I. SELECT A LEARNING GOAL......................................................................................................

II. WHY HAS THIS LEARNING GOAL BEEN SELECTED?.........................................................3

III. IDENTIFY STRATEGY YOU WILL USE IN LITERATURE REVIEW...................................3

IV. DEVELOP A SUMMARY OF LITERATURE REVIEW...........................................................4

a. DEFINITION OF MOTIVATION..............................................................................................4

b. OVERVIEW OF MOTIVATION THEORIES...........................................................................4

i. NEED THEORIES...................................................................................................................5

ii. PROCESS THEORIES..........................................................................................................11

c. Application of employee motivation theory to the workplace...................................................12

1. Empowering employees.........................................................................................................12

ii. Providing an effective reward system....................................................................................12

iii. Redesigning jobs...................................................................................................................13

iv. Creating flexibility................................................................................................................14

V. REFLECT ON WHAT YOU HAVE READ................................................................................15

A. Introduction...............................................................................................................................15

b. Opportunities..............................................................................................................................15

c. Motivation .................................................................................................................................15

1. Hierarchy of needs.................................................................................................................16

ii. Satisfiers/dissatisfiers............................................................................................................17

d. Conclusion.................................................................................................................................18

VI. INDENTIFY ACTIONS YOU PLAN.........................................................................................18

 I. SELECT A LEARNING GOAL

Motivation is the key to improve performance. Managers have to get things done through their
employees, then they should have ability to motivate employees. Each company must enhance
employees’ fulfillment by several motivational techniques: offering cash rewards, executive
recognition or good work environment. An appropriate employee motivation strategy would lead to
an effective management and leadership within the workplace. It will also help the company more
effective and increase our country’s economies in the future. So I choose MOTIVATION as my
learning goal.

II. WHY HAS THIS LEARNING GOAL BEEN SELECTED?

Employee motivation nowadays is one of the major issues faced by every organization. Each
manager understand that it is a necessary factor for obtaining company’s goals and achieving
higher profits; it can be the difference between success and failure of a business. It could help me
for future career in human resource field

III. IDENTIFY STRATEGY YOU WILL USE IN LITERATURE

REVIEW

Collecting the information

The observing method is implemented by learning about practical situations from real life.
The synthetic method bases on the sources of information from text book, internet and journal
articles

Analyzing the information

IV. DEVELOP A SUMMARY OF LITERATURE REVIEW

a. DEFINITION OF MOTIVATION

Numerous psychologists and theorists have formed their own concepts of the term “motive”. In a
simple way, it is the internal purpose or reason for making a choice or completing an action
(Balliet, B., 2004). Motivation can be defined as an “internal state or condition that activates
behavior and gives it direction”. It can also be defined as a basic human desire or need that
influences behavior (Huitt, 2001). Different personalities lead to different behaviors of each
individual in various situations. The personal needs of employees are satisfied when they are
motivated to perform the assigned tasks. The manager is able to achieve his goals when he can
satisfy both the employees’ needs and those of the organization (Gabriel 224).

It is the process that initiates, directs and sustains behavior while simultaneously satisfying
physiological or psychological needs (Leal,1995). This is the willingness to drive high levels of
effort toward company’s goals, with the ability of effort to satisfy individual needs, employee
motivation is a good way to increase productivity in an organization. When employees are
motivated they will have a reason to focus more effort on what they are doing (Greenberg, 2005).

Huitt, W. (2001). Motivation to Learn: An Overview. Educational Psychology Interactive. Valdosta State University.
Retrieved 2/23/2005, from http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html.

