SUMMER 2014

MOTIVATIONAL FACTORS INFLUENCING GENERATION Y IN THE

WORKPLACE: A CASE STUDY OF CITIBANK KENYA

BY

DIANA ACHIENG OCHOLA

UNITED STATES INTERNATIONAL UNIVERSITY -AFRICA

ii

MOTIVATIONAL FACTORS INFLUENCING GENERATION Y IN THE

WORKPALCE: A CASE STUDY OF CITIBANK KENYA

BY

DIANA ACHIENG OCHOLA

A Project Submitted to the Chandaria School of Business in Partial Fulfillment of the

Requirements for the Degree of Executive Masters in Organizational Development

(EMOD)

UNITED STATES INTERNATIONAL UNIVERSITY - AFRICA

SUMMER 2014

iii

STUDENT’S DECLARATION

I, the undersigned, declare that this is my original work and has not been submitted to, any

other college, institution or university other than the United States International University in

Nairobi for academic credit.

Signed: ..................................................................... Date:................................................

Diana Achieng Ochola (618151)

This project has been presented for examination with my approval as the appointed

supervisor.

Signed: ..................................................................... Date:................................................

Ciru Getecha

Signed: ..................................................................... Date:................................................

Dean, Chandaria School of Business

iv

COPYRIGHT

Under no circumstances will any part of this research project report be reproduced or

transmitted in any form, or by any means such as electronically, by magnetic tape or

mechanically, including photocopying, recording, on any information storage and retrieval

system without prior authorization in writing from the author.

©DianaAchiengOchola, 2014.

v

ABSTRACT

The general objective of this research was to determine motivational factors that influence

Generation Y in the workplace – A case study of Citibank Kenya. The study was guided by

the following specific objectives: to assess the need for achievement (N Ach) as a motivating

factor for generation Y in the workplace; to determine the need for affiliation (N Aff) as a

motivating factor for generation Y in the work place; and to assess the need for power (N

Pow) as a motivating factor for generation Y in the workplace.

For the research methodology, the researcher adopted descriptive research design and the

sampling technique that was used was the stratified random probability sampling. The

research population was drawn from the 97 permanent and contract staff of Citibank Kenya,

which is part of Citigroup, the financial services organization with operations in over 100

countries around the globe. Data was collected from a selected sample of 68 respondents.

The primary data was collected through the use of a structured and unstructured

questionnaire developed by the researcher on the basis of the three specific objectives. Data

was analyzed using means, standard deviations, frequency distributions and Pearson

correlations. This was done through the use of Statistical Package for Social Sciences (SPSS)

Software. The data was presented using tables and figures.

On the first objective on the need for achievement as a motivating factor for generations Y,

some of the key findings were that employees value persistence, constant learning in the

organization, having a sense of achievement in the workplace, doing their work well and

having a mastery of the tasks they do. All these are variables that show the need for

achievement in the workplace and therefore were reasonable to conclude that the need for

achievement is a motivating factor for Generation Y in the workplace. It is conclusive that

achievement is reached when an organization offers opportunities for growth and when

managers encourage constant learning and personal development.

With regard to the second objective, the need for affiliation as a motivating factor for

generation Y, the findings showed that generation Y are affiliation oriented as they would go

out of their way to make friends with new people, are more concerned with being liked and

vi

accepted by their colleagues and managers. It was also conclusive that Generation Y values

constant feedback from their supervisors and team members when they are performing their

job and all these variables support their need for affiliation in the workplace.

The need for power as a motivating factor for generation Y revealed that they feel confident

that they can manage an older team. It is conclusive that generation Y derive their sense of

power when they are rewarded well for the hard work and sacrifice in the workplace. From

the findings it was clear that the employees are divided on their satisfaction on the rewards

they receive based on their hard work and sacrifice.

The major conclusions drawn from the study were that the need for achievement for

generation Y in the workplace is a motivating factor and generation Y will consequently

value persistence, constant learning and personal development in the workplace. It is also

conclusive that the need for affiliation is a motivating factor for generation Y in the

workplace as generation Y will focus on building relationships and making a contribution to

society. Lastly, having a sense of power for generation Y is a key motivator and they will

thrive in environments where they feel their hard work is rewarded and their sacrifice is

recognized.

Recommendations for Citibank Kenya are to provide challenging work environment for

generation Y employees as this will enable them to perform their jobs better and have

increased motivation. They should also continue to provide a work atmosphere that fosters

relationship building and provides opportunities for making a contribution to society as tis

related to generation’s Y need for achievement. Lastly it is important for the organization to

create a leadership pipeline to ensure that generation Y take up leadership in the workplace

as this gives them a sense of power and confidence. This study only covered the motivational

factors affecting Generation Y based on David McClelland’s motivation theory. Further

research should be conducted to determine what other factors motivate Generation Y in the

workplace.

vii

ACKNOWLEDGEMENT

I would like to thank my heavenly father God for giving me wisdom to complete my project

and for strength to keep going even when days were challenging.

I would also like to thank my supervisor, Ciru Getecha for her guidance and direction

throughout the time that I was writing this project. Thank you for your time for consultation,

your feedback and wealth of knowledge that guided me in the right direction.

A special thank you goes out to my family, my mother, father, brothers and sister for always

encouraging me and making time to do family engagements within my schedule their support

cannot be explained in words and I am highly indebted to them.

To the Citibank Kenya staff members who willingly took their time to give me feedback for

this research, I will forever be grateful. Special mentions go out to the Human resource team

at Citibank Kenya namely Nicholas Kamere, Bethuel Chege, Monicah Kihia and Martin

Chege; I would not have completed this course were it not for your support and the flexibility

you offered to me during the duration of my master’s program.

For anyone that I may not have mentioned, I would just like to say thank you from the

bottom of my heart and May God bless you all abundantly.

viii

TABLE OF CONTENTS

STUDENT’S DECLARATION ............................................................................................ iii

COPYRIGHT ......................................................................................................................... iv

ABSTRACT ............................................................................................................................. v

ACKNOWLEDGEMENT .................................................................................................... vii

TABLE OF CONTENTS .................................................................................................... viii

LIST OF TABLES .................................................................................................................. x

LIST OF FIGURES ............................................................................................................. xiii

CHAPTER ONE ..................................................................................................................... 1

1.0 INTRODUCTION............................................................................................................. 1

1.1 Background of the Study .................................................................................................... 1

1.2 Statement of the Problem .................................................................................................... 6

1.3 General Objective of the Study ........................................................................................... 7

1.4 Specific Objectives ............................................................................................................. 7

1.5 Importance of the Study ...................................................................................................... 8

1.6 Scope of the Study .............................................................................................................. 8

1.7 Definition of Terms............................................................................................................. 9

1.8 Chapter Summary ............................................................................................................. 10

CHAPTER TWO .................................................................................................................. 11

2.0 LITERATURE REVIEW .............................................................................................. 11

2.1 Introduction ....................................................................................................................... 11

2.2 Need for Achievement as a Motivating Factor ................................................................. 11

ix

2.3 Need for Affiliation as a Motivating Factor ..................................................................... 15

2.4 Need for Power as a Motivating Factor ............................................................................ 19

2.5 Chapter Summary ............................................................................................................. 23

CHAPTER THREE .............................................................................................................. 24

3.0 RESEARCH METHODOLOGY .................................................................................. 24

3.1 Introduction ....................................................................................................................... 24

3.2 Research Design................................................................................................................ 24

3.3 Population and Sampling Design ...................................................................................... 25

3.4 Data Collection Methods .................................................................................................. 27

3.5 Research Procedures ......................................................................................................... 28

3.6 Data Analysis Methods ..................................................................................................... 28

3.7 Chapter Summary ............................................................................................................. 28

CHAPTER FOUR ................................................................................................................. 29

4.0 RESULTS AND FINDINGS .......................................................................................... 29

4.1 Introduction ....................................................................................................................... 29

4.1 General Information .......................................................................................................... 29

4.3 Need for Achievement at Work Place .............................................................................. 34

4.4 Need for Affiliation at Workplace .................................................................................... 41

4.5 Need for Power at Workplace ........................................................................................... 45

4.6 Chapter Summary ............................................................................................................. 49

x

CHAPTER FIVE .................................................................................................................. 50

5.0 DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS ........................... 50

5.1 Introduction ....................................................................................................................... 50

5.2 Summary ........................................................................................................................... 50

5.3 Discussions ....................................................................................................................... 52

5.4 Conclusions ....................................................................................................................... 57

5.5 Recommendations ............................................................................................................. 58

REFERENCES ...................................................................................................................... 60

APPENDICES ....................................................................................................................... 68

APPENDIX 1: RESEARCH QUESTIONNAIRE ............................................................. 69

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LIST OF TABLES

Table 3.1 Distribution of Population ...................................................................................... 25

Table 3.2 Sample Distribution ................................................................................................ 27

Table 4.1: Response Rate ........................................................................................................ 29

Table 4.2: Age of the Respondents ......................................................................................... 30

Table 4.3: Gender and Marital Status ..................................................................................... 30

Table 4.4: Level of Education and Length of Time in the Banking Industry ......................... 31

Table 4.5: Employment Status and Employee Motivation Factors ........................................ 32

Table 4.6: Salary and other Incentives .................................................................................... 33

Table 4.7: Other Motivating Factors ....................................................................................... 33

Table 4.8: Achievement Factors ............................................................................................. 34

Table 4.9: One – Sample Test ................................................................................................. 35

Table 4.10: Money and Sense of Accomplishment ................................................................ 35

Table 4.11: Correlation of Employment Status and Meaning and Purpose from Job ............ 36

Table 4.12: Employment Status and Meaning and Purpose from Job .................................... 36

Table 4.13: Correlation between Need for Achievement and Other Factors .......................... 37

Table 4.14: Constant Learning and Development .................................................................. 38

Table 4.15: Model Summary .................................................................................................. 39

Table 4.16: Anova ................................................................................................................... 39

Table 4.17: Coefficients .......................................................................................................... 40

Table 4.18: Career Growth ..................................................................................................... 41

Table 4.19: Need for Affiliation ............................................................................................. 41

Table 4.20: Correlation of Need for Affiliation ...................................................................... 42

Table 4.21: One-Sample Test ................................................................................................. 42

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Table 4.22: Feedback from Supervisors and Team ................................................................ 43

Table 4.23: Model Summary .................................................................................................. 43

Table 4.24: Anova ................................................................................................................... 43

Table 4.25: Coefficients .......................................................................................................... 44

Table 4.26: Need for Power .................................................................................................... 45

Table 4.27: Correlation between Job Status and Reputation .................................................. 45

Table 4.28: Reputation and Position ...................................................................................... 46

Table 4.29: One-Sample Test ................................................................................................. 46

Table 4.30: Correlation between Need for Power and Own Boss .......................................... 47

Table 4.31: Model Summary .................................................................................................. 47

Table 4.32: Anova ................................................................................................................... 48

Table 4.33: Coefficients .......................................................................................................... 48

xiii

LIST OF FIGURES

Figure 4.1: Other Employee Motivation Factors .................................................................... 32

Figure 4.2: Better Performance ............................................................................................... 38

Figure 4.3: Diversity in the Work Place ................................................................................. 44

Figure 4.4: Rewarding Hard Work ......................................................................................... 47

Figure 4.5: Influencing the Direction of Things ..................................................................... 49

1

CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of the Study

According to Dörnyei & Otto (1998), motivation is defined as the dynamically changing

cumulative stimulation in a person that initiates, guides, organizes, strengthens, terminates,

and evaluates the mental and motor processes whereby initial desires and needs are selected,

ordered, operationalized and can either be successfully or unsuccessfully acted out. Other

authors Broussard and Garrison (2004) describe motivation as the element that compels

individuals to do or not to do something.

Human motivation has been studied by researchers and there are theories that seek to explain

what motivates people. These content motivation theories include: The Maslow’s hierarchy

of needs which was developed by Abraham Maslow in the 1940s. Maslow (1943) stated that

human behavior can be explained by the process of satisfying needs through a

comprehensive hierarchy of specific needs namely physiological, safety, belongingness,

esteem and self-actualization needs often depicted as a pyramid.

Psychological needs form the base of the pyramid and they are the most important needs that

an individual needs in order to survive and these include food, clothes, shelter. Secondly

safety needs come in when an individual has meet the basic needs, they then begin to have a

longing for other needs and these are often associated with security and stability (the need to

have a job). Thirdly, belonging needs appear when the first two needs having been fully met

and an individual at this stage desire to belong and to be loved as no man is an island. These

can be referred to as social needs and include the need for friendships, family and acceptance

in a community. Fourthly we look at esteem needs relating to the ego of an individual, the

need for status, recognition and self-respect. Lastly the self-actualization need takes effect

and this is when a person has met the first four needs, they begin to look for personal growth

and seek the need for accomplishment in life by reaching their full potential and being the

best they can be. (Lussier and Achua 2007)

2

The two-factor theory is also known as Herzberg’s motivation-hygiene theory is also a

content motivation theory. Herzberg published an analysis showing the feelings of 200

engineers and accountants of over nine organizations in the United States. The employees

were asked to rate their work experiences as either extremely bad or exceptionally good, the

responses on good feelings were related to the content of their jobs (motivators) while those

that elicited bad feelings were related to the context of the job (hygiene factors). Motivators

include factors such as achievement, recognition in the workplace, responsibility given in the

office and advancement in their careers. Hygiene factors on the other hand include those that

are extrinsic to the job for example, interpersonal relationship in the office, the salary one

receives, supervision and company policy. (Herzberg 1966).

