PURPOSE Examine job characteristics that influence an older worker’s intention to either retire or...
1
PURPOSE Examine job characteristics that influence an older worker’s intention to either retire or leave the job. RESEARCH QUESTIONS •What are the relationships between job characteristics, social support and organizational characteristics on quality of work life? •Collectively, what is the influence of job characteristics, social support, organizational characteristics, and quality of working life on turnover intention? Diane Spokus, Ph.D., C.H.E.S. The Pennsylvania State University, University Park, PA RESEARCH PURPOSE AND QUESTIONS Teaching Employers and Corporate Trainers How to Retain Older Workers: Adaptation to Individual Differences INTRODUCTION Table 1. Summary Descriptive Statistics for Variables Used in the Regression Analysis for Research Question One Older Worker’s Quality of Life is Significantly Related to Intent to Leave. Table 4. Summary of hierarchical regression for corporate fit regressed on job characteristics, organizational characteristics and social support indicators. CONCLUSION AND IMPLICATION Table 2. Summary of hierarchical regression for quality of work life regressed on job characteristics, organizational characteristics and social support indicators. Table 3. Summary of hierarchical regression for job burnout regressed on job characteristics, organizational characteristics and social support indicators. BACKGROUND Data suggests that the Baby Boom generation will have the option of remaining in the workforce long past the normative age of retirement (AARP, 2002). Earlier research by Moody (1976)¹ suggests a four-stage developmental approach to educating and training adult and older adults. Results: Stage 1 – Rejection - reflection of negative attitudes about older adult learning. Stage 2 – Social Services Model – describes education for adults as a leisure activity. Stage 3 – Participation - individuals encouraged to take responsibility for participating in self-directed learning. Stage 4 – Self-Actualization - stresses importance of self-growth, similar to Maslow’s Hierarchy of Needs. ¹Moody,H. R. (1976). Philosophical presuppositions of education for old age. Educational Gerontology, 1, 1-16. RESEARCH METHOD Design, Measure & Analysis Independent variables: 1) Job characteristics 2) Social support 3) Organizational characteristics 4) Demographic characteristics Dependent variables: 1) Quality of work life; 2) Turnover Intention M odel O ne-Job C haracteristics M odel Tw o-Job C haracteristicsand O rganization C haracteristics M odel Three-Job C haracteristics, O rganization C haracteristicsand Social Support Variable b (seb) β p b (seb) β p b (seb) β p Job C haracteristics Job C hallenge -.14 (.11) -.12 .213 .02 (.11) .02 .857 .03 (.11) .03 .751 R ole Am biguity .22 (.17) .11 .191 .04 (.16) .02 .784 -.04 (.16) -.02 .81 Job D em and .84 (.16) .47 <.001 .66 (.15) .37 <.001 .57 (14) .32 <.001 D ecision Latitude .01 (.03)) .04 .692 .05 (.02) .18 .037 .05 (.02) .18 .037 O rg. C haracteristics C areer A dvancem ent. -.52 (.18) -.25 .005 -.36 (.18) -.18 .046 R ew ards -.09 (14) -.07 .489 .07 (.14) .05 .629 Training -.05(.02) -0.27 .008 -.04 (.02) -.20 .039 Social Support C o-w orkerSupport -.06 (.18) -.03 .745 Supervisor Support -.59 (16) -.35 <.001 C onstant .39(.72) .592 3.08 <.0 01 1.42(.75) .060 M odel O ne-JobCharacteristics M odel Tw o-JobC haracteristics andOrganization C