Topic: 03

Values:
Generally, value has been taken to mean moral ideas, general conceptions or orientations
towards the world or sometimes simply interests, attitudes, preferences, needs, sentiments and
dispositions.
But sociologists use this term in a more precise sense to mean “the generalized end which has the
connotations of rightness, goodness or inherent desirability”.
It is important and lasting beliefs or ideals shared by the members of a culture about what is good
or bad and desirable or undesirable. It has a major influence on a person’s behavior and attitude
and serves as broad guidelines in all situations.
Definition of Value:
Values defined in Organizational Behavior as the collective conceptions of what is considered
good, desirable, and proper or bad, undesirable, and improper in a culture. Some common
business values are fairness, innovations and community involvement.
According to M. Haralambos (2000), “A value is a belief that something is good and
desirable”.
For R.K. Mukerjee (1949) (a pioneer Indian sociologist who initiated the study of social
values), “values are socially approved desires and goals that are internalized through the process
of conditioning, learning or socialization and that become subjective preferences, standards and
aspirations”.
According to T. W. Hippie, “Values are conscious or unconscious motivators and justifiers of
the actions and judgment”
Thus, values are collective conceptions of what is considered good, desirable, and proper or bad,
undesirable, and improper in a culture.
Familiar examples of values are wealth, loyalty, independence, equality, justice, fraternity and
friendliness.
Characteristics of Value:
 Values are different states of intentionality that when activated guide behavior and create
meaning.
 When we practice, actualize, or embody our priority values we experience our lives as
meaningful, significant, and important.
 Values are a dynamic set of choices that we continuously prioritize or rank relevant to the
situation at hand.
 Values when expressed verbally or in writing, create an expectation that guides, impels,
and legitimizes a range of behaviors.
  We use ‘values self-awareness’ to evaluate the appropriateness of our behavior as well as
others'.
 These are extremely practical, and valuation requires not just techniques but also an
understanding of the strategic context.
 These can provide standards of competence and morality.
 These can go beyond specific situations or persons.
 Personal values can be influenced by culture, tradition, and a combination of internal and
external factors.
 These are relatively permanent.
 These are more central to the core of a person.
 Most of our core values are learned early in life from family, friends, neighborhood
school, the mass print, visual media and other sources within the society.
 Values are loaded with effective thoughts about ideas, objects, behavior, etc.
 They contain a judgmental element in that they carry an individual’s ideas as to what is
right, good, or desirable.
 Values can differ from culture to culture and even person to person.
 Values play a significant role in the integration and fulfillment of man’s basic impulses
and desire stably and consistently appropriate for his living.
 They are generic experiences in social action made up of both individual and social
responses and attitudes.
 They build up societies, integrate social relations.
 They mold the ideal dimensions of personality and depth of culture.
 They influence people’s behavior and serve as criteria for evaluating the actions of
others.
 They have a great role to play in the conduct of social life.
 They help in creating norms to guide day-to-day behavior

Types of Values:
Milton Rokeach created the Rokeach Value Survey (RVS).
RVS consists of two sets of values (each set containing 18 individuals value item). Two types of
values are;
 Terminal Values.
 Instrumental Values.
1. Terminal values: Terminal values refers to desirable end-states of existence; the goals that a
person would like to achieve during his or her lifetime.
These are values that we think are most important or most desirable. These refer to desirable
end-states of existence, the goals a person would like to achieve during his or her lifetime.
They include happiness, self-respect, recognition, inner harmony, leading a prosperous life,
and professional excellence.
 There are many typologies of values. One of the most established surveys to assess
individual values is the Rokeach Value Survey. This survey lists 18 terminal and 18
instrumental values in alphabetical order. They are given below:

The values a person holds will affect his or her employment.

For example, someone who has an orientation toward strong stimulation may pursue extreme
sports and select an occupation that involves fast action and high risks, such as firefighter,
police officer, or emergency medical doctor.