Alderfer (1967, 1969) saw some shortcomings in Maslow’s hierarchy of needs and sought to

address them by aligning the needs with empirical research and therefore developed his

content theory known as the ERG motivation theory (Robbins, 1998). Alderfer viewed an

individual to be motivated by 3 groups of core needs and these include; Existence,

Relatedness and Growth needs and this is where the name ERG was derived. Existence needs

look at the basic necessities that an individual needs in order to survive in his or her

environment. Relatedness needs looks at an individual’s need to socialize and have

relationships, this tie with their need to belong and feel accepted. Lastly growth needs look as

an individual’s desire to develop, achieve their goals and have a sense of fulfillment.

Lastly David McClelland’s motivation theory looked at human motivation as a recurrent

concern for a goal or condition as measured in fantasy which drives, directs and selects the

behavior of the individual. (McClelland 1985). MacClelland built on the work of Henry

Murray (1938) and focused on three particular motives: The Need for Achievement (N Ach);

the Need for Affiliation (N Aff); and the need for Power (N Pow) Boyatzis (2000).

The content motivation theories above clearly show that people are motivated at different

levels and therefore it becomes important to ensure that organization are able to recognizes

the factors that motivate and more specifically how different groups of people are motivated.

3

Looking at generation Y as a group of people, Goldgenh (2004) defines generation Y (gen Y)

as a group of more than 70 million people, comprised of teens and young adults born

between 1981 and 2000; the children of the baby boomers. Pricewaterhouse Coopers (PwC)

US commissioned Opinium Research to carry out an online survey of 4,364 graduates across

75 countries between 31 August and 7 October 2011. The research defined generation Y or

the millennial generation to be born between 1980 and 2000. In addition a Kenyan survey

done by PWC Kenya defined generation Y as individuals born between 1979 and 1990.

These three definitions have minimal differences however it is clear that generation Y

constitutes individuals born during the 80s.

In order to better define the characteristics that make up the millennial, Meier and Crocker

(2010) suggest that it is important to understand generation X and to determine how the two

generations differ from one another. Mieir and Crocker (2010) explain that generation X is

usually described as the generation following the baby boomers and born between 1961 and

1979 and that the term was based on a novel by Douglas Coupland, Generation X: Tales for

an Accelerated Culture, a book about young adults trying to discover themselves in society.

Nagle (1999) describes generation X as, “the most ignored, misunderstood, and disheartened

generation that the United States of America (USA) has seen in a long time.” She adds that

this generation grew up during the beginning of the technology era where home computers

and the internet became widely used by households everywhere. Generation X learned how

to avoid the mistakes of their parents and grow into a generation which values education,

hard work, and the power of money.

The literature above indicates characteristics of generation X that are relatively different from

generation Y. The latter generation is confident, independent, and goal-oriented and although

technological advances began in the gen X era, generation Y has adopted technology and

often knows more about the digital world than their teachers and parents.

The enhanced technological knowledge has launched generation Y into an era that has

enabled them to become accessible everywhere to anyone. Consequently gen Y has high self-

4

esteem and is defined as the trophy generation that allows every child to get a medal or

praise, leaving no one behind (Mieir and Crocker, 2010).

Furthermore Mieir and Crocker (2010) state that generation Y is seen to value

individualization, self-expression, optimism, and have a “Be Here Now” attitude.

Consequently due to their driven nature many are defined by their careers and are

workaholics, always wanting quick fixes that require little change and instant improvements.

They are not ones to be constrained but rather value options and flexibility and due to their

self-centered nature they are suspicious about authority (Mieir and Cooker, 2010).

Employers cannot afford to ignore this unique set of individuals and Gilbert (2011) suggests

that as this generation grows in the workforce and baby boomers retire, managers and human

resources professionals will need to develop new engagement models to take into account the

generational differences between baby boomers and millennials. Gilbert (2011) adds that

generation Y have grown up in a time where information has become available instantly and

as such, they have developed into a group that wants to work on new and tough problems,

and ones that require creative solutions. Tamara (2009), a millennial who had been struggling

in her role, admitted to peers that she expected that she would get to act on her ideas in the

workplace and that management would recognize the shift and needs of Generation Y.

Research conducted by the Chartered Institute of Personnel Development (CIPD) in the

United Kingdom shows that 50% of Generation Y workers who join an organization leave

within three years. A survey conducted by PwC’s Kenya found that 66% of employers report

that generation Y makes up between 25% and 75% of their workforces indicating that gen Y

are not just the next generation of employees, but the next generation of consumers who will

ultimately determine whether future businesses will succeed or fail (CIPD, 2009). With this

in mind it therefore becomes important to understand what motivates this group of people in

the work place and how do we manage them to ensure that organizations are attracting and

retaining the right talent to deliver results.

Ernst and Young released a research in 2013 that showed a significant shift in generation Y

and X moving into management roles in the past five years. The survey revealed that

5

management is evolving quickly: between 2008 and 2013 alone, 87% of gen Y managers

surveyed took on a management role vs. 38% of gen X and 19% of baby boomer managers.

By comparison, from 2003 to 2008, 12% gen Y, 30% Gen X and 23% of boomers moved

into management (Ernst and Young, 2013).

Karyne Twaronite, an Ernst and Young Americas inclusiveness officer and partner of Ernst

and Young advised that as management shifts to younger generations, companies should

focus on enhancing skill sets, addressing the challenges of managing multiple generations,

and retain and engage employees by understanding which workplace perks they may value

most. She added that while it is encouraging that millennials are expected to significantly

grow their managerial skills by 2020, the onus is on companies to also give them equitable

opportunities to gain the right mentors, sponsors, career experiences and training to capitalize

on this optimism (Ernst and Young, 2013).

Tata Consulting Services (TCS) has a 240,000-strong workforce of which over 70% are

under 30. This has put enormous pressure on the firm to change, some of the changes include

feedback on performance is given more quickly, and junior employees are given more

responsibility sooner. In addition TCS launched an internal social network inspired by

Facebook and Twitter, because younger workers wanted it. This has facilitated collaboration

on everything from designing valuable new software to volunteering in the community (The

Economist, 2013).

With the above in mind motivating factors become a key component to analyze in order to

better understand what drives generation Y in the workplace. This however cannot be looked

at in isolation and it therefore becomes important to look at the motivational factors across

generations. In a 2011 report, Barford and Hester (2011) discuss the results from a small

survey of 18 government employees. Six employees from generation Y, X, and baby

boomers were surveyed and they discovered that of the five tests that were done one

statistically showed differences between generation Y and generation X and between

generation Y and baby boomers Two involved significant differences between generation Y

and baby boomers only, and one between generation Y and generation X only .These results

indicated that there are motivational differences that exist between generations and that

6

generation X and generation Y are not motivated by the same factors (Barford and Hester,

2011).

In another study by Montana and Lenaghan, 6,000 managers and 500 representatives of

different companies and government agencies were asked to rank six of 25 motivational

factors that allowed them to do their best work (Montana & Lenaghan,1999). They

discovered that both generation X (recent graduates) and generation Y (current

undergraduates) identified the exact same six motivational factors; steady employment,

respect for me as a person, good pay, chance for promotion, opportunity for self-development

and improvement, and large amount of freedom on the job (Montana and Lenaghan, 1999).

It has been shown, argued and proven that unless employees are motivated to make sufficient

use of the potentials found in them during the employment process they may not achieve the

level of performance that is desired from them (Morris, 1998). It therefore becomes

important for organizations to take note of the millennial generation and adopt mechanism to

ensure they stay motivated in the workplace.

Motivation according to Campbell and Pitchard (1976) is a set of independent/dependent

variable relationship that explains the direction, skills and understanding of the task and

constraints operating in the environment. In addition motivation also refers to the underlying

psychological state that impels or causes behaviour.

The test for management therefore becomes how they are going to manage this dynamic

generation Y so that they can retain them in the organization and this has a great deal to do

with the motivational strategies they will employ on a continuous basis. This study will

examine generation Y and the factors influencing motivation at the workplace for this set of

individuals.

1.2 Statement of the Problem

Safakli and Eratnin (2012) indicate that the leading criteria for performance evaluation of

staff in an organization are their efficiency and efficiency performance can be formulated as

skills elevated by motivation. Naturally, task compatible skills are built up with aptitude,

7

knowledge, and coherent use of resources and these attributes contribute to an organizations

efficiency and performance which is directly related to motivation of employees.

Management therefore has the responsibility to define and exercise instruments to correctly

motivate the employees (Lawler 1973 and Jurkiewics and Brown, 1998).)

When the world faced an economic crisis, Robinson (2012) writes that millions of Gen Y-ers

reinvented themselves to show how much and how quickly they can add value to their

organizations in the most efficient manner indicating that the talent pool is changing. This

indicates that there is a need to understand the millennials, how they operate, what motives

them and consequently how an organization can adopt motivational strategies to retain them

in the workplace.

In addition, much of the research identified on generation Y focuses on the characteristics of

the group, little research has been conducted based on motivational factors influencing

generation Y based on the different motivational theories that exist. This provides an

opportunity for research to be done to review motivational factors based on a motivational

theory. This research study looked at motivational factors influencing generation Y based on

David McClelland’s Needs theory. This can in turn help in understanding if particular

motivators should be used to attract and retain generation Y.

1.3 General Objective

The general objective of this research was to determine motivational factors influencing

generation Y in the workplace.

1.4 Specific Objectives

This study was guided by the following specific objectives:

1.4.1 To assess the need for achievement as a motivating factor for generation Y.

1.4.2 To determine the need for affiliation as a motivating factor for generation Y.

1.4.2 To assess the need for power as a motivating factor for generation Y.

8

1.5 Importance of the Study

1.5.1 Banking Industry

This study will be useful to the banking industry as it can provide insights on what

motivational factors are driving the dynamic generation Y and consequently it may lead other

bank to do their own research. This can enable key players in the industry make informed

decisions when they are managing generation Y and therefore possibly create policies that

will enable them deliver results at the same time effectively manage this group of people.

1.5.2 Policy Makers in Government

The study will be beneficial to policy makers in government especially the ministry of

education. Through gaining an understanding of generation Y, this study will yield

information that can enable the tertiary institutions to possibly evolve the schools

curriculums so that they can churn out graduates who are equipped with certain skills sets

and competencies that make them competitive in the job market.

1.5.3 Researches and Academics

The study will be valuable to researchers and academics as it will provide valuable

information relating to the motivational factors of generation Y based on David

McClellands’s theory that will enable the researchers and academics to build on this and

carry out other research on motivational factors based on other motivational theory.

1.6 Scope of the Study

This study was conducted with the banking industry in mind, a case study of Citibank Kenya.

The population was all the generation Y employees sampled across all departments within

the organization. The population size of generation Y at Citibank was 97 employees. The

time frame to conduct the research was between January 2014 and April 2014.

9

The research was limited to Citibank Nairobi only represents the views of employees within

the organizations and therefore one cannot give a conclusive indication whether the findings

of this research reflect those of other Banks in Kenya

1.7 Definition of Terms

1.7.1 Motivation

Broussard and Garrison (2004) describe motivation as the element that compels individuals

to do or not to do something

1.7.2 Generation Y

Generation Y as defined by PWC (2010) are individuals born between 1979 and 1990. It

should be noted that there are other definitions but the differences between the years are

minimal.

1.7.3 Millennial

Millennial is a synonymous word used to refer to generation Y who are defined as

individuals born between 1979 and 1990 (PWC, 2010)

1.7.4 Generation X

Meir and Crocker (2010) define Generation X as the generation born during the 1960s and

1970s

1.7.5 Baby Boomers

Radner (1998) describe baby boomers as individuals born from 1946 to 1964. The population

of baby boomers in 1997 was 78 million and 29 percent of this was from the United States of

America.

10

1.8 Chapter Summary

This chapter provided a background of study that looks at the context of generation Y and the

factors that motivate them in the workplace. The statement of the problem followed and

described the need of the research project and the gaps this research intends to fill for the

benefit of the users of this research paper.

The purpose of the study was then highlighted and the importance of the study explained the

benefits of the research and justified the purpose of the study to the readers. Next the chapter

described the scope of the study and concluded with a chapter summary. The next chapter

presents the literature review. Chapter three describes the research methodology that was

adopted for the study and chapter four presents the analysis of the study findings. Lastly,

chapter five discusses the findings, draws conclusions and makes recommendations for

improvement and future research.

11

CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Introduction

This chapter examines previous research work and information relating to motivational

factors influencing Gen Y based on David McClelland’s Need Theory. The specific

objectives of the study are to assess the need for achievement as a motivating factor for Gen

Y, to determine the need for affiliation as a motivating factor for Gen Y and to assess Gen

Y’s need for power as a motivating factor for Gen Y. The chapter is organized according to

the research objectives as follows; 2.1 outlines literature review related to the need of

achievement as a motivating factor for generation Y, 2.2 summarizes literature related to the

need for affiliation as a motivating factor for generation Y and lastly 2.3 describes the need

for power as a motivating factor for generation Y. It then concludes with a chapter summary.

