Mingling Attribution With Employee Satisfaction
Employee satisfaction is a broad term to use in case of attrition and retention. There are various aspects which contribute to attrition and retention. Broadly you can categorize them into “internal” and “external” factors.
The external factors which contribute to attrition and retention are
a) Market Trends,
b) Social changes,
c) Political scenario,
d) Climatic/environmental issues, which basically trigger the comfort and mindset of employees.
Also the e) family/social status changes and social responsibilities of individuals contribute to attrition and retention.
The internal factors which contribute to the above aspects are;
a) retention policy
b) compensation,
c) employee engagement,
d) work environment,
e) employee welfare,
f) recognition and rewards,
g) career path and development,
g) learning curve,
h) work culture,
i) retirement/exit policy etc.
You may attach the employee satisfaction with the internal factors mostly. Also you may also add that if attrition is zero then there is not much happening in the organization with regards to development and growth.
Job satisfaction is in regard to one's feelings or state-of-mind regarding the nature of their work.
Success comes through people. If you understand what motivates people, you have at your command the most powerful tool for dealing with them to get them achieved extraordinary results.
Employee[/i] [/i]control/autonomy/influence has a positive and significant correlation with employee satisfaction.[/i][/i]
Job challenge has a positive and significant correlation with employee satisfaction.[/i][/i]
Performance measures are positively and significantly correlated with[/i] [/i]employee satisfaction.[/i][/i]
Feedback on performance from superiors is positively and significantly correlated with employee satisfaction.[/i][/i]
Job instrumentality is positively and significantly correlated with[/i] [/i]employee satisfaction.[/i][/i]
Job stability/security is positively and significantly correlated with[/i] [/i]employee satisfaction.[/i][/i]
Employee satisfaction results from a myriad of factors and influences that exist in the workplace. Organizational leadership should foster a culture that gives employees a sense of usefulness, dignity, and being valued. It is the role of supervisors to operationalize corporate culture, and thus the responsibility falls on them to implement measures that lead to employee satisfaction. In addition, supervisors should be champions for employees to make sure they are remunerated commensurate with performance.
Employees have responsibilities as well to maximize their satisfaction in the workplace. They need to participate in the goal-setting process to ensure that their duties are challenging, which leads to satisfaction. Employees must also be self-motivated and perform their assigned duties to the levels established during the goal-setting process.
Ability is a relatively internal and stable factor over which the learner does not exercise much direct control.
Task difficulty is an external and stable factor that is largely beyond the learner's control.
Effort is an internal and unstable factor over which the learner can exercise a great deal of control.
Luck is an external and unstable factor over which the learner exercises very little control.
It is not beneficial for students to attribute their successes entirely to ability. If they think they already have all the ability they need, they may feel that additional effort is superfluous.
When this happens, they will either stop believing they are competent OR stop attributing their failure to lack of effort. Both of these outcomes are likely to reduce persistence at the academic tasks. It is important, therefore, to arrange tasks so that students who work hard are able to perceive themselves as successful.
Competition will encourage students to persist only to the extent that they believe additional effort will enable them to succeed within the competitive atmosphere.
Ideally, course assignments should be arranged so that diligent work actually leads to academic success, and the teacher's evaluation should help students see this connection.
In general, it is best for students to believe that it is their own behavior rather than external circumstances that leads to success or failure. Researchers refer to this as having an internal locus of control
When students have a conviction that they lack ability, it is necessary to take steps to circumvent or overcome this conviction. Such students are likely to repudiate successes.
When students reject the value of effort, it is important to change their perception. This can be done by clarifying the meaning of effort and by seeing to it that effort does actually pay off. In addition, if students attribute their success to luck, it may be best to refrain from arguing with their attributions, while simply praising or otherwise reinforcing them for their effective use of academic learning time.
Employee satisfaction is a broad term to use in case of attrition and retention. There are various aspects which contribute to attrition and retention. Broadly you can categorize them into “internal” and “external” factors.
The external factors which contribute to attrition and retention are
a) Market Trends,
b) Social changes,
c) Political scenario,
d) Climatic/environmental issues, which basically trigger the comfort and mindset of employees.
Also the e) family/social status changes and social responsibilities of individuals contribute to attrition and retention.
The internal factors which contribute to the above aspects are;
a) retention policy
b) compensation,
c) employee engagement,
d) work environment,
e) employee welfare,
f) recognition and rewards,
g) career path and development,
g) learning curve,
h) work culture,
i) retirement/exit policy etc.
You may attach the employee satisfaction with the internal factors mostly. Also you may also add that if attrition is zero then there is not much happening in the organization with regards to development and growth.
Job satisfaction is in regard to one's feelings or state-of-mind regarding the nature of their work.
Success comes through people. If you understand what motivates people, you have at your command the most powerful tool for dealing with them to get them achieved extraordinary results.
Employee[/i] [/i]control/autonomy/influence has a positive and significant correlation with employee satisfaction.[/i][/i]
Job challenge has a positive and significant correlation with employee satisfaction.[/i][/i]
Performance measures are positively and significantly correlated with[/i] [/i]employee satisfaction.[/i][/i]
Feedback on performance from superiors is positively and significantly correlated with employee satisfaction.[/i][/i]
Job instrumentality is positively and significantly correlated with[/i] [/i]employee satisfaction.[/i][/i]
Job stability/security is positively and significantly correlated with[/i] [/i]employee satisfaction.[/i][/i]
Employee satisfaction results from a myriad of factors and influences that exist in the workplace. Organizational leadership should foster a culture that gives employees a sense of usefulness, dignity, and being valued. It is the role of supervisors to operationalize corporate culture, and thus the responsibility falls on them to implement measures that lead to employee satisfaction. In addition, supervisors should be champions for employees to make sure they are remunerated commensurate with performance.
Employees have responsibilities as well to maximize their satisfaction in the workplace. They need to participate in the goal-setting process to ensure that their duties are challenging, which leads to satisfaction. Employees must also be self-motivated and perform their assigned duties to the levels established during the goal-setting process.
Ability is a relatively internal and stable factor over which the learner does not exercise much direct control.
Task difficulty is an external and stable factor that is largely beyond the learner's control.
Effort is an internal and unstable factor over which the learner can exercise a great deal of control.
Luck is an external and unstable factor over which the learner exercises very little control.
It is not beneficial for students to attribute their successes entirely to ability. If they think they already have all the ability they need, they may feel that additional effort is superfluous.
When this happens, they will either stop believing they are competent OR stop attributing their failure to lack of effort. Both of these outcomes are likely to reduce persistence at the academic tasks. It is important, therefore, to arrange tasks so that students who work hard are able to perceive themselves as successful.
Competition will encourage students to persist only to the extent that they believe additional effort will enable them to succeed within the competitive atmosphere.
Ideally, course assignments should be arranged so that diligent work actually leads to academic success, and the teacher's evaluation should help students see this connection.
In general, it is best for students to believe that it is their own behavior rather than external circumstances that leads to success or failure. Researchers refer to this as having an internal locus of control
When students have a conviction that they lack ability, it is necessary to take steps to circumvent or overcome this conviction. Such students are likely to repudiate successes.
When students reject the value of effort, it is important to change their perception. This can be done by clarifying the meaning of effort and by seeing to it that effort does actually pay off. In addition, if students attribute their success to luck, it may be best to refrain from arguing with their attributions, while simply praising or otherwise reinforcing them for their effective use of academic learning time.