faculty of business administration … pg... · 2015-09-16 · this project work has been approved...

THE ROLE OF TANGIBLE AND INTANGIBLE MOTIVATIONAL

REWARDS IN THE PUBLIC SECTOR

NDUBUKA OLAMMA EVANGELINE

REG NO: PG/MBA/11/60586

THE ROLE OF TANGIBLE AND INTANGIBLE MOTIVATIONAL REWARDS

IN THE PUBLIC SECTOR

(A CASE STUDY OF STATE PRIMARY EDUCATION BOARD- SPEB –

DEPARTMENT OF MANAGEMENT

FACULTY OF BUSINESS ADMINISTRATION

Okey ijere

Digitally Signed by: Content manager’s Name

DN : CN = Webmaster’s name

O= University of Nigeria, Nsukka

OU = Innovation Centre

(A CASE STUDY OF SPEB UMUAHIA)

BY


REG NO: PG/MBA/11/60586

DISSERTATION SUBMITTED

TO



UNIVERSITY OF NIGERIA, NSUKKA

ENUGU CAMPUS.

SEPTEMBER, 2012

TITLE PAGE

THE ROLE OF TANGIBLE AND INTANGIBLE MOTIVATIONAL

REWARDS IN THE PUBLIC SECTOR

(A CASE STUDY OF STATE PRIMARY EDUCATION BOARD-

SPEB – UMUAHIA)

BY


REG.NO: PG/MBA/11/60586

BEING A DISSERTATION SUBMITTED IN PARTIAL

FULFILMENT FOR THE AWARD OF DEGREE OF MASTERS IN

BUSINESS ADMINISTRATION (MBA) IN MANAGEMENT



UNIVERSITY OF NIGERIA, NSUKKA

ENUGU CAMPUS

SEPTEMBER, 2012.

APPROVAL PAGE

This project work has been approved for the award of Masters in Business

Administration (MBA)

……………………….. ……………………..

DR. AGBAEZE, E. K. Date

(Supervisor)

………………………. …………………….

DR. EZIGBO, C. A. Date

(Head of Department)

DEDICATION

This work is dedicated to God Almighty, Mrs. V. Churize and Mr.

Nwokenya Emmanuel

ACKNOWLEDGEMENT

I am profoundly grateful to the Almighty God, who through his

infinite mercy, protection and guidance I have achieved this.

I owe a very special note of indebtedness to Dr. Agbaeze E. K. who

did not only give me this suitable topic in which dearth or paucity of data is

less pronounced but also gave me expert supervision (guidance) and took the

pain of pointing out errors and making comments.

Indeed, it would be that without him, this book would never have been

possible.

My heartfelt gratitude extends to my Head of Department Dr. Ezigbo

C. A., to the Dean of Faculty of business Administration Professor

Ugwuonah G. E. and to the following lecturers in the management

department, Dr. Ugbam O. C., Dr. Onwumere, Dr. Nnadi Chukwuemeka,

Dr. Chukwu B. I., Dr. Kodjo, S. N., Dr. Mrs. Modebe, Prof Onah J. O. and

finally Professor Ewurum U. J. F., whose ‘never-rivaled’ lectures has

imbibed my interest in specializing in the field of ‘management’ at the

expense of ‘marketing’ which was my intended area of specialization.

Finally, I express my gratitude to my saviour and rescuer Nwokenya

Emmanuel O. who was the instrument for the successful completion of this

programme you remain indelible in my heart.

I, the author of this book accept all shortcomings that may be so

contained in it as entirely my responsibility.

Ndubuka Olamma E.

Department of Management,

Faculty of Business Administration,

School of Post-Graduate Studies (MBA)

University of Nigeria

Enugu Campus

CERTIFICATION

This is to certify that this research work by Ndubuka Olamma

Evangeline with Registration Number PG/MBA/11/60586 presented to the

Department of Management was submitted in partial fulfillment of the

requirements for the Award of Masters in Business Administration (MBA)

Degree in Management. The work embodied in this thesis report is original

and has not to the best of my knowledge been submitted in part or full for

any diploma or degree of this or any other university.

....................................... ………………….

Ndubuka Olamma E. Date

……………………….. ………………….

Dr. Agbaeze, E.K Date

………………………… ………………….

Dr. Ezigbo, C.A Date

(Head of Department)

………………………… ………………….

External Examiner Date

ABSTRACT

This study is on the role of tangible and intangible motivational rewards in

the public sector with the case study on State Primary Education Board

(SPEB) Umuahia. This is with a view to identifying some of the challenges

that have hindered the motivation of staff in the public sector. The major

problem of the study was that attention was given to tangible motivational

factors salary, comfortable office among others while intangible

motivational factors were ignored such as job enrichment, job enlargement,

delegation of challenging task etc. The study aimed at investigating the

impact of tangible and intangible rewards on the performance of employees,

level of motivation of public sector employees and the effectiveness of the

methods of motivation in the public sector. The methodology adopted

involves the use of primary data through structured questionnaire collected

from samples of 145 respondents randomly selected. The data obtained were

analyzed using the descriptive method to explain the relationship among

variables. The data were further subjected to Z-test statistical tool in testing

the hypotheses from which the position of the research study was

established. Major findings of the study showed that tangible and intangible

motivational rewards are important in the achievement of organizational

goals. Motivational tools such as money, good welfare package, bonus,

promotion, job rotation, job enlargement, job enrichment, etc are used for

the purpose of motivating employees to enable them show great

commitment towards the achievement of organizational goals and

objectives. It further showed that both tangible and intangible motivational

tools must be used together in order to actually motivate employees and

increase productivity. We recommended that government and school

authorities should ensure that staff are sent for course training, from time

to time,, prompt payment of salary of staff, tangible and intangible

motivational tools should be employed together and personnel policies

should be reviewed in line with changes in the work environment. We

therefore conclude that government and school authorities should consider

training and prompt payment of salary in order to motivate staff and achieve

their goals and objectives.

TABLE OF CONTENTS

Title page - - - - - - - - i

Approval page - - - - - - - ii

Dedication - - - - - - - - iii

Acknowledgement - - - - - - iv

Certification - - - - - - - v

Abstract - - - - - - - - vi

Table of contents - - - - - - - vi

CHAPTER ONE

1.1 Background of the study - - - - - -

1.2 Statement of the problem - - - - - -

1.3 Objectives of the study - - - - - -

1.4 Research Questions - - - - - -

1.5 Hypotheses - - - - - - - -

1.6 Significance of the study - - - - - -

1.7 Scope of the study - - - - - - -

1.8 Definition of Terms - - - - - -

CHAPTER TWO: LITERATURE REVIEW

2.1 The Concept and Definitions of Motivation - - -

2.2 Types of Motivation - - - - - -

2.2.1 Positive Motivation - - - - - -

2.2.2 Negative Motivation - - - - - -

2.2.3 Intrinsic Motivation - - - - - -

2.2.4 Extrinsic Motivation - - - - - -

2.3 Self-Motivation or Attitude Motivation - - -

2.4 Group Motivation - - - - - - -

2.5 Motivation - - - - - - - -

2.5.1 Abraham Maslow’s Hierarchy of Needs Theory - -

2.5.2 Herzbergs Two-Factor Theory - - - - -

2.5.3 McGregor’s Theory ‘X’ and ‘Y’ - - - -

2.5.4 McClellands Achievement Theory - - - -

2.5.5 Expectancy Theory - - - - - -

2.5.6 Equity Theory - - - - - - -

2.5.7 Reinforcement Theory - - - - - -

2.5 Motivational Theories as Applied to the Nigeria workers

(Employees) - - - - - - - -

2.6 Enhancing motivation organization - - - -

References - - - - - - - -

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Research Design - - - - - - -

3.2 Location of Study - - - - - - -

3.3 Sources of Data - - - - - - -

3.3.1 Primary Sources - - - - - - -

3.3.2 Secondary Sources - - - - - -

3.4 Population - - - - - - - -

3.4.1 Sample and Sample Determination - - - -

3.5 Instrument - - - - - - - -

3.6 Data Collection procedure - - - - -

3.7 Method of Data Analysis - - - - -

CHAPTER FOUR

ANALYSIS AND INTERPRETATION OF DATA COLLECTED

THROUGH QUESTIONNAIRE

4.0 Introduction - - - - - - -

4.1 Questionnaire Administration - - - - -

4.2 Questionnaire analysis - - - - - -

4.2.1 Demographic Data - - - - - - -

4.2.2 Section B - - - - - - - -

4.3 Test of Hypotheses - - - - - -

CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMEND-

ATION

5.1 Major Findings - - - - - - - -

5.2 Conclusion - - - - - - - -

5.3 Recommendations - - - - - - -

Biblography

Appendix

Questionnaire

CHAPTER ONE

1.1 BACKGROUND OF THE STUDY

It is obvious that both private and public sector organizations have

goals and objectives to be achieved. The management of the organization

needs to put together or harness its scarce resources in order to achieve its

goals and objectives such as machine, money, man, and material. However,

the most important resource in any organization is the human resource

(Drucker, 1974).

