Job Satisfaction Among Faculty Members

Job Satisfaction Among
Faculty Members: A Study of

Engineering Colleges Under
BPUT
A B.Tech. Project Report

submitted in partial fulfillment of
the requirements for the
Degree of Bachelor of Technology
Under Biju Patnaik University of Technology
By
Toshalika Ray Roll # EIE200750152
Abhishek Ranjan Roll # EIE200720449
2010 - 2011
Under the guidance of

Mr. Bhanu Prasad Behera
NATIONAL INSTITUTE OF SCIENCE &TECHNOLOGY

Palur Hills, Berhampur, Orissa – 761008, India
ABSTRACT
This report provides an analytical overview of job satisfaction among the faculty
members of BPUT, Rourkela based on various college contributions to a
questionnaire.
This Questionnaire postulates that job satisfaction depends on the balance between
work-role inputs - such as education, working time, effort - and work-role outputs -
wages, fringe benefits, status, working conditions, intrinsic aspects of the job.
If work-role outputs (‘pleasures’) increase relative to work-role inputs(‘pains’), then

job satisfaction will increase. The report then examines survey results on levels of
general or overall job satisfaction among faculty members, as well as identifying the
relationship between specific factors relating to work and job satisfaction. Taking into
consideration the work force, this report draws a conspicuous conclusion of the BPUT
work prospects.
i
ACKNOWLEDGEMENT
Completing a task is never one man's effort and this dissertation is no exception. Here
we would like to take this opportunity to thank all those individuals whose invaluable
contribution in a direct or indirect manner has gone into the making of this
dissertation.
First and foremost we express our deep sense of gratitude to our advisor, Mr. Bhanu
Prasad Behera for having been a constant source of encouragement and also for his
valuable guidance in each and every aspect of this dissertation.
We give our sincere thanks to our project co-advisors Prof. Sushanta Tripathy and
Mr. Sarat Kumar Jena for their valuable guidance and constant unfailing
encouragement.
We give our sincere thanks to Mr. Nihar Ranjan Sahu, B. Tech Project
Coordinator, for giving us the opportunity and motivating us to complete the project
within stipulated period of time and providing a helping environment.
Our sincere thanks to Prof. (Dr.) A. K. Panda, Dean, N.I.S.T, who has given us
opportunity to do this project.
We thank to Prof. Sangram Mudali, for his immense effort to provide a better
quality at NIST.
Finally we thank our parents, friends and all those people who are related to this
dissertation at any stage of its making, for their readiness to help us out whenever
required
Toshalika Ray
Abhishek Ranjan
ii
TABLE OF CONTENTS
ABSTRACT...................................................................................................................i
ACKNOWLEDGEMENT...........................................................................................ii
49.....................................................................................................................................i
TABLE OF CONTENTS...........................................................................................iii
LIST OF FIGURE......................................................................................................vi
INTRODUCTION........................................................................................................7
1.2 Objectives.............................................................................................................7
1.2 Scope ...................................................................................................................7
LITERATURE REVIEW..........................................................................................8
Models of Job Satisfaction....................................................................................8
1. Affect Theory.....................................................................................................8
2. Dispositional Theory..........................................................................................8
3. Two-Factor Theory (Motivator-Hygiene Theory).............................................9
4. Job Characteristics Model......................................................................................9
5. Communication Overload and Communication Underload.................................10
FACTORS THAT INFLUENCE JOB SATISFACTION......................................11

2. Stress ...............................................................................................................11
3. Leadership .......................................................................................................12
4. Work Standards ...............................................................................................12
5. Fair Rewards ...................................................................................................12
6. Adequate Authority .........................................................................................13
When these six factors are high, job satisfaction is high. When the six factors are
low, job satisfaction is low.......................................................................................13
EMPLOYEE ATTITUDE AND JOB SATISFACTION........................................14

3.1 The Causes of Employee Attitudes....................................................................14
iii
3.1.1 Dispositional Influences..............................................................................14
3.1.2 Cultural Influences......................................................................................15
3.1.3 Work Situation Influences...........................................................................15
3.2 The Results of Positive or Negative Job Satisfaction........................................16
3.3 Job Satisfaction and Job Performance................................................................16
3.4 Job Satisfaction and Life Satisfaction................................................................18
3.5 Job Satisfaction and Withdrawal Behaviors.......................................................18
3.6 Measure and Influence Employee Attitudes......................................................19
3.6.1 Employee Attitude Surveys.........................................................................19
3.6.2 The Use of Norms.......................................................................................21
3.6.3 Comparisons and Numerical Accuracy.......................................................21
3.6.4 Survey Feedback and Action.......................................................................22
Methodology ..................................................................................................22
MINITAB....................................................................................................................22
4.1 Minitab Windows...............................................................................................22
4.2 Data Types..........................................................................................................23
4.3 Entering Data......................................................................................................23
4.4 Saving Data........................................................................................................24
STATISTICAL ANALYSIS......................................................................................26
5.1 Descriptive Statistics..........................................................................................26
5.2 Mean...................................................................................................................27
5.3 Median................................................................................................................29
5.3.1 Notation.......................................................................................................30
5.3.2 Medians in Descriptive Statistics................................................................31
5.4 Standard Deviation.............................................................................................31
5.5 Correlation..........................................................................................................32
iv
5.6 Regression..........................................................................................................33
49....................................................................................................................................7
DATA ANALYSIS.....................................................................................................36
6.1 Basic Analysis of the data..................................................................................36
6.2 DESCRIPTIVE ANALYSIS..............................................................................37
RESULTS AND INTERPRETATION....................................................................37
SCREE PLOT:.........................................................................................................38
..................................................................................................................................38
It shows that after four factors the curve becomes more or less as a straight line
signifying that we can extract four factors from the twentyfive factors..................38
From the above analysis we have found that the correlation coefficient between
average and each group is very high, the values being 0.955, 0.759,0.766,0.733. .43
Whereas the correlation coefficient among the groups itself is relatively low.....43
The p-value in the Analysis of Variance table (0.000), indicates that the
relationship is statistically significant.......................................................................43
FUTURE WORK.......................................................................................................43
INCREASE.................................................................................................................44
CONCLUSIONS........................................................................................................44
REFERENCES...........................................................................................................45
APPENDIX.................................................................................................................46
6.3 Factor Analysis...................................................................................................47
v
LIST OF FIGURE
Figure 4.1 Worksheet.................................................................................................24

