1. GREENWICH SCHOOL OF MANAGEMENT: GROUP PROJECT
As a consultancy group of three people, explain in detail how you would seek to
enhance motivation of staff members in a financial sector organisation. And
explain why these may differ from effective method utilised within the
industry/sectors in different economic and political times.
I EXECUTIVE SUMMARY
The financial sector organisation chosen is the Guarantee Trust Bank of U.K
(abbreviation GTB or GTBank). First and foremost, GTB is one of the fast growing
banks in U.K. It is reliable effective and strong with capital base of £1.5billion and
has a number of experience and diligent staff all over their branches. However, the
more needing effect hereby is to motivate the staff and their morale at work which
could help lead to staff retention and better performance.
The question is what is motivation and how can it be enhanced? Every
professional is at one time or another faced with the challenge of finding the
motivation to perform a task or to fulfil an obligation. Motivation is the individual
drive that causes people to behave in a particular way. Motivation is very personal.
Different people are motivated by different rewards, experience and circumstances.
The motivating force that causes one individual to get up every morning would not
necessarily be enough to get their next door neighbour out of bed. It is because of the
personal nature of motivation that managers, co-workers, and individuals are
continuously seeking to develop a better understanding of what is necessary to create
motivation.
i Content Theories
a, Abraham Maslow`s Theory
According to Content Theories – ‘What Motivate Employees’ – this consist of
Maslow’s hierarchy of needs. Going by Abraham Maslow’s theory, there are five
basic needs – physiological basic needs (food, water, sleep, oxygen, warmth, and
freedom from pain); safety needs (protection against danger, threat, deprivation);
social needs (the need for belonging, acceptance, friendship), self-esteem needs
(reputation, status); self-actualisation (the need for realising one’s own potential for
continual self development) – comprises of lower and higher-order needs.
Maslow claimed that as each level of need, starting with the lower-order needs,
is gratified, people seek a higher-order need (see figure 1.0). People start by seeking
to satisfy their physiological needs and when those are satiated, safety needs emerge,
and so on. Social belonging, esteem, and self-actualisation are growth needs - in
other words, they are needed for growth beyond a basic level of existence. The two
lower-order needs, physiological needs and safety are deficiency needs. This means
that if a deficiency arises at some point for whatever reason in the individual’s supply
of physiological necessities or feeling of physical safety, redressing this deficiency
can temporarily become more important than fulfilling the higher-order of

2. needs. When all the deficiency needs are again satisfied, the individual can
again be motivated by growth needs, first seeking rewarding social relationships, then
prestige, recognition and achievement then the highest category of growth, self-
actualisation, which is the desire for self-fulfilment through personal development of
one’s potential. This can be expressed in many different ways, including maternally,
paternally, occupationally and artistically.
Maslow’s theory has long had appeal partly because it appears to be so readily
applicable to most situations; however, on close inspection the attractiveness of theory
is its vagueness and difficult to disprove. The distinction it makes between lower-
order needs (physiological, safety) and higher-order needs (social, esteem, self-
actualisation) is one that has intuitive appeal to students and business practitioners
from different backgrounds and cultures partly because it is imprecise and open to a
wide variety of interpretations. Nevertheless, the hierarchy retains significance for
business and management students by drawing attention to the prominent role of
intrinsic motivation in ensuring that work is satisfying for employees.
Self
Actualisation
Esteem
Social
Safety
Physiological
Fig 1.0 Maslow’s Hierarchy of Needs
Motivation is important in both staff’s personal and professional lives.
Motivation has always been a push that gets staff/employee to get started, or the
gasoline that keep them going. There are different opinions about what motivation
actually is. Some theorists feel that it is anything that leads to people achieving more
than they would otherwise do. Others feel that motivation is the process of satisfying
the needs of a person, so that the person is motivated to carry out his or her duties as
well as can be done. If the second opinion is taken, then it follows that if one can
identify an individual’s needs, then it should be possible to motivate a number of
staff/employee. However, individual needs are complex and changeable and so
motivation is not as simple as it would first appear. For many years, management
theorists have considered the concept of motivation and there has been much
disagreement on the matter.

3. A motivator is a thing or action that makes an individual to perform. Motivators
are the rewards or incentives that drive people towards achieving results. Thus,
people are motivated towards achieving results by motivators. When results have
been achieved then satisfaction is experienced. Much of the discussion regarding
motivation is based around the question of what things actually work as motivators.
b, David McClelland’s theory
David McClelland’s also argue the issue of needs for motivation. In his well-
known theory of needs for motivation focuses on the needs of achievement, power
and affiliation. He illustrate that people with high needs for achievement seek jobs
and tasks in which they have personal responsibility and can obtain quick feedback on
their progress and attainment. High achievers are moderate risk takers, preferring the
odds of success to be even or in their favour. They are not motivated by success that
can be put down to good luck, preferred outcomes that they believe are a consequence
of their own achievements. People with a high need for power seek situations where
they can have power and influence over others. They like to be in position of status
and authority, and frequently will aim to increase their influence over other sin
preference to concentrating an effective work performance. Lastly, people with a
high need for affiliation are motivated by being liked and accepted by others. They
are most motivated in work situation where there is high degree of co-operation and
where greater priority is given to attaining mutual understanding among the group
rather than to competition between individuals.
In nut shell, the achievement need is the drive to excel and to achieve according
to standards set by both others and oneself; the need for power is the need to make
other behave in a way they otherwise would not behave; and the need for affiliation is
the desire for friendly interpersonal relationships. McClelland’s research found that
high achievers – who sought situations in which they gain personal responsibility, get
feedback, and undertake moderate risks – were people who tend to be successful in
entrepreneurial activities; however they are not always the best general managers. Ti
is the needs for power and affiliation, according to McClelland, that are related to
managerial success, particularly in large organisation, the best general managers
having a high need for power and a relatively low need for affiliation.
1.0 INTRODUCTION
There are no gainsaying that motivation has a significant role to play in an
organisation of GTBank. This is because motivation can have an effect on the output
of their business and concerns both quantity and quality. See it this way: the
organisation relies heavily in the efficiency of their productive staff to make sure
services are executed to meet the demand of the customers. If these staff members
lack the motivation, per adventure to carry out full service to meet the demand, then
the company face a problem leading to disastrous consequences.
However, the employees are greatest asset of the organisation and no matter how
efficient the technology and equipment may be, it is no match for the effectiveness
and efficiency of the staff. More so, the size of the organisation is irrelevant; whether
the top-level & middle level of management are trying to get the best out of fifty of

