This document discusses theories of goal setting and evidence-based principles for effective goal setting. It summarizes that multiple theories have converged to support the validity of goal setting for improving motivation and performance. Specifically, it finds that setting goals that are specific, challenging yet attainable, involve participation, provide feedback, and include sub-goals leads to the highest performance outcomes. It also notes that goals should be set based on an organization's needs and deployed to employees.
This document discusses various planning tools used in organizational management including mission statements, vision statements, value statements, objectives, policies, procedures, and rules. It provides definitions for each tool and discusses how they are related and contribute to guiding an organization. The objective is for students to understand how to define and develop these various planning tools to effectively manage an organization.
This document outlines learning objectives for a module on motivating employees. The objectives cover identifying motivating behaviors, setting goals, rewarding performance, motivating beliefs, individual needs, job design, fairness, and creating a satisfied workforce. Specific topics discussed include goal setting theory, reinforcement, expectancy theory, Maslow's hierarchy, job enrichment models, equity theory, quality of work life programs, and the psychological contract between employers and employees. The objectives are aimed at understanding how to effectively motivate and satisfy employees.
Induction as a Tool to Gain Employee Commitment with Special Reference to IT ...QUESTJOURNAL
ABSTRACT : Induction or new employee orientation forms the basic foundation upon which further positive employee relationship is built. With the changing demographic and psychographic profile of employees especially in the knowledge industry, obtaining and maintaining employee commitment is an arduous task. This study purports to reiterate the positive effects of induction on employee morale .It also aims to explore and understand the extent of its impact on the three dimensions of commitment-affective ,normative, continuance.
The Behavior Modification Theory, also known as Reinforcement Theory, states that behavior can be controlled by controlling its consequences. There are four outcomes depending on whether positive or negative consequences are applied or withdrawn: 1) positive reinforcement encourages behavior through desirable consequences, 2) negative reinforcement removes undesirable events to encourage behavior, 3) punishment discourages behavior through undesirable consequences, and 4) extinction weakens behavior by withdrawing previous rewards. Schedules of reinforcement determine how rewards are delivered, such as continuous reinforcement of all behaviors or partial reinforcement of some behaviors only.
This document summarizes research on the relationship between employee satisfaction and organizational performance. It discusses that while most research has focused on individual employee satisfaction and performance, theorists have suggested employee satisfaction should relate to organizational performance levels. The document reviews two studies that found positive relationships between aggregated employee satisfaction at the business unit or organizational level and various performance outcomes such as productivity, profitability, and customer satisfaction. However, both studies had limitations in generalizability across industries. Overall, the research suggests higher aggregated employee satisfaction within an organization or business unit may positively relate to organizational performance.
This document summarizes several theories of motivation and how they can be applied in workplace settings. It discusses Maslow's hierarchy of needs, Herzberg's two-factor theory, expectancy theory, goal-setting theory, and various techniques for motivating employees including job enrichment, participation programs, quality of worklife programs, and reward systems. The key takeaways are that job satisfaction and performance are influenced by both intrinsic and extrinsic factors, and managers can enhance motivation by understanding employee needs and designing enriched jobs and goals.
This document discusses various planning tools used in organizational management including mission statements, vision statements, value statements, objectives, policies, procedures, and rules. It provides definitions for each tool and discusses how they are related and contribute to guiding an organization. The objective is for students to understand how to define and develop these various planning tools to effectively manage an organization.
This document outlines learning objectives for a module on motivating employees. The objectives cover identifying motivating behaviors, setting goals, rewarding performance, motivating beliefs, individual needs, job design, fairness, and creating a satisfied workforce. Specific topics discussed include goal setting theory, reinforcement, expectancy theory, Maslow's hierarchy, job enrichment models, equity theory, quality of work life programs, and the psychological contract between employers and employees. The objectives are aimed at understanding how to effectively motivate and satisfy employees.
Induction as a Tool to Gain Employee Commitment with Special Reference to IT ...QUESTJOURNAL
ABSTRACT : Induction or new employee orientation forms the basic foundation upon which further positive employee relationship is built. With the changing demographic and psychographic profile of employees especially in the knowledge industry, obtaining and maintaining employee commitment is an arduous task. This study purports to reiterate the positive effects of induction on employee morale .It also aims to explore and understand the extent of its impact on the three dimensions of commitment-affective ,normative, continuance.
