RESEARCH PROJECT REPORT

ON
INCREASING EMPLOYEE SATISFACTION
THROUGH MOTIVATION"

SUBMITTED IN THE PARTIAL FULFILLMENT FOR THE DEGREE OF

MASTER OF BUSINESS ADMINISTRATION

1
 DECLARATION

This is to declare that (Roll No. ) student of MBA, at, have personally worked on the

project entitled Increasing employee satisfaction through motivation. The data

mentioned in this report were obtained during genuine work done and collected by me.

The data obtained from other sources have been duly acknowledged. The result embodied

in this project has not been submitted to any other University or Institute for the award of

any degree.

2
 ACKNOWLEDGEMENT

I would like to take this opportunity to express my deep gratitude to all those who,

directly or indirectly made this project possible.I have got considerable help and support

in making this project report a reality from many people.

I would like to thank whose endeavor for perfection, under fatigable zeal,

innovation and dynamism contributed in a big way in completing this project. This work

is the reflection of his thought, ideas, concept and above all his modest effort.

At last, I would like to thank my parents, friends and colleagues, who have been a

constant source of help and encouragement.

3
 PREFACE

This research report was started with making to meet with the clients and seek

information through questionnaire and in formal interview, finally converting that leads

into potential business. In the process I used to face a lot of queries and arguments

regarding the performance of Insurance Company. To overcome this problem my project

leader helped me to a big stand by not imparting deep product knowledge and answers to

the clients queries but also by giving his continuous encouragement, invaluable help and

guidance.

These conclusions drawn are based on the observations and facts collected from the

respondents and from the various sources of secondary data. As a whole, my efforts were

to give a consolidated picture for the study. I expect my work would at least act as a

source further scope to the company, with this I whole heartily hand over my project

hours to you.

4
 EXECUTIVE SUMMARY

For a management student, research report plays an important role during his/her study.

Research provides a corporate or real world platform to learn practically. MBA degree

without any research or corporate world experience is just like food without salt. So

industrial training provides a great learning experience about management concepts and

its applications.

This project entitled Increasing employee satisfaction through motivation of any

organization are very important functions because these decide the most suitable

manpower which steers the industry to its desired goals.

This project was undertaken as a part of the curriculum of MBA course, which is

compulsory for each student to have the training in any organization to their respective

specialization, as to gain first-hand knowledge of the organization. This exposure enables

the trainees to learn effective and efficient ways and means to solve the real problems

faced by the organization and also to understand its dynamics.

5
 TABLE OF CONTENT

INTRODUCTION

OBJECTIVE OF STUDY

RESEARCH METHODOLOGY

DATA ANALYSIS AND INTERPRETATION

FINDINGS

RECOMMENDATION AND SUGGESTION

CONCLUSION

LIMITATIONS

BIBLIOGRAPHY

ANNEXURE

6
 INTRODUCTION
Employee satisfaction

Employee satisfaction is, quite simply, how content or satisfied employees are with their

jobs. Employee satisfaction is typically measured using an employee satisfaction survey.

These surveys address topics such as compensation, workload, perceptions of

management, flexibility, teamwork, resources, etc.

These things are all important to companies who want to keep their employees happy and

reduce turnover, but employee satisfaction is only a part of the overall solution. In fact,

for some organizations, satisfied employees are people the organization might be better

off without.

Employee satisfaction and employee engagement are similar concepts on the surface, and

many people use these terms interchangeably. Employee satisfaction covers the basic

concerns and needs of employees. It is a good starting point, but it usually stops short of

what really matters.

Employees satisfaction

Employees satisfaction has been defined as a pleasurable emotional state resulting from

the appraisal of ones job; an affective reaction to ones job; and an attitude towards ones

job. Weiss (2002) has argued that Employees satisfaction is an attitude but points out that

researchers should clearly distinguish the objects of cognitive evaluation which are affect

(emotion), beliefs and behaviours. This definition suggests that we form attitudes towards

our jobs by taking into account our feelings, our beliefs, and our behaviors.

7
 Employees satisfaction is a result of various attitudes possessed by an employee

in a narrow sense these attitude are related to the job and are concerned with such

specification factors such as wages, supervision, steadiness of employment, conditions of

work advancement, opportunities, recognition of abilities, air evaluation of work social

relation in job, prompt settlement of grievances, air treatment by the employers and

others similar items.

HISTORY

One of the biggest preludes to the study of Employees satisfaction was the Hawthorne

studies. These studies (1924-1933), primarily credited to Elton Mayo of the Harvard

Business School, sought to find the effects of various conditions (most notably

illumination) on workers productivity. These studies ultimately showed that novel

changes in work conditions temporarily increase productivity (called the Hawthorne

Effect). It was later found that this increase resulted, not from the new conditions, but

from the knowledge of being observed. This finding provided strong evidence that people

work for purposes other than pay, which paved the way for researchers to investigate

other factors in Employees satisfaction.

Scientific management (aka Taylorism) also had a significant impact on the study of

Employees satisfaction. Frederick Winslow Taylors 1911 book, Principles of Scientific

Management, argued that there was a single best way to perform any given work task.

This book contributed to a change in industrial production philosophies, causing a shift

from skilled labor and piecework towards the more modern approach of assembly lines

and hourly wages. The initial use of scientific management by industries greatly

8
increased productivity because workers were forced to work at a faster pace. However,

workers became exhausted and dissatisfied, thus leaving researchers with new questions

to answer regarding Employees satisfaction. It should also be noted that the work of W.L.

Bryan, Walter Dill Scott, and Hugo Munsterberg set the tone for Taylors work.

Some argue that Maslows hierarchy of needs theory, a motivation theory, laid the

foundation for Employees satisfaction theory. This theory explains that people seek to

satisfy five specific needs in life physiological needs, safety needs, social needs, self-

esteem needs, and self-actualization. This model served as a good basis from which early

researchers could develop Employees satisfaction theories.

9
 MODELS OF EMPLOYEES SATISFACTION

Affect Theory:

Edwin A. Lockes Range of Affect Theory (1976) is arguably the most famous Employees

satisfaction model. The main premise of this theory is that satisfaction is determined by a

discrepancy between what one wants in a job and what one has in a job. Further, the

theory states that how much one values a given facet of work (e.g. the degree of

autonomy in a position) moderates how satisfied/dissatisfied one becomes when

expectations are/arent met. When a person values a particular facet of a job, his

satisfaction is more greatly impacted both positively (when expectations are met) and

negatively (when expectations are not met), compared to one who doesnt value that

facet. To illustrate, if Employee A values autonomy in the workplace and Employee B is

indifferent about autonomy, then Employee A would be more satisfied in a position that

offers a high degree of autonomy and less satisfied in a position with little or no

autonomy compared to Employee B. This theory also states that too much of a particular

facet will produce stronger feelings of dissatisfaction the more a worker values that facet.

Dispositional Theory:

Another well-known Employees satisfaction theory is the Dispositional Theory ]. It is a

very general theory that suggests that people have innate dispositions that cause them to

have tendencies toward a certain level of satisfaction, regardless of ones job. This

approach became a notable explanation of Employees satisfaction in light of evidence

10
that Employees satisfaction tends to be stable over time and across careers and jobs.

Research also indicates that identical twins have similar levels of Employees satisfaction.

A significant model that narrowed the scope of the Dispositional Theory was the Core

Self-evaluations Model, proposed by Timothy A. Judge in 1998. Judge argued that there

are four Core Self-evaluations that determine ones disposition towards Employees

satisfaction: self-esteem, general self-efficacy, locus of control, and neuroticism. This

model states that higher levels of self-esteem (the value one places on his/her self) and

general self-efficacy (the belief in ones own competence) lead to higher work

satisfaction. Having an internal locus of control (believing one has control over her\his

own life, as opposed to outside forces having control) leads to higher Employees

satisfaction. Finally, lower levels of neuroticism lead to higher Employees satisfaction.

Two-Factor Theory (Motivator-Hygiene Theory):

to Frederick Herzberg s Two factor theory (also known as Motivator Hygiene Theory)

attempts explain satisfaction and motivation in the workplace [5] This theory states that

satisfaction and dissatisfaction are driven by different factors motivation and hygiene

factors, respectively. An employees motivation to work is continually related to

Employees satisfaction of a subordinate. Motivation can be seen as an inner force that

drives individuals to attain personal and organization goals (Hoskinson, Porter, &

Wrench, p.133). Motivating factors are those aspects of the job that make people want to

perform, and provide people with satisfaction, for example achievement in work,

recognition, promotion opportunities. These motivating factors are considered to be

intrinsic to the job, or the work carried out. [5] Hygiene factors include aspects of the

11
working environment such as pay, company policies, supervisory practices, and other

working conditions.

While Hertzberg's model has stimulated much research, researchers have been unable to

reliably empirically prove the model, with Hackman & Oldham suggesting that

Hertzberg's original formulation of the model may have been a methodological artifact. [5]

Furthermore, the theory does not consider individual differences, conversely predicting

all employees will react in an identical manner to changes in motivating/hygiene factors.

[5]
Finally, the model has been criticised in that it does not specify how

motivating/hygiene factors are to be measured.

