Text of the questionnaire “Integral job satisfaction” (A.V. Batarsheva). Diagnostics of the relationship between motivation and job satisfaction of salespeople at the Maximum LLC store (using the methods of "Integral job satisfaction" and "Diagnostics of motivational

Job satisfaction is an integrative indicator that reflects the well-being and disadvantage of the situation in the work team. The indicator contains assessments of interest in the work performed, satisfaction with relationships with colleagues, management, level of aspirations in professional activity etc.

Instructions: Read each statement carefully and evaluate how true it is for you. Choose one of the proposed answer options (a, b, c).

1. What I do at work interests me:

a) yes, b) partly, c) no

2. For last years I have achieved success in my profession:

a) yes, b) partly, c) no

3. I have developed a good relationship with members of our team:

a) yes, b) not with everyone, c) no

4. Job satisfaction is more important than high earnings:

a) yes, b) not always, c) no

5. The official position I occupy does not correspond to my abilities:

a) yes, b) partly, c) no

6. What attracts me most at work is the opportunity to learn something new:

a) yes, b) partly, c) no

7. Every year I feel my professional knowledge:

a) yes, b) not sure, c) no

8. The people I work with respect me:

a) yes, b) something in between, c) no

9. There are often situations in life when you cannot complete all the work assigned to you:

a) yes, b) average, c) no

10. Recently, management has repeatedly expressed satisfaction with my work:

a) yes, b) rarely, c) no

11. The work I do cannot be performed by a person with lower qualifications:

a) yes, b) average, c) no

12. The work process gives me pleasure:

a) yes, b) from time to time, c) no

13. I am not satisfied with the organization of work in our team:

a) yes, b) not really, c) no

14. I often have disagreements with my work colleagues:

a) yes, b) sometimes, c) no

15. I am rarely rewarded for my work:

a) yes, b) sometimes, c) no

16. Even if I were offered a higher salary, I would not change my job:

a) yes, b) maybe, c) no

17. My immediate supervisor often does not understand or does not want to understand me:

a) yes, b) sometimes, c) no

18. Our team has created favorable working conditions:

a) yes, b) not really, c) no

Processing the results

To obtain an overall assessment of satisfaction with your work and its components, you need to convert your answers into points using the following table:

Statements	Answer options

ANALYSIS: The proposed questionnaire allows you to assess not only your overall satisfaction with your work, but also consider its components.

Components of Satisfaction	Statements	Maximum score
Interest in work
Satisfaction with work achievements
Satisfaction with relationships with colleagues
Satisfaction with relationships with management
Level of aspirations in professional activity
Preference for work performed over income
Satisfaction with working conditions
Professional responsibility
Overall job satisfaction

· Average level of job satisfaction – 45–55% of total amount points;

· Low level of job satisfaction – 1–44% of the total score

· High level of job satisfaction – above 56% of the total points

“Methodology for determining integral job satisfaction” A. V. Batarshev

An integrative indicator reflecting the well-being/ill-being of an individual in a work collective is job satisfaction, which contains assessments of interest in the work performed, satisfaction with relationships with employees and management, level of aspirations in professional activities, satisfaction with conditions, work organization, etc.

This technique allows you to assess not only overall satisfaction with your work, but also evaluate its components.

Test instructions

Read each of the proposed statements and evaluate how true it is for you. On a separate sheet of paper, write down the statement number and the letter of the answer you chose.

Test material

What I do at work interests me:
1. partly;
In recent years, I have achieved success in my profession:
1. partly;
I have developed good relationships with members of our team:
1. not with everyone;
Job satisfaction is more important than high earnings:
1. not always;
The official position I occupy does not correspond to my abilities:
1. partly;
What attracts me most in my work is the opportunity to learn something new:
1. occasionally;
Every year I feel my professional knowledge growing:
1. not sure;
The people I work with respect me:
1. something in between;
There are often situations in life when you cannot complete all the work assigned to you:
1. average;
Recently, management has repeatedly expressed satisfaction with my work:
1. rarely;
The work I do cannot be done by someone with less qualifications:
1. average;
The process of work gives me pleasure:
1. occasionally;
I am not satisfied with the organization of work in our team:
1. not really;
I often have disagreements with my workmates:
1. Sometimes;
I rarely get rewarded for my work:
1. Sometimes;
Even if I were offered a higher salary, I would not change my job:
1. May be;
My immediate supervisor often does not understand or does not want to understand me:
1. Sometimes;
Our team has created favorable working conditions:
1. not really;

Key to the test

Decoder to the key

To obtain an overall assessment of satisfaction with one’s work and its components, it is necessary to convert the answers into points using the following table:

Statements	Answer options			Statements	Answer options
Statements	A	b	c	Statements	A	b	c
1	2	1	0	10	2	1	0
2	2	1	0	11	2	1	0
3	2	1	0	12	0	1	2
4	2	1	0	13	0	1	2
5	2	1	0	14	0	1	2
6	2	1	0	15	0	1	2
7	2	1	0	16	2	1	0
8	2	1	0	17	0	1	2
9	0	1	2	18	2	1	0

Judgment about general and partial job satisfaction(UT) is made based on a comparison of the points received with the maximum indicators given in the processing key.

Average level UT defined in 45-55% -nom range from the total score.
Low level UT characterized by range 1-44% ,
High - above 56%.

Sources

Integral job satisfaction/ Fetiskin N.P., Kozlov V.V., Manuilov G.M. Socio-psychological diagnostics of personality development and small groups. – M., Publishing House of the Institute of Psychotherapy. 2002. pp.470-473.

Test instructions: “Read each of the given statements and evaluate how true it is for you. On a separate sheet of paper, write down the number of the statement and the letter of the answer you chose.”

