Montessori Training CH4 Promotion Satisfaction & Supervision Satisfaction HW Answer discussion questions and respond one a student post.Answer discussion q

Montessori Training CH4 Promotion Satisfaction & Supervision Satisfaction HW Answer discussion questions and respond one a student post.Answer discussion questions and respond one a student post.Answer discussion questions and respond one a student post. Chapter 4
1. What steps can organizations take to improve promotion satisfaction, supervision
satisfaction, and coworker satisfaction?
2. Consider the five core job characteristics (variety, identity, significance, autonomy,
and feedback). Do you think that any one of those characteristics is more important than
the other four? Is it possible to have too much of some job characteristics?
CHAPTER 4
JOB SATISFACTION
Agenda
Job satisfaction defined
Value-percept theory
Job characteristics theory
Mood and emotions
How important is job satisfaction?
Application
•
Tracking satisfaction levels
An Integrative Roadmap
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Job Satisfaction
A pleasurable emotional state resulting from the
appraisal of one’s job or job experiences
Based on how you think about your job and how you feel
about your job
What kinds of things do you value in a job? What is it
that makes you satisfied?
Value-Percept Theory
Does your job supply what you value?
Categories Specific Values
Table 4-1
Commonly
Assessed
Work Values
Key Question:
Which of these things are
most important to you?
Pay
• High Salary
• Secure Salary
Promotions
• Frequent Promotions
• Promotions based on ability
Supervision
• Good supervisory relations
• Praise for good work
Coworkers
• Enjoyable coworkers
• Responsible coworkers
Work Itself
•
•
•
•
•
Altruism
• Helping others
• Moral causes
Status
• Prestige
• Power over others
• Fame
Environment
• Comfort
• Safety
Utilization of ability
Freedom and independence
Intellectual stimulation
Creative expression
Sense of achievement
Sources: Adapted from R.V. Dawis, “Vocational Interests Values, and Preferences,” in Handbook of Industrial and Organizational Psychology, Vol. 2, Ed. M.D.
Dunnette and L.M. Hough (Palo Alto, CA: Consulting Psychologists Press, 1991), pp. 834-71; and D.M. Cable and J.R. Edwards, “Complementary and
Supplementary Fit: A Theoretical and Empirical Investigation,” Journal of Applied Psychology 89 (2004), p. 822-34.
Figure 4-1
The Value-Percept Theory of Job Satisfaction
Jump to Appendix 1 long image description
Image: Copyright McGraw-Hill Education: Permission required for reproduction or display.
Figure 4-2 Correlations between Satisfaction
Facets and Overall Job Satisfaction
Jump to Appendix 2 long image description
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The Work Itself
Job Characteristics Theory
• Jobs are more intrinsically enjoyable when work tasks are
challenging and fulfilling.
• Five “core job characteristics” combine to make some jobs
more rewarding than others.
Figure 4-3 Job Characteristics Theory
Jump to Appendix 3 long image description
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.
Growth Need Strength
Assessing Growth Need Strength
1.
A feeling of doing something meaningful with my job
2.
A chance to “spread my wings” and grow as an employee
3.
An opportunity to be inventive and creative with what I do
4.
A change to gain new know and skill
5.
An opportunity to structure my work my own way
6.
A feeling of challenge and self-expression
18, in this case is the average score.
Figure 4-4 Growth Need Strength as a
Moderator of Job Characteristic Effects
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display. Adapted from B.T. Loher, R.A. Noe, N.L. Moeller, and M.P. Fitzgerald,”
A Meta-Analysis of the Relation of Job Characteristics to Job Satisfaction,” Journal of Applied Psychology 70 (1985), pp. 280-89
Mood and Emotions
Even the most satisfied employees aren’t satisfied every
minute of every day.
Satisfaction levels wax and wane as a function of mood
and emotions.
Mood
Moods – states of feeling that are mild in intensity, last for an extended
period of time, and are not explicitly directed at or caused by anything
Moods are categorized in two ways.
•
Pleasantness –Is the mood good or bad?
•
Activation – To what extent does the mood cause you to feel
activated and aroused?
Some organizations offer perks that are designed to improve an
employee’s mood, such as an onsite gym or even strolling musicians.
When individuals are highly skilled and work in challenging jobs, a
positive mood state called “flow” results. Flow creates a total immersion
in the task at hand, with individuals sometimes losing track of the time
that’s passed.
