INTRODUCTION TO MOTIVATION

The definition of motivation is to give reason, incentive, enthusiasm or interest

that causes a specific action or certain behavior. Motivation is present in every life
function. Education is motivated by desire for knowledge.
Motivation is the process that initiates, guides and maintains goal oriented
behavior. It is a term that refers to a process that elicits, controls and sustains certain
behavior. For instance: An individual has not eaten, he or she feels hungry, as a response
he or she eats and diminishes feeling of hunger. According to various theories,
motivation may be rooted in a basic need to minimize physical pain and maximize
pleasure or it may include specific needs such as eating and resting or a desired object,
goal, state of being, ideal or it may be attributed to less apparent reasons such as
altruism, selfishness, morality or avoiding mortality. Conceptually, motivation should
not be confused with either with volition or optimism.

Components of Motivation:

There are three major components of motivation:

Activation
Persistence
Intensity
Activation : It involves in decision to initiate a behavior, such as enrolling in a
psychology class.

Persistence : It is the continue effort towards a goal even though obstacles may exist,
such as taking more psychology courses in order to earn a degree although it requires a
significant investment of time, energy and resources.

Intensity: It can be seen in the concentration and vigour that goes into pursuing a goal.
Motivation is a psychological feature that arouses an organization to act towards a
desired goal and sustains certain goal directed behavior. It can be considered as a driving
force; a psychological drive that compels or reinforces an action towards a desired goal.
For example, hunger is a motivation that elicits a desire to eat. Motivation has been
shown to have roots in physiological, behavioral, cognitive and social areas. Motivation
is an inner drive to behave or to act in a certain manner. These inner conditions such as
wishes, desires, goals, activate to move in a particular direction in behavior.

Definition of Motivation:
"Motivation is an ongoing process". - Goudas & Fox
"Motivation is dependent on the fulfillment of fundamental, innate psychological needs for
competence, relatedness and autonomy". - Thijs

"Motivation is a key component of learning". - Cocea &

Weibelzahl

"Motivation is generally viewed as a process through which an individual needs and

desires are set in motion". - Rakes
& Dunn

"Motivation is generally considered to be an internal state that initiates and maintains goal
directed behaviour". - Mayer

Motivation is literally the desire to do things. It is the difference between waking up

before dawn to pound the pavement and lazing around the house all day. It is the crucial
element in setting and attaining goals and research shows that you can influence your
own levels of motivation and self control. So figure out what you want, power through
the pain period and start being who you want to be. Internal and external factors that
stimulate desire and energy in people to be continually interested and committed to a job,
role, subject or to make an effort to attain a goal.

Motivation results from the interaction of both conscious and unconscious factors such as
the (1) intensity of desire or need, (2) incentive or reward value of the goal and (3)
expectations of the individual and of his or her peers. These factors are the reasons for
one who behave in a certain way. An example is a student who spends extra time in
studying for a test because he or she wants a better grade in the class.

MOTIVATION CONCEPTS:

Intrinsic and Extrinsic Motivation

Intrinsic Motivation refers to the motivation that is driven by an interest or enjoyment in
the task itself and exists within the individual rather than relying on any external
pressure. Intrinsic Motivation is based on taking pleasure in an activity rather than
working towards an external reward. Intrinsic motivation has been studied by social and
educational psychologists since 1970s. Students who are intrinsically motivated are more
likely to engage in the task willingly as well as work to improve their skills, which will
increase their capabilities. Students are likely to be intrinsically motivated if they:

 attribute their educational results are under their own control, also known as
autonomy.

 believe that they have the skills that will allow them to be effective agents in
reaching desired goals (i.e. the results are not determined by luck).

 are interested in mastering a topic, rather than just rote-learning to achieve good
grades.

Extrinsic Motivation refers to the performance of an activity in order to attain an

outcome, which then contradicts intrinsic motivation. Extrinsic motivation comes from
outside of the individual. Common extrinsic motivation are rewards like money and
grades, coercion and threat of punishment. Competition is in general extrinsic because it
encourages the performer to win and beat others, not to enjoy the intrinsic rewards of the
activity. A crowd cheering on the individual and trophies are also extrinsic incentives.

Social psychological research has indicated that extrinsic rewards can lead to over
justification and a subsequent reduction in intrinsic motivation. In one study
demonstrating the effect, children who expected to be (and were) rewarded with a ribbon
and a gold star for drawing pictures spent less time playing with the drawing materials in
subsequent observations than children who were assigned to an unexpected reward
condition.

CHARACTERISTICS OF MOTIVATION:
Pay:
Employees expect to get a fair wage for the work they do. If you are unable to supply
that fair wage, then the employees will find an employer who will supply it. Employees
expect to be compensated for the work that they do. While an increase in pay is not
always effective at motivating employees, pay those employees consider to be too low
can cause them to feel underappreciated and lead to turnover.

Challenges:
Your staff needs to feel challenged each day in order to remain motivated. Some
ways to incorporate challenge into the work day include measuring employee
performance against a set of goals, outlining ways to employees can move up in their
corporate career path and offering employees the opportunity to move into other positions
within the company.

Advancement:
The company should set up regular training sessions which supply employees with the
information they need to move into different positions, tuition reimbursement to help
employees with ongoing education and managerial training programs to help, groom
employees who show managerial potential to be future company supervisors.

Work-Home Balance:
The company needs to take into account the importance of the work-home balance to
motivate staff members. Adequate paid time off for personal time, vacation days and sick
time should be available to employees and well-defined policy on how to use paid time
off should be part of the employee handbook.

MOTIVATION THEORIES:

Incentive theory
Incentive theory in psychology treats motivation and behavior of the individual as
they are influenced by beliefs, such as engaging in activities that are expected to be
profitable.
Incentive theory is promoted by behavioural psychologists, such as B.F. Skinner and
literalized by behaviourists, especially by Skinner in his philosophy of Radical
behaviourism, to mean that a person's actions always have social ramifications: and if
actions are positively received people are more likely to act in this manner or if
negatively received people are less likely to act in this manner.

Cognitive dissonance theory

Suggested by Leon Festinger, cognitive dissonance occurs when an individual
experiences some degree of discomfort resulting from an incompatibility between two
cognitions. For example, a consumer may seek to reassure himself regarding a purchase,
feeling and another decision may have been preferable.

NEED OF THE STUDY:

Salary, benefits, working conditions, supervision, policy, safety, security, affiliation
and relationships are all externally motivated needs. These are the first three levels of
"Howletts Hierarchy" When these needs are achieved, the person moves up to level four
and then five. However, if levels one, two, 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 levels
of "Howletts Hierarchy." They occur when the person motivates themselves (after
external motivation needs are met.) An employer or leader who meets the needs of the
"Howletts Hierarchy" will see motivated employees and see productivity increase.
Understanding the definition of motivation and then applying it, is one of the most
prevalent challenges facing employers and supervisors. Companies often spend thousands
of dollars each year hiring outside firms just to give motivation seminars.

SCOPE OF THE STUDY:

 The scope is very limited because attitude of the people change according to the
time.
 The study is confined and relevant only to Capital IQ and not applicable to any
other organization.
  The study covers motivational practices in Capital IQ at various levels of
employees.
 The study assists the management in determining the decision regarding the
performance of the employee.
 The study is restricted to Hyderabad branch and to 35 respondents.
 The study is conducted for 45 days.

OBJECTIVES OF THE STUDY:

 To analyze and examine the effectiveness of Motivation programmes in

Capital IQ.

 To assess how often training programmes are conducted and how much the
employees are satisfied.

 To study to what extent the training programmes are applicable to their jobs.

 To study the employee’s opinion on Motivation in Capital IQ.

METHODOLOGY

(Both Primary source of data and Secondary source of data)

Primary Source of data :

Discussions with plant staff, Interviews, Questionnaire are administered. It is

collected through questionnaire, a formalized instrument of asking information directly
from respondent
demographic characteristics, attitude, belief and feelings through personal contacts.
Structured and on disguised form of questionnaire is used and consists of multiple choice
questions.

Secondary Source of data :

Journals, magazines, publications, websites, records of the company and articles from
prominent newspapers.
Population and Sample Size:
The sample size of the study is 35 .The questionnaire is administered to Managerial
staff.
The questionnaire has been administered to Managerial staff as Units. The questionnaire
has been sent through e-mail to all the staff and the replies were also received through e-
mail.

LIMITATIONS OF THE STUDY:

 This study covers those employees who are working at Capital IQ in
Hyderabad branch.

 Research has tended to focus on motivation to lower grade workers rather than
management.

 The response given by the respondents are taken for granted, though they are
not uniform.

 The interpretation being based on percentage method is not definite.

 The report is subjected to change with fast changing scenario.

