Motivation theories and their application in Turkish textile factories

Motivation Theories in Turkey Textile Tactics

Motivation Theories

turkey textile tactics

The News Reports

Area of Study

Organization of Study

Maslow's Hierarchy of Needs

Herzberg

Self-Perception Theory

Goal Setting Theory

Motivation in Factories

Potential for Pursuing Empirical Research

CHAPTER IV: RESULTS AND DISCUSSION

Discussion of Results in relation to Objectives.

Discussion of those in relation to Survey Results

Discussion of these in relation to the Theory.

Discussion of Interviews

DISCUSSION, CONCLUSION. AND RECOMMENDATIONS

Four Components of Empirical Research

Maslow's Hierarchy of Needs

Conditions Affecting Goal Effectiveness

Table 2: Maslow's Hierarchy and Descriptions of Needs

CHAPTER I

INTRODUCTION

"Turkey's textile industry, which began in small shops in 1960,

has rapidly evolved and transformed Turkey into a global competitor"

("Turkey exports 20 bln…" 2010 ¶ 8).

The News Reports

The news report, "Turkey exports 20 bln USD in textile, clothing in 2009" (2010) stresses that during the past two decades, the textile and clothing sector comprises the primary foundation of the Turkish economy. The Turkish textile industry, which began in modest shops in 1960, rapidly developed and transitioned Turkey into a global competitor. Currently, Turkey's textile industry constitutes a significant role in the process of industrialization in the country as well as the economy's market orientation. During 2009, Turkey's textile and clothing exports totaled 20 billion USD. Additional noteworthy points relating to Turkey's clothing and textile industries include the following:

Turkey's textile exports totaled approximately six billion dollars in 2009; potentially making Turkey's exports more than 20 billion dollars.

In February 2010, compared with the corresponding period during 2009, textile exports increased 29% to 477.5 million dollars ("Turkey exports 20 bln…" 2010).

Area of Study

In Turkey, as in numerous developing countries, small and medium sized enterprises (SME's) primarily comprise the textile sector. According to Faith Savasan and Friedrich Schneider (2006) in the working paper, "What determines informal Hiring? Evidence from the Turkish Textile Sector: Approximately 67% of the textile firms in Turkey have relatives among owners. This factor contributes to "informal hiring" practices, which when detected, routinely receive government fines. The greatest determinants relating to informal hiring in this sector include "competition, skill level of employees, high premiums, and penalty rate" (Savasan and Schneider 17). Determinants that motivate Turkish textile firms to hire employees informally also include the facts the sector is comparatively labor intensive while shadow economy activities prove higher.

Rationale for the Study

The rationale for the study naturally evolved from the researcher's previous part-time work in textile factories throughout the past five-year. The adaptation process for countries to comply with the EU criterion, conjoined with the Eurasia considerations contributing to contemporary economic issues stimulated the researcher's interest as to whether Turkish businesses could or rather would use mainstream/classical theories in their workplaces or continue to operate their business ventures the old fashioned way. (Needs confirming/additional)

Significance of the Study

Turkey, a relatively fast growing country, averages approximately 10-15% economic growth per year (***need source) a year with numerous foreign investors heavily existent in various Turkish markets. The study currently proves significant and will likely become more critical in the near future as increased growth in Turkey's textile factories will mandate that the number of factory workers will simultaneously increase. (Needs confirming/additional)

Organization of Study

Studies like the present study, utilizing empirical research methodology, present data/information, divided into the following five chapter divisions.

I. Introduction,

II. Literature Review

III. Methodology

IV. Analysis

V. Discussion, Conclusion and Recommendations ("What is…" 2006).

Hypothesis

The hypothesis for the study asserts: When the Turkish textile plant utilizes the classical theory of Maslow's Hierarchy to implement practices to help ensure the needs of the employees are met, then the organization will more likely motivate employees to better perform their responsibilities; in turn enhancing the success of the textile plant.

Research Questions

The primary research question for the study queries: How can the utilization of the classical theory of Maslow's Hierarchy by the Turkish textile plant to implement practices to help ensure the needs of the employees are met help the organization become more likely to motivate employees to better perform their responsibilities; in turn enhancing the success of the textile plant?

Sub-research question to support the primary research question and also contribute to determining the validity of the hypothesis include:

1. How does Maslow's Hierarchy of needs theory compare to other motivational theories?

2. What issues/challenges do factories and factory workers routinely experience that can influence production as well as the factory and the worker's success?

