This is Motivation Project Kk

7/31/2019 This is Motivation Project Kk

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CHAPTER -I

Introduction on Motivation

The efficiency of a person depends on two factors, firstly, the level of ability to do a certainwork, secondly, the willingness to do the work. So for as the first factor is concerned it can be

acquired by education and training, but the second factor can be created by motivation. A person

may have several needs and desires. It is only strongly felt needs which becomes motives. Thus

motives are a product of needs and desires motives are many and keep on changing with time

motives are invisible and directed towards certain goals.

Motivation means that process which creates on inspiration in a person to motivation is derived

from the word motive which means the latest power in a person which impels him to do awork.

Motivation is the process of steering a persons inner drives and actions towards certain goals

and committing his energies to achieve these goals. It involve a chain reaction starting with felt

needs, resulting in motives which give rise to tension which census action towards goals. It is the

process of stimulating people to strive willingly towards the achievement of organizational goals

motivation may be defined as the work a manager performs an order to Induce Subordinates to

act on the desired manner by satisfying their needs and desires. Thus motivations is concerned

with how behaviour gets started, is energized, sustained and directed.

The derivation of the word tells us that motivation refers to getting someone moving. When we

motivate ourselves or someone else, we develop incentives - we set up conditions that start or

stop behavior. In education motivation deals with the problem of setting up conditions so that

learners will perform to the best of their abilities in academic settings. We often motivate

learners by helping them develop an expectancy that a benefit will occur as a result of their

participation in an instructional experience. In short, motivation is concerned with the factors

that stimulate or inhibit the desire to engage in a behavior.

When we look for ways to motivate students, we often look at people who have motivated us

ourselves or who are famous for motivating other people. This is often a mistake: the people who

have gained fame as motivators have often worked with special audiences who are not at all


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typical of the students who show up in our classrooms. While what these motivators do is

effective with their selective audiences, it is possible that we ourselves deal with people who

require entirely different motivational techniques. It is not even remotely reasonable to assume

that the tactics that will make a group of football players eager to "win one for the Gipper" or a

brigade of soldiers willing to march into the valley of death will have a similar impact on

uninterested non-readers in the third grade.

Motivation is an extremely important but sometimes mundane topic. Motivation influences

learners in complex ways. For example, in a single situation there may be numerous factors

motivating learners to engage in a behavior and an even greater number of factors motivating

them to avoid that behavior. A thorough understanding of the principles of motivation will

enable you to get students moving - to want to participate and do their share in the instructionalprocess.

Definition of Motivation :

According toMichael J. Jacius ; Motivation is the act of stimulating someone or oneself to get a

desired course of action or to push the right button to get a desired reaction.

According to Dalton E. Mcfarland, "The concept of motivation is mainly psychological. It

related to those forces are many and keep on changing with time motives are invisible and

directed towards certain goals.

Motivation is important to an individual as:

1. Motivation will help him achieve his personal goals.2. If an individual is motivated, he will have job satisfaction.3. Motivation will help in self-development of individual.4.

An individual would always gain by working with a dynamic team.

Similarly, motivation is important to a business as:

1. The more motivated the employees are, the more empowered the team is.


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2. The more is the team work and individual employee contribution, more profitable andsuccessful is the business.

3. During period of amendments, there will be more adaptability and creativity.4. Motivation will lead to an optimistic and challenging attitude at work place.

How to apply your Motivational Needs to your goal setting

Ill give you an example. The motivation to have a roof over your head is driven by the most

basic biological/ survival need. The motivation to get a house in a better part of town with a

lower crime rate is driven by the need to feel safe, the BBQ for entertaining and extra bedrooms

for a family is a social need and the motivation to have a bigger and better house is driven byself-esteem needs.

Of course, your self-actualisation motivations then tell you that having a bigger and better house

doesnt fundamentally change who you are!

It is interesting that the smallest part of the trianglerepresented by self-actualisation needsis

not the least important, its just the last level of motivation that is traditionally achieved and the

first to disappear if your life takes a turn.

Unfortunately it's also getting harder to get to 'Level 5' due to the pressures of modern day living

- see the 'warning on consumerism' under the 'Success Secrets' tab on the NavBar to find out

more].

Maslows hierarchy implies that the lower-end needs must to be mostly satisfied before the

higher needs influence your motivation. In other words, if you are struggling to put food on the

table, you probably wont really be interested in learning a new language or musical instrumentfor self-fulfilment. Of course its not as simple as that.

