EMPLOYEE MOTIVATION 1

Employee Motivation: Motivating Managers

Lizzie Nunez

Florida International University

EMPLOYEE MOTIVATION 2

Abstract

Among the most longstanding and slippery difficulties for managers is getting people to produce

their best job, even under difficult situations. Indeed, figuring out what drives us as humans is a

centuries-old conundrum. Aristotle, Sigmund Freud, and Abraham Maslow, among the most

significant writers on human behavior in history, have sought to comprehend its subtleties and

have taught us a great deal about why individuals do the things they do. Such luminaries, on the

other hand, lacked the benefit of modern brain science expertise. To be sure, their beliefs were

based on rigorous and intelligent research, but they also relied solely on direct observation.

Managers who want to enhance employee motivation should pay attention. It is difficult to

dispute with the widely held belief that a motivated workforce leads to improved company

performance, which is backed up by actual facts. But, more specifically, what activities do

managers need to take to fulfill the four needs and, as a result, boost their employees' overall

motivation? This research paper will conduct a thotough literature review to attempt to answer

these questions.

Keywords: Employee motivation, improved performance, motivating managers, training,

satisfaction.
EMPLOYEE MOTIVATION 3

Employee Motivation: Motivating Managers

Overview

Employee motivation is defined as an inner and internal urge to exert the hard work and

dedication and take action in work-related activities. It's been commonly understood as

"psychological influences that affect the nature of a person's conduct in an organization, as well

as a person's amount of effort and perseverance." Moreover, "Motivation can be defined as the

readiness to exert effort in order to achieve a goal or receive a reward. The totality of the

processes that determine the arousal, orientation, and endurance of behaviors related to work

situations has been characterized as motivation at work." Motivated employees are critical to an

organization's success since they are more productive at work. This paper seeks to determine

how managers can play a part in motivating employees through an intensiveiterature review.

Literature Review

Businesses are constantly seeking ways to improve their standards to show the

satisfaction of their employees and the management. The advantage of the step is that the

business will be the one to gain from the changes they will manage to have done in the company.

Therefore, as they try to increase the satisfaction and motivation of their employees, they can

offer training to their managers on certain techniques to help employees in the workplace, which

will have positive outcomes in the future. According to Iqbal & Dastgeer (2017), organizations

have been spending millions of dollars each year as they seek to train their human resource

management on how they will face global competition. The training they have acquired is then

transferred to the employees, where they apply the knowledge, skills, and abilities they have

gained in the job context. Therefore, training becomes a requirement for managers if they want
EMPLOYEE MOTIVATION 4

their employees to improve in terms of performance. According to their research, manager

training was found to be among the things that are positively related to the performance of the

employees. Additionally, the managers and employees need to know that training is evolutional.

When the employees find that their employers are putting much effort into the transfer of

training, they will be motivated to keep working smarter and more efficiently than they

previously did.

Training provides an open opportunity for the employees to develop skills. Motivation in

a business context is the urge that the employees have after something pleasant has been done for

them, which makes them feel the need to put more effort and contribute to the future success of

the organization they are working in. Research has shown that the effect has been directly

connected to the cognitive, motivational, and behavioral processes (Paulsen & Kauffeld, 2016).

Training evokes positive emotions and increases good relationships among employees and

between employers and their employees. The effect is two-way since a positive group affective

tone leads to motivation to transfer, which in turn leads to a positive group affective tone.

Therefore, if the management of an organization is motivated to train their employees, they will

take it as their obligation to give back and be part of the organization's success.

Work motivation and good social communication among public managers lead the

employee's good performance in the places of work where they exercise their skills freely (Park

& Rainey, 2012). Work motivation is such actions as taking the employees on a trip once the

company has made a great step ahead and congratulating employees once progress has been

noticed, making them feel honored and important in the organization. Human motivation refers
EMPLOYEE MOTIVATION 5

to energizing a person's behavior, maintaining it, and sustaining it to be optimal as they are

working.

