EFFECT OF JOB ENRICHMENT TECHNIQUES ON EMPLOYEE PERFORMANCE: A CASE STUDY OF ACADEMIC STAFF OF FEDERAL UNIVERSITY, DUTSIN-MA

BY

SANI, MUSTAPHA

ART/2015/1867

BEING A PROJECT SUBMITTED TO THE DEPARTMENT OF BUSINESS MANGEMENT, FACULTY OF MANAGEMENT SCIENCE, FEDERAL UNIVERSITY, DUTSIN-MA, IN PARTIAL FULFILLMENT FOR THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF SCIENCE (B.SC) DEGREE IN BUSINESS MANAGEMENT.

SEPTEMBER, 2017

DEDICATION

I dedicate this project first and foremost to the Almighty Allah who has been there right from the beginning to this very point. Special dedication also goes to my families and friends

DECLARATION

I the undersigned (SANI, MUSTAPHA) with matriculation number (ART/2015/1867) hereby declare that the project is my own original work and that it has not been submitted, and will not be presented at any other University for a similar or any other award of degree.

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Signature and Date

CERTIFICATION

This is to certify that this project has been examined and approved for the Award of Bachelor of Science (B.Sc.) in Business Management, Faculty of Management Science, Federal University Dustinma.

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SupervisorSign and Date

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Head of the Department Sign and Date

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External ExaminerSign and Date

ACKNOWLEDGEMENTS

My profound and sincere gratitude goes to Almighty Allah for his divine and protection throughout my educational career.

My special gratitude and appreciation goes to my learned and dedicated supervisor Dr. Brimah Aminu Nasir who in spite of his tight academic schedule scarifies his precious time to go through the content of this project and made comments, advices and corrections where necessary. Indeed, Sir your comment and advises are no doubt sources of inspiration towards writing my project. Thank you sir and God bless. Also, my appreciation goes to the Head of the Department, Dr. Aliyu Mamman and the entire staffs of Department of Business Management.

My humble and sincere gratitude goes to my ever encouraging parents Alh. Sani and Hajiya Hafsat Sani. I thank you for your parental care, guardian and counseling and for your tolerance of me all these years. May Allah continue to shower his blessings and mercy on you. I equally extend my gratitude to my sisters especially Naima, Hafsat and Khadija

And finally, my friends in person of Ibrahim Lawal Yaranchi, Shamsudeeen Abdulsalam, Ibrahim Abdullahi Dan Tsoho, Aminu Idris (AIG) and Faruk Bala and all the final year students of Business Management department.

Sani, Mustapha

TABLE OF CONTENTS

Title page -----------i

Dedication -----------ii

Declaration-----------iii

Certification -----------iv

Acknowledgement----------v

Table of content----------vi

List of figures---------viii

List of tables----------ix

Abstract-----------x

CHAPTER ONE: INTRODUCTION

1.1 Background to the Study--------1

1.2 Statement of Research Problem-------3

1.3 Objectives of the Study--------4

1.4 Research Questions--------4

1.5 Research Hypothesis--------5

1.6 Scope of the Study--------5

1.7 Significance of the Study--------5

1.8 Definition of Technical Terms-------6

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction---------7

2.2 Conceptual Literature---------5

2.3 Theoretical framework--------30

2.4Empirical Review--------37

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction---------41

3.2Research Methods/Design--------41

3.3Population and Sample Size of the Study------41

3.4 Methods of Data Collection--------42

3.5Measurement of Variables--------42

3.6Method of Data Analysis --------42

3.7 Validity and Reliability of the Scale------42

3.8 Method of Data Analysis -------43

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 Introduction---------44

4.2 Frequency Distribution of the Respondents’ Demographic Characteristics-44

4.3 Descriptive Statistics of the Respondents’ Perceptions of their Job--45

4.4 Data Analysis based on Hypotheses------46

4.4.1 Test of Normality--------47

4.4.2 Test of Multicollinearity-------48

4.4.3 Test of Homoscedasticity and Linearity-----49

4.5 Test of Hypotheses--------51

4.6 Discussion of Findings --------54

CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.1 Summary of Findings--------55

5.2 Conclusion---------56

5.3 Limitation of the Study--------57

5.4 Recommendation---------57

REFERENCES----------59

APPENDICES----------65

List of Figures

Fig 4.1.: Histogram of Perceived Job performance Scores----47

Fig 4.2.: Scatter Plot of Perceived Job performance and training and development Scores49

Fig 4.3.: Scatter Plot of Perceived Job performance and Work-life balance Scores50

Fig 4.4.: Scatter Plot of Perceived Job performance and Autonomy Scores--50

Fig 4.5.: Scatter Plot of Perceived Job performance and Job Incentive Scores-51

List of Tables

Table 4.1: Frequency Distribution of the Respondents’ Demographic Characteristics45

Table 4.2: Descriptive Statistics of the Respondents’ Perceptions of their Job -46

Table 4.3.: Correlations among Job enrichment Variables----48

Table 4.4.: ANOVAb ---------51

Table 4.5.: Model Summaryb -------52

Table 4.6.: Regression Coefficientsa -------53

ABSTRACT

This study investigated effects of effect of job enrichment techniques on employee performance in Federal University Dutsinma, Katsina State. Job enrichment is one of the cherished goals to achieve employee performance. It is essential to understand how job enrichment is a valuable tool for managing and fostering the successful employee performance. Enriched job consists of various elements like task significance, task identity and skill variety which improves the performance of employees and motivates them to perform zealously. This study intends to focus on the relationship between job enrichment and individual performance. It noted that job enrichment is that type of development in the job environment which may give a worker more challenge, more complete task, more obligation, more prospect for progression, and more effort to contribute his or her ideas for the betterment of the organization. It explores the connection between job enrichment, satisfaction, motivation and performance of employees using the descriptive survey design and utilizing the regression statistical tools to show the effect of Job enrichment techniques on job performance. The study drew its sample from the academic staffs of Federal University Dutsinma, Katsina State. The findings shows that training and development, Work-life balance, job autonomy and job incentive scores are positively and significantly related to job performance which implies that the higher the perceived training and development, work-life balance, job autonomy and job incentive, the higher would be the level of perceived job performance. It also revealed that job enrichment is a strong predictor of work-related attitudes (employee satisfaction, motivation, and performance). This study concludes that job enrichment provides skill variety, job identity, feeling important in the eyes of others, responsibility, challenge, realizing ones competence, freedom, participation in decision making, performance feedback from the job done, growth and sense of achievement which leads to internal motivation, satisfaction, and high performance of the academic staff.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The survival and growth of a corporate organization depend to a large extent on the productivity of its workforce. Similarly, the wealth of a nation as well as socio-economic wellbeing of its people depends on the effectiveness and efficiency of its various sub components (Akinyele, 2007). Productivity is therefore of great importance to the individual worker, the organization, the national economy at large and therefore also important to the upliftment of the welfare of the citizen and reduction of mass poverty in the polity (Yesufu, 2000 & Akinyele, 2005). Productivity of the Nigerian worker has been adjudged lower than that of counterparts in the western world for decades (Yesufu, 2000 & Thingan, 2005). According to World Bank Report (2009), labour productivity in Nigeria is persistently low, labour productivity recorded an average growth rate of 1.2% from 2000- 2008, this is below the 1.9% recorded in sub Saharan African countries (World Bank, 2009).

The Nigerian educational sector is not only an integral part of the economy, but also an influential part because of its contribution to the economy. Because the sector has remained largely industrious mentally; but rely heavily on number of manual workers, it is also bogged down with the low productivity picture painted above (Wahab, 2001 & Akindele, 2003).

A major method tertiary institutions employ to improve their workers productivity is the use of incentive schemes. Results of researches on the use of these schemes indicated they have induced increased productivity in workers in different proportions, (Aina, 2000; Fagbenle, 2003; Wahab, 1984 &Ameh 2013). While these studies have been instructive, they have however, concentrated on either financial or non-financial incentives.

Job enrichment is a way to motivate workers by giving them opportunity to use a range of their abilities, this is done by giving them more responsibilities and varieties in their job. The purpose of job enrichment is to reverse the negative effects of repetitive tasks requiring autonomy, and having effects such as boredom, lack of flexibility and employees dissatisfaction. An enriched job will contain (a) a range of tasks and challenges of varying toughness (b) a complete unit of work and (c) feedback, encouragement and communication mechanisms. (Leach & Wall, 2004).