Like all of the other models weve looked at, you will have a dominant Maslow level but still

have motivational needs at the other levels. For example, if you are in Level 4 or 5, you still need
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to eat (biological need) and will still be seeking friendship (social need) and things like house

insurance (a safety need).

In other words, all levels of Maslows motivational needs have to be maintained for the right life

balance.

Maslows model does however help you target areas for your goal setting, by identifying

potential road-blocks in the lower levels that are preventing you from achieving higher level

needs.

The process of goal setting is typically motivated by Level 4/5 needs, although you may also be

utilising the process to address some aspects of the lower needs, such as quitting smoking (which

is essentially a health need driven by biological motivators).

MASLOW'S THEORY

Maslow's theory consisted of two parts:

(1) The classification of human needs, and

(2) Consideration of how the classes are related to each other

The classes of needs were summarised by Maslow as follows:


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How does the Hierarchy Work?

- A person starts at the bottom of the hierarchy (pyramid) and will initially seek to satisfy basic

needs (e.g. food, shelter)

- Once these physiological needs have been satisfied, they are no longer a motivator. the

individual moves up to the next level

- Safety needs at work could include physical safety (e.g. protective clothing) as well as

protection against unemployment, loss of income through sickness etc)

- Social needs recognise that most people want to belong to a group. These would include the

need for love and belonging (e.g. working with colleague who support you at work, teamwork,communication)

- Esteem needs are about being given recognition for a job well done. They reflect the fact that

many people seek the esteem and respect of others. A promotion at work might achieve this


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- Self-actualisation is about how people think about themselves - this is often measured by the

extent of success and/or challenge at work

Maslow's model has great potential appeal in the business world. The message is clear - if

management can find out which level each employee has reached, then they can decide on

suitable rewards.

Problems with the Maslow Model

There are several problems with the Maslow model when real-life working practice is

considered:

- Individual behaviour seems to respond to several needs - not just one

- The same need (e.g. the need to interact socially at work) may cause quite different behaviour

in different individuals

- There is a problem in deciding when a level has actually been "satisfied"

- The model ignores the often-observed behaviour of individuals who tolerate low-pay for the

promise of future benefits

- There is little empirical evidence to support the model. Some critics suggest that Maslow's

model is only really relevant to understanding the behaviour of middle-class workers in the UK

and the USA (where Maslow undertook his research).


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HERZBERG'S MOTIVATION-HYGIENE THEORY(TWO FACTOR

THEORY)

To better understand employee attitudes and motivation, Frederick Herzberg performed studies

to determine which factors in an employee's work environment caused satisfaction or

dissatisfaction. He published his findings in the 1959 bookThe Motivation to Work.

The studies included interviews in which employees where asked what pleased and displeased

them about their work. Herzberg found that the factors causing job satisfaction (and presumably

motivation) were different from those causing job dissatisfaction. He developed the motivation-

hygiene theory to explain these results. He called the satisfiers motivators and the dissatisfiers

hygiene factors, using the term "hygiene" in the sense that they are considered maintenancefactors that are necessary to avoid dissatisfaction but that by themselves do not provide

satisfaction.

The following table presents the top six factors causing dissatisfaction and the top six factors

causing satisfaction, listed in the order of higher to lower importance.

FACTORS AFFECTING JOB ATTITUDES

Leading to Dissatisfaction Leading to Satisfaction

Company policy Supervision Relationship w/Boss Work conditions Salary

Relationship w/Peers

Achievement Recognition Work itself Responsibility Advancement

Growth

Herzberg reasoned that because the factors causing satisfaction are different from those causing

dissatisfaction, the two feelings cannot simply be treated as opposites of one another. The


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opposite of satisfaction is not dissatisfaction, but rather, no satisfaction. Similarly, the opposite

of dissatisfaction is no dissatisfaction.

While at first glance this distinction between the two opposites may sound like a play on words,

Herzberg argued that there are two distinct human needs portrayed. First, there are physiological

needs that can be fulfilled by money, for example, to purchase food and shelter. Second, there is

the psychological need to achieve and grow, and this need is fulfilled by activities that cause one

to grow.

From the above table of results, one observes that the factors that determine whether there is

dissatisfaction or no dissatisfaction are not part of the work itself, but rather, are external factors.

Herzberg often referred to these hygiene factors as "KITA" factors, where KITA is an acronym

for Kick In The A..., the process of providing incentives or a threat of punishment to cause

someone to do something. Herzberg argues that these provide only short-run success because the

motivator factors that determine whether there is satisfaction or no satisfaction are intrinsic to the

job itself, and do not result from carrot and stick incentives.

