Am I Motivated? A Look at the Motivation Styles, Symptoms and Working Conditions that Best Motivate Human Resource Practitioners in Jamaica

doi:10.4236/jhrss.2013.14010

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Journal of Human Resource and Sustainability Studies, 2013, 1, 68-75

Published Online December 2013 (http://www.scirp.org/journal/jhrss)

http://dx.doi.org/10.4236/jhrss.2013.14010

Open Access JHRSS

Am I Motivated? A Look at the Motivation Styles,

Symptoms and Working Conditions that Best Motivate

Human Resource Practitioners in Jamaica

Cerease Nevins-Bennett

School of Business and Entrepreneurial Studies, Excelsior Community College, Kingston, Jamaica

Email: Cereasenev[email protected]

Received October 7, 2013; revised November 8, 2013; accepted November 16, 2013

cense, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. In

ABSTRACT

Human Resource Practitioners, like any other employees within organizations having different motivation styles, are

faced with various motivational problems, and are exposed to different working conditions that best motivate them. The

environment and factors greatly influence the motivational levels of these practitioners and thus job satisfaction and

engagement are affected. This paper outlines the motivation problems experienced by three persons in their work envi-

ronment and gives suggestions as to the strategies necessary to deal with them. The Pritchard Motivation Symptoms

Questionnaire, the Conner Motivation Style Assessment and the Spitzer Motivation Self Assessment Questionnaire

were used in the study. Results show that goal orientated and learning oriented motivation styles are best practiced by

participants neglecting the relationship motivation style. These Participants were either highly motivated or had ex-

perienced some motivation problems. They had major desires for power, achievement, ownership, and competence.

Inter-item correlation revealed a statistically significant relationship between desires for activity, competence, power

and achievement, which were highly correlated.

Keywords: Work Motivation; Motivation Styles; Motivation Symptoms; Intrinsic Motivation and Extrinsic Motivation

1. Introduction

Work motivation is a topic that has been the centre of

great debate and controversy over the past years; many

scholars have taken it seriously and written numerous

articles and books on the topic. However it is a difficult

concept to explain since different writers have used va-

rious terms and phrases to operationalize work motiva-

tion.

According to Moyniham et al. [1], “work motivation

has been operationalized in the literature as job satis-

faction, organizational commitment, and job involvement

which are all dependent variables”. It has also been

operationalized as job characteristics and employee en-

gagement [1]. Nevertheless, work motivation may be

defined as “a set of energetic force that originate both wi-

thin as well as beyond an individual being, to initiate

work-related behavior, and to determine its form, di-

rection, intensity, and duration”, Pinder [2].

Great organizations are built on the inherent value of

their human resources as motivated and committed em-

ployees almost always allow an organization to grow fa-

ster than similar competitive organizations, Mohsan et al.

[3]. Thus, employees can be motivated at work both

intrinsically and extrinsically.

Employee motivation may be a result of job satis-

faction, job involvement, and job commitment. Job satis-

faction has been defined as the “pleasurable or positive

emotional state resulting from the appraisal of one’s job

or job experience”, Locke et al. [4]. Employee commit-

ment indicates the sense of loyalty and obligation the

employee holds toward the organization, Allen et al. [5];

and organizational commitment helps to motivate indi-

viduals to pursue collective goals rather than individual

outcomes [5].

For the Human Resource practitioners, job satisfaction

contains positive influences on the performance of the

employees as it enhances job involvement, higher per-

C. NEVINS-BENNETT 69

formance, and makes them feel more satisfied and

committed to the organization, Saleem [6] despite of the

many motivational problems they experience. The prac-

titioners differ in their motivation styles, symptoms and

the environment most conducive to their motivational

levels.

This paper outlines the motivation problems experi-

enced by three persons in their work environment and

gives suggestions related to the strategies necessary to

deal with them. Three motivation assessment measures

were used to assess their levels of motivation within the

organization from which data was collected to generate

this report. These assessments are the Pritchard Motiva-

tion Symptoms Questionnaire, the Conner Motivation

Style Assessment and the Spitzer Motivation Self As-

sessment Questionnaire.

2. Methodology

2.1. Population and Sampling

Three human resource practitioners were selected from

different organizations representing the educational in-

dustry, the pharmaceutical industry, and the service

industry. The participants were selected by a purposive

sampling method and reflected employees from different

socioeconomic background, industry and demographics

within their respective organizations.