Figure 5.1 A menu of the statistics categories and the subcategories for Basic
Statistics from Student Version 12 ..........................................................................26
Figure 5.2 Cumulative Probability of a normal distribution with expected value
0 and standard deviation 1........................................................................................32
.....................................................................................................................................32
Figure 5.3 A data set with a mean of 50 (shown in blue) and a standard
deviation (σ ) of 20.....................................................................................................32
Figure 5.4 Positive Correlation ................................................................................33
Figure 6.1 Colleges participating and their contribution towards the project.....36
Figure 6.2 Number of male and female faculty involved in the survey.................36
vi
JOB SATISFACTION AMONG FACULTY MEMBERS: A STUDY OF ENGINEERING COLLEGES UNDER
BPUT
INTRODUCTION
OVERVIEW
Job satisfaction has been defined as a pleasurable emotional state resulting from the
appraisal of one’s job; an affective reaction to one’s job; and an attitude towards one’s
job.
Job satisfaction describes how content an individual is with his or her job. The
happier people are within their job, the more satisfied they are said to be. Job
satisfaction is not the same as motivation, although it is clearly linked. Job design
aims to enhance job satisfaction and performance, methods include job rotation, job
enlargement and job enrichment. Other influences on satisfaction include the
management style and culture, employee involvement, empowerment and
autonomous work groups. Job satisfaction is a very important attribute which is
frequently measured by organizations. The most common way of measurement is the
use of rating scales where employees report their reactions to their jobs. Questions
relate to rate of pay, work responsibilities, variety of tasks, promotional opportunities
the work itself and co-workers.
1.2 Objectives
1. To identify critical factors leading to job satisfaction among faculty members

of different colleges under BPUT after proper analysis.
2. To find out relationship between the critical factors
3. To find out the most important factor that affects job satisfaction by factor
analysis.
1.2 Scope
This project is limited to the job satisfaction of faculty members of engineering
colleges under BPUT ,in finding out the critical factors .
7
BPUT
LITERATURE REVIEW
Models of Job Satisfaction
1. Affect Theory
Edwin A. Locke’s Range of Affect Theory (1976) is arguably the most famous job
satisfaction model. The main premise of this theory is that satisfaction is determined
by a discrepancy between what one wants in a job and what one has in a job. Further,
the theory states that how much one values a given facet of work (e.g. the degree of
autonomy in a position) moderates how satisfied/dissatisfied one becomes when
expectations are/aren’t met. When a person values a particular facet of a job, his
satisfaction is more greatly impacted both positively (when expectations are met) and
negatively (when expectations are not met), compared to one who doesn’t value that
facet. To illustrate, if Employee A values autonomy in the workplace and Employee B
is indifferent about autonomy, then Employee A would be more satisfied in a position
that offers a high degree of autonomy and less satisfied in a position with little or no
autonomy compared to Employee B. This theory also states that too much of a
particular facet will produce stronger feelings of dissatisfaction the more a worker
values that facet.
2. Dispositional Theory
Another well-known job satisfaction theory is the Dispositional Theory Template:
Jackson April 2007. It is a very general theory that suggests that people have innate
dispositions that cause them to have tendencies toward a certain level of satisfaction,
regardless of one’s job. This approach became a notable explanation of job
satisfaction in light of evidence that job satisfaction tends to be stable over time and
across careers and jobs. Research also indicates that identical twins have similar
levels of job satisfaction.
A significant model that narrowed the scope of the Dispositional Theory was the Core
Self-evaluations Model, proposed by Timothy A. Judge in 1998. Judge argued that
there are four Core Self-evaluations that determine one’s disposition towards job
8
BPUT
satisfaction: self-esteem, general self-efficacy, locus of control, and neuroticism. This
model states that higher levels of self-esteem (the value one places on his/her self) and
general self-efficacy (the belief in one’s own competence) lead to higher work
satisfaction. Having an internal locus of control (believing one has control over
her\his own life, as opposed to outside forces having control) leads to higher job
satisfaction. Finally, lower levels of neuroticism lead to higher job satisfaction.
3. Two-Factor Theory (Motivator-Hygiene Theory)

Frederick Herzberg’s Two factor theory (also known as Motivator Hygiene Theory)
attempts to explain satisfaction and motivation in the workplace. This theory states
that satisfaction and dissatisfaction are driven by different factors – motivation and
hygiene factors, respectively. An employee’s motivation to work is continually related
to job satisfaction of a subordinate. Motivation can be seen as an inner force that
drives individuals to attain personal and organizational goals . Motivating factors are
those aspects of the job that make people want to perform, and provide people with
satisfaction, for example achievement in work, recognition, promotion opportunities.
These motivating factors are considered to be intrinsic to the job, or the work carried
out. Hygiene factors include aspects of the working environment such as pay,
company policies, supervisory practices, and other working conditions.
While Hertzberg's model has stimulated much research, researchers have been unable
to reliably empirically prove the model, with Hackman & Oldham suggesting that
Hertzberg's original formulation of the model may have been a methodological
artifact. Furthermore, the theory does not consider individual differences, conversely
predicting all employees will react in an identical manner to changes in
motivating/hygiene factors. Finally, the model has been criticised in that it does not
specify how motivating/hygiene factors are to be measured.
4. Job Characteristics Model

Hackman & Oldham proposed the Job Characteristics Model, which is widely used as
a framework to study how particular job characteristics impact on job outcomes,
9
BPUT
including job satisfaction. The model states that there are five core job characteristics
(skill variety, task identity, task significance, autonomy, and feedback) which impact
three critical psychological states (experienced meaningfulness, experienced
responsibility for outcomes, and knowledge of the actual results), in turn influencing
work outcomes (job satisfaction, absenteeism, work motivation, etc.). The five core
job characteristics can be combined to form a motivating potential score (MPS) for a
job, which can be used as an index of how likely a job is to affect an employee's
attitudes and behaviors----. A meta-analysis of studies that assess the framework of
the model provides some support for the validity of the JCM.
5. Communication Overload and Communication Underload

One of the most important aspects of an individual’s work in a modern organization
concerns the management of communication demands that he or she encounters on
the job. Demands can be characterized as a communication load, which refers to “the
rate and complexity of communication inputs an individual must process in a
particular time frame .Individuals in an organization can experience communication
over-load and communication underload which can affect their level of job
satisfaction. Communication overload can occur when “an individual receives too
many messages in a short period of time which can result in unprocessed information
or when an individual faces more complex messages that are more difficult to
process.” Due to this process, “given an individual’s style of work and motivation to
complete a task, when more inputs exist than outputs, the individual perceives a
condition of overload which can be positively or negatively related to job satisfaction.
In comparison, communication under load can occur when messages or inputs are
sent below the individual’s ability to process them .” According to the ideas of
communication over-load and under-load, if an individual does not receive enough
input on the job or is unsuccessful in processing these inputs, the individual is more
likely to become dissatisfied, aggravated, and unhappy with their work which leads to
a low level of job satisfaction.
10
BPUT
FACTORS THAT INFLUENCE JOB

