1

Impact of non-monetary factor for talent retainmentand Motivation

of teaching staff in professional colleges.

Thesis Submitted to the Padmashree Dr. D. Y .Patil

University,

Department of Business Management

In partial fulfillment of the requirements for the award of the Degree

of

Master of Philosophyin

BUSINESS MANAGEMENT

Submitted bySwati Mukhi Chhillar

Enrollment No – DYBatch M.Phil 09002

Research GuideDr. R. GOPAL

DIRECTOR & HEAD OF DEPARTMENT

PADMASHREE DR. D.Y. PATILUNIVERSITY, DEPARTMENT OF BUSINESS

MANAGEMENT,Sector 4, Plot No. 10,

CBD Belapur, Navi Mumbai - 400 614

August 2012

1

IMPACT OF NON-MONETARY FACTOR ONTALENT RETAINMENT AND MOTIVATION OF

TEACHING STAFF IN PROFESSIONALCOLLEGES.

2

DECLARATION

I hereby declare that the Study titled “IMPACT OF NON-MONETARY

FACTOR FOR TALENT RETAINMENT AND MOTIVATION OF TEACHING

STAFF IN PROFESSIONAL COLLEGES” submitted for the M.Phil. Degree

at Padmashree Dr.D.Y.Patil University, Navi Mumbai, Department of Business

Management is my original work and the dissertation has not formed the basis

for the award of any degree, associateship, fellowship or any other similar

titles.

Place: Navi Mumbai

Date: August 2012

Signature of the Student

SWATI MUKHI CHHILLAR

3

CERTIFICATE

This is to certify that the dissertation titled “IMPACT OF NON-MONETARY

FACTOR FOR TALENT RETAINMENT AND MOTIVATION (TEACHING

STAFF) IN PROFESSIONAL COLLEGES” is the bona-fide research work

carried out by Swati Mukhi Chhillar, student of M.Phil, at Padmashree Dr.D.Y.

Patil University, Navi Mumbai, Department of Business Management in partial

fulfillment of the requirements for the award of the Degree of M.Phil and the

dissertation has not formed the basis for the award previously of any degree,

diploma, associateship, fellowship or any other similar title.

Place: Navi Mumbai

Date: August , 2012

Signature Signature of the Guide

Prof.Dr.R.Gopal Prof.Dr.R.GopalDirector & Head of the Department

4

PREFACE

Teaching staff is considered as the backbone of the any professional

educational institute. But it has been seen that most of the educational

institute are lacking of good quality faculty members as most of the bright and

intelligent students prefer to go to corporate world. The main reason for this

preference of the students is Salary Package.

The Salary package of corporate managers is more attractive than their

college counterparts. Students pay hefty fee structures for their Courses and

hence in order to recover the costs students prefer to go for higher package

options rather than opting for teaching posts.

Exactly the same is the reason most of the good managers from Industry are

not willing to shift to academics. Most of the colleges have been facing the

problem of retaining experienced and talented faculty from switching on to

other colleges. A lot of research has been done and it has been found that

money is one of the major factors for this transition.

This research will help to study and analyze the non monetary factors by

which we can motivate the teaching faculty and help the professional colleges

in talent retainment and motivation of faculty members. Also which non

monetary factors are more important and to what extent? Do non monetary

factors really help in retainment of the talent?

This study is basically to analyze the weightage given to different non –

monetary factors and how they can influence the attrition rate of a particular

organization.

5

These factors have been analyzed with respect to different age groups and

gender, because faculties from different age groups and genders give

preference to different factors depending upon the requirements and the

priority.

6

ACKNOWLEDGEMENT

I am grateful to Padmashree Dr.D.Y.Patil University, Navi Mumbai,

Department of Business Management for giving me an opportunity to pursue

M.Phil. I wish to thank Professor Dr.R.Gopal, Director & Head of the

Department, Padmashree Dr.D.Y.Patil. University,Navi Mumbai, Department

of Business Management who has been a perpetual source of inspiration and

offered valuable suggestions to improve my M.Phil work.

I am beholden to my Research Guide Dr.R.Gopal, Dean & Head of

Department, Padmashree Dr.D.Y. Patil University, Navi Mumbai, Department

of Business Management for abundant guidance, support and

encouragement throughout my M.Phil work. Without his guidance, it would

have never been possible for me to complete the project.

I would also like to thank people from different colleges, who have helped me

and participated in collection of data for this project. I wish to express my

gratitude to my colleagues Prof.Seema Unnikrishnan and Prof. Praveen

I would be failing in my duty if I do not acknowledge, with a deep sense of

gratitude, the sacrifices made by my husband Sushil for allowing me to spend

my free time on this project work and thus have helped me in completing the

work successfully.

Place: Navi Mumbai Signature of the Student

Date: August, 2012 SWATI MUKHI CHHILLAR

7

CONTENT

CHAPTER NO TITLE PAGE NUMBER

Preliminary Cover page 1

Title 2

Declaration 3

Certificate 4

Acknowledgement 6

Contents 7

List of Tables 10

Executive Summary 11

Chapter-1 Introduction 3

Chapter-2 Literature Review 3

2.1 Review of Literature 3

2.2 Summary of Literature Review 41

2.3 Conclusion of Literature Review 41

2.4 Research Gap 42

Chapter-3 Research Objective 43

3.1 Purpose of the study 43

3.2 Scope for Research 43

3.3 Need for Research 44

3.4 Objective of the Study 44

3.5 Hypothesis 45

3.6 Methodology 46

3.7 Development of Questionnarie 47

8

3.8 Data Collection 49

3.9 Data Analysis 50

Chapter-4 Theory of Motivation 52

4.1 Intrinsic and Extrinsic Motivation 54

4.2 Review of Theories of motivationrelated with Non-monetary

57

4.3 Hierarchy of Needs Theory 60

4.4 ERG Theory 64

4.5 MCCLELLAND’’S ACOUIRED NEEDSTHEORY

65

4.6 Motivation-Hygiene Theory 67

4.7 Functions of HRM 71

4.8 Business Scenario 72

4.9 Frustration of Faculty in Colleges 74

4.10 Reasons for Non-Productivity 75

4.11 Strategies for Retaining and todevelop non-performer into performer

78

4.12 Problem Areas 78

Chapter-5 Case Studies 80

Chapter-6 Data Analysis and Hypothesis testing 92

6.1 Data Analysis 92

Chapter-7 Conclusion & Suggestion 123

7.1 Conclusion on age Basis 124

7.2 Conclusion on Gender Basis 125

7.3 Suggestion 126

Chapter-8 Limitations of the Study 129

9

ANNEXURE

ANNEXURE I Bibliography 130

ANNEXURE II

ANNEXURE III

Questionnaire

ABBREVIATIONS

133

144

10

LIST OF TABLES

TABLENO.

TABLE NAME PAGENUMBER

Table -1 Case Processing Summary 93

Table -2 FDP * Age Cross tabulation 96

Table -3 Flexibility * Age Cross tabulation 97

Table -4 Research Activity * Age CrossTabulation

99

Table-5 Higher Studies *Age Cross tabulation 102

Table-6 Appraisal * Age Cross tabulation 106

Table-7 Relation between age categories and non-monetary tools

107

Table-8 ANOVA Test 108

Table -9 Case Processing Summary 110

Table -10 FDP * Gender Cross tabulation 111

Table-11 Flexibility * Gender Cross tabulation 112

Table -12 Research* Gender Cross tabulation 114

Table-13 Studies * Gender Cross tabulation 116

Table-14 Appraisal * Gender Cross tabulation 118

Table-15 Relation between Gender and Non-monetary tools

120

Table-16 ANOVA test of non-monetary tools andgender

120

Table -17 Correlation between Performance and non-monetary tools

121

11

EXECUTIVE SUMMARY

Education Industry is one of the biggest service Industry not only in India, but

across the globe. In the education Industry as well, the professional colleges

form the major chunk.

The demand for professional education has increased manifold in the last 10

years. This manifold growth has been seen not only in terms of domestic

students but offshore students as well. The demand of professional colleges

is so huge in India that even the foreign players are interested in entering into

this space. Some are trying to take the route of partnership with Indian Player

while others are trying to enter directly by opening their new campuses in

India. Even the competition between domestic players have enterted into a

new arena and as a result more and more new campuses are growing up with

International standards, better infrastructure, modern facilities and many other

amenities.

But as said that everything comes with a pros and cons, this increased

competition has also come up with a disadvantage. Because of this stiff

competition between the colleges and to give the best quality to the students,

poaching of experienced and highly qualified faculties began. The new and

wealthy campuses started throwing money to get the best of the faculties

along with other facilities. The poor colleges couldn’t afford this.

The situation is going to be more grim in the near future when the foreign

players also enter into this space. Most of the people think that faculties jump

12

from one college to another because they are getting better and hefty pay

packages which they can’t afford.

Unfortunately the perception is not true. Money is one of the foremost and an

important factor for attrition. But along with money there are other factors as

well which are pretty much equally important or probably more important than

money while considering the attrition rate. But these colleges do not pay

attention towards these factors. The study aims at trying to understand the

importance of various Non Monetary factors which play a major role in talent

retainment and Motivation of the faculty members in professional colleges.

These non – monetary factors under consideration are the major drivers in the

near future which will help the domestic players fight against the foreign

players in the education space.

All people do not give equal weight age to Money. For them other factors like

recognition of their efforts, giving them a chance for their higher studies,

paying attention towards their career growth, personality development to

name a few are more important than money. These people are more

motivated by the above mentioned factors as compared to money.

The objective of this study is to understand those factors which can have

more impact than money on the motivational level and talent retainment of the

faculty members. Because in professional colleges, faculties are the most

important assets. If a college loses out an experienced faculty, he can’t

replace the same experience and knowledge with even 6 different new

faculties.

13

Hence the institutes waste lot of resources in finding the new faculties and

training them to bring them at par with their standards.

The study tried to understand from the faculties point of view, the various

factors which motivated them to work and stick to a particular institute except

money. In the coming years, the demand for experienced and well qualified

faculties is going to rise at a very fast pace. Once the factors have been

identified, the institutes need to focus more on these issues, so that they can

manage the talent with in their college and can motivate the faculties to work

better. These factors are more connected with the basic needs as well as

secondary needs of an Individual like recognition, career growth, working

environment, peer relations to name a few. But the weight age of these

different factors differ from individual to individual depending on the needs

and the requirements. For example, the young faculty members are more in

favor of FDP and research activities where as on the other hand, older

faculties give more preference to Scientific Appraisal systems. Similarly

female faculties give more preference to flexibility in work timings as

compared to their male counterparts.

The study has been done in 30 different colleges from Mumbai, Navi Mumbai

and Pune. Faculty Members have been selected from all the specializations

viz. Marketing, Finance, HR, IT and Operations. The Data was classified and

tabulated as per the weight age given to different factors based on the Age

and Gender. Various statistical tools were used in the analysis of the collected

data.

14

The findings were arrived at from the analysis of data and the comparative

derivations from the available secondary data.

It has also been strongly determined that in the professional colleges, Money

or pay package is just a small factor responsible for attrition. If other Non –

Monetary factors are being taken care of, then the Motivation level among the

faculties will rise significantly and will help the colleges to stand apart and be

more strong in this tiff competition where all the colleges are looking for

experienced, well qualified and more talented faculties.

The research is expected to help the professional colleges to overcome the

turbulence in hard times and to sustain the stiff competition that they a4re

facing from their domestic counterparts and is going to face the same from

their foreign counterparts in the near future.

This will definitely give a boost to our economy as well, since education is one

of the most important pillar of our service industry and indirectly our economy.

1

CHAPTER 1

INTRODUCTION

It is widely accepted by the organizational theorists that manpower is one of

the most important assets of an organization because things are getting done

through employees. In other words, the success of an organization in realizing

its objectives heavily depends on the performance of its employees.

Therefore, it is important to focus on the factors affecting the performance of

the employees. Performance is considered to be related with the concepts of

ability,

Ability is a function of skills, education, experience and training. Opportunity

refers to the Infrastructure needed to perform a job. Finally, motivation is the

desire to achieve a goal and willingness to exert effort for it. Motivation is

something that can lead to better performance when other conditions are met.

But, it has an advantage over others in the sense that while the opportunity

and ability tend to be stable and difficult to change for the personnel,

motivation has a flexibility, that is, it can be changed by some means.

Moreover, it is apparent that in the absence of willingness to perform; capacity

and opportunity will not generate the desired results. If the situation is to be

explained by a proverb; you can take the horse to the water but you cannot

make it drink. All organizations, whether public or private, need motivated

employees to be effective and efficient in their functioning, in addition to the

other factors. Employees who are motivated to work energetically and

creatively toward the accomplishment of organizational goals are one of the

most important inputs to organizational success. Consequently, the challenge

for organizations is to ensure that their employees are highly motivated. When

2

the issue is motivation, one of the first things that comes to ones mind is the

concept of non-monetary tools, which refers to any means that makes an

employee desire to do better, try harder and expend more energy. With

regard to non-monetary factors, it can be argued that private organizations

have more financial sources to motivate their employees than the public

organizations. Moreover, while many organizations have monetary incentives

such as bonuses, commissions, cash rewards etc, As a result, it is important

to look for any possible alternative means that can be used to motivate

employees in the organization.

In line with this purpose, this study focuses on the use of non-monetary tools

as a motivational tool and their effectiveness in the motivation of employees.

Non-monetary or non-cash incentives do not involve direct payment of cash

and they can be tangible or intangible. Some examples of this kind of

incentives are; encouraging the employees by providing them with autonomy

in their job and participation in Research work, Higher studies, Performance

appraisal, Flexibility in hours etc.

Starting with Elton Mayo and Human Relations School, it is emphasized that

the need for recognition, self respect, growth, meaningful work, social

activities are as important as non-monetary tools in increasing the employees’

morale and motivation. There are many contemporary research studies

supporting the effectiveness of non-monetary incentives as a motivating tool

in the organizations. However, there is hardly any study regarding its use in

professional colleges. This study will try to shed light on this issue and explore

the motivating potential of non-monetary tools in the education sector.

3

CHAPTER – 2

LITERATURE REVIEW

An extensive Literature review has done to get an In depth Insight into topic of

Motivation and Talent retainment on E Libraries like Proquest and Ebesco,

Departmental Library, Journals, Books etc. Research on Ebesco on the topics

Talent Retainment and Motivation had generated 239 peer reviews, full text

papers and the search on Proquest generated 171 results. Though many

studies are there, but much less work has been done particularly on the

faculty members of management Institutes. A study is reported of the

variations in institutional commitment and job satisfaction, as related to

subsequent turnover in a sample of faculty members of professional colleges.

A longitudinal study was made across a 10 1/2 month period, with attitude

measures collected at four points in time. For this sample, job satisfaction

measures appeared better able to differentiate future stayers from leavers in

the earliest phase of the study. With the passage of time, institutional

commitment measures proved to be a better predictor of turnover, and job

satisfaction failed to predict turnover. The findings are discussed in the light of

other related studies, and possible explanations are examined.

IS TRAINING THE RIGHT ANSWER

Although institutes often view FDP as the solution to any problem within the

organization, the trainers go through a maturation process in which they learn

that training is not the only answer, and that in some cases, training programs

are inappropriate and a waste of time. A trainer's organizational role then

changes from training employees in basic skills to solving the organization's

structural or conceptual problems. . Training is a short term solution unless it

4

works towards observable results that can be appraised, as is the case with

sound skill training.

COMPONENTS OF EMPLOYEE ORIENTATION

Many personnel professionals do not understand that employee development

and employee orientation can be very different things. Not understanding the

difference between the two concepts can limit the effectiveness of both

development and orientation. Development involves teaching people skills so

that they become qualified to do a certain task. It is designed to change

behavior. Orientation, on the other hand, helps employees to adapt to new

work environments and to understand institute goals. Orientation addresses

knowledge and attitudes instead of behavior. Board games and other kinds of

games can be used for the training of faculties. The use of games will

reinforce certain points, increase factual knowledge, and give the participants

a chance to make decisions. Game situations will allow the players to feel

some of the frustrations of everyday occurrences.

The present study was conducted to determine whether development about

training affect pre-training motivation and transfer of development in a large-

scale development curriculum. In addition, the influence of social support for

development from four institute constituents and task constraints in the work

environment on pre-training motivation and development transfer were

evaluated. Nine hundred sixty-seven faculties completed a questionnaire that

assessed 14 constructs. Structural equations analysis with LISREL VII

indicated that the overall reputation of training, intrinsic and compliance

incentives, organizational commitment, and three social support variables

5

(subordinate, supervisor, and top management support) were predictive of

pre-training motivation. In addition, pre-training motivation and subordinate,

peer, and supervisor support were predictive of managers’ perceived training

transfer. These findings suggests that previous theory and research serve as

a useful heuristic for predicting the effects of general beliefs about training on

training effectiveness. Implications of the-findings for future research and

practice are discussed.

LINK BETWEEN TRAINING AND MOTIVATION

The purpose of this study was to explore and describe the motivation for

training, in four persons with unilateral neglect, who participated in an

intervention study aiming to improve sustained attention. Data about the

participants’ motivation was collected through observations and semi-

structured interviews based on the terms used in the volitional subsystem in

The Model of Human Occupation. Findings show that the four persons’

awareness of their own disabilities influenced their motivation toward training

and that they sometimes overvalued their own capacities, especially

concerning activities they had not practiced since before the stroke. This

report concludes with a discussion on the implications of the study on

occupational therapy practice.

TRAINING EFFECTIVENESS

Training effectiveness is a function of trainee characteristics, training design

and contextual factors. Social exchanges in the work environment have

received less attention compared with other training effectiveness predictors.

6

We focus on the extent to which leaders (through their relationships and

exchanges with followers) influence skill transfer, maintenance and

generalization. We also examine two intervening processes (training

motivation and outcome expectancy). Our findings, based on surveys from

495 employees, argue for the importance of leader member exchange for

training transfer, with training motivation and outcome expectancy as

intervening mechanisms.

HOW TRAINING HELPS IN MOTIVATION

Toward an integrative theory of training motivation: a meta- training

motivation: a meta-analytic path analysis of 20 years of research.

This article meta-analytically summarizes the literature on training motivation,

its antecedents, and its relationships with training outcomes such as

declarative knowledge, skill acquisition, and transfer. Significant predictors of

training motivation and outcomes included individual characteristics (e.g.,

locus of control, conscientiousness, anxiety, age, cognitive ability, self-

efficacy, valence, job involvement) and situational characteristics (e.g.,

climate). Moreover, training motivation explained incremental variance in

training outcomes beyond the effects of cognitive ability. Meta-analytic path

analyses further showed that the effects of personality, climate, and age on

training outcomes were only partially mediated by self-efficacy, valence, and

job involvement. These findings are discussed in terms of their practical

significance and their implications for an integrative theory of training

motivation.

Information systems managers have identified training as an important

7

management area because of the ever increasing availability of software for

use by those who are not information systems professionals. Previous

research in this domain indicates the need for improved software training, but

has not rigorously assessed the outcomes of different approaches to training.

The research questions are as follows: How do different approaches to

training managers to use a computer software language to develop and

maintain their own decision-making models affect the outcomes of training?

Do individual differences among these managers interact with the approach

they receive?

