INTRODUCTION OF JOB ENRICHMENT

The current research project is based on JOB ENRICHMENT. The new changes both
in science and technolog and business en!iron"ent ha!e brought a change in
#unctional approach o# an industrial organi$ation. The hu"an resource e%ecuti!e plas
a signi#icant role to set and achie!e the objecti!es as the #unctional hori$on is e%tended
#ro" legalistic "undane approach to hu"an relation. E"ploees are not percei!ed as
hu"an resource& as so"e hu"an resource e%perts ha!e ter"ed the hu"an resource as
'(nowledge capital) o# the organi$ation.
It is& there#ore& i"perati!e #or hu"an resource e%ecuti!e to adopt a rationale approach
to "uster and accu"ulate the so*called (nowledge capital. This places an i""ense
responsibilit on HR e%ecuti!e& as there no direct scale to "easure hu"an HR
acti!ities !is*+*!is the output.
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DEFINITION:
Job Enrich"ent is the addition to a job o# tas(s that increase the a"ount o# e"ploee
control or responsibilit. It is a !ertical e%pansion o# the job as opposed to the
hori$ontal e%pansion o# a job& which is called job enlarge"ent.
Most o# us want interesting& challenging jobs where we #eel that we can "a(e a real
di##erence to other people-s li!es. .s it is #or us& so it is #or the people who wor( with
or #or us. /o wh are so "an jobs so boring and "onotonous0 .nd what can ou do
to "a(e the jobs ou o##er "ore satis#ing0 1B reducing recruit"ent costs& increasing
retention o# e%perienced sta## and "oti!ating the" to per#or" at a high le!el2 ou can
ha!e a real i"pact on the botto" line.3
One o# the (e #actors in good job design is job enrich"ent. This is the practice o#
enhancing indi!idual jobs to "a(e the responsibilities "ore rewarding and inspiring
#or the people who do the".
PURPOSE OF JOB ENRICHMENT
Through job enrich"ent& e"ploers see( to "a(e jobs as desirable as possible and
i"pro!e the le!els o# happiness that indi!iduals who #ill these positions e%perience.
4hile there are a nu"ber o# was in which e"ploers can carr out the job
enrich"ent process& the desirable results and the purposes #or underta(ing the
endea!or re"ain the sa"e.
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IMPROVE EMPLOYEE SATISFACTION
Through job enrich"ent& "anagers see( to pre!ent e"ploees #ro" ha!ing to
co"plete tedious or cu"berso"e tas(s that lead to dissatis#action. 4hile so"e tas(s
si"pl can-t be "odi#ied or a!oided& others can be changed to i"pro!e the e"ploees6
le!els o# happiness. 7or e%a"ple& a job that e"ploees once co"pleted b hand can be
auto"ated& cutting down on the boring and repetiti!e nature o# the job as a whole.
Through the co"pletion o# this process& "anagers ulti"atel hope to "a(e their
wor(ers happier ones.
RAISE PRODUCTIVITY LEVELS
.s wor(ers- le!els o# happiness increase& so will their producti!it& or so those who
carr out this process hope. B "o!ing through the process o# job enrich"ent&
"anagers hope to help their wor(ers beco"e opti"all producti!e& so"ething that can
ha!e positi!e #inancial i"pacts on the co"pan.
BUILD COMMUNITY
Job enrich"ent is o#ten a cooperati!e process in which "anage"ent and tea"s o#
e"ploees join #irst to stud and then to i"pro!e upon jobs. Because this process is a
cooperati!e one& co"pleting it can be an e##ecti!e wa to build co""unit. .s
e"ploees wor( in tande" to en!ision was in which their jobs can be i"pro!ed
upon& and "anage"ent helps wor(ers carr out these tas(s& the whole wor(#orce acts
cooperati!el& creating a strong #eeling o# co""unit.
INCREASE MOTIVATION
Because the job enrich"ent process gi!es wor(ers the opportunit to ha!e an i"pact
on their wor( en!iron"ent and duties& it o#ten creates the #eeling o# e"power"ent.
This #eeling can translate to increases in wor(er "oti!ation. Because wor(ers who
"o!e through the job enrich"ent process are treated as indi!iduals with uni8ue needs&
the o#ten do not #eel li(e cogs in a wheel and are "ore eager to put their all into their
jobs.
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ADVANTAGES & DISADVANTAGES OF JOB ENRICHMENT
.s a s"all business owner& ou can pro!ide our e"ploees with job enrich"ent
opportunities& which increase the depth& not 8uantit& o# their da*to*da
responsibilities at our co"pan. Job enrich"ent o##ers e"ploees an opportunit to
do tas(s that are di##erent than what was originall outlined in their job descriptions
and job objecti!es. Job enrich"ent includes ad!antages and disad!antages.
LEARN NEW SKILLS
4hen an e"ploee6s le!el o# responsibilit increases& and she gets the opportunit to
tr new tas(s& it6s ine!itable that she will learn new s(ills. .n e"ploee who is
responsible #or deciding which internal products to ad!ertise in the co"pan6s e"ail
newsletter& "ight also co"e up with ad!ertising tests #or their products& testing pricing
and place"ent& in a job enrich"ent situation.
REDUCE BOREDOM
E"ploees get bored with the "undane da*to*da tas(s the ha!e to co"plete. Job
enrich"ent adds !ariet to e"ploees6 duties& which can reduce their wor(place
boredo". .long with reducing boredo"& job enrich"ent challenges e"ploees to
stretch their s(ills beond what the6re used to doing at the co"pan.
RECEIVE RECOGNITION
Job enrich"ent gi!es ou a chance to test and see our e"ploees6 strengths and
wea(nesses. .n e"ploee who e%cels with a great depth o# tas( "a gain recognition&
which can lead to co"pan awards and incenti!es& or e!en a pro"otion within the
co"pan.
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EMPLOYEE MOTIVATION
4hen e"ploees #eel li(e the6re trusted with greater responsibilities at a co"pan&
their le!el o# "oti!ation increases. .s a result& e"ploees "a be "ore producti!e&
better adhere to the co"pan rules and "anage"ent better& and "iss less wor(.
DISADVANTAGES:
LACK OF TRAINING
4hen e"ploees are gi!en a greater depth o# tas(s through job enrich"ent& the "a
not be s(illed or e%perienced in the new tas(s the6re as(ed to per#or". The lac( o#
training "a be a disad!antage #or e"ploees and e"ploers& and lead to proble"s
such as lower producti!it.
INCREASE WORKLOAD
. pri"ar disad!antage o# job enrich"ent is an increase in an e"ploee6s wor(load.
4hile so"e e"ploees "a be able to i""ediatel re*prioriti$e their ti"e and tas(s&
so"e "a initiall e%perience di##iculties getting adjusted with their new
responsibilities. The increase in wor( can cause e"ploees to get #rustrated& burned
out and lower their o!erall producti!it.
CONFLICT WITH NON-PARTICIPANTS
E!er e"ploee at our business "a not be eligible to participate in job enrich"ent.
Those indi!iduals who want "ore responsibilit& but ha!en6t shown that the can
handle it& "a beco"e disgruntled& bitter toward "anage"ent and the e"ploees who
are a part o# the job enrich"ent process.
POOR PERFORMANCE
/o"e e"ploees e%cel in job enrich"ent& while others per#or" poorl& due to lac( o#
training& lac( o# interest or lac( o# clarit about their new tas(s. ;oor per#or"ance can
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cause e"ploees to #eel a sense o# inco"petence or as i# the6!e ou beaten down.
;oor per#or"ance can also cause e"ploees to get stripped o# their new
responsibilities& which can cause e"barrass"ent.
FIVE IMPORTANT PROCESSES INVOLVED IN JOB ENRICHMENT
Job enrich"ent in!ol!es enriching& planning& organi$ing& e%ecuting and e!aluating
jobs. '.n enriched job organi$es tas(s so as to allow the wor(er to per#or" a
co"plete acti!it& increases the e"ploee-s #reedo"& independence& responsibilit and
pro!ides #eedbac( so that the indi!idual will be able to assess and correct his or her
own per#or"ance.)
The process o# job enrich"ent includes co"bining tas(s& creating natural wor( units&
establishing relationships& e%panding jobs !erticall and opening #eedbac( channels.
1. COMBINING TASKS:
. job ha!ing di##erent tas(s should be co"bined into #ewer tas(s to "a(e it easier #or
e"ploees to get the satis#action o# tas( !ariet& identit and signi#icance. .n isolated
tas( does not pro!ide satis#action to e"ploees& as it does not gi!e the" a sense o#
satis#action and per#or"ance achie!e"ent.
2. CREATING NATURAL WORK UNITS:
4hile co"bining di##erent tas(s& e##orts should be "ade to arri!e at natural wor(
units& because it helps the" to identi# the jobs.
E"ploees pre#er an identi#iable tas(& because it gi!es the" a sense o# satis#action o#
per#or"ing a speci#ied& (nown and signi#icant unit. Natural wor( units are enjoable&
"eaning#ul and rele!ant.
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3. ESTABLISHING RELATIONSHIP:
The job enrich"ent process includes the establish"ent o# relationship between the
e"ploees and "anage"ent& the e"ploees and an outside organi$ation& e"ploees
and social institutions. I# the tas(s o# e"ploees are sociall recogni$ed& the #eel
proud o# per#or"ing the". 7eedbac( strengthens the relationship which is the
ce"enting #actor #or the base o# per#or"ance and satis#action.
. E!PANDING JOB VERTICALLY:
The depth and 8ualit e%pansion o# a job is (nown as job enrich"ent. It increases an
e"ploee-s a!enue& per#or"ance& recognition& growth and other opportunities which
are hidden under the !ertical e%pansion o# a job.
