PROJECT REPORT

On
EMPLOYEE APPRECIATION
AT
BRAWN LABORATORIES LIMITED
Submitted in partial fulfillment of the degree of
MASTERS IN BUSINESS ADMINISTRATION

SUBMITTED TO: SUBMITTED BY:

Controller Of Examination
M.D.University , Rohtak

B.S. Anangpuria Institute Of Technology & Management

Alampur, Faridabad
 DECLARATION

I , of MASTER IN BUSINESS ADMINISTRATION hereby declare that the project

work titled EMPLOYEE APPRECIATION , which has been submitted to Maharshi
Dayanand University, is an original work of the undersigned and has not been
reproduced from any other source.

Date:
Place: FARIDABAD
 ACKNOWLEDGEMENT

Concentration, dedication, hard work and application are essential but not the only
factor to achieve the desired goal. Those must be supplemented by the guidance
assistance and cooperation of experts to make it success.

No research can blossom from a single person’s mind without proper guidance,
assistance and inspiration from various quarters. My project was given its present
shape by assistance of many people whom I am greatly indebted to. As I begin to
reflect on the magnitude of this project report, I am reminded of a celebrated football
quarterback who sprints on the field in the dying moments of the game confidently
strides on the football field and throws the perfect spiral pas fifty yards to score the
goal, much to the delight of the spectators and fans around. The fans cheer, coaches
are thrilled and the quarterback revels in glory of winning the game. But at last, it was
a team effort, for a team makes an individual achieve more.

I express my gratitude and indebtedness towards the people who helped me during my
project work. With profound pleasure, I extend my extreme sincere sense of gratitude
and indebtedness to my faculty for extensive and valuable guidance that was always
available to me ungrudgingly and instantly, which help me complete my project
without difficulty.

I would like to extend my heart filled gratitude to whole MBA department, whose
directions & valuable inputs kept me motivated & inspired to keep working towards
the objectives of the study.

I express my deep and sincere gratitude to MS. KAMNA faculty member for
providing me firsthand knowledge about other related subjects.

Last but not the least I am indebted to Director of our institute without whose sincere
gratitude this project would not have been possible.

()
 PREFACE

As we all know that human being is very dynamic. Every moment there is a slight
change in his workings. The success of any organization is depends upon the
employees working in it.
The programme and activities of employee appreciation helps the employees to work
better in their related fields and help them to achieve their goals by making them
expertise in their related work field.
The purpose of this employee appreciation programme is to motivate the employees
Employee which is beneficial to employee and their organization. Employee
recognition is a communication tool that reinforces & rewards the most important
outcomes people create for your business.
My research on employee appreciation helps to develop methodology for the
employee of Brawn Laboratories Limited which is beneficial to them. An attempt has been
made to present the relevant facts and opinions in the proper perspective and in an objective manner

4
 TABLE OF CONTENTS

S.No. Chapter No. Page No. Particulars Signature

1 1 6 Introduction to Topic

2 2 23 Introduction of Company

3 3 43 Literature Review

4 4 60 Research Methodology

5 5 65 Data Collection and

Analysis

6 6 89 Findings of the Study

7 7 92 Conclusion and Suggestion

8 8 97 Questionnaire

9 9 102 Bibliography

5
 CHAPTER -1
INTRODUCTION OF THE TOPIC

6
INTRODUCTION OF THE TOPIC

Employee appreciation is a return on an employee's effort, dedication at work and

results. It is governed by mutual respect and is expressed regularly through a host of
simple gestures such as a sincere thank you, as well as symbolically through the receiving
of an award.

HR is an important corporate asset & the overall performance of companies depends

upon the way it is put to use in order to realize company objectives a HR manager needs
to motivate employee that’s why it is need to appreciate employee.
Employee recognition is a communication tool that reinforces & rewards the most
important outcomes people create for your business.

One of the responsibilities of HRM is to recognize employee & appreciate them. As the
task of employees rewards the most important outcomes people create for our business
such activity is necessary.

The main logic behind the employee appreciation is to motivate the employees.
Motivation is a process of stimulating people to action to accomplish desired result.
Motivation is the work that manager performs to inspire, encourage and impel people to
accomplish desired goals. Properly motivated employees can produce excellent results by
putting facilities to good use.

Several theories have been developed to explain how to motivate employees. Among
these theories the contribution of Maslow, Herzberg & McGregor are outstanding.
Maslow’s classification of human needs is helpful in analyzing and understanding human
behavior. It shows that people are motivated by unsatisfied needs and that satisfied needs
have no motivational power.

7
 Need Hierarchy Model

SELF – ACTUALISATION NEEDS

ESTEEM NEEDS

SOCIAL NEEDS

SAFETY NEEDS

PHYSIOLOGICAL NEEDS

Douglas McGregor of U.S.A has developed a theory of motivation .He has formulated
two sets of assumptions regarding human behavior. He has described the first set of
assumptions “theory X”, traditional theory. It represents a conventional approach to
motivation and makes negative assumptions about people. Theory Y of McGregor
represents better human behaviour.
Herzberg’s theory is one of the theories of motivation.
Herzberg’s theory is based upon the behavior and attitude of employees.

TOP MOTIVATING TECHNIQUES REPORTED BY EMPLOYEES:

8
 58%
Personal Thanks

Written Thanks 76%

Promotion for Performance 78%

Public Praise 81%

Morale Building Meetings 92%

Employee recognition is one of the keys to successful employee motivation. Employee

recognition follows trust as a factor in employee satisfaction with their supervisor & their
workplace. Employee recognition is a communication tool that reinforces and rewards the
most important outcomes people create for your business.
Recognition is one of the most effective ways to reinforce an organization culture,
support its objectives & retain top performers.

The Formula’s:

Recognition + Reward = Appreciation 9

 Winnersx10 = Group Recognition

1 criticism = 4 praises

Employee recognition is not just a nice thing to do for people. Employee recognition is a
communication tool that reinforces and rewards the most important outcomes people
create for your business. When you recognize people effectively, you reinforce, with your
chosen means of recognition, the actions and behaviors you most want to see people
repeat. An effective employee recognition system is simple, immediate, and powerfully
reinforcing.

When you consider employee recognition processes, you need to develop recognition that
is equally powerful for both the organization and the employee. You must address five
important issues if you want the recognition you offer to be viewed as motivating and
rewarding by your employees and important for the success of your organization.

The Five Most Important Tips for Effective Recognition

You need to establish criteria for what performance or contribution constitutes reward
able behavior or actions.

 All employees must be eligible for the recognition.

 The recognition must supply the employer and employee with specific
information about what behaviors or actions are being rewarded and recognized.
 Anyone who then performs at the level or standard stated in the criteria receives
the reward.

10
 The recognition should occur as close to the performance of the actions as
possible, so the recognition reinforces behavior the employer wants to encourage.
 You don't want to design a process in which managers "select" the people to
receive recognition.

This type of process will be viewed forever as "favoritism" or talked about as "it's your
turn to get recognized this month." This is why processes that single out an individual,
such as "Employee of the Month," are rarely effective.

A Working Example of Successful Recognition

A client company established criteria for rewarding employees. Criteria included such
activities as contributing to company success serving a customer without being asked to
help by a supervisor. Each employee, who meets the stated criteria, receives a thank you
note, hand-written by the supervisor. The note spells out exactly why the employee is
receiving the recognition.

The note includes the opportunity for the employee to "draw" a gift from a box. Gifts
range from fast food restaurant gift certificates and candy to a gold dollar and substantial
cash rewards. The employee draws the reward, so no supervisory interference is
perceived. A duplicate of the thank you note goes into a periodic drawing for even more
substantial reward and recognition opportunities.

More Tips About Recognition and Performance Management

 If you attach recognition to "real" accomplishments and goal achievement as

negotiated in a performance development planning meeting, you need to make sure the
recognition meets the above stated requirements. Supervisors must also apply the criteria
consistently, so some organizational oversight may be necessary.
The challenge of individually negotiated goals is to make certain their accomplishment is
viewed as similarly difficult by the organization for the process to be a success.

 People also like recognition that is random and that provides an element of
surprise. If you thank a manufacturing group every time they make customer deliveries

11
 on time with a lunch, gradually the lunch becomes a "given" or an entitlement and is no
longer rewarding.
 In another organization, the CEO traditionally bought lunch for all employees
every Friday. Soon, he had employees coming to him asking to be reimbursed for lunch if
they ate lunch outside of the company on a Friday. His goal of team building turned into a
"given" or an entitlement and he was disappointed with the results.
 There is always room for employee reward and recognition activities that
generally build positive morale in the work environment. The Pall Corporation, in Ann
Arbor, MI, has had a "smile team" that meets to schedule random, fun employee
recognition events. They have decorated shop windows, with a prize to the best, for a
holiday.

They sponsor ice cream socials, picnics, the "boss" cooks day, and so on, to create a
rewarding environment at work. Another company holds an annual costume wearing and
judging along with a lunch potluck every Halloween.

Rewards and recognition that help both the employer and the employee get what they
need from work are a win-win situation. Make this the year you plan a recognition
process that will "wow" your staff and "wow" you with its positive outcomes. Avoid the
employee recognition traps that:

 Single out a few employees who are mysteriously selected for the recognition,
 Sap the morale of the many who failed to understand the criteria enough to compete
and win, and
 Sought votes or other personalized, subjective criteria to determine winners.

12
 Top Ten Ways to Show Appreciation to Employees and Coworkers

From Food to Favors for Employee and Coworker Appreciation

You can tell your colleagues, coworkers and employees how much you value them and
their contribution any day of the year. Trust me. No occasion is necessary. In fact, small
surprises and tokens of your appreciation spread throughout the year help the people in
your work life feel valued all year long.

Looking for ideas about how to praise and thank coworkers and employees? Here are ten
ways to show your appreciation to employees and coworkers.

 Praise something your coworker has done well. Identify the specific actions that
you found admirable.

 Say "thank you." Show your appreciation for their hard work and contributions.
And, don't forget to say "please" often as well. Social niceties do belong at work. A more
gracious, polite workplace is appreciated by all.
 Ask your coworkers about their family, their hobby, their weekend or a special
event they attended. Your genuine interest - as opposed to being nosey – causes people to
feel valued and cared about.
 Offer staff members flexible scheduling for the holidays, if feasible. If work
coverage is critical, post a calendar so people can balance their time off with that of their
coworkers.
 Know your coworker’s interests well enough to present a small gift occasionally.
An appreciated gift, and the gesture of providing it, will light up your coworker’s day.

If you can afford to, give staff money. End of the year bonuses, attendance bonuses,
quarterly bonuses and gift certificates say “thank you” quite nicely. TechhSmit
staff received a percentage of their annual salary for their end of year bonus.

 Almost everyone appreciates food. Take coworkers or staff to lunch for a birthday,
a special occasion or for no reason at all. Let your guest pick the restaurant.

13
 Create a fun tradition for a seasonal holiday. ReCellular employees draw names
for their Secret Santa gift exchange. Alison Doyle, About's Guide to Job Searching, also
works in Career Services at Skidmore College where they do a "gift grab".
LuAnn Johnson who works in Human Resources at the Schaller Anderson Mercy Care
Plan says, "We celebrate Treat Tuesday, every Tuesday between Thanksgiving and
Christmas. We match up departments or people who don't normally work together as a
unit and assign a day to provide gooey, healthy or scrumptious treats for the other groups.
It's a great mixer, an opportunity to show off our culinary skills and a morale builder - to
say nothing of the sugar high!"
 Bring in bagels, doughnuts or another treat for staff and coworkers. Offerings
such as cookies or cupcakes, that you've baked personally, are a huge hit. (Have you tried
baking cupcakes in ice cream cones? People love them.) Another hit? Bring chocolate -
chocolate anything
 Last, but not least, provide opportunity. People want chances for training and
cross-training. They want to participate on a special committee where their talents are
noticed. They like to attend professional association meetings and represent your
organization at civic and philanthropic events.

These are my top ten ways to show appreciation to employees and coworkers. Stretch
your imagination. There are hundreds of other employee and coworker appreciation ideas
just waiting to be found. They'll bring you success in employee motivation, employee
recognition and in building a positive, productive workplace.

Top 10 Ideas About What Employees Want From Work

Every person has different reasons for working. The reasons for working are as individual
as the person. But, we all work because we obtain something that we need from work.
The something obtained from work impacts morale, employee motivation, and the quality
of life. To create positive employee motivation, treat employees as if they matter -

14
because employees matter. These ideas will help you fulfill what people want from work
and create employee motivation.

1. What People Want From Work

Some people work for personal fulfillment; others work for love of what they do. Others
work to accomplish goals and to feel as if they are contributing to something larger than
themselves. The bottom line is that we all work for money and for reasons too individual
to assign similarities to all workers. Learn more.

2. How to Demonstrate Respect at Work

Ask anyone in your workplace what treatment they most want at work. They will likely
top their list with the desire to be treated with dignity and respect. You can demonstrate
respect with simple, yet powerful actions. These ideas will help you avoid needless,
insensitive, unmeant disrespect, too. Read more about respect.

3. Provide Feedback That Has an Impact

Make your feedback have the impact it deserves by the manner and approach you use to
deliver feedback. Your feedback can make a difference to people if you can avoid a
defensive response.

4. Top Ten Ways to Show Appreciation

You can tell your colleagues, coworkers and staff how much you value them and their
contribution any day of the year. Trust me. No occasion is necessary. In fact, small
surprises and tokens of your appreciation spread throughout the year help the people in
your work life feel valued all year long.

5. Trust Rules: The Most Important Secret

Without it, you have nothing. Trust forms the foundation for effective communication,
employee retention, and employee motivation and contribution of discretionary energy,
the extra effort that people voluntarily invest in work. When trust is present, everything
else is easier. Learn more.

15
6. Provide Motivational Employee Recognition
You can avoid the employee recognition traps that: single out one or a few employees
who are mysteriously selected for the recognition; sap the morale of the many who failed
to win, place, or even show; confuse people who meet the criteria yet were not selected;
or sought votes or other personalized, subjective criteria to determine winners. Learn
more.