The Behavior Modification Theory, also known as Reinforcement Theory, states that behavior can be controlled by controlling its consequences. There are four outcomes depending on whether positive or negative consequences are applied or withdrawn: 1) positive reinforcement encourages behavior through desirable consequences, 2) negative reinforcement removes undesirable events to encourage behavior, 3) punishment discourages behavior through undesirable consequences, and 4) extinction weakens behavior by withdrawing previous rewards. Schedules of reinforcement determine how rewards are delivered, such as continuous reinforcement of all behaviors or partial reinforcement of some behaviors only.
This document summarizes research on the relationship between employee satisfaction and organizational performance. It discusses that while most research has focused on individual employee satisfaction and performance, theorists have suggested employee satisfaction should relate to organizational performance levels. The document reviews two studies that found positive relationships between aggregated employee satisfaction at the business unit or organizational level and various performance outcomes such as productivity, profitability, and customer satisfaction. However, both studies had limitations in generalizability across industries. Overall, the research suggests higher aggregated employee satisfaction within an organization or business unit may positively relate to organizational performance.
This document summarizes several theories of motivation and how they can be applied in workplace settings. It discusses Maslow's hierarchy of needs, Herzberg's two-factor theory, expectancy theory, goal-setting theory, and various techniques for motivating employees including job enrichment, participation programs, quality of worklife programs, and reward systems. The key takeaways are that job satisfaction and performance are influenced by both intrinsic and extrinsic factors, and managers can enhance motivation by understanding employee needs and designing enriched jobs and goals.
Edwin A. Locke is an American psychologist known for pioneering goal-setting theory. He received his B.A. from Harvard University and his Ph.D. from Cornell University. Locke's goal-setting theory from 1968 proposes that specific, challenging goals along with feedback lead to higher task performance. The five principles of goal setting are that goals should be clear, challenging, committed to, receive feedback, and consider task complexity. Goal setting theory is widely used in workplaces and organizations like General Electric to improve performance.
Engaged in what? So what? A role-based perspective for the future of employ...The University of Alabama
This report reviews the history of employee engagement and then moves forward to consider ways in which engagement work can be improved in the future. The authors argue that focusing on role-based behaviors as the link between engagement and performance can help companies understand exactly how their engagement programs are performing and then how to improve them.
This document summarizes a study investigating how employee perceptions influence the effectiveness of training programs. The study draws on a case study of a financial services organization to explore how trainee attitudes and work environment factors impact training transfer and effectiveness. The key findings were that management practices, trainee perceptions of the work environment, and systems of reward explained behavioral changes after training.
This document discusses stress management. It defines stress management as ameliorating stress, especially chronic stress, to improve everyday functioning. It notes that stress can produce physical and mental health issues like depression. There are two main types of stress: acute stress from short-term issues and chronic stress from long-term problems like illness, poverty or failures. Workplace stress can stem from demands, relationships, deadlines and overtime. While stress management has advantages like improved health and job performance, stress itself can motivate or weaken the immune system and cloud decision making if not managed properly.
The meaning and measurement of employee engagement A review of the literature...Omar Ababneh
This document provides a review of the literature on defining and measuring employee engagement. It discusses several debates in the literature, including whether burnout is the antithesis of engagement, if engagement is a state or trait, and how engagement differs from similar constructs like job satisfaction and organizational commitment. The review examines how engagement has been defined by various researchers and identifies inconsistencies in these definitions. It also analyzes the different approaches that have been used to measure engagement and the limitations of these approaches. The goal of the document is to bring clarity to the conceptualization and measurement of employee engagement.
This document summarizes a research study on the impact of employee motivation on performance in private firms in Multan, Pakistan. The study found that employee motivation is important for both employee and firm performance. A questionnaire was administered to employees across different levels and departments. The results showed that most employees were satisfied with their work, and that supervisors play an important role in motivating employees through listening, communicating expectations, and supporting development. Overall, the study concluded that motivated employees are more productive and that firms should focus on motivating employees to improve performance.
The document discusses job analysis, which involves systematically studying and documenting the tasks, responsibilities, skills, and working conditions of a specific job. It outlines the key components of job analysis including job description, job specification, and job evaluation. Methods for conducting job analysis such as observation, interviews, and questionnaires are also reviewed. The results of job analysis are used for various human resource functions like recruitment, performance management, and compensation.
This document is a thesis that examines how specific management decisions relate to a startup's entrepreneurial orientation (EO) and economic growth. It conducted surveys of 36 startups and collected financial data. Statistical analysis found that decisions around delegation were positively related to strategic orientation and celebration of achievements was positively related to reward philosophy. Viewing decisions collectively, the model was able to predict 37% of balance growth, with factors like initial structure, current structure, external investors, budgets, and education relating to growth. The thesis aims to identify which management decisions influence a startup's EO and performance.
