Job satisfaction

Feldman and Arnold (1983) [61] have defined job satisfaction as, Job satisfaction will be
defined as the amount of overall positive affect (or feelings) that individuals have towards thir jobs.
Davis et al., (1985) [62] stated that job satisfaction is a combination of positive and negative feelings
that workers have towards their work. When a worker joins a business organization, he brings with
him the needs, desires and experiences which he expects from his job. Job satisfaction represents the
extent to which expectations matches with the real awards. Job satisfaction is closely linked to that
individual's behavior in the work place.
Researchers such as Ashford et al., (1989) [63]; Davy et al., (1991) [64] found in their studies
that insecurity among employees leads job dissatisfaction. Rain, Lane & Steiner (1991) [65] states
that job satisfaction is correlated to life satisfaction which means that people who are satisfied with
life will tend to be satisfied with the job and people who satisfied with job will tend to satisfied with
their life. Lane et al.,(2010) [66] and Vidal at al.,(2007) [67] in their researches/studies found that job
satisfaction is a complex phenomenon which is influenced by factors like salary, working
environment, autonomy, communication and organizational commitment.
According to Reichheld (1996) [68] there are three criteria that have impact upon how hard
employees are working. They work hard when: (1) they have job pride, (2) when they find their jobs
interesting and meaningful, and (3) when they are recognized for their work and benefit from the
work they have accomplished. A relevant research by Spector (1997) [69] and Hirschfeld (2000) [70]
indicate that the different aspects of job satisfaction could be split according to Herzbergs two

What is learning?

We use the term 'learning' all the time in everyday life. But within the field of educational psychology,
the term learning is actually a specific term. Different people use different words to define learning
within educational psychology, but in general a step-by-step process in which an individual
experiences permanent, lasting changes in knowledge, behaviors, or ways of processing the world.
Learning is not compulsory; it is contextual. It does not happen all at once but builds upon and is
shaped by previous knowledge. To that end, learning may be viewed as a process rather than a
collection of factual and procedural knowledge. Human learning may occur as part of education,
personal development, schooling, or training. It may be goal-oriented and may be aided by
motivation. Learning may occur consciously or without conscious awareness. Learning how or
improving ability is not like learning that or acquiring information.
Some have looked to identifying relatively permanent changes in behavior (or potential for change) as
a result of experiences. However, not all changes in behavior resulting from experience involve
learning. It would seem fair to expect that if we are to say that learning has taken place, experience
should have been used in some way.

One particularly helpful way of approaching the area has been formulated by Alan Rogers (2003). He
sets out two contrasting approaches: task-conscious or acquisition learning and learning-conscious or
formalized learning.


Task-conscious or acquisition learning:- Acquisition learning is seen as going on all the time.
It is concrete, immediate and confined to a specific activity; it is not concerned with general
principles (Rogers 2003: 18). Examples include much of the learning involved in parenting or with
running a home. Some have referred to this kind of learning as unconscious or implicit. However he
suggests that it might be better to speak of it as having a consciousness of the task. In other words,
whilst the learner may not be conscious of learning they are usually aware of the specific task in
hand.

Learning-conscious or formalized learning:- Formalized learning arises from the process of

facilitating learning. It is educative learning rather than the accumulation of experience. To this
extent there is a consciousness of learning people are aware that the task they are engaged in entails
learning. Learning itself is the task. What formalized learning does is to make learning more
conscious in order to enhance it (Rogers 2003: 27). It involves guided episodes of learning.

There are three main types of learning styles: auditory, visual, and kinesthetic. Most people learn best
through a combination of the three types of learning styles, but everybody is different.

Auditory Learners: Hear

Auditory learners would rather listen to things being explained than read about them. Reciting
information out loud and having music in the background may be a common study method. Other
noises may become a distraction resulting in a need for a relatively quiet place.

Visual Learners: See

Visual learners learn best by looking at graphics, watching a demonstration, or reading. For them, its
easy to look at charts and graphs, but they may have difficulty focusing while listening to an
explanation.

Kinesthetic Learners: Touch

Kinesthetic learners process information best through a hands-on experience. Actually doing an
activity can be the easiest way for them to learn. Sitting still while studying may be difficult, but
writing things down makes it easier to understand.

Although most people use a combination of the three learning styles, they usually have a clear
preference for one. Knowing and understanding the types of learning styles is important for students
of any age. It is advantageous for students to understand their type of learning style early on so that
homework and learning may become easier and less stressful in the future.

A well-balanced, intelligent child is able to develop all three types of learning styles. Just because a
child has a dominant learning style doesnt mean that the other types cant be improved. Having just
one dominant learning style and relying on that style only can debilitate a childs true potential. There
are many different ways to train the different types of learning styles, but it ultimately comes down to
training the cognitive skills. Cognitive skills are the foundational building blocks of each learning
style. Without properly trained cognitive skills, a child isnt able to use or take advantage of the other
learning styles effectively

Elaborate the learning curve with example.