Job Characteristics Model:

Hackman & Oldham proposed the Job Characteristics Model, which is widely used as a

framework to study how particular job characteristics impact on job outcomes, including

Employees satisfaction. The model states that there are five core job characteristics (skill

variety, task identity, task significance, autonomy, and feedback) which impact three

critical psychological states (experienced meaningfulness, experienced responsibility for

outcomes, and knowledge of the actual results), in turn influencing work outcomes (job

satisfaction, absenteeism, work motivation, etc.). The five core job characteristics can be

combined to form a motivating potential score (MPS) for a job, which can be used as an

index of how likely a job is to affect an employee's attitudes and behaviors----. A meta-

analysis of studies that assess the framework of the model provides some support for the

validity of the JCM

12
Communication Overload and Communication Underload

One of the most important aspects of an individuals work in a modern organization

concerns the management of communication demands that he or she encounters on the

job (Krayer, K. J., & Westbrook, L., p. 85). Demands can be characterized as a

communication load, which refers to the rate and complexity of communication inputs

an individual must process in a particular time frame (Faraca, Monge, & Russel, 1977).

Individuals in an organization can experience communication over-load and

communication under- load which can affect their level of Employees satisfaction.

Communication overload can occur when an individual receives too many messages in a

short period of time which can result in unprocessed information or when an individual

faces more complex messages that are more difficult to process (Farace, Monge, &

Russel, 1997). Due to this process, given an individuals style of work and motivation

to complete a task, when more inputs exist than outputs, the individual perceives a

condition of overload (Krayer, K. J., & Westbrook, L., p. 86) which can be positively or

negatively related to Employees satisfaction. In comparison, communication under load

can occur when messages or inputs are sent below the indiviauls ability to process them

(Farace, Monge, & Russel, 1997). According to the ideas of communication over-load

and under-load, if an individual does not receive enough input on the job or is

unsuccessful in processing these inputs, the individual is more likely to become

dissatisfied, aggravated, and unhappy with their work which leads to a low level of

Employees satisfaction.

13
 MEASURING EMPLOYEES SATISFACTION

There are many methods for measuring employees satisfaction. By far, the most

common method for collecting data regarding Employees satisfaction is the Likert scale

(named after Rensis Likert). Other less common methods of for gauging Employees

satisfaction include: Yes/No questions, True/False questions, point systems, checklists,

and forced choice answers. This data is typically collected using an Enterprise Feedback

Management (EFM) system.

The Job Descriptive Index (JDI), created by Smith, Kendall, & Hulin (1969), is a

specific questionnaire of Employees satisfaction that has been widely used. It measures

ones satisfaction in five facets: pay, promotions and promotion opportunities, coworkers,

supervision, and the work itself. The scale is simple, participants answer either yes, no, or

cant decide (indicated by ?) in response to whether given statements accurately describe

ones job.

The Job in General Index is an overall measurement of Employees satisfaction. It is an

improvement to the Job Descriptive Index because the JDI focuses too much on

individual facets and not enough on work satisfaction in general.

Other Employees satisfaction questionnaires include: the Minnesota Satisfaction

Questionnaire (MSQ), the Job Satisfaction Survey (JSS), and the Faces Scale. The MSQ

measures Employees satisfaction in 20 facets and has a long form with 100 questions

(five items from each facet) and a short form with 20 questions (one item from each

14
facet). The JSS is a 36 item questionnaire that measures nine facets of Employees

satisfaction. Finally, the Faces Scale of Employees satisfaction, one of the first scales

used widely, measured overall Employees satisfaction with just one item which

participants respond to by choosing a face.

Superior-Subordinate Communication

Superior-subordinate communication is an important influence on Employees satisfaction

in the workplace. The way in which subordinates perceive a supervisors behavior can
positively or negatively influence Employees satisfaction. Communication behavior such
as facial expression, eye contact, vocal expression, and body movement is crucial to the
superior-subordinate relationship (Teven, p56). Nonverbal messages play a central role in
interpersonal interaction. 1s with respect to impression formation, deception, attraction,
social influence, and emotional expression (Burgoon, Buller, & Woodall, 1996).
Nonverbal immediacy from the supervisor helps to increase interpersonal involvement
with their subordinates impacting Employees satisfaction. The manner in which
supervisors communicate their subordinates may be more important than the verbal
content (Teven, p. 156). Individuals who dislike and think negatively about their
supervisor are less willing to communicate or have motivation to work where as
individuals who like and think positively of their supervisor are more likely to
communicate and are satisfied with their job and work environment. The relationship of a
subordinate with their supervisor is a very important aspect in the workplace. Therefore, a
supervisor who uses nonverbal immediacy, friendliness, and open communication lines is
more willing to receive positive feedback and high Employees satisfaction from a
subordinate where as a supervisor who is antisocial, unfriendly, and unwilling to
communicate will naturally receive negative feedback and very low Employees
satisfaction from their subordinates in the workplace.

15
 EMPLOYEES SATISFACTION AND EMOTIONS

Mood and emotions while working are the raw materials which cumulate to form the

affective element of Employees satisfaction. (Weiss and Cropanzano, 1996). Moods tend

to be longer lasting but often weaker states of uncertain origin, while emotions are often

more intense, short-lived and have a clear object or cause.

There is some evidence in the literature that state moods are related to overall Employees

satisfaction. Positive and negative emotions were also found to be significantly related to

overall Employees satisfaction.

Frequency of experiencing net positive emotion will be a better predictor of overall

Employees satisfaction than will intensity of positive emotion when it is experienced.

Emotion regulation and emotion labor are also related to Employees satisfaction.

Emotion work (or emotion management) refers to various efforts to manage emotional

states and displays. Emotion regulation includes all of the conscious and unconscious

efforts to increase, maintain, or decrease one or more components of an emotion.

Although early studies of the consequences of emotional labor emphasized its harmful

effects on workers, studies of workers in a variety of occupations suggest that the

consequences of emotional labor are not uniformly negative.

It was found that suppression of unpleasant emotions decreases Employees satisfaction

and the amplification of pleasant emotions increases Employees satisfaction. [13] The

16
understanding of how emotion regulation relates to Employees satisfaction concerns two

models:

1. EMOTIONAL DISSONANCE.

Emotional dissonance is a state of discrepancy between public displays of emotions

and internal experiences of emotions,[14][15] that often follows the process of emotion

regulation.Emotional dissonance is associated with high emotional exhaustion, low

organizational commitment, and low Employees satisfaction.[16][17]

2. SOCIAL INTERACTION MODEL.

Taking the social interaction perspective, workers emotion regulation might beget

responses from others during interpersonal encounters that subsequently impact their

own Employees satisfaction. For example: The accumulation of favorable responses

to displays of pleasant emotions might positively affect Employees satisfaction [13] .

performance of emotional labor that produces desired outcomes could increase

Employees satisfaction.

RELATIONSHIPS AND PRACTICAL IMPLICATIONS

Job Satisfaction can be an important indicator of how employees feel about their jobs and

a predictor of work behaviours such as organizational citizenship, absenteeism, and

turnover. Further, Employees satisfaction can partially mediate the relationship of

personality variables and deviant work behaviors.

17
One common research finding is that Employees satisfaction is correlated with life

satisfaction. This correlation is reciprocal, meaning people who are satisfied with life

tend to be satisfied with their job and people who are satisfied with their job tend to be

satisfied with life. However, some research has found that Employees satisfaction is not

significantly related to life satisfaction when other variables such as nonwork satisfaction

and core self-evaluations are taken into account.

An important finding for organizations to note is that Employees satisfaction has a rather

tenuous correlation to productivity on the job. This is a vital piece of information to

researchers and businesses, as the idea that satisfaction and job performance are directly

related to one another is often cited in the media and in some non-academic management

literature. A recent meta-analysis found an average uncorrected correlation between

Employees satisfaction and productivity to be r=.18; the average true correlation,

corrected for research artifacts and unreliability, was r=.30. Further, the meta-analysis

found that the relationship between satisfaction and performance can be moderated by job

complexity, such that for high-complexity jobs the correlation between satisfaction and

performance is higher (=.52) than for jobs of low to moderate complexity (=.29). In

short, the relationship of satisfaction to productivity is not necessarily straightforward and

can be influenced by a number of other work-related constructs, and the notion that "a

happy worker is a productive worker" should not be the foundation of organizational

decision-making.

With regard to job performance, employee personality may be more important than
Employees satisfaction. The link between Employees satisfaction and performance is
thought to be a spurious relationship; instead, both satisfaction and performance are the
result of personality.

18
 TURNOVER (EMPLOYMENT)

In a human resources context, turnover or Employees turnover is the rate at which an

employer gains and loses employees. Simple ways to describe it are "how long

employees tend to stay" or "the rate of traffic through the revolving door." Turnover is

measured for individual companies and for their industry as a whole. If an employer is

said to have a high turnover relative to its competitors, it means that employees of that

company have a shorter average tenure than those of other companies in the same

industry. High turnover can be harmful to a company's productivity if skilled workers are

often leaving and the worker population contains a high percentage of novice workers.

In the U.S., for the period of December 2000 to November 2008, the average total non-

farm seasonally adjusted monthly turnover rate was 3.3%.

