RESEARCH ABOUT FACTORS INFLUENCING THE OVERALL JOB SATISFACTION OF EMPLOYEES AT AMERICAN POLYTECHNIC COLLEGE

RESEARCH ABOUT FACTORS INFLUENCING THE OVERALL JOB SATISFACTION OF EMPLOYEES AT AMERICAN POLYTECHNIC COLLEGE STUDENT’S FULL NAME : HUYNH QUOC MINH CHAU STUDENT ID : CGS 00019369 A

RESEARCH ABOUT FACTORS INFLUENCING THE

OVERALL JOB SATISFACTION OF EMPLOYEES AT

AMERICAN POLYTECHNIC COLLEGE

STUDENT’S FULL NAME : HUYNH QUOC MINH CHAU

STUDENT ID : CGS 00019369

ADVISOR’S NAME & TITLE : NGUYEN THE KHAI (DBA)

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ADVISOR’S SIGNATURE

(August 2016)

NGUYEN THE KHAI (DBA)

To acknowledge the assistance of some individuals I show deep respects to what they have already contributed to this paper simply because without their guidance and understanding this research should not have been finished with flying colors Firstly, I am grateful to my advisor DBA Khai Nguyen His time, commitment, and moreover his constant encouragement were the major factors contributing and creating inspiration and motivation for me to fulfill the paper

Thanks to the board of managers and all employees of American Polytechnic College for their precious time and efforts to collect data for this thesis

I long for sending my sincerest and deepest gratitude to my family and all of my sweet friends for their encouragement, and great support

Huynh Quoc Minh Chau Student

ACKNOWLEDGMENTS

1.4 Significance, limitations and future researches 11

CONTENTS

2.2 Theories of Job Satisfaction 13

4.3 Data Analysis and Report 33

5.1.2 Recommendations for employee satisfaction with influence 47

and ownership

5.1.4 Recommendations for satisfaction with work schedule flexibility 48

CHAPTER 1: INTRODUCTION

1.1 Problem statement:

Now, as global competition, the integration of the companies, big corporations, the organizational restructuring, and technology changes quickly So each person has the choices to develop their career Career satisfaction is idiosyncratic assessment of each individual in their career, and are viewed as a key indicator of the success of your career (Abele, Spurk & Volmer, 2011; Boudreau, Boswell & Judge, 2001; Judge, Cable, Boudreau, & Bretz, 1995; Ng et al., 2005) That is an evaluation each individual's progress toward the goals that relate to your career (income, experience, achievement, development) Today, organizations are increasingly conscious of the development staff, make the commitment, provides opportunities, facilitate learning, so that employees with the college, build loyalty This as a long term commitment between individuals and companies about loyalty, cohesive and accountable to work in Exchange for job stability, career development, training, and promotion opportunities (Feldman, 2000) This is the mutual investments between individual and organization in a long term The diversity of career goals that lead to the development of each individual is different When success in careers is consider subjective, psychological and perceptions of each person, the organization will be very difficult to meet and develop opportunities (Feldman, 2000; Hall, 2002)

Previous studies focused towards satisfaction in a career directly related to success in your career But the recent research demonstrates an increasing emphasis on peoples subjective evaluations of their career (Ng et al., 2005; Savickas, 1995)

Therefore, organizations must link the development of his college's benefits with the development of employee benefits The staff in a long time with an organization will bring stability and sustainable development Therefore, enterprises must create a favorable environment for employee’s development, helping them realize the work Besides, employees need to recognize the right of his career and have long term goals, clearly

Therefore, these factors will affect the career satisfaction of personal? That factors come from organizations or their own personal? How is factors impact to career satisfaction? Based on previous studies, this research give 4 factors impact to career satisfaction and that factors and may answer the question why some people not success in career but they satisfaction with their career

THE ESTABLISHMENT AND DEVELOPMENTAL PROCESS OF AMERICAN POLYTECHNIC COLLEGE

American Polytechnic College (APC), one of the oldest colleges and most prestigious in Vietnam and known as VATC before, built and invested by US experts and Vietnam