A mixed method approach was used to analyze the ef-

fects of participant’s motivation styles, motivation sym-

ptoms and the working condition that is perceived to mo-

tivate them on their motivation levels.

2.2. Data Collection Method

The data collection methods used were survey (ques-

tionnaires) and interviews. Three questionnaires were

administered to each participant assessing their moti-

vation styles, symptoms and the working condition that

motivates them.

Thirty minutes (30 minutes) in-depth interviews were

conducted with all three employees (separately) about

their motivation issues. A content analysis was then

conducted for the interview data based on preconceived

and emerging themes. The findings were then interpreted

for each person followed by strategies to deal with the

problems arising.

2.3. Instrumentation

The motivation symptoms questionnaire, the Spritzer’s

motivation assessment and the Connor motivation style

questionnaire were the instruments used to collect data

for this study. All three instruments were administered to

the participants to determine their motivation levels.

The Pritchard motivation symptoms questionnaire was

used to assess whether or not a participant or person

working in their immediate work groups had motivation

problems. The questionnaire consists of 21 statements

ranked on a scale of 1 to 3 with 1 being “rarely or never”,

2 being “sometimes” and 3 being “often”. The rankings

for the three categories were added independently and

compared against a range of scores. Scores falling within

the 21 - 30 range means “green light” and signifies that

the participant being assessed is highly motivated; 31 -

45 is the yellow light range which means that participant

have some motivation problems; and 46 - 63 is the red

light range which means that they have serious motiva-

tion problems.

The Spritzer’s motivation assessment questionnaire is

a self assessment questionnaire that is used to determine

the working condition that best motivates an employee. It

consists of 32 statements which are ranked on a scale of

1 to 4. From 1 being “not very important” to 4 being

“very important”. Scores are then transferred to a table,

summed and divided into 8 categories A to H. Category

A consists of scores obtained from items 1,9,17 and 25)

labelled “Desire for Activity”; Category B is the “Desire

for Ownership” (items 2, 10, 18 and 26); and categories

C-H are Desires for power, affiliation, competence, achieve-

ment, recognition and meaning respectively. The two ca-

tegories which participants scored the highest were

identified and interpreted.

The Conner motivation style questionnaire was used to

assess how participants were motivated to learn. The

questionnaire consisted of 10 stem items that were ma-

tched individually against statements placed into three

columns that best characterized the participants. Columns

1 to 3 were labelled goal, relationship and learning re-

spectively to reflect the three motivation styles according

to Conner. The numbers of selected responses were to-

talled in each category and the highest score was used to

determine the participant’s primary motivation style. The

second highest score reflected the participant’s secondary

motivation style.

2.4. Data Analysis

Information from the questionnaires were analyzed using

the Statistical Package for the Social Sciences (SPSS

16.0), while the interview data were analyzed using con-

tent analysis. The researcher used inter-item correlation

to determine the relationship between the eight desirable

working conditions that best motivated an employee.

3. Case Profiles

3.1. Laketa Davis

Laketa is a 30-year-old Human Resource Administrative

Assistance at Sewell Jamaica Limited, a manufacturing

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entity. She has been employed there for five years in the

current position and is required to provide office-based

administrative support to the Sewell Human Resource

Directors. The job description of the Administrative As-

sistant includes coordinating and scheduling day-to-day

activities including meeting and training programmes for

employees; room bookings for training and meetings of

staff, conference registration; research and compile data

for special projects; develop and maintain print docu-

ments and files of employees. She also provides office

services by implementing administrative systems, pro-

cedures, and policies; and monitoring administrative

projects; contribute to the yearly report writing; attend

meetings and or focus group discussions and prepare mi-

nutes and generating mailings, just to name a few.

3.2. Samantha Blackwood

Samantha is a 37-year-old Training and Development

Officer who has been employed at a Teachers College for

eleven years and reports to the Director of Human Re-

source Development and Administration. She currently

trains staff in the areas of manpower management, hu-

man relation skills, and customer service. The job de-

scriptions of the Training and Development Officer are

to conduct appraisals; evaluate training and development

programmes; devise individual learning plans; and en-

suring that statutory training requirements are met. Other

responsibilities include researching new human resource

and workforce technologies, research new management

trends; and implement budgetary systems and controls

for the department.

