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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
Job Title Education Requirements
Librarian trainee Bachelors Degree
Librarian Masters in Library Science
Administrative/Clerical Supervisory
Job Title Education Requirements
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.
Strongly Disagree Disagree Agree StronglyAgree
4. I am strongly aware of income goalsI have for myself.
Strongly Disagree Disagree Agree StronglyAgree
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.
Strongly Disagree Disagree Agree Strongly Agree
8. Whatever the results of a projectare, I am satisfied if I have gained anew experience.
Strongly Disagree Disagree Agree Strongly Agree
9. I enjoy simple, straightforwardtasks.
Strongly Disagree Disagree Agree Strongly Agree
10. I am aware of the career path Ihave set for myself.
Strongly Disagree Disagree Agree Strongly Agree
11. Interest is the influential force
behind much of what I do.
Strongly Disagree Disagree Agree Strongly Agree
12. Im not concerned with the task Icomplete, but what I get for it.
Strongly Disagree Disagree Agree Strongly Agree
13. I enjoy new tasks, that areunfamiliar to me.
Strongly Disagree Disagree Agree Strongly Agree
14. I prefer work assignments I know Ican do well over work that stretches
my abilities.
Strongly Disagree Disagree Agree Strongly Agree
15. Im concerned about what othersthink of my ideas.
Strongly Disagree Disagree Agree Strongly Agree
16. I rarely think about promotionsand salary.
Strongly Disagree Disagree Agree Strongly Agree
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.
Strongly Disagree Disagree Agree Strongly Agree
20. It is crucial for me to be able to dowhat I most enjoy.
Strongly Disagree Disagree Agree Strongly Agree
21. I most enjoy working on projectsthat has clearly defined procedures.
Strongly Disagree Disagree Agree Strongly Agree
22. If I can do what I enjoy, Im notconcerned with the salary.
Strongly Disagree Disagree Agree Strongly Agree
23. I enjoy tasks that are soengrossing that I forget abouteverything else.
Strongly Disagree Disagree Agree Strongly Agree
24. I am strongly motivated by theappreciation I can earn from others.
Strongly Disagree Disagree Agree Strongly Agree
25. I have to feel that I am gainingsomething for what I do.
Strongly Disagree Disagree Agree Strongly Agree
26. I enjoy trying to complete complexprojects.
Strongly Disagree Disagree Agree Strongly Agree
27. It is crucial for me to have anoutlet for self-expression.
Strongly Disagree Disagree Agree Strongly Agree
28. I want to see how good I can be atmy work.
Strongly Disagree Disagree Agree Strongly Agree
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?
Very Little Little Moderately Much VeryMuch
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)?
Very Little Little Moderately Much VeryMuch
32. How much variety is there in yourjob? Meaning to what extent dose yourjob require you to do many differentthings, using different skills andtalents?
Very Little Little Moderately Much VeryMuch
33. Generally speaking, howsignificant or important is your job?
Very Little Little Moderately Much VeryMuch
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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?
Very Little Little Moderately Much VeryMuch
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.
Very Little Little Moderately Much VeryMuch
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%