Transcript Job Satisfaction - Kansas State University

NACADA
Conference
Session 90
Looking for Job Satisfaction
in Distance Advising
Brighton Brooks
• Tyann Cherry
• Lisa Haas
• Heidi Marshall
• Ann Sukalac
•
Session Overview
 Introduction
 Review
of the Literature
 Methodology
 Results
 Discussion
 Questions
Introduction
•Presenters
•Background
to the study
Presenters
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Brighton Brooks, Academic Advisor, University
of Alaska, Fairbanks
Tyann Cherry, Senior Academic Advisor
Webster University
Lisa Haas, Dean of Students, American
Intercontinental University Online
Heidi Marshall, Dissertation Editor, Walden
University
Ann Sukalac, Academic Advisor, Linfield
College
Job
Satisfaction
Literature Review
Why It is Important
 Related
to job turnover
 More absenteeism
 Lower performance
 Consistency
 Direct connection with students so their
satisfaction can be related to the service
they provide (Beyth-Marom, Gorodeisky,
Bar-Haim, Godder, 2006).
How a Person Feels about their
job
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"an individual's reaction to the job experience” (Berry, 1997)
Pay
 Promotion
 Co-workers
 Supervisor
 Work conditions
 Work/life balance
 Safety
 Productivity
 Work itself
 (Similar to Herzberg’s Motivation-Hygiene theory)
(Yip, Goldman, Martin, n.d.; Barry, Bozeman & Gaughan, 2011)
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Herzberg’s Motivation-Hygiene
Theory (Two Factor Theory)
Factors for Satisfaction
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Achievement
Recognition
The work itself
Responsibility
Advancement
Growth
Factors for Dissatisfaction
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Company policies
Supervision
Relationship with
supervisor and peers
Work conditions
Salary
Status
Security
Theories Based on Want
 Discrepancy
theory—(Locke)-difference
between what someone wants and
needs
 Hypothesis theory (Bandura)-perceive
they want what others around them want
Maslow’s Hierarchy
Donnelly’s Research in Job
Satisfaction in Academic
Advisors (2004)
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Job satisfaction ratings differed different
aspects of job
Connection between the use of standards
and job satisfaction
Advisors identified other variables that
account for job satisfaction
Aspects such as working with students and
colleagues more satisfying
Pay, benefits, and other non-student related
areas decreased job satisfaction
Job Satisfaction in Distance
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Distance education
instructors are dissatisfied
because of the lack of
recognition (Lee, 2001)
Can result from role
ambiguity, work overload,
role conflict, burnout,
career advancement (Tull,
2006)
Telecommuting or working
from home may lead to
increased job satisfaction
(Fan Ng, 2006)
Methodology
•Survey
tool
•Participants
•Analytical methods
Results
Distance Advising by Years on
the Job
 No
startling revelations; 70-87% of
respondents from 0-15+ years on the job
were Very or Mostly satisfied overall with
their current job
 No apparent trend regarding percentage
of time spent advising by distance
 General positive relationship between
Age of advisor and Years on the Job…
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Except advisors of 3-5 years!
Distance Advising by Years on
the Job
 Salary
increase rated #1 for improving job
satisfaction across all categories
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7% feel Very Well compensated
48% feel Fairly compensated
42% feel Inadequately compensated
2.5% feel Not At All compensated
Small positive relationship between years on
the job and feeling Very Well compensated
& corresponding negative relationship with
feeling Inadequately compensated
Distance Advising by Years on
the Job
 Advising
help
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Resources available at work may
Small positive relationship (82-92% range)
between reported resources offered and
years on the job
Similar positive relationship (74-90% range)
between finding value in resources offered
and years on the job
Distance Advising by Years on
the Job
 Regarding
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Modality of advising…
8% of respondents <3 years on the job used live
chat Very or Pretty Frequently (compared to 4.5%
of all respondents)
 Frequency
not necessarily related to Satisfaction of
using those same modalities
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Most do not use live chat (67%), informational
mediums (80%), and social networking (68%) or do
not know what they are, regardless of years on the
job
Results
Dissatisfaction v. satisfaction
Dissatisfied advisors spend more time advising at a
distance
•Of the satisfied advisors, 78% of respondents
spend less than 50% of their time advising at a
distance.
•Of the dissatisfied advisors, 58.62% of respondents
spend less than 50% of their time advising at a
distance.
•Dissatisfied advisors spend slightly more time advising by
email than in-person compared to satisfied advisors, but
indicated greater satisfaction when advising in-person.
