Job Redesign as an Intervention to Increase Worker Outcomes

This paper analyzes the effectiveness of job redesign as an intervention to increase worker outcomes in organizations. It discusses the benefits of work enrichment, including increased productivity and job satisfaction, and the importance of employee buy-in. The paper also highlights the need for effective job critique to ensure the success of the intervention.

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The Positive Leader
A positive leader focuses on facilitating the best of human conditions. His/her orientation is
toward enabling thriving and bourgeoning as much addressing hitches and impediment.
Leadership should seek at utilizing and achieving the maximum out of its human resources. The
core aim of this paper is to reflect and analyze Job redesign as a major intervention used to
increase worker outcomes in a number of organizations all over the globe.
To begin with, the supreme aim of work enrichment was to increase the employee’s
productivity and creates a right-person job fit. Revising the jobs and duties for them made them
more comfortable hence improving their satisfaction levels. This inspired them to work hard
hence providing the best output. In the light of this, it also instilled the sense of belongingness in
employees by providing employees with a chance to do what they are good at. According to Day
et al (2014, p64), leaders growth happens in the setting of constant development. Job enrichment
was done through the integration of the management and all the employee’s views of the
organization. This was followed by training and orientation to the job. The capacity evaluation
was periodically done to monitor the progress and productivities of the employees. This
evaluation indicated there was an average of 5.3% increment in the efficiency in the employee’s
productivity after the job enrichment. This milestone was primarily achieved through effective
utilization of time in the workstations.
However, job redesign could have been remarkably effective if it was embraced by all
employees in the organization. Two out of every ten employees were uncomfortable with it. This
led to the dismal performance and the feeling of increase in the workload to some employees.
This negativity could have been avoided by developing a program that best suits all the
employees in the organization (Sparr et al 2015, p33). All the goals could have been achieved if
the job critique was done effectively (Jordi 2010, p2).

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References
Day, D.V., Fleenor, J.W., Atwater, L.E., Sturm, R.E. and McKee, R.A., 2014. Advances in
leader and leadership development: A review of 25 years of research and
theory. The Leadership Quarterly, 25(1), pp.63-82.
Jordi, R., 2011. Reframing the concept of reflection: Consciousness, experiential learning, and
reflective learning practices. Adult education quarterly, 61(2), pp.181-197.
Sparr, J.L., Knipfer, K. and Willems, F., 2017. How leaders can get the most out of formal
training: The significance of feedback‐seeking and reflection as informal learning
behaviors. Human Resource Development Quarterly, 28(1), pp.29-54.