7. Employee Recognition Rocks

Employee recognition is limited in most organizations. Employees complain about the
lack of recognition regularly. Managers ask, “Why should I recognize or thank him? He’s
just doing his job.” And, life at work is busy, busy, busy. These factors combine to create
work places that fail to provide recognition for employees. Managers who prioritize
employee recognition understand the power of recognition.

8. Top Ten Ways to Retain Your Great Employees

Key employee retention is critical to the long term health and success of your business.
Managers readily agree that their role is key in retaining your best employees to ensure
business success. If managers can cite this fact so well, why do many behave in ways that
so frequently encourage great employees to quit their job? Here are ten more tips for
employee retention.

9. Team Building and Delegation: How and When to Empower People

Employee involvement is creating an environment in which people have an impact on
decisions and actions that affect their jobs. Team building occurs when the manager
knows when to tell, sell, consult, join, or delegate to staff. For employee involvement and
empowerment, both team building and delegation rule. Learn more.

10. Build a Mentoring Culture

What does it take to develop people? More than writing “equal opportunity” into your
organization’s mission statement. More than sending someone to a training class. More
than hard work on the part of employees. What development does take is people who are

16
willing to listen and help their colleagues. Development takes coaches, guides and
advocates. People development needs mentors. Learn more.

Top 10 Reward, Recognition, Award, and Thank You Ideas

Looking for convenient, appreciated, reasonably cost-conscious ways to provide rewards
and recognition, demonstrate your appreciation and say 'thank you' for contributions that
people make at work? You can select flowers, a book or a CD that you know your staff
will enjoy. But, what if you're not familiar with their preferences? Help with rewards,
recognition, awards, and appreciation is here.

1. Motivational Posters for Recognition

Most people want to know that their work made a difference. After all, why contribute all
of that energy and effort without seeing impact and change? Here's one poster that tells
the individual that his work and contribution did make a difference - and, it is
appreciated.

2. Engraved Articles for Excellence and Teamwork

Want to provide rewards for all the members of a team? Consider pens and lapel pins that
celebrate such positive contributions as excellence, teamwork, and "doing whatever it
takes to get the job done well." This selection of desk clocks may also fit the bill;
affordable and easy to engrave as well, these are great for rewards, recognition, awards,
and showing appreciation.

3. Thank You Gifts to Please Individual Tastes

Ideas for business recognition and gifts include crystal picture frames, watches, clocks,
best wishes bowls and more. Here's a memorable picture frame, for example. Say "thank
you" in a truly memorable fashion with a gift selected for the individual.

17
4. Gift Baskets for Rewards
Who doesn't like chocolate, cookies, cheese, or gourmet snacks? These baskets are
perfect for providing rewards and recognition for an employee, coworker, or boss.
Baskets are a good choice because they can be customized to reflect the tastes of the
receiver. And, when the contents are gone, the basket (or other container), engraved or
with a card, provides a lasting memory.

5. More Gift Basket and Container Ideas

If you're getting the impression that I think a filled basket is an outstanding idea for
employee rewards, appreciation, and recognition, you're right. They're so easy to
customize to the tastes of the individual employee or the group
Buy one to celebrate the success of a work team. Honor people on their company
anniversary. Check out their versatility in these charming books.

6. Chocolate Pleases Almost Everyone

I don't know too many people who aren't fans of chocolate. Indeed, it's most frequently
cited as the food people can't get enough of, so, giving chocolate sends a warm "thank
you" message. You can often find gift boxes wrapped in "thank you" paper or ribbons, so
the gift is festive and on target for rewards and recognition.

7. If You Don't Do Chocolate, How About Dessert?

Not everyone loves chocolate, but everyone loves dessert of some kind. Whether you
send cookies, cake, or candy, desserts are a sure staff pleaser for rewards and recognition.
Of course, you can order pizza or subs from a local store, and I encourage such
recognition, but there is something special about desserts winging their way to your
group from afar.

8. Thank You Cards for Recognition

A handwritten thank you note or card is always appropriate and often cherished. Keep a
supply on hand. If they're handy and available, you're much more likely to take the time
to fill one out. Remember, give praise and thanks that is as specific as possible as soon as
possible after the event occurs for the most effective rewards, recognition, and feedback.

18
9. Organization Logo Merchandise
People like merchandise that carries the company logo and mission. Several hundred
companies offer everything from t-shirts, jackets, dress shirts, and hats to mugs, pens,
computer mouse pads, plaques, bookends, certificates of appreciation and more. Your
only limit in this category of recognition is your imagination. Some organizations
sponsor contests to design the logo for the merchandise.

10. Gift Certificates

Ask your employees at what local stores they shop. These are the stores from which they
would most like to receive gift certificates. Keep gift certificates handy for convenient
rewards and recognition. Some cities or regions ally merchants in programs that offer
"one-dollar" gift certificates that people can spend in lieu of cash at any store that
participates in the program.

Types of recognition:

Formal (structured , planned , programmed)

Informal (spontaneous gesture)

Day to day

Top Tips for Recognizing Employees

Present a certificate that identifies the attribute or work that is being praised.
Provide food/coffee/chocolate/baked goods/etc. Success tastes sweet!
Offer a small token, like CU merchandise or something personal to the specific
employee. It doesn’t have to be expensive to be meaningful.
Use internal communications (like a newsletter, etc) to highlight employees and
their achievements.
Create a Wall of Fame to showcase praise within your department.

19
 Use group settings, like a staff meeting, to make verbal announcements of
recognition.
Send an email to thank or praise an employee for their outstanding efforts.
Create a peer recognition program so that employees can recognize each other.
Have a departmental celebration (even just a group lunch) to celebrate
outstanding employees
A simple verbal thank you that recognizes specific efforts (“You really went the
extra mile by helping out with that project” instead of “Great job”) goes a long
way! Praise that’s personal will show employees that they really matter.
Give each member of your staff a card identifying the top three things that you
appreciate about them.
Establish a place to display memos, posters, photos and so on, recognizing
progress towards goals and thanking individual employees for their help.
Design a “Stress Support Kit” that includes aspirin, a comedy cassette, wind up
toys and a stress ball – or design your own.
Set up a miniature golf course in your office, using whatever materials you have
on hand and hold a mini golf tournament.
Give out blue ribbons for achievements.
Create and string a banner across the work area.
Give a note reading: “Thank you. You are a _________!” Attach a roll of
Lifesavers.

One week of employee recognition (and how to make it last!)

Monday: Water cooler welcome. Hold a team meeting with all employees and discuss
the recent weekend or upcoming plans in order to create a personal touch to team-
building. Managers can provide coffee and baked

20
goods as added incentive to facilitate discussions. Weekly meetings, even just a quick
gathering by the water cooler, provide a great forum for creating a
more open atmosphere. They can also be used as a time to highlight achievements and
efforts of employees, fostering an environment of encouragement and support.

Tuesday: Say it in writing. Provide certificates of appreciation for employees that can be
taken home or displayed in the workplace. Use provided templates or create new ones in
order to create a tangible form of recognition for outstanding performance.

Wednesday: Praise your peers. Managers and supervisors shouldn’t be the only ones to
recognize outstanding performances, so create an internal program for employees to
recognize each other. Schedule time during a meeting for staff to share stories about
each other or create a Wall of Fame to showcase certificates that have been given to
employees by their peers. Allowing colleagues to show their appreciation for each other
will both promote team morale and provide the opportunity for employees to be
recognized for different things than management might notice.

Thursday: A token of thanks. Recognizing and appreciating employees doesn’t need to

be expensive and providing a small token of thanks is another tangible form of
acknowledgement. CU branded items or something specific to your department or the
employee will show that hard work is rewarded and encourage continued dedication.
Dollar stores can be a great source of fun and inexpensive items.

Friday: Celebrate success! Have a staff lunch, providing another opportunity to discuss
what is going well and how to keep improving. Whether treated by a manager or
arranged as a potluck, food is a great way to bring employees together and provides a
prime opportunity to recognize the outstanding work that is being done. Held as a
monthly (or quarterly) event, a celebration of achievement will encourage and motivate
employees to strive for even better result.

21
Advantages of recognition

Stress
Morale
Absences
Productivity
Turnover
Satisfaction
Cost
Margin

22
 CHAPTER -2
INTRODUCTION OF THE
COMPANY

INTRODUCTION OF THE COMPANY

23
BRAWN, with its inception barely 31 years has back (1985) today evolved into a fully
integrated, healthcare group, marking its presence in India and dotting various major
markets across the globe. BRAWN is proud to possess product registration with major
health and govt. institutions throughout India and in many other countries worldwide.
Headed and represented by a team of skilled industry experts with impressive educational
backgrounds and broad experience, BRAWN continues to spread its wings in expansion
in the domestic as well as in the international markets with a vision beyond the existing
horizon to stand among the leading Indian HealthCare product distribution Companies.

COMPANY HISTORY

Brawn Pharmaceuticals ltd an existing profit making company was incorporated as a

private limited company in the name and style of Brawn Pharmaceuticals Pvt. Ltd. on 7th
November, 1985 and was converted into a public limited company on 1st December,
1993. The company started its activities by selling pharmaceutical formulations
manufactured.

In December, 1987 the company setup its own manufacturing facilities for manufacture
of pharmaceutical formulations at W-11, Okhla Industrial Area, Phase-II, New Delhi. The
plant became operational from July 1988. Since then there has been steady growth in its
operations relating to formulations in tablets, capsules, and oral syrups and trading in
other related items. Since the year 1989-90 the company has registered an average growth
of 53% in its turnover. The company has also obtained marketing rights from few foreign
companies for selling their medical products in the domestic market.

The products manufactures by the company are in the categories of Analgesics,

Antibiotics, Anti Tuberculosis, Anti-inflammatory, Antipyretic, Anti Malarial, B Complex
and Amino Acids, Cardiovascular drugs, Anti physcotropic drugs, Tranquilizers,
Antacids, Haematinics and proteins with an installed capacity of 2000 lakhs tablets, 150
lakhs capsules and 2.00 lakhs liters of liquid syrup. The main registered branded products
of the company include Bruprim, Bruhist, Brutone, Brugesic.
The Company is also marketing various products viz portaneb, freewaylite, CR-50,

24
Patented side stream nebulizers, of multinational like M\s. Medic Aid, U.K.
2002-Brawn Pharmaceuticals Ltd has informed that the Board of Directors at its meeting
held on December 10, 2002 has accepted the resignation of Shri Satinder Kumar Saini as
Director of the company.

2007-Brawn Pharmaceuticals Ltd has appointment of Shri. Manohar Lal, Shri. Mahesh
Kumar Nanchal and Shri. Trilok Chand Sharma as Additional Directors of the Company
w.e.f. January10, 2007 .

COMPANY PROFILE

BRAWN, with its inception barely 28 years has back (1988) today evolved into a fully
integrated, healthcare group, marking its presence in India and dotting various major
markets across the globe. With its claim of quality and certified with ISO 9001:2000,
13485, WHO : cGMP, BRAWN is proud to possess product registration with major health
and govt. institutions throughout India and in many other countries worldwide.

Headed and represented by a team of skilled industry experts with impressive educational
backgrounds and broad experience, BRAWN continues to spread its wings in expansion
in the domestic as well as in the international markets with a vision beyond the existing
horizon to stand among the leading Indian HealthCare Companies.

Our Pharmaceutical Formulations cover all major product segments like Antibacterials,
Cardiovasculars, Antidiabetics, Analgesics, Gastrointestinals, Antifungals, Skin Care,
Antipsychotics, Antiasthmatics, Antacids, Antimalarials, and Nutritionals. Besides a
professional and competent team that looks into production, administration, sales,
marketing, maintenance, etc., Brawn is supported by a team of highly qualified and
experienced consultants to gain an edge over the others in the market.
Human Resource development has always been a concern at BRAWN. The aim is to
build a high performing work force, ready to face opportunities and challenges thrown up
by the forces of globalization and technological advancement. Regular meetings,
conferences, training programs are held to make the field force apt to the technical

25
knowledge, market scenario and existing market trends. Continuous training to sharpen
the skills and upgrading of manpower has over a time built a work culture very much
inherent to BRAWN family.

LOGO OF THE COMPANY

VISION

The company is eyeing major expansion and diversifications in the near future with
emphasis on taking the production, quality and R&D to the next level enabling to make a
global leader.

BRAWN is open for strategic alliances in joint venture with foreign companies for
exchange of technology, alliance with reputed international companies for manufacturing
and marketing their products in India and also undertakes contract manufacturing for
international markets. We are all poised to maintain an exponential growth which is
secure in careful hands .

Soon we would be venturing into high profile segments like Anticancer, Antiviral,
Vaccines and other high profile products in the field of Cardiology, Diabetology and
Psychiatry. We are in the process of expanding our international business operations from
other parts of Europe, Africa and parts of the American continent.

We have well planned charted out course for the future, of entering into joint ventures, on
technology transfer and business exploration .

The future as we see it, has more than the world in store for us, for we have well planned
courses to combat the challenges thrown up by the forces of globalization and
technological advancement. In other words BRAWN seeks a vision beyond the existing

26
horizons. Our commitment to mankind goes beyond our commercial objective, 'Our
commitment for a healthier society.......for better life.

To expand in the international markets with a vision beyond the existing

horizon to stand among the leading Indian HealthCare Companies.

MANUFACTURING OPRATIONS

Our Manufacturing Plant located at Faridabad Industrial Township at a distance of 29

kms. from the capital city New Delhi, certified by ISO 9001:2000, 13485, WHO : cGMP
is constructed over a relatively large expanse of area offering a non polluting, clean and
dust free environment for manufacturing for pharmaceutical formulations.
Our manufacturing facilities conform to the highest international standards and stringent
guidelines as laid down by the World Health organization Current Good Manufacturing
Practices (WHO cGMP), quality control , hygiene, safety, pollution control and
environment protection. The vast installed capacities facilitate the manufacturing of all
kinds of pharmaceutical formulations like
tablets, capsules, dry powders, oral liquids, parenterals
and external preparations like ointments,
creams ,gels & lotions.Our automated production
facilities backed by highly efficient, technically
qualified and dedicated team of scientists and
technicians constantly give BRAWN a cutting
edge for the competitive advantage. Our concern for environment starts with process
development. We have processes that combine high yield with minimal waste and
emission level.

