Research Project

On
“JOB DESIGN MODEL OF MOTIVATION IN BIG BAZAAR”

Submitted Towards the Partial Fulfillment of the Requirement for the Award
of the Degree of
Master of Business Administration (F&C)

Submitted To- Submitted By-

Dr. Mohd Arif Tauqeer Fatima
Assistant Professor MBA (F&C) SEM- IV
Institute of Management Sciences Roll No. 180013160096
University of Lucknow Batch: 2017-2019

Institute of Management Sciences

University of Lucknow (New Campus)

Lucknow

i
CERTIFICATE FROM INSTITUTE

ii
 DECLARATION
I do hereby declare that the Research Project Report titled “JOB DESIGN MODEL OF
MOTIVATION IN BIG BAZAAR” submitted by me towards the partial fulfillment of
the requirement of Master of Business Administration, exclusively prepared and
conceptualized by me and is not submitted to any other Institution or University or
published anywhere before for the reward of any Degree/Diploma/Certificate. It is the
Original work of mine and has not been obtained from any other part.

Tauqeer Fatima
Roll No.: 180013160096

iii
 ACKNOWLEDGEMENT

As anyone who has written a project work, or research work, it is quite impossible to
acknowledge them by name of every individual who has played part in this work. I find it
difficult to express in words my profound sense of gratitude to most respected person
who has helped me to make this work possible.
I acknowledge my gratitude to respected Prof Vinod Singh, OSD, IMS and faculty Dr.
Mohd Arif who have been kind enough to suggest improvement of this work.
I would like to thank my colleagues for their support and encouragement; finally of
course great debts are owed to my all friends whose whole hearted support has given me
the inspiration and dedication to complete this work.

Tauqeer Fatima
Roll No.: 180013160096

iv
 PREFACE

This research report was started with making to meet with the clients and seek
information through questionnaire, finally converting that leads into potential business. In
the process I used to face a lot of queries and arguments regarding the performance of
employees of big bazaar.
These conclusions drawn are based on the observations and facts collected from the
respondents and from the various sources of secondary data. As a whole, my efforts were
to give a consolidated picture for the study.

For a management student, research project plays an important role during the study.
Research provides a corporate or real world platform to learn practically. MBA degree
without any research or corporate world experience is just like food without salt. This
project entitled “Job design model of motivation in big bazaar” of any organization are
very important functions because these decide the most suitable manpower which steers
the industry to its desired goals.
This project was undertaken as a part of the curriculum of MBA course, which is
compulsory for each student.

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 TABLE OF CONTENT

Chapter Content Page no.

Number
Certificate From Institute ii
Declaration iii
Acknowledgment iv
Preface v
Executive Summary vi
Chapter 1 Introduction 1
Chapter 2 Review of Literature 2-29
Job Design Model Adopted Of Big Bazaar 30
Chapter 3 Research Methodology 31-33
Problem Statement
Objective of The Study
Research Design
Data Collection
Scope of Study
Tools of Study
Limitations
Chapter 4 Data Analysis and Interpretation 34-48
Chapter 5 Findings, Conclusion And Recommendations 49-52
Reference 53
Appendix 54-64

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 LIST OF TABLES

Table Number Table name Page number

Table 1 Communication and information 31
Table 2 Interpersonal relationship 32
Table 3 Job satisfaction 33
Table 4 Motivation 34
Table 5 Career opportunity 35
Table 6 Job security 36
Table 7 Organizational goals 37
Table 8 Nature of supervision 38
Table 9 Change and innovation 39
Table 10 Task required 40
Table 11 Personal growth and development 41
Table 12 Conflict resolution 42
Table 13 Ambition and aspiration 43
Table 14 Extend of participation 44

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 CHAPTER 1-INTRODUCTION

As customers tastes and preferences are changing, the market scenario is also changing
from time to time. It is the changing tastes and preference of customer which has bought
in a change in the market. Income level of the people has changed.New generation people
are no more dependent on haat market and far off departmental stores. Today we can see
a new era in market with the opening up of many departmental stores, hyper market,
shoppers stop, malls, branded retail outlets and specialty stores..My study is based on a
survey done on customers of a hypermarket named big bazaar. Big bazaar is a new type
of market which came into existence in India since 1994. It is owned by pantaloon retail
India Ltd. It is a type of market where various kinds of products are available under one
roof. My study is on determining the motivation level of the employees in big bazaar and
the satisfaction level of employees in big bazaar.

Big Bazaar is a chain of hypermarkets in India, with more than 100 stores in operation.It
is a subsidiary of Future Group Venture Ltd's, and follows the business model of United
States-based Wal-Mart.Facilities offered by Big Bazaar Online shopping Big Bazaar has
an official website, FutureBazaar.com, which is one of the most favorite sites among
people of India for online shopping. Future Bazaar is an online business venture of Future
Group, which sells an assortment of products

The study shows Opportunities and challenges for the employees of Big Bazaar with
respect of internal & external environment.The study provide help to know the
employees satisfaction with Big Bazaar

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 CHAPTER 2- LITERATURE REVIEW

Job design:

Job design (also referred to as work design or task design) is a core function of [human

resource management] and it is related to the specification of contents, methods and

relationship of jobs in order to satisfy technological and organizational requirements as

well as the social and personal requirements of the job holder. Its principles are geared

towards how the nature of a person's job affects their attitudes and behavior at work,

particularly relating to characteristics such as skill variety and autonomy. The aim of a

job design is to improve job satisfaction, to improve through-put, to improve quality and

to reduce employee problems (e.g., grievances, absenteeism).

Job characteristic theory

The job characteristic theory proposed by Hackman & Oldham (1976 stated that work

should be designed to have five core job characteristics, which engender three critical

psychological states in individuals—experiencing meaning, feeling responsible for

outcomes, and understanding the results of their efforts. In turn, these psychological

states were proposed to enhance employees’ intrinsic motivation, job satisfaction, quality

of work and performance, while reducing turnover

Core job dimensions

1. Skill variety — This refers to the range of skills and activities necessary to

complete the job. The more a person is required to use a wide variety of skills, the

more satisfying the job is likely to be.

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 2. Task identity — This dimension measures the degree to which the job requires

completion of a whole and identifiable piece of work. Employees who are

involved in an activity from start to finish are usually more satisfied.

3. Task significance — This looks at the impact and influence of a job. Jobs are

more satisfying if people believe that they make a difference, and are adding real

value to colleagues, the organization, or the larger community.

4. Autonomy — This describes the amount of individual choice and discretion

involved in a job. More autonomy leads to more satisfaction. For instance, a job is

likely to be more satisfying if people are involved in making decisions, instead of

simply being told what to do.

5. Feedback — This dimension measures the amount of information an employee

receives about his or her performance, and the extent to which he or she can see

the impact of the work. The more people are told about their performance, the

more interested they will be in doing a good job. So, sharing production figures,

customer satisfaction scores etc. can increase the feedback levels.

