Choose A Mechanic

How To Choose A Mechanic
 by: Scott Evans

We as a nation have become so dependent on vehicles for everyday life and we expect them to work…all the time. When they don’t work, things can get stressful, particularly when we don’t have a trustworthy mechanic/technician to go to for advice. Trying to find an honest auto repair shop that you can depend on, can be hard. I’d safely bet that at one time or another when you’ve had to have your car worked on, that in the back of your mind you’ve probably wondered if you are being overcharged or if the repairs are really necessary or if the mechanics actually know what they are doing.

In this article I’ll give you some ideas that’ll help you find a trust worthy car repair shop.

1. Referrals Are Best: Asking your friends or co-workers is a great way to get recommendations. It’s important to find out what type of vehicle they have, especially whether it’s domestic or foreign, what type of repairs they had done and whether or not the work was done efficiently and at the same price that was on the estimate.

2. Are There Any Complaints With The Better Business Bureau: Check to see if there have been any complaints against the facility. Don’t assume though that if there are no complaints that the shop is fine. This should be just one of the factors in helping you make your decision.

3. Google It: Google often compiles reviews of car repair shops from various websites and will show them when you search for the name of the shop. The Internet is fast becoming a place to make your ideas known.

4. Don’t Wait Till Your Car Breaks Down: Check around and do your research when your car doesn’t need service. Having to look for a mechanic: Generally most shops give a one year/12,000 mile warranty. Trustworthy shops give a 2-year/24,000 mile warranty. This can be a testament to the confidence they have in their work.

7. Don’t Shop Around Completely On Price: Don’t get me wrong, price is very important, but sometimes you get what you pay for. Compare prices on the services you need and then weigh that with the other factors I’ve mentioned.

Finding an honest auto repair facility can be daunting, but it is very important to make sure that you feel comfortable with your mechanic. A good auto repair shop will go out of their way to make sure you and your car and your are being well cared for. A little ground work on your part now will give you peace of mind in the future.

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2010 Mercury Milan - Cold Air Intake

Mercury Milan Cold Air Intake For Great Value And Performance
 by: Louie Liu

The Mercury Milan is a recent entrant in the midsize sedan section. The car boasts stylish interior and exterior design along with sporty attributes and comes at an affordable price. Mercury is vying to attract the young segment of buyers who are attracted to something more prestigious than an average economy or family car. It is the corporate twin to Ford’s Fusion and has much in common with it like its architecture and safety technology. Continuing the tradition of its mechanical heritage, it provides nimble handling and roomy interiors which can comfortably seat five adults. It has a very upscale look to it. The Mercury Milan makes for a good alternate to the mainstream family car models because of its atypical features. It is also comparatively cheaper while offering a good ride.


The Mercury Milan is a reliable, safe and comfortable car which is also very conveniently affordable. You can increase the efficiency of your car by installing a Mercury Milan cold air intake. A cold air intake is a device used to bring cold air into the car’s internal combustion engine to increase its efficiency and improve its performance. The advantages of this are numerous. You will be amazed that a simple device can give this much benefit. It functions by transferring the cold air through a path which does not directly pass the main engine chamber which is hot. This cuts the chances of the air getting heated up. The cold air is desired as it is dense and therefore has a higher percent of oxygen. This is very beneficial as a high percent of oxygen means that the combustion of the fuel is more efficient. This saves precious fuel and leaves behind smaller amounts of residue. All this is very good for the healthy functioning of your engine.


Therefore using a Mercury Milan cold air intake helps to increase performance, save fuel and money, all at the same time. This is always welcome. Besides being good for your car it also helps to be environmentally friendly. Saving fuel, cleaner combustion means less wastage therefore it is a win-win situation for all. To know more you can visit www.ilovebodykits.com.

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Career - Dream - Plan - Action - Success

Set your Career Dream. Run with your Career Plan. Plan Your Career.

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Career Objective

Career Objective are important to choose your future establisment.

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Career in Image

You are looking for Sample Career Objective. Here are some Sample Career Objective Image get insperation and start your journey.

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Career - Mathematics Section

Career - Mathematics 

The Mathematics section of the SAT is widely known as the Quantitative Section or Calculation Section. The mathematics section consists of three scored sections. There are two 25-minute sections and one 20-minute section, as follows:

One of the 25-minute sections is entirely multiple choice, with 20 questions.