2.1 Need for Achievement as a Motivating Factor

According to Spence and Helmreich (1983) achievements are defined as task-oriented

behavior. Stipek (2002) contextualizes achievement stating that standards and even the

definitions of achievement vary depending on the various contests for example achievement

on the playing field, on stage, in an art studio, or even in a kitchen or a garden can mean

different things. In sports for example success usually means winning, although it could also

be defined in terms of personal improvement. Success for a pianist might be measured in the

length of applause or in newspaper reviews, for a hostess in the amount of food the guests

consume, and for a surgeon in patient survival rates.

The different perspectives of scholars and writers results in varying definitions of

achievement, nonetheless it has to do with a sense of accomplished that is based on

measurements and performance which varies depending on the task at hand. Achievement

motivation therefore according to Atkinson (1964), can be defined as the comparison of

performances with others and against certain standard activities. Atkinson, Brody and

Feather (1966) recommended that achievement motivation is a combination of two

12

personality variables: tendency to approach success and tendency to avoid failure. Bigge and

Hunt (1980) further defined achievement motivation as the drive to work with diligence and

vitality, to constantly steer toward targets, to obtain dominance in challenging and difficult

tasks and create a sense of achievement as a result.

Nicholls (1984) brought in a different perspective that was aimed at making MacClelland

definition of achievement motivation more precise. He looked at defining achievement

motivation in terms of the effect associated with performance that is evaluated in terms of

standards of excellence while the former defined achievement behaviour as that behavior in

which the goal is to develop or demonstrate—to self or to others— high ability, or to avoid

demonstrating low ability. He added that it implied that in achievement situations

individuals desire success to the extent that it indicates high ability and seek to avoid failure

to the extent that it indicates low ability.

Earlier, Helmreich (1978) summed up the theories concerning the achievement motivation

and conducted studies that argued that achievement motivation consists of four elements, i.e.

mastery of needs, work orientation, competition, and personal unconcern. Studies found that

the interaction of the first three elements; mastery of needs, work orientation and competition

as the key reasons that contributes to excellent performance of individuals and is highly

related to personal achievements.

Four elements were defined indicating that individuals who have mastery of needs will prefer

jobs that are challenging, intellectually demanding, and thought-oriented. In addition they

will enjoy playing a leadership role in groups and is able to complete tasks already started.

The work oriented individuals more often take a proactive attitude toward work and loves

what he or she does. He or she obtains sense of satisfaction from work and pursues self-

realization and growth. Persons who are competition oriented will always hope for victory

and has the desire to win over others. Lastly individuals who are achievement oriented will

have personal unconcern and this means that they do not consider success or stellar

performance to be the cause of being rejected by others and consequently they have no fear

of success (Helmreich, 1978).

13

Connecting the latter with Nicholls’s definition of achievement motivation, we see that there

exist elements that contribute to an individual behaviour to demonstrate high ability resulting

to high achievement of goals and demonstrating low ability which would contribute to low

achievement of goals. The elements highlighted by Helmreich (1978) would therefore

indicate that the need for achievement can vary from individual to individual based on their

motive/drive to achieve. The motive can encompass all the four elements or even just one. It

is therefore important to analyze the characteristics of an individual with a high need of

achievement verses low achievement individuals.

According to Caird (2013) a person with a high need for achievement has the following

characteristics; an orientation towards the future with an optimistic outlook to life, a strong

task orientation with a results driven nature and have the same expectation of the people

around them, a reliance on their own ability which make them self-driven and energetic and

on the other hand restless in situations where people are not performing to their expectations.

In addition they are effective time keepers and demonstrate high level of responsibility and

will put in the long hours to ensure that they complete tasks. They have opinionated views

and ideas they freely share with people, their determination to ensure objectives are met even

through obstacles makes them hard workers who are ready to take on challenges

In contrast underachievement is commonly defined as a discrepancy between potential (or

ability) and performance (or achievement) (Reis and McCoach,2000). Most literature suggest

that underachievers have lower academic self-perceptions, lower self-motivation and self-

regulations and less goal oriented behavior and more negative attitudes towards life. Schunk

and Zimmerman (1998); Supplee (1990); Whitmore, (1980) and McCall, Evahn and Kratzer

(1992) in addition Gardner (1972) indicated that people with low levels of this tendency

(Low n Achievement) have been shown to be concerned about failure, tend to avoid

achievement-related tasks, and prefer tasks which are too easy or too difficult in relation to

the person's abilities.

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2.1.1 Generation Y’s Need For Achievement In The Workplace

Generation Y is an innovative generation of employees who are entering the workforce with

new expectations and this entrance of generation Y into the workforce has stirred up a certain

level of commotion in the workplace, as employers scramble to find out as much information

as possible about them (Fernandez, 2009). Hersey (2010) analyzed the childhood of

generation Y and concluded that they have grown up in a culture of praise, raised by active,

involved parents who often interceded on their behalf, protecting them and ensuring that they

were treated well and grew up safely. He further adds that they have been brought up in the

most child-centered generation ever and consequently they have been programmed and

nurtured to expect to be told how they’re doing and to think anything is possible.

The secure feeling attained by strong parental involvement makes the members of generation

Y believe they can accomplish most anything and therefore their need for achievement is

very high. It therefore becomes important for organizations to effectively attract and manage

these high achievers by having a clear understanding of the work values of generation Y and

how they may differ from the values of previous generations (Twenge and Campbell, 2008).

Eisner (2005) writes that a generation Y high achievement characteristic is derived from their

value of “intellectual challenges, a need to succeed, and consequently they seek those who

will further their professional development, measures their own success”

On the contrary to the high need for achievement characteristics highlighted of generation Y,

a majority of employers say generation Y workers have poor work habits and unrealistic pay

demands. This is based on a new study by Millennial Branding, a generation Y research and

consulting firm, and American Express. The survey polled 1,000 gen Y employees and 1,000

managers from different industries across the country stating that 47 percent of bosses said

millennials have a poor work ethic, 46 percent said they’re easily distracted and 51 percent

said they have inflated compensation expectations (Schawbel, 2013). The challenges of

working with generation’s Y high achievers stem from their tendency to have an inflated

opinion of themselves and to be overconfident, especially given their limited work

15

experience. They expect to have meaning and purpose in their jobs from the very first day of

work and look to be challenged (Suleman and Nelson, 2011).

The perceptions held by managers can lead to them expressing negative attitudes of

generation Y in the workplace which can in turn affect their high achievement nature and

consequently de-motivate them at the workplace. Suleman and Nelson (2011) suggest that in

order to ensure that generation Y remain high achievers it is important for managers to

provide clear work expectations, but allow millennials to bring their own imprint to their

jobs. Show them the big picture as to how their jobs relate to the mission, strategic

objectives, and core values of the organization. Furthermore since millennials are committed

to constant learning and personal development and growth their manager can easily serve as

a coach and mentor to meet that expectation.

2.2 Need for Affiliation as a Motivating Factor

Psychologists have found that relationships with other people are at the core of human

existence and are the foundations of social behaviors. A relationship can be defined as how

one person thinks feels, perceives, expects, and reacts to the actions of another person.

Recent researchers agree that a relationship is a series of interactions between two related

people, extending over a period of time (Hinde, 1997). Generally, individuals have the need

to belong to other people and objects. They also have the motivation to form interpersonal

attachments. Affiliation motivation indicates an individual’s desire and tendency to receive

social rewards and develop a sense of communion with others (Li, Lau and Day, 2003).

Markus and Kitayama (1991) put forward that individuals vary in the degree to which they

see themselves as separate from or connected to other people or groups. Research suggests

that individuals’ self-construal shapes their needs and values, strongly influencing their

motivations, cognitions and emotions in social settings.

The affiliation motive as defined by French and Chadwick (1956) is the desire to establish

and/or maintain warm and friendly interpersonal relations and is incentivized by the pleasure

of being with other persons and exchanging contact with them. Need for affiliation may be

considered as a factor of extroversion. Extroversion is interpersonal relationship and is

16

related to the quality of social interaction (McCrae and Costa, 1989). Extraverts tend to be

warm, enthusiastic, outgoing and friendly and are more likely to be active participants in

group discussion, exhibiting leader behaviour and command high levels of intra-group

popularity (Costa and McCrae, 1992, Littlepage, Schmidt, Whisler and Frost, 1995 and

Mann, 1959). One role that is congruent with people having high need for affiliation is

leadership. These individuals tend to exhibit high levels of group participation and thus

emerge as group leaders Stein and Heller (1979). Since people with a high need for affiliation

are outgoing and talkative, they are predisposed to view the prospects of working in teams

favourably and feel confident about their ability to perform well in a team environment

Thomas, Moore and Scott (1996). However, the pleasure of social interaction might often be

at the expense of efficient management of task demands.

Jha (2010) writes that researchers believe that people possess a basic desire to form and

maintain a few enduring, positive and significant interpersonal relationships. People with a

high need for affiliation desire to spend maximum time preserving social relationships,

joining groups and wanting to be loved. He however adds that individuals who have this

overwhelming need for affiliation, however, are not the most effective managers or leaders

simply because they have a hard time making difficult decisions without worrying about

being disliked. This contradicts Stein and Heller’s (1979) and Mann (1959) descriptions of

individuals with high need for affiliation as they indicate that such individuals emerge as

group leaders due to their levels of group participation.

Individuals experience low, moderate or high need of affiliation. McMahon (2013) explains

that a person with a moderate need of affiliation tends to want to belong to groups, create

connections, and establish relationships with other people. In an office, this might include

joining office organizations, making friends with coworkers, and creating a sense of

belonging within the company. A low need of affiliation can be part of a more independent

personality. People who do not feel a strong desire to affiliate with others may be viewed as

loners, and could have difficulty finding support. She goes further to explain that on the other

end of the scale, a high need of affiliation can create a clingy, demanding personality. These

individuals may have limited tolerance for dissent and can exert pressure on the people

17

around them. A desire for everyone to get along is also a key characteristic of people with a

high need for affiliation. These individuals may fear controversy or arguments, and can be

difficult in a workplace environment where criticism of projects and individuals may be an

important aspect of collaboration on projects (McMahon, 2013).

The new workplace environment is changing and Elsdon (2003) enlightens us that we are

entering an era when it makes sense to move away from mere retention strategies of control

and toward more mutually beneficial strategies of affiliation. Furthermore to succeed in this

emerging work world, organizational leaders and human resource professionals must create

new relationships with individuals built around the concept of affiliation.

This can include changed roles and behaviors that respect mutual interests, and will require a

culture of inclusion expressed internally through workforce diversity, externally through

workforce partnerships, at a community level through philanthropy, and globally through the

pursuit of a greater good.

2.2.1 Generation’s Y Affiliation Motivation In The Workplace

The dynamic nature of organizations has brought about a central dilemma in many

organizations today who are seeking to integrate the drive for organizational performance

with the search for individual fulfillment. Elsdon (2003) argues that exceptional

organizational performance is built on meeting individual aspirations and the human resource

department is therefore expected to advocate both for the individual employee and the

organization.

A strategic approach that looks at the relationship between individuals and organizations is

needed to foster openness and individual development in addition to performance and this

will consequently generate alignment of individual aspiration with organizational direction.

Affiliation therefore becomes the center in this two way communication between an

individual and the organization and is built on the principles of understanding individual

needs, providing options and choices, fostering learning, supporting breadth in development

and engaging individuals (Elsdon, 2003).

18

Reflecting on members of the generation Y, they are dedicated in involving themselves in

activities that are worthwhile, having their input recognized, and are they are not keen to put

in years of service in order to gain any significant reward from their employer (Martin,

2005). In the workplace, they seek constant feedback, even on a daily basis (Glass, 2007,

Martin, 2005). Generation Y like to work in teams, preferably with one or more mentors at

hand. The ideal work environment for generation Y can be compared to a village raising a

child (Valueoptions, 2007). Be it face-to-face or digitally, Mangelsdorf (2013) views

generation Y as natural human connectors who value diversity and have a strong sense of

affiliation, resulting in powerful bonds with their friends and chosen tribe. She adds that due

to the nature of virtual working spaces, Generation Y have mastered the art of managing

virtual teams and nurturing virtual relationships.

Twenge and Campelle (2012) conducted a study that which compared the traits of young

people in high school and entering college today with those of baby boomers and generation

X. The study showed an increasing trend of valuing money, image, and fame more than

inherent principles like self-acceptance, affiliation, and community. This can therefore

support the 'generation me' view of generational differences rather than the 'generation we'.

Although Howe and Strauss (2000) portray generation Y as engaging, high-achieving, and

confident, among other as their core traits, Twenge (2006) contradicts this in her book and

states that she sees no evidence that today's young people feel much attachment to duty or to

group cohesion stressing that young people have been consistently taught to put their own

needs first and to focus on feeling good about themselves.

Chau (2012) adds on to Twenge stating that in a recent study it was found that there was a

decline in civic interest, such as political participation and trust in government, as well as in

concern for others, including charity donations, and in the importance of having a job

worthwhile to society. These contradicting views clearly show the complexity of generation

Y and what motivates them in the work place, some scholars view them as impendent and

self – centered while other view them as team players who have genuine concern for others.

It is largely viewed that community service among the millennials has risen over the years,

however Twenge (2006) says that even community service does not seem to stem from

19

genuine altruism. Twenge and Campbell (2012) research study states that the number of

public high schools with organized community-service programs jumped from 9 percent in

1984 to 46 percent in 1999, as it is a requirement to complete community service ours in

order to graduate.

As defined by Li and Day (2003) affiliation motivation primarily looks at an individual

desire or need to commune with others, from the research above it is clear that there are

contradiction to the behaviours that are exhibited by generation Y in regard to their need for

affiliation. It cannot be ascertained from the literature above where it stems from a genuine

desire of whether it is driven by other motivating factors.