4. their staff or just one, everyone needs some form of motivation. Motivation is
something that is approached differently by different businesses and the responsibility
of its integration lies with all immediate supervisors or managers of staff members. It
is therefore the business of the company to initiate motivation as a strategy to attain
corporate goals.
“Enhancing motivation of staff members in a Guaranty Trust Bank (UK) Ltd is one of
the greatest challenges. High levels of motivations are directly connected to high
levels of productivity. Increasing productivity is always a major goal to be considered
within the company. A lack of motivations in the workplace is a major issue for any
organisation and is associated with staff members who see no value in the work that
they do or see no reason to achieve the goals set out for them (“incentive”). Therefore
understanding the role that motivation, both internal and external, can play in the
workplace is crucial to creating a work environment in which all can succeed and
thrive. Unfortunately, increasing motivation can be a tricky endeavour, one that has
its pros and cons”.
Depending on how motivated staffs are, it may further determine the effort they
put into the work and therefore increase the standard of the output. However when
suggesting the factors that determine the motivation of an employees in the
workplace, almost one would immediately think of high salary. This answer is
correct for the reason that some employees/staff members will be motivated by
money, but almost wrong for the reason that it does not satisfy others (to a lasting
degree). This supports the statement that human motivation is a personal
characteristic, and not a one fit all option.
Nevertheless, salary, benefits, working conditions, supervision, policy, safety,
security, affiliation and relationships are all externally motivated needs. These are the
first three levels of “Hewlett’s hierarchy”. When these needs are achieved, the person
moves up to level four and then five. Thus, if level one through three are not met, the
person becomes dissatisfied with their job. When satisfaction is not found, the person
becomes less productive and eventually quits or is fired. Achievement, advancement,
recognition, growth, responsibility and job nature are internal motivators. These are
the last two level of “Hewlett’s Hierarchy”. They occur when the person motivates
themselves (after external motivation needs are met). An organisation that meets the
need on the Hewlett’s Hierarchy will see motivated employees and see productivity
increase. Understanding the definition of motivation, and then apply it, is one of the
most prevalent challenges facing an organisation. Companies often spend thousands
of pounds each year hiring outside firms just to give motivation seminars.
2.0 MAIN KIND OF MOTIVATION
There are two main kind of motivation: Intrinsic and Extrinsic.
2.1 Intrinsic motivation
This refers to motivation that comes from inside an individual rather than any external
or outside rewards, such as money or grades. The motivation comes from the
pleasure one gets from the task itself or from the sense of satisfaction in completing or
even working on a task. An intrinsically motivated workforce will work on a solution

5. to a problem because the challenge of finding a solution provides a sense of pleasure,
or an intrinsically motivated person will work on a math equation, for example,
because it is enjoyable. In neither case does the person work on the task because
there is some reward involved, such as a prize, a payment, or in case of students, a
grade.
2.2 Extrinsic motivation
This refers to motivation that comes from outside an individual. The motivating
factors are external, or outside, rewards such as money or grades These rewards
provide satisfaction and pleasure that the task itself may not provide an extrinsically
motivated person will work on a task even when they have little interest in it because
of the anticipated satisfaction they will get from some reward. By and large, it
doesn’t mean, in the real sense of it, that a person will not get any pleasure from
working on or completing a task. It just means that the pleasure they anticipate from
some external reward will continue to be a motivator even when the task to be done
holds little or no interest.
3.0 Requisites to Motivation
There were requisites to motivation; if at all motivation has to be made effective
• Staff members have to be motivated to motivate
• Motivation requires a goal
• Motivation once established, does not last if not repeated
• Motivation requires recognition
• Participation has motivating effect
• Seeing staffs progressing motivates others
• Challenge only motivates if one can win
• Everybody (staff, manager, etc) has a motivational fuse i.e. everybody can be
motivated
A motivated workforce is more likely to achieve the objectives of a business, as
people strive to attain whatever motivators they are being offered. Thus, effective
motivation is of great importance in an organisation and should not be overlooked.
However, to enhance motivation of staff member of a Guaranty Trust Banks, there are
several numbers of issues to be considered:
4.0 POPULAR MOTIVATIONAL STRATEGIES