3.3. Noel Davis

Noel is a 26-year-old male Human Resource Officer at a

hospital, and has been in the position for three years. His

key responsibility is to provide advice and assistance to

staff, coordinate the recruitment process and aid in the

selection process of new employees. His main response-

bilities are to ensure that proper job descriptions of staff

are prepared and in files, monitor daily attendance of

employees, provide advice and recommendations on dis-

ciplinary actions; and filing of employee records.

4. Report

The motivation assessment, style, and symptom ques-

tionnaires were assessed and Table 1 was generated.

Based on the results, two out of three participants had the

disposition to achieve through direct and obvious routes

(goal orientation) with secondary propensity to search for

knowledge. The desire for achievement was strongest

among Noel and Samantha with Laketa having a strong

desire for ownership.

Table 1. Findings of the Motivation assessment, style, and

symptoms questionnaires for the three Human Resource

Practitioners.

Laketa Samantha Noel

Motivation

Styles

Primary

Secondary

Goal oriented

Learning

Oriented

Goal Oriented

Learning

oriented

Learning

oriented

Goal oriented

Motivation

Symptoms

Scores obtained40 30 27

Category

Meaning

31 - 45

(Yellow light)

Motivation

problems exists

31 - 45

(Yellow light)

Motivation

problems exists

21 - 30

(Green light)

Highly motivated

Conditions that

best motivates

Highest Desires

“Ownership”“Achievement”

“Power”

“Ownership”

“Affiliation”

“Competence”

“Achievement”

Lowest

Desires

“Competence”

“Achievement”

“Recognition”

“Meaning”

“Ownership”

“Meaning”

“Activity”

“Meaning”

4.1. Respondent #1—Laketa Davis

4.1.1. Content Analysis of Interview

When asked what success meant to her career, Laketa

responded by stating that success means getting a good

salary, perquisites, having autonomy, and being pro-

moted.

When asked what goals, including career goals, she

has set for her life, she responded by saying “I want to

return to university and finish my degree in Business

Administration, because an associate degree is not al-

lowing me to earn as much money as I want and I have

bills to pay, in fact without that degree I will never be

promoted”.

When asked about staying motivated despite failure,

she shook her head and stated “that’s a hard question, in

this organization it’s difficult to stay motivated because

of the organizational culture, and I usually try not to

think about the failure and just move on hoping not to

make the same mistake again”.

4.1.2. Interpretation

Based on the questionnaires and the interview it is clear

that Laketa is a goal oriented individual with motivation

problems. Having a high desire for ownership, she is

most motivated to work in an environment where she

feels apart of the organization, have a stake in its success,

able to make choices at work, and have a feeling of

responsibility for the work she does.

Laketa’s secondary desires for competence, achieve-

ment, recognition and meaning gives her the desires to

work in an organization where she is given learning

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opportunities; is allowed to set goals for herself and en-

couraged to improve; be shown appreciation; feel re-

warded for success; and where she can relate her ob-

jectives to the bigger picture and get a sense of meaning

from her job.

As an Administrative Assistant in the Human Re-

source Department, the job allows for some level of con-

trol, coordination, organization of activities, research and

compiling data that fits Laketa’s style, level and desires

of motivation perfectly; however, other extraneous fac-

tors are playing a role on her level of motivation.

4.1.3. Rec ommendations

As a goal oriented person who has strong needs for

achievement and competence, Laketa should seek em-

ployment elsewhere because the motivation symptoms

questionnaire revealed that she has little loyalty to the

unit or organization. Job satisfaction affects job in-

volvement and thus job performance. If she is uncom-

fortable in her work environment, makes the least possi-

ble efforts at work, and frequently reports stress and fa-

tigue then it is highly recommended that she receives

counseling or seek a job elsewhere. Counselling will help

to unveil some the factors that are affecting her motiva-

tion level and suggestions will be given to deal with

those problems.

4.2. Respondent #2—Samantha Blackwood

4.2.1. Content Analysis of Interview

When asked what success meant to her career, Samantha

responded by stating that success means doing her job to

the best of her ability and getting quality results. She

stated that “my role as a training and development officer

is not an easy one but I feel a sense of accomplishment

when I can depart knowledge and employees learn”.