Critical psychological states

The five core job dimensions listed above result in three different psychological states.

 Experienced meaningfulness of the work: The extent to which people believe that

their job is meaningful, and that their work is valued and appreciated (comes from

core dimensions 1-3).

 Experienced responsibility for the outcomes of work: The extent to which people

feel accountable for the results of their work, and for the outcomes they have

produced (comes from core dimension 4).

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  Knowledge of the actual results of the work activity: The extent to which people

know how well they are doing (comes from core dimension 5).

Techniques of job design

Job rotation

Job rotation is a job design method which is able to enhance motivation, develop workers'

outlook, increase productivity, improve the organization's performance on various levels

by its multi-skilled workers, and provides new opportunities to improve the attitude,

thought, capabilities and skills of workers.[6] Job rotation is also process by which

employees laterally mobilize and serve their tasks in different organizational levels; when

an individual experiences different posts and responsibilities in an organization, ability

increases to evaluate his capabilities in the organization

Job enlargement

Hulin and Blood (1968) define Job enlargement as the process of allowing individual

workers to determine their own pace (within limits), to serve as their own inspectors by

giving them responsibility for quality control, to repair their own mistakes, to be

responsible for their own machine set-up and repair, and to attain choice of method.

Frederick Herzberg referred to the addition of interrelated tasks as 'horizontal job

loading'.

Job enrichment

Job enrichment increases the employees’ autonomy over the planning and execution of

their own work. Job enrichment has the same motivational advantages of job

enlargement, however it has the added benefit of granting workers autonomy. Frederick

Herzberg viewed job enrichment as 'vertical job loading' because it also includes tasks

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formerly performed by someone at a higher level where planning and control are

involved.

Scientific management

Under scientific management people would be directed by reason and the problems of

industrial unrest would be appropriately (i.e., scientifically) addressed. This philosophy is

oriented toward the maximum gains possible to employees. Managers would guarantee

that their subordinates would have access to the maximum of economic gains by means

of rationalized processes. Organizations were portrayed as rationalized sites, designed

and managed according to a rule of rationality imported from the world of technique.

Human Relations School

The Human Relations School takes the view that businesses are social systems in which

psychological and emotional factors have a significant influence on productivity. The

common elements in human relations theory are the beliefs that

 Performance can be improved by good human relations

 Managers should consult employees in matters that affect staff

 Leaders should be democratic rather than authoritarian

 Employees are motivated by social and psychological rewards and are not just

"economic animals"

 The work group plays an important part in influencing performance

Socio-technical systems

Socio-technical systems aims on jointly optimizing the operation of the social and

technical system; the good or service would then be efficiently produced and

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psychological needs of the workers fulfilled. Embedded in Socio-technical Systems are

motivational assumptions, such as intrinsic and extrinsic rewards.

Work reform

Work reform states about the workplace relation and the changes made which are more

suitable to management and employee to encourage increased workforce participation.

Motivational work design

The psychological literature on employee motivation contains considerable evidence that

job design can influence satisfaction, motivation and job performance. It influences them

primarily because it affects the relationship between the employee's expectancy that

increased performance will lead to rewards and the preference of different rewards for the

individual.

Hackman and Oldman developed the theory that a workplace can be redesigned to greater

improve their core job characteristics. Their overall concept consists of:

 Making larger work units by combining smaller, more specialized tasks.

 Mandating worker(s) to be responsible via having direct contact with clients.

 Having employee evaluations done frequently in order to provide feedback for

learning.

 Allowing workers to be responsible for their job by giving them authority and

control.

A similar theory was also mentioned earlier by Frederick Herzberg. Herzberg theory

consist of a Two Factor Theory:

1. Hygiene Factors

2. Motivational Factors

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MOTIVATION

Motivation is the driving force by which humans achieve their goals. Motivation is said

to be intrinsic or extrinsic. The term is generally used for humans but it can also be used

to describe the causes for animal behavior as well. This article refers to human

motivation. According to various theories, motivation may be rooted in a basic need to

minimize physical pain and maximize pleasure, or it may include specific needs such as

eating and resting, or a desired object, goal, state of being, ideal, or it may be attributed to

less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality.

Conceptually, motivation should not be confused with either volition or optimism.[2]

Motivation is related to, but distinct from, emotion.

Motivational concepts

Intrinsic and extrinsic motivation

Intrinsic motivation refers to motivation that is driven by an interest or enjoyment in the

task itself, and exists within the individual rather than relying on any external pressure.

Intrinsic motivation has been studied by social and educational psychologists since the

early 1970s. Research has found that it is usually associated with high educational

achievement and enjoyment by students evaluation theory.[clarification needed]

Students are

likely to be intrinsically motivated if they:

 attribute their educational results to factors under their own control (e.g., the

effort expended),

 believe they can be effective agents in reaching desired goals (i.e. the results are

not determined by luck),

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  are interested in mastering a topic, rather than just rote-learning to achieve good

grades.

Extrinsic motivation comes from outside of the individual. Common extrinsic

motivations are rewards like money and grades, coercion and threat of punishment.

Competition is in general extrinsic because it encourages the performer to win and beat

others, not to enjoy the intrinsic rewards of the activity. A crowd cheering on the

individual and trophies are also extrinsic incentives.

Social psychological research has indicated that extrinsic rewards can lead to

overjustification and a subsequent reduction in intrinsic motivation. In one study

demonstrating this effect, children who expected to be (and were) rewarded with a ribbon

and a gold star for drawing pictures spent less time playing with the drawing materials in

subsequent observations than children who were assigned to an unexpected reward

condition and to children who received no extrinsic reward Self-determination theory

proposes that extrinsic motivation can be internalised by the individual if the task fits

with their values and beliefs and therefore helps to fulfill their basic psychological needs.

Self-control

The self-control of motivation is increasingly understood as a subset of emotional

intelligence; a person may be highly intelligent according to a more conservative

definition (as measured by many intelligence tests), yet unmotivated to dedicate this

intelligence to certain tasks. Yale School of Management professor Victor Vroom's

"expectancy theory" provides an account of when people will decide whether to exert self

control to pursue a particular goal.

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Drives and desires can be described as a deficiency or need that activates behavior that is

aimed at a goal or an incentive. These are thought to originate within the individual and

may not require external stimuli to encourage the behavior. Basic drives could be sparked

by deficiencies such as hunger, which motivates a person to seek food; whereas more

subtle drives might be the desire for praise and approval, which motivates a person to

behave in a manner pleasing to others.

By contrast, the role of extrinsic rewards and stimuli can be seen in the example of

training animals by giving them treats when they perform a trick correctly. The treat

motivates the animals to perform the trick consistently, even later when the treat is

removed from the process.

