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Job Analysis

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Posted: Jun 29, 2009 |Comments: 0
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JOB ANALYSIS

Abstract

This job analysis article defines what job analysis is, explains the importance of job analysis in Human Resource Management, analyzes different methods of job analysis, details how to perform job analysis, and explains how to write job descriptions.

INTRODUCTION TO JOB ANALYSIS

Definition

A study of a specific job, or of all jobs, in an enterprise with respect to operations involved, working conditions, and qualifications required, etc.

Organizations exist to accomplish some goal or objective. They are collectivities rather than individuals because achieving the goals requires the efforts (work) of a number of people (workers). The point at which the work and the worker come together is called a job — it is the role played by the worker. We need to know a lot of information about these roles/jobs, including:

What does or should the person do? What knowledge, skill, and abilities does it take to perform this job? What is the result of the person performing the job? How does this job fit in with other jobs in the organization? What is the job’s contribution toward the organization’s goals?

Information about jobs is obtained through a process called job analysis.

The goal of this process is to secure all necessary job data. Job evaluation represents the major use of job analysis. It is also our focus in this article. Because the job information needed for various uses may differ, some organizations make a specialized study for each specific use. .

HISTORY OF JOB ANALYSIS

Job analysis as a management technique was developed around 1900. It became one of the tools by which managers understood and directed organizations. Frederick W. Taylor, through his interest in improving the efficiency of work, made studying the job one of his principles of scientific management. From his ideas emerged time and motion study of jobs. Early organization theorists were interested in how jobs fit into organizations; they focused on the purpose of the job. But this early interest in job analysis disappeared as the human relations movement focused on other issues. It was not until the 1960s that psychologists and other behavioral scientists rediscovered jobs as a focus of study in organizations.

The organization with the greatest long-term interest in job analysis has been the United States Department of Labor (DOL). The United States Employment Service (USES) of the DOL’s Training and Employment Administration has developed job analysis procedures and instruments over many years. These procedures probably represent the strongest single influence on job analysis practice in the United States. The DOL’s Guide for Analyzing Jobs and Handbook for Analyzing Jobs show the development of job analysis procedures over almost 50 years. They developed and published The Dictionary of Occupational Titles (DOT) , and they have a policy of helping private employers install job analysis programs. The DOL has led in the development of what is often called the conventional approach to job analysis.

The U.S. Department of Labor last fully updated its Dictionary of Occupational Titles in 1977, with 12,741 positions described (a minor update was released in 1991). No further government releases are planned as O*NET and its SOC codes have replaced the “DOT” in its entirety. ERI has updated the abandoned U.S. DOT. New job descriptions have evolved from ERI’s analysis of thousands of salary surveys. Job analysis work fields, skills, MSPMS, and worker-specific occupational characteristics, including new stress measures, are added, updated, and/or enhanced for 14,000 position descriptions and 95,000 occupation titles.

Up to this point, job analysis had focused on the work being done. This changed in the 1970s as psychologists became interested in job analysis. Their contribution was in three areas. The first was in quantifying job analysis. They began to develop questionnaires to collect data on jobs. Second, they contributed to the trend toward a worker orientation to job analysis. Third, they focused in some cases on units smaller than the job, the task, or elements within jobs.

APPROACHES TO ANALYZING JOBS

There is no one way to study jobs. Many models of job analysis now exist, each focusing on some particular use for job analysis. The process may seek to obtain information about the:

work worker context within which the job exists

Further, the approach may be either inductive or deductive. In an inductive approach, information about a job is collected first and then organized into a framework to create a description of a job. In a deductive approach, a model of the information is developed and the collection of data focuses upon this model.

The job analysis formula first outlined by the DOL in 1946 is a simplified but complete model of obtaining information on work activities. The formula consists of (1) what the worker does, (2) how he or she does it, (3) why he or she does it, and (4) the skill involved in doing it. In fact, providing the what, how, and why of each task and the total job should constitute a functional description of work activities for compensation purposes.

Five Types of Job Descriptors

Worker Functions. The relationship of the worker to data, people, and things. Work Fields. The techniques used to complete the tasks of the job. Over 100 such fields have been identified. This descriptor also includes the machines, tools, equipment, and work aids that are used in the job. Materials, Products, Subject Matter, and/or Services. The outcomes of the job or the purpose of performing the job. Worker Traits. The aptitudes, educational and vocational training, and personal traits required of the worker. Physical Demands. Job requirements such as strength, observation, and talking. This descriptor also includes the physical environment of the work.

Dimensions of job analysis

There are a multitude of job analysis methods. These methods differ on a number of dimensions. We will examine:

The level of analysis The information to be collected Methods of collecting information Sources of information

Level of Analysis

By calling the concept we’re discussing job analysis, we imply that the unit of analysis is the job. Actually, the level or unit of analysis represents a decision that is worthy of discussion.

The lowest level is employee attributes — the knowledge, skills, and abilities required by the job. Some of the models discussed in the previous section suggested this level of descriptor.

One level up is the element. An element is often considered the smallest division of work activity apart from separate motions, although it may be used to describe singular motions. As such, it is the unit of analysis for time and motion study, and is used primarily by industrial engineers.

The next level is the task, a discrete unit of work performed by an individual. A task is a more independent unit of analysis. It consists of a sequence of activities that completes a work assignment.

When sufficient tasks accumulate to justify the employment of a worker, a position exists. There are as many positions as employees in an organization.

A job is a group of positions that are identical in their major or significant tasks. The positions are sufficiently alike, in other words, to justify being covered by a single analysis and description. One or many persons may be employed on the same job.

Jobs found in more than one organization are termed occupations.

Finally, occupations grouped by function are usually referred to as job families.

Obviously, the level or unit of analysis chosen may influence the decision of whether the work is similar or dissimilar. By law (the Equal Pay Act of 1963) if jobs are similar, both sexes must be paid equally; if jobs are different, pay differences may exist.

As suggested in the previous section, the unit of analysis used differs among organizations. Although the procedure is called job analysis, organizations using it may collect data at several levels of analysis. Research has shown that jobs can be similar or dissimilar at different levels of analysis. The more detailed the analysis, the more likely that differences will be found.

Information to Be Collected

Since the job is the connection between the organization and the employee, it may be useful to develop a model based on this common connection. We can say that both the organization and the employee contribute to the job and expect to receive something from it. In order for these results to come about, something has to happen inside the job. This dual systems-exchange model is illustrated in the system exchange model of job analysis.

The vertical dimension of the model is the person-job relationship. The person brings his or her knowledge, skills, abilities, and effort to the job (cell 1). These are used in activities, which are divided into physical, mental, and interactional types (cell 3). For the person, the results are the rewards and satisfaction received from working on the job (cell 5). These rewards can be both intrinsic and extrinsic. Extrinsic rewards are the basic subject of this book.

The horizontal dimension of the model is the organization-job relationship. The organization brings to the job resources needed to perform the job and ways to do the job that coordinate with organizational needs; the latter are perceived as constraints (cell 2). These resources and constraints determine the way the job activities (cell 3) are carried out. The organizational results are some product created or service performed by the employee; these outcomes are in the form of a change in data, people, and/or objects (cell 4). These results can be defined in terms of quantity, quality, and time.

Responsibilities and duties. We should not leave this section without a word about two commonly used terms: responsibilities and duties. While job descriptions are often organized around these concepts, we feel that they are not useful terms in identifying job content. Both terms move the analyst away from thinking about what is done and how. When done well, descriptions of duties and responsibilities describe why work is done adequately (cell 4). But few of these descriptions do this well. This leaves the job incumbent with some vague statement about why he or she is doing something, but little knowledge of what it is or how to do it (cell 3). This makes it difficult to determine performance levels. And the job evaluator has a collection of words that provides little help in determining the relative worth of jobs in the organization. Adjectives then become the main determinant of job level. It is this kind of job description that has lead many personnel directors to decry the futility of job analysis and job descriptions.

Methods and Sources of Job Information

Probably the most common picture that comes to mind when one thinks about collecting job information is that of an analyst interviewing a job incumbent. This is indeed a common way in which job information is collected, but it is far from the only way. The best interviews are those for which the analyst has prepared by examining organization data, as well as any past descriptions of the job. A related technique would be to observe the job incumbent performing the job. This technique is most successful for jobs that are physical in nature. The interview or observation may be totally inductive, one in which the analyst has no preconceived idea about the job, to a very structured situation in which the analyst has a clear pro-forma as to the information sought.

While these one-on-one techniques may be the most common, it is not the only way for an analyst to obtain information directly from others. Of increasing popularity are group-based techniques. Such groups may consist of any of the following:

Knowledgeable incumbents Supervisors Technical experts such as industrial engineers or organization analysts Others that deal with the incumbents of the job

Any combination of these groups may be used, for instance, in a manner similar to a 360-degree performance appraisal.

The advantage of using groups is to collect a large amount of information rapidly, as well as to provide help in integrating the information. However, using groups can be costly, and getting the group together may be difficult.

A more typically structured technique is that of a questionnaire. This may be used by the job analyst in an interview, but it is more typically completed by the incumbent without such aid. Preparation of a questionnaire takes both time and skill of individuals knowledgeable of both the jobs and questionnaire preparation. Questionnaires may be of a paper and pencil variety, but recently are more likely to be a computer-based program. Computer-based questionnaires may be either designed specifically for the organization, or a more general one used to collect information from a large number of people working in many different organizations.

Lastly, the organization has a variety of information that is useful for gathering information about specific jobs, particularly the job context. These may be:

Policies and procedures manuals Other records such as performance appraisals, old job descriptions, correspondence regarding the job, and information about work output Literature regarding the job, both from within the organization and outside the organization Where equipment plays a large part of the job, the design specifications

JOB ANALYSIS METHODS

There is a plethora of job analysis methods, and it would be fruitless to try and discuss all of them. In this section we will review some of the more popular approaches to job analysis, as well as those that represent a particular approach.

It will be seen that these job analysis methods differ in descriptors, levels of analysis, and methods of collecting, analyzing, and presenting data. We will evaluate these approaches in terms of purpose, descriptor applicability, cost, reliability, and validity.

Conventional Procedures

Conventional job analysis programs typically involve collecting job information by observing and/or interviewing job incumbents. Job descriptions are then prepared in essay form. Much of the conventional approach comes from the long experience of the United States Employment Service in analyzing jobs. As mentioned previously, the original job analysis formula of the DOL provided for obtaining work activities. The DOL’s 1972 revision of this schedule requires the job title, job summary, and description of tasks (these were referred to as work performed in the 1946 formula), as well as other data.

Conventional job analysis treats work activities as the primary job descriptor. As a consequence, the use of the conventional approach by private organizations focuses largely on work activities rather than on the five types of descriptors used in the DOL job analysis schedule.

Because job evaluation purports to distinguish jobs on the importance of work activities to the employing organization, this descriptor seems primary. In fact, using the DOL’s original job analysis formula (what the worker does, how the worker does it, and why the worker does it) may provide reasonable assurance that all the work activities are covered. One of the functions of this model is to require the analyst to seek out the purpose of the work.

In some private use of the conventional approach, worker attributes required by the job are also sought. Ratings of education, training, and experience required may be obtained, as well as information on contacts required, report writing, decisions, and supervision. In part, these categories represent worker attributes, and in part they represent a search for specific work activities.

Some conventional job analysis programs ask job incumbents to complete a preliminary questionnaire describing their jobs. The purpose is to provide the analyst with a first draft of the necessary job information. It is also meant to be a first step in obtaining incumbent and supervisor approval of the final job description. Of course, not all employees enjoy filling out questionnaires. Also, employees vary in verbal skills and may overstate or understate their work activities. Usually, the job analyst follows the questionnaire by interviewing the employee and observing his or her job.

Reliability and validity. Conventional job analysis is subjective. It depends on the objectivity and analytical ability of the analyst, as well as the information provided by job incumbents and other informants. Measuring reliability (consistency) and validity is difficult because the data is non-quantitative. Having two or more individuals analyze the job independently would provide some measure of reliability, but would also add to the cost. Perhaps the strongest contributor to both reliability and validity is the common practice of securing acceptance from both job incumbents and supervisors before job descriptions are considered final. These procedures develop a content validity for job descriptions.

Costs. Conventional job analysis takes the time of the analyst, job incumbents, and those assigned to ensure consistent analysis and form. In the author’s experience, people with moderate analytical skills can be taught to analyze jobs on the basis of the job analysis formula (what, how, why) in a few hours.

An early survey found some dissatisfaction with conventional job analysis, especially with its costs and the difficulty of keeping the information current. McCormick’s review of job analysis, while concluding that the continued use of conventional methods testifies that they serve some purposes well, suggests more attention to a comprehensive model and more quantification.

As suggested earlier in the article, work activities represent the primary descriptor in job analysis for job evaluation purposes. However, these data take considerable effort to obtain and are of questionable reliability. It would be desirable to develop a standardized quantitative approach that retains the advantages of conventional job analysis, while permitting a less costly and time-consuming approach.

Position Analysis Questionnaire

The best-known quantitative approach to job analysis is probably the Position Analysis Questionnaire (PAQ), developed by McCormick and associates at Purdue University. The PAQ is a structured job analysis questionnaire containing 194 items called job elements. These elements are worker-oriented. Using the terminology of the DOL’s 1972 job analysis formula, they would be classified as worker behaviors. The items are organized into six divisions:

(1) information input

(2) mental processes

(3) work output (physical activities and tools)

(4) relationships with others

(5) job context (the physical and social environment)

(6) other job characteristics (such as pace and structure)

Each job element is rated on six scales: extent of use, importance, time, possibility of occurrence, applicability, and a special code for certain jobs.

