RESEARCH PROJECT REPORT

On

“EMPLOYEE RETENTION & SATISFACTION

THROUGH MOTIVATION IN MANUFACTURING
INDUSTRY”

Submitted in partial fulfillment of the requirement for the award

of degree of Master of Business Administration from
Dr. A.P.J. Abdul Kalam Technical University, Lucknow

Submitted by

NIDHI TIWARI
Roll no: 2201240700054
MBA (Batch 2022-2024), 4th Semester

Under the guidance of

DR RESHMA FARHAT
Assistant Professor
ICCMRT

INSTITUTE OF CO-OPERATIVE &

CORPORATE MANAGEMENT, RESEARCH
AND TRAINING
21/467, RING ROAD, INDIRA NAGAR, LUCKNOW-226016
 Phone: 2716431, 2716092
Fax: (0522) 2716092
www.iccmrt.ac.in

Institute of Co-operative & Corporate Management, Research and Training

467, Sector-21, Ring Road, Indira Nagar, Lucknow-
226016

Date:

CERTIFICATE

This is to certify that NIDHI TIWARI, a student of Master of Business Administration

(MBA) Programme (Batch 2022-2024) at this institute has conducted a research project titled
“E M P L O Y E E R E T E N T I O N & S A T I S F A C T I O N T H R O U G H M OT I V A T I O N
IN MANUFACTURING INDUSTRY” under My guidance during the 4th semester. The report has
been prepared towards partial fulfillment for the award of MBA degree from Dr. A.P.J Abdul Kalam
Technical University. The research project report is the original contribution of the student.

The research project report is hereby recommended and forwarded for evaluation.

DR. RESHMA FARHAT

Assistant Professor

II
 DECLARATION

This is to declare that I NIDHI TIWARI (Roll No. 2201240700054) student of MBA, have

personally worked on the project entitled “EMPLOYEE RETENTION & SATISFACTION

THROUGH MOTIVATION IN MANUFACTURING INDUSTRY “The data mentioned in this

report were obtained during genuine work done and collected by me. The data obtained from other sources

have been duly acknowledged. The result embodied in this project has not been submitted to any other

University or Institute for the award of any degree.

Date: NIDHI TIWARI

Place: Lucknow Roll no: 20101240700054

III
 ACKNOWLEDGEMENT

I owe many thanks to many people who have helped and supported me during the writing

of this report. I would like to express my deep sense of gratitude to Director Mr. ALOK

DIXIT, ICCMRT, Lucknow and to Dr. K. Anbumani Principal, ICCMRT, Lucknow, for

their valuable support and guidance for the completion of my research report. I would also

thank my FACULTY MENTOR DR. RESHMA FARHAT (ASSISTANT PROFESSOR),

ICCMRT for guiding and correcting various documents with attention and care without whom

this research report would have been a distant reality. I would like to thank all faculty members

for their support and guidance, thanks and appreciation to the helpful people at ICCMRT, for

their support. I would also like to thank all those respondents who helped me in doing survey

and my library without whom this project would have been a distant reality. I also extend my

heartfelt thanks to my family and well-wishers.

IV
 PREFACE

In our two year degree program of M.B.A, there is a provision for doing research work in the

specialization in last semester. The essential purpose of this project is to give an exposure and

detailed outlook of the practical concepts. For this purpose, I was assigned the project on

“EMPLOYEE RETENTION & SATISFACTION THROUGH MOTIVATION IN,

MANUFACTURING INDUSTRY” This has given me an altogether new experience, which I

believe, would be immense help in my days to come. The project was Informative, interesting and

inspiring.

I hope the readers would find the information found in this report useful and interesting.

V
 TABLE OF CONTENT

S .NO. DESCRIPTION PAGE NO.

FRONT PAGE i.

CERTIFICATE BY THE MENTOR ii.

DECLARATION iii.

ACKNOWLEDGEMENT iv.

PREFACE vi.

CHAPTER 1 INTRODUCTION 8-11

CHAPTER 2 REVIEW OF LITERTURE 12-50

CHAPTER 3 OBJECTIVE OF THE STUDY 51-52

CHAPTER 4 RESEARCH METHODOLOGY 53-55

CHAPTER 5 INTRODUCTION OF COMPANY 56-60

CHAPTER 6 DATA ANALYSIS & INTERPRETATION 61-81

CHAPTER7 FINDINGS 82-84

CHAPTER 8 CONCLUSION 85-87

CHAPTER 9 SUGGESTION & RECOMMENDATIONS 88-89
CHAPTER10 LIMITATIONS OF THE STUDY 90-91
BIBLIOGRAPHY 92-93
94-99
ANNEXURE (Questionnaire.)

7
INTRODUCTION

8
 INTRODUCTION

"Employee satisfaction" is the term used to describe whether employees are happy and
fulfilling their desires and needs at work. Many measures purport that employee satisfaction
is a factor in employee motivation, employee goal achievement, and positive employee
moral in the workplace.

Employee satisfaction, while generally a positive in your organization, can also become a
problem if mediocre employees stay because they are satisfied and happy with your work
environment.

Factors contributing to employee satisfaction include treating employees with respect,

providing regular employee recognition, empowering employees, offering above industry-
average benefits and compensation, providing employee perks and company activities, and
positive management within a success framework of goals, measurements, and expectations.

The critical factor with employee satisfaction is that satisfied employees must do the job and
make the contributions that the employer needs. If they don't, all that the employer does to
provide an environment that satisfies employees is for naught.

Measuring Employee Satisfaction

Employee satisfaction is often measured by anonymous employee satisfaction surveys that

are administered periodically to gauge employee satisfaction.

In an employee satisfaction survey, employee satisfaction is looked at in areas such as:

 management
 understanding of mission and vision
 empowerment
 teamwork
 communication
 coworker interaction

The facets of employee satisfaction measured vary from company to company.

9
A second method used to measure employee satisfaction is meeting with small groups of
employees and asking the same questions verbally. Depending on the culture of the company,
and whether employees feel free to provide feedback, either method can contribute
knowledge about the degree of employee satisfaction to managers and employees.

Exit Interview are another way to assess employee satisfaction, in that satisfied employees
rarely leave companies.

How to Make Employee Satisfaction Surveys Successful

A satisfaction survey is used by an organization or a business to measure the liking and

approval of a particular group of stakeholders for its services, work environment, culture, or
employment. Specifically, an employee satisfaction survey is the survey most frequently
noted.

A satisfaction survey is a series of questions that employees answer to inform the employer
about how they feel about or how they experience their work environment and culture.

The questionnaire usually offers both questions that ask employees to rate a particular aspect
of the work environment and open-ended questions that allow them to express opinions.

With carefully chosen questions that do not lead to particular answers, an employer can get a
feel for the happiness, satisfaction, and engagement of employees. When a satisfaction
surveyis used at specific intervals, such as annually, an employer can track employee
satisfaction over time to see if it is improving.

Effective Satisfaction Surveys Require Employer Actions

If an employer decides to use a satisfaction survey, the employer must commit to making
changes in the work environment based on the employee responses to the survey. It is the
bottom line for employers who are considering administering a survey to employees.

The employer who chooses to use a satisfaction survey with employees must be committed to
reporting the results to employees. Additionally, the employer should be committed to
making changes to the work environment, with the help and involvement of employees and
teams of employees.

10
Communicating transparently about the changes, their impact, and future plans, are all part of
a positive satisfaction survey process.

Without transparent communication, results reporting, and employee updates, employees will
not trust the employer's motives in collecting survey data. Over time, employees will cease to
respond or respond only with answers that they believe the employer wants to hear. It makes
the data collected on the survey useless.

The involvement of employees in improving the work environment based on survey results
creates an environment of shared responsibility for workplace culture and improvements.
Employers should avoid leading employees to believe that satisfaction at work is the
employer's responsibility. Employee satisfaction is a shared responsibility.