SATISFACTION
1. Opportunity
Employees are more satisfied when they have challenging opportunities at work. This
includes chances to participate in interesting projects, jobs with a satisfying degree of
challenge, and opportunities for increased responsibility. Important: this is not simply
"promotional opportunity." As organizations have become flatter, promotions can be
rare. People have found challenge through projects, team leadership, special
assignment as well as promotions.
Actions:
• Promote from within when possible.
• Reward promising employees with roles on interesting projects.
• Divide jobs into levels of increasing leadership and responsibility.
It may be possible to create job titles that demonstrate increasing levels of expertise
which are not limited by availability of positions. They simply demonstrate
achievement.
2. Stress
When negative stress is continuously high, job satisfaction is low. Jobs are more
stressful if they interfere with employees' personal lives or are a continuing source of
worry or concern.
Actions:
• Promote a balance of work and personal lives. Make sure that senior managers
model this behavior.
• Distribute work evenly (fairly) within workteams.
• Review work procedures to remove unnecessary "red tape" or bureaucracy.
11
BPUT
• Manage the number of interruptions employees have to endure while trying to
do their jobs.
• Some organizations utilize exercise or "fun" breaks at work.
3. Leadership
Data from employee satisfaction surveys has shown employees are more satisfied
when their managers are good leaders. This includes motivating employees to do a
good job, striving for excellence, or just taking action.
Actions:
• Make sure your managers are well trained. Leadership combines attitudes and
behavior. It can be learned.
• People respond to managers that they can trust and who inspire them to
achieve meaningful goals.
4. Work Standards
Employees are more satisfied when their entire workgroup takes pride in the quality
of its work.
Actions:
• Encourage communication between employees and customers. Quality gains
importance when employees see its impact on customers.
• Develop meaningful measures of quality. Celebrate achievements in quality.
5. Fair Rewards
Employees are more satisfied when they feel they are rewarded fairly for the work
they do. Consider employee responsibilities, the effort they have put forth, the work
they have done well, and the demands of their jobs.
Actions:
• Make sure rewards are for genuine contributions to the organization.
• Be consistent in your reward policies.
12
BPUT
• If your wages are competitive, make sure employees know this.
• Rewards can include a variety of benefits and perks other than money.
As an added benefit, employees who are rewarded fairly, experience less stress.
6. Adequate Authority
Employees are more satisfied when they have adequate freedom and authority to do
their jobs.
Actions:
When reasonable:
• Let employees make decisions.
• Allow employees to have input on decisions that will affect them.
• Establish work goals, but let employees determine how they will achieve those
goals. Later reviews may identify innovative "best practices."
• Ask, "If there were just one or two decisions that you could make, which ones
would make the biggest difference in your job?"
When these six factors are high, job satisfaction is high. When the six factors are
low, job satisfaction is low.
13
BPUT
EMPLOYEE ATTITUDE AND JOB

SATISFACTION
“Happy employees are productive employees.”

“Happy employees are not productive employees.”
We hear these conflicting statements made by HR professionals and managers in

organizations.
This article identifies three major gaps between HR practice and the scientific
research in the area of employee attitudes in general and the most focal employee
attitude in particular—job satisfaction:
(1) the causes of employee attitudes,
(2) the results of positive or negative job satisfaction,
and (3) how to measure and influence employee attitudes
The most-used research definition of job satisfaction is by Locke (1976), who defined
it as “. . . a pleasurable or positive emotional state resulting from the appraisal of
one’s job or job experiences” . Implicit in Locke’s definition is the importance of both
affect, or feeling, and cognition, or thinking. When we think, we have feelings about
what we think. Conversely, when we have feelings, we think about what we feel.
Cognition and affect are thus inextricably linked, in our psychology and even in our
biology. Thus, when evaluating our jobs, as when we assess anything important to us,
both thinking and feeling are involved.
3.1 The Causes of Employee Attitudes
3.1.1 Dispositional Influences
Several innovative studies have shown the influences of a person’s disposition on job
satisfaction. One of the first studies in this area demonstrated that a person’s job
14
BPUT
satisfaction scores have stability over time, even when he or she changes jobs or
companies. In a related study, childhood temperament was found to be statistically
related to adult job satisfaction up to 40 years later . Evidence even indicates that the
job satisfaction of identical twins reared apart is statistically similar. Although this
literature has had its critics, an accumulating body of evidence indicates that
differences in job satisfaction across employees can be traced, in part, to differences
in their disposition or temperament. Despite its contributions to our understanding of
the causes of job satisfaction, one of the limitations in this literature is that it is not yet
informative as to how exactly dispositions affect job satisfaction.
3.1.2 Cultural Influences
In terms of other influences on employee attitudes, there is also a small, but growing
body of research on the influences of culture or country on employee attitudes and job
satisfaction.
The continued globalization of organizations poses new challenges for HR

practitioners, and the available research on cross-cultural organizational and human
resources issues can help them better understand and guide. The four cross-cultural
dimensions are:
(1) individualism-collectivism;
(2) uncertainty avoidance versus risk taking;
(3) power distance, or the extent to which power is unequally distributed; and
(4) masculinity/femininity, more recently called achievement orientation.
3.1.3 Work Situation Influences
As discussed earlier, the work situation also matters in terms of job satisfaction and
organization impact . Contrary to some commonly held practitioner beliefs, the most
notable situational influence on job satisfaction is the nature of the work itself—often
called “intrinsic job characteristics.” Research studies across many years,
organizations, and types of jobs show that when employees are asked to evaluate
15
BPUT
different facets of their job such as supervision, pay, promotion opportunities,
coworkers, and so forth, the nature of the work itself generally emerges as the most
important job facet . This is not to say that well-designed compensation programs or
effective supervision are unimportant; rather, it is that much can be done to influence
job satisfaction by ensuring work is as interesting and challenging as possible.
Unfortunately, some managers think employees are most desirous of pay to the
exclusion of other job attributes such as interesting work. For example, in a study
examining the importance of job attributes, employees ranked interesting work as the
most important job attribute and good wages ranked fifth, whereas when it came to
what managers thought employees wanted, good wages ranked first while interesting
work ranked fifth. Of all the major job satisfaction areas, satisfaction with the nature
of the work itself— which includes job challenge, autonomy,variety, and scope—best
predicts overall job satisfaction, as well as other important outcomes like employee
retention. Thus, to understand what causes people to be satisfied with their jobs, the
nature of the work itself is one of the first places for practitioners to focus on.
3.2 The Results of Positive or Negative Job