INDUSTRY PROFILE

Standard & Poor's (S&P) is a division of Mc Graw-Hill that publishes financial

research and analysis on stocks and bonds. It is well known for the stock market indexes,
the US-based S&P 500, the Australian S&P/ASX 200, the Canadian S&P/TSX, the
Italian S&P/MIB and India's S&P CNX Nifty.

Business description:
Standard & Poor's operates as a financial services company. Its products and services
include credit ratings, equity research, S&P indices, fund ratings, risk solutions,
governance services, evaluations and data services.

Capital IQ provides integrated financial information and technology solutions, including

auditable company financials, a screener combining financial and non-financial items, an
integrated public and private capital market database and various relationship
development tools. The company serves institutional professionals, financial institutions,
corporations, financial advisors and individual investors worldwide.

Corporate history:
Standard & Poor's traces its history back to 1860, with the publication by Henry
Varnum Poor of History of Railroads and Canals in the United States. This book was
an attempt to compile comprehensive information about the financial and operational
state of U.S. railroad companies. Henry Varnum went on to establish H.V. and H.W.
Poor Co with his son, Henry William and published updated versions of this book on an
annual basis.

Credit ratings:
Standard & Poor's, as a credit rating agency (CRA), issues credit ratings for the debt
of public and private corporations. It is one of several CRAs that have been designated a
Nationally Recognized Statistical Rating Organization by the U.S. Securities and
Exchange Commission

Long-term credit ratings:

S&P rates borrowers on a scale from AAA to D. Intermediate ratings are offered at
each level between AA and CCC (i.e., BBB+, BBB and BBB-). For some borrowers,
S&P may also offer guidance (termed a "credit watch") as to whether it is likely to be
upgraded (positive), downgraded (negative) or uncertain (neutral).

Investment Grade
 AAA : the best quality borrowers, reliable and stable (many of them are
governments)

 AA : quality borrowers, a bit higher risk than AAA

 A : economic situation can affect finance

 BBB : medium class borrowers, which are satisfactory at the moment

Non-Investment Grade (also known as junk bonds)

 BB : more prone to changes in the economy

 B : financial situation varies noticeably

 CCC : currently vulnerable and dependent on favorable economic conditions

to meet its commitments

 CC : highly vulnerable, very speculative bonds

 C : highly vulnerable, perhaps in bankruptcy or in arrears but still continuing to

pay out on obligations

 CI : past due on interest

 R : under regulatory supervision due to its financial situation

 SD : has selectively defaulted on some obligations

 D : has defaulted on obligations and S&P believes that it will generally default
on most or all obligations
  NR : not rated

Short-term issue credit ratings:

S&P rates specific issues on a scale from A-1 to D. Within the A-1 category it can be
designated with a plus sign (+). This indicates that the issuer's commitment to meet its
obligation is very strong. Country risk and currency of repayment of the obligor to meet
the issue obligation are factored into the credit analysis and reflected in the issue rating.

 A-1 : obligor's capacity to meet its financial commitment on the obligation is

strong

 A-2 : is susceptible to adverse economic conditions however the obligor's

capacity to meet its financial commitment on the obligation is satisfactory

 A-3 : adverse economic conditions are likely to weaken the obligor's capacity to
meet its financial commitment on the obligation

 B : has significant speculative characteristics. The obligor currently has the

capacity to meet its financial obligation but faces major ongoing uncertainties that
could impact its financial commitment on the obligation

 C : currently vulnerable to nonpayment and is dependent upon favorable

business, financial and economic conditions for the obligor to meet its financial
commitment on the obligation

 D : is in payment default. Obligation not made on due date and grace period may
not have expired. The rating is also used upon the filing of a bankruptcy petition.

Stock market indices:

Standard & Poor's publishes a large number of stock market indices, covering every
region of the world, market capitalization level and type of investment (e.g. indices for
REITs and preferred stocks).

These indices include:

S&P 500 -- value weighted index of the prices of 500 large-cap common stocks actively
traded in the United States.
 S&P 400 MidCap Index[citation needed]
  S&P 600 SmallCap Index[2]

Publications:
Standard & Poor's publishes a near-weekly (48 times a year) stock market analysis
newsletter called “The Outlook” which is issued both in print and online to subscribers.

Criticism
See also: Credit rating agency#Criticism

Credit rating agencies such as Standard & Poor's have been subject to criticism in the
wake of large losses beginning in 2007 in the collateralized debt obligation (CDO)
market that occurred despite being assigned top ratings by the CRAs.

Credit ratings of AAA (the highest rating available) were given to large portions of even
the riskiest pools of loans. Investors, trusting the low risk profile that AAA implies,
loaded up on these collateralized debt obligations (CDOs) that later became unsellable.
Those that could be sold often took staggering losses. For instance, losses on $340.7
million worth of collateralized debt obligations (CDOs) issued by Credit Suisse Group
added up to about $125 million, despite being rated AAA by Standard & Poor's.

It is also worth mentioning that Standard & Poor's apparently failed to predict the
bankruptcy of all the largest Icelandic banks and a weaker position of the Icelandic
Government in 2008, a country that had a very high rating until its economy suddenly
collapsed.

Companies pay Standard & Poor's to rate their debt issues. As a result, some critics have
contended that Standard & Poor's is beholden to these issuers and that its ratings are not
as objective as they should be.
COMPANY PROFILE

We help our clients to achieve more by providing them with deep information on the
companies, markets and people that matter to them along with tools that greatly simplify
their workflow. We founded our business in 1999 and we now work with well over 4,200
client firms including many of the world's most successful investment banks, investment
management firms private equity firms, universities, consultants and corporations.

We strive to deliver a total experience to our clients. Through our product suite of Capital
IQ Platform, Compustat, ClariFI, SystematIQ and MMD, we offer an array of powerful
applications for desktop research, screening, real-time market data, backtesting, portfolio
management, financial modeling and quantitative analysis. We listen to our clients and
build information tools that address their needs and follow through on our commitments
with relentless client focus and responsiveness. As a unique Standard & Poor's business,
Capital IQ has a distinct advantage of being nimble and innovative while having the
resources of a large successful organization. Our goal is to be the world's leading
provider of financial and business information solutions.

Capital IQ Real-Time enables you to view market activities as they unfold and
dynamically analyze their impact on your portfolio or watch lists. Available as an add-on
to the Capital IQ Platform, Capital IQ Real-Time provides streaming quotes, news, charts
and market views alongside the full complement of ticker-specific fundamentals available
in the Capital IQ Platform. Coverage includes stocks, indices, mutual funds, futures,
options, currencies and commodities in markets worldwide. Capital IQ Real-Time is ideal
for analysts, portfolio managers, bankers and other "off-trading floor" professionals who
value an integrated access to real-time market data and fundamental research tools.

We help our clients achieve more by providing them with deep information on the
companies, markets and people that matter to them along with web and Excel-based tools
that greatly simplify their workflow. We founded our business in 1999 and we now work
with well over 2,400 client firms including many of the world's most successful
investment banks, investment
Management firms, private equity firms, consultants and corporations.
We strive to deliver a total experience to our clients. We listen to our clients and build
information tools that address their needs and follow through on our commitments with
relentless client focus and responsiveness. Many of us are former investment bankers,
professional investors and consultants so we have an acute understanding of our clients
and their information needs. Because of this collective experience, we have developed a
series of innovative features that have created tremendous value for our clients including
our: "click through" auditable financials, integrated public and private capital market
database, robust event-driven screener, buyer targeting engine, Relationship Tree™,
Relationship Paths™ and many others. And we are constantly developing and
introducing new enhancements that refine
our value proposition.

As a unique Standard & Poor's business, Capital IQ has a distinct advantage of being
nimble and innovative while having the resources of a large, successful organization. Our
goal is to be the world's leading provider of financial and business information solutions.

Quick Facts:

 Founded in 1999

 Acquired by Standard & Poor's in 2004

 2,500+ Employees

 Headquartered in New York City

 Regional offices in Boston, Chicago, Houston, Los Angeles, San Francisco,

Canada, London and various locations in India.

The Capital IQ Platform

Capital IQ Platform is a web and Excel-based research product that combines deep
information on companies, markets and people worldwide with robust tools for
fundamental analysis, idea generation and workflow management. Capital IQ Platform is
deployed at over 2,700 leading investment banks, fund managers, private capital firms
and corporations. Capital IQ Platform is provided as a hosted service that users access via
an Internet browser.

Capital IQ Platform Summary

Global Company Fundamentals :

Research public and private companies

Capital IQ serves as the primary information source for tens of thousands of

investment bankers, financial analysts and fund managers. Combining proprietary
research with select third-party content, Capital IQ provides highly structured profiles of
public and private companies, investment firms, and professionals. Depth of information
includes company financials, relationships among firms and people, biographical and
contact data, transactions, events, securities data, ownership, brokerage estimates,
corporate governance, regulatory fillings and news.