MOTIVATIONAL THEORIES

Incentive theory

A reward, tangible or intangible, is presented after the occurrence of an action (i.e.

behavior) with the intent to cause the behavior to occur again. This is done by associating

positive meaning to the behavior. Studies show that if the person receives the reward

immediately, the effect is greater, and decreases as duration lengthens. Repetitive action-

reward combination can cause the action to become habit. Motivation comes from two

sources: oneself, and other people. These two sources are called intrinsic motivation and

extrinsic motivation, respectively.

Reinforcers and reinforcement principles of behavior differ from the hypothetical

construct of reward. A reinforcer is any stimulus change following a response that

increases the future frequency or magnitude of that response. Positive reinforcement is

demonstrated by an increase in the future frequency or magnitude of a response due to in

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the past being followed contingently by a reinforcing stimulus. Negative reinforcement

involves stimulus change consisting of the removal of an aversive stimulus following a

response. Positive reinforcement involves a stimulus change consisting of the

presentation or magnification of an appetitive stimulus following a response. From this

perspective, motivation is mediated by environmental events, and the concept of

distinguishing between intrinsic and extrinsic forces is irrelevant.

Applying proper motivational techniques can be much harder than it seems. Steven Kerr

notes that when creating a reward system, it can be easy to reward A, while hoping for B,

and in the process, reap harmful effects that can jeopardize your goals.

Incentive theory in psychology treats motivation and behavior of the individual as they

are influenced by beliefs, such as engaging in activities that are expected to be profitable.

Incentive theory is promoted by behavioral psychologists, such as B.F. Skinner and

literalized by behaviorists, especially by Skinner in his philosophy of Radical

behaviorism, to mean that a person's actions always have social ramifications: and if

actions are positively received people are more likely to act in this manner, or if

negatively received people are less likely to act in this manner.

Incentive theory distinguishes itself from other motivation theories, such as drive theory,

in the direction of the motivation. In incentive theory, stimuli "attract", to use the term

above, a person towards them. As opposed to the body seeking to reestablish homeostasis

pushing it towards the stimulus. In terms of behaviorism, incentive theory involves

positive reinforcement: the stimulus has been conditioned to make the person happier.

For instance, a person knows that eating food, drinking water, or gaining social capital

will make them happier. As opposed to in drive theory, which involves negative

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reinforcement: a stimulus has been associated with the removal of the punishment-- the

lack of homeostasis in the body. For example, a person has come to know that if they eat

when hungry, it will eliminate that negative feeling of hunger, or if they drink when

thirsty, it will eliminate that negative feeling of thirst.

Drive-reduction theories

There are a number of drive theories. The Drive Reduction Theory grows out of the

concept that we have certain biological drives, such as hunger. As time passes the

strength of the drive increases if it is not satisfied (in this case by eating). Upon satisfying

a drive the drive's strength is reduced. The theory is based on diverse ideas from the

theories of Freud to the ideas of feedback control systems, such as a thermostat.

Drive theory has some intuitive or folk validity. For instance when preparing food, the

drive model appears to be compatible with sensations of rising hunger as the food is

prepared, and, after the food has been consumed, a decrease in subjective hunger. There

are several problems, however, that leave the validity of drive reduction open for debate.

The first problem is that it does not explain how secondary reinforcers reduce drive. For

example, money satisfies no biological or psychological needs, but a pay check appears

to reduce drive through second-order conditioning. Secondly, a drive, such as hunger, is

viewed as having a "desire" to eat, making the drive a homuncular being—a feature

criticized as simply moving the fundamental problem behind this "small man" and his

desires.

In addition, it is clear that drive reduction theory cannot be a complete theory of

behavior, or a hungry human could not prepare a meal without eating the food before he

finished cooking it. The ability of drive theory to cope with all kinds of behavior, from

11
not satisfying a drive (by adding on other traits such as restraint), or adding additional

drives for "tasty" food, which combine with drives for "food" in order to explain cooking

render it hard to test.

Cognitive dissonance theory

Suggested by Leon Festinger, cognitive dissonance occurs when an individual

experiences some degree of discomfort resulting from an incompatibility between two

cognitions. For example, a consumer may seek to reassure himself regarding a purchase,

feeling, in retrospect, that another decision may have been preferable.

While not a theory of motivation, per se, the theory of cognitive dissonance proposes that

people have a motivational drive to reduce dissonance. They do this by changing their

attitudes, beliefs, or actions. Dissonance is also reduced by justifying, blaming, and

denying. It is one of the most influential and extensively studied theories in social

psychology.

Need theories

Need hierarchy theory

The content theory includes the hierarchy of needs from Maslow and the two- factor

theory from Herzberg. Abraham Maslow's theory is one of the most widely discussed

theories of motivation.

The American motivation psychologist Abraham H. Maslow developed the Hierarchy of

needs consistent of five hierarchic classes. It shows the complexity of human

requirements. Maslow says that first of all the basic requirements have to be satisfied.

The basic requirements build the first step in his pyramid. They decide about to be or not

to be. If there is any deficit on this level, the whole behavior of a human will be oriented

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to satisfy this deficit. Subsequently we do have the second level, which awake a need for

security. Basically it is oriented on a future need for security. After securing those two

levels, the motives shift in the social sphere, which form the third stage. Psychological

requirements consist in the fourth level, while the top of the hierarchy comprise the self-

realization So theory can be summarized as follows:

 Human beings have wants and desires which influence their behavior. Only

unsatisfied needs influence behavior, satisfied needs do not.

 Since needs are many, they are arranged in order of importance, from the basic to

the complex.

 The person advances to the next level of needs only after the lower level need is at

least minimally satisfied.

 The further the progress up the hierarchy, the more individuality, humanness and

psychological health a person will show.

The needs, listed from basic (lowest-earliest) to most complex (highest-latest) are as

follows:

 Physiology (hunger, thirst, sleep, etc.)

 Safety/Security/Shelter/Health

 Belongingness/Love/Friendship

 Self-esteem/Recognition/Achievement

 Self actualization

Herzberg's two-factor theory

Frederick Herzberg's two-factor theory, a.k.a. intrinsic/extrinsic motivation, concludes

that certain factors in the workplace result in job satisfaction, but if absent, they don't lead

13
to dissatisfaction but no satisfaction.The factors that motivate people can change over

their lifetime, but "respect for me as a person" is one of the top motivating factors at any

stage of life.

He distinguished between:

 Motivators; (e.g. challenging work, recognition, responsibility) which give positive

satisfaction, and

 Hygiene factors; (e.g. status, job security, salary and fringe benefits) that do not

motivate if present, but, if absent, result in demotivation.

The name Hygiene factors is used because, like hygiene, the presence will not make you

healthier, but absence can cause health deterioration.

The theory is sometimes called the "Motivator-Hygiene Theory" and/or "The Dual

Structure Theory."