3. How may factory leaders motivate employees to better perform their responsibilities?

Conclusion

During the second chapter of the study, the review of literature, the research, in a sense similar to the Turkish textile industry, begin in small steps to rapidly evolve into a worthy contributor of information worthy of global interest.

CHAPTER II

LITERATURE REVIEW

"From an organizational perspective, a leader must have an ability to motivate employees and inspire them to become followers.

Motivation, on the other hand, is the process of arousing and sustaining the goal directed behaviour of the people"

(Jagirdar 2010 ¶ 8)

Introduction

Maslow's Hierarchy of Needs

The theory Abraham H. Maslow (1908 -- 1970), psychologist, developed, known as "Maslow's hierarchy of needs," depicts a theory of motivation and personality and explains human behavior relating to requisites essential for a person to survive and grow. Arranged according to their significance for survival as well as their ability to motivate the individual, these requirements or needs, often reflected as a pyramid, reveal the hierarchy of needs "with physical survival needs located at the base of the pyramid and needs for self-actualization located at the top" ("Maslow's Hierarchy…" 2006, Definition Section, ¶ 1). Although food, water, and oxygen, the most basic physical requirements, comprise the lowest level of the need hierarchy, they possess massive motivational power to motivate persons. These needs have to be fulfilled prior the person deems other, higher needs as significant. Formal education and life experiences stimulate the pursuit of those higher level hierarchy needs, which aim less towards physical survival and more toward the individual's psychological well-being and growth.

According to Maslow, numerous other needs, like aesthetic needs which include beauty and order, and also cognitive needs like curiosity and scientific interest exist outside his hierarchy. In addition, Maslow discovered that a range of needs he identified as transcendence needs or B-values extend beyond self-actualization. Transcendence needs, excluded in most Maslow's needs hierarchy formulations typically depict those needs beyond the need for self-actualization. They reflect they person's needs to contribute to human welfare and to also to discover higher meanings in life ("Maslow's Hierarchy…" 2006).

As Maslow allocated for some departures from the strict order of his needs hierarchy, he noted that total satisfaction of a particular need may not be necessary or possible. This indicates that the lower needs had to be reasonably well satisfied for the individual to focus on higher needs. The majority of people, for instance, would reveal a range of need satisfaction levels at various times. In some scenarios, Maslow asserts, in favor of higher needs being fulfilled, a person's lower needs might be ignored like an artist forfeiting comfort and security to pursue his/her artistic goals, or a student delaying his/her search to connect with a romantic partner to earn high grades and gain admission into a prestigious graduate program. These type departures from a strict hierarchy, albeit, Maslow stressed, did not nullify his basic theory ("Maslow's Hierarchy…" 2006).

In the article, "Super models: In a series of articles examining learning models…," Mike Clayton (2008), founder of Thoughtscape, an organizations which coaches, trains and facilitates leaders, explains that in a seminal 1943 paper, Maslow further developed Henry Murray's Theory of Needs into what has become known as Maslowe's Hierarchy. Some criticize Maslow's work due to the weakness inherent in his research base. This criticism evolved as the foundation of Clayton Alderfer's ERG Theory. This theory asserts that existence, relatedness and growth constitute an individual's three basic needs. Nevertheless, Maslow's primary place in motivation theory remains staid and additionally connects with the work of Herzberg.

The report, "Analysis of the Personality of Adolph Hitler: With Predictions of His Future Behavior and Suggestions for Dealing with Him Now and After Germany's Surrender," relates the examination Henry. Murray (1943), then pre-war Director of the Harvard Psychological Clinic, conducted of Hitler's personality. Murray's work "established personality psychology as a behavioral science. Murray explored a theory of personality in which the interplay of 20 psychogenic needs of varying strength produced distinct personality types" (Murray, Introduction, ¶ 2). Murray determined Hitler's personality type, counteractive narcism, included characteristics like compulsive criminality. A tendency to belittle, blame, and bully other individuals; inability to take a joke, desirous for revenge, extreme demands for attention, holding grudges, inability to express gratitude, low tolerance for criticism, persistence in the face of defeat, and intense self-will/self-trust. Hitler, Murray concluded through the language of needs theory he developed, possessed these characteristics and a number of others to an extreme degree, yet did not possess any offsetting qualities to give him a balanced personality

The word, need, a noun, reflects the individual's willingness to respond in a particular way under specific circumstances, according to "Henry Murray's Theory of Needs" (N.d.). A need also frequently serves to answer the question motivational psychologists regularly ask as they explore motives that impel the person people to do what he/she does: "What drives people to do the things they do?" Basic concepts of motive include:

A motive depicts a person's internal state arousing and directing his/her behavior to meet a precise goal and/or objective.