This is so because man has a feeling and he also galvanizes all other

resources of the organization into action.

Generally speaking, it is truism to say that in all organizations in the

world that the performance of employees shows how committed and

motivated they are. The rewards received by employees for their

contributions towards the achievement of the organizational goals and

objectives can increase or decrease the morale of the organizational staff.

Succinctly put, inadequate rewards or compensations demoralizes

employees, thus leading to lack of motivation, job dissatisfaction

absenteeism and industrial conflict (Gbosi, 2007).

The work place generally provide a meeting point, where both

employers and employees come together to meet their interests. Ironically,

their interests conflict substantially (CIPMN, 2007).

Harmonious and peaceful co-existence is achieved when there is a

reasonable reconciliation of those opposing interests. Where otherwise are

the case, agitation and exceptions which disrupt operations reign supreme.

The latter has been the issues of Nigerian Public Sector. The public sector

staff has to embark on industrial actions following government inability to

create enabling environment for their welfare to be enhanced.

It is against this back ground that this study seeks to address the role

of tangible and intangible motivational rewards in the public sector.

1.2 STATEMENT OF THE PROBLEM

It is incontrovertibly true that, human beings remain the most

important resources of an organization. Also no organization can achieve its

goals and objectives without human beings. Thus, there must be proper

harmonization of employers and employees interests in order to gain

commitment of employees which will lead to symbiotic relationship between

employers and employees in the course of achieving organizational goals

and objectives.

Productivity will be on the increase when employees are well

motivated by good condition of service, salary, welfare packages and good

enabling environment. However, the changing nature of the feelings of

human beings always made it difficult to identify the actual motivating

factor of human beings. Also it is obvious that, different employees have

different needs and until these needs are identified and satisfied employees

are not motivated.

However, it appears that public sector employees are not motivated

because attention was only given to tangible motivational factors salary and

comfortable office among others while intangible motivational factors were

ignored such as job enrichment, job enlargement, delegation of challenging

tasks etc. It takes both tangible and intangible motivational rewards to

actually motivate employees to show high level of commitment towards the

achievement of organizational goals and objectives.

Besides, there are no doubts that there are remarkable consequences

of ignoring to assess the role of tangible and intangible motivational rewards

in the public sector. Consequences could range from high job turnover

through industrial conflict to low productivity also leading to unsatisfied

customers, low return on investment and business failure. It is against this

background that this study seeks to assess the role of tangible and intangible

motivational rewards in the public factor.

Finally, considering the huge amount of money spent by organization

in its course of operations, made it imperative for management to seek

maximum commitment from employees. Thus, management must identify

both tangible and intangible factors that can actually motivate employees to

bring out their best in the course of achieving the organizational goals and

objectives.

1.3 OBJECTIVES OF THE STUDY

The aim of this study is to investigate the:

1. Impact of tangible and intangible rewards on the performance of

employees in the public sector

2. Level of motivation of public sector employees

3. Effectiveness of the methods of motivation in the State Primary

Education Board. (SPEB).

1.4 RESEARCH QUESTIONS

The study is expected to provide answers to the following questions:

1. How do government and school authorities motivate academic staff of

the State Primary Education Board?(SPEB)

2. In what way does motivation affect productivity of academic staff of

State Primary Education Board (SPEB)?

3. To what extent do tangible and intangible rewards actually motivate

staff?

1.5 HYPOTHESES

The following hypotheses are formulated to guide and determine the

answers to the research questions. The hypotheses are stated in the null

form.

1. Ho: There is no significant relationship between motivation and

productivity of academic staff of State Primary Education Board

(SPEB)

2. Ho: There is no significant relationship between promotion and

workers’ morale among academic staff of State Primary Education

Board (SPEB)

3. Ho: There is no significant relationship between tangible and

intangible rewards and staff motivation.

1.6 SIGNIFICANCE OF THE STUDY

This topic is yet to be fully researched into. It is aimed at reducing or

bridging the gap that exist in the knowledge as a result of little research on

this topic.

For the organization being studied, it will enable it to develop or

formulate good and effective policies, know the best motivational tools to

adopt, improve productivity and how to effectively use both tangible and

intangible rewards to increase the morale of employees. It will also

contribute effectively to existing literature on the effectiveness of tangible

and intangible rewards.

The staff will also benefit from this study as it will let them have an

insight into the effective tools of motivation.

1.7 SCOPE OF THE STUDY

This study is restricted to the State Primary Education Board (SPEB).

A survey of a large sector would have been desirable in this study. But the

researcher has been limited by a number of factors that have constituted a

constraint to this study. Such factors include:

1. The time within which the work must be submitted.

2. The limited available financial resources at the disposal of the

researcher.

3. Lack of textbooks in the school library also accounted for limitation in

this study.

1.8 DEFINITION OF TERMS

In this study we choose to define the following terms:

- Rewards system: this consist of all organizational components,

including people, processes, rules and procedures and decision –

making activities – involved in the allocation of compensation and

benefits to employees in exchange for their contributions to the

organization

- Reward: is referred to as compensation and benefit given to

employees for their contributions to the attainment of organization’s

goals and objectives.

- Tangible reward or compensation: Consists of rewards that have a

definite value, such as pay, pension plans, life and health insurance

and vacations.

- Intangible reward or compensation: refers to rewards whose value

is less easily defined, such as status symbols, opportunities to be

creative and self esteem.

- Public Sector: In this study we are interested in State Primary

Education Board (SPEB), which is a sub-sector of the public sector.

CHAPTER TWO

LITERATURE REVIEW

The purpose of this chapter is to critically examine the works of

acknowledged authorities on the subject matter.

People are motivated to work either because of the financial rewards

or because they enjoy the work. Fredrick Taylor advanced the theory of

motivation through financial rewards. In his opinion, workers could be

motivated to perform by wage incentives, Akpala (1990:114). By doing this

work, the contract of employment demands that the worker be paid. Some of

the most commonly employed organizational rewards are salary or wages,

promotion, fringe benefits, status symbol, and special awards and

certificates,(Feldman and Arnold , (1983:169).

Most organizations attempt to tie pay to performance. This is natural

because no employer will pay someone for doing nothing. However, when

increased productivity is desired, there is need to motivate the workers

effectively to increase their output to achieve the organizations goals and

objectives.

2.1 THE CONCEPT AND DEFINITIONS OF MOTIVATION

The concept of motivation was given more recognition by stoner in

1978 in his work on employee productivity in organization. He discovers

that employees could still retain their jobs by working at less than 20% of

their maximum capacities. His conclusion therefore was that only few

employees (in the United States) were working up to their maximum

capacity. Since then, management of enterprise devoted more attention in

developing effective ways of mobilizing their employees’ willingness to

work, for increased productivity.

Motivation has been defined as “a psychological drive that directs

someone towards an objective, Hodgett (1989:40).

Another definition by Kreitner (1980:301) sees motivation as “a

process that arouses channels, sustains, and gives people’s behaviour

purpose and direction”.

Hence, motivation is concerned with both “how” and “why” people act the

way they do. The “whys” of behaviour are called motives, which can only be

enforced.

They are needs, wants, impulses or drives within an individual.

Motives tend to arouse and maintain activity and determine the direction of

an individual’s behaviour. Motives prompt people to action and they are

directed towards goals. Thus, if workers perceive high productivity as a path

leading to the attainment of one or more of their preferred goals, they will

tend to be highly productive.

Donnelly (1992:308), he explains that from a manager’s perspective, a

person who is well motivated usually works hard; sustains a pace of hard

work and has self-directed behaviour towards important goals. He also

maintained that motivation thus involves effort, persistence and goals.

