WORK MOTIVATION

AND
JOB DESIGN

MODULE 3
 CONTENTS
1. Meaning and Definition
2. Theories of Work Motivation
Content theories – 1. Manifest need theory
2. Learned need
3. Hierarchy of needs
4. ERG theory
5. Self Determination theory
Process theories – 1. Vroom Expectancy theory
2. Potter – Lawler Model
Contemporary theories – 1. Equity theory
2. Attribution theory
3. Other emerging theories
3. Job Design
Job design and quality of work life
Job analysis – Job rotation & job enlargement
Designing Job depth – Job enrichment , Total quality management
& job design
 Determinants of Performance
1. Ability – knowledge , skills & receptiveness to learning that indi brings
to job.
2. Accurate Role Perceptions – set of beh employees think they are
expected to perform as members
3. Environmental Factors - factors that impact employees performance
but out of control .
4. Effort / Motivation - internal state that energizes, directs and sustains
beh.
 Person :
Ability
Motivation
Role Perceptions

Performance
Situation:
Envtal constraints and facilitators
 Motivation
 Latin Word ‘movere’ means to move.
 Motivation is a state of mind that energizes , directs and sustains beh.
 It is a process that starts with a physiological or psychological deficiency
or need that activates beh or a drive that is aimed at a goal or incentive
 It arises as a consequence of persons desire to
1. fulfill unmet needs
2. resolve unpleasant experience

 Work Motivation – amount of work the person exerts to achieve a level of

job performance
 ELEMENTS OF MOTIVATION
There are 3 elements of Motivation :

 a. Need – created when there is a phy / psy imbalance.

 b. Drives – action oriented / energizing thrust e.g., hunger drives, affiliation
drives

 c. Incentives – alleviate a need & reduce drive / restore balance & cut off
drive. e.g., food, friends

Process of motivation
Needs Drives Incentives
 COMPONENTS OF MOTIVATION
There are 2 major components :
 1. Direction – what a person is motivated to achieve
 2. Intensity – the degree to which the people try to achieve their targets. It
represents the energy we expend to accomplish something.
It is important to distinguish the direction and intensity aspects of
motivation. If either is lacking, performance will suffer.
A person who knows what they want to accomplish (direction) but doesn't exert
much effort (intensity) will not succeed. Conversely, people who haven't got a
direction (what they want to accomplish) probably won't succeed either.
CLASSIFICATION OF MOTIVES

1. PRIMARY MOTIVES

2. GENERAL MOTIVES

3. SECONDARY MOTIVES
A) PRIMARY MOTIVES:
1) A motive is termed as a primary motive when it is
not learned, and it is physiologically based
2) The most common primary motives are hunger,
thirst, sleep, sex, avoidance of pain and maternal concern.

B) GENERAL MOTIVES
1) A motive is considered to be a general motive if it is not
learned, but is also not based on physiological needs
2) General motives stimulate tension within the individual.
3) The motives of curiosity, manipulation, motive to remain
active and to display affection are examples of general motives
The curiosity, manipulation and activity motives
The motives of curiosity, manipulation and activity are very
beneficial for a person, as they often result in innovations and better
ways of doing things.

2) The affection motive

for e.g. love sometimes resembles primary motive and
sometimes secondary motive
C ) SECONDARY MOTIVES
1) A motive that has been learned or acquired over time.
2) Important secondary motives are power, achievement
and affiliation. These are commonly referred as nPow, nAch and nAff.

A) The power motive (nPow)

1) Alfred Adler placed imp on the future and a person’s
drive to gain power and prove himself superior to others.
2) A person tries to compensate for the feelings of inferiority
and also tries to fulfill his innate need for power, which is then reflected
in his lifestyle
 B) The achievement motive (nAch)
David C. McClelland described it as a person’s desire to
perform excellently or to handle complex or competitive situations
successfully
C) The affiliation motive (nAff)
1) Employees, especially those at the lower levels of the org hierarchy,
have a strong desire to belong to and be accepted by other
employees or the whole group.
2) People with a high need for affiliation exhibit a high degree of
concern for social relationships.
3) Managers with strong needs for affiliation tend to create congenial
work environments where people enjoy working together.
 D) The security motive
1) People try to avoid insecurity rather than attempt to achieve security.
2) The security motive helps individual’s safeguarded themselves from
various unfavourable developments and avoid situations that would
prevent them form reaching their goals
E) The status motive
1) Status is defined as the rank a person holds relative to others within a
group
2) Status refers to position or ranking of indi in a group or org, which
may be high or low.
4) Status is influenced by the prevailing cultural values and the imp of
different roles in society.
WORK – MOTIVATION APPROACHES