Satisfaction
A second major practitioner knowledge gap is in the area of understanding the

consequences of job satisfaction. We hear debates and confusion about whether
satisfied employees are productive employees, and HR practitioners rightfully
struggle as they must reduce costs and are concerned about the effects on job
satisfaction and, in turn, the impact on performance and other outcomes. The focus of
our discussion in this section is on job satisfaction, because this is the employee
attitude that is most often related to organizational outcomes. Other employee
attitudes, such as organizational commitment, have been studied as well, although
they have similar relationships to outcomes as job satisfaction.
3.3 Job Satisfaction and Job Performance
16
BPUT
The study of the relationship between job satisfaction and job performance has a
controversial history. The Hawthorne studies, conducted in the 1930s, are often
credited with making researchers aware of the effects of employee attitudes on
performance. Shortly after the Hawthorne studies, researchers began taking a critical
look at the notion that a “happy worker is a productive worker.” Most of the earlier
reviews of the literature suggested a weak and somewhat inconsistent relationship
between job satisfaction and performance. A review of the literature in 1985
suggested that the statistical correlation between job satisfaction and performance
was about 17.
Thus, these authors concluded that the presumed relationship between job satisfaction
and performance was a “management fad” and “illusory.” This study had an
important impact on researchers, and in some cases on organizations, with some
managers and HR practitioners concluding that the relationship between job
satisfaction and performance was trivial.
However, further research does not agree with this conclusion. Organ (1988) suggests
that the failure to find a strong relationship between job satisfaction and performance
is due to the narrow means often used to define job performance. Organ argued that
when performance is defined to include important behaviors not generally reflected in
performance appraisals, such as organizational citizenship behaviors, its relationship
with job satisfaction improves. Research tends to support Organ’s proposition in that
job satisfaction correlates with organizational citizenship behaviors .
In addition, in a more recent and comprehensive review it was found that when the
correlations are appropriately corrected (for sampling and measurement errors), the
average correlation between job satisfaction and job performance is a higher.30. In
addition, the relationship between job satisfaction and performance was found to be
even higher for complex (e.g., professional) jobs than for less complex jobs. Thus,
contrary to earlier reviews, it does appear that job satisfaction is, in fact, predictive of
performance, and the relationship is even stronger for professional jobs.
17
BPUT
3.4 Job Satisfaction and Life Satisfaction
An emerging area of study is the interplay between job and life satisfaction.
Researchers have speculated that there are three possible forms of the relationship
between job satisfaction and life satisfaction:
(1) spillover- where job experiences spill over into nonwork life and vice versa;
(2) segmentation-where job and life experiences are separated and have little to do
with one another; and
(3) compensation-
where an individual seeks to compensate for a dissatisfying job by seeking fulfillment
and happiness in his or her nonwork life and vice versa.
3.5 Job Satisfaction and Withdrawal Behaviors
Numerous studies have shown that dissatisfied employees are more likely to quit their
jobs or be absent than satisfied employees. Job dissatisfaction also appears to be
related to other withdrawal behaviors, including lateness, unionization, grievances,
drug abuse, and decision to retire.” Because the occurrence of most single withdrawal
behaviors is quite low, looking at a variety of these behaviors improves the ability for
showing the relationship between job attitudes and withdrawal behaviors. Rather than
predicting isolated behaviors, withdrawal research and applied practice would do
better, as this model suggests, to study patterns in withdrawal behaviors—such as
turnover, absenteeism ,lateness, decision to retire, etc.— together. Several studies
have supported this, showing that when various withdrawal behaviors are grouped
together, job satisfaction better predicts these behavioral groupings than the individual
behaviors. Based on the research that shows job satisfaction predicts withdrawal
behaviors like turnover and absenteeism, researchers have been able to statistically
measure the financial impact of employee attitudes on organizations. Using these
methods can be a powerful way for practitioners to reveal the costs of low job
satisfaction and the value of improved employee attitudes on such outcomes as
absenteeism and retention.
18
BPUT
3.6 Measure and Influence Employee Attitudes
There are a number of possible methods for measuring employee attitudes, such as
conducting focus groups, interviewing employees, or carrying out employee surveys.
3.6.1 Employee Attitude Surveys
Two major research areas on employee attitude surveys are discussed below:
employee attitude measures used in research and facet versus global measures. In the
research literature, the two most extensively validated employee attitude survey
measures are the Job Descriptive Index and the Minnesota Satisfaction Questionnaire.
The JDI assesses satisfaction with five different job areas: pay, promotion, coworkers,
supervision, and the work itself. The JDI is reliable and has an impressive array of
validation evidence. The MSQ has the advantage of versatility—long and short forms
are available, as well as faceted and overall measures. Another measure used in job
satisfaction research is an updated and reliable five-item version of an earlier scale by
Brayfield and Rothe (1951). All of these measures have led to greater scientific
understanding of employee attitudes, and their greatest value may be for research
purposes, yet these measures may be useful for practitioners as well.. There are two
additional issues with measuring employee attitudes that have been researched and
provide potentially useful knowledge for practitioners. First, measures of job
satisfaction can be faceted (such as the JDI)—whereby they measure various
dimensions of the job—while others are global—or measure a single, overall feeling
toward the job. An example of a global measure is “Overall, how satisfied are you
with your job?” If a measure is facet-based, overall job satisfaction is typically
defined as a sum of the facets. Scarpello and Campbell (1983) found that individual
questions about various aspects of the job did not correlate well with a global measure
of overall job satisfaction. However, if one uses job satisfaction facet scores—based
on groups of questions on the same facet or dimension rather than individual
questions—to predict an independent measure of overall job satisfaction, the
relationship is considerably higher. As has been noted elsewhere job satisfaction
facets are sufficiently related to suggest that they are measuring a common construct
19
BPUT
—overall job satisfaction. Second, while most job satisfaction researchers have
assumed that overall, single item measures are unreliable and therefore should not be
used, this view has not gone unchallenged. Therefore, respectable levels of reliability
can be obtained with an overall measure of job satisfaction, although these levels are
somewhat lower than most multiple-item measures of job satisfaction. Based on the
research reviewed, there is support for measuring job satisfaction with either a global
satisfaction question or by summing scores on various aspects of the job. Therefore,
in terms of practice, by measuring facets of job satisfaction, organizations can obtain
a complete picture of their specific strengths and weaknesses related to employee job
satisfaction and use those facet scores for an overall satisfaction measure, or they can
reliably use overall satisfaction questions for that purpose.
20
BPUT
3.6.2 The Use of Norms
Ratings made by employees on survey questions can systematically vary—and vary

widely—no matter what company they work for. For example, ratings of pay are
typically low and ratings of workgroup cooperation are typically rated very high.
Similar systematic variations are found when comparing survey data . Survey norms
are descriptive statistics that are compiled from data on the same survey questions.. If
survey norms are not an option, unit results can serve as internal norms, although they
encourage an inward focus and potentially internal competition. Actions determined
through normed-based comparisons can be strong drivers of change and help focus a
institute externally to other competitors.
3.6.3 Comparisons and Numerical Accuracy
Comparing data is one of the most useful survey analysis techniques, such as
described above for using norms to compare a organization’s survey results to that of
other organization’s. Comparisons for the same organization or unit over time with a
trended survey are also valuable to measure progress. At the same time, comparisons
must be done with professional care, taking into account measurement issues . This is
one of the major areas of practitioner misinterpretation in experience.
In general, the lower the number, the greater the effects of random error on data, like
the differences between flipping a coin 10 times versus 1,000 times. Thus,
comparisons of groups with small numbers generally should not be done, especially
when the survey is a sample survey and designed to provide data only at higher
levels.To avoid these measurement issues, it is helpful to have a lower limit on the
organization size and/or number of respondents needed to create reports for
comparisons .Numerical accuracy and appropriate comparisons are especially
important when using survey data for performance targets and employment-related
decisions.
21
BPUT
3.6.4 Survey Feedback and Action
Employee surveys, used effectively, can be catalysts for improving employee attitudes
and producing organizational change. This statement is based on two important
assumptions:
first, that employee attitudes affect behavior and
second, that employee attitudes are important levers of organizational performance.
Methodology
A two member team was formed by us to carry out this project. At first we went
through a lot of books and e-books for a thorough literature survey. After the
literature survey, taking into account the various factors that affect job satisfaction we
prepared the questionnaire and distributed the questionnaire in various engineering
colleges under BPUT. After collecting the questionnaire from the colleges we ended
up in having a sample size of 70. We found out the correlations and regressions
between various factors as part of our analysis which helped us in reaching our
objective.
Data source: Primary data
Data collection method: Questionaires
Sample size: 70
Data analysis: MINITAB
MINITAB
Minitab is statistical analysis software. It can be used for learning about statistics as
well as statistical research. Statistical analysis computer applications have the
advantage of being accurate, reliable, and generally faster than computing statistics
and drawing graphs by hand.
4.1 Minitab Windows
22
BPUT
When you first open Minitab, you will see two windows, a Session window and a
Worksheet window.
• Session Window: The area that displays the statistical results of your data
analysis and can also be used to enter commands.
• Worksheet Window: A grid of rows and columns used to enter and manipulate
the data. Note: This area looks like a spreadsheet but will not automatically
update the columns when entries are changed.
Other windows include

