
employees
yees to speculat
speculatee about how much other
people
peop
le make. Thi
Thiss specula
speculation
tion usua
usually
lly result
resultss in employ
employees
ees th
thinkin
inkingg the wor
worst
st and
believing
belie
ving tha
thatt other
otherss make more than the
theyy do. It is probab
probably
ly in the best inter
interests
ests of
an organi
organizat
zation
ion to make salary an
and
d perfor
performanc
mancee informa
informatio
tion
n availab
available
le to all empl
employoyees, altho
although
ugh each employee
employee’s
’s permiss
permission
ion should be obtai
obtained
ned befor
beforee such infor
informati
mation
on
is release
released.
d.
Even if an organ
organizat
ization
ion were able to maint
maintain
ain complet
completee inter
internal
nal equity, employ
employees
ees
would the
then
n compare the
their
ir rat
ratios
ios with tho
those
se of employee
employeess from other organ
organiza
ization
tions.
s.
The problem with such compar
comparison
isonss is that an organiz
organizati
ation
on has litt
little
le or no control over anot
another’s
her’s policie
policies.
s. Furth
Furthermore,
ermore, perc
percept
eptions
ions of wages and benefi
benefits
ts at other
organiza
organ
ization
tionss most like
likely
ly will be more dist
distorte
orted
d tha
than
n int
interna
ernall perce
percepti
ptions.
ons. Thus
Thus,,
even if equit
equityy theory were comple
completely
tely accura
accurate,
te, mai
maintai
ntaining
ning a high level of emplo
employee
yee
satisfac
sati
sfaction
tion would still be diff
difficult
icult..
E M PL OYEE
OYE E SATI SFACTI
SFAC TI ON AND COM M I TM ENT
E NT
369
Copyright
Cop
yright 2016 Ceng
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
Organizational
Organizati
onal justice A
theoryy that postulate
theor
postulatess that if
employees
emplo
yees perceive they are
being treate
treatedd fairly, they will be
more likely to be satis
satisfied
fied with
their jobs and motivate
motivatedd to do
well.
Distributive
Distributi
ve justic
justicee The
perceived
percei
ved fairnes
fairnesss of the decisionss made in an organizati
sion
organization.
on.
Procedural justice The
Procedural
perceived
percei
ved fairnes
fairnesss of the methods used by an organi
organizatio
zationn to
make decisio
decisions.
ns.
Interactional
Interactio
nal justic
justicee The
perceived
percei
ved fairnes
fairnesss of the interpersonal
perso
nal treatmen
treatmentt that employees
ploye
es receive in an
organizatio
organ
ization.
n.
Although
Alth
ough equit
equityy theory is hi
histor
storica
ically
lly in ter estin g, a mor e us
useful ap
a pproa ch to
to
fairness issues has been the study of three aspect
fairness
aspectss of organ
organization
izational
al justice
justice:: di
distributive
trib
utive justice, procedu
procedural
ral justice, and int
interactional
eractional justice. Distrib
Distributive
utive justic
justicee
is the perceive
perceived
d fairness of the actual decisions made in an organizat
organization.
ion. For example, did on
onee manage
anagerr get a highe
igherr budge
udgett than another
another?? Wa
Wass th
thee higher raise
receiv
rec
eived
ed by one employ
employee
ee justifi
justified?
ed? Did the rig
right
ht employe
employeee get promot
promoted?
ed? Proce
Proce-dural justice is the perce
perceive
ived
d fair
fairness
ness of th
thee meth
methods
ods used to arrive at the deci
decision
sion..
Take, for example, a situation in which an employee was fired for breaki
breaking
ng the
rules,, but was never give
rules
given
n the opp
opport
ortuni
unitty to explain what happened. Or, ima
imagine
gine
a situ
situation
ation in which an excellent emplo
employyee was given a prom
promotion
otion,, but no oth
other
er
employees
employ
ees were allowe
allowed
d to compe
compete
te for th
thee promot
promotion.
ion. In both si
situat
tuations,
ions, an
employ
emp
loyee
ee migh
mightt not comp
complete
letely
ly dis
disagree
agree wit
ith
h the ou
outcom
tcomee, bu
but th
they mi
might be
be
upset with the pro
process
cess..
Interactio
Inter
actional
nal justic
justicee is the pe
percei
rceived
ved fai
fairness
rness of the int
interp
erperson
ersonal
al trea
treatme
tment
nt
employees
emplo
yees rec
receive
eive.. That is, a super
supervisor
visor mi
might
ght spen
spend
d substan
substantia
tiall time talking wi
with,
th,
mentorin
ment
oring,
g, and socializ
socializing
ing wit
with
h some employe
employees
es while complet
completely
ely ignoring others.