2.3 Need for Power as a Motivating Factor

Humans are social being and just like many other social species they show differences in

how they seek and enjoy power. Certain individuals are driven to become socially visible and

dominate their fellow individuals while others do not show concern of self-assertion but

rather feel comfortable keeping a low social profile. Schultheiss and Pang (2007) explains

that such individual differences in the drive for power have been conceptualized and studied

over the past 50 years and represents an enduring affective preference for having impact on

other people or the world at large (Winter, 1973).

Schultheiss and Pang (2007) writes that in a study of motivational profiles of North

American managers, McClelland noticed that many of those who reach the top of

organizations and are rated as highly effective in their positions, demonstrate a concern for

influencing people. This is, in McClelland’s terms, a need for power which is not simply seen

as the raw desire to control others or simply to exert authority but a need that is disciplined

and controlled so that it is directed toward the benefit of the institution as a whole and not

toward the manager’s personal exaggeration.

In a research conducted by McClelland and Burnham (1976) to analyze the motivations of

managers, the findings showed that good manager's power motivation is not oriented toward

personal boasting but towards the institution which he or she serves. The study also revealed

20

that people high in power are more organization oriented and are inclined to get nominated to

positions of authority, to control their drinking, and to be of service to others. In addition,

people motivated by a need for personal power are fairly more effective and have the ability

to produce a greater sense of responsibility in their departments and in their teams. On the

other hand, managers motivated by personal power can sometimes not disciplined enough to

be good organization leaders and in most cases their juniors will show loyalty to them as

opposed to the organization as large. Therefore when such a managers exits the organization,

it may lead to inefficiencies and sometimes chaos as the team spirit of the team will decrease

and lose its sense of belonging.

A research conducted by Veroff and Veroff (1970) summarized the power motivation using a

measure and they concluded that power motivation occurs in status groups that are concerned

about their weaknesses, power motivation is correlated with positive social performance and

adjustment when the power demands are not publicly salient, power motivation can lead to

the avoidance of the power situation including self-destruction, power motivation can be part

of apparently successful lifestyles if affiliation motivation is low, but such a lifestyle with a

single theme motivation can be fraught with conflict, power motivation can be associated

with a differentiated dynamic life in combination with other motives ( affiliation and

achievement).

Power-motivated managers, like achievement orientated managers and the affiliates;

demonstrate distinct characteristics as highlighted by (Stuart – Kotze, 2010). This includes

being highly organization-minded, feeling responsible for building organizations to which

they belong believing strongly in centralized authority, they like to work which is different

from the high achiever who likes to minimize work by becoming more efficient while power-

motivated manager enjoys work for its own sake.

Power motivated managers are willing to sacrifice some of their own self-interest for the

good of the organization, have a strong sense of justice, feeling that hard work and sacrifice

should be rewarded. Individuals with a strong power motive experience the consummation of

21

the impact incentive as pleasurable and rewarding, whereas individuals with a weak power

motive do not derive much pleasure from having impact. Accordingly, the former are more

motivated than the latter to seek out opportunities to have impact on others. They are ar-

ticulate, charismatic leaders who want to win arguments and get others to do things their way

and they seek to influence through communication (Stuart - Kotze 2010). Power-motivated

individuals seek to dominate others and avoid being dominated by others. As a consequence,

they are particularly sensitive to social cues signaling others’ high or low dominance (Fodor,

Wick and Hartsen, 2006).

2.3.1 Generation’s Y Power Motivation In The Workplace

Motivation and power are so closely linked together that one can say there is power in a

motivated person. Denny (2002) explains that success comes through people. For the new

manager who knows how to energize people and maintain their enthusiasm, the art of

motivating is one of his or her success secrets. Recent literature has highlighted the changing

face of leadership, where the trend of younger people supervising older employees is

becoming more prevalent (Kelly Services, 2009; Armour, 2005). A study with more than

3,200 Generation Y finance professionals across 122 countries found that almost 40% of

Generation Y employees were already managing others (ACCA and Mercer, 2010).

Cappelli and Novelli (2010) noted that as the workforce ages, executives are getting younger,

with the growing percentage of supervisors being younger than their subordinates. A study

showed that 88% of companies now worry about recruiting older people because of potential

conflicts with younger employees and this therefore necessitates the evolution of supervisor-

supervisee relationships.

Due to this changing nature of the workforce, the older employees commonly feel that

younger supervisors might have the "paper qualifications" but lack knowledge and

experience as well as the ability to understand older employees' concerns while academics

have pointed out that Generation Y employees’ zeal to progress quickly might not be

matched to their soft skills (Burke, 2004; Gursoy, Mier and Chi., 2008; Pekala, 2001).

22

The issue of intergenerational tension and ageism might worsen in this changing face of

leadership as it brings about a power struggle within the workplace and the degree of such

conflicts is also expected to increase in organizations (Burke, 2004; Kelly Services, 2009).

Spinks and Moore (2007) illustrate that in the Canadian labour force, there are now four

generations each having its distinct characteristics, expectations and priorities. This type of

diversity in the workplace is very unique whereby as compared to the past, in today's

workforce, generations are more likely to be mixed at all levels of the organization. A unique

feature in this new diversity is that Generation Y and now leading older workers as compared

to the past where younger workers tended to report to older workers (Families and Work

Institute 2005).

According to Asgar (2014) compared to generation X, generation Y has a different concept

of authority and power. He explains that generation X view their leaders as experts in their

fields and therefore in order to gain access to that power and authority it must be earned. On

the other hand the millennials have been brought up in an environment where they are

encouraged to engage with people of all levels and question authority. Therefore in as much

as they recognize the power their managers may have they are not afraid to put them to task

and consequently it becomes important for mangers to adopt a more inclusive management

style of leadership as opposed to a command and control whereby they exert their power.

Power in the workplace can be leverage or need based. Management can increase an

individual's formal or personal power on the job in a number of ways (Robbins and Judge

2007; Ryan, 2007). Formal power is derived by achieving higher promotions in the

organization, and with it, the ability to link legitimate, coercive or reward power. Linking this

with Generations Y characteristic of having strong desire for rewarding opportunities and

being driven less by money and more by accomplishment we can imply that management has

a role to ensure that they recognize the efforts of Generation Y in the workplace and reward

them accordingly Mayhew (2010). While working towards these promotions and a potential

increase in formal power, an employee can increase personal power by supplementing skills

and personal characteristics and of the two bases for power in the workplace, it has been

shown that personal power yields the most benefits (Azzarello, 2007; Gallo, 2007).

23

Millennials want to express their creativity and be able to complete tasks on their own - using

their own methods and this indicated their learning-oriented nature consequently confirming

that they have a high personal power (Mayhew, 2010). Gallo (2007) writes about increasing

employee power by thinking of themselves as a commodity. It is essential in the modern

business world for employees to never forget that you need to "sell yourself as a brand".

Gallo says that by showing your workplace the expert and referent power value you can

provide, you can be successful (Gallo, 2007).

From the literature above, Generation Y exhibit strong high power motivation as they are

self-starters with a burning desire to learn and build themselves, their overconfidence and

sense of self entitlement can rub managers the wrong way and consequently stereotype them

as arrogant.

2.5 Chapter Summary

The literature review explored the research objective that will guide this study and looked at

the three motivational factors that can affect generation Y in the workplace. The need for

achievement looked at defining achievement motivation in terms of affect associated with

performance that is evaluated in terms of standards of excellence.

The literature showed that generation Y has high need for achievement; however a majority

of employers say gen Y workers have poor work habits and unrealistic pay demands and this

is largely due to the perception and negative attitude held by managers in the workplace.

Affiliation motivation looked at generation’s Y the desire to establish and/or maintain warm

and friendly interpersonal relations. generation Y, as much as they appear to be concerned by

the people around them and want to collaborate this need may be largely driven by their need

to achieve and therefore the genuineness is questionable.

Lastly the need for power among generation Y is strong and this is attributed due to their

independent nature and will seek out opportunities and become self- starters and therefore

seek formal and internal power opportunities. The next chapter will presents the research

methodology used for the study.

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CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Introduction

This chapter described the research design that was used for the study and the population on

which the research was conducted. The sampling design was selected based on the

population and the key features that were highlighted were the sampling frame, sampling

technique and the sample size. The data collections methods that was most appropriate for

the study was employed to ensure accuracy at the same time considering time and resources

available. Data analysis methods explained the tools were be used to examine the data

collected and helped to draw conclusions based on the results and findings of the data

collected.

3.2 Research Design

This study used descriptive research design to evaluate the factors influencing motivation of

Generation Y at the workplace. Robson (2002) states that the objective of descriptive

research is to portray an accurate profile of persons, events, or situations. It is necessary to

have a clear picture of the phenomena on which you wish to collect data prior to the

collection of the data (Saunders, Lewis and Thornhill 2003). Descriptive data emerges

following creative exploration, and serves to organize the findings in order to fit them with

explanations, and then test or validate those explanations (Krathwohl, 1993).

The advantage of using descriptive research as written by Shuttleworth (2008) is that the data

collected is often used as a pre-cursor to more quantitatively research designs. It will provide

the general overview giving some valuable pointers as to what variables are worth testing

quantitatively. In addition this research design is often used by anthropologists, psychologists

and social scientists to observe natural behaviors without affecting them in any way and is

used by market researchers to judge the habits of customers, or by companies wishing to

judge the morale of staff (Shuttleworth 2008).

25

This research design was therefore best suited for this study as it sought to study the factors

motivating generation Y at the workplace and used descriptive research design to study the

characteristics of generation Y and what motivates them at their jobs. The dependent variable

was generation Y at the workplace and the independent variable is the motivational factors

which include need for achievement, need for affiliation and need for power.

3.3 Population and Sampling Design

3.3.1 Population

The study population refers to the entire group of people, events, or things of interest that the

researcher wishes to investigate. It forms the basis from which the sample or subjects for the

study will be drawn. Blumberg, Cooper and Schindler (2005) refer to it as total collection of

elements about which we wish to make some inferences.

For this research, the study population was drawn from Citibank Kenya which is part of

Citigroup, the pre-eminent financial services organization in the world operations in over 100

countries around the globe, with assets totaling US$1.1 trillion and 268,000 employees

worldwide. The population of Generation Y staff at Citibank Kenya was 97 who included

both permanent and contract staff members. For purposes of the research Generation Y was

defined as individuals born between 1979 and 1990 who are between the ages of 25-35 years.

The target population was therefore be 97 staff members as they fall within this age group of

which 71 staff members are permanent while 26 are on contract. This population was diverse

because as it included contract and permanent staff and also junior, middle and senior

managers.

Table 3.1 Distribution of Population

Category Population (N) Percentage

Permanent staff 71 73

Contract staff 26 27

Total 97 100

26

3.3.2 Sampling Design

3.3.2.1 Sampling Frame

A sampling frame as defined by Särndal, Swensson and Wretman (2003) is the source

material or device from which a sample is drawn. It is a list of all those within a population

who can be sampled, and may include individuals, households or institutions. The sample

frame for this particular study comprised of permanent and contract employees of Citibank

Kenya. A listing from which the sample frame will be drawn will be obtained from the

human resources department.

3.3.2.2. Sampling Technique

The sampling design is defined as the procedure or plan drawn up before any data is

collected to obtain a sample from a given population. For this particular study, the stratified

random probability sampling technique will be adopted to ensure fair representation and

generalization of findings to the general population.

This sampling technique was chosen because the study focused on all the characteristics of

the population in terms of contract staff and permanent staff, levels of management amongst

others to ensure that different characteristics is represented. The benefits of sampling include

lower costs, greater accuracy of results, and greater speed of data collection and availability

of population elements (Blumberg et al, 2005).

3.3.2.3 Sample Size

The sample size refers to the number of observations used for calculating estimates of a

given population (Yin, 2003). The sample size for this particular study was drawn

proportionately such that each sample category was 70% of the target population to and this

ensured equal representation of all the various levels Citibank staff population. The most

significant factors that was considered in selecting and or determining the sample size was

the variations in the sample population as well as the need for a precise estimate.

27

Table 3.2 Sample Distribution

Category Population (N) Calculation to

arrive at sample

size (n)

Sample (n)

Permanent staff 71 71*0.7 50

Contract staff 26 26*0.7 18

TOTAL 97 97*0.7 68

3.4 Data Collection Methods

The data collection method used was both structured and unstructured questionnaire which

will be organized on the basis of the three research objectives; to assess the effect of

achievement motivation as a motivating factor for Generation Y in the workplace; to

determine the effect of affiliation motivation as a motivating factor for Generation Y in the

workplace and to establish the effect of power motivation as a motivating factor for

Generation Y in the workplace.

The research instrument was developed based on the literature by the various authors as seen

from the literature review section. The sections of the questionnaire will be as follows;

Section A looks at the demographic characteristics of the employees within the organization,

section B looks at aspects of Generation Y’s need for achievement and the organizations

contributions towards fulfilling the need for achievement, section C looks at aspects of

Generation Y’s need for affiliation and the organizations contributions towards fulfilling the

need for affiliation and Section D looks at aspects of Generation Y’s need for power and the

organizations contributions towards fulfilling the need for power. The questionnaire will be

administered online via email to all employees as well as distributing hard copy

questionnaires to the various departments.

