The purpose of this exercise is to examine satisfaction with the work itself across jobs. This…

The purpose of this exercise is to examine satisfaction with
the work itself across jobs. This exercise uses groups, so your instructor will
either assign you to a group or ask you to create your own group. The exercise
has the following steps:

a. Use the OB Assessments for Chapter 4 to calculate the
Satisfaction Potential Score (SPS) for the following four jobs:

I. A third-grade public school teacher.

II. A standup comedian.

III. A computer programmer whose job is to replace “98” with
“1998” in thousands of lines of computer code.

IV. A president of the United States.

b. Which
»

The purpose of this exercise is to examine satisfaction with
the work itself across jobs. This exercise uses groups, so your instructor will
either assign you to a group or ask you to create your own group. The exercise
has the following steps:

a. Use the OB Assessments for Chapter 4 to calculate the
Satisfaction Potential Score (SPS) for the following four jobs:

I. A third-grade public school teacher.

II. A standup comedian.

III. A computer programmer whose job is to replace “98” with
“1998” in thousands of lines of computer code.

IV. A president of the United States.

b. Which job has the highest SPS? Which core job
characteristics best explain why some jobs have high scores and other jobs have
low scores? Write down the scores for the four jobs in an Excel file on the
classroom computer or on the board.

c. Class discussion (whether in groups or as a class) should
center on two questions. First, is the job that scored the highest really the
one that would be the most enjoyable on a day-in, day-out basis? Second, does
that mean it would be the job that you would pick if you could snap your
fingers and magically attain one of the jobs on the list? Why or why not? What
other job satisfaction theory is relevant to this issue?