Zuroff, D. (1986). Was Gordon Allport a Trait Theorist? Journal of Personality and Social Psychology. 51, 993-1000.

b. OVERVIEW OF MOTIVATION THEORIES

This part will give a detailed review of the literature of motivation theories. A cursory view of the
literature will show that there are two central categories of motivation theories: content theories and
process theories

Content theories are centered around the assumption that individuals all share a similar set of
human needs and that we are all motivated to satisfy those needs (e.g., Maslow, 1946; McGregor,
1957; Herzberg, 1968; Alderfer, 1969; McClelland, 1988). Process theories are centered around the
rational cognitive process and say that while most people may have similar needs, the importance
and placement of those needs is different for everyone; that it is something highly subjective (e.g.,
Skinner, 1935; Adams, 1963; Vroom, 1967).
 i. NEED THEORIES

Need theories base on some of the earliest research in human relations. If managers can understand
the needs that can motivate their employee, then a reward systems can be implemented to fulfill
those needs and reinforce the appropriate behavior

1. Maslow's Hierarchy of Needs

The hierarchy of needs theory was developed by Abraham Maslow, a professor at Brandeis
University and a practicing psychologist; the theory identified a set of needs that prioritized into a
hierarchy based on two conclusions (Daft, 1997; McCoy, 1992; Quick, 1985):

• Human needs are either of an attraction/desire nature or of an avoidance nature.

• Because humans are "wanting" beings, when one desire is satisfied, another desire will take
its place.

Maslow's hierarchy of needs is shown in the following diagram

 Physiological Needs: The basic physical comfort or needs: air, water, nourishment,
sleep, food … According to Maslow's theory, if these needs are not satisfied then one's
motivation will arise from the quest to satisfy them. Higher needs such as social needs and
esteem are not felt until one has met the needs basic to bodily functioning.

 Safety Needs: People want to feel safe, secure, and free from fear. Once the
physiological needs are met, they want to feel safe, secure and free from the threat of
 physical and emotional harm. If thay feels that they are in harm's way, then higher needs
will not receive much attention.

 Belonging/ Love Needs : Once a person has met the level of physiological and safety
needs, then higher level needs become important, the first are social needs. Social needs are
needs that related to interaction with other people This is a need for friends, family,
and intimacy—the social acceptance and affection from others

 Esteem Needs: Once a person feels a sense of "belonging", then the need to feel important
arises. Esteem needs can be classified as internal or external. Internal esteem needs related
to self-esteem such as self respect and achievement. External esteem needs are social status
and recognition. These needs are: attention, reputation, achievement, recognition, self-
respect, etc. When these needs are satisfied, then they feels valuable and self-
confident as a person in the world. If these needs are not satisfied, they feels
helpless, weak, inferior, and worthless.

 Self-Actualization Needs: This is the highest level of Maslow’s hierarchy of needs, it

involves people striving to accomplish their full potential to become more of what they are
capable of being. They strive after self-fulfillment. Unlike other level needs, this need is
never fully satisfied; as new opportunities continue to grow when they grows
psychologically. Self-actualized people have needs such as: justice, truth, meaning, wisdom

 Implications for Management

According to Maslow's Hierarchy of Needs, managers have many opportunities to motivate

employees through management style: job design, company events, and compensation packages,…
However, not all employees are driven by same needs - different people can be motivated at any
time by an entirely different factors. Then it becomes important to understand each employee’s
need being pursued by. To motivate an employee, the managers must be able to acknowledge the
needs level where the employees atr operating, and use these needs as levers of motivation.

2. ERG Theory

Expanding on the “Maslow's hierarchy of needs”, Clayton Alderfer redefined it in his own terms
and His rework is called “ERG theory of motivation”. He recategorized Maslow’s hierarchy of
needs into three simpler and broader classes of needs:

Existence needs- These include need for basic material necessities. In short, it includes an
individual’s physiological and physical safety needs.
Relatedness needs- These include the aspiration individual’s have for maintaining significant
interpersonal relationships (be it with family, peers or superiors), getting public fame and
recognition. Maslow’s social needs and external component of esteem needs fall under this class of
need.

Growth needs- These include need for self-development and personal growth and advancement.
Maslow’s self-actualization needs and intrinsic component of esteem needs fall under this category
of need.