1.What I do at work interests me

c) partly;

2.In recent years I have achieved success in my profession

c) partly;

3.I have developed good relationships with members of our team

c) not with everyone;

4. Job satisfaction is more important than high earnings.

c) not always;

5. My current position does not correspond to my abilities.

c) partly;

6. What attracts me most at work is the opportunity to learn something new.

c) from time to time;

7. Every year I feel my professional knowledge growing

c) not sure;

8. The people I work with respect me

c) something in between;

9. There are often situations in life when you cannot complete all the work assigned to you.

c) average;

10. Recently, management has repeatedly expressed satisfaction with my work

11. The work I do cannot be done by someone with less qualifications.

c) average;

12. The process of work gives me pleasure

c) from time to time;

13. I am not satisfied with the organization of work in our team

c) not really;

14. I often have disagreements with my workmates.

c) sometimes;

15. I rarely get rewarded for my work.

c) sometimes;

16. Even if I were offered a higher salary, I would not change my job

c) maybe;

17. My immediate supervisor often does not understand or does not want to understand me.

c) sometimes;

18. Our team has created favorable working conditions

c) not really;

APPENDIX B

Key to the questionnaire “Integral job satisfaction” (A.V. Batarsheva)

APPENDIX B

Decoder for the key of the questionnaire “Integral job satisfaction” (A.V. Batarsheva)

To obtain an overall assessment of satisfaction with one’s work and its components, it is necessary to convert the answers into points using the following table

Statements	Answer options	Statements	Answer options
A	V	With	A	V	With

A judgment about overall and partial job satisfaction (JS) is made based on a comparison of the points received with the maximum indicators given in the processing key.

The average level of UT is determined in the 45-55% range of the total points.

A low level of UT is characterized by a range of 1-44%,

High – above 56%.

APPENDIX D

Questionnaire of professional activity motivation (methodology by K. Zamfir adapted by A. Rean)

Instructions: “Read the following motives for professional activity and rate their importance for you on a five-point scale.”

1 – to a very small extent;

2 – to a small extent;

3 – to a small, but not a small extent;

4 – to a large extent;

5 – to a very large extent

Processing the results

After filling out the answer sheet, the indicators are calculated intrinsic motivation(VM), external positive (EPM) and external negative motivation (EOM) in accordance with the following keys:

VM = (6 + 7) / 2

VPM = (1 + 2 +5) / 3

PTO = (3 + 4) / 2

The indicator of the severity of each type of motivation will be a number ranging from 1 to 5 (including possibly a fraction).

APPENDIX D

Motivation and job satisfaction as a psychological phenomenon, their internal relationship. Psychodiagnostic examination procedure, diagnostic results and their discussion. There is a relationship between the levels of job satisfaction and personal motivation.

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Ministry of Education of the Russian Federation

Russian State Vocational and Pedagogical Institute

University

Department of Psychology of Professional Development

Course work

In the course "Work Psychology"

Diagnostics of the relationship between motivation and job satisfaction of salespeople at the Maximum LLC store

(using the methods “Integral Job Satisfaction” and “Diagnostics of the Motivational Sphere” by A. Mehrabian)

Student: Naumshina V.

Group: PS-302

Teacher: associate professor,

Candidate of Psychological Sciences

Pavlova A.N.

Ekaterinburg 2011

1. Introduction

2.Chapter 1. Motivation and job satisfaction as a psychological phenomenon

1.1. Motivation

1.2. Job satisfaction

1.3. The relationship between motivation and job satisfaction

3.Chapter 2. “Organization and conduct of a psychodiagnostic examination.”

2.1 Survey location and sample

2.2. Techniques

2.3.Psychodiagnostic examination procedure

4.Chapter 3. Diagnostic results and their discussion

3.1 Psychodiagnostic conclusion about the characteristic features of the levels of job satisfaction and personal motivation in the diagnosed sample

3.2 Discussion of the question of the relationship between the levels of job satisfaction and personal motivation using the example of the surveyed sample

5. Conclusion

6. References

7. Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

motivation work satisfaction personality

Introduction

The problem of the connection between motivation and job satisfaction has not been sufficiently studied in psychology, so diagnosing the relationship between motivation and job satisfaction is relevant.

The subject of research in this course work is job satisfaction and level of motivation.

In many cases, the activities of workers are so structured, their activity is so subject to a given rhythm, people are within such strict limits that all this leaves very little room for individual variation. At the same time, it can be assumed that job dissatisfaction does not directly affect productivity, but acts first on a person’s commitment to the interests of the organization, relationships with colleagues and managers, and only then, indirectly, on productivity.

The main criteria for employee job satisfaction are:

1) level wages-- if the salary meets individual financial needs and expectations;

2) opportunity for advancement - a real and objective opportunity for employee growth;

3) the quality of management that satisfies the employee;

4) the nature of the work - the correspondence of the employee’s individual interests and inclinations to the work profile;

5) assessment of the work team - the attitude of colleagues to the quality of the employee’s work.

D. Schultz, S. Schultz in the book “Psychology and Work” consider employee behavior in connection with job satisfaction and note the following points:

1) labor productivity is higher;

2) the employee is inclined to help other employees;

3) the level of absenteeism is lower;

4) staff turnover is lower.

The totality of all indicators can show how satisfied the employee is with the job, management, team, etc. Based on the results of studies on job satisfaction, the employer can adjust the work activities of the organization, develop new systems of interaction with the team, business partners and other interested parties.

Motivation, job satisfaction and salary correlate with each other. In many ways, motivation and satisfaction depend on the degree of employee involvement in the work process. Job involvement is a measure of an employee's identification with his or her job.

