Audrey Kross - FHR Lim A Po Institute for Social Studies

Transcription

Employee motivation in Suriname:
Strengthening the core of the Ministry of Trade and Industry
MPA Intake VII
Thesis Master in Public Administration in Governance 2013/2015
By Audrey Kross
FHRISS731
Paramaribo, April 2015
Supervisor: Dr. Bram Steijn
For Mona…
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Table of Contents
Acknowledgements................................................................................................................................. 5
Annexes ................................................................................................................................................... 7
List of Abbreviations ............................................................................................................................... 8
List of Appendixes ................................................................................................................................... 9
List of Figures and Tables ...................................................................................................................... 10
List of Graphs ........................................................................................................................................ 12
Abstract ................................................................................................................................................. 13
Chapter 1 Introduction: The Importance of Employee Motivation ...................................................... 15
1.1 Research Problem ....................................................................................................................... 16
1.2 Research Objectives .................................................................................................................... 17
1.3 Research Question ...................................................................................................................... 17
1.4 Relevance and Justification ......................................................................................................... 17
1.5 Analytical Framework ................................................................................................................. 18
1.6 Research Methods ...................................................................................................................... 18
1.8 Structure of the Individual Study Project.................................................................................... 19
Chapter 2 Literature Review: Motivation, Self Determination Theory, Leadership ............................. 20
2.1 Understanding motivation .......................................................................................................... 20
2.2 Self Determination Theory .......................................................................................................... 20
2.3 Extrinsic motivation .................................................................................................................... 21
2.4 Intrinsic motivation ..................................................................................................................... 21
2.5 Psychological Basic Needs ........................................................................................................... 22
2.6 Higher and lower educated employees and intrinsic motivation ............................................... 23
2.7 Leadership ................................................................................................................................... 24
2.7.1 Transformational leadership ................................................................................................ 24
2.7.2 Transformational Leadership and Red Tape ........................................................................ 25
2.8 Conceptual model and Hypotheses ............................................................................................ 25
2.9 Summary ..................................................................................................................................... 26
Chapter 3 The Ministry of Trade and Industry...................................................................................... 27
3.1 Mission, Vision, Strategy ............................................................................................................. 27
3.2 Organizational structure ............................................................................................................. 28
3.3 Summary ..................................................................................................................................... 29
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Chapter 4 Research Methods ............................................................................................................... 30
4.1 Introduction ................................................................................................................................ 30
4.2 Sample size and Response .......................................................................................................... 30
4.2.1 Employees of the Ministry of Trade and Industry ............................................................... 30
4.2.2 Managers of the Ministry of Trade and Industry ................................................................. 30
4.3 Measurement scales ................................................................................................................... 31
4.3.1 Introduction ......................................................................................................................... 31
4.3.2 Measurement instruments .................................................................................................. 31
4.4 Summary ..................................................................................................................................... 33
Chapter 5 Research Findings................................................................................................................. 34
5.1 Introduction ................................................................................................................................ 34
5.2 Results of the Ministry of Trade and Industry ............................................................................ 34
5.2.1 Policy on employee motivation ........................................................................................... 34
5.2.2 Intrinsic motivation of the employees ................................................................................. 36
5.2.3 Transformational leadership as perceived by the managers and employees ..................... 36
5.2.4 Describing red tape .............................................................................................................. 37
5.3 Hypotheses analyzed .................................................................................................................. 39
5.4 Summary ..................................................................................................................................... 43
Chapter 6 Conclusions and Recommendations .................................................................................... 44
6.1 Conclusions ................................................................................................................................. 44
6.2 Recommendations ...................................................................................................................... 45
6.3 Scientific relevance ..................................................................................................................... 46
6.4 Limitations/Practical problems ................................................................................................... 47
6.5 Recommendations for further research ..................................................................................... 47
References ............................................................................................................................................ 49
Appendix I Figures ................................................................................................................................. 53
Appendix II Tables ................................................................................................................................. 54
Appendix III Graphs ............................................................................................................................... 67
Appendix IV List of Interviewees........................................................................................................... 71
Annex I Questionnaire Employees ........................................................................................................ 72
Annex II Questionnaire Managers ........................................................................................................ 79
Annex III Circular of Approval ............................................................................................................... 84
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Acknowledgements
First and foremost I would like to express my gratitude to the Almighty,
our Lord and Savior Jesus Christ for his strength and guidance.
This journey started with identifying a subject to write about. This was rather challenging as in the
process of following the courses I always got inspired to address a relevant subject in our society. In
spite of the forgoing I still was not triggered enough to select one, until the last course, Human
Resource Management, lectured by Dr. Bram Steijn. This course touched me personally as it
revealed opportunities to address the motivation of the government workforce. Even though I
encountered practical problems I was determined to do my utmost and still be able to enjoy the
process as the topic very much interested me. Writing on this subject would not be possible
however if it were not for the support of several people.
A special thanks to my supervisor Dr. Bram Steijn for his critical and clear comments. Also for
challenging me at times and claiming accurate work. You inspire me in so many ways.
Also my sincerest gratitude to mr. Hans Lim A Po for motivating me and believing in me as I was let
through under the condition that I had to finish my Bachelor program. His vision and take on life
inspire me to always go the extra mile. Not to forget his quote ‘A lifelong learning’ which from now
on will also be part of my motto in life. I hope you will never stop encouraging people to school
themselves. Keep up the excellent work.
I sincerely thank my family who at times must have been thinking that I would never come out of my
room again and saw their house as a hotel as most of the times I came home ate, slept, and off
studying again. Also a special thanks to my sister Wendy E.D. Gregory-Kross for her motivational
words and my friend Ramona E. Francis who never stopped encouraging me and was always ready
to pray with me. I would also like to extend my thanks to my partner Arno Palman for putting up
with me and my books. Also a sincere thanks to Charissa Sharman-Parmanand for her advice and
being my pretend psychologist.
I furthermore extend my gratitude to the minister of the Ministry of Trade and Industry,
Don S. Tosendjojo for giving me the opportunity to conduct my research at the ministry. In addition
also a special thanks to the managers and employees for their contribution, without your
cooperation this would not be possible.
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Also a special thanks to Alvin Motman for his support and guidance in the use of SPSS.
Last but not least my gratitude to all those who have assisted me in any kind of way in successfully
completing this ISP.
Audrey E. Kross
Paramaribo, April 2015
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Annexes
I
Questionnaire employees
II
Questionnaire managers
III
Circular letter of approval
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List of Abbreviations
ANOVA
Analysis of variance
AUT
Autonomy
COM
Competence
EDU
Education
EM
Extrinsic motivation
GEN
Gender
GoS
Government of Suriname
HRM
Human Resource Management
IM
Intrinsic motivation
MANOVA Multivariate analysis of variance
MTI
Ministry of Trade and Industry
NPM
New public management
Ns
Not significant
PBN
Psychological basic needs
RET
Relatedness
RT
Red tape
RTE
Red tape employees
RTM
Red tape managers
SDT
Self-determination theory
SPSS
Statistical package for social sciences
TAL
Transactional leadership style
TFL
Transformational leadership style
TFLE
Transformational leadership employees
TFLM
Transformational leadership managers
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List of Appendixes
List of Figures and tables
List of Graphs
List of Interviewees
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List of Figures and Tables
Figure 1
The Self Determination Continuum
Figure 2
Conceptual model
Figure 3
Organizational structure Ministry of Trade and Industry
Table 1
Lower and higher educated employees Ministry of Trade and Industry
Table 2
Response interview managers Ministry of Trade and Industry
Table 3
Response questionnaires managers Ministry of Trade and Industry
Table 4
Demographics employees Ministry of Trade and Industry
Table 5
Demographics managers Ministry of Trade and Industry
Table 6
Reliability variables
Table 7
Frequency education managers
Table 8
Mean score, standard deviation, and correlations
Table 8a
Correlation matrix
Table 9
ANOVA Regression analysis with dependent variable transformational leadership
Table 9a
ANOVA Regression analysis with dependent variable transformational leadership
Coefficients
Table 10
Multiple linear regression with dependent variables: intrinsic motivation, autonomy,
competence, and relatedness
Table 11
ANOVA Regression analysis with dependent variable red tape employees
Table 12
Univariate Tests of Between-Subjects Effects with dependent variable: Intrinsic
motivation
Table 12a
Univariate Tests Education with dependent variable: Intrinsic motivation
Table 13
Multivariate analysis descriptive between age and dependent variable relatedness
Table 13a
Multivariate analysis Tests of Between-Subjects Effects with dependent variable:
relatedness
Table 14
Multivariate Tests with background variables age, gender, and education
Table 15
Multivariate analysis education with dependent variable autonomy
Table 15a
Univariate Test descriptive education
Table 15b Univariate Test education with dependent variable autonomy Tests of Between-Subjects
Effects
Table 16
Multivariate Tests education with dependent variable transformational leadership
managers
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Table 17
Linear regression with dependent variable transformational leadership
Table 18
Intermediate effect between red tape AND transformational leadership managers and
intrinsic motivation employees
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List of Graphs
Graph 1
Multiple linear regression with dependent variable autonomy
Graph 2
Multiple linear regression with dependent variable competence
Graph 3
Multiple linear regression with dependent variable relatedness
Graph 4
Multiple linear regression with dependent variable intrinsic motivation
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Abstract
As the need and importance of motivated employees in the public sector is a well-known bottleneck,
the government of Suriname is also confronted with the issue. In particular intrinsically motivating
the higher educated. The foregoing is subject to leadership and political and institutional factors.
Taking into account the aforementioned the following research question is formulated, namely to
what extend are the employees of the Ministry of Trade and Industry motivated and what role does
leadership play?
The research question is based on the self-determination theory, involving the intrinsic motivation of
an individual by fulfilling the basic needs autonomy, competence, and relatedness. Although this
theory mainly focuses on highly educated and to a lesser extent lower educated, this research still
refers to the first-mentioned, as most studies are less concerned with public sector employees of
developing countries, namely government workforce. Also the role of transformational leadership
and red tape will be taken into account, which might possibly indicate an additional contribution.
The study includes a sample size of 96 employees (N=96), consisting of lower (38.2%) and higher
educated (61.8%) and 14 managers (N=14). In this regard literature study is done on the selfdetermination theory, transformational leadership style, and red tape.
The result of the research indicate a significant positive correlation between intrinsic motivation and
the basic needs, autonomy, competence, and relatedness. In this regard the relationship between
relatedness and age is proven, namely the experienced employees (N>46) feel more related than the
younger employees (N≤46). This can be identified as a concern as the younger generation needs to
uphold the near future policy of the Ministry of Trade and Industry. Furthermore a distinction could
be detected between autonomy and education, indicating the higher educated feeling less
autonomous. This includes the policy officers’ self-determination and acknowledgement of own
initiatives being undermined. Furthermore it is proven that transformational leadership style does fit
the environment of the Ministry of Trade and Industry and does positively affect the intrinsic
motivation of its employees. However both parties are faced with additional institutional and
political constraints indicating discrepancy in the results. Lastly a disturbing result deriving from the
research is that there is neither a policy nor plan of action in place to motivate the employees of
MTI. Possibly indicating no structure and no consistency in motivating employees.
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It would therefore be considered wise to address the shortcomings by coming up with a strategy to
develop a policy or action plan specifically focused on employee motivation and allocate an assigned
budget. Furthermore by improving on employees’ feeling of relatedness and autonomy, in particular
the younger generation and the higher educated. Also by further improving on managers’
transformational leadership style. Lastly by decreasing red tape and more importantly discontinue
political influence.
In conclusion to motivate employees it requires all hands on deck. This implies not only cooperation
of the managers, but more important the employees themselves. In addition it requires setting
priorities and acting on these priorities. In turn this can lead to successfully fulfilling the mission and
vision of the Ministry of Trade and Industry.
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Chapter 1 Introduction: The Importance of Employee Motivation
‘Motivated employees are the cornerstones of all organizations, […]’ (Anderfuhren-Biget et al. 2010:
213)’.
Since the 1900s scholars studying the private sector have been arguing about employee motivation
(Wiley 1997: 263). From approximately the early 1930s till the late 1990s surveys indicated that the
most important factors positively influencing employees their motivation are: managers
acknowledging their employees, the context of employees’ work and being paid well, the latter
being identified as the general motivating factor (Wiley 1997: 276-277).The private sector prefers to
motivate their employees through financial rewards, as they rely on profits arising from their
productivity (Boxall 2003: 116). Unlike the private sector, the public sector relies on its limited
available resources (Rainey 2003: 60). Although theory indicates that they try to find ways to
incorporate financial systems, this is still considered to be a challenge (Burgess and Ratto 2003: 23).
The previous might indicate that the public sector is not able to easily motivate their employees
based on financial reward systems (Rainey 2003: 270), putting them in the position to apply other
ways. This implies in particular a substantiation of extrinsic and intrinsic motivation (Boxall 2011:
204-205). As argued by Rynes et al. (2004: 391) recent studies indicate that the private sector does
not differ much from the old days and still considers employees being extrinsically motivated as
most important. Given that in most circumstances the public sector lacks the conditions to apply
financial reward systems, they seem to have shifted their focus towards motivating their employees
intrinsically (Steijn 2013: 194). The aforesaid does not mean that the public sector cannot extract
information from experiences gained by the private sector (Rainey 2003: 220). The challenge
however lies in how they can fit the context.
To give an indication of the latter the rise of New Public Management (NPM) might meet the
challenge. Finding its origin in the 1980s, the idea of NPM is designed for governments to improve
on their performance, thus becoming more ‘efficient, effective, customer friendly and be more
transparent’ (Turner and Hulme1997: 235; Vogel and Masal 2012: 6). This however is highly
dependent on among others involving its employees (Steijn et al. 2013: 2). To be more specific,
many scholars have indicated that it is very important to, not just involve employees, BUT to involve
and at the same time have MOTIVATED employees (Wright, 2004; Shapiro, 2004; Boselie, 2010;
Berman, 2010; Boxall and Purcell, 2011). As part of the NPM era, the public sector finally identified
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Human Resource Management (HRM) as a useful source to maintain employee motivation (Sutton
2008: 14). According to Steijn et al. (2013: 5) HRM is mainly focused on how managers influence
employee behavior in benefit of the organization. The latter might imply that having motivated
employees can result in better performance and higher productivity, both key ingredients for any
organization to flourish (Re’em 2009: 2).
1.1 Research Problem
As mentioned before the issue of employee motivation has been receiving increased attention. In
particular, the public sector is also becoming aware of the importance and the contribution of their
civil servants (Rainey 2003: 220; Steers 2004: 379). It may seem obvious to indicate that having
unmotivated employees is undesirable. Even worse to indicate is having unmotivated employees in
the public sector, namely the government. But why is it a problem? To answer this question I find it
necessary to take a step back. Governments are known for fulfilling a crucial role, namely to uphold
the quality of life of not one person or a group, BUT the entire society (Klinkers 2002: 180).
Therefore governments are mainly responsible for ensuring welfare and security. In this regard they
set out specific policy which in turn needs to be implemented by their employees (Hyden et al. 2003:
2-3). The latter might imply that if these employees are not motivated to execute the set policies,
this might possibly backfire on of course unfortunately the society.
The previous possibly indicates why employees of the public sector need to be motivated. The latter
however is not automatically. This depends on the behavior of their leaders. According to Rainey
(2003: 289) it is leaders who maintain organizational success through their employees. However
they face challenges, considering that they are confronted with additional constraints such as
political and institutional obstacles (Rainey 2003: 220-223). While political obstacles might include
the negative influence of politics (Rainey 2003: 296), institutional obstacles include procedural
constraints encountered in the process of wanting to motivate employees, referred to as red tape
(Rainey 2003: 205).
Looking at the perspective of the Government of Suriname (GoS) according to Martin (2001: xii) the
Constitution of Suriname implicitly assumes that the State is the main driving force for development
and that the State will achieve its goals through development plans. These development plans also
need to be implemented by the employees of GoS, which in turn is also dependent on how
managers lead their employees. Furthermore having worked for GoS for 5 years at the Ministry of
Trade and Industry (MTI), based on personal observations I might be able to indicate that the
ministry’s employees do lack motivation in executing its policy; especially when it comes to the
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employees who are part of the implementation process. These employees are classified as the
higher educated employees (Interviewee 1 2014, personal interview1). According to theory the
higher educated are considered to be paid well, and are therefore mainly intrinsically motivated
(Van Steenkiste 2007 et al.: 255). The lower educated are also considered to be important as they
possibly support the higher educated in their work. However, they are identified as being low-paid,
implying money matters. When reflecting this to MTI, it might be assumed that the higher educated
employees should be intrinsically motivated. Based on the aforesaid, I got inspired to write an
individual study project on employee motivation in the public sector of Suriname.
1.2 Research Objectives
As a result of the research problem the objective is to identify the factors that play a role in
enhancing the intrinsic motivation of the higher educated employees at the Ministry of Trade and
Industry.
1.3 Research Question
Based on the objectives the research question reads as follow:
To what extent are the employees of the Ministry of Trade and Industry motivated and what role
does leadership play?
To answer the research question, sub questions are drafted, namely:
1. What is the current situation at the Ministry of Trade and Industry regarding intrinsic
motivation?
2. What is the leadership style of the managers at the Ministry of Trade and Industry?
3. How does this leadership style affect motivation?
4. Which other factors affect motivation?
1.4 Relevance and Justification
Despite of the challenges governments face in motivating their employees, it is still important that
they do have policies in place ensuring employee motivation. Especially when it has been proven
that organizational success or reaching the organizational goals is highly dependent on their
presence. As civil servants can be extrinsically or intrinsically motivated, the emphasis however is
focused on the intrinsic motivation of higher educated employees. Given that they in some
circumstances are categorized as being paid well seeking to find a way to satisfy their intrinsic needs
1
Personal interview with interviewee 1 on formatting Master Theses at the Ministry of Trade and Industry,
Paramaribo, 08 December 2014
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is imperative. Furthermore as it is proven that leadership also plays an important part in motivating
employees, this style will be assessed to identify whether it is conducive to employee motivation.
This study is conducted at the Ministry of Trade and Industry, due to my affiliation with the ministry.
In addition I had better access to information.
1.5 Analytical Framework
With the previous in mind this research is conducted as followed, firstly by identifying the intrinsic
motivation of the highly educated employees at the Ministry of Trade and Industry I was able to
assess what causes them to be motivated and/or unmotivated. The latter is executed by analyzing
and applying an existing theory which determines the level of intrinsic motivation, namely the selfdetermination theory (SDT). This theory will be further discussed in chapter 2. In order to identify
the intrinsic motivation of the higher educated employees a questionnaire is directed to the
employees of MTI, which complies of statements related to SDT. The questionnaire is extracted from
a research based on SDT which made it easier to apply. In addition, a few adjustments have been
made to fit the environment of MTI. Secondly, as leadership plays an important role this is
determined by also using an existing questionnaire. Lastly, as another factor is identified to possibly
affect employees and managers, it is also assessed by means of incorporating a few questions
related to the identified factor. Furthermore a focus group is held amongst the lower educated
employees to get a deeper understanding of their point of view regarding employee motivation.
Furthermore the higher educated were also interviewed. To continue the managers were
interviewed to also get an understanding of their role in motivating their employees.
1.6 Research Methods
This study is a combination of a quantitative and qualitative research. To conduct the quantitative
research an adjusted existing questionnaire was used to identify the intrinsic motivation level. These
questionnaires were distributed electronically by making use of government appointed email
addresses, to those who were assigned an email address. To the rest of the employees
questionnaires were manually distributed, along with a cover letter ensuring among others
anonymity and confidentiality. The qualitative research was conducted by taking in-depth interviews
of the managers and employees at MTI and also a small focus group. In addition a literature review
has been done on the concepts used in this ISP.
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1.8 Structure of the Individual Study Project
The structure of the ISP is as followed:

Chapter 2, Literature review; in this chapter the background of the concepts intrinsic
motivation, self-determination theory, leadership and red tape is discussed.

Chapter 3, The Ministry of Trade and Industry; gives an overview of the ministry.

Chapter 4, Measurement scales; chapter 4 gives an indication of the reliability of the
concepts used in this research.

Chapter 5, Research findings; in this chapter the findings and data analyses done through the
quantitative and qualitative study are explained.

Chapter
6,
Conclusions
and
Recommendations;
presents
the
conclusions
and
recommendations resulting from the findings and data analysis. In addition the practical
problems, scientific relevance and recommendations are presented.
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Chapter 2 Literature Review: Motivation, Self Determination Theory,
Leadership
In the previous chapter an attempt has been made to give an indication how the presence of
motivated employees can be of benefit. The latter includes an overview of the importance of
employee motivation in the private and public sector, the challenges faced by the public sector in
motivating their employees, and the role of leaders in the latter process. Lastly the relevance of
employee motivation for the Ministry of Trade and Industry is expressed, as this can lead to a better
reflection of its exerted policy. In this chapter an overview of the literature surrounding the concepts
used in this ISP are presented. This includes getting a better understanding of scholars and
researchers their stance regarding these concepts and indicating the author’s point of view as well.
2.1 Understanding motivation
The concept ‘motivation’ can be characterized as being elusive, given that more than 140 definitions
have been identified (Re’em, 2011:4). As indicated by Steers et al. (2004: 379), definitions from
scholars such as Atkinson (1964), Vroom (1964), Campbell and Pritchard (1976), and many more
have similarities focusing on ‘factors or events that energize, channel, and sustain human behavior
over time’. Being in accordance with these similarities as posed by Steers (2004), Berman (2010: 180)
his formulation of the definition, namely ‘motivation can be defined as the drive or energy that
compels people to act, with energy and persistence towards some goal’ might pose a clearer
understanding. In short this might imply that in order for employees to actually want to work and
eventually contribute to organizational performance, they need encouraging incentives to motivate
them. The challenge however is to determine what these incentives are? Which factors lead to
motivated behavior? The answer to these questions lie either in the fact that the employees receive
a (financial) reward or in how the environment of the employees is orchestrated (Berman 2010: 182)
or possibly a combination of both (Hollembeak and Amorose, 2005: 21; Duizendstra, 2013: 7). This
distinguishes motivation in extrinsic and intrinsic motivation.
2.2 Self Determination Theory
Although there are many theories seeking to explain motivation, SDT from Deci and Ryan (1985) is
still considered to be important (McCally 2010: 19). According to Van den Broeck et al. (2009: 317)
for over 40 years this theory has been scientifically researched, with a recent focus on the labor
environment. As argued by Ryan and Deci (2000: 68) SDT consists of a set of theories explaining
human motivation. They go on by indicating that people are mainly motivated by internal factors
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and to a lesser extent external. As implied by Latham (2013: 106) according to SDT theory ‘the use of
external sanctions, of pressuring for production, may work to some degree, but not to the extent that
more internalized motives do’. This might indicate that in some circumstances extrinsic motivation
has an opposite effect on employees (Latham 2012: 106). Taking into account the earlier made
distinction between extrinsic and intrinsic motivation this is exactly the area of SDT (Latham 2012:
155) and will be further explained below.
2.3 Extrinsic motivation
As mentioned by Nijhuis et al. (2012: 328) extrinsic motivation entails employees conducting work
because of an expected reward. This however is regulated by internal behavior. This behavior
includes from being controlled or pressured to being autonomous (Abbema 2013: 10). Elaborating
more on the latter, Nijhuis (2012: 328-329) indicates that on the one hand in some circumstances
employees are not driven at all to take actions on their own, but need to be delegated to do so. On
the other hand employees are driven or have the willpower to conduct work on their own. In
between being forced or controlled and taking self-initiatives, the level in autonomous behavior
increases. These levels are identified as external regulation, introjected regulation, identified
regulation and integrated regulation (Duizendstra 2013: 7-8). Deci and Ryan (2000: 72) explain the
different regulated behaviors of extrinsic motivation as an extrinsic motivation continuum, which lies
between being not motivated at all; a-motivated and behaving autonomous; intrinsic motivated.
2.4 Intrinsic motivation
Given the different types of extrinsic motivation, and as this continuum comes very close to a person
being intrinsic motivated, there is a fundamental distinction which is no matter the level of
autonomy a reward is expected. This is not the case with intrinsic motivation (Duizendstra 2013: 8).
This might imply that in some circumstances the reason people work is not solely for an external
reward e.g. money, but to actually experience some kind of personal development and satisfaction
in their work (Duizendstra 2013: 5). This however is not automatically achieved. According to
Duizendstra (2013: 5) the work environment needs to have a stimulating and challenging character
and the work itself needs to be interesting. If this is not the case people can get unmotivated. To
further emphasize the latter Latham (2013: 105-106) goes on by indicating that excessive external
rewards can even lead to a decrease in a persons’ intrinsic motivation, as this ‘weakens their feeling
of competence and self- determination’. According to Ryan and Deci (2000: 70), human beings are
naturally intrinsically motivated. However, it is proven that certain conditions need to be in place
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(Duizendstra 2013: 5). These conditions are known as the psychological basic needs (PBN) and
underlie intrinsic motivation.
2.5 Psychological Basic Needs
As mentioned earlier when employees have a suitable work environment this can improve their
personal development, which might motivate them intrinsically. This environment however is not
created on its own. Extensive research done by Deci and Ryan (1985), shows that employees need to
fulfill 3 basic needs in order to create the latter, namely the need for competence, autonomy, and
relatedness2. Anything that impacts these needs can ultimately impact intrinsic motivation
(Hollembeak and Amorose 2005: 21). In addition if all three needs are met employees might be
motivated to improve their performance. Furthermore these needs are considered to be
‘fundamental to humans’ (Hollembeak and Amorose 2005: 21). As stated by Duizendstra (2013: 5) if
these needs are not met employees will eventually be unmotivated. She continues by indicating that
these basic needs can differ from person to person (Duizendstra 2013: 5).
Autonomy
According to Hollembeak and Amorose (2005: 21) autonomy refers to ‘the need to perceive
behaviors and thoughts as freely chosen’. Abbema (2013: 9) describes the basic need, autonomy as
‘the need to act with volition, choice and self-determination’. As implied by Duizendstra (2013: 6)
autonomy refers to as the wish to be psychologically free and not controlled. She continues by
implying that employees experience autonomy when they are able to support their own decisions,
provided that there is no tension between employer and employee.
Competence
The basic psychological need, competence is referred to as ‘the need to perceive our behavior as
effective’ (Hollembeak and Amorose 2005: 21). According to Abbema (2013: 9) an employee
experiences the need for competence when ‘[...] a person can interact with its environment and is of
influence of important outcomes’. As mentioned by Duizendstra (2013: 6) competence has to do
with people feeling effective and skilled enough to conduct their work and at the same time feel
engaged with their work environment. They furthermore need to be able to be part of and influence
decision making processes. This might imply that if employees are not only involved in their work,
but also feel that they are skilled enough they will be considered to be intrinsically motivated.
2
http://www.selfdeterminationtheory.org/theory/
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Relatedness
The last PBN that needs to be met in order to explain whether employees are intrinsically motivated
is the need for relatedness. The need for relatedness is explained by Hollembeak and Amorose
(2005: 21) as ‘the need to perceive we are connected to those around us’. Elaborating more on the
latter social contact with others is considered to be a must have (Duizendstra 2013: 6). This might
imply that ‘when relatedness is high, people experience satisfying and supportive social relations’
(Abbema 2013: 6). Relatedness on the work floor might be considered as being important for every
employee, given that every person as mentioned before needs to feel respected and connected to
the workplace somehow.
In short it may be implied that the SDT focusses on behavioral aspects of human beings, which if in
place can strengthen the workforce of an organization. However even though SDT can be identified
to best explain employee motivation, there are skeptics regarding this theory. Along with many
others two well-known skeptics are psychologists Edwin Locke and Gary Latham (McCally 2010: 21).
As argued by them Deci and Ryan’s SDT does not prove that employees work solely because of the
fact that they are intrinsically motivated (Latham 2013: 105-107). They argue that financial rewards
are a must to motivate people (McCally 2010: 21). Possibly implying that no employee works
without expecting external rewards. The latter is supported by these skeptics by arguing that if
rewards are of no benefit to people’s motivation, ‘it is doubtful that [self-determination theory] has
much application to real life.’ In response to these arguments, Deci and Ryan indicated that they
understand the point of view of Locke and Latham, namely the importance of external rewards.
However to their point of view this is only when it regards employees having to perform simple
tasks. Supporting the latter, McCally (2002: 21) continues by arguing that when people are
confronted with more complex tasks, external rewards become of less importance and therefore
intrinsic motivation takes over.
2.6 Higher and lower educated employees and intrinsic motivation
As mentioned earlier according to literature public sector employees tend to be more intrinsically
motivated. Following up on how PBN explain employees’ intrinsic motivation, a relevant question is:
whether these needs are the same for all employees? Taking into account their educational level
PBN of higher educated employees are differently experienced, compared to lower educated.
According to Dur and Zoutenbier (2013: 13), higher educated employees tend to be more
intrinsically motivated. This might imply that according to SDT, these employees’ PBN are greater
satisfied (Van Steenkiste et al. 2007: 254). In contrast to the aforementioned it is assumed by
23
Duizendstra (2013: 8) that lower educated employees experience the opposite in their work context.
They consider it more important to receive external incentives, thus being extrinsically motivated
(Van Steenkiste 2007 et al.: 255). Based on the aforesaid it might be concluded that in some
circumstances education does fulfill a critical role in determining the level of employees’ intrinsic
motivation.
2.7 Leadership
In the previous section, SDT explains employees’ intrinsic motivation by relating it to the satisfaction
of their psychological basic need for competence, autonomy, and relatedness. Also explained is the
role education fulfills. Crucial to indicate here is that these needs will not, out of nowhere be
satisfied on their own. According to Hetland et al. (2011: 508) this process requires, among others,
guidance, namely leadership.
As mentioned by Kuipers et al. (2013: 172) literature surrounding leadership is mostly based on the
private sector. This does not imply that leadership is not important in the public sector. On the
contrary this subject receives greater attention (Bronkhorst 2012: 27). As stated by Nader (1988: 8)
‘leadership may be defined as: the influence that particular individuals (leaders) exert upon the goal
achievement of others (subordinates) in an organizational context’. Possibly put in simpler words
Rainey (2003: 290) defines leadership as ‘the capacity of someone to direct and energize people to
achieve goals’. Drawing a careful conclusion there are two aspects which stand out. Firstly, there
