Busa 205 Management Fundamentalshackman And Oldham Job Characteristic ✓ Solved

BUSA 205 Management Fundamentals Hackman and Oldham Job Characteristics Model According to Hackman and Oldham, motivation in the workplace is associated with job content, while dissatisfaction may be associated with job context factors. They believe jobs can be motivating in themselves if the proper job content factors are a part of the job design. Hackman and Oldham judged the motivating potential of a job based on five dimensions. The five dimensions are as follows with questions designed to identify the job content factors: SKILL VARIETY: Describe the different identifiable skills required to do a job. What is the nature of the of the oral, written, and/or quantifiable skills needed?

Any physical skills? Does the individual get the opportunity to use all their skills? Varying your skills and talent can add to a more challenging job. (e.g. a teacher has high skill variety because he/she may use oral, written, computer, organization skills etc.) TASK IDENTITY: What is your work product? Are you involved in its production from beginning to end including delivery? If not, are you involved in a particular phase of production from beginning to end? (e.g. a teacher may have high task identity if they plan and create the lesson, then deliver the lesson to the class as they are involved from beginning to end) TASK SIGNIFICANCE: How important is your product (your contribution)?

How important is your role in producing it? How important is your job to the people you work with? If your job was eliminated would it affect your product? (e.g. a teacher may have high task significance if he/she is the sole provider of the lesson (product) and a substitute teacher could not provide the same lesson) These three dimensions combined provide meaningfulness in the job. AUTONOMY: How much independence do you have on your job? Do you have to follow a set schedule?

If so, how much can you control it? How much of your work is delegated to you to decide how to do it yourself? How closely are you supervised? (e.g. a teacher may have to follow a set time schedule but may have freedom to determine what lesson and how it will be taught there by experiencing some autonomy) This dimension provides the opportunity to experience responsibility for outcomes. FEEDBACK: What feedback systems are in place concerning your job? Do you get regular feedback from your job itself on how you are doing?

From your customers? From your peers or subordinates? From your supervisor? (e.g. a teacher may receive feedback from students (their grades), from performance reviews etc.) This dimension provides knowledge of the actual results of your efforts. All of these dimensions lead to lower absenteeism and turnover, higher internal work motivation, greater satisfaction, and high quality performance. Of course this is all predicated by the individual’s need for growth.

BUSA 205 Management Fundamentals Chapter 11 Case Study Instructions: Read the following case study and prepare a typewritten double-spaced response to the case questions. Be certain to answer all questions completely and thoroughly in full sentences in applying concepts from the chapter. Submit your answers in paragraph format using complete sentences. Be certain to use multiple paragraphs to differentiate the various components of this assignment. Include in text citations and a work cited page if using information from the textbook.

GREEN MOUNTAIN: IT’S MORE THAN A SUMMER JOB Nick and Carol Randall had a dream for themselves and their two sons: to live at summer camp, re-creating their own memories of swimming in a lake, hiking the mountains, and laughing around the campfire every evening. So, when Green Mountain Camp in Vermont went up for sale, they scraped together their savings and bought the property and the business. Soon they learned why the camp was for sale: the cabins were run down, the kitchen was below health standards, and the dock was falling into the lake. But as they assessed the situation, adding up the repairs necessary to open for a summer session of school-age boys, they realized they had an even more serious problem: a lack of employees.

When they bought the camp, the previous owners were vague about the commitment of camp staff from year to year; when the Randalls tried to contact both the camp chef and head counselor, neither answered phone calls or e-mails. Something was clearly wrong. Why weren’t the Green Mountain staff members motivated to return to work at the camp? After they hired contractors to make the necessary physical repairs to the camp, the Randalls set about recruiting job candidates—talking with them to learn what they needed and wanted in their jobs and how to motivate them not only to serve the camp and its campers but also to stay. One way the Randalls decided to spread the word about the change in ownership was a Web site.

The new Web site included an introduction to the Randalls and an invitation to previous staffers to contact them. The site offered job descriptions with meager benefits, but it promised a welcoming, positive atmosphere with opportunities for forming new camp programs, social time, and more comfortable accommodations. Inquiries from both past staff members and interested newcomers began to trickle in, as did registration applications from campers themselves. Nick and Carol interviewed candidates to learn not only what their skills were but also what would motivate them to commit themselves to the job for more than one summer. Candidates included school teachers, recent college graduates, and even one retired businessman who just wanted to spend his summers outdoors teaching kids how to kayak and sail.

