Chapter 1

INTRODUCTION
In an industry workers performance is very important because it provides products and
service, which represent the basis for a company's success. Employees are a valuable
resource that may contribute in several different ways to a company's activities, provided
that the company gives them an appropriate chance (Morgan, 1!". #or achieving the
success important keys are, how productive people are at work, their skills, motivation
and commitment. In order to be successful, a company needs employees who act toward
the goals of the organi$ation and have a strong desire to remain in the company
(Molander, 1%". &uch loyalty and commitment may be generated by motivation. 'he
aims of motivation are to increase productivity and (ob satisfaction. )ighly motivated
persons tend to work harder and perform more effectively in their (obs than less
motivated individuals.
Managers who need to be aware of factors that motivate workers to make them perform
well, ending up with )* professionals who have to understand motivation to effectively
design and implement reward structure and systems. )owever, because of a comple+
nature of human behavior, motivation is not easy to understand and to use. ,lthough,
some of research suggested that money is not as potent as it seemed to be, many
companies tried to implement monetary incentives as their main tool to motivate
employees. 'he literature on a sub(ect of motivation shows that there are several other
ways to motivate employees. 'he most well know and often cited theories can be divided
into two categories- content theories and process theories. 'he first group is focused on
what motivate people. It is represented by authors such as Maslow, Mc.lelland and
)er$berg. 'he second category / process theories, try to find out how motivation occurs.
0room, ,dams, 1ocke and 1atham created the most influential process theories. 'he
points of view presented by authors of those theories in some aspects are complementary
but in others are totally opposite. 'hat possibly was the reason for other researchers2
inspiration to conduct own studies on motivation. It resulted in a number of possible
suggestions about motivators that could play a crucial role in increasing employees2
performance. &ome authors (3ldham 4 )ackman, 56167 1awler, 1%" indicate that (ob
design plays important role in shaping employees behavior while others (*oche 4
Mac8innon, 1!67 ,llender 4 ,llender, 197 1u, 17 'harenou, 1:7 Mayfield,
Mayfield, 4 8opf, 19" suggest that leadership style and freedom given to employees
1
are crucial in motivating employees. ,nother group of researchers (1uthans 4 &ta(kovic,
56667 ,rmstrong 4 Murlis, 566;" try to prove that recognition can be used to motivate
people to perform well. In fact, there are many more e+amples of possible motivators in
the literature on a sub(ect of motivation.
In this multitude of possible options it is not easy to answer the <uestion / what in fact
motivates employees. 'he easiest way to find out is simply to ask them. 'here is a long
history of researches which ask employees to rank the importance of motivating factors.
In their studies they compared answers from employees coming from different cultures,
age groups, levels of organi$ation and even from different points of time in a history.
'heir results showed that there are several motivating factors that are very often ranked
high positions.
1.1 PROBLEM STATEMENT
In order to be successful, a company has to be aware of what motivates and satisfies the
workers at work in order to stimulate them to perform their (ob as best as possible and to
remain in the company. , person who is satisfied with his=her work may show a higher
commitment to put efforts toward the achievement of the company's goals and will not
easily change (ob. )owever, people differ7 they distinguish themselves from each other
regarding their needs, backgrounds, e+pectations, and individual characteristics. In other
words, what may satisfy one employee may be different from what will satisfy another, at
least in terms of the satisfaction level. Moreover, some needs may change over time,
getting stronger or weaker. )ow can the company know how to motivate whom in the
right way>
'he knowledge about similarities and differences in the motivation of employees may
make it easier for the company to motivate them and to generate organi$ational
commitment. 'hereby, the consideration of individual characteristics such as age, gender,
work area, and years a person has been working in the company may provide useful
information , group of workers sharing the same individual features may have the same
needs and e+pectations toward work and may be satisfied in the same way. Information
about the e+tent to which certain factors of motivation and (ob satisfaction are present at
work and information about the importance, which is attributed to those factors by the
employees, may offer valuable clues to the field of motivation. , comparison of this data
may reveal factors whose enhancement may cause higher motivation and (ob satisfaction
of the work force.
5
1.2 STRUCTURE OF THE PAPER
'he structure of this thesis paper can be broken down into four general parts. 'he first
part is an introduction. It contains basic information about theoretical foundations of the
thesis and the importance of the topic of motivation. 'he limitations of the study are
concerned at the end of the introductory part.

'he second part is a theoretical background of the thesis. It is based on findings from the
literature and previous research on motivation. 'his part contains author2s theoretical
analysis in which he synthesi$e and e+?pound ideas upon the sub(ect area in <uestion. In
this part firstly, the concept of motivation is presented and clarified. &econdly, the most
important content and process theories of motivation are introduced.
'he third part of this thesis paper is based on author2s own research. It starts with
description of used methodology. 'he research method and the ways of gathering
information, collecting data and preparing the <uestionnaire are presented. In the ne+t
step author (ustify the choice of five factors used in the <uestionnaire.

'he fourth part of the paper presents results of the research for the workers. 'hey are
followed by discussion, guidelines and summary of findings.
'he paper is ended by a conclusion which summari$es the thesis. 'he last part lists the
references used during the process of writing this thesis and are followed by appendi+
that contain <uestionnaires.
1.3 OBJECTIVES\PURPOSE OF THE THESIS
Investigate and analyses of the factors for employee motivation considering
individual characteristics.
,ssessing the factors that motivate employees to perform best at work.
:
1. LIMITATION
@ue to the scope of this research there are several limitations that need to be addressed.
#irstly, the present study limited its sample to a group of workers from comfit composite
knit limited, &tandard Aroup and Ecome+ 1imited. 'his may hinder the generali$ability
of the results. In other words, results should be generali$ed only to the population of
workers from particular industry. )owever, it is possible that workers from other
industries would give similar answers.
&econdly, the list of five factors used in the <uestionnaire was made on the basis of
previous researches on that topic. 'he motivation factors chosen to be ranked seem to
cover the most important aspects of motivation. )owever, a disadvantage of choosing
this particular form of <uestioning is a risk to miss some factors that are important but are
not listed. 'o avoid this bias an open? ended <uestion was added. 'he response rate for
this <uestion was low. It might mean that the list contained all the most important
motivators. 3n the other hand, it is possible that there are still some other important
factors but respondents (ust did not want to answer the open?ended <uestion.
#inally, the <uestionnaire used in the research was designed in Bangla for the workers
because all of the workers are feel comfort with this language. 'o minimi$e the difference
the <uestionnaire was translated to English for the research paper.
1.! THE SELECTED COMPAN"
'he company where we carried out the empirical research is located in 'angail (.omfit
composite knit limited", Aa$ipur (Ecoma+ 1imited" and @haka (&tandard Aroup" which
are a large si$ed production company. @uring our company visits we have the possibility
to be guided through departments of the company in order to get an impression of the
work and the work environment. @uring this guided tour, we received information about
the work tasks of the respective employees, which helped me to better understand the
results of the mail <uestionnaire later on.
;
Chapter 2
LITERATURE REVIE#

