report for relationship organization report

8/18/2019 Report for Relationship Organization Report

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Executive Summary

Motivation in simple terms may be understood as the set of forces that cause

people to behave in certain ways. A motivated employee generally is more quality

oriented. Highly motivated worker are more productive than apathetic worker one

reason why motivation is a dicult task is that the workforce is changing.Employees !oin organi"ations with di#erent needs and expectations. $heir values%

beliefs% background% lifestyles% perceptions and attitudes are di#erent. &ot many

organi"ations have understood these and not many H' experts are clear about the

ways of motivating such diverse workforce.

&ow days employees have been hired% trained and remunerated they need to be

motivated for better performance. Motivation in simple terms may be understood as

the set or forces that cause people to behave certain ways. (eople are motivated

rewards something they can relate to and something they can believe in. $imes

have changed (eople wants more. Motivated employees are always looking for

better ways to do a !ob. )t is the responsibility of managers to make employees look

for better ways of doing their !obs.

)ndividuals di#er not only in their ability to do but also in their will to do% or

motivation Managers who are successful in motivating employees are often

providing an environment in which appropriate goals are available for needs

satisfaction. 'etaining and motivating workers requires special attention and the

responsibility falls squarely on the shoulders of H' as well as managers and

supervisors at all level. $hey have to create a work environment where people en!oy

what they do% feel like they have a purpose and have pride in the mission of the

organi"ation. )t requires more time% more skill% and managers who care about

people. )t takes true leadership.

*y giving employees special tasks% you make them feel more important. +hen youremployees feel like they are being trusted with added responsibilities% they are

motivated to work even harder so they won,t let the company down.

Motivation is essential for any company because employee is Asset of company.

Motivation is important for the growth of employees as well as growth of the

organi"ation.

)ntroduction

)n the organi"ational setting the word -Motivation is used to describe the drive that

impels an individual to work. A truly motivated person is one who -wants towork .*oth employees and employers are interested in understanding motivation if

employees know what strengthens and what weakens their motivation% they can

often perform more e#ectively to /nd more satisfaction in their !ob. Employers want

to know what motivates their employees so that they can get them to work harder.

+hen people speak of motivation or ask about the motives of person% they are

really asking -+hy the person acts% or why the person acts the way he does .$he

concept of motivation implies that people choose the path of action they follow.


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+hen behavioral scientists use the word motivation% they think of its something

steaming from within the person technically% the term motivation has its origin in

the 0atin word -mover which means -to move. $hus the word motivation stands

for movement. 1ne can get a donkey to move by using a carrot or a stick2 with

people one can use incentives% or threats or reprimands. However% these only have

a limited e#ect. $hese work for a while and then need to be repeated% increased orreinforced to secure further movement.

)f a manager truly understands his subordinate,s motivation% he can channel their

-inner state towards command goals% i.e.% goals% shared by both the individual and

the organi"ation. )t is a well known fact that human being have great potential but

they do not use it fully % when motivation is absent .Motivation factor are those

which make people give more than a fair day,s work and that is usually only about

sixty3/ve percent of a person,s capacity .1bviously % every manager should be

releasing hundred percent of an individual,s to maximi"e performance for achieving

organi"ational goals and at the same to enable the individual to develop his

potential and gain satisfaction. $hus every manager should have both interest and

concern about how to enable people to perform task willingly and to the best of

their ability.

At one time% employees were considered !ust another input into the production of

goods and services. +hat perhaps changed this way of thinking about employees

was research% referred to as the Hawthorne Studies% conducted by Elton Mayo from

4567 to 4586 9:ickson% 45;8


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be highly motivated. onversely% the more negative the reward the less likely the

employee will be motivated.

Adams? theory states that employees strive for equity between themselves and

other workers. Equity is achieved when the ratio of employee outcomes over inputs

is equal to other employee outcomes over inputs 9Adams% 45DC


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>ramework of motivation

>ramework of motivation $he framework comprises six steps.

9step4< Motivation process begins with the individual,s needs. &eeds are telt

deprivations which the individual experiences at a given time and act as energi"ers.

$hese needs may be psychological 9e.g.% the needs for recognition


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interesting work becomes more of a motivator.

)M(1'$A&E 1> M1$)@A$)1&

(robably% no concept of H'M receives as much attention of academicians%

researchers and practicing manager,s motivation. $he increased attention towards

motivation is !usti/ed by several reasons4. Motivated employees are always looking for better ways to do a !ob. $his

statement can apply to corporate strategists and to production workers. )t is the

responsibility of managers to make employees look for better ways of doing their

!obs.

6. A motivated employee generally is more quality oriented. $his is true whether we

are talking about a top manager spending extra time on data gathering and analysis

for a report or a clerk taking extra care when /ling important document.

8. Highly motivated worker are more productive than apathetic worker .$he high

productivity of apanese worker and the fever worker are needed to produce an

automobile in apan than elsewhere is well known. An appreciation of the nature of

motivation is highly useful manager.

7. Every organi"ation requires human resources in addition to /nancial and physical

resources for it to function .$hree behavioral dimensions of H' are signi/cant to

organi"ations 9i< people must be attracted not only to !oin the organi"ations but also

to remain it 9ii< people must perform he tasks for which they are hired and must do

so in a dependable manner and 9iii< people must go beyond this dependable role

per performance and engage in some form of creative% spontantaneous% and

innovative behavior at work.

C. Motivation as a concept represents a highly complex phenomenon that a#ects.

and is a#ected by .a multitude of factors in the organi"ational milieu .an

understanding of the topic of motivation is thus essential in order to comprehend

more fully the e#ects of variations in other reaction as they relate to the

performance% satisfaction% and so forth .

D. +hy increasing attention is paid towards motivation can be found in the present

and future technology required for production% as technology increases in

complexity% machines tend to become necessary% yet insucient% vehicles ofe#ective and ecient operation .onsider the example of the highly technology3

based space programmed in our country.

$he polar Satellite 0aunch @ehicle,s 9(S0@< lift3o# has been the result of 46 years of

developmental work% transfer of technology to the private industry% smoothening

the manufacture of components and subsystem .complex pro!ect management% and

dedicated work by literally thousands in )S'1. )ndustry other national laboratories


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and research institutes. +ith this feat% )ndia has !oined the exclusive club of half a

do"en nations that can build and% more importantly% launch its own satellites.

$he secret behind the success of )S'1 has been its employees who are both

capable of using and are willing to use the advanced technology to reach the goals.

(urpose $he purpose of this study was to describe the importance of certain factors in

motivating employees at the (iketon 'esearch and Extension enter and Enterprise

enter. Speci/cally% the study sought to describe the ranked importance of the

following ten motivating factors 9a< !ob security% 9b< sympathetic help with personal

problems% 9c< personal loyalty to employees% 9d< interesting work% 9e< good working

conditions% 9f< tactful discipline% 9g< good wages% 9h< promotions and growth in the

organi"ation% 9i< feeling of being in on things% and 9!< full appreciation of work done.

A secondary purpose of the study was to compare the results of this study with the

study results from other populations.

M1$)@A$)1&A0 HA00E&NES

$he framework of motivation indicates that motivation is a simple process. *ut in

reality

% the task is more daunting

1ne reason why motivation is a dicult task is that the workforce is changing.

Employees !oin organi"ations with di#erent needs and expectations. $heir values%

beliefs% background% lifestyles% perceptions and attitudes are di#erent. &ot many

organi"ations have understood these and not many H' experts are clear about the

ways of motivating such diverse workforce.

Motivating employees is also more challenging at a time when /rms havedramatically changed the !obs that employees perform% reduced layers of hierarchy%

and !etusoned large numbers of employees in the name of right3si"ing or down3

si"ing .$hese actions have considerably damaged the level of trust and commitment

necessary for employee to put in e#orts above minimum requirements some

organi"ation have resorted to hire and /re and pay O for3 performance strategies

almost giving up motivational e#orts. Such strategies may have some e#ects 9both

positive and negative< but fail to make and individual overreach him or her

$hird% motives can only be inferred% but not seen. $he dynamic nature of needs

o#end poses challenge to any manager in motivating his or her subordinate. Anemployee% at any given time% has a various needs% desire% and expectations.