Someone who has a drive for achievement may more readily act as an entrepreneur. Several
studies confirm that the RVS values vary among groups. People in the same occupations or
categories (e.g., corporate managers, union members, parents, students) tend to hold similar
values.

For instance, one study compared corporate executives, members of the steelworkers’ union,
and members of a community activist group.

Although a good deal of overlap was found among the three groups, there were also some
very significant differences.

2. Instrumental values: Instrumental values refers to preferable modes of behavior or means of

achieving one’s terminal values.
Instrumental values deal with views on acceptable modes of conductor means of achieving
the terminal values. These include being honest, sincere, ethical, and being ambitious. These
values are more focused on personality traits and character.
 Importance of Values:
Values are important to the study of organizational behavior because of the following points
signifying their importance:
I. Provide understanding of the attitudes, motivation, and behaviors of individuals and
cultures.
II. Influence our perception of the world around us.
III. Represent interpretations of “right” and “wrong.”
IV. Imply that some behaviors or outcomes are preferred over others.
V. Values lay the foundations for the understanding of attitudes and motivation.
VI. Personal value system influences the perception of individuals.
VII. Value system influences the manager’s perception of the different situations.
VIII. Personal value system influences the way in which a manager views the other individuals
and the groups of individuals in the organization.
IX. Value system also influences a manager’s decisions and his solutions to the various
problems.
X. Values influence the attitudes and behaviors. An individual will get more job satisfaction
if his values align with the organization’s policies. If the organization’s policies are
different from his views and values, he will be disappointed; the disappointment will lead
to job dissatisfaction and decline in performance.
XI. The challenge and reexamination of established work values constitute important corner
stone’s of the current management revolution all over the world. Hence, an understanding
of the values becomes a necessity.
 Values across Cultures:
New global village, managers have to become capable of working with people from different
cultures. Because values differ across culture, an understanding of these differences should be
helpful in explaining and predicting behavior of employees from different countries.
A frame work for assessing culture:
Variations among cultures has been done by Geert Hofstede. He surveyed more than 1,11,000
IBM employees in 40 countries about their work-related values.
Geert Hofstede’s cultural dimensions theory (1980) examined people’s values in the workplace
and created differentiation along three dimensions: small/large power distance, strong/weak
uncertainty avoidance, masculinity/femininity, and individualism/collectivism.
He found that managers and employees vary on five value dimensions of national culture. Which
are:
I. Power Distance
II. Individualism vs. Collectivism
III. Masculinity vs. Femininity
IV. Uncertainty Avoidance
V. Long-term and Short-term orientation and
VI. Quantity of life versus quality of life

I. Power distance:
The power distance index describes the extent to which the less powerful members or an
organization or institution — such as a family — accept and expect that power is distributed
unequally.

Although there is a certain degree of inequality in all societies, Hofstede notes that there is
relatively more equality in some societies than in others.

Individuals in societies that have a high degree of power distance accept hierarchies where
everyone has a place in a ranking without the need for justification.

Meanwhile, societies with low power distance seek to have an equal distribution of power.
The implication of this is that cultures that endorse and expect relations that are more
consultative or democratic, or egalitarian.
 Low distance: relatively equal power between those with status/wealth and those without
status/wealth
 High distance: extremely unequal power distribution between those with status/wealth
and those without status/wealth
 II. Collectivism vs. Individualism:
Individualism and collectivism, respectively, refer to the integration of individuals into
groups.

Individualistic societies stress achievement and individual rights, focusing on the needs of
oneself and one's immediate family.

Those from collectivist cultures put more emphasis on relationships and loyalty than people
from individualistic cultures.

III. Femininity vs. Masculinity:

Femininity vs. masculinity, also known as gender role differentiation, is yet another one of
Hofstede's six dimensions of national culture. This dimension looks at how much a society
values traditional masculine and feminine roles.

A masculine society values assertiveness, courage, strength, and competition; a feminine

society values cooperation, nurturing, and quality of life (Hofstede, 1980).