Engagement refers to the perception of work as the first priority, acceptance and interest in best results, the desire to improve and optimize the work process.

Motivation increases if a person is satisfied with his work and his salary corresponds to his contribution to the work process.

The object of the study is the sellers of the Maximum LLC store, 10 people (from 18 to 54 years old; average age- 33 years).

The purpose of this work is to study the nature of the relationship between motivation and job satisfaction.

1. Theoretical analysis of motivation and job satisfaction.

2. Selection of diagnostic techniques for the empirical research program.

3. Carrying out a diagnostic study.

4. Processing and interpretation of research results.

5. Inform the subjects of the diagnostic results.

6. Identify the relationship between motivation and job satisfaction in this sample.

Research methods and techniques:

1. Method theoretical analysis available information on the problem posed.

2. Methodology of integral job satisfaction.

3. Questionnaire of the motivational sphere F. Mehrabian Practical psychodiagnostics. Methods and tests. Tutorial. Ed. and comp. Raigorodsky D.Ya. Samara: Bakhrakh-M, 2001.

4. Methods of mathematical data processing.

Chapter 1. Motivation and job satisfactionas a psychological phenomenon

1.1 Motivation

Motive(lat. moveo- moving) is a material or ideal object, the achievement of which is the meaning of activity. The motive is presented to the subject in the form of specific experiences, characterized either by positive emotions from the expectation of achieving a given object, or negative ones associated with the incompleteness of the present situation. Understanding the motive requires inner work. The term “motivation” was first used by A. Schopenhauer in his article. Today this term is understood differently by different scientists. For example, motivation according to V.K. Viliunas is a total system of processes responsible for motivation and activity. And K.K. Platonov believes that motivation, as a mental phenomenon, is a set of motives. Psychological Dictionary. / Comp. V.N. Koporulina, M.N. Smirnova.

Motive is one of the key concepts of the psychological theory of activity, developed by leading Soviet psychologists A. N. Leontyev and S. L. Rubinstein. The simplest definition of motive within the framework of this theory is: “Motive is a materialized need.” Motive is often confused with need and goal, but need is, in fact, an unconscious desire to eliminate discomfort, and goal is the result of conscious goal setting. For example: thirst is a need, the desire to quench thirst is a motive, and a bottle of water that a person reaches for is a goal.

Motivation(from lat. “movere”) - incentive to action; a dynamic physiological and psychological process that controls human behavior, determining its direction, organization, activity and stability; a person's ability to actively satisfy their needs.

Motivation has an intellectual basis; emotions only indirectly influence the process.

Types of motivation

Extrinsic motivation(extreme) - motivation not related to content certain activities, but conditioned by circumstances external to the subject.

Intrinsic motivation(intrinsic) - motivation associated not with external circumstances, but with the very content of the activity. Psychological Dictionary. / Comp. V.N. Koporulina, M.N. Smirnova, .

Positive and negative motivation. Motivation based on positive incentives is called positive. Motivation based on negative incentives is called negative.

Example: the construction “if I clean up the table, I will get candy” or “if I don’t play around, I will get candy” is a positive motivation. The construction “if I clean up the table, then I won’t be punished” or “if I don’t play around, then I won’t be punished” is a negative motivation.

Sustainable and unstable motivation. Motivation that is based on human needs is considered sustainable, since it does not require additional reinforcement.

Self-affirmation motive- the desire to establish oneself in society; associated with self-esteem, ambition, self-love. A person tries to prove to others that he is worth something, strives to obtain a certain status in society, wants to be respected and appreciated. Sometimes the desire for self-affirmation is referred to as prestige motivation (the desire to obtain or maintain a high social status). Thus, the desire for self-affirmation, for increasing one’s formal and informal status, for a positive assessment of one’s personality is a significant motivational factor that encourages a person to work intensively and develop.

Motive for identification with another person- the desire to be like a hero, idol, authoritative person (father, teacher, etc.). This motive encourages you to work and develop. It is especially relevant for teenagers who try to copy the behavior of other people. The desire to be like an idol is an essential motive of behavior, under the influence of which a person develops and improves. Identification with another person leads to an increase in the individual’s energy potential due to the symbolic “borrowing” of energy from the idol (object of identification): strength, inspiration, and the desire to work and act as the hero (idol, father, etc.) did. By identifying with the hero, the teenager becomes bolder. Having a model, an idol with whom young people would strive to identify themselves and whom they would try to copy, from whom they would learn to live and work, is an important condition for an effective socialization process.

Power motive-- the individual's desire to influence people. Power motivation (the need for power) is one of the most important driving forces of human action. This is the desire to take a leadership position in a group (collective), an attempt to lead people, determine and regulate their activities. The motive of power occupies an important place in the hierarchy of motives. The actions of many people (for example, managers of various ranks) are motivated by the motive of power. The desire to dominate and lead other people is a motive that encourages them to overcome significant difficulties and make enormous efforts in the process of activity. A person works hard not for the sake of self-development or satisfaction of his cognitive needs, but in order to gain influence on individuals or a team. A manager may be motivated to act not by the desire to benefit society as a whole or an individual team, not by a sense of responsibility, that is, not by social motives, but by the motive of power. In this case, all his actions are aimed at gaining or maintaining power and pose a threat to both the cause and the structure that he heads.