An inte
interest
resting
ing example of a problem with intera
interacti
ctional
onal justice comes from an organi
organi-zation
zat
ion in which a regional manager took female branch manager
managerss to brea
breakfast
kfast at
McDonald’s
McDon
ald’s to discu
discuss
ss sales but took male manage
managers
rs to dinner at a nice restaura
restaurant.
nt.
Although
Altho
ugh the quality of the resta
restaurant
urant is cert
certainly
ainly an issue, the 30 minute
minutess spent
with
wit
h the fe
female
male ma
manager
nagerss over an Egg McMuf
McMuffin
fin do
does
es not pro
provide
vide th
thee amount or
qualityy of the intera
qualit
interacti
ction
on spen
spentt eat
eating
ing steak and havi
having
ng drin
drinks
ks at a stri
strip
p club (this is
actually
actu
ally wher
wheree the regiona
regionall manager took the male manage
managers).
rs).
As show
shown
n in Tab
Table
le 10.6, me
metata-analy
analysis
sis resul
results
ts indi
indicate
cate that per
perceiv
ceived
ed just
justice
ice is
related
relat
ed to sever
several
al impo
importa
rtant
nt fac
factors
tors,, includ
including
ing job satisf
satisfacti
action,
on, organiz
organizati
ational
onal commitment,, perfo
ment
performa
rmance,
nce, tru
trust,
st, wit
withdrawa
hdrawall (e.g., turn
turnover
over,, absent
absenteeis
eeism),
m), and nega
negative
tive
employee
emplo
yee reacti
reactions
ons (e.g.
(e.g.,, thef
theft,
t, sabotage
sabotage).
). Beca
Because
use the relat
relationships
ionships betwee
between
n percep
percep-tionss of justice and emplo
tion
employee
yee atti
attitudes
tudes and behavi
behavior
or are so strong, it is essen
essentia
tiall that
Table
Tab
le 10.6 Or
Organ
ganizati
izationa
onall Justic
Justicee Met
Meta-A
a-Analys
nalysisis Results: Corr
Correct
ected
ed Cor
Correla
relation
tionss
Job Satis
Satisfac
faction
tion
.62a
.56a
Commitment
Commitme
nt
Organiza
Orga
nization
tional
al
Affect
Aff
ective
ive
Normativ
Norm
ativee
.57 a
.38b
.31b
.51a
.40b
.31b
Continuance
Continua
nce
Perform
Perf
ormanc
ance—empl
e—employee
oyee level
Perform
Perf
ormanc
ance—uni
e—unitt level
Attitudes—u
Atti
tudes—unit
nit level
Absente
Abse
nteeism
eism
Aggressi
Aggr
ession
on
Counter
Coun
terprodu
productiv
ctivee work behav
behaviors
iors
.14 b
.36 a
.32 c
.41 c
.46 a
.200 d
.2
.31 a
.06b
.15a
.50c
.55c
.50a
.13d
.30a
.50b
.52b
.16b
.34c
.64c
a
Colquitt
Colqui
tt et al. (2001)
(2001),, b Meyer et al. (2
(2002)
002),, c Whitm
Whitman,
an, Caleo, Carp
Carpente
enter,r, Horner, and Berner
Bernerth
th (2012),d Hersh
Hershcovis
covis et al. (2007
(2007))
370
CH APTER
APTE R 10
Copyright 2016 Ceng
Copyright
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
employerss be open about how decision
employer
decisionss are made, take time to develo
evelop
p fair procedures,
dure
s, involv
involvee employ
employees
ees in the process of how decision
decisionss will be made, provi
provide
de feed
feed-back to employ
employees
ees who might not be happy wit
with
h deci
decision
sionss that are made, and allow a
process
proc
ess for appeali
appealing
ng decisi
decisions.
ons.
Is Th
There
ere a Chance for Growth and Challenge
Challenge??
Job rotation A syst
system
em in
which employe
employees
es are given the
opportunit
oppo
rtunityy to perfo
perform
rm several
different
diffe
rent jobs in an organ
organizatio
ization.
n.
Job enlargem
enlargement
ent A syste
system
m
in which employee
employeess are given
more tasks to perform at the
same time.
Job enric
enrichment
hment A system in
which employ
employees
ees are given more
responsibi
respo
nsibility
lity ove
overr the task
taskss and
decisions
decis
ions related to their job.
Job chara
characteri
cteristic
sticss theory
The theory proposed by Hack
Hack-man and Oldham that sugges
suggests
ts
that certain characteris
characteristics
tics of a
job will make the job more or
less satisfyin
satisfying,
g, depe
depending
nding on the
particular
particu
lar needs of the worker.
Job Diagnosti
Diagnosticc Survey
(JDS) A mea
measure
sure of the extent
to which a job provides opportunities
tuniti
es for growth, auton
autonomy
omy,,
and mean
meaning.
ing.
