SAN BEDA COLLEGE

Department of Legal Management

Mendiola, Manila

Title:

GOAL SETTING THEORY;

VALIDATION ON EMPLOYEES PERFORMANCE AND MEASURING EMPLOYEES

SUCCESS

Presented to:

DR. JULIO ONIA CASTILLO JR

In partial fulfillment of the requirements

of the subject IBE02:

HUMAN BEHAVIOR IN BUSINESS ORGANIZATIONS

Submitted by:

Manaois Gene B.

Sanchez Oliver T.

2 CLM
 TABLE OF CONTENTS

Chapter 1 Introduction 4

1.1 Background of the Study . 4

1.2 Abstract ....................... 10

1.3 Theoretical Framework .. 11

1.4 Statement of the Problem .. 11

1.5 Hypothesis of the Study .... 11

1.6 Assumption of the Study .. 12

1.7 Significance of the Study ................................................. 12

1.8 Scope and Limitation of the Study .................................. 13

1.9 Definition of Terms ......................................................... 14

Chapter 2 Review of Related Literature .................

2.1 Foreign Literature 15

Chapter 3 Research And Methodology .................

3.1 Sampling... 20

3.2 Research Methodology.. 20

Chapter 4 Data Analysis and Findings .....

4.1 Response Rate .. 26

4.2 Profile of Respondents . 26

4.3 Ager of Respondents 27

4.4 Gender of Respondents 27

4.5 Civil Status of Respondents . 28

4.6 Analysis of the Result 29

Chapter 5 Conclusion and Recommendation

5.1 Conclusion 33

5.2 Recommendation 34
 CHAPTER 1

INTRODUCTION

Training and orientation is absolutely necessary for new employees in any kind of

affiliations or in any organizations. Without orientation and training many things can and

do take place that have risky and negative impact on the company and the new

employee. It is essential to comprehend and recognize that orientation and training is

not the same thing with each having a different purpose and hence playing a different

role in an organization; orientation is the process of communicating to a new employee

the duties of the job and how to accomplish them. Training on the other hand is the

process of building specific skills necessary to carry out the job duties explained in

orientation (Outlaw, 1998). According to Mathias (1994), orientation is the planned

introduction of new employees to their jobs, their coworkers, and culture of the

organization. Most organizations offer an employee orientation program coordinated by

the Human Resource Department (Blackwell, 1997). Human Resources have played a

significant role in the economic development in most developed countries such as the

United States of America, Britain, and Japan among others. It can therefore be

concluded that a within a developing country like India, with its rich natural wealth and

the necessary monetary support can also experience such economic success if the

appropriate attention is given to the development and training of her human resource

(Laing, 2009).
 In order to manage and run an organization, whether large or small, it is a deem

necessity within the Philippines to recruit competent personnel. The formal educational

system it does not adequately teach specific job skills for a position in a particular

organization. Few employees have the requisite skills, knowledge, abilities and

competencies (SKAC) needed to work. As a result, many require extensive raining to

acquire the necessary SKAC to be able to make substantive contributions towards the

organizations growth (Laing, 2009). The new recruit or new employee orientations

serve many purposes and have many meanings from both an organizational and

employee perspective. Researchers have found that successful new employee

orientation programs help new employees become well-known or familiar with their

organizational environment and help them understand and appreciate their

responsibilities (Robinson, 1998). To effectively impact on new employees through

orientation and training, one has to teach employees about the big-picture

organizational issues, such as culture, vision, values, mission, structure, ethics, policies,

and confidentiality. Every year, many organizations in the private and public sectors face

a sudden influx of employees. A well-planned employee orientation can do much to help

make this transition as painless as possible and get new employees off on the right foot

immediately.
1.1: BACKGROUND OF THE STUDY

Under the right conditions, goal setting can be a powerful technique for

motivating organization members. The following are practical suggestions for managers

to consider when attempting to use goal-setting to enhance motivation and performance

Goals Need to Be Specific Organization members perform at higher levels when asked

to meet a specific high-performance goal. Asking organization members to improve, to

work harder, or to do your best is not helpful, because that kind of goal does not give

them a focused target.

