通过工作设计提高员工满意度外文翻译（可编辑）

通过工作设计提高员工满意度外文翻译 外文翻译原文IMPROVING STAFF SATISFACTION THROUGH JOB DESIGN Material Source : /0. Author B.P.V. Sarata Job satisfaction affects the quality of the services provided in human service organizations and it is strongly influenced by job design. The author suggests that meeting staff needs for satisfying work is an important responsibility of the administrator. Staff morale and attitudes affect the quality of services provided in mental health and other human service settings. High staff morale contributes to the social climate within which the client is served Moos and Houts 1972; Sarata and Reppucci 1975; Stotland and Kobler 1965. Highly satisfied staff display greater task-involvement and more cooperative attitudes Sarata 1974, 1976. Absenteeism and turnover among staff who provide treatment services are negatively correlated with job satisfaction and morale. The relationship between employee satisfaction and job design has been repeatedly demonstrated within industry Data from several recent studies suggest that staff satisfaction within human service settings is also significantly related to job design variables Sarata and Jeppesen 1976. However, the existing literature provides few guidelines for the administrator of a human service setting. This paper proposes a model for improving staff satisfaction through redesigning jobs and roles. THEORETICAL FRAMEWORK A useful conceptualization of the relation between work and worker satisfaction has been suggested by Hackman and Oldham1975. They view employee satisfaction and motivation as being mediated by three critical psychological states. The critical factors are 1 the experienced meaningfulness of the work, 2 experienced responsibility for work out comes, and 3 feedback concerning work performance or outcomes. Each of these psychological states is related to specific job design variables. Thus, a program to increase staff satisfaction consists of identifying and altering the job design variables associated with each of these critical psychological states. Experienced Meaningfulness of Work In the Hackman and Oldham 1975 formulations, experienced meaningfulness is a function of three job design variables: task significance, task-identity and skill-variety. In the human service setting, information about the functioning of the total agency is also predictive of satisfaction Sarata and Jeppesen1976 and can be seen as increasing meaningfulness. Task-significance: Because providing services for persons in need is important work, the task-significance is potentially high. Identification with the helper role is an important source of satisfaction for professional R e t t i n g 1960 and nonprofessional treatment staffSarata 1974. Unpublished data Sarata 1974 suggest that auxiliary staff clerical, dietary, and maintenance often identify with the agency in its role of helper. Six samples of auxiliary personnel from a variety of agencies were asked to indicate three or more sources of satisfaction associated with their jobs. Sample sizes ranged from 25 to 65 persons. At least 46 percent of each sample gave a response indicating such an identification, e.g., working at the center which helps these unfortunate people. However, the impact of this helper identification upon the meaningfulness of their work is probably a function of task-identity and skill-variety. : In order to experience work as meaningful the individual must understand how it contributes to the overall product or goal. This understanding is termed task-identity. Information about the function and procedures of other departments contributes to task-identity. Typically, task-identity and information are positively correlated with status and level of training Sarata and Jeppesen 1976. In residential