haracteristics M odel Three-Job Characteristics, O rganization C haracteristicsand Social Support Variable b (seb) β p b (seb) β p b (seb) β p JobCharacteristics Job C hallenge .15 (.07) .21 .030 .05 (.06) .07 .403 -.02 (.06) -.03 .733 Role Am biguity -.45 (.10) -.37 <.001 -.33(.09) -.27 <.001 -.19 (.08) -.16 .020 JobD em and -.27 (.09) -.25 .004 -.12 (,09) -.11 .170 -.07 (.08) -.06 .377 D ecisionLatitude .04 (.02) .25 .005 .02 (.01) .11 .195 .02 (.01) .14 .051 O rg. C haracteristics C areer A dvancem ent. .18(.10) .14 .088 .09 (.09) .07 .337 Rew ards .19 (.08) .23 .017 .14 (.07) .17 .047 Training .03 (.01) .24 .013 .02 (.01) .18 .029 Social Support C o-w orkerSupport .50 (.09) .36 <.001 Supervisor Support .17 (.08) .17 .045 C onstant 5.24 (.42) <.001 3.49(47) <.001 1.28(.55) .022 M odel O ne-Job C haracteristics M odel Tw o-Job C haracteristicsand O rganizationC haracteristics M odel Three-Job C haracteristics, O rganization C haracteristicsand Social Support Variable b (seb) β p b (seb) β p b (seb) β p Job C haracteristics Job C hallenge .06 (.08) .07 .454 -.05 (.08) -.06 .537 -.08 (.08) -.09 .282 R ole Am biguity -.43 (.12) -.30 .001 -.31 (.12) -.21 .009 -.21 (.11) -.14 .060 Job D em and -.44 (.12) -.33 <.001 -.29 (.11) -.22 .010 -.21 (.10) -.16 .046 D ecision Latitude .05 (.02) .23 .014 .02 (.02) .09 .326 .02 (.02) .10 .226 O rg. C haracteristics C areer A dvancem ent. .33 (.13) .22 .015 .19 (.13) .13 .141 R ew ards .13 (.10) . 13 .21 -.01 (.10) -.01 .970 Training .03 (.01) .24 .020 .02 (.01) .16 .090 Social Support C o-w orkerSupport .22 (13) .13 .101 Supervisor Support .47 (.12) .38 <.001 C onstant 5.28 (.53) <.001 3.31 (.60) <.001 1.42 (.75) .060 WHAT CAN EMPLOYERS DO? CONCLUSION Burnout does not influence older workers to leave their jobs. Corporate Fit does not influence older workers to leave their jobs. Quality of Life was significantly related to intent to leave their jobs. IMPLICATION Retention & recruitment strategies for older workers Succession planning Performance and evaluation Staff education, training & professional development Job redesign, sharing or transfer Provide Leadership Training for Supervisor Incorporate Work/Family Life Balance Phased retirement rather that “Cliff” retirement Workplace Healthy Lifestyle Programs Part-time/Bridge employment/retirement Flextime and flex locations Job Sharing to avoid Burnout/Exhaustion Offer Caregiving Programs Consulting partners Contracting for time-limited periods on assigned projects as ambassadors Peer and Intergenerational Mentors and Actual Theoretical Variable n M SD Skewness Low High Low High QualityofW orking Life(Q LI) 142 4.06 1.06 -1.04 1.00 5.00 1.00 5.00 Burnout 149 2.63 1.55 .66 0.00 6.83 0.00 7.00 CorporateFit 134 4.92 .86 -.65 2.50 6.50 1.00 7.00 Job D em and 151 3.00 .96 -.90 0.00 5.00 0.00 5.00 Role Ambiguity 146 1.83 .71 .86 1.00 4.25 1.00 5.00 DecisionControl 153 2.80 1.33 -.07 0.00 5.00 0.00 5.00 Challengeofthe Job 140 5.63 1.29 -.99 0.00 5.00 0.00 5.00 TrainingSatisfaction 150 3.30 1.24 -.87 0.00 5.00 0.00 5.00 Career Advancem ent 131 2.74 .70 -.08 1.00 4.30 1.00 5.00 Rew ards 146 3.03 1.26 -.70 0.00 5.00 0.00 5.00 Co-workerSocial Support 153 3.92 .97 -2.15 0.00 5.00 0.00 5.00 Supervisor Social Support 153 3.87 1.12 -1.53 0.00 -5.00 0.00 5.00
-
Upload
cordelia-lawrence -
Category
Documents
-
view
212 -
download
0
Transcript of PURPOSE Examine job characteristics that influence an older worker’s intention to either retire or...