Herzberg's theory has found application in such occupational fields as information

systems and in studies of user satisfaction

Alderfer's ERG theory

Alderfer, expanding on Maslow's hierarchy of needs, created the ERG theory. This theory

posits that there are three groups of core needs — existence, relatedness, and growth,

hence the label: ERG theory. The existence group is concerned with providing our basic

material existence requirements. They include the items that Maslow considered to be

physiological and safety needs. The second group of needs are those of relatedness- the

desire we have for maintaining important interpersonal relationships. These social and

status desires require interaction with others if they are to be satisfied, and they align with

Maslow's social need and the external component of Maslow's esteem classification.

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Finally, Alderfer isolates growth needs' an intrinsic desire for personal development.

These include the intrinsic component from Maslow's esteem category and the

characteristics included under self-actualization.

Self-determination theory

Self-determination theory, developed by Edward Deci and Richard Ryan, focuses on the

importance of intrinsic motivation in driving human behavior. Like Maslow's hierarchical

theory and others that built on it, SDT posits a natural tendency toward growth and

development. Unlike these other theories, however, SDT does not include any sort of

"autopilot" for achievement, but instead requires active encouragement from the

environment. The primary factors that encourage motivation and development are

autonomy, competence feedback, and relatedness.

Broad theories

The latest approach in developing a broad, integrative theory of motivation is Temporal

Motivation Theory. Integrating theories of motivation. Introduced in their 2007 Academy

of Management Review article, it synthesizes into a single formulation the primary

aspects of all other major motivational theories, including Incentive Theory, Drive

Theory, Need Theory, Self-Efficacy and Goal Setting. Notably, it simplifies the field of

motivation considerably and allows findings from one theory to be translated into terms

of another.

Also, Achievement Motivation is an integrative perspective based on the premise that

performance motivation results from the way broad components of personality are

directed towards performance. As a result, it includes a range of dimensions that are

relevant to success at work but which are not conventionally regarded as being part of

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performance motivation. Especially it integrates formerly separated approaches as Need

for Achievement with e.g. social motives like dominance. The Achievement Motivation

Inventory is based on this theory and assesses three factors (17 separated scales) relevant

to vocational and professional success.

Cognitive theories

Goal-setting theory

Goal-setting theory is based on the notion that individuals sometimes have a drive to

reach a clearly defined end state. Often, this end state is a reward in itself. A goal's

efficiency is affected by three features: proximity, difficulty and specificity. An ideal goal

should present a situation where the time between the initiation of behavior and the end

state is close. This explains why some children are more motivated to learn how to ride a

bike than to master algebra. A goal should be moderate, not too hard or too easy to

complete. In both cases, most people are not optimally motivated, as many want a

challenge (which assumes some kind of insecurity of success). At the same time people

want to feel that there is a substantial probability that they will succeed. Specificity

concerns the description of the goal in their class. The goal should be objectively defined

and intelligible for the individual. A classic example of a poorly specified goal is to get

the highest possible grade. Most children have no idea how much effort they need to

reach that goal.

Models of behavior change

Social-cognitive models of behavior change include the constructs of motivation and

volition. Motivation is seen as a process that leads to the forming of behavioral

intentions. Volition is seen as a process that leads from intention to actual behavior. In

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other words, motivation and volition refer to goal setting and goal pursuit, respectively.

Both processes require self-regulatory efforts. Several self-regulatory constructs are

needed to operate in orchestration to attain goals. An example of such a motivational and

volitional construct is perceived self-efficacy. Self-efficacy is supposed to facilitate the

forming of behavioral intentions, the development of action plans, and the initiation of

action. It can support the translation of intentions into action.

Unconscious motivation

Some psychologists believe that a significant portion of human behavior is energized and

directed by unconscious motives. According to Maslow, "Psychoanalysis has often

demonstrated that the relationship between a conscious desire and the ultimate

unconscious aim that underlies it need not be at all direct.

Intrinsic motivation and the 16 basic desires theory

Starting from studies involving more than 6,000 people, Professor Steven Reiss has

proposed a theory that find 16 basic desires that guide nearly all human behavior. The 16

basic desires that motivate our actions and define our personalities as:

 Acceptance, the need for approval

 Curiosity, the need to learn

 Eating, the need for food

 Family, the need to raise children

 Honor, the need to be loyal to the traditional values of one's clan/ethnic group

 Idealism, the need for social justice

 Independence, the need for individuality

 Order, the need for organized, stable, predictable environments

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 Physical activity, the need for exercise

 Power, the need for influence of will

 Romance, the need for sex

 Saving, the need to collect

 Social contact, the need for friends (peer relationships)

 Status, the need for social standing/importance

 Tranquility, the need to be safe

 Vengeance, the need to strike back/to win

In this model, people differ in these basic desires. These basic desires represent intrinsic

desires that directly motivate a person's behavior, and not aimed at indirectly satisfying

other desires. People may also be motivated by non-basic desires, but in this case this

does not relate to deep motivation, or only as a means to achieve other basic desires.

CONTROLLING MOTIVATION

The control of motivation is only understood to a limited extent. There are many different

approaches of motivation training, but many of these are considered pseudoscientific by

critics. To understand how to control motivation it is first necessary to understand why

many people lack motivation.

Employee motivation

Workers in any organization need something to keep them working. Most times the

salary of the employee is enough to keep him or her working for an organization.

However, sometimes just working for salary is not enough for employees to stay at an

organization. An employee must be motivated to work for a company or organization. If

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no motivation is present in an employee, then that employee’s quality of work or all work

in general will deteriorate.

When motivating an audience, you can use general motivational strategies or specific

motivational appeals. General motivational strategies include soft sell versus hard sell

and personality type. Soft sell strategies have logical appeals, emotional appeals, advice

and praise. Hard sell strategies have barter, outnumbering, pressure and rank. Also, you

can consider basing your strategy on your audience personality. Specific motivational

appeals focus on provable facts, feelings, right and wrong, audience rewards and

audience threats.

Drugs

Some authors, especially in the transhumanist movement, have suggested the use of

"smart drugs", also known as nootropics, as "motivation-enhancers". The effects of many

of these drugs on the brain are emphatically not well understood, and their legal status

often makes open experimentation difficult.

Applications

Education

Motivation is of particular interest to educational psychologists because of the crucial

role it plays in student learning. However, the specific kind of motivation that is studied

in the specialized setting of education differs qualitatively from the more general forms

of motivation studied by psychologists in other fields.

Motivation in education can have several effects on how students learn and how they

behave towards subject matter. It can:

1. Direct behavior toward particular goals

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 2. Lead to increased effort and energy

3. Increase initiation of, and persistence in, activities

4. Enhance cognitive processing

5. Determine what consequences are reinforcing

6. Lead to improved performance.

Because students are not always internally motivated, they sometimes need situated

motivation, which is found in environmental conditions that the teacher creates.