Financial Analytics
Access detailed financials, charts and more
Tens of thousands of sell-side and buy-side professionals use Capital IQ to drastically
reduce the time it takes to analyze company fundamentals, create charts/reports and build
various financial models for comparables analysis, valuation analysis, transaction
scenarios, and various other situations. Capital IQ provides more financial and
supplemental data points than any other information source, adjusts for non-recurring
charges to enhance comparability, and has robust "click through" features that allow users
to trace specific items to source documents. Moreover, Capital IQ's analytical tools are
easy to use and incorporate best practice methodologies used by the world's leading
financial institutions.

Capital IQ Excel Plug-In

Utilize Capital IQ data via Microsoft Excel

Building and updating financial models can entail hours of tedious research and data
entry. You can simplify this process by using Capital IQ's Excel Plug-In to quickly
populate and update your spreadsheets with financial, market and company data.
Virtually every data point that Capital IQ collects can be accessed natively within Excel
using easy to use formulas.

Also included are LBO, DCF, 27-11, WACC and 90 other popular model and report
types to help jumpstart your analysis. Moreover, we have a dedicated team that provides
extensive model conversion services to help clients migrate their current models into
Capital IQ using our Excel Plug-In formulas.

Research Estimates
View detailed estimates and real-time research

Capital IQ offers a full selection of global estimates. Easily view the mean, consensus
breakdowns and audit contributors using our click through functionality which links to
the source research report. With over 19,000 companies covered and 600 contributors
Capital IQ empowers thousands of buy-side and sell-side professionals with robust
transparent financial information

Research Reports
Access over 10 million documents from 1,000 contributors

Capital IQ comprehensive After Market Research (AMR) allows for access to over
1,000 brokerage and independent research providers. You can easily locate the research
you need with our robust searching tools and receive email alerts of new research reports
meeting your criteria. Preview reports and view detailed document synopsis from over
500 contributors in more than 200 countries.

Screening and Targeting

Build lists of companies, stocks, deals and more

Whether you're screening for investment ideas, finding comparables or building an

M&A buyer list, Capital IQ's screening and targeting tools will help you quickly identify
relevant companies, people, transactions, events or securities. Our screening tools
incorporate over 1,300 financial and 400 qualitative criteria so that you build highly
refined lists of ideas. Our targeting tools use complex algorithms to rank potential buyers
and investors based on investment criteria, transaction history and financials.
Fixed Income
Access details on securities, ratings, capital structure and more

Capital IQ provides deep insights into 397,000 global fixed income securities
alongside robust company fundamentals. Scope of information includes pricing, terms
and conditions, credit ratings and research, capital structure, credit default swaps,
leveraged loans, municipal debt and structured finance data as well as the underlying
credit agreements, indentures and other key documents. Fixed income related data is
thoroughly integrated with Capital IQ's screening, Real-Time and Excel Plug-In.

Global Transactions Data

Analyze M&A and private/public capital market transactions

Capital IQ provides detailed profiles of 413,000 M&A, private equity, venture capital,
PIPE, spin-off, IPOs, bankruptcies, share buyback programs and equity/debt public
offering transactions as well as ratings information on 17,900 issuers and 235,000
securities. Our coverage is global with up to 10 years of history.

Global Industries and Markets

See snapshots of industries, regions, and M&A/capital markets

Capital IQ provides a broad range of views to help clients gain high level perspectives
on industries, financial markets and macroeconomics. Users can quickly get up to speed
on marketplace dynamics, identify trends and gain valuable insight from statistics around
M&A transactions, equity markets, fixed income markets, indices, private capital
activities and more. Users also have the option to create custom industries, indices and
various market views for benchmarking purposes.

Global People Intelligence

Look up executives and investment professionals

Capital IQ profiles over 1,700,000 private and public company executives as well as
investment professionals. Each professional in the Capital IQ database has a distinct
profile which can include contact details, biography, education, job functions and titles,
board memberships, compensation, insider activity and options holdings. All people
profiles are linked to companies and boards with which the person has had any
affiliations so that you can see people connections up to three degrees of separation using
our Relationship Tree and Relationship Paths tools.

Relationship and Workflow Management

Manage contacts, relationships and projects

Capital IQ combines key aspects of conventional CRM systems such as contact and
activity management with powerful market intelligence-driven tools such as Relationship
Paths™ and Relationship Tree™ to enable end-users to significantly improve
relationship coordination and decision-making. Capital IQ is "preloaded" with highly
detailed information on hundreds of thousands of companies, investment firms and
executives. Integrated with this data is a broad range of tools that enable end-users to
efficiently manage, track and leverage relationships that are relevant to their business.

Portfolio Analytics
Analyze portfolio performance and generate reports

Capital IQ Portfolio Analytics module lets you assess the performance of your
investments and their overall impact on your portfolio's returns. Available as an add-on to
the Capital IQ Platform, the Portfolio Analytics module employs robust attribution and
charting tools coupled with detailed reporting to examine portfolio performance, weights
and characteristics that drive active return. The Portfolio Analytics module grants you the
range of analytics and the flexibility necessary to gain valuable insight into your
investments, strategy and overall performance.

Capital IQ Real-Time
Get streaming market data and news

Capital IQ Real-Time enables you to view market activities as they unfold and
dynamically analyze their impact on your portfolio or watch lists. Available as an add-on
to the Capital IQ Platform, Capital IQ Real-Time provides streaming quotes, news, charts
and market views alongside the full complement of ticker-specific fundamentals available
in the Capital IQ Platform. Coverage includes stocks, indices, mutual funds, futures,
options, currencies and commodities in markets worldwide. Capital IQ Real-Time is ideal
for analysts, portfolio managers, bankers and other "off-trading floor" professionals who
value an integrated access to real-time market data and fundamental research tools.

Enabling High-Performers
Capital IQ a Standard & Poor's business, delivers comprehensive fundamental and
quantitative research and analysis solutions to over 4,200 investment management firms,
private equity funds, investment banks, advisory firms, corporations and universities
worldwide. Our solutions are based on the Capital IQ Platform, Compustat, ClariFI,
SystematIQ, and MMD products, offering an array of powerful applications for desktop
research, screening, real-time market data, backtesting, portfolio management, financial
modeling and quantitative analysis. Our simplified product suite empowers clients to
reduce risk, become more efficient and make better decisions.

Investment Bank
Deployed at most of the world's leading investment banking firms, Capital IQ is a
complete workflow solution for bankers at all levels. For junior bankers, Capital IQ
minimizes time spent on routine tasks such as sector research, comps analysis, modeling,
buyer lists, charts, pitch books and company reports. For mid-level bankers, Capital IQ
enables efficient deal coordination from staffing and due diligence to distribution and
tracking.

Fund Manager
Thousands of the world’s leading hedge funds and investment firms employ Capital
IQ’s comprehensive fundamental and quantitative research and analysis solutions.
Providing a unique combination of market data, analytics, research and relationship
development tools, Capital IQ helps investment professionals minimize the time and
effort required to make sound decisions. Portfolio managers and analysts value Capital
IQ for the highest-quality data, powerful functionality and ease to use.

Private Capital Firm

Many of the world’s leading private equity and venture capital firms actively use
Capital IQ to enhance deal flow, evaluate opportunities more efficiently and add value to
portfolio companies. The core of Capital IQ is a rich database that contains
comprehensive information on the vast majority of organizations and professionals that
are relevant to private capital investors. Seamlessly integrated with the database are
hundreds of easy-to-use tools that map to the day-to-day work processes of private capital
investors.

Research Analysts
Capital IQ enables investment research professionals to better understand companies
and industries by providing a unique combination of fundamental data, analytics and
relationship management tools. Renowned for the highest-quality data, powerful
functionality and ease of use, Capital IQ is designed to help buy-side, sell-side and
independent analysts minimize the time and effort required to research companies and
sectors, build and maintain financial models, and provide sound investment
recommendations.

Credit Analysts
Capital IQ is a web and Excel-based research platform that combines deep
information on companies, securities, and markets worldwide with robust tools for
fundamental analysis, surveillance and trend analysis. Capital IQ enables credit analysts
to efficiently evaluate credit quality and monitor ongoing financial, operating and market
performance of credits in their portfolios. Clients use Capital IQ to simplify their
analytical workflow.

Corporate Advisor
Capital IQ provides robust web-based solutions that enable consultants, accountants,
lawyers and executive recruiters to become more effective and efficient at providing
client service and generating new business. We achieve this by deploying client-specific
solutions based on the Capital IQ Platform, a unique combination of global private and
public capital market data and software applications for research, analysis, idea
generation and relationship management.

Wealth Manager
Capital IQ enables financial advisors and private bankers to methodically target and
attract new wealth creators. Combining comprehensive and timely information on
companies, people, and liquidity events with a broad range of tools for market analysis,
idea generation and relationship management, Capital IQ serves as a powerful business
development platform for wealth management professionals. Use Capital IQ to identify,
prequalify and connect with a whole new universe of prospective clients.
Corporate Executive
Deployed at many of the world’s leading corporations, Capital IQ is a robust
information platform for gathering competitive intelligence, managing M&A/financing
projects and generating new business leads. Capital IQ uniquely combines
comprehensive and timely information on companies, people, and markets worldwide
with a broad range of tools for analysis, idea generation, and relationship management to
significantly enhance its clients’ in-house corporate finance, strategic planning, business
development and sales capabilities.