Specific goals (often quantified) let organization members know what to reach for

and allow them to measure their own progress. Research indicates that specific goals

help bring about other desirable organizational goals, such as reducing absenteeism,

tardiness, and turnover (Locke & Latham, 2002). Goals Must Be Difficult but Attainable

A goal that is too easily attained will not bring about the desired increments in

performance. The key point is that a goal must be difficult as well as specific for it to

raise performance. However, there is a limit to this effect. Although organization

members will work hard to reach challenging goals, they will only do so when the goals

are within their capability. As goals become too difficult, performance suffers because

organization members reject the goals as unreasonable and unattainable. A major factor
in attainability of a goal is self-efficacy (Bandura, 1997). This is an internal belief

regarding ones job-related capabilities and competencies. If employees have high self-

efficacies, they will tend to set higher personal goals under the belief that they are

attainable. The first key to successful goal setting is to build and reinforce employees

self-efficacy.

Goals need to be accepted. Simply assigning goals to organization members

may not result in their commitment to those goals, especially if the goal will be difficult to

accomplish. A powerful method of obtaining acceptance is to allow organization

members to participate in the goal-setting process. In other words, participation in the

goal-setting process tends to enhance goal commitment. Participation helps

organization members better understand the goals, ensure that the goals are not

unreasonable, and helps them achieve the goal. The factor of self-efficacy mentioned

above also may come into play regarding imposed goals. Some individuals may reject

imposed goals but if they have self-efficacy, they may still maintain high personal goals

to accomplish the imposed goals (Bandura, 1997).

Feedback helps organization members attain their performance goals. Feedback

helps in two important ways. First, it helps people determine how well they are doing.

For example, sports teams need to know the score of the game; a sharpshooter needs

to see the target; a golfer needs to know his score. The same can be said for a work

team, department, or organization. Performance feedback tends to encourage better

performance. Second, feedback also helps people determine the nature of the
adjustments to their performance that are required to improve. For example, sports

teams.

When employees know that their performance will be evaluated in terms of how

well they attained their goals, the impact of goals increases. Salespeople, for example,

have weekly and monthly sales goals they are expected to attain. Telephone operators

have goals for the number of customers they should assist daily. Quarterbacks are

judged on the completion percentages of passes thrown and the number of yards the

offense generates per game. Coaches are assessed on their win-loss record. CEOs of

organizations such as IBM, General Motors, and Microsoft Corporation are evaluated on

meeting growth, profitability, and quality goals.

For most employees, goals are more effective when they include a deadline for

completion. Deadlines serve as a time-control mechanism and increase the motivational

impact of goals. Being aware that a deadline is approaching, the typical employee will

invest more effort into completing the task. In contrast, if plenty of time remains for

attaining the goal, the employee is likely to slow down his or her pace to fill the available

time. However, when deadlines are too tight, particularly with complex tasks, the quality

of work may suffer.

A person with a learning goal orientation wants to develop competence by

mastering challenging situations. In contrast, the person with a performance goal

orientation wants to demonstrate and validate competence by seeking favorable

judgments. Considerable research has indicated that a learning goal orientation has a

positive impact on work-related behaviors and performance (Button, Mathieu, & Zajac,

1995; VandeWalle, 2001; VandeWalle, Brown, Cron, & Slocum, 1999; VaneWalle, Cron,

& Slocum, 2001; Van Yperson & Janssen, 2002). The learning goal orientation is

particularly relevant in todays work environment, which requires employees to be

proactive, problem solve, be creative and open to new ideas, and adapt to new and

changing situations (Luthans, 2011).

Today, many organization members work in groups, teams, or committees.

Having employees work as teams with a specific team goal, rather than as individuals

with only individual goals, increases productivity. Furthermore, the combination of

compatible group and individual goals is more effective than either individual or group

goals alone. A related consideration is that when a team member perceives that

other team members share his or her personal goals, the individual will be more

satisfied and productive. A recent study of project teams indicated that a perceived fit

between individual and group performance goals resulted in greater individual

satisfaction and contribution to the team (Kristof-Brown & Stevens, 2001).