A deficit, a lack of something, contributes to a motive.

Motives vary in amount and type.

Motives evolve from needs: "States of tension within a person, and as need is satisfied, tension is reduced ("Henry Murray's Theory… N.d., Basic Concepts

Section, ¶ 1).

Motives impel the individual to "perceive, think, and act" in particular ways that fulfill his/her need/s (Ibid.).

Henry Murray identified the following "big three motives":

Need for Achievement

Need for Power

Need for Intimacy ("Henry Murray's Theory… N.d., The Big Three Motives

Section).

Herzberg

Ikwukananne I. Udechukwu (2009), PhD, NOVA Southeastern University in Florida, focuses on work attitudes like satisfaction; examining Maslow's hierarchy of needs and Herzberg's motivation-hygiene theory in the article, "Correctional officer turnover: of Maslow's needs hierarchy and Herzberg's motivation theory." Maslow's work identifies human activity as critical for "the application of sophisticated psychology theories and techniques that are today dubbed 'management studies' among other rubrics" (Udechukwu 2009, Maslow's Hierarchy of Needs Section, ¶ 12). It also proves significant as it recognizes the need to scale, or order human needs. Udechukwu explains:

While Maslow suggested that needs, which drive behaviors associated with work attitudes (e. g., satisfaction), can be assigned to various levels, Herzberg made the distinction that needs that influence work attitudes can be met intrinsically or extrinsically. Thus, applying each theory provides a unique perspective on satisfaction in the form of the level and the type of satisfaction to be measured. (Udechukwu 2009 ¶ 3).

Maslow's needs hierarchy and Herzberg's motivation theory comprise two traditional motivational theories. Udechukwu (2009) considered Maslow's theory deficient in completely explaining dissatisfaction with a job or organization as it merely focuses only need levels; not the type of need. Frederick Herzberg, born in 1923 in Massachusetts, however, addressed the distinction between the types of needs reflected in satisfaction in his motivation-hygiene theory. Herzberg, like Maslow, "advocated the diversion of psychology studies from the insane to the sane, and his work would later influence some work concepts we know today, such as 'job context' and 'job content'"(Udechukwu, Herzberg's Motivation-Hygiene Theory Section, ¶ 1). Contrary to Maslow's theory, Herzberg's motivation-hygiene theory asserts whether or not a person experiences satisfaction with his job or not depends on a number of causes.

Herzberg argued that motivators establish satisfaction, while hygiene factors determine dissatisfaction. Herzberg "defined motivators as intrinsic to the job, and he defined hygiene factors as extrinsic to the job. He also succinctly created a distinction between satisfaction and dissatisfaction" (Udechukwu 2009, Herzberg's Motivation-Hygiene Theory Section, ¶ 2). Factors that produce "job satisfaction" and motivation distinctly differ from the reasons that contribute to "job dissatisfaction."

Depending whether one examines "job satisfaction" or "job dissatisfaction" determines the separate factors needing to be considered. The feelings of "job satisfaction" and "job dissatisfaction," Udechukwu (2009) argues do not diametrically contradict one another. "The opposite of 'job satisfaction' is not 'job dissatisfaction' but rather, no job satisfaction; and similarly, the opposite of 'job dissatisfaction' is not 'job satisfaction,' but no 'job satisfaction'" (Udechukwu, Herzberg's Motivation-Hygiene Theory Section, ¶ 2). An organization needs to do more than simply acknowledge that leaders and/or workers have unmet or met needs. It also proves critical to best identify which particular needs build satisfaction and which needs generate dissatisfaction.