19
 COSTS

When accounting for the costs (both real costs, such as time taken to select and recruit a

replacement, and also opportunity costs, such as lost productivity), the cost of employee

turnover to for-profit organizations has been estimated to be up to 150% of the

employees' remuneration package. There are both direct and indirect costs. Direct cost

relate to the leaving costs, replacement costs and transitions costs, while indirect costs

relate to the loss of production, reduced performance levels, unnecessary overtime and

low morale.

Internal vs. external turnover

Like recruitment, turnover can be classed as 'internal' or external. Internal turnover

involves employees leaving their current position, and taking a new position with the

same organization. Both positive (such as increased morale from the change of task and

supervisor) and negative (such as project/relational disruption, or the Peter Principle)

effects of internal turnover exist, and thus this form of turnover may be as important to

monitor as its external counterpart. Internal turnover might be moderated and controlled

by typical HR mechanisms, such as an internal recruitment policy or formal succession

planning.

Skilled vs. unskilled employees

Unskilled positions often have high turnover, and employees can generally be replaced

without the organization or business incurring any loss of performance. The ease of

20
replacing these employees provides little incentive to employers to offer generous

employment contracts; conversely, contracts may strongly favour the employer and lead

to increased turnover as employees seek, and eventually find, more favorable

employment.

However, high turnover rates of skilled professionals can pose as a risk to the business or

organization, due to the human capital (such as skills, training, and knowledge) lost.

Notably, given the natural specialization of skilled professionals, these employees are

likely to be re-Employees within the same industry by a competitor. Therefore, turnover

of these individuals incurs both replacement costs to the organization, as well as resulting

in a competitive disadvantage to the business.

21
 VOLUNTARY VS. INVOLUNTARY TURNOVER

Practitioners can differentiate between instances of voluntary turnover, initiated at the

choice of the employee, and those involuntary instances where the employee has no

choice in their termination (such as long term sickness, death, moving overseas, or

employer-initiated termination).

Typically, the characteristics of employees who engage in involuntary turnover are no

different from job stayers. However, voluntary turnover can be predicted (and in turn,

controlled) by the construct of turnover intent.

Causes of high or low turnover

High turnover often means that employees are unhappy with the work or compensation,

but it can also indicate unsafe or unhealthy conditions, or that too few employees give

satisfactory performance (due to unrealistic expectations or poor candidate screening).

The lack of career opportunities and challenges, dissatisfaction with the job-scope or

conflict with the management have been cited as predictors of high turnover.

Low turnover indicates that none of the above is true: employees are satisfied, healthy

and safe, and their performance is satisfactory to the employer. However, the predictors

of low turnover may sometimes differ than those of high turnover. Aside from the fore-

mentioned career opportunities, salary, corporate culture, management's recognition, and

a comfortable workplace seem to impact employees' decision to stay with their employer.

22
Many psychological and management theories exist regarding the types of job content

which is intrinsically satisfying to employees and which, in turn, should minimise

external voluntary turnover. Examples include Hertzberg's Two factor theory,

McClelland's Theory of Needs, and Hackman & Oldham's Job Characteristics Model

23
 INVESTMENTS

Alternatively, low turnover may indicate the presence of employee 'investments' (also

known 'side bets') in their position: certain benefits may be enjoyed while the employee

remains Employees with the organization, which would be lost upon resignation (e.g.

health insurance, discounted home loans, redundancy packages, etc). Such employees

would be expected to demonstrate lower intent to leave than if such 'side bets' were not

present.

How to prevent turnover

Employees are important in any running of a business, without them the business would

be unsuccessful. However, more and more employers today are finding employees

remain for approximately 23 to 24 months according to the 2006 Bureau of Labor

Statistics. The Employment Policy Foundation states it costs a company on an average of

$15,000 per employee, including separation costs, including paperwork, unemployment;

vacancy costs, including overtime or temporary employees and replacement cots

including advertisement, interview time, relocation, training and decreased productivity

when colleagues depart. Providing a stimulating workplace environment in which fosters

happy, motivated and empowered individuals, which lowers employee turnover and
[7]
absentee rates . Promoting a work environment that fosters personal and professional

growth promotes harmony and encouragement on all levels, so the effects are felt

company wide.

24
Continual training and reinforcement develops a work force that is competent, consistent,

competitive, effective and efficient. Beginning on the first day of work, providing the

individual with the necessary skills to perform their job is important. Before the first day,

it is important the interview and hiring process expose new hires to an explanation of the
[9]
company, so individuals know if the job is the best choice Providing ongoing

performance management by networking within the company to share the best practices,

helps build relationships among co-workers. Motivating employees to focus on customer

success, profitable growth and the company well being is important. [9] Including

employees in on future plans, new purchases, policy changes, introducing new employees

and employees who have gone above and beyond at meetings keeps employees informed

and involved.[9] Early engagement and engagement along the way, shows employees they

are wanted through information or recognition rewards, making them feel included.

When companies hire the best people, new talent hired and veterans are enabled to reach

company goals, maximizing the investment of each employee. Taking the time to listen to

employees and making them feel involved will create loyalty, in turn reducing turnover

allowing for growth

25
 CALCULATION

One typical method of calculating the turnover rate of a company is to divide the number

of employees who have left the organization within a year, by total number of employees

who work for that company in the same year.

Let's say there were 100 employees at the beginning of the year, and 100 employees at

the end of the year, and at the end of the year, 84 of those employees were the same ones

as were there the previous year. You might say that the turnover rate was 16%.

But suppose one of those 16 who left was actually replaced three times. The employee

quit in January, the replacement quit in April, and another person was hired who lasted

only until November. Then you might want to count every time an employee left the

company and another one was hired - in this case you'd get 18%.

Another complication: suppose the work force is 100 at the beginning and 90 at the end

of the year. Perhaps 16 people have left, but only 6 have been hired during the year, while

2 more were hired and retired within the same year. You might define turnover as 18/100

or as 18/90, or as 18/95, since 95 is the average of 90 and 100. Instead of 95, you might

want to do a fancier average, where you actually add up the number of employees on

each day of the year, and divide the total by 365.

One more complication: who decided it was a calendar year that we should use for

sampling the turnover rate? Perhaps there was no turnover at all for 3 years prior, and

then a shift in management caused a lot of people to leave this year. Then a more

26
representative measure would average over 2 or 3 or 4 years. Maybe you'd want to

average the turnover in each month of the last 48, but weight recent months more heavily

than earlier months.

27
 RESEARCH DONE ON EMPLOYEES

SATISFACTION
Job Satisfaction is one of the most important concepts in the study of Employees

behaviour along with absenteeism productivity and turnover. Many researchers and

industrial psychologists are interest in finding factors that increase Job Satisfaction

Because it is related to the job behaviour, like performance and accident. This

project studies the determinants of Employees satisfaction as Employees turnover they

surveyed 59 Employees . To measure Employees satisfaction they used Happocks

Employees satisfaction Bank in addition to self rating. Results from any respondents

suggest that salary and stress level do not influence Employees satisfaction. However,

factors outside the job such as age and marital status seem to correlate with Employees

satisfaction. Those Employees turnover who are married or living with a partner appear

to be more satisfied than those who are single or divorced. Age is positively correlated

with Employees satisfaction.

Similarly, determinants related to job such as satisfaction in profession,

satisfaction in position perception of room for personal growth, perception of use of

talents and skills appear to maintain a positive relationship with Employees satisfaction.

These current finding are consistent with the Herzbegs two factor motivation theory.

28
 EMPLOYEES SATISFACTION IS MORE IMPORTANT

THAN MONEY OR PERKS: A RESEARCH

New research shows that Employees satisfaction is more important than money or

perks. Thats according to a survey conducted by Eden recruitment. So it is not

membership to health clubs or fat salaries that Employees turnover want, but plain old

fashioned Employees satisfaction.

Employees satisfaction was more common as motivating factor in IT and

business services. Sectors while the benefits package available manufacturing sectors.

Remuneration was also more common in the business services sectors than is other

sectors.

The results of survey which are given below, reveal the main motivating factors in an

employees decision to remain in or leave employment

29
 EMPLOYEES SATISFACTION FALLS FOR

EMPLOYEES TURNOVER: A FINDING

Employees turnover, servants face more stress says a survey. Employees

satisfaction among Britains 6 m public sectors workers has fallen sharply over the past

decades as rising levels of stress have made work less enjoyable for doctors, Nurses,

Teachers, Lectures and Civil Servants said research published yesterday.

The study from Andrew Oswald and Jonathan Gardener of Warwick University

found that an increase depression, strain, Sleep loss and unhappiness during the 1990 had

made employment more pressurized and less enjoyable in the public realm .

Employees satisfaction has dropped dramatically in the service class throughout

the 90s stress has risen quite dramatically .

According to the research the decline in Employees satisfaction was linked to

rising stress. The very heavy increase in work loads in the Service class has made

workers much less happy. all group of Faculty in Service class have become less

satisfied at work over the past decade, a period in which they have faced extra

bureaucracy, pressure to meet targets as well as the introduction of working practices

from the private sector.

The sample of 5000 workers was interviewed each year through the 1990s with

stress levels assessed by the answers to 12 standard questions used to measure mental

distress and psychological ill health.