The earliest efforts on job enrichment were by Herzberg and later by Hackman and Oldham who designed a job characteristics model. Kotila (2001) reported that the model assumed that if five core job characteristics are present (skill variety, task identify, task significance, autonomy, feedback). Three psychological states critical to motivation will be produced in the worker, namely; meaningfulness of work, responsibilities for work outcomes and knowledge of results. Then there would be five positive job outcomes, namely; internal work motivation, job satisfaction, growth satisfaction low absenteeism and high quality performance. The three groups of advantages were (a) renewal consisting of reduction of boredom, making new contacts, thinking about new career options and change in view point (b) exploration, made up of the following: trying new skills, developing new relationships, testing management and administrative skills and (c) specialization, also consisting; re-education, in-depth exploration using special skills and meeting a need that were underserved. These multifaceted advantages suggest that job enrichment has potentials for increasing workers productivity in general, perhaps also in the educational institutions such as universities.

Earliest consideration of job enrichment in educational institutions witnessed low patronage and rejection by researchers. For example Borcherding and Oglesby, (1974) believed that satisfaction in university work is inherent in the work itself and therefore, efforts to improve job satisfaction and productivity lie in well planned, smooth work flow rather than in job enrichment as advocated by organizational behaviourists for industrial sector jobs.

Similarly, Hazeltine (1976) also believed that effective motivation of university workers will be best achieved by developing satisfactions inherent in the university work itself. He further maintained that job enrichment programmes used in educational work are not applicable to the universities and that authorities should capitalize on the existing motivation potentials of the institutional work. However, Maloney (1997) saw evidence of the use of job enrichment tools in the tertiary institutions, and saw the similarities between job enrichment and self managing work teams in the institutions.

In further acceptance of job enrichment Ruthankoon and Ogunlana (2003) prescribed job enrichment as a tool for increasing job satisfaction and performance. Doloi (2007) also recommended job enrichment techniques for addressing long term needs of university workers. Against the background of the two foregoing and opposing thoughts of on the one side; the usefulness of job enrichment in general management as espoused by Mione, (2006), Kotila, (2001) and others and on the other side; the irrelevance of job enrichment in university setting supported by Oglesby, (1994), Hazeltine, ( 1996) and others. It is necessary to understand the features of the job enrichment schemes being used in Nigeria construction industry. To ascertain whether it has effects on university goals by fostering it or it is just a wild goose chase.

To this send, this research was designed to determine the effect of job enrichment techniques on employee performance, but with a particular consideration of Federal University Dutsin-ma, Katsina state.

1.2. Statement of the problem

Job enrichment means that additional motivators are added to the job so that it is more rewarding. The purpose of job enrichment is to relieve the boredom of the workers which flows from excessive specialization in mass production industries so that the job itself may be a source of self-satisfaction. Job enrichment allows workers participation because they offer freedom and scope to them to use their judgment (Aswathappa, 2005). But at times university workers maintain negative attitudes towards services even when there is effective job enrichment.

According to Akrani (2011) job enrichment embraces some distinct features for effectiveness namely (a) the nature of the jobs are such that require higher-level knowledge, skills and responsibilities (b) the objective of an enriched job is such that the job is more lively and challenging, thus becoming a source of motivation to the staff (c) the enriched job is packaged to give positive results, because the workers are given opportunities to use their initiative and innovate while working and (d) an enriched job encourages self-discipline, it reduces external direction and control. In cases like this, a university might show all features of enriched job only on the surface to allure outsiders, but in reality the features were far from being practiced in the university.

There are numerous job enrichment techniques that are to be used in general management of academic settings. Some of these techniques are more effective and realizable than the others. But universities sometimes adopt ineffective techniques which yield no positive result. This seems to demoralize the workers and therefore perform poorly.

1.3. Objectives of the Study

The main objectives of this study are:

1. To determine whether job training and development has an impact on employee performance.

1. To examine the effect of work-life balance on employee performance.

1. To study the effect of job autonomy on employee performance.

1. To determine effect of job incentive on employee performance.

1.4. Research Questions

i. Do training and development have impact on employee performance?

ii. What are the effects of work-life balance on employee performance?

iii. What are the effects of job autonomy on employee performance?

iv. How does job incentive affect employee performance?

1.5. Research Hypotheses

H01 - Training and development do not impact on employee performance.

H02 - There is no relationship work-life balance and employee performance.

H03: There is no relationship job autonomy and employee performance.

H04: Employee performance is directly affected by job incentive.

1.6. Scope of the Study

There are three factors to be taken into consideration to determine the scope of this study: the coverage, period and variable. The study coverage focuses on academic staff of Federal University, Dutsin-Ma. Also the study period covers a year period (2017). As for the variable, job enrichment techniques are measured by training and development, work-life balance, job autonomy and incentive.

1.7. Significance of the Study

This research will be of great significance to the following bodies:

To the educational institutions, organizations, corporate bodies and companieswho are always looking for opportunity and alternative which can increase employee satisfaction because performance of workers is dependent on the level of satisfaction on job and in the organization. Meanwhile company's objectives and mission is also reliant of employee performance. Performance with productivity decline with the passage of time, designing jobs and roles appropriately is very imperative in elevating the motivation of employees, which is addressed by job enrichment. This is exactly the task of this research work.

Similarly, it is significant to the management of any organization as it will help them consider employee's perspective in designing job description of each position and emphasis should be on enriching the job related concepts in the given society.

Furthermore, it is exploratory research that can be applicable on any kind of organizations whether it is a public organization or it is a private organization. The idea can be beneficial to all those organizations.

Finally, to other interesting researchers who want to undertake a research in this same area, they can make use of this material in order to make references with it.

1.8. Definition of Technical Terms

Job: A paid position of regular employment. It is also a task or piece of work, especially one that is paid.

Enrichment: The action of improving or enhancing the quality or value of something. The process of making someone wealthy or wealthier.

Employee: A person employed for wages or salary, especially at non-executive level.

Effect: A change which is a result or consequence of an action or other cause.

Performance: The action or process of performing a task or function. An act of presenting a play, concert, or other form of entertainment.

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

In this chapter the effect of job enrichment techniques on employees’ performance will be given an in-depth analysis and different literature be reviewed. The research will allow for location of literature from a variety of sources. The sources of literature will be texts, books, magazines, journals, previous research works, the internet and observations related to the issue at stake. This will help to clarify, strengthen and accordingly direct each stage of research from the formulation of the research topic to the dissemination and utilization of research findings.

2.2 Conceptual Literature

2.2.1 Concept of Job Enrichment

Job enrichment is seen as a process where management give increasing responsibilities which are often assigned to the superiors to the employees. This essence of this to help employees to build the sense of self management and self-sufficiency (Neil Kokemuller, 2008). Williams (2009) also posited that job enrichment is a fundamental aspect of stimulating the effort of employees by expanding job responsibilities and giving increased autonomy over the task processes and completion. Job enrichment is a systematic way of inspiring employees by giving them the opportunity to use a number of different types of skills and capabilities in performing a task. (Feder, 2000). Kotila (2001) added that Job enrichment leads to job satisfaction by increasing the level of responsibility and giving the sense of freedom, autonomy and opportunity for employees to decide what and how the job is to be performed and accomplished.

Job enrichment necessitates the practices that apportions greater responsibility for arranging, organizing, and designing work to the employees (Behson, Eddy, & Lorenzet, 2000) who actually produce product. Job enrichment develops jobs vertically variety of tasks in a job (Robbins, & Judge, 2011).. While job enlargement increases job scope. What this means is that job enrichment gives room for the employee to have greater control over their work. Rentsch and Steel (1998) asserted that the variety of tasks in an enriched job makes an employee to accomplish a given activity with increased sense of autonomy, individuality and responsibility (Kamal, et., al., 2008); and feedback should be given to allow employees to assess and evaluate the level of completion which is the end result of the task itself (Armstrong, 2010). Where jobs have been enriched, employee satisfaction tends to increase with a decrease in labour turnover and absenteeism (Saavedra & Kwun, 2000).