DOCTERS PANEL

27
DR. ATUL GUPTA, MBBS
DR. PRABHAT GOEL, MBBS,M.D.(Medicine)
DR. VIKAS JAIN, MBBS, M.S.(Surgery), M.C.H(Urology)
DR. KAVITA JAIN, MBBS, DCP, DNB (PATHOLOGY)

DOMESTIC OPERATIONS

Determined to capture a major market share of the Indian pharmaceutical market our
quest of establishing a strong marketing network continues. An extensive market network
with customers that is the Doctors (30,000), Distributors, Wholesellers and Chemists
have made our brands familiar in the market. Our extensive product range covering wide
majority of speciality segments enables us to reach to the doctors from various
specialities of medical practices like Physicians, Gynaecologists, Orthopaedicians,
Paediatricians, Surgeons, Cardiologists, General Practitioners etc .

The importance of well-trained field force to communicate properly and effectively has
been well recognized at BRAWN. A relatively large (250) dedicated and aggressive
marketing field force is well trained to react to the market music. The marketing divisions
at Brawn comprise of the Product Management Team (PMT) and the field staff. The field
staff is headed by GM (Marketing) and consists of a team of National Sales Managers,
Zonal Managers, Regional Sales Managers, Area Sales Managers and Medical
Representatives. Extensive training programs for the field force backed by the dynamic
policies and strategies are continuously reaping benefits in terms of customer satisfaction
and broadening the customers base.

With the unwavering efforts of the sales and marketing staff and an equivalent support
from the production staff, Brawn has already marked its presence in the urb and suburb
areas of Uttar Pradesh, Uttarakhand, Punjab, Haryana, New Delhi, Rajasthan, Bihar,
Jharkhand, West Bengal, Assam, Maharashtra, Andhra Pardesh, Tamil Nadu and more.

28
Needless to say, we are constantly moving ahead with the vision for a stronger and wider
network throughout India.

Starting with only a few institutions in hand, today we are proud to posses product
registration with many premier health institutions like the All India Institute of Medical
Sciences (AIIMS ), LHMC, KEM Hospital Mumbai, Safdarjung Hospital, RMLH and
many more. We are catering to almost all the major Govt. Institutions like NDMC, MCD,
BMC, ESI, Indian Defence, Indian Railways, etc. . The company has been acknowledged
and appreciated by all.

INTERNATIONAL OPERATIONS

Frontiers have never been a limitation to our vision. We are constantly exploring the
potential of international markets with dynamic and aggressive marketing strategies. The
participation of BRAWN in various international pharma exhibitions has enabled us
enabling us to penetrate into areas far and near. We are proud of claiming to hold Product
Registrations in many countries and the work is still in progress in some of the countries.

The company has grown several folds in the last decade, every time adding newer
credentials. BRAWN has participated in MEDI PHARM EXPO 2005 in HANOI ,
VIETNAM from 17 - 20 May 2005. and also successfully participated in FIME 2006 at
Miami Beach-Florida , USA from 16 - 18 August 2006. Recently we participated in Indo-
African Meet held at India Habitat Centre, Delhi and got very good response.

Our strategic alliances extend to reputed companies in Europe- Germany, Belgium,

Netherlands, France, UK and Ireland, in the African continent - Ghana, Kenya, Nigeria,
Tanzania, Angola, Mozambique and Niger, within Latin American region for Venezuela,
Chile, Dominican Republic, Nicaragua, Peru and Costa Rica and in Asia for SriLanka,
Vietnam, Cambodia, and the Gulf countries. The company is proud to announce the
recent opening of its offices in South East Asia and in South America. With the span of
time, the company has established a considerable goodwill in the export market.

29
Under our expansion plans very soon we propose to penetrate into the markets of South
Africa, Mexico, Namibia and other South East Asian countries. In our never ending
search for newer markets we are into exploration of marketing agreements with the
government, NGOs and private markets in the Asian and Latin countries

TRADE & MARKET

North America
South America
Western Europe
Eastern Europe
Eastern Asia
Main Markets:
South east Asia
Mid East
Africa
Oceania

BUSINESS ALLIANCE
We are all poised to maintain an exponential growth which is secure in careful hands.
Soon we would be venturing into high profile segments like anticancer, antivirals,
vaccines and other high profile products in the field of cardiology, diabetology and
psychiatry. We are in the process of expanding our international business operations from
other parts of Europe, Africa and parts of the American continent. BRAWN is open for
strategic alliances in joint venture with foreign companies for exchange of technology,
alliance with reputed international companies for marketing their products in India and
also undertakes supply for international markets .

We have well planned charted out course for the future, of entering into joint ventures, on
technology transfer and business exploration

30
 NEWS & EVENTS

AGREEMENT
BRAWN is pleased to share with all that we have entered into an Agreement with TATA
UGANDA LTD (a unit of TATA) for supply of PHARMACEUTICALS PRODUCTS to
them.
OVERSEAS OFFICE
We feel proud to share with all our colleagues that your company BRAWN has opened
another office in BELARUS.
EARTH MOVING DIVN
BRAWN is pleased to announce for opening of a NEW DIVISION

LIST OF PRODUCTS

 Sefix-200 Capsules
 Celevran Cream W/C (25GM)
 Sefix-200 Capsules Voltran Gel W/C (25GM)
 Folic Acid Tablets 8P 5MG.
 Ponstran Capsules 250MG
 Fugeran Cream W/C (15GM)
 Stopin Tablets
 Cefixime Tablets 100MG (1x10)
 Cefixime Tablets USP 200MG (1x10)
 Carbramazepine 200 MG IP Tab
 Potassium Chloride for Injection 15% 150mg/ml USP (10 ML)
 Promethazine HCL Injection 25 MG/ML
 Allopurinol 100mg IP Tab
 Carbamazepine 100 mg IP Tab
 Feme Tab
 Bromex Liquid
 Salbutamol 4 mg IP Tab
 Chlorpheniramine Maleate 4mg Tab
 Pheniramine Maleate 25mg Tab
 Eracef 500 mg
 Erazide 1 Gm Injection
 Hyoscine Butyl Bromide (1 ml) IP Inj
 Alprazolam 0.5 Mg Tab

31
 Avir 200 mg Tab
 Glibenclamide 5mg IP Tab
 Bromex Liquid
 Bruphyllin Tab (Theophlin 23mg+Etophyline 77mg)
 Oxytocin Injection IP 5 I.U/ML
 Sulphasil Cream 1% w/w
 Oxytocin Injection IP 5 I.V/ML
 AVIR 200mg Tab
 BDIL-60 Tab
 Ferrous Sulphate 200 mg Tab
 Metoclopramide Tables lp 10 mg
 Bruphyllin Tab (Theophlin 23mg+Etophyline 77mg)
 Ferrous Sulphate 200 mg Tab
 Prometnazine HCL Inj
 Calcium Gluconate Inj

BRAWN CODE OF CONDUCT

Clause: 1 National Interest .

The Brawn group is committed to benefit the economic development of the countries in
which it operates .
A Brawn company’s management practices and business conduct shall benefit the
country, localities and communities in which it operates, to the extent possible and
affordable, and shall be in accordance with the laws of the land.
A Brawn company, in the course of its business activities, shall respect the culture,
customs and traditions of each country and region in which it operates. It shall conform to
trade procedures, including licensing, documentation and other necessary formalities, as
applicable

Clause: 2 Financial reporting and records

A Brawn company shall prepare and maintain its accounts fairly and accurately and in
accordance with the accounting and financial reporting standards which represent the
generally accepted guidelines, principles, standards, laws and regulations of the country
in which the company Internal accounting and audit procedures shall reflect, fairly and

32
accurately, all of the company’s business transactions and disposition of assets, and shall
have internal controls to provide assurance to the company’s board and shareholders that
the transactions are accurate and legitimate. All required information shall be accessible
to company auditors and other authorized parties and government agencies. There shall
be no willful omissions of any company transactions from the books and records, no
advance-income recognition and no hidden bank account and funds. Any willful, material
misrepresentation of and / or misinformation on the financial accounts and reports shall
be regarded as a violation of the Code, apart from inviting appropriate civil or criminal
action under the relevant laws. No employee shall make, authorize, abet or collude in an
improper payment, unlawful commission or bribing.

Clause: 3 Competition

A Brawn company shall fully support the development and operation of competitive open
markets and shall promote the liberalization of trade and investment in each country and
market in which it operates. Specifically, no Brawn company or employee shall engage in
restrictive trade practices, abuse of market dominance or similar unfair trade activities.
A Brawn company or employee shall market the company’s products and services on
their own merits and shall not make unfair and misleading statements about competitors’
products and services. Any collection of competitive information shall be made only in
the normal course of business and shall be obtained only through legally permitted
sources and means.

Clause: 4 Equal opportunities employer

A Brawn company shall provide equal opportunities to all its employees and all qualified
applicants for employment without regard to their race, caste, religion, colour, ancestry,
marital status, gender, sexual orientation, age, nationality, ethnic origin or disability.
Human resource policies shall promote diversity and equality in the workplace, as well as
compliance with all local labour laws, while encouraging the adoption of international
best practices.
Employees of a Brawn company shall be treated with dignity and in accordance with the

33
Brawn policy of maintaining a work environment free of all forms of harassment,
whether physical, verbal or psychological. Employee policies and practices shall be
administered in a manner consistent with applicable laws and other provisions of this
Code, respect for the right to privacy and the right to be heard, and that in all matters
equal opportunity is provided to those eligible and decisions are based on merit.

Clause: 5 Gifts and donations

A Brawn company and its employees shall neither receive nor offer or make, directly or
indirectly, any illegal payments, remuneration, gifts, donations or comparable benefits
that are intended, or perceived, to obtain uncompetitive favours for the conduct of its
business. The company shall cooperate with governmental authorities in efforts to
eliminate all forms of bribery, fraud and corruption .
However, a Brawn company and its employees may, with full disclosure, accept and offer
nominal gifts, provided such gifts are customarily given and are of a commemorative
nature. Each company shall have a policy to clarify its rules and regulations on gifts and
entertainment, to be used for the guidance of its employees.

Clause: 6 Government agencies

A Brawn company and its employees shall not, unless mandated under applicable laws,
offer or give any company funds or property as donation to any government agency or its
representative, directly or through intermediaries, in order to obtain any favourable
performance of official duties. A Brawn company shall comply with government
procurement regulations and shall be transparent in all its dealings with government
agencies.

Clause: 7 Political non-alignment

A Brawn company shall be committed to and support the constitution and governance
systems of the country in which it operates.. A Brawn company shall not support any

34
specific political party or candidate for political office. The company’s conduct shall
preclude any activity that could be interpreted as mutual dependence / favour with any
political body or person, and shall not offer or give any company funds or property as
donations to any political party, candidate or campaign.

Clause: 8 Health, safety and environment

A Brawn company shall strive to provide a safe, healthy, clean and ergonomic working
environment for its people. It shall prevent the wasteful use of natural resources and be
committed to improving the environment, particularly with regard to the emission of
greenhouse gases, and shall Endeavour to offset the effect of climate change in all
spheres of its activities.
A Brawn company, in the process of production and sale of its products and services,
shall strive for economic, social and environmental sustainability.

Clause: 9 Quality of products and services

A Brawn company shall be committed to supply goods and services of world class quality
standards, backed by after-sales services consistent with the requirements of its
customers, while striving for their total satisfaction. The quality standards of the
company’s goods and services shall meet applicable national and international standards.
A Brawn company shall display adequate health and safety labels, caveats and other
necessary information on its product packaging.

Clause: 10 Corporate citizenship

A Brawn company shall be committed to good corporate citizenship, not only in the
compliance of all relevant laws and regulations but also by actively assisting in the
improvement of quality of life of the people in the communities in which it operates. The
company shall encourage volunteering by its employees and collaboration with
community groups.
Brawn companies are also encouraged to develop systematic processes and conduct
management reviews, as stated in the Brawn ‘corporate sustainability protocol’, from

35
time to time so as to set strategic direction for social development activity.
The company shall not treat these activities as optional, but should strive to incorporate
them as an integral part of its business plan.

Clause: 11 Cooperation of Brawn companies

A Brawn company shall cooperate with other Brawn companies including applicable
joint ventures, by sharing knowledge and physical, human and management resources,
and by making efforts to resolve disputes amicably, as long as this does not adversely
affect its business interests and shareholder value. In the procurement of products and
services, a Brawn company shall give preference to other Brawn companies, as long as
they can provide these on competitive terms relative to third parties.

Clause: 12 Public representation of the company and the group

The Brawn group honours the information requirements of the public and its
stakeholders. In all its public appearances, with respect to disclosing company and
business information to public constituencies such as the media, the financial community,
employees, shareholders, agents, franchisees, dealers, distributors and importers, a Brawn
company or the Brawn group shall be represented only by specifically authorised
directors and employees. It shall be the sole responsibility of these authorised
representatives to disclose information about the company or the group.

Clause: 13 Third party representation

Parties which have business dealings with the Brawn group but are not members of the
group, such as consultants, agents, sales representatives, distributors, channel partners,
contractors and suppliers, shall not be authorised to represent a Brawn company without
the written permission of the Brawn company, and / or if their business conduct and
ethics are known to be inconsistent with the Code. Third parties and their employees are
expected to abide by the Code in their interaction with, and on behalf of, a Brawn
company. Brawn companies are encouraged to sign a non-disclosure agreement with third
parties to support confidentiality of information.

36
Clause: 14 Use of the Brawn brand
No third party or joint venture shall use the Brawn brand to further its interests without
specific authorization.

Clause: 15 Group policies

A Brawn company shall recommend to its board of directors the adoption of policies and
guidelines.

