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I/O Psych Ch 10
Employee Satisfaction & Committment
| Question | Answer |
|---|---|
| extent to which an employee wants to remain with an organization and cares about the organization | affective commitment |
| extent to which employees believe they must remain with an organization due to the time, expense, and effort they have already put into the organization | continuance commitment |
| perceived fairness of the decisions made in an organization | distributive justice |
| theory of job satisfaction stating that employees will be satisfied if their ratio of effort to reward is similar to that of other employees | equity theory |
| extent to which people believe that their success and failure is determined by external sources (e.g., luck, other people | external locus of control |
| measure of job satisfaction in which raters place a mark under a facial expression that is most similar to the way they feel about their jobs | Faces Scale |
| method of absenteeism control in which employees who meet an attendance standard are given a cash reward | financial bonus |
| absenteeism control method in which games such as poker and bingo are used to reward employee attendance | games |
| perceived fairness of the interpersonal treatment that employees receive | interactional justice |
| extent to which people believe that they are responsible for and in control of their success or failure in life | internal locus of control |
| measure of job satisfaction, developed by Smith/Kendall/Hulin '69, contains 100 items that yields scores on five dimensions | Job Descriptive Index (JDI) |
| measure of the extent to which a job provides opportunities for growth, autonomy, and meaning | Job Diagnostic Survey (JDS) |
| system in which employees are given more tasks to perform at the same time | job enlargement |
| system in which employees are given more responsibility over the tasks and decisions related to their job | job enrichment |
| measure of the overall level of job satisfaction | Job in General Scale (JIG) |
| system in which employees are given the opportunity to perform several different jobs in an organization | job rotation |
| attitude employees have toward their jobs | job satisfaction |
| measure of job satisfaction, developed by Weiss/Dawis/England/Lofquist '67,, that yields scores on 20 dimensions | Minnesota Satisfaction Questionnaire (MSQ) |
| extent to which employees feel an obligation to remain with an organization | normative commitment |
| behaviors that are not part of an employee’s job but which make the organization a better place to work (e.g., helping others, staying late) | organizational citizenship behaviors (OCBs) |
| extent to which an employee identifies with and is involved with an organization | organizational commitment |
| 15-item questionnaire that taps three organizational commitment dimensions | Organizational Commitment Questionnaire (OCQ) |
| 9-item survey that taps three aspects of organizational commitment | Organizational Commitment Scale (OCS) |
| attendance policy in which all paid vacations, sick days, holidays, and so forth are combined | paid time off (PTO) |
| extent to which an employee’s personality, values, attitudes, philosophy, and skills match those of the organization | person/organization fit |
| perceived fairness of the methods used by an organization to make decisions | procedural justice |
| employee groups that meet to propose changes that will improve productivity and the quality of work life | quality circles |
| employee groups that meet to propose changes that will improve productivity and the quality of work life | self-directed teams |
| states that employees model their levels of satisfaction and motivation from other employees | social information processing theory |
| states that employees model their levels of satisfaction and motivation from other employees | social learning theory |
| method of absenteeism control in which employees are paid for their unused sick leave | well pay |
| job satisfaction is __ __ to organizational commitment | most related |
| components of a core self-evaluation | locus of control, self-esteem, & self-efficacy |
| Clay is very intelligent and Joshua is not very bright. On the basis of the meta-analysis by Griffeth, Hom, and Gaertner (2000), we would expect Clay to be ________ with his job and Joshua to be ________ with his job. | intelligence is not related to job satisfaction |
| according to ________ "new" employees who work with highly satisfied "old" employees are more likely to be highly satisfied themselves | social information processing theory |
| according to a meta-analysis by Colquitt and his colleagues, __ justice is most related to job performance | procedural |
| theory hypothesizes that enriched jobs are the most satisfying | job characteristics model |
| measurements for job satisfaction | JIG, MSQ, & JDI |
| according to a meta-analysis by Griffeth and his colleagues (2000), absenteeism and turnover are | moderately correlated (r = .21) |
| to help employees cope with stress and personal problems, __ employers provide employee assistance programs (EAPs) | most (73%) |