The above may explain why Pearce (1991:393) states that “when a

person’s performance is determined to be unsatisfactory, low motivation is

often considered the problem”. He explains that in some cases, this may be

true, but, however, performance problems are not automatically caused by

low levels of motivation. Other factors such as shortage of resources or lack

of skills may be the cause of poor performance and it is important not to

conclude that performance difficulties are motivation problems.

Some sociologists often contend that motivation is the ‘why’ of

human behaviour. Hick et al (1981:113) admonishes that a sound

motivational system for management should be based on sociological

principles, the practices of the enterprise, and convictions concerning the

ends of man. Managers must attempt to understand their subordinates in

order to select intelligently effective elements of a motivational system to be

applied to each individual.

Individuals have some things in common, for example, physical,

social and growth needs, except that the strength of these needs varies from

person to person and from time to time. The behavioural scientists state that

needs express themselves in different ways in different cultures. The average

need structure differs from country to country because different countries

teach different values and bahaviour. Balesco et al (1981:85) “the basic fact

is that needs lie behind human behaviour, hence it is necessary to know

about them as to know why people do what they do in any situation of

interest”.

The encyclopedia explained that the word “motivation” comes from

the latin word “movere” meaning “to move”. In the present context,

motivation represents the psychological processes that cause the arousal,

direction and persistence of voluntary actions that are goal-directed

(Mitchell, 1982:81). Kreitner and Kinicki (200:205) define motivation as

psychological processes that arouse and direct goal-directed behaviour. The

implication that it refers to the springs of action seems evident in such

phrases or words as motive power, motive force, automotive and the likes.

Nickson (1978:77) states that “motivation comes from within a person

and cannot be imposed”. Perhaps a better work for what a manager does in

this field would be inducing as he has to induce a spirit of motivation into

his people. The essential fact is that a manager must get things done through

his people and he can be effective if they were motivated to be effective”.

In the words of Agbato (1980:35), “motivating is one of the simplest

and yet so complex of a manager’s jobs. It seems simple because people

tend to be basically motivated or driven to behave in a way that leads to

rewards. Therefore one of the determinants of behaviour is motivation. It is

that which moves one towards a goal: thus motivation plus behaviour equals

performance. “Hence, a manager who is concerned with performance is a

manager concerned with motivation”. He went further to explain that in

essence, motivational programmes in an organizational setting try to create

conditions that encourage workers to satisfy their needs while accomplishing

company objectives.

In his opinion, Sikula (1979:4) states that “a universal meaning has

been associated with the concept of motivation. This is because the term

‘motivation’ is used in a variety of ways by different people depending on

individual academic background”.

In his own contribution, Koontz (1982:395) states that “managing

requires the creation and maintenance of an environment in which

individuals work together in groups towards the accomplishment of a

common objective, and a manager cannot do this job without knowing what

motivates people”. He went further to explain that “motivation is a general

term applying to the entire class of drives, desires, needs, wishes, and

similar forces …. To say that managers motivate their subordinates is to say

that they do those things which they hope will satisfy these drives and

desires and induce the subordinates to act in a desired manner”.

Moreover, Ejiofor (1987:208) asserts that “motivation is the process

of influencing employees or subordinates to work for a cause desired by the

motivator or leader - - - - Motivating must therefore be distinguished with

the good disposition of an individual or group, a disposition which need not

necessarily result in working for a cause desired by the leader.

Consequently, an informal group conversing convivially when the boss is

away is happy but necessarily motivated - - - “

Having gone thus far in defining motivation, the researcher is of the

view that there are a lot of opinions by a lot of management authorities

concerning motivation. And this might have been the reason why Akpala

(1990:113 – 114) while discussing on how motivation is to operate, states

that “human beings have complex characteristics hence human needs that

condition human behaviour are equally complex with a lot of variations.

Because of these, motivation as part of the directing functions in

organizations is equally complex for understanding and operation. The result

is that motivation has faced a lot of thoughts and research as to how it

operates in organizations”.

A very basic and simplified model of motivation is shown below. This

suggests that stimulus, such as hunger (physical) the desire for company

(social) gives rise to a response takes the form of some kind of behaviour,

which leads to an outcome, which is either satisfactory or unsatisfactory.

Where the behaviour is appropriate, satisfaction is achieved. Where it is not,

the stimulus remains in the form of frustration, and the process begins again.

Physical need/drive Behaviour Satisfaction/Frustration

Stimulus Response Outcome

Social/intellectual Behaviour Satisfaction/Frustration

Emotion

(The basic model of motivation)

Understanding human motivation is a complex matter. Sometimes a person’s

motives may be clear to him, but quite puzzling to others. In other situations

both the individual and those affected by his behaviour understand what is

driving him. In some situations, especially where stress is involved, the

individual concerned may be totally unaware for those motives, whereas

others may see them quite clearly. It is important for those in managerial and

supervisory positions to be aware of these issues, and to take account of their

own prejudices in this area of their work. This is because our efforts to

understand others are coloured by our attitudes towards them and the

assumptions we make about their behaviour. If we assume that a particular

group of workers is hardworking and reliable, we tend to treat them with

respect and trust. If however, we see them as lazy and unreliable, we are

likely to treat them as requiring close control and supervision.

2.2 TYPES OF MOTIVATION

- Positive motivation

- Negative motivation

- Intrinsic motivation

- Extrinsic motivation

2.2.1 Positive Motivation

Positive motivation or incentive is generally based on reward,

Filippo(1976:485) views it as a “process of attempting to influence others to

do your will through the possibility of gaining or reward”.

The researcher believes that people are more prompted to wok hard if

the incentive in the form of praise, prestige, promotion and payment is

commendable.

2.2.2 Negative Motivation

This is based on force and fear. Fear makes a person to act in a certain

manner because he/she is afraid of the consequences of non-compliance. If

workers do not work they are threatened with lay-off, demotion or

termination;

a) Through its use, only the minimum of effort is put in, just to avoid

punishment

b) The imposition of punishment frequently results in frustration among

those punished; leading to the development and emergence of difficult

employee who exhibits certain maladaptive behavioural pattern such as

creates a hostile state of mind, and an unfavourable altitude to the job.

Moreover, it may result in lower productivity, because it tends to dissipate

such human assets as loyalty, co-operation and the spirit of teamwork.

2.2.3 Intrinsic Motivation

Intrinsic motivation is concerned with the feeling of having

accomplished something worthwhile that is the satisfaction one gets after

doing one’s work well. These include praise, responsibility, recognitions,

esteem, power, status, competition and participation.

2.2.4 Extrinsic Motivation

Extrinsic motivation involves external motivators which employees

enjoy like pay, promotion, status, fringe benefits, retirement benefits, health

insurance scheme, holidays and vacation etc. usually these motivators are

associated with financial rewards.

2.3 SELF-MOTIVATION OR ATTITUDE MOTIVATION

A manager should first motivate himself before he can motivate

others. One must overcome one’s material inertia. One of the most common

deterrents to human action is that of a tired feeling. This tired feeling is due

to emotional reaction within oneself. Lillis rightly observed. “If we adopt as

part of our philosophy that nothing is ever done finally if and right; we will

go far towards reducing anxiety and inner conflict in at least two ways, first,

it will keep us from getting discouraged and help us to recover from failures

or set backs on the road to established goal”. Secondly, it will keep us from

resting on our laurels when we feel our goals are attained. Although you

may feel you have reached the ultimate of perfection, you are due for a sad

awakening if you think you know all the answers, for change and progress

never stop. You will find yourself left behind unless you continue to

improve, says Lillis (1958:657).

The research work believes that, a person can motivate himself by

setting certain attainable objectives and goals and working towards their

successful achievement.

2.4 GROUP MOTIVATION

The motivation of a group is as important as self-motivation. Others

can be well motivated, when they are informed of ideas, plans or intention of

the system. As Mamoria (1976:65) put it, nothing can be done, no act can be

undertaken, no decision made, no thinking process brought to encouraging

people to feel involved in their work, and by giving them an opportunity to

improve their performance and by complimentary or praising them.

The greatest returns can be obtained when each member of a group is

properly motivated. Hence, motivation must be used in one’s day-to-day

activities.

2.5 MOTIVATIONAL THEORIES

In an attempt to explain how the motivational process works in

organization, several thoughts have been directed towards the concept and

this has led to the propounding of many motivational theories, some of

which are reviewed. The following theories are known as the ‘CONTENT

THEORIES’ because they focus on the needs, drives or triggers human

behaviour in the work place.

