Motivating the Generations: Implications for the Higher Education Workplace

Abstract

Motivated employees are an organization’s most valuable asset. Motivation boosts better performance and productivity on the part of workers, so determining the best ways to encourage employee motivation is significant. This thesis examines the ranked importance of motivational factors of salaried/professional and hourly/classified, full-time employees at the University of Southern Maine. More specifically, this thesis addresses the generational differences in the motivational factors of the examined population. A little insight into the differences in generational footprints and their motivations can provide management with useful ideas and tools for improving the work environment. Research for the study includes a literature review, focusing on generational stereotypes and two content theories (Maslow’s Hierarchy of Human Needs and Herzberg’s Two Factor Theory). These two theories are used as a foundation to question and analyze data collected in an explanatory sequential mixed methods design. The survey distributed addressed thirteen motivating factors in the context of employee motivation theory. The purpose of the measuring instrument was to identify the rank importance of these identified factors of motivation and determine if generational differences exist in the surveyed population. Even though the literature review suggested significant differences between the motivational profiles of employees in different generational cohorts, this study finds more similarities than differences in university employee motivations. Based on the findings, recommendations are given, in terms of improvement of motivation policies and practices.

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