In today2s world, the biggest task of the human?resource manager is to motivate and
retain employees. Motivation is a company2s life?blood (&harma, 566%". Businesses today
have entered a new era in the relationship between the companies themselves and their
employees. 'he companies can no longer see their employees as either their loyal family
members or as easily replaceable company resources. In this new era, employees need to
be respected and like to be treated as valuable human capital, as even more important than
the company2s financial capital. Employees are now becoming the main source of a
company2s competitive advantage. 'herefore, how a company treats its employees
increasingly determines whether a company is going to thrive or even to survive (1awler,
566:". ,s 1awler says, Cin the twenty?first century, treating people right is not an option7 it
is a necessityD.
Employee try to find satisfaction in what they do and as a result the manager should
be able to understand the problems faced by his workers and find a way of satisfying their
needs and aspiration. 'he general assumption is that an ade<uately motivated worker will
in turn give in his or her best towards the attainment of a general consensus. when a
worker is motivated the <uestion of poor performance and inefficiency will be
forgotten issue in an organi$ation.
, well?managed company can retain and motivate its employees, and hence has the
following advantages- reduced turnover7 increased productivity7 reduced absenteeism7
increased revenue7 and improved performance. .ompanies need to attract and retain
talented employees (Eittorino, 566F", therefore understanding what motivates employees
has become an essential re<uirement for today2s managers.
2.1 MOTIVATION DEFINED
&ince the 1:6s, work motivation has been of interest to the industrial=organi$ational
psychologists, stimulated mainly by the famous )awthorne studies, and followed by
studies by 0room, )er$berg, Bandura, &kinner and many more. )owever, the study and
understanding of work motivation is far from complete (1ocke 4 1atham, 566;". 'he
aim of this study is to help organi$ations to adapt to changes in the world of work with
the aid of the e+isting motivation theories.
F
Everyone has motives that are inspired by certain factors that encourage the desire to
enhance performance (8ressler, 566:". 'he word CmotivationD is derived from the 1atin
word movere, which means Gto move2 (8retiner, 19 in *amlall, 566;". Motivation has
been defined as an internal drive to satisfy an unsatisfied need ()iggins, 1; in 1indner,
19". 'o define motivation both in a comprehensive and e+plicit way, Einder (1F",
1ocke, &haw, &aari, and 1atham (191", &teers and Eorter (1!", and 0room (1%;",
formulate following definition- CHork motivation is a set of energetic forces that
originate both within as beyond an individual2s being, to initiate work?related behavior,
and to determine its form, direction, intensity, and durationD.
'he term motive usually is e+plained as desires, needs, emotions or impulses that make
someone do something. #ollowing this definition, motivation is the state of being incited
to action. Hhen we take into consideration work environment it becomes clear that work
motivation refers to motivation within a work setting. 'ypically, it refers to employees2
motivation to perform, stay and commit in a company, cooperate, lead or support a leader,
help customers and so forth. 3bviously, this definition from International Encyclopedia
of 3rgani$ational &tudies (ed. Bailey 4 .legg, 5669" is (ust an e+ample from a mass of
work motivation definitions which can be found in almost every paper about this topic.
&ome authors define what motivation is by e+plaining where it comes from. In this
approach work motivation has been defined as Ca psychological process resulting from
the reciprocal interaction between the individual and the environment that affects a
person2s choices, effort, and persistenceD (1atham 4 Ernst, 566%". In other definitions
work motivation is associated with the goal attainment. Eeople are motivated to do
something if they believe it is likely that it will bring desired result. Eeople who are well
motivated take action that they e+pect will achieve their clearly defined goal (,rmstrong,
566!". 8anfer (16, as cited in B(orklund, 5661" stressed that motivation is a
phenomenon which cannot be directly observed. 'he only way to infer motivational
processes is to analy$e streams of behavior caused by environmental or inherited factors
which can be observed through their effects on abilities, beliefs, knowledge and
personality.
8reitner (1F", Buford, Bedeian 41inder (1F", )iggins (1;" all cited in 1inder
(19" defined motivation as Cthe psychological process that gives behavior purpose and
direction, a predisposition to behave in a purposive manner to achieve specific unmet
needs, an unsatisfied need, and the will to achieve, respectively. #or this thesis, the
definition of motivation by Areenberg 4 Baron (566:" is adopted, as it is more realistic
%
and simple. Areenberg 4Baron defines motivation as-
The set of processes that arouse, direct, and maintain human behavior towards attaining
some goalD. (Areenberg 4Baron, 566:".
2.2 SOURCES OF MOTIVATION
&ources of motivation can be intrinsic or e+trinsic (Iones 4 Aeorge, 566;". Intrinsically
motivated behavior is behavior that is performed for one2s own sake and e+trinsically
motivated behavior is performed to ac<uire rewards or to avoid punishment.
2.3 RESEARCH DESI$N
3nce a literature study has been done, a <uestionnaire will be designed. 'he
<uestionnaire will then be distributed among the employees in various garments. In the
<uestionnaire, <uestions will be used to determine the level of motivation among the
employees. 'he <uestionnaire will then be validated by using appropriate statistical
methods which include item analysis 4 .hi s<uare analysis.
2. OR$ANI%ATIONAL EFFECTIVENESS
3rgani$ational effectiveness is the concept of how effective an organi$ation is in
achieving the outcomes the organi$ation intends to produce. J3rgani$ational
effectiveness is an abstract concept and is basically impossible to measure. Instead of
measuring organi$ational effectiveness, the organi$ation determines pro+y measures
which will be used to represent effectiveness. He may include such things as efficiency
of management, performance of employees, core competencies, number of people served,
types and si$es of population segments served and so on . &o we focused on the
performance of the employees that to what e+tend this pro+y measure contributes in
3rgani$ational effective.
!
Chapter 3
THEORETICAL BAC&$ROUND
Employee motivation is influenced by the employee himself or herself, the management
and the environment. Motivating the employee is the manager2s (ob (Birkin, 566%". It is
therefore the manager2s (ob to understand what motivates the employees. Based on 1ocke
and 1atham2s integrated model of work motivation, various theories of work=employee
motivation will be discussed, including Maslow2s need hierarchy, Mc.lelland2s
personality?based approach to employee motivation, 0room2s 0IE theory, 1ocke and
1atham2s goal theory, Bandura2s self?efficacy theory, Heiner2s attribution theory,
)er$berg2s (ob characteristics model, the organi$ational commitment theory and ,dam2s
e<uity theory. 'hese theories attempt to e+plain employees2 behavior. 'hey provide
understanding to both managers and employees of how to motivate others and=or become
more involved in one2s own motivation (@rafke 4 8ossen, 5665". 'he important
motivational factors identified by Kelson and 1indner will be discussed in detail and will
also be used as the foundation for setting up the <uestionnaire for the research. 1ocke and
1atham (566;" mention that all of the above theories have limitations and criticisms.
'heir si+ recommendations for possible directions for future research on motivation will
also be discussed.
3.1 &E" CONCEPTS AND THEORIES
'he key concept Gmotivation2 will be defined in the study. 'he following key concepts
relating to work motivation and relevant work motivation theories, based on 1ocke and
1atham2s integrated model of work motivation, will be discussed in this study-
L Keeds
L 0alues and personality
L Eersonality theory
L 0IE theory
L Incentives
L &elf?efficacy
L Aoal choice
L Aoal and efficacy mechanisms
L Aoal theory and social?cognitive theory
L Aoal moderators
9
L Eerformance and outcomes
L ,ttribution theory
L Iob characteristics theory
L &atisfaction and dissatisfaction
L 3rgani$ation policies and procedures
L @istributive and procedural (ustice theory
L 3rgani$ational commitment
3.2 MOTIVATION THEORIES
'he sub(ect of motivation has been present in the literature from the early beginning of
56th .entury. ,lthough, many theories have been developed and aplenty of research has
been conducted, factors that motivate people to perform well at work are still a
controversial topic. Many researchers as a starting point for their work in the field of
motivation used the most known theories and models of motivation. ,rmstrong (566!" in
his book about employee reward management summari$ed those theories in a clear and
useful way. ,ccording to him, 'aylor2s theory of motivation to work is related to rewards
and penalties which are directly connected to performance. Maslow2s concept of
hierarchy of needs is less instrumental approach. It defines motivation as a result of
peoples unsatisfied needs. )er$berg focused on a distinction between e+trinsic and
intrinsic motivators. 'hose ColdD theories are definitely important, however they are not
perfect. ,nalysis showed that they are characteri$ed by some significant weaknesses.
,rmstrong presents modern, process theories which approach motivation from different
perspective. ,s an e+ample, 0room2s e+pectancy theory e+plains that motivation e+ists
only when relationship between performance and outcome is clear and usable. Aoal
theory emphasi$es the role of a feedback and setting goals in relation to motivation and
performance. #inally, E<uity theory says that people are more motivated if they are
treated e<ually. In the previous part of this paper a number of motivation definitions have
been presented. Each of e+isting definitions has some strengths and weaknesses. E+actly
the same can be said about motivational theories. ,s one can observe from the short
overview presented above there are many different theoretical approaches to the topic of
motivation. Motivation for a group of authors is strictly related to human needs, while
point of view of other authors is much more focused on cognitive processes that influence
peoples2 behavior. In the literature of the sub(ect those differences between theories
resulted in a division in two categories- content and process theories. In the ne+t part of
this paper the most important theories from each category will be presented and analy$ed.