Despite the benefits of goal setting, there are a few limitations of the goal-setting

process (Locke & Latham, 2002). First, combining goals with monetary rewards

motivates many organization members to establish easy rather than difficult goals. In

some cases, organization members have negotiated goals with their supervisor that

they have already completed. Second, goal setting focuses organization members on a
narrow subset of measurable performance indicators while ignoring aspects of job

performance that are difficult to measure. The adage What gets measured is what gets

done applies here. Third, setting performance goals is effective in established jobs, but

it may not be effective when organization members are learning a new, complex job.

1.2: ABSTRACT

It is an undisputable fact that the world is changing at a very fast pace. It

therefore requires a change if every organization and institution are to respond to these

changes. It is for these reasons that organizations need to initiate or induct their

employees to prepare and equip them with current skills and knowledge. Employee

Induction, which is one of the main ways of introducing employees to their

organizations, is often the missing ingredient in most organizations. Orienting

employees to their workplaces and their jobs is one of the most neglected functions in

many organizations.

A well thought out orientation program, whether it lasts one day or six months,

will help not only in retention of employees, but also enhance performance.

Organizations that have good orientation programs get new people to have better

alignment between what the employees do and what the organization needs them to do

and the effect on performance as well. A well planned employee orientation program will

help to get new employees off on he right foot immediately. Effective employee

orientation has also been said to be a precursor to good performance. The main

objective of the study therefore was to find out how the effectiveness of employee

Orientation affects performance and satisfaction. The methodology that was used in
collecting the research data was a survey design that used a random sampling

technique where questionnaires were distributed. The results indicated that the

organization needs quality orientation programs for its employees for better

performance and satisfaction.

1.3: THEORETICAL FRAMEWORK

1.4: STATEMENT OF THE PROBLEM

At times, the organizational goals are in conflict with the managerial goals. Goal

conflict has a detrimental effect on the performance if it motivates incompatible

action drift.

Very difficult and complex goals stimulate riskier behaviour.

 If the employee lacks skills and competencies to perform actions essential for

goal, then the goal-setting can fail and lead to undermining of performance.

There is no evidence to prove that goal-setting improves job satisfaction.

1.5: HYPOTHESIS OF THE STUDY

Goal setting theory is a technique used to raise incentives for employees

to complete work quickly and effectively. It can also lead to better performance by
increasing motivation and efforts, but also through increasing and improving the
feedback quality.

1.6: ASSUMPTION OF THE STUDY

The theory demonstrates that the individuals are concerned both with their own

rewards and also with what others get in their comparison.

Employees expect a fair and equitable return for their contribution to their jobs.

Employees decide what their equitable return should be after comparing their

inputs and outcomes with those of their colleagues.

Employees who perceive themselves as being in an inequitable scenario will

attempt to reduce the inequity either by distorting inputs and/or outcomes

 psychologically, by directly altering inputs and/or outputs, or by quitting the

organization.

1.6 SIGNIFICANCE OF THE STUDY

This research paper tackles the different techniques and methods that

companies utilize to increase employee motivation and enhance their productivity which

eventually leads to optimum employee performance. The different methods in which an

employee can be motivated include: job design, organizational behavior modification,

recognition, and financial incentives. For the purpose of the better understanding of

readers, this research also includes the reasons of companies as to why they carry out

certain techniques and methods to further motivate their employees, and the

advantages and disadvantages encountered by employers depending on the method/s

that they chose to utilize and that this paper aims to justify the Goal Setting Theory as

one of the primary example of the motivation that contributes to the employees

performance.

1.7 SCOPE AND LIMITATIONS OF THE STUDY

This study serves as a representation of the data that the researcher has

gathered from various sources including several employees from different private

companies and employers and from government organizations. All the data represented

herein were obtained and collected by means of giving out questionnaires that were

created solely for the purpose of this study to the subject targets: employees.
 Moreover, this study has laid out the principles of motivation, the ideal setting for

a productive employer-employee relationship, other terminologies related to

compensation and financial incentives, the needs of human beings as classified by

Abraham Maslow in his Hierarchy of Needs Theory, and the different methods on how to

further motivate employees. The researcher also correlated the important terms and

phrases with the existing labor laws of the country to offer a deeper interpretation and to

imbue a deeper understanding.

1.8 DEFINITION OF TERMS

For the purpose of this research, the following terms are defined according to its

utilization in the study.