The Randalls hired him immediately, hoping to tap his business knowledge in addition to his outdoor skills. All the candidates said they simply wanted to be treated fairly, given some freedom to make decisions on the spot that might benefit or enrich the children, and be paid promptly. They were pleased to hear that the campground itself was under renovation. By late June, the Randalls had filled all the staff positions and had only a few empty spots left for campers. As the first campers began to arrive, the Randalls believed their dream of living at summer camp might really come true.

Questions 1. Using the Hackman/Oldham Job Enrichment Model core job dimensions, redesign a camp job that would incorporate the core dimensions. Your response should employ the terms in the model (5 core job dimensions). You are to redesign a camp staff job (e.g. chef, swimming instructor etc.) using these dimensions with an actual description of the activity that fulfills each core dimension to create an enriched job. Each dimension should be its own paragraph.

You can use the questions found in the Hackman/Oldham Job Redesign Handout to help you identify and define the activities related to each core dimension. (50 Points) 1. What needs might the Randalls be able to fill for camp staff? Your response should include a discussion of all components of the need-based theories (Maslow & Herzberg) discussed in class and text and provide specific examples of each higher and lower order need that the Randall’s realistically can provide for the camp staff. (40 Points) 1. In what ways might the empowerment of camp staff impact the success of the camp? Discuss what empowerment means and how it would help the camp to empower their counselors. (10 Points)

Paper for above instructions

Redesigning Camp Staff Jobs Using Hackman and Oldham's Job Characteristics Model

Job design is critical in motivating employees and enhancing their job satisfaction. Hackman and Oldham's Job Characteristics Model outlines five core job dimensions that can make work more meaningful and engaging. Below is a job redesign for a swimming instructor at Green Mountain Camp utilizing the five core dimensions: skill variety, task identity, task significance, autonomy, and feedback.

Skill Variety

To enhance the skill variety of the swimming instructor's job, responsibilities would be expanded beyond mere instruction. The redesigned role would encompass a range of skills, including teaching swimming techniques, conducting water safety workshops, organizing team-building activities, and managing aquatic games. This variety not only requires oral and quantitative skills (to convey safety instructions and monitor swimmer progress) but also physical skills (like demonstrating strokes). These diverse responsibilities enrich the instructor’s experience, allowing them to develop multiple competencies. For instance, during a swimming lesson, an instructor can apply their organizational skills by crafting lesson plans while utilizing empathetic communication to engage and motivate children (Hackman & Oldham, 1976).

Task Identity

To provide a sense of task identity, swimming instructors would be responsible for seeing their students progress from initial lessons to achieving swim proficiency badges at the end of their tenure. Instructors would design their curriculum, plan lessons tailored to skill levels, and document each student's progress. This comprehensive involvement in the educational process allows instructors to witness the tangible results of their efforts, thereby enhancing their sense of ownership over their work. When instructors see children successfully swimming on their own, they feel a profound connection to their role, which fosters job satisfaction and strengthens their contributions to the camp (Warr, 2007).

Task Significance

The role of a swimming instructor at Green Mountain Camp holds significant task significance, as instructors directly contribute to children’s safety and skill development in a potentially life-threatening environment. The Randalls can emphasize this importance by encouraging instructors to reflect on the impact of their swimming lessons, including how their teachings prevent accidents and facilitate lifelong swimming skills. Conducting periodic discussions about the importance of swimming as a life skill would remind instructors of their critical role. By understanding the substantial impact they make on the campers’ lives, instructors would likely find their work more fulfilling (Hackman & Oldham, 1976).

Autonomy

To instill a sense of autonomy, swimming instructors should have the flexibility to adapt their teaching methods and lesson plans based on their assessment of camper needs. For example, if a group of campers is struggling with floating techniques, instructors could adjust their lesson plans to allocate more time for this skill, allowing them the freedom to make real-time decisions. The Randalls can foster an environment where instructors are trusted to make educational choices, as long as they align with camp safety standards. Granting instructors this level of responsibility not only boosts their confidence but also enhances their job commitment, knowing they have a say in shaping the experience of the campers (Deci & Ryan, 1985).