High-involvement work practices (HIWPs) refer to a set of practices that aim to improve employee performance through increased skills, motivation, and involvement. HIWPs include practices like team-based work, extensive training, information sharing, and incentive-based compensation. The document discusses the components, advantages, and effectiveness of HIWPs. It notes that HIWPs can boost employee commitment, skills, decision-making power, and overall firm performance when implemented properly through a bundle of interconnected practices. However, changing to HIWPs can be difficult for organizations and their effects may vary.
Analysis of performance management on employee motivation a case of kenya ele...Alexander Decker
This document summarizes a research study on the relationship between performance management and employee motivation at Kenya Electricity Generating Company Limited (KenGen). The study finds that employees value performance management at KenGen and that it is a key determinant of employee remuneration and motivation. Specifically, the study reveals that performance management influences motivation through both remuneration and working conditions. While remuneration directly motivates employees, working conditions can also indirectly motivate employees by directing their energy towards company targets. The study concludes that performance management statistically significantly influences motivation and is an important driver of employee motivation at KenGen.
This document discusses different approaches to measuring the effectiveness of training programs. It describes Ralph Tyler's early work emphasizing the importance of training objectives. It then explains Kirkpatrick's four-level model for evaluating training effectiveness, including reaction, learning, behavior, and results. Finally, it discusses the input-output model for evaluating whether training delivers short-term and long-term benefits to organizations.
Training and development (group 7) (Bahasa Inggris)Andi rizqi
1. The document provides an overview of training and development. It discusses types of learning outcomes such as declarative knowledge, attitudes, and motor skills. It also discusses performance and competencies as learning outcomes.
2. Key aspects of training and development covered include needs analysis, trainee characteristics like mental ability and experience level, and theories of learning and motivation like reinforcement and self-efficacy.
3. The document outlines evaluation of training programs including Kirkpatrick's four levels of evaluating reaction, learning, behavior, and results. It also discusses transfer of training and the business case for training.
This presentation discusses theories and applications of motivation in an organizational context. It covers equity theory, expectancy theory, goal-setting theory and their application to increase productivity. It then discusses identifying and motivating demotivated students, including ensuring appropriate lesson content, feedback, praise, and short positive conversations. Intrinsic and extrinsic motivation are compared, highlighting the importance of intrinsic motivation. The presentation concludes with discussing reward systems for employees, including compensation, benefits, recognition, appreciation programs, and variable pay programs.
Ob i motivation concepts & applications- perception & attitudesShivkumar Menon
Organizational Behavior I as part of the XLRI VIL Syllabus
The areas captured are relevant in today's context at the workplace. The concepts and applications delve on people, organization, structure and how behavior of employees and leaders in organizations bring efficiency and effectivity.
The document discusses self-determination theory and related topics covered in a student newsletter. It begins by outlining the learning objectives of the newsletter, which include describing the association between the Job Demand-Resources model and Self-Determination Theory, discussing potential selection issues in the workforce, analyzing research on high quality leader-member exchanges, explaining the concept of internalization through SDT, and providing ways to enhance intrinsic motivation. The document is then divided into sections contributed by different students, each analyzing a topic in more depth and relating it back to concepts from self-determination theory and cited sources. The sections cover the Job Demand-Resources model and motivation, personnel selection issues and social media, and research on leader-member
This document discusses employee well-being, including its importance for both employees and employers. It outlines five domains of well-being: physical, values, psychological, personal development, and social. Examples of well-being initiatives are provided, such as exercise programs, work-life balance targets, and community involvement. The document also discusses reasons for employers to focus on well-being, like duty of care and increasing employee commitment. Specific strategies around work environment, health and safety, and work-life balance are examined. A case study of Marks & Spencer's employee well-being trial demonstrates benefits like reduced absence and improved morale.
This document summarizes key theories and concepts related to motivating employees from a management textbook. It discusses early theories like Maslow's hierarchy of needs, McGregor's Theory X and Y, and Herzberg's two-factor theory. Contemporary theories covered include goal-setting theory, reinforcement theory, job design approaches like the job characteristics model, and equity theory. The document also outlines current issues in motivation like cross-cultural challenges and motivating unique worker groups.
EXECUTIVE COACHING EFFECTIVENESS, by Rick Chisholm 2014, Abstract SummaryRick Chisholm
The document discusses executive and entrepreneurial coaching effectiveness. It notes that while coaching has become popular, there is little empirical research measuring its effectiveness. The author aims to develop a model to better quantify coaching outcomes and calibrate perspectives between coaches and coachees. Further research is needed to understand factors like the coaching relationship and interpersonal fit that influence outcomes. The author has extensive coaching experience and believes their research could significantly advance understanding of what makes coaching effective.
