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THEORIES ON MOTIVATION: A STUDY OF QUEENS LIBRARY EMPLOYEES

By Danielle M. Walsh

Submitted as partial fulfillment of the requirements for the Master ofInstructional Technology, New York Institute of Technology, Old

Westbury, New York

Dr. Srilata BhattacharyyaNYIT

Old Westbury, New York

2005


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Copyright 2005By

Danielle M. WalshAll Rights Reserved

New York Institute of TechnologyOld Westbury, New York


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ABSTRACT

THEORIES ON MOTIVATION: A STUDY OF QUEENS LIBRARY EMPLOYEES

By Danielle M. Walsh

The study of motivation continues to hold the interest of scholars,

businessmen, and theorists. This paper analyzes the motivation

tendencies of employees of the Queens Library. Several variables were

looked at during this study such as the employees tenure, job title, and

location of work (public service and non-public service). The variables at

hand will determine if employees are Intrinsically or Extrinsically

motivated.

This study has looked at motivation from an historical, academic, and

organizational viewpoint. Each area of study has had a significant

relationship to employee motivation. The indented outcome should result

in a higher value of Intrinsically motivators among the employees of the

Queens Library.


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ACKNOWLEDGEMENTS

I would like to give special thanks to Emanuel Albu, Training and

Development Manager, and the Queens Library, for without their

assistance this study would not have taken place. I would also like to

thank Dr. Bhattacharyya for her patience and wisdom.


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TABLE OF CONTENTSPAGE

ABSTRACT...iii

ACKNOWLEDGEMENTS............................................................................................... iv

LIST OF TABLES.vii

LIST OF FIGURES..viii

LIST OF SCREEN CAPTURES.x

I. INTRODUCTION ...................................................................................................1

A. Introduction........................................................................................................1

B. Purpose Statement..2

C. Hypothesis..........................................................................................................3

D. Research Question .............................................................................................3

II. LITERATURE REVIEW ........................................................................................4

A. Introduction to Motivation.................................................................................4

B. Motivation Defined............................................................................................4

C. Theories on Motivation......................................................................................6

D. Content Theories................................................................................................6

E. Process Theories ................................................................................................9

F. Motivation in Academics 11

G. Theories of Job Satisfaction.....13

H. Motivation of Library Staff .16

I. Problem Statement.18

J. Theoretical Framework and Rationale..19


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III. METHODS AND PROCEDURES .......................................................................22

A. Population ........................................................................................................22

B. Sample..23

C. Site... 23

E. Instrument and Constructs24

F. Procedure..25

G. Data Analysis...26

IV. RESULTS AND ANALYSIS................................................................................27

A. Results..............................................................................................................20

V. CONCLUSIONS AND RECOMMENDATIONS ................................................35

A. Conclusions......................................................................................................35

B. Recommendations............................................................................................37

REFERENCES 39

APPENDIX A....................................................................................................................44The Work Preference Survey

APPENDIX B. ...................................................................................................................47Work Preference Inventory

APPENDIX C48Letter of consent to conduct study

APPENDIX D....................................................................................................................49Project Exemption Letter: IRB

APPENDIX E. ...................................................................................................................50Work Preference Survey Results


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LIST OF TABLES

TABLE TITLE PAGE

1. Maslows Hierarchy of Needs 72. Intrinsic Vs. Extrinsic Motivators 10

3. Defining the Challenge 14

4. Job Attitude Attributes 21

5. Queens Library Staff 22

6. Intrinsic Motives and 37

Job Characteristics Defined


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LIST OF FIGURES

FIGURE TITLE PAGE

1. Job Characteristics Model 15

2. Demographics: Gender 27

3. Demographics: Work Category 28

4. Demographics: Work Location 29

5. Demographics: Tenure 29

6. Scatter Plot: Intrinsic Vs. 31Extrinsic Motivation

7. T-Test: Motivation according to Tenure 33

8. T-Test: Job Characteristics and 34

Motivation Orientation


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LIST OF SCREEN CAPTURES

CAPTURE TITLE PAGE

1. Survey E-mail sent to Participants 26


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Chapter OneIntroduction

Introduction

I don't want to work, I just want to bang on a drum all day

(Bang on the Drum All Day, Rundgren,1983)

Like the song, each of us have things we want to do and things we

don't want to do. As human beings, we have free will to do what we

want. However, in society, each of us has responsibilities to ourselves,

our families, and to each other. Our responsibilities drive us to do the

things individuals dislike, but must do. In the same instance, individuals

do things they like without much hesitation. In the work world,

individuals are motivated by career, money, responsibility, etc. In our

personal life it has been established that people are generally motivated

by love, obligation, and desire. How can these factors affect our overall

work life. Some people are over achievers while others just barely skate

by. What are the contributing factors that allow one group of people to

be motivated above and beyond while the other lies stagnant?