30
 REASONS FOR EMPLOYEES ATISFACTION

RESEARCH:
Why seek information about Employees satisfaction? For an industrial organization

the consequences are extremely important. By discovering attitudes on factor related to

the job, a firm can correct certain bad situations and there by improve the Employees

satisfaction of its staff. From this point of view if would be justified in being concerned

only with this area and neglecting the individual geo and its employee adjustments to

group outside the plants. How ever and industrial organization can benefits materially. If

is knows what individual attitudes contribute to Employees satisfaction, for one thing

applying this knowledge will result in better selection procedures. This is a broad

implication as for as the Employees satisfaction is concerned, and even though most

industrial and business organization, feel that it is not their problem, it nevertheless

agrees exists. It is also directly related to vocational guidance, schools and colleges,

public and private employment agencies, etc society as a whole must face it realistically.

31
 THE IMPORTANCE OF HIGH EMPLOYEES

SATISFACTION
The importance of Employees satisfaction is obvious, manager should be concerned with

the level of Employees satisfaction in there organization for at least four reasons

1) There is clear evidence that dissatisfied Employees turnover skip work

more often and are more likely to resign

2) Dissatisfied workers are more likely to engage in destructive behaviours.

3) It has been demonstrated that satisfied Employees turnover are batter

health and live longer.

4) Satisfaction on the job carries over to the Employees turnover life outside

the job.

An often overlook dimension of Employees satisfaction is its relationship to

Employees turnover health, several studies have shown that Employees turnover who are

dissatisfied with their jobs are persons to health setback ranging from headaches to heart

disease.

Some researchers even indicate that Employees satisfaction is a better predictor of length

of life than is physical condition or tobacco use. These studies suggest that dissatisfaction

is not solely a psychological phenomenon. The stresses that result from dissatisfaction

apparently increase one susceptibility to heart attack and the like.

32
 EMPLOYEE MOTIVATION

Motivation is the driving force by which humans achieve their goals. Motivation is said

to be intrinsic or extrinsic. The term is generally used for humans but it can also be used

to describe the causes for animal behavior as well. This article refers to human

motivation. According to various theories, motivation may be rooted in a basic need to

minimize physical pain and maximize pleasure, or it may include specific needs such as

eating and resting, or a desired object, goal, state of being, ideal, or it may be attributed to

less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality.

Conceptually, motivation should not be confused with either volition or optimism.[2]

Motivation is related to, but distinct from, emotion.

Motivational concepts

Intrinsic and extrinsic motivation

Intrinsic motivation refers to motivation that is driven by an interest or enjoyment in the

task itself, and exists within the individual rather than relying on any external pressure.

Intrinsic motivation has been studied by social and educational psychologists since the

early 1970s. Research has found that it is usually associated with high educational

achievement and enjoyment by students evaluation theory. Students are likely to be

intrinsically motivated if they:

attribute their educational results to factors under their own control (e.g., the

effort expended),

33
 believe they can be effective agents in reaching desired goals (i.e. the results are

not determined by luck),

are interested in mastering a topic, rather than just rote-learning to achieve good

grades.

Extrinsic motivation comes from outside of the individual. Common extrinsic

motivations are rewards like money and grades, coercion and threat of punishment.

Competition is in general extrinsic because it encourages the performer to win and beat

others, not to enjoy the intrinsic rewards of the activity. A crowd cheering on the

individual and trophies are also extrinsic incentives.

Social psychological research has indicated that extrinsic rewards can lead to

overjustification and a subsequent reduction in intrinsic motivation. In one study

demonstrating this effect, children who expected to be (and were) rewarded with a ribbon

and a gold star for drawing pictures spent less time playing with the drawing materials in

subsequent observations than children who were assigned to an unexpected reward

condition and to children who received no extrinsic reward Self-determination theory

proposes that extrinsic motivation can be internalised by the individual if the task fits

with their values and beliefs and therefore helps to fulfill their basic psychological needs.

Self-control

The self-control of motivation is increasingly understood as a subset of emotional

intelligence; a person may be highly intelligent according to a more conservative

definition (as measured by many intelligence tests), yet unmotivated to dedicate this

34
intelligence to certain tasks. Yale School of Management professor Victor Vroom's

"expectancy theory" provides an account of when people will decide whether to exert self

control to pursue a particular goal.

Drives and desires can be described as a deficiency or need that activates behavior that is

aimed at a goal or an incentive. These are thought to originate within the individual and

may not require external stimuli to encourage the behavior. Basic drives could be sparked

by deficiencies such as hunger, which motivates a person to seek food; whereas more

subtle drives might be the desire for praise and approval, which motivates a person to

behave in a manner pleasing to others.

By contrast, the role of extrinsic rewards and stimuli can be seen in the example of

training animals by giving them treats when they perform a trick correctly. The treat

motivates the animals to perform the trick consistently, even later when the treat is

removed from the process.

35
 MOTIVATIONAL THEORIES

Incentive theory

A reward, tangible or intangible, is presented after the occurrence of an action (i.e.

behavior) with the intent to cause the behavior to occur again. This is done by associating

positive meaning to the behavior. Studies show that if the person receives the reward

immediately, the effect is greater, and decreases as duration lengthens. Repetitive action-

reward combination can cause the action to become habit. Motivation comes from two

sources: oneself, and other people. These two sources are called intrinsic motivation and

extrinsic motivation, respectively.

Reinforcers and reinforcement principles of behavior differ from the hypothetical

construct of reward. A reinforcer is any stimulus change following a response that

increases the future frequency or magnitude of that response. Positive reinforcement is

demonstrated by an increase in the future frequency or magnitude of a response due to in

the past being followed contingently by a reinforcing stimulus. Negative reinforcement

involves stimulus change consisting of the removal of an aversive stimulus following a

response. Positive reinforcement involves a stimulus change consisting of the

presentation or magnification of an appetitive stimulus following a response. From this

perspective, motivation is mediated by environmental events, and the concept of

distinguishing between intrinsic and extrinsic forces is irrelevant.

36
Applying proper motivational techniques can be much harder than it seems. Steven Kerr

notes that when creating a reward system, it can be easy to reward A, while hoping for B,

and in the process, reap harmful effects that can jeopardize your goals.

Incentive theory in psychology treats motivation and behavior of the individual as they

are influenced by beliefs, such as engaging in activities that are expected to be profitable.

Incentive theory is promoted by behavioral psychologists, such as B.F. Skinner and

literalized by behaviorists, especially by Skinner in his philosophy of Radical

behaviorism, to mean that a person's actions always have social ramifications: and if

actions are positively received people are more likely to act in this manner, or if

negatively received people are less likely to act in this manner.

Incentive theory distinguishes itself from other motivation theories, such as drive theory,

in the direction of the motivation. In incentive theory, stimuli "attract", to use the term

above, a person towards them. As opposed to the body seeking to reestablish homeostasis

pushing it towards the stimulus. In terms of behaviorism, incentive theory involves

positive reinforcement: the stimulus has been conditioned to make the person happier.

For instance, a person knows that eating food, drinking water, or gaining social capital

will make them happier. As opposed to in drive theory, which involves negative

reinforcement: a stimulus has been associated with the removal of the punishment-- the

lack of homeostasis in the body. For example, a person has come to know that if they eat

when hungry, it will eliminate that negative feeling of hunger, or if they drink when

thirsty, it will eliminate that negative feeling of thirst.

37
Drive-reduction theories

There are a number of drive theories. The Drive Reduction Theory grows out of the

concept that we have certain biological drives, such as hunger. As time passes the

strength of the drive increases if it is not satisfied (in this case by eating). Upon satisfying

a drive the drive's strength is reduced. The theory is based on diverse ideas from the

theories of Freud to the ideas of feedback control systems, such as a thermostat.

Drive theory has some intuitive or folk validity. For instance when preparing food, the

drive model appears to be compatible with sensations of rising hunger as the food is

prepared, and, after the food has been consumed, a decrease in subjective hunger. There

are several problems, however, that leave the validity of drive reduction open for debate.

The first problem is that it does not explain how secondary reinforcers reduce drive. For

example, money satisfies no biological or psychological needs, but a pay check appears

to reduce drive through second-order conditioning. Secondly, a drive, such as hunger, is

viewed as having a "desire" to eat, making the drive a homuncular beinga feature

criticized as simply moving the fundamental problem behind this "small man" and his

desires.

In addition, it is clear that drive reduction theory cannot be a complete theory of behavior,

or a hungry human could not prepare a meal without eating the food before he finished

cooking it. The ability of drive theory to cope with all kinds of behavior, from not

satisfying a drive (by adding on other traits such as restraint), or adding additional drives

38
for "tasty" food, which combine with drives for "food" in order to explain cooking render

it hard to test.

Cognitive dissonance theory

Suggested by Leon Festinger, cognitive dissonance occurs when an individual

experiences some degree of discomfort resulting from an incompatibility between two

cognitions. For example, a consumer may seek to reassure himself regarding a purchase,

feeling, in retrospect, that another decision may have been preferable.

While not a theory of motivation, per se, the theory of cognitive dissonance proposes that

people have a motivational drive to reduce dissonance. They do this by changing their

attitudes, beliefs, or actions. Dissonance is also reduced by justifying, blaming, and

denying. It is one of the most influential and extensively studied theories in social

psychology.

Need theories

Need hierarchy theory

The content theory includes the hierarchy of needs from Maslow and the two- factor

theory from Herzberg. Abraham Maslow's theory is one of the most widely discussed

theories of motivation.