The majority of new student orientation leaders at colleges and universities recognize that

distinctive needs of students should be considered in regard to orientation information

provided at the beginning of the higher education experience. Research done by Whyte in

1986 raised the awareness of counselors and educators in this regard. In 2007, the

National Orientation Directors Association reprinted Cassandra B. Whyte's research

report allowing readers to ascertain improvements made in addressing specific needs of

students over a quarter of a century later to help with academic success.

There are two kinds of motivation:

 Intrinsic motivation occurs when people are internally motivated to do something

because it either brings them pleasure, they think it is important, or they feel that

what they are learning is significant. It has been shown that intrinsic motivation for

education drops from grades 3-9 though the exact cause cannot be ascertained.[6]

Also, in younger students it has been shown that contextualizing material that would

otherwise be presented in an abstract manner increases the intrinsic motivation of

these students.

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 Extrinsic motivation comes into play when a student is compelled to do something

or act a certain way because of factors external to him or her (like money or good

grades).

Cassandra B. Whyte researched and reported about the importance of locus of control and

academic achievement. Students tending toward a more internal locus of control are more

academically successful, thus encouraging curriculum and activity development with

consideration of motivation theories.

Motivation has been found to be an important element in the concept of Andragogy (what

motivates the adult learner), and in treating Autism Spectrum Disorders, as in Pivotal

Response Therapy.

Sudbury Model schools' approach

Sudbury Model schools adduce that the cure to the problem of procrastination, of

learning in general, and particularly of scientific illiteracy is to remove once and for all

what they call the underlying disease: compulsion in schools. They contend that human

nature in a free society recoils from every attempt to force it into a mold; that the more

requirements we pile onto children at school, the surer we are to drive them away from

the material we are trying to force down their throats; that after all the drive and

motivation of infants to master the world around them is legendary. They assert that

schools must keep that drive alive by doing what some of them do: nurturing it on the

freedom it needs to thrive.

Sudbury Model schools do not perform and do not offer evaluations, assessments,

transcripts, or recommendations, asserting that they do not rate people, and that school is

not a judge; comparing students to each other, or to some standard that has been set is for

21
them a violation of the student's right to privacy and to self-determination. Students

decide for themselves how to measure their progress as self-starting learners as a process

of self-evaluation: real life-long learning and the proper educational evaluation for the

21st century, they adduce. According to Sudbury Model schools, this policy does not

cause harm to their students as they move on to life outside the school. However, they

admit it makes the process more difficult, but that such hardship is part of the students

learning to make their own way, set their own standards and meet their own goals. The

no-grading and no-rating policy helps to create an atmosphere free of competition among

students or battles for adult approval, and encourages a positive cooperative environment

amongst the student body.

Business

At lower levels of Maslow's hierarchy of needs, such as physiological needs, money is a

motivator, however it tends to have a motivating effect on staff that lasts only for a short

period (in accordance with Herzberg's two-factor model of motivation). At higher levels

of the hierarchy, praise, respect, recognition, empowerment and a sense of belonging are

far more powerful motivators than money, as both Abraham Maslow's theory of

motivation and Douglas McGregor's theory X and theory Y (pertaining to the theory of

leadership) demonstrate.

Maslow has money at the lowest level of the hierarchy and shows other needs are better

motivators to staff. McGregor places money in his Theory X category and feels it is a

poor motivator. Praise and recognition are placed in the Theory Y category and are

considered stronger motivators than money.

 Motivated employees always look for better ways to do a job.

22
 Motivated employees are more quality oriented.

 Motivated workers are more productive.

The average workplace is about midway between the extremes of high threat and high

opportunity. Motivation by threat is a dead-end strategy, and naturally staff are more

attracted to the opportunity side of the motivation curve than the threat side. Motivation

is a powerful tool in the work environment that can lead to employees working at their

most efficient levels of production.

Nonetheless, Steinmetz also discusses three common character types of subordinates:

ascendant, indifferent, and ambivalent who all react and interact uniquely, and must be

treated, managed, and motivated accordingly. An effective leader must understand how to

manage all characters, and more importantly the manager must utilize avenues that allow

room for employees to work, grow, and find answers independently.[14]

The assumptions of Maslow and Herzberg were challenged by a classic study[15] at

Vauxhall Motors' UK manufacturing plant. This introduced the concept of orientation to

work and distinguished three main orientations: instrumental (where work is a means to

an end), bureaucratic (where work is a source of status, security and immediate reward)

and solidaristic (which prioritises group loyalty).

Other theories which expanded and extended those of Maslow and Herzberg included

Kurt Lewin's Force Field Theory, Edwin Locke's Goal Theory and Victor Vroom's

Expectancy theory. These tend to stress cultural differences and the fact that individuals

tend to be motivated by different factors at different times.

According to the system of scientific management developed by Frederick Winslow

Taylor, a worker's motivation is solely determined by pay, and therefore management

23
need not consider psychological or social aspects of work. In essence, scientific

management bases human motivation wholly on extrinsic rewards and discards the idea

of intrinsic rewards.

In contrast, David McClelland believed that workers could not be motivated by the mere

need for money—in fact, extrinsic motivation (e.g., money) could extinguish intrinsic

motivation such as achievement motivation, though money could be used as an indicator

of success for various motives, e.g., keeping score. In keeping with this view, his

consulting firm, McBer & Company, had as its first motto "To make everyone

productive, happy, and free." For McClelland, satisfaction lay in aligning a person's life

with their fundamental motivations.

Elton Mayo found that the social contacts a worker has at the workplace are very

important and that boredom and repetitiveness of tasks lead to reduced motivation. Mayo

believed that workers could be motivated by acknowledging their social needs and

making them feel important. As a result, employees were given freedom to make

decisions on the job and greater attention was paid to informal work groups. Mayo named

the model the Hawthorne effect. His model has been judged as placing undue reliance on

social contacts at work situations for motivating employees.

In Essentials of Organizational Behavior, Robbins and Judge examine recognition

programs as motivators, and identify five principles that contribute to the success of an

employee incentive program:

 Recognition of employees' individual differences, and clear identification of behavior

deemed worthy of recognition

 Allowing employees to participate

24
 Linking rewards to performance

 Rewarding of nominators

 Visibility of the recognition process

Games

Motivational models are central to game design, because without motivation a player will

not be interested in progressing further within a game.[19] Several models for gameplay

motivations have been proposed, including Richard Bartle's. Jon Radoff has proposed a

four-quadrant model of gameplay motivation that includes cooperation, competition,

immersion and achievement. The motivational structure of games is central to the

gamification trend, which seeks to apply game-based motivation to business applications.

25
 COMPANY PROFILE -BIG BAZAAR

About organization

Big Bazaar , the hypermarket chain of Future Group, is setting up Customer Advisory

Boards (CABs) as a customer feedback initiative, it is learnt. Damodar Mall, group

customer director of Future Group said: "We are doing this to get closer to customers and

give them a platform to voice their opinions about the stores.” Future Group has initiated

the move for its Big Bazaar format because it is the largest chain in the group and far

more localized, according to a top company official.