Implications of the ERG Theory

Unlike Maslow's theory, managers must recognize that employee has various needs that must be
satisfied simultaneously. These opportunities are not provided to employees, they may regress to
relatedness needs. If the manager is able to recognize this situation, then steps can be taken to
concentrate on relatedness needs until the subordinate is able to pursue growth again.

3. Herzberg's Motivation-Hygiene Theory (Two Factor Theory)

Frederick Herzberg, a professor of psychology at Case Western Reserve University,

studied the attitudes of workers toward their jobs. Herzberg proposed that an individual will be
moved to action based on the desire to avoid deprivation. However, this motivation does not
provide positive satisfaction because it does not provide a sense of growth.Herzberg's research
found that positive job attitudes were associated with a feeling of psychological growth. He thought
that people work for two reasons: for financial reasons to avoid physical deprivation, and for
achievement because of the happiness and meaning it provides. Herzberg also identified the
concept of job enrichment, whereby the responsibilities of a job are changed to provide greater
growth and challenge (McCoy, 1992; Quick, 1985 p. 10-12)] 1985. His motivation-hygiene theory
includes two types of factors:

Motivation is based on the positive satisfaction that psychological growth provides. The presence
of factors such as responsibility, achievement, recognition, and possibility for growth or
advancement will motivate and satisfy people. The absence of these factors will not necessarily
demotivate or cause dissatisfaction.

Hygiene is based on an individual's desire to avoid deprivation and the resulting physical and
emotional discomfort. Hygiene factors include willingness to supervise; positive working
conditions; interpersonal relations with peers, subordinates, and superiors; status; job security; and
salary. These factors do not motivate, nor will their presence cause job satisfaction. Their absence,
however, will cause dissatisfaction.

Implications for Management

Management not only must provide hygiene factors to avoid employee dissatisfaction, but also
must provide factors intrinsic to the work itself in order for employees to be satisfied with their
jobs. To motivate workers, according to the theory, managers must focus on changing the intrinsic
nature and content of jobs themselves by "enriching" them to increase employees' autonomy and
their opportunities to take on additional responsibility, gain recognition, and develop their skills
and careers.

4. McClelland's Theory of Needs

In his acquired-needs theory, David McClelland proposed that an individual's specific needs are
acquired over time and are shaped by one's life experiences.

Need for Achievement

People with a high need for achievement (nAch) seek to excel and thus tend to avoid both low-risk
and high-risk situations. Achievers avoid low-risk situations because the easily attained success is
not a genuine achievement. In high-risk projects, achievers see the outcome as one of chance rather
than one's own effort. High nAch individuals prefer work that has a moderate probability of
success, ideally a 50% chance. Achievers need regular feedback in order to monitor the progress of
their acheivements. They prefer either to work alone or with other high achievers.

Need for Affiliation

Those with a high need for affiliation (nAff) need harmonious relationships with other people and
need to feel accepted by other people. They tend to conform to the norms of their work group. High
nAff individuals prefer work that provides significant personal interaction. They perform well in
customer service and client interaction situations.

Need for Power

A person's need for power (nPow) can be one of two types - personal and institutional. Those who
need personal power want to direct others, and this need often is perceived as undesirable. Persons
who need institutional power (also known as social power) want to organize the efforts of others to
further the goals of the organization. Managers with a high need for institutional power tend to be
more effective than those with a high need for personal power.

Implications for Management

People with different needs are motivated differently. When one of these needs is strong in a
person, it has the potential to motivate behavior that leads to its satisfaction. Thus, managers should
attempt to develop an understanding of whether and to what degree their employees have one or
more of these needs, and the extent to which their jobs can be structured to satisfy them.

5. Theory X and Theory Y

In his 1960 book, The Human Side of Enterprise, Douglas McGregor proposed two theories by
which to view employee motivation. He avoided descriptive labels and simply called the
theories Theory X and Theory Y. Both of these theories begin with the premise that
management's role is to assemble the factors of production, including people, for the economic
benefit of the firm. Beyond this point, the two theories of management diverge.

Theory X

Theory X assumes that the average person:

Dislikes work and attempts to avoid it.