The other 25-minute section contains 8 multiple choice questions and 10 grid-in questions. The 10 grid-in questions have no penalty for incorrect answers because the student guessing isn't limited.

The 20-minute section is all multiple choice, with 16 questions.

Notably, the SAT has done away with quantitative comparison questions on the math section, leaving only questions with symbolic or numerical answers. Since the quantitative comparison questions were well-known for their deceptive nature—often turning on the student's recognition of a single exception to a rule or pattern—this choice has been equated to a philosophical shift away from "trickery" and toward "straight math" on the SAT[citation needed]. Also, many test experts[who?] have attributed this change, like the addition of the new writing section, to an attempt to make the SAT more like the ACT.

 New topics include Algebra II and scatter plots. These recent changes have resulted in a shorter, more quantitative exam requiring higher level mathematics courses relative to the previous exam.

Calculator Use

With the recent changes to the content of the SAT math section, the need to save time while maintaining accuracy of calculations has led some to use calculator programs during the test. These programs allow students to complete problems faster than would normally be possible when making calculations manually.

The use of a graphing calculator is sometimes preferred, especially for geometry problems and questions involving multiple calculations. According to research conducted by the CollegeBoard, performance on the math sections of the exam is associated with the extent of calculator use, with those using calculators on about a third to a half of the items averaging higher scores than those using calculators less frequently . The use of a graphing calculator in mathematics courses, and also becoming familiar with the calculator outside of the classroom, is known to have a positive effect on the performance of students using a graphing calculator during the exam.

Career Writing

The writing section of the SAT, based on but not directly comparable to the old SAT II subject test in writing, includes multiple choice questions and a brief essay. The essay subscore contributes about 30% towards the total writing score, with the multiple choice questions contributing 70%. This section was implemented in March 2005 following complaints from colleges about the lack of uniform examples of a student's writing ability.

The multiple choice questions include error identification questions, sentence improvement questions, and paragraph improvement questions. Error identification and sentence improvement questions test the student's knowledge of grammar, presenting an awkward or grammatically incorrect sentence; in the error identification section, the student must locate the word producing the source of the error or indicate that the sentence has no error, while the sentence improvement section requires the student to select an acceptable fix to the awkward sentence. The paragraph improvement questions test the student's understanding of logical organization of ideas, presenting a poorly written student essay and asking a series of questions as to what changes might be made to best improve it.

The essay section, which is always administered as the first section of the test, is 25 minutes long. All essays must be in response to a given prompt. The prompts are broad and often philosophical and are designed to be accessible to students regardless of their educational and social backgrounds. For instance, test takers may be asked to expound on such ideas as their opinion on the value of work in human life or whether technological change also carries negative consequences to those who benefit from it. No particular essay structure is required, and the College Board accepts examples "taken from [the student's] reading, studies, experience, or observations." Two trained readers assign each essay a score between 1 and 6, where a score of 0 is reserved for essays that are blank, off-topic, non-English, not written with a Number 2 pencil, or considered illegible after several attempts at reading. The scores are summed to produce a final score from 2 to 12 (or 0). If the two readers' scores differ by more than one point, then a senior third reader decides. The average time each reader/grader spends on each essay is less than 3 minutes.

Despite the College Board's claims that the SAT Essay is a nonbiased assessment of a student's writing ability, many different claims of bias have surfaced, including claims that readers give higher points to those who write in cursive, writers who write about personal experiences are less likely to get higher scores, and that topics favor the higher social classes.[citation needed] The College Board strongly denies any forms of bias on all portions of the SAT Reasoning Exam.

In March 2004 Dr. Les Perelman analyzed 15 scored sample essays contained in the College Board's Score Write book and found that 90% of essays that contained more than 400 words got the highest score of 12 and that the essays with 100 words or fewer got the lowest grade of 1.
Style of questions

Most of the questions on the SAT, except for the essay and the grid-in math responses, are multiple choice; all multiple-choice questions have five answer choices, one of which is correct. The questions of each section of the same type are generally ordered by difficulty. However, an important exception exists: Questions that follow the long and short reading passages are organized chronologically, rather than by difficulty. Ten of the questions in one of the math sub-sections are not multiple choice. They instead require the test taker to bubble in a number in a four-column grid.

The questions are weighted equally. For each correct answer, one raw point is added. For each incorrect answer one-fourth of a point is deducted.[10] No points are deducted for incorrect math grid-in questions. This ensures that a student's mathematically expected gain from guessing is zero. The final score is derived from the raw score; the precise conversion chart varies between test administrations.

