CONTENTS

CHAPTE TITLE PAGE NO

R NO
I INTRODUCTION AND DESIGN OF THE STUDY

II REVIEW OF LITERTURE

III PROFILE OF THE COMPANY

IV RESEARCH METHODOLOGY

V DATA ANALYSIS AND INTERPRETATION

VI FINDING,SUGGESTIONS AND CONCLUSION

ANNEXURE
1.QUESTIONNAIRE
2.BIBLOGRAPHY
 LIST OF TABLES

TABLE PAGE
NO CONTENT NO
1 GENDER
2 AGE
3 MARITAL STATES
4 QUALIFICATION
5 EXPERIENCE
6 SALARY
7 SALARY INCREMENT
8 FINANCIAL INCENTIVE
9 SATISFIED SALARY
10 REFRESHMENT
11 PHYSICAL WORKING CONDITION
12 EMPLOYEES FEEL
13 RETIREMENT BENEFITS
14 MEDICAL BENEFITS
15 MANAGEMENT CONSIDER
16 WORKING RECOGANIZES
17 GOOD STATUS
18 RESPONSIBILITY
19 RELATIONSHIP QUALITY
20 SUPPORT FROM HR AND ORGANISATION
21 TEAM SPIRIT
22 SUPERVISOR SUPPORT
23 ORGANISATION SUPPORT
24 BEST AT MY OWN JOB
25 JOB RELATED DECISIONS
26 OPPORTUNITIES
27 SELF-KNOWLEDGE
28 EXTRA RESPONSIBILITY
29 OPPORTUNITY TO SOLVE PROBLEM
30 REGULAR MEETING
31 INCREASE MY RESPONSIBILITY
32 TRAINED TO DO NEW THINGS
 LIST OF CHART

TABLE PAGE
NO CONTENT NO
1 GENDER
2 AGE
3 MARITAL STATES
4 QUALIFICATION
5 EXPERIENCE
6 SALARY
7 SALARY INCREMENT
8 FINANCIAL INCENTIVE
9 SATISFIED SALARY
10 REFRESHMENT
11 PHYSICAL WORKING CONDITION
12 EMPLOYEES FEEL
13 RETIREMENT BENEFITS
14 MEDICAL BENEFITS
15 MANAGEMENT CONSIDER
16 WORKING RECOGANIZES
17 GOOD STATUS
18 RESPONSIBILITY
19 RELATIONSHIP QUALITY
20 SUPPORT FROM HR AND ORGANISATION
21 TEAM SPIRIT
22 SUPERVISOR SUPPORT
23 ORGANISATION SUPPORT
24 BEST AT MY OWN JOB
25 JOB RELATED DECISIONS
26 OPPORTUNITIES
27 SELF-KNOWLEDGE
28 EXTRA RESPONSIBILITY
29 OPPORTUNITY TO SOLVE PROBLEM
30 REGULAR MEETING
31 INCREASE MY RESPONSIBILITY
32 TRAINED TO DO NEW THINGS
 CHAPTER-1

Motivation introduction

Motivation is the driving force that causes the flux

from desire to will in life. For example: a flower with no water still
desires for water to sustain life; however, due to its incapability to move
and get water, the flower cannot will for water, hence, suffering from a
break in the driving force of motivation; it is not to say, however, that,
necessarily, the flower lacks the driving force; therefore, all life can said
to have, at its very minimal, the igniting spark of motivation. It can be
considered a psychological state that compels or reinforces an action
toward a desired goal. For example, hunger is a motivation that elicits a
desire to eat.
Motivation has been shown to have roots in physiological, behavioral,
cognitive, and social areas. Motivation may be rooted in a basic impulse
to optimize well-being, minimize physical pain and maximize pleasure.
It can also originate from specific physical needs such as eating,
sleeping or resting, and sex.
Motivation is an inner drive to behave or act in a certain manner. "It's
the difference between waking up before dawn to pound the pavement
and lazing around the house all day."[1] These inner conditions such as
wishes, desires and goals, activate to move in a particular direction in
behavior.
Motivational theories
A class of theories about why people do things seeks to reduce the
number of factors down to one and explain all behavior through that one
factor. For example, economics has been criticized for using self-interest
as a mono-motivational theory. [2] Mono-motivational theories are often
criticized for being too reductive or too abstract.
Conscious and unconscious motivations
A number of motivational theories emphasize the distinction between
conscious and unconscious motivations. In evolutionary psychology, the
"ultimate", unconscious motivation may be a cold evolutionary
calculation; the conscious motivation could be more benign or even
positive emotions. For example, while it may be in the best interest of a
male's genes to have multiple partners and thus break up with or divorce
one before moving onto the next, the conscious rationalization could be,
"I loved her at the time".
Freud is associated with the idea that human beings have many
unconscious motivations that cause them to make important decisions
because of these unconscious forces, such as choosing a partner.
Platonic theory
In The Republic, Plato advances a tri-partite theory of the soul, which
consists of three parts: reason, spirit and appetite. All parts of the soul
have desires, however not all desires are the same. Desires take many
different forms and have many different responses or results.[4]
Machiavellianism
Machiavelli’s argues that human beings are motivated to seek power and
status above all. Modern research argues that people who are high in this
trait do indeed seek power and money, and are willing to use others as
instruments towards that end.
Rational motivations
The idea that human beings are rational and human behavior is guided
by reason is an old one. However, recent research (unsatisfying for
example) has significantly undermined the idea of homo economics or
of perfect rationality in favor of a more bounded rationality. The field
of behavioral economics is particularly concerned with the limits of
rationality in economic agents.
Intrinsic and extrinsic motivation
Motivation can be divided into two types: intrinsic (internal) motivation
and extrinsic (external) motivation.
Intrinsic 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 external pressures or a desire for reward. Intrinsic motivation
has been studied since the early 1970s.The phenomenon of intrinsic
motivation was first acknowledged within experimental studies of
animal behavior. In these studies, it was evident that the organisms
would engage in playful and curiosity driven behaviors in the absence of
reward. Intrinsic motivation is a natural motivational tendency and is a
critical element in cognitive, social, and physical development.
[5]
Students who are intrinsically motivated are more likely to engage in
the task willingly as well as work to improve their skills, which will
increase their capabilities. Students are likely to be intrinsically
motivated if they:

 attribute their educational results to factors under their own control,

also known as autonomy
 believe they have the skills to be effective agents in reaching their
desired goals, also known as self-efficacy beliefs
 are interested in mastering a topic, not just in achieving good grades
Extrinsic motivation
Extrinsic motivation refers to the performance of an activity in order to
attain an outcome, whether or not that activity is also intrinsically
motivated. Extrinsic motivation comes from outside of the individual.
Common extrinsic motivations are rewards (for example money or
grades) for showing the desired behavior, and the threat of punishment
following misbehavior. Competition is in an extrinsic motivator because
it encourages the performer to win and to beat others, not simply to
enjoy the intrinsic rewards of the activity. A cheering crowd and the
desire to win a trophy are also extrinsic incentives.
Comparison of intrinsic and extrinsic motivation
Social psychological research has indicated that extrinsic rewards can
lead to over justification 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. However, another study showed that third
graders who were rewarded with a book showed more reading behavior
in the future, implying that some rewards do not undermine intrinsic
motivation. While the provision of extrinsic rewards might reduce the
desirability of an activity, the use of extrinsic constraints, such as the
threat of punishment, against performing an activity has actually been
found to increase one's intrinsic interest in that activity. In one study,
when children were given mild threats against playing with an attractive
toy, it was found that the threat actually served to increase the child's
interest in the toy, which was previously undesirable to the child in the
absence of threat.
For those children who received no extrinsic reward, self-determination
theory proposes that extrinsic motivation can be internalized by the
individual if the task fits with their values and beliefs and therefore helps
to fulfill their basic psychological needs.
Operant conditioning
Operant conditioning, a term coined by B.F. Skinner, is a method of
learning that occurs through rewards and punishments for behavior.
Skinner believed that internal thoughts and motivations could not be
used to explain behavior; instead to look at external, observable causes
of human behavior. His theory explained how we acquire the range of
learned behaviors we exhibit each and every day.
Push and pull
This model is usually used when discussing motivation within the
context of tourism. Push factors determine the desire to go on holiday,
whereas pull factors determine the choice of destination. Push motives
are connected with internal forces, for example the need for relaxation
or escapism, while pull factors are the external factors, such as
landscape, cultural image or the climate of a destination, that induce a
traveller to visit a certain location. Push factors can be stimulated by
external and situational aspects of motivation in the shape of pull
factors. Then again pull factors are issues that can arise from a location
itself and therefore ‘push’ an individual to choose to experience it. Since
then, a large number of theories have been developed over the years in
many studies there is no single theory that illustrates all motivational
aspects of travelling. Many researchers have highlighted that because
several motives may occur at the same time it should not be assumed
that only one motive drives an individual to perform an action, as was
presumed in previous studies. On the other hand, since people are not
able to satisfy all their needs at once, they usually seek to satisfy some or
a few of them.
Self-control
The self-control aspect of motivation is increasingly considered to be a
subset of emotional intelligence; it is suggested that although a person
may be classed as highly intelligent (as measured by many
traditional intelligence tests), they may remain unmotivated to pursue
intellectual Endeavour’s. Vroom's "expectancy theory" provides an
account of when people may decide to exert self-control in pursuit of a
particular goal.
Drives
A drive or desire can be described as a deficiency or need that activates
behavior that is aimed at a goal or an incentive. These drives 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.
Another basic drive is the sexual drive which like food motivates us
because it is essential to our survival. The desire for sex is wired deep
into the brain of all human beings as glands secrete hormones that travel
through the blood to the brain and stimulates the onset of sexual
desire. The hormone involved in the initial onset of sexual desire is
called dihydroepiandosterone (DHEA). The hormonal basis of both men
and women's sex drives is testosterone. Men naturally have more
testosterone than women do and so are more likely than woman to think
about sex, have sexual fantasies, seek sex and sexual variety (whether
positions or partners), masturbate, want sex at an early point in a
relationship, sacrifice other things for sex, have permissive attitudes for
sex, and complain about low sex drive in their partners.
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.
Incentive theory
A reward, tangible or intangible, is presented after the occurrence of an
action (i.e. behavior) with the intention of causing 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 delay 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.
Reinforces and reinforcement principles of behavior differ from the
hypothetical construct of reward. A reinforce is any stimulus change
following a response that increases the future frequency or magnitude of
that response, therefore the cognitive approach is certainly the way
forward as in 1973 Maslow described it as being the golden pineapple.
Positive reinforcement is demonstrated by an increase in the future
frequency or magnitude of a response due to in 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 a positive 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 and pushing
towards the stimulus. In terms of behaviorism, incentive
theory involves positive reinforcement: the reinforcing 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 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.
Escape-seeking dichotomy model
Escapism and seeking are major factors influencing decision making.
Escapism is a need to breakaway from a daily life routine, turning on the
television and watching an adventure film, whereas seeking is described
as the desire to learn, turning on the television to watch a documentary.
Both motivations have some interpersonal and personal facets for
example individuals would like to escape from family problems
(personal) or from problems with work colleagues (interpersonal). This
model can also be easily adapted with regard to different studies.