Job enrichment means to involve employees in more pleasurable activities. Job enrichment is an effort to inspire employees by giving them enough opportunity to use all their capabilities (Davoudi and Mehdi, 2013). Organizations can enrich employees‟ job by involving them in decision-making roles of the upper level, giving them more responsibilities, giving them more autonomy, to receive more opinion which enables employees to evaluate their own performance (Neyshabor, 2013). Job enrichment is a work scheme approach for augmenting job content by putting into it more encouraging prospective (Lunenburg 2011). It is an attempt to motivate employees by giving them the opportunity to use their capabilities and capacities as noted in the works of various authors (Pillai, Mashood, Amoodi, Husain and Koshy (2012), Razag and Nawaz, 2011).

Job enrichment is an approach to redesign jobs to improve intrinsic motivation and increase job satisfaction. Workers are given power over their work, they can make their work more specialized and simple. Of these workers can develop the skills that they have. In addition, job enrichment able to make workers are motivated to succeed in achieving job satisfaction. Because the job enrichment herein workers to do the job on their own abilities. Job enrichment is expanding the design task to give more meaning and provide job satisfaction by involving workers with job planning, implementation of organizational and work supervision so that job enrichment aims to increase responsibility in decision-making, increase autonomy and authority to design jobs and expand the horizons of work, The addition of these elements to work is sometimes called the working load vertically (vertical job loading). Enrichment job (job enrichment) itself is one of the engineering design work. Job enrichment can increase a person's autonomy in organizing their work.

One of the methods of employees’ empowerment is job enrichment. Job enrichment adds new resources of satisfaction to a job which increases responsibility, independence, and control (Uduji, 2013). The addition of these factors to a job is also called job vertical development. Job enrichment is defined as creating changes in job dimensions (except the rights of its director), job physical conditions, and fundamental tasks in order to increase job satisfaction of an individual who takes the responsibility of executing or performing its tasks (Raza& Nawaz, 2011). This is so while service sections have a remarkable role in economic growth and higher quality of individuals’ life standards and the development of other sections would be impossible without considering service sections (Büyüközkan, Çifçi, &Güleryüz, 2011). Nurses are the largest group of professional employees in health care services who offer care directly to patients and their job conditions influence the consequences related to patients (Zhao et al., 2013). The psychological or mental pressure that is imposed on an individual due to job dissatisfaction can make him/her vulnerable, open and prone to diseases such as heart attack (Almalki, FitzGerald, & Clark, 2012). On the other hand, professional nursing performance both leads to positive job consequences for nurses and is effective on patients’ care processes (Bakker &Leiter, 2010). Nurses’ positive perception from work environment is related to the increase in their recruitment and retention and the decrease in burnout (Hess, DesRoches, Donelan, Norman, & Buerhaus, 2011).

At organizational level, job satisfaction has positive impacts on nurses’ retention, decrease in absenteeism, promoting productivity and efficiency, and improving performance (Jerković‐Ćosić, Offenbeek, & Schans, 2012). There are several studies about successful programs of job enrichment which show that job enrichment is an effective means for qualitative improvement of employees’ work experience and their proficiency and efficiency at the time of working. Regarding the importance of nursing profession and its effective role on patients’ therapy and rehabilitation, empowering the employees of this section of health system, their job vertical development, and increasing their authorities and decision-making roles can increase nurses’ job satisfaction and motivation and improve their performance which eventually lead to the promotion of the quality of hospital and healthcare services and subsequently healthcare system, patients and their families, and nurses will benefit from its consequences and outcomes. A nurse’s lack of interest to his/her job both reduces work quality and leads to irreversible damages to patients and clients and his/her demoralization and undermining of his spirits and gradually turns him/her to an indifferent depressed person (Weinberg, Luhmann, Bress, &Hajcak, 2012). With respect to the great importance of healthcare services and its astonishing challenges and changes, healthcare market seems so different every day. Managers and policy-makers of healthcare are attempting to create systems for making hospital employees ready for related posts and jobs in order to make optimum use of their resources.

2.2.2 Elements of Job Enrichment

Core Job Dimension: The job itself is a predominant factor on job satisfaction. Jobs that are more involving, interesting, rewarding and challenging with optimistic features brings about higher level of job satisfaction. Several studies had also examined the relationship between te core job dimension and job satisfaction (Judge, 2003; Judge, Parker, Colbert, Heller, & Ilies, 2002; Loher, Noe, Moeller, & Fitzgerald, 1985; Saavedra & Kwun, 2000). Gardner & Pierce (1998) in his study identified the elements of core job dimension which includes task identity, skill variety, task significance autonomy and feedback influences the performance and commitment of employees. These dimensions are considered below:

1. Skill Variety: This is the first core job dimension which involves the number of different types of skills that are used in performing a task. It focuses on the degree to which a task challenges the job holder to use different kind of skills, abilities and talents. It is believed that when only one skill is adopted in performing tasks repetitively, it tends to bring fatigue, stress and boredom which will in turn affect their morale and productivity at workplace. Derek and Laura (2000), argued that movement of employees from one job to another job within a particular organization and allowing them to adopt a variety of tasks in their work helps in avoiding repetitiveness, dullness and boredom. Several researchers added that the use of skill variety serves as a means of retaining and motivating workers for higher performance. Bratton (2007), also pointed that when a variety of skills are necessary to complete a task and those skills are perceived to be of value to the organization, employees find their work to be more meaningful.

2. Task Identity: The second dimension refers to the degree of seeing the completion and end result of the task itself. The task identity becomes relevant when a task is completed and employees can actually attribute the quality of their efforts (Cunningham & Eberle, 1990). For example, individuals who builds the entire product from beginning to the end will likely find their jobs to be meaningful and interesting than employees who just focused on a segment or element of a component part of a product (Mione, 2004).

3. Task significance: The third core job dimension focuses on how important the task is to the overall efforts of the organization or to the world at large. If employees can see that the task significance is very high, it will serve as a driving force and motivational tool for them to increase and exert more efforts on the job (Lynton &Pareek, 2000). Therefore, it becomes important for every organization to acclimatize the employees with how various part of the company works collectively, know what the end product is, what it does and who uses it (Fourman& Jones, 1997). The knowledge of this will then facilitate help them to see the importance of the tasks they perform.

4. Autonomy: the fourth core job dimension reflects the degree of liberty, freedom, independence, impartiality, objectivity and administrative ability the job holder has in accomplishing the task given to them. It can be pointed out that employees perform better when they have the freedom, autonomy and Management & Marketing, opportunity to decide what and how the job is to be performed and accomplished (Kotila, 2001). Autonomy is seen as a integral aspect of motivating employees and giving them the sense to feel they are part of the organizational members and not just as a machine to be used and overhauled (Leach & Wall, 2004).

5. Feedback: Feedback is a unique and very important aspect of career development which entails a regular review of the performance of employees in the organization (Caruth& Humphreys, 2008) but doesn’t stop there but goes further to communicate back to the employees (Sole, 2009). This employee’s evaluation through a good feedback mechanism as to a lager extent help employees to know how they are progressing within the organization in carrying out their duties, tasks and responsibilities this feedback can be made available on a daily, weekly or monthly basis (Lee, 2005). Feedback should be given to rates on their overall progress within the organization (Caruth & Humphreys, 2008). Such feedbacks should not be delayed but should be timely and specific. It is part of the rights of employees to know how they are progressing within the organization in carrying out their duties, tasks and responsibilities (Gupta & Upadhyay, 2012) and get feedback in return which should not just be on a yearly basis but also as frequent, timely as possible. Feedbacks leave room for improved competitive positioning (Sole, 2009) and organizational performance (Roberson & Stewart, 2006). If it is done, there is the high possibility of this feedback raising an inner drive within the employee and motivating him to do more or increase his level of performance to the organization which in turn will lead to an improved and better competitive positioning for an organization. In analysis of 67 reasons taken from exit surveys done by employees who are changing jobs in various industries in the US, (Branham, 2005) narrowed down the causes of exit to what he referred to as “hidden reasons why employees leave”.

Job Depth: The job depth involves the variety of tasks in a job. It involves the planning, controlling and co-ordination of various activities in a particular task (Neo, 2000). Stone (2002) added that job depth is a means of outlining tasks and activities to be performed and assigning the tasks to employees within the organization. In the same vein, Armstrong, (2010) posited job depth facilitates how best to set schedules and plan work activities by understanding the job responsibilities, determining the suitable techniques for implementing the task and assessing the value of the work process.