Procedural-substantive motives-- motivation to be active by the process and content of the activity, and not external factors. A person likes to perform this activity, to demonstrate his intellectual or physical activity. He is interested in the content of what he is doing. The action of other social and personal motives (power, self-affirmation, etc.) can enhance motivation, but they are not directly related to the content and process of activity, but are only external to it, therefore these motives are often called external, or extrinsic. In the case of the action of procedural-substantive motives, a person likes and encourages the process and content of a certain activity to be active. For example, a person goes in for sports because he simply likes to demonstrate his physical and intellectual activity (ingenuity and unconventional actions in sports are also significant factors for success). An individual is encouraged to play sports by procedural-substantive motives when the process and content of the game cause satisfaction, and not by factors that are not related to sports activities (money, self-affirmation, power, etc.). The meaning of activity during the actualization of procedural and content motives lies in the activity itself (the process and content of activity are the factor that encourages a person to show physical and intellectual activity).

Extrinsic (external) motives- such a group of motives when the motivating factors lie outside the activity. In the case of extrinsic motives, activity is encouraged not by the content or process of the activity, but by factors that are not directly related to it (for example, prestige or material factors). Let's consider some types of extrinsic motives:

motive of duty and responsibility to society, group, individuals;

motives of self-determination and self-improvement;

the desire to gain the approval of other people;

the desire to obtain a high social status (prestigious motivation). In the absence of interest in the activity (procedural-content motivation), there is a desire for those external attributes that the activity can bring - excellent grades, obtaining a diploma, fame in the future;

motives for avoiding troubles and punishment (negative motivation) - motivations caused by the awareness of some troubles, inconveniences that may arise in case of failure to perform an activity.

If, in the process of activity, extrinsic motives are not supported by procedural-substantive ones, that is, interest in the content and process of the activity, then they will not provide the maximum effect. In the case of extrinsic motives, it is not the activity itself that is attractive, but only what is associated with it (for example, prestige, fame, material well-being), and this is often not enough to motivate activity.

Self-development motive- desire for self-development, self-improvement. This is an important motive that encourages an individual to work hard and develop. According to Abraham Maslow, this is the desire to fully realize one’s abilities and the desire to feel competent. As a rule, moving forward always requires a certain amount of courage. A person often holds on to the past, to his achievements, peace and stability. Fear of risk and the threat of losing everything holds him back on the path of self-development. Thus, a person often seems to be “torn between the desire to move forward and the desire for self-preservation and security.” On the one hand, he strives for something new, and on the other hand, fear of danger and something unknown, the desire to avoid risk restrains his movement forward. Maslow argued that development occurs when the next step forward objectively brings more joy, more inner satisfaction than previous acquisitions and victories, which have become something ordinary and even boring. Self-development and movement forward are often accompanied by intrapersonal conflict, but do not constitute violence against oneself. Moving forward is anticipation, anticipation of new pleasant sensations and impressions. When it is possible to actualize a person’s motive for self-development, the strength of his motivation for activity increases. Talented coaches, teachers, and managers know how to use the motive of self-development, pointing out to their students (athletes, subordinates) the opportunity to develop and improve.

Achievement motive- desire to achieve high results and mastery in activities; it manifests itself in the choice of difficult tasks and the desire to complete them. Success in any activity depends not only on abilities, skills, knowledge, but also on motivation to achieve. A person with a high level of achievement motivation, striving to obtain significant results, works persistently to achieve his goals.

Achievement motivation (and behavior that is aimed at high results) even for the same person is not always the same and depends on the situation and subject of activity. Some people choose complex problems in mathematics, while others, on the contrary, limiting themselves to modest goals in the exact sciences, choose complex topics in literature, striving to achieve high results in this area. What determines the level of motivation in each specific activity? Scientists identify four factors:

the importance of achieving success;

hope for success;

subjectively assessed probability of achieving success;

subjective standards of achievement.

Prosocial (socially significant) motives-- motives associated with awareness of the social significance of the activity, with a sense of duty, responsibility to the group or society. In the case of prosocial motives, the individual identifies with the group. A person not only considers himself a member of a certain social group, not only identifies with it, but also lives with its problems, interests and goals. A person who is driven to action by prosocial motives is characterized by normativity, loyalty to group standards, recognition and protection of group values, and the desire to realize group goals. Responsible people, as a rule, are more active, perform more often and more conscientiously professional responsibilities. They believe that the common cause depends on their work and efforts. It is quite important for a manager to update the corporate spirit among his subordinates, since without identification with the group (company), namely, with its values, interests, and goals, it is impossible to achieve success. A public figure (politician) who identifies more than others with his country and lives by its problems and interests will be more active in his activities and will do everything possible for the prosperity of the state. Thus, prosocial motives associated with identification with the group, a sense of duty and responsibility are important in motivating a person to act. The actualization of these motives in the subject of activity can cause his activity in achieving socially significant goals.

Affiliation motive(from English affiliation- accession) - the desire to establish or maintain relationships with other people, the desire for contact and communication with them. The essence of affiliation is the intrinsic value of communication. Affiliative communication is communication that brings satisfaction, captures, and pleases a person. An individual, however, can also communicate because he is trying to settle his affairs and establish useful contacts with the necessary people. In this case, communication is motivated by other motives, is a means of satisfying other needs of the individual, and has nothing in common with affiliative motivation. The purpose of affiliative communication may be the search for love (or, in any case, sympathy) on the part of the communication partner.

Negative motivation-- motivations caused by the awareness of possible troubles, inconveniences, punishments that may follow in case of failure to perform an activity. For example, a schoolchild may be motivated to study by the demands and threats of his parents, or by the fear of receiving unsatisfactory grades. Studying under the influence of such a motive takes on the character of a protective action and is compulsory. In the case of negative motivation, a person is encouraged to act by fear of possible troubles or punishment and the desire to avoid them. He reasons like this: “If I don’t do this, then trouble awaits me.” This is what drives action under the influence of negative motivation. Gordeeva T.O. Achievement motivation: theories, research, problems. Modern psychology of motivation./ Ed. D.A. Leontyev.

