Research Methodologies

1. LEVEL 7 ASSIGNMENT SPECIFICATION DRAFT
Student name: Student number:
Programme: MBA
Module: Research Methodologies Module Level: 7
Module code: SBLC7012 Contribution to Overall
Component 1: 50%
Module Assessment (%): Component 2: 50%
Lecturer: Roger Telfer Internal Verifier: Dr. Agnes Taylor
Assignment Title: Assignment No (x of x): 1 and 2
Hand Out Date: 12/12/2017 Submission deadline: 23/02/2017
Referencing: In the main body of your submission you must give credit to authors on whose research your
work is based. Append to your submission a reference list that indicates the books, articles, etc.
that you have read or quoted in order to complete this assignment (e.g. for books: surname of
author and initials, year of publication, title of book, edition, publisher: place of publication).
Disclosure: I declare that this assignment is all my own work and that I have acknowledged all materials
used from the published or unpublished works of other people. All references have been duly
cited.
Student’s (Only where hard copies required)
Signature: Date:
Turnitin: Lecturer to tick to indicate if an electronic version of the assignment must be submitted to
Turnitin. Note: the Turnitin version is the primary submission and acts as a receipt for the student. All
students MUST submit their assessments by the specified deadline. Late submissions may be subject to
penalties.
YES X
NO
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2. Learning Outcomes tested Assessment Criteria to achieve each outcome a
(from module syllabus)
student must demonstrate the ability to:
Undertake, from inception to completion, using Literature Evidence Review (Literature and evidence
appropriate theories, applications, methodologies and sources) 2500 - 3000 words maximum – weighted 50%
evidence, a self-initiated, autonomous and critically
comprehensive body of structured research activity
which leads to an analysis, synthesis and evaluation of
evidence which is sufficient to propose and design a
comprehensive Major Project proposal.
Critically use research methodologies and conventions;
formulate research questions, and propose, plan and Research Design Proposal 2500 – 3000 words maximum
complete research projects and communicate their – weighted 50%
findings to a variety of audiences using appropriate
theory, media, and approaches towards analysis,
syntheses, evaluation, and the formulation of
judgements and conclusions based on a body of defined
research.
 DO NOT put this form into Turnitin or it will match many similarities with other students’ submissions.
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3. TASK DESCRIPTION
Assessment of this Module
Assessment Component 1 - 50% Literature-Evidence Review (2500 words maximum)
Assessment Component 2 - 50% Research Design Proposal (2500 words maximum)
All forms of assessment must be submitted by the published deadline which is detailed above. It is your
responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a
reason for late or non-submission. Any late work will NOT be considered and a mark of zero will be awarded for the
assessment task in question.
You are requested to keep a copy of your work (excluding exams).
The Assignments
Overview of the two assignments
Overall, you are required to create a proposal for a research project aimed at a business related problem or
opportunity. The two components of this proposal are related but separately assessed:
- Firstly, you must prepare a Literature Review and Evidence Review on that research proposal, fully
referenced.
- Secondly, you are required to design a Business Research Proposal aimed at a business-related
problem or opportunity
As explained above there are two integrated parts to this assessment:
 Component 1 – the Literature Evidence Review

 Component 2 – the Research Design Proposal
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4. The topic forming the basis of the research proposal needs to be established in the first three weeks dating from the
start of the teaching of the module. Permission to continue will be dependent upon lecturer approval of that topic,
shown by the signing of a proforma. Any subsequent changes to that must be approved and signed by the lecturer
also.
It has to be stressed that the choice of topic and the proposal is undertaken on an INDIVIDUAL basis.
FAILURE TO ABIDE BY THE TWO ELEMENTS DESCRIBED ABOVE WILL MEAN THAT ANY WORK SUBMITTED WILL BE
MARKED AS FAIL.
The research proposal must include a background which describes the basic situation underlying your project. It
must include a statement of the problem or opportunity that is the aim of your project. It must describe the
rationale for your project, why you wish to carry out this research and the benefits that will accrue from its
successful conclusion.
You must create research objectives that, when successfully completed, will have the information that enables
you to solve the problem or capitalise on the opportunity that is the aim of your research.
It must also include a literature review that evaluates the context for your research, and sources academic research
and models that are relevant to the project. It should include a critical evaluation of relevant theoretical and
practical references and include breadth of understanding and depth of critical evaluation. Reviews will require
analysis and evaluation of evidence and sources and be informed by theory and appropriate practice.
You must evaluate and fully describe the research methods that will be necessary to successfully complete
the research.
Data collection methods must be selected and described which are consistent with the research philosophy
necessary for its completion: these can include secondary and/or primary data sources. The methods by which
the data you collect will be analysed and need to be justified.
Finally, ethical, validity and reliability issues relevant to the research must be discussed and a time plan for
its completion must be calculated and displayed as a Gantt chart (or another suitable format).
Further points:
 It is expected that you use current peer-reviewed journals and articles to ensure that you have an in-depth
understanding of your topic particularly for the Literature Review.
 There must be sufficient linkage between theory and practice.
 Harvard style of references should be used.
You must ensure that the research title and research objectives/questions are included in both Components.
Structure
Ensure that the assignment has the following structure and contains the details outlined:
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5. TASK DESCRIPTION: Component 1: Literature Evidence Review 50%
TASK
This should be an analysis and synthesis of the literature pertaining to your topic. You should ensure that you read
up-to-date sources and assess current academic concepts and models relating to that topic and the research
question and objectives developed.
 Introduction

 Is the domain explained?
 Is there a rationale for the chosen topic?
 Are the main sources stated?

 The Main Body

 Is there a clear structure?
 Does the review flow into a logical progression?
 Does the review convey the thinking of the writer?
 Use of secondary sources, citation, references, synthesis, critique, chronology, seminal works, models?
 Is the current position conveyed?
 Is there a set of emergent conclusions?


 Conclusion

 Is there a clear concluding statement?
 Is there a clear implication for further research?
 Are research questions specified?
 Are there emergent themes?
 Is the literature review conclusive?
 Has a theoretical or conceptual framework been identified?
LENGTH REQUIRED
2500 words maximum
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6. TASK DESCRIPTION: Component 1: Research Design Proposal 50%:
 TASK

 Research Title

 Research Question

 Research Objectives

 A Background to the Research Proposal:

 Is the overall context for the research well established?
 Is the research topic interesting from an academic and practical perspective?
 Is there a statement of the problem?
 Is there a rationale for the topic?
 Is it clear what aspects of the chosen topic will be researched?
 Do the boundaries of the research make sense?
 Is there a clear statement of the aim of the research?
 Are research objectives included which are specific?
 Are research questions matched to the research objectives?

 Research Methodology – Philosophy, Reasoning, Design

 Is there a logical and cohesive structure to the proposal?
 Are all the relevant sections included?
 Is the approach adequately explained?
 Is the scope of Literature outlined relevant to the research objectives to address the research questions?
 Is the relevance of the literature, models, theories and frameworks for thinking justified?
 Are the proposed research methods appropriate to the research task?
 Have the data types been defined and classified?
 Have target populations and samples been defined and justified?