3.2.1 C'(te(t the'r)e*

'he content theories are characteri$ed by emphasis on what motivates people. 'hey
concern with individual goals and needs which are said to be the same for every person.
,lthough, needs, they differ in defining what those needs are. 'he most well?known and
very often cited author of motivational theory is Maslow human needs (#incham 4
*hodes, 566F" behavior is driven by the e+istence of unsatisfied needs. )is hierarchy
from psychological needs and lead through security needs, social needs, self?esteem
needs and self?actuali$ation need on the top position

F)+,re 3.1- Maslow2s hierarchy of needs
,ccording to Maslow, higher needs are not felt until lower needs are not fulfilled.
,dditionally, when the need is satisfied it does not influence human behavior anymore
and as a result the focus is moved into a need which is higher in the hierarchy.
Maslow divided needs into two categories- deficiency needs and high?order needs.
@eficiency needs include basic needs such as hunger or thirst and a need for shelter and
protection. Hhen these needs are satisfied people become motivated by high order needs
such as the need for supportive and satisfactory relationships with others, needs for
freedom, independence, recognition and achievement and finally the need to develop
one2s potential. 'he self?actuali$ation which is the highest step in Maslow2s pyramid can
be described as the ending point of gradual psychological maturation process. 'his final
16
level is achieved by few people and unlike other needs is never fully satisfied (#incham
4 *hodes, 566F".
Maslow2s work on the theory of needs has been followed by other author2s who took an
attempt to improve it. 3ne of modifications was presented in 1!: by ,lderfer, who
developed and tested model with fewer needs levels (Einder,19". )is study, unlike
Maslow2s, was based on empirical research in organi$ational settings. 'he theory
suggests three general categories of human needs which are partly based on Maslow2s
model but are not the same. ,lderfer2s model is named E*A and consists of e+istence
needs, relatedness needs and growth needs. 'he first group is closely related to Maslow2s
physiological needs and partly to security needs (only physical security".E+istence needs
are concrete in nature and are usually limited. , good e+ample of them in organi$ation
setting is a salary. If money has to be divided between two groups ? the more money
receives one group, the less gets the other group. *elatedness needs basically consist of
the interpersonal security needs, the need for prestige and esteem from others. &atisfying
relatedness needs re<uires development of relations and interactions with other people.
'he last group of needs in ,lderfer2s theory contains growth needs. ,lthough, growth
needs are corresponding to Maslow2s self?esteem and self?actuali$ation needs there are
some ma(or differences in a point of view of those two authors. Maslow suggested that
self?actuali$ation consist of a fulfillment of uni<ue, innate potential, whereas ,lderfer2s
growth needs contain desire to interact with environment by investigating, e+ploring and
mastering it. In ,lderfer2s model growth needs change if one2s environment changes
(Einder, 19".
'he ne+t important contributor to the field of content theories is Mc.lelland whose
model became a starting point for many other authors2 research. Mc.lelland2s theory
focuses on three motives that are relevant in an organi$ational conte+t (Miner, 566%".
Maslow differentiated between any certain transitions among the needs, whereas
Mc.lelland indicates that some people have higher needs than others. Moreover, needs in
Mc.lelland2s point of view change over a life as they are shaped by peoples2 e+perience.
'hat is why income sources his theory is called Cac<uired needs theoryD. Mc.lelland
(16" suggested that most of ac<uired needs can be classified to one of three groups-
achievement needs, power needs or affiliation needs. In his opinion some people have a
strong need for achievement others for power and finally there is a group that desire
affiliation. )igh achievers tend to perform better for the intrinsic satisfaction for doing
something better or (ust to show that they are more capable of doing something. 'hey
prefer to work with tasks which are moderately challenging and they actually perform
11
better with those kinds2 of tasks. In one of their papers Mc.lelland2s and Burnham (1!%"
deliberate on what makes people good managers. 'hey suggest that high achievement is
an important factor that leads to the personal success but it does not necessarily make
someone a good manager. )igh achievers work on their own success by doing everything
personally and by receiving feedback that is crucial for them. Managers are not able to do
everything by themselves so they have to put some responsibility on others. ,s well as
that, the feedback that they receive comes with a delay, so they are not able to find out
immediately how well they performed. *egarding those facts Mc.lelland2s and Burnham
stated opinion that the factor that has a great influence on being a successful manager is
something else than a need for achievement. 'hey suggested that it is the need for power
that is characteri$ed by a desire to influence people.
Mc.lelland (16" found that people who desire to have some serious influence on other
have some special traits. 'he high need for power usually comes with features such as
competitiveness, assertiveness and aggressiveness which result in a negative self?image.
'he socially acceptable way to fulfill the need for power is the search for prestige by
collecting symbols of power. Eeople characteri$ed by a high need for power tend to act in
a way that makes them recogni$ed in group. #inally, they are more willing to take a risk.
'he last group of needs described by Mc.lelland2s model is the group of needs for
affiliation. 'he term affiliation was described by ,tkinson, )ens, 4 0erify (1F;", as Cthe
concern over establishing, maintaining, or restoring a positive, affective relationship with