Employees who put in extra hours at work to ful/ll their needs or accomplishment

may /nd that these extra hours conPict directly with needs for aliation and their

desire to be with their families

However% there is no shortage of models% strategies% and tactics for motivating

employees. As a result% /rms constantly experiment with next motivational

programmed and practice.


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+ork Motivation

raig (inder -echoing the basic de/nition of motivation% de/ne it as follows

-+ork motivation is a set of energetic force that originate both within as well as

beyond and individuals being% to initiate work O related behavior% and to determine

its form% direction% intensity% and duration.

+hile general motivation is concerned with e#ort towards any goal% Stephen

'obbins narrow the focus to organi"ational goals in order to rePect singular interest

in work related behavior the e#ort element is a measure of intensity. $he need

means some internal state that makes certain outcomes appear attractive. And

unsatis/ed need creates tension that stimulates drives within the individual. $his

drives general a search behavior to /nd particular goals% if attend% will satis/ed the

needs and lead to the reduction of tension

Mechanism of motivation

Motivation is the process that starts with physiological or psychological de/ciency or

need that activate behavior or a drive that is aimed at a goal or incentive.

$he following diagram depicts the motivation process.

Mechanism of Motivation

&eeds :rives Noal

:eprivation :eprivation 'eduction

+ith of :rives

:irection

$hus% the key to understanding motivation lies in the meaning of% and relationship

between needs% drives and goals%

Q &eeds &eeds are created whenever there is a physiological or psychological

imbalance >or example A need exists when cells in the body are deprived of food

and water or when the personality is deprived of other people who serve friends or

companions. Although psychological may be based on a de/ciency% sometimes they

are not. >or instant% and individuals with a strong need to get ahead may have ahistory of consistent success

Q :rives -:rives 91r motives< are set up to alleviate needs. (sychological needs can

be simply de/ned as a de/ciency with direction. (hysiological or psychological

drives are action O oriented and provide energi"ing thrust towards reaching an

incentive or goals. $hey are at the very heart of the motivational process. $he

needs for food and water are translated into hunger and thrust drives% and the need


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for friend becomes a drives aliation. $hus% a drive is a psychological state which

moves an individuals satisfying a needs

Q Noals At the end of the motivational cycle is the goal or incentive. )t is anything

that wills that will alleviate a need and reduce a drive. $hus% attaining a goal will

tend to restore physiological or psychological balance and will reduce or cut o# thedrive. Eating food% drinking water and obtaining friends will tend to restore the

balance and reduce the corresponding drives food% water and friends are the

incentive are the goals in this example

onceptual clari/cation 9motives% motivation and motivating<

$he terms motives% motivation and motivating which are derived from the 0atin

word RMover, 9to move< are important concept which have distinct connotation. )n

order to steer the energies of the employees towards organi"ational goals

accomplishment% it is essential to grasp the meaning and signi/cance of this

concept and also to learn how to apply them intelligently

Motives Motive is de/ned as a inner state that energi"es% activates 91r moves< and

directs 9or channels< the behavior of individuals towards certain goals the strong

motives or needs are ful/ll. )n order to minimi"e the restlessness% and keep it under

control% the individual is propelled into action. $hus motive induce individual to

channel their behavior towards such type of actions as would reduce their state of

restlessness are inner disequilibrium. $hus motives can be thought of as drives that

energi"e people to action.

Motivation while motives are energi"ers of action% motivation is the actual actionthat is work behavior itself. >or instance% when a employee work hard% his level of

motivation may be consider as low. $hus% the level of motivation of employee is

!udged by his actual work behavior

Motivating Motivating it is the term that implies that one person induces another to

engage in action or work. *ehavior by ensuring that a channel to direct the motive

of the individuals become available and accessible to the individual.

Managers play a signi/cant role in channeling the strong motive in a direction that

he satisfying to both the organi"ation and the employees. Additionally% managers

are also responsible for awakening or activating latent motives in individuals3 that isthe needs that are less strong and somewhat dormant and harness them in a

manner that would be functional for the organi"ation.

lassi/cation of Motives

(rimary motives are unlearned and physiologically based. ommon primary motives

include hunger% thirst% sleep% avoidance of pain% sex and maternal concern .$he

general motives are also unlearned but are not physiologically based. ompetence%


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curiosity% manipulation% activity% and a#ection are examples of general motives.

Secondary motives are products of learning. $he needs for power% achievement%

aliation% security and status are ma!or motivating forces in human behavior at

work. *ehavioral science especially industrial.

(sychology motives is concerned with understanding an individual,s through his

motives .)t studies the individual,s socio3psychological motives at great length in

order to be successful in understanding why man behaves the way he does.

Socio3psychological motives are neither inborn to him nor are they related directly

to his survival .$hese motives originate from the training which he acquires from

di#erent social organi"ations to which he belongs. Socio3psychological motives%

unlike physiological motives% are largely vary from culture to culture .$hey may be

divided into aliative and egoistic motives. Aliative motives deal with

belongingness% friendship or a#ection with people. Egoistic motives relate to a

position over people rather than with people. (ower% status% prestige or esteem fall

under egoistic motives. Socio3psychological motives include acquisitiveness%

security% status% autonomy% aliation% achievement% dependence% aggression% power

and nurturance.

$he complexity of motivation

Human motivation is highly complex. Human behavior is multi3motivational. Several

motives are simultaneously at work when the individual behaves2 and several times

the individual himself is unaware of his motives. $herefore% motivational analysis if

behavior is dicult. Another fact is that the same motive may give rise to various

motives may lead to the same type of behavior in di#erent individuals. $hus% there can be several other ways of behaving to achieve these one and all

these di#erent forms of behavior may lead to the same amount of success by

achieving the same end. $he converse is also true. :i#erent motives may

sometimes result in one form of behavior. $o complicate matters further% people

often do things without being aware of the basic motive or motives involved. Niving

Rgood, reasons rather than Rreal, reasons for behavior is known as rationali"ation Ex.

Sublimation% pro!ection% identi/cation% and compensation are a few forms of

behavior in which the real motive is unknown to the individual.

+hether motives are consciously present or are unconscious% many of them act

upon the individual simultaneously .As a result% the individual may face conPictsome of the time .An employee who wants to tell the boss o# but also wants to keep

his !ob is in conPict. An employer who must decide whether to sell an oversupply of

a commodity at a loss or hold it a little long% is likewise in conPict.

$here are various diculties in inferring motives from behavior as we have seen

thus far

Q Similar motives may be manifested through di#erent behaviors


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Q :i#erent motives may be expressed through similar behavior

Q Motives may appear in disguised form

Q Any single act of behavior may express several motives

Q Expression of motives di#er from culture to culture and from person to person

within a culture

Q Motives vary in strength not only from one individual to another but within thesame individual at di#erent times.

Since it is dicult to know all there is to be known about the various motives that

operate both within the individual and from outside% it is dicult to predict behavior

Motivation and *ehavior

Systematic understanding of human behavior essentially involves the ability to

determine the Rwhy, of past behavior but also to predict% to change% and even to

control as far as possible future behavior.

*ehavior is basically goal3oriented .that means the behavior of an individual is

generally motivated by a desire to attain some goal. $he speci/c goal is not always

consciously known by the individual .Sometimes an individual may wonder% -+hy

did ) do thatF or -+hy did ) fail to do thatF the reason for behavior is not always

apparent to the conscious mind .individuals are not always aware of everything they

want .

$he basic unit of behavior is an Ractivity,. )n fact% all behavior is a series of

activities .individual have preference for certain activities% they change activities%

and they change activities accordingly. )t is important for a manager to understand%

predict% and even control the activities that an individual may perform at a given

moment. $o predict the behavior% manager must know which motives or needs of

people evoke a certain action at a particular time.

Q Motives Every individual carries a set of inner motivations and drives that

inPuence the way he behaves much more radically than he reali"es .)ndividuals

di#er not only in their ability to do but also in their will to do% or motivation. Motives

are sometimes de/ned as needs% wants% drives% or impulses within the individual

.Motives are the Rwhy,s of behavior .they arouse and maintain activity and

determine a general direction of the behavior of an individual. )n essence% motives

or needs are the mainsprings of action. +hen we use these two terms

interchangeably3 motives and needs3we refer something within an individual that

prompts that person to action.