Global Headquarters
The Headquaters of Catipal IQ is situated in New York.
Chief Executive Officer
The CEO of Capital IQ is JONATHAN REEVE.

MOTIVATION
Motivation is a term that refers to a process that elicits, controls and sustains
certain behaviours. For instance: An individual has not eaten, he or she feels hungry, as a
response he or she eats and diminishes feelings of hunger. According to various theories,
motivation may be rooted in a basic need to minimize physical pain and maximize
pleasure or it may include specific needs such as eating and resting, or a desired object,
goal, state of being, ideal or it may be attributed to less-apparent reasons such as altruism,
selfishness, morality or avoiding mortality. Conceptually, motivation should not be
confused with either volition or optimism.

At one time, employees were considered just another input into the production of goods
and services. But this changed after the Hawthorne Studies. They used lighting as an
experimental variable. Hawthorne studies found that employees are not motivated solely
by money but motivation is linked to employee behaviour and their attitudes.

Motivation concepts:
Intrinsic and Extrinsic Motivation

Intrinsic Motivation refers to motivation that is driven by an interest or enjoyment in the

task itself and exists within the individual rather than relying on any external pressure.
Intrinsic Motivation is based on taking pleasure in an activity rather working towards an
external reward. Intrinsic motivation has been studied by social and educational
psychologists since the early 1970s. Students who are intrinsically motivated are more
likely to engage in the task willingly as well as work to improve their skills, which will
increase their capabilities. Students are likely to be intrinsically motivated if they:

 attribute their educational results to factors under their own control, also known as
autonomy.

 believe they have the skill that will allow them to be effective agents in reaching
desired goals (i.e. the results are not determined by luck).
  are interested in mastering a topic, rather than just rote-learning to achieve good
grades.

Extrinsic Motivation refers to the performance of an activity in order to attain an

outcome, which then contradicts intrinsic motivation. Extrinsic motivation comes from
outside of the individual. Common extrinsic motivations are rewards like money and
grades, coercion and threat of punishment. Competition is in general extrinsic because it
encourages the performer to win and beat others, not to enjoy the intrinsic rewards of the
activity. A crowd cheering on the individual and trophies are also extrinsic incentives.

Social psychological research has indicated that extrinsic rewards can lead to over
justification and a subsequent reduction in intrinsic motivation. In one study
demonstrating this effect, children who expected to be (and were) rewarded with a ribbon
and a gold star for drawing pictures spent less time playing with the drawing materials in
subsequent observations than children who were assigned to an unexpected reward
condition.

Self-control
The self-control of motivation is increasingly understood as a subset of emotional
intelligence; a person may be highly intelligent according to a more conservative
definition (as measured by many intelligence tests), yet unmotivated to dedicate this
intelligence to certain tasks. Yale School of Management professor Victor Vroom's
"expectancy theory" provides an account of when people will decide whether to exert self
control to pursue a particular goal.

Drives and desires can be described as a deficiency or need that activates behavior that is
aimed at a goal or an incentive. These are thought to originate within the individual and
may not require external stimuli to encourage the behavior. By contrast, the role of
extrinsic rewards and stimuli can be seen in the example of training animals by giving
them treats when they perform a trick correctly. The treat motivates the animals to
perform the trick consistently, even later when the treat is removed from the process.

Motivation theories:
Incentive theory
 A reward, tangible or intangible, is presented after the occurrence of an action (i.e.
behavior) with the intent to cause the behavior to occur again. This is done by associating
positive meaning to the behavior. Studies show that if the person receives the reward
immediately, the effect is greater and decreases as duration lengthens. Repetitive action-
reward combination can cause the action to become habit. Motivation comes from two
sources: oneself, and other people. These two sources are called intrinsic motivation and
extrinsic motivation, respectively.

Reinforcers and reinforcement principles of behavior differ from the hypothetical

construct of reward. A reinforcer is any stimulus change following a response that
increases the future frequency or magnitude of that response, therefore the cognitive
approach is certainly the way forward as in 1973 Maslow descibed it as being the golden
pineapple. Positive reinforcement is demonstrated by an increase in the future frequency
or magnitude of a response due to in the past being followed contingently by a
reinforcing stimulus. Negative reinforcement involves stimulus change consisting of the
removal of an aversive stimulus following a response. Positive reinforcement involves a
stimulus change consisting of the presentation or magnification of an appetitive stimulus
following a response. From this perspective, motivation is mediated by environmental
events and the concept of distinguishing between intrinsic and extrinsic forces is
irrelevant.

Incentive theory in psychology treats motivation and behavior of the individual as they
are influenced by beliefs, such as engaging in activities that are expected to be profitable.
Incentive theory is promoted by behavioral psychologists, such as B.F. Skinner and
literalized by behaviorists, especially by Skinner in his philosophy of Radical
behaviorism, to mean that a person's actions always have social ramifications: and if
actions are positively received people are more likely to act in this manner or if
negatively received people are less likely to act in this manner.

Incentive theory distinguishes itself from other motivation theories, such as drive theory,
in the direction of the motivation. In incentive theory, stimuli "attract", to use the term
above, a person towards them. As opposed to the body seeking to reestablish homeostasis
pushing it towards the stimulus. In terms of behaviourism, incentive theory involves
positive reinforcement: the stimulus has been conditioned to make the person happier.
For example, a person has come to know that if they eat when hungry, it will eliminate
that negative feeling of hunger or if they drink when thirsty, it will eliminate that negative
feeling of thirst.

Drive-reduction theory
There are a number of drive theories. The Drive reduction theory grows out of the
concept that we have certain biological drives, such as hunger. As time passes the
strength of the drive increases if it is not satisfied (in this case by eating). Upon satisfying
a drive the drive's strength is reduced.

Drive theory has some intuitive or folk validity. For instance when preparing food, the
drive model appears to be compatible with sensations of rising hunger as the food is
prepared, and, after the food has been consumed, a decrease in subjective hunger. There
are several problems, however, that leave the validity of drive reduction open for debate.

In addition, it is clear that drive reduction theory cannot be a complete theory of behavior
or a hungry human could not prepare a meal without eating the food before he finished
cooking it. The ability of drive theory to cope with all kinds of behavior, from not
satisfying a drive (by adding on other traits such as restraint) or adding additional drives
for "tasty" food, which combine with drives for "food" in order to explain cooking render
it hard to test.

Cognitive dissonance theory

Suggested by Leon Festinger, cognitive dissonance occurs when an individual
experiences some degree of discomfort resulting from an incompatibility between two
cognitions. For example, a consumer may seek to reassure himself regarding a purchase,
feeling, that another decision may have been preferable. While not a theory of
motivation, peruse, the theory of cognitive dissonance proposes that people have a
motivational drive to reduce dissonance. They do this by changing their attitudes, beliefs
or actions.

Need theories:
Need hierarchy theory
 The content theory includes the hierarchy of needs from Abraham Maslow and the
two- factor theory from Herzberg Maslow's theory is one of the most widely discussed
theories of motivation.

The American motivation psychologist Abraham H. Maslow developed the Hierarchy of

needs consistent of five hierarchic classes. According to him, people are motivated by
unsatisfied needs. The lower level needs such as Physiological and Safety needs will have
to be satisfied before higher level needs are to be addressed. We can relate Maslow's
Hierarchy of Needs theory with employee motivation. For example, if a manager is trying
to motivate his employees by satisfying their needs; according to Maslow, he should try
to satisfy the lower level needs before he tries to satisfy the upper level needs or the
employees will not be motivated. Also he has to remember that not everyone will be
satisfied by the same needs. The basic requirements build the first step in his pyramid. If
there is any deficit on this level, the whole behavior of a human will be oriented to satisfy
this deficit. Subsequently we do have the second level, which awake a need for security.
Basically it is oriented on a future need for security. After securing those two levels, the
motives shift in the social sphere, which form the third stage. Psychological requirements
consist in the fourth level, while the top of the hierarchy comprise the self- realization. So
theory can be summarized as follows:

 Human beings have wants and desires which influence their behavior. Only
unsatisfied needs influence behavior, satisfied needs do not.

 Since needs are many, they are arranged in order of importance, from the basic to
the complex.

 The person advances to the next level of needs only after the lower level need is at
least minimally satisfied.