Vietnamese American Vocational Training College Training VATC Colleges and Intermediate levels in the same system with the American English Language Center Vietnam VATC

- 30/07/2007 with the achievements in education and training, the Ministry of Labour - Invalids and Social Welfare to allow the center to upgrade from English

into VIETNAMESE AMERICAN COLLEGE OF PROFESSIONAL VATC

Headquartered at 21 Le Quy Don Street, District 3, HCMC Ho Chi Minh Experiencing the period of formation and development, the system of Vietnamese American Vocational Training College VATC expanded network of over 13 branches in many provinces and cities nationwide The number of college students has increased every year schools and to date has reached over 5,000

Memorable milestones:

- In 2000, VATC signed cooperation with the University of Cambridge (UK) English language teaching programs and training rank College Cambridge International Examination program (CIE)

- Since 2003, the official training and college degree program affiliated with the University of Cambridge (UK)

- 30/07/2007, upgrading from the school system to school system with functions Job College Job Training Colleges and Intermediate and officially changed its name from the Vietnamese American Training Schools into Colleges Vietnamese American vocational VATC

- 24/11/2007, VATC signed a Cooperation Agreement with the University of Broward (BC), United States, training programs under the credit system to obtain a Degree College of Information Technology industries, Business Administration, Hospitality and Tourism management VATC becomes the only international partner of Broward in

- In early 2009, Vietnamese American Vocational Training College official VATC

- 1/10/2009, VATC training signed cooperation programs with the College of Foreign Languages Faculty Training Institute Australasian-ATA (Australia)

- Continuous two consecutive years 2009 and 2010, Vietnamese American Vocational Training College VATC honored to receive the Golden Dragon Award - awards voted enterprises invested abroad have made important contributions to the development of Vietnam economy

- With the criterion: "The quality of training is priority No 1," Vietnamese American Vocational Training College VATC investment focus on systems of modern facilities and standards to ensure that students always have access VATC advanced technology in the world In addition, faculty experience and enthusiasm in the Vietnamese American Vocational Training College VATC are graduates from prestigious universities at home and abroad such as the University of California (USA), National University (Australia), RMIT University (Australia), University of Innotech France (France), University of Waterloo (Canada), Nanyang Technological University (Singapore), University of Ulsan (Korea), Asian Institute of technology (AIT) the morning teaching methods created to help students quickly acquire knowledge and proficiency skills in practice

To help students practice skills early career, VATC trying to create conditions for students to get acquainted with the reality while still in school by distributing nearly 70%

of total training time for the hours of practice In addition, the school has links with businesses so that students can practice and conditions is set at now This creates tremendous advantages for students as experience was gained from the application of what was learned immediately into practice Practical experience since then also more

arid theoretical studies and confusing All these things help students after graduation VATC quickly get a job like that The figure 91% of graduates get job within 3 months after graduation was testament to the quality of teaching in Vietnamese American Vocational Training College VATC

- In 2014, Vietnamese American Vocational Training College VATC changed their name into American Polytechnic College after getting the investment from TNK Capital

- The educational philosophy of American Polytechnic College is aimed at building skills

and positive attitude of the students so that they can quickly update and master new knowledge, be able to adapt, treatment, and success in all conditions and situations To realize this philosophy, American Polytechnic College used the method of "training through problem solving" (problem-based learning) and "through practical training" (worked based learning) to take on teaching issues subject, practical situations going on

in life, the current debate will be brought up for discussion and debate to build student skills in problem solving (problem solving) and thinking skills Reviewer (critical thinking) The lesson is based on the discussions, debates and group work to help students mature, there are independent thinkers, confident in life and work later In addition, English language skills are indispensable in the era of integration and globalization At American Polytechnic College, students will be required to use English

as a language to communicate regularly to become familiar with international work environment All aim to build a new generation of truly "Confident - Maturing" in the

new era

In addition, APC is also a modern educational environment, the system uses the facilities

of international standards Classrooms are equipped with modern: projector, DVD player, sound, lighting and catering equipment for other learning has been certified to meet international standards All classrooms are the most suitable design to create a sense of comfort and convenient for students to participate in learning Vietnamese in America