Q Noals Noals are outside an individual .Noals are something referred to as Rhoped

for, rewards towards which motives are directed (sychologists use the term

Rincentives, for these goals. )ncentives include tangible /nancial rewards such as

increased pay and also the managers who are successful in motivating employees

are often providing an environment in which appropriate goals are available for

needs satisfaction.


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M1$)@ES

N1A0S

Q Motive Strength +e have seen that motives or needs are the reason underlying

behavior. Every individual has several needs. All these needs compete for their

behavior. $hese needs have di#erent strengths. $he need with the greatest strength

at a particular moment leads to activities.

A

*

:

E

&

Motive strength

Motive * is the highest strength need and therefore .it is this need that determines

behavior.

Satis/ed needs decrease in strength and normally do not motivated individuals to

seek goals to satisfy them.

Q hanges in motive strength A motive tends to decrease in strength if it is either

satis/ed or blocked from satisfaction.

*locking need Satisfaction


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$he satisfaction of a need may be blocked .+hile a reduction in need strength

sometimes follows2 it does not always occur initially% there may be tendency for the

person to engage in -coping behavior. $his is an attempt to overcome the obstacle

by trial3and3error problem solving .$he person may try a variety of behavior to /nd

out one that will accomplish the goal or will reduce tension created by blockage% as

shown in the following /gure.

High

Strength

Motive

Attempted *ehavior 6

Attempted

*ehavior

Success

*lockage

*ehaviour

ontinued

oping behavior when blockage occurs in attempting to accomplish a particular

goal

)nitially %this coping behavior may be quite rational .(erhaps the individual may

make some attempts in direction 4 before going to 6.and same in the direction 6

before moving in direction 8% where some degree of success and goal attainment is/nally perceived .

*EHA@)1=' M1:)>)A$)1&

1rgani"ational behavior modi/cation 91* Mod< is yet another technique of

inPuencing behavior of people in organi"ations. 1* Mod is uses the reinforcement

principle of *.> .Skinner to provide managers with powerful and proven means for

changing employee behavior.

$he steps in 1* Mod are given below

)denti/cation of ritical *ehavior $he /rst step is to identify the critical behaviors

that make a signi/cant impact on the employee,s !ob performance these are those C

to4T percent of the behaviors that may account for up ;T to LT percent of each

employee,s performance.


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Measurement of the behaviors After the behaviors have been identi/ed% they are

measured. A baseline frequency is obtained by determining the number of

determining the number of times that the identi/ed behavior occurs under present

conditions .$he purpose of the baseline measurement is to provide ob!ective O

frequency data on critical behavior.

)dentify (erformance

'elated *ehavior Events

Measure *aseline the

>requency of 'esponse

)dentify Existing *ehavioral ontingencies

$hrough >unctional Analysis

:evelop )ntervention Strategy

Apply Appropriate Strategy

Measure hart the >requency of

'esponses after )ntervention

(roblem SolvedF

Maintain :esirable *ehavior

Evaluate for (erformance )mprovement

4

6

8

7*

7A

7

7:C

Ies

&o

Steps in 1* Mod

>unctional analysis of behavior $he goal of a mod programmed is to increase the

likelihood that people will% in fact% engage in behavior which are critical to the

successful performance of their !obs. $hese involves analy"ing 94<

$he antecedent cues the factors which seem to instigate the behavior2 and 96< theconsequences3 the results which accrue to the person as a result of engaging in the

behavior .$his process of analy"ing the antecedent cues and the consequences if

behavior is referred to as functional analysis in 1* Mod.

A typical functional analysis of absenteeism behavior is given in $able.

>unctional analysis of absenteeism behavior

A *


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Antecedent ues *ehaviors onsequences

illnessUaccident Netting up late :iscipline programmed

Hangover Sleeping in @erbal reprimands

0ack of transportation staying home written reprimands

3$rac :rinking (ay docks&o day3 care facilities >ishingUhunting 0ay3o#s

>amily problems working at home :ismissals

ompany policies @isiting Social consequences from coworkers

NroupUperson norms caring for sick child Escape from and avoidance

1f working nothing

Seniority V age

AwarenessUobservation

Self any consequence

:evelopment of intervention Strategy $he term intervention refers to actions will

be taken by the manager or organi"ation in order to increase the frequency of

desirable critical behaviors and to decrease the frequency of undesirable behaviors

this is the critical step% in the process% since it is here that the manager uses the

results of the three step to design and implement techniques% in order to change

the behavior of hisUher subordinates. $he emphasis here is on the identifying

rewards that can serve as positive reinforcements and establishing methods of

providing these reinforces% contingent upon subordinates engaging in the desirable

critical behaviors. (ositive reinforcement is employed to increase the likelihood of a

desirable behavior. &egative reinforcement is used as possible.

Evaluation to Ensure (erformance )mprovement )n order to determine whether an1* Mod programmed has achieved its desire results% it is necessary to evaluate the

e#ects of the programmed in a systematic and ob!ective fashion. $he results of such

evaluation can be used both to determine whether the programmed should be

continued or not% and to R/ne tune, the interventions to increase their value and

their ability to increase e#ective performances.

1* Mod in (ractice

1* Mod has been used by a number of organi"ations to reduce costs% increase

attendance% improve productivity% improve safety% increase satisfaction% reduce

labor costs% and increase pro/t. $he organi"ations which bene/ted include Neneral

Electric% Standard 1il% *.f.Noodrich hemicals% Emery Air freight% Michigan *ell% and

so on Oall in the =S.

Societies and behavior modi/cation


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)n his novel +alden tow *. >. Skinner described an idea human community also

known as +alden tow he envisioned a return to a simple culture of towns and

villages that conducted their a#airs face OtoOface Skinners society re!ected

punishment and coercion as ways to motivate good behavior and relied on positive

reinforcement in stead according Skinner the proper behavioral technology wouldmake it easy to raise citi"ens who were brave creative happy candid a#ectionate

humane and conscientious.

Several to communes have taken their inspiration from +alden $wo. 1ne each such

is $win 1aks founded in share a common belief in co3operation% equality% and

nonviolence% as well as a common desire to construct behaviorist theories are no

longer central to the operation of $win 1aks% the advantages of creating a positive

environment and reinforcing desirable behavior are recogni"ed.

hina appears to be using behavior modi/cation principles on a grand scale for

population control. hinese leaders are conceived that a rapid population growth

will obstruct economic development. )nitially% couples having a third baby except as

the result of a multiple birth at the second con/nement paid /nes% *earing two

babies was strengthened because by doing so% couples avoided /nes3 a negative

reinforcement strategy. >amilies that used contraction after their /rst child received

positive reinforcement3annual bonuses as well as housing% schooling and

employment priorities .*etween the mid345DT and the mid345;T% china halved its

birth rate. $here is evidence% however% of grave abuses among them% forced

abortions and infanticides of the female o#spring. Male are valued% in party%

because% in keeping with long established customs% men remain with their

immediate families after marriage% continuing to contribute /nancial support and

care for elderly parents.

:espite the positive result that 1* has demonstrated% it has no counter adverse

criticism. )s it a technique for manipulating peopleF :oes it because it decreases an

employee,s freedomF )f so% is such an action on the part of manager unethicalF And

do non3monetary reinforcement like feedback% praise% and recognition get old after

a whileF +ill employees begin to see these as ways for management to increase

productivity without providing commensurate increase in their payF $here is no

easy answer to questions such as these.

N1A0 SE$$)&NNoal setting is one of the most e#ective and widely practiced techniques of

motivation. Noals are the immediate or ultimate ob!ectives that employees are

trying to accomplish from their work e#orts in organi"ations. Noal setting is the

process of motivating employees by establishing performance goals. $hat goal

motivates any individual is an established fact. +e tend to relax and siacken our

e#orts if we are not clear about what we want to achieve. A student does not do

well in an examination if he or she does not keep a target in mind target may be a


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/rst class or securing distinction. An individual may not rise in personal life if he or

she does not have clear career goals. )t does not mean that performance of an

individual is nil in the absence of a goal. $he technique emphasi"es that with clear

goals% performance tends to increase.

