جستجوی مقالات مرتبط با کلیدواژه « ویژگیهای شغلی » در نشریات گروه « علوم انسانی »

Considering the role and importance of job characteristics in the further development of job design, the purpose of this research was to investigate the main characteristics of the occupation of official football agents in Iran with the help of Jacko’s (2004) enriched model of job characteristics.

The methodology behind the research study was based on a survey through developing a questionnaire with the objective of the practical application of its outcome. The population of the study was based on carefully selecting from the limited number of Iranian official football agents available. The participants consisted of all official Iranian football agents (18 people), who responded to the purposefully designed occupational questionnaire based on Jacko’s model (2004). The validity of the questionnaire was confirmed by 10 experts and its reliability was calculated as 0.91. Independent one-way ANOVA was used to analyze the collected data representing demographic characteristics and their differences.

According to the official football agents’ viewpoints, all the elements of the main characteristics of the job were of acceptable importance.  Among these elements, the importance of work, identity, independence, and skill diversity were prioritized in order. The findings of this research revealed that the meaningfulness of a job predicts the consequences of satisfaction with the amount of growth, internal motivation of the job, and efficiency.

According to the results of the present research, problem-solving and independence in a job are less apparent in the official agents’ jobs. It was also found that among the three new variables that were added to the components of Oldham and Hackman's (1976) job characteristics, only “Problem Solving” had a significant relationship with “Responsibility for The Results”. Finally, the official agents regarded this profession as bearing responsibility, technically demanding, valuable, and vitally important.

This study was carried out to investigate the relationship between job characteristics, perceived organizational justice, and organizational commitment among the staff of the Ministry of Education in Mazandaran Province. The design of this descriptive, applied research was correlational. The statistical population of the study consisted of all employees of the General Directorate of Education in Mazandaran Province in 2017 (340 individuals). The sample size was determined based on Krejcie and Morgan table and 181 employees were randomly selected via stratified sampling method. The instruments comprised the Job Diagnostic Survey (Hackman & Oldham, 1976), Organizational Justice Scale (Colquitt, 2001), and Organizational Commitment Questionnaire (Allen & Meyer, 1990). The face validity of the questionnaires was confirmed by experts. The obtained alpha coefficients for the reliability of the questionnaires were 0.76, 0.83, and 0.79, respectively. For the purpose of data analysis, descriptive and inferential statistics (Pearson correlation and multivariate regression) were utilized. The results demonstrated that there was a significant, positive relationship between job characteristics and employees’ organizational commitment. Furthermore, there was a significant, positive relationship between organizational justice and organizational commitment of the staff. According to the results of regression analysis, each of the components of job characteristics and perceived organizational justice had a different predictive power for organizational commitment of the employees.