needs to be someone who directs and secondly someone who follows the given directions. On the
one hand, questions such as, ‘Do employees feel competent enough to conduct their work? Do
employees experience a sense of self determination? and Does the work environment support
employees in feeling comfortable enough to discuss work related issues?, seek to determine intrinsic
motivation. On the other hand however these questions might give an indication of the capability of
managers. Are managers indeed, able to intrinsically motivate employees (Hetland et al. 2011: 508)?
The aforementioned might support the importance of determining managers their leadership style
(Kuipers et al. 2013: 173). Implying what kind of leadership style might be considered appropriate to
support an environment that leads to intrinsic motivated employees.
2.7.1 Transformational leadership
Since the late 1930s research has been conducted concerning leadership. Back then a well-known
leadership style used, namely laissez-faire leadership, was quickly identified as being non-effective.
Since then, many different styles have been identified, including Mc Gregor’s (1960) Theory X and
Theory Y, which is still recognized in contemporary theories (Steijn et al. 2013: 19). According to Mc
24
Gregor’s theory Y employees do not need to be controlled and seek to develop themselves (Steijn
2013: 187). This theory highly corresponds with the contemporary transformational leadership style
(TFL). As indicated by Hetland et al. (2011: 508) TFL ‘[...represents an outstanding and especially
motivating leadership style]’. As indicated by Rainey (2014: 350) this leadership style can be
characterized by two components, namely an emotional and intellectual component. The emotional
component includes ‘charisma and inspiring influence on followers’. The intellectual component
includes ‘careful attention to individual followers and intellectual stimulation’ (Rainey 2014: 350).
According to Steijn et al. (2013: 19) TFL is more concerned with the intrinsic motivation of
employees. Given that managers in the public sector in some circumstances need to focus more on
the latter, TFL might be considered to fit the profile. This might imply that in some circumstances a
connection can be made to use this style to explain the role of leaders in the public sector
concerning the fulfillment of PBN as set out by SDT. As confirmed by Hetland et al. (2011: 509) ‘one
could [...] expect transformational leadership to be positively related to fulﬁllment of the three basic
psychological needs’. To draw a careful conclusion, as highly educated employees are assumed to be
more intrinsically motivated, it might also be assumed that if managers in the public sector adopt a
TFL, this might be conducive to employees becoming intrinsic motivated.
2.7.2 Transformational Leadership and Red Tape
As implied in the above sections it may be true that TFL might fulfill an important role in the public
sector; however leaders in the public sector are faced with additional challenges (Kuipers et al. 2013:
173). As mentioned by Rainey (2003: 316), managers in the public sector are confronted with
‘[...cumbersome organizational rules and procedures...]’, known as red tape (RT). According to
Vermeeren (2014: 58) studies have revealed that managers of the public sector suffer from higher
levels of RT in executing policy regarding their employees. This can have a restrictive effect on
leadership, which might imply that although TFL might make a difference in the public sector
concerning employee motivation, RT does not support this (Vermeeren 2014: 27).
2.8 Conceptual model and Hypotheses
To explain the relationship between intrinsic motivation (IM) and transformational leadership style
of the managers (TFLM), and the role RT plays in this leadership style, the following conceptual
model is constructed.
25
TFLM
+
IM
+
Employee Motivation
RT
Figure 2 Conceptual model From: Author
From the conceptual model as set in figure 2 the following hypotheses can be formulated:
H1: The intrinsic motivation of higher educated employees at the Ministry of Trade and Industry is higher
than those who are lower educated.
H2: The stronger transformational leadership of the managers at the Ministry of Trade and Industry, the
higher the intrinsic motivation of their policy officer.
H3: Red tape has a negative effect on transformational leadership of the managers at the Ministry of Trade
and Industry
2.9 Summary
Taking into account the self-determination theory of Deci and Ryan (1985), this chapter attempted
to give a better understanding of how employees can be intrinsically motivated. Furthermore as
leadership supports employee motivation, this chapter also attempted to explain this concept. As
the intrinsic motivation of the highly educated employees is to be determined at the Ministry of
Trade and Industry and whether the ministry’s managers support transformational leadership, 3
hypotheses are formulated. In addition red tape is also included.
26
Chapter 3 The Ministry of Trade and Industry
As the previous chapter sets out the theoretical framework of the key concepts, the author
considers it important to provide information of the Ministry of Trade and Industry, where the
research took place. This includes the structure of MTI and its core activities, which will be indicated
in this chapter.
3.1 Mission, Vision, Strategy
Started as the ‘Ministry of Economic Affairs’ in 1947, after going through some changes, 67 years
later the Ministry of Trade and Industry, is the ministry that strives to benefit the welfare of all the
citizens of Suriname. This is achieved by contributing to its countries’ national development in
particular by sustainably developing the sectors trade and industry. The latter is reflected in the
ministry’s mission, vision and strategy (Policy document Ministry of Trade and Industry 2011: 5). The
mission of the ministry is to create a suitable trade environment in accordance with the highest
standards. This will enable businesses of Suriname to compete in regional and international markets.
In addition institutes are established to protect its consumers and to provide them with information
to make better choices. This mission is backed by a vision which upholds a professional organization
focused on continually improving the conditions concerning entrepreneurship, and expanding trade
and cash flow. In order to exert the mission and vision a suitable strategy is developed, namely by
involving all relevant institutes and by promoting investment opportunities. To give effect to the
aforementioned aspiration; specific tasks are set which are established by State Decree from 10
October 1991 (Policy document Ministry of Trade and Industry 2011: 5), namely:
1. Promotion of the national and international trade, including the import and export policy;
2. Dealing with matters concerning trade policies and the issuance of import and export
licenses. Keeping in mind trade liberalization;
3. Supervising the policy which controls the cost of living and also supervising activities related
to trade, industry and services;
4. Establishing and controlling prices, including the quality standards;
5. Establishing industrial policy and promoting the industrial sector, in particular export
promotion;
6. The weighing and measuring of processed or non-processed gold and silver for safeguarding
purposes;
7. Protecting consumers and promoting a healthy, effective and efficient consumer movement;
8. Ensuring a national and regional competition policy;
9. Ensuring the standard of products policy and maintaining its infrastructure;
27
10. Stimulating small and medium entrepreneurship; and
11. Improving the conditions for business in Suriname in order to improve the international
ranking of Suriname on the World Bank list "Ease of Doing Business".
3.2 Organizational structure
Figure 3 Organizational structure From: Ministry of Trade and Industry, Policy Document 2011-2015
28
The above organizational structure sets out the current vertical hierarchical structure of the different
departments located at MTI, including the supporting institutes, not located at the ministry. The
departments located at MTI are: Industry, Trade, Entrepreneurship and Consumer Affairs,
Administrative Services, Market Development and Investment Promotion. Next to these
departments, there are supporting departments which deal with special services, these are the
departments: Business permits; Import, Export, and Foreign Exchange Control; Economic Control
Services; General Economic Policy; and Warranty and Metrology Services (Ministry of Trade and
Industry n.d.: 21).
3.3 Summary
Given the short overview of the Ministry of Trade and Industry, the following chapter will now
explain which research methods were used to conduct the research at MTI.
29
Chapter 4 Research Methods
4.1 Introduction
In this chapter the concepts explained in the theoretical framework will be measured. This includes
intrinsic motivation, including the basic psychological needs and transformational leadership. In
addition red tape will also be measured. The first section will set out how the sample size was
determined. This is followed by explaining how the concepts were measured and their reliability.
4.2 Sample size and Response
In this section the process of determining the sample size of the employees of the Ministry of Trade
and Industry is described. Also described is the response of the managers. Taking into account the
research took place at the Head office of MTI, the author used the attendance list consisting of 237
active employees, referred to as the population. Given the number of managers all 21 were included
in the research.
4.2.1 Employees of the Ministry of Trade and Industry
To determine the size of the sample of the employees of MTI the author used a calculator on the
website ‘POLARIS Marketing Research’3. This site includes the steps to calculate an appropriate
sample size. Using a confidence level of 95% and a margin of error of 5% the sample size is
determined at 147, given a population of 237. In order to stay objective the respondents of the
sample were determined randomly by using excel. Taking into account dropouts, instead of 147, 157
questionnaires were distributed. The methods used to distribute the questionnaires were by email
and hard copy. In total 96 questionnaires were received.
Looking at the research question this study makes a distinction in education. Employees belonging to
the education levels ‘Basis school, LBGO, LTS/SATS, MULO, HAVO/MBO’ are identified as the lower
educated (38.2%), and those belonging to the education levels ‘VWO, HBO, Universitair’ (61.8 %) as
the higher educated (See Appendix II table 1).
4.2.2 Managers of the Ministry of Trade and Industry
As indicated before all 21 managers were included. In order to obtain information questionnaires
were distributed and interviews were conducted. The purpose of the interviews was to get more
insights on employee motivation. Given that the research focuses on the self-determination theory,
3
See http://www.polarismr.com/polaris-help-center/stat-calc-sample-size/
30
this was taken into account. The arrangements regarding the interviews were either via email or in
person. With reference to the questionnaires, which were distributed either via email or in person in
total 14 were received. Appendix II table 2 and 3 presents a view of the latter process.
4.3 Measurement scales
4.3.1 Introduction
Having described the theoretical background of the concepts in chapter 2, this section will indicate
how these concepts are measured. This includes the sample size answered (N) and the standard
deviation (SD). But first the demographical information will be analyzed concerning the sample size
of the employees and the managers.
The average age of the employees (N=93) of the Ministry of Trade and Industry equals 45 years
(SD=10.218). The average years in service (N=95) equals 9-14 years (SD=3.66). The previous might
indicate that these employees might be considered experienced and worked long enough to express
their opinion regarding their motivation and how they feel about their manager. The sample (N=95)
is divided into 38 men (39.6%) and 57 women (59.4%). Given the status of the respondents’
employment (N=94), 1 respondent is part-time employed, 1 has a contemporary contract, and the
remaining 92 respondents are full-time employed. Looking at the employees (N=89) their education
with an average of 1.6408 (SD=.48212) it may be concluded that most employees are considered to
be well educated (See Appendix II table 4).
Looking at the managers of MTI their average age (N=14) equals 46 years (SD=7.6). The managers’
(N=14) average year in service equals 15-20 years (SD=1.499). The average years of being in their
position (N=13) equals 9-14 years (SD=1.625). With respect to managers (N=14) education with an
average of 4.86 (SD=1.512), which indicates that the managers are rather high educated, it is
noteworthy to indicate that still 28.4% can be identified as having less than a bachelor degree. With
respect to the managers’ (N=14) gender it is by coincidence that the response is equally divided (See
Appendix II table 5 and 7).
4.3.2 Measurement instruments
The measurement instrument used to determine the concepts intrinsic motivation, basic needs,