 Data Analysis

 Is the proposal for analysis linked back to the literature and the research questions?
 Have analysis methods been specified?
 Is there an adequate time plan for the research?


 Ethics, Validity and Reliability

 Are validity and reliability issues discussed?
 Are the ethical issues in the project understood and dealt with?
 Are the intended outcomes for the research made known and is there a clear understanding of the value
added?

 Gantt Chart (or other suitable format)
LENGTH REQUIRED
2500 Words
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7. GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS
NOTE: The guidance offered below is linked to the five common assessment criteria overleaf and specifically
aligned to the “exceptional” outcome category to which we anticipate students aspire.
1. Research-informed Literature
Your work must embed and be informed and supported by relevant and credible scholarly material that is accessible
in the learned journals listed on the module schedule. You should refer to at least 10 such sources. Additionally, you
should refer to text books, current news items and benchmark your organisation against other organisations to
ensure your assignment is current and up-to-date. High-level referencing skills using the Harvard Method must be
demonstrated throughout your work and all sources listed alphabetically within your bibliography.
2. Knowledge and Understanding of Subject
Your work must demonstrate the growing extent of your knowledge and understanding of concepts and underlying
principles associated with the subject area. This means that within your work, you should provide evidence of your
growing mastery in critical awareness of current challenges, new insights and the constant need for innovation
within the field. Furthermore, a critical awareness of the ambiguities and limitations of knowledge and even
understanding, should be considered and examples of such, illustrated within your work.
3. Analysis
To be considered masters worthy, your work must contain evidence of analysis, evaluation and synthesis. This means
not just describing “What!” but also justifying: Why? How? When? Who? Where? And at what cost! At all times, you
must provide justification of your arguments and judgements. Evidence that you have reflected upon the ideas of
others on matters occurring in the real world of business is crucial to you providing a reasoned and informed debate
within your work. Your choice of methodologies to gather data and information must be rigorously defended.
Furthermore, you should provide evidence that you are able to make sound judgements and convincing arguments
in the absence of complete data, since within the real world of work, we rarely have access to, or know all the
information! Persuasive conclusions are especially necessary and must be derived from the content of your work –
there should be no new information presented within your conclusion. Your work should aspire to resemble work
which is of journal publishable quality.
4. Practical Application and Deployment
It is essential that you rationalise how you decided upon certain methods, materials, tools and techniques to inform
and complete your work. You must demonstrate what informed your decision(s) to apply certain concepts that
enabled you to formulate innovative and creative solutions to the challenges presented to you or that you identified
for yourself. Plausible, costed and justifiable recommendations are demanded and where these are absent, your
work is undermined. Your work should provide evidence that you are growing in mastery in developing cutting edge
processes and techniques within the subject area.
Skills for Professional Practice
Your work must provide evidence of your attributes in the application of professional practice. This includes
demonstrating that you are highly capable of individual and collaborative working. Regarding the presentation of
your work, you must demonstrate your ability to select and deploy the appropriate media that is “fit for purpose.
Additionally, you must exhibit your ability to: communicate with an exceptionally high level of professionalism; work
professionally, autonomously and within a team; develop leadership skills; and produce/present work that is
coherent, cogent and specifically addresses the challenges set for you or you have set yourself. Importantly, your
work should be easily understood by specialists and non-specialists in the field.
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8. MARKING CRITERIA AND STUDENT FEEDBACK:
COMPONENT 1: LITERATURE EVIDENCE REVIEW
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The
marks available for each criterion are shown. Lecturers will use the space provided to comment on the achievement of the
task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.
Common Assessment Criteria (applied to all parts of the project)
1. Research-informed Literature
Marks
available
Marks
awarded
30
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.
Students are expected to critically review the relevant literature pertaining to their selected research topic and specific research
question. This Literature should be derived from credible and current sources. Harvard Referencing conventions are expected to
be followed.
2. Knowledge and Understanding of Subject 25
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.
Students are expected to demonstrate an understanding of the main models and theories pertaining to the selected research topic.
3. Analysis 25
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence
Students are expected to organise the material in the Literature Review such that it contains analysis, synthesis and evaluation. In this
context, schools of thought may be identified, key themes outlined, and other means of demonstrating good organisation of the
material demonstrated.
4. Practical Application and Deployment 10
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions
to solve problems.
Students are expected, in this aspect of the work, to relate what is being learned in the Literature Review to the actual undertaking
of the forthcoming research, primarily through the development of a conceptual (or theoretical) framework.
5. Skills for Professional Practice 10
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation
and organisation.
Students are expected to communicate and present the Literature Review effectively.
TOTAL 100
Late Submission Penalties (tick if appropriate)
COMPONENT 1 Assignment Mark (Assessment marks are subject to
%ratification at the Exam Board. These comments and marks are to give feedback on
module work and are for guidance only until they are confirmed. ) Up to one week late
8

9. MARKING CRITERIA AND STUDENT FEEDBACK:
Component 2: Research Design Proposal
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The
marks available for each criterion are shown. Lecturers will use the space provided to comment on the achievement of the
task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.
Common Assessment Criteria (applied to all parts of the project)
1. Research-informed Literature
Marks
available
Marks
awarded
10
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.
Students are expected to demonstrate that their Research Design proposals have sound academic groundings – both in the
Introduction (for the selected topic) and their Research Design (for their selected methodology and method(s). Harvard
Referencing conventions are expected to be followed.
2. Knowledge and Understanding of Subject 25
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.
Students are expected to demonstrate a knowledge and understanding of both the principal methodologies associated with
research, and the main methods used in Business Research.
3. Analysis 30
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence
Students are expected to demonstrate an ability to select and justify both a methodology and methods appropriate to their research
question(s).
4. Practical Application and Deployment 25
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions
to solve problems.
Students are expected to produce a research design which is appropriate to the topic, question(s) and context of the proposed
research. As such an analysis of the data collection and data analysis methods are paramount. Aspects such as ethics, validity and
reliability, and resource issues will also need to be considered.
5. Skills for Professional Practice 10
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation
and organisation.
Students are expected to communicate and present the Research Design effectively.
TOTAL 100
Late Submission Penalties (tick if appropriate)
Component 2 Assignment Mark (Assessment marks are subject to
%ratification at the Exam Board. These comments and marks are to give feedback on
module work and are for guidance only until they are confirmed. ) Up to one week late
9