THEORIES OF MOTIVATION
 CONTENT MOTIVATION THEORIES
 Focus on what motivates people
 Focus is on ‘ NEED’
Need – a human condition that becomes energized when
people feel deficient in some respect
 Hedonism - people motivated to satisfy mainly own needs

 Manifest – needs motivating a person at a given time

 Instincts – fundamental needs , basics to survival

 CONTENT THEORIES
1. Manifest Need Theory

2. Learned Need

3. Hierarchy of Needs

4. ERG Theory

5. Two factor Theory

6. Self Determination Theory

 1. MANIFEST NEED THEORY
 Henry A. Murray
 Manifest Need – human beh is driven by the desire to
satisfy needs.
eg. Chattiness - need for affiliation
s
 Latent Need – Cannot be inferred from person’s
behaviour at a given time, yet the person my still possess
those needs.
eg. Chattiness - need to dominate others
 Needs classified into:
1. Primary Needs – Instinctual in nature include physiological
needs
e.g., need for food, water

2. Secondary Needs – Learned throughout one’s life and are

psychological in nature
e.g., need for achievement
 2. LEARNED NEED
 David C. McClelland

 Focused 3 needs in depth

1. Need for Achievement

2. Need for Affiliation

3. Need for Power

 These needs are learned from childhood

 Need for achievement (nAch)
 The need to excel a tasks , especially difficult ones.
 nAch varies in intensity among ppl.
 These people have high achievement motive
Motive : source of motivation
the need that a person is attempting to satisfy
 High nAch ppl have 3 major characteristics:
1. Personally responsible for completing task
2. Prefer task not too easy or too diff
3. Strong desires for feedback
 Need for affiliation (nAff)
 The need to establish and maintain warm and friendly relationships
 High nAff – highly sociable

Need for Power (nPow)

 Need to control things , especially other people
 Reflects a motivation to influence and be responsible for other
people
1. Personal Power Seeker – control others sake for dominating
2. Social Power Seeker – control other for attaining group goals
 3. HIERARCHY OF NEEDS
 Abraham Maslow
 Human needs are arranged hierarchically
 Prepotency – predominance (some needs to be satisfied first)
e.g., need for water to be satisfied 1st than need for affiliation
 4. ERG THEORY
 Clayton Alderfer
 ERG theory comprises Maslow's 5 need categories into 3
E - Existence R – Relatedness G – Growth
 Four Components of ERG
1. Satisfaction Progression – moving up through the needs

2. Frustration – occurs when attempt but fail

3. Frustration Regression – shift our attention to a previously

satisfied need

4. Aspiration – growth is intrinsically satisfying

 5. TWO FACTOR THEORY
 Fedrick Herzberg
 Modified Maslow's needs into two sets of needs
1. Motivators – relate to the jobs that people perform & ability to feel
the achievement as a sense of performing them.
2. Hygienes – relate to the work environment , basic human need to
“avoid pain”

 Growth needs motivate us to perform well, when needs are met lead to
satisfaction
 Hygiene needs - need to be met to avoid dissatisfaction but does not
provide satisfaction.
Two stage process for managing employees
 1st – Managers should address the hygiene factors
(Intense form of dissatisfaction distract employees from important
work related activities & is demotivating)

 2nd– Address much more powerful motivator needs – workers

experience recognition, achievement , responsibility
( If ignored no long term satisfaction or motivation to perform well)
 6. SELF DETERMINATION THEORY (SDT)
 It seeks to explain not only what causes motivation but also the
effects of extrinsic rewards on intrinsic motivation.