| you would like to hire employees who will not miss work. Your best bet would be to hire applicants who score high on the personality dimension of | conscientiousness |
| 2 most common job-related attitudes studied by psychologists | job satisfaction & organizational commitment |
| job satisfaction & organizational commitment are highly __ & resulting in __ employee behaviors | correlated; similar |
| tend to be committed to an organization | satisfied employees |
| are more likely to attend work, stay w/organization, arrive @ work on time, perform well, & engage in behaviors helpful to organization | satisfied & committed employees |
| relationship between job satisfaction & performance is __ __ across people or jobs | not consistent |
| employees strong, consistent beliefs about their level of job satisfaction; relationship between job satisfaction & performance is much stronger than it is for employers whose job satisfaction attitudes are not so well developed | affective-cognitive consistency |
| through relationships between job satisfaction & organizational commitment and attendance, performance, tardiness, and turnover are | not as large as one would expect |
| often job satisfaction & organizational commitment are related more to a(n) __ to quit, miss work, or reduce effort than they are to __ behaviors | desire; actual |
| even though a theory itself may not be completely supported by research, the __ __ have generally led to increased performance or longer tenure | resulting suggestions |
| pay, supervision, coworkers, work & promotion opportunities | most commonly studies facets of job satisfaction |
| affective, continuance, & normative commitment | motivational facets to organizational commitment |
| postulates that some variability in job satisfaction is due to an individual's personal tendency across situations to enjoy what they do | individual difference theory |
| according to individual difference theory, certain type of people will generally be satisfied & motivated __ of the job they hold | regardless |
| in order for individual difference theory to be true, it would be essential that job satisfaction be consistent across | time and situations |
| research on the types of people that seem to be consistently satisfied with their jobs has focused on | genetic predisposition, core self-evaluations, & life satisfaction |
| inherited personality traits are related to our tendency to have negative affectivity are related to our tendency to be satisfied with jobs | genetic predisposition |
| tendency to have negative emotions such as fear, hostility, and anger | negative affectivity |
| certain types of __ are associated with tendency to be satisfied/dissatisfied with one's job | personalities |
| perceived ability to master their environment | self-efficacy |
| people with __ locus of control perceive ability to control their environment | external |
| emotional stability, self-esteem, self-efficacy, & external locus of control are __ __ related to people's predisposition to be satisfied with life & jobs | personality variables |
| have high self-esteem & feeling of being competent, are emotionally stable, & believe they have control over their lives | people prone to be satisfied w/jobs & life in general |
| Judge, Locke, Durham, & Kluger found significant correlation of emotional stability, self-esteem, self-efficacy, & external locus of control and | job satisfaction (r-.41) and life satisfaction (r=.41) |
| tendency to have positive emotions | positive affectivity |
| meta-analyses by Connolly/Viswesvaran and Bowling/Hendricks/Wagner indicate that overall job satisfaction, as well as different facets of job satisfaction, is related to | affectivity |
| meta-analyses by Judge/Heller/Mount concluded that emotional stability and extraversion were __ __ to job & life satisfaction | significantly related |
| data from International Social Survey Program indicated that employees in __ were the most satisfied | Denmark |
| data from International Social Survey Program indicated that employees in __ were the least satisfied | Hungary |
| data from International Social Survey Program indicated that employees in __ were ranked 14th | Great Britain |
| data from International Social Survey Program indicated that employees in __ were ranked 7th | US |
| study by FDS International employees in UK & Ireland had __ __ of job satisfaction | highest level |
| study by FDS International employees in S America & Asia had __ __ of job satisfaction | lowest level |
| relationship between intelligence & satisfaction is negligible in | complex jobs |
| study by Ganzach suggests that bright people have slightly lower job satisfaction than do less intelligent employees in jobs that are __ __ | not complex |
| intelligence & __ are not significantly related | turnover |
| people who are satisfied with their jobs tend to be | satisfied with life |
| study by Judge/Watanabe found high levels of job or life satisfaction | spill over into one another |
| organization's should work toward fulfilling those needs it can & should help employees find __ __ to meet their other needs | alternative avenues |
| people who are unhappy in their lives & jobs will not leave their job because | they are used to being unhappy |
| for people who are normally happy in life, being unhappy in their job is seen as | reason to find another job |