Drive-reduction theory
There are a number of drive theories. The Drive Reduction
Theory grows out of the concept that people 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
reinforces 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 homunculi being
—a feature criticized as simply moving the fundamental problem behind
this "small man" and his desires.
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 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
inconsistency between two cognitions: their views on the world around
them, and their own personal feelings and actions. For example, a
consumer may seek to reassure themselves regarding a purchase, feeling
in retrospect that another decision may have been preferable. Their
feeling that another purchase would have been preferable is inconsistent
with their action of purchasing the item. The difference between their
feelings and beliefs causes dissonance, so they seek to reassure
themselves.
While not a theory of motivation, per se, the theory of cognitive
dissonance proposes that people have a motivational drive to reduce
dissonance. The cognitive miser perspective makes people want to
justify things in a simple way in order to reduce the effort they put into
cognition. They do this by changing their attitudes, beliefs, or actions,
rather than facing the inconsistencies, because dissonance is a mental
strain. Dissonance is also reduced by justifying, blaming, and denying. It
is one of the most influential and extensively studied theories in social
psychology.
Content theories
Motivation, as defined by Pritchard and Ash wood, is the process used
to allocate energy to maximize the satisfaction of needs.
Maslow's hierarchy of needs
Content theory of human motivation includes both Abraham
Maslow's hierarchy of needs and Herzberg's two-factor theory. 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 consisting of five hierarchic classes. According to
Maslow, people are motivated by unsatisfied needs. The needs, listed
from basic (lowest-earliest) to most complexes (highest-latest) are as
follows:

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

 Safety/Security/Shelter/Health
 Belongingness/Love/Friendship
 Self-esteem/Recognition/Achievement
 Self actualization
The basic requirements build upon the first step in the pyramid:
physiology. If there are deficits on this level, all behavior will be
oriented to satisfy this deficit. Essentially, if you have not slept or eaten
adequately, you won't be interested in your self-esteem desires.
Subsequently we have the second level, which awakens a need for
security. After securing those two levels, the motives shift to the social
sphere, the third level. Psychological requirements comprise the fourth
level, while the top of the hierarchy consists of self-realization and self-
actualization.
Maslow's Hierarchy of Needs 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.
 Needs are arranged in order of importance to human life, 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.
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 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 demonization.
The name hygiene factors are used because, like hygiene, the presence
will not improve health, but absence can cause health deterioration.
Herzberg's theory has found application in such occupational fields as
information systems and in studies of user satisfaction such as computer.

Aldermen’s ERG theory

Aldermen, expanding on Maslow's hierarchy of needs, created the ERG
theory. This theory posits that there are three groups of core need —
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 is those of
relatedness- the desire we have for maintaining important personal
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.
Finally, Alerter isolates growth needs as 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
Since the early seventies Edward L. Deci and Richard M. Ryan have
conducted research that eventually led to the proposition of the self-
determination theory (SDT). This theory focuses on the degree to which
an individual’s behavior is self-motivated and self-determined. SDT
identifies three innate needs that, if satisfied, allow optimal function and
growth: competence, relatedness, and autonomy. These three
psychological needs motivate the self to initiate specific behavior and
mental nutriments that are essential for psychological health and well-
being. When these needs are satisfied, there are positive consequences,
such as well-being and growth, leading people to be motivated,
productive and happy. When they are thwarted, people's motivation,
productivity and happiness plummet.
There are three essential elements to the theory:
 Humans are inherently proactive with their potential and mastering
their inner forces (such as drive and emotions).
 Humans have an inherent tendency towards growth, development and
integrated functioning.
 Optimal development and actions are inherent in humans but they do
not happen automatically.
Temporal motivation theory
The latest approach in developing a broad, integrative theory of
motivation is Temporal Motivation Theory. Introduced in a
2006Academy of Management Review article, it synthesizes into a single
formulation the primary aspects of several other major motivational
theories, including Incentive Theory, Drive Theory, Need Theory, Self-
Efficacy and Goal Setting. It simplifies the field of motivation and
allows findings from one theory to be translated into terms of another.
Another journal article that helped to develop the Temporal, "The
Nature of Procrastination, " received American Psychological
Association's George A. Miller award for outstanding contribution to
general science.
Achievement motivation
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
performance motivation. The emphasis on performance seeks to
integrate formerly separate approaches as need for achievement with, for
example, social motives like dominance. Personality is intimately tied to
performance and achievement motivation, including such characteristics
as tolerance for risk, fear of failure, and others.
Achievement motivation can be measured by The Achievement
Motivation Inventory, which is based on this theory and assesses three
factors (in 17 separated scales) relevant to vocational and professional
success. This motivation has repeatedly been linked with adaptive
motivational patterns, including working hard, a willingness to pick
learning tasks with much difficulty, and contributing success to effort.
Achievement motivation was studied intensively by David C.
McClelland, John W. Atkinson and their colleagues since the early
1950s. Their research showed that business managers who were
successful demonstrated a high need to achieve no matter the culture.
There are three major characteristics of people who have a great need to
achieve according to McClelland’s research.

1. They would prefer a work environment in which they are able to

assume responsibility for solving problems.
2. They would take calculated risk and establish moderate, attainable
goals.
3. They want to hear continuous recognition, as well as feedback, in
order for them to know how well they are doing.
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. Good goal setting incorporates
the SMART criteria, in which goals are: specific, measurable, accurate,
realistic, and timely. 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 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.
John W. Atkinson, David Birch and their colleagues developed the
theory of "Dynamics of Action" to mathematically model change in
behavior as a consequence of the interaction of motivation and
associated tendencies toward specific actions. The theory posits that
change in behavior occurs when the tendency for a new, unexpressed
behavior becomes dominant over the tendency currently motivating
action. In the theory, the strength of tendencies rises and falls as a
consequence of internal and external stimuli (sources of instigation),
inhibitory factors, and consummator in factors such as performing an
action. In this theory, there are three causes responsible for behavior and
change in behavior:

1. Instigation (Ts) - increases tendency when an activity has intrinsic

ability to satisfy;
2. Inhibition (Taf) - decreases tendency when there are obstacles to
performing an activity; and
3. Consummation - decreases a tendency as it is performed.
Conscious motivation
This is a kind of motivation that people are aware of.
Unconscious motivation
Some psychologists believe that a significant portion of human behavior
is energized and directed by unconscious motives. According toMaslow,
"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."
Thematic Apperception Test
Psychologists David C. McClelland and John W. Atkinson argued that
motivation should be unconscious. They refined measures of motivation
by means of content analysis of imaginative thought using, for example,
the Thematic Apperception Test.'
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 found 16 basic desires that
guide nearly all human behavior. The 16 basic desires that motivate our
actions and define our personalities are:

 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
 Physical activity, the need for exercise
 Power, the need for influence of will
 Romance, the need for sex and for beauty
 Saving, the need to collect
 Social contact, the need for friends (peer relationships)
 Social status, the need for social standing/importance
 Tranquility, the need to be safe
 Vengeance, the need to strike back and to compete
Attribution Theory
The attribution theory is a theory developed by psychologist, Fritz
Hider that describes the processes by which individuals explain the
causes of their behavior and events. A form of attribution theory
developed by psychologist, Bernard Weiner describes an individual’s
beliefs about how the causes of success or failure affect their emotions
and motivations. Bernard Weiner’s theory can be defined into two
perspectives: intrapersonal or interpersonal. The intrapersonal
perspective includes self-directed thoughts and emotions that are
attributed to the self. The interpersonal perspective includes beliefs
about the responsibility of others and other directed affects of emotions;
the individual would place the blame on another individual.
Individuals formulate explanatory attributions to understand the events
they experience and to seek reasons for their failures. When individuals
seek positive feedback from their failures, they use the feedback as
motivation to show improved performances. For example, using the
intrapersonal perspective, a student who failed a test may attribute their
failure for not studying enough and would use their emotion of shame or
embarrassment as motivation to study harder for the next test. A student
who blames their test failure on the teacher would be using the
interpersonal perspective, and would use their feeling of disappointment
as motivation to rely on a different study source other than the teacher
for the next test.
Approach versus avoidance
Approach motivation is a motivation to experience a positive outcome.
In contrast, avoidance motivation is a motivation not to experience a
negative outcome. Research suggests that, all else being equal,
avoidance motivations tend to be more powerful than approach
motivations. Because people expect losses to have more powerful
emotional consequences than equal-size gains, they will take more risks
to avoid a loss than to achieve a gain.
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 of the time, the salary of the employee is enough to keep him or
her working for an organization. An employee must be motivated to
work for a company or organization. If no motivation is present in an
employee, then that employee’s quality of work or all work in general
will deteriorate. People differ on a personality dimension called locus of
control. This variable refers to individual's beliefs about the location of
the factors that control their behavior. At one end of the continuum are
high internals who believe that opportunity to control their own behavior
rests within themselves. At the other end of the continuum there are high
externals who believe that external forces determine their behavior. Not
surprisingly, compared with internals, externals see the world as an
unpredictable, chancy place in which luck, fate, or powerful people
control their destinies. 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.
Job Characteristics Model
The Job Characteristics Model (JCM), as designed by Hackman and
Oldham attempts to use job design to improve employee motivation.
They show that any job can be described in terms of five key job
characteristics:
1. Skill Variety - the degree to which the job requires the use of different
skills and talents
2. Task Identity - the degree to which the job has contributed to a clearly
identifiable larger project
3. Task Significance - the degree to which the job has an impact on the
lives or work of other people
4. Autonomy - the degree to which the employee has independence,
freedom and discretion in carrying out the job
5. Task Feedback - the degree to which the employee is provided with
clear, specific, detailed, actionable information about the effectiveness
of his or her job performance
The JCM links the core job dimensions listed above to critical
psychological states which results in desired personal and work
outcomes. This forms the basis of this 'employee growth-need strength."
The core dimensions listed above can be combined into a single
predictive index, called the Motivating Potential Score.
Motivating Potential Score
The motivating potential score (MPS) can be calculated, using the core
dimensions discussed above, as follows:

Jobs that are high in motivating potential must be high on at least one
of the three factors that lead to experienced meaningfulness, and also
must be high on both Autonomy and Feedback. If a job has a high
MPS, the job characteristics model predicts that motivation,
performance and job satisfaction will be positively affected and the
likelihood of negative outcomes, such as absenteeism and turnover,
will be reduced.
Employee recognition programs
Employee recognition is not only about gifts and points. It's about
changing the corporate culture in order to meet goals and initiatives
and most importantly to connect employees to the company's core
values and beliefs. Strategic employee recognition is seen as the most
important program not only to improve employee retention and
motivation but also to positively influence the financial situation. The
difference between the traditional approach (gifts and points) and
strategic recognition is the ability to serve as a serious business
influencer that can advance a company’s strategic objectives in a
measurable way. "The vast majority of companies want to be
innovative, coming up with new products, business models and better
ways of doing things. However, innovation is not so easy to achieve.
A CEO cannot just order it, and so it will be. You have to carefully
manage an organization so that, over time, innovations will emerge."
Drugs
Some authors, especially in the transhumanist movement, have
suggested the use of "smart drugs", also known as nootropics, as
"motivation-enhancers". These drugs work in various ways to affect
neurotransmitters in the brain. It is generally widely accepted that
these drugs enhance cognitive functions, but not without potential
side effects. The effects of many of these drugs on the brain are
emphatically not well understood, and their legal status often makes
open experimentation difficult.
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

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.
If teachers decided to extrinsically reward productive student
behaviors, they may find it difficult to extricate themselves from that
path. Consequently student dependency on extrinsic rewards
represents one of the greatest detractors from their use in the
classroom.
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
reprintedCassandra 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.
Generally, motivation is conceptualized as
either intrinsic or extrinsic. Classically, these categories are regarded
as distinct. Today, these concepts are less likely to be used as distinct
categories, but instead as two ideal types that define
a continuum.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.
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.
Doyle and Moeyn have noted that traditional methods tended to use
anxiety as negative motivation (e.g. use of bad grades by teachers) as
a method of getting students to work. However, they have found that
progressive approaches with focus on positive motivation over
punishment has produced greater effectiveness with learning, since
anxiety interferes with performance of complex tasks.
Indigenous education, learning, and motivation
For many indigenous students (such as Native American children),
motivation may be derived from social organization; an important
factor educators should account for in addition to variations
in Sociolinguistics and Cognition. While poor academic performance
among Native American students is often attributed to low levels of
motivation, Top-down classroom organization is often found to be
ineffective for children of many cultures, who depend on a sense of
community purpose and competence to effectively engage in
material. Horizontally-structured, community-based learning
strategies often provide a more structurally supportive environment
for motivating indigenous children, who tend to be driven by
“social/affective emphasis, harmony, holistic perspectives, expressive
creativity, and nonverbal communication.” This drive is also
traceable to a cultural tradition of community-wide expectations of
participation in the activities and goals of the greater group, rather
than individualized aspirations of success or triumph. which fosters
the dynamic of community-motivated engagement from a young age.
Furthermore, it is commonplace for children to assist and demonstrate
for their younger counterparts without being prompted by authority
figures. Observation techniques are demonstrated in such examples
asweaving in Chiapas, Mexico, where it is commonplace for children
to learn by "a more skilled other" within the community. The
assumption of responsibility amongst children is also apparent within
Mayan weaving apprenticeships; often, when the "more skilled other"
is tasked with multiple obligations, an older child will step in and
guide the learner. Sibling guidance is supported from early youth,
where learning through play encourages horizontally-structured
environments through alternative educational models such as "Intent
Community Participation." Research also suggests that that formal
Westernized schooling can actually reshape the traditionally
collaborative nature of social life in indigenous communities This
research is supported cross-culturally, with variations in motivation
and learning often reported higher between indigenous groups and
their national Westernized counterparts than between indigenous
groups across international continental divides.
Healthy sleeping habits in education
Sleep is a natural periodic state of rest for the mind and body.
According to the American Academy of Sleep Medicine, it is
important and essential for students to obtain the right amount of
sleep in order to succeed in academics. AASM states that getting
good nights of sleep is one of the best ways to maximize performance
on finals. It is possible that the more chaotic and sporadic one’s
sleeping schedule is, the harder it will be for that individual to get an
A or B on an exam. Dr. Kushida from AASM proclaims that sleep
loss may lead to learning and memory impairment. In addition, she
also comments that lack of sleep can lead to decreased attention and
vigilance. So, with small amounts of sleep, individuals cannot
maintain all their memory or focus needed to score well in their
classes. Therefore, sleep is a requirement in education if the
individual wants to succeed academically. The right amount of sleep
will enable individuals to keep their motivation and good grades in
education. Without sleep, students and individual’s memory capacity
can become so minimal that it is possible for them not to even
remember what they are supposed to do in a day’s time. In addition,
with a lack of sleep, students cannot physically withhold and function
for a long time, since their bodies will not have the energy. So, with
enough sleep, students’ minds will be clearer and have more potential
to contain information. At the same time, students would be granted
with more motivation and energy since their minds and bodies will be
more willing to obtain information.
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
bothAbraham Maslow's theory of motivation and Douglas
McGregor's theory X and theory Y (pertaining to the theory of
leadership) demonstrate.
According to Maslow, people are motivated by unsatisfied needs.
[67]
The lower level needs such as Physiological and Safety needs will
have to be satisfied before higher level needs are to be addressed. We
can relate Maslow's Hierarchy of Needs theory with employee
motivation. For example, if a manager is trying to motivate his
employees by satisfying their needs; according to Maslow, he should
try to satisfy the lower level needs before he tries to satisfy the upper
level needs or the employees will not be motivated. Also he has to
remember that not everyone will be satisfied by the same needs. A
good manager will try to figure out which levels of needs are active
for a certain individual or employee.
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.