How to build employee motivation by creating an environment that rewards

excellent achievement at every level

Employee motivation is a mystery for many managers. But, it doesn't have to

be. Instead, understanding how motivation impacts employee performance,

and understanding how to use motivation to improve performance can be

reduced to five master keys.

Organizations desiring to improve employee motivation need a system in

place that consistently rewards employee achievements. I am always

surprised how only few organizations have such a system in place. However,

not all the employees respond to the same motivational tools. Each person

has his or her own likes and dislikes, passions, interest and desires. The role

of the successful manager is to learn how to identify what motivates each

employee and learn how to leverage these motives to simultaneously fulfill the

goals of the organization as well as the goals of the individual employee.

8

The five key employee motivation factors include – Satisfaction, Appreciation,

Recognition, Inspiration and Compensation.

IS MONEY THE ONLY MOTIVATOR

During the 60's, money was not supposed to be a motivator. Both Abraham

Maslow and following him, Frederick Herzberg, maintained that compensation

did not motivate, but rather tended to dissatisfy. They were correct, but one

must take their definitions of salary and motivation in context. Without going

into a long discussion, let's just say that base compensation does not

motivate, but other forms of compensation such as profit sharing, bonuses,

deferred compensation, and stock option plans can be a form of recognition,

the second "best" motivator.

What is "motivation?" The root word is "move" which would mean that anyone

who is moved to do something is motivated. Therefore, sitting on a tack, or at

least the pain associated with it is a motivator. In psychology, at its most basic

a motivator is that which impels or compels an individual to act toward

meeting a need. On a physiological level, thirst, hunger, and sex are

motivators or drives. They are basic needs which must be met.

Relating this to a corporate environment, it is not base compensation which

drives the employee, but what that base compensation can satisfy in a higher

level of needs. Money can't buy love (well, except for buying a kitten or

puppy), but it can buy some security such as insurance benefits (a need level

one step up from basic). After basic and security needs are met,

compensation is not the motivator.

9

INCENTIVE COMPENSATION

All incentive compensation programs require that there be established

standards of performance. In some, while difficult, it is also necessary to

establish a way to measure the productivity of individuals or groups

(departments). But there can be no way of distributing incentive compensation

without these two actions - unless one considers across-the-board bonuses

as a form of incentive compensation

INTRINSIC AND EXTRINSIC MOTIVATION IN CONNECTION TO

COMPENSATION.

Compensation is by its very definition, an extrinsic motivator. As the intensity

of the motivator increases, the extrinsic motivation increases (More Money =

More Motivation). The problem with this is that, as numero uno alludes to in

your other thread, extrinsic motivation will reach a terminal level, in terms of

its increased production value.

A person has to have intrinsic motivation (a love for the work, the desire to be

loyal or honourable, etc) in order to reach the highest levels of production.

Simply increasing the compensation level will not increase their motivation to

do the best job possible. Different people have different thresholds. In sales, it

is important to identify those who are strongly "money motivated", where the

line between extrinsic and intrinsic motivations are blurred. Identifying the

psych factors that maximize potential productivity, in a certain job, and pre-

testing for them as part of the hiring process is becoming a large part or

recruitment

Beliefs about the utility of rewards and punishments in motivating human

10

behavior are deeply ingrained and most people don’t know that more than 100

research studies have shown that motivating people in this manner can have

unintentional effect of undermining their internal drives..

Once you replace someone's internal motivation to do something with an

external reward or punishment, their inner drive reduces, these studies show.

I've turned a hobby into a job and vice versa, and my internal truth-o-meter hit

a high note reading this. No matter how much you love an activity—whether

it's writing, painting, programming, being an activist, home decorator,

whatever—assigning a deadline and a paycheck to it fundamentally changes

the nature of the task. Suddenly it's "work," and there's a big difference

between work and play. Of course, as the lucky ones will attest, you can love

your work and do it well even when there's money involved. But these studies

show that humans are more productive and motivated when they're driven by

inner desire instead of external expectations.

IMPACT OF CAREER ORIENTATION

Careerist orientation creates a negligible impact on the level of organizational

commitment and job involvement, as proven by a regression analysis

involving a sample of full-time professional workers in Singapore. Results

indicate that increased levels of careerist orientation tend to result in

conflicting interests between employees and corporate owners, thereby

inducing low job involvement and increased turnover ratio. Statistics further

imply that organizations may not redirect the negative impact of careerist

orientation through improved work attitudes.

The importance of maintaining and developing a base of contacts to broaden

11

a network of connections is presented. Networking helps to develop mutually

beneficial relationships that help achieve short-term and long-term goals and

create a valuable support system.

A career plateau refers to a temporary flat point on the advancement

continuum during the career of an individual. Although it sometimes leads to

frustration, career plateau is not necessarily negative. In fact, it can be healthy

for professionals, particularly those who have just accomplished a

breakthrough in their careers. A plateau can be a highly valuable and stable

period of rest and security that provides an opportunity to regain perspective

and digest new ideas. Individuals who have comfortably leveled off during this

plateau are more likely to regroup and plan better for the next stage of their

career development, and are less likely to experience frustration and

dissatisfaction than those who have not. Supervisors and trainers should

show patience for persons whose careers are plateau and learn to decipher

cues indicating the readiness of individuals to resume their growth.

Are career plateaus always negative? Although they do provide an element of

frustration on the part of the accountant, as well as for supervisors, plateaus

are a time when new ideas are digested. They can be highly desirable stable

periods of rest and security used to gain a sense of perspective. Following

this, an effort to regroup and plan the next phase of growth takes place in the

motivated individual. The person who may be peaking in his or her career is

likely to remain at this level indefinitely or begin to diminish in performance.

What is the nature of a plateau? It depends on the ability of the individual,

perhaps along with the advice of the person's mentor, to understand the

12

plateau and use it in helpful ways. Some individuals feel safe and secure

during plateaus. Although the employee's trainers and supervisors may

become discouraged, they should try to appreciate that a period of stability

may be very healthy following accomplishment. Such an accomplishment

could be in the form of technical learning, increased visability within the

organization, overcoming of difficulties in effectively managing subordinates,

and making a full transition from one level to the next requiring effective

delegation.

The learning process requires plateaus. Following a period of career

enhancement, a person benefiting from an opportunity to assimilate the new

knowledge or ability will be able to fully integrate it into his or her repertoire of

professional conduct and job handling.

Therefore, pushing the accountant too far without the essential period of rest

may lead to frustration and dissatisfaction. Such unrealistic requirements

hinder the smooth integration of the learning process.

Job stress is increased during periods of increased pressure to absorb and

use new technical or managerial material. Allowing accountants time to regain

their perspective will help to reduce this tension. Therefore, a transition period

is required. The mistakes, which are a natural part of the learning process will

serve to demonstrate not to dwell or be overly concerned about them. This

should suggest that they will need to fine-tune their approaches to tasks,

responsibilities, and subordinates, and to discover what works best for them

as unique individuals.

13

Accountants left to their own natural ability to grow intellectually and

emotionally will easily move to the next, more difficult challenge. Supervisors

and trainers need to be patient and wait for accountants of varying ability and

energy levels to resume the process of growth in accordance with their own

feelings and internal motivation. They can, and should, receive on-going

career counseling, but not to the point that it becomes counter-productive.

Goal-setting should be carefully done to avoid over reaching.

It is important to reinforce accomplishments. Encouragement can be verbal or

in written evaluations. It may be beneficial to assign reinforcement task during

plateaus. Accountants should be informed that plateaus are perfectly normal

and that others are at their same level. Highly motivated staff can become

very negative on themselves for perceived stalling of their career growth. It is

common for such a person to desire and expect continuous upward mobility

through constantly being given increasingly more demanding assignments.

Accountants can and will communicate in some manner their readiness to

more their career into a forward direction. This may come in the form of a

request for more challenging assignments or a complaint that the work has

become routine.

It is imprudent not to move accountants ahead too fast. This may result in

early burnout with termination or resignation likely.

READY FOR MORE RESPONSIBILITY

How can you determine when the person is ready for more responsibility?

Having a perceptive view of non-verbal communication such as body

14

language will assist in determining if the person has successfully assimilated

the new knowledge or skill. Physical tension, a disrupted speech pattern,

avoidance of eye contact, and a dulled enthusiasm may indicate that the

person has not integrated enough new information to move ahead today.

However, a relaxed attitude and enthusiastic participation in the career

process indicates readiness to begin the career progression process.

The system of providing regular, participative performance evaluations along

with biennial career reviews will prevent the mutual misdiagnosis and

"treatment" of a career plateau. Perhaps what we call the "career pencil

pusher" is tomorrow's star supervisor taking a break from unhealthy and

consuming pressure and working new knowledge into the daily routine.

It is helpful to stay in touch with your staff by periodically asking them how

they feel their work is progressing. Opening channels of communication is

vital. Asking what they feel has been their greatest accomplishment and to

prepare self-evaluations highlighting the weaker areas will foster this type of

openness. Advising developing accountants to stay interested in their careers

will help them maximize their potential, find some particularly enjoyable

aspect of their career, and further their involvement and development.

A plateau can be a positive experience if combined with reassurance about

individual accomplishments. Recognizing the difference between a plateau

and a permanently stalled career is essential to good firm and human

resource management. Supervisors, trainers, and the human resource

professional can all work together to assist upwardly mobile staff to properly

assimilate new knowledge and skills.

15

IMPACT OF ENTERPRENEURSHIP

Entrepreneurial career choice has been identified as one of the defining

features of entrepreneurship. This paper reports a mixed methods study that

investigates the role of social cognitive self-regulation in that process. Based

upon survey data regarding two existing self-regulatory constructs –

regulatory pride and entrepreneurial self efficacy – founder manager

entrepreneurs appear to be distinguished from each other, and as a group

from employee

Managers by a distinct pattern of self regulation. When analyzed in

combination with interview data, that pattern of self-regulation is strongly

related to creativity, self-realization, altruism, independence, and challenge as

reasons for entrepreneurial career choice.

PROJECT MANAGEMENT

Project Management is multidisciplinary in nature; it involves a number of

activities and requires the project manager to possess a wide variety of

competences. This thesis aims to investigate which competences

organizations currently require from project managers.

The aim of this thesis is to examine which factors and incentives affect the

work motivation of students from technical degree programmes in Sweden

and Finland, and how companies can attract graduating students to apply for

a job. The study explores also similarities and differences in preferences of

work-related incentives and impact of cultural differences in work values.

16

STUDY OF POLITICIANS (MOTIVATION FOR THEM)

We study electoral competition among politicians who are heterogeneous

both in competence and in how much they care about (what they perceive as)

the public interest relative to the private rents from being in office. We show

that politicians' incentives to behave opportunistically increase with politicians'

pay and with polarization of policy preferences. Moreover, politicians may

have stronger incentives to behave opportunistically if other politicians are

more likely to behave opportunistically. A political culture may therefore be

self-reinforcing and multiple equilibria may arise. Lastly, we show that the

mere probability that politicians care about the public interest enables

opportunistic politicians to damage the reputation of their competitors.

Tinbergen Institute, Erasmus University Rotterdam

The author empirically researched cultural differences in customers'

qualitative perceptions of hotel services and also reviewed relevant literature.

Asian and Western customers were compared on response factors including

emotional response.

COMPARISON OF JOB SATISFACTION, JOB INVOLVEMENT ANDORGANIZATIONAL COMMITTMENT

This article draws on a sample of state government health and human

service managers to develop and test a model of work motivation. The

authors examine the effect of individual attributes, job characteristics,

and organizational variables on three aspects of work motivation: job

satisfaction, organizational commitment, and job involvement. They find

that managers have varying degrees of influence over these different

17

aspects of work motivation, with greatest influence over job satisfaction

and least influence over job involvement. A number of variables are

important for work motivation, including public service motivation,

advancement opportunities, role clarity, job routineness, and group

culture.

COMPARISON OF MONETARY AND NON – MONETARY MOTIVATIONALFACTORS

Motivation plays an important part in a society that operates without money.

This paper looks at motivation and what motivate people. It then looks at

money as a motivator and considers that money in itself does not act as a

significant motivator but does represent a number of motivations. The paper

then looks at motivators in the work place and considers that a number of

motivators that effect people personally act as better motivators than money.

The paper then concludes with a point regarding the need for the careful

design of work places to motivate people.

INTRODUCTION

The technocracy system of government that the Network of Europe

Technocrats proposes does not use money as a means of exchange or

resources allocation. This leads to a system where people can place

demands for goods though the allocation of energy credits, which represent

the systems capacity to produce. So long as a person forms part of society

they will have an equal share of the productions capacity of society. We can

therefore, see this as a system where people work for free and obtain good

for free as they receive no monetary compensation for working. This brings up

18

the question; why work in a Technate when you can obtain what you want for

free?

MOTIVATION

The word “motivation” and the word “emotion” both have a common root in the

Latin word “movera”, meaning “to move” and shows that motivation and

emotions have a close link [Passer, Gross]. What tends to motivate us tends

to have a personal, emotional aspect for us. This means that making it

personal becomes a key element in motivating people.

Motivation is divide into number of different types.

Push Motivators - Such as hunger or the need to keep warm and dry. These

motivators drive people to action to maintain homeostasis.

Pull Motivators - Such as incentives. These motivators result from external

stimulus to achieve action such as rewards.

Sensation seeking - These motivators work on seeking out novelty.

Social motives - The desire to belong to a group and peer pressure form

example of this type of motivator.

Achievements - These types of motivators result from the desire to win or the

fear of losing.

Within these different areas of motivation come a number of over lapping

concepts such as status or goals. Status could result from our need to belong

to group and our need to achieve as well as from pull motivators. Goals form

a central concept for all forms of motivators as all motivators cause us to act

19

to achieve a goal.

MONEY AS A MOTIVATOR

Organisational psychologists have conducted various different studies of work

and why people work [Bass] and conclude that although money plays an

important part in motivating people to work it does not form the sole

contribution to work motivation. Money was considered a strong motivator

and in a price system culture, people assume that the desire to earn money

forms the main motivator. However, some studies show the perception of a

fair pay has higher value than the actual amount of money paid and money as

a motivator does not hold such a high position as initially thought. Although

money does motive, other benefits such as health care or extra holidays have

a higher ranking among many workers than extra pay. Other factors for

motivation were the influence of groups and the individual’s culture. Culture

aspects of motivation result in attitudes such as the protestant work ethic.

However, this only appears as the case in wealthier nations; in poorer

countries, pay forms a very important motivator. However, this may result

from the low pay conditions that many people experience in poorer counties

so that money has a high motivating factor as it can make the difference

between having enough to eat or not.

Yet further investigation of money as a motivator shows that the actual money

does not motivate people. People do not just earn money and then sit on it.

They use the money for something, such as buying a house or food or saving

for a rainy day. Thus, money stands in for or represents a number of

motivators and the power of money to motivate comes from the fact that

20

people can exchange it for other items that do motivate them.

MOTIVATION IN THE WORK PLACE

Some of the strongest motivators in the work place environment include the

opportunity for personal accomplishment, growth, social relationships as well

as cultural factors. Programmes aimed at improving work motivation have

taken a number of forms. Some have concentrated on enriching the work

environment though providing opportunities for growth and to develop

different skills. Some schemes have concentrated on rewards such as extra

time off or increased pay for desired behaviour. Setting objectives and goals

has worked as a strong motivation technique. Each of these techniques adds

something personal to each individual. However, some techniques work well

with some people but not with other as different people have different

motivating factors [Warr]. For examples, sale propel often have social

motivators where as engineers find technical things motivating.

SUMMARY

Motivation takes on a number of forms; from push motivators to the need for

achievement. Motivation has a close link to emotions. Money, however, does

not form a string motivator in many counties but it can stand in for a number of

other motivators such as holidays or buying a new house.

CONCLUSION

As a Technate will operate without money the experts in various positions will

need to give more thought to motivation. As money stands in for a number of

motivators we will need a mechanism to replace the motivational aspects of

money. This will mean great emphasis on designing work and work places to

21

motivate people and to fit people to work that they wish to do. Automation will

help to some degree through removing less desirable occupations but we will

still need to give consideration to how we design work. Research has show a

number of techniques that have some degree of success. However, not all

methods work for everyone all the time. Therefore, work place design may

need a number of complimentary motivational techniques

The challenge that continues to face HRD is how to integrate real concerns

for diversity into programs, practices, and research. Critical race theory was

used as a lens to examine work on diversity published in Human Resource

Development Quarterly (HRDQ). Eight publications were selected and

analyzed.

Despite the prevalence of corporate diversity initiatives, most companies have

failed to achieve racial balance in their organizational structures. Current

workforce diversity initiatives are caused not by the changing composition of

the workforce itself but by the inability of organizations to truly integrate and

use a heterogeneous workforce at all levels of the organization. In recent

years, the discussions about improving diversity initiatives have focused on

organizations’ readiness to create a diverse workforce, to sustain a diverse

workforce, and to assess their current disposition to manage, teach and

evaluate diversity effectively. Unfortunately, the absence of corresponding

changes in the organizations have created a culture that is somewhere

between toxic and deadly when it comes to encouraging diversity. Hence, the

presence of real diversity that is sustainable as a characteristic of the

organization is missing. The purpose of this paper is to examine the

22

assumptions and paradigms used to discuss diversity and equity in human

resource development (HRD) using critical race theory (CRT) as a lens.

Human Resource Development Quarterly (HRDQ) will provide a snapshot of

publications on diversity in the field of HRD.

BACKGROUND OF CRITICAL RACE THEORY

In mid-1970, Critical Race Theory (CRT) emerged as a separate entity from

an earlier legal movement called critical legal studies (CLS). Critical legal

studies as a movement formed around the recognition that civil rights

legislation and case law was producing diminishing returns. The CLS

movement scrutinized legal doctrine to expose both its internal and external

inconsistencies revealing ways that “legal ideology” has helped create,

support, and legitimate America’s present class structure.

The CRT movement is a collection of activists and scholars interested in

studying and transforming the relationship among race, racism, and power

(Delgado & Stefancic, 2001). The Movement highlights a creative and

tension-ridden fusion of theoretical self reflection, formal innovation, radical

politics, existential evaluation, reconstructive experimentation, and vocational

anguish.

Critical race theorists contend that the principle beneficiaries of affirmative

action have been Whites and the dominant majority because White women

have gained employment opportunities and increased economic benefits and

therefore so have the White men who are part of their families. For this reason

companies may continue to support affirmative action and in so doing they

“feel good and virtuous, minorities grateful and humble”. CRT calls for us to

23

“demystify, interrogate, and destabilize affirmative action” creating a new

model 19 based on respect for the worth of each individual. This radical view

can assist HRD practitioners and researchers to think outside the box on

issues of diversity.

As Senge observes, I find a growing number of organizational leaders who

while still a minority feel they are art of a profound evolution in the nature of

work as a social institution. ‘Why can’t we do good works at work?’ Asked

Edward Simon President of Herman Miller, recently. ‘Business is the only

institution that has a chance, as far as I can see, to fundamentally improve the

injustice that exists in the world. But first, we will have to move through the

barriers that are keeping us from being truly vision-led and capable of

learning.’