IMPLICATIONS FOR MANAGEMENT

If the motivation-hygiene theory holds, management not only must provide hygiene factors to

avoid employee dissatisfaction, but also must provide factors intrinsic to the work itself in order

for employees to be satisfied with their jobs.

Herzberg argued that job enrichment is required for intrinsic motivation, and that it is a

continuous management process. According to Herzberg:

The job should have sufficient challenge to utilize the full ability of the employee. Employees who demonstrate increasing levels of ability should be given increasing levels

of responsibility.


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If a job cannot be designed to use an employee's full abilities, then the firm shouldconsider automating the task or replacing the employee with one who has a lower level of

skill. If a person cannot be fully utilized, then there will be a motivation problem.

Critics of Herzberg's theory argue that the two-factor result is observed because it is natural for

people to take credit for satisfaction and to blame dissatisfaction on external factors.

Furthermore, job satisfaction does not necessarily imply a high level of motivation or

productivity.

Herzberg's theory has been broadly read and despite its weaknesses its enduring value is that it

recognizes that true motivation comes from within a person and not from KITA factors.

Herzberg's theory of motivation and Maslow's hierarchy of needs

Joseph E. Gawel, The Catholic University of America

Among various behavioral theories long generally believed and embraced by American business

are those of Frederick Herzberg and Abraham Maslow. Herzberg, a psychologist, proposed a

theory about job factors that motivate employees. Maslow, a behavioral scientist andcontemporary of Herzberg's, developed a theory about the rank and satisfaction of various human

needs and how people pursue these needs. These theories are widely cited in the business

literature.

In the education profession, however, researchers in the '80s raised questions about the

applicability of Maslow's and Herzberg's theories to elementary and secondary school teachers:

Do educators, in fact, fit the profiles of the average business employee? That is, do teachers (1)

respond to the same motivators that Herzberg associated with employees in profit-making

businesses and (2) have the same needs patterns as those uncovered by Maslow in his studies of

business employees?

This digest first provides brief outlines of the Herzberg and Maslow theories. It then summarizes

a study by members of the Tennessee Career Ladder Program (TCLP). This study found


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evidence that the teachers in the program do not match the behavior of people employed in

business. Specifically, the findings disagree with Herzberg in relation the importance of money

as a motivator and, with Maslow in regard to the position of esteem in a person's hierarchy of

needs.

Herzberg's theory of motivators and hygiene factors

Herzberg (1959) constructed a two-dimensional paradigm of factors affecting people's attitudes

about work. He concluded that such factors as company policy, supervision, interpersonal

relations, working conditions, and salary are hygiene factors rather than motivators. According

to the theory, the absence of hygiene factors can create job dissatisfaction, but their presence

does not motivate or create satisfaction.

In contrast, he determined from the data that the motivators were elements that enriched a

person's job; he foundfive factors in particular that were strong determiners of job satisfaction:

achievement, recognition, the work itself, responsibility, and advancement. These motivators

(satisfiers) were associated with long-term positive effects in job performance while the hygiene

factors (dissatisfiers) consistently produced only short-term changes in job attitudes and

performance, which quickly fell back to its previous level.

In summary, satisfiers describe a person's relationship with what she or he does, many related to

the tasks being performed.Dissatisfiers, on the other hand, have to do with a

person's relationship to the context or environmentin which she or he performs the job. The

satisfiers relate to what a person does while the dissatisfiers relate to the situation in which the

person does what he or she does.

Maslow's hierarchy of needs

In 1954, Maslow first publishedMotivation and Personality, which introduced his theory about

how people satisfy various personal needs in the context of their work. He postulated, based on

his observations as a humanistic psychologist, that there is a general pattern of needs recognition

and satisfaction that people follow in generally the same sequence. He also theorized that a

person could not recognize or pursue the next higher need in the hierarchy until her or his


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currently recognized need was substantially or completely satisfied, a concept calledprepotency.

Maslow's hierarchy of needs is shown in Table 1. It is often illustrated as a pyramid with the

survival need at the broad-based bottom and the self-actualization need at the narrow top.