 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.
The assumptions of Maslow and Herzberg were challenged by a
classic study 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 prioritizes group loyalty).
Other theories which expanded and extended those of Maslow and
Herzberg included Kurt Lewin's Force Field Theory, Edwin
Locke'sGoal 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 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 within work
situations for motivating employees.
William Ouchi introduced Theory Z, a hybrid management approach
consisting of both Japanese and American philosophies and
cultures. Its Japanese segment is much like the clan culture where
organizations focus on a standardized structure with heavy emphasis
on socialization of its members. All underlying goals are consistent
across the organization. Its American segment retains formality and
authority amongst members and the organization. Ultimately, Theory
Z promotes common structure and commitment to the organization,
as well as constant improvement of work efficacy.
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:
 REVIEW OF PAST STUDY

1. Mohammed Javed Kalburgi, Dinesh.G.P examine the success of any

organization depends on its employees. If employees are taken good care,
the performance & efficiency & productivity level increase. The main objective of
this paper is to analyze the motivational level of the executives in the organization
& elicit information regarding the various methods used by the personal managers
to motivate the executive’s Primary data as well as secondary data provided for
the basis of the study. Primary data was collected from the employees working in
the factory, by administering the questionnaire, while using discussion & interview
method. The major finding for the paper was that the employees were highly
motivated due to good working environment & highly supported by supervisors
to perform the task. This paper in Toto has six sections, including this
introductory section. The review of literature is presented in the second section
and the methodology followed is given in the third section. A brief note on
motivation & tools are presented in the fourth section. The motivational factors
are discussed in fifth section and the summary of findings and suggestions is
presented in the sixth section & conclusion is presented in the last section.
Key words: Motivation, productivity, performance & organization.

2. Dr. Stuart Levy examine The purpose of this article is to outline how
motivation of first year university students can be enhanced through effective
pedagogic practices and to discuss policy level decisions that impact upon the
cultivation of student motivation. It reports on practices within a specific first year
unit, Understanding University Learning, which successfully incorporates teaching
and learning strategies to enhance academic motivation.

3. Rajeswari Devadass examine the purpose of this paper is to present findings of

an integrative literature review related to employees’ motivational practices in
organizations. Method: A broad search of computerized databases focusing on
articles published in English during 1999–2010 was completed. Extensive
screening sought to determine current literature themes and empirical research
evidence completed in employees’ focused specifically on motivation in
organization. Results: 40 articles are included in this integrative literature review.
The literature focuses on how job characteristics, employee characteristic,
management practices and broader environmental factors influence employees’
motivation. Research that links employee’s motivation is both based on qualitative
and quantitative studies. Conclusion: This literature reveals widespread support of
motivation concepts in organizations. Theoretical and editorial literature confirms
motivation concepts are central to employees. Job characteristics, management
practices, employee characteristics and broader environmental factors are the key
variables influence employees’ motivation in organization.

4. Fred C. Lunenburg examines Locke and Latham provide a well-developed

goal-setting theory of motivation. The theory emphasizes the important
relationship between goals and performance. Research supports predictions that the
most effective performance seems to result when goals are specific and
challenging, when they are used to evaluate performance and linked to feedback on
results, and create commitment and acceptance. The motivational impact of goals
may be affected by moderators such as ability and self-efficacy. Deadlines improve
the effectiveness of goals. A learning goal orientation leads to higher performance
than a performance goal orientation, and group goal-setting is as important as
individual goal setting

5. Javed Iqbal, Assistant professor, Afshan Yusuf, MS Scholar examine the

objective of this paper is to provide an assessment and review on Motivation field
over a 12 year period. It is done along different dimensions of the domain
including research topics examined, unit of analysis and research paradigm used.
Information on a number of different variables was taken out by conducting a
review of 30 papers on motivation published in different journals between 2000
and 2012. The findings showed that a collection of empirical, positivist and
quantitative research approaches have been employed in this domain. Motivation
and performance, and Motivating elements were predominantly published topics in
the Motivation field. In addition, the researchers have identified the limitations of
the study and directions for the future research.

6. Raheela Munawar, MS Scholar examine the success of every organization is

dependent upon the employee’s work performance, loyalty, commitment etc. The
best way to ensure employees commitment & loyalty is motivation. If employees
are fully satisfied with their job and highly motivated then work performance
efficiency & productivity level increase. According to Karen Oman, “Human
beings are reciprocal. If you treat them well, they’ll treat you well, and if you treat
them bad, they’ll treat you bad.” Personal productivity is an ongoing process that
heightens further as you acquire the right mindset and attitude necessary for a
motivated work ethic. Motivation requires discovering and understanding
employee drives and needs, since it originates within an individual. The objective
of this study is to understand the importance of motivation in increasing personnel
productivity, and shed light on factors of motivation which affected employees
work performance, loyalty & commitment. The study concludes that the
employees were highly motivated due to Intrinsic Motivation (Psychological
Rewards). But Extrinsic Motivation (Tangible Reward) is also very important.
Suggestions to increasing productivity and managing quality through effective
motivation are also given particularly in the work place.

7. Sehrish Naheed examine this research study has substantially revised the large
scale organizations and has also reflected the changes that are taking place in the
world of work and organizations. Firstly, the ways in which different motivation
approaches are affecting all aspects of behavior in organizations has received
increased attention in this research. This research study has expanded the already
extension coverage of the ways in which work motivation and employee
satisfaction are transforming, how people perform their jobs, how teams function,
and how organization achieve their goals. Secondly, the increasing globalization of
business and diversity of the workforce have led this research study to to discuss
and present the many opportunities and challenges globalization and diversity pose
for understanding and managing organizational behavior. Finally, the continuing
advances made by organizational behavior scholars and researchers as they
develop new and improved theories and models to explain why and how people
and teams behave as they do has led the researcher to modify, update, and refine
her coverage of many different aspects of organizational behavior.

8. Fauzilah Salleh, Zaharah Dzulkifli examine the bulk of the earlier research on
performance has been conducted in the area of job performance. This study is to
investigate the relationship between motivations towards state government
employees. Applying similarity on the motivation in the earlier research on job
performance, this study extends this research by examining the relationships
between overall job performance and motivation dimensions of and their job
performance. A positive relationship, as measured by possess annual salary
progression, was found between affiliation motivation and performance. The
results suggest that affiliation motivation and job performance is positively related.
Conclusions, management strategies particularly can be formulated according to
motivation level of employee.

9. Teresa M. Amiable examine this study directly tested the hypothesis that
intrinsic motivation is conducive to creativity and extrinsic motivation is
detrimental. Chosen because they identified themselves as actively involved in
creative writing, 72 young adults participated in individual laboratory sessions
where they were asked to write 2 brief poems. Before writing the second poem,
subjects in an intrinsic orientation condition completed a questionnaire that
focused on intrinsic reasons for being involved in writing. Subjects in an extrinsic
orientation condition completed a questionnaire that focused on extrinsic reasons.
Those in a control condition were not given a questionnaire on reasons for writing.
Although there were no initial differences between conditions on prior
involvement in writing or on creativity of the first poems written, there were
significant differences in the creativity of the poems written after the experimental
manipulations. Poems written under an extrinsic orientation were significantly less
creative than those written in the other two conditions. Implications for social-
psychological and individual-difference conceptions of creativity are discussed.

10. Susan DelVecchio, Judy Wagner examine Do higher levels of variable pay
reduce salesperson intrinsic motivation? The pattern of findings from past sales
management studies are intriguing and may suggest self-determination concepts
are applicable. Testing this applicability on a cross-section of industrial
salespeople, we found pay plans with higher variable proportions can lead to
higher levels of intrinsic motivation. As hypothesized this relationship is stronger
for younger salespeople. Younger salespeople may be reacting to the autonomy
and competency implications of receiving incentive-based compensation. Results
from this sample indicate that a salesperson’s age has both an interactive and direct
effect on his or her level of intrinsic motivation.
 CHAPTER-III
COMPANY PROFILE

We Toolfab Engineering Industries (P) Ltd, an ISO 9001: 2008 certified

engineering & manufacturing Indian company with global presence and
diversified business portfolio in engineering products & high-tech
manufacturing located in Trichy, Tamilnadu, India.

Founded in 1995, by Mr. Chava Madan Mohan with his entrepreneurial

spirit and passion to undertake critical business projects lead by
transformational leadership, as resulted in “Toolfab has supported
world-class businesses in renewable energy, thermal energy, and
conventional energy based engineering in a significant scale”

Over 2 decades of experience we have established our name as “The

best in heavy engineering fabrication of Wind mill towers (Lattice,
hexagonal, tubular), Thermal Power plant's major pressure part
equipments & accessories, mining components, etc”.

We are well known for pioneering achievements in Indian Industry

backed up with team of strong technical, highly skilled and motivated
Human Resources capable of working in challenging environment &
world Class Manufacturing facilities with able financial capabilities.
 OUR MANUFACTURING MODULES

Founded in 1995, Toolfab has geared up gradually towards

from small scale manufacturer to one of the largest and most
respected business groups in India.

