”EMPIRICAL STUDY OF THE IMPACT OF MOTIVATION ON

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Vol. 5(5), pp. 199-211, August, 2013DOI: 10.5897/JEIF12.086ISSN 2006-9812 2013 Academic l of Economics and International FinanceFull Length Research PaperImpact of motivation on employees‟ performance: Acase study of CreditWest Bank CyprusUkaejiofo Rex UzonnaDepartment of Rural Development and Management, College of Humanities and Development Studies, ChinaAgricultural University, Beijing.Accepted 16 May, 2013An important role of management is to help make work more satisfying and rewarding for employeesand to make employees‟ motivation consistent with organizational objectives. With the diversity ofcontemporary workplaces, this is a complex task. Many factors, including the influences of differentcultures, affect what people value and what is rewarding to them. From a manager's perspective, thisstudy tries to understand what prompts people, what influences them, and why they persist inparticular actions. This study also intends to evaluate motivation of employees in the organization. Agood motivational program procedure is essential to achieve goal of the organization. If efficientmotivational programmes of employees are made not only in this particular organization but also in anyother organization, the organizations can achieve the efficiency also to develop a good organizationalculture and the attainment of organisational goals at large.Key words: Motivation, organisational behaviour, performance, employee.INTRODUCTIONSince the beginning of time, leaders have risen to takecharge of societies and make decisions. These decisionsoften meant the difference between having food andgoing hungry, having shelter or being homeless, andsometimes the difference between life and death. Associety progressed, there have been great technologicaladvances which have brought convenience to our lives.Despite having advancements, the basic needs forhumans still remain the same. A question often asked bymanagers is, “How do we motivate our employees?”Effectively motivating employees to achieve a desiredoutcome is one of the most important functions of amanager. There is evidence to show organizations arefacing challenges retaining employees due to limitedopportunities for advancement and the currentcompetitive labour market. It does not appear things willE-mail: rukaejiofo@gmail.comget any better in the future. The loss of employeesrepresents a loss of skills, knowledge, and experiencesand can create a significant economic impact and cost tocorporations as well as impacting the needs ofcustomers. Managers who can motivate employeesassist the organization by improving employee retentionand reinforcing positive behaviours and consequently,their enduring ability to motivate workers to achieve thehighest result determines the success of a business.Motivation is the intention of achieving a goal, an ability tochange behaviour, that inner directing drive, leading togoal-directed behaviour towards the attaining goal.Rewards can be either non-monetary or monetary. Thefollowing is the proposed model of impact of motivationon employees‟ performance. The proposed model wouldbe tested with empirical analysis in order to identify the

