JOURNAL OF EXTENSION

June 1998 // Volume 36 // Number 3 // Research in Brief // 3RIB3

Understanding Employee Motivation

Abstract
The study examined the ranked importance of motivational factors of employees
at The Ohio State University's Piketon Research and Extension Center and
Enterprise Center. The hand-delivered descriptive survey addressed ten
motivating factors in the context of employee motivation theory. Findings
suggest interesting work and good pay are key to higher employee motivation.
Carefully designed reward systems that include job enlargement, job
enrichment, promotions, internal and external stipends, monetary, and non-
monetary compensation should be considered.

James R. Lindner
Research and Extension Associate
The Ohio State University
Piketon Research and Extension Center
Piketon, Ohio
Internet address: lindner.16@osu.edu

Introduction to Motivation

At one time, employees were considered just another input into the production of
goods and services. What perhaps changed this way of thinking about
employees was research, referred to as the Hawthorne Studies, conducted by
Elton Mayo from 1924 to 1932 (Dickson, 1973). This study found employees are
not motivated solely by money and employee behavior is linked to their attitudes
(Dickson, 1973). The Hawthorne Studies began the human relations approach to
management, whereby the needs and motivation of employees become the
primary focus of managers (Bedeian, 1993).

Motivation Theories

Understanding what motivated employees and how they were motivated was the
focus of many researchers following the publication of the Hawthorne Study
results (Terpstra, 1979). Five major approaches that have led to our
understanding of motivation are Maslow's need-hierarchy theory, Herzberg's
two- factor theory, Vroom's expectancy theory, Adams' equity theory, and
Skinner's reinforcement theory.

According to Maslow, employees have five levels of needs (Maslow, 1943):

physiological, safety, social, ego, and self- actualizing. Maslow argued that lower
level needs had to be satisfied before the next higher level need would motivate
employees. Herzberg's work categorized motivation into two factors: motivators
and hygienes (Herzberg, Mausner, & Snyderman, 1959). Motivator or intrinsic
factors, such as achievement and recognition, produce job satisfaction. Hygiene
or extrinsic factors, such as pay and job security, produce job dissatisfaction.

Vroom's theory is based on the belief that employee effort will lead to
performance and performance will lead to rewards (Vroom, 1964). Rewards may
be either positive or negative. The more positive the reward the more likely the
employee will be highly motivated. Conversely, the more negative the reward
the less likely the employee will be motivated.

Adams' theory states that employees strive for equity between themselves and
other workers. Equity is achieved when the ratio of employee outcomes over
inputs is equal to other employee outcomes over inputs (Adams, 1965).

Skinner's theory simply states those employees' behaviors that lead to positive
outcomes will be repeated and behaviors that lead to negative outcomes will not
be repeated (Skinner, 1953). Managers should positively reinforce employee
behaviors that lead to positive outcomes. Managers should negatively reinforce
employee behavior that leads to negative outcomes.

Motivation Defined

Many contemporary authors have also defined the concept of motivation.

Motivation has been defined as: the psychological process that gives behavior
purpose and direction (Kreitner, 1995); a predisposition to behave in a purposive
manner to achieve specific, unmet needs (Buford, Bedeian, & Lindner, 1995); an
internal drive to satisfy an unsatisfied need (Higgins, 1994); and the will to
achieve (Bedeian, 1993). For this paper, motivation is operationally defined as
the inner force that drives individuals to accomplish personal and organizational
goals.

The Role of Motivation

Why do we need motivated employees? The answer is survival (Smith, 1994).

Motivated employees are needed in our rapidly changing workplaces. Motivated
employees help organizations survive. Motivated employees are more
productive. To be effective, managers need to understand what motivates
employees within the context of the roles they perform. Of all the functions a
manager performs, motivating employees is arguably the most complex. This is
due, in part, to the fact that what motivates employees changes constantly
(Bowen & Radhakrishna, 1991). For example, research suggests that as
employees' income increases, money becomes less of a motivator (Kovach,
1987). Also, as employees get older, interesting work becomes more of a
motivator.