". OPENING FEEDBACK CHANNELS:
Job enrich"ent opens #eedbac( channels #or e"ploees to e%press their !iews. The
"anage"ent is "ade aware o# the uses o# their policies and decisions.
INCREASING JOB SATISFACTION
Most o# us want interesting& challenging jobs where we #eel that we can "a(e a real
di##erence to other people6s li!es. .s it is #or us& so it is #or the people who wor( with
or #or us. /o wh are so "an jobs so boring and "onotonous0 .nd what can ou do
to "a(e the jobs ou o##er "ore satis#ing0 1B reducing recruit"ent costs& increasing
retention o# e%perienced sta## and "oti!ating the" to per#or" at a high le!el& ou can
ha!e a real i"pact on the botto" line.3
One o# the (e #actors in good job design is job enrich"ent& "ost notabl pro"oted
b pschologist 7rederic( Her$berg in his ,>=? article @One More Ti"eA How Bo Cou
Moti!ate E"ploees0@. This is the practice o# enhancing indi!idual jobs to "a(e the
responsibilities "ore rewarding and inspiring #or the people who do the".
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4ith job enrich"ent& ou e%pand the tas( set that so"eone per#or"s. Cou pro!ide
"ore sti"ulating and interesting wor( that adds !ariet and challenge to an
e"ploee6s dail routine. This increases the depth o# the job and allows people to ha!e
"ore control o!er their wor(.
DESIGNING JOBS THAT MOTIVATE
Hac("an and Oldha" identi#ied #i!e #actors o# job design that tpicall contribute to
people6s enjo"ent o# a jobA
S#$%% V&'$()* E Increasing the nu"ber o# s(ills that indi!iduals use while
per#or"ing wor(.
T&+# I,(-)$)* E Enabling people to per#or" a job #ro" start to #inish.
T&+# S$.-$/$0&-0( E ;ro!iding wor( that has a direct i"pact on the
organi$ation or its sta(eholders.
A1)2-23* E Increasing the degree o# decision "a(ing& and the #reedo" to
choose how and when wor( is done.
JOB ENRICHMENT OPTIONS
The central #ocus o# job enrich"ent is gi!ing people "ore control o!er their wor(
1lac( o# control is a (e cause o# stress& and there#ore o# unhappiness.3 4here
possible& allow the" to ta(e on tas(s that are tpicall done b super!isors. This
"eans that the ha!e "ore in#luence o!er planning& e%ecuting& and e!aluating the jobs
the do.
In enriched jobs& people co"plete acti!ities with increased #reedo"& independence&
and responsibilit. The also recei!e plent o# #eedbac(& so that the can assess and
correct their own per#or"ance.
Here are so"e strategies ou can use to enrich jobs in our wor(placeA
R2)&)( J24+ E Fi!e people the opportunit to use a !ariet o# s(ills& and
per#or" di##erent (inds o# wor(. The "ost co""on wa to do this is through
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job rotation. Mo!e our wor(ers through a !ariet o# jobs that allow the" to
see di##erent parts o# the organi$ation& learn di##erent s(ills and ac8uire
di##erent e%periences. This can be !er "oti!ating& especiall #or people in jobs
that are !er repetiti!e or that #ocus on onl one or two s(ills.
C234$-( T&+#+ E Co"bine wor( acti!ities to pro!ide a "ore challenging and
co"ple% wor( assign"ent. This can signi#icantl increase @tas( identit@
because people see a job through #ro" start to #inish. This allows wor(ers to
use a wide !ariet o# s(ills& which can "a(e the wor( see" "ore "eaning#ul
and i"portant. 7or e%a"ple& ou can con!ert an asse"bl line process& in
which each person does one tas(& into a process in which one person asse"bles
a whole unit. Cou can appl this "odel where!er ou ha!e people or groups
that tpicall per#or" onl one part o# an o!erall process. Consider e%panding
their roles to gi!e the" responsibilit #or the entire process& or #or a bigger part
o# that process.
These #or"s o# job enrich"ent can be tric( because the "a pro!ide increased
"oti!ation at the e%pense o# decreased producti!it. 4hen ou ha!e new people
per#or"ing tas(s& ou "a ha!e to deal with issues o# training& e##icienc& and
per#or"ance. Cou "ust care#ull weigh the bene#its against the costs.
I,(-)$/* P'25(0)-F201+(, W2'# U-$)+ E Brea( our tpical #unctional lines
and #or" project*#ocused units. 7or e%a"ple& rather than ha!ing all o# our
"ar(eting people in one depart"ent& with super!isors directing who wor(s on
which project& ou could split the depart"ent into speciali$ed project units E
speci#ic storboard creators& copwriters& and designers could all wor( together
#or one client or one ca"paign. .llowing e"ploees to build client
relationships is an e%cellent wa to increase autono"& tas( identit& and
#eedbac(.
C'(&)( A1)2-2321+ W2'# T(&3+ E This is job enrich"ent at the group le!el.
/et a goal #or a tea"& and "a(e tea" "e"bers #ree to deter"ine wor(
assign"ents& schedules& rest brea(s& e!aluation para"eters& and the li(e. Cou
"a e!en gi!e the" in#luence o!er choosing their own tea" "e"bers. 4ith
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this "ethod& ou6ll signi#icantl cut bac( on super!isor positions& and people
will gain leadership and "anage"ent s(ills.
I36%(3(-) P&')$0$6&)$7( M&-&.(3(-) E .llow tea" "e"bers to participate
in decision "a(ing and get in!ol!ed in strategic planning. This is an e%cellent
wa to co""unicate to "e"bers o# our tea" that their input is i"portant. It
can wor( in an organi$ation E #ro" a !er s"all co"pan& with an ownerGboss
who6s used to dictating e!erthing& to a large co"pan with a huge hierarch.
4hen people reali$e that what the sa is !alued and "a(es a di##erence&
the6ll li(el be "oti!ated.
R(,$+)'$41)( P28(' &-, A1)92'$)* E Redistribute control and grant "ore
authorit to wor(ers #or "a(ing job*related decisions. .s super!isors delegate
"ore authorit and responsibilit& tea" "e"bers6 autono"& accountabilit&
and tas( identit will increase.
I-0'(&+( E36%2*((-D$'(0)(, F((,4&0# E Ma(e sure that people (now how
well& or poorl& the6re per#or"ing their jobs. The "ore control ou can gi!e
the" #or e!aluating and "onitoring their own per#or"ance& the "ore enriched
their jobs will be. Rather than ha!e our 8ualit control depart"ent go around
and point out "ista(es& consider gi!ing each tea" responsibilit #or their own
8ualit control. 4or(ers will recei!e i""ediate #eedbac(& and the6ll learn to
sol!e proble"s& ta(e initiati!e& and "a(e decisions.
Job enrich"ent pro!ides "an opportunities #or people6s de!elop"ent. Cou6ll gi!e
the" lots o# opportunit to participate in how their wor( gets done& and the6ll "ost*
li(el enjo an increased sense o# personal responsibilit #or their tas(s.
IMPLEMENTING A JOB ENRICHMENT PROGRAM
S)(6 O-( E 7ind out where people are dissatis#ied with their current wor(
assign"ents. There6s little point to enriching jobs and changing the wor(
en!iron"ent i# ou6re enriching the wrong jobs and "a(ing the wrong changes.
Hi(e an "oti!ation initiati!e& deter"ine what our people want be#ore ou
begin.
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/ur!es are a good "eans o# doing this. Bon6t "a(e the "ista(e o# presu"ing
that ou (now what people wantA Fo to the source E and use that in#or"ation to
build our enrich"ent options.
S)(6 T82 E Consider which job enrich"ent options ou can pro!ide. Cou don6t
need to drasticall redesign our entire wor( process. The wa that ou design
the enriched jobs "ust stri(e a balance between operational need and job
satis#action. I# signi#icant changes are needed& consider establishing a @job
enrich"ent tas( #orce@ E perhaps use a cross*section o# e"ploees& and gi!e
the" responsibilit #or deciding which enrich"ent options "a(e the "ost
sense.
S)(6 T9'(( E Besign and co""unicate our progra". I# ou6re "a(ing
signi#icant changes& let people (now what ou6re doing and wh. 4or( with
our "anagers to create an enriching wor( en!iron"ent that includes lots o#
e"ploee participation and recognition. Re"e"ber to "onitor our e##orts& and
regularl e!aluate the e##ecti!eness o# what ou6re pro!iding.
TECHNI:UES OF JOB ENRICHMENT
Job enrich"ent in organi$ational de!elop"ent& hu"an resources "anage"ent& and
organi$ational beha!ior& is the process o# i"pro!ing wor( processes and en!iron"ents
so the are "ore satis#ing #or e"ploees. Man jobs are "onotonous and
unrewarding. 4or(ers can #eel dissatis#ied in their position due to a lac( o# a
challenge& repetiti!e procedures& or an o!er*controlled authorit structure. Job
enrich"ent tries to eli"inate these ds#unctional ele"ents& and bring better
per#or"ance to the wor(place.
Job enrich"ent& as a "anagerial acti!it includes a three steps techni8ueA
1. T1'- (36%2*((+; (//2') $-)2 6('/2'3&-0(:
Ensuring that objecti!es are well*de#ined and understood b e!erone. The o!erall
corporate "ission state"ent should be co""unicated to all. Indi!idual6s goals should
also be clear. Each e"ploee should (now e%actl how she #its into the o!erall
process and be aware o# how i"portant her contributions are to the organi$ation and
,,
its custo"ers.
J ;ro!iding ade8uate resources #or each e"ploee to per#or" well. This includes
support #unctions li(e in#or"ation technolog& co""unication technolog& and
personnel training and de!elop"ent.
J Creating a supporti!e corporate culture. This includes peer support networ(s&
supporti!e "anage"ent& and re"o!ing ele"ents that #oster "istrust and politic(ing.