The American motivation psychologist Abraham H. Maslow developed the Hierarchy of

needs consistent of five hierarchic classes. It shows the complexity of human

requirements. Maslow says that first of all the basic requirements have to be satisfied.

39
The basic requirements build the first step in his pyramid. They decide about to be or not

to be. If there is any deficit on this level, the whole behavior of a human will be oriented

to satisfy this deficit. Subsequently we do have the second level, which awake a need for

security. Basically it is oriented on a future need for security. After securing those two

levels, the motives shift in the social sphere, which form the third stage. Psychological

requirements consist in the fourth level, while the top of the hierarchy comprise the self-

realization So theory can be summarized as follows:

Human beings have wants and desires which influence their behavior. Only

unsatisfied needs influence behavior, satisfied needs do not.

Since needs are many, they are arranged in order of importance, from the basic to

the complex.

The person advances to the next level of needs only after the lower level need is

at least minimally satisfied.

The further the progress up the hierarchy, the more individuality, humanness and

psychological health a person will show.

The needs, listed from basic (lowest-earliest) to most complex (highest-latest) are as

follows:

Physiology (hunger, thirst, sleep, etc.)

Safety/Security/Shelter/Health

Belongingness/Love/Friendship

Self-esteem/Recognition/Achievement

Self actualization
40
Herzberg's two-factor theory

Frederick Herzberg's two-factor theory, a.k.a. intrinsic/extrinsic motivation, concludes

that certain factors in the workplace result in job satisfaction, but if absent, they don't lead

to dissatisfaction but no satisfaction.The factors that motivate people can change over

their lifetime, but "respect for me as a person" is one of the top motivating factors at any

stage of life.

He distinguished between:

Motivators; (e.g. challenging work, recognition, responsibility) which give positive

satisfaction, and

Hygiene factors; (e.g. status, job security, salary and fringe benefits) that do not

motivate if present, but, if absent, result in demotivation.

The name Hygiene factors is used because, like hygiene, the presence will not make you

healthier, but absence can cause health deterioration.

The theory is sometimes called the "Motivator-Hygiene Theory" and/or "The Dual

Structure Theory."

Herzberg's theory has found application in such occupational fields as information

systems and in studies of user satisfaction

41
Alderfer's ERG theory

Alderfer, expanding on Maslow's hierarchy of needs, created the ERG theory. This theory

posits that there are three groups of core needs existence, relatedness, and growth,

hence the label: ERG theory. The existence group is concerned with providing our basic

material existence requirements. They include the items that Maslow considered to be

physiological and safety needs. The second group of needs are those of relatedness- the

desire we have for maintaining important interpersonal relationships. These social and

status desires require interaction with others if they are to be satisfied, and they align with

Maslow's social need and the external component of Maslow's esteem classification.

Finally, Alderfer isolates growth needs' an intrinsic desire for personal development.

These include the intrinsic component from Maslow's esteem category and the

characteristics included under self-actualization.

Self-determination theory

Self-determination theory, developed by Edward Deci and Richard Ryan, focuses on the

importance of intrinsic motivation in driving human behavior. Like Maslow's hierarchical

theory and others that built on it, SDT posits a natural tendency toward growth and

development. Unlike these other theories, however, SDT does not include any sort of

"autopilot" for achievement, but instead requires active encouragement from the

environment. The primary factors that encourage motivation and development are

autonomy, competence feedback, and relatedness.

42
Broad theories

The latest approach in developing a broad, integrative theory of motivation is Temporal

Motivation Theory. Integrating theories of motivation. Introduced in their 2007 Academy

of Management Review article, it synthesizes into a single formulation the primary

aspects of all other major motivational theories, including Incentive Theory, Drive

Theory, Need Theory, Self-Efficacy and Goal Setting. Notably, it simplifies the field of

motivation considerably and allows findings from one theory to be translated into terms

of another.

Also, Achievement Motivation is an integrative perspective based on the premise that

performance motivation results from the way broad components of personality are

directed towards performance. As a result, it includes a range of dimensions that are

relevant to success at work but which are not conventionally regarded as being part of

performance motivation. Especially it integrates formerly separated approaches as Need

for Achievement with e.g. social motives like dominance. The Achievement Motivation

Inventory is based on this theory and assesses three factors (17 separated scales) relevant

to vocational and professional success.

Cognitive theories

Goal-setting theory

Goal-setting theory is based on the notion that individuals sometimes have a drive to

reach a clearly defined end state. Often, this end state is a reward in itself. A goal's

43
efficiency is affected by three features: proximity, difficulty and specificity. An ideal goal

should present a situation where the time between the initiation of behavior and the end

state is close. This explains why some children are more motivated to learn how to ride a

bike than to master algebra. A goal should be moderate, not too hard or too easy to

complete. In both cases, most people are not optimally motivated, as many want a

challenge (which assumes some kind of insecurity of success). At the same time people

want to feel that there is a substantial probability that they will succeed. Specificity

concerns the description of the goal in their class. The goal should be objectively defined

and intelligible for the individual. A classic example of a poorly specified goal is to get

the highest possible grade. Most children have no idea how much effort they need to

reach that goal.

Models of behavior change

Social-cognitive models of behavior change include the constructs of motivation and

volition. Motivation is seen as a process that leads to the forming of behavioral

intentions. Volition is seen as a process that leads from intention to actual behavior. In

other words, motivation and volition refer to goal setting and goal pursuit, respectively.

Both processes require self-regulatory efforts. Several self-regulatory constructs are

needed to operate in orchestration to attain goals. An example of such a motivational and

volitional construct is perceived self-efficacy. Self-efficacy is supposed to facilitate the

forming of behavioral intentions, the development of action plans, and the initiation of

action. It can support the translation of intentions into action.

44
Unconscious motivation

Some psychologists believe that a significant portion of human behavior is energized and

directed by unconscious motives. According to Maslow, "Psychoanalysis has often

demonstrated that the relationship between a conscious desire and the ultimate

unconscious aim that underlies it need not be at all direct.

Intrinsic motivation and the 16 basic desires theory

Starting from studies involving more than 6,000 people, Professor Steven Reiss has

proposed a theory that find 16 basic desires that guide nearly all human behavior. The 16

basic desires that motivate our actions and define our personalities as:

Acceptance, the need for approval

Curiosity, the need to learn

Eating, the need for food

Family, the need to raise children

Honor, the need to be loyal to the traditional values of one's clan/ethnic group

Idealism, the need for social justice

Independence, the need for individuality

Order, the need for organized, stable, predictable environments

Physical activity, the need for exercise

Power, the need for influence of will

Romance, the need for sex

Saving, the need to collect

45
 Social contact, the need for friends (peer relationships)

Status, the need for social standing/importance

Tranquility, the need to be safe

Vengeance, the need to strike back/to win

In this model, people differ in these basic desires. These basic desires represent intrinsic

desires that directly motivate a person's behavior, and not aimed at indirectly satisfying

other desires. People may also be motivated by non-basic desires, but in this case this

does not relate to deep motivation, or only as a means to achieve other basic desires.

46
 CONTROLLING MOTIVATION

The control of motivation is only understood to a limited extent. There are many different

approaches of motivation training, but many of these are considered pseudoscientific by

critics. To understand how to control motivation it is first necessary to understand why

many people lack motivation.

Employee motivation

Workers in any organization need something to keep them working. Most times the salary

of the employee is enough to keep him or her working for an organization. However,

sometimes just working for salary is not enough for employees to stay at an organization.

An employee must be motivated to work for a company or organization. If no motivation

is present in an employee, then that employees quality of work or all work in general will

deteriorate.

When motivating an audience, you can use general motivational strategies or specific

motivational appeals. General motivational strategies include soft sell versus hard sell

and personality type. Soft sell strategies have logical appeals, emotional appeals, advice

and praise. Hard sell strategies have barter, outnumbering, pressure and rank. Also, you

can consider basing your strategy on your audience personality. Specific motivational

appeals focus on provable facts, feelings, right and wrong, audience rewards and

audience threats.

47
Drugs

Some authors, especially in the transhumanist movement, have suggested the use of

"smart drugs", also known as nootropics, as "motivation-enhancers". The effects of many

of these drugs on the brain are emphatically not well understood, and their legal status

often makes open experimentation difficult.

Applications

Education

Motivation is of particular interest to educational psychologists because of the crucial

role it plays in student learning. However, the specific kind of motivation that is studied

in the specialized setting of education differs qualitatively from the more general forms of

motivation studied by psychologists in other fields.

Motivation in education can have several effects on how students learn and how they

behave towards subject matter. It can:

1. Direct behavior toward particular goals

2. Lead to increased effort and energy

3. Increase initiation of, and persistence in, activities

4. Enhance cognitive processing

5. Determine what consequences are reinforcing

6. Lead to improved performance.

48
Because students are not always internally motivated, they sometimes need situated

motivation, which is found in environmental conditions that the teacher creates.

The majority of new student orientation leaders at colleges and universities recognize that

distinctive needs of students should be considered in regard to orientation information

provided at the beginning of the higher education experience. Research done by Whyte in

1986 raised the awareness of counselors and educators in this regard. In 2007, the

National Orientation Directors Association reprinted Cassandra B. Whyte's research

report allowing readers to ascertain improvements made in addressing specific needs of

students over a quarter of a century later to help with academic success.