Differences between Scientific Mgt. & Behavioural ApproachYadiy Zak-One
Scientific Management and the Behavioral Approach differ in their views of organizing workers but share some similarities. Scientific Management, developed by Frederick Taylor in the 1890s, focuses on scientifically studying work methods to improve efficiency. The Behavioral Approach, which began in the late 1800s, emphasizes understanding human behavior and treating employees as important assets. Both aim to increase productivity, though Scientific Management does so through task optimization and the Behavioral Approach through consideration of social and psychological factors.
Research SMART goals and other goal setting strategies in the Univ.docxbrittneyj3
Research
SMART goals and other goal setting strategies in the University Library and
review
the "Making SMART Goals Smarter" article located in the
Week 5 Electronic Reserve Readings
.
Refer
to the stages of coaching and mentoring found on pg. 18 of
Student-Centered Coaching
.
Design
a professional learning opportunity for coaches of teachers who need to implement effective instruction in order to meet their students' needs.
Create
an 8- to 10-slide presentation for your professional learning opportunity, in which you address the following:
Identify three possible target areas in which growth may be warranted and provide justification for each area selected.
Write three goals for each target area--two SMART goals and one goal using another goal setting strategy that you discovered.
List strategies for fostering awareness, modeling, and providing motivation during the stages of coaching and mentoring.
Discuss professional learning communities and explain how you might incorporate them as a coach or mentor.
Include
speaker notes, APA-formatted in-text citations, and a reference slide.
Week 5 - readings
Making SMART Goals Smarter Goal-setting In this article… Study the differences between goals and objectives and get some valuable insights on how to use SMART goals in a health care organization. A critical role of leadership is goal setting.1 As our health care system continues to evolve, physician executives will be called upon to play increasingly proactive roles in formulating appropriate goals for their respective health care organizations (HCOs). With what looks like a major perspective shift from provider-driven volume to consumer-driven value,2-4 physician leaders will be entrusted with the responsibility of ensuring high standards of care throughout the extended process of resource realignment. How well they are able to formulate effective goals will have, no doubt, a major influence on the future success of their respective HCOs. In times of system turbulence, goal initiation is usually a far better alternative than goal response. It should be noted initially that, as popular as the concept of SMART goals has become in recent years, it is also somewhat of a misnomer. The terms goals, sub-goals, and objectives are often used interchangeably, which has often been the source of unnecessary confusion, and as goal-setting theory continues to develop as a useful body of knowledge, related application benefits can be markedly improved when their differences are more clearly understood. Together with an HCO’s mission, vision, strategies and tactics, goals and objectives serve as the foundation elements for most major programmatic initiatives. An organization’s mission is basically its reason for being. Its vision describes where it wants to be in the future, and its values are a statement of the principles that form its moral foundation.5 Collectively, they are the basis for devising the supporting goals and object.
Edwin A. Locke is an American psychologist known for pioneering goal-setting theory. He received his B.A. from Harvard University and his Ph.D. from Cornell University. Locke's goal-setting theory from 1968 proposes that specific, challenging goals along with feedback lead to higher task performance. The five principles of goal setting are that goals should be clear, challenging, committed to, receive feedback, and consider task complexity. Goal setting theory is widely used in workplaces and organizations like General Electric to improve performance.
Engaged in what? So what? A role-based perspective for the future of employ...The University of Alabama
This report reviews the history of employee engagement and then moves forward to consider ways in which engagement work can be improved in the future. The authors argue that focusing on role-based behaviors as the link between engagement and performance can help companies understand exactly how their engagement programs are performing and then how to improve them.
This document summarizes a study investigating how employee perceptions influence the effectiveness of training programs. The study draws on a case study of a financial services organization to explore how trainee attitudes and work environment factors impact training transfer and effectiveness. The key findings were that management practices, trainee perceptions of the work environment, and systems of reward explained behavioral changes after training.
This document discusses stress management. It defines stress management as ameliorating stress, especially chronic stress, to improve everyday functioning. It notes that stress can produce physical and mental health issues like depression. There are two main types of stress: acute stress from short-term issues and chronic stress from long-term problems like illness, poverty or failures. Workplace stress can stem from demands, relationships, deadlines and overtime. While stress management has advantages like improved health and job performance, stress itself can motivate or weaken the immune system and cloud decision making if not managed properly.
The meaning and measurement of employee engagement A review of the literature...Omar Ababneh
This document provides a review of the literature on defining and measuring employee engagement. It discusses several debates in the literature, including whether burnout is the antithesis of engagement, if engagement is a state or trait, and how engagement differs from similar constructs like job satisfaction and organizational commitment. The review examines how engagement has been defined by various researchers and identifies inconsistencies in these definitions. It also analyzes the different approaches that have been used to measure engagement and the limitations of these approaches. The goal of the document is to bring clarity to the conceptualization and measurement of employee engagement.