The health of the employees and their well-being has a strong relation to the satisfaction

of the employees. The health of the employees is very important in ensuring they are in the best

place to work and in their good health to provide good performance in the workplace (Bangwal

& Tiwari, 2018). The employee's health being good will also help to improve the psychological

profit and the level of satisfaction. The attitude and the feeling the employees get towards their

job is key to the interaction with their peers, which will also lead to success if it is positive.

According to Leder et al., 2015, the office environment is crucial to employee

satisfaction. A cool, calm, and silent office provides the employees with the best conditions to do

their work. Therefore, an environment that allows the employees to practice their skills and

knowledge is such that it should be calm and concentrated. Once the employees have been

served with the best conditions, they see and take it as their obligation to increase the

productivity of the company. The employees, having been trusted in their place of work, manage

best to practice their skills and knowledge. They also feel more confident, which increases

satisfaction, which increases their performance at work.

Training transfer and social support at the workplace are among the best qualities needed

to help an organization move forward and attain the set goals. Organizations are said to have so

much to spend on training their employees in new and useful skills, knowledge, and abilities that

help them contribute to their level best in the organization's success. As they train and gain the

knowledge and skills in training sessions, they are also allowed to create good and strong bonds

among employees (Massenberg, Spurk & Kauffeld, 2015). The aggregated supervisor team level
EMPLOYEE MOTIVATION 6

linked with the aggregated peer support leads to a motivation to transfer support. Therefore, once

the employees see that their employers are concerned about their well-being and are ready to

contribute to them gaining more skills and knowledge, they will see it as their responsibility to

take part in the organization's success. For our experiment, the participants will be employees

who are experiencing low motivation and satisfaction in the workplace. The goal of this

experiment is to help increase job satisfaction and work motivation. The control group will work

alongside managers with no specified training. The experimental group will work alongside

managers who have been given motivation-focused training. The employee’s job satisfaction and

motivation will be measured by interviews and surveys. Employees with motivating managers

will have higher satisfaction and motivation levels in the workplace.

Dialogue about retaining millennials has been witnessed in recent years (Rajhans, 2012).

The primary factor fueling this dialogue has been heightened concern over turnover trends

among millennials. Millennials have been associated with different work values than former

generations. Millennials have also shown behaviors outside of what an employer would describe

as norms. The result has been difficulty in understanding this generation's turnover. There have

been assumptions that millennials' intention behavior is related to rewards, i.e., extrinsic and

intrinsic rewards. A study was conducted in that regard, and the results indicated that both

intrinsic and extrinsic rewards were closely related to turnover intentions. If millennials have a

positive perception of intrinsic and extrinsic rewards, they will be less likely to exhibit turnover

intentions (Bennett, 2020). In a nutshell, rewards play a crucial role in motivating employees,

thus reducing turnover among millennials.

EMPLOYEE MOTIVATION 7

Motivation is a central discussion in business management because it is essential for job

performance. In other words, motivation has been known to have an impact on job performance.

It is, therefore, essential to determine if the leadership adopted by leaders in an organization

promotes and maintains workers' motivation (Ouakouak et al., 2020). Both practitioners and

scholars have focused on this. There have been propositions that ethical and emotional leadership

styles impact worker motivation and, therefore, job performance. A study was conducted in

Kuwait's public sector involving about 607 employees. Results of this study indicated that both

emotional and ethical leadership positively impact job performance. Also, employee motivation

was seen to have a positive effect on job performance. Another finding was that job performance

tends to exert a negative effect on employees' quitting intentions.

A perplexing and continual problem encountered by practitioners and researchers has

been disclosing why some workers perform better than others. Various essential variables have

been used to explain such differences among employees, for example, demographic factors,

aspiration levels, instinct, and ability. However, motivation has emerged as an issue that captures

the attention of managers and researchers alike. Motivation has been identified as a complicated

phenomenon of contemporary human potential. When it comes to searching for motivation and

how to improve it, it is essential to understand that any behavior has to come from a combination

of both external and internal factors. Motivation can be defined as the psychological forces

determining the direction of an individual's behavior in the organization (Blaskova et al., 2015).