28

3.5 Research Procedures

To carry out the research for this particular study, primary data was used and a questionnaire

which had both structured and unstructured questions were developed for the purposes of

collecting data. The questionnaires were self-administered and permission was sought before

the questionnaire is administered to the sample size. A pre-test was first conducted with a

few individuals from the sample size to expose any errors the questionnaire may have before

it went goes out to the whole sample size. The questionnaire was then distributed to the

whole sample size and it took the employees approximately 10-15 minutes to fill in the

questionnaire. The distribution and collection of data took approximately two weeks.

3.6 Data Analysis Methods

This particular research study used descriptive statistics methods of data analysis and the

sampling technique that was used was the stratified random probability sampling. The data

analysis tool that used was Statistical Package for Social Sciences (SPSS) Software SPSS.

This software is used for managing data and calculating a wide variety of statistics. Data was

analyzed using means, standard deviations, frequency distributions and Pearson correlations

were presented using tables and figures.

3.7 Chapter Summary

This chapter has reviewed the research methodology that was used for this study. The chapter

has clearly demonstrated the research design used as well as the population and sampling

design selected. It has gone further to indicate the sampling technique, data collection

methods, the research procedures as well as the data analysis methods that were used for this

study. The next chapter presents the analysis of the study findings.

29

CHAPTER FOUR

4.0 RESULTS AND FINDINGS

4.1 Introduction

This chapter provides the results and findings about the motivational factors influencing

generation Y in the work place. The chapter is divided into different sections starting with

section 4.2 that describes demographic representation of the population of study. Section 4.3

presents analysis on the need for achievement as a motivating factor. Section 4.4 presents the

analysis of the need for affiliation as a motivating factor. Section 4.5 has the analysis on the

need for power as a motivating factor while section 4.6 is a summary of the whole chapter.

4.1 General Information

Demographic information basically refers to data representing modelled socio-economic

statistics such as population. Demographic data includes characteristics of human population,

growth, density and distribution. They are normally used for the purpose of marketing,

government and opinion research.

4.1.1 Response Rate

Response rate is the total number of respondents who participated in the study and it is

presented as a percentage. This study had a sample size of 68 respondents from the major

departments of the organization. Out of the sample size, 63 employees responded and this is

represented in the table below.

Table 4.1: Response Rate

Category Response Rate % Response Rate

Didn’t Respond 5 7%

Responded 63 93%

Total Respondents 68 100%

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4.2.2 Age of Respondents

To ascertain the age representation of the population in the banking industry, Table 4.2 was

used. As shown in the table, 22% are in the age bracket of 25 years, 54% are in the age

bracket of 26 – 30 years, 21% are in the age bracket of 31 – 35 years and 3% are in the age

bracket of 36 – 40 years. The result implies that most of the population in the banking

industry is youths.

Table 4.2: Age of Respondents

Age Bracket Frequency Percent

25 16 25%

26-30 34 54%

31-35 13 21%

Total 63 100%

4.2.3 Gender and Marital Status

In the banking industry, most of the population is single. The latter statement is supported by

Table 4.3 whereby singles are represented by 64.5% while married are represented by 35.5%.

The table further shows that single male population is represented by 62.9% while female

population is represented by 66.7%. On the other hand, married male population is

represented by 37.1% while married female population is represented by 33.3%.

Table 4.3: Gender and Marital Status

Marital Status Total

Single Married

Gender

Male Count 22 13 35

% 62.9% 37.1% 100.0%

Female Count 18 9 27

66.7% 33.3% 100.0%

Total Count 40 22 62

% 64.5% 35.5% 100.0%

31

4.2.4 Level of Education and Length of Time in the Banking Industry

To check on the level of education and the length of time taken in the banking industry,

Table 4.4 was extracted. The table shows that there are only two levels of education in the

banking sector; the bachelor’s degree holders and the master degree holders. From the table,

30.2% of the bachelor’s degree holders have 1 – 3 years of experience, 39.6% have 3 – 6

years of experience, 15.1% have 6 –9 years of experience and 15.1% have more than 9 years

of experience. On the other hand, 20% of master degree holders have 1 – 3 years of

experience, 30% have 3 – 6 years of experience and 50% have 6 – 9 years of experience. The

implication of the result is that the bachelor degree holder’s population decreases as the

number of years increases while the master’s population increases as the numbers of years

increases.

Table 4.4: Level of Education and Length of Time in the Banking Industry

Length of time in banking industry Total

1-3 yrs 3-6yrs 6-9yrs More than 9 yrs

Level Of

Education

Degree Count 16 21 8 8 53

% 30.2% 39.6% 15.1% 15.1% 100.0%

Masters Count 2 3 5 0 10

% 20.0% 30.0% 50.0% 0.0% 100.0%

Total Count 18 24 13 7 63

% 28.6% 38.1% 20.6% 12.7% 100.0%

4.2.5 Employment Status and Employee Motivation Factors

To ascertain employee motivational factors in different employment status, Table 4.5 was

extracted. From the table, contract staff are mostly motivated by achievement (87.5%),

followed by affiliation with others (6.3%) finally by power (6.3%).

On the other hand, full-time staff are mostly motivated by achievement (90.9%), followed by

affiliation with others (6.1%) finally by power (3%).

32

Table 4.5: Employment Status and Employee Motivation Factors

What Motivates An Employee Most

Total Achievement

Affiliation with

others Power

Employment

Status

Contract staff Count 14 1 1 16

% 87.5% 6.3% 6.3% 100.0%

Full-time

staff

Count 30 2 1 33

% 90.9% 6.1% 3.0% 100.0%

Total Count 44 3 2 49

% 89.8% 6.1% 4.1% 100.0%

4.2.6 Other Employee Motivation Factors

To check on other motivational factors, Figure 4.1 was used. The figure shows that 47% of

employees are motivated by compensation, 13% are motivated by recognition, 7% are

motivated by work environment and 7% are motivated by career growth. The figure implies

that compensation is the most motivating factor while career growth is the least motivating

factor.

Figure 4.1: Other Employee Motivation Factors

Table 4.6 shows the relationship between the statements; incentives and other benefits

influence your performance and is salary the most important attribute towards employee

motivation.

From the table, 36.5% of the employees believe that salary is the most important attribute

towards employee motivation while 63.5% refute the statement. Among those employees

7%

7%

13%

47%

0% 10% 20% 30% 40% 50%

Career Growth

Work Environment

Recognition

Compensation

Motivating Factors

Career Growth

Work Environment

Recognition

Compensation

33

who believe that salary is a contributor towards employee motivation, 78.3% believe that

incentives and other benefits highly influence employee performance, 8.7% believe that

incentives do not influence employee performance while 13% had no opinion about the

statement. On the other hand, 69.2% believe that salaries highly influence employee

performance, 10.3% believe that incentives do not influence employee performance and

20.5% had no opinion about the statement.

Table 4.6: Salary and other Incentives

Do incentives and other benefits influence your

performance? Total

Highly Influences Does Not Influence . No Opinion

Is salary the

most important

attribute

towards

employee

motivation

YES Count (23) 18 2 3 23

36.50% 78.3% 8.7% 13.0% 100.0%

NO Count (40) 27 4 8 39

63.50% 69.2% 10.3% 20.5% 100.0%

Total Count (63) 45 6 11 62

100% 72.6% 6.5% 16.1% 100.0%

Table 4.7 reveals the level at which employees agree and disagree to the motivational

variables. From the table, 76% of the employees agree that periodical increase in salaries

motivates them while 5% refute the same statement. Forty nine percent of the employees

agree that they are satisfied with the support they are getting from hr department while 20%

refute the statement. Finally, 74% of employees agree that a job security is a motivating

factor while 9% disagree to the statement.

Table 4.7: Other Motivating Factors

Agree Neutral Disagree Total

Does periodical increase in salary motivate you the

most? 76% 19 5% 100%

Are you satisfied with the support you are getting from

the HR department? 49% 30 20% 100%

Is job security in the existing company a motivating

factor for you? 74% 16 9% 100%

34

4.3 Need for Achievement at Work Place

Using coefficient of variation (C.V), Table 4.8 represents the factors that help employees to

perform and achieve at the work place. The highest ranked factor is persistence (0.20), then

constant learning and personal development (0.23), doing things well (0.24), opportunities

that support career growth (0.33), mastering (0.63), sense of accomplishment (0.73), then

finally salary expectation (0.91). According to the table, generation Y believes that after

understanding a task to be partaken, they persist in doing the task.

Managers encourage constant learning and personal development and by doing so,

employees achieve satisfaction by doing things well. According to generation Y,

achievement is reached when the organization offers opportunities that support career

growth. A learning organization makes employees struggle to master a process of doing

things that move on to something that they are good at. This makes them be driven less by

money but more by having a sense of accomplishment.

Table 4.8: Achievement Factors

Mean Std. Dev C.V

Once I undertake a task, I persist. 4.21 .864 0.20

My manager encourages constant learning and personal development 3.88 .904 0.23

I find satisfaction in doing things as well as I can. 4.65 1.095 0.24

The organization offers opportunities that support my career growth. 3.27 1.071 0.33

If I’m not good at something I would rather keep struggling to master it than

move on to something I may be good at.

3.98 2.524

0.63

I am driven less by money but more by having a sense of accomplishment. 3.68 2.684 0.73

My sense of achievement is derived from my employer meeting my salary

expectation.

3.92 3.567

0.91

4.3.1 One Sample Statistics

A t-test’s statistical significance indicates whether or not the difference between two groups’

averages most likely reflects a “real” difference in the population from which the groups

were sampled. Table 4.9 represents one sample test. The second column of the output

presents the t-test values (11.968, 3.095, 11.081.928 and 7.571). The third column gives the

degrees of freedom which are 59 and 62. The significance of the test is in column 4. The

mean of the variables; I find satisfaction in doing things as well as I can (4.65), If I’m not

35

good at something I would rather keep struggling to master it than move on to something I

may be good at, Once I undertake a task I persist and my manager encourages constant

learning and personal development are statistically significantly different from the test value

of 3. This implies that for an organization to highly achieve there must be satisfaction,

persistence and constant learning and development.

Table 4.9: One – Sample Test

One-Sample Test

Test Value = 3

t df Sig

. (2

-

tail

ed)

Mea

n

Dif

fere

nc

e

95% Confidence

Interval of the

Difference

Lower Upper

I find satisfaction in doing things as well as

I can.

11.968 62 .000 1.651 1.38 1.93

If I’m not good at something I would rather

keep struggling to master it than move on to

something I may be good at.

3.095 62 .003 .984 .35 1.62

Once I undertake a task, I persist. 11.08 62 .000 1.206 .99 1.42

The organization offers opportunities that

support my career growth.

1.928 59 .059 .267 -.01 .54

My manager encourages constant learning

and personal development

7.571 59 .000 .883 .65 1.12

To confirm how much generation Y employees are driven less by money but more by having

a sense of accomplishment, Table 4.10 was extracted. From the table, 21% of employees

disagree with the statement and believe that generation Y employees are highly driven by

money but less by having a sense of accomplishment. The remaining 79% of employees

agree with the statement. The result implies that generation Y employees are more focused to

accomplishing a task than receiving money out of that task.

Table 4.10: Money and Sense of Accomplishment

I am driven less by money but more by having a sense of accomplishment

Frequency Percentage

Strongly Disagree 6 10%

Disagree 7 11%

Partly Agree 15 24%

Agree 23 37%

Strongly Agree 12 19%

Total 63 100%

36

Table 4.11 shows the coefficient of variation of different employment status of generation Y

employees. The result reveals that all employees expect meaning and purpose from their job

from the very first day of work (r=-0.299*, p<0.05, N=59). From the table, there is a

significant relationship between employment status with the meaning and purpose of the job

employees do.

Table 4.11: Correlation of Employment Status and Meaning and Purpose from Job

I expect meaning and purpose from my job from the

very first day of work.

Employment status

Pearson Correlation -.299*

Sig. (2-tailed) .021

N 59

*. Correlation is significant at the 0.05 level (2-tailed).

To confirm the percentage of employees who agree and disagree to the expected meaning

and purpose of the job for the very first time, Table 4.12 was used. From the table, 5.3% of

contract staff disagree to the statement (I expect meaning and purpose from my job from the

very fast day of work) while 94.7% of the same category agree to the same category. On the

other hand, 17.5% of the full-time employees disagree to the statement while 82.5% of the

same category of employees agrees to the stamen.

Table 4.12: Employment Status and Meaning and Purpose from Job

I expect meaning and purpose from my job from the very first day of

work. Total

Strongly

Disagree Disagree

Partly

Agree Agree Strongly Agree

Em

plo

ym

ent

Sta

tus

Contract staff 0 1 2 9 7 19

0.0% 5.3% 10.5% 47.4% 36.8% 100%

Full-time staff 3 4 9 11 13 40

7.5% 10.0% 22.5% 27.5% 32.5% 100%

Total 3 5 11 20 20 59

5.1% 6.8% 18.6% 32.2% 33.9% 100%

Table 4.13 reveals the relationship between need for achievement and other motivation

factors. The results show that the variables; I would rather learn easy fun games than difficult

thought games correlates with need for achievement at (r=0.445**, p<0.01), Once I

undertake a task I persist correlates at (r=-0.348**, p<0.01), I prefer to do things that require

a high level of skill correlates at (r=0.440**, p<0.01) and the more talents I acquire, the more

37

successful I feel I will be correlates to need for achievement at (0.416**, p<0.01). Other

variables that correlate to need for achievement are; I am very confident in my skills and

competencies correlates at (r=0.618**, p<0.01), I feel the organization understands my career

needs correlates at (r=0.694**, p<0.01), My supervisor provides clear work expectations

correlates at (r=0.677**, p<0.01) and I feel that my input in valued by my supervisor

correlates at (r=0.626**, p<0.01).

