Practical 3
EMPLOYEE MOTIVATION SCHEDULE TEST
REPORT
Aim=: to measure employee’s motivation using the employee motivation schedule (EMS)
given by Dr. A.K. Srivastava
Introduction:
Work= Work is an occupation or something that someone does or has done. An example of
work is a job as an accountant. ... Work is defined as to put forth effort in order to accomplish
something or to have a job
Motivation= Employee motivation is defined as the enthusiasm, energy level, commitment
and the amount of creativity that an employee brings to the organization on a daily basis. The
word motivation is derived from Latin word ‘movere’ which means ‘to move’. Motivation is
something – a desire, a want, need or drive − that moves or spurs an individual to act in a
particular way to achieve a goal or objective.
Theories of employee motivation:
Maslow’s Hierarchy of Needs Theory
Maslow (1954) proposes that peoples are continuously in motivational state as one desire
becomes satisfied another arises to takes its place. Maslow's hierarchy of needs is a
motivational theory in psychology comprising a five-tier model of human needs, often
depicted as hierarchical levels within a pyramid. From the bottom of the hierarchy upwards,
the needs are: physiological (food and clothing), safety (job security), love and belonging
needs (friendship), esteem, and self-actualization. Maslow (1943) initially stated that
individuals must satisfy lower level deficit needs before progressing on to meet higher level
growth needs. However, he later clarified that satisfaction of a needs is not an “all-or-none”
phenomenon, admitting that his earlier statements may have given “the false impression that
a need must be satisfied 100 percent before the next need emerges”.
Vroom's (1964) Valence-instrumentality-Expectancy Theory
Here the assumption is that behaviour in organisations is viewed as a function of the
interaction of personality, e.g., ability, values, needs, expectations, instrumentalities and role
demands, and general environments; in short organisational contingencies, environmental
constraints, supervision, job or task requirements.
Adams’ Equity Theory
Adams' Equity Theory is named for John Stacey Adams, a workplace and behavioural
psychologist, who developed his job motivation theory in 1963. Much like many of the more
prevalent theories of motivation (such as Maslow's Hierarchy of Needs and Herzberg's Two-
Factor Theory), Adams' Equity Theory acknowledges that subtle and variable factors affect
an employee's assessment and perception of their relationship with their work and their
employer.
The theory is built-on the belief that employees become de-motivated, both in relation to their
job and their employer, if they feel as though their inputs are greater than the outputs.
Employees can be expected to respond to this is different ways, including de-motivation
(generally to the extent the employee perceives the disparity between the inputs and the
outputs exist), reduced effort, becoming disgruntled, or, in more extreme cases, perhaps even
disruptive.
Donald’s, et al. (1970) Performance Theory
In this theory, employee's satisfaction is connected with job performance; satisfaction leads to
performance and performance to satisfaction and performance-satisfaction relationship is
moderated by many variables linked with man and his job. Brayfield and Grockett (1955)
have reviewed 50 studies and provided a capstone to the satisfaction-performance
relationship
McGregor's (1960) X and Y Theory
Theory X and Theory Y were first explained by McGregor in his book, "The Human Side of
Enterprise," and they refer to two styles of management – authoritarian (Theory X) and
participative (Theory Y). If you believe that your team members dislike their work and have
little motivation, then, according to McGregor, you'll likely use an authoritarian style of
management. This approach is very "hands-on" and usually involves micromanaging people's
work to ensure that it gets done properly. McGregor called this Theory X. On the other hand,
if you believe that your people take pride in their work and see it as a challenge , then you'll
more likely adopt a participative management style. Managers who use this approach trust
their people to take ownership of their work and do it effectively by themselves. McGregor
called this Theory Y. The approach that you take will have a significant impact on your
ability to motivate your team members. So, it's important to understand how your perceptions
of what motivates them can shape your management style.
McClelland’s (1961) Achievement Motivation Theory
He makes the point that a score on n Ach. is of an operant not a respondent, nature, in that, it
records how often a person spontaneously thinks about improving things, not how interested
he says he is in so doing. Atkinson and Feather (1966) propose that the tendency to approach
or to continue a task in a simple multiplicative product of initial level of n Ach. To
achievement success.