200J. Econ. Int. Financemodel fit.Basic to any explanation of why people behave in acertain manner is a theory of motivation. As Jones(1959), cited in Lawler (1969), pointed out that motivationtheory attempts to explain "how behaviour gets started, isenergized, is sustained, is directed, is stopped and whatkind of subjective reaction is present in the organism."The theory of motivation that will be used to understandemployees‟ performance is "expectancy theory” (Vroom,1964 as described by Robbins (1998). The expectancytheory used is based upon Lawier and Porter (1967),Porter and Lawier (1968) as quoted by Robert and Hunt(1991). According to this theory, an employee'smotivation to perform effectively is determined by twovariables. The first of these is contained in the concept ofan effort-reward probability. This is the individual'ssubjective probability that directing a given amount ofeffort toward performing effectively will result in hisobtaining a given reward or positively valued outcome.This effort-reward probability is determined by twosubsidiary subjective probabilities: the probability thateffort will result in performance and the probability thatperformance will result in the reward (Lawler, 1969).Robins (1998) explained thus, "Vroom refers to the firstof these subjective probabilities as an expectancy and tothe second as an instrumentality. The second variablethat is relevant here is the concept of reward value orvalence. This refers to the individual's perception of thevalue of the reward or outcome that might be obtained byperforming effectively. Although most expectancytheories do not specify why certain outcomes havereward value, the reward value of outcomes stems fromtheir perceived ability to satisfy one or more needs.Specifically relevant here is the list of needs suggestedby Maslow that includes security needs, social needs,esteem needs, and self-actualization needs (Herzberg,1987). The evidence indicates that, for a given reward,reward value and the effort-reward probability combinemultiplicatively in order to determine an individual'smotivation. This means that if either is low or not existingthen no motivation will be present. According to Lawler(1969), they illustrate a case of a manager who verymuch values getting promoted but who sees norelationship between working hard and getting promoted.To him, promotion does not serve as a motivator, just asit is not for a manager who sees a close connectionbetween being promoted and working hard but who doesnot want to be promoted. In order for motivation to bepresent, the manager must both value promotion and seethe relationship between his efforts and promotion‟‟Thus, for an individual reward or outcome the argumentis that a combination of its value and the appropriateeffort-reward probability is necessary. However, anindividual's motivation is influenced by more than oneoutcome. Thus, in order to determine an individual'smotivation it is necessary to combine data concernedwith a number of different outcomes. This can be donefor an individual worker by considering all the outcomeshe values and then summing the products obtained frommultiplying the value of these outcomes to him by theirrespective effort-reward probabilities. According to thistheory, if changes in job design are going to affect anindividual's motivation they must either change the valueof the outcomes that are seen to depend upon effort, orpositively affect the individual's beliefs about theprobability that certain outcomes are dependent uponeffort (Vastano, 1985).Mullins (1999), in his book ‘’Management andOrganisational Behaviour, distinguished between twokinds of rewards. As previously seen, the first types arethose that are extrinsic to the individual. These rewardsare part of the job situation and are given by others.Hence, they are externally mediated and are rewards thatcan best be thought of as satisfying lower order needs.The second type of rewards is intrinsic to the individualand stems directly from the performance itself. Theserewards are internally-mediated since the individualrewards himself. These rewards can be thought of assatisfying higher order needs such as self-esteem andself-actualization. Robert and Hunt (1991) go further toillustrate that these rewards involve such outcomes asfeelings of accomplishment, feelings of achievement, andfeelings of using and developing one's skills and abilities.Certain tasks are more likely to arouse motives likeachievement and self actualization, and to generate,among individuals who have these motives aroused, thebelief that successful performance will result in outcomesthat involve feelings of achievement and growth. It isprecisely because changes in job content can affect therelationship between performance and the reception ofintrinsically rewarding outcomes that it can have a stronginfluence on motivation and performance (Edwin, 1993).There appears to be three characteristics which jobsmust possess if they are to arouse higher order needsand to create conditions such that people who performthem will come to expect that good performance will leadto intrinsic rewards. The first is that the individual mustreceive meaningful feedback about his performance. Thismay well mean the individual must himself evaluate hisown performance and define the kind of feedback that heis to receive. It may also mean that the person may haveto work on a whole product or a meaningful part of it. Thesecond is that the job must be perceived by the individualas requiring him to use abilities that he values in order forhim to perform the job effectively. Only if an individualfeels that his significant abilities are being tested by a jobcan feelings of accomplishment and growth be expectedto result from good performance. Finally, the individualmust feel he has a high degree of self-control over settinghis own goals and over defining the paths to these goals

