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RUNNING HEAD: BANK OF AMERICA IV

Bank of America IV
Wassim Zhani
Dr. David Robinson
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Motivation

A management position
Managers are on their feet for hours at a time, work long days and weekends, and seldom
get a holiday off. The responsibilities are huge--but so is the autonomy. You will be able to
operate your organization as you see fit, with little or no supervision, to produce the highest-
quality products and services. Salary earnings vary greatly, depending on the region and
employer. You will probably earn the highest salary in a high-end. Depending on the job and
your qualifications, you could earn much more than that amount (Barron, 2000).
Quite often manager are work also engaged with petty things to address to foremost
minutia of effectiveness. To load up gap, occasionally leaders hurls his concerted efforts to
convey effectiveness by boosting and nurturing group work, by better time management and by
correct use of power. Further, leader presents and ample pay structure to boost performance of
employees. Leader delegates administration where required and asks for participation where
likely to accomplish better result. He additionally presents workers with necessary resources.
A Manger has ordered over all share and distributions of sanctions. For Example,
manager has command over affirmative sanctions for example, advancement and accolades for
his task performance and assistance to organizational objectives. Manager is furthermore in place
to activities contradictory sanctions for example, with retaining advertisements, or errors, etc. In
the barbed compare, the leader has entirely distinct kind of sanctions to activities and grant.
Managers are construction blocks of organization. A manager performs five fundamental
purposes - Planning, organizing, staffing, administering and controlling. At all grades of
management, we have managers working there and performing one or more of these managerial
functions. A manager's main function is to accomplish effective utilization of assets in an
organization. He accomplishes so through coordinated human efforts (Beck, 2000).
Managers at distinct grades have distinct functions to perform. In any organization, we
have mostly 3 grades of management and at all these grades we have different managers working
with their respective forces and authority.

Job Design model

Task significance
Lots of jobs have a very specialized and fragmented. The worker has no role in planning
and design tasks to develop an activity limited to mechanical and routine. This is what to avoid.

Autonomy
This technique is to involve employees in developing the design and planning work. It is
based on the fact that workers themselves know best how to do their work and therefore, who
can propose the most effective improvements or changes.

Feedback
Employees often complain that when they often work especially well, the boss tells them
anything. When they make the first mistake, the boss appears immediately to criticize them. This
may discourage immediately even the best of workers (Barron, 2000).
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Herzbergs two factor theory


The Motivation to Work, the publication written by Mr. Fredrick Herzberg, Bernard
Mainer and Barbara Snyderman in 1959 has become one of the most replicated studies in the
field of workplace psychology. Herzberg showed that certain factors undoubtedly motivate
(motivators), while other tended to lead to dissatisfaction (hygiene factors). Herzberg was
found to be most appropriate both from presumed soundness and methodological ease.
Theories of work motivation objective to realize (a) situation that boost persons to invest
power in their work (energize), (b) the undertakings that they aim their efforts on (direction), and
(c) what makes them maintain these efforts over time (persistence). For example, various forms
issue to modes in which workers can be energized by appealing to specific desires that they are
anticipated to have. Other forms supply insight into the main heading work-related efforts are
probable to take by analyzing the specific behavioral alternatives that persons make.
Extrinsic motivation is most often evident when an activity is uninteresting and
satisfaction comes, not from the activity itself but rather from the extrinsic consequences to
which the activity leads. Extrinsic motivation can be either autonomous or controlled. The
clearest examples of extrinsic motivation are rewards and punishments (Beck, 2000).
There can be numerous ethical anxieties when it arrives to motivating employees like
fairness, biasness, age gender or rush discrimination.

Goal theory
The goals of successful influence on school success by addressing the quality of the
process of cognitive self-regulation. This self-regulation is a student engagement in their own
learning and includes: (1) analyzing the requirements for the school work, (2) planning and
mobilizing the student of its resources to meet these requests, (3) the regulation of its progress in
achieving its work. The goals of success influence the quality, timing and relevance of cognitive
strategies in turn will control the quality of the achievements of the individual.
Two general categories of goals were studied: learning goals and performance goals. The
learning goals are those that increase the competence, understanding and appreciation of what is
learned while the performance goals, also called ego goals or purposes of prestige, are to do
better than others in order to enhance its status at the expense of ability peers.
Learning goals lead to a quality of students' cognitive self-regulation. These are harder
(1) to manage the understanding of what they learn, that is, acknowledge that they know enough
for the demands of the task and, if not the case, (2) to use organizational strategies such as
paraphrasing and summary and (3) they make positive attributions and adaptive when they
sometimes fail to understand. These students believe that effort is the key to success and failure,
if it occurs despite the effort, does not mean they are incompetent but, they just do not use
appropriate strategies learning. The benefits to adopt a policy as learning goals also extend to
emotional responses. People have feelings of satisfaction and pride they are successful and show
no anxiety on failure (Barron, 2000).
The adoption of performance goals lead to strategies and not mechanical and cursory
treatment of in-depth information. To understand the effect of performance goals on learning,
research had to distinguish the performance goals as practice and performance goals as avoiding.
Students focus on a performance for the success of efforts to provide strategies for highly
sophisticated research, which is not surprising since they are designed to be better than others.
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Topics focus on performance, in order to avoid failure makes little effort and persist, not in the
task.

Expectancy theory
This theory is put something like a mathematical equation to calculate the strength of
motivation. This theory says that a person chooses what he does on the strength of the incentive
estimated by the person on the difficulty of the task or target return and the size of it and its
importance for the person himself. Therefore, the incentive depends on the product of three
factors:
The person's belief by its ability to improve performance and achieve the required
performance. When the worker takes an action in four hours and then determines that the Prize
has completed that work in the quarter-hour it would not think to try because it is impossible for
him. But if I told him that the prize will be awarded to those who perform work in three and a
half hours or three hours, it may seriously consider the effort to achieve this goal (Beck, 2000).
This expectation is influenced also by a control factor in the results in the sense that there
are no external factors beyond his control prevent him from achieving the goal, such as the
presence of a defect in the machine or tool used. For example, may require the worker to achieve
a production week in spite of the quality of the production link the desired product which is not
controlled by the Group, this makes the Group was not governed by the result in the first place.
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References

Barron, K. E., & Harackiewicz, J. M. (2000). Achievement goals and optimal motivation: A
multiple goals approach. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and
extrinsic motivation: The search for optimal motivation and performance (pp. 231- 254).
San Francisco: Academic Press.
Beck, R. C. (2000). Motivation: Theories and principles. Upper Saddle River, NJ: Prentice Hall.