When asked what goals, including career goals, she

has set for her life; she responded by saying “well I have

every intention to become a better training officer. I be-

lieve if I enroll in a postgraduate degree in education, not

only would I become a better trainer but also a facilitator

and program evaluator”. She stated that currently she is

not comfortable as a trainer; she believes that a degree in

Human Resource Management provides her with suffi-

cient knowledge to build her craft, but a postgraduate

degree in education will be even more beneficial to her

intellectual capabilities.

When asked about staying motivated despite failure,

she stated “It is hard to stay motivated at times, but I re-

ceive strong social support from friends and family

members and it helps me to keep strong in times of dis-

appointments and failures”.

4.2.2. Interpretation

Samantha is goal orientated with some motivational

problems. Her desires for achievement, ownership and

meaning drives her to work in an organizational envi-

ronment where she feels motivated to succeed at her

work; has a stake in its success; and is able to relate her

objectives to the bigger picture and get a sense of mean-

ing from her job.

4.2.3. Rec ommendations

Samantha has some motivation problems which need to

be addressed. She is dissatisfied with her role as a train-

ing and development officer and has a strong drive for

achievement at the organizational and interpersonal lev-

els. To move forward Samantha needs to work hard and

overcome the fear of change by focusing on the certain-

ties and possibilities and not the uncertainties. She needs

to move forward with her career goals and aspirations.

4.3. Respondent #3—Noel

4.3.1. Content Analysis of Interview

When asked what does success means to his career, he

responded by stating that success means having job secu-

rity and stability, being promoted, and being able to con-

tribute to the bottom line of the organization.

When asked what goals, including career goals, he has

set for his life, he responded by saying “I want to further

my studies in the field of Human Resource Development

to become a better practitioner and self actualize—I want

to “call the shots” and make key decisions within the or-

ganization, but it’s only a matter of time”.

When asked about staying motivated despite failure,

he stated that he “usually draws on past experiences or

accomplishments” and this increases his self-efficacy for

accomplishing the task at hand. He stated that he also

tries “not to compare his successes or failures with that

of others, but to remember that each person is different”.

This speaks to the fact that Noel has experienced some

amount of intrinsic motivation, one which keeps him

focused on achieving his goals despite challenges, and

one which encourages him to press forward despite the

fact that he is not promoted at a faster rate.

4.3.2. Interpretation

Noel is learning oriented, highly motivated, and works

well in an environment that gives him power, ownership,

affiliation, competence and achievement. Noel’s goal

orientation style is consistent with his motivation for a

achievement, which was reported as being one of his

secondary motivation styles on the Motivation style as-

sessment.

Noel’s desire for power, ownership, affiliation, and

achievement allows him to operate most efficiently in an

organizational environment where he is in control of his

own destiny make choices at work; feels apart of the

organization and have a stake in its success; given the

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opportunity to socialize, feels motivated and he can

succeed at his work; thus he is self-motivated to deliver

and achieve. His desires allow him to seek leadership

opportunities and feeling of empowerment to make deci-

sions.

Noel works most comfortably in an environment

where he uses his hidden strengths; given learning op-

portunities; and learns through mistakes; set goals for

himself; be encourage to improve; feels active and in-

volved, and having meaning from his job.

4.3.3. Rec ommendations

Based on the questionnaires and interview, Noel seemed

highly motivated, driven and goal directed. However,

there have been problems or factors that affect such

thrust to move forward which may affect his level of

motivation in the long run. Though the Motivation

symptoms questionnaire revealed that he was highly mo-

tivated it also revealed that he sometimes had low job

satisfaction, sometimes focus on rules rather than the best

way to get things done and fail to generate innovative

ideas. These problems he said was due to the nature of

his work environment. To make improvements in these

areas he needs to be given more control over his work,

encouraged to use his own initiative and be the generator

of new ideas that will move his organization forward and

cementing his desires for power.

5. Pair-Wise Correlation

When the Spitzer’s eight desires were correlated with

each other for all three participants, Table 2 was

produced. Noticeable results occurred between the

desires for activity, competence, achievement, power and

meaning.

Desire for Activity was perfectly correlated with

desires for competence and achievement and statistically

significant. Desire for power was perfectly correlated

with the desire for meaning. The desire for competence

was perfectly correlated with the desire for achievement.

Cronbach alpha, α = 0.910 obtained was acceptable

and indicates good internal consistency of the items in

the scale, but this does not mean that the scale is unidi-

mensional.

6. Discussion

The content analysis was done as a means of summarize-

ing the verbal content of the interview transcriptions and

to provide more objective evaluation of the participants.