• Graph Window: When you generate graphs, each graph is opened in its own
window.
• Report Window: Version 13 has a report manager that helps you organize your
results in a report
4.2 Data Types
• Numerical: Numerical data is the only type Minitab will use for statistical
calculations. Numerical data is aligned on the right side of the column.
Minitab will not recognize numbers with commas as numbers but will
consider them text.
• Text: Text cannot be used for computations. Though “text” generally means
words or characters, numbers can be classified as text. If column 1 has text in
it, the column label will change from C1 to C1-T. Data types can be changed.
4.3 Entering Data
You can enter your data going down or across. In the top left corner of the Worksheet
window, there is a cell with an arrow in it. Click this cell to change the action of the
Enter key.
• If the arrow is pointing down, then the cursor will go down the column when
you press Enter.
23
BPUT
• If the arrow is pointing to the right, then the cursor will go across the row, to
the next column when you press Enter
Figure 4.1 Worksheet
Minitab can change data types within limits. You cannot make a simple switch of
people’s names to numeric values, but if you have a column of numbers that was
accidentally entered as text, then you can change those numbers to numeric values.
Minitab makes the following types of transformations.
• numeric to text
• text to numeric
• date/time to text
• date/time to numeric
• numeric to date/time
• text to date/time
To make these changes in Minitab, from the main menu select MANIP > CHANGE
DATA TYPE. Then, select the option that you want and fill in the dialog box.
4.4 Saving Data
In Minitab, you can save data in two different formats. You can save the worksheet by
itself or the entire project. Saving the worksheet as a separate file is a good habit.
24
BPUT
Then you will always have access to the data, even if the project you are working with
becomes corrupted. To save the data in a worksheet by itself
1. Select FILE > SAVE CURRENT WORKSHEET AS.
2. Use the arrow beside the Save in: field to select the location of your diskette or
USB device.
3. In the File Name field, type the name of the worksheet. Minitab will
automatically add the extension MTW for Minitab worksheet.
4. Click Save.
The worksheet with the data will be saved automatically.
25
BPUT
STATISTICAL ANALYSIS
Minitab will conduct a variety of statistical calculations. These are found under the
main menu option of STAT. Each category also has subcategories.
Figure 5.1 A menu of the statistics categories and the subcategories for
Basic Statistics from Student Version 12 .
5.1 Descriptive Statistics
Terms in the output and some definitions

• N = number of data items in the sample
• N* = number of items in the sample that have missing values (N* does not
show up when all the items in the sample have values)
• Mean = average
• Median = 50th percentile
26
BPUT
• TrMean= the 5% trimmed mean
• StDev = standard deviation
• SE Mean = standard error of the mean = standard deviation divided by the
square root of the sample size
• Minimum = smallest data value
• Maximum = largest data value
• Q1 = 25th percentile = first quartile
• Q3 = 75th percentile = third quartile
5.2 Mean
In statistics, mean has two related meanings:

• the arithmetic mean (and is distinguished from the geometric mean or
harmonic mean).
• the expected value of a random variable, which is also called the population
mean.
There are other statistical measures that use samples that some people confuse with
averages - including 'median' and 'mode'. Other simple statistical analyses use
measures of spread, such as range, interquartile range, or standard deviation. For a
real-valued random variable X, the mean is the expectation of X. Note that not every
probability distribution has a defined mean (or variance); see the Cauchy distribution
for an example.
For a data set, the mean is the sum of the values divided by the number of values. The
mean of a set of numbers x1, x2, ..., xn is typically denoted by , pronounced "x bar".
This mean is a type of arithmetic mean. If the data set were based on a series of
observations obtained by sampling a statistical population, this mean is termed the
"sample mean" to distinguish it from the "population mean". The mean is often
quoted along with the standard deviation: the mean describes the central location of
the data, and the standard deviation describes the spread. An alternative measure of
27
BPUT
dispersion is the mean deviation, equivalent to the average absolute deviation from
the mean. It is less sensitive to outliers, but less mathematically tractable.
28
BPUT
If a series of observations is sampled from a larger population (measuring the heights
of a sample of adults drawn from the entire world population, for example), or from a
probability distribution which gives the probabilities of each possible result, then the
larger population or probability distribution can be used to construct a "population
mean", which is also the expected value for a sample drawn from this population or
probability distribution. For a finite population, this would simply be the arithmetic
mean of the given property for every member of the population. For a probability
distribution, this would be a sum or integral over every possible value weighted by the
adding probability of that value. It is a universal convention to represent the
population mean by the symbol µ. In the case of a discrete probability distribution, the
mean of a discrete random variable x is given by taking the product of each possible
value of x and its probability P(x), and then all these products together, giving
The sample mean may differ from the population mean, especially for small samples,
but the law of large numbers dictates that the larger the size of the sample, the more
likely it is that the sample mean will be close to the population mean.
As well as statistics, means are often used in geometry and analysis; a wide range of
means have been developed for these purposes, which are not much used in statistics.
These are listed below.
Equality holds only when all the elements of the given sample are equal.
5.3 Median
In probability theory and statistics, a median is described as the numeric value

separating the higher half of a sample, a population, or a probability distribution, from
the lower half. The median of a finite list of numbers can be found by arranging all
the observations from lowest value to highest value and picking the middle one. If
29
BPUT
there is an even number of observations, then there is no single middle value; the
median is then usually defined to be the mean of the two middle values.
In a sample of data, or a finite population, there may be no member of the sample