Motivators: Herzberg’s two factor theory provides a comprehensive analysis on factors that are associated with the job content (motivators) and job context (hygiene). He revealed that factors leading to job satisfaction is significantly different from those factors that brings about job dissatisfaction. The motivator factors are closely related to the feelings and attitudes of employees towards their job. Herzberg added that the motivator factors include the work itself, recognition, personal growth and advancement, a sense of responsibility and achievement. While the hygiene factors concentrate on the environment in which the job is performed. It also includes factors which include company policy and administration, working conditions, salary, and interpersonal relationship (Frederick, 1966). However, these factors also expresses employees’ feelings about the job but does not in any way contribute to motivation.

On The Job Training: Training has become a strategic tool in improving the competency and abilities of employees in every establishment of organization. Training, according to Palo and Padhi (2003) is seen as a continuous way of increasing employees’ talents, knowledge, skills and in achieving corporate objectives (Palo and Padhi, 2003). Organizational success cannot be attained without the capability to train people on how to be imaginative, creative, resourceful and innovative (Ubong, 2007) which will later result to higher performance and distinctive advantage (Vemic, 2007). However, On-the-job training is one of the earliest forms of training and still widely in use. It is a systematic process where someone who knows how to do a task shows another how to perform it. On the job training is a way of acquiring skills, talents or knowledge through direct instruction from the top managers or superior (Behson, Eddy, &Lorenzet, 2000). On the job training is still commonly used today because it requires only a person who knows how to do the task, and the tools the person uses to do the task (Lynton &Pareek, 2000). It may not be the most effective or the most efficient method at times, but it is normally the easiest to arrange and manage (Edralin, 2004). Because the training takes place on the job, it can be highly realistic and no transfer of learning is required. It is often inexpensive because no special equipment is needed other than what is normally used on the job. Organizational success cannot be attained when knowledge are not transferred from one person to another.

2.2.3 Job Enrichment Techniques

Job enrichment, as a managerial activity includes a three steps technique:

1. Turn employees' effort into performance:

· Ensuring that objectives are well-defined and understood by everyone. The overall corporate mission statement should be communicated to all. Individual's goals should also be clear. Each employee should know exactly how he/she fits into the overall process and be aware of how important their contributions are to the organization and its customers.

· Providing adequate resources for each employee to perform well. This includes support functions like information technology, communication technology, and personnel training and development.

· Creating a supportive corporate culture. This includes peer support networks, supportive management, and removing elements that foster mistrust and politicking.

· Free flow of information. Eliminate secrecy.

· Provide enough freedom to facilitate job excellence. Encourage and reward employee initiative. Flextime or compressed hours could be offered.

· Provide adequate recognition, appreciation, and other motivators.

· Provide skill improvement opportunities. This could include paid education at universities or on the job training.

· Provide job variety. This can be done by job sharing or job rotation programmes.

· It may be necessary to re-engineer the job process. This could involve redesigning the physical facility, redesign processes, change technologies, simplification of procedures, elimination of repetitiveness, redesigning authority structures.

1. Link employees performance directly to reward:

· Clear definition of the reward is a must

· Explanation of the link between performance and reward is important

· Make sure the employee gets the right reward if performs well

· If reward is not given, explanation is needed

1. Make sure the employee wants the reward. How to find out?

· Ask them

· Use surveys (checklist, listing, questions). Once you know what the employees want, give them the tools they need to earn it and follow through on your word.

2.2.4 Concept of Job Enrichment Strategies

To “enrich” means to improve the quality of (something); to make (something) better: to make rich or richer especially by addition or increase of some desirable quality, attribute or ingredient (Merriam Webster.Com, 2013). It is also the act of making fuller or more meaningful or rewarding (The Free Dictionary.com, 2013). Enrichment to this study is defined by the researcher as the process through which something (job structure or content) get better, more pleasing, rewarding and more satisfying. According to GeminiGeek.com (2013) an enriched job is one in which the employee has additional activities or responsibilities that he is anticipating. These tasks must have meaning for the individual worker as well as for the company or organization in which it is being done. In the light of above, enrichment and the word job enrichment has been interchangeably used in this work.

According to Stern (2010) the concept of job enrichment is a very broad theory within the field of organizational behaviour that is applicable within all sectors of organization. That, enrichment refers to different methods that are aimed at increasing employees job motivation, satisfaction, self-worth, in an attempt to ultimately increasing the overall employee productivity within the organization. Most commonly, job enrichment is attributed to the process of job redesign, in order to reverse the negative effects of monotony in employee tasks, which will include boredom, lack of autonomy, and dissatisfaction. The evolution of the concept of job enrichment started in the middle of the 1950s. Hall (2010) opined that it is response to dull, reutilized jobs that increased employee dissatisfaction, leading to higher turnover at many companies. Enrichment strives to heighten autonomy and variety in positions by allowing employees to engage in tasks that have normally been reserved for workers in higher positions. According to Mione (2013) the basis for job enrichment practices is the work done by Fredrick Herzberg in the 1950s and 1960s, which was further refined in 1975 by Hackman and Oldham using what they called the Job Characteristics Model (JCM).

The JCM, one of the most recognized and significant attempts to connect situational characteristics of a job with motivation, is a most reliable support for manager to design motivating jobs.JE matches job characteristics to personal needs. This concept can effectively be used to guide actions that are internal between job characteristics and personal characteristics and its relation to ideal organizational results. Robbins and Coulter (2003) cited in UK Dissertations.com (2013) explain that JCM identifies five main job characteristics which are important as they verify a range of aspects of employee’s attitude and behaviour. According to Griffin, Patterson and West cited in stern (2010) the JCM is formulated on the assumption that if five core (main) job characteristics are present, three psychological states critical to motivation are produced, resulting in positive outcomes. The three psychological states critical to motivation are feelings of meaningfulness of work, feelings of responsibility for work outcome and knowledge or results. All the three of them must be present for the positive outcomes to be realized. Subsequently, the theory JCM proposes that these critical psychological states are created by the presence of the core job characteristics. Each of those relationships is moderated by several moderators which may differ for each individual (Hackman and Oldham, 1975). These three psychological states were each defined in Jacko (2004) as follows:

Experienced Meaningfulness of Work: The degree to which the employee experiences job as one which is generally meaningful, valuable, and worthwhile.

Experienced Responsibility for Outcomes of the Work: the degree to which the employee feels personally accountable and responsible for the results of the work done.

Knowledge of Result: The degree to which the employee knows and understands, on a continuous basis, how effective he or she is performing the job.

Job enrichment, according to Google Sites.com (2013) is a job design technique that varies the concept of job enlargement. Job enrichment adds new sources of job satisfaction by increasing the level of responsibility of the employee in organization. While job enlargement is considered as horizontal restructuring method, job enrichment is considered as vertical restructuring method of moral excellence of giving the employee additional authority, autonomy, and control over the way the job is accomplished. Job enrichment is very relevant to this research work because firstly, Notes.Com (2011) explains that in the hygiene situation work is dissatisfying and employees are not motivated while in the motivator conscious work satisfies higher-level need such as recognition for doing a good job, achievement, and the opportunity for growth and responsibility. These motivators are what actually increase job satisfaction and performance. The second, JE is relevant to this study as well as being an important strategy because enriching employee’s jobs can help meet some of their motivational needs. The basic enrichment strategies needed are the JCM’s five core job characteristics these are skill variety, task identity, task significance, autonomy and feedback.

Skill Variety

Skill variety is one of the enrichment strategies used by managers to motivate employees. It gives workers the opportunity to use the range of their abilities. According to Boddy (2005) skill variety is the extent to which a job requires a worker to make use of a range of skills, talents and competences. Online Business Dictionary (2013) defined it as range of abilities needed to perform a specific job. Positions which require an individual to possess different skill sets in order to perform job duties are known to have a high skill variety. Indeed, every employee including the academic librarian requires at least basic skills for doing any particular professional work to be seen as well done. Skill variety suggests knowledge and ability made apparent in practice. Feldman (2008) opines that skill variety is the degree to which the job requires different skills underlying the activities that are part of the job. The researcher is in support of these definitions and adds voice to it that it is the degree to which a job requires a variety of personal competence to carry out work.