10. PG COMMON ASSESSMENT AND MARKING CRITERIA
OUTRIGHT FAIL FAIL UNSATISFACTORY SATISFACTORY GOOD EXCELLENT EXCEPTIONAL
Assessment Criteria
0-29% 30-39%* 40-49% 50-59% 60-69% 70-79% 80-100%
1. Research-informed Little or no evidence Poor evidence of References to a Inclusion of Inclusion of a wide A comprehensive Outstanding
Literature
of reading. reading and/or of limited range of research-informed range of research- range of research knowledge of
reliance on mostly relevant literature, including informed literature, informed literature research-informed
Views and findings inappropriate sources. Referencing sources retrieved including sources embedded in the literature embedded
Extent of research and/or unsupported and sources, and/or conventions not independently. retrieved work. Excellent in the work.
own reading, selection of non-authoritative. indiscriminate use of always applied Some omissions and independently. selection of relevant Outstanding
credible sources, sources. consistently. minor errors. and credible selection of relevant
sources. High-level and credible
application of appropriate Referencing Selection of relevant
referencing skills, sources. High-level
referencing conventions conventions largely
Referencing Referencing and credible
conventions used conventions mostly sources. Very good consistently applied. referencing skills
ignored.
consistently andinconsistently. consistently applied. use of referencing
conventions, professionally
consistently applied. applied
2. Knowledge and Major gaps in Gaps in knowledge, Some evidence of Knowledge is Knowledge is Excellent mastery of Exceptional mastery
Understanding of
knowledge and with only superficial knowledge and generally accurate extensive. Exhibits a complex and of a complex and
understanding of understanding. understanding of with a satisfactory understanding of specialised area of specialised area of
Subject material at this Some significant current and relevant understanding of the breadth and knowledge and knowledge and
level. Substantial inaccuracies. concepts and the field of study. depth of established skills, with an skills, with an
Extent of systematic inaccuracies. underlying principles and contemporary excellent critical exceptional critical
but with gaps or views. awareness of awareness of
knowledge,
errors. current problems current problems
understanding and critical
and/or new insights and/or new insights
awareness of concepts at the forefront of at the forefront of
and underlying principles the field. Clear the field. A critical
associated with the awareness of awareness of the
discipline. challenges to ambiguities and
established views limitations of
and the limitations knowledge.
of the knowledge
base.
3. Analysis Unsubstantiated Some evidence of Evidence of some Evidence of some Evaluates Excellent critical Exceptional critical
generalisations, analytical logical, critical logical, analytical, methodologies, evaluation of evaluation of
Analysis, evaluation and
made without use of intellectual skills, thinking and some critical thinking and current research and methodologies, methodologies,
any credible but for the most attempts to synthesis. Can ideas critically and, current research and current research and
synthesis; logic, argument evidence. Lack of part descriptive. synthesise, albeit analyse new and/or where appropriate, ideas and, where ideas and, where
and judgement; analytical logic, leading to Ideas/findings with weaknesses. complex data and proposes new appropriate, appropriate,
reflection; organisation unsupportable/ sometimes illogical situations without hypotheses/ideas. proposes new proposes new
of ideas and evidence missing conclusions. and contradictory. Some evidence to guidance. Evaluates and hypotheses/ ideas. hypotheses/ ideas.
Lack of any attempt Generalised synthesises complex Evaluates and Evaluates andsupport findings/
to analyse, statements made views, but evidence An emerging issues both synthesises complex synthesises complex
synthesise or with scant evidence. not consistently awareness of systematically and issues systematically issues at a high level
evaluate. Conclusions lack interpreted. different stances creatively. Makes and creatively. of mastery. Makes
relevance. and ability to use sound judgements Makes excellent outstanding
Some relevant evidence to support and proposes judgements and judgements and
convincing proposes convincing proposes highly
conclusions and the argument.
arguments in the arguments in the convincing
recommendations,
absence of complete absence of complete arguments in the
But not always well Some conclusions
data. Sound, data. Strong, absence of complete
linked to other and
convincing persuasive, data. Highly
material. recommendations,
conclusions / conclusions, persuasive
where relevant
recommendations. justifiable conclusions. Work is
recommendations. of journal
Work is of publishable quality.
conference
publishable quality.
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11. 4. Practical Limited or no use of Rudimentary Some awareness A satisfactory and A very good An advanced Outstanding levels
Application and
methods, materials, application of and mostly appropriate application of a application of a of application and
tools and/or methods, materials, appropriate application of range of methods, range of methods, deployment skills.
Deployment techniques. tools and/or application of well- standard methods, materials, tools materials, tools Assimilation and
techniques but established materials, tools and/or techniques. and/or techniques. development of
Effective deployment of Little or no without methods, materials, and/or techniques. cutting edge
consideration and tools and/or processes and
appropriate methods, appreciation of the Very good The context of the
competence. Flawed techniques. techniques.
materials, tools and context of the Satisfactory consideration of the application is well
application. appreciation of the appreciation of the context of the considered, with
techniques; extent of skill context of the Some appreciation context of the application, with extensive use of
demonstrated in the application. of the context of the application, with perceptive use of relevant examples.
application of concepts to application. some use of examples, where
a variety of processes examples, where relevant. Application and
and/or contexts; relevant. deployment extend
formulation of Evidence of some beyond established
innovative, original and originality, conventions.
innovation and Originality,
creative solutions to solve
creativity. innovation and/or
problems. creativity evident
throughout.
5. Skills for Communication Media is poorly Communication is Can communicate Can communicate Can communicate Can communicate
Professional Practice
media is designed and/or not not clear. effectively in a well, confidently and professionally and, with an
inappropriate or suitable for the suitable format, but consistently in a confidently in a exceptionally high
misapplied. audience. Limited independent may have minor suitable format. suitable format. level of
Demonstrates attributes work and limited errors. professionalism.
expected in professional Little or no evidence Poor independent or involvement in Can work very well Can work
practice including: of autonomy in the collaborative group activities. Can work effectively autonomously and professionally Can work
individual initiative and completion of tasks. initiative. autonomously and as part of a team, autonomously and exceptionally well
collaborative working; Work lacks
as part of a team, with very good within a team, and professionally
with some contribution to showing leadership autonomously and
deployment of Work is poorly Work lacks coherence in places
structured and/or structure, and is in need of involvement in group activities. skills as appropriate, within a team,
appropriate media to
largely incoherent. organisation, and/or amendments to the group activities. managing conflict showing advanced
communicate (including coherence structure. Work is coherent and meeting leadership skills.
written and oral); clarity Mostly coherent and fluent and is obligations.
and effectiveness in work and is in a well structured and Work is
presentation and suitable structure. organised. Work is coherent, exceptionally
organisation. very fluent and is coherent, very
presented fluent and is
professionally. presented
professionally.
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12. Student Self Evaluation Form
Student name: Student number:
Programme: Year of
programme
Assignment Title:
This section repeats in brief the common assessment criteria detailed on previous pages. The extent to which these
are demonstrated by you determines your mark. Using these criteria, tick the box that best indicates the level of
achievement you feel you have achieved with regard to each of them. Please note that this self-assessment is used
as a developmental tool only and has no impact on the way in which your work will be marked.
Level of Achievement
Common Assessment
Criteria Applied
REFER PASS DISTINCTION
OUTRIGHT FAIL FAIL UNSATISFACTORY SATISFACTORY GOOD EXCELLENT EXCEPTIONAL
1. Research-informed 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
Literature
      
