Supervisor Support's Effect on Employee Job Satisfaction: The regulating Effect of Fairly Perception

 The supervisor_job satisfaction

According to Rhodes (2002), supervisor assistance refers to how managers act when assisting their staff members to display the abilities, information, and attitudes they have acquired through training. Bhatti et al. (2013) assert that supervisors play significant roles in the success of training. The supervisor's support is essential to the transfer of training process being successful. This is because an unmonitored or unsupervised employee tends to lose attention. Numerous research (Baldwin & Ford, 1988; Ismaile et al., 2010) have reportedly shown it to be one of the most effective tools for improving training transfer. According to Putter (2014), assistance can be given before and after the training program and can take the form of emotional, practical, and simultaneous support.

In addition, Goleman (2000) also stated that an effective leader should be able to create achievable objectives, create positive attitudes throughout the company, and raise employees' understanding of the importance of training to them in general. Congruently,if the manager provides their staff with their entire support, these goals will be accomplished. The supervisor's approach to dealing with employees who object to engaging in training activities affects how effective the supervisor's support is (Baldwin & Ford, 1988).

In reality, before they can assist their staff, supervisors themselves need to have a fundamental comprehension of growth concepts (Karate, 2013). This is due to the fact that when supervisors are knowledgeable about the concept of growth, employee confidence in their supervisor's ability to lead them grows. However, it is not as easy as ABC to secure the supervisor's backing for assuring training success (Burke & Saks, 2009). This is due to the fact that work overload, lack of employee understanding of the value of sending employees for training, and the fact that supervisors aren't compensated when they support their staff are among the reasons given by Garawan (1990) for why some supervisors refused to facilitate the transfer of training.

The impact on job satisfaction and Performance of the employees

The immediate supervisor has more impact on the employee performance. As we all know, in the contemporary world satisfying the employees not only with financial benefits and non-financial benefits. To retain employees’ companies, need to consider the working environment, job security, training and development and more other factors (Mohan, B,2019). Employees are looking for leaders not the boss. A supervisor should guide the employee rather than command them.

The supervisor needs to be an influences. He is a generous person with praise. There should be trust between the manager and employees. He has to listen and speak, not only commanding. Supervisors teach the employees to do their work. This friendliness of the supervisor will make a strong relationship between the employees.

The selected company has a good relationship with supervisor and employees. From the fresher stage employees are guided by their supervisor. A new joined person will get the information from the immediate supervisor. The supervisor will assign a person to train the new staff and assign tasks to the new staff. Employees are free to ask questions and encourage to participate in decision making progress. There are evaluation programs in a periodic basis where supervisor evaluate the performance of the people who are reporting him/her directly. Then he will recommend the head office. The practice of favour and discrimination is demotivating, but we cannot make it to zero level. But company is trying its best to encourage better relationship with supervisor as well as peers.

Reference

Garawan (1990) ‘Perceived Supervisor Support: Contributions to Perceived Organizational Support and Employee Retention’, Journal of Applied Psychology, 87(3), pp. 565–573.

Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78, 78-90.

Mohan, B. (2019) Examining inter-relationships between supervisor full-range leadership, organizational climate strength, and employee job satisfaction using multi-level modeling. San Diego, CA: University of San Diego.

Rhodes, J. E. (Ed.). (2002). A critical view of youth mentoring. Jossey-Bass.

Alan M. Saks and Lisa A. Burke-Smalley (2009) An investigation into the relationship between training evaluation and transfer of training. Available at: https://www.researchgate.net/publication/239768250_An_investigation_into_the_relationship_between_training_evaluation_and_the_transfer_of_training (Accessed: 12 May 2023).