transformational leadership and red tape are existing questionnaires. These questionnaires are
adjusted to fit the context of MTI. Fortunately these questionnaire are in Dutch, given that the
native language of the sample is Dutch. In addition in some circumstances English might pose as a
31
barrier for the higher educated respondents, let alone the lower educated. To ensure the validity of
the questionnaires different scales were used. The questionnaires contains of statements with a
positive or negative character. In order to process these statements and maintain the reliability
(Cronbach’s Alpha=α), all statements must have one character, leading to as preferred by the author
recoding the negative statements. Furthermore it is considered important to determine the
reliability of the concepts as this ensures consistency in the results (Field 2009: 12). The Cronbach’s
Alpha of the variables is presented in table 6 of appendix II.
Psychological basic needs
As indicated by Duizendstra (2013: 13) the questionnaire used to determine PBN was subtracted
from Van den Broeck et al. (2010) ‘Work-related Basic Needs Scale’. Originally this questionnaire has
a 7-point Likert scale, however this has been adjusted to a 5-point Likert scale. To measure the basic
needs, autonomy, competence, and relatedness 18 statements were formulated. The answers of the
statements range from ‘strongly disagree’ to ‘strongly agree’. To measure autonomy 5 statements
were formulated, with a reliability of .663 (α=.663), this can be considered to be a reasonably good
alpha given that it lies between 0.60 and 0.80 (Field 2009: 675-676). In this case no question was
removed because it would not lead to any significant improvement. An example question to
measure autonomy is: ‘Ik voel me vrij mijn werk te doen zoals ik denk dat het goed is’. To measure
competence 7 statements were formulated. The reliability here was also reasonably good, namely
.722 (α=.722). If wanting to increase the reliability, one statement could have been removed. The
alpha would increase to .741 (α=.741). However this was also of no significance. An example of
measuring competence is: ‘Ik heb het gevoel dat ik moeilijke taken op mijn werk tot een goed einde
kan brengen’. Lastly, to measure the basic need relatedness 6 statements were formulated. With an
alpha of .550 (α=.550) this can be identified as slightly unreliable, given that it lies between 0 and
0.60 (Field 2009: 675-676). In this case the statement ‘de mensen op het werk zijn echte vrienden’
lowered the alpha. After removing this statement the alpha increased to .602 (α=.602).
To measure intrinsic motivation the statements were answered according to a 5-point Likert scale.
The questionnaire consists of 18 statements. Ranging from ‘strongly disagree’ to ‘strongly agree’.
The reliability is set at .715 (α=.715). This can be identified as reasonable given the norm .60 ≤ alpha
< .80 (Field 2009: 675-676). A statement reflecting intrinsic motivation is: ‘Ik werk omdat ik plezier
heb in mijn werk’.
32
Transformational leadership
As indicated by Rainey (2014: 350) TFL behavior can be distinguished into 4 components namely:
idealized influence, intellectual stimulation, individualized consideration and inspirational
motivation. These variables are considered to determine whether the managers of MTI have a
transformational leadership style. As indicated by Bronkhorst (2013: 37) a most well-known
measurement instrument to measure TFL is the Multifactor Leadership Questionnaire (MLQ) from
Bass and Avolio (1995). This questionnaire originally consists of 36 statements measuring the 4
components. Bronkhorst (2013: 37) however used a validated shortened version namely, the Global
Transformational Leadership scale (GTL) developed by Carless, Wearing and Mann (2000) consisting
of 13 statements. Also using this questionnaire in this research the reliability equals .893 (α=.893).
Red tape
As mentioned before RT poses as an obstacle for managers who want to enhance employees’
motivation. This however is also experienced by the employees. Before this can actually be proven
RT must first be measured. This concept is approached from two perspectives, namely how the
managers experience it (RTM) in exerting their leadership style versus how employees experience
(RTE) it through the transformational leadership style of the managers. With regards to the
managers an existing questionnaire was used containing 5 statements. This questionnaire was
subtracted from the dissertation of Vermeeren (2014: 201). An example of a statement is: ‘de
bestaande wetgeving en/of procedures inzake het bevorderen van personeel beperkt u als
leidinggevende beter presterend personeel eerder te bevorderen ten opzichte van minder presterend
personeel.’ The reliability is .542 (α=.542). However this was obtained after removing the statement
‘De bestaande wetgeving en/of procedures inzake het bevorderen van werknemers zijn eerder
gebaseerd op het aantal dienstjaren van een personeelslid in plaats van zijn/haar geleverde
prestaties.’, which extremely lowered the reliability, namely .277 (α=.277). With regards to red tape
perceived by the employees one statement was posed, namely ‘Als personeelslid ondervind ik
moeilijkheden bij mijn bevordering voor geleverde prestaties’.
4.4 Summary
In short it may be concluded that according to the sample size women are in the majority at MTI. In
addition its employees can be identified as well-educated and somewhat experienced. Furthermore
except for the basic need relatedness and red tape as perceived by the managers all the concepts
are identified as reliable. Additional actions were necessary to ensure the reliability of the other two
concepts.
33
Chapter 5 Research Findings
5.1 Introduction
This chapter will present the results of the research. This includes describing the state of play of the
Ministry of Trade and Industry concerning: its policy on employee motivation, employees’ intrinsic
motivation, and managers’ and employees’ view on transformational leadership and red tape. In
addition the mean score and standard deviation will be presented. Furthermore in order to test the
hypotheses in paragraph 5.3. the possible correlations and their significance are identified and
analyzed.
5.2 Results of the Ministry of Trade and Industry
In table 8 below the mean score (MS), standard deviation (SD), and expected relationships between
the different concepts are presented.
1. AGE
2. GEN
3. EDU
4. AUT
5. COM
6. REL
7. IM
8. EM
9. TFLM
10. TFLE
11. RTM
12. RTE
MS
SD
1969.77 10.218
1.60
.492
4.12
1.353
3.4729 .87497
3.8080 .78324
3.7135 .66434
10.9945 1.83090
11.4583 3.15867
4.016
.5622
2.9750 .83543
15.9286 3.04995
3.22
1.509
1
2
1
-.207*
-.430**
1
.155
**
.318
.241*
.242*
.186
.042
.121
.154
-.083
.095
.068
-.135
-.134
.180
-.060
-.081
.015
.510
.122
3
4
5
6
7
8
9
10
11 12
1
**
-.358
-.042
.047
-.057
.395**
-.036
-.220*
.298
-.209*
1
**
.499
.357**
.485**
.053
.349**
.349**
.c
.329**
1
**
.415
.694**
.247*
.366**
.366**
.c
.141
1
**
.461
1
**
.303
.235*
1
**
**
.494 .514 .259*
1
**
**
*
.494 .514 .259 .235*
1
c
c
c
.
.
. .515
.c
.135 .199 .001 .039 .039
*Correlation is significant at the 0.05 level (2-tailed). **Correlation is significant at the 0.01 level (2-tailed).
c. Cannot be computed because at least one of the variables is constant.
Table 8 Mean score, Standard deviation, and Correlations
Note: Appendix II table 8a presents the extended correlation matrix
5.2.1 Policy on employee motivation
As this ISP concerns employee motivation, the author considers it appropriate to reflect on the
relevant policy of MTI. Important to indicate is that the self-determination theory was taken into
account. In order to obtain the information the managers were interviewed, resulting in the
following:
34
1
.c
1
1. Having already mentioned the importance of having motivated employees (Steijn et al.
2003: 1) the budget4 of MTI, as approved by the GoS does not include financial resources
allocated to a policy specifically focused on motivating its employees. It does however
provide opportunities (Interviewee 2 2014, personal interview5).
2. Considering that it is essential for any organization to have competent employees (Steijn et
al. 2013: 5), this might imply that improving on competence is a must. The managers of MTI
are aware of this fact and also ensure that their staff is skilled. This includes communicating
with employees to identify what kind of training is required to improve on their performance
(Interviewee 3 2014, hard copy interview6). Also stimulated is on-the-job training, implying
skills needed to perform are gained at work (Groeneveld et al. 2013: 124). Also mentioned is
to have the right tools in place in order for employees to be able to perform better and
deliver professional work (Interviewee 5 2014, hard copy interview7). Lastly GoS considers
the upgrade of its entire civil service also important as they have a program available for
their employees. These employees can submit on their own initiative and is free of charge
(Interviewee 8 2014, personal interview8).
3. As indicated before it is also important for employees to feel self-determined in pursuing
their work and possibly work in teams to achieve the objectives of an organization
(Duizendstra 2013: 6). MTI does support this environment and stimulates employees to take
own initiatives (Interviewee 1 2014, personal interview). This includes among others
stimulating employees to take own decisions (Interviewee 6 2014, personal interview9).
Furthermore there are established working groups to promote team work (Interviewee 4
2014, email interview10). In addition employees are afforded the opportunity to structure
their own work according to their own views (Interviewee 3 2014, hard copy interview).
4
See Act establishing the budget of the Ministry of Trade and Industry 2014,
http://www.dna.sr/media/40560/OB_HANDEL_EN_INDUSTRIE_2014.pdf
5
6
Hard copy of interview with interviewee 3 on formatting Master Thesis at the Ministry of Trade and Industry,
7
Hard copy of interview with interviewee 5 on formatting Master Thesis at the Ministry of Trade and Industry,
Paramaribo, 06 January 2015
8
Personal interview with interviewee 8 on formatting Master Thesis at the Ministry of Trade and Industry,
9
10
Email of interview with interviewee 04 on formatting Master Thesis at the Ministry of Trade and Industry,
35
4. Another important and not to be underestimated determinant contributing to enhancing
motivation is the interrelationship between employees (Ryan and Deci 2000: 235). MTI
occurs to support an environment where employees’ feeling of relatedness is enhanced. This
includes managers conducting work meetings to create the opportunity to discuss work
related issues and contribute to the decision making process (Interviewee 2 2014, hard copy
interview). In addition in order to enhance the team spirit, teambuilding activities are
conducted (Interviewee 6 2014, personal interview).
In short it may be concluded that even though MTI does not have a policy in place to motivate their
employees, they do however create the environment to be able to do so.
5.2.2 Intrinsic motivation of the employees
As intrinsic motivation (IM) is a sum of the basic needs, overall it may be concluded that the
employees of MTI can be considered to be intrinsically motivated given the mean score of 10.9945
(SD=1.8309) on a scale of .67 to 13.65. Looking at the individual characteristics, although IM is
positively related to employees their age (r=.186,p=Ns) and gender (r=.180,p=Ns), and negatively to
their education (r=-.057,p=Ns), these are not significant. Breaking IM down to PBN it can be
indicated that age does play a significant role. This implies that it can be expected that age is
significant positive correlated to autonomy (r=.318,p<.01), competence (.241,p<.05), and
relatedness (r=.242,p<.05). Furthermore it can also be expected that the higher educated employees
feel less autonomous (r=-.358,p<.01), as autonomy is significant negative correlated to education.
Noteworthy to indicate is that gender is of less importance.
5.2.3 Transformational leadership as perceived by the managers and employees
As mentioned earlier in chapter 2 TFL is assumed a suitable leadership style in the public sector to
positively influence IM. However before looking at the latter, this leadership style is first to be
identified at MTI. With a mean score of 4.016 (SD=.5622) on a scale of 2.8 to 4.8, it may be
concluded that the managers of MTI on average do exercise a transformational leadership style
(TFLM). Here no distinction is identified in age, gender, and education. In this regard the
aforementioned assumption is supported given that it can be expected that TFLM of MTI is
significant positive related to employees’ IM (r=.514,p<.01).
Looking at the employees’ point of view (TFLE), they somewhat agree with their managers on
exerting a transformational leadership style given a means score of 2.9750 (SD=.83543) on a scale of
.27 to 4.47. The latter is supported by the expected significant positive correlation between TFLE and
TFLM (r=.235,p<.05). Looking at the personal characters age, gender, and education, it may be
36
concluded that TFLE is positive correlated to age (r=.154,p=Ns) and gender (r=.015,p=Ns), however
