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A STUDY TO DETERMINE THE MOTIVATIONAL CLIMATE IN THE DEPARTMENT
OF HEALTH
by
TSHIDISO SEITSHIRO
Submitted in fulfillment of the requirements for the degree of
MAGISTER TECHNOLOGIAE IN BUSINESS ADMINISTRATION
at the
Nelson Mandela Metropolitan University
Promoter:
PROF. N.D. KEMP
NOVEMBER 2013
i
DECLARATION
I, Tshidiso Seitshiro, here with declare the following:
This work has not been previously accepted in substance for a degree and is not
being currently submitted in candidature for any degree.
This dissertation is being submitted in full or partial fulfillment of the requirements
for the degree of Masters in Business Administration.
This dissertation is the result of my own independent work and all sources used
or referred to have been documents organised.
I hereby give consent for my dissertation, if accepted, to be made available for
photocopying and for inter library loan, and for the title and summary to be made
available to outside organisations.
…………………………………….
Tshidiso Seitshiro
November 2013
ii
DEDICATION
To my late mother, Masechaba Seitshiro
I dedicate this dissertation to my late mother, whose love, faith and resilience carried
the Seitshiro family through times of adversity.
iii
ACKNOWLEDGEMENTS
I wish to express the following words of gratitude to the people that made this research
project successful:
My special thanks to the Department of Health.
To my father, Molefi Seitshiro and late mother, for instilling the value of education
in me from a young age.
To my brothers and sister, Pule Seitshiro especially Sechaba Seitshiro and
Pulane Seitshiro for the support and words of wisdom.
My promoter and mentor, Professor Norman Kemp for his humility, patience,
support, encouragement and guidance throughout this research project.
Dr Jacques Pietersen for the statistical analysis of the data.
To the Creator and Badimo ba Phokeng for the blessings.
iv
ABSTRACT
The Department of Health, being a public entity, has a responsibility to provide quality
health services to the community. The Department has experienced repeated negative
feedback from the press with respect to job dissatisfaction and the quality of service.
This could be the result of low employee motivation. The researcher was concerned and
interested in investigating possible causes of these allegations by the press.
The main purpose of this study was to analyse the motivational climate of employees in
the Department of Health. The study included a literature study of employee motivation
and organisational climate. The purpose of the literature was to determine how the
Department of Health measures up to what the literature reveals. A questionnaire was
used as an instrument to collect data. The questionnaire was formulated from the
literature discussed in the research study.
The major findings indicated that the level of motivation in the Department of Health was
low. Findings also indicated the majority of employees were not trained in the Batho
Pele principle. The researcher argued that if employees were trained in the Batho Pele
principle and also practised, the negative press feedback would be minimal.
The researcher suggested certain recommendations for those areas where findings
indicated shortcomings in an attempt to increase the overall levels of employee
motivation within the Department of Health.
v
TABLE OF CONTENT
DECLARATION i
DEDICATION ii
ACKNOWLEDGEMENTS iii
ABSTRACT iv
LIST OF FIGURES x
LIST OF TABLES xi
LIST OF ANNEXURES xiii
CHAPTER 1: INTRODUCTION AND OVERVIEW
1.1 INTRODUCTION 1
1.2 PROBLEM STATEMENT 2
1.3 SUB-PROBLEM 2
1.4 DELIMITATION OF THE RESEARCH 3
1.4.1 Organisation 3
1.5 OBJECTIVES OF THE STUDY 3
1.5.1 Main Objective 3
1.5.2 Secondary Objective 3
1.6 SIGNIFICANCE OF THE STUDY 4
1.7 DEFINITION OF TERMS 4
1.8 BRIEF OVERVIEW OF THE LITERATURE ON MOTIVATION 6
1.9 RESEARCH METHODOLGY 9
1.9.1 Primary Source 9
1.9.2 Secondary Source 9
vi
1.9.3 Research Design 9
1.9.4 Analysis of Results 10
1.10 PROPOSED CHAPTER OUTLINE 11
1.11 SUMMARY OF THE CHAPTER 12
CHAPTER 2: LITERATURE ON MOTIVATION
2.1 INTRODUCTION 13
2.2 MOTIVATION 14
2.3 SOURCES OF MOTIVATION 14
2.4 THEORIES OF MOTIVATION 15
2.4.1 The content theories 16
2.4.2 The process theories 25
2.5 THEORITICAL MOTIVATIONAL MODELS 34
2.5.1 Integrative model of motivation 35
2.5.2 Motivation and performance 36
2.5.3 Behaviour-shaped strategy model 37
2.5.4 Steers and Porters checklist of influences on work motivation 38
2.5.5 CARE Model motivating employees 39
2.6 REWARD AND INCENTIVES 40
2.7 INDIVIDUAL AND GROUP MOTIVATION AT WORK 41
2.8 BENEFITS OF MOTIVATION 42
2.9 WAYS OF MOTIVATING EMPLOYEES IN THE 21TH CENTURY 44
vii
2.10 SUMMARY OF THE CHAPTER 45
CHAPTER 3: ORGANISATIONAL CLIMATE
3.1 INTRODUCTION 47
3.2 HISTORICAL VIEW OF THE ORGANISATIONAL CLIMATE 48
3.3 DEFINITION OF ORGANISATIONAL CLIMATE 50
3.4 DIMENSIONS OF ORGANISATIONAL CLIMATE 51
3.4.1 Ecology 52
3.4.2 Milieu 52
3.4.3 Social systems 52
3.4.4 Culture 52
3.5 TYPES OF ORGANISATIONAL CLIMATE 53
3.6 THEMES FEATURED UNDER ORGANISATIONAL CLIMATE 54
3.6.1 Job security 55
3.6.2 Recognition 55
3.6.3 Communication and feedback 57
3.6.4 Organisational culture 58
3.6.5 Teamwork 59
3.6.6 Training and development 60
3.6.7 Working conditions 61
3.7 PATIENT SAFETY OF ORGANISATIONAL CLIMATE 62
viii
3.8 SUMMARY OF THE CHAPTER 65
CHAPTER 4: RESEARCH METHODOLOGY
4.1 INTRODUCTION 66
4.2 RESEARCH METHODOLOGY 66
4.3 QUESTIONNAIRE 68
4.3.1 Questionnaire design 68
4.3.2 Testing the questionnaire 69
4.4 SAMPLE 70
4.4.1 Sample design 71
4.4.2 Population 72
4.5 VALIDITY AND RELIABILITY 72
4.6 ETHICAL CONSIDERATION 72
4.7 SUMMARY OF THE CHAPTER 73
CHAPTER 5: RESEARCH RESULTS
5.1 INTRODUCTION 74
5.2 SAMPLE RESULTS 74
5.2.1 Section A 74
5.2.2 Section B 83
5.3 DESCRIPTIVE ANALYSIS 91
ix
5.4 INFERENTIAL ANALYSIS 92
5.4.1 T-test 93
5.4.2 Analysis of Variance (ANOVA) 95
5.5 RELIABILITY ANALYSIS 99
5.6 SUMMARY OF THE CHAPTER 100
CHAPTER 6: CONCLUSION AND RECOMMENDATIONS
6.1 INTRODUCTION 101
6.2 LIMITATION AND PROBLEMS OF THE STUDY 101
6.3 RECOMMENDATIONS 101
6.4 SUMMARY OF THE STUDY 106
6.5 SUGGESTIONS FOR FURTHER RESEARCH 107
6.6 CONCLUSION OF THE STUDY 107
REFFERENCES
x
LIST OF FIGURES
Figure 2.1: Maslow‟s hierarchy of needs 17
Figure 2.2: Mc Gregor‟s theory X and Y 19
Figure 2.3: Hertzberg‟s two-factor theory 21
Figure 2.4: Alderfer‟s ERG theory 24
Figure 2.5: Vroom‟s expectancy theory 26
Figure 2.6: Porter lawler model 28
Figure 2.7: Equity theory 33
Figure 2.8: Intergrative model of motivation 35
Figure 2.9: Motivation and performance 36
Figure 2.10: Behaviour-shaped strategy performance 37
Figure 2.11: Seven factors of effective performance 44
Figure 3.1: Patient safety climate dimensions 63
xi
LIST OF TABLES
Table 3.1 Organisational climate and organisational culture 49
Table 3.2 Non-Monetary reward model 56
Table 5.1 Frequency: Gender 74
Table 5.2 Frequency: Age 75
Table 5.3 Frequency: Education level 76
Table 5.4 Frequency: Department section 77
Table 5.5 Frequency: Employment status 78
Table 5.6 Frequency: Post level 79
Table 5.7 Frequency: Years of service 80
Table 5.8 Frequency: Population race 81
Table 5.9 Frequency: Level of motivation 82
Table 5.10 Frequency: Formal training in the “Batho Pele principle” 83
Table 5.11 Frequency: Identification 84
Table 5.12 Frequency: Communication 85
Table 5.13 Frequency: Supervision 85
Table 5.14 Frequency: Employee benefits 86
Table 5.15 Frequency: Job satisfaction 87
Table 5.16 Frequency: Salary 87
Table 5.17 Frequency: Safety and security 88
Table 5.18 Frequency: Empowerment 88
Table 5.19 Frequency: Recognition 89
Table 5.20 Frequency: Teamwork 90
xii
Table 5.21 Frequency: Ethics/ Trust 90
Table 5.22 Mean and standard deviation 92
Table 5.23 T-test: Gender 93
Table 5.24 T-test: Post level 94
Table 5.25 T-test: Formal training of employees in the Batho Pele principles 95
Table 5.26 ANOVA: Age 96
Table 5.27 ANOVA: Education level 96
Table 5.28 ANOVA: Department section 97
Table 5.29 ANOVA: Years of service 97
Table 5.30 ANOVA: Race 98
Table 5.31 ANOVA: Level of motivation 98
Table 5.32 ANOVA: Cronbach‟s Alpha 99
xiii
LIST OF ANNEXURES
ANNEXURE A: Consent form 116
ANNEXURE B: Questionnaire 117
ANNEXURE C: Ethics clearance 121
ANNEXURE D: Letter for proofreading and language editing 122
ANNEXURE E: Permission to conduct the study 123
1
CHAPTER 1
INTRODUCTION AND OVERVIEW
1.1 INTRODUCTION
After seventeen years of democracy in South Africa, the government climate has
changed during the past years. The public service is faced with a workplace that is
weighed down with a large number of factors that impact on the service delivery. For
instance, according to (Mokone, 2004:3) there are between 20 and 30 per cent of
unfilled senior management positions, leaving the question as to who gives strategic
directions in the department where these vacancies exist. The Department has
terminated the employment contracts of over 6000 temporary employees despite an
existing need for their services (Mokone, Kgosana & Butler, 2011:1).
This study will analyse the motivational climate of employees in the Department of
Health. In order for the Department of Health to deliver on their mandate of service
delivery or the principle of Batho Pele, which is a Sesotho phrase meaning “putting
people first”. The political systems and the top management must develop a relationship
between the department and its employees that will fulfil the ever-changing needs of all
parties. According to the Batho Pele handbook (2003:8), the participation of all
individuals is needed for the achievement of a “better life for all” through service,
products and programmes of a democratic alliance. Furthermore, the strategy, values
and culture of an organisation also have an influence on how ambitious the
expectations of each stakeholder are within such relationship. It is important that
managers understand how to motivate employees to achieve higher levels of
performance (Amos, Ristow and Ristow, 2004:197). Managers must also understand
that people-friendly systems and an encouraging environment which is acceptable and
appealing for employees, will motivate employees to perform more effectively,
according to Boninelli and Meyer (2004:134).
2
A comprehensive literature study will be performed to determine the views on motivation
and on employee motivation programmes. The study will also include the investigation
or analyses to which motivating employees programmes should be aligned with
departmental and individual goals.
1.2 PROBLEM STATEMENT
The Department of Health has experienced repeated negative press with respect to job
dissatisfaction and the quality of service. According to Asaka (2002:4) many of the
problems in the public service could be attributed to low morale in the service. The
situation at the workplace has been one of low work performance and poor service
delivery. It is therefore reasonable to argue that a high performance culture towards
improved services delivery is dependent on a workforce that has high levels of
motivation and commitment to such a culture. Given the conditions of service, the
Department of Health is therefore challenged to identify creative ways to increase
employee motivation and levels of job satisfaction.
The main research problem of this study is to analyse the motivational climate of
employees in the Department of Health.
1.3 SUB- PROBLEMS
In order to develop a thorough research strategy and solve the main problem, the
following sub-problems have been identified:
- What does the literature reveal about the motivation of employees?
- How does the Department of Health measure up to what the literature reveals?
- What can the department of Health do to improve the organisational climate of
employees?
3
1.4 DELIMITATION OF THE RESEARCH
This study will be delimitated in order to keep focus and clarity, as well has to prevent it
from becoming too broad and unachievable.
1.4.1 Organisation
In accordance with the aim of the research, the researcher will limit the investigation into
the Department of Health in the city of Port Elizabeth. It will include administrative and
clerical staff, supervisors, middle managers and senior managers in the departments
where the research will be conducted.
1.5 OBJECTIVES OF THE STUDY
This section will discuss the main and secondary objective
1.5.1 Main Objective
The objective of this study is to evaluate and establish the factors that have an impact
on the motivation of employees in the Department of Health.
1.5.2 Secondary Objective
In order to achieve the main objective, as stated paragraph (4.1) above the secondary
objectives must be achieved. These are the following;
- To provide a literature overview of the role of employee motivation in general;
- To determine which motivational factors can be implemented from relevant
literatures that will help assist with the motivating of employees in the department
of Health;
- To statistically evaluate the results of the research and interpret them; and
- To provide recommendations.
4
1.6 SIGNIFICANCE OF THE STUDY
The poor service delivery has been a major concern to the South African people. The
problem indicator includes the following:
- The high rate of strikes;
- Absenteeism;
- High rate of resignation; and
- Job dissatisfaction.
The above problem factors have prompted the researcher an interest to undertake an
investigation to the study and also develop strategies for motivating employees in the
Department of Health.
The results or findings of this study can be used to motivate and encourage employees
in the Department of Health and also improve employee performance and service
delivery.
1.7 DEFINITION OF CONCEPTS
Motivation
The Latin root of the word motivation, movere, means “to move”, therefore in this basic
sense, the study of motivation is the study of action (Eccles & Wigfield, 2002:110).
Motivation refers to the process by which a person‟s efforts are energised, directed and
sustained towards attaining a goal (Coulter & Robbins, 2007:450). There are three
significant elements in this definition: energy, direction and persistence. The energy is
the measure of intensity or drive. A motivated person puts in efforts and works hard. A
high level of effort is channelled in a direction that benefits the organisation. Motivation
also includes a persistence dimension.
5
Beck (2002:25) differentiates between two major differences in emphasis that
represents motivation. First, the regulatory approach, which emphasises the body‟s
responses to such disruptive internal forces as hunger and pain and the way that body
tries to restore internal equilibrium ( commonly referred to as homeostasis). Second, the
purposive approach, which emphasises the goal-directed nature of behaviour that is
more cognitive and less concerned with the physiology of regulation.
According to Reeve (1996:5), an individual may be either intrinsically or extrinsically
motivated. Intrinsic motivation occurs when learners work on tasks for internal reasons,
such as pleasure or enjoyment. Extrinsic motivation occurs when something is done in
order to earn an outside reward, avoid punishment or for some reason that has little to
do with the task itself.
Climate
Nazari, Manassian, Kline, Isaac and Roberts (2011:223), states that climate implies the
personality of the organisation. They further suggest that climate may exist at two
distinct levels: the psychological climate of the individual referring to perceptions of the
work environment; and organisational climate constituting shared perceptions of
employees about the organisational environment.
Batho Pele principle
This is a Sesotho phrase meaning “putting people first”. It is an initiative to develop a
service to strive for excellence in service delivery and commit to continuous service
delivery improvement according to the Batho Pele handbook (2003:8). This principle
was developed and designed to hold public servant accountable for the level of service
they deliver.
6
1.8 BRIEF OVERVIEW OF THE LITERATURE ON MOTIVATION
In their day-to-day activities, there is a need for people to be motivated to perform one
duty or other. Motivation could be described has some incentive that drives an individual
to carry out duties and responsibilities. Coulter and Robbins (2007:450) also define
motivation has a process by which a person‟s efforts are energised, directed and
sustained towards attaining a goal.
Employee Motivation
Employee motivation can be seen as the inner force that drives employee behaviour;
this force enables employees to perform their duties as required of them, having a
particular goal in mind. In most cases we lack this, causing them to perform poorly.
Factors like job description, individual differences and organisational practices may
affect employee motivation to work. A job description includes duties and
responsibilities that employees are required to perform; these duties determine the
employee‟s limitation and challenges, according to Schermerhorn (2001:243). Individual
differences are their needs, values, attitude, interest and abilities that individuals bring
to their job according to Coulter and Robbins (2007:390). Organisational practices are
the rules, policies, managerial practices and reward systems of an organisation.
Theories of Motivation
Motivation consist of four of the most prominent content theories of work motivation
argues Steers et al (1996:13). This includes: Maslow‟s hierarchy of needs, Alderfer‟s
ERG theory, the Hertzberg motivator hygiene model and Mc Clelland‟s learned needs
theory. The process theories of motivation conceptualise behaviour characteristics.
According to Steers et al (1996:20), two of the most important of these process theories
of motivation are Vroom‟s Expectancy Theory and Porters-Lawlers model which
represent an extension of Vroom‟s theory.
7
Maslow‟s Hierarchy of Needs
This is one of the most popular theories of motivation by a psychologist, Abraham
Maslow. According to him, human needs can be seen in a hierarchy which implies that
one need has to follow the other according to their levels of importance, from the lowest
to the highest. Maslow‟s pointed out that if one level of needs is not met in the Maslow‟s
Hierarchy, an individual cannot move to the next level or stage. The levels of needs are
as follows:
1. Physiological needs: Food, water, shelter and other essential human needs;
2. Security needs: Protection and security from physical and emotional harm. This
also includes the fear of losing a job, shelter;
3. Social needs: Affection, belongingness, acceptance and friendship;
4. Esteem needs: An internal esteem factor such has self-respect, recognition,
status, attention; and
5. Self-actualisation needs: Growth, achieving one‟s Potential and self-fulfilment:
the drive to become what one is capable of becoming.
The best known theory of motivation is probably Abraham‟s Maslow‟s hierarchy of
needs theory, according to Coulter and Robbins (2007:453).
Mc Gregors theory X & theory Y
Douglas Mc-Gregor is best known for proposing two sets of assumptions about human
nature: Theory X and Theory Y. Theory X is the negative view of people that assumes
workers have little ambition, dislike work, want to avoid responsibility and need to be
closely controlled or monitored to work effectively. Theory Y is a positive view that
assumes that workers can exercise self-direction, accept and actually seek out
responsibility and consider work to be natural activity.