Purpose
The purpose of this study was to describe the importance of certain factors in
motivating employees at the Piketon Research and Extension Center and
Enterprise Center. Specifically, the study sought to describe the ranked
importance of the following ten motivating factors: (a) job security, (b)
sympathetic help with personal problems, (c) personal loyalty to employees, (d)
interesting work, (e) good working conditions, (f) tactful discipline, (g) good
wages, (h) promotions and growth in the organization, (i) feeling of being in on
things, and (j) full appreciation of work done. A secondary purpose of the study
was to compare the results of this study with the study results from other
populations.

Methodology

The research design for this study employed a descriptive survey method. The
target population of this study included employees at the Piketon Research and
Extension Center and Enterprise Center (centers). The sample size included all
25 employees of the target population. Twenty-three of the 25 employees
participated in the survey for a participation rate of 92%. The centers are in
Piketon, Ohio.

The mission of the Enterprise Center is to facilitate individual and community

leader awareness and provide assistance in preparing and accessing economic
opportunities in southern Ohio. The Enterprise Center has three programs:
alternatives in agriculture, small business development, and women's business
development. The mission of the Piketon Research and Extension Center is to
conduct research and educational programs designed to enhance economic
development in southern Ohio. The Piketon Research and Extension Center has
five programs: aquaculture, community economic development, horticulture,
forestry, and soil and water resources.

From a review of literature, a survey questionnaire was developed to collect data

for the study (Bowen & Radhakrishna, 1991; Harpaz, 1990; Kovach, 1987). Data
was collected through use of a written questionnaire hand-delivered to
participants. Questionnaires were filled out by participants and returned to an
intra-departmental mailbox. The questionnaire asked participants to rank the
importance of ten factors that motivated them in doing their work: 1=most
important . . . 10=least important. Face and content validity for the instrument
were established using two administrative and professional employees at The
Ohio State University. The instrument was pilot tested with three similarly
situated employees within the university. As a result of the pilot test, minor
changes in word selection and instructions were made to the questionnaire.

Results and Discussion

The ranked order of motivating factors were: (a) interesting work, (b) good
wages, (c) full appreciation of work done, (d) job security, (e) good working
conditions, (f) promotions and growth in the organization, (g) feeling of being in
on things, (h) personal loyalty to employees, (i) tactful discipline, and (j)
sympathetic help with personal problems.
A comparison of these results to Maslow's need-hierarchy theory provides some
interesting insight into employee motivation. The number one ranked motivator,
interesting work, is a self-actualizing factor. The number two ranked motivator,
good wages, is a physiological factor. The number three ranked motivator, full
appreciation of work done, is an esteem factor. The number four ranked
motivator, job security, is a safety factor. Therefore, according to Maslow (1943),
if managers wish to address the most important motivational factor of Centers'
employees, interesting work, physiological, safety, social, and esteem factors
must first be satisfied. If managers wished to address the second most important
motivational factor of centers' employees, good pay, increased pay would
suffice. Contrary to what Maslow's theory suggests, the range of motivational
factors are mixed in this study. Maslow's conclusions that lower level
motivational factors must be met before ascending to the next level were not
confirmed by this study.

The following example compares the highest ranked motivational factor

(interesting work) to Vroom's expectancy theory. Assume that a Centers
employee just attended a staff meeting where he/she learned a major emphasis
would be placed on seeking additional external program funds. Additionally,
employees who are successful in securing funds will be given more opportunities
to explore their own research and extension interests (interesting work).
Employees who do not secure additional funds will be required to work on
research and extension programs identified by the director. The employee
realizes that the more research he/she does regarding funding sources and the
more proposals he/she writes, the greater the likelihood he/she will receive
external funding.