It is also the level of people's effort and persistence when faced with obstacles. Motivation,

therefore, has to do with energizing human behavior. The idea here is that motivation activates

action.
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Studies have been conducted to examine the extent to which perceived authority

legitimacy mediated the relationship between the motivation styles of supervisors and the work-

related outcomes of subordinates. A study was conducted using the controlling and the

autonomy-supportive supervisory styles. The autonomy-supportive style is intended to nurture

the inner motivational resources of employees (Kanat-Maymon et al., 2018). On the other

extreme, the controlling style revolves around supervisors pressuring their workers to conduct

themselves in certain manager-directed ways. The study involved 191 participants, and the

results showed that between the two styles, the autonomy-supportive motivating style was

associated with employees' commitment, work satisfaction, and burnout through legitimacy.

Self-determination theory is an essential macro theory of human motivation. This theory

evolved from research on extrinsic and intrinsic motivations. It was later expanded to incorporate

research on organizations and other life domains. There is a discussion on self-determination

theory research relevant to the workplace focusing on the distinction between controlled

motivation and autonomous motivation and the assumption that all workers possess three

fundamental psychological needs, i.e., needs for relatedness, autonomy, and competence.

Satisfying such needs will promote wellness, high-quality performance, and autonomous

motivation (Deci et al., 2017). There has been a tendency for research in work organizations

from the owner's or employee's perspective. Self-determination theory provides crucial concepts

for guiding the creation of environments, practices, and policies that promote not only wellness

but also high-quality performance.

Introducing a safety initiative or a safety-oriented change is conceptually distinct from

other types of safety participation or safety citizenship behavior. However, little attention has
EMPLOYEE MOTIVATION 9

been directed towards its performance results or the motivational antecedents (Curcuruto et al.,

2019). A study involving 86 middle managers was conducted, and the results indicated that

safety initiatives predicted objective improvement actions six months later. The study supported

the need to distinguish safety initiatives from other safety behaviors. There is, therefore, the need

to create an organizational context that can support proactive workplace safety management.

Management style is treated in various ways across the training and development

literature. Surprisingly, few studies have looked at the training-based malleability of

management style when applied to for-profit and authentic work contexts (Hardré & Reeve,

2009). A study was conducted to determine whether or not a training intervention would assist

managers in embracing the autonomy-supportive motivating style toward employees. The study

was also meant to determine whether such employees would, in turn, exhibit greater work

engagement and autonomous motivation. A sample of 14 journals was obtained from various

sources. A literary search was conducted using semantic and google scholar search engines. The

key words “employee motivation” and “ managers” wad used to identify resources. Only peer

reviewed material from 2010 was utilized.

Method

Participants

The current study collected data from two hundred and thirty-two employees in a public

company in Florida. Of these participants, 116 were female (50%), and 116 were male (50%).

The age of the sample ranged from 25 to 60 (M=27.56, SD=4.65). in terms of racial and ethnic

demographics, there were 15% Caucasian (N=35), 20% Hispanic (N=46), 25% African
EMPLOYEE MOTIVATION 10

American (N=58), 30% Asian (N=70), and 10% reported as other (N=23). The participants in the

study included both part-time and full-time employees.

Materials and procedure

Participants were given questionnaires to fill out. The questions were short and straight to

the point. The logic behind using short questions is to avoid fatigue as the participants read long

questions. The questions were also few. Employees in an organization might not have a lot of

time to take part in a study. This had to be put into consideration when formulating the survey

questions. In terms of measures, motivation was measured using a six-item scale by Rousseau

and Aube. A 5-point scale was used to measure all the items. The range was from 1 (I strongly

disagree) to 5 (strongly agree). An example of a question in the questionnaire was "Motivating

managers can significantly motivate employees." Another question was, "Employee motivation

is key in improving performance." In a nutshell, questionnaires comprised a series of questions

to obtain valuable information from the participants. There was a mixture of closed and open-

ended questions in the questionnaires. With open-ended questions, the participant was free to

answer in their own words, while the closed questions had predetermined responses for the

participant to choose from. Participants were briefed on how the interview process would be

conducted and consent was obtained. The ethics committee also gave consent to conduct the

study.