these are not significant. With regards to education a significant negative correlation is detected (r=.220,p<.05), meaning that it can be expected that the higher educated employees agree less with
MTI’s managers transformational leadership style. The latter resulted into conducting a regression
analysis which led to no significance (β=-.125,p=Ns) (See Appendix II table 9 and 9a).
5.2.4 Describing red tape
Managers
Even though the managers of MTI do exert a TFL style and as they among others have the
responsibility to motivate their employees, this is not identified as being an easy task. Managing
employees in the public sector often come with perceived constraints (Rainey 2003: 288). In this
regard the managers of MTI have indicated that the wage reform system of the Government of
Suriname, the Function Information System of the Government of Suriname (FISO) is experienced as
an obstacle. This indicates among others that this system does not at all work in favor of neither the
lower nor higher educated. Furthermore it implies that FISO does not allow managers to reward or
promote employees within their salary scale, meaning that even though employees are qualified for
a promotion, the system falls short in being able to approve this (Interviewee 1 2014, personal
interview). Furthermore if employees have reached their ceiling in a salary scale they need to be
assigned another function before they can be promoted. The latter however is only possible if there
is a vacant higher function, if not these employees cannot be promoted. Furthermore the system
does not allow for employees whom work extra hard to be upgraded through periodical increments
(Interviewee 8 2014, personal interview). FISO also does not provide for career opportunities due to
the high requirements. This implies that if an extra hard working employee is nominated for a
promotion and the documents are send for approval to the Ministry of Home Affairs most of the
times they are send back because of changed stricter requirements. In addition it can take up to 2
years before the documents are returned. Next to FISO, politics also limit managers in promoting
their employees. This implies that depending on the minister in place and depending on how he is
backed by the political party he adheres to, certain employees are promoted (Interviewee 1,
personal interview)
Being above the average the results of the managers (N=14) of MTI indicate that they do encounter
procedural constraints in the process of exerting their leadership style (mean score= 15.9286 on a
scale of 9.00 to 20.00=18.3571, SD=3.04995). An example of a statement is: ‘De bestaande
wetgeving en/of procedures inzake het bevorderen van personeel beperkt u’. The latter is supported
37
by the moderate positive relationship between RTM and TFLM (r=.515,p=Ns), however this is not
significant and could therefore not be proven.
Employees
Next to the managers, the employees of MTI also experience red tape. According to the interviewed
the perceived RT encountered is rather invasive. In addition they indicate that the latter has a major
influence on their motivation. The interviews resulted in the following, namely:
1. The employees have also identified FISO as a constraint. This includes among others the
absence of career opportunities, no appreciation for extra performance, and work
experience is not recognized (Focus group 2014, personal interview11);
2. Even though there are rules and procedures in place to exert disciplinary measures the
managers of MTI do not exercise these measures against those who do not perform.
Demotivating those who do (Focus group 2014, personal interview);
3. There is a lack of training and development regarding the lower educated employees, and
when available it does not fall within their relevant field of work (Interviewee 11 2014,
personal interview12);
4. The political environment in Suriname is to be considered one of the most invasive factor
demotivating employees. As this allows for favoritism. In addition as employees are allowed
to take own initiatives with regards to contributing to MTS’s policy, certain people in power,
and belonging to a certain political party do not make use of these initiatives. This can be
identified as withholding employees’ voice (Boxall and Purcell 2011: 160) (Interviewee 12
2014, personal interview13).
Looking at the results with a mean score of 2.7188 (SD=1.49879) on a scale of .00 and 5.00 and lying
slightly above the theoretical average it may be conclude that the employees of MTI (N=96) do
experience red tape. Furthermore looking at the personal characters age (r=.095,p=Ns) and gender
(r=.122,p=Ns) they are of less importance. With regards to education it may be expected that the
higher educated employees experience less red tape, as red tape is significant negative correlated to
employees’ educational level (r=-.209,p<.05). In performing a regression analysis however the
correlation could not be proven (β=-.131,p=Ns) (See Appendix II table 11). Furthermore a significant
11
Personal interview with focus group on formatting Master Thesis at the Ministry of Trade and Industry,
12
13
38
positive correlation can be expected between employees’ perceived red tape and their feeling of
autonomy (r=.329,p<.01). The regression analysis indicated a significant fairly strong relationship
(β=.235,p<.05) (See table 10 below), implying as red tape as perceived by the employees increases,
so does their feeling of autonomy.
5.3 Hypotheses analyzed
Having among others established the expected correlations between the different concepts, the
formulated hypotheses regarding the Ministry of Trade and Industry can be tested. This is done by
conducting a (multiple) analysis of variance (ANOVA). According to Field (2000: 210) a multiple
ANOVA includes estimating the effect of independent variables on a dependent variable. This will be
presented by means of the standardized bèta (β) and its significance (Pallant 2010: 288). As the
formulated hypotheses include in some cases identifying a distinction in background variables age,
gender, and education the multivariate analyses of variance (MANOVA) is considered appropriate
(Trepanier et al. 2012: 274). If a distinction is identified in order to prove its significance a follow-up
analysis is needed, namely a univariate analyses (Pallant 2010: 288).
Prior to this all according to Field (2000: 221) a few conditions need to be met in performing ANOVA,
namely:
1. All variables used must be measured at an interval level or ratio scale. Given the quantitative
method is applied this required statements to be formulated with an interval level or ratio
scale (Field 2009: 220), which is taken into account e.g. statements are mostly based on a 5point Likert scale;
2. No perfect multicollinearity; according to Field (2009: 220) multicollinearity indicates ‘no
perfect linear relationship between two or more predictors’. Looking at appendix II, table 8a
the correlations prove the latter. In addition according to Field (2009: 220) the ‘predictor
values should not correlate too high’ which is also the case.
3. The dependent variables must have a standardized residual and must be normally
distributed, indicating that there is no homoscedasticity (Field 2009: 221). The results
derived from SPSS 20 prove the latter14;
4. There must be a cause-effect relationship between the variables;
5. The relationship between variables must be linear. This indicates that the residuals lie along
a straight line (Field 2009: 221). Which is also proven by SPSS 2015.
14
15
See Appendix III graphs 1,2,3,4
See Appendix III graphs 1,2,3,4
39
Having taken these conditions into account conclusions can be drawn with respect to the established
population and the results can be considered unbiased (Field 2009: 221).
In order to prove the main research question 3 hypotheses are formulated. In table 10 below the
results of the multiple ANOVA are presented. Model 1 includes as dependent variables intrinsic
motivation, autonomy, competence and relatedness and as independent variables only the
individual characters, model 2 includes TFLM, and model 3 RTE. Note that with regards to IM the
contribution of age disappears in models 2 and 3. Unlike gender, unfortunately in none of the
models education contributes to IM. Furthermore TFLM seems to be a major contributor of IM.
Lastly RTE only contributes to one of the components of IM, namely autonomy.
MODEL 1
IM
Autonomy
Competence
Relatedness
Β
Sig.
Β
Sig.
B
Sig.
Β
Sig.
Age
.253
.030*
.263
.018*
.328
.005*
.337
.004**
Gender
.250
.020*
.130
.197
-.078
.461
-.089
.398
Education
.037
.744
-.248
.025*
.125
.275
.200
.081
2
R
.103
.185
.102
.113
N
87
87
87
87
MODEL 2
IM
Autonomy
Competence
Relatedness
Β
Sig.
Β
Sig.
B
Sig.
Β
Sig.
Age
.184
.064
.222
.037*
.278
.011*
.271
.008*
Gender
.258
.005*
.135
.159
-.072
.464
-.081
.374
Education
.077
.430
-.225
.032*
.153
.150
.237
.018*
TFLM
.581
.000**
.302
.002**
.375
.000**
.492
.000**
2
R
.362
.274
.239
.347
N
87
87
87
87
MODEL 3
IM
Autonomy
Competence
Relatedness
Β
Sig.
Β
Sig.
B
Sig.
Β
Sig.
Age
.181
.068
.216
.036*
.277
.012*
.267
.008*
Gender
.243
.008*
.102
.277
-.077
.437
-.102
.259
Education
.097
.323
-.181
.079
.161
.139
.266
.008*
TFLM
.512
.000**
.290
.003**
.373
.000**
.484
.000**
RTE
.110
.299
.235
.015*
.040
.691
.154
.094
2
R
.374
.325
.240
.369
N
87
87
87
87
Table 10 Multiple linear regression with dependent variables: IM, Autonomy, Competence, and
Relatedness
40
First hypothesis:
Intrinsic motivation of higher educated employees of the Ministry of Trade and
Industry is higher than those who are lower educated.
Going back to the theory it may be assumed that in the public sector higher educated employees are
more intrinsically motivated than the lower educated (Dur and Zoutenbier 2013: 13). Having already
established that the expected relationship between IM and education is not significant, still a
regression analysis is performed. The results derived from model 1 therefore indicate no significance
(β=.037,p=ns). Before rejecting the hypothesis however a MANOVA is conducted to identify a
difference in mean of the independent variable education. Resulting in the following, namely a
difference
in
mean
could
be
detected
in
education
(F(5,83)=1.950,p<.05)
and
age
(F(5,56)=2.756,p<.05) (See Appendix II table 12 and 12a). But these concern the dependent variables
RT; which will be referred to in hypothesis 3 and relatedness.
In performing a follow-up analysis regarding age and relatedness, namely the univariate analysis it
turns out that the older, more experienced employees (M=4.289,SD=.62603) feel more related to
each other than the younger employees (M=3.917,SD=.82083) (F(7,60)=2.848,p<.05) (Table 13 and
13a).
Model 1 of the regression analyses further indicates a significant moderate expected relationship
between IM and gender (β=.250,p<.05). However no significance was detected in performing
MANOVA (F(5,56)=1.763,p=.135) (See Appendix II table 14). This is possible as in performing a
multiple ANOVA an ‘inflated Type 1 error’ can arise, meaning that in conducting several regression
analysis it is most likely to identify significant results, however the possibility also exists that no
difference in mean between groups will be detected (Pallant 2010: 275).
Noteworthy to indicate is the significant moderate correlation between education and autonomy as
identified in model 1 and 2, disappears in model 3. In performing MANOVA this resulted in a
significant difference (F(5,83)=5.485,p<.05). In this regard the univariate test is also performed and
indicates that the lower educated (M=3.8235,SD=.93649) feel more autonomous compared to the
higher educated (M=3.3018,SD=.79617) (See Appendix I table 15, 15a, 15b).
In conclusion even though the hypothesis could not be proven with regards to IM and education, it
does apply to one of the PBN of IM, namely the higher educated feel less autonomous, partially
accepting the hypothesis.
41
Second hypothesis:
The stronger transformational leadership of the managers of the Ministry of
Trade and Industry, the higher the intrinsic motivation of their policy officer
Having already determined TFLM as a major contributor of IM, this is in line with the theory, namely
TFL has proven to be the best fit in the public sector when referring to intrinsically motivating their
employees (Steijn et al. 2013: 19). The regression analysis indicates a strong correlation
(β=.512,p<.01), which accounts for both the higher and lower educated. To identify whether TFLM
contributes more to the policy officers, the MANOVA did not identify a difference in mean
(F(7,60)=.333,p=.936) (See Appendix II table 16). In conclusion even though it could not be proven
whether a stronger transformational leadership of the managers of MTI leads to a higher intrinsic
motivation of the policy officers, it does account for all employees, including the higher educated,
thus accepting the hypothesis.
Third hypothesis:
Red tape has a negative effect on the transformational leadership style of the
managers of the Ministry of Trade and Industry
Model
Unstandardized
Standardized
Coefficients
Coefficients
B
Std. Error
Beta
t
Sig.
90.0% Confidence
Interval for B
Lower
Upper
Bound
Bound
1.188
3.821
.014
.176
(Constant)
2.505
.739
3.390
.005
RTM
.095
.046
.515 2.081