The aim of this study is modeling principals’ instructional leadership through school culture, empowerment and job characteristics of teachers in their job engagement. The study method is structural equation modeling and for this purpose five research tool known as a Principal Instructional ManagementRating Scale by Hallinger and Wang (2015), school culture survey by Gruenert (2005), Job Diagnostic Survey by Hackman and Oldham (1975), Psychological Empowerment Questionnaire by Spreitzer (1995) and Job Engagement questionnaire by Schaufeliand Baker (2003) was used for data collection. This survey was administered to 250 subjects whom selected through stratified sampling method. The results showed that the model fit the data. (RMSEA=0. 067, CFI =0. 99, GFI=0. 87) and the relationship between educational leadership and job engagement is mediated by school culture, empowerment and job characteristics of teachers.The finding that the direct relation between instructional leadership and work engagement was non-significant in the model and the first hypothesis was not sup ported, is because of some probable gaps between employees and leadership.The positive association of instructional leadership and school culture reveals nessesary attention to cultural requirements before any change of approach. And those principals who can't shape a new culture often fail. Therefore, principals need to work harder at articulating the basis of reform and at creating interest among teachers in engaging in education. One of the more powerful influences a leader can have on followers is in the ‘management of meaning’ as leaders define and shape the ‘reality’ in which followers work.School culture has role in increasing teachers’ psy chological empowerment. So school culture which is based on open communica tion and flexibility allows teachers to participate in decision making and ex press their opinions and support feedback and this in turn, will increase work engagement. When leaders thus increase employees’ degree of authority, deci sion-making and accountability, share information and support, develop and coach employees for innovative performance, employees will experience feel ings of control. When individuals feel that their inputs are valued and that they make a meaningful contribution to the business strategy (impact), they will feel more engaged. Empowerment needs cultural background to make employees ready to accept new responcibilities. In other words the effectiveness of empowerment among different cultures is variable. For instance in low power-distance cultures it is more effective. So organizations need to define empowerment and consider it in their statement of mission as a cultural component and then commencing to internalize new culture. This procedure reqires changing the attitude of either employees and whole system and considering empowerment strategy of organization according to the needs and culture of all those who are involved. Since managers are mostly characterised as being the decision makers, empowerment strategies need to start where the power lies, at the top. Given the increasing complexity of the global environment, it is no longer con ceivable for managers to be the source of all knowledge; therefore, managers need to consult and involve workers in the decision-making process as opposed to merely expecting worker compliance.It is suggested for school principals to take educational leadership approach in their management. Principals as instructional leaders can develop positive and collaborative school culture by helping teachers to improve their capability of collective leadership, collaborating each other and creating common vision. They can be effective in increasing meaningfulness through inspiring worthiness of work and organizational goals and explanation of social influence of teachers’ activities.

The purpose of this study is to examine the role of Personality Characteristics and job characteristics in Predicting organizational commitment of teachers. For this purpose, the correlation research method was used. 175 of the elementary school female teachers were selected as the sample. Three questionnaires were used for collecting data including NEO Personality characteristics questionnaire, Hackman and Oldham Job Characteristics questionnaire and organizational commitment questionnaire. The Results of this study showed organizational commitment of teachers including commitment to education, school commitment, commitment to colleagues and commitment to teaching duties is in good condition. In addition, the results showed that teachers’ organizational commitment can’t be predicted simultaneously through Personality and job characteristics. While, personality characteristic of extraversion and the job characteristics of diversity of skills, job importance and feedback are able to predict organizational commitment of teachers in the separate analysis.

This study investigated the relationship between job characteristics and job adjustment of new graduates in the labor market. The sample of study consisted of 94 graduates of public universities in the city of Kermanshah. Data were collected through standard questionnaires and analyzed by using Structural Equation Modeling and confirmatory factor analysis. Results indicated that job characteristics had direct effects on job adjustment and satisfaction. Job satisfaction as a mediator was effective on job adjustment. According to research findings in job adjustment, the three variables of job identity, autonomy and feedback were confirmed. In student's curriculum, no programs is considered for their future occupation and universities had not provided clear mechanism that they can use their technical knowledge after graduation. This finding has a serious warning to the universities. This makes the practical use of university education ineffective and disappointed. Therefore, it is recommended to the higher education planners to add teaching real skills to student's curriculum and teach graduates compatibility with the world outside the university.

According to the role of mental health in increasing staff efficiency and quality of services this article examines the relationship between job characteristics and mental health, of staff public and private rehabilitation centers under the auspices of the Welfare Organization Tehran.

The research sample included 104 rehabilitation staff in public and private rehabilitation centers. In this cross sectional descriptive analytic study the GHQ-28 questionnaire and an adapted version of the Hackman & Oldham questionnaire were used to collect data.

The findings revealed that in terms of job characteristics, the dimensions of skill variety, task identity, task significance and feedback had a negative correlation with mental health, such that with increase in the scores of job characteristics and it’s dimensions, the scores in mental health decreased, indicating a better status of mental health in rehabilitation staff. Regression analysis showed that the dimensions of task significance and feedback had higher explanatory power for mental health.

Considering the above results it can be concluded that significant correlation exists between job characteristics and mental health in rehabilitation staff. By providing better job characteristics in the work place, managers of rehabilitation centers can help promote the mental health of their staff.