Argyris’s (1953) Maturity-Immaturity Theory
Argyris Maturity Theory, presented by Chris Argyris in Personality and Organization, is one
of the many theories that seek to explain the human nature and behaviour. According to this
theory, a persons’ development is processed along a continuous break of an immaturity
situation to a maturity situation. A mature person is characterised for being active,
independent, self-confident and self-controlled. On the contrary, an immature person is
passive, dependant, has lack of confidence and feels need of control by others.
Agryis believed that managers who treat people positively, and are responsible adults, will
achieve the highest productivity. He thought that common problems of employee avoiding
work, lack of interest, alienation and low morale may be signs of mismatch between
management practice and mature adult personality. His solution to the problem is to expand
job responsibilities; allow more task variety and adjust supervisory styles to allow more
participation and promote better human relations.
According to Argyris, seven changes should take place in the personality of individuals if
they are to develop into mature people over the years. The seven changes are:
Individuals move from a passive state as infants to a state of increasing activity as
adults
Individuals develop from a state of dependency upon others as infants to a state of
relative independence as adults
Individuals in only few ways as infants, but as adults they are capable of behaving in
many ways
Individuals have erratic, casual, and shallow interests as infants but develop deeper
and stringer interests as adults
The time perspective of children is very short, involving only the present, but as they
mature, their time perspective increases to include past and future
Individuals as infants are subordinate to everyone, but they move to equal or superior
positions with others as adults
As children, individuals lack an awareness of a “self”, but as adults not only they are
aware of, but they are able to control “self”
In Argyris opinion, these changes reside on a continuum and that the “healthy” personality
develops along the continuum from “immaturity” to “maturity”. These changes are only
general tendencies, but they do give some light on the matter of maturity.
A big limitation of this theory is that it relies on each individual’s personality, therefore given
that everyone is different there can be so many different results as when someone will reach
all the seven stages . Also another important limitation is that the theory is based on the
development of healthy child, and does not take into account those with disabilities and their
development.
Likert’s (1967) Employee Centred Theory
"The employee-centred leader, on the other hand, believes in delegating decision-making and
in helping followers satisfy their needs by providing a supportive work environment (Likert,
1967)."
The concept describes a key leadership style that underpins contemporary thinking on
participatory and consultative management. Using research evidence and case studies, it
explains the advantages and disadvantages of employee-centred leadership styles, and
provides step-by-step guidance on implementation and success factors.
Skinner’s (1954) Behaviouristic Theory
He has proved that cause of behaviour is outside the person and is in the environment.
Behaviour of an individual is modified through operant conditioning . It is encouraged
through positive reinforcement and discouraged through negative conditioning.
Wolf's (1969) Need Gratification Theory
As per him, job motivation will be stronger when an individual perceives an opportunity to
gratify an active need through job related behaviours
Herzberg's (1959) Dual Factor Theory
Frederick Herzberg’s well known Two-Factor Theory was designed in year 1959. Based on
two hundred engineers and accountant feedback collected in the USA regarding their
personal feelings towards their working environments, Herzberg defined two sets of factors
in deciding employees working attitudes and level of performance, named Motivation &
Hygiene Factors (Robbins, 2009). Motivation Factors are Intrinsic Factors that will increase
employees’ job satisfaction; while Hygiene Factors are Extrinsic Factors to prevent any
employees’ dissatisfaction. Herzberg furthered that full supply of Hygiene Factors will not
necessary result in employees’ job satisfaction. In order to increase employees’ performance
or productivity, Motivation factors must be addressed. Two-Factor Theory is closely related
to Maslow's hierarchy of needs but it introduced more factors to measure how individuals are
motivated in the workplace. This theory argued that meeting the lower-level needs (extrinsic
or hygiene factors) of individuals would not motivate them to exert effort, but would only
prevent them from being dissatisfied. In order to motivate employees, higher-level needs
(intrinsic or motivation factors) must be supplied. The implication for organizations to use
this theory is that meeting employees’ extrinsic or hygiene factors will only prevent
employees from becoming actively dissatisfied but will not motivate them to contribute
additional effort toward better performance. To motivate employees, organizations should
focus on supplying intrinsic or motivation factors (Robbins, 2009). According to the setting
of theory, Extrinsic Factors are less to contribute to employees’ motivation need. The
presences of these factors were just to prevent any dissatisfaction to arise in their workplaces.