another person or personsD (as cited in Mc.lelland, 16". Eeople with a strong need for
affiliation perform better in tasks which are related to affinitive incentives. In other
words, they prefer if their work re<uire maintaining contacts with other people. )igh
affiliated individuals avoid conflict and prefer to solve problems by cooperative and
confirmative behavior. 'he reason for that is the fear for re(ection. Mc.lelland2s findings
suggested that the need for affiliation is not a factor that supports management. Managers
high in affiliation try to spend more time with employees and make good relations with
them, but it is not a crucial part of being a manager, who sometimes has to make hard
decisions (Mc.lelland, 16" .'he last content theory that will be presented in this
chapter, is )er$berg2s two factor theory. 'he theory brought a lot of interest from
academics and from managers who were looking for ways of motivating their employees.
'he reason for so much interest in )er$berg2s results comes from a dual character of his
work. )is theory not only describes employees2 needs but also goes further and presents
how to enrich (obs and make workforce more motivated (#incham 4*hodes, 566F".
)er$berg indicates that (ob satisfaction and (ob dissatisfaction are not opposite
phenomena ()er$berg, 1%9". ,ccording to him the opposite of satisfaction is rather no
15
satisfaction and the opposite of dissatisfaction is no dissatisfaction. )er$berg suggests
that satisfaction and dissatisfaction are produced by different factors. Eeople are satisfied
at their work by factors related to content of that work. 'hose factors are called intrinsic
motivators and contain achievement, recognition, interesting work, responsibility,
advancement and growth. #actors that make people unhappy with their work are called
dissatisfies or hygiene factors. )er$berg found following dissatisfies- company policy,
supervision, working conditions, interpersonal relationships, salary, status, security. Hhat
makes them different from motivators is the fact that they are not related to the content of
the work but to the conte+t of the (ob ()er$berg,1!;". #igure 5 presents a fre<uency of
each factor in )er$berg2s research and their division into hygiene factors and intrinsic
motivators. In )er$berg2s research the most fre<uently chosen factors which led to
satisfaction were achievement and recognition, while the most fre<uently chosen factors
which led to dissatisfaction were company policy and administration and good relations
with supervisor Each of presented here content theories has some strengths and
weaknesses. It might have happened that authors of those theories focused strongly on a
onside of the problem but they missed other important side. Motivation of employees is
really important topic, so every research in this sub(ect is observed and evaluated by
other researchers. ,s a result some researchers agree with and support original theories
and others disagree and critici$e them. In other words, the most well?known theories in
motivation bring some serious controversies.

F)+,re 3.2.1- )er$berg2s theory / factors affecting (ob attitudes
3.2.2 Pr'.e** the'r)e*
1:
Erocess theories are characteri$ed by a dynamic character, not static as content theories.
'he main concern is not what motivates people but how motivation occurs. Erocess
theories try to e+plain how and why peoples Gbehavior is directed to certain choices. 'he
focus of all process theories is put?on Cthe role of individual2s cognitive processes in
determining his or her level of motivationD (#incham 4 *hodes, 566F". 'he process
theory which seems to be the core one is the E+pectancy 'heory. 'his model was
originally presented by 0room (1%9", however many other later researchers tried to
adapt and develops it. 0rom2s E+pectancy theory compromises three factors- valence,
instrumentality and e+pectancy. 0room describes valence in a relation to peoples2
affecting preferences toward particular outcomes. 'he valence of outcome is positive if a
person prefers attaining it instead of not attaining. 3ppositely, the negative valence of
outcomes characteri$e situation when a person prefers not attaining it instead of attaining.
'he third possibility is $ero valence of outcome, which means that a person is indifferent
between attaining outcome or not. 'he instrumentality is a belief that one action lead to
another. #inally, the e+pectancy is defined as a belief about likelihood that a particular
behavior will be followed by a particular outcome (0room, 1%;". 0alues of those three
factors can be used to calculate the motivational force of the (ob,. &ummari$ing, 0room2s
theory suggests that a (ob is motivating for employees when they can see a relation
between performance and outcome, if they have abilities to do the (ob and if they see
outcome as satisfying their needs. 0room2s theory can be a suggestion for managers to
focus on main aspects of their subordinates perceptions. ,s well as that, it is helpful in
e+plaining occupational choices and in predicting tasks that people will work most and
least hard at (#incham 4 *hodes, 566F".
,nother group of process theories ? e<uity theories, are related to the distribution of
resources. 'here are three main aspects that are common for all e<uity theories. #irstly,
they suggest that employee perceive a fair return for his contribution at work. &econdly,
they imply that employees compare the return they received to the return received by
other for the same (ob. #inally, they assume that employees who are in ine<uitable
position comparing to others will try to do something to reduce the difference (.arrell 4
@ittrich, 1!9". 'he most influential and often cited in the literature of motivation is the
E<uity 'heory, which was put forward in 1%: by ,dams. 'he theory distinguishes
between employee2s inputs and outputs. Inputs are understood as the number and value of
contributions that person make to his or her work. 3utputs are described as the nature and
<uantity of received rewards for doing the (ob (Einder, 19".E+amples of inputs and
outputs are presented in #igure :.5.5
1;