According to Fitz-enz (1997) the average American company, and

or organization loses approximately $1 million with every 10 managerial

and professional employees who leave the organization. Combined with

direct and indirect costs, the total cost of an exempt employee turnover

is a minimum of one years pay and benefits, or a maximum of two years

pay and benefits. There is significant economic impact with an

organization losing any of its critical employees, especially given the


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knowledge that it lost with the employees departure (Bassi, 1997). From

the literature, it is safe to assume, that organizations strive to

understand how to motivate and retain its employees.

The term motivation is derived from the Latin term motivus, (a

moving cause), which suggests the activating properties of the processes

involved in psychological motivation (Kretiner, 1998). Theorists known

for studying motivation is Maslow (1943) and his study Hierarchy of

Needs. Hertzbergs (1959) Two-Factor Theory, all of these theories are

based on a psychological need. Vrooms (1964) Expectancy Theory and

the study dichotomy of intrinsic-extrinsic motivation are based on a

process theory.

All of these men have made significant contributions to uncovering

the mystery of motivation. This study will seek to examine how both

Intrinsic and Extrinsic motivators can affect employee retention and job

satisfaction.

Purpose Statement

The proposed study seeks to find if the employees of the Queens

Library are intrinsically or extrinsically motivated. The work behavior of

an intrinsically motivated individual will demonstrate behavior that is

performed for its own sake (or motivated by internal needs). The work

behavior of an extrinsically individual will demonstrate behavior that is

performed to acquire material or social rewards. This study will also


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seek to find if Job Characteristics influence the intrinsic and extrinsic

motivators of staff.

Hypothesis

H1: Intrinsic motivation of job performance by library staff is greater

than extrinsic motivation of job performance.

H2: Library employees with tenure less than 3 years are more

intrinsically motivated of job performance than library employees with

more than 10 years of tenure.

H3: Job Characteristics influence the Intrinsic motivation orientation of

staff.

Research Question

Do the characteristics of an individuals job help to determine if they are

intrinsically or extrinsically motivated, or both?


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Chapter TwoLiterature Review

Introduction to Motivation

Motivation has been and continues to be a subject that attracts

employers, mothers, fathers, theorists and the researcher. Many

theorists base their knowledge on motivation to a psychological

fulfillment. Classic studies conducted by Pavlov (1927) and. Skinner

(1951), provide a theoretical foundation of extrinsic motivation. Pavlovs

research on classical conditioning taught that pairing one stimulus with

another can predict behavior. Skinners operant conditioning and

behavioral modification are directly linked to a number of the reward-

based concepts of extrinsic motivation. During the early 1970s, a

movement began to explore the role of personal needs tin relation to

motivation. Maslow (1970) asserted that needs are defined in a

hierarchical model containing five needs, 1) physiological, 2) safety, 3)

belongingness, 4) esteem, and 5) self-actualization, and that they all must

be met in order to have motivation. Maslow also explains that people are

motivated both extrinsically and intrinsically. Many theorists have

studied Maslow and have expanded on his theory of needs.

Motivation Defined

Motivation as defined by the American Heritage Dictionary is to

provide with an incentive; move to action; impel (p.53). Many

contemporary authors also have defined the concept of motivation.


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Motivation has been defined as: the psychological process that gives

behavior purpose and direction (Kreitner, 1995); a predisposition to

behave in a purposive manner to achieve specific, unmet needs (Buford,

Bedeian, and Lindner, 1995); an internal drive to satisfy an unsatisfied

need (Higgins, 1994); and the will to achieve (Bedeian, 1993).

The foreground study of motivation can be linked to early

behavioral psychology that focused on intrinsic and extrinsic rewards

and punishment as a way to determine the outcomes of behavior. Classic

theorists like Pavlov (1927) and Skinner (1951), provided the groundwork

for extrinsic motivation. Pavlovs research on classical conditioning

identified that pairing one stimulus with another can result in predictive

behaviors, while Skinners operant conditioning and behavioral

modification are directly linked to a number of the reward-based

concepts of extrinsic motivation (1951).

Today, more recent contributions to the research of motivation,

theorists like Pintrich, Schunk, and Zimmerman search to find the

relationship of motivation on the outcomes of academic achievement.

The literature has shown that the concept of motivation has

sparked the curiosity of not only academic researchers but practitioners

in the workplace. But how is motivation defined when it is applied to

organizational behavior? Many theorists have tried to define how

motivation can be applied in a work environment. Modern theories of

motivation can be classified into two main categories, content theories


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and process theories. To this end a review of some of the leading

theorists and theories of Motivation was undertaken in order to situate

this study. The work of theorists looked at are, Herzberg, Maslow,

Alderfer, McClelland, Adams, Vroom, and the dichotomy of intrinsic and

extrinsic motivation (Deci, 1975).

Theories on Motivation

Motivation theories fall into two main categories, Content Theories

and Process Theories. Theorists known for Content theories are Maslow,

McClelland, Alderfer, and Herzberg just to name a few. Two of the

leading Process theorists are Vroom and Adams.