2. Knowledge and 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
Understanding of
      Subject
3. Analysis 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
      
4. Practical 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
Application and
Deployment
      
5. Skills for 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
Professional Practice
      
12

13. PLEASE COMMENT ON AREAS IN WHICH YOU FEEL
THAT YOU HAVE PERFORMED WELL
PLEASE COMMENT ON AREAS YOU FEEL THAT YOU
NEED TO DEVELOP
Student’s Name Date
Student’s Signature
13

14. Contents
1. Research question ....................................................................................................................... 2
2. Research objectives .................................................................................................................... 2
3. Background to the research proposal......................................................................................... 2
3.1 Research context ................................................................................................................... 2
3.2 Research problems ................................................................................................................ 3
3.3 Research rationales ............................................................................................................... 4
3.4 Research scope ...................................................................................................................... 5
4. Research methodology – Philosophy, reasoning, design ........................................................... 6
4.1 Research philosophy ............................................................................................................. 6
4.2 Research strategy .................................................................................................................. 6
4.3 Research approach ................................................................................................................ 7
4.4 Research method .................................................................................................................. 7
4.5 Data collection method ......................................................................................................... 7
4.6 Sampling method and sampling size ..................................................................................... 8
5. Data analysis ............................................................................................................................... 8
6. Ethics, validity and reliability ...................................................................................................... 9
6.1 Research ethics...................................................................................................................... 9
6.2 Validity and reliability of research ........................................................................................ 9
6.3 Expected research outcomes .............................................................................................. 10
7. Research time – Gantt chart ..................................................................................................... 10
References .................................................................................................................................... 12
1

15. Research title: “Analysis of factors impacting on employee satisfaction in Sainsbury’s in the
United Kingdom”
1. Research question
What are factors impacting on employee satisfaction in Sainsbury’s in the United Kingdom?
2. Research objectives
The overall research aim is to analyze factors impacting on employee satisfaction in Sainsbury’s
in the United Kingdom. From the overall research aim, this research suggests three particular
research objectives as follows:
- To analyze how employee satisfaction in Sainsbury’s in the United Kingdom is impacted
by its antecedents including the relationships with co-workers, the attentions of leaders,
work conditions, training & development, salary and rewards, promotion opportunity,
and recognition
- To measure the level of employee satisfaction in Sainsbury’s in the United Kingdom
- To suggest recommendations for the top management of Sainsbury’s in the United
Kingdom to increase the level of employee satisfaction of this retailing organization in
the future
3. Background to the research proposal
3.1 Research context
Employees are valuable assets for firms in the current operation environment and they are
determinant factors for the business successes of their organization (Gaspar, 2006). Ali and
Ahmed (2009) reflect that business successes of an organization are much dependent upon
skills and competences of staffers because the staffers create core values and sustainable
competition edges which differentiate the organization from its competitors. As a result, both
small and large organizations focus much on managing their human resources. Staffers become
2

16. more important for retailing firms such as supermarkets, convenience stores, departmental
stores, etc. in comparison with production organizations because the staffers of the retailing
firms have direct interactions and communications with customers (Aslam et al., 2015).
Creation of excellent human resources, organizations have to have a great emphasis on
retaining employee satisfaction (Bhatti and Qureshi, 2007; Caufield, 2007). For the retailing
sector, Mishra and Gupta (2009) indicate that customer satisfaction and trust determine the
development of retailing organizations and thus, maintaining and increasing customer
satisfaction and trust are greatly concentrated. To conduct this, retailing organizations have
own excellent staffers who satisfy needs and expectations of customers. According to
Euromonitor International (2016), in the retailing industry in the United Kingdom, employees
have direct interactions and communications with customers and thus, the general quality of
retailing services is much dependent upon the employees of retailing organizations. As a result,
retailing organizations have to consider maintaining and enhancing the competences, skills and
work satisfaction of their staffers as the first priorities.
3.2 Research problems
How to make human resources satisfied with their jobs is a big challenge for retailing
organizations in the United Kingdom. Indeed, the retailing industry in the United Kingdom has
gained the high development since 1990s. The government of this nation has had suitable
policies for stimulation of growth of both foreign retailing organizations and local retailing
organizations in this nation. Hence, the retailing industry in the United Kingdom is regarded as
an intensely competitive one. The global economic downturn has had negative effects on
business results of retailing organizations in the United Kingdom and then, many retailing
organizations currently has reduced bonuses and salaries of their staffers. This leads to the
situation that employees of retailing organizations in the United Kingdom are looking for new
jobs to have suitable salary levels (UK Commission for Employment and Skills, 2015). In this
case, retailing organizations face a challenge regarding maintaining their staffers, especially
talented staffers.
3

17. In the retailing industry in Vietnam, Sainsbury’s is regarded as one of the leading retailing
organizations and it faces challenges regarding how to have effective staffers and how to retain
excellent staffers (Euromonitor International., 2016). To overcome the challenges, Sainsbury’s
has to have a great emphasis on increasing employee satisfaction because it plays a crucial role
in creating the excellent and loyal workforce which greatly contributes to the business of this
retailing organization (Akter, 2012). Indeed, satisfied employees will become more enthusiastic
in completing job tasks and become more loyal to their organization. In addition, satisfied
employees always have the high efforts to gain organizational goals and consider them as an
important part of their organization (Danish and Usman, 2010; Chahal et al., 2013).
3.3 Research rationales
There are three main rationales creating a motive for the researcher to conduct this research
and the rationales are as follows:
First, the greater employee satisfaction, the greater business successes of an organization is
(Wallace and Trinka, 2009). Indeed, satisfied employees are valuable assets to gain innovative
ideas for development of new products/ services, to serve customers in the better ways, to
increase the market share, to gain the high positions in the business markets (Umar, 2014).
Hence, it is important for this research to evaluate factors impacting on employee satisfaction.
In addition, employee satisfaction needs to be assessed by retailing organizations in the United
Kingdom so that they can understand what they should improve to retain their staffers and to
increase their staffers’ work effectiveness which contributes to their general corporate
performance.
Second, Sainsbury’s is one of the top retailing organizations in the United Kingdom offering the
best salary level for staffers. However, the global economic downturn has caused many
problems in business of Sainsbury’s and then, this retailing organization decides to decrease
salary and reward level since 2012 (Akter, 2012; Euromonitor International., 2016). In fact,
employee satisfaction offers many benefits to both staffers and organizations. For staffers, job
satisfaction increases the physical and mental health for the staffers because their satisfying
4

