1

CHAPTER 1

INTRODUCTION

1.0. Background of the study

As performance of employees is important for organizations, the management

should consider improving performance of employees in their organizations by
motivating them to do their jobs and tasks as expeditiously and effectively as
possible. As a result, motivation in organizations is perfectly vital and needed
because it could change and improve the performance of workers in affirmative
manner. That is why many managers consider that when they establish good bases
for motivated workers in the place of work, they can observe important
accomplishments in their performance and organizations (Aarabi et al., 2013).
Managers play an important role between the connection in managers or owners and
employees or subordinates where managers are those in charge of in making sure the
implementation of work is done exactly where they are also often given key duties,
tasks and responsibilities to direct the growth of work teams (Abdullah et al., 2011).

According to human resource development literature, encouragement of the

motivation of workforce in both non-government and government organizations
conduct to a higher quality of human resources and better performance than ever
before. Consensus is growing among managers as well about the importance of
collecting well human resource performance models on motivation to support well
 2

performance (Stella, 2008). Thus, the workers occupied have to be motivated so as to

get the most excellent productivity from their efforts (Owusu, 2012). A lot of leaders
of businesses consider that the important key to develop personnel performance and
efficiency in any area is motivation rather than capacity. Bateman and Snell (1996)
argued that motivation is the power that invigorates, direct and maintains person’s
work towards the accomplishment of an objective. So that, worker who has higher
motivation is going to work harder for achieving the organizational goals. What
makes employees do what they do? Why do some employees can achieve success
while others could not? The answers about these questions are related to motivation
and tis impact on human behavior. As a result, the motivation is one of the most
important issues and affected factors of psychology in working performance and very
necessary for the organizations that direct the development of its human resources
towards major objectives. Therefore, the main challenge facing organization is the
implementation of suitable motivational factors for developing working performance
used to achieve the main objectives of organization (Stella, 2008).

Aarabi et al. (2013), stated that, “Malaysia is a developing country in Asia

and houses to many service firms, which contribute toward its economy. Moreover,
Malaysian service organizations play significant roles both socially and
economically. Providing the employees of Malaysian companies with motivating
factors would influence their job performance and make them more successful as the
enterprisers. This would be good for Malaysia”.

In order for an management to meet its commitments to owners, shareholders,

workers and society, its decision makers in top management have to develop and
improve a relationship between the employees and organization that will achieve the
continually changing needs of both parties. Organization often anticipates more: that
workers take initiative, supervise themselves, continue to get new knowledge or
skills, and be reacting to organizational needs. The expectations of each party are
different from organization to another. For organizations to classify and address
these expectations the comprehension of Motivating employees is necessary required
(Roberts, 2005).
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The ideas of motivation and job performance have become a common driving
power behind most successful businesses. Motivation is essential to human being
performance. It plays a significant function in working performance and other
behaviors. Also, the supervisor is supposed to identify what incentive is, know what
motivational factors are most interesting for employee and how subordinates can are
motivated towards performance (Stella, 2008). Formal reward programmes, which
denote financial rewards such as salary, fringe benefits, bonuses, promotions or share
options play a significant role, but employees accept these as intrinsic factors to the
job (Roberts, 2005).

This research is undertaken in University Technology Malaysia (UTM) and

its general objective is to examine the impact of motivational factors on job
performance of clerical workers at UTM. Therefore, the study is designed to examine
extrinsic and intrinsic motivational factors such as promotion, training and
development, enhanced salary, supervision and fringe benefits as dimensions of them
for efficient job performance.

Akintoye (2000) emphasizes that money remains the most important extrinsic
motivational strategy. Though there is some school of thought that claims money is
not a direct causal element of satisfaction in job, but pay does externally motivate the
workers from the economic viewpoint. Furthermore, supervision can also be a
contributor to worker turnover (Buzzle, 2010). An appropriate supervision is
important in influencing the employees to contribute good performance (Enotes,
2010).

Herzberg (1986) stated that providing workers with chances to advance in

their organization by internal promotions performs as a motivator associated with
job. Simon and Enz (1995), and Wiley (1997), found that promotion and
advancement opportunity to be among the best tools to motivate employees.

Responsibility and empowerment are one of the most important motivation

tools taken by all companies. Madura (2007) contended that empowerment and
 4

responsibility are giving the employees more authority and decision-making to carry
out their given tasks. It can intrinsically motivate the employees to contribute
creative and innovative ideas for the company.

In addition, training and development or are also a useful tool to motivate the
employees in their company. Training improves the skills and knowledge of
employees therefore it will improve the performance and giving general support
(Gomez-Mejia, et al., 2007). Herzberg (1986), in his Two Factor Theory, listed
offering training and development opportunities, so that people can pursue the
positions they want within the company as motivators related to work. Roca et al.
(2006), found that there is a significant correlation between training and job
performance factor in the multinational organization. Additionally, in any
organizations, the training of employees seems to be one of the motivational driving
factors, which leads to a direct correlation with performance of employees. Besides,
training the employees of the organisations, it is believed that providing learning
opportunities is a significant motivational factor for job performance (Kress et al.,
2004).

Furthermore, Kinicki and Williams (2008), stated that pay for performance is
one of the popular monetary incentives, also known as merit pay. It pays based on
the performance or results. Different salaried employees might get different pay
raises and other rewards (such as promotions) depending on their overall job
performance (Pfeffer 2006, p. 80). Bonuses or profit sharing also are one of the
monetary incentives that can be used to motivate the employees. Bonuses are cash
awards given to employees who had achieved specific performance objectives
(Kinicki and Williams, 2008). These are the reasons why the objectives of this study
are to determine the relationship between motivational factors and job performance
and to identify the most dominant motivational factors that influence staff
performance in UTM.

According to the mission of University Technology Malaysia (UTM), that is:

“To be a leader in the development of human capital and innovative technologies that
will contribute to the nation’s wealth creation. And with vision of UTM that is: To be
 5

recognised as a world-class centre of academia and technological excellence”.

(UTM’s website, 2012).

Also, UTM’s report mentioned in committed point as one of its institutional

core value that “the UTM staff should develop and enhance his commitment by
focusing his mind and energy to conduct his responsibility to the best of his ability
based on the required knowledge, skills and expertise guided by strong values and
virtue. And in Communicative “.. all UTM staff should be ready and able to
communicate at all levels in contributing ideas, engaging in discourse, deliberating
and discussing,making decisions and sharing experiences using various strategies
and communication techniques to enhance his professionalism and expertise (UTM
website,2013). http://www.utm.my/about/vision-mission/

One of the most significant issues for achieving the goals, mission, and vision
is motivation of staff and their performance. Consequently, workers’ motivation is
crucial to any organization especially that motivated employee means greatly
creative personnel, all of which is going to help any organization achieve its
organizational goals. And this has to be a main target in any organizational plan.
Thus, the motivation is an urgent need for achieving these points within UTM’s staff.
The sample of this study plays important roles in UTM because this sample usually
deals with students in facilities for achieving any issues related to studying process.

1.1. Background of organization

Since its establishment as a technical school in 1904 and finally a full-fledged

university in 1975, UTM has played a pivotal role over the years as the nation's
largest contributor of technical and professional workforce for the local industry,
government agencies as well as multinational companies. Regarded as Malaysia's
premier institution in engineering, science and technology, UTM is committed to be
an excellent innovation-driven and graduate-focused research university. With its
mission to harness innovative human capital and advanced technological
 6

development, UTM remains resilient as an institution which consistently engages in

intensive-based research with innovation permeating across all dimensions amidst a
vibrant knowledge culture and fertile intellectual ecosystem.

UTM's main campus is situated in Johor Bahru which is part of the Iskandar
Development Region, a vibrant economic corridor located at the Southern tip of
Peninsula Malaysia. Its International Campus is situated in the heart of Kuala
Lumpur, the capital city of Malaysia. With a strength of 2,337 academic staff, of
which 200 are foreign graduate faculty members, UTM continuously strives to
develop and enhance quality academic and professional programmes of international
standard and global recognition. UTM has more than 20,000 students on its main
campus in Johor and more than 4,500 in its Kuala Lumpur International Campus. In
its effort to encourage lifelong learning, UTM also has about 5,000 students
registered for its distance learning and part-time programmes. The student population
consists, among others, 3,000 foreign students and 8,000 postgraduate
students.(http://studymalaysia.com/where/profile.php?code=UTM).

1.2. Statement of the problem

Motivation is one of important issues in human resource, therefore, in the

challenges of human resource that may be comprised: changeable loyalty, possible
flawed morale and employees may be are interested in dissimilar motivational
factors. Motivation is one of the most important concepts of psychology and very
vital for the managers who direct the growth of his subordinates towards worthwhile
goals (Ali et al., 2012). In the past, especially in behavioral strategies discipline in
organizational and individual development, managers concentrated on fully
analyzing an organization’s technological and mechanical capacities, but often
neglected a vast untapped resource: its human assets. Employees generally are
motivated toward individual and organization goals when their personal needs are
satisfied. Increasing the motivation and commitment of members can also improve
an organization’s performance (Brown, 2011). Therefore, this study will contribute
 7

to show the relationship between extrinsic & intrinsic motivation and job
performance of clerical staff in UTM.

Brown (2011), stated that the impact of motivation on performance conducted

by manager responsible to determine best motivational factors that lead to improved
staff performance. In order to achiev improved performance, the manager should
know the answers to the following questions: which of motivational factors is the
most influencial/ significant factor? and how subordinates are motivated towards
performance? (Stella, 2008). These questions can be considered as the general issue
in this study. In addition, This study will try to answer these questions in UTM as the
population of study. Also, according to the information that gets by interview with
the manager of human capital department (En. Hairudin & Pn. Hariyani, 2013), who
stated that, there is problem in the reduction of performance evaluation of employees
in UTM, this problem related to motivation process. As a result, it is not known
which of motivational factors is the most influencial/ significant factor to staff
performance at UTM. Therefore, we can consider that the gap is the difference
between the current situation and what should be in determining the importance and
impact of motivational factors on job performance.

Both extrinsic and intrinsic rewards motivate us to join and continue

contributing to organizational and individual performance. One size does not fit all
and also each individual has its own personal needs and preferences for rewards.
This research is conducted to revisit the work of some variables of Herzberg on
intrinsic and extrinsic motivation and to consider its validity and effectiveness when
applied to the clerical staff in UTM. Low motivation in work will lead to low
performance and decrease in job satisfaction, and increase in employee turnover and
absenteeism. The motivation and job dissatisfaction will influence significantly on
the overall performance of the employee (Edrak et al., 2013). High job satisfaction
and motivation will frequently associated with higher level of complaints and work
grievances, even with high employee turnover rate. According to the data collected
in Hewitt’s 2007 Total Compensation Management survey, the average Malaysian
employee turnover rate is 18% (Hewitt, 2009). Turnover among Generation X (year
1966 to 1976) and Y (year 1977 to 1994) employees tends to be the highest, as
 8

company loyalty among the younger generations is weak and apparently eroding
(Hewitt, 2009). According to the data of clerical staff in UTM, the majority of them
are in these generations. Therefore, this study will help UTM to reduce the employee
turnover rate of clerical staff.

According to the vision and mission of UTM, one of the most significant
issues for achieving goals, mission, and vision is motivation of staff and their
performance. Therefore, workers’ motivation is crucial to any organization especially
that motivated employee’s means having greatly creative personnel, all of which will
help any organization achieve its organizational goals. And this has to be a main
target in any organizational plan. Thus, the motivation is an urgent need for
achieving these points within UTM’s staff (Owusu, 2012).Moreover, The outputs of
this study are significantly important to UTM, because UTM where this study is
intended to be carried out is ranked number one in Malaysia both for its research
publication and innovation, therefore employees put great effort on their daily tasks,
and hence they need to be motivated for achieving vision, mission and goals of
UTM.

In other hand based on the researchers review on other studies and as well as
secondary data collection in this study shows that extrinsic motivation and extrinsic
motivation have great impact on performance among the clerical staff but these
motivational factors are not well addressed (En. Hairudin, 2013).

Apart from the studies dealt with impact of motivation on performance, there
is slight difference between this study and previous studies is that this study applied
in UTM, will categories the different level of motivational factors in terms of
gender, age and working experience. Finally, this study will investigate the impact of
motivation on job performance of faculty clerical staff at UTM.

According to many researches, there exist many common and different points
in the field of motivation (Aarabi et al., 2013). This study is designed to have better
understanding on factors of employee motivation and their influence upon job
 9

performance in UTM. The research focuses on exploring variables that drive

employees’ motivation. However, the scope of the research is limited to determining
the level of motivational factors of clerical staff in UTM. This study aims to address
the following problem: Is there any relationship between the level of motivational
factors and job performance of clerical staff in UTM?. In addition, The main concern
of this study is addressing various motivational factors that may promote workforce
to increase the level of performance among the clerical staff at UTM. Therefore, the
main issue of this study is “what are the motivational factors that impact on the job
performance of clerical staff at UTM?

1.3. Objectives of the research

The objective of this study is to investigate the effect of motivational factors

on job performance of clerical employees at UTM. The specific objectives are:

1- To determine the level of motivation and job performance among the

respondents.

2- To determine the relationship between motivational factors and job

performance.

3- To identify the most dominant motivational factors that influence staff

performance.

1.4. Research questions

The research will address the following specific questions:

1. What is the level of motivation and job performance among the respondents?

2. What is the relationship between motivational factors and job performance?

 10

3. What are the most dominant motivational factors that influence staff
performance?

1.5. Significant of the study

The achievements of individuals and organizational goals are independent

process linked by employee work motivation. Individuals motivates themselves to
satisfy their personal goals, therefore they invest and direct their efforts for the
achievements of organizational objectives to meet with their personal goals also. It
means that organizational goals are directly proportion to the personal goals of
individuals.

This research will be very important in numerous ways. It would disclose:

Whether these motivational factors improve employee’s performance, and how
human capital department at UTM can strategically develop the human resource
potentials of the organization (UTM) to the fullest in the midst of the new entrants
through achievement of motivation and development of performance.

The findings of the study will therefore provide vital information to board of
directors as policy makers and human resource managers of the university t o either
merge or re-think ways of motivating staff of the university. The results of the
study will also add to the existing body of knowledge on the issue of motivation
and productivity in the university sector.

Aarabi et al. (2013), stated that, “Malaysia is a developing country in Asia

and houses to many service firms, which contribute toward its economy. Moreover,
Malaysian service organizations play significant roles both socially and
economically. Providing the employees of Malaysian companies with motivating
factors would influence their job performance and make them more successful as the
 11

enterprisers. This would be good for Malaysia and reflects the importance of the
study”.

1.6. Scope of the study

Non-academic staffs particularly the clerical staff in UTM are the main
purpose of this research; therefore, the place of this study is the head office (main
campus) of Universiti Teknologi Malaysia (UTM) which is located in Johor Bahru
state.

Factors and variables under this study are extrinsic and intrinsic motivational
factors and job performance of clerical staff in UTM. The extrinsic motivational
factors are enhanced salary, supervision and fringe benefits.While, intrinsic
motivational factors are promotion, responsibility and training and development.
Most of the need theories of motivation and general job performance concepts were
considered in this research. This research also gathers information directly from
actual clerical staff grade N17 of the non-academic staff in Universiti Teknologi
Malaysia (Main campus, Johor State).