For man
For
manyy emp
employe
loyees,
es, job sat
satiisf
sfac
acti
tion
on is aff
affect
ected
ed by oppo
opporrtu
tuni
niti
ties
es fo
forr cha
challe
llenge
nge and
grow
gr
owth.
th. As disc
discusse
ussed
d in Ch
Chapt
apter
er 9, Mas
Maslo
low
w tho
though
ughtt th
that
at th
thee nee
need
d for gro
grow
wth and cha
challlenge,
len
ge, wh
whic
ich
h he labe
labeled
led as self
self–act
actu
uali
alizati
zation
on,, is im
impo
port
rtant
ant only afte
afterr low
low-lev
-leveel nee
needs
ds
(e.g.
(e
.g.,, sa
safe
fety,
ty, soc
socia
ial)
l) have bee
been
n me
met.
t. To help sati
satisfy
sfy emp
employ
loyee
ee self
self-act
-actuali
ualizzat
ation
ion need
needs,
s,
organ
or
ganiza
ization
tionss can do man
manyy th
things
ings.. The ea
easie
siest
st and mo
most
st com
common
mon are jo
job
b ro
rotat
tatio
ion
n,
job
jo
b enl
enlarg
argem
emen
entt, and jo
job
b enr
enrich
ichmen
mentt. Wit
With
h job ro
rota
tation
tion an
and
d job enla
enlarge
rgeme
ment
nt,, an
emplo
em
ploye
yeee lear
learns
ns how to use se
seve
veral
ral dif
differ
ferent
ent ma
mach
chiine
ness or con
condu
duct
ct se
seve
vera
rall dif
difffer
erent
ent
tasks
ta
sks wi
with
thin
in an orga
organiz
nizat
ation
ion.. With job rot
rotati
ation,
on, the emp
employ
loyee
ee is giv
giveen th
thee sa
same
me num
numbe
berr
of ta
tasks
sks to do at one ti
time
me,, but th
thee ta
tasks
sks cha
change
nge from ti
time
me to ti
time.
me. Wit
With
h job enl
enlar
arge
ge-ment
me
nt,, an emp
employe
loyeee is give
given
n mor
moree ta
tasks
sks to do at on
onee ti
time.
me.
A job can be enlarged in two way
ways:
s: kno
knowled
wledge
ge used and tasks perfo
performed
rmed.. With
knowledge
knowle
dge enlargem
enlargement,
ent, emplo
employee
yeess are allowed to make more comple
omplexx de
decisi
cisions.
ons.
With
Wit
h task enla
enlargeme
rgement,
nt, they are given more tasks of the same dif
difficu
ficulty
lty level to perform.. As one might imagine, sati
form
satisfac
sfaction
tion incr
increase
easess with knowled
knowledge
ge enlargem
enlargement
ent and
decrease
decr
easess with task enlarge
enlargement
ment (Cam
(Campion
pion & McClella
McClelland,
nd, 1993).
Job rota
rotation
tion and job enlargem
enlargement
ent accom
accomplish
plish two main objecti
objectives.
ves. Firs
First,
t, they
challenge
chal
lenge employe
employees
es by requiri
requiring
ng the
them
m to learn to operat
operatee sever
several
al differ
different
ent machi
machines
nes
or perform seve
several
ral diffe
different
rent tasks. Thus, once employ
employees
ees have master
mastered
ed one task or
machine,
mach
ine, they can work towar
toward
d master
mastering
ing anoth
another.
er.
Second,
Secon
d, job rot
rotatio
ation
n helps to alle
alleviat
viatee bored
boredom
om by allow
allowing
ing an emplo
employee
yee to
change
chan
ge tasks. Thu
Thus,
s, if an employ
employee
ee welds par
parts
ts one day
day,, assemb
assembles
les bumper
bumperss on
another
anot
her,, and tighte
tightens
ns screws on a thir
third,
d, the bored
boredom
om caused by perf
performi
orming
ng the same
task every day should be reduced.
Perhaps
Perh
aps an even bett
better
er wa
wayy to sa
satisf
tisfyy self-a
self-actua
ctualiza
lizatio
tion
n needs is throu
hrough
gh job
enrichme
enri
chment.
nt. The main diff
differen
erence
ce betw
between
een job rota
rotation
tion and job enrich
enrichment
ment is that
with
wit
h job rota
rotation
tion an employe
employeee perf
performs
orms diff
differen
erentt tasks, and wit
with
h job enri
enrichm
chment
ent the
employee
emplo
yee assume
assumess more resp
responsib
onsibilit
ilityy over the tasks.