Structural ‘+’ Columns, ’I’ Columns, Box Columns, Ceiling

Columns Girders
Structural Welded Beams, Bracing Beams, Bracing Boxes, Buck
Beams stay beams, Monorail
Ducting Square, Elbow, Transition, Circular, Equal Tee,
Unequal Tee, Chimneys, Reducers, David Assembly,
Flue Gas Duct, Cold Gas Duct, Oil Air Duct, Air Foil
Duct etc.
Dampers Gate, Auto- dampers, Circular dampers, Isolators,
Wind Box Assembly.
Expansion All type of Bellows in MS & SS
Bellows
Conveyor All type of Pulleys with Shaft, Drive Head & Tail End
Equipments Station, Idlers, Standard Shift able Frames, Transition
Frames, Belt Scrapers, Skirt Board, and Crawler Pad.
Others Steam Flow Diverter frame, Steam Flow Duplex Flap,
Flap Arm, Gear Box Assembly, Toggle Arm, Seal Air
Fan Frame, Guillotine Top Frame, Track Plates,
Bends, Reducers, Ventura Meter, Flow meter, Panels,
Diffuser, Air Header Blocks, Casing Walls, Skirt
Assembly, Track Plates, Doom Bridges, Mill Housing
Armoring Plates, 1400 Liters. Buckets.
Pressure Parts All type of coils, loose bends, water wall panels,
headers, Tanks, Pipings, skid assembly, welded
bifurcates, fabricated unequal tee, Drums and ring
header.
Wind-Mill Conical, Tubular, Hexagon and lattice types.
Towers
 OUR VISION

Core Vision: To be a premium global conglomerate with a clear focus

on each business division.
First and foremost core value: “Never sacrifice on time, Quality and
Integrity”
A Cost Effective Work Organization
Flexibility and Adaptation to the needs of the client, we sent up a
comprehensive engineering expertise for each projects.
Association abroad in joint ventures with the strongest local companies
or long term cooperation when required by the client or justified by
market demand.

OUR VALUES

 Integrity
 Commitment
 Passion
 Speed & accuracy
 Bulk Volume handling capacity
 100% Quality and Customer Satisfaction in Time
 OUR COMMITMENT

Toolfab manufactures engineering components to meet specific

requirements of the customer.
Our commitment and relevant activities are driven by the following
objectives.

We will maintain our position as an innovative industrial leader with

excellence.
Ensure customer satisfaction through timely delivery of quality products
and services, at competitive prices.
Constant research for cost effective solutions, Toolfab will continue
innovating new technologies, throughout our projects to improve the
performance reliability and quality on our systems.
Bring about involvement of all employees in achieving the above
objectives.
ORGANIZATION STRUCTURE
 MANAGEMENT TEAM

We are well equipped with the latest “state of art” equipment to meet the
customer requirements of quality and timely delivery, along with the
expertise of well experienced engineering team, trained technician team,
improved infra structure, précised machinery, totally a committed
workforce.
 FACT FILE

Toolfab having its 4 manufacturing units in 53 acres in which

the constructed shop floor area is almost 2.5 lakhs Sq.ft
Able to handle & manufacture 50000 MT of heavy engineering
products per annum.
Global leader of windmill towers manufacturing (conical,
tubular, hexagon & lattice types) and manufactured more than
1300 windmill towers in all models in India.
We have manufactured wind mill towers almost too all the
windmill tower customers in India.
Major & critical mining component supplier to Neyveli Lignite
Corporation in India.
Biggest producer of structural steel components & pressure
part components to BHEL & other NTPC agencies in India.
 VISION 2020
Toolfab is gradually “Expanding its business divisions” to meet the
energy based engineering imperatives of the forthcoming two decades
by driving an special leadership focus on internationalizing the group by
certain special strategies which had been a key factor in our growth
Market focus
Resource productivity
Operational performance
Leveraging technology
Meeting customer requirements
INTRODUCTION:
We have pleasure in introducing ourselves as one of the leading
Engineering manufacturing industry in Trichy, Tamilnadu, India, with
over two decades of experience in the manufacture of power plant
equipment, including heavy fabrication components.
We are well experienced in the Fabrication of Thermal Power Plant
Boiler supporting columns, ceiling girders, floor beams, roof beams,
ducting's, storage tanks, coals compartment assemblies, wind-box
assemblies, L-frames, side casing walls with insulation, various type of
wind mill towers for wind power energy, dampers, diverters, isolators,
buckets for bucket wheel excavator etc.,
We are well equipped with the latest state-of-art equipment to meet the
customer requirements of quality and timely delivery, and also the
expertise of well experienced engineers, trained technicians and a
committed work force. Since, most of our products are inspected by
reputed third party inspection agencies like IBR,Lloyds, NTPC, NPC,
TPL,TUV,DNV etc., we follow, without deviation, the procedure as laid
down by them in all our processes and in the personnel procedure
qualification for such processes.
We look for an opportunity to render our services and to a long-term
business association with you. We have enclosed our detailed profile, in
which, we have provided the list of installed machinery, products
manufactured, company profile etc. for your observation and perusal.
Please revert to us for any clarification or inquiry.

CERTIFICATIONS
Toolfab Engineering Industries (P) Ltd., has been certified that
Quality Management System of TFEIPL is of International Standard

“ISO 9001: 2008”

For the following Product or Service ranges by Germanischer Lloyd SE,
Hamburg, Germany:
 QUALITY FOCUS
In our Organization, continuous improvement to process is not an
assignment, but a way of life. This tradition of quality consciousness is
linked directly to the company’s history of excellence and Success. Raw
materials are sourced predominately from reputed companies and
customers approved Suppliers. Keeping the product characteristic in mind,
the film is designed with product economics in mind. We have assigned
well experienced personals to inspect the projects each and every stages
up to dispatching as per ISO standard procedure.

“Manufacture of Tubular Tower sections and other components for

wind turbine Generators, Boiler Components, Mining Equipment
Components and all other Heavy Engineering steel structurals"

BUSINESS DIVISIONS
Boiler Heavy Structures & supports
I. CONVENTIONAL ENERGY
JOB: 1
‘+’ Columns, ’I’ Columns, Box Columns, Ceiling
Job- Description Girders, Welded Beams, Bracing Beams, Bracing
Boxes, Buck stay beams, Monorails & Tie Beam

Technical Details: Material Grade

Main components: IS 2062 GR A & B, ASTM A36
Sub components : IS 2062 GR B
Technology CNC cutting, Edge preparation, Fit up, SMAW welding,
used Blasting & Painting.
Standards EN STANDARD, ASME SEC I, ASME SEC V, AWS
Used D 1.1

LPI test, MPI test, Ultrasonic testing, Radiography test,

Testing
Laser Measurement for dimension, coat thickness
methods :
measurement.

Inspection Agency IIQA, QUEST, TUV, BHEL, TPL

BOILER COMPONENTS
JOB: 2
Job- Description Ducting & Dampers

Technical
Types
Details
Square, Elbow, Transition, Circular, Equal Tee, Unequal
Ducting Tee, Chimneys, Reducers, David Assembly, Flue Gas
Duct, Cold Gas Duct, Oil Air Duct, Air Foil Duct etc.
Dampers Gate, Auto- dampers, Circular dampers, Isolators, Wind
 Box Assembly.

Technical Material Grade: IS 2062 GR A/B, SA 387 GR.11/12 CL.2,

details SA 105.
Technology Cutting, Edge preparation, Fit up, SMAW welding,
used GMAW welding, drilling, Heat treatment, Painting.

Standards Used EN STANDARD, ANS D1.1

Testing methods LPI test, MPI test.

Inspection Agency IIQA, QUEST, TUV, BHEL, TPL

Mining Components

JOB: 3
Pulleys with Shaft, Drive Head & Tail End Station,
Idlers, Standard Shift able Frames, Transition Frames,
Job -Description
Belt Scrapers, Skirt Board, Crawler Pad, and Track
Plates & Bucket wheel Elevator assembly.

Technical
Material Grade
Details
Main S355 J0, J2, J2-G3, SAILMA 350 HI, IS 2062, IS 1030
components Gr 280-520W, IS 1030, Gr340 - 570W.
Sub IS 2062 GR B
components

Technology Cutting, Edge preparation, Fit up, SMAW welding,

used GMAW welding, drilling, Heat treatment, Painting.

Standards Use EN STANDARD

Testing methods LPI test, MPI test & Ultrasonic testing

Inspection Agency IRS, TUV & ITENG

II. RENEWABLE ENERGY

Windmill Towers

JOB: 1
Job-Description Windmill Towers (Tubular, lattice)

Technical Details Material Grade

Main components S355 J2, J0, S355 J2-G3,S335 NL
Sub components S235 JR, IS 2062 GR B
 Cutting, Edge preparation, Fit up, SMAW welding,
Technology
SAW welding, GMAW welding, drilling, Heat treatment,
used
Painting.
Standards
EN STANDARD
Used

Testing methods LPI test & Ultrasonic testing

Inspection Agency TPL, BVQI, RELEVANT CUSTOMER

WINDMILL NACELLE
JOB: 2
Job-Description Wind mill tower Nacelle.