1.7. Limitation of the study

About the limitations, there are few limiting factors in this research as the
following:
 The scope of this study is limited to the non-academic staff (clerical staff) at
Universiti Teknologi Malaysia (UTM) in the main campus in Skudai, Johor
Bahru state.
 The study focuses on the university clerical staff (N17 level of clerical staff)
and not on the all of university staff.
 The survey conducted during the first month of the second semester from the
academic year 2013-2014.
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 This study only examines the impact of six motivational factors on job
performance. Enhanced salary, supervision and fringe benefits as extrinsic
motivational factors and promotion, responsibility and training &
development as intrinsic motivational factors. Hence, this study does not
examine the impact of other motivational factors that are stated in Herzber’s
theory in detail.

1.8. Operational definitions

The following terms are used in this study:

Motivation is the power of individuals that catalyzes, encourages, and directs

their work towards the achievement of objectives. It will be measure by
extrinsic and intrinsic motivational factors.

Extrinsic motivation is external sources of employee’s motivation that

related to tangible rewards. It will be measure by enhaced salary, fringe
benefits and supervision.

Entrinsic motivation is the inernal sources of employee’s motivation that

related to intangible factors. It will be measure by promotion, responsibility
and training & development.

Enhanced salary is the increasing in an annual wages that usually paid on a

monthly basis, made by a company to workers.

Fringe benefits are a set of diverse benefits provided by an organization to

employees. Will be measure by bonus, Health insurance and pensions.
Supervision is the managerial and developmental process that is conducted
by supervisor or manager to support and improve an employee’s achievement
of the motivation, independence and skills essential to efficiently accomplish
the work.
 13

Promotion is the advancement or a move to a higher or more important

position or job in an organizational structure or company and will increases
payment, responsiblilty and authority of promoted employee.

Responsibility is the situation or duty that makes employee to be in charge of

something or someone and will be blamed if some bad things happens.

Training and development is the process that increases skills, knowledge and
competency of employees as motivational factors that related to growth
process.

Job performance is the tasks, duties and responsibilities that have to be

accomplishment by human being (clerical staff) in the organization (UTM).

1.9. Conceptual definitions

There are many definitions of motivation and performance by many authors

we will state some of them as following:

1.9.1. Motivation

Golembiewski (1973), defined motivation as the level of willingness of an

organization to follow some determined objective and involves the identification of
the essence and locus of the powers persuading the degree of willingness.

Linder (1998), defined motivation as “the psychological activity that

provides performance aim and direction, a tendency to act in a determined way to
accomplish particular unmet needs, an dissatisfied need, and the determination to get
respectively”. This is the process by which a person wants and chooses to act in a
particular way (Maund, 2001). In this study motivation will be measured by intrinsic
 14

and extrinsic motivational factors.

1.9.2. Extrinsic Motivators

These are sources of need satisfaction that are associated with tangible
rewards such as pay, working conditions, physical surroundings, job security,
promotion and interpersonal relations and such tangible rewards can not be
determined by the individual but rather at the organisational level (Houldsworth in
Rees, 2004).

Extrinsic motivation, by contrast, refers to: “a broad array of behaviors

having in common the fact that activities are engaged in not for reasons inherent in
them, but for instrumental reasons” (Vallerand and Ratelle 2002, p. 42). Extrinsic
motivation will be measured by: enhance salary, employee loan scheme, and fringe
benefits as dimensions.

1.9.3. Intrinsic Motivators

These are sources of need satisfaction, that derive from the individuals
relation to the job itself and it involves job factors which reward the needs of the
individual to reach his aspirations and an example are achievement, recognition,
responsibility, advancement (Maund, 2001).

Ryan and Deci (2002), posit: Intrinsically motivated behaviors are those
whose motivation is based in the inherent satisfactions of the behaviors per se, rather
than in contingencies or reinforcements that are operationally separable from those
activities. Intrinsic motivation represents a prototype of self-determined activity, in
that, when intrinsically motivated, people engage in activities freely, being sustained
by the experience of interest and enjoyment. Intrinsic motivation will be measured
by: promotion, responsibility, training and development as dimensions.
 15

1.9.4. Enhanced salary

according to Herzberg (1986), enhanced salary is one of hygiene factors that

includes the increasing in wages that includes all forms of compensation and
concentrates on income or unfulfilled anticipation of increases.

1.9.5. Fringe benefits

According to Bacon (2002), a fringe benefit is a collection of various

benefits provided by an employer to employees such as bonus, health insurance, life
insurance, holidays and sick leave and pensions.

1.9.6. Supervision

According to Inskipp and Proctor (1993), supervision is “a working alliance

between a supervisor and (supervisee) in which the (supervisee) can offer an account
or recording of their work; reflect on it; receive feedback, and where appropriate,
guidance.

1.9.7. Promotion

Promotion is the advancement of an employee from one job position to

another job position that has a higher salary range, a higher level job title, and, often,
more and higher level job responsibilities (Heathfield, 2014).

1.9.8. Responsibility

Resposibility is the state of being the person who caused something to happen
or a duty or task that you are required or expected to do. Also, responsibility can be
 16

something that you should do because it is morally right, legally required, etc.
(Merriam-Webster, 2014).

1.9.9. Training & Development

Employee training and development does not imply only obtaining new
knowledge, abilities and skills, but also the possibility to promote entrepreneurship,
introduce employees to changes, encourage the changes of their attitude, introduce
the employees to important business decisions and involve them actively in the
process of decision making (Vemić, 2007).

1.9.10. Job Performance

Job performance is a variable commonly researched in conjunction with job

satisfaction and employees’ motivation, but has also been a variable that has received
its own amount of attention in the literature. Job performance has been defined as the
value an organization can expect from discrete behaviors performed by an employee
over time. (Motowidlo, 2003, Motowidlo, et al., 1997). According to Kamus Dewan
(2000), performance is an outcome or accomplishment. When we talk about
performance, the portion of accomplishment and success will be the major subject.

The ability to perform effictively in a job requires an understanding of up to

date job descriptions for the particular position and also understanding of the job
performance requirements and standards that are expected to be met (University of
washington,2007). For manufacture organization, the main indicator of performance
will be productivity while commercial company, full amount of sales and earnings
will be the main indicator to determine performance of company. For a person in
organization, the excellent execution in his/her job determines the development of
specific staff. Performance is a responsibility and task that has to be implemented via
human being in the organization. These task or duty and responsibility are
documented by performance evaluation form (Kopelman, 1990).
 17

1.10. Conceptual framework

To accomplish an academic and well-organized research, a theoretical and

scientific framework is required, the conceptual framework was adapted from Aarabi
et al., (2013) as bellow:

Conceptual framework

Independent Variables Dependant Variable

Motivational Factors

Extrinsic
Enhanced salary

Fringe benefits

Supervision
Job Performance
Intrinsic
Promotion
Responsibility

Training & development

Figure 1.1 the conceptual framework

Source: Adapted from Aarabi et al. (2013). Relationship between Motivational

Factors and Job Performance of Employees in Malaysian Service Industry.
This conceptual framework is adupted from Aarabi et al. (2013). where the
authors invastigated the relationship between motivation and job performance. This
conceptual framework shows the independent variable and dependent variable. In
this framework, the extrinsic factors that include dimensions as enhance salary,
supervision and fringe benefits, also, intrinsic motivational factors that include
dimensions as promotion, roles and responsibility, training & development, and
 18

growth & opportunity are shown under independent variable while performance is
shown under dependent variable.

1.11. Hypothesis

According to Sekaran and Bougie (2010), a hypothesis can be defined as a

statement that the researcher predict or expect from the study. Hypothesis also is a
logical assumption the relationship between two variables. This section discusses the
hypotheses development. In line with the research’s problem statement as well as
objectives of the study discussed in first chapter, the following discussion deals with
the hypotheses that will be tested in this study. All hypotheses are stated in the
alternative forms. For fulfilling the objectives of this research, the inferential
statistics will be used to draw inferences and to test the significance of hypothesis.
The hypotheses for this research are as follows:

Ha1: There is significant relationship between extrinsic motivational factors and job
performance.
Ha2: There is significant relationship between intrinsic motivational factors and job
performance.
Ha3: There is significant influence of salary on job performance.
Ha4: There is significant influence of supervision on job performance.
Ha5: There is significant influence of fringe benefits on job performance.
Ha6: There is significant influence of promotion on job performance.
Ha7: There is significant influence of responsibility on job performance.
Ha8: There is significant influence of training & development on job performance.

The Pearson correlation analysis will be used to examine the second and third
hypotheses Ha1 and Ha2. Pearson correlation is used to measures the strength of the
linear relationship between two variables. The value of the correlation provides
information both about the nature and the strength of the relationship. The
correlations range between -1.0 and 1.0. The closer value of correlation to one, the
stronger the relationship between the two variables (Edrak et al., 2013).
 19

Moreover, the multiple regressions analysis will be used to examine the

hypotheses (Ha3 – Ha8). Multiple regressions is a statistical test for measuring the
relationship between a single dependent variable (DV) and one or more independent
variables (IV). It allows researcher to build an equation for predicting the value of
the DV from the values of two or more IVs. Variance (R2) is the statistic that can be
used to measure how well the dependent variable can be predicted by independent
variables (Edrak et al., 2013). While, mean and StD. will be used to to measure the
level of each independent variables and job performance as dependent variable.
 20

CHAPTER 2

LITERATUR REVIEW

2.0. Itroduction

This chapter reviews related empirical literature on the subject matter. The
relevant literature will be reviewed under the following outline: the concept of
motivation, theories of motivation, concept of performance, performance
measurement, and previous studies.

2.1. The concept of motivation:

Rajput (2011), asserts that motivation is the word that resultant from a Latin
word “Movere” this word factually means “to move”. They stated that motivation
can be defined as “the person’s need to display the performance and reflects
readiness to apply effort”.

Kelly (1974), states that motivation has to perform with the forces that
preserve and adjust the trend, quality and force of behavior. Also, Hoy and Miskel
(1987), states that employee motivation is the intricate forces, wants, tension
situations, or other techniques that begin and preserve intentional action directed
 21

towards the accomplishment of individual objectives. Briefly, according to Dessler

(2001), motivation is the power of a individual’s desire to participate in some
activity. In another term, a person who is motivated has the consciousness of
particular purposes that have to be accomplished in particular ways; therefore a
person directs its physical or mental effort to get such objectives (Nel et al., 2001).

According to Mullins (2006), motivation is one of the important ingredients

in a performance and output of worker. Even when people have obvious work
purposes, the true abilities or skills, and helpful work surroundings, people would not
get the work done with no adequate motivation to attain those work goals. Also, he
defined Motivation as the forces inside a human being that have an effect on his or
her direction, power and perseverance of intentional behavior. He added that
motivated workers are prepared to use a specific standard of effort (power), for a
definite time (perseverance), in the direction of a specific objective or direction.

Mitchell & Daniels (2003) said that motivation differs in and across people
and it is a willing attitude that works jointly with capability to create performance.
Dorman and Gaudino (1990), stated that motivation is a process that begins with
psychological or physiological requirement that promote a specific behavior or
stance that is intended to a objective. It is an act of motivating individuals to have
coveted action so as to attain desired objectives.

When people talk about motivation, most of the time they would think that
motivation is always positive. Actually, motivation can be positive and negative.
Positive motivation is taking place when, for example, people know that they would
be rewarded after accomplishing a goal. The rewards can be either in monetary terms
such as salary increment, bonus and incentives, or in non-monetary terms such as
praise, personal advancement, recognition, etc. Negative motivation, on the other
hand, means that people are motivated by the previous failures, others’ criticism or to
avoid punishment. Besides that, motivation is always goal-oriented and it is a
continuous process so that the desired goals could be achieved and maintained
(Ching, 2012).
 22

2.2. The concept of extrinsic and intrinsic motivation

The most vital difference is between intrinsic motivation, which refers to

doing something because it is inherently interesting or enjoyable, and extrinsic
motivation, which refers to doing something because it leads to a separable outcome.
Intrinsic motivation has emerged as important phenomena for educators— a natural
wellspring of learning and achievement that can be systematically catalyzed or
undermined by parent and teacher practices (Ryan & Stiller, 1991).

According to Ryan and Deci (2007), extrinsic motivation is a construct that

pertains whenever an activity is done in order to attain some separable outcome.
Extrinsic motivation thus contrasts with intrinsic motivation, which refers to doing
an activity simply for the enjoyment of the activity itself, rather than its instrumental
value.

Otis et al. (2005) define intrinsic motivation as engaging in activities for

inherent reasons. When intrinsically motivated, individuals will perform an activity
because they experience satisfaction with themselves while doing it. In contrast, Otis
et al. (2005), defined extrinsic motivation as engaging in activities for instrumental
reasons. Instrumental reasons can include verbal reinforcement, rewards, grades, etc.
In this case, the reason an individual is participating in an activity is one that is
separate from the activity.

Extrinsic motivations are these sources of need satisfaction that are

associated with tangible rewards such as pay, working conditions, physical
surroundings, job security, promotion and interpersonal relations and such tangible
rewards can not be determined by the individual but rather at the organisational
level (Houldsworth in Rees, 2004:83).In other hands, intrinsic motivations are these
sources of need satisfaction, that derive from the individuals relation to the job itself
and it involves job factors which reward the needs of the individual to reach his
aspirations and an example are achievement, recognition, responsibility,
advancement (Maund, 2001).
 23

Intrinsic motivation is defined as the acting of an action for its inherent

satisfactions rather than for some separable consequence. When intrinsically
motivated a person is moved to act for the fun or challenge entailed rather than
because of external prods, pressures, or rewards. The phenomenon of intrinsic
motivation was first acknowledged within experimental studies of animal behavior,
where it was discovered that many organisms engage in exploratory, playful, and
curiosity-driven behaviors even in the absence of reinforcement or reward (White,
1959).

According to Oudeyer and Kaplan (2007), intrinsic motivation is clearly

visible in young infants that consistently try to grasp, throw, bite, squash or shout at
new objects they encounter. Even if less important as they grow, human adults are
still often intrinsically motivated while they play crosswords, make paintings, do
gardening or just read novels or watch movies. They also see that the concepts of
intrinsic and extrinsic motivations form a different distinction than the one between
internal and external motivations which is sometimes made in the cognitive robotics
and reinforcement learning literature.

Although, in one sense, intrinsic motivation exists within individuals, in

another sense intrinsic motivation exists in the relation between individuals and
activities. People are intrinsically motivated for some activities and not others, and
not everyone is intrinsically motivated for any particular task (Ryan and Deci, 2000).

Indeed, a substantial body of experimental and field evidence indicates that

extrinsic moti-vation (contingent rewards) can sometimes conflict with intrinsic
motivation (the individual's desire to perform the task for its own sake) (Bénabou
and Tirole, 2003). According to Alkin-Little et al. (2004), the debate over the effects
of extrinsic rewards has been occurring for over 30 years. However, research
findings have been contradictory, differentiating the effects of extrinsic and intrinsic
motivation on individuals.
 24

2.3. The concept of salary

According to Herzberg (1986), salary includes all forms of reward and

concentrates on earnings or salary increases or unfulfilled expectation of increases.
The option of enhanced salary by workers raises some essential concerns on the
corporate needs in the organization. The said choice is essential in order to allow
them finance their basic and physiological needs which are original in humans as
recognized by Maslow in his hierarchy of needs model. This study, to this extend, is
concern with the relativity of motivational factor and rewarding employees needs by
salary to their job performance to achieve organizational purposes (owusu, 2012).