Because the state legislature has not increased appropriations to the centers for
the next two years (funds for independent research and extension projects will
be scaled back), the employee sees a direct relationship between performance
(obtaining external funds) and rewards (independent research and Extension
projects). Further, the employee went to work for the centers, in part, because of
the opportunity to conduct independent research and extension projects. The
employee will be motivated if he/she is successful in obtaining external funds
and given the opportunity to conduct independent research and extension
projects. On the other hand, motivation will be diminished if the employee is
successful in obtaining external funds and the director denies the request to
conduct independent research and Extension projects.

The following example compares the third highest ranked motivational factor
(full appreciation of work done) to Adams's equity theory. If an employee at the
centers feels that there is a lack of appreciation for work done, as being too low
relative to another employee, an inequity may exist and the employee will be
dis-motivated. Further, if all the employees at the centers feel that there is a lack
of appreciation for work done, inequity may exist. Adams (1965) stated
employees will attempt to restore equity through various means, some of which
may be counter- productive to organizational goals and objectives. For instance,
employees who feel their work is not being appreciated may work less or
undervalue the work of other employees.

This final example compares the two highest motivational factors to Herzberg's
two-factor theory. The highest ranked motivator, interesting work, is a motivator
factor. The second ranked motivator, good wages is a hygiene factor. Herzberg,
Mausner, & Snyderman (1959) stated that to the degree that motivators are
present in a job, motivation will occur. The absence of motivators does not lead
to dissatisfaction. Further, they stated that to the degree that hygienes are
absent from a job, dissatisfaction will occur. When present, hygienes prevent
dissatisfaction, but do not lead to satisfaction. In our example, the lack of
interesting work (motivator) for the centers' employees would not lead to
dissatisfaction. Paying centers' employees lower wages (hygiene) than what they
believe to be fair may lead to job dissatisfaction. Conversely, employees will be
motivated when they are doing interesting work and but will not necessarily be
motivated by higher pay.

The discussion above, about the ranked importance of motivational factors as

related to motivational theory, is only part of the picture. The other part is how
these rankings compare with related research. A study of industrial employees,
conducted by Kovach (1987), yielded the following ranked order of motivational
factors: (a) interesting work, (b) full appreciation of work done, and (c) feeling of
being in on things. Another study of employees, conducted by Harpaz (1990),
yielded the following ranked order of motivational factors: (a) interesting work,
(b) good wages, and (c) job security.

In this study and the two cited above, interesting work ranked as the most
important motivational factor. Pay was not ranked as one of the most important
motivational factors by Kovach (1987), but was ranked second in this research
and by Harpaz (1990). Full appreciation of work done was not ranked as one of
the most important motivational factors by Harpaz (1990), but was ranked
second in this research and by Kovach (1987). The discrepancies in these
research findings supports the idea that what motivates employees differs given
the context in which the employee works. What is clear, however, is that
employees rank interesting work as the most important motivational factor.

Implications for Centers and Extension

The ranked importance of motivational factors of employees at the centers

provides useful information for the centers' director and employees. Knowing
how to use this information in motivating centers' employees is complex. The
strategy for motivating centers' employees depends on which motivation
theories are used as a reference point. If Hertzberg's theory is followed,
management should begin by focusing on pay and job security (hygiene factors)
before focusing on interesting work and full appreciation of work done (motivator
factors). If Adams' equity theory is followed, management should begin by
focusing on areas where there may be perceived inequities (pay and full
appreciation of work done) before focusing on interesting work and job security.
If Vroom's theory is followed, management should begin by focusing on
rewarding (pay and interesting work) employee effort in achieving organizational
goals and objectives.

Regardless of which theory is followed, interesting work and employee pay

appear to be important links to higher motivation of centers' employees. Options
such as job enlargement, job enrichment, promotions, internal and external
stipends, monetary, and non-monetary compensation should be considered. Job
enlargement can be used (by managers) to make work more interesting (for
employees) by increasing the number and variety of activities performed. Job
enrichment can used to make work more interesting and increase pay by adding
higher level responsibilities to a job and providing monetary compensation (raise
or stipend) to employees for accepting this responsibility. These are just two
examples of an infinite number of methods to increase motivation of employees
at the centers. The key to motivating centers' employees is to know what
motivates them and designing a motivation program based on those needs.