As India’s leading retailer, Future Retail inspires trust through innovative offerings,

quality products and affordable prices that help customers achieve a better quality of life

every day. We serve customers in 95 cities across the country through over 10 million

square feet of retail space.

Future Retail is the flagship company of Future Group, India’s retail pioneer catering to

the entire Indian consumption space. Through multiple retail formats, we connect a

diverse and passionate community of Indian buyers, sellers and businesses. The

collective impact on business is staggering: Over 300 million customers walk into our

stores each year and choose products and services supplied by over 30,000 small,

26
medium and large entrepreneurs and manufacturers from across India. This number is set

to grow.

VISION AND MISSION:

Vision

Future Group shall deliver Everything, Everywhere, Everytime for Every Indian

Consumer in the most profitable manner.

 We share the vision and belief that our customers and stakeholders shall be served

only by creating and executing future scenarios in the consumption space leading to

economic development.

 We will be the trendsetters in evolving delivery formats, creating retail realty, making

consumption affordable for all customer segments – for classes and for masses.

 We shall infuse Indian brands with confidence and renewed ambition.

 We shall be efficient, cost- conscious and committed to quality in whatever we do.

 We shall ensure that our positive attitude, sincerity, humility and united

determination shall be the driving force to make us successful.

Mission

We share the vision and belief that our customers and stakeholders shall be served only

by creating and executing future scenarios in the consumption space leading to economic

development

We will be the trendsetters in evolving delivery formats, creating retail realty, making

consumption affordable for all customer segments – for classes and for masses.

We shall infuse Indian brands with confidence and renewed ambition. We shall be

efficient, cost- conscious and committed to quality in whatever we do.

27
We shall ensure that our positive attitude, sincerity, humility and united determination

shall be the driving force to make us successful.

Core Values

Indianness: confidence in ourselves.

 Leadership: to be a leader, both in thought and business.

 Respect

 & Humility: to respect every individual and be humble in our conduct. Introspection:

leading to purposeful thinking.

 Openness: to be open and receptive to new ideas, knowledge and information.

 Valuing and Nurturing Relationships: to build long term relationships.

 Simplicity

 Positivity: Simplicity and positivity in our thought, business and action. Adaptability:

to be flexible and adaptable, to meet challenges.

 Flow: to respect and understand the universal laws of nature.

 Indianness: confidence in ourselves.

 Leadership: to be a leader, both in thought and business.

 Respect & Humility: to respect every individual and be humble in our conduct.

 Introspection: leading to purposeful thinking.

 Openness: to be open and receptive to new ideas, knowledge and information.

 Valuing and Nurturing Relationships: to build long term relationships.

 Simplicity & Positivity: Simplicity and positivity in our thought, business and

action.

28
 Adaptability: to be flexible and adaptable, to meet challenges.

 Flow: to respect and understand the universal laws .

 AIMS AND OBJECTIVES

Our objectives encourages us to explore unexplored areas and write new rules to create

new opportunities and successes. Our focus in striving for a glorious future gives us

strength and the ability to learn, unlearn and re-learn our ability to evolve.

At Future Retail we do not wait for the future to unfold itself but create future scenarios

in the consumer space and facilitate consumption because consumption means socio-

economic development for our customers, employees, shareholders, associates and

partners.

Our customers will not just get what they need, but also get them where, how and when

they need any product or service.

We will not just post satisfactory results, we will write success stories.

We will not just operate efficiently in the Indian economy, we will evolve it.

We will not just spot trends, we will set trends by marrying our understanding of the

Indian consumer to their needs of tomorrow.

29
 JOB DESIGN MODEL ADOPTED BY BIG BAZAAR THAT MOTIVATE THE

EMPLOYEES

Employees are real assets for any organization because among all other sources of
organization employee i.e., humans are live able persons which machines and others
can’t understand. Hence for any organization employees are real assets. This study
highlights factors influencing job satisfaction which in turn linked with organization
success. The major objective of the study is to find out the influencing factors effecting
employee job satisfaction and also to find out is there any association between employee
job satisfaction with their designation and work experience at big bazaar. The results
finds that work experience has a significant association between employee job
satisfaction and work experience where as designation doesn’t play a signification in
finding association between employee job satisfaction and designation of employee at big
bazaar.

Job design (also referred to as work design or task design) is a core function of human
resource management and it is related to the specification of contents, methods and
relationship of jobs in order to satisfy technological and organizational requirements as
well as the social and personal requirements of the job holder or the employee.

WHAT MOTIVATES EMPLOYEES IN BIG BAZAAR

 Feeling in “on” things.
 Good Wages.
 Good Working Conditions
 Job Security.
 Full appreciation of work that is done .
 Employer loyalty to employees.
 Promotion and growth in organization.

30
The above discussed methods can be related to various motivational theories and
the implication of such theory can be found in the success of the ways that BIG
BAZAAR use some of the theories of motivation are MASLOW’S NEED
HIERARCHY THEORY, BUREAUCRACY THEORY and TWO FACTOR
THEORY .

Maslow’s says that human beings are motivated to satisfy their needs .These
needs can be classified under various heads such as :

Physiological needs , Safety needs , Love needs ,Ego needs , self –actualisation
needs

The Motivational activities which can be classified with in the Maslow’s theories
are ………

 Good wages
 Job security
 Appreciation of the employee for work done

Besides the Maslow’s theory the motivation activities can be classified on the
basis of Two Factor model and the Bureaucracy theory .

Two Factor theory is based on two factors …..

 Those factors that lead to extreme dissatisfaction with the jobs.
 Those factors that led to extreme satisfaction with the job.

In the motivating activities of Big Bazaar the good working condition is

the factor that lead to extreme satisfaction . The employee loyalty towards
the employee is related to the bureaucracy relation and the intresting work
is related to the Behavioral theory.

31
32
 CHAPTER3-RESEARCH METHODOLOGY

To achieve the objective of the project there was some information which was to be
gathered and according by some decision has to be taken. Under this project I have
studied through of ”JOB DESIGN MODEL OF MOTIVATION BIG

BAZAAR” along with the growth of customer responses.

Research methodology is a way to systematically solve the research problem. It may be

understood as a science of studying how research is done scientifically. In it, study the
various steps that are generally adopted by researcher in studying his research problem
along with the logic behind them.Thus when we walk of research methodology, we not
only talk of research study and explain why we are using a particular method of
technique and why we are not using others so that research result are capable of being
evaluated either by researcher or by others.

PROBLEM STATEMENT-
Motivation is an important factor of employee behaviours which have a significant
impact on employee performance. The effective performance of an activity of an
organization by the employee leads to higher profitability. Now there is an important
question. How we can motivate the employee so that organization performance and
profitability can be improved? It can be achieved by optimally designing the job which is
to be performed by the employee in an organization. Therefore by developing an
appropriate job design, a company can motivate their employee thereby their
profitability.