Udechukwu (2009) explains that motivators relate to work aspects of work and include, however, may not be limited to the following:

Work, promotion, achievement, responsibility, and recognition. (Udechukwu 2009, Herzberg's Motivation-Hygiene Theory Section, ¶ 4)

Hygiene factors, Udechukwu (2009) asserts, reveal the framework in which the individual performs the work and include, however, may not be limited to the following:

Working conditions, interpersonal relations, company polities, salary, and supervision. (Udechukwu 2009, Herzberg's Motivation-Hygiene Theory Section, ¶ 4)

In some work environments, the work itself as well as internal and external environments may or may not prove to be hospitable to the individual's needs. As Herzberg's work portrays satisfaction horizontally, it differentiates between kinds of satisfaction. Even when an individual experiences a low level of job satisfaction, according to Herzberg, this does not automatically confirm the employee is dissatisfied with/in his job. Similarly, when a person experiences a low level of dissatisfaction in/with his job, this does not necessarily imply the employee is satisfied with/in his job (Udechukwu 2009).

Maslow's Hierarchy theory, contrary to Herzberg's Motivation-Hygiene Theory, classifies satisfaction vertically as it directs analysts to scale each need to be completely met or unmet, absolutely satisfied or not satisfied. Maslow's theory demonstrates that measuring, or scaling needs or satisfaction that result in the behavior proves vital as this contributes to the individual's attitude and ensuring behavior/s. To be as useful as possible and enhance the understanding of a concern in the organization, the study of an individual's satisfaction with/in his job, for example, mandates that the researcher identifies the type of satisfaction as well as the individual's satisfaction level through needs (Udechukwu 2009).

The encyclopedia article, "Freud, Sigmund (1856 -- 1939)" (2006) purports that prior to Freud presenting his new theory of the human drives, he had speculated that Eros, which comprises the individual's entwined instincts for love, sex, propagation, and self-preservation served as primary psychological drive for human life. In his controversial 1920 modification of his drive theory, Freud broadened his presumption "to include a second, primary impulse derived from the human capacities for aggression, destruction, and self-destruction. & #8230;. labeled & #8230;'Thanatos' or 'the death instinct'" ("Freud, Sigmund…," Freud's Career After 1914 Section, ¶ 3). Freud's increasing pessimism relating to World War I carnage, contributed to the development of his death instinct percept, which depicted his reportedly biologized view, which he presumed noted a desire for organic life to return to what Freud judged to be an inorganic state. The majority of 21st Century psychoanalysts rejected Freud's concept of a human death instinct, albeit, many accept his broader emphasis on the role of aggression in human nature.

In the book, Dimensions of Human Behavior: Person and Environment, Elizabeth D. Hutchison, Associate Professor in the School of Social Work at Virginia Commonwealth University, explains drive theory. Drive theory, also known as instinct theory: "Proposes that human behavior is motivated by two basic instincts, thanatos, or the drive for aggression or destruction, and Eros, or the drive for life (two sexual gratification)" (Hutchison 61). More recent revisions of drive therapy suggest that drives for mastery and for connectedness to also motivate individuals.

Section)

Dieleman, Tonen, Toure, and Martineau (2006) use Herzberg's two-factor theory of motivation at the workplace to explicate differences between the motivation to be in a job and the motivation to perform. Herzberg's theory differentiates satisfiers, the primary causes for job satisfaction, also known as the motivation to perform, from dissatisfiers. Dissatisfiers comprise the primary reasons workers experience job dissatisfaction, also referred to a person's de-motivation to remain in a job "when absent or perceived as insufficient. Examples of motivating factors are achievement, recognition, responsibility and the work itself. Dissatisfiers include: working conditions, salary, [and] relationship with colleagues, administrative supervision, etc." (Dieleman, Tonen, Toure, and Martineau 2006, Introduction Section, ¶ 2). Ultimately, the study's findings matched similar studies relating to motivation of health workers in resource-poor settings; determining the primary motivators for health workers in each of the eight professional categories linked to appreciation or recognition, responsibility and training.

In addition to salaries and incentives serving as significant factors for motivating workers, Dieleman, Tonen, Toure, and Martineau (2006) stress that motivation gains could be gained by implementing the following three practices:

1. Allocate greater responsibility to staff,

2. ensure staff remains responsible, and

3. develop methods for recognition.

Ultimately, gains in motivation realized through enhanced performance management practices; matched to motivating factors can help facilitate improvements in the organization. Herzberg's model can serve as a helpful way for managers to think about the two types of motivation and select suitable strategies to deal with them (Dieleman, Tonen, Toure, and Martineau 2006).