Intrinsic Motivation – arises out of performing a behaviour in

and of itself because its interesting.
(perform for inherent satisfaction)

Extrinsic Motivation - occurs when a person performs a given

behaviour to acquire something that will satisfy a lower order need.
(perform an activity for a valued outcome )
3 Higher order needs
 Research conclusions
 Level of extrinsic reward the amount of intrinsic motivation
(Cognitive Evaluation Theory)
 CognitiveEvaluation Theory - Focus on enhancing intrinsic
motivation than increasing extrinsic rewards.
 A recent outgrowth of self-determination theory is self-concordance
which considers how strongly people’s reasons for pursuing goals
are consistent with their interests and core values.
If pursue goals because of an intrinsic interest, they are more likely
to attain their goals and are happy even if they do not - Because the
process of striving toward them is fun.
In contrast, pursue goals for extrinsic reasons (money, status, or
other benefits) are less likely to attain their goals and less happy even
when they do - Because the goals are less meaningful to them.

OB research suggests that people who pursue work goals for

intrinsic reasons are more satisfied with their jobs, feel they fit into their
organizations better, and may perform better.
Conclusion:
 For individuals, it means choose your job for reasons other than
extrinsic rewards.

 For organizations, it means managers should provide intrinsic as

well as extrinsic incentives.
They need to make the work interesting, provide recognition,
and support employee growth and development.

 Employees who feel what they do is within their control and a

result of free choice are likely to be more motivated by their work
and committed to their employers.
 PROCESS THEORIES

 Try to explain why behaviour are initiated

 Focus on mechanism by which we choose a target

 PROCESS THEORIES

1. Vroom Expectancy Theory

2. Porter – Lawler Model

 1. VROOM EXPECTANCY THEORY
 Belief that employee's performance is based on individual factors
e.g., personality, skills, knowledge, experience
 Performance and motivation related to person's motivation.
 Variables : Expectancy, Instrumentality and Valence
1. Expectancy - belief that increased effort will lead to increased
performance
i.e. if I work harder then this will be better. Affected by such things as:
right resources, skills, necessary support to get the job done
(e.g. supervisor support, or correct information on the job)
 2. Instrumentality - belief that if you perform well that a valued
outcome will be received.
 The degree to which a first level outcome will lead to the second level
outcome.
i.e. if I do a good job, there is something in it for me.
Affected by such things as:
Clear understanding of the relationship between performance and
outcomes, trust in the people , transparency of the process
 3. Valence - importance that the individual places upon the
expected outcome.
 For the valence to be positive, the person must prefer attaining the
outcome to not attaining it.
For eg, if someone is mainly motivated by money, he or she might
not value offers of additional time off.
The three elements are important :

effort-performance expectancy (E>P)

performance-outcome expectancy (P>O)

E > P expectancy: Our assessment that our efforts will

lead to the required performance level.

P > O expectancy: Our assessment that our successful

performance will lead to certain outcomes.
 Itis not about self-interest in rewards but about the associations
people make towards expected outcomes and the contribution
they feel they can make towards those outcomes.
 2. PORTER – LAWLER MODEL

 Beliefs that satisfaction leads to improved performance and

dissatisfaction detracts from performance.

 Porter and Lawler refined and extended Vroom’s model.

 This model is based on four basic assumptions about human beh:

1. It is a multivariate model.
According to this model, individual behaviour is determined by a
combination of factors in the individual and in the environment.

2. Indi are assumed to be rational human beings who make

conscious decisions about their behaviour in the organizations.

3. Indi have different needs, desires and goals.

4. On the basis of their expectations, indi decide bet alternative

behaviour and such decided beh will read to a desired outcome.
 Elements:
The various elements of this model are :
1. Effort

2. Value of Reward
3. Perceived Effort Reward Probability
4. Performance
5. Rewards
6. Satisfaction
1. Effort:
 Effort refers to the amount of energy which a person exerts on a job.

2. Value of Reward:
 Finds out whether the rewards that are likely to be received from
doing a job will be attractive to them (valence in Vroom’s theory).
 A person who is looking for more money, for example, extra vacation
time may not be an attractive reward.
 If the reward to be obtained is attractive or valent then the
individual will put extra efforts to perform the job, otherwise he
will lower his effort.
3. Perceived Effort Reward Probability:

 Before people put forth any effort, they will also try to assess the
probability of a certain level of effort leading to a desired level of
performance and the possibility of that performance leading to
certain kinds of rewards.

