The Impact of Intrinsic and Extrinsic Motivators

on Employee Engagement in Information

Organizations
Rajesh Singh
Division of Library and Information Science, St. John’s University, New York,
Email: singhr1@stjohns.edu

Understanding motivation in the workforce is a crucial step toward creating a dynamic

work environment that enriches and fulfills workers. This research stems from LIS man-
agement class discussions on the topic of motivation and highlights the need for radi-
cal shifts in management approaches to motivation in information organizations. Our
analysis of 98 MLS students from four student cohorts from spring 2013 to spring 2014
shows that intrinsic motivators are far more influential than any “carrot and stick” type
of approach. The findings indicate that future information leaders and managers should
recognize that intrinsic factors play a bigger role in employee motivation and put more
effort into creating a culture of respect, recognition, trust, and autonomy when tailoring
their management strategies to tap into the emotions of their coworkers. These intrinsic
motivators are more important to staff than extrinsic factors such as money. LIS educa-
tors have a role to play in developing graduate expectations within an holistic frame-
work that furthers professional development and career advancement.

Keywords: intrinsic motivation, extrinsic motivation, employee engagement, organiza-

tional culture, library and information science, library managers

Introduction that they have the necessary aptitude and

knowledge to complete these challenging

M otivation is considered to be the

driving force behind an individual
engaging in any activity. In addition to
projects and assignments. Other students
in the same program, however, might be
primarily driven by the fact that they will
looking for fulfillment in one’s work, to- pass another course that will bring them
day’s employees, including library and closer to finishing their degrees once they
information science (LIS) professionals, complete their course assignments. Fur-
expect and seek balance in their lives. In thermore, they might be motivated by the
fact, they are motivated by things other salary raises or promotions they will get at
than what work typically offers. There are their workplaces after completion of their
different levels, kinds, and amounts of mo- degrees. While both groups of students are
tivation (Marciano, 2010; Ryan and Deci, highly motivated, they are obviously mo-
2000) that all play a critical role in deter- tivated by different things. So what fuels
mining how motivated or unmotivated an motivation for these two types of LIS stu-
individual is. For example, LIS students dents in the above example, and why?
may be highly motivated to complete their Discussions with students in an LIS
strategic plans, advocacy plans, or grant management course on the topic of moti-
writing assignments in order to learn and vation inspired this research, as there was
develop some skills that might be use- a great deal of interest among students in
ful for their careers. Additionally, they the surprising findings of workplace mo-
might be motivated to prove to themselves tivation studies. The discussion questions
J. of Education for Library and Information Science, Vol. 57, No. 2—(Spring) April 2016
ISSN: 0748-5786  © 2016 Association for Library and Information Science Education 197
doi:10.12783/issn.2328-2967/57/2/11
198 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE

examine what motivates future informa- that employees needed to be closely super-
tion professionals to give their best at the vised and were motivated by economics,
workplace, and what kinds of interven- and he advocated for a fair wage for the
tions might be required to address the in- employees despite the harsh treatments
trinsic motivations of future information and micromanagement they endured in
professionals. his time. Elton Mayo and his colleagues
Although there is no single formula (1933) performed a number of experiments
to create an engaging pedagogy through at Western Electric Hawthorne Works near
combining theory and practice, this pa- Chicago from 1927 to 1932 and concluded
per shows how students were engaged by that it was the social environment and at-
helping them to see connections between tention given to employees that resulted
management theory and practice. in their increased performance. Despite
This paper first reviews the relevant the controversy surrounding and conclu-
literature on extrinsic and intrinsic mo- sions drawn from this study, it sheds light
tivators followed by a description of the on the importance of psychological fac-
class discussion procedure and analysis. tors affecting employee motivation and
Thereafter, findings and implications are productivity, including worker autonomy,
discussed that emerged from the class dis- attention to social factors, and group cohe-
cussion that point to a need for some radi- siveness among others.
cal changes in the traditional management Maslow’s Hierarchy of Needs (1954)
practices of some information organiza- model explained human motivation based
tions. on meeting needs at different levels and
proposed five categories such as physi-
Review of Relevant Literature ological needs, safety, belongingness, es-
teem, and self-actualization. Physiologi-
Motivation is a very complex concept. cal, safety, and existence needs may be
Not only does it entail extrinsic and intrin- met by extrinsic sources such as wages,
sic characteristics but it is also influenced whereas belongingness, affiliation, re-
by personality and expectations of each latedness, bonding, self-actualization,
individual. Though extrinsic and intrin- growth, and learning needs are primarily
sic motivations may seem diametrically intrinsic feelings that may be met by creat-
opposed, the two motivation categories ing opportunities for interpersonal and so-
can be used together to create an efficient cial interaction, autonomy, achievement,
workplace. Understanding what motiva- and growth. Despite the lack of enough
tors work best in a given situation is key empirical research, Maslow’s work has
to motivating information professionals at stood the test of time and readily predicts
individual, team, and organizational lev- and explains human behavior during dif-
els. Information organizations can devise ficult economic times and varying work
a strategy to tap into what motivators work conditions enhancing or decreasing their
best for information professionals in their productivity. Since the 1950s, there have
unique situations. In order to develop an been a number of significant develop-
understanding of the concept of motiva- ments in the field of human motivation and
tion theories and conceptualizations, this a plethora of theories including, but not
section briefly reviews and unfolds some limited to, McGregor’s Theory X and Y
of the relevant management literature that (1960) and Vroom’s Expectancy Theory
students were exposed to before engaging (1964) that attempted to unfold the mys-
in discussions on the topic of extrinsic ver- teries behind motivation and its impact
sus intrinsic motivators. on human behavior in the workplace. The
Taylor’s Principles of Scientific Man- expectancy theory of motivation provides
agement (1911) functioned on the premise an explanation as to why people choose
 The Impact of Intrinsic and Extrinsic Motivators on Employee Engagement 199
to act out a specific behavior as opposed psychological feelings that employees get
to another and what they expect the re- from doing meaningful work and perform-
sult of that selected  behavior will be. In ing it well.
brief, the expectancy theory explains the Extrinsic motivation is defined by Lon-
mental or cognitive processes that an in- don (2009) as “doing something because
dividual undergoes to make choices. it leads to a separable outcome . . . [which
Theory X and Theory Y postulated by means] that outside encouragement or
McGregor in 1960 assumed that average rewards are earned from performing a
workers dislike work, and that the only task rather than actual enjoyment of the
way to maintain productivity was to sim- task” (p. 5). Extrinsic rewards—usually
plify the production process, supervise the financial—are the tangible rewards that
employees closely, and motivate them in managers provide employees, such as sal-
short-term. Theory X assumes that work- ary, bonuses, promotions, and benefits.
ers are lazy, avoid accountability, and dis- They are called “extrinsic” because they
like their work while Theory Y assumes are external to the work itself, and other
that average workers desire self-control people control their size and whether or
and responsibility (McGregor, 1960; Lu not they are granted. Money, however, is
& Wu, 2013). Different researchers have not the only motivator that is considered
agreed with or refuted either Theory X or extrinsic. Factors such as organization
Theory Y, but the dichotomy is important characteristics, type of work, job security,
to remember. There is a heavy connection and advancement opportunities are also
between the two theories and extrinsic and considered extrinsic motivators (London,
intrinsic motivation at the workplace. 2009). Extrinsic motivators take the fo-
Intrinsic motivation is defined as “the cus off doing the task itself well and on
doing of an activity for its inherent satis- to doing what is necessary to earn a prize.
factions” (Ryan and Deci, 2000, p. 56) or Some of these, such as promotions and
“performing an activity for the pleasure other accolades can lead to an increase in
inherent in the activity” (Story, Stasson, intrinsic motivation, but the initial motiva-
Mahoney, and Heart, 2008, p. 707) rather tors themselves are extrinsic (Cooper and
than for some outward and separable out- Jayatilaka, 2006).
comes resulting in an external reward or A cursory review of literature reveals
recognition. In a study done by Lee et al., that the LIS literature has focused on many
(2012), it was learned that intrinsic moti- aspects of management such as leadership,
vation is actually a complex neurophysi- service quality, marketing, public rela-
ological activity wherein an individual tions, and advocacy in the last two decades.
goes through an intense psychological However, only a few relevant studies were
process that stems from inherent feelings. found about intrinsic and extrinsic motiva-
In other studies by Ryan and Deci (as cited tors. The study done by Kuhlthau (1993)
in London, 2009), they found that “intrin- primarily focuses on the importance of
sic motivation makes an individual much motivation in library and information
more likely to be motivated and perform science research. Smith and Galbriath’s
well as opposed to those that were extrin- research (2012) provided some interest-
sically motivated,” and “intrinsic factors ing insights on improving practices in the
may increase satisfaction, organizational recruitment, retention, and motivation of
commitment, and satisfaction” (p. 7). In student employees of the millennial gen-
fact, those who had more inherent intrin- eration in an academic library. However,
sic motivation were “less susceptible to both of the above studies do not discuss
the external motivation of financial in- the role of intrinsic and extrinsic motiva-
tervention” (p. 248). Therefore, it can be tors at the workplace. In a study done on
concluded that the intrinsic motivators are intrinsic versus extrinsic motivation on
200 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE

Library Media Specialists (LMS), where library practitioners” (O’Connor, 2006, p.

they had to learn what motivated children 136).
to learn more about the library, it was
found that the middle school LMS used Summary
more motivational strategies than the el-
ementary school LMS. This study demon- A brief review of the management lit-
strated that there was more need to moti- erature on motivation reveals that employ-
vate middle school students as opposed to ees are motivated by a combination of
elementary, because of the greater number factors including, but not limited to, em-
of competing distractions in their lives, for ployees’ thoughts, feelings, and beliefs be-
example, sports (Small, 1999). As people sides interplay of numerous social factors
age from childhood, there is less intrinsic at the workplace. The presence of intrinsic
motivation. The LMS found it more use- motivators outweighs the lack of extrin-
ful to apply more extrinsic motivation at sic ones, and researchers largely discredit
the middle school level than elementary. the effectiveness of extrinsic motivators.
As a typical workplace in any information While it may seem like extrinsic motiva-
organization consists of workers who rep- tion does not have as much of a place in
resent different generations and different an organization as intrinsic motivation, the
motivation levels, it would be useful for ability to strike a balance between both is a
managers to consider a combination of fine art and may result in surprisingly posi-
strategies for motivating information pro- tive outcomes for workers at an individual,
fessionals in order to achieve better results team, and organizational level.
and create more enjoyable opportunities. Students learned about the conspicuous
Library and information organizations lack of literature on the topic of extrinsic
often have tasks that are repetitive in na- and intrinsic motivators in the LIS disci-
ture and might affect the motivation of LIS pline. They also learned about the gradual
professionals. Thomas & Holley (2012) evolution of the concept of motivation in
summarized the findings of their study by management literature, thus deepening
stating that the ways to increase employee their understanding of extrinsic and intrin-
motivation include enriching the work ex- sic motivators. The next section discusses
perience, communicating effectively, of- the procedure for class discussion on the
fering appropriate incentives, and treating topic of motivation as it evolved.
employees with dignity and respect. Fur-
thermore, it is also important that library Discussion Procedure and
directors pay more attention to creating at- Analysis
tractive workplaces and images of values
and space for personal and professional Discussion Background and Context
development of LIS professionals (Pors &
Johannsen, 2002). The concepts of extrin- Before facilitating class discussions on
sic and intrinsic motivators are not only the topic of motivation, students learned
important for individual performance but how motivation at the workplace has been
they also play a critical role in influenc- the topic of many research investigations,
ing the performance of teams in a project particularly in the corporate world. As
or organization and worth exploring for discussed in the previous section, some
managers in information organizations. of the prior works on motivation such as
As was stated in an article, “Since the in- Taylor’s Principles of Scientific Manage-
dividual plays such an integral role in the ment (1911), Mayo’s Hawthorne Studies
overall performance of the team, explora- (1933), Maslow’s Hierarchy of Needs
tion of these factors [extrinsic and intrin- (1954), McGregor’s Theory X and Y
sic] is relevant both to library theorists and (1960), and Vroom’s Expectancy Theory
 The Impact of Intrinsic and Extrinsic Motivators on Employee Engagement 201
(1964) were reviewed. The students also they would expect from their libraries and
learned that, while management literature information organizations in order to mo-
has discussed intrinsic versus extrinsic tivate them to make a difference at their
motivators, the carrot and stick type of workplace. Thereafter, a large class dis-
motivators have remained dominant in cussion (30 minutes) ensued, and students
the workplace. Furthermore, students also were invited to report the findings of their
learned about the results of a 2012 Gal- group discussion. A lively, engaging, and
lup poll (Crabtree, 2013) that found that passionate discussion emerged on what
only 30% of people were engaged in their motivates them and what information or-
work, while 52% were not engaged, and ganizations should do in order to motivate
18% were actively disengaged. them.
As a consequence, it appeared that there
was still much to learn about motivation Post Discussion Review of Relevant
in the workplace. Thereafter, it seemed Management Literature
logical to discuss what motivated students
to give their best as current and future in- After facilitating lively and passionate
formation professionals, and what their student discussions on the motivation top-
expectations were from management. This ic, the instructor discussed Pink’s (2009)
was the background that students were conceptualization on motivation regard-
given before facilitating class discussions ing autonomy, mastery, and purpose and
on this topic. asked students to see if their listed moti-
vation factors were related with Pink’s
Discussion Questions contemporary notion of motivation and
to what extent. The goal was not to make
As part of a class discussion in an LIS any comparison between students’ listed
management course, 98 Masters of Li- motivation factors and Pink’s motivation
brary Science students were asked: conceptualization. Instead, the idea was to
make students aware of the latest develop-
“What motivates you to give your best at
ment in motivation theories and concepts
your workplace? List three key factors
and have them discuss the topic of moti-
that you consider the most important in
vation further in order to develop their
mobilizing you to make a difference in your
understanding on the topic of motivation.
organization.”
Furthermore, students also learned about
Respondents were from four differ- Zappos and Google’s work culture and
ent sections of the required management how these organizations have different but
course taught by the same instructor from highly successful strategies to motivate
spring 2013 to spring 2014 at a small their employees. As a class, we discussed
midwestern university. The courses were how libraries and information organiza-
taught in a blended format, and the discus- tions draw inspiration from these highly
sions took place in the face-to-face class successful organizations in order to moti-
meetings. No demographic information vate their employees.
was collected from the respondents.
After students responded to the above Discussion Analysis
questions individually on a blank pa-
per sheet, they were asked to discuss the After witnessing the lively, engaged,
motivation factors they listed in a group and passionate student discussions on the
of three to four students for 15 minutes. motivation topic and seeing some poten-
The idea of this peer discussion was to tially interesting patterns emerging, the in-
help them learn the similarities and differ- structor decided to compile the responses
ences in their motivation levels and what of students in four consecutive semesters
202 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE

from spring 2013 to spring 2014. The re- organizational culture (respect, trust, and
spondents’ answers to the question asked rapport—22%).
were organized into five categories:
Money
• Money
• Autonomy
Money was the comment least frequent-
• Recognition
ly made by 11% of the respondents and
• Culture of Respect, Trust, and Rapport
was always listed as a base need: that is,
• Engagement in the Work Itself
money doesn’t make up for a lack of other
The data was analyzed from the three motivators, but it needs to be sufficient to
cohorts taught in Kansas (KS) and one support a quality of life, as reflected in the
cohort in Oregon (OR). The next section following comments of the respondents:
will demonstrate how their perspectives
and expectations point to a need for some “Money doesn’t matter, except when it
radical changes in the traditional manage- does”
ment practices of some information orga-
nizations. “Without enough to live on, other motiva-
tions don’t matter”
Findings The above statements indicate that
money can motivate performance, and it
The findings indicate that engagement might matter a lot at the very low end of
in the work (intrinsic motivation—34%) the pay scale where an additional dollar
was the prevailing motivator in three out an hour can make a significant difference
of four cohorts. A surprisingly small per- to an individual. This might be applicable
centage of respondents (11%) considered to the information professionals joining
money to be a primary motivator. An the workforce at the entry level position.
analysis of the four cohorts shows that in- However, the contemporary research
trinsic motivators are more influential than shows that the impact of money might be
anything related to the carrot and stick phi- short-lived once people’s basic needs are
losophy. The findings appear to highlight fulfilled. Therefore, it would be useful for
that employee motivation is influenced by managers to discover what motivates their
a combination of factors related to man- employees rather than assuming that more
agement (recognition, autonomy, and en- carrots will help motivate them.
gagement in the work itself—67%) and
Autonomy