18. jobs do not make them tired and stressful (Townsend et al., 2012). For organizations, employee
satisfaction makes the employees become more committed and more enthusiastic in jobs,
creates their high job results, and enhances the contributions of the employees to business
successes of the organizations (Tan and Nasurdin, 2010). Because of deep perceptions about
the role of employee satisfaction in the retailing industry in the United Kingdom in general and
Sainsbury’s in particular, the researcher decides to conduct this research to suggest
recommendations for the top management of Sainsbury’s in the United Kingdom to increase
the level of employee satisfaction of this retailing organization in the future.
Last, there are many researchers having a great emphasis on investigating factors impacting on
employee satisfaction of organizations. However, investigating factors impacting on employee
satisfaction in Sainsbury’s in the United Kingdom is limited. Thus, this research is conducted to
increase the amount of literature regarding factors impacting on employee satisfaction in
Sainsbury’s in the United Kingdom. Then, other studies can make references to this research to
have deep knowledge about employee satisfaction determinant factors in the retailing industry
in the United Kingdom.
3.4 Research scope
For this research, it only assesses the employee satisfaction of Sainsbury’s in the retailing
industry in the United Kingdom. In addition, this research selects Sainsbury’s because this
retailing organization is a famous and leading retailing organization in the United Kingdom and
it is facing challenges regarding satisfying its employees (Akter, 2012). In terms of factors
impacting on employee satisfaction, this research bases on theories regarding employee
satisfaction like Maslow’s Need-Hierarchy Theory, Herzberg’s Motivation-Hygiene Theory,
Adams’ Equity Theory and Vroom’s Expectancy Theory to choose seven factors impacting
employee satisfaction (including the relationships with co-workers, the attentions of leaders,
work conditions, training & development, salary and rewards, promotion opportunity, and
recognition) and then, this research will examine the impacts of the seven factors on employee
satisfaction in Sainsbury’s in the UK in the future research.
5

19. 4. Research methodology – Philosophy, reasoning, design
4.1 Research philosophy
When referring a research philosophy, it is conceptualized as the development of the research
nature, research knowledge and research background. In other words, it is the way which data
of research about phenomenon of research should be gathered and analyzed. It is crucial for
researchers to seek a suitable research philosophy to ensure the reliability and the validity of
their research findings (Saunders et al., 2012). This research will pursue a positivism philosophy
because a positivist often explores a research phenomenon regarding correlations amongst
elements (Biggam, 2008). The main aim of this research is to analyze the correlations between
employee satisfaction and its antecedents (the relationships with co-workers, the attentions of
leaders, work conditions, training & development, salary and rewards, promotion opportunity,
and recognition) in Sainsbury’s in the United Kingdom. Hence, the philosophy of positivism is
appropriate to this research. Moreover, study outcomes of a positivism research are reliable
and have law-live generalization (Saunders et al., 2012). Hence, using the philosophy of
positivism can help this research to gain the reliable study results.
4.2 Research strategy
The research strategy reflects the way that a research gathers its research data (Bajpai, 2011).
This research will choose a survey strategy because it gathers research data from
representative people rather than the whole targeted population (Bruce et al., 2008). Indeed,
this research will collect data from employees of Sainsbury’s in the United Kingdom who are
representative of the targeted people of this research. The survey strategy will help this
research to create a valid model explaining the relationships between factors and explaining
reasons for such relationships (Cohen et al., 2011). In addition, the survey strategy will help this
research to gain low research costs and short research time due to collection of data from
representative people rather than all targeted people (Osborne, 2007).
6

20. 4.3 Research approach
When referring a research approach, it is conceptualized as a procedural model which a
research is performed (Biggam, 2008). This research will apply a deductive approach because
the philosophy of positivism has a trend to apply the deductive approach to suggest solutions
for a particular case (Bryman and Bell, 2007). The deductive approach will be used because this
research starts from analyzing current literature regarding employee satisfaction to examining
the literature in a case of Sainsbury’s in the United Kingdom (Saunders et al., 2012). In addition,
the deductive approach will help the researcher to finish this research in the quicker way than
the inductive approach (Waters, 2011).
4.4 Research method
This research will choose a quantitative method because the philosophy of positivism has a
trend to use the quantitative method to give reliable research findings. The quantitative
method will be applied because the researcher will use numerical data gathered from
questionnaire and analyzed from quantitative data analysis methods (Dawson, 2009). In
addition, the researcher will use the quantitative method because this research method relates
to measurements of factors (Williams, 2007). This research aims at measuring how factors
impact on employee satisfaction in Sainsbury’s in the United Kingdom and what the employee
satisfaction level in this retailing organization is. Then, this research method will be suitable to
this research.
4.5 Data collection method
Data type
For this research, primary data will be used to gain the research objectives because there are
not available theories regarding factors impacting on employee satisfaction in the case of
Sainsbury’s in the United Kingdom. The primary data will be gained through well-designed
questionnaire.
7

21. Data collection tool
A questionnaire will be used for collecting the primary data for this research because the
anonymous feature of the questionnaire will encourage surveyed employees to offer real ideas
and thoughts about the study issue (Bryman and Bell, 2007). The questionnaire will gather
primary data from targeted people in the short time and the low expenses (Saunders et al.,
2012). In addition, the well-designed questionnaire will create an advantaged condition for the
researcher to gain more uniform data that are easy to analyze (Cargan, 2007).
4.6 Sampling method and sampling size
A chosen sampling method for this research will be simple random sampling – a type of random
sampling because this sampling method will help the research to ensure the generalization of
collected data (Thompson, 2013). In addition, a sampling frame for this research will be all
employees of Sainsbury’s in the United Kingdom and this research will use the simple random
sampling to select a representative sample in the frame of sampling. According to Struwig et al.
(2001), a good sample for a survey strategy is 150-200 persons and thus, a sample for this
research will be 200 employees of Sainsbury’s in the United Kingdom.
5. Data analysis
Data analysis software for this research will be SPSS software and this research will use the
software to analyze collected data through four main steps, that is, (1) descriptive statistics of
personal information of surveyed employees, (2) reliability analysis, (3) linear regression
analysis and (4) descriptive analysis of the employee satisfaction level. Through the four steps,
all collected data will be analyzed in the reliable ways.
8

22. 6. Ethics, validity and reliability
6.1 Research ethics
The researcher will obey all requirements regarding research ethics of the University. In detail,
the researcher will collect data from staffers of Sainsbury’s in the United Kingdom with their
permissions and will assure their privacy information by designing anonymous questionnaire
and storing all their personal information carefully. All collected data from the employees will
only be used in this research. In addition, the researcher will inform the research objectives to
the employees clearly, will allow the employees to withdraw the data collection process
whenever the employees want, will have the right behaviors during the process of data
collection and will obey other requirements about research ethics of the University.
6.2 Validity and reliability of research
The research validity is associated with the research result generalization (external research
validity) and the achievement of research objectives (internal research validity) (Saunders et al.,
2012). For this research, the internal research validity will be ensured because this research will
focus much on collecting data to gain all research objectives. However, the external research
validity will not be ensured because this research will focus much on investigating employee
satisfaction of Sainsbury’s in the United Kingdom that cannot be generalizable for all retailing
organizations in the United Kingdom.
The research reliability depends upon two aspects, that is, bias of researcher and bias of
respondent (Biggam, 2008). For this research, the research reliability will be assured because
the researcher will use quantitative data analysis methods to analyze collected data to
eliminate bias in the process of data analysis and will present the analyzed data in the reliable
ways. In addition, the researcher will use anonymous questionnaire to encourage the
presentation of real thoughts of employees in Sainsbury’s in the United Kingdom about the
factors impacting on their job satisfaction.
9

