THEORIES ON MOTIVATION: A STUDY OF QUEENS LIBRARY EMPLOYEES

By Danielle M. Walsh

Submitted as partial fulfillment of the requirements for the Master of

Instructional Technology, New York Institute of Technology, Old
Westbury, New York

Dr. Srilata Bhattacharyya

NYIT
Old Westbury, New York
2005

 Copyright 2005
By
Danielle M. Walsh
All Rights Reserved
New York Institute of Technology
Old Westbury, New York

ii

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.

iii

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.

iv

TABLE OF CONTENTS
PAGE
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

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....................................................................................................................44
The Work Preference Survey

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

APPENDIX C48
Letter of consent to conduct study

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

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

vi

LIST OF TABLES

TABLE

TITLE

PAGE

1.

Maslows Hierarchy of Needs

2.

Intrinsic Vs. Extrinsic Motivators

10

3.

Defining the Challenge

14

4.

Job Attitude Attributes

21

5.

Queens Library Staff

22

6.

Intrinsic Motives and

Job Characteristics Defined

37

vii

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.

Extrinsic Motivation

31

7.

T-Test: Motivation according to Tenure

33

8.

T-Test: Job Characteristics and

Motivation Orientation

34

viii

LIST OF SCREEN CAPTURES

CAPTURE
1.

TITLE
Survey E-mail sent to Participants

ix

PAGE
26

Chapter One
Introduction
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

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

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?

Chapter Two
Literature 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 rewardbased 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.

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

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 previous levels 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 Needs describes the need to have friendship,
contact and communication, recognition of achievements fulfill the

Esteem Needs and finally Self-actualization Needs Maslow 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)
GeneralReward

OrganizationalFactors

SelfActualization

LevelofNeed

Growth,Achievement,
Advancement,andCreativity

SelfEsteem

SelfRespect,Status,and
Prestige

Social

Love,Friendship,Feelingof
Belonging

Safety

Security,Stability,and
Protection
Food,Water,Sleep,andSex

ChallengingJob,
OpportunitiesforCreativity,
Achievementatwork,and
Promotion
SocialRecognition,JobTitle,
HighStatusofJob,and
Feedbackfromthejobitself
WorkGroups/Teams,
Supervision,Professional
Associations
Health&Safety,JobSecurity,
ContractofEmployment
Pay,andWorkingConditions

Physiological

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
7

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 selfactualization 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.

Achievement Theory

McClellands approach to motivation is based on three needs,

Achievement Need, Affiliation Need, and the need for Power (McClelland,
1961). The need for power as Personalized power and Socialized
power. Individuals with high personalized power may have little signs
of self control, and they exercise power impulsively. Associated with this
are tendencies to be rude, excessive use of alcohol, and a collection of
symbols of power (expensive cars, big office, big house etc.) Often these
individuals give advice to show or boost their own status. Socialized
power need is most often associated with effective leadership. They seek
power because through power tasks are completed. They are much more
resistant to use power in a manipulative way. These leaders look to use
power to fulfill the organizations vision. High need achievers prefer a job
in which success is determined by their skills and initiate problem
solving rather than succession by chance. Affiliation needs are met when
one has a good relationship with collogues and are accepted by others
(Yukl, 1989).
Process Theories
Equity Theory

Adam's Equity Theory (1965) states that employees strive for

equity between themselves and other workers. Equity is achieved when
the ratio of employees outcomes over inputs is equal to other employee
outcomes over inputs (Adams, 1965).

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

10

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,

11

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).

12

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

13

obstacle does the person continue to overcome these obstacles or give

up? This is how to determine ones level of persistence.
Motivated employees are needed in our rapidly changing
workplaces. Motivated employees are more productive. To be effective,
managers need to understand what motivates employees within the
context of the roles they perform (Bowen & Radhakrishna, 1991). An
example of how employment has revolved is in the conception of the
needs of employers and employees, the figure below describes the Old
Reality and New Reality of employee relations.

