Table of Contents

CONCEPTUAL FRAMEWORK ......................................................................................................................... 1 CHAPTER 1: INTRODUCTION ......................................................................................................................... 2 CHAPTER 2: LIERATURE REVIEW ................................................................................................................... 2 INCENTIVES ............................................................................................................................................... 3 Working Environment ............................................................................................................................... 5 TRAINING AND DEVELOPMENT ................................................................................................................ 5 CHAPTER: 3 MEHTADOLOGY......................................................................................................................... 6 REGRESSION .............................................................................................................................................. 6 CORRELATION ........................................................................................................................................... 7 REFERENCES .................................................................................................................................................. 8

CONCEPTUAL FRAMEWORK

Incetives

Training & Development

job satisfaction

Working Environment

Job Satisfaction

CHAPTER 1: INTRODUCTION
intro

CHAPTER 2: LIERATURE REVIEW

Locke and Lathan (1976) give a comprehensive definition of job satisfaction as pleasurable or positive emotional state resulting from the appraisal of ones job or job experience. Job satisfaction is a result ] of employee's perception of how well their job provides those things that are viewed as important. According to (Mitchell and Lasan, 1987), it is generally recognized in the organizational behaviour field that job satisfaction is the most important and frequently studied attitude. While Luthan (1998) posited that there are three important dimensions to job satisfaction: Job satisfaction is an emotional response to a job situation. As such it cannot be seen, it can only be inferred. Job satisfaction is often determined by how well outcome meet or exceed expectations. For instance, if organization participants feel that they are working much harder than others in the department but are receiving fewer rewards they will probably have a negative attitudes towards the work, the boss and or coworkers. On the other hand, if they feel they are being treated very well and are being paid equitably, they are likely to have positive attitudes towards the job. Job satisfaction represents several related attitudes which are most important characteristics of a job about which people have effective response. These to Luthans are: the work itself, pay, promotion opportunities, supervision and coworkers. Job satisfaction of the librarian naturally depends on the economically, social and cultural conditions in a given country (Ebru, 1995). A librarian who can not get a sufficient wage will be faced with the problem of maintaining his or her family's life. This problem puts the librarian far from being satisfied. Especially the social facilities (transportation services, and consumer cooperatives cash boxes) are sufficient because of the economic conditions. Low wages and lack of status and
2

social security affect motivation. Job satisfaction cannot be talk of where there is absence of motivation. Job satisfaction of the librarian who has an important place in the information society will affect the quality of the service he renders. In this respect, the question of how the material and moral element affect the job satisfaction of the librarians gains importance (Ebru, 1995).

INCENTIVES
Choosing the right sales incentives to motivate a team can be challenging. On the one hand, they need to be exciting enough to motivate a sales force to change their behavior, or at least point it in a certain direction. On the other hand, they also need to fit within an organizations budget and not cost so much that they cancel out the benefit of holding a sales contest in the first place. Incentives can come in a number of different flavors, all of which can be effective. Job-Related Incentives This should be the least expensive form of incentive, since it can consist of items like additional vacation time which have no out-of-pocket cost. Non-tangible benefits like vacation time are only appropriate in a company culture which would allow employees to take advantage of them. There is still a cost to having people out of the office, but this type of reward can go a long way in terms of employee satisfaction. Other choices in this category include tangible sales incentives like a new cell phone, iPad or upgraded laptop. The item should be something sexy enough to get a salesperson excited but at the same time also have the potential to positively impact the salespersons productivity. This type of incentive can be a double-win. The salesperson wins by getting a neat toy that helps them to work more productively to drive more results. The company wins because the prize not only motivates the salesperson to work harder to earn it but also because it will ultimately make them more effective, generating increased sales. Plus, the salesperson could be piloting a new sales tool, and if it proves highly effective could be rolled out to others.

Tangible Incentives While offering a Cadillac or set of steak knives as prizes backfired in the movie Glengarry Glen Ross, tangible sales incentives can be extremely effective motivators. The secret is to choose a prize that the members of a sales force want and likely wouldnt buy on their own. To understand what prize your salespeople may desire, the sales manager should know the profiles of the members of their sales forces. A two-year lease on a Cadillac would likely not be exciting to a force made up of members of Generation Y. On the other hand, for a sales team which maintains a business-formal dress code, a couple of custom-tailored suits could be very exciting. If the sales team likely could not afford to buy themselves a custom suit, it would be an even better gift. Finding a sales incentive that the members of the team generally do not have is also important. For example, giving away a 42 inch flatscreen television today is likely to excite people, since they probably already have one. Spending the same money on a high-end watch or other aspirational item could very well be the ticket. Experience Incentives Surveys have shown that experiences impact happiness more than purchases. Who wouldnt be excited about a weekend in Las Vegas or a week in Hawaii? After all, there is a reason that travel and experiences are such popular sales incentives they work. There is a way to squeeze more performance out of an experience incentive. Instead of sending one salesperson to Hawaii for a week, creating a team-based contest with a team experience as a prize can add an additional level of effectiveness, e.g., a nice team dinner or a team outing. Not only do these types of sales incentives reward high performers, but they also help them to bond to each other, increasing the likelihood that they will stick with you for the long run. According to author every sales manager has stories about sales incentives that have failed to motivate their teams. By having a clear understanding of a team, their desires, and needs both inside and outside of work, sales managers can choose the right incentives to motivate sales performance.
4