Face to face Interviews were also conducted with the participants. More precisely, the

employees were approached and engaged in an interview by the researcher. The intention was to

obtain the views of participants about the research topic. The decision to include interviews in

this study was based on several factors or advantages. For example, using interviews in this
EMPLOYEE MOTIVATION 11

study enabled the researcher to understand the facial expressions and body language of the

participants. It was also an effective method for understanding the values, beliefs, and personal

opinions of the participants. Interviews also came with a critical aspect of establishing rapport

with the study participants. Establishing rapport with the participants ensured they were

comfortable and engaged in the research process, thus the ability to obtain good responses.

Design

A cross-sectional research design was used to conduct the study. A between-subjects

design was used in this study to examine the relationship between X (independent variable) and

Y (dependent variable). In this case, the dependent variable was employee motivation, and the

independent variable was motivating-based training.

Results

On the results of the employees based on the questionnaire that was filled, I performed an

analysis of the data using the SPSS statistical software for the t-test, Cohen’s D for the

descriptive statistics, the Q-Q, one-factor ANOVA, and P-P analysis plots to test the hypothesis.

The descriptive statistics of the two variables of the group and the score can be analyzed

in the descriptive table below. On the score analysis, the highest score is 0.98, and the lowest

score is 0.48 for the 232 data collected, which means on the hypothesis, it was achieved since the

mean is above 60%.

Descriptives
Score

N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Minimum Maximum
EMPLOYEE MOTIVATION 12

Lower Bound Upper Bound

1 116 .6184 .04451 .00413 .6102 .6265 .48 .69

2 116 .8498 .04655 .00432 .8413 .8584 .74 .98
Total 232 .7341 .12457 .00818 .7180 .7502 .48 .98

The results on the t-test statistical with one sample test are that the mean difference of the

test value is 0.73409. The analysis of the questionnaire with a 95% confidence interval using the

data of the employees, we can conclude to accept the null hypothesis. The confidence interval

lies with the true mean of the score.

One-Sample Statistics

N Mean Std. Deviation Std. Error Mean

Group 232 1.50 .501 .033

Score 232 .7341 .12457 .00818

One-Sample Test

Test Value = 0

t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the

Difference

Lower Upper

Group 45.596 231 .000 1.500 1.44 1.56

Score 89.762 231 .000 .73409 .7180 .7502

The analysis of the Levene’s test for the two variables, group, and the score, can be
interpreted to be significant because the p-value is less than the significant level of 0.05; hence
we fail to reject the null hypothesis and conclude that the employees who are working are
between the age of 25-60 years.

Descriptives
Score
EMPLOYEE MOTIVATION 13

N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Minimum Maximum

Lower Bound Upper Bound

1 116 .6184 .04451 .00413 .6102 .6265 .48 .69

2 116 .8498 .04655 .00432 .8413 .8584 .74 .98
Total 232 .7341 .12457 .00818 .7180 .7502 .48 .98

Test of Homogeneity of Variances

Score

Levene Statistic df1 df2 Sig.

.000 1 230 .996

ANOVA
Score

Sum of Squares df Mean Square F Sig.

Between Groups 3.107 1 3.107 1498.385 .000

Within Groups .477 230 .002
Total 3.584 231

Discussion

The analysis of the data collected through questionnaire filling has been of great

significance because the majority of the questions were filled. The questions were short such that

the employees could not feel the fatigue while filling in the questionnaire.

The information that was presented was easy to understand as the question was not so

many. The analysis of the data was easy to interpret as it did not have too many details in the file.

The employees were found to be significant as the number of sample of male to women was

equal in numbers, and the leading race that participated in the study was Asian.
EMPLOYEE MOTIVATION 14

Levene's test performed through the one-way analysis of variance (ANOVA) is the best

for the analysis as it tests three categories descriptive statistics, the test of the homogeneity of the

variances, and ANOVA. Levene’s test interpretation in the SPSS for the employees found that

employee motivation is significant in motivating managers.