The needs, listed from basic (lowest-earliest) to most complex (highest-latest) are as
follows:

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

 Safety/Security/Shelter/Health

 Belongingness/Love/Friendship
  Self-esteem/Recognition/Achievement

Herzberg's two-factor theory

Frederick Herzberg's two-factor theory, a.k.a. intrinsic/extrinsic motivation, concludes
that certain factors in the workplace result in job satisfaction, but if absent, they don't lead
to dissatisfaction but no satisfaction.The factors that motivate people can change over
their lifetime, but "respect for me as a person" is one of the top motivating factors at any
stage of life.

He distinguished between:
 Motivators: (e.g. challenging work, recognition, responsibility) which give
positive satisfaction and

 Hygiene factors: (e.g. status, job security, salary and fringe benefits) that do not
motivate if present, but, if absent, result in demotivation.

The name Hygiene factors is used because, like hygiene, the presence will not make you
healthier, but absence can cause health deterioration. The theory is sometimes called the
"Motivator-Hygiene Theory" and/or "The Dual Structure Theory." Herzberg's theory has
found application in such occupational fields as information systems and in studies of
user satisfaction.

Alderfer's ERG theory

Alderfer, expanding on Maslow's hierarchy of needs, created the ERG theory. This
theory posits that there are three groups of core needs are existence, relatedness and
growth, hence the label: ERG theory. The existence group is concerned with providing
our basic material existence requirements. They include the items that Maslow
considered to be physiological and safety needs. The second group of needs are those of
relatedness the desire we have for maintaining important interpersonal relationships.
Finally, Alderfer isolates growth needs' an intrinsic desire for personal development.
These include the intrinsic component from Maslow's esteem category and the
characteristics included under self-actualization.

Self-determination theory
 Self-determination theory, developed by Edward Deci and Richard Ryan, focuses on
the importance of intrinsic motivation in driving human behavior. Like Maslow's
hierarchical theory and others that built on it, SDT posits a natural tendency toward
growth and development. Unlike these other theories, however, SDT does not include
any sort of "autopilot" for achievement, but instead requires active encouragement from
the environment.

Broad theories
The latest approach in developing a broad, integrative theory of motivation is
Temporal Motivation Theory. Integrating theories of motivation. Introduced in their 2007
Academy of Management Review article, it synthesizes into a single formulation the
primary aspects of all other major motivational theories, including Incentive Theory,
Drive Theory, Need Theory, Self-Efficacy and Goal Setting.

Also, Achievement Motivation is an integrative perspective based on the premise that

performance motivation results from the way broad components of personality are
directed towards performance. As a result, it includes a range of dimensions that are
relevant to success at work but which are not conventionally regarded as being part of
performance motivation. Especially it integrates formerly separated approaches as Need
for Achievement with e.g. social motives like dominance.

Cognitive theories:
Goal-setting theory
Goal-setting theory is based on the notion that individuals sometimes have a drive to
reach a clearly defined end state. Often, this end state is a reward in itself. A goal's
efficiency is affected by three features: proximity, difficulty and specificity. An ideal goal
should present a situation where the time between the initiation of behavior and the end
state is close. This explains why some children are more motivated to learn how to ride a
bike than to master algebra. A goal should be moderate, not too hard or too easy to
complete. In both cases, most people are not optimally motivated, as many want a
challenge (which assumes some kind of insecurity of success). At the same time people
want to feel that there is a substantial probability that they will succeed. Specificity
concerns the description of the goal in their class. The goal should be objectively defined
and intelligible for the individual.

Models of behaviour change

Social-cognitive models of behavior change include the constructs of motivation and
volition. Motivation is seen as a process that leads to the forming of behavioral
intentions. Volition is seen as a process that leads from intention to actual behavior. In
other words, motivation and volition refer to goal setting and goal pursuit, respectively.
Both processes require self-regulatory efforts. Several self-regulatory constructs are
needed to operate in orchestration to attain goals. An example of such a motivational and
volitional construct is perceived self-efficacy.

Unconscious Motivation
Some psychologists believe that a significant portion of human behavior is energized
and directed by unconscious motives. According to Maslow, "Psychoanalysis has often
demonstrated that the relationship between a conscious desire and the ultimate
unconscious aim that underlies it need not be at all direct".

Intrinsic Motivation and the 16 basic desires theory

Starting from studies involving more than 6,000 people, Professor Steven Reiss has
proposed a theory that found 16 basic desires that guide nearly all human behavior. The
16 basic desires that motivate our actions and define our personalities as:

 Acceptance, the need for approval

 Curiosity, the need to learn

 Eating, the need for food

 Family, the need to raise children

 Honor, the need to be loyal to the traditional values of one's clan/ethnic group

 Idealism, the need for social justice

 Independence, the need for individuality

 Order, the need for organized, stable, predictable environments

  Physical activity, the need for exercise

 Power, the need for influence of will

 Romance, the need for sex

 Saving, the need to collect

 Social contact, the need for friends (peer relationships)

 Social status, the need for social standing/importance

 Tranquility, the need to be safe

 Vengeance, the need to strike back/to win

In this model, people differ in these basic desires. These basic desires represent intrinsic
desires that directly motivate a person's behavior and not aimed at indirectly satisfying
other desires. People may also be motivated by non-basic desires.

Controlling Motivation
The control of motivation is only understood to a limited extent. There are many
different approaches of motivation training, but many of these are considered
pseudoscientific by critics. To understand how to control motivation it is first necessary
to understand why many people lack motivation.

Employee motivation
Workers in any organization need something to keep them working. Most of the time,
the salary of the employee is enough to keep him or her working for an organization. An
employee must be motivated to work for a company or organization. If no motivation is
present in an employee, then that employee’s quality of work or all work in general will
deteriorate.

When motivating an audience, you can use general motivational strategies or specific
motivational appeals. General motivational strategies include soft sell versus hard sell
and personality type. Soft sell strategies have logical appeals, emotional appeals, advice
and praise. Hard sell strategies have barter, outnumbering, pressure and rank.

Drugs
 Some authors, especially in the transhumanist movement, have suggested the use of
"smart drugs", also known as nootropics, as "motivation-enhancers". The effects of many
of these drugs on the brain are emphatically not well understood and their legal status
often makes open experimentation difficult.

Applications:
Education
Motivation is of particular interest to educational psychologists because of the crucial
role it plays in student learning. However, the specific kind of motivation that is studied
in the specialized setting of education differs qualitatively from the more general forms
of motivation studied by psychologists in other fields.

Motivation in education can have several effects on how students learn and how they
behave towards subject matter. It can:

 Direct behavior toward particular goals

 Lead to increased effort and energy

 Increase initiation of, and persistence in, activities

 Enhance cognitive processing

 Determine what consequences are reinforcing

 Lead to improved performance

Because students are not always internally motivated, they sometimes need situated
motivation, which is found in environmental conditions that the teacher creates.

If teachers decided to extrinsically reward productive student behaviors, they may find it
difficult to extricate themselves from that path. Consequently student dependency on
extrinsic rewards represents one of the greatest detractors from their use in the classroom.

The majority of new student orientation leaders at colleges and universities recognize that
distinctive needs of students should be considered in regard to orientation information
provided at the beginning of the higher education experience. Research done by Whyte in
1986 raised the awareness of counselors and educators in this regard. In 2007, the
National Orientation Directors Association reprinted Cassandra B. Whyte's research
report allowing readers to ascertain improvements made in addressing specific needs of
students over a quarter of a century later to help with academic success.

Generally, motivation is conceptualized as either intrinsic or extrinsic. Classically, these

categories are regarded as distinct. Today, these concepts are less likely to be used as
distinct categories, but instead as two ideal types that define a continuum:

 Intrinsic Motivation occurs when people are internally motivated to do

something because it either brings them pleasure, they think it is important or they
feel that what they are learning is significant. It has been shown that intrinsic
motivation for education drops from grades 3-9 though the exact cause cannot be
ascertained.

 Extrinsic Motivation comes into play when a student is compelled to do

something or act a certain way because of factors external to him or her (like
money or good grades).

Cassandra B. Whyte researched and reported about the importance of locus of control and
academic achievement. Students tending toward a more internal locus of control are more
academically successful, thus encouraging curriculum and activity development with
consideration of motivation theories.

Motivation has been found to be an important element in the concept of Andragogy (what
motivates the adult learner) and in treating Autism Spectrum Disorders, as in Pivotal
Response Therapy.

Doyle and Moeyn have noted that traditional methods tended to use anxiety as negative
motivation (e.g. use of bad grades by teachers) as a method of getting students to work.
However, they have found that progressive approaches with focus on positive motivation
over punishment has produced greater effectiveness with learning, since anxiety
interferes with performance of complex tasks.

Sudbury Model schools' approach

Sudbury Model schools adduce that the cure to the problem of procrastination, of
learning in general, and particularly of scientific illiteracy is to remove once and for all
what they call the underlying disease: compulsion in schools. They contend that human
nature in a free society recoils from every attempt to force it into a mold; that the more
requirements we pile onto children at school, the surer we are to drive them away from
the material we are trying to force down their throats; that after all the drive and
motivation of infants to master the world around them is legendary.