Goals

The encyclopedia entry, "Goals and Goal Setting" (2009), asserts that having a goal gives the organization a blueprint to help it determine a specific course of action and help it prepare for forthcoming challenges and/or changes. "A goal can be defined as a future state that an organization or individual strives to achieve. For each goal that an organization sets, it also sets objectives. An objective is a short-term target with measurable results" ("Goals and Goal Setting" ¶ 1). When the organization does not implement plainly defined goals and/or objectives, it will experience challenges managing activities as well as problems preparing for prospective events.

The organization's goals convey the following four basic purposes:

1. Give direction and guidance,

2. assist planning,

3. motivate and inspire employees, and ("Goals and Goal Setting" 2009).

4. help organizations evaluate and control performance ("Goals and Goal Setting" 2009).

When the organization implements goals, employees know the direction the organization expects to follow and the way it plans to travel there. When the employee confronts critical challenges, he/she can relate to the organization's goals for direction. As the employee frequently sets goals to satisfy a need he/she possesses, his/her personal/professional goals can motivate him/her and increase his/her performance. As the organization implements goals, it also needs to control those goals as well as evaluate them. This practice enables the organization to contrast its performance to goals and in response adjust the goals and/or performance as needed.

The individual's goals affect his/her performance in the organization through the following four mechanisms:

1. Goals steer action/s and effort/s in the direction of goal-related activities and direct them away from unconnected activities.

2. Goals rejuvenate the employee and daring goals direct him/her to exert greater effort than easier goals require.

3. Goals influence persistence and the employee exerts greater effort to attain high goals.

4. Goals encourage the employee to utilize his/her present knowledge to achieve a goal and/or to obtain the necessary knowledge to accomplish the designated goal. ("Goals and Goal Setting" 2009).

Goal Setting Theory

Goal setting theory asserts that goals can motivate a person's behavior. Goals comprise "desired accomplishments or attainments achieved through personal effort and perseverance," according to Elizabeth Reisinger Walker and Bethany Wexler, both graduate research assistants, Emery University, Atlanta, Georgia, Colleen Dilorio, Professor, Emery University, Cam Escoffery, Assistant Professor, Emery University, Frances McCarty, Assistant Professor, Georgia State University, Atlanta, Georgia, and Katherine A. Yeager (2009), research nurse senior at Emery University. In the study, "Content and characteristics of goals created during a self-management intervention for people with epilepsy," Walker, et al. analyze the participants' goals utilizing the following three dimensions:

1. "Content,

2. "specificity, and

3. "proximity" (Abstract).

Although goal setting depicts a straightforward, purportedly easy exercise, goals potentially depict potent incentive for a person to either change his/her behavior or to maintain particular behaviors. Goals "serve several functions including to help people focus attention on meeting desired behaviors, to increase personal efforts in working toward desired behaviors, and to enhance persistence when faced with obstacles" (Walker, et al. 2009 ¶ 2). When a person formally states his/her goals, this allows him/her to set internal standards for comparing his/her current behavior. If/when the individual fails to meet his/her predetermined standards, the discrepancy then transitions into an incentive for the person to reshape current behavior to meet his/her desired behaviors.

Difficulty, proximity and specificity constitute three conditions that influence goal effectiveness.

Specificity denotes the level of detail the goal relates. When a person sets specific goals, this gives him/her an unambiguous target to aim for "with specific actions, whereas more general goals are poorly described and cannot serve adequately as guides or incentives for behavior. In addition, goals are most effective when they are measurable and reflect personal interests and values (Walker, et al. 2009 ¶ 3). Proximity reflects the time frame allocated for the goal to be accomplished. When the goal's connection between the person's behavior and his/her accomplishment range close in time, they are considered in proximity. A person can typically achieve these types' goals within a reasonably short period as well as serve as impetus for him/her to set more remote goals. A goal has to sufficiently challenge the individual to stimulate interest and provide an incentive for him/her to try to reach the goal. It should not be so demanding, albeit, that the individual perceives it as unattainable. Instead, a goal works best when it ranges from moderate to difficult.

Teams may or may not prove to be effective in an organization. Some even prove to be extremely dysfunctional. "If the role of team is to be positive," Deepak Aggarwal, Consultant, Aptech Soft Skill Limited, New Delhi, Suneeta Singh, Sr. Faculty Member, Power Management Institute, and Ashis K. Chatterjee (2007), Research Officer, Power Management Institute, explain in the article, "Team building intervention," people must learn how to make them work effectively" (¶ 1). Evidence demonstrates that utilizing team goals encourages individuals to adapt or revise their task performance strategies; potentially contributing to helping the team work more effectively.