Transfer of knowledge and social support at work are two of the most important aspects

that may aid an organization's progress and achievement of its objectives. Organizations are

considered to have a lot of money to spend on training their workers in new and relevant skills,

information, and talents that will enable them to contribute to the organization's success to the

best of their ability. They are permitted to form nice and strong ties among workers as they learn

and develop information and skills in training sessions (Massenberg, Spurk & Kauffeld, 2015).

The aggregated supervisory team level, when combined with aggregated peer support, results in

a desire to transmit support. Employees will consider it their obligation to contribute to the

organization's success if they realize that their bosses care about their well-being and are willing

to help them develop new skills and information. Employees who are feeling poor motivation

and happiness at work will be the participants in our study. The purpose of this study is to see

whether there is a way to improve job happiness and motivation. The control group will work

with managers who have not received any specific training. Managers who have received

motivation-focused training will work alongside the experimental group. Interviews and

questionnaires will be used to assess employee job satisfaction and motivation. Employees who

work under inspiring supervisors are more satisfied and motivated in the job.

The research will be recommended for further studies, and the questions that were

lengthy and personal should be removed. The data of the employees should be collected in
EMPLOYEE MOTIVATION 15

different firms for it to be normally distributed; for future researchers on related topics, my

recommendation is to use other tools of statistics for analysis for them to compare and contrast.
EMPLOYEE MOTIVATION 16

References
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stay. International Journal of Contemporary Hospitality

Management. doi:10.1108/ijchm-04-2017-0230

Bennett, J. (2020). Millennials in the Workforce: An Examination of Motivation and Behavior

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& Theses A&I; ProQuest Dissertations & Theses Global; Social Science Premium

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Blaskova, M., Bizik, M., & Jankal, R. (2015). Model of decision making in motivating

employees and managers. Inzineriné Ekonomika, 26(5), 517-

529. http://dx.doi.org/10.5755/j01.ee.26.5.8727

Curcuruto, M., Parker, S. K., & Griffin, M. A. (2019). Proactivity towards workplace safety

improvement: An investigation of its motivational drivers and organizational outcomes.

European Journal of Work and Organizational Psychology, 28(2), 221-

238. http://dx.doi.org/10.1080/1359432X.2019.1572115

Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work

organizations: The state of the science. Annual Review of Organizational Psychology and

Organizational Behavior, 4, 19-43. http://dx.doi.org/10.1146/annurev-orgpsych-

032516-...

Hardré, P. L., & Reeve, J. (2009). Training corporate managers to adopt a more autonomy-

supportive motivating style toward employees: An intervention study. International

EMPLOYEE MOTIVATION 17

Journal of Training and Development, 13(3), 165-184. https://doi.org/10.1111/j.1468-

2419.2009.00325.x

Iqbal, K., & Dastgeer, G. (2017). Impact of self-efficacy and retention on the transfer of training.

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Kanat-Maymon, Y., Yaakobi, E., & Roth, G. (2018). Motivating deference: Employees'

perception of authority legitimacy as a mediator of supervisor motivating styles and

employee work-related outcomes. European Management Journal, 36(6), 769-

783. http://dx.doi.org/10.1016/j.emj.2018.02.004

Leder, S., Newsham, G. R., Veitch, J. A., Mancini, S., & Charles, K. E. (2015). Effects of the

office environment on employee satisfaction: a new analysis. Building Research &

Information, 44(1), 34–50. doi:10.1080/09613218.2014.1003176

Massenberg, A.-C., Spurk, D., & Kauffeld, S. (2015). Social support at the workplace,

motivation to transfer and training transfer: a multilevel indirect effects model.

International Journal of Training and Development, 19(3), 161–

178. doi:10.1111/ijtd.12054

Ouakouak, M. L., Zaitouni, M. G., & Arya, B. (2020). Ethical leadership, emotional leadership,

and quitting intentions in public organizations: Does employee motivation play a role?