Job analysts or supervisors usually complete the PAQ. In some instances managerial, professional, or other white-collar job incumbents fill out the instrument. The reason for such limitations is that the reading requirements of the method are at least at the college-graduate level. Training in the use of the PAQ is available Data from the PAQ can be analyzed in several ways. For a specific job, individual ratings can be averaged to yield the relative importance of and emphasis on various job elements, and the results can be summarized as a job description. The elements can also be clustered into a profile rating on a large number of job dimensions to permit comparison of this job with others. Estimates of employee aptitude requirements can be made. Job evaluation points can be estimated from the items related to pay. Finally, an occupational prestige score can be computed. Analysts can enter collected data online in PAQ’sEnter-act system, or (for a fee) they can send it to PAQ Services, Inc., for entry.

Reliability and Validity. The PAQ has been shown to have a respectable level of reliability. An analysis of 92 jobs by two independent groups yielded a reliability coefficient of 0.79.

Functional Job Analysis

Functional Job Analysis (FJA) is usually thought of in terms of the familiar “data, people, things” hierarchies used in the Dictionary of Occupational Titles. Developed by Sidney A. Fine Associates, this comprehensive approach has five components:

(1) identification of purposes, goals, and objectives

(2) identification and description of tasks

(3) analysis of tasks on seven scales, including three worker-function scales (one each for data, people, and things)

(4) development of performance standards

(5) development of training content

Trained job analysts develop FJA data from background materials, interviews with workers and supervisors, and observation. The method provides data for job design, selection, training, and evaluation, and could be used at least partially for most other personnel applications. It has been applied to jobs at every level.

The major descriptor in FJA is work activity. Fine and his colleagues have developed a number of task banks as a means of standardizing information on this descriptor. FJA is rigorous, but it does require a heavy investment of time and effort.

JOB DESCRIPTIONS

Regardless of who collects job information and how they do it, the end product of job analysis is a standardized job description. A job description describes the job as it is being performed. In a sense, a job description is a snapshot of the job as of the time it was analyzed. Ideally they are written so that any reader, whether familiar with the job or not, can “see” what the worker does, how, and why. What the worker does describes the physical, mental, and interactional activities of the job. How deals with the methods, procedures, tools, and information sources used to carry out the tasks. Why refers to the objective of the work activities; this should be included in the job summary and in each task description.

An excellent set of prescriptions of writing style for job descriptions is offered by the Handbook for Analyzing Jobs.19 These include a terse, direct style; present tense; an active verb beginning each task description and the summary statement; an objective for each task; and no unnecessary or fuzzy words. The handbook also suggests how the basic task statement should be structured: (1) present-tense active verb, (2) immediate object of the verb, and (3) infinitive phrase showing the objective. An example would be: (1) collects, (2) credit information, (3) to determine credit rating.

Unfortunately, many words have more than one meaning. Perhaps the easiest way to promote accurate job-description writing is to select only active verbs that permit the reader to see someone actually doing something.

JOB ANALYSIS: DEAD OR ALIVE?

This article started by stating that job analysis is the first step in most Human Resource activities and, in particular, in wage setting. Despite this, the future of job analysis is in doubt. Many would claim that job analysis is an outdated activity that the times have made obsolete. It is seen as a symbol of the out-of-date bureaucratic organization that is being supplanted with smaller, more nimble forms of organization. The reasons for this concern are many:

Jobs are changing in a way that makes them more fluid and flexible. Workers are required to do “what needs to be done,” and not “what is in the job description.” Job descriptions are becoming more generic, and more like occupational descriptions than job descriptions. Job descriptions are broad so as to accommodate the growth of the individual on the job without requiring a whole series of promotions. Automation impacts job descriptions in that the function of the worker is changing to more mental or non-observational activities. The computer is impacting job analysis by creating new ways to collect data, and allows for a higher level of analysis than in the past. There is a greater concern with the personal aspects of job analysis (such as personality traits required for success or competencies and interpersonal relations ) than the traditional work-related topics. Teams are becoming more important in getting work done. These teams require members to do a range of activities in the team that are broader than that typically contained in a job description.

Interestingly, much of the discussion about the demise of job analysis is really about the demise of the job analyst. The position of job analyst is being incorporated into the role of the people who need to use information about jobs in order to accomplish their work. One sign of this is the use of new terms to cover the task of analyzing jobs, including work analysis, work modeling, and competency modeling.

SOURCES

1 Brannick, M.T. and Levine, E.L., Job Analysis: Methods, Research and Applications for Human Resource Management in the New Millennium, Thousand Oaks, CA., Sage Publishers, 2002.

2. Fine, S.A. and Cronshaw, S.F. Functional Job Analysis: A Foundation for Human Resource Management, Mahwah, N.J. Lawrence Erlbaum, Publishers, 1999.

3. McCormick, E.J., Jeanneret, P.R. and Mecham, R.C. Position Analysis Questionnaire, Bellingham, WA. PAQ Services, 1989.

4. H. Risher, “Job Analysis: A Management Perspective,” Employee Relations Law Journal, Spring 1979, pp. 535-51.

5. K. Perlman, “Job Families: A Review and Discussion of Their Implications for Personnel Selection,” Psychological Bulletin (1980), 1-28.

6. E. J. Cornelius 111, T. J. Carron, and M. N. Collins, “Job Analysis Models and Job Classification,” Personnel Psychology (1979), 693-708.

7. Hartley, D.E., “Job Analysis at the Speed of Reality,” Training and Development, September 2004, pp. 20-22.

8. Brannick & Levine, Op Cit.

9. Peterson, N.G., Jeanneret, P.R., Mumford, M.D. & Borman, W.C. Occupational Information System for the 21st Century, 1999.

10. Lucia, A.D. & Lepsinger, R. The Art and Science of Competency Models: Pinpointing Success Factors in Organizations, San Francisco, Jossey Bass/Pfeiffer, 1999.

11. “The Future of Salary Administration” Compensation and Benefits Review, July/August, 2001, p.10.

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TEACHING COMPETENCY AND TEACHER JOB SATISFACTION AMONG SECONDARY SCHOOL TEACHERS

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TEACHING COMPETENCY AND TEACHER JOB SATISFACTION AMONG SECONDARY SCHOOL TEACHERS

TEACHING COMPETENCY AND TEACHER JOB SATISFACTION AMONG SECONDARY SCHOOL TEACHERS

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Home Page > Education > Tutoring > TEACHING COMPETENCY AND TEACHER JOB SATISFACTION AMONG SECONDARY SCHOOL TEACHERS

TEACHING COMPETENCY AND TEACHER JOB SATISFACTION AMONG SECONDARY SCHOOL TEACHERS

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Posted: Aug 23, 2010 |Comments: 0
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*Dr.N.V.S.Suryanarayana **Luciana.M.Z

True education, it must be noted at the outset, is a powerful force in bringing about desired change. It is education and education alone that can bring about changes in knowledge, skills, attitudes, appreciations and understanding things around us.

The definitions of Education formulated by a group of experts for the dictionary of education stressed two important things in education. Firstly, education is a process, which should develop the required ability, attitude and other forms of behaviour for the full development of the personality.

Undoubtedly any philosopher can comment that the ultimate aim of any education is to make a man of good character and useful citizen of the universe. This of education we can achieve through the quality of education, quality of teachers and quality of teaching learning process. Other things remaining, the quality of education largely learning transaction cannot be undertaken in vacuum but it is positively directed action, for which teachers are to be endeavor with satisfaction towards a job and the need of possessing the quality change-prone. This is the right time to focus the significance of Teacher Job Satisfaction in relation to Teacher Change-Proneness among the Primary School Teachers.

The keystone in the educational edifice is doubtless the teacher. On him depends much more than any other, the progress and prosperity of children. Nobody can effectively take his place or influence children in the manner and to the degree; it is possible, for him alone to do. It is strongly believed that to be a teacher is to be the member of a holy order.

The Secondary Education Commission (1953) defined that ‘we are however, convinced that most important factor in the comtemplated educational reconstruction is the teacher – his quality, his educational qualifications, his professional training and the place he occupies in the school as well as in the community. The reputation of a school and its influence on the life of the community invariably depend on the kind of teachers working in it.’

Similar views were expressed by the Indian Education Commission (1964 – 66) regarding the role of the teacher. The commission opined that ‘of all different factors, which influence the quality of education and its contribution to national development, the quality, competence and character of teachers are undoubtedly the most significant’.

‘Schools are the nurseries of the Nation’ and ‘Teachers are the Architects of the future’ are no mere figurative expressions but truthful statements, as significant as they are suggestive. Victories are won, peace is preserved, progress is achieved, civilization is built up and history is made in educational institutions, which are the seed beds of culture, where children in whose hands quiver the destiny of the future, are trained and from their ranks will come out when they grow up, statesman and soldiers, patriots and philosophers who will determine the progress of the land. In their attitude to life and their approach to problems they will bear the imprint and the influence of the training they received at the hands of their teachers. The teacher’s role is thus as important as his responsibility is onerous.

‘The good teacher must enlighten by his example, show wisdom in his discourse and restraint by his silence; he must help the willing with a welcoming encouragement; overcome the recalcitrant with a patient determination and check the exhibitionist with a reasonable superciliousness. What he stands for, important for all times, is of paramount importance in the deepening blackout of spiritual and intellectual values by which our age is oppressed’ – C.E.M.Joad.

The imperative that the entire process of teaching learning transaction depend on the efficiency of a teacher, who is in turn able to manifest potentialities of a child into actuality, be accepted with no hesitation. Teaching learning process cannot be undertaken in vacuum but it is a positively directed action, for which teachers are to be endowed with teaching competency. There has been an enormous amount of research which could answer to such questions as – what teaching behaviours are related to pupil out comes in different areas of classroom learning? In what way they are related. What are the characteristics of effective ad ineffective teachers? How can teaching behaviours be incorporated in teachers during their training?

Lot of research efforts have been directed on teaching competency but unfortunately much attention of research is not drawn to correlate teaching competency in relation to Teacher Job Satisfaction. Rao, R.B. (1989) says that ‘the quality or effectiveness of teachers is considered to be associated with his satisfaction towards his profession, his satisfaction with his values. Fontana, D. (1986) regarded that ‘if the teacher is too rigid or has a doctrinaire belief of that his methods are right and those of any one who disagrees with him are wrong, then he will be depriving his children of a range of possible learning experiences, to their disadvantage and to his own’. Thus, it is clear that an effective and competent teacher will achieve the desired learning outcomes, provided if he satisfied in his profession. But no significant efforts are found to study the competency in relation to job satisfaction among teachers.

Teacher Job Satisfaction:

The term Job Satisfaction is generally used in organizational endeavor in business management. One of the senses signs of deteriorating conditions in an organization is low job satisfaction (Keith Devi, 1993). Job Satisfaction is the favourableness or unfavourableness with which employees view their work (Bruneberg, 1976). It signifies the amount of agreement between one’s expectations of the job and the rewards to the job provides. Job satisfaction is concerned with a person or a group in the organization. Job Satisfaction can be applicable more to parts of an individual’s job. If each person is highly satisfied with his job then only it will be considered as group job satisfaction.

Generally job satisfaction is related with number of employees variables such as turnover, absence, age, occupation and size of the organization in which he works. The degree of satisfaction of job is largely depends on satisfaction of employee variables. According to Garton (1976), employee’s satisfaction and morale are attitudinal variables that reflect positive or negative feelings about particular persons or situations, satisfaction when applied to work context of teaching seems to refer to the extent to which a teacher can meet individual, personal and professional needs as an employees (Strauss, 1974).

Maslow (1970), Herberg (1959), Hay and Miskel (1978) and others proposed the theories on job satisfaction. According to Maslow ‘a person’s satisfaction is determined by the fulfillment of his five levels of need’. Herberg’s motivation hygiene theory assumes that two variables determine a person satisfaction. (1) Internal factors like achievement, recognition etc., and (2) external factors such as salary and interpersonal relation. Relationships Lartie (1975) believed that teaching continues to be rather limited in its available extrinsic rewards and that if teacher job satisfaction is to be increased efforts are to be made to improve the teaching situations. According to Edward and others (1976) a high performance leads to high job satisfaction, which in turn becomes feedback to influence future performance. Better performance leads to high rewards. This improvement in satisfaction is because of employee’s feeling that they are receiving rewards in proportion to their performance on the other hand, if rewards one such as inadequate for one’s level of performance, dissatisfaction access.

The Indian Education Commission (1964-66) also states that ‘nothing is more important than providing teachers best professional preparation and creating satisfactory conditions of work in which they carefully be effective.’ Sand Frankiewiz (1979) found a positive relationship between job satisfaction and effective teacher behaviour. In the light of the above the theoretical framework of teacher job satisfaction may be considered as one of the important factors, which can enhance teaching competency.

Dimensions of Teacher Job Satisfaction:

Of many dimensions, the researcher considered the following dimensions for measuring Teacher Job Satisfaction. They are (1) Professional; (2) Teaching Learning; (3) Innovation; and – (4) Inter-personal relations.

Professional related to job security and social prestige, moulding the young minds, getting appreciation from others, reaching problems of the students.

Teaching learning refer to problems of the students, new situations, successfully managing the classes, students active participation in the classes, innovative technique in teaching, systematic plan of the work.

Innovation relates to creativity, innovative technique in teaching, participation of cultural activities, co-curricular and social welfare activities.

Inter-personal relations refer to relations with colleagues, parents, students, higher authorities or any personnel confined to school.

Measurement of Teacher Job Satisfaction:

Job Satisfaction measuring procedures appear to be complicated at a first glance. It seems simple to go to the employees and get data from them and then interpret. But experiences are shown that careless procedural class can limit seriously the validity and usefulness of the survey. Keen attention should be given to question construction, maintenance of anonymity for employees and sampling procedures (Donald and Charlies, 1975). Even in Education field it is very difficult to measure the teacher job satisfaction.