8
Frederick Hertzberg‟s Two-Factor Theory
It is also known as the two-factor/ hygiene theory. This theory implies that at the work
place, there are certain satisfiers as well as dissatisfies for employees. He went on to
say the extrinsic factors are related to satisfaction while the extrinsic factors are related
to dissatisfaction. Hertzberg developed this theory by finding out what people actually
want to get from their work and from this he found out that employees do not really get
motivated when the dissatisfying factors are eliminated.
However, there are certain factors which do not cause satisfaction and at the time, their
presence has motivational influences. Therefore examples of these hygiene factors
include salary, security, status, work conditions, company policy, and relationships with
subordinates or supervisors, personal life, and supervision. A motivational factor
includes challenges, recognition, achievements, growth, advancement, responsibility,
and job advancement.
Other Motivational theories
- Mc Clelland‟s theory of needs;
- Clayton Alderfer‟s ERG theory;
- Vroom‟s Expectancy theory;
- The Porters and Lawler model;
- Reinforcement theory;
- Goal setting;
- Equity theory; and
- Theoretical Motivational Models.
The content of motivation and its theories will be further discussed into details in
Chapter 2 of the study. That will provide the theoretical foundation that provides the
premises of the study.
9
1.9 RESEARCH METHODOLGY
The following methods will be used or constructed to solve the main and sub-problems.
The information will be collected from both primary and secondary sources.
1.9.1 Primary Source
The empirical study will be used to gather information and consists of the following
factors:
- A structured questionnaire with a Likert scale will be used during the research;
- A questionnaire based on information gained from the literature study will be
developed and used by the researcher; and
- A survey will be carried out at all levels in the Department of Health.
1.9.2 Secondary Source
Literature will be gathered from libraries of the NMMU, UFS and the website. Published
and unpublished sources will be used. Journals, thesis, textbooks and library reference
service will be consulted.
1.9.3 Research Design
A questionnaire will be constructed to establish the level of employee motivation in the
Department of Health.
1.9.3.1 The Design of the Questionnaire
A Likert scale will be used during the empirical study. Section A will provide the
biographical details of the respondents. Section B will focus on the respondents‟ views
about the effect of employee motivation in their department.
10
1.9.3.2 The Population
The sampling will include employees from all levels, within the Department of Health in
Port Elizabeth. It will include administrative and clerical staff, supervisors, managers,
specialists, middle managers and senior managers, thus not being limited to certain
levels of staff only. Sekaran (2000:459) argues that although convenience sampling is
quick and less expensive than the results are not generalizable, except to the extent of
the organisation which is presented. This means the findings cannot be compared to
other government departments within the Eastern Province, nor to the Departments
from other provinces.
1.9.3.3 The Sampling Method
The sampling method will be the type of a Non-probability convenience sampling. This
type of sampling will be appropriate for this study, since it is less complicated than a
probability sampling design and incurs less expense.
1.9.4 Analysis of Results
The results of the survey will be analysed and integrated with the literature findings. The
data will be captured manually.
11
1.10 PROPOSED CHAPTER OUTLINE
Chapter 1 It contains the problem statement, significance and the objectives of the study. It also
consists of the definition of terms, research methodology and the outline of the research
project.
Chapter 2
It will provide the theoretical foundation that provides the premise of the study. The
concepts of motivation will be discussed as well as the theories of motivation.
Furthermore, the different models of motivation, group motivation and the benefits of
motivation will be dealt with.
Chapter 3
This chapter presents a theoretical explanation of an organisational climate.
Chapter 4
A theoretical explanation of the research methodology and design chosen in this study
will be dealt with in this chapter. It will include factors such as specific reference to data
collection methods and sampling.
Chapter 5
A report of the research findings from the analysis of data collected during the study will
be presented in this section.
Chapter 6
This chapter will provide the conclusions of the study and recommendations of the study
for future research.
12
1.11 SUMMARY OF THE CHAPTER
The strengthening of employee motivation for constant change in the environment is
very important. Motivation when not properly managed could raise individuals or
employees to act in unacceptable behaviours. If performance management is not
implemented, it could cause a high rate of job dissatisfaction and absenteeism. It is
worth mentioning both motivation and performance management are important factors
to curb job dissatisfaction in the workplace.
The research study is presented by the presentation of an introduction, main problem
statement, sub-problems and sub-objectives of the study, definition of concepts, chapter
outline, research methodology and design.
13
CHAPTER 2
LITERATURE REVIEW ON MOTIVATION
2.1 INTRODUCTION
The important role of employee motivation in the workplace is highlighted by the
complex and diverse nature of society. The challenge of achieving higher productivity
and service places a high demand on employee motivation in the current work
environment. This implies a growing need for an adequate quality of managerial and
supervisory talent (Smith, 1999:16).
The main problem, namely, the motivational climate of employees in the Department of
Health, will be analysed by solving the following sub-problems:
(a) What does the literature reveal about the motivation of employees?
(b) How does the Department of Health measure up to what the literature reveals?
(c) What can the Department of Health do to improve organisational climate of
employees?
The objective of this chapter is to address point (a) above. Point (b) and (c) will be
addressed in Chapter 5 and Chapter 6.
In terms of point (a), this chapter will emphasise on the importance of employee
motivation in the workplace. It will present the motivation with theories associated with
work motivation. The chapter will also deal with the concepts of rewarding, incentives
and the motivation of diverse groups, which is one of the current issues in motivation
(Coulter & Robbins, 2007:468).
14
2.2 MOTIVATION
In day-to-day activities of people, there is a need to be motivated in order to perform
one duty or other. Everyone has motives that are inspired by certain factors that
encourage the desire to enhance performance (Kressler, 2003:1). Motive literally means
the mainspring and the rationale behind any action (Kressler, 2003:1). The word
“motivation” is derived from the Latin word “movere” which means to “to move” (Ramlall,
2004:53).
Employee motivation is defined as a process by which a person‟s efforts are energised,
directed and sustained towards attaining a goal (Coulter & Robbins, 2007:450); or the
force an individual has that accounts for the direction, level and persistence of his or her
effort expended at work (Schemerhorn, 2001:102). Motivation could be also described
has some incentive that drives an individual to carry out duties and responsibilities.
Motivation can be intrinsic or extrinsic (Jones & George, 2004:405). Intrinsically
motivated behaviour is performed for one‟s own sake and extrinsically motivated
behaviour is performed to acquire rewards or to avoid punishment.
There are many definitions of motivation. However, there are features of motivation that
are common for most definitions. It can be observed from the examples above that
when authors describe motivation, they mention an action and behaviour that is directed
and sustained because of motivation.
2.3 SOURCES OF MOTIVATION
All motivation ultimately comes from within a person. In other words, all motivation is
self-motivation. Freemantle (2001:53) interviewed one of the team leaders at a medical-
care insurance who said, “I‟m self-motivated … I find it stimulating when I am doing new
things I have never done before. I like to use my brain. I dislike doing the same things
day in and day out; repetitive work”. The CEO of Finlay Commercial Real Estate
Company in South Africa, Lynette Finlay, pointed out that motivation comes when the
employees are able to see the purpose and reason for the direction in which the
15
company is heading and can recognise their roles in the business process (Koeman,
2006:17).
Freemantle (2001:53) emphasises that people are already motivated. However,
differences exist because people are motivated more or less because of the ups and
downs in life and what people encounter in the world that is beyond human control.
Furthermore, If a person is demotivated, it is because that person‟s mind chooses to be
demotivated, whether consciously or subconsciously (Freemantle, 2001:54).
Motivation is therefore about what a person wants and about the emotional state, which
drives an individual in the direction of achieving the desired need or want (Freemantle,
2001:56).
Sources of motivation can be intrinsic or extrinsic (Jones & Georges, 2004:405). A
manager can thus try to stimulate the employee‟s intrinsic motivation, but cannot create
the intrinsic motivation for that employee. This implies that, for example, a manager
should rather try to find out what factors will drive the employee to smile at the
customer, than simply tell the employee to smile at the customer (Freemantle, 2001:62).
2.4 THEORIES OF MOTIVATION
The subject of motivation has been present in the literature from the early beginning of
the 20th century. The theories of motivation attempt to explain human behaviour. The
concepts of motivation were developed mostly in the 1950‟s (Robbins, 2005:170).
Several new models of work motivation emerged, which collectively have been referred
to as content theories. They all aim to identify factors associated with motivation
(Steers, Lyman & Bigley: 2004:381). They provide an understanding to both the
managers and the employees of how to motivate others; how others are trying to
motivate a person; and how that person can engage more in his or her own motivation
effort (Drafke & Kosson, 2002:273).
There are four prominent content theories relating to work motivation according to
Steers et al., (1996:13). These include: Maslow‟s hierarchy of needs, Alderfer‟s ERG
16
theory, the Hertzberg motivator hygiene model and McClelland‟s learned needs theory.
The process theories of motivation conceptualise behaviour characteristics. According
to Steers et al., (1996:20), two of the most important of these process theories of
motivation are Vroom‟s Expectancy Theory and the Porters-Lawlers model which
represent an extension of the Vroom‟s theory.
2.4.1 The Content Theories
The content theories are characterised by an emphasis on what motivates people. They
concern themselves with individual goals and needs which are said to be the same for
everyone. Although, they assume that all people possess a similar set of needs, they
differ in defining what those needs are. The most well-known and very often cited
author of motivational theory is Maslow with his hierarchy of human needs (Fincham &
Rhodes, 2005:193).
2.4.1.1 Maslow’s Hierarchy of Needs
This is one of the most popular theories of motivation by a psychologist, Abraham
Maslow. According to Maslow, human needs can be seen in a hierarchy, which implies
that one need has to follow the other according to their levels of importance, from the
lowest to the highest. Maslow pointed out that if one level of needs is not met in the
hierarchy, an individual cannot move to the next level or stage (See Figure 1).
17
Figure 2.1: Maslow’s hierarchy of needs
Source: (Grobler et al., 2006:237)
6. Physiological needs:
This need is considered critical for survival and includes food, water, shelter and other
essential human needs. In the workplace, this need can be met by creating a
comfortable environment so that people feel financially secure (Grobler, Warnich,
Carrell, Elbert & Hatfield, 2006:237).
7. Security needs:
This need includes protection and security from physical and emotional harm.
Organisations could respond to these needs by providing a safe and healthy
environment in compliance with legislative requirements and human needs. The
organisation could include appropriate salaries, benefits and job satisfaction (Grobler et
al., 2006:237).
18
8. Social needs:
This level includes affection, belongingness, acceptance and friendship. In the
workplace this level could be addressed by encouraging a team concept, providing
close personal leadership and encouraging community group participation (Grobler et
al., 2006:237).
9. Esteem needs:
This level includes internal esteem factors such as self-respect, recognition, status and
attention. The organisation can react by introducing positive-reinforcement
programmes, provide symbols for recognition and include lower level employees in
strategic decisions (Grobler et al., 2006:237)
10. Self-actualisation needs:
The last level of needs includes growth, achieving one‟s potential and self-fulfilment: the
drive to become what one is capable of becoming (Coulter et al., 2007:453). The
organisation must provide opportunities for personal development and reward
performance (Grobler et al., 2006:237). Maslow argued that each level in the needs
hierarchy must be substantially satisfied before the next is activated and that once a
need is substantially satisfied, the next need becomes dominant (Coulter & Robbins,
2007:453).
The theory proposed that, although no need is ever fully satisfied, a substantially
satisfied need no longer motivates an individual to satisfy that need. Therefore, in order
to motivate someone, there is a need to understand what level that person is on in the
hierarchy and the focus must be on satisfying needs at or above that level. Managers
who used Maslow‟s hierarchy in motivating employees attempted to change their
organisations and management practices so that employees needs could be satisfied
(Coulter et al., 2007:454). The manager‟s duty is to regularly re assess the employees
(Buhler, 2003: 20).
19
The best-known theory of motivation is probably Abraham‟s Maslow‟s hierarchy of
needs theory, according to Coulter & Robbins (2007:453).
2.4.1.2 McGregor’s Theory X & Theory Y
Douglas McGregor is the best known for proposing two sets of assumptions about
human nature: Theory X & Theory Y. Theory X is the negative view of people that
assumes workers have little ambition, dislike work, want to avoid responsibility and
need to be closely controlled or monitored to work effectively. Theory Y is a positive
view that assumes that workers can exercise self-direction, accept and actually seek out
responsibility and consider work to be a natural activity (Coulter & Robbins, 2007:454).
FIGURE: 2.2 Mc Gregor’s Theory X & Y
The McGregor‟s theory is best expressed in the framework presented by Maslow.
Theory X assumes that lower order needs dominated individuals, and Theory Y
assumes that higher order needs dominated (Coulter & Robbins, 2007:454).
20
Comparing Theory X and Theory Y
• Motivation: Theory X assumes that people dislike work; they want to avoid it and do
not want to take responsibility. Theory Y assumes that people are self-motivated, and
thrive on responsibility.
• Management Style and Control: In a Theory X organisation, management is
authoritarian, and centralised control is retained, whilst in Theory Y, the management
style is participative: Management involves employees in decision making, but retains
the power to implement decisions.
• Work Organisation: Theory X employees tend to have specialised and often-repetitive
work. In Theory Y, the work tends to be organised around wider areas of skill or
knowledge; Employees are also encouraged to develop their expertise and make
suggestions and improvements.
• Rewards and Appraisals: Theory X organisations work on a „carrot and stick‟ basis and
performance appraisal is part of the overall mechanisms of control and remuneration. In
Theory Y organisations, appraisal is also regular and important, but is usually a
separate mechanism from organisational controls. Theory Y organisations also give
employees frequent opportunities for promotion.
• Application: Although Theory X management style is widely accepted as inferior to
others, it has its place in large-scale production operation and unskilled production-line
work. Many of the principles of Theory Y are widely adopted by types of organisations
that value and encourage participation. Theory Y-style management is suited to
knowledge work and professional services. Professional service organisations naturally
evolve Theory Y-type practices by the nature of their work; even highly structured
knowledge work, such as call centre operations, can benefits from Theory Y principles
to encourage knowledge sharing and continuous improvement.
21
2.4.1.3 Frederick Hertzberg two- factor Theory
Also known as the two-factor/ hygiene theory, this theory implies that at the work place,
there are certain satisfiers as well as dissatisfies for employees.His theory also goes
further and presents suggestions on how to enrich jobs and make the workforce more
motivated (Fincham & Rhodes, 2005:198). He goes on to say the extrinsic factors are
related to satisfaction while the extrinsic factors are related to dissatisfaction. Hertzberg
developed this theory by finding out what people actually want to get from their work
and learned that employees do not really get motivated when the dissatisfying factors
are eliminated.
However, there are certain factors which their presence does not cause satisfaction and
at the time, their presence has motivational influences. Therefore, examples of hygiene
factors include salary, security, status, work conditions, company policy, and
relationships with subordinates or supervisors, personal life and supervision. A
motivational factor includes challenges, recognition, achievements, growth,
advancement, responsibility and job advancement.
Figure 2.3: Hertzberg two-factor theory
Source: Robbins & Coulter (2007:455)
22
According to Hertzberg, money should not be viewed as the most powerful factor on the
job. Moreover, he stated that there are other factors, which surround an employee‟s job
such as, fringe benefits and supervision style. Managers must instead give considerable
attention to a series of powerful factors such as opportunities for achievement,
recognition and advancement that have an important bearing on behaviour (Steers at al,
1996:19).
Hertzberg‟s motivation-hygiene theory is still popular among managers and appears to
have an international appeal (Steers et al., 1996:19)
2.4.1.4 McClelland’s Theory of Needs
David McClelland proposed the three-need theory, which says there are three acquired
needs that are major motives. These three needs include the need for achievement, the
need for power and the need for affiliation (Coulter & Robbins; 2007:456).
- The need for achievement is the drive to excel, to achieve in relation to a set of
standards, and to strive to succeed. The need for achievement is perhaps the
most prominent learned need from a standpoint of studying organisational
behaviour according to (Steers et al.., 1996:19). Many people being “motivated”
means being interested in achievement (Coon, 2001:420). According to Coon
(2001:420), David McClelland defines the need for achievement as the desire to
meet some internal standard of excellence. The person with high needs for
achievement strives to do well in any situation in which evaluation takes place.
Some psychologists see achievement motivation as a stable and conscious trait-
something an individual possesses to a greater or lesser degree (Woolfolk,
1998:384). According to Hollyforde and Whiddett (2002:21), it is difficult to
reason from this theory how much of a person‟s motivation is inspired by the
probability of success and how much by the incentive to achieve.
- The need for power is the need, which makes others behave in a way that they
would not have behaved otherwise. It is also defined as the need to control the
23
environment, to influence the behaviour of others and to be responsible for them
(Steers at al.., 1996:19). Research evidence suggests that individuals with high
need for power tend to be superior performers in the work environment.
- The need for affiliation is the need or desire for friendly and close interpersonal
relationships. It is also explained as an attraction to another organism in order to
feel reassured from the other that the self is acceptable (Steers et al.., 1996:19).
Individuals with a high need for affiliation desire to establish and maintain friendly
and warm relationships with others and avoid conflict situations because they
have a fear of rejection (Hollyforde & Whiddett, 2002:19).
McClelland proposes that individuals acquire certain needs from the culture of a society
by learning from the events that they experience in the early life (Steers et al., 1996:18).
Once they are learned, these needs may be regarded as personal tendencies that affect
the way people perceive work situations and the influence of certain goals. Over the
past years, there have been a number of criticisms of McClelland‟s work. Despite these
and other criticisms of McClelland‟s research and theory, the concept of learned needs
is an important one and has clear applicability to organisational work (Steers et al..,
1996:19).
2.4.1.5 Alderfer’s ERG Theory
The most popular extension and refinement of Maslow‟s theory of needs is the one
proposed by Alderfer (Steers et al., 1996:16). He was of the opinion that identification
and categorisation of needs was inaccurate (Nelson & Quick, 2003). Alderfer‟s Theory
attempted to establish a conceptualisation of human needs that is relevant to
organisational settings (Steers et al., 1996:16). Alderfer‟s theory categorises needs in
only three sets, which describes existence, relatedness and growth.
24
Figure 2.4.Alderfer’s ERG Theory
Source: (Amos et al., 2004:218)
- Level 1 needs: Existence needs
This set of needs is similar to the physiological and safety needs of Maslow‟s theory and
focuses on the need for physical and material well-being (Amos et al., 2004:218). This
need could be addressed in the organization by focussing on remuneration and
environment.
- Level 2 needs: Relatedness needs
This set of needs is similar to Maslow‟s theory of belongingness needs and certain of
his safety and esteem needs (Steers et al., 1996:16). This need could also be
addressed by encouraging a team concept, providing close personal leadership and
encouraging community-group participation (Grobler, Warnich, Carrell, Elbert & Hatfield,
2006: 218).