A high femininity score indicates that traditionally feminine gender roles are more important
in that society; a low femininity score indicates that those roles are less important.

For example, a country with a high femininity score is likely to have better maternity leave
policies and more affordable child care.

Meanwhile, a country with a low femininity score is likely to have more women in leadership
positions and higher rates of female entrepreneurship (Hofstede, 1980).
IV. Uncertainty Avoidance Index:
The uncertainty avoidance dimension of Hofstede's cultural dimensions addresses a society's
tolerance for uncertainty and ambiguity.

This dimension reflects the extent to which members of a society attempt to cope with their
anxiety by minimizing uncertainty. In its most simplified form, uncertainty avoidance refers
to how threatening change is to a culture (Hofstede, 1980).

A high uncertainty avoidance index indicates a low tolerance for uncertainty, ambiguity, and
risk-taking. Both the institutions and individuals within these societies seek to minimize the
unknown through strict rules, regulations, and so forth.

In contrast, those in low uncertainty avoidance cultures accept and feel comfortable in
unstructured situations or changeable environments and try to have as few rules as possible.
This means that people within these cultures tend to be more tolerant of change.

For example, a student may be more accepting of a teacher saying they do not know the
answer to a question in a low uncertainty avoidance culture than a high uncertainty avoidance
one (Hofstede, 1980).

V. Short-Term vs. Long-Term Orientation:

The long-term and short-term orientation dimension refers to the degree to which cultures
encourage delaying gratification or the material, social, and emotional needs of its members
(Hofstede, 1980).

Societies with long term orientations show focus on the future in a way that delays short-term
success in favor of success in the long-term.

These societies emphasize traits such as persistence, perseverance, thrift, saving, long-term
growth, and the capacity for adaptation.

Short-term orientation in a society, in contrast, indicates a focus on the near future, involves
delivering short-term success or gratification, and places a stronger emphasis on the present
than the future.
VI. Quantity of life versus quality of life:
Quantity of life is a national culture attribute describing the extent to which societal values
are characterized by assertiveness and materialism.
Quality of life is a national culture attribute that emphasizes relationships and concern for
others.
Quantity---acquisition of money, material goods, competition prevail.
Quality--- relationship, show sensitivity and concern for the welfare of others.

Example:

 A low score is synonymous with collectivism

 A low score is synonymous with high quality of life
 A low score is synonymous with a short-term orientation
 Most Asian countries are more collectivist than individualistic
 USA ranked highest among all countries surveyed on individualism.

Globe Framework for Assessing Cultures:

Started in 1993, the Global Leadership and Organization Behavior Effectiveness (GLOBE)
research program is an ongoing cross-cultural investigation of leadership and national culture.
Using data from 825 organizations in 62 countries the GLOBE team identified nine dimensions
on which national culture differ.
 Power distance: This is the degree to which members of a society expect power to be
unequally shared.

 Individualism/ Collectivism: This is the degree to which individuals are encouraged by

societal institutions to be integrated into groups within organizations and society.

 In-group collectivism: This dimension encompasses the extent to which members of a

society take pride in membership in small groups, such as close friends, family members.

 Performance orientation: This refers to the degree to which a society encourages and
rewards group members for performance improvement and excellence.

 Humane orientation: The degree to which a society encourages and rewards individuals
for being fair, altruistic, generous, kind of others.

 Uncertainty avoidance: The extent to which a society’s reliance on social norms and
procedures to alleviate the unpredictability of future events.

 Assertiveness: The extent to which a society encourages people to be tough,

confrontational, assertive, and competitive versus modest and tender.

 Future orientation: The extent to which a society encourages and rewards future
oriented behaviors such as planning investing in future, and delaying gratification.