After careful observation of the literature it is fund that teacher’s job satisfaction can be measured mainly in two ways. The first one is observation and interviews; and the other is use of tests including inventories and writing scales developed by some psychologists and educational researches like Crook, Maslach, Herhier and others, and Gaba Teacher Job Satisfaction Scale, Gupta and Srivatsava – teacher job satisfaction scale, Lodahl and Kejher’s Job involvement scale and Job Satisfaction scale developed by Dixit are some of the tools available for measuring job satisfaction. However, they are context specific and may not be suitable for the present study. Hence, the researcher developed a Teacher Job Satisfaction self-rating scale.

Teacher Change-Proneness:

Change-Proneness, though quite recent in origin, with astonishing rapidity has become almost a catch word. It is the tendency to accept anything which is new, novel, to be imbibed in their style of work. It is the state of flux and dilemma brought about by devotion to a cause which may promote and result at expected rewards or fail to produce unexpected revolts (Uday Koundinya, 1999).

Change is the order of day. Everybody should acdept this truth and those changes too. From ancient times, whenever a new discovery, a strange concept and a novel theory has proposed, there has been an ‘up-surge’ among others. As Vivekananda rightly quoted ‘every new activity evidently has to pass through the three stages – bitter ridicule, sever opposition and final acceptance.. To accept that earth is round but not flat also requires much commotion in the minds of people. Members of ‘Flat earth society opposed the truth severely. Accepted truth are really difficult to be wiped off from the minds and the new changes in those areas really take a long time and they evidently be the butt of ridicule.

Helio Centric theory took a long time to be accepted and it was severely opposed and bitterly refused by persons who accept Geo-centric theory by that time. Atomic division in Chemistry, Darwin’s theory of Evolution in Bilogy, Sigmond Freud’s contributions to psychology all these are not at all exceptions for the basic truth. This truth holds good even in social sciences and in cultural revival. Social changes which totally alter tradition and cultural heritage evidently depend upon the sudden changes. Sudden change but not slow transition, revolution but not evolution out right change but not graded stepwise modification is the predominant nature of change-proneness. Many scientific truths which emerged as a result of eminent thinking by great scientists told to replace established facts up to the day and required long time to be accepted. All these are clear vivid and valid examples. Change or alter his behavior, attitudes, feelings and thoughts by being flexible rather restraining one-self to be rigid (Mukhopadyay, 1980).

If at all some people who accept and invite such crucial, vital changes are not there in those days, these mightily truths may not have emerged out to be existent before us not. ‘The tendency of possessing an inclination to new novel, strange, at times totally afresh, baffling inventions and innovations which can even shake and wipe of old existing traditional views is ‘change proneness’ (Uday Koundinya, 1996). Millder (1967) for the first time has coined the concept of change-proneness is the congregations effect of curiosity, open mindedness and mental flexibility. Miller rightly gave the comprehensive nature of the concept. Radical change, innovativeness, tendency to inquire, being shrewd and proneness in thought, inquisiteness, all these traits facilitate change-proneness.

Rigidity and Flexibility:

The change-proneness evidently rely upon two opposing ideological aspects rigidity and flexibility. A clear understanding of the two aspects rigidity and flexibility, will evidently help the investigator by throwing enormous light on the concept ‘change-proneness’. The main hurdle to accept a new theory and invite a novel, sudden change is rigidity. Warner defined ‘Rigidity’ as a lack of variability in a response or lack of adaptability in behavior.

In life situations, some people are rigid in their behavior, some are not. The same people, who are rigid in one type of situation, may be non-rigid in other situations. For example some may be good at problem solving in the science laboratory but may not apply the problem solving techniques to their day to day social problems in the community (Klausner, 1972). The dictionary meaning of rigidity is a personality trait characterized by inability to change one’s attitudes opinions or manner of adjustment (Atkinson).

From various studies it seems that there are the few basic factors, which go to make up this rigid tendency. Goldstein defined rigidity – as adherence to a performance that is inadequate for the present task i.e., a rigid term does not shift from one performance to another as required by the fresh to be fulfilled. Research tries to relate problem solving rigidity with attitudinal dispositions of persons. He stated that it is the inability to change one’s set or attitude.

Wolfert opined – rigidity is restricted range of behavior as this type of rigidity prevails in human minds; they act as stumbling blocks and hurdles. They approve one to have a new concept alter the type of learning, to invite change in the approaches.

The opposing ideological aspect for rigidity is ‘flexibility is the personality trait characterized by ability to change one’s set, opinion line of thinking and process of adjustment. Exhibiting inclination to a new and strange thing will be possible and it is due to flexibility. In life situations, some people are flexible in their behavior some are not. The people who are flexible on one occasion may not be much flexible on other occasions. They at times with flexible out alter their responses and behavioural patterns. But they decline at time to be flexible and then they stick to old ideologies.

Flexibility is the outstanding quality of exhortative tendency and ability to change one’s set or attitude and opinions even one should be effective understanding line of thinking and even process of adjustment. The concept of rigidity and flexibility and different definitions has been advanced by psychologists in accordance with their points. The definitions may be prepared from psychomotor developmental, attitudinal intellectual and behavior aspects.

Change-Proneness, though quite recent in origin with astonishing rapidity has become almost a catch word. It can be defined as a tendency to accept anything which is new, novel to be imbibed in their style of work. Change-Proneness is state of acceptance of new and creative ideas, which might at times create criticism and failure or result at appreciation and success. It is a sense of satisfaction, commitment and success in the quest for new techniques, ideals and methods. Change-Proneness is defined as a state of flux and dilemma brought about by devotion to a cause or a way of life which may promote to result at expected rewards or fails to produce unexpected revolts.

Teacher Change-Proneness:

How a teacher should be, is a puzzling question. Teacher at his best should be active not reactive, must strive rather than submit he must be author of his behavior rather than have ti dictated by authority. The teacher should perform his duties in his own style. The pattern of functioning of teachers reveals the existence of two categories of teachers.

Relation between Teacher Job Satisfaction Teacher Change-Proneness:

Accomplishment of the goals of education and the objectives of teaching is possible when teachers are competent in teaching with satisfaction in their profession. These two variables are conceptually independent and practically interactive. B.R.Rao (1989) rightly pointed out that ‘the quality or effectiveness of a teacher is considered to be associated with his attitudes towards his profession, his satisfaction with his values and adjustment in the job and professional interest.’

Similarly Dr.D.S.Kothari (1964-66) advocates ‘of all the different factors, which influence the quality of education and its contribution to national development, the quality, competency character and job satisfaction of teachers are undoubtedly the most significant’.

Reviewed the previous investigations made on Teacher Job Satisfaction and Teacher Change-Proneness in India and Abroad. These researchers (viz., investigations made on Job Satisfaction and Change-Proneness subjects) helped the investigator in planning, defining and delimiting the present research study. These reviews have also helpful in deciding the procedure of the present study and the interpretation of the findings.

Teacher Job Satisfaction:

Studies Abroad:

Many research studies made on Teacher Job Satisfaction from different angles with different independent variables.

Anna F.Lobosco and Dianna L.Newman (1992) studied ‘Teaching Special Needs Populations and Teacher Job Satisfaction’. Teachers’ perceptions of their jobs are strongly related to their perceptions of their students. This article confirms what one might expect: Working with students who are gifted and talented positively predicts job satisfaction, whereas working with students who have learning difficulties has a negative effect. Yet teachers ‘self-reports of general job satisfaction reverse when asked about how the reality of their teaching experience compares to ideal conditions. This has clear implications for urban school districts involved in massive mainstreaming efforts. Teacher preparation and the impending merger of general and special education are discussed. (Anna.Lobosco and Dianna L.Newman, ‘Teaching Special Needs Populations and Teacher Job Satisfaction’, Journal Urban Education, Vol.27, No.1, Pp.21-31, 1992, DOI:10.1177/ 0042085992027001003 (Sage Publications).

Garett, R.M. (1999) studied ‘Teacher Job Satisfaction in Developing Countries’. The study disclosed that the results from a literature review that examined teacher job satisfaction in developing versus developed nations. The review involved computer searches using keywords, manual searches of databases, follow-up of references from papers, requests to research institutions worldwide, and searches of dissertations. Overall, most work has been focused on secondary school teachers. Issues related to elementary teachers and principals have not received much attention. There was no generally agreed upon definition of job satisfaction or standardization of instruments used in the available literature. What little research had been done in developing nations was based on a set of theoretical assumptions that had been developed from findings in developed nations. The evidence available from mature educational systems identified a complex picture in which job satisfaction, itself a multi-faceted concept, was closely related to the other key factors of work life complexity and work centrality. Stress was produced, manifested, and coped with differently in different societies. The role played by stress in the normal working life of teachers in developing countries was a little-understood area (ERIC – ED459150, 1999-10-00, U.S. Department of Education publication.)

Beverly M.Klecker, William E.Loadman (1999) studied ‘Male Elementary School Teachers’ Ratings of Job Satisfaction by Years of Teaching Experience’. This study discloses that Teaching in American public schools in grades K-12 is largely a female pursuit. Discussions of the diversification of the American teaching force, have generally focused on two areas: (1) the under-representation of people of color in the teaching force and (2) the under-representation of females in administrative positions (Montecinos & Nielsen, 1997). Few researchers have chosen to focus on the need for more males in the teaching force. The scarcity of male teachers as student role models is a subject of concern at all levels, but it is of particular concern in the early grades (Wood and Hoag, 1993). National statistics of teacher demographics indicate that the national teaching population is 72% female and 28% male. However, the gender statistics are even more disproportionate at the elementary level. Fewer than 2% of pre-K/Kindergarten and 14.6% of elementary teachers are male (Snyder & Hoffman, & Geddes, 1996). This lack of male role models in the early years of schooling may be a limiting factor in recruiting more males into this profession. ( Questia e-Journal, Vol.119, 1999).

Zembylas, Michalinos; Papanastasiou, Elena (2004) studied ‘Job satisfaction among school teachers in Cyprus’. The research report examines job satisfaction and motivation among teachers in Cyprus – a small developing country in the Eastern Mediterranean. An adapted version of the questionnaire developed by the “Teacher 2000 Project” was translated into Greek and used for the purposes of this study that had a sample of 461 K-12 teachers and administrators. The findings showed that, unlike other countries in which this questionnaire was used, Cypriot teachers chose this career because of the salary, the hours, and the holidays associated with this profession. The study analyzes how these motives influence the level of satisfaction held by the Cypriot teachers. (Journal of Educational Administration, Emarald Publishing Ltd., Volume 42, Number 3, 2004 , pp. 357-374(18).

Ronit (2001) studied ‘The Influence of Leadership Style on Teacher Job Satisfaction’. This study disclosed the effects of principals’ leadership style (transformational or transactional), principals’ decision-making strategy (autocratic versus participative), and teachers’ occupation perceptions on teacher satisfaction from the job. More specifically, it attempts to find out how much of the variation in teachers’ job satisfaction can be attributed to their perceptions of their occupation, as compared to their perceptions about their principals’ leadership style and decision-making strategy. A quantitative questionnaire using Likert-type scales was administered to 930 teachers in Israeli schools, of whom 745 responded. Path analysis was used to explain teacher job satisfaction by the exogenous variables. The most salient finding was that teachers’ occupation perceptions strongly affected their satisfaction. Principals’ transformational leadership affected teachers’ satisfaction both directly and indirectly through their occupation perceptions. Implications of the study are discussed in relation to supervisors and principals, as well as to policy makers at the government level. (Ronit Bogler, ‘The Influence of Leadership Style on Teacher Job Satisfaction’, Journal of Educational Administration Quarterly, Vol.37, No.5, Pp.662-683, DOI:10.1177/00131610121969460).

Judith Kleinfeld; G. Williamson and Mc.Diarmid, (1986) studied The Job Satisfaction of Alaska’s Isolated Rural Teachers with their work life’. This study examines the sources of job satisfaction and dissatisfaction among 304 teachers randomly selected from small isolated schools in rural Alaska. These teachers are highly satisfied about their relationship with students and their pay benefits. Large numbers of teachers are dissatisfied, however, with community amenities, their students’ academic progress, and especially, school district management. Most of these teachers teach in Indian and Eskimo villages; yet they feel that interorganizational relationships with the district office cause them more stress than cross-cultural relationships with the students and community. In many isolated rural schools, high teacher turnover erodes the quality of education rural students receive. Hartrick, Hills, arid Wallin [3] found that six out of ten teachers employed in rural British Columbia were not teaching in the same district five years later. A recent study [5] of teachers in rural Alaska found that majorities have taught at their present schools less than two years. Since the sources of teacher dissatisfaction depend on the specific conditions of the schools in which they teach, research on rural teachers’ satisfaction with their work life should describe with some care the particular community and school context. Most teachers in rural Alaska work in isolated Eskimo or Indian villages of a few hundred residents. While a handful of these communities are on the highway system, most are accessible only by light aircraft. These small communities offer few of the amenities teachers can take for granted elsewhere. While some school districts or communities provide modern teacher housing, in others teachers must rent cabins or plywood shacks. The conclusions of the study stated that Alaska’s rural teachers to express satisfaction with their pay and benefits and to express discontent with the hardships of living in isolated Native villages without many amenities. Similarly, the number of teachers who express dissatisfaction with the distant district office was unexpected. (Research in Rural Education, Volume-3, November 3, 1986, USA, e-publication).

Chung-Lim Ho and Wing-Tung Au of Chinese University of Hong Kong (2006) studied ‘Teaching Satisfaction Scale’ to measure Job Satisfaction of Teachers in China. In the present study proposes a teaching satisfaction measure and examines the validity of its scores. The measure is based on the Life Satisfaction Scale (LSS). Scores on the five-item Teaching Satisfaction Scale (TSS) were validated on a sample of 202 primary and secondary school teachers and favorable psychometric properties were found. As hypothesized, teaching satisfaction as measured by the TSS correlated positively with self-esteem but negatively with psychological distress and teaching stress. The TSS scores had good incremental validity for psychological distress and teaching stress beyond earlier Job Satisfaction Scales. The TSS offers a simple, direct, reliable, and valid assessment of teaching satisfaction. Future development of the TSS is discussed (Educational and Psychological Measurement (e-Journal),Vol. 66, No.1,172-185(2006), DOI: 10.1177/00131644052785 73).