treatment settings, attendants and auxiliary staff, for example, often have little opportunity to develop more than superficial task-identity. Their understanding of the procedures and terminology employed by professionals is frequently limited. Professional staff for whom the necessity and implications of each procedure are obvious, seldom provide other staff with explanations; they give only succinct instructions. In such situations, in service training is an effective means for increasing and maintaining the level of task-identity. Lower level staff should receive instruction about professional procedures and terminology. Professional staff and supervisors must be sensitized to the need for adopting a more informative approach. Including all staff levels in case conferences and policy planning meetings is an effective means for maintaining task-identity and information. The potential impact of in-service training is suggested by the results of two workshops provided for clerical personnel. The first was for the secretaries and receptionists of the alcoholism agencies in a small metropolitan area. It gave the participants basic information about alcoholism as well as knowledge of the personnel and procedures in other agencies. critical psychological states. The trainees continued to evidence increased levels of job satisfaction and effectiveness for at least six months Rivers, Sarata and Book 1974. The second was a half-day workshop attended by the receptionists and clerical staff of rehabilitation agencies. It focused upon client reactions to their contacts with no counselor staff members and was held at a statewide convention of secretaries. Unpublished data collected by the author indicate that one year later the workshop participants reported a higher level of job satisfaction than did their colleagues. Several professional and supervisory personnel who participated in both workshops reported that they gained an increased awareness of their staffs need for information. Among professional staff, task-identity information is negatively correlated with distance from the parent organization. For example, staff members in satellite offices are typically provided extensive information during their initial training. However, their isolation often precludes them from adequate knowledge of subsequent changes in agency policies. Similarly, the staffs of diagnostic and referral services are often unaware of changes in the programs to which they provide information. Continuing training is an effective way to increase task-identity and information; it should be implemented cooperatively by the staffs of all programs or agencies involved in serving the same population. Rotating staff among the various programs and agencies may be the most effective method of facilitating task-identity. Skill variety. The extent of the variety associated with professional and nonprofessional roles varies with program design and administrative structure. Increasing the skill variety of a job in a human service program often requires that staff members receive additional responsibilities and training. Where it seems inadvisable to expand responsibilities, variety can be increased by rotating staff between existing positions. At least two settings have reported positive results from encouraging staff members to simultaneously function in more than one capacity Goldenberg 1971; Sarason, Zittany and Grossman 1971. Experienced Responsibility for Work Outcomes Autonomy in determining the manner and sequence in which work is performed is the most commonly recognized source of experienced responsibility. Participation in planning and decision making is another source. The feasibility of providing most staff with a significant degree of autonomy is limited by at least