Organization structure

Training Programs

American Polytechnic College (APC) is the environment gives you sufficient knowledge and skills to complete his journey a success The goal of the school is to help you conquer even the most demanding employers

1.2 Research Objectives:

Greenhaus, J H., Parasuraman, A Wowormley, W M (1990) measures satisfaction with career success, an internally generated and defined career outcome, beside career satisfaction correlated with salary level, number of promotions received, perceptions of upward mobility…There are many factors that affect career satisfaction, so research what main factors are significantly impact to career satisfaction, it’s very important for an organization This study implements a survey of the employees of American Polytechnic College (hereafter APC) about satisfaction of their career

The aims of this study are to:

- To investigate the key factors determining career satisfaction

- To analyze current career satisfaction on employees at APC

- To identify the basic model of career satisfaction

- To improve the career satisfaction of APC

1.3 Scope and Methodology of Research:

The purpose of this research is career satisfaction and factors effect to it

Consider perceptions of employees with career and suitability of employees to the organization Data were collected based on surveys of employees satisfaction in the industry, the factors affecting it, such as the perception of the industry, the organization's commitment to the cause, the possibility of development experience, as well as the suitability of the individual's perception of the organization Factors were isolated for study, in order to make major impacts In this research, the author limits the scope of the research employees of the college, not implementation the research object is the board of directors The study was conducted at APC campus Implementation period is 2016 In this study, the author used quantitative methods to survey and assess the career satisfaction of employees based on 5-point scale The author used a questionnaire as a tool to collect data and information of the object This questionnaire will be processed the data to make the results based on the scale was constructed The questionnaire is listed in the Appendix section

Research helps us to have an overview of career satisfaction, factors affecting to it Since then the organization can establish a plan, policy organizations to improve career

satisfaction The research of career satisfaction has very important significance in connecting employees with organization It brings stability development for organization For employees in career satisfaction shown satisfaction about the psychology of individuals with their career From there they can express themselves, develop skills, and develop loyalty to the organization

This study is limited in the number of employees participating in the survey

Culture of companies is different, leading to the perception of individuals with different career

1.4 Significance, limitations and future researches:

Research helps us to have an overview of career satisfaction, factors affecting to it Since then the organization can establish a plan, policy organizations to improve career satisfaction The research of career satisfaction has very important significance in connecting employees with organization It brings stability development for organization For employees in career satisfaction shown satisfaction about the psychology of individuals with their career From there they can express themselves, develop skills, and develop loyalty to the organization

This study is limited in the number of employees participating in the survey Culture of companies is different, leading to the perception of individuals with different career

1.5 Research structure:

In this thesis is divided into five parts The first part is Introduction providing problem statement, Research Objectives, Scope and Methodology of Research, Significance, limitations and future researches Then, Literature review provides a theoretical

framework and hypotheses The next part Research Methodology including data collection and measures are described The next part summarizes the research findings, based on a confirmatory factor analysis Finally, the implications, limitations, and future research areas are discussed

CHAPTER 2: LITERATURE REVIEW

This chapter addresses the literature review with two focuses Firstly, it presents and discusses theories of job satisfaction Then, it reviews studies of job satisfaction of teachers all over the world

2.1 Job satisfaction and job motivation

2.1.1 Definition of Job satisfaction

Job satisfaction has been considered to be function of the perceived relationship between what one wants from one’s job and what one perceives it is offering (Locke, 1969: 316, reported in Sinclair, 1992,) and as the degree of “fit” between what an organization requires of its teacher or employees and what the teacher or employees are seeking from the firm (Mumford, 1972: 5, reported in Sinclair, 1992)

2.1.2 Job satisfaction and job motivation

According to Michaelowa (2002), job satisfaction is not the same as job motivation These terms are related but January not be used as synonyms While job satisfaction gives

an indication of teachers’ well-being induced by the job, motivation is defined as their willingness, drive or desire to engage in good teaching

However, the definitions of job satisfaction and motivation are usually overlapped and in

a lot of researchers, they are considered similar Therefore, in this research, job satisfaction is not only the well-being but also the willingness and drive of the teachers