Aggarwal, Singh, and Chatterjee (2007) explain that goal setting theory adheres to the principle that with adequate levels of ability and goal commitment, greater goal difficulty stimulates performance increases. Successful team goal setting occurs with specific team performance goals being set that possess sufficient difficulty instead of vague or undemanding goals. Commitment to a goal specifically serves as a function of the expectation that a goal can be attained as well as contributes to the attractiveness (value) of goal attainment.

Research reveals that setting team goals for teams working on tasks that require members to cooperate with and/or coordinate between other team members contributes to higher performance compared to when the team operates without any set goals or specific performance goals for individual team members. Nevertheless, when team performance "requires cooperation between group members, assigning a team performance goal and separate individual performance goals are likely to result in team members focusing predominantly on their individual goals to the detriment of the overall team's performance" (Aggarwal, Singh, and Chatterjee 2007, Team vs. Individual Goals Section). When teams perform tasks that demand the members significantly cooperate and depend on each other, setting individual goals that aim to make the most of each member's contribution to the team's capacity to effectively perform with an overall team goal will most likely prove to be the best approach. Instead of each team member focusing exclusively on his/her particular input and performances, this scenario transitions the team's performance into the priority. Feedback and incentives then need to be provided at both the team and individual levels. This two-pronged approach, with team members highly committing to both individual and team performance, contributes to the highest team performance.

Goal Attainment

Key determinants contributing to attainment attractiveness or attaining a goal, Aggarwal, Singh, and Chatterjee (2007) assert include, but may not be limited to the following:

Participation in goal setting, provision of performance feedback, self-confidence, group norms, and the provision of incentives (Aggarwal, Singh, and Chatterjee 2007 Goal Setting Section, ¶ 1).

Many organizations increasingly perceive teamwork as a significant issue with team building currently comprising popular, potentially potent effective ways to help improve the organization's health and/or success. Using team goals appears to be one particularly effective way to not only enhance individual task performance but also develop team work as well as the team's effectiveness.

In the syndicated newspaper article, "Organizations need effective leaders," Sarabjit Jagirdar (2010) argues that the Expectancy Theory of motivation Victor Vroom proposed in 1999 proves more relevant than the other motivation theories currently being routinely implemented. Jagirdar explains that one can classify motivation theories by their focus, which contributes to the various types of theories, like the following six examples, proposed to explain motivation at work.

1. Based on need (Need Theories - for ex. Abraham Maslow's Need Hierarchy,

McGregor's Theory X and Y, McClelland's Need Theory and Clayton

Alderfer's

ERG Theory)

2. Based on experiences that satisfied and dissatisfied people at work (for ex.

Hertzberg's Two Factory Theory)

3. Based on social exchange process (for ex. Adam's Equity Theory)

4. Based on personal perception (for ex. Vroom's Expectancy Theory)

5. Based on goals to achieve (for ex. Goal Setting Theory)

6. Based on job characteristics (for ex. Job rotation, job enlargement and job enrichment). (Jagirdar 2010 ¶ 6)

The primary premise of the expectancy theory of motivation, Jagirdar (2010) explains, proposes that the person desires particular outcomes of his/her behavior and performance, potentially perceived as consequences or rewards behavior. The individual also believes that relationships exist between the effort he/she exerts and the performance he/she achieves as well as the outcomes he/she receives. The expectancy model of motivation's main components include "the expectancy, which is the belief that effort leads to performance, the instrumentality, which is the belief that performance is related to rewards and the valence, which is the value or importance one places on a particular reward" (Jagirdar, Expectancy theory of motivation Section, ¶ 6). Disbeliefs relating to expectancy, instrumentality, and valence that critically relate to a person's motivation, according to the expectancy theory framework, contribute to motivational problems, which helps explain why some individuals may not be motivated on their jobs. When/if the dearth of motivation relates to the employee's disbelief that his/her effort will result in positive results; the explanation to finding the solution can be found in altering the disbelief.