Ukaejiofo(Lawler, 1969; Edwin, 1993; http//incentives.com/employee-motivation html; Wiscombe, 2002).DEFINING THE CONCEPT “MOTIVATION”Huczynski and Buchanan (2007) argued that “Motivation”is “A combination of goals towards which human behaviour is directed; the process through which thosegoals are pursued and achieved and the social factorsinvolved”.Luthans (1992) says, “Motivation is a combination ofneeds, drives and incentives. Motivation is defined as theprocess that starts with physiological or psychologicaldeficiency or need that activates behaviour or a drive thatis aimed at a goal or incentive”.Mullins (1999) says, “The underlying concept of motivation is some driving force within individuals by whichthey attempt to achieve some goal in order to fulfil someneed or expectation”. Mullins also distinguishes betweenextrinsic motivation related to tangible rewards such asmoney; and intrinsic motivation related to psychologicalrewards such as the sense of challenge and achievement.There are inexhaustible definitions of motivation invarious published works, articles, texts and journals byreputable fellows and organisations studying the concept„‟Motivation‟. The aforementioned definitions are just afew to illustrate the concept motivation as used in thiswork.Key factorsGoals and ambitions: These must be both realistic andachievable if satisfaction is eventually to occur. Problemsarise when the goals set are too low (leading to feelingsof frustration) or too high (leading to the constant lack ofachievement). They must also be acceptable to theindividual concerned- in terms of self image, self worthand self value- so they are likely to be positive and basedon the drive for improved levels of comfort, capability andwell being. They must also be acceptable (or at least notunacceptable) to the society and environment in whichthe individual lives and works, and capable of beingharmonised and integrated with them (Pettinger, 2002).Recognition: A critical part of process of developing selfesteem and self worth lies in the nature and levels ofrecognition accorded to the achievement of particulargoals. The need for recognition itself therefore becomesa drive. Individuals tend to pursue goals that will berecognised and valued by those whose opinions andjudgement are important to them: family, friends, peersand social groups, as well as work organisations.Dissatisfaction occurs when this recognition is not201forthcoming (Pettinger, 2002).Achievement: The components of achievement are theanticipated and actual rewards that the fulfilment of aparticular goal brings. High levels of achievement occurwhere these overlap completely, a high level alsonormally occurs where real rewards exceed those thatare anticipated. Low levels occur when the anticipatedrewards are not forthcoming; this devaluates the achievement. High and complete achievement is normally seenand perceived as successful. Low achievement or failureto achieve is seen and perceived as failure.The need for success: People tend to set their sights atwhat they know or think they can do, or think that theymay be able to do, so that success is forthcoming.Overview of motivational theoriesMotivation is not a simple concept; instead motivationpertains to various drives, desires, needs, wishes andother forces. Managers motivate by providing anenvironment that induces organisation members tocontribute. The need-want-satisfaction chain is somewhatoversimplified.Maslow‟s theory holds that the human needs form ahierarchy ranging from the lowest –order needs(psychological needs) to the highest – order needs ( theneed for self actualisation). According to Herzberg‟s twofactor theory, there are two sets of motivating factors. Inone set are dissatifiers, which are related to the jobcontent of the job. Vroom‟s expectancy theory ofmotivation suggests that people are motivated to reach agoal if they think that the goal is worthwhile and can seethat their activities will help them achieve the goal(Robbins, 1998; Robert and Hunt, 1991). The Porter andLawler‟s model has many variables. Essentially, performance is a function of ability, the perception of taskrequired, and effort. Effort is influenced by the value ofrewards and the perceived effort-reward probability.Performance accomplishment in turn, is related torewards and satisfaction (Robbins, 1998). Equity theoryrefers to an individual‟s subjective judgement about thefairness of the reward received for inputs in comparisonwith the rewards of others. Reinforcement theory wasdeveloped by Skinner, who suggested that people shouldparticipate in setting their goals and should receiveregular feedback with recognition and praise. Accordingto Robert and Hunt (1991), McClelland‟s theory is basedon the need for power, the need for affiliation and theneed for achievement. McGregor, in his book the Humanside of Enterprise as quoted by Mullins (2005), arguedthat the style of management adopted is a function of themanager‟s attitudes towards human nature and