This document summarizes a research study on the impact of employee motivation on performance in private firms in Multan, Pakistan. The study found that employee motivation is important for both employee and firm performance. A questionnaire was administered to employees across different levels and departments. The results showed that most employees were satisfied with their work, and that supervisors play an important role in motivating employees through listening, communicating expectations, and supporting development. Overall, the study concluded that motivated employees are more productive and that firms should focus on motivating employees to improve performance.
The document discusses job analysis, which involves systematically studying and documenting the tasks, responsibilities, skills, and working conditions of a specific job. It outlines the key components of job analysis including job description, job specification, and job evaluation. Methods for conducting job analysis such as observation, interviews, and questionnaires are also reviewed. The results of job analysis are used for various human resource functions like recruitment, performance management, and compensation.
This document is a thesis that examines how specific management decisions relate to a startup's entrepreneurial orientation (EO) and economic growth. It conducted surveys of 36 startups and collected financial data. Statistical analysis found that decisions around delegation were positively related to strategic orientation and celebration of achievements was positively related to reward philosophy. Viewing decisions collectively, the model was able to predict 37% of balance growth, with factors like initial structure, current structure, external investors, budgets, and education relating to growth. The thesis aims to identify which management decisions influence a startup's EO and performance.
High-involvement work practices (HIWPs) refer to a set of practices that aim to improve employee performance through increased skills, motivation, and involvement. HIWPs include practices like team-based work, extensive training, information sharing, and incentive-based compensation. The document discusses the components, advantages, and effectiveness of HIWPs. It notes that HIWPs can boost employee commitment, skills, decision-making power, and overall firm performance when implemented properly through a bundle of interconnected practices. However, changing to HIWPs can be difficult for organizations and their effects may vary.
Analysis of performance management on employee motivation a case of kenya ele...Alexander Decker
This document summarizes a research study on the relationship between performance management and employee motivation at Kenya Electricity Generating Company Limited (KenGen). The study finds that employees value performance management at KenGen and that it is a key determinant of employee remuneration and motivation. Specifically, the study reveals that performance management influences motivation through both remuneration and working conditions. While remuneration directly motivates employees, working conditions can also indirectly motivate employees by directing their energy towards company targets. The study concludes that performance management statistically significantly influences motivation and is an important driver of employee motivation at KenGen.
This document discusses different approaches to measuring the effectiveness of training programs. It describes Ralph Tyler's early work emphasizing the importance of training objectives. It then explains Kirkpatrick's four-level model for evaluating training effectiveness, including reaction, learning, behavior, and results. Finally, it discusses the input-output model for evaluating whether training delivers short-term and long-term benefits to organizations.
Training and development (group 7) (Bahasa Inggris)Andi rizqi
1. The document provides an overview of training and development. It discusses types of learning outcomes such as declarative knowledge, attitudes, and motor skills. It also discusses performance and competencies as learning outcomes.
2. Key aspects of training and development covered include needs analysis, trainee characteristics like mental ability and experience level, and theories of learning and motivation like reinforcement and self-efficacy.
3. The document outlines evaluation of training programs including Kirkpatrick's four levels of evaluating reaction, learning, behavior, and results. It also discusses transfer of training and the business case for training.
This presentation discusses theories and applications of motivation in an organizational context. It covers equity theory, expectancy theory, goal-setting theory and their application to increase productivity. It then discusses identifying and motivating demotivated students, including ensuring appropriate lesson content, feedback, praise, and short positive conversations. Intrinsic and extrinsic motivation are compared, highlighting the importance of intrinsic motivation. The presentation concludes with discussing reward systems for employees, including compensation, benefits, recognition, appreciation programs, and variable pay programs.
Ob i motivation concepts & applications- perception & attitudesShivkumar Menon
Organizational Behavior I as part of the XLRI VIL Syllabus
The areas captured are relevant in today's context at the workplace. The concepts and applications delve on people, organization, structure and how behavior of employees and leaders in organizations bring efficiency and effectivity.