Table 1

Maslow's hierarchy of needs

Level Type of Need Examples

1 Physiological Thirst, sex, hunger

2 Safety Security, stability, protection

3 Love and

Belongingness

To escape loneliness, love and be loved, and gain a sense of

belonging

4 Esteem Self-respect, the respect others

5 Self-actualization To fulfill one's potentialities

According to various literature on motivation, individuals often have problems consistently

articulating what they want from a job. Therefore, employers have ignored what

individuals say that they want, instead telling employees what they want, based on what

managers believe mostpeople want under the circumstances. Frequently, these decisions have

been based on Maslow's needs hierarchy, including the factor of prepotency. As a person

advances through an organization, his employer supplies or provides opportunities to satisfy

needs higher on Maslow's pyramid.

TCLP study in relation to Herzberg's theory

According to Bellott and Tutor (1990), the problems with Herzberg's work are that it occurred in

1959--too long ago to be pertinent--and did not cover teachers. They cite earlier research by


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Tutor (1986) with Tennessee Career Ladder Program as a means of overcoming both those

problems. TCLP has three levels, the largest and beginning one of which (Level I) has 30,000

members. Bellott and Tutor believe that the data from the study clearly indicate that the Level I

participants were as influenced by motivation factors as by hygiene factors (Table 2), contrary to

Herzberg's position that hygiene factors do not motivate.

Table 2

Distribution of motivation and hygiene tendencies among teachers at the various

Career Ladder levels(from Bellott and Tutor)

Tendency Level

I

Level II Level III Total

Motivation 71 101 149 321

Hygiene 70 11 24 105

Total 141 112 173 426

The survey asked classroom teachers, "To what extent did salary influence your decision to

participate in the (TCLP) program?" Teachers responded using a scale of from 1 (little influence

on deciding to participate in the program) to 7 (large influence). The results for the four highest-

average items, shown in Table 3, indicate that at all three levels teachers viewed salary as a

strong motivating factor, easily the most important of 11 of Herzberg's hygiene factors on the

survey.


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Table 3

The importance of various of Herzberg's hygiene factors in teachers' decisions to participate

in TCLP (from Bellott and Tutor)

Factor LevelI

LevelII

LevelIII

Personal life 3.658 4.794 4.984

Possibility for growth 4.013 5.528 5.394

Salary 5.980 6.500 6.468

Status 2.960 4.373 4.261

Items ranked lower than those shown were Interpersonal relations with peers, with students, and

with superiors; job security; school policy and administration; supervisor; and working

conditions.

On Herzberg's five motivation factors, achievement ranked as the most important one. However,

the overall conclusion drawn from the research is that salary was thesingle most important

influence on the teachers' decisions to participate in TCLP, regardless of level in the

organization. Further, actual salary increases ranged from $1000 to 7000 per year. The teachers

perceived the amount of salary increase to be tied to achievement and the other motivation

factors.

The study and Maslow's theory

According to data from the TCLP survey, the teachers at all three experience levels are less

satisfied with their personal achievement of esteem (a middle level need according to Maslow)

than with their achievement of self-actualization. These results are summarized in Table 4.Therefore, it can be concluded that self-actualization is a prepotent need for esteem. Two reasons

seem to account for this. First, self-actualization provides the basis for self-esteem. Second, this

self-actualized performance is also the basis forreputation, the esteem of others.


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Table 4

Arithmetic means of perceived need deficiency areas by Career Ladder levels (from Bellott and

Tutor)

Teacher Level in TCLP

Need Deficiency I II III

Security 1.4266 1.0563 0.7906

Social 1.0312 1.1537 0.8747

Esteem 2.1173 2.3278 1.9016

Autonomy 1.8640 2.1188 1.5052

Self-actualization 1.8265 2.2883 1.3792

Conclusion

Although Herzberg's paradigm of hygiene and motivating factors and Maslow's hierarchy of

needs may still have broad applicability in the business world, at least one aspect of each, salary

as a hygiene factor (Herzberg) and esteem as a lower order need than self-actualization

(Maslow), does not seem to hold in the case of elementary and secondary school teachers. These

findings may begin to explain why good teachers are being lost to other, higher paying positions

and to help administrators focus more closely on the esteem needs of teachers, individually and

collectively.


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Data Harvesting:

Strings experienced web researchers mine the World Wide Web, harvest data and present in

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Secondary Research/Market Intelligence:

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Problem of Motivation:

Motivation is the outcome of a certain relation between the superiors and the sub-ordinates

for this the superiors or the managers make special effort different from the daily control or

functions. It is not necessary that the efforts made by the managers will be unanimously

acceptable. It can also be opposed in this way there are many hardles in implementing a

motivational system

They are follows :

1. A Costly Efforts2. Trouble Making Employees.3. Motivation is an internal feeling.4. Opposition to changes.


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CHAPTER -II

RESEARCH METHODOLOGY

Scope of Study:

The study was limited to B.T.M. (Bhiwani) of Birla Groups.