Feedback

Finally, to ensure effective feedback, the Randalls should implement a system of 360-degree feedback within the camp. This would involve gathering feedback not only from supervisors but also from campers and their parents, promoting a culture of open communication about performance. Instructors would receive insights into how well they are engaging students and effectively delivering lessons. Weekly staff meetings could provide time for instructors to discuss challenges and successes, fostering a community of support and continuous improvement (London, 2003). This feedback loop would instill a sense of accomplishment and help instructors stay motivated through tangible indicators of their teaching impact.

Addressing Staff Needs Through Need-Based Theories

The Randalls can fulfill various needs of camping staff based on Maslow's and Herzberg's theories. At the foundational level, they can meet physiological needs by ensuring competitive pay, prompt salary distribution, and secure accommodation (Maslow, 1943).
Moving up Maslow's hierarchy, the Randalls can foster a sense of belongingness by building a team-oriented culture. They can organize team-building activities that help camp staff forge connections, promoting camaraderie and reducing feelings of isolation (Maslow, 1943). This approach corresponds with Herzberg’s two-factor theory, where hygiene factors like job security and working conditions must be in place to prevent dissatisfaction.
To meet higher-order needs, the Randalls can provide opportunities for professional development, such as certifications in first aid or advanced swimming instruction. This approach would fulfill esteem needs by providing acknowledgment and opportunities for advancement (Herzberg, 1959). Moreover, recognizing staff achievements in front of campers and parents can also contribute to enhancing their self-esteem, making them feel valued.
Finally, self-actualization needs can be satisfied through leadership roles during camp programs or the chance to implement their ideas for new activities. This management style enables staff to focus on personal growth and fulfillment within their roles (Maslow, 1943).

Impact of Empowering Camp Staff

Empowerment means giving staff the resources, authority, and capability to make their own decisions, thereby enhancing their autonomy and ownership of their work (Spreitzer, 1995). Empowering camp staff at Green Mountain would boost motivation, engagement, and accountability, as they feel valued and trusted.
In practice, empowerment may lead to staff members willingly taking the initiative in developing unique programs that cater to campers’ interests, ultimately creating a more dynamic and engaging atmosphere. For the Randalls, this can translate into a richer camp experience that meets both educational and recreational needs, fostering camper retention and satisfaction.
Additionally, empowered staff would likely experience higher job satisfaction, translating into lower turnover rates. This consistency is crucial for creating lasting relationships with campers and fostering a solid camp culture, ultimately contributing to the long-term success of Green Mountain Camp (Bennis, 1989).

References

1. Hackman, J. R., & Oldham, G. R. (1976). Motivation through the design of work: Test of a theory. Organizational Behavior and Human Performance, 16(2), 250-279.
2. Warr, P. (2007). Work, Happiness, and Unhappiness. Psychology Press.
3. Deci, E. L., & Ryan, R. M. (1985). Self-Determination Theory. In R. Reis & C. Judd (Eds.), Handbook of Research Methods in Social & Personality Psychology. Cambridge University Press.
4. London, M. (2003). Job feedback: Giving, seeking, and using feedback for performance improvement. Mahwah, NJ: Lawrence Erlbaum Associates.
5. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4).
6. Herzberg, F. (1959). The Motivation to Work. New York: John Wiley & Sons.
7. Spreitzer, G. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of Management Journal, 38(5), 1442-1465.
8. Bennis, W. (1989). On Becoming a Leader. New York: Addison-Wesley.
9. Kahn, W. A. (1990). Psychological Conditions of Personal Engagement and Disengagement at Work. Academy of Management Journal, 33(4), 692-724.
10. Hackman, J. R., & Oldham, G. R. (1980). Work Redesign. Reading, MA: Addison-Wesley.
By integrating these principles and addressing staff motivation and satisfaction comprehensively, the Randalls can enhance their camp’s prospects for success, ensuring their dream camp experience comes to fruition not only for themselves but also for their campers and staff.