According to oxford dictionary (2013), salary is “a fixed regular payment,

usually paid on a monthly basis but frequently conveyed as an annual amount, made
by an owner or company to a member of staff, especially a professional or white-
collar worker”. Salary is a constant amount of money or compensation paid to an
employee by an employer in return for work performed. Salary is paid, most
regularly, in a bi-weekly paycheck to anexempt or professional employee. In most
years, an employee's salary is paid in 26 even paychecks over the course of the year.
An employee who is paid a salary is expected to complete a whole job in return for
the salary. This is different from a non-exempt employee who is paid an hourly rate
or by the piece produced. This employee is generally eligible to collect overtime
(Heathfield, 2014).

According to (DWD) department of workforce development (2014), Salary”

is a regularly paid amount of money, constituting all or part of an employee’s wages,
paid on a weekly or less frequent basis, that is not subject to reduction due to the
quality or quantity of work performed. Overtime must be paid at time and one-half
the regular rate of pay. The “regular rate” is an hourly rate that will change for a
salaried employee based upon the number of hours worked in a week. Since salary
constitutes wages at straight time for all hours worked, the employer owes an
additional half time for the hours in excess of 40 in a week.
 25

Whakatutuki (2013) stated that, the Wages Protection Act 1983 sets out the
way wages must be paid, and prevents unlawful deductions from wages. Employees
should be paid on the day and at the intervals that have been agreed with the
employer. Employers cannot change the normal pay day without the agreement of
the employee. According to Maslow’s theory, organizations must provide employees
with a salary that enable them to afford adequate living conditions. The rationale
here is that any hungry employee will hardly be able to make much of any
contribution to his organization (Ajang, 2005).

Kim (2012) stated that, How much higher can those fortunate enough to have
a job expect their salaries to rise in the next year? The answer is 3 percent, according
to a study by the consulting firm, Hay Group. According to the consulting firm’s
research, executives, middle management, supervisory and clerical positions will see
a median 3 percent pay increase in 2013, based on data collected between May and
June this year from 350 organizations. The study found the vast majority of
organizations, at least 80 percent, reported an average increase of between 2.5
percent and 3.5 percent salary. The oil and gas and luxury retail sectors reported the
highest median increases at 3.3 percent and 3.5 percent, respectively.

Blair (2012) stated that, In 2000, salaries increased a median of 4.4 percent,
followed by an uneven decline in the increases, and this is not a “sustainable
strategy, especially for hot jobs or hard-to-fill positions.” Employers will have to be
committed to creating a positive work climate among other ways to keep employers
and stay productive. Wages and salaries increased 1.7 percent for the current 12-
month period ending in March 2012, according to the Bureau of Labor Statistics,
compared to 1.6 percent for March 2011.

2.4. The concept of fringe benefits

According to Bacon (2002), stated that the list of fringe benefits included for
example: life insurance, health insurance, pension, vacation, holidays and sick leave.
 26

On the other hand, it is not required that all employees participating in a fringe
benefit plan be entitled to receive benefits from the plan at all times.

According to Investopedia website (2014), a fringe benefit is a collection of

various benefits provided by an employer, which are exempt from taxation as long as
certain conditions are met. Any employee who receives taxable fringe benefits will
have to include the fair market value of the benefit in their taxable income for the
year, which will be subject to tax withholdings, and social security benefits
payments. Fringe benefits commonly include health insurance, group term life
coverage, education reimbursement, childcare and assistance reimbursement,
cafeteria plans, employee discounts, personal use of a company owned vehicle and
other similar benefits.

Fringe benefits can be called pecuniary benefits. Fringe benefits are a part of
incentive which is supposed to motivate managers and employees. On the other
hand, managerial power approach regards fringe benefits as governance tools that
serve to satisfy managers’ desire for power. However, the existence of private
benefits is not necessarily bad, since private benefits are another face of fringe
benefits and fringe benefits frequently serve as a good instrument for motivating
employees (Kwak, 2009). Zingales (1995) argues that the level of private benefits
has no efficiency consequence, but only distributional ones. There are more aspects
related to private benefits but this study limits our research scope to pay-performance
relationship.

In this study, Salary and fringe benefits are extrinsic motivation as financial
factors. The relationship between these two factors and job performance can
increases organizational productivity. Akerlof and Kranton (2010), reported that
many organisations would be successful in their goals and purposes if they
understand the identity economics. People's identity that is their conception of who
they are, and of who they choose to be, may be the most important factor affecting
their economic lives and may indicate what would be the most appropriate incentives
for them to perform in their job. There seems to be evidence to confirm the positive
relationship between financial factors and job performance in service organizations.
 27

Money is the fundamental inducement; no other incentive or motivational

technique comes even close to it with respect to its influential value. All businesses
use pay, promotion, bonuses or other types of rewards to motivate and encourage
high-level performances of employees. It has the supremacy to magnetize, maintain
and motivate individuals towards higher performance. According to Lemieux et al.
(2009), the existing evidence shows that when there is a good performance measures,
performance-pay can enhance employee productivity and improve match quality.
However, the use of performance-pay is constrained by the quality of available
performance measures. As a consequence, a profit maximizing firm will introduce
performance-pay in a particular job only when the quality of the performance
measure is sufficiently good. Muralidharan and Sundararaman (2009) provide
supporting evidence that payment is associated with output of employees and serves
as incentive to enhance workers’ performance. Meanwhile a study by Lazear (2000)
revealed that when employers increase the salary of the workers, most employees
work on their tasks and duties diligently. Kelly (1990), focused on employees who
work in banks as tellers. Her research found that bank tellers appear to have low job
satisfaction and seem to be less motivated at work. In addition, the study found that
low payment for bank tellers is one of the most important factors that influence job
performance in service companies.

2.5. The concept of supervision

Traditionally, when business leaders talk about “supervision,” they are

usually referring to the managerial or leadership function of overseeing the
productivity and progress of employees – typically those employees who report
directly to the supervisor. However, stemming from our experiences in providing
both training and supervision to employees, Rising Sun’s approach to supervision
takes a very different perspective defining supervision more from a coaching and
mentoring perspective than from a managerial perspective. Therefore, the definition
of supervision is a developmental process designed to support and enhance an
individual’s acquisition of the motivation, autonomy, self-awareness, and skills
necessary to effectively accomplish the job at hand (Drucker, 2005).
 28

Pierce and Rowell (2006) said “All too often, employees are promoted to the
role of supervisor because of their strong technical expertise. However, an effective
supervisory relationship requires that the supervisor not only be a content expert, but
that they also accept the enormous responsibility of mentorship. Unfortunately, poor
supervision has an enormous impact and cost for both the individual employee, as
well as the organization as a whole”.

Inskipp and Proctor (1993) provide a starting point by defining supervision

as “a working alliance between a supervisor and (supervisee) in which the
(supervisee) can offer an account or recording of their work; reflect on it; receive
feedback, and where appropriate, guidance. The object of this alliance is to enable
the (supervisee) to gain in ethical competence, confidence and creativity so as to give
their best possible service to their clients”.

Henry (2010) consider mutual respect, trust, warmth and genuineness requirements
for ensuring a safe environment for productive supervision. It is the desire to create an
environment that incorporates the presence of challenge, involvement, support, structure,
feedback, innovation and integration. The main components of supervision are: Line
management, case supervision and ccontinuing professional development of workers
to ensure they have the relevant skills, knowledge, understanding and attributes to do
the job and progress their careers (CWDC, 2007).

.
2.6. The concept of Promotion

Pergamit and Veum (1995) stated that promotion is simply an improvement

of the recent position. The worker is typically the only person considered for the
promotion. For most workers, the conditions of employment such as wages, benefits,
and work environment are extremely important aspects of a job. Also of importance
is an individual's rank or position within an organization. For instance, in many firms
there exists a well-established hierarchy in which advancement takes the form of
promotions to higher level jobs, which is often considered part of the "structure" of
the organization. Promotions may be used by firms to motivate workers, particularly
 29

in companies where direct supervision of workers is difficult. A promotion may also

be a reward that results in advancement within the firm, but also involves greater
responsibility.

Promotion is the advancement of an employee from one job position to

another job position that has a higher salary range, a higher level job title, and, often,
more and higher level job responsibilities, is called a promotion. Sometimes a
promotion results in an employee taking on responsibility for managing or
overseeing the work of other employees. Decision making authority tends to rise
with a promotion as well. Visually, a promotion moves an employee's job up one
level on anorganizational chart. The new reporting relationships are displayed as
vertical lines to boxes below the new level of the employee following the promotion
(Heathfield, 2014).

Accordin to investopedia website (2014), the definition of promotion in terms

of a career, a promotion refers to the advancement of an employee's rank or position
in a hierarchical structure. Job promotions usually include a new job title, a greater
number of responsibilities and a pay increase. They might also include an expansion
of benefits and managerial authority over other employees. Job promotions are
usually based on performance or tenure (Investopedia, 2014). Promotion is often a
reward to an employee for work contributions. A promotion is a form of recognition
for employees who make significant and effective work contributions. Consequently,
a dilemma arises in organizations since repeated promotions generally place an
employee in a management role. Employers are challenged to provide alternative
career paths for employees who deserve the benefits and recognition provided by a
promotion, but do not aspire to manage the work of other employees (HR newsletter,
2014).

Riketta and Dick (2005) suggested that behaviour of employees in the

workplace is related to satisfaction in their careers. Harrison and Novak (2006),
showed that efforts by management to establish promotion opportunities contributes
to employee’s job satisfaction and acts as a motivator for job performance.
According to Herzberg’s theory (1986), promotion is under advancement factor as
 30

intrinsic motivational factor. He defined the advancement as the real change in

upward status in the corporation. This why this study consider promotion as intrinsic
motivational factor.

2.7. The concept of responsibility

Dose and Klimoski (1995) defined responsibility as a situation in which an

individual feels a sense of obligation to a state of affairs or event. Responsibility is a
duty to be in charge of someone or something, so that you make decisions and can be
blamed if something bad happens (Longman dictionary, 2012). Resposibility is the
state of being the person who caused something to happen or a duty or task that you
are required od expected to do. Also, responsibility can be something that you should
do because it is morally right, legally required, etc. (Merriam-Webster 2014).

According to Success Culture Glossary (2002), Responsibility is value-

neutral—it is not about assigning blame or credit, nor is it a comment about how well
or poorly a person behaves. It simply relates to the source of a choice or action.
Personal responsibilities refer to those responsibilities where the individual takes
ownership for self, family, and community. Therefore, the responsibilities of a good
person are taking care of oneself, supporting one’s family and caring for, nurturing
and educating one’s children, sccepting responsibility for the consequences of one’s
actions, adhering to moral principals, considering the rights and interests of others
and behaving in a civil manner (Tocqueville & Mead, 2014).

Craemer (2010) stated that All of us need to take responsibility for our
intrinsic motivation–both in our personal lives as well as our work lives. The
motivation we have for doing anything is ultimately linked to this personal
responsibility. Also, every employee need to determine whether direction and/or
support is necessary and then make this clearly known to his or her boss. Only in this
way, can a boss fully understand what is required to help the employee succeed. This
is the employee’s responsibility and a key component to motivation in the workplace.
 31

Therefore, managers need to make each employee accountable in their respective

roles and expect them to communicate what is necessary to succeed.

2.8. The concept of Training and Development

Aguinis and Kraiger (2009) defined training as the systematic approach to

affecting individuals’ knowledge, skills, and attitudes in order to improve individual,
team, and organizational effectiveness. Development is systematic efforts affecting
individuals’ knowledge or skills for purposes of personal growth or future jobs
and/or roles. According to Goldstein & Ford (2002), training is a systematic
approach to learning and development to improve individual, team, and
organizational effectiveness. Alternatively, development refers to activities leading
to the acquisition of new knowledge or skills for purposes of personal growth.
However, it is often difficult to ascertain whether a specific research study addresses
training, development, or both. Truelover (1992) stated that “training is
characterised as an instructor-led, content-based intervention leading to desired
changes in behaviour”. In this study, the term “training” will use to refer to both
training and development as one of intrinsic motivational factors.

Comprehension the training and development process requires realization of

all the changes that have effect as a consequence of learning process. As the creator
of new skill and knowledge, employee training and development is placed in a larger
strategic situation of HRM, for example, international organizational administration,
as a planned personnel learning and growth, both individual and group, through the
objective to promote both the business and workers. To protect its acquired situations
and enhance competitive advantage, the corporation needs to be capable to generate
new knowledge and skill, and not merely to depend only on employment of the
existing. Therefore, the permanent training and delopment of workers has an
important role in the growth of personal and organizational performance (Vemić,
2007). In change process training and development will lead to improve job
performance and other positive transformations by getting new knowledge and skills
(Satterfield and Hughes 2007).
 32

Training is often looked upon as an organized activity for increasing the

knowledge and skills of people for a definite purpose. It involves systematic
procedures for transferring technical know-how to the employees so as to increase
their knowledge and skills for doing specific jobs with proficiency. In other words,
the trainees acquire technical knowledge, skills and problem solving ability by
undergoing the training programme. In addition, training is a source of motivation
for the employees as well. They find themselves more updated while facing the
challenging situations at job. Such skill development contributes to their career
development as well. Motivated employees have lesser turnover, providing an
organization with a stable work force, which ahs several advantages in the long run (
Sharma, 2013).

Employee training and development does not imply only obtaining new
knowledge, abilities and skills, but also the possibility to promote entrepreneurship,
introduce employees to changes, encourage the changes of their attitude, introduce
the employees to important business decisions and involve them actively in the
process of decision making (Vemić, 2007).

The purpose of training and management development programs is to

improve employee capabilities and organizational capabilities. When the
organization invests in improving the knowledge and skills of its employees, the
investment is returned in the form of more productive and effective employees.
Training and development programsmay be focused on individual performance or
team performance (Watad and Ospina, 1999).

2.9. The concept of job performance

Frimpong and Fan (2009) defined performance management as the process

through which managers ensure those employees, activities and outputs are congruent
with the organization’s goal. Therefore it is the organizations’ priority to ensure that
motivational tools which encourages initiative and stimulates efforts from the
employees are put in place for a better performance and deliverance of quality service.
 33

Motivation refers to the forces either within or external to a person that arouse
enthusiasm and persistence to pursue a certain course of action. Employee motivation
affects productivity, and part of a manager’s job is to channel motivation towards the
accomplishment of both personal and organizational goals.

Amos (2004) stated, “…the effective management of individual performance

is critical to the execution of strategy and the organization achieving its strategic
objectives.” performance cannot be absent in expectation that it will increase
naturally, although the worker’s natural want or desire to execute and be
compensated for it. This desire need to be accommodated, uncomplicated and
refined. In response for this performance, companies expand themselves in varied
forms of acknowledgement (Foot and Hook, 1999).

While Jain & Traiandis (1990) see to performance as an estimation and action
of ruling about quality and quantity of productivity/production of employees and it
require very clear stick yard to look at a person at the real level of performance. An
achievement is something important that you succeed in doing by your own efforts as
defined by Longman dictionary of Contemporary English (1999).

The notion of individual performance is innately associated with

accomplishment on a personal stand. This is a reason why present organizations are
trying to evaluate and manage individual performance (Armstrong and Baron, 1998).
And they define performance management as: “a process for establishing shared
understanding about what is to be achieved, and an approach to managing and
developing people in a way which increases the probability that it will be achieved in
the short and longer term”. Whetten and Cameron (1998), defined individual
performance as the result of capability multiplied by incentive. Cummings and
Schwab (1973) agree with the faith that performance is eventually a personal
phenomenon with environmental variables affecting on performance mainly through
their influence of personal determinants of performance – capability and motivation.
 34

Borman and Motowidlo (1993) distinguished between two types of job

performance, task performance and contextual performance. Task performance
represents those things that are typically on a job description and involve the
transformation of materials into goods and services such as sales or operating
manufacturing equipment. Contextual performance refers to the “behavior that
contributes to organizational effectiveness through its effects on the psychological,
social, and organizational context of work” (Motowidlo, 2003).

