Objectivity And Journalism - 1528 Words

Every journalist student will tell you that the most important aspect of being a journalist is to be impartial, objective, and to always report the facts - not your opinion. Everyone knows what objectivity means, yet do they all follow the rules? Is it even possible for journalists to be objective? Most importantly, is objectivity a concept that even exists? I’m going to examine the evidence. We live in a word where most journalists and news corporations are labeled as being corrupt , biased and deliberately misinforming. Corporations such as FOX news in the US is constantly criticised as being propaganda for right wing bias, and in the UK we have similar situations with the BBC, Sky News, and newspapers such as The Sun and the Daily Mail. In truth, pretty much every news outlet on the planet shows a certain degree of bias and non-objectivity. Objectivity is the main ethos of journalism, being one of the first things a journalism student is taught. It gives journalists a set of rules to report news accurately and without bias in favour of a particular party. Though certain aspects of this can differ should you be a columnist or feature writer, this tends to be the general consensus. A quick skim through the dictionary tells us that objectivity is â€Å"The quality or character of being objective; (in later use) esp. the ability to consider or represent facts, information, etc., without being influenced by personal feelings or opinions; impartiality; detachment.† (Waite, 2012.)Show MoreRelatedObjectivity in Journalism1988 Words   |  8 PagesJournalists should express their ideologies and opinions while covering poverty, however, at the same time they should aim to maintain the objectivity and impartiality standards for effective and truthful and accurate reporting. In news reporting, objectivity is seen as one of the chief values for journalists. The objectivity norm guides to separate the facts from opinions and focus on reporting only the factual content, resulting in neutral and detached reports rather than emotional ones (SchudsonRead MoreEssay on Objectivity in Journalism665 Words   |  3 PagesObjectivity in Journalism Merriam Webster defines objectivity as expressing or dealing with facts or conditions as perceived without distortion by personal feelings, prejudices, or interpretations. Objectivity, as defined by the school of media ethics, means standing so far from the community that you see all events and all viewpoints as equally distant and important, or unimportant for that matter. It is employed by giving equal weight to all viewpoints--or, if not, giving all an interestingRead MoreEssay about Objectivity in Journalism968 Words   |  4 PagesObjectivity in Journalism Public journalism has changed much during its existence. Papers are striving to actively involve readers in the news development. It goes beyond telling the news to embrace a broader mission of improving the quality of public life. The American style of journalism is based on objectivity and separates us from the bias found in most European partisan papers. American journalism is becoming too vigilant in being objective that the dedication to investigatingRead MoreIs There Any Objectivity in Journalism and Public Realtions? Essay examples805 Words   |  4 Pagesrespect and esteem. In order to be a good professional, a journalist has to work in many levels. It is very important to make research, to take photos or videos and to be sure of the authenticity of the story. Then the story should be written with objectivity before being published to newspapers, magazines, websites, the radio or on TV. People should be informed properly. If the information or the facts are presente d as they are, this authenticity will separate the good journalist from the rest. On theRead MoreAndrew Stephens s Beyond News : The Future Of Journalism891 Words   |  4 PagesMany critics reject the notion of objectivity on the grounds that no person can be objective because we have biases and a variety of conflicts that we bring to our jobs. Mitchell Stephens, author of Beyond News: The Future of Journalism offers an argument against objectivity. Stephens states that objectivity is impossible because as much as one may try to disappear from the work, there is a kind of meditation that takes place in journalism no matter what, (117). By selecting who to interview or whichRead More Journalism and Social Media1319 Words   |  6 PagesBecause I am a journalism student, I have talked, researched and discussed with many of my fellow students and faculty members about the topics above. I am choosing to talk about this because I think it is important and they are pertinent issues in the journalism field. I am also very interested in this topic, so I thought it wou ld be fun to take the opportunity you gave us to design our own multi-part question and write about something in journalism that is appealing to me. I recently read anRead MoreObjective Journalism vs. Partisan Journalism1439 Words   |  6 PagesBen Thompson Rachel Miller DIS 611, W 9 a.m. Objective Journalism vs. Partisan Journalism Objective journalism in the United States should be reconsidered to accommodate the demands of varied audiences and increased media outlets. With the media growing in magnitude and influence, many people are looking for fresh, like-minded news sources. Declines in newspaper readership and television news