“The skills of the employee in

relation to self-esteem of the company”

__________________

A Research Paper Presented to the

Faculty of the Senior High School

Bataan National High School

City of Balanga, Bataan

__________________

In Partial Fulfilment

of the Requirement for

Inquiries, Investigation

and Immersion

__________________

BY:

Kenneth Jhay Jadormeo, Justine Dela Rosa, Rheymel Justine Dela Cruz,

Rose Marie Dimalanta, John Patrick Javier

 CHAPTER 1

The Background and its Problem

Introduction

“A research done by Mullis and Chapman (20011) on association among Gender,

age, self-esteem and found that adolescents having high self- esteem focused on problem
solving and emotion focused strategy was used by those adolescents having low self-
esteem”. “Judge, Timothy and Joyce (2012) examined the relationship among self-
esteem, generalized self-efficacy, locus of control, and emotional stability with job
satisfaction and job performance. With respect to job satisfaction, the estimated true score
correlations were .26 for self-esteem, .45 32 for generalized self- efficacy, .32 for internal
locus of control, and .24 for emotional stability. With respect to job performance, the
correlations were .26 for self-esteem, .23 for generalized self-efficacy, .22 for internal
locus of control, and .19 for emotional stability. In total, the results based on 274
correlations suggest that these traits are among the best dispositional predictors of job
satisfaction and job performance”.

“Michelle (2009) examined the relations among executive self, self- esteem and
negative affectivity. A cross-sectional and longitudinal study established that self-esteem
mediated the relation between executive self and negative affectivity. The study
replicated this pattern and examined genetic environmental influences underlying all
3phenotypes. Co variation among the 3phenotypes reflected largely common genetic
influences, although unique genetic effects explained variability in both executive self
and negative affectivity. Executive self was influenced by shared environmental
influences unique from those affecting self-esteem and negative affectivity. Non shared
environmental influences accounted for the majority of variance in each construct and
were primarily unique to each.

Performance appraisals, such as the 360-degree feedback process, have become

common features of the workplace over the last two decades (Prewitt (2007)). While the
goal of these appraisals is to encourage employee development and improve
performance, empirical evidence suggests that providing feedback does not always lead
to better outcomes in organizations, as it can negatively impact the employees’ self-
esteem (Kluger & DeNisi (2009), Smither, London, & Reilly (2015)). Recently,
companies such as GE, Yahoo and Whirpool have changed aspects of the appraisal
process such as the frequency of feedback, the labels provided for particular performance
levels (e.g., “successful” versus “middle 50%” ) and the benchmarks used to define
performance (e.g.,absolute criteria versus relative rankings), indicating that it is still
unclear what constitutes effective feedback.To shed light on this issue, in this paper we
examine theoretically and empirically how feedback and self-esteem considerations
interact and influence employee performance. Self-esteem has long been thought of in the
psychology literature as a strong motivator of human behavior (Maslow (2013),
McClelland, Atkinson, Clark, & Lowell (2014)). People derive utility from thinking of
themselves as good, productive or valuable according to social criteria, and their actions
are shaped by the desire to maintain high levels of self-esteem. Recently, this concept has
been introduced in theoretical models of economic choice in non-competitive settings as
“ego utility” (Benabou & Tirole (2012), Koszegi (2016)). However, ego utility may also
affect strategic interactions, where self-esteem is determined by an individual’s
perception of his relative standing among peers, and not necessarily by beliefs about
absolute measures of his ability. In such settings, as in the workplace, the existence of
relative performance feedback implies that ego utility is influenced not only by an
individual’s own actions, but also by those of other players. While these strategic
considerations are similar to those studied in the tournaments literature, existing theory
models do not capture the behavior of agents in settings where the benefit of being the
most productive player is simply ego utility, or self-esteem. Moreover, there are no
empirical or experimental accounts of behavior in such settings. We seek to address these
gaps in the literature. Specifically, our goal is to understand the impact of ego utility on
productivity in competitive settings where participants receive private feedback about
their relative standing. The theoretical framework we develop and the experimental
results imply that private feedback about relative ranking has ex-ante and ex-post effects
on the productivity of workers and on the dynamics of social hierarchies. As predicted by
the model, in our experimental setting agents work harder and expect to rank better when
they are told they may learn their ranking, relative to cases when they are told feedback
will not be provided. After receiving feedback, individuals who learn that they have
ranked better than expected decrease their output but expect an even better rank in the
future, while those who were told they ranked worse than expected increase their output
and at the same time lower their rank expectations going forward. These effects are
stronger in earlier rounds of the task, while subjects learn how they compare to their
peers in terms of output produced. This rank hierarchy is established early on, and it
remains relatively stable later in the task. Private information regarding relative standing
helps create a ratcheting effect in the group’s average output. This increase in output over
time is mainly due to the fight for dominance at the top of the hierarchy. Moreover,
increasing the heterogeneity in the ability of peers leads to lower output from low ability
individuals, but has no impact on the output of high ability workers. In the model and the
experimental setting we isolate the ego utility effect from other reasons why feedback
about rank may change behavior. For instance, feedback may influence productivity if
compensation is performance-based, since people may care more about their relative,
rather than objective level of wealth (Clark & Oswald (2011), Easterlin (2011), Luttmer
(2010)). Feedback may also change behavior if it provides information about the nature
of the project (Seta (1982), Bandura