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

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

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

flexibility, teamwork, resources, etc.

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

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

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

without.

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

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

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

whatreally matters.

11
One of the biggest preludes to the study of Employees satisfaction was the Hawthorne studies.

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

sought to find the effects of various conditions (most notably illumination) on workers‘

productivity. These studies ultimately showed that novel changes in work conditions

temporarily increase productivity (called the Hawthorne Effect). It was later found that this

increase resulted, not from the new conditions, but from the knowledge of being observed.

This finding provided strong evidence that people work for purposes other than pay, which

paved the way for researchers to investigate other factors in Employees satisfaction.

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

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

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

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

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

wages. The initial use of scientific management by industries greatly increased productivity

because workers were forced to work at a faster pace. However, workers became exhausted

and dissatisfied, thus leaving researchers with new questions to answer regarding Employees

satisfaction. It should also be noted that the work of W.L. Bryan, Walter Dill Scott, and Hugo

Munsterberg set the tone for Taylor‘s work.

Some argue that Maslow’s hierarchy of needs theory, a motivation theory, laid the
foundation for Employees satisfaction theory. This theory explains that people seek to satisfy
five specific needs in life – physiological needs, safety needs, social needs, self-esteem
needs,and self- actualization. This model served as a good basis from which early researchers
could develop Employees satisfaction theories.

12
 MODELS OF EMPLOYEES SATISFACTION

Affect Theory:

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

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

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

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

position) moderates how satisfied/dissatisfied one becomes when expectations are/aren‘t met.

When a person values a particular facet of a job, his satisfaction is more greatly impacted both

positively (when expectations are met) and negatively (when expectations are not met),

compared to one who doesn‘t value that facet. To illustrate, if Employee A values autonomy

in the workplace and Employee B is indifferent about autonomy, then Employee A would be

more satisfied in a position that offers a high degree of autonomy and less satisfied in a

position with little or no autonomy compared to Employee B. This theory also states that too

much of a particular facet will produce stronger feelings of dissatisfaction the more a worker

values that facet.

Dispositional Theory:

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

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

tendencies toward a certain level of satisfaction, regardless of one‘s job. This approach

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

satisfaction tends to be stable over time and across careers and jobs. Research also indicates

that identical twins have similar levels of Employees satisfaction.

13
A significant model that narrowed the scope of the Dispositional Theory was the Core Self-

evaluations Model, proposed by Timothy A. Judge in 1998. Judge argued that there are four

Core Self-evaluations that determine one‘s disposition towards Employees satisfaction: self-

esteem, general self-efficacy, locus of control, and neuroticism. This model states that higher

levels of self-esteem (the value one places on his/her self) and general self-efficacy (the belief

in one‘s own competence) lead to higher work satisfaction. Having an internal locus of control

(believing one has control over her\his own life, as opposed to outside forces having control)

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

Employees satisfaction.

Two-Factor Theory (Motivator-Hygiene Theory):

to Frederick Herzberg’sTwo factor theory (also known as Motivator Hygiene Theory)

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

satisfaction and dissatisfaction are driven by different factors – motivation and hygiene

factors, respectively. An employee‘s motivation to work is continually related to Employees

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

to attain personal and organization goals (Hoskinson, Porter, & Wrench, p.133). Motivating

factors are those aspects of the job that make people want to perform, and provide people with

satisfaction, for example achievement in work, recognition, promotion opportunities. These

motivating factors are considered to be intrinsic to the job, or the work carried out. [5] Hygiene

factors include aspects of the working environment such as pay, company policies,

supervisory practices, and other working conditions.

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

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

original formulation of the model may have been a methodological artifact.[5] Furthermore,

14
the theory does not consider individual differences, conversely predicting all employees will

react in an identical manner to changes in motivating/hygiene factors. [5] Finally, the model has

been criticised in that it does not specify how motivating/hygiene factors are to be measured.

Job Characteristics Model:

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

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

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

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

psychological states (experienced meaningfulness, experienced responsibility for outcomes,

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

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

form a motivating potential score (MPS) for a job, which can be used as an index of how

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

that assess the framework of the model provides some support for the validity of the JCM

15
 MEASURING EMPLOYEES SATISFACTION

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

method for collecting data regarding Employees satisfaction is the Likert scale (named after

Resilient). Other less common methods of for gauging Employees satisfaction include:

Yes/No questions, True/False questions, point systems, checklists, and forced choice answers.

This data is typically collected using an Enterprise Feedback Management (EFM) system.

Employee engagement surveys

One of the easiest ways to learn what employees think about the company is to ask them directly.
Employee engagement surveys can be customized to include a combination of numerical ratings and
long-form responses. They can be sent at specific times of the year — such as once a quarter — or
left open around the clock to gather feedback throughout the year.

Potential questions to incorporate in an employee engagement survey include the following:

 Do you enjoy working with your team?

 Do you find your work meaningful?
 Do you feel like your supervisor is invested in your success?
 Do you have the tools you need to maximize your potential at this company?
 Have you recently thought about leaving the company?
 Are there any problems with our culture?

Google Forms and similar free tools offer a simple way to create and send surveys and track results.
However, these basic tools aren’t specifically designed for employee engagement and won’t provide
the same insight as a more advanced tool. They also may not integrate with your HR reporting
system, a necessary piece of the puzzle to maximize the data’s value.

One-on-one meetings

If your business aims for a company culture based on transparency and trust, then managers should
gauge employee satisfaction during the performance review process and other one-on-one meetings.
Some questions to ask during these meetings include:
16
  How do you feel about your job?
 What changes would you like to see at the company?
 Do you consider your salary to be fair?
 Do you feel like you have opportunities for advancement?

Performance management software can help supervisors document employees’ answers to these
questions as well as other notes for future reference. These systems also remind managers when it’s
time to schedule a check-in, reducing manual follow-up requirements for HR staff.

Employee Net Promoter Score (eNPS)

The Employee Net Promoter Score is inspired by the original Net Promoter Score, which measures
customer loyalty. To calculate eNPS, ask employees the following question, verbatim: “On a scale of
zero to 10, how likely are you to recommend [company name] as a place to work?”

Responses are then sorted into three groups:

1. Promoters: People who answered nine or 10.

2. Neutral: People who answered seven or eight.
3. Detractors: People who answered zero through six.

The eNPS equals the percentage of detractors minus the percentage of promoters.If doing all that
math sounds complicated, then try using an HR system such as Deel, which already has built-in eNPS
capabilities. This software makes it simple to send out a survey, compile responses, and calculate the
eNPS in just a few clicks.

Employee Satisfaction Index (ESI)

Another popular HR metric is the Employee Satisfaction Index, or ESI. This measurement
determines employee satisfaction levels based on three questions instead of one, so it’s slightly more
complex and nuanced than eNPS.

Employees must rank the following questions from one to 10:

 How satisfied are you with your current workplace?

 How well does your current workplace meet your expectations?
 How close is your current workplace to the ideal one?
17
The following formula calculates your ESI:

(Question mean value/3) x 100 = ESI

As you can see, calculating ESI isn’t as straightforward as eNPS, which is why we recommend
leveraging software tools instead of doing manual calculations.

18
 TURNOVER (EMPLOYMENT)

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

employer gains and loses employees. Simple ways to describe it are "how long employees
tend to stay" or "the rate of traffic through the revolving door." Turnover is measured for
individual companies and for their industry as a whole. If an employer is said to have a high
turnover relative to its competitors, it means that employees of that company have a shorter
average tenure than those of other companies in the same industry. High turnover can be
harmful to a company's productivity if skilled workers are often leaving and the worker
population contains a high percentage of novice workers.

In the U.S., for the period of December 2000 to November 2008, the average total non-farm
seasonally adjusted monthly turnover rate was 3.3%.

19
 VOLUNTARY V/S INVOLUNTARY TURNOVER

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

employee, and those involuntary instances where the employee has no choice in their termination

(such as long term sickness, death, moving overseas, or employer-initiated termination).