1.2 Job satisfaction

Job satisfaction-- an emotionally charged evaluative idea of the subject of activity about the result of his work activity, about the process of work itself and the external conditions in which it is carried out.

Within the framework of modern psychological science, the two-factor “motivational-hygienic” theory of job satisfaction by F. Herzberger is considered generally accepted and generally accepted as the most heuristic and interpretatively resourceful in this area. Conditionally designated as motivational criteria include the actual substantive characteristics of work activity, the successes and achievements of an individual or group in work, prospects for qualification and professional, including career growth, recognition from the social environment, in particular, indicators of a prestigious and “image” nature Ermolaeva M.V., Okhotenko R.V. The problem of job satisfaction from the perspective of a subjective approach // Psychology of maturity and aging. 2009. No. 1. P. 5-17. 12. Zankovsky A.N. .

Conventionally designated as improved hygiene criteria include ergonomic working conditions, the level of material remuneration, leadership style, and the nature of interpersonal relationships in the work team. It should be specifically noted that job satisfaction, as a rule, increases when “motivational” factors are optimized. In the case of “hygienic” indicators, job dissatisfaction most often decreases, but the indicator of job satisfaction does not always change. At the same time, it is clear that the strict division of factors influencing the degree of job satisfaction into “motivational” and “hygienic” is quite arbitrary, since in a number of cases it is “hygienic” factors that act as motivationally determining the activity of both an individual and a group in in general.

In addition, it is necessary to specifically mention the fact that in groups of different levels of socio-psychological development, the “share” of various factors of job satisfaction also differs. So, for example, in groups high level development, the “motivational” component and such an indicator as the “system of relationships”, in the theory of F. Herzberger, included in the list of “hygienic” factors, as a rule, are crucial for a positive subjective vision and assessment of one’s work activity, while for groups At a low level of development, indicators such as wages and ergonomic working conditions often become decisive.

Job satisfaction, as numerous studies show, acts as a serious component of the socio-psychological climate in the team, being both an essential basis for the formation and implementation of a positive psychological atmosphere in the group, and at the same time a consequence of established positive relationships between employees. As for the effectiveness of activities, for an adequate assessment of this primary parameter of social activity of an individual and a group, taking into account such a subjective factor as job satisfaction is a necessary condition.

In the process of operationalizing F. Herzberg's theory, organizational psychologists J. Hackman and J. Oldham identified five basic factors necessary, from their point of view, for work to be perceived by employees of an organization as meaningful, interesting and satisfying. These include:

1. Diversity of skills. More meaningful jobs are those that require many rather than one or a few different skills.

2. Job identity. Works that form a whole are more meaningful than works that are only part of the whole work.

3. The importance of the task. Jobs that are important to other people are more meaningful than jobs that are unimportant.

4. Autonomy. Jobs in which a person can exercise independence, exercise freedom, and make decisions regarding the performance of the work are more meaningful than jobs that do not provide such opportunities.

5. Performance related feedback. Jobs that include feedback on how the employee is performing are more meaningful than jobs without feedback."

And yet, the results of fifteen years of research by F. Herzberg and his colleagues do not allow us to draw a clear line between hygiene and motivating factors. Such partial verification is characteristic of all so-called dispositional theories of work motivation. This group of approaches that describe the structure of work motivation and the conditions of job satisfaction traditionally include A. Maslow’s hierarchical needs model, S. Alderfer’s ERG theory and D. McKelland’s theory of achievement needs.

S. Alderfer's theory, in essence, is a modification of A. Maslow's hierarchical model: “The starting point of this theory is the hypothesis of the existence of three groups of needs, listed in order from the most specific to the least specific... These existence needs (existence - E), relationships with other people (relatedness - R) and growth (growth - G)... According to ERG theory, if efforts aimed at satisfying needs at any level constantly lead to frustration, then a person may regress. ..to behavior that satisfies more specific needs.An employee who is unable to satisfy the needs for personal growth within the framework of his work activity may settle on doing his job only to the extent necessary in order not to lose his place and to satisfy social needs (need for communication), that is, lower level needs." The main difference between this approach and A. Maslow’s hierarchical model is the rejection of a strict ranking of needs. It is clear that the level of job satisfaction within the framework of S. Alderfer’s theory directly depends on the breadth of the range of needs that can be realized within the framework of work activity.

It must be said that the ERG theory, like all other dispositional theories of motivation, has not received comprehensive empirical confirmation. However, the common advantage of these approaches is their simplicity and high degree of adaptability to the solution practical problems in the specific conditions of a particular organization.

If all dispositional theories in one way or another proceed from the presence of certain needs in an individual, which in the classical interpretation of A. Maslow are innate, can be quite abstract, irrational and not always conscious, then cognitive theories of work motivation proceed from the fact that motivation is always "...a conscious choice made through a complex decision-making process that compares options, weighs costs and benefits, and evaluates the likelihood of achieving desired results." Therefore, job satisfaction within the framework of cognitive approaches ultimately depends on the compliance of the actual result of the activity with the expectations of the individual. However, each of these approaches has its own nuances.

The theory of general expectations was developed in the late 60s. last century based on research by a large group of organizational psychologists, in particular, V. Vroom, J. Campbell, L. Porter, I. Lawler, etc. It proceeds from the fact that there are four groups of interrelated variables, the totality of which mediates the individual’s expectations, level his work activity, and ultimately the results of his work and the degree of satisfaction with it. These include: expectation of a certain level of work performance depending on effort, outcome expectation depending on the level of work performance, instrumentality and value.