According to Marscafe Web Resource Document (2010) skill variety “is doing different things, using different valued skills abilities and talents”. The findings of the Federal Library &Information Center Committee (FLICC) (2008) explained that competencies for a profession generally list or group a series of knowledge, skills, abilities and behaviours that define and contribute to performance. Competences can be used to design and develop job postings, position, descriptions, training and education programmes. Competence to a large extent is a must to acquire for an individual employee as well as for the academic librarians. For example, competences, skills and abilities needed for the academic librarians work according to Canadian Association of Research Libraries (2010) include; adaptability, flexibility and eagerness, communication and advocacy, negotiation, change management, decision making, problem solving, initiative, innovation, collaboration, marketing, monitoring, writing, and presentation skills.

Skill variety strategy of job enrichment also has job satisfaction potentials. Skill variety leads to job satisfaction where enriched jobs in the workplace adopt the tasks combination approaches of enrichment. Besides, when jobs are rotated employees are given opportunity to use a variety of skills and perform different kinds of work. However, in all these above jobs are not to be added to an employee’s job position, rather the worker should be moved to do another job entirely. Feldman (2008) opined that the most common way to provide opportunity for employee to use variety of skill is through job rotation. Move your workers through a variety of jobs that allow them to see different parts of the organization to use different skills and acquire different experiences. This can be motivating to produce satisfaction especially for people in jobs that are very repetitive or that focus on only one or two skills.

Task identity

Task identity is one of the enrichment strategies used by industrial and organizational managers in designing jobs to motivate employees. This strategy can be used by university librarians as well as any person in authority of leadership position in the university. Hackman and Oldham (1975) who propounded the JCM asserted that “task identity is the degree to which the job requires the worker to complete a whole and identifiable piece of work.” Numan (2007) suggests that job with good quality of task identity should be provided in each task as clear as possible and be definite. Task identity should allow completing tasks and creating a sense of achievement. This study corroborates with the view of authors above as their definitions mean that the worker would see his or her task as a whole and complete action with an end product instead of just one of the tasks and not a final product.

Task identity’s main function according to the Hackman and Oldham’s job characteristics model (JCM) is the provision of complete piece of work. Explanation according to Lunenburg (2011) states that when employees work on a small part of the whole, they are unable to identify any finished product with their efforts. Lunenburg’s work was corroborated by this study which explained that when tasks are broadened to produce a whole product or an identifiable part of it, then task identity has been established. For example, dress designers will have high task identity if they do everything related to making the whole dress (e.g. measuring the client, selecting the fabric, cutting, and serving the dress, and altering it to fit the customer).

The importance of task identity as a job enrichment strategy is known in the area of stimulating the worker to perform better and improve quantitatively and qualitatively on his career. This is in agreement with Hackman, Oldham, Janson and Purdy (1975) who stated that “task identity stimulates personal growth and development”. Adebayo and Ezeanya (2011) opine that it may help employees achieve their work goals. Task identity is viewed as helping employees to grow and develop and as such meet up with the demands of their job.

Task Significance

According to DBA by Critical Action Learning (2010) task significance is the impact one’s work has on others. Employees do desire to make significant contribution to the organization in other to foster their sense of purpose, meaning and job satisfaction. Hackman and Oldham (1975) cited in Jacko (2004) defined task significance “as a degree to which the job has a substantial impact on the lives or work of the other people-whether in the immediate organization or the external environment”. It is an enrichment strategy that influences the employee to experience meaningfulness of work which leads to job satisfaction. According to Lunenberg (2011), JCM is based on the assumption that jobs can be designed not only to help worker get enjoyment but also to help worker to feel that they are doing meaningful and valuable work. This is one of the cardinal premiums of task significance.

A review of literature has had various views that task significance has profound impact on employee’s behaviors, attitude and well-beings. Scholars have confirmed that task significance plays a positive role in influencing employee’s job commitment (Badran and Kafafy, 2008); (Stumpp, Hiilsherger, Muck and Maier, 2009) and job satisfaction (Badran and Kafafy 2008); ( D’Abate, Youndt and Wenzel, 2009).

Furthermore, Humphrey, Nahrgang and Morgeson (2007) reported that task significance was also positively related to growth satisfaction, internal work motivation, supervisor satisfaction, co-worker satisfaction, compensation satisfaction, promotion satisfaction, and job involvement.

Autonomy

It is so valued because it does predict job satisfaction, self-determination and relation. Feldman (2008) defined autonomy as “the degree to which an individual holding a job is able to schedule his or her activities and decide on the particular procedures to be employed.” Furthermore, Marcafe Web Resource Document (2010) asserts that job autonomy is the freedom to do work as one deems fit. It is the discretion in scheduling, decision-making and means for accomplishing job. The researchers see the above definitions as cogent because autonomy gives the worker freedom and independence in scheduling work, and how it will be carried out.

In fact, self-determination theory (SDT) (Gagne and Deci, 2005) assert that autonomous forms of motivation are the result of psychological needs satisfaction, and autonomy is one of the most important needs. Furthermore, self-determination is associated with increased psychological functioning (Deci, 1980) so that autonomous motivation should lead to positive outcomes. According to Morgesen and Humphrey (2006) Galletta, Portoghese and Battistelli (2011) JCM of Hackman and Oldham suggested that job autonomy is the extent to which a job allows freedom, discretion and independence to schedule work, make decisions, and choose the procedures and methods to perform activities. The researcher corroborates above authors, and is in support. This agreement is based on the fact that in a job highly independent employees can perceive work outcomes as it mostly depend on their efforts. The employees are the ones who feel personal responsible for the success or failures of the actions. Pierce, Fussila and Cumming (2009) opine that “among job characteristics, job autonomy could activate critical psychological states that facilitate several positive employee states like intrinsic motivation”. According to George, (2005) autonomy component of JCM describes personality as experienced responsibility for work outcomes. That personality plays a very important role in determining the employee’s intrinsic motivation and the right personality must “fit” the right job.

Furthermore, job autonomy is a work related strategy and has been found to have an antecedent influence on employee’s global job satisfaction. It has been conceptually defined as the degree to which employees are allowed freedom, independence and discretionary powers when performing their job tasks and responsibilities (Slims, Szilagy and McKeney, 1976). The more autonomy a job has the greater the employee will be satisfied with his or her job (Karim, 2008). For instance, jobs scoring high on autonomy in the university library are such as committee assigned, and leadership duties.

Feedback

Feedback is the fifth strategy of job enrichment concept. According to George and Jones (2005) feedback is the extent to which performing a job provides an employee with clear information about his or her effectiveness. This is the extent to which clear and direct information is provided to the worker in order to evaluate his or her performance (Gordon, 1999). If a job possesses feedback, incubates will become more wary about their performance and effectiveness (Robbins, 2001). Also Parker, Wall and Corderly (2001) highlight feedback as an important job characteristic. Furthermore, Hackman and Oldham (1975) have dichotomized feedback into two categories, namely; feedback from the job itself, and feedback from agents. Feedback from job itself is the degree to which performing the job tasks and responsibilities required by the worker results in obtaining information about his or her performance, while feedback from agents is the degree to which employee receive direct and clear information about his or her performance from supervisors and co-workers.

However, Jelstad (2006) opines that feedback is also a social job factor of work characteristics which focuses on the social environment at work. He argues in favour of Morgeson and Campion (2003) who asserts that it is an interpersonal social aspect of work which has been missing from job characteristics conceptualization. Jelstad reiterated thatwithin the category of social job factors, feedback from others and co-worker relations are selected variables. The work of Hackman and Lawler (1971) suggested that feedback from others (co-workers, leaders) represents an important aspect of work. The researcher therefore agrees with Jelsted since feedback would always occur only when there had been communication between stakeholders in any situation.

Organizational Commitment

Civil Servants commitment to organizational currently receiving the attention of the manager and the organizational behavior experts that developed from the preliminary study of loyalty expected of civil servants every organizational. Organizational commitment is traditionally viewed as a construct of uni-dimensional or one-dimensional (Power et al., In Tella et al., 2007), where the organizational commitment is defined as a sense of identification (the belief in the values of the organization), engagement (the willingness to try my best for the sake of organizational) and loyalty (desire to remain a member of the relevant organizational) expressed by someone employee towards the organization. Research on the behavior concludes that there are three (3) different sources of organizational commitment (Meyer and Allen, in Coetzee, 2005), namely: There are three components of different organizational commitment (Meyer and Allen, in Coetzee, 2005), namely:

1. Affective commitment, is related to their desire to engage in organizational or employee's emotional attachment, identifikansi, and involvement in organisasiona happens if an employee wants to be part of the organization for their ties emosiona (emotional attachmen) or feel have the same value to the organization.