CRT is interwoven with our understanding of the revitalization and

marginalization of minorities within most U.S. organizations. Although these

themes are not new in and of themselves, they represent a new challenge to

the existing method of conducting research and practice in HRD. The first

tenet of CRT maintains that racism is ordinary and pervasive. CRT begins

with the notion that racism “appears normal and natural to people in this

society”. The second tenet employs storytelling to analyze the myths,

presuppositions, and received wisdoms that make up the dominant view of

race.

Storytelling is also a way of infusing the voice and experience of subordinate

groups into academic discourse to explain shared notions of race, racial

experience and marginalization. The third tenet is a critique of liberalism

24

implying that liberalism focuses on deliberate, incremental change in the legal

system and society while CRT demands radical, systemic change. The fourth

tenet argues that the primary beneficiaries of civil rights legislation have been

Whites, specifically, White women.

CAREER DEVELOPMENT AND ARTIFICIAL BARRIERS

In the United States, artificial structures based on attitudinal and structural

barriers have remained relatively impenetrable for women and racial zed-

minorities. There are several unique factors that affect gender and race.

These factors can be analyzed at three levels- individual, interpersonal, and

organizational. At the individual level, women and minorities are often

assigned misattributes that limit their career and professional advancement.

There is no evidence that women are not 21 equally open to transfers and

that ethnic minorities are not interested in senior level positions.

The most effective forms of social control are always invisible. At the

interpersonal level, the lack of role models and mentors within an organization

serve as constant reminder that upward mobility is not unattainable. More

effective by far are the beliefs and attitudes a society fosters to rationalize and

reinforce prevailing distribution of power and opportunity. It is at this level that

stereotypes and hierarchies play an important role in constructing barriers. At

the organizational level, stereotypes and misperceptions are transmitted

through societal norms thus appearing natural and inevitable at every level

rather than arbitrary and alterable.

25

PROGRAM PLANNING AND WORKPLACE DIVERSITY INITIATIVES

The dilemma facing workplace diversity initiatives is the ubiquitous nature of

racism and stereotypical behavior. As old social constructs are deconstructed,

new social constructs are forming new foundations and altering realities.

There are time laps between organizations, society, and research about how

to manage diversity and how to stay ahead. Valuing diversity looks very

different at many organizations. Some organizations value diversity by

employing and retaining many minorities, but fail to develop and promote

them through the ranks of the organization. Other organizations value

diversity by employing the few minorities and promoting only one or two to top

senior levels as tokens or the result -end product of diversity initiatives.

Essentially, a diverse workforce should foster productivity, effectiveness, and

high levels of competition. However, the process of managing diversity has

been both intuitive and neutral, dismissing the positive impact and

opportunities of a diverse workforce. Whether diversity proves positive or

negative will be a function of the organizational environment, but in any event,

it is not a neutral or intuitive process. By focusing the lens of CRT on human

resource development, the challenges are to deconstruct and redefine the

normalcy of social norms and to construct new realities that are truly

consensual.

PERFORMANCE EVALUATIONS AND SOCIAL CONSTRUCTS

The problem faced by most minorities is that their performance criteria are

often different from that of men. These criteria are often disguised as standard

or gender- race- neutral principles. In a White- male-centered world, one in

which most policies and practices are organized around the male experience,

26

the unique characteristics of women and minorities are perceived as core

deficiencies. These hidden standards in performance evaluation, policies and

practices support the institutional privileging of the dominant group’s

perspective and experience. If the primary function of HRD is to

improve/enhance performance through learning and measurable out-comes,

then learning objectives with disguised standards at its core, will inadvertently

perpetuate the status quo and minimize marginalized groups’ voices.

However, if self- reporting is used as a storytelling instrument, it can be a

powerful tool for HRD practitioners and researchers infusing the voices and

experiences of marginalized groups into organizational processes.

Implications for the HRD Field In this paper we have introduced the notion of

CRT as an analytical framework for diversity initiatives, practice, and

research. Diversity management is not just changing the composition of the

workforce. Rather, diversity initiatives that command true integration of a

heterogeneous workforce at all levels of the organization should include other

inputs in the system. Furthermore, diversity initiatives require procedural

fairness and an accurate 22 diagnosis of diversity issues. We hope that HRD

would use the ideas of CRT:

a) To understand issues of workplace dynamics.

b) To acknowledge the importance recruitment and selection

c) To ensure fairness when utilizing developmental tools such as mentoring,

coaching, and job rotation programs. Applying CRT to HRD is potentially more

useful than other critical frameworks. For instance, when HRD practitioners

27

“understand how a regime of White supremacy and its subordination of

people of color” is maintained through the law (particularly civil rights

legislation) and societal norms, they can use this new understanding to

change organizational policies and practices. Understanding and changing

the bond between the law and racial power will assist HRD practitioners to

create meaningful diversity initiatives. CRT does not focus solely on race but

instead takes a stand against essentialism which reduces a person’s

experience to one characteristic. In this way it allows HRD scholars to

examine race, ethnicity, gender and other minority group experiences as

intersecting realities that inform an individual’s total work personality.

The primary contribution of this study is that it offers an opportunity for HRD

scholars and practitioners to reflect upon and discuss CRT and HRD. The four

tenets of CRT are useful for theory development and examining organization

development, individual development, and career development from the

perspective of power and privilege. Like most educators, HRD professionals

seldom analyze or even acknowledge the existence and consequences of

power.

Power operates on several levels. Power can be used to suppress issues, to

prevent them from coming up for decision making; to stop conflict and prevent

questioning of prevailing dominant ideas and practices. The theory of CRT

views this power as enabling racism, silencing voices of no dominant

members, and maintaining the status quo. A key feature of CRT, interest

convergence articulates the notion that because racism advances the interest

of both White elites (materially) and the working-class (psychologically), large

28

segments of society have little incentive to eradicate it. Therefore, if HRD

practitioners do not eradicate inequities or make the inflexible flexible, the

status quo and the incentives remain the same for the dominant group. It is

obvious that the impact of diversity is being felt in the field of HRD especially

with the escalating importance of globalization. Subsequently, we conclude

that it is imperative that HRD practitioners and researchers form more useful

collaborations in theory building and in the use multi-paradigms to discuss

diversity and equity in human resource development

This paper explores the impact of a lack of sensitivity to the ethical issues that

surfaced in a specific welfare-to-work program on participants’ perceptions,

self-esteem, and motivation. Ethical issues in three areas were identified and

discussed: (a) professionalism and accountability, (b) participant and provider

relationships, and (c) shared responsibilities.

Ethical issues sounds banal and trite. For ages philosophers have written

hundreds of books in an effort to understand, explain, categorize, and label

moral, immoral, and amoral human behavior and the rationales behind our

actions. Yet, there still is not a universally accepted way of analyzing ethical

situations and ethical issues are not a favored topic for discussion in public

arenas or private conversations.

However, as a society we do feel that people should be trustworthy and fair in

their dealings with each other. We expect behavior that promotes the welfare

of individuals, organizations, and communities. Yet as recent events

demonstrate, our society faces a crisis in professional responsibility.

Professional associations are worried about the image of their professionals,

29

and as a result, they have developed and enforced codes of ethics to protect

the public and their own interests. Codes of ethics postulate that adoption of

and adherence to a set of standards for work-related conduct requires a

personal commitment to act ethically and individual responsibility to aspire to

the highest possible standards of conduct. Ethical issues are inherent in much

of what adult education practitioners do. The ethics of practice are discussed

in specific areas of adult education, such as program planning, administration,

advertising and marketing, counseling, advising, and continuing professional

education and recently, web based adult education. An ethical issue occurs

when harm to individuals is inflicted by incompetent and unscrupulous

practitioners or customers, colleagues, participants, and stakeholders are not

treated fairly or with integrity. Ethical issues arise from a clash of interests in

program planning, exercise of power in decision-making, questionable

administrative actions, creation of discriminatory programs, unfair treatment of

the less powerful, and violation of principles, standards, and policies.

Understanding the “cause and effect side of being ethically… and socially

responsible” is essential for the success of any professional situation.

Identifying ethical issues requires knowledge and awareness of the values of

the profession and of the cultural and socioeconomic background of the

participants. Although scholars increasingly stress the importance of planning

programs for adults, which focus on the relationship between cultural, social,

economic, and political systems in society, there is little evidence that these

relationships are noticed and implemented in designing welfare to work

programs.

In 1996, Clinton Administration enacted the Personal Responsibility and Work

30

Opportunity Reconciliation Act (PRWORA) with the purpose of moving

existing welfare dependants to self-sufficiency through work. Employability

skills became vital for the success of 69 welfare programs and recipients,

pushing education and training issues to the forefront of the welfare reform

debate. Programs emerged to help welfare recipients acquire job skills, reform

their work attitudes, and find and retain employment. The success of these

programs depends on the ability of welfare-to-work agencies to foster

placement opportunities with public agencies, profit and not- for- profit

organizations, and to establish relationships with welfare recipients. Welfare

reform evaluation reports measure program impacts on employment and

welfare benefits, counting as successful programs that moved recipients from

welfare to work. Recent government reports, for example, state that the US

has made great progress in the implementation of the welfare-to-work reform,

concluding that with the passage of PRWORA, welfare has been successful.

As president Bush said in his speech on February 26, 2002, “Doors of

opportunity that were shut and sealed have been opened – in no small

measure because of the efforts of welfare recipients themselves. Even those

who raised doubts about welfare reform must concede that millions of

mothers previously dependent on welfare have proven themselves capable of

holding jobs”. However, literature today is still scarce on what impact and

consequences programs have on the welfare recipients, their perceptions of

the process and their standard of living. New welfare to work programs simply

demand that the individual develop a new identity, way of life and knowledge

without regard to their varied and unique life experiences, emotions, and

demographic attributes.

31

The purpose of this paper is to discuss a lack of sensitivity to ethical issues in

a specific welfare-to-work program. We focused on three areas:

(a) Professionalism and accountability

(b) Participant and provider relationships

(c) Shared responsibilities.

The paper is divided into a discussion of ethics and professionalism, the

welfare to work program, and a discussion section which includes the three

areas. Implications for program planning and implementation conclude the

paper.

ETHICS AND PROFESSIONALISM

Ethics studies the moral standards of a society to determine whether they are

permissible permissible. Ethics is important because it helps maintain

strategic focus and direction and because professionals must be viewed as

competent, credible, sincere, and caring by those they serve. For welfare-to-

work program planners and providers, an ethical perspective suggests that

addressing service delivery and management issues must be an

indispensable part of policy. The interaction among stakeholders, welfare

service providers, and welfare participants must be built on the principle of

interdependency, collaboration, and the underlying assumption that all

partners should receive what they need. Contemporary philosophy has

divided ethics into three ethical theories. These are meta ethics, the study of

the origin and meaning of ethical concepts; normative ethics, the search for

ultimate right vs. wrong moral standards that regulate proper behavior; and

32

applied ethics, which analyzes controversial business, societal, medical, and

environmental issues, utilizing meta ethics and normative ethics as analytical

frameworks. Thus, ethical theories provide a common language for

communicating, discussing and evaluating ethical issues.

To analyze the ethical issues and providers’ mischief-making in the welfare-

to-work program, we used an analytical framework based on three prominent

normative theories: virtue ethics, duty ethics, and consequentiality ethics.

Virtue ethics advocates moral education and stresses the importance of

developing good habits of character, such as respect, trustworthiness,

honesty, integrity, reliability, responsibility, fairness, caring, and generosity.

Duty ethics bases moral behavior on principles of obligations and duties to

ourselves and to others, and focuses on 70 the moral nature of the deed.

Duties to others, for example, involve benevolence, fidelity, not harming other

individuals, improving the conditions of others, acknowledging other people’s

rights of welfare, freedom, and pursuit of happiness. The consequentiality

ethics focuses on the consequences and contingencies of our actions for us

and/or for other people, measuring right and wrong actions by their favorable

or unfavorable outcomes. The boundaries between the principles of these

theories are not clearly delineated, and an ethical issue may be a topic of

more than one theory. In the light of this framework, we analyzed the ethical

issues that arose during a welfare-to-work program and the impact on welfare

participants and program outcomes.

THE WELFARE-TO-WORK PROGRAM

The welfare to work program recruited participants who have been on welfare

33

in the recent past with the goal to move them into entry level positions with

local law firms by providing a training program, internship experience, job

placement, and a personal mentor. The service provider hired various

vendors to train participants on interviewing and presentation skills, work

behaviors, literacy, computer, and basic legal terminology. Criteria for

admission in the program were a negative drug test, a high school diploma or

General Education Diploma (GED), successful completion of the Test of Adult

Basic Education (TABE), and a personal interview score sheet. Participants

were referred by local one-stop agencies, which provide employment services

and handle cases for welfare recipients, or by welfare recipients’ caseload

managers. Sixteen participants, 2males and 14 females of Hispanic and/or

African American ethnicity, were selected for the program. Participants had

varied educational and employment backgrounds. Participants were required

to attend a 16-week mandatory training orientation that included a curriculum

designed by a local community college vendor. The curriculum design

included topics in life skills management, keyboarding, math, and

literacy/grammar. Students were required to be in attendance Monday

through Friday, 8:30 AM- 4:30 PM. The program offered payment to students

for program participation. Upon completion of the program, participants were

guaranteed an entry-level placement in a local law firm. Participants were to

be assigned mentors at the law firm where they were placed.

The actual was compared with desired program outcomes to identify

problems with ethical behavior and to suggest some directions for welfare to

work program planning.

34

Professionalism and Accountability Professional competence is a complex

and multifaceted concept, which incorporates four core components:

knowledge competence, functional competence, behavioral competence, and

ethical competence. These components are interrelated and dependent on

each other. Knowledge competence is the possession of work-related

knowledge and the ability to apply this knowledge into effective use.

Functional competence is the ability to perform work-based tasks to produce

specific outcomes. Behavioral competence is the ability to behave

appropriately in work related situations. Ethical competence is the possession

of appropriate personal and professional values and the ability to apply them

effectively in professional settings. Accountability means recognizing the

consequences of what we do. It demands that professionals lead by example,

pursue excellence, and exercise self-restraint

Situations occurred in which the professional competence and accountability

of welfare-to-work providers could be questioned. For instance, providers

were not on time for their appointments. When they were late, they were

disruptive. These same providers constantly promoted professional behavior

as a must for success for the welfare participants, but were violating the same

norms, which resulted in their failure to model the desired behavior and

attitude. Providers often took participants from classes for administrative

reasons while insisting that attendance and participation were vital for

success and mandatory. This contradiction interfered with participants’

learning and devalued the training process.

35

PARTICIPANT-PROVIDER RELATIONSHIPS

Respect is the moral obligation to display regard for the worth of people, no

matter who they are or what they have done. It reflects one’s civility, courtesy,

tolerance and acceptance. A respectful person treats others with

consideration and lack of prejudice.

Administrative practices of welfare agencies have a powerful impact on

welfare clients. The success of welfare reform depends on the ability of

welfare-to-work agencies to place welfare clients in jobs leading to self-

sufficiency and economic viability, to act in their favor, and to build rapport

with them. Instead, program providers tend to see, though unconsciously,

welfare clients as responsible for their economic situation.

Participants shared that they were treated as “nobodies” by people who

looked down on them because they did not have respect for them. Providers

did demonstrate a very low opinion of the participants and never missed an

opportunity for a negative remark. A negative perception of participants’

environment, lifestyle, and experience biased providers’ decisions and

judgments, which decreased participants’ motivation and willingness to

participate. Participants were treated as irresponsible and immature

regardless of whether they were or not, which demoralized them.

Such treatment resulted in loss of hope and trust, and low self-esteem, which

were contrary to the program goals. Participants felt the lack of respect on

behalf of the program staff, and this complicated their freedom of expression.

They complained that the planner’s direct contact had no experience dealing

with people on welfare and that she needed lessons in “people skills,” two

36

said they had to confront her and remind her they were adults. Dealing with

the direct contact often made participants uneager to attend class or bring

necessary concerns to the front. The unstable economic situation of welfare

recipients makes them vulnerable to the whims of programme planners (Lent,

2001), and it is easier for them to give up rather than go through humiliation.

“The notion of shared responsibility implies that each organization must take

responsibility for fulfilling their role as a part of a larger, concerted effort” when

planning programs. The effective operation of programs for welfare recipients

depends on coordinated activities of inter-organizational networks and the

motivation and commitment of their personnel. Shared responsibility implies a

mutually beneficial relationship between agencies. Welfare reform has failed

to achieve its goals because the critical role of an adequate and functional

service delivery network of organizations has been under estimate and critical

implementation and management issues have not been considered a central

component in the policy design. Five agencies were involved in the design,

delivery, and implementation of this program. Weak partnerships and

communication breaches resulted in poor administrative decisions.

For instance, a fundamental program component, paid internships for each

participant, did not materialize due to providers not communicating directly

with the firm decision-makers. This did not stop the service provider from

publicly stating that internships did exist. Often there were issues with paying

participants on time, securing bus passes, and negotiating personal and

program conflicts, all of which were responsibilities of different agencies that

had failed to communicate effectively and efficiently with each other. All this

37

was at the expense of the participants: one participant became homeless, one

dropped out of the program, two were labeled as problems, and many others

experienced financial difficulties.

By the conclusion of the program, some participants still did not have job or

internship placements as promised by program planners at the beginning.

Some feared that the time devoted to the program had been wasted and that

they had been lied to.

IMPLICATIONS

Employing an ethical perspective to viewing problems could offer a more

constructive approach to the planning, design, and delivery of welfare to work

programs. Knowledge and understanding of ethical theories is essential for

identifying resolving, and/or avoiding ethical issues. Training on ethics could

help providers accomplish their goal of creating self-disciplined, self-directed,

and self- sufficient participants because they will learn to be attentive and

responsive to participants’ needs and concerns. Ethical training could educate

the powerful and privileged program providers and planners about the

marginalized population they serve and end the vicious practice of creating

undue stereotypes. This in turn could foster self-esteem and pride in the

welfare participants.

If the welfare-to-work initiative is to succeed, it requires providers to have

knowledge of ethics to inform and drive their strategic approach to the

planning, design, and delivery of welfare-to-work programs and to ensure that

participants’ interests are consistently served and important issues are not

overlooked. Banal and trite as it may sound, those who claim that their

38

primary interest is helping the less fortunate should adhere to and advocate

ethical behavior.

Failure to do so will perpetuate the inefficiency and ineffectiveness of the

welfare-to-work initiative.

JASON A. COLQUITT AND JEFFREY A. LEPINE, UNIVERSITY OFFLORIDA RAYMOND A. NOE, OHIO STATE UNIVERSITY

This article meta-analytically summarizes the literature on training motivation,

its antecedents, and its relationships with training outcomes such as

declarative knowledge, skill acquisition, and transfer. Significant predictors of

training motivation and outcomes included individual characteristics (e.g.,

locus of control, conscientiousness, anxiety, age, cognitive ability, self-

efficacy, valence, job involvement) and situational characteristics (e.g.,

climate). Moreover, training motivation explained incremental variance in

training outcomes beyond the effects of cognitive ability. Meta-analytic path

analyses further showed that the effects of personality, climate, and age on

training outcomes were only partially mediated by self-efficacy, valence, and

job involvement. These findings are discussed in terms of their practical

significance and their implications for an integrative theory of training

motivation.