OBJECTIVES OF STUDY-
 The primary objective of the research is to learn about the job design of

Employees of Big bazaar

 To test the Employees satisfaction level.

33
  To suggest ways to increase the level of Employee Motivation of Big bazaar.

RESEARCH DESIGN:
In this research descriptive research design is being used. a descriptive research study is

concerned with describing the characteristics of the particular field of group. The study is

done for specific purpose with the help of facts collected

SAMPLING PLAN:
 Sampling Units: employees of Big bazaar.
 Sample Technique: Convenience Sampling. And Random Sampling
 Sample Size: 100 Employees

DATA COLLECTION:-
Primary data:-

All the primary data was collected through survey using structured Questionnaire in

which the respondents were asked to rate their experience about the various aspects of job

on liker scale ranging from high jobs satisfaction to low job satisfaction.

Secondary Data:-

 Internet

 Books

 Newspapers

SCOPE OF THE STUDY-

The scope of the study was limited to the employees of the Big Bazaar in Lucknow

TOOLS OF THE STUDY-

 Frequency Analysis

34
  Percentage Analysis

 Bar Diagram

LIMITATIONS-
1) Information was gathered through the rating of the subject, thus biasness is
possible.
2) As the sample size was very small it is possible that it may not represent the
precise picture.
3) Since the feedback of the employees was done through Questionnaire major
limitation was unavailability of employees thus leading to highly low success
rate.
4) Time factor

35
 CHAPTER 4- DATA ANALYSIS AND INTERPRETATION

The following can be interpreted with the help of analysis of the data collected
from the 100 Employees of Big bazaar.

HS = Highly Satisfied

S = Satisfied

N = Neutral

D = Dissatisfied

HD = Highly Dissatisfied.

Q. 1:- Are you satisfied with Communication and information flow:-

Table 1
Level of Satisfaction Employees
HS 40
S 60
N 0
D 0
HD 0

36
 40%
HS
S
60%

Interpretation:
It was found that 60% of the Employees were highly satisfied, 40% were satisfied with
communication and information flow along the respondents.
Q. 2:- Are you satisfied with Interpersonal relationships:-
Table 2
Level of Satisfaction Employees
HS 60
S 40
N 0
D 0
HD 0

37
 40%
HS
S
60%

Interpretation:
It was found that 40% Employees were highly satisfied, 60% were satisfied with
interpersonal relationship of the respondents.
Q.3:- Are you satisfied with Job itself:-
Table 3

Level of Satisfaction Employees

HS 60
S 20
N 0
D 20
HD 0

38
 20%
0% HS
S
N
20% 60% D

Interpretation:
It was found that 60% Employees were highly satisfied, 40% were satisfied with
communication and information flow, 20% dissatisfaction

Q. 4:- Are you satisfied with Motivation for Job design:-

Table 4
Level of Satisfaction Employees
HS 0
S 80
N 0
D 20
HD 0

39
 20% 0%
HS
0% S
N
D
80% HD

Interpretation:
It was found that 80% Employees were highly satisfied, 20% were dissatisfied with
motivation for job among the Service class respondents.

Q. 5- Are you satisfied with Current career opportunities:-

Table 5
Level of Satisfaction Employees
HS 17
S 66
N 0
D 17
HD 0

40
 17% 0% 17%
0%

66%

HS S N D HD

Interpretation:
It was found that 17% Employees were highly satisfied, 66% were satisfied with current
carrier opportunity and 17% dissatisfied among the Service class respondents.
Q. 6- Are you satisfied with your job security:-
Table 6
Level of Satisfaction Employees
HS 0
S 20
N 40
D 20
HD 20

41
 0%
20% 20%

20%
40%

HS S N D HD

Interpretation:
It was found that 20% Employees were satisfied 40% were neutral, 20% dissatisfied and
rest 20% were highly dissatisfied with level of job security among the Service class
respondents.
Q. 7- Are you satisfied with your Involvement and identification with the
organization goals and image:-
Table 7
Level of Satisfaction Employees
HS 40
S 60
N 0
D 0
HD 0

42
 0%

40%

60%

HS S N D HD

Interpretation:
It was found that 40% Employees were highly satisfied, 60% were satisfied, with
involvement and identification with organization goal among the Service class
respondents.
Q. 8:- Are you satisfied with the Nature of supervision for their turnover:-
Table 8
Level of Satisfaction Employees
HS 20
S 60
N 20
D 0
HD 0

43
 Service class

20% 0% 20%

60%

HS S N D HD

Interpretation:
It was found that 20% Employees were highly satisfied, 60% were satisfied and 20%
were neutral with nature of supervision among the Service class respondents.
Q. 9:- Are you satisfied with your Method of change innovation implementation
Employees turnover:-
Table 9
Level of Satisfaction Employees
HS 40
S 40
N 20
D 0
HD 0

44
 Service class

20% 0%

40%

40%

HS S N D HD

Interpretation:
It was found that 40% Employees were highly satisfied, 40% were satisfied with
involvement and 20% were neutral with methodology of change implementation among
the Service class respondents.
Q. 10:- Are you satisfied with your Task required to perform their turnover:-
Table10
Level of Satisfaction Employees
HS 0
S 80
N 20
D 0
HD 0

45
 Service class

20% 0%

80%

HS S N D HD

Interpretation:
It was found that 80% employee were satisfied and 20% were neutral in Employees
turnover with manner on which task are required to perform among the Service class
respondents.
Q. 11:- Are you satisfied with Extent to which personal growth and development is
possible:-
Table 11
Level of Satisfaction Employees
HS 0
S 80
N 20
D 0
HD 0

46
 20% 0%

80%

HS S N D HD

Interpretation:
It was found that 80% Employees were satisfied, 20% were neutral with the extent of
which personal growth and development is possible among the Service class respondents.
Q. 12:- Are you satisfied with Method of conflict resolution :-
Table 12
Level of Satisfaction Employees
HS 40
S 40
N 20
D 0
HD 0

47
 Service class

20% 0%

40%

40%

HS S N D HD

Interpretation:
It was found that 40% Employees were Highly satisfied, 40% were satisfied 20% were
neutral with method of conflict resolution among the Service class respondents.
Q. 13:- Are you satisfied with Job helps in realizing your ambition and aspiration:-
Table 13
Level of Satisfaction Employees
HS 20
S 60
N 0
D 20
HD 0

48
 0%
20% 20%
0%

60%

HS S N D HD

Interpretation:
It was found that 20% Employees were highly satisfied, 60% were satisfied, 20% were
dissatisfied, with the extent to which the job help in realizing aspiration and ambition
among the Service class respondents.
Q. 14:- Are you satisfied with Extent of participation in important decision:-
Table 14
Level of Satisfaction Employees
HS 0
S 80
N 20
D 0
HD 0

49
 0%
20%

80%

HS S N D HD

Interpretation:
It was found that 80% Employees were satisfied, 20% were dissatisfied, with the extent
of which the participation in important decisions among the Service class respondents.