Sonnie S.Billingsley and Lawrence H.Cross (1992) studied ‘Predictors of Commitment, Job Satisfaction and Intent to Stay in Teaching: A Comparison of General and Special Educators’. The primary purpose of this study was to identify variables that influence teachers’ commitment and job satisfaction among both general and special educators. A secondary purpose was to determine the extent to which these commitment and satisfaction variables influence teachers’ intent to stay in teaching. A questionnaire using primarily extant measures was sent to a random sample of 558 special educators and 589 general educators in Virginia. Completed questionnaires were received from 83% of both samples. Cross validated regression results suggest that work related variables, such as leadership support, role conflict, role ambiguity, and stress, are better predictors of commitment and job satisfaction than are demographic variables. Generally, the findings were similar for general and special educators. Implications for educational agencies are addressed (Sonnie S.Billingsley and Lawrence H.Cross, ‘Predictors of Commitment, Job Satisfaction and Intent to Stay in Teaching: A Comparison of General and Special Educators’, Journal of Special Education, USA, Vol.25, No.4, Pp.453-471, DOI:10.1177/ 002246699202500404).

Butt, Graham & Lance, Ann (2005) studied ‘Secondary Teacher Workload and Job Satisfaction: Do Successful Strategies for Change Exist?. This report analyses the views of secondary school teachers involved in the Transforming the School Workforce: Pathfinder Project–a project designed to address issues of teacher workload and job satisfaction. The initiative was launched in 2002 by the Department for Education and Skills (DfES) to enable 32 pilot schools to explore ways in which they might restructure their working practices and reduce teacher workload. Funding was provided for schools to benefit from consultancy support, the training of head teachers, the employment of additional teaching assistants, the provision of ICT hardware and software, the training of bursars/school managers and for capital build projects. Here we concentrate on the evaluation of the Pathfinder Project with particular reference to possible changes in workload and job satisfaction of secondary teachers in the 12 secondary schools involved in the project. The reported weekly and holiday hours worked by secondary teachers are analyzed across the duration of the project, as are patterns of evening and weekend work. Teachers’ views on job satisfaction are also analyzed in conjunction with their perspectives on workload, culminating in a discussion of their solutions to the problems of excessive workload. The relationship between teacher workload, job satisfaction and work-life balance is explored within the context of the future modernization of the entire school workforce (Butt, Graham; Lance, Ann, ‘Secondary Teacher Workload and Job Satisfaction: Do Successful Strategies for Change Exist?, Journal of Educational Management Administration & Leadership, Vol.33, No.4, Pp.401-422, 2005)

Studies in India:

The investigations made in this country on Teacher Job Satisfaction on various nook corners with the help of demographic variables by using the statistical procedure to obtain the results according to their needs.

Lavinga (1974) took a sample of 1600 and find that female teachers were more satisfaied than male teachers.

Muthaiah (1981) and Meera Dixit (1984) findings confirms the same.

In the studies of Virachari, S (1987), Bhandarkar (1980), Gupta (1980), Girens Rebay (1988), primary, secondary school teachers and college teachers are investigated. Bhandarkar, Rebay found a positive relation between age, experience of Job satisfaction. There is no significant difference to sex or level of education and job satisfaction. Regarding pay and supervision the teachers are dissatisfied. Gupta states that marital status; age and experience were not associated with job satisfaction. Rebay states that not only the gender, marital status, age, qualifications but also the location of the schools have no relationship with job satisfaction and at the same time the experience and salaries of the teachers have a significant relationship with job satisfaction.

While studying job satisfaction of graduate teachers in Coimbatore, Sekar, G. and Ranganathan (1988) found that most of the teachers were satisfied with their nature of work, personnel policies, salary, personal achievement and their relationship with superiors and colleagues, working conditions in schools, concluded that caste, place of work and mother tongue were significantly related to job satisfaction. Male graduate trained teachers, single-family teachers, more experienced and government school-teachers, were more satisfied than others; age and marital status, however, had no relationship with job satisfaction. Economic and political values were found to be correlates of job satisfaction.

Clemence, S.M. (1989) found that role conflict affected job satisfaction of women teachers but social dimension of value influenced their job satisfaction rather favourably.

Naik, G.C. (1990) found that ad hoc teaching assistants of the M.S. University, Baroda, were satisfied with their jobs mainly because of their favourable attitude towards the teaching profession, financial consideration and the facilities which they were getting for further studies; marital status, age, experience and gender did not affect their level of job satisfaction; leadership qualities of heads of institutions promoted job satisfaction, and group goals and objectives were essential parameters in determining the job satisfaction of teachers. Sex, experience and background variables had no bearing on job satisfaction.

Ray, S. (1992) concluded that the mental health of teachers was positively correlated with job satisfaction and attitude towards pupils.

Reddy B.P., (1989) in his study found that over-qualified primary schoolteachers had low job satisfaction while teachers younger in age had higher level of job satisfaction, which had positive correlation with attitude towards teaching and job involvement.

Saxena, N. (1990) while studying a sample of higher secondary schoolteachers in Madhya Pradesh, did not find any difference due to gender, stream (science or arts), experience and other variables on job satisfaction.

Where Naseema (1994) studied Teaching competency of Secondary School physical science teachers in relation to their satisfaction of teaching the subject. Naseema and Ayshabi (1995) studied satisfaction as a predictor of perceived teaching competence.

Sinha and Prabhat (1993) examined the relationship of job satisfaction with ego strength of secondary school teachers.

Sudhira (1994) investigated teacher job satisfaction and Job Stress of Secondary School Physical Education Teaches.

Annamalai Abraham (1999) studied job satisfaction and teacher effectiveness of college teachers. Godiyal and Srivastava (1995) made a study of teachers’ work involvement, job involvement and their job satisfaction. Baruah studied role conflict and its correlation with job satisfaction of secondary school women teachers in Dibrugarh of Assam.

Gupta (1995) made a correlational study of job satisfaction and their teaching effectiveness.

Annamalai (1999) studied job satisfaction of school teachers in relation to certain selected variables viz., (i) attitude towards administration and teaching and (ii) adjustment.

Butt (1997) made a correlational study of job stress, job involvement and job satisfaction.

Chandraiah (1994) attempted to study job satisfaction of college teachers as an effect of age.

Dixit (1993) aimed to analyze the effect of sex on different factors – intrinsic (Physical and Psychological) and extrinsic (salary etc., benefits) – job satisfaction among primary teachers.

Shahapur et al. (1996) looked into the satisfaction of different need areas (Physical, Social, Esteem, Autonomy and Self-actualization) in relation to the two styles of leadership (initiating structure and consideration) among college teachers in Mysore.

Kulsun (1998) wanted identify whether job satisfaction of school teaches varies with their perception of school organizational climate or not.

Begum (1994) examined the relationship of job satisfaction of Kerala college Teachers with some socio-demographic and personality variables. Das and Panda (1995) aimed at finding out the job satisfaction of college and higher secondary teachers in terms of their sex and experience. Ausekar (1996) compared the job satisfaction among teachers working in government and private secondary schools. Thaker (1996) designed to know whether the government and non-government secondary school Principals differ in their job satisfaction.

Thaker (1996) studied the relationship between the Saurashtra secondary school Principals’ job satisfaction and gender, age, experience, qualification, marital status, type of schools, residential area and geographical locale.

Reddy and Babu (1995) analyzed the level of job satisfaction of male and female teachers of residential and non-residential schools. Jyothi and Reddy (1998) attempted to study the professional satisfaction of teachers working in the schools for the hearing impaired in Andhra Pradesh. Ratnappa (1998) studied the personal and professional satisfaction of women teachers of schools, colleges and universities in Andhra Pradesh.

TEACHER CHANGE-PRONENESS:

In the post independence era, bringing change in educaton and revising qualitative improvement has been a major concern of the educational planners and administrators, with this intention quite a few new institutes and organizations were established with considerable investments at national and state levels. As result they designed and diffused quite a large number of innovations in education. The change was not, however, commensurate with the number of innovations and investments therein. Hence only stray number of researches prevails in this field related to the concept of the change-proneness. Change-Proneness indicates a person’s mental orientation towards change. It is more a global concept than either of ‘cosmopolitans’ or ‘open mindednesses’, which are often used in early research studies with different connotation and in totally varied context.

Studies Abroad:

Susan L.Swars and Others (2009) studied ‘A Two-Dimensional Model of Teacher Retention and Mobility’. In this mixed-methods study is a teacher-initiated, collaborative inquiry involving a professional development school (PDS) and a university. The investigation focused on teachers’ perceptions of teacher retention and mobility at their PDS. Participants were 134 teachers at a high-needs elementary school with data sources including surveys, interviews, and open-ended questionnaires. The findings clustered around two primary dimensions: (a) congruency of teachers’ beliefs and practices with organizational norms and (b) teachers’ relational needs and administrators’ willingness and ability to meet such needs. Although this study affirmed many of the findings in the extant literature, it also challenged others—namely, the links between teacher turnover and workplace conditions, student body characteristics, and student achievement. The recursive research design enabled the researchers to make accommodations in methodology in response to teachers’ and administrators’ concerns. The researchers documented these modifications and make recommendations for conducting inquiry in a PDS. (Susan L.Swars; Barbara Meyers; Lydia C.Mays and Brian Lack of Georgia State University, USA, ‘A Two-Dimensional Model of Teacher Retention and Mobility’Journal of Teacher Education, Vol.60, No.2, Pp.168-183, 2009, Sage Journals (online) DOI:10.1177/0022487108329116)

Andrew J.Wayne and others (2008) studied ‘Experimenting with Teacher Professional Development: Motives and Methods’. According to the opinion of the authos that a strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and—for those conducting and interpreting such studies—discusses the unique methodological issues encountered when experimental methods are applied to the study of PD. (AndrewJ.Wayne,American Institutes for Research, Washington DC,; Kwang Suk Yoon; Peizhu; Stephanie Cronen and Michael S.Garet, ‘Experimenting with Teacher Professional Developmet: Motives and Methods’, Journal of Educational Researcher, Vol.37, No.8, Pp.469-479, 2008, Sage Publications (online) DOI:10.3102/0013189X08327154)

Gregory J.Palardy and Russel W.Rumberger(2008) studied ‘Teacher Effectiveness in First Grade: The importance of Background Qualifications, Attitudes, ad Instructional Practices for Student Learning’. This study uses Early Childhood Longitudinal Study data to investigate the importance of three general aspects of teacher effects—teacher background qualifications, attitudes, and instructional practices—to reading and math achievement gains in first grade. The results indicate that compared with instructional practices, background qualifications have less robust associations with achievement gains. These findings suggest that the No Child Left Behind Act’s “highly qualified teacher” provision, which screens teachers on the basis of their background qualifications, is insufficient for ensuring that classrooms are led by teachers who are effective in raising student achievement. To meet that objective, educational policy needs to be directed toward improving aspects of teaching, such as instructional practices and teacher attitudes. (Gregory J.Palardy and Russell W.Rumberger, University of California, ‘Teacher Effectiveness in First Grade: The importance of Background Qualifications, Attitudes and Instructional Practices for Student Learning’, USA, Journal of Educational Evaluation and Polic Analysis, Vol.30, No.2, Pp.111-140, 2008, Sage Publications (online) DOI:10.3102/0162373708317680)

Karen Douglas (2009) studied ‘Sharpening our Focus in Measuring Classroom Instruction’. According to the opinion of the Author that this commentary highlights convergent themes from four articles in the March 2009 issue of Educational Researcher on measuring classroom instruction. Classroom instruction is a complex enterprise that occurs at the intersection of teachers, students, and texts within the surrounding classroom, school, and community environments. Progress in studying the complexity of classroom instruction on a large scale relies on our ability to pose research questions at the appropriate levels of analysis and to attempt to answer the questions using rigorous methods. These articles contribute to this task by sharing theoretical and practical viewpoints based on systematic programs of mixed methods research. The value of this body of research is reinforced through evidence of its impact on teaching practices and student learning. (Karen Douglas, International Reading Association, ‘Sharpening Our Focus in Measuring Classroom Instruction’, Journal of Educational Researcher, Vol.38, No.7, Pp.518-521, 2009, Sage Publications (online) DOI:10.3102/0013189X09350881)

C.Day; P.Sammons and Q.Gu (2008) studied ‘Combining Qualitative and Quantitative Methodologies in Research on Teachers’ lives, Work and Effectiveness: From Integration to Synergy’. The authors of this article discuss how a mixed-methods research team designed and conducted a 4-year study (Variations in Teachers’ Work and Lives and Their Effects on Pupils) that tracked 300 teachers in 100 schools in England over a 3-year fieldwork period. The authors discuss processes that led to new knowledge. Although mixed methods are becoming more popular, few published accounts describe in detail how researchers have moved beyond the use and integration of mixed methods to arrive at more synergistic understandings. The advantage of synergistic approaches is their consideration and combination of a greater range of data, resulting in more nuanced, authentic accounts and explanations of complex realities. (C.Day; P.Sammons and Q.Gu, University of Nottingham, ‘Combining Qualitative and Quantitative Methodologies in Research on Teachers’ lives, Work and Effectiveness: From Integration to Synergy’, Journal of Educational Researcher, Vol.37, No.6, Pp.330-342, 2008, Sage Publications (online) DOI:10.3102/ 0013189X08324091)