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

job stayers. However, voluntary turnover can be predicted (and in turn, controlled) by the construct of

turnover intent.

Causes of high or low turnover

High turnover often means that employees are unhappy with the work or compensation, but it can also

indicate unsafe or unhealthy conditions, or that too few employees give satisfactory performance (due

to unrealistic expectations or poor candidate screening). The lack of career opportunities and

challenges, dissatisfaction with the job-scope or conflict with the management have been cited as

predictors of high turnover.

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

their performance is satisfactory to the employer. However, the predictors of low turnover may

sometimes differ than those of high turnover. Aside from the fore-mentioned career opportunities,

salary, corporate culture, management's recognition, and a comfortable workplace seem to impact

employees' decision to stay with their employer.

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

intrinsically satisfying to employees and which, in turn, should minimise external voluntary turnover.

Examples include Hertzberg's Two factor theory, McClelland's Theory of Needs, and Hackman &

Oldham's Job Characteristics Model

20
RESEARCH DONE ON EMPLOYEES SATISFACTION

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

along with absenteeism productivity and turnover. Many researchers and industrial

psychologists are interest in finding factors that increase Job Satisfaction

Because it is related to the job behavior, like performance and accident. This project studies

the determinants of Employees satisfaction as Employees turnover they surveyed 59

Employees . To measure Employees satisfaction they used Happock‘s Employees satisfaction

Bank in addition to self rating. Results from any respondents suggest that salary and stress

level do not influence Employees satisfaction. However, factors outside the job such as age

and marital status seem to correlate with Employees satisfaction. Those Employees turnover

who are married or living with a partner appear to be more satisfied than those who are single

or divorced. Age is positively correlated with Employees satisfaction.

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

perception of room for personal growth, perception of use of talents and skills appear to

maintain a positive relationship with Employees satisfaction. These current finding are

consistent with the Herzbeg‘s two factor motivation theory.

21
EMPLOYEES SATISFACTION IS MORE IMPORTANT THAN

MONEY OR PERKS: A RESEARCH

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

That‘s according to a survey conducted by Eden recruitment. So it is not membership to

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

satisfaction. Employees satisfaction was more common as motivating factor in IT and

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

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

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

employee‘s decision to remain in or leave employment

22
 REASONS FOR EMPLOYEE SATISFACTION

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

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

firm can correct certain bad situations and there by improve the Employees satisfaction of its

staff. From this point of view if would – be justified in being concerned only with this area

and neglecting the individual geo and its employee adjustments to group outside the plants.

How ever and industrial organization can benefits materially. If is knows what individual

attitudes contribute to Employees satisfaction, for one thing applying this knowledge will

result in better selection procedures. This is a broad implication as for as the Employees

satisfaction is concerned, and even though most industrial and business organization, feel

thatit is not their problem, it nevertheless agrees exists. It is also directly related to vocational

guidance, schools and college‘s, public and private employment agencies, etc society as a

whole must face it realistically.

23
 THE IMPORTANCE OF HIGH EMPLOYEES

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

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

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

often and are more likely to resign

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

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

and live longer.

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

job.

An often overlook dimension of Employees satisfaction is its relationship to

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

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

disease.

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

life than is physical condition or tobacco use. These studies suggest that dissatisfaction is not

solely a psychological phenomenon. The stresses that result from dissatisfaction apparently

increase one susceptibility to heart attack and the like.

24
 EMPLOYEE MOTIVATION
Motivation is the driving force by which humans achieve their goals. Motivation is said to be

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

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

various theories, motivation may be rooted in a basic need to minimize physical pain and

maximize pleasure, or it may include specific needs such as eating and resting, or a desired

object, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as

altruism, selfishness, morality, or avoiding mortality. Conceptually, motivation should not be

confused with either volition or optimism.[2] Motivation is related to, but distinct from,

emotion.

Motivational concepts

Intrinsic and extrinsic motivation

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

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

motivation has been studied by social and educational psychologists since the early 1970s.

Research has found that it is usually associated with high educational achievement and

enjoyment by students evaluation theory. Students are likely to be intrinsically motivated if

they:

 attribute their educational results to factors under their own control (e.g., the effort
expended),

 believe they can be effective agents in reaching desired goals (i.e. the results are not
determined by luck),

25
  are interested in mastering a topic, rather than just rote-learning to achieve good
grades.

Extrinsic motivation comes from outside of the individual. Common extrinsic motivations

are rewards like money and grades, coercion and threat of punishment. Competition is in

general extrinsic because it encourages the performer to win and beat others, not to enjoy the

intrinsic rewards of the activity. A crowd cheering on the individual and trophies are also

extrinsic incentives.

Social psychological research has indicated that extrinsic rewards can lead to over

justification and a subsequent reduction in intrinsic motivation. In one study demonstrating

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

drawing pictures spent less time playing with the drawing materials in subsequent

observations than children who were assigned to an unexpected reward condition and to

children who received no extrinsic reward Self-determination theory proposes that extrinsic

motivation can be internalized by the individual if the task fits with their values and beliefs

and therefore helps to fulfill their basic psychological needs.

Self-control

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

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

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

certain tasks. Yale School of ManagementprofessorVictor Vroom's "expectancy theory"

provides an account of when people will decide whether to exert self control to pursue a

particular goal.

26
Drives and desires can be described as a deficiency or need that activates behavior that is

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

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

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

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

manner pleasing to others.

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

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

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

process.

27
 MOTIVATIONAL THEORIES
Incentive theory

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

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

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

effect is greater, and decreases as duration lengthens. Repetitive action-reward combination

can cause the action to become habit. Motivation comes from two sources: oneself, and other

people. These two sources are called intrinsic motivation and extrinsic motivation,

respectively.

Reinforcers and reinforcement principles of behavior differ from the hypothetical construct of

reward. A reinforcer is any stimulus change following a response that increases the future

frequency or magnitude of that response. Positive reinforcement is demonstrated by an

increase in the future frequency or magnitude of a response due to in the past being followed

contingently by a reinforcing stimulus. Negative reinforcement involves stimulus change

consisting of the removal of an aversive stimulus following a response. Positive reinforcement

involves a stimulus change consisting of the presentation or magnification of an appetitive

stimulus following a response. From this perspective, motivation is mediated byenvironmental

events, and the concept of distinguishing between intrinsic and extrinsic forcesis irrelevant.

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

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

process, reap harmful effects that can jeopardize your goals.

28
Incentive theory in psychology treats motivation and behavior of the individual as they are

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

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

by behaviorists, especially by Skinner in his philosophy of Radical behaviorism, tomean that a

person's actions always have social ramifications: and if actions are positively received people

are more likely to act in this manner, or if negatively received people are lesslikely to act in

this manner.

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

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

person towards them. As opposed to the body seeking to reestablish homeostasis pushing it

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

reinforcement: the stimulus has been conditioned to make the person happier. For instance, a

person knows that eating food, drinking water, or gaining social capital will make them

happier. As opposed to in drive theory, which involves negative reinforcement: a stimulus has

been associated with the removal of the punishment-- the lack of homeostasis in the body.For

example, a person has come to know that if they eat when hungry, it will eliminate that

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

feelingof thirst.

29
Drive-reduction theories

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

that we have certain biological drives, such as hunger. As time passes the strength of the drive

increases if it is not satisfied (in this case by eating). Upon satisfying a drive the drive's

strength is reduced. The theory is based on diverse ideas from the theories of Freud to the

ideas of feedback control systems, such as a thermostat.

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

model appears to be compatible with sensations of rising hunger as the food is prepared, and,

after the food has been consumed, a decrease in subjective hunger. There are several

problems, however, that leave the validity of drive reduction open for debate. The first

problem is that it does not explain how secondary reinforcers reduce drive. For example,

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

drivethrough second-order conditioning. Secondly, a drive, such as hunger, is viewed as

having a "desire" to eat, making the drive a homuncular being—a feature criticized as simply

moving the fundamental problem behind this "small man" and his desires.