viewing among many Americans suggests that objectively reported news is a failing philosophyRead MoreObjectivity And The Social Responsibility Theory936 Words   |  4 PagesPart I: Objectivity in journalism is claimed by many media sources yet is one of the hardest things to find when searching the news. An objective view in journalism associates itself with the social responsibility theory, in which a person must provide a variety of views for a piece of information given to the public (Grossber 383). While many journalists may claim they are objective, this type of communication to the public is difficult to achieve, as a natural bias develops within a person fromRead MoreClim ate Change Denial and the Media1506 Words   |  7 Pagesreceived three times the coverage of environmental issues (Project for Improved Environmental Coverage). When the environment does in fact receive such scarce coverage, the issue of climate change is often times covered under a guise of false objectivity. A valid argument can be made that the media has failed the public on the issue of climate change by framing its legitimacy as subject to a balanced 50/50 debate in order to uphold a mutated standard of fairness and balance- when the reality isRead MoreIs Journalistic Objectivity Beneficial?1093 Words   |  5 Pagesfacts and not the opinions. In this paper I will first define what journalistic objectivity, and then address the following questions, Can or should a journalist be objective, under what circumstances can objective journalism be beneficial, and under what circumstances can objective journalism be harmful? â€Å"A definition of journalistic objectivity†¦Ã¢â‚¬  offered by Sandrine Boudana of New York University says that â€Å"Objectivity is a standard that promotes truth, defined as correspondence, grounded in correctness

Unlocking the Power of the Teacher-Made Test Free Essays

string(110) " of a student being able to demonstrate that he or she can, for instance, multiply 8 x 6 and come up with 48\." Classroom assessment ranks among a teacher’s most essential educational tools.  Well-constructed teacher-made tests can: †¢ provide teachers with the means to gather evidence about what their students know and can do †¢ help instructors identify students’ strengths and weaknesses †¢ keep tabs on student learning and progress †¢ help teachers plan and conduct future instruction †¢ motivate and shape learning and instruction †¢ guide students toward improving their own performances †¢ gauge whether students are mastering district, state, and national education standards †¢ determine if students are prepared for the high-stakes state or district tests By unlocking the power of effective classroom assessment, teachers can accomplish all of the above and more. In the era of accountability and highstakes decision making, teacher-made tests can no longer be viewed as simply a means to gather grades for the end of the marking period report cards. We will write a custom essay sample on Unlocking the Power of the Teacher-Made Test or any similar topic only for you Order Now process, providing the evidence teachers need to determine whether or not their students have achieved the educational goals set out for them. Capturing the Evidence Classroom assessments can be thought of as evidence capturing devices or tools. The evidence the teacher seeks to gather is used to show or prove the students’ knowledge and ability. Just like a good detective, the classroom teacher must consider several things in selecting the tools used to gather the evidence: †¢ What do I think my students should know? What are my expectations for their knowledge base? This could be based on lesson goals and objectives, curriculum or course content goals, district or state standards, etc. †¢ How would I describe my students after they experience these teaching episodes; how would I capture this description? †¢ Of all the things I’ve taught, what are the most important concepts and what should be assessed? †¢ What is the best tool for capturing this evidence? †¢ How will I use this evidence in the future? Is it simply to â€Å"keep score† or will it cause me to reflect on my teaching and my future planning? †¢ How will I report this evidence and to whom? Formative vs. Summative Assessment In general, all tests can fall under one of two major subheadings: formative assessments or summative assessments. Formative assessments are those tools teachers use to monitor student performance on an ongoing basis. These can range from something as simple as the daily judgments teachers make about a student’s oral response to questions that arise in classroom discussions to more formal paper and pencil tests. Summative assessments, on the other hand, gather evidence about cumulative student learning at the end of an activity, unit, marking period or school year. These types of assessments would include, among others, the final exam or the chapter test. Whether they use formative or summative methods, effective teachers constantly monitor and revise instructional plans based on their students’ educational progress and needs. Assessment, whether formal or informal, plays a vital part in this ongoing page 1 Elements of an Effective Teacher-Made Test In reflecting on these questions, teachers begin to realize the power of classroom assessment, and that this tool can be as important in the teaching and learning process as class discussions, small