Table 4.13: Correlation between Need for Achievement and Other Factors

Need for Achievement

I would rather learn easy fun games than difficult

thought games.

Pearson Correlation .445**

Sig. (2-tailed) .000

Once I undertake a task, I persist. Pearson Correlation -.348**

Sig. (2-tailed) .005

I prefer to do things that require a high level of skill Pearson Correlation .440**

Sig. (2-tailed) .000

The more talents I acquire, the more successful I feel I

will be.

Pearson Correlation .416**

Sig. (2-tailed) .001

I am very confident in my skills and competencies. Pearson Correlation .618**

Sig. (2-tailed) .000

I feel the organization understands my career needs. Pearson Correlation .694**

Sig. (2-tailed) .000

My supervisor provides clear work expectations. Pearson Correlation .677**

Sig. (2-tailed) .000

I feel that my input in valued by my supervisor. Pearson Correlation .626**

Sig. (2-tailed) .000

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

Table 4.14 shows the level at which employees with different educational backgrounds agree

and disagree to the statement that manager encourages constant learning and personal

development. From the table, 8% of employees with bachelor’s degrees disagree with the

statement while 92% of the same categories agree to the statement. Contrary, 10% of the

employees with master degrees disagree constant learning and development helps

organization achieve their objectives while 90% of the same category agree to the statement.

38

Table 4.14: Constant Learning and Development

My manager encourages constant learning and personal

development

Total

Str

on

gly

Dis

agre

e

Dis

agre

e

Par

tly

Ag

ree

Ag

ree

Str

on

gly

Ag

ree

Lev

el o

f

Ed

uca

tio

n

Degree Count 1 3 9 24 13 50

% 2.0% 6.0% 18.0% 48.0% 26.0% 100.0%

Masters Count 0 1 1 7 1 10

% 0.0% 10.0% 10.0% 70.0% 10.0% 100.0%

Total Count 1 4 10 31 14 60

% 1.7% 6.7% 16.7% 51.7% 23.3% 100.0%

Figure 4.2 reveals how important it is when an employee performs better than others on a

task. From the figure, 13% of the employees disagree that employees should strive to

perform better than others. On the other hand, 19%, 35% and 33% partly agree, agree and

strongly agree to the statement respectively.

Figure 4.2: Better Performance

4.3.1 Model Summary

Model summary is used when foreseeing the value of a variable based on the value of

another variable. In this case, the variable being used to predict the other variable's value is

33%35%

19%

13%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Strongly agree Agree Partly agree Disagree

It is important to to me to perform better than others on tasks

Strongly agree

Agree

Partly agree

Disagree

39

called the independent variable or sometimes the predictor variable. The variable being

predicted is called the dependent variable or sometimes the outcome variable.

The Table 4.15 provided the R and R2 value. The R value is 0.798, which represented the

simple correlation and, therefore, indicated a high degree of correlation. The R2 value

indicated how much of the dependent variable employee achievement can be explained by

the independent variable, (motivational factors). In this case, 63.7% could be explained,

which is highly large.

Table 4.15: Model Summary

Model Summary

Model R

R

Square Adjusted R Square Std. Error of the Estimate

1 .798a .637 .618 1.30734

a. Predictors: (Constant). My manager encourages constant learning and personal development, I

feel that my input in valued by my supervisor. The more talents I acquire, the more successful I

feel I will be.

The ANOVA in Table 4.16 indicates that the regression model predicted the outcome

variable significantly well. This is shown at the "Regression" row and at the Sig. column.

This indicates the statistical significance of the regression model that is applied. For this case,

P is 0.00 which is less than 0.01 and indicates that, overall, the model applied is significantly

good enough in predicting the outcome variable.

Table 4.16: Anova

ANOVAa

Model

Sum of

Squares Df Mean Square F Sig.

1 Regression 168.107 3 56.036 32.786 .000b

Residual 95.712 56 1.709

Total 263.819 59

a. Dependent Variable: Need for Achievement

b. Predictors: (Constant). My manager encourages constant learning and personal development I feel that my

input in valued by my supervisor. The more talents I acquire, the more successful I feel I will be.

40

Table 4.17 below, Coefficients, provides the information on each predictor variable. This

provided with the information necessary to predict generation Y employee achievement as a

motivating factor.

It is well shown that both the constant and employee achievement contribute significantly to

the model (by looking at the Sig. column). By looking at the B column under the

Unstandardized Coefficients column, the regression equation is presented as:

Need for Achievement = 1.999 + (0.067) (more talent acquired, more successful feel) +

(0.143)(feel my input is valued by supervisor)

Table 4.17: Coefficients

Coefficientsa

Model

Unstandardized Coefficients

Standardized

Coefficients

T

Sig

.

B Std. Error Beta

1 (Constant) 1.999 .753 2.655 .01

0

The more talents I acquire, the more

successful I feel I will be.

.067 .013 .430 5.239 .00

0

I feel that my input in valued by my

supervisor.

.143 .018 .644 7.948 .00

0

My manager encourages constant

learning and personal development

.424 .192 .181 2.206 .03

1

a. Dependent Variable: Need for Achievement

Table 4.18 shows the level at which employees agrees at the statement that; organization

offers opportunities that support my career growth using employees’ experience. From the

table 23.5% of employees of the experience of 1 – 3 years disagree to the latter statement

while 76.5% of the same category agrees to the statement. Generally, 21.7% of employees

disagree that opportunities that their organization offer support their career growth while

78.1% of employees agree to the same statement.

41

Table 4.18: Career Growth

The organization offers opportunities that support my career

growth.

Total

Str

on

gly

Dis

agre

e

Dis

agre

e

Par

tly

Ag

ree

Ag

ree

Str

on

gly

Ag

ree

Len

gth

Ser

ved

in

Ban

kin

g I

nd

ust

ry 1-3 yrs

Count 1 3 7 5 1 17

% 5.9% 17.6% 41.2% 29.4% 5.9% 100.0%

3-6yrs Count 2 3 8 8 2 23

% 8.7% 13.0% 34.8% 34.8% 8.7% 100.0%

6-9yrs Count 0 3 4 2 3 12

% 0.0% 25.0% 33.3% 16.7% 25.0% 100.0%

More than 9

yrs

Count 1 0 2 3 1 7

% 14.3% 0.0% 28.6% 42.9% 14.3% 100.0%

Total Count 4 9 21 19 7 60

% 6.7% 15.0% 35.0% 31.7% 11.7% 100.0%

4.4 Need for Affiliation at Workplace

Coefficient of variation (C.V) was used to determine the significance of the variables. Table

4.19 shows that the variable; I go out of my way to make friends with new people has a

coefficient of variation of 0.23. This is followed by, I am concerned about being liked and

accepted (0.36) then finally; I am sensitive to others, especially when they are angry (0.90).

the table implies that employee affiliation is among the motivating factors.

Table 4.19: Need for Affiliation

Need For Affiliation Variables Mean Std. Dev C.V

I go out of my way to make friends with new people. 3.60 .827 0.23

I am concerned about being liked and accepted. 3.28 1.166 0.36

I am sensitive to others, especially when they are angry. 4.27 3.839 0.90

Table 4.20 reveals the relationship between need for affiliation and other affiliation factors. I

prefer to work alone and be my own boss correlates with need for affiliation at (r=0.912**,

p<0.01, N=60). I go out of my way to make friends with new people correlates to need for

affiliation at (r=0.289*, p<0.05, N=60) and I am concerned about being liked and accepted

correlates to need for affiliation at (r=0.266*, p<0.05, N=60).

42

Table 4.20: Correlation of Need for Affiliation

Need for Affiliation

I prefer to work alone and be my own boss.

Pearson Correlation .912**

Sig. (2-tailed) .000

N 60

I go out of my way to make friends with new

people.

Pearson Correlation .289*

Sig. (2-tailed) .025

N 60

I am concerned about being liked and accepted.

Pearson Correlation .266*

Sig. (2-tailed) .040

N 60

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

*. Correlation is significant at the 0.05 level (2-tailed).

Table 4.21 represents one sample test. The t-test values are (2.307, 2.448, 2.514 and 2.634).

The degree of freedom is at 59. The mean of the variables; I enjoy and seek warm, friendly

relationships, I think about my feelings and the feelings of others, I would prefer working for

organizations that makes a worthwhile contribution to society and I am motivated when by a

manager who demonstrates a genuine concern for my wellbeing are statistically significantly

different from the test value of 3. This implies that for employees to be fully motivated, an

organization should highly enhance employee affiliation.

Table 4.21: One-Sample Test

One-Sample Test

Test Value = 3

t df

Sig. (2-

tailed)

Mean

Difference

95% Confidence

Interval of the

Difference

Lower Upper

I enjoy and seek warm, friendly relationships. 2.307 59 .025 1.567 .21 2.93

I think about my feelings and the feelings of

others.

2.448 59 .017 1.650 .30 3.00

I would prefer working for organizations that

makes a worthwhile contribution to society.

2.514 59 .015 1.700 .35 3.05

I am motivated when by a manager who

demonstrates a genuine concern for my

wellbeing.

2.634 59 .011 2.233 .54 3.93

Table 4.22 shows the level at which employees agree and disagree to the statement that;

when doing a job, I value constant feedback from my supervisors and team.

43

From the table 5% of the employees disagree to the latter statement while 95% of the

employees agree to the statement. The table implies that more employees feel more

motivated when their jobs are valued by supervisors and team.

Table 4.22: Feedback from Supervisors and Team

When doing a job, I value constant feedback from my

supervisors and team.

Total

Str

on

gly

Dis

agre

e

Dis

agre

e

Par

tly

Ag

ree

Ag

ree

Str

on

gly

Ag

ree

Job

Cat

ego

ry Contract

staff

Count 1 0 0 7 12 20

% 5.0% 0.0% 0.0% 35.0% 60.0% 100.0%

Full-time

staff

Count 1 1 4 14 18 40

% 2.5% 2.5% 10.0% 35.0% 50.0% 100.0%

Total Count 2 1 4 21 32 60

% 3.3% 1.7% 6.7% 35.0% 50.0% 100.0%

In Table 4.23 the R value is 0.932, and it represents the simple correlation and, therefore,

indicates a high degree of correlation. The R2 value indicates how much of the dependent

variable (need for affiliation) can be explained by the independent variables. In this case,

86.9% could be explained, which is highly large.

Table 4.23: Model Summary

Model Summary

Model R R Square Adjusted R Square Std. Error of the Estimate

1 .932a .869 .857 1.44320

a. Predictors: (Constant). I enjoy and seek warm, friendly relationships. I don’t like being left out of activities.

In Table 4.24, P is 0.00 which is less than 0.01 and indicates that, overall, the model applied

is significantly good enough in predicting the outcome variable.

Table 4.24: Anova

ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 748.626 5 149.725 71.886 .000b

Residual 112.472 54 2.083

Total 861.098 59

a. Dependent Variable: Need for Affiliation

b. Predictors: (Constant). I enjoy and seek warm, friendly relationship I don’t like being left out of activities.,

44

Coefficients results are presented in Table 4.25. It is well shown in the sig. column that the

constant (I enjoy and seek warm, friendly relationship I don’t like being left out of activities)

and need for affiliation contributes significantly to the model. By looking at the B column

under the Unstandardized Coefficients column, the regression equation is presented as:

Need for affiliation = 4.823 + (0.068) (I enjoy and seek warm, friendly relationships) +

(0.064) (I don’t like being left out of activities).

Table 4.25: Coefficients

Coefficientsa

Model

Unstandardized

Coefficients

Standardized

Coefficients t Sig.

B Std. Error Beta

1

(Constant) 4.823 .608

7.937 .000

I enjoy and seek warm,

friendly relationships. .068 .036 .093 1.884 .000

I don’t like being left out

of activities. .064 .028 .112 2.266 .000

a. Dependent Variable: Need for Affiliation

Figure 4.3 displays the degree at which employees agree or disagree to the statement that

diversity in the workplace is an important feature when looking for an employer. From the

figure, 6% of the employees disagree to the statement while 94% of employees agree to the

statement.

Figure 4.3: Diversity in the Work Place

32%

38%

24%

6%

Diversity is an important feature when looking for an employer

Strongly agree

Agree

Partly agree

Disagree

45

4.5 Need for Power at Workplace

Table 4.26 reveals the variables that express power at work place. Coefficient of variation

was the statistical tool used to show the level of significance. The statement; I want my ideas

to be used has a coefficient of variation of 0.16. I enjoy influencing the direction of things

(0.21), I am concerned about my reputation or position (0.22), I can confidently manage a

team that is older than me (0.23) and I enjoy a good argument (0.26). The organization

rewards my hard work and sacrifice adequately has a coefficient of variation of 0.34 and

Status symbols are important to me (0.83).

Table 4.26: Need for Power

Mean Std. Dev C.V

I want my ideas to be used. 4.33 .705 0.16

I enjoy influencing the direction of things. 4.20 .879 0.21

I am concerned about my reputation or position. 4.10 .896 0.22

I can confidently manage a team that is older than me. 3.82 .892 0.23

I enjoy a good argument. 3.70 .979 0.26

The organization rewards my hard work and sacrifice adequately. 3.00 1.008 0.34

Status symbols are important to me. 3.25 2.704 0.83

Table 4.27 shows the correlation between job status and reputation. From the table there is a

significant relationship between job status and reputation at (r=-0.310*, p<0.05,N=59).