Content Theories

Maslows Hierarchy of Needs

Maslow, a humanistic psychologist, believed that people are not

controlled by mechanical forces but rather, human potential (Maslow,

1943). Maslow set up a hierarchical theory of needs. Each level of the

pyramid is dependent on the previouslevels fulfillment, starting with the

basic needs at the bottom working up to the top (Maslow, 1943). This

experiment called Maslows Hierarchy of needs begins with Physiological

Needs. These needs are biological such as oxygen, food, water. These

needs are vital. The second of the five needs is the need for Safety, such

as job security. Social Needsdescribes the need to have friendship,

contact and communication, recognition of achievements fulfill the


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Esteem Needsand finally Self-actualization NeedsMaslow describes as a

persons need to be what a person was born to do (Maslow 1943). Maslow

believed that people were motivated (both intrinsically and extrinsically)

by the desire to fulfill these needs (1970).

(Table 1.) Hierarchy of Needs (Maslow, 1943)

LevelofNeed GeneralReward OrganizationalFactors

SelfActualization Growth,Achievement,

Advancement,andCreativity

ChallengingJob,

OpportunitiesforCreativity,

Achievementatwork,and

Promotion

SelfEsteem SelfRespect,Status,and

Prestige

SocialRecognition,JobTitle,

HighStatusofJob,and

Feedbackfrom

the

job

itself

Social Love,Friendship,Feelingof

Belonging

WorkGroups/Teams,

Supervision,Professional

Associations

Safety Security,Stability,and

Protection

Health&Safety,JobSecurity,

ContractofEmployment

Physiological Food,Water,Sleep,andSex Pay,andWorkingConditions

Erg Theory

Alderfer (1972 ) identifies three categories of human needs that

influence workers behavior; existence, relatedness and growth. Existence

needs include things such as hunger, thirst and sex. Relatedness needs

includes some involvement with family, friends, co-workers and

employers. Growth concerns those desires to be creative, productive and

to complete meaningful tasks. ERG theory is also very similar to Maslows

Hierarchy of Needs, although it differs in two ways. Different from

Maslows requirement to fulfill one need before another, for example a

person would be unable to fulfill esteem needs if they were homeless or

without the ability to feed themselves. Alderfer argues that (1) hierarchy


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is not included and (2) although a need may be satisfied that need may

continue to dominate (1972).

Two-Factory Theory

Frederick Herzberg developed a survey to investigate what people

liked and disliked about their jobs (Herzberg, Mausner,& Snyderman

1959). He classified the results into two categories Motivators and

Hygiene this experiment was known as Herzbergs two-factor theory.

Herzberg describes motivators or Intrinsic factors as; recognition of

achievement, meaningful and interesting work, responsibility, and

advancement. Factors like company policy, supervision, pay,

interpersonal relations and working conditions are known as the

(Herzberg, Mausner, & Snyderman 1959). Herzbergs theory is further

discussed in the theoretical framework.

Each theory describes the physiological, psychological and self-

actualization aspects in near identical terms. Herzbergs maintenance

factors mirror Maslows physiological, security and belongingness needs

and Alderfers existence and relatedness needs. Maslows esteem and

self-actualization needs are similar to Herzbergs motivator traits and

Alderfers growth requirement. It should be clear that the similarities

vastly outweigh the differences. It should also be clear that Maslows

Hierarchy of Needs theory was a remarkable piece of social science, and

very influential to future scholars.


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Expectancy Theory

Vrooms Expectancy Theory is based on the belief that employees

effort will lead to performance and performance will lead to rewards

(Vroom, 1964). Rewards may be either positive or negative. The more

positive the reward the more likely the employee will be highly

motivated. To the contrary, the more negative the reward, the less

likeliness the employee will be motivated. Valence, instrumentality and

expectancy (VIE) theory has resulted from Vrooms (1964) work into

motivation.

Dichotomy of Intrinsic-Extrinsic Motivation

Intrinsically Motivated Work Behavior: Behavior that is performed

for its own sake (or motivated by internal "needs"). Extrinsically

Motivated Work Behavior: Behavior that is performed to acquire material

or social rewards or to avoid punishment (or motivated to obtain or avoid

some "goal") (Deci, 1985a).

(Table 2.) Intrinsic vs. Extrinsic motivators

Intrinsic Motives include: Extrinsic Motives include:

Interesting Work Pay

Challenging Work Promotion

Learning New Things Leadership Style

Making Important Contributions Job Design

Responsibility Culture

Autonomy Status

Being Creative Appreciation


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Intrinsic motivation is also defined as the doing of an activity for its

inherent satisfaction rather than for some separable consequence (Ryan

& Deci, 2000, p56). For example, if a student reads a chapter from the

course textbook in order to increase their knowledge or have a sense of

accomplishment, and not out of fear of failing the class, then they are

intrinsically motivated. Whetten and Cameron (2002) added that intrinsic

motivation is the result when a person successfully performs a task, and

results in increase in skills, self-esteem, and morale.

Extrinsic motivation also defined as, a construct that pertains

whenever an activity is done in order to attain some separable outcome

(Ryan & Deci, 2000, P60). For example, if an employee is motivated to

arrive on time for work because she/he fears losing their job then,

according to the definition provided, they are extrinsically motivated.

