CHAPTER 1

INTRODUCTION

Gmund Freud formulated a theory that stated that people were lazy at work and that workers

are very far from becoming optimistic, the workers have no ambition and they always avoid

taking any responsibility and that all the workers want is security. Based on this assumption

Freud stated that to get the people to work there must a reward system, they must be coerced,

punished and intimidated. For this reason therefore the managers in any organisation

according to this theory are viewed as taking the responsibility of policing workers who

refuse to work and that they cannot be trusted. However his theory was based on some

unrealistic assumptions.

Douglas McGregor also formulated a theory that explains employee motivation, according to

his theory people always want to learn, and that work is viewed as natural and therefore the

people will develop self development and discipline, this theory also states that rewards to

employees is not so much in monetary form but the freedom to undertake difficult tasks and

challenging tasks all by themselves. Therefore the manager's job in this theory is only a way

to lead workers into self development and also achieve efficiency in the organisation, the

managers work is viewed as soft and simple.

Abraham Maslow theory of need also in a way describes employee motivation. He

formulated the theory of needs whereby he states that human beings have a hierarchy of

needs whereby they first satisfy lower needs before satisfying the higher needs, human needs

include physiological, emotional support needs, esteem need and the need for self

actualization. According to this theory therefore human beings are dominated by their

unsatisfied needs because when one need is met then he aspires for the other higher needs.

The three theories by the theorist helps us to understand human beings at work, although

some theories are based on some drastic assumption it is true that each theory is based on

some assumption and therefore they all help explain employee motivation. Other studies

show that effective communication, increased confidence, job security, team work,

appropriate recognition of employee contribution and the provision of training programs in an

organisation improves motivation in an organisation; there are therefore various methods by

which an organisation can increase effectiveness and productivity of labour.

This paper focuses on a study undertaken on employee motivation which involved 30

employees from the EDUCATION, however only 16 questionnaires and therefore they were

the only ones considered in this study

SCOPE OF THE STUDY

The motivated school (thinking about motivation as an institutional, rather than individual

thing in the first instance) has certain key features. How many are shared by your school?

These useful tips will help to set you on the right track, or progress your journey if you’re

already on the way.

Contextual factors are really crucial when it comes to motivation. Major motivating

factors in a person’s job tend to be salary, conditions of service and opportunities in

the work place (also environmental factors such as the quality of the work space and

the extent to which personal needs are met at school, such as having a safe place to

store possessions and the space and time in which to eat meals). Some of these factors

will be fixed, but most can be improved.

Explore the giving of financial rewards in the form of clear career pathways and

recognition of excellence. It is always possible for schools to find ways of doing this

that work in their context.

Some schools develop internal knowledge development gateways. In other words,

there is a requirement for staff to attain a certain amount or type of knowledge before

passing through to subsequent levels. The professional standards can be a useful tool

for this. The beauty of this approach is the extent to which it is developed for your

school as opposed to a generic model which may or may not meet your needs.

Give CPD the highest possible profile in your school. Professionals are expected to

show development over time and there is an absolute responsibility on the part of the

employer, whoever that may be, to facilitate that development. CPD can be viewed as

the mode of transport for travelling from one location to another within a career. How

are your staffs travelling? In first class? Or are they making their own way there by

any means at any pace? It’s an interesting question to consider.

How do staffs generally perceive motivation in your school? What’s the balance

between extrinsic motivation (emerging from outside a person) and intrinsic

motivation (emerging from within)?

What are the conditions in which motivation can truly flourish in a school, and in

particular, in your school? What is the over-riding atmosphere in your school’s

staffroom?

Revisit performance management arrangements in your school. Has anyone in your

school sought staff views on the effectiveness of performance management processes?

What improvements could be made? There will always be some!

How motivated is your governing body? Does it engage in critical thinking and

commitment to training, or has its motivation to improve seen better days?

For the bigger picture view of motivation you may want to explore becoming

an ‘Investors in People’ school.

NEED OF THE STUDY

Contextual factors are really crucial when it comes to motivation. Major motivating

factors in a person’s job tend to be salary, conditions of service and opportunities in

the work place (also environmental factors such as the quality of the work space and

the extent to which personal needs are met at school, such as having a safe place to

store possessions and the space and time in which to eat meals). Some of these factors

will be fixed, but most can be improved.

Explore the giving of financial rewards in the form of clear career pathways and

recognition of excellence. It is always possible for schools to find ways of doing this

that work in their context.