The results presented in this paper also have implications for the entire
Cooperative Extension Sysyem. The effectiveness of Extension is dependent
upon the motivation of its employees (Chesney, 1992; Buford, 1990; Smith,
1990). Knowing what motivates employees and incorporating this knowledge
into the reward system will help Extension identify, recruit, employ, train, and
retain a productive workforce. Motivating Extension employees requires both
managers and employees working together (Buford, 1993). Extension employees
must be willing to let managers know what motivates them, and managers must
be willing to design reward systems that motivate employees. Survey results,
like those presented here, are useful in helping Extension managers determine
what motivates employees (Bowen & Radhakrishna, 1991). If properly designed
reward systems are not implemented, however, employees will not be
motivated.

References

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(2). 16-22.

Buford, J. A., Jr., Bedeian, A. G., & Lindner, J. R. (1995). Management in Extension
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Buford, J. A., Jr. (1990). Extension management in the information age. Journal of
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Buford, J. A., Jr. (1993). Be your own boss. Journal of Extension, 31 (1).
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Dickson, W. J. (1973). Hawthorne experiments. In C. Heyel (ed.), The

encyclopedia of management, 2nd ed. (pp. 298-302). New York: Van Nostrand
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Higgins, J. M. (1994). The management challenge (2nd ed.). New York:

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different answers. Business Horizons, 30. 58-65.

Kreitner, R. (1995). Management (6th ed.). Boston: Houghton Mifflin Company.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, July

1943. 370-396.

Skinner, B. F. (1953). Science and Human Behavior. New York: Free Press.

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management and development handbook (2nd ed.).

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Vroom, V. H. (1964). Work and motivation. New York: Wiley.

Music in Sport and Exercise : An Update on Research

and Application
ISSN: 1543-9518
Submitted by: Costas Karageorghis and David-Lee Priest - Brunel
University

Abstract

In spring 1999, almost a decade ago, the first author published in The Sport
Journal an article titled “Music in Sport and Exercise: Theory and Practice.” The
present article’s origins are in that earlier work and the first author’s research
while a master’s student at the United States Sports Academy in 1991–92. To a
greater degree than in the original 1999 article, this article focuses on the
applied aspects of music in sport and exercise. Moreover, it highlights some new
research trends emanating not only from our own publications, but also from the
work of other prominent researchers in the field. The content is oriented
primarily towards the needs of athletes and coaches.

Music in Sport and Exercise: An Update on Research and Application

With the banning of music by the organizers of the 2007 New York Marathon
making global headlines, the potentially powerful effects of music on the human
psyche were brought into sharp focus. In fact, music was banned from the New
York Marathon as part of the wider USA Track & Field ban on tactical
communications between runners and their coaches. The marathon committee
upheld this ban, which is often otherwise overlooked, justifying its action in
terms of safety.

The response to the ban was emphatic. Hundreds of runners flouted the new
regulation and risked disqualification from the event—such was their desire to
run to the beat. Experience at other races around the world confirms the
precedent set in New York; try to separate athletes from their music at your
peril! But why is music so pivotal to runners and to sports people from a wide
variety of disciplines?

How Music Wields an Effect

In the hotbed of competition, where athletes are often very closely matched in
ability, music has the potential to elicit a small but significant effect on
performance (Karageorghis & Terry, 1997). Music also provides an ideal
accompaniment for training. Scientific inquiry has revealed five key ways in
which music can influence preparation and competitive performances:
dissociation, arousal regulation, synchronization, acquisition of motor skills, and
attainment of flow.