Whetten and Cameron (2002) also assert that extrinsic motivation can be

an intervention facilitated by someone other than the individual to

increase the persons desire and commitment to the organization. This

would include items such as pay, promotion, praise, incentives, rewards,

disciplining, and behavioral shaping.

Motivation in Academics

Different models and theories of motivation continue to offer

plentiful conceptual basis and empirical evidence which coexist in the

field of motivation: the self-efficacy theory (Bong,1997; Zimmerman,


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2000; Zimmerman & Bandura, 1994; Zimmerman, 1992), expectancy-value

theory (Wigfield & Eccles, 2000), casual attribution theory (Miller,

Ferguson & Byrne, 2000; Montero & Alonso, 1992; Gonzalez-Pienda &

Cols, 2000) or intrinsic-extrinsic theory of motivation (Ryan & Deci, 2000).

From an academic or school perspective, recent motivational

models consider motivation as a hypothetical construct that explains the

start, direction and perseverance of behavior aimed at a given academic

goal focused on learning, achievement, the ego, social value or work

avoidance (Garcia 1998). There are four components involved in this

process (Pintrich & De Groot 1990): the value that students assign to the

goals, perception of their competence, casual attributions and emotional

reactions.

Academic goals refer to motives of an academic nature that

students use for guiding their classroom behavior. These goals can

encourage the student to pursue different objectives in the academic or

school situation: 1) Learning, mastery, task or task- involved goals.

These are referred to variously as task goals (Anderman & Midgley, 1997;

Kaplan & Midgley, 1997); Middleton & Midgley, 1997) or mastery goals

(Ames, 1992). This type of goal orients students toward a learning

approach characterized by satisfaction upon mastery or completion of a

task, with greater levels of efficacy, task value, interest, positive emotion,

positive effort, greater persistence, greater use of cognitive and

metacognitive strategies, and good conduct (Pintrich, 2000b).


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2) Performance goals. These are called ability-focused goals

(Nicholls, 1984,Thorkildsen & Nicholls, 1998). They orient students

toward a greater concern with their ability, and to notice others

performance, seeming to focus them on goals to tasks better than others.

In general these goals are seen as less adaptive, because of the type of

motivation associated with them, the emotional effects, the lesser use of

strategies, and poorer conduct (Ames, 1992 Pintrich, 2000a, Pintrich &

Schunk, 1996, Urdan 1997).

3) Goals focused on the ego ( work avoidance, ego or ego-involved

goals) (Skaalvick, 1997). These refer ideas, judgments and perceptions of

ability from a normative and comparative reference with respect to

others. Some authors have classified these into dimensions of

performance-approach and performance-avoidance (Elliot &

Harackiewicz, 1996; Skaalvick, 1993).

Theories of Job Satisfaction

Work motivation can be defined as the psychological drive that

determines the direction of a persons behavior in an organization. The

three factors of work motivation are: (1) Direction of behavior, (2) Level of

effort and (3) Level of persistence. The direction of behavior is measured

by the behavior an individual chooses to perform within an organization,

the level at which a person chooses to work at a chosen task or behavior

is the level of effort. When an individual is faced with a roadblock or


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performance. The initial research on job characteristics was concerned

with the relationship between certain objective attributes of tasks (such

as amount of task variety, level of autonomy, amount of interaction

required to carry out task activities and the number of opportunities for

optional interaction, level of knowledge and skill required, and amount of

responsibility entrusted to the job holders) and employee reactions to the

tasks. Five job characteristics were developed in later research: variety,

task identity, task significance, autonomy, and job-based

feedback(Cunningham & Eberle, 1990).

The job characteristics model also seeks to structure work so that

it can be performed effectively and is personally rewarding and

satisfying. According to this model, matching people with their jobs will

reduce the need to urge them to perform well. Instead, employees will

try to do well because it is rewarding and satisfying to do so

(Cunningham & Eberle, 1990).

Job Characteristics Model

(Fig.1) Job Characteristics Model


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soaring to their highest levels over the last decade at 1.3% per month. In

a more recent report by the U.S. Department of Labor, Total US-

Voluntary Turnover shows that the annual turnover percentage for

September 2003- August 2004 is a high 20.2% (2004). This gives us an

estimate average of 1.86 % per month in the fiscal year 03/04. As

employee turnover rates increase employers seek the answers to

employee retention.

Dainow, (1998) argues that a motivated staff is necessary for the

survival of the organization. The workplace is changing rapidly and

motivated employees are needed to keep the organization going in the

right strategic direction. Employees that are motivated during work

hours tend to be more productive than those who are not motivated

(Dainow, 1998). In order to be effective, managers must understand what

motivates employees within the context of their particular role in the

organization (Lindner, 1998). The reason for this is the fact that what

motivates employees is constantly changing. For example, as a persons

income increases throughout the years it becomes less of a motivator and

managers must recognize this and come up with alternative motivational

techniques (Lindner, 1998).

Theoretical Framework and Rationale

This study employed the theoretical framework of Herzberg (1966).

