Chapter FIVE

Motivation
Motivation
Concepts
Concepts
What is Motivation?

Direction

Intensity Persistence
 WhatisisMotivation?
What Motivation?

Motivation
The processes that account for an individual’s intensity,
direction, and persistence of effort toward attaining
a goal.

Key
KeyElements
Elements
1.1. Intensity:
Intensity:How
Howhard
hardaaperson
persontries
tries
2.2. Direction:
Direction:Toward
Towardbeneficial
beneficialgoal
goal
3.3. Persistence:
Persistence:How
Howlong
longaaperson
persontries
tries
 HierarchyofofNeeds
Hierarchy NeedsTheory
Theory(Maslow)
(Maslow)

Hierarchy of Needs Theory

There is hierarchy of five needs:
physiological, safety, social, esteem,
and self-actualization; as each need
is substantially satisfied, the next
need becomes dominant.

Self-actualization
The drive to become what one is capable of
becoming.
 Maslow’s Hierarchy of Needs

Lower-Order Needs Higher-Order Needs

Sel
Needs that are satisfied f Needs that are satisfied
externally; physiological internally; social,esteem,
and safety needs Esteem and self-actualization
needs
Social

Safety

Physiological
 Theory X Having Little
Managers See Workers Ambition
as..

Disliking Work

Theory Y Self-Directed
Avoiding
Managers See Workers as..
Responsibility
Enjoying Work

Accepting Responsibility
 Herzberg’sTwo-Factor
Herzberg’s Two-FactorTheory
Theory

Bottom Line: Satisfaction and dissatisfaction are

not opposites of the same thing!
Hygiene
Hygiene
Factors
Factors Separate Constructs
- Hygiene Factors – Motivators
• Salary
• Salary Extrinsic and Related to
• Work
• Work Dissatisfaction • Achievement
Conditions
Conditions • Responsibility
• Company
• Company - Motivation Factors – • Growth
Policies
Policies Intrinsic and Related to
Satisfaction
Factors characterizing events on
the job that led to extreme job
dissatisfaction

Factors characterizing events on

the job that led to extreme job
satisfaction

Comparison of
Satisfiers and
Dissatisfiers
 Contrasting Views of Satisfaction
and Dissatisfaction

Presence Absence
 DavidMcClelland’s
David McClelland’sTheory
TheoryofofNeeds
Needs

Need fo Achievement Need for Affiliation

The drive to excel, to The desire for friendly
achieve in relation to a set and close personal
of standards, to strive relationship.
succeed.

Need for Power Bottom Line

Individuals have different
The need to make others
levels of needs in each of
behave in a way that they these areas, and those
would not have behaved levels will drive their
otherwise. behaviour.
Matching High Achievers and Jobs
 CognitiveEvaluation
Cognitive EvaluationTheory
Theory

Cognitive Evaluation Theory

Providing an extrinsic reward for behaviour that had
been previously only intrinsically rewarding tends to
decrease the overall level of motivation.

The theory may be relevant only to Hint : For this theory,

Hint : For this theory,
jobs that are neither extremely think about how fun it is
think about how fun it is
to read in your lesure
dull nor extremely interesting. to read in your lesure
time, but once reading is
time, but once reading is
assigned to you for a
assigned to you for a
grade, you don’t want to
grade, you don’t want to
do it.
do it.
 Goal-SettingTheory
Goal-Setting Theory(Edwin
(EdwinLocke)
Locke)

Basic Premise: That specific and difficult goals, with

self-generated feedback, lead to higher performance.

But, the relationship between goals and performance

will depend on:
• Goal commitment
- “ I want to do it & I can do it”
• Task characteristics (simple, well-learned)
• National culture
 GoalSetting
Goal SettingininAction:
Action:MBO
MBOPrograms
Programs

Management By Objectives
Programs

 Company wide goals and objectives

 Goals aligned at all levels
 Based on Goal Setting Theory
What Is MBO?

Management By Objectives (MBO)

A program that encompasses specific goals,
participatively set, for an explicit time period, with
feedback on goal progress.

Key Elements

1. Goal specificity
2. Participative decision making
3. An explicit time period
4. Performance feedback
 Self-Efficacy
Self-Efficacy

• An individual’s feeling that s/he can complete a

• An individual’s feeling
task (e.g. that s/he
“I know can complete a
I can!”)
• task (e.g. “Ithat
Enhances probability know I can!”)
goals will be achieved.
• Enhances probability that goals will be achieved.