Kalmakan Ya.A., Patrushev V.D. Job satisfaction as a socio-economic phenomenon and category, // Social reserves for increasing production efficiency. - M., 1987.

Expecting a certain level of performance based on effort...reflects the belief that effort will lead to the achievement of the desired level of performance. ... This likelihood is highly dependent on the person's assessment of his own job-related skills and knowledge, the expectations of others, as well as the support of colleagues and the favorable influence of working conditions and other environmental variables.

Expectation of results depending on the level of work performed. This probabilistic concept, similar to the previous one, reflects the belief that performance of work will be followed by certain direct results (or first-level results) - from higher pay, promotions and a sense of achievement to recognition, more work and longer work hours. . ...

Instrumentality refers to the usefulness of a particular behavior or outcome in terms of achieving some other significant goal; this variable reflects the belief that there is a connection between behavior... and the achievement of this goal... The concept of instrumentality is especially relevant for second-level work results - these are desirable consequences that do not follow directly from work activity, but become possible due to direct results (first level) of labor behavior... Value. The results of the first and second levels are assigned a certain value (sometimes called valence) - this is a variable that reflects the degree to which the results are attractive to a person. A salary increase (a first-level outcome) that follows from a promotion may have high positive value because it is instrumental in achieving the employee's positively valued second-level outcomes, such as a higher standard of living."

Although, as already noted, the theory of general expectations is built on completely different methodological premises than dispositional theories, it is easy to notice certain parallels, in particular, the two-level structure of expected performance results, which are obviously related to the hierarchy of human needs. In general, this approach seems quite complex and eclectic, which significantly complicates its practical use. Moreover, as L. Jewell notes, although “many hypotheses based on the theory of general expectations have been confirmed in various studies, ... evidence of the correctness of this model as a whole has not been obtained.”

J. Adams' theory of justice seems much more convenient from a practical point of view when assessing the degree of job satisfaction. According to this concept, “people compare the relationship between what they get out of their work situation (their results) and the effort they put into it (their investments) with the relationship between the results and the investments of other people. Outcomes include salary, status and job level "The most significant investments are... skills, knowledge, experience, length of service and education." According to equity theory, job satisfaction will be high if the individual result/effort ratio is equal to or slightly above the average value for a given type of activity. It is quite obvious that satisfaction drops sharply if this ratio is below average - this situation is perceived as obvious injustice. However, as a number of studies have shown, job satisfaction often decreases even in cases where this ratio is significantly higher than the average. Many individuals in such cases experience a feeling of guilt and strive to get rid of it by increasing their contribution to work, thereby correcting the identified injustice.

The main disadvantage of the theory of justice is that within its framework it is significantly limited, and in a number of cases it is simply impossible, to take into account such factors that determine job satisfaction as the system of interpersonal relationships, the status-role position of the individual in an informal group structure, etc.

To date, within the framework of organizational psychology, a huge amount of data has been accumulated related to the problem of job satisfaction. Their analysis revealed a number of interesting patterns.

In particular, it has been established, “...that throughout the entire period of a person’s working activity, his job satisfaction changes both up and down. In the age group from 20 to 30 years, job satisfaction decreases as it becomes known about self-discrepancy between the ideals and the realities of working in a particular position (“reality shock”). As a person adjusts to these realities and achieves certain professional goals, his satisfaction gradually increases, peaking around age 40. After This period is followed by a “mid-career crisis,” which usually occurs between the ages of 45 and 50. After this crisis is resolved, the level of satisfaction rises again, but begins to fall again as the person prepares to retire (“pre-retirement age”).”

Another large body of research was aimed at identifying the relationship between job satisfaction and the quality of its performance. Contrary to expectations, the results of a number of studies have not directly supported the assumption that satisfaction leads to better job performance. Such results may be explained by the fact that job satisfaction is largely a subjective characteristic, largely dependent on the personal characteristics of the individual.

In recent years, a point of view has emerged in psychology according to which job satisfaction is mediated, first of all, not by objective environmental parameters, but by the general inclination of a particular individual to “positive affectivity” (a positive perception of the world—in other words, to optimism) or to “negative affectivity.” affectivity" (negative perception, or pessimism). As L. Jewell reports, “There is now considerable evidence to support the existence of a positive correlation between ratings of positive affectivity and greater job satisfaction.”

A practical social psychologist in carrying out his professional tasks must clearly take into account the degree of job satisfaction of both the group as a whole and each of its members individually, since, without having this picture in full, he will not be able to adequately stimulate the prosocial activity of the community, nor predict the processes of group formation and personal development in him.

1.3 Relationship between motivation and job satisfaction

The most important component of professional motivation is the employee’s degree of satisfaction with his professional activity (The professional activity of a municipal employee is not limited to the performance of individual functions. As a rule, it represents a wide range various forms activities: communication with the public, working with technical equipment, working with business documentation, etc.).

Job satisfaction is an expression of one's overall attitude toward one's job. On the other hand, as already noted, the state of the socio-psychological climate in an organization can be assessed by such an important indicator as staff satisfaction and dissatisfaction with the main parameters of their professional activities and relationships with their immediate environment (colleagues and management). It has been empirically proven that high satisfaction with one’s professional activities has a positive impact on the work of staff, improves their attitude towards work and the organization, contributes to the growth of labor and performance discipline and increased productivity. At the same time, it cannot be said that a higher level of satisfaction automatically leads to higher professional results. High satisfaction for some categories of workers may be accompanied by low levels of productivity.

Thus, it can be argued that among the most important factors of job satisfaction are fair remuneration, creative work, favorable conditions and support from colleagues.