(Table 3.) Defining the Challenge (Michaels, Handfield-Jones, & Axelrod, 2001)

Defining The Challenge

The Old Reality

The New Reality

People need companies

Companies need people

Machines, capital and geography are the

competitive advantage

Talented people are the competitive

advantage

Better talent makes some difference

Better talent makes a huge difference

Jobs are scarce

Talented people are scarce

Employees are loyal and jobs are secure

People are mobile and their commitment

is short term
People demand much more

People accept the standard package they

are offered

Specific job characteristics can lead to psychological conditions

that in return lead to increased motivation, performance, and
satisfaction. The job-characteristics model is based on the idea that
people will respond differently to the same job and that it is possible to
alter a jobs character to increase motivation, satisfaction, and

14

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

15

The Variance theory is based on a simple concept that if you want x from
your work then you are satisfied to the extent that it provides you with x.
The problem with this theory is defining what people want from their
work.

Motivation of Library Staff

The dominant culture in libraries is that of service, and in public,
private or academic libraries this is interpreted in terms of public service.
As libraries become more sophisticated in their approach to quality, selfmotivation will become a central issue (Rowley, 1996). Libraries must
learn to adapt and respond effectively and efficiently to changing
demands if they want to survive as viable organizations (Rooks,1998). It
is a commonly held belief that having well-motivated staff is a significant
factor in providing an effective library and information service. However,
the task of ensuring a high level of staff motivation requires from library
managers a range of managerial, sociological, and psychological skills for
which they have had little or no training at all (Green, Chivers,& Mynott,
2000).
It is important to recognize the context within which library
managers are operating. The nature of much library work involves a
great deal of administrative repetition, technology is ever increasing and
changes to the working lives of library staff are frequent. Furthermore,
financial resources are usually restricted, and only limited finances are

16

available for staff salaries. Staff are a key resource and account for a
significant component of the budget of libraries (Rowley, 1996).
Staff in libraries can be diverse in age, culture and experience and
may have a broad range of expectations from their employment.
Moreover, as libraries are still seen by many staff as safe havens in which
work, staff turnover is generally very low. For those who are ambitious,
rigid organizational structures have resulted in fewer opportunities for
promotion from within the same organization and limited possibilities
for them to further their careers in other sectors of the profession
(Dalton et al., 1999).
There is an even more important reason to motivate library staff:
the frontline staff are the face of the library. Front-line library workers
are the first people customers see when they come through the door, and
the last ones to assist them before they leave. There influence is
enormous in cementing the impression of the library as a welcoming,
enjoyable, and professional place to visit, instead of an unsatisfying,
confusing, and negative one (Patterson, 2004). Employees are valuable, as
the cost of hiring, training, and retaining staff-not just librarians, but all
staff- generally makes up the largest part of a librarys budget. Since
library support staff usually comprise 60-80 percent of the work force, it
makes perfect fiscal sense to motivate this segment of employees to stay
(Patterson, 2004).

17

Two studies were conducted one by Kenneth Plate and Elizabeth

Stone during 1974, Plate and Stone gathered data from 162 United States
and 75 Canadian Librarians. They conducted their study within the
framework of Maslows Hierarchy of Needs and Herzbergs Hygiene and
Motivation factors. The results of the Plate and Stone study correlated
very closely with studies of professionals in other occupations that have
been used to test the Herzberg model. The results demonstrated that
librarians respond positively to the motivational factors of achievement,
recognition, and work that in intrinsically satisfying. The second study of
job satisfaction among library staff was also conducted in 1974 by
Vaughn and Dunn, two University business professors. Vaughn and
Dunn surveyed 265 employees of six university libraries in the DallasForth worth section of Texas. The instrument selected to measure job
satisfaction in the areas of pay, promotion, supervision, work, and people
on the job was the Job Descriptive Index (JDI). The results showed that
higher satisfaction of people, supervision, and the work itself ranked
higher than pay and promotion.

Problem Statement
In todays highly competitive labor market, there is extensive
evidence that organizations regardless of size, technological advances,
market focus and other factors are facing retention challenges (Ramlall,
2004). Prior to the September 11th terrorist attacks, a report by the
Bureau of National Affairs (1998) showed that turnover rates were
18

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 USVoluntary 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,

19

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).

20

Factors that Attribute to Job Attitudes

(Table 4.) Job attitude attributes
Leading to Dissatisfaction
Company Policy

Leading to Satisfaction
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).

21

Chapter Three
Methods 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 Diploma
Custodial
Completion of 7th grade
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 Supervisory
Job Title
Education Requirements
Branch/Division Library Manager
Masters in Library Science
Assistant Branch/Division Library
Masters in Library Science
Manager

22

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

23

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 gained

a 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.