23. 6.3 Expected research outcomes
This research is expected to analyze how employee satisfaction in Sainsbury’s in the United
Kingdom is impacted by its antecedents including the relationships with co-workers, the
attentions of leaders, work conditions, training & development, salary and rewards, promotion
opportunity, and recognition and to measure the level of employee satisfaction in Sainsbury’s
in the United Kingdom. In addition, this research is expected to suggest recommendations for
the top management of Sainsbury’s in the United Kingdom to increase the level of employee
satisfaction of this retailing organization in the future.
7. Research time – Gantt chart
Figure 1: Research time
10

24. This research will need 10 weeks to conduct and complete this research and the main research
tasks will be (1) reading academic articles, (2) designing questionnaire, (3) collecting data, (4)
analyzing data, and (5) giving recommendations for the top managers of Sainsbury’s in the UK.
11

25. References
Akter, S. (2012). Employee satisfaction of Sainsbury’s an exploratory study. International
Journal of Academic Research in Business and Social Sciences, 2(8), pp. 316-322.
Ali, R. and Ahmed, M. S. (2009). The impact of reward and recognition programs on employee’s
motivation and satisfaction: an empirical study. International Review of Business Research
Papers, 5(4), pp. 270-279.
Aslam, A., Ghaffar, A., Talha, T. andMushtaq, H. (2015). Impact of compensation and reward
system on the performance of an organization: an empirical study on banking sector of
Pakistan. European Journal of Business and Social Sciences, 4(8), pp. 319-325.
Bajpai, N. (2011). Business research methods. New Delhi: Pearson Education India.
Bhatti, K. and Qureshi, T. (2007). Impact of employee participation on job satisfaction,
employee commitment and employee productivity. International Review of Business Research
Papers, 3(2), 54-68.
Biggam, J. (2008). Open up study skills: Succeeding with your master’s dissertation: A step-by-
step handbook. Maidenhead, England: McGraw Hill.
Bruce, N., Pope, D. and Stainistreet, D. (2008). Quantitative method for health research: A
practical interactive guide to epidemiology and statistics. New York: Wiley.
Bryman, A. and Bell, E. (2007). Business research methods, 2
nd
edition. Oxford: Oxford
University Press.
Cargan, L. (2007). Doing social research. Lanham, Maryland: Rowman & Littlefied Publishers.
Caufield, J. (2007). What motivates students to provide feedback to teachers about teaching
and learning: An Expectancy Theory perspective. International Journal for the Scholarship of
Teaching and Learning, 1(1), pp. 1-19.
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26. Cohen, L., Manion, L. and Morrison, K. (2011). Research methods in education, 7
th
edition. New
York: Routledge.
Chahal, A., Chahal, S., Chowdhary, B. and Chahal, J. (2013). Job satisfaction among bank
employees: An analysis of the contributing variables towards job satisfaction. International
Journal of Scientific and Technology Research, 2(8), pp. 11-20.
Danish, R. Q. and Usman, A. (2010). Impact of reward and recognition on job satisfaction and
motivation: An empirical study form Pakistan. International Journal of Business and
Management, 5(2), pp. 159-167.
Dawson, C. (2009). Introduction to research methods: a practical guide for anyone undertaking
a research project, 4
th
edition. Oxford: How to Books Ltd.
Euromonitor International. (2016). Retailing in the United Kingdom. London: Euromonitor
International.
Gaspar, J. E. (2006). Introduction to business. Boston: Houghton Miffin.
Kleynhans, R. (2006). Human resource management. Cape Town: Pearson Education.
Mishra, S. and Gupta, B. (2009). Work place motivators & employees’ satisfaction: A study of
retail sector in India. Indian Journal of Industrial Relations, 44(3), pp. 509-519.
Osborne, J. W. (2007). Best practices in quantitative methods. London: Sage.
Saunders, M., Lewis, P. and Thornhill, A. (2012). Research methods for business students, 6
th
edition. Harlow: Prentice Hall.
Struwig, M., Struwig, F. W. and Stead, G. B. (2001). Planning, reporting and designing research.
South Africa: Pearson South Africa.
13

27. Tan, C. L. and Nasurdin, A. M. (2010). Human resource management practices and
organizational innovation: An empirical study in Malaysia. Journal of Applied Business Research,
2(4), pp. 105-115.
Townsend, K., Wilkinson, A., Allan, C. andBamber, G. (2012). Mixed signals in HRM: the HRM
role of hospital line managers. Human Resource Management, 22(3), pp. 267-282.
Thompson, S. K. (2013). Sampling, 3
rd
edition. New York: Wiley.
UK Commission for Employment and Skills. (2015). Sector insights: Skills and performance
challenges in the retail sector. [Online]. Available from
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/466696/1510
08_Retail_SLMI_report_edited.pdf (Accessed 28 January, 2017).
Umar, A. (2014). Effect of wages, work motivation and job satisfaction on workers’ performance
in manufacturing industry in Makassar city. European Journal of Business and Management,
6(5), pp. 85-96.
Wallace, L. and Trinka, J. (2009). Leadership and employee engagement. Public Management,
91(5), pp. 10-13.
Waters, D. (2011). Quantitative methods for business, 5
th
edition. New York: Trans-Atlantic
Publications.
Williams, C. (2007). Research methods. Journal of Business & Economic Research, 5(3), pp. 65-
72.
14

28. 15

29. Contents
1. Introduction.........................................................................................................................................................2
2. Employee satisfaction.......................................................................................................................................3
3. Theoretical models regarding job satisfaction ..........................................................................................4
3.1 Maslow’s Need-Hierarchy Theory..........................................................................................................4
3.2 Herzberg’s Motivation-Hygiene Theory................................................................................................5
3.3 Adams’ Equity Theory ................................................................................................................................6
3.4 Vroom’s Expectancy Theory.....................................................................................................................7
4. Factors impacting on employee satisfaction .............................................................................................8
5. Conclusion..........................................................................................................................................................10
References ..............................................................................................................................................................12
1