Extrinsic Factors are also well known as job context factors; are extrinsic satisfactions
granted by other people for employees (Robbins, 2009). These factors serve as guidance for
employers in creating a favourable working environment where employees feel comfortable
working inside. When all these external factors were achieved, employees will be free from
unpleasant external working conditions that will banish their feelings of dissatisfactions, but
remains themselves neutral in neither satisfied nor motivated; however, when employers fail
to supply employees’ Extrinsic Factors needs, employees’ job dissatisfaction will arise.
Intrinsic Factors are the actually factors that contribute to employees’ level of job
satisfactions. It has widely being known as job content factors which aim to provide
employees meaningful works that able to intrinsically satisfy themselves by their works
outcomes, responsibilities delegated experience learned, and achievements harvested
(Robbins, 2009). Intrinsic Factors are very effective in creating and maintaining more durable
positive effects on employees’ performance towards their jobs as these factors are human
basic needs for psychological growth. Intrinsic Factors will propel employees to insert
additional interest into their job. When employees are well satisfied by motivational needs,
their productivity and efficiency will improved. This theory further proposed the Intrinsic
and Extrinsic Factors are interdependence to each other. Presence of Extrinsic Factors will
only eliminate employees’ work dissatisfaction; however, it will not provide job satisfaction.
On the other hand, sufficient supply in Intrinsic Factor will cultivate employees’ inner growth
and development that will lead to a higher productivity and performance; however, absent of
this factor will only neutralize their feeling neither satisfy nor dissatisfy on their jobs.
Extrinsic Factors only permit employees willingness to work while Intrinsic Factors will
decide their quality of work. These two groups of Extrinsic and Intrinsic Factors are not
necessary opposite with each other, as opposite of satisfaction are not dissatisfaction, but
rather no satisfaction. Similarly, opposite of dissatisfaction are not satisfaction, but no
dissatisfaction (Robbins, 2009). For instance, a study by Wan Fauziah and Tan (2013) among
124 employees from electronic companies in Malaysia revealed the employees have some
differences in their intrinsic and extrinsic motivation factors. Hence, organizations should
modulate their operations and procedures to satisfy both intrinsic and extrinsic motivation
factors of their employees.
Review of literature
1.
Purpose To study associations between the level of self-reported work motivation and
employment outcomes in people with severe mental illness (SMI) enrolled in a vocational
rehabilitation program. Methods Data of 151 study participants, collected from a randomised
controlled trial with a 30-month follow-up period, were used for a secondary data analysis.
Multiple logistic regression, linear regression and cox regression analyses were performed to
analyse the association between the level of work motivation at baseline and job obtainment,
duration of job, and time until job obtainment during the 30-month follow-up period. Results
No statistically significant associations were found between the level of work motivation and
job obtainment (OR 1.83, 95% CI 0.55-6.06, p = 0.32), job duration (B = - 0.74, 95% CI -
2.37 to 0.89, p = 0.37, R-squared = 0.03), or time until job obtainment (HR = 1.53, 95% CI
0.64-3.68, p = 0.34). Conclusions The results of this study show no statistically significant
associations between the level of work motivation and employment outcomes in people with
SMI enrolled in a vocational rehabilitation program. These associations may be
underestimated due to range restriction of the work motivation's level. Further research is
recommended to increase knowledge on the associations between work motivation and
employment outcomes, as it could be relevant for further understanding success in vocational
rehabilitation.
2.