The document discusses self-determination theory and related topics covered in a student newsletter. It begins by outlining the learning objectives of the newsletter, which include describing the association between the Job Demand-Resources model and Self-Determination Theory, discussing potential selection issues in the workforce, analyzing research on high quality leader-member exchanges, explaining the concept of internalization through SDT, and providing ways to enhance intrinsic motivation. The document is then divided into sections contributed by different students, each analyzing a topic in more depth and relating it back to concepts from self-determination theory and cited sources. The sections cover the Job Demand-Resources model and motivation, personnel selection issues and social media, and research on leader-member
This document discusses employee well-being, including its importance for both employees and employers. It outlines five domains of well-being: physical, values, psychological, personal development, and social. Examples of well-being initiatives are provided, such as exercise programs, work-life balance targets, and community involvement. The document also discusses reasons for employers to focus on well-being, like duty of care and increasing employee commitment. Specific strategies around work environment, health and safety, and work-life balance are examined. A case study of Marks & Spencer's employee well-being trial demonstrates benefits like reduced absence and improved morale.
This document summarizes key theories and concepts related to motivating employees from a management textbook. It discusses early theories like Maslow's hierarchy of needs, McGregor's Theory X and Y, and Herzberg's two-factor theory. Contemporary theories covered include goal-setting theory, reinforcement theory, job design approaches like the job characteristics model, and equity theory. The document also outlines current issues in motivation like cross-cultural challenges and motivating unique worker groups.
EXECUTIVE COACHING EFFECTIVENESS, by Rick Chisholm 2014, Abstract SummaryRick Chisholm
The document discusses executive and entrepreneurial coaching effectiveness. It notes that while coaching has become popular, there is little empirical research measuring its effectiveness. The author aims to develop a model to better quantify coaching outcomes and calibrate perspectives between coaches and coachees. Further research is needed to understand factors like the coaching relationship and interpersonal fit that influence outcomes. The author has extensive coaching experience and believes their research could significantly advance understanding of what makes coaching effective.
Differences between Scientific Mgt. & Behavioural ApproachYadiy Zak-One
Scientific Management and the Behavioral Approach differ in their views of organizing workers but share some similarities. Scientific Management, developed by Frederick Taylor in the 1890s, focuses on scientifically studying work methods to improve efficiency. The Behavioral Approach, which began in the late 1800s, emphasizes understanding human behavior and treating employees as important assets. Both aim to increase productivity, though Scientific Management does so through task optimization and the Behavioral Approach through consideration of social and psychological factors.
Research SMART goals and other goal setting strategies in the Univ.docxbrittneyj3
Research
SMART goals and other goal setting strategies in the University Library and
review
the "Making SMART Goals Smarter" article located in the
Week 5 Electronic Reserve Readings
.
Refer
to the stages of coaching and mentoring found on pg. 18 of
Student-Centered Coaching
.
Design
a professional learning opportunity for coaches of teachers who need to implement effective instruction in order to meet their students' needs.
Create
an 8- to 10-slide presentation for your professional learning opportunity, in which you address the following:
Identify three possible target areas in which growth may be warranted and provide justification for each area selected.
Write three goals for each target area--two SMART goals and one goal using another goal setting strategy that you discovered.
List strategies for fostering awareness, modeling, and providing motivation during the stages of coaching and mentoring.
Discuss professional learning communities and explain how you might incorporate them as a coach or mentor.
Include
speaker notes, APA-formatted in-text citations, and a reference slide.
Week 5 - readings
Making SMART Goals Smarter Goal-setting In this article… Study the differences between goals and objectives and get some valuable insights on how to use SMART goals in a health care organization. A critical role of leadership is goal setting.1 As our health care system continues to evolve, physician executives will be called upon to play increasingly proactive roles in formulating appropriate goals for their respective health care organizations (HCOs). With what looks like a major perspective shift from provider-driven volume to consumer-driven value,2-4 physician leaders will be entrusted with the responsibility of ensuring high standards of care throughout the extended process of resource realignment. How well they are able to formulate effective goals will have, no doubt, a major influence on the future success of their respective HCOs. In times of system turbulence, goal initiation is usually a far better alternative than goal response. It should be noted initially that, as popular as the concept of SMART goals has become in recent years, it is also somewhat of a misnomer. The terms goals, sub-goals, and objectives are often used interchangeably, which has often been the source of unnecessary confusion, and as goal-setting theory continues to develop as a useful body of knowledge, related application benefits can be markedly improved when their differences are more clearly understood. Together with an HCO’s mission, vision, strategies and tactics, goals and objectives serve as the foundation elements for most major programmatic initiatives. An organization’s mission is basically its reason for being. Its vision describes where it wants to be in the future, and its values are a statement of the principles that form its moral foundation.5 Collectively, they are the basis for devising the supporting goals and object.
