Browsing by Subject "Job Satisfaction"

Now showing 1 - 3 of 3
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    Organizational learning culture's influence on job satisfaction, organizational commitment, and turnover intention among R&D professionals in Taiwan during an economic downturn.
    (2009-07) Hsu, Hsiu-Yen
    With new technology and workforce changes, a dynamic and innovative R&D environment is increasingly being required in a knowledge-based economy. HRD needs to have a better understanding of its practices in facing a variety of challenges for R&D professionals. This study investigated the relationship between organizational learning culture and job-related behaviors of job satisfaction, organizational commitment, and turnover intention. A total of 418 of 77 5 (53.9% response rate) R&D professionals in the high-tech industry in Taiwan participated and completed the survey, comprised of 71 questionnaire items related to these four constructs. Confirmatory factor analysis (CFA) was used to verify the construct validity of the instrument, while Cronbach's alphas confirmed its reliability. The data analyses used correlational analysis and structural equation modeling (SEM) to examine the research hypotheses and hypothesized model. The results of the study indicated that R&D professionals' perceptions of a high level of organizational learning culture has a positive effect on job satisfaction and organizational commitment, and job satisfaction has a negative effect on turnover intention and a positive effect on organizational commitment. However, the results showed no significant relationship between organizational learning culture and turnover intention, or between organizational commitment and turnover intention. Further, the present study suggests that there is an indirect impact of organizational learning culture on turnover intention when job satisfaction or organizational commitment is considered as a mediator. Finally, the implications for HRD theory and practice are discussed, and limitations and the directions of future research are provided.
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    Pediatric nurses‘ grief experience: its relationship with burnout and job satisfaction.
    (2010-07) Adwan, Jehad Zaki
    The goal of this correlational study on 120 pediatric nurses was to examine relationships among grief experience following patients death, burnout, job satisfaction, and other environmental variables. Measurement used the Revised Grief Experience Inventory (RGEI), Maslach Burnout Inventory (MBI), Index of Work Satisfaction (IWS) and Demographic Information Form (DIF). Results showed grief to have significant correlations; positive with burnout, negative with job satisfaction. Some nurses tended to have significantly higher emotional exhaustion if more of their primary patients died and higher guilt if dying patients were younger. Conclusions suggest a dynamic interaction among grief, burnout, job satisfaction, and environmental variables where they interact and relate to nurses' intention to leave unit, organization, or nursing. Recommendations for practice call for grief intervention and education programs. Recommended future research includes RGEI instrument refinement, evaluation of grief intervention and education programs and their impact on burnout and job satisfaction as outcome variables.
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    The relationship between newcomer's expectations of job demand stressors, job satisfaction and psychological well-being: a study of field instructors in wilderness therapy.
    (2009-10) Marchand, Geneviève
    In the outdoor behavioral healthcare industry, the largest group of employees is undeniably the field instructors that operate on a daily basis with the clients. These individuals spend extended periods of time in remote wilderness areas, sometimes up to 21 days, often making on the spot decisions to assure the safety and well-being of adolescents struggling with behavioral and/or emotional issues. Previous research has raised some questions concerning burnout (Kirby, 2006) and job demands (Marchand, Russell & Cross, 2009) with possible relations to retention of field instructors. The rapid turnover of these individuals may be linked to unrealistic expectations and inadequate training concerning the job demands of this type of work. A mixed-method design was utilized to evaluate expected levels of job demand stressors, current job satisfaction, psychological well-being, and elements of the initial field instructor training, job choice and organizational choice. Eight North American wilderness therapy programs distributed a questionnaire to all their field instructors yielding 129 participants. A retrospective pre-test was used to evaluate expectation levels of job demand stressors, while job satisfaction and psychological well-being were measured with the Job Satisfaction Survey and the PGWB-S. Qualitative questions also inquired about the most important elements of field instructor initial training, as well as reasons for job choice and organizational choice in wilderness therapy. A MANOVA indicated an interaction between job demand stressors and job satisfaction, where field instructors who had underestimated their job demand stressors had lower job satisfaction, mainly in the areas of pay, promotion, fringe benefits, contingent rewards, coworkers and communication. Findings also revealed that field instructors either underestimated or overestimated over half of the job demand stressors they had retrospectively evaluated. MANOVA was also used to evaluate the interaction between job satisfaction and tenure. Results indicated that as tenure length increased job satisfaction lowered, mainly in the areas of promotion, contingent rewards, operating conditions and communication. When asked about working in wilderness therapy, field instructors reported altruistic reasons as the most important reason for doing this type of work. Specific program characteristics were most often reported as the reason why they chose their specific organization. Information concerning the initial training indicated that over 75% of field instructors had participated in training with an average of 7 days. Field instructors thought that therapeutic and behavioral management skills were the most important element of their initial training. Evidences from this study lead to believe that field instructors could benefit from having a better understanding of the job demands of wilderness therapy. While job satisfaction of field instructor was high and psychological well-being was generally positive, field instructor showed a decline in job satisfaction when they had mostly underestimated their job demands and has they increased days of field experience.