Table 4.27: Correlation between Job Status and Reputation

Job Status

I am concerned about my reputation

or position.

Pearson Correlation -.310*

Sig. (2-tailed) 0.017

N 59

*. Correlation is significant at the 0.05 level (2-tailed).

To confirm the percentage of employees who agree and disagree, Table 4.28 was extracted.

From the table 8.5% of employees are not concerned about their reputation or position. On

the other hand 91.5% are concerned about their reputation or position.

46

Table 4.28: Reputation and Position

I am concerned about my reputation or position.

Total Disagree

Partly

Agree Agree

Strongly

Agree

Job Status

Contract

Staff

Count 2 2 16 17 37

% 5.4% 5.4% 43.2% 45.9% 100.0%

Full Time

Staff

Count 3 4 11 4 22

% 13.6% 18.2% 50.0% 18.2% 100.0%

Total Count 5 6 27 21 59

% 8.5% 10.2% 45.8% 35.6% 100.0%

One sample test is represented in Table 4.29. The t-test values are (1.910, 1.920 and 14.647).

The degree of freedom is 59. The mean of the variables; I want my ideas to be used is

statistically significantly different from the test value of 3. Other variables like; I am eager to

be my own boss and I prefer to be in charge of events are not statistically significantly

different from the test value of 3. This implies that generation Y employees are highly

motivated by power when their ideas are exercised.

Table 4.29: One-Sample Test

One-Sample Test

Test Value = 3

T Df

Sig. (2-

tailed)

Mean

Difference

95% Confidence Interval of

the Difference

Lower Upper

I am eager to be my own boss. 1.910 59 .061 1.650 -.08 3.38

I prefer to be in charge of events. 1.920 59 .060 1.317 -.06 2.69

I want my ideas to be used. 14.647 59 .000 1.333 1.15 1.52

Figure 4.4 reveals the level at which employees agree and disagree to the statement that the

organization rewards my hard work and sacrifice adequately. From the figure 56% of the

employees disagree to the statement while 44% of the employees agree to the same

statement.

47

Figure 4.4: Rewarding Hard Work

Table 4.30 shows the correlation between need for power and preference of working alone

and being own boss. From the table, need for power is correlated to preference of working

alone and being own boss at (0.904**, p<0.01, N=60).

Table 4.30: Correlation between Need for Power and Own Boss

Need for Power

I prefer to work alone and be my own

boss.

Pearson Correlation .904**

Sig. (2-tailed) .000

N 60

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

The Table 4.31 provided the R and R2 value. The R value is 0.223, which represented the

simple correlation and, therefore, indicated a high degree of correlation. The R2 value

indicated how much of the dependent variable (need for power) can be explained by the

independent variable, (I prefer to be in charge of event Status symbols are important to me).

In this case, 5% could be explained, which is too small.

Table 4.31: Model Summary

Model Summary

Model R R Square Adjusted R Square Std. Error of the Estimate

1 .223a .050 -.020 3.17344

a. Predictors: (Constant). I prefer to be in charge of event Status symbols are important to me.

8%

13%

24%45%

10%

The Organization rewards my hard work and sacrifice adequately

Strongly agree

Agree

Partly agree

Disagree

Strongly disagree

48

The ANOVA in table 4.32 indicates that the regression model predicted the outcome variable

significantly well. This is shown at the "Regression" row and at the Sig. column. This

indicates the statistical significance of the regression model that is applied.

For this case, P is 0.00 which is less than 0.01 and indicates that, overall, the model applied

is significantly good enough in predicting the outcome variable.

Table 4.32: Anova

ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 28.878 4 7.220 .717 .000b

Residual 553.890 55 10.071

Total 582.768 59

a. Dependent Variable: Need for Power

b. Predictors: (Constant). I prefer to be in charge of even . Status symbols are important to me.

Table 4.33 below, Coefficients, provides the information on each predictor variable. This

provided with the information necessary to predict need for power as an employee

motivating factor.

It is well shown that both the constant and need for power contribute significantly to the

model (by looking at the Sig. column). By looking at the B column under the Unstandardized

Coefficients column, the regression equation is presented as: Need for power = 3.496 +

(0.028) (Status symbols are important to me) + (0.086) (I prefer to be in charge of events)

Table 4.33: Coefficients

Coefficientsa

Model

Unstandardized

Coefficients

Standardized

Coefficients t Sig.

B Std. Error Beta

1

(Constant) 3.496 .847

4.130 .000

Status symbols are important to me. .028 .153 .024 .186 .000

I prefer to be in charge of events. .086 .078 .146 1.109 .000

a. Dependent Variable: Need for Power

Figure 4.5 shows the level at which employees agree and disagree to the statement; I enjoy

influencing the direction of things. From the figure, 24% of the employees disagree to the

statement while 76% of the employees agree to the statement.

49

Figure 4.5: Influencing the Direction of Things

4.6 Chapter Summary

In this chapter, the researcher provided the findings with respect to the information given out

by the respondents. The first section provided analysis of the general information of

respondents, the second section presented study findings based on the need for achievement

as a motivating factor for generation Y. This was followed by the findings on the need for

affiliation as a motivating factor for generation Y. The section that followed presented the

study findings on the need for power as a motivating factor for generation Y, all of these

applying to a case study of Citibank Kenya. The next chapter provides the conclusion,

summary as well as discussions and recommendations.

43%

33%

19%

5%

I enjoy Influencing the direction of things

Strongly agree

Agree

Partly disagree

Disagree

50

CHAPTER FIVE

5.0 DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

The purpose of the study was to determine the motivational factors influencing generation Y

in the workplace. This chapter covered the summary and discussions of the findings obtained

based on each of the three research objectives. It also covered the conclusions that were

derived from the analysis, as well as recommendations that can be implemented or used for

future research, for each of the research objectives.

5.2 Summary

The main purpose of the study was to determine the motivational factors influencing

generation Y in the workplace. The study was guided by the following research objectives: to

assess the need for achievement as a motivating factor for Generation Y, to determine the

need for affiliation as a motivating factor for Generation Y, and to assess the need for power

as a motivating factor for Generation Y.

The researcher adopted the descriptive research design for the research methodology and the

sampling technique used was the stratified random probability sampling technique. The

research population was drawn from the 97 permanent and contract Generation T staff of

Citibank Kenya, which is an affiliate bank of Citigroup a world leading international bank in

100 countries. The researcher collected data from 63 respondents. The primary data was

collected through the use of a structured questionnaire developed by the researcher on the

basis of the 3 specific objectives. The researcher drew the findings and conclusions from

these statistics through calculations of means, standard deviations, frequency distributions

and Pearson correlations. This was done through the use of Statistical Package for Social

Sciences (SPSS) Software. The data was presented using tables and figures. This study was

conducted between the months of September 2013 to April 2014.

51

On the need for achievement as a motivating factor for generation Y in the workplace, the

findings showed that majority of the staff are mostly motivated by achievement, followed by

affiliation and lastly power. In regard to factors that promote achievement in the workplace and

help employees to perform, a significant number racked persistence as a key factor followed by

constant learning and development. Salary expectation was the least factor that gives them a sense of

achievement in the workplace.

The findings also revealed a significant of employees find satisfaction in doing things as well

and if they not good at something they would rather keep struggling to master it than move

on to something they are good at. A slightly significant number also indicated that their

manager encourages constant learning and personal development. This implies that for an

organization to highly achieve they must promote satisfaction, persistence and constant

learning and development. When it came to the issue regarding money as a motivation factor

as compared to having a sense of accomplishment, a significant number of generation Y

indicated that they are highly driven by having a sense of accomplishment and a small

number indicated that they are more driven by money and less by having a sense of

accomplishment. The result implies that generation Y employees are more focused to

accomplishing a task than receiving money out of that task.

The findings further revealed that a significant number of employees agree that it is

important for them to perform better than their fellow employees consequently showing their

competitive nature in the workplace. A small percentage disagreed revealing that it is not

important for them to perform better than their colleagues on a task. Once can infer that

achievement is a strong motivational factor for Generation Y in the workplace.

On the need for affiliation as a motivating for generation Y, the findings revealed the factors

that have the most significance among generation Y. It was clear that generation Y would go

out of their way to make friends with new people and are more concerned with being liked

and accepted by their colleagues and manager and they show a lot of sensitivity to others.

The findings also revealed that generation Y prefer for work alone and be their own boss in

the workplace indicating their individualistic nature. Building relationships, contributing to

society, being sensitive to their feelings and the feelings of others, working for organizations

52

that makes a worthwhile contribution to society and being motivated when managers

demonstrates a genuine concern for their wellbeing are statistically significantly to

generation Y. This implies that for employees to be fully motivated, an organization should

highly enhance employee affiliation.

On the need for power a motivating factor for generation Y, the findings showed that

generation Y want their ideas to be used in the workplace, are concerned about their

reputation in the office, believe they can confidently manage a team that is older and value

status symbols in the workplace. The findings went on further to reveal a correlation between

job status and reputation in the workplace and the statistics showed that 8.5% of employees

are not concerned about their reputation or position while a significant percentage of 91.5%

are concerned about their reputation or position in the workplace.

The research also showed the level at which employees agree and disagree with whether the

organization rewards generation Y’s hard work and sacrifice adequately. The numbers

showed that 56% of the employees felt that they are not rewarded adequately while 44% of

the employees felt that they were rewarded adequately for their hard work. The findings

presented a correlation between need for power and generation Y’s preference for working

alone and being their own boss. This can be showed with the findings indicating that 75% of

employees enjoying influencing the direction of things while 24% do not enjoy influencing

the direction of things in the workplace. From the findings above once can deduce that

Generation Y has a strong need for power in the workplace.

5.3 Discussions

5.3.1 The Need for Achievement as a Motivating Factor for Generation Y

According to Hersey (2010), generation Y have been brought up in the most child-centred

generation ever and consequently they have been programmed and nurtured to expect to be

told how they’re doing and to think anything is possible. He further adds that the secure

feeling attained by strong parental involvement makes the members of the generation Y

believe they can accomplish anything and therefore their need for achievement is very high.

53

The findings of this study concur with the mentioned proposition because employees in the

study revealed persistence, constant learning, having a sense of achievement, doing things

well and having mastery of tasks they are doing as among the top variables that indicate

generation Y’s need for achievement with persistence being the highest variable among

them. This persistence nature gives generations Y’s belief that they can accomplish and that

anything is possible in their world.

The study revealed that managers encourage constant learning and personal development and

by doing so, employees achieve satisfaction by doing things well. According to generation Y,

achievement is reached when the organization offers opportunities that support career

growth. A learning organization makes employees struggle to master a process of doing

things that move on to something that they are good at. This makes them be driven less by

money but more by having a sense of accomplishment. This supports the argument presented

by Eisner (2005) who wrote that generation Y’s high achievement characteristic is derived

from their value of “intellectual challenges, a need to succeed, and consequently they seek

those who will further their professional development, measures their own success” .

Therefore employees will consequently align themselves with organizations that are

concerned with their personal growth and satisfy their need for develop professional.

The study also looked at generation Y’s drive for money compared to their drive for job

accomplishment in the workplace. A large majority of employees agreed that they are driven

less by money but more by a sense of accomplishment in the workplace. A small percentage,

21% of employees disagree with the statement and believe that generation Y employees are

highly driven by money but less by having a sense of accomplishment. The findings

contradict Schawbel (2013) who documented results of a survey done on 1,000 generation Y

employees and 1,000 Generation Y managers. According to the survey, a majority of

employers say Gen Y workers have poor work habits and unrealistic pay demands. The study

revealed that 47 percent of bosses felt that millennials have a poor work ethic, 46 percent

said they’re easily distracted and 51 percent said they have inflated compensation

expectations. The findings therefore challenge this study as the results indicate that that they

54

have a high need for accomplishment in the workplace indicating a strong work ethic and

also they are not largely motivated by money.

Nelson and Suleman (2011) suggest that generation Y expect to have meaning and purpose in

their jobs from the very first day of work and look to be challenged and further indicate that

in order for generation Y to remain high achievers it is important for managers to provide

clear expectations in the work place where they are allowed to bring their own imprint in

their jobs. This correlates with the study findings with showed almost all employees 94.7%

expect meaning and purpose from their job form the very first day of work. This therefore

indicates that when employees have clear expectations in the workplace they are able to find

meaning in their jobs.

5.3.2 The Need for Affiliation as a Motivating Factor for Generation Y

Martin (2005) denotes that members of the generation Y are focused on making a

contribution to something worthwhile and would like to have their input recognized from the

start, and are not willing to put in years of service in order to gain any significant reward

from their employer. The authors arguments were clearly supported by the findings which

revealed the affiliation factors that have the most significance among generation Y and it was

clear that generation Y would go out of their way to make friends with new people, are more

concerned with being liked and accepted by their colleagues and manager and they show a

lot of sensitivity to others. Building relationships, contributing to society, building friendly

relationships and working for organizations that makes a worthwhile contribution to society

are all variables from the study that are significant to generation Y.

The study showed that a significant number of employees value constant feedback from their

supervisors and team when they are performing their jobs which an insignificant small

percentage disagreeing that feedback is not important when they are performing their jobs.