- Level 3 needs: Growth needs
This set of needs is also corresponds to Maslow‟s self-esteem and self-actualisation
needs (Amos et al., 2006:218). According to (Roberts, 2005:259), individuals
opportunities to use their capabilities to the full, addressing challenges, functioning with
autonomy and creativity, would address these needs.
Alderfer‟s model agrees with Maslow‟s theory in suggesting that individuals tend to
move from existence, through relatedness, to growth needs, as needs in each category
are satisfied. However the ERG theory differs from the needs hierarchy model in two
25
important aspects. Firstly, while Maslow‟s theory argues that individuals persist towards
the satisfaction of a need, Alderfer‟s theory argues that frustration of a higher-level need
not being satisfied, could lead to regression to a lower level need. Secondly, Maslow
argues that when a need has been satisfied, it no longer motivates the individual, while
Alderfer argues that satisfaction of a need may improve its strength.
2.4.2 The Process Theories
A dynamic character, not static as with content theories, characterises process theories.
The main concern is not what motivates people but how motivation occurs. Process
theories try to explain how and why people‟s motivation occurs. The focus of all theories
is on the role of individuals‟ cognitive processes in determining their level of motivation
(Fincham & Rhodes, 2005: 202).
It is widely accepted that significant contributors to these theories includes Skinner‟s
Reinforcement theory, Adam‟s Equity theory and Vroom‟s Expectancy theory (Amos et
al., 2004:221). The following process theories that will be discussed include the
Expectancy theory, Porter‟s Lawler model theory, the Reinforcement theory, the Equity
theory and the Goal-setting theory.
2.4.2.1 Vroom’s Expectancy Theory
Vroom‟s theory is based on the assumption that individuals make conscious and
rational choices about their behaviour (Steers et al., 1996:21). It explains how rewards
lead to behaviour by focusing on internal cognitive states that lead to motivation
(Spector, 2000: 182). That individual tends to act in a certain way based on the
expectation that the act will be followed by a certain reward or outcome (Coulter &
Robbins, 2007:466). The theory assumes that people think about what they are doing,
what they are getting, and it is worth (Edwards, 1999:385).
26
If the individual does not believe that his or her behaviour will lead to the desired
outcome or reward, he or she will not be motivated to perform. If the individual does not
want the reward or the outcome, then he or she will not be motivated to perform the
behaviour (Spector, 2000:182).
Figure: 2.5 Vroom’s Expectancy Theory
Source: Winfield, Bishop & Porter (2004:124)
The following three major elements determine a person‟s motivation according to
Vroom‟s Expectancy Theory:
Motivation= Valence X Expectancy X Instrumentality (equation)
- Valence: Which is defined as the measure of the value of the outcome of work
(Edwards, 1999:385)
- Expectancy: That is one‟s belief about the possibility of a particular outcome,
which would follow behaviour (Winfield, Bishop & Porter, 2004:127).
27
- Instrumentality: This is the probability belief that links one outcome to another
(Ramlall, 2004:56).
In the workplace the following scenario could exist that relates to this theory. Ambitious
employees would have a strong desire to be promoted (high valence) and would
therefore always be striving to deliver exceptional performances in order to receive high
performance ratings (high expectancy). The perceptions and experience of employees
who believe promotions are thus based on performance (high instrumentality) could
then result in the motivation levels of such employees being high. Vroom‟s theory
argues that in such an organisational culture, there should be high motivational levels.
This theory is well accepted for two main reasons. It is logical to think that employees
will not be motivated by things they do not wish to have. Secondly, this theory works in
combination with other motivational theories. For instance, recognition is also pointed
out by Hertzberg‟s theory, while status is mentioned by Maslow‟s theory (Drake &
Kossen, 2002:287).
2.4.2.2. The Porter Lawler Model
Porter and Lawler refined and extended Vroom‟s expectancy theory. They supported
Vroom‟s theory that effort depends on the valence placed on certain outcomes and the
expectancy that effort placed on certain outcomes and the expectancy that effort will
lead to the attainment of those outcomes (Hollyforde & Whiddett, 2002:81). However,
Porter and Lawler emphasize that effort may not result in performance (Steers et al.,
1996:23). In other words, a highly motivated person may not be considered successful
in his or her job if he or she has neither the ability nor the clear understanding of what it
is he or she is supposed to be achieving. Porter and Lawler argue that job satisfaction is
not necessarily linked with job performance because a job may be intrinsically
rewarding (satisfying) but others may not recognise performance as good.
28
Porter and Lawler suggest further that a level of performance a person believes he has
attained will influence the level of rewards that he believes will be reasonable (Pinder,
2008:374).
Figure 2.6: Porter Lawler Model
Source: Pinder (2008:374)
According to the theory, the figure 2.6 suggests that these two factors (satisfaction and
performance) may not be related to one another, but when they are, the order of
causality is far from being simple (Pinder, 2008: 374).
Managers who are attempting to use this theory as a tool for motivation must remember
that although generalisations can be made from what people may consider a rewarding
outcome, the perceptions of the individual are key. This theory can provide managers
with a useful basis for analysing and understanding motivational situations in
organisational settings. The theory provides guidelines for, how organisations can
critically evaluate the effectiveness of their current reward policies and practices (Steers
et al., 1996:25).
29
2.4.2.3 Reinforcement Theory
Reinforcement theory was formulated by Skinner and it is based on Skinner‟s classical
experiments, according to Hellriegel, Jackson and Slocum (1999:273).This theory is
based on the premise that behaviour is influenced by the consequences of previous
actions (Hollyferde & Whiddett, 2002: 126). It shifts the emphasises from employees‟
underlying needs and cognitive processes to the rewards and punishments in the work
environment. The two underlying assumptions of the theory are that human behaviour
that is followed by pleasant consequence is more likely to be repeated. If a person
receives a reward (a bonus, a promotion, a compliment) for superior performance, the
employee is likely to continue performing well in anticipation of future rewards. On the
other hand, if the behaviour of an individual is unpleasant, the management will punish
the individual (a disciplinary warning or action) and the employee will tend to modify his
or her behaviour. Coulter and Robbins (2007:460) argue that punishment eliminates
undesired behaviour faster than no reinforcement; its effect is often only temporary and
may have unpleasant side effects later.
Oosthuizen (2001:189) argues that this theory focuses on the work environment,
neglects the idea of human needs and attitudes and looks at the application of rewards
and discipline to enhance or impede behaviour. The theory is only concerned with how
the person responds to the consequences of his or her actions (Hollyferde & Whiddett,
2002:126). Although this theory ignores the inner state of the individual and focuses on
the consequences of behaviour, it provides an understanding of human behaviour
(Schultz, Potgieter, Viedge & Werner, 2003: 221).
Schultz et al., (2003:268) suggest that managers could use one of the follwoing four
options to influence the behaviour of employees:
- Positive Reinforcement:
It is where desirable consequences are linked to behaviour. The effect of this is to
increase the probability that the behaviour will be repeated (Coulter & Robbins,
2007:460).
30
- Negative Reinforcement:
This is the withholding or withdrawal of a negative action as a result of a
particular behaviour (Coulter & Robbins, 2007:460).
- Punishment:
This refers to implementation of a negative action (sanction) to prevent undesired
behaviour. It is argued that the effects of this approach are temporary and it may
have unpleasant effects (Coulter & Robbins, 2007:460).
- Extinction:
This refers to the withdrawal of what is perceived as positive in an attempt to prevent
undesired behaviour. Although it has the same aim as punishment, it differs in that it
does not introduce a negative.
Organisations should think carefully about the implications of Reinforcement theories on
motivation. Reinforcement relies on the rewards and punishments; an individual
perceives that he or she is getting as the outcome of an action (Hollyforde & Whiddett,
2002:132). Punishment and extinction could also be utilised in instances where the
likelihood of the behaviour needs to be reduced.
2.4.2.4 Goal Setting
Dr E.Locke promulgated the famous goal-setting theory forward in the late 1960-„s. It
suggests that motivation and performance are higher when individuals have set specific
goals. Tosi and Carroll (1994:234), suggest that motivation is driven primarily by the
goals or objectives that individuals have set for themselves. It is believed that the goal
itself provides the driving force of action.
31
It is widely recognised as the most valid and useful motivation theory. The principles of
the theory have been widely used in organisations (Spector, 2000:189). This theory is
essentially linked to task performance according to Coulter and Robbins (2007:458). In
other words, specific goals increase performance and those difficult goals, when
accepted, result in a higher performance than easy tasks (Coulter & Robbins,
2007:458). The basic idea of goal-setting theory is thus that people‟s behaviour is
motivated by their intentions, objectives and goals. According to the theory, goal setting
is based on the premise that people are motivated to achieve the successful attainment
of challenging goals (Hollyforde & Whiddett, 2002:85). Dr Locke‟s studies resulted in the
following three main conclusions:
- More difficult goals that are achievable result in higher levels of performance than
easy goals. The outcome of experiments such has setting tasks and
brainstorming showed that subjects with high goals reached their goals far less
often than easy goals (Hollyforde & Whiddett, 2002:85).
- Specific goals produce higher levels of performance than general goals. Studies
showed that “do your best” goals produced lower performance levels than
specific goals, even when those specific goals were difficult (Hollyforde &
Whiddett, 2002:85).
- Behavioural intentions influence the choices people make. Behavioural intention
is defined as the intention to make a certain task choice or to respond in a certain
way (Hollyforde & Whiddett, 2002:85).
The basic idea of goal setting theory is thus that people„s behaviour is motivated by
their intentions, objectives and goals. The theory states that, a goal is what an individual
wants to achieve or accomplish (Spector, 2000:189). Goals are a major source of
motivation (Robbins, 2000:416), so goal setting is an important part of most motivational
programmes and managerial methods of motivating employees (DuBrin, 2000:31).
32
However, it is difficult for goals to direct employee‟s behaviour unless they receive
feedback (Spector, 2000:190). Feedback regarding goals will result in higher
performance than when the feedback is absent. Feedback shows employees the
difference between what they have done and what they want to achieve (Robbins,
2000:416). Self-generated feedback, where employees monitor their own progress, has
proven to be a more powerful motivator than externally generated feedback (Robbins,
2000:416).
Goal-setting studies point to one conclusion: that goals motivate employees for several
reasons. Firstly, a goal directs an employee‟s attention to a specific target, so the
employee exerts efforts in a specific direction toward achieving that specific target.
Secondly, a challenge goal, which requires repeated effort, encourages persistence.
Lastly, because the goal creates a gap between the reality and the desired, it fosters the
creation of strategies and courses of action (Kreitner, 2004:434).
Managers must remember that people have to accept those goals as valid in order for
them to be motivated and that is a big challenge (Hollyforde & Whiddett, 2002:86).
2.4.2.5 Equity Theory
This theory was developed by J.S. Adams and, proposes that employees compare what
they get from a job situation in relation to what they put into it and then compare their
inputs-outcome ratio with that of relevant others, according to Coulter and Robbins,
(2007:465).
33
Figure 2.7: Equity Theory
Source: Newstrom & Davis (2001:361)
Equity theory is based on the idea that people enter into an exchange with one another
by comparing their situation with that of the others around them (Hollyforde & Whiddett,
2002:62). Newstrom and Davies (2001:361), argue that these comparisons are done by
observing and judging each other and that employee‟s function within a dependency
model. It is not only performance (input versus output) which is compared, but also
rewards and recognition for performance and motivation is a result of the desire for
equitable treatment in the workplace (Gibson, Ivancervich, & Donnelly, 2000:182). The
individual seeks a state of balance between what he or she puts into the job and the
rewards that derive from it. This state of balance is known as psycho-economic
equilibrium according to Winfield et al (2004:126), they have also note that this is the
only theory of motivation, which includes a social component.
There are two factors, which contribute to the Equity theory:
- The level of work which correspond to the individual‟s perception of his or her
own capacity.
- The equitable benefits for that work.
34
If neither condition is met, they will feel that they are not being treated fairly. Employees
who encounter inequity try to do something to reduce it. The equity theory presents the
most common consequences of perceived inequity.
The authors further suggest that when inequity is perceived, employees tend to behave
in a manner that wishes to restore equity. Oosthuizen (2001:194), states that effort will
decrease if under-rewarding is perceived and compared to an increase if over-
performance is perceived.
In the workplace, the organisation should understand the process of individual
perceptions and realise that perceptions of equity may be formed based on comparing
rewards. The perception has the potential for affecting on- the- job performance and the
organisation could manage such perceptions of equity by communicating performance
outcomes, the nature of rewards allocated and the processes for allocating such
rewards.
2.5 THEORETICAL MOTIVATIONAL MODELS
Bennet (1992:130), cited by Berry (2003:137), defines a model as “a representation of
reality intended to reduce complex problems to a number of manageable variables,
which the analyst may then study in depth”.
Stoner and Freeman (1992:281), cited by Belemu (2003:9), define a model as “a
representation of reality intended to reduce complex problems to a number of
manageable variables, which can be verbal, physical or mathematical”.
Swansburg (1993:143), cited by Bemelu (2003:9), states that models illustrate and
clarify theories.
This section presents theoretical motivational models which will be integrated with the
strategies identified in this chapter and the legislative framework of performance
management to help develop a motivational strategy model for motivating in the
Department of Health.
35
2.5.1 Integrative Model of Motivation
The integrative model of motivation enhancement, presented by Whetten and Cameron
(2002: 329), involves the following six motivational approaches:
- Goals
- Ability
- Reinforcement
- Equity
- Salience- personal needs
- Timeliness
The model presented in Figure 2.7 represents this model:
FIGURE: 2.8 Integrative Model for Motivation
Source: Whetten & Cameron (2002:329)
EFFORT (desired
& commitment)
PERFOMANCE OUTCOMES
(extrinsic & intrinsic)
SATISFACTION
1. Goals/Expectations -Accepted - Challenging - Feedback
3. Reinforcement -Discipline -Rewards
4. Equity - Social comparisons - Personal expectations
5. Salience - Personal needs 6. Timeliness
Negative
Absenteeism
Turnover
2. Ability - Aptitude - Training - Resources
Positive
Commitment
36
According to the above model, the effective use of the motivational approaches leads to
work satisfaction and commitment and has a negative effect on absenteeism and
turnover. The model emphasises the importance of each approach in motivating
employees and strongly recommends that all the strategies must be included in a total
integrated programme for improving performance and job satisfaction.
2.5.2 Motivation and performance
Carrel, Elbert and Hatfield (1995: 505) cited by Vlotman (2001: 27) provide a motivation
and performance model. The model presented in the figure: 2.8.
FIGURE: 2.9 Motivation and Performance
Employee sets new goals & expectations based on prior experiences
Source: Carrel et al., (1995:505) cited by Vlotman (2001:27)
According to the model, employees set certain expectations about rewards they will
receive in return for certain levels of performance. Having performed the job and
received the reward, as determined by management‟s evaluation of performance, the
employee is in a position to evaluate the fairness of the performance-reward
relationship and amends his or her expectations accordingly (Vlotman, 2001:27-28).
Employee performs job Rewards are given
Employee sets
expectations
and goals
Performance is
evaluated
Employee considers
equity of performance
& rewards
37
Vlotman (2001:28) indicates that, where a positive link is perceived between
performance and reward, the employee is likely to strive for improved performance with
the expectation of increased rewards. In a situation where employees see no links
between the pay and performance they are not likely to be motivated to put in extra
effort.
2.5.3 Behaviour-shaped Strategy Model
Whetten and Cameron (2002:318) provide a behaviour-shaping strategy model.
FIGURE: 2.10 Behaviour-shaped strategy
Source: Whetten & Cameron (2002:318)
The model indicates that unacceptable behaviour should be reprimanded through
appropriate disciplinary action. The unacceptable behaviour or energy should be
Reprimand Redirect Reinforce
Discipline
Reward
Unacceptable (-) Acceptable (N) Exceptional (+)
38
redirected into acceptable or exemplary performance (exceptional behaviour). The
exemplary performance should immediately be recognised and instantly rewarded as a
way of feedback to the employee. The effective application of the behaviour-shaping
strategy model will motivate employees to engage in positive and rewarding behaviour
and they are unlikely to engage in negative behaviour, which leads to punishment.
2.5.4 Steers & Porter’s checklist of influences on Work Motivation Model
Steers and Porter, cited by Weightman (199:178), designed a three-phase checklist
model on the factors influencing motivation at work. The first phase of the checklist
comprises individual characteristics, which influence motivation at work.
The individual factors are the following:
- Interests;
- Attitudes towards: self, job, and aspects of the work situation; and
- Needs such as: security, social, and achievement.
The second phase of the model comprises of job characteristics, which influence work.
These characteristics include the following:
- Types of intrinsic rewards;
- Degree of autonomy;
- Performance feedback;
- Variety of tasks; and
- Work environment.
The third phase of the Steers and Porter‟s checklist model deals with the organisational
actions such as:
- Reward practices;
- Systems-wide rewards;
39
- Individual rewards; and
- Organisational climate.
According to the table, employee motivation is influenced by individual characteristics,
job characteristics and organisational practices.
2.5.5 CARE Model for motivating employees
Babara A. Glanz developed the CARE Model for motivating employees to encourage
supervisors and managers to re-create their management style.”CARE” is an acronym
made up from the following words:
- C: creative communication- Research done by Runzheimer International found
that the average manager spends eighty per cent of his or her time
communicating (Glanz, 2002:31). Glanz explains that effective communication
contribute to a healthy and cooperative work environment. Managers must
therefore be open and honest in their communications with employees (Glanz,
2002:31).
- A: atmosphere and appreciation- Glanz (2002:35) suggest that appreciation is
always one of the top desires. Simple acts such as making eye contact with
employees along the corridors, saying “good morning”, “hello” and smiling can
make a difference (Weightman, 1999:109).
- R: respect - When managers focus on employees as individuals, they begin to
treat the employees with respect (Glanz, 2002:35). Weightman (1999:109),
states that employees also feel good and respected when they are consulted
about issues that affect their work.
- E: empathy and enthusiasm- When companies cares for employees personal
needs and help to provide the resources to fulfil their needs, employees respond
by becoming loyal and therefore being more motivated (Glanz, 2002:42).
40
Managers must thus constantly assess the needs of their employees and understand
what they want in order to keep them motivated.
2.6 REWARD AND INCENTIVES
When rewards are given to those who achieve high performance, they can become an
important instrument to encourage the continuation of the desired behaviour (Locke &
Latham, 1990:13). In the workplace, external rewards include incentives, benefits and
other monetary forms of rewards. Managers often use such external rewards as
motivators. However, Hertzberg argues that motivation comes from work itself and
these external rewards are simply just satisfiers or dissatisfiers (Bowen, 2000:179).