A number of themes emerged from the interviews which

were consistent among the three participants such as the

need for achievement; the need for a satisfactory working

environment; the need to set clear and achievable goals;

the need for autonomy; the need for power; the need for

competence and relatedness.

6.1. Need for Achievement

The need for achievement was strong amongst the three

participants because they wanted to succeed at what they

did and accomplish greatness.

Because their needs were strong, they were motivated

to use appropriate behaviours to satisfy those needs

which are usually learned from the culture of the society.

Samantha and Noel scored the highest on achievement

when the Spitzer motivation self assessment was admin-

istered to determine the working conditions that best mo-

Table 2. Correlation of the eight desires of motivation that drives people in the workplac e.

Desire for

Activity

Desire for

Ownership Desire for

Power Desire for

Affiliation Desire for

Competence Desire for

Achievement Desire for

Recognition Desire for

meaning Mean SD

Desire for

Activity 1.00 12.672.31

Desire for

Ownership 0.94 1.00 14.671.53

Desire for

Power 0.50 0.19 1.00 12.332.31

Desire for

Affiliation 0.19 −0.14 0.94 1.00 11.673.06

Desire for

Competence 1.00** 0.94 0.50 0.19 1.00 13.672.31

Desire for

Achievement 1.00** 0.94 0.50 0.19 1.00** 1.00 14.670.58

Desire for

Recognition 0.76 0.93 0.19 −0.50 0.76 0.76 1.00 13.331.53

Desire for

meaning 0.87 0.98 0.00 −0.33 0.87 0.87 0.98 1.00 14.001.00

*Correlation is significant at the 0.01 level (two tailed).

C. NEVINS-BENNETT 73

tivated them; and based on the interviews conducted it

was clear that they were both motivated to achieve mod-

erate goals at all costs.

6.2. Need for Recognition

Laketa has a low need for recognition according to the

results obtained from the Spitzer motivation self assess-

ment, but the interviews revealed otherwise. A need for

recognition is a social need where people feel good when

others acknowledge their existence and praise them.

Laketa, with a high need for recognition appreciates

guidance and support with frequent feedbacks. For Sa-

mantha and Noel, the need for recognition was not cap-

tured from the questionnaire but from the interview. Noel

stated that he likes when his customers are happy and

appreciate what he does as well as when they praise him.

Samantha commented on the fact that being recognized

is good as it builds one’s self esteem and confience

which will lead to job satisfaction over a period of con-

tinuous recognition. Recognition is close to Maslow’s

need for esteem, and plays to the need for a sense of

identity.

6.3. Need for Relationship

The need for relationship is associated with McClelland’s

Need for Affiliation, Spritzer’s Desire for Affiliation,

Maslow’s need for Belonging and plays to the need for a

sense of identity within the organization.

The need for affiliation means that people are linked to

other people or institutions thus infusing their identities.

This will allow the practitioners to feel a part of a greater

whole and increase work motivation. The results ob-

tained from the Spitzer motivation self assessment indi-

cated that Noel scored high on affiliation. This was con-

firmed in his interview as he stated that he loved his col-

leagues and felt a sense of belonging because they have a

very good relationship at work and he feels apart of the

organization; his motivation style questionnaire con-

firmed that to relax he loves to hang out and talk with

friends. Samantha’s questionnaire did not capture her

need for affiliation but it was captured from the interview.

To Samantha the organization is like a “provision

ground” where she feels that work is important and that

the company and colleagues have become a part of her.

In the interview she stated that “I often talk with my col-

leagues and discuss silly things as well as the job; we go

out for lunch and to have fun”, which shows a sense of

job satisfaction and comradre. According to the motiva-

tion style questionnaire she likes to be recognized for

being kind, thoughtful, and considerate to others.

6.4. Need for Increased Job Satisfaction

According to [1] job satisfaction is the pleasurable or

positive emotional state resulting from the appraisal of

one’s job or job experience”; or it may be seen as a state

of emotional gladness, resulting from the achievement of

the goals that one get through performing his part of con-

tribution inside an organization [6]. When asked if they

are satisfied with their jobs, all three Participants stated

that they received some amount of satisfaction from the

job but the most satisfying encounters are those with

their supervisors in a comfortable setting as well as those

with customers who are warm, embracing and appreciate

the work carried out by the employees. Abubakar et al.