Dissociation

During submaximal exercise, music can narrow attention, in turn diverting the
mind from sensations of fatigue. This diversionary technique, known to
psychologists as dissociation, lowers perceptions of effort. Effective dissociation
can promote a positive mood state, turning the attention away from thoughts of
physiological sensations of fatigue. More specifically, positive aspects of mood
such as vigor and happiness become heightened, while negative aspects such as
tension, depression, and anger are assuaged (Bishop, Karageorghis, & Loizou,
2007). This effect holds for low and moderate exercise intensities only; at high
intensities, perceptions of fatigue override the impact of music, because
attentional processes are dominated by physiological feedback, for example
respiration rate and blood lactate accumulation.

Research shows that the dissociation effect results in a 10% reduction in

perceived exertion during treadmill running at moderate intensity (Karageorghis
& Terry, 1999; Nethery, 2002; Szmedra & Bacharach, 1998). Although music
does not reduce the perception of effort during high intensity work, it does
improve the experience thereof: It makes hard training seem more like fun, by
shaping how the mind interprets symptoms of fatigue. While running on a
treadmill at 85% of aerobic capacity (VO2max), listening to music will not make
the task seem easier in terms of information that the muscles and vital organs
send the brain. Nevertheless, the runner is likely to find the experience more
pleasurable. The bottom line is that during a hard session, music has limited
power to influence what the athlete feels, but it does have considerable leverage
on how the athlete feels.

Arousal Regulation

Music alters emotional and physiological arousal and can therefore be used prior
to competition or training as a stimulant, or as a sedative to calm “up” or
anxious feelings (Bishop et al., 2007). Music thus provides arousal regulation
fostering an optimal mindset. Most athletes use loud, upbeat music to “psych
up,” but softer selections can help to “psych down,” as well. An example of the
latter is two-time Olympic gold medalist Dame Kelly Holmes’s use of soulful
ballads by Alicia Keys (e.g., “Fallin’” and “Killing Me Softly”) in her pre-event
routine at the Athens Games of 2004. While the physiological processes tend to
react sympathetically to music’s rhythmical components, it is often lyrics or
extramusical associations that make an impact on the emotions. Ostensibly, fast
tempi are associated with higher arousal levels than slow tempi.

Karageorghis and Lee (2001) examined the interactive effects of music and
imagery on an isometric muscular endurance task which required participants to
hold dumbbells in a cruciform position for as long as possible. Males held 15% of
their body weight and females held 5% of their body weight. The authors found
that the combination of music and imagery, when compared to imagery only,
music only, or a control condition, enhanced muscular endurance (see Figure 1),
although it did not appear to enhance the potency of the imagery. The main
implication of the study was that employing imagery to a backdrop of music may
be a useful performance-enhancement strategy that can be integrated in a pre-
event routine.
Figure 1. Bar chart illustrating mean scores (+ 1 SD) for isometric muscular
endurance under conditions of imagery only (A), motivational music (B),
motivational music and imagery (C), and a no music/imagery control (D).

Synchronization

Research has consistently shown that the synchronization of music with

repetitive exercise is associated with increased levels of work output. This
applies to such activities as rowing, cycling, cross-country skiing, and running.
Musical tempo can regulate movement and thus prolong performance.
Synchronizing movements with music also enables athletes to perform more
efficiently, again resulting in greater endurance. In one recent study, participants
who cycled in time to music found that they required 7% less oxygen to do the
same work as compared to cycling with background (asynchronous) music
(Bacon, Myers, & Karageorghis, 2008). The implication is that music provides
temporal cues that have the potential to make athletes’ energy use more
efficient.

The celebrated Ethiopian distance runner Haile Gebrselassie is famous for setting
world records running in time to the rhythmical pop song “Scatman.” He selected
this song because the tempo perfectly matched his target stride rate, a very
important consideration for a distance runner whose aim is to establish a steady,
efficient cadence. The synchronization effect in running was demonstrated in an
experimental setting by Simpson and Karageorghis (2006), who found that
motivational synchronous music improved running speed by ~.5 s in a 400-m
sprint, compared to a no-music control condition (see Figure 2).
Figure 2. Mean 400 m times for synchronous motivational music, synchronous
oudeterous music, and a no-music control.