 Based on the valence of the reward and the effort reward

probability, people can decide to put in certain level of work
effort.
4. Performance:
 Effort leads to performance.
 The expected level of performance will depend upon the amount of effort, the
abilities and traits of the individual and his role perceptions.

 Abilities include knowledge, skills and intellectual capacity to perform the

job.
 Traits which are important for many jobs are endurance, pre-servance, and
goal directedness.
 People performing the jobs should have accurate role perception which refers
to the wav in which people define for the jobs.
Only those, who perceive their roles as is defined by the
organization, will be able to perform well when they put forth the requisite effort.
5. Rewards:
 Performance leads to certain outcomes in the shape of two types of rewards
namely extrinsic rewards and intrinsic rewards.
Extrinsic rewards are the external rewards given by others in the
organization in the form of money, recognition or praise.
Intrinsic rewards are internal feelings of job sell esteem and sense of
competence that individuals feel when they do a good job.

6. Satisfaction:
 Satisfaction will result from both extrinsic and intrinsic rewards.
However, for being satisfied, an individual will compare his actual
rewards with the perceived rewards if actual rewards meet or exceed perceived
equitable rewards, the individual will feel satisfied and if these are less than the
equitable rewards, the individual will feel dissatisfied.
Significance:

1. Match the abilities and traits of individuals to the requirements of the job
by putting the right person on the right job.

2. Manager should carefully explain to the subordinates their roles or what they
must do to be rewarded and must make sure that they understand it.

3. Prescribe in concrete terms the actual performance levels expected of the

individuals and these levels should be made attainable.
4. To achieve and maintain motivation, the appropriate reward must be
associated with successful performance.

5. Make sure that the rewards dispensed are valued by the employees. Thus, he
should find out what rewards are attractive to the employee and see if such
rewards can be given to him.

Porter and Lawler model has definitely made a significant contribution to

the better understanding of work motivation and the relationship between
performance and satisfaction.

But even then, to date, it has not made much impact on the actual practice of
human resource management.
CONTEMPORARY THEORIES

1. Equity Theory

2. Attribution Theory

3. Other emerging theories

 1. EQUITY THEORY
 Stacy Adams in the year 1963
 Based on persons perceptions about the ratio
 Equity theory is based in the idea that individuals are motivated by
fairness, and if they identify inequities in the input or output ratios of
themselves and their referent group, they will seek to adjust their input to
reach their perceived equity
Comparisons are made to
4 propositions:
ORGANISATIONAL JUSTICE
The higher an individual's perception of equity, the more motivated
they will be.

If someone perceives an unfair environment, they will be

demotivated.
New perspectives of Equity Theory

1. Equity Sensitive
2. Benevolent
3. Entitled
Inequity as a motivational process
 2. ATTRIBUTION THEORY
 Attribution is the process through which we seek to identify the
cause of others beh & also gain knowledge of their stable traits &
disposition.

 Common assumptions:
i. We seek to make sense of our world
ii. We often attribute peoples actions either to internal or external
causes
iii. We do so in fairly logical ways.

a. The theory initiator Fritz Heider (1958) - believed that people are
naive psychologists trying to make sense of the social world. People
tend to see cause and effect relationships, even where there is none!’
 Heider - two main ideas
1. Internal Forces
 The process of assigning the cause of beh to some internal characteristic,
rather than to outside forces - personality traits.

2. External Forces
 The process of assigning the cause of beh to some situation or event outside a
person's control rather than to some internal characteristic - situational or
environment features.

 Heider believed both internal & external forces combine to determine beh
b. Locus of Control:
 The extent to which people believe they have power over events in their lives.

 A person with an Internal locus of control believes that he or she can influence
events and their outcomes- they personally can influence their outcomes through
their own ability , skills or effort.

 External locus of control blames outside forces for everything, they feel
external forces control their outcomes.
C. Organisational Symbolism:
 In order to understand org , one much recognize their symbolic nature.
 Much org is based on attributions rather than physical or observed realities .