Autonomy means acting with choice,

which means we can be both autonomous
and happily interdependent with others
(Pink, 2009). The results of this study
indicate respondents’ desire to be self-
directed, that is, having a sense of control
in managing their projects. Some of the
comments made by the respondents dem-
onstrate this sentiment:
“Being trusted to use my time wisely and
efficiently to complete my tasks”
Figure 1.  Summary of extrinsic and intrinsic
motivators in four student cohorts. “Flexible work hours”
 The Impact of Intrinsic and Extrinsic Motivators on Employee Engagement 203
Most of the comments provided by “Acknowledgment across the organization
the respondents (12%) indicate that they that everyone contributes is what leads to
would like to be trusted to complete their success”
projects rather than being micromanaged Recognition might be interpreted both
by their supervisors. Furthermore, they extrinsically as well as intrinsically. The
also prefer to be able to manage their time. extrinsic reinforcement might reduce in-
Information organizations can support trinsic motivation and will be short-lived.
autonomy by giving LIS professionals The above statements seem to be geared
real control over various aspects of their towards intrinsic feelings of sincere recog-
work—whether it’s deciding what to work nition. Therefore, it would be more useful
on, when to do it, how to do it, or find- to rely on the reinforcement of intrinsic
ing their own ways of accomplishing the motivators such as sincere appreciation
tasks provided within a certain time frame, and “thank you” for their contributions for
given certain parameters and guidelines a sustainable and long-term success of in-
provided by their supervisors. However, formation organizations.
autonomy should not be misinterpreted
if future information professionals ex- Engagement in the Work
pect only autonomy but no accountability.
Contemporary behavioral studies show Based on the responses we received
that people want to be accountable—and (34%), engagement in the work was con-
making sure that they have control over sidered as the generation of opportunities
their task, their time, their technique, and for information professionals to be able to
their team is the most effective pathway to engage in or be involved in challenging
that destination. This approach will result and meaningful tasks that help them be-
in more engagement, as Pink (2010) states come difference makers in their organiza-
that control leads to compliance but au- tions. Some of the sample responses from
tonomy leads to engagement. A sense of this category were as follows:
autonomy might have a powerful effect on
individual performance and attitude. “Interesting or intellectually challenging”

Recognition “Being able to help the library advance/

make it more useful to patrons”
Recognition means a psychological
feeling of being valued and praised for “Opportunities for creativity and innova-
contributions. Many institutions have for- tion”
mal reward and recognition programs in
their organizations, and libraries are no ex- “What I’m actually doing makes a differ-
ception. Some of the comments made by ence”
the respondents highlight their desire to be
recognized for their accomplishments and It is clear from the above statements
contributions they make to their organiza- that employee engagement is a whole dif-
tions: ferent attitude. Respondents’ comments
indicate that engaged employees will go
“Feeling like my efforts are valued, not
above and beyond what is simply required
ignored”
of them in order to see their organization
succeed. The findings have implications
“A simple “thank you” goes a long way” for the educators teaching the required
management course and seem to indicate
“Praise and recognition of accomplish- that it would be worthwhile putting efforts
ments” into helping future generations of informa-
204 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE

tion professionals learn the importance of the future information professionals join-
intrinsic motivators and how they can be ing the workforce would expect a culture
engaged at their workplace. Moreover, it that values and trusts them. Furthermore,
also calls for information managers, lead- they also expect to be treated fairly and
ers, and practitioners to pay attention to prefer to have a good mentor who might
radical shifts in the work habits, motiva- help them if they have any questions re-
tions, and expectations of their employees. garding their work. It is obvious from the
It would be useful for the supervisors to responses that a clear, positive, and re-
consider spending more time in finding spectful culture will help library manag-
out the interests, motivations, and pas- ers and leaders be able to get the buy in
sions of future information professionals from their employees in their important
in order to delegate the right tasks to them. and critical projects for their organiza-
Furthermore, the findings also highlight tions. The information professionals will
the importance of designing a workplace be more engaged in the workplace because
that provides information professionals of the belief that their contributions mat-
opportunities to be able to engage in chal- ter and can make a difference. The craving
lenging, meaningful, and creative proj- on the part of information professionals to
ects and help them accomplish something be able to “make a difference” has already
transcendent or serve something very pur- been demonstrated in the preceding sec-
poseful beyond themselves. As this was tion under “engagement in the work,” and
the biggest category that emerged in our leadership in information organizations
discussion findings (34%), it does seem to can take advantage of their desires, pas-
indicate the importance of engagement at sions, and interests by tapping into their
the workplace. intrinsic motivators.