The SAT therefore recommends only making educated guesses, that is, when the test taker can eliminate at least one answer he or she thinks is wrong. Without eliminating any answers one's probability of answering correctly is 20%. Eliminating one wrong answer increases this probability to 25%; two, a 33.3% probability; three, a 50% probability of choosing the correct answer and thus earning the full point for the question.

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Career - Scholastic Aptitude Test
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Career - Scholastic Aptitude Test

The SAT Reasoning Test (formerly Scholastic Aptitude Test and Scholastic Assessment Test) is a standardized test for college admissions in the United States. The SAT is owned, published, and developed by the College Board, a non-profit organization in the United States. It was formerly developed, published, and scored by the Educational Testing Service which still administers the exam. The College Board claims the test can assess a student's readiness for college. The test was first introduced in 1901, and its name and scoring have changed several times.

The current SAT Reasoning Test, introduced in 2005, takes three hours and forty-five minutes, and costs $45 ($71 International), excluding late fees. Possible scores range from 600 to 2400, combining test results from three 800-point sections (math, critical reading, and writing).

Career Function

The College Board states that the SAT measures literacy and writing skills that are needed for academic success in college. They state that the SAT assesses how well the test takers analyze and solve problems—skills they learned in school that they will need in college. The SAT is typically taken by high school sophomores, juniors and seniors. Specifically, the College Board states that use of the SAT in combination with high school grade point average (GPA) provides a better indicator of success in college than high school grades alone, as measured by college freshman GPA. Various studies conducted over the lifetime of the SAT show a statistically significant increase in correlation of high school grades and freshman grades when the SAT is factored in.

There are substantial differences in funding, curricula, grading, and difficulty among U.S. secondary schools due to American federalism, local control, and the prevalence of private, distance, and home schooled students. SAT (and ACT) scores are intended to supplement the secondary school record and help admission officers put local data—such as course work, grades, and class rank—in a national perspective.

Historically, the SAT has been more popular among colleges on the coasts and the ACT more popular in the Midwest and South. There are some colleges that require the ACT to be taken for college course placement, and a few schools that formerly did not accept the SAT at all. Nearly all colleges accept the test.

Certain high IQ societies, like Mensa, the Prometheus Society and the Triple Nine Society, use scores from certain years as one of their admission tests. For instance, the Triple Nine Society accepts scores of 1450 on tests taken before April 1995, and scores of at least 1520 on tests taken between April 1995 and February 2005.

The SAT is sometimes given to students younger than 13 by organizations such as the Study of Mathematically Precocious Youth, who use the results to select, study and mentor students of exceptional ability.

Career Structure

SAT consists of three major sections: Critical Reading, Mathematics, and Writing. Each section receives a score on the scale of 200–800. All scores are multiples of 10. Total scores are calculated by adding up scores of the three sections. Each major section is divided into three parts. There are 10 sub-sections, including an additional 25-minute experimental or "equating" section that may be in any of the three major sections. The experimental section is used to normalize questions for future administrations of the SAT and does not count toward the final score. The test contains 3 hours and 45 minutes of actual timed sections, although most administrations, including orientation, distribution of materials, completion of biographical sections, and eleven minutes of timed breaks, run about four and a half hours long. The questions range from easy, medium, and hard depending on the scoring from the experimental sections. Easier questions typically appear closer to the beginning of the section while harder questions are towards the end in certain sections. This is not true for every section but it is the rule of thumb mainly for math and sentence completions and vocabulary.

Career Critical Reading

The Critical Reading, formerly verbal, section of the SAT is made up of three scored sections, two 25-minute sections and one 20-minute section, with varying types of questions, including sentence completions and questions about short and long reading passages. Critical Reading sections normally begin with 5 to 8 sentence completion questions; the remainder of the questions are focused on the reading passages. Sentence completions generally test the student's vocabulary and understanding of sentence structure and organization by requiring the student to select one or two words that best complete a given sentence. The bulk of the Critical Reading questions is made up of questions regarding reading passages, in which students read short excerpts on social sciences, humanities, physical sciences, or personal narratives and answer questions based on the passage. Certain sections contain passages asking the student to compare two related passages; generally, these consist of shorter reading passages. The number of questions about each passage is proportional to the length of the passage. Unlike in the Mathematics section, where questions go in the order of difficulty, questions in the Critical Reading section go in the order of the difficulty of the passage. Overall, question sets towards the beginning of the section are easier, and question sets towards the end of the section are harder.