Objectives of the Project Report :

To know the motivation level of the employees of the organization.

To access the working of the personnel department.

Limitations

Limitations of the research are as follows : Motivation Abstract: Motivation is abstract and it is very difficult to measure

motivation because it can only be felt. As it cannot be touched there is no standardized

data on motivation.

Lack of Education Among the workers: Most of the workers are not educated as aresult they become suspicious of the filling of these questionnaires.

Difficulty in Filling: A large number of the respondents needed help in filling thisquestionnaire.

Lack of Seriousness: Some of the workers did not attach the required seriousness to theinvestigator.

Research Design:

This research is of descriptive. In descriptive research we have sufficient data on the concept and

research material. Because many researchers have been done the same concept. Therefore, there


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is nothing new this concept while I am going to study. I have used questionnaire method for

collecting the data. I have formed same questionnaire for workers & staff members.

Methodology

Instrument Used : Questionnaire. Sample Technique : Random Sampling.

Sources of Data

Primary Data - Questionnaire. Secondary Data - Files, Record Books, Company Manuals, Websites and Books.

Here are the complete Analysis of Employees Motivation.


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CHAPTER - III

REVIEW OF LITERATURE

Over the years researchers have studied and attempted to quantify employeecommitment, loyalty, morale and overall employee satisfaction. This gave rise to many types of

employee surveys whose purpose was to measure one or all of these components

The Two factor theory otherwise called motivationhygiene theory gives the factors

for employee satisfaction, proposed by Frederick Hertzberg.

According to Herzberg, the factors leading to job satisfaction are separate and

distinct from those that lead to job dissatisfaction. This theory proposes two important factors.

They are

ExtrinsicHygiene factors

IntrinsicMotivational Factors

Hygiene factors are Company policy and administration, supervision, Interpersonal

relationship with superiors, peers, subordinates, salary, job security, personal life, working

environment, status, etc. Extrinsic factors leads to dissatisfaction. These factors when absent,

increase dissatisfaction with the job. When present helps in preventing dissatisfaction but do not

increase satisfaction or motivation.

Motivational factors include achievement, recognition, advancement, work,

possibility of growth, responsibility, etc. Intrinsic factors are related with job satisfaction. These

factors when absent, prevent both satisfaction and motivation, when present leads to satisfaction

and motivation.

Some of the most extensive research in this area has been conducted by the Gallop

organization. This research came to the conclusion that overall employee satisfaction is manifest

in the level of engagement that employees have in their work. In other words, employee

engagement was the ultimate expression of employee commitment, loyalty, morale and overall


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employee satisfaction. Therefore organizations needed to focus on employee engagement rather

than on these other components of employee satisfaction

Based on their findings Gallup conducted further research which included over

100,000 employees in America. The research showed that 26% of employees are fully engaged,

55% are not engaged: they are at work physically but not mentally or emotionally, and 19% are

actively disengaged/unhappy, spreading discontentment and actively trying to sabotage their

organizations. This research clearly pointed out the large gap in employee engagement and the

magnitude of the challenge facing most organizations.

A review has identified four factors conducive to high levels of employee job

satisfaction: mentally challenging work, equitable rewards, supportive working conditions and

supportive colleagues. Importantly, these factors are controllable by management.

Mentally challenging work: People prefer jobs that give them opportunities to use

their skills and abilities and offer a variety of tasks, freedom and feedback on how well they are

doing. These characteristics make work mentally challenging.

Equitable Rewards: Employee wants pay systems and promotion policies that they

perceive as being just, unambiguous and in line with their expectations. When pay is seen as fair

biased on job demands, individual skill level and community pay standards, satisfaction is likely

to result. Similarly employees seek fair promotion policies and practices. Promotions provide

opportunities for personal growth, more responsibilities and increased social status. Individuals,

who perceive that promotion decisions are made in the fair and just manner, therefore are likely

to experience satisfaction from their jobs.

Supportive working conditions: Employees are concerned with their work

environment for both personal comfort and facilitating doing a good job. Studies demonstrate

that employees prefer physical surroundings that are not dangerous or uncomfortable.

Additionally, most employees prefer working conditions to home, in clean and relatively modern

facilities and adequate tools and equipment.