Given the continuing problem of drug use in the United States and the high risk of burnout
among substance use treatment staff, this study focuses on examining the relationship
between social work students' knowledge and attitudes toward individuals who use drugs and
their motivation to work in drug treatment settings. A Multiple linear regression analysis was
conducted, using a convenience sample of 229 social work students (age = 21 to 60, female =
82.5%, White = 79.9%, African American = 13.5%, Asian = 2.6%, Hispanic = 3.9%) at a
large public university in an eastern state. Results revealed that knowledge and positive
attitudes were key factors stimulating social work students' motivation to work with
individuals who use drugs, and knowledge was the most influential factor. Social work
students are more likely to want to work with individuals who use drugs if they have positive
attitudes toward their clients and increased knowledge of drugs and drug-related problems.
Interestingly, there is no significant difference in motivation between those who have
negative attitudes and other people. Implications for social work education on substance
abuse are discussed.
Purpose The purpose of this paper is to explore work motivation among professionals at well-
functioning primary healthcare centers subject to a national healthcare reform which include
financial incentives. Design/methodology/approach Five primary healthcare centers in
Sweden were purposively selected for being well-operated and representing public/private
and small/large units. In total, 43 interviews were completed with different medical
professions and qualitative deductive content analysis was conducted. Findings Work
motivation exists for professionals when their individual goals are aligned with the
organizational goals and the design of the reform. The centers' positive management was due
to a unique combination of factors, such as clear direction of goals, a culture of non-
hierarchical collaboration, and systematic quality improvement work. The financial
incentives need to be translated in terms of quality patient care to provide clear direction for
the professionals. Social processes where professionals work together as cohesive groups,
and provided space for quality improvement work is pivotal in addressing how alignment is
created. Practical implications Leaders need to consistently translate and integrate reforms
with the professionals' drives and values. This is done by encouraging participation through
teamwork, time for structured reflection, and quality improvement work. Social implications
The design of the reforms and leadership are essential preconditions for work motivation.
Originality/value The study offers a more complete picture of how reforms are managed at
primary healthcare centers, as different medical professionals are included. The value also
consists of showing how a range of aspects combine for primary healthcare professionals to
successfully manage external reforms.
4.
Motivating employees begins with recognizing that to do their best work, people must be in
an environment that meets their basic emotional drives to acquire, bond, comprehend, and
defend. So say Nohria and Groysberg, of Harvard Business School, and Lee, of the Center for
Research on Corporate Performance. Using the results of surveys they conducted with
employees at a wide range of Fortune 500 and other companies, they developed a model for
how to increase workplace motivation dramatically. The authors identify the organizational
levers that companies and frontline managers have at their disposal as they try to meet
workers' deep needs. Reward systems that truly value good performance fulfill the drive to
acquire. The drive to bond is best met by a culture that promotes collaboration and openness.
Jobs that are designed to be meaningful and challenging meet the need to comprehend.
Processes for performance management and resource allocation that are fair, trustworthy, and
transparent address the drive to defend. Equipped with real-world company examples, the
authors articulate how to apply these levers in productive ways. That application should not
be selective, they argue, because a holistic approach gets you more than a piecemeal one. By
using all four levers simultaneously, and thereby tackling all four drives, organizations can
improve motivation levels by leaps and bounds. For example, a company that falls in the 50th
percentile on employee motivation improves only to the 56th by boosting performance on
one drive, but way up to the 88th percentile by doing better on all four drives. That's a
powerful gain in competitive advantage that any business would relish.
5.
The technological transition currently taking place in the labor market is having severe
implications for people. One vulnerable group at risk of marketplace exclusion are employees
with disabilities. This research explores their job motivation, including the moderated effect
of self-efficacy. A 187 employees from Special Employment Centers (SECs) in Spain with
intellectual and physical disabilities completed the Internal Motivation Scale, the
Psychological Critical States (PCS) and the self-efficacy sub-scale of the Psychological
Processes Scale (PPS) tests. Following the International Tests Commission guidelines, the
instruments were adapted to the special needs of the participants. We found differences
depending on the kind of disability of employees. In employees with intellectual disabilities,
their levels of self-efficacy moderated the effect of responsibility for outcomes and
meaningfulness of work on motivation. In the case of employees with physical disabilities,
the knowledge of results is a predictor of motivation when they had medium or high levels of
self-efficacy. Additionally, in this group, responsibility for outcomes and meaningfulness of
work had a direct effect on motivation, independently of their levels of self-efficacy.