F)+,re 3.2.2- 'he E<uity 'heory diagram
,ccording to ,dam2s theory different employees stress different inputs and outcomes as
the most important for them. )owever, all people evaluate their outcomes in a relation to
their inputs and (udge a fairness of this relation. Hhat is suggested by the theory is the
fact that people not only evaluate the e<uity by comparing the amount of their inputs and
outputs but additionally they make social comparisons with other people. 'hey feel that
they are not treated fairly if other people receive better outputs for the same (ob. ,s was
stated before, employees who encounter ine<uity try to do something to reduce it. 'he
e<uity theory presents the most common conse<uences of perceived ine<uity. 'he first
and the most common behavior is changing employee2s own effort to increase or reduce
performance. If it is not possible to solve the problem of unfairness by changing effort
then employee try to cognitively reevaluate outcomes and inputs. 'hat means for e+ample
reconsideration of own credentials or effort in a comparison to credentials or effort of a
person who was chosen as a referent. 'he ine<uity may lead to some dysfunctional
reactions such as stealing from employer. #inally, employee may simply decide to
withdraw from a company.

1F
Chapter
RESEARCH METHODOLO$"
Each research problem is in some way uni<ue, and therefore re<uires a tailored research
procedure. In the following, the research process of this study is shown7
#ormulation
of the problem and the
research <uestions

<uestionnaire
Interviews

data collection
.alculation

*esult ,nalysis 4 *ecommendation

.onclusion
#igure ;.6.1- &tages in the research process.
'he first step in doing this research was the formulation of the problem and the creation
of the research <uestions. 'hereafter, identify the methodology which would best fit the
problem under research. ,fter that, gathered secondary data in the form of books and
articles in order to improve understanding of the research problem. Ke+t create 'he
<uestionnaire about motivation and work based on the knowledge of the theoretical
research. 'hereby, several decisions such as the form of the <uestions, the language used
in the <uestionnaire, as well as the procedure in performing the mail <uestionnaire had to
be made. 'he <uestionnaire was tested and several days later sent by mail or by hand to
each employee of the company. 3ne week later the <uestionnaires were collected and a
period of editing and analy$ing the data. 'hese results were used for carrying out
interviews with several employees in order to get a deeper understanding of the
1%
<uestionnaire results. ,fter carrying out the interviews, a period of writing down the
results of the mail <uestionnaire and interviews in connection with the theoretical
framework followed. @uring the entire time between determining the methodology and
the end of writing down the analysis the frames of reference was created. #inally, the
research report was completed by adding the conclusion and the closing comments.
.1 RESEARCH INSTRUMENT
'he standardi$ed instrument utili$ed was the Heiman 3ccupational &tress &cale, which
was designed in 1!9. 'he Heiman 3ccupational &tress &cale was used to establish a
baseline score for the participants in the study. 'he Heiman &cale is a fifteen <uestion
instrument that it scored on a : point 1ikert?type instrument that measures important
motivational factor. ,nswers on the scale range from 1?: points, with 1 M yes , 5 M
sometimes , : M no. 'he author chose these instruments for several reasons. Both the
Heiman 3ccupational &tress &cale and the listed <uestionnaire were simple instruments
for sub(ects to complete and it takes very limited time and instructions. 3n average, the
<uestionnaires took appro+imately 16?1F minutes to complete.
.hi?s<uare used to test the hypothesis of independence of two variables of classification.
'he two variables are null hypothesis ) and Alternative hypothesis H
1
. In this
study this important tools has been used for two purposes #irstly we have used it for the
purpose of testing independence between factors that needs to be concerned and the
garments we visited. Either the factors are dependent on the garments or applicable for all
garments. &econdly the ma(or factors dependent on various departments of the garments
or independents.
.2 DATA ANAL"SIS
'he Heiman 3ccupational &tress &cale is scored by adding together the total number of
point for the three <uestions for each factor. 'he range that can be scored by a sub(ect is a
ma+imum of points and a minimum of : points. 'o determine the highest rank of
motivational factor, five condition are selected those are mostly responsible for motivating
the workers such as salary 4 payment, working condition, working environment, reward
4 bonus, safety.'he mean score for each condition are determined using Heiman
3ccupational stress scale. Nsing the mean scores these conditions are ranked from
highest motivation factor to lowest motivation factor.
.3 PROCEDURE
1!
#or collecting data a <uestionnaire is made which contains total 1F <uestions for five
factors. 'he <uestionnaires are provided among workers under .omfit .omposite 8nit
1imited, &tandard Aroup, Ecome+ 1imited where each selected workers from different
department of organi$ations are asked about the <uestions to complete the <uestionnaires.
'his data is then used to measure the most important motivational factor using Heiman
3ccupational stress scale. Nsing Heiman 3ccupational stress scale rating, the score for
all factor choosing are determined for every selected worker. 'he score of 1F6 workers is
then summed for every factor. 'he average score is then determined dividing by number
of workers. 'he individual score is obtained dividing by number of <uestions for every
factor. 'he factor which are responsible for motivate the workers are then ranked based
on individual score.
. CHI/S0UARE DISTRIBUTION
'he following information about chi s<uare distribution is given from Hikipedia, the free
encyclopedia. (http-==en.wikipedia.org=wiki=.hi?s<uareOdistribution"
In probability theory and statistics, the chi?s<uare distribution (also chi?s<uared or P?
distribution" with k degrees of freedom is the distribution of a sum of the s<uares
of k independent standard normal random variables. It is one of the most widely
used probability distributions in inferential statistics, e.g., in hypothesis testing or in
construction of confidence intervals.Hhen there is a need to contrast it with the non?
central chi?s<uare distribution, this distribution is sometimes called the central chi?s<uare
distribution.
'he chi?s<uare distribution is used in the common chi?s<uare tests for goodness of an
observed distribution to a theoretical one, the independence of two criteria of
classification of <ualitative data, and in confidence estimation for a population standard
deviation of a normal distribution from a sample standard deviation. Many other
statistical tests also use this distribution, like #riedman's analysis of variance by ranks.
'he chi?s<uare distribution is a special case of the gamma distribution
..1 DEFINITION
If Z1... Zk are independent, standard normal random variables, then the sum of their
s<uares,
19
is distributed according to the .h)/*1,are 2)*tr)3,t)'( with k degrees of freedom. 'his is
usually denoted as
'he chi?s<uare distribution has one parameter- k (also denoted as Q"7 a positive integer
that specifies the number of degrees of freedom.
..2 STATISTIC OF CHI S0UARE DISTRIBUTION
'he statistic also can be written as?
(iM1 to k"
Hhere?
Ri M 3i M observed fre<uency
Si M ei M e+pected fre<uency
..3 Chara.ter)*t).*