J 7ree #low o# in#or"ation. Eli"inate secrec.
J ;ro!ide enough #reedo" to #acilitate job e%cellence. Encourage and reward
e"ploee initiati!e. 7le%ti"e or co"pressed hours could be o##ered.
J ;ro!ide ade8uate recognition& appreciation& and other "oti!ators.
J ;ro!ide s(ill i"pro!e"ent opportunities. This could include paid education at
uni!ersities or on the job training.
J ;ro!ide job !ariet. This can be done b job sharing or job rotation progra""es.
J It "a be necessar to re*engineer the job process. This could in!ol!e redesigning
the phsical #acilit& redesign processes& change technologies& si"pli#ication o#
procedures& eli"ination o# repetiti!eness& redesigning authorit structures.
2. L$-# (36%2*((+ 6('/2'3&-0( ,$'(0)%* )2 '(8&',:
Clear de#inition o# the reward is a "ust
E%planation o# the lin( between per#or"ance and reward is i"portant
Ma(e sure the e"ploee gets the right reward i# per#or"s well
I# reward is not gi!en& e%planation is needed
IMPACT OF JOB E NRICHMENT ON E MPLOYEE MOTIVATION
Job Enrich"ent re#ers !ertical e%pansion o# jobs. It increases the degree to which the
wor(er controls the planning& e%ecution& and e!aluation o# wor(. .n enriched job
organi$es the tas(s soaps to allow the wor(er to do a co"plete acti!it& increases the
e"ploee-s #reedo" and independence& increases job responsibilit and pro!ides
#eedbac(. E"ploee-s job enrich"ent could be done in nu"ber o# was as #ollows.
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E"ploee-s job enrich"ent could be done in nu"ber o# was as #ollows.
B job rotation& allows wor(ers to do di##erent !arieties o# tas(s.
B co"bining tas(s& wor( acti!ities are co"bined to gi!e "ore challenging
wor( assign"ents.
B i"ple"enting participati!e "anage"ent& this allows e"ploees to
participate indecision "a(ing and strategic planning.
B pro!iding autono" #or wor( & this allows e"ploees to wor(
independentl
B pro!iding #eedbac( #or their wor(& this allows e"ploees to understand how
poor or well the are doing.
B increasing client relationships& this increases direct relationship between
e"ploee and his clients.
Based on abo!e understanding o# job enrich"ent& we ha!e identi#ied #actors which b
which job enrich"ent could be done .These #actors are as #ollows.
Job redesigning
.utono"
7eedbac(
4or( place challenge
,9
Custo"er interaction
;articipate "anage"ent
7le%ible wor(ing hours
Kse o# technical s(ills
On the job training
The "ain objecti!es o# the project is to understand the JOB ENRICHMENT IM;.CT
ONEM;HOCEE MOTIL.TION in detail b interacting with the "anage"ent&
super!ision and wor(ers and to see how #ar the !arious "easures are i"ple"ented and
bring out the drawbac(s i# an and reco""ended "easures #or the better"ent o# the
sste". /econdl to criticall e!aluate the JOB ENRICHMENT i"pact on e"ploee
"oti!ation as well as on absenteeis" and turno!er. .t last stud the "ost e%tensi!e
changes those are critical #or high "oti!ation and per#or"ance.
,:
JOB ENLARGEMENT VS JOB ENRICHMENT
The di##erence between job enrich"ent and job enlarge"ent is 8ualit and 8uantit.
Job enrich"ent "eans i"pro!e"ent& or an increase with the help o# upgrading and
de!elop"ent& whereas job enlarge"ent "eans to add "ore duties& and an increased
wor(load. B job enrich"ent& an e"ploee #inds satis#action in respect to their
position and personal growth potential& whereas job enlarge"ent re#ers to ha!ing
additional duties and responsibilities in a current job description.
Job enlarge"ent is a !ehicle e"ploers use to put additional wor(load on e"ploees&
perhaps in econo"ical downti"e. Bue to downsi$ing& an e"ploee "ight #eel luc( to
ha!e a job at all& despite the #act that his duties and responsibilities ha!e increased.
.nother approach is that b adding "ore !ariet and enlarging the responsibilities will
pro!ide the chance o# enhance"ent and "ore producti!it. Job enrich"ent in!ol!es
organi$ing and planning in order to gain "ore control o!er their duties and wor( as a
"anager. The e%ecution o# plans and e!aluation o# results "oti!ates wor(ers and
relie!es boredo". Job enlarge"ent and job enrich"ent are both use#ul #or "oti!ating
wor(ers to per#or" their tas(s enthusiasticall.
.lthough job enlarge"ent and enrich"ent ha!e a relationship with each other& the
also possess so"e distinct #eatures that di##erentiate the"& such as area o# e%pansion&
"utual reliance& allocation o# duties and responsibilities& "oti!ation and pro#undit.
Job enrich"ent is largel dependent on job enlarge"ent& whereas job enlarge"ent has
no such dependenc. Job enlarge"ent e%pands hori$ontall when co"pared to job
enrich"ent& which e%pands !erticall. Lertical growth o# job or aug"entation is
help#ul to obtain "anagerial rights.
In spite o# "utual dependenc& "anagerial duties are sanctioned& as in the case o#
enhance"ent. The e"ploee #ocuses "ore on job depth& which does not happen in job
enlarge"ent. Job enrich"ent has a greater "oti!ational i"pact than job enlarge"ent.
The job enlarge"ent theor in!ol!ing hori$ontal e%pansion to increase job satis#action
and producti!it is relati!el si"ple& and applied in nu"erous situations.
,<
SOME STRATEGIES YOU CAN USE TO ENRICH JOBS IN YOUR
WORKPLACE:
R2)&)( J24+ E Fi!e people the opportunit to use a !ariet o# s(ills& and per#or"
di##erent (inds o# wor(. The "ost co""on wa to do this is through job rotation.
Mo!e our wor(ers through a !ariet o# jobs that allow the" to see di##erent parts
o# the organi$ation learn di##erent s(ills and ac8uire di##erent e%periences. This can
be !er "oti!ating& especiall #or people in jobs that are !er repetiti!e or that
#ocus on onl one or two s(ills.
C234$-( T&+#+ E Co"bine wor( acti!ities to pro!ide a "ore challenging and
co"ple% wor( assign"ent. This can signi#icantl increase 'tas( identit) because
people see a job through #ro" start to #inish. This allows wor(ers to use a wide
!ariet o# s(ills& which can "a(e the wor( see" "ore "eaning#ul and i"portant.
7or e%a"ple& ou can con!ert an asse"bl line process& in which each person does
one tas(& into a process in which one person asse"bles a whole unit. Cou can appl
this "odel where!er ou ha!e people or groups that tpicall per#or" onl one
part o# an o!erall process. Consider e%panding their roles to gi!e the"
responsibilit #or the entire process& or #or a bigger part o# that process.
I,(-)$/* P'25(0)-F201+(, W2'# U-$)+ E Brea( our tpical #unctional lines and
#or" project*#ocused units. 7or e%a"ple& rather than ha!ing all o# our "ar(eting
people in one depart"ent& with super!isors directing who wor(s on which project&
ou could split the depart"ent into speciali$ed project units E speci#ic storboard
creators& copwriters& and designers could all wor( together #or one client or one
ca"paign. .llowing e"ploees to build client relationships is an e%cellent wa to
increase autono"& tas( identit& and #eedbac(.
C'(&)( A1)2-2321+ W2'# T(&3+ E This is job enrich"ent at the group le!el. /et
a goal #or a tea"& and "a(e tea" "e"bers #ree to deter"ine wor( assign"ents&
schedules& rest brea(s& e!aluation para"eters& and the li(e. Cou "a e!en gi!e
the" in#luence o!er choosing their own tea" "e"bers. 4ith this "ethod& ou-ll
,=
signi#icantl cut bac( on super!isor positions& and people will gain leadership and
"anage"ent s(ills.
I36%(3(-) P&')$0$6&)$7( M&-&.(3(-) E .llow tea" "e"bers to participate in
decision "a(ing and get in!ol!ed in strategic planning. This is an e%cellent wa to
co""unicate to "e"bers o# our tea" that their input is i"portant. It can wor( in
an organi$ation E #ro" a !er s"all co"pan& with an ownerGboss who-s used to
dictating e!erthing& to a large co"pan with a huge hierarch. 4hen people
reali$e that what the sa is !alued and "a(es a di##erence& the-ll li(el be
"oti!ated.
R(,$+)'$41)( P28(' &-, A1)92'$)* E Redistribute control and grant "ore
authorit to wor(ers #or "a(ing job*related decisions. .s super!isors delegate
"ore authorit and responsibilit& tea" "e"bers- autono"& accountabilit& and
tas( identit will increase.
I-0'(&+( E36%2*((-D$'(0)(, F((,4&0# E Ma(e sure that people (now how well&
or poorl& the-re per#or"ing their jobs. The "ore control ou can gi!e the" #or
e!aluating and "onitoring their own per#or"ance& the "ore enriched their jobs
will be. Rather than ha!e our 8ualit control depart"ent go around and point out
"ista(es& consider gi!ing each tea" responsibilit #or their own 8ualit control.
4or(ers will recei!e i""ediate #eedbac(& and the-ll learn to sol!e proble"s& ta(e
initiati!e& and "a(e decisions.
Job enrich"ent pro!ides "an opportunities #or people-s de!elop"ent. Cou-ll gi!e
the" lots o# opportunit #or their tas( to participate in how their wor( gets done& and
the-ll "ost*li(el enjo an increased sense o# personal responsibilit. Job enrich"ent
is connected to the concept o# job enlarge"ent.