Not to be confused with:

Self-esteem, which is:
Individuals’ Self-esteem, which
degree of liking is:
or disliking
Individuals’
[Link] of liking or disliking
themselves.
 ReinforcementTheory
Reinforcement Theory

Argues that behaviour is a function of its consequences.

Assumptions:
Assumptions:
• Behaviour is environmentally caused.
• Behaviour is environmentally caused.
• Behaviour can be modified (reinforce) by
• Behaviour can be modified (reinforce) by
providing (controlling) consequences.
providing (controlling) consequences.
•Reinforced behaviour tends to be repeated.
•Reinforced behaviour tends to be repeated.
 EquityTheory
Equity Theory

Equity Theory
Individuals compare their job inputs and outcomes
With those of others and then respond to eliminate any
Inequities.
Referent Comparisons:

Self-inside
Self-outside
Other-inside
Other-outside
Equity Theory

Inputs Outcomes
• Time • Job security
• Effort • Esteem
• Loyalty • Salary
• Hard Work • Employee benefit
• Commitment • Expenses
• Ability • Recognition
• Adaptability • Reputation
• Flexibility • Responsibility
• Tolerance • Sense of achievement
• Determination
• Praise
• Thanks
• Enthusiasm
• Personal sacrifice
• Trust in superiors
• Support from co-workers and colleagues
• Skill
 END
Chapter 5
 Self-Efficacy
Self-Efficacy
Self-efficacy has been defined in a variety of ways:
• As the belief that one is capable of performing in a certain manner to attain certain goals, as a
person’s belief about their capabilities to produce designated levels of performance that
exercise influence over events that affect their lives.
• It is a belief that one has the capabilities to execute the courses of actions required to manage
prospective situations. It has been described in other ways as the concept has evolved in the
literature and in society: as the sense of belief that one’s actions have an effect on the
environment ;
• As a person’s judgment of his or her capabilities based on mastery criteria; a sense of a person’s
competence within a specific framework, focusing on the person’s assessment of their abilities
to perform specific tasks in relation to goals and standards rather than in comparison with
others’ capabilities. Additionally, it builds on personal past experiences of mastery.
• The idea of self-efficacy is one of the center points in positive psychology; this branch of
psychology focuses on factors that create a meaning for individuals. It is believed that our
personalized ideas of self-efficacy affect our social interactions in almost every way.
Understanding how to foster the development of self-efficacy is a vitally important goal for
positive psychology because it can lead to living a more productive and happy life
 Self-Efficacy
Self-Efficacy

The belief (whether or not accurate) that one

has the power to produce that effect by
completing a given task or activity related to
that competency. For example, a person with
high self-efficacy may engage in a more
health-related activity when an illness occurs,
whereas a person with low self-efficacy would
harbor feelings of hopelessness.
 Self-Efficacyversus
Self-Efficacy versusSelf-Esteem.
Self-Esteem.

There is a distinction between Self-Esteem and Self-Efficacy. Self-

efficacy relates to a person’s perception of their ability to reach a
goal, whereas self-esteem relates to a person’s sense of self-
worth. For example, a person who is a terrible rock climber would
probably have poor self-efficacy with regard to rock climbing, but
this need not affect that person's self-esteem since most people
don’t invest much of their self-esteem in this activity. On the other
hand, one might have enormous skill at rock climbing, yet set such
a high standard for oneself that self-esteem is low. At the same
time, a person who has high self-efficacy in general but is poor at
rock climbing might think that he/she is good at rock climbing, or
might still believe that he/she could quickly learn
 How Self-Efficacy Affects Human Function
How Self-Efficacy Affects Human Function
Choices regarding behavior
• People will be more inclined to take on a task if they believe they can succeed. People generally
avoid tasks where their self-efficacy is low, but will engage in tasks where their self-efficacy is high.
People with a self-efficacy significantly beyond their actual ability often overestimate their ability to
complete tasks, which can lead to difficulties. On the other hand, people with a self-efficacy
significantly lower than their ability are unlikely to grow and expand their skills
Motivation
• People with high self-efficacy in a task are more likely to make more of an effort, and persist longer,
than those with low efficacy. The stronger the self-efficacy or mastery expectations, the more active
the efforts. On the other hand, low self-efficacy provides an incentive to learn more about the
subject. As a result, someone with a high self-efficacy may not prepare sufficiently for a task.
Thought patterns & responses
• Low self-efficacy can lead people to believe tasks are harder than they actually are. This often
results in poor task planning, as well as increased stress. Observational evidence shows that people
become erratic and unpredictable when engaging in a task in which they have low self-efficacy. On
the other hand, people with high self-efficacy often take a wider overview of a task in order to take
the best route of action. People with high self-efficacy are shown to be encouraged by obstacles to
make a greater effort.
 Reinforcement Theory
Reinforcement Theory