This document discusses organizational behavior and motivation theories. It provides an overview of several motivation theories including Maslow's hierarchy of needs, Herzberg's two-factor theory, McClelland's needs theory, and goal setting theory. It also discusses job design theories like the job characteristics model and discusses how job design, compensation programs, employee involvement, and recognition programs can impact employee motivation. Managers are advised to recognize individual differences, use goals and feedback, allow employee participation, link rewards to performance, and ensure equity in the reward system to help motivate employees.
Goal setting theory proposes that setting specific, measurable goals leads to better performance than setting vague goals. Developed by Edwin Locke in 1968, the theory identifies five principles for effective goal setting: clarity, challenge, commitment, feedback, and task complexity. Extensive research has found a positive relationship between goal setting and task performance, with the highest levels achieved through goals that are difficult but attainable. The theory provides guidance for managers in setting appropriate performance goals for employees.
This study investigated the effectiveness of two types of employee motivation policies - pay-for-performance (PFP) and employee involvement in organizational leadership (EIOL) - on young workers aged 18-25. An experimental study was conducted to compare the impact of each policy type on motivation levels. The results showed that EIOL policies were favored over PFP policies, especially among female participants. The level of information provided about the PFP policies was also found to significantly affect motivation levels, with more information leading to higher motivation. The study recommends implementing EIOL policies and keeping employees well-informed about motivation policies to improve outcomes.
Harnessing Discretionary Performance(Written by H. G. Buschang, JeanmarieColbert3
Harnessing Discretionary Performance
(Written by H. G. Buschang, HGB Associates)
Leaders of high performing organizations are especially adept at creating an environment that helps people feel good about doing a good job. The basic elements characterizing high performing organizations are deceptively simple. They are easy to understand and are almost intuitive. However, their implementation and institutionalization require forethought, planning and effort, and in most cases, significant changes in behavior. To harness Discretionary Performance, the following model may be helpful.
D irection
Can Perform
A bility
C competence
O pportunity
M easures
F eedback
WWant to Perform
(Motivation)_
C onsequences
Let’s briefly look at each of these in a bit more detail.
“Can Perform” – The following elements are necessary for people to know “what” to do and to create the capacity for them to do it.
D – Direction – If you are unaware of the expectations, you may not perform as expected. Also, if the direction is not clear, confusion can result. You may not draft a report if you did not know it was expected, you may not perform as expected if there are three conflicting priorities or unstated interpretations of ‘doing a quality job’ (such as customer responsiveness, speed and accuracy). Common elements may include:
· Clarity of shared Vision, Mission, Principles/Values
· Articulation and alignment of Strategy, Initiatives, Goals and Objectives
A – Ability - This refers to the physical capability or ability to perform the tasks required by the change. You cannot run a 2-minute mile, you cannot have concurrent meetings in two locations, you cannot climb 40 stairs with heavy equipment if you have a broken leg.
C – Competence – Does the organization have the Technical, Interpersonal, Work Management and Leadership skills necessary to achieve the Vision of the organization? If you were switched to a new software application or hardware platform, if you are expected to lead a project or team or if you asked to present to a large audience, you might lack the skills or knowledge required to successfully meet the new demands.
O – Opportunity – There are many dimensions that relate to this item. You may not have the time or resources (people, materials or funds), or you may not have the processes, information or authority to adopt the new changes. In this case, perception may be as strong a resistance point as reality. Another way to think about “Opportunity” is to consider whether people have the necessary resources and support to accomplish their goals.
“Want to Perform” (Motivation) – The following elements are necessary for to create an environment in which people “want to” perform at high levels. Leaders have the responsibility to create an environment in which people want to do their best every day. Once you have the direction, ability, competence and opportunity you still might not have the interest or drive to do your best. You do not see the W-I- ...
The document discusses job design and goal setting techniques to motivate employee performance. It describes various job design approaches like job engineering, enrichment, enlargement and rotation. It also explains goal setting theory and guidelines from research, including making goals specific, difficult and owned by employees. Feedback is important for tracking progress towards goals. The application of goal setting to overall systems performance is outlined.
Theories of Performance Management System - CPPM Lecture.pdfSakhi & Co.
The document discusses various theories of performance management systems. It describes Maslow's hierarchy of needs theory, McGregor's theory X and theory Y, and Herzberg's two-factor theory as early and influential motivation theories. It also outlines goal setting theory, control theory, expectancy theory, and justice theory as approaches relevant to performance management. For each theory, it provides details on key aspects and potential strengths and limitations in application to business performance systems.
This document provides a literature review and proposes a performance appraisal model for
implementing in a Student Affairs division of a large institution of higher education. It discusses the
rationale for performance appraisals being important for business and human resource policy. The
model aims to collect employee performance information systematically and provide feedback to
integrate into the organization's performance management process. The review covers objectives of
performance appraisals like focusing on performance not personalities, reaching agreements on areas
for improvement, and identifying training needs. It also discusses pitfalls to avoid in conducting
appraisals and legal implications around ensuring appraisal systems are valid and fairly administered.