2.5.1 Abraham Maslow’s Hierarchy of Needs Theory

Abraham Maslow postulates the theory, which proposed the following

about human behaviour:-

a) Man is a wanting being – as soon as one of man’s needs is

satisfied, another appears in its place. The process is unending and

continues from birth to death.

b) Man’s need is arranged in a series of hierarchy.

Immediately needs on a lower level are reasonably satisfied, those on

the higher level emerge and demand satisfaction. Thus needs do not have to

be completely satisfied before high needs emerge. Rather, a sufficient and

not necessary a maximum or optimum level of satisfaction is acceptable.

The hierarchy is in the following ascending order:

- PHYSIOLOGICAL NEEDS: These are the basic needs of food,

shelter, clothing and sex.

- SAFETY NEEDS: These include security and protection of life and

property

- SOCIAL/LOVE NEEDS: This relates to one’s desire to be accepted

by one’s peers and to develop friendship

- ESTEEM NEEDS: The emphasis is one one’s desire to have positive

self-image and to receive recognition, attention and appreciation by

others for one’s contribution.

- SELF-ACTUALIZATION NEED: The ultimate need concerned with

the development of an individual’s potential and fulfillment.

Represented below in a pictorial form:

Maslow’s Hierarchy Pyramid of Needs

A satisfied need is not a motivator. This implies that only unsatisfied

needs motivate behaviour or exert any considerable force on what an

individual does.

Once a certain need is satisfied, it lowers its potency as a motivator, Maslow

(1954:17).

Self-

Actualization

Esteem Need

Social Needs

Safety Needs

Physiological/Biol

ogical

Maslow also notes that those needs which are largely unsatisfied tend

to create within people and lead them to behave in ways aimed at reducing

the tension and restoring internal equilibrium.

Like many other theories, several writers have criticized Maslow’s

need theory. Their criticisms were based on their claim that the theory

lacked supportive research evidence. For instance, Wahba and Bridwell

(1970:50) argue that there is no clear evidence that human needs are

classified into five distinct categories or that these categories are structural in

hierarchy. In the words of Alderfer (1972:43), for example, argues that

individual needs were better explained as being on a continuum, rather than

in a hierarchy. He considered that people were likely to move up and down

the continuum in satisfying needs at different levels.

Drucker (1974:67) comments that Maslow had not recognized that

when a want is satisfied, its capacity to motive has changed. An initially

satisfied want that was not sustained could, on the contrary become counter-

productive and act as a disincentive.

However, despite these criticisms, most scholars agreed to its

relevance. They theory has also succeeded in drawing the attention of

managers in organization to the existence of employees’ needs and teaches

them that a fulfilled need does not motivate an individual. Akpala

(1990:104). This research work agrees with both Wahba and Co. and

Akpala.

2.5.2 HERZBERGS TWO FACTOR THEORY

Herzberg’s (1959) studies, concentrated in satisfaction at work. In the

initial research some 200 engineers and Accountants were asked to recall

when they had experienced satisfactory feelings about their jobs following

factors tended to lead to job satisfaction, whereas others led frequently to

dissatisfaction. The factors giving rise to satisfaction were called

MOTIVATOR. The ones giving rise to DISSATISFACTION were called

hygiene factors. These studies were later in (1968) extended to include

various groups in manual and clerical groups, where the results were

claimed to be quite similar.

The most important motivators or satisfiers to emerge the following:

- Achievement

- Recognition

- Work itself

- Responsibility

- Advancement

- Salary

- Interpersonal Relations – Supervision

- Working conditions.

Herzberg notes that these factors were more related to the context, or

environment, of work than its content. When in line with employee

requirement, such factors could smooth the path of working life, but in a taken

– for-granted way. When these factors were out of line with employees’

expectations, they could be a source of difficulty and complaint, and definitely

provided grounds for dissatisfaction at work.

This lack of a positive aspect to these factors led herzberg to call them

‘Hygiene’ because whilst they contributed to the prevention of poor

psychological health, they did not make a positive contribution to employees

sense of well being, at least it in any lasting way. The key distinction between

the motivators and the hygiene factors can only serve to prevent

dissatisfaction. To put it in another way, if motivators are absent from the job,

the employees are likely to experience real dissatisfaction. However, even if

the hygiene factors are provided for, they will not in themselves being about

substantial satisfaction. Hygiene, in other words, does not positively promote

good health, but only acts to prevent ill health.

Herzberg’s motivation – hygiene theory was generally well received

by some practicing managers and consultants for its simplicity and vivid

distinction. But the ideas were well received by fellow social scientists,

mainly on grounds of doubt about:

a) Their applicability of it to non-professional groups and,

b) His use of the concept of ‘job satisfaction’, which they argued is not

the same thing as ‘motivation’.

2.5.3 McGREGOR’S THEORY ‘X’ AND ‘Y’

Douglas McGregor in his theories emphasized the importance of

management philosophies on the general climate prevailing in the

organization, which could exert positive and negative influence on workers

productivity. He looks at the various approaches to managing people in

organization and concluds that the styles or approaches to management used

by people in authority could be examined and understood. In the light of a

manager’s assumption about people, he suggests that a manager’s

effectiveness depends largely on the frequent effects on these assumptions,

his attempt to manage or influence others. He presents two opposite sets of

assumptions that were implicit in most approaches to management. These

were theories X and Y, which represent extremes or boundaries on a

spectrum of assumption.

Theory X

This represents management traditional view of man and constitutes

bulk of managerial practices. It assumes that the average man has an

inherent dislike for work and will avoid it if he can. Because of this, most

people must be coerced, controlled, directed, and threatened with

punishment to get them put in adequate effort towards the advancement of

organization objectives. The average human whilst to avoid responsibility,

has relatively little ambition and want security above all, McGregor

(1960:33 – 34).

From this assumption, McGregor notes that managers who belong to

this school of thought believe that workers can only be motivated like the

proverbial donkey with a carrot in front and stick behind. He concludes by

stating that workers are lazy thus requiring close and strict supervision.

Moreover, apart from money, other factors like recognition of achievement,

informal groups, possibility of personal growth and development are also

strong motivations. In management system based on theory X assumption

innovation and decision – making are solely the responsibilities of top

management in such establishment. Work therefore, becomes unchallenging

and uninteresting to the workers leading to dissatisfaction and loss of moral.

Theory Y

Following a research conducted to check the validity of theory X,

McGregor also proposes an opposite theory called theory Y. The theory

states that the individual enjoys play and rest that he will assume

responsibility quite freely, exercise self-direction and control. Thus theory Y

encourages that managers should re-arrange their assumptions, thinking and

methods so that the organization and individual goal should synchronize.

Organizations where theory Y is practiced is involved in participative

management , in that, these organizations would readily distribute

responsibility and would want their managers and staff to be consciously

involved in setting goals for themselves, and their organization. In other

words, workers are encouraged to fulfill their ambitions and those of

organization by developing their innate potentials. This kind of management

system leads to the development of positive work attitude and increased

productivity of the workers.

Some writers believe that theory X is pessimistic, static, rigid, and

control is primarily eternal that the superiors impose it on the subordinates

whereas theory Y is optimistic, dynamic and flexible with emphasis on self –

direction and the integration of individual needs with the demands of the

organization.

In the opinion of some scholar, Theory X particularly suits Nigeria at

this point of its economic and social development. They argue that the major

drag to effectiveness and efficiency in Nigeria is not necessarily shortage of

manpower but in ability, unreadness and unwillingness of the available

manpower to exert itself in its work situation particularly in public service.

They observed that the military government in the country between 1984

and 1985 shows enough evidence that the assumptions of theory X suits

Nigeria as its present stage; Akpala (1990:30). This research work wishes

manages to be dynamic and flexible in the application of both theories

according to situation at hand.

Actually, in real life situation, a blend of the two theories is more

likely to provide the best prescription for effective management.

2.5.4 McCLELLANDS ACHIEVEMENT THEORY

David McClelland develops a concept of motivation based on the

human need for achievement. He postulates that people with a high need for

achievement have a compelling desire for success and an equally intense

fear of failure. He suggests that a person with a high need for achievement

would make it easier for him to work in some situation than others;

McClelland (1962:48).