Furthermore, contextual performance can occur through its effect on other

people, an individual’s development of knowledge and skills, or affecting the
organization’s resources. Contextual performance also includes such things as
volunteering for additional assignments, persistence in completing difficult activities,
working with others to assist completion of their tasks, or supporting organizational
policies and objectives, even when it might be inconvenient. Thus, in this study,
performance will be measues by integrated form of task performance and ontextual
performance (Motowidlo & Scotter,1994).

2.10. The theories of motivation(The need theories)

Theories of motivation can be used to clarify workers’ attitude (Rowley,

1996; Weaver, 1998). The theories include content theories, based on the supposition
that human beings have individual needs, which stimulate their actions. According to
the objectives and factors of research, this study will focus on need theories.
Therefore, this study will discuss the need theories of motivation which include
Maslow’s theory of need, Herzberg’s Hygiene and Motivational Factors (Herzberg’s
Two Factor Theory) , ERG theory, Acquired needs theory and X & Y theory.

2.10.1. Abraham Harold Maslow’s Theory of Need:

Psychologists, sociologists, administrators and Economists agree that human

needs are multiple and that the satisfaction process is an endless process. So, the
 35

satisfaction of a particular need will leads to the quest to satisfy another need.
Maslow developed one of the most common needs categorization. His Hierarchy of
Needs elucidates incentive and performance as the consequence of diverse basic
needs that guide individuals. Motivation is necessary to assume action.
(http://www.provenmodels.com/19).

Moreover, This theory describes human needs and divides them according to
the importance into five groups or levels of human needs in Maslow’s hierarchy of
needs: 1.Physiological needs, 2.Safety needs,3.Social needs, 4.Esteem needs and
5.Self-actualization needs.

Figure 1.1. HIERARCHY NEEDS OF ABRAHAM MASLOW

Source: ("Business Management Articles" April 10, 2009,

http://www.envisionsoftware.com /articles/accessed 12 August, 2013).

1- Physiological needs: it is the first and lowest level of basic needs that is
necessary for survival, including the need for food and shelter.
2- Safety needs: This is the second level of needs includes the individual’s need for
physical security, protection, security in the daily events of his life and associated
with human relations.
3- Social needs: The third level of needs that related to social behaviors, is based on
the individual's desire to be accepted as a member of the group, and includes the
desire to love and affection.
 36

4- Esteem needs: the fourth level of need related to the individual’s need and desire
for the respect, esteem, achievement, and social status and includes a sense of
self-efficient. The gratification of this level leads to 'feelings of strength, self-
confidence, value, ability and sufficiency, of being helpful and necessary in the
society.
5- Self-actualization needs: the fifth level is the highest level of needs. This level
needs linked to the individual's desire to reach the peak of its capabilities through
the development and use of his abilities and use them to the maximum possible
degree of creativity. (Stralser, 2009).

Individuals’ viewpoints about the importance of these needs differ depending

on the functional level, organizational structure and geographical location. This
theory necessitates that the manager will be able to identify and understand the needs
of his staff to appreciate the appropriate way to motivate them and direct their
behavior (Stralser, 2009).

In Empirical aspect of Maslow’s theory in employee motivation, directors

and the organisation as a whole, have to be capable and ready to recognize and
optimistically provide the motivational factors that stimulate its human resources
within the context of the job performance. This is because extremely motivated
workers are the cause of high performance levels and hence higher productivity for
the organization (Ajang, 2005). Owusu (2012) Stated that, the significant aspect and
relationship of Maslow's model and this study is that it provides for persistent
increase of the individual. The theory of Maslow meets the introduction needs and
motivation of workers and therefore workforces achieved objective with this need in
UTM . In the long term, these needs of workers may not be met as the workers
growing through the university and this can serve as demotivating to the workers,
ultimately, will influence on their performance. This is why this theory related to
this study.
 37

2.10.2. Herzberg’s Two Factor Theory

Herzberg's motivation-hygiene theory generally known as the two-factor

theory, has received prevalent attention as having a practical method toward
motivating workers. Herzberg built his theory on the results of empirical studies and
determined the two sets of factors: motivation factors and hygiene factors (Ajang,
2005).

This study directly depends on this theory and this theory directely is related
to this study because of many reasons. Frist, Herzberge’s theory as current study
divided motivational factors to extrinsic and intrinsic motivational factors. Second,
all of independent variables in this research (salry, supervision, responsibility,
advancement or promotion, growth “training & development”) are found in
Herzberg’s theory. Finally, Herzberge’s theory has received prevalent attention as
having a practical method toward motivating workers and will give researcher
empirical discussion and results for achieving the objectives of study.

Vroom and Decei (1970) stated that the Herzberg’s Theory is highlighted in
to two barrel sets of needs named as men’s needs such as animal towards avoiding
discomfort and human needs for psychological growth. A number of factors are
listed in this theory which is parallel to Maslow’s hierarchy of needs, apart from his
theory is more tending to the working environment. These factors are divided into
two major categories the hygiene factors (Dissatisfies) and the motivators
(Satisfiers).

Vroom and Decei (1970) saied “Under the hygiene factors he specified
factors, for instance working conditions, company policies and administrative
practices, salary and benefits, supervision, status, job security, co-workers and
personal life whereas the motivators include factors for instance recognition,
achievement, advancement, growth, responsibility and job challenge. One set of
needs is associated with what a person does while the other is concerned with the
situation in which it is done”.
 38

These motivators have the capability to generate an effective motivation in

individuals to be able to perform and apply significant effort in job performance
however the disatisfiers define the work environment that does not have an effect in
creating positive job attitudes.The dissatisfiers form the environment of the hygiene
factors in which he/she is persistently is trying to adjust because they are the tasks
available to simplify the accomplishment of growth whereas the motivators create
motivation (Ajang, 2005).

Based on the division of the factors in this theory it is possible to say that
the Motivation Factors that include growth (training and development), recognition,
work itself, responsibility, achievement, and advancement(promotion) are the
intrinsic motivational factors that cause job satisfaction and deal with job content.
Therefore, When these factors are missing on the job, employees do not be inclined
to be dissatisfied they are simply are “not satisfied” that will lead to decrease in job
performance level. Workers who are “not satisfied” do not be inclined to confine
productivity; they just don’t intervene in their work or set forth the further effort to
do a well job. Conversely, employees who are “satisfied” set forth that further effort
and productivity augments (Elnaga, 2013).

2.10.2.1. Definitions of Motivation-Hygiene Factors

Becuase of the directed relationship of Herzber’s factors theory with

objective and variables in this study, is usefil to state the definition of each factors as
follow:
 Motivational Factors

Growth: This comprises actual knowledge of new skills, with better

opportunity of development within the present occupational field in addition to
personal growth.

Work Itself: it refers to The real content of the job and its affirmative or
negative impact upon the worker whether the job is described as interesting or
 39

uninteresting, diverse or routine, inventive or stultifying, extremely easy or

extremely difficult, demanding or non-demanding.

Responsibility: This comprises both the responsibility and power with regard
to the job. Responsibility refers to the worker’s manage over his or her own work or
being given the liability for the job of others.

Achievement: This contains the individual satisfaction of implementation a

job, solving problems, and considering the outcomes of one’s efforts.

Advancement:it refers to The real change in upward status in the

corporation. Increased opportunity changes with no increase in status are considered
under responsibility.

Recognition: The gratitude by others for a work well done or personal

achievement.

 Hygiene Factors

Company Policies & Administration: The approach about the sufficiency

or insufficiency of corporation organization and administration. This comprises
meager communications, lack of empowered authority, procedures, policies, and
rules.

Supervision: The capability or practical ability of the supervisor. This

comprises the supervisors’ readiness to educate or empower authority, justice, and
job knowledge.

Interpersonal Relations: The relations between the employee and his or her
superiors, inferiors, and peers. This comprises both job associated interactions and
social interactions in the job environment.
 40

Status: Factors that contain some indication of status: personal office,

significant sounding title, secretary, corporation car, and other perks. Changes in
status would be measured in motivational factor under advancement.

Working Conditions: These involve the physical surroundings of the job:

quantity of work, facilities for performing job, light, instruments, temperature, space,
aeration, and general exterior of the job place.

Job Security: The worker’s job occupancy and/or the company’s constancy
or instability – goal signs of the attendance or nonattendance of job security, not the
feelings of security.

Salary: This comprises all shapes of compensation and focuses on income or

salary increases or unfulfilled anticipation of increases.

Herzberg (1986) claims that the hygiene factors must be primarily observes in
the job to encourage the job and the consequential feeling of motivation to be
accomplished before the motivators can be used. This indicates that the motivators
cannot be used until the hygiene factors have been pleased or fulfilled. To enable
people work and feel motivated to perform their tasks well, the hygiene theory spells
out an exclusive and distinct issue. This supports the importance of this study for
addressing the impact of motivational factors on performance well.

2.10.3. ERG theory

ERG theory developed by Clayton Alderfer, it is a modification of Maslow’s

hierarchy of needs. Alder asserts in his existence, relatedness and growth theory
commonly known as the ERG theory that there are three basic human needs:
Existence, relatedness and growth, which must be meet by an employee to enable
him, increase performance (Ajang, 2005). The number of years employees stays in
an organization the more its needs keep on changing and this theory recognizes the
 41

multiple needs that may be driving employees at a given point to understand their
behavior and management can properly motivate them.

As mentioned before, the theory of ERG is traced from its development of

Maslow’s theory of needs through efforts to additional understand and increase its
implications. ERG is typically applied to the study of individual incentive in the
place of work as a tool for growing morale and output from performance of
employees. It has helped researchers to know what determines satisfaction and to
recognize motivations of employees for improved performance (Caulton, 2012).
ERG Theory,along with the three other content approximates to examining
motivation offered the theoretical supportings for an empirical study of motivational
factors in the place of work. Wiley (1997) stated that the survey was first conducted
in 1946, and again in 1980, 1986, and 1992, respectively. Results showed that the top
five motivating factors for workers of the 1990s were “good wages, full appreciation
for the work done, job security, growth in the organization, and interesting work”.
Future studies should consider what stimulates people to high job performance
(Wiley, 1997). This is why this syudy will use this theory in discussion some results
in achieving the objectives of study.

2.10.4. Acquired-Needs Theory of David McClelland’s

Acquired Needs Theory is identified as the (Learned Need / Three Needs)

Theory. In relation to this theory individuals acquire or obtain three types of needs
because of their life experiences. These are needs for (achievement – affiliation –
power). For instance, This imitate that managers who works in the organization
ought to be recognized and motivated with the necessary of power to carry out the
organizational duties and responsibilities and not motivated by money. As a result of
this theory all individuals possess a mixture of these needs and the overriding needs
are supposed to drive employee behaviour and performance (Heller et al., 2004). So
 42

2.10.5. McGregorTheoryXandTheoryY:Vroom and Deci: 1970

This theory gives more attention to the nature of the administrative work and
less attention on the needs of employees, it is based on the assumption that staff will
powerfully affect the way he/she pursue motivation based on the managers’
background knowledge. Therefore, this theory related to this study because it has
factors in common associted with motivation and performance of employees such as
supervision, responsibility and promotion and their impact on performance.

McGregor Theory believed that companies follow one of two contrasting

approaches. It developed two separate predetermined perception of how people
observe human behaviour at work and administrative life. These approaches are
named theory (X) and theory (Y). He claims that in theory X, With the purpose of
meeting the economic ends, management takes the accountability to ensure that the
fundamentals productivity of the enterprise are organized for instance, money,
material and people. In the assumptions suggested in theory Y, management’s role is
to develop employee’s potential and help them to release that potential towards the
achievement of common goals.

Management in accomplishing its tasks uses these assumptions as guides and

this leads to a variety of possibilities which fall between two extremes. In one
extreme side management can be hard or strong and on the other management can be
soft or weak. Theory X is the standpoint that traditional management has taken
towards the work force while many modern organisations are now taking the
enlightened position of theory Y (Boeree, 2006).

2.11. Performance measurement

According to Shipman and Wholey (2005), Performance measurement is the

ongoing monitoring and reporting of program accomplishments, particularly progress
towards preestablished goals. It is typically conducted by program or agency
 43

management. Performance measures may address the type or level of program

activities conducted (process), the direct products and services delivered by a
program (outputs), and/or the results of those products and services (outcomes). A
“program” may be any activity, project, function, or policy that has an identifiable
purpose or set of objectives. We will discuss three parts of performance
measurements that are performance appraisal, performance appraisal purpose,
performance appraisal methods, and 3600 feedback appraisal as follow:

2.11.1. Performance Appraisal

Employees want to know how well they perform on their jobs. A simple
statement, almost axiomatic in any organization, yet it has probably caused more
controversy, applied research and practical advice than any other assertion in the
history of management writing and thinking (Kavanagh, 1997). Employees want
to how well they performing and interested in getting feed back to ensure that they
work towards goals of the business. The assessment of employees helps the
business to grow, fill in vacant position, prepared employees for training and
development.

Performance appraisal is a process within the overall performance

management process (Dowling et al., 1999), and is defined as “the evaluation of an
individual’s work performance in order to arrive at objective personnel decisions”
(Robbins et al., 2000). Performance appraisal is method by which the job
performance of employee is evaluated. Generally, the appraisal is conducted once
in every six months or once at the end of the year (Johnnie, 1996). Employees’
performance will be evaluated by their superiors to determine whether they have
achieved their organization’s expectations. Not only are superiors the source of
feedback, employees can also be evaluated by their peers and customers, or
anyone that they have conduct with while performing their jobs. This is known as
360 degree appraisal (Blanchard & Thacker, 2004).
 44

2.11.2. Performance Appraisal Purpose

Taylor and Wherry (1951) proposed that ratings collected for administrative
purposes would be more lenient than ratings collected for research or
developmental purposes. The majority of the research on performance appraisal
purpose has focused on the rater, some work has also been conducted on rater
effects (Boswell & Boudreau, 2000, 2002).

There are numerous methods to measure employee‟s performance appraisal

but some of these methods are not suitable in some cases. Effective appraisal
systems should address clarity, openness, and fairness; recognize productivity
through rewards; and be cognizant of appraiser leadership qualities (Winston &
Creamer, 1997).

2.11.3. Performance Appaisal Methhods

Decenzo and Robbins (2002) denominate that there are three existent
approaches for measuring employees‟ performance appraisal. These are (1)
absolute standards (2) relative standards and (3) objectives.

2.11.3.1. Absolute standars

It refers to a situation that employees are compared to a standard, and their

evaluation is independent of any other employee in a work group (Dessler, 2000).
This absolute standard is also known as the old method of performance appraisal of
employees. Included in this group are the following methods: the essay appraisal,
the critical incident appraisal, the checklist, the graphic rating scale, forced choice
and behaviorally anchored rating scales. The essay appraisal: It is the simplest
evaluating method in which evaluator writes an explanation about employee’s
strength and weakness points, previous performance, positional and
 45

suggestion for (his/her) improvement at the end of evaluation term. This kind of
evaluations usually includes some parts of other systems to cause their flexibility.
This method often combines with other methods. In essay appraisal, we attempt
to focus on behaviors (Mondy, 2008).