There are two kinds of motivation:

Intrinsic motivation occurs when people are internally motivated to do something

because it either brings them pleasure, they think it is important, or they feel that

what they are learning is significant. It has been shown that intrinsic motivation for

education drops from grades 3-9 though the exact cause cannot be ascertained. [6]

Also, in younger students it has been shown that contextualizing material that would

otherwise be presented in an abstract manner increases the intrinsic motivation of

these students.

Extrinsic motivation comes into play when a student is compelled to do something

or act a certain way because of factors external to him or her (like money or good

grades).

49
Cassandra B. Whyte researched and reported about the importance of locus of control and

academic achievement. Students tending toward a more internal locus of control are more

academically successful, thus encouraging curriculum and activity development with

consideration of motivation theories.

Motivation has been found to be an important element in the concept of Andragogy (what

motivates the adult learner), and in treating Autism Spectrum Disorders, as in Pivotal

Response Therapy.

Sudbury Model schools' approach

Sudbury Model schools adduce that the cure to the problem of procrastination, of

learning in general, and particularly of scientific illiteracy is to remove once and for all

what they call the underlying disease: compulsion in schools. They contend that human

nature in a free society recoils from every attempt to force it into a mold; that the more

requirements we pile onto children at school, the surer we are to drive them away from

the material we are trying to force down their throats; that after all the drive and

motivation of infants to master the world around them is legendary. They assert that

schools must keep that drive alive by doing what some of them do: nurturing it on the

freedom it needs to thrive.

Sudbury Model schools do not perform and do not offer evaluations, assessments,

transcripts, or recommendations, asserting that they do not rate people, and that school is

not a judge; comparing students to each other, or to some standard that has been set is for

them a violation of the student's right to privacy and to self-determination. Students

50
decide for themselves how to measure their progress as self-starting learners as a process

of self-evaluation: real life-long learning and the proper educational evaluation for the

21st century, they adduce. According to Sudbury Model schools, this policy does not

cause harm to their students as they move on to life outside the school. However, they

admit it makes the process more difficult, but that such hardship is part of the students

learning to make their own way, set their own standards and meet their own goals. The

no-grading and no-rating policy helps to create an atmosphere free of competition among

students or battles for adult approval, and encourages a positive cooperative environment

amongst the student body.

Business

At lower levels of Maslow's hierarchy of needs, such as physiological needs, money is a

motivator, however it tends to have a motivating effect on staff that lasts only for a short

period (in accordance with Herzberg's two-factor model of motivation). At higher levels

of the hierarchy, praise, respect, recognition, empowerment and a sense of belonging are

far more powerful motivators than money, as both Abraham Maslow's theory of

motivation and Douglas McGregor's theory X and theory Y (pertaining to the theory of

leadership) demonstrate.

Maslow has money at the lowest level of the hierarchy and shows other needs are better

motivators to staff. McGregor places money in his Theory X category and feels it is a

poor motivator. Praise and recognition are placed in the Theory Y category and are

considered stronger motivators than money.

51
 Motivated employees always look for better ways to do a job.

Motivated employees are more quality oriented.

Motivated workers are more productive.

The average workplace is about midway between the extremes of high threat and high

opportunity. Motivation by threat is a dead-end strategy, and naturally staff are more

attracted to the opportunity side of the motivation curve than the threat side. Motivation

is a powerful tool in the work environment that can lead to employees working at their

most efficient levels of production.

Nonetheless, Steinmetz also discusses three common character types of subordinates:

ascendant, indifferent, and ambivalent who all react and interact uniquely, and must be

treated, managed, and motivated accordingly. An effective leader must understand how to

manage all characters, and more importantly the manager must utilize avenues that allow

room for employees to work, grow, and find answers independently.

The assumptions of Maslow and Herzberg were challenged by a classic study at Vauxhall

Motors' UK manufacturing plant. This introduced the concept of orientation to work and

distinguished three main orientations: instrumental (where work is a means to an end),

bureaucratic (where work is a source of status, security and immediate reward) and

solidaristic (which prioritises group loyalty).

Other theories which expanded and extended those of Maslow and Herzberg included

Kurt Lewin's Force Field Theory, Edwin Locke's Goal Theory and Victor Vroom's

52
Expectancy theory. These tend to stress cultural differences and the fact that individuals

tend to be motivated by different factors at different times.

According to the system of scientific management developed by Frederick Winslow

Taylor, a worker's motivation is solely determined by pay, and therefore management

need not consider psychological or social aspects of work. In essence, scientific

management bases human motivation wholly on extrinsic rewards and discards the idea

of intrinsic rewards.

In contrast, David McClelland believed that workers could not be motivated by the mere

need for moneyin fact, extrinsic motivation (e.g., money) could extinguish intrinsic

motivation such as achievement motivation, though money could be used as an indicator

of success for various motives, e.g., keeping score. In keeping with this view, his

consulting firm, McBer & Company, had as its first motto "To make everyone productive,

happy, and free." For McClelland, satisfaction lay in aligning a person's life with their

fundamental motivations.

Elton Mayo found that the social contacts a worker has at the workplace are very

important and that boredom and repetitiveness of tasks lead to reduced motivation. Mayo

believed that workers could be motivated by acknowledging their social needs and

making them feel important. As a result, employees were given freedom to make

decisions on the job and greater attention was paid to informal work groups. Mayo named

the model the Hawthorne effect. His model has been judged as placing undue reliance on

social contacts at work situations for motivating employees.

53
In Essentials of Organizational Behavior, Robbins and Judge examine recognition

programs as motivators, and identify five principles that contribute to the success of an

employee incentive program:

Recognition of employees' individual differences, and clear identification of behavior

deemed worthy of recognition

Allowing employees to participate

Linking rewards to performance

Rewarding of nominators

Visibility of the recognition process

Games

Motivational models are central to game design, because without motivation a player will

not be interested in progressing further within a game.[19] Several models for gameplay

motivations have been proposed, including Richard Bartle's. Jon Radoff has proposed a

four-quadrant model of gameplay motivation that includes cooperation, competition,

immersion and achievement. The motivational structure of games is central to the

gamification trend, which seeks to apply game-based motivation to business applications.

54
 LITERATURE REVIEW

Models of Employees satisfaction

Affect Theory

Edwin A. Lockes Range of Affect Theory (1976) is arguably the most famous

Employees satisfaction model. The main premise of this theory is that satisfaction is

determined by a discrepancy between what one wants in a job and what one has in a job.

Further, the theory states that how much one values a given facet of work (e.g. the degree

of autonomy in a position) moderates how satisfied/dissatisfied one becomes when

expectations are/arent met. When a person values a particular facet of a job, his

satisfaction is more greatly impacted both positively (when expectations are met) and

negatively (when expectations are not met), compared to one who doesnt value that

facet. To illustrate, if Employee A values autonomy in the workplace and Employee B is

indifferent about autonomy, then Employee A would be more satisfied in a position that

offers a high degree of autonomy and less satisfied in a position with little or no

autonomy compared to Employee B. This theory also states that too much of a particular

facet will produce stronger feelings of dissatisfaction the more a worker values that facet.

Dispositional Theory

Another well-known Employees satisfaction theory is the Dispositional Theory It is a

very general theory that suggests that people have innate dispositions that cause them to

have tendencies toward a certain level of satisfaction, regardless of ones job. This

55
approach became a notable explanation of Employees satisfaction in light of evidence

that Employees satisfaction tends to be stable over time and across careers and jobs.

Research also indicates that identical twins have similar levels of Employees satisfaction.

A significant model that narrowed the scope of the Dispositional Theory was the Core

Self-evaluations Model, proposed by Timothy A. Judge in 1998. Judge argued that there

are four Core Self-evaluations that determine ones disposition towards Employees

satisfaction: self-esteem, general self-efficacy, locus of control, and neuroticism. This

model states that higher levels of self-esteem (the value one places on his/her self) and

general self-efficacy (the belief in ones own competence) lead to higher work

satisfaction. Having an internal locus of control (believing one has control over her\his

own life, as opposed to outside forces having control) leads to higher Employees

satisfaction. Finally, lower levels of neuroticism lead to higher Employees satisfaction

Two-Factor Theory (Motivator-Hygiene Theory)

Frederick Herzbergs Two factor theory (also known as Motivator Hygiene Theory)

attempts to explain satisfaction and motivation in the workplace [5] This theory states that

satisfaction and dissatisfaction are driven by different factors motivation and hygiene

factors, respectively. An employees motivation to work is continually related to

Employees satisfaction of a subordinate. Motivation can be seen as an inner force that

drives individuals to attain personal and organization goals (Hoskinson, Porter, &

Wrench, p.133). Motivating factors are those aspects of the job that make people want to

perform, and provide people with satisfaction, for example achievement in work,

recognition, promotion opportunities. These motivating factors are considered to be

56
intrinsic to the job, or the work carried out. Hygiene factors include aspects of the

working environment such as pay, company policies, supervisory practices, and other

working conditions

While Hertzberg's model has stimulated much research, researchers have been unable to

reliably empirically prove the model, with Hackman & Oldham suggesting that

Hertzberg's original formulation of the model may have been a methodological artifact. [5]

Furthermore, the theory does not consider individual differences, conversely predicting

all employees will react in an identical manner to changes in motivating/hygiene factors.