Managers who feel that their employees are motivated should reassess the reward
systems that are being used in the company (Robbins, 2003:61).
Most reward systems are designed with motivation in mind. Motivation theories suggest
that organisations should handle the motivation intentions of any reward strategy with
care (Hollyforde & Whiddett, 2002:172). However, not all rewards are external or
internal: rewards can occur as a result of a sense of accomplishment, attaining a level
of excellence and success or making progress towards a goal. Here satisfaction is
experienced when the success is attributed to the individual rather than to external
factors.
There are generally two reasons why people do things, either because they want to or
because they have to (Gray, 2004:18). Most people may agree that the reason they
work is to obtain money: however, this is not always the only reason. Money is not really
what people want. They want the things that money can buy.
Furthermore, in the past employees were considered as just one of the inputs into the
production process. Most employees today want to feel that their work makes a
difference (Anon, 2004:2).
According to Drafke and Kossen (2002:293), there are several reasons why people ask
for money as a reward for working. Money is:
41
- traditional. This has to do with the way people are brought up and with social
expectations. We often hear of employees asking their mangers for a raise in
salary as a reward, instead of for something that is not monetary, for example,
better working conditions or more satisfying assignments.
- tangible. Money is something that can be seen by the employee himself or
herself, easily measurable and visible.
- symbolic. More money represents more success or achievement.
Money can thus be a very important factor but it does not solve all the problems (Drafke
& Kossen, 2002:292).
2.7 INDIVIDUAL AND GROUP MOTIVATION AT WORK
Theories of motivation began to develop after the 1930s, focusing on psychological
processes. Yet emotion has not been the main focus of any existing organisational
theories of work motivation that provide explanations of how and why people behave
the way do in their workplaces (Seo, Barrett, & Bartunek, 2004:423). Scholars have
proved that human emotion is likely to influence the processes underlying motivation
and that emotion plays an important role in influencing human thought and behaviour.
Motivation theories examine the factors that energise, direct and sustain work-related
behaviour. They aim to understand which conditions encourage people to invest energy
in their work, which activities people like to focus their efforts on and the factors that
make people persist with their efforts over time.
However, employees are not driven by personal considerations only (Ellemers, Gilder, &
Haslam, 2004:459). In this day and age employees work more in teams than they did
before, which involves supporting each other to achieve common goals instead of
focusing on personal achievement.
Teamwork may offer opportunities for job enrichment, give independence to employees,
decrease the workload of supervisors and enhance performance on difficult tasks.
However, there are also disadvantages to employees working in teams. People tend to
42
exert less effort when performing a collective task than when they perform the same
task individually.
This phenomenon is called “-social loafing-” and it is because of a loss of motivation. A
solution to social loafing involves making the work situation less social by treating
everyone in the team individually.
This can be done by making each team member‟s contribution identifiable or by helping
the individuals to see how their contribution to the team can offer them personal valued
outcomes (Ellemers et al., 2004:470).
Motivating employees has never been easy. Employees come into organisations with
very different needs, personalities, skills, abilities, interest and aptitudes. They have
different expectations of their employers and different views of what they want from their
jobs. For instance, some employees get more satisfaction out of their personal interests
and pursuits and only want a pay cheque nothing more. Others have a great deal of
satisfaction in their jobs and are motivated to high levels of effort. Given these
differences, how can managers do an effective job of motivating unique groups of
employees found in today‟s workforce? One thing managers must do is to understand
the motivational requirements of these groups, including the diverse workforce.
2.8 BENEFITS OF MOTIVATION
Motivation is important for an organisation because of the benefits it provides. Robbins
(1998:180-181) and Gordon (2001:119-123) has cited some of the benefits of
motivation. These benefits include the following:
- Increased productivity and efficiency;
- An improvement in relations and the working climate in the organisation;
- Reduction in complaints and grievances in the organisation;
- Promotion of teamwork;
43
- Support for other workers by motivated employees;
- Reduction in friction between workers and management and workers
themselves;
- Reduction of wastage and accidents in the work place; and
- Decrease in tardiness and absenteeism;
It is important to note that motivation alone does not guarantee good or superior
performance and high productivity. Robbins (1998:189), states that the skill of the
employee and the availability of opportunity play a crucial role in the work performance.
Hersey, Blanchard and Johnson (2001, 345), cited by Taljaard (2003:16), indicate that
there are seven factors, which influence effective performance:
- A goal to provide direction;
- Standards to fulfil expectations;
- Feedback to provide progress on performance;
- Means to provide for resources, tools and equipment;
- Competence in terms of experience, skills, knowledge, qualifications and the
right attitudes;
- Motivation to perform the task; and
- Opportunity provided for employees.
44
Hersey et al. (2001, p. 345) developed a model to illustrate the above (see figure: 2.8)
FIGURE: 2.8 Seven factors of effective performance
Source: Hersey et al (2001:345) cited by Taaljard (2003:16)
Figure 2.8 indicates that effective performance involves opportunity, means, motive,
competence, feedback and goal.
2.9 WAYS OF MOTIVATING EMPLOYEES IN THE 21th CENTURY
In today‟s global business environment, managers cannot automatically assume that
motivational programmes that work in one geographic location or company are going to
work in others (Coulter & Robbins, 2007:468). Most current motivation theories were
developed in America. Every theorist and manager has his or her own way of motivating
employees. After research and interviews, the founder of Nelson Motivation Inc.,
identified the top ten ways to motivate today‟s employees (Economy & Nelson,
2003:92). They are the following:
- Give personal thanks to employees for a job well done in verbal form, in writing,
or both, in a timely manner and sincerely.
EFFECTIVE PERFOMANCE
COMPETENCE
FEEDBACK
GOAL
MOTIVE
MEAN
STANDARDS
OPPORTUNITY
45
- Be willing to take time to communicate with the employees
- Provide feedback on the performance of each individual employee, the
department and the whole organisation.
- Create a work environment that is open and creative.
- Provide information on the company and how the person fits in with the overall
plan, in other words, be transparent.
- Encourage decision-making among the employees.
- Create a sense of ownership in the work and the work environment.
- Provide recognition and reward, and promote employees based on their
performance.
- Create a learning organisation and a partnership with each employee.
- Celebrate the successes of the company, the department and the individuals in
it.
2.10 SUMMARY OF THE CHAPTER
This chapter discussed a number of theories related to employee motivation and how
this is affected by or has an effect on job satisfaction, employee performance and
compensation within the organisations. Schultz et al., (2003:270) argue that each of the
theories discussed contributes in its own unique way to enhance the understanding of
employee motivation in the workplace. While the content theories provide insights into
individuals and the need, which motivate them, the process theories focus on how
individuals are motivated and each of these theories has a different approach.
The workers‟ perspective of these theories is that managers should have a clear
understanding of how to manage the levels of motivation amongst their employees.
Furthermore, organisations also have to acknowledge that they ensure a process of
performance management and compensation designs that are in place to assist
managers in managing employee motivation. They must find different ways of obtaining
the commitment of employees (Johnson & Redmond, 1998: 208).
46
Keeping employees motivated in today‟s constantly changing environment is possibly
the most demanding challenge of all.
47
CHAPTER 3
ORGANISATIONAL CLIMATE
3.1 INTRODUCTION
Baker (2004:151) states that hospitals continue to be a major source of risk to people.
Instead of solely benefiting patients, hospitals and medical interventions often harm
them. However efforts are made across the globe to improve patient care and diminish
harm. These efforts include changes in clinical and organisational practices to provide
proper quality care, treatment and service. Organisational climate has emerged as a
major factor that can influence patient safety Walston, Al-omar & Al-Mutari (2010:36).
The main objective of this chapter is to discuss the relevant literature relating to
organisational climate. This objective was encouraged by the research problem of
examining the motivational climate in the Department of Health. The relevant literature
of organisational climate will be discussed in this chapter.
To achieve the main objective of this chapter, the following broad literature will be dealt
with:
An historical view of organisational climate could have an understanding of how
organisational climate was introduced. The concept of organisational climate is
also defined by different scholars.
Dimensions of organisational climate are also discussed to have a better
understanding of climate.
The different types of organisational climate and themes that feature under
organisational climate are examined.
Lastly, this chapter explains the importance of the patient safety of the
organisational climate.
This chapter concludes with the summary of the concept of organisational climate
identified in this chapter. In this way this chapter contributes towards the solution of
solving the research problem.
48
3.2 HISTORICAL VIEW OF THE ORGANISATIONAL CLIMATE
Organisational climate theory has been described as one of the most important, but
least understood, concepts (Hellriegel & Slocum, 1974:255), cited by Baker (2005:151).
In the 1930‟s scholars recommended that, in order to better understand behaviour, one
had to look at it as it was related to the environment in which the behaviour took place.
This suggestion seemed very logical to researchers and thus began the investigation
into environmental research.
Lewin, Lippitt and White (1939) introduced the concept of climate into the vocabulary of
social psychology. They used the terms “social climate” to connote the psychological
conditions created by leaders in groups. The researchers were interested in leadership
behaviours across the groups and identify the influence that those leader behaviours
had on the groups. The leadership styles that were analysed are democratic style,
autocratic style and laissez-faire style. The individuals in the democratic condition
displayed higher levels of co-operation, higher levels of participation and more
openness toward the leader. Autocratic behaviour created aggressive or apathetic
social climates. The laissez-faire style and democratic leaders created less aggressive
social climates and created leaders who were more respected by the groups. This
research provided the first empirical link between the behaviour of a leader and the
organisational climate.
Later the subject of climate was investigated and clarified by Litwin and Stringer (1968),
Schneider and Bartlett (1968, 1970) and Frederiksen (1972), according to Ashkanasy,
Wilderom, and Peterson (2000:24). They argued that the focus on individual levels of
analysis for an organisational construct was theoretically inappropriate and invalid. The
point was made if organisational climate was conceptualised and measured from an
individual level, then it would be no different than the concept of job satisfaction (James
& Jones, 1974), cited by (Ashkanasy et al., 2000:24). This point encouraged many
researchers to study the relationship between climate and satisfaction. The general
consensus was that climate was different from satisfaction and there was no
relationship between the variables (Lafillette & Sims, 1975), cited by (Ashkanasy et al.,
49
2000:25). This has left the door open for researchers to use the individual level of
analysis for assessing organisational climate.
Organisational climate concept has often been confused with organisational culture as
well. According to (Stringer, 2002), organisational climate and culture are two different
concepts. (Schein, 1984:03), cited by (Nazari et al., 2011: 226), defines organisational
culture as a pattern of basic assumptions. Denison (1996: 625) went further to describe
the similarities and differences between organisational climate and culture. Table 3.1
illustrates the differences as follows:
TABLE 3.1: ORGANISATIONAL CLIMATE AND ORGANISATIONAL CULTURE
RESEARCH
PERSPECTIVE
CULTURAL LITERATURE CLIMATE LITERATURE
Epistemological Contextualised and idiographic Comparative & nomothetic
Point of view Emic (native view Etic ( researcher’s view)
Methodology Qualitative observation Quantitative data
Temporal orientation Historical evolution Historical snapshot
Levels of analysis Underlying values & assumptions Surface level manifestations
Discipline Sociology Psychology
Source: Denison (1996:625)
Some researchers go further to claim that climate is a subcomponent of organisational
culture (Stringer, 2002), cited by (Davidson, 2009: 208). Given the constant debate on
these two constructs, this study takes the stance to rely upon the concept of
organisational climate.
50
3.3 DEFINITION OF ORGANISATIONAL CLIMATE
Riggles (2007:08) states that one of the earliest definitions of organisational climate was
proposed by Forehand and Van Gilmer. They viewed organisational climate to be
comprised of qualities that discriminate one firm from another, that endure over time
and helped to control actions of employees within the organisation. Riggles (2007:08)
further states that the research from Taguiri, Litwin and Barnes in 1968 builds upon that
of Forehand and Van Gilmer by adding the notion that climate should be described as
the set of qualities that encompass the organisation of inquiry. Beyond this, several
researchers have proposed other definitions that place more weight on the environment,
including things such as guidelines, actions and the atmosphere. Other brief definitions
of organisational climate follow below;
- Organisational climate is a concept reflecting the content and strength of the
prevalent values, norms, attitudes, behaviours and feelings of the people in an
organisation (McNabb & Sepic,1995) cited by (Riggle, 2007:08).
- Bottyan (2004:05) suggests that organisational climate refers to the collective
current impressions, expectations and feelings of members of the work unit.
- Ashkanasy, Wilderom and Peterson (2000:09), states that organisational climate
is currently being used to describe configurations of attitudes and perceptions by
organisation members that, in combination, reflect a substantial part of the
context of which they are a part and within which they work.
- Litwin and Stringer (1968), cited by Nasurdin, Ramayah and Chee Beng
(2006:120), state that organisational climate is defined as a form of measurable
properties of the work environment, perceived directly or indirectly by the work
force, and is assumed to influence motivation and behaviour.
51
- Organisational climate refers to the perceptions that organisation members
share of fundamental elements of their organisation, according to West (1998),
cited by Kangis and Williams (2000: 531).
- Watkin and Hubbard (2003: 380) define organisational climate as a measure of
employee perception of those aspects of their environment that directly impact
how well employees can do their jobs.
This section focuses on the definition of organisational climate rather than the often
associated concept of organisational culture. It will be useful to show some of the areas
where they differ. The concept of organisational has been explained in the previous
page. Climate is much more in the foreground of organisational members‟ perceptions,
whereas culture is more in the background and defined by belief and values. The level
of analysis is the organisation. Climate is, of course, affected by culture and people‟s
perceptions define both, but at different levels (Burke & Litwin, 1992:526-7) cited by
Riggles (2000: 532).
3.4 DIMENSIONS OF ORGANISATIONAL CLIMATE
Nazari et al (2011:223), states that climate implies the personality of the organization.
According to Tagiuri (1968) cited by Raza (2010:58), climate is defined as the
characteristics of the total environment in a building. But we need to understand what
those characteristics are, and to lay the ground work for that we turn to the work of
Taguiri.
Tagiuri (1968), cited by Raza (2010:58), described the total environment in an
organisation that is the organisational climate, as composed of the following four
dimensions:
52
3.4.1 Ecology
Ecology refers to physical and mental factors in the organisation for example, size, age,
design, facilities and conditions of the building. It also refers to the technology used by
the people in the organisation such as desks, chairs, and computers that are used to
carry out organisational activities
3.4.2 Milieu
Milieu is the social dimension in the organisation. This includes virtually everything
relating to the people in the organisation. For example, how many there are and what
they are like. This would include race and ethnicity, salary level of employees, education
levels, the morale and motivation, level of job satisfaction, and a host of other
characteristics of the people in the organisation.
3.4.3 Social System
Social system refers to the organisation and administrative structure of the organisation.
It includes how the department is organised, the ways in which decisions are made and
who is involved in making them, as well as the communication patterns among people.
3.4.4 Culture
Culture refers to the values, belief system, norms, and ways of thinking that are
characteristics of people in the organisation. It is “the way we do things around here”.
Much of the organisational dimension of climate arises from factors that administrators
control directly or strongly influence. It is important that administrators understand the
close connection between the choices they make about the way they organise and the
climate manifested in the organisation.
53
3.5 TYPES OF ORGANISATIONAL CLIMATE
Burten, Lauridsen and Obel (2004:69), identify four organisational climates, in which he
calls group climate, developmental climate, rational goal climate and internal process
climate. The four climate types are based on their degree of the seven variables which
are trust, moral, equity of reward, resistance to change, leadership creditability and
duty. In other words, the employees‟ perceptions about the extent to which every one of
the seven variables is present or absent within an organisation forms the building blocks
of organisational climate. Burton‟s approach to the four climatic types proved to be a
reliable measurement instrument (Burton et al., 2004:69). The four climatic types are as
follow:
Group climate- Scores high on trust and moral and is internally oriented
Development climate- scores high on moral and trust as well, but is externally
oriented.
Rational goal climate- Scores low on trust and moral and is externally oriented
Internal process climate- Scores low on moral and trust and is mechanical
oriented.
However, there is some evidence that the seven dimensions co-vary within each cluster
group, suggesting that there might be fewer less variables necessary describing the
different types of organisational climate according to (Burton et al.., 2004:78). In
addition, there might be some co-variance between the four clusters as well. The scores
for the internal process climate and rational goal climate are similar except for
resistance to change (Burton et al., 2004:78). The same is true for group climate and
developmental climate (Burton et al., 2004:78). This fact might help to explain possible
overlap.
54
3.6 THEMES FEATURED UNDER ORGANISATIONAL CLIMATE
Bottyan (2004:07) suggest that organisational climate consist of the following themes;
Job security
Recognition
Supervision ( communication and feedback)
Organisational culture
Teamwork
Training and development
Working content
A discussion of these themes follows:
3.6.1 Job security
Job security refers to the need for employees to organise their careers in such a way
that they will feel safe and secure, with their future events predictable (Schein, 1997:
140).
As work reduction has become more common nowadays, job security has become a
factor that is of increasing importance to employees. Job insecurity may threaten the
relationship between employee and employer. When organisations fail to provide
employees with expected levels of job security, employees tend to have negative work
attitudes. Bottyan (2004:15) states that what matters most to those currently employed
is job security, and the salary received or anticipated. He further suggests that what
matters to those seeking a job is availability.
Research has been done by Emberland and Rundmo (2009:454) to investigate how job
insecurity will influence the employees‟ work behaviour. Questionnaires were randomly
mailed to 2000 adult citizens in Norway. 260 returned which represented 54 per cent of
female respondents and 46 per cent of male respondents. The study concluded that
55
there is a positive relationship between job insecurity and negative work behaviours.
When a person perceived that his or her job was not secure for future, he or she may
reduce the effort in the job because the thought of leaving organization always exists.
The research that was done by Fried, Slowik, Shperling, Franz, Ben-David, Avital and
Yeverechyahu (2003:803) concluded by suggesting that motivational climate is
influenced by the role of clarity and not the level of job security. When job security is
high, motivation on performance may be low. On the other hand, when job security is
low, motivation on performance may be low too.
Even though some of the studies do not support the positive relationship between
security and motivation, this research still assume that job security is positively related
to motivation and organisational climate.
3.6.2 Recognition
Recognition is defined as a process of awarding an employee a certain status within an
organisation (Danish & Usman, 2010:161). It describes how the work of an employee is
assessed and how much appreciation he receives from the company.
Recognition or full appreciation for a task completed is an important motivator factor and
creates a positive organisational climate. Weightman (1999:109) suggests that simple
acts such as making eye contact with employees along the corridors, saying “Good
morning” and smiling can make a difference. He further suggests that providing
feedback, delegating work, consultation and participation will make employees feel
recognised and valued.