So, satisfaction with professional activity is important characteristic effective functioning modern organization, which largely determines the quality of the final result. The following signs are distinguished high motivation workers:

The specialist performs his job duties reliably, with a high level of dedication and passion;

He is willing to put in extra effort, such as working overtime;

Demonstrates job satisfaction and does not express intentions to change jobs;

Tends to take initiative and is responsive to innovative activities.

The essence and main content of personnel management is to create their high motivation. We can talk about the creation by the leader of a system of psychological conditions, that is, such objective circumstances joint activities, which, together with material conditions, are necessary for the emergence of the employee’s personal efforts for self-improvement and self-realization.

The psychological mechanism for the emergence of high professional motivation and the creation of a favorable socio-psychological climate lies in the experience of the likelihood of satisfying all the basic and, above all, social needs of the individual. When work becomes a way to demonstrate an employee’s potential, a sphere of his self-actualization and creativity, then the result will be significant professional growth and high self-satisfaction Milman V.E. Work motivation and job satisfaction. // Psychological journal. - 1985. - No. 5. .

The role of different motivators of professional activity depends significantly on those available at a given time. public relations, the activity performed (profession), the orientation of the individual (interest in the profession), gender differences in subjects of professional activity.

Such motivators can be:

Prestige of the profession;

Opportunity for career advancement and advanced training;

Opportunity to earn money;

Establishing favorable relationships with managers and work colleagues;

Degree of job security.

The first four motives constitute the “motivational core” of the individual, which determines the direction and activity of work. The strength of the motive depends on the degree of tension and significance of the need, and therefore this list is not a hierarchy of motives for work activity, but a complex of them. External motivations (incentives) pass through the system of needs and value orientations of employees and, as a result, become motivators of their professional activity - motives.

The last two motives reflect the state of the socio-psychological climate (SPC). One of the main indicators of the nature of the SEC is employee satisfaction with certain parameters of their professional activities, as well as satisfaction with relationships with partners in professional interaction.

Human behavior in the labor process determines the complex interaction of external and internal factors. The most significant external factors are: production factors, as an opportunity for creativity in the process of activity; Labour Organization; sanitary and hygienic conditions; salary amount; prestige of the profession; opportunity for advanced training, etc.

The manager must take into account that there is a certain dependence in the changing role of motivational factors with increasing employee experience. For young employees (under 30 years old) the most important factors The factors that determined the degree of job satisfaction were the possibility of promotion and variety of work. It was found that with age, the role of sanitary and hygienic working conditions increases, and the worker becomes more sensitive to lack of comfort.

The content and social value of work, its diversity, and the presence of creative opportunities have been empirically proven to be of great importance for men. They are more aware of the social significance of their work. For women, relationships in the team, working conditions, and wages are more important.

The essence of the process of targeted development of professional motivation and improvement and satisfaction with work in the conditions of modern professional activity lies in a systematic positive change in the employee’s attitude towards the administration, increasing the effectiveness of their interactions and increasing the employee’s self-perception and self-attitude.

The most common and effective methods increasing professional motivation and job satisfaction are:

a) financial incentive programs;

b) target management;

c) labor enrichment (that is, redesign organizational structure, as well as tasks and functions of employees in order to increase their motivation and job satisfaction).

It can be assumed that managing the system of motivation and job satisfaction in an organization is an economic problem (an effective motivation system allows you to increase the economic performance of the organization, satisfy the economic needs of its members, and the psychological problem, since its construction must take into account the ideals, aspirations, needs for achievement and self-expression of the participants).

To ensure the optimal functioning of the organization, management needs to ensure effective professional activities of staff. To do this, it is necessary not only to ensure the functional load of employees and create the necessary conditions for them, but also to arouse in them the desire to work energetically and take those actions that bring the organization closer to achieving its goals. In this regard, the management of the organization must perform a very important function - creating conditions for motivating employees and implementing it in practice. By identifying the conditions in which the organization will function most effectively, it is possible to purposefully influence the professional motivation of employees.

External factors that mediate employee motivation and improve job satisfaction perform the following functions:

Function of stimulating creative activity;

The function of demonstrating management’s positive attitude towards high results;

The function of popularizing achievements among the organization’s personnel;

The function of raising the morale of employees, as well as their business spirit;

The function of enhancing the effectiveness of the stimulation process itself.

There are also other ways to influence the work motivation of staff. We are talking, in particular, about socio-psychological methods of managing employee motivation, that is, methods of influencing and transforming an individual’s motives in the field of professional activity Milman V.E. Work motivation and job satisfaction. // Psychological journal. - 1985. - No. 5. .

It is believed that in activities that evoke deep interest and creativity, professional experience and skill are intensively developed. Thus, motivation based on interest constitutes the essence of a responsible and proactive attitude to activity. In this regard, the purposeful work of the manager to enrich the content of the work of his subordinates by changing types of work and diversifying professional tasks will clearly contribute to increasing the professional motivation of staff. The motive of interest appears, as a rule, in the form of interest in the process of work activity and in the form of a motive for the result of the activity. It is believed that a motive focused on the results of activities is more stable and reliable, and a motive aimed at the process of activity can be used to increase the initiative of employees. Orientation in motivation to the result of activity is more consistent with the objective goal of the activity. Motivation focused on the process of activity is less stable, because the goal here is precisely the ways and methods of performing the activity and the satisfaction that a person experiences from the process of activity itself, and this is not reliable enough to be the only motive for which one could rely on in order to increase the initiative and responsibility of the individual.