30. Research topic: “Analysis of factors impacting on employee satisfaction on Sainsbury’s in the
United Kingdom”
1. Introduction
Staffers are organizations’ valuable assets because they have decisive roles in theses
organizations’ business successes. Indeed, these organizations’ business successes are much
dependent upon competences, skills and knowledge of staffers that create core values to
differentiate these organizations from their competitors. Hence, both small and big
organizations must have responsibilities for increasing the effectiveness of management of
human resources (Rothmann and Coetzer, 2002). Human resources become more important in
retailing organizations compared with production organizations because in retailing
organizations, human resources directly interact with customers (Saari and Judge, 2004).
Employee satisfaction offers many benefits for both staffers and employers. For staffers, job
satisfaction makes the staffers increase their mental and physical health because the satisfied
jobs make them happy and optimistic (Saridakis et al., 2013). For employers, employee
satisfaction makes the employees more loyal to the organizations, more enthusiastic in
completing the jobs, increases job effectiveness and enhances the contributions to
achievement of business objectives. As a result, business effectiveness of the organizations is
enhanced significantly (Sharma and Bajpai, 2011). Hence, employee satisfaction will create
excellent employees in the industries including the retailing industry. Because of the high
awareness about the significance of employee satisfaction in the retailing industry in general
and Sainsbury’s in particular, the researcher makes a decision of choosing the following
research title: “Analysis of factors impacting on employee satisfaction on Sainsbury’s in the
United Kingdom”. This report will analyze main theories regarding employee satisfaction. In
particular, this report will conceptualize employee satisfaction, will review theoretical models
regarding employee satisfaction and will review main theories regarding factors impacting on
employee satisfaction.
2

31. 2. Employee satisfaction
Because of the significance of employee satisfaction, many researchers have conceptualized it.
Bhatti and Qureshi (2007) conceptualize employee satisfaction as the emotions which are
created through assessment of gaining crucial work values. On the other hand, employee
dissatisfaction is conceptualized as the unpleased emotions which are created through
assessment of frustrating crucial work value achievement. Moyes et al. (2008) indicate that
employee satisfaction is the whole feeling of the employee about his/ her job and his/ her
attitude towards his/ her job’s different aspects. A staffer with the great work satisfaction
seems to have a good attitude toward his/ her job. By contrast, one dissatisfying his/ her job is
likely to have a negative attitude towards his/ her job. According to Saiyadain (2009), job
satisfaction is cognitive reaction and affective reaction to things which the staffers expect to
receive compared with things which they actually receive. In other words, job satisfaction refers
to psychological reaction of the employees to their jobs and such reaction has behavioral,
evaluative and affective components.
Sageer et al. (2012) consider job satisfaction as the reactions or emotions of the employees to
their jobs, resulting from what the employees seek and expect in their jobs. In particular, the
job satisfaction may be assessed as the whole perceptions about jobs of the employees in a
range of detailed components regarding the jobs like work conditions, colleague interactions,
rewards, leadership, salaries, job performance appraisal. The employee satisfaction is beneficial
for companies to increase employee retention. Employee satisfaction is a crucial indicator for
business efficiency and thus, the majority of employers understand that the best way for gain
the highest business efficiency is to retain the great degree of employee satisfaction. As a
result, there is an emergence of a sentence: “satisfied employees are productive employees”
(Chahal et al., 2013). In general, with the critical analysis of different concepts about employee
satisfaction of previous studies, the researcher conceptualizes employee satisfaction as how
the employee feels about his/ her job and the employee satisfaction reflects positive emotion,
attitude and feeling of the employee toward his/ her job and work situation and then, he or she
has positive reaction toward his/ her job.
3

32. 3. Theoretical models regarding job satisfaction
Two main theories that reflect the nature of employee satisfaction are (1) content theories and
(2) process theories. The content theories are Maslow’s Need-Hierarchy Theory and Herzberg’s
Motivation-Hygiene Theory. The process theory includes Adams’ Equity Theory and Vroom’s
Expectancy Theory. This report will have a critical analysis of the employee satisfaction
theories.
3.1 Maslow’s Need-Hierarchy Theory
Maslow (1943) reflects that employee satisfaction is reflected through five need hierarchies of
people. In particular, the five need hierarchies (physiological need, safe need, social need,
esteem need and self-actualization need) reflect three need hierarchies of staffers (basic need,
psychological need and self-fulfillment need). For the basic need of a staffer, he/ she actually
needs the appropriate salary to satisfy his/ her basic need like shelters, foods, and clothes and
he/ she needs a stable job with safe work place. For the psychological need of a staffer, he/ she
would like to become a part of his/ her work team and has intimate and good relations with
his/ her superiors and colleagues. In addition, for self-fulfillment need of a staffer, the staffer
would like to have self-actualization like accomplishing job tasks themselves and job autonomy.
The needs of staffers are reflected in figure 1. Any organizations must be interested in staffers’
needs including appropriate salary, relations with superiors and colleagues, job safety and
security and autonomy. In the Need-Hierarchy Theory, the more an employer satisfies needs of
staffers, the higher employee satisfaction is (Robbins et al., 2003).
4

33. Figure 1: Need-Hierarchy Theory
Source: Based on Maslow (1943)
3.2 Herzberg’s Motivation-Hygiene Theory
Based on Maslow’s Need-Hierarchy Theory, Herzberg et al. (1959) develop Motivation-Hygiene
Theory which reflects aspects regarding employee satisfaction and employee dissatisfaction.
The researchers indicate that elements impacting on employee satisfaction are motivation
elements that are different from elements resulting in employee dissatisfaction – hygiene
elements. The motivation elements are intrinsic elements leading to employee satisfaction like
job responsibility, personal growth opportunity, promotion opportunity, job goal achievement,
and recognition. The hygiene elements are extrinsic elements leading to employee
dissatisfaction like supervision quality, organizational policy, salary, relations with superiors and
colleagues, physical work condition, and job security (see figure 2).
5

34. Figure 2: Motivation-Hygiene Theory
Source: Based on Herzberg et al. (1959)
The Motivation-Hygiene Theory reflects three important issues. First, emphasizing hygiene
elements will decrease employee dissatisfaction but such action will not increase or improve
the employee satisfaction. Second, concentrating on motivation elements will enhance
employee satisfaction but such action will not affect employee dissatisfaction. Last, when using
The Motivation-Hygiene Theory, leaders and managers must first ensure hygiene elements for
their staffers to prevent employee dissatisfaction and then, ensure motivation elements for
their staffers to generate employee satisfaction (Gruneberg, 1979).
3.3 Adams’ Equity Theory
Adams (1963) creates The Equity Theory which emphasizes the explanation about comparison
amongst contributions of employees to their jobs and compensations of their organization for
such contributions such as rewards and salaries. This theory is the motivation theory which
reflects that the level of job motivation of employees is associated with their perceptions about
equity conducted by their organization. The higher perceptions of the employees about
organizational equity/ justice, the higher their job motivation level is. The employees assess the
justice in their work place through comparison between their contributions to jobs (job input)
and compensations for such contributions (outcome) and also comparison their job input and
outcome with their co-workers’ job input and outcome. In addition to comparison with their co-
workers in their organization, the employees also compare with their peers in other
6