Herzberg and his associates began their research into motivation during

the 1950's, examining the models and assumptions of Maslow and others,


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and in 1959 he published a book entitled The Motivation to Work (Allen

& Welch, 2004). To better understand employee attitudes and

motivation, Herzberg performed studies to determine which factors in an

employees work environment caused satisfaction or dissatisfaction.

Herzbergs two-factor theory is one of the most well-known

approaches to job enrichment. He suggested that the factors involved in

producing job satisfaction (and motivation) are separate and distinct

from hygiene factors, which lead to job dissatisfaction (Cunningham &

Eberle, 1990). He also believed that in order to better understand

employee attitudes and motivation, you must determine which factors in

an employees work environment caused satisfaction or dissatisfaction.

He developed the motivation-hygiene theory to explain these results.

Herzbergs studies included interviews, employees were asked what

pleased and displeased them about their work. He called the satisfiers

motivators and the dissatisfies hygiene factors. Herzberg found that the

presence of motivators in the workplace caused enduring states of

motivation in employees but their absence did not lead to dissatisfaction.

Hygiene on the other hand produced an acceptable working environment

but did not increase satisfaction- their absence did cause job

dissatisfaction (1959).


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Factors that Attribute to Job Attitudes

(Table 4.) Job attitude attributes

Leading to Dissatisfaction Leading to Satisfaction

Company Policy Achievement

Supervision Recognition

Relationship with Boss Work Itself

Work Conditions Responsibility

Salary Advancement

Relations with Peers Growth

According to Herzberg, motivating employees is entirely different

from reducing job dissatisfaction. Reducing job dissatisfaction will not

increase motivation but merely reduce the level of employees

dissatisfaction (Cunningham & Eberle, 1990). Hertzbergs theory

suggests how peoples jobs can be redesigned to incorporate more

motivators, he contends that we should focus our attention on the

individuals in jobs, not on the things that we surround them with. He

maintains that we tend to think that growth and development will occur

if we provide good working conditions, status, security, and

administration, whereas in fact what stimulates growth (and motivation

to grow and develop) are opportunities for achievement, recognition,

responsibility and advancement. He felt that a key method for achieving

these was job enrichment and vertical job loading whereby jobs are

redesigned to make them more interesting and employees are given

increased authority and challenge within their jobs (together with

more feedback) (Allen & Welch, 2004).


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Chapter ThreeMethods and Procedure

This study will use a quantitative research design. This study will

seek to find if staff at the Queens library system are intrinsically or

extrinsically motivated or both, and will investigate whether the majority

of staff at the Queens Library Systems motivation is influenced by their

job characteristics.

Population

The respondents of this study are staff of the Queens Library

System. Staff are comprised of 1400 plus employees. Some positions

held in the Library are:

(Table 5.) Queens Library Staff

Administrative/Clerical Non-Supervisory

Job Title Education Requirements

Office Aide High School Diploma

Stenographer I High School DiplomaCustodial Completion of 7thgrade

Library Maintainer High School Diploma

Community Associate Bachelors Degree

Librarians Non-Supervisory


Librarian trainee Bachelors Degree

Librarian Masters in Library Science

Administrative/Clerical Supervisory


Office Associate High School Diploma

Librarians SupervisoryJob Title Education Requirements

Branch/Division Library Manager Masters in Library Science

Assistant Branch/Division LibraryManager

Masters in Library Science


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Sample

Although the Queens Library System has a staff of 1400 plus

employees, due to extended illness and absenteeism, I expect that not all

employees will take the survey. Based on the return of several surveys

distributed by the Queens Library, the sample is estimated at 200-250

persons. This sample is based on previous surveys administered by the

Queens Library. Staff are compromised of both male and females ranging

in the age of 19-70+.

Site

The site, in which my research method will be performed, is The

Queens Library. The Queens Library System serves a book-hungry

population of 2.2 million from 63 locations plus 6 Adult Learning

Centers. It has circulated more books and other library materials than

any other library system in the country since 1994, and is the second

largest public library in the U.S. in terms of size of collections. In Fiscal

Year 2003, 16.9 million items were circulated, and in-person attendance

was 15.9 million people. The Queens Library is well known for their free

programs, 478,000 people attended 22,000 programs in the fiscal year

2003. There are more than 1400 individuals employed at the Queens

Library, some of those individuals are responsible for answering 5.1

million reference and directional inquiries, and has more than 9.7 million

items in its collections. Volunteers donated 52,000 hours of valuable


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general service and volunteered to help their neighbors learn to read

better.

Instrument and Constructs

The instrument for this research will be used to collect data about

employees work attitude and job characteristics. The survey will be

comprised of 40 questions. The first 28 questions will give feedback on

the subjects intrinsic and extrinsic motivators, the following 12 questions

will reflect the subjects view about their job characteristics and

demographics, where they work, gender and tenure. The survey

questions and constructs were developed based on the Employee Work

Attitude survey developed by Amabile (1994).

Below you will find sample statements included in the survey that

will determine if the researchers hypothesiss are in fact true statements.

The table below demonstrates two sample statements used in the survey

to determine if the subject is intrinsically motivated:

Whatever the results of a project are, I am satisfied if I have gaineda new experience.