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Career Aptitudes

An aptitude is an innate, acquired or learned or developed component of a competency (the others being knowledge, understanding and attitude) to do a certain kind of work at a certain level. Aptitudes may be physical or mental. The innate nature of aptitude is in contrast to achievement, which represents knowledge or ability that is gained.

Intelligence and aptitudes

Aptitude and intelligence quotient are related, and in some ways opposite, views of human mental ability. Whereas intelligence quotient sees intelligence as being a single measurable characteristic affecting all mental ability, aptitude refers to one of many different characteristics which are can be independent of each other, such as aptitude for military flight or computer programming. This is more similar to the theory of multiple intelligences.

On the contrary, causal analysis with any group of test scores will nearly always show them to be highly correlated. The U.S. Department of Labor's General Learning Ability, for instance, is determined by combining Verbal, Numerical and Spatial aptitude subtests. In a given person some are low and others high. In the context of an aptitude test the "high" and "low" scores are usually not far apart, because all ability test scores tend to be correlated. Aptitude is better applied intra-individually to determine what tasks a given individual is relatively more skilled at performing. Inter-individual aptitude differences are typically not very significant due to IQ differences. Of course this assumes individuals have not already been pre-screened for IQ through some other process such as SAT scores, GRE scores, finishing medical school, etc.

Combined aptitude and knowledge tests

Tests that assess learned skills or knowledge are frequently called achievement tests. However, certain tests can assess both types of constructs. An example that leans both ways is the Armed Services Vocational Aptitude Battery (ASVAB), which is given to recruits entering the armed forces of the United States. Another is the SAT, which is designed as a test of aptitude for college in the United States, but has achievement elements. For example, it tests mathematical reasoning, which depends both on innate mathematical ability and education received in mathematics.

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Your Career Assessments

Career assessments are tests that are designed to help individuals understand how a variety of personal attributes (i.e., interests, values, preferences, motivations, aptitudes and skills), impacts their potential success and satisfaction with different career options and work environments. Assessments of some or all of these attributes are often used by individuals or organizations, such as university career service centers, career counselors, outplacement companies, corporate human resources staff, executive coaches, vocational rehabilitation counselors, and guidance counselors to help individuals make more informed career decisions.
 

Types of career assessments

Career assessments come in many forms and vary along several dimensions. The assessments selected by individuals or administrators varies depending on their personal beliefs regarding the most important criteria when considering career choices, as well as the unique needs of the individual considering a career decision. Some common points of variance are:

  Methodology - Some assessments are quantitative in nature and precisely measure key attributes believed to influence an individuals potential success and satisfaction with a career. Others are qualitative exercises designed to help individuals clarify their goals and preferences, which can then be used to make more informed career decisions.

 Measured attributes - Assessments vary with regard to the specific personality attributes measured. Some assessments focus on an individual's interests, and perhaps aptitude, while others focus on skills or values.

Scientific validity - Many assessments, particularly those offered on the internet, lack scientific validity, which means the assessment has not been proven to measure what it says it measures. Evidence of validity comes in the form of studies published in peer-reviewed professional journals such as the Journal of Career Assessment. So users should look at test validity in evaluating a test's quality by looking for references and/or a professional manual. If these are not available, the assessment is not valid and should be avoided.

 Target customer profile - Some assessments, such as the Strong Interest Inventory, The Career Key, and Career scope are designed to serve broad markets (i.e., virtually any individual choosing a vocational program or Career Clusters, starting their career or considering a career change).

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Career Description

Career is defined by the Oxford English Dictionary as an individual's "course or progress through life (or a distinct portion of life)". It is usually considered to pertain to remunerative work (and sometimes also formal education).

The etymology of the term is somewhat ironic in that it comes from the Latin word carrera, which means race (as in "rat race," a pejorative implying the opposite of a useful career).

A career is mostly seen as a course of successive situations that make up a person's occupation. One can have a sporting career or a musical career without being a professional athlete or musician, but most frequently "career" in the 20th century referenced the series of jobs or positions by which one earned one's money. A person's worth is often measured by the career success or failings. It is not until an individual matures and takes possession of their life that the realization of life balance occurs. Life balance entails separating career activities, achievements and tasks from the rest of a persons life. For example, leaving the job at work and having a home life. Learning that career is necessary to meet the needs of life and also have a life as well.

