Motivating Employees Under Adverse Condition IELTS Reading Answers
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- NOT GIVEN
- NOT GIVEN
READING PASSAGE 2– Motivating Employees Under Adverse Condition IELTS.
You should spend about 20 minutes on Questions 14-27, which are based on Reading Passage 2 on the following pages.
It is a great deal easier to motivate employees in a growing organisation than a declining one. When organisations are expanding and adding personnel, promotional opportunities, pay rises, and the excitement of being associated with a dynamic
organisation create Slings of optimism. Management is able ta use the growth to entice and encourage employees. When an organisation is shrinking, the best and most mobile
workers are prone to leave voluntarily. Unfortunately, they are the ones the organisation canleast afford to lose- those with me highest skills and experience. The minor employees remain because their job options are limited.
Morale also surfers during decline. People fear they may be the next to be made redundant. Productivity often suffers, as employees spend their time sharing rumours and providing one another with moral support rather than focusing on their jobs. For those whose
jobs are secure, pay increases are rarely possible. Pay cuts, unheard of during times of growth, may even be imposed. The challenge to management is how to motivate employees under such retrenchment conditions. The ways of meeting this challenge can be broadly divided into six Key Points, which are outlined below.
KEY POINT ONE
There is an abundance of evidence to support the motivational benefits that result from carefully matching people to jobs. For example, if the job is running a small business or an
autonomous unit within a larger business, high achievers should be sought. However, if the job to be filled is a managerial post in a large bureaucratic organisation, a candidate who has a high need for power and a low need for affiliation should be selected. Accordingly,
high achievers should not be put into jobs that are inconsistent with their needs. High achievers will do best when the job provides moderately challenging goals and where there is
independence and feedback. However, it should be remembered that not everybody is motivated by jobs that are high in independence, variety and responsibility.
KEY POINT TWO
The literature on goal-setting theory suggests that managers should ensure that all employees have specific goals and receive comments on how well they are doing in those goals. For those with high achievement needs, typically a minority in any organisation, the existence of external goals is less important because high achievers are already internally motivated. The next factor to be determined is whether the goals should be assigned by a manager or collectively set in conjunction with the employees. The answer to that depends on perceptions the culture, however, goals should be assigned. If participation and the culture are incongruous, employees are likely to perceive the participation process as manipulative and be
negatively affected by it.
KEY POINT THREE
Regardless of whether goals are achievable or well within management’s perceptions of the employee’s ability, if employees see them as unachievable they will reduce their effort.
Managers must be sure, therefore, that employees feel confident that their efforts can lead to performance goals. For managers, this means that employees must have the capability of doing the job and must regard the appraisal process as valid.
KEY POINT FOUR
Since employees have different needs, what acts as a reinforcement far one may not for another. Managers could use their knowledge of each employee to personalise the rewards over which they have control. Some of the more obvious rewards that managers allocate
include pay, promotions, autonomy, job scope and depth, and the opportunity lo participate in goal-setting and decision-making.
KEY POINT FIVE
Managers need to make rewards contingent on performance. To reward factors other than performance will only reinforce those other factors. Key rewards such as pay increases and promotions or advancements should be allocated for the attainment of the employee’s specific goals. Consistent with maximising the impact of rewards, managers should look for ways to increase their visibility. Eliminating the secrecy surrounding pay by openly communicating
everyone’s remuneration, publicising performance bonuses and allocating annual salary increases in a lump sum rather than spreading them out over an entire year are examples of
actions that will make rewards more visible and potentially more motivating.
KEY POINT SIX
The way rewards ore distributed should be transparent so that employees perceive that rewards or outcomes are equitable and equal to the inputs given. On a simplistic level, experience, abilities, effort and other obvious inputs should explain differences in pay,
responsibility and other obvious outcomes. The problem, however, is complicated by the existence of dozens of inputs and outcomes ana by the Fact that employee groups place different degrees of importance on them. For instance, a study comparing clerical and
production workers identified nearly twenty inputs and outcomes. The clerical workers considered factors such as quality of work performed and job knowledge near the top of their list, but these were at the bottom of the production workers’ list. Similarly, production workers thought that the most important inputs were intelligence and personal involvement with task accomplishment, two factors that were quite low in the importance ratings of the clerks. There were also important, though less dramatic, differences on the outcome side. For example, production workers rated advancement very highly, whereas clerical workers rated
advancement in the lower third of their list. Such findings suggest that one person’s equity is another’s inequity, so an ideal should probably weigh different inputs and outcomes according
to employee group.
Need Assistance With IELTS
Reading Passage 2 contains six Key Points,– Motivating Employees Under Adverse Condition IELTS
Choose the correct heading for Key Points TWO to SIX .from the list of headings below.
Write the correct number, i-viii, in boxes 14-18 on your answer sheet.
|List of Headings|
|i Ensure the reward system is fair|
ii Match rewards lo individuals
iii Ensure targets are realistic
iv Link rewards to achievement
v Encourage managers to take more responsibility
vi Recognise changes in employees’ performance over time
vii Establish targets and give feedback
viii Ensure employees are suited to their jobs
- Key Point Two
- Key Point Three
- Key Point Four
- Key Point Five
- Key Point Six
Questions 19-24– Motivating Employees Under Adverse Condition IELTS
Do the following statements agree with the views of the writer in Reading Passage 2?
In boxes 19-24 on your answer sheet, write
YES if the statement t agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
- A shrinking organisation lends to lose its less skilled employees rather than its more skilled employees,
- It is easier ,o manage a small business .ban a large business.
- High achievers are well suited lo team work.
- Some employees can fee! manipulated when asked to participate ,in goal-setting.
- The staff appraisal process should be designed by employees.
- Employees’ earnings should be disclosed to everyone within the organisation.
Look at ,the follow groups of worker (Question25-27 )and the list of descriptions below Match each group with the correct description, A -E.
Write the correct letter, A-E, in boxes 25-27 on your answer sheet.
- high achievers
- clerical workers
- production workers
|List of Descriptions|
|A They judge promotion to be important.|
B They have less need of external goats.
C They think that the quality of their work is important.
D They resist goals which are imposed.
E They have limited job options.
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