Needs Circumstances in which something is necessary, or that require some course

of action; Necessity.

Wants to wish fervently; to wish for; the state of having too little of something needed

or desirable

Motivation The reason or reasons one has for acting or behaving in a particular way

or the general desire or willingness of someone to do something.

Labor The aggregate of all human physical and mental effort used in creation of

goods and services. Labor is a primary factor of production.

Compensation The money received by an employee from an employer as a salary or

wages.

CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1: FOREIGN LITERATURE

Goal mechanisms affect performance by increasing motivation to reach set goals

(Latham, 2004). These mechanisms are inputs that affect behavior in groups or

individuals, which serve to increase attention to a goal, energy in pursuing a goal,

persistence in achieving a goal, and ability to strategize to reach a goal. When an

individual or team can focus attention on behaviors that will accomplish a goal, they also

divert attention away from behaviors that will not achieve the goal (PSU WC, 2015, L.

6). Goals energize people to expend more effort based upon the effort that is required to

reach a certain goal (PSU WC, 2015, L. 6). Goals also lead to a persistent pursuit of

reaching the goal by providing a purpose for that pursuit (Latham, 2004). Lastly, when

people are pursuing a goal they will seek effective means for accomplishing it,

particularly if the goal is difficult to achieve (PSU WC, 2015, L. 6). Since it was first

researched five decades ago, goal-setting theory has been the most researched,

utilized, and established theory of work motivation in the field of industrial and

organizational psychology (Pennsylvania State University World Campus [PSU WC],

2015, L. 6). The theory began with the early work on levels of aspiration developed by

Kurt Lewin and has since been primarily developed by Dr. Edwin Locke, who began

goal setting research in the 1960s. The research revealed an inductive relationship

between goal setting and improved production performance. A goal is the aim of an

action or task that a person consciously desires to achieve or obtain (Locke & Latham,

2002; Locke & Latham, 2006). Goal setting involves the conscious process of

establishing levels of performance in order to obtain desirable outcomes. This goal

setting theory simply states that the source of motivation is the desire and intention to

reach a goal (PSU WC, 2015, L. 6). If individuals or teams find that their current

performance is not achieving desired goals, they typically become motivated to increase

effort or change their strategy (Locke & Latham, 2006).

 Before a goal can be motivating to an individual, one must accept the goal.

Accepting a goal is the first step in creating motivation (Locke & Latham, 2002). Goal

commitment is the degree of determination one uses to achieve an accepted goal. Two

primary factors that help to enhance goal commitment are importance and self-efficacy

(Locke & Latham, 2002). Importance refers to the factors that make attaining a goal

important, including the expected outcomes (Locke & Latham, 2002). Self-efficacy is the

belief that one can attain their goal (Locke & Latham, 2002). These factors can be as

simple as making a public announcement about the commitment, or as complicated as

a formal program of inspirational mentoring and leadership. Importance and self-efficacy

enhance the goal commitment by the individual (Locke & Latham, 2006). The individual

must find the goal important and must believe they can achieve it (Locke & Latham,

2006). Making the importance of the goal personal provides the individual with the

motivation to move beyond failure and maintain the path toward the goal. Research by

Erez, Earley, and Hulin (1985) indicates that participation in setting ones own goals

result in a higher rate of acceptance due to the individual feeling a sense of control over

the goal setting process (Erez, Earley, & Hulin, 1985). Locke and Latham determined

that when the purpose or rationale of the goal is provided, performance between

participative and assigned goals do not differ significantly, as long as the goal is

accepted (Locke & Latham, 2002). Their explanation for the discrepancy lies in the way

the goal was presented. If the objectives were clearly explained to the participants,

motivation increased. Alternatively, if goals were briefly administered with little

explanation, motivation was lower. In other words, the goals need to be specific, which

leads us to our next condition.