Characteristics of such a person are:

1. He prefers task which make him responsible for the outcome.

2. He sets moderately difficult but achievable goals for himself.

3. He takes “calculated” risks, but he is not likely to be a coin tosser.

4. He likes specific and prompt feedback on how he is doing (whether

successfully or otherwise)

5. He tends to be restless, works long hours and does not worry unduly

about failure, if it happens.

6. He is his own man and tends to run his own business

7. He prefers competent co-workers despite his personal feelings about

them.

In the evaluation of the above characteristics, it can be inferred that a

person with a high “n’ Arch” is a highly motivated person who would have no

difficulty in attaining self-actualization stage as postulates by Abraham

Maslow.

The most significant aspect of McClelland’s “n’Arch” theory is his

claim that the achievement motive can be developed and taught to under-

achieving persons or groups in various organizations and cultures.

2.5.5 EXPECTANCY THEORY

Expectancy theory is one of the most widely acclaimed and validly

substantiated approaches to motivation. Vroom (1964:230) states that a

person’s desire to produce at any given time depends on his particular goal

(expectancy) and perception of the relative worth of his performance

(valence) as path to the attainment of these goals. Thus the expectancy

theory views productivity as a means to satisfaction.

In other words, Vroom says that a person’s motivation towards an

action is determined by his anticipated values of all the positive and negative

outcomes of the action multiplied by the strength of the person’s expectancy

that the outcome would yield the desired goals. Vroom’s theory can be state

thus:

Motivation force = Valence x Expectancy

Hence, if workers perceive high productivity as a path leading to the

attainment of one or more of their preferred goals, they will try to be highly

productive.

The Expectancy theory is a contingency theory in that it recognizes

that there is no universal method of motivating people. Also, it highlights the

fact that individuals have personal goals different from organizational goals.

It therefore stresses that employees bring various personal needs, values and

aspirations to the organization and that the management has the

responsibility of harmonizing these needs and also ensure their simultaneous

satisfaction. It is therefore pertinent to recognize the complex and multi-

variant factors operating within individuals and the environment in order to

understand the different potencies of motivating factors to be employed.

This theory therefore is completely consistent with the entire system

of management by objectives (MBO) postulates by Peter Drucker in 1954

which stresses joint participation in decision making. MBO is a system

wherein supervisor and the subordinate manages its common goals, define

each individual manager’s area of responsibility in terms of result expected

of him and use these measures as a guide for operating the units and assuring

the contribution of each of its members for rewards.

The basic assumption here is that the more an employee perceives that

he is highly motivated by the organization, the higher is commitment to the

goals and objectives of the organization. Also, the greater his involvement in

the setting of such goals and objectives, the more his contributions to the

organizations which are subsequently instrumental to his rewards.

2.5.6 EQUITY THEORY

Equity theory, in a work context, is that people make comparisons

between themselves and others in terms of what they invest in their work

(inputs) and what outcome they receive from it. As in the case of expectancy

theory, this theory is also founded on people’s perception in the case of

inputs and outcomes involved. Thus, their sense of equity (i.e. fairness) is

applied to their subjective view of conditions and not necessarily to the

objective situation. The theory states that when people perceive unequal

situation, they experience ‘equity tension’, which they attempt to reduce by

appropriate behaviour. This behaviour may be to act positively to improve

their performance and/or to seek improved rewards, or may be to act

negatively by, for example working more slowly (e.g. Taylor-type

soldiering) on the grounds of being under-rated or under-paid.

Robbins (1993:36), in a review of research, suggests that when people

perceive an inequitable situation for themselves they can be predicted to

make one of six choices:

• Change their outcomes (e.g. individuals paid on a piece-rate basis

increase their pay by producing a higher quantity of units even if it is

of a lower quantity)

• Distort their perceptions of self (e.g. K used to think V worked at a

moderate pace but now I realized I work a lot harder than everyone

else).

• Distort perceptions of others (e.g. ‘A’s job is not as desirable I first

thought.

• Choose a different reference point (e.g. I may not be doing as well as

my brother, but I am doing better than our father did at my age).

• ‘Leave the field” (i.e. quit their job)

Equity theory suggests that people are not only interested in rewards

as such, which is the point of expectancy theory, but they are also interested

in the comparative nature of rewards. Thus, part of the attractiveness

(valance) of rewards in a work context is the extent to which they are seen to

be comparable to those available to the peer-group. Some thinking however

is best applied to extrinsic rewards, such as pay, promotion, pension

arrangements, company car and similar benefits, since they depend on others

for their provision, and have an objective truth about them.

2.5.7 REINFORCEMENT THEORY

This theory has major connection with learning theory, and especially

the work of the behaviourist, Skinner (1974:74). In reinforcement theory it

deals with action. For instance, if an individual’s efforts to contribute new

ideas to a team are consistently met with an indulgent but apathetic approach

by the management (i.e. negative reinforcement), then the individual is

likely to be discouraged from making further suggestions, and may even

seek to change his or her job. Where by comparison, such individual is

encouraged to share new ideas and help to develop them (i.e. positive

reinforcement), and then the person is likely to generate even more ideas.

2.5 MOTIVATIONAL THEORIES AS APPLIED TO THE

NIGERIA WORKERS/EMPLOYEES.

Since need identification is pervasive in any discussion on motivation

and it has been found to be culture based, some writers often doubt whether

what is said to motivate in advanced countries as given by the motivation

theorists also apply to the Nigerian workers. Some Nigerian authors think

that these theories cannot be universally applied because, according to them,

since these theories were developed in the Western developed world, they

are therefore inappropriate in a developing country with different cultural

background as Nigeria.

Theories of management are developed on the framework of

management philosophies. Management philosophies are derived from

culture, which varies from one country to another and between communities.

Culture determines the norms, benefits, wants, expectation and

behaviour of people. It causes variation in the need content and structure

between communities and societies and between workers.

Writing on the needs of Nigerian workers, Amaechi (reported in

Akpala 1990:182) notes that the needs of Nigerian workers were not entirely

different from those of their counter parts elsewhere. They were influenced

by the levels of needs that come under Maslow’s theory

Ocho (1984:33) holds a contrary view. He argues that the Nigerian

constant recourse to Western literature and reference to result of empiric

investigations into social problems carried out elsewhere in cultural

circumstance different from Nigeria will never lead to the solution of

Nigeria peculiar problem.

In his analysis of the various motivational theories postulated by the

western scholars to ascertain the practicability within the Nigerian

environment, Ocho notes that they were not of immediate relevance towards

improving the productivity of the Nigerian employee in both public and

private sector , and also stresses that while one is aware of the social

findings in Europe and America which tend to play down the importance of

wages and salaries as a motivating factor, there is no doubt in Nigeria

contest that wages and salaries have been a great motivating element. He

points out that although in Maslow’s need theory and Herzberg’s two factor

theory, the worker’s pay was regarded as lower level need and a

“maintenance factor” as not a motivator. But the reverse was the case in

Nigeria, because the worker’s pay especially to those employees, whose jobs

have no promotion prospects and cannot be improved upon in any way, was

a potent motivator towards improved productivity.

Eze (1982:6) supports this view by arguing that most workers in

Nigeria, including some of them at the management level are still at the first

level of human needs hierarchy struggling to satisfy the basic lower order

needs for food, shelter, clean water, safety etc.

Therefore, since money is the quickest means of satisfying these

needs, almost every Nigerian is today ruled by a rapacious and inordinate

quest for money at all cost.

Amaechi in Akpala (1990:182) rather stresses the importance of

compensation in motivating workers, which he says, should be

supplemented by providing good fringe benefits, safety measures and other

measures that would give satisfaction to the workers. These are within the

horizon of Herzberg’s hygiene factors. He states that certain factors put

barriers against the satisfaction of the needs of Nigerian workers, one of

which is the unified pay structure or unconditional rewards that compensate

workers equally, whether competent or incompetent at work.

Thus, recognition for a job well done is a strong motivating factor in

Nigeria.

However, other writers agree that the problems are due to the

misapplication of the known theories of motivation.

Nwachukwu (1978:14) opines that an organization experiences low

productivity because of inadequate reward of the behaviour it desires. He

discovers from his study that over ninety two percent (92%) of Nigerian

employees are not satisfied with their salaries. Promotion which ought to

motivate employees is not based purely on merit but on seniority and

favouritism. He also observes that fringe benefits are not structure to meet

the needs of the employees.

He therefore advises that Nigerian employees must be encouraged by

improving extrinsic reward system such as financial compensation, physical

working conditions and fringe benefits.