[7] states that a more inclusive and participatory styles of

management also foster increased job satisfaction. Sa-

mantha supported this fact by stating that she is most

satisfied on the job when her supervisor is able to give

inputs and feedback where necessary, as well as provide

her with guidance and materials to help speed up the

work process, but this is not always the case.

Job satisfaction may also result from the work envi-

ronment or when an employee is highly motivated whe-

ther intrinsically or extrinsically. When asked what as-

pect of the job gave them the most personal satisfaction,

Noel stated that he gets a lot of satisfaction when he per-

forms the job well and receives a bonus, or something to

show for the work done. It is clear that job satisfaction

relates to both intrinsic and extrinsic motivational factors

which are desirable to get the job done. Laketa says “I

get a lot of satisfaction when I am able to give ideas and

it is used to make key decisions. I am satisfied when my

work is completed on time with a great amount of accu-

racy”. Noel says “I get a lot of satisfaction when the cus-

tomers are happy and are appreciative about what I do, as

well as when they praise me”.

Job dissatisfaction is an indication of needed change

feeling of displeasure or being unsatisfied. Although the

three participants are satisfied with some aspect of the

job, there are other areas that need improvement. When

asked if there were aspects of the job they didn’t like,

Samantha states that “I hate when they give me task to

complete without fully explaining to me how it should be

done or the meaning behind it”. “Tasks may be given

outside my area of competency and I will have to do a lot

of research which is time-consuming and at times I have

to take incomplete work home—this should not be the

case”. This can lead to the worker becoming demotivated.

Noel’s source of dissatisfaction occurs when he has to

report to the Director of Human Resources and get re-

ports signed or budgets approved; he also stated that this

makes his job very difficult.

6.5. Need to Set More Appropriate Goals

The Conner Motivation Style Assessment and the inter-

views conducted confirmed that both Samantha and

Laketa have goal orientation as their primary motivation

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C. NEVINS-BENNETT

styles. They are persons who focus on tasks and the end

results of those tasks are most important to them. Goal

orientation advocates a focus on the end results instead of

the tasks themselves and how those ends will affect ei-

ther the person or the entire company. The researcher

could classify Noel’s primary style as goal orientation

instead of learning orientation based on the interview

results. In his interview he said that it’s the end product

of the process that is important to him and not the proc-

ess itself. He said “Anything I set out to do I just want to

achieve it at all cost, it’s the end product of my object-

tives that motivates me.” It is said that people with strong

goal orientation will be able to accurately judge the ef-

fects of reaching the goal as well as the ability to fulfill

that particular goal with current resources and skills.

For all practitioners goals serve a directive function

and as an energizing function; goals affect their persis-

tence; and goals affect their actions indirectly by leading

to the arousal, discovery, and/or use of task-relevant

knowledge and strategies as is evident in the writings of

[4].

6.6. Need for Social Support

Assistance and support are very important to Laketa,

Samantha and Noel as it relates to the carrying out of

their job functions within the organization. Getting the

desired support will increase productivity, job satisfac-

tion and by extension worker morale. Noel stated that

“My co-workers are very supportive of me in my en-

deavors. They often give encouragement and tell of their

own personal experiences and struggles in order to em-

pathize”.

6.7. Need for Increased Self Efficacy

Bandura (1986) viewed self-efficacy as the judgments of

individuals regarding their ability to organize and per-

form daily works required to obtain successful perform-

ance [7]. All three participants are efficacious.

6.8. Need for Autonomy and Empowerment

The need for autonomy is innate in all human beings and

a frustration of this need will lead to maladaptive behave-

ior. Self management and choice is important to all the

participants with Noel having a greater need for auton-

omy. Performance-mastery approach is important in this

case as to be autonomous within the organization the

workers must show a sense of task performance and

mastery before full task confidence is bestowed unto

these workers. Noel stated that “I am driven by the task

ahead and always want to do my best, trying to avoid

failure. I don’t need anyone to tell me what to do espe-

cially in my current job as I tend to use my own initiative

where necessary and if allowed to do so”. Laketa stated

that “They allow me to make decisions, they give me

some of the responsibilities and I like that. I feel moti-

vated, respected and feel that I can be trusted.” Samantha

is keen on autonomy based on the interview results as

she stated that she likes to do things on her own fre-

quently.

