Wednesday, August 30, 2023

How do you define quiet quitting? Material from Gallup help you teach your students about operationalization.

Gallup took a long, hard look at the quiet quitting phenomena. In doing so, they created a great class example for talking about how I/O operationalizes a construct, measures a work-related attitude, 

https://www.gallup.com/workplace/398306/quiet-quitting-real.aspx

1. Operationalization

People talk a lot about quiet quitting. Pop media discussion frames it as laziness, but is it? The Gallup people define it as a lack of employee engagement, a topic most of us teach in I/O. 


Many quiet quitters fit Gallup's definition of being "not engaged" at work -- people who do the minimum required and are psychologically detached from their job. This describes half of the U.S. workforce.  Everyone else is either engaged (32%) or actively disengaged (18%). The latter are "loud quitters." Actively disengaged employees tend to have most of their workplace needs unmet and spread their dissatisfaction -- they have been the most vocal in TikTok posts that have generated millions of views and comments.


2. There is data explicitly looking at folks under 35. So, it focuses on the broad age gap that includes your traditional college-aged students.



3. There is a video.

Hey. Your students need a break from listening to your voice. Sorry.


4. Here are the discussion questions I used.

-What is the general definition that the media uses for Quiet Quitting?

-What are some of the complicated facets of Quiet Quitting described in the video.

-Why is Quiet Quitting a more complicated process?

-What construct does Gallup use instead of the term Quiet Quitting?









Thursday, February 2, 2023

Protected classes: What do Americans know and not know?

 WOOOO!

I'm teaching I/O again in the Fall, so I decided to dust off the ol' I/O blog.

I found some data from YouGov America about protected classes, and whether or not Americans are aware of their status.

It never occurred to me to introduce this topic via a guessing game. Still, in the Fall, I may ask my students which they think are protected and which they do not think are protected, compare their data to Americans, and then tell them which are protected. 

There is also data about which classes Americans *think* should or should no be protected. I, personally, wouldn't touch with a 10-foot poll, but maybe you could?