F)+,re ..1- probability density function (pdf" of chi s<uare distribution
1
Ero
ba
bili
ty
de
nsi
ty
fun
cti
on
f(+
"
+


F)+,re ..2 - cumulative distribution (cdf" function of chi s<uare distribution
('tat)'(-
para4eter*- k N1 T degrees of freedom
*,pp'rt- x U6, VW"
p25-
.25-
4ea(- k
4e2)a(-
4'2e- ma+X k Y 5, 6 Z
6ar)a(.e- 5k
*7e8(e**- [(9=k"
e9.7,rt'*)*- 15 = k
e(tr'p:-
4+5- (1 Y 5 t"
Yk=5
for t \ ]
.5- (1 Y 5 i t"
Yk=5

U:^
Ta3;e ..1- .hara.ter)*t).* '5 .h) *1,are 2)*tr)3,t)'(

56
.u
mu
lati
ve
Ero
ba
bili
ty
#(+
"
+
Chapter !
Ca;.,;at)'(
!.< CALCULATION
'his chapter will be a presentation of demographic information, result of the Heiman
3ccupational &tress &cale and result of the chi?s<uare test.
!.1 CHI S0UARE TESTS
In this segment, we have performed hypothesis test showing whether or not the ma(or
five factors are garment dependent (test for independence 1" and whether the factors are
@epartment dependent or not (test for independence 5".
!.1.1 Te*t 5'r )(2epe(2e(.e 1
Ta3;e1 !.1.1- :_Fcontingency table for observed fre<uency of the factors in the garments
#actor
Industry
&alary
4
Eayment
Horking
.ondition
Environmental
.ondition
&afety *eward
4
Bonus
'otal
.omfit ;6 1; 16 5F 9
&tandard :F 15 11 ! 56 9F
Ecoma+
1imited
;6 ! 1F 9 1! 9!
'otal 11F 59 ;6 5F %5 5!6
Ta3;e !.1.2- 3bserved and e+pected fre<uency of the factors
51
#actors
Industry
&alary
4
Eayment
Horking
.ondition
Environmental
.ondition
&afety *eward
4
Bonus
'otal
.omfit ;6(;1.!;" (16.1%" 1;(1;.F1" 16(.6!" 5F(55.F6" 9
&tandard :F(:%.56" 15(9.91" 11(15.%" !(!.9!" 56(1.F1" 9F
Ecoma+
1imited
;6(:!" !(.65" 1F(15.99" 9(9.6F" 1!(1.!" 9!
'otal 11F 59 ;6 5F %5 5!6
!.1.2 Sa4p;e .a;.,;at)'(
`5actual Ma (oi Yei" 5=ei
ei M e+pected fre<uencyM (column total" _ (row total"=grand total
E+pected #re<uency-
?for .omfit
e1 M (11Fb9"=5!6 M;1.!;
e5 M (59b9"=5!6 M16.1%
?for &tandard Aroup
e1 M (11Fb9F"=5!6 M :%.56
e5 M (59b9F"=5!6 M 9.91
`5 value #or #irst .olumn-
(;6Y;1.!;"5=;1.!; M6.6!5F
(:FY:%.56"5=:%.56 M6.6:!
(;6Y:!"5=:!M6.5;:
`
5
actual
M<.<=2!V6.1:5V6.619V6.6FV6.5!!V<.<3>=V1.1FV6.5V6.6%V6.615:V<.2V6.;FV6.:FV
6.666:V6.;;M:.;:
!.1.3 S';,t)'(-
1. ) M data is garment independent
55
5. )1 M data is garment dependent
:. c M 6.6F,6.66F
;. @egree of freedom- QM (r?1" (c?1" M (:?1" (F?1" M 9
F. `
5
actual M:.;:
%. `
5
6.6F,69 M 1F.F6! d `
5
actual
!. `
5
6.66F,69M 51.FF d `
5
actual
9. @ecision- 2' ('t re?e.t H
That 4ea(* 5a.t'r* are $ar4e(t* )(2epe(2e(t.
!.1. Te*t 5'r )(2epe(2e(.e 2
Ta3;e !.1.3- #or observed fre<uency of factors respective to different departments
Depart4e(t - Pr)(t)(+ D:e)(+ C,tt)(+ Se8)(+ T'ta;
Sa;ar: @
Pa:4e(t*
16 F ::
#'r7)(+
C'(2)t)'(
5 1 : F 11
E(6)r'(4e(ta;
C'(2)t)'(
F 9 ; ; 51
Sa5et: 5 F 1 1
Re8ar2 @ B'(,* 5 ! ! 5F
T'ta; 51 59 5; 5%
5:
Ta3;e !.1.- #or observed and e+pected fre<uency of factors respective to different
departments
Depart4e(t - Pr)(t)(+ D:e)(+ C,tt)(+ Se8)(+ T'ta;
Sa;ar: @
Pa:4e(t*
16(!.6" 1(!.%;" (F.%" (%.9F" 5
#'r7)(+
C'(2)t)'(
!(F.;F" (F.5!" :(;.F;" 1(;.!5" 56
E(6)r'(4e(ta;
C'(2)t)'(
F(F.!5" 9(F.F:" ;(;.!!" ;(;.%" 51
Sa5et: %(;.6" 5(:.F" 5(:.;6" F(:.F;" 1F
!.1.! S';,t)'(
1. ) M problems are @epartment independent
5. )1 M problems are @epartment dependent
:. c M 6.6F, 6.F
;. @egree of freedom- QM (r?1" (c?1" M (F?1" (;?1" M 15
F. `
5
actual M5;.9;
`
5
actual M
X(6.FF9VF.!!V5.6%V.%!"V(6.;;V5.%;V6.F5V5."V(6.6V1.16V6.15;V6.19F9"V(6.9V6.%
V6.F;V6.%"V(:.;V6.9!V6.:V6.5"M5;.9;
%. `
5
6.6F,15 M 51.65%\ `
5
actual
!. `
5
6.F,15 M F.5F5% \`
5
actual
9. @ecision- 2' ('t a..ept H
That 4ea(* pr'3;e4* are Depart4e(t 2epe(2e(t.
!.2 DEMO$RAPHIC DATA
In the process of filling out the motivational <uestionnaires, participants were asked to
provide certain demographic information on their answer sheets. 'his information
5;
included- Kumber of workers at different department, number of years at present (ob, age
of the workers, gender, and marital status.
!.2.1 N,43er '5 8'r7er* at 2)55ere(t 2epart4e(t
Depart4e(t N,43er '5 8'r7er* Per.e(ta+e* ABC
.utting : 5%
&wing %% ;;
Erinting :6 56
@ying 1F 16
'otal 1F6 166
!.2.2 A+e '5 the 8'r7er*
Depart4e(t Ra(+e A6era+e a+e '5 8'r7er*
.utting 5!?F6 :1.!%
&wing 5F?F5 :6.F6
Erinting 51?:F 5%
@ying 59?F6 :%.%
'otal 51?F5 5.51
!.2.3 Mar)ta; *tat,*
Depart4e(t Marr)e2 U(4arr)e2
.utting 5; 1F
&wing ;F 51
Erinting 51
@ying 15 :
'otal 6 %6
!.2. $e(2er
Depart4e(t Ma;e Fe4a;e
.utting :6
&wing :% :6
Erinting 19 15
5F
@ying 1F 6
'otal F1
!.2.! N,43er '5 :ear* at pre*e(t ?'3
Depart4e(t Ra(+e '5 :ear* A6era+e '5 :ear*
.utting 1?16 ;.:9
&wing 1?1F %.:1
Erinting 1?9 :.9
@ying 1?1: %
'otal 1?1F F.:6
!.3 #EIMAN OCCUPATIONAL STRESS SCALE
'he Heiman 3ccupational &tress &cale (H3&&" was first introduced in 1!9. 'he
Heiman &cale is a fifteen <uestion instrument that it scored on a : point 1ikert?type
instrument that measures important motivational factor. 'o determine the highest rank of
motivational factor, five condition are selected those are mostly responsible for motivating
the workers such as salary 4 payment, working condition, working environment, reward
4 bonus, safety. Nsing Heiman 3ccupational stress scale rating, the score for all factor