Technical Details Material Grade

Main components S355 J2, J0
Sub components S235 JR, IS 2062 GR B
 Cnc cutting, Edge preparation, Fit up, SMAW welding,
Technology
MAW welding, drilling, Heat treatment, Blasting &
used
Painting.
Standards Used EN STANDARD

Testing methods LPI test, MPI test & Ultrasonic testing

Inspection Agency LSML

JOB: 3
Solar Module
III.THERMINAL ENERGY
JOB: 1
Boiler Components (HEADER, STEAM DRUMS)
Job - Boiler main drums, LP drums, Headers, Boiler Ring
Description Headers.
Technical Details Material Grade
(SA 515 GR 70 for drums (Max 25 mm thk) , SA 106
Main components GR C (Max 102mm), SA 299 (Max 90mm) for
headers) (SA 335 P11, P22 for headers
(SA 106 GR B & C, IS 2062 GR B, SA 515 GR 70)
Sub components (SA 210 GR A1,C, SA 105,SA 387 GR 12 – CL.2,
GR 22 – CL.2, SA 213 T11, SA213 T22

Cutting, Edge preparation, Forming, Fit up, SAW

Technology
welding, SMAW welding, GTAW welding, drilling,
used
Heat treatment & Painting.

IBR, ASME SEC I, ASME SEC V, ASME SEC VIII,

Standards Used
Div 1, ASME SEC IX
Testing LPI test, MPI test, Ultrasonic testing, Radiography test
methods & Hydro test.

Inspection Agency IIQA, QUEST, TUV, BHEL, TPL & IBR

JOB: 2
BOILER PRESSURE PARTS (COILS, PANELS)

Job- Economizer coils, Super heater coils, Re heater coils,

Description Water wall panels

Technical
Material Grade
Details
Main
(SA 210 GR A1, GR C), (SA 213 T11, T22)
components
IS 2062 FE 410 W, SA 387 GR 12/22 – CL.2, SA 240
Sub components TP 304 H, SA 213
TP347 H, SA 351 CH 20, SA 240 TP 316S

Cutting, Edge preparation, Fit up, SMAW welding,

Technology
GTAW welding, GMAW welding, forming, Heat
used
treatment & Painting.
IBR, ASME SEC I, ASME SEC V, ASME SEC VIII,
Standards Used
Div 1, ASME SEC IX

Testing methods LPI test, MPI test, Radiography test & Hydro test.

Inspection Agency IIQA, QUEST, TUV, BHEL, TPL & IBR

JOB: 3
 BOILER PRESSURE PARTS (INTEGRAL PIPING)

Job- RH/SH Spray Station skid assembly, Loose bend (Single /

Description multi axis), Spare tube, Fiburcated tubes.

Technical
Material Grade
Details
Main SA 106 GR B, SA 106 GR C, SA 216 WCB for SKID
components ASSLY, SA 210 Gr.A1/C, SA 192, SA 213 T11, T22.
Sub
(SA 106 GR B & C, IS 2062 GR B, SA 515 GR 70)
components

Cutting, Edge preparation, Fit up, SMAW welding,

Technology
GTAW welding, GMAW welding, Tube bending,
used
Heat treatment & Painting.
Standards
ASME SEC I, ASME SEC V, ASME SEC IX
Used

Testing methods LPI test, MPI test, Radiography test & Hydro test.

Inspection Agency IIQA, QUEST, TUV, BHEL, TPL & IBR

JOB: 4
BOILER PRESSURE PARTS (PIPING)

Job- Description Boiler piping, PF coal pipe

Technical Material Grade

Details
Main SA 106 GR B/C, SA 335 P11/P12/P22, SA 672 GR.B,
components API 5L GR.B
SA 105, SA 515 GR 70, IS 2062 GR B, SA 387
Sub components
GR.12/22 CL.2

Cutting, Edge preparation, Fit up, SMAW welding,

Technology used GTAW welding, drilling, Heat treatment, Blasting &
Painting.
Standards Used ASME SEC I, ASME SEC V, ASME SEC IX

LPI test, MPI test, Ultrasonic testing, Radiography

Testing methods
test.

Inspection Agency IIQA, QUEST, TUV, BHEL, TPL & IBR

IV.HEAVY ENGEENERING
JOB: 1
HEAVY STRUCTURE
JOB: 2
Tanks
Job - Storage tank, IBD tank, Springing water tank, Air
Description receiver tank

Technical Details Material Grade

Main components SA 515 GR.70/ IS 2062 GR B, SAILMA 350 HI
IS 2062 GR B, SA 105, SA 515 GR.70, SA 106
Sub components
GR B

Cutting, Edge preparation, Fit up, SMAW welding,

Technology used GMAW welding, drilling, Heat treatment, Blasting &
Painting.

Testing LPI test, MPI test, Ultrasonic testing, Radiography test &
methods Hydro test

Inspection Agency IIQA, QUEST, TUV, BHEL, TPL & IBR

INFRASTRUCTURE
:
Production shop 20m x 170m x
Unit 1 : size 3 Bays

Unit 2 : Production shop 20m x 210m x

size 3 Bays

Constructed Area: 500000 Sq.Ft

Enhanced HT Power: 1150 Kva
Enhanced LT Power: 300 kva
Backup D/G Power: 1125 kva
 CHAPTER – IV

DATA ANALYSIS AND INTERPRETATION

 TABLE – 4.1

Gender Wise Classification

Sl.No Particulars Frequency Percentage

1. Male 94 94.0
2. Female 6 6.0
Total 100 100
INFERNCES:
From the above Table, it is inferred that 94% of the respondents are male
members, 6% of the respondents are female members.
Hence, 94% of the majority in male workers

Table – 4.2

Age of the Respondents

 Sl.No Particulars Frequency Percentage

Bellow 25 year 31 31.0

1.
2. 25-30 year 60 60.0
3. 30-45 year 9 9.0
Total 100 100.0
INFERNCES:

From the above Table, it is inferred that 31% of the respondents age group of
below 25 year, 60% of the respondents to the age group of 25-30 year, 9% of the
respondents belongs to the age group of 30-45 year

Hence, 60% of the respondents belongs to the age group of 25-30 year.
It is observed that the majority of the employees are young.

Table – 4.3

Marital status of the Respondents

 Sl.No Particulars Frequency Percentage
1. Married 42 42.0
2. Unmarried 58 58.0
Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 42% of the respondents are married
and, 58% of the respondents belongs to the unmarried.

Hence, 58% of the respondents belongs to the unmarried. It is observed

that the majority of the employees are unmarried.

Table – 4.4

Educational Qualification
 Sl.No Particulars Frequency Percentage
1. ITI 22 22.0
2. Diploma 29 29.0
3. Graduate 42 42.0
4. Post graduates 7 7.0
Total 100 100.0
INFERNCES:

From the above Table, it is inferred that 22% of the respondents belong to the ITI
holders, 29% of the respondents belongs to the diploma holders, 42% of the
respondents belong to the graduates and, 7% of the respondents belong to the post
graduates.

Hence, 42% of the respondents are in possession of graduates. It is

observed that 42% of the respondents are graduate.

Table – 4.5

Experience
 Sl.No Particulars Frequency Percentage
1. 0-2 year 21 21.0

2. 2-4 year 50 50.0

3. 4-6 year 18 18.0

4. 6-8 year and above 11 11.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 21% of the respondents belong to the
experience of 0-2 years, 50% of the respondents belong to the experience of 2-4
years, 18% of the respondents belongs to the experience of 4-6 year,11% of the
respondents belong to the experience of 6-8 years.

Hence, 50% of the respondents are in possession of 2-4 years

experience.

Table – 4.6

Salary
 Sl.No Particulars Frequency Percentage
1. Up to rs.6000 5 5.0

2. rs.6000-rs15000 46 46.0

3. rs.15000-rs.25000 30 30.0

4. rs.25000 and above 19 19.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 5% of the respondents belong to the salary
of up to Rs.6000, 46% of the respondents belong to the salary of Rs.6000-
Rs.15000, 30% of the respondents belong to the salary of Rs.15000 Rs.25000,19%
of the respondents belong to the salary of up to Rs.25000 and above.

Hence, 46% of the respondents are in of rs.6000-rs.15000 salary.

Table – 4.7

Salary increments
 Sl.No Particulars Frequency Percentage
1. strongly agree 9 9.0

2. Agree 72 72.0

3. Neutral 15 15.0

4. Disagree 4 4.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 9% of the respondents strongly agree
about the increment in salary ,72 % of the respondents agree, 15% of the
respondents are of neutral,4% of the respondents are of disagree. ,

Hence, 72% of the respondents are in agree. It the majority about their
increment in salary.

Table – 4.8

Financial incentives
 Sl.No Particulars Frequency Percentage
1. strongly agree 37 37.0

2. Agree 63 63.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 37% of the respondents strongly agree
about the financial incentives ,63 % of the respondents agree about their financial
incentives.

Hence, 63% of the respondents agree about the financial incentives.

Table – 4.9

Salary satisfaction
 Sl.No Particulars Frequency Percentage
1. strongly agree 25 25.0

2. Agree 69 69.0

3. Neutral 6 6.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 25% of the respondents strongly agree
about the salary satisfaction ,69 % of the respondents agree about satisfaction level
of salary. and 6% the respondents are of neutral opinion.

Hence, 69% of the respondents agree about the salary satisfaction. .

Table – 4.10

Refreshment

Sl.No Particulars Frequency Percentage

1. strongly agree 28 28.0
2. Agree 51 51.0

3. Neutral 18 18.0

4. Disagree 3 3.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 28% of the respondents strongly agree
about the refreshment ,51% of the respondents of agree, 18% of the respondents
are neutral opinion and ,3% of the respondents of disagree,

Hence, 51% of the respondents agree. About the lunch, rest interval and
leave in the organization.

