Job Motivation-Student Setting

Introduction

Learning is a process that involves putting efforts in course work with the expectations of good results. As a student, onecan either experience satisfaction or dissatisfaction in their work. This is regarded as a job because it involves a supervisor (instructor) and a student who both expect results(Richard and Greg, P. 275).The following is an analysis of results obtained from measuring the job satisfaction experienced by students. It measures the degree to which student’s expectations are met and what can be done to motivate them further. This is necessary because increased interest in studies means better results.

Establishing the motivating potential of a student

Results obtained

Question

Answer

1

5

2

4

3

6

4

7

5

7

6

4

7

1

8

6

9

2

10

1

11

5

12

7

13

6

14

1

15

7

Source: Author

Results for skill variety;

Sum of question: 3, 6, 9 will be equal to (6+4+2); 12.

12 divide by 3 will be equal to 4.

Result is 4.

Results for Task identity

Sum of question 2,7,12 will be equal to (4+1+7); 12

12 divide by 3 is equal to 4.

Result is 4.

Results for task significance

Sum of questions 4, 10, 15 will be equal to(7+1+7); 15.

15 divide by 3 is equal to 5

The result is 5.

Results for Autonomy

Sum of question 1, 11, 14 is equal to (5+ 5+1); 11.

11 Divide by 3 is 3.67

The result is 6.67

Results for job feed back

Sum of questions 5,8,13 will be equal to (7+6+6); 19.

19 divide by 3 is equal to 6.33.

The result is 6.33

The motivating potential score

Sum of skill variety, Task identity and task significance is (4+4+5); 13.

13 divide by 3 is equal to 4.33.

4.33 multiplied by Autonomy and job feedback (4.33 *3.67* 6.33) is equal to 62.34.

The result is 62.34.

Result Analysis

From the results obtained, there are several factors that affect a student in the learning environment. These include the level of involvement in the course work and the significance of their work to the people around them and society as a whole. In this case, the student does not experience adequate involvement in work. The score is four, which is below average; the student feels that he is less engaged in the planning and implementing the learning activities. It means that the student feels that he should be let to participate in class activities more. It is also evident that the student cannot explain the significance of class work at the present. He admits that what he does in class work will have significance in the long run. It will not only affect him as a person, but those around him. For the moment, the results affect other people less as compared to the future when this will affect many people. The student’s significance in the learning activity is less. However, the feedback expected is more, these two aspects are imbalanced. The feedback seems to get a lot of attention than the involvement and significance to the student. This lowers the motivating potential score.

Conclusion

From the results obtained, during the learning period the results are expected from the students but the most of the performance is done by the instructor. This should not be the case because learning is the student’s sole activity. It should be more significant to the student than the instructor and the rest of the parties involved. Students are motivated to work hard in their learning activities if they are allowed to participate more. This can be achieved through letting them initiate some of the learning activities. This way they will experience the significance of their learning in their performance. The results obtained will signify the students’ efforts more than the instructor’s efforts.

Works Cited

Richard, Hackman and OldhamGreg R.The Job Diagnostic Survey: An Instrument for the Diagnosis of Jobs and the Evaluation of Job Redesign Projects. New Haven: Dept. of Administrative Sciences, Yale University, 1980. Print.