PURPOSEExamine job characteristics that influence an older worker’s intention to either retire or leave the job.
RESEARCH QUESTIONS•What are the relationships between job characteristics, social support and organizational characteristics on quality of work life? •Collectively, what is the influence of job characteristics, social support, organizational characteristics, and quality of working life on turnover intention?
Diane Spokus, Ph.D., C.H.E.S.The Pennsylvania State University, University Park, PA
RESEARCH PURPOSE AND QUESTIONS
Teaching Employers and Corporate Trainers How to Retain Older Workers: Adaptation to Individual Differences
INTRODUCTION
Table 1. Summary Descriptive Statistics for Variables Used in the Regression Analysis for Research Question One
Older Worker’s Quality of Life is Significantly Related to Intent to Leave.
Table 4. Summary of hierarchical regression for corporate fit regressed on job characteristics, organizational characteristics and social support indicators.
CONCLUSION AND IMPLICATION
Table 2. Summary of hierarchical regression for quality of work life regressed on job characteristics, organizational characteristics and social support indicators.
Table 3. Summary of hierarchical regression for job burnout regressed on job characteristics, organizational characteristics and social support indicators.
BACKGROUNDData suggests that the Baby Boom generation will have the option of remaining in the workforce long past the normative age of retirement (AARP, 2002).Earlier research by Moody (1976)¹ suggests a four-stage developmental approach to educating and training adult and older adults. Results:Stage 1 – Rejection - reflection of negative attitudes about older adult learning. Stage 2 – Social Services Model – describes education for adults as a leisure activity.Stage 3 – Participation - individuals encouraged to take responsibility for participating in self-directed learning.Stage 4 – Self-Actualization - stresses importance of self-growth, similar to Maslow’s Hierarchy of Needs.
¹Moody,H. R. (1976). Philosophical presuppositions of education for old age. Educational Gerontology, 1, 1-16.
RESEARCH METHOD
Design, Measure & AnalysisIndependent variables:
1) Job characteristics 2) Social support 3) Organizational characteristics 4) Demographic characteristics
Dependent variables:1) Quality of work life; 2) Turnover Intention
Model One-Job Characteristics
Model Two-Job Characteristics and
Organization Characteristics
Model Three- Job Characteristics,
Organization Characteristics and Social
Support
Variable b (se b) β p b (se b) β p b (se b) β p
Job Characteristics
Job Challenge -.14 (.11) -.12 .213 .02 (.11) .02 .857 .03 (.11) .03 .751
Role Ambiguity .22 (.17) .11 .191 .04 (.16) .02 .784 -.04 (.16) -.02 .81
Job Demand .84 (.16) .47 <.001 .66 (.15) .37 <.001 .57 (14) .32 <.001
Decision Latitude .01 (.03)) .04 .692 .05 (.02) .18 .037 .05 (.02) .18 .037
Org. Characteristics
Career Advancement. -.52 (.18) -.25 .005 -.36 (.18) -.18 .046
Rewards -.09 (14) -.07 .489 .07 (.14) .05 .629
Training -.05(.02) -0.27 .008 -.04 (.02) -.20 .039
Social Support
Co-worker Support -.06 (.18) -.03 .745
Supervisor Support -.59 (16) -.35 <.001
Constant .39(.72) .592 3.08 <.0 01 1.42(.75) .060