Our premise that people’s self-esteem depends on their relative standing among
peers is supported by a large body of evidence. Research from social psychology shows
that when effort is unobservable people work harder when they are provided with a social
comparison criterion, for example with the average productivity of past participants
(Szymanski & Harkins (2010), White, Kjelgaard, & Harkins (2015)), suggesting that
people dislike falling behind the average. Moreover, Falk, Huffman, & Sunde (2010)
show that low productivity subjects are more likely than high productivity ones to choose
not to learn their rank in the group at the end of an experimental task, while Burks,
Carpenter, Goette, & Rustichini (2010) find that individuals who are confident that they
have high ability are interested in learning information about their relative performance.
This evidence is consistent with the idea that utility is influenced by learning about one’s
relative ranking. Furthermore, recent neuroeconomics evidence shows that the mere fact
 of outperforming other workers generates activation in the brain’s reward centers, and
therefore is a pleasant experience (Dohmen, Falk, Fliessbach, Sunde, & Weber (2011)).

This paper contributes to the two strands of economics literature focused on ego
utility, and, respectively, on feedback provision. Benabou & Tirole (2012) argue that self-
confidence is valuable because it enhances the motivation to act, and investigate a variety
of strategies people may use to enhance their self-image.

This research aim about the relation between skills and the self-esteem of an
employee. The skills are the most important to work and the experience are needed to
know if the worker has more often on this job. This research can help people or the
employee to have their own day job it will show how skill and there experience to the job
their going to go or work. It will help them for search a good company where they can
use their skills. The skills are the most important to work and the experience are needed
to know if the worker has more often on this job. This research can help people or the
employee to have their own day job it will show how skill and there experience to the job
their going to go or work. It will help them for search a good company where they can
use their skills.

Statement of the problem

This study aims to know the backgrounds of the employee’s and their
performances in work in term of self-esteem.

1. What are the employee’s profile in terms of:

1.1Work Experience

1.2 Certificates of Training & Seminars

1.3 Education Background

1.4 Marital Status

1.5 Financial Status

 2. How will the student be described in terms of their self-esteem?

3. To what extent do experience and skills influence self-esteem of the employees?

Significance of the study

The findings of this research will provide a good insight to make the skills and
experience in effective one. Hopefully the following personalities in the study will be
benefited in this study.

Employee. As the benefactor of the work process, they are the primary concern of
this study, they may able to gain better experience.

Superior. As the boss or the CEO of the company. It will help his/her employee’s
by giving their salary and giving their service to the company.

Government. This study may pay attention to the government to invest to the
company and benefits. They can now offer some employee with a high skill or
experience of the work.

Future Researcher. This study may help them to gather information that they
needed to an some question that needed by them,

Scope and Delimination

The study is descriptive in nature and focused on the experience and skills even
the self-esteem of an employee. The primary data gathering method used was Survey
questionnaire to determine the experience and some information about their skills and to
their self-esteem. The research sample is composed of Thirty (30).

The study is delimited to a group of workers that are working in a company.

Every day of the experience and skills that they will gain in their work will be observed.

Definition of terms

o Employee- a person employed for wages or salary, especially at nonexecutive level.

o Self-esteem - confidence in one's own worth or abilities; self-respect.
o Executive - having the power to put plans, actions, or laws into effect.
o Ego - a person's sense of self-esteem or self-importance.
 Notes in Chapter 1

http://shodhganga.inflibnet.ac.in/bitstream/10603/33651/7/11_chapter%202.pdf

(Review different literatures on employee’s satisfaction with reference to Self-esteem)

http://selfdeterminationtheory.org/SDT/documents/2010_FerrisEtAl_PP.pdf

(SELF-ESTEEM AND JOB PERFORMANCE: THE MODERATING ROLE OF SELF-

ESTEEM CONTINGENCIES)

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.485.9566&rep=rep1&type=pdf

(RELATED STUDIES ABOUT PERFORMANCES OF EMPLOYEES IN RELATION

SELF ESTEEM)