24

The following lists below demonstrate two of the five statements used in
the survey to determine the subjects agreeableness with job satisfaction;
categories included are: Job Variety, Job Autonomy, Feedback, Job
Significance and Job Identity:
(Feedback)
Do supervisors and managers let you know how well you are doing
at your job?
(Autonomy)
How much autonomy is there in your job? Meaning to what extent
does your job permit you to decide on your own how to go about
completing tasks?
According to Amabile (1994), the work preference inventory was
designed to asses the individual differences in which adults perceive
themselves to be intrinsically and extrinsically motivated towards the
work they do.
Procedure
The survey will be designed and distributed using a web-based tool
that helps you design, distribute and analyze survey data.
A link to www.surveymonkey.com will be embedded in an all user e-mail
(distribution list to all full-time staff). See copy of e-mail below:

25

(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.

26

Chapter Four
Results and Analysis
The results of this study is applicable to only the sample to which
the data was gathered. Participants are employed at the Queens Library,
out of a total of 1400 plus employees, 408 started the survey and 282
completed the survey. In order to have a true reflection of the motivation
orientation of Queens Library employees only surveys that have been
completed will be part of the data collection. Survey results were
translated from a 4 point likert scale into quantitative data using
Microsoft Excel. Using the find and replace tool in Microsoft Excel the
researcher was able to convert choices Strongly Disagree, Disagree, Agree,
Strongly Agree, into a numeric value for further calculations.
Demographics
The following charts display the demographics of employees
participating in this study. Chart one (fig. 2) displays the Participants
gender, 78.20% are female and 21.80%

(fig. 2) Demographics: Employee Gender

27

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%).

28

(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

29

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.

30

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

Intrinsic motivation among library staff is greater than extrinsic motivation.

4.00

Intrinsic Motivators

3.50

3.00

2.50

2.00

1.50

1.00

1.00

1.50

2.00

2.50

Extrinsic Motivators

31

3.00

3.50

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 <.05. The sample mean of 3.05 for staff with three years
or less tenure was significantly greater that the sample mean of
employees with more than ten years of tenure, the following t-test
compares both intrinsic and extrinsic motivation of employees with less
than three years tenure and employees with more than ten years tenure.

32

(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.

33

(Fig.8) Job Characteristics and Motivation Orientation

The t test indicated that there is a significant difference (t(280)194.945, p<.05, and the sample mean of 2.95 for intrinsic motivation
orientation was significantly greater than the sample mean of 2.71 for
extrinsically motivated orientation.

34

Chapter Five
Discussion 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
35

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.

36

(Table 6.) Intrinsic Motives and Job Characteristics Defined

Intrinsic Motives include:

Job Characteristics

Defined

Interesting Work

Job Variety

Need to utilize many

different skills to complete
the job.

Challenging Work

Job Autonomy

Employees have personal

say about how to do the
work.

Learning New Things

Feedback

Feedback from their

supervisors or co-workers.

Making Important
Contributions

Job Significance

Importance of the job.

Responsibility

Job Identity

Employees have much

more chance to complete a
whole 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,

37

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.

38

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43

APPENDIX A
The Work Preference Survey

1. I am not worried about what others

think of my work.

Strongly Disagree
Agree

Disagree

Agree

Strongly

2. Id rather have someone else set

clear goals for me in my work tasks.

Strongly Disagree
Agree

Disagree

Agree

Strongly

3. The greater the challenge, the more

I enjoy trying to complete the task.

Strongly Disagree
Agree

Disagree

Agree

Strongly

4. I am strongly aware of income goals

I have for myself.

Strongly Disagree
Agree

Disagree

Agree

Strongly

5. My work must provide me with

opportunities for increasing my
knowledge and skills.
6. I believe success means doing
better than other people.
7. I like to figure things out for
myself.