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Supportive colleagues: People get more out of work than merely money or tangible

achievements. For most of the employees, work also fills need for social interaction. Not

surprisingly, therefore, having friendly and supportive workers leads to increased job

satisfaction. Studies generally find that employee satisfaction is increased when the immediate

supervisor understanding and friendly, offers praise for good performance, listens to employees

opinions and shows a personal interest in them.

Employee motivation is a mystery for many managers. But, it doesn't have to be. Instead,

understanding how motivation impacts employee performance, and understanding how to use

motivation to improve performance can be reduced to five master keys. Organizations desiring to

improve employee motivation need a system in place that consistently rewards employee

achievements. I'm always surprised how few organizations have such a system.

However, not all employees respond to the same motivations. Each person has his or her own

likes and dislikes, passions, interests and desires. The role of the successful manager is to learn

how to identify what motivates each employee, and learn how to leverage those motives to

simultaneously fulfill the goals of the organization, as well as the goals of each employee.


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The five key employee motivation factors include: satisfaction, appreciation, recognition,

inspiration and compensation.

1. Employee Motivation by Building Satisfaction

In their book "The Service Profit Chain," James Heskett, W. Earl Sasser, and Leonard

Schlesinger make a compelling case that regardless your business, the only way to generate

sustained profits is to build a work environment that attracts, focuses, and keeps talented

employees. In other words, they have to be motivated to show up, get committed and perform at

a level of excellence.

Employee motivation as it relates to employees satisfaction is vitally important. And, it goes way

beyond just a "happier workforce." Why?

Because there is an undeniable link between satisfied, motivated employees, and satisfied

customers. In other words, focus on creating satisfied employees, focus on employee motivation,

and those motivated, satisfied employees will take care of your customers.

2. Employee Motivation through Genuine Appreciation

At times, managers unknowingly sabotage employee motivation by failing to recognize

the positive behaviors and achievements of their employees. As a result, employees don't know

whether or not they are doing a good job.

I recently had an employee of an organization tell me, "The only time we ever hear anything

from management is when we do something wrong!"

Fortunately, savvy managers can improve employee motivation by rewarding employees with

personal attention. This can include a pat on the back, a hand-written note, or a quick comment

in the hall.


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When showing appreciation, be specific. Instead of just saying, "We really are grateful for the

good job you do around here," the approach might be, "I really appreciate how you handled the

Franklin Industries account last week when we had to get their rush order out late Friday

afternoon. Your effort really made a difference."

By being specific, the employer comes across as much more sincere, and the employee realizes

their actions are truly being watched. And, a highly level of employee motivation is the natural

result.

3. Employee Motivation through Recognition

Many people will do for recognition what they will not do for money. And, this is the

manager's secret weapon for employee motivation. Some people are motivated by the

opportunity to get their name on the wall, receive a trophy at an annual banquet, or see their

name in the company newsletter. It gives them an "emotional payoff" for their actions.

Look for ways to increase employee motivation by recognizing excellence in the workplace.

Ring a bell every time an individual or team hits the production target. Put up posters with the

photographs of team members who have had the most days without accidents. Give out awards

for attendance records. Just do something. It is so inexpensive, yet highly effective in your

efforts of employee motivation.

4. Employee Motivation through Inspiration

Inspiration comes from leadership. This form of employee motivation includes the

company's mission, purpose and goals. People want to be part of an organization that is goingsomewhere, that stands for something, and that provides a meaningful service to the marketplace.

If you want to lead an inspired, mission-guided organization, follow these steps andwatch employee motivation improve dramatically.

Have a clear mission - in other words, know where you are going.


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Be excited and passionate about your mission. After all, if you don't get excited, theywon't either.

Be able to communicate the mission, it's value to the marketplace. In other words, whyit's worthwhile.

Make sure everyone in the organization understands and can communicate the mission. Be sure employees understand how they fit into the process of fulfilling the organization's

mission.

Make the connection between the mission and the individual values and goals of youremployees.

Keep your mission in front of everyone in the organization.

5. Employee Motivation through Compensation

Some employees are motivated by money. In fact, most are motivated by money; at least

for their basic needs. Employee motivation through compensation can come in the form of raises,

performance bonuses, commissions, profit sharing, or any number of "extra benefits" like,

automobiles, vacations, or other tangible items purchased and used as rewards.

I noticed an interesting program in a hotel where I recently stayed. They have a sophisticated

system for rewarding employees based on customer feedback. Throughout the hotel, they have

placed customer feedback forms and boxes for depositing the forms. When customers comment

on the performance of a hotel employee, the employee accumulates points that can be used to

purchase rewards like trips, gifts, and other incentives.

