Ideal Work Elements

2020 ◽  
pp. 55-60
Author(s):  
Stephen J. Swensen ◽  
Tait D. Shanafelt
Keyword(s):  
Professional Development ◽  
Intrinsic Motivation ◽  
Job Description ◽  
Discretionary Effort ◽  
Meaning And Purpose

Organizations that develop the eight Ideal Work Elements (community at work and camaraderie, intrinsic motivation and rewards, control and flexibility, fairness and equity, professional development and mentorship, partnership, safety, and trust and respect) produce meaning and purpose in work, promote engagement and discretionary effort, and cultivate esprit de corps. Such organizations flourish because they have professional staffs who come to work with passion and who do not limit their work to what is in their job description. They do whatever is necessary to support each other and to get the job done.

scholarly journals Is the intrinsic motivation of career choice important for the later professional development of teachers?

Psihologija ◽  
2014 ◽  
Vol 47 (4) ◽  
pp. 449-464
Author(s):  
Milica Marusic
Keyword(s):  
Professional Development ◽  
Intrinsic Motivation ◽  
Quantitative Research ◽  
Extrinsic Motivation ◽  
Secondary School Teachers ◽  
Rank Correlation ◽  
Hierarchical Cluster ◽  
Survey Method ◽  
School Teachers

The nature of teachers? professional choice motivation has been proved important for the later professional development. The goal of the present research was to determine the role of the intrinsic motivation in the participants? decision to become teachers, as well as to establish the importance of intrinsic motivation for their later professional development. We have conducted a quantitative research, within a sample consisted of 118 secondary school teachers, by application of survey method (instrument? questionnaire in the form of Likert-type scale). Statistical analysis has consisted of: hierarchical cluster analysis, descriptive statistics, factor analysis and rank correlation. It was established that the intrinsic motivation takes precedence over the extrinsic motivation in the process of professional choice determination. We have also confirmed the hypothesis claiming that the level of intrinsic motivation correlates with the indicators of professional behavior. Besides, the level of intrinsic motivation is better predictor of the enthusiasm and growth then of the career frustration (Fessler, 1995). Our results are in favor of the teacher education system, where the candidates apply and prepare for the teacher profession from the beginning of the initial education.

Camaraderie Action Set: Introduction

2020 ◽  
pp. 211-212
Author(s):  
Stephen J. Swensen ◽  
Tait D. Shanafelt
Keyword(s):  
Health Care ◽  
Social Capital ◽  
Intrinsic Motivation ◽  
Health Care Professionals ◽  
Social Connectedness ◽  
Personal Relationships ◽  
Mutual Respect ◽  
Meaning And Purpose

Camaraderie is the loyalty, social capital, mutual respect, teamwork, and boundarylessness that organizations need to thrive. There is social connectedness inherent in camaraderie and it is inextricably linked with the meaning and purpose, intrinsic motivation, and personal relationships that health care professionals find in work.

Camaraderie Ideal Work Element: Intrinsic Motivation and Rewards

2020 ◽  
pp. 217-228
Author(s):  
Stephen J. Swensen ◽  
Tait D. Shanafelt
Keyword(s):  
Intrinsic Motivation ◽  
Leadership Behavior ◽  
Meaning And Purpose

Behaviors and actions that promote and grow intrinsic motivation should be embedded into leadership behavior and the structure of organizations that desire a culture of dedication to their altruistic mission and values. Leaders’ primary responsibilities are to connect staff to the meaning and purpose of their work and to help them evolve from looking at their work extrinsically as a job with outward rewards to seeing their work as a career and, ultimately, as a calling with intrinsic motivation.

Determinants of Interrater Reliability of Job Analysis: A Meta-analysis

2002 ◽  
Vol 18 (1) ◽  
pp. 52-62 ◽  
Author(s):  
Olga F. Voskuijl ◽  
Tjarda van Sliedregt
Keyword(s):  
Data Collection ◽  
Interrater Reliability ◽  
Meta Analysis ◽  
Job Analysis ◽  
Job Descriptions ◽  
Job Description ◽  
Research And Practice ◽  
Descriptive Information ◽  
Interrater Reliability Coefficients ◽  
Reliability Coefficients

Summary: This paper presents a meta-analysis of published job analysis interrater reliability data in order to predict the expected levels of interrater reliability within specific combinations of moderators, such as rater source, experience of the rater, and type of job descriptive information. The overall mean interrater reliability of 91 reliability coefficients reported in the literature was .59. The results of experienced professionals (job analysts) showed the highest reliability coefficients (.76). The method of data collection (job contact versus job description) only affected the results of experienced job analysts. For this group higher interrater reliability coefficients were obtained for analyses based on job contact (.87) than for those based on job descriptions (.71). For other rater categories (e.g., students, organization members) neither the method of data collection nor training had a significant effect on the interrater reliability. Analyses based on scales with defined levels resulted in significantly higher interrater reliability coefficients than analyses based on scales with undefined levels. Behavior and job worth dimensions were rated more reliable (.62 and .60, respectively) than attributes and tasks (.49 and .29, respectively). Furthermore, the results indicated that if nonprofessional raters are used (e.g., incumbents or students), at least two to four raters are required to obtain a reliability coefficient of .80. These findings have implications for research and practice.

Continuing the Controversy About Reward and Intrinsic Motivation

2004 ◽  
Vol 49 (5) ◽  
pp. 532-534 ◽  
Author(s):  
Dale H. Schunk
Keyword(s):  
Intrinsic Motivation

Review of Publishing for Professional Development.

1986 ◽  
Vol 31 (1) ◽  
pp. 66-66
Author(s):  
No authorship indicated
Keyword(s):  
Professional Development
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