Major Effects of Job Satisfaction - Essay Example

Job Satisfaction Introduction: Job satisfaction is the feeling or of mind of an individual with regard to the nature of work, or activity that the individual is involved in. Job satisfaction is a psychological aspect that is influenced by a number of different factors. These factors include the quality of the relationship with the immediate supervisor, quality of relationship with co-workers, and the organization as a whole, the quality of the physical environment of the workplace, the degrees of fulfillment, or self satisfaction in the work and responsibilities, possibility of growth and enhancement of career, and degree of satisfaction of emoluments and perks. (1) Major Effects of Job Satisfaction on Measures of Worker Performance: Job satisfaction of the employees, and retaining them has become a growing concern in business organizations with the need to be more competitive, as a result of the growing globalization being witnessed. This stems from the belief that satisfied employees tend to be more productive, creative, and committed to the organization. There is evidence from the field of healthcare that job satisfaction among employees tend to make the healthcare organization more competitive in a market noted for its high rate of competitiveness. This competitiveness is through the improvement in quality and cost-effectiveness of satisfied employees. (2) Any discussion on job satisfaction needs to take into consideration the positive and negative factors of job satisfaction. According to Hezberg et al 1959, the positive factors known as motivators are achievement, recognition, the job responsibilities itself, and advancement opportunities. Negative factors known as hygiene factors include supervisors, fellow workers, company policy, workplace environment, and personal life. These findings of Hezberg et al were supported by studies conducted at the workplace, where workers were asked to present their perspectives of critical incidents that had occurred, but this remained the only manner in which the theory was supported. Wall et al in 1971, on the basis of confidentially collected data from workers, found that ego-defensive processes were responsible for the findings of Hezberg et al. These processes led to good events being the result of one’s own achievements, and bad events the due to the failings as a result of others. This led to the general discarding of the Hezberg et al theory. However a subsequent study conducted in 1971, and as reported by Argyle, found relevance in the theory of Hezberg et al. This research on joy in workers found that while achievement was important, relationships with other individuals in the work environment was even more important. (3) The current theoretical understanding of job satisfactions consists of the bottom-up theory and the top-down theory. The bottom up theory in simple terms is that individuals have needs, and if these are satisfied they are happy. The top down theory suggests that every individual has a basic desire to be happy and that this filters down into the activities of the individual. Thus in the assessment of job satisfaction the sum of the positive and negatives effects are taken into consideration, and if the sum is on the positive side, then there is job satisfaction, while if the sum is negative, there is a lack of job satisfaction, or by the diffusion of the impact of the personal desire of an individual to be happy into the job responsibilities. (4) Several studies have provided evidence for the correlation between job satisfaction and performance. Performance is better when there is job satisfaction particularly when there is less pressure for performance, and the work is more voluntary. This relationship has more significance in the case of supervisory functions, or professional jobs. Experiments conducted in laboratories on mood induction have demonstrated that good mood, as a result of job satisfaction leads to enhanced and more originality in problem solving, more helpfulness and generosity at the workplace, and more positive attitudes to co-workers, supervisors and management. Job satisfaction also relates to other kinds of desired behaviors at the workplace that contributes to increased performance. There is less deliberate sabotage, stealing, doing work badly as a deliberate act, and spreading rumors or gossip with the intention of causing disruption of work, or harmonious environment at the workplace. This effect was seen to be the strongest in those in the age group of thirty-five years and over, and it is believed that the reason for this is that in this age group, there has to be a strong sense of grievance for negative behavior. In a study conducted by Bateman and Organ in 1983, among non-academic university staff, it was found that job satisfaction led to better punctuality and more dependability, helpfulness, cooperation, and tidiness. The job-satisfied staff also created less waste, made fewer complaints, and demonstrated less frequent bouts of temper. The impact of job satisfaction on absenteeism has also been a subject of studies. These studies have provided evidence that job satisfaction led to less absenteeism, as workers turned up more frequently for work from the happiness that they derived at the workplace. This was especially so, when the job satisfaction was derived from satisfactory emoluments, and satisfactory chances of promotion, and career path. Lack of job satisfaction leads to greater absenteeism particular among women employees, manual workers, workers of large business enterprises, and younger workers. (3). There is also evidence from studies that job satisfaction is not independent of all facets of the job, and has an impact on performance. This is because satisfaction or dissatisfaction in one facet of the job is responsible for satisfaction or dissatisfaction in other facets. For example it was found that female employees are found to have the most job satisfaction from satisfactory pay levels, and this has an impact on all the other facets of the job, from where they derived less job satisfaction. Lower educational qualifications were found to lead to lesser job satisfaction and