The document summarizes Edwin Locke's goal-setting theory of motivation from the 1960s. It states that specific, challenging goals along with feedback lead to higher task performance. Goals provide direction for employees and motivation to work towards attainment. Clear, measurable goals result in better output than vague goals. Goals should be realistic yet challenging to give a sense of pride and set employees up for future goals. Feedback further improves performance by directing behavior.
Chapters(1)A STUDY ON EMPLOYEE ENGAGEMENT IN FCI OEN CONNECTORS, MULAMTHURUTH...JINSE PARACKAL
This document discusses employee engagement and provides context around key concepts. Employee engagement refers to an employee's commitment and involvement in their organization and its values. Engaged employees are aware of the business context and work with colleagues to improve performance for the benefit of the organization. The document reviews literature around elements that contribute to engagement, such as meaningful work, clear direction, accountability, and interpersonal trust and cooperation. It also discusses tools for measuring engagement and how organizations can utilize engagement data for needs analysis, evaluation of interventions, climate surveys, and feedback to leaders and departments.
Rater training programs aim to minimize rating errors and improve performance evaluations. The article discusses four types of rater training: Rater Error Training teaches raters to recognize common errors; Frame of Reference Training instructs raters on performance standards; Behavioral Observation Training improves observation skills; and Self-leadership Training enhances self-awareness. Three articles analyze the effects of rater accountability, rating format, and accuracy incentives on evaluation quality. A case study examines issues with Yahoo's forced ranking system. Overall, the presentation addresses how to conduct effective performance evaluations through rater training and rating design.
The document discusses goal setting theory and its application in the workplace. It covers the key components of goal setting theory including goal difficulty, specificity, acceptance, and commitment. It also outlines principles for effective goal setting such as ensuring goals are clear, challenging, committed to, and have feedback. The document provides examples of how managers can use goal setting theory to improve employee performance by setting individual goals that align with company objectives and providing ongoing feedback.
Week 4BUSI7280 Managing in a Global Context1.docxhelzerpatrina
Week 4
BUSI7280 Managing in a Global Context
1
Weekly Learning Insights
Some insights still (!) not relating your ideas to the course material
Management may be seen as a process with many aspects
Relate your insights specifically, explicitly to aspect(s) of the management process
Due date for Reflective Essay 1 – 30 August 2019
Week 4
Managing People
3
Your motivation
Relates to the question ‘why are you here?’ are you here to get good marks or to learn something new to help you achieve your goals?
Why are you here?
Small group discussion
Motivation
Equity theory – people will be motivated when they perceive that they are being treated fairly (transactional) – theory of motivation or observation of some people?
Expectancy theory – effort = good performance = reward > attractive reward (the perceived/learned relationship between effort and performance and the value of the outcome) – extrapolation of reinforcement/behaviourism. Learning by association.
Alternative theories
Motivation
Reinforcement theory – behaviours with positive consequences will occur more frequently than behaviours with negative consequences - behaviourism – positive and negative reinforcement, punishment and extinction; e.g. ‘incentivizing’ and bonuses.
Goal setting theory – people will be motivated to the extent to which they accept a goal and receive feedback toward achievement. It is based on the premise that conscious goals affect action.
More alternative theories
Motivation
Goal Orientation Theory – early conceptualizations from the 1970s. Most current research is based on Dweck’s (1989) theory of goal orientation (designed to understand children’s acquisition of new skills) – performance (perform well relative to others) v learning (improve skills) goals (situational characteristics or individual trait)?.
And you guessed it ….
Motivation – a mangerialist approach
https://www.ted.com/talks/dan_pink_on_motivation/discussion
What assumptions are made in this talk?
What are the underlying assumptions?
Motivation
SDT focuses on the ‘nature’ of motivation, that is, the ‘why of behaviour.’
The underlying assumption is that “human beings are active, growth-oriented organisms who are naturally inclined toward integration of their psychic elements into a unified sense of self and integration of themselves into larger social structures” (Deci & Ryan, 2000, p. 229).
Self-Determination Theory
SDT
Doing an activity for its own sake because one finds the activity inherently interesting and satisfying.
Think about your core values and how they relate to the things you love doing.
What sorts of activities are intrinsicly motivating for you?
Intrinsic motivation
SDT
Doing an activity for an instrumental reason.
Some extrinsic motivation can be relatively controlled by external factors.
Some extrinsic motivation