group activities, or any other teaching strategy. To unleash this power, and to ensure that classroom instructional time devoted to the assessment is used wisely, teachers must carefully plan and design the test. A poorly chosen or designed assessment will fail to provide the evidence of student learning, or worse, will provide misleading information. It is imperative that the teacher employs a systematic process for developing and using the assessment tool. That process should begin with the instructor asking a few basic but essential questions: †¢ What am I trying to find out about my students’ learning? (That is, what student/standards/goals/ outcomes am I measuring? ) Log On. Let’s Talk. www. ets. org/letstalk †¢ What kind of evidence do I need to show that my students have achieved the goals that I’m trying to measure? †¢ What kind of assessment will give me that evidence? To respond to these questions, the teacher must consider these elements of the test design process: †¢ appropriateness †¢ relevancy †¢ expectations for learning †¢ multiple evidence †¢ planning †¢ fairness †¢ assessing the assessment Is it Relevant? An assessment task should make sense in terms of the assessment situation as well as the type of knowledge or skill that’s being assessed. It should also provide relevant information based on what students should have learned in class. For example, it would be inappropriate to ask ninth-grade, French-class students to carry on a conversation in French about the income tax system, if it has nothing to do with what they had learned in French class, and since it probably has no relevance in their lives. But asking them to carry on a discussion in French about a class trip would be very appropriate. Ideally, an assessment should also reflect real-world applications of knowledge and understanding. Although developing such assessments is not always practical, assessments based on situations relevant to students’ own world experiences can motivate them to put forth their best performances. If they don’t understand why they may need to know something, they won’t be as likely to do so. Is it Appropriate? If you were to visit your doctor and he or she used a thermometer to determine your blood pressure you might have cause for concern. Like the classroom test, the medical thermometer is an evidence-gathering device (to determine one’s body temperature). Both the physician and the classroom teacher must select the best device based upon the type of evidence it was meant to provide, and not one that provides evidence of something else. What would happen if a teacher decides to use word problems, rather than number problems, to determine whether third-graders know their multiplication facts? One outcome that we might imagine is that the teacher could not be certain if the test was measuring math ability or reading skill. Having to read and understand the questions could get in the way of a student being able to demonstrate that he or she can, for instance, multiply 8 x 6 and come up with 48. You read "Unlocking the Power of the Teacher-Made Test" in category "Papers" Of course, if the teacher wants to know whether students can apply their multiplication skills to realistic situations, the word problem task would be appropriate and fair. At the same time, the assessment must measure the knowledge, skills, and/or abilities the teacher feels are important and do this in an appropriate way. If the goal is to test for retention of facts, then a cut-and-dried factual test (e. g. , multiple-choice or fillin-the-blank) may be the best assessment choice. On the other hand, measuring students’ conceptual understanding, ability to analyze data, ability to perform tasks, or their collaborative skills would probably require more complex forms of assessment. What are the Expectations for Learning? Before administering an assessment designed to measure what students have learned in class, teachers need to ask themselves: â€Å"Based on what I’ve taught in class, can my students be expected to answer this? If correctly completing the assessment requires knowledge or skills that have not been emphasized in class, or that the students are unlikely to have mastered, the assessment will not provide an accurate or fair evaluation of whether the students have learned the material. Of course, if the goal is to find out what students already know or understand before a unit of instruction, then a well-thought-out assessment can provide useful information for planning future lessons. Of course, informing future lesson planning should be one of the key uses of any assessment. One Test or Multiple Sources of Evidence? While a single clue at a crime scene might allow a detective to make some assumptions, the judge and jury will probably need a lot more evidence before making a decis ion about guilt or innocence. As a result, experienced and competent investigators will employ many tools to gather multiple types of evidence from sources such as fingerprints, DNA samples, other physical clues, as well as actual interviews of witnesses and suspects. Similarly, teachers page 2 Log On. Let’s Talk. www. ets. org/letstalk should rely on all sorts of options available to help them gather evidence of their students’ learning. These range from the informal, day-to-day ways teachers size up their students’ progress, such as observation and questioning strategies, to traditional