• Emphasize the linkage between individual behavior

and specific outcomes.
• Focus on observable behavior and outcomes.
• Managers can alter the outcomes to influence
direction, level, and persistence of motivation.
 Reinforcement Theory
Reinforcement Theory

What are reinforcement theories, and how are they

linked to motivation?
Reinforcement.
• The administration of a consequence as a result of a
behavior.
• Proper management of reinforcement can change
the direction, level, and persistence of an individual’s
behavior.
 Reinforcement Theory
Reinforcement Theory

What are reinforcement theories, and how are they

linked to motivation?
Positive reinforcement.
• The administration of positive consequences to
increase the likelihood of repeating the desired
behavior in similar settings.
• Rewards are not necessarily positive reinforcers.
• A reward is a positive reinforcer only if the behavior
improves.
 Reinforcement Theory
Reinforcement Theory

What are reinforcement theories, and how are they

linked to motivation?
Scheduling reinforcement.
 Continuous reinforcement.
• Administers a reward each time the desired behavior
occurs.
 Intermittent reinforcement.
• Rewards behavior periodically — either on the basis
of time elapsed or the number of desired behaviors
exhibited.
 Reinforcement Theory
Reinforcement Theory

What are reinforcement theories, and how are they

linked to motivation?
Negative reinforcement.
• Also known as avoidance.
• The withdrawal of negative consequences to increase
the likelihood of repeating the desired behavior in
similar settings.
 Punishment.
• The administration of negative consequences or the
withdrawal of positive consequences to reduce the
likelihood of repeating the behavior in similar settings.
 Reinforcement Theory
Reinforcement Theory

What are reinforcement theories, and how are they

linked to motivation?
Implications of using punishment.
• Punishing poor performance enhances performance
without affecting satisfaction.
• Arbitrary and capricious punishment leads to poor
performance and dissatisfaction.
• Punishment may be offset by positive reinforcement
from another source.
 Equity Theory
Equity Theory
Equity Theory attempts to explain relational satisfaction in terms of perceptions of
fair/unfair distributions of resources within interpersonal relationships. Equity
theory is considered as one of the justice theories.
• It was first developed in 1963 by John Stacey Adams, a workplace and behavioral
psychologist, who asserted that employees seek to maintain equity between the
inputs that they bring to a job and the outcomes that they receive from it against
the perceived inputs and outcomes of others (Adams, 1965).
• The belief is that people value fair treatment which causes them to be motivated
to keep the fairness maintained within the relationships of their co-workers and
the organization.
• The structure of equity in the workplace is based on the ratio of inputs to
outcomes. Inputs are the contributions made by the employee for the
organization; this includes the work done by the employees and the behavior
brought by the employee as well as their skills and other useful experiences the
employee may contribute for the good of the company
 Equity Theory
Equity Theory
Equity Theory consists of four propositions:
1. Individuals seek to maximize their outcomes (where outcomes are defined
as rewards minus costs).
2. Groups can maximize collective rewards by developing accepted systems
for equitably apportioning rewards and costs among members. Systems of
equity will evolve within groups, and members will attempt to induce
other members to accept and adhere to these systems. The only way
groups can induce members to equitably behave is by making it more
profitable to behave equitably than inequitably. Thus, groups will generally
reward members who treat others equitably and generally punish
(increase the cost for) members who treat others inequitably.
 Equity Theory
Equity Theory
Equity Theory consists of four propositions:
3. When individuals find themselves participating in inequitable
relationships, they become distressed. The more inequitable the
relationship, the more distress individuals feel. According to equity theory,
both the person who gets “too much” and the person who gets “too little”
feel distressed. The person who gets too much may feel guilt or shame.
The person who gets too little may feel angry or humiliated.
4. Individuals who perceive that they are in an inequitable relationship
attempt to eliminate their distress by restoring equity. The greater the
inequity, the more distress people feel and the more they try to restore
equity. (Walster, Traupmann and Walster, 1978)
 MBO
• Management By Objectives (MBO) is defined
as a program that encompasses specific goals ,
participatively set ,for an explicit time period,
with feedback on goal progress.
• A comprehensive management system based
on measurable anticipatively set objectives
that leverages the motivational power of
objectives.
Management By Objectives (MBO)
• MBO is a motivational program based on goal
setting. The goal(s) should:
– be mutually agreed upon.
– be difficult, but achievable (realistic).
– have a defined time frame
– be measurable (objective and budgeted).
– provide means for feedback.
Management By Objectives (MBO)
• In an MBO program, good goals are SMART
goals:
Specific
Measurable
Attainable
Results-oriented
Time-related
 Management by objectives (MBO).