+hy goals motivate employeesF $here are at least /ve reasons which explain the

correlation between goals and motivation. >irst% they lead employees to comparetheir present performance with the goal. $o the extent that individuals fall short of

the goal% they feel dissatis/ed and work harder to attain it Oas long as they believe

that is possible for them to do so.

Second% when individuals succeed in reaching a goal% they feel competent and

successful2 such feelings are desirable and can serve as a strong incentive to extra

e#ort. $hird% the existence of a goal clari/es what level of performance is required.

1nce this level is established% individual can focus on developing e#ective

strategies for attaining it.

>ourth% the theory calls attention to the important role of self3ecacy O individuals,

beliefs about their ability to perform at given levels. )f people do not have

con/dence in themselves% their e#ort and performance will decrease. )n contrast% if

they conclude that they can reach the goal% motivation and performance will be

enhanced.

>inally% goal setting theory indicates that goals will guide behavior only when they

accepted by the self and by others. )f others 9concerned< do not accept the goals%

performance of an employee will not increase similarly% if the goal is not acceptable

to the self% its e#ect on the behavior of the person will be minimal.

Noals need to ful/ll certain requisites if they were to impact employees%

performance.

1ne requirement is that goals must be speci/c. Speci/c goals lead to higher output

than do vague goals such as -:o your best. Acceptance of the goal andcommitment towards its achievement will have e#ect on employee behavior and

satisfaction. Similarly% organi"ational support towards goal attainment supported by

individual abilities and traits leads to goal reali"ation. As result of performance% a

person receives various intrinsic and extrinsic rewards% which in turn% inPuence

satisfaction.

Noal

:irectly

NoalAcceptance

1rgani"ational

Support

)ntrinsic

'ewards

Noal3:irected

E#ort


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Noal

Speci/city

Noal

ommitment

(erformance

)ndividualAbilities B $raits

Extrinsic

'ewards

Satisfaction

Noal setting requisites

Noal setting is a very powerful technique of motivation when used correctly%

carefully monitored and actively supported by managers. Noal setting can improve

performance. However% neither goal setting not any other technique can be used to

correct every problem.

W=A0)$I 1> +1'K 0)>E

$he term Rquality of work life, 9W+0< has di#erent connotations to di#erent person.

>or example% to a worker in an assembly line% it may !ust mean a fair day,s pay% safe

working conditions% and a supervisor who treats himUher with dignity. $o a young

new entrant% it may mean opportunities for advancement% creative tasks and asuccessful career. $o academics it means the degree to which members of work

organi"ation are able to satisfy important personal needs through their experiences

in the organi"ation.

$here are many factors which can contribute to W+0. $hey are

4.Adequate and fair compensation% adequacy to the extent to which the income

from a full3time work meets the needs of the socially determined standard of living.

6.Safety and healthy working condition% including reasonable hours of work and restpauses% physical working conditions that ensure safety% minimi"e risk of illness and

occupational diseases and special measures for protection of women and children.

8.Security and growth opportunity% including factors like security of employment%

and opportunity for advancement and self3improvement.

7.1pportunity to use and develop creativity% such as work autonomy% nature of

supervision% use of multiple skills% workers, role in the total work process and hisUher

appreciation of the outcome of hisUher own e#orts and self3regulation.


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C.'espect for the individual,s personal rights% such as application of the principles of

natural !ustice and equity% acceptance of the right to free speech% and right to

personal privacy in respect of the worker,s o# the !ob behavior.

D.+ork and family life% including transfers% schedule of hours of work% travel

requirement% overtime requirement% and so fourth.

)t is worth noting that often the conditions that contribute to motivation Xequitable

salaries /nancial incentives% e#ective employee selection% etcY will also contribute

to W+0 some of these activities Xlike !ob enrichmentY might contribute indirectly to

W+0 by tapping the worker,s higher .order needs and motivating them. Still% other

activities may contribute directly to W+0 providing for a safer workplace% less

discrimination on the !ob% and so forth.

$he >ive3Step ('):E Model

$oday,s workplace is di#erent% diverse% and constantly changing. $he typical

employerVemployee relationship of old has been turned upside down. $he

combination of almost limitless !ob opportunities and less reward for employee

loyalty has created an environment where the business needs its employees more

than the employees need the business.

Management,s new challenge is to transform a high3turnover culture to a high3

retention culture. 'etaining and motivating workers requires special attention and

the responsibility falls squarely on the shoulders of H' as well as managers and

supervisors at all levels. $hey have to create a work environment where people

en!oy what they do% feel like they have a purpose and have pride in the mission of

the organi"ation. )t requires more time% more skill% and managers who care about

people. )t takes true leadership.

Managers can improve their leadership position and motivate individuals withintheir organi"ations by following the /ve3step ('):E model

(rovide a positive working environment•

'ecogni"e% 'eward and 'einforce the 'ight *ehavior•

)nvolve everyone•

:evelop their skills and potential•

Evaluate and improve continuously•

S$E( 433('1@):E A (1S)$)@E +1'K)&N E&@)'1&ME&$

Iou don,t have to be the highest paying employer to provide a positive and

attractive work environment. 1ne of the most important factors is how employees

ZfeelZ about the company. Motivated workers are more committed to the !ob and to

the customer. 1n the other hand% de3motivating workplaces force workers to vote

with their feet.$ake for example 'odger McAlister who owns a construction

equipment dealership in Kentucky. His turnover is almost nonexistent. His

employees and service technicians share a pro/t3sharing plan that possibly means

[;TT%TTT upon retirement. Every year employees celebrate their work anniversary

with a cake and receive [4TT.TT for each year employed. $wice a year employee,s


19/87

children receive a [CT savings bond when they bring in their Zall A,sZ report card. $o

minimi"e the we3they syndrome% every >riday employees rotate !obs. $he person in

the parts department becomes a service technician and visa versa. $his builds a

stronger team and improves both communication and retention

S$E( 633'E1N&)\E% 'E+A': A&: 'E)&>1'E $HE ')NH$ *EHA@)1'

'eward and recognition is not !ust a nice thing to do% but a critical element in themanagement toolkit. (eople have a basic human need to feel appreciated and

recognition programs help meet that need. $he second aspect of this science is

management must create consequences for the behavior important for business

success.1ne of the easiest and most e#ective recognition programs is Zpeer

recognition.Z (eer recognition allows employees to reward each other for doing a

good !ob. )t works because employees themselves know whom works hard and

deserves recognition. Also% workers may value each other,s opinion more than their

supervisor,s. 9(eer pressure< Managers can,t be everywhere all the time. $herefore%

the employees are in the best position to catch people doing the right things.

S$E( 833)&@10@E E@E'I1&E

Studies show that having workers involved at all levels has a ma!or impact on

improving morale and motivation. $: )ndustries in :allas% $ex.% has a unique way of

making its employees feel valued and involved. 1ne wall in the company has the

photographs of all employees who have been with the company more than /ve

years. $his involvement program goes beyond !ust photographs% slogans% posters%

and H' policies. $here are no reserved parking spaces for executives. Everyone

uses the same bathrooms and the same water fountains. Everyone is an equal.

Maybe that,s why $: )ndustries was listed last year by >ortune maga"ine as one of

the $op 4TT *est ompanies.S$E( 733:E@E01( +1'KE'?S SK)00S A&: (1$E&$)A0

+ell3trained employees are more capable and willing to assume greater control and

ownership over their !obs. $hey need less supervision% which frees management for

other tasks. Employees are more capable of taking care of customers% which builds

stronger customer loyalty. All this leads to better management3employee

relationships.

+hen former )ntel executive :avid House became E1 of *ay &etworks% he reali"ed

the troubled computer manufacturer,s problems involved some basic fundamentals.