Clause : 16 Shareholders
A Brawn company shall be committed to enhancing shareholder value and complying
with all regulations and laws that govern shareholder rights. The board of directors of a
Brawn company shall duly and fairly inform its shareholders about all relevant aspects of
the company’s business, and disclose such information in accordance with relevant
regulations and agreements.

Clause: 17 Ethical conduct .

Every employee of a Brawn company, including full-time directors and the chief
executive, shall exhibit culturally appropriate deportment in the countries they operate in,
and deal on behalf of the company with professionalism, honesty and integrity, while
conforming to high moral and ethical standards. Such conduct shall be fair and
transparent and be perceived to be so by third parties .
Every employee of a Brawn company shall preserve the human rights of every individual
and the community, and shall strive to honors commitments .
Every employee shall be responsible for the implementation of and compliance with the
Code in his / her environment. Failure to adhere to the Code could attract severe
consequences, including termination of employment.

Clause:18 Regulatory compliance

Employees of a Brawn company, in their business conduct, shall comply with all
applicable laws and regulations, in letter and spirit, in all the territories in which they
operate. If the ethical and professional standards of applicable laws and regulations are
below that of the Code, then the standards of the Code shall prevail.

37
Clause: 19

Concurrent employment Consistent with applicable laws, an employee of a Brawn

company shall not, without the requisite, officially written approval of the company,
accept employment or a position of responsibility (such as a consultant or a director) with
any other company, nor provide freelance services to anyone, with or without
remuneration. In the case of a full-time director or the chief executive, such approval
must be obtained from the board of directors of the company.

Clause: 20 Conflict of interest

An employee or director of a Brawn company shall always act in the interest of the
company, and ensure that any business or personal association which he / she may have
does not involve a conflict of interest with the operations of the company and his / her
role therein.
Independent directors of a Brawn company shall comply with applicable laws and
regulations of all the relevant regulatory and other authorities. As good governance
practice they shall safeguard the confidentiality of all information received by them by
virtue of their position, but they need not be bound by all other conflicts that are
applicable to employees or executive directors, as indicated below.
An employee, including the executive director (other than independent director) of a
Brawn company, shall not accept a position of responsibility in any other non-Brawn
company or not-for-profit organisation without specific sanction.
The above shall not apply to (whether for remuneration or otherwise):
a) Nominations to the boards of Brawn companies, joint ventures or associate companies.
b) Memberships / positions of responsibility in educational / professional bodies, wherein
such association will benefit the employee / Brawn company.
c) Nominations / memberships in government committees / bodies or organisations.
d) Exceptional circumstances, as determined by the competent authority.
Competent authority, in the case of all employees, shall be the chief executive, who in
turn shall report such exceptional cases to the board of directors on a quarterly basis. In
case of the chief executive and executive directors, the Group Corporate Centre shall be

38
the competent authority.
An employee or a director of a Brawn company shall not engage in any business,
relationship or activity which might conflict with the interest of his / her company or the
Brawn group. A conflict of interest, actual or potential, may arise where, directly or
indirectly…
a) An employee of a Brawn company engages in a business, relationship or activity with
anyone who is party to a transaction with his / her company.
b) An employee is in a position to derive an improper benefit, personally or to any of his /
her relatives, by making or influencing decisions relating to any transaction.
c) An independent judgement of the company’s or group’s best interest cannot be
exercised.
The main areas of such actual or potential conflicts of interest shall include the following:
a) An employee or a full-time director of a Brawn company conducting business on
behalf of his / her company or being in a position to influence a decision with regard to
his / her company’s business with a supplier or customer where his / her relative is a
principal officer or representative, resulting in a benefit to him / her or his / her relative.
b) Award of benefits such as increase in salary or other remuneration, posting, promotion
or recruitment of a relative of an employee of a Brawn company, where such an
individual is in a position to influence decisions with regard to such benefits.
c) The interest of the company or the group can be compromised or defeated.
’s management. It is also incumbent upon every employee to make a full disclosure of
any interest which the employee or the employee’s immediate family, including parents,
spouse and children, may have in a family business or a company or firm that is a
competitor, supplier, customer or distributor of or has other business dealings with his /
her company.
Upon a decision being taken in the matter, the employee concerned shall be required to
take necessary action, as advised, to resolve / avoid the conflict.
If an employee fails to make the required disclosure and the management of its own
accord becomes aware of an instance of conflict of interest that ought to have been
disclosed by the employee, the management shall take a serious view of the matter and
consider suitable disciplinary action against the employee.

39
 Clause: 21 Securities transactions and confidential information

An employee of a Brawn company and his / her immediate family shall not derive any
benefit or counsel, or assist others to derive any benefit, from access to and possession of
information about the company or group or its clients or suppliers that is not in the public
domain and, thus, constitutes unpublished, price-sensitive insider information. An
employee of a Brawn company shall not use or proliferate information that is not
available to the investing public, and which therefore constitutes insider information, for
making or giving advice on investment decisions about the securities of the respective
Brawn company, group, client or supplier on which such insider information has been
obtained.
Such insider information might include (without limitation) the following:

 Acquisition and divestiture of businesses or business units.

 Financial information such as profits, earnings and dividends.
 Announcement of new product introductions or developments.
 Asset revaluations.
 Investment decisions / plans.
 Restructuring plans.
 Major supply and delivery agreements.
 Raising of finances.

An employee of a Brawn company shall also respect and observe the confidentiality of
information pertaining to other companies, their patents, intellectual property rights,
trademarks and inventions; and strictly observe a practice of non-disclosure.

Clause: 22 Protecting company assets

The assets of a Brawn company shall not be misused; they shall be employed primarily
and judiciously for the purpose of conducting the business for which they are duly
authorised. These include tangible assets such as equipment and machinery, systems,
facilities, materials and resources, as well as intangible assets such as information

40
technology and systems, proprietary information, intellectual property, and relationships
with customers and suppliers.

Clause: 23 Citizenship

The involvement of a Brawn employee in civic or public affairs shall be with express
approval from the chief executive of his / her company, subject to this involvement
having no adverse impact on the business affairs of the company or the Brawn group.

Clause: 24 Integrity of data furnished

Every employee of a Brawn company shall ensure, at all times, the integrity of data or
information furnished by him/her to the company. He/she shall be entirely responsible in
ensuring that the confidentiality of all data is retained and in no circumstance transferred
to any outside person/party in the course of normal operations without express guidelines
from or, the approval of the management.

Clause: 25 Reporting concerns

Every employee of a Brawn company shall promptly report to the management, and / or
third-party ethics helpline, when she / he becomes aware of any actual or possible
violation of the Code or an event of misconduct, act of misdemeanor or act not in the
company’s interest. Such reporting shall be made available to suppliers and partners, too.
Any Brawn employee can choose to make a protected disclosure under the whistleblower
policy of the company, providing for reporting to the chairperson of the audit committee
or the board of directors or specified authority. Such a protected disclosure shall be
forwarded, when there is reasonable evidence to conclude that a violation is possible or
has taken place, with a covering letter, which shall bear the identity of the whistleblower.
The company shall ensure protection to the whistleblower and any attempts to intimidate
him / her would be treated as a violation of the Code.

41
 CHAPTER -3
REVIEW OF LITERATURE

42
Appreciation : A literature review

Too often employees feel like their efforts go unnoticed and that they can easily be
replaced.

Recognizing employees regularly can help achieve a culture of appreciation within an

organization. People who feel recognized and cared about produce more and better work.
A simple “thank you” can go a long way.

Showing appreciation to employees helps them to feel valued. According to a recent

survey by Glassdoor, more than half of employees surveyed admit they would stay longer
at their jobs if their bosses showed more appreciation toward them. Appreciation should
be genuine: It should be personalized to recognize each employee’s value and worth to
the organization.

It may not come as a surprise that pay raises were ranked as the number one way to make
people feel appreciated at work. However, there are several other ways to make
employees feel appreciated:

 Write a thank you note or tell an employee when they’ve done a good job
 Sponsor a fun event or lunch for employees to boost team morale
 Offer public acknowledgment by creating an “Employee of the Month” program
or similar reward

43
  Send a companywide email to recognize an individual employee for doing
something exceptional
 Let an employee go home an hour or two early on a Friday as a form of reward.

You have to look at the people you work with every day,” Walt Kurlin, a Disney
facilitator for business programs was quoted saying on the Society for Human Resource
Management website www.shrm.org. “They are your internal customers. How I treat my
customers and how I treat my employees—I have to do both the same way.”

Educational psychologists have long recognized the importance of motivation for

supporting student learning. More recently, the Partnership for 21st Century Skills has
identified initiative as one of the life and career skills necessary to prepare students for
post-secondary education and the workforce. However, many educators may be
unfamiliar with methods for evaluating and encouraging motivation, particularly at the
elementary level. The purpose of this literature review is fourfold: (a) to explore the ways
in which motivation has been defined by researchers, (b) to investigate how motivation
develops, (c) to learn how teachers can encourage development of motivation in their
students, and (d) to review best practices in assessing motivation.

Definition of Motivation
Motivation refers to “the reasons underlie behavior” Paraphrasing Gredler, Broussard and
Garrison (2004) broadly defines motivation as “the attribute that moves us to do or not to
do something”. Intrinsic motivation is motivation that is animated by personal enjoyment,
interest, or pleasure. As Deciet al. (1999) observe, “Intrinsic motivation energizes and
sustains activities through the spontaneous satisfactions inherent in effective volitional
action. It is manifest in behaviors such as play, exploration, and challenge seeking that
people often do for external rewards” Researchers often contrast intrinsic motivation
with extrinsic motivation, which is motivation governed by reinforcement contingencies.
Traditionally, educators consider intrinsic motivation to be more desirable and to result in
better learning outcomes than extrinsic motivation .

Motivation involves a constellation of beliefs, perceptions,

values, interests, and actions that are all closely related. As
a result, various approaches to motivation can focus on
cognitive behaviors (such as monitoring and strategy use),
non-cognitive aspects (such as perceptions, beliefs, and
attitudes), or both. For example, Gottfried (1990) defines
academic motivation as “enjoyment of school learning
characterized by a mastery orientation; curiosity;
persistence; task-endogeny; and the learning of
challenging, difficult, and novel tasks” . On the other hand,
Turner (1995) considers motivation to be synonymous with

44
cognitive engagement, which he defines as “voluntary uses
of high-level self-regulated learning strategies, such as
paying attention, connection, planning, and monitoring” .
Theoretical Approaches
According to Stipek (1996), early approaches to the study
of motivation were rooted in the literature on extrinsic
reinforcement. Within this literature, all behavior, including
achievement, was believed to be governed by
reinforcement contingencies. Proponents of this approach
included B.F. Skinner, who identified different types of
reinforces. Positive reinforces, or rewards, are
consequences that increase the probability of a given
behavior they were made contingent on, whereas negative
rein forcers are consequences that increase the probability
of a given behavior by removing or reducing some negative
external stimulus. Punishment, on the other hand, refers to
unpleasant consequences that decrease the probability of a
given behavior. Under this framework, the teacher’s job is
clear: to use good grades and praise to reward desired
behavior and bad grades or loss of privileges as
punishment. As Stipek notes, this approach is limited to the
extent that rewards and punishments are not equally
effective for all students, and desired behaviors (such as
paying attention) are difficult to reinforce. Moreover, the
benefits of extrinsic rewards tend to decay over time
.

As Stipek (1996) explains, the limitations of extrinsic

reinforcement led to the development of new approaches to
motivate people, including cognitive behavior modification
(CBM). This approach recognizes that the effects of reward
contingencies are mediated by cognitive variables, such as
verbal ability. Thus, the goal of CBM is to change overt
behavior by manipulating cognitive processes. Under this
approach, students take more responsibility for their own
learning by monitoring their behavior, setting goals,
deploying meta cognitive strategies, and administering their
own rewards. Giving students such control over their own
learning is believed to result in maintenance of learning
behaviors over time, the transfer of learning behaviors to
new contexts, and more independence in the exercise of
such behaviors. There are, however, several disadvantages
to this approach, including the fact that in empirical studies,
researchers observed children “cheating,” either by setting

45
low performance standards for themselves or rewarding
themselves undeservedly.
These limitations, coupled with changing perspectives on
motivation, ultimately led to yet another transformation of
the literature on motivation emerging in the late 1960s and
1970s. This third-wave literature is characterized by the
belief that behavior is affected by cognition rather than the
consequences of one’s actions . Broussard and Garrison
(2004) observe that contemporary motivation research
tends to be organized around three questions:

 Can I do this task?

 Do I want to do this task and why?
 What do I have to do to succeed in this task?