The Udoji public service review commission in 1974 identifies among

other things that poor social amenities and infrastructural facilities contribute

to low morale and productivity.

Ademosu (1986:17) enumerates three incentives which in his opinion

will motivate employees in Nigeria to higher productivity. These are:-

(i) Monetary incentives

(ii) Job satisfaction

(iii) Job security

He observes that these incentives are not applied adequately in

Nigeria. He argues that apart from salaries and wages, welfare facilities such

as pension rights, medical facilities housing, transport etc. add up to give

security to employees. According to him, an employee at the time of

employment harbours hopes, dreams and aspirations of the work content, his

role in the chain of production. When his objectives are not met, the

employee tends to develop a negative attitude towards his work.

All these seem to confirm that the motivation theories by behavioural

scientists conform to the desire of Nigerian workers according to individual

development level and according to the organizational system. Just like their

counterparts in overseas countries where these theories were propounded,

the management of Nigerian enterprises therefore has the task of directing

their systems of management to fit the aspirations of their employees while

at the same time protecting the objectives of their enterprises.

2.6 ENHANCING MOTIVATION IN ORGANIZATIONS

Managers may influence motivation through the organization reward

systems, or they may adopt specific interventions derived from one or more

theories.

ORGANIZATIONAL REWARD SYSTEMS

The organizations reward system is the basic structural mechanism

that an organization uses to motivate workers. The reward system includes

the formal and the informal mechanism by which employee performance is

defined, evaluated and rewarded. An organization’s primary purpose in

giving rewards is to influence employee behaviour.

EFFECTS OF ORGANIZATION REWARDS:

Organization rewards can affect individual attitudes, behaivours , and

motivation. Edward Lawler (1985) describes four major generalizations

about employee attitudes towards rewards.

• Employee satisfaction is affected by comparison of the rewards

receive with those received by others

• The system recognizes that different people have different needs,

chooses different ways to satisfy those needs.

• Performance – based systems:

Organizational rewards systems have traditionally either a fixed salary or

hourly rate system or an incentive system. Fixed rewards can be tied directly

to performance through merit pay systems, whereby people get different pay

raises at the end of the years depending on their overall job performance.

Many organizations are experimenting with various kinds of incentive

systems, which attempt to reward employees in proportion to their

accomplishment. Four popular incentive systems include profit sharing, gain

sharing lump-sum bonuses and pay for knowledge.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 RESEARCH DESIGN

The study has a descriptive survey research design. This design is

considered appropriate since the survey will enable the researcher have

insight to the problems under investigation through personal contact with the

study population.

3.2 LOCATION OF STUDY

This study was carried out at the State Primary Education Board

(SPEB) Umuahia, Abia State.

3.3 SOURCES OF DATA

These include primary and secondary sources.

3.3.1 PRIMARY SOURCES

These include all the respondents to the questionnaire as well as those

who were orally interviewed. They include all the staff of State Primary

Education Board (SPEB) Umuahia, Abia State.

3.3.2 SECONDARY SOURCES

These include texts, journals, periodicals magazines, newspapers, and

seminar and workshop papers. They are published work on the subject –

matter.

3.4 POPULATION

These include all the staff of State Primary Education Board (SPEB.

The staff strength is currently 152.

3.4.1 SAMPLE AND SAMPLE DETERMINATION

The sample size of staff is determined as follows:

n = N

1 + N (e) 2

Where

N = Population

e = Level of significance (0.05)

I = A constant

∴ n = 152

1 + 152 (0.08)2

= 152

1 + (152 x 0.0064)

= 152

1 + 0.97

= 152

1.97

= 77.0

Since the actual number of the guests cannot be determined precisely,

the researcher used the technique for determining a sample size for an

infinite population as shown below.

C1 x q x p

e 2

Where C1 = Confidence interval or level of confidence (0.95)

q = Proportion of males

p = Proportion of females

e = Level of significance (0.05)

A sample of 7 male and 3 female staff were randomly selected in the

Education Board in a pilot survey. This gives their proportion as:

(a) Males = 0.7

(b) Females= 0.3

In Z table 95% = 1.96

∴ n = 1.96 x 0.7 x 0.3

(0.05)2

= 1.96 x 0.7 x 0.3

0.0025

= 68

Therefore, a total of 68 guests of the State Primary Education Board (SPEB)

will be randomly selected from this study. This gives a total sample size of

145.

3.5 INSTRUMENT

The main instrument used in collecting the data is the questionnaire.

This instrument contains only structured questions. The questionnaire is

divided into two sections ‘A’ and ‘B’.

The structured questions are the dichotomous and multiple – choice

types where the respondents are required to say either ‘Yes’ or ‘No’.

3.6 DATA COLLECTION PROCEDURE

The researcher visited the establishment under study.

Firstly, she went to the director and obtained his consent for the

administration of the questionnaire.

Next, she approached the staff and randomly distributed the questionnaire to

them.

She repeated the exercise to enable her get the predetermined number. The

whole exercise lasted for three days. After few days, the questionnaires were

retrieved.

3.7 METHOD OF DATA ANALYSIS

The data are presented in tables as frequency distribution. The techniques of

frequencies and percentages are applied in the analysis as shown below:

F x 100%

N 1

Where F = Frequency of response

N = Total respondents

1 = A constant

In testing the hypotheses, the sample proportion (Z) test is applied as shown

below:

Z = P - Po

Po (1 – Po)

N

Where P = Proportion of sample to total population

Po = 0.5

N = Total respondents

The computed Z is then compared with its critical value which at P< 0.05 =

1.34.

DECISION RULE

If the computed Z is less than its critical value which is 1.34 then Ho is

accepted and Hi is rejected and vice versa.

CHAPTER FOUR

ANALYSIS AND INTERPRETATION OF DATA COLLECTED

THROUGH QUESTIONNAIRE

4.0 INTRODUCTION

The purpose of this chapter is to provide empirical presentation and

analysis of data collected through questionnaire. This will be done through

the use of table.

4.1 QUESTIONNAIRE ADMINSITRATION

Table 4.1: Questionnaire Distribution

Number of questionnaire Distributed

Number of questionnaire retrieved

Number of questionnaire not retrieved

145

130

15

100

89.7

10.3

Source: field survey, 2012.

The table above clearly showed the number of questionnaire

administered, retrieved, not retrieved and percentage of the retrieved

questionnaire.

4.2 QUESTIONNAIRE ANALYSIS

4.2.1 SECTION ONE

DEMOGRAPHIC DATA

Table 4.2: Sex Distribution

Options Frequency Percentage

Male 80 61.5

Female 50 38.5

Total 130 100.0

Source: Field survey, 2012

The sex distribution of respondents as presented in table 4.2 showed that

from 130 respondents, 80 representing more than 61 percent of male (61.5%

to be precise) while 50 representing more than 38 percent were female.

Table 4.3: Data on the Age Distribution of the Respondents


30-35 30 23.1

36-41 25 19.2

42-47 35 26.9

48-53 28 21.5

54 and above 12 9.2

Total 130 99.9 = 100

Source: Field survey, 2012.

Table 4.3 shows that out of 130 respondents, 30 (23.1%) are in the age

group of 30-35 years, 25(19.2%) are in the age group of 36-41 years,

35(26.9%) are in the age group of 42-47 years, forming majority of the

respondents, 28(21.5%) are in the age group of 48-53 while 12(9.2%)

represent age group of 54 years and above.

Table 4.4: Marital Status


Single 30 23.1

Married 90 69.2

Others 10 7.7

Total 130 100.0


From the table 4.4 above it was observed that majority of the respondents

(staff) of SPEB were married representing 90 (69.2%), 30 (23.1%) represent

single while 10 (7.7%) represent others.

Table 4.5: Education Qualification of Staff


Primary

Education 20 15.4

Secondary

Education 30 23.1

Tertiary

Education 80 61.5

Total 130 100.0


As shown in the table above 20(15.4%) of the staff had primary

education, 30(23.1%) of the staff had secondary education while 80(61.5%)

of the staff had tertiary education.

4.2.2 SECTION B

Table 4.6: Do you think money is a basic factor of employee

motivation?

Options Number Percentage

Yes 130 100

No - -

Total 130 100

Source: field survey, 2012

All the respondents (staff) agree that money is a basic factor that determines

employees’ motivation. This shows that money motivates employees.

Table 4.7: Are you motivated when you are faced with challenging

tasks?