| deviation of a situation from the state one would like it to be | discrepancy theory |
| test of discrepancy theory by Wanous/Poland/Premack/Davis, concluded that when an employee's __ are not met the results are lower job satisfaction(r=-.39), decreased organizational commitment (r=-.39), & increased intent to leave organization (r=-.29) | expectations |
| Irving/Meyer found that employee's __ on the job were most related to job satisfaction | experiences |
| Irving/Meyer found that differences between employee expectations and experiences was only __ __ to job satisfaction | minimally related |
| when psychological contact breaches occur job satisfaction & organizational commitment | go down |
| when psychological contact breaches occur employees intentions to leave organization | increase |
| extent to which rewards, salary, & benefits received by employees are perceived to be consistent with their efforts and performance | needs/supplies fit |
| extent to which employee's values, interests, personality, lifestyle, & skills match their vocation, job, organization, coworkers, & supervisor | fit |
| employees rank __ __ as most important factor in a job | interesting work |
| supervisors rank salary & bonus as being __ __ for employees | most important |
| satisfaction with supervisor & coworkers is related to organization & team commitment, resulting in | higher productivity, lower intent to leave, & greater willingness to help |
| distributive, procedural, & interactional justice are all | expansions on equity theory |
| related to job satisfaction, organizational commitment, performance, trust, withdrawal & negative employee reactions | perceived justice |
| greatest problems with equity & justice theories is that despite their rational sense, they are | difficult to implement |
| because of practicality & employee's perceptions of inputs/outputs not the actual inputs/outputs it is | difficult to implement equity & justice theories |
| even if organizations were able to maintain complete __ __, employees would then compare their ratios with those of employees from other organizations | internal equity |
| even if equity theory were completely accurate, maintaining high level of __ __ would be difficult | employee satisfaction |
| job rotation, job enlargement, & job enrichment are was organization can | satisfy employee self-actualization needs |
| jobs can be enlarged through | knowledge used & tasks performed |
| employees are allowed to make more complex decisions | knowledge enlargement |
| employees are given more tasks of the same difficulty level to perform | task enlargement |
| job satisfaction increases with __ enlargement | knowledge |
| job satisfaction decreases with __ enlargement | task |
| challenge employees by requiring them to learn to operate several different machines or perform several different task; then once mastered they move on to another | job rotation & enlargement |
| helps to alleviate boredom by allowing employee to change tasks | job rotation |
| better way to satisfy employee self-actualization needs | job enrichment |
| theory that enriched jobs are more satisfying | job characteristics model |
| allow variety of skills to be used, allow employees to complete entire task, involve task w/more meaning or importance, allow employees to make decisions, & provide feedback about performance | enriched jobs |
| developed by Hackman & Oldham to measure extent to which enriched job characteristics are present in a given job | Job Diagnostic Survey |
| authority to make decisions about one's own work | leads to higher job satisfaction |
| when increased decision-making responsibilities are not possible __ __ __ can still be implemented | enrichment ideas |
| showing employees that their jobs have meaning & that they are meeting some worthwhile goal through their work | method to increase level of job enrichment |
| meta-analyses results indicate that quality circles __ job satisfaction & commitment in the private sector | increase |
| meta-analyses results indicate that quality circles __ __ __ job satisfaction & commitment in the public sector | do not increase |
| most quality improvement programs using a(n) __ __ fail to provide desired results | team approach |
| each of us brings to a job an initial tendency to be satisfied w/life & its various aspects such as work | individual-difference theory |
| according to discrepancy theories, we will remain satisfied with our job if it | meets our various needs, wants, expectations, and values |
| by being aware of employee needs the employee chosen for a job whose needs are | consistent w/requirements & characteristics of job |
| we will be more satisfied with our jobs if the tasks themselves are enjoyable to perform, according to | intrinsic satisfaction & job characteristics theories |
| overall satisfaction can be affected by our satisfaction with __ __ of the job | individual facets |
| we will be more satisfied is our coworkers are satisfied | according to social learning theory |
| predict that we will become dissatisfied if rewards, punishments, & social interactions are not given without partiality | according to equity & justice theories |