choosing are determined for every selected worker. 'he score of 1F6 workers is then
summed for every factor. 'he average score then determined dividing by number of
workers. 'he individual score is obtained dividing by number of <uestions for every
factor. 'he factor which are responsible for motivate the workers are then ranked based
on individual score.
!.3.1 T'ta; *.'re 5'r 5)6e 5a.t'r*
N,43er '5
8'r7er*
Sa;ar: @
Pa:4e(t*
#'r7)(+
C'(2)t)'(
E(6)r'(4e(ta;
C'(2)t)'(
Re8ar2 @
B'(,*
Sa5et:
61 ! ; F % ;
65 ! ; % % ;
6: % ; % F :
5%
6; ! : F % :
6F ! : F % :
6% F ; ; ! :
6! % : F F ;
69 ! ; % % ;
6 ! ; F % ;
16 % : F F :
11 % F F % :
15 % ; % % :
1: ! F F % ;
1; F ; F F :
1F ! ; F F :
1% F F ; F :
1! F : ; ! ;
19 ! : F % :
1 % F ; % :
56 ! ; F % ;
51 ! ; % % ;
55 ! ; F % ;
5: ! : ; F :
5; ! F ; ! ;
5F ! ; ; F :
5% % F F % ;
5! % : F ! :
59 % ; F ! ;
5 F ; F F ;
:6 F ; % F ;
:1 ! ; % F :
N,43er '5
8'r7er*
Sa;ar: @
Pa:4e(t*
#'r7)(+
C'(2)t)'(
E(6)r'(4e(ta;
C'(2)t)'(
Re8ar2 @
B'(,*
Sa5et:
:5 % ; ; % :
:: F : % % :
:; % : F % ;
:F F : % % ;
:% F ; ; F ;
:! ! F F F ;
:9 ! ; F ! :
: ! ; F % :
;6 ! F F % ;
;1 ! ; F % :
;5 % : ; % ;
;: % : ; ! ;
;; ! : F F ;
;F % ; ; F :
;% % ; ; % :
5!
;! F ; ; % ;
;9 F F F F :
; ! ; ; % :
F6 ! ; ; % ;
F1 ! ; F % ;
F5 ! ; % % ;
F: % ; % F :
F; ! : F % :
FF ! : F % :
F% F ; ; ! :
F! % : F F ;
F9 ! ; % % ;
F ! ; F % ;
%6 % : F F :
%1 % F F % :
%5 F : % % ;
%: F ; ; F ;
%; ! F F F ;
%F ! ; F ! :
N,43er '5
8'r7er*
Sa;ar: @
Pa:4e(t*
#'r7)(+
C'(2)t)'(
E(6)r'(4e(ta;
C'(2)t)'(
Re8ar2 @
B'(,*
Sa5et:
%% ! ; F % :
%! ! F F % ;
%9 ! ; F % :
% % : ; % ;
!6 % : ; ! ;
!1 ! ; % % ;
!5 ! ; F % ;
!: % : F F :
!; % F F % :
!F % ; % % :
!% ! F F % ;
!! F ; F F :
!9 ! ; F F :
! F F ; F :
96 F : ; ! ;
91 ! : F % :
95 % F ; % :
9: ! ; F % ;
9; ! ; % % ;
9F % F F % ;
9% % : F ! :
9! % ; F ! ;
99 F ; F F ;
9 F ; % F ;
59
6 ! ; % F :
1 % ; ; % :
5 F : % % :
: % : F % ;
; ! ; F % ;
F % : F F :
% % F F % :
! F : % % ;
9 ! ; F % ;
! ; % % ;
N,43er '5
8'r7er*
Sa;ar: @
Pa:4e(t*
#'r7)(+
C'(2)t)'(
E(6)r'(4e(ta;
C'(2)t)'(
Re8ar2 @
B'(,*
Sa5et:
166 % ; % F :
161 ! : F % :
165 ! : F % :
16: F ; ; ! :
16; F F ; F :
16F F : ; ! ;
16% ! : F % :
16! % F ; % :
169 ! ; F % ;
16 ! ; % % ;
116 F : % % ;
111 F ; ; F ;
115 ! F F F ;
11: ! ; F ! :
11; ! ; F % :
11F ! F F % ;
11% F ; F F ;
11! F ; % F ;
119 ! ; % F :
11 % ; ; % :
156 F : % % :
151 ! ; F % ;
155 % : F F :
15: % F F % :
15; F : % % ;
15F F ; ; F ;
15% ! F F F ;
15! ! ; F ! :
159 ! ; F % :
15 ! F F % ;
1:6 ! F F % ;
1:1 ! ; F % :
1:5 % : ; % ;
5
1:: % : ; ! ;
N,43er '5
8'r7er*
Sa;ar: @
Pa:4e(t*
#'r7)(+
C'(2)t)'(
E(6)r'(4e(ta;
C'(2)t)'(
Re8ar2 @
B'(,*
Sa5et:
1:; ! : F F ;
1:F % ; ; F :
1:% % ; ; % :
1:! F ; ; % ;
1:9 F F F F :
1: ! ; ; % :
1;6 ! : F % :
1;1 ! : F % :
1;5 F ; ; ! :
1;: % : F F ;
1;; ! ; % % ;
1;F ! ; F % ;
1;% F ; ; F ;
1;! ! F F F ;
1;9 ! ; F ! :
1; ! ; F % :
1F6 ! F F % ;
T'ta; >3D !DE =3E D=! !2E
!.3.2 Ra(7)(+ '5 5a.t'r*
Fa.t'r* T'ta; S.'re A6era+e S.'re I(2)6)2,a;
S.'re
Ra(7
&alary 4 Hages :9 %.5F 5.69 1
Horking
.ondition
F9% :.6 1.:6 ;
Environmental
.ondition
!:% ;.6 1.%: :
*eward 4
Bonus
9!F F.9: 1.; 5
&afety F5% :.F6 1.1% F
CHAPTER E
Re*,;t A(a;:*)* a(2 Re.'44e(2at)'(
E.1 RESULT ANAL"SIS
:6
E.1.1 Re*,;t a(a;:*)* 5'r *e+4e(t !.1.2
In this segment, we have determined whether or not the ma(or five problems are garments
dependent.
*esult said that the null hypothesis ) (since `
5
actual\ `
5
critical ", that means the ma(or five
problems are garment independent, in other words these problems are prevalent on all
garments and that is what we wanted prove.
It has been determined `
5
critical for two different C'(5)2e(.e I(ter6a; ACIF1/ GC, .Fe
and Fe. #or all .I, the value of `
5
actual is less than the value of `
5
critical.&o even for very low
.I that is Fe, our null hypothesis is accepted.
E.1.2 Re*,;t a(a;:*)* 5'r *e+4e(t !.1.
In this segment, we have determined whether the problems are department dependent or
not.
It has been determined `
5
critical for two different C'(5)2e(.e I(ter6a; ACIF1/ GC, Fe and
Fe for both .I, the value of `
5
actual is greater than the value of `
5
critical.
&o it concludes that we re(ect the null hypothesis ) (problems are m=c independent".
'hat means problems are department dependent, in other words particular department is
responsible for particular problem.
E.1.3 Re*,;t a(a;:*)* 5'r *e+4e(t !.3.2
In this segment it has been determined the highest rank of motivational factor, five
condition are selected those are mostly responsible for motivating the workers such as
salary 4 payment, working condition, working environment, reward 4 bonus, safety.
Nsing Heiman 3ccupational stress scale rating, the score for all factor choosing are
determined for every selected worker. 'he score of 1F6 workers is then summed for every
factor. 'he average score is then determined dividing by number of workers. 'he
individual score is obtained dividing by number of <uestions for every factor. 'he factor
which are responsible for motivate the workers are then ranked based on individual score.