Employees with disabilities should be empowered to make choices and exercise control in
their working lives. To do so, human resources managers should promote their wellbeing,
taking into consideration the workforce diversity.
DESCRIPTION OF THE TEST
About the Test: The development of this test is based on the assumption that the
individuals operating in context of industries are motivated by a number of needs,
individually or in different combinations. This scale purports to assess the magnitude of work
motivation generated by following needs of the employees:
1. Need for personal growth: Improvement of self and of competence, learning new things.
2. Need for achievement: High production, goal achievement and competition.
3. Need for self-control: Alert and sincere to job responsibilities, attainment of goal deadline.
4. Need for monetary gains: Immediate monetary gains or rewards, increments and in salary
or wages.
5. Need for non-financial gain: Status, recognition, appreciation and prospects.
6. Need for social affiliation and conformity: Participation, co-operation, group influence and
group conformity.
7. Need for autonomy and self-actualization: Professionally fulfilled, personally valued and
part of an inclusive organization.
Application of the Test: The Employee’s Motivation Schedule is a psychometric
measure developed and standardized to assess the level of work-manifest-motivation
generated by various needs of the individuals operating in the context of various production
and non-production organizations.
Reliability: The test retest reliability of the seven dimensions is as follows: Need for
personal growth (0.86), Need for achievement (0.84), Need for self-control (0.84), Need for
monetary gains (0.81), Need for non- financial gain (0.83), Need for social affiliation and
conformity (0.84), Need for autonomy and self- actualization (0.79).
Validity: In the process validation of the scale the homogeneity of the items constituting
seven sub-scales was ascertained . For the purpose correlation ( bi-serial ) between the score
on each items and the score on the sub-scale, of which the item was part, was computed. The
responses on the items selected to be included in various scales were found to be
considerably consistent with the responses On the corresponding sub-scales as a whole.
The validity of the scale was further ascertained by correlating the scores on the Employees
motivation Schedule with the scores on me measures of job involvement and role stress.
Method
Subject Preliminaries
Name- XYZ
Age- 38 years
Educational Qualification- post graduate
Gender- Male
Occupation- Engineer
Materials Required
Employee’s Motivation Schedule Questionnaire
Employee’s Motivation Schedule Manual
Stationery
Rapport Formation
The participant was made to sit comfortably. The participant was engaged in an informal
conversation to make them feel relaxed. Once it was ensured that he was comfortable, the test
was introduced. The instructions for the test were given to the participant. The participant
was assured that his results would be kept confidential and not shared with anyone. If the
participant had any query, it was addressed, and the administration was started.
Instructions
The following instructions were given to the participant, “The questionnaire is being
administered to you with the purpose of a psychological investigation. The questionnaire
consists of a number of such statements which the employees often give or feel with
reference to their jobs. You have good four alternatives to respond each of the statements.
You have to select either of the four alternatives which most suitably applies to represent or
describe your views and feelings in respect of your job. Kindly answer all the questions. Your
responses will be kept confidential. Thanks.”
Administration of the Test
Rapport was established with the participant. The participant was then informed of the
instructions required to fill the questionnaire. The participant was then asked to fill the
questionnaire according to the instructions honestly. In case of any query, the participant was
asked to ask the administrator of the test. The test was conducted in a span of 25 minutes. The
test was then scored and analysed accordingly
Introspective Report: The participant said that “. It's really interesting to be a part of such
test, I'm highly excited to see the results and know more about my personality and behaviour,
the test was quite easy and interesting ,I actually enjoyed it.”
Observational Report
The participant looked very focused while performing the test and was eager to know in
depth about his performance and the results obtained. He was very cooperative throughout
the test.
Scoring
The test contains 70 items related to the 7 need dimensions. All the items are “true keyed”,
are to be responded on a four-point scale, i.e., always, mostly, seldom and never and are to be
scored from 4 to 1 respectively. It takes around 25 minutes to complete this test and it can be
administered both individually and in group.