Culture of Respect, Trust, and Rapport Implications

The findings of this study demonstrate Although it was not the goal of the
that the respondents expect, value, and ap- present study to compare the motivation
preciate a culture of respect, trust, and rap- levels in four different cohorts, Figure 2
port (22%) in their organizations. Some of highlights many important points and ma-
the statements made by the respondents jor implications of this study. It is obvious
indicate that they would like to be treated from Figure 2 that the level of motivation
with dignity and respect at their work- varies from cohort to cohort, which might
place: be due to the makeup of their personali-
ties, education levels, work experience,
“If I’m not treated with respect or made to demographics, geography, and many other
feel like I matter, I disengage” reasons. At the same time, this figure also
reminds us to remember that although en-
“Having the freedom to work without gaged employees are truly passionate and
someone watching over me at all times” thoughtful about their work and strive to
make a difference in their organizations,
“Want to be treated fairly and others to be their motivation drivers might differ from
treated fairly as well” library to library, team to team, culture to
culture, and even from country to coun-
“Having someone who can clarify and try. For instance, the respondents from
answer any questions or concerns I have the OR (Oregon) cohort appeared to value
about work” the “engagement” aspect of their job more
than other cohorts in Kansas (KS). Simi-
It is clear from the above responses that larly, there are differences in other types of
 The Impact of Intrinsic and Extrinsic Motivators on Employee Engagement 205
motivators from cohort to cohort. Library The analysis of our class discussion of
managers and leaders need to dig deep in four student cohort demonstrates that in-
order to develop a firm understanding of formation organization leaders and man-
what engages their employees in the work agers should recognize that the future
itself. generation of information professionals
Based on the analysis of the findings in appears to be driven by intrinsic motiva-
the preceding sections, this class discus- tors. Therefore, they may influence radi-
sion appears to highlight the following im- cal change in the management practices of
plications for LIS educators, library lead- information organizations. Furthermore,
ers, and managers: information leaders and managers should
understand that intrinsic factors play a big-
• The current model of carrots and sticks, ger role in employee motivation and put
that is, extrinsic motivators, is not effort into creating a culture of respect,
appropriate for our current service- recognition, trust, and autonomy when tai-
oriented and knowledge-based work loring their management strategies to tap
environment; into the emotions of their coworkers.
• Intentionally teaching information
professionals the value of intrinsic mo- Conclusion
tivators in LIS schools by an engaged
pedagogy; The workplace and its employees are
• Designing an engaged pedagogy in very different today. One of the biggest
management courses that combines changes is employees’ expectations and
theory and practice in order to prepare their relationship to work. Every organiza-
tomorrow’s information professionals tion have its own unique method of mo-
for advocacy and social change; tivating its employees, and libraries are
• Designing a workplace by building no different. This study demonstrates that
upon the concepts of employee engage- it would be useful for the library leaders,
ment, autonomy, recognition, and by managers, and supervisors to give up the
creating a culture of respect, trust, and traditional beliefs about the role of carrot
rapport into our information organiza- and stick motivation approach that affect
tions that will provide better results; employee motivation if they are to deal
and effectively with today’s workforce and
• Developing appropriate management make their organizations productive. At
strategies by striking a good balance the same time, it ought to be remembered
between extrinsic and intrinsic motiva- that the theories behind intrinsic and ex-
tors by library managers and leaders to trinsic motivation still apply, and striking
tap into intrinsic motivations of future a balance between them might be the key
information professionals. to managerial success.

Figure 2.  Comparative analysis of extrinsic and intrinsic motivators in four student cohorts.
206 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE

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