Interest is the influential force behind much of what I do.

The list below demonstrates two sample statements used in the survey to

determine if the subject is extrinsically motivated:

I believe success means doing better than other people.

Im not concerned with the task I complete, but what I get for it.


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(Screen Capture 1) E-mail sent to subjects

Staff will be given a sufficient about of time to complete the survey, a

reminder e-mail will be sent to staff one week following the initial

notification.

Data Analysis

Survey results will be interpreted using inferential statistics,

measurement of data will be provided using an Likert scale. Descriptive

data will be translated into quantitative data using a Likert 4 point scale.

The data collected was then exported into Microsoft Excel in order to find

the Mean, Median, and Mode of the data.


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male; Chart two (fig. 3) displays the participants work category, work

categories fall into six categories Customer Service Librarian (49.60%),

Support Librarian (7.60%), Customer Service Clerical (15.20%), Support

Clerical (7.90%), Non-Librarian Professional (12%), and other (7.90%);

(fig. 3) Queens Library Work Category

Chart three (fig. 4) describes the work location of participants,

participants either work in public service meaning one of the 62 branches

in Queens (53.90%) or the Central Library in Jamaica for one of its 8

divisions (32.40%), if the participant chose department for their work

location, they are working in a non-customer service division (13.70%).


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(fig. 4) Demographics: Work Location

Chart four (Fig. 5) displays the amount of tenure participants acquire

within the organization. From the data most of the participants have

been employed with the library for more than ten years.

(Fig. 5) Demographics: Participants Tenure With The Queens Library


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Hypothesis 1

Intrinsic motivation is divided into two main categories,

enjoyment and challenge. The standard deviation for enjoyment is 0.35

and 0.29 for challenge, the variance between the two is 0.13 and the

overall standard deviation for intrinsically motivated orientation among

participants is 0.26. We can see from the data that employees are

greater influenced by the enjoyment of their assigned tasks. Extrinsic

motivation is also divided into two categories, outward and

compensation. The standard deviation for outward is 0.31 and 0.46 for

compensation, the variance between the two is 0.19, and the overall

standard deviation for extrinsically motivated orientation for

participants is 0.21. Also from the data we can analyze that employees

are greater influenced by compensation over outward (results). The

overall variance between intrinsically and extrinsically motivators

among library employees is 0.07.

Using a Pearsons Correlation, the Scatter Plot Below (Fig 5) shows

a small difference between the intrinsic and extrinsic motivation

orientation among Queens Library Staff, even though it is a small

difference it is fair to say that after analyzing the data Intrinsic

motivation of library staff is greater than extrinsic motivation

orientation. The more the points are clustered the stronger the

relationship. The Hypothesis is supported by the data.


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3.503.002.502.001.501.00

Extrinsic Motivators

4.00

3.50

3.00

2.50

2.00

1.50

1.00

IntrinsicMotivators

Intrinsic motivation among library staff is greater than extrinsic motivation.

(Fig. 6) Scatter Plot: Extrinsic and Extrinsic Motivation Orientation among library Staff


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Hypothesis 2

The findings of the study support the second hypothesis that

library employees with less than three years tenure have a greater

intrinsically motivation orientation than employees with tenure of ten

years or more. Employees tenure range from 0-2 years, 2-5 years, 5-10

years, and 10 years or more. A t-test was used to analyze the

quantitative data and according to the data provided it has been

concluded that library employees with tenure less than three years have

a greater percentage of intrinsically motivated orientations. Employees

with less than three years tenure had a standard deviation of 0.37 and

an extrinsic standard deviation of 0.30 the variance of both is 0.14.

Employees with ten or more years tenure had a standard deviation of

0.30 for intrinsic motivation and 0.20 for extrinsic, with a variance of

0.08. The t-test indicated that there is a significant difference

(t(54)=2.169, p


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(Fig. 7) Motivation Orientation according to tenure

When examining the data according to employees tenure, it was found

that overall employees both with less than three years tenure or

employees with more than ten years tenure still ranked with a higher

percentage of intrinsic rather than extrinsic motivation orientation.

Hypothesis 3

The third and final hypothesis supports that there is a relationship

between Job Characteristics and the intrinsic motivation orientation

among staff. Using the mean (3.70) of responses to Job Variety, Job

Autonomy, Feedback, Job Significance, and Job Identity; (these categories

will further be referred to as Job Characteristics), and the mean (2.95) of

Intrinsic Motivation.


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(Fig.8) Job Characteristics and Motivation Orientation

The t test indicated that there is a significant difference (t(280)-

194.945, p


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Chapter FiveDiscussion and Conclusion

Discussion

From the data collected the results support that employees at the

Queens Library have a greater tendency to be intrinsically motivated over

extrinsically. Although the difference is not by a landslide, it does in fact

support the hypothesis.