 Gender differentiation: The extent to which society maximizes gender role differences.
Attitude:
An attitude is a positive; negative or mixed evaluation of an object that is expressed at some
level of intensity. It is an expression of a favorable or unfavorable evaluation of a person, place,
thing or event. These are fundamental determinants of our perceptions of, and actions toward all
aspects of our social environment.
Attitudes involve a complex organization of evaluative beliefs, feelings, and tendencies toward
certain actions. How much we like or dislike something determines our behavior towards that
thing. We tend to approach, seek out or be associated with things we like; we avoid, shun or
reject things we do not like.
Some examples of attitudes are- he has a positive attitude about the changes, she is friendly and
has a good attitude, he was showing some attitude during practice today, so the coach benched
him, I like my friends that means I am expressing my attitudes towards my friends, etc.
Definition of Attitude:
Attitude is manner, disposition, feeling and position with regard to a person or thing, tendency or
orientation especially in the mind.
According to Gordon Allport, “An attitude is a mental and neural state of readiness, organized
through experience, exerting a directive or dynamic influence upon the individual’s response to
all objects and situations with which it is related.”
Thurstone said, “An attitude denotes the sum total of man’s inclinations and feelings, prejudice
or bias, preconceived notions, ideas, fears, threats, and other any specific topic.”
Anastasi defined attitude as, “A tendency to react favorably or unfavorably towards a designated
class of stimuli, such as a national or racial group, a custom or an institution.”
Characteristics of Attitude:
 Attitudes are the complex combination of things we tend to call personality, beliefs, values,
behaviors, and motivations.
 It can fall anywhere along a continuum from very favorable to very unfavorable.
 All people, irrespective of their status or intelligence, hold attitudes.
 An attitude exists in every person’s mind. It helps to define our identity, guide our actions,
and influence how we judge people.
 Although the feeling and belief components of attitude are internal to a person, we can view
a person’s attitude from his or her resulting behavior.
 Attitude helps us define how we see situations, as well as define how we behave toward the
situation or object.
 It provides us with internal cognitions or beliefs and thoughts about people and objects.
 It can also be explicit and implicit. Explicit attitude is those that we are consciously aware of
an implicit attitude is unconscious, but still, have an effect on our behaviors.
 Attitudes cause us to behave in a particular way toward an object or person.
 An attitude is a summary of a person’s past experience; thus, an attitude is grounded in direct
experience predicts future behavior more accurately.
 It includes certain aspects of the personality as interests, appreciation and social conduct.
 It indicates the sum total of a man’s inclinations and feelings.
 An attitude is a point of view, substantiated or otherwise, true or false which one holds
towards an idea, object or person.
 It has aspects such as direction, intensity, generality or specificity.
 It refers to one’s readiness for doing Work.
 It may be positive or negative and may be affected by age, position, and education.

Components of Attitude:

Researchers suggest that there are several different components that make up attitudes. One can
see this by looking at the three components of an attitude:
Ø Cognitive Component.
Ø Affective Component.
Ø Behavioral Component.
The affective component of an attitude reflects 'feelings and emotions' that an individual has
towards a situation.
The cognitive component of an attitude is derived from 'knowledge' that an individual has about
a situation.
Finally, the intentional component of an attitude reflects how an individual 'expects to behave'
towards or in the situation.
For example, the different components of an attitude held towards a firm, which supplies inferior
products and that too irregularly could be described as follows:
 "I don't like that company"—Affective component.
 "They are the worst supply firm I have ever dealt with"—Cognitive component.
 "I will never do business with them again"'—Intentional component.
People try to maintain consistency among the three components of their attitudes. However,
conflicting circumstances often arise. The conflict that individuals may experience among their
own attitudes is called 'cognitive dissonance.
1. Cognitive Component:
The opinion or belief segment of an attitude.

The statement---”my bill is low” is a description….it is the cognitive component of an

attitude----the aspect of an attitude that is a description of or belief in the way things are.