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

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

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

(by adding on other traits such as restraint), or adding additional drives for "tasty" food, which

combine with drives for "food" in order to explain cooking render it hard to test.

Cognitive dissonance theory

Suggested by Leon Festinger, cognitive dissonance occurs when an individual experiences

some degree of discomfort resulting from an incompatibility between two cognitions. For

30
example, a consumer may seek to reassure himself regarding a purchase, feeling, in

retrospect, that another decision may have been preferable.

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

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

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

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

Need theories

Need hierarchy theory

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

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

motivation.

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

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

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

requirements build the first step in his pyramid. They decide about to be or not to be. If there

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

deficit. Subsequently we do have the second level, which awake a need for security.

Basicallyit is oriented on a future need for security. After securing those two levels, the

motives shiftin the social sphere, which form the third stage. Psychological requirements

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

theory can be summarized as follows:

31
  Human beings have wants and desires which influence their behavior. Only
unsatisfied needs influence behavior, satisfied needs do not.

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

 The person advances to the next level of needs only after the lower level need is at
least minimally satisfied.

 The further the progress up the hierarchy, the more individuality, humanness and
psychological health a person will show.

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

 Physiology (hunger, thirst, sleep, etc.)

 Safety/Security/Shelter/Health

 Belongingness/Love/Friendship

 Self-esteem/Recognition/Achievement

 Self actualization

32
 Herzberg's two-factor theory

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

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

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

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

life.

He distinguished between:

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

satisfaction, and

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

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

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

healthier, but absence can cause health deterioration.

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

Theory."

33
Alderfer's ERG theory

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

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

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

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

and safety needs. The second group of needs are those of relatedness- the desire we have for

maintaining important interpersonal relationships. These social and status desires require

interaction with others if they are to be satisfied, and they align with Maslow's social need and

the external component of Maslow's esteem classification. Finally, Alderfer isolates growth

needs' an intrinsic desire for personal development. These include the intrinsic component

from Maslow's esteem category and the characteristics included under self- actualization.

Self-determination theory

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

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

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

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

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

The primary factors that encourage motivation and development are autonomy, competence

feedback, and relatedness.

34
Broad theories

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

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

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

other major motivational theories, including Incentive Theory, Drive Theory, Need Theory,

Self-Efficacy and Goal Setting. Notably, it simplifies the field of motivation considerably and

allows findings from one theory to be translated into terms of another.

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

performance motivation results from the way broad components of personality are directed

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

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

motivation. Especially it integrates formerly separated approaches as Need for Achievement

with e.g. social motives like dominance. The Achievement Motivation Inventory is based on

this theory and assesses three factors (17 separated scales) relevant to vocational and

professional success.

Cognitive theories

Goal-setting theory

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

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

affected by three features: proximity, difficulty and specificity. An ideal goal should present

asituation where the time between the initiation of behavior and the end state is close. This

explains why some children are more motivated to learn how to ride a bike than to master

algebra. A goal should be moderate, not too hard or too easy to complete. In both cases, most

35
 people are not optimally motivated, as many want a challenge (which assumes some kind of

insecurity of success). At the same time people want to feel that there is a substantial

probability that they will succeed. Specificity concerns the description of the goal in their

class. The goal should be objectively defined and intelligible for the individual. A classic

example of a poorly specified goal is to get the highest possible grade. Most children have no

idea how much effort they need to reach that goal.

Models of behavior change

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

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

seen as a process that leads from intention to actual behavior. In other words, motivation and

volition refer to goal setting and goal pursuit, respectively. Both processes require self-

regulatory efforts. Several self-regulatory constructs are needed to operate in orchestration to

attain goals. An example of such a motivational and volitional construct is perceived self-

efficacy. Self-efficacy is supposed to facilitate the forming of behavioral intentions, the

development of action plans, and the initiation of action. It can support the translation of

intentions into action.

Unconscious motivation

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

unconscious motives. According to Maslow, "Psychoanalysis has often demonstrated that the

relationship between a conscious desire and the ultimate unconscious aim that underlies it need not be

at all direct

36
Intrinsic motivation and the 16 basic desires theory

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

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

that motivate our actions and define our personalities as:

 Acceptance, the need for approval

 Curiosity, the need to learn

 Eating, the need for food

 Family, the need to raise children

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

 Idealism, the need for social justice

 Independence, the need for individuality

 Order, the need for organized, stable, predictable environments

 Physical activity, the need for exercise

 Power, the need for influence of will

 Romance, the need for sex

 Saving, the need to collect

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

 Status, the need for social standing/importance

 Tranquility, the need to be safe

 Vengeance, the need to strike back/to win

37
In this model, people differ in these basic desires. These basic desires represent intrinsic

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

desires. People may also be motivated by non-basic desires, but in this case this does not

relate to deep motivation, or only as a means to achieve other basic desires.

38
 CONTROLLING MOTIVATION

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

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

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

people lack motivation.

Employee motivation

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

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

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

must be motivated to work for a company or organization. If no motivation is present in an

employee, then that employee‘s quality of work or all work in general will deteriorate.

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

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

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

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

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

focus on provable facts, feelings, right and wrong, audience rewards and audience threats.

39
Education

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

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

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

motivation studied by psychologists in other fields.

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

towards subject matter. It can:

1. Direct behavior toward particular goals

2. Lead to increased effort and energy

3. Increase initiation of, and persistence in, activities

4. Enhance cognitive processing

5. Determine what consequences are reinforcing

6. Lead to improved performance.

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

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

40
The majority of new student orientation leaders at colleges and universities recognize that

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

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

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

Orientation Directors Association reprinted Cassandra B. Whyte's research report allowing

readers to ascertain improvements made in addressing specific needs of students over a

quarter of a century later to help with academic success.

There are two kinds of motivation:

 Intrinsic motivation occurs when people are internally motivated to do something

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

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

drops from grades 3-9 though the exact cause cannot be ascertained.[6] Also, in younger

students it has been shown that contextualizing material that would otherwise be

presented in an abstract manner increases the intrinsic motivation of these students.

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

a certain way because of factors external to him or her (like money or good grades).

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

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

academically successful, thus encouraging curriculum and activity development with

consideration of motivation theories.

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

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

Response Therapy.

41
Sudbury Model schools' approach

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

general, and particularly of scientific illiteracy is to remove once and for all what they call the

underlying disease: compulsion in schools. They contend that human nature in a free society

recoils from every attempt to force it into a mold; that the more requirements we pile onto

children at school, the surer we are to drive them away from the material we are trying to

force down their throats; that after all the drive and motivation of infants to master the world

around them is legendary. They assert that schools must keep that drive alive by doing what

some of them do: nurturing it on the freedom it needs to thrive.

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

or recommendations, asserting that they do not rate people, and that school is not a judge;

comparing students to each other, or to some standard that has been set is for them a violation

of the student's right to privacy and to self-determination. Students decide for themselves how

to measure their progress as self-starting learners as a process of self-evaluation: real life-long

learning and the proper educational evaluation for the 21st century, they adduce. According to

Sudbury Model schools, this policy does not cause harm to their students as they move on to

life outside the school. However, they admit it makes the process more difficult, but that such

hardship is part of the students learning to make their own way, set their own standards and

meet their own goals. The no-grading and no-rating policy helps to create an atmosphere free

of competition among students or battles for adult approval, and encourages a positive

cooperative environment amongst the student body.

42
BUSINESS

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

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

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

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

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

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

demonstrate.

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

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

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

stronger motivators than money.

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

 Motivated employees are more quality oriented.

 Motivated workers are more productive.

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

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

to the opportunity side of the motivation curve than the threat side. Motivation is a powerful

tool in the work environment that can lead to employees working at their most efficient levels

of production.