The critical incident appraisal: It focuses on key factors which make

difference in performing a job efficiently. This method is more credible because it
is more related to job and based on Individuals’ performance than characteristic.
The necessity of this system is to try to measure individual’s performance in term
of incidents and special episodes which take place in job performance. These
incidents are known as critical incident. In this method, the manager writes down
the positive and negative individuals‟ performance behavior in evaluation term
(Mondy, 2008).

The checklist: In this method, the evaluator has a list of situations and
statements and compares it with employees. The checklist is a presentation of
employee’s characteristics and performance. The results can be quantitative and
give weight to characteristics. Answers of checklist are often “Yes” or “No”
(Decenzo, 2002).

The graphic rating scale: This is the most commonly used method of
performance appraisal because they are less time-consuming to develop and
administer and allow for quantitative analysis and comparison. It is a scale that
lists some characteristics and rang of performance of each individual. Therefore,
employees are ranked by determining a score which shows their performance
level. The utility of this technique can be enhanced by using it in conjunction with
the essay appraisal technique (Mondy, 2008).

Behaviorally anchored rating scales (BARS): This method replaces

traditional numerical anchors tools with behavioral prototypes of real work
behaviors. BARS let evaluator to rank employee based on observable behavioral
dimension. The elements of this method are result of combination of major
 46

elements of critical incident and adjective rating scale appraisal methods (Wiese,
1998). BARS have five stages: 1) Generate Critical Incidents, 2) Develop
performance dimensions, 3) Relocate incidents, 4) Rating of level of performance
for each incident and 5) Development of the final instrument (Decenzo, 2002) .

2.11.3.2. Relative Standars

In the second general category of appraisal methods, individuals are

compared against other individuals. These methods are relative standards rather
than absolute measuring device. The most popular of the relative method are
group order ranking, individual ranking and paired comparison.

Group order ranking: In this method, employees are placed into a

particular classification, such as “top one-fifth”. For example, if a rater has 20
employees, only 4 can be in the top fifth and 4 must be relegated to the bottom
fifth (Decenzo, 2002). Individual ranking: In this type of appraisal, individuals are
ranked from highest to lowest. It is assumed that the difference between the first
and second employee is equal to difference between 21st and 22nd employee. In
this method, the manager compares each person with others than work standards
(Dessler, 2000). Paired comparison: In this method, employees are compared with
all others in pairs. The number of comparison is followed as (1) 2N⋅ N − in
which N shows the number of employees. After doing all comparisons, the best
person is determined for each characteristic (Mondy, 2008).

2.11.3.3. Objectives

The third approach to appraisal makes use of objectives. Employees are

evaluated on how well they accomplished a specific set of objectives that have been
determined to be critical in the successful completion of their job. This approach is
frequently referred to as Management by Objectives (MBO). Management by
 47

objectives is a process that converts organizational objectives in to individual

objectives. It consists of four steps (Ingham, 1995): goal setting, action planning,
self-control and periodic reviews.

2.11.4. 360 Degree Feedback Appraisal

360 degree evaluations are the latest approach to evaluating performance.

It is a popular performance appraisal method that involves evaluation input from
multiple levels within the firm as well as external sources. There are numerous
authors who propose definitions of the 360 degree feedback process. Feedback
from multiple sources or “360 degree feedback” is a performance appraisal
approach that relies on the input of an employee’s superiors, colleagues,
subordinates, sometimes customers, suppliers and/or spouses” (Yukl and
Lepsinger, 1995). In a special edition of Human Resource Management on 360
degree feedback, Tornow (1993), observes that in 360 degree feedback
programmes, feedback about a target individual is solicited from significant others
using a standardized instrument. Jones and Bearley (1996), refer to 360 degree
feedback as the practice of gathering and processing multi-rater assessments
on individuals and feeding back the results to the recipients. Hoffman (1995)
explains that 360 degree feedback is an approach that gathers behavioral
observations from many layers within the organization and includes self-assessment.
The 360-degree evaluation can help one person be rated from different sides,
different people these can give the wider prospective of the employee’s
competencies (Shrestha, 2007). It has been used for human resource development,
appraisal and pay decisions (Armstrong, 1998; Stone, 2002).

2.12. The Impact of Motivation on performance

In the past, especially in behavioral strategies discipline in organizational and

individual development, managers concentrated on fully analyzing an organization’s
technological and mechanical capacities, but often neglected a vast untapped
 48

resource: its human assets. Employees generally are motivated toward individual and
organization goals when their personal needs are satisfied. Increasing the motivation
and commitment of members can also improve an organization’s performance
(Brown, 2011). Therefore, this study will contribute to show the relationship
between motivation and improved performance in behavioral strategy for change as
shown in the figure as follow:

Behavioral strategy

Motivation

Change attitudes

New behaviors

Improved performance

Figure 2.2. Improved performance by behavioral strategy

Source: adopted from: Brown, D. R. (2011).An experiential approach to OD.8th Edition.

Based on the figure above, motivation has positive impact on performance by

change attitude and create new behavior. Hence, this study will show the impact of
motivational factors (enhanced salary, fringe benefits, supervision, promotion,
responsibility and training) on job performance under behavioral strategy.

2.13.Previous studies

This study aimed to investigate the effect of motivational factors on

performance of employee (specialists) at UTM. Also, to assess the various
motivational factors for the staff of UTM, to determine which of these motivational
 49

factors influence staff performance at UTM. ( To find out which factor is the most
influencing factor on the performance), and to assess the differences of the
motivational factors among the gender of this staff. There are many research that
referred to the impact of motivation on performance (Aarabi et al., 2013; Owusu,
2012; Akbar et al., 2012; Stella, 2008).

Aarabi et al. (2013) they studeid the relationship between motivational

factors and job performance of employees in Malaysian service industry. The
objective of this study was to have better understanding on motivational factors of
employee and their relationship with job performance in Malaysian servicing
organizations. The theoretical framework of this study included the dependent
variable is job performance. The independent variables are motivational factors that
are payment, job security, promotion, freedom, friendly environment and training.
This study used a correlation research design. And survey method was used to collect
data. A structured questionnaire was the research instrument in this study. A
convenience sampling technique was used to select the respondents for this study. A
total of 130 employees of service organizations constituted the sample. The findings
of this study showed that among the motivational factors, two variables were found
to be significant predictors of job performance. Training contributed 40.4% to job
performance while promotion contributed an additional 3%. An interesting finding of
the research is that intrinsic motivational factors are considered more important
compared to extrinsic motivational factors such as payment, job security, and
friendly environment. Freedom an intrinsic variable however was not found to be
significantly related to job performance.

Owusu (2012) in his study he seeks to assess the motivational packages

available at Ghana Commercial Bank and how it affects employee performance
towards the Bank’s corporate objectives. The survey research design was used for the
study. The study revealed that, management can make use of different strategies and
policies to motivate employees in the banking environment. Employees are interested
in enhanced salaries, fringed benefits, promotion, and car loans as motivating elements
sufficient to push employees of the bank to give out their best. The research also
revealed that motivational packages should be geared towards the clerical workers to
 50

ensure that they delight the customers. Promotion has been a worry to most staff
measures should be put in place by management to ensure that there is continuity in
the promotion of staff to avoid low productivity in terms of deposit mobilisation. The
study revealed that if management withdrew motivational packages it will have serious
repercussions on employees’ performance. There was a positive relation between
employee performance and corporate performance since employees were able to
achieve the bank’s performance indicators in terms of deposits, loan recovery,
profitability and also ensuring the liquidity of the banks. The conduciveness of the
office environment has first time impression on the customers and the welfare of the
employees. Management can develop new theories such as equity, macllend theory,
Abraham Maslow and Hertzberg two factors to ensure employees achieve work
targets.

Ali et al. ( 2012), in their case study in Pakistan investigate the role of
motivation on employees’ performance as the history of explaining human or animal
behavior is not new. Why did one do what one did had been the subject of working
even in the past. Some human behavior was explained as an outcome of demos
impedance and this explanation was unscientific. Efforts were also made to determine
principles which could explain human behavior. McDougall emphasized that man’s
social behavior can be explained in terms of instincts which was later on criticized.
Freud used unconscious metal process to explain behavior especially in case of
perversion, hallucination, dreams, obsession and anxieties. Attempts have also being
made to explain human behavior in terms of rules following purposive model. Also
end-state explanation such as need reduction, tension-reduction or homeostatic
postulates is offered for behavior. Motives like drives, needs, instincts are also used to
explain human behavior. Neither inspires of all this all inclusive theory of explaining
human behavior is neither easy to present at this stage nor perhaps will it be possible in
the future.

Stella (2008) did his study in Uganda at Kitgum District Local Government.
He stated that an organization has made numerous efforts towards the motivation of
its workers but the challenge facing the implementation of these measures continues
to persist. This study is undertaken in Kitgum District Local Government and its
 51

focus is geared towards establishing reasons why workers are not performing
satisfactorily, what motivational measures are in place and what can be done to
ensure there is improvement. The study is both qualitative and quantitative and an
exploratory approach was used. In order to respond to the research questions
purposive sampling was done and 40 respondents were selected from the pool of
workers. The study also used three motivational theories to explain how people can
be best motivated as well as an insight of the human resource management paradigm.
It was also able to make an overview of the efforts made by the human resource
office to ensure workers are motivated to perform well and the performance of the
district in relation to the Local Government national assessment exercise. A detailed
analysis is made based on the responses from the questionnaires from both the upper
and middle cadres.
 52

CHAPTER 3

RESEARCH METHODOLOGY

3.0. Introduction

In this chapter will show the research methodology of study. The major issues
that will describe in this section are conceptual framework of research, population of
study, sample and sampling technique, source of data and data collection methods,
and method of data analysis.

3.1. Research design

A descriptive study will carry out on this study in order to determine and able to
describe the trait variable of interest in the condition. Descriptive research is a type
of decisive research, which has its major objective is descriptive of something
usually market characteristics or function.

According to Sekaran and Bougi (2012), Descriptive research design is used

in the study that has major objective the description of something. The study was
 53

carrying out the motivation towards employee’s performance. It will help the
researcher to evaluate, determine and select the options of problem and action to be
taken in achieving this research.

For the purpose of this study, the researcher tries to explain the effect of the
extrinsic motivational factors and intrinsic motivational factors towards job
performance. To identify which motivational factor affect the staff performance such
as enhance salary, recognition, fringe benefits (allowance & bonus), promotion, roles
and responsibility, and training & development.

Because of the nature of the study, and the primary research objectives, which
aimed to assess the impact of motivational factors on performance, and moreover,
seek to identify if there is a difference between extrinsic and intrinsic motivational
factors based on employee’s opinion, the quantitative approach will be considered as
the most appropriate. In addition, this study used a descriptive and co relational
research design in an effort to explore the statistical relationship between the
identified variables of this study (extrinsic and intrinsic motivation and job
performance).

The nature of the study and the type of research question required the use of a
quantitative approach to the research. Creswell (2005) defined quantitative research
as a “type of educational research in which the researcher decides what to study, asks
specific, narrow questions, collects numeric data from participants, analyzes these
numbers using statistics, and conducts the inquiry in an unbiased, objective manner”.

Correlational research designs enable studies in which “investigators use a

correlational statistical technique to describe and measure the degree of association
(or relationship) between two or more variables” (Creswell, 2005). Researchers use
correlational research when trying to determine if there is relationship between
extrinsic & intrinsic motivations and job performance and determine if the six
motivational factors have influence on job performance of clerical staff in UTM. The
 54

regression model is appropriate for this study because the degree of association
between motivational factors and job performance can be expressed numerically.

There are several reasons why a quantitative approach was preferred over a
qualitative approach in this study. According to Libarkin and Kurdziel (2002:85),
“the power of quantitative research lies in the researchers’ ability to summarize
research findings in statistically meaningful ways. Given large enough data sets,
findings can also be generalized to other populations”. Therefore, quantitative
method is useful to get an overview of the impact of motivation on performance from
a sample set across the population. On the other hand, in the case of conducting a
qualitative research, results may be applicable to only a narrow range of individuals
or settings (Libarkin and Kurdziel, 2002). In addition, qualitative data are based on
meanings as opposed to measurement, which are difficult to quantify.

Another advantage of quantitative research over qualitative research is “the

tools and techniques used for gathering and analyzing data are well established, and
the validity and reliability of a study typically depend upon following pre-existing
methodologies. In contrast with qualitative research, researcher can bias the results
and furthermore this affects the reliability and validity of data” (Stylianou, 2006).

3.2. Research Process

The research process is also known as operational framework, which serves

as a plan about how this research is conducted. The research process as shown in the
table below is organized into five major levels/chapters specifically: Introduction,
literature review, research methodology, data and analysis of results and findings,
and the summary, a conclusion of the study and recommendations.
 55

Research Flow:

Introduction

Literature Review

Research Methodology

Data and Analysis of Results

and Findings

Discussion, Conclusion and

Recommendation

Figure 2.1. Research process

3.3. Population of Study

The total population of this study was 453 clerical staff members that are
serving in all departments and faculties of UTM. As it was not possible for the
researcher to collect data from total population, therefore, the population was
delimited to 150 clerical staff members on the basis of time, cost , geographical
access parameters of interest and the interview with the manager of human capital
department in UTM. Thus, 150 clerical staff members of grade N-17 were chosen as
target population of the current study as clerk in the 13 faculties of UTM.
 56

The population of this study is clerical staff grade N17 in University

Teknologi Malaysia (UTM), Johor. And the target respondents are from the clerical
staff of the university though they are from different faculties and departments it will
be selected randomly from the total populations of 150 clerical staffs whom are all
serving all the thirteen faculties in UTM as a clerical staffs.

3.4. Sampling Design

3.4.1. Sampling

Sampling is the process of selecting a sufficient number of elements from the

population. A sample is a subgroup of the population selected for participation in the
study (Sekaran and Bougie, 2010).

In this study, the researcher chooses to use stratified sampling which is a

method of sampling that involves the division of a population into smaller groups
known as strata. In stratified random sampling, the strata are formed based on
members' shared attributes or characteristics. A random sample from each stratum is
taken in a number proportional to the stratum's size when compared to the
population. These subsets of the strata are then pooled to form a random sample.
Therefore each faculty will be one stratum as the researcher will use random
sampling technique, because the populations should have equal chances of being
selected as sample subject in this study and it will be drawn from the total population
of staff in organization selected. In the simple random sampling, the population is
recognized and also equal probability of selections. Every element is selected
independently of every other element and the sample is drawn by a random
procedure from a sampling frame. Based on the population and sample of this study,
proportional stratified random sampling or proportionate stratification will be used
for determining the sample size for Strata that are the 13 faculties in UTM (see table
No. 3.1.p. 59).
 57

3.3.2 Sampling process

Sampling is the process of selecting a sufficient number of elements from the

population. Therefore, sample is sub group of the population selected for the
participants in the study as it illustrates (Sekaran & Bougie, 2009). The current study
has used a multistage sampling process for drawing sample from the target
population of 150. In this regard initially the target population was divided into strata
on the basis of gender, i.e. Male and female. Later on simple random sampling
technique was applied to draw a sample of 108 from the targeted population of 150.
The whole sampling process is shown in Figure 3.2

Target population
150

Male Female
Stratification
24 126

Simple Male Female

Random
Sampling 19 89

Figure 3.2 The sampling process

3.4.2. Sampling Size

According Uma Sekaran (2003), illustrates that the sample sizes could be 30
to 500 units, but depends on the length of the researcher’s population. Thus
population of this research study is 150 clerical staffs who are representing all 13
faculties of UTM Johor will participate.
 58

According to krejciean and Morgan (1970), mentions their reliable table that
only 108 out of 150 of the clerical staffs will be selected as a respondent of this study
population and will picked up randomly from the number of the population.