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A Swift Progress Through Life

Jonathan Swift

Jonathan Swift (30 November 1667 – 19 October 1745) was an Anglo-Irish[1] satirist, essayist, political pamphleteer (first for the Whigs, then for the Tories), poet and cleric who became Dean of St. Patrick's Cathedral, Dublin.

He is remembered for works such as Gulliver's Travels, A Modest Proposal, A Journal to Stella, Drapier's Letters, The Battle of the Books, An Argument Against Abolishing Christianity, and A Tale of a Tub. Swift is probably the foremost prose satirist in the English language, and is less well known for his poetry. Swift originally published all of his works under pseudonyms—such as Lemuel Gulliver, Isaac Bickerstaff, M.B. Drapier—or anonymously. He is also known for being a master of two styles of satire: the Horatian and Juvenalian styles.

Jonathan Swift

Born     30 November 1667(1667-11-30)
Dublin, Ireland1
Died     19 October 1745 (aged 77)
Ireland
Pen name     M.B. Drapier, Lemuel Gulliver, Isaac Bickerstaff
Occupation     satirist, essayist, political pamphleteer, poet, priest
Language     English
Alma mater     Trinity College, Dublin
Notable work(s)     Gulliver's Travels
A Modest Proposal
A Tale of a Tub
Drapier's Letters
Spouse(s)     Esther Johnson (possibly married in secret in 1716)

Biography   - Youth

Jonathan Swift was born at No. 7, Hoey's Court, Dublin, and was the second child and only son of Jonathan Swift (a second cousin of John Dryden) and wife Abigail Erick (or Herrick), paternal grandson of Thomas Swift and wife Elizabeth Dryden, daughter of Nicholas Dryden (brother of Sir Erasmus Dryden, 1st Baronet Dryden) and wife Mary Emyley. His father was Irish born and his mother was born in England. Swift arrived seven months after his father's untimely death. Most of the facts of Swift's early life are obscure, confused and sometimes contradictory. It is widely believed that his mother returned to England when Jonathan was still very young, then leaving him to be raised by his father's family. His uncle Godwin took primary responsibility for the young Jonathan, sending him with one of his cousins to Kilkenny College (also attended by the philosopher George Berkeley).
Jonathan Swift at Trinity, Dublin

In 1682 he attended Dublin University (Trinity College, Dublin), receiving his B.A. in 1686. Swift was studying for his Master's degree when political troubles in Ireland surrounding the Glorious Revolution forced him to leave for England in 1688, where his mother helped him get a position as secretary and personal assistant of Sir William Temple at Moor Park, Farnham. Temple was an English diplomat who, having arranged the Triple Alliance of 1668, retired from public service to his country estate to tend his gardens and write his memoirs. Growing into confidence with his employer, Swift "was often trusted with matters of great importance." Within three years of their acquaintance, Temple had introduced his secretary to William III, and sent him to London to urge the King to consent to a bill for triennial Parliaments.

When Swift took up his residence at Moor Park, he met Esther Johnson, then 8 years old, the fatherless daughter of one of the household servants. Swift acted as her tutor and mentor, giving her the nickname "Stella" and the two maintained a close, but ambiguous relationship for the rest of Esther's life.

Swift left Temple in 1690 for Ireland because of his health, but returned to Moor Park the following year. The illness, fits of vertigo or giddiness—now known to be Ménière's disease—would continue to plague Swift throughout his life. During this second stay with Temple, Swift received his M.A. from Hertford College, Oxford in 1692. Then, apparently despairing of gaining a better position through Temple's patronage, Swift left Moor Park to become an ordained priest in the Established Church of Ireland and in 1694 he was appointed to the prebend of Kilroot in the Diocese of Connor, with his parish located at Kilroot, near Carrickfergus in County Antrim.

Swift appears to have been miserable in his new position, being isolated in a small, remote community far from the centres of power and influence. While at Kilroot, however, Swift may well have become romantically involved with Jane Waring. A letter from him survives, offering to remain if she would marry him and promising to leave and never return to Ireland if she refused. She presumably refused, because Swift left his post and returned to England and Temple's service at Moor Park in 1696, and he remained there until Temple's death. There he was employed in helping to prepare Temple's memoirs and correspondence for publication. During this time Swift wrote The Battle of the Books, a satire responding to critics of Temple's Essay upon Ancient and Modern Learning (1690). Battle was however not published until 1704.