6. • Empowerment: This could be achieve when a staff members of GTB is
allowed to set their own work goals, make decisions, and solve problems within
their sphere of responsibility and authority. This strategy gives the staff members
the means by which they can exercise power over their working lives.
Empowerment can be equally through informal systems or through the more
formal system of autonomous work groups. These provide staff members with
autonomy and decision-making powers and aim to increase motivation while also
improving flexibility and quality, thus adding value to the organisation.
Empowerment involves
• Recognising that staff members are capable of doing more
• Making staff members feel trusted and confident to carry out jobs and make
decisions without supervision
• Recognising staff members’ achievements
• Creating an environment where staff members wish to contribute and to be
involves.
With such system in place, empowerment is likely to lead to improved motivation,
reduced labour turnover, reduced absenteeism and in turn an increase in productivity.
• Delegation: This is a process of entrusting authority and responsibility to
other throughout the various levels of the organisation. According to J.D.
Mooney, ‘Principles of organisation’ delegation means the conferring of a
specified authority by a higher authority. In its essence, it involves a dual
responsibility. The one to whom authority is delegated becomes responsible to
the superior for doing the job, but the superior remains responsible for getting the
job done. This principle of delegation is the centre of all processes in formal
organisation.
Delegation is therefore a matter of sound economic as well as good organisation.
It is a principle of delegation that decisions should be made at the lowest level in the
organisation compatible with efficiency. It is a question of opportunity cost. If
decisions are made at a higher level than necessary they are being made at greater cost
than necessary. Therefore, staff members of GTB can be motivated by senior
managers delegation of authority and responsibility which might lead to optimum use
of human resources and improved organisational performance.
By delegating authority to the staff members, there will be best use of time for the
senior managers, since time is one of the most valuable, but critical resources.
Delegation leaves the managers free to make profitable use of time to concentrate on
the more important tasks and to spend more time in managing and less in doing.

7. • Participation: This can be achieved by giving staff members a voice in
making decision about their own work. This allow them to feel belonging and
relevant to the organisation. Thus motivate staff members wanting to be better in
their organisation task.
• Reward systems: these can be break down into three system, namely reward
system; merit system; and incentive system:
o Reward system: The formal and informal mechanism by which the staff
member performance is defined, evaluated and rewarded. This could be in form
of extrinsic rewards, which are not
directly related to the work itself but are associated with doing their job,
for example, financial incentive, fringe benefits, good working conditions and
interaction with people at work.
o Work system: This is a reward system whereby staff members could be
made to get different pay raises at the end of the year depending on their
overall job performance.
o Incentive system: This is a reward system whereby staff member could be
made to get different pay amounts at each pay period in proportion to what
they do.
5.0 MANAGERIAL ACTIONS FOR INCREASED MOTIVATION
Motivation is achieved through different factors with different staff member. It is
therefore important to find out these factors for each staff member which can be put
into action once identified. The best way of identifying these factors is to issue an
employee appraisal. However to motivate staff member, it is essential to identify the
approach of considering to offer a financial or non-financial motivation.
5.1 FINANCIAL MOTIVATOR:
This increased motivation through financial rewards is a method that is most
common when businesses rely on the quantity of the output of employees. Thus a
staff member could be motivated with the motivation of commission payment
scheme. This is a situation where the organisation relies on selling their product or
services through the means of personal sales (telephone, door-to-door etc).
Another is the issue of fringe benefits can be used to motivate staff member of the
organisation, instead of increasing wages or salaries such as company cars, private
health, or interest-free bans from the business. These benefits are often valued higher
than wage increases and can be less expensive for the business to provide.
Another financial motivators is the offer a share of the organisation profits, say
5% which is split between a staff members. This incentive can influence team
working in the organisation.

8. Sometimes staff members may only have motivation to get a task done quickly
without care to the quality of the outcome (i.e. service). In which case, the
introduction of quality related bonus pay which determines their salary could be
employed. This salary will be up for review twice a year and reflects their value in
the organisation with respects to, for example, the standard they complete tasks as
well as personal sale records, achievements and so on. This will give the staff
members the motivation to complete tasks to a high standard and a desire to further
excel in the future in order to gain a higher salary and of course, the feeling of
achievement (priceless).
The issues of time rate or ‘wages’ can be used to motivate staff members, since it
involves paying by the number of hours worked. This could motivate staff to put in
more hours of work. Also the use of overtime, where extra pay for work done over
and above normal working hours. It is usually paid at a higher hourly rate, e.g. double
time means twice the normal hourly rate. This can motivate staff members to work
extra hard.
There were also holiday pay entitlement, time off, shift payments (usually paid
for working unsocial hours such as night work), bonus payment (a special single
payment for achieving a target). However paying extra money for jobs with difficult
hours will usually encourage staff member to apply for extra work hour.
A loyalty bonus on one hand can be used to persuade staff member to stay with
their employer for a long period of time. Staff members may not want to work longer
than their contracted hours but they can often be persuaded to do so by receiving a
higher rate of pay.
More so, the use of perk could be used to motivate staff member in which case
the organisation might provide cars; health insurance; free uniform; discounted
products and first class travel. It is often cheaper for the organisation of GTB to
provide goods rather than the money to buy them with. A good perk will make an
employee reluctant to leave the business.
5.2 NON-FINANCIAL MOTIVATOR
Most staff members work to satisfy needs of one kind or another. Non-financial
motivators are things other than money that motivate people to work. Abraham
Maslow developed his hierarchy of needs based on research about what motivates
people to work. He suggested that there were 5 levels of needs that influence a
person’s behaviour. As explained earlier on, in the hierarchy the things at the top are
more important than those at the bottom.
Maslow said the lower levels have to be satisfied first. Only when these needs
have been satisfied will the individual strive to satisfy the higher needs. For example,
hungry, cold, people will seek food and shelter first. Once they are well fed and
comfortable, they will turn their attention to higher needs, for instance the pleasure of
being with colleagues.