1. continuance commitment is an awareness of the costs to be borne (both financial losses or other losses) associated with the release of the organizational employees.

1. Normative commitment is a feeling of obligation of civil servants to remain in an organization. (Meyer and Allen, in Coetzee, 2005)

2.2.5 Concept of Employee Performance

Understanding the performance of civil servants describe that person's performance is determined by the ability of employees work motivation of employees or in other words the employee's performance is a function of the ability and motivation (McKennna and Beech, 2000). As said by Robert C. Mill in the Temple (1999) that employee performance is determined by a number of factors, among others: the work skills, motivation, work environment, individual characteristics and leadership style helped contribute in motivating employees to work well. An effective performance appraisal system should identify appropriate performance with the standard, measuring criteria that must be measured, and then give feedback information to employees and personnel. Davis and Werther in Handoko (2000) says that the effective performance appraisal system should identify appropriate performance standards, measuring criteria that must be measured, and then provide feedback / information to civil servants and personnel. Performance Civil Servants are behaviors that give results that refer to his job in the face of a task. So the performance of health personnel including all behavior experienced by health care workers to do in order to achieve health goals. PNS to health officials is the extent to which such performance can give effect to the public.

In a capitalist economy as Nigeria’s, it is difficult to adopt a job design practice to enhance employee performance. Invariably, enriched or enlarged job design alone cannot enhance employee performance. Therefore, organizations are usually influenced by the criteria of applying the most suitable job design characteristics (Okoh, 2005). At one extreme, marginal organizations enhance enlarged job designs in an attempt to create room for profit maximization. At the other extreme, some organizations adopt enriched job designs to enhance favorable work environment and to bring about improved organizational productivity. However, the concept of employee performance is most often dependent on the reward practices within the organizational system. Consequently, organizations are influenced by the criteria of ability to pay a prevailing reward structure in the industry (Okoh, 2005). At one end, some organizations pay the minimum wage fixed by government or what would enable them attract and retain the required number and type of labour. At the other end, some organizations pay well above the prevailing rate in the labour market because they want to attract and retain the very best and highest caliber of labour force obtainable. By paying higher rates, management is able to demand superior performance from its employees. The slogan pay good wage, attract superior workers‟ who can produce average and raise the profit margin of the organization is applicable here, such managers believe in the survival of the fittest as well as the economy of high wages to enhance optimal performance of the employees in an organization. A sound reward practice is to base all wage practices on proper rates of evaluation of jobs in the organization. Job evaluation, according to Eze (2004), helps to establish fair reward differentials, internal consistency of wage rates, based on different job contents, for improved employee performance. For external consistency, it can achieve that by periodic wage survey of the labour market within its operational environment and industry.

There have been a lot of debates among the industrialists and researchers in the current era about identifying the factors that are affecting the employee performance. Taylor (1911) was one of the earliest contributors who had identified the factors that are going to influence the performance of the employee during working and in overall scenario. He identified the concept of economic man which was meant that the income level or the reward system existed in the organization is the mainly the factor that may improve the performance of the employees. After that so many researchers had contributed in that concept. Theorists had identified 4 major factors that may affect the employee performance. These are:

- Job Autonomy

- Organizational Support

- Training

- Justice in the Organization

· Employee Performance and Job Autonomy:

Job autonomy can play an important role in enhancing the performance of the employee in the organizations. Job autonomy creates a sense of responsibility among the employees of the organization (Dean, Colarelli & Konstans, 1987). They show an increasing impact of job autonomy on the employee performance and the absence of job autonomy in the organizations creates so many problems like decrease in productivity, performance and increase in stress. The employee performance cannot be increased merely by increasing the focus on the authority, discipline and control in the organizations (Hart & Willower, 1994). The employee performance cannot be increased without increasing the commitment and engagement of the employees in the working environment (Meyer and Allen, 1997). Empowering employees to define their responsibilities and keeping them involved in the decision making can have a positive impact on their performance (Agarwal &Ferratt, 1999).

Job autonomy can play a vital role in enhancing the performance of the employee in the organization. Job autonomy creates a sense of responsibility among the employees (Dean, Colarelli&Konstans, 1987). Increasing impact of job autonomy on the employee performance and the absence of job autonomy in the organizations creates so many problems like decrease in productivity, performance and increase in stress. The employee performance cannot be increased merely by increasing the focus on the authority, discipline and control in the organizations (Hart &Willower, 1994).

· Organizational Support and Performance

The sense of ownership in the organization that the company is giving importance their views and giving them importance is collectively called as organizational support and the existence of that also increase the employee performance (Fasolo, Eisenberger & Davis LaMastr, 1990). The employees can give extra ordinary effort to the productivity of the organization when the organization is giving them full support (Fasolo et al., 1986). When the importance is given to the employees in the organizational, it will ultimately affect the employees’ commitment and also the productivity of the organization also increased (DeCotiis and Summers, 1987). The organizational performance and commitment is positively effect by giving the employees a sense of importance and by solving their problems (Iversion and Buttigie, 1999).

The sense of ownership in the organization that the company is giving importance their views and giving them importance is collectively called as organizational support and the existence of that also increase the employee performance (Fasolo, Eisenberger & Davis LaMastr, 1990). The employees can give extra ordinary effort to the productivity of the organization when the organization is giving them full support.

· Training and Performance

The training given to the employees improve their performance by the way of development in their skill (Harel and Tzafrir, 1999). McEvoy (1997) also concludes that training of the employees can improve their commitment level, knowledge sharing and their honor to work in the organization. Burke and Day (1986) found that the managers’ performance can also be increased in the organization by the way of providing them training. The cost of training is basically the company’s investment that provides it benefit for a long time period. The reason for this is that the employee’s morale will increase and they will become more committed while performance their tasks in the organization (Bartel, 1994).

The effects of training on performance in service companies. The aim of the study was to determine whether effort invested by service companies in employee training had an impact on their economic performance. Data was measured over a period of nine years.

Organizational Justice and Performance

The organizational justice has been a very hot topic from a long time period till now and all level of researchers and also among the professional society. The organizational justice when achieved in its true sense, it may affect the employee performance, their commitment level in the organization and also their level of efforts towards achievement of their goals (Folger and Cropanzano, 1998).

The organizational justice has been a very hot topic from a long time period till now and all level of researchers and also among the professional society. The organizational justice when achieved in its true sense, it may affect the employee performance, their commitment level in the organization and also their level of efforts towards achievement of their goals (Folger and Cropanzano, 1998).

There are two different categories of justices that are provided by the scholars. These are: distributive justice and procedural justice (Folger & Cropanzo, 1998). How the returns of the organizations are distributed among the employees and among the owners of the organization is something which is related to distributive justice such as pay system, compensation system, performance evaluation and promotion of the employees on equal basis. When the employees feel that the organization is distributing its return s among the employees on fair basis, this means that there is organizational justice (Folger & Cropanzano, 1998). The situation of inequity is a major cause of employee dissatisfaction, lack of commitment and ad negative performance (Brief, 1998).

According to Brockner & Greenberg (1990) and Folger (1977) when the duties and responsibilities are assigned fairly and outcomes are divided through a proper channel and a defined procedure is used, it is called as procedural justice in the organization. When the employees are involved in decision making and while defining the tasks and the organization is giving them their rewards without getting them asked about that, it is called procedural justice (Folger and Cropanzano, 1998). The employees’ commitment to the organization is dependent upon the level of procedural justice in the organization (Konovsky and Cropanzano, 1991). Different studies show that the procedural and distributive justices are very important one for the improvement of the employee performance and commitment and the procedural justice is the most important one (Folger and Cropanzano, 1998). Welboume (1998) stats that procedural justice and distributive justice have both different dimensions for which they should be applied.

2.3 Theoretical Framework

This study was guided by the following theories; Maslow’s (1943) Hierarchy of Needs Theory, Herzberg’s (1959) Motivator - Hygiene Theory, and Hackman and Oldham’s (1976) Job Characteristics Model (Theory).