Kristie Jones Newton (2008) studied ‘An Extensive Analysis of Preservice Elementary Teachers’ Knowledge of Fractions’. The study of preservice elementary teachers’ knowledge of fractions is important because fractions are notoriously difficult to learn and teach. Unfortunately, studies of preservice teachers’ fraction knowledge are limited and have focused primarily on division. The present study included all four operations to provide a more comprehensive understanding of this knowledge. Because knowledge is complex, it was examined in five ways: computational skill, basic concepts, word problems, flexibility, and transfer. To further capture the complexity of knowledge, solution methods were examined for patterns that might reveal understandings and misconceptions. Data were gathered before and after a course designed to deepen pre-service teachers’ knowledge. Quantitative and qualitative shifts occurred during the semester, but flexibility and transfer were low. Implications for teacher education are discussed (Kristie Jones Newton, Temple University, An Extensive Analysis of Pre-service Elementary Teachers’ Knowledge of Fractions’, American Educational Research Journal, Vol.45, No.4, Pp.1080-1110, 2008, Sage Publications (online) 10.3102/ 0002831208320851)

Nanyang Technological University (2006) studied ‘Challenging the Paradign: Notes on developing an Indigenized Teacher Education Curriculum’. As per the Author that while considerable attention is being paid to reforming education systems to prepare students for the challenges of globalization and a knowledge-based economy, teacher education models in the Asia Pacific remain insufficiently critiqued. There is an urgent need to rethink teacher education as, in spite of decades of investment and development, major problems of inequality, attrition, incomplete and inadequate learning continue to blight our education systems. It is proposed that teacher education needs to become more culturally authentic as teaching and learning are best viewed as culturally scripted activities. The utilization of indigenous knowledge will be central to this task. The article concludes with some suggestions for how the task may be started. (S.Gopinathan, Nanyang Technological University, Singapore, ‘Challenging the Paradign: Notes on developing an Indigenized Teacher Education Curriculum’, Journal of Improving Schools, Vol.9, No.3, Pp.261-272, 2008, Sage Publications: DOI: 10.1177/1365480206069020)

Lorenzo Cherubini (2009) studied ‘Reconciling the Tensions of New Teachers’ Socializaton into School Culture: A Review of Research’. The study reviews the research from 1969 to 2005 describing pre-service candidates’ transition from student teacher to professional educator during their socialization into school culture. Despite the educational reforms in Canada, the United States, the United Kingdom and Australia over the last three decades, this review argues that new teachers experience many of the same initial concerns that have been documented about beginning teachers for over 35 years. The paper also examines the core themes that emerged in each of the respective periods identified in the review, including: teachers’ perceptions of self (1969 to mid 1980s); professional sustainability (mid 1980s to late 1990s); and emerging identity during the process of their socialization into school culture (2000 to 2005). Based on this examination, the paper suggests that the tension between new teacher identity formation and socialization into school culture can be reconciled by a post-industrial perspective of how individuals formulate concepts of self. (Lorenzo Cherubini, Brock University, Canada, ‘Reconciling the Tensios of New Teachers’ Socialization into School Culture: A Review of the Research’, Journal of Issues in Educational Research, Vol.19, No.2, 2009.

Studies in India:

Rao, D.S. (1967) made an attempt by conducting a study ‘An inquiry into the factors that contributes to the promotion or inhibition of educational innovations’ listed out a few factors, which influence and govern educational innovations.

Aggarwal (1974) made his first effort in his direction by preparing a text on ‘innovation proneness’ in the line of Miller she found the clues on the text on innovative proneness as related significantly to various dimensions of teacher’s morale.

Singh, T. (1977) in his doctoral study thoroughly discussed about adoption and dis-contribution of innovations in the preparation of secondary school teachers. In India and listed out a few strategies to be adopted for bringing innovations which enable effective preparation of secondary school teachers who were to be flexible and adaptable and impact effective instruction.

Mukhopadhyaya and Saxena (1980) in their research study ‘the factors contributing to teacher’s change proneness’ concluded that change-proneness has been found to be related significantly and positively to urban back ground, teachers relation with principal, satisfaction in teaching, rapport among teachers, perceived leadership behavior of the principal, attitude toward teaching profession, perceived status of teachers and job satisfaction.

Bakshi, S.T. (1980) made an attempt to identify factors which hindered school improvement programme and to examine the possible relationships of some selected variables to the degree of adapatability of school. He selected change-proneness of the school teachers and principals are of the variables along with organizational climate, teacher morale and leadership behavior of the principal. The major observation was – school climate, teacher’s moral and change-proneness of teachers and principals did not significantly influence the school adaptability.

Vinaitheerthan (1981) in his doctoral thesis concluded age of teachers, sex, teaching experience and professional training influenced the state of dissonance of innovations, controlled climate significantly contributed to teaching learning process attitude to innovation, change-proneness and intimacy. Open climate showed significant relationship with complexity conversation and change-proneness.

Mukhopadhyaya (1981) with the help of multivariate analysis concluded that the change proneness of a teacher can be predicted to the tune of more than 59% variance by set of above mentioned variables.

Rajkamal (1982) substantially listed out the factors affecting diffusion of innovations in secondary schools.

In the field of research in the area of change-proneness, Mukhopadhyaya (1982) name was to be definitely reckoned with. He constructed and standardized tool Mukhopadhyaya’s change-proneness inventory (MCPI). The tool was administered on 60 secondary school teachers. He computed split half reliability with the help of Spearman-Brown Prophecy formula. It was noticed to be 0.82, which is significant 0.01 levels. Chi-square test was carried out soon a 2 (innovative)/non-innovative schools, 3 good/moderate/poor scores of change-proneness). Contingency table was found significant at 0.05 levels. This research finding clearly indicates that change-proneness of teachers successfully differentiate innovative schools from the non-innovative schools.

Dr.Udayagiri Nageswara Rao, in his study on Change-proneness among the primary school teachers as determining factor to meet the needs of hard-to-reach pupils concluded. This study reveal that male teachers are highly change prone than female teachers; urban teachers are more change prone than their counterparts i.e., rural teachers. Residential school teachers are more change-prone than non-residential school teachers.

Strangely post-graduate trained teachers lag behind trained graduate teachers. Teaching working in Municipal schools is ahead in possession of change-proneness than Missionary school teachers and teachers working in Mandal Parishad schools.

The four aspects of CPDQ differ in the extent of influencing change-proneness. An inclination to change-proneness will enhance teacher competency and creativity if commitment and creativity are associated with a favourable attitude in accepting new strategies put forth by others and which are innovated and initiated by themselves, then the exemplary teacher can easily dart into the minds of individual making reaching hart-to-reach pupils not a myth but a reality and possibility.

The extensive review of related literature pertaining to the two variables teaching competency, teacher adjustment and teacher attitude and their inter-relationship is presented in the preceding pages. The researchers after a thorough study of the reported past studies, smelt some gaps and deficiencies.

Even though there is lot of research on teaching competency there is much scope for further research. It is found from the extensive view of related research that many studies are conducted on Teacher Job Satisfaction, but little effort is made to study the relationship between Teacher Job Satisfaction and Teacher Change-Proneness.

The opinion of Indian Education Commission (1964-66) that of all the different factors, which influence the quality of education and its contribution to national development, the quality, competence, character and job satisfaction of teachers are undoubtedly the most significant, is the real inspiration behind the present study. Hence the present study is intended to explore relationship between Teacher Job Satisfaction and Teacher Change-Proneness. Definitions of terms used:

In the present study the present investigator is concerned with Teacher Job Satisfaction and Teacher Change-Proneness and definitions of these constructs are dealt with.

Teacher:

The term ‘Teacher’ used in this present study is refers to the Teachers working in Primary Schools in Vizianagaram District only.

Teacher Job Satisfaction:

Teacher Job Satisfaction in this study has been defined as a ‘Job satisfaction’ is an affective attitude – (a) feeling relative like (or) dislike toward something). Job Satisfaction emerges as an employee gives more and more information about the work place. So the satisfaction played a vital importance in presenting relationship between the individual teacher and his environment in respect of four dimensions viz., Professional, Teaching Learning, Innovation, Interpersonal relations. The influence on the Teacher in relations to head of the institute, colleagues and students in the school and his activities, relations and participation in the society aspects are occupied the paramount importance in the present study.

Teacher Change-Proneness:

The concept of ‘Change-Proneness’ is the congregations effect of curiosity, open mindedness and mental flexibility. According to Miller (1967) gave the comprehensive nature of the concept – radical change, innovativeness, tendency to inquire, being shrewd and proneness in thought, inquisiteness, all these traits facilitate change-proneness. In the present concept – Innovativeness refers the new ideas keeping the time to time changing situations; Hesitating nature refers the open mindedness expressing unwillingness or action; Considerations refers the accepting new ideals or actions and implementation of strategies with reference to changes occurred day by day; and Acceptance of help is refers to associate with the individual keeping the changing situations prevailed and possessing their change prone in terms of needs.

Problem:

The problems posed in this study are to establish reliability and validity of Teacher Job Satisfaction and Teacher Change-Proneness -

(1) Development of suitable tool to measure the Teacher Job Satisfaction.

(2) Development of suitable tool to measure the Teacher Change-Proneness.

(3) Finding out the relationship between Teacher Job Satisfaction and Teacher Change-Proneness.

Objectives of the Study:

Studying the significance of relationship between Teacher Job Satisfaction and Teacher Change-Proneness.

Studying the significance of relationship between the dimensions of Teacher Job Satisfaction.

Studying the significance of relationship between the dimensions of Teacher Change-Proneness.

Studying the significance of difference between various demographic variables in respect of Teacher Job Satisfaction and Teacher Change-Proneness.

Studying the significance of difference between high and low Teacher Job Satisfaction in relation to Teacher Change-Proneness.

Studying the significance of difference between high and low Teacher Change-Proneness. in relation to Teacher Job Satisfaction.

Hypotheses:

Modern investigators are unique agreed that whenever hypothesis possible research come to light that it should be form a hypothesis only. According to W.Stanely Jevons defined the importance of hypothesis as it serves a sort of guiding light in the world of darkness. In the words of Deobold D.Van Dalen a hypothesis serves as powerful beacon that lights the research worker. While Carter V.Good thinks by guiding the investigator the hypothesis serves as the investigators’ ‘eye’ in seeking answers as to tentatively adopted generalization. While Travers (ed.) discloses that ‘postulates may be considered are fore-runners of laws. As more and more evidence concerning the validity of postulates is accumulated through to the accepted be called laws.

In the present study the investigator felt the need of the hypotheses to be framed before pursuing the study as they act as the beacon lights, which illuminate the part of research area and facilitate the investigator to pass on through turbulent walkers. Accordingly the investigator has proposed the following hypotheses for testing the tools with reference to the above objectives.

Major Hypotheses:

(1) There is no significant relationship between Teacher Job Satisfaction and Teacher Change-Proneness.

(2) There is no significant relationship between various dimensions of Teacher Job Satisfaction.

(3) There is no significant relationship between various dimensions of Teacher Change-Proneness.

(4) There is no significance of inter and intra relationship between the dimensions of Teacher Job Satisfaction and Teacher Change-Proneness.

(5) There is no significant difference between Low ad High groups of Teacher Job Satisfaction in relation to Teacher Change-Proneness.

(6) There is no significant difference between Low and High groups of Teacher Change-Proneness in relation to Teacher Job Satisfaction.

Subsidiary Hypotheses:

(7) There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Sex into consideration.

(8) There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Locality into consideration.

(9) There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Age into consideration.

(10) There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Marital status into consideration.

(11) There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Qualification into consideration.

(12) There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Experience into consideration.

(13) There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Medium of Instruction into consideration.

(14) There is no significant difference between the Teachers in their Teacher Job Satisfaction and Teacher Change-Proneness taking the Type of Management into consideration.

Procedure:

In order to test the hypotheses the investigator is planned and executed in four phases.

In the first phase is developing and standardization of Teacher Job Satisfaction and Teacher Change-Proneness self-rating scales.

In the second phase is measuring the Teachers’ opinionnaire with the help of above two self-rating scales.

In the third phase is using appropriate statistical procedure is adopted to find out the significant relationship between Teacher Job Satisfaction and Teacher Change-Proneness.

In the fourth phase using appropriate statistical procedures is adopted to find out the significance of difference between the different demographic variabl

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* Dr.N.V.S.Suryanarayana, Teaching Associate, Department of Education, Andhra University Campus, Vizianagaram – 535002, (AP), India

** Luciana.M.Z, Research Scholar

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* Dr.N.V.S.Suryanarayana, Teaching Associate, Department of Education, Andhra University Campus, Vizianagaram – 535002, (AP), India

** Luciana.M.Z, Research Scholar

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findajobalready.com Want a job? We have over 100000 open jobs and new positions posted daily. We are a 100% free site. Post all of your jobs for free. No strings attached. Also check out http and www.findajobalready.co.uk. Credits This video was inspired and based on Lost Generation by Jonathan Reed. http It was reproduced with his permission. Music Celestial Mechanics Something’s Wrong v1 www.jamendo.com Mindthing’s Elle www.jamendo.com Rewrite of Lost Generation was with help from Cerian Griffiths. ceriangriffiths.net The voiceover was done by Arroe Collins arroe.net The video animation was done by Farrukh at CreativeBugss. Thank you everyone for your inspiring and professional work. The project was directed by Barak Hullman of http

Selecting an online job board – Developing a job board based online recruitment strategy

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Online job boards have become very popular over the last few years. This is in a large part due to the fact that it’s easier, cheaper and faster to advertise a job online. One of the good things about a maturing market for online job advertising is that there are now a wide range of specialist sites to choose from. These sites tend to be focused by job, location and industry sector. Unfortunately the rapid growth of online advertising also means there are now a lot of different websites which you could use to advertise a particular role.

There are a range of sources you can choose from when it comes to job advertising:

Job boards
Banner advertising
Keyword advertising
Social media (link to article)
Company’s website (link to article)

The critical success factor when it comes to marketing your vacancy online is choosing which candidate sources to use so that you allocate your marketing budget well. With so many options available, selecting between them can be confusing. This article will focus on helping you to start selecting some job boards which will work for your vacancy.