Traditionally, training researchers have focused on the methods and settings

that maximize the reaction, learning, and behavior change of trainees

(Tannenbaum & Yukl, 1992). This research has sought to understand the

impact of training media, instructional settings, sequencing of content, and

other factors on training effectiveness. However, several reviews of training

39

research have emphasized that because the influence of these variables on

individuals' learning and behavior varies, research must examine how

personal characteristics relate to training effectiveness (Campbell, 1988;

Tannenbaum & Yukl, 1992). For example, Pintrich, Cross, Kozma, and

McKeachie (1986) wrote that whereas early instructional psychology dealt

primarily with instructional designs involving matters of manipulating

presentation and pacing of instructional material, it has become clear that

learners seek to learn; they transform what they receive from instruction and

create and construct knowledge in their own minds. Thus, what the learner

brings to the instructional situation in prior knowledge and cognitive skills is of

crucial importance. Although there is a variety of learner characteristics that

influence learning and instruction, two of the most important are intelligence

and motivation.

Research linking intelligence or (more precisely) general cognitive ability to

training and learning has provided strong and robust findings. However,

researchers have only recently turned their attention to training motivation

In the interest of supporting evidence-based practice, a review was conducted

of recent research and practice articles on succession planning. The review,

which emphasized peer-reviewed work and focused primarily on articles

published during the past five years, found numerous points of convergence

regarding how succession planning should be practiced but a dearth of

outcome data regarding succession planning processes and inconsistency

across the few outcome studies available. Implications for practice are

discussed, and a research agenda for succession planning practice is

40

proposed. Effects of feedback intervention on performance: A historical

review, a meta-analysis, and a preliminary feedback intervention theory.

Since the beginning of the century, feedback interventions (FIs) produced

negative--but largely ignored--effects on performance. A meta-analysis

suggests that Feedback Interventions improved performance on average, but

that over one-third of the Feedback Interventions decreased performance.

This finding cannot be explained by sampling error, feedback sign, or existing

theories. The authors proposed a preliminary Feedback Intervention theory

and tested it with moderator analyses. The central assumption of Theory is

that Feedback Intervention change the locus of attention among three general

and hierarchically organized levels of control: task learning, task motivation,

and meta-tasks (including self-related) processes. The results suggest that

Feedback Intervention effectiveness decreases as attention moves up the

hierarchy closer to the self and away from the task. These findings are further

moderated by task characteristics that are still poorly understood.

Using an interruptions framework, this article proposes and tests a set of

hypotheses concerning the relationship of meeting time demands with job

attitudes and well-being (JAWB).

Two Internet surveys were administered to employees who worked 35 hours

or more per week. Study 1 examined prescheduled meetings attended in a

typical week (N=676), whereas Study 2 investigated prescheduled meetings

attended during the current day (N=304). As proposed, the relationship

between meeting time demands and JAWB was moderated by task

interdependence, meeting experience quality, and accomplishment striving.

41

However, results were somewhat dependent on the time frame of a study and

the operational definition used for meeting time demands. Furthermore,

perceived meeting effectiveness was found.

2.2 SUMMARY:

Motivation takes on a number of forms: from push motivators to the need for

achievement. Motivation has a close link to emotions. Money however does

not form a string motivators in many counts, but it can stand in for a number of

other motivators such as holidays or buying a new house.

2.3 CONCLUSION:

As money stands in for a number of motivators, we will need a mechanism to

replace the motivational aspects of money. This will mean great emphasis on

designining work and work place to motivate people and to fit people to work

that they wish to do.

Research has shown that a number of techniques that have some degree of

success. However not all methods work for everyone all the time, therefore

work pace design may need a number of complimentary motivational

techniques.

Within these different areas of motivation, come a number of overlapping

concepts such as status or goals or recognition. Status could result from our

need to belong to group and our need to achieve as well as from pull

motivators. Goals form a central concept for all forms of motivation, as all

motivators top of Form.

42

2.4 GAPS AND SHORTCOMINGS OF THE LITERATURE

As per the literature review, extensive study has been done on different

motivational tools and the employee motivation. There are certain gaps in the

literature and are listed below.

There are number of articles on training, career planning, succession

planning, compensation, relation with peers and super ordinates, flexibility in

terms of working hours, work environment related to the motivation of

employees. But study on the need and preferences of motivational tools from

the employees point of view are limited.

1. Very limited study of Motivational tools versus gender has been done

2. Relationship between the age group and the motivational factor is not

defined properly.

3. Perception of the employees, if the motivational tools will work for them

or not?

4. Gap between the motivation practices adopted and the actual

motivation of the employees

43

CHAPTER – 3

Research Objecative

3.1.PURPOSE OF THE STUDY

The purpose of the study is to analyze whether non monetary factors have an

impact on the motivation level of the faculty members in B Schools. If yes then

what are the different non-monetary factors that can have an impact on the

motivational level of faculty members and the due weightage that each factor

carries. The different non monetary factors that are under consideration for

this research are Effective Faculty Development Programme ,Research

work, scientific performance appraisal , Higher Studies..

It is important to know that whether employees are motivated in terms of

different non monetary tools or if you have right man for the right job they are

self motivated

1. To find out whether non monetary tools really motivate the employees.

2. To find out whether employees believe that non monetary tools is

important for the institute or it is not important.

3. To find out whether employees feel that non monetary tools is

important for the effective performance of the individual as well as

institute.

3.2. SCOPE FOR RESEARCH

Through research, the information can be collected in terms of training, career

planning, succession planning, performance appraisal, good culture and good

44

relation. Information about the employees feeling about these non monetary

tools can be collected .the collected information will help to develop the

effective HR policy. The study is an effort to understand how important the

non monetary tools are and how important it is for employees and institute

growth. Thus bridge the gap in terms of expectation of employees and

institute

3.3. NEED FOR RESEARCH

It is important to understand the importance of non monetary tools among the

employees. Motivated employees will perform or not perform depends upon

the non monetary tools. If it is ignored may affect the performance or affect

the morale of the employees. So it is important to understand, that

performance to be ongoing, the organization should take keen interest in the

areas of non monetary tools.It is important to know that employees believe

that non monetary tools are equally important or unimportant. With these non

monetary tools viz. FDP, scientific performance appraisal, succession mgt,

career planning, career growth, culture, good relation with superior and

subordinate relation should be considered in HR POLICY.

3.4 OBJECTIVES OF THE STUDY :

1. To study the various motivational tools engaged in the organization

2. To study the impact the motivational tools on the performance of the

individuals and hence the organization.

3. To study the relationship between the motivational tools used and the

gender of the faculty members.

45

4. To study the relationship between motivational tools and age of faculty.

3.5.HYPOTHESIS

HYPOTHESIS 1

H01: Faculty believe that they are not motivated on the basis of FDP,

Working hours flexibility, Research Activities, Higher Studies and

Performance appraisal

H11: Faculty believe that they are motivated on the basis of FDP, Working

hours flexibility, Research Activities, Higher Studies and Performance

appraisal

HYPOTHESIS 2

H02: There is no relation between age and non-monetary motivational tools.

H12: There is relation between age and non-monetary motivational tools.

HYPOTHESIS 3

H03: There is no relation between gender and non-monetary motivational

tools.

H13: There is relation between gender and non-monetary motivational tools.

46

3.6 RESEARCH METHODOLOGY

Research design provides the glue that holds the research project together. A

design is used to structure the research show how all of the major part of the

research project – the sample or groups, measures, treatments or programme

and methods of assignments- work together to try to address the central

research questions.

Hence it is clear that research design is the blueprint for research. It lays

down the methodology involved in the collection of information and arriving at

meaningful conclusion from the same,

There are many methods for studying and tackling a problem, but there are no

perfect methods.

PRIMARY METHOD

Primary data collection is necessary when a research cannot find the data

needed in secondary source. Market research are interested in primary data.

The basic means of obtaining primary information are observation, survey and

experiment. The choice will be involved by the nature of the problem and by

the availability of time and more.

It is collected directly from people in organization via questionnaire and survey

before being analyzed to reach conclusion concerning the issues converted in

the questionnaire or survey. The data collected personally through field work.

It is a qualitative data consist of various answers and discussions that comes

47

from the kind of open-ended discussion in the questionnaire.

A source of primary data included personal approaches, surveys, mails,

telephonic discussions and meetings with different faculty of B-schools.

SECONDARY METHOD

Before going through the time and expenses of collecting primary data, one

should check for secondary data that previously may have been collected for

other purpose but can be used in the immediate study. Secondary data may

be internal to the organization such as HRD documents, Documented papers

or many are external to the organization such as published data or

commercially available data. Secondary data has the advantage of saving

time and reducing data gathering cost. The disadvantage is that data may not

fit the problem perfectly and that the accuracy may be more difficult to verify

for secondary data that for primary data.

Sources of secondary data are websites, articles, magazines and other

projects on the same or related topics.

3.7 DEVELOPMENT OF QUESTIONNAIRE

The questionnaire was designed by consulting many studies to understand

the various constructs for the designing of the questionnaire and by

conducting a brain storming session of various non monetary factors affecting

the motivation and talent retainment among the teaching faculties in

professional colleges. The total number of faculties selected were 300 of

Management Institutes. Many Factors has been identified such as

48

1. Faculty Development Programmes

2. Research Activities

3. Flexibility in working timings

4. Higher Studies

5. Scientific Performance Appraisals

6. Performance of the Faculty Members

Based on developed framework, a questionnaire was designed with 150

questions. Then on the basis of face validity and repeatability the number of

questions were reduced to 70. A pilot testing was done with these 70

questions and finally an instrument of 29 questions was developed.

Behavioral scale was used to collect the response. Data has been collected

from 300 respondents from various management colleges across Mumbai,

Navi Mumbai and Pune.

Cities – Mumbai, Navi Mumbai and Pune

No. of colleges – 30 (10 in each Region)

No. of faculties interviewed in each College - 10

Sample Size – 300 (Mktg – 100, Finance - 100, HR - 80, Operations – 10,IT – 10)

No. of Male Faculties – 112

No. of Female Faculties – 188

Sampling Methods – Simple Random Sampling

Pune Colleges

Symbiosis Institute of Business Management

Balaji Indian Institute of Modern Management

49

Indira Institute of Management

Sinhgad Institute of Management

Neville Wadia Institute of Management Studies and Research

International School of Business and Media

MIT School of Management

Training and Advance Studies in Management and Communication Ltd

(TASMAC)

Indian School of Business Management and Administration

International School of Corporate Management (ISCOM)

Mumbai Colleges

Rizvi Institute of Management and Research

N.L. Dalmiya Institute of Management Studies and Research

K.C. College of Management Studies and Research

Chetana’s Ramprasad Khandelwal Institute of Management and Research

Asian Institute of Management

Mumbai Educational Trust Institute of Management

S.P. Jain Institute of Management and Research

Thakur Institute of Management and Research

Sydenham Institute of Management Studies, Research and

Entrepreneurship Education.

Somaiya Institute of Management Studies and Research

Navi Mumbai Colleges

Pillais Institute of Management

MGM College of Management

YMT College of Management

A.C Patil college of Management

Father Angel Institute of Management

Saraswati College of Management

SIES College of Management

Sterling College of Management

Oriental college of Management

50

Bharati Vidyapeeth college of Management DY Patil Business Management

3.8. DATA COLLECTION

A structured questionnaire was developed to collected data from the selected

colleges. The most fundamental and important issue is any survey procedure

is to test the questionnaire for the purpose. A pre test of questionnaire in a

very small sample segment help resulting in the data consistency for a large

scale processing. The questionnaire was developed was operated after

having it pre-tested from faculty. Based on it data was collected from the

individuals sample unit by investigating them. In addition to the structured

questionnaire, certain open ended questionnaire were also included which are

related to the parameter. On the basis of the objective drawn up for the

survey, output tables for analysis have been developed. In order to process

the field data, computer based software (SPSS, Msword,Msexcel) was used

to process the data entry as well as output generation. The issue have been

analyzed by using stastical and graphical tool. The report containing the

findings and suggestions is also prepared.

3.10 DATA ANALYSIS

The data obtained by the faculties from various colleges was combined and

analyzed using following tools and tests.

1. SPSS

2. CHI Square test

3. Correlation

51

4. Bar Diagram

5. ANOVA

This analysis was done

1. To study the various motivational tools engaged in the organization

2. To study the impact the motivational tools on the performance of the

individuals and hence the organization.

3. To study the relationship between the motivational tools used and the

gender of the faculty members.

4. To study the relationship between motivational tools and age of faculty.

52

CHAPTER – 4

THE THEORY OF MOTIVATION

Motivation is one of the most important components in employee retention

and employee management. “Employee Motivation refers to the individual

forces that account for the direction, level, and persistence of a person’s effort

expanded at work”. Without Motivation, people won’t be able to give 100% at

a work and at a particular stage they become dissatisfied with their work and

this leads to attrition.

"People are our most valuable asset" is a cliché which no member of any

senior management team would disagree with. Yet, the reality for many

organizations is that their people remain

Under valued

Under trained

Under utilized

Poorly motivated, and consequently

Perform well below their true capability.

Motivation is of two types – Intrinsic and Extrinsic.

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. 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

53

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

trophies are also extrinsic incentives.

As organizations vary in size, aims, functions, complexity, construction, the

physical nature of their product, and appeal as employers, so do the

contributions of human resource management. But, in most the ultimate aim

of the function is to: "ensure that at all times the business is correctly staffed

by the right number of people with the skills relevant to the business needs",

that is, neither overstaffed nor understaffed in total or in respect of any one

discipline or work grade.

The term “motivation” is derived from the word “motive” which means reason

for action. A vast array of literature exists examining the concept of motivation

within organizations. The term has been used to mean “…the contemporary

(immediate) influences on the direction, vigor and persistence of action”, how

behavior gets started, is energized, sustained,is directed, is stopped, and

what kind of subjective reaction is present in the organism while all this is

going on. A process governing choices made by persons or lower organisms

among alternative forms of voluntary activity. Psychological processes that

cause the arousal, direction, and persistence of voluntary actions that are goal

directed. A set of processes concerned with the force that energizes behavior

and directs it toward attaining some goal. An internal drive to satisfy an

unsatisfied need. All these different definitions offer some implications about

human behavior. First, there are some drives (needs) that make individuals

behave in certain ways, and second, individual behavior is goal oriented.

Motivation is a continuous process which starts with needs, continues with

54

goal-oriented behavior and ends with the satisfaction of needs.

While a general definition for motivation can be given as “the degree to which

an individual wants and chooses to engage in certain specified behaviors”

motivation in the work place refers to “the degree to which an individual wants

and tries hard to do well at a particular task or job”. Motivation of employees is

a focus of attention because it may be a means to reduce and manipulate the

gap between employees’ actual and desired state of commitment to the

organization and to inspire people to work both individually and in groups.

4.1. INTRINSIC AND EXTRINSIC MOTIVATION

Motivation in work is often described as being “intrinsic” or “extrinsic” in nature

(Sansone & Harackiewicz, 2000). Thus, it is possible to argue that the

variables affecting motivation have intrinsic and extrinsic motivational effects.

As the question of how to increase employee motivation focuses on one or

more of those variables mentioned above affecting motivation, we can also

conclude that any incentive tool, whether it is monetary or non-monetary, is

designed to provide extrinsic or intrinsic motivation or both.

In the psychology literature, intrinsically motivated behavior is stated to arise

from innate psychological needs, such as needs for competence and

autonomy (Deci & Ryan, 1985; Kasser & Ryan, 1996). Intrinsic motivation

means a self-generated urge that comes from inside a person and influences

him/her to behave in a particular way or to move in a particular direction. They

are connected to job related and social incentives such as opportunity to use

one's ability, interesting work, recognition of a good performance,

development opportunities, a sense of challenge and achievement,

55

participation in decision making, and being treated in a caring and thoughtful

manner etc. For example an employee may be willing to put forth a sustained

effort by working extra hours because of the feeling that the project he/she is

working on is challenging and worth to complete it at once to see the output.

In this situation, the individual takes action because the likely outcome of that

action appeals directly to what he/she values. The intrinsic motivators are

likely to have a deeper and long-term effect because they are inherent in

individuals. These kinds of incentives are largely a result of the worker's

satisfaction with his or her job. To sum up, intrinsic motivation originating from

within the person or from the activity itself, affects behavior, performance, and

well-being positively (Ryan & Deci, 2000).

On the other hand, extrinsic motivation is said to exist when behavior is

performed to attain externally administered incentives. Extrinsic motivation is

related to “tangible” incentives such as wages and salaries, fringe benefits,

cash bonuses, security, promotion, wall plaques, free dinner or movie tickets

etc. For example, an employee may be motivated to come to work on time

everyday with the desire to gain the monetary reward awarded for perfect on-

time attendance for a month.

The problem with extrinsic motivation is that it rarely has any useful long term

effect. The use of extrinsic motivators to energize the employees may lead to

a situation where those reinforcers - particularly monetary ones- must get

bigger and better all of the time just to repeat the same results (McCann,

2000). Luthans and Kreitner (1975) uses the term “contrived rewards” to refer

to incentives that may generate extrinsic motivation, and “natural rewards” to

56

refer to intrinsic motivators. According to them, although contrived rewards

can be positive reinforcers, they have some drawbacks. First, they generally

involve costs for the organization. Second, they tend to lead to satiation rather

quickly.

An employee can be motivated by an extrinsic incentive only so long before

he/she becomes satiated, that is, people may get tired of most contrived

rewards such as receiving a wall plague each time.

On the other hand, Luthans and Kreitner (1975) note that incentives that exist

in the natural occurrence of events (natural or intrinsic incentives) such as

challenging task assignments, autonomy, time off, recognition, friendly

greetings etc. are of much more value than the contrived rewards. In contrast

to extrinsic rewards, they do not generally lead to satiation. It is not common

that people get tired of appreciation and attention. Another advantage of

intrinsic rewards is that while it is difficult for supervisors to give out extrinsic

rewards frequently, they can easily provide intrinsic motivation for employees

by recognizing their efforts and addressing their social needs in the work

place.

To conclude, although their effectiveness may depend on the situation,

intrinsic and extrinsic incentives are two important tools in ensuring motivation

in the work place.

After these explanations, it is possible to argue that non-monetary incentives

as a motivational tool address both intrinsic and extrinsic motivation concepts.

While monetary incentives may only be classified as a factor leading to

extrinsic motivation, non-monetary incentives with its diversity can motivate

57

employees both intrinsically and extrinsically. For example, tangible non –

monetary incentives such as small gifts, free food or drink, internet access,

tickets to movie/theatre/sports facilities etc. or social non-monetary incentives

such as company picnics, after-work parties, friendly greetings by the

supervisor, recognition of a good job, feedback about performance etc. may

have extrinsic motivational powers. On the other hand, job-related non-

monetary incentives such as meaningful work, variety of tasks, more

responsibility, teamwork opportunities, training programs, participation in

decision making, flexible working hours etc. may motivate employees

intrinsically. In other words, they help to produce self generated motivation.

Thus, non-monetary incentives provide multi-dimensional employee

motivation in the work place, in contrast to the single dimension of monetary

incentives.