Motivation in Factories

Factories rank high among the organizations worst impacted by high levels of labor turnover. Having to repeatedly recruit and train a continual stream of employees, albeit, can prove expensive for employers. The article, "Motivation: Stemming the flow" (2010), asserts that when the organization invests in "motivating staff in these environments [factories]," however, it "can show results even after a short period of time" (¶ 1). Positioning benefits designed to motivate and retain staff in place, for example, can help the employer move the employee's focus away from work he/she frequently perceive as boring or repetitive and stoping him/her from perceiving his/her role as simply a means of earning cash, to perks that give him/her incentive to attend and actively engage in work. The following motivational benefits could profit an organization experiencing high staff turnover as they simultaneously promote the employees' motivation to perform .

Flexible Working Arrangements

Share Schemes

Recognition Schemes

Pay ("Motivation: Stemming the flow" 2010, Motivational benefits for industries… Section, ¶ 1-4).

When the organization implements flexible working arrangements, this enables the employed to organize his/her working hours, which can motivate staff to remain with the organization. In addition, offering variety for the hours the employee must work helps alleviate clock-watching. Share schemes depict strategies that help employees experience a sense of belonging which also stimulates motivation and retention. "A share scheme means that staff will be rewarded for staying at the company, enabling them to feel a part of the company's success, and not like someone that can be easily replaced" ("Motivation: Stemming the flow" 2010, Motivational benefits for industries… Section, ¶ 2). To receive the benefits, the employee must remain in a scheme for a minimum of three or five years. This time constraint additionally serves to retain the employee.

In recognition schemes, the employer may specifically thank the employee for his/her work and/or present him/her with a small on-the-spot prize. These gestures boost the employee's morale and help him/her feel more valued; increasing the likelihood the employee will remain with the organization. Pay matters particularly interest and influence as well as motivate the employee. The organization experiencing high turnover could benefit from paying a bit above average wages to motivate the employee.

Larry Childs (2009), an independent consultant, who specializes in the development of organizations and leaders, concurs with the points "Motivation: Stemming the flow" (2010) presents. Childs stresses that rewards depend both on the activities the individual accomplishes as well as the individual rewarded. An organization could benefit from implementing the following rewards for employees for successful completing a change project:

More money, in salary or bonus;

Flexible time off;

Less supervision in the form of close oversight of the person's tasks;

More supervisory involvement, generally in the form of greater coaching;

Greater job security;

Better working conditions;

Increase in benefits. (Childs 2009, Listing Rewards Section)

Childs (2009) recounts that in a workshop he hosted for newly displaced workers, one woman who introduced herself to the group stated her name and then described herself as "just another factory worker." For an organization to draw the employee's best efforts from him/her, Childs stresses, organizational leaders need to perceive the employees as more than In summary, to get the most out of your employees, imagine that they are more than just factory workers." The motivated employee comprises a creative contributor in each aspect of his/her life. To make more of the employee's contributions at work, the organization's leader/s can recognized those contributions and talents and also engage the employee in determining what best motivates him/her.

CHAPTER III

METHODOLOGY

"There is potential for pursuing empirical research on the interface between operations management and other areas such as accounting, finance, human resources management, information systems, and marketing"

(Gupta, Verma, and Victorino 2006, Conclusion and Future Directions Section, ¶ 3).

Potential for Pursuing Empirical Research

The article, "What is empirical research?" (2006) specifically answers the question: "What is empirical research?." This source explains: "Empirical Research is research that is based on experimentation or observation, i.e. Evidence. Such research is often conducted to answer a specific question or to test a hypothesis (educated guess)" ("What is…" ¶ 3). Figure 1 depicts the four components of empirical research.

Figure 1: Four Components of Empirical Research (adapted from "What is…" 2006).

The research process aspires to fulfill the following objectives:

Capture contextual data and complexity

Learn from the collective experience of the field

Identify, explore, confirm and advance theoretical concepts

Enhance educational design. ("What is…" 2006, Overview Section, ¶ 1)

Empirical research methods challenges assumed knowledge like superstition as well as examine tradition by integrating research and practice. This type methodology also contributes to furthering instructional science, for example, the education process.