As you can see from fig. 8 in chapter four, most of the participants

have worked for the library for more than ten years. The supported

hypothesis concludes in this study that employees with tenure less than

three years will have a greater intrinsic motivation orientation than those

with more than ten years tenure. From the researchers point of view,

when an individual chooses an area of study it is usually associated with

the career path they have chosen. Most likely this field of study interests

them. Receiving a Masters in Library science usually means that you will

become a Librarian once you have completed your coursework. There are

various types of Librarianship, Law Librarian, School Media Specialist,

Public Librarianship, Collegiate Librarian, Music Librarian etc. Others

may look for a job that has certain hours or just may think that a Library

would be a nice place to work. During the first several years of

employment an individual may internalize the work they do, they are

excited because they can finally apply skills learned to assist their

customers in locating information. They want to make important


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contributions to the work they do, during a probationary period which is

one year for newly hired Librarians and six months for clerical positions

at the Queens Library; an individual wants to learn new things, and take

responsibility for their work. As time goes by employees look to be

appreciated for the work they do, they also may want to be promoted and

compensated for the work they do, fulfilling their internal needs are no

longer a priority, being successful and rewarded becomes the new

priority. The researcher has been employed by the Queens Library for

over eighteen years, and seeks to revitalize her intrinsic motivators by

often examining what job characteristics need to be fulfilled in order to

accomplish that goal.

Intrinsic motives have a strong relationship to the defined job

characteristics. A table was created to display the definition of Intrinsic

Motivation and the definition of Job Characteristics. From the table,

Interesting work and Challenging Work in the Intrinsic Motive column

relates to the employees need for Job Variety and Job Autonomy in the

Job Characteristics column. In the defined column when learning new

tasks and making important contributions an employee needs feedback.

It is so important to give employees positive and corrective feedback,

when an individual is unsure of themselves they will back away from the

task or disassociate themselves from a team. The researcher has

personal experience with the training and development of library staff.


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(Table 6.) Intrinsic Motives and Job Characteristics Defined

Intrinsic Motives include: Job Characteristics Defined

Interesting Work Job Variety Need to utilize manydifferent skills to complete

the job.

Challenging Work Job Autonomy Employees have personalsay about how to do thework.

Learning New Things Feedback Feedback from theirsupervisors or co-workers.

Making ImportantContributions

Job Significance Importance of the job.

Responsibility Job Identity Employees have much

more chance to complete awhole piece of work.

Job characteristics play an important role in the intrinsic

motivation orientation among staff. From the data collected it is

noticeable that employees need to have variety, a voice, and feedback

from supervisors and or management. If these needs are not met, it is

less likely that employees will remain intrinsically motivated. When

placing individuals in particular positions, organizations need to pay

closer attention to potential hires talents, needs, and career path, because

by placing employees in positions that reflect their skills, knowledge, and

desire to be creative they may have a greater chance of remaining

intrinsically motivated.

Further research

The researcher would like to take this study a step further by

including the other two large public library systems in New York City,


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The New York Public and the Brooklyn Public Library systems. It would

be interesting to compare all three library systems and see if there is a

large variance between their Intrinsic and Extrinsic motivation

orientations.

Limitations

The only limitations in this study is honesty, It is hoped that all

participants answered the questions without fear of management. The

data collected is a benefit for staff, so that managers can see what

positions they may be skilled for and to create a sense of what employees

want in their job.


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APPENDIX AThe Work Preference Survey

1. I am not worried about what others

think of my work.

Strongly Disagree Disagree Agree Strongly

Agree

2. Id rather have someone else setclear goals for me in my work tasks.

Strongly Disagree Disagree Agree StronglyAgree

3. The greater the challenge, the moreI enjoy trying to complete the task.


4. I am strongly aware of income goalsI have for myself.


5. My work must provide me with

opportunities for increasing myknowledge and skills.

Strongly Disagree Disagree Agree Strongly

Agree

6. I believe success means doingbetter than other people.

Strongly Disagree Disagree Agree Strongly Agree

7. I like to figure things out formyself.


8. Whatever the results of a projectare, I am satisfied if I have gained anew experience.


9. I enjoy simple, straightforwardtasks.


10. I am aware of the career path Ihave set for myself.


11. Interest is the influential force

behind much of what I do.


12. Im not concerned with the task Icomplete, but what I get for it.


13. I enjoy new tasks, that areunfamiliar to me.


14. I prefer work assignments I know Ican do well over work that stretches

my abilities.


15. Im concerned about what othersthink of my ideas.


16. I rarely think about promotionsand salary.


17. I like to set my own goals. Strongly Disagree Disagree Agree Strongly Agree

18. I think that there is no point in Strongly Disagree Disagree Agree Strongly Agree


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doing a good job if nobody else knowsabout it.

19. I am eagerly motivated by themoney I can earn.


20. It is crucial for me to be able to dowhat I most enjoy.


21. I most enjoy working on projectsthat has clearly defined procedures.


22. If I can do what I enjoy, Im notconcerned with the salary.


23. I enjoy tasks that are soengrossing that I forget abouteverything else.


24. I am strongly motivated by theappreciation I can earn from others.


25. I have to feel that I am gainingsomething for what I do.


26. I enjoy trying to complete complexprojects.


27. It is crucial for me to have anoutlet for self-expression.


28. I want to see how good I can be atmy work.


29. To what extent does your jobrequire you to work closely with otherpeople. (either customers, or peopleworking in your department etc.)