Model One-Job Characteristics Model Two-Job Characteristics and Organization Characteristics
Model Three- Job Characteristics, Organization
Characteristics and Social Support
Variable b (se b) β p b (se b) β p b (se b) β p
Job CharacteristicsJob Challenge .15 (.07) .21 .030 .05 (.06) .07 .403 -.02 (.06) -.03 .733Role Ambiguity -.45 (.10) -.37 <.001 -.33(.09) -.27 <.001 -.19 (.08) -.16 .020Job Demand -.27 (.09) -.25 .004 -.12 (,09) -.11 .170 -.07 (.08) -.06 .377Decision Latitude .04 (.02) .25 .005 .02 (.01) .11 .195 .02 (.01) .14 .051
Org. CharacteristicsCareer Advancement. .18(.10) .14 .088 .09 (.09) .07 .337
Rewards .19 (.08) .23 .017 .14 (.07) .17 .047Training .03 (.01) .24 .013 .02 (.01) .18 .029
Social SupportCo-worker Support .50 (.09) .36 <.001
Supervisor Support .17 (.08) .17 .045
Constant 5.24 (.42) <.001 3.49(47) <.001 1.28(.55) .022
Model One-Job Characteristics
Model Two-Job Characteristics and
Organization Characteristics
Model Three- Job Characteristics, Organization
Characteristics and Social Support
Variable b (se b) β p b (se b) β p b (se b) β pJob Characteristics
Job Challenge .06 (.08) .07 .454 -.05 (.08) -.06 .537 -.08 (.08) -.09 .282Role Ambiguity -.43 (.12) -.30 .001 -.31 (.12) -.21 .009 -.21 (.11) -.14 .060Job Demand -.44 (.12) -.33 <.001 -.29 (.11) -.22 .010 -.21 (.10) -.16 .046Decision Latitude .05 (.02) .23 .014 .02 (.02) .09 .326 .02 (.02) .10 .226
Org. CharacteristicsCareer Advancement. .33 (.13) .22 .015 .19 (.13) .13 .141
Rewards .13 (.10) . 13 .21 -.01 (.10) -.01 .970Training .03 (.01) .24 .020 .02 (.01) .16 .090
Social SupportCo-worker Support .22 (13) .13 .101Supervisor Support .47 (.12) .38 <.001
Constant 5.28 (.53) <.001 3.31 (.60) <.001 1.42 (.75) .060
WHAT CAN EMPLOYERS DO?CONCLUSIONBurnout does not influence older workers to leave their jobs.Corporate Fit does not influence older workers to leave their jobs.Quality of Life was significantly related to intent to leave their jobs.
IMPLICATIONRetention & recruitment strategies for older workersSuccession planningPerformance and evaluationStaff education, training & professional developmentManagement strategies
Job redesign, sharing or transferProvide Leadership Training for Supervisor Incorporate Work/Family Life BalancePhased retirement rather that “Cliff” retirementWorkplace Healthy Lifestyle ProgramsPart-time/Bridge employment/retirementFlextime and flex locationsJob Sharing to avoid Burnout/ExhaustionOffer Caregiving ProgramsConsulting partnersContracting for time-limited periods on assigned projects as ambassadorsPeer and Intergenerational Mentors and coaches
Actual Theoretical
Variable n M SD Skewness Low High Low High
Quality of Working Life (QLI) 142 4.06 1.06 -1.04 1.00 5.00 1.00 5.00
Burnout 149 2.63 1.55 .66 0.00 6.83 0.00 7.00
Corporate Fit 134 4.92 .86 -.65 2.50 6.50 1.00 7.00
Job Demand 151 3.00 .96 -.90 0.00 5.00 0.00 5.00
Role Ambiguity 146 1.83 .71 .86 1.00 4.25 1.00 5.00
Decision Control 153 2.80 1.33 -.07 0.00 5.00 0.00 5.00
Challenge of the Job 140 5.63 1.29 -.99 0.00 5.00 0.00 5.00
Training Satisfaction 150 3.30 1.24 -.87 0.00 5.00 0.00 5.00
Career Advancement 131 2.74 .70 -.08 1.00 4.30 1.00 5.00
Rewards 146 3.03 1.26 -.70 0.00 5.00 0.00 5.00
Co-worker Social Support 153 3.92 .97 -2.15 0.00 5.00 0.00 5.00
Supervisor Social Support 153 3.87 1.12 -1.53 0.00 -5.00 0.00 5.00
