The main purpose of the study was to determine by the Critical Incident Technique the critical requirements of first line supervisors at the Trail operations of The Consolidated Mining and Smelting Company of Canada Limited. The Critical Incident Technique, originated by John C. Flanagan, develops a job description by making use of the observations and experience of those close to the job in question. Stories of observed effective and ineffective behaviour called Critical Incidents told by these people to interviewers, are broken down into the smallest significant units of action termed critical behaviours. When critical behaviours similar in principle are grouped together, an outline of the job made up of its critical requirements is produced. In the present study, aside from establishing the critical requirements of the first line supervisors' job the critical incidents and behaviours elicited were used in a study of five variables. Three of these concern those supplying the critical incidents termed observers: 1. Data obtained from supervisors in three broad types of work (A--heavy operations: B--process operations: C--trades), were segregated and compared. 2. Data obtained from short service supervisors were compared with data obtained from long service supervisors. 3. Data obtained from the first line supervisors were compared with data obtained from their assistants. The other two variables considered were concerned with methodological features of the technique. 4. The effect of illustrative examples, used in the introductory remarks to observers, was studied. 5. The effect of selective recall was analysed. Supervisors carrying out the second line or foreman function at Trail were selected as the observers. This group included all foremen and assistant foremen, and a number of superintendents and their assistants. The personalized group technique was used with the observers to obtain the critical incidents. Thus, instead of interviewing the men individually, they were brought in about five at a time for group interview, writing their incidents in specially prepared booklets provided for this purpose. The interviews resulted in 282 usable incidents or 424 critical behaviours. These were categorized into 35 critical requirements grouped in six areas. The areas developed were as follows: I Plans and organizes. II Deals with practical job tasks. III Encourages loyalty and respect of employees. IV Deals with infractions. V Cooperates with other supervisors. VI Demonstrates responsible interest in Company. More effective incidents and behaviours were given by the observers than ineffective. In fact the ratio was 2 to 1. This might well be regarded as demonstrating a positive and constructive attitude on the part of the second line and an indication of good first line supervision. The emphasis placed on the various areas indicate that Areas II, III, and VI were accorded the most prominent position while Areas I, IV and V occupied a lesser position. Generally this positioning was maintained in the various analyses in the study. In the analysis of the five variables the emphasis shifted at times showing the difference of viewpoint in the different levels of super-vision and men of differing seniority in the supervisory group. Thus, the superintendent level concentrated more on Area II and VI while the foreman stressed incidents illustrating the encouragement of the loyalty and respect of employees (Area III). Supervisors from work types A, B, and C, referred to above, also emphasized different job elements, indicating that men of differing temperaments and abilities would turn in the best performance in each of these jobs. Junior first line supervisors seemed more active in human relations matters (Area III) than were their seniors which points up a difference likely due to the newer selection and training programs for supervisors. When the first line supervisor was compared with his assistant, differences were again evident. The supervisor was more concerned with human relations while his assistant was busy with practical job detail. The question was raised as to whether the assistant's job should not be broadened for training reasons, if no other, to include more responsibilities in relation to the men. Study of the first methodological variable resulted in the conclusion that the use of illustrative examples increased the number of incidents elicited. It also appeared that examples from an unrelated occupation and with a non-analogous content could be used to illustrate the format of an incident to the observer with a minimum of bias apparent in results. The last variable did not produce a significant difference in the type of behaviour recalled from "past months'" experience with that recalled from the past year prior to the past month. International Business Machine equipment was successfully used in the study, particularly for sorting and counting work. It cut to a bare minimum some of the more time consuming features of the technique and proved itself to be deserving of further study. When available to the research worker it could well become the standard method for handling the data in Critical Incident studies. / Arts, Faculty of / Psychology, Department of / Graduate