paper-and-pencil tests (multiple-choice and shortanswer ones, for example), to more elaborate forms of assessment, such as essays or problem solving activities. Just as a detective must gather many sources of evidence to build a convincing case, so must a teacher use many sources of evidence to accurately interpret what each student really knows and can do. Limiting themselves to using only one or two assessment methods, no matter how reliable or valuable, limits teachers’ ability to fully understand the range of their students’ knowledge and skills. Conversely, providing students with different kinds of opportunities to show what they know gives teachers a broader, better understanding of each student’s talents and abilities. The questions should challenge students to do more than memorize and recall facts. Focus on assessing the most important and meaningful information, rather than small, irrelevant facts. For example, rather than asking, â€Å"How many vitamins are essential for humans? A. 7 B. 13 C. 15 D. 23,† consider asking â€Å"Name at least seven vitamins that are essential for humans and explain why they are essential. † †¢ Never use questions or inconsequential details just to trick students. †¢ Create a test blueprint that will clearly describe the important content areas to be tested, the number and type of items that will get at each content area, the scoring value for the items, the length of time for the test administration, and other critical test components. Is it Fair? To be valid, classroom assessments need to be fair. In assessment terms, that means all students must be given an equal chance to show what they know and can do. An assessment is not fair if it: †¢ measures things unrelated to its objectives is biased Tests should be designed so that they are focused on the instruction that preceded the assessment, and that ensure that testing, teaching and curriculum are all tightly aligned. â€Å"Bias† is said to exist if the assessment includes content that offends or unfairly penalizes test takers because of personal characteristics such as gender, ethnicity, socio-economic status, religion, or sexual orientation. Assessment bias affects validity because it may negatively influence students’ attitudes toward, and performance on, the assessment. For example, an assessment that includes language or content that offends a specific group of students may hurt the performance of those students by causing them to focus more on the offensive language than on performing at their best. Test takers may also be disadvantaged if the assessment includes content that, although not offensive, assumes prior knowledge likely to be unfamiliar to one particular group of test takers but familiar to another. An obvious example is the need to know something that can only be gained by visiting an art museum, if some groups of students have no personal experience of ever visiting a museum with family or friends. Planning the Assessments Teachers should use the following guidelines when planning any assessment: †¢ Have the purpose of the test clearly in mind. Determine what type of assessment will be most appropriate for the situation, based on the nature of what you are teaching, the purpose of the instruction, and what you want to find out. †¢ If the purpose of the assessment is to determine how well students have mastered a particular unit of study, make sure the test parallels the work covered in class. And, to be able to discriminate among levels of learning, avoid making the assessment overly difficult or easy. †¢ If the assessment is a selected-response or fill-in-the-blank test that will be used to diagnose basic skills, it should contain at least 10 questions — preferably more — for each skill area. The questions pertaining to each skill area should be considered a subtest, and these subtests should yield separate scores on the various elements needed for mastery of the skill. †¢ If the major purpose of the test is to rank a selected group of students in order of their achievement, the questions should cover critical points of learning. Questions on critical points often require understanding implications, applying information, and reorganizing data. page 3 Log On. Let’s Talk. www. ets. org/letstalk Tests should be designed to afford students multiple opportunities to tell what they know about a particular subject, not to present them with difficult, if not impossible, tasks. One way to let students shine is to include a bonus question at the end of the test that asks something like, â€Å"Take this opportunity to tell me something about this topic that was not included on the test. † †¢ Other things to consider when poor results are obtained are external, test administration issues [e. g. , uncomfortable room temperature, administration right after a long weekend, external noise distractions, unsettling school or community news]. One of the most effective ways to improve a classroom assessment is to review it before administering it. If possible, wait at least one day after the assessment was written before performing the review. Then ask a colleague to review the assessment. As part of this review process, have someone who did not write the task (a colleague or even a family member) solve the task. Assess the Assessment In assessment, wording is critical. Unclear directions can confuse test takers and negatively affect their responses, which can lead to