As mentioned before, this study will use stratified random sampling. One
approach of stratified random sampling is proportionate stratification. With
proportionate stratification, the sample size of each stratum is proportionate to the
population size of the stratum. Strata sample sizes are determined by the following
equation :

nh = ( Nh / N ) * n

Where nh is the sample size for stratum h, Nh is the population size for
stratum h, N is total population size, and n is total sample size. (Stat Trek wibsite,
2014). http://stattrek.com/sample-size/stratified-sample.aspx

According to the population and sample size of this study, the total sample
size = 108,the total population size= 150 and the population size for stratum is
stateed in the table...For example, the sample size for Fakulti Alam Bina = ( 10 / 150 )
* 108 = 7

Thus, the sample size for each faculty will be calculated by this equation as
shown in the table below:
 59

Table 3.1. Sampling size for each faculty

NO Faculty Population Sample size

of stratum nh
Nh

1 FAKULTI ALAM BINA 10 7

2 FAKULTI BIOSAINS DAN 13 9

KEJURUTERAAN PERUBATAN

3 FAKULTI GEOINFORMASI DAN 11 8

HARTA TANAH

4 FAKULTI KEJURUTERAAN AWAM 15 11

5 FAKULTI KEJURUTERAAN ELEKTRIK 15 11

6 FAKULTI KEJURUTERAAN KIMIA 8 6

7 FAKULTI KEJURUTERAAN MEKANIKAL 18 13

8 FAKULTI KEJURUTERAAN PETROLEUM 4 3

DAN KEJURUTERAAN TENAGA
DIPERBAHARUI

9 FAKULTI KOMPUTERAN 7 5

10 FAKULTI PENDIDIKAN 14 10

11 FAKULTI PENGURUSAN 11 8

12 FAKULTI SAINS 16 12

13 FAKULTI TAMADUN ISLAM 8 6

3.5. Data Collection Method

Data collection is a process of gathering data from different sources. Data are
valuable pieces of information collected in the study. In this research the researcher
chooses to collect the primary data collection which is easy to use and obtain
reliable information.
 60

3.5.1. Primary Data

Primary data refers to the data discovered during the researcher’s own
investigation which can be obtained through several techniques such as a
questionnaire, interviews observation, tests or experiments. This research employs
the questionnaire method which is a research instrument consisting of a series of
questions and other prompts for the purpose of collecting the information required
from respondents.

Questionnaires are a popular way of collecting data because it is easy

together information from respondents. The set of questionnaire are usually
structured and standardized, as a standard questionnaire provides quantifiable
answers for the research. A large number of respondents can be reached relatively
easily and economically. The structure is intended to reduce bias. Surveys are
standardized to ensure the reliability, generalize ability and validity.

This questionnaire will distribute for the clerical staffs of UTM specially
grade (N17), in a discipline way that is available for the sampling and the
respondents will be given two weeks period to complete the questionnaires. In order
to ensure a high response rate, the participants will be assured that their answers will
be kept in confidential way. Questionnaire will be collected by the researcher
approximately for the period above mentioned which will be in two weeks after the
distribution date.

3.6. Research Instrument

The research instrument is divided in to three parts based on the research

topics in the form of the questionnaire prepared based on the implementation and
effectiveness of nontechnical and technical approaches which are obtained from the
previous relevant research. The questionnaire method is simple method to obtain
information for the respondents in UTM; therefore here are some of the necessary
 61

elements in the study conducted by researchers of research management including

data collection process obtained by the researchers in order to get further distribution
of questionnaires to respondents.

Questionnaires are normally developed based on the research to measure

objectives, research questions, and hypothesis in order to find out the relationship
and influence of the research variables, which will make easy for the researcher
whether the questionnaire questions and objectives are linked to one another, Hence
the questionnaire was constructed and divided in to three main sections.

3.6.1. Questionnaire scale

Questionnaires will distribute to the respondents according to their

departments. The questionnaire is a formalized set of questions for obtaining
information from respondent. The questionnaire given is to make the respondent feel
free to answer and give the best answer. According to Uma Sekaran (2003), the
questionnaire also must be motivate and encourage respondent to answer. This is to
avoid force of respondent to answer. The respondent also is feeling free to answer on
it. The questionnaire will be distributed to employees in Universiti Teknologi
Malaysia; Johor The scale that will be use in this data collection method is linker
scale. The scale is as follow:

Table 3.2. The Scale Used in Questionnaire

Scale Explanation Malay Version.

1 Strongly Disagree Sengat Tidak Setuju

2 Disagree Tidak Setuju

3 Neutral Neutral

4 Agree Setuju

5 Strongly agree Sengat Setuju

 62

3.6.2. Section A: Demographic Factors

In this part, the respondents will be required to answer questions regarding

their gender, age, highest academic qualification, and working experience. The
required demographic information is shown in this form for helping and facilitating
the process of analyzing demographic data in achieving the objectives of study. This
section includes four categories that related to achieve research’s objectives.

3.6.3. Section B: Exrtinsic & Intrinsic motivational factors

This section involves questions related to respondents’ opinion and consists

of items, which seek to collect information about motivational factors that include
salary, fringe benefits, supervision, as extrinsic motivational factors and promotion,
responsibility and training & development as intrinsic motivational factors in their
job. In order that, this section include 26 questions measure both of extrinsic and
intrinsic motivational factors, the first 11 questions in this part are about extrinsic
motivational factors, while the 15 remaining questions in this part about the intrinsic
motivational factors, hence this part of questionnaire is adapted from Roberts (2005),
and it apply in section B, in order to align based on the research objective and
research questions. He used 3 scales start with (True) =1, (Not sure) =2 and end with
(Untrue)= 3.Also, he adapted his questionnaire from the work satisfaction and
motivation questionnaire as set out by De Beer (1987).

According to the objectives and conceptual framework of this study, this

section represents the independent variables. In addition, this section directly will
either confirm or reject hypothesis number 1 (Ha1), also it will be used with section
C to confirm or reject the rest of hypothesises as independent variables.
 63

3.6.4. Section C: Job Performance

This section consists of items, which sought to collect information about the
dimensions of job performance of respondents. Therefore, this section includes 12
questions as dimensions that measure job performance of clerical staff/respondents,
hence this section of questionnaire is adapted from Kidd (2005) and it apply in
section C, in order to align based on the research objective and research questions.
Kidd used five-point scale start with (not at all likely) = 1, to (Extremely likely) = 5.
According to the objectives and conceptual framework of this study, this section
represents the dependent variable, also it will be used with section B to confirm or
reject all hypothesises except hypothesis number 1(Ha1).

The questionnaires will be translated into the national language or Malay

language which will facilitate the answering of the questions as most of the
respondents will be familiar with the language rather than English.

3.6.5. Pilot study

According to Baker (1994) a pilot study can be the pre-testing or 'trying out'
of a particular research instrument. It is important to undertake the pre-test before
starting the collection data and to identify any ambiguities in the questions and to
identify the range of possible responses for each question.

Pilot study will impalement to determine the suitability of the research

questionnaires as well as the suitability of the research structure (Chua 2006), it will
also conduct in order to determine response rates and learn of any discrepancies
within the questions, which included determining the suitability of the questionnaires
and the questions as well. A total of 15 employees will involve in the pilot study
chosen at random at the faculties in UTM. After the pilot test had been complete,
improvements of questionnaires will do simultaneously. Questionnaires will correct
 64

base on the suggestion from the supervisor and during the actual study;
questionnaires will distribute to five different departments which is under UTM.

However, testing the meaning of questions is probably the most important

pretesting purpose. Kinnear and Taylor (1991), advised that it is important to make
sure that the words used in survey questions have the same meaning to the
respondent as the researcher intended them to have and to determine the time will be
taken to complete the survey considered as a benefit of pre-test.

3.6.6. Reliability

Joppe (2000) defines reliability as: The extent to which results are consistent
over time and an accurate representation of the total population under study is
referred to as reliability and if the results of a study can be reproduced under a
similar methodology, then the research instrument is considered to be reliable.

Embodied in this citation is the idea of replicability or repeatability of results

or observations. Kirk and Miller (1986) identify three types of reliability referred to
in quantitative research, which relate to: (1) the degree to which a measurement,
given repeatedly, remains the same (2) the stability of a measurement over time, and
(3) the similarity of measurements within a given time period.

The reliability is a coefficient measure of the extent of reliability. A higher

coefficient will lead to better reliability. In order to examine the internal consistency
and reliability of the instrument, the alpha coefficient will apply. Cronbach’s alpha
statistics (Cronbach, 1951) is frequently use as an indicator of the reliability of a
questionnaire, demonstrating that subjects show the same response pattern over the
duration of the questionnaire and where the results several sessions, over time (test-
retest reliability) hence the reliable range of the Cronbach’s alpha coefficient will
apply this study after the pilot will complete in order to test the questions reliability
and validity.
 65

The appropriate degree of reliability depends upon the usefulness of the

instrument. The below table is clearly showing you the reliability of each of the
variable in this study as it may give wide understanding how each of it is reliable.
The results for reliability showed that the coefficient for 02 items were above 0.50,
which is evidence of internal consistency of the research instrument, as clear from
Table 3.3.

Table 3.3 Reliability Test Table

Sections Cronbach's
Number of Items
Alpha

Enhanced salary 4 0.790

Fringe benefits 4 0.913

Supervision 3 0.871

Promotion 4 0.778

Responsibility 5 0.803

Training and development 6 0.814

Job Performance 12 0.898

Overall statements 38 0.838

3.6.7. Validity

The traditional criteria for validity find their roots in a positivist tradition, and
to an extent, positivism has been defined by a systematic theory of validity. Within
the positivist terminology, validity resided amongst, and was the result and
culmination of other empirical conceptions: universal laws, evidence, objectivity,
truth, actuality, deduction, reason, fact and mathematical data to name just a few
(Winter, 2000). Joppe (2000) provides the following explanation of what validity is
in quantitative research: Validity determines whether the research truly measures that
which it was intended to measure or how truthful the research results are. In other
 66

words, does the research instrument allow you to hit "the bull’s eye" of your research
object? Researchers generally determine validity by asking a series of questions, and
will often look for the answers in the research of others.

Validity plays vital role in the study it determines whether the validity of the
study will measure according to the research objective set. Studies on the “content
validity” are a method that depends on the consideration of the validity for observers
and experts, researchers always keen to get encouragement and guidance of experts
like supervisors, co supervisors and other people who are good in the research may
provide the researchers study adequate advices and suggestions that will appreciated
at the end.

In addition, one way to ensure construct validity is to conceptualize the

contracts, hence construct validity refers to the ability of a measurement tool like
(survey, and experiments, etc) whether the operational definition of a variables
actually reflect the true meaning of the theoretical meaning of concept. Therefore this
questionnaire is valid because questions in the questionnaire are based on the
operational definition adapted from previous researchers.

3.7. Data Analysis

Data gathered from the questionnaires were analysed with “Statistical

Package for Social Science” (SPSS) version 16.0. After the questionnaires have been
completed and distributed, the data collected were coded before it is transferred to
the computer for analysis. The SPSS program will be used to analyze the data. The
Descriptive statistic, mean and standard deviation and percentage is being used to
transform of raw data into a form that will make easy to understand and interpret,
rearrange, ordering, manipulating data to provide descriptive information.
 67

The data analysis done on the data collected includes: Inferential Statics
(Pearson Correlation Analysis and Multiple Regressions), descriptive analysis: mean
scores, frequency and standard deviations (See Table 3.4 P.69).

3.7.1. Inferential Statistic

In this study, inferential statics were used to test the hypothesis through the
use of Pearson correlation and Multiple Regression Analysis. Pearson correlation
analysis was used to examine whether there is a relationship between motivation and
performance where Multiple Regression Analysis was used to test the relationship
between extrinsic & intrinsic motivational factors and performance.

3.8.1.1 Pearson Correlation Analysis

Pearson correlation analysis is used to investigate the relationship between

independent variables and dependent variables. Therefore it’s mainly used to
examine the relationship between motivation and performance. This method
measures the degree of association between two or more variables. Parametric
method of correlation analysis assume that for any pair or set of values taken under a
given set of conditions, variation of each variable is random and follows normal
distribution pattern. In this study, the researcher wants to see whether motivation has
major significance in job performance.

Pearson correlation coefficient ranges between negative and positive one.

Based on Triola (2006), the critical value of the Pearson Correlation Coefficient is
.196 (for r = .05). If the absolute value of the computed r is above .196, the linear
correlation between motivation and performance is present. Otherwise absolute
values of r closed to zero and less than .196 imply that well hypothesis cannot be
accepted. Table 3.2 shows the correlation range based on Cohen, et al. (2003).
 68

Table 3.4. Pearson Correlation (r) Relationship Interpretation

Correlation None or weak Less than .20 Less than -.20

Matrix
Low .20 - .29 -.20, -.29

Moderate .30 - .79 -.30, -.79

Interpretation
Strong .80 -.80

Cohen, et al. (2003)

3.8.1.2 Multiple Regressions

A regression analysis refers to technique for modelling and analyzing several

variables, when the focus is on the relationship between a dependant variable and
one or more independent variables. More specifically, regression analyzes assists us
to understand how the typical value of the dependent variable changes when any one
of the independent variables is varied, while the other independent variables are held
fixed. Regression analysis is also used to understand which among the independent
variables are related to the dependent variable, and to explore the forms of these
relationships. In this research, the simple regression analysis is used to explore the
relationships between independent variables (enhanced salary, fringe benefits,
supervision, promotion, responsibility and training & development) extrinsic
intrinsic motivational variables and dependent variable job performance.

This method is used to examine the relationship between the variables and
also to identify the strengths of these variables. In this research, multiple regression
analysis explored which of these six factors of motivation is mostly contributed to
job performance.

Also, Multiple regression analysis using enter method was used to determine
the relationship between the independent variables and the dependent variable.?
 69

Stepwise regression analysis was used to confirm and determine which among the
predictor variables contributed most to job performance of employees in UTM. The
level of significance was set at p = 0.05.

3.7.2. Descriptive statistics

Testing of assumptions usually involves obtaining descriptive statistics on

variables. These descriptive statistics include the mean, standard deviation, range of
scores, skewness and kurtosis. Descriptive statistics can be obtained a number of
different ways, providing a variety of information (Pallant, 2010). In this study, for
achieving the objective number one, the researcher will use mean and standard
deviation for determining the level of motivation and job performance (see table 3.4).

Table 3.4. Statistical Method Used to Derive Conclusion of Research Objectives

No. Objectives Analysis Method

To determine the level of motivation and

1 Mean & Std.Dev
job performance among the respondents.
Correlation
2 To determine the relationship between (Pearson Correlation)
motivational factors and job performance.

To identify the most dominant

3 motivational factors that influence staff Multiple Regression
performance.
 70

CHAPTER 4

ANALYSIS AND FINDINGS

4.0. Introduction

This chapter present the results of the descriptive analysis relating to the
research objectives, answering the research questions and testing the hypothesis. The
discussions include presentation of the demographic characteristics of respondents,
correlation analysis and linear multiple regression analysis. The results discussed
were based on 103 questionnaires out of 108(or 95% rate of return) returned by the
respondents (see Table 4.1).

Table 4.1: Questionnaire Response Rate

Details Total
Number of questionnaire distributed 108
Number of questionnaire collected 103
Percentage collected responses rate 95%
Number of usable questionnaire 103
Percentage usable return rate 100%
 71

4.1 The survey

The data collection was the most challenging task of the research process.
The researcher spent about a month to collect the data and at the end of the process
only 103 questionnaires were returned.