.060
a. Dependent Variable: Transformational leadership
Table 17 Linear regression with dependent variable transformational leadership managers
1
Model
Unstandardized Coefficients
B
Std. Error
.382
.034
Standardized
Coefficients
Beta
T
Sig.
(Constant)
10.535
27.558
.000
RTXTFLM
.047
.140
1.374
.173
a. Dependent Variable: Intrinsic motivation
Table 18 Intermediate effect between red tape AND transformational leadership managers and
intrinsic motivation employees
1
According to theory managers of the public sector do encounter red tape (Vermeeren (2014: 58).
Given the character of the statements addressed to the managers, it might possibly be concluded
that if RT has a negative effect on TFLM of MTI, this can have its toll on the employees. Based on the
42
expected correlation as indicated in table 7, the regression analyses led to no significant contribution
(β=.515,p=.060) (See Appendix II table 16). Therefore the third hypothesis could be rejected. If
wanting to indicate the intermediate effect of RT on TFLM and IM the latter should have been
significant. This is proven after performing the regression analysis on the intermediate effect
(β=.140,p=.173) (See table 18 above).
5.4 Summary
In conclusion 2 hypotheses, of which one partially are adopted. This led to interesting conclusions
when comparing the statistical results to the results derived from the interviews. The latter will be
explained in the following chapter.
43
Chapter 6 Conclusions and Recommendations
6.1 Conclusions
Chapter 6 presents the conclusions derived from the results, followed by the recommendations.
Finally the practical problems encountered will be indicated and recommendations for potential
further research.
The approach of this section will be to compare the results of the conducted interviews to the
proven results and identify the shortcomings and contradictions. Reflecting on the quote ‘Motivated
employees are the cornerstones of all organizations, […]’ (Anderfuhren-Biget et al. 2010: 213)’ this
might definitely imply that the Ministry of Trade and Industry stands and falls with motivated
employees. With the latter in mind the main research question of this ISP is developed, namely ‘to
what extent are the employees at the Ministry of Trade and Industry intrinsically motivated and
what role does leadership play in enhancing motivation?’ In addition 4 sub questions are
formulated, which together frame the answer of the main question.
Sub question 1
What is the current situation at the Ministry of Trade and Industry regarding
intrinsic motivation?
In answering this question the self-determination theory was discussed which implies that the
determinants autonomy, competence and relatedness must all be satisfied before employees are
intrinsically motivated. Based on the results and partially the interviews it may be assumed that the
environment of MTI does correspond with SDT, meaning MTI’s environment is identified as being
ideal for having intrinsic motivated employees. This corresponds with the mean score of the
employees on IM (MS=10.9945,SD=1.8309 on a scale of .67 to 13.65). However not all employees
are satisfied concerning their feeling of relatedness and autonomy, indicating IM somewhat falters,
and can be improved on. Furthermore although employees indicated to be intrinsically motivated
they are affected by other factors such as managers’ leadership style and red tape which will be
explained in sub questions 3 and 4.
Sub question 2
What is the leadership style of the managers at the Ministry of Trade and
Industry?
This research reveals that the managers of MTI do support a transformational leadership style. This
includes among others managers assessing their employees and supporting them in their
44
development. Furthermore they promote mutual trust, commitment and cooperation among team
members, and also communicate a clear vision regarding MTI’s policy and the organization’s future
goals.
Sub question 3
How does this leadership style affect motivation?
Having already established managers supporting a transformational leadership style, it is now also
safe to indicate that this style does positively influence employees’ intrinsic motivation. This implies
that this leadership style does not only contribute to the intrinsic motivation of the employees, but
to every determinant of the basic needs. Despite of the latter based on the interviews this is not
experienced as smoothly as indicated. Managers have indicated to experience pressure and
limitations, such as FISO and political influence.
Sub question 4
Which other factors affect motivation of the employees?
Next to transformational leadership, another factor affects MTI’s employees motivation. As
indicated earlier one of the most experienced obstacles perceived is red tape through administrative
rules and procedures (Rainy 2003: 288). The interviews revealed that the most occurring
administrative rules and procedures working against employees’ motivation are the wage reform
system of the Government of Suriname (FISO), lack of disciplinary measures, lack of relevant and
adequate training and development, political influence i.e. favoritism, limited employee voice.
In short it may be concluded that on the one hand the employees are intrinsically motivated and
managers do exercise a transformational leadership style. On the other hand however although not
statistically proven, but through the interviews the results also indicate both parties encountering
many administrative rules and procedures. In addition they also have to cope with political
influence.
6.2 Recommendations
Development of a policy or action plan specifically focused on employee motivation and
allocation of an assigned budget.
Enhance the basic needs relatedness and autonomy; as the younger generation will carry
out near future policy it is imperative to eliminate younger employees feeling excluded
45
and not involved in executing MTI’s policy, with regards to autonomy the higher educated
will not be compelled to take own initiatives when feeling less autonomous.
Further strengthen and develop transformational leadership of the managers through best
practices and training and development.
Decrease to discontinue political influence to the point where employee voice is taken into
account and no distinction is made in representing the interests of employees. This could
not only result in better motivated employees, but could even work in favor of any
political party.
6.3 Scientific relevance
The self-determination theory from Deci and Ryan 1985 is mainly focussed on the intrinsic
psychological behaviour of human beings in the field of Education, Healthcare, Relationships,
Psychotherapy, Psychopathology, Organizations, Sports and Exercise, Goals, and Health and Wellbeing16. In search for specific research done on the public sector, implying:
-
governments of developing countries;
-
the relationship transformational leadership and intrinsic motivation, and the effect of red
tape as perceived by leaders and employees; and
-
the effect of red tape on the intrinsic motivation of employees in government and on the
relationship transformational leadership and intrinsic motivation; limitations were
encountered. This might imply that this ISP possibly contributes to research done on SDT.
Furthermore as developing countries often suffer from financial constraints in implementing
policy (Makinde 2005: 64), SDT can possibly contribute to employee motivation in the public
sector as the basic needs directly effect the workforce (Van den Broeck et al. 2010: 995). The
latter migth indicate a minimum use in financial resources. It does however require clear
communication between the top of the Ministry of Trade and Industry, namely the Deputy
Directors and head of departments and the employees (higher and lower educated) and more
importantly an objective stance from political leaders. The latter implying that political leaders
should not, everytime when there is a change in power, constantly switch from policy as this
16
http://www.selfdeterminationtheory.org/
46
might lead to confusion for both managers and employees and possibly implies no consistency in
policy implementation.
6.4 Limitations/Practical problems
This study is focused on the managers and employees at the Ministry of Trade and Industry. In view
of the latter only the situational characters of MTI were taken into account, which makes it difficult
to assume that the results can be generalized to other ministries. Other obstacles encountered are:
1. The attendance list received to determine the sample was outdated. In this regard I had to
screen and refresh the list;
2. Not all employees who received a questionnaire via email are in the position to check their
mail resulting into reprinting extra questionnaires and distribute them manually.
3. With regards to the employees from the sample size (N=147), 96 were received. In
processing the results however the sample size at sometimes dropped to 89. With reference
to the managers even though more than half (n=14) of the population (N=22) is received this
small amount could have possibly led to limited results.
4. Due to circumstances I had to conduct the survey during the holidays, which possibly led to a
limited response;
5. Lastly I chose to use SPSS 20 to analyze my results. Having no experience this was very
challenging and I had to invest a lot of my time in the process. In addition if being more
experienced I would definitely had a more structured approach. Furthermore I would advise
other student to get more involved in learning how to work with statistical programs,
especially in the context of capturing public sector related issues in Suriname.
6.5 Recommendations for further research
This research draws conclusions with regards to the Ministry of Trade and Industry. Expending this
research to the other ministries of the Government of Suriname could possibly address employee
motivation of the entire public workforce. In addition this study did not take into account making a
distinction between the different departments. This can be of benefit as it can be possible that some
departments perform better than other departments and can be offered as an example.
Furthermore this research can be seen as applying a more consistent approach to motivating
employees.
47
Secondly if a budget needs to be assigned to specifically address employee motivation a study can
be conducted on reforming governments’ taxes.
Thirdly as extrinsic motivation is also explained by the self-determination and only described in this
research. Further study can take into account both intrinsic and extrinsic motivation and how factors
such as leadership and red tape affect both.
Lastly as Suriname is part of the Caribbean Community, upholding common policies in the various
field, applying the self-determination theory could definitely be a possibility to improve on employee
motivation in the region.
48
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Appendix I Figures
Figure 1 The Self Determination Continuum17
17
http://www.learning-knowledge.com/self-determination.html
53
Appendix II Tables
Frequency Percent
Total
Cumulative
Percent
Basisschool
1
1.0
1.1
1.1
LBGO
8
8.3
9.0
10.1
LTS/SATS
3
3.1
3.4
13.5
16
16.7
18.0
31.5
6
6.3
6.7
38.2
MULO
HAVO/MBO
Valid
Valid
Percent
38.2
Lower educated
VWO
24
25.0
27.0
65.2
HBO
9
9.4
10.1
75.3
22
22.9
24.7
100.0
UNIVERSITAIR
61.8
Higher Educated
Total
Anders
Onduidelijk
Missing antwoord
Geen antwoord
Total
89
92.7
3
3.1
2
2.1
2
2.1
7
7.3
100.0
100.0
Total
96 100.0
Table 1 Lower and higher educated employees Ministry of Trade and Industry From:
SPSS20
Total (21)
Email Interview
Personal Interview
Hard Copy Interview
Total
%
Received
2
8
4
14
70.00%
%
14.29%
57.14%
28.57%
100.00% 100.00%
Table 2 Response Interview Managers Ministry of Trade and Industry From: Author
Total (21)
Email
Hard Copy
Total
%
Received
8
6
14
70.00%
%
57.14%
42.86%
100.00% 100.00%
Table 3 Response Questionnaires Managers Ministry of Trade and Industry From: Author
54
N
Valid
Mean
SD
Minimum
Maximum
Missing
Gender (1.00=Male)
95
1
1.60
.492
1
2
Age
93
3
1969.77
10.218
1952
1987
Education (1.00=LE)
89
14
1.6408
.48212
1.00
2.00
Status
94
2
2.97
.230
1
3
Years in service
95
1
3.66
1.837
1
6
Table 4 Demographics employees Ministry of Trade and Industry From: SPSS 20
N
Valid
Mean
SD
Minimum
Maximum
Missing
Gender
14
0
1.50
.519
1
2
Age
14
0
1969.07
7.600
1957
1980
Education
14
0
4.86
1.512
2
6
Years in service
14
0
3.36
1.499
2
6
Years in position
13
1
2.85
1.625
1
6
Table 5 Demographics managers Ministry of Trade and Industry From: SPSS 20
Cronbach’s Alpha (α)
N of Items
Autonomy
.663
5
Competence
.722
7
Relatedness
.550
6
.602
5
.715
18
Transformational leadership
.839
4
Red tape managers
.277
5
.542
4
Table 6 Reliability variables From: Author
55
Managers
Frequency Percent
LBGO
MULO
2
1
Total
14.3
7.1
21.4
Managers Valid
VWO
HBO
UNIVERSITAIR
1
3
7
Total
14
Table 7 Frequency Education managers From: SPSS
7.1
21.4
50.0
99.9
78.5
99.9
Valid
Percent
14.3
7.1
21.4
7.1
21.4
50.0
Cumulative
Percent
14.3
21.4
28.6
50.0
99.9
99.9
56
AGE
GEN
EDU
AUT
COM
RET
IM
EM
TFLM
TFLE
RTM
RTE
1
-.207*
-.430**
.318**
.241*
.242*
.186
.042
.121
.151
-.083
.095
.032
.000
.002
.020
.019
.074
.691
.213
.148
.777
.363
107
107
101
93
93
93
93
93
107
93
14
93