Figure 4-6 Different Kinds of Moods
Jump to Appendix 5 long
image description Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.
Figure 4-5 Hour-by-Hour Fluctuations in Job
Satisfaction During the Workday
Jump to Appendix 6 long image description
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.
Emotions
•
Emotions – states of feeling that are often
intense, last for only a few minutes, and are
clearly directed at (and caused by) someone
or some circumstance
•
Emotions are often triggered by specific
events, as described by “affective events
theory.”
•
Positive emotions include things like joy, pride,
relief, etc.
•
Negative emotions include things like anger,
anxiety, fear, etc.
Table 4-2 Different Kinds of Emotions
1 of 2
Positive Emotions
Joy
Pride
Relief
Hope
Love
Compassion
Description
A feeling of great pleasure
Enhancement of identity by taking
credit for achievement
A distressing condition has changed
for the better
Fearing the worst but wanting better
Desiring or participating in affection
Being moved by another’s situation
Source: Adapted from R.S. Lazarus, Emotion and Adaptation (New York: Oxford University, 1991).
Table 4-2 Different Kinds of Emotions
2 of 2
Negative Emotions Description
Anger
A demeaning offense against me and
mine
Anxiety
Facing an uncertain or vague threat
Fear
Facing an immediate and concrete
danger
Guilt
Having broken a moral code
Shame
Failing to live up to your ideal self
Sadness
Having experienced an irreversible loss
Envy
Wanting what someone else has
Disgust
Revulsion aroused by something
offensive
Mood and Emotions
Feeling vs. showing
•
Emotional labor
•
•
Some jobs require “emotional labor” in which
employees must manage their emotions to
complete their job duties successfully.
Emotional contagion
•
“Emotional contagion” can occur when one
person “catches” the emotions of another
person. This phenomenon can explain why
customers are less likely to purchase from
a dissatisfied salesperson, for example.
Emotional Labor
Assessment: Emotional Labor
My job requires me to:
1.
Make myself feel the things I need to express at work.
2.
Attempt to actually experience the feeling that I need to display.
3.
Try to feel the things that I need to show to others.
4.
Conceal the emotions that I actually experience.
5.
Pretend that I’m feeling things that I’m not.
6.
Avoid showing the true emotions that I’m experiencing.
Figure 4-8 Effects of Job Satisfaction on
Performance and Commitment
Jump to Appendix 7 long image description
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Application
Jump to Appendix 8 long image description
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Chapter 5
1. Describe your dream job and then provide a list of the types of stressors that you
would expect to be present.
2. How would you assess your ability to handle stress? Given the information provided
in this chapter, what could you do to improve your effectiveness in this area?
CHAPTER 5
STRESS
Class Agenda
Stress defined
Types of stressors
What can you do?
What can organizations do?
How important is stress?
An Integrative Roadmap
Stress
Definition: A psychological response to demands where
there is something at stake and where coping with the
demands taxes or exceeds a person’s capacity or
resources
Do you want a stress-free job?
Which jobs are more and less stressful?
Table 5-1
Jobs Rated from Least Stressful to Most Stressful
LEAST STRESSFUL JOBS
STRESS LEVEL
MOST STRESSFUL JOBS
STRESS
LEVEL
1. Tenured University Professor
5.03
143. Elementary School
Teacher
27.37
2. Audiologist
6.33
148. Management Consultant
28.24
3. Medical Records Technician
7.48
150. Air Traffic Controller
28.58
4. Jeweler
8.10
154. Surgeon
28.90
8. Librarian
10.61
163. Construction Foreman
30.92
14. Software Engineer
12.13
166. Lumberjack
32.00
18. Computer Service Technician
12.64
172. Attorney
36.40
24. Occupational Therapist
13.14
175. Sales Representative
36.95
29. Chiropractor
13.55
179. Real Estate Agent
38.57
30. Actuary
14.09
180. Social Media
38.60
35. Multimedia Artist
14.40
183. Stockbroker
39.97
39. Hair Stylist
14.59
185. Advertising Account
Executive
43.24
40. Meteorologist
14.65
189. Taxi Driver
46.18
42. Loan Officer
14.73
191. Senior Corporate
Executive
47.55
47. Biologist
15.10
194. Event Coordinator
49.73
50. Optician
15.57
195. Police Officer
50.81
53. Veterinarian
15.83
196. Airline Pilot
59.12
63. Chemist
17.00
198. Newspaper Reporter
69.67
74. Sustainability
18.50
199. Firefighter
71.64
Source: Adapted from L. Krantz and T.