9. Therefore the question pose by Maslow is how can an organisation like GTB
provide for these needs? Firstly basic needs – a fair wage, a meal and rest facilities
could be made available to staff members. Secondly, safety needs – job security, safe
working conditions, and pension schemes should be provided, to make staff feel sense
of belonging and secure without panic for the unknown contingency of their future.
Thirdly, social needs – met by introducing team work and perhaps providing social
facilities like a club or sports pitch. Also, the provision of network internet computer
and a WI-FI game, as well as offering end of the year party for party staff members to
feel that their work were acknowledge. Fourthly, self-esteem needs – this is about
how others see themselves at work and can be provided for by rewarding staff with
status symbols like cars, offices and new jobs titles. Allowing staff to gain
qualifications at work can boost self esteem too. Fifth, self-actualisation – this is
allowing staff members to achieve their full potential. The organisation must ensure
that promotion is possible and that there are opportunities to use initiative.
The staff member could be motivated in this aspect by giving them more
responsibility so that they feel their contribution is more valuable to the business and
that their role is of higher importance. Further, the organisation can promise the
chance of promotion if they reach a certain standard or target, the process of appraisal,
which is a huge motivator to employees. This is because they will be recognised for
the value they add (or do not add!) to the company by reviewing their progress and
achievements over a certain period.
The following are non-financial motivators that can be introduced in the
company. To some degree they can also be seen as process that reduces job
dissatisfaction:
5.2.1 Job enlargement: This involves expanding the job of a staff member that has
them doing more work of a similar nature to what they already do. This may be
allowing them to complete the whole task instead of just part of it. For example the
staff member could be assigned to render a bank services to their customer as well as
corporate advice and follow up on the progress of the service and its feedback from
customer. This process ideally removes the boredom out of the job by eliminating the
repetitiveness out of tasks and allowing them to complete the whole process, further
increasing their responsibility.
In theory, job enlargement equally motivates staff members through giving them
recognition, improving their promotion prospects and increasing the feelings of
achievement arising from the job itself. Thus encourages staff member’s satisfaction
in their work, as they are completing the entire process.
Job enlargement is more efficient if the staff members are organised in groups, so
that each staff member can be trained to do all jobs in the group.
5.2.2 Job Rotation: This involves allowing staff members to change the nature of their
job periodically. For instance, the organisation may give the staff member
administration duties one week, marketing the week after, and then back to their
original job of sales the following week. This cycle will then be ongoing. The
purpose of this is that the employee again, is satisfied by reduced boredom and also
motivated by the achievement of increased skills and experience to be gain. The

10. organisation gains from cross-training and the potential for feedback and
improvement ideas.
It is also argued that due to their wider range of skills, it will makes staff
members become more flexible since it has the useful side effect of ensuring that if
one person is absent, others can cover the job without difficulty.
5.2.3 Job enrichment: This is similar to job enlargement, the company can enrich the
staff member’s job by expanding their tasks to give a higher level of responsibility in
the nature of work they do. It actually means giving the staff members greater
responsibility and offering them challenges that allow them to utilise their skills fully.
The idea of job enrichment came from Hertzberg’s two factor theory. Whereas
job enlargement expands the job ‘horizontally’, job enrichment attempts to give staff
member greater responsibility by ‘vertically’ extending their role in production
process. A staff member of GTB for instance, may be given responsible for:
• Planning a task
• Quality control
• Work supervision
• Ordering material
• Maintenance
Hertz berg suggested that only job enrichment is likely to provide long-term job
satisfaction. An enriched job should ideally gives staff members a ‘challenge’, which
will develop their ‘unused’ skills and encourage them to be more productive. The aim
is to make workers feel they have been rewarded for their contribution to the
company. Staff members will also be provided with varied tasks, which may possibly
lead to future promotion.
5.2.4 Job redesign: The dissatisfaction within financial incentive schemes reached its
peak in 1960s and 1970s. In response the ‘Quality of Working Life Movement’
began to develop ideas which were based around the ‘human relations school’, as first
outlined by the Hawthorne studies, it was argued that workers were likely to be
motivated by non-monetary factors and that jobs needed to be designed or redesigned
to take these factors into account. However, job redesigned could be applied by
designing a better fit between staff members and their jobs:
• combining tasks
• forming natural work groups
• establishing client relationships
In 1968, Fredrick Herzberg published an article in the Harvard Business Review
(HBR) that by 1987 had sold 1.2 million reprints, the largest sale of any article in
HBR’s history. The article was republished in 1987 as an HBR classic, entitled “one
more time: How do you motivate employees?” Herzberg proposes that the key to
motivating employees lies in job design and job enrichment. He argues that there has
been a series of myths about motivation and cites nine personnel practices that in his
view are failed past attempts to until motivation.

11. Reducing the time spent at work, he says, will not motivate employees because
motivated people seek more hours of work, not fewer. Increasing wages or reducing
them in an economic depression, does not motivate people either. Fringe benefits, he
suggests, have become an expectation and one unlikely to motivate. People take for
granted having to work only five days a week and for less than ten hours a day.
He also presents further research evidence, found in a job-attitude study conducted in
six countries, supporting the importance of motivators. They were found to be
important in contributing to job satisfaction while hygiene factors at best reduced the
occurrence of job dissatisfaction (see fig 2)
Herzberg provides a model of job enrichment that is consistent with the recent
focus on serving the customer and that highlights the contribution of learning and
feeling in business performance. In the model, employees work closely together in
serving clients and understanding and developing the product. Five ingredients are
proposed as contributing to client- and product-focused learning and feeling: control
over resources, self-scheduling, personal accountability, direct communication with
authority, and direct feedback. Herzberg warns that personnel practices in the 1980s
have become too focused on hygiene factors and serving the bottom line. He
proposes that the work ethic and the quality-of-work-life movement have succumbed
to what he says are the abstract and emotionless fields of finance and marketing. Job
enrichment, he asserts, is still the key to designing work that motivates employees.
5.2.5 Multi-skilling: This is a term used to describe the process of enhancing the skills
of employees. This can be apply to the staff member to enhanced their motivation. It
is argued that giving individuals the skills and responsibilities to deal with a greater
variety of issues will allow a company to respond more quickly and effectively to
problems. For instance, a receptionist might have been trained to pass on calls to
other people in the company.
Multi-skilling this job could mean that the receptionist now deals with more
straightforward enquiries himself/herself. This would result in a quicker response to
the customer’s enquiry. It would also free up time for other people to work on more
demanding activities. Certain motivation theories suggest that giving individuals
more skills and responsibilities can improve their work performance.