Given that you want to obtain as wide a reach as possible it makes sense to start your advertising with some of the larger job boards which cover all sectors and locations. With the relative cost of these options quite low, it’s generally a good idea to pick two or three which you think will be most suitable and run your online job advert first, before approaching recruitment agencies or even looking at other more expensive advertising options like print. Picking two or three job websites avoids putting all your eggs in one basket and also saves time as collectively the websites will attract candidates to your job more quickly.

When advertising a standard job which will have a large group of qualified candidates – example roles being Administration, Sales, Account Management, Marketing, HR, etc – you should advertise your vacancy on reed.co.uk, Totaljobs.com or Monster.com as these websites collectively give access to the largest range of job seekers at a relatively low cost.

Reed.co.uk is one of the largest job advertising websites the UK. Over 2 million jobseekers visit reed.co.uk every month, making over 45,000 job applications every day.

Reed is particularly strong in London but also has a substantial presence across the UK. Popular sectors are Temporary Work jobs, Accountancy and Financial services, Sales and Management / Executive roles. Pricing for a single 45 day job posting starts at £125 + Vat.

Typically totaljobs.com carries over 150,000 live vacancies at any one time; generating around 1 million online job applications from 2 million unique users.

Generally focused on London based roles, particular strengths are Sales, Engineering, Manufacturing, Financial services and IT. Pricing for a single 28 day job posting starts at £99 + Vat.

Monster.co.uk is one of the UK’s leading online recruitment resources, it has over 3 million visits per month and 4.1 million CVs on its website and more than 1,900 new jobs are posted every day.

London roles are predominant although Monster do have a better than average level of regional advertising, strengths are IT, Accountancy & Finance and Engineering. Pricing for a single 14 day job posting starts at £99 + Vat.

Although advertising on more than one job board will ensure you can shortlist the most talented candidates available for your role, one of the major downsides of a multi job board strategy is keeping track of the applicants from each job board. Using the different job boards individually quickly creates an administrative nightmare which becomes hard to manage.

You can use a website like www.simplifiedrecruitment.com to coordinate your job posting from one single interface, automatically reply to all shortlisted and rejected candidates as well as keep track of which website is attracting the best applicants.

Should your job require either specifc skills or a significant amount of experience, you may find it valuable to also consider the following websites.

Jobsite currently advertise over 100,000 jobs a month and have over 30 additional specialist job sites linked together through the jobsite.com network. Strengths include Finance and IT jobs although it is a generalist job board and covers all other categories.

The website is more strongly suited to the higher salary ranges (£30,000-70,000) so should be used as an additional site when advertising for senior or professional positions. Pricing for a single 14 day advert is £199 + Vat.

Fish4jobs is Ideal for Health, Nursing or Social Services roles as well as local entry level roles. Fish4 power the job search on 180 local news websites.

Pricing for a single 30 day job posting starts at £89 + Vat however fish 4 also offer a 3 day job advert for £29.

S1jobs is Scotland’s number 1 recruitment site, with over 500,000 monthly users all based in the region. If you have a vacancy in Scotland, S1 jobs would be the first place to consider advertising it. If your vacancy is Scotland based advertise here first and then use monster and reed if you do not fill the vacancy.

Pricing for a single 14 day job posting starts at £299 + Vat.

Once you have run your advertising on at least two of the generic job boards, if you have not had a satisfactory response, you can look to advertise your vacancy on a specialist targeted job site or consider other options like agencies. Due to the immediate nature of online advertising, you should be able to tell within a week if you are getting the quality of candidates you want for your role.

Providing you are explaining the job well and have an appropriate salary , you should be able to fill 90% of roles using online advertising. Even for highly specific roles, the applicants are increasingly looking to online websites with even recruitment agencies sourcing a large percentage of their candidates online.

Some of the most popular websites for Finance, IT, Media and the Charity sectors are listed below.

(For other sectors, typing “advertise ‘your sector’ jobs” into google should give you a list of the most prominent websites either in the first two pages of the main results or in the sponsored links.)

Finance:

Specialist job board for the banking and financial services sector. Prices start at £500 + Vat

Specialist banking and finance job board, powering the jobs channels for Euromoney, Asiamoney, GlobalInvestor, Myaccountancyjobs and UKbankingjobs. Prices start at £299 + Vat

Specialist job board for accounting and finance professionals. Prices start at £375 + Vat

Information Technology:

Jobserve is one of the larger job websites in the UK. They currently advertise over 2.5 million jobs a year and have 800,000 subscribed job seekers. Jobserve are particularly strong for IT and Healthcare jobs, for IT jobs especially you should advertise with Jobserve. Pricing for a single 7 day job posting starts at £100 + Vat.

Specialist IT job board with 300,000 IT professionals and over 25,000 jobs per day.

Specialist IT job board drawing over 320,000 IT candidates a month – Prices start at £199.

Media:

Brand Republic Jobs is a leading specialist jobsite for marketing, advertising and media jobs. Prices start at £499 + Vat.

Guardian.co.uk is the jobs website of the guardian newspaper. The site specifically focuses on sectors including Media, Education, Government, Graduate, Secretarial, Charities, Marketing and Arts among others. Prices start at £750 + Vat.

Lastly there are a range of totally free job websites which employers can use to advertise jobs. These vary in quality but as they’re free it’s sensible to include some of them in your sourcing campaign.

Free search and social media:

Jobs UK list thousands of jobs from many of the Internet’s major UK job boards, agencies and employers. They also take direct feeds from employers and a number of niche job boards in specialised markets.

Twitter is growing hugely in popularity and its rapid adoption by the media and technology community has created a platform for reaching large numbers of users. Twitter job search allows employers to advertise their jobs to the twitter community.

Inovahire is a job search engine for jobs in the United States, United Kingdom, Germany, Canada, China, India, and Australia. Job openings in any country can be posted to the job board for free, you can also search for and contact registered job seekers.

Paid job search websites:

Paid job search websites are job aggregation services which charge a small fee for each person sent to your job advert. These sites function like google by indexing a large volume of jobs and then directing candidates to the jobs which they are searching for. These sites vary in cost and can be used successfully as part of a wider job board strategy.

Simply Hired have millions of job listings worldwide and are one of the largest job search engines. The website consolidates jobs from the top job boards, content sites, newspapers, organizations and company career sites together to offer job seekers a single, powerful job search site.

Workhound offers an aggregated vertical search of more than 700,000 UK job listings sourced from job boards, employment services and company job postings. Workhound.co.uk is the UKs largest search engine for jobs.

Indeed.com is a search engine for jobs, allowing job seekers to find jobs posted on thousands of company career sites and job boards.

Summary

Because it takes time to register with multiple websites, companies often choose to register with just one generic job board and post all their jobs in the one place. A much better recruitment strategy is to target your job posting to the most relevant sites, selecting a range of different job boards rather than just posting all your jobs on the same generic one. Not all the generic job boards will work well for all types of job and occasionally some of them will be totally unsuitable for your advertised role. For this reason, it’s better to choose a selection of job websites to attract a more diverse range of candidates for your positions.

To manage the applications process across a range of job boards it’s a very good idea to use an applicant tracking system. These keep track of all the rejected/shortlisted applicants and allow you to communicate with applicants centrally, they also to track the response rates from each job website so that you can tell which website is working well and remove those which are wrong for your role.

For a free, simple and easy to use applicant tracking system which allows you to easily post your job to generic job websites as well as a whole host of other online sources including social media, take a look at www.simplifiedrecruitment.com. The simplified recruitment site is an excellent way for employers to streamline their online recruitment, advertise on multiple job websites cost effectively and keep track of the all the applications.

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Job Rotation as Career Development Mechanism for Management Trainee Officers (MTO’s)

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Job Rotation as Career Development Mechanism for Management Trainee Officers (MTO’s)

Job Rotation as Career Development Mechanism for Management Trainee Officers (MTO’s)

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Job Rotation as Career Development Mechanism for Management Trainee Officers (MTO’s)

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Introduction

To get a competitive edge over the competitor, organizations are looking for competitive advantages. Employees having multi-skills is also a tool to get competitive edge, and job rotation is a process which make employees multi-skillful. Organization use job rotation in efficient way than regular training, through this, employees will get practical experiences and it will develop employees, it also give organization competitive edge (Blashka, 2007). Job rotation is a process to change position of an employee from one job to another job (Edwards, 2005).The process through which an employee can develop some new relevant skills. An employee should not expect in start that he will perform the entire duties and tasks of the new position, but he should expect first to develop the new and necessary skills to carry on the new job (Oregon, 2004). Job rotation is lateral transfer between different jobs in an organization, the rotated employees do not get that position forever and some time they don’t back to former jobs. Rotation can also has a function of staffing (Campion et al., 1994)

Through job rotation we can improve products flexibility, employee’s satisfaction and reduce the risk of musculoskeletal disorders (MSDs) (Dan Macleod March, 2006). Erikson & Ortega (2006) explained job rotation with some theories: employees learning theory says that rotation will make employees more versatile, employer learning theory say by job rotation employer would able to know about employees capability, and according to employee motivation theory rotation makes job more interesting, and it reduce boredom and fatigue. Job rotation is an administrative control which can reduce musculoskeletal injury and fatigue.(Jonsson, 1988, Anderson 1988, Doelen and Barsky 1990, Hazard et al. 1992)

Some authors have declared job rotation is time wasting and costly phenomena by providing direct training and learning process (Campion & McClelland, 1991, 1993; Feldman, 1981; Louis, 1980; Ostroff & Kozlowski, 1992; Quartly, 1973; Zeira, 1974). But it is proven by some scholars that job rotation has positive relation to some benefits, knowledge and skills outcomes and negatively related to cost perceptions (Campion et al., 1994)

The objective of this study is to develop a meaningful concept of job rotation, through which organizations will able to develop the career of Management trainee officers (MTO’s). Different organizations in Pakistan are offering MTO’s programs such like State Bank of Pakistan, private commercial banks, and different organization like PSO, SHELL, Pakistan Tobacco company and Serena hotel theses are well known organization which offering MTO’s programs. This study analyze that job rotation is an employee’s learning process through which the career of MTO’s will be developed by proper rotation among different task. Career development can be done through different activities and exercises; one of them is job rotation through which employees can obtain work experience (Campion et al., 1994).

Job rotation is on-the-job training process to cultivate the future of management trainee by moving from one position to another position to increase their understanding and credentials in all different areas (Kraimer et al., 2001). Job rotation can be also considered as an alternate tool for job designing, that allow employees to know about different jobs skills from different departments, it also eliminate employees fatigue caused due to boring job assignments, these new challenges motivate employees again which also increase employees morale to improve output (Dunning et al., 2005). Eriksson & Ortega (2002) suggested that by taking job rotation as employees learning tool, by well designed manner, it develop employee. According to Champion et al. (1994) job rotation has two effects, first an employee who avail rotation opportunity he/she gets experience more quickly than other who do not avail rotation. Hence job rotation is a good tool for career development. The second effects is that, an employee who avail rotation opportunity acquires experience in more areas as compare to those who do not get this opportunity. Therefore if employees get rotation opportunity more then it is easy to train him to make him a generalist. For example, according to Ouchi (1981), due to more rotation of employees Japanese companies can explain that why their employees are more generalists than specialist, by comparing them with U.S employees.

Literature Review

In past job rotation was taken with different perspectives, from studying past literature we can argue that job rotation is helpful for Management training officers (MTO’s) to develop their career. The previous literature of Job rotation was focusing on different areas; let’s have a look what they say. Macleod (2006)says, through job rotation we can improve products flexibility, employee’s satisfaction and reduce the risk of musculoskeletal disorders (MSDs). Job rotation is a process which decreases employee’s monotony, fatigue and boredom created by mass production and job specialization (Yoder et al. 1958). Job rotation can be used to develop a good schedule for work (Carnahan et al.). It develops the workers’ skills where they can be used in the absence of other workers.

This study is based on empirical evidence and through proper data collection, by applying statistical test, it is proved that the data is reliable and variables have positive relation. This study argue that job rotation provide a learning opportunity through which MTO’s will able to develop their career. Workers are one of the most important assets that any company possesses (Tharmmaphornphilas & Norman, 2007). Therefore research on job rotation has been focused that it is the process of management of employees and to develop their career (Campion et al., 1994; Hall, 1984; Wexley and Latham, 1981).

Seibert SE et al. (2001) declared job rotation as cross-training, through which employees of any type of department can learn variety of job skills it is also a practical approach to improve and expand the job assignments. It is also on-the-job training system to cultivate the future of management trainee by transferring from one department to another department to increase their understanding and credentials in different areas (Seibert SE et al. 2001). Job rotation can be also considered as an alternate for job designing, (Dunning et al. 2005).

When organization implementing job rotation then they must keep in mind about employees work experience quality rather than quantity. Organization should keep care about employee’s interest, capacity and arrangement of timing, when organization plan for next rotation (Campion et al., 1994).Therefore again and again job rotation may not be productive; factors such like employees learning attitude, background, and task similarity should be taken in consideration for job rotation process.

Job rotation and Employees learning:

The relationship between job rotation and employees learning show, that if there is job rotation then MTO,s will get opportunity of learning. Several models (Campion et al., 1994, Eriksson & Ortega, 2002) link Job Rotation to employees learning. Erikson and Ortega (2006) explained job rotation with some theories, according to employees learning theory rotation will make employees more versatile, employer learning theory says by job rotation employer would able to know about employees capability. By taking job rotation as an employee’s learning tool in an efficient way, it develop employee (MTO) abilities. According to Campion et al. (1994) job rotation offer two different effects, first an employee who get rotation opportunity he gets experience more quickly than other who do not avail rotation. Hence it is a good tool for career development. Secondly if an employee who gets rotation opportunity acquires experience in more areas as compare to those who do not get this opportunity. Employees must rotate when they learn more about their old job, but if new technology is introduced in organization than employee should focus more on their current job (Ortega, 2001). According to employee learning theory, employees that are rotate more gain more experience than others. (Eriksson & Ortega, 2002). Jaime Ortega has clearly explained that there is positive relation between job rotation and employees learning. According to Jaime Ortega Job rotation provide an opportunity to employer to learn about employees abilities, It is a learning phenomena and much profitable than specialization, learning theory claim that employee should be rotated if he has learnt enough about his current job (Jaime Ortega 2001).By applying statistical tools we have found that there is a positive relation between job rotation.