2.2 Theories of Job Satisfaction

According to McShane & Von Glinow (2003), satisfaction theories fall into two main categories: content theories Content theories explain the dynamics of teacher or

employee needs, such as why people have different needs at different times By understanding a teacher or employee’s needs, we can discover the conditions that motivate that person Process theories describe the processes through which needs are translated into behavior They help us understand, predict, and influence teacher or employee performance, attendance, etc In the scope of the study, only content theories were used due to their relationship with the study objective (identifying factors that influence Teachers’ job satisfaction.) The four following theories are considered dominating content theories of satisfaction and are written in the viewpoint of McShane

& Von Glinow (2003)

2.2.1 Maslow’s theory

One of the earliest and best well-known theories is needs hierarchy theory Developed by psychologist Abraham Maslow, this theory condenses the numerous needs that scholars have identified into a hierarchy of five basic categories At the bottom are physiological needs, which include the need to satisfy biological requirements for food, air, water, and shelter Next come safety needs – the need for a secure and stable environment and the absence of pain, threat, or illness Belongingness includes the need for love, affection, and interaction with other people Esteem includes self – esteem through personal achievement as well as social esteem through recognition and respect from others At the top of the hierarchy it – actualization, which represents the need for self – fulfillment – a sense that the person’s potential has been realized

Maslow recognized that a teacher or employee’s behavior is motivated simultaneously by several need levels, but behavior is motivated mostly by the lowest unsatisfied need at the

time As the person satisfies a lower – level need, the next higher need in the hierarchy becomes the primary motivator This concept is known as the satisfaction – progression process Even if a person is unable to satisfy a higher need, he or she will be motivated by

it until it is eventually satisfied Physiological needs are initially the most important, and people are motivated to satisfy them first As they become gratified, safety needs emerge

as the strongest motivator As safety needs are satisfied, belongingness needs become most important, and so forth The exception to the satisfaction – progression process is self – actualization; as people experience self – actualization, they desire more rather than less of this need

Although Maslow’s needs hierarchy is one of the best-known behavior theories, the model is much too rigid to explain the dynamic and unstable characteristics of teacher or employee needs Researchers have found that individual needs do not cluster neatly around the five categories described in the model Moreover, gratification of one need level does not necessarily lead to increased motivation to satisfy the next higher need level Although Maslow’s model January not predict teacher or employee needs as well as scholars initially expected, it provides an important introduction to teacher or employee needs and has laid the foundation for Alderfer’s ERG theory, which has better research support

2.2.2 Alderfer’s theory

ERG theory was developed by organizational behavior scholar Clayton Alderfer to overcome the problems with Maslow’s needs hierarchy theory ERG theory goups human needs into three broad categories: existence, relatedness, and growth (the theory’s name is

based on the first letter of each need) Existence need correspond to Maslow’s belongingness needs Growth needs correspond to Maslow’s esteem and self – actualization needs

Existence needs include a person’s physiological and physically related safety needs, such as the need for food, shelter, and safe working conditions Relatedness needs include

a person’s need to interact with other people, receive public recognition, and feel secure around people (i.e interpersonal safety) Growth needs consist of a person’s self – esteem through personal achievement as well as the concept of self – actualization presented in Maslow’s model

ERG theory states that an teacher or employee’s behavior is motivated simultaneously by more than one need level Thus, you might try to satisfy your growth needs (such as competing an assignment exceptionally well) even though your relatedness needs are not completely satisfied ERG theory applies the satisfaction – progression process described

in Maslow’s needs hierarchy model, so one need level dominates a person’s motivation more than others As existence needs are satisfied, for example, relatedness needs become more important

Unlike Maslow’s model, however, ERG theory includes a frustration – regression process whereby those who are unable to satisfy a higher need become frustrated and regress to the next lower need level For example, if existence and relatedness needs have been satisfied, but growth need fulfillment has been blocked, the individual will become frustrated and relatedness needs will again emerge as the dominant source of motivation Although not fully tested, ERG theory seems to explain the dynamics of human needs in

organizations reasonably well It provides a less rigid explanation of teacher or employee needs than Maslow’s hierarchy Human needs cluster more neatly around the three categories proposed by Alderfer than the five categories in Maslow’s hierarchy The combined processes of satisfaction – progression and frustration – regression also provide

a more accurate explanation of why teacher or employee needs change over time Overall, it seems to come closest to explaining why teacher or employees have particular needs at various times

