Attribution theory is a social cognitive theory that is concerned with motivation (Martinko, 2004). The theory was first proposed by Heider in 1958. Nevertheless, other scholars such as Jones and Weiner (1974) developed its framework. Later on, it became a research paradigm in the field of social psychology (Martinko, 2004). Needless to say, the theory explains why people think and act in a certain manner.
In line with this, it is arguable that the theory tends to explain the causal effects of certain behaviors that are usually portrayed by employees at their various places of work. It is imperative to note that attribution theory plays a crucial role in mentoring both new orientation and continuous training programs (Martinko, 2004). This paper discusses attribution theory and how new orientation program, mentoring, or continuous training development program increase job satisfaction.
It is notable that attribution theory focuses on achievement. Therefore, its proponents aimed at identifying and explaining factors that affect achievement such as ability, effort, luck and task difficulties (Martinko, 2004). In line with this, such attributions are normally classified into three causal domains namely locus of stability, control and controllability (Martinko, 2004).
The stability domain focuses on internal and external factors that affect stability. Controllability domain is all about skills and efficacy. Additionally, control domain largely dwells on the mood, emotions, luck and other similar aspects.
It is important to note that the theory can be used in numerous fields such as psychology, law, health, communication, marketing and education (Martinko, 2004). The theory focuses on perception, judgment and attribute in all of these various disciplines of study. These aspects assist an individual to achieve cognitive control over the immediate environment. Moreover, they help one to understand the causal factors behind occurrences and individuals’ behavior in a particular environment.
Does a new orientation program, mentoring, or continuous training development program increase job satisfaction more?
In a shift of focus, resent research has revealed that new orientation programs, mentoring and continuous training development programs tend to increase job satisfaction. At this juncture, one can apply attribution theory in line with these programs to manipulate and shape individual behavior to the desired end.
Needless to say, these programs have independent effects on job satisfaction though they all boost effectiveness in organizational performance. For instance, it is evident that orientation and mentoring programs help individuals to be effective especially in new faculties. Notably, mentoring programs involve senior and junior employees sharing variety of issues at work places through seminars, workshops and regular presentations.
Savage, Karp and Logue (2004), note that one of the most important elements in job satisfaction is the ability to perform the expected duty at the right time. This can only be realized through mentoring new workers to give them tips on how to perform their duties. It is imperative to note that mentoring and orientation programs boost the confidence of employees (Welch, 2002). Notably, research has revealed that confidence is a crucial aspect in enhancing performance and productivity of workers.
According to Savage, Karp and Logue (2004), it is essential to mention that mentoring and orientation programs help organizations to become successful educators. In this case, employees get to learn and experience the various needs of an organization. Moreover, research has revealed that mentoring helps workers to realize and cope with their weaknesses.
Welch (2002) asserts that mentoring programs act as a base for employees to seek their strengths and provide room for continuous improvement. Notably, according to attribution theory, mentoring programs have positive effect on job satisfaction since they mould behavior to the desired end.
Research has also proven that institutions with numerous orientation programs have workers who execute their roles effectively (Hernes & Brænden, 2012). In this case, it is arguable that these programs boost job satisfaction. To emphasize on this, it is definite that new orientation programs aid employees to become effective in their performance.
As a matter of fact, the latter leads to increased productivity and success in organization, a factor that boosts their morale. Orientation enhances employee’s understanding on what they are expected to do. Therefore, this increases their potential to realize their abilities and enhance their satisfaction.
It is essential to note that most individuals do not get adequate satisfaction in their jobs due to the fact that they lack effective means to obtain information, knowledge and skills (Hernes & Brænden, 2012). For this reason, continuous training development programs are essential in ensuring that new workers are fully equipped in order to increase their potential for success.
It is evident that continuous development training programs reduce failure in organizations by providing effective personal experiences to workers (Hernes & Brænden, 2012). Notable training programs reinforce mentoring programs by addressing issues which mentors are unable to meet.
These programs address long-term needs of an organization by equipping employees with skills and recommendations to perform activities in their respective areas. Needless to say, training enhances performance and retention of workers amid constrains in their respective jobs.
References
Hernes, H. & Brænden, L. (2012). Employees’ Reactions to Imperfect Managerial Behaviors. International Journal of Business and Social Science: Special Issue, 3(8), 1-45.
Martinko, J. (2004). Attribution Theory in the Organizational Sciences: Theoretical and Empirical conditions. New York: Information Age Publishing, Inc.
Savage, H., Karp, R. & Logue, R. (2004). Faculty mentorship at colleges and universities. College Teaching, 52(1), 21-4.
Welch, G. (2002). A New Faculty Orientation Program: Building a Core of New Faculty to Shape the Future of the College. New Directions for Community Colleges, 2002(120), 11-17.