Sudbury Model schools do not perform and do not offer evaluations, assessments,
transcripts, or recommendations, asserting that they do not rate people, and that school is
not a judge; comparing students to each other, or to some standard that has been set is for
them a violation of the student's right to privacy and to self-determination. However, they
admit it makes the process more difficult, but that such hardship is part of the students
learning to make their own way, set their own standards and meet their own goals. The
no-grading and no-rating policy helps to create an atmosphere free of competition among
students or battles for adult approval and encourages a positive cooperative environment
amongst the student body.

Business
At lower levels of Maslow's hierarchy of needs, such as physiological needs, money
is a motivator, however it tends to have a motivating effect on staff that lasts only for a
short period (in accordance with Herzberg's two-factor model of motivation). At higher
levels of the hierarchy, praise, respect, recognition, empowerment and a sense of
belonging are far more powerful motivators than money, as both Abraham Maslow's
theory of motivation and Douglas McGregor's theory X and theory Y (pertaining to the
theory of leadership) demonstrate.

According to Maslow, people are motivated by unsatisfied needs. The lower level needs
such as Physiological and Safety needs will have to be satisfied before higher level needs
are to be addressed. We can relate Maslow's Hierarchy of Needs theory with employee
motivation. For example, if a manager is trying to motivate his employees by satisfying
their needs; according to Maslow, he should try to satisfy the lower level needs before he
tries to satisfy the upper level needs or the employees will not be motivated. Also he has
to remember that not everyone will be satisfied by the same needs. A good manager will
try to figure out which levels of needs are active for a certain individual or employee.

Maslow has money at the lowest level of the hierarchy and shows other needs are better
motivators to staff. McGregor places money in his Theory X category and feels it is a
poor motivator. Praise and recognition are placed in the Theory Y category and are
considered stronger motivators than money.

 Motivated employees always look for better ways to do a job.

 Motivated employees are more quality oriented.

 Motivated workers are more productive.

The average workplace is about midway between the extremes of high threat and high
opportunity. Motivation by threat is a dead end strategy and naturally staff are more
attracted to the opportunity side of the motivation curve than the threat side. Motivation
is a powerful tool in the work environment that can lead to employees working at their
most efficient levels of production.

Nonetheless, Steinmetz also discusses three common character types of subordinates:

ascendant, indifferent and ambivalent who all react and interact uniquely and must be
treated, managed and motivated accordingly. An effective leader must understand how to
manage all characters, and more importantly the manager must utilize avenues that allow
room for employees to work, grow and find answers independently.

The assumptions of Maslow and Herzberg were challenged by a classic study at Vauxhall
Motors' UK manufacturing plant. This introduced the concept of orientation to work and
distinguished three main orientations: instrumental (where work is a means to an end),
bureaucratic (where work is a source of status, security and immediate reward) and
solidaristic (which prioritises group loyalty).

Other theories which expanded and extended those of Maslow and Herzberg included
Kurt Lewin's Force Field Theory, Edwin Locke's Goal Theory and Victor Vroom's
Expectancy theory. These tend to stress cultural differences and the fact that individuals
tend to be motivated by different factors at different times.
In contrast, David McClelland believed that workers could not be motivated by the mere
need for money in fact, extrinsic motivation (e.g., money) could extinguish intrinsic
motivation such as achievement motivation, though money could be used as an indicator
of success for various motives, e.g., keeping score. In keeping with this view, his
consulting firm, McBer & Company, had as its first motto "To make everyone
productive, happy and free". For McClelland, satisfaction lay in aligning a person's life
with their fundamental motivations.

Elton Mayo found that the social contacts a worker has at the workplace are very
important and that boredom and repetitiveness of tasks lead to reduced motivation. Mayo
believed that workers could be motivated by acknowledging their social needs and
making them feel important. As a result, employees were given freedom to make
decisions on the job and greater attention was paid to informal work groups. Mayo named
the model the Hawthorne effect. His model has been judged as placing undue reliance on
social contacts at work situations for motivating employees.

In Essentials of Organizational Behavior, Robbins and Judge examine recognition

programs as motivators and identify five principles that contribute to the success of an
employee incentive program:

 Recognition of employees' individual differences and clear identification of

behavior deemed worthy of recognition

 Allowing employees to participate

 Linking rewards to performance

 Rewarding of nominators

Games
Motivation models are central to game design, because without motivation a player
will not be interested in progressing further within a game. Several models for gameplay
motivations have been proposed, including Richard Bartle's. Jon Radoff has proposed a
four-quadrant model of gameplay motivation that includes cooperation, competition,
immersion and achievement. The motivational structure of games is central to the
gamification trend, which seeks to apply game-based motivation to business applications.
MOTIVATION PHILOSOPHY IN CAPITAL IQ

Capital IQ recognizes that employees are the most important resource of any
organization. In the modern world, the human factor alone can provide a competitive
edge to any organization. As one author remarks “Some of the best assets walk into and
outside the organization everyday”.
All HRD efforts are based on the fundamental concept that “Human-beings
infinite potential for growth and development that can be converted into performance by
investment of time and effort by management at all levels”. In Capital IQ “Human
Resource Management is identified as a key area providing the cutting edge to the
organization in its endeavor towards competitive excellence”. The HRD philosophy of
the organization is based on “continuous efforts to enhance the knowledge develop skills
and reorient attitude of employees to keep pace with the changing environment”. An
attempt is made to align HD programmers with the basic business strategy.

Motivation Methods and Techniques:

The different methods and techniques used for motivating the employees at

Capital IQ are:

On-the-job Techniques Off-the-job Techniques

 1. Job rotation Vestibule training

2. Coaching Role playing

3. Job instruction Lecture methods

4. Apprenticeship training Conferences or Discussions

5. Committee assignments Programmed instruction

6. Internship training

ON-THE JOB TECHNIQUES:

In this method, the trainee is placed on a regular job and taught the skills necessary to
perform it. The trainee learns under the guidance and supervision of the superior or an
instructor. The trainee learns by observing and handling the job. Therefore, it is called
learning by doing.
Several methods are used to provide on the job training e.g. coaching, job
rotation, committee assignments, etc. A popular form of the job training is Job
Instruction Training (JIT) or step-by-step learning. It is widely used in the United
States to prepare IInd class employees. It is appropriate for acquisition or improvement of
motor skills and routine and repetitive operations. The JIT involves the following steps:
 Preparing the trainee for instruction. This involves putting the trainee at ease,
securing his interest and attention, stressing the importance of the job, etc.
 Presenting the job operations or instructions in terms of what the trainee is
required to do. The trainee is put at work site and each step of the job is explained
to him clearly.
 Applying and trying out the instructions to judge how far the trainee has
understood the instructions.

JIT method provides immediate feedback, permits quick correction of errors and provides
extra practice when required. But it needs skilled trainers and preparation in advance.
This type of training, also know as objective instruction training, is the most commonly
used method. Under this method, the individual is placed on a regular job and taught the
skills necessary to perform the job. The trainee learns under the supervision and guidance
of a qualified worker instructor. On-the-job training has advantage of giving firsthand
knowledge and experience under actual working conditions. While the trainee learns how
to perform the job, he is also a regulars worker rendering the serve for which his paid.
The problem of transfer of the trainee is also minimized as the person learns on the job.
The different techniques of on-the-job methods are:

Job rotation:
This trainee involves the movement of trainee form one job to another. The trainee
receives job knowledge and gains experience from his supervisor or trainer in each of the
different job assignments. This method gives an opportunity to the trainee to understand
the problems of employees of other jobs and respect them.

Coaching:
The trainee is placed under a particular supervisor functions as a coach in training the
individual. The supervisor provides the feedback to the trainee on his performance and
offers his some suggestions for improvement. Often the trainee shares some of the duties
and responsibilities of the coach and relieves his of his burden. A limitation of this
method of training is that the trainee may not have the freedom or opportunity to ex press
his own ideas.

Job instruction:
This method is also known as step by step training. Under this method, trainer
explains the trainee the ways of doing the jobs, job knowledge and skills allows hid to do
the job. The trainee appraises the performance of the trainee, provides feedback and
corrects the trainee.

Committee assignments:
Under the committee assignment, group of trainees are given an asked to solve an
organizational problem. The trainee solves the problem jointly. It develops teamwork.
Apprenticeship Training:
In this method, theoretical instruction and practical learning are provided to trainees
in training institutes. Under the Apprenticeship Act 1962 employers in specified
industries are required to train the prescribed number of persons in ‘designated trade’.
The aim is to develop all-round craftsmen. Generally, a stipend is paid during the training
period. Thus, it is an “earn when you learn” scheme.

Internship Training:
It is a joint programme of training in which educational institutions and business
firms cooperate. Selected candidate’s carry on regular studies for the prescribed period.
They also work in some factory or office to acquire practical knowledge and skills. This
method helps to provide a good balance between theory and practice. However, it
involves a long time due to slow process. This method of training is used in professional
work e.g. MBBS, CA, ICWA, Company Secretaries, etc.

