Workplace design

Purpose: Although both the job and its broader context are likely to drive motivation, little is known about the specific workplace characteristics that are important for motivation. We present the Workplace Characteristics Model, which describes the workplace characteristics that can foster motivation, and the corresponding multilevel Workplace Design Questionnaire. Design/methodology/approach: The model is configured as nine workplace attributes describing climate for motivation at two levels, psychological and organizational. The multilevel multi-time questionnaire was validated with data from 4287 individuals and 212 workplaces and integrated regulation as the criterion outcome. Findings: Multilevel factor analysis and regression indicated good internal reliability, construct validity, and stability over time, and excellent concurrent and predictive validity of the questionnaire. Research/Practical implications: The model could help to optimize job and workplace design by contextualizing motivation. The questionnaire offers advancement over single-level climate measures as it is validated simultaneously at two levels. Further research should focus on overcoming the low response rate typical for online surveys, on need fulfillment as the mediating variable, and on the joint influence of job and workplace characteristics on organizational behavior. Originality/value: This work responds to calls to incorporate context in research into organizational behavior and job design. An understanding of the workplace is a first step in this direction. The questionnaire is the first to be validated at multiple levels of analysis. Ultimately, workplace design could support job design and the development of inherently motivating workplaces

Impact of stressors on the performance of employees

It is important to recognize workplace stress because workplace stressors badly affect people’s mental as well as physiological health. Some of the reasons of stress at workplace could be the inability to meet out the demands of the job, relationship with colleagues and to control subordinate staff. After starting one’s career the key stressors are related to work, environment and people. Stress is the reaction of body due to interaction with any stimulus in the environment. This study focuses on how workplace stressors effect the motivation of an employee and what it outcomes in term of employee performance. In this study, there are several variables relating to employee performance, motivation and job stresses, whose types of measurement are interval and simultaneously investigated the several variables through structural equation modeling (SEM). The result shows that role conflict, role ambiguity and performance pressure has positively effect the employee motivation and it leads to positively affect employee performance. This study indicates and highlights the intensity of those factors that are involved to create a stress environment in the organization. So this study is policy oriented to maintain a required level of stress in the organization.Stress Management, Motivation, Employee Performance

HRM and Workplace Motivation: Incremental and Threshold Effects

The HRM-performance linkage often invokes an assumption of increased employee commitment to the organization and other positive effects of a motivational type. We present a theoretical framework in which motivational effects of HRM are conditional on its intensity, utilizing especially the idea of HRM 'bundling'. We then analyse the association between HRM practices and employees' organisational commitment (OC) and intrinsic job satisfaction (IJS). HRM practices have significantly positive relationships with OC and IJS chiefly at high levels of implementation, but with important distinctions between the domain-level analysis (comprising groups of practices for specific domains such as employee development) and the across-domain or HRM-system level. Findings support a threshold interpretation of the link between HRM domains and employee motivation, but at the system-level both incremental and threshold models receive some support.Human resource management, high performance, organizational commitment

Retention

Employee retention in the 21th century reflects how companies keep their employees motivated and well prepared for the challenges in the workplace. In this paper, I apply the concepts of motivation and how employers keep their employees. I also emphasize the costly effects of a employee leaving the organization, both as a dollar and emotional standpoint

Управление мотивацией трудовой деятельности персонала предприятия

This article discusses this aspect in the management of staff motivation in the workplace. Provides concepts, methods of formation of motivation, leadership management motivation

Needs versus wants: comparing job-related and personal needs of non-academic university employees for English language training

In company-sponsored workplace training programmes, training developers have traditionally focused on employees' job-related needs when designing the training curriculum, in line with conventional wisdom in the practice of human resource development. The personal needs of employees that are not directly related to job demands, commonly labelled as 'wants', are often not considered as important. In the realm of English language learning, however, research and theories have pointed to the importance of learner factors and their motivation for language learning. The sources of motivation, in particular integrative motivation (Gardner and Lambert, 1972), that arise from the learners' personal lives should not be neglected. This study compares the job-related and personal ESL (English as a second language) training needs of a group of non-academic employees of a public university in Malaysia. It investigates the extent to which personal needs are important motivators as compared to job-related needs in workplace English language learning. The framework of this research on workplace learning is informed by theories and concepts developed in the fields of motivation (Gardner and Lambert, 1972; Dornyei, 2005) and domains of language use (Fishman, 1972), as well as workplace training literature (Kraiger and Aguinis, 2001 ; Machin and Treolar, 2004; Tsai and Tai, 2003 ). Data were collected through a questionnaire containing statements of personal and job-related needs. The needs were rank-ordered to identify the most important needs. The results showed that on the whole, the employees found both personal and job-related needs equally relevant. However, analysis of the most important needs indicated a clear preference for personal needs. The results have implications for both the design and instruction of workplace ESL programmes for the study's population, and challenge the common practice of focusing only on job-related language needs in workplace ESL programmes. Finally, the results provide empirical support for the conceptualisation of an L2 workplace training motivation model which takes into consideration personal needs as an important component

Lehrkrafteinstellungen und -motivation als Mediatoren zwischen Ausbildungsqualität, Kooperation und Differenzierung im Unterricht

Heterogeneity in achievement characterizes many classrooms. Teachers can adapt to students’ varying achievement levels by engaging in differentiated instruction (DI). Applying this strategy adequately is influenced by perceived teacher training quality and collaboration. The current study examined the dimensional structure and predictors of DI as well as a mediation of both teachers’ attitudes and motivation. Confirmatory factor analysis confirmed a three-dimensional structure of DI. Teacher training and collaboration were proved to be predictors of DI. Expected success as a measure of motivation was confirmed as a mediator of perceived quality of teacher training on DI, but not the two attitude aspects perceived utility and costs. The relevance of the findings for teacher education and school as a workplace is discussed. (DIPF/Orig.)Leistungsheterogenität findet sich in vielen Schulklassen. Durch Differenzierung (DI) können Lehrkräfte auf die verschiedenen Leistungsniveaus eingehen, wobei der Einsatz dieser Strategie von wahrgenommener Ausbildungsqualität und Kooperation beeinflusst wird. Die vorliegende Studie untersuchte sowohl die Struktur und Prädiktoren von DI als auch Mediationseffekte durch Lehrkrafteinstellungen und -motivation. Konfirmatorische Faktorenanalysen bestätigten eine dreidimensionale Struktur von DI sowie die Ausbildungsqualität und Kooperation als Prädiktoren. Der erwartete Erfolg als ein Maß von Motivation wurde als Mediator zwischen wahrgenommener Ausbildungsqualität und DI von den Daten gestützt, allerdings nicht die Einstellungsaspekte wahrgenommene Nützlichkeit und Kosten. Die Relevanz der Ergebnisse für Lehrkraftausbildung und den Arbeitsplatz Schule wird diskutiert. (DIPF/Orig.

Managing motivation at the workplace through negotiation

Recent research shows that our performance and satisfaction at work depends more on motivational factors than the number of hours or the intensity of the work. In this paper we propose a framework aimed at managing motivation to improve workplace indicators. The key idea is to allow team managers and workers to negotiate over the conditions of the tasks so as to find the best motivation for the worker within the constraints of what the organization may offer.This work is part-funded by ERDF - European Regional Development Fund through the COMPETE Programme (operational programme for competitiveness) and by National Funds through the FCT - Fundação para a Ciência e a Tecnologia (Portuguese Foundation for Science and Technology) within projects FCOMP-01-0124-FEDER-028980 (PTDC/EEI-SII/1386/2012) and PEst- OE/EEI/UI0752/2014