Cacioppe (1999) conducted a study comparing the incentives systems of two popular
companies‟, Trigon Blue Cross Blue Shield, an United States health insurance company
and Motorola. The results concluded that organisations should reward and recognise
their employees wisely since it positively relates to and affects the motivation of
employees, thus, affecting the whole performance and the organisational climate.
56
Taljaard (2003:96) gives a model for non-monetary reward (see Table 3.1):
TABLE 3.2: NON-MONETARY REWARD MODEL
RECOGNITION
FREQUENCY
NON-
MONETARY
REWARDS
EXCELLENT ABOVE
AVERAGE
AVERAGE
Weekly Informal praise
by supervisor x x x
Mention on
Notice boards x x
Monthly Caps x
T-shirts x
Mention in
monthly
magazine
x
Employee of
the month
trophy
x
Overtime
preferences x x
Quarterly Day off x
Certificate of
good
performance
x
Tickets to sport
and
Entertainment
events
x
Annually Employee of
the year x
Source: Taljaard (2003:96)
57
The above table indicates the appropriate non-monetary reward for each level of work
performance. It is important to note that rewards should be immediate, timely, specific,
accurate and equitable. A performance reward is a form of feedback, which indicates
that an employee has excelled in a job (Whetten & Cameron, 2002:311).
A non-monetary incentive seem to be todays employees, most do not seem to be
satisfied with the frequency of obtaining such recognition in their jobs (Bottyan,
2004:15).
He further suggests that the use of informal rewards provides just the right look at how
to make them work in today‟s working environment. Although non-monetary reward is
given little attention in management literature and even less practice of management,
the truth is that informal rewards such has non-monetary recognition do work and are
desired by employees (Bottyan, 2004:15).
3.6.3 Communication and feedback
Bottysan (2004:11) states that feedback, participation and agreement are vital in
maintaining motivation, particularly towards the achievement of even higher goals.
Performance feedback allows the individual to pinpoint how well he or she is doing in
relation to the goal, so that if necessary adjustments in effort, direction, or possibly even
adopting different approaches, can be made in achieving the goal. He further suggests
that feedback is about success for one‟s people and one‟s customers.
Lack of or indirect communication can be as one simple as one person ignoring another
person in the hallway or working station. Managers cannot afford to have people not
communicating. It is for this reason that the feedback role of the manager is an
important factor in the organisation.
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Baird and Mohrman (1998) cited by Bottysan (2004:11), state the feedback process
involves a combination of task and relationship elements. The procedures are
characterised by the following attributes:
Timeous;
Specific;
Considering the needs of both parties;
Feedback provided by credible person;
Descriptive and comprehensive; and
Directed at controllable activities.
With all the new concepts in leadership and teamwork the major cause of problems in
organisations are attributed to problems with communication. It is important to establish
the size of information and channel it to information to the right people in order for them
to do their job.
Drake & Klossen (2000) cited by (Bottysan, 2004:12), suggest that communication
problems lie not in how individuals communicate but rather in what individuals
communicate.
3.6.4 Organisational Culture
Organisational culture has also become a vehicle for understanding the basic meaning
and character of institutional life. Ouchi (1981) cited by Raza (2010:28), defines
organisational culture as systems, ceremonies, and myths that communicate the
underlying values and beliefs of the organisation to its employees. Lorch (1985), cited
by (Raza, 2010:28) on the other hand, defines culture as the beliefs top managers in a
company share about how they should manage themselves and other employees.
Schein (1984) cited by Jamal et al. (2011: 226), also defines organisational culture as a
“pattern of basic assumptions”. These assumptions may facilitate or hinder information
flow between various organisational stakeholders, both inside and outside the
59
organisation, according to De Long and Fahey (2000) cited by Jamal et al. (2011:226).
Organisational culture creates climate, according to Reicher and Schneider (1990:22).
The perceptions that exist between workers and management are of major importance
in establishing a good working environment. A leader‟s role is of the utmost importance
in that it not only creates the structure and technology of an organisation, but is also a
creator of models and a vision (Bottyan, 2004:12).
In order to achieve productivity, a harmonious relationship will have to be maintained
between leaders and workers. This will result in a willingness to co-operate within the
company. Creating an understanding of the company‟s workers can be done by
adopting Mc Gregor‟s traditional motivational Y management theory. It assumes that
people are not by nature lazy and unreliable and that unleash each employee‟s full
potential can be unleashed through proper motivation. The significance of
organisational culture for improving performance and implementing new strategies is
that it influences the behaviour of employees and motivates them to surpass
organisational objectives (Ashkanasy et al., 2000:13).
3.6.5 Teamwork
Teams in the workplace go through a maturation process (Kreitner & Kinicki, 1998).
Even though Tuchman‟s theory is traditional, it is still widely used in describing team
development. Tuckman and his associate developed a five-stage theory of forming,
storming, norming, performing and adjourning.
Forming: In this stage, group members feel uncertain about things such as their
roles, which is in charge and group goals. If this is cleared up, the group moves
into the next stage
Storming: The second stage is a time of testing and seeing how each member is
fitting into power structure. Individuals test policies and assumptions
Norming: The third stage follows if the group makes it through stage two because
two normally ends in rebellion. Power struggles can be resolved through
60
unemotional, matter-of-fact group discussions. Team members feel that the spirit
is right after they resolve the proper roles in the team.
Performing: This stage is focused on solving task problems. Members of a
mature group contribute by getting their work done without hampering others.
Adjourning: The last stage is when the work is done and it is time to move on to
other things. The following steps help to move from individual performance to a
powerful unit of collective performance:
Leadership becomes a shared activity;
Accountability shifts from strictly individual to also being collective;
The group develops its own purpose or mission;
Problem solving becomes a way of life, not a part-time activity; and
The group‟s collective outcomes and products measure effectiveness.
3.6.6 Training and Development
Beard and Holden (1994:337) state that the emphasis on training in recent years has
led to many organisation investing substantial resources in employee training and
development. The need for training has been caused by technological developments
and organisational change and the realisation that success relies on the skills and
abilities of the employees.
Training and development, as well as conducting internal training programmes, will
continually have to be provided to increase the productive potential of this asset
according to Bottysan (2004:17). The higher a company‟s productivity, the more flexible
its workforce will be and the better the company is able to acquire and adapt the
technology needed to produce a better quality of goods and services.
Bagraim (2003:81) states that training and development needs are identified through
gaps in skills and knowledge between current and desired performance. Development
needs are based on gaps between the current performance and the required
performance.
61
Bagraim further states that the methods used in training include the following:
Formal classroom training;
On- the- job training;
Coaching;
Mentoring;
Temporary assignments;
Shadow assignments;
Assignments to project teams for learning; and
Business management programmes.
The benefits of training and development include greater job satisfaction on the part of
employees which enhances motivation (Graham & Bennet, 1998:283). The acquisition
of new skills, knowledge and attitude through training enables the employee to perform
more effectively. The positive feedback on good performance as a result of training
motivates employees to work even better.
Meyer (2003:49) argues that there is a direct correlation between ability and motivation.
He further suggest that empirical research has revealed that the higher the level of
skills, the greater the level of motivation, and vice versa.
3.6.7 Working Conditions
Nzuve (1997:108) argues that the organisation has the legal and moral obligation to
provide a healthy and safe working environment as well as to ensure the total well-being
of their employees. Nzuve states that organisations should be concerned with
employees‟ general health, both physically and mentally, for both economic and
humanitarian reasons. The employees are the most important resources to any
organisation and their total well-being is not only important to themselves but equally so
to the employer.
62
The Basic Conditions of Employment Act, 1997 of South Africa applies to both
employees and employers. The Act takes precedence over any agreement and
employees may not be discriminated against for exercising their rights in terms of this
Act (S78-81). The Act covers all conditions of employment and is monitored and
enforced (S63-81) through labour inspectors who must advise employees and
employers on their rights and obligations in terms of employment laws. An inspector has
the power to serve a compliance order on an employer who is not complying with the
provision of the Act.
3.7 PATIENT SAFETY OF ORGANISATIONAL CLIMATE
Kohn et al. (1999) cited by Walston et al. (2010:36) define patient safety as freedom
from accidental injury during medical care. The healthcare industry is troubled with
dangers for both patient and employees (Yassi & Hancock, 2005:32). These dangers
are linked directly to the environment and culture that surrounds medical professionals,
staff and patients with their distinctive norms, values and shared beliefs Stone et al.
(2004) cited by Walston et al. (2010:36). Hofmann and Mark (2006:847) states that
organisational climate must also encourage information sharing and support safety.
Creating a proper patient safety climate includes changing management behaviours,
safety systems and employee safety perceptions that directly influence healthcare
professionals and staff to choose proper behaviours that enhance patient safety.
It is clear at this point that climate consists of shared employee perceptions relating to
the practices, procedures and behaviours in an organisation. An organisational climate
is gained by the experiences employees have and how they perceive their environment.
The climate influences how organisational members behave by how they think and feel
about their work environment. Although organisational climate perceptions are
significant safety indicators, there have been few organisational safety climate studies in
hospitals and even fewer with an international scope (Stone et al. (2004) cited by
Walston et al. (2010: 36).
63
Singer, Gaba, Geppert, Sinaiko, Howard and Park (2003:112) state that a positive
patient safety climate organisational dimensions have been categorised into
management engagement, reporting systems with proper policies and procedures and
organisational resources. These organisational factors suggest a strong positive
relationship with an organisational climate that promotes patient safety and safe care.
He further suggests that positive safety climates result when leaders are committed to
safety activities and behaviours. Figure 3.1 illustrates three dimensions that influence
patient safety, its relationship to an organisational climate and resultant patient safety.
FIGURE 3.1: PATIENT SAFETY CLIMATE DIMENSIONS
Source: (Walston et al., 2010:38)
Management support
A key positive patient safety climate dimension is management support and its ability to
direct staff to formulate proper strategic plans and priorities. Organisational climate is
linked to managerial behaviours (Schneider et al., 1998). Involving management at all
levels is important because they are responsible for hospital policy and decisions that
affect the whole organisation (Nieva & Sorra, 2003: 20). Managers have the overall
responsibility for organising hospital medical services to assure basic safety patient
Management support
- Communication
- Information flows
- Feedback
Reporting system
Resource adequacy
- Workload
- Information &
Technology
Organisational
climate
promoting patient
safety
Patient
safety
64
outcomes. Continuous motivation and clarification are important to achieve a positive
safety climate. Singer et al. (2003:112) suggest that supervisor and manager sharing of
information and feedback behaviour critically affect the safety environment. To
effectively motivate and maintain a positive climate, feedback must be clear and
unambiguous. Management support has a positive effect on patient safety and
organisational climate.
Reporting systems
Proper reporting systems are a patient safety climate key aspect. Tamuz and Thomas
(2006:919) state that reporting systems should enhance patient safety by allowing
learning from past errors, which may go unnoticed without a reporting system. A patient
safety climate is facilitated by clear and direct rules, policies and procedures for all
workers to follow. A work environment that does not contain clear work rules may lead
to an unsafe environment. Formal policies exist to ensure safety by reducing risk,
managing uncertainty and risk present in organisations. It is important to establish
policies and procedures and employee rights and responsibilities, service scope,
protocols and treatment plans. Naveh, Katz-Navon, and Sterns (2005:948) suggest that
employees increase their safety demands by creating policies and procedures. Good
reporting systems positively affect patient safety and organisational climate.
Resource adequacy
Overworked employees tend to minimize communication flows and feedback, resulting
in resentment. Inappropriate workloads diminish critical information transmission leading
to errors that negatively affects the organisation‟s safety climate (Firth-Cozens,
2001:28). Climate is also created by appropriate resources, including relevant
information technology and staff. Naveh et al. (2005:949) states that technological
systems increases accurate communication and common errors. Adequate resources
positively affect patient safety and organisational climate.
65
3.8 SUMMARY OF THE CHAPTER
The goal of this chapter was to study the relevant literature organisational climate. That
was achieved by first discussing the history of organisational climate. This pro gave the
reader an understanding of how organisational climate was developed or introduced.
Thereafter, various concepts of organisational climate were discussed to determine
what it entails. Finally the issue of the importance of patient safety of organisational
climate was explored.
In the next chapter the research methodology of the study will be discussed into details.
66
CHAPTER 4
RESEARCH METHODOLOGY
4.1 INTRODUCTION
The purpose of Chapter 2 was to perform a literature study of motivational theories,
models and the factors that have an influence on employee motivation. The previous
chapter solved the following sub-problem:
(a) What does the literature reveal about motivation of employees?
Chapter 4 will look at the different research methodologies that can be used and it will
discuss the specific methodology that was used for this study as well as provide an
appropriate explanation.
4.2 RESEARCH METHODOLOGY THEORY
Mutai (2000:3) defines research as a systematic search for pertinent information which
leads to new knowledge. It comprises investigation into relationships among different
factors operating in a given situation.
Blumberg, Cooper and Schindler (2008:4) define research as a systematic enquiry the
objective of which is to provide the information that will allow problems to be solved.
Research, classified according to its purpose can be described as either being
exploratory, descriptive, analytical or predictive (Collis & Hussey, 2003:10). The
descriptions are explained as follows:
Exploratory research: This is conducted when there are no or very little previous
studies done which can be used as a source to refer to. It looks for patterns or
ideas rather than testing. Exploratory research rarely provides conclusive
answers to problems; instead it gives guidance on future research.
67
Descriptive research: This describes phenomena as they exist. Blumberg et al
(2008:10) state that it tries to discover answers to the questions Who?, What?,
When?, Where? and sometimes How?. It is used to identify and obtain
information on the characteristics of a particular problem or issue. Data collected
is often quantitative as this research goes further into a problem than exploratory
research.
Explanatory research: In an explanatory study, the researcher uses theory, or
least hypotheses, to account for the forces that caused certain phenomenon to
occur (Blumberg et al., 2008:11).
Predictive research: This approach goes further than explanatory research in
that it not only establishes an explanation for what is happening in a particular
situation, but it also predicts the likelihood of a similar situation occurring
elsewhere. It aims to generalise from the analysis by making predictions based
on the general relationships (Collis & Hussey, 2003:12).
Collis and Hussey (2003:13) states that a research can also be differentiated by the
approach adopted by the researcher.
Research methodology can be classified into two major approaches, namely
quantitative and qualitative research.
Quantitative approach: Quantitative studies rely on quantitative information (i.e.
numbers and figures), according to Blumberg et al (2008:191). Collis and Hussey
(2003:13), elaborate further by stating that quantitative approach involves
collecting and analysing numerical data and applying statistical tests.
Qualitative approach: Collis and Hussey (2003:13), suggest that a qualitative
approach which is more subjective in nature involves examining and reflecting on
perceptions in order to gain an understanding of social and human activities.
The method used for this study is the quantitative approach. The aim of this approach is
to solve the main problem.
68
Mugenda and Mugenda (1999:2) note that the purpose of research is to:
discover new knowledge: This involves the discovery of new factual data and
practical applications and methods.
describe phenomena: Accurate identification of any occasion a thorough
description of size, shape and age. A thorough description provides knowledge
that forms a basis for other purposes of research stated below;
enable prediction: Prediction is the ability to estimate phenomena. Research
uses a set of variables to predict a given variable;
enable control: Control is the ability to regulate the phenomena under study.
Many scientific experiments are designed to achieve this objective;
enable explanation of phenomena: Explanation involves accurate observations
and measurement of a given phenomenon; and
enable theory development: Theory development involves formulating concepts,
laws, solutions and generalisation about a given phenomenon. Research also
confirms or validates existing theories.
On the basis of the above analysis, the purpose of this research study was to find new
knowledge on the subject of motivation of employees in the Department of Health.
4.3 THE QUESTIONNAIRE
Collis and Hussey (2003:173) define a questionnaire as a list of carefully structured
questions, chosen after considerable testing, with a view to stimulating reliable
responses from a chosen sample. It is one of the most commonly used methods for
collecting data. However, the process of a questionnaire construction is very complex
(Whiteley, 2002:371).
4.3.1 Questionnaire design
In an attempt to satisfy the main research problem, the researcher designed a
questionnaire as a measuring instrument to retrieve data.
69
A Likert rating scale was used because it presents the respondents with a set of
statements about a person, a thing or concept and the respondents are required to
indicate how strongly they feel, positively or negatively, about the statements (Whiteley,
2002:361). Collis and Hussey (2003:184), state that the Likert scale is one of the most
frequently used types of scale.
In this research a four-point scale was used. The respondents were asked to respond
according to how strongly they agreed or disagreed with the statements relating to
motivation.
The questionnaire was divided into the following two sections:
Section A: Focused on the biographical details of the respondent and
Section B: Focused on the respondent‟s views or feelings about the role of
employee motivation in his or her department.
The following scale range was applied to the Likert scale used in Section B:
- Strongly agree
- Agree
- Disagree
- Strongly disagree
Each section contains instructions on how the respondents were to complete the
section.
4.3.2 Testing the questionnaire
A pre-test is a trial run with a group of respondents, and is used to find any problems in
the design of a questionnaire (Zigmund, 2003:229). Blumberg et al (2008:74), further
states that a pre-test is conducted to detect weakness in design and instrumentation,
and to provide proxy data for selection of a probability sample.
The researcher selected a group of participants from the targeted population to
complete the questionnaire, in order to identify any possible errors or problems and
70
uncertainty with the interpretation of the survey questions in the different sections of the
questionnaire.
The feedback from the test group indicated that the questions in the questionnaire were
clear and self-explanatory.
4.4 SAMPLE
Blumberg et al (2008:69) define a sample as a part of the target population, carefully
selected to represent that population. It comprises some members selected from the
population (Sekaran, 2000:226). According to Collis and Hussey (2003:56), a population
is any precisely defined set of people or collection of items which is under consideration.
Mugenda and Mugenda (1999:41), state that a researcher should be able to identify and
define the population of study as consistently as possible with the purpose of study.
There must be a rationale for defining and identifying the accessible population from the
target population. The researcher selects a sample from the accessible population to
represent the whole study population.
Leedy and Ormrod (2001, 214-216), explain the various types of non-probability
sampling as follows:
Simple random sampling: The sample is identified by simple random selection.
Every member in the population of the study has an equal opportunity of being
selected.
Stratified random sampling: This method of sampling is used when the
population to be sampled is not homogeneous in terms of certain required
characteristics.
Proportional stratified sampling: This method is used when there are further
different characteristics within the given strata. Proportional stratified sampling
ensures that different groups in the strata are represented in the sample.
Cluster sampling: This involves the random selection; the selection of clusters
from larger population of clusters. All population members of a selected cluster
71
are included in the sample. The difference between cluster sampling and
stratified sampling is that in cluster sampling the sampling unit is the cluster or
stratum; the sampling unit in stratified random sampling is an individual element
within the strata.
Systematic sampling: Systematic sampling involves selecting individuals or
clusters according to a predetermined sequence or systematic order.