Acquisition of Motor Skills

Music can impact positively on the acquisition of motor skills. Think back to
elementary school days and your initial physical education lessons, which were
probably set to music. Music-accompanied dance and play created opportunities
to explore different planes of motion and improve coordination. Scientific studies
have shown that the application of purposefully selected music can have a
positive effect on stylistic movement in sport (Chen, 1985; Spilthoorn, 1986),
although there has been no recent research to build upon initial findings.

There are three plausible explanations for the enhancement of skill acquisition
through music. First, music replicates forms of bodily rhythm and many aspects
of human locomotion. Hence, music can transport the body through effective
movement patterns, the body providing an apparent visual analogue of the
sound. Second, the lyrics from well-chosen music can reinforce essential aspects
of a sporting technique. For instance, in track and field, the track “Push It” (by
Salt-n-Pepa) is ideal for reinforcing the idea that the shot should be put, not
thrown; throwing the shot is the most common technical error. Third, music
makes the learning environment more fun, increasing players’ intrinsic
motivation to master key skills.

Attainment of Flow

The logical implication of study findings concerning music’s effects on

motivational states is that music may help in the attainment of flow, the zenith
of intrinsic motivation. Recent research in sports settings has indeed found that
music promotes flow states. Using a single-subject, multiple-baselines design,
Pates, Karageorghis, Fryer, and Maynard (2003) examined the effects of pre-task
music on flow states and netball shooting performance of three collegiate
players. Two participants reported an increase in their perception of flow, and all
three showed considerable improvement in shooting performance. The
researchers concluded that interventions including self-selected music and
imagery could enhance athletic performance by triggering emotions and
cognitions associated with flow. Karageorghis and Deeth (2002), furthermore,
investigated the effects of motivational music on flow during a multistage fitness
test. The multiple dimensions of the flow experience were represented by the
factors incorporated in the Flow State Scale (FSS) developed by Jackson and
Marsh (1996). When compared to oudeterous music and a no-music control
condition, motivational music led to increases in several FSS factors.

Selecting Music for Sport and Exercise

Type of Activity

An athlete searching for music to incorporate in training and competition should

start by considering the context in which he or she will operate (Karageorghis,
Priest, Terry, Chatzisarantis, & Lane, 2006). What type of activity is being
undertaken? How does that activity affect other athletes or exercisers? What is
the desired outcome of the session? What music-playing facilities are available?
Some activities lend themselves particularly well to musical accompaniment, for
example those that are repetitive in nature: warm-ups, weight training, circuit
training, stretching, and the like. In each case, the athlete should make
selections (from a list of preferred tracks) that have a rhythm and tempo that
match the type of activity to be undertaken. To assess the motivational qualities
of particular music, the Brunel Music Rating Inventory (BMRI) may be used
(Karageorghis, Terry, & Lane, 1999), as may its derivative, the BMRI-2
(Karageorghis et al., 2006).

One of the latest developments in the music-in-sport field is London’s Run to the
Beat half-marathon, an event that will feature scientifically selected motivational
music performed live by musicians positioned along the route (Run to the Beat:
London’s Half-Marathon, n.d.). Our research team has been instrumental in
managing the music policy for Run to the Beat and in ensuring that runners are
delivered music that is appropriate to their preferences and sociocultural
backgrounds. We have gathered relevant information from the half-marathon’s
website and used it in prescribing musical selections contoured to the event’s
motivational and physiological demands.