35. organizations. The Equity Theory has a great emphasis on four crucial aspects. First, staffers pay
much attention to their own returns (attentions of leadership, salaries, training, advancement
opportunity, salaries, allowances, and bonuses), work issues (work conditions and the nature of
job) and their co-workers. Second, staffers expect fair returns from their organizations, the
fairness of offering good work conditions and good work features and thus, these things create
their work satisfaction. Third, staffers have the rights to decide what their fair returns should
have after comparing their job input and outcome with their co-workers. Hence, if the staffers
realize that their co-workers have the similar competences, knowledge and contributions with
them but their co-workers get the higher returns such as greater salary level and greater
promotion opportunity, they will dissatisfy with their jobs. Last, if staffers perceive the inequity
in the work place, they will decrease the inequity by reducing their contributions to jobs until
they feel that their returns are suitable with their contributions or quitting their organization to
find the fair work place in other organizations (Huseman et al., 1987).
3.4 Vroom’s Expectancy Theory
Vroom (1964) creates The Expectancy Theory which is used in evaluating job satisfaction of
employees in the work place. This theory reflects that job motivation and job satisfaction of
employees is created through rewards. In particular, effort of an employee will lead to
appropriate performance (expectancy), the appropriate performance needs to be compensated
in the suitable way (instrumentality) and the compensations/ rewards are effective and positive
(valance). The main crucial aspects are reflected in figure 3. Valance is particular reward value
that a staffer prefers like creative work, good work condition, recognition by supervisors and
colleagues, salary increase, and promotion (Lunenburg, 2011).
Expectancy, valence and instrumentality are main elements in The Expectancy Theory. If the
three elements are met, staffers become more motivated in their jobs and become more
satisfied in their jobs. On the other hand, any element in the three elements are not met,
staffers have low job motivation and low job satisfaction (Caufield, 2007; Lunenburg, 2011).
Thus, it is important for leaders and managers to have a great emphasis on meeting needs of
7

36. employees about creative work, good work conditions, recognition by supervisors and
colleagues, salary increase, promotion, etc. so that the employees become more motivated and
more satisfied in their jobs.
Figure 3: Expectancy Theory
Source: Based on Vroom (1964)
4. Factors impacting on employee satisfaction
Based on the theories regarding employee satisfaction like Maslow’s Need-Hierarchy Theory,
Herzberg’s Motivation-Hygiene Theory, Adams’ Equity Theory and Vroom’s Expectancy Theory,
this report chooses seven factors (including the relationships with co-workers, the attentions of
leaders, work conditions, training & development, salary and rewards, promotion opportunity,
and recognition) as main factors impacting on employee satisfaction. The factors are critically
analyzed as follows:
The relationships with co-workers are regarded as the relationships amongst a staffer and his/
her colleagues. The relationships may be negative or positive (Umar, 2014). When a positive
colleague relationship is built and maintained, both staffers and organizations gain many
benefits. For staffers, they are more motivated in their jobs and are more satisfied with their
jobs and then, their work effectiveness is substantially increased. For organizations, work
environment becomes comfortable which many innovative viewpoints of staffers will be
exchanged and shared with each other and the staffers will have positive co-operation to gain
corporate goals (Townsend et al., 2012). The attentions of leaders are regarded as the ways
8

37. which the leaders create advantaged conditions for their staffers to accomplish assigned job
tasks, assure a work-life balance for their staffers, meet needs of their staffers and offer
necessary supports for their staffers (Alin and Ahmed, 2009). The attentions of leaders have a
high impact on employee satisfaction because the employees always expect that their leaders
and managers have suitable supports for them, have right understandings about their needs
and expectations, and recognize their contributions to organization (Danish and Usman, 2010).
Work conditions may be different in organizations. Indeed, an organization can offer work
conditions that are very comfortable for its staffers while another organization can offer work
conditions that are extremely dangerous to its staffers’ health. Difficult work conditions can be
influenced by external elements like dust, climate conditions, smoke, etc. and internal elements
regarding the organization like work schedule, lighting in the working place, etc. The difficult
work conditions impact on staffers’ work effectiveness. Hence, it is important to eliminate
dangerous and uncomfortable work conditions to make the staffers feel satisfied with their jobs
(Wallace and Trinka, 2009). According to Shuck and Wollard (2010), difficult work conditions
will enhance the capability of job-related injuries, sickness absence and diseases for staffers and
will reduce the job satisfaction of the staffers. Salaries cannot compensate for dangerous work
conditions. Employees always desire that their organization can offer more safe work
environment to protect their health and well-being.
Training & development are regarded as planned activities of a firm to increase competences
and skills of its staffers (Tan and Nasurdin, 2010). According to Furnham and Eracleous (2009),
programs of training & development are beneficial for organizations to make their staffers have
sufficient competences and skills to gain corporate goals and to make their staffers become
satisfied with jobs. Indeed, when employees feel that their organization is concerned about
their personal skill growth, they will feel satisfied with their jobs and will loyal to their
organization. Salary and rewards are very important for organizations to increase their
employees’ job satisfaction because their employees always expect that they can receive
salaries and rewards that are suitable with their contributions to their organizations (Mphil et
al., 2014). When organizations offer fair and suitable salaries and rewards to their employees,
9

38. they respect their employees’ contributions and pay much attention to their employees’ well-
being (Aslam et al., 2015).
Promotion opportunity is very crucial for employees to gain the higher job positions and they
feel satisfied with their jobs when their organization offer fair promotion chances to them
(Saleem et al., 2010). Many employees try to complete their jobs with the great job
performance so that their managers realize their capabilities and offer promotion chances to
them. Many employees are willing to leave their organization when their organization offers
promotion chances in the unfair ways (Raza et al., 2015). Recognition is regarded as the main
factor impacting employee satisfaction because employees always expect that their
contributions can be recognized by their co-workers and their managers. It takes less time for
managers to conduct employee recognition (Dobre, 2013). Indeed, only using a sentence of
“thank you” for an employee with the high contributions, only using a letter of “thank you” for
an employee with the completion of difficult job tasks or only offering a compliment to an
employee with the high job performance will increase employee satisfaction (Umar, 2014).
There are many employees who feel satisfied with their jobs because of their managers’
recognition and they pay more attention to their managers’ recognition rather than their salary
level (Teck-Hong and Waheed, 2011).
5. Conclusion
This report has analyzed main theories regarding employee satisfaction. In particular, this
report has conceptualized employee satisfaction, has reviewed theoretical models regarding
employee satisfaction and has reviewed main theories regarding factors impacting on
employee satisfaction. After reviewing the literature regarding employee satisfaction, this
report recognizes that there are seven main factors impacting on employee satisfaction, that is,
the relationships with co-workers, the attentions of leaders, work conditions, training &
development, salary and rewards, promotion opportunity, and recognition. These factors will
be examined in the future research in the case of Sainsbury’s in the United Kingdom so that the
10

39. future research can examine whether these factors can impact on employee satisfaction in
Sainsbury’s in the United Kingdom.
11

40. References
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