Pearson Correlation
-.207*
1
.155
.068
-.135
-.134
.180
-.060
-.081
-.067
.510
.122
Sig. (2-tailed)
.032
.118
.513
.194
.194
.080
.564
.401
.522
.062
.239
N
107
103
95
95
95
95
95
109
95
14
95
1
-.358**
-.042
.047
-.057
.395**
-.036
-.135
.298
-.209*
.001
.697
.660
.593
.000
.721
.206
.301
.049
Pearson Correlation
AGE
Sig. (2-tailed)
N
GEN
.155
Sig. (2-tailed)
.000
.118
N
101
103
103
89
89
89
89
89
103
89
14
89
Pearson Correlation
.318**
.068
-.358**
1
.499**
.357**
.485**
.053
.349**
.349**
.c
.329**
Sig. (2-tailed)
.002
.513
.001
.000
.000
.000
.606
.000
.000
.
.001
93
95
89
96
96
96
96
96
96
96
0
96
1
.415**
.694**
.247*
.366**
.366**
.c
.141
.000
.000
.015
.000
.000
.
.172
96
96
96
96
96
0
96
1
.461**
.303**
.494**
.494**
.c
.135
.000
.003
.000
.000
.
.190
Pearson Correlation
EDU
AUT
N
COM
Pearson Correlation
.241*
-.135
-.042
.499**
Sig. (2-tailed)
.020
.194
.697
.000
93
95
89
96
96
.415**
N
RET
Pearson Correlation
.242*
-.134
.047
.357**
Sig. (2-tailed)
.019
.194
.660
.000
.000
93
95
89
96
96
96
96
96
96
96
0
96
Pearson Correlation
.186
.180
-.057
.485**
.694**
.461**
1
.235*
.514**
.514**
.c
.199
Sig. (2-tailed)
.074
.080
.593
.000
.000
.000
.021
.000
.000
.
.051
93
95
89
96
96
96
96
96
96
96
0
96
.053
.247*
.303**
.235*
1
.259*
.259*
.c
.001
.011
.011
.
.994
96
96
0
96
N
IM
N
EM
109
-.430**
Pearson Correlation
.042
-.060
.395**
Sig. (2-tailed)
.691
.564
.000
.606
.015
.003
.021
93
95
89
96
96
96
96
N
96
58
TFLM
TFLE
Pearson Correlation
.121
-.081
-.036
.349**
.366**
.494**
.514**
.259*
Sig. (2-tailed)
.213
.401
.721
.000
.000
.000
.000
.011
N
107
109
103
96
96
96
96
96
Pearson Correlation
-.042
-.015
-.220*
.349**
.366**
.494**
.514**
Sig. (2-tailed)
.148
.522
.206
.000
.000
.000
93
95
89
96
96
.c
N
RTM
.515
.039
.000
.060
.705
110
96
14
96
.259*
1.000**
1
.c
.039
.000
.011
.000
.
.705
96
96
96
96
96
0
96
.c
.c
.c
.515
.c
1
.c
Pearson Correlation
-.083
.510
.298
.c
Sig. (2-tailed)
.777
.062
.301
.
.
.
.
.
.060
.
14
14
14
0
0
0
0
0
14
0
14
0
.329**
.141
.135
.199
.001
.039
.039
.c
1
N
RTE
1.000**
1
.
Pearson Correlation
.095
.122
-.209*
Sig. (2-tailed)
.363
.239
.049
.001
.172
.190
.051
.994
.705
.705
.
93
95
89
96
96
96
96
96
96
96
0
N
96
*. Correlation is significant at the 0.05 level (2-tailed). **. Correlation is significant at the 0.01 level (2-tailed).
c. Cannot be computed because at least one of the variables is constant.
Table 8a Correlation matrix
59
Model
Sum of Squares
Regression
1
Df
Mean Square
F
1.000
1
1.000
Residual
62.758
87
.721
Total
63.758
88
Sig.
.242b
1.386
a. Dependent Variable: Transformational leadership Employees
b. Predictors: (Constant), EDUCATION
Table 9 ANOVAa Regression analysis with Dependent variable Transformational leadership
Model
Unstandardized
Standardized
Coefficients
Coefficients
B
(Constant)
1
2.841
1.056
Age
.093
.348
Gender
.424
Education
Sig.
95.0% Confidence
Interval for B
Beta
Lower
Upper
Bound
Bound
2.691
.009
.741
4.941
.032
.269
.789
-.598
.785
.325
.141
1.306
.195
-.222
1.070
-.211
.128
-.192
-1.647
.103
-.466
.044
(Constant)
1.274
1.323
.963
.338
-1.359
3.907
Age
-.154
.366
-.052
-.420
.676
-.883
.576
.169
.366
.056
.462
.646
-.559
.897
Education
-.144
.140
-.131
-1.027
.308
-.423
.135
TFL
-.193
.232
-.111
-.829
.409
-.655
.270
.517
.235
.308
2.204
.030
.050
.984
Competence
-.397
.323
-.204
-1.226
.224
-1.040
.247
Relatedness
.292
.298
.134
.981
.330
-.301
.885
IM
.360
.410
.155
.878
.383
-.457
1.177
Gender
2
Std. Error
t
Autonomy
Coefficientsa a. Dependent Variable: RTE
Table 11 Regression analysis with Dependent variable red tape employees
60
Source
Type III
df
Mean
Sum of
F
Sig.
Square
Partial Eta
Noncent.
Observed
Squared
Parameter
Powerb
Squares
Corrected
.004a
1
1051.816
1
.004
1
.004
Error
35.467
87
.408
Total
1148.337
89
35.471
88
Model
Intercept
LHEduc
Corrected
Total
.004
.009
.926
.000
.009
.051
1051.816 2580.078
.000
.967
2580.078
1.000
.926
.000
.009
.051
.009
a. R Squared = .000 (Adjusted R Squared = -.011)
b. Computed using alpha = .05
Table 12 Univariate Tests of Between-Subjects Effects with Dependent Variable: Intrinsic Motivation
EDUCATION
Mean
Std. Error
95% Confidence Interval
Lower Bound
Upper Bound
1.00
3.544
.109
3.326
3.762
2.00
3.531
.086
3.360
3.702
Table 12a Univariate Testsa Education with Dependent Variable Intrinsic motivation
Leeftijd
Mean
Std. Deviation
N
46=<
3.9167
.82083
48
46>
4.2889
.62603
45
Total
4.0968
.75274
93
Table 13 Multivariate analysis Descriptive between age and Dependent Variable relatedness
Source
Type III
Df
Mean
Sum of
F
Sig.
Square
Partial Eta
Noncent.
Observed
Squared
Parameter
Powerb
Squares
Corrected
3.218a
1
1563.820
1
3.218
1
3.218
Error
48.911
91
.537
Total
1613.000
93
52.129
92
Model
Intercept
Leeftijd_rec
Corrected
Total
3.218
5.987
.016
.062
5.987
.678
1563.820 2909.515
.000
.970
2909.515
1.000
.016
.062
5.987
.678
5.987
a. R Squared = .062 (Adjusted R Squared = .051)
Table 13a Multivariate analysis Tests of Between-Subjects Effects with Dependent Variable: Relatedness
61
Effect
Value
F
Hypothesis Error df
Sig.
df
Pillai's Trace
Wilks' Lambda
Intercept
Hotelling's Trace
Roy's Largest
Root
Age
58.000
.000
.977
2497.843
1.000
.023
3.000
58.000
.000
.977
2497.843
1.000
43.066
832.614b
3.000
58.000
.000
.977
2497.843
1.000
43.066 832.614b
3.000
58.000
.000
.977
2497.843
1.000
10.813
.766
Wilks' Lambda
.843
3.604b
3.000
58.000
.019
.157
10.813
.766
Hotelling's Trace
.186
3.604b
3.000
58.000
.019
.157
10.813
.766
.186
3.604b
3.000
58.000
.019
.157
10.813
.766
.075
1.559b
3.000
58.000
.209
.075
4.677
.390
.925
1.559b
3.000
58.000
.209
.075
4.677
.390
.081
1.559
b
3.000
58.000
.209
.075
4.677
.390
.081
1.559b
3.000
58.000
.209
.075
4.677
.390
Pillai's Trace
.464
1.567
21.000 180.000
.062
.155
32.911
.941
Wilks' Lambda
.595
1.575
21.000 167.095
.061
.159
31.527
.926
Hotelling's Trace
.584
1.576
21.000 170.000
.060
.163
33.099
.941
.360
3.083c
7.000
60.000
.008
.265
21.581
.916
.007
.134b
3.000
58.000
.939
.007
.403
.073
.993
.134b
3.000
58.000
.939
.007
.403
.073
.007
.134b
3.000
58.000
.939
.007
.403
.073
.007
.134b
3.000
58.000
.939
.007
.403
.073
Pillai's Trace
.250
.909
18.000 180.000
.568
.083
16.364
.641
Wilks' Lambda
.764
.912
18.000 164.534
.565
.086
15.431
.604
Hotelling's Trace
.290
.914
18.000 170.000
.563
.088
16.446
.641
.208
2.081c
60.000
.069
.172
12.486
.706
Pillai's Trace
.176
.746
15.000 180.000
.735
.059
11.195
.481
Wilks' Lambda
.831
.741
15.000 160.514
.740
.060
10.206
.433
Hotelling's Trace
.195
.737
15.000 170.000
.745
.061
11.050
.473
.143
1.719c
60.000
.144
.125
8.595
.555
Hotelling's Trace
Root
Pillai's Trace
Wilks' Lambda
Hotelling's Trace
Roy's Largest
Root
Roy's Largest
Root
Education
3.000
832.614b
.157
Roy's Largest
Gender *
.977 832.614b
.019
Root
Education
Powerd
58.000
Roy's Largest
Age *
Parameter
3.000
Wilks' Lambda
Gender
Squared
3.604b
Pillai's Trace
Age *
Observed
.157
Root
Education
Noncent.
Pillai's Trace
Roy's Largest
Gender
Partial Eta
Roy's Largest
Root
6.000
5.000
Age *
Pillai's Trace
.391
1.797
15.000 180.000
.038
.130
26.950
.922
Gender *
Wilks' Lambda
.655
1.774
15.000 160.514
.042
.132
24.332
.883
Education
Hotelling's Trace
.460
1.739
15.000 170.000
.048
.133
26.081
.910
62
Roy's Largest
.213
Root
2.554c
5.000
60.000
.037
.176
12.772
.755
a. Design: Intercept + Age + gender + education + Age * gender + Age * education + gender * education + Age *
gender * education
b. Exact statistic
c. The statistic is an upper bound on F that yields a lower bound on the significance level.
d. Computed using alpha = .05
Table 14 Multivariate Tests Background variables Age, Gender, and Education
Effect
Value
Root
df
Partial Eta
Noncent.
Observed
Squared
Parameter
Powerc
.977
3592.376
1.000
.023 718.475b
5.000 83.000
.000
.977
3592.376
1.000
43.282 718.475b
5.000 83.000
.000
.977
3592.376
1.000
43.282 718.475b
5.000 83.000
.000
.977
3592.376
1.000
.248
5.485b
5.000 83.000
.000
.248
27.424
.987
.752
5.485b
5.000 83.000
.000
.248
27.424
.987
.330
5.485b
5.000 83.000
.000
.248
27.424
.987
.330
5.485b
5.000 83.000
.000
.248
27.424
.987
Pillai's Trace
Wilks'
Lambda
LHEduc
df
Sig.
.000
Lambda
Roy's Largest
Error
5.000 83.000
Wilks'
Trace
Hypothesis
.977 718.475b
Pillai's Trace
Intercept Hotelling's
F
Hotelling's
Trace
Roy's Largest
Root
a. Design: Intercept + LHEduc
b. Exact statistic
c. Computed using alpha = .05
Table 15 Multivariate analysis Education with Dependent variable Autonomy
EDUCATION
Mean
Std. Deviation
N
1.00 (LE)
3.8235
.93649
34
2.00 (HE)
3.3018
.79617
55
Total
3.5011
.88478
89
Table 15a Univariate Test Descriptive Education
63
Source
Type III
Df
Mean
Sum of
F
Sig.
Square
Partial Eta
Noncent.
Observed
Squared
Parameter
Powerb
Squares
Corrected
5.719a
1
1066.753
1
5.719
1
5.719
Error
63.171
87
.726
Total
1159.840
89
68.890
88
Model
Intercept
LHEduc
Corrected
Total
5.719
7.876
.006
.083
7.876
.793
1066.753 1469.147
.000
.944
1469.147
1.000
.006
.083
7.876
.793
7.876
Table 15b Univariate Test Education with Dependent variable Autonomy Tests of Between-Subjects Effects
64
Source
Dependent
Type III
Variable
Sum of
df
Mean
F
Sig.
Square
Squares
Corrected
Model
Intercept
Age
Gender
Parameter
Powere
Squared
.897
1.336 .177
.367
34.726
.860
Competence
23.310a
26
.897
1.336 .177
.367
34.726
.860
Relatedness
20.415b
26
.785
1.569 .077
.405
40.800
.923
IM
18.456c
26
.710
1.549 .083
.402
40.271
.919
TFL
16.267d
26
.626
.795 .736
.256
20.680
.573
Autonomy
677.136
1 677.136 1008.744 .000
.944
1008.744
1.000
Competence
677.136
1 677.136 1008.744 .000
.944
1008.744
1.000
Relatedness
724.704
1 724.704 1448.347 .000
.960
1448.347
1.000
IM
674.639
1 674.639 1472.058 .000
.961
1472.058
1.000
TFL
397.858
1 397.858
505.790 .000
.894
505.790
1.000
Autonomy
2.584
1
2.584
3.850 .054
.060
3.850
.488
Competence
2.584
1
2.584
3.850 .054
.060
3.850
.488
Relatedness
4.520
1
4.520
9.034 .004
.131
9.034
.841
IM
1.474
1
1.474
3.216 .078
.051
3.216
.423
TFL
1.868
1
1.868
2.374 .129
.038
2.374
.329
Autonomy
1.217
1
1.217
1.813 .183
.029
1.813
.263
Competence
1.217
1
1.217
1.813 .183
.029
1.813
.263
Relatedness
.013
1
.013
.026 .871
.000
.026
.053
1.677
1
1.677
3.659 .061
.057
3.659
.469
.058
1
.058
.074 .786
.001
.074
.058
Autonomy
3.262
7
.466
.694 .677
.075
4.860
.273
Competence
3.262
7
.466
.694 .677
.075
4.860
.273
Relatedness
9.975
7
1.425
2.848 .012
.249
19.936
.890
IM
5.352
7
.765
1.668 .134
.163
11.678
.636
TFL
1.833
7
.262
.333 .936
.037
2.330
.142
.000 .996
.000
.000
.050
.000 .996
.000
.000
.050
Competence
Age * Gender
Gender *
Eta
26
Autonomy
Education
Observed
Autonomy
TFL
Age *
Noncent.
23.310a
IM
Education
Partial
1.584E005
1.584E005
1
1
1.584E005
1.584E005
Relatedness
.053
1
.053
.107 .745
.002
.107
.062
IM
.143
1
.143
.312 .578
.005
.312
.085
TFL
2.297
1
2.297
2.920 .093
.046
2.920
.390
Autonomy
5.568
6
.928
1.382 .236
.121
8.294
.499
Competence
5.568
6
.928
1.382 .236
.121
8.294
.499
Relatedness
.764
6
.127
.254 .956
.025
1.527
.113
IM
2.482
6
.414
.903 .499
.083
5.416
.329
TFL
6.327
6
1.054
1.341 .254
.118
8.043
.485
Autonomy
2.305
5
.461
.687 .635
.054
3.434
.232
65
Education
Competence
2.305
5
.461
.687 .635
.054
3.434
.232
Relatedness
2.271
5
.454
.908 .482
.070
4.539
.302
IM
3.239
5
.648
1.413 .232
.105
7.067
.464
TFL
4.961
5
.992
1.261 .292
.095
6.307
.416
Autonomy
7.541
5
1.508
2.247 .061
.158
11.234
.690
Competence
7.541
5
1.508
2.247 .061
.158
11.234
.690
Relatedness
4.044
5
.809
1.616 .170
.119
8.081
.525
IM
4.804
5
.961
2.097 .078
.149
10.483
.655
TFL
1.411
5
.282
.359 .875
.029
1.794
.135
Autonomy
40.276
60
.671
Competence
40.276
60
.671
Relatedness
30.022
60
.500
IM
27.498
60
.458
TFL
47.196
60
.787
Autonomy
1408.000
87
Competence
1408.000
87
Relatedness
1499.000
87
IM
1422.000
87
836.893
87
Autonomy
63.586
86
Competence
63.586
86
Corrected Total Relatedness
50.437
86
IM
45.954
86
TFL
63.464
86
Age * Gender *
Education
Error
Total
TFL
b. R Squared = .405 (Adjusted R Squared = .147)
c. R Squared = .402 (Adjusted R Squared = .142)
d. R Squared = .256 (Adjusted R Squared = -.066)
e. Computed using alpha = .05(/5=0.01)
Table 16 Multivariate Tests Education with Dependent variable Transformational leadership managers
66
Appendix III Graphs
Graph 1 Multiple linear regression with dependent variable autonomy
67
Graph 2 Multiple linear regression with dependent variable competence
68
Graph 3 Multiple linear regression with dependent variable relatedness
69
Graph 4 Multiple linear regression with dependent variable intrinsic motivation
70
Appendix IV List of Interviewees
Focus group 2014, personal interview
Interviewee 1 2014, personal interview
Interviewee 3 2014, hard copy interview
Interviewee 4 2014, email interview
Interviewee 5 2014, hard copy interview
71
Annex I Questionnaire Employees
Paramaribo, december 2014
Geachte heer/ mevrouw,
Ter afronding van mijn Master in Public Administration (MPA) studie voer ik een onderzoek uit. Ik
heb ervoor gekozen om na te gaan wat de relatie is tussen het gedrag van de leidinggevende en
zijn/haar invloed
op de werkbeleving van ambtenaren binnen het Ministerie van Handel en
Industrie.
De onderstaande vragenlijst bestaat uit 4 onderdelen, te weten:
-
Enkele algemene vragen (10);
-
Vragen met betrekking tot uw werkbeleving (17);
-
Vragen met betrekking tot uw werkreden (18); en
-
Vragen met betrekking tot uw mening over uw leidinggevende (15).
Lees elke vraag zorgvuldig. Kruis naast de vraag het vakje aan dat uw mening het beste weergeeft.