lower performance. (5) High performance workplace organizations (HPWOs) are a modern development to keep apace with the competitive environment that modern day business enterprises function in. The rationale behind HPWOs is that business enterprises can achieve better flexibility, higher product quality, and higher performance, while remaining cost competitive through the inducing of workers to do more, and utilizing the skills and knowledge that their employees possess in a more effective manner by transferring the decision making process closer to the employees that possess these knowledge and skills. The hypothesis for this rationale says that this is a win-win situation with not just the employers benefiting, but also the employees through higher wage packets and job satisfaction. Studies have shown that the greater performance of employees seen in HPWOs is a result of the job satisfaction derived by the employees in HPWOs. This positive effect of job satisfaction has come from the involvement of workers in flexible work systems, demonstrating that employees particularly display value for the opportunities that come with these systems. These valued opportunities are enhanced autonomy in the manner in which tasks are performed, the opportunity to be part of the decision making process, and the increased communication with coworkers. (6) Major Effects of Job Satisfaction on Performance of Students: Studies have associated the satisfaction of students to that of their later professional attitudes, and career commitment, and retention. So educational institutions need to be concerned to be concerned about satisfaction in students, during the period of their acquiring of knowledge and skills, as the outcome of the educational process. Models of job satisfaction models that are employed to assess the impact of satisfaction on performance are not suitable for use in students. This is because unlike typical employees of an organization, students remain at their educational institutions for a limited period of time. In addition students do not receive payment for the studies that they undertake, and thus do not have the same rights and privileges, and work expectations of employees in an organization. Therefore there is a difference in satisfaction among students and employees. Concern for satisfaction in students is necessary as it has a long-term bearing on their performance at their subsequent work environments, and the job satisfaction then enjoyed. There are many factors that come into play in the satisfaction that a student derives during the period of education. These factors include the curriculum. It needs to be made as interesting as possible within the framework of the knowledge and skills that need to be imparted. The teaching methods employed need to be such that the dissemination of knowledge is in a manner that all the students can absorb, and attractive as to retain their attention and interest. Assessment of individual capabilities, and encouragement for those with lesser capabilities, and challenges for those with higher capabilities are another way to retain satisfaction in studies. Finally administrative authorities need to separate administrative issues, and educational issues in such a way that administrative matters do not come in the way of students deriving satisfaction from their studies. Administrative authorities need to understand that educational institutions exist for the purpose of instilling adequate knowledge and skills in students passing through their portals, and into their places as productive citizens, and the administrative activities need to be attuned to this simple fact. Thus creating an environment for students to derive satisfaction out of their educational experience should be the guiding beacon for administrative authorities. In what way do all these actions directed at students deriving satisfaction in the pursuit of their educational needs lead to. It has an impact on their performance at two stages. The first is their performance while at the educational institution. Educational satisfaction causes them to remain interested in their education, and give adequate time and effort to absorbing the knowledge and skills that they require. This is reflected immediately in their performance during their educational career. Lack of satisfaction while at educational institutions, leads to distractions and poor performance, and may even cause a feeling of that education is of no use. The long-term benefit of satisfaction derived, while at the educational institution is that the interest in the subject matters relevant to their area of work is retained, and they are likely to keep abreast of the current developments in their field of study, or even take up further educational courses to enhance their skills and knowledge in their field of study, thus making them more competent at their work places. This leads to job satisfaction at the work place, resulting in them being more productive and assets to the organization. (7). Works Cited 1. McNamara, Carter. “Job Satisfaction”. 26 Oct. 2006 http://www.managementhelp.org/prsn_wll/job_stfy.htm. 2. Syptak, M. J., Marsland, W.D., & Ulmer, D. “Job Satisfaction: Putting Theory Into Practice”. AMERICAN ACADEMY OF FAMILY PHYSICIANS. 1999. 26 Oct. 2006 http://www.aafp.org/fpm/991000fm/26.html. 3. Argyle, Michael. “DO HAPPY WORKERS WORK HARDER?” 26 Oct. 2006 http://www2.eur.nl/fsw/research/veenhoven/Pub1980s/89a-C9-full.pdf. 4. Devaney, A. S., & Chen, S. Z. “Job Satisfaction of Recent Graduates in Financial Services”. Purdue University. 2003. Bureau of Labor Statistics. U.S. Department of Labor. 26 Oct. 2006 http://www.bls.gov/opub/cwc/cm20030522ar01p1.htm. 5. Crossman, A., & Abou-Zaki, B. “Job satisfaction and employee performance of Lebanese banking staff”. Journal of Managerial Psychology. 18.4 (2003): 368-376. 6. Bauer, K. Thomas. “High Performance Workplace Practices: Evidence from Europe”. IZA. 2004. 26 Oct. 2006. ftp://ftp.iza.org/dps/dp1265.pdf. 7. Ziaee, V., Ahmadinejad, Z, & Morravedji, R. A. “An Evaluation on Medical Students Satisfaction with Clinical Education and its Effective Factors”. 26 Oct. 2006. http://www.med-ed-online.org/f0000082.htm. Read More