Working Environment
In this independent variable author is concern about what is it that makes one workplace environment conducive to innovation, enthusiasm, and commitment while another is not? Why is it that you can walk into a workplace and feel the energy sparking? What is it about a similar environment that leads to boredom and lack of attention? This paper addresses these important questions and focuses on selected findings from research that examined the key elements that create a positive environment in the workplace and the role leadership plays in fostering that environment. Insights from this study will be useful to individuals in leadership positions who are interested in creating workplace environments that are healthy and productive. This paper explores not only the elements of an environment that are essential for high performance but also how to create and sustain such excellence.

TRAINING AND DEVELOPMENT

All organizations must manage four resources: money, equipment, information, and people. Investments in better equipment may speed up production or reduce waste. Information is power; data about products, prices, and customers are essential to every business. Investments in training and development of employees can make them more productive or more effective in their jobs, directly contributing to the bottom line. Burke and Days (1986) meta-analysis of managerial training effects (across six training content areas, seven training methods, and four types of training outcomes) showed that managerial training is moderately effective. Collins and Holton (2004), in their evaluation of 83 studies from 1982 to 2001, including education, government, medical, and military organizations, came to a similar conclusion. Even a moderately effective training program can have a substantial effect. A training program for 65 bank supervisors was found to cost $50,500, but the utility to the organization was over $34,600 in the first year, $108,600 by the third year, and more than $148,000 by the fifth year (Mathieu & Leonard, 1987).

CHAPTER: 3 MEHTADOLOGY
A correlation and regression technique will be used to analyze the data; a ligid .5 scale base questionnaire will distribute among various respondents. The correlation technique will be used to test the relation of independent variables with dependent variables while regression technique will be used to test the effect of independent variables on dependent one. The results will be used for academics purposes.

REGRESSION
The two basic types of regression are linear regression and multiple regression. Linear regression uses one independent variable to explain and/or predict the outcome of Y, while multiple regression uses two or more independent variables to predict the outcome. The general form of each type of regression is:

Linear Regression: Y = a + bX + u Multiple Regression: Y = a + b1X1 + b2X2 + B3X3 + ... + BtXt + u Where: Y= the variable that we are trying to predict X= the variable that we are using to predict Y a= the intercept b= the slope u= the regression residual.

In multiple regression the separate variables are differentiated by using subscripted numbers.

Regression takes a group of random variables, thought to be predicting Y, and tries to find a mathematical relationship between them. This relationship is typically in the form of a straight line (linear regression) that best approximates all the individual data points. Regression is often used to determine how much specific factors such as the price of a

commodity, interest rates, particular industries or sectors influence the price movement of an asset.

CORRELATION
Correlation is computed into what is known as the correlation coefficient, which ranges between -1 and +1. Perfect positive correlation (a correlation co-efficient of +1) implies that as one security moves, either up or down, the other security will move in lockstep, in the same direction. Alternatively, perfect negative correlation means that if one security moves in either direction the security that is perfectly negatively correlated will move in the opposite direction. If the correlation is 0, the movements of the securities are said to have no correlation; they are completely random.

In real life, perfectly correlated securities are rare, rather you will find securities with some degree of correlation.

REFERENCES
Adams, J. S. (1963). Toward an understanding of inequity. Journal of Abnormal and Social Psychology, 67 (5), 422-436. Adams, J. S. (1965). Inequity in social exchange. Advances in Experimental Social Psychology, 2, 267-299. Azar, O. (2003). The implications of tipping for economics and management. International Journal of Social Economics, 30 (9/10), 1084-1094. Bandura, A. & Cervone, D. (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and
8

Social Psychology, 45 (5), 1017-1028. Bandura, A. & Cervone, D. (1986). Differential engagement of self-reactive influences in cognitive motivation. Organizational Behavior and Human Performance, 38, 92-113.
Adeyemo, D.A. (1997). Relative influence of gender and working experience on job satisfaction of primary school teachers. The Primary School Educators, 1, 1, 86-89. Adeyemo, D.A. (2000). Job involvement, career commitment, organizational commitment and job satisfaction of the Nigerian police. A multiple regression analysis. Journal of Advance Studies in Educational Management 5(6), 35-41.

Howe, Neil, and William Strauss. Millenials Rising: The Next Great Generation. New York: Random House, Inc.,2000. Myers, Isabel B. Introduction to Type: A Guide to Understanding Your Results on the Meyers-Briggs Type Indicator. Mountain View, CA: CPP, Inc. Zemke, Ron, Raines, Claire, and Filipczak, Bob. Generations at Work: Managing the Clash of Veterans, Boomers, Xers, and Nexters in Your Workplace. New York: AMACOM, 2000.