Has no ambition, wants no responsibility, and would rather follow than lead.

Is self-centered and therefore does not care about organizational goals.

Resists change.

Is gullible and not particularly intelligent.

Essentially, Theory X assumes that people work only for money and security.

Theory Y
The higher-level needs of esteem and self-actualization are continuing needs in that they are never
completely satisfied. As such, it is these higher-level needs through which employees can best be
motivated.

Theory Y makes the following general assumptions:

Work can be as natural as play and rest.

People will be self-directed to meet their work objectives if they are committed to them.

People will be committed to their objectives if rewards are in place that address higher needs such
as self-fulfillment.

Under these conditions, people will seek responsibility.

Most people can handle responsibility because creativity and ingenuity are common in the
population.

Under these assumptions, there is an opportunity to align personal goals with organizational goals
by using the employee's own quest for fulfillment as the motivator. McGregor stressed that Theory
Y management does not imply a soft approach.

McGregor recognized that some people may not have reached the level of maturity assumed by
Theory Y and therefore may need tighter controls that can be relaxed as the employee develops.

Theory Y Management Implications

Theory X assumptions might lead to the superior setting of objectives with little or no participation
from subordinates. Theory Y assumptions, conversely, should lead to cooperative objectives
designed with input from both employees and managers, resulting in a higher commitment by
subordinates to accomplish these shared objectives.

Under Theory X, managers' leadership styles are likely to be autocratic, which may create
resistance on the part of subordinates. Communication flow is more likely to be downward from
manager to the subordinates. In contrast, Theory Y may foster leadership styles that are more
participative, which would empower subordinates to seek responsibility and be more committed to
goal achievement. Theory Y leadership should increase communication flow, especially in the
upward direction.
In regard to control, Theory X is likely to result in external control, with the manager acting as a
performance judge; the focus is generally on the past. Conversely, Theory Y should lead to control
processes based on subordinates' self-control. The manager is more likely to act as a coach rather
than a judge, focusing on how performance can be improved in the future rather than on who was
responsible for past performance.

ii. PROCESS THEORIES

Process(or cognitive) theories of motivation focus on conscious human decision processes as an

explanation of motivation. The process theories are concerned with determining how individual
behavior is energized, directed, and maintained in the specifically willed and self-directed human
cognitive processes. Process theories of motivation are based on early cognitive theories, which
posit that behavior is the result of conscious decision-making processes. The major process theories
of motivation are expectancy theory, equity theory, goal-setting theory, and reinforcement theory.

a. Expectancy Theory

The Expectancy theory is a process theory developed by Victor Vroom. Unlike the other content
theories which focuses on the needs of the individuals in order to motivate human/employees, this
theory basically concentrates on the outcomes. What Vroom explained in his theory is that fact that
in order to motivate employees/ people the effort put in by the employees, the performance
generated and motivation must be linked to one another. In other words Vroom basically proposed
three variables which in turn was vital to motivate employees. They are basically,

 Expectancy is the believe that increased effort will basically lead to increased
performance. In other words, the more the effort put in, the more the performance will be.
For example, an employee assumes that if he works harder the better the performance will
be. But believing that increased effort will lead to increased performance is mainly
influenced by factors such as having the right amount of resources available, having the
right skills to carry out the job and the necessary support of the supervisor etc. Without
these, it is unlikely that expectancy could be achieved.
 Instrumentality is the believe that if you perform well in a task then the outcome is going
to be good. In other words, a valued outcome is received the more you perform the task
well. At the same time, instrumentality is also influenced by factors such as having a clear
understanding of the relationship between performance and outcome and trusting the people
who will basically decide on the who gets what outcome.
  Valence on the other hand is basically the importance that the individuals place on the
expected outcome. In other words, meaning to say that how do the employees take the
outcomes offered to them for their task performance. For example, an employee may be
motivated by recognition. If so the case, then the employee may not value a rise in pay
because it is not the most important to him. At times, they may even go to reduce the effort
they put in according to how they value the outcomes received.