Leadership & Organization Development Journal, 41(2), 257-

279. http://dx.doi.org/10.1108/LODJ-05-2019-0206
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Park, S. M., & Rainey, H. G. (2012). Work motivation and social communication among public

managers. The International Journal of Human Resource Management, 23(13), 2630–

2660. doi:10.1080/09585192.2011.637060

Paulsen, H. F. K., & Kauffeld, S. (2016). Linking positive affect and motivation to transfer

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EMPLOYEE MOTIVATION 19

Appendix A
Demographic Questionnaire

1. What is your gender?

a. Female b. Male c.Prefer not to answer

2. What is your age?

a. 18 - 28 b. 29 - 39 c. 40 – 50 d. 51 - over

3. What is your ethnicity?

a.White b. Black c. Hispanic d. Asian e. Native f. Other: ______

4. What is your marital status?

a. Single b. Married c. Divorced d. Separated e. Widowed

5. What is your highest level of education?

a. High School Diploma b. Associates c. Bachelor’s d. Masters e. Other

6. What is your current employment status?

a. Full-time employment b. Part-time employment c. Unemployed d. Self-employed

7. Who is your current employer? __________

8. What is your current job title? __________

9. Do you work under a supervisor/manager? _________

10. How often do you work directly with your manager?

a. Often b. Sometimes c. Never

11. In general, how motivated do you feel at work?

a. Often b. Sometimes c. Never

12. How stimulating do you find day-to-day tasks?

a. Often b. Sometimes c. Never

EMPLOYEE MOTIVATION 20

13. How inspired do you feel by your work goals?

a. Often b. Sometimes c. Never

14. How well do you think you're growing in your role?

a. Well b. Needs Improvement c. Not good

15. Do you aspire to grow in the company? Yes / No

16. How happy do you feel coming to work?

a. Often b. Sometimes c. Never

17. How much do you feel you're contributing to the success of the company?

a. Often b. Sometimes c. Never

18. How well do you feel your work is recognized by your manager?

a. Often b. Sometimes c. Never

19. How does your manager recognize your performance? _________

20. How well would you measure your performance? (1 lowest - 5 highest)

1 2 3 4 5

21. How would you rate your overall job satisfaction?

a. Often b. Sometimes c. Never

22. How likely would you be to recommend a job here to a friend?

a. Often b. Sometimes c. Never

23. Does your manager provide feedback on your work?

a. Often b. Sometimes c. Never

24. How are you compensated when you reach your goals? __________

25. How secure do you feel in your job?

a. Often b. Sometimes c. Never

EMPLOYEE MOTIVATION 21

Appendix B
EMPLOYEE MOTIVATION 22
EMPLOYEE MOTIVATION 23

Appendix C

ADULT CONSENT TO PARTICIPATE IN A RESEARCH STUDY

Employee Motivation: Motivating Managers

SUMMARY INFORMATION
Things you should know about this study:

 Purpose: The purpose of the study is to examine employee motivation and its relation
to managers.
 Procedures: If you choose to participate, you will be asked to attend the interviews
once every week and answer questionnaires.
 Duration: This will take about 2 to 3 hours monthly for a year.
 Risks: The study has no possible risks to you.
 Benefits: The main benefit to you from this research is to increase your motivation in
the workplace.
 Alternatives: There are no known alternatives available to you other than not taking
part in this study.
 Participation: Taking part in this research project is voluntary.

Please carefully read the entire document before agreeing to participate.

PURPOSE OF THE STUDY

The purpose of the study is to examine employee motivation and its relation to managers.

NUMBER OF STUDY PARTICIPANTS

If you decide to be in this study, you will be one of 232 people in this research study.

DURATION OF THE STUDY

EMPLOYEE MOTIVATION 24

Your participation will involve about 2 to 3 hours for 12 months (1 year)

PROCEDURES
If you agree to be in the study, we will ask you to do the following things:

1. Take screening a survey.

2. Take questionnaires referencing motivation.
3. Attend interviews for 30 mins a week for 12 months.
4. Be timely and present to all training sessions and training sessions.

RISKS AND/OR DISCOMFORTS

The study has no possible risks to you.

