Job design

About: Job design is a research topic. Over the lifetime, 9218 publications have been published within this topic receiving 426180 citations.

The Interactive Effects of Communication Quality and Job Involvement on Managerial Job Satisfaction and Work Motivation

Abstract: The hypothesis that job involvement moderates the relationship between the quality of communication and employee job satisfaction and work motivation was examined among a sample of 135 managers from 21 different firms (4 to 7 managers from each firm) in a variety of industries. The quality of communication for each manager was measured on a scale of Organizational Communication Effectiveness (Frone & Major, 1988); the average scores of other managers (never less than 3) from the same firm were used to remove response–response bias from the communication-outcome correlations. In a hierarchical regression analysis, the involvement–communication interaction added significantly to the explained variance in both satisfaction and motivation. Managers who were more involved were more affected by the quality of communication.

The relationship between perceived compensation, organizational commitment and job satisfaction: the case of Mexican workers in the Korean Maquiladoras

Abstract: Expatriate literature has generally favoured home country factors to understand expatriate success. In this paper, we contribute to the field by shifting our focus to the host country workforce (HCW). We use equity theory to examine the effects of perception gaps in compensation between HCW and expatriates on organizational commitment and its impact on job satisfaction and job performance. Based on field surveys and in-depth interviews of Korean expatriates as well as Mexican workers, results provide support for our hypothesis that significant perception gaps exist in compensation. The finding that compensation gap was significantly related to affective commitment only is of crucial importance. Our results also suggest that only affective commitment is positively related to job satisfaction and performance. We discuss research as well as managerial implications.

The Effective Design of Work Under Total Quality Management

Abstract: In this research, we address the question: Why do many total quality management implementations fail? We develop a theoretical model in which the total quality management role for line employees results in a dual work design that requires both standardized production and continuous improvement. We propose that workers effectively integrate both types of work by switching, defined as shifting between standardized production and continuous work while on the job in response to situational cues. Alternatively, workers can respond to the challenges of a job involving both types of work by avoiding the continuous improvement work. Switching and avoidance are associated with different performance and attitudinal outcomes. We present evidence drawn from an exploratory field study which suggests that line employees who effectively integrate standardized production and continuous improvement work by switching experienced less job stress and greater job satisfaction. Moreover, plants which were more effective in total quality management performance had a greater proportion of line employees using switching.

Occupational Well-being Among University Faculty: A Job Demands-Resources Model

Abstract: The effects of changing academic environments on faculty well-being have attracted considerable research attention. However, few studies have examined the multifaceted relationships between the academic work environment and the multiple dimensions of faculty well-being using a comprehensive theoretical framework. To address this gap, this study implemented the Job Demands-Resources (JDR) model to investigate how job demands/resources in the academic environment interact with multiple dimensions of faculty well-being. The study participants were 1389 full-time faculty members employed in public universities in the Czech Republic. The participants completed a questionnaire assessing perceived job resources (influence over work, support from supervisor and colleagues), job demands (quantitative demands, work-family conflicts and job insecurity) and three dimensions of faculty well-being (job satisfaction, stress and work engagement). A structural equation model was used to test the effects of “dual processes” hypothesized by the JDR theory, i.e., the existence of two relatively independent paths between job demands/resources and positive/negative aspects of faculty well-being. The model showed a very good fit to our data and explained 60% of the variance in faculty job satisfaction, 46%, in stress and 20% in work engagement. The results provide evidence for the dual processes, including the “motivational process” (i.e., job resources were related predominantly to work engagement and job satisfaction) and the “health impairment process” (i.e., job demands were predominantly associated with stress, mostly through work-family conflict). The study expands current research on faculty well-being by demonstrating the complex, non-linear relationships between academic work environments and different dimensions of faculty well-being.