whose value is identical to the median (in the case of an even sample size), and, if
there is such a member, there may be more than one so that the median may not
uniquely identify a sample member. Nonetheless, the value of the median is uniquely
determined with the usual definition. A related concept, in which the outcome is
forced to correspond to a member of the sample, is the medoid. At most, half the
population have values less than the median, and, at most, half have values greater
than the median. If both groups contain less than half the population, then some of the
population is exactly equal to the median. For example, if a < b < c, then the median
of the list {a, b, c} is b, and, if a < b < c < d, then the median of the list {a, b, c, d} is
the mean of b and c; i.e., it is (b + c)/2. The median can be used as a measure of
location when a distribution is skewed, when end-values are not known, or when one
requires reduced importance to be attached to outliers, e.g., because they may be
measurement errors. A disadvantage of the median is the difficulty of handling it
theoretically.
5.3.1 Notation
The median of some variable x is denoted either as
30
BPUT
5.3.2 Medians in Descriptive Statistics
The median is used primarily for skewed distributions, which it summarizes

differently than the arithmetic mean.
Consider the multiset { 1, 2, 2, 2, 3, 14 }. The median is 2 in this case, as is the mode,

and it might be seen as a better indication of central tendency than the arithmetic
mean of 4.
Calculation of medians is a popular technique in summary statistics and summarizing

statistical data, since it is simple to understand and easy to calculate, while also giving
a measure that is more robust in the presence of outlier values than is the mean.
5.4 Standard Deviation
Standard deviation is a widely used measurement of variability or diversity used in

statistics and probability theory. It shows how much variation or "dispersion" there is
from the average (mean, or expected value). A low standard deviation indicates that
the data points tend to be very close to the mean, whereas high standard deviation
indicates that the data are spread out over a large range of values. Technically, the
standard deviation of a statistical population, data set, or probability distribution is the
square root of its variance. It is algebraically simpler though practically less robust
than the average absolute deviation. A useful property of standard deviation is that,
unlike variance, it is expressed in the same units as the data. In addition to expressing
the variability of a population, standard deviation is commonly used to measure
confidence in statistical conclusions. For example, the margin of error in polling data
is determined by calculating the expected standard deviation in the results if the same
poll were to be conducted multiple times. The reported margin of error is typically
about twice the standard deviation – the radius of a 95 percent confidence interval. In
science, researchers commonly report the standard deviation of experimental data, and
only effects that fall far outside the range of standard deviation are considered
statistically significant – normal random error or variation in the measurements is in
31
BPUT
this way distinguished from causal variation. Standard deviation is also important in
finance, where the standard deviation on the rate of return on an investment is a
measure of the volatility of the investment.
Figure 5.2 Cumulative Probability of a normal distribution with expected

value 0 and standard deviation 1
Figure 5.3 A data set with a mean of 50 (shown in blue) and a standard
deviation (σ ) of 20
5.5 Correlation
32
BPUT
In statistics and probability theory, correlation means how closely related two sets of
data are. Correlation does not always mean that one causes the other. It is very
possible that there is a third factor involved. Correlation usually has one of two
directions. These are positive or negative. If it is positive, then the two sets go up
together. If it is negative, then one goes up while the other goes down. Lots of
different measurements of correlation are used for different situations. For example on
a scatter graph, people draw a line of best fit to show the direction of the correlation.
Figure 5.4 Positive Correlation

Explaining Correlation
Strong and weak are words used to describe correlation. If there is strong correlation,
then the points are all close together. If there is weak correlation, then the points are
all spread apart. There are ways of making numbers show how strong the correlation
is. These measurements are called correlation coefficients. The best known is the
Pearson product-moment correlation coefficient. You put in data into a formula and it
gives you a number. If the number is 1 or -1, then there is strong correlation. If the
answer is 0, then there is no correlation. Another kind of correlation coefficient is
Spearman's rank correlation coefficient.
5.6 Regression
33
BPUT
In statistics, regression analysis includes any techniques for modeling and analyzing
several variables, when the focus is on the relationship between a dependent variable
and one or more independent variables. More specifically, regression analysis helps
one understand how the typical value of the dependent variable changes when any one
of the independent variables is varied, while the other independent variables are held
fixed. Most commonly, regression analysis estimates the conditional expectation of
the dependent variable given the independent variables — that is, the average value of
the dependent variable when the independent variables are held fixed. Less
commonly, the focus is on a quantile, or other location parameter of the conditional
distribution of the dependent variable given the independent variables. In all cases, the
estimation target is a function of the independent variables called the regression
function. In regression analysis, it is also of interest to characterize the variation of the
dependent variable around the regression function, which can be described by a
probability distribution. Regression analysis is widely used for prediction and
forecasting, where its use has substantial overlap with the field of machine learning.
Regression analysis is also used to understand which among the independent variables
are related to the dependent variable, and to explore the forms of these relationships.
In restricted circumstances, regression analysis can be used to infer causal
relationships between the independent and dependent variables. A large body of
techniques for carrying out regression analysis has been developed. Familiar methods
such as linear regression and ordinary least squares regression are parametric, in that
the regression function is defined in terms of a finite number of unknown parameters
that are estimated from the data. Nonparametric regression refers to techniques that
allow the regression function to lie in a specified set of functions, which may be
infinite-dimensional.
The performance of regression analysis methods in practice depends on the form of

the data-generating process, and how it relates to the regression approach being used.
Since the true form of the data-generating process is in general not known, regression
analysis often depends to some extent on making assumptions about this process.
These assumptions are sometimes (but not always) testable if a large amount of data is
34
BPUT
available. Regression models for prediction are often useful even when the
assumptions are moderately violated, although they may not perform optimally.
However, in many applications, especially with small effects or questions of causality
based on observational data, regression methods give misleading results.
35
BPUT
DATA ANALYSIS
CONTRIBUTION OF VARIOUS ENGINEERING COLLEGES IN THE SURVEY
6.1 Basic Analysis of the data
Figure 6.1 Colleges participating and their contribution towards the

project
Figure 6.2 Number of male and female faculty involved in the survey
36
BPUT
6.2 DESCRIPTIVE ANALYSIS
Variable N Mean Median Minimum Maximum
Ideas 70 3.9714 4.0000 2.0000 5.000

Variety 70 4.0714 4.0000 2.0000 5.000
bst wrk 70 4.171 4.0000 2.0000 5.000
job sec 70 4.000 4.0000 1.000 5.000
Pay 70 3.514 4.0000 1.000 5.000
knw-hw 70 3.914 4.0000 2.0000 5.000
copertn 70 4.143 4.0000 1.000 5.000
result 70 4.2286 4.0000 2.000 5.000
Wrkabilt 70 4.086 4.0000 1.000 5.000
Surndngs 70 4.014 4.0000 2.0000 5.000
getn ahe 70 3.8143 4.0000 2.0000 5.000
pride 70 4.1143 4.0000 2.0000 5.000
Routine 70 4.0571 4.0000 2.0000 5.000
rub elbo 70 3.729 4.0000 2.0000 5.000
bks up 70 3.986 4.0000 1.000 5.000
Promotns 70 3.714 4.0000 1.000 5.000
wrk div 70 3.900 4.0000 2.0000 5.000
Cmplnts 70 3.800 4.0000 1.000 5.000
Helps 70 4.071 4.0000 1.000 5.000
Frdm 70 3.700 4.0000 1.000 5.000
Apprcntn 70 4.0857 4.0000 1.000 5.000
servce 70 3.8857 4.0000 2.0000 5.000
trnsfrs 70 3.7000 4.0000 2.0000 5.000
Advncmnt 70 4.1286 4.0000 2.0000 5.000
RESULTS AND INTERPRETATION
37
BPUT
SCREE PLOT:
Scree Plot of ideas, ..., advncmnt
6
Eigenvalue
2 4 6 8 10 12 14 16 18 20 22 24
Factor Number
It shows that after four factors the curve becomes

more or less as a straight line signifying that we
can extract four factors from the twentyfive
factors
38
BPUT
FOUR MAJOR GROUPS AFTER ANALYSIS AND THE VARIABLES