In the
their
ir jo
job
b char
character
acteristics
istics theory th
that
at wa
wass discus
discussed
sed in Ch
Chapt
apter
er 9, Hackm
Hackman
an
and Oldha
Oldham
m (1975, 1976) theori
theorized
zed that enrich
enriched
ed jobs are the most satisfy
satisfying.
ing.
Enriched
Enric
hed jobs all
allow
ow a vari
variety
ety of skills to be use
used,
d, allow em
employe
ployees
es to comp
complete
lete an
entire
enti
re task (e.g., proc
process
ess a loan applic
applicati
ation
on from start to finish) rath
rather
er than parts of a
task, involve tasks that hav
havee meani
meaning
ng or impor
importan
tance,
ce, allow employee
employeess to make deci
deci-sions, and provid
providee feed
feedback
back about perform
performance
ance.. Hackma
Hackman
n and Oldham develop
developed
ed
the Job Diagnostic Survey (JDS) to measur
measuree the extent to which these char
characte
acterist
ristics
ics
are prese
present
nt in a given job.
If we look again at the job of college profess
professor,
or, job enri
enrichment
chment is clearly an inher
inher-ent part of the job. That is, the prof
professor
essor decide
decidess what she will research and wha
whatt she
will teac
teach
h in a part
particula
icularr course. This auth
authorit
orityy to make de
decisi
cisions
ons about one’s own
work leads to high
higheer job satisfa
satisfactio
ction.
n.
With
Wit
h an assembly line worker, howev
however,
er, responsi
responsibili
bility
ty is someth
something
ing that must be
added
adde
d because the employee has mini
minimal
mal contr
control
ol over the way a job is done. After all,
bumpers
bumpe
rs must be assem
assembled
bled in the same way each time and welde
welded
d to the same place.
So what can be done to enrich the typ
typical
ical fact
factory
ory worker’s job?
E M PL OYEE
OYE E SATI SFACTI
SFAC TI ON AND COM M I TM ENT
E NT
371
Copyright
Cop
yright 2016 Ceng
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
Self-directed
Self-direc
ted team
teamss See
Quality
Qual
ity circles
circles..
Quality circ
Quality
circles
les Emplo
Employee
yee
groupss that meet to propose
group
changes
chan
ges that will improve
productivit
produ
ctivityy and the qual
quality
ity
of work life.
One meth
method
od is to give workers more responsi
responsibili
bility
ty over their jobs. For example
example,,
when an emp
when
employee
loyee first begins worki
working
ng for a comp
company
any,, her work is che
checked
cked by a quality contr
control
ol inspecto
inspector.
r. After she has been with the compan
companyy long enough for the first
four needs levels to be satisfi
satisfied,
ed, she is given resp
responsib
onsibilit
ilityy for checkin
checkingg her own quality.. Likewise
ity
Likewise,, more cont
control
rol can be given to the employ
employee
ee about where and when she
will eat lunch, when she will take vacat
vacation
ion time, or how fast she will accompli
accomplish
sh her
work. At one Kaiser Aluminum pr
product
oduction
ion plant
plant,, fo
forr exa
example,
mple, time clocks were
removed
remo
ved so that the workers could assume more respo
responsibi
nsibility
lity for their perfor
performanc
mancee
by keepin
keepingg track of their own hours
hours..
Even when increas
increased
ed decision
decision-makin
-makingg respo
responsibi
nsibiliti
lities
es are not possi
possible,
ble, job
enrichme
enri
chment
nt idea
ideass can still be imple
implement
mented.
ed. For examp
example,
le, many organiz
organizati
ations
ons have or
work wit
with
h credi
creditt unions whos
whosee credit committ
committees
ees and board
boardss of direct
directors
ors consist of
company
comp
any employ
employees.
ees. These comm
committ
ittees
ees and boards provid
providee excellent opport
opportunities
unities
to increa
increase
se employe
employees’
es’ decisi
decision-ma
on-making
king powers even though the decisi
decisions
ons are not
directly
dire
ctly related to thei
theirr jobs.
Another
Anoth
er me
method
thod to increa
increase
se the lev
level
el of job en
enrich
richment
ment is showin
showingg employ
employees
ees
thatt their jobs have meani
tha
meaning
ng and that they are meetin
meetingg some worth
worthwhi
while
le goal through
their
the
ir work (Hackman & Oldham, 1975). At some automo
automobile
bile facto
factories,
ries, for examp
example,
le,
thiss is accomplis
thi
accomplished
hed by havi
having
ng emp
employee
loyeess work in team
teamss to build cars. Instea
Instead
d of an
employee
emplo
yee perfor
performing
ming a single task all day, she does severa
severall tasks, as do the othe
otherr
employees
emplo
yees in her group. At the end of the day, the emp
employee
loyee can see a comp
complete
leted
d
car tha
thatt she has had a major role in buildi
building.
ng.