– Subordinates work with their supervisor to

establish specific task-related objectives.
– MBO is the most individualized appraisal method .
– MBO works well with counseling, provided the
goals focus on important activities.
– MBO is not highly subjective to rating errors.
 Key elements of MBO

• Goal specificity
• Participative decision making
• An performance/evaluation period
• Feedback
Management By Objectives (MBO)
Is a four-step process in which
1. Managers and employees jointly set
objectives for the employee
2. Managers develop action plans
3. Managers and employees periodically review
the employee’s performance
4. The manager makes a performance appraisal
and rewards the employee according to the
results
 Three Types of Objectives Used in MBO

Improvement Objective
“Increase sport-utility sales by 10%”
Personal Development Objective
“Attend five days of leadership training”
Maintenance Objective
“Continue to meet the increased sales goals
specified last quarter”
 MBO Requirements
For MBO to be successful, three things have to happen:
1. The Commitment of Top Management is
Essential
2. It Must Be Applied Organization-wide
3. Objectives Must “Cascade”—MBO works by
cascading objectives down through the organization;
that is, objectives are structured in a unified hierarchy,
becoming more specific at lower levels of the
organization
 The Strengths &
Limitations of MBO
Limitations
Strengths
• It can
can improve
take tooperformance
much time and at allenergy
levels
• It
MBOemphasizes
requiresgetting results training of managers
considerable
•• It
It motivates
won’t work employees to do better organizations
in rigid, authoritarian
•• Top management
Specific objectivescommitment
can distractand involvement
from strategic goals
• MBO can be misused by zealous or punitive managers
• Not as effective in dynamic environments that require constant resetting of goals
• Overemphasis on individual accomplishment may create problems with teamwork
• Allowing the MBO program to become an annual paperwork shuffle.
What is Motivation?

In psychology, motivation refers to the initiation,

direction, intensity, and persistence of
behavior. It involves having the desire and
willingness to do something. A motivated
person can be reaching for a long-term goal
such as becoming a professional writer or a
more short-term goal like learning how to
spell a particular word.
What is Motivation?

• Motivation can be anything that arouses an

organism toward action for a desired goal.
Motivation can be the reason for the action or
that which gives direction to an action.
• The word motivation most likely comes from
the word "motive," which stems from either
the French motiver or the German motivieren.
The word first appeared in English in 1904.
What is Motivation?

Importance of motivation
• Motivation is considered an essential element
not only in learning, but also in the
performance of learned responses. In other
words, even when an organism (including a
human being) has learned the appropriate
response to a particular situation they will not
necessarily produce this behavior. The incentive
to produce the behavior is motivation.
 What is Motivation?

Sources of Motivation
Sources of motivation can be broken into two main categories: intrinsic and extrinsic. Intrinsic sources
include physical, mental, and spiritual. Extrinsic sources include operant and social conditioning. Some
examples of needs within these categories are listed below:
Physical
• Avoidance of pain
• Seeking physical pleasure
• Hunger, fatigue, and so forth.
Mental
o Cognitive:
– maintaining attention, developing interests, problem solving
o Affective:
– increase feeling good, decrease feeling bad, increasing security, becoming enthusiastic
o Conative:
– meeting goals, developing self efficacy, taking control of one's life
o Spiritual
– Understanding the purpose of one's life
– Connecting one's life to deeper meanings.
Douglas McGregor - Theory X and Theory Y