Some schools develop internal knowledge development gateways. In other words,

there is a requirement for staff to attain a certain amount or type of knowledge before

passing through to subsequent levels. The professional standards can be a useful tool

for this. The beauty of this approach is the extent to which it is developed for your

school as opposed to a generic model which may or may not meet your needs.

Give CPD the highest possible profile in your school. Professionals are expected to

show development over time and there is an absolute responsibility on the part of the

employer, whoever that may be, to facilitate that development. CPD can be viewed as

the mode of transport for travelling from one location to another within a career. How

are your staffs travelling? In first class? Or are they making their own way there by

any means at any pace? It’s an interesting question to consider.

How do staffs generally perceive motivation in your school? What’s the balance

between extrinsic motivation (emerging from outside a person) and intrinsic

motivation (emerging from within)?

What are the conditions in which motivation can truly flourish in a school, and in

particular, in your school? What is the over-riding atmosphere in your school’s

staffroom?

Revisit performance management arrangements in your school. Has anyone in your

school sought staff views on the effectiveness of performance management processes?

What improvements could be made? There will always be some!

How motivated is your governing body? Does it engage in critical thinking and

commitment to training, or has its motivation to improve seen better days?

For the bigger picture view of motivation you may want to explore becoming

Investors in People’ school.

I was recently asked by a journalist whether I thought that teacher well-being was compatible

with the job of being a teacher. My reply was that we have no option; it has to be compatible.

The same could be said of teacher motivation. We have no option; teachers have to be

motivated to engage fully in their continuing professional and personal development in the

context in which they work. We cannot allow the doing of the job to take over from the

development required in order to progress. That’s why motivation will always remain one of

the key tasks of professional learning leaders, and will help to distinguish between those who

perform the role well, and those who perform the role with excellence.

CHAPTER 2

RESEARCH METHODOLOGY

DATA ANALYSIS

The sample:

The data was collected from 14 males and 16 were female, the total sample was 30

respondents, the research was aimed at finding out management tools that can be used to gain

employee satisfaction and performance. There were no respondents aged below 20 years, 20

respondents aged between 20 to 29 years, 24 respondents were aged between 30 to 39 years,

26 individuals were aged 40 to 49 years and only ten respondents were aged 50 years and

above.

The sample was from various departments where 8 respondents were from the directors'

general office, 15 from planning department, 13 from the education department, 14 from the

finance department, 18 from the administration department and 12 from the supervision

department. The respondents also had different educational backgrounds where 12 had

secondary certificates, 18 had a degree in diploma, 28 had a bachelor's degree, four had a

master's degree and none of the respondents had a PHD.

RESULTS:

According to the respondents view regarding motivation majority agreed that motivation and

job satisfaction was a way to achieve staff loyalty, motivation and job satisfaction data can be

summarised in a chart as follows:

The chart shows the role played by motivation in enhancing workers loyalty

The question was aimed at checking the employees view regarding motivation and the role it

plays in promoting employee loyalty, according to the data majority of the respondents

agreed to the statement that employee motivation and job satisfaction contributed to the

increase in employee loyalty.

DATA INTERPRETATION

QUESTIONNAIRE

EMPLOYEE MOTIVATION IN EDUCATION SECTOR

1. Are you satisfied with the support from the management?

2. What type of incentives motivates you more?

3. How far you satisfied with the incentives from the management?

4. Does the management involve you in decision making connected to your

department?

5. Do you think incentives and other benefits will increase your performance?

6. Does periodical increase in salary motivate you the most?

7. As an employee what motivates you the most?

8. Do you maintain good relationship with your fellow workmates?

9. Is your work and performance recognised?

10. Does you get motivated by being given scope to organise own approach to work?

11. Is your job providing variety, interest and stimulation?

12. Is individual differences are respected in your organisation?(eg:age,gender,race,etc)

13. Do you receive enough opportunities to interact with the employees on a formal

level?

14. Do you believe in yourself more?

15. Do you involved in whistle blowing to protect the work ethics?

16. Do you have a fear of failure?

Motivation and employee performance:

In the question there was also a question aimed at collecting data that was aimed at reporting

whether motivation leads to improvement of employee performance, according to the data

collected majority of the respondents agreed that motivation increases performance and

efficiency in an organisation. The chart below shows the percentage of those who agreed to

the statement that employee motivation improves job performance:

From the 45% agreed that employee motivation led to improvement at the workplace,

however only 14% disagreed to this statement, therefore according to this study we can

conclude that employee motivation leads to improved employee performance.