Job enrich"ent is the process o# @i"pro!ing wor( processes and en!iron"ents so the
are "ore satis#ing #or e"ploees@.
Man jobs are "onotonous and unrewarding * particularl in the pri"ar and
secondar production industries. 4or(ers can #eel dissatis#ied in their position due to
a lac( o# a challenge& repetiti!e procedures& or an o!er*controlled authorit structure.
,D
Job enrich"ent tries to eli"inate these proble"s& and bring better per#or"ance to the
wor(place.
There are three (e parts to the process o# job enrich"ent
1. T1'- (36%2*((+; (//2') $-)2 6('/2'3&-0(:
Ensuring that objecti!es are well*de#ined and understood b e!erone. The o!erall
corporate "ission state"ent should be co""unicated to all. Indi!idual6s goals
should also be clear. Each e"ploee should (now e%actl how she #its into the
o!erall process and be aware o# how i"portant her contributions are to the
organi$ation and its custo"ers.
;ro!iding ade8uate resources #or each e"ploee to per#or" well. This includes
support #unctions li(e in#or"ation technolog& co""unication technolog& and
personnel training and de!elop"ent.
Creating a supporti!e corporate culture. This includes peer support networ(s&
supporti!e "anage"ent& and re"o!ing ele"ents that #oster "istrust and
politic(ing.
7ree #low o# in#or"ation. Eli"inate secrec.
;ro!ide enough #reedo" to #acilitate job e%cellence. Encourage and reward
e"ploee initiati!e. 7le%ti"e or co"pressed hours could be o##ered.
;ro!ide ade8uate recognition& appreciation& and other "oti!ators.
;ro!ide s(ill i"pro!e"ent opportunities. This could include paid education at
uni!ersities or on the job training.
;ro!ide job !ariet. This can be done b job sharing or job rotation progra""es.
It "a be necessar to re*engineer the job process. This could in!ol!e redesigning
the phsical #acilit& redesign processes& change technologies& si"pli#ication o#
procedures& eli"ination o# repetiti!eness& redesigning authorit structures.
2. L$-# (36%2*((<+ 6('/2'3&-0( ,$'(0)%* )2 '(8&',:
Clear de#inition o# the reward is a "ust
,?
E%planation o# the lin( between per#or"ance and reward is i"portant
Ma(e sure the e"ploee gets the right reward i# per#or"s well
I# reward is not gi!en& e%planation is needed
3. M&#( +1'( )9( (36%2*(( 8&-)+ )9( '(8&',. H28 )2 /$-, 21)=
.s( the"
Kse sur!es1 chec(list& listing& 8uestionnaire3
Job enrich"ent is a tpe o# job redesign intended to re!erse the e##ects o# tas(s that
are repetiti!e re8uiring little autono". /o"e o# these e##ects are boredo"& lac( o#
#le%ibilit& and e"ploee dissatis#action 1Heach M 4all& 5II:3. The underling
principle is to e%pand the scope o# the job with a greater !ariet o# tas(s& !ertical in
nature& that re8uire sel#*su##icienc. /ince the goal is to gi!e the indi!idual e%posure to
tas(s nor"all reser!ed #or di##erentl #ocused or higher positions& "erel adding
"ore o# the sa"e responsibilities related to an e"ploee6s current position are not
considered job enrich"ent.
The basis #or job enrich"ent practices is the wor( done b 7rederic( Her$berg in the
,><I6s and =I6s& which was #urther re#ined in ,>D< b Hac("an and Oldha" using
what the called the Job Characteristics Model. This "odel assu"es that i# #i!e core
job characteristics are present& three pschological states critical to "oti!ation are
produced& resulting in positi!e outco"es 1Notila& 5II,3. 7igure , illustrates this
"odel.
,>
Job enrich"ent can onl be trul success#ul i# planning includes support #or all phases
o# the initiati!e. Ohio /tate Kni!ersit E%tension began a job enrich"ent progra" in
,>>5 and sur!eed the participants #i!e ears later. The results& bro(en down into 9
sub*buc(ets o# data beond the "ain grouping o# ad!antagesGdisad!antages as shown
in Table ,& indicate the Kni!ersit had not #ull considered the planning and
ad"inistrati!e aspects o# the progra" 17our"an and Jones& ,>>D3. 4hile the bene#its
are see"ingl ob!ious& progra"s #ail not because o# a lac( o# bene#its& but rather due
to i"ple"entation proble"s. These proble"s can include a perception o# too great a
cost& lac( o# long*ter" co""it"ent o# resources& and potential job classi#ication
changes 1Cunningha" and Eberle& ,>>I3.
5I
In order #or a job enrich"ent progra" to produce positi!e results& wor(er needs and
organi$ational needs "ust be anal$ed and acted upon. .ccording to Cunningha" and
Eberle 1,>>I3& be#ore an enrich"ent progra" is begun& the #ollowing 8uestions should
be as(edA
,. Bo e"ploees need jobs that in!ol!e responsibilit& !ariet& #eedbac(&
challenge& accountabilit& signi#icance& and opportunities to learn0
5. 4hat techni8ues can be i"ple"ented without changing the job classi#ication
plan0
9. 4hat techni8ues would re8uire changes in the job classi#ication plan0 1p.93
4hen as(ed about the successes o# a Training Feneralist job enrich"ent progra"
begun in 5II5& Naren Neenan& Hearning Manager with Ban( o# ."erica& stated the
acco"plish"ents were& @greater than e%pected@. The Training Feneralist progra" has
resulted in three success#ul participants to date. .ccording to Ms. Neenan& positi!e
results can be directl tied to a progra" that addressed the strategic goal o# greater
resource #le%ibilit without adding to sta##& as well as to proper planning& guidance&
5,
and #eedbac( #or the participants. Ha!ing a !oluntar progra" contributed as well&
attracting a high caliber o# indi!iduals eager to e%pand their s(ills and be positioned
#or ad!ance"ent. To date& all three Training Feneralists ha!e e%perienced pro"otions
and additional recognition while a##ording Ms. Neenan6s tea" #inancial results and
wor(load #le%ibilit it could not ha!e otherwise achie!ed.
. job enrich"ent progra" can be a !er e##ecti!e inter!ention in so"e situations
where a ;er#or"ance Technician is #aced with a re8uest #or "oti!ational training.
Ralph Brown 15II:3 su""ed it up !er nicelA
Job enrichment doesn't work for everyone. Some people are very resistant to more
responsibility or to opportunities for personal growth, butresearchers report that
some people they expected to resist, seized the opportunity. nriching !obs is a
particularly effective way to develop employees provided the !obs are truly enriched,
not !ust more work for them to do.
EVOLUTION OF MOTIVATION THEORIES
Mainstrea" theories about e"ploee "oti!ation ha!e !aried greatl o!er the past
centur. Earl conceptions& so"eti"es ter"ed @traditional@ "anage"ent theor&
assu"ed that wor( was an intrinsicall undesirable pursuit and that wor(ers naturall
sought to do as little as possible. This translated into a sort o# carrot*and*stic(
"anagerial polic whereb co"panies tried to "a%i"i$e "oti!ation b pro!iding
ade8uate co"pensation as an incenti!e but also b guarding against an sign o#
waward beha!ior through authoritarian control regi"es.
. bac(lash in the ,>:Is and ,><Is against such policies& which did not alwas pro!e
particularl success#ul& e"phasi$ed building a conduci!e social en!iron"ent in which
wor(ers #elt !alued and respected. This "odel still "aintained "anage"ent6s authorit
o!er all critical "atters& but atte"pted to "a(e the wor(place "ore palatable b
hu"ani$ing it.
55
Current notions o# e"ploee "oti!ation started to ta(e root in the ,>=Is. Elaborating
on the i"portance o# hu"an #actors& conte"porar theories en!ision wor(ers as large
and o#ten untapped reser!es o# s(ills& ideas& and other potential bene#its to an
organi$ation. The "oti!ation process& according to this !iew& in!ol!es tailoring the
wor( en!iron"ent and incenti!e structure to harness as "uch o# this potential as
possible. This approach e"phasi$es granting e"ploees greater #le%ibilit& power&
responsibilit& and autono" so that& to so"e e%tent& the "a shape their own wor(
en!iron"ents as the see #it& while re"aining accountable #or both #a!orable and
un#a!orable outco"es o# their actions.
THEORIES APPLIED
/o"e atte"pts to bolster e"ploee "oti!ation still consider onl e%trinsic rewards.
Endless "i%es o# (36%2*(( 4(-(/$)+ such as health care and li#e insurance& 6'2/$)
+9&'$-.> e"ploee stoc( ownership plans 1E/O;s3& e%ercise #acilities& subsidi$ed
"eal plans& 09$%, 0&'( a!ailabilit& co"pan cars& and "ore ha!e been used b
co"panies in their e##orts to "aintain happ e"ploees. .lthough so"e e%perts argue
that "an o# these e##orts& i# onl directed at "oti!ating e"ploees& are just a waste o#
co"pan "one& it is clear that #or certain indi!iduals in certain scenarios& "onetar
incenti!es can sti"ulate better job per#or"anceOat least #or a while.
The debate& rather& has been o!er whether such "aterial #actors ha!e "ore than a
super#icial i"pact on "oti!ation. Man "odern theorists propose that the "oti!ation
an e"ploee #eels toward his or her job has less to do with "aterial rewards such as
those described abo!e& than with the design o# the job itsel#. /tudies as #ar bac( as
,>5: show that si"pli#ied& repetiti!e jobs& #or instance& #ostered boredo" and the
ta(ing o# #re8uent& unauthori$ed brea(s b those who per#or"ed the". In ,><I a
series o# attitude sur!es #ound that highl seg"ented and si"pli#ied jobs resulted in
lower e"ploee "orale and output. Other conse8uences o# low e"ploee "oti!ation
include absenteeis" and high e"ploee turno!er& both !er costl #or businesses. @Job
enlarge"ent@ initiati!es began to crop up in "ajor co"panies in the ,><Is& with one
59
cha"pion o# the cause being IBM #ounder Tho"as 4atson& /r. On the acade"ic #ront&
Turner and Hawrence proposed tas( attributes that characteri$e jobs that "oti!ate.