$o solve the problem% he created four courses to teach the practices that he,d set in

place at )ntel :ecision3Making% Straight $alk% Managing for 'esults% and E#ectiveMeetings. He personally taught the courses to *ay,s 46T highest3ranking executives

who% in turn% taught the same courses to the other D%TTT employees. His personal

example had a ma!or impact on the entire company.Here are some tips for setting

up your own processes to help develop the potential of your employees

Explain the Zbig pictureZ for the company and how this inPuences their

employment and growth.•

(rovide feedback on the employee,s performance. *e speci/c2 mention a particular


20/87

situation or activity.•

Make sure they understand the company,s expectations.•

)nvolve the employee in the decision3making process whenever possible.•

0isten to their ideas and suggestions.•

Nive them room to do the !ob without unnecessary restrictions.•

(ay for employees to attend workshops and seminars.•

1#er on3site classes where employees can learn new skills or improve upon old

ones.•

hallenge them with lots of responsibility.•

S$E( C33E@A0=A$E A&: )M('1@E 1&$)&=1=S0I

ontinuous evaluation and never ending improvement is the /nal step of the ('):E

system. $he primary purpose of evaluation is to measure progress and determine

what needs improving. ontinuous evaluation includes% but is not limited to% the

measurement of attitudes% morale% turnover and motivation of the workforce. )t

includes the identi/cation of problem areas needing improvement and the design

and implementation of an improvement plan.*usinesses continue to search for the

competitive advantage. )t won,t be found with gimmicks or within the latest

management fad. $he true competitive advantage is found within the hearts and

minds of motivated people proudly working together and led by people driven by a

higher purpose.

1$HE'S

1ther motivational techniques used in organi"ations to inPuence employee

performance include management by ob!ective 9M*1< Pexible working hour,s two3

tier pay system Pexible bene/t and the like.

M*1 refers to a formal set of procedures that begins with goal setting andcontributes through performance review. $he key of M*1 is that it is a participative

process% actively involving managers and subordinates at every organi"ational level.

(ropounded by peter >.:rucker in 45C7% M*1 has motivational potentials because

the participants become ego3involved in decisions they have made. $hey to accept

the decisions as their own and feel personally responsible for implementing them.

A system of Pexible working hours% also called Pextime% to suit the convenience of

individual employees% has often been pointed out as one of the techniques of

motivation. @arious work weeks are being used% all with the aim of lengthening the

leisure between work periods. Most common are the four3day% 7T3hour week with

three day o# 97U8


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workforce. )t appeals to an individual,s growth needs 9E'N theory< or desire for

autonomy 9motivation hygiene theorylexible bene/ts allow employee to pick and choose from a menu from bene/t

packages that is individually tailored to his or her own needs and situations. $he

idea of Pexible bene/t operates on the following lines. An organi"ation sets up a

Pexible spending account for each employee% usually based on some percentage of

his her salary% and then a price tag is put on each bene/t. 1ption might include

inexpensive medical plus high deductibles2 expensive medical plus low or no

deductibles2 hearing% dental and eye coverage2 vacation options2 extended

disability2 a variety of savings and pension plans2 life insurance2 college tuition

reimbursement plans2 and extended vacation time. Employees then select bene/t

options until they have spent the amount in their respective accounts.

onsistent with the expectancy theory thesis that organi"ational rewards should be

linked to each individual employee,s goals% Pexible bene/ts individuali"e rewards by

allowing each employee to choose the compensation package that best satis/es

hisUher current needs. $he two most popular and time3tested methods of employee motivation are

participative management and employee communication.

Motivation and frustration

$he basic process of motivation as de/ned earlier involves a smooth progression of

the need3drive3goal motivational cycle. $he motivational cycle begins with a need

followed by a response directed toward a goal ob!ect% when this goal directed drive

is blocked before reaching a desired goal% frustration result. >rustration is a common

event in the daily lives of employees. $he strength of frustration in a situation is

related to the magnitude of the need which is being thwarted.)n the above /gure% goal3directed drive faces a barrier and frustration results due to

blocking of goal attainment. $he barrier may be either overt 9outward% or physical<

or covert 9inward% or mental3socio3psychological


22/87

More recently% aggression is considered as only one possible reaction.

'esponses to frustration are now viewed as defense mechanisms falling into four

broad categories aggression% withdrawal% /xation and compromise.

)n order to analy"e speci/c aspects of on3the O!ob behavioral reaction to know some

behavioral reactions to frustration that may occur in the formal organi"ation.

:rive

9:eprivation

+ith

:irection<

*

Noal

9'eduction of the drive<

*arrier

4. 1vert

6. overt

&eeds

9:eprivation<

>rustration

:efense Mechanisms

*locking of Noal3attainment >rustration

Q Aggression

Aggression is a reaction to a situation wherein one,s motives are blocked causing

one to turn against others or oneself in verbal% ranting attacks or physical in!ury.

)ndividual tries to in!ure or hurt the ob!ect% person or group that is acting as the

barrier.

Q +ithdrawal U >light

0eaving the /eld in which frustration% anxiety% or conPict is experienced either

physically or psychologically.

Q >ixation


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Maintaining a persistent non3ad!ustive reaction even though all the cues indicate

the behavior is not an appropriate response to the problem. *ehavior is repeated

over and without accomplishing anything for instance% unreasonable stubbornness.

Q ompromise

)t usually involves substituting a new goal U Sublimation.

Q ompensation

)ndividual devotes himself to a pursuit with increased vigor to make up for same

feeling of real or imagined inadequacy. )n indirect compensation the individual puts

in hard e#orts to make3up for a weakness in one area by becoming outstanding or

excelling in some either area.

Q onversion

Emotional conPicts are expressed in muscular% sensory% or bodily symptoms of

disability% malfunctioning% or pain.

$his is sometimes also known as introverted aggression and it is usually indicated

by depression% lack of initiative% self3accusation and low energy. )ndividual anger is

directed inwards. His sense of failure results in self3punishment.

Q :isplacement

)t is also known as transferred aggression. *asic psychological process is redirectingpent3up emotions towards persons% ideas% or ob!ects other than the primary source

of the emotion. $his form occurs when the obstacle is unknown or when the

obstacle is known but it is unwise to show direct aggression.

+hen people cannot attack the cause of their frustration directly% they may look for

a scapegoat as a target for their hostility. >or instance% a worker feels hurt and gets

angry when his boss insults him in front of some co3workers. However% the worker,s

future prospects in the organi"ations and his fate are in the hands of the boss. )n

such situations. the resentful worker may pick a quarrel with his wife% kick the cat%

beat his children. J9poor fellows% without having done anything they have to face

the consequences of what happened in the organi"ation ^< J. -or % moreconstructively% work o# his feelings by chopping wood% by cursing and swearing% or

engaging in violet exercises or horseplay of an aggressive nature. A typical

example is seen when a disgruntled employee continually picks on a week

colleague and makes him su#er for the frustration factory atmosphere.

Q >antasy


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:ay dreaming or other forms of imaginative activity provide an escape from reality

and imagined satisfaction. $he individual may attempt to daydream that his goals

9for instance% promotion< which are otherwise impossible to achieve in real life% have

been accomplished. $he individual tries to reduce frustration by imagining the

satisfaction which he cannot otherwise attain. $emporary escape from reality by daydreaming is apparently a universal characteristic. )t serves many useful functions

because it tends to strengthen aspirations during a period when goals might

otherwise disappear. However% there is danger when the individual relies too heavily

upon fantasy and becomes inactive.

Q 'ationali"ation

$he basic psychological process involves !ustifying inconsistent or undesirable

behavior% *eliefs% statement% and motivations by providing acceptable explanations

for them. )t simply means making excuses. An individual rationali"es when he gives

a good reason rather than a true reason for his behavior. )t is interesting to observe

when an employee tries to explain why he made a mistake or why he was late to

work. $he motive to avoid criticism and disapproval is quite strong in many

individuals when they rationali"e and invent reasons.

Q (ro!ection

)ndividual protects himself from awareness of his own undesirable traits orunacceptable feelings by attributing them to others. )ndividual tends to attribute

one,s own shortcomings to others so as to cover up his own weakness. $he

individual does not have to be troubled about a weakness that everyone else has2 if

he can pro!ect that weakness on to other people% he does not have worry about it in

himself. So the individual pro!ects -it,s you% not me - _

Q 'epression

$he basic psychological process involves completely excluding from consciousness

impulses% experiences and feelings which are psychologically disturbing because

they arouse a sense of guilt or shame or anxiety. 'epression is a form of forgettingan unhappy incident involving emotions and thereby avoiding all mentions or

thought of it. )t involves e#orts to repress threatening information and keep it in the

unconscious. $he example of repression is the behavior of a subordinate who

-forgets to tell his boss something which was embarrassing to him.