A plant that manuf
manufact
actures
ures trans
transform
formers
ers provid
provides
es anothe
anotherr example. The tra
trainin
iningg
departm
depa
rtment
ent realize
realized
d tha
thatt even though employe
employees
es spent eight hours a day manuf
manufactur
actur-ing the produc
product,
t, few underst
understood
ood what it did, who used it, and wha
whatt would happe
happen
n if it
weree not manufa
wer
manufactur
ctured
ed correct
correctly.
ly. To corre
correct
ct this problem, the employ
employees
ees parti
participa
cipated
ted
in a trainin
trainingg session in which the
theyy were shown how the transf
transformer
ormer was used, who
used it, and the conse
consequence
quencess that resulte
resulted
d from poor manufa
manufactur
cturing.
ing.
The final metho
method
d for increa
increasing
sing employe
employees’
es’ self-act
self-actualiz
ualizati
ation
on needs that we will
discuss
disc
uss her
heree is the use of self-dir
self-directed
ected teams
teams,, or
or quality circl
circles
es.. With quality circ
circles,
les,
employees
emplo
yees meet as a group to discuss and make reco
recommen
mmendati
dations
ons about work issues.
These issues range from someth
something
ing as trivia
triviall as the music playe
played
d in the work area to
somethin
somet
hingg as impor
important
tant as reducin
reducingg wa
waste
ste or im
improv
proving
ing product
productivi
ivity.
ty. Meta-a
Meta-analy
nalysis
sis
resultss indica
result
indicate
te that quality circles incr
increase
ease job sati
satisfac
sfaction
tion (d .25) and commi
commitme
tment
nt
(d
.22) for emplo
employees
yees in the priv
private
ate sect
sector
or but not for those in public agenci
agencies
es
(Pereira
(Per
eira & Osburn, 2007).
In an exten
extensive
sive revie
review
w of the litera
literature
ture,, Wagner (1994) conclu
concluded
ded that allowi
allowing
ng
employees
emplo
yees to part
particip
icipate
ate in making decisi
decisions
ons results in small but signif
significan
icantt increa
increases
ses
in perfor
performance
mance and job sati
satisfact
sfaction.
ion. Arthu
Arthurr (1994) found lower turnove
turnoverr in steel mills
thatt allowed emplo
tha
employees
yees to make decisio
decisions
ns on their own tha
than
n in stee
steell mills wit
with
h a
more cont
controllin
rollingg style
style.. In a more recen
recentt study, Rentsc
Rentsch
h and Stee
Steell (1998) found that
job enric
enrichmen
hmentt resulted in decre
decreased
ased abse
absentee
nteeism.
ism.
Though team appro
approache
achess are popular
popular,, ther
theree is consid
considerab
erable
le debate abo
about
ut thei
theirr
effecti
eff
ectivene
veness.
ss. Most quality impr
improvem
ovement
ent progr
programs
ams using a team approach fail to provide the desired results (Zemke, 1993).
Integration of Th
Theories
eories
In this chapt
chapter,
er, we discusse
discussed
d many theor
theories
ies of job satisfact
satisfaction.
ion. The question you
must be askin
askingg (other than “When does this chapte
chapterr end?
end?””) is
is, “ How, then, do we
372
CH APTER
APTE R 10
Copyright 2016 Ceng
Copyright
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
satisfy em
satisfy
employees
ployees?? ” Unfo
Unfortu
rtunat
nately
ely,, the an
answe
swerr to thi
hiss que
questi
stion
on is com
complex
plex and
depends
depen
ds on a variety of factors. We can, howeve
owever,
r, use the theor
theories
ies to desig
design
n an
organiza
organ
ization
tional
al clima
climate
te that is more cond
condu
ucive to motiva
motivation
tion and satisf
satisfaction
action than
is the typica
typicall climate.
As shown in Figur
Figuree 10.2, ind
individ
ividual-d
ual-diiffe
fferenc
rencee theo
theories
ries sa
sayy that ea
each
ch of us
brings
bri
ngs to a job an initi
initial
al tendenc
tendencyy to be satisf
satisfied
ied wi
with
th life and its va
vari
rious
ous aspects
such as work. A pe
person
rson wit
with
h a low tendenc
endencyy towar
toward
d sat
satisfacti
isfaction
on migh
mightt start a jo
jo b
with
wit
h only 6 hypo
hypothe
thetic
tical
al satisf
satisfaction
action poin
points,
ts, a person with a neutral te
tendency
ndency might
start
sta
rt wit
with
h 10 hypo
hypothe
thetic
tical
al poin
points,
ts, and a person with a high tenden
tendency
cy might bring 14
points.
poi
nts.