2.2.3 Herzberg’s theory

Motivator – hygiene theory differs from Maslow’s and Alderfer’s needs hierarchy models because it does not suggest that people change their needs over time Developed by scholar Frederick Herzberg, this theory proposes that teacher or employees are motivated primarily by growth and esteem needs, such as recognition, responsibility, advancement, achievement, and personal growth These factors are called motivators because teacher or employees experience job satisfaction when the factors are received and are therefore motivated to obtain them Factor extrinsic to the work, called hygiene, affect the extent to which teacher or employees feel job dissatisfaction Hygiene includes job security, working conditions, School policies, co-worker relations, and supervisor relations Improving hygiene will reduce job dissatisfaction, but hygiene will have almost no effect

on job satisfaction or teacher or employee motivation

A unique characteristic of motivator – hygiene theory is that it does not view job satisfaction and dissatisfaction as opposites Improving motivators increases job satisfaction, but it does not decrease job dissatisfaction Improving hygienes reduce job

dissatisfaction, but it does not increase job satisfaction Job satisfaction is produced by growth fulfillment and other work content outcomes, whereas job satisfaction is produced

by the work context Thus, Herberg’s theory differs from Maslow’s and Alderfer’s hierarchy models by suggesting that growth needs represent the only source of motivation

In more colloquial terms, a job with good hygiene factors like an air-conditioned office, cushy benefits, and a lenient vacation policy will make an teacher or employee show up for work However, the teacher or employee will be unlikely to burn the midnight oil and think about her work on the weekends unless the position also offers opportunities for intellectual and professional growth (This might be described as the difference between a

“job” and a “career”)

How does a manager create motivating factors and then schooling teacher or employee satisfaction? Three practices based on the motivation-hygiene theory are job enlargement, job enrichment, and job rotation

Job enlargement (also known as horizontal job loading) combines tasks into one job This approach might involve combining two or more complete jobs into one, or just adding one or two more tasks to an existing job Either way, the job’s skill variety has increased because there are more tasks to perform

However, job enlargement often fails to achieve the desired results In too many cases, job enlargement simply makes a teacher or employee “busier” without making the job itself more interesting or rewarding

Job rotation is a systematic process of shifting workers from one specialized job to another The idea is to prevent boredom by periodically giving each teacher or employee

a new set of responsibilities Job rotation is used by many organizations

Job rotation can alleviate the “ruts” which inevitably occur when a teacher or employee performs the same set of tasks for years on end However, this is not the only benefit of the practice Another advantage of job rotation is cross training A teacher or employee who works in multiple functional areas adds to his or her skills portfolio This benefits the organization as well as the teacher or employee An organization that has a large number of cross-trained teacher or employees can flexibly respond to changes in its internal and external environment, shifting workers to the areas in which they are needed most at a given time The worker, meanwhile, builds a resume that contains multiple areas of expertise – or at least multiple areas of experience

Job rotation is not, however, a panacea by itself If the jobs in an organization are intrinsically boring, then the enthusiasm that a teacher or employee feels at the beginning

of each new assignment will quickly dissipate Job rotation also decreases efficiency When a teacher or employee begins a new assignment, it will take some time for him to master unfamiliar tasks Therefore, an organization that uses job rotation must take steps

to ensure proper teacher or employee training in each functional area

Although more complex, job enrichment is considered to be superior to both job enlargement and job rotation Job enrichment uses vertical loading to expand an teacher

or employee’s control over his work while simultaneously increase his range of responsibility Job enrichment can therefore be a source of motivational factors The

teacher or employee who is more in control will have a greater chance of experiencing professional growth, recognition, and achievement and the satisfaction that follows