INCLUDED IN IT
Group1 Group2 Group3 Group4
helps trnsfrs variety pride
wrk div ideas Getn ahed Freedom
bks up rub elbows Job security friendship
cmplnts servce appreciation
copertn knw-hw
promotns routine
bst wrk
wrkabilty
result
advncmnt
pay
surndngs
REGRESSION ANALYSIS
Regression Analysis: Avg versus gr1, gr2, gr3, gr4
39
BPUT
The regression equation is

Avg = - 0.0120 + 0.474 gr1 + 0.240 gr2 + 0.170 gr3 + 0.118 gr4
Predictor Coef SE Coef T P

Constant -0.01203 0.01857 -0.65 0.519
gr1 0.473904 0.005549 85.40 0.000
gr2 0.240368 0.005504 43.67 0.000
gr3 0.170153 0.005034 33.80 0.000
gr4 0.118036 0.004105 28.76 0.000
S = 0.0180904 R-Sq = 99.9% R-Sq(adj) = 99.9%
Analysis of Variance
Source DF SS MS F P
Regression 4 18.8496 4.7124 14399.46 0.000
Residual Error 65 0.0213 0.0003
Total 69 18.8709
Source DF Seq SS
gr1 1 17.2138
gr2 1 0.9229
gr3 1 0.4422
gr4 1 0.2706
40
BPUT
Source - indicates the source of variation, either from the factor, the interaction, or the
error. The total is a sum of all the sources.
DF - degrees of freedom from each source. the degrees of freedom for sample size
70 is 70 (n - 1).
SS - sum of squares between groups (factor) and the sum of squares within groups
(error)
MS - mean squares are found by dividing the sum of squares by the degrees of
freedom.
F - calculate by dividing the factor MS by the error MS; you can compare this ratio
against a critical F found in a table or you can use the p-value to determine whether a
factor is significant.
P - use to determine whether a factor is significant; typically compare against an
alpha value of 0.05. If the p-value is lower than 0.05, then the factor is significant.
For our Variance table we have p-value= (0.000), indicating that the relationship
is statistically significant.
For our Regression analysis we have R-Sq or Percentage of response variable
variation that is explained by its relationship with one or more predictor
variables is 99.99%.. R is always between 0 and 100%. It is also known as the
2
coefficient of determination or multiple determination (in multiple regression).

Since in our case the R-Sq is 99.99% R-Sq (adj) is also 99.99%, it signifies that
model fits the data well.
MAJOR CORREALTIONS:
Correlations: Avg, gr1
Pearson correlation of Avg and gr1 = 0.955
P-Value = 0.000
41
BPUT
P-Value = 0.000

P-Value = 0.000

P-Value = 0.000
Correlations: gr1, gr2

Pearson correlation of gr1 and gr2 = 0.612
P-Value = 0.000

P-Value = 0.000

P-Value = 0.000
42
BPUT
P-Value = 0.000

P-Value = 0.000

P-Value = 0.000
From the above analysis we have found that the correlation coefficient between
average and each group is very high, the values being 0.955, 0.759,0.766,0.733
Whereas the correlation coefficient among the groups itself is relatively low.
The p-value in the Analysis of Variance table (0.000), indicates that the relationship is
statistically significant
FUTURE WORK
43
BPUT
INCREASE
CONCLUSIONS
From the literature survey we came to the conclusion that there are 25 factors which
affect job satisfaction among faculty members of various engineering colleges under
BPUT .After determining these factors we did the factor analysis and found out that
these factors can be subdivided into four major groups.Group1 comprising of pay,
result, advancement, workability, surroundings, promotion, cooperation, complaints
taken care of, back up, work division, chance to help and the work one is best at,
while Group2 includes six factors namely ideas, know-how, routine, transfers,
service they can provide and chances to rub-elbows with important people. Group3
and Group4 includes variety, getting ahead, job security , appreciation and pride
,freedom ,friendship respectively. Then from regressions and correlations we found
the p-value to be 0.000 and R-Sq value to be 99.99% which signifies the significance
of these groups and from pearson correlation coefficient we determined that Group1
is the most important of all having value of 0.955.
44
BPUT
REFERENCES
[1] http://en.wikipedia.org/wiki/Job_satisfaction
[2] http://www.management.org/Free Employee Job Satisfaction
Questionnaire.mht
[3] http://www.ieee.org/Case Study Six Factors that Influence Job
Satisfaction.mht
[4] http://www.wikipedia.org/whitepapers/abstract/details/Jobsatisfaction.pdf
[5] http://www.NBRI.inc/
[6] Minnesota Satisfaction Questionnaire
[7] http://en.wikipedia.org/wiki/Mean
[8] http://en.wikipedia.org/wiki/Median
[9] http://en.wikipedia.org/wiki/standard deviation
[10] http://en.wikipedia.org/wiki/correlation
[11] http://en.wikipedia.org/wiki/ Regression
[12] http://en.wikipedia.org/wiki/Minitab
45
BPUT
APPENDIX
QUESTIONNAIRE
On my present job, this is how I feel about
1. The change to try out some of my own ideas

2. The variety in my work
3. The chance to do the kind of work that I do best
4. My job security
5. The amount of pay for the work I do
6. The technical “know-how” of my supervisor
7. The spirit of cooperation among my co-workers
8. Being able to see the result of the work I do
9. The chance to do work that is well suited to my abilities
10. The physical surroundings where I work
11. The chance of getting ahead on this job
12. The chance to develop close friendships with my co-workers
13. Being able to take pride in a job well done
14. The routine in my work
15. The chance to “rub elbows” with important people
16. The way my boss backs up his/her employees (with top management)
17. The way promotions are given out on this job
18. The way my boss delegates work to others
19. The way my boss takes care of the complaints of his/her employees
20. The way my boss provides help on hard problems
21. The freedom to use my own judgment
22. The way they usually tell me when I do my job well
23. The chance to be of some small service to other people
24. The way layoffs and transfers are avoided in my job
25. My chances for advancements
46
BPUT
6.3 Factor Analysis
Sorted Rotated Factor Loadings and Communalities
Variable Factor1 Factor2 Factor3 Factor4 Factor5 Factor6 Factor7