Q 'egression


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'egression is essentially not acting one,s own age. )ndividual returns to an earlier%

less mature level of ad!ustment and behave in childish way when exposed to

frustrating situation% for instance% individual may engage in behaviours such as

crying% weeping% sulking or throwing temper3 tantrums whenever they are under

stress% annoyed or frustrated.

Q 'eaction formation

)ndividual acts contrary to his real feelings and emphasi"es it with force $hus% an

individual who has acquired a reputation as abrasive may behave cordially to

minimi"e his anxieties arising from past abrasive activities. =rge not acceptable to

consciousness are repressed and in their stead opposite attitudes or modes of

behavior are expressed with considerable force.

Q &egativism

Active or passive resistance operating unconsciously.

Q &egative adaptation

Accepting things as they are% making psychological adaptations unpleasant

situation.

Q )denti/cation

)ndividual may react to the characteristics and achievements of another person as if

they were his own. $he individual wants to become like someone else and thus%

closely associates with his attitudes and actions identi/cation is modeling oneself

after another person imitating his or her characteristics% values% attitudes and other

allied qualities. )t is not simply copying another individual. )t relates to incorporation

of another individual,s thinking and behavior in one,s own thinking and behavior. >or

instance the !unior executives take on the vocabulary% style and mannerisms% oreven pomposity of their senior boss who may be highly successful.

Q 'esignation U apathy U *oredom

)t is a type of frustration where is one gives3up. )t occurs after prolonged frustration

when individual loses hope of accomplishing his goal in a particular situation and

withdrawn from reality and the source of frustration. $his phenomenon is common

characteristic of people in dull and boring of routine !obs. 'esignation or apathy

essentially involves breaking psychological contact with the environment2withholding any sense of emotional or personal involvement.

Q )nsulation

$he individual tries to protect himself emotionally by keeping distance from others.

He insulates himself% gets detected% uninvolved% aloof and isolated. He may appear


26/87

self3sucient but he maintains this behaviour as a protection rather than because

he en!oy it. )ndividuals who learn to fear situations where they will fail or be

ridiculed are particularly apt to ad!ust by using the mechanism of insulation.

Q Sour Nrapism

-$he fox and grapes fable is a classic example of reaction to frustration. Sour

grapism is that reaction where by highly desirable but unattainable goals or

ob!ectives are considered undesirable. ust like the fox who convinced himself that

he never wanted the grapes at all since they were Rsour,% the individual also tries to

deceive oneself by saying% -) never did want to have this promotion since it involved

transfer to a remote place. Actually% !ust like the fox who tries in vain to reach the

bunch of grapes% this individual also tries in vain to get the promotion. $he sour

grapes mechanism comes into existence when the individual wants to hide sense of

failure.

Q :evaluation

Since one of the common causes of self re!ection is unfavorable social !udgments.

1ne way to defend one,s ego against such !udgments is to devalue their source.

$his can be done either by minimi"ing the importance of !udgment or by trying to

prove to oneself and others that those who made the adverse evaluation were not

competent to pass !udgment or were pre!udiced.

)mportance of frustration in )ndustry

$he concept of frustration is extremely important in a work situation. >rustrated

ambitions% frustrated friendliness% and frustrated self3esteem in work situation leadto nervous tension. $he pent up continuing frustrations produce people who are

dicult to get along with% or who are centers of poor morale in industry.

However% there are some people for whom lack of frustration is the most frustration

situation of all. $o them% the challenge of /nding a way to deal e#ectively with

whatever barriers confront them as they strive for a particular goal is what provides

the -spice to their !ob. $hey actually look forward to meeting these obstacles% and

if they did not occur they would probably /nd their work very drab and dull.

)n this Activation theory% -Scott suggests that human organism needs stimulationand variety in the environment2 without this motivation will su#er and frustration

may result. $o the extent% then% that barriers and obstacles to goals provide variety

and stimulation to the employee% they may actually tend to reduce the overall

frustration experienced.

Knowledge about theories of motivation% though useful% is not enough to motivate

employees at work situations. An H' manager must know the speci/c ways which


27/87

could help himUher motivate hisUher motivate hisUher subordinates. )t goes to the

credit of H'M that it has several readymade techniques and programmed that can

be used by the manager. $he more important among them% namely% rewards% !ob

enrichment and !ob rotation% behavior modi/cation% empowerment% goal setting%

quality of work3life.

EASI +AIS $1 M1$)@A$E I1=' EM(01IEES

Set Noals

)t,s important to help your employees set goals for themselves. $hese can include

both long3term and short3term goals and they can be both work3related and

personal in nature. 1ften% goals are set on a weekly% monthly% quarterly% or even

yearly basis. Many companies use -performance management systems% which get

every employee on the same page% regardless of his or her position. )f they

understand the relationship between their speci/c !ob and the company,s success%

they,ll often approach their work with a sense of belonging. >requently% that sense is

all it takes to get that individual to /nish a given task. And% of course% rewarding

your employees for achieving their goals goes a long way toward creating a

consistently motivated workforce.

Encourage reative $hinking

Successful companies promote an environment in which creative thinking by the

employees is allowed% if not encouraged. )f you,ve been successful in explaining

your company,s overall ob!ectives in detail% employees will often come up with their

own creative strategies for achieving these goals. )n the case of the sales force that

) help manage% ) usually tell them the successful tactics that ) used while making

sales but ) also add that there,s no one correct way. Everyone has a unique

personality that might translate into an e#ective method of making sales. $hechallenge of /guring out an e#ective method on their own can be liberating and

much more ful/lling. (lus% employees are more apt to listen to future advice if you

let them /gure out that you are right on their own.

:evise a System of $eamwork and $rust

Employees are never going to produce the way you expect them to if they think you

don,t care about them. Start o# by learning about your employees, personal lives.

$his will give you insights into how to deal with them in certain situations. Iour

relationship with your workers should seem like one between partners as opposed

to one between employee and boss. Also% spread speci/c assignments around

among your workers. *y giving employees special tasks% you make them feel moreimportant. +hen your employees feel like they are being trusted with added

responsibilities% they are motivated to work even harder so they won,t let the

company down.

>oster an Environment of >un

Studies have shown that employees are more dependable and productive when

they think their workplace is a fun place to come to every day. ),ve found that one of

the most e#ective methods of doing this is simply engaging my sales reps in


28/87

conversations about topics that we both /nd interesting. )t,s not necessary to talk to

them all day long% but a few minutes here and there throughout the day can work

wonders. 0ittle talks like these allow the employee to see you as a regular person%

and when your employees like you as a person% they are more likely to listen to you

when you need them to get something done.

'E+A':S

(eople !oin organi"ations expecting rewards. >irms distribute money and other

bene/t in exchange for the employee,s availability% competence and behaviors.

$he following diagram identi/es four types of rewards membership and seniority%

!ob status% competency and performance.

Membership and Seniority3based 'ewards

*ene/t an employee receives depends on the /rm which he or she !oins. An M*A

taking up a !ob in +ipro or )nfosys gets more bene/ts than boy or girl who !oins a

state government undertaking.

)n the same /rm% a senior employee receives more bene/ts than employee

.Advancement % pay raises% retirement bene/ts and perquisites depend on seniority

of an employee.

MembershipB Seniority $ask

(erformance

ob Status

ompetency

1rgani"ational 'ewards

$ypes of organi"ational rewards

$here are advantages and limitations associated with membership and seniority

based reward .Membership based reward attract !ob applicants but the problem is

such reward may not directly motivate !ob performance .Seniority based rewar


29/87

tend to reduce turnover but may fail to motivate achievers to perform better.

Another problem with is that they discourage poor performers form leaving the /lm

voluntarily because alternative !obs are simply not available to them.

ob Status3based 'ewards

Every /rm rewards employees for the status of the !obs they are holding /rms use

!ob evaluation system which helps establish di#erentials in status of !obs. Status

di#erentials are used as the basis for establishing salary V wage di#erentials. obs

that require more skill and e#ort% have more responsibility and have dicult

working conditions would have more value and consequently would be placed in

higher pay grades. >irms that do not use !ob evaluation system still reward !ob

status based on pay survey information about the labor market.