2.2.4 McClelland’s theory

The motivation models described so far look at the individual’s primary or instinctive needs and their relative importance in life However, people also have secondary needs or drives that are learned and reinforced through childhood learning, parental styles, and social norms Several learned needs can motivate us at the same time Psychologist David McClelland devoted his career to studying three secondary needs that he considered particularly important sources of motivation: need for achievement, need for affiliation, and need for power

Need for Achievement (nAch) People with a high nAch want to accomplish reasonably goals through their own efforts They prefer working alone rather than in teams and choose tasks with a moderate degree of risk (i.e neither too easy nor impossible to complete) High nAch people also desire unambiguous feedback and recognition for their success Money is a weak motivator, except when it provides feedback and recognition

In contrast, teacher or employees with a low nAch have higher motivation when money is used as a financial incentive

Need for Power (nPow) refers to a desire to control one’s environment, including people and material resources People with a high nPow want to exercise control over others and are concerned about maintaining their leadership position They rely on persuasive communication, make more suggestions in meetings, and tend to publicly evaluate situations more frequently Some people have a high need for personalized power They

enjoy their power for its own sake and use it to advance their career and other personal interests It is a symbol of status and a tool to fulfill personal needs more than a delicate instrument to serve stakeholders Others mainly have a high need for socialized power They want power as a means to help others, such as improving society or increasing organizational effectiveness

2.2.5 Summary

Suggested by Maslow’s satisfaction – progression process whereby people become increasingly motivated to fulfill a higher need as a lower need is gratified, satisfaction is best perceived when people get to the top of the hierarchy, which is esteem and self – actualization; correspond to Alderfer’s growth needs and Heerberg’s motivators

Alderfer’s frustration – regression process whereby people progress to the next higher need when a lower one is fulfilled, and regress to a lower need if unable to fulfill a higher one proposes that different people have different needs at different times Some teacher or employees are ready to fulfill growth needs, whereas others at different times Some teacher or employees are ready to fulfill growth needs, whereas others are still struggling

to satisfy their minimum existence needs Needs also change as people enter new stages

of their life, so rewards that motivated people at one time January have less motivational value in later years

Herberg’s motivator – hygiene theory indicates that financial rewards are not a good source of teacher or employee motivation There are potentially powerful sources of motivation, such as challenging assignments, learning opportunities, and praise from colleagues and supervisors

Table 2.1 Comparison of the theories (adapted by McShane & Von Glinow, 2003)

Maslow’s needs

theory hierarchy

Alderfer’s ERG theory

Herzberg’s motivator – hygiene theory

McClelland’s theory of learned needs

actualization

achievement

people focus on a lower need if unable to satisfy a

( frustration – regression)

content, recognition) motivate and satisfy,

Some needs are learned rather than instinctive, and more than one need can motivate at the same time

All four theories are well known; however, each has its own shortcomings and strong points Therefore, in the study, all four theories were used in order to supplement and overcome each other’s shortcomings

CHAPTER III: RESEARCH MODEL AND HYPOTHESES

3.1 Research Model

Based on the theories above, this study draws a linear model with the dependent variable

is overall job satisfaction and independent variables are satisfaction with my supervisor, employee satisfaction with influence and ownership, occupational stress scale and satisfaction with work schedule flexibility

3.2 Research Hypotheses

3.2.1 Satisfaction with my supervisor

Supervisor is a person in a higher position in a college or organization In the semantics

of the subject, superior is the manager directly subordinate staff The job satisfaction factors brought from the relationship between the manager to his subordinates, including easy communication with superiors (Ehlers, 2003), the support when needed (Wesley & Muthuswamy, 2008) and the attention of superior (Bellingham, 2004), the protection of employees when necessary (Linden & Maslyn, 1998, was criticized by Dionne, 2000),

superior’s ability, the freely doing job of subordinates (Weiss et al, 1967), the recognition

of employee contribution, the fair treatment of subordinates (Warren, 2008)

3.2.2 Employee satisfaction with influence and ownership

Employee satisfaction with influence and ownership (ESOP) immediate plans toimplement the ownership of shares to employees