12. 5.2.6 Quality Control Circles: These are small groups of workers (about 5-20) in the
same area of production who meet regularly to study and solve production problems.
In addition, such groups are intended to motivate and involve workers on the shop
floor. Unlike job enlargement and job enrichment, they allow the workforce directly
to improve the nature of the work they are doing.
This can equally be apply to the staff members of GTB, where staff members
group themselves in the same area, for instance finance or sales and so meet regularly
to study and solve related finance or sales problems. Thus, the groups could motivate
and involve other staff members on the managerial floor.
Quality control circles are only likely to work if they have the support of both
management and staff members. Also company have to accept staff member
participation and involvement in decision making, and set up a structure that support
the scheme.
5.2.7 Team working: This is a system that can be employed into the organisation
where banking tasks is organised into large units of work and a group of staff
members allocated to work together in order to meet shared objectives.
Team working contrasts with systems where individual staff member takes on
smaller, more fragmented processes, characterised by a high division of labour. A
team of people working on a larger task will need to be multi-skilled, well trained and
motivated by more than piece-rate rewards received by workers carry out a single,
repetitive task.
By using team working, an organisation get a more motivated, flexible
workforce that can cover absence more easily.
6.0 OTHER MOTIVATING FACTOR –
Other motivating factor to be apply to the staff members to strongly motivate them
within the organisation of GTB are as follows:
• Individual respect & trust
• Challenging work
• Encouragement from the organisational management
• Financial security
• Opportunity to express creativity
• Job security
• Opportunities for improvement and advancement
• Unified work environment
• A project approaching completion
• An approaching vacation
• Recognition from others
• Merit awards and good benefit
• Positive relationship with customer

13. • Expressing appreciation for job well done
• Recognise achievement
• Constructive criticism
• Effective and interpersonal communication
• Detailed instruction
Team Spirit – Creating an environment of camaraderie. Staff members work more
effectively – they don’t want to let others downs.
Recognise achievement – making a point to recognise achievements on-on-one and
also in group setting. Staff members like to see that their work isn’t being ignored.
Personal stake – thinking about the personal stake of others. What do they need? By
understanding this one will be able to keep staff member happy and productive.
Concentrate on outcome – no one likes to work with someone standing over their
shoulder.
Focus on outcomes – management of organisation should make it clear what they
want and cut staff members loose to get it done on their own.
Trust and respect – giving the staff members the trust and respect they deserve and
they will respond to requests much more favourably.
Create challenges – staffs are happy when they are progressing towards a goal.
Giving them the opportunity to face new and difficult problems and they will be more
enthusiastic.
Let staff be creative – the management of the organisation should never expect
everyone to do things their ways. Allowing staff member to be creative creates a
more optimistic environment and can lead to awesome new ideas.
Constructive criticism – often staff member don’t realise what they are doing wrong,
the management should let them know. Most staff want to improve and will make an
effort once they know how to do it.
Demand improvement – the organisational management should never let staff
members stagnate. Each time someone advances the management can raise the bar a
little higher.
Make it fun – the management should make it fun, because work is most enjoyable
when it doesn’t feel like work at all. Let the staff have fun and the positive
environment will lead to better results.
Create opportunities – giving the staff the opportunity to advance. The management
should let them know that hard work will pay off.
Communication – keeping the communication channel open by being aware of
potential problems, management can fix them before a serious dispute arises.

14. Making it stimulating – this actually means mixing it up. The management should
never ask staff members to do the same boring tasks all the time. A stimulating
environment creates enthusiasm and the opportunity for “big picture” thinking.
… And explain why these may differ from effective method utilised within the
industry/sectors in different economic and political times
This is different from the effective method utilised within the industry in
different economic and political times. This is because the method used in GTB was
autocratic leadership style, where one manager set objectives, allocate tasks, and insist
on obedience. Therefore the group become dependent on him or her. The result of
this style is that staff members of the group are dissatisfied with the leader. This
results in little cohesion, the need for high levels of supervision and poor level of
motivation amongst staff member.
Although autocratic leadership may be needed in certain circumstance, for
example, in the armed forces, where there may be a need to move troops quickly, and
for orders to be obeyed instantly.
Also, the method of centralising authority and responsibility to manager and
never allow staff member to take group responsibility or participate in decision
making process. The reason is that staff members are seen as a co-workers hired and
assign tasks to, and made to carry out task dictated to by the managers.
In this type of organisation possibility that staff member work hard to their best
interest of the organisation are never been appreciated instead they received no
positive comment because they are paid staff member and they are meant to work
toward the objectives of company and so their work is not considered having positive
recommendation or recognition. Under this system of management, monitor and
supervision of the manager is seen as being objective and subjective to their
subordinate staff members.
The aspect of division of labour where individual staff member undertake a task
purely because he/she is qualify in that area of specialisation and his allocated a
particular task relating to its discipline and individual worked based on that killed
knowledge by dividing the job, does not allow flexibility and thus, lead to boredom
ness and not motivating the staff member. The reason being that if an accountant is
not around, no individual staff member cannot take up his task in the interim.
More so, organisation of GTB and its management have fear of delegation of
responsibility and authority to staff member with the fear that individual staff member
can abuse the opportunity in favour of themselves instead of that of the company.
The risk of delegation as envisage by the company is that staff member can gang up
forming an opposition staff unionism which might not go down with the running of
the organisation. Mostly, GTB found almost the slightest way of avoiding staff
member freedom of will and choice in the company.