inaccurate, and therefore useless, information about what the students actually know and can do. Wording in multiple-choice type items is especially important. Being precise in the question and in the options or choices prevents misunderstanding and provides more reliable evidence of what students know. After an assessment has been administered, teachers can ask students how they interpreted the questions, particularly if the questions elicited unexpected results. When assessments give unexpected results — for example, the entire class bombs an assessment, or the students’ responses are not consistent with the type of work the teacher was looking for — it’s important to take a good hard look at both the assessment and the way it was administered to determine whether it was flawed in some way. †¢ Did students who are more able, based on other evidence, do well on the assessment? If not, something might be wrong with it. You might consider analyzing the questions or tasks to make sure each is accurate, valid, fair, and reliable. On the other hand, if the assessment presents a type of task that your students might not be familiar with (e. g. a complex, nonroutine type of problem), students who performed poorly may simply have had difficulty with that particular type of assessment. †¢ Did students answer the assessment appropriately but not give the answers you were looking for? Then check to see if the task was well-defined and clearly written. Students can’t be expected to give adequate responses if they aren’t sure what kind of response is expected of them. †¢ If the entire class failed the test, it might indicate that the material wasn’t taught adequately, or the assessment was so poorly written that the students were unable to apply their knowledge appropriately. During the review, check to see that: directions are clear †¢ content is accurate †¢ questions or tasks are representative of the topics or skills emphasized during instruction; knowledge or skills that were not covered in class are not being unintentionally evaluated †¢ the type of assessment used is compatible with the method of instruction used in the classroom and the standard being measured †¢ the assessment will contribute to the instructor’s understanding of what the students know and can do †¢ the assessment can be completed in the allotted time †¢ the assessment is fair; all instances of offensive language, elitism, and bias have been eliminated When teachers begin to analyze assessment results, they should look for two things: 1. Does the question or task provide accurate information? Did all the students do poorly on the same question or set of questions? Maybe certain questions are confusing or misleading, or perhaps the concept is simply not yet well understood by the students and should be retaught. Having students explain why they answered a question in a certain way can be very enlightening to the teacher about whether the problem is in the question (or task), or in students’ understanding of the concept being assessed. Log On. Let’s Talk. www. ets. org/letstalk page 4 2. Each student’s strengths and weaknesses: are they based on his or her patterns or performance? This information can help teachers tailor the next round of instruction to either remedy problems or build on strength. For example, if a particular group of students has difficulty with one set of items that measures a similar set of skills, these students might need extra instruction or a different kind of instruction. Or, if everybody in the class had difficulty with a particular issue that the teacher thought was emphasized in class, then the teacher needs to determine if there was a problem with the instruction and/or material. By taking the time to create fair, focused, and well-thought-out assessments, teachers can have confidence in the evidence gathered and make meaningful judgments about student performance and future instructional plans and decisions. This article was based on the ETS Focus publication Letting Students Shine: Assessment to Promote Student Learning. Written by Amada McBride, 1999. How to cite Unlocking the Power of the Teacher-Made Test, Papers

Organization Behavior Increasing Employee Engagement

Question: Discuss about the Organization Behaviorfor Increasing Employee Engagement. Answer: The use of Key motivational Theories in Increasing Employee Engagement Motivation is the act to empower an individual with rewards towards performing a certain task with excellence. Managers use different types of motivation theories at work to reward employees to increase performance in productivity in a company/ organization. Rewards are internal/ external appraisals given to motivate employees as a sign of appreciation of the good work they perform to a company/ organization. The motivation of employees come from an individual perspective. Best motivation comes within ones self. Managers only cheap in to boost the motivation of an employee who has already motivated themselves and has positive energy to work within a given department. An individual can be motivated by the management team by, rearranging shifts at work to meet an employees personal needs, changing the JD (Job Description), improving the work environment in employees workstation, reshuffling teams and offering financial appraisals. Different factors motivate employees. It is the work of the management team to establish good employee to employer