202J. Econ. Int. Financebehaviour at work he put forward to suppositions calledTheory X and Theory Y which are based on assumptionabout work and people (Mullins, 2005).Content and process theoriesThe motivation theories seen above have been dividedinto two contrasting groups:Content theories: place emphasis on what motivatesand are concerned with identifying people‟s needs andtheir relative strengths, and the goals they pursue in otherto satisfy these needs. Main content theories include:Maslow‟s hierarchy needs model; Alderfer‟s modifiedneed hierarchy model; Herzberg‟s two factor theory andMcClelland‟s achievement motivation theory (Koontz andWeihrich, 1990; Child, 1984).Process theories: place emphasis on the actual processof motivation. These theories are concerned with therelationships among the dynamic variables which makeup motivation, and with how behaviour is initiated, directed and sustained. Major approaches under this include;expectancy –based models, equity theory goal theoryand attribution theory (Koontz and Weihrich, 1990).Extrinsic and intrinsicThe various needs and expectation at work can becategorised in a number of ways for example the simpledivisions into physiological and social motives or intointrinsic and extrinsic motivation.Extrinsic motivation is related to „tangible‟ rewards suchas salary and fringe benefits, security, promotion,contract of service, the work environment and conditionsof work. Such tangible rewards are often determined atthe organisational level and may be largely outside thecontrol of individual managers (Mullins, 2005).Intrinsic motivation is related to „psychological‟ rewardssuch as opportunity to use one‟s ability, a sense ofchallenge and achievement, receiving appreciation,positive recognition, and being treated in a caring andconsiderate manner. The psychological rewards arethose that can usually be determined by the actions andbehaviour of individual managers (Mullins, 2005)Given the complex and variable nature of needs andexpectations, the following is a simple and useful threefold classification for reviewing the motivation to workdeveloped by Mullins (2005).Economic rewards: such as pay, fringe benefits, pensionrights, material goods and security.Intrinsic satisfaction: derived from the nature of the workitself, interest in the job and personal growth anddevelopment. This is a personal orientation to work andbe concerned about oneself.Social relationships: such as friendships groupworkings, and the desire for affiliation, status anddependency. This is a relational orientation to work andbe concerned about other people.A person‟s motivation, job satisfaction and workperformance will be determined by the comparativestrength of these sets of needs and expectation and theextent to which they are fulfilled. For example, somepeople may make a deliberate choice to forgo intrinsicsatisfaction and social relationships (particularly in theshort term or in the earlier years of their working life) inreturn for high economic rewards. Other people arehappy to accept comparatively lower economic rewardsin favour of a job which has high intrinsic satisfaction and/or social relationships (Mullins, 1999).Motivational techniquesPerhaps one of the most effective ways of motivating ateam is to ensure that they understand and appreciatethe aims of an organisation and are supported by theirmanagers in working towards the achievement of thoseaims. There are a range of motivational techniques thatcan be used to improve productivity, reduce workplacestress and increase self-confidence. There are a numberof ways of inspiring and motivating a team; they are asfollows.Team-buildingDespite mixed feelings about team-building activities, thefact that they encourage people to work together outsidethe office environment can be a definite advantage. Theycan encourage healthy competition and give eachmember of staff the opportunity to be on the winningteam. Improving team relationships can result inincreased productivity and morale, and can lead to amuch happier and healthier working environment. Suchexercises can also help in the resolution of pre-existingissues within the team. It is important that all teambuilding exercises are carefully balanced to ensure thatthey do not play to the particular strengths, orweaknesses, of employees but are designed instead togive everybody a chance of success (Koontz andWeihrich, 1990; Robbins, 1998: 226).TrainingPeople can be taught to become more motivated by

Ukaejiofoshowing them how to deconstruct tasks and challenges,and how to feel less intimidated by their job roles.Demonstrating to them how to cope in the workplace canlead directly to improved motivation (Daniel, 2001).Enhanced communicationCommunication does not only mean talking to your teambut also listening to them. It is important to ensure theirunderstanding of companies‟ objectives and theirindividual job roles but it is equally important to showthem the importance of their feedback for theachievement of targets and standards (Robbins, 1999;Daniel, 2001).Targets, rewards and incentivesIt is generally accepted that having targets to worktowards, as long as they are realistic, is one of the mosteffective ways of improving performance. Hitting targetsimproves morale and self-confidence but remember thatthose who consistently underachieve will end up feelingdemotivated. Target achievement can be rewarded notonly with financial incentives but perhaps with the offer ofincreased responsibility or even promotion. Differentpeople are motivated by different things so it is importantto make sure that you offer the right incentives to the rightmember of the team. Motivating a team is always easier ifyou fully understand that they may not necessarily bemotivated by the same things as you. The most effectivetea

employee-motivation html; Wiscombe, 2002). DEFINING THE CONCEPT “MOTIVATION” Huczynski and Buchanan (2007) argued that “Motivation” is “A combination of goals towards which human be-haviour is directed; the process through which those goals a

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