Current studies of social work education have stimulated interest in the analysis and description of what social workers actually do. What activities and services do social workers perform? By whom are these activities usually performed, i.e., worker, supervisor or administrator? What skills are required to perform these activities adequately? What extent or degree of responsibility is involved in each activity at the various job levels of worker, supervisor, administrator. The present study is designed to test the applicability of industrial Job evaluation techniques to professional social work in an attempt to answer the questions posed, A survey of the current literature in social work and of current methods of job evaluation suggests that the "classification" method of job evaluation is most appropriate to the field of social work. Social work literature indicates nine broad areas of function or activities of professional social workers. While each of these areas is traditionally assumed to be assigned to specific job levels, further study of a specific agency (Vancouver, Child Guidance Clinic, Social Service Department) indicates that all workers have some degree of responsibility for each area of activity. Analysis of each worker's activities in units of five minutes: of time for a two week period provides a measure of the degree of skill and responsibility required of staff at various levels. Findings of this time study are then used to sort out job classes, to describe these classes, and to suggest a classification scheme applicable to any setting employing social workers. The findings suggest that all professional social workers require some measure of skill in each of the following areas of activity: Administrative, Consultative, Supervisory, Direct Service, Professional Education, Community Relations, Staff Development, Programme Development, Research, Major determinants of class appear to be the extent of work which is subject to review by others and the degree of knowledge and ability required in fields other than the major area of function. The process of job analysis, description and classification as illustrated in this study is an essential step for all agencies to take in measuring, delegating and interpreting the work of the agency. The classification scheme proposed should enable comparison of social work positions in a variety of settings. At the same time, it offers a partial solution to the dilemma of a profession which seeks to achieve professional practitioner status but offers very limited possibilities, for the direct service practitioner to enhance his earnings without assuming a traditionally higher rank of supervisor or administrator. / Arts, Faculty of / Social Work, School of / Graduate

Statement of the Problem The object of this study is to examine the effect of methodological variations in the Critical Incident Technique as it applies to job analysis. Three methodological areas were investigated in this study: I The questions asked the observers. It has been common practice in past studies to ask the observers to describe incidents in which a person acted in such a manner as to be particularly effective or ineffective with regard to performing the activity. It is possible that by asking additional kinds of questions which establish different criteria for reporting or ignoring incidents different kinds of behaviors would be reported. II The observers' perceptions of the aims of the activity. Flanagan (1954) suggests that the observers, in order to judge whether a person's behavior is effective or ineffective with regard to a particular activity must be aware of the general aims of the activity as laid down by the administrators of the activity. Few past critical incident studies have checked the qualifications of the observers used with regard to their awareness of the aims of the activity. No research has been carried out to determine the effect of observers perceptions of aims, which are in disagreement with the accepted aims, on the incidents they report. III The relative importance of the critical requirements. It may be possible to determine the relative importance of each critical requirement. Frequency of behaviors reported has been used as an indicator of the relative importance of critical requirements. Ratings by supervisors of the importance of each requirement, have also been used in an effort to establish their relative importance. Neither of these methods was proven to be valid. To date no effective, valid method has been discovered for determining the relative importance of the critical requirements. This study investigated these three areas in an attempt to test the following propositions: 1. Incidents collected from a "behavior pattern" questions will contain different kinds of behavior from those contained in incidents elicited from "isolated behavior" questions. 2. Observers who are in disagreement with the accepted aims of the activity under study will report different kinds of behavior from those reported by observers who are in agreement with these aims. 3. The relative importance of the critical requirements can be determined by using the observers' ratings of the criticalness of the behaviors they report. The Method Individual interviews were held with 126 observers (52 library staff members, 44 students and 30 faculty members) at the University of British Columbia. To elicit critical incidents the observers were asked two types of questions. "Isolated behavior" questions, asked for descriptions of behavior that was particularly effective or ineffective librarian performance. "Behavior pattern" questions, asked for descriptions of behavior that, while not particularly effective or ineffective in a single instance, did become significantly critical when repeated over a time. Critical requirement categories were generated and the types of behaviors elicited by each type of question and their relative contribution to each critical requirement were investigated. Each observer was asked to state his perception of the general aims of the librarians' job. This statement was compared with an "official" statement of aims. The behaviors reported by observers who were in disagreement with the "official" general aims were compared with the behaviors reported by observers who stated aims that were compatable with the "official" statement. Each observer was asked to rate the effectiveness or ineffectiveness of the behaviors he reported on a four-point rating scale. The average rating of the behaviors in each critical requirement category was calculated. These average ratings were used to rank order the critical requirements in terms of relative importance. This rank ordering was compared with the rank orderings obtained by calculating the frequency of behaviors in each critical requirement category and by having ten senior librarians rate the importance of each critical requirement category. Conclusions Thirty-seven critical requirement categories were generated by behaviors collected by both types of questions. The addition of the "behavior pattern" question resulted in a greater number of negative behaviors being reported and contributed greatly to the generation of 4 critical requirement categories. These findings support the hypothesis that additional kinds of behaviors can be elicited by varying the questions asked thus resulting in a more complete list of critical requirements. No observers were found who disagreed with the "official" statement of aims so no conclusions could be reached on the effect of such disagreement on behaviors reported. Subtle differences in emphasis within the framework of the "official" statement of aims did not influence behaviors reported to a significant extent. A rank ordering of critical requirements by averaging the observers' ratings of the behaviors they reported was achieved. The results did not prove that this rank ordering was a valid indicator of the relative importance of the critical requirements. / Arts, Faculty of / Psychology, Department of / Graduate