OFF-THE JOB TECHNIQUES:

Under the method of training, the trainee is separated from the job situation and his
attention I focused upon learning the material related to his future job performance. Since
the trainee is not distracted by job requirements, he and place his entire concentration on
learning the job rather than speeding in performing it. The different methods are as
follows:

Vestibule Training:
In this method, a training center called vestibule is set up and actual job conditions
are duplicated or simulated in it. Expert trainers are employed to provide training with
the help of equipment and machines, which are identical with those in used at the
workplace.

Role playing:
It is defined as human interaction that involves realistic behavior in imaginary
situations. This method of training involves action, doing and proactive. The participant
play the role of certain characters, such as production manager, mechanical engineer,
maintenance engineer, superintendents, quality control inspectors.

Lecture method:
The lecture is a traditional method and direct method of instruction. The instruction
organizes the material it to a group of trainees in the form of a talk. To be effective the
lecture must motivate and create interest among the trainee an advantage of lecture
method it is direct and can be used for large group of trainees. The major limitation of the
lecture method is that it does not provide for transfer of training effectively.

Conference:
It is a method obtaining the clerical, professional and supervisory personnel. This
method involves a group of people who pose ideas, examine a those facts, ideas and data,
test assumptions and draw concussions, all of which contribute to the improvement of job
performance.
Programmed instruction:
In recent years this method has become popular. The subject matter to be learnt is
resents in a series of carefully planned sequential units. These units ate arranged from
simple to more complex levels of instructions. The trainee goes though these units by
answering questions or filing the blanks. This method is expensive and consuming.

Assessment of Training Needs

Training needs are identified based on organizational analysis, job analysis, and
man analysis, Training programme, training methods and course contents are to be
planned based on training needs.
Training needs = Job and Organizational requirement – Employee specifications

The following forms identify training needs

 Organizational Analysis
This includes analysis of objectives, resource utilization, and environment
scanning and organization climate: Organizational strengths and weakness in different
areas like accidents, excessive scrap, marketing areas and production personnel, finance,
etc.
 Departmental Analysis
Department strength and weakness including special problems of the department
or a common problem of a group of employees like acquiring skills and knowledge in
operating computer by accounting personnel.
 Job / Role Analysis
This includes study of jobs/roles, design of jobs due to changes, job enlargement,
etc.
 Manpower Analysis
Individual strengths and weaknesses in the areas of job knowledge, skills, etc.

Employee Development:
Employees are the most valuable assets of any organization. The manager is the
dynamic life-giving element in the organization. The success and growth of organization
depends on caliber and performance of the employees. It is essential to train and develop
employees who can succeed the managers of today.
Concept of Employee Development:
Employee Development or management development is a systematic process of
learning and growth by which managerial personnel gain and apply knowledge, skills,
attitudes and efficiently. Employees learn conceptual, theoretical knowledge and
managerial skills in an organized through an educational process.
Employee development consists of all the means by which employees learn to
improve their behaviour and performance. It is designed to improve the effectiveness of
managers in their present jobs and to prepare them for higher job in future.

 Employee development is a planned and organized process of learning rather than

an accident or trial and error approach.
 Employee development is a long-term process, as managerial skills cannot be
developed overnight.
  Employee development aims at preparing managers for better performance and
helping them to realize their full potential.

Objectives of Employee Development:

Any programme of employee development aims at achieving the following ways
 To improve the performance of employee at all levels in their present jobs.
 To sustain good performance of employee throughout their careers by
exploiting they are full potential i.e., to prepare employee for higher jobs in
future.
 To prevent obsolescence of employees by exposing them to a latest contests
and techniques in their respective areas of specialization.
 To provide opportunities to employees to fulfill their career aspirations.
 To ensure that the managerial resource of the organization are utilized
optimally.

Employee Development Objectives at Three Levels of Authority:

 Top Management
 Middle Line Management
 Middle Functional employees and Specialists

Top Management:
 To improve through process and analytical ability in order to uncover and
examine problems and take decisions in the best interests of the country
and organization
 To think tough problems which may confront the organization now or in
the future
 To understand economic, technical and institutional forces in order to
solve business problem and
Middle Line Management:
 To establish a clear picture of employee functions and responsibilities
  To bring about an awareness of the board aspects of management problem
 To develop the ability to analyses problems and to take appropriate action
 To develop familiarity with the managerial uses of financial accounting,
psychology, business law and business statistics
 To inculcate knowledge of human motivation and human relationships and
Middle Functional employees and Specialists:
 To increase knowledge of business function and operations in specific fields
in marketing production, finance, personnel
 To increase proficiency in management techniques such as work study,
inventory control, operations research
 To understand and functions performed in the company
 To understand industrial relations problems and

Process of Employee Development:

The employee development programmes are as follows
 Analysis of Development Needs
 Appraisal of present Managerial Talent
 Inventory of employee Manpower
 Planning Individual Development Programmes.
 Establish Motivation Programmes
 Evaluating Development Programmes.
Analysis of Development Needs:
First of all the present and future development needs of the organization are
ascertained. It is necessary to determine how many and what type of employee are
required to meet the present and future needs of the enterprise. This calls for
organizational planning. Then job descriptions and specifications are prepared for all
employee positions to know the type of knowledge, skills, training and experience
required for each position.

Appraisal of present Managerial Talent:

 A qualitative assessment of the existing employees is made to determine the type of
employee talent available within the organization. The performance of every employee is
compared with the standard expected of him.

Inventory of employee Manpower:

This inventory is prepared to obtain complete information about each and every
employee. Data on the age, education, experience, health, test results and performance
appraisal result is collected. This information is maintained on cards or replacement
tables, one for each employee.

Planning Individual Development Programmes:

Each one of us has a unique set of physical, intellectual and emotional characteristic.
Therefore development plan should be tailor made for each individual. Such programmes
of development should give due attention to the interests and goals of the subordinates as
well as to the Motivation opportunities existing in the organization.

Establishing Motivation Programmes:

The human resource department prepares comprehensive and well-conceived
programmes. The department identifies developing needs and may launch specific
courses in fields of leadership, decision making etc.

Evaluating development Programmes:

Considerable money, time and efforts are spent on employee development
programmes. It is therefore natural to find out to what extent the programme objectives
have been achieved. Observation of the trainee’s behavior, rating of the training
elements, opinion surveys, interview, tests and changes in productivity, quality, cost etc.,
can be used to evaluate development programmes.

Methods and Techniques of Employee Development:

It is of two types
 on-the-job Techniques
 off-the-job Techniques
On-the-Job Techniques:
The different techniques of on-the-job are:

Understudy:
An understudy is a person selected and being trained as the apparent to assume at a
future time the full duties and responsibilities of the position presently held by his
superior. In this way a fully trained person becomes available to replace a manager
during his long absence or illness, on this retirement, transfer, promotion or death.

Job Rotation:
It involves movement or transfer of employees from one position or job to another on
some planned basis. Position rotation is also called job rotation. The aim is to broaden the
knowledge, skills, and outlook of employees. Job rotation or position rotation is often
designed for junior employees. It may continue for a period ranging from six months to
two years.

Committee Assignment:
A permanent committee consisting of trainee employees is constituted. All the trainees
participate in the deliberations of the committee. Through discussion in committee
meeting they are acquainted with different viewpoints and alternative methods of
problem solving. They also learn interpersonal skills.

Off-the-Job Techniques:
The different techniques of off-the-job are:

Lectures
These are formally organized talk by an instructor on specific topics. Lecture is
essential when technical or special information of a complex nature is to be provided.
These can be supplemented by discussions, case studies, demonstrations, audio visual
aids and film shows. Lecture method is a simple way of imparting knowledge to a large
number of persons within a short time.
Lecture method can be made effective in the following ways:
 A lecture should be well planned as to its purpose and contents
 The lecturer should be competent and a good speaker
 The lecture should not be for more than an hour
 The lecture should be made interesting through leading questions, guided
discussions and audio visual aids.

Group Discussions
It is a variant of the lecture method. Under it, paper is prepared and presented by one
or more trainees on the selected topic. This followed by a critical discussion. The
chairman of the discussion or seminar summarizes the contents of the paper and the
discussion with the related topics.
Case Study Method
Under this method, a real or hypothetical business problem or situation demanding
solution is presented in writing to the trainees. They are required to identify and analyse
the problem, suggest and evaluate alternative courses of action and choose the most
appropriate solution.

Conference Method
A conference is a meeting of several people to discuss the subject of common interest.
However, contribution from members can be expected as each one builds upon ideas of
other participants. This method is best suited when a problem has to be analyzed and
examined from different viewpoints. The success of the conference depends on the
conference leader.

