Are you satisfied? Tracing antecedents of bank employees’ job satisfaction in their job role

As the impact of the COVID-19 pandemic continues to grow, new challenges in the organizational and business environment emerge, causing the human resource management (HRM) to develop a flexible yet strategic and sustainable response in the face of instability and uncertainty. HRM practices that focus on employees’ emotional, psychological, and cognitive states are becoming crucial. The aim of this paper is to disclose the relationship between employee well-being and organizational trust in the context of sustainable HRM. The literature analysis revealed that sustainable HRM practices focused on meeting the needs of employees are particularly significant as they positively influence employee well-being. Furthermore, ensuring employee well-being based on sustainable HRM principles leads to increased organizational trust. The results of the analysis proved direct and indirect relationships between employee well-being and organizational trust; however, further research is needed to distinguish the relationship between sustainable human resource management practices and employee well-being, with a mediating role and moderating role of organizational trust.

This study revisits the relationship between job stress and turnover intention for employees using a sample of employees in public companies of Korea. The authors investigate both the effect of job stress on turnover and the process by which job stress affects employee turnover. In particular, they prove that job satisfaction mediates the relationship between stress and turnover intention of the employees. Furthermore, the authors explore the job stress-turnover relationship by extending a review of the organizational justice perspective and posit whether an employee perceived organizational justice could mitigate the presumed adverse effects of job stress on turnover intention. They suggest empirical evidence that there is a significant positive relationship between job stress and turnover intention, and that job satisfaction partially mediates this relationship. However, the authors found no strong evidence of moderating roles of perceived organizational justice. Based on the job demands-resources (JDR) model, the relationship between job stress and turnover intention is evidenced. Besides, the study implies that the incidence of perceived organizational justice fails to mitigate the effect of these value-decreasing job stressors on employee turnover.

This study aims to introduce new insights regarding factors influencing employees’ level of training motivation through investigating the impact of job satisfaction dimensions (pay, fringe benefits, contingent rewards, promotion, supervision, co-workers, operating conditions, nature of work and communication) on training motivation.
Data were collected from 342 participants from six Jordanian ministries. The multiple regression technique was utilized to examine the predictive power of job satisfaction dimensions on training motivation. At the next stage, three sequential MR analysis rounds were conducted, each time using a different construct of training motivation (valence, instrumentality and expectancy) as a dependent variable.
The results indicate that the dimensions of job satisfaction explain a low but significant variance of the overall training motivation model. Furthermore, it was found that only three dimensions of job satisfaction (nature of work, supervision and co-workers) respectively had a positive and significant impact on training motivation, while contingent rewards had a significant but negative impact.
Regarding training motivation constructs, results indicate that the nature of work and supervision were the elements that have an impact on all constructs of training motivation. Finally, it was found that co-workers and contingent rewards had a significant impact on the training motivation constructs of expectancy (confidence in ability to learn) and valence (the perceived value of training outcomes), but no impact on instrumentality (rewards associated with learning).