Table – 4.11

Physical working conditions

Sl.No Particulars Frequency Percentage

1. strongly agree 38 38.0

2. Agree 55 55.0

3. Neutral 3 3.0

4. Disagree 4 4.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 38% of the respondents strongly agree
about the physical working conditions ,55% of the respondents of agree, 3% of the
respondents are of neutral,4% of the respondents of disagree.

Hence, the majority 55% of the respondents agree about trainable

physical working conditions. It is observed that the majority of the agree
about good physical working condition.

Table – 4.12

Security of job

Sl.No Particulars Frequency Percentage

 strongly agree 37 37.0
1.
2. Agree 56 56.0

3. Neutral 7 7.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 37% of the respondents are in strongly
agree,56% about security of job respondents agree, 7% of the respondents are of
opinion.

Hence, the majority 56% of the respondents agree about the security of
job. It is observed that the majority of the respondents about security of job.

EMPLOYEES FEEL

Table – 4.13

Retirements benefits

Sl.No Particulars Frequency Percentage

1. strongly agree 42 42.0

2. Agree 42 42.0

3. Neutral 16 16.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 42% of the respondents strongly
agree ,about their retirement benifits42% of the respondents of agree, 16% of the
respondents are of neutral.

Hence, 42% of the respondents relaters to their retirement benefits of

strongly agree and agree. It is observed that the majority of the respondents
strongly agree and agree about their retirement benefits.

RETIREMENTS BENEFITS

Table – 4.14

Medical benefits
 Sl.No Particulars Frequency Percentage
1. strongly agree 44 44.0

2. Agree 46 46.0

3. Neutral 10 10.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 44% of the respondents strongly agree
about the medical benefits , 46% of the respondents agree about medical benefits,
10% of the respondents are of neutral.

Hence, it is observed that 46% of the respondents agree about

retirement benefits.

MEDICAL BENEFITS

Table – 4.15

Management considers as an important person

 Sl.No Particulars Frequency Percentage
1. strongly agree 18 18.0

2. Agree 78 78.0

3. Neutral 4 4.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 18% of the respondents strongly agree
about the management consider ,78% of the respondents agree about management
consider, 4% of the respondents are of neutral.

Hence, 78% of the respondents agree about their management consider.

Table – 4.16

Recognition of work
 Sl.No Particulars Frequency Percentage
1. strongly agree 33 33.0

2. agree 42 42.0

3. neutral 25 25.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 33% of the respondents strongly agree
about the recognition of work ,42% of the respondents of agree, 25% of the
respondents are of neutral opinion.

Hence, 42% of the respondents agree recognition of work by

supervisors. It is observed that the majority of the respondents agree about
the recognition of work by supervisors.

Table – 4.17

Good status
 Sl.No Particulars Frequency Percentage
1. strongly agree 24 24.0

2. agree 52 52.0

3. neutral 18 18.0

4. disagree 6 6.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 24% of the respondents strongly agree
about their good status ,52% of the respondents of agree, 18% of the respondents
are of neutral value,6% of the respondents disagree.

Hence, 52% of the respondents agree about their good status. It is

observed that the majority of them of good status.

Table – 4.18

Responsibility and role

 Sl.No Particulars Frequency Percentage
1. strongly agree 39 39.0

2. Agree 33 33.0

3. Neutral 24 24.0

4. Disagree 4 4.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 39% of the respondents about the
responsibility and important role in their work strongly agree ,33% of the
respondents agree, 24% of the respondents gs to the responsibility are neutral,4%
of the respondents disagree.

Hence, 39% of the respondents agree about the satisfaction level of

responsibility and role of agree.

Table – 4.19

Important internal Relationship

 Sl.No Particulars Frequency Percentage
1. strongly agree 22 22.0

2. Agree 49 49.0

3. Neutral 29 29.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 22% of the respondents strongly agree
about the importance of informal relationship in the work place ,49% of the
respondents of agree, 29% of the respondents are the neutral.

Hence, 49% of the respondents relations to important of relationship

the work place.

Table – 4.20

Support from human resource department and organization

 Sl.No Particulars Frequency Percentage
1. strongly agree 31 31.0

2. Agree 42 42.0

3. Neutral 21 21.0

4. Disagree 3 3.0

5. strongly disagree 3 3.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 31% of the respondents strongly agree
about the human resource department and the organization ,42% of the respondents
of agree, 21% of the respondents are of neutral.

Hence, 42% of the respondents agree about the department support

from hr and organization.

Table – 4.21

Team spirit
 Sl.No Particulars Frequency Percentage
1. strongly agree 35 35.0

2. Agree 46 46.0

3. Neutral 16 16.0

4. Disagree 3 3.0

Total 100 100.0

INFERNCES:

From the above Table, about the team spirit is inferred that 35% of the respondents
strongly agree ,46% of the respondents of agree, 16% of the respondents are the
neutral,3% of the respondents of disagree.

Hence, 46% of the respondents agree about the team spirit existing in
the organization. It is observed that the majority of the agree about the team
spirit prevailing in the organization.

Table – 4.22

support of the Supervisor

 Sl.No Particulars Frequency Percentage
1. strongly agree 14 14.0

2. agree 59 59.0

3. neutral 17 17.0

4. disagree 6 6.0

5. strongly disagree 4 4.0

Total 100 100.0

INFERNCES:

From the above table, it is inferred that 14% of the respondents strongly agree
relating to support of supervisor ,59% of the respondents of agree, 17% of the
respondents are the neutral,6% of the respondents disagree,4% of the respondents
strongly disagree.

Hence, 59% of the respondents agree about the supervisor. It is

observed that the majority of the respondents agree about supervisors
support.

Table – 4.23

Organization support
 Sl.No Particulars Frequency Percentage
1. strongly agree 38 38.0

2. Agree 52 52.0

3. Neutral 10 10.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 38% of the respondents strongly agree
about the support from the organization ,52% of the respondents agree, and 10%
of the respondents are of neutral.

Hence, 52% of the respondents agree with regard to the organization

support. It is observed that the majority about the the agree of organization
support to employee.

Table – 4.24

Best in the own job

 Sl.No Particulars Frequency Percentage
1. strongly agree 32 32.0

2. Agree 54 54.0

3. Neutral 11 11.0

4. Disagree 3 3.0

Total 100 100.0

INFERNCES:

From the above table, it is inferred that 32% of the respondents are strongly agree
that they the best in their job ,54% of the respondents of agree, 11% of the
respondents are the neutral,3% of the respondents of disagree.

Hence, 54% of the respondents agree that they are the best of their my
own jobs. It is observed that the majority of the agree of best of their my own
job.

Table – 4.25

Job related decisions with minimum interference of supervisor

 Sl.No Particulars Frequency Percentage
1. strongly agree 37 37.0

2. agree 39 39.0

3. neutral 24 24.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 37% of the respondents strongly agree
with a minimum interferences of supervisor with regard to job related
decision,39% of the respondents of agree, 24% of the respondents are neutral
opinion.

Hence, 39% of the respondents agree with a minimum interference of

job related decisions.this shows the encouragement given by the supervisor for
taking independent decision.

Table – 4.26

Opportunities for advancement

 Sl.No Particulars Frequency Percentage
1. strongly agree 34 34.0

2. Agree 46 46.0

3. Neutral 14 14.0

4. Disagree 3 3.0

5. strongly disagree 3 3.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 34% of the respondents about the
opportunity available for advancement strongly agree ,46% of the respondents
agree, 14% of the respondents are the neutral,3% of the respondents disagree,3%
of the respondents of strongly disagree.

Hence, 46% of the respondents agree about opportunities available for

advancement and it indicates a good opportunities for development .

Table – 4.27

Self-knowledge and enlightment

Sl.No Particulars Frequency Percentage

1. strongly agree 18 18.0

2. agree 70 70.0

3. neutral 9 9.0

4. strongly disagree 3 3.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 18% of the respondents strongly agree
about acquirers self-knowledge and development ,70% of the respondents of agree,
9% of the respondents are the neutral.

Hence, the majority 70% of the respondents agree for acquirers

knowledge and enlightment through self effort .
SELF-KNOWLEDGE

Table – 4.28

Additional responsibility
 Sl.No Particulars Frequency Percentage
1. strongly agree 28 28.0

2. Agree 61 61.0

3. Neutral 11 11.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 28% of the respondents strongly agree to
accept divisional responsibility ,61% of the respondents of agree, 11% of the
respondents are neutral.3% of the respondents with accepting additional.

Hence, the majority 61% of the respondents agree to take extra

responsibility. It is observed that the respondents .this is good trend which is
prevailing in the organization majority of the agree of extra responsibility.

Table – 4.29

Opportunity to solve the problem

 Sl.No Particulars Frequency Percentage
1. strongly agree 32 32.0

2. Agree 62 62.0

3. Neutral 6 6.0
Total 100 100.0
INFERNCES:

From the above Table, it is inferred that 32% of the respondents strongly
agree to solve the problem, 62% of the respondents agree to solve the problem, 6%
of the respondents are the neutral opinion.

Hence, 62% of the respondents agree to solve problems . It is observed

that the majority of respondents the agree of opportunity to solve problem.