A supervisor will receive higher rewards than purchasing assistant as the !ob of the

former en!oys better status than the latter. )t has more value to the organi"ation

9calculated by !ob evaluation system or pay survey< and therefore employees in that

!ob receive more status3based rewards in the organi"ation. High status !ob holders

are also rewarded with more perquisites.

1ne advantage of status3based pay is that it helps maintain feelings of equity. ob

evaluation system try to maintain internal equity% that is% to ensure that employees

feel their pay is fair when compared to how much other !obs in the /rm are paid.

(ay survey helps maintain external equity% that is% ensure that employees feel their

pay is fair when compared to how much people ) other /rms are paid. ob3based

rewards also motivate employees to compete for positions higher up the

organi"ational hierarchy.

ob3based rewards are critici"ed by man. >or one thing% such bene/t fails to

motivate achievers to perform better. ust because an employee holds a high priced

!ob% he or she is rewarded better% not with standing the level of performance

attained by the individual. >urther% employees tend to exaggerate their !ob

descriptions and !ob speci/cations to garner higher grading for their !ob through !ob

evaluation systems. Higher grades confer higher rewards on the !obs.

ompetency3based 'ewards

)ncreasingly organi"ations are linking rewards to competencies of employees.ompetencies are rePected through skills% knowledge and traits that lead to

desirable behaviors. Employees are expected to have several competencies and

these competencies are evaluated by observing speci/c behavior patterns.

+here rewards are linked to competencies what emerges is the skill3based pay. )n

the skill based pay employees are paid on the basis of number of !obs they are

capable of discharging% or on the depth of their knowledge. $he purpose of this


30/87

system is to motivate employees to acquire additional skills so that they become

more useful to the organi"ation.

ompetency3based rewards have merits. $hey have been praised for developing a

better3skilled and Pexible workforce. ustomer needs are met more quickly.

Employees can handle any !ob with felicity% product or service quality tends toimprove because employees who have work experiences in several !obs are more

likely to know where problems originate. Moreover% employees /nd it easier to

discover ways to improve the work process as they learn more skills and tasks in

the process. 'ather than paying for !obs% skill3based pay rewards skills% underlying

the principle that employees are hired for their skills and not !ust to hold !obs.

Skills3based rewards% however% result in pay disparities which may demotivate

employees. $hey are also expensive.

(erformance3based 'ewards

$he trend that is emerging recently is to link pay to performance rather than to

seniority or membership. >irms in &.America% Europe and Asia are paying their

employees more for performance than ever before. >or instance% in a recent survey

of 64T large /rms in $okyo% apan% 67 per cent awarded pay increases on the basis

of performance than seniority.

(erformance3based rewards are many% but the most common among them are

1rgani"ational rewards ` (ro/t sharing

Stock options

$eam rewards ` Nain sharingSpecial bonuses

)ndividual rewards ` (iece rate

ommission

Merit pay

*onuses

(ro/t sharing is an organi"ational performance3based reward. )n pro/t sharing%

:esignated employees are allowed to share in the pro/t earned by a company.

Employees stock potion schemes 9ES1(S< confer ownership of the /rm on

employees. ES(1S encourage employees to buy shares of the company andrew8ard them through divided and market appreciation of the shares.

$eam rewards are common where /rms rely in teams to get work done. Some teams

are rewarded with special bonuses or gifts if they collectively achieve speci/c goals.

A gain sharing plan is a type of team reward that motivates team members to

reduce costs and increase labor eciency in their work process. Nain sharing plans

use a predetermined formula and calculated cost savings and pay bonus to all team


31/87

members. $ypically% the company shatters the cost savings with employees.

)ndividual rewards are quite common in organi"ations. $he most common is the

piece rate which links pay to the units produced by an employee. ommissions are

paid to sales people on the actual sales shown by them. Merit pay is based on the

individual,s performance. $his is gradually replaced by retainable bonuses foraccomplishing speci/c tasks or for achieving certain goals. Although these bonuses

are often determined from team or organi"ational performance% they may also result

from satisfactory completion of individual goals.

Are rewards% particularly monetary rewards% reality motivatorsF (ut in another way%

does money motivate employeesF $he answer is Ryes, and Rno,.

Money is understood to be powerful motivator for more than one reason. )n the /rst

place% money is fundamental for completion of task. +ork% unless it is voluntary or

-play involves a contract between two parties -guaranteed by the payment of

money. $he employee takes pay as the reward for his or her work, and the employer

views it as the price for using the services of the employee.

Second% as a medium of exchange% money is the vehicle by which employee can

buy numerous need satisfying goods and services they desire. $hird% money is one

of the hygiene factors% and improving maintenance factors is the /rst step in e#ort

directed towards motivation. >ourth% money also performs the function of a -score

card by which employees assess the value that the organi"ation place on their

services and by which employees can compare their -values to others. >ifth%

reinforcement and expectancy theories attest to the value of money as a motivator.

)n the former% if pay is contingent upon performance% it will encourage workers to

high levels of e#ort% onsistent with the expectancy theory% money will motivate to

the extent that it is seen as being able to satisfy an individual,s personal goals and

is perceived as being dependent upon performance criteria.

Employee

Expects

(ay

(erformance

ob

evaluated

Employee

onsider equity of performance

payEmployee sets new expectations

Employee

(erformance

ob

Evaluated

>eedback to employee

*ased on previous expectations


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(ay and performance3relationship

Sixth% money acts as punctuation in one,s life. )t is an attention3getting and e#ect3

producing mechanism Money has% therefore% tremendous importance in inPuencing

employee behavior. Seventh% money is easily vulnerable for manipulation. 1therfactors like satisfaction% responsibility% a challenging !ob and the like are nebulous.

(ayments and the plans with which they are linked are manipulatable. >inally%

money will be a powerful motivator for a person who is tense and anxious about

lack of money. Many worries and concerns are /nancially based. )t is relaxing to

receive sucient money to clear the outstanding bills and past debts which have

been causing tension.

*ut behavioral scientists think otherwise. $hey downgrade money as a motivator.

$hey prefer% instead% other techniques such as challenging !obs% goals% participation

in decision of behavioral scientists to money as a motivator is understandable for at

least six reasons. >irst% money is not important to all people. High achievers% for

example% are intrinsically motivated. Money has little impact on such people.

Second% people fail to see a direct linkage between monetary and performance. )n

these days of unioni"ation% protective legislation% seniority based promotion% and

the coast of living indexation% pay raises do not depend on performance. $hird% for

money to motivate the di#erence in pay increase between a high performer and an

average performer must be signi/cant. )n practice it rarely is. >ourth% management

must have the discretion to reward high performers with more money. $his is not

possible% thanks to strong unioni"ation. >ifth% relationships among employees are

often ruptured because of the scramble for monetary rewards. >inally% /nancial

incentives discourage risk3taking propensity of people. +henever people are

encouraged to think about what they will get for performing a task% they becomeless inclined to take risk or explore possibilities.

$he conclusion is that money can motivate some people under some conditions. (ut

it another way money cannot motivate all people under all circumstances. Studies

too attest to the same assertion.

Motivating Employees without Money

$he employees who work for your company are naturally motivated. All you need to

do is to utili"e their natural ability% which you can do without spending a time. $hat?s

right^ &o money. )n fact% money can actually decrease an employee?s motivation

and performance. $he /rst step in utili"ing your employees? natural abilities is to

eliminate your organi"ation?s negative practices that "ap away their naturalmotivation. $he second step your organi"ation can take is to develop true

motivators which can spark all your employees into being motivated. *y decreasing

negative "apping demotivators and by adding true motivators% you will tap into your

employees? natural motivation. Iour employees? natural motivation relies on the fact

that all people have human desires for aliation% achievement% and for control and

power over their work. )n addition% they have desires for ownership% competence%

recognition% and meaning in their work. $he following is a list of ten motivation


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"apping organi"ational behaviors that will demotivate your employees.

Q reate an atmosphere full of company politics.

Q :evelop unclear expectations regarding your employees? performance.

Q reate a lot of unnecessary rules for employees to follow.

Q (lan unproductive meetings for employees to attend.

Q (romote internal competition between employees.Q +ithhold information critical for employees to perform their work.