 The term "organizational symbolism" refers to those aspects of

an organization that its members use to reveal or make comprehendable the
un- conscious feelings, images, and values that are inherent in
that organization.
d. Other Attributions :
d. [Link]’s theory of causal attribution
 Proposed by Horald Kelly in 1967.
 Mainly concerned with the cognitive process by which an individual interprets
a behaviour as being caused by ( or attributed to) certain parts of the relevant
environment.
 The theory says that people assign the cause of behavior to the factors that
covaries most closely with the behavior.
 According to theory, behavior can be attributed to dispositional (internal)
or Situational (external) factors.
3 major dimensions
 Consensus: It is the extent to which others react to same stimuli or event in the
same manner as the person.

 Consistency: It is the extent to which the person react to the stimuli or event in
the same way on similiar occasions across time. Extend to which a beh Y
always co-occurs with a stimulus X

 Distinctiveness: It is the extend to which the person react in the same manner
to other different stimuli or event. i.e. whether the person reacts same only with
one stimuli, or is common to many stimuli.
Eg. 1. Condition 1 & 2
 A student, Raja, is not listening in the math class. But all others were listening.
He did not listen to any math class and also to any other subjects.
Consensus – Low Consistency – High Distinctiveness – Low

 A student, Raja, is not listening in the math class. Other students were also not
listening. He did not listen to any math class. But he listen to other subjects.
Consensus – High Consistency – High Distinctiveness - High
 (Example) (Type of Information)
 Co workers are also performing poorly on the task – High Consensus
The subordinate does not do well on this task at any time – High consistency
The subordinate does well on other tasks, but not this one – High distinctiveness

(Attribution made) External (Situational or Environmental factors)

 Co-workers are performing well on this task – Low consensus

The subordinate does not do well on this task at any time - High consistency
The subordinate does poorly on other tasks as well as this one - Low distinctiveness

Internal (personal factors)

d. 2. Bernard Weiner
 Defined three causal dimensions (stability, locus, and control) and placed
them in a model to illustrate the attributional model.
Stability - whether or not the perception changes.
Locus - whether the perception is based on internal or external
cues.
Control - whether the individual has perceived control of an
outcome (controllable or uncontrollable).
These three dimensions - help to understand psy consequences such as low self-
efficacy or strong expectancy of success.
Some findings from Weiner’s work:

1. Bad luck attributions (external) take the sting out of a negative outcome but
good luck attributions (external) reduce the joy associated with success

2. When indi attribute their success to internal rather than external factors they
have higher expectations for future success, report a greater desire for
achievement and set higher performance goals.
e. Attributional Errors
f. Role of self efficacy in attribution:
 Self-efficacy beliefs influence causal attributions. People highly efficacious
attribute failures to insufficient effort, those inefficacious attribute their failures to
low ability.
 Causal attributions affect motivation, performance and affective reactions mainly
through beliefs of self-efficacy

 Self-efficacy beliefs contribute to motivation : They determine the goals people set
for themselves; how much effort they expend; how long they persevere in the face of
difficulties; and their resilience to failures.

 When faced with obstacles and failures people who harbor self-doubts about their
capabilities slacken their efforts or give up quickly.
 Those who have a strong belief in their capabilities exert greater effort when they fail
to master the challenge.

 Strong perseverance contributes to performance accomplishments.

 3. OTHER EMERGING THEORIES
1. Control Theory

2. Agency Theory
 1. CONTROL THEORY
 Control Theory is the theory of motivation –
relating to the degree that individual perceive they are
in control of their own lives or are in control of their jobs.

 Those who believe they have such personal control to tolerate

unpleasant events and experience less stress on the job than
those who do not perceive such control.
 Perceived control will affect job satisfaction and absenteeism.

 Personwho are given more work + control to complete the work

– may not feel negative about the assignment
those who have peripheral level of work control - more
negative
 2. AGENCY THEORY
A agency relationship involves one or
more individual (principal) engaging
another person or persons (the agent) to
perform some service on their behalf.