4.2. REVIEW OF THEORIES OF MOTIVATION RELATED WITH NON –

MONETARY INCENTIVES

Each person is motivated by different things and it is important to know how

they are motivated in order to direct motivation towards the realization of

organizational goals. Reviewing the theories of motivation helps us to

understand what drives people to initiate action and to engage in certain

practices in the workplace. After elaborating on each of these processes, it

would be possible to comment on the effectiveness of non-monetary

incentives as a motivational tool.

There are several theories of motivation which focus on different variables in

an attempt to explain motivation in the organizational setting. Each of these

58

theories offers perspectives that are not necessarily contradictory but

complementary. They are generally studied under three categories: content

theories, process theories and reinforcement theory (Samson and Daft, 2002).

Content theories focus on the analysis of underlying human needs. They

provide insight into the needs that motivate people in organizations. People

have different needs such as money, interesting work, social life, family life,

achievement or recognition for a good job etc. These needs convert into an

internal drive that motivates specific behavior in an effort to fulfill the needs. It

is important to know what employees need in order to evaluate the potential

effectiveness of an incentive system. For example, if an employee in a work

place needs the supervisor’s appreciation for his/her contribution, or a

challenging job with variety of tasks more than a salary increase, he/she won’t

probably be motivated enough with a monetary incentive. Or one can imagine

the situation of a public employee in Turkey who would like to spend that

evening celebrating his daughter’s birthday at home, however, was asked to

work three extra hours in the evening at work. In return, he would be paid

650.000 TL per each extra hour he would work, according to 2004 Budget

Law (Hurriyet, 2003). In such a case, it is questionable whether the employee

would really be motivated to work overtime in return for a monetary

compensation. On the other hand, a tangible non-monetary incentive such as

two tickets to an amusement park might work better for a father in that

situation.

To conclude, the needs of employees will shape the effectiveness of

incentives in the motivation of employees. This thesis study tries to shed light

59

on whether the needs of public employees match with non-monetary

incentives. If they are likely to match, then, it may be expected that they can

reinforce employees for directing energies and priorities towards attainment of

organizational goals. As it is discussed in later sections, non-monetary

incentives have the potential to meet diversity of needs, particularly the needs

that monetary incentives cannot satisfy.

Process theories deal with the thought processes that influence individuals’

behavior. Individuals assess their interactions with their work environment and

process theories of motivation consider what people are thinking about when

they decide whether or not to exert effort into a particular activity. They also

concern how employees seek rewards in work circumstances, how they select

behaviors with which to meet their needs and determine whether their choices

were successful.

Reinforcement theory, on the other hand, concern the process employees

learn them motivation ignores the issues of employee needs and thinking

processes described in the content and process theories. Reinforcement

theory merely looks at the relationship between behavior and its

consequences. It concentrates on how to change or modify the employees’

behavior in the work environment through the use of instant rewards and

punishments.

In line with the purposes of this thesis study, the following theories of

motivation concerning non-monetary incentives are analyzed in the above

sections: hierarchy of needs theory, ERG theory, motivation-hygiene theory,

McClelland’s theory of needs as the content theories of motivation; job

60

characteristics theory, expectancy / valence theory, equity theory and goal-

setting theory as the process theories of motivation.

Following these, reinforcement theory of motivation is analyzed. Each section

provides a brief discussion on how nonmonetary incentives might be

incorporated into these theories of motivation.

4.3.HIERARCHY OF NEEDS THEORY

One of the first theories that describe behavior as being directed toward the

satisfaction of human needs is the hierarchy of needs theory by Abraham

Maslow.

His theory is a theoretical foundation for many of need based approaches to

motivation.

According to Maslow (1943), people are motivated to satisfy their needs and

those needs can be classified into the following five categories that are in an

ascending hierarchy: Physiological needs, security needs, social needs,

esteem and self-actualization needs. The first three are characterized as

lower level needs while the last two are higher order needs.

Physiological needs are the basic biological needs like air, water, food and

shelter. In the organizational setting, these are reflected in the needs for

adequate heat, air and a base salary to guarantee survival.

Safety needs are the needs for security and protection from danger. In an

organizational workplace, safety needs refers to the needs for safe jobs,

fringe benefits and job security.

61

Social needs are the needs for interaction with other people, belongingness,

love etc. These needs reflect the desire to be accepted by one’s peers, have

friendships, be part of a group and be loved. In the work environment, these

needs affect the desire for good relationships with co-workers, participation in

a work group and a positive relationship with supervisors.

Esteem is the desire for respect, which is affected by the person’s standing

reputation, his need for attention, recognition, achievement and appreciation

etc. Maslow illustrated two versions of esteem needs, a lower one and a

higher one.The lower one is the need for the respect of others, the need for

status, recognition, attention, reputation, appreciation, dignity etc. The higher

form involves the need for self-respect, including such feelings as confidence,

competence, achievement, mastery, independence, and freedom. Within

organizations, esteem needs reflect a motivation for recognition, an increase

in responsibility, high status and appreciation for contributions to the

organization.

Self-actualization refers to the desire for self-fulfillment; it is a drive for

individuals for self-development, creativity and job satisfaction. They are

related to developing one’s full potential, increasing one’s competence and

becoming a better person. Providing people with opportunities to grow, to be

creative, and to offer training for advancement are the means that self-

actualization needs can be met with in the organization.

Maslow argued that as each lower level need is substantially satisfied,

individuals are motivated by the next higher level need. That is, the needs are

satisfied in sequence. According to Maslow’s argument, a person desiring job

62

security would dedicate his or her efforts to ensure it and would not be

concerned with seeking recognition. Maslow also claimed that higher levels of

satisfaction for a particular need decrease its potential as a motivator.

There are some criticisms to Maslow’s hierarchy of needs theory. One main

criticism is that there is little empirical evidence to support Maslow’s

assumptions (Drenth, Thierry & Willems, 1984). Second, his methodology was

problematic (Boeree, 1998). Maslow’s methodology was that he picked a

small number of people that he himself declared self-actualizing such as

Abraham Lincoln, Thomas Jefferson, Albert Einstein, then he looked at their

biographies, writings, the acts and words of those he knew personally, and so

on. From these sources, he developed a list of qualities that seemed

characteristic of these people and reached conclusions about what self-

actualization is. Third, Maslow assumes that human beings will move up the

hierarchy, satisfying one need before moving on. But, there are many

examples that refute this thought. Many of the best artists and authors, which

can be thought of as self-actualized, suffered from poverty, bad upbringing,

neuroses, and depression (Boeree, 1998). That is, they were far from having

their lower needs taken care of. For example Van Gogh and Galileo suffered

from mental illness, and yet were able to produce works that made a

difference.

To conclude, in spite of the criticisms, Maslow’s work is important in terms of

recognizing the needs being pursued by employees and shedding some light

on the social and psychological needs of individuals in addition to material

needs.

63

With the higher order needs of esteem and self-actualization, Maslow

emphasizes the importance of non-monetary incentives in motivating the

people.

Non-monetary incentives address these higher order needs, rather than any

basic needs such as food and shelter. If it is awarded as an appreciation of a

contribution, a tangible non-monetary incentive will remind the employees of

their performance and recognition for it, filling the needs for self-esteem and it

will create esteem in the eyes of co-workers, family, and friends. It will satisfy

employees’ recognition and respect needs. On the other hand, as it is

mentioned in the section discussing benefits of non-monetary incentives over

cash, it is not easy to brag about the cash incentives, which leads to a

potential decrease in its power to serve esteem needs.

Also, social non-monetary incentives such as a verbal recognition by

supervisors or letter of appreciation to the employees contribute their self-

esteem,while social activities such as after-work parties, company picnics,

sports activities etc. satisfy the belongingness and friendship needs of

employees.

Job-related non-monetary incentives work on the self-actualization needs of

employees. Providing employees with opportunities to grow like training,

desired work behavior. The reinforcement approach to employee programs,

letting them to be creative in their jobs, giving them more responsibility and

autonomy helps employees’ self-fulfillment.

The implication of Maslow’s theory is that non-monetary incentives can be

most effective on employees who are meeting their basic needs and

64

satisfaction of basic needs is not alone enough to motivate employees. In light

of this, nonmonetary incentives have an important place in satisfying other

needs of employees which cannot be met by compensation. Within the

limitations of the scope of the survey study, the present study will also help to

understand whether public employees in Turkey have moved beyond the

basic physiological and security needs as primary motivators.

4.4 ERG THEORY

Clayton P. Alderfer (1972) reformulated Maslow’s theory and he proposed

that there are three basic needs: Existence (nutritional and material

requirements like pay and conditions.), Relatedness (need for meaningful

social relations, relationships with family and friends and at work with

colleagues) and Growth (need for developing one’s potential, the desire for

personal growth and increased competence).

The ERG model and Maslow’s theory are similar. His theory is a simplified

form of Maslow’s hierarch of needs theory but he added that all these basic

needs can motivate behavior at the same time and might not be activated in

any hierarchical order. That is, any one need may take precedence over

others regardless of whether the others are fulfilled or not. This implies that

some individuals may prefer to have non-monetary incentives in an

organization such as training programs, social activities, public praise etc.

rather than having monetary incentives in the first place. Moreover, contrary to

Maslow who argued that when satisfied a need becomes less important to an

individual, according to Alderfer, that relatedness or growth needs become

more important when satisfied. This means that team - working arrangements

65

can continue to motivate employees and are not necessarily superseded by

growth needs.

Alderfer proposed that the hierarchy among these needs is more complex due

to the frustration-regression principle (Samson and Daft, 2002). It means that

failure to meet a high-order need may activate a regression to an already

fulfilled lower-order need. For example, an employee who is not appreciated

for doing a good job at work may not be realizing his self-esteem need. Then,

this need may revert to a lower-order need and he may redirect his or her

efforts towards making a lot of money.

Like Maslow’s hierarchy of needs theory, Alderfer’s theory points out the need

for organizations to find ways to satisfy belongingness needs of employees

through social activities in organization, to recognize employees, encourage

their participation in decision making, offer opportunities of development and

autonomy in job.

To conclude, ERG theory also supports the idea that non-monetary incentives

are necessary in the motivation of employees.

4.5. MCCLELLAND’S ACQUIRED NEEDS THEORY

McClelland (1975) suggests that some needs that individual’s have are

acquired during the individual’s lifetime. That is, people may learn them

through life experiences rather than being born with these needs. Thus, they

differ from individual and individual. He identifies three needs important in the

work place leading motivation, regardless of culture or gender: need for

achievement, need for affiliation, and need for power.

66

McClelland noted that early life practices determine whether people gain

these needs. If children are promoted to do things for themselves and receive

support, they will acquire a need to achieve, if they are reinforced for having

strong human relationships, they will develop a need for affiliation. If they get

happiness from controlling others, they will acquire a need for power.

According to his theory, achievement motivated people strive to attain

challenging goals. They prefer tasks that enable them to use their skills and

initiation in problem solving and enjoy doing something not done before. They

like to get immediate feedback on how they have done so that they can enjoy

the experience of making progress toward objectives. People with a high need

for achievement tend to be entrepreneurs.

People with a high need for affiliation like joining groups, participating in

pleasant social activities and they obtain great satisfaction from being

accepted by others. These individuals prefer to work in an environment that

provides significant personal interaction and it is likely that they appreciate

social incentives. They are able to establish good working relationships with

other employees.

The need for power may be classified as "personalized power" or "socialized

power" (McClelland, 1975). Power motivated individuals like to influence and

direct others. They want loyalty to their leadership rather than to the

organization. When the leader leaves the organization there is likely disorder

and decrease of team morale and direction. Socialized power need is usually

referred as effective leadership. These leaders use their power in a way that

benefits others and the organization rather than only contributing to the

67

leader's status and gain.

They seek power to make sure that tasks are accomplished and to empower

others who further the leader's vision for the organization. A high need for

power often is correlated with successful attainment of top levels in the

organizational hierarchy. This is due to the fact that while achievement needs

can be met through the task itself, power needs can be met only by ascending

to a level at which a person has power over others.

Acquired needs theory implies that the same set of circumstances in a work

environment may cause employees to react in different ways as they have

different needs. Thus, employees can be motivated differently in the

workplace. For example power motivated individuals can be granted the

opportunity to manage others, growth opportunities or greater autonomy in

their jobs, which are job related non-monetary incentives. People with high

need for achievement may be motivated by other job-related non-monetary

incentives such as assigning challenging tasks with reachable goals or giving

frequent feedback. People with affiliation needs may be more willing to work

in a team environment, or may be satisfied with social activities in the

organization which can be provided by social non-monetary incentives. To

conclude, non-monetary incentives may also be effective in meeting power,

achievement and affiliation needs of individuals

4.6. MOTIVATION - HYGIENE THEORY

Frederick Herzberg studied the factors in the work environment that caused

satisfaction and dissatisfaction among the workers. He interviewed hundreds

of workers about times when they were highly motivated to work and other

68

times when they were dissatisfied and unmotivated at work. He found that the

factors causing job satisfaction were different from those causing job

dissatisfaction and they can not be treated as opposites of one another

(Herzberg, 1966).

Herzberg argued that two entirely separate dimensions contribute to an

employee’s behavior at work: hygiene factors and motivators. Hygiene factors

refer to the presence or absence of job dissatisfiers. When hygiene factors

are reduced, work is dissatisfying. They are considered maintenance factors

that are necessary to avoid dissatisfaction but they do not themselves

contribute to the job satisfaction and motivation of personnel. That is, they

only maintain employees in the job. In line with Herzberg’s view, unsafe

working conditions or a noisy work environment will cause employees to be

dissatisfied with their job but their removal will not lead to a high level of

motivation and satisfaction. Some other examples of hygiene factors are

salary, status, security, supervision, company, policy etc.

On the other hand, motivators, leading to job satisfaction, are associated with

the nature of the work itself. They are those job-related practices such as

assignment of challenging jobs, achievement, work itself, recognition,

responsibility, advancement and opportunities for growth in the job etc.

Herzberg argued that when motivators are absent, workers are neutral

towards work, but when motivators are present, workers are highly motivated

to excel at their work.

In contrast, hygiene factors can only work to prevent job dissatisfaction. Thus,

hygiene factors and motivators represent two distinct factors (Samson and

69

Daft, 2002).

Based on the arguments of the theory, adequate hygiene factors should be

provided to meet the basic needs of employees and to prevent dissatisfaction

with the job. In addition to this, motivators that are intrinsic to the work itself

should be integrated to the process to meet higher-level needs and drive

employees towards greater achievement and satisfaction.

Herzberg (1971, pp. 3) stated that "...the factors which make people happy all

are related to what people did: the job content. What made people unhappy

was related to the situation in which they did their job: job environment, job

context." According to him, employees are satisfied with a work that is

interesting and challenging and they will be motivated to do work that they

identify to be important. Thus, it is possible to motivate employees with the

work itself. In fact, Herzberg emphasizes that true motivation comes from

within a person, that is, intrinsically, not extrinsically. In line with this view he

suggested that jobs can be redesigned and enriched to integrate “motivators”

to the job, so that employees will be willing to exert effort in their work. He

argued that jobs should have adequate challenge to fully utilize employees’

abilities and employees who prove to have increasing levels of ability should

be given increasing levels of responsibility.

Accordingly, Herzberg contributed to the idea of “job enrichment”. Job

enrichment is adding more tasks to a job to provide greater involvement and

interaction with the task. Adding tasks can make the jobs more challenging to

the employees and it may enable the employees to use their talents,

demonstrate their potential.

70

Herzberg’s theory is commonly criticized because of his methodology and the

reliability of the results leading to limitations on the study (Ratzburg, 2004).

The original sample population consisted of 200 middle management

professionals. There is the criticism that the sample size is small and the

theory applies to only middle management professionals. However, numerous

replication studies have been conducted to check the validity of the original

results. In most of the cases, the results were similar to the results obtained

by Herzberg and they indicated that motivators are the primary cause of job

satisfaction (Ratzburg, 2004). Another criticism is that the result of the study

was two-factor because when things are going well, people tend to take credit

for satisfaction but when they don’t go well they blame failure on their

environment (Imperial, 2004). Also, the assumption that practically every

employee will respond positively to a job with high motivating factors may not

be universally true. Herzberg’s theory is considered to be valid for employees

whose lower order needs are satisfied (Ratzburg, 2004).

Motivation-hygiene theory has important implications for this thesis study.

It constitutes a good framework for the validity of the argument that non-

monetary incentives can be as effective as monetary incentives in the

motivation of personnel. Herzberg points out that what really motivate

employees are the assignment of challenging jobs, achievement, work itself,

recognition, responsibility, opportunities for growth in the job. They have the

power to motivate employees intrinsically. As an external factor, monetary

incentives may prevent job dissatisfaction but do not necessarily motivate

employees. Likewise, job-related non-monetary incentives such as job with

71

variety of tasks and responsibilities, meaningful work, autonomy, participation

in decision making, growth opportunities etc. and social non-monetary

incentives such as appreciation for a good work address what Herzberg

referred in his theory as “motivators”.

These non-monetary incentives are expected to motivate employees

intrinsically.

Thus, Herzberg’s theory offers insights to support the view that job-related

nonmonetary incentives may have the power to drive public employees to

exert much effort in their job, as much as monetary incentives. According to

two-factor theory, it is expected that public employees would be motivated by

job-related and social non-monetary incentives and would need monetary

incentives and other environmental factors to avoid dissatisfaction with the

job.

4.7 FUNCTIONS OF HUMAN RESOURCE MANAGEMENT

"People are our most valuable asset" so develop your HR

systems to develop, reward, enthuse and motivat ion them, all of

them!

ERGONOMICS

The key to worker productivity, make work easier, make it

quicker, make it safer and make it fun! The role of ergonomics,

f itt ing the work to the worker!

COMMUNICATIONS

‘Spin’ less and communicate more. Engage hearts and minds

72

through, l istening and other informal communication techniques.

The ways to lead and inf luence followers. Another no -cost way is

performance improvement.

4.8 BUSINESS SCENARIO

In today’s business scenario, Institute have to think how to attract, motivate

and retain their employees. Hence to cater to their needs, colleges are

coming up with their innovative reward and recognition programs.

Traditionally employees were satisfied with a fair salary, minimum benefits,

etc., but in today’s modern scenario, the employees want their

Management to know how their contribution is valued, not just once in a

year, but time and again when the jobs are done.

It is often observed that talented employees prefer to stay with employers

who value and recognize their professional achievements. As such, the

greatest transformation in the history of the corporate world in recent times

has been the growing awareness towards quality management through

employee-oriented strategies which give due attention to attributes like

increasing motivation and promoting efficiency levels .Since it is proved that

unrecognized and non valued performance can lead to a high turnover,

growing investments towards sustaining human capital in various forms are a

healthy sign of the emerging organization. The conceptualization of

“employee welfare” has taken a definite shape, with the enactment of diverse

strategies as part of corporate governance not only to meet market demands

through quality services and products , but also to promote healthy

environment within organization which lead to the evolution of the concept of

73

rewards and effective management becomes an important component of

human resource management .Enterprise Incentive Management (EIM) is an

emerging area of attention in business circles in order to stimulate employee

performance and it is some where associated with employee retention

strategies also. There is also involvement of various consultancies; to help

the organization to implement integrated performance- based compensation

plans at regular intervals.