50
 CHAPTER 5-FINDINGS, CONCLUSION AND
RECOMMENDATIONS
FINDINGS-
1. It was found that 60% of the Employees were highly satisfied, 40% were satisfied
with communication and information flow along the Service class respondents.
2. It was found that 40% Employees were highly satisfied, 60% were satisfied with
interpersonal relationship of the Service class respondents.
3. It was found that 60% Employees were highly satisfied, 40% were satisfied with
communication and information flow, 20% dissatisfaction
4. It was found that 80% Employees were highly satisfied, 20% were dissatisfied
with motivation for job among the Service class respondents.
5. It was found that 17% Employees were highly satisfied, 66% were satisfied with
current carrier opportunity and 17% dissatisfied among the Service class
respondents.
6. It was found that 20% Employees were satisfied 40% were neutral, 20%
dissatisfied and rest 20% were highly dissatisfied with level of job security among
the Service class respondents.
7. It was found that 40% Employees were highly satisfied, 60% were satisfied, with
involvement and identification with organization goal among the Service class
respondents.
8. It was found that 20% Employees were highly satisfied, 60% were satisfied and
20% were neutral with nature of supervision among the Service class respondents.
9. It was found that 40% Employees were highly satisfied, 40% were satisfied with
involvement and 20% were neutral with methodology of change implementation
among the Service class respondents.
10. It was found that 80% employee were satisfied and 20% were neutral in
Employees turnover with manner on which task are required to perform among
the Service class respondents.
11. It was found that 80% Employees were satisfied, 20% were neutral with the
extent of which personal growth and development is possible among the Service
class respondents.

51
12. It was found that 40% Employees were Highly satisfied, 40% were satisfied 20%
were neutral with method of conflict resolution among the Service class
respondents.
13. It was found that 20% Employees were highly satisfied, 60% were satisfied, 20%
were dissatisfied, with the extent to which the job help in realizing aspiration and
ambition among the Service class respondents.
14. It was found that 80% Employees were satisfied, 20% were dissatisfied, with the
extent of which the participation in important decisions among the Service class
respondents.

52
 CONCLUSION

Job design of Employees motivation of the Big bazaar is highly satisfied. It is evident

from the interpretation of data that there are 25% of respondent highly satisfied with their

job as 14% of Employees turnover.More over there are 12% and 38% of Employees

turnover who have an overall neutral attitude towards their job & Service class

undertakings respectively. The percentage of dissatisfy Employees turnover is 7% which

is much lower than 10% of Service class.

Employees satisfaction were found to be highly satisfied with aspects such as

communication and information flow manner in which their efforts are valued, job itself,

carrier opportunities, methodology by which change or innovation is implemented, scope

the job offers to realize the aspirations and ambitions, skills, utilizations, organization

climate and level of salary with respect to experience. They are highly satisfied with level

of job security, communication an information flow.

It was found that the Employees turnover were particularly dissatisfied with the level of

salary. In consonance with the Maslow’s hierarchy of needs theory the monetary

remunerations is required for full filling the first two lower level needs, which is not up to

the mark and fails to satisfy the employees. Now unless the lower level needs will be full

fill there are remote chances that the Employees turnover can full fill or even sense the

need for existence of any high level needs.

In accordance with the Herzberg dual structure model of Employees satisfaction the

motivators such as salary, supervision, Institution policy and administration, technical

53
supervision, working condition should be improved to increase the among the Faculty

members. And factors like advancement that is the hygiene factors.

Suggested by Herzberg is also an important determinant in Employees satisfaction and

should be improved so that the Employees turnover are not dissatisfied with their jobs.

All the group of employees in Service class have become less satisfied at work the past

decade

The Employees of Service class were neutral to wards a large number determinants of

Employees satisfaction including the job it self, the degree of motivation and the like. On

the other hand there was high degree of motivation in the Employees turnover of Faculty

members. Therefore proper attention should be given to motivate the Employees turnover

of Service class towards their job.

54
 RECOMMENDATIONS
The following recommendations on the basis of the data collected can be made the
concerned authorities of Big bazaar :

1. They should first decide, depending upon their abilities, which job they want
to do and should only take careers, which is interesting to them
2. The job should be chosen according to the aptitude to the employees. This will
lead to greater level of learning, achievement and ultimately motivation in the
Employees turnover to the excel.
3. The Employees should make sure that they do not let their personal tension
affect their work. They should keep their personal relationships harmonious.
4. Physical health affect the level of Employees satisfaction. Proper care should
be taken by Employees turnover in this respect.
5. Employees should put in their best in their jobs so that their is no fear of
loosing their jobs.
Over all the researches found that Employees satisfaction was U shaped in age , with
initial continent at work during teenage years disappearing by the age of 25. Employees
satisfaction was lowest when people work in their 20s and 30s the period when people
struggle to balance work with their family commitments and highest among staff in their
50s and 60s.

55
 REFRENCE
Books
 ASHWATHAPA K, Human Resource and Personal Management.
 MONAPPA & SAIYADAIN, Personal Management, TATA MC GrawHill,
second edition.
 RAO VSP, Human Resource Management
Newspaper
Times of India
Economic Times
Magazines :
Business Today
Business world
 Reinforce (Big bazaar family Magazine)
Website :
www.Google.com
www.bigbazaar.com

56
 APPENDIX
QUESTIONNAIRE
Q. 1:- Are you satisfied with Communication and information flow:-

HS
S
N
D
HD

Q. 2:- Are you satisfied with Interpersonal relationships:-

HS
S
N
D
HD

Q. 3:- Are you satisfied with Job itself:-

HS
S
N
D
HD

Q. 4:- Are you satisfied with Motivation for Job design:-

HS
S
N
D
HD

57
Q. 5 Are you satisfied with Current carrier opportunities:-

HS
S
N
D
HD

Q. 6- Are you satisfied with your job security:-

HS
S
N
D
HD

Q. 7 Are you satisfied with your Involvement and identification with the organization
goals and image:-
HS
S
N
D
HD

Q.8:- Are you satisfied with the Nature of supervision for their turnover:-

HS
S
N
D
HD

58
Q. 9:- Are you satisfied with your Method of change innovation implementation
Employees turnover:-
HS
S
N
D
HD

Q. 10:- Are you satisfied with your Task required to perform their turnover:-

HS
S
N
D
HD

Q. 11:- Are you satisfied with Extent to which personal growth and development is
possible:-
HS
S
N
D
HD

Q. 12:- Are you satisfied with Method of conflict resolution :-

HS
S
N
D
HD

59
Q. 13:- Are you satisfied with Job helps in realizing your ambition and aspiration:-
HS
S
N
D
HD

Q. 14:- Are you satisfied with Extent of participation in important decision:-

HS
S
N
D
HD

60