Lee. “The Jobs Rated Almanac” (Lake
Geneva, WI: iFocus Books, 2015). The
stress level score is calculated by
summing points in 10 categories:
deadlines, working in the public eye,
competitiveness, physical demands,
environmental conditions, hazards, own
life at risk, another’s life at risk, public
encounters, and employment change.
Figure 5-1 Transactional Theory of Stress
Jump to Appendix 1 long image description
Challenge Stressors
How much stress do you feel because of the following aspects of your coursework?
1. The pressures I have to finish assignments on time
2. The sheer amount of stuff I have to do
3. The complexity of the material on exams and assignments
4. The time I have to devote to getting everything done
5. The number of “balls in the air” as I balance all my responsibilities
Average score: 16
Hindrance Stressors
How much stress do you feel because of the following aspects of your coursework?
1. The sense that I’m not making progress in mastering the material
2. The hassles I have to go through when doing class assignments
3. A sense of uncertainty about what’s expected of me by professors
4. A belief that my professors play favorites when grading exams and assignments
5. The amount of “busy work” I have that winds up wasting my time
Average Score: 12
Work Stressors
Work challenge stressors
work-related stressors that can lead toward development
and growth
• Time pressure
• Work complexity
• Work responsibility
Work Stressors
Work hindrance stressors
work-related stressors that people perceive as hindering
their progress toward goals
• Role conflict
• Role ambiguity
• Role overload
• Daily hassles
Family Stressors
Nonwork challenge stressors
nonwork-related stressors that are opportunities for
growth and development
• Family time demands
• Personal development
• Positive life events
Family Stressors
Nonwork hindrance stressors
nonwork-related stressors that hinder progress toward
goals
• Work-family conflict
• Financial uncertainty
• Negative life events
Table 5-2 Stressful Life Events
LIFE EVENT
STRESS SCORE
LIFE EVENT
STRESS SCORE
Death of a spouse
100
Trouble with in-laws
29
Divorce
73
Outstanding
achievement
28
Marital separation
65
Begin or end school
26
Jail term
63
Change in living
conditions
25
Death of close family
member
63
Trouble with boss
23
Personal illness
53
Change in work hours
20
Marriage
50
Change in residence
20
Fired at work
47
Change in schools
20
Marital reconciliation
45
Change in social
activities
18
Retirement
45
Change in sleeping
habits
16
Pregnancy
40
Change in family gettogethers
15
Gain of new family
member
39
Change in eating
habits
15
Death of a close
friend
37
Vacations
13
Change in occupation
36
The holiday season
12
Child leaving home
29
Minor violations of
the law
11
Source: Adapted from T.H. Holmes and R.H. Rahe, “The Social Re-Adjustment Rating Scale,” Journal of Psychosomatic Research 11 (1967), pp. 213–18.
Table 5-3 Examples of Coping with Stressors
Methods
Problem-Focused
Emotion-Focused
Behavioral Methods
•
•
•
Working harder
•
Seeking assistance
Acquiring additional •
resources
•
Engaging in
alternative activities
Seeking support
Venting anger
Cognitive Methods
•
•
•
Strategizing
Self-motivating
Changing priorities
Avoiding, distancing,
and ignoring
Looking for the
positive in the
negative
Reappraising
•
•
•
Source: Adapted from J.C. Latack and S.J. Havlovic, “Coping with Job Stress: A Conceptual Evaluation Framework for Coping Measures,” Journal of
Organizational Behavior 13 (1992), pp. 479–508.
Accounting for Individuals
People differ in their ability to cope with stressors, as a
function of:
• Social support
• Instrumental support
• Emotional support
• Type A Behavior Pattern
Type A Behavior Pattern
The average score is 60.
Source: Adapted from R.H. Friedman & R. H. Rosenman, “Association of Specific Overt Behavior
Pattern with Blood and Cardiovascular Findings,” Journal of the American Medical Association 169
(1959), pp. 1286–69.
Figure 5-2 Examples of Strain
Jump to Appendix 3 long image description
Figure 5-4 Effects of Hindrance Stressors on
Performance and Commitment
Jump to Appendix 4 Long Description
Figure 5-5 Effects of Challenge Stressors on
Performance and Commitment
Jump to Appendix 5 Long Description

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