[5]
Finally, the model has been criticised in that it does not specify how

motivating/hygiene factors are to be measured.

Job Characteristics Model

Hackman & Oldham proposed the Job Characteristics Model, which is widely used as a

framework to study how particular job characteristics impact on job outcomes, including

Employees satisfaction. The model states that there are five core job characteristics (skill

variety, task identity, task significance, autonomy, and feedback) which impact three

critical psychological states (experienced meaningfulness, experienced responsibility for

outcomes, and knowledge of the actual results), in turn influencing work outcomes (job

satisfaction, absenteeism, work motivation, etc.).[6] The five core job characteristics can

be combined to form a motivating potential score (MPS) for a job, which can be used as

an index of how likely a job is to affect an employee's attitudes and behaviors----. A

meta-analysis of studies that assess the framework of the model provides some support

for the validity of the JCM.

57
Communication Overload and Communication Underload

One of the most important aspects of an individuals work in a modern organization

concerns the management of communication demands that he or she encounters on the

job (Krayer, K. J., & Westbrook, L., p. 85). Demands can be characterized as a

communication load, which refers to the rate and complexity of communication inputs

an individual must process in a particular time frame (Faraca, Monge, & Russel, 1977).

Individuals in an organization can experience communication over-load and

communication under- load which can affect their level of Employees satisfaction.

Communication overload can occur when an individual receives too many messages in a

short period of time which can result in unprocessed information or when an individual

faces more complex messages that are more difficult to process (Farace, Monge, &

Russel, 1997). Due to this process, given an individuals style of work and motivation

to complete a task, when more inputs exist than outputs, the individual perceives a

condition of overload (Krayer, K. J., & Westbrook, L., p. 86) which can be positively or

negatively related to Employees satisfaction. In comparison, communication under load

can occur when messages or inputs are sent below the individuals ability to process them

(Farace, Monge, & Russel, 1997). According to the ideas of communication over-load

and under-load, if an individual does not receive enough input on the job or is

unsuccessful in processing these inputs, the individual is more likely to become

dissatisfied, aggravated, and unhappy with their work which leads to a low level of

Employees satisfaction.

Employees satisfaction describes how content an individual is with his or her job.

58
The happier people are within their job, the more satisfied they are said to be. Employees

satisfaction is not the same as motivation, although it is clearly linked. Job design aims to

enhance Employees satisfaction and performance, methods include job rotation, job

enlargement and job enrichment. Other influences on satisfaction include the

management style and culture, employee involvement, empowerment and autonomous

work groups. Employees satisfaction is a very important attribute which is frequently

measured by organizations. The most common way of measurement is the use of rating

scales where employees report their reactions to their jobs. Questions relate to rate of pay,

work responsibilities, variety of tasks, promotional opportunities the work itself and co-

workers. Some questioners ask yes or no questions while others ask to rate satisfaction on

1-5 scale (where 1 represents "not at all satisfied" and 5 represents "extremely satisfied").

Definitions

Employees satisfaction has been defined as a pleasurable emotional state resulting from

the appraisal of ones job;[1] an affective reaction to ones job; and an attitude towards

ones job.[3] Weiss (2002) has argued that Employees satisfaction is an attitude but points

out that researchers should clearly distinguish the objects of cognitive evaluation which

are affect (emotion), beliefs and behaviours. This definition suggests that we form

attitudes towards our jobs by taking into account our feelings, our beliefs, and our

behaviors.

59
History:

One of the biggest preludes to the study of Employees satisfaction was the Hawthorne

studies. These studies (1924-1933), primarily credited to Elton Mayo of the Harvard

Business School, sought to find the effects of various conditions (most notably

illumination) on workers productivity. These studies ultimately showed that novel

changes in work conditions temporarily increase productivity (called the Hawthorne

Effect). It was later found that this increase resulted, not from the new conditions, but

from the knowledge of being observed. This finding provided strong evidence that people

work for purposes other than pay, which paved the way for researchers to investigate

other factors in Employees satisfaction.

Scientific management (aka Taylorism) also had a significant impact on the study of

Employees satisfaction. Frederick Winslow Taylor s 1911 book, Principles of Scientific

Management, argued that there was a single best way to perform any given work task.

This book contributed to a change in industrial production philosophies, causing a shift

from skilled labor and piecework towards the more modern approach of assembly lines

and hourly wages. The initial use of scientific management by industries greatly

increased productivity because workers were forced to work at a faster pace. However,

workers became exhausted and dissatisfied, thus leaving researchers with new questions

to answer regarding Employees satisfaction. It should also be noted that the work of W.L.

Bryan, Walter Dill Scott, and Hugo Munsterberg set the tone for Taylors work.

Some argue that Maslow s hierarchy of needs theory, a motivation theory, laid the
foundation for Employees satisfaction theory. This theory explains that people seek to

60
satisfy five specific needs in life physiological needs, safety needs, social needs, self-
esteem needs, and self-actualization. This model served as a good basis from which early
researchers could develop Employees satisfaction theories.

61
OBJECTIVES OF STUDY

62
 OBJECTIVES OF STUDY

1. The primary objective of the research is the increasing Employee satisfaction

through Motivation.

2. To suggest ways to increase the level of Employee Motivation.

3. To test the feedback of the Employees satisfaction level.

4. Which type of feedback is provided by the service class?

63
RESEARCH METHODOLOGY

64
 RESEARCH METHODOLOGY

Research design is a conceptual structure with the help of which research is

conducted. There is no unique method which can entirely eliminate the elements of

undertaking both research methodologies more than any other procedures can minimize

the degree of uncertainty. Thus it reduces the probability of making a wrong choice

amongst the alternative course of action. in this research descriptive research design is

being used. a descriptive research study is concerned with describing the characteristics

of the particular field of group. The study is done for specific purpose with the help of

facts collected but car should be taken the information should be free from bias and

should be reliable. The design includes the following steps:-

1-objective formulation
2-data collection
3-sample selection
4-sample size determination
5-analying the information
6-result
7-limitation

65
 RESEARCH OBJECTIVES

1. The primary objective of the research is the increasing Employee satisfaction

through Motivation .

2. To suggest ways to increase the level of Employee Motivation.

3. To test the feedback of the Employees satisfaction level.

4. Which type of feedback is provided by the service class?

Universe : Lucknow

Data collection:-

The data collection from two sources:

SAMPLE SIZE:- 100

Primary data:-

It was collected through the survey of Employees

SECONDARY DATA:-

It was collected from internet, various books, newspapers and company literature.

Sample instruments:-

All the primary data was collected using structured interview method. For this purpose

the tools used was questionnaires in which the respondents were asked to rate their

experience about the various aspects of job on liker scale ranging from high jobs

satisfaction to low job satisfaction.

66
Analyzing the information:-

To analyze the information collected used were very basic and easy to comprehend. The

measure of control tendencies and graphical method were used for analyzing the data.

Results:

The results are given in the forthcoming pages in from of finding and analysis and

recommendations there after.

67
DATA ANALYSIS AND INTERPRETATION

68
 DATA ANALYSIS AND INTERPRETATION

Q. 1:- Are you satisfied formal Communication of workplace?

Yes 55
No 45

Interpetation:
55% employee said that they satisfied formal Communication of workplace but 45% said
no

69
Q. 2:- Are you satisfied with interpersonal relationship with you colleague?

Yes 60
No 40

Interpetation:

60% employee said that they satisfied with interpersonal relationship with you colleague

but 40% said no

70
Q. 3:- Are you satisfied with your efforts values?

Yes 65
No 35

Interpetation:

65% employee said that they satisfied with their efforts values but 35% said no

71
Q. 4:- Are you satisfied with job role?

Yes 55
No 45

Interpetation:

55% employee said that they satisfied with job role but 45% said no

72
Q. 5:- Are you motivated for your job role?

Yes 60
No 40

Interpetation:

60% employee said that they satisfied motivated for your job role but 40% said no

73
Q. 6:- Are you satisfied with current carrier opportunities ?

Yes 65
No 35

Interpetation:

65% employee said that they satisfied with current carrier opportunities but 35% said no

74
Q. 7:- Are you satisfied with your job security?

Yes 55
No 45

Interpetation:

55% employee said that they satisfied with your job security but 45% said no

75
Q. 8:- Are you satisfied with involvement identification with the organisation?

Yes 60
No 40

Interpetation:

60% employee said that they satisfied with involvement identification with the

organisation but 40% said no

76
Q. 9:- Are you satisfied with the nature of supervision of your job role?

Yes 55
No 45

Interpetation:

55% employee said that they satisfied with the nature of supervision of their job role but

45% said no

77
Q. 10:- Are you satisfied with method of change imvation implementation employees

turnover?

Yes 65
No 35

Interpetation:

65% employee said that they satisfied with method of change imvation implementation

employees turnover but 35% said no

78
Q. 11:- Are you satisfied with your task required perform their turnover?

Yes 70
No 30

Interpetation:

70% employee said that they satisfied with your task required perform their turnover but

30% said no

79
Q. 12:- Are you satisfied with extent to which personal growth and development is

possible?

