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Motivating Employees in Academic Libraries in Tough Times Motivating Employees in Academic Libraries in Tough Times Mihoko Hosoi Abstract abilities, skills, personality, and organizational support Academic library HR management is facing many alone might not lead to individual job performance interesting challenges. With an increasing number of that contributes to overall organizational effectiveness M.L.S. graduates seeking positions outside academic if people are not motivated. It is possible that some librarianship, how can we compete with corporate employees choose not to perform even if they have the libraries and other information providers when we right qualifications. try to recruit and retain quality librarians? While the Managers face tough motivational challenges es- budget keeps shrinking and more is expected from each pecially in economic downturns and it seems helpful employee, how can we keep them motivated? This paper to know key organizational behavior studies’ findings describes the importance of motivating and retaining related to human motivation. However, the goal is not quality employees in academic libraries in tough times. manipulating and making people do what manag- Various motivation theories, which are often used in ers want them to do, but making people reach their corporate environment, are presented and applications highest job performance potential and getting them to academic libraries are explained. excited to do so. The author’s literature review revealed that motivation analyses in libraries as workplaces are Introduction limited and have been focused on content theories or Organizational effectiveness is largely determined by what motivates people.1 This paper attempts to build the quality of the employees and how the organiza- on the former analyses and explain applications of tion develops them. Therefore, it is natural that high motivation theories that describe the motivation fac- performing organizations try to recruit and retain tors, motivation processes, effective job design, and the right people and provide them with training and conditions for sustaining motivation in the academic professional development opportunities. However, library workplace. Mihoko Hosoi is Head of Reference and Research Services, Nestlé Library, School of Hotel Administration, Cornell University, email: [email protected] 43 44 Mihoko Hosoi Content theories: What motivates people? motivated in the same way, managers can attempt to The motivation theories that deal with the con- influence their performance by satisfying employees’ tent of what motivates people are referred to as needs. Table 1 shows some possible applications in content theories or static-content theories as academic library work environment. they look at only one point in time and do not Alderfer’s ERG Theory, on the other hand, pro- predict behavior. The most well-known theories vides an alternative to Maslow’s theory and is based on in this area include Maslow’s hierarchy of needs, a 3-fold conceptualization of human needs: existence, 3 Alderfer’s ERG theory, McClelland’s theory of relatedness, and growth. It does not assume lower- socially acquired needs, and Herzberg’s motiva- level satisfaction as a prerequisite for the emergence of tor-hygiene theory. higher-level needs. To test his theory, Alderfer surveyed Maslow organized the needs underlying human 110 bank employees at several job levels. Although the motivation in a hierarchy on five levels: physiological results indicated stronger support for the ERG theory than Maslow’s theory, both theories are similar in that needs, security needs, social needs, ego2 or self-esteem needs, and self-actualization needs. He further pro- people shape their actions to satisfy unfulfilled needs. posed that lower-level needs such as physiological McClelland identified three basic needs that people needs and security needs must be satisfied before the develop in the society: the need for achievement, power, 4 individual can address higher-level needs. Although and affiliation. He argued that each individual is likely there is little evidence to support the concept of hi- to have developed a dominant orientation toward one erarchical progression and all individuals cannot be of these needs based on our life experiences. An obvious implication for managers Table 1. Maslow’s Hierarchy of Needs and Applications in Academic Libraries might be to draw out those employees with a Level Needs Examples in the Academic Library Workplace high need for achieve- 1 Physiological • Clean Air ment. However, Mc- • Enough work space Clelland suggested that • Ergonomically-designed workstations motivation is changeable • Appropriate lighting and that people can be • Appropriate temperature taught to have certain • Convenient and reasonable foodservice facilities needs through training • Water fountains programs. 2 Security • Safe workplace Herzberg’s moti- • Stable wages and salaries vator-hygiene theory • Job security is different from other • Health insurance content theories as it • Retirement benefits suggested that motiva- 3 Social • Employee social activities tion is composed of two Affiliation • Teamwork dimensions: 1) hygiene • Friendship factors or the conditions • Sense of belonging surrounding the job and • Affection can prevent dissatisfac- tion; and 2) motivators, 4 Self-esteem • Recognition or the factors associated • Awards with the work itself and • Prestige influence employees to • Autonomy grow and develop.5 The 5 Self- • Well-being of others hygiene factors include actualization • Accepting self such things as salary, su- • Meaningful work pervision, policies, work- ACRL Twelfth National Conference Motivating Employees in Academic Libraries in Tough Times 45 ing conditions, relationship, and job securities. The setting to ensure commitment; 4) provide feedback; motivators include promotion, growth opportunities, and 5) link goal accomplishment with rewards that responsibility, recognition, and achievement. The main are valued by the employee. This theory can be applied implication of this theory is that for employees to be in various library tasks. For example, instead of asking truly satisfied and perform above minimum standards, employees to do their best in enhancing information motivators had to be built into the job. fluency, the goal might be “implementing information fluency programs in at least 10 courses next semester.” Process Theories: How does motivation operate? To gain goal commitment, it will be important for Although the static-content theories can provide a managers to provide clear direction and guidance to basic understanding of what energizes people, they are employees in addition to building their self-efficacy. not sufficient to explain the complex nature of human Organizational justice theories suggest that motivation as people respond differently to their needs. people’s perception of fairness within the organization Factors other than unfulfilled needs also influence mo- regarding how and what decisions are made about the tivation, and various process theories were developed distribution of outcomes affects motivation. Justice to explain how motivation operates. theories are important given the current economy Expectancy theory, which is also known as VIE where many organizations have been forced to lay theory, assumes that motivation is a function of three off people. Questions such as “Are we restructuring components; for an individual to be motivated, 1) our organization in a fair manner?” and “Were the the reward must be valued by the person (valence); layoffs perceived as fair by employees?” are important 2) the person must believe that higher performance for managers. The outcomes of justice perceptions can will result in greater rewards (instrumentality); and 3) have an economic impact on the organization such that additional effort will lead to higher performance as absenteeism, withdrawal, theft, sabotage, or even (expectancy).6 For example, if an employee perceives lawsuits against employers. that high performance might not be achieved even after Justice theories consider both procedural justice hours of effort due to lack of skills or self-efficacy, even and distributive justice. Distributive justice theory if he or she desires promotion, the person might not is also referred to as equity theory and suggests that feel motivated enough to achieve the goal. Therefore, people compare the ratio of their inputs (effort) and providing appropriate training, clarifying expectations, outcomes (rewards) to the input-outcome ratios of and providing guidance are important to strengthen other comparable individuals.8 Figure 1 shows the this effort-performance link. Another example might simplified relationship. be that if an individual believes that rewards might be The research on equity theory is also more defini- given to people with higher seniority regardless of their tive on the reactions of people who perceive that they performance, getting the reward might be perceived as are under-rewarded. If an individual views a relation- unlikely for junior staff, thus undermining the person’s ship as unequal, an attempt will be made to restore motivation to perform. Finally, if an employee can per- equality either by trying to gain greater rewards or by form well but does not value the reward provided, e.g., putting forth less effort. For example, if an employee a gift certificate to a restaurant that the person does not feels that everyone gets promoted at the same rate care for, the person is likely to be less motivated. regardless of their amount of inputs, he or she who
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