Table – 4.30

Regular meeting for improvement

 Sl.No Particulars Frequency Percentage
1. strongly agree 35 35.0

2. Agree 50 50.0

3. Neutral 8 8.0

4. Disagree 4 4.0

5. strongly disagree 3 3.0

Total 100 100.0

INFERNCES:

From the above Table, it is inferred that 35% of the respondents strongly agree to
offend regular meeting for their improve ,50% of the respondents of agree, 8% of
the respondents are the neutral,4% of the respondents are of disagree,3% of the
respondents are of strongly disagree.

Hence, 50% of the respondents agree about offenders the regular

meeting. It is observed that the majority to effendi the agree of regular
meeting for increasing person efficiency and organizational improvement .
REGULAR MEETING

Table – 4.31

Ready to accept additional responsibility

 Sl.No Particulars Frequency Percentage
1. strongly agree 26 26.0

2. Agree 64 64.0

3. Neutral 6 6.0

4. Disagree 4 4.0

Total 100 100.0

INFERNCES:

From the above table, it is inferred that 26% of the respondents strongly agree to
accept additional responsibility ,64% of the respondents of agree, 6% of the
respondents are the neutral,4% of the respondents of disagree.

Hence, 64% of the respondents agree accept additional responsibility.

It is observed that the majority of the respondents agree to increase their
responsibility.

Table – 4.32

Trained to do new things

 Sl.No Particulars Frequency Percentage
1. strongly agree 27 27.0

2. Agree 56 56.0

3. Neutral 13 13.0

4. Disagree 4 4.0

Total 100 100.0

INFERNCES:

From the above table, it is inferred that 27% of the respondents strongly agree to
get trained for doing new things ,56% of the respondents of agree, 13% of the
respondents are the neutral,4% of the respondents of disagree.

Hence, 56% of the respondents agree to get the training for the new
things of agree. It is observed that the majority of the respondents agree to get
trainers to do new things.

CHEPTER-VI

FINDING, SUGGESTIONS AND CONCLUSION

FINDINGS:

Majority, the 94%of majority in male workers

Majority, 60% of the respondents belongs to the age group of 25-30 year. It
is observed that the majority of the employees are young.

Majority, 58% of the respondents belongs to the unmarried. It is observed

that the majority of the employees are unmarried.

42% of the respondents belongs to the graduate. It is observed that the

majority of the graduate

Majority, 42% of the respondents belongs to the experience of 2-4 year. It is

observed that the majority of the 2-4 year experienced employee.

46% of the respondents belongs to the salary of rs.6000-rs.15000. It is

observed that the majority of the Rs.6000-Rs.15000 employee salary.

Majority, 72% of the respondents belongs to the salary increments of agree.

It is observed that the majority of the agree of employee salary increments.

Majority, 63% of the respondents belongs to the financial incentive of agree.

It is observed that the majority of the agree of employee financial incentive.

Majority, 69% of the respondents belongs to the satisfied salary of agree. It

is observed that the majority of the agree of employee satisfied salary.

51% of the respondents belongs to the refreshment of agree. It is observed

that the majority of the agree of employee refreshment.
 55% of the respondents belongs to the physical working condition of agree.
It is observed that the majority of the agree of physical working condition.

56% of the respondents belongs to the physical working condition of agree.

It is observed that the majority of the agree of employee feel.

42% of the respondents belongs to the retirement benefits of strongly agree

and agree. It is observed that the majority of the strongly agree and agree of
retirement benefits

46% of the respondents belongs to the retirement benefits of agree. It is

observed that the majority of the agree of medical benefits

Majority, 78% of the respondents belongs to the management consider of

agree. It is observed that the majority of the agree of management consider.

42% of the respondents belongs to the work recognizes of agree. It is

observed that the majority of the agree of work recognizes

52% of the respondents belongs to the good status of agree. It is observed

that the majority of the agree of good status

39% of the respondents belongs to the responsibility of agree. It is observed

that the majority of the strongly agree of responsibility
 49% of the respondents belongs to the relationship quality of agree. It is
observed that the majority of the agree of relationship quality

42% of the respondents belongs to the support from hr and organization of

agree. It is observed that the majority of the agree of support from hr and
organization.

46% of the respondents belongs to the team spirit of agree. It is observed

that the majority of the agree of team spirit.

Majority, 59% of the respondents belongs to the supervisor support of agree.

It is observed that the majority of the agree of supervisor support.

52% of the respondents belongs to the organization support of agree. It is

observed that the majority of the agree of organization support.

54% of the respondents belongs to the best at my own job of agree. It is

observed that the majority of the agree of best at my own job.

39% of the respondents belongs to the job related decision of agree. It is

observed that the majority of the agree of job related decision

46% of the respondents belongs to the opportunities of agree. It is observed

that the majority of the agree of opportunities
 Majority, 70% of the respondents belongs to the self-knowledge of agree. It
is observed that the majority of the agree of self-knowledge

Majority, 61% of the respondents belongs to the extra responsibility of

agree. It is observed that the majority of the agree of extra responsibility

Majority, 62% of the respondents belongs to the opportunity to solve

problem of agree. It is observed that the majority of the agree of opportunity
to solve problem.

50% of the respondents belongs to the regular meeting of agree. It is

observed that the majority of the agree of regular meeting

Majority, 64% of the respondents belongs to the increase my responsibility

of agree. It is observed that the majority of the agree of increase my
responsibility.

56% of the respondents belongs to the trained to do new things of agree. It

is observed that the majority of the agree of trained to do new things.

SUGGESTIONS:
A STUDY ON EMPLOYEE MOTIVATION QUESTIONNAIRE IN TOOLFAB
ENGINEERING INDUSTRIES (P) LTD, THUVAKUDI, TRICHY
PERSONAL DETAILS:

1. Name :

2. Gender : male female

3. Age : below 25year 25-30year 30-45year

45above

4. Marital status : married unmarried

5. Educational qualification: ITI Diploma Graduate

Post Graduate Others specify

6. Year of service : 0-2year 2-4year 4-6year

6-8year&above

7. Department :

8. Salary : uptoRs.6000 Rs.6000-Rs.15000

Rs.15000-Rs.25000 Rs.25000above

BASIC NEEDS:

Q.9. The salary increments given to employees who do their jobs very well
motivates them.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.10. Financial incentives motivate me more than non financial incentives.

 Strongly agree Agree Neutral

Disagree Strongly disagree

Q.11. I am satisfied with the salary I draw at present.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.12. I am satisfied with the lunch break, rest breaks and leaves given in the
organization.

Strongly agree Agree Neutral

Disagree Strongly disagree

SAFETY

Q.13.Good physical working conditions are provided in the organization.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.14.The employees in the organization feel secured in their job.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.15.The retirement benefits available are sufficient.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.16.The medical benefits provided in the organization are satisfactory.

 Strongly agree Agree Neutral

Disagree Strongly disagree

ESTEEM:

Q.17. Top management considers you as an important person.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.18. I feel that my superior always recognizes the work done by me

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.19.I feel that the job I do gives me a good status.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.20.I am satisfied with the responsibility and role that I have in my work

Strongly agree Agree Neutral

Disagree Strongly disagree

LOVE:

Q.21.The quality of the relationships in the informal workgroup is quite important

to me.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.22.I am satisfied with the support from the HR department and organisation.
 Strongly agree Agree Neutral

Disagree Strongly disagree

Q.23.In this organization there is fair amount of team spirit.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.24.I am satisfied with the support from my supervisor.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.25.i am consisted with the support from the organization.

Strongly agree Agree Neutral

Disagree Strongly disagree

SELF ACTUALIZATION:

Q.26.I want to be the best at my own job.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.27.I generally like to schedule my own work and to make job-related decisions
with a minimum of supervision.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.28. I find opportunities for advancement in this organization.

 Strongly agree Agree Neutral

Disagree Strongly disagree

Q.29.My aim is self-knowledge and enlightenment. The most important thing to

me is realizing my ultimate personal potential.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.30.please give your valuable suggestion to increase the motivation of

employees.

X AND Y THEORIES:

Q.31.If I want extra responsibility my boss will help me find how to get it or will
arrange it.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.32.I am given an opportunity to solve problem connected with my work.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.33.I have regular meeting with my boos to discuss how I can improve and
development.

Strongly agree Agree Neutral

Disagree Strongly disagree

Q.34.I want to increase my responsibility.

 Strongly agree Agree Neutral

Disagree Strongly disagree

Q.35.I want to be trained to do new things.

Strongly agree Agree Neutral

Disagree Strongly disagree

BIBLIOGRAPHY
BOOKS:
1.
2. BHAKITA S. K ‘’MANAGEMENT OF CHANGE AND ORGANIZATION
DEVELOPMENT’’, DEEP AND DEEP PUBLICATION PRIVATE LIMITED. NEW
DELHI.

3.’’WORK ORGANIZATION&STRESS’’ STAVROULA LEKA., PROFESSOR

AMANDA GRIFFITHS., M/S SAFIRE GRAPHIX, NEW DELHI, INDIA.

WEBSITES:

1. WWW.springer.com
2. WWW.hr.com
3. WWW.toolfab.com