In addition to motives associated with initiative and responsibility, there is a motive for achieving success in one’s own activities. Its peculiarity is that the result and process of activity appear for the individual exclusively as subjectively significant, sometimes not oriented toward socially useful significance (The employee’s behavior in this case may be proactive, but irresponsible, and both the result and the process act for the individual only as indicators of a person's own personal achievements. In addition, the behavior of an employee, determined by the motivation to achieve success, may in certain situations conflict with the goals and objectives of a group of colleagues, since activities in the organization act as Since the activity is collective, the essence of employee interactions is obtaining a joint result. But an employee with the motivation to achieve success will be focused primarily on personal achievement rather than on group results. Consequently, the main control influence should be carried out in such a direction that socially useful activities and professional activities in a team become a certain area of personal achievements of workers).

It is highly desirable for a manager to strengthen the relationship between employee satisfaction with their activities and productivity in the organization. It is believed that the less positive this relationship is, the less effective it is. this organization. It has been empirically revealed that job dissatisfaction increases staff turnover and reduces the level of labor discipline. Although in conditions market competition the employee is more “attached” to his organization.

From the point of view of personality psychology, the state of job satisfaction can be interpreted in different ways. So, this condition may be a consequence of the employee’s aspirations to active work, more complete self-expression, which is achieved in the process of labor. But it also sometimes stems from primitive interests and low demands of the individual. On the other hand, the state of dissatisfaction of an employee can, under certain conditions, encourage him to search and create, but under other conditions it is a consequence of the collision of a high level of individual aspirations with very insignificant opportunities for their implementation Naumova N.F., Slyusarsky M.A. Job satisfaction and some personality characteristics // Socis. Issue 3. 1970. .

Chapter 2. “Organization and conduct of psychotherapydiagnostic examination"

2.1 Placesurvey and sampling

The survey of sellers was carried out in the grocery store of Maximum LLC. LLC "Maximum" grocery store located at Bisertskaya street 133.

The survey was carried out from 10/09/2010 to 10/15/2010.

Sample: 10 people (from 18 to 54 years old; average age - 33 years), 10 female sellers took part in the diagnosis. All subjects are employees of the Maximum LLC grocery store.

2.2 Techniques

The course work used the “Integral Job Satisfaction” method and the “Diagnostics of the Motivational Sphere” method by A. Mehrabian.

To study the level of job satisfaction, the “Integral Job Satisfaction” technique was used. An integrative indicator reflecting the well-being/ill-being of an individual in a work team is job satisfaction, which contains assessments of interest in the work performed, satisfaction with relationships with employees and management, the level of aspirations in professional activity, satisfaction with conditions, work organization, etc. This technique allows you to evaluate not only overall satisfaction with your work, but also to evaluate its components.

To study the motivational sphere, A. Mehrabian’s technique was used. Achievement motivation, according to G. Murray, is expressed in the need to overcome obstacles and achieve high performance in work, to improve oneself, to compete with others and get ahead of them, to realize one’s talents and thereby increase self-esteem. This test is designed to diagnose two personality motives - the desire for success and the avoidance of failure. It turns out which of the two motives dominates in a person. The test has two forms - male (a) and female (b).

2.3 Psychodiagnosistical examination procedure

The diagnostic examination was carried out at the Maximum LLC grocery store. The examination was carried out from 15 to 17 hours. Motivating the subjects was aimed at appealing to the subjects' desire to expand their self-image.

Methodology “Integral job satisfaction”.

Scales: interest in work, satisfaction with achievements at work, satisfaction with relationships with employees, satisfaction with relationships with management, level of aspirations in professional activities, preference for work performed over high earnings, satisfaction with working conditions, professional responsibility, overall satisfaction with work.

Instructions for the test. Read each of the proposed statements and evaluate how true it is for you. On a separate sheet of paper, write down the statement number and the letter of the answer you chose. Methodology “Diagnostics of the motivational sphere” by A. Mehrabian. The test consists of a series of statements relating to certain aspects of character, as well as opinions and feelings about certain life situations. To rate the extent to which you agree or disagree with each statement, use the following scale:

· + 3 - completely agree;

· +2 - agree;

· + 1 - rather agree than disagree;

· 0 - neutral;

· -1 - rather disagree than agree;

· -2 - disagree;

· -3 - completely disagree.

Read the test statements and rate your level of agreement or disagreement. In this case, on the answer form, next to the statement number, put a number that corresponds to the degree of your agreement. Give the answer that comes to your mind first. Don't waste time thinking about it.

Chapter 3. ResultDiagnostic tests and their discussion

3.1 Psychodiagnostic conclusion about the characteristic features of the levelsjob satisfactionAndmotivationlichity in the diagnosed sample

One of the characteristic features of the sample is average level job satisfaction (x av = 20.4; S = 4.85; M o = 17; M e = 21.5). The level of motivation aimed at avoiding failures was also revealed (x av = 129.1; S = 24.57; M o = 121.5; M e = 124). A person who is initially focused on failure shows self-doubt, anxiety and fear, does not believe in the possibility of success, is afraid of criticism, and does not enjoy activities in which temporary failures are possible. See Appendix 1

Components of job satisfaction	Statements	Maximum score
Interest in work
Satisfaction with work achievements
Satisfaction with relationships with employees
Satisfaction with relationships with management
Level of aspirations in professional activity
Preference for work performed over high earnings
Satisfaction with working conditions
Professional responsibility
Overall job satisfaction	1, 2, 3, 4, 5, 6, 7, 7, 8, 9, 10, 11, 12, 13, 14

Test instructions

Test material

Key to the test

Sources

Motivation and job satisfaction as a psychological phenomenon, their internal relationship. Psychodiagnostic examination procedure, diagnostic results and their discussion. There is a relationship between the levels of job satisfaction and personal motivation.

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