Very Little Little Moderately Much VeryMuch

30. How much autonomy is there inyour job? Meaning to what extent doesyour job permit you to decide on yourown how to go about completingtasks?


31. To what extent does your jobinvolve doing a whole andidentifiable piece of work? Meaning, isyour job a complete piece of work thathas a beginning and end? Or is it onlya small part of the overall piece ofwork, which is finished by others or

automation (machines)?


32. How much variety is there in yourjob? Meaning to what extent dose yourjob require you to do many differentthings, using different skills andtalents?


33. Generally speaking, howsignificant or important is your job?



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Meaning, are the results of your joblikely to significantly affect the lives orwell-being of other people?

34. Do supervisors and managers letyou know how well you are doing atyour job?


35. Does doing the job itself tell youhow well you are performing?Meaning does the actual work itselfprovide immediate results about howwell you are doing-aside from anyfeedback from supervisors.


36. I could do a better job if Fill In:

37. Your place of work is? Central Library Branch Other Departments

38. Your Gender Female Male

39. Tenure with QBPL 0 2 years 2 5 years 5 10 years More than

10 yrs

40. You are: Customer Customer Support Support

Service Service Librarian ClericalLibrarian Clerical

Non-Professional Other


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APPENDIX CLetter of consent to conduct study


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APPENDIX E

Work Preference Survey ResultsParticipants: Started 408completed 340

Strongly

Disagree Disagree Agree Strongly

Agree

*Reverse coding i.e. the highest score will become lowest score

A. Intrinsic Motivation

A.1 Intrinsic Motivation - Enjoyment

5. My work must provide me with opportunities for increasing my knowledge and skills

3.2% 43.8% 53.0%

7. I like to figure things out for myself.

1.5% 12.5% 66.8% 19.2%

8. Whatever the results of a project are, I am satisfied if I have gained a new experience.

3.0% 20.9% 59.4% 16.7%


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A.2 Intrinsic Motivation - Challenge

3. The greater the challenge, the more I enjoy trying to complete the task.

2.0%12.4% 56.0% 29.6%

9. I enjoy simple, straightforward tasks.*

4.1% 30.3% 60.6% 4.9%

13. I enjoy new tasks that are unfamiliar to me.

0.5%11.1% 70.2% 18.1%

14. I prefer work assignments I know I can do well over work that stretches my abilities.*

9.1% 51.4% 31.3% 8.1%

21. I most enjoy working on projects that have clearly defined procedures.

2.2% 29.5% 57.6% 10.8%


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26. I enjoy trying to complete complex projects.

1.1%10.6% 66.7% 21.6%

B. Extrinsic Motivation

B.1 Extrinsic Motivation Outward Orientation

1. I am not worried about what others think of my work.*

26.5% 45.6% 22.5% 5.4%

2. Id rather have someone else set clear goals for me in my work tasks.

20.2% 52.2% 26.0%1.5%

6. I believe success means doing better than other people.

12.0% 52.9% 27.9% 7.2%

12. Im not concerned with the task I complete, but what I get for it.

23.1% 65.8% 9.0%2.1%


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15. Im concerned about what others think of my ideas.

1.8% 26.8% 62.1% 9.4%

18. I think that there is no point in doing a good job if nobody else knows about it.

27.70% 58.50% 9.60% 4.30%

24. I am strongly motivated by the appreciation I can earn from others.

3.20% 22% 60.60% 14.20%

25. I have to feel that I am gaining something for what I do.

2.9% 30.0% 55.4% 11.7%

B.2 Extrinsic Motivation Compensation

4. I am strongly aware of income goals I have for myself.

2.3%11.8% 56.3% 29.6%

10. I am aware of the career path I have set for myself.

1.3%9.8% 66.5% 22.4%

16. I rarely think about promotions and salary.*


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28.2% 48.2% 20.5%3.1%

19. I am eagerly motivated by the money I can earn.

7.20% 43.70% 39.70% 9.40%

22. If I can do what I enjoy, Im not concerned with the salary.*

10.2% 49.6% 33.2% 7.0%

C. Job Characteristics Model

Very little Little Moderately Much Very much

C.1 Skills Variety

32. How much variety is there in your job? Meaning to what extent your job require you to domany different things, using different skills and talents?

3.4% 8.0% 26.8% 30.2% 31.6%


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C.5 Feedback

34. Do supervisors and managers let you know how well you are doing at your job?

10.9% 14.4% 34.9% 23.5% 16.4%

35. Does doing the job itself tell you how well you are performing? Meaning does the actual workitself provide immediate results about how well you are doing-aside from any feedback fromsupervisors.

3.8% 7.1% 34.0% 35.8% 19.2%

D. Personal Information

37. Your place of work is?

CEL,

32.40%

Branch,

53.90%

Dept.,

13.70%

38. Your gender

F, 78.20% M, 21.80%

40. You are:

CS Lib,

49.60%

Documents

5.Theories on Motivation-libre