The purpose of this study was to investigate the construct validity of the Index of Work Satisfaction developed by Slavitt and others (1978) to measure job satisfaction for nurses. Based upon need satisfaction theories, the scale contained seven subscales which were believed to explain job satisfaction. A global satisfaction level item was added in an attempt to obtain a separate measure of the dependent variable. A review of the literature revealed that a valid tool for measuring nurses' job satisfaction does not presently exist. The instrument was modified, pilot-tested for reliability and after a second phase of modification, was administered to a volunteer sample of 177 staff nurses representing several hospital and community work settings. Multiple regression and discriminant function analyses were performed on the data, and the results of these analyses were interpreted in terms of the construct validity of the job satisfaction scale. Results indicated that the scale is highly reliable, and that three of the subscales explained approximately 30 percent of the variance in the scores on the global satisfaction measure of job satisfaction. High intercorrelation of the subscales with each other and with the total scores hindered the interpretation of the variance in the total scores explained by each of the significant variables. The results of the analyses suggest that the high reliability of this version of the tool makes it a psychometrically useful measurement of job satisfaction for nurses, to the extent that job satisfaction is comprised of the seven components contained in the scale. Regarding its construct validity, there is conclusive evidence that the linear additive model of job satisfaction on which the instrument is based does not allow a complete view of the construct. Whether the three significant predictors of the total score, Professional Status, Administration, and Interaction, are part of one broader construct, or whether they interact in some unique way, could not be determined because of the multicollinearity problem. A major difficulty throughout the study was the lack of a reliable alternate measure of the criterion. The global satisfaction item responses did not correlate highly with the total test scores, and this self-report, Likert-type item would be subject to the same response bias as the questionnaire itself. Apart from the demonstration that the Professional Status, Administration, and Interaction components appear to contribute to the measurement of the construct, the study failed to gather evidence in support of the construct validity of the modified Slavitt scale. It can be concluded, therefore, that the scale 'reliably measures some aspects of job satisfaction for nurses, but one cannot state with confidence that it actually measures the complex attitude which comprises the construct "job satisfaction." Recommendations have been made for appropriate use of the tool and for further construct validation studies. / Applied Science, Faculty of / Nursing, School of / Graduate

The study undertook to examine empirically the casual influence of certain individual difference factors and situational factors on job involvement and the effect of job involvement on job related effort. In addition, the role of certain individual difference and situational factors as moderators on the above linkage was explored. A theoretical model was developed with need for achievement, locus of control, job scope and participation in decision making as casual antecedents of job involvement and job related effort as its consequence. The moderator effects of age, education, sex and leader behavior on the above linkage were also studied. The model hypothesized a positive relationship between job involvement and need for achievement, internal locus of control, job scope, participation in decision making, and job related effort. In addition, the causal linkage was expected to be stronger for: 1. older people, 2. more educated workers, 3. males, and 4. those who function in a leadership climate of high consideration and structure. Data were gathered from two different groups through structured questionnaires. The pilot sample consisted of employees from organizations in the electronics industry located in the greater Montreal area. The validation sample consisted of people enrolled in the evening program in business administration in the two major anglophone universities in Quebec. All of them held full time jobs. Only anglophone respondents were included in the analysis. The pilot sample size was 139 with a response rate of 47% while the validation sample size was 170 with a response rate of 68%. Convergent and discriminant validation and internal consistency reliability tests indicated that the scales used in this study possessed acceptable psychometric properties. Path analysis, correlations and subgroup analysis were used to test the various hypotheses generated in this study. The results offered only moderate support to causal model originally proposed. The hypotheses suggesting positive relationships between the predictors and the criterion variables were all confirmed. Age, education, sex and leadership behavior failed to moderate the causal linkage in the hypothesized direction. There were no significant moderator effects. Based on the empirical findings, the original model was revised and tested. The results endorsed the validity of the revised model. The implications of the findings were discussed and possible future courses of action outlined. / Business, Sauder School of / Graduate