Yes 55
No 45

Interpetation:

55% employee said that they satisfied with extent to which personal growth and

development is possible but 45% said no

80
Q. 13:- Are you satisfied with method of conflict resolution?

Yes 60
No 40

Interpetation:

60% employee said that they satisfied with method of conflict resolution but 40% said no

81
Q. 14:- Are you satisfied with job helps realizing your ambition and aspiration?

Yes 65
No 35

Interpetation:

65% employee said that they satisfied with job helps realizing your ambition and

aspiration but 35% said no

82
Q. 15:- Are you satisfied with extent participation in important decision?

Yes 70
No 30

Interpetation:

70% employee said that they satisfied with extent participation in important decision but

30% said no

83
Q. 16:- Are you satisfied with skill utilization?

Yes 55
No 45

Interpetation:

55% employee said that they satisfied with skill utilization but 45% said no

84
Q. 17:- Are you satisfied with organizational climate?

Yes 60
No 40

Interpetation:

60% employee said that they satisfied with organizational climate but 40% said no

85
Q. 18:- Are you satisfied with flexibility and independence allow?

Yes 65
No 35

Interpetation:

65% employee said that they satisfied with flexibility and independence allow but 35%

said no

86
Q. 19:- Are you satisfied with level of salary with respect to experience?

Yes 70
No 30

Interpetation:

70% employee said that they satisfied with level of salary with respect to experience but

30% said no

87
Q. 20:- Are you satisfied with organizational structure?

Yes 55
No 45

Interpetation:

55% employee said that they satisfied with organizational structure but 45% said no

88
Q. 21:- Are you satisfied with work expected allotted ?

Yes 60
No 40

Interpetation:

60% employee said that they satisfied with work expected allotted but 40% said no

89
22:- Are you satisfied with feeling of extension in job?

Yes 65
No 35

Interpetation:

65% employee said that they satisfied with feeling of extension in job but 35% said no

90
23:- Are you satisfied with overall employees satisfaction its impact on employees?

Yes 70
No 30

Interpetation:

70% employee said that they satisfied with overall employees satisfaction its impact on

employees but 30% said no

91
FINDINGS

92
 FINDINGS

55% employee said that they satisfied formal Communication of workplace but

45% said no
60% employee said that they satisfied with interpersonal relationship with you

colleague but 40% said no

65% employee said that they satisfied with their efforts values but 35% said no
55% employee said that they satisfied with job role but 45% said no
60% employee said that they satisfied motivated for your job role but 40% said no
65% employee said that they satisfied with current carrier opportunities but 35%

said no
55% employee said that they satisfied with your job security but 45% said no
60% employee said that they satisfied with involvement identification with the

organisation but 40% said no

55% employee said that they satisfied with the nature of supervision of their job

role but 45% said no

65% employee said that they satisfied with method of change imvation

implementation employees turnover but 35% said no

70% employee said that they satisfied with your task required perform their

turnover but 30% said no

55% employee said that they satisfied with extent to which personal growth and

development is possible but 45% said no

60% employee said that they satisfied with method of conflict resolution but 40%

said no
65% employee said that they satisfied with job helps realizing your ambition and

aspiration but 35% said no

70% employee said that they satisfied with extent participation in important

decision but 30% said no

55% employee said that they satisfied with skill utilization but 45% said no
60% employee said that they satisfied with organizational climate but 40% said

no

93
 65% employee said that they satisfied with flexibility and independence allow but

35% said no
70% employee said that they satisfied with level of salary with respect to

experience but 30% said no

55% employee said that they satisfied with organizational structure but 45% said

no
60% employee said that they satisfied with work expected allotted but 40% said

no
65% employee said that they satisfied with feeling of extension in job but 35%

said no
70% employee said that they satisfied with overall employees satisfaction its

impact on employees but 30% said no

94
CONCLUSION

95
 CONCLUSION

Increasing Employees satisfaction through motivation of employee's is highly satisfied. It

is evident from the interpretation of data that there are 25% of respondent highly satisfied

with their job as 14% of Employees turnover. More over there are 12% and 38 of

Employees turnover who have an overall neutral attitude towards their job & Service

class undertakings respectively. The percentage of dissatisfy Employees turnover is 7%

which is much lower than 10% of Service class.

Employees satisfaction were found to be highly satisfied with aspects such as

communication and information flow manner in which their efforts are valued, job itself,

carrier opportunities, methodology by which change or innovation is implemented, scope

the job offers to realize the aspirations and ambitions, skills, utilizations, organization

climate and level of salary with respect to experience. They are highly satisfied with level

of job security, communication an information flow.

It was found that the Employees turnover were particularly dissatisfied with the level of

salary. In consonance with the Maslows hierarchy of needs theory the monetary

remunerations is required for full filling the first two lower level needs, which is not up to

the mark and fails to satisfy the employees. Now unless the lower level needs will be full

fill there are remote chances that the Employees turnover can full fill or even sense the

need for existence of any high level needs.

In accordance with the Herzberg dual structure model of Employees satisfaction the

motivators such as salary, supervision, Institution policy and administration, technical

96
supervision, working condition should be improved to increase the among the Faculty

members. And factors like advancement that is the hygiene factors.

Suggested by Herzberg is also an important determinant in Employees satisfaction and

should be improved so that the Employees turnover are not dissatisfied with their jobs.

All the group of employees in Service class have become less satisfied at work the past

decade

The Employees of Service class were neutral to wards a large number determinants of

Employees satisfaction including the job it self, the degree of motivation and the like. On

the other hand there was high degree of motivation in the Employees turnover of Faculty

members. Therefore proper attention should be given to motivate the Employees turnover

of Service class towards their job.

97
RECOMMENDATIONS AND
SUGGESIONS

98
 RECOMMENDATIONS AND SUGGESIONS

The following recommendations on the basis of the data collected can be made the
concerned authorities of organisation :

1. They should first decide, depending upon their abilities, which job they want
to do and should only take careers, which is interesting to them
2. The job should be chosen according to the aptitude to the employees. This will
lead to greater level of learning, achievement and ultimately motivation in the
Employees turnover to the excel.
3. The Employees should make sure that they do not let their personal tension
affect their work. They should keep their personal relationships harmonious.
4. Physical health affect the level of Employees satisfaction. Proper care should
be taken by Employees turnover in this respect.
5. Employees should put in their best in their jobs so that their is no fear of
loosing their jobs.
Over all the researches found that Employees satisfaction was U shaped in age , with
initial continent at work during teenage years disappearing by the age of 25. Employees
satisfaction was lowest when people work in their 20s and 30s the period when people
struggle to balance work with their family commitments and highest among staff in their
50s and 60s.

99
LIMITATIONS

100
 LIMITATIONS

It is not possible to remove the limitation of any investigators. So this project also has
certain limitation that is:

1) Information was gathered through the rating of the subject, thus biasness is
possible.
2) As the sample size was very small it is possible that it may not represent the
precise picture.
3) Since the feedback of the employees was done through Questionnaire major
limitation was unavailability of employees thus leading to highly low success
rate.
4) Most of the employees were so furious that they refused to part with any
information
5) Time factor

101
 BIBLIOGRAPHY
1- ASHWATHAPA K, Human Resource and Personal Management.
2- MONAPPA & SAIYADAIN, Personal Management, TATA MC GrawHill, second
edition.
3- RAO VSP, Human Resource Management
4- Newspaper
Times of India
Economic Times
5- Magazines :
Business Today
Business world
6- Reinforce (family Magazine)
7- Website :
www.google.com

102
103
Q. 1:- Are you satisfied formal Communication of workplace?
Yes
No

Q. 2:- Are you satisfied with interpersonal relationship with you colleague?

Yes
No

Q. 3:- Are you satisfied with your efforts values?

Yes
No

Q. 4:- Are you satisfied with job role?

Yes
No

Q. 5:- Are you motivated for your job role?

Yes
No

Q. 6:- Are you satisfied with current carrier opportunities ?

Yes
No

Q. 7:- Are you satisfied with your job security?

104
Yes
No

Q. 8:- Are you satisfied with involvement identification with the organisation?

Yes
No

Q. 9:- Are you satisfied with the nature of supervision of your job role?

Yes
No

Q. 10:- Are you satisfied with method of change imvation implementation employees
turnover?

Yes
No

Q. 11:- Are you satisfied with your task required perform their turnover?

Yes
No

105
Q. 12:- Are you satisfied with extent to which personal growth and development is
possible?

Yes
No

Q. 13:- Are you satisfied with method of conflict resolution?

Yes
No

Q. 14:- Are you satisfied with job helps realizing your ambition and aspiration?

Yes
No

Q. 15:- Are you satisfied with extent participation in important decision?

Yes
No

Q. 16:- Are you satisfied with skill utilization?

Yes
No

Q. 17:- Are you satisfied with organizational climate?

Yes
No

Q. 18:- Are you satisfied with flexibility and independence allow?

Yes

106
No

Q. 19:- Are you satisfied with level of salary with respect to experience?

Yes
No

Q. 20:- Are you satisfied with organizational structure?

Yes
No

Q. 21:- Are you satisfied with work expected allotted ?

Yes
No

22:- Are you satisfied with feeling of extension in job?

Yes
No

23:- Are you satisfied with overall employees satisfaction its impact on employees?

Yes
No

107