1
Can I do this task?
As Broussard and Garrison note, those pursuing the first
question developed a range of new theories regarding self-
efficacy, attributions, and self-worth. Bandura (1982)
defines perceived self-efficacy as “judgments of how well
one can execute courses of action required to deal with
prospective situations”. Eccles and Wigfield (2002)
elaborate on Bandura’s description, defining self-efficacy
as an individual’s confidence in his or her “ability to
organize and execute a given course of action to solve a
problem or accomplish a task”. According to Bandura’s
(1982) self-efficacy theory, efficacy is the major
determinant of effort, persistence, and goal setting.
Empirical research supports this notion, suggesting that
individuals with higher self-efficacy tend to be more
motivated and successful on a given task . Self-efficacy has
also been associated with the use of cognitive strategies,
and self-efficacy perceptions predict achievement over and
above actual ability levels .
Another line of inquiry in the field of motivation explores
the issue of locus of control. According to this theory,
individuals should be more motivated to the extent that
they feel they are in control of their own successes and
failures (Eccles & Wigfield, 2002). In fact, in one
formulation of control theory, autonomy is one of three
basic psychological needs, along with competence and
relatedness. Within this framework, individual differences
in the extent to which these basic needs are fulfilled

46
correspond to variation in levels of motivation . Locus of
control is closely related to the concept of attributions.
Attributions refer to an individual’s beliefs regarding
causes of successful or failing performance. There are
several types of attributions, including ability, effort, task,
and luck. According to attribution theory, the types of
attributions a person holds

1
Determine his or her level of motivation according to
whether the cause is perceived as something that is
changeable and within the person’s control. For example,
native ability is a relatively stable characteristic that is
difficult to affect. On the other hand, effort is within a
person’s control and entirely manipulability. Both task
characteristics and luck are outside one’s control and tend
to be variable. Thus, poor performance on a task is more
likely to contribute to reduced effort and motivation for
those holding ability attributions than for those holding
effort attributions because failing performance for the
former group communicates a lack of ability that may be
difficult to change, whereas failure for the latter group
communicates that success is within reach if more effort is
expended. Empirical research suggests that those holding
effort attributions tend to exhibit more positive learning
behaviors, such as goal-setting that focuses on learning
rather than performance , use of strategies, and persistence
at difficult or challenging tasks . However, teachers should
frame successful performances in terms of ability rather
than effort because success communicates positive
information about competency to students .
Finally, self-worth theory is somewhat related to
both self-efficacy and locus of control. According to this
theory, students need to believe they are competent in
academic domains to feel they have self-worth in the
school context. This line of research suggests that students
attempt to maximize their self-worth and will protect a
sense of competence by making causal attributions that
enhance their sense of competence and control. For
example, empirical research suggests that the most
common attributions among both college-level and younger
students are ability and effort, and the most preferred
attribution for failed performance is a lack of effort.
According to this theory, student may also engage in
negative learning behaviors, such as procrastination,

47
making excuses, avoiding challenging tasks, and not trying,
in an attempt to avoid negative ability attributions for tasks
they are not confident they can perform.

Do I want to do this task and why?

A separate body of research within the study of motivation
has focused on answering the question, Do I want to do this
task and why? Under this category, Broussard and Garrison
(2004) include expectancy-value theories, intrinsic
motivation theories, and self-determination theory.
One strand of this literature focuses on the values
individuals hold for participating in various types of
activities . Values are incentives or reasons for engaging in
an activity. The value of a given task or activity has four
components: attainment value, which refers to the personal
value of doing well on a task; intrinsic value, which refers
to subjective interest or enjoyment of performing a task;
utility value, which refers to the extent to which task
completion is perceived to facilitate current or future goals;
and cost, which refers to the negative aspects of engaging
in a given task, such as anxiety and fear of failure .The
notion of intrinsic motivation is closely related to intrinsic
value. Intrinsic motivation refers to motivation that is
animated by personal enjoyment, interest, or pleasure, and
is usually contrasted with extrinsic motivation, which is
manipulated by reinforcement contingencies .Typically,
manipulation of extrinsic motivation is effected by the
provision of rewards, which can be either tangible (e.g.,
money, grades, privileges, etc.) or intangible (e.g., praise).
However, extrinsic motivation can come about by other
means. For example, self- determination theory
distinguishes several different types of regulatory
mechanisms that can act as reinforcement. External
regulation corresponds to the lowest level of self-
determination, where behavior is motivated by a desire for
reward or punishment avoidance. Introjected regulation
occurs when behavior is driven by internal pressures such
as obligation or guilt. Under identified regulation,
individuals identify with or find personally important the
reasons for performing an activity. Finally, under integrated
regulation, the regulator is actually consistent with an
individual’s other values and needs and becomes part of

48
one’s self-identity. This latter type of regulation is the
closest to intrinsic motivation .Educators typically consider
intrinsic motivation to be more desirable than extrinsic
motivation, and some research suggests that the learning
outcomes of intrinsic motivation are better than those
obtained under extrinsic motivation
.
Closely related to values are interests, which refer
to an “interactive relation between an individual and certain
aspects of his or her environment” . Interests are content-
specific, can be viewed as both a state and a trait, and entail
both cognitive and affective components. There is a wealth
of empirical evidence that connects interest with
performance or achievement . The literature on interests
distinguishes between individual, or personal, interest and
situational interest. Individual interest refers to a relatively
stable trait developed with respect to a particular subject or
topic. This type of interest leads to persistence at a task
over long periods of time, closer attention, ability to focus,
and increased learning and enjoyment, even among young
children. Situational interest, on the other hand, is more
immediate, affective, and transitory, depending on the task
environment . Thus, some have used the metaphor of
“catch” to refer to situational interest and “hold” to refer to
individual interest. Task features likely to encourage greater
interest include personal relevance, novelty, activity level,
and comprehensibility.

Finally, an individual’s goals are related to his or her

reasons for engaging with tasks. Goals can be subdivided
into mastery goals (which can be compared with intrinsic
values) and performance goals (which can be compared
with extrinsic motivation) (Broussard & Garrison, 2004).
Mastery goals focus on learning for the sake of learning,
whereas performance goals emphasize high achievement.
Mastery goals are associated with high perceived ability,
task analysis and planning, and the belief that effort
improves one’s ability. On the other hand, performance
goals are associated with judgments about achieving,
grades, or external rewards. An alternative framework for
categorizing goals is to compare ego-involved goals
(similar to performance goals) with task-involved goals
(similar to mastery goals). Ego-involved goals focus on
maximizing favorable impressions of competence. Those

49
with ego-involved goals are preoccupied with questions
like, Will I look smart? or Will I outperform others? Ames
(1992) argues that students with ego-involved goals are
more likely to select tasks they know they can complete. In
contrast, task-involved goals focus on task mastery and
increased competence. Students with task-involved goals
are preoccupied with the questions, How can I do this task?
and What will I learn? Such students are more likely to
choose challenging tasks. As Eccles & Wigfield (2002)
observe, mastery goals are associated with the strongest
empirical evidence to date and have been linked to self-
competence, self-concept, effort attributions, increased
persistence at difficult tasks, and use of cognitive strategies
related to monitoring, problem-solving, deep processing of
information, and self-regulation.

1
What do I have to do to succeed in this task?
A third strand of contemporary motivation research has
focused on the question, What do I have to do to succeed in
this task? Broussard and Garrison (2004) argue that this
strand of research led to the development of self-regulation
and volition theories, which both share an attempt to
connect motivation with cognition. For example, self-
regulated learners have been shown to use a variety of
strategies, have high self-efficacy, and set goals for
themselves. Self-regulated learners also monitor their own
activities, evaluate their performance, and experience
reactions to evaluation outcomes. The valence of a person’s
reaction to evaluation depends on the way that successes
and failures are framed, with positive reactions more likely
to spur increased motivation than negative ones. Thus, self-
regulation theory postulates that individuals can fortify
their own motivation by engaging in a number of self-
regulatory strategies, such as setting appropriate and
achievable goals, applying learning strategies, and
monitoring and evaluating progress toward goals.
Similarly, Linnenbrink and Pintrich (2002) offer a
model of the relationship between motivation and cognition
that incorporates students’ prior achievement, social aspects
of the learning setting, motivational variables (e.g.,
expectancies and values), and cognitive variables
(background knowledge, learning strategies, metacognition,
and self-regulation). This model depicts motivation as both
affecting and being affected by cognition, and both of these

50
are, in turn, affected by social context. The model also
portrays cognition and motivation as affecting academic
engagement and achievement.
Finally, Corno (1993) proposes volition theory,
defining volition as strength of will, akin to
conscientiousness, discipline, self-direction,
resourcefulness, and striving. Corno argues that

1
the effect of motivation on behavior is mediated by
volition. In other words, motivation may lead to a decision
to act, but volition is what determines whether those
decisions are implemented. Whereas motivation helps to
determines goals, volition supports management and
execution of those goals.

Empirical Evidence
A wealth of empirical evidence on motivation exists,
including research substantiating basic characteristics of the
trait (such as domain specificity and the existence of gender
differences), as well as research linking motivation to other
types of learning outcomes. First, although it seems
reasonable to suppose that an individual’s levels of
motivation will vary across domains depending on his or
her specific interests, there is some evidence that
motivation in one domain may generalize to other domains.
For example, Gottfried (1990) found that motivation in
reading predicted later motivation in reading, science, and
social studies. At the same time, motivation in math
appeared to relate more strongly to other math constructs
(e.g., students’ perceptions of math competence and
teachers’ ratings of math achievement) than to motivation
in other subject areas, suggesting that motivation to learn
math among lower elementary students may be less
generalizable to other subjects. In general, research
suggests that the domain specificity of motivation and self-
concept tends to increase with age, particularly as students
accrue more educational experiences and as the curriculum
begins to reflect departmentalization of academic subjects
(Gottfried, et al., 2001). Some evidence also supports the
presence of gender differences. For example, Lange and
Adler (1997) report that teachers rated girls significantly
higher than boys on intrinsic motivation and mastery-
oriented behaviors, although achievement and class grades

51
for these two groups were the same. Guay et al. (2010)
found girl to have higher intrinsic motivation for reading
and writing than boys did. However, boys had higher
intrinsic motivation for math than girls did
.
Those working in the field of motivation argue that its
importance as an educational outcome stems from its
relationship to achievement and performance in a variety of
domains. First, researchers argue that encouraging
motivation in children is critical because it predicts
motivation later in life (Broussard & Garrison, 2004;
Gottfried, 1990). Gottfried (1990) found that academic
intrinsic motivation at ages 7 and 8 predicts subsequent
motivation, even after controlling for IQ, achievement, and
socioeconomic status. Further, the stability of this
relationship increases from ages 8 to 9. Thus, highly
motivated 7- and 8-year-olds tend to grow into highly
motivated 9-year-olds.
Motivation is also related to achievement and IQ. Research
demonstrates a relatively consistent relationship between
motivation and achievement in reading and math
(Broussard & Garrison, 2004; Gottfried, 1990; Lange &
Adler, 1997). Intrinsically motivated first-grade students
tend to have higher achievement in these subjects than
extrinsically motivated students, and mastery (or intrinsic)
motivation predicts reading and math achievement,
whereas judgment (or extrinsic) motivation does not. In
third grade, both types of motivation predict reading
achievement, whereas intrinsic motivation alone predicts
math achievement. Moreover, the relationship between
motivation and achievement appears to strengthen with age.
By age 9, students with high levels of motivation
consistently exhibit higher achievement and class grades
than students with low motivation (Broussard & Garrison,
2004). Similarly, Lange and Adler (1997) report that
intrinsically motivated students in third grade through fifth
grade tend to have higher academic self-efficacy, exhibit
higher levels of mastery behavior, and have higher reading
and math achievement. Indeed, Lange and Adler found that
motivation contributes to the prediction of achievement
over and above the effects of ability. Typically, researchers
have used such findings to support the conclusion that
motivation leads to achievement
.

52
 Gottfried (1990) also found a relationship between
motivation and achievement, but she maintains that the
causal relationship works in the opposite direction. Similar
to results from other studies, Gottfried found that
elementary-age children with higher academic intrinsic
motivation tend to have higher achievement and IQ, more
positive perceptions of their academic competence, and
lower academic anxiety. However, in Gottfried’s study,
early achievement more strongly predicted later motivation
than the reverse. Whereas motivation was mildly correlated
with later achievement, the strongest correlations were
between achievement at ages 7 and 8 and motivation at age
9, such that high achievement at an early age was
associated with high motivation at a later age. Similarly,
high IQ at ages 7 and 8 is predictive of high motivation at
age 9. However, Gottfried speculates that motivation may
be predictive of achievement in the longer-term through
one of two possible mechanisms. First, motivation is
strongly related to contemporaneous achievement, which is
highly predictive of later achievement. Second, early
motivation is predictive of later motivation, which is
strongly related to contemporaneous achievement.

Development of Motivation
This section reviews the empirical literature on the
motivation levels of elementary-age children, followed by
an investigation of how motivation develops and fluctuates
over time with age.
Appearance of Motivation
Conducting research in 1990, Gottfried concluded that little
was yet known about the intrinsic motivation of
elementary-age children. Subsequent research has
uncovered a few
insights concerning the development of motivation over
time. First, researchers generally appear to agree that
intrinsic motivation in children is initially quite high
(Broussard & Garrison, 2004; Stipek, 1996). For example,
Entwisle et al. (1986) found that first-grade children have
very positive self-concept and high academic expectations
for themselves. However, research suggests that motivation
tends to decline over time once children leave elementary
school (Broussard & Garrison, 2004; Guthrie, 2000). For
example, Miller & Meece (1997) observe that students’
interest in reading and writing for pleasure declines with

53
age. There are a few apparent exceptions to this line of
thought. First, Guthrie (2000) found no differences in terms
of intrinsic motivation between third and fifth graders.
Second, Gottfried (1990) found that students’ preference
for difficult tasks (an indicator of motivation) appears to
increase between 7 and 8 years of age, and domain-general
motivation increases between third and fourth grade.
Differentiation of Motivation
Some research suggests that motivation becomes
increasingly differentiated both within and across school
subjects with age. For example, Eccles & Wigfield (2002)
note that children attach more value to activities at which
they excel over time, suggesting they will increasingly be
more motivated to learn in subjects in which they
experience success. In a longitudinal study of children’s
motivation and achievement in reading and math,
motivation for learning math was found to be almost
uniquely predicted by prior math achievement and prior
math motivation (Gottfried, 1990). Guay et al. (2010)
reviewed the literature on differentiation of motivation,
concluding that children aged 5–7 typically do not
differentiate between subject areas, whereas children age
8–11 tend to have more accurate self-perceptions of their
relative strengths and weaknesses across subject areas. In a
study of the development of motivation in 425 students in
first grade through third grade, Guay et al. found that
differentiation between school subjects did
increase with age, with intrinsic motivation especially
likely to vary between subjects for older students. In
addition, motivation was found to become increasingly
differentiated within reading over time. In particular,
students appear to distinguish multiple types of motivation
within reading as they progress through school, including
intrinsic, identified, and regulated motivation. In other
words, although young children may not be able to
distinguish between engaging in an activity because they
enjoy it and performing a task because they have been told
to do so, older students appear to make this distinction
(Guay et al., 2010).

