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 youre already on the way.

Contextual factors are really crucial when it comes to motivation. Major motivating factors in a persons 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? Its an interesting question to consider.

How do staffs generally perceive motivation in your school? Whats 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 schools 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 persons 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? Its an interesting question to consider.

How do staffs generally perceive motivation in your school? Whats 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 schools 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. Thats 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

90 80 70 60 50 40 30 20 10 0 perform ance schools education centres colleg es

pride

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 .NEED OF THE STUDY .SCOPE OF THE STUDY

ii. iii.

2. CHAPTER i. ii. iii. DATA ANALYSIS QUESTIONNAIRE EMPLOYEE REVIEW

3. CHAPTER i. DATA ANALYSIS AND INTERPRETATION

4. CHAPTER i. ii. iii. iv. ASSUMPTIONS FINDINGS CONCLUSION REFERENCES

PROJECT REPORT ON EMPLOYEE MOTIVATION IN EDUCATION SECTOR

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V.KAVIN (3511110164)