2.3.1 Maslow’s Hierarchy of Needs

In industrial and organizational development, and the human relations movement brought concerns and studies about the manager’s assumptions of employees and the approaches used to motivate employee excellence. These investigations known as the Hawthorne studies reviewed that money and job security were not the only sources of employee motivation led to human relation approach of employee motivation. The Hawthorne studies implied that management should give at least as much attention to human factors (Boddy, 2005). Maslow (1960), among other authors (researchers) like McGregor (1960), and Aldefer (1972) emphasized the human side of organizations. The current status is that, the theories of human needs were categorized into content, process and work design (Boddy, 2005). Content theories help to explain why people work by identifying human needs that work may satisfy. According to Ugah (2008) content theories are concerned with identifying what factors in an individual or the work environment is there that energize and sustain behaviour. The most well-known and very often cited author of motivational theory is Maslow with his hierarchy of human needs (Fincham and Rhodes cited in Kirstein, 2011).

According to Fincham and Rhodes (2005) Maslow viewed human behaviour from the existence of unsatisfied needs. Maslow organized the needs underlying human motivation in a hierarchy of five levels starting with physiological needs, security needs, social needs, ego or self-esteem needs and self-actualization needs. According to Maslow, higher needs are not felt until lower needs are fulfilled. Additionally, when a need is satisfied it does not influence human behaviour anymore and as a result the focus is moved unto a need which is higher in the hierarchy. His proposition is that human beings are insatiable. That, people always want more and what they want depends on what they already have. Ogungheni, Ogungbi and Yahaya (2013) opined that Maslow connects the creation of the existence of people’s sense of satisfaction with the maintenance of the classified needs.

Physiological Needs

Physiological needs are primary needs. They include food, warmth, shelter, clothing, sexual fulfillment, and an almost endless list of other bodily requirements (Walter, 1975). According to Boddy (2005) Maslow proposed that if all the needs in the hierarchy are unsatisfied then the physiological needs will dominate. People will concentrate on the activities that enable them to obtain the necessities of life.

Security Needs

After the physiological needs are gratified the security (safety) needs emerge. Satisfaction of these requires actual physical safety as well as a sense of being safe from both physical and emotional harm (Walters, 1975). Many employees’ most important security need is job security. Other security factors include increase in salary and benefits. Taljaard (2003) opined that many workers expresses their security needs as a desire for a stable job with adequate medical, unemployment and retirement benefits. Organizations that provide stability and such benefits are likely to have relatively low turnover and little dissatisfaction among employees who are striving to meet these needs.

Social Needs

Social (belongingness) needs emerge after the security needs. These needs are basically affiliation in nature, which are the needs for belongingness and love. According to Jasmine (2010) since people are social beings, they need to belong and be accepted by others. People try to satisfy their need for affection, acceptance and friendship.

Esteem Need

According to Maslow, once people begin to satisfy their needs to belong, they tend to want to be held in esteem both by themselves and by others. This kind of need produces such satisfaction such as power, prestige, status and self-confidence. Walters cited in Ven Der Zee (2009) explained that need for esteem may be classified into two sub-sets. First, there is a need or desire for strength, for achievement, for adequacy, for independence and freedom, and for a personal sense of confidence in one’s competence in dealing with the world. Secondly, there is a desire for reputation or prestige, that is; respect or esteem from other people. The individual wants his or her competence recognized and appreciated by others.

Self-Actualization Need

Self-actualization is not so much a state of being, like hunger to be satisfied by periodic gratification. Rather it is a process in which one strives to become all that one is capable of becoming (Walters, 1975). According to Maslow (1970), the physiological, security, social and esteem needs are all deficit needs, whereas the self-actualizing need is growth need. The self-actualizing person is free from deficit needs, and engaged in the process of realizing his or her capabilities, and of experimenting with his or her concept of self. Taljaard (2003) assert that self-actualization needs are the desire for personal growth, self-fulfillment and the realization of the individual’s full potential. Traits commonly exhibited include initiative, spontaneity and problem solving ability. Managers who recognize this motivation in employees can help them discover the growth opportunities available in their jobs, or they can create special growth opportunities. In every organization, including the university libraries, there cannot be a fast rule that workers’ aspiration would follow the same direction. Therefore, Maslow’s hierarchical progress of needs cannot be used in the same way for every academic librarian or workers. No doubt, library and information science (LIS) managers including university librarians and library workers could get guided on personnel who are engage in and persistent in deviant behaviour. They can be correctly identifies and their needs appease. Maslow’s hierarchy of need theory has much relevance to this study. It provides awareness of the general nature of the various levels of human basic needs fundamentally useful to leaders and managers including university librarians. Furthermore, it is significant to this research work because need (which always has inherent motive) lead to work itself. The concept of work (job) when designed with enrichment strategies gives satisfaction to employees.

2.3.2 Herzberg’s Motivator-Hygiene (Two-Factor) Theory

The motivator-hygiene theory of motivation was propounded by Fredrick Herzberg. According to Badawi (2006) Herzberg proposed that individuals had two kinds of needs, that is; needs that were hygiene and needs that were motivators. Herzberg’s theory came at the time when it was assumed that what satisfied people were always just the opposite of what satisfied them. The list of satisfiers and dissatisfiers represented entirely different aspects of work. Thus, Herzberg’s proposition came as direct variant of Abraham Maslow’s hierarchy of needs theory. According to Worlu and Chidozie (2012) Fredrick Herzberg (1959) in his study concluded that factors found to affect job satisfaction included factors or needs such as recognition and responsibility. Herzberg refers to these factors as “motivation factors”. What this implies is that recognition and responsibility comes from doing the job itself. On the other hand, the factors found affecting job dissatisfaction included salary, company policies, technical competence, interpersonal relations and working conditions. These are factors which Herzberg called “hygiene factors” which are related to the environment of the job. Herzberg asserted that, if hygiene is denied, things can go from bad to worst. In practice of industrial relations, Herzberg’s theory helps managers to be aware of what to motivate workers; they must recognize the non-monetary factors (intrinsic motivation) which make workers put in their best. Non – monetary incentives such as challenging work, responsibility, advancement, independence can be achieved through job enrichment. These factors involve what people actually do on the job and should be engineered into the jobs employees do in order to develop intrinsic motivation within the work force (Herzberg, 1976, 1984). Also, managers must know that the hygiene factors (extrinsic motivation) ought to be properly managed to prevent dissatisfaction at work. Motivators are personal growth, passion for the job, social responsibility, opportunity for advancement, respect, praise, recognition, and the feeling of achievement (Daft, 2003).

Frederick Herzberg examined motivation in the light of job content and context. According to him, motivating employees is a two-step process. First is to provide hygiene, and then later motivators. One continuum ranges from no satisfaction to satisfaction. The other continuum ranges from satisfaction to no satisfaction. Motivators are necessary and contributory factors for improvements in work performance, and move the employee beyond satisfaction to superior performance. Hygiene factors, according to Herzberg, do not promote motivation, but their absence can create employee dissatisfaction. These hygiene factors are present in the work enrichment which are of the job context while motivator – factors are present in the work itself as job content.

For instance, Kishore cited in Mallaiah and Yadapadithaya (2009) surveyed university librarians in India based on Herzberg, Maslow and Vroom theories and found the following:

1) The choice of library profession, as career would be proceeded by a vocational growth process.

2) People already in the library profession would be advising their children/kith and kin to adopt librarianship as a career, and

3) Work efficiency would be related to both intrinsic and extrinsic motivating factors.

Theory also does lead to giving the employee feelings of psychological growth which offer gains of sense of self-actualization.

2.3.3 Hackman and Oldham’s Job Characteristics Model

The proponents of job characteristic model are J. Richard, Hackman and G.R., Oldham in 1979. They found this model on the basis of how best to offer employees job satisfaction through the work itself which sought improvement on job design. History has it that job design had come a long way from the time when workers did only one or two simple things over and over again. This system was the mechanistic approach design by Fredrick W. Taylor. It was known to have serious limitations so researchers sought out ways to make jobs varied and challenging. According to Lunenberg (2011) Hackman and Oldham extended the work of Fredrick Herzberg and provided an explicit framework for enriching jobs. They adapted job enrichment, a job design technique or strategy for enhancing job content by building into it more motivating potentials. Hackman and Oldham (1980) studied motivational job design on how jobs can be made more interesting from which they propounded the job characteristics model (JCM) which is very influential model (theory) of job enrichment. According to Numan (2007) this model is in compliance of Maslow’s needs hierarchy and tries to constitute job characteristics which help motivate an employee in his quest for progress. The JCM is widely used as a framework to study how particular job characteristics impact on job outcomes, including job satisfaction (Wikipadia, The Free Encyclopedia, 2013).

According to Hackman and Oldham (1979) there are five core job characteristics (skill variety, task identity, task significance, autonomy and feedback) and these produce three critical psychological states (experienced meaningfulness, experienced responsibility and knowledge of actual results).These are work outcomes that predicts job satisfaction, work motivation, cures absenteeism, and the like. The JCM, cited in Adeniji (2011), asserts that jobs which contain intrinsically motivating characteristics would lead to higher levels of satisfaction as well as other positive work outcomes such as enhanced job performance and lower withdrawal. Hackman and Oldham proposed that the core job characteristics (JC) could be identified from job design and jobs being enriched. These JCs are ultimately combine to form the motivating potential score (MPS) for a job. MPS is used as an index of how likely a job is to affect an employee’s attitudes and behaviours. The Hackman and Oldham’s JCM suggests a relationship between the five core job dimensions (skill variety, task identity, task significance, autonomy and feedback) and the occurrence of intrinsic motivation (Samarakoon, 2002). The JCM examines individual responses to jobs as a function of job characteristics moderated by individual characteristics (Atasoy, 2004). The model also states that task characteristics of job response relations are moderated mainly by the job incumbent’s needs.

Hackman and Oldham (1980) theorized that enriching certain core job characteristics alter people’s critical states in a manner that lead to several experiences beneficial to personal and work outcomes. They recommended measuring the degree to which various job characteristics are present in each job that can be accomplished by using questionnaire known as the Job Diagnostic Survey. (JDS) (Hackman and Oldham, 1975). Lunerberg (2011) explain that skill variety, task identity and task significance are additives, therefore, one or two of these job characteristics could be missing or measured as zero. In such a situation the employee could still experience meaningfulness of the work.

Furthermore, Hosoi (2005) presented the idea of job design and job enrichment as a means for motivation within the academic library incorporating the JCM model developed by Hackman and Oldham. The reason for the choice JCM is because it involves designing the job to include a variety of tasks (activities). Clearly defined tasks assign significance to the tasks and autonomy for the individual in scheduling and procedures while direct feedback gives responsibility to employees and increases their job satisfaction. Furthermore, it was considered necessary because through job design and enrichment, the needs for job satisfaction and self-actualization can be built into the job.

2.4 Empirical Review

Lum et al., (2002) researched about "Explaining Nursing Intention to stay: Job Satisfaction, Pay Satisfaction, Organizational Commitment or" lift, issues the direct and indirect impact of salary policy specific intent to stay, through pay satisfaction, job satisfaction and organizational commitment. The results of this research was satisfaction on salary have direct or indirect effect on the desire to change jobs. Commitments in this study affect the most powerful and direct (direct effect) on the intention to stay.

Sigiro and Cahyono (2005) conducted a study of non-production employees of PT Kusumahadi Santoso Surakarta. The purpose of research is to know the difference of job satisfaction in terms of locus of control, personality type and self-efficacy. The results of his research are that the external experience high job satisfaction compared with the internal. Then the person who has type Akepriabdian experienced higher job satisfaction than those with personality type B. Meanwhile, people who have high self-efficacy tend to have higher job satisfaction than those who have low self-efficacy.

Huei-Feng Chen, et al (2008), examines how the use of job changes and psychological empowerment to strengthen employee commitment to the organization to make changes. Other results that need further investigation is that regression to the influence of psychological empowerment on organizational commitment is negative. This means that employees feel the impact on organizational performance can be big, that consequently, they are afraid to give a lot of organizational commitment.

Kenneth et al (2009) examined the impact of empowerment moderator on the relationship between changes in the quality of family / Leader-member exchange (LMX) and the results of job satisfaction and desire out. Likewise supervisor-value results of job performance and organizational behavior. The results of the research can provide evidence that the general empowerment of moderate relationship between LMX and employment outcomes. In addition to the above-mentioned researchers, Regina, et al (2006).

Research conducted by Raza and Nawaz (2011), entitled "Impact of Job Enrichment on Employees' Job Satisfaction, Motivation and Organizational Commitment: Evidence from Public Sector of Pakistan". In the penenelitian found that Job enrichment affect the work motivation, job satisfaction and organizational commitment. The results of this study Ongkowidjojo Andreas (2011) suggested that the motivation could be improved through variety of ways, such as by providing a greater responsibility.

Andreas Ongkowidjojo (2012) that replicates from research conducted by Raza and Nawaz (2011), entitled "Impact of Job Enrichment on Employees' Job Satisfaction, Motivation and Organizational Commitment: Evidence from Public Sector of Pakistan". In these studies found that job enrichment affect the work motivation, job satisfaction and commitment to the organization. In research and Nawaz Raza (2011) study population consisted of two public sector organizations of Pakistan. Data were analyzed using Pearson correlation coefficient to determine the relationship between job enrichment and motivation, job satisfaction and organizational commitment. While the study results Ongkowodjojo Andreas (2011) suggested that the motivation could be improved through a variety of ways, such as by providing Job enrichment on employees.

Yuliani research with the title "Analysis of the effect of job enrichment and job enlargement on employee performance and their impact on employee job satisfaction: a study in PT SaranaPerdanaRia Engineering". In this study, which took samples at Ria PT Sarana Prime Engineering, which is one of the private companies in Indonesia engaged in the production machines, especially machines that process the plastic resin. The purpose of this study was to determine whether there is influence Job Enlargement and Job Enrichment on the Performance of Employees and their impact on employee satisfaction either partially or simultaneously and provide suggestions that should be done by the company.

Research conducted by Amir Subagyo (2014), with the title "The influence of the working environment and self-efficacy against organizational commitment Semarang State Polytechnic lecturer". The purpose of this study was to determine the influence of the working environment and self-efficacy to organizational commitment. Translation of research purposes (1) Examine and analyze the work environment influence on organizational commitment, (2) Examine and analyze the influence of self-efficacy against organizational commitment. Quantitative study to analyze and prove the hypothesis of the study. Analysis of data using multiple regression analysis conducted through SPSS software. The regression results provide evidence that self-efficacy influence. The dominant organizational commitment to the regression coefficient 0358, while the work environment variables with a regression coefficient of 0.313. Two independent variables, namely the working environment, self-efficacy has a positive influence on organizational commitment.

Veronika Prasetya, Dwi Handayani and Theresia Purbandari (2013) conducted a study entitled "Effect of job satisfaction, self-esteem, self-efficacy against individual performance". In this study explained that individual performance is higher or lower can be caused by the several contributing factors, such as job satisfaction, self-esteem and self-efficacy which affect the performance of the person. The purpose of this study to demonstrate empirically that job satisfaction affect the individual performance with self-esteem and self-efficacy as an intervening variable. This study uses a survey through questionnaires to respondents in college in the residency of Madiun. The population in this study is still accounting lecturers. The results showed that job satisfaction is directly significant effect on the performance of individual, self-esteem significant effect on self-efficacy. Job satisfaction has more influence on the performance of individuals directly, rather than through self-esteem and self-efficacy.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter discusses the methods followed by the researcher to accumulate data, it therefore discussed key items such as the research methods/design, population and sample size of the study. The method followed by the researcher to collect data, measurement of variables, methods of data analysis and the summary of the chapter.

3.2 Methods/Design

This study was conducted with primary data obtained through a simple survey conducted with questionnaire. The explorative nature of the study necessitated the use of questionnaire. Questionnaires. The questionnaire was constructed according to the objectives of the study. The first section was designed to determine the relative performance of the job enrichment techniques.

3.3 Population and Sample Size

Population refers to the total number of people under study. The target population for this study covered entire 316 academic staff of Federal University, Dutsin-ma, Katsina state as at 30th June 2017. The sample size was computed to be 270. This was arrived at by the usage of the following formula as suggested by Guilford and Ftrucher (1973) for estimating sample size.

n= N/1+N (e)2

where n= sample size

N= population size

e =Co-efficient of confidence of margin of error. In this case, 0.05

3.4 Method of Data Collection

The data utilized for this study were gathered from primary source. The data used were primarily derived from the answers to the questionnaire administered to the respondents.

3.5 Measurement of Variables

The study examined the effect of job enrichment on job performance. Job enrichment techniques are measured by job training, work-life balance, job autonomy and job incentive. Job performance was measured by asking a number of qu