 The key to agency theory is the assumption

that the interests of principals and agents
diverge or may be in conflict with one
another.
 The implications of Org behaviour involve how the principals can
limit divergence from their interests or objectives by
establishing appropriate rewards / incentives for the agent for
appropriate outcomes.

Principal – Owners , board members / top management

Agents – subordinate , middle management or operating employees

 Management by Objectives (MBO)
 MBO is based on the philosophy that a strategic management model that
aims to improve the performance of an organization by clearly defining
objectives that are agreed to by both management and employees

 The term was first outlined by management guru Peter Drucker in his
1954 book, The Practice of Management.
 The intent of MBO is 3 fold:
1. To strengthen planning
2. To encourage participative decision making
3. To motivate performance of tasks that have a high payoff for the org

Typically employ 4 steps:

1. Agreement on key goals & objectives

2. Action planning to work on the objectives
3. Self – control & corrective actions to stay on the target
4. Periodic measurements, formal reviews, & performance appraisal
 JOB DESIGN

1. JOB DESIGN

2. QUALITY OF WORK LIFE

 1. Job Design
 “Jobdesign” can be defined as the process of structuring tasks
and responsibilities into a job in an attempt to make the job
more meaningful, significant and satisfying.

 Job design is the process of creating a job that enables the

organization to achieve its goals while motivating and rewarding
the employee.
This means that a well-designed job leads to higher
productivity and quality of work, while also leading to higher job
satisfaction, lower absence, and lower employee turnover intentions.
Job Design works:
 Hackman & Oldham’s job characteristics theory-
In 1980, Hackman & Oldham proposed that each job should have five
core job characteristics to be motivating for the individual.
These characteristics remained consistent over time and are still used
today.

When a job has these five characteristics, it will be more meaningful, the
employee will feel more responsible, and have more knowledge of the work
results.
This, in turn, leads to the outcomes we mentioned in the introduction: high
motivation, higher quality performance, job satisfaction, and low absenteeism and
turnover.
Characteristic and Description
1. Skill variety - The degree to which a job requires a broad array of skills. Jobs with
greater skill variety are more challenging and require more competence

2. Task identity - The degree to which an individual performs a whole piece of work. For
example, designing a full house interior is more rewarding than designing a single room

3. Task significance - The degree to which the work impacts others. When work impacts
others, the task feels more meaningful, leading to higher satisfaction

4. Autonomy - The level of independence and freedom an individual has. Higher levels
of autonomy make a person feel more responsible for their work.

5. Feedback - The information that workers receive about the effectiveness of their work.
Feedback can come from the work itself (e.g., a functioning product) and external sources (e.g.,
customer satisfaction). Feedback from the work itself provides the most satisfaction and leads to
knowledge of the results of work activities
 The 5 job dimensions affect the motivation and satisfaction by generating
three psychological states:

a. Experienced meaningfulness – feels work worthwhile in relation to

personal values

b. Experienced responsibility – feels personally accountable for the outcome

of his efforts

c. Knowledge of results – can fairly determine if outcome of work is

satisfactory or not
 Hackman and Oldham proposed a system, which they called
the Motivating Potential Score (MPS).

 Todo this, each of the core job dimensions should be scored

on a scale of one (low) to seven (high).
 Next, these values can be put into the formula as follows:

 According to the formula, a low score on either autonomy or

feedback will significantly impact the motivating potential of the
job, while a lower score on either skill variety, task identity, or
task significance will have a less significant impact.
 Two important dimensions used for describing all types of jobs are
: task scope and depth
Task scope : refers to the horizontal characteristics of the job
or the degree of variety in the activities a person is expected to
perform.

Task Depth : How much vertical responsibility or individual

accountability is expected in a job.

Different dimensions of the job affect the attitude of workers, their

willingness to perform, the productivity and reliability of their work
output.
Four job design strategies
 Each of these strategies will make an impact on one or more of the
elements in the MPS formula.
The strategies are job rotation, job enlargement, job enrichment, and
job simplification.
1. Job rotation
It involves moving workers in a systematic way from one job to
another in order to provide more interesting and satisfying work.

This increases the skill variety, helps employees orientate in potential

new roles, and learn through different experiences.