The cognitive component of attitudes refers to the beliefs, thoughts, and attributes that we
would associate with an object. It is the opinion or belief segment of an attitude. It refers to
that part of attitude which is related in general knowledge of a person. Typically, these come
to light in generalities or stereotypes, such as ‘all babies are cute’, ‘smoking is harmful to
health’ etc.

2. Affective Component:
Affective component is the emotional or feeling segment of an attitude. It is related to the
statement which affects another person. It deals with feelings or emotions that are brought to
the surface about something, such as fear or hate.

Using the above example, someone might have the attitude that they love all babies because
they are cute or that they hate smoking because it is harmful to health.

3. Behavioral Component:
An intention to behave in a certain way toward someone or something. Previous example
can lead to behavioral outcomes.
“I am going to look for another job that pays better”.

Behavior component of an attitude consists of a person’s tendencies to behave in a particular

way toward an object. It refers to that part of attitude which reflects the intention of a person
in the short-run or long run.

Using the above example, the behavioral attitude maybe- ‘I cannot wait to kiss the baby’, or
‘we better keep those smokers out of the library, etc.
Types of Attitude:
Attitude is something that lies between emotions and thought processing. It may be positive or
negative. A person can have thousands of attitudes, but organizational behavior focuses our
attention on a very limited number of work-related attitudes. Most of the research in
organizational behavior has been concerned with following attitudes:
1. Job satisfaction;
2. Job involvement; and
3. Organizational commitment. And also, few other attitudes
4. Perceived organizational support; and
5. Employee engagement.

1. Job Satisfaction: Job satisfaction is the level of contentment a person feels regarding his or
her job. This feeling is mainly based on an individual’s perception of satisfaction. A person
with a high level of job satisfaction holds positive attitudes about the job, while a person who
is dissatisfied with his or her job holds a negative attitude about the job.

A person having a negative attitude shows a personality disposition that is inclined to

experience nervousness, tension, upset, distress, etc. whereas those with a positive attitude
will feel happy themselves, others and their work.

Generally, it is deemed a high level of job satisfaction means positive attitudes towards the
job and vice versa.

2. Job Involvement: Job involvement refers to the degree with which an individual identifies
psychologically with his or her job and perceives his or her perceived performance level
important to self-worth.
 Job involvement measures the degree to which a person identifies with a job, actively
participates in it, and considers performance important to self-worth.

High levels of job involvement are related to fewer absences and lower resignation rates.
However, it seems to more consistently predict turnover than absenteeism, according to as
much as 16 percent of the variance in the former.

3. Organizational Commitment: It is understood as one’s identification with his or her

organization and feels proud of being its employee.

It is defined as a state in which an employee identifies with a particular organization and, its
goals, and wishes to maintain membership in the organization.

Different studies demonstrate that an individual’s level of organizational commitment is a

better indicator of turnover than the far more frequently used job satisfaction predictor,
explaining as much as 34 percent of the variance.
Basically, turnover and absenteeism are low when employees have an organizational
commitment.
There are three separate dimensions to organizational commitment. Which are:

a) Affective commitment: An emotional attachment to an organization and a belief in

its values. i.e a pet shop employee may be affectively committed to the company
because of its involvement with animals.

b) Continuance commitment: A continuance commitment is the perceived economic

value of remaining with an organization compared to leaving it. i.e an employee may
be committed to an employer because she is paid well and feels it would hurt her
family to quit.

c) Normative commitment: A normative commitment is an obligation to remain with

the organization for moral or ethical reasons. i.e an employee who is spearheading a
new initiative may remain with an employer because he feels he would-’’ leave the
employer in the lurch if he left”

4. Perceived Organizational Support (POS): Degree to which employees believe or feel the
organization values their contribution and cares about their well-being. i.e child care
problem, forgive an honest mistake.