15. The use of assertive words like commanding tone, or unfriendly reprimand
action from the manager to the staff member when fault arises within the
uncontrollable capacity of staff member has been a methodising by the company.
Suffice to say there s no individual trust and respect for the staff member. The issue
of time management is out of place – staff member work Monday till Friday and they
are paid salary. The question of what will happen if the staff doesn’t turn up when
called him/her sick is undermined. However, there is more pressing issue why the
effective method used by the organisation might not motivate staff member.
* Theory X and Y
According to Douglas McGregor in 1960, published “The Humans Side of
Enterprise” it was an attempt to apply the implications of Maslow and the work of
Taylor and Mayo to business. In it, he give different reasons why people work. He
coined the terms Theory X and Theory Y to describe these differences.
Table 59.3 shows the main ideas of the two.
Theory X assumes that people motivated by money are the workers that are
lazy. If this is accepted, then the only way to get people to work is by using strict
control. This control can be one of two form as used by the company in question.
One method is the use of coercion – the threat of punishment if rules are broken or
targets not achieved. This is often known as the ‘stick’ approach. The problem with
threat is that they are only effective method if the staff member of GTB being
threatened believes that they will be carry out. Modern employment laws and
company wide agreements have made this difficult for managers. For this reason, a
‘carrot’ approach may be more suitable. People have to be persuaded to carry out
tasks by promises or rewards.
Theory Y, on the other hand, assumed that given the staff member a free will of
democratic lifestyle of leadership they are most motivated by those of things at the top
of Maslow’s hierarchy. In other words, people are responsible, committed and enjoy
having control over work. Most staff member, given equal opportunity, will get

16. involved in work and contribute towards the solution of a problem that may arise.
This theory is similar in some ways to the Human Relation School .
In practice, it could be argued that most emphasise of the organisation of GTB is
on the use of money (in term of pay packages and salary review) and control to
encourage workers to behave in the ‘correct way’. A representative of a banker’s
union wrote in the ‘independent on Sunday’, “The lower down the ladder you are, the
less control you have over your work environment. Managers can do as they please,
stretch their legs whenever they want. Administrative or clerical staff members, if
they don’t complete a given number of key strokes in an hour or a day, half the time
they don’t know what they are doing. They don’t see any end product. More and
more work has been downgraded.”
** Latham and Locke’s Theory
Latham and Locke in 1979 stated that the advantage of goal theory is that it has
clear practical applications for managing and motivating people. Latham & Locke’s
goal-directed theory observe that mostly managers are not in a position to change staff
member’s personalities and the best they can do is to use incentives to direct staff
member’s energies towards the goals of the organisation. Money, they say, is the
primary incentives, but there are many others, such as participation in decision
making, behaviour modification (using structured systems of incentives to modify
staff’s behaviour), and organisation development.
Latham and Locke reported on laboratory experiments showing that individual
staff members who were given specific, challenging goals outperformed those who
were given vague goal like that of the Guaranty Trust Bank Plc. These experiment’s
quite applicable to pay and performance feedback resulted in improved performance
only where the feedback led the individuals to set themselves higher goals then they
had before.
The authors also reported studies they undertook to help managers improved the
productivity of staff members. Giving a number of able bodies’ staff member’s
specific production goals, such as the amount of clerical work or administrative
paperwork to be collected, sorted out and filled up, was found to increase productivity
– when it was combined with a supervisory presence on site. Staff members on their
own without supervision tended to under-perform. When there was an atmosphere of
trust between managers and subordinates, staff members given the most demanding
goals were discovered to out-perform others, having higher rates of productivity and
lower rates of absenteeism, injury and employee turnover. However, Guaranty Trust
bank have little or no trust relations with their staff members. This is as a result that,
element of trusts as always make staff member dodgy and mistrust of funds put in
their custody, for example, the issue of bank fraud has raise a number of issue
regarding trust among managers and staff members.
7.0 CONCLUSION
I Victor Vroom Book Work