Taking Action On Employee Motivation

Whatever the chosen method, it is important to have a system in place that builds

employee motivation. Not every person is motivated by the same factor, or combination of

factors. Offering all five - satisfaction, appreciation, recognition, inspiration and compensation

insures that the organization has something to contribute to the motivation of each employee.


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JP Maroney is Founder and CEO of People Builders, an international human development and

professional training company specializing in management and employee development systems.

He helps companies develop employee-driven, customer-focused corporate cultures where

employees at every level think and act like owners and take personal responsibility for theorganization's success.


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CHAPTER - IV

DATA ANALYSIS

Table - 1

Title: Respondent's Classification According to the Age Age Group and No. of Respondents

Percentage

Age Group No. of Respondents Percentage

Below 30 0 0

3040 6 20

4050 18 60

5060 6 20

Total 30 100

Description: Table 1 shows that most of the respondents are in the age group of 40-50 and 20%

of the respondents are in the age group of 30-40 and 50-60 respectively.

Table - 2

Title: Respondent's Classification According to the Qualification and No. of Respondents

Percentage

Qualification No. of Respondents Percentage

Below Matrix 8 26.7

Matrix 18 60

Intermediate 4 13.3Graduate 0 0

Post Graduate 0 0

Any Tech. 0 0


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Description: Table 2 shows that out of 30 respondents, most of them are Matrix, 13.3%

respondents are intermediate and 26.67% are below matrix.

Table - 3

Title: Respondent's Classification According to the sex No. of Respondents Percentage

Sex No. of Respondents Percentage

Female 30 100

Male 0 0

Description: Table 3 shows that 100% respondents are male.

Table - 4

Title: Respondent's Classification According to the experience No. of Respondents

Percentage

Experience No. of Respondents Percentage

05 years 0 0

510 years 2 6.7

10 -15 years 2 6.7

1520 years 7 23.7

2025 years 8 26.7

2530 years 8 26.7

3035 years 0 0

3540 years 3 10.0

4045 years 30 100

Description: Table 4 shows equal no. of respondents are having the experience of 20-25 and 25-

30 years respectively and 7 respondents are having the experience of 15-20 years.


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Table - 5

Title: Respondent's Classification According to the Marital Status Marital Status No. of

Respondents Percentage

Marital Status No. of Respondents Percentage

Married 30 100

Unmarried 0 0

Description: Table 5 shows that all of the respondents are married.

Table - 6

Title: Respondent's Classification According to the Employee Motivation Are you motivated by

the officers No. of Respondents Percentage

Are You Motivated The

Officers

No. of Respondents Percentage

Yes 30 100

No 0 0

Description: Table 6 shows that 100% respondents view that they are motivated by the officers.


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Table - 7

Title: Respondent's Classification According to the Types of Feeling with organization What

type of feeling you have by working on BTM No. of Respondents Percentage

What Type of Feeling You

Have By Working on BTM


Satisfied 30 100

Unsatisfied 0 0

Description: Table 7 shows that 100% of the respondents are of the opinion that they are satisfied

with the organization.

Table - 8

Title: Respondent's Classification According to the opportunity for views expression Do you get

the opportunity to express your view in the company No. of Respondents Percentage

Do you Get The Opportunity

To Express Your View In The

Company

No. of Respondent Percentage

Yes 30 100

No 0 0

Description: Table 8 shows that 100% respondents are of the opinion that they gets theopportunity to express their views.


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Table - 9

Title: Respondent's Classification According to the job satisfaction about company management

Are you satisfied with your company management No. of Respondents Percentage

Are You Satisfied With Your

Company Management

No .of Respondent Percentage

Satisfied 30 100

Unsatisfied 0 0

Description: Table 9 shows that 70% respondents are completely satisfied about company

management and 30% of respondents are partially satisfied with the company.

Table - 10

Title: Respondent's Classification According to the satisfaction with regard to working

conditions Are you satisfied with the working conditions on BTM No. of Respondents

Percentage

Are you Satisfied With The

Working Condition On BTM


Completely 27 90

Partially 3 10

Description: Table 10 shows that 90% respondents opinion that they are completely satisfied

with the working conditions and 10% of the opinion that they are partially satisfied with working

conditions.


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CHAPTER - V

FINIDINGS & SUGGESTIONS

Conclusion:

On the basis of the data analysis and interpretations the research come to know thatfollowing points :

Respondents get opportunity to express their views. 70% of the respondents are completely satisfied while 30% of the respondents are

partially satisfied.