A learning curve is a graphical representation of the increase of learning (vertical axis) with
experience (horizontal axis). Experience shows that the more times a task has been performed the less
time is required on each subsequent iteration.
Learning curves are important in a variety of business applications especially manufacturing. The
learning curve shows the relationship between unit production time and the cumulative number of
units produced. As individuals or organizations collectively repeat a particular process they gain skill
or efficiency from their experience and production time improvements result
The concept of a learning curve is important to companies in hiring and training new employees and
managers, in working to increase production efficiency, and in budgeting and forecasting costs.
The learning curve is a powerful one and is applicable to all learning processes. Its easy to see how
to apply the learning curve to areas such as manufacturing where the outputs are physical products.
Its more difficult to apply the learning curve however, in areas such as services or software.
For services, the easiest way to apply it is to measure the time it takes for someone to do something.
Over time the theory goes that it should take less and less time for a thing to be accomplished.
The theory of the learning curve is based on the simple idea that the time required to perform a task
decreases as a worker gains experience. Learning curves are useful for preparing cost estimates,
bidding on special orders, setting labor standards, scheduling labor requirements, evaluating labor
performance and setting incentive wage rates.
Learning curve theorizes that people and organizations learn to do things more efficiently when
performing repetitive tasks. The more often the task is performed or repeated the more efficient the
worker becomes and the less time it takes to perform those tasks.
The learning curve was adapted from the historical observation that individuals performing repetitive
tasks exhibit an improvement in performance as the task is repeated a number of times.
In any environment if a person is assigned to do the same task then after a period of time there is an
improvement in his performance. If data points are collected over a period of time the curve
constructed on the graph will show a decrease in effort per unit for repetitive operations.
The learning curve shows that if a task is performed over and over than less time will be required at
each iteration. Learning curve demonstrates that over a period time there is an increase in productivity
but with diminishing rate as production increases.

For example, from first year to up to now in university I got some experiences. As the result of my
experience I learn many things. In my studies to get good results its not enough to study the handouts
only we should study beyond that notes and we should study hard to get good results.
During the presentations we didnt perform well because of nervous, tension and other reasons.
According to our previous experience we can learn how to present in effective manner so the next
time we will improve our performance.
By studying about computer we know what is computer but when we do practical we can learn more
things about computer.
Learning is a relatively permanent change in behavior that occurs as a result of experience therefore
the experience increase learning ability also increases. It shown by a graph as below:
The word learning, hence it implies a process. Everybody knows that a process will yield output
based on input taken. In the broader frame "learning curve" has come to mean that every new activity
requires the acquisition of knowledge and skill. It takes time (and therefore money) to master new
jobs and new fields, but later knowledge provides efficiency and leverage.
Performance Management: Impacts and Trends

This research is conducted by Roger Sumlin, Senior Consultant. This research is useful to anyone
designing and implementing a new performance management system and equally beneficial to those
trying to prove the value of effective performance management.

This paper reviews six recent performance management studies and organizes their key findings into
two groups: Performance Management Impact on Organizational Success and Performance
Management Trends/ Best Practices.

1.

Performance Management Impact on Organizational Success

Performance management study proves that successful organizations realize that performance
management is a critical business tool in translating strategy into results.

Organizational Impact

Performance management systems directly influence five critical organizational outcomes: financial
performance, productivity, product or service quality, customer satisfaction, and employee job

satisfaction. When performance management systems are flexible and linked to strategic goals,
organizations are more likely to see improvement in the five critical areas.

When CEOs realize the value of performance management in driving business strategy, overall
system effectiveness is significantly higher. The success of performance management and its effect on
business and cultural strategies depend heavily on senior-level support.

The research examined performance in six strategic performance areas deemed crucial to long term
success:

Financial performance

Operating efficiency

Customer satisfaction

Employee performance

Innovation/Change

Community/Environment

The four mechanisms which are contributed to the success of measurement-managed in companies.

Agreement on strategy

Clarity of communication

Focus and alignment of efforts

Organizational culture

The Impact of Performance Management on Organizational Success substantiates that performance

management systems can have a significant impact on financial performance and productivity.

Researchers compared organizations that had performance management systems with those in the
same industry that did not and compared the financial performance of the organizations having
performance management systems to see how those organizations fared before and after
implementation.

The study results showed that:


Companies with performance management programs have higher profits, better cash flows,
stronger stock market performance and a greater stock value than companies without performance
management.

Productivity in firms without performance management is significantly below the industry

average while productivity in firms with performance management is on par with the industry
average.

Companies with performance management significantly improved their financial performance

and productivity after implementing performance management.

2.

Performance Management Trends/ Best Practices

This study also investigated organizations' current performance management practices and compared
the results. The organizations are mostly using the practices given below:

Train managers in applying performance management systems

Competencies

Peer input, customer feedback, and input from direct reports

Team- based objectives in individual performance plans

Rating techniques - overall ratings, summary statements, and numerical ratings

The following system qualities and practices had the strongest relationship to overall effectiveness.

Alignment

Accountability and training

Regarding the top trends, respondents think organizations will:

Continue to adopt the already-popular practice of using essays to describe an employee's

overall performance.

Give managers more training in performance management.

Tie performance management more closely to quality improvement efforts.

Hold managers accountable for using performance appraisal effectively.

Educate employees about their companies' performance management system to help them
manage their own performance.

Ask internal and external customers to contribute to appraisals.

3.

Conclusion

This research found some characteristics and trends and practices for others, its help to improve the
employees performance management system. Some of the research also provides the hard data need
to know that performance management is an important business system that affects organizations
bottom line and is worth to efforts to make it right. And also this research found satisfaction of
managers and other staffs in their performance management system.