Monetary rewards as motivation tool:

The study also aimed at finding out whether money rewards led to motivation in an

organisation, according to this study the majority agreed to this statement with only 14

employees disagreeing to this statement, the data can be summarised in the table and chart as

follows:

Strongly agree 45

56% agree

20 25% neutral

5-6% No interested From the response of this question it is clear that when monetary rewards

are increased this result into increased employee motivation, from the data collected 81% of

the respondents agreed that monetary rewards result into increased motivation in the

organisation.

From the results of this statement aimed at finding out whether money leads to motivation it

is clear that if an organisation increases or offers monetary rewards this will increase

motivation to the workers, for this reasons therefore the organisation whose objectives is to

increase motivation must increase its monetary rewards to its workers.

Job security and its significance:

The question was aimed at finding out whether job security is an important factor to the

employees; however the number of respondents who strongly agreed to this statement was

not as strong as the previous study of the importance of monetary rewards toward motivation,

the data for this statement is as follows summarised by the table and chart below:

Strongly agree 30-38%

Agree 24-30%

Neutral13-16%

Disagree7-9%

Job security according to this study is also an important motivation tool, those employees

who feel that their jobs are temporary may fail to be motivated and those who feel that they

have job security will be more motivated, according to the respondents 68% viewed job

security as very important to them while only 17% disagreed to this statement and 16% were

neutral regarding this statement.

Pride as a measure of confidence

The questionnaire also included a measure of pride possessed by the respondents for working

in the ministry, many of the employees agreed to be proud for working in the organisation

meaning that the ministry has boosted employee confidence in the workplace, the following

table summarises the data collected:

From the chart 75% of the respondents agreed that they were proud for working with the

ministry, our previous analysis also shows these levels of motivation from job security and

therefore we can conclude that the organisations motivation strategy is even in terms of

boosting confidence and also job security.

Methods used to motivate employees in the organisation:

A question was also aimed at finding out whether the ministry had many methods of

motivating employees, according to the data it is clear that the organisation does not use

many methods to motivate workers, from the data only 27% agree that the organisation has

put in place many methods to motivate workers,  50% disagree that the organisation has not

put in place appropriate methods to motivate workers, for this reason therefore it is clear that

the organisation ahs to adopt other employee motivation strategies such as monetary rewards

method of motivation.

Worker recognition:

From the study also there was evident that workers are not appropriately recognised for their

contribution in the organisation, this is evident from the data collected regarding the

organisations recognition for their contribution, also regarding the evaluation of their

performance the workers do not really agree that they are properly evaluated fairly in the

organisation, worker recognition data was as follows:

This data shows that the employees are not properly recognised in the organisation, also the

ministry does not fairly recognise the contributions made by its employees, and for this

reason therefore this is a draw back into the achievement of motivation in the organisation.

Therefore the organisation has a weakness in that it does not provide proper recognition of

reward system to its employees, also that there only a few motivational activities in the

organisation. In conclusion therefore regarding recognition the organisation should initiate

programs that help in the fair recognition of contributions of the workers.

Skills and motivation:

The provision of training to workers is also a way of promoting empowerment and

motivation, a large number of respondents agree that their skills match their skills and that

they clearly understand their responsibilities in the organisation, the organisation also offers

training programs to its employees, however a large number of respondents agree that their

job needs more skills and therefore there is need to increase the training program in the

organisation to motivate the workers and enable them to properly fit in their role played in the

organisation.

Promotions:

Promotions in the organisations are not fair, this is according to the data collected regarding

promotion, majority of the respondents disagreed that the promotion system in the

organisation is satisfactory. For this reason therefore it is clear that this will discourage

workers to be motivated and satisfied with their job. The data below summarises the

responses:

From the above chart 46% disagree that promotion is satisfactory while only 38 state that

promotion is satisfactory, for this reason therefore there is need to change the promotion

system in the organisation to motivate more workers as a way of achieving productivity.

CHAPTER 4

FINDINGS

Abraham Maslow. Sigmund theory of employee motivation was based on the assumption that

workers must be coerced to work, the theory by Douglas McGregor states that the workers

are ready to learn and therefore there must be organisational learning that will motivate

workers and finally Abraham Maslow introduced the hierarchy of need that every

organisation should be aware of and which may be important in the determination of the level

of motivation in any organisation.