relationship. This fact helps to identify and build a personal relationship with the employee thus, enabling employers to know factors that motivate every individual. Employees who are contented with the motivation they receive from their managers have a high capability of doubling their performance towards achieving a companys/ organization goals and target. In this essay, we are going to study the use of key motivational theories in increasing employee engagement performance. Later we are going to highlight similarities, compare and contrast the results we get from the theories supporting employment motivation at work. There are five major physiological theories developed to help managers to offer best motivational practice to their employees. They include; Hertzbergs two-Factor Theory, Maslows Hierarchy of Needs, Hawthorne Effect, Expectancy Theory and Three-Dimensional Theory of Attribution. (Nordmeyer, B. 2017). These theories explain when and why managers at work should motivate an employee. They also explain some key competence skills a manager should look for in an employee to motivate individuals. The study below summarizes the critical evaluation, compare and contrast the Hertzbergs two-Factor Theory, Maslows Hierarchy of Needs Hawthorne Effect motivational concepts and their application in companies/ organizations. The Two-Factor Theory of Motivation is also known as the motivational- hygiene or the dual- factor of motivating employees. This theory was developed in 1950 by Frederick Herzberg. Frederick Herzberg interrogated over 200 engineers and accountants and asked them possible factors that influence their satisfaction when they are motivated. He found out from his analysis that the morale of employees at work is affected by hygiene and motivational factors. Motivational factors are internal things within the company that affects the morale of the employee towards increasing their work efficiency on a departmental level. They increase employee satisfaction in their workstation and improves employees performance in work listed in their job description. Major examples of motivational factors include; recognition of feelings of employees, opportunity to get internal promotions within the company/ organization and Satisfaction from job listed in an employees job description. Employees who are well motivated stand a chance to work on long term contracts at work. The management team is expected to identify when to motivate employees and keep their positive energy high to increase productivity volume high. Hygiene factors of employee motivation can lead to the satisfaction of employee motivation when present and work. It can also make employees dissatisfied with their work environment if the management team neglects to identify hygiene factors affecting employees in their workstation. Major hygiene motivational factors within companies/ organizations include salary compensation policies of employees, benefits, great relationship between co-workers and employees. Herzbergs findings state that, by practicing a good hygiene motivational practice within a company/ organization, employees stand a chance of becoming completely independent at work and dominate their workstation to create excellence in their performance. Motivation factors increase the productivity of employees in their workstation. However, the absence of this theory to encourage employees does not affect the morale of workflow given by individuals at their workstation. Hertzbergs Two-Factor Theory implies that the management team needs to improve on hygiene and motivator factor within the company or institution. When this theory is implemented in the system of a company/ organization, employers tend to be motivated and work to their best abilities. The best practice by the management team to ensure that their employees are well motivated is ensuring that their employees get support and appreciate their effort at work. (Samiksha, S. 2016). Job dissatisfaction makes employees feel less appreciated and may affect the overall productivity of individuals within various departments at work. Employers should offer their employees best working conditions, flexible shifts and offer them a good pay. By embracing this factor, the employees get motivated and their desire to work on duties assigned to their job description improves with time. A good management team pays close attention to its team's needs and addresses them at the right time. The Maslows Hierarchy of Needs is also referred to as the theory of human motivation. This theory was developed in 1943 by Abraham Maslow. The theory explains that individuals develop financial needs that may overload their salary compensations with time. When the salary of an employee is overloaded with bills and the employee remains with almost no money after being paid, such individual might develop stress. Stress at work may affect the productivity of employees at work. When the management team discovers such instances, it is appropriate to organize financial appraisals to such employees if they have recorded good performance in duties assigned in their job description. This fact will intern improve their productivity at their workstations. The hierarchy of this theory is made up of 5 levels which include, physiological, safety, love/belonging, and esteem self- actualization. All these factors improve the motive of an employee and increase the success level