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

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

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

43
manage all characters, and more importantly the manager must utilize avenues that allow

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

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

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

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

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

solidaristic (which prioritises group loyalty).

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

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

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

motivated by different factors at different times.

According to the system of scientific management developed by Frederick Winslow Taylor, a

worker's motivation is solely determined by pay, and therefore management need not consider

psychological or social aspects of work. In essence, scientific management bases human

motivation wholly on extrinsic rewards and discards the idea of intrinsic rewards.

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

for money—in fact, extrinsic motivation (e.g., money) could extinguish intrinsic motivation

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

various motives, e.g., keeping score. In keeping with this view, his consulting firm, McBer&

Company, had as its first motto "To make everyone productive, happy, and free." For

McClelland, satisfaction lay in aligning a person's life with their fundamental motivations.

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

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

44
workers could be motivated by acknowledging their social needs and making them feel

important. As a result, employees were given freedom to make decisions on the job and

greater attention was paid to informal work groups. Mayo named the model the Hawthorne

effect. His model has been judged as placing undue reliance on social contacts at work

situations for motivating employees.

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

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

incentive program:

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

deemed worthy of recognition

 Allowing employees to participate

 Linking rewards to performance

 Rewarding of nominators

 Visibility of the recognition process

Games

Motivational models are central to game design, because without motivation a player will not

be interested in progressing further within a game.[19] Several models for gameplay

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

quadrant model of gameplay motivation that includes cooperation, competition, immersion

and achievement. The motivational structure of games is central to the gamification trend,

which seeks to apply game-based motivation to business applications.

45
Models of Employees satisfaction

Affect Theory

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

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

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

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

position) moderates how satisfied/dissatisfied one becomes when expectations are/aren‘t met.

When a person values a particular facet of a job, his satisfaction is more greatly impacted both

positively (when expectations are met) and negatively (when expectations are not met),

compared to one who doesn‘t value that facet. To illustrate, if Employee A values autonomy

in the workplace and Employee B is indifferent about autonomy, then Employee A would be

more satisfied in a position that offers a high degree of autonomy and less satisfied in a

position with little or no autonomy compared to Employee B. This theory also states that too

much of a particular facet will produce stronger feelings of dissatisfaction the more a worker

values that facet.

Dispositional Theory

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

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

tendencies toward a certain level of satisfaction, regardless of one‘s job. This approach

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

satisfaction tends to be stable over time and across careers and jobs. Research also indicates

that identical twins have similar levels of Employees satisfaction.

46
A significant model that narrowed the scope of the Dispositional Theory was the Core Self-

evaluations Model, proposed by Timothy A. Judge in 1998. Judge argued that there are four

Core Self-evaluations that determine one‘s disposition towards Employees satisfaction: self-

esteem, general self-efficacy, locus of control, and neuroticism. This model states that higher

levels of self-esteem (the value one places on his/her self) and general self-efficacy (the belief

in one‘s own competence) lead to higher work satisfaction. Having an internal locus of control

(believing one has control over her\his own life, as opposed to outside forces having control)

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

Employees satisfaction

Two-Factor Theory (Motivator-Hygiene Theory)

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

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

and dissatisfaction are driven by different factors – motivation and hygiene factors,

respectively. An employee‘s motivation to work is continually related to Employees

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

to attain personal and organization goals (Hoskinson, Porter, & Wrench, p.133). Motivating

factors are those aspects of the job that make people want to perform, and provide people with

satisfaction, for example achievement in work, recognition, promotion opportunities. These

motivating factors are considered to be intrinsic to the job, or the work carried out. Hygiene

factors include aspects of the working environment such as pay, company policies,

supervisory practices, and other working conditions

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

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

original formulation of the model may have been a methodological artifact.[5] Furthermore,

47
the theory does not consider individual differences, conversely predicting all employees will

react in an identical manner to changes in motivating/hygiene factors. [5] Finally, the model has

been criticised in that it does not specify how motivating/hygiene factors are to be measured.

Job Characteristics Model

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

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

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

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

psychological states (experienced meaningfulness, experienced responsibility for outcomes,

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

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

form a motivating potential score (MPS) for a job, which can be used as an index of how

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

that assess the framework of the model provides some support for the validity of the JCM.

Communication Overload and Communication Underload

One of the most important aspects of an individual‘s work in a modern organization concerns

the management of communication demands that he or she encounters on the job (Krayer, K.

J., & Westbrook, L., p. 85). Demands can be characterized as a communication load, which

refers to ―the rate and complexity of communication inputs an individual must process in

a particular time frame (Faraca, Monge, &Russel, 1977).‖ Individuals in an organization can

experience communication over-load and communication under- load which can affect their

level of Employees satisfaction. Communication overload can occur when ―an individual

48
receives too many messages in a short period of time which can result in unprocessed

information or when an individual faces more complex messages that are more difficult to

process (Farace, Monge, &Russel, 1997).‖ Due to this process, ―given an individual‘s style

of work and motivation to complete a task, when more inputs exist than outputs, the

individual perceives a condition of overload (Krayer, K. J., & Westbrook, L., p. 86) which can

be positively or negatively related to Employees satisfaction. In comparison, communication

under load can occur when messages or inputs are sent below the individual‘s ability to

process them (Farace, Monge, &Russel, 1997).‖ According to the ideas of communication

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

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

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

satisfaction.

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

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

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

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

enlargement and job enrichment. Other influences on satisfaction include the management

style and culture, employee involvement, empowerment and autonomous work groups.

Employees satisfaction is a very important attribute which is frequently measured by

organizations. The most common way of measurement is the use of rating scales where

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

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

Some questioners ask yes or no questions while others ask to rate satisfaction on 1-5 scale

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

49
 EMPLOYEE SATISFICATION
Definitions

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

appraisal of one‘s job;[1] an affective reaction to one‘s job; and an attitude towards one‘s job.[3]

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

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

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

jobs bytaking into account our feelings, our beliefs, and our behaviors.

50
 L

LITRETURE REVIEW

51
 Literature Review
Year 1-2: Intrinsic Motivation

In the initial phase of the five-year period, intrinsic motivation emerged as a pivotal factor in driving
employee satisfaction. Research during these years underscored the importance of intrinsic factors—
those internal to the individual—that contribute to job satisfaction. Key elements identified include:

 Meaningful Work: Employees who find their work meaningful and aligned with their personal
values and passions tend to experience higher job satisfaction. A survey by the Society for
Human Resource Management (SHRM) found that 73% of employees who see their work as
meaningful report being very satisfied with their jobs.
 Autonomy: Having control over one's work and the freedom to make decisions fosters a sense
of ownership and responsibility. Research by Deci and Ryan (2000) on Self-Determination
Theory indicated that autonomy is a critical factor in workplace motivation, with employees
who experience high levels of autonomy showing a 20% increase in performance.
 Purpose: Connecting daily tasks to a larger purpose or mission of the organization helps
employees see the impact of their work, thereby enhancing their satisfaction and commitment.
Gallup's 2017 State of the American Workplace report highlighted that employees who feel a
sense of purpose are 64% more likely to feel engaged at work.
 These findings indicate that fostering an environment where intrinsic motivators are prioritized
can lead to a more engaged and satisfied workforce.

Year 3: Growth Opportunities

 Career Paths: Organizations that offer well-defined career paths and opportunities for
advancement tend to have higher levels of employee satisfaction. According to a LinkedIn
Learning Report, 94% of employees would stay at a company longer if it invested in their career
development.
 Training Programs: Access to continuous learning and development programs helps
employees acquire new skills and knowledge, contributing to their professional growth. A study
by IBM found that employees who do not feel they can achieve their career goals at their
current organization are 12 times more likely to leave.
 Professional Development: Support for professional development, including opportunities for

52
 attending workshops, conferences, and obtaining certifications, was identified as a critical factor
in keeping employees engaged and satisfied. Deloitte's Global Human Capital Trends report
(2019) indicated that 84% of employees at high-performing companies receive the training they
need.
 The emphasis on growth opportunities underscores the need for organizations to invest in their
employees' futures to maintain high levels of satisfaction and retention.