Instructional Implications
This section reviews the empirical evidence on whether
motivation is teachable, followed by a summary of specific

54
instructional recommendations for fostering the
development of motivation.
Empirical Evidence on Fostering Motivation
A wealth of empirical evidence on the manipulability of
motivation exists. However, these studies demonstrate
positive and negative effects, suggesting that instructional
strategies and classroom contexts can either increase or
decrease students’ motivation.
Guthrie et al. (2000) describe an intervention that attempted
to enhance the intrinsic motivation for reading of students
in third and fifth grade. Instruction included autonomy
support through self-directed learning, competence support
in the form of strategy instruction, relatedness support in
the form of student collaboration, learning goals, and the
use of hands-on science activities like observation and data
collection. Teachers emphasized learning goals and
provided evaluative feedback on student work, but
performance was not emphasized as a goal of learning.
Students exposed to this instruction scored significantly
higher with respect to curiosity and strategy use than
students receiving traditional reading instruction, but did
not significantly differ in terms of extrinsic motivation
indicators .

Miller and Meece (1997) report the results of a study in

which 187 students in third grade were exposed to
instruction focused on providing students more
opportunities to write, collaborate with peers, and monitor
their own progress. Teachers were observed and
categorized as “high” implementers and “low”
implementers depending on the fidelity with which they
delivered the intervention. Students in both high- and low-
implementing classrooms scored uniformly high on task
mastery goals and low on work avoidance. Similarly,
students in high- and low-implementation classrooms did
not vary in terms of their use of general cognitive
strategies. However, students in high-implementation
classrooms exhibited decreased ego-social goals relative to
students in the low-implementation group. Thus, the
intervention is believed to have decreased students’
tendency toward extrinsic reinforcers.
Stipek et al. (1995) examined the impact of preschool and
kindergarten instruction that is didactic (i.e., a structured
program with a focus on basic skills) compared to a more

55
child-centered approach on students’ motivation and
achievement. Classroom types were distinguished along six
dimensions: (a) child initiative (reflecting the degree of
child autonomy and independence), (b) teacher warmth
(reflecting teacher acceptance and nurturance), (c) positive
control (reflecting the extent to which teachers used
positive rather than negative reinforcement or punishment
to establish control), (d) basic skills focus, (e) performance
pressure (reflecting the extent to which the classroom
featured performance goal orientations), and (f) evaluation
stress (reflecting the extent to which teachers made
normative comparisons). Child-centered classrooms scored
significantly higher than didactic classrooms on measures
of program quality and developmental appropriateness.
Further, although there were no differences between
program types in terms of students’ enjoyment of school,
children in child-centered programs rated their own
abilities significantly higher and had higher expectations
for success on a particular task than children in didactic
programs. Moreover, children in child-centered programs
were more likely to select challenging tasks, took more
pride in academic accomplishments, and had less academic
anxiety than their peers in didactic classrooms.
Deci et al. (1999) meta-analyzed 128 studies that
documented the effects of extrinsic rewards on intrinsic
motivation represented by free-choice behavior and self-
reported interest in the activity or task. The authors found
that the use of extrinsic rewards significantly affected free-
choice behavior, with an effect size of -0.24. There was no
significant effect on students’ self-reported interest. Thus,
when students received extrinsic rewards in exchange for
task participation, they were less likely to persist in the task
once the reward conditions were removed, although their
levels of self-reported interest did not decline. Overall, the
authors concluded that the negative effects of tangible
rewards were more dramatic for children than they were for
college students. The effect of such rewards varied
depending on the type of reward (i.e., whether it was
tangible or intangible) and the context in which the reward
was given. Such moderators have implications for the types
of rewards that should (or should not) be used in schools, as
well as the instructional contexts in which they should (or
should not) be provided.
Specific Instructional Strategies

56
Researchers have made several recommendations for
educators interested in supporting students’ motivation,
including the limited use of rewards, using rewards to
provide information about competence, increasing student
autonomy and choice, using collaborative or cooperative
learning methods, and creating a supportive classroom
environment with respect to goal structures, attributions,
and external evaluation

For example, the empirical literature on the effects of

extrinsic rewards on student motivation suggests that
teachers should sparingly and carefully use these types of
rewards in the classroom (Deci et al., 1999). In particular,
tangible rewards (such as grades, candy, cash, or special
privileges) have significant negative effects on both free-
choice behavior and self-reported interest compared to
intangible rewards (such as verbal feedback), although
when rewards are unexpected, they tend not to have this
dampening effect. When rewards are contingent on
engagement or participation in the activity, regardless of
whether the student completes or excels at the task, the
negative effect of tangible rewards on free-choice behavior
is significantly greater for children than for college
students. Verbal rewards (such as praise or performance
feedback) enhance the free-choice behavior of college
students, but not children. However, negative performance
feedback significantly attenuates intrinsic motivation for
both groups of students. Moreover, even positive feedback,
if administered in a controlling tone, can diminish intrinsic
motivation. Thus, a comment such as “keep up the good
work,” can be experienced as controlling, which can
attenuate students’ sense of autonomy and negatively
impact intrinsic motivation. The negative effect of rewards
on intrinsic motivation was observed for tasks that were
interesting or novel only. In other words, the use of
extrinsic rewards has no effect on motivation for
participating in “boring” tasks (Deci et al., 1999).
Although results such as these suggest that rewards should
be avoided whenever possible, other researchers argue that
extrinsic rewards may have a place in the classroom,
particularly for certain types of students. Hidi and
Harackiewicz (2000) dispute the claim that extrinsic
rewards always damage intrinsic motivation. They argue
that the value of intrinsic versus extrinsicmotivation may
depend on the length of involvement and complexity of the

57
task. For very long and complex tasks, a combination of
intrinsic motivation and extrinsic rewards (particularly in
the form of performance feedback) may be most effective.
In addition, although intrinsic motivation is highly
desirable, not all students will find school to be intrinsically
motivating and even motivated students will feel
unmotivated some of the time. In such cases, a combination
of extrinsic rewards and environmental factors spurring
situational interest may be most successful in engaging
academically challenged students who tend to have low
academic motivation
.
The context in which rewards are made may also affect
how they are experienced by students. In particular,
rewards can be administered controllingly or
informationally. Rewards used to control people’s behavior
tend to reduce their sense of self-determination (Deci et al.,
1999). On the other hand, rewards used to convey
information about competence can serve a valuable
function. Deci et al. (1999) maintain that rewards should
minimize authoritarian and controlling tones, acknowledge
good performance, provide choice about how to complete
the task, and emphasize the interesting or challenging
aspects of the task. Stipek (1996) notes that task-contingent
rewards, which include rewards for task participation or
completion, are almost always experienced as controlling.
On the other hand, performance-contingent rewards, which
are based on the quality of performance, vary in their
effects depending on whether the student performed well,
students’ personal histories with rewards, and whether the
reward is experienced as controlling or informational with
respect to competence (Deci & Ryan, 1985, as cited in
Stipek, 1996). Deci et al. (1999) argue that teachers can use
unexpected rewards on occasion with little harm, although
they should not be given so frequently that students come
to expect them
.

Another strategy for increasing student motivation in the

classroom is to give students more autonomy (Guthrie,
2000; Hidi & Harackiewicz, 2000; Pintrich, 2003; Stipek et
al., 1995; Stipek, 1996; Turner, 1995). Hidi and
Harackiewicz (2000) argue that providing students with
more control over their own learning can be a way of
enhancing situational interest that may develop into more

58
long-term and stable interest. Similarly, Turner (1995)
notes that when teachers allow students to make decisions
about their own work, students are more likely to be
interested in the work. Students who are given choices tend
to exhibit more persistence, goal-setting, and other self-
regulated learning behaviors. Stipek et al. (1995) compared
didactic preschool and kindergarten programs with those
based on more child-centered approaches emphasizing self-
directed learning. Children in the child-centered programs
rated their own abilities significantly higher and had higher
expectations for success than children in didactic programs.
In addition, children in self-directed learning programs
selected more difficult tasks, took more pride in their
academic accomplishments, were less dependent on
authority figures, and had less academic anxiety than their
peers in didactic programs. These results suggest that
instructional approaches emphasizing student choice in the
learning process may be especially effective in spurring
motivation.

As Stipek (1996) argues, increased student choice can come

in many forms, including devolving responsibility for
determining when students will complete assignments,
allowing students to score their own work and chart their
progress over time, establishing “work contracts” with
students that negotiate deadlines and deliverables for long-
term assignments, setting up independent learning centers,
and allowing students to select the particular task they will
perform. Similarly, Guthrie (2000) recommends giving
students autonomy in selecting texts to read, subtopics to
pursue, and modes of expressing their learning. Turner
(1995) identifies a number of dimensions on which students
can exercise their autonomy, such as sequencing the task to
be accomplished, selecting their own partners during group
work, deciding which books to read and what topics to
write about, and identifying which personal interests to
pursue when given opportunities in the classroom

Another strategy for fortifying student motivation is the use

of collaborative or cooperative learning methods (Guthrie,
2000; Hidi & Harackiewicz, 2000; Pintrich, 2003; Stipek,
1996; Turner, 1995). In fact, Bossert (1988) argues that
motivation is one of the potential mediating processes
whereby cooperative learning affects achievement.
According to Bossert, peer encouragement may improve

59
task engagement, and the novelty of collaborative learning
tasks causes students to shift attentional resources. Hidi and
Harackiewicz (2000) frame the issue in terms of situational
interest. According to this perspective, working with others
is a way of enhancing situational interest that can
ultimately trigger personal or individual interest. As Turner
(1995) notes, collaboration provides opportunities for
students to experience disequilibrium, which can spur
curiosity and interest. Second, collaboration provides
opportunities for peer modeling, and models of successful
student performance can be more motivating to students
than models of teacher performance. Finally, working with
others promotes academic engagement through the added
responsibility of group performance, which causes
individuals to persist at difficult tasks longer than they
normally would.

Although generally a proponent of collaborative or

cooperative learning methods, Stipek (1996) observes that
certain types of student groupings may attenuate motivation
to the extent that they disclose information about student
competence. For example, one common instructional
method is to group by student ability, both within and
between classrooms. The effect of tracking or grouping by
ability depends on the frame of reference used for making
performance comparisons. Of particular importance is
whether homogeneous ability groups are formed within the
classroom or students are pulled out and blended with other
students of similar ability to form homogeneous ability
classes. For example, high-ability students may benefit
more from the former arrangement, because they can
compare their performance to lower-ability groups, which
enhances their own sense of competence. On the other
hand, low-ability students may benefit more from being
placed in a special “pull-out” class because their
performance will compare more favorably in this context
than in a classroom where they are compared with other
higher-ability groups .

Possibly because of the complexities associated with

homogeneous ability grouping, Stipek (1996) recommends
the use of mixed-ability groupings, with the goal of
creating groups that are roughly equivalent in terms of
mean ability. Moreover, tasks should be structured so that
each student’s reward is contingent on the success of all

60
other group members. These practices help to focus
students’ attention on effort and reward for group and
individual accomplishments. Competitive learning
environments are sometimes contrasted disparagingly with
cooperative learning settings, and to the extent that
competition focuses attention on external control, it can
diminish motivation (Deci et al., 1981, as cited in Stipek,
1996). However, creating mixed-ability groups that are able
to compete (on roughly equal footing) against one another
can actually improve student motivation. The important
point is that all teams have an equal likelihood of
succeeding (Stipek, 1996).

The literature on collaborative learning tends to support the

value of mixed-ability groups over homogeneous groups.
For example, Webb (1991) found that in homogeneous
high-ability groups, students often assumed they all knew
how to solve the problem, tended to provide fewer
explanations, and performed worse than high-ability
students placed in mixed-ability groups
.
Similarly, in homogeneous low-ability groups, students
could not give correct explanations to one another because
they lacked sufficient skills, and they performed worse than
their counterparts in mixed-ability groups. The only
homogenous ability grouping found to enhance student
motivation was the homogeneous moderate-ability group,
in which moderate-ability students participated more
actively, gave and received more explanations, and
demonstrated higher achievement than moderate-ability
students in heterogeneous groups. When mixed groups
featured a wide ability range, comprising high-, moderate-,
and low-ability students, high- and low-ability students
tended to form teacher-student relationships and leave the
moderate-ability students out. Thus, Webb recommends
using mixed groups that represent a narrow range of ability,
pairing high-ability students with moderate-ability students,
or moderate-ability students with low-ability students.
Another method for improving students’ motivation is
through the classroom environment, which includes goal
orientations and attributions. Researchers have argued that
when teachers embrace mastery or learning goals as
opposed to performance or achievement goals for their
students, students may appropriate and internalize these
goals. Ames (1992) summarized the research on goal

61
orientations, concluding that learning goals are associated
with moderate risk-taking, willingness to engage in difficult
tasks, desirable attributions, higher effort, effective
problem-solving strategies, and more enjoyment of learning
activities. Performance goals, on the other hand, can lead
people to challenge-avoidance behaviors, and the negative
effects of such goals may be especially severe for
individuals with low self-efficacy. Summarizing across
several studies, Stipek (1996) observes that classroom
environments likely to stimulate students to hold mastery or
learning goals tend to do the following: define success in
terms of improvement and progress; emphasize effort,
learning, and working hard on challenging
tasks; focus on how students are learning rather than on
how they perform; and treat errors and mistakes as a natural
part of learning. In addition, the criteria for success in the
classroom communicate goal structures to students. For
example, in competitive classrooms, success is defined as
performing better than classmates, whereas in classrooms
that foster individual or mastery goal structures, success is
defined as personal improvement or reaching a
predetermined standard. These criteria affect students’
attributions. Under competitive goal structures, for
example, students are more likely to emphasize ability and
luck attributions, whereas under mastery or individual goal
structures, students prefer effort attributions (Ames, 1992).