| lack of opportunity for growth, challenge, variety, autonomy, & advancement will decrease satisfaction for many people, according to | job characteristics theory & Maslow's level of self-actualization |
| job satisfaction inventories or custom-designed satisfaction inventories | measurements for job satisfaction |
| standard commitment inventories | measurement of commitment |
| Faces Scale is not commonly administered in part because it | lacks sufficient detail & construct validity |
| Faces Scale is not commonly administered in part because some employees believe it is so __ it is __ | simple; demeaning |
| JDI is the most commonly used | scale for job satisfaction |
| JDI consists of __ adjectives and statement that are rated by employees | job-related |
| supervision, pay, promotional opportunities, coworkers, & work itself | JDI dimensions |
| employee responses on JDI are not __ __ with their responses on MSQ | highly correlated |
| measure specific aspects of job satisfaction | both JDI & MSQ |
| JIG was developed by Ironson/Smith/Brannick/Gibson/Paul '89 because JDI & MSQ measure | specific aspects of job satisfaction |
| JDI is useful when organization wants to measure __ __ of job satisfaction rather than __ __ | overall level; specific aspects |
| Nagy '96 criticized many of standard measure of job satisfaction because measures only ask if employees are satisfied with particular aspect of their job, but not | how important that job aspect is to them |
| includes 2 questions per facet; 1 asking how important facet is to employee & 1 asking how satisfied employee is with facet | Nagy Job Satisfaction Scale |
| most measures of organizational commitment are | relatively short |
| most measures of organizational commitment __ __ similar to affective, continuance, & normative commitment | tap aspects |
| most commonly used measure of organizational commitment; has 24 items, 8 each for 3 factors of affective, continuance, & normative commitment | Allen and Meyer survey |
| acceptance of organization's values & goals, willingness to work to help organization, & desire to remain w/organization | OCQ commitment factors |
| when using OCQ most people __ factor to yield __ __ commitment score | combine; one overall |
| identification, exchange, & affiliation | OCS aspects of commitment |
| most organizations tap their employees' levels of job satisfaction by using | custom-designed inventories |
| advantage to custom-designed inventories is that organization can ask employees questions | specific to their organization |
| comparing US absenteeism rates with other countries is difficult because many countries require employers to | provide days off for absenteeism |
| 80% of low-paid or part-time employees, in the US, do not get a(n) | single day of paid absence |
| globally organizations are concerned with absenteeism because of its | high monetary cost |
| globally organizations are concerned with absenteeism because it is correlated with | turnover |
| absenteeism is thought to be a warning sign of | intended turnover |
| punishment will __ absenteeism only if employees make conscious decisions about attending | reduce |
| wellness programs with increase absenteeism only if it is | mostly due of illness |
| most recent CCH survey on unscheduled absenteeism 65% of absences were due to | reasons other than employee illness |
| according to CareerBuilder.com poll 35% of employees admitted to taking at least 1 sick day per year | even though they were not sick |
| according to CareerBuilder.com poll top reasons for taking off work were | attending to personal errands, catching up on sleep, & relaxing |
| if employees make conscious decisions about attending work, attendance can be increased through | rewarding attendance, disciplining absenteeism, & keeping accurate attendance records |
| use money to reward employees for achieving certain levels of attendance | financial incentive programs |
| well pay, financial bonus, & games are examples of | financial incentives |
| PTO is also known as | paid-leave bank (PLB) |
| human resource directors rate buy-back programs, paid-leave banks, & disciplinary action as the most effective | absence control methods |
| provide employees with certificates, coffee mugs, plaques, lapel pins, watches, etc | formal recognition programs |
| human resource directors do not perceive formal recognition programs to be as effective | as many of the other programs |
| many organizations are eliminating perfect-attendance incentives out of concern that such programs might violate | Family Medical Leave Act (FMLA) |
| absenteeism can be __ through punish/discipline | reduced |
| can range from giving a warning or less popular work assignment to firing an employee | discipline |
| discipline works well, especially when combined with __ __ for attending | positive reinforcement |
| way to increase __ __ for missing work is through policy & record keeping | negative consequences |
| most organizations measure absenteeism by counting __ of days missed | frequency |
| better way to record absenteeism is through; missing one day or three consecutive days each counts as one | instances |
| by decreasing number of times that person can miss work, odds increase that employee will use sick leave | only for an actual illness |