There are two reasons for the failure to get 100% rate of return. First, the
sample from which the data is to be collected were fully occupied with their work,
such as facilitating students, setting the time for students’ proposal defense, attending
meetings and workshops. Secondly, the faculties of the university are scattered
throughout the campus and therefore it became a time and resources constraint to the
researcher.

4.2 Demographic Background

The data of the demographic background was analyzed to determine the

overall view of the respondent’s profile.

4.2.1 Gender

Table 4.2: Gender

Gender Frequency Percent

Male 17 16.5
Female 86 83.5

Total 103 100.0

Table 4.2 above shows majority of the respondents are females (83.5%) and
only 16.5% are males in this study.
 72

4.2.2 Age

Table 4.3: Age

Age Frequency Percent

25 years and less 3 2.9

26-35 years 52 50.5

36-45 years 28 27.2
45 years and above 20 19.4

Total 103 100.0

Table 4.3 above indicates the age difference of employees at Universiti

Teknologi Malaysia, Johor. The majority of respondents are in between 26 to 35
years old (50.5 %). It is followed by the employees who are between 36 to 45 years
old (27.2%) (24%) and the employees who are 45 years and above (19.4%).
employees who are 25 years old and less are formed 2.9% of the total sample.

4.2.3 Working Experience

Table 4.4: Working Experience

Working Experience Frequency Percent

5years below 3 2.9

4-7 years 39 37.9
8-11 years 22 21.4
12-15 years 16 15.5
16-19 years 10 9.7
20 years and above 13 12.6
Total 103 100.0
 73

Table 4.4 illustrates the working experience of the respondents. Majority of

the respondents had been working for 4-7 years (37.9%). There are (21.4%) who
have work 8- 11 years. While employees who have work between12-15 years are 16
employees (15.5 %). Also, there are (9.7%) who have work 16-19 years. While
employees who have work more than 20 years are 13 employees (12.6%) and lastly 5
years and below have the least number in these categories which are 3 employees
(2.9%).

4.2.3 Academic Qualification

Table 4.5: Academic Qualification

Academic Qualification Frequency Percent

Master 3 2.9
Bachelor 13 12.6
Diploma 87 83.5

Total 103 100.0

Table 4.5 shows the academic qualification of respondents. The majority of

respondents were diploma holders with 87 employees about (74%), and degree
holders were second with a percentage of 12.6%, then 2.9% for master holders.

4.3 Measurement Results for Research Objectives

In this section we will answer the three research questions of this study. The
questionnaire (See Appendix A) has a Likert five-point scale and consists of 36
questions regarding Motivation and job performance. The following section showed
the finding of the 36 questions based on respondents’ answers.
 74

4.4 Level of Motivation and Job performance

This section is to answer the first research question of the study, i.e. what is
the level of motivation and job performance among the respondents? In this regard,
the mean scores were used to explain the extent of respondents’ agreement or
disagreement to a concept. The mean scores were divided into levels as mentioned in
Table 4.6

Table 4.6: Mean interval used in analysis

Mean interval Respondent’s level (degree) of agreement
1.00 – 2.32 Low level
2.33 – 3.65 Medium level
3.66 – 5.00 High level
Source: Norlizaet al., (2006, p.30)

Starting from the Table 4.7, which show that the overall level of motivation
and job performance as experienced by the respondents was medium for motivation
and high for job performance. It means that the clerical staff members working in
UTM, Malaysia have medium level of motivation and high level of job performance.
Also, the differences between the mean of motivation and job performance are not
large that may give us indicator that there is relation between the levels of motivation
and job performance among employees’ perception.

Table 4.7 Level of Motivation and job performance

Std.
Level N Mean percent Deviation Level

Motivation 103 3.5012 70% .46089 Medium

Job performance 103 3.8552 77.1% .44876 High

While, as additional showing, the table 4.8 (p.75) shows the levels of
motivational factors among the clerical staff members working in UTM, Malaysia. It
 75

is clear from the table that all of the respondents had medium level of motivational
factors.

Table 4.8 Levels of Motivational Factors

N order Std.
Level Mean Deviation Level

Enhanced salary 103 3.5291 fourth .57448 Medium

Fringe benefits 103 3.6383 second .62986 Medium

Supervision 103 3.5243 fifth .67737 Medium

Promotion 103 3.0777 sixth .76218 Medium

Responsibility 103 3.5825 third .45771 Medium

Training 103 first Medium
3.6553 .53994
&Development

With respect to the dimensions of motivation assessed by the questionnaire,

Table 4.8 indicates that the means for the enhanced salary, fringe benefits,
supervisor, promotion, responsibility and training ranged from a low of 3.08 (mean
of promotion) to a high of 3.65 (mean of training) and all of them have medium
level. It therefore appears that employees in the sample are relatively motivated;
however, the mean values for promotion was the lowest. While, the mean values for
training &development, responsibility and fringe benefits were the highest. These
mean values indicate the areas that employees were most likely to be motivated.
Thus, the staff in the sample is most likely to be motivated due to their training
&development, responsibility and fringe benefits, enhanced salary and supervision
more than promotion dimensions as determined by the research Questionnaire.

While, the Table 4.9 shows the levels of extrinsic motivation and intrinsic
motivation factors among the clerical staff members working in UTM, Malaysia. It is
clear from the table that all of the respondents had medium level of extrinsic and
intrinsic motivational factors. Also, it is clear from the table that extrinsic motivation
has higher level than intrinsic motivation.
 76

Table 4.9 Levels of Extrinsic and Intrinsic Motivation

N Std.
Level Mean Deviation Level

Extrinsic Motivation 103 3.5639 .51433 Medium

Intrinsic Motivation 103 3.4385 .48159 Medium

4.5 The Relationship between Motivation and job performance

This section is to answer the second research question of the study, i.e. what
is the relationship between motivational factors and job performance? In order to
know the relationship between motivational factors and job performance, Correlation
Analyses was performed. Moreover, this section will test hypothesize (Ha1 and Ha2).

The Pearson’s Correlation Coefficient was computed for the purposes of

determining the following relationships:

• The relationship between the extrinsic & intrinsic Motivation and job
performance.

• The relationship between overall motivation and job performance.

Table 4.10 shows that there is significant positive relationship between

extrinsic motivation and job performance. Thus, hypothesis one (Ha1) was accepted.

Table 4.10 the relationship Between Extrinsic Motivation and Job performance
Job performance
Pearson Significance (2- Strength of
Variable correlation tailed) relationship

Extrinsic Motivation .498** .000 Moderate

**. Correlation is significant at the 0.01 level (2-tailed).
 77

Moreover, the results indicate that extrinsic motivation correlates significantly

with job performance (r = 0.498, p < 0.01). This supports the hypothesis that there is
significant relationship between extrinsic motivational factors and job performance.

Also, Table 4.10 shows that there is significant positive relationship between
intrinsic motivation and job performance. Thus, hypothesis two (Ha2) was accepted.

Table 4.11 the relationship Between Intrinsic Motivation and Job performance
Job performance
Pearson Significance (2- Strength of
Variable correlation tailed) relationship

Intrinsic Motivation .520** .000 Moderate

**. Correlation is significant at the 0.01 level (2-tailed).

Moreover, the results indicate that extrinsic motivation correlates significantly

with work job performance (r = 0.520, p < 0.01). This supports the hypothesis that there
is significant relationship between intrinsic motivational factors and job
performance.

Table 4.12 the relationship Between Motivation and Job performance

Job performance
Pearson Significance (2- Strength of
Variable correlation tailed) relationship

Motivation .550** .000 Moderate

**. Correlation is significant at the 0.01 level (2-tailed).

While, Table 4.12 shows that there is significant positive relationship

between motivation and job performance. Also, the results indicate that motivation
correlates significantly with job performance (r = 0.550, p < 0.01) with moderate
relationship.
 78

In order to delineate the relationship between the various factors of the

motivation on job performance, the table 4.13 presents these relationships.

Table 4.13 the relationship Between Motivational factors and Job performance
Job performance
Pearson Significance Strength of
Variable correlation (2-tailed) relationship

Enhanced salary .360** .000 Moderate

**
Fringe benefits .465 .000 Moderate
Supervision .397** .000 Moderate
*
Promotion .280 .004 Low
Responsibility .628** .000 Moderate
**
Training & Development .464 .000 Moderate
**. Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed)

Table 4.13 shows that there is significant positive relationship between all
motivational factors and job performance. Also, all factors have moderate strength of
relationship except promotion which has low relationship with job performance.

The researcher examined the relationship between each motivational factor

and job performance as additional analysis for asserting the remaining results that
related to regression analysis.

4.6 The Impact of Motivational Factors on job performance

This section has answered the remaining research question, i.e. what are the
most dominant motivational factors that influence staff job performance? In order
know the influence of motivational factors on job performance; Multiple Regression
Analyses were performed. Also, this section has tested the remaining six hypotheses
of this study.
 79

This section presents results of the multiple regression analysis where

motivation factors are regressed with job performance using the enter method to
determine the correlation and influencing between the independent variables and
dependent factor. This is also to determine the total contribution of the motivation
factors studied to job performance. Stepwise regression analysis was used to
determine which among the predictor variables contributed most to job performance
of employees in UTM. The level of significancewas set at p = 0.05.

Table 4. 13. Multiple regression of analysis with motivation factors as predictors

of job performance Model Summary

Std. Error of the

Model R R Square Adjusted R Square Estimate
1 .691a .478 .445 .33427
a. Predictors: (Constant), Training &Development, Fringe Benefits, Supervision,
promotion, Responsibility, Enhanced Salary

In table 4.13, the R-squared value from model summary is 0.478 which
means 47.8% of variation in job performance is accounted by variation in the 6
motivation factors namely, Enhanced Salary, Fringe Benefits, Supervision,
promotion, Responsibility and training &Development in UTM.

Table 4.14. ANOVAb for enter method

Sum of
Model Squares df Mean Square F Sig.
1 Regression 9.814 6 1.636 14.639 .000a
Residual 10.727 96 .112
Total 20.541 102
a. Predictors: (Constant), Training &Development, Fringe Benefits, Supervision,
promotion, Responsibility, Enhanced Salary
b. Dependent Variable: Job Performance
 80

The results of ANOVA are presented in table 4.14. F= 14.639 and p < 0.05.
indicated that the regression model of work motivation on the job performance
assessed was statistically significant. That means that least one of the 6 independent
variables can be used to explain job performance of clerical staff in UTM. Also, this
indicates the regression of job performance on the dimensions assessed, expressed
through the adjusted squared multiple (R - squared (adj.) = 44.5%) is statistically
significant. Hence, the null hypotheses are rejected. These variables account for
44.5% of the variance in job performance. This finding suggests that other
unexplored variables could account for the other variance in job performance. ‫روبرت‬

Table 4.15. Coefficientsa for the relationship between predictor variable and job
performance
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 1.279 .290 4.414 .000
Salary -.110 .086 -.140 -1.282 .203
Fringe Benefit .260 .076 .366 3.420 .001
Supervision .002 .062 .003 .027 .978
Promotion .081 .056 .137 1.440 .153
Responsibility .547 .098 .558 5.574 .000
T&D .082 .084 .098 .974 .333
a. Dependent Variable: Job performance.

Table 4.15 presents the correlation between motivation variables and job
performance. The results show that there is significant relationship between fringe
benefits and job performance (B = 0.260, p < 0.05) and between responsibility and
job performance (B = 0.547, p < 0.05). Therefore, both of responsibility and fringe
benefit have impact on job performance. However the relationship between salary
and job performance (B = 0.-110, p > 0.05), supervision and job performance (B =
0.002, P > 0.05), promotion and job performance (B = -0.081, P > 0.05), and training
&development and job performance (B = 0.082, p > 0.05) were found to be not
 81

significant. Therefore, Ha4 and Ha7 are not rejected. While, Ha3, Ha5, Ha6 and H8
are rejected.

Therefore, the results also exposed that only two of the six motivational
factors were found to be significant in this study. The analysis demonstrated that the
most significant motivational factor of job performance was responsibility as the first
significant factor; fringe benefit was the second significant factor.

Table 4.16 (model summary), shows the results of the multiple regression
analysis between motivation factors and job performance using the Stepwise Method.
The results point out that responsibility is the most significant predictor of job
performance contributing to 39.4% of job performance, these are followed by fringe
benefit, which contributes a further 5.7% to job performance, and together
responsibility and fringe benefit contribute a total of 45.1% to job performance.

Table 4.16. Model Summary for stepwise method

Std. Error of the
Model R R Square Adjusted R Square Estimate
1 .628a .394 .388 .35097
b
2 .671 .451 .440 .33595
a. Predictors: (Constant), Responsibility
b. Predictors: (Constant), Responsibility, Fringe Benefit

Therefore, from tables of ANAOVAa and Coefficientsa by Stepwise Method ,

it can be concluded that the two motivation factors, responsibility and fringe benefit
are the significant predictors of job performance of the clerical staff in UTM that
were studied. Consequently, the rest of moivational factors were excluded.
 82

ANOVAc
Sum of
Model Squares df Mean Square F Sig.
1 Regression 8.100 1 8.100 65.754 .000a
Residual 12.441 101 .123
Total 20.541 102
2 Regression 9.255 2 4.627 40.998 .000b
Residual 11.287 100 .113
Total 20.541 102
a. Predictors: (Constant), RespMean
b. Predictors: (Constant), RespMean, FringeMean
c. Dependent Variable: JperformMean

Coefficientsa
Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 1.650 .274 6.016 .000
RespMean .616 .076 .628 8.109 .000
2 (Constant) 1.337 .280 4.773 .000
RespMean .516 .079 .527 6.534 .000
FringeMean .184 .057 .258 3.199 .002
a. Dependent Variable: Job performance
 83

CHAPTER 5

DISCUSSION, CONCLUSION AND RCOMMENDATION

5.1 Introduction

This chapter summarizes and discusses the findings of this research. Besides
that, this chapter will discuss and draw conclusion based on the findings of this
research, and it will describes several implications and recommendations to enlarge
the scope of the topic. It will also discuss several recommendations for future
research.

Also, in this section the results described in Chapter 4 will be discussed in

larger aspect and where appropriate, existing literature will be included into the
discussion. The chapter concludes with summary.

The main aim of this study is examine the relationship between motivational
factors namely enhanced salary, fringe benefits, supervision, promotion,
responsibility, training & development and job performance of clerical employees in
UTM.
 84

5.2 Discussion of the Level of Motivation and Job Performance

The results of current study showed that the overall level of motivation was
(3.5012) and for job performance (3.8552). It means that the clerical staff members
working in UTM, Malaysia have medium level of motivation and high level of job
performance. Moreover, the levels of motivational factors of all of the respondents
had medium level.