of employee performan ce on a departmental level. Physiological needs of employee motivation include offering employees with access to water, food, and shelter. The primary physiological need of an employee is developed at work. A good management team considers how their employees get access to food and water during breaks, lunch breaks and evening breaks for individuals working on night shifts. Companies that are located in locations where employees cannot get access to outside catering of food easily needs to work out a feeding program within the company for the sake of their employees. The management team can opt to create a staff canteen to provide its employees with food and deduct a given amount of money for compensation of their lunch and supper. This factor not only energizes employees to have the right energy to work but also reduce the time that employees might speed during their lunch or evening breaks to look for food outside the company. The management team should also ensure that water dispensers are installed in every department to quench the thirst of an employee when they develop a need to drink water during their normal working shifts. Other than that, the employer should develop an appropriate salary compensation plan that enables its employees to pay for house rent depending on their class and worth to the company. This theory has major employee motivation factor that will increase the commitment and reliability of employees to work effectively at work thus, improves the productivity of employees in departmental level. Employers should also ensure that the safety of their employees is top notch at their workstation. This fact can be achieved when the management team organizes for personal health and financial securities of the employees from trusted health/ financial service providers countrywide. One's casuals are employed in a company/ organization; the management team should work on including such individuals in the companys healthcare programs. It is the responsibility of the management team to research and gets the best healthcare providers to ensure the health of their employees is protected. A small amount is deducted in the salary of employees to cater for their health insurance. On the other hand, the management team is expected to come up with the best pension plan for its employees. Pension plan plays a significant role in employee motivation especially for individuals who are working on long-term contracts or those who are employed permanently. This fact provides security and also makes employees have a sense of belonging to a given company/ organization. The performance of employees is likely to increase at their workstation when they feel appreciated with the management team. Maslows Hierarchy theory also explains that the management team has an obligation to ensure that their employees are loved and have a sense of belonging to the company/ organization. This fact can be embraced by organizing weekly/ monthly meetings with employees on a departmental level. On the meetings, employees should be given an obligation to discuss some challenges they face at work. This fact helps to solve any problem that might hinder an employee from performing their duties with perfection at work. When an employee raises any departmental issue, and the problem is solved at the right time, the moral of such individuals is charged up. This intern increases the productivity of employees within a given department. The management team can show a sense of belonging to their employees by celebrating their birthdays every end month. The company can opt to celebrate their employees birthday by buying individuals cakes as a sign of appreciation. This fact also motivates employees and make them feel part of the family at work. The performance of employees in their departments will improve when they are motivated. According to Maslows Hierarchy theory, the esteem of employees has a significant effect on productivity and performance of employees in their departments. The esteem of employees can be improved through training and acceptance in their departments. The management team is expected to motivate their employees by offering regular training of employees in their departments. Employees who have experience and know their work inside out have high confidence and self-esteem to handle their work. Confidence increases the quality of production on an individual level. The managerial team is also encouraged to ensure that respect is paramount within all departments at work. Employees who respect each other have the ability to form a nice team which will intern increase the performance and productivity of all the departments within a company/ organization. Self-actualization is the last and most importance employee motivational attribute listed on the Maslows Hierarchy theory. For an employee to achieve self- actualization at work, the managerial team needs to offer physiological, safety, love/ belonging and project high esteem to employees. According to the hierarchy of need for an individual to develop a reputable self- action influence at work all these processes must be embraced when motivating employees. Individuals who are in better financial position, good health, have good shelter, work in a safe work environment, have high self-esteem and feel a sense of belonging to a company/ organization have the ability to improve their performance at work. This