Mugenda and Mugenda (1999:51-52), states that non-probability sampling includes the
following:
Purpose sampling: This method of sampling allows the researcher to use cases
that have the required information with respect to the objectives of the study.
Snowball sampling: The researcher in this context uses a single case involved in
the study to gain insight into other similar cases.
Quota sampling: The researcher in this case purposely selects subjects to fit to
identify quotas. The selection of actual participants is not random since subjects
are picked as they fit into identified quotas.
Convenient sampling: This technique involves selecting cases or units for
observation as they become available to the researcher.
Dimensional sampling: This is a multi-dimensional form of quota sampling. The
researcher specifies all dimensions or variables of interest in the population and
then makes sure that every combination is represented by at least one case.
Gay (1996:125), cited by Leedy and Ormrod (2001:221), suggests that for a study
population that does not exceed one hundred, the entire population should be surveyed.
4.4.1 Sample design
The type of non-probability sampling that was utilised for this research involved
convenience sampling. Notwithstanding the methodological deficiencies, a non-
probability sampling design is considered appropriate for the purpose of the proposed
72
research, since it is less complicated than a probability sampling design, incurs less
expense and may be done to take advantage of the available respondents without the
statistical complexity of a probability sample (Welman & Kruger, 2001).
4.4.2 The population
The sampling included employees from all levels, within the Department of Health in
Port Elizabeth. It included administrative and clerical staff, supervisors, managers,
specialists, middle managers and senior managers, thus not limited to certain levels of
staff only. According to Sekaran (2000:459) argues that although convenience sampling
is quick and less expensive than the results are not generalisable, except to the extent
of the organisation which is presented. This means the findings cannot be compared to
other government departments within the Eastern Province, nor the departments from
other provinces.
4.5 VALIDITY AND RELIABILITY
Collis and Hussey (2003:186), explain that validity is concerned with the extent to which
the research findings accurately represents what is happening in the situation, in other
words, whether the data collected is a true picture of what is being studied.
Blumberg et al (2008:455), define reliability as an estimate of the degree to which
measurement is free of random or unstable errors. Collis and Hussey (2003:186)
explain further that reliability of the responses received from participants is an important
issue in question design in a positivistic study.
4.6 ETHICAL CONSIDERATION
The researcher was in line with the ethical guidelines in that participation was voluntary
and confidential. Participation was voluntary; the employees were free to participate in
73
the research study. The responses were kept in confidence, as the respondents were
not asked to fill in their names or give any identification.
4.7 SUMMARY OF THE CHAPTER
In this chapter the researcher conducted a wide review of the methodology theory in
order to establish the appropriate methodology for this particular study. It was decided
that a quantitative research method would be used be for data collection.
The chapter also introduced the sample of respondents that would participate in the
research and explained how the questionnaire was designed in its sections to effectively
obtain data aimed at successfully satisfying the objectives of the research.
The data obtained from the surveys will be analysed and interpreted in Chapter 5.
74
CHAPTER 5
RESEARCH RESULTS
5.1 INTRODUCTION
In the previous chapter the research methodology that was used in the study was
discussed. The aim of this chapter is to present the description of the sample and the
statistical analysis of the research results. This chapter resolves sub-problem (b) of the
study.
How does the Department of Health measure up to what the literature reveals?
The results of the statistical analysis are presented as descriptive and inferential
statistics. Graphs and tables are used to make it easier to interpret the results. The
analysis of section A and section B of the questionnaire resolves sub-problem (b).
5.2 SAMPLE RESULTS
This section will present the results of section A and section B of the questionnaire.
5.2.1 Section A : Biographical details
This section dealt with the biographical details of the respondents
5.2.1.1 Gender
Table 5-1 Frequency: Gender
Gender N Percentage
Male 29 33.33%
Female 58 66.67%
Total 87 100%
75
According to Table 5-1, female respondents comprised 66.67 per cent (N=58) of the
sample and male respondents comprised 33.33 percent (N=29) of the sample. The
majority of respondents (66.67 per cent, N=58) are female employees as the majority of
employees at the workplace are female.
5.2.1.2 Age
Table 5-2 Frequency: Age
Age N Percentage
20-30 6 6.98%
31-40 29 33.72%
41-50 26 30.23%
51-60 19 22.09%
61+ 6 6.98%
Total 87 100%
33.33%
66.67%
Gender
Male
Female
76
According to Table 5-2, the highest percentage of respondents (33.72 per cent, N=87)
are between the ages of 31 and 40 years. These are followed by the respondents
(30.23 per cent, N=87) who are between the ages of 41 and 50 years, while 22.09 per
cent of the respondents (N=19) were between the ages of 51 and 60 years. There were
six respondents (6.98 per cent, N=6) who were 61 years and above.
5.2.1.3 Education level
Table 5-3 Frequency: Education level
Education N Percentage
High School 44 50.57%
Diploma 20 22.99%
B-Tech 3 3.45%
Degree 19 21.84%
Honours 1 1.15%
Total 87 100%
0
10
20
30
40
20-30 31-40 41-50 51-60 61+
6.98%
33.72% 30.23%
22.09%
6.98%
Age
Age
77
According to Table 5-4, the majority of respondents 50.57 per cent (N=44), have
completed their highest level in high school. One respondent (1.15 per cent, N=1) has
honours level qualification. Respondents with a diploma totalled 22.99 per cent (N=20)
and 21.84 per cent (N=19) respondents have with a degree. A total of three
respondents (3.45 per cent, N=3) have a B-Tech qualification.
5.2.1.4 Department section
Table 5-4 Frequency: Department section
Department N Percentage
Finance 31 35.63%
Human Resource 29 33.33%
Supply chain 27 31.03%
Total 87 100%
50.57%
22.99
3.45%
21.84% 1.15%
Education level
High School
Diploma
B-Tech
Degree
Honours
78
According to Table 5-4, the largest percentage of respondents (35.63 per cent, N=31)
work in the Finance department. In the Human Resource department there are 33.33
per cent of the respondents (N=29), and 31.03 per cent of respondents (N=27) work in
the Supply Chain department.
5.2.1.5 Employment status
Table 5-5 Frequency: Employment status
Employment status N Percentage
Permanent 86 98.85%
Contract 1 1.15%
Total 87 100%
35.63%
33.33%
31.03%
0
5
10
15
20
25
30
35
40
Finance Human Resource Supply chain
Department
Department
79
According to Table 5-5, the majority of 98.85 per cent of respondents (N=86) are
permanent employees. One respondents (1.15 per cent, N=1) is a contract worker.
5.2.1.6 Post level
Post level 1 is the lowest and 12 the highest level that was measured in this study. The
employees in levels 1 to 5 are interns; in levels 6-7 they are clerks; in levels 8 to 9 they
are supervisors; and in levels 10 to 12 are managers.
Table 5-6 Frequency: Post level
Post level N Percentage
1 to 5 3 3.45%
6 to 7 60 68.97%
8 to 9 20 22.99%
10 to 12 4 4.60%
Total 87 100%
98.85%
1.15%
Employment status
Permenant
Contract
80
According to Table 5-6, the majority of respondents (68.97 per cent, N=60) are in a post
level of 6 to 7. These are followed by 22.99 per cent of respondents (N= 20) who are in
a post level of 8 to 9. In the post level 10 to 12 were four respondents (4.6 per cent,
N=4) and in levels 1 to 5 were three respondents (3.45 per cent, N=3).
5.2.1.7 Years of service
Table 5-7 Frequency: Years of service
Years of service N Percentage
3-5 14 16.09%
6-10 26 29.89%
11+ 47 54.02%
Total 87 100%
0
10
20
30
40
50
60
70
1 to 5 6 to 7 8 to 9 10 to 12
3.45%
68.97%
22.99%
4.6%
Post level
Post level
81
According to Table 5-7, the majority (54.02 per cent, N=47) of the respondents have
been working for the Department of Health for more than eleven years. These are
followed by 29.89 per cent of the respondents (N= 26) of the respondents who have
between to five years of service.
5.2.1.8 Population race
Table 5-8 Frequency: Population Race
Race N Percentage
Black 53 60.92%
Coloured 21 24.14%
White 13 14.94%
Total 87 100%
0
20
40
60
3 to 5 6 to 10 11+
16.09% 29.89%
54.02%
Years of service
Years of service
60.92% 24.14%
14.94%
Race
Black
Coloured
White
82
According to Table 5-8, the majority of the respondents (60.92 per cent, N=53) are black
employees. These are followed by coloured respondents (24.14 per cent, N=21) with a
24.14 per cent rate. The white respondents (14.94 per cent, N=13) are a minority in the
Department.
5.2.1.9 Level of motivation
Table 5-9 Frequency: Level of motivation
Level of Motivation N Percentage
High 5 5.75%
Medium 30 34.48%
Low 52 59.77%
Total 87 100%
According to Table 5-9, the majority of respondents (59.77 per cent, N=52) feel the level
of motivation in the Department is low. These are followed by 34.48 per cent of
respondents (34.48 per cent, N=30) who feel the level of motivation is average and 5.75
per cent of respondents (5.75 per cent, N=52) feel the level of motivation is high. The
findings suggest that the majority of employees are demotivated to work for the
Department of Health and this result into poor service delivery.
5.75%
34.48%
59.77%
0
10
20
30
40
50
60
70
High Medium Low
Level of motivation
Level of motivation
83
5.2.1.10 Formal training of employees in the “Batho Pele principle”
Batho Pele Is a Sesotho phrase meaning “putting people first”. It is an initiative to strive
for excellence in service delivery and commit to continuous service delivery
improvement, according to the Batho Pele Handbook (2003:8). This principle was
developed and designed to hold public servants accountable for the level of service they
deliver.
Table 5-10 Frequency: Formal training “Batho Pele principle”
Formal training N Percentage
Yes 30 64.29%
No 54 35.71%
Total 87 100%
According to table 5-10, the majority (64.29 per cent) of the respondents (N=54) states
that they did had received a formal training in the “Batho Pele principle”. Training in the
“Batho Pele principle” is a requirement and these figures suggest that by not providing
training the Department is at fault.
5.2.2 Section B
This section deals with the respondents‟ views or feelings about the role of employee
motivation in their departments.
35.71%
64.29%
Formal Training "Batho Pele principle"
Yes
No
84
The results have been colour coded to allow for quick and easy interpretation. The
colours of a traffic light have been chosen and they indicate the following:
Red – signifies greater disagreement than agreement (More than 55 per cent
disagreement/ strongly disagreement). There are problems that need attention.
Orange – signifies a balance between agreement and disagreement. The situation is
close to becoming a problem.
Green – signifies greater agreement than disagreement (more than 55 per cent
agreement/strongly agreement). The greens are satisfactory.
The actual questions which were posed can be found in Annexure 1.
5.2.2.1 Identification
How the employees identify with the organisation:
Table 5-11 Frequency: Identification
Questions S/A A D S/D N
1.1 I know how the Department is performing. 3.45% 54.02% 32.18% 10.34% 87
1.2 I feel proud to work for the Department. 9.30% 30.23% 41.86% 18.60% 86
1.3 I want my children to work for the Department. 3.49% 12.79% 52.33% 31.40% 86
1.4 The Department cares about its employees. 1.16% 10.47% 47.67% 40.70% 86
According to Table 5-11, responses to statements (1.2, 1.3, and 1.4) were red flags and
this suggests a serious situation which needs attention. Statement (1.1) was a green
flag and that suggests a satisfactory response from employees. These findings suggest
a large number of employees do not identify with the Department of Health and this
needs serious attention.
85
5.2.2.2 Communication
This includes all the patterns, networks and systems of communication within the
organisation.
Table 5-12 Frequency: Communication
Questions S/A A D S/D N
2.1 Communication is fine. 2.30% 29.89% 34.48% 33.33% 87
2.2 There’s no need to improve communication. 5.75% 6.90% 33.33% 54.02% 87
2.3 Communication takes place in a dignified,
respectful manner.
2.30% 20.69% 37.93% 39.08% 87
2.4 I am informed of all matters that affect me. 3.45% 17.24% 37.93% 41.38% 87
According to Table 5-12, responses to all the above statements (2.1, 2.2, 2.3 and 2.4)
were red flags and this suggests a serious situation which needs attention. These
findings suggest that the majority of the employees are not happy with the
communication process or systems.
5.2.2.3 Supervision
Supervision is the managerial or leadership function of overseeing the tasks and
progress of employees.
Table 5-13 Frequency: Supervision
Questions S/A A D S/D N
3.1 I am satisfied with the style in which the
department is managed.
3.49% 26.74% 47.67% 22.09% 86
3.2 I am satisfied with how my supervisor
manages my section.
8.05% 43.68% 25.29% 22.99% 87
3.3 I have no complaints about how I am
supervised.
8.05% 31.03% 41.38% 19.54% 87
86
3.4 My management is approachable to
discuss problems.
8.05% 25.29% 37.93% 28.74% 87
3.5 My own management is reachable or
accessible.
10.34% 31.03% 33.33% 25.29% 87
3.6 My management appreciates me. 3.45% 32.18% 40.23% 24.14% 87
3.7 My manager is open to suggestions. 10.34% 21.84% 41.38% 26.44% 87
3.8 The Department cares about me. 2.30% 24.14% 47.13% 26.44% 87
3.9 My dignity is respected. 6.90% 25.29% 44.83% 22.99% 87
According to Table 5-13, responses to statements (3.1, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8 and
3.9) were red flags and this suggests a serious situation which needs attention.
Statement (3.2) was an orange flag which suggests it is close to becoming a problem.
These findings suggest that the majority of employees are not happy with how
supervision takes place.
5.2.2.4 Employee Benefits
Benefits include the indirect and non-cash compensation paid to an employee such as
retirement funds, health funds, paid vacations, housing allowances and car allowances.
Table 5-14 Frequency: Employee Benefits
Questions S/A A D S/D N
4.1 I am satisfied with the pension and
provident fund.
10.47% 58.14% 20.93% 10.47% 86
4.2 The medical aid meets my health
requirements.
9.30% 59.30% 23.26% 8.14% 86
4.3 I am aware of the range of benefits
available to me.
9.30% 65.12% 17.44% 8.14% 86
87
According to Table 5-14, all the responses to statements (4.1, 4.2 and 4.3) were green
flags and this suggests a satisfactory response from employees. The findings suggest
that the majority of employees are satisfied with the employee benefits in the
Department.
5.2.2.5 Job Satisfaction
This relates to the employees‟ general attitude toward his or her job.
Table 5-15 Frequency: Job Satisfaction
Questions S/A A D S/D N
5.1 I feel motivated in my job. 4.60% 27.59% 41.38% 26.44% 87
5.2 My job is interesting. 9.20% 59.77% 24.14% 6.90% 87
5.3 I rate my job as enjoyable. 10.34% 52.87% 29.89% 6.90% 87
5.4 I feel motivated to come to work. 4.60% 27.59% 49.43% 18.39% 87
According to Table 5-15, the responses to statements (5.1 and 5.4) were red flags and
this suggests a serious situation in need of attention. Statements (5.2 and 5.3) were
green flags and this suggests a satisfactory response from employees.
5.2.2.6 Salary
The wages that employees are paid correspond to their duties or responsibilities.
Table 5-16 Frequency: Salary
Questions S/A A D S/D N
6.1 I am satisfied with my working hours 24.14% 68.97% 5.75% 1.15% 87
6.2 I’m provided with an adequate salary. 4.60% 47.13% 28.74% 19.54% 87
6.3 My salary matches my duties. 4.60% 37.93% 34.48% 22.99% 87
88
According to Table 5-16, the overall response to statement (6.1) was a green flag and
this suggests a satisfactory response from employees. Statement (6.2) was an orange
flag, which suggests it is close to becoming a problem. Statement (6.3) was a red flag,
which suggest a serious situation in need of attention.
5.2.2.7 Safety and Security
This relates to employee‟s confidence about the safety of the workplace and his or her
future within the organisation.
Table 5-17 Frequency: Safety and security
Questions S/A A D S/D N
7.1 My job is secure. 31.03% 59.77% 5.75% 3.45% 87
7.2 My work place is safe and secure. 4.60% 43.68% 33.33% 18.39% 87
7.3 First Aid services are available in the
work premises.
2.30% 10.34% 34.38% 52.87% 87
According to Table 5-17, the response to statement (7.1) was a green flag and suggests
employee satisfaction. Statement (7.2) was an orange flag, which suggests it is close to
becoming a problem. Statement (7.3) was a red flag, which suggests a serious situation
in need of attention.
5.2.2.8 Empowerment
This relates to the enhancing of employee skills and ability to improve performance.
Table 5-18 Frequency: Empowerment
Questions S/A A D S/D N
8.1 There are training and development
opportunities.
2.30% 25.29% 43.68% 28.74% 87
8.2 There are mentoring and coaching
programmes.
1.15% 13.79% 47.13% 37.93% 87
89
8.3 Health and counselling services are made
available.
3.45% 18.39% 40.23% 37.93% 87
According to Table 5-18, responses to all the statements (8.1, 8.2 and 8.3) were a red
flag, which suggests a serious need of attention. These findings suggest that the
majority of employees in the Department of Health feel that they are not being
empowered.
5.2.2.9 Recognition
This refers to the recognition of employees‟ achievements and performance.
Table 5-19 Frequency: Recognition
Question S/A A D S/D N
9.1 There is team/employee of the month
recognition.
0 4.60% 40.23% 55.17% 87
9.2 My department presents an employee of
the year certificate.
1.14% 27.59% 26.44% 44.83% 87
9.3 I’m recognised for my good performance. 1.15% 14.94% 37.93% 45.98% 87
9.4 Personal achievements are recognised. 1.15% 6.90% 43.68% 48.28% 87
9.5 There are good opportunities for
promotion.
0 5.75% 37.93% 56.32% 87
According to Table 5-19, responses to all the statements (9.1, 9.2, 9.3, 9.4 and 9.5)
were a red flag, which means this needs serious attention. These findings suggest that
the majority of employees feel recognition does not take place in the Department of
Health.
90
5.2.2.10 Teamwork
This refers to the process of working collaboratively with a group of people in order to
achieve a goal.
Table 5-20 Frequency: Teamwork
Questions S/A A D S/D N
10.1 We have a good team spirit. 6.90% 36.78% 39.08% 17.24% 87
10.2 Employees and management work as a
team.
4.60% 13.79% 50.57% 31.03% 87
10.3 Teamwork is encouraged by management. 5.75% 27.59% 37.93% 28.74% 87
10.4 There are continuous team building
programme events.
3.45% 3.45% 33.33% 59.77% 87
According to Table 5-20, all the statements (10.1, 10.2, 10.3 and 10.4) were red flags,
which means “teamwork” is a low priority and this needs serious attention. These
findings suggest that the majority of employees feel that there is a lack of teamwork in
the Department of Health.
5.2.2.11 Ethics/Trust
This refers to the trust that employees have in their leader or management.