5. Employee engagement and Job engagement: An individual’s involvement with

satisfaction with, and enthusiasm for the organization, the work she does.
Job Satisfaction:
The term 'job satisfaction' refers to an employee's general happiness with his or her job. Job
satisfaction essentially reflects the extent to which an individual likes his or her job.
Formally defined, job satisfaction is an affective or emotional response toward various facets of
one’s job.
It is influenced by the perception of the workers, the possible factors could be: good pay, good
relationship with the workers and boss, freedom of work, challenging job etcetera.
For our purposes job satisfaction will be defined as the amount of overall positive affect or
feelings that individuals have towards their job.
Job satisfaction can be influenced by a person's ability to complete required tasks, the level of
communication in an organization, and the way management treats employees.
• Thompson, E.R.; Phua F.T.T. (2012) and Moorman, R.H. (1993) ---
“Job satisfaction is how content an individual is with his or her job.”
• Locke defines job satisfaction as a "pleasurable or positive emotional state resulting
from the appraisal of one's job experiences".
• Keith Davis stated as " Job satisfaction is a set of the favorable or unfavorable feelings
with which employees view their work."
Scholars and human resource professionals generally make a distinction between affective job
satisfaction and cognitive job satisfaction.
Affective job satisfaction is the extent of pleasurable emotional feelings individuals have about
their jobs overall.
Cognitive job satisfaction is the extent of individuals’ satisfaction with particular facets of their
jobs, such as pay, pension arrangements, working hours, and numerous other aspects of their
jobs.
Importance:
The importance of job Satisfaction is that if the people are satisfied with their work, then there is
an improvement in both the quality and quantity of production. If they are not satisfied, then both
the quantity and quality of his output will be low, there will be high absenteeism and employee
turnover and increased unionism.
Causes of Job Satisfaction:
Measuring job satisfaction:
An employee’s assessment of how satisfied he is with the job is a complex summation of a
number of discrete job elements.
Caldur and Schurr in 1981 suggested that there are three different approaches to
evaluating job satisfaction:
The first approach is that work attitudes such as job satisfaction are dispositional in nature, i.e.,
they are stable, positive or negative disposition learned through experiences.
The second approach is the 'social information processing model', which suggests that job
satisfaction and other work place attitudes are developed or constructed out of experiences and
information provided by others at the work place.
The third approach is the information processing model, which is based on the accumulation of
cognitive information about the -work place and one's job. In a sense, this is the most obvious
approach, as it argues that a person's job satisfaction is influenced directly by the characteristics
of their job.
There are two widely used approaches:
1. The single global rating; and
2. A summation of job facets.

1. The single global rating: The single global rating method is nothing more than a
response to one question, such as “all things considered, how satisfied are you with your
job?”

Rating scales may be from 1 to 5 as follows:

 Highly dissatisfied
 Dissatisfied
 No comment
 Satisfied
 Highly satisfied

Thus, the rating, based on above scale, to a question given by an employee is a reflection
of magnitude or measurement of employee’s job attitude towards his/her job.

2. A summation of job facets: The employee’s attitudes towards the various aspects of the
job is considered in summation score. Nature of the work, supervision, pay, promotion,
opportunities and relationship with coworkers are the important aspects of the job that are
included in rating score. The scores given to each of these aspects are then added up to
create and overall job satisfaction score of an individual employee.

It is more sophisticated. It identifies key elements in a job and ask for the employee’s
feelings about each.

Typically, elements here are the nature of the work, supervision, present pay, promotion
opportunities, and relations with co-workers. Respondents rate them on a standardized
scale, and researchers add the ratings to create an overall job satisfaction score.
2nd one is more likely to achieve a more accurate evaluation of job satisfaction. But everyone not
support it.
The single global rating method isn’t very time consuming-which frees managers to address
other workplace issues and problems.
Summation of job facets helps managers zero in on where problem exist, making it easier to deal
with unhappy employees and solve problems faster and more accurately.
How Employees Can Express Dissatisfaction:
Employee dissatisfaction can be expressed in a number of ways.
For example, rather than quit, employees can complain, be insubordinate, steal organizational
property, or shirk a part of their work responsibilities. Exhibit 3-6 offers four responses that
differ from one another along two dimensions: constructive/destructive and active/ passive. They
are defined as follows:
1. Exit: Behavior directed toward leaving the organization, including looking for a new
position as well as resigning.