Theory X and Theory Y are theories of human

motivation created and developed by Douglas
McGregor. The theory describes two very
different attitudes toward workforce
motivation. McGregor felt that companies
followed either one or the other approach. He
also thought that the key to connecting self-
actualization with work is determined by the
managerial trust of subordinates.
 Douglas McGregor - Theory X and Theory Y

Theory X
• In this theory, which has been proven counter-effective in most modern practice,
management assumes employees are inherently lazy and will avoid work if they can and
that they inherently dislike work. According to this theory, employees will show little
ambition without an enticing incentive program and will avoid responsibility whenever
they can, under Theory X the firm relies on money and benefits to satisfy employees'
lower needs, and once those needs are satisfied the source of motivation is lost. Theory X
management styles in fact hinder the satisfaction of higher-level needs. Consequently, the
only way that employees can attempt to satisfy their higher level needs in their work is by
seeking more compensation, so it is quite predictable that they will focus on monetary
rewards.
In conclusion Theory X assumes that the average person:
• Dislikes work and attempts to avoid it.
• Has no ambition, wants no responsibility, and would rather follow than lead.
• Is self-centred and therefore does not care about organizational goals.
• Resists change.
 Douglas McGregor - Theory X and Theory Y
Theory Y
• In this theory, management assumes employees may be ambitious and self-motivated and exercise self-control. It
is believed that employees enjoy their mental and physical work duties. They possess the ability for creative
problem solving, but their talents are underused in most organizations. Theory Y managers believe that
employees will learn to seek out and accept responsibility and to exercise self-control and self-direction in
accomplishing objectives to which they are committed. They also believe that the satisfaction of doing a good job
is a strong motivation. McGregor simply argues for managers to be open to a more positive view of workers and
thus the possibilities that can be created. He thinks that Theory Y managers are more likely than Theory X
managers to develop the climate of trust with employees that are required for human resource development. This
would include managers communicating openly with subordinates, minimizing the difference between superior-
subordinate relationships, creating a comfortable environment in which subordinates can develop and use their
abilities, include the sharing of decision making, so that subordinates comes out with decisions that influence
them.
Theory Y makes the following general assumptions:
• Work can be as natural as play and rest.
• People will be self-directed to meet their work objectives if they are committed to them.
• People will be committed to their objectives if rewards are in place that addresses higher needs such as self-
fulfillment.
• Under these conditions, people will seek responsibility.
• Most people can handle responsibility because creativity and ingenuity are common in the population.
 Herzberg’s Two-Factor Theory

The theory was based around interviews with 203 American accountants & engineers in
Pittsburgh, chosen because of their professions' growing importance in the business
world. The subjects were asked to relate times when they felt exceptionally good or bad
about their present job or any previous job, and to provide reasons, and a description of
the sequence of events giving rise to that positive or negative feeling.
Here is the description of this interview analysis:
• Briefly, we asked our respondents to describe periods in their lives when they were
exceedingly happy and unhappy with their jobs. Each respondent gave as many
"sequences of events" as he could that met certain criteria—including a marked change in
feeling, a beginning and an end, and contained some substantive description other than
feelings and interpretations…
• The proposed hypothesis appears verified. The factors on the right that led to satisfaction
(achievement, intrinsic interest in the work, responsibility, and advancement) are mostly
unipolar; that is, they contribute very little to job dissatisfaction. Conversely, the
dissatisfiers (company policy and administrative practices, supervision, interpersonal
relationships, working conditions, and salary) contribute very little to job satisfaction
Herzberg’s Two-Factor Theory

• Essentially, hygiene factors are needed to ensure an employee

is not dissatisfied. Motivation factors are needed to motivate an
employee to higher performance, Herzberg also further
classified our actions and how and why we do them, for
example, if you perform a work related action because you
have to then that is classed as movement, but if you perform a
work related action because you want to then that is classed as
motivation.
• Unlike Maslow, who offered little data to support his ideas,
Herzberg and others have presented considerable empirical
evidence to confirm the motivation-hygiene theory, although
their work has been criticized on methodological grounds.
 DavidMcClelland’s
David McClelland’sTheory
TheoryofofNeeds
Needs