This means that a college's shares are sold at a discount to the excellent staff, good managers, and workers according to the selection criteria of the college If you see now is the ship, the crew employees, the ESOP like anchor, keeping the ship safe and "sailor" not "jump" to another vessel

The world's largest corporations are using the ESOP as a strategic military post to keep talent Two years ago, the technology giant Google awarded Neal Mohan - an online advertising management of the college is good, the value of shares of up to $ 100 million

At Coca-Cola, the ESOP is reflected most clearly better remuneration for managers always bring big profits for the college Currently, CEO Muhtar Kent has an annual salary ranging from $ 1.2 million to $ 1.5 million In the global village CEO, this is a very modest figure compared with the position and responsibility in the college of Kent Through the ESOP, they pay Muhtar Kent bonus from 25 to 30 million dollars each year

he helped push the college's market value from $ 118 billion in May 7/2008 increased to

168 billion US dollars in February / 2013

3.2.3 Occupational stress scale

Occupational stress scale was long known as the physiological responses and negative feelings that arise when the requirements of the job do not match with the possibility of

physical and mental health of workers Occupational stress scale can be damaging to health, and even lead to accidents Stress at work is seen as a global challenge to the health of workers According to the WHO definition of health, the stress is also seen as unhealthy, non-motorized, do not perform well and have a high risk of accidents Facility / enterprise where many people are stressed and cannot succeed in the competition The study of Ettema J.H (1967) showed that when the body is in a state of stress, when to do the job, the intellectual sinus arrhythmia - a major component of the scattering heart rate will decrease

3.2.4 Satisfaction with work schedule flexibility

Flexible working describes a range of employment option designed to help employees balance work and home life It is because flexible working relates to working arrangements where there are a variety of options offered to employees in terms of working time, working location and the pattern of working There are good business reasons why businesses are increasingly likely to offer employees one or more flexible working options

Most importantly, savings on costs A business can make substantial savings on overheads if it does not have to provide office and other accommodation for so many employees or if staff can work from home rather than commute into work every day As a way of helping with recruitment and staff retention There is lots of evidence that flexible working results in better job satisfaction and higher staff morale

CHAPTER 4: RESEARCH METHODS

4.1 Research Design

Questionnaire plays an important role in the success of a survey research Therefore, this questionnaire was based on fundamental theories of the book “Taking the measure of work” by Dail L.Fields, Regent University, 2013 All the scales in the book gave the author of this study the constructs, measures as well as detail questions to prepare for questionnaire

- Type of research: causal research (the aim of this research is to determine the cause and effect relationship between variables)

- Type of design: questionnaire

- Unit of analysis: individual (an employee)

4.2 Research methods

4.2.1 Satisfaction with my superior

- Description: This measure, developed by Scarpello and Vandenberg (1987), describes

an employee’s satisfaction with his or her immediate supervisor The measure was developed a 3-year period using samples of more than 2,000 employees from seven manufacturing firms and tested with more than 1,000 employees in the insurance industry

- Reliability: Coefficient alpha values ranged from 95 to 96 (Jones et al., 1999; Scarpellp & Vandenberg, 1987)

- Validity: Although factor analysis of the 18 items making up scale found that the items loaded on two factors, the factors were highly correlated (mean r across eight samples

= 60) The items loading on the second factor also loaded on the first factor, suggesting the existence of a single underlying construct, rather than independent dimensions (Jones

et al., 1999; Scarpello & Vandenberg, 1987)

- Source: Scarpello, V., & Vandenberg, R (1987) The Satisfaction With My

Supervisor scale: Its utility for research and practical application Journal of Management, 3, 451-470 Items were taken from Figure 1, p.455

Items: Responses are obtained using a 5 point Likert – type scale where 1 = very dissatisfied and 5 = very satisfied