Turner and Hawrence suggest that there are three basic characteristics o# a
@"oti!ating@ jobA
,. "t must allow a worker to feel personally responsible for a meaningful portion
of the work accomplished. .n e"ploee "ust #eel ownership o# and connection
to the wor( he or she per#or"s. E!en in tea" situations& a success#ul e##ort will
#oster an indi!idual6s awareness that his or her contributions were i"portant in
acco"plishing the group6s tas(s.
5. "t must provide outcomes which have intrinsic meaning to the individual.
E##ecti!e wor( that does not lead a wor(er to #eel that his or her e##orts "atter
will not be "aintained. The outco"e o# an e"ploee6s wor( "ust ha!e !alue to
hi" or hers and to others in the organi$ation.
9. "t must provide the employee feedback about his or her accomplishments. .
constructi!e& belie!able criti8ue o# the wor( per#or"ed is crucial to a wor(er6s
continuance or i"pro!e"ent o# that which has alread been per#or"ed.
In ,>D, Hac("an and Hawler tested these ideas. Ksing a telephone co"pan as a test
site& the sur!eed 5II e"ploees to deter"ine relationships between e"ploee
attitudes and beha!ior and the characteristics o# the e"ploee6s job. The stud also
assessed whether an e"ploee6s reaction to his or her wor( was dependent upon
particular (inds o# satis#actions !alued b the e"ploee. ;ositi!e correlations were
#ound to e%ist between the 8ualit o# an e"ploee6s job& with 8ualit jobs "eeting the
three criteria abo!e& and positi!e e"ploee attitudes and beha!ior. 7urther& @doing
well@ at a job was interpreted b the e"ploee as ha!ing put in a high 8ualit
per#or"ance& rather than a high 8uantit per#or"ance. E"ploees #elt positi!el when
the had acco"plished so"ething the #elt was "eaning#ul& and stro!e to do so i#
gi!en an encouraging opportunit.
MOTIVATION TOOLS
5:
The "ethods o# "oti!ating e"ploees toda are as nu"erous and di##erent as the
co"panies operating in the global business en!iron"ent. 4hat is the nature o# the
co"pan and its industr0 Is it s"all or big0 4hat (ind o# culture is #ostered0 Is it
conser!ati!e or inno!ati!e0 4hat is i"portant to the e"ploees0 4hat steps ha!e
been ta(en to #ind out0
The best e"ploee "oti!ation e##orts #ocus on what e"ploees dee" to be i"portant.
It "a be that e"ploees within the sa"e depart"ent o# the sa"e organi$ation will
ha!e di##erent "oti!ators. Man organi$ations toda #ind that #le%ibilit in job design
and reward has resulted in e"ploees6 increased longe!it with the co"pan&
increased producti!it& and better "orale. .lthough this @ca#eteria*plan@ approach to
the wor(*reward continuu" presents !ariet& so"e strategies are pre!alent across all
organi$ations that stri!e to i"pro!e e"ploee "oti!ation.
EMPOWERMENT
Fi!ing e"ploees "ore responsibilit and decision*"a(ing authorit increases their
control o!er the tas(s #or which the are held responsible and better e8uips the" to
carr out those tas(s. Trapped #eelings arising #ro" being held accountable #or
so"ething one does not ha!e the resources to carr out are di"inished. Energ is
di!erted #ro" sel#*preser!ation to i"pro!ed tas( acco"plish"ent. E"power"ent
brings the job enlarge"ent o# the ,><Is and the job enrich"ent that began in the
,>=Is to a higher le!el b gi!ing the e"ploees so"e o# the power to e%pand their
own jobs and create new& personall identi#ied challenges.
CREATIVITY AND INNOVATION
.t "an co"panies& e"ploees with creati!e ideas do not e%press the" to
"anage"ent #or #ear o# jeopardi$ing their jobs. Co"pan appro!al and toeing the
co"pan line ha!e beco"e so ingrained in so"e wor(ing en!iron"ents that both the
e"ploee and the organi$ation su##er. 4hen the power to create in the organi$ation is
pushed down #ro" the upper echelon to line personnel& e"ploees are e"powered and
those who (now a job& product& or ser!ice best are gi!en the opportunit to use their
5<
ideas to i"pro!e it. The power to create "oti!ates e"ploees and bene#its the
organi$ation in ha!ing a "ore #le%ible wor(#orce& using "ore wisel the e%perience o#
its e"ploees and increasing the e%change o# ideas and in#or"ation a"ong e"ploees
and depart"ents. These i"pro!e"ents also create an openness to change that can gi!e
a co"pan the abilit to respond 8uic(l to "ar(et changes and sustain a #irst "o!er
ad!antage in the "ar(etplace. Minnesota Mining and Manu#acturing Co.& better
(nown as 9M& has #ostered co"pan wide creati!it #or decades. Its relentless support
o# new ideas has paid o## in pro#itabilit and loal e"ploees who are so "oti!ated
that the ha!e the "ost ni"ble and success#ul new product de!elop"ent sste" in the
industr. MCI 1now part o# MCI 4orldCo"3& too& encourages e"ploees to de!elop
new ideas and ta(e chances with the". . top "anager there stated& @4e don6t shoot
people who "a(e "ista(es around here& we shoot people who don6t ta(e ris(s.@
LEARNING
I# e"ploees are gi!en the tools and the opportunities to acco"plish "ore& "ost will
ta(e on the challenge. Co"panies can "oti!ate e"ploees to achie!e "ore b
co""itting to perpetual enhance"ent o# e"ploee s(ills. .ccreditation and licensing
progra"s #or e"ploees are an increasingl popular and e##ecti!e wa to bring about
growth in e"ploee (nowledge and "oti!ation. O#ten& these progra"s i"pro!e
e"ploees6 attitudes toward the client and the co"pan& while bolstering sel#*
con#idence. /upporting this assertion& an analsis o# #actors which in#luence
"oti!ation to learn #ound that it is directl related to the e%tent to which training
participants belie!e that such participation will a##ect their job or career utilit. In
other words& i# the bod o# (nowledge gained can be applied to the wor( to be
acco"plished& then the ac8uisition o# that (nowledge will be a worthwhile e!ent #or
the e"ploee and e"ploer.
:UALITY OF LIFE
The nu"ber o# hours wor(ed each wee( b ."erican wor(ers is on the rise again and
"an #a"ilies ha!e two adults wor(ing those increased hours. Knder these
5=
circu"stances& "an wor(ers are le#t wondering how to "eet the de"ands o# their
li!es beond the wor(place. O#ten& this concern occurs while at wor( and "a reduce
an e"ploee6s producti!it and "orale. Co"panies that ha!e instituted #le%ible
e"ploee arrange"ents ha!e gained "oti!ated e"ploees whose producti!it has
increased. ;rogra"s incorporating #le%ti"e& condensed wor(wee(s& or job sharing& #or
e%a"ple& ha!e been success#ul in #ocusing o!erwhel"ed e"ploees toward the wor(
to be done and awa #ro" the de"ands o# their pri!ate li!es.
MONETARY INCENTIVE
7or all the cha"pioning o# alternati!e "oti!ators& "one still occupies a right#ul place
in the "i% o# "oti!ators. The sharing o# a co"pan6s pro#its gi!es incenti!e to
e"ploees to produce a 8ualit product& per#or" a 8ualit ser!ice& or i"pro!e the
8ualit o# a process within the co"pan. 4hat bene#its the co"pan directl bene#its
the e"ploee. Monetar and other rewards are being gi!en to e"ploees #or
generating cost sa!ings or process*i"pro!ing ideas& to boost producti!it and reduce
absenteeis". Mone is e##ecti!e when it is directl tied to an e"ploee6s ideas or
acco"plish"ents. Ne!ertheless& i# not coupled with other& non "onetar "oti!ators&
its "oti!ating e##ects are short*li!ed. 7urther& "onetar incenti!es can pro!e
counterproducti!e i# not "ade a!ailable to all "e"bers o# the organi$ation.
OTHER INCENTIVES
/tud a#ter stud has #ound that the "ost e##ecti!e "oti!ators o# wor(ers are non
"onetar. Monetar sste"s are insu##icient& in part because e%pectations o#ten
e%ceed results and because disparit between salaried indi!iduals "a di!ide rather
than unite e"ploees. ;ro!en non "onetar "oti!ators #oster tea" spirit and include
recognition& responsibilit& and ad!ance"ent. Managers& who recogni$e the @s"all
wins@ o# e"ploees& pro"ote participator en!iron"ents& and treat e"ploees with
#airness and respect will #ind their e"ploees to be "ore highl "oti!ated. One
co"pan6s "anagers brainstor"ed to co"e up with 9I power#ul rewards that cost
little or nothing to i"ple"ent. The "ost e##ecti!e rewards& such as letters o#
5D
co""endation and ti"e o## #ro" wor(& enhanced personal #ul#ill"ent and sel#*
respect. O!er the longer ter"& sincere praise and personal gestures are #ar "ore
e##ecti!e and "ore econo"ical than awards o# "one alone. In the end& a progra" that
co"bines "onetar reward sste"s and satis#ies intrinsic& sel#*actuali$ing needs "a
be the "ost potent e"ploee "oti!ator.
JOB ROTATION AND JOB ENLARGEMENT
Her$berg stresses the i"portance o# distinguishing between what job enrich"ent is
and what it is not. Job enrich"ent should not be con#used with two other approaches
to job redesign& JOB ROT.TION and JOB ENH.RFEMENT.