1. Does the organization often conduct Motivation programmes?

A) Yes B) No C) Sometimes
 Category Number of Respondents % of Respondents
Yes 30 86%
No 02 6%
Sometimes 03 8%

INTERPRETATION:

As per the survey it was found that the organization often conduct motivation
programmes are 86% feel Yes and 6% feel No and 8% feel Sometimes.

2. Are you satisfied with the Motivation programmes conducted in Capital IQ.

A) Yes B) No C) Sometimes
 Category Number of Respondents % of Respondents
Yes 32 91%
No 01 3%
Sometimes 02 6%

INTERPRETATION:

As per the survey it was found that organization employees were satisfied with
motivation programmes conducted in Capital IQ are 91% feel Yes and 3% feel No and
6% feel Sometimes .

3. Does the nature of your job is challenging and enjoyable?

A) Yes B) No C) Sometimes

Category Number of Respondents % of Respondents

Yes 26 74%
No 04 12%
Sometimes 05 14%
INTERPRETATION:

As per the survey it was found that organization employees feel that the job is
challenging and enjoyable are 74% feel Yes and 12% feel No and 14% feel Sometimes.

4. Does the company people reward according to the job performance?

A) Yes B) No C) Sometimes

Category Number of Respondents % of Respondents

Yes 25 72%
No 04 11%
Sometimes 06 17%

INTERPRETATION:

As per the survey it was found that organization employees feel that the company
people reward according to the job performance are 72% feel Yes and 11% feel No and
17% feel Sometimes.

5. Does the manager is available to you whenever needed?

A) Yes B) No C) Sometimes
 Category Number of Respondents % of Respondents
Yes 26 74%
No 04 12%
Sometimes 05 14%

INTERPRETATION:

As per the survey it was found that organization employees feel that the manager is
available to them whenever they need are 74% feel Yes and 12% feel No and 14% feel
Sometimes.
1. Do you think that motivation programmes create some competitive environment at
work place?

A) Yes B) No C) Sometimes

Category Number of Respondents % of Respondents

Yes 30 86%

No 02 6%

Sometimes 03 8%
INTERPRETATION:

As per the survey it was found that organization employees feel that the motivation
programmes create some competitive environment at work place are 86% feel Yes and
6% feel No and 8% feel Sometimes.
7. If yes…! How it is effecting?

a) Motivating b) Demotivating
c) Sometimes motivating and sometimes demotivating
d) None

Category Number of Respondents % of Respondents

Motivating 25 72%

Demotivating 04 11%

Sometimes M&DE 05 14%

None 01 3%
INTERPRETATION:

As per the survey it was found that organization employees feel that the motivation
programmes create some competitive environment at work place are 72% feel
Motivating and 11% feel Demotivating and 14% feel Sometimes M&DE and 3% feel
nothing.
8. Are you recognized for your work.

A) Yes B) No C) Sometimes

Category Number of Respondents % of Respondents

Yes 27 77%

No 04 12%

Sometimes 04 11%
INTERPRETATION:

As per the survey it was found that organization employees feel that they are
recognized for their work are 77% feel Yes and 12% feel No and 11% feel
Sometimes.

9. Do you feel that motivation programmes are necessary for employees?

A) Yes B) No C) Sometimes

Category Number of Respondents % of Respondents

Yes 25 72%

No 06 17%

Sometimes 04 11%
INTERPRETATION:

As per the survey it was found that organization employees feel that motivation
programmes are necessary for them are 72% feel Yes and 17% feel No and 11% feel
Sometimes.

10. Do you think that the Motivation Programmes are helpful to your career
development?

A) Yes B) No C) Sometimes

Category Number of Respondents % of Respondents

Yes 30 81%

No 02 5%

Sometimes 03 14%
INTERPRETATION:

As per the survey it was found that organization employees feel that the Motivation
Programmes are helpful to their career development are 81% feel Yes and 5% feel No
and 14% feel Sometimes.

11. Are you ideas, innovations are supported by higher officials.

A) Yes B) No C) Sometimes

Category Number of Respondents % of Respondents

Yes 26 74%

No 04 12%

Sometimes 05 14%
INTERPRETATION:

As per the survey it was found that organization employees feel that their ideas,
innovations are supported by higher officials are 74% feel Yes and 12% feel No and
14% feel Sometimes.

12. Rate the best Motivation factor.

A) Training B) compensation

C) Performance appraisal D) All the above

Category Number of Respondents % of Respondents

Training 10 29%

Compensation 15 43%

Performance Appraisal 04 11%

 All the above 06 17%

INTERPRETATION:

As per the survey it was found that organization employees feel that the best
Motivation factor 29% feel Training and 43% feel Compensation and 11% feel
Performance Appraisal and 17% feel All the above.
13. Does your team members co-operate each other to accomplish the task?

A) Yes B) No C) Sometimes

Category Number of respondents % of Respondents

Yes 32 91%

No 01 3%

Sometimes 02 6%
INTERPRETATION:

As per the survey it was found that organization employees feel that the team
members
co-operate each other to accomplish the task are 91% feel Yes and 3% feel No and 6%
feel Sometimes.

14. What are the suggestions you give regarding Motivation programmes?

A) Everything is good B) Some changes in the programmes

C) None

Category Number of Respondents % of Respondents

Good 24 69%

Some changes 05 14%

None 06 17%
INTERPRETATION:

As per the survey it was found that organization employees feel regarding the
Motivation programmes conducted in the Capital IQ are 69% feel Good and 14% feel
some changes should be made and 17% feel nothing.

15. Do you think that Motivation programmes help management in reaching objectives?

A) Yes B) No C) Sometimes

Category Number of Respondents % of Respondents

Yes 27 77%

No 03 9%

Sometimes 05 14%
INTERPRETATION:

As per the survey it was found that organization employees feel that the Motivation
programmes help management in reaching objectives are 77% feel Yes and 9% feel No
and 14% feel Sometimes.

FINDINGS :

 The employee in the organization are well participated in the motivation program.

 The report on Motivation in Capital IQ has brought the total picture of the
employee’s attitude towards training and development.

 Most of the employees agree that the motivation programmes help them to
upgrade soft skills like communication skills, leadership, team building etc.

 It is found that some of the employees are not aware of the motivation
programmes in Capital IQ. Hence they are made to be aware.

 The relationship between employee and management is good at work place.

 The motivation is being given to the employees at regular interval.

 Most of the employees are very much satisfied with the selection of the
candidates for motivation programmes.

 Most of the employees agree that the training programmes is provided to both
present and new employees.
SUGGESTIONS:

 All the employees must be made aware of the motivation programmes

conducting in the organization.

 Frame the motivation programmes chart and proper care should be taken
while conducting the programmes.

 Organization should provide immediate supervisor to solve the employee’s

problem.

 Feedback should be collected from all the levels of employees.

 There should be improve of system approach for all the employees in

Capital IQ.

 It is better to conduct motivation programmes to all the levels of the

employees.
Questionnaire

1. Does the organization often conduct Motivation programmes?

A) Yes B) Sometimes C) No

2. Are you satisfied with the Motivation programmes conducted in Capital IQ.
A) Yes B) Sometimes C) No

3. Does the nature of your job is challenging and enjoyable?

A) Yes B) Sometimes C) No

4. Does the company people reward according to the job performance?

A) Yes B) Sometimes C) No

5. Does the manager is available to you whenever needed?

A) Yes B) Sometimes C) No
6. Do you think that motivation programmes create some competitive environment at
work place?
A) Yes B) Sometimes C) No

7. If yes…! How it is effecting?

a) Motivating b) Demotivating
c) Sometimes motivating and sometimes demotivating
d) None

8. Are you recognized for your work.

A) Yes B) Sometimes C) No

9. Do you feel that motivation programmes are necessary for employees.

A) Yes B) Sometimes C) No

10. Do you think that the Motivation Programmes are helpful to your career
development?
A) Yes B) Sometimes C) No

11. Are your ideas, innovations are supported by higher officials.

A) Yes B) Sometimes C) No

12. Rate the best Motivation factor.

A) Training B) Compensation
C) Performance appraisal D) All the above

13. Does your team members co-operate each other to accomplish the task?
A) Yes B) No C) Sometimes

14. What are the suggestions you give regarding Motivation programmes?
A) Everything is good B) Some changes in the programmes
C) None

15. Do you think that Motivation programmes help management in reaching objectives?
A) Yes B) No C) Sometimes
 BIBLIOGRAPHY

S.NO AUTHOR NAME OF THE BOOK

1 P. SUBBA RAO HUMAN RESOURCE MANAGEMENT

2 STEPHEN ROBBINS PERSONNEL MANAGEMENT

3 KOONTZ ESSENTIALS OF MANAGEMENT

4 L.M.PRASAD PRINCIPLE AND PRACTICE OF

MANAGEMENT
Websites - www.capitaliq.com
www.quwstionsurvey.com
www.themanagementor.com
www.hr.com