 A goal must be specific and measurable. It should answer the who, what, when,

where, why, and how of the expectations of the goal. Specificity and measurability

provide an external referent (such as time, space, increment, etc.) to gauge progress,

whereas vague do better goals are ambiguous and often have little effect on

motivation. Removing ambiguity allows one to focus on precise actions and behaviors

related to goal achievement. The more specific the goal, the more explicitly

performance will be affected. Specific goals lead to higher task performance by

employees than do vague or abstract goals (Locke & Latham, 2002). A person can set a

general goal to sell more cars per month; however, setting a goal to sell two cars per

day for the next thirty days is more specific and therefore more effective. These goals

will be more motivating than the broad goals of just doing better. With a clear objective

in mind people will be more dedicated to reaching their set goal (PSU WC, 2015, L. 6)

Goals without an external referent allow for a wide range of acceptable performance

levels (Locke & Latham, 2002). In order for performance to increase, goals must

be challenging, specific, and concrete.

Goal specificity does not insure performance at an exceptional level. Specific

goals vary in difficulty. The performance of these goals will also depend on the intellect

and abilities of each individual. Just because a goal is specific, does not guarantee that

an individual will put forth an increased effort to obtain the goal. Management may

implement policies that require workers to sell two cars per day. If this is below the

actual performance that is normal for an individual, that person may not exert any extra

effort to obtain or exceed that goal because the goal required is not difficult to achieve.

In fact the individual may lower the performance to remain consistent with other
employees. Motivation also plays an important role in goal specificity. The individual

must be motivated to obtain the projected goal, or in other words the goal must have

a level of importance to that individual in order for them to seek to reach it. If a career

selling cars comes secondary to going to school, the individual may not expend the

required effort to reach set goals but instead only perform at a level that they view as

satisfactory.

That student also experiences such things and that student must have a goal that

is appropriate to the student so that it may enhance the student in terms of his

motivation towards the school and its studies.

CHAPTER 3

RESEARCH METHODOLOGY
 This chapter provides information on the research method of this thesis. The

Survey research method has been chosen to determine the factors influencing the

people by having Goal Setting Theory as a motivation on their respective career and as

a daily basis in life. The researcher will conduct a survey questionnaire within San Beda

College Mendiola, to maintain the quality and effectiveness of this survey, the

researcher chooses to have at least 50 samples. The information that the researchers

have gathered will be based on the results extracted from the survey questionnaires

that will be given to the respondents as part of the researchers data collection. The

questionnaires will be given to 25 adults who are either employed by a private employer

or by a government agency, aged 18 and older, living and working in Metro Manila and

25 students who are located within the University Belt.. The survey questionnaires that

will be provided to the respondents will be in the form of a Likert Scale. The main

advantage of Likert Scale questions is that it uses a universal method of collecting data,

which means it is comprehensible to everyone. Working with quantitative data, it is easy

to draw conclusions, reports, results and graphs from the responses.

3.1 Sampling

This research is based on purposive sampling technique, the alternative use of

probability sampling is not considered due to limited time and resources. The

researcher would make contact to the respondent by directly approaching them and
asking them to fill up the survey questionnaire. The process will continue until the

number of participants has been met and that the individual would be chosen randomly

by the researcher.

3.2 Research Methodology

The method of survey questionnaire is used on this research. This particular

instrument has been chosen due to the unique characteristics of the study population

and the efficiency of data collection. The questions are formulated based on objectives,

research question and hypothesis of this research. The questions will follow a logical

progression starting with simple themes and progressing to complex issues to sustain

the interest of respondents and gradually stimulate question answering. The main

advantage of Likert Scale questions, which the researchers have utilized as their

sampling method, is that it uses a universal method of collecting data, which means it is

comprehensible to everyone. Working with quantitative data, it is easy to draw

conclusions, reports, results and graphs from the responses.

Furthermore, because Likert Scale questions use a scale, people are not forced

to express an either-or opinion, rather allowing them to be neutral should they so

choose. Once all responses have been received, it is very easy to analyze them. Likert

scales are mostly used in customer satisfaction surveys, but now, the researchers will

be using it for the purpose of determining whether or not compensation and financial

incentives highly motivates employees to become more productive. This is a very useful

question type when you want to get an overall measurement of sentiment around a
particular topic, opinion, or experience and to also collect specific data on factors that

contribute to that sentiment. Hence, the researchers chose this particular sampling

method.

The questions given are answerable by a set of criteria gathered in order to

determine the weight or extent of the perception as to using the following scale.