Finally, the use of external evaluation in the classroom may

impact students’ motivation. For example, when classroom
assignments are used for grades rather than providing
evaluative feedback, motivation tends to diminish (Ames,
1992). Moreover, this effect may be strongest for very
difficult tasks (Hughes, Sullivan, & Mosley, 1985, as cited
in Stipek, 1996). In fact, Stipek (1996) argues that
challenging tasks will only stimulate intrinsic motivation to
continue if the threat of external evaluation is minimized.
Similarly, the more information is provided by an
evaluation, the less likely it will be perceived as
controlling. Research tends to support this view, as students
assigned to “comments only” grading categories report
more interest, hold more desirable attributions, and exhibit
higher performance on subsequent tasks than students who
receive grades (Butler & Nisan, 1986, as cited in Stipek,
1996). The effect of external evaluation also depends on the
criteria used to judge performance. For example, Stipek

62
(1996) notes that criterion-referenced comparisons tend to
support motivation, whereas normative comparisons
decrease motivation. There is also an indirect effect, as
children are more likely to select easy tasks under threat of
evaluation, and tasks that are too easy can undermine
motivation (Harter, 1978, as cited in Stipek, 1996).

Assessment Implications
This section reviews challenges in evaluating motivation,
describes extant methods of assessing or measuring
motivation, and identifies specific recommendations from
the literature for measuring motivation.
Challenges in Assessing Motivation
Turner (1995) has noted several challenges in assessing
motivation, particularly in children. First, cognitive aspects
of motivation, such as achievement affect, interests, and
goals, are not directly observable. Second, self-report
measures of motivation tend to produce generalized
responses rather than responses relating to specific
instructional events or tasks. For example, children may be
asked to respond to a statement such as I like work that is
hard. Children often have difficulty providing the type of
generalized response that is commonly sought in self-report
instruments. Children tend to instead interpret just-
experienced events rather than summarize across a range of
situations and content areas. Third, self-report measures
may be developmentally inappropriate for children, who
have a tendency toward positive response bias because they
are more inclined than older students to be optimistic. As
Turner explains, children have difficulty separating their
efforts and intentions from their actual behavior. Thus,
children who intend to exert a lot of effort may mistakenly
believe that they have actually done so. Children are also
highly susceptible to social desirability, another source of
positive response bias .
Extant Assessment Methods
Motivation is frequently assessed using either self-report
measures or rating scales completed by teachers or parents
(Broussard & Garrison, 2004; Deci et al., 1999; Gottfried,
1990; Lange & Adler, 1997; Miller & Meece, 1997). Such
instruments usually include questions organized under
several subscales, such as interest, attributions, self-
perception and self-efficacy, preference for challenge,
curiosity, mastery orientation, persistence, and enjoyment

63
of learning. Examples of published instruments include
Harter’s Scale of Intrinsic Versus Extrinsic Motivational
Orientation in the Classroom (1981), the Children’s
Academic Intrinsic Motivation Inventory (Gottfried, 1986),
and the Instrumental Competence Scale for Children
(Lange & MacKinnon, 1987). When using these
instruments with early elementary-age children, researchers
have made modifications to the instruments, such as
reducing the language load, simplifying rating scales, and
reading items aloud to students.
Other researchers use behavioral indicators of motivation.
For example, most of the empirical studies included in the
Deci et al. (1999) meta-analysis used free-choice
persistence, which is typically a measure of the amount of
time spent on the activity once reward conditions have been
suspended. Turner (1995) constructed a behavioral measure
that included aspects related to effective strategy use,
persistence, and volitional acts. Turner defines strategies as
“intentional, deliberate actions that learners invoke to solve
a specific problem or meet a particular goal” (p. 419).
Effective strategy use behaviors include the use of general
strategies, such as rehearsal, elaboration, and organization,
and task-specific strategies, such as decoding and
comprehension during reading. Behavioral indicators of
persistence include asking for help, asking oneself
questions, or talking oneself through a task. Students who
are highly motivated will persist at even difficult or
challenging tasks, whereas low-motivation students will
tend to decrease their effort or engagement with tasks when
presented with unexpected challenges. Finally, behavioral
indicators of volition are acts that students perform to
control their own or others’ intentions or impulses during
learning. Examples include spontaneous talk, inner speech,
asking others in the room to be quiet, moving to a less
distracting place so as to more fully concentrate, and
changing the challenge level of a task to make it either
more manageable or more interesting
.

General Suggestions for Assessing Motivation

Educators interested in assessing motivation in the context
of classroom learning will need to identify or design tasks
with characteristics designed to optimize the likelihood of
observing students’ motivation. An important point to note
is that because the expression of motivation is so strongly

64
related to the classroom assessment environment (through
self-efficacy, goals, attributions, and the effect of evaluation
on students’ willingness to approach challenging tasks),
suggestions for measuring or assessing student motivation
tend to mirror the suggestions for fostering motivation in
the classroom. In other words, many of the
recommendations for assessing motivation described below
are intended to help remove the perceived threat of
evaluation and to maximize the likelihood of actually
observing students’ real motivation levels. Thus, in large
part, methods for encouraging the expression of motivation
in the classroom overlap with methods for measuring it.
A number of researchers note task characteristics that help
to elicit student motivation (Hidi & Harackiewicz, 2000;
Lange & Adler, 1997; Stipek, 1996; Turner, 1995). First,
task difficulty level affects students’ engagement, with most
researchers arguing that difficulty or challenge level
impacts motivation through students’ sense of competence.
That is, tasks that are
.
Perceived as too easy can diminish students’ engagement
because completion of the task does not promote a sense of
competence (Lange & Adler, 1997). On the other hand,
tasks that are perceived as too challenging may prompt
challenge-avoidance behaviors, such as disengagement and
low effort, if students are not confident that they can excel
at the task (Covington, 1992, as cited in Stipek, 1996).
Thus, several researchers recommend using tasks of
moderate difficulty (Stipek, 1996; Turner, 1995). Tasks of
moderate difficulty have been associated with increased
student persistence, more varied strategy usage, greater task
interest, and increased task performance (Turner, 1995).
Tasks that are appropriately calibrated will be within reach
of most students, but only with some effort. As Stipek
(1996) notes, however, tasks that are achievable for most
students in a classroom will be too challenging for a small
proportion of the lowest-ability students. Thus,
instructional approaches concerned with observing student
motivation suggest using tasks that can be differentiated
according to student ability and student interest.
Differentiation means that the difficulty level of the task
can be manipulated, either by tailoring student goals to
ability level or by changing the nature of the task (Turner,
1995). Differentiation also suggests that students may work
on several different types of tasks during the course of

65
instruction, and at any given moment, not all students will
complete the same tasks (Stipek, 1996).
Other characteristics of tasks believed to elicit evidence of
student motivation include task novelty, structure, and
authenticity. First, people tend to perceive novel tasks as
more interesting. For example, Lepper and Cordova (1992)
note that even minor tasks embellishments, such as
providing a fantasy context, can increase task engagement.
However, the authors caution that novelty for the sake of
novelty is not valuable, and novelty that distracts from the
learning goals should be avoided. Turner (1995) points to
level of task structure as a source of motivation with
students more likely to engage in open-ended tasks than
highly structured tasks. According to Turner, “open” or ill-
structured tasks allow students to decide what relevant
information to use or how to use the information to solve
the problem. These types of tasks require more
metacognition and decision-making. In contrast, “closed”
tasks are characterized by more teacher control and
structure. With closed tasks, teachers indicate both the
information to be used and what the expected solution will
look like, and tasks typically emphasize a single, correct
solution. Finally, Hidi and Harackiewicz (2000)
recommend the use of “authentic” tasks or tasks that have
personal meaningfulness and relevance to students. As
Turner (1995) points out, authentic tasks tend to be more
extended, more complex, and more student-directed or
individualized, and require integration of multiple skills,
feature student autonomy and choice, and “make deliberate
use of real-world social and physical contexts”

66
 CHAPTER -4
RESEARCH METHODOLOGY
(Research type, Design, Sample size,
Data Collection method)
 RESEARCH METHODOLOGY FOR THE PROJECT

RESEARCH DESIGN
Research methodology is a way to systematically solve the research problem.
Scientifically .In it, we study the various steps that are generally adapted by a
researcher in studying his research problem along with logic behind them.
I have used Descriptive Research as a tool to study Employee Appreciation.
Descriptive Research Studies are those studies, which are concerned with specific
predictions, with narration of facts and characteristics concerning individual, group or
situation.

 Objective of Study
 To gain insights regarding responsibilities of manager towards his subordinate
 To recognize the level of satisfaction areas among employees.
 To analyze about the point of view of workers towards their needs.
 To point out the drawbacks in the existing policies, methods & procedures that
is required for a good working environment.
 Steps required for the improvement or advancement of the facilities.
 Strategies adopted by HR manager to appreciate and encourage the employee
to accomplish desired goal

 Scope of Study
This study is made to know the best activities so that it can be implemented for better
efficiency and better achievement. The research studies the ‘RELEVANCE OF
EMPLOYEE APPRECIATION. It also attempts to analyze the views and attitudes of
the employee towards their role and duties for success of organisation
 DATA COLLECTION
The task of data collection begins after a research problem is being defined
and research design chalked out.
Data types
a) Primary Sources
b) Secondary Sources

a) PRIMARY SOURCES :
The primary data are those which are collects fresh and for the first time, and thus
happen to be original in character.
b) SECONDARY SOURCES :
The secondary data are those which have already been collected by someone and
which have already been passed through the statistical process.

COLLECTION OF DATA FOR PROJECT

PRIMARY SOURCE —Personal Interviews, Questionnaires, Observation

SECONDARY SOURCE— Books, Journals, Magazines, Newspaper, Reports,
Internet.

In order to collect the information for the research study I used the
questionnaire which had both open-ended and close-ended questions. The
questionnaire was filled by the investigator herself because most of the workers were
not able to go through the questionnaire. The questions were explained to them in
Hindi and the replies were sought. So filling-up of the questionnaire was followed
with the brief interview with the worker.
Personal observations are also obtained by visiting work place, canteen,
workmen shelters and colony of workers.
 C) SAMPLING DESIGN

A sample design is a definite plan for obtaining a sample from a given population.
There are many sample design from which a researcher can choose. Researchers must
prepare /select a sample design which should be reliable and appropriate for their
research only.

 Sampling Unit
The first step in developing any sample design is to clearly define the set of objectives
technically called universe to be studied. The universe of my study includes the
corporate houses whether big or small. These are the organization which are indulged
in providing welfare amenities to labour for their betterment thereby improving the lot
of working class & make a worker a good employee and a good citizen.

 Sample Size
This refers to the organizations surveyed. Although large samples are more reliable
but due to shortage of time and money this organization has been selected.
Sample Size : 100
Type Of Question : Close-ended & Open-ended
Instrument Used : Questionnaire, Personal
Interviews
Area covered : Faridabad
Type Of Universe : Finite

 Sampling Technique
This refers to procedure by which the organizations have been chosen. This is :
Non-Random Sampling : Convenience Sampling
 Limitations

The Limitations of the Research:

 Time is the real factor which affects the study i.e. the time duration of eight
weeks for the project work is very short span of time to conduct effective
study.

 Some departments are remaining untouched to this exercise. Hence it does not
bring complete picture of organization’s competence level.

 Employees need, expectation and behavior very from one person to another.
During survey some employees show keen interest in topic and give their
views and on the other hand some employees don’t show any interest and help
wholeheartedly in my survey.

 Scarcity of needful printed documents on the topic.

 All the employees and officers were found very busy in their working hours.

 Many a times my guide and others executives were not available in their seats
because they were busy in their allied work so as a researcher I have to visit
many a times to meet them and discuss on my topic.

 The questionnaire being objective type could not have provided much
opportunity for employees to give much ideas and suggestions.

 The sample was selected from the employees those were in the post of
Executives and Assistant Manager as told by my guide, other executives were
not included in this study.
 CHAPTER -4

DATA COLLECTION & ANALYSIS

1. Is employee appreciation programmed helpful & beneficial for employee?

TABLE NO. 4.1

Responses No. Of Respondents

Yes 46
Least 0
No 0
To some extent 7
To large extent 46

Yes No Least To some extent To large extent

(%) (%) (%) (%) (%)
46 0 0 7 46

46% 46%

7%

INTERPRETATION:
According to the above table it shows that 46 % people says YES Employee
appreciation programmed helpful & beneficial for employee
46% says TO LARGE EXTENT
7% says SMALL EXTENT
2. Employee appreciation really builds a positive productive workplace.

TABLE NO. 4.2

Responses No. Of Respondents

Yes 100
No 0

Yes (%) No (%)

100 0

100%

INTERPRETATION:

According to the above table it shows that 100% people says YES Employee
appreciation really builds a positive productive workplace
3. Any special occasion is required to appreciate the employee?

TABLE NO. 4.3

Responses No. Of Respondents

Yes 23
No 69
Can’t say 8

Yes % No % Can’t say %

23 69 8

8%
23%

69%

INTERPRETATION:
The above table shows 23% say YES Any special occasion is required
to appreciate the employee.
69% says NO it is not necessary to appreciate the employee at any special occasion
8% say that they are not able to say that it is necessary or not to appreciate the
employee at any special occasion. They can’t say.
4..Employee appreciation is a better way to show that company cares for them.
 TABLE NO. 4.4

Responses No. Of Respondents

Least 8
To some extent 23
To large extent 31
YES 31

Least To some extent To large extent Yes

% % % %
8 23 31 31

31% 31%

8%

23%
INTERPRETATION:
The above table shows 31% say YES Employee appreciation is a
better way to show that company cares for them

31% say it is TO LARGE EXTENT Employee appreciation is a

better way to show that company cares for them

23% TO SOME EXTENT Employee appreciation is a better way

to show that company cares for them

8% LEAST , Employee appreciation is a better way to show that

company cares for them
5.Employee appreciation helps in building positive atttitude & confidence among
employee
TABLE NO. 4.5

Responses No. Of Respondents

Yes 62
Least 0
To some extent 0
To large extent 38
No 0

Yes (%) Least To some extent To large extent No

(%) (%) (%) (%)
62 0 0 38 0

38%

62%

INTERPRETATION:
The above table shows that 62% say YES Employee appreciation helps in building
positive atttitude & confidence among employee .