Majority of the respondents are completely satisfied with the working conditions. 70% of the respondents are satisfied with the wages and salary administration of the

organization.

40% of the respondents are completely satisfied with the medical facilities. There is a cooperative relationship between workers and management. Motivation is abstract quality, for which measurement become to difficult task because of

the non-availability of standardized test for it.

Attitude of workers towards supervisor and co-workers is also extremely favourable. Attitude of workers towards organization is extremely favourable.


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SUGGESTIONS:

After finding out the Survey Report on Employees Motivation, the conclusions the following

suggestions can be made:

Working conditions should be improved. Wages and salary administration should be made appropriate for their purpose wages

should be revised annually.

More financial benefits should be given. Welfare services for the benefits of workers need to be improved. Partially medical

facilities need a significant improvement.

Promotion system should be communicated among the workers. Today, as there is a atmosphere of worker participation in the decisions regarding

organization worker should have given opportunity to express their views in the

company.

The human motivation is changeable and not stable it should be considered in mind. Money incentives should be given more. Management policies and practices should be communicated so that workers could

understand them easily.


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REFERENCES:

Bellott, F. K., & Tutor, F. D. (1990). "A Challenge to the Conventional Wisdom of Herzberg andMaslow Theories." Paper presented at the Nineteenth Annual Meeting of the Mid-South

Educational Research Association. New Orleans, LA.

Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The Motivation to Work(2nd ed.). New

York: John Wiley & Sons.

Maslow, A. H. (1970).Motivation and Personality (2nd ed.). New York: Harper and Row.

Tutor, F. D. (1986). The Relationship between Perceived Need Deficiencies and Factors

Influencing Teacher Participation in the Tennessee Career Ladder. Doctoral dissertation,

Memphis State University, Memphis, TN.


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ANNEXURE

Questionnaire of Employees Motivation Survey

Background Information

Name : _______________________ Father's / Husband's Name : __________________

Age : _______________ Sex : Male ( ) Female ( )

Department : ______________________Designation : _________________

Experience : In the organization ( _____ Years) In other organization ( _____ Years)

Educational Qualifications :

Illiterate ( ) Literate ( )

If Literate : Below Matric ( ) Matric ( ) Intermediate ( ) Graduate ( )

Marital Status : Married ( ) Unmarried ( )

Category Levels : Skilled ( ) Unskilled ( ) Semi Skilled ( )

Nature of Job : Casual ( ) Permanent ( )


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Questionnaire For Employees

1. Are you motivated by the officers ?

(i) Yes (ii) No

2. What type of feeling you have by working in the BTM ?

(i) Satisfactory (ii) Unsatisfactory

3. Do you get the opportunity to express your view in the company ?

(i) Yes (ii) No

4. Are you satisfied with your company's management ?

(i) Completely (ii) Partially (iii) Moderate

5. Are you satisfied with the working conditions in BTM ?


6. Are you the member of any recognize union ?

(i) Yes (ii) No

Specify the name _____________________________________.


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7. What type of relation you have with your officers ?

(i) Direct (ii) Indirect

8. How are the relation with workers union and management ?

(i) Fine (ii) Average (iii) Bad

9. Which method of motivation motivate you more ?

(i) Positive Method (ii) Negative Method

10. According to you which one is the best motivator ?

(i) In Cash (ii) In Kind.

11. Are you satisfied with wages and salary administration ?

(i) Completely (ii) Partially (iii) Moderate (iv) None of those.

12. What is your view the practices & Policies of management ?

(i) Fair (ii) Unfair (iii) Cannot Say

13. Holidays provided to you in a year ?

(i) 0-10 (ii) 10-20 (iii) 20-30 (iv) 30-40


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14. Do you consider BTM is the best place of work ?

(i) Yes (ii) No

15. Do you satisfied with the medical facilities ?


16. Are you satisfied with Financial Benefits ?


17. What kind of the recreational facilities provided by the company ?

(i) Sports Club (ii) Library (iii) Any other, specify.

18. What kind of the facilities provided by the company ?

(i) Residential Facility (ii) Canteen Facility (iii) Children's School Facility (iv) All of Above.

19. What do you get for over time ?

(i) Extra money (ii) Leave facility (iii) Praise (iv) All of above.

20. How's the relation between workers and management ?

(i) Co-operative (ii) Un-cooperative.

This is Motivation Project Kk

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