2. Equity theory
3. Reinforcement theories

c. Application of employee motivation theory to the workplace

1. Empowering employees

Empowerment occurs when individuals in an organization are given autonomy, authority, trust, and
encouragement to accomplish a task. Empowerment is designed to unshackle the worker and to
make a job the worker's responsibility.

In an attempt to empower and to change some of the old bureaucratic ideas, managers are
promoting corporate intrapreneurships. Intrapreneurship encourages employees to pursue new ideas
and gives them the authority to promote those ideas. Obviously, entrepreneurship is not for the
timid, because old structures and processes are turned upside down.

ii. Providing an effective reward system

Managers often use rewards to reinforce employee behavior that they want to continue. A reward is
a work outcome of positive value to the individual. Organizations are rich in rewards for people
whose performance accomplishments help meet organizational objectives. People receive rewards
in one of the following two ways:

 Extrinsic rewards are externally administered. They are valued outcomes given to someone
by another person, typically a supervisor or higher level manager. Common workplace
examples are pay bonuses, promotions, time off, special assignments, office fixtures,
awards, verbal praise, and so on. In all cases, the motivational stimulus of extrinsic rewards
originates outside the individual.
 Intrinsic rewards are self-administered. Think of the “natural high” a person may experience
after completing a job. That person feels good because she has a feeling of competency,
personal development, and self-control over her work. In contrast to extrinsic rewards, the
 motivational stimulus of intrinsic rewards is internal and doesn't depend on the actions of
other people.

To motivate behavior, the organization needs to provide an effective reward system. An effective
reward system has four elements:

 Rewards need to satisfy the basic needs of all employees.

 Rewards need to be included in the system and be comparable to ones offered by a
competitive organization in the same area.
 Rewards need to be available to people in the same positions and be distributed fairly and
equitably.
 The overall reward system needs to be multifaceted. Because all people are different,
managers must provide a range of rewards—pay, time off, recognition, or promotion. In
addition, managers should provide several different ways to earn these rewards.

This last point is worth noting. With the widely developing trend toward empowerment in
American industry, many employees and employers are beginning to view traditional pay systems
as inadequate. In a traditional system, people are paid according to the positions they hold, not the
contributions they make. As organizations adopt approaches built upon teams, customer
satisfaction, and empowerment, workers need to be paid differently. Many companies have already
responded by designing numerous pay plans, designed by employee design teams, which base
rewards on skill levels.

Rewards demonstrate to employees that their behavior is appropriate and should be repeated. If
employees don't feel that their work is valued, their motivation will decline.

iii. Redesigning jobs

Many people go to work every day and go through the same, unenthusiastic actions to perform their
jobs. These individuals often refer to this condition as burnout. But smart managers can do
something to improve this condition before an employee becomes bored and loses motivation. The
concept of job redesign, which requires a knowledge of and concern for the human qualities people
bring with them to the organization, applies motivational theories to the structure of work for
improving productivity and satisfaction

When redesigning jobs, managers look at both job scope and job depth. Redesign attempts may
include the following:
  Job enlargement. Often referred to as horizontal job loading, job enlargement increases the
variety of tasks a job includes. Although it doesn't increase the quality or the challenge of
those tasks, job enlargement may reduce some of the monotony, and as an employee's
boredom decreases, his or her work quality generally increases.
 Job rotation. This practice assigns people to different jobs or tasks to different people on a
temporary basis. The idea is to add variety and to expose people to the dependence that one
job has on other jobs. Job rotation can encourage higher levels of contributions and renew
interest and enthusiasm. The organization benefits from a cross-trained workforce.
 Job enrichment. Also called vertical job loading, this application includes not only an
increased variety of tasks, but also provides an employee with more responsibility and
authority. If the skills required to do the job are skills that match the jobholder's abilities,
job enrichment may improve morale and performance.

iv. Creating flexibility

Today's employees value personal time. Because of family needs, a traditional nine-to-five
workday may not work for many people. Therefore, flextime, which permits employees to set and
control their own work hours, is one way that organizations are accommodating their employees'
needs. Here are some other options organizations are trying as well:

 A compressed workweek is a form of flextime that allows a full-time job to be completed in

less than the standard 40-hour, five-day workweek. Its most common form is the 4/40
schedule, which gives employees three days off each week. This schedule benefits the
individual through more leisure time and lower commuting costs. The organization should
benefit through lower absenteeism and improved performance. Of course, the danger in this
type of scheduling is the possibility of increased fatigue.
 Job sharing or twinning occurs when one full-time job is split between two or more persons.
Job sharing often involves each person working one-half day, but it can also be done on
weekly or monthly sharing arrangements. When jobs can be split and shared, organizations
can benefit by employing talented people who would otherwise be unable to work full-time.
The qualified employee who is also a parent may not want to be in the office for a full day
but may be willing to work a half-day. Although adjustment problems sometimes occur, the
arrangement can be good for all concerned.
 Telecommuting, sometimes called flexi place, is a work arrangement that allows at least a
portion of scheduled work hours to be completed outside of the office, with work-at-home
 as one of the options. Telecommuting frees the jobholder from needing to work fixed hours,
wearing special work attire, enduring the normal constraints of commuting, and having
direct contact with supervisors. Home workers often demonstrate increased productivity,
report fewer distractions, enjoy the freedom to be their own boss, and appreciate the benefit
of having more time for themselves.
 Of course, when there are positives, there are also negatives. Many home workers feel that
they work too much and are isolated from their family and friends. In addition to the
feelings of isolation, many employees feel that the lack of visibility at the office may result
in the loss of promotions.

V. REFLECT ON WHAT YOU HAVE READ

A. Introduction

Siemens designed and manufactured products and services for people in their daily lives. The list
includes traffic lights, gas turbines, superconducting magnets in medical scanners, wind generators,
automated factories as well as domestic appliances like kettles and fridges. It generates about 40%
of the UK’s wind energy and it hosts, supports and maintains the BBC’s website and developed the
BBC iPlayer. Siemens has been operating in the UK since 1843 and had more than 427,000
employees all over the world.

b. Opportunities

Siemens provides opportunities for young people at all levels to enter the world of engineering. It
recruits at a number of different levels. For example, it offers apprenticeships for those entering the
company with GCSEs. There are programmes for individuals with A-levels that provide work
experience alongside the opportunity to study for a degree. Siemens also recruits undergraduates
and graduates into professional engineering jobs. It goes beyond the standard approaches to
attracting good people because its employees enable it to be competitive. This approach has led to
Siemens becoming an open culture with opportunities for employees at all levels.

c. Motivation

Motivation stimulates and encourages people to put more effort into working. Well-motivated
employees likely to be more productive and feel fulfilled and happy in the workplace, Siemens
case-study focuses on three different theories of motivation to illustrate how employees are
motivated within Siemens ‘s engineering environment.
 1. Hierarchy of needs

Siemens provides the opportunity for employees to fulfill their higher-order needs. For skilled,
creative workers, like engineers, these are likely to be of great importance. Esteem is about having
self-respect and the respect of others. Feeling that one’s work is making a difference can improve
self-esteem. Recognition of an employee’s achievements by the employer also helps to meet esteem
needs. For example, Siemens runs schemes in which suggestions and projects for improvements are
rewarded. This could be financially, either individually or as part of a team, or in terms of peer or
management recognition of their achievements.

Self-actualization is concerned with workers fulfilling their potential. Engineering work allows
employees to do this by enabling them to get involved and take responsibility for their own jobs.
Individuals can seek to make improvements and changes. An engineering environment generates
excitement and challenges. Original solutions and ideas are required to solve problems on a regular
basis. These appeal to the higher needs of employees. It is also possible to use technology to
identify new ways of working and new processes. Siemens offers engineering staff training and
development opportunities. This links with self-actualization as it helps engineers to extend their
capabilities which may lead to a progression up the career ladder. Training and development also
helps individuals to meet the changing demands of the business’ global markets.