The focus of research in the third year shifted towards the significance of growth opportunities for
enhancing employee satisfaction. Key aspects that were found to be crucial include:

Year 4-5: Recognition

During the fourth and fifth years, research highlighted recognition as a key driver of employee
satisfaction. The following factors were found to be particularly impactful:

 Acknowledgment of Contributions: Regularly recognizing and appreciating employees'

efforts and achievements boosts morale and reinforces positive behavior. The WorkHuman
Research Institute found that employees are 48% more engaged when they receive regular
recognition.
 Reward Systems: Implementing effective reward systems that align with employees'
contributions ensures that their hard work is appropriately recognized. Both monetary and non-
monetary rewards were found to be effective in increasing satisfaction. A study by McKinsey
showed that 67% of employees are motivated by praise and commendation from their
managers.
 Impact on Morale and Motivation: Recognition was shown to enhance overall morale and
motivation, leading to higher levels of engagement and productivity. Research from Gallup
indicated that employees who receive regular recognition and praise are more productive,
engaged, and likely to stay with their organization.
• These findings suggest that organizations should prioritize creating a culture of recognition to
foster a supportive and motivating work environment.

Year 5: Communication Strategies

53
The most recent studies in the fifth year brought attention to the importance of effective communication
strategies in promoting employee satisfaction. Key elements identified include:

• Transparent Communication: Open and honest communication from management builds trust
and ensures employees feel informed and valued. According to a survey by the American
Psychological Association (APA), 50% of employees who say their employer is transparent are
more likely to feel motivated to do their best work.
• Feedback Mechanisms: Providing regular, constructive feedback helps employees understand
their strengths and areas for improvement. It also demonstrates that their contributions are
valued and that there is a pathway for their growth. A study by PwC found that 60% of
employees want feedback on a daily or weekly basis.
• Open Dialogue: Encouraging open dialogue between employees and management fosters a
culture of trust and collaboration. Employees who feel their voices are heard are more likely to
be satisfied and engaged. Gallup reports that organizations with engaged employees have 70%
fewer safety incidents and 41% fewer quality defects.

54
OBJECTIVES OF STUDY

55
 OBJECTIVES OF STUDY

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

through Motivation.

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

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

4. To study the factors which increase the employees motivation.

56
RESEARCH METHODOLOGY

57
 RESEARCH METHODOLOGY

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

is no unique method which can entirely eliminate the elements of undertaking both research

methodologies more than any other procedures can minimize the degree of uncertainty. Thus

it reduces the probability of making a wrong choice amongst the alternative course of action.

in this research descriptive research design is being used. a descriptive research study is

concerned with describing the characteristics of the particular field of group. The study is

done for specific purpose with the help of facts collected but car should be taken the

information should be free from bias and should be reliable. The design includes the

following steps:-

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

58
 Location: Lucknow

Data collection:-

The data collection from two sources:

 Primary data:-It was collected through the survey of Employees of ENGINEERING

ENTERPRISES AND TATA STEELS

 Secondary Data:-It was collected from internet, various books, newspapers and

company literature.

SAMPLE SIZE: 100

I HAVE USED SIMPLE RANDOM SAMPLING FOR STUDY.

Sample instruments: -

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

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

about the various aspects of job on liker scale ranging from high jobs satisfaction to low job

satisfaction.

Analyzing the information: -

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

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

Results:

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

recommendations thereafter.

59
INTRODUCTION

OF

COMPANY

60
 Tata Steel
Tata Steel Limited is an Indian multinational steel-making company, based in Jamshedpur, Jharkhand and
headquartered in Mumbai, Maharashtra. It is a part of the Tata Group.

Formerly Tata Iron and Steel Company Limited (TISCo)

Company Public

type

ISIN INE081A01020

Industry Steel
Iron

Founded 26 August 1907; 116 years ago at Jamshedpur,

Jharkhand, India

Founders Jamsetji Tata

Dorabji Tata

Headquarters Mumbai, Maharashtra, India[1]

Area served Worldwide

Key people T. V. Narendran

(CEO & Managing Director)
Koushik Chatterjee

61
 (CFO)[2]

Products Steel
Long steel products
Structural steel
Wire products
Steel casing pipes
Household goods

Revenue ₹244,390 crore (US$31 billion) (2023)[3]

Operating ₹18,121 crore (US$2.3 billion) (2023)[3]

income

Net income ₹8,760 crore (US$1.1 billion) (2023)[3]

Total assets ₹288,021 crore (US$36 billion) (2023)[3]

Total equity ₹105,175 crore (US$13 billion) (2023)[3]

Number of ~77,000+(2023)[3]
employees

Parent Tata Group

Subsidiaries Tata Steel BSL

Tata Steel UK
Tata Steel Netherlands
Tata Steel Thailand
Tata Steel Long Products
Tata Tinplate
Tayo Rolls
Jamshedpur FC

Website www.tatasteel.com

Formerly known as Tata Iron and Steel Company Limited (TISCO), Tata Steel is among the largest steel
producing companies in the world, with an annual crude steel capacity of 35 million tonnes. It is one of the
world's most geographically diversified steel producers, with operations and commercial presence across
the world. The group (excluding SEA operations) recorded a consolidated turnover of US$31 billion in the
financial year ending 31 March 2023. It is the largest steel company in India (measured by domestic
production) with an annual capacity of 21.6 million tonnes after Steel Authority of India Ltd. (SAIL).[4][5] Tata
Steel, SAIL, and Jindal Steel and Power, are the only three Indian steel companies that have captive iron-
ore mines, which gives the three companies price advantages.[6]

Tata Steel operates in 26 countries with key operations in India, the Netherlands, and the United Kingdom,
and employs around 80,500 people.[7] Its largest plant (10 MTPA capacity) is located
in Jamshedpur, Jharkhand. In 2007, Tata Steel acquired the UK-based steel maker Corus.[8][7] It was ranked

62
486th in the 2014 Fortune Global 500 ranking of the world's biggest corporations.[9] It was the seventh most
valuable Indian brand of 2013 according to Brand Finance.[10][11][12]

ENGINEERING ENTERPRISES

Engineering Enterprises was started in 1995 by a team of mechanical engineers having substantial work

experience in automobile industry. The partnership firm was established as OEM to manufacture and supply U

Bolts for various heavy and Light commercial vehicles manufactured by TELCO. TELCO is India's premier

truck and multi utility vehicle manufacturing company.

Since then the company has diversified into manufacturing and supplying U Bolts for the domestic aftermarket.

U Bolt dimensions viz. thread parameters, length and shank diameter are dictated by the market requirements.

Other quality and metallurgical parameter including raw material grade are as per EE's very stringent quality

norms.

Besides U Bolts EE also supplies other components involving thread rolling & Zinc plating as original

equipment to Telco.
63
Besides U Bolts EE also supplies other components involving thread rolling & Zinc plating as original

equipment to Telco

Factsheet

Basic Information

Nature of Business Manufacturer

Company CEO Punit Arora

Year of Establishment 1995

Legal Status of Firm Individual - Proprietor

Statutory Profile

Nature of Business Exporter

Additional Business Manufacturer

Company CEO Punit Arora

Total Number of Upto 10 People

Employees

Year of Establishment 1995

Legal Status of Firm Individual – Proprietor

Annual Turnover Rs. 2 - 5 Crore

GST No. 09ABBPA5747Q1Z9

Industry:

Motor Vehicle Parts Manufacturing , Transportation Equipment Manufacturing , Manufacturing , Motor

vehicle parts and accessories

64
DATA ANALYSIS AND
INTERPRETATION

65
 DATA ANALYSIS AND INTERPRETATION

The following can be interpreted with the help of analysis of the data collected from
the 25 Employees of ENGINEERING ENTERPRISES.