2. Voice: Actively and constructively attempting to improve conditions, including suggesting

improvements, discussing problems with superiors, and some forms of union activity.

3. Loyalty: Passively but optimistically waiting for conditions to improve, including speaking
up for the organization in the face of external criticism and trusting the organization and its
management to "do the right thing."

4. Neglect: Passively allowing conditions to worsen, including chronic absenteeism or lateness,

reduced effort, and increased error rate.
Exit and neglect behaviors encompass our performance variables—productivity, absenteeism,
and turnover. But this model expands employee response to include voice and loyalty—
constructive behaviors that allow individuals to tolerate unpleasant situations or to revive
satisfactory working conditions. It helps us to understand situations, such as those sometimes
found among unionized workers, for whom low job satisfaction is coupled with low turnover.
The Effect of Job Satisfaction on Employee Performance:
1. Satisfaction and Productivity
  Satisfied workers are more productive AND more productive workers are more
satisfied!
 Worker productivity is higher in organizations with more satisfied workers.
2. Satisfaction and Absenteeism
 Satisfied employees have fewer avoidable absences.
3. Satisfaction and Turnover
 Satisfied employees are less likely to quit.
 Organizations take actions to retain high performers and to weed out lower
performers.
4. Satisfaction and OCBs
 Satisfied employees who feel fairly treated by and are trusting of the organization
are more willing to engage in behaviors that go beyond the normal expectations of
their job.
5. Satisfaction and Customer Satisfaction
 Satisfied workers provide better customer service
6. Satisfied employees increase customer satisfaction because:
 They are more friendly, upbeat, and responsive.
 They are less likely to turnover, which helps build long-term customer
relationships.
 They are experienced.
7. Dissatisfied customers increase employee job dissatisfaction.

How Do You Ensure Employee Satisfaction?

Before you can improve employee engagement and satisfaction, you need to know what to
improve and then develop the right programs and practices. The simplest way to find out what
will satisfy your employees is to ask them. Still, these six factors consistently appear in
employee satisfaction surveys.
1. Ask individual employees to define their personal motivations. This can be done one-to-
one or in team meetings where everyone openly discusses the issues they face in their
jobs. This is when surveys also come in handy.
2. Dial back on excessive control. Reduced micromanagement makes employees feel
trusted. They’re motivated to work harder to retain this trust.
3. Improve the work environment with even small things like plants, ergonomic seating, or
a new coffee machine. These relatively little things can have a huge impact on
satisfaction and happiness.
4. Everyone wants to be heard. Improve communication across all levels by ensuring
employees feel safe and secure to be critical when necessary. Employees who feel they
can’t speak out about concerns will internalize negative feelings, leading to
dissatisfaction on the job.
5. Flexible deadlines whenever possible go a long way in reducing stress. When there are
hard deadlines, be sure to schedule projects further in advance or find ways to free up
employee time from other tasks so they can get the work done on time.
6. Create an employee reward and recognition program. Mark Twain once said, “I can
live for two months on a good compliment.” Recognition and rewards are two powerful
tools in building employee morale, motivation, and satisfaction. From a simple “thank
you” to more creative rewards, smaller and more consistent gestures are much more
effective than once-a-year formal acknowledgments.

Causes of Job/ Employee Dissatisfaction:

 Different profession
 Work pressure
 Work place politics
 Sudden cuts salaries
 Withdrawal of expected perks
 Irregular promotion
 Inefficiency of HR
 Poor management

 Bad working condition

 Imbalanced life
 Being underpaid.
 Having an unsupportive or untrustworthy boss.
 Limited career growth at an organization.
 Lack of meaning behind a role.
 Lack of work-life balance.