David McClelland's 3-Need Theory

In his acquired-needs theory, David McClelland proposed that an
individual's specific needs are acquired over time and are
shaped by one's life experiences. Most of these needs can be
classed as either achievement, affiliation, or power. A
person's motivation and effectiveness in certain job functions
are influenced by these three needs. McClelland's theory
sometimes is referred to as the three need theory or as the
learned needs theory
 DavidMcClelland’s
David McClelland’sTheory
TheoryofofNeeds
Needs
Achievement
• People with a high need for achievement (ACHn) seek to excel and thus tend to avoid both low-risk
and high-risk situations. Achievers avoid low-risk situations because the easily attained success is not
a genuine achievement. In high-risk projects, achievers see the outcome as one of chance rather
than one's own effort. High nAch individuals prefer work that has a moderate probability of success,
ideally a 50% chance. Achievers need regular feedback in order to monitor the progress of their
achievements. They prefer either to work alone or with other high achievers.
Affiliation
• Those with a high need for affiliation (AFFn) need harmonious relationships with other people and
need to feel accepted by other people. They tend to conform to the norms of their work group. High
nAff individuals prefer work that provides significant personal interaction. They perform well in
customer service and client interaction situations.
Power
• A person's need for power (PWRn) can be one of two types - personal and institutional. Those who
need personal power want to direct others, and this need often is perceived as undesirable. Persons
who need institutional power (also known as social power) want to organize the efforts of others to
further the goals of the organization. Managers with a high need for institutional power tend to be
more effective than those with a high need for personal power.
 CognitiveEvaluation
Cognitive EvaluationTheory
Theory
Description
• When looking at task, we evaluate it in terms of how well it meets our needs to feel competent and
in control. If we think we will be able to complete the task, we will be intrinsically motivated to
complete the task, requiring no further external motivation.
• Where a person has a stronger internal locus of control they will feel they are in control of how they
behave. Where they have a stronger external locus of control, they will believe the environment or
others have a greater influence over what they do.
• People may see external rewards as achieving some degree of control over them or may see the
reward as informational, such as where they reinforce feelings of competence and self-
determination. When people see the reward as mostly for control they will be motivated by gaining
the reward but not by enacting the requested behavior.
Example
• If you tell me that I have to run for President, I will not exactly throw my heart into the job. If,
however, you tell me how the local council is looking for someone like me, who wants to help in local
schools, then I'll be there before you have finished the sentence!
So what?
• When you ask someone to do something, if you want them to be motivated then ensure that it falls
within their current level of competency.
 Goal-SettingTheory
Goal-Setting Theory(Edwin
(EdwinLocke)
Locke)

• Dr Edwin Locke's pioneering research on goal setting and

motivation in the late 1960s. In his 1968 article "Toward a
Theory of Task Motivation and Incentives," he stated that
employees were motivated by clear goals and appropriate
feedback. Locke went on to say that working toward a goal
provided a major source of motivation to actually reach the
goal - which, in turn, improved performance.
• This information does not seem revolutionary to us some 40
years later. This shows the impact his theory has had on
professional and personal performance.
 Goal-SettingTheory
Goal-Setting Theory(Edwin
(EdwinLocke)
Locke)
• Locke's research showed that there was a relationship between how
difficult and specific a goal was and people's performance of a task. He
found that specific and difficult goals led to better task performance
than vague or easy goals.
• Telling someone to "Try hard" or "Do your best" is less effective than "Try
to get more than 80% correct" or "Concentrate on beating your best
time." Likewise, having a goal that's too easy is not a motivating force.
Hard goals are more motivating than easy goals, because it's much more
of an accomplishment to achieve something that you have to work for.
• A few years after Locke published his article, another researcher, Dr Gary
Latham, studied the effect of goal setting in the workplace. His results
supported exactly what Locke had found, and the inseparable link
between goal setting and workplace performance was formed.
Cascading of Objectives

Overall
organizational company
objectives

Divisional
objectives Consumer products division Industrial products division

Departmental
Customer
objectives production sales marketing research development
service

Individual
objectives
 Motivation
• Dwight Eisenhower was credited with saying that, “Leadership
is the ability to get a person to do what you want him to do,
when you want it done, in a way you want it done, because he
wants to do it”

59
 Motivation

Employees’ Supervisors’
Ranking Job Factors Ranking
1 Full appreciation of work done 8
2 Feeling of being in on things 10
3 Sympathetic help on personal problems 9
4 Job security 2
5 Good wages 1
6 Interesting work 5
7 Promotion and growth in the Company 3
8 Personal loyalty to employees 6
9 Good working conditions 4
10 Tactful discipline 7

60