38% TO LARGE EXTENT that Employee appreciation helps in

building positive atttitude & confidence among employee .
6.Which type of employee appreciation is best.
TABLE NO. 4. 6

Responses No. Of Respondents

A token of thanks 15
A holiday package 23
Dinner with friend, spouse or family 15
Some incentives 23
It depends on few factors It depends 23
on few factors
A token of A holiday Dinner with Some It depends on
thanks (%) package (%) friend, spouse or incentives (%) few factors It
family (%) depends on few
factors (%)
15 23 15 23 23

23% 15%

23%

23%
15%

INTERPRETATION:
The above table shows that 23% employees say A holiday package is the best type
of appreciation to the employees .

15 % say A token of thanks is the best type of appreciation to the employees .

15% employees say Dinner with friend, spouse or family is the best type of
appreciation to the employees .

23% employees say some incentives is the best type of appreciation to the
employees .

23% employees say It depends on few factors because all the work situation are not
same so it should be depend upon that factor that is best type of appreciation to the
employees .
7. Employee appreciation programme improves the interpersonal relation between
peers,subordinates & management?

TABLE NO. 4.7

Responses No. Of Respondents

Nill 0
Little 0
To some extent 23
To large extent 77

Nil(%) Little(%) To some extent(%) To large extent(%)

0 0 23 77

23%

77%
INTERPRETATION:

The above table shows that 77 % say Employee appreciation

programme improves the interpersonal relation between peers,subordinates &
management .
23% say there is some extent that Employee appreciation
programme improves the interpersonal relation between peers,subordinates &
management .
8.When a employee should be recognized.

TABLE NO. 4.9

Responses No. Of Respondents

Average work 0
When a employee work hard 30
By the help of their work organisation 70
get some achievements

Average work(%) When a employee work By the help of their work

hard(%) organisation get some
achievements(%)
0 30 70
 30%

70%

INTERPRETATION:

The above table shows that 70% say employee should be recognized
when By the help of their work organisation get some achievements

The above table shows that 30 % say employee should be recognized when
employee did work hard .
9.Employee appreciation is a win-win sitution.

TABLE NO. 4.9

Responses No. Of Respondents

Yes 54
No 1

Yes No
85 % 15 %
INTERPRETATION:
The above table shows that 85% say YES Employee appreciation is a
win-win sitution.
15% say NO Employee appreciation is not a win-win sitution.

10.Motivation & employee appreciation is inter-related to each other.

TABLE NO. 4.10

Responses No. Of Respondents

Yes 54
No 0
To some extent 0
To large extent 23
Yes(%) No(%) To some extent(%) To large extent(%)
54 0 23 23

23%

23% 54%

INTERPRETATION:
54 % Employees says YES Motivation & employee appreciation is
inter-related to each other.
 23 % Employee says Motivation & employee appreciation is some extent to
each other .
23 % Employee Employee says Motivation & employee appreciation is
large extent to each other .

11.Which type of appericiation is inter-related to each other.

TABLE NO. 4.11

Responses No. Of Respondents

According to their work performance 62

A token of thanks 0
A promotion to high level 0
Increase in responsibilities 15
Increase their incentive 23

According to A token of A promotion Increase their Increase in

their work thanks(%) to high incentive(%) responsibilities/
performance(%) level(%) accountabilities(%)
62 0 0 23 15

15%

23%

62%
INTERPRETATION:
The above table shows that
62% say according to their work performance

23% say Increase their incentive

15% say Increase in responsibilities/ accountabilities.

12.How would appreciate a team or an employee ?

TABLE NO. 4.12

Responses No. Of Respondents

By organizing a party 46 %
By giving a card of thanks 0%
By increasing their incentives 38 %
Depends on its merit 15 %

By organizing a By giving a card By increasing their Depends on its

party(%) of thanks(%) incentives(%) merit(%)
46 0 38 15

15%
46%

38%
INTERPRETATION:
The above table shows that 46 % employee say that management can
appreciate them by organizing a party for the employees .
38 % employee says management should gave incentives to their employee for
motivate and appreciate the employee .
Any employee is not favour of this that a thank you card is sufficient for giving the
apprecition to the employees.
15 % Employee say they feel good when the management appreciate them on the
basis of their work performance and their merit in their work .
13.Employee appreciation is a part of strategy adopted by management to maintain
harmonious relationship with employees.

TABLE NO. 4.13

Responses No. Of Respondents

Management Strategy 77
Not Management Strategy 0
Can’t say 23

Yes No Can’t say

77 0 23

23%

77%

INTERPRETATION:
The above table shows that according to the employee,
73 % employees say YES employee appreciation is a part of strategy
adopted by management to maintain harmonious relationship with employees.
No one is against towards this statement.
And 23 % employee says NO employee appreciation is not a part
of strategy adopted by management to maintain harmonious relationship with
employees.
14.Employee appreciation can be adopted as a tool to increase productivity.

TABLE NO. 4.14

Responses No. Of Respondents

Increase Productivity 100

Not Increase Productivity 0
Can’t say 0

Yes No Can’t say

(%) (%) (%)
100 0 0

100%

INTERPRETATION:
The above table shows that according to the employee, employee
appreciation is a tool that surely can be increases the productivity.

100 % people are in favour of employee appreciation according to these

people believed that employee appreciation is helpful to increases the productivity.

No one is against in employee appreciation because it has all positive aspect

related to employee.
15.Appreciation can be a supportive function to generate more quality work
with in a lead time ?

TABLE NO. 4.15

Responses No. Of Respondents

Supportive 100
Un- Supportive 0

Yes (%) No (%) Can’t say (%)

100 0 0

100%

INTERPRETATION:
The above table shows that according to the employee, employee
appreciation can be 100 % supportive function to generate more quality work with
in a lead time.
100 % people are in favour of employee appreciation
No one is against in employee appreciation because it have all positive
aspect related to employee.
 CHAPTER -5
FINDINGS OF THE STUDY
 FINDINGS OF STUDY

This chapter deals with summary of findings of study and in the light of these to
make certain recommendations. The aim of this study is to have awareness about
the Relevance of Employee Appreciation.
This chapter has been categorized into two parts:

1. Summary of findings
2. Recommendations or suggestions

SUMMARY OF FINDINGS

After going through the Empoyee Appreciation I was impressed to see the workers
attitude towards such actives. However, still there is a wide scope for Empoyee
Appreciation activities. The object of preparing this report is to know various
measures adopted by the organization regarding the Empoyee Appreciation
activities.
The major conclusion emerging from the study may be summarized as follows:

 The organization is very conscious about the appreciation of the employees.

working at various levels & takes every step to provide more & more facilities
to the workers. So, we can say that most of the workers are quite satisfied. There
 Employee appreciation programmed is very helpful and beneficial for the
employee and also for the management .
 Employee appreciation is very helpful for making a good and positive
productive place , where employee feel more satisfied and they did work with
more efforts .
 Employee appreciation is very necessary at any special occasion and when
company want to adopted any new technology for the development of the
company .
 Employee appreciation helps in building positive attitude and confidence among
the employees .
 Employee appreciation is a very important programmed which is very helpful to
improves the interpersonal relation between the management, peers , and
subordinates .
 After analyzing the data, we can find that workers were dissatisfied with regard
to various activities like gave a thank you card for the appreciation of
employee .
 After study about Employee appreciation we find out that maximum people are
in favor of this statement that motivation and employee appreciation both are
interrelated to each other .
 Most of people says that employee appreciation is a strategy adopted by
management to maintain harmonious relationship with employee .
 Employee appreciation is a tool to increase quality work and productivity with
in a lead time .
 CHAPTER -6
CONCLUSION & SUGGESTIONS

CONCLUSION

As per the survey we get following conclusion as followos:

 Employee appreciation programme is helpful and beneficial for employee

and it really builds a positive productive workplace.
 Employee appreciation is a better way to show that company cares for them
and there is no requirement of any special occasion to appreciate employe

 Among all type of employee appreciation the appreciation given according

to the situation is best.

 70-80% says that Employee appreciation programme improves the

interpersonal relation between peers, subordinates and management to a
large extent
.
 Whenever a work organization get some achievements by the help of any of
his employee then he should be recognized and appreciated.

 Employee appreciation is wholly a win-win situation.

 Both the organization and the employee is happy and both provides help to
each other .

 Employee appreciation and motivation is inter-related to each other.

 To apply appreciation for individual work performance is the best parameter.

 By the help of various method we appreciate a team or employee for

example by organzing a party.

 Actually employee appreciation is a part of strategy adopted by

management t maintain harmonious relationship with employees.This is the
startegy which keeps both of them happy.

 Employee appreciation is the best tool to increase productivity.

 Appreciation supports 100% to generate more quality work within a lead
time.
 SUGGESTIONS

On the basis of study, done by me following suggestions can be given for Brawn
Laboratories Limited:

 HR should prepare a format and it should be circulated to all department so that a

base can be given to all department on the basis of which an employees can be
evalulated.

 Basically it should be a duty of HR department to firstly getting all information

about the employees working in the organisation.On the basis of there work
performance they should be appreciated time to time.

 Employee appreciation programme should also address the individual appreciations

such as career growth,development, benefits,team participation.

 If in any organisation plan like employee appreciation is not be used then it is the
responsibility of HRD to convience the organisation to run such programme which
is beneficial to organisation as well as the employee also.

 Different methods should be adopted by HRD through which they appreciated-

1. Incentives which he can enjoy with his family.

2. A holiday pacakage.
3. Public appreciation(appreciate in a big group of people
4. A vote of thanks.
5. By increasing responsibility/accountability.
6. Appreciate separately in department.
7. Develop reward system.
8. By verbal smile.
9. Weekend celebrations in evening with or without sponse.
10. An early leaving with some more tickets for employee &
family.
11. Any reward wether monetary or non-monetary but with certifications to
employee.
12.Schemes like employee of the month should be start.
13.Increasing responsibilities by full faith so that we get positive results
14.A part in share of company
15.Shaking hands and tapping shoulders.
16.Providing safe working conditions,job security,health and retirement
benefits.
17.Special award at the time of manual functions.
18.It should be in routine every small good things should be
19.Appreciated loudly.

 If a team or an employee completes his project within the given time period
or before the time period then he or they should be appreciated by organising
a party for them or by giving some gifts.

 If suggestion of an employee beneficial to an organisation then he should be

appreciated by a promotion or by giving an incentive to him.
QUESTIONNAIRE
 QUESTIONNAIRE FOR EMPLOYEE APPRECIATION

Personal Profile
Name :
____________________________
Department :
____________________________

Employee Appreciation

1.In your opinion is employee appreciation programme helpful & beneficial for
employee?
(i)No ( )
(ii)Least ( )
(iii)To some extent ( )
(iv)To large extent ( )
(v)Yes ( )

2.Does employee appreciation really builds a positive productive workplace?

(i)Yes ( )
(ii)No ( )

3.Do you think any special occasion is required to appreciate the employee?
(i)No ( )
(ii)Least ( )
(iii)To some extent ( )
(iv)To large extent ( )
(v)Yes ( )

4.Do you think that employee appreciation is a better way to show that company cares
for them?
(i)Yes ( )
(ii)Least ( )
(iii)To some extent ( )
(iv)To large extent ( )
(v)No ( )

5.Does employee appreciation helps in building positive attitude & confidence among
employee?
(i)Yes ( )
(ii)Least ( )
(iii)To some extent ( )
(iv)To large extent ( )
(v)No ( )

6.According to your opinion which type of employee appreciation is best

(i)A token of thanks ( )
(ii)A holiday package ( )
(iii)Dinner with friend, spouse or family ( )
(iv)Some incentives ( )
(v)It depends on few factors ( )

7. In your opinion employee appreciation programme improves the interpersonal

relation between peers, subordinates & management?
(i)Nil ( )
(ii)Little ( )
(iiii)To some extent ( )
(iv)To large extent ( )

8. According to your opinion when a employee should be recognized?

(i)Average work ( )
(ii)When a employee work hard ( )
(iii)By the help of their work organization get some achievements ( )

9.Do you think that motivate & employee appreciation is inter-related to each other?
(i)Yes ( )
(ii)No ( )
(iii)Can’t say ( )
10. Do you think that motivation & employee appreciation is inter-related to each
other?
(i)Yes ( )
(ii)No ( )
(iii)To some extent ( )
(iv)To large extent ( )

11. According to your opinion which type of appreciation should be applied

individually?
(i) according to their work performance ( )
(ii) a token of thanks ( )
(iii) A promotion to high level ( )
(iv) Increase their incentive ( )
(v) Increase in responsibilities/accountabilities. ( )

12. According to your opinion how would you appreciate a team or an employee?
(i) By organizing a party ( )
(ii) By giving a card of thanks ( )
(iii) By increasing their incentives ( )
(iv) Depends on its merits ( )

13. Do you think employee appreciation is a part of strategy adopted by management

to maintain harmonious relationship with employees?
(i) Yes ( )
(ii )No ( )
(iii) Can’t say ( )

14. Employee appreciation can be adopted as a tool to increase productivity?

(i) Yes ( )
(ii) No ( )
(iii) Can’t say ( )

15. Appreciation can be a supportive function to generate more quality lead time?
(i) Yes ( )
(ii) No ( )
16. Suggest some appreciation tools according to you for better results.
Ans……………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………

17. How would you motivate the employee in your department?

Ans……………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………

18. What methods can be adopted to motivate/appreciate employee.

Ans……………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………

19. In what way it is helpful to organization?

Ans……………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………

20. On what basis employee appreciation can be developed?

Ans……………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………
BIBLIOGRAPHY
 BIBLIOGRAPHY

Personnel Management Edwin P.Flippa

Dynamics of Industrial Dr. C.B. Mamoria &

Relations Dr. Satish Mamoria

Personnel Management & T.N. Chabra & B.P.Singh

Industrial Relations

Human Resource Development-C.B.Gupta

Website

www.brawnlabs.com.

www.google.com