1 The way my supervisor listens when I have something important to say

2 The way my supervisor sets clear work goals

3 The ways my supervisor treats me when I make a mistake

4 My supervisor's fairness in appraising my job performance

5 The way my supervisor is consistent in his/her behavior toward subordinates

6 The way my supervisor helps me to get the job done

7 The way my supervisor gives me to get the job done

8 The way my supervisor gives me clear instruction

9 The way my supervisor informs me about work changes ahead of time

10 The way my supervisor follows through to get problems solved

11 The way my supervisor under standards the problems I might run into doing the job

12 The way my supervisor shows concern for my career progress

13 My supervisor's backing me up with other management

14 The frequency with which I get a pat on the back for doing a good job

15 The technical competence of my supervisor

16 The amount of time I get to learn a task before I'm moved to another task

17 The time I have to do the job right

18 The way my job responsibilities are clearly defined

4.2.2 Employee satisfaction with influence and ownership

- Description: This measure, developed by Rosen, Klein, and Young (1986), contains two subscales that measure influence due to ownership associated with holding stock through

an employee stock ownership program (ESOP) and satisfaction with the ESOP The influence subscale has been used to measure worker’s perceived actual amount of influence and desired amount of influence by changing item wording to should (Bucjko,1992)

- Reliability: In Buchko (1992), the ESOP satisfaction subscale had a coefficient alpha

of 86 and the influence subscale had a coefficient alpha of.87

- Validity: In Buchko (1992), perceived influence and ESOP satisfaction correlated positively with organizational commitment, job involvement, and overall job satisfaction Both measures correlated negatively with turnover intentions and unionization ESOP satisfaction also correlated positively with ESOP participation

- Source: Rosen, C., Klein., K., & Young, K (1986) Employee ownership in American The equity solution Lexington, MA: D.C Heath Items were taken from

Appendix 6-A, pp 139-140 Copyright @ 1986 by Corey Rosen

- Items: Influence subscale instructions and items:

How much say or influence do non-managerial workers in your college actually have

over the following areas? (Possible responses are 1 = workers have no say, 2 = workers receive information, 3 = workers are asked for their opinion, 4 = workers decide with management, and 5 = workers decide alone)

1 Social

2 Working conditions

3 The way workers perform their own jobs

4 Pay and other compensation

5 Hiring, firing, and other personnel decisions

6 Selection of supervisors and management

7 College policy (investment in new equipment, planning for the college future)

ESOP satisfaction subscale items:

(Responses are obtained on a 7-point Likert-type scale where 1 = completely disagree and 7 = completely agree)

1 Because of employee ownership, my work is more satisfying

2 I really don’t care about the employee ownership plan this college (R)

3 I’m pound to own stock in this college

4 Employee ownership at this college makes my day-to-day work more enjoyable

5 Owning stock in this college makes me want to stay with this college longer than I would if I did not own stock

6 It is very important to me that this college has an employee stock ownership plan

7 Owning stock in this college makes me more interested in the college’s financial success

8 Employee ownership at this college gives me a greater share in the college profit Items denoted with (R) are reverse scored

4.2.3 Occupational Stress Scale

- Description: The Occupational Stress (OSS) was developed by House, Mc Michael, Wells, Kaplan, and Landerman (1979) It measures the frequency with which employees are bothered by stressful occurrences The measure contains five subscales that assess the extent of occupational stress due to job responsibilities, quality concerns, role conflict, job vs non-job conflict, and workload

- Reliability: Coefficient alpha values ranged from.59 to 76 for responsibility pressure, and from 56 to 76 for job vs non-job conflict (Holder & Vaux, 1998; House et al., 1979) Alpha for quality concerns was 72 Alpha swa 70 for role conflict and 73 for workload stress (House et al., 1979)

- Validity: Occupational stress was correlated negatively with social support at work, internal locus of control, and job satisfaction Stress was correlated positively with role ambiguity, role conflict, and personal discrimination (Holder & Vaux, 1998) The five stress dimensions (responsibility pressure, role conflict, work load quality concerns, and job vs non-job conflict) inter correlated positively The five dimensions all correlated negatively with job satisfaction and extrinsic job rewards

The five dimensions all correlated positively with employee Type A personality Work load, quality concerns, and job vs non-job conflict all correlated negatively with intrinsic job rewards (House et al., 1979)

- Soure: House, J.S., McMichael, A.J., Wells, J.A., Kaplan, B.H., & Landerman, L.R