Siemens provides the opportunity for employees to fulfill their higher-order needs. For skilled,
creative workers, like engineers, these are likely to be of great importance. Esteem is about having
self-respect and the respect of others. Feeling that one’s work is making a difference can improve
self-esteem. Recognition of an employee’s achievements by the employer also helps to meet esteem
needs. For example, Siemens runs schemes in which suggestions and projects for improvements are
rewarded. This could be financially, either individually or as part of a team, or in terms of peer or
management recognition of their achievements.

Self-actualization is concerned with workers fulfilling their potential. Engineering work allows
employees to do this by enabling them to get involved and take responsibility for their own jobs.
Individuals can seek to make improvements and changes. An engineering environment generates
excitement and challenges. Original solutions and ideas are required to solve problems on a regular
basis. These appeal to the higher needs of employees. It is also possible to use technology to
identify new ways of working and new processes. Siemens offers engineering staff training and
development opportunities. This links with self-actualization as it helps engineers to extend their
capabilities which may lead to a progression up the career ladder. Training and development also
helps individuals to meet the changing demands of the business’ global markets.

ii. Satisfiers/dissatisfiers

Frederick Herzberg also believed that people have needs that should be satisfied within the
workplace. He felt that if people had their needs satisfied they would be productive employees.
Herzberg’s research focused upon the activities of engineers and accountants. It resulted in his two-
factor theory.

Herzberg theorised that there were two influences that affected how people felt about their job.

1. Motivators (or satisfiers)

There are a number of aspects of any workplace that give individuals job satisfaction. The nature of
the work itself is very important. Some individuals just love what they do. Things that satisfy
people in the workplace and make them happy are:

• the opportunity for personal development

• achievement

• recognition

• promotion

• levels of responsibility

2. Hygiene factors (dissatisfiers)

Hygiene factors are things that can upset employees in the workplace. They are outside the control
of the individual but have a huge influence on the roles of each worker. For example:

• company policy may frustrate some employees and be viewed to some as a hindrance

• bureaucracy or needless paperwork may be considered to be a barrier to getting a job completed

• sometimes working conditions are not thought to be suitable

• other factors may be poor salary or staff feeling they are not valued nor consulted.
Herzberg’s thory showed that managers need to attend to the motivating factors and personal
development aspects to improve employee performance. They also need to ensure that hygiene
factors are met or managed in order to avoid dissatisfaction in the workplace. Siemens managers
have to balance dissatisfiers against motivators. Policies and procedures that may cause
dissatisfaction have to be managed. To reduce dissatisfaction, Siemens believes the best method is
to raise awareness of issues with employees and encourage their involvement. They then
understand and recognise the need for change. This has helped Siemens to manage change
programmes.

Motivators at Siemens are the factors that stimulate engineers to work in the best way possible.
They enjoy the characteristics of their roles. Being empowered helps them to manage their roles
and enables them to use this power to change things. Whether individuals enter the organisation
after they have taken their A-levels, as apprentices or as graduates, the work they undertake is
stimulating. The creative nature of engineering appeals to people who like a challenge and who
enjoy solving problems within a creative environment.

d. Conclusion

Motivating employees is an important role for managers. In the past, as the work of Frederick
Taylor illustrated, motivation theory linked very closely to pay and output. Individuals now need to
be motivated in a completely different way. They have higher order needs. This was illustrated
through the work of Abraham Maslow. Frederick Herzberg discovered there are also elements
within the workplace that both satisfy and dissatisfy employees.

This case study illustrates how the work of Maslow and Herzberg applies in a modern engineering
environment like Siemens more than Taylor’s. Lower order needs are met by the organization
providing good pay and a safe working environment. Higher order needs are also provided for its
engineers through training and development, as well as the opportunity to undertake creative and
challenging work. Siemens employees are motivated by being recognised for their achievements
and by having opportunities for progression, regardless of the level at which they started working
for Siemens.

VI. INDENTIFY ACTIONS YOU PLAN