RESULT
Sub-Scales Raw Scores Interpretation
Personal Growth 33 Moderate
Achievement 33 Moderate
Self-Control 35 Moderate
Monetary Gain 23 Moderate
Non-Financial Gains 37 High
Social Affiliation 31 Moderate
Self-Actualization 23 Moderate
The whole scale 215 Moderate
Sub-Scale Scores
40
35 35 37
33 33
31
30
25
23 23
20
Raw Scores
15
10
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Sub-Scales
DISCUSSION AND ANALYSIS
The participant has a raw score of 33 on personal growth sub-scale. This means that he is
moderate on improving his self and competence. He always prefer such works which provide
opportunities. He prefers promotion based on ability than on seniority. He agrees that
increment in the efficiency develops positive attitudes.
The participant has a raw score of 33 on achievement sub-scale. This means that he is
moderate on his production, goal achievement and competition. He mostly agrees that inspite
of obstacles and hinderances, he can do his work very well. He maintain a high level of his
performance..
The participant has a raw score of 35 that means he is moderate in self-control sub-scale.
This means that he is high on being alert and sincere towards his job responsibilities and
attainment of goal deadline.
The participant has a raw score of 23 on monetary gain sub-scale. This means that he is
moderate on immediate monetary gains or rewards, increments and in salary or wages. He
mostly considers money as the main determinant of social status. He wants to be capable of
buying everything of his need and liking. He likes the principle of “more pay for more work.”
The participant has a raw score of 34 on non-financial gains sub-scale. This means that he is
high on status, recognition, appreciation and prospects. He always wishes to associate himself
with successful and respectable persons. He likes such supervisors who appreciate the staff.
He wants to create a good impression on others through his performance.
The participant has a raw score of 31 on social affiliation sub-scale. This means that he is
moderate on participation, co-operation, group influence and group conformity.
The participant has a raw score of 23 on self-actualization sub-scale. This means that he is
moderate on being professionally fulfilled, personally valued and a part of an inclusive
organization. He mostly makes efforts to maintain conformity with his work-group. He likes
having informal relations with his colleagues. He gains strength from having such relations.
The participants has a score of 215 in total in whole scale which means he is moderate in
work motivation scale
Motivating employees begins with recognizing that to do their best work, people must be in
an environment that meets their basic emotional drives to acquire, bond, comprehend, and
defend. So say Nohria and Groysberg, of Harvard Business School, and Lee, of the Center for
Research on Corporate Performance. Using the results of surveys they conducted with
employees at a wide range of Fortune 500 and other companies, they developed a model for
how to increase workplace motivation dramatically. The authors identify the organizational
levers that companies and frontline managers have at their disposal as they try to meet
workers' deep needs. Reward systems that truly value good performance fulfill the drive to
acquire. The drive to bond is best met by a culture that promotes collaboration and openness.
Jobs that are designed to be meaningful and challenging meet the need to comprehend.
Processes for performance management and resource allocation that are fair, trustworthy, and
transparent address the drive to defend. Equipped with real-world company examples, the
authors articulate how to apply these levers in productive ways. That application should not
be selective, they argue, because a holistic approach gets you more than a piecemeal one. By
using all four levers simultaneously, and thereby tackling all four drives, organizations can
improve motivation levels by leaps and bounds. For example, a company that falls in the 50th
percentile on employee motivation improves only to the 56th by boosting performance on
one drive, but way up to the 88th percentile by doing better on all four drives. That's a
powerful gain in competitive advantage that any business would relish.
Conclusion
The aim of the practical was to measure an employee’s and their work motivation using the
Employee’s Motivation Schedule developed by DR A.K Srivastava (1999). The result table
and bar graph show that the participant is moderate on social affiliation, moderate on
achievement, self-control, monetary gain,self-actualization and personal growth and high in
non-financial gains. Therefore, the participant is moderate on work motivation.
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https://pubmed.ncbi.nlm.nih.gov/31154594/
Nguyen NN. Factors influencing social work students' motivation to work in drug treatment settings:
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Appendix