The empirical research process aims to conduct the following actions:

Move research beyond simple 'reporting of observations'

Foster environments for enhanced understanding

Combine rigorous research with thorough case study

Relevance of theory is proved by ability to work in a real world environment

(context). ("What is…" 2006, Overview Section, ¶ 2)

To complete the study, "Empirical research published in Production and Operations Management (1992-2005): Trends and future research directions," Sushil Gupta, Rohit Verma, and Liana Victorino (2006) examined and assessed empirical research published in more than 150 papers from1992 to 2005. Gupta, Verma, and Victorino define the term, empirical, as: "Relying on or derived from observation or experiment; verifiable or provable by means of observation or experiment; guided by practical experience or theory (Introduction Section, ¶ 1). They identify the following four ideas to depict the purposes of empirical research:

1. Theory building,

2. theory verifying,

3. application and

4. providing evidence. (Gupta, Verma, and Victorino 2006, Conclusion and Future Directions Section, ¶ 4).

In the past, theory verifying proved to be the primary purpose of empirical research. During their investigation of empirical research, Gupta, Verma, and Victorino (2006), found that researchers used the following various data-collection methodologies when implementing empirical research:

Case study, qualitative, archival, survey-based, laboratory, and field research. (Gupta, Verma, and Victorino 2006, Conclusion and Future Directions Section, ¶ 5).

The study's primary purpose directs the researcher's decision determining which data-collection approach he/she will utilize. Gupta, Verma, and Victorino (2006) report that from their investigation, they found: "Survey-based research was used most widely followed by field-based data collection, while laboratory research was used in rare cases" (Gupta, Verma, and Victorino 2006, Conclusion and Future Directions Section, ¶ 5). For the current empirical research effort, as the researcher notes in the study's first chapter, the researcher chose to utilize survey-based research and interviews) for the data-collection approach.

During the empirical research methodology, the researcher benefits from understanding and responding to dynamics of situations, context, relating to his/her are of focus. he/she gains respect for contextual differences observed during the research process. The research builds upon information previously known to the phenomenon. In addition, empirical research conforms to contemporary, recognized professional research standards ("What is…" 2006). During the study's next chapter, the analysis, the researcher relates discoveries retrieved from the literature reviewed, conjoined with findings from the surveys and interviews the researcher conducted.

CHAPTER III

Analysis

Introduction

Table 1 depicts three conditions, difficulty, proximity and specificity as well as components that influence goal effectiveness.

Table 1: Conditions Affecting Goal Effectiveness (Walker, et al. 2009).

Condition

Components

Difficulty

Challenge difficult enough to engage individual's interest yet not so difficult to make it seem unattainable

Proximity

Time frame allocated for the goal to be accomplished

Specificity

Level of detail the goal provides

Figure 2 portrays the five levels of Maslow's hierarchy of needs.

Figure 2: Maslow's Hierarchy of Needs (adapted from "Maslow's Hierarchy…" 2006, Description Section, ¶ 1; Clayton 2008).

Table 2 portrays the needs as well as components comprising needs that Maslow related in his hierarch of needs.

Table 2: Maslow's Hierarchy and Descriptions of Needs (Adapted from "Maslow's Hierarchy…" 2006, Description Section, ¶ 1).

Needs

Needs Include/Consist of Physiological

Physiological needs consist of basic requirements for human physical survival and include essentials like oxygen, food, water, shelter, and sleep. Human beings will focus on satisfying their physiological needs and will ignore higher needs until they meet these vital needs.

Safety

Safety needs reflect the individual's need for a sense of security and predictability in his/her world. he/she tries to maintain the conditions that empower him/her to feel safe and avoid danger. Maslow asserted that inadequate fulfillment of safety needs might elucidate neurotic behavior and numerous other emotional problems some people display.

Love and Belonging

Love and Belonging needs include the person's longings to have an intimate relationship with another individual as well as the need to be part of group and feel that others accept him/her. According to Maslow, love and belonging needs include the individual not only giving love but receiving love as well.

Esteem

Esteem needs involve self-esteem as well as the esteem of others. Self-esteem consists of the feeling one is competent, independent, and worthwhile. The esteem of others includes the feeling other individuals appreciate and respect the person. After the person fulfills his/her basic needs, he/she generally experiences concerns about worthiness and begins to focus on more than merely surviving, he/she starts to seek esteem; to do well according to standards meaningful to his/her community.

Self-actualization

Self-actualization needs relate to one realizing his/her full potential. With the emergence of self-actualization needs emerge, the individual's focus centers more on what he/she is meant to do in/with his/her life; developing his/her talents and abilities to their fullest degree.