Much of the history of management and motivation theory is rooted in the desire to understand the factors that contribute to having a satisfied workforce. Job satisfaction is the most widely studied construct in the history of industrial/organizational psychology. The job characteristics model (JCM) holds that if jobs are enriched with high levels of specific job characteristics (i.e., task significance, task variety, task identity, autonomy and feedback), employees will report higher levels of job satisfaction. While this claim enjoys wide support in studies conducted in traditional, hierarchically based organizational environments, few studies have tested the JCM in team based organizational designs. This study also evaluated possible moderating influences of growth need strength (GNS; the need for personal growth and development within the job environment) and emotional reactivity (a measure of frustration with perceived obstacles in the work environment). It was hypothesized that employees with higher levels of GNS would respond more positively (via higher job satisfaction ratings) to enriched jobs than would employees with lower levels of GNS. Alternatively, it was hypothesized that employees with lower levels of emotional reactivity would respond more positively (via higher job satisfaction ratings) to enriched jobs than would employees with higher levels of emotional reactivity. Results indicated that four job characteristics (task significance, task variety, task identity and feedback) served as significant positive predictors of job satisfaction, while GNS moderated the relationships between task significance and task variety with job satisfaction in a way that supported the research hypothesis. Emotional reactivity was not found to moderate any of the relationships between individual job characteristics and job satisfaction. Overall, results support the relevance of the JCM to team based organizations, providing support for the assertion that the relationship between enriched jobs and higher levels of job satisfaction persists across professional work contexts, as well as the partial moderating influence of GNS.

Thesis (M.Sc.)--Boston University, Henry M. Goldman School of Graduate Dentistry, 1983 (Dental Public Health). / Includes bibliographical references: (leaves 47-48). / The purpose of this project is to present and interpret the statistical analysis of data collected in a Career Satisfaction Survey and Work Values Inventory conducted by the University of Colorado Health Sciences Center, Department of Dental Hygiene.　The data has been explored for factors affecting the career satisfaction of dental hygienists.　Many researchers have been interested in the relationship between career satisfaction, personal　characteristics, and employment practices of dental hygienists because of their impact on the work experience, productivity, quality of services rendered, and career longevity. The results of this study have been compared to other research that has been conducted in this area.

A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master of Education in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2017 / The purpose of this study was to investigate the relationship between motivational factors and job satisfaction. A descriptive research design was used in the study to investigate what motivates teachers to be committed to their jobs. The sample consisted of 521 teachers, ranging from pre-school up to high school. To meet the objectives, a three part questionnaire was designed, collecting data on teacher motivation, teachers’ job satisfaction and demographic variables. The researcher used Statistical Package for the Social Sciences (SPSS) as a statistical analysis tool to describe and present data and provide evidence. Findings of the study revealed that although teachers were motivated, they were not necessarily satisfied. Motivational factors were ranked and it was found that teachers were mostly motivated by being regarded as role models, the desire to achieve goals, students’ success, being competent in the field and good teachers’ relations. At the bottom of the list were the least motivating factors which were: progression and promotion, balance of work and family, administration work and income that did not satisfy their needs. Findings also revealed that teachers were satisfied with their relations with inspectors, disciplined learners who were willing to learn, buildings and equipment. Findings showed that poor teachers’ relations did not affect their job satisfaction. At the bottom of the ranking were: noise, being penalised, poor salary, marking of work for large classes and teaching large classes. This showed that teachers were least satisfied with these aspects. Significant relations were found between demographic variables and motivation, as well as job satisfaction. The results revealed that gender had no statistical significant relationship to teachers’ motivation and job satisfaction. A teaching qualification had no statistical significant relationship to teachers’ motivation, but it was a statistically significant relationship to teachers’ job satisfaction. Age, phases and teaching experience showed statistical significant relationship to teachers’ motivation and job satisfaction though the correlations were low in all the variables. This has shown that gender and teaching qualification have had no effect on motivation and job satisfaction. Age, phases and teaching experience all have had effects on teachers’ motivation and teachers’ job satisfaction. Based on the findings, discussions and the conclusions drawn, School governors should create an environment where teachers work as a team, use disciplinary measures sparingly, ensure there is an adequate level of educational technology, and strive to create a positive school atmosphere with the full participation of its teachers. The government should also ensure that conditions of service of teachers, and other sectors of the economy, are equitable. Teachers’ self-esteem and teachers’ social status could be enhanced by providing teachers with effective training, decent working conditions, and enhanced remuneration, and by sensitising all educational stakeholders aimed at improving, restoring the dignity and status of the teaching profession.