This concurs with Glass (2007) and Martin (2005) and they indicate that generation Y they

seek constant feedback, even on a daily basis in the workplace. Valueoptions (2007) further

adds that generation Y like to work in teams, preferably with one or more mentors at hand

55

giving an analogy that the ideal work environment for generation Y can be compared to a

village raising a child.

According to Elsdon (2002) the new workplace environment has changed and they are

entering an era where it makes sense to move away from mere retention strategies of control

and toward more mutually beneficial strategies of affiliation. Furthermore to succeed in this

emerging work world, organizational leaders and human resource professionals need to

create new relationships with individuals built around the concept of affiliation. This includes

changed roles and behaviours that respect mutual interests, and will require a culture of

inclusion expressed internally through workforce diversity, externally through workforce

partnerships, at a community level through philanthropy, and globally through the pursuit of

a greater good. This concurs with the research findings which showed that a significant

number of employees, 94% indicated that diversity in the workplace is an important feature

when looking for an employer compared to 6% who disagreed indicated that diversity was

not an important feature when looking for an employer.

5.3.3 The Need for Power as a Motivating Factor for Generation Y

The findings expressed the variables that expressed the need for power for generation Y in

the workplace and coefficient of variation was the statistical tool used to show the level of

significance. generation Y indicated that they enjoy a good argument with a significance of

(0.26) and this concurs with Stuart - Kotze (2010) who states that power motivated

individuals are articulate, charismatic leaders who want to win arguments ad get others to do

things their way. This also supports the study findings which indicated that generation Y

want to have their ideas to be used.

According to Cappelli and Novelli (2010) and Fammilies and Work Institute (2005) as the

workforce ages, executives are getting younger, with the growing percentage of supervisors

being younger than their subordinates. They add that a study showed that 88% of companies

now worry about recruiting older people because of potential conflicts with younger

employees and this therefore necessitates the evolution of supervisor-supervisee

relationships. Other authors, Spinks and Moore (2007) illustrate that in the Canadian labour

56

force, there are now four generations each having its distinct characteristics, expectations and

priorities. This type of diversity in the workplace is very unique whereby as compared to the

past, generation Y and now leading older workers. The findings showed that Generation Y

feel confident that they can manage an older team than them and this concurs with the

arguments made by authors who showed the generational shift form older leaders to younger

leaders in the organization.

Stuart - Kotze (2010) identified characteristics that expressed power motivated individuals;

they have a sense of justice and a feeling that hard work and sacrifice should be rewarded

was one of the top characteristic. The research study also showed the level at which

employees agree and disagree with whether the organization rewards generation Y’s hard

work and sacrifice adequately. The numbers showed that 56% of the employees felt that they

are not rewarded adequately while 44% of the employees felt that they were rewarded

adequately for their hard work. The findings give a 50-50 conclusion on whether generation

Y feel their rewards are adequate and reflect their hard work and sacrifice, however if shows

that this variable is important to them in the workplace.

From the research findings it is clear that there is a correlation between need for power and

preference of working alone and being own boss at Pearson Correlation (0.904**, p<0.01,

N=60). Mayhew (2010) argue that millennials want to express their creativity and be able to

complete tasks on their own - using their own methods consequently confirming that they

have a high personal power. The study also supports the author as it showed 75% of

employees enjoying influencing the direction of things while 24% do not enjoy influencing

the direction of things in the workplace, indicating a significant percentage of employees

having a high need for power in the workplace.

57

5.4 Conclusions

5.4.1 Generation Y’s Need for Achievement, Affiliation and Power based on David

McClelland’s Acquired-Needs Theory

David McClelland’s acquired-needs theory is based on the philosophy that people acquire the

need for achievement, affiliation and power based on their life experiences. In addition they

will have a combination of the three needs; however they are dominant needs and salient

ones.

The findings and discussions of this study concur with McClelland’s needs theory as

generation Y exhibited a combination of all the three needs; the need for achievement, the

need for affiliation and the need for power.

5.4.2 The Need for Achievement as a Motivating Factor for Generation Y

From the findings and discussions, it was revealed that employees value persistence, constant

learning in the organization, having a sense of achievement in the workplace, doing their

work well and having a mastery of the tasks they do and all these are variables that show

their need for achievement in the workplace and therefore was reasonable to conclude that

the need for achievement is a motivating factor for generation Y in the workplace. It is

conclusive that achievement is reached when an organization offers opportunities for growth

and when managers encourage constant learning and personal development. Further to this is

also conclusive that generation Y is less driven by money but more by having a sense of

accomplishment confirming their need for generation Y.

5.4.3 The Need for Affiliation as a Motivating Factor for Generation Y

From the findings, the conclusions that can be drawn is that generation Y are affiliation

oriented as they would go out of their way to make friends with new people, are more

concerned with being liked and accepted by their colleagues and manager and they show a

lot of sensitivity to others, build relationships and would work for organizations that make a

worthwhile contribution to society. It is conclusive that generation Y values constant

58

feedback from their supervisors and team members when they are performing their job and

all these variables support their need for affiliation in the workplace. Further to this it is

conclusive that when generation Y employees work in an environment that has diversity their

need for affiliation is high as this motivates them in the workplace. This concurs with the

research findings which showed that a significant number of employees, 70% indicated that

diversity in the workplace is an important feature when looking for an employer.

5.4.4 The Need for Power as a Motivating Factor for Generation Y

The findings revealed that power is a motivating factor for generation Y in the workplace as

generation Y feels confident that they can manage an older team than them. It is conclusive

that generation Y derives their sense of power when they are rewarded well for the hard work

and sacrifice in the workplace and from the findings it was clear that the employees are

divided on their satisfaction on the rewards they receive based on their hard work and

sacrifice. From the significant relationship between the need for power and preference of

working alone and being an own boss, once can conclude that generation Y like to work

alone and be their own boss exhibiting their need for power in the workplace.

5.5 Recommendations

5.5.1 Recommendations for Improvement

5.5.1.1 The Need for Achievement as a Motivating Factor for Generation Y

Citibank Kenya should provide a work environment where generation Y are challenged and

pushed out of their comfort zone as this will give them a sense of achievement in the

workplace and therefore motivate them to perform better in their jobs. This can be done by

engaging them in job rotations, stretch assignments and job enrichment. Citibank Kenya

should also consider there is constant learning and personal development in the workplace as

this offers growth for generation Y and increases their sense of achievement in the

workplace. This can be achieved through development of performance development plans

that outline the trainings that can develop the employees and ensure that throughout the year

they are constantly learning both internally and externally. It would also be important for the

59

organization to structure their reward systems to suit the need for generation Y as they are

more driven by a sense of accomplishment as opposed to money. It would therefore be

important to have a reward system that is based on monetary and non-monetary rewards.

5.5.1.2 The Need for Affiliation as a Motivating Factor for Generation Y

Citibank should continue to provide a work atmosphere that fosters relationship building and

provides opportunities for making a contribution to society. This can be done by having

organized community days where employees can interact with the less fortunate in society

and also by conducting team building activities where employees can get an opportunity to

interact with their colleagues and build relationships. Citibank Kenya should also ensure that

feedback within the organization is constant and flows freely between managers and

employees. It is also important to also ensure that the organization has a diverse workforce as

this plays an important role to generation Y.

5.5.1.3 The Need for Power as a Motivating Factor for Generation Y

Citibank Kenya should ensure that their leadership pipeline is should provide opportunity for

generation Y to take up leadership in the workplace as this gives them a sense of power and

confidence. The latter should be based on merit and not on age. The organization should also

ensure that their reward structure is able to give generation Y satisfaction that their hard work

and sacrifice in the workplace is appreciated.

5.5.2 Recommendations for Further Studies

This study only covered the motivational factors affecting generation Y based on David

McClelland’s motivation theory. Further research should be conducted to determine the

dominate needs versus the salient needs therefore allowing the researcher to analyze which

need does generation Y value more than the other.

60

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APPENDICES

APPENDIX 1: RESEARCH QUESTIONNAIRE

GENERATION Y’s MOTIVATIONAL FACTORS IN THE WORKPLACE

This questionnaire will see to gather information related to what factors are motivating

Generation Y in the workplace. Generation Y in this research is described as individuals born

between 1979 and 1990.

The three motivation factors that are being analyzed in this research paper are:

1. The need of Achievement

2. The need for Affiliation

3. The need for Power

Your honest response on the following questions will be highly appreciated.

Carefully read the questions in each section and circle the appropriate answer in the

designated spaces.

YOUR PROFILE

This section asks some general questions about you and your job. This information will be

kept in the strictest confidence and used for statistical purposes only.

1. Are you?

a. Male

b. Female

2. How old are you? ……………………

3. What is your marital status?

c. Single

d. Married

e. Divorced

4. What is your highest level of education received?

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a. Certificate

b. Degree

c. Masters

d. Doctorate

5. How long have you been at your current job?.................................................

6. How long have you been in the banking industry?

Less than one year

a. 1 – 3 years

b. 3 – 6 years

c. 6 – 9 years

d. 9 years and above

7. Which of the following categories do you fall under?

a) Contract staff

b) Full-time staff

8. As an employee what do you think motivates the employee most?

f. Achievement

g. Affiliation with others

h. Power

i. Others, Please specify

9. Is salary the most important attribute towards employee motivation?

a) Yes

b) No

10. Does periodical increase in salary motivate you the most?

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a. Strongly agree

b. agree

c. neutral

d. disagree

e. strongly disagree

10. Are you satisfied with the support you are getting from the HR department?

a. Strongly agree

b. agree

c. neutral

d. disagree

e. strongly disagree

11. Is job security in the existing company a good attribute to motivate employees?

a. Strongly agree

b. agree

c. neutral

d. disagree

e. strongly disagree

12. Does incentives and other benefits influence employees’ performance?

a. Influence

b. does not influence

c. no opinion

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SECTION A – NEED FOR ACHIEVEMENT IN THE WORKPLACE

To understand what is most important to you, please read each statement and rank its

importance on a scale from 1-5, where 1= Strongly Disagree (SD), 2 = Disagree (D),

3=Partly agree/Partly disagree (N), 4= Agree (I), and 5= Strongly Agree (SA).

SD D N A SA

1. I find satisfaction in exceeding my previous performance

even if I don’t outperform others.

2. I find satisfaction in doing things as well as I can.

3. Doing something better than I have in the past is very

satisfying.

4. I would rather do something at which I feel familiar and

relaxed than something which is challenging and difficult.

5. I would rather learn easy fun games than difficult thought

games.

6. If I’m not good at something I would rather keep struggling

to master it than move on to something I may be good at.

7. Once I undertake a task, I persist.

8. I prefer to do things that require a high level of skill

9. I more often attempt tasks that I am not sure I can do than

tasks I believe I can do.

10. I am driven less by money but more by having a sense of

accomplishment.

11. It is important to me to perform better than others on a task.

12. My sense of achievement is derived from my employer

meeting my salary expectation.

13. The more talents I acquire, the more successful I feel I will

be.

14. I am very confident in my skills and competencies.

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15. I expect meaning and purpose from my job from then very

fast day of work.

16. I feel the organization understands my career needs.

17. The organization offers opportunities that support my career

growth.

18. My supervisor provides clear work expectations.

19. I feel that my input in valued by my supervisor.

20. My manager encourages constant learning and personal

development.

SECTION B - THE NEED FOR AFFILIATION IN THE WORKPLACE

To understand what is most important to you, please read each statement and rank its

importance on a scale from 1-5, where 1= Strongly Disagree (SD), 2 = Disagree (D),

3=Partly agree/Partly disagree (N), 4= Agree (I), and 5= Strongly Agree (SA).

SD D N A SA

1. When doing a job, I value constant feedback from my

supervisors and team.

2. I prefer to work alone and be my own boss.

3. I go out of my way to make friends with new people.

4. I am always getting involved with group projects.

5. I am sensitive to others, especially when they are angry.

6. I get personally involved with my superiors.

7. I am concerned about being liked and accepted.

8. I enjoy and seek warm, friendly relationships.

9. I don’t like being left out of activities.

10. I think about my feelings and the feelings of others.

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11. I participate in community service projects as part of work

obligations.

12. I would prefer working for organizations that makes a

worthwhile contribution to society.

13. I am constantly involved in out of office activities such as

team building, Christmas party

14. Team work motivates me to perform my role better.

15. Diversity in the workplace is an important feature when

looking for an employer.

16. I am motivated when by a manager who demonstrates a

genuine concern for my wellbeing.

SECTION C - THE NEED FOR POWER IN THE WORKPLACE

To understand what is most important to you, please read each statement and rank its

importance on a scale from 1-5, where 1= Strongly Disagree (SD), 2 = Disagree (D),

3=Partly agree/Partly disagree (N), 4= Agree (I), and 5= Strongly Agree (SA).

SD D N A SA

1. I prefer to work alone and be my own boss.

2. I enjoy a good argument.

3. Status symbols are important to me.

4. I would rather give orders than take them.

5. I am eager to be my own boss.

6. I prefer to be in charge of events.

7. I am concerned about my reputation or position.

8. I want my ideas to be used.

9. I enjoy influencing the direction of things.

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10. I easily sacrifice my own self interest for the good of the

organization.

11. I think about ways to change people.

12. I enjoy work and am comfortable working past office hours

13. The organization rewards my hard work and sacrifice

adequately.

14. I can confidently manage a team that is older than me.