Growing markets and networked economies are creating fierce competition

for the best people, who have successfully carved a niche for themselves. To

be handled properly, the rewards strategy requires the active involvement of

HR strategies which can monitor their performance levels and can reward

them properly. Necessary arrangements have to be made by recruiting skillful

people, who have the requisite knowledge and can impart that knowledge to

the students in the most effective and proper manner.

Nowadays it is observed that the Colleges are trying to balance today and

tomorrow, they are more committed to growth. They are working to optimize

their Information Technology, and understand that integrating it with IT with

their business is a core competency. In order to achieve this, you require an

efficient employees who should be also trained at the college cost. Thus suit

the requirement of the organization. When the time comes for delivering i.e.

performance, the competitors may attract these employees by giving them the

attractive package. Employee Retention is a challenging job and a strategic

tool in ensuring competitive corporate performance. Providing training alone

doesn’t have a significant impact on retaining employees .

74

Jill Cotter, a recruiting program specialist, Australia, in his article , “Retention

Basics – The Art of Keeping Good Employees”, avers that whatever may be

the strategy adopted by the employer , it would not be possible to retain 100%

of the employees . The psychological stress every employee experiences,

when it comes to the matter of balancing his time spent on work and his time

spent at home.

Now days the attrition rate is ever increasing in education industry as well. It

is a sign for the colleges to wake up and find out the real reasons which is

causing the problem.

The colleges are claiming that they are using all such strategies to retain

employees, also trying to increase the efficiency level at the same time and

trying to reduce the attrition rate. But still there are some thing missing which

the Colleges have to take active step in order to achieve the success in

business with out having any hindrances as mentioned above so that

Colleges can look forward and try to balance today and tomorrow .

4.9 FRUSTRATIONS OF FACULTY IN COLLEGES

The concept of frustration is extremely important in a work situation.

Frustrated ambitions frustrated friendliness, frustrated Self Esteem in work

situations lead to nervous tension. The continuing frustrations produce people

who are difficult to get along with or who are centers of poor morale in

industry.

How ever there is some kind of people for whom lack of frustration is the most

frustrating situation of all. To them the challenge of finding a way to deal

effectively with what ever barriers confront them as they strive for a particular

75

goal is to provide a “spice” to their job .They actually look forward to meeting

these obstacles, and if they do not occur they would probably find their job

drab and dull. "People are our most valuable asset" so develop your

HR systems to develop, reward, enthuse and motivat ion them, all

of them!

In his Activation Theory, Scott suggests that human organism needs

stimulation and variety in the environment; without this motivation will suffer

and frustration will result. To the extent, then, that barriers and obstacles to

goals provide variety and stimulation to the employee , they may actually tend

to reduce the overall frustration experienced.

4.10 REASONS FOR NON PRODUCTIVITY

It is not an easy task to ascertain the real reason for departure or non

performance of employee. Firstly, the reply given by the employee may not

reflect the true cause for fear injuring the employer. Secondly, the reply,

coming as it does almost at the end, is too late to serve any useful purpose

.However, the analysts, following the axiom “better late than never”, feel that it

may be useful to know the reasons for the exit of an employee and also non -

performance of employees, so that it would form a major element in the HR

policies of the employer. Why employees leave an employer or not perform,

give a set of reasons that are generally quoted by the departing employees

They are

Job Content

Level of responsibility

Company culture

76

Caliber of colleagues

Salary

Low growth potential

Lack of challenge

Lack of autonomy

Not enough money

Work environment issues

A study made in Australia on the subject of strategies of employee retention,

briefly lists the main conveniences and benefits that may be extended to keep

employees are

Above Award Remuneration and Bonuses

Career Development

Flexible Working Hours

Job Sharing

Tele Commuting

Gym Membership

Share and Stock Options

Opportunities for International Travel

Transportation, Accomodation and Travel Benefits

Career Advancement

Incentives

In addition, the study by some HR experts has brought out other reasons for

the employees departure. Some of the important reasons are a lack of

motivation and a sense of neglect experienced by the employee in the

treatment meted out to him by people who matter in the administration.

77

A retention policy should contain solutions aimed not only at neutralizing the

reasons for an employees exit, but also at reducing the cost of employee

turnover.

The new age economy, with its attendant prototype shifts in relation to the

human capital in terms of its acquisition, utilization, development and

retention has placed a heavy demand on today’s HR professional.

Today, HR is expected to comprehend, conceptualize, innovate, implement

and sustain relevant strategies and contribute effectively towards giving the

corporation its winning edge.

With a vigorously changing and volatile demand-supply equating ,especially

against erratic attrition trends and cut throat competition no longer restricted

to local or regional boundaries a need for strategizing and putting in place a

robust mechanism for attracting and retaining top talent becomes vital for the

company’s very survival and growth.

The new age work force constitutes mostly of knowledge workers who are

techno -savvy, aware of market realities, are materially focused and have

higher propensity to switch jobs. They prefer to experiment and explore

new opportunities, are high risk takers with higher aspirations and

prospects and generally have a totally different mindset about jobs and

careers

78

4.11 STRATEGIES FOR RETAINING AND TO DEVELOP NONPERFORMERS INTO PERFORMERS

It is through direct one to one discussion or through such toolsas

questionnaires. The information so gathered is properly processed and

kneaded into effective and workable strategies for retaining the employees

and to rein in the emigration of employees.

Relating to this briefly lists the main conveniences and benefits that may

be extended to keep employees hooked are

Mentoring workforce

Reward as a retention strategies

Efficiency scaling

Morale Boosting

Feel good factor & Recognition

Promoting Competitive spirit

Objective Assessment of virtues and values

Welfare perspective

Market oriented Packages

Relocation of talent

4.12 PROBLEM AREAS

Traditionally employees were satisfied with a fair salary, minimum benefits,

etc., but in today’s modern scenario, the employees want their

Management to know how their contribution is valued, not just once in a

year, but time and again when the jobs are done and the targets are

achieved.Why employees leave an employer or not perform, given are the

79

set of reasons that are generally quoted by departing employee are as

follows:

Job Content

Level of responsibility

Company culture

Caliber of colleagues

Salary

Low growth potential

Lack of challenge

Lack of autonomy

Not enough money

Work environment issues

It is been observed that in any business scenario, we require motivated staffs,

to carry out the business process effectively. In order to motivate employees

the companies should focus on the important non monetary tools, which are

now a days gaining more importance than Monetary Factors viz- effective

training, compensation package, healthy environment, good relation between

superior and subordinate, career planning, succession planning, mentoring

work force , challenging job, recognition to name a few.

The important thing is to implement these non monetary tools in HRM

policies. The actual practice should be that it should be in a consistent

manner which is not taking place.The company is not understanding the real

facts that employees also feel the same or not. It is important to find out that

whether employees really feel that they are motivated by these non monetary

tools or they are self motivated

80

CHAPTER 5

FEW CASE STUDIES ON MOTIVATION FROM INDUSTRY

Motivation is a complex subject, although it seems very interesting to all of us,

but it has many facets for different people. This thing has been found at many

such incidents at various companies. Some of them are very complicated and

some are just the result of some or the other conflicts. If all the reader here

have some knowledge on the topic of motivation, this case study would surely

be of some value as well as interesting to read.

Motivation has many theories written by various authors, one such theory is

Reward and Punishment theory also known as Theory X, another name of

which is Carrot and stick. Here in this case our main focus will be on this

THEORY X.

As a part of the company’s Management Development Program, a group of

managers from various functional areas have devoted several class sessions

to a study of motivation theory and the relevence of such knowledge to the

manager’s responsbility for directing and controling the operations of his

organizational unit.

One of the participant is Rohit sharma, who has been the supevisor of

production department from last one year. During his past in the industrial unit

he had no chance to attend any supevisory or development program and his

duties have been concentrated on routine technical jobs.

81

The present plant mangager has seen Rohit grow from an apprentice to a

supervisor and is yet to reconcile with the change of responsbilities and

designation of Rohit Sharma.

Rohit prepared the schedule on a particular day for all machines and on a

specific machine, which was on a top priority from another established

company. When Rohit came for his round he was surprised to find that the

opretor had loaded some other job rather than the job of the company which

is on priority.

Looking at this Rohit got annoyed and following conversation took place:

Rohit to operator – please do the job for the company that is on priority.

Operator – Plant manager has given me another job after that i will take up

your work.

Rohit – I dont want to hear anything, plant manager has told me to stop

everything else and take up the job of that company on priority.

Operator – I have been taking up all the job immediately whenever you have

asked. But what has been done regarding my increment which has been

pending for over six months now.

Rohit - I’m not responsible for these problems related to increments, the Top

Managment manages the decision on increment. I am helpless in this regard

and suggest you to go and sort this problem with Plant Manager.

Operator - As a supervisor it is your duty to solve my problem as i report to

82

you for all my work.

Rohit – Please do not tell me my duties and if you will not do this work on

priority now, I would report this incidence as misbehaviour to the plant

manager.

Operator replied in a threat to go on strike and complained about the less

salary and increment he gets. Now during a session of Motivation at

Management Development Program, Rohit made the following comments:

“Motivation theory makes sense in general, but there is no opportunity for us

to apply these concepts in job situation. After all our shop level employees are

unionised and have job security. Motivation theories helps me get the work

done from my kids, but in a working environment we are working with adults

and it seems to me this reward and punishment thing smacks of manipulation

that just would not go over with people”.

So, now it has become a complicated situation as Rohit does not seems to be

interested in the Motivational theories at all.

Does the incident that happened between Operator and Rohit Sharma left

such a mark in his mind that he started feeling threatened with Unions and

shop floor people??

So, once we have gone through the case I would like the reader to provide the

solution to the case study, I would surely be waiting for response and in times

to come will share my views with all of you on the case… :)

Over half of employers (55%) welcome the government's plans to introduce

83

legislation requiring them to offer flexible working to all employees, according

to research from recruitment firms Hays. The survey found that 70% of

employers expect an increase in requests for flexible working and 40% are

preparing for a resulting impact on their budgets. More employers in the

private sector (44%) expect costs to increase if staff take up the offer of

flexible working compared with those in the public sector (33%).The research

found that employers offer flexible working arrangements primarily as a way of

supporting employees, with just 18% of employers offering it just to comply

with existing legislation. Only 29% feel that offering flexible working is integral

to the success of their business. The majority of employees (85%) would be

more likely to stay with their employer if it were to introduce flexible working

options, such as working from home or job shares. Charles Logan, director at

Hays, said: “As pay freezes remain in place for many organizations, across

both sectors, looking at how to retain staff and keep them engaged is moving

up the agenda.“Offering simple flexible working options could make the

difference between keeping or losing staff at a critical time, when the best

employees are needed to drive recovery.”

SELF-MOTIVATION AND MOTIVATION TRAINING EXERCISE

Motivation is often best explained by reference to real examples. The

'Hellespont Swim' is a true story of unusual and remarkable personal

achievement which demonstrates several aspects of motivational theory, plus

various other principles of effective management and performance. Use this

case study as a learning exercise. Ask people to read and comment on the

story from a motivational and performance perspective.

84

What motivational forces and factors can you see in this case study? What

motivational theories and concepts are illustrated in the account - for example,

Maslow's Hierarchy of Needs, McGregor's X-Y Theory, McClelland's

motivational theory; and the ideas of Adams, Bloom, Handy, Herzberg,

Tuckman, etc. Also, what can you say about the story from the perspectives

of teamwork, team-building, communications, planning and preparation,

capability and potential, targets and goals, inspiration and role-models,

skills/knowledge/attitude factors, humour and fun, project management,

encouragement and coaching, project support, achievement and recognition,

evaluation and measurement? What aspects of the experience could have

been improved or done differently and why? What other aspects of personal

motivation and achievement can you see in the story? How might lessons and

examples within this story be transferred to yourself, to employees and

organisations?

The contribution of this article by writer and adventurer Charles Foster is

gratefully acknowledged.

EMPLOYEE MOTIVATION – A SHORT CASE STUDY

The author has joined CVS Caremark project at TCS-Noida in November after

a successful stint at Aviva in TCS-Bangalore, where he had worked as a

trainee. He always wanted to go back to his hometown and live with his

parents and when he got a transfer to Delhi he didn’t waste a single moment

in saying yes to the new project and heading towards Delhi. Many of his

friends were also moving out from Bangalore at the same time which only

made his decision easier. He felt that Caremark offered better career

85

prospects, as it was a new project and he was offered to work on the current

technologies that were in demand in the market. He was sure he would excel

in his new position at Caremark, just as he had done in his old job at Aviva.

He joined as Assistant Systems Engineer at Caremark, with a handsome pay

hike for becoming a confirmed employee of the company. Caremark also had

international operations and there was more than a slim chance that he would

be sent to USA or the UK on a project. Knowing that this would give him a lot

of exposure, besides looking good on his resume. He was quite excited about

the new job. He joined Ashish Mehta's five-member team at Caremark. He

had met Ashish during the interview sessions, and was looking forward to

working under him. His team members were warm and friendly, and

comfortable with their work. He introduced himself to the team members and

got to know more about each of them. Wanting to know more about my boss,

he casually asked Shobha, one of the team members, about Ashish. Shobha

said, "Ashish does not interfere with our work. In fact,you could even say that

he tries to ignore us as much as he can."He was surprised by the comment

but decided that Ashish was probably leaving them alone to do their work

without any guidance, in order to allow them to realize their full potential. At

Aviva, he had worked under Sudhir Reddy and had looked up to him as a

guide.

EMPLOYEE MOTIVATION - A SHORT CASE STUDY

Rohit Narang joined Apex Computers (Apex) in November after a successful

stint at Zen Computers (Zen), where he had worked as an assistant

programmer. Rohit felt that Apex offered better career prospects, as it was

86

growing much faster than Zen, which was a relatively small company.

Although Rohit had enjoyed working there, he realized that to grow further in

his field, he would have to join a bigger company, and preferably one that

handled international projects. He was sure he would excel in his new position

at Apex, just as he had done in his old job at Zen.

Rohit joined as a Senior Programmer at Apex, with a handsome pay hike.

Apex had international operations and there was more than a slim chance that

he would be sent to USA or the UK on a project. Knowing that this would give

him a lot of exposure, besides looking good on his resume, Rohit was quite

excited about his new job.

Rohit joined Aparna Mehta`s five-member team at Apex. He had met Aparna

during the orientation sessions, and was looking forward to working under her.

His team members seemed warm and friendly, and comfortable with their

work. He introduced himself to the team members and got to know more

about each of them.

Wanting to know more about his boss, he casually asked Dipti, one of the

team members, about Aparna. Dipti said, "Aparna does not interfere with our

work. In fact, you could even say that she tries to ignore us as much as she

can."

Rohit was surprised by the comment but decided that Aparna was probably

leaving them alone to do their work without any guidance, in order to allow

them to realize their full potential.

At Zen, Rohit had worked under Suresh Reddy and had looked up to him as a

87

guide and mentor - always guiding, but never interfering. Suresh had let Rohit

make his own mistakes and learn from them. He had always encouraged

individual ideas, and let the team discover the flaws, if any, through

discussion and experience.

He rarely held an individual member of his team responsible if the team as a

whole failed to deliver - for him the responsibility for any failure was collective.

Rohit remembered telling his colleagues at Zen that the ideal boss would be

someone who did not interfere with his/her subordinate`s work.

Rohit wanted to believe that Aparna too was the non-interfering type. If that

was the case, surely her non-interference would only help him to grow.

In his first week at work, Rohit found the atmosphere at the office a bit dull.

However, he was quite excited. His team had been assigned a new project

and was facing a few glitches with the new software. He had thought about

the problem till late in the night and had come up with several possible

solutions.

He could not wait to discuss them with his team and Aparna. He smiled to

himself when he thought of how Aparna would react when he told her that he

had come up with several possible solutions to the problem. He was sure she

would be happy with his having put in so much effort into the project, right

from day one

He was daydreaming about all the praise that he was going to get when

Aparna walked into the office. Rohit waited for her to go into her cabin, and

after five minutes, called her up, asking to see her.

She asked him to come in after ten minutes. When he went in, she looked at

88

him blankly and asked, "Yes?" Not sure whether she had recognized him,

Rohit introduced himself. She said, "Ok, but why did you want to meet me?"

Rohit started to tell her about the problems they were having with the

software. But before he could even finish, she told him that she was busy with

other things, and that she would send an email with the solution to all the

members of the team by the end of the day, and that they could then

implement it immediately.

Rohit was somewhat taken aback. However, ever the optimist, he thought that

she had perhaps already discussed the matter with the team.

Rohit came out of Aparna`s cabin and went straight to where his team

members sat. He thought it would still be nice to bounce ideas off them and

also to see what solutions others might come up with. He told them of all the

solutions he had in mind.

He waited for the others to come up with their suggestions but not one of

them spoke up. He was surprised, and asked them point-blank why they were

so disinterested.Sanjay, one of the team members, said, "What is the point in

our discussing these things? Aparna is not going to have time to listen to us or

discuss anything. She will just give us the solution she thinks is best, and we

will just do what she tells us to do; why waste everyone`s time?"

Rohit felt his heart sink. Was this the way things worked over here? However,

he refused to lose heart and thought that maybe, he could change things a

little.

REWARDS AND MOTIVATION IN HONG KONG ORGANIZATION

Nowadays, the major reasons why employees stay longer in one organization

89

are because they are satisfied with the jobs; and the employees are most

satisfied with the salary and rewards that are given to them for every excellent

performance and task they have done in the organization. Furthermore,

this kind of motivation is very effective in every company in Hong Kong. In

order to inspire the employees to work more diligently, Hong Kong

management is implementing reward and motivation programs for the

employees. This is a performance based scheme that would enable the

employees to do their best towards their jobs; at the same, this is to give them

a valid reason not to leave their employers. Moreover, to meet the strong

demands in the industry, many workers and employees are experiencing

growing pressure in the productivity of the organization. Generally,

numerous managers are doing their best efforts to motivate their workers to

stay and do their tasks enthusiastically in the midst of massive work

assignments that are being given to them in order to meet the task deadlines

in the business. (http://www.articlesbase.com/organizational-articles/

motivation-reward-system-and-the-role-of-compensation-1308078.html)

Furthermore, based on the case studies conducted in various companies in

the country; it revealed that there are two kinds of rewards that are being

given to the employees. They include the monetary and non-monetary

rewards for employees’ performance improvement and excellence. However,

the most accepted and most appreciated motivator is in the form of money.