Personal
Per
sonal Tendenc
Tendency
y Tow
oward
ard Satisfaction
Individual dif
differ
ferences
ences
Low tendency
Neutral tendency
Lower satisf
satisfaction
action –
Discrepancy theories
Lower satisf
satisfaction
action –
High tendency
Higher satisfaction +
no
Expectations met?
yes
Discrepancy theories
Maslow,, ERG, t wo-f
Maslow
wo-factor
actor
Lower satisf
satisfaction
action –
no
Needs, values, and wants met?
yes
Intrinsic satisfaction
Job charact
characteristics
eristics theor
theory
y
Lower satisf
satisfaction
action –
no
Are tasks enjo
enjoyable?
yable?
yes
Maslow’s social lev
Maslow’s
level
el
Facet theor
theory
y
Lower satisf
satisfaction
action –
no
Enjoy supervisor and coworker
coworkers?
s?
yes
Social learning theor
theory
y
Lower satisf
satisfaction
action –
yes
Are co
coworkers
workers outwardl
outwardly
y unhappy?
no
Equity theor
theory
y
Lower satisf
satisfaction
action –
no
Are rew
ewards
ards giv
given
en equitably?
yes
Job charact
characteristics
eristics theor
theory
y
Maslow’s
Maslow’
s self-actualization lev
level
el
Lower satisf
satisfaction
action –
no
Chance for gro
rowth
wth and challenge?
yes
Current
Curr
ent level of satisfaction
Figure 10.2
Figure
Satisf
Sat
isfac
action
tion Flowc
Flowchart
hart
E M PL OYEE
OYE E SATI SFACTI
SFAC TI ON AND COM M I TM ENT
E NT
373
Copyright
Cop
yright 2016 Ceng
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
For example, resear
research
ch indic
indicate
atess that in add
additi
ition
on to genet
genetics,
ics, such trait
traitss as conscientiousness,
entiousnes
s, em
emotio
otional
nal st
stabil
ability
ity,, and extrav
extraversi
ersion
on (Jud
(Judge,
ge, He
Heller,
ller, & Mount
Mount,, 2002)
2002);;
internal
inte
rnal locus of control (Judge & Bono, 2001), Type A beha
behavior
vior,, patie
patience/t
nce/tolera
olerance
nce
(Bluen,, Barling, & Burns, 1990), and social trust (Liou, Sylvia, & Brunk, 1990) are
(Bluen
related
relat
ed to our tenden
tendency
cy to be satisfi
satisfied
ed with work. Demogra
Demographi
phically
cally,, males and females
are equally satisfi
satisfied
ed with work, White
Whitess are more satisfi
satisfied
ed than African Americ
Americans,
ans, and
older wor
workers
kers are slight
slightlly more satis
satisfied
fied and committ
committed
ed than younge
youngerr worker
workerss (Ng &
Feldman,
Feld
man, 2010).
Surrette
Surret
te and Harlow (1992) found that peo
people
ple will be mo
most
st sati
satisfie
sfied
d wi
with
th a
job if they had the opti
option
on to choose that job from othe
otherr altern
alternativ
atives
es rath
rather
er than
the job being the
their
ir only choice. Once people are employed at a job, however
however,, they
are most satisf
satisfied
ied when they don
don’’t have othe
otherr career altern
alternativ
atives
es (Pond & Geyer
Geyer,,
1987).
Duringg our year
Durin
yearss at work, certa
certain
in event
eventss and conditi
conditions
ons occur that can add to or
decrease
decr
ease our initi
initial
al level of satisfa
satisfactio
ction
n that was due to personal pred
predispos
ispositio
itions.
ns.
According
Accor
ding to discr
iscrepan
epancy
cy theori
theories,
es, we will remai
remain
n satisf
satisfied
ied wit
with
h our job if it
meetss our various needs, want
meet
wants,
s, expec
expectat
tations,
ions, and values. As discusse
discussed
d previo
previously
usly in
the chapt
chapter,
er, individ
individuals
uals vary great
greatly
ly in thei
theirr needs for such thin
things
gs as achieve
achievement
ment,, status, safety
safety,, and social cont
contact.
act. Thus, not every job can sati
satisfy
sfy the need
needss of every
employee
emplo
yee duri
during
ng every period of his life. By being awar
awaree of employe
employeee needs, how
however
ever,,
we can select the employe
employees
es whose needs are consiste
consistent
nt with the requirem
requirements
ents and
charact
char
acteris
eristics
tics of the job. The Career Works
Workshop
hop Box provi
provides
des some strategi
strategies
es for
those
tho
se who may be unhappy wit
with
h thei
theirr jobs.
According
Accor
ding to th
thee intri
intrinsic
nsic satisf
satisfacti
action
on th
theory
eory an
and
d job char
charact
acteris
eristics
tics theory
theory,, we
will be more sat
satisfi
isfied
ed with our jobs if the tasks th
themselv
emselves
es are enjoyable to perform
perform..