BENEFITS
The main benefit to you from this research is to increase your motivation in the workplace.

ALTERNATIVES
There are no known alternatives available to you other than not taking part in this study. Any
significant new findings developed during the research which may relate to your willingness to
continue participation will be provided to you.

CONFIDENTIALITY
The records of this study will be kept private and will be protected to the fullest extent provided
by law. In any sort of report we might publish, we will not include any information that will
make it possible to identify you. Research records will be stored securely, and only the
researcher will have access to the records. However, your records may be inspected by
authorized universities or other agents who will also keep the information confidential.

USE OF YOUR INFORMATION

Identifiers about you might be removed from the identifiable private information, and, after such
removal, the information could be used for future research studies or distributed to another
EMPLOYEE MOTIVATION 25

investigator for future research studies without additional informed consent from you or your
legally authorized representative.

COMPENSATION & COSTS

You will receive no monetary compensation for your participation. There are no costs to you for
participating in this study.

MEDICAL TREATMENT
Routinely, FIU, its agents, or its employees do not compensate for or provide free care for
human subjects if any injury results from participation in a research project. If you become ill or
injured as a direct result of participating in this study, contact your regular medical provider. If
you have insurance, your insurance company may or may not pay for these costs. If you do not
have insurance, or if your insurance company refuses to pay, you will be billed. Funds to
compensate for pain, expenses, lost wages, and other damages caused by injury are not routinely
available.

RIGHT TO DECLINE OR WITHDRAW

Your participation in this study is voluntary. You are free to participate in the study or withdraw
your consent at any time during the study. You will not lose any benefits if you decide not to
participate or if you quit the study early. The investigator reserves the right to remove you
without your consent at such time that he/she feels it is in the best interest.

RESEARCHER CONTACT INFORMATION

If you have any questions about the purpose, procedures, or any other issues relating to this
research study, you may contact Lizzie Nunez at Florida International University at 786-777-
7777, lizzienunez@fiu.com.

IRB CONTACT INFORMATION

If you would like to talk with someone about your rights of being a subject in this research study
or about ethical issues with this research study, you may contact the FIU Office of Research
Integrity by phone at 305-348-2494 or by email at ori@fiu.edu.

PARTICIPANT AGREEMENT
EMPLOYEE MOTIVATION 26

I have read the information in this consent form and agree to participate in this study. I have had
a chance to ask any questions I have about this study, and they have been answered for me. I
understand that I will be given a copy of this form for my records.

________________________________ __________________
Signature of Participant Date

________________________________
Printed Name of Participant

________________________________ __________________
Signature of Person Obtaining Consent Date

Appendix C

SPP output

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Group 232 1 2 1.50 .501

Score 232 .48 .98 .7341 .12457
Valid N (listwise) 232

Estimated Distribution Parameters

Group Score

Location 1.5000 .7341

Normal Distribution
Scale .50108 .12457
EMPLOYEE MOTIVATION 27

The cases are unweighted.

EMPLOYEE MOTIVATION 28

T-test statistics

One-Sample Statistics

N Mean Std. Deviation Std. Error Mean

Group 232 1.50 .501 .033

Score 232 .7341 .12457 .00818

One-Sample Test

Test Value = 0

t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the

Difference

Lower Upper

Group 45.596 231 .000 1.500 1.44 1.56

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Score 89.762 231 .000 .73409 .7180 .7502

One way ANOVA

Descriptives
Score

N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Minimum Maximum

Lower Bound Upper Bound

1 116 .6184 .04451 .00413 .6102 .6265 .48 .69

2 116 .8498 .04655 .00432 .8413 .8584 .74 .98
Total 232 .7341 .12457 .00818 .7180 .7502 .48 .98

Test of Homogeneity of Variances

Score

Levene Statistic df1 df2 Sig.

.000 1 230 .996

ANOVA
Score

Sum of Squares df Mean Square F Sig.

Between Groups 3.107 1 3.107 1498.385 .000

Within Groups .477 230 .002
Total 3.584 231