JOB ROT.TION in!ol!es switching people between a nu"ber o# di##erent jobs o#
REH.TILEHC /IMIH.R COM;HEPITC.
.lthough this has the ad!antage o# increasing #le%ibilit o# production& it does not lead
to "oti!ation. . oung ban( e"ploee su""ed up job rotation when she saidA
@.#ter I6d been at the ban( a #ew "onths I beca"e bored with " job.
The introduced job rotation and now I "o!e #ro" one boring job to
anotherQ@
JOB ENH.RFEMENT in!ol!es adding "ore tas(s o# /IMIH.R COM;HEPITC to
the e%isting job.
Once again the "oti!ational content o# the job is not i"pro!ed. .pplied to the ban(
cler( abo!e she "ight ha!e saidA
@.#ter I6d been at the ban( a #ew "onths I beca"e bored with the 7E4
THINF/ I had to do. The introduced Job Enlarge"ent and now I get
bored with the NKMEROK/ THINF/ I ha!e to doQ@
5?
Job rotation and job enlarge"ent BOTH 7.IH TO MOTIL.TE because the do not
o##er the opportunit #or growth in the pschological sense. The don6t allow an
de!elop"ent nor use latent s(ills and abilities2 but JOB ENRICHMENT BOE/.
Her$berg clai"sA
@JOB ENRICHMENT ;ROLIBE/ THE O;;ORTKNITC 7OR THE
EM;HOCEE6/ ;/CCHOHOFIC.H FRO4TH.@
DIFFERENCE BETWEEN JOB ROTATION AND JOB ENLARGEMENT
These three aspects are related to Job Besign .pproaches. 7ollowing are the
three aspects in detailA
i3 Job RotationA
Job rotation& as the na"e suggests "eans rotating the job. It in!ol!es the
"o!e"ent o# e"ploees through a range o# jobs in order to increase interest and
"oti!ation. It can i"pro!e @"ulti*tas(ing@ but also in!ol!es the need #or
continuous training. It reduces boredo" and disinterest through di!ersi#ing the
e"ploee6s acti!ities. 4ith the help o# Job Rotation& the "anage"ent can easil
identi# in which area the particular e"ploee is best at wor(.
J24 R2)&)$2- &%+2 9&+ 0(')&$- ,'&84&0#+:
E!er ti"e an e"ploee is trans#erred to other depart"ent2 it will cost a huge
training cost.
E"ploees "a ta(e ti"e in adjusting with the new en!iron"ent.
$$? J24 E-%&'.(3(-):
5>
Job Enlarge"ent "eans the e%pansion o# the nu"ber o# di##erent tas(s
per#or"ed b e"ploee under a single job or in a hori$ontal "anner. It atte"pts
to add so"e si"ilar tas(s in the e%isting job. It enhances the interest o# the
e"ploee.
Job Enlarge"ent is bene#icial #or e"ploers as the are getting "ore a"ount o#
wor( in si"ilar pa.
There are #ew "ain reasons because o# which an e"ploee is "oti!ated to
continue with Job enlarge"ent. The areA*
T&+# V&'$()*: There can be nu"ber o# tas(s to per#or" under the enlarge"ent
sche"e2 which tends to gi!e a good !ariet to the wor(ers to per#or" and it also
helps the" to be awa #ro" the boredo".
Ktili$ation o# the .bilitA 4ith the enlarged role in job the wor(ers tend to use
their highest abilit to per#or" the tas( in better and e##icient "anner which acts
as a "oti!ational #actor #or the". The #act that "anage"ent has to ta(e care at
this stage is that the should not stretch or enlarge the job in such a "anner in
which the e"ploee #eels #rustrated and bored or the job should not beco"e
"onotonous. On the contrar& "anage"ent should #ind such a tas( and wa o#
acco"plishing it so that the e"ploee should accept as a challenge which can
be #ul#illed easil with #ling colours.
7eedbac( on the basis o# ;er#or"anceA Ti"el #eedbac( enhances the
"oti!ation o# the e"ploees to wor( e##ecti!el and e##icientl e!er ti"e.
.long with the bene#its which Job enlarge"ent has& it also has certain
drawbac(s. The areA 4or(ers "a re8uire additional training #or the new tas(&
which "a cause increase in the training budget. I# a new sste" is introduced
#irst ti"e2 it "a decrease the producti!it.
9I
$$$? J24 E-'$093(-):
Enrich"ent in the tas(s which a wor(er per#or"s "eans Job enrich"ent. It also
"eans that additional authorit is granted to the e"ploee in his tas(s list. The
co"pan can also introduce new and "ore di##icult tas(s not handled
pre!iousl. It pro!ides opportunit #or e"ploee6s pschological growth.
The theor o# Job enrich"ent was #irst stated b Her$berg. .ccording to hi"& it
has eight characteristics. The areA
Birect 7eedbac(A 7eedbac( gi!en at the ti"e o# the result increases the "orale
o# the wor(er to per#or" better.
Client RelationshipA /er!ing the clients either e%ternal or internal enhances the
job in "an was. E%ternal clients are the outside custo"ers #or egA i# an o##icer
wor(ing in a showroo" attends the custo"ers and #inishes a sale it "eans that
he ga!e ser!ice to the e%ternal custo"er. But on the other hand internal
custo"er is the other e"ploee o# the sa"e organi$ation. 7or egA the sa"e
e"ploee coordinates with the e"ploee #ro" the other depart"ent it "eans
that heGshe ser!ed internal custo"er.
REVIEW OF LITERATURE
H2-2%,@1AAB?> suggests that an e"powered organi$ation is one where "anagers
super!ise "ore people than in a traditional hierarch and delegate "ore decisions to
their subordinates 1Malone& ,>>D3. Managers act li(e coaches and help e"ploees
sol!e proble"s. E"ploees& he concludes& ha!e increased responsibilit. /uperiors
9,
e"powering subordinates b delegating responsibilities to the" leads to subordinates
who are "ore satis#ied with their leaders and consider the" to be #air and in turn to
per#or" up to the superior-s e%pectations 1Neller and Bansereau& In practice& the
de#inition o# delegation appears to be o# critical i"portance.It can be discerned b the
language used b the researcher. The words 'subordinate) and 'superior) in the
language suggests gi!ing additional tas(s to e"ploees. This is not percei!ed as
e"powering b e"ploees 1Menon ,>><3. ;ro!iding #or the de!elop"ent o# sel#*
worth b negotiating #or latitude in decision "a(ing and changing aspects o# the
e"ploee-s job leads to increased le!els o# percei!ed sel#*control and hence
e"power"ent.
J29-+2- @2CCD?& studied that absenteeis" due to stress increased slightl in /outh
.#rican co"panies in 5II? co"pared with the pre!ious ear. /o #ar 9.:R o# all sic(
lea!es ta(en until the end o# June this ear were due to stress& depression and an%iet&
according to Ca"s& a co"pan which loo(s at corporate absenteeis". This was line
with indications that the countr was e%periencing an econo"ic downturn. In 5IID
this #igure was 9.,R and 9.>R in 5II=. The research was done with the help o#
statistics #ro" ,II&III e"ploees in =I co"panies& using data #ro" doctor*issued sic(
certi#icates. @Co"panies should there#ore continue to as( the"sel!es what the could
do to "a(e their sta## happ and producti!e.@
M$%%+@1AB3?> predicts that Industrial sociologists and pschologists ha!e o#ten paid
little "ore than scant attention to the actual wor( o# the people the ha!e been
studing. The literature is #ull o# brie# co""ents about the wor( situation which lac(
both data and an analtical #ra"ewor(. This de#icienc is surprising. 4or( content has
been shown to ha!e a signi#icant i"pact on beha!iour& "orale& and producti!it in the
wor(place. The purpose o# job design research is to see( to understand this
relationship "ore clearl and then to use research*based insights to create jobs which
are "ore satis#ing to per#or"& and "ore e##icient in per#or"ance. .s such this bod
o# (nowledge should be a subject o# particular rele!ance #or personnel specialists
since job content considerations should a##ect recruit"ent& training& place"ent and
e##ort*reward policies. Howe!er& although job content has !er wide repercussions #or
95
the personnel area& job design is #re8uentl le#t b de#ault to the technical and
engineering specialists& who see( to "a(e their wor( sste" #unction e##ecti!el in
production rather than hu"an ter"s.
M2.(%2/ ().&% @2CC"?> discusses conte%t*dri!en job satis#action tradeo##s associated
with careers in Slite !ersus non*Slite organi$ations and the role organi$ations "a pla
in #acilitating or i"peding wor(ers- participation in !alued acti!ities. It e"phasi$es
the i"portance o# participation in !alued acti!ities as a (e dri!er o# job satis#action.
The original purpose o# this stud was not to #ocus on job satis#action& but rather to
conduct an e%plorator in!estigation o# how s"phon orchestra plaers cope with
the #rustrations and disappoint"ents o# orchestra li#e. /"phon orchestra plaers
report surprisingl low le!els o# job satis#action gi!en the perception held b "an
that li#e and wor( in s"phon orchestras is gla"orous and rewarding.
O'6(-@2CCB?> e%a"ined that 1,3 E"ploees

in the enriched condition percei!ed their
jobs

as "ore enriched than be#ore2 153 enrich"ent caused signi#icant increases in
e"ploee job satis#action&

job in!ol!e"ent& and internal "oti!ation2 193

enrich"ent
led to signi#icant decreases in absenteeis" and turno!er2 but 1:3 enrich"ent had little
i"pact

on per#or"ance& whether assessed b superiors6

ratings or b actual output.