Learning and MTO’s Career Development:

Learning behavior of workers is associated with career development (Dijk, 2004).The concept of career development was first advanced by Axelrad et al. (1951) who proposed that occupational choice is a developmental process that occurs over a number of years. The objective of career development, is that development should be for all employees, not only for potentials employees (McLean, 2002). Career development is the total constellation of psychological, economic, physical, educational, sociological, and enhance factors that combine to shape the career of an individual over the life span (Sears, 1982). Management should requires to rotate their employee in predetermined fashion to train and multi-skilled them (Anselmi & Sundarrajan 2000). Job rotation enhances employees’ business Knowledge more than technical skills. (Stites-Doe). Job rotation is a process of on-the job Training for improving the skills and understanding of the management trainee. (Chang, 2009)

This diagram is presented by Evaluation of Learning and Development at UNESCO McGuire & Perrin (2010) to develop employee;

Participation in self-study programs:

Professional reading knowledge base study
Videos base knowledge
E-learning: CD-Rom, online learning

One to one learning:

Cross-training by another colleague
Coaching to train employees
Mentoring to aware employees
Knowledge-sharing to help out each other
To update each other

Group sharing:

Workshops to improve knowledge
Seminars to increase understanding
Video-conferencing to share knowledge
Team projects to enhance capacity
Networking

Action learning:

On-the-job training to learn more
Task-based training
Assignments
Team Projects

To learn new ways of cooperating and planning in organization, this will not make effective in present responsibilities, but will also help them in creating new practices for future (Boud & Garrick, 1999). Different researcher argue that learning is now important for organization to survive against competitor (Senge, 1990; Argyris, 1993; Schein, 1993; Boydell et al. 199). They argue that learning has more importance because organizations have to response quickly to external environment changes. (Marsick & Watkins, 1999; Chivers et al., 2000). Organization must anticipate the environment and to highlight the changes to survive in market. Some scholars say that due to change in external environment, new technology and product arising in market for those organizations have to acquire new skills and knowledge. Learning is also important for organizational survival and it also a give competitive advantages to organization. (Alan John Coetzer, 2006).

Career development is remained as a shared responsibility of employer and employees Boudreaux (2001); Brown (1997). Some scholars have determined the impact of learning behavior and opportunities to learn during their work, they also find out that career development depends on both things, the working environment which provide learning opportunities to employees and individual characteristics in form of learning attitude (Sluis & Poell, 2003)

Proposed Model and Hypothesis

Hypothesis:

H1: Learning due to job rotation has positive relation to MTO’s Career development.

H2: Learning due to job rotation is not positively related to MTO’s Career development.

The conceptual framework of employee learning through job rotation and career development

Research Method:

Sample:

The data in this study collected from Management Trainee Officers of different banks, Pakistan State Oil (PSO), and Pakistan Telecommunication Ltd (PTCL). The samples in this study are selected randomly. 360 Questionnaires were distributed in which 320 are collected.

Measure:

We have conducted informal interviews with MTO’s of different before the bank development of the questionnaire and take their opinion about the problem. The questionnaire consists of four sections. In the First section, the demographics of the subjects are measured. The Second section consist of question related to job rotation, the question are adopted from previous studies of Yvonne Brunetto & Rod Farr-Wharton, Richard Olorunsola (2000), Knight et al. (2008). The third section questions are related to Employees learning, the questions are adopted from the studies of Richard Olorunsola (2000), Alan John Coetzer (2006), and Ju Long (2009). The questions in forth section consists of career development and are adopted from Alan John Coetzer (2006), and cipd annual survey on learning and development (2006). All survey items, except for the demographic variables, had a five-point response format ranging from 1, ‘strongly agree’, to 5, ‘strongly disagree’.

Result:

The reliability (Cronbach’s Alpha) is .861. For this purpose of reliability check of variables / items, Cronbach’s Alpha of the data set is analyzed. Table D explain the Reliability Analysis (C-Alpha) about the 3 Variables (Job rotation comprising of 7 items, Employee learning consists of 5 items and Career development comprising of 4 items. All 3 variables show the reliability 0.861 which is acceptable. So, the internal consistency reliability of the measures can be taken accepted. The data is considered suitable for further analysis.

Reliability Statistics

Cronbach’s Alpha

N of Variables

N of Items

.861

3

16

The research model is tested through structural equation model (AMOS).

Structural Equation Model (AMOS)

Figure 1 The result of ISQ model (SEM)

JBROT Job Rotation

EL Employee Learning

CRDV Career Development

The above Figure 4.18.1 shows the relationship of among the variables and the structural equation model help to measures the impact of Job Rotation on Employee learning and further the impact of Employee learning on the Career Development.

Model Summary

Minimum was achieved

Chi-square = 49.415

Degree of freedom = 1

Probability level = .000

Table 2 Index of fit of the Model

Estimate

S.E

C.R

P

Decision

e1

e2

e3

.190

.258

.124

.015

.020

.010

12.629

0.000

Accepted

Table 3 Hypotheses testing based on Regression weights

The index of fit for our model is shown in table 2. Taking degrees of freedom (1) into account, most index values approach the general standard of index fit. It evident from the analysis that over all research model is significant (Chi= 49.415) (P<0.05).

Estimate

S.E

C.R

P

Decision

EMPLRßJBROT

CRDVßEMPLR

.851

.065

13.053

0.000

Accepted

.759

.031

24.203

0.000

Accepted

Table 4 Hypotheses testing based on Regression weights

Results of the above table show the relationship among the variables (Job Rotation, Employee Learning and career development). The results indicate that there exists a positive and significant relationship between the variables. Job rotation has a positive and significant impact (β=0.851, P<0.05) on Employee Learning. Further Employee Learning positively and significantly (β=0.851, P<0.05) influences the Career Development.

Discussion

Due to rapidly change in technology and globalization concept has changed the career development dramatically. (Marieke S. van Dijk, 2004). Organization need to create learning opportunity for career development to encourage learning behavior at all level (McLean, 2002). Different researchers has proved to job rotation provides a learning opportunity and Jaime Ortega, 2006 mentioned that job rotation is learning mechanism. The employees learning theory argue that if employees learn a job thoroughly then they should change the job to learn something new.

Keeping in mind the past research we have add something new, if job rotation provides learning opportunity then obviously Management Trainee Officer will learn new job and by rotation and it will help in developing their career. In this research we have taken sample of 320 MTO’ss by applying statistical tool on data we got positive relationship among the variables.

The above data mention in the tables proved that there is a positive and significant relation among the variables. The hypothesis 1 predict that Learning due to job rotation is positively related to MTO’s Career development, while the hypothesis 2 in the study suggests that Learning due to job rotation is not positively related to MTO’s Career development. These hypotheses are tested on regression analyses that are given in table 4 show positive and significant relations.

Conclusion

Every organization wants multi skilled employees to get a competitive edge over the competitors. Employees can acquire skills and knowledge through training or through job rotation. Some researches suggests that training are costly than job rotation. Job rotation and employee learning have been used to develop the career of Management Trainee Officers. This paper describe how job rotation help MTO’s to learn about different departments and acquire different skills from that rotation and how these skills and knowledge enhance their career. Number of researches suggests that rotation is related to learning and skill acquisition.

Cognitive consistency theories (Festinger, 1957; Heider, 1946) propose that if the employee is rotated with high rate, the employee will view the rotation positively. Some of the previous researches suggests that employees are rotate with they learn the knowledge and skills. Survey of different organization’s employees suggests that employees that are rotated frequently are more satisfied from their job than those who are not rotated.

Practical Implications

Due to tough competition among organizations, organizations want to avail safe roof to compete competitor. Organization structure and culture is changing very quickly due to globalization and Information Technology. Human resource is considered now as a capital and to develop human resource is very important for organization survival. It is considered now to bring multi-skilled employees to reduce cost and set a competitive environment. Through this research we are bringing new concept about job rotation that it will develop the career of MTO’s. The reliability of data of this research giving message to organizations which are offering MTO’s programs, to rotate their MTO’s to develop their career. Banking sector of Pakistan is grown up very fast and offering MTO’s programs if they rotate them then it will develop their career. Job rotations provide learning opportunity and new position, from each experience they will learn. If banking sector and other service rendering organization rotate their MTO’s, then they will learn different tasks and knowledge. If any employee is absent then other employee who is rotated and trained he/she will handle the job and organization working process will not stop.

This research can be practically applied by all those service rendering organizations which are offering MTO’s programs .some organization are well known for MTO’s programs in Pakistan such like Allied Bank, Bank of Punjab, State Bank of Pakistan, Telecom industry (Pakistan Telecommunication Ltd, Ufone, Telenor etc).These organization can get fruitful result by implementing this research model.

Future Research

In Pakistan to gain practical work experience government has launched National Internship Program (NIP) few years ago. The purpose of this program is to avail practical work experience by all those jobless students who has completed their Master degree. Due to short time unlucky we could not interviewed internee of NIP. I prefer to all research students to conduct research by having idea in mind that job rotation can develop career of internees of NIP. Because internee spend one year in organization related to their field if they get rotation opportunity then it will develop their career.

Due to shortage of time we have covered only service rendering organizations which are offering MTO’s Programs. Further research on job rotation can be conducted in manufacturing Industries which are offering MTO’s Programs.

References:

Alan John Coetzer (2006), ‘Developing Human Capital in small firms; conceptual framework for analyzing the effects of managers on employee learning’, Research and practice in Human Resource Management, 14(1), 143-179

Annual survey of Chartered Institute of Personnel and Development, 2006

Boudreaux, M. A. (2001). Career development: What is its role in Human Resource Development?

Proceedings of the Academy of Human Resource Development, USA, 805-812.

Brian j. Carnahan, mark s. Redfern and bryan norman , ergonomics, 2000, VOL. 43, NO. 4, 543 560

Boud, D., & Garrick, J. (1999). Understanding of workplace learning. In D. Boud (Ed.), Understanding

learning at work (1-11). London: Routledge.

Brett, J. M. 1984. Job transitions, personal and role development. In K. Rowland & G. Ferris (Eds.), Research in personnel and human resource management, vol. 2: 155-185. Green-wich, CT: JAI Press.

Campion, M.A., Cheraskin, L. and Stevens, M.J. (1994) ‘Career-Related Antecedents and

Outcomes of Job Rotation’, Academy of Management Journal, 37(6): 1518–42.

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Management. 2006;17:1834–1851.

Developing Executives through Job Rotation, By Susan Elliott Blashka 2007

Festinger, L. 1957. A theory of cognitive dissonance. Evanston, IL: Row, Peterson.

Hall, D., Schneider, B., & Nygren, H. 1970. Personal factors in organizational identification. Administrative Science Quarterly, 15: 176-190.

Heider, F. 1946. Attitudes and cognitive organization. Journal of Psychology, 21: 107-112.

Jaturanonda C, Nanthavanij S, Chongphaisal P. A survey study on weights of decision criteria job

rotation in Thailand.

Jorgensen M, Davis K, Kotowski S, Aedla P, Dunning K. Characteristics of job rotation in midwest US manufacturing sector. Ergonomics. 2005;48:1721–1733.

Knight et al. 2008, ‘Retention verses satisfaction; An empirical analysis of firefighter paramedic retention and job satisfaction in St. Petersburg Fire & Rescue, Florida’

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Dynamics’, Weltwirtschaftliches Archiv, 137(4): 593–621.

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Morrison, R. F., & Hock, R. R. 1986. Career building: Learning from cumulative work experi-ence. In D. T. Hall & Associates (Eds.), Career development in organizations: 236-273. San Francisco: Jossey-Bass.

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www.mykenyanjobs.com

mykenyanjob is an online Resume and Jobs/Vacancy subscription website that aims to bridge the gap between Jobseekers and Employers in an IT oriented approach.

mykenyanjob provides Jobseekers a virtual bridge through which to interact with prospective employers on the look out for qualified professionals and talented individuals in Kenya.

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My Kenyan Jobs -
About the Author:

www.mykenyanjobs.com

mykenyanjob is an online Resume and Jobs/Vacancy subscription website that aims to bridge the gap between Jobseekers and Employers in an IT oriented approach.

mykenyanjob provides Jobseekers a virtual bridge through which to interact with prospective employers on the look out for qualified professionals and talented individuals in Kenya.

mykenyanjob enables Jobseekers post their resumes,as well as view vacancy announcements in a simple and intuitive way.Our platform acts as a database for storing resume,qualification and other professional related information in a safe and secure environemnt.

However before you submit and/or search for resumes; you will have to register [For free],this is to encorage integrity between Jobseekers and prospective Employers, and also a way of synchronising membership with our Terms and Conditions

www.mykenyanjobs.com

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www.mykenyanjobs.com

mykenyanjob is an online Resume and Jobs/Vacancy subscription website that aims to bridge the gap between Jobseekers and Employers in an IT oriented approach.

mykenyanjob provides Jobseekers a virtual bridge through which to interact with prospective employers on the look out for qualified professionals and talented individuals in Kenya.

mykenyanjob enables Jobseekers post their resumes,as well as view vacancy announcements in a simple and intuitive way.Our platform acts as a database for storing resume,qualification and other professional related information in a safe and secure environemnt.

