Employee Motivation
ISAIAH EUGENE G. PEJI, MA, RPsy, RPm
Faculty Member, Psychology
College of Arts, Sciences, and Education
I. Is an Employee
Predisposed to Being
Motivated?
A. Self-Esteem
Employees with high self-esteem are more likely to feel
confident and motivated to perform well.
A. Self-Esteem
Self-Esteem Workshops
Workshops can boost confidence.
For example, in a Philippine BPO company, employees
might attend workshops on communication skills to
enhance their self-esteem.
A. Self-Esteem
Experience with Success
Celebrating small wins builds confidence.
For example, a Philippine sales agent achieving weekly
sales targets can feel more motivated.
A. Self-Esteem
Supervisor Behavior
Supportive supervisors enhance motivation.
For example, a manager in a Philippine retail store who
gives positive feedback after a challenging shift fosters
employee morale.
B. Intrinsic Motivation
Employees driven by internal rewards (e.g., satisfaction,
curiosity) are naturally motivated.
For example, a teacher in a Philippine public school might
feel motivated by the joy of helping students succeed.
C. Needs for Achievement and Power
Employees with a high need for achievement strive for
excellence, while those needing power seek influence.
For instance, a team leader in a Philippine corporate
setting may take the initiative in projects due to these
traits.
II. Have the Employee’s
Values and Expectations
Been Met?
A. Job Expectations
Employees perform better when roles align with
expectations.
For example, a newly hired nurse in a Philippine hospital
expects proper orientation and resources.
C. Needs, Values, and Wants
Motivation increases when needs are fulfilled.
C. Needs, Values, and Wants
Abraham Maslow’s Needs Hierarchy
Employees’ basic needs (e.g., salary) must be met before
they seek higher-order needs (e.g., recognition).
While practical, needs may not always follow a strict
hierarchy.
For example, in the Philippines, ensuring minimum wage
compliance meets physiological needs.
C. Needs, Values, and Wants
ERG Theory
Employees focus on existence, relatedness, and growth
simultaneously.
For example, a Philippine call center agent values
financial security (existence) and camaraderie
(relatedness).
C. Needs, Values, and Wants
Two-Factor Theory
Hygiene factors (e.g., salary) prevent dissatisfaction, while
motivators (e.g., recognition) drive engagement.
For example, offering bonuses in a Philippine construction
firm can serve as a motivator.
III. Do Employees Have
Achievable Goals?
A. Specific
Goals must be clear.
For example, a Philippine marketing team aims to secure
20 new clients in a quarter.
B. Measurable
Goals must include measurable criteria.
For example, a government employee might aim to
process 50 applications weekly.
C. Difficulty but Attainable
Goals should challenge employees.
For example, a Philippine factory worker might aim to
improve output by 10%.
D. Relevant
Goals should align with organizational objectives.
For example, a Philippine tour operator may focus on
increasing eco-tourism bookings.
E. Time Bound
Goals need deadlines.
For example, completing a project within a fiscal year.
F. Employee Participation
Employees engaged in goal-setting feel more committed.
For example, involving teachers in setting school
performance targets fosters ownership in Philippine schools.
IV. Are Employees Receiving
Feedback on Their Goal
Progress?
A. Self-Regulation Theory
Feedback helps employees adjust and stay on track.
For example, a Philippine real estate agent reviews
monthly sales to adjust strategies.
V. Are Employees Rewarded
for Achieving Goals?
A. Timing of the Incentive
Immediate rewards have a stronger impact.
For example, Philippine supermarkets offer spot bonuses
for achieving sales quotas during special promotions.
B. Contingency of Consequences
Rewards must be tied directly to performance.
For example, rewarding only those who meet sales targets
in a Philippine retail chain.
C. Type of Incentive Used
Premack Principle
Allowing employees to choose preferred activities as
rewards.
For example, a Philippine school principal grants teachers
extra planning time for meeting targets.
C. Type of Incentive Used
Financial Rewards
Bonuses or raises.
For example, a Philippine government employee receiving
performance-based cash incentives.
C. Type of Incentive Used
Recognition
Public acknowledgment boosts morale.
For example, awarding “Employee of the Month” in a
Philippine fast-food chain.
C. Type of Incentive Used
Travel
Incentivizing high performers with travel opportunities,
such as an all-expenses-paid trip for top sellers in a
Philippine pharmaceutical company.
D. Individuals Versus Group Incentives
Individual Incentive Plans
Tailored rewards.
For example, giving a bonus to a high-performing call
center agent in the Philippines.
D. Individuals Versus Group Incentives
Group Incentive Plans
Team rewards foster collaboration.
For example, a team in a Philippine factory exceeding
productivity goals receives a shared bonus.
E. Expectancy Theory
Employees must believe effort leads to reward.
For example, a Philippine IT employee invests extra hours
knowing it increases promotion chances.
F. Reward Versus Punishment
Rewards work better than punishment.
For example, a Philippine hotel manager gives additional
perks instead of penalizing staff for underperformance.
VI. Are Rewards and
Resources Given Equitably?
VI. Are Rewards and Resources Given
Equitably?
Employees are demotivated by perceived unfairness.
For example, in a Philippine university, consistent merit-
based rewards foster fairness among faculty.
VII. Are Other Employees
Motivated?
VII. Are Other Employees Motivated?
A motivated team can inspire others.
For example, in a Philippine barangay office, a motivated
staff member can influence colleagues to exceed targets.
VIII. Integration of
Motivation Theories
VIII. Integration of Motivation Theories
Combine theories for a comprehensive approach.
For example, a Philippine SME could integrate Maslow’s
hierarchy, goal-setting, and expectancy theory to enhance
employee satisfaction and productivity.
Employee Motivation
ISAIAH EUGENE G. PEJI, MA, RPsy, RPm
Faculty Member, Psychology
College of Arts, Sciences, and Education