Table 5-21 Frequency: Ethics/Trust
Question S/A A D S/D N
11.1 Management is always honest. 1.15% 17.24% 52.87% 28.74% 87
11.2 The employees go about their day
to day job honestly/ethically
6.90% 50.57% 31.03% 11.49% 87
11.3 I trust my management. 4.60% 19.54% 56.32% 19.54% 87
11.4 I’m loyal to the department. 27.59% 54.02% 14.94% 3.45% 87
11.5 I see a long term future for myself
in the department.
5.75% 35.63% 40.23% 18.39% 87
91
11.6 I’m aware of the” Batho Pele
principles.”
20.69% 70.11% 4.60% 4.60% 87
11.7 I’m aware of the code of conduct
and code of ethics for health
practices.
19.54% 65.52% 10.34% 4.60% 87
According to Table 5-21, responses to statements (11.1 and 11.3) were a red flag,
which means a serious situation in need of attention. Statements (11.2, 11.4, 11.5 and
11.6) were a green flag, which suggests a satisfactory response from respondents.
5.3 DESCRIPTIVE ANALYSIS
Descriptive analysis is the process of transforming raw data into understandable
information so that it is easier to interpret (Zigmund, 2003). According to Nueman
(2000), this method enables the presentation of numerical data in a structured, accurate
and summarised manner. The statistics considered appropriate for the current research
include the mean and standard deviation. According to Murphy and Davidshfer (1998:
44), the mean refers to a measure of central tendency that offers a general picture of
the data, and what is commonly referred to as the average value for the distribution of
scores. The standard deviation refers to measuring the square root of the variance. It is
the standard measure of variability from the mean and a measure of dispersion
(Sekaran, 2000).
There were one hundred questionnaires distributed in the Department of Health and
eighty-seven questionnaires were returned. This gives an 87 per cent of feedback.
Punch (2003: 52) states that a low response rate can raise questions according to
whether the responses received were representative of the sample or were in some way
biased.
However, a researcher should strive for a response rate of at least 60 per cent. A
feedback of 87 per cent in this research is therefore taken to be acceptable.
92
Table 5-22: Mean and standard deviation
Referring to the mean in Table 5-22, each of the variables has a possible range of 1 to
4, and the average to a specific question. The closer to 4, the stronger was the
tendency for the respondents to “agree” on the items that make up the score and the
closer to 1, the stronger was the tendency for the respondents to “disagree” on the
items that make up the score. “Recognition” score has the lowest mean (1.63) which
means the respondents had a strong tendency to disagree with that. The middle of the
scale is 2. This means that respondents, on average, did not have a tendency towards
either “agree” or “disagree” on those variables. The standard deviations on all variables
are similar, meaning that the spread of data on all variables is similar.
5.4 INFERENTIAL ANALYSIS
Inferential statistical methods can be utilised to make inferences about a specific
population or sample, based on the results of the study (Welman and Kruger, 2001).
Inferential analysis attempts to draw conclusions from the analysis. The inferential
statistics methods that were used in this study involved the use of the T-test or analysis
of the ANOVA.
Descriptive Statistics
Variables Valid N Mean Minimum Maximum Std.Dev.
Identification 87 2.10 1.00 4.00 0.61
Communication 87 1.84 1.00 4.00 0.72
Supervision 87 2.18 1.00 4.00 0.70
Employee benefit 86 2.71 1.00 4.00 0.64
Job satisfaction 87 2.42 1.00 4.00 0.66
Salary 87 2.59 1.00 4.00 0.65
Safety & security 87 2.38 1.00 4.00 0.58
Empowerment 87 1.89 1.00 4.00 0.69
Recognition 87 1.63 1.00 4.00 0.59
Teamwork 87 1.97 1.00 4.00 0.67
Ethics/Trust 87 2.56 1.00 4.00 0.42
93
5.4.1 T-test
The technique is used when two independent groups need to be compared based on
their average score on a quantitative variable (Pietersen, 2007:225). This section dealt
with measuring whether there are differences in the gender, post level and the formal
training of employees on the Batho Pele principle.
5.4.1.1 Gender
Table 5-23: T-test: Gender
According to Table 5-23, the T-test was used to test for significant differences between
the two groups. The table shows the mean and standard deviation for the groups on
each of the variables and also the results of the test. Since the significance level is at
0.05, p-values that are less than 0.05, indicate statistically significant differences.
Among the list of variables tested, only the variable “Job Satisfaction” indicated that
males and females differed significantly (p=0.003). The males had a higher mean score
(2.71) than the females mean score (2.27), which means males had a stronger
tendency to agree on job satisfaction compared to females. This result indicates that
males had a higher level of job satisfaction than females.
T-tests; Grouping: Gender
Variables Mean Mean t-value df p Valid N Valid N Std.Dev. Std.Dev.
Male Female Male Female Males Females
Identification 2.27 2.02 1.79 85 0.0773 29 58 0.68 0.56
Communication 2.03 1.74 1.84 85 0.0699 29 58 0.79 0.67
Supervision 2.22 2.16 0.34 85 0.7366 29 58 0.79 0.67
Employee Benefits 2.82 2.66 1.09 84 0.2791 28 58 0.51 0.69
Job Satisfaction 2.71 2.27 3.05 85 0.0030 29 58 0.71 0.58
Salary 2.67 2.55 0.78 85 0.4375 29 58 0.65 0.64
Safety & Security 2.46 2.34 0.87 85 0.3873 29 58 0.61 0.57
Empowerment 1.99 1.84 0.95 85 0.3445 29 58 0.72 0.68
Recognition 1.79 1.56 1.75 85 0.0833 29 58 0.58 0.58
Teamwork 2.04 1.93 0.76 85 0.4492 29 58 0.69 0.66
Ethics/Trust 2.62 2.54 0.83 85 0.4078 29 58 0.43 0.41
Red indicates statistical significant difference (p<0.05)
94
5.4.1.2 Post Level
Post level “1 to 5” and “10 to 12” population groups were too small in order to use the T-
test technique to measure the differences. Only post level “6 to 7” and “8 to 9”
population groups had an acceptable size for in using the T-test technique to measure
the differences.
Table 5-24: T-test: Post Level
Table 5-24, shows the means and standard deviations for the groups on each of the
variables and also the results of the T-test. Since the significance level is at (0.05), p-
values that are less than (0.05) indicate statistically significant differences. Post levels 6
and 7 were grouped and compared with post levels 8 and 9 which were grouped. Post
level 8 to 9 had higher mean scores than post levels 6 to 7.
T-tests; Grouping: Post Level
Variables Mean Mean t-value df p Valid N Valid N Std.Dev. Std.Dev.
6 to 7 8 to 9 6 to 7 8 to 9 6 to 7 8 to 9
Identification 2.08 2.16 -0.49 78 0.628728 60 20 0.66 0.53
Communication 1.76 1.91 -0.83 78 0.411454 60 20 0.72 0.73
Supervision 2.14 2.15 -0.04 78 0.964419 60 20 0.74 0.58
Employee Benefit 2.62 2.93 -1.99 77 0.050094 59 20 0.61 0.59
Job Satisfaction 2.36 2.53 -0.93 78 0.356538 60 20 0.74 0.41
Salary 2.48 2.93 -2.89 78 0.005047 60 20 0.63 0.50
Safety & Security 2.32 2.65 -2.27 78 0.025749 60 20 0.56 0.57
Empowerment 1.83 2.03 -1.13 78 0.264039 60 20 0.70 0.65
Recognition 1.55 1.85 -2.07 78 0.041982 60 20 0.59 0.50
Teamwork 1.92 1.98 -0.34 78 0.738419 60 20 0.73 0.47
Ethics/Trust 2.54 2.66 -1.05 78 0.295976 60 20 0.44 0.35
95
5.4.1.3 Training
Table 5-25: T-test: Formal training of employees in the “Batho Pele principle”
According to table 5-25, the table shows the mean and standard deviations for the
groups on each of the variables and also the results of the T-test. Since the significance
level is (0.05), p-values that are less than 0.05 indicate statistically significant
differences. Among the list of variables tested the following variables namely:
Identification (p=0.0109); Safety and Security (p=0.0286); Empowerment (p=0.0002);
Recognition (p=0.0023); and Teamwork (p=0.0477), the trained employees and the
untrained employees differed significantly. The employees who were trained had a
higher mean score than the employees who were not trained. This indicates that they
were more positive. This also suggests that the training in the Batho Pele Principle is
important.
5.4.2 Analysis of variance (ANOVA)
In order to examine the relationship between biographical variables, with the
motivational climate, an analysis of variance (ANOVA) was conducted. This technique is
used when there are more than two independent groups that need to be compared on a
single quantitative measure or score (Pietersen, 2007:229).
T-tests; Grouping: Formal training Variables Mean Mean t-value df p Valid N Valid N Std.Dev. Std.Dev.
N Y N Y N Y Identification 1.96 2.32 -2.60 82 0.0109 54 30 0.66 0.46 Communication 1.74 2.00 -1.57 82 0.1197 54 30 0.73 0.71 Supervision 2.06 2.36 -1.88 82 0.0639 54 30 0.74 0.61 Employee Benefit 2.72 2.74 -0.15 81 0.8829 53 30 0.69 0.49 Job Satisfaction 2.34 2.55 -1.39 82 0.1698 54 30 0.68 0.62 Salary 2.60 2.63 -0.24 82 0.8146 54 30 0.70 0.53 Safety & Security 2.31 2.59 -2.23 82 0.0286 54 30 0.52 0.60 Empowerment 1.70 2.28 -3.97 82 0.0002 54 30 0.66 0.58 Recognition 1.49 1.89 -3.15 82 0.0023 54 30 0.50 0.66 Teamwork 1.85 2.15 -2.01 82 0.0477 54 30 0.64 0.70 Ethics/Trust 2.49 2.65 -1.75 82 0.0831 54 30 0.41 0.40
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Table 5-26: Age
Table 5-26 indicates that there are no statistically significant differences based on age.
Table 5-27: Education level
Table 5-27 shows the mean and standard deviations for the groups on each of the
variables as well as the results of the ANOVA. Among the list of variables measured,
only the variable Identification (p=0.0161) was statistically significant. This was the only
question on which the education group differed significantly.
20-30 years 31-40 years 41-50 years 51-60 years 61 + years
Variables Mean N Std.Dev Mean N Std.Dev Mean N Std.Dev Mean N Std.Dev Mean N Std.Dev F p
Identification 1.92 6 0.54 1.93 29 0.68 2.19 26 0.51 2.25 19 0.71 2.29 6 0.25 1.27 0.2892
Communication 2.21 6 0.53 1.66 29 0.77 1.88 26 0.74 1.96 19 0.71 1.83 6 0.58 1.02 0.4027
Supervision 2.7 6 0.66 2.07 29 0.74 2.25 26 0.63 2.09 19 0.81 2.28 6 0.4 1.18 0.3274
Employee Benefit 2.33 6 0.76 2.8 29 0.75 2.76 26 0.43 2.57 18 0.64 2.83 6 0.75 0.96 0.4360
Job Satisfaction 2.54 6 0.73 2.32 29 0.72 2.62 26 0.61 2.21 19 0.64 2.67 6 0.26 1.53 0.2011
Salary 2.5 6 0.59 2.6 29 0.66 2.63 26 0.64 2.51 19 0.77 2.78 6 0.27 0.24 0.9134
Safety & Security 2.28 6 0.71 2.38 29 0.54 2.28 26 0.56 2.42 19 0.69 2.83 6 0.18 1.16 0.3331
Empowerment 2.06 6 0.65 1.78 29 0.71 1.94 26 0.57 1.75 19 0.82 2.44 6 0.58 1.46 0.2230
Recognition 2.03 6 0.53 1.58 29 0.65 1.56 26 0.62 1.65 19 0.48 1.83 6 0.43 1.04 0.3931
Teamwork 2.5 6 0.45 1.91 29 0.74 1.89 26 0.58 1.89 19 0.79 2.17 6 0.26 1.26 0.2939
Ethics/Trust 2.64 6 0.3 2.52 29 0.52 2.5 26 0.42 2.65 19 0.31 2.74 6 0.28 0.73 0.5722
(No significant differences)
High School Diploma Btech/Degree/Hons ANOVA results
Variables Mean N Std. Dev Mean N Std. Dev Mean N Std. Dev F p
Identification 2.28 44 0.57 2.01 20 0.6 1.85 23 0.62 4.34 0.0161
Communication 1.85 44 0.68 1.79 20 0.8 1.85 23 0.77 0.06 0.9436
Supervision 2.23 44 0.68 2.2 20 0.83 2.07 23 0.65 0.44 0.6473
Employee Benefit 2.63 43 0.56 2.8 20 0.8 2.8 23 0.63 0.76 0.4724
Job Satisfaction 2.49 44 0.58 2.23 20 0.78 2.43 23 0.67 1.17 0.3144
Salary 2.66 44 0.65 2.57 20 0.77 2.48 23 0.53 0.60 0.5498
Safety & Security 2.46 44 0.64 2.37 20 0.54 2.25 23 0.48 1.05 0.3531
Empowerment 2 44 0.66 1.72 20 0.72 1.83 23 0.71 1.29 0.2794
Recognition 1.72 44 0.59 1.49 20 0.62 1.58 23 0.55 1.20 0.3065
Teamwork 2.09 44 0.64 1.84 20 0.74 1.84 23 0.65 1.57 0.2135
Ethics/Trust 2.65 44 0.37 2.49 20 0.58 2.47 23 0.31 1.81 0.1704
Red indicates statistical significant difference (p<0.05)
97
Table 5-28: Department section
Table 5-28, shows the mean and standard deviations for the different department
groups on each of the variables and also the results of the ANOVA. Since the
significance level is 0.05, p-values that are less than 0.05 indicate statistically
significance differences. Among the list of variables, only the variable Identification
(p=0.189) was again statistically significant.
Table 5-29: Years of service
Finance Human Resource Supply chain ANOVA results
Variables Mean N Std. Dev Mean N Std. Dev Mean N Std. Dev F p
Identification 2.06 31 0.58 1.91 29 0.61 2.36 27 0.59 4.16 0.0189
Communication 1.96 31 0.73 1.63 29 0.68 1.92 27 0.73 1.85 0.1642
Supervision 2.26 31 0.75 2.1 29 0.69 2.18 27 0.69 0.35 0.7062
Employee Benefit 2.69 31 0.71 2.75 29 0.67 2.71 26 0.54 0.06 0.9373
Job Satisfaction 2.41 31 0.59 2.34 29 0.64 2.5 27 0.75 0.39 0.6807
Salary 2.71 31 0.65 2.44 29 0.57 2.62 27 0.71 1.38 0.2567
Safety & Security 2.42 31 0.52 2.29 29 0.6 2.44 27 0.63 0.60 0.5514
Empowerment 1.69 31 0.62 1.98 29 0.71 2.02 27 0.72 2.12 0.1264
Recognition 1.76 31 0.54 1.57 29 0.65 1.55 27 0.55 1.18 0.3112
Teamwork 2.02 31 0.68 1.88 29 0.66 2 27 0.69 0.36 0.7006
Ethics/Trust 2.59 31 0.32 2.44 29 0.45 2.66 27 0.46 2.07 0.1325
Red indicates statistical significant difference (p<0.05)
3 to 5 years 6 to 10 years 11+ years ANOVA results
Variables Mean N Std. Dev Mean N Std. Dev Mean N Std. DevF p
Identification 1.82 14 0.48 2.23 26 0.67 2.12 47 0.60 2.12 0.1270
Communication 1.86 14 0.63 1.85 26 0.87 1.82 47 0.67 0.01 0.9859
Supervision 2.18 14 0.64 2.19 26 0.76 2.17 47 0.71 0.01 0.9934
Employee Benefit 2.90 14 0.55 2.72 26 0.76 2.65 46 0.60 0.83 0.4392
Job Satisfaction 2.45 14 0.39 2.38 26 0.87 2.43 47 0.59 0.08 0.9269
Salary 2.62 14 0.49 2.55 26 0.77 2.60 47 0.62 0.07 0.9338
Safety & Security 2.38 14 0.41 2.38 14 0.41 2.39 47 0.59 0.01 0.9918
Empowerment 1.86 14 0.64 1.76 26 0.66 1.97 47 0.72 0.83 0.4410
Recognition 1.71 14 0.60 1.55 26 0.68 1.66 47 0.54 0.45 0.6407
Teamwork 2.04 14 0.54 1.96 26 0.71 1.95 47 0.70 0.09 0.9111
Ethics/Trust 2.40 14 0.36 2.65 26 0.53 2.57 47 0.35 1.68 0.1931
(No significant differences)
98
Table 5-29 indicates that there are no statistically significant differences based on years
of service.
Table 5-30: Race
Table 5-30, indicates that there are no statistically significant differences based on race
Table 5-31: Level of Motivation
Table 5-31, the table shows the mean and standard deviations for the different groups
of each of the variables and also the results of the ANOVA. Among the list of variables,
only two variables namely Employee Benefit and Salary were above the significance
Black Coloured White ANOVA results
Variables Mean N Std.Dev. Mean N Std.Dev. Mean N Std.Dev. F p
Identification 2.14 53 0.66 2.05 21 0.53 2.04 13 0.58 0.26 0.7726
Communication 1.88 53 0.73 1.75 21 0.77 1.79 13 0.64 0.28 0.7564
Supervision 2.24 53 0.69 2 21 0.77 2.22 13 0.63 0.93 0.3990
Employee Benefit 2.82 52 0.64 2.48 21 0.68 2.67 13 0.51 2.26 0.1103
Job Satisfaction 2.4 53 0.67 2.51 21 0.76 2.35 13 0.43 0.32 0.7296
Salary 2.57 53 0.65 2.57 21 0.68 2.49 13 0.6 0.24 0.7900
Safety & Security 2.42 53 0.55 2.33 21 0.7 2.33 13 0.53 0.20 0.8179
Empowerment 1.85 53 0.67 1.94 21 0.71 1.97 13 0.79 0.23 0.7924
Recognition 1.68 53 0.6 1.54 21 0.61 1.57 13 0.53 0.51 0.6014
Teamwork 2.03 53 0.68 1.83 21 0.7 1.92 13 0.6 0.66 0.5198
Ethics/Trust 2.6 53 0.39 2.41 21 0.48 2.65 13 0.4 1.86 0.1615
(No significant differences)
Low Medium High ANOVA results
Variables Mean N Std. Dev Mean N Std. Dev Mean N Std. Dev F p
Identification 1.84 52 0.5 2.38 30 0.46 3.2 5 0.57 24.29 0.0000
Communication 1.5 52 0.51 2.2 30 0.5 3.27 5 0.78 31.77 0.0000
Supervision 1.87 52 0.6 2.54 30 0.5 3.27 5 0.78 22.23 0.0000
Employee Benefit 2.6 52 0.7 2.84 29 0.48 3.2 5 0.45 3.00 0.0551
Job Satisfaction 2.14 52 0.62 2.76 30 0.46 3.2 5 0.54 16.43 0.0000
Salary 2.51 52 0.71 2.64 30 0.51 3.07 5 0.86 1.87 0.1599
Safety & Security 2.28 52 0.6 2.46 30 0.41 3.07 5 0.86 5.02 0.0088
Empowerment 1.67 52 0.66 2.09 30 0.55 2.93 5 0.55 11.93 0.0000
Recognition 1.46 52 0.51 1.76 30 0.53 2.68 5 0.27 14.42 0.0000
Teamwork 1.71 52 0.54 2.17 30 0.44 3.4 5 0.89 26.09 0.0000
Ethics/Trust 2.47 52 0.4 2.62 30 0.36 3.17 5 0.34 8.14 0.0006
Red indicates statistical significant difference (p<0.05)
99
level at 0.05 and the rest of the variables were statistically significant (p<0.05). The
employees who felt that the level of motivation was high had a higher mean score than
those employees who felt that the level of motivation was low or average.