Whatt makes a task enjoyab
Wha
enjoyable
le varie
variess across indi
individua
viduals.
ls. For some, worki
working
ng on a computerr is fun, whe
pute
whereas
reas for other
others,
s, noth
nothing
ing could be more borin
boring.
g. Many people enjoy
makingg decision
makin
decisions,
s, solving conflic
conflicts,
ts, and seeing a proj
project
ect thr
through
ough from start to fini
finish,
sh,
whereas
whe
reas oth
others
ers don’t.
Overall
Over
all satisf
satisfactio
action
n can be affec
affected
ted by our satisfa
satisfaction
ction with individ
individual
ual facets of
the job. For example, an incompet
incompetent
ent boss, terr
terrible
ible coworker
coworkers,
s, low pay, or limit
limited
ed
opportuni
oppor
tunities
ties for advancemen
advancementt can lessen overall job satisf
satisfaction.
action. Even trivial things
can lessen job satisfac
satisfaction.
tion. I once worked at a job wher
wheree the vending machi
machines
nes
neverr worked and supplies such as pape
neve
paperr and pens were often not availa
available.
ble. These
factors
fact
ors were irri
irritant
tantss for most employe
employees
es—
—enou
enough
gh to lessen job satisfa
satisfaction
ction but certainly not enough to make any of us dissat
dissatisf
isfied
ied wit
with
h the job. According to social
learning
learni
ng theory
theory,, we will be more satisf
satisfied
ied if our coworke
coworkers
rs are satisfi
satisfied.
ed. I f every
everyone
one
else is whini
whining
ng and complain
complaining,
ing, it is difficult to be the only person at work who
loves his job.
No matter how much we intr
intrinsi
insically
cally like our work, equity and justic
justicee theo
theories
ries
predict
pred
ict that we will becom
becomee dissat
dissatisfi
isfied
ed if reward
rewards,
s, punis
punishmen
hments,
ts, and social intera
interacctionss are not given equitab
tion
equitably.
ly. If you work hard
harder
er than a cowor
coworker,
ker, yet she receiv
receives
es a
bigger raise
raise,, you are less likely to be satisfi
satisfied
ed even though money may not be the reason you are working
working..
On the basis of job char
characte
acterist
ristics
ics theor
theoryy and Maslow
Maslow’s
’s level of self-act
self-actualizati
ualization,
on,
lack of oppor
opportuni
tunity
ty for grow
growth,
th, challe
challenge,
nge, variety
variety,, autono
autonomy,
my, and ad
advanc
vancemen
ementt wi
will
ll
decrease
decr
ease sati
satisfac
sfaction
tion for many peop
people.
le.
The results of these factors are summed to indi
indicat
catee an employee
employee’s
’s curre
current
nt level of
satisfac
sati
sfaction
tion.. As cond
conditi
itions
ons change, so will the level of satisf
satisfact
action.
ion. To apply wha
whatt you
havee learned about job satisf
hav
satisfact
action,
ion, comple
complete
te Exerci
Exercise
se 10.5 in your workb
workbook.
ook.
374
CH APTE R 10
Copyright 2016 Ceng
Copyright
Cengage
age Learning. All Rights Reserv
Reserved.
ed. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial re
revie
view
w has deemed that an
any
y suppressed content does not materially af
affect
fect the overall learning e xperience. Ceng
Cengage
age Learning reserv
reserves
es the right to remo
remov
ve additional content at an
any
y time if subsequent rights restrictions require it.
1725970 – Cengage Learning ©
Career
Car
eer Workshop
What to Do If You Are Unhapp
Unhappyy with You
Yourr Job
I
n this chapte
chapterr you learned the reason
reasonss why employ
employees
ees are
dissatisf
diss
atisfied
ied with their jobs and interv
interventions
entions that organi
organi-zationss can engag
zation
engagee in to increas
increasee employe
employeee satisfact
satisfaction.
ion.
Unfortunate
Unfor
tunately,
ly, many org
organizati
anizations
ons will not be proactiv
roactivee in
theirr appro
thei
approach
ach to job satisfacti
satisfaction.
on. That mean
meanss that you
must take respon
responsibi
sibility
lity for your own level of happi
happiness
ness and
satisfactio
satis
faction.
n. What can you do?
During the initial emplo
employmen
ymentt interv
interview,
iew, ask questi
questions
ons
about the job and the organizati
organization.
on. Ask to meet other
employee
emp
loyeess and perhaps watch how the job is done.