helps 0.797 -0.212 -0.079 0.108 0.227 -0.210 -0.029
wrk div 0.778 -0.165 -0.251 0.160 -0.076 -0.017 -0.069
bks up 0.749 -0.214 0.123 0.046 0.345 -0.082 -0.023
cmplnts 0.738 -0.053 -0.149 0.196 0.419 -0.114 -0.153
copertn 0.690 -0.212 0.095 0.127 0.004 -0.371 0.186
promotns 0.622 -0.240 -0.282 0.252 0.106 -0.012 -0.238
bst wrk 0.338 -0.767 -0.071 0.143 0.048 -0.115 -0.131
pride -0.050 -0.738 -0.158 -0.054 0.217 -0.224 -0.091
wrkabilty 0.304 -0.707 -0.114 0.149 0.099 0.095 0.046
result 0.226 -0.677 -0.125 0.118 0.179 -0.042 -0.200
variety 0.237 -0.403 -0.338 0.266 0.393 -0.005 -0.036
getn ahed 0.016 -0.156 -0.804 -0.000 0.189 -0.056 0.145
advncmnt 0.294 -0.136 -0.754 -0.124 0.066 -0.063 -0.304
trnsfrs 0.031 -0.082 -0.547 0.342 0.160 -0.031 -0.306
ideas 0.275 -0.097 0.019 0.741 -0.026 -0.033 -0.162
rub elbows 0.193 -0.111 0.110 0.613 0.258 -0.110 -0.268
servce -0.055 -0.368 -0.493 0.566 0.073 -0.212 0.263
job sec 0.170 -0.199 -0.191 0.121 0.787 -0.137 0.027
apprcntn 0.372 -0.288 -0.156 -0.064 0.601 -0.045 -0.119
pay 0.195 -0.149 -0.156 -0.066 -0.016 -0.774 -0.251
knw-hw 0.203 -0.003 -0.011 0.341 0.293 -0.694 0.050
routine 0.065 -0.203 -0.059 0.213 0.031 -0.132 -0.842
frndshp 0.376 -0.185 0.092 0.092 0.159 -0.256 0.132
frdm 0.473 -0.090 -0.297 -0.047 0.036 0.050 -0.194
surndngs 0.293 -0.262 -0.118 0.042 0.117 -0.223 0.028
47
BPUT
Variance 4.4324 2.9826 2.3373 1.8636 1.8542 1.5781 1.4098
% Var 0.177 0.119 0.093 0.075 0.074 0.063 0.056
Variable Factor8 Factor9 Communality

helps 0.122 0.077 0.816
wrk div 0.176 -0.188 0.799
bks up 0.060 -0.230 0.808
cmplnts 0.201 -0.020 0.860
copertn 0.216 -0.041 0.766
promotns -0.001 -0.269 0.728
bst wrk -0.174 -0.020 0.792
pride 0.288 -0.116 0.778
wrkabilty 0.067 -0.225 0.703
result 0.175 -0.076 0.649
variety -0.261 0.237 0.684
getn ahed 0.051 -0.200 0.773
advncmnt -0.015 0.093 0.798
trnsfrs 0.091 -0.504 0.807
ideas -0.084 0.013 0.670
rub elbows 0.192 -0.297 0.714
servce 0.096 0.030 0.831
job sec 0.130 -0.055 0.778
apprcntn 0.016 -0.253 0.691
pay 0.006 -0.212 0.797
knw-hw 0.181 -0.010 0.760
routine -0.001 -0.030 0.823
frndshp 0.738 -0.026 0.847
frdm 0.618 -0.035 0.747
surndngs 0.014 -0.747 0.793
Variance 1.3941 1.3608 19.2129
48
BPUT
% Var 0.056 0.054 0.769
49

Job Satisfaction Among Faculty Members

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Job Satisfaction Among Faculty Members

Diunggah oleh

Hak Cipta:

Format Tersedia

Job Satisfaction Among

Faculty Members: A Study of

A B.Tech. Project Report

Under the guidance of

NATIONAL INSTITUTE OF SCIENCE &TECHNOLOGY

If work-role outputs (‘pleasures’) increase relative to work-role inputs(‘pains’), then

1.2 Scope ...................................................................................................................7

Models of Job Satisfaction....................................................................................8

3. Two-Factor Theory (Motivator-Hygiene Theory).............................................9

4. Job Characteristics Model......................................................................................9

5. Communication Overload and Communication Underload.................................10

FACTORS THAT INFLUENCE JOB SATISFACTION......................................11

4. Work Standards ...............................................................................................12

5. Fair Rewards ...................................................................................................12

6. Adequate Authority .........................................................................................13

EMPLOYEE ATTITUDE AND JOB SATISFACTION........................................14

3.1.2 Cultural Influences......................................................................................15

3.1.3 Work Situation Influences...........................................................................15

3.2 The Results of Positive or Negative Job Satisfaction........................................16

3.3 Job Satisfaction and Job Performance................................................................16

3.4 Job Satisfaction and Life Satisfaction................................................................18

3.5 Job Satisfaction and Withdrawal Behaviors.......................................................18

3.6 Measure and Influence Employee Attitudes......................................................19

3.6.1 Employee Attitude Surveys.........................................................................19

3.6.2 The Use of Norms.......................................................................................21

3.6.3 Comparisons and Numerical Accuracy.......................................................21

3.6.4 Survey Feedback and Action.......................................................................22

4.2 Data Types..........................................................................................................23

4.3 Entering Data......................................................................................................23

4.4 Saving Data........................................................................................................24

5.3.2 Medians in Descriptive Statistics................................................................31

5.4 Standard Deviation.............................................................................................31

6.2 DESCRIPTIVE ANALYSIS..............................................................................37

RESULTS AND INTERPRETATION....................................................................37

Figure 4.1 Worksheet.................................................................................................24

1. To identify critical factors leading to job satisfaction among faculty members

Models of Job Satisfaction

3. Two-Factor Theory (Motivator-Hygiene Theory)

4. Job Characteristics Model

5. Communication Overload and Communication Underload

FACTORS THAT INFLUENCE JOB

EMPLOYEE ATTITUDE AND JOB

“Happy employees are productive employees.”

We hear these conflicting statements made by HR professionals and managers in

3.1 The Causes of Employee Attitudes

3.1.1 Dispositional Influences

3.1.2 Cultural Influences

The continued globalization of organizations poses new challenges for HR

3.1.3 Work Situation Influences

3.2 The Results of Positive or Negative Job

A second major practitioner knowledge gap is in the area of understanding the

3.3 Job Satisfaction and Job Performance

3.5 Job Satisfaction and Withdrawal Behaviors

3.6.1 Employee Attitude Surveys

Ratings made by employees on survey questions can systematically vary—and vary

3.6.3 Comparisons and Numerical Accuracy

4.1 Minitab Windows

Other windows include

4.2 Data Types

4.3 Entering Data

Figure 4.1 Worksheet

The worksheet with the data will be saved automatically.

5.1 Descriptive Statistics