On January 27 1699 Temple died. Swift stayed on briefly in England to complete the editing of Temple's memoirs, and perhaps in the hope that recognition of his work might earn him a suitable position in England. However, Swift's work made enemies of some of Temple's family and friends who objected to indiscretions included in the memoirs. His next move was to approach King William directly, based on his imagined connection through Temple and a belief that he had been promised a position. This failed so miserably that he accepted the lesser post of secretary and chaplain to the Earl of Berkeley, one of the Lords Justices of Ireland. However, when he reached Ireland he found that the secretaryship had already been given to another. But he soon obtained the living of Laracor, Agher, and Rathbeggan, and the prebend of Dunlavin in St. Patrick's Cathedral, Dublin.

At Laracor, a mile or two from Trim, County Meath, and twenty miles (32 km) from Dublin, Swift ministered to a congregation of about fifteen people, and had abundant leisure for cultivating his garden, making a canal (after the Dutch fashion of Moor Park), planting willows, and rebuilding the vicarage. As chaplain to Lord Berkeley, he spent much of his time in Dublin and traveled to London frequently over the next ten years. In 1701, Swift published, anonymously, a political pamphlet, A Discourse on the Contests and Dissentions in Athens and Rome.

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Way of Making Better Living

Check the Vast Collection Great Knowledge

 Why do we need a better way?

Job dissatisfaction is evident in today's workplace. There are roughly 75 Million U.S. workers who are experiencing "job misery" in their work! Job layoffs, job dissatisfaction, and a feeling of being caught in a career trap are increasing, while a balance of work and life decreases. Does that seem illogical to anyone else considering many of us spend more than 50% of our waking hours in our work?

You can discover your God-given talents, better leverage your current job and/or new career opportunities. We all struggle to answer:

 Why has our work environment changed so much (job layoffs, outsourcing, contract employees, etc.)?

  Why are so many of today's workers so overwhelmed with job misery and job dissatisfaction?

  Why is work playing such a dominant role in our lives?

  What's God's view of work and our purpose for our work (and life)?

  How can we find a better way to make a living... and a life?




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Career Planning - Employer

An employer is a person or institution that hires employees or workers. Employers offer hourly wages or a salary in exchange for the worker's labor power, depending upon whether the employee is paid by the hour or a set rate per pay period. A salaried employee is typically not paid more for more hours worked than the minimum, whereas wages are paid for all hours worked, including overtime.

Employers include individuals hiring a babysitter to governments and businesses which may hire many thousands of employees. In most western societies, governments are the largest single employers but most of the work force is employed in small and medium businesses in the private sector.

Although employees may contribute to an enterprise, the employer maintains control over the productive base of land and capital, and is the entity named in contracts. The employer typically maintains ownership of intellectual property created by an employee within the scope of employment and as a function thereof. These inventions or creations become the property of the employer based on a concept known as "works for hire".

An employers’ relative level of power over employees is dependent upon numerous factors; the most influential being the nature of the employment relationship. The relationship employers share with employees is affected by three significant factors – interests, control and motivation. It is up to employers to effectively manage and balance these factors to ensure a harmonious and productive working relationship.

Interests can be best described as monetary constraints and economic pressures placed on organizations in their pursuit of profits. It covers facets such as labour productivity, wages and the effect of financial markets on businesses.

Wood et al. (2004, p 355) describe control as being either output focused, focusing on desired targets with managers defining, and using, their own methods for reaching targets, or process controls, which specify the manner in which tasks will be achieved (Ibid, p. 357). Employer and managerial control within an organization rests at many levels and has important implications for staff and productivity alike, with control forming the fundamental link between desired outcomes and actual processes. Employers must balance interests such as decreasing wage constraints with a maximization of labour productivity in order to achieve a profitable and productive employment relationship.

Motivation is the third and most difficult of the factors for employers to effectively manage in the employment relationship . Employee motivation can often be in direct conflict with control mechanisms of employers, and can be broadly defined as that which energizes, directs and sustains human behaviour ( Stone, 2005, p 412). Dubin (1958, p 213) further elaborates on this, noting motivation as “something that moves a person to action, and continues him in the course of action already initiated.”

The employment relationship is thus a difficult challenge for employers to manage, as all three facets are often in direct competition with each other, with interests, control and motivation often clashing in the equally important quest for individual employee autonomy, employer command and control and ultimate profits.

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