From the above case study of employee motivation in the ministry of education it is clear that

worker motivation is achieved through rewards systems, monetary rewards, recognition of

workers, offering training programs to improve skills, improvement of confidence, job

security enhancement and finally through proper communication.

In this study it is also clear that there is a difference between motivation strategies in the

public sector and the private sector, this is because in the public sector the orders and

instructions will determine the direction which these strategies follow. In the private sector

however the motivation strategies may be more effective than in the public sector because the

reward system in more flexible and does not follow instruction, the rewards in the private

sector recognise all employees through performance and role played.

It is evident there exist some weakness in the motivation structure of the ministry, this is

because the promotion strategy of the organisation is not satisfactory to all its employees,

also there is a weakness where less individuals agree that there are many methods to promote

the workers, for this reason therefore the ministry should adjust their motivation strategy and

aim at rewarding all the workers who perform their duties effectively and also to put in place

more motivation method in the ministry. The promotion system should also be changed into a

more fair and appropriate system in order to motivate the workers.

However despite the various weaknesses that the ministry posses there is also evidence of

strengths in the organisation and this is through their ability to provide a training program in

the ministry, there is also proper communication channels between the workers and the

managers and this motivates the workers. However the ministry does not reward its workers

through monetary rewards and this is one of the draw backs in motivation, another problem is

that the strategies and instruction are provided by the ministry and therefore they are not

flexible leading to under recognition of role played by the workers.

Finally it is clear that there are many advantage associated with motivation of workers, one

advantage is that worker loyalty is increased and also that there is increased productivity of

the workers, therefore the motivation of workers in any organisation will increase

competitive advantage over its rivals and lead to success of the organisation. However there

is a need to undertake further research on other ministries and also other organisation that

will help us determine the importance of employee motivation.

CONCLUSION

The objective of the study was to compare the relative importance of various motivational

factors for employees in public and private Educational sector and the availability of such

factors in their jobs. In addition, the study made a comparison of the importance and

availability of those motivational factors between employees of public and private. The

findings showed that employees in both public and private education sectors ranked 'high

salary' and 'seniority based promotion' as the two most important motivational factors.

The other factors such as relaxed working environment and benefits after

retirement were ranked as more important by the public sector employees than those

respondents in private sector. In contrast, the private employees ranked another two factors,

namely, a stable and secure future and opportunity for advancement, as more important than

their counterparts in public. However, on the overall, the comparison of 'Wants' of public and

private employees demonstrated that most of the mean differences of these 'Wants' were

insignificant, indicating that the level of importance of the various factors could be the same

The findings of this study also revealed that except for 'fringe benefits' and 'social status', the

availability of other motivational factors 'Gets' is significantly different as far as the public

and private employees are concerned. The factors that were more available to employees in

the public than those in private included: a stable and secure future, relaxed working

environment, physical working environment, balanced work and family life, and benefits

after retirement. On the other hand, personal development, high salary, opportunity for

advancement, chance to provide benefit to society, and seniority based promotion were

considered

References:

Ashford E. (1989) the experience of powerlessness in organizations, journal of

Organizational Behaviour, 43 (1) 207 to 242

Bluman A. (2000) Elementary Statistics: A Step by Step Approach, McGraw Hill press, New

York

Chiles M. and Zorn E. (1995) Empowerment in organizations, Journal of Applied

Communication, 23 (1) 1 to 25

Kreisberg S. (1999) Transforming power Domination, empowerment, and education,

University of New York Press, New York

Patton M. (1990) Qualitative evaluation and research method, Sage publishers, Newbury

Rapport J. (1984) Studies in empowerment: Introduction to empowerment, Beacon Press,

Boston

Thomas W. and Velthouse A. (1990) Elements of Empowerment: An Interpretive Model of

Motivation, Journal of Management, 15 (4) 666 to 681

.

TABLE OF CONTENTS

1. CHAPTER

i. INTRODUCTION

ii. .NEED OF THE STUDY

iii. .SCOPE OF THE STUDY

2. CHAPTER

i. DATA ANALYSIS

ii. QUESTIONNAIRE

iii. EMPLOYEE REVIEW

3. CHAPTER

i. DATA ANALYSIS AND INTERPRETATION

4. CHAPTER

i. ASSUMPTIONS

ii. FINDINGS

iii. CONCLUSION

iv. REFERENCES

PROJECT REPORT ON EMPLOYEE MOTIVATION

IN

EDUCATION SECTOR

SUBMITTED BY

V.KAVIN (3511110164)