Setting Goals in Different Roles: Applying Key Results From the Goal-Setting Literature (original) (raw)
Related papers
2012
This literature summarizes research on the relationship between goal setting and task performance, conducted between 1969 and 1980. These studies identified the relationship of goal attributes to level of performance, moderators such as feedback, goal acceptance and supportiveness, and individual differences in responses to goal setting. [The SSCI and the SCI indicate that this paper has been cited in more than 395 publications.]
The development of goal setting theory: A half century retrospective
Motivation Science
This chapter summarizes the authors' joint development of the goal setting theory. The basic concept was based on more than 50 years of research and the formal theory has endured for 28 years (Locke & Latham, 1990). The theory was not developed through overgeneralization from only a few studies or by deduction but rather by induction. The inductions involved the integration of hundreds of studies involving thousands of participants. The theory initially focused solely on consciously set goals. To date, the goal setting theory has shown generality across participants, tasks, nationality, goal source, settings, experimental designs, outcome variables, levels of analysis (individual, group, division, and organizational), and time spans. The theory identifies both mediators and moderators of goal effects. Numerous subsequent studies since 1990 have supported the main tenets of the theory. New findings have enlarged our knowledge of the relevant mediators and moderators as well as showing new applications (Locke & Latham, 2013). Among these discoveries are when to set learning rather than performance goals, the effect of goals primed in the subconscious on job performance, and that goal effects are enhanced by having people write at length about them.
PRACTICAL APPLICATIONS OF GOAL-SETTING THEORY TO PERFORMANCE MANAGEMENT
2000
Performance management involves all the initiatives managers undertake to guide and motivate high performance. Such initiatives have traditionally focused on providing formal performance appraisals, rewards and recognition for high performance, as well as taking remedial action to address performance deficiencies. Performance management can also facilitate adaptability and continually improving performance in rapidly changing contemporary workplaces. To do so, however, traditional periodic performance appraisal initiatives need to be supplemented by ongoing performance coaching .
Goal setting—A motivational technique that works
Organizational Dynamics, 1979
a division of American Management Associations. All rights reserved. 0090-2616/79/0015-0068/$02.00/O Gary P. Latham is a lecturer and research consuftant at the College of Business and Management at the University of Washington, Seattle. Preuiously he was a staff psychologist and manager of human resource research at the Weyerhaeuser Company in Tacoma. He received his Ph.D. from the University of Akron in 1974, his M.S. from the Georgia Institute of Technology in 1969, and his B.A. from Dalhousie University, Nova Scotia in 1967. Dr. Latham is a member of the Canadian Psychological Association and the Academy of Management and is a Fellow of the American Psychological Association. He has published more than 40 articles in professional journals, including numerous field studies on the effects of goal setting.
Journal of Applied Social Psychology, 2013
In an educational setting, we examined the relationship of learning goal orientation with goal setting and performance over time. At the first time point, we assessed levels of trait learning goal orientation and asked participants to set performance goals. At each follow-up time point, we reported to participants their current course grade and allowed them to revise their goals. Learning goal orientation was associated with both setting higher goals and maintaining higher performance over time. Additionally, the relationship of learning goal orientation and performance was found to be mediated by goal setting.
A Meta-Analysis of the Goal Setting-Performance Literature
Academy of Management Proceedings, 1984
Previous reviews of literature of Locke's model of goal setting have noted the percentage of confirming studies but have ignored questions of effect size and practical significance. A meta-analysis of the literature was performed. The results support the two central themes of Locke's model: that hard goals lead to better performance than easy goals and that specific goals are superior to "do best" or no goals. However, several variables are found to moderate the strength of these relationships, for example, participative vs. assigned goal setting. The implications of the results for motivational theory and industrial applications are discussed.
Student Goal-Setting: An Evidence-Based Practice
American Institutes for Research, 2018
The act of goal-setting is a desired competency area for students and is also a practice educators can use to help fuel students' learning to learn skills. This resource includes a brief summary of the research, highlights promising goal-setting practices and provides the results of a research evidence review that indicates that there is promising Tier III evidence for the practice of student goal-setting.
Performance goals: from concept to reality
International Journal of Management and Decision Making, 2009
To establish goals is the vital exercise in the planning process for any organisation. For effectiveness, they should be measurable, attainable and well communicated with stakeholder engagement, consequently creating a meaningful strategy map that is aligned authentically to the purpose of the business. The concept of efficacious goal setting must be conducted in an ethical climate and be synergetic in relation to performance. The focus for managers must incorporate the 'what' is to be accomplished with the 'how'. The significance of values and social responsibility in goal achievement is paramount in setting the stage for corporate success.