Table 3.2
Criteria for Survey Questionnaires
WEIGHT MEAN VALUE INTERPRETATION
4 8.00 10.00 Strongly Agree
3 6.00 7.99 Agree
2 3.00 5.99 Disagree
1 1.00 2.99 Strongly Disagree

An answer of 4 holds a mean value of 8.00 10. 00 and would mean that

the respondent strongly agrees with the given statement. Secondly, an answer of 3

holds a mean value of 6.00-7.99 and would mean that the respondent agrees with the

given statement. Thirdly, an answer of 2 holds a mean value of 3.00-5.99 and would

mean that the respondent is neutral or is undecided with the given statement. Lastly, an

answer of 1 holds a mean value of 1.00 -2.99 and would mean that the respondent

strongly disagrees with the given statement.

Dear Respondent,

Greetings!
I, Sanchez, Oliver T., together with my partner Manaois Gene B., would like to take a

few minutes of your time to answer a few questions for our survey regarding our

research. We are students from the Legal Management Department of San Beda
 College, Manila and we are conducting a thesis entitled GOAL SETTING THEORY;

VALIDATION ON EMPLOYEES PERFORMANCE AND MEASURING EMPLOYEES

SUCCESS

This study attempts to determine whether or not an increase in financial benefits

increases the level of motivation of employees. The questions are answerable by a
scale of 1-5 with 5 being the highest. There is no right or wrong answer as long as you
answer the questions with utmost honesty. Rest assured that your personal information
and answers in this questionnaire will be treated with utmost confidentiality and its
results will only be analyzed for academic purposes. Thank you and have a nice day!

Sanchez, Oliver T.
Researcher
Manaois, Gene B.
Researcher

SURVEY QUESTIONNAIRE
SAN BEDA COLLEGE
MENDIOLA, MANILA

Name (optional) : __________________________________

Course (Yr &Section): _______________________________

Student Status: ____________________________________

1. Your preferred answer

Questions STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
1. Having a
goal(s) affects
my performance
in your studies

2. I am happy
when I met my
goal(s)

3. I feel bad
about myself if
I didnt meet
my goal(s)?

4. I feel worthy
that I give
myself a treat
upon
accomplishing
my goal(s)?
5. It boost my
confidence if
Im able to
accomplish my
goal(s)?
6. I think that
the mindset
doing
whatever it
takes to
achieve the
goal(s) is
effective
7. My goal
push me out of
my comfort
zone
8. My
confidence
diminish if I
didnt achieve
my goal(s)
9. Sharing my
goals with
others bring
positivity to
me
10. I spend a
lot of time
thinking about
your goal(s)

11. I think
making a plan
or strategizing
on how I can
achieve my
goal increase
the success of
achieving the
goal(s)
12. I think
making a list of
my goals helps
me to organize
your goals
13. My personal
experiences
affects my
goal(s)
14. I think my
environment
affects my goal
planning
15. I think your
course/progra
m will lead me
closer to my
goals.
16. I think my
goals are
aligned with
each other

17. My goal
push me out of
my comfort
zone
18. I celebrate
when I
achieved my
goal
19. I ask for
support from
friends if I
become
demotivated
20. I seek out
tools that helps
me reach your
goals

Chapter 4

Data Analysis and Findings

In this chapter the results of the data analysis are presented. The data were

collected and then processed in response to the problems posed in chapter 1 of this

dissertation. Two fundamental goals drove the collection of the data and the subsequent

data analysis. Those goals were to develop a base of knowledge about the effect of

Goal Setting Theory to the Employees performance and measurement of its success
These objectives were accomplished. The findings presented in this chapter

demonstrate the potential for merging theory and practice.

4.1: Response Rate

Fifty survey questionnaire were distributed to random students and individual

within the area of San Beda College Mendiola. All of the Fifty survey questionnaire were

returned and answered in according to their respective opinions and perspective. The

questionnaire were distributed for a period of 2 days for proper and accurate responses.

4.2 PROFILE OF RESPONDENTS

Like every other research paper, the most significant part of a research is the

data gathered by means of the survey questionnaires. It has been a custom for the first

part of survey questionnaires to present the profile of the respondents which generally

includes the respondents gender, age, civil status, and highest educational attainment.