These #indings& which are described

in ter"s o# the Hac("an*Oldha" theor o# job
design& are regarded as suggesti!e e!idence that enrich"ent can cause substantial
i"pro!e"ents in e"ploee

attitudes& but that these bene#its "a not lead

to greater
producti!it. It is argued that in order to e%plain

the e##ect o# enrich"ent on
per#or"ance& it

is necessar to consider other #actors besides

the pschological states
produced b jobs which are seen to

ha!e certain characteristics.
P()(' ().&% @2CC?> said Job enrich"ent is a tpe o# job redesign intended to re!erse
the e##ects o# tas(s that are repetiti!e re8uiring little autono". /o"e o# these e##ects
are boredo"& lac( o# #le%ibilit& and e"ploee dissatis#action 1Heach M 4all& 5II:3.
The underling principle is to e%pand the scope o# the job with a greater !ariet o#
tas(s& !ertical in nature& that re8uire sel#*su##icienc. /ince the goal is to gi!e the
indi!idual e%posure to tas(s nor"all reser!ed #or di##erentl #ocused or higher
99
positions& "erel adding "ore o# the sa"e responsibilities related to an e"ploee6s
current position is not considered job enrich"ent.
P())3&-@1ABA?> e%a"ines that '8ualit o# wor(ing li#e) 1T4H3 has grown steadil
o!er a period in which the industrialised nations ha!e increasingl co"e to 8uestion
the role and status o# hu"an beings in the "odern technological en!iron"ent. In
recent ears concern with the nature o# wor(& its i"pact upon people& and their
attitudes towards it& see" to ha!e sharpened. In!estigation o#& and e%peri"entation
with& the 8ualitati!e aspects o# wor(ing li#eOits abilit to con#er sel#*#ul#il"ent
directl& #or e%a"ple& as opposed to being a "eans o# ac8uiring goodsOhas gained
"o"entu" under the in#luence o# a uni8ue set o# econo"ic& social& political and
technological #actors. The outpouring o# boo(s& reports and articles #ro" a wide
!ariet o# sources has& not surprisingl& grown apace.
R24(')+@2CCE?> stud that absence is a "ajor issue #or "an KN organi$ations& et
less than hal# "onitor the cost o# absence to their business 1CI;B& Jul 5IID3. On
a!erage the cost o# absence is U=<> per e"ploee per ear and in addition to this the
indirect cost o# absenteeis" on the organi$ation is signi#icant& a##ecting producti!it
le!els and (nowledge "anage"ent and putting custo"er ser!ice& "orale and
corporate reputations at ris(.
Managing absence is about starting with the little things.
U%%&9@1AA1?> Considers that i"ple"enting total 8ualit "anage"ent is "ore a "atter
o# changing people than changing technologies. /hows how pscholog can be used
to #acilitate the process. E%a"ines attitudes and beha!iour& !alues and "oti!ation.
Biscusses wor( redesign and goal setting as "ethods o# "oti!ating sta## to achie!e
desired standards o# wor( beha!iour. 7inall& considers the i"portance o#
pschological "easure"ent to test custo"er attitudes. Concludes that there are other
areas o# organisational pscholog which ha!e i"plications #or i"ple"enting a
progra""e o# total 8ualit& and that the hu"an side o# TTM is at least as i"portant as
the technical side.
OBJECTIVES OF THE STUDY
9:
To understand the JOB ENRICHMENT IM;.CT ON EM;HOCEE
MOTIL.TION in detail b interacting with the "anage"ent& super!ision and
wor(ers and to see how #ar the !arious "easures are i"ple"ented and bring out
the drawbac(s i# an and reco""ended "easures #or the better"ent o# the
sste".
To criticall e!aluate the JOB ENRICHMENT i"pact on e"ploee "oti!ation
as well as on absenteeis" and turno!er.
To stud the "ost e%tensi!e changes those are critical #or high "oti!ation and
per#or"ance.
LIMITATIONS OF THE STUDY
.lthough the sincere e##orts ha!e been done to collect authentic and rele!ant
in#or"ation& the stud "a ha!e the #ollowing li"itationA
o H&', (-21.9 )2 /()09 $-/2'3&)$2-. It was not an eas tas( to get
in#or"ation #ro" "iddle le!el "anage"ent. The respondents were not
alwas open and #orthco"ing with their !iews& e!en agitates and not
disclosing.
o L$3$)(, +026(. /cope o# stud is li"ited .BC onl and because o#
li"ited ti"e and "one. /o& results o# stud "a not generali$e #or
India as a whole.
o R(+1%)+ 3&* 4( $-&001'&)(. The stud is based on the assu"ption that
responses are true and #actual although at ti"es that "a not be the
case.
9<
o EF$+)(-0( 2/ 4$&+(+. The chances o# biased responses cannot be
eli"inated though all necessar steps were ta(en to a!oid the sa"e.
o S3&%% +&36%( +$G(: the sa"ple si$e ta(en is s"all and "a not be
su##icient to predict the results with ,II R accurac and #indings "a
not be generali$ed.
RESEARCH METHODOLOGY
Job Enrich"ent re#ers !ertical e%pansion o# jobs. It increases the degree to which the
wor(er controls the planning& e%ecution& and e!aluation o# wor(. .n enriched job
organi$es the tas(s so as to allow the wor(er to do a co"plete acti!it& increases the
e"ploee-s #reedo" and independence& increases job responsibilit and pro!ides
#eedbac(.
E"ploee-s job enrich"ent could be done in nu"ber o# was as #ollows.
B job rotation& allows wor(ers to do di##erent !arieties o# tas(s.
B co"bining tas(s& wor( acti!ities are co"bined to gi!e "ore challenging
wor( assign"ents.
B i"ple"enting participati!e "anage"ent& this allows e"ploees to
participate in decision "a(ing and strategic planning.
B pro!iding autono" #or wor( & this allows e"ploees to wor(
independentl
9=
B pro!iding #eedbac( #or their wor(& this allows e"ploees to understand
how poor or well the are doing.
B increasing client relationships& this increases direct relationship between
e"ploee and his clients.
The research "ethodolog adopted in this research consists o# the #ollowing stepsA
P'20(,1'( /2%%28(,: Based on abo!e understanding o# job enrich"ent& we ha!e
identi#ied #actors which b which job enrich"ent could be done .These #actors are as
#ollows.
Job redesigning
.utono"
7eedbac(
4or( place challenge
Custo"er interaction
;articipate "anage"ent
7le%ible wor(ing hours
Kse o# technical s(ills
On the job training
. 8uestionnaire was prepared to see the e##ect o# all o# the abo!e #actors o# e"ploee
"oti!ation& absenteeis" and turno!er which in turn e##ects e"ploee satis#action.
Independent variables for the study: Job Enrich"ent 1 Job redesigning& .utono"&
7eedbac(& wor( place challenge& custo"er interaction& participati!e "anage"ent&
#le%ible wor(ing hours& use o# technical s(ills& on the job training3
Dependent variables for the study: Moti!ation& .bsenteeis"& Turno!er& Job
/atis#action.
D(+$.- 2/ R(+(&'09
Research design pro!ides the glue that holds the research project together. . design is
used to structure the research& to show how all o# the "ajor parts o# the research
project ** the sa"ples or groups& "easures& treat"ents or progra"s& and "ethods o#
assign"ent ** wor( together to tr to address the central research 8uestions. Here&
9D
a#ter a brie# introduction to research design& I6ll show ou how I classi# the "ajor
tpes o# designs.
Our research design is concentrated with the speci#ication o# "ethod and procedures
used #or conducting stud. The research design o# our stud is both e%planator as
well as descripti!e. Our research is e%plorator in initial stages to pro!ide bac(ground
to the stud. Here we e%plore general subjects to stud.
i3 /tud o# a!ailable literature.
ii3 /ur!e o# e%perienced indi!iduals.
iii3 .nalsis o# insight sti"ulating e%a"ples.
Fraduall as we proceed we shi#t to a descripti!e research design as we concrete data
#ro" pri"ar sources as well. 4e choose to "a(e the stud descripti!e as it is too
"ade regarding JOB ENRICHMENT IM;.CT ON EM;HOCEE MOTIL.TION o#
the co"pan.
S&36%( S$G(
4here the #ra"e and population are identical& statistical theor ields e%act
reco""endations on sa"ple si$e. Howe!er& where it is not straight#orward to de#ine a
#ra"e representati!e o# the population& it is "ore i"portant to understand the cause
sste" o# which the populations are outco"es and to ensure that all sources o#
!ariation are e"braced in the #ra"e. Harge nu"ber o# obser!ations is o# no !alue i#
"ajor sources o# !ariation are neglected in the stud. In other words& it is ta(ing a
sa"ple group that "atches the sur!e categor and is eas to sur!e.
The +&36%( +$G( o# a statistical sa"ple is the nu"ber o# obser!ations that constitute it.
It is tpicall denoted n& a positi!e integer 1natural nu"ber3. Tpicall& di##erent
sa"ple si$es lead to di##erent precision o# "easure"ent. This can be seen in such
statistical rules as the law o# large nu"bers and the central li"it theore". ;opulation
consists o# 9III e"ploees. Our sa"ple ele"ent co"prises "iddle le!el "anage"ent
and sta## "anagers.
9?
Na"e and proper identi#ication o# the e"ploees was ta(en #ro" the attendance
register o# the co"pan.
Our sa"ple unit is .MRIT B.N./;.TI CO. HTB.