Intensity of Activity

An athlete or exerciser whose goal during warm-up is elevating the heart rate to
120 beats per minute should select accompanying music that has a tempo in the
range of 80–130 beats per minute. Successive tracks should create a gradual rise
in music tempo to match the intended gradual increase in heart rate. Moreover,
segments of music can be tailored to various components of training, so that, for
example, work time and recovery time are punctuated by music that is
alternately fast and loud or slow and soft. This approach is especially well suited
to highly structured sessions such as circuit or interval training. The authors
have used this technique with collegiate athletes engaged in a tough weekly
circuit training session, and the upshot has been a 20% improvement in
attendance.
Our recent research has uncovered the tendency among athletes and exercisers
to coordinate bursts of effort with those specific segments of a musical track
they find to be especially motivating. We refer to the phenomenon as
segmentation (Priest & Karageorghis, 2008). The segmentation effect is
particularly strong if the individual knows the musical track very well and can
anticipate the flow of the music. It is also beneficial to match the tempo of music
with the intensity of the workout. For example, when cycling at around 70% of
one’s aerobic capacity, mid-tempo music (115–125 beats per minute) is more
effective than faster music (135–145 beats per minute) (Karageorghis, Jones, &
Low, 2006; Karageorghis, Jones, & Stuart, 2008).

Delivery of Music

Coaches and athletes must choose how selected tracks will be delivered before
or during training or competition. If others are training nearby and might be
disturbed by one’s music, it should be delivered via an MP3 player. Music
intended to enhance group cohesion or inspire a group of athletes is best
delivered with a portable hi-fi system or stadium public address system. If
distraction is an important consideration, the volume at which music is played
should be set quite high, but not high enough to cause discomfort or leave a
ringing in the ears. Indeed, sound at a volume above 75 dB delivered during
exercise—when blood pressure in the ear canal is elevated—can cause minor
temporary hearing loss (Alessio & Hutchinson, 1991).

Selection Procedure

The researchers suggest accompanying training activities with music, to enable

athletes to tap into the power of sound. To start, assemble a wide selection of
familiar tracks that meet the following six criteria: (a) strong, energizing rhythm;
(b) positive lyrics having associations with movement (e.g., “Body Groove” by
the Architects Ft. Nana); (c) rhythmic pattern well matched to movement
patterns of the athletic activity; (d) uplifting melodies and harmonies
(combinations of notes); (e) associations with sport, exercise, triumph, or
overcoming adversity; and (f) a musical style or idiom suited to an athlete’s taste
and cultural upbringing. Choose tracks with different tempi, to coincide with
alternate low-, medium-, and high-intensity training.

A further consideration is variety among selections. A study we published of data

from a major fitness chain in the United Kingdom (Priest, Karageorghis, & Sharp,
2004) indicated that variety in the selections was paramount. Table 1 presents
titles of motivational tracks suitable for different components of a single training
session with a specific individual in mind.

Table 1

Example Motivational Music for Training-Session Components of Different

Exercise Intensities
 Title Artist(s) Tempo, in Beats per
Minute
Workout
Component

Rihanna Ft. Jay 89

Mental “Umbrella”
Zee
preparation

“Gettin’ Jiggy 108

Will Smith
Warm-up activity With It”

The Lighthouse 98
“Lifted”
Stretching Family

“Funky Cold
118
Strength Medina” Tone Loc
component

“Rockafeller
Skank 153
Endurance Fatboy Slim
(Funk
component Soul Brother)”

88
Warm-down “Whatta Man” Salt-n-Pepa
activity
Conclusion

We have established that there are many ways in which music can be applied to
both training and competition. The effects of carefully selected music are both
quantifiable and meaningful. As Paula Radcliffe, the world record–holding
marathoner, has said, “I put together a playlist and listen to it during the run-in.
It helps psych me up and reminds me of times in the build-up when I’ve worked
really hard, or felt good. With the right music, I do a much harder workout.”

The findings we have discussed lead to the possibility that the use of music
during athletic performance may yield long-term benefits such as exercise
adherence and heightened sports performance, through a superior quantity and
quality of training. Although many athletes today already use music, they often
approach its use in quite a haphazard manner. We hope that through applying
the principles outlined in this article, athletes and coaches will be able to harness
the stimulative, sedative, and work-enhancing effects of music with greater
precision.

