In the following study you will be presented with the research that has been done to investigate how monetary rewards affect motivation and performance. The point of the research was to understand how monetary rewards affected employees motivation and performance. We chose to reach out to four companies within four different industries which all either have or have had monetary reward systems with either bonuses or commissions. To gather all the empirical data needed we chose semistructured interviews with a total of nine respondents. Four of the respondents have or have had monetary rewards and the other five respondents have or have had positions where they are able to affect or have insight in how the reward system works. The purpose of choosing the respondents we did was to get a broader understanding for how the monetary rewards affect employees within different industries so that we could find general conclusions that can be used within other branches and companies. The result of the research shows that monetary rewards increase the level of motivation on employees, but that it does not necessarily mean that it will have a big effect on the performance. We found that monetary rewards does affect performance in the way that it makes the employees extensively will do their best at work, but that the employees still would reach their goals at work without any monetary rewards. We also researched whether group or individually based rewards were more desired and why. Our conclusion was that most people prefer a mix of the two, but that individually based rewards was more preferred than group based. / I följande studie kommer du som läsare att få ta del av den forskning som genomförts för att undersöka finansiella belöningars påverkan på motivation och prestation. Syftet med studien var att kunna förstå hur finansiella belöningar i form av bonus och provision påverkar medarbetare. Vi valde att vända oss till fyra företag inom fyra olika branscher som alla har eller tidigare haft finansiell belöning i form av bonus eller provision. För insamling av empirisk data genomfördes nio semistrukturerade intervjuer. Fyra av respondenterna omfattas eller har omfattats av finansiell belöning och fem av respondenterna besitter positioner som har eller har haft en påverkan och insyn i hur de finansiella belöningssystemen fungerar. Syftet med det breda urvalet av respondenter var att kunna få en bredare uppfattning om hur finansiella belöningar påverkar medarbetare inom olika branscher och genom det kunna dra mer generella slutsater som kan användas även inom andra branscher och företag. Resultatet av studien visar på att finansiella belöningar är motiverande för medarbetare, men att det nödvändigtvis inte behöver ha en större påverkan på prestationen. Vi fann att finansiella belöningar ökar prestationer i den bemärkelsen att medarbetaren blir mer mån om att prestera sitt allra yttersta, men att medarbetarna även utan finansiella belöningar skulle genomföra sitt arbete och för att nå de mål som finns uppsatta. Vi undersökte också om grupp- eller individbaserad belöning föredras och varför. Slutsatsen blev att de flesta föredrar en blandning av grupp- och individbaserad belöning, men att medarbetarna föredrar individbaserad belöning före gruppbaserad.

Samtidigt som det råder en stor lärarbrist ökar antalet lärarstudenter som tar examen. I samband med debatten om låga lärarlöner tyder detta på att lärare motiveras av annat än pengar. Kommunala grundskolor, som en del av den offentliga sektorn, påverkas av begränsade resurser då dessa inte är vinstdrivande samt att de omfattas av större restriktioner gällande hur resurser får investeras. Då tidigare forskning antyder att monetära belöningar inte är främsta motivationsdrivaren för offentligt anställda återstår frågan vad de motiveras av och hur icke-monetära belöningar kan bidra till denna motivation. / Simultaneously with a great shortage of teachers there is an increase in the number of graduated teachers. This, in regards to the debate about the low teacher wages indicates that teachers are motivated by other factors than money. Public primary schools are affected by limited resources since they are not-for-profit, and are also facing comprehensive restrictions regarding how resources can be invested. Since previous studies have pointed towards monetary rewards not being the primary cause for motivation for public employees the question remains concerning what motivates them and how non-monetary rewards can contribute to this motivation.

Yes / Location-based advertising is an entrepreneurial and innovative means for advertisers to reach out through personalised messages sent directly to mobile phones using their geographic location. The mobile phone users' willingness to disclose their location and other personal information is essential for the successful implementation of mobile location-based advertising (MLBA). Despite the potential enhancement of the user experience through such personalisation and the improved interaction with the marketer, there is an increasing tension between that personalisation and mobile users' concerns about privacy. While the privacy calculus theory (PCT) suggests that consumers make privacy-based decisions by evaluating the benefits any information may bring against the risk of its disclosure, this study examines the specific risks and benefits that influence consumers' acceptance of MLBA. A conceptual model is proposed based on the existing literature and a standardised survey was developed and targeted at individuals with known interests in the subject matter. From these requests, 252 valid responses were received and used to evaluate the key benefits and risks of MLBA from the users' perspectives. While the results confirmed the importance of internet privacy concerns (IPC) as an important determinant, they also indicate that monetary rewards and intrusiveness have a notably stronger impact on acceptance intentions towards MLBA. Intrusiveness is the most important risk factor in determining mobile users' intentions to accept MLBA and therefore establishing effective means of minimising the perceived intrusiveness of MLBA can be expected to have the greatest impact on achieving effective communications with mobile phone users.