4.3 GENDER OF RESPONDENTS

Table 4.1
Gender of Respondents

GENDER NUMBER OF RESPONDENTS PERCENTAGE(S)

Male 25 50%
Female 25 50%
TOTAL 50 100.00

Table 4.2 presents the frequency and percentage distribution of the individual

respondents in accordance to their gender. As shown in this table, out of ten (50)
respondents, seven (25) are female which connotes to fifty percent (50%) of the

respondents. On the other hand, there are three (25) male respondents that make up

with also the same amount of fifty percent (50%) of the respondents.

4.4 AGE OF THE RESPONDENTS

Table 4.2
Age of the Respondents

AGE NUMBER OF RESPONDENTS PERCENTAGE(S)

17 25 years old 15 30%
26 31 years old 10 20%
32 37 years old 6 12%
37 43 years old 9 18%
43 49 years old 5 10%
50 years old and above 5 10%
TOTAL 50 100.00

Table 4.2 presents the frequency and percentage distribution of the individual

respondents in accordance to their age. The age bracket of the respondents ranged

from 20 years old to 50 years old and above. Majority of the respondents are 20-25

years old and 43-49 years old with each bracket garnering a number of three (3) out of

ten (10) respondents or thirty percent (30%) respectively. All the other age brackets

garnered only one (1) respondent equivalent to ten percent (10%) each and forty

percent (40%) of the total number of respondents.

4.5 CIVIL STATUS OF RESPONDENTS

Table 4.3
Civil Status of Respondents
 CIVIL STATUS NUMBER OF PERCENTAGE(S)
RESPONDENTS
Single 35 70%
Married 15 30%
TOTAL 50 100.00

The above table shows the civil status of respondents. According to the results of

the questionnaires, out of 10 respondents, four (4) are single and six (6) are married

which is equivalent to forty percent (40%) and sixty percent (60%) respectively.

4.6 ANALYSIS OF THE RESULTS

Table 4. 4

Tally of the Questionnaires Results

QUESTIONS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE

1 30% 16% 14% 50%

2 24% 22% 14% 40%

3 42% 36% 12% 10%

4 36% 24% 12% 10%

5 36% 24% 16% 24%

6 22% 20% 12% 46%

7 26% 28% 14% 32%

8 12% 38% 24% 26%

9 37% 16% 22% 28%

10 38% 24% 20% 18%

11 20% 12% 24% 44%

 12 22% 16% 26% 36%

13 24% 20% 32% 24%

14 26% 18% 28% 28%

15 28% 22% 20% 30%

16 30% 24% 12% 37%

17 32% 20% 34% 14%

18 40% 30% 24% 6%

19 44% 24% 26% 6%

20 36% 12% 24% 28%

The table represents the percentage of each individual that cast their vote on

each variables which are Strongly Agree, Agree, Disagree, Strongly Disagree.

Representation were sold

Table 4.5

Analysis of Questionnaire Results

# QUESTIONS MEAN INTERPRETATION
VALUE
A
1 Having a goal(s) affects my performance 2.50 Strongly Disagree
in your studies
2 I am happy when I met my goal(s) 2.50 Strongly Disagree
3 I feel bad about myself if I didnt 9.00 Strongly Agree
meet my goal(s)?
4 I feel worthy that I give myself a 9.00 Strongly Agree
treat upon accomplishing my
goal(s)?
5 It boosts my confidence if Im able to 9.00 Strongly Agree
accomplish my goal(s)?
 6 I think that the mindset doing 2.60 Strongly Disagree
whatever it takes to achieve the
goal(s) is effective
7 Having goal(s) helps get me 2.60 Strongly Disagree
motivated
8 My confidence diminish if I didnt 9.00 Strongly Agree
achieve my goal(s)
9 Sharing my goals with others bring 7.00 Agree
positivity to me
10 I spend a lot of time thinking about 9.00 Strongly Agree
your goal(s)
TOTAL A 6.72 Agree
B
1 I think making a plan or strategizing 2.50 Strongly Disagree
on how I can achieve my goal
increase the success of achieving
the goal(s)
2 I think making a list of my goals 2.50 Strongly Disagree
helps me to organize your goals
3 My personal experiences affects my 4.70 Disagree
goal(s)
4 I think my environment affects my 4.70 Disagree
goal planning
5 I think your course/program will lead 2.50 Strongly Disagree
me closer to my goals.
6 I think my goals are aligned with 2.50 Strongly Disagree
each other