#rom the table F.:.5 we see that &alary 4 wages is the main factor that need to concerned
for the management
:1
#igure %.1.1 Ma(or five factors (from table F.:.5"
#igure %.1.5- Motivating factor (from table F.:.5"
E.1. A(a;:*)* '5 e4p)r).a; 5)(2)(+*
In an attempt to possibly contribute to, without doubt, one of the most important issues
facing organi$ations and their employees before today and possibly in the foreseeable
future this thesis undertook the Cfactors that motivate meD survey among 1F6 workers of
the Aarments. .onsidered being a team of the future labor force. 'he results indicate that
:5
the paramount and most popular motivating factor by a low margin (5%e" among all the
survey participants was that of &alary 4 wages. It is necessary to make the reader aware
at this point that in discussing the responses or results of this survey, ma(or emphasis will
be placed on the top five motivational factors ranked. 'he collective rank order of
motivational factors by the entire group of 1F6 respondents for this thesis indicate that-
(1" &alary 4 Hages, (5" *eward 4 Bonus, (:" Environmental .ondition, (;" Horking
.ondition, (F" &afety were considered to be the top five most important factors. (*anked
first to fifth respectively".
E.2 RECOMMENDATION
In general respondents in this thesis place high emphasis on &alary 4 Eayments.
#inancial motivational factors may all agree remains one of the problems and
ma(or concerns facing organi$ations before, today and even in the foreseeable
future.
Eromotion and bonus to be very important motivators.
#urthermore, this thesis concludes that the important motivational value placed on
each factor may vary according to age and gender.
#inally, the guideline mainly dependent on organi$ation policy.
E.3 CONCLUSION
It is a truism that the world is going through enormous changes. 'he advancement of
technology has brought changes to the way business is done in every aspect. Employees
are no longer (ust one of the inputs companies use to produce7 they are important assets
that generate profits for the company. 'o adapt to these changes, managers need new ways
to manage their employees. &ince employees are a company2s most important resource,
satisfying and retaining employees has become a ma(or focus for managers. 'o do this
effectively, managers must keep their employees motivated, so that valuable employees
stay in the company and perform at their best.
'o motivate employees is not an easy task. Motivation of employees has to be built up
over a long time, and it can be destroyed in a day. 'here are many different ways of
motivating employees. Every motivation theorist comes up with a different approach.
Motivational factors differ from employee to employee, and also differ according to the
::
business sector. 'o do their (ob effectively, managers need to take time and effort to
understand what their employees are looking for in their work and try to meet these needs
and wants to the best of their ability.
REFERENCES
,llender, )., and ,llender, I. (19", fIdentifying the *ight Management Iob for gouf,.
Industrial Management, vol. ;6 Issue 5, pp 5?:1.
:;
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remuneration strateg! and practice, 1ondon- 8ogan Eage.
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