There are companies who promised rewards to their deserving employees,

but sometimes failed to deliver the reward to them, or there are times that the

employees are not satisfied with the rewards that they received. As a result,

most employees compare their performance ratio with the other employees

90

who have the same jobs as they do. (http://www.articlesbase.com/

organizational-articles/motivation-reward-system-and-the-role-of-

compensation-1308078.html)

According to various corporate studies, there are also problems that arise

among the employees. They tend to over rate their own performances more

than their supervisors and managers rate them. This case is very common in

some companies. The supervisors and the managers could not afford to

become up front with their observations and evaluations to their workers or

employees. In this manner, the supervisors and managers are somewhat

hesitant to be candid to express their own negative assessment to their

subordinates for they think that it might be damaging to the self-esteem of

their employees. As a result, this is considered as a great dilemma among

the company supervisors and managers; and likewise gives many employees

unrealistic views about their own performance. Another problem in giving

rewards and motivation in Hong Kong organizations is that there is no

transparency of information from the management about the performance

appraisals on their employees. Even the information and details about the

rewards and increase of compensation scheme is not available for the

employees. In other word, there are no iron out policies and guidelines that

the employees can follow and comply with in order to get rewards and

increase in their salaries. It all depends on the management on how they see

them perform in accordance with their personal observation and

assessment. Consequently, rewards and motivation are intentionally doing

favorable results but only to those who are receiving the rewards. How about

the other employees, who think that they should have also given rewards or

91

increase to their salaries for what they think as they are doing their best at

the task that are assigned to them. There are some employees who want

promotion because they want to hold power. There are others, who only want

fringe benefits such as pension, insurance, health benefits or retirement

benefits and security when they grow older in the company. In this regard,

there are two types of rewards in every organization. First is the extrinsic

rewards that given by the company in the form of money, privileges,

recognition and promotions. The other kind of reward is the intrinsic rewards,

these rewards allow the employees to do other tasks that they really want to

do and give them total satisfaction while doing it.

For this reason, there must be a concrete and effective reward and motivation

programs for the employees. As well as a comprehensive trainings and

seminars that will discuss to the employees about the appropriate criteria on

how they can qualify to those promotions, rewards and bonuses. In the long

run, the employees will be aware of the reality that there must be certain

standards for them to meet in able to gain promotions and bonuses form the

management. And, not what they think as only results of preferential

treatment among the other employees who have received the organizational

reward program.

92

CHAPTER - 6

DATA ANALYSIS AND HYPOTHESIS TESTING

6.1 DATA ANALYSIS

Data Analysis of the filled questionnaire has been done using SPSS. Factor

analysis was done on the questionnaire to identify important factors affecting

motivation and talent retainment of faculty members in Management

institutes. Total 6 factors have been identified in the study that are

responsible for reducing the attrition rate of faculty members in Management

Institutes.

The factors are as follows:

1. Scientific Performance Appraisal

2. Research Activities

3. Higher Studies

4. Faculty Development Programme

5. Flexibility in working hours

6. Performance of an Individual

To understand the perspective of the faculty members towards the Non-

Monetary Motivational tools, some data has been collected. This Data is

related to FDP, Research activities, Appraisal, Performance, Higher Studies,

and Flexiblity.in working hours. They have been analyzed to understand that

how many respondents give importance to individual non-monetary tools and

why, at the same time which non – monetary factor enjoys the highest

weightage. The data is analyzed with bar diagram and using ANOVA.

93

The results have shown that non monetary factors Research activities and

Higher Studies have the maximum impact on the motivational level and talent

retainment of faculty members in Management Colleges.

Analysis 1: Non-Monetary Tools Vs Age

Description – This sections deals with the analysis of the relationship

between Age and Non Monetary tools. Following Non – Monetary tools

have been considered

1. Faculty Development Programme

2. Flexibility of timings

3. Involvement in Research Activities

4. Chance given to the faculties for higher studies by the college

5. Timely and scientific appraisals done, based on the performance

TABLE - 1

CASE PROCESSING SUMMARY

Cases

Valid Missing Total

N Percent N Percent N Percent

FDP Vs Age 46 15.3% 254 84.7% 300 100.0%

Flexibility Vs Age 75 25.0% 225 75.0% 300 100.0%

Research Vs Age 85 28.3% 215 71.7% 300 100.0%

Studies Vs Age 65 21.7% 235 78.3% 300 100.0%

Appraisal Vs Age 29 9.7% 271 90.3% 300 100.0%

Source: From the questionnaire (Refer Q1)

94

The relationship between preferences of non-monetary tools from the given

list of non-monetary tools viz FDP, Flexibility in timing, Research activity,

Higher studies, Performance Appraisals the respondents were suppose to

prioritize the most important non-monetary tools stated in the question no 1 in

the questionnaire. To determine whether there is a relationship between age

and non-monetary tools where the respondents were asked to pick the most

important one from the given non-monetary tools.

Bar chart was made by using SPSS to find the relationship between

motivational tools with age of different categories viz. 25-35, 36-45, 46-55, 56-

65 the respondents were given to choose any one of the most important non-

monetary tools as per the preference.

Source: From the questionnaire (Refer Q1)

TABLE - 2

FDP Vs AGE CROSS TABULATION

COUNT

Age

Total25-35 36-45 46-55 56-65

FDP 25 10 6 5 46

Total 25 10 6 5 46

95

The cross tabulation shows that out of 300 sample size 46 respondents have

given importance to FDP. This means that 15% of the sample population has

chosen FDP as the most important Non – Monetary tool.

Out of the entire sample population, this Non – Monetary motivational tools is

of utmost importance in the age group between 25-35. In this age group, 25

respondents have chosen the FDP programme as priority. The main reason is

the faculties in this age group are more concerned about their career and

wants to have training sessions which brings an overall development in their

96

career.

In the age group of 36-45, only 10 respondents have chosen FDP as

preference. The reason for this is because by this age most of the faculties

are well settled in their fields and have got considerable amount of

experience. Also the needs of a person starts changing as he got a family and

has to shift his focus more on the personal front as compared to the

professional front. This age group has a major responsibility of the settlement

of the family.

In the age of 46-55, only 6 respondents selected and from the age group of

56-65 only 5 respondents has selected FDP as their preference. The reason

for the same is that at this particular turn, the faculties are not much

concerned about the career, as they are already well settled on the same front

and now their focus shifts on the settlement of their children, which is their

utmost priority. Till his point of time the faculties have several research papers

on their name and most of them are well known. Some of them are even the

authors of some well known books. Hence FDP will not add much to their

profile. So this non monetary tool will not work for them so effectively.

Hence the conclusion from this analysis is that FDP as a non monetary tool is

the utmost priority and works best for the faculties in the age group 25-35.

INTERPRETATION:

1. Institutes should give more preference to FDP, especially for younger

faculties.

2. They should conduct FDP at regular intervals.

97

3. From the table it is seen that they are more in favor of career growth

and younger staff wants more weightage to this type of programmes

which helps in the development of personality.

TABLE - 3

Below is the table for analysis of Flexibility with the faculties from different agegroups.

FLEXIBILITY Vs AGE CROSSTABULATION

Age

Total25-35 36-45 46-55 56-65

Flexibility 5 25 30 15 75

Total 5 25 30 15 75

Source: From the questionnaire (Refer Q1)

For cross tabulation out of 300 sample size, 75 respondents have been

selected for Flexibility analysis. The flexibility analysis has been done on

Gender basis. Out of 75 respondents, 60 respondents are females and 15

respondents are males. Out of 60 female respondents, 55 have agreed to the

fact that if there is flexibility in the work timings, they will be more motivated

and more loyal to a particular Institute. Such kind of flexibility also helps these

female faculties to take more interest in their work as they are working as per

their schedule and are not under any work pressure. These 55 faculties have

given more importance to the flexibility of the work timings because they need

to manage the family life as well. But since these female respondents are well

educated and wants to showcase their talents, the institute which provides

98

them an opportunity to showcase their knowledge and talent in their

comfortable time zone alongwith managing the family issues, gains more

importance and hence will be more successful in retaining the female talent

pool. The remaining 5 female respondents have not given much importance

to flexible work timings, as they are in the older age brackets and are not

bounded with family issues. Either the childrens are well settled or they have

Daughter in Laws to manage the things.

In the case of Male respondents, out of 15 male faculties, only 11 have

accepted flexible work timings as an Non – Monetary motivational tool,

because it gives them a scope to work as a visiting faculty for other colleges

99

or private coaching classes. Remaining 4 doesn’t agree with this fact and they

are pretty much comfortable with a general work schedule for all. These 4

respondents were in the age group of 55+.

The conclusion from the above mentioned study is that in Flexible work

timings acts as the best Non – Monetary motivational tool for female faculties

and plays a major role in talent retainment.

Interpretation:

1. Head of the institutes should understand the problems being faced by

working women and should allow for flexible work timings.

2. Flexible work timings will help the institute in talent retainment of

female candidates which forms the majority of the workforce.

3. This will help female faculties to work with more aggression and loyalty

TABLE – 4

Below is the table for analysis of Research activities with the faculties fromdifferent age groups.

RESEARCH ACTIVITY VS AGE CROSS TABULATION

Age

Total25-35 36-45 46-55 56-65

Research Activity 40 15 10 20 85

Total 40 15 10 20 85

Source: From the questionnaire (Refer Q1)

100

For analysis purpose 80 respondents have been selected from the sample of

300. 20 respondents each from the age group of 26-35, 36-45, 46-55 and 56-

65 has been selected to see which age group gives more importance to the

research activities and considers it an important Non – Monetary motivational

tool.

Age Group 26-35: This age group has the maximum respondents who are

career oriented. That is why in this age group it was found that out of 20

respondents, all were in favour of research activities. This is because they

considered it an important landmark in their career growth. It has been found

after interviewing a few students as well that a faculty who is involved more in

active research is more popular among students and gains high respect. Also

101

most of the reputed universities and institutes prefer faculties with at least 2-3

research paper in their name. Hence the respondents in this age group prefer

to stay loyal to those institutes which help them in conducting their research

work. This help can be in the form of resources (both online and offline), data

collection, visiting other campuses for interaction with other senior faculties

etc. So for this age group, research activities act as an important Non –

Monetary motivational tool.

Age Group 36-45: This age group has little less no. of career oriented

respondents. The main reason for this is people are more involved with the

personal life i.e. marriage and settlement are more on the cards. Out of these

only 6 respondents agreed for the research facilities.

Age Group 46-55: This group again saw the reduced no. of respondents

responding to the research activities. The main reason is that people in this

age group are well settled and well experienced. They participate in the

research activities, but in a very small number and are more dependent on

the students and secondary sources for data collection. Most of the faculties

are also involved in consulting work with private firms and they use it as a tool

for their career growth. Only 2 respondents opted for Research facilities.

Age Group 56-65: This age group again saw an increased number of

respondents for research. By this age most of the respondents were relieved

of their family responsibilities and don’t have that much of pressure. These

respondents have good amount of experience (Both teaching and consulting),

knowledge and Contacts and hence they scout for research on new topics. 5

respondents have agreed for research work. Along with that, these

102

respondents are more in favor of their work getting recognized.

So it can be concluded from the above analysis that majority of the Young Lot

and the old lot prefer research activities and it acts as an important non –

monetary motivational tool.

INTERPRETATION:

1. College should provide more resources for Research activities

especially for the youngest batch and the oldest batch.

2. This will help the college in retaining the new young and fresh talent as

well the experienced old lot. Both of them are very useful for an

institute.

3. Research activities also help in improved ranking of the institute.

TABLE – 5

Below is the table for analysis of Higher Studies with the faculties from

different age groups.

HIGHER STUDIES VS AGE CROSSTABULATION

Age

Total25-35 36-45 46-55 56-65

Studies 53 5 5 2 65

Total 53 5 5 2 65

103

For analysis purpose we have selected 65 respondents from the sample of

300 in the age group of 26-35, 36-45, 46-55 and 56-65 has been selected to

see which age group gives more importance to the Higher Studies and

considers it an important Non – Monetary motivational tool.

Age Group 26-35: This age group has the maximum respondents who are

career oriented. That is why in this age group it was found that we have the

maximum respondents in favor of Higher Studies. This is because they

considered it an important landmark in their career growth. It has been found

after interviewing a few students as well that a faculty who has earned higher

104

degrees is more popular among students and gains high respect. Also most of

the reputed universities and institutes prefer faculties with at least PhD degree

in the respective subjects, even though he is a fresher. Hence the respondents

in this age group prefer to stay loyal to those institutes which help them in

gaining higher degrees in case if someone hasn’t got it and that too while

working. So for this age group, research activities act as an important Non –

Monetary motivational tool.

Age Group 36-45: This age group has little less no. of career oriented

respondents. The main reason for this is people are more involved with the

personal life i.e. marriage and settlement are more on the cards. That is why

only 5 respondents agreed for higher studies.

Age Group 46-55: This group again saw the reduced no. of respondents

responding to the research activities. The main reason is that people in this

age group are well settled and well experienced. They participate in the higher

studies, but in a very small number. Most of the faculties are also involved in

consulting work with private firms and they use it as a tool for their career

growth. Only 5 respondents opted for Higher Studies.

Age Group 56-65: This age group again saw a decreased number of

respondents for higher research. By this age most of the respondents were

relieved of their family responsibilities and don’t have that much of pressure.

These respondents have good amount of experience (Both teaching and

consulting), knowledge and Contacts and hence they scout for new knowledge

levels. 2 respondents have agreed for higher studies. The faculties which are

already PhD opted for DBA programs.

105

Source: From the questionnaire (Refer Q1)

TABLE – 6

Below is the table for analysis of Scientific Appraisal System of the facultiesfrom different age groups.

APPRAISAL * AGE CROSS TABULATION

Age

Total25-35 36-45 46-55

Appraisal 10 10 9 29

Total 10 10 9 29

106

Now here comes the last factor which is considered as an important non-

monetary tool. Out of 300 sample size only 34 respondents choose appraisal

system as an important and critical non – monetary tool.

The point to be noted is that people from all age groups give preference to

performance appraisal, but this performance appraisal has to be scientific and

not a simple appraisal system. Most people think that a traditional appraisal

system is more biased. Hence they want the system to be more scientific and

foolproof. The appraisal system should have a set of measurable parameters

(also known as KRAs) and at the time of appraisal, the candidate should

present substantial proof and evidence to present his case and then the

points should be awarded on the same basis. This scientific system of

appraisal provides a platform for equal opportunity for all and gives them a

chance where good work is awarded and biasness can be avoided.

This motivates people who are hard working and has talent and caliber.

Institutes awarding scientific appraisal system are more popular among

faculties and has less attrition rate.

As per a survey, institutions adopting scientific performance appraisal

systems have better retention rate of the employees.

INTERPRETATION:

1. College should encourage higher studies for more and more faculties

as it will add value to the career of the faculty members and then

indirectly to the institution as well.

2. This will help the college in retaining the new young and fresh talent.

107

3. College should have tie ups with other institutes and universities for

higher studies and other professional courses which add value to the

career of the faculty members.

TABLE – 7

Relation between age categories and non-monetary tools.

Motivation astools

25-35 36-45 46-55 56-64 Total

FDP 25 10 6 5 46

Flexibility inhrs

5 25 30 15 75

ResearchActivities

40 15 10 20 85

HigherStudies

25 15 15 10 65

Appraisal 5 10 14 29

Source: From the questionnaire (Refer Q1)

TESTING OF HYPOTHESIS BY ANOVA

H01: There is no relation between age categories and non-monetary tools.

H11: There is relation between age categories and non-monetary tools.

TABLE - 8

ANOVA

Sum ofSquares Df

MeanSquare F Sig.

FDPA BetweenGroups

1.510 3 .503 3.980 .008

108

WithinGroups

37.437 296 .126

Total 38.947 299

Flexiblity A BetweenGroups

25.333 3 8.444 12.519 .000

WithinGroups

199.667 296 .675

Total 225.000 299

ResearchA BetweenGroups

39.343 3 13.114 7.102 .000

WithinGroups

546.587 296 1.847

Total 585.930 299

StudiesA BetweenGroups

2.667 3 .889 .324 .808

WithinGroups

812.000 296 2.743

Total 814.667 299

AppraisalA BetweenGroups

34.833 3 11.611 5.543 .001

WithinGroups

620.083 296 2.095

Total 654.917 299

Table Value of F (3,269) – 2.605

Since the table value of F at 5% significance level is lower than the

calculated value, Null hypothesis H0 is rejected and H1 is accepted.

This proves that there is a relation between age and Non-Monetary tools.

109

The table is again analyzed through one way ANOVA, to prove that there

is relationship between motivational tools vs. age categories or there is no

relationship between motivational vs. age. It is proved through research

that there is relationship between motivational tools and age categories.

Each age group has a preference towards a particular motivational tool.

As per the findings in cross tabulations, the age group of 25-35 gave

importance to research activity and the age group of 35 to 44 gave

importance to flexibility. The age group of 45 to 54 gave importance to

It shows that they have a preference to particular motivational tool. It is

noted that as per the employees of each age bracket have the choice of

the important motivational tool from the given list of tools.

ANALYSIS - 9

NON-MONETARY TOOLS VS GENDER

Description – In the above sections we have analyzed the relationship

between various non – monetary tools and age groups. That exercise was to

identify that which age group gives more importance to which non-monetary

factor and why? This section deals with the analysis of importance to various

non – monetary tools by different genders. For our analysis we have

considered the following Non – Monetary tools

1. Faculty Development Programme

2. Flexibility of timings

3. Involvement in Research Activities

110

4. Chance given to the faculties for higher studies by the college

5. Timely and scientific appraisals done, based on the performance

TABLE-9CASE PROCESSING SUMMARY

Cases

Valid Missing Total

N Percent N Percent N Percent

FDP Vs Age 46 15.3% 254 84.7% 300 100.0%

Flexiblity Vs Age 75 25.0% 225 75.0% 300 100.0%

Research Vs Age 85 28.3% 215 71.7% 300 100.0%

Studies Vs Age 65 21.7% 235 78.3% 300 100.0%

Appraisal Vs Age 29 9.7% 271 90.3% 300 100.0%

The relationship between preferences of non-monetary tools from the given

list of non-monetary tools viz FDP, Flexibility in timing, Research activity,

Higher studies,

Performance Appraisals the respondents were suppose to prioritize the most

important non-monetary tools stated in the questionnaire (refer page

no_______).To determine whether there is a relationship between gender

and non-monetary tools where the respondents were asked to pick the most

important one from the given non-monetary tools.

Bar chart was made by using SPSS to find the relationship between

motivational tools with gender. The respondents were given to choose any

one of the most important non-monetary tools as per the preference

111

TABLE - 10

FDP VS GENDER CROSS TABULATION

Gender

TotalMale Female

FDP 13 33 46

Total 13 33 46

112

The cross tabulation shows that out of 300 sample size 46 respondents have

given importance to FDP. This means that 15% of the sample population has

chosen FDP as the most important Non – Monetary tool.

Out of the entire sample population, this Non – Monetary motivational tools is

of utmost importance for female faculties.

The reason why more female faculties are present in the cross tabulation is

because of more number of female faculties present especially in the HR and

Finance specializations.

INTERPRETATION:

1. Institutes should give more preference to FDP, especially for female

faculties.

2. They should conduct FDP at regular intervals.

TABLE - 11

FLEXIBILITY VS GENDER CROSSTABULATION

Gender

TotalMale Female

Flexibility 31 44 75

Total 31 44 75

113

For cross tabulation out of 300 sample size, 75 respondents have been

selected for Flexibility analysis. The flexibility analysis has been done on

Gender basis. Out of 75 respondents, 60 respondents are females and 15

respondents are males. Out of 60 female respondents, 55 have agreed to the

fact that if there is flexibility in the work timings, they will be more motivated

and more loyal to a particular Institute. Such kind of flexibility also helps these

female faculties to take more interest in their work as they are working as per

their schedule and are not under any work pressure. These 55 faculties have

given more importance to the flexibility of the work timings because they need

to manage the family life as well. But since these female respondents are well

114

educated and wants to showcase their talents, the institute which provides

them an opportunity to showcase their knowledge and talent in their

comfortable time zone alongwith managing the family issues, gains more

importance and hence will be more successful in retaining the female talent

pool. The remaining 5 female respondents have not given much importance

to flexible work timings, as they are in the older age brackets and are not

bounded with family issues. Either the childrens are well settled or they have

Daughter in Laws to manage the things.