U wordt verzocht de vragenlijst te beantwoorden zoals de instructies aangeven.

Het is belangrijk dat u weet dat de vragenlijsten anonym zijn en dat de antwoorden
vertrouwelijk worden behandeld.

Alle gegevens worden anonym verwerkt en alleen door de onderzoeker gezien. Deze geeft
de absolute garantie dat zij uw antwoorden nooit met anderen zal delen.

Wij vragen u dan ook om zo eerlijk en openlijk mogelijk te antwoorden. Foute antwoorden
bestaan niet.

Werk a.u.b. individueel omdat uw individuele mening telt.

Beantwoord a.u.b. alle vragen in één keer.

De vragenlijsten worden na 3 dagen opgehaald
Bij voorbaat hartelijk dank voor uw medewerking.
72
Onderdeel I Algemene vragen
(Tenzij anders aangegeven gaarne slechts één vakje aankruisen)
1. Wat is uw geslacht?
M
V
2. Wat is uw geboorte jaar?
3. Wat is uw hoogst genoten opleiding?
Basis school
LBGO
MULO
VWO
HBO
Universitair
Anders,
4. Volgt u op dit moment een opleiding? Zo ja, welke en op welk niveau is dit?
Nee
Ja,
5. Wat is de status van uw aanstelling?
Tijdelijke dienst
Vaste dienst
Arbeidsovereenkomst
6. Hoeveel jaar bent u in dienst bij het Ministerie van Handel en Industrie
1-2 jaar
3-8 jaar
9-14 jaar
15-20 jaar
21-26 jaar
Meer dan 26 jaar
73
7. Wat is uw huidige functie?
Junior Stafmedewerker
Senior Stafmedewerker
Beleidsmedewerker
Beleidsadviseur
Anders,
8. Hoeveel jaar bent u in uw huidige functie?
1-2 jaar
3-8 jaar
9-14 jaar
15-20 jaar
21-26 jaar
Meer dan 26 jaar
9. Wat is uw functie schaal?
(Kruist u de categorie aan waarin uw netto maandsalaris valt)
1
2
3
4
5
6
7
8
9
10
11
12
13
10. Welke secundaire arbeidsvoorwaarde(n) heeft u?
(Meer dan één antwoord mogelijk)
Vrije geneeskundig behandeling en verpleging
Reis- en verblijfkosten
Kleding toelage
Vervoer toelage
Dienst woning
Vakantie uitkering
Anders,
74
Onderdeel II
Gaarne slechts één vakje aankruisen.
Vragen over hoe u uw werk beleefd
Vraag
Helemaal
mee
oneens
Mee oneens
Noch eens,
noch oneens
Mee eens
Helemaal
mee eens
1. Ik voel me vaak alleen als ik onder
collega’s ben.
2. Ik voel niet echt een band met de
andere mensen op mijn werk.
3. Ik twijfel eraan of ik mijn werk
goed kan.
4. Ik heb het gevoel dat ik moeilijke
taken op mijn werk tot een goed
einde kan brengen.
5. Ik voel me bekwaam in mijn werk.
6. Ik voel me deel van een groep op
het werk.
7. Op mijn werk voel ik me
gedwongen dingen te doen die ik
niet wil doen.
8. De mensen op mijn werk zijn
echte vrienden.
9. Als ik mocht kiezen dan zou ik
mijn werk anders aanpakken.
10. Ik heb het gevoel dat ik mezelf
kan zijn op het werk.
11. Ik ga niet echt met de andere
mensen op mijn werk om.
12. Ik kan met anderen op het werk
praten over wat ik echt belangrijk
vind.
13. Mijn taken op het werk
stemmen overeen met wat ik echt
wil doen.
14. Ik heb de taken op mijn werk
goed onder de knie.
15. Ik voel me niet echt vakkundig in
mijn baan.
16. Op het werk heb ik vaak het
gevoel dat ik moet doen wat
anderen mij bevelen.
17. Ik ben goed in mijn baan.
75
Onderdeel III
Vragen over uw werkreden
Vraag
Helemaal
mee
oneens
Mee
oneens
Noch eens,
noch
oneens
Mee eens
Helemaal
mee eens
1. Ik voel me vrij mijn werk te doen zoals ik
denk dat het goed is.
2. Ik werk omdat anderen mij dan meer zullen
respecteren.
3. Ik werk omdat ik verzekerd ben van een
baan.
4. Ik werk extra hard omdat ik dan extra wordt
beloond.
5. Ik werk omdat ik mezelf moet bewijzen dat
ik het kan.
6. Ik werk omdat ik kritiek van anderen wil
vermijden.
7. Ik werk omdat ik dan pas trots kan zijn op
mezelf.
8. Ik werk omdat mijn werkgever mij
financieel beloond.
9. Ik werk omdat ik me anders zou schamen.
10. Ik werk omdat ik me anders slecht zou
voelen over mezelf.
11. Ik werk omdat ik het persoonlijk belangrijk
vind om moeite te doen voor mijn werk.
12. Ik werk omdat het werk dat ik uitvoer
interessant is.
13. Ik doe niet zoveel op mijn werk, want ik
heb het gevoel dat ik echt mijn tijd verdoe.
14. Ik werk omdat ik plezier heb in mijn werk.
15. Ik werk omdat ik het zinvol vind om
moeite te doen voor mijn werk.
16. Ik werk omdat het heel leuk werk is.
17. Ik doe weinig op het werk omdat ik van
mening ben dat dit werk het niet waard is om
er moeite in te stoppen.
18. Ik weet niet waarom ik dit werk doe: het is
zinloos werk.
76
Onderdeel IV
Vragen met betrekking tot hoe u over uw leidinggevende denkt
Helemaal Mee oneens
Vraag
mee
oneens
1. Ik heb invloed op het
implementatieproces van het beleid
van het ministerie.
2. Mijn werkzaamheden worden over
het algemeen bepaald door mijn
directe leidinggevende.
3. Ik kan mijn ideeën over de
formulering van het beleid van het
ministerie makkelijk overbrengen op
mijn directe leidinggevende.
4. Het laatste (functionerings)gesprek
met mijn directe leidinggevende
heeft me geholpen om mijn werk te
verbeteren.
5. Ik krijg steun van mijn directe
leidinggevende om mijn werk beter
te doen.
6. Ik krijg bruikbare informatie van
mijn directe leidinggevende over hoe
ik mijn werk doe binnen het
ministerie.
7. Ik krijg bruikbare informatie over
mijn sterke en zwakke punten met
betrekking tot mijn werk van het
ministerie.
8. Mijn directe leidinggevende
communiceert heldere en
aantrekkelijke visies inzake het beleid
van het ministerie voor de toekomst.
behandelt zijn/haar personeelsleden
als individuen en ondersteunt en
stimuleert hun ontwikkeling.
ondersteunt zijn/haar
personeelsleden.
Noch eens,
noch oneens
Mee eens
Helemaal
mee eens
77
11. Mijn direct leidinggevende
bevordert onderling vertrouwen,
betrokkenheid en samenwerking
tussen teamleden.
stimuleert mij om op nieuwe
manieren naar problemen te kijken.
maakt duidelijk waar hij/zij voor staat
en voert deze uit zoals aangegeven.
14. Mijn direct leidinggevende
inspireert mij om tot het uiterste te
gaan.
15. Als personeelslid ondervind ik
moeilijkheden mijn bevorderding
voor geleverde prestaties.
78
Annex II Questionnaire Managers
Paramaribo, december 2014
Geachte heer/ mevrouw,
Ter afronding van mijn Master in Public Administration (MPA) studie voer ik een onderzoek uit. Ik
heb ervoor gekozen om na te gaan hoe uw leidinggevende karakteristieken ertoe kan leiden dat het
gedrag van de ambtenaren van het Ministerie van Handel en Industrie kan worden beinvloed.
Tevens wil ik nagaan of er onnodige administratieve procedures zijn en/of belemmerende wetgeving
is die u beperkt in het beinvloeden van het gedrag van deze ambtenaren.
De onderstaande vragenlijst bestaat uit 3 onderdelen, namelijk:
-
Onderdeel I bevat 8 algemene vragen;
-
Onderdeel II bevat 13 uitspraken met betrekking tot uw opstelling ten opzichte van uw
personeel; en
-
Onderdeel III bevat 5 vragen met betrekking tot uw beperking in het stimuleren van uw
personeel.
Lees elke uitspraak/vraag zorgvuldig. Kruis naast de uitspraak/vraag het vakje aan dat uw mening
het beste weergeeft.

U wordt verzocht de vragenlijst te beantwoorden zoals de instructies aangeven.

Het is belangrijk dat u weet dat de vragenlijsten anonym zijn en dat de antwoorden
vertrouwelijk worden behandeld.

Alle gegevens worden anonym verwerkt en alleen door de onderzoeker gezien. Deze geeft
de absolute garantie dat zij uw antwoorden nooit met anderen zal delen.Wij vragen u dan
ook om zo eerlijk en openlijk mogelijk te antwoorden. Foute antwoorden bestaan niet.

Werk a.u.b. individueel omdat uw individuele mening telt.

Beantwoord a.u.b. alle vragen in één keer.

De vragenlijsten worden na 3 dagen opgehaald.
Bij voorbaat hartelijk dank voor uw medewerking.
79
Onderdeel I
(Tenzij anders aangegeven gaarne slechts één vakje aankruisen)
11. Wat is uw geslacht?
M
V
12. Wat is uw geboorte jaar?
13. Wat is uw hoogst genoten opleiding?
Basis school
LBGO
MULO
VWO
HBO
Universitair
Anders
14. Volgt u op dit moment een opleiding? Zo ja, welke en op welk niveau is dit?
Nee
Ja,
15. Hoeveel jaar bent u functioneel in uw huidige functie?
1-2 jaar
3-8 jaar
9-14 jaar
15-20 jaar
21-26 jaar
Meer dan 26 jaar
16. Hoeveel jaar bent u in dienst bij het Ministerie van Handel en Industrie?
1-2 jaar
3-8 jaar
9-14 jaar
15-20 jaar
21-26 jaar
Meer dan 26 jaar
80
17. Wat is uw functie schaal?
(Kruist u de categorie aan waarin uw netto maandsalaris valt)
1
2
3
4
5
6
7
8
9
10
11
12
13
18. Welke secundaire arbeidsvoorwaarde(n) heeft u?
(Meer dan een antwoord mogelijk)
Vrije geneeskundig behandeling en verpleging
Reis- en verblijfkosten
Kleding toelage
Vervoer toelage
Dienst woning
Vakantie uitkering
Anders,
81
Onderdeel II
Vragen met betrekking tot uw opstelling ten opzichte van uw personeel
Helemaal
Mee oneens Noch eens,
Uitspraak
mee
noch oneens
oneens
1. Als leidinggevende heb ik binnen
het ministerie invloed op de
vaststelling van het beleid dat valt
onder mijn beheer.
2. Ik kan mijn ideeën over de
formulering van beleid van het
ministerie makkelijk overbrengen op
mijn personeel.
3. Om het werk van mijn personeel
binnen het ministerie te verbeteren
voer ik functioneringsgesprekken.
4. Ik ondersteun mijn personeel om
hun werk beter te doen.
5. Als leidinggevende zorg ik ervoor
dat mijn personeel bruikbare
informatie verkrijgt om het werk
van het ministerie uit te voeren.
6. Als leidinggevende geef ik mijn
personeel aan wat zijn/haar sterke
en zwakke punten zijn met
betrekking tot het werk.
7. Als leidinggevende communiceer
ik heldere en aantrekkelijke visies
voor de toekomst van het ministerie
aan het personeel.
8. Als leidinggevende behandel ik
mijn werknemers als individuen en
ondersteun en stimuleer hun
ontwikkeling.
9. Als leidinggevende ondersteun ik
mijn werknemers.
10. Als leidinggevende bevorder ik
het onderling vertrouwen,
betrokkenheid en samenwerking
tussen teamleden.
11. Binnen het ministerie stimuleer
ik het personeel om op nieuwe
manieren naar problemen te kijken.
Mee eens
Helemaal
mee eens
82
12. Als leidinggevende geef ik
duidelijk aan wat mijn visie is met
betrekking tot het uit te voeren
beleid van het ministerie en voer
deze conform uit.
13. Ik inspireer mijn personeel om
tot het uiterste te gaan.
Onderdeel III
Vragen met betrekking tot procedures en/of wetgeving die u beperken in het stimuleren van uw
personeel.
Helemaal
Mee oneens Noch eens,
Mee eens Helemaal
Vragen
mee
noch oneens
mee eens
oneens
1. Als leidinggevende is het moeilijk
een werknemer te straffen, een
andere plek toe te wijzen, of te
ontslaan als hij/zij onvoldoende
presteert.
2. De bestaande wetgeving en/of
procedures inzake het bevorderen
van personeel beperkt u als
leidinggevende beter presterend
personeel eerder te bevorderen ten
opzichte van minder presterend
personeel.
3. De bestaande wetgeving en/of
procedures inzake het bevorderen
van werknemers zijn eerder
gebaseerd op het aantal dienstjaren
van een personeelslid in plaats van
zijn/haar geleverde prestaties.
4. De bestaande formele
beloningstructuur beperkt u als
leidinggevende beter presterend
personeel extra te waarderen.
5. De bestaande formele
beloningsstructuur leent zich ervoor
dat u als leidinggevende beter
presterende personeel extra kan
waarderen.
83
Annex III Circular of Approval
84

Audrey Kross - FHR Lim A Po Institute for Social Studies

Transcription

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