5.5 RELIABILTY ANAYSIS
Reliability in short means stability of response. In other words, reliability is the extent to
which a measuring instrument is repeatable and consistent (Pietersen, 2007:215). The
type of reliability that is used is called internal consistency. This is the extent to which
the number of items is formulated. To measure a certain construct there should be a
high degree of similarity among them since they are supposed to measure one common
construct. The coefficient that is used to measure the internal reliability of an instrument
is called Cronbach‟s alpha Coefficient and is based on the inter-item correlations
Table 5-32: Cronbach Alpha
Table 5-32, indicates that the Safety and Security and Ethics/Trust coefficients is below
0.70. Values lower than 0.60 are regarded as unacceptable (Pietersen, 2007: 216). The
Cronbach‟s alpha values of other variables are greater than 0.70. They are therefore
reliable.
Variables Cronbach Alpha
Identification 0.81
Communication 0.88
Supervision 0.93
Employee Benefit 0.79
Job Satisfaction 0.86
Salary 0.79
Safety & Security 0.63
Empowerment 0.85
Recognition 0.89
Teamwork 0.84
Ethics/Trust 0.63
*Cronbach's alpha > .70
100
5.6 SUMMARY OF THE CHAPTER
This chapter presented the results of the study using descriptive statistics to describe
the results and inferential statistics to make inferences about characteristics of the
population. This enables the researcher to identify significant relationships and
differences between variables in the study.
The results indicated that the level of motivation in the Department of Health was low.
Only 5.75 per cent of respondents indicated that the level of motivation in the
organisation was high and 34.48 per cent indicated it was average.
This chapter has succeeded in solving sub-problem (b) of the study.
The final chapter of the study will present limitation and problems of the study, the
recommendations, a summary of the study, suggestions for further research and the
conclusion of the study.
101
CHAPTER 6
CONCLUSION AND RECOMMENDATIONS
6.1 INTRODUCTION
In the previous chapter the research results were discussed. The aim of the final
chapter is to present a summary of the research and describe the problems
experienced in the study and its limitations. This chapter will also present
recommendations and suggestions for further research. Lastly, the final conclusion of
the study will be discussed.
6.2 LIMITATION AND PROBLEMS OF THE STUDY
The research study had several limitations. The limitation was the financial resources
since the researcher was under self-sponsorship. The main problem experienced by the
researcher was the refusal by some respondents to participate. The process of
collecting the questionnaires proved to be a challenge in the Supply Chain Department
because some respondents failed to fill the questionnaires in on time and the
researcher spent a lot of time visiting offices to follow up on the collection of the
questionnaires.
6.3 RECOMMENDATIONS
The aim of this section is to address the recommendations of the study. This section
resolves sub-problem (c) of the study.
What can the Department of Health do to improve the organisational climate of
employees?
102
The findings from the survey highlighted factors of motivation that are inadequately
provided for and therefore are in need of serious attention. The recommendations that
follow are aimed at specifically improving these areas of concern.
Formal training of employees on the “Batho Pele principles”
The majority of employees in the Department of Health did not receive a formal training
on the “Batho Pele principles” (Reference section 5.1.10). In this, the Department is at
fault because the Batho Pele principles must be followed by the public officials or
employees to ensure an effective and efficient service delivery. The following
recommendations are suggested for the implementation of the Batho Pele principles:
- The Department of Health should encourage a compulsory training for all
employees. In this, the efficiency and effectiveness of the manner in which
services are delivered will be improved.
- The top management should encourage the managers to intensify the
implementation of the Batho Pele principles as the tradition for work. This
strategy will promote continuous improvement of service delivery.
- The Batho Pele principles should be used as guidelines for service delivery. In
this, the Department of Health will be proactive and public- oriented.
Identification
As an employer, the organisation needs to understand why employees are emotionally
connected to the organisation. It is generally much more than salaries and benefits. The
employees who are emotionally connected are the best employees because they are
engaged and productive and feel valued and appreciated. The following
recommendations are suggested:
- The employees want to feel respected. For employees to feel respected, the
employees should feel that the organisation regards them as an important asset.
103
Managers must be fair and have realistic expectations about what their
employees can achieve.
- Develop a good working environment and co-operation among peers is vital as
the workplace provides an image of the day- to- day lives of people who come to
work.
- Top management and managers must be good leaders. Good leaders are able to
motivate employees to do a good job.
Communication
Everything a manager does involves communication. The importance of effective
communication for managers and employees cannot be ignored. The following
recommendations are strongly recommended at improving communication in the
Department of Health:
- The manager must hold regular scheduled staff meetings. The meetings must
encourage input on various issues from all staff members. These meetings will
send a message to staff that their opinions are valued, which makes them more
likely to share their concerns and ideas.
- Top management must ensure that managers are accessible to the staff they
manage. If the managers are always behind “closed doors” or rarely in the office,
their staff members are at a loss when it comes to communicating with them. The
managers must set aside some time each day when they are available to staff.
- There must be scheduled regular employee reviews. The regular reviews can be
a good opportunity for managers and the staff they manage to sit down and
discuss issues affecting their jobs and the workplace as a whole.
- The managers must avoid the following mistakes: lack of respect; lack of
directness; lack of specificity; and lack of desirable behaviour. These
communication mistakes are being made every day in every organisation and are
negatively affecting employee engagement, employee morale and employee
motivation.
104
Supervision
The supervisors bear the responsibility to improve their leadership skills. In order for the
supervisors to get more out their teams or departments, they must change how to
supervise employees. The following recommendations are suggested:
- The supervisor must understand employees‟ job functions, tasks and duties in
order to enable the supervisor to provide fair and constructive feedback to
employees on their job duties.
- Monthly one-on-one meeting should be held with each of the employees. This
will give the supervisor a chance to evaluate their monthly performance.
- Decision- making should be encouraged in the organisation.
Empowerment
The organisation should consider appropriate programme for employee development
which are important to unlock employee potential. Enhancing employees‟ skills will
greatly enhance the employees‟ expectations that their efforts will lead to desirable
performance. This is an important element of the Porter-Lawler model of motivation.
Effort cannot lead to performance if the skills and ability to transfer input into valuable
output is absent. The following recommendations are suggested:
- A job rotation programme, which involves moving employees from one job to
another, should be implemented. The advantage of job rotation is increased
worker flexibility and easier scheduling due to the fact that employees are cross-
trained to perform different duties within the organisation.
- Employees should be monitored to identify areas where improvement is required
and appropriate training should be introduced to improve employee performance.
- All employees should be trained in the Batho Pele principles in order to improve
service delivery
105
Recognition
A standard recognition and praise process should be developed in the organisation. It is
important that all achievements are immediately recognised by seniors to ensure
maximum employee satisfaction, while the feeling of achievement is still fresh in the
mind of the employee. The following recommendations are suggested:
- A fair and equitable recognition praise process should be developed in the
organisation.
- The manager must be aware of the form of recognition that is valued by the team
members.
- Employee achievements should be recognised throughout the Department. This
could be achieved via a monthly or quarterly or yearly ceremony where
exceptional achievements and performances are recognised.
- Employees should be thanked personally for a job well done in verbal form, in
writing, or both, in a timely manner and sincerely.
Teamwork
The effect of teamwork often produces greater results than individual efforts. The
following recommendations are suggested:
- The managers must encourage social activities. Teamwork is enhanced when
employees know each other and are comfortable discussing a variety of issues.
These events could also be informal, team-building events taking place over a
weekend.
- Promote an open communication approach. This will allow team members to
share their views, ideas and concerns amongst each other and with their leaders.
- The manager must share his or her vision in alignment with that of the
organisation and infuse the team with positive morale and strong motivation
levels.
- The manager must set an example to the team members. The manager must
encourage values and ethics, abiding by the same principles. The manager or
106
leaders must show commitment, persistence and integrity and the team
members will follow.
6.4 SUMMARY OF THE STUDY
The main problems that prompted the study were poor service delivery in the
Department of Health. The situation at the work place has been one of low work
performance and poor service delivery. The following questions were formulated in
order to address the problem of the study:
Sub-problem one:
What does the literature reveal about the motivation of employees?
A review of the relevant literature in chapters 2 and 3 identified motivational methods
and organisational climate models that can be used by organisations to motivate
employees. Chapter 2 discussed the literature on employee motivation and Chapter
three discussed the literature on organisational climate. Chapter 2 and Chapter 3
resolved sub-problem one.
Sub-problem two:
How does the Department of Health measure up to what the literature reveals?
Sub-problem two was resolved by developing a survey questionnaire using question
statements that measure the motivational climate of employees. The respondents were
required to indicate to what extent they agreed or disagreed with the question
statements listed on the survey questionnaire. The majority respondents felt that the
level of motivation in the Department of Health was low (Reference section 5.2.1.9).
Chapter 5 resolved sub-problem two.
107
Sub-problem three:
What can the Department of Health do to improve the organisational climate of
employees?
Sub-problem three was resolved by providing recommendations on how to improve the
level of motivation in the Department of Health. Recommendations were provided
relating to factors of motivation that needed serious attention, which are the following:
The Batho Pele principle; identification; communication; supervision; empowerment;
recognition; and teamwork. Chapter 6 resolved sub-problem three.
6.5 SUGGESTIONS FOR FURTHER RESEARCH
The researcher recommends that the Department of Health conduct a study on the
motivational climate of the clinical staff and compare the results from this study. The aim
of such a study would be to establish whether a relationship exists between the
administration staff and the clinical staff in the Department of Health.
The researcher further suggests that a study to be undertaken to investigate whether
employees from different race, cultures and age groups are motivated differently.
6.6 CONCLUSION OF THE STUDY
The main purpose of this study was to evaluate the motivational climate of employees in
the Department of Health. The study established that the level of motivation in the
Department of Health was low. The researcher analysed the feedback provided by
respondents through a questionnaire and offered recommendations in this chapter,
aimed at improving the level of motivation within the organisation. The Department of
Health in Port Elizabeth is therefore encouraged to implement the recommendations
provided by the researcher in order to improve the level of motivation of their employees
so that efficiency and effectiveness in service delivery may be enhanced.
108
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ANNEXURE A: Consent form
NELSON MANDELA METROPOLITAN UNIVERSITY
INFORMATION AND INFORMED CONSENT FORM
RESEARCHER’S DETAILS
Title: A study of the motivational climate of employees in the department of health.
A. DECLARATION BY OR ON BEHALF OF PARTICIPANT Initial
I, the participant and the undersigned :
I confirm that I am over 18 years of age :
A.1 HEREBY CONFIRM AS FOLLOWS Initial
I, the participant, was invited to participate in the above-mentioned research study that is being undertaken by : Tshidiso Seitshiro
From: Faculty of business and economic sciences of Nelson Mandela Metropolitan University.
THE FOLLOWING ASPECTS HAVE BEEN EXPLAINED TO ME, THE PARTICIPANT Initial
Aim: The investigator is Tshidiso Seitshiro
Possible benefits: The information will be used for a research study and a feedback session will be provided after complexion of the research study.
Confidentiality: My identity will not be revealed in any discussion, description or scientific publications by the investigators.
Voluntary participation/ refusal/ discontinuation:
My participation is voluntary.
YES
NO
My decision whether or not to participate will in no way affect my present or future care/employment/lifestyle.
YES
NO
A.2 I HEREBY VOLUNTARILY CONSENT TO PARTICIPATE IN THE ABOVE-MENTIONED TOPIC:
Signed/ confirmed at on 2013
Signature or right thumb print of participant
Signature of witness:
Full name of witness:
117
ANNEXURE B: Questionnaire
Faculty of Business and Economic Science
Nelson Mandela Metropolitan University
Dear: Respondent
I am registered as a student at the Nelson Mandela Metropolitan University for a
Masters in Business Administration. I am required to conduct a research study for the
completion of my programme study.
The study topic: A study of the motivational climate in the Department of Health.
I would greatly appreciate it if you could assist me, by taking a couple of minutes of your
time, to complete the attached questionnaire. Participation in this research is voluntarily
and any participate may withdraw at any stage without any negative impact on their
employment and lifestyle.
I assure you that all information provided in this questionnaire will be kept confidential.
Queries with regard to your participation on this research project may be directed to the
researcher which his contact details are provided below.
Your participation is truly appreciated
Thank You Kindly
Tshidiso Seitshiro (Researcher)
Cell no: 0834097746
Email: [email protected].
Prof. Norman Kemp (Supervisor)
118
RESEARCH QUESTIONNAIRE
General information/ Instructions
(i) Information requested for statistical purposes ONLY
(ii) Responses provided will be strictly CONFIDENTIAL
(iii) Please mark the appropriate response with an (X)
SECTION A:
BIOGRAPHICAL INFORMATION
1. Gender 2. Age 3. Education Level
4. Department section 5. Employment status 6. Post Level
7. Years of service 8. Population group
9. How do you rate the level of motivation in your department?
High
Medium
Low
10. Do you have formal training in the following concept? Yes, when
No Yes When
Batho Pele principles
20-30
31-40
41-50
51-60
60+
High
school
Degree
Diploma Honours
B-Tech Masters
M-Tech Other
Male
Female
1-5
6-7
8-9
10-12
13+
Finance
HR
Procurement
Supply/chain
Other
Permanent
Contract
Intern/learner
0-2
3-5
5-10
11+
Asian
Black/African
Coloured
White
119
SECTION B Strongly
Agree
4
Agree
3
Disagree
2
Strongly
Disagree 1
1.IDENTIFICATION
1.1 I know how the Department is performing.
1.2 I feel proud to work for the Department.
1.3 I want my children to work for the Department.
1.4 The Department cares about its employees.
2. COMMUNICATION
2.1 Communication is fine.
2.2 There’s no need to improve communication.
2.3 Communication takes place in a dignified, respectful manner.
2.4 I am informed of all matters that affect me.
3. SUPERVISION
3.1 I am satisfied with the style in which the department is managed
3.2 I am satisfied with how my supervisor manages my section.
3.3 I have no complaints about how I am supervised.
3.4 My management is approachable to discuss problems.
3.5 My own management is reachable or accessible.
3.6 My management appreciates me.
3.7 My manager is open to suggestions.
3.8 The Department cares about me.
3.9 My dignity is respected.
4. EMPLOYEE BENEFITS
4.1 I am satisfied with the pension and provident fund.
4.2 The medical aid meets my health requirements.
4.3 I am aware of the range of benefits available to me.
5. JOB SATISFACTION
5.1 I feel motivated in my job.
5.2 My job is interesting.
5.3 I rate my job as enjoyable.
5.4 I feel motivated to come to work.
6. SALARY
6.1 I am satisfied with my working hours.
6.2 I am provided with an adequate salary.
6.3 My salary matches my duties.
7. SAFETY AND SECURITY
7.1 My job is secure.
7.2 My work place is safe and secure.
7.3 First Aid services are available in the work premises.
120
Strongly
Agree
4
Agree
3
Disagree
2
Strongly
Disagree
1
8. EMPOWERMENT
8.1 There are training and development opportunities.
8.2 There are mentoring and coaching programmes.
8.3 Health and counselling services are made available.
9. RECOGNITION
9.1 There is team/employee of the month recognition.
9.2 My department presents an employee of the year certificate.
9.3 I am recognised for my good performance.
9.4 Personal achievements are recognised.
9.5 There are good opportunities for promotion.
10. TEAMWORK
10.1 We have a good team spirit.
10.2 Employees and management work as a team.
10.3 Teamwork is encouraged by management.
10.4 There are continuous team building programme events.
11. ETHICS/TRUST
11.1 Management is always honest.
11.2 The employees go about their day-to-day job honestly/ethically.
11.3 I trust my management.
11.4 I am loyal to the Department.
11.5 I see a long term future for myself in the Department.
11.6 I’m aware of the” Batho Pele principles.”
11.7 I’m aware of the code of conduct and code of ethics for health
practices.
121
ANNEXURE C: Ethics clearance
• PO Box 77000 • Nelson Mandela Metropolitan University • Port Elizabeth • 6031 • South Africa • www.nmmu.ac.za
Chairperson: Research Ethics Committee (Human) Tel: +27 (0)41 504-2235
Ref: [H12-BES-MENT-029/Approval] RECH Secretariat: Mrs U Spies
19 February 2013 Prof N Kemp NMMU Room 232 2nd Avenue Campus Dear Prof Kemp
A STUDY OF THE MOTIVATIONAL CLIMATE OF EMPLOYEES IN THE DEPARTMENT OF HEALTH PRP: Prof N Kemp PI: Mr T Seitshiro
Your above-entitled application for ethics approval served at the Research Ethics Committee (Human). We take pleasure in informing you that the application was approved by the Committee. The ethics clearance reference number is H12-BES-MENT-029, and is valid for three years. Please inform the REC-H, via your faculty representative, if any changes (particularly in the methodology) occur during this time. An annual affirmation to the effect that the protocols in use are still those, for which approval was granted, will be required from you. You will be reminded timeously of this responsibility, and will receive the necessary documentation well in advance of any deadline. We wish you well with the project. Please inform your co-investigators of the outcome, and convey our best wishes. Yours sincerely Prof CB Cilliers Chairperson: Research Ethics Committee (Human) cc: Department of Research Capacity Development
Faculty Officer: BES
122
ANNEXURE D: Letter for proofreading and language editing
Editing and Translation Services
Renée van der Merwe
B A Hons (Applied Linguistics)
SATI Accredited
Mobile: 083 415 4570 E-mail: [email protected]
09 November 2013
This serves as confirmation that the M Tech thesis submitted by Tshidiso Seitshiro has been
submitted to me for proofreading and language editing.
R van der Merwe
Copy editor and Proofreader
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ANNEXURE E: Permission to conduct the study