HS = Highly Satisfied

S = Satisfied

N = Neutral

D = Dissatisfied

HD = Highly
Dissatisfied.

66
Q. 1:- Are you satisfied with Communication and information flow:-

Service class
HS 60
S 40
N 0
D 0
HD 0

40 highlt satisfied
satisfied
netural
dissatisfied
60 highlt dissatisfied

It was found that 60% of the Employees were highly satisfied, 40% were satisfied with
communication and information flow along the Service class respondents , overallit can
be observed as all the employees are satisfied with the communication and information
flow.

67
 Q. 2:- Are you satisfied with Interpersonal relationships:-
Service class
HS 40
S 60
N 0
D 0
HD 0

40 HS
S
N
D
60 HD

It was found that 40% Employees were highly satisfied, 60% were satisfied with
interpersonal relationship of the Service class respondents. Organization is family for
employees where almost everyone have good interpersonal relationship.

68
 Q. 3:- Are you satisfied with your Efforts value:-
Service class
HS 40
S 40
N 0
D 20
HD 0

20

40 HS
S
N
D
HD

40

It was found that 40% Employees were highly satisfied, 40% were satisfied and 20% were
dissatisfied with feeling about the manner in which their effort are valued, among
the Service class respondents.

69
 Q. 4:- Are you satisfied with Job itself:-
Service class
HS 60
S 20
N 0
D 20
HD 0

20

hs
s
n
d
20 60 hd

It was found that 60% of respondents were highly satisfied and 20% are satisfied and 20%
are also dissatisfied. There can be many reasons for the dissatisfaction of employees
such as job pressure, poor salary , lack of motivation etc.

70
 Q. 5:- Are you satisfied with Motivation for job:-
Service class
HS 0
S 80
N 0
D 20
HD 0

20

hs
s
n
d
hd

80

HS HD

EMPLOYEE Series 2 Series 3

It was found that 80% Employees were highly satisfied, 20% were dissatisfied with
motivation for job among the Service class respondents. The motivating factors for each
employee differs, some can be motivated through appraisal, some through status and
poor incentives plan can also be the reason of job dissatisfaction.

71
Q. 6- Are you satisfied with Current carrier opportunities:-

Service class
HS 15
S 70
N 0
D 15
HD 0

Service class
15 15

HS
S
N
D
HD

70

1) 15% of employees are highly satisfied, 66% are satisfied and 15% are dissatisfied.
The reason for dissatisfaction can vary among different individuals.
72
Q. 7- Are you satisfied with your job security:-
Service class
HS 0
S 20
N 40
D 20
HD 20

20 20

HS
S
N
D
HD
20

40

2) It was found that 20% Employees were satisfied 40% were neutral, 20% dissatisfied
and rest 20% were highly dissatisfied with level of job security among the Service class
respondents. Most of the employees are neutral in this question.

73
 Q. 8- Are you satisfied with your Involvement and identification with the
organization goals and image:-
Service class
HS 40
S 60
N 0
D 0
HD 0

40 HS
S
N
D
HD
60

It was found that 40% Employees were highly satisfied, 60% were satisfied, with
involvement and identification with organization goal among the Service class
respondents.

74
 Q. 09 ;Are you satisfied with Flexibility and independence allow:-

Service class
HS 0
S 80
N 20
D 0
HD 0

20

HS
S
N
D
HD

80

It was found that 80% Employees were highly satisfied 20% were neutral with the organizational
climate among the Service class respondents

75
 Q. 10:- Are you satisfied with Level of Salary with respect to experience:-

Service class
HS 40
S 40
N 20
D 0
HD 0

20

40 HS
S
N
D
HD

40

It was found that 40% Employees were highly satisfied and 40% were satisfied with and 20% were
neutral with the level of salary with respect to experience amongthe Service class respondents

76
Q. 11:- Are you satisfied with your Task required to perform their turnover

Service class
HS 0
S 80
N 20
D:- 0
HD 0

20

HS
S
N
D:-
HD

80

It was found that 80% employee were satisfied and 20% were neutral in Employees
turnover with manner on which task are required to perform among the Service class
respondent

77
Q. 12:- Are you satisfied with Method of conflict resolution :-

Service class
HS 40
S 40
N 20
D 0
HD 0

20

40 HS
S
N
D
HD

40

It was found that 40% Employees were Highly satisfied, 40% were satisfied 20%
were neutral with method of conflict resolution among the Service class respondents.

78
 Q. 13:- Are you satisfied with Job helps in realizing your ambition and aspiration:-

Service class
HS 20
S 60
N 0
D 20
HD 0

HS
S
N
D
HD

60

It was found that 40% Employees were Highly satisfied, 40% were satisfied 20% were neutral
with method of conflict resolution among the Service class respondents.

79
 Q. 14:- Are you satisfied with Skill utilization:-
Service class
HS 60
S 40
N 0
D 0
HD 0

40 HS
S
N
D
60 HD

It was found that 60% Employees were highly satisfied and 40% were satisfied, with their skill
utilization among the Service class respondents

80
 Q. 15:- Are you satisfied with Organizational climate:-

Service class
HS 40
S 40
N 20
D 0
HD 0

20

40 HS
S
N
D
HD

40

It was found that 80% Employees were highly satisfied 40% were satisfied and 20% were
neutral with flexibility and independence among the Service class respondents.

81
 Q 16:- Are you satisfied with Organizational structure:-

Service class
HS 0
S 40
N 60
D 0
HD 0

40 HS
S
N
D
60 HD

It was found that 40% Employees turnover were satisfied and 60% were neutral with the
organization structure among the Service class respondents

82
 Q. 17:- Are you satisfied with Work expected allotted:-

Service class
HS 0
S 60
N 20
D 20
HD 0

20

HS
S
N
D
20 60 HD

It was found that 60% Employees were satisfied and 20% were and 20%
dissatisfied among the Service class respondents.

83
 Q. 18:- Are you satisfied with Feeling of extension in job:-
Service class
HS 40
S 60
N 0
D 0
HD 0

40 HS
S
N
D
60 HD

It was found that 40% Employees were highly satisfied and 60% were satisfied with
the feeling of extension in job among the Service class respondents.

84
 19:- Are you satisfied with Over all Employees satisfaction its impacts on Employees
turnover:-

EMPLOYEE PECENTAGE
HS 25 25%
S 56 56%
N 12 12%
D 6 6%
HD 1 1%

1
6

12 25

HS
S
N
D
HD

56

It was found that 25% Employees were highly satisfied 56% were satisfied 12% were
neutral, 6% were dissatisfied and 1% highly dissatisfied with the overall Employees
satisfaction.

85
FINDINGS

86
 FINDINGS

 It was found that maximum number of employees were satisfied with communication and
information flow along the Service class respondents.
 It was found that 40% Employees were highly satisfied, 60% were satisfied with interpersonal
relationship of the Service class respondents.
 It was found that 40% Employees were highly satisfied, 40% were satisfied and 20% were
dissatisfied with feeling about the manner in which the effort are value, among the Service
class respondents.
 It was found that 60% Employees were highly satisfied, 40% were satisfied with
communication and information flow, 20% dissatisfaction
 It was found that 80% Employees were highly satisfied, 20% were dissatisfied with
motivation for job among the Service class respondents.
 It was found that 17% Employees were highly satisfied, 66% were satisfied with current
carrier opportunity and 17% dissatisfied among the Service class respondents.
 It was found that 20% Employees were satisfied 40% were neutral, 20% dissatisfied and rest
20% were highly dissatisfied with level of job security among the Service class respondents.
 It was found that 40% Employees were highly satisfied, 60% were satisfied, with involvement
and identification with organization goal among the Service class respondents.
 It was found that 80% employee were satisfied and 20% were neutral in Employees turnover
with manner on which task are required to perform among the Service class respondents.
 It was found that 40% Employees were highly satisfied, 40% were satisfied 20% were neutral
with method of conflict resolution among the Service class respondents.
 It was found that 20% Employees were highly satisfied, 60% were satisfied, 20% were
dissatisfied, with the extent to which the job help in realizing aspiration and ambition among
the Service class respondents.