Strongly Disagree
Agree

Disagree

Agree

Strongly

8. Whatever the results of a project

are, I am satisfied if I have gained a
new experience.
9. I enjoy simple, straightforward
tasks.
10. I am aware of the career path I
have set for myself.
11. Interest is the influential force
behind much of what I do.
12. Im not concerned with the task I
complete, but what I get for it.
13. I enjoy new tasks, that are
unfamiliar to me.
14. I prefer work assignments I know I
can do well over work that stretches
my abilities.
15. Im concerned about what others
think of my ideas.
16. I rarely think about promotions
and salary.
17. I like to set my own goals.
18. I think that there is no point in

44

Strongly Disagree

Disagree

Agree

Disagree

Strongly Agree

Strongly Disagree

Agree

Strongly Agree

Strongly Disagree

Disagree

Agree

Strongly Agree

Strongly Disagree

Disagree

Agree

Strongly Agree

Strongly Disagree

Disagree

Disagree

Agree

Disagree

Agree

Disagree

Agree

Disagree

Strongly Agree

Strongly Disagree

Strongly Agree

Strongly Disagree

Strongly Agree

Strongly Disagree

Strongly Agree

Strongly Disagree

Agree

Agree

Strongly Agree

Strongly Disagree

Disagree

Disagree

Agree

Disagree

Agree

Disagree

Strongly Agree

Strongly Disagree

Strongly Agree

Strongly Disagree

Strongly Agree

Strongly Disagree

Agree

Agree

Strongly Agree

doing a good job if nobody else knows

about it.
19. I am eagerly motivated by the
money I can earn.
20. It is crucial for me to be able to do
what I most enjoy.
21. I most enjoy working on projects
that has clearly defined procedures.
22. If I can do what I enjoy, Im not
concerned with the salary.
23. I enjoy tasks that are so
engrossing that I forget about
everything else.
24. I am strongly motivated by the
appreciation I can earn from others.

Strongly Disagree

Disagree

Disagree

Agree

Disagree

Agree

Disagree

Agree

Disagree

Strongly Agree

Strongly Disagree

Strongly Agree

Strongly Disagree

Strongly Agree

Strongly Disagree

Strongly Agree

Strongly Disagree

Agree

Agree

Strongly Agree

Strongly Disagree

Disagree

Agree

Strongly Agree

25. I have to feel that I am gaining

something for what I do.
26. I enjoy trying to complete complex
projects.
27. It is crucial for me to have an
outlet for self-expression.
28. I want to see how good I can be at
my work.

Strongly Disagree

Disagree

Agree

Disagree

Agree

Disagree

Agree

Disagree

Strongly Agree

Strongly Agree

Strongly Disagree

Strongly Agree

Strongly Disagree

Agree

Strongly Agree

29. To what extent does your job

require you to work closely with other
people. (either customers, or people
working in your department etc.)
30. How much autonomy is there in
your job? Meaning to what extent does
your job permit you to decide on your
own how to go about completing
tasks?
31. To what extent does your job
involve doing a whole and
identifiable piece of work? Meaning, is
your job a complete piece of work that
has a beginning and end? Or is it only
a small part of the overall piece of
work, which is finished by others or
automation (machines)?
32. How much variety is there in your
job? Meaning to what extent dose your
job require you to do many different
things, using different skills and
talents?
33. Generally speaking, how
significant or important is your job?

Very Little
Much

Little

Moderately

Much

Very

Very Little
Much

Little

Moderately

Much

Very

Very Little
Much

Little

Moderately

Much

Very

Very Little
Much

Little

Moderately

Much

Very

Very Little
Much

Little

Moderately

Much

Very

Strongly Disagree

45

Meaning, are the results of your job

likely to significantly affect the lives or
well-being of other people?
34. Do supervisors and managers let
you know how well you are doing at
your job?
35. Does doing the job itself tell you
how well you are performing?
Meaning does the actual work itself
provide immediate results about how
well you are doing-aside from any
feedback from supervisors.
36. I could do a better job if
37. Your place of work is?

Very Little
Much

Little

Moderately

Much

Very

Very Little
Much

Little

Moderately

Much

Very

Fill In:
Central Library

Branch

Female

39. Tenure with QBPL

0 2 years
10 yrs

2 5 years

40. You are:

Customer
Service
Librarian

Customer
Service
Clerical

38. Your Gender

Other Departments

Male

Non-Professional

46

5 10 years

Support
Librarian

More than

Support
Clerical

Other

APPENDIX B
Work Preference Inventory
Section
Section One
Work Preference Inventory
(two factors, 28 questions,
and from Amiable, 1994)

Corresponding
Question

Scale

Meaning of Score

5,7,8,11,17,20,23,27,28

Intrinsic Motivation
Orientation

The high score indicates

that the respondent works
hard for the enjoyment
from the job itself.