This programs can lead to increased motivation and create flexibility

in deployment resulting in easy replacement in case of absence. Also
referred as cross – training.

These rotations are predominantly lateral, meaning that they happen

between jobs on the same level and are not considered promotions.

They are also often temporary with people moving back to their
original job after a certain time.
2. Job enlargement

The process of job enlargement also known as horizontal

loading of the job, aims to expand the worker’s job to include the tasks
which were previously performed by other workers.

Additional activities within the same hierarchical level to an

existing role.

This means that a person will do more, different activities in their

current job.
 E.g., is a designer specialized in hotel room design, now also getting
involved in restaurant design. The work requires similar skills but the
work’s content differs.
It increases the skill variety and task identity, enabling a
worker to do more of similar activities, which reduces monotony,
teaches a variety of skills, and gives a broader range of
responsibilities, accountability, and autonomy.
 Job Enlargement :

Advantages: Disadvantages:

1. Creating a wider range of activities 1. Lower efficiency

2. Reduces monotony
2. Lower quality
3. Teaches a variety of skills and
helping career growth. 3. Job creep
4. Earn a higher wage 4. Sometimes just collection
5. Gives more autonomy, of simple routine tasks.
accountability, and responsibility 5. Increased training levels
and costs
3. Job enrichment
The process of job enrichment accounts for adding more variety of tasks to be
performed in addition to granting the worker more control over the job.

 Where job enlargement is aimed at adding tasks, job enrichment is

characterized by adding motivational dimensions. This means that job
enlargement could be a form of job enrichment.

 It focuses on adding motivators to existing roles

 Examples of job enrichment include adding extra tasks (also called job
enlargement), increasing skill variety, adding meaning to jobs, creating
autonomy, and giving feedback.
 According to Herzberg: factors such as sense of achievement, responsibility
and recognition (knows as motivators) added to task – enhances positive job
related experiences

 Herzberg suggested the process of enriching the job by adding the following:

a. Accountability – person responsible for their job

b. Achievement – should feel that it is worthwhile to achieve the goal
c. Control over resources – for purpose of accomplishing the objectives
d. Feedback – continuous inflow of feedback
e. Workplace – should be able to decide the pace and techniques to be used at
the workplace
 4. Job simplification
Job simplification is the opposite of job enlargement and a bit
of the odd one out.
Job simplification is the process of removing tasks from existing
roles to make them more focused.

It is about stripping skill variety to create a more focused task.

This can be used in case of job creep when a job has been enlarged
over time and has become unmanageable.
 Obstacles in Job Design
1. Resistance to change
2. Fear job insecurities
3. Performance fail if specialization reduces motivation
4. Increases recruiting, training & payroll cost
2. QUALITY OF WORK LIFE
 QWL as a process of work organisation which enables its members at
all levels to actively participate in shaping the organisation’s
environments, methods and outcomes.

 This value based process is aimed towards meeting the twin goals
of
Enhanced effectiveness of organisation and
Improved quality of life at work for employees
 Richard E. Walton explains quality of work life in terms of eight broad
conditions of employment that constitute desirable quality of work life (QWL).
[Link] and fair compensation.
2. Safe and healthy working condition.
3. Opportunity to use and develop human capacities.
4. Opportunity for career growth.
5. Social integration in the work force.
6. Constitutionalism in the work organisation.
7. Work and quality of life and
8. Special relevance of work.
 JOB ANALYSIS

1. JOB ROTATION

2. JOB ENLARGEMENT
 JOB ANALYSIS
The Job Analysis is a systematic process of gathering complete
information about the job duties and responsibilities required to
perform a specific job.

Job analysis is “identification of the specific activities

performed in a job and the characteristics of the person, the work
situation, and the materials or equipment necessary for performing
the job effectively.”
 It is the
“systematic collection and recording of information
concerning the purpose of a job, its major duties, the conditions
under which it is performed, the contact with others that performance
of the job requires, and the knowledge, skills and abilities needed for
performing the job effectively.”
It, thus, identifies contents of the job (job description) and
characteristics of the persons (job specifications) who will perform
those jobs
 Elements of Job Analysis:
1. Job Description
It describes the duties, responsibilities and working conditions of
a specific job.
It specifies requirements of the job so that standards of performance
can be developed and actual performance can be measured against
these standards.
It provides details of the job like name, code number, tools and
equipment’s, location, duties, working conditions, working hours and
relationship with other jobs etc.
2. Job Specification

Describes the knowledge and skills of people who perform the job.