I-$)$&% 09&'&0)('$+)$0+ 2/ )9( +&36%( +$G(
Sample size taken for study# 9I
$ge %roupA 9I*:< rs
&ork xperienceA :*? ears
$verage rate of absenteeism# once in 9 "onths
Job 'onotonyA a!erage
Job SatisfactionA /atis#ied
S&36%$-. )(09-$H1(
S&36%$-. is that part o# statistical practice concerned with the selection o# indi!idual
obser!ations intended to ield so"e (nowledge about a population o# concern&
especiall #or the purposes o# statistical in#erence. Each 24+('7&)$2- "easures one or
"ore properties 1weight& location& etc.3 o# an obser!able entit enu"erated to
distinguish objects or indi!iduals. /ur!e weights o#ten need to be applied to the data
to adjust #or the sa"ple design. Results #ro" probabilit theor and statistical theor
are e"ploed to guide practice.
The sa"pling process co"prises se!eral stagesA
Be#ining the population o# concern
/peci#ing a sa"pling #ra"e& a set o# ite"s or e!ents possible to "easure
/peci#ing a sa"pling "ethod #or selecting ite"s or e!ents #ro" the #ra"e
Beter"ining the sa"ple si$e
I"ple"enting the sa"pling plan
/a"pling and data collecting
Re!iewing the sa"pling process
9>
The sa"pling techni8ue will be probabilistic sa"pling "ore speci#icall the rando"
sa"pling. .s in probabilistic sa"pling the select unit #or obser!ation with (nown
probabilities so that statisticall sound assu"ptions are supported #ro" the sa"ple to
entire population so that we had positi!e probabilit o# being selected into the sa"ple.
/ince the nu"ber o# e"ploees at di##erent le!el "anage"ent is 8uite high so it is not
possible to collect data #ro" each indi!idual wor(ing in the co"pan. Here we will
use /IM;HE R.NBOM /.M;HINF "ethod #or selecting the e"ploees. In this
"ethod each "e"ber o# the population has an e8ual probabilit o# being the sa"ple.
S21'0(+ 2/ D&)&
M purpose is to pro!ide in#or"ation that will assist ou in interpreting /tatistics
data. The in#or"ation 1also (nown as "etadata3 is pro!ided to ensure an
understanding o# the basic concepts that de#ine the data including !ariables and
classi#ications2 the underling statistical "ethods and sur!es2 and (e aspects o# the
data 8ualit. Birect access to 8uestionnaires is also pro!ided.
I will used pri"ar source o# data that is structured 8uestionnaire will be used. .s our
research proble" is to stud job enrich"ent i"pact on e"ploee "oti!ation. This
research data collected #ro" the pri"ar source onl. Our "ethod o# collecting the
data is #ro" the 8uestionnaire that will be #illed b the respondent #ro" the sa"ple& it
will be structured 8uestionnaire. The project report "uch attention was paid on the
subjecti!e stud because the topic deals with pscho*socio beha!ior o# the wor(ers.
The research wor( was carried out b !isiting the !arious depart"ent o# ..B.C HTB.
T(+) A66%$(,
ANOVA: T82-F&0)2' 8$)921) R(6%$0&)$2-
In statistics& &-&%*+$+ 2/ 7&'$&-0( 1ANOVA3 is a collection o# statistical "odels& and
their associated procedures& in which the obser!ed !ariance is partitioned into
co"ponents due to di##erent e%planator !ariables. The initial techni8ues o# the
analsis o# !ariance were de!eloped b the statistician and geneticist R. .. 7isher in
the ,>5Is and ,>9Is& and is so"eti"es (nown as F$+9(';+ ANOVA or F$+9(';+
:I
&-&%*+$+ 2/ 7&'$&-0(& due to the use o# 7isher6s 7*distribution as part o# the test o#
statistical signi#icance.
R.A FISHER>I.nalsis o# !ariance is the separation o# the !ariance ascrible to one
group o# causes #ro" the !ariance ascrible to other group.
Two*wa ano!a 1also (nown as a #actorial ano!a& with two #actors3 when ou ha!e
one "easure"ent !ariable and two no"inal !ariables. The no"inal !ariables 1o#ten
called @#actors@ or @"ain e##ects@3 are #ound in all possible co"binations. 7or
e%a"ple& let6s sa ou are testing the null hpothesis that stressed and unstressed rats
ha!e the sa"e glcogen content in their gastrocne"ius "uscle& and ou are worried
that there "ight be se%*related di##erences in glcogen content as well. The two
#actors are stress le!el 1stressed !s. unstressed3 and se% 1"ale !s. #e"ale3. Knli(e a
nested ano!a& each grouping e%tends across the other grouping. In a nested ano!a& ou
"ight ha!e @cage ,@ and @cage 5@ nested entirel within the stressed group& while
@cage 9@ and @cage :@ were nested within the unstressed group. In a two*wa ano!a&
the stressed group contains both "ale and #e"ale rats& and the unstressed group also
contains both "ale and #e"ale rats. The #actors used to group the obser!ations "a
both be "odel I& "a both be "odel II& or "a be one o# each 1@"i%ed "odel@3.
. two*wa ano!a "a be done with replication 1"ore than one obser!ation #or each
co"bination o# the no"inal !ariables3 or without replication 1onl one obser!ation #or
each co"bination o# the no"inal !ariables3.
A++136)$2-+
Two*wa ano!a& li(e all ano!as& assu"es that the obser!ations within each cell are
nor"all distributed and ha!e e8ual !ariances
T82-8&* &-27& 8$)921) '(6%$0&)$2-
N1%% 9*62)9(+(+: 4hen there is onl a single obser!ation #or each co"bination o# the
no"inal !ariables& there are onl two null hpothesesA that the "eans o# obser!ations
grouped b one #actor are the sa"e& and that the "eans o# obser!ations grouped b the
:,
other #actor are the sa"e. It is i"possible to test the null hpothesis o# no interaction.
Testing the two null hpotheses about the "ain e##ects re8uires assu"ing that there is
no interaction.
H28 )9( )(+) 82'#+: The "ean s8uare is calculated #or each o# the two "ain e##ects&
and a total "ean s8uare is also calculated b considering all o# the obser!ations as a
single group. The re"ainder "ean s8uare 1also called the discrepance or error "ean
s8uare3 is #ound b subtracting the two "ain e##ect "ean s8uares #ro" the total "ean
s8uare. The 7*statistic #or a "ain e##ect is the "ain e##ect "ean s8uare di!ided b the
re"ainder "ean s8uare.
R(6(&)(, 3(&+1'(+: One e%peri"ental design that is anal$ed b a two*wa ano!a is
repeated "easures& where an obser!ation has been "ade on the sa"e indi!idual "ore
than once. This usuall in!ol!es "easure"ents ta(en at di##erent ti"e points. 7or
e%a"ple& ou "ight "easure running speed be#ore& one wee( into& and three wee(s
into a progra" o# e%ercise. Because indi!iduals would start with di##erent running
speeds& it is better to anal$e using a two*wa ano!a& with @indi!idual@ as one o# the
#actors& rather than lu"ping e!erone together and anal$ing with a one*wa ano!a.
/o"eti"es the repeated "easures are repeated at di##erent places rather than di##erent
ti"es& such as the hip abduction angle "easured on the right and le#t hip o#
indi!iduals. Repeated "easures e%peri"ents are o#ten done without replication&
although the could be done with replication.
In a repeated "easures design& one o# "ain e##ects is usuall uninteresting and the test
o# its null hpothesis "a not be reported. I# the goal is to deter"ine whether a
particular e%ercise progra" a##ects running speed& there would be little point in testing
whether indi!iduals di##ered #ro" each other in their a!erage running speed2 onl the
change in running speed o!er ti"e would be o# interest.
R&-,23$G(, 4%20#+: .nother e%peri"ental design that is anal$ed b a two*wa
ano!a is rando"i$ed bloc(s. This o#ten occurs in agriculture& where ou "a want to
test di##erent treat"ents on s"all plots within larger bloc(s o# land. Because the larger
:5
bloc(s "a di##er in so"e wa that "a a##ect the "easure"ent !ariable& the data are
anal$ed with a two*wa ano!a& with the bloc( as one o# the no"inal !ariables. Each
treat"ent is applied to one or "ore plot within the larger bloc(& and the positions o#
the treat"ents are assigned at rando". This is "ost co""onl done without
replication 1one plot per bloc(3& but it can be done with replication as well
CONCLUSION:
7ro" the abo!e stud we can deduce that the job enrich"ent helps in increasing
"oti!ation and reducing turno!er but does not help "uch to reduce absenteeis".
.ll these e##ects co"bined together help in increasing job satis#action o# an
e"ploee
E"ploers o#ten use in their speeches the clichS that 'E"ploees are our "ost
i"portant asset) without doing "uch to i"pro!e wor(ing conditions and the
"oti!ation o# e"ploees to do their best #or the organi$ation. In toda-s #ast changing
en!iron"ent e"ploees are #aced with increasing de"ands #ro" !arious sources. .lso
with the rising le!el o# education e"ploees aren-t an"ore satis#ied with repetiti!e&
not "eaning#ul& tas(s. Job enrich"ent o##ers a good wa to increase the !ariet o#
wor( and to "oti!ate e"ploees to trul co""it the"sel!es #or the bene#it o# the
whole organi$ation. In increasingl co"petiti!e en!iron"ent& "anage"ent #inds that
the best wa to achie!e corporate goals is to wor( together with the persons who are
closest to the actual wor(. Co"panies that i"ple"ent progra"s that enhance
e"ploees- (nowledge& abilities& and e%perience and allow the" to appl these new
s(ills in their wor( will be pro#itable in the #uture.
:9
BIBLIOGRAPHY
BOOKS
Jain.T.R& /tatistics #or MB.& 5
nd
Edition
.shwatthapa& Hu"an Resource Manage"ent& D
th
Edition
WEBSITES
www.e"eraldinsight.co"GInsightG!iewContentIte"
www.articlesbase.co"G"anage"ent*articlesGjob*enrich"ent
www.euro#ound.europa.euGe"ireGIREH.NBGJOBENRICHMENT
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