Yes 80 61.5

No 50 38.5

Total 130 100.0


From the table above 80(61.5%) of the respondents (staff) agree to the

fact that they feel motivated when faced with challenging tasks. Whereas

50(38.5%) of the respondents (staff) did not agree.

Table 4.8: Do government and school authorities send employees on

course training?


Yes 20 15.4

No 110 84.6

Total 130 100.0


Out of 130 respondents 20(15.4%) responded unfavourably while

110(84.6%) responded favourably which showed that government and

school authorities do not send staff on course training.

Table 4.9: Do you think promotion increases workers’ morale?


Yes 130 100

No - -

Total 130 100


All the respondents (staff) agreed that promotion increases workers’

morale. This shows that when staff are promoted they feel excited and show

more commitment in their work.

Table 4.10: Do you agree to the fact that verbal praise can motivate

employee?


Yes 100 76.3

No 30 23.7

Total 130 100.0


From the table above 100(76.3%) respondents (staff) out of 130 respondents

responded favourably whereas 30(23.7%) responded unfavourably.

Table 4.11: Is it true that tangible and intangible rewards actually

increase productivity?


Yes 130 100

No - -

Total 130 100


All the respondents (staff) agreed to the fact that both tangible and

intangible rewards increase productivity.

Table 4.12: Do you think there is any relationship between tangible and

intangible rewards and staff motivation?


Yes 125 96.2

No 5 3.8

Total 130 100.0


The table above reveals that 125(96.2%) respondents (staff) out of 130

respondents responded in favour of the fact that there is relationship between

tangible and intangible and staff motivation, while 5(3.8%) respondents

responded unfavourably.

Table 4.13: Do you think employees are motivated through job

rotation?


Yes 75 57.6

No 55 42.4

Total 130 100.0


Out of 130 respondents 75(57.6%) responded favourably while 55(42.4%)

responded unfavourably

Table 4.14: Is it true that staff are motivated through job enrichment

and job enlargement?


Yes 115 88.5

No 15 11.5

Total 130 100.0


From the table above 115(88.5%) respondents out of 130 respondents (staff)

responded favourably while 15(11.5%) respondents responded

unfavourably.

Table 4.15: Is it true that job independence acts as a determinant for

effective motivation of public service employee?


Yes 80 61.5

No 50 38.5

Total 130 100.0


The table above shows that 80(61.5%) out of 130 respondents (staff)

agreed that job independence acts as a major determinant for effective

motivation while 50(38.5%) responded unfavourably.

Table 4.16: Do poor staff training act as a determinant for effective

motivation of public service employee?


Yes - -

No 130 100

Total 130 100


From the table above all the respondents (staff) responded unfavourably.

Table 4.17: Do you agree to the fact that good welfare packages and

bonuses motivate public service employee?


Yes 130 100

No - -

Total 130 100


All the respondents agreed to the fact that good welfare package and

bonuses motivate public employee.

Table 4.18: Are employees motivated by the personnel policies of your

organization?


Yes 70 53.8

No 60 46.2

Total 130 100.0


The table above shows that 70(53.8%) respondents (staff) out of 130

respondents (staff) responded in favour of the policies of the organization

while 60(46.2%) respondents did not.

Table 4.19: Is your organization using both internal and external

recruitment policies?


Yes 50 38.5

No 80 61.5

Total 130 100.0


The table above reveals that 50 (38.5%) of the respondents responded

favourably towards the recruitment policies of the organization while 80

(61.5%) of the respondents (staff) responded unfavourably.

Table 4.20 Do teachers get motivated as a result of good performance

of students?


Yes 130 100

No - -

Total 130 100


All the respondents (staff) responded favourably towards the fact that

teachers are motivated when students performed well.

4.3 TEST OF HYPOTHESES

In this section the hypotheses associated with the study were tested

using the techniques described in 3.7. The data already presented in this

study were used in testing the hypotheses.

Hypotheses 1

Ho: There is no significant difference between motivation and

productivity of academic staff of State Primary Education Board

(SPEB)

Hi: There is significant difference between motivation and productivity of

academic staff of State Primary Education Board (SPEB).

From table 4.11, we have:

P = 130 = 100% = 1.0

Po = 0.5

N = 130

Z = 1- 0.5

0.5(1-0.5)

130

= 0.5

0.25 = 0.5 = 0.5 = 12.5

130 0.002 0.04

Decision Rule: If the calculated Z is less than its critical value which is

1.34 then Ho is accepted and Hi is rejected and vice versa.

Decision: Analysis of the above data indicates that the calculated Z is 12.5

while the critical value is 1.34. Since the calculated Z (12.5) is greater than

the critical value of Z (1.34), the null hypothesis (Ho) is rejected. Therefore,

the alternate hypothesis (Hi) is accepted, which shows that there is a

significant difference between motivation and productivity of academic staff

of State Primary Education Board (SPEB).

This also shows that productivity will be on the increase when staff

are properly motivated.

Hypotheses 2

Ho: There is no significant relationship between promotion and worker

morale among academic staff of State Primary Education Board

(SPEB).

Hi: There is a significant relationship between promotion and worker

morale among academic staff of State Primary Education Board

(SPEB).


P = 130 =100% = 1.0

Po = 0.5

N = 130

Z = 1- 0.5 = 0.5 = 0.5 = 0.5 = 12.5

0.5 (1-0.5) 0.25 0.002 0.04

130 130

Decision Rule: If the calculated Z is less than its critical value which is 1.34

then Ho is rejected and Hi is accepted and vice versa.

Decision: From the analysis above. Since the calculated Z (12.5) is greater

than the critical value of Z (1.34), the null hypothesis (Ho) is rejected and

the alternate hypothesis (Hi) is accepted.

This shows that there is a significant relationship between promotion and

workers’ morale. From table 4.9, all the respondents (staff) responded

favourably towards the fact that promotion increases workers’ morale.

Hypotheses 3

Ho: There is no significant relationship between tangible and intangible

rewards and staff motivation.

Hi: There is a significant relationship between tangible and intangible

rewards and staff motivation.


P = 130 = 100% = 1.0

Po = 0.5

N = 130

Z = 1 – 0.5 = 0.5 = 0.5 = 0.5 = 12.5

0.5(1-0.5) 0.25 0.002 0.04

130 130

CHAPTER FIVE

SUMMARY OF THE MAJOR FINDINGS, CONCLUSION AND

RECOMMENDATION

MAJOR FINDINGS

In academics one of the ways we contribute to existing literature is

through research. The following are the findings of this study.

1. The study reveals that productivity will be on the increase when staff

are properly motivated. The study also shows a significant difference

between motivation and productivity. This reveals that when thinking of

increasing productivity, one of the best ways to achieve this is to consider

motivation of employees. This will increase their morale, commitment and

willingness to achieve the firm’s goals.

2. It was found from the study that promotion increases workers’ moral.

Workers feel happy when their contributions towards the achievement of

organization’s goals are recognized and appreciated. This gives them a sense

of belonging. It also shows that in motivating employees, attention should be

paid to motivational tools that will actually make the organization to achieve

its goals and objectives.

3. The study also shows that there is significance relationship between

tangible and intangible rewards and staff motivation. It was found that

money is a major factor of motivation. Although money only does not

motivate at all the time but when combined with other factors of motivation

it increases morale and encourages staff to put in their best into the work.

The study shows that tangible and intangible rewards actually motivate

employees.

4. It was also found from the study that there is a significant difference

between motivational tools and increased productivity. Motivational tools

such as money, good welfare package, bonus, promotion, job rotation, job

enrichment, job enlargement etc; are used for the purpose of motivating

employees to enable them show great commitment towards the achievement

of organizational goals and objectives.

This shows that both tangible and intangible motivational tools must be used

together in order to actually motivate employees and increase productivity.

5. It was also found from the study that delay in promotion actually

affects motivation of academic staff. The inability of the government and

school authorities to send staff on course training shows the ineffectiveness

on the part of government and school authorities towards staff motivation

and commitment.

It further shows that the delay of payment of salary to staff is a critical issue

affecting commitment and high productivity on the part of staff of state

primary Education Board (SPEB).

CONCLUSION

The importance of tangible and intangible motivational rewards in the

public sector cannot be over emphasized. This is because both private and

public sectors need to motivate their employees if they actually want to

achieve their objectives. Besides, the most important resource in any

organization is the human resource. This is so because man has a feeling and

he also galvanizes all other resources of the organization into action.