•Responses from both groups indicated that fewer than 20%
use chat, podcast/blog, or social networking to advise, and
fewer than 10% indicated satisfaction with these same tools.
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Although both groups indicated their preferred method
of advising as in-person, dissatisfied advisors indicated a
higher preference for all other types of advising
compared to satisfied advisors in this order: email,
phone, live chat, podcast/blog, social networking.
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Area for further study: Would increasing access to and
support for these technologies increase the satisfaction
of those advisors who are currently dissatisfied?
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Compared to satisfied advisors, dissatisfied advisors indicated:
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Higher level of concern about confidentiality advising at a distance
Higher level of concern about the effectiveness of advising at a distance
Responses from both groups indicated acknowledgement that distance
advising is a necessary component of the advising profession, but all
respondents indicated some level of agreement that distance lacks
adequate communication components to fully advise students
Other Significant Observations Between
Dissatisfied and Satisfied Advisors
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Both groups selected autonomy and the quality of
interaction with students as higher indicators of satisfaction
than communication with a supervisor or peers.
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Both groups indicated the majority of distance advising is
conducted via e-mail with phone a close second.
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Dissatisfied advisors indicated slightly higher use of alternative
technologies (41.38% compared to 34.09%) and slightly higher
desire for more support for distance advising (58.62% compared
to 42.94% when excluding desire for increased salary).
Both groups indicated a more favorable view of social
networking compared to other technologies (media
sharing, cloud computing, podcasting, blogs, microblogs,
and wikis).
Results
Technology Adopters
Satisfaction in Advising Students
- Chat
Technology Adopters, regardless of the
technology adopted, tend to be more
satisfied using Chat technology than their
non-adoptive counterparts
Satisfaction in Advising Students
-Twitter
The same holds true for microblogging and
SNS
Satisfaction in Advising Students
-Informational
While the margins slim somewhat for
technology adopters against their nonadoptive counterparts in the informational
section they still hold close to a 20% greater
satisfaction rate.
Favorable Attitudes Toward
Technology
Overall technology adopters have
significantly stronger favorable attitudes
toward technologies we surveyed than their
non-adoptive counterparts.
Observations
 This
entire sample is very small compared
to the entire survey
 Use of one technology appears to greatly
impact weather or not a group has used
another technology
 Satisfaction with use of technology
appears to increase if the group is also
using another technology
Strongly Agree – Somewhat
Agree
While Technology Adopters are almost equal in
confidence in their abilities to advise at a distance as their
non-adoptive counterparts they are more likely to be
confident that their distance advising rivals f2f and that
they are not failing to address key components
Implications?
 If
it does hold true that adoption of one
technology into advising leads to greater
satisfaction and easier adoption, how
does NACADA help?
 How do we measure student satisfaction
with technology based advising?
References
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Barry Bozeman and Monica Gaughan. "Job Satisfaction among University Faculty:
Individual, Work, and Institutional Determinants." The Journal of Higher Education 82.2 (2011):
154-186. Project MUSE. Web. 11 Apr. 2011. <http://muse.jhu.edu/>.
Beyth-Marom, R., Harpaz-Gorodeisky, G., Bar-Haim, A., & Goder, E. (2006). Identification,
Motivation and Job Satisfaction among Tutors at the Open University of Israel. The
International Review Of Research In Open And Distance Learning, 7(2), Article 7.2.2.
Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/302/617
Donnelly, N. (2006). The effect of standards use on academic advisor job satisfaction.
NACADA Journal (24). Retrieved from http://www.nacada.ksu.edu/journal/index.htm
Fan Ng, C. (2006). Academic telecommuting in open and distance education universities:
issues, challenges, and opportunities. The International Review of Research in Open and
Distance Learning. Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/300/632
Herzberg, F. 1968, "One more time: how do you motivate employees?", Harvard Business
Review, vol. 46, iss. 1, pp. 53–62.
Lee, J. (2001). Instructional support for distance education and faculty motivation,
commitment, satisfaction. British Journal of Educational Technology, 32(2), 153. Retrieved
from EBSCOhost.
Tull, A. (2006). Synergistic supervision, job satisfaction, and in intention to turnout of new
professional in student affairs. Journal of College Student Development, vol. 9.4, pp. 465-480
Berry, Lilly M. (1997). Psychology at Work. San Francisco: McGraw Hill Companies Inc.
Yip, P.M., Goldman, A., Martin, A. L. (n.d.) Job satisfaction. University of Arizona. Retrieved
from http://www.u.arizona.edu/~ctaylor/chapter9/jobsat.html