However before you submit and/or search for resumes; you will have to register [For free],this is to encorage integrity between Jobseekers and prospective Employers, and also a way of synchronising membership with our Terms and Conditions

www.mykenyanjobs.com

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Career Interest Inventory Jobs, Kenyan

Motor Mechanics Jobs in Australia

January 2, 2011 admin No comments

Thank you for coming back to our site. All the information I give you is designed for your career success, no matter what that term means to you. Every piece of information you find on our site is given to you because it is critical today for us all to prepare for our personal futures. Please let me know if there is information that I have not provided that will help you with your journey. As you can see, we post most comments, whether they agree or disagree with the information. We learn from the discussion of the information provided. Thank you.

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Motor Mechanics Jobs in Australia

Posted: Jul 26, 2010 |Comments: 0
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People from the UK who are thinking of migrating to Australia often have a better chance of getting quick approval if they have certain skills and training such as that of a motor mechanic. Motor mechanics jobs in Australia are very often hard to fill with local employees due to lack of training – and in some cases mechanics in Australia do not want to settle in country towns where such jobs might be available.

Australia is such a vast continent and there are many mechanic jobs in some of the more isolated outback areas, but even in country towns and cities motor mechanics will find work. Mechanics jobs in Australia can be found in coastal cities, mountainous regions, small and larger country towns, in the tropics and in cold climate areas. So virtually anywhere that you could think of to settle, you would be able to find mechanic jobs in Australia.

Some smaller garages only employ two or three mechanics. This could suit those who find it hard to mix with large groups. The advantages of living in a small town are that nearly everyone knows each other and they all help out in times of hardship or sorrow. These employees might be expected to do other work such as pumping gas or serving behind the counter at times.

For those who are more comfortable in larger crowds, mechanics jobs in the city would be a good option. Some garages in the city employ lots of mechanics. Mechanics jobs are also available in bus companies, or with airplane companies. For young people to train as motor mechanics in Australia, they usually start TAFE training while they are still attending years 11 and 12 at high school. Their school schedule includes two days a week of TAFE and some hours of practical work.

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I live in France and wish to come to australia to continue my work as an agricultural machinery mechanic : tractors etc. is this a sought after career in australia?
Enter your question here…i am a graduate mechanical engineer and have 3 years of experiance in honda motors co. How can i settle in canada?
How many jobs are there in australia ?

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Career Interest Inventory Australia, Jobs, Mechanics, Motor

Jobs with No Degrees Required

January 2, 2011 admin No comments

Thank you for coming back to our site. All the information I give you is designed for your career success, no matter what that term means to you. Every piece of information you find on our site is given to you because it is critical today for us all to prepare for our personal futures. Please let me know if there is information that I have not provided that will help you with your journey. As you can see, we post most comments, whether they agree or disagree with the information. We learn from the discussion of the information provided. Thank you.

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Jobs with No Degrees Required

Posted: Jul 05, 2009 |Comments: 0
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There are still plenty of jobs in recession that do not require a degree. When times are tough and you need work, here are a few jobs that you can fall back on.

Maids and Housekeepers – Finding work as a housekeeper is best done in your local neighborhood through reputation or posting your credentials in libraries. There is a lot of manual labor but if you develop a relationship with the homeowner, you might get more referrals from their friends.

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Taxi and Chauffeur – If you enjoy driving and are good with traffic routes, you can work as a chauffeur or taxi driver. The hours can be long and you might get some unruly customers, but once in a while you get a good tip for driving people to airports or farther destinations.

Security Guards - There is a bit of risk involved as a security guard but it usually only requires a background check and willingness to take on late hours. This is a difficult job to take on if you have a family or are responsible for other people with morning hours. It will also be initially hard to adjust to the sleeping times.

Fast food cook - There is guaranteed employment as fast food cook. The reason is the 300% turnover rate in this profession. Many people quit their fast food jobs for various reasons and you can take advantage of the opening. It does not take too long to learn the techniques and guidelines for how food is cooked and served.

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Bad Economy Jobs -
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How Michigan Graduate Used English Degree at Advertising Job

Source: http://www.articlesbase.com/careers-articles/jobs-with-no-degrees-required-1015717.html

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no degree, jobs, no degree jobs, maid jobs, secuirty guard jobs, taxi jobs

In Chapter 4 of 13, writer and editor Mark Graham shares how childhood Sunday morning newspaper discussions sparked his writing interest. Graham continued writing as a communications-focused University of Michigan English major. Post-college, he applies this focus in marketing and advertising agency jobs before transitioning to full-time writing and blogging roles at MTV Networks, Gawker Media, and New York Magazine. (00:58)

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Bad Economy Jobs is a website dedicated to job searching and helping you get a job. Most of these jobs only require a strong back and a desire to learn and train on the job. You can also read the job descriptions for these no degree necessary jobs.

Article from articlesbase.com

Career Interest Inventory Degrees, Jobs, Required

Standard Skills for all Jobs

December 30, 2010 admin No comments

Thank you for coming back to our site. All the information I give you is designed for your career success, no matter what that term means to you. Every piece of information you find on our site is given to you because it is critical today for us all to prepare for our personal futures. Please let me know if there is information that I have not provided that will help you with your journey. As you can see, we post most comments, whether they agree or disagree with the information. We learn from the discussion of the information provided. Thank you.

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Standard Skills for all Jobs

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Would your current job skills be useful in your next job? Many people are left wondering this question as they see many of their peers lose their current positions and are unable to find new jobs. It is possible that there is a lack of demand in their particular field. However, it is also possible that they are not well equipped for any other jobs because they lack the common job skills. Do not wait for the bad news. Make sure you have these transferable job skills in your resume.

Writing skills – When’s the last time you wrote an essay or an article? If it has been forever, then you need to create something substantial for your resume. Write an article about your industry and post it on well received and viewed forum like EzineArticles. This can become something you use as a reference.

Sales – If you sold an exceptional number of products and services in a particular quarter or year, put that on your job skills. This skill would be very noticeable for any employer facing a slump in sales. Even if the products are not directly related to your industry, the job skill will still be favorable.

Customer service – Do you talk on the phone and deal with customer complaints? Explain how you resolved a customer’s concern by providing the right incentives or calming their nerves. Getting detailed is a good thing as long as the tactics were ethical.

Interpersonal skills – If you worked in a group and had to get others to work with you using your interpersonal skills, then write down the project and your role in the matter. Having this skill will result in better professional results in formal and casual settings. It translates into, “the guy everyone gets along with.”

Communications skills – The ability to convey a technical message into layman terms is useful in any field. This is especially important for presentations when you have to pitch an idea in order to get a sale.

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Bad Economy Jobs -
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Prepare yourself for the bad economy before the worse hits. The more transferable job skills you have, the less you will have to worry about being inexperienced or out of a job.

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Would you pl. provide me one competency based training module of skill standards of welding trade ?
What are the basic financial skills that a student must know before stepping out into the job world?
I have a job in the uk based on my experience for medium skilled worker i do not have a certificate. our there chances of refusal

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Prepare yourself for the bad economy before the worse hits. The more transferable job skills you have, the less you will have to worry about being inexperienced or out of a job.

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Career Interest Inventory Jobs, Skills, Standard

Want that Job? Work on your Resume

December 28, 2010 admin No comments

Thank you for coming back to our site. All the information I give you is designed for your career success, no matter what that term means to you. Every piece of information you find on our site is given to you because it is critical today for us all to prepare for our personal futures. Please let me know if there is information that I have not provided that will help you with your journey. As you can see, we post most comments, whether they agree or disagree with the information. We learn from the discussion of the information provided. Thank you.

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Want that Job? Work on your Resume

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Want that Job? Work on your Resume

Posted: Aug 04, 2009 |Comments: 0
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It is plain knowledge that the resume is probably the most important factor in determining whether you get an interview call or not. Getting an interview is your final opportunity to show the client that you are indeed the perfect candidate for the available job. But to get there you need to make sure you have a resume that stands out amongst the hundreds of other applications.

Job openings are advertised by companies of all sizes in newspapers and on classified websites with a career section. This is done primarily to avoid foul play and hiring unsuitable people through personal contacts. It also helps ensure that the company taps into a richer, more diversely experienced candidate pool with a higher likelihood of finding the right person for the job.

HR personnel can only spend less than a minute on each resume before deciding if it deserves a second appraisal or not. Each job opening receives hundreds of applications especially in the case of large companies and jobs that are of a more general, less authoritative nature. Resumes are efficiently sorted based on several criteria including usage of words and formatting. Education and past work experience are also key in more senior positions. A tiny fraction of the initial resumes ever make it to the second review and even fewer candidates get called for the final interview stage of the hiring process.

Be thorough while checking your resume for mistakes. Since you have been working on your resume for weeks it is easy for you to overlook simple errors that may be visible to the person reviewing your application. Get your resume rechecked by friends and family. Use a simple yet professional layout and font, taking care to arrange your strengths and accomplishments in a way that is easily noticeable. Remember that you want your appraiser to consider you as a serious candidate within a minute or so of reading your resume.

Spend a few hours a day to come up with different versions of your resume depending on the kind of positions and jobs you are applying for. Keep in mind that the closer your abilities and career experiences match with the employer’s requirements the higher the chances of you getting an interview call. Employers are not interested in unrelated particulars about your past. They need to be sure that you can add something extra that none of the other candidates can bring to the job. Convey only those skills that are related to your job be it a job in sales or in accounting.

Once you’ve successfully completed your resume, step back and involve yourself in other tasks, like preparing for the interview, for a couple of days. This will give you a break and a fresh perspective when you revisit your resume. Submit your job application only once you’re entirely convinced that you’ve fulfilled all the employer’s requirements. Your future depends on it.

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Andrew Jobs manages a recognized Consultancy HR firm and has facilitated hundreds of applicants in successfully locating and securing jobs in Pakistan using widely circulated printed media and free classifieds.

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How many years of work history on resume ?
What should i do if i believe my employer fired me due to a medical disability(ibs/anxiety/depression) which interfered with my work when i tried to resume my job after a 3 month absence?
I would want to apply in a call center here in the philippines and I do not know what shall I include in my resume. I am just a high school graduate and I have no working experience yet

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Andrew Jobs manages a recognized Consultancy HR firm and has facilitated hundreds of applicants in successfully locating and securing jobs in Pakistan using widely circulated printed media and free classifieds.

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Rhode Island Jobs – Rhode Island Sales & Marketing Employment. info,

December 26, 2010 admin No comments

Thank you for coming back to our site. All the information I give you is designed for your career success, no matter what that term means to you. Every piece of information you find on our site is given to you because it is critical today for us all to prepare for our personal futures. Please let me know if there is information that I have not provided that will help you with your journey. As you can see, we post most comments, whether they agree or disagree with the information. We learn from the discussion of the information provided. Thank you.

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Posted: Sep 21, 2009 |Comments: 0
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Rhode Island has the nations highest unemployment rate, because the Rhode Island government has not created an environment that is business friendly, Little Rhody has lost more jobs that ever before.

This can be a tough situation for out of work Rhode Island sales and marketing people, as they are mainly 1099 employees and don’t have unemployment insurance or other benefits. If they do have benefits, they pay dearly for them out of pocket.

There are people making a lot of cash on opportunities in this downturn. Why can’t you? There are money making opportunities everywhere, including Rhode Island. You just need to know how to spot them.

I was one of those people who lost their job. I searched frantically online for ways to make money with little or no cash. I had no online marketing skills. So after a couple of days of research, I choose an online marketing university to learn whatever I could. It was only a month to join and there was nothing to buy for any course, everything was included.

I learned about Google Adwords, and how to market a successful Google Adwords campaign using low cost keywords and keyword phrases. The knowledge I learned in the Google Adwords course is enough to make me a consultant to local businesses on Google Adwords campaigns. I am now offering my services to set up successful online advertising campaigns on Google, Yahoo and Bing search engines. Local business owners need an edge in today’s economy. The average Google Adwords Pro makes an hour doing campaigns for businesses.

I learned how to use free online article marketing techniques as a way to drive traffic to affiliate websites. I get a commission every time a sale is made through my traffic. I mainly sell ebooks since there is a 50% to 70% commission per sale. There are literally thousands of ebooks on every imaginable subject. Pick your topic. See what books are available and then check their gravity.

The place to find the most ebooks to sell is www.Clickbank.com. While writing this article Clickbank.com has paid out ,362.566,085.00 in affiliate commissions to date. A Clickbank affiliate makes a sale in the world every 3 seconds.

At the university I learned how to spy on the competition with the keyword spy tool. You find out what keywords the competition uses for success and you set yourself up to start taking their business away.

I am not a writer as you can probably tell. That is why I use the free university online marketing tools, like Rapid Writer to spin my articles. This is also included for free. They even offer free web hosting.

If you are out of work, this is a great way to brush up on your marketing skills, to make yourself a more valuable employee. This knowledge may also increase your hiring wage. You can also get certified in certain online marketing practices for cheap.

The university were I learned my marketing skills is having a one week trial membership for only . You can check out every single thing in the university for a buck. The best place to start is the user forums. The rags to riches stories are everywhere. It will almost bring tears to your eyes when you read the success stories. You do not need even need a high school diploma to join.

Everyone helps each other as a community. If you have a problem just post it in the forum. You will have people offering assistance that are experts. Some make 5k a day and are there to help guide you to success.

I just wanted to let all of my fellow Rhode Islanders know, that you can make awesome money from home, if you have the tools and the knowledge. I didn’t have any experience at all. It took about 8 weeks to mold me into a pro at WAU

This is not a get rich quick thing. There is no such thing.

If your interested in checking the WA Online University out click here.

Best of luck on your future. If you decide to check out the university please come back and leave your feedback.

Thanks,

A Warwick Guy from Norwood.

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About the Author:

A Warwick guy who went to Pilgrim High School.

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I moved to the US 8 weeks ago, gave up my job, house/car sale. My husband had a job transfer. He was here 4 weeks before me. I’ve found out he has seen another woman. I feel be angry. Should I leave?
How many times can rhode island fit into alaska ?
How many times can rhode island fit into texas ?

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Rhode Island Sales & Marketing Jobs has 1 articles online

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