Q (rovide criticism instead of constructive feedback.

Q $olerate poor performance so your high performing employees feel taken

advantage of.

Q $reat employees unfairly.

Q =nderutili"e the capability of your employees.

$he following are examples of true motivators that will help your employees tap into

their natural ability to be motivated. 'emember2 implement these true motivators

without spending money. )nstead of focusing on money% focus on how you can make

some changes within your organi"ation.

Q )f your employees do routine work add some fun and variety to their routine.

Q (rovide employees with input and choice in how they do their work.

Q Encourage responsibility and leadership opportunities within your company.

Q (romote social interaction and teamwork between employees.

Q $olerate learning errors by avoiding harsh criticism.

Q (romote !ob ownership.

Q :evelop goals and challenges for all employees.

Q (rovide lots of encouragement.

Q Make appreciation part of your repertoire.Q :evelop measurement that shows performance increase.

*y eliminating demotivators and adding in no cost motivators you are tapping into

your employees? natural human desires to perform at their maximum level of

motivation and productivity. $he following are the human desires that you are

tapping into.

Q :esire for activity

Q :esire for ownership

Q :esire for power

Q :esire for aliation

Q :esire for competenceQ :esire for achievement

Q :esire for recognition

Q :esire for meaning

$hat?s it^ 'emember2 don?t work to change one individual at a time. +ork to change

your organi"ation to decrease the demotivators and thereby increase your

employees, natural ability to self motivates themselves.

Employee motivation


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(rinciples of improving employee motivation and empowerment

Employee motivation questionnaires or surveys

Sta# surveys are usually very helpful in establishing whether sta# in your company

is motivated and therefore performing to best e#ect. Aside from the information

that questionnaires reveal% the process of involving and consulting with sta# is

hugely bene/cial and motivational in its own right% 9see the ?Hawthorne E#ect?irst% the company needs to establish how it wants individuals to spend their time

based on what is most valuable. Secondly this needs to be compared with how

individuals actually spend their time. Iou may /nd employees are highly motivated


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but about the ZwrongZ priorities.

L. How do employees feel about the companyF

:o they feel safe% loyal% valued and taken care ofF 1r do they feel taken advantage

of% dispensable and invisibleF Ask them what would improve their loyalty and

commitment.

5. How involved are employees in company developmentF:o they feel listened to and heardF Are they consultedF And% if they are consulted%

are their opinions taken seriouslyF Are there regular opportunities for them to give

feedbackF

4T. )s the company?s internal image consistent with its external oneF

Iour company may present itself to the world as the ?caring airline?% ?the forward

thinking technology company? or the ?family hotel chain?. Iour employees would

have been inPuenced% and their expectations set% to this image when they !oined

your company. )f you do not mirror this image within your company in the way you

treat employees you may notice motivation problems. >ind out what the disparity is

between the employees image of the company from the outside and from the

inside.

EM(1+E'ME&$

Empowerment is one of concepts discussed much in H'M. Empowerment is what

young !ob aspirants are looking for in organi"ations. More than monetary rewards% it

is the feeling that employee Rowns, the !ob that motivates him or her nowadays.

Empowerment may be understood as R,a process of enhancing feelings of self

.ecacy among organi"ational members through the identi/cation of conditions

that foster powerlessness and through their removal by both formal organi"ational

practices and informal techniques of providing ecacy information -Empower

employees are energetic and passionate. $hey aspire to do better !ob because they

get personally rewarded for doing !ob.

Empowerment consist /ve stages. $he /rst stage involves identifying .$he

conditions existing in the organi"ations that lead to feelings of powerlessness on the

part of organi"ational members. $hese conditions manifest through poor

communication% centrali"ed resources% and authoritarian styles of leadership% low

incentive value rewards% low task variety and unrealistic performance goals.

:iagnosis being completed as suggested above% the next stage is to introduce

empowerment strategies and techniques. =se of participative management

implementing merit3(ay systems and !ob enrichment are example of possibleempowerment practices.

$he use of the programmes 9stated above< is designed to accomplish two ob!ectives

in the third stage. 1ne is simply to remove the conditions identi/ed in the /rst stage

as contributing to powerlessness. $he second% and more important% is to provide

self3ecacy information to subordinate. Self3ecacy describes a belief in one,s

e#ectiveness. )ndividuals high in self3ecacy information to subordinates. Self3


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ecacy describes a belief in one,s e#ectiveness. )ndividuals high in self3ecacy

tend to be con/dent and self3assured and feel they are likely to be successful in

whatever Endeavour,s they undertake.

'eceiving such information result in feeling of empowerment in the fourth stage

.$his is because increasing self3ecacy straightens e#ort Operformanceexpectancies. >inally% the enhanced empowerment feelings from stage four are

translated into performance in the /fth and /nal stage. $hese behavioral

consequences of empowerment include increased activity directed towards task

accomplishment.

)dentifying conditions of

1f powerlessness

)mplement empowerment strategies techniques

'emove condition of powerlessness provide self3ecacy information

>eeling of empowerment generated

Empowerment result in performance

Empowerment is facilitated by a combination of factors including values% leadership%

!ob structure and reward systems.

Empowerment occurs when power of decision Omaking and authority to share

resources go to employees who then experiences a sense of ownership and control

over !obs. Empowered employees know that know that their !obs belong to them.

Niven a say on how things are done% employees feel more responsible. +hen theyfeel responsible% they show more initiative in their work% get more done and en!oy

the work more.

Empowerment demands team formation. $eams% thus formed% are called self3

directed or simply empowered teams. +ipro orporation has nearly 8T such teams

and $itan% A**% $ata information Systems too have their own empowered teams.

$he DT%TTT tones per annum polyester /lament yarn plant of 'eliance at Ha"ira

went on stream within 47 months mainly because its technical teams were


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empowered to make critical decisions at the worksite.

)nformation sharing is another building block of empowerment. Employees need to

be informed about the business and demonstrate how their work /ts in. 1ne of the

most important measures of !ob satisfaction is whether employees /nd meaning in

their work3if they know what they are working towards and understand how their

work a#ects other employees and the organi"ation as a whole.

$he following tips may be useful in empowering employees

4.:elegate responsibility and along with it authority. role with that of Rpartner, role.

6.Have tolerance for mistakes committed by subordinates. :emonstrate this

tolerance through deeds and words.

8.Share information with subordinates. Empowered employees need sucient

information to get full perspective.

7.Allow teams to form. $eams are the best vehicles to empowerment.

C.(erformance feedback is always important. )t is particularly important for newly

empowered employees. >eedback enhances learning and can provide needed

assurance that the !ob is being mastered.

Empowerment needs to be implemented with caution. +here employees su#er from

inPated egos and are highly self3centered% empowerment does not work. Many

employees entertain the feeling that they are sub!ected to be led and not to led.

Empowerment has no appeal to such subordinates. +hen employees look for

secured but not challenging !obs% empowerment sounds hollow.

Employee motivation principles 3 a short case study 3 sound familiarF

+hen Michael started his own consultancy he employed top people2 people he?d

worked with in the past who had shown commitment% Pair and loyalty and whoseemed to share his values. *ut a few months down the line one of his team

members started to struggle. o was putting in the hours but without enthusiasm.

Her con/dence was dropping2 she was unfocused and not bringing in enough new

business.

Michael explained to o the seriousness of the situation. +ithout new business he

would lose the company and that would mean her !ob. He showed her the books to

illustrate his point. He again ran through her !ob description and the procedures she

was expected to follow. He told her that he was sure she was up to the !ob but he

really needed her to bring in the new business or they would all be out on their ear.

o told Michael that she understood. She was doing her best but she?d try harder.*ut a month later nothing had changed. After an initial burst of energy% o was back

to her old ways.

&o matter how experienced a leader you are% chances are at times you have

struggled to motivate certain individuals. Iou?ve tried every trick in the book. Iou?ve

sat down one3to3one with the individual concerned and explained the situation.

Iou?ve outlined the big vision again in the hope of inspiring them. Iou?ve given them

the bottom line ZEither you pull your /nger out or your !ob is on the lineZ. Iou?ve


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dangled a carrot in front of them Z)f y

report for relationship organization report

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