87
 It was found that 60% Employees were highly satisfied and 40% were satisfied, with their
skill utilization among the Service class respondents.
 It was found that 80% Employees were highly satisfied 40% were satisfied and 20% were
neutral with flexibility and independence among the Service class respondents.
 It was found that 80% Employees were highly satisfied 20% were neutral with the
organizational climate among the Service class respondents.
 It was found that 40% Employees were highly satisfied and 40% were satisfied with and 20%
were neutral with the level of salary with respect to experience among the Service class
respondents.
 It was found that 40% Employees turnover were satisfied and 60% were neutral with the
organization structure among the Service class respondents.
 It was found that 60% Employees were satisfied and 20% were and 20% dissatisfied among
the Service class respondents.
 It was found that 40% Employees were highly satisfied and 60% were satisfied with the
feeling of extension in job among the Service class respondents.
 It was found that 25% Employees were highly satisfied 56% were satisfied 12% were neutral,
6% were dissatisfied and 1% highly dissatisfied with the overall Employees satisfaction.

88
CONCLUSION

89
 CONCLUSION

Increasing Employees satisfaction through motivation of employee's is highly satisfied. It is

evident from the interpretation of data that there are 25% of respondent highly satisfied with

their job as 14% of Employees turnover. Moreover there are 12% and 38 of Employees

turnover who have an overall neutral attitude towards their job & Service class undertakings

respectively. The percentage of dissatisfy Employees turnover is 7% which is much lower

than 10% of Service class.

Employees satisfaction were found to be highly satisfied with aspects such as communication

and information flow manner in which their efforts are valued, job itself, carrier opportunities,

methodology by which change or innovation is implemented, scope the job offers to realize

the aspirations and ambitions, skills, utilizations, organization climate and level of salary with

respect to experience. They are highly satisfied with level of job security, communication an

information flow.

It was found that the Employees turnover were particularly dissatisfied with the level of

salary. In consonance with the Maslow‘s hierarchy of needs theory the monetary

remunerations is required for full filling the first two lower level needs, which is not up to

themark and fails to satisfy the employees. Now unless the lower level needs will be full fill

there are remote chances that the Employees turnover can full fill or even sense the need for

existence of any high level needs.

In accordance with the Herzberg dual structure model of Employees satisfaction the

motivators such as salary, supervision, Institution policy and administration, technical

supervision, working condition should be improved to increase the among the Faculty

members. And factors like advancement that is the hygiene factors.

90
Suggested by Herzberg is also an important determinant in Employees satisfaction and should

be improved so that the Employees turnover are not dissatisfied with their jobs.

All the group of employees in Service class have become less satisfied at work the past

decade The Employees of Service class were neutral to wards a large number determinants of

Employees satisfaction including the job it self, the degree of motivation and the like. On the

other hand there was high degree of motivation in the Employees turnover of Faculty

members. Therefore proper attention should be given to motivate the Employees turnover of

Service class towards their job.

91
RECOMMENDATIONS AND
SUGGESTIONS

92
 RECOMMENDATIONS AND SUGGESTIONS

The following recommendations on the basis of the data collected can be made the concerned
authorities of organization :

1. They should first decide, depending upon their abilities, which job they want to do
and should only take careers, which is interesting to them
2. The job should be chosen according to the aptitude to the employees. This will
lead to greater level of learning, achievement and ultimately motivation in the
Employees turnover to the excel.
3. The Employees should make sure that they do not let their personal tension affect
their work. They should keep their personal relationships harmonious.
4. Physical health affect the level of Employees satisfaction. Proper care should be
taken by Employees turnover in this respect.
5. Employees should put in their best in their jobs so that their is no fear of loosing
their jobs.
Over all the researches found that Employees satisfaction was U shaped in age , with initial
continent at work during teenage years disappearing by the age of 25. Employees satisfaction
was lowest when people work in their 20s and 30s the period when people struggle to balance
work with their family commitments and highest among staff in their 50s and 60s.

93
LIMITATIONS

94
 LIMITATIONS

It is not possible to remove the limitation of any investigators. So this project also has certain
limitation that is:

1) Information was gathered through the rating of the subject, thus biasness is possible.
2) As the sample size was very small it is possible that it may not represent the precise
picture.
3) Since the feedback of the employees was done through Questionnaire major
limitation was unavailability of employees thus leading to highly low success
rate.
4) Most of the employees were so furious that they refused to part with any information
5) Time factor

95
BIBLIOGRAPHY

96
 BIBLIOGRAPHY

1- ASHWATHAPA K, Human Resource and Personal Management.Tata McGraw-

HillEducation, 2005
2- MONAPPA&SAIYADAIN, Personal Management, TATA MC GrawHill,
second edition.
3- RAO VSP, Human Resource
Management 4- Newspaper
Times of India: Created: Jan 17, 2015, 00:00 IST

Economic Times: Jun 03, 2019, 12.26 PM IST

5- Website
 https://www.researchgate.net/publication/288217328_Job_satisfaction_and_m
otivation
 Understanding_its_impact_on_employee_commitment_and_organisational_per
formance
 http://www.whatishumanresource.com/employee-motivation-introduction

 https://en.m.wikipedia.org/wiki/Job_satisfaction:~:text=Affect
%20theory-,Edwin%20A.,one%20has%20in%20a%20job

 https://www.questionpro.com/blog/employee-satisfaction-survey-questions/

 https://en.wikipedia.org/wiki/Job_satisfaction

97
 ENGINEERING ENTERPRISES AND TATA
STEELS
QUESTIONNAIRE
NAME –
AGE-

. 1:- Are you satisfied with Communication and information flow:-

HS
S
N
D
HD

Q. 2:- Are you satisfied with your work?

HS
S
N
D
HD

Q. 3:- Do you believe that there is an opportunity for individual career growth and development
within the company?
HS
S
N
D
HD

Q. 4:- Are you satisfied with Job ?

HS
S
N
D
HD

98
 Q. 5:- Are you satisfied with Motivation for job:-

HS
S
N
D
HD

Q. 6- On a scale of 1-5, how excited are you usually to go to work ?

1
2
3
4
5

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

HS
S
N
D
HD

Q. 8- On a scale of 1-5, how strongly does your motivation level affect your performance ?
1
2
3
4
5

Q. 09:- Does your team provide you support at work whenever needed?
HS
S
N
D
HD

99
 Q. 10:- How far you are satisfied with the incentive provided by organization ?
HS
S
N
D
HD

Q. 11:- Are you satisfied with Extent to which personal growth and development is possible:-
HS
S
N
D
HD

Q. 12:- Are you satisfied with Method of conflict resolution :-

HS
S
N
D
HD

Q. 13 Do you feel you are rewarded for your dedication and commitment to the work?
HS
S
N
D
HD

100
Q. 14How much are you satisfied with the facilities provided to you?

HS
S
N
D
HD

Q. 15:- Are you satisfied with Skill utilization:-

HS
S
N
D
HD

Q. 16:- Are you satisfied with Organizational climate:-

HS
S
N
D
HD

Q. 17:- Does the management provide continuous feedback in solving work related problem?

HS
S
N
D
HD

101
Q. 18:- Are you satisfied with Level of Salary with respect to experience:-

HS
S
N
D
HD

Q. 19:- Are you satisfied with Organizational structure:-

HS
S
N
D
HD

Q. 20:- Are you satisfied with Work expected allotted:-

HS
S
N
D
HD

Q. 21:- Do you feel positive and motivated within the workplace?

HS
S
N
D
HD

102
THANK YOU

103