6.9. Intrinsic Motivation

Noel is intrinsically motivated and stated in the interview

that “Money by itself does not motivate me” “Self De-

termination Theory assumes that people are by nature

active and self motivated, curious and interested, vital

and eager to succeed because success itself is personally

satisfying and rewarding”, Deci et al. [8] “I am intrinsic-

cally motivated in the sense that I have the drive, passion,

determination and will power to carry out certain func-

tions within the work environment, as well as throughout

my daily life”. These strong statements obtained from the

interview suggested that Noel is determined and intrinsi-

cally motivated.

6.10. Extrinsic Motivation

[8] states that extrinsic motivation involves engaging in

an activity because it leads to some separate consequence.

“I do tasks outside of my normal duties based on the fact

that I may be compensated or somehow rewarded by

getting overtime”; and “I might push myself during cer-

tain periods because I need the bonus near Christmas and

during March” are arguments to suggest that Samantha

and Laketa are motivated extrinsically.

7. Possible Motivation Problems

Based on the administration of the Questionnaires and

the interviews conducted, it is clear that Laketa and

Samantha have motivation problems while Noel is highly

motivated. Laketa is high on ownership and low on

competence, achievement, recognition and meaning.

While it is desirable to have Laketa “owning” her object-

tives and her work, thus being self-motivated to deliver

and achieve, it may lead to problems in the long run.

People such as Laketa who crave ownership may ex-

perience what Spritzer calls a “psychoanalytic notion of

desire, with overtones of erotic possession”. Laketa’s

work environments is always placing her under pressure

to improve, this will put pressure on her desire for com-

petence which is already low.

Samantha is low on competence according to the

Spitzer motivation self assessment and scored in the yel-

low light category (31 - 45), which means that she has

some motivation problems. According to Oldham et al.

[9] low task competence reduces intrinsic motivation,

whereas attributions of personal causation and positive

Open Access JHRSS

C. NEVINS-BENNETT

Open Access JHRSS

competence information enhance intrinsic motivation”.

This is further confirmed by the interview as she is more

extrinsically than intrinsically motivated. Being extrinsi-

cally motivated has its disadvantages and Samantha may

have problems with company loyalty, trust and job satis-

faction. Samantha is always given tasks that are outside

her area of competence as stated in the interview. Since

she has a high desire for “meaning”, this may lead to job

dissatisfaction.

Noel has a high need for achievement which may be

problematic in the future. His need for achievement is

connected with a sense of success that can be quite

short-lived, leading into almost obsessive repetition of

achievement. While it is obvious that he is a good em-

ployee, his thirst to achieve at all cost and become highly

recognized may cause Noel to behave inconsiderably to

the needs of others. Noel is highly motivated and has a

strong desire for power. Power at work is often aligned

with position, expertise and personal charisma. The

problem which exists is that he is not empowered enough

on the job. Demotivators for Noel are the bureaucratic

redtape and organizational politics that hinders his per-

formance.

8. Strategies to Deal with Motivation

Problems

 Employees must not indulge in self-limiting thinking,

but think empowering, expansive thoughts. This will

allow them to gain recognition

 Choose to be happy. Commit yourself to happiness

and positive thinking because happy people are easily

motivated. Never quit when you experience a setback

or frustration. It is said that happiness leads to greater

wellbeing, low absenteeism, and increased job satis-

faction.

 Identify and eliminate demotivators

 Keep productively busy. In motivating organizations,

employees should leave work feeling that they ac-

complished something worthwhile. Ask your em-

ployers to delegate responsibility and authority which

is one of the fundamental ways to become motivated.

With more responsibility and authority, employees

will begin to act more like owners.

 Don’t become passive within the organization, but

carry out self-improvement activities as a means of

improving your job.

 Make work fun and enjoyable, but balancing such en-

joyment with increased productivity.

 Job rotations, job sharing, and temporary work as-

signments are some of the ways to add variety.

9. Conclusion

In order to heighten motivation at work, all three em-

ployees must become more engaged, and dig in for their

inner strength, drive and will-power to carry on. The

most important aspect is to engage in work functions and

activities which are most important for them and makes

them happy, because well-being leads to greater organ-

izational productivity.

10. Future Research

For future research, the sample size of future studies may

be larger to determine how motivation in the work envi-

ronment is viewed by gender differences. Further re-

search could also look at the association of motivation

styles, symptoms and the motivation desired on per-

formance within the organization.

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