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Report and Opinion 2010;2(2)

http://www.sciencepub.net/report reportopinion@g 75 mail.com

Relationship of Motivation and the performance of employees

Muhammad Shoaib Farooq1, Prof. Dr. Ali Sajid (PHD)2, Prof. Raza Khan3, and Sir
Usman Rafique4

Institute of Business and Management (IB&M)

University of Engineering and Technology (UET) Lahore, Pakistan

E-mail: sshoaibfarooq2@yahoo.com

Abstract: Motivation is the basic energizing force which helps an organization

for achieving the goals. There are

two types of motivation. First one is the internal and second one is external. We
will focus on motivation of

employees. Some employees are motivated by high salary, some are motivated
by status. Our agenda is to focus on

the motivation of employees in relation to their performance. [Report and

Opinion 2010;2(2):75-76]. (ISSN:

1553-9873).

Key Words: Employee motivation; motivation; employee performance

1. Introduction

Motivation may be intrinsic or it may be

extrinsic. The term is generally used for humans but,

theoretically, it can also be used to describe the causes

for animal behavior as well. According to various

theories, motivation may be rooted, some times in the

basic need to minimize physical pain and sometimes

maximize pleasure. The main idea which we think is

that the basic energizing force behind every action is

motivation.

So it means that the motivation level have direct

link with the performance of employees.

2. Research Objective

Objective of our research is to find out that what

role motivation plays in the performance of employees.

3. Research Approach

For starting our research we selected three

branches of an organization (not allowed to mention

name). We made two indicators first one motivation

level and second one is performance level. We decided

that First of all we will produce a questionnaire with the

help of our supervisor and brainstorming. After that we

will conduct formal Interviews of management and

employees with questionnaire. Our main source of

getting information was Questionnaires (Hard copy) and

Surveys. After getting all the information from

interviews and questionnaire we will put all data which

we gathered in to Excel sheet and then our result will be

displayed in a Bar chart.

5. Discussion:

Through discussion with the employees of

that organization we found that their organization’s

culture and working environment is very pleasant that

they enjoy working there a lot. Organizations also

believe on the empowerment structure and apply it

within their organization. Employees told that they got

only salary they do not get any kind of incentives. So

motivation is not only determined by the salary but also

with the environment, empowerment, incentives,

rewards, etc.

6. Finding Analysis

Our findings are based on our research

questionnaire which we conducted in three different

branches of that organization. We are not going to

mention specifically the names. Let’s analyze the first

branch. In the first branch we found these to figures:

Motivational level 2.453333

Performance level 3.3

We found that the motivational level of employees in

the first branch was 2.4 and their performance level was

3.3. So we cannot predict that whether there is any

direct relation between motivation and the performance

so we conducted survey in second branch as well.

Motivational level 2.713333

Report and Opinion 2010;2(2)

http://www.sciencepub.net/report reportopinion@g 76 mail.com

Performance level 3.5

Motivational level 2.433333

Performance level 3

2.533 motivation

3.267 performance

7. Conclusion

So we conclude that motivation have a

direct link with the performance of the employees and

organization which we selected needs to improve the

motivational level of their employees the main thing is

that, in our point of view organization can boost up the

motivational and inspirational level of his employees by

providing them motivational training. This purpose can

be achieved by conducting motivational seminars, as

well as they should appraise or have a system of giving

rewards to those employees who are putting their hart in

their work. This action will not only motivate them but

also

8. Acknowledgment:

I am very thankful to Prof. Dr. Ali Sajid,

whose encouragement, guidance and support from the

initial to the final level enabled us to develop an

understanding of the subject. Lastly, we offer our regards

and blessings to all of those who supported us in any

respect during the completion of our research paper.

9. Corresponding Author:

• Muhammad Shoaib Farooq

Institute of Business and Management

University of Engineering and Technology, Lahore,

Pakistan

E-mail: sshoaibfarooq2@yahoo.com

10. Submission Date: 14-2-2010