Generally speaking, it is incontrovertibly true to say that the

performance of employees shows how committed and motivated they are.

Thus, the rewards received by employees for their contributions towards the

achievement of organizational goals and objectives can increase or decrease

the morale of the employees. Therefore, the role of tangible and intangible

motivational rewards should not be considered inconsequential at any point

in time.

Finally, it was found from the study that the inability of the

government and school authorities to send staff on course training shows the

ineffectiveness on the part of government and school authorities towards

staff motivation and commitment. It further shows that the delay of payment

of salary to staff is a critical issue affecting commitment and high

productivity on the part of staff of State Primary Education Board (SPEB).

Thus government and school authorities should consider training and prompt

payment of salary in order to motivate staff and achieve their goals and

objectives.

RECOMMENDATIONS

Based on the findings and conclusion therefore, the following

recommendations were made:

1. The government and school authorities should ensure that staff are

sent for course training from time to time. This is because we operate in

turbulent and dynamic environment where skills are rendered obsolete. This

will serve as a motivation and a source of encouragement to staff to make

them put in their best. This can be achieved through seminars, workshops

conferences etc.

2. The government and school authorities should also ensure prompt

payment of salary to staff; it will also serve as a source of motivation and

encouragement to staff or employees. Prompt and adequate payment of

salary will keep the staff or employees focused; their attentions will never be

diverted towards other sources of income.

Thus, commitment and willingness to work will be on the increase.

3. For government and school authorities to achieve high productivity

through staff both tangible and intangible motivational tools should be

employed together. It is important to know that since there are different

levels of staff, so factors that will actually motivate them differ greatly.

Thus, proper need analysis should be carried out in order to identify a

motivational factor that will actually motivate these different levels of staff.

4. Government should ensure that personnel policies are reviewed in line

with changes in the work environment. This will keep the activities within

the trends at the workplace. It was discovered from the study that staff were

not motivated by internal and external recruitment policies. This should be

one of the policies to be reviewed by the government because it will serve as

a source of encouragement to staff.

BIBLIOGRAPHY

AKPALA, A. (1990); Management: An Introduction and the Nigerian

perspective. Enugu: precision printers and publishers.

ALDEREFER, C. (1969); “An Empirical Test of a New Theory of Human

Needs: Organizational Behaviour and Human Performance, vol.4

ALUGBO, M.A., (1984); “The Expectancy Theory of Motivation”,

Management in Nigeria, vol.20, No.3, p.35.

BALESCO, J.A. et al. (1981); Management Today, New York: John Wiley

and sons.

DONNELLY, J.H, ed. (1992); Fundamentals of Management, New York:

Irwin Inc.

DRUCKER, F.P. (1974); The Practice of Management, London: Heineman.

EJIOFOR, P.N.S and ANIAGOH, V. (1984); Managing the Nigerian

Worker. Ibadan: Longman.

EZE, N. (1982); “Identifying source of Management Motivator in Nigeria.

The key Management Effectiveness” A paper presented at National

conference on Management, University of Nigeria, Enugu Campus.

FELDMAN, D.C. and ARNOLD, H.J. (1983); Managing Individual and

Group Behaviour in organization, New York, McGraw-Hill Book

Coy.

FLIPPO, B.E. (1976); Principles of Personnel Management, New York:

McGraw Hill Book Company.

FLIPPO, E (1982): Personnel Management, New York McGraw Hill Book

Company.

HERZBERG, F., MAUANER and SYNDRAN B.B. (1959): The Motivation

to work, New York: Inley International.

HICKS H. and GULLET C. (1981); Management, New York: McGraw: Hill

Book Company.

IMAGA, E.U.L. (1991); Theory and practice of production Management,

Enugu: Gostak printing and Publishing Co. Ltd.

KOONTZ, et al. (eds) (1982); Essentials of Management; New York: Tata

McGraw – Hill.

LILLIS, J.C. (1958); “Motivation: what make Sammy Run, “Advanced

Management Journal”.

MAMORIA, C.B. (1976); Personnel Management Bambay, Himalay a

publishing House.

MASLOW A.H. (1954); Motivation and Personality: New York, Harper and

Brothers.

McCLELLAND, D.C. (1962); “Business Drive and national Achievement”,

Howard Business Review vol. 40, No.4

McGREGOR, D. (1960); Human side of Enterprise, New York: McGraw

Hill Book Company.

NICKSON,R.W. (1978); How to be a successful Manager, Great Britain:

Thersons publishers.

NWACHUKWU, C.C. (1987); “Increasing the Productivity of the Nigeria

Civil Service on empirical Research” – A paper presented at the

National Seminar on Manpower Policy and programme: Enugu, Hotel

Presidential.

NWACHUKWU, C.C. , (1988); Management: Theory and Practice,

Onitsha: Africana –Feb Publishers.

OCHO, I.O. , EFJIOFOR P.N.O. AND ANIAGOH V.A. (1984): Managing

the Nigerian worker. Ibadan: Longman.

ROBINSON, M.E. (1953); Business Organization Practice 2nd

Edition;

Chicago, New York: Greg Publishing Division, McGraw Hill Book

Company Inc.

SIKULA, F.A., (1977); Personnel Management: A short course for

professionals, New York: John Wiley Publishers.

SKINNER, B.F. (1971), Beyond Freedom and Dignity, New York:

Macmillan.

STEERS, E.M., Motivation and work behaviour, New York: McGraw –Hill

Book Company.

STONER, J. (1978); Management, London: Prentice-Hall International Inc.

VROOM, H. (1964); Work and Motivation New York: Wiley and Sons.

LAWLER, E.E. (1985); “The Effects of Performance of job satisfaction”.

Industrial Relations.

APPENDIX

Department of Management,

Faculty of Business Administration,

University of Nigeria,

Enugu Campus,

Enugu State.

20th August, 2012.

Dear Sir/Madam,

QUESTIONNAIRE

I am a post-graduate student of the above – mentioned institution. I

am presently undertaking a research study on the topic ‘The Role of

Tangible and Intangible Motivational rewards in the Public Sector?

This research is a requirement for the completion of Masters in

Business Administration (MBA) in Management with the above mentioned

institution.

I will be exceedingly glad if you could assist me by completing this research

questionnaire. I want to assure you that any information given will be strictly

for academic purpose only.

I therefore, guarantee absolute confidentiality of any information

given.

Please, your co-operation is highly solicited. You are advised to tick

(√) for ‘Yes’ and bad (x) for ‘No’ where appropriate.

Thank you for your co-operation.

Yours faithfully,

Ndubuka Olamma E.

SECTION A

PERSONAL DATA

1. Name…………………………………………………………

2. Sex:

(a) Male (b) Female

3. Marital status:

(a) Single (b) Married (c) others

4. Age group:

(a) 30-35 (b) 36 – 41 (c) 42-47

(d) 48-53 (e) 53 and above

5. Educational qualification

(a) Primary (b) Secondary (c) Tertiary

SECTION B

1. Do you think money is a basic factor of employee motivation?

Yes No

2. Are you motivated when you are faced with challenging task?

Yes No

3. Do government and school authorities send employee on course

Training? Yes No

4. Do you think that promotion increase workers’ morale?

Yes No

5. Do you agree with the fact that verbal praise can motivate employee?

Yes No

D

D

D

DDD

D D

D D

D DD

DD

DD

D D

D D

D D

6. Is it true that tangible and intangible rewards actually increase

productivity?

Yes No

7. Do you think there is any relationship between tangible and intangible

rewards and staff motivation?

Yes No

8. Do you think employees are motivated through job rotation?

Yes No

9. Is it true that staff are motivated through job enrichment and job

enlargement?

Yes No

10. Do you think government and school authorities have actually

motivated staff the way they should?

Yes No

11. Is it true that job independence acts as a determinant for effective

motivation of public service employee?

Yes No

12. Do poor staff training act as a determinant for effective motivation of

public service? Yes No

13. Do you agree to the fact that good welfare packages and bonuses

motivate public service employee?

Yes No

14. Are employees motivated by the personnel policies of your

organization?

Yes No

15. Is your organization using both internal and external recruitment

policies?

D

D D

D D

D D

D D

D D

D D

D D

DD

D

Yes No

16. Do teachers get excited as a result of good performance of students?

Yes No

D D

D D

faculty of business administration … pg... · 2015-09-16 · this project work has been approved...

Documents