17. Above all, Victor Vroom’s Book Work and motivation is regarded by many as a
landmark in the field of motivation. His theory assumes that human behaviour is
goal-directed and that work will be more motivating when it provide the opportunity
for goal attainment and need satisfaction. Vroom developed what is known as
expectancy theory, in which motivation is a function of each individual’s expectation
that his or her behaviour will result in outcomes that have psychological value.
II Expectancy Theory
It is predicted, according to expectancy theory, that individuals will behave in ways
they think are likely to lead to rewards they value. This, however, appeared effective
motivators, does not sound as any of the effective methods employed by GTB towards
their staffs. Therefore, the theory’s recommendation for managers at GTB is that
work should be designed so that effective performance leads to outcomes desired by
the staff members of the organisation. Staff members will work hard if their labours
achieve things they want, which can vary from extrinsic rewards such as productivity
bonus to intrinsic rewards such as the pleasure obtained purely form doing the tasks.
REFERENCES
1. Management and Organisation Behaviour by Laurie J. Mullins, eight
edition, FT Prentice Hall.
2. Not Bosses but Leaders (How to lead the way to success), 3rd
edition, by
John Adair, with Peter Reed.
3. Leadership in organisation by Gary York, 6th
edition, Pearson Prentice
Hall.
4. Development in the Management of Human Resources, by John Storey,
Blackwell Business Publishers.
5. Human Resources Disputes & Resolutions: The Manager’s Guide to
Employment Headaches & the Law, by Harry Sherrard, Kogan Page.
6. Human Resources Management by Derek Torrington, Laura Hall, Stephen
Taylor. Seventh Edition, Prentice Hall.
7. Motivation in Practice by S. Safari, 3rd
Edition, Blackwell Publisher.
8. Contemporary Human Resource Management: Text and Cases by tom
Redman & Adrian Wilkinson, Prentice Hall Publisher.
9. Human Resources Development Perspectives, Strategies and Practice
Edited by Jim Stewart and Jim McGoldrick, Prentice Hall Publishing.
10. Human Resources Development: Beyond Training Interventions by
Margaret Anne Reid, Harry Barrington and Mary Brown, seventh edition, CIPD
Publisher.
11. Personnel Management: HRM in Action by Derrek Torrington & Laura
Hall, third edition, Prentice Hall Publisher.

18. 12. Employee relations by John Gennard and Graham Judge, 4th
edition, Cipd
Publisher.
13. International HRM: Managing Diversity in the workplace, edited by
Maryann H. Albrecht, Blackwell Business Publisher.
14. Management, Work & Organisation: Human Resource Management –
Rhetoric’s & Realities by Karen Legge, Anniversary Edition, Palgrave
MacMillan Publisher.
15. Strategic Human Resource Development by Jim Graves, 1st
edition, Sage
Publications.
16. The Human Organisation: It’s Management & Value by Rensis Likert
International Student Edition, McGraw-Hill Publisher.
17. International Human Resources Management: A European Perspective
edited by Michael Dickmann, Chris Brewster and Paul Sparrow, 2nd
edition,
Routledge Publisher.
18. Human Resource Management: Theory and Practice by John Bralton and
Jeffrey Gold, 3rd
edition, Palgrave MacMillan Publisher.
19. Introduction to Human Resources Management by Ashly Pinnington &
Tony Edwards, 4th
edition, Oxford University Pressure Publication.
20. Managing Change Through Training & Development by J. Stewart, 2nd
edition, Kogan Page Publisher.
21. The Human Side of Enterprise by D.C. McGregor (1960) New York ,
McGraw-Hill Publisher.
22. Management, Organisation and Employment Strategy by T.J. Watson,
Routledge Publisher.
23. Walton, R.E, ‘Toward a Strategy of Eliciting Employee Commitment
Based on Policies of Mutuality’, in R.E. Walton and P.R. Lawrence (eds),
Human Resources Management, Trends and Challenges (Boston: Harvard
Business School Press, 1985), 35-65. ‘The New HRM model is composed of
policies that promote mutuality – mutual goals, mutual influence, mutual
respect, mutual rewards, mutual responsibility. The theory is that policies of
mutuality will elicit commitment which in turn will yield both better economic
performance and greater human development.’
24. Hughes, E.C, ‘Institutional Office and the Person’, American Journal of
Sociology (1937), 43, pp.404-13.
25. Curnow, B. And McLean , F.J., Third Age Careers (London: Gower Press,
1994).
26. Kotter, J.P, The General Managers (New York: Free Press, 1982).
27. Handy, C.J., Understanding Organizations, 4th
edn. (London: Penguin,
1993).
28. Ibid.
29. Schein, E.H., Career Dynamics: Matching Individual and Organisational
Needs, (Reading, MA: Addison-Wesley, 1978). Schein, E.H, ‘How “career
anchors” hold executives to their career paths’, in R.Katz (ed.), Managing

19. Professionals in Innovative Organizations (Cambridge, MA: Ballinger Publisher
Company, Harper & Row, 1988), pp.487-97.
30. Herriot, P. And Pemberton, C., New Deals: The Revolution in Managerial
Careers (Chichester: John Wiley & Sons, 1995).
31. McGovern, P., HRM, Technical Workers and the Multinational
Corporation (London: Routledge, 1998), pp.136-45.
32. Financial Times, 15 and 16 December 1994 and 1 May 1996 .
33. Herriot, P., ‘The Management of Careers’, in S. Tyson (ed.), Strategic
Prospects for HRM (London: Institute of Personnel and Development, 1995).
Pp.184-205 at p.196; Hendry, C. And Jenkins, R., ‘Psychological Contracts and
New Deals’, Human Resource Management Journal (1997), 7, 1, pp.38=44.
34. People Management, 4, 19, 1 October 1998 , p.12
35. Trompenaars, F., Riding the Waves of Culture (London: Economist
Books, 1993).
36. Kamoche, K., ‘Strategic Human Resource Management Within A
Resource-Capability View of the Firm’, Journal of Management Studies (1996),
March, 33, 2, pp.213-33(see p.213).
37. Prahalad, C., and Hamel, G., ‘The Core Competence of the Corporation’,
Harvard Business Review (1990), May-June, pp.79-91.
38. Guest, D.E., ‘Beyond HRM: Commitment and the Contract Culture’, in
P.Sparrow and M.Marchington (eds.), Human Resource Management; The New
Agenda (London: Financial Times, Pitman Publishing, 1998), pp.37-51.
39. Brewster, c., ‘Flexible working in Europe : extent, growth and the
challenge for HRM’, in Sparrow and Marchington (eds.), Human Resource
Management: The New Agenda, pp.245-58.
40. UK Labour Force Survey Spring 1996.
41. Guest, ‘Beyond HRM’, p.46.
42. Hofstede, G., Culture’s Consequences; International Differences in Work
Related Values (Beverly Hills: Sage, 1980).
43. Ibid, p.42.
44. Wright and Storey, ‘Recruitment and Selection’, in I.Beardwell and
L.Holden, Human Resource Management: a contemporary Perspective, 2nd
ed.
(London: Financial Times, Pitman Publishing, 1997), pp.210-76.
45. Iles, P. And Salaman, G., ‘Recruitment, Selection and Assessment’, in
J.Storey (ed.), Human Resource Management: A Critical Text (London:
Routledge, 1995), pp.203-=33.
46. Townley, B., ‘Selection and Appraisal: Reconstituting “Social
Relations”?’, in Storey (ed.), New Perspectives on Human Resource
Management.
47. Boam, J.R. And Sparrow, P., Designing and Achieving Competency: A
Competency-based Approach to Developing People and Organizations
(Maidenhead; McGraw-Hill, 192).