With respect to the dimensions of motivation assessed by the questionnaire, the

means for the enhanced salary, fringe benefits, supervisor, promotion, responsibility
and training ranged from a low of 3.08 to a high of 3.65 and all of them have
medium level. It therefore appears that staffs in the sample are relatively motivated;
however, the mean values for promotion was the lowest. While, the mean values for
training &development, responsibility and fringe benefits were the highest. These
mean values indicate the areas that employees were most likely to be motivated.
Thus, the staff in the sample is most likely to be motivated due to their training
&development, responsibility and fringe benefits, enhanced salary and supervision
more than promotion dimensions as determined by the research Questionnaire. The
results of current study are consistent with results of previous studies such Roberts
(2006) had similar results related to the levels of motivational factors in this study.
Also, Aydin (2012) stated that responsibility, growth (training and development),
salary, supervision, salary and promotion have acceptable and medium levels

5.3 Discussion of the Relationship between Extrinsic & intrinsic Motivation

and Job Performance

The results of current study showed that there is positive significant

relationship between extrinsic & intrinsic motivation and job performance. The
results of correlation analysis demonstrated that both of extrinsic and intrinsic
motivational factors were positively related with job performance. Such findings are
concurring with findings of previous studies like Owusu (2012) found in his study
that the two categories of motivational packages which were extrinsic and intrinsic
 85

motivational packages had significant relationship with job performance of clerical

staff in GCB bank. Also, he stated that there is a good relation between overall
motivation and employees’ performance like the result of this study. In another
similar study experts Ryan and Deci (Ryan and Deci: 2000, 58) stated that extrinsic
rewards can decrease intrinsic motivation and both of them linked to the completion
of a task (performance). Also, According to Lemieux et al. (2009), the existing
evidence shows that when there is a good motivation and performance-pay can
enhance employee productivity and improve match quality.

The two categories of motivational packages which were identified in this

study are namely extrinsic and intrinsic motivational packages. The variables
identified under the extrinsic motivational package were enhanced salary, fringe
benefit and supervision and that of the intrinsic were promotion, responsibility and
training & development. The result of this study shows that there is significant
positive relationship between all motivational factors and job performance. Also, all
factors have moderate strength of relationship except promotion which has low
relationship with job performance. The results of current study are consistent with
results of previous studies. For example, Aarabi et al. (2013) stated that there appears
to be evidence to confirm the positive relationship between financial motivational
factors and job performance in service organizations in Malaysia and Muralidharan
and Sundararaman (2009) provide supporting evidence that payment is associated
with output of employees and serves as incentive to enhance workers’ performance.
In addition, Herzberg (1986) in his Two Factor Theory, listed salary, supervision,
growth (training and development), recognition, responsibility, achievement, and
advancement(promotion) etc, can consider as motivators related to people’s work
(Aarabi et al., 2013).

Also, the result of current study further showed that the relationship between
intrinsic motivation and job performance more than the relationship between
extrinsic motivation and job performance. The results of current study are consistent
with results of previous studies. For example, Aarabi et al. (2013) stated that intrinsic
motivational factors are considered more important compared to extrinsic
motivational factors such as payment, job security, and friendly environment.
 86

Freedom an intrinsic variable however was not found to be significantly related to

job performance.

5.4 Discussion of the Relationship between Motivational Factors and Job

Performance

Multiple regression analysis was used to analyze the data and determine
which of independent variables included in the model contributed to the prediction of
the dependent variable.The motivation factors of salary, fringe benefit, supervision,
promotion, responsibility and training & development were found to contribute a
total of 47.8% of job performance. This suggests that variables other than the
motivation factors studied could be contributing to job performance. This result is
consistent with results of Aarabi et al. (2013) who stated that, 42.5% of variation in
job performance is accounted by variation in the 6 motivation factors namely,
payment, job security, promotion, freedom, friendly environment and training in the
servicing organizations in Malaysia.

Two motivation factors that are responsibility and fringe benefit were found
to be significant predictors of job performance contributing 45.1% of job
performance. The best predictor of job performance was found to be responsibility,
which contributes to 39.4% of job performance. Fringe benefit contributed a further
5.7% to job performance. Therefore, it is observed that responsibility and fringe
benefits factors dominate the motivators in terms of job performance among clerical
staff in UTM.

The significant relationship between responsibility and job performance is

consistent with the findings of Herzberg (1986) who listed responsibility as
motivator factor related to people’s work. Moreover, Craemer (2010) stated that “all
of us need to take responsibility for our intrinsic motivation–both in our personal
lives as well as our work lives. The motivation we have for doing anything is
ultimately linked to this personal responsibility”. This employee’s responsibility is a
key component to motivation in the place of work and increased responsibility is one
of the most significant motivational factors which impact on employee’s
 87

performance. Therefore, directors need to make each member of staff accountable in

their individual roles and anticipate them to meet what is essential to succeed. Also,
Aydin (2012) he studied the impact of motivation and hygiene factors on research
performance and he found that the academics think that the effect of responsibility
and payment (fringe benefit) on research performance is positive.

Moreover, the result of fringe benefit is consistent with experts and results of
previous studies. For instance, Owusu (2012) found in his study that the second best
motivational factor for employees was fringe benefit and he stated that employees
are interested in fringe benefits as important motivating factor to drive employees of
the bank to provide their best in work. Akerlof and Kranton (2010) provide
supporting evidence that fringe benefit as a part of payment is associated with output
of employees and serves as incentive to enhance workers’ performance. They
reported that all businesses use fringe benefit, bonuses or other types of rewards to
motivate and encourage high-level performances of employees. Kwak (2009) stated
that Fringe benefits are a part of incentive which is supposed to motivate employees
and managers. On the other hand, managerial power approach regards fringe benefits
as governance tools that serve to satisfy managers’ desire for power. Therefore,
fringe benefits frequently serve as a good instrument for motivating employees.
Kelly (1990) in his study found that low payment for bank tellers is one of the most
important factors that influence job performance in service companies.

5.5 Recommendations

Human capital management in organization should offer a number of

motivational factors such as responsibility, enhanced salary, fringe benefit,
promotion, supervision, training and development to stimulate their human resources
to develop their performance and productivity. Indeed, incentive factors have an
affecting role on job performance of employees, as all organizations choose to
improve the effectiveness in terms of developing the job of workers.
 88

Besides, current life affects human’s job and make him to use up additional
time and more physical effort in place of work in order to deal with job duties and
potential problems. Therefore, for this reason, human resources managements should
recognize and identify the personal factors as they define the drive of workers toward
accomplishment of organizational objectives. This study believes that motivational
factors are able to stimulate the employees to enhance their productivity and
performance.

The University Teknologi Malaysia is passing through an age of transition,

where it has to shift from traditional type of university to a modern entrepreneurial
one. In this process of transition, the employees’ motivation is an essential element
of success. Therefore, the management of university should try to provide a
favorable working environment to its employees, where the employees are
motivated.

5.5.1 Recommendations for organization

The results of this study found responsibility and fringe benefit to be the two
most significant motivational factors. Therefore, human resource management
should increase and provide the opportunities of responsibility and good set of fringe
benefit to clerical employees, as they would be the two factors that drive their
motivation towards good job performance.

In the case of responsibility, UTM should offer the situation or duty that
makes employee to be in charge of something or someone as motivator for achieving
good performance. It can achieve that through providing opportunity to employees to
take part when decisions are made, regard the content of employee’s work as
responsible, offering a certain degree of authority in employee’s work, giving
employee a chance to be independent in suitable situation and making employee
allowed to decide on the methods for doing the work.

In the case of fringe benefit, since it found to be an important motivational

factor, organizational policies of UTM should develop satisfied set of diverse
 89

benefits to clerical employees for improving their performance. It can achieve that
through increasing bonus, developing health insurance for employees and their
family and make sure that fringe benefits are decided on fair manner and so on.

In general, Human capital in UTM must take a strategic function to play in

addressing the needs of various groups of people in the university and should not
wait on legislation to force them to implement strategy that would result in
transformation. From this study, previous studies as well as literature on the subject,
it is evident that properly packaged rewards and motivational factors can be
considered as the conduit between motivation and job performance and improved
productivity. Human Resources should thus assist in identifying the internal and
external barriers that impede the offering of vital motivational factors.

The educational sector is an increasingly competitive environment and

therefore under continuous pressure to control its cost and to motivate its human
resources. Under these circumstances universities, such as the one at which the
survey was conducted, could benefit by focussing on the factors that positively
impact employee motivation and performance. Most organisations think that they
have fairly competitive compensation programmes, but could benefit if they revisit
their current offering, review its current compensation strategy and include more of
the essential elements of what staff would like to receive, such as responsibility and
acknowledgement (La Motta, 1995).

5.5.2 Recommendation for the Future Researchers

This study has indicated the relationship between motivational factors and job
performance of clerical staff in the organization. Although, the scope of this study
was small and it was limited only to one public institution with limited number of
respondents.It is therefore suggested that further study needs to be conducted on a
bigger sample size and population to increase the generalization of the results.

The findings of this study point out that there is a necessity to determine more
and other motivational factors that the workers may care about and have an impact
 90

on their job performance. Therefore, more and other motivational factors and
dimensions that could have influenced on job performance have to be comprised so
as to get more inclusive understanding motivational factors that impact on job
performance of employees. The future researchers should include the moderating
variables like satisfaction to know its moderating effects on the job performance and
productivity. In addition, Arabi,, For future researches, other motivation predictors
can be determined to observe how they impact in job process of staff since there are
many motivational factors in the working environment, which have not been covered
in this study. In general, researches should be carried out and should conduct a multi-
stage study by taking larger sample size from diverse types of organizations.

5.7 Conclusion

Organizations should make out the important opportunity to develop the

return on their human capital investment by integrating incentive plans with
Organizational strategy and improving the value presented to human resources. This
process is vital to Organizational success, and the aptitude of the organization and
human resource management to attract proficient employees and preserve top
performers and critical-skill human resources in an increasingly competitive
surroundings.

This study has indicated that human capital management can use diverse
plans or factors to stimulate workers, but human capital management should
remember that different motivational factors or plans would have a different
motivational influence on different employees. Also, managers should consider that
diverse incentive plans may have an effect on an member of staff in different ways at
different positions in time because of the continual changes in situations, needs and
individual purposes. To obtain good results from a motivational plan, the human
capital management has to comprehend and understand the differences of
employees’ values, needs, tasks, performance and satisfaction’s levels in terms of
increasing job performance and productivity.
 91

The findings of current study exposed that the clerical staff members at
University Teknologi Malaysia need to improve their motivational level and link
their job performance with motivation for achieving both of personal and
organizational objectives.
The management of University Teknologi Malaysia should provide enough
and suitable motivational resources to its clerical staff members for improving the
level of performance. Therefore, human resource management should increase and
provide the opportunities of responsibility and good set of fringe benefit to clerical
employees, as they would be the two factors that drive their motivation towards good
job performance. It means that if these factors of motivation continue to exist, then
they can positively impact on the job performance of the clerical staff members at
University Teknologi Malaysia. Abkar,, managers should also give complete
attention to their workers and take interest in their functioning process. They should
stimulate their member of staff towards responsibilities and performance.

Apart from this, the clerical staff member by themselves should attempt to get
consciousness about the sources and consequences of motivation and job
performance. Thus in this way the general success of university could be ensured in
this age of cut throat competition, where the university is already in transition from
tradition to modern entrepreneurial one.
 92

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APPENDIX A

QUESTIONNAIRE FORM
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Questionnaire form about:

“The impact of motivation on job performance of clerical staff at UTM”

This is a research project and for this project you will be asked to complete the
questionnaire. You will only spend 10 minutes to complete this questionnaire.

Dear respondent,

Your response will not be related to anyone and will remain anonymous. All
responses you provide for this study will remain confidential. Your refusal to
participate will not result in any penalty or less of benefits to which you are
otherwise entitled to. The research intends to abide by all commonly acknowledge
ethical codes. You agree to participate in this research project by filling the following
questionnaire. If you have any question, please ask the researcher listed at the
beginning of the questionnaire. Although this is a voluntarily participation, your
cooperation to answer this questionnaire definitely will help all of us to understand
more on this area of study.

Thank you so much

Jalal RezkSaleh Prof. Madya Dr. Ishak Bin Mad Shah

Researcher, Master student Supervisor

Faculty of Management Faculty of Management

UniversitiTeknologi UniversitiTeknologi Malaysia

Malaysia
Malaysia
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PART A: DEMOGRAFIC FACTORS

Instruction: Please mark (√) for your suitable answer in the blank provided.

1 Gender

( ) Male ( ) Female

2 Age
( ) < 25
( ) 26 – 35
( ) 36 – 45
( ) > 45

3 Working Experience
( ) 0-3 Years ( ) 12-15 Years
( ) 4-7 Years ( ) 16-19 Years
( ) 8-11 Years ( ) >20 Years

4 Highest Academic
Qualification
( ) PhD
( ) Master
( ) Bachelor Degree
( ) Diploma
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PART B: MOTIVATIONAL FACTORS

This section is aim to identify the importance of your opinion about Motivational
Factors

Instruction: By using Five-Point LikertScale, please mark (√) for your suitable
answer in the table provided.

1 2 3 4 5
Strongly Disagree Neutral Agree Strongly agree
disagree

Extrinsic Motivation
NO. Subject 1 2 3 4 5
Enhanced Salary
1 Salary increases are decided on a fair manner. 1 2 3 4 5

2 I earn my salary the same as or more that other people in a 1 2 3 4 5

similar job.
3 The basis of payment overtime payment is reasonable. 1 2 3 4 5
4 My salary is satisfactory in relation to what I do. 1 2 3 4 5

Fringe benefits
5 My medical scheme is satisfactory. 1 2 3 4 5
6 My bonus and allowance are good. 1 2 3 4 5
7 My pensions benefits are good. 1 2 3 4 5
8 Fringe benefits are decided on a fair manner. 1 2 3 4 5

Supervision
9 Supervisor supports my career development. 1 2 3 4 5
10 My supervisor can be convinced and persuaded. 1 2 3 4 5
11 My supervisor will support me if there are problems. 1 2 3 4 5

Intrinsic motivation
NO. Subject 1 2 3 4 5
Promotion
12 Staff are promoted in a fair and honest way. 1 2 3 4 5

13 I have good chance for promotion in this 1 2 3 4 5

organization.
14 Everyone has an equal chance to be promoted. 1 2 3 4 5

15 I will be promoted within the next two years. 1 2 3 4 5

Responsibility
16 I have the opportunity to take part when decisions are 1 2 3 4 5
made.
17 I regard the content of my work as responsible. 1 2 3 4 5
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18 I have a certain degree of authority in my work. 1 2 3 4 5

19 I am completely independent of others. 1 2 3 4 5

20 I am allowed to decide on the methods for doing the 1 2 3 4 5

work.
Training and development / Latihan dan pembangunan

21 Everyone has an equal chance to get training & 1 2 3 4 5

development.
22 My work skills and knowledge improve by training 1 2 3 4 5
& development courses.
23 Ongoing training necessary to perform my job well. 1 2 3 4 5

24 The chance to get training & development course to 1 2 3 4 5

do the job make me satisfied.
25 I participate in training to improve my own skills and 1 2 3 4 5
competencies.
26 I receive training daily which teaches me something new. 1 2 3 4 5

PART C: JOB PERFORMANCE

This section is aim to identify the job performance
Instruction:
By using Five-Point LikertScale, please mark (√) for your suitable answer in the
table provided.

1 2 3 4 5
Strongly Disagree Neutral Agree Strongly agree
disagree

NO. Subject 1 2 3 4 5
1 You perform administrative tasks. 1 2 3 4 5

2 You use problem solving skills 1 2 3 4 5

3 You have a good overall technical performance. 1 2 3 4 5

4 You plan your work. 1 2 3 4 5

5 You organize your work. 1 2 3 4 5
6 You cooperate with other in a team. 1 2 3 4 5

7
You persist in overcoming obstacles to complete a 1 2 3 4 5
task.
8 You look for a challenging assignment / task. 1 2 3 4 5

9 You pay attention to important details. 1 2 3 4 5

10
You support and encourage a co-worker for 1 2 3 4 5
increasing output/productivity.
11 You work well with others. 1 2 3 4 5
12 You meet standards for job performance. 1 2 3 4 5
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