| absenteeism can be decreased by setting | attendance goals |
| absenteeism can be decreased by providing feedback on how well the employees are | reaching attendance goals |
| absenteeism can be reduced by removing __ __ employees associate with going to work | negative factors |
| the greater the __ __, the lower job satisfaction & commitment, greater probability that most people will want to skip work | job stress |
| physical danger, boredom, overload, conflict, & bad management practices | sources of stress at work |
| 1st step to eliminate negative factors is to __ __ of those that bother employees | become aware |
| programs designed to reduce job-related stress are successful in reducing employee stress levels, but only have __ __ on reducing absenteeism | negligible effect |
| use professional counselors to deal with employee problems | Employee Assistance Programs (EAP) |
| 75% of employers offer some form of | EAP |
| motivation for EAPs may be good but little if any __ __ supports their effectiveness | empirical evidence |
| independently operated EAPs typically claim a 3 to 1 return on dollars invested through | increased productivity & reduced absenteeism/turnover |
| about 35% of employee absenteeism is due to | employee illness |
| to reduce absenteeism related to illness organization are implementing | variety of wellness programs |
| work-site fitness programs have small but significant effect on | reducing absenteeism |
| there is a theory of absenteeism that postulates that one reason people miss work is result of | particular set of personality traits |
| Kovach et al '88 found that the best predictor of student attendance in general psychology courses was | compulsive, rule-oriented personality |
| individuals high is personality trait of conscientiousness and low is extraversion were | least likely to miss work |
| many times an individual will miss work because of events or conditions | that are beyond management's control |
| one study found that job satisfaction best predicted attendance on days | with poor weather |
| advertising charges, employment agency fees, referral bonuses, recruitment travel costs, salaries & benefits associated w/employees time spent processing applications & interviewing candidates, & relocation expenses for new employee are all | visible costs of turnover |
| loss of productivity associated w/employee leaving, other employees trying to do extra work, no productivity occurring from vacant position, & lower productivity associated w/new employee being trained are all | hidden costs of turnover |
| overtime of employees covering duties of vacant position & training costs once replacement is hired are | additional hidden costs of turnover |
| there is a negative correlation on the effect of performance such that higher turnover rates will result in | lower organizational performance |
| because some turnover is healthy for an organization, there is __ __ between turnover and performance | U-shaped relationship |
| moderate amount of turnover will result in | higher performance |
| is strongest when organizations turnover rate is low, and this effect then diminishes as turnover rates climb | negative effect of turnover |
| effect of turnover on organizational performance is __ by strength of organizations' HR efforts | mediated |
| turnover will most affect organizations that do not | invest in their employees |
| turnover will least affect organizations that spend time & money to | develop their employees |
| research seems to support idea that employee leaving organization will most affect organization's performance when | monthly turnover rate for organization is low |
| research seems to support idea that employee leaving organization will have __ __ on performance when turnover rate is high | diminishing effect |
| 1st step in reducing turnover is to find out __ employees are leaving | why |
| attitude surveys to current employees and exit interviews w/employees leaving, as well as salary surveys can be used to | determine why employees are leaving |
| 89% of managers believe employees leave for more __, yet 88% of employees say they left for __ __ | money; other reasons |
| process of disengagement for the organization that can take days, weeks, months | employee turnover |
| unavoidable reasons, advancement, unmet needs, escape, & unmet expectations are typical reasons | employees leave their jobs |
| school starting or ending, job transfer of spouse, employee illness/death, or family issues are all | unavoidable turnover |
| described as extent to which employees have links to their jobs and community, important of these links, & ease with which these links could be broken & reestablished elsewhere | embeddedness |
| behaviors aimed at individuals & those aimed at organization | counterproductive behaviors |
| gossip, playing negative politics, harassment, incivility, workplace violence,& bullying are | counterproductive behaviors aimed at individuals |
| theft & sabotage are | counterproductive behaviors aimed at organization |
| negative correlation between OCBs and employee __ __ | counterproductive behavior |
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lfrancois
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