Job specification enables to select individuals with skills to perform

the job.

If people are not competent to do the job, managers provide them

training facilities.

Selection, training and placement programmes largely depend upon

job specification.
 Involves
1. Personal characteristics (age, gender, education,
extracurricular activities etc.),
2. Physical characteristics (height, weight, health, skin,
hearing etc.)
3. Mental characteristic (intelligence, memory,
farsightedness, judgment etc.)
4. Social and Psychological characteristics (emotions,
creativity, initiative, flexibility etc.)
 PROCESS OF JOB ANALYSIS
1. Defining the objectives:
The foremost step in the process of job analysis is defining the
objective of the job analysis. The objective could be either of the
following:
 Redesign the job description
 Revise the compensation program
 Change the organization structure
 Redesign the job in a particular department. Once the objective is selected,
it should be well communicated to the top management because with its
support only, the changes can be made in the organization.
 2. Preparing the job Analysis:
After setting an objective, the kind of jobs that are to be
analysed are selected, whether the clerical jobs, managerial jobs,
division specific job, etc.
Also, the members who are included in the analysis and the methods
to be used are identified.
At this stage, the complete review of the existing job description
is done to have a fair insight of the duties, responsibilities, organization
chart, working conditions, hazards, etc. that exist in a particular set of
jobs.
3. Performing the Job Analysis:
The next stage in the process of job analysis is to perform or
begin with the job analysis. Here, the sufficient time should be
allotted for collecting the job details from the employees.
The information from the employees can be collected through
questionnaires, interviews, or through an observation method.
Once the information gets collected it needs to be sorted on the
basis of its nature, division, department.
4. Designing Job Descriptions and Job Specifications:
At this stage, the job analyst prepares a draft of the job description and the
specifications.
After sorting of the information, the changes that need to be made in the
jobs is identified and is written on paper.
Once the draft gets prepared, it is circulated to the managers, supervisors,
and the employees.

5. Control Job Descriptions and Job Specifications:

This is the last step in the process of job analysis wherein the job
descriptions, and the specifications are timely checked and modified according to
the changing needs of the organization.
 Importance of Job Analysis:

1. Job Design
2. Human resource planning
3. Recruitment and selection
4. Placement
5. Training and Development
6. Job Evaluation
7. Performance Appraisal
 DESIGNING JOB DEPT

1. JOB ENRICHMENT
2. TOTAL QUALITY MANAGEMENT
3. JOB DESIGN
 JOB DEPTH
 Job depth is the capability of an individual to control
her/his work environment.
 The more self-direction an individual has, the greater is
her/his job depth. It means an individual with this depth can
set her/his own hours to complete tasks, decide which tasks to
perform every day, and the like
 Higher management posts have more job depths because it
includes decision making and more discretion on the way a
job is performed.
This depth encourages employees to do the work
more efficiently and effectively and increases their
interest in the job.

 It gives the employees a sense of belongingness to

the organization.
 Total Quality Management (TQM)
 TQM describes a management approach to long-term
success through customer satisfaction.

 In a TQM effort, all members of an org participate in

improving processes, products, services, and the culture in
which they work.

 It ensures that an org and all of its members are committed

to high quality, continuous improvement, and customer
satisfaction – Customer Driven Org.
 Quality in this sense means that customers’ needs are
met and that all tasks are done right the first time.

 An important hallmark of the total quality concept is

continuous improvement —the belief that anything and
everything done in the workplace should be continually
evaluated by asking two questions:

(1) Is this necessary?

(2) If so, can it be done better?
 Total quality management is total commitment to high
quality results, continuous improvement, and meeting
customer needs.
 Continuous improvement is the belief that anything and
everything done in the workplace should be continually
improved.
 Deming’s 14 Points on Quality Management
(a core concept on implementing total quality management (TQM))
THANK YOU

. AR