This study examined the sources of job satisfaction and dissatisfaction for classified employees in a large public suburban school district. The population included randomly-selected bus drivers, custodians, school and non-school secretarial employees, instructional assistants, maintenance workers, food service personnel and technical employees. Three research questions were posed: (a) What are the primary sources of job satisfaction and dissatisfaction for classified employees? (b) Is there a significant difference in job satisfaction among the specific categories of classified employees? (c) Are demographic/personal variables of classified employees related to overall job satisfaction? The study incorporated both qualitative and quantitative methodology. Focus groups were convened to identify satisfiers and dissatisfiers, which then served as a basis for questionnaire development.Sixty-four individuals participated in focus group discussions; 490 questionnaires were returned for a response rate of 78%. The self-designed questionnaire contained 100 job variables, including a single direct question of overall satisfaction. The assessment also included twelve demographic/personal variables and two open-ended questions. Data were statistically analyzed using ANOVA, ANCOVA, the Chi square test, multiple regression, and paired comparisons. The primary job satisfiers for all classified employees were: co-workers, students, work itself, work variety, autonomy, and work schedule. Dissatisfiers were: work overload, district policies, and job insecurity. There was a significant difference in job satisfaction among employee groups. There was also a significant difference in job satisfaction for the demographic variables of gender, work setting, and number of hours worked, even after the influence of job category was eliminated. The research suggests that there are issues which influence the job satisfaction of classified employees. In their quest for excellence, school district administrators, and business leaders, alike, can benefit from listening to the needs and recommendations of their support personnel.

MPH, University of the Witwatersrand, Faculty of Health Sciences / Introduction: Physician’s job satisfaction is a cornerstone for the delivery of quality health care, and its continuity. The objective of this study was to identify the extent of job satisfaction among public sector physicians in Botswana and to explain its main components among physicians. Methods: Public sector physicians from the Princess Marina Hospital, a referral hospital in southern Botswana, were selected to participate in the study. All participants were asked to complete a self administered questionnaire which included questions pertaining to socio-demographic characteristics and job satisfaction with regard to achievement, career satisfaction, salaries/incentives, as well as working conditions. Results: Eighty-two physicians participated in the study. Mean and median ages were 37 and 33 years respectively and 73% were males. The major finding of the study was that the most important components of satisfaction were; relation with supervisors (74%), relations with colleagues (73%), job security (71%) and job variety (70%). Physicians tended to be most dissatisfied with their working conditions (69%) and responded on the dissatisfaction scale for the domains as follows: working conditions (69%), hospital administration (58%), Salary (57%), professional development (54%) and promotion (51%). Forty-two (42%) percent of the physicians were, overall, satisfied with their job, but most of them (58%) were not satisfied. Gender, length of service and age were not associated with job satisfaction. Younger physicians were more likely to be dissatisfied than older physicians. Conclusion: The main recommendation arising out of the study results is a need to address job satisfaction among physicians in Botswana in order to improve the quality of health care and attract them in the public sector. Attention to working conditions, career and professional development, and salary/incentives and the training of local physicians is critical for sustaining the continuity of quality health care in Botswana.