Inledning: Tidigare studier visar att det måste finnas en balans mellan monetära och icke-monetära belöningar. Då den offentliga sektorn finansieras med skattemedel är dock möjligheten till monetära belöningar begränsad vilket kan ha en påverkan på belöningssystemets balans. Studiens syfte är således att undersöka eventuella skillnader mellan monetära och icke-monetära belöningssystem kopplat till motivation samt hur balansen mellan dessa uppnås inom offentlig sektor. Litteraturgenomgång: Under denna rubrik upphämtas information om olika motivationsteorier som bland annat Maslow (1943) och Herzberg (1968) har gjort. Sedan upphämtas även information om motivationsteorierna Public Service Motivation och Self Determination Theory. Det ges även en genomgång på vad belöningssystem, monetära belöningar samt icke-monetära belöningar är samt en presentation av belöningssystem inom offentlig sektor.Metod: För att besvara studiens frågeställningar används en kvalitativ ansats genom semistrukturerade intervjuer. Detta eftersom medarbetarnas upplevelser av belöningssystemet skulle undersökas. Urvalet består av ekonomer anställda i två svenska kommuner (Sunne/Torsby). Resultat: Studien visar att monetära belöningar inte har någon större påverkan på medarbetarnas motivation i deras dagliga arbete men att icke-monetära belöningar både påverkar deras prestation och effektivitet i arbetet. Bristande monetära belöningar kan dock vara en anledning till att lämna offentlig sektor. Analys, diskussion och slutsats: Slutsatsen dras att monetära belöningar är en förutsättning för att arbeta och för att inte känna missnöje och att den begränsade möjligheten till monetära belöningar inte har någon större inverkan på medarbetarnas motivation. De icke-monetära belöningar agerar däremot som motivatorer i större utsträckning och har en chans att nå medarbetarnas inre motivation. / Introduction: Former studies shows that it must be a balance between monetary and non-monetary rewards. The public service is financed with tax assets which sets an limitation of how much monetary rewards you can get, which also can affect the balance in the reward system. The study aims to explore if there are any differences between monetary and non-monetary rewards connected to motivation and how the balance between these can be achieved within the public service. Literature review: Within this heading are a few motivation theories, such as Maslow (1943) and Herzberg (1968) presented. The chapter also present information about the motivation theories Public Service Motivation and Self Determination Theory. Furthermore, explanations of the study’s central concepts reward system, monetary rewards and non-monetary rewards are given. This is followed by a presentation of previous research that examines different perspectives of public service reward systems. Method: To reciprocate the issues of the study, a qualitative approach through semi-structured interviews is applied. This because of the study’s purpose that aims to analyze the public service coworkers’ experiences of the reward system. The respondents are economists employed within two Swedish municipalities.Result: The study shows that monetary rewards have no significant impact on employees’ motivation in their daily work but that non-monetary rewards affect both their performance and efficiency in the work. However, lack of monetary rewards can be a reason to leave the public sector. Analysis, discussion and conclusion: It is concluded that monetary rewards are a prerequisite for working and not feeling dissatisfaction, and that the limited opportunity for monetary rewards has no major impact on employee’s motivation. The non-monetary rewards, on the other hand, act as motivators to a greater extent and have a chance to reach employees’ inner motivation.

The aim of this study was to investigate, from an educational management perspective, the factors that influence job satisfaction amongst special needs educators in selected New Zealand special needs schools. A qualitative research method was utilised to investigate the educational management strategies that influence the job satisfaction of special needs educators in selected New Zealand special needs schools. This dissertation presents the findings from a questionnaire on participants’ geographical details and data from related interviews. The findings from this study indicate that the job satisfaction of special needs educators is mainly influenced by factors such as management support, adequate resources, collaborative working relationships, ability of students with special educational needs to progress, and communication, among others. The study makes certain recommendations to help special needs educational managers effectively manage factors that influence job satisfaction and job dissatisfaction for special needs educators. / Educational Studies / M. Ed. (Education Management)

The aim of this study was to investigate, from an educational management perspective, the factors that influence job satisfaction amongst special needs educators in selected New Zealand special needs schools. A qualitative research method was utilised to investigate the educational management strategies that influence the job satisfaction of special needs educators in selected New Zealand special needs schools. This dissertation presents the findings from a questionnaire on participants’ geographical details and data from related interviews. The findings from this study indicate that the job satisfaction of special needs educators is mainly influenced by factors such as management support, adequate resources, collaborative working relationships, ability of students with special educational needs to progress, and communication, among others. The study makes certain recommendations to help special needs educational managers effectively manage factors that influence job satisfaction and job dissatisfaction for special needs educators. / Educational Studies / M. Ed. (Education Management)