Remembe
Reme
mberr that two causes of job dissatisf
dissatisfaction
action are
expectations
expe
ctations not bei
being
ng met and a poor person/
person/job
job fit. The
more you know prio
priorr to accepting th
thee job off
offer,
er, the greater
opportunit
oppo
rtunityy you will have to comm
communicat
unicatee your expe
expectation
ctationss
to the organi
organization
zation,, find out what they ex
expect
pect from you
you,, and
assesss how well the job and org
asses
organization
anization fit wi
with
th your nee
needs,
ds,
values,, and pe
values
personali
rsonality.
ty.
Just because your coworkers are constan
constantly
tly com
complain
plaining
ing
about the job or the organizat
organization
ion doesn
doesn’t’t mean that you
have to as well. Chan
Change
ge the topic or remain silent. Try to
socialize
sociali
ze with empl
employee
oyeess who have a bette
betterr attitude
attitude.. The
longerr you hang aro
longe
around
und the wh
whiner
iners,
s, th
thee wors
worsee your attit
attitude
ude
will become
become..
If you don
don’’t think you are bein
beingg treat
treated
ed fairly or are not
being
bei
ng appreci
appreciated,
ated, say some
somethin
thing.
g. Ratio
Rationally
nally explai
explainn to
your supervi
supervisor
sor why you thin
thinkk you are being treat
treated
ed
unfairly, pro
unfairly,
provid
videe exam
examples,
ples, and discuss what you need. A
fact of life at work is that supervis
supervisors
ors are rarely in touch
with their employe
employees
es’’ feeli
feelings,
ngs, and if you don
don’’t sp
speak up
up ,
they will neve
neverr know. If the behavi
behavior
or continue
continuess after your
discussion
discu
ssion,, you may nee
needd to think about option
optionss such as
talking to a higherhigher-lev
level
el manager, ignori
ignoring
ng your feelin
feelings
gs
(easier
(easi
er said than done)
done),, or changin
changingg jobs. Howeve
However,
r,
remember
reme
mber th
that
at the
there
re is some truth to clichés such as
“Life is ro
rough”
ugh” and the “ Gr ass is
is al
al wa ys gr
gr eener on th
the
otherr side of the hill.
othe
hill.”” If you leav
leavee an organi
organizatio
zationn to
findd one where “ nob
fin
nobody
ody plays pol
politic
itics,
s,”” you will probab
probably
ly
be disap
disappoin
pointed.
ted.
During your annual perfo
performance
rmance appr
appraisal,
aisal, discus
discusss your
needs
nee
ds for challenge and growth
growth.. If you want to advan
advance
ce in
the organi
organization
zation,, find out what you need to do and work
with your supervis
supervisor
or to devel
develop
op a plan for you to get the
necessary
nece
ssary trainin
trainingg or experi
experience.
ence. Again, don’t wait for
someone
some
one to come to you. You need to take charge of your
own career.
If you are unhappy
unhappy,, keep it to yourself. This adv
advice
ice may seem
a bit hars
harshh but the re
reality
ality is that oth
other
er emp
employee
loyeess don’t want
to hear your complaints
complaints,, and if they do, they will probably
use your words against you at some point
point.. Iden
Identify
tify the
reasonss you are unhappy at work and create a plan for
reason
change.
chang
e. Whining without rational acti
action
on will not help your
career or make you any happie
happier.
r.
Meas
Me
asuring
uring Job Sat
Satis
isfa
facti
ction
on and Co
Comm
mmitme
itment
nt
This chapt
chapter
er has discuss
discussed
ed several theor
theories
ies tha
thatt seek to explai
explain
n job sati
satisfac
sfacti
tion
on and
commitm
comm
itment.
ent. But one impor
important
tant issue that remain
remainss is how an employe
employeee’s level of j ob
satisfa
sat
isfacti
ction
on or commit
commitme
ment
nt is measure
measured.
d. Gener
Generally,
ally, job satisf
satisfact
action
ion is measur
measured
ed in
one of two ways
ways:: stand
standard
ard job satis
satisfact
faction
ion invent
inventori
ories
es or custom
custom-desi
-designed
gned satisfa
satisfacction inve
inventor
ntories.
ies. Comm
Commitm
itment
ent is usually measur
measured
ed through standa
standard
rd commit
commitme
ment
nt
inventories
inve
ntories..
Faces Scale A measure of job
Faces
satisfactio
satis
factionn in whic
whichh raters pla
place
ce
a mark under a facia
faciall expressio
expressionn
that is most similar to the way
they feel abou
aboutt their jobs.
Commonly Used Standard Inventor
Inventories
ies
Measures
Mea
sures of Job Satisf
Satisfaction
action
One of the first meth
methods
ods for measurin
measuringg jo
job
b satisfa
satisfactio
ction
n was develop
developed
ed by Kunin
(1955) and is called the Faces Scal…

Order an Essay Now & Get These Features For Free:

Turnitin Report

Formatting

Title Page

Citation

Outline

Place an Order