two considerations. First, many decisions can be made only by professional staff. Second, providing good care requires that the efforts of all disciplines be well coordinated and that treatment plans be implemented in a consistent manner. This necessarily limits the autonomy of the staff members involved in the process. Autonomy: Increasing autonomy is the strategy of choice for positions that involve total responsibility for all services provided to a given client or group, e.g., administrator of a treatment unit, therapist at an outpatient clinic. However, the implementation of these roles must reflect the general goals and policies of the agency as a whole. This can be accomplished through the use of” management by objectives or key factor analysis procedures in the manner suggested by Ryan 1974. These roles can be pursued autonomously because responsibility for serving the client is not shared with other staff within the agency. Participation: For situations in which staff must closely coordinate their efforts, e.g., the treatment and patient care staff of a residential psychiatric unit, the preferred strategy is to imize participation. The unit as a whole must be given primary responsibility for decisions. Within the unit, procedures that allow each staff member to contribute meaningfully must be established. Consensus can rarely be achieved nor is the adoption of a majority-rule principle necessary. However, staff input must be regularly solicited. This is often best accomplished through staff participation in case conferences and around the-table staff meetings. Moreover, staff must have an opportunity to develop the ability to identify and communicate relevant information.译文 通过工作设计提高员工满意度 资料来源:/. 作者:B.P.V Sarata 工作满意度影响人性化服务组织所提供的服务质量,它还受到工作设计的巨大影响。作者建议对于管理者来说,为员工提供满意的工作是重要的责任。 员工的士气和工作态度在心理健康和其他的服务设置方面影响着提供的服务的质量。高涨的员工士气有助于客户服务中的社会气氛的提高(Sarata 和 Re -ppucci 1975; Stotland 和 Kobler 1965)高涨的员工满意度表现出更高的任务参与度和更高的团队态度。Sarata 1974, 1976旷工和提供服务性的营业额与工作满意度和士气成负相关。 员工的工作满意度与工作设计的关系在行业内已经很明确了Hackman 和 Oldham 1975; Lawler 1969。从最近的几项研究数据表明,在服务设置中,工作满意度和工作设计变量明确相关Sarata 和 Jeppesen 1976。然而,现有文献只为管理者的人性化服务设置提供了一部分的指导方针。本文提出了一个模型,通过重新设计员工工作设置来提高员工满意度。 理论新框架 Hackman 和 Oldham1975已经提出了一种有价值的概念,关于工作与工人满意度的关系。他们认为员工满意度和积极性受到三种“关键的心理状态”的调节。关键因素是:1.工作的经验与意义。2.工作的责任心。3.关于工作的结果或意见的反馈。每一个这些心理状态都是工作相关的设计变量。因此,一个关于提高员工工作满意度的方案,包括确定和改变工作变量,与上述的关键心理因素有关。 经验丰富,具有意义的工作 在Hackman 和 Oldham 1975的构想中,经验丰富,具有意义是指三个工作设计变量的函数:工作重要性,工作统一性,技能多样性。在人性化服务设置中,信息运作的总机构也是一种满意的预测(Sarata 和 Jeppesen1976)也可以被看作是有意义的。工作意义性:为有需要人士提供服务是一项很重要的工作,所以工作的意义性也是具有高潜在力的。帮助角色进行识别和积极地处理员工的事情Sarata 1974是满意度的重要来源(Retting 1960)。未公布的数据Sarata 1974建议:辅助性员工经常认同该机构对于自身角色的帮助。各种各样的机构中,六种不同的辅助性能员工被要求显示他们工作中的三个或者更多的满意度来源。范围样本数是25到60个人。至少百分之四十六,这些样本的反应表明了这样的识别。然而,这种帮助识别的影响,导致他们的工作可能是统一性和技能多样性。工作统一性:为了体验工作的意义性,工作个体必须了解如何为全部产品和目标做出贡献。这一认识被称为工作统一性。相关的功能和程序信息有助于其他部门去完成任务。通常情况下,工作统一性和培训等级是积极相关的Sarata 和 Jeppesen 1976。以服务员和辅助性员工为例,在处理方式上,与肤浅的工作统一性相比,他们通常很少有机会发展。他们对于程序和术语的认知通常是由专业人员所控制,而且很受限制。专业人员的必要性和每个工序的意义性是很明显的,但是他们很少给其他员工提供解释,而是只给简洁的指示。在这样的情况,服务中的培训对于正在增长的,持续性的工作统一性的等级是具有实际性意义的。低水平的员工应该收到关于专业程序和术语的指示。专业员工和监察人必须对员工的这种需求,采用一种包含更多信息的方法。其中召开包含所有等级员工在内的事件会议和政策制定会议是维持工作统一性和信息化比较有效的方法。关于在职培训潜在影响的测试结果被用于两个车间办公室工作人员,并得到了验证。第一个案例是在一个小范围的大都市地区,秘书和处理机构前台服务人员。他告诉每个参与者关于测试的基本信息以及其他机构的人员和程序方面的知识,以及重要的心理状态。实习生继续高水平的工作满意度和效能至少6个月Rivers, Sarata 和 Book 1974。第二个是案例是由前台接待员和康复中心职工。它聚焦了客户反映,他们之间交往没有顾问人员,而由一个秘书主持。作者收集的未公布的数据表示:一年后,参与者声称,相对他们同事而言,工作满意度水平比较高。参加过的工作人员和监督人员声称他们得到了这样的结论:他们员工对于信息的需求的意识正在逐渐加强。在专业员工中,如果从母公司中脱离,工作统一性是消极的。举个例子,管理人员在办公室中,通常处于最初的广泛的信息的培训。然而他们的孤立经常在代理政策的变化中被排除。同样的,公司全体诊断和推荐服务不知道为改变他们的节目而提供进一步资料。继续培训是增加工作统一性和信息化的有效途径;它应当被合作性地实施和应用在所有机构或者员工参与的同一人群的服务。在各种项目和机构中,让员工轮流工作,可能是提高工作统一性的最有效方式。技巧多样性等于各种各样相关程度的专业人员和非专业人员随着程序设计和管理结构的变化而变化。提高人性化服务项目中的技巧多样性常常要求员工接受额外的责任和培训。扩大责任看起来似乎不明智,但是多样性可以在流动员工当前职位上增加。至少两个设置已经报道了积极的结果