theory enlightens manager of the importance of practicing ideas discussed on the Maslows Hierarchy theory towards motivating their employees. The practical application of Maslows Hierarchy theory can be embraced in all companies/ organization. Managers should offer their employees good health care plan to cater for individuals and their families healthcare bills. This fact can be achieved by issuing reliable health insurance plan to their employees. The management team is also expected to identify a reliable financial service provider to save money for a retirement benefit of its employees. The managers should work on a plan to deduct a given percentage of its employees salary and save them in a trusted national retirement beneficiary author. Such funds have significate to financial life of employees at their old age when they can no longer work. The management team should also offer its permanent and employees who are under a contract house allowances to get the best shelter that suits their financial level and worth to the company. According to Maslows Hierarchy theory, the management team is expected to organize flexibl e working schedule for their employees to offer them time to engage in other recreational activities. (Dymond, G. 2014). The salary compensation plan of every employee needs to meet their worth within the company and also be in a position to cater for all their financial needs. Employees are motivated when they realize that the management team is concerned about their wellbeing. Hawthorne Effect is another theory that explains ways of motivating employees. The theory explains that some employees have a tendency of working extra hard when there is no one observing them while they are working on their job descriptions. The Hawthorne Effect was developed in 1950 by Henry A. Landsberger. The theory states that the management team needs to know the capability and mode of work that favors its employees. The manager also needs to differentiate between employees who can only work under tight supervision from employees who can work under minimum supervision. Employees who work under minimum supervision are best described in the Henry A. Landsberger Hawthorne Effect theory. Such employees need to be given privacy in their department ones the management team identifies their potentials. Their performance at work can be measured using weekly, monthly and annual performance score forms. Their weekly/ monthly/ annual performance score is measured using goals and targets d eveloped by the management team towards achieving daily/ weekly/ monthly and annual targets. When such distinct employees meet their target at work, the management team should motivate them by offering financial appraisals or by issuing such employees shopping vouchers and certificates of excellence performance in their profession. A practical application of the Hawthorne Effect indicates that some employees will work better when they are closely observed while other will work hard in the absence of supervision. The management team should work closely with the supervisors to ensure all operational activities runs smoothly in all departments. The managers are also expected to identify the potential for all the employees and project pressure to employees who need thorough supervision for them to work effectively. For the case study of employees who work under minimum supervision, it is advisable for the management team always to remind such individuals that their hard work is being observed. The management team is then required to motivate their employees by offering performance appraisals at the departmental level. This act will improve the relationship between the management team and employees. Employees who are motivated will automatically improve their productivity in performance in their designated departmen ts. By analyzing the Hertzbergs Two-Factor, Maslows Hierarchy of Needs and the Hawthorne Effect theory, we can come to a conclusion that employee motivation is the key towards achieving success in productivity performance of employees at their workstation. Both the three theories explain that employment motivation empowers and motivates employees to get out of their comfort zone to strive for excellence in their career. The three employee motivational theories explain that the success towards running a successful business relies on the employer to employee relationship at work. Good employer to employee relationship at work enables the employees to have peace of mind and improve their performance of jobs listed on their job descriptions (JDs). However, poor employer to employee relationship lowers productivity of employees in their workstation. The tree theories agree that the manager is an intermediary to creating a home away from home environment for its employees at work to ensure tha t they are not stressed while working. The management team is expected to identify hard working employees and use the Hertzbergs Two-Factor, Maslows Hierarchy of Needs and the Hawthorne Effect theory to motivate their employees to increase the success of productivity of employees at their workstations. Lastly, by embracing the use of key motivational theories discussed above, chances of increasing employee engagement performance at work is achievable to all companies/ organizations. References Nordmeyer, B. (2017). Maslow's Theory vs. ERG. 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