20. 48. Robertson I.T., Illes, P.A., Gratton, L., and Sharpley, D., ‘The
Psychological Impact of Selection Procedures on Candidates’, Human Relations
(1991), 44, 9, pp.963-82; Baron, H. And Janman, K., ‘Fairness in the
Assessment Centre’, in C.L.Cooper and I.T.Roberston, International Review of
Industrial and Organizational Psychology, vol.II (Chichester: John Wiley,
1996), pp.61-114.
49. Illes and Salaman, ‘Recruitment, Selection and Assessment’, p.208.
50. Ibid, p.209.
51. Feltham, R., ‘Using Competencies in Selection and Recruitment’, in
R.Boam and P.Sparrow, Designing and Achieving Competency: A
Competency-based Approach to Developing People and Organizations
(Maidenhead: McGraw-Hill, 1992), pp.89-103.
52. Ibid, p.xxi.
53. Sparrow, P., ‘New Organisational Forms, Processes, Jobs and
Psychological Contracts: Resolving the HRM Issues’, in P.Sparrow and
M.Marchington (eds.), Human Resource Management: The New Agenda
(London: Financial Times, Pitman Publishing, 1998), pp.117-41; Kandola, R.
And Pearn, M., ‘Identifying Competences’, in R.Boam and P.Sparrow,
Designing and Achieving Competency: A Competency-based Approach to
Developing People and Organizations (Maidenhead: McGraw-Hill, 1992).
54. Sparrow, P., ‘New Organisational Forms, Processes, Jobs and
Psychological Contracts’, p.120; Buchanan, D.A. ‘Principles and Practice in
work design’, in K.Sisson (ed.), Personnel Management; A comprehensive
Guide to Theory and Practice in Britain , 2nd
edn. (Oxford: Blackwell, 1994).
55. Parker, S.K., and Wall, T.D., ‘Job Design and Modern Manufacturing’, in
P.Warr (ed.), Psychology and Work, 4th
edn. (London: Penguin, 1996).
56. West, M.A., Borrill, C.S., and Unsworth, K.L, ‘Team effectiveness in
organizations’, in C.L.Cooper and I.T.Roberston (eds.), International Review of
Industrial and Organizational Psychology, Vol.13, (Chichester: John Wiley,
1998), pp.1-48 at p.32.
57. People Management (1999), 5, 1, 14 January, p.15.
58. Hodgkinson, G.P. and Payne, R.L., Short research note: ‘Graduate
Selection in Three European Countries’, Journal of Occupational Organizational
Psychology (1998), 71, pp.359-65 (see p.361); Shackleton, V. And Newell, S.,
‘European management selection methods: A comparison of five countries’,
International Journal of Selection and Assessment (19940, 2, pp.91-102.
59. Hodgkinson, G.P., Daley, N., and Payne, R.L., International Journal of
Manpower (1995), 16, 8, pp.59-76; Hodgkinson, G.P., Snell, S., Daley, N., and
Payne, R.L, ‘A Comparative Study of Knowledge of Changing Demographic
Trends and the Importance of HRM Practices in Three European Countries’,
International Journal of Selection and Assessment (1996), 4, 4, October, pp.184-
94.
60. Fletcher, C., People Management (1998), 4, 23, 26 November, p.40.
61. Guirdham, M., Interpersonal Skills at Work (London: Prentice Hall, 1990).

21. 62. Hatch, M.J., Organization Theory: Modern, Symbolic and Postmodern
Perspectives (Oxford: Oxford University Press, 1997), p.228.
63. Fletcher, C. and Anderson, N., ‘A superficial assessment’, People
Management (19998) 4, 10, 14 May, p.44.
64. Cole, G.A., Personnel Management, 3rd
edn. (London: DP Publications,
1993), pp.210-11.
65. Newell, S. and Rice C., ‘Assessment, Selection and Evaluation: Problems
and Pitfalls’, pp.129-=65, in J.Leopold, L.Harris and T.Watson, Strategic
Human Resourcing: Principles, Perspectives and Practices (London: Financial
Times, Pitman Publishing, 1999).
66. Beer, m., Spector, B., Lawrence , P.R., Quinn Mills, D., and Walton, R.E.,
Managing Human Assets: The Groundbreaking Harvard Business School
Program (New York: The Free Press, Macmillan, 1984), pp.129-65.