3,9*,13,14*,26
-enjoyment
-challenge

1*,2,6,12,15,18,21,24,
25

Extrinsic Motivation
Orientation

4,10,16*,19,22*
-outward
-compensation

The high score indicates

that the respondent works
hard for the challenge in
the job.
The high score indicates
that the respondent works
hard in order to get some
actual benefits, such as
fame or position.
The high score indicates
that the respondent works
hard in order to earn more
money.

1,2,3,4,5,6,7

Job Variety

Section Two
Job Descriptive Survey
(5 factors, 7 questions)
(From Hackman & Oldham,
1980)
Job Autonomy

Feedback

Job significance

Job Identity

The higher the score

indicates higher need to
utilize many different skills
to complete the job.
The higher the score
indicates higher autonomy
in the job. Employees have
personal say about how to
do the work.
The higher score indicates
higher degree of feedback
from their supervisors or
co-workers.
The score is positively
related to the importance of
the job.
The higher the score
indicates that employees
have much more chance to
complete a whole piece of
work.

The * symbol indicates reverse coding i.e. the highest score will become the lowest score.

47

Range
7-28

7-28

9-36

5-20

1-7

1-7

1-7

1-7

1-7

APPENDIX C
Letter of consent to conduct study

48

APPENDIX D
Project Exemption Letter: IRB

49

APPENDIX E

Work Preference Survey Results

Participants: Started 408 c completed 340

Strongly
Disagree

Strongly
Agree

Agree

Disagree

* 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%

50

16.7%

11. Interest is the driving force behind much of what I do.

1.3%10.9%

58.7%

29.1%

17. I like to set my own goals.

1.4% 4.6%

71.1%

23.0%

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

1.3% 16.6%

29.2%

52.8%

23. I enjoy tasks that are so engrossing that I forget about everything else.

4.6%

36.9%

15.2%

43.4%

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

1.1% 14.1%

27.0%

57.8%

28. I want to see how good I can be at my work.

0.9% 3.2%

38.0%

57.9%

51

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%

60.6%

30.3%

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.*

51.4%

9.1%

31.3%

8.1%

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

2.2%

29.5%

57.6%

52

10.8%

26. I enjoy trying to complete complex projects.

1.1%10.6%

21.6%

66.7%

B. Extrinsic Motivation
B.1 Extrinsic Motivation Outward Orientation
1. I am not worried about what others think of my work.*

45.6%

26.5%

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%

27.9%

52.9%

7.2%

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

65.8%

23.1%

53

9.0%2.1%

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

26.8%

1.8%

62.1%

9.4%

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

58.50%

27.70%

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%

16. I rarely think about promotions and salary.*

54

22.4%

48.2%

28.2%

20.5%3.1%

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

43.70%

7.20%

9.40%

39.70%

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

49.6%

10.2%

7.0%

33.2%

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 do
many different things, using different skills and talents?

3.4% 8.0%

26.8%

30.2%

55

31.6%

C.2 Task Identity

31. To what extent does your job involve doing a whole and identifiable piece of work? Meaning,
is your job a complete piece of work that has a beginning and end? Or is it only a small part of the
overall piece of work, which is finished by others or automation (machines)?

4.3% 11.2%

34.2%

31.0%

19.3%

C.3 Task Significance

29. To what extent does your job requires you to work closely with other people. (either
customers, or people working in your department etc.)

9.1%
0.9% 0.3%

21.6%

68.2%

33. Generally speaking, how significant or important is your job? Meaning, are the results of your
job likely to significantly affect the lives or well-being of other people?

2.9% 5.9% 28.2%

31.5%

31.5%

C.4 Autonomy
30. How much autonomy in there in your job? Meaning to what extent does your job permit you to
decide on your own how to go about completing tasks?

6.3% 6.0%

35.2%

33.0%

56

19.6%

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 work
itself provide immediate results about how well you are doing-aside from any feedback from
supervisors.

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

M, 21.80%

F, 78.20%

40. You are:

CS Lib,
49.60%

CS Cler,
15.20%
Sup Lib, 7.60%

Sup Cler, NL Prof, 12%

7.90%
Others, 7.90%

57