In the case of Male respondents, out of 15 male faculties, only 11 have

accepted flexible work timings as an Non – Monetary motivational tool,

because it gives them a scope to work as a visiting faculty for other colleges

or private coaching classes. Remaining 4 doesn’t agree with this fact and they

are pretty much comfortable with a general work schedule for all. These 4

respondents were in the age group of 55+.

The conclusion from the above mentioned study is that in Flexible work

timings acts as the best Non – Monetary motivational tool for female faculties

and plays a major role in talent retainment.

Interpretation:

1. Head of the institutes should understand the problems being faced by

working women and should allow for flexible work timings.

2. Flexible work timings will help the institute in talent retainment of

female candidates which forms the majority of the workforce.

This will help female faculties to work with more aggression and loyalty

115

TABLE - 12

RESEARCH VS GENDER CROSSTABULATION

Gender

TotalMale Female

Research 30 55 85

Total 30 55 85

For analysis purpose 85 respondents have been selected from the sample of

300. 30 male faculties and 55 female faculties give importance to the

research activities and consider it an important Non – Monetary motivational

116

tool. The main reason for more female faculties involved in this is because of

more female faculties involved in the survey.

INTERPRETATION:

1. College should provide more resources for Research activities

especially for the female faculties

2. This will help the college in retaining the female faculties.

3. Research activities also help in improved ranking of the institute.

TABLE - 13

STUDIES VS GENDER CROSSTABULATION

Gender

TotalMale Female

Studies 27 38 65

Total 27 38 65

For analysis purpose we have selected 65 respondents from the

sample of 300. 27 male faculties and 38 female faculties give

importance to the research activities and consider it an important Non –

Monetary motivational tool. The main reason for more female faculties

involved in this is because of more female faculties involved in the

survey

117

INTERPRETATION:

1. College should provide more opportunities for Research activities

especially for the female faculties

2. This will help the college in retaining the female faculties.

3. Research activities also help in improved ranking of the institute.

118

TABLE - 14

APPRAISAL VS GENDER CROSSTABULATION

Gender

TotalMale Female

Appraisal 12 17 29

Total 12 17 29

119

Now here comes the last factor which is considered as an important non-

monetary tool. Out of 300 sample size only 29 respondents choose appraisal

system as an important and critical non – monetary tool.

The point to be noted is that people from both genders give preference to

performance appraisal, but this performance appraisal has to be scientific and

not a simple appraisal system. Most people think that a traditional appraisal

system is more biased. Hence they want the system to be more scientific and

foolproof. The appraisal system should have a set of measurable parameters

(also known as KRAs) and at the time of appraisal, the candidate should

present substantial proof and evidence to present his case and then the

points should be awarded on the same basis. This scientific system of

appraisal provides a platform for equal opportunity for all and gives them a

chance where good work is awarded and biasness can be avoided.

This motivates people who are hard working and has talent and caliber.

Institutes awarding scientific appraisal system are more popular among

faculties and has less attrition rate.

As per a survey, institutions adopting scientific performance appraisal

systems have better retention rate of the employees.

TESTING OF HYPOTHESIS BY ANOVA

Table is to analyze the importance of non-monetary tools vs.gender by

ANOVA test to prove. There is no relationship between non-monetary tools

vs. gender or There is a relationship between non-monetary tools and gender.

120

TABLE - 15

Relation between Gender and Non-monetary tools.

Motivational tools GENDER TOTAL

Male Female

FDP 13 33 46

Flexibility 31 44 75

Research Activity 30 55 85

Higher Studies 27 38 65

Performance

Appraisal

12 17 29

H0: There is no relation between gender and non-monetary tools.

H1: There is relation between gender and non-monetary tools.

TABLE - 16

ANOVA test of non-monetary tools and gender

ANOVA

Sum ofSquares df

MeanSquare F Sig.

FDP Between Groups .266 1 .266 2.048 .154

Within Groups 38.681 298 .130

Total 38.947 299

121

Flexibility Between Groups .429 1 .429 .570 .451

Within Groups 224.571 298 .754

Total 225.000 299

Research Between Groups 4.530 1 4.530 2.019 .157

Within Groups 397.201 298 2.244

Total 401.732 299

Studies Between Groups 1.476 1 1.476 .382 .538

Within Groups 626.329 298 3.866

Total 627.805 299

Appraisal Between Groups .637 1 .637 .152 .697

Within Groups 573.104 298 4.183

Total 573.741 299

Table Value of F (3,298) – 2.605

Since the table value of F at 5% significance level is lower than the calculated

value, we reject Null hypothesis H0 and accept H1. This proves that there is a

relation between gender and Non-Monetary motivational tools.

TABLE- 17

Correlation between Performance and non-monetary tools

Performance

Flexiblity Pearson Correlation 0.915**

Sig. (1-tailed)

N 300

122

Research Pearson Correlation 0.33

Sig. (1-tailed)

N 300

Studies Pearson Correlation 0.453

Sig. (1-tailed)

N 300

Appraisal Pearson Correlation 0.265

Sig. (1-tailed)

N 300

Source: From the questionnaire (Parameter 1 – Parameter 6)

INTERPRETATION:

1. Flexibility Vs Performance:

The pearson correlation coefficient between flexibility of working hours

and performance of an individual is 0.915. This high degree of positive

correlation shows that the two variables are related to each other to a

very great extent and it shows that higher the degree of flexibility of

working hours, greater is the performance level.

2. Research Facilities Vs Performance:

The pearson correlation coefficient between Research Facilities and

performance of an individual is 0.33. This degree of positive correlation

shows that the two variables are related to each other but not to a very

great extent and it shows that a higher level of increase in research

123

facilities will increase the performance level of the faculties to a small

extent. In other words we can say that in this case the increase in

performance level will be around One – Third of the increase in

research facilities.

3. Higher Studies Vs Performance:

The pearson correlation coefficient between Higher Studies and

Performance of an individual is 0.453. This degree of positive

correlation shows that the two variables are related to each other but

not to a very great extent and it shows that a higher level of increase in

Higher Studies will increase the performance level of the faculties to a

small extent. In other words we can say that in this case the increase

in performance level will be slightly less than half the increase in

Higher Studies.

4. Appraisal Vs Performance:

The pearson correlation coefficient between Appraisal and

performance of an individual is 0.265. This degree of positive

correlation shows that the two variables are related to each other to a

very minimal extent and it shows that a higher level of increase in

research facilities will increase the performance level of the faculties to

a very small extent. In other words we can say that in this case the

increase in performance level will be One - Fifth the increase in

appraisal. Hence the performance of an individual is not much

dependent on the appraisal process.

124

CHAPTER - 7

CONCLUSION

7.1 CONCLUSION ON AGE BASIS

1. The study was done with the population of 1260 faculty members of

management colleges

2. The colleges were selected from the zones Mumbai, Navi Mumbai and

Pune with random sample design

3. Total sample size is 300 which comprises of 112 male and 188 female

faculty members.

4. It has been observed and analyzed that employees do support for non

– monetary motivational tools and according to them, non – monetary

tools should be applied with right respect.

5. Employees get motivated through number of non – monetary tools that

is FDP, Working hours flexibility, Research Activities, Higher

Studies and Performance Appraisal.

6. The majority of the respondents have pointed that they support the non

– monetary tools which is further proved through cross tabulation and

other statistical tools like ANOVA and CORRELATION.

7. It signifies that non-monetary tools are important component which has

to be revised every now and then It was observed that the age really

matters.

125

8. Age group of 25-34 has more inclination towards the FDP and

Research Activities.

9. The age group of 36-45 is also more inclined and is in favor of

research Activities and Higher Studies.

10. The age group 46-55 has selected flexibility of the working hours as

the major important tool as they opt of other sources of income through

visiting faculty profiles.

11. The last age group in the survey 56-65 has opted maximum for the

Performance appraisal system. The reason is because of their vast

experience and knowledge levels, they need to be treated on a

premium level and not at par with the new faculties.

7.2 CONCLUSION ON GENDER BASIS

1. As female faculties have the responsibilities of managing the family as

well, the respondents in the age group of 25-35 and 36-45 gave more

weight age to the work timing flexibility.

2. The female respondents in the older age group gave preference to the

Research Activities and Performance appraisal system.

3. Colleges should understand the importance of non – monetary tools

4. In most cases Non - monetary tools play a major role in employee

satisfaction as compared to monetary tools.

5. It has been proved that non – monetary tools helps in talent retainment

and motivation of faculty members.

126

SUGGESTION

It is very important that employers should make it mandatory to retain the

potential employees and try to find different ways to retain them. A proper

training program should be chalked out as per the job profile and

responsibilities of the faculty members. The college Management should keep

a target for retaining a particular percentage of employees every year.

Once the training programme has been chalked out, at the same time there

should be a proper mechanism to monitor whether the application of training

program is carried out successfully by the employees or not. In other words

we need to monitor the effectiveness of the training programme. Also the

training module should be updated on a regular basis depending the

requirements of the market.

To make the training program much more effective, it is necessary to give

importance to the application of the contents of training by giving them ratings

in terms of performance i.e. how effectively it is applied in their job. Then only

the training programme will be given due weight age by the employees.

It is important to have transparency in all the areas especially the policy

matters related to training, performance appraisal, about future plans etc. It is

important that we have to consider our organization as one family thus

sharing of information and the right blend of culture should be practiced in the

organization rather than keeping barriers at all levels.

It is important to plan the entire work schedule and work load as per the

responsibility, experience and qualification. Thus work load should be

127

properly balanced.

It is important to feel safer when the employees work together. Thus such

type of environment should be created, where there should be a team

bonding and all colleagues should work together. A positive and cheerful

working environment always motivates employees to work more effectively

and efficiently.

Along with all these things, the good performance of the faculties based on

the student feedback should be rewarded properly.

An open door policy should be initiated where the grievances can be solved

then and there itself.

Faculty members should be undergone medical check ups on a regular basis,

so that we have maximum healthy faculties on our campus. It is also

important important to have seminars and workshops on the health and diet

issues, along with Yoga sessions.

Canteen facilities of good quality should be provided and the menu has to be

strictly followed as per the dietician. It should be based on one mantra EAT

HEALTHY FOOD AND BE HAPPY.

Practice of yoga and Art of living should be introduced in order to have a

better and healthy life.

Scientific Performance appraisal system should be adopted, where there is

an appropriate weightage given to each and every KRAs.If any performance

gap is analyzed then proper training module should be framed and training

128

session should be conducted to overcome these gaps. The training

programme should be designed as per the job content and performance gap

analyzed during the performance appraisal. The application of the training

modules conducted should be checked and the performance should be

observed during their daily work and the promotional policies and the

increment should be planned accordingly.

Succession planning to be done i.e. to find the potential employees and chalk

the career planning for the so to reach a particular position as per the

succession plans made by the HR MANAGER.

Counselors should be appointed so that employees can meet them with their

personal or professional problems.

There has to be a weekly meeting where they can discuss about any

professional matters which can be solved with open discussion. Also the

policies framed should be same for all faculty members and there should not

be any discrimination based on Age, Sex, Qualification or designation.

129

CHAPTER - 8

LIMITATIONS OF THE STUDY

Due to busy schedules, some of the participants had less time to

express the facts.

Some were hesitant to express their views freely as they felt that they

don’t want to go against the management..

There are chances of immature or casual responses.

The colleges in the sample has been taken only from metros and Tier II

and Tier III havn’t been considered in the same.

Behavioral scale has been used for getting the answers. This scale

might change from person to person and hence does not provide us

with the accurate picture of the same.

130

ANNEXURE - I

BIBLIOGRAPHY

1. “Better retention helps”, Vineet Kaul, www.financialexpress .COM, April

23,2005.

2. Human Resource Management: Best Practices at FedEx

Corporation”,Konakanchi Prashant from ICMR ,2003. Retaining Staff,

Reducing Employee Turnover and Retaining Employees”,

www.wowessays.com

3. The Reward of Work : The Employment Deal in a changing Economy” ,

GerryLedward and MattLucy, www.sibson .com

“Retaining and Motivating Employees”, Larry Memmott, March 12 and

13 ,2002, www.postharvest.tfrec.edu

4. “The Reward of Work ; The Employment Deal in a changing Economy”,

Gerry Ledford and Matt Lucy, www.sibson.com Broad, M.L. (1997).

5. Transfer concepts and research overview: challenges l

performance.

American Society for Training and Development. 1-18.

Duerhring, G., & Ward, M., (Sept 2001). CE’s effectiveness depends on

you. Radiologic Technology. 73, 79-83.

Fiske, H. (2002). Improve your professional image: CE solutions.

Radiology Today. 3(9), 8-11

Fogarty, R., Perkins, D., & Barell, J. (1992).

6. How to teach for transfer. Illinois: SkyLight Training and Publishing,

131

Inc.Ford, J. K., & Weissbein, D.A. (1997).

7. Transfer of training: An updated review and analysis

8. Performance Improvement Quarterly, 10, 22-41.

Gutek, G, Carpenter, J, & Moreno, M. (1997).

9. Philosophical & Ideological perspectives on education (2nded.).

Massachusetts: Simon & Schuster Kirchner, C., Wilder, D.S. (1959).

10. Attitudes. Document No ED022076 RetrievedApril7,2002,fromhttp:

//webluis.fcla.edu/cgiwrap/fclwlv3/wlv3/DBRE/DI11802 Knox, A.B.

(1980). Proficiency theory of adult learning. Contemporary

Educational Psychology, 5, 378-404.

O'Shea, D.P., Betsinger, A.M, & King, C.T. (1999).

11. Successful career progression: Exploratory findings from the study of

selected occupations. Document No ED439266 Retrieved January 20,

2002 from http://webluis.fcla.edu/cgi-bin/cgiwrap/fclwlv3/wlv3/

DBRE/DI11802 Ottoson, J. (1997).

12. Beyond transfer of training: Using multiple lenses to assess community

education programs. New Directions for Adult & Continuing Education.

75, 87-96 Parry, S. (1990).

13. Training & development journal. American Society for Training & 44

Development. 44, 12-15 Document No A9670235 Retrieved April 14,

from http://webluis/fcla/edu/cgi-bin/cgiwrap/fclwlv3/wlv3/DBRE/DI32611

Richey, R. (1991).

14. Adult attitudes toward alternative deliver systems and industrial training

outcomes. Document No ED335005 Retrieved Retrieved April 7, 2002,

from http://webluis.fcla.edu/cgibin/cgiwrap/fclwlv3/wlv3/DBRE/DI11802

132

Usuki, M. (2001). From the learners' perspectives:

15. The needs for awareness raising towards autonomy and roles of the

teachers.

16. Towards a culturally competent system of care. Georgetown Child

Development Center: Washington D.C. Delgado, R., Stefanicic, J.

(2001).

17. Critical race theory: An introduction. New York: New York University

Press Denboba, D.L., Bragdon, J.L., Epstein, L.G., Garthright, K., &

McCann Goldman, T. (1998).

18. Reducing health disparities through cultural competence. Journal of

Health Education, 29:5, 47-53. Dingell, J. (2002). The Health Care

Fairness Act of 1999. Retrieved July 13, 2002,

fromhttp://www.house.gov/commerce_democrats/press/106st119.htm

19. JASON A. COLQUITT AND JEFFREY A. LEPINE, UNIVERSITY OF

FLORIDA RAYMOND A. NOE, OHIO STATE UNIVERSITY

20. Tannenbaum & Yukl, 1992

21. Sansone & Harackiewicz, 2000

22. Deci & Ryan, 1985; Kasser & Ryan, 1996

23. McCann and Luthans and Kreitner 1975

24. Samson and Daft, 2002

25. Hurriyet, 2003

26. Drenth, Thierry & Willems, 1984

27. Boeree, 1998

28. Clayton P. Alderfer 1972

29. McClelland (1975

133

ANNEXURE II

To

______________________________

Date

Name of the Institute with address : ___________________________

Name of the Respondent and telephone No: _______________________

Designation ___________________________________________________

Age : (25-35) (36-45) (46-55) (56-65)

Gender: Male Female

Experience : _____________________________________________

________________________________________________________

Q1. According to you which is the most important non – monetary tools.

Choose any one of them.

1. FDP 2. Working hours Flexibility

3. Research Activities 4. Higher Studies

5. Performance Appraisal

Please respond with Yes or No as appropriate answers for the

following question, based on your experience, knowledge and

perception

Parameter 1 – FDP

1. Does college conduct FDP program frequently : ( YES / NO)

2. Does college provide you the facility of attending FDP program offered

134

by other colleges? ( YES / NO)

3. Does college take special initiative for conducting FDP : ( YES / NO)

4. Are you happy with the content of FDP : ( YES / NO)

5. Does FDP help you in your career growth : ( YES / NO)

Parameter 2 – Research Activity

1. Does your college provide you research facilities in the form of

seminars, paper presentation and conferences – ( YES / NO)

2. Is there any research wing in your college – ( YES / NO)

3. Does your college sponsor you for attending research related

programmes at various other destinations – ( YES / NO)

4. Does college provide you with the research softwares required –(YES /

NO)

5. Does college motivate you for writing research papers and attending

Seminars, conferences and paper presentations – (YES / NO)

Parameter 3 – Performance Appraisal

1. Does your college follow a regular feedback – ( YES / NO)

2. Is your feedback system upto the mark – ( YES / NO)

3. Do you believe that scientific performance appraisal system will

motivate you – ( YES / NO)

4. Do you believe that your performance is consistent in terms of growth –

( YES / NO)

5. Do you think individual goal is keeping with the institute goal - ( YES /

NO)

135

Parameter 4 – Working Hours Flexibility

1. Is there flexibility of work timings in your institute - ( YES / NO)

2. Will time flexibility motivate you –( YES / NO)

3. Do you think that college should give flexibility in hours – ( YES / NO)

4. Do you think that flexibility and performance are interrelated – ( YES /

NO)

Parameter 5 – Higher Studies

1. Does college motivate you for taking admission in courses leading to

higher studies – ( YES / NO)

2. Does college provide opportunities for higher studies –( YES / NO)

3. Does college provide facilities for pursuing higher studies – ( YES /

NO)

4. Does college sponsor you for higher studies – ( YES / NO)

Parameter 6 – Performance

1. Does your goal align with the objective –( YES / NO)

2. Is your feedback consistent - ( YES / NO)

3. Your hardwork and qualities are properly recognized or not –( YES /

NO)

4. Your hardwork and qualities are properly rewarded or not –( YES / NO)

5. Does your job responsibilities match with your qualification –( YES /

NO)

136

ANNEXURE III

List of Abbreviations

M. Phil - Master of PhilosophyFDP - Faculty Development ProgramHRD - Human Resource DevelopmentB School - Business SchoolERG Theory - Existence, Relatedness and Growth StoryTCS - Tata Consultancy ServicesUSA - United States of AmericaUK - United KingdomANOVA -Analysis of VarianceSPSS - Statistical Package for Social SciencesPh.D. - Doctorate of PhilosophyDBA - Doctorate of Business Administration