We used the samples of six studies to validate the Work Domain Satisfaction Scale (WDSS), a global, five-item and mid-level measure of work domain well-being. English and French versions of the scale were included in the studies to assess the stability of the instrument across these languages. Confirmatory factor analysis yielded a one-factor structure, which was shown invariant across languages and samples. Test-retest reliability of the scale was high, indicating that it measures a stable construct over time. Confirmatory factor analysis also provided evidence that satisfaction with work, measured with the WDSS, is related, but conceptually and empirically distinct from both life satisfaction and job satisfaction. The WDSS was also correlated in predictable ways with affective organizational commitment, a measure of how attached people are to their organizations. Work domain satisfaction also explained a significant amount of variance in affective organizational commitment, beyond job satisfaction. Moreover, the WDSS was positively related to inclusion of work into the self, a psychological variable that reflects the importance of work in the lives of individuals. The results indicate that the WDSS is a reliable, stable, and valid mid-level measure of satisfaction with work as a domain within people's lives.
Personnel selection is a key topic in Human Resource Management (HRM) courses. Many selection exercises focus on management situations that are unfamiliar to students who are taking introductory HRM courses. In contrast, this exercise introduces students to the pre-interview steps in the personnel selection process by asking them to determine the knowledge, skills, and abilities of potential adjunct instructors for a future offering of an HRM course. Groups of students act as management teams to determine the suitability of four applicants. Tasks include determining desirable qualifications, and then developing and ranking selection criteria based on the job posting. Subsequently, each group reviews the resumes of the four applicants and ranks them based on their selection criteria. A plenary discussion follows, during which students compare their choices and provide their rationale for their rankings. A discussion based on key questions concludes the activity. The exercise may be conducted in class or online.
This role play focuses on team decision making and is designed for undergraduate and graduate human resource management (HRM) and organizational behavior (OB) courses. It can also support management seminars. Working within Employee Teams, Department Teams, or Manager Teams, students decide which three of five employees will obtain family responsibility leave. For HRM courses, the exercise focuses on interpreting and applying family responsibility leave, which illustrates day-to-day personnel planning. For OB courses, the debriefing centers on comparing decision-making models and discussing how beliefs and attitudes influence decision making; it also supports exchanges about the influence of conflict, domination, and groupthink on team decision making. For both OB and HRM courses, the exercise helps students compare individual and team decisions, discuss the effects of team composition on decision making, and analyze the fairness of their decisions. Instructors can conduct the activity in class or online.
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