7 My goal push me out of my comfort 7.00 Agree

zone
8 I celebrate when I achieved my goal 4.70 Disagree
9 I ask for support from friends if I 9.00 Strongly Agree
become demotivated
10 I seek out tools that helps me reach 9.00 Strongly Agree
your goals
TOTAL B 4.91 Disagree
OVERALL 6.2 Agree

The inquiries under Group A are questions regarding the factors and importance

of motivation and its unquestionable connection to an employees performance. It aims

to determine whether or not the productivity level of employees is dependent on their

level of motivation. The results of Group A garnered an average mean value of 6.72.

The mean value indicates that the respondents agree that motivation is very important

in the workplace and their performance is drastically affected by it.

On the other hand, the inquiries under Group B focus on money, financial

incentives, and its connection to employee performance. It aims to determine whether

or not an employees productivity, efficiency, and overall performance will increase if

given financial incentives outside of their basic pay. Group B garnered an average

mean value of 6.2 (Agree). This indicates that although there are some whose level of

performance increases if given the right amount of cash, money is not always the

solution to increase an employees motivation and performance.

Overall, Groups A and B garnered an average mean value of 6.27 (Agree) which

means that the inquiries presented therein were relevant, applicable, and agreeable.

Chapter 5

Conclusion and Recommendation

 This chapter will give an answer to the problem statement of this thesis. The
problem statement is known as: Effect of Goal Setting Theory on Employees Success
and Motivation. In the first paragraph the conclusions of the literature research will be
provided, after that the discussion points are described and in the last paragraph some
recommendations will be given.

5.1 Conclusion

At first it can be concluded that it is indeed possible to motivate employees to

perform well for an organization and that is a critical task for managers. It seems that
there exists a self-reinforcing circular relationship between the performance, satisfaction
and motivation of an employee; an employee achieves a high performance, therefore
internal satisfaction arises and the employee is motivated to perform well in the future. It
is stated that a high performance can be reached when the organization provides
certain job characteristics.

Secondly, it is stated that employees can be both intrinsically and extrinsically motivated
to perform well if their goal is met. Most jobs are even both intrinsically and extrinsically
motivated). It can also be concluded that intrinsic factors can contribute in a greater
extent to employee motivation than extrinsic factors. Some researchers even argue that
an increase in extrinsic factors solely does not lead to an increase in performance.
Research proved that to intrinsically motivate employees, the organization needs to
score high on five job characteristics: skill variety, task identity, task significance,
autonomy and feedback. And to extrinsically motivate employees, the organization
needs to score high on salary, commitment to supervisors and peers and job security.
These job characteristics together with the ability of the employee provide the
opportunity for a high performance, which is the start of the self-reinforcing circle
(Hackman & Oldham, 1976). It is important that managers provide all job
characteristics, since that will lead to the highest employee performance. However, it
must be argued that this relationship is not infinite; it could be that the employee does
not longer derive satisfaction from his performance or that one of the three
psychological stages is no longer present. Therefore organizations must make sure that
performances can be continuously improved.
At last, it can be argued that there are numerous other ways to increase the
performance of employees in organizations (e.g. diversity, leadership, etc.), thus
management should not focus on motivation solely. But it can be concluded that
particularly intrinsic factors can greatly contribute in increasing employee productivity.

5.2 Recommendations

Intrinsic factors can lead to motivation when they are present in the organization.
However, extrinsic motivators, when they are not present in the organization, can lead
to de-motivation of employees. Therefore it is important that managers address both
intrinsic and extrinsic motivational factors. Managers should not make a selection of
extrinsic motivational factors, since a single extrinsic factor can cause dissatisfaction.
And managers also need to take into account the effects extrinsic factors can have on
intrinsic motivation.
Secondly, it is argued by researchers that personalities of employees react differently to
motivational factors. Some persons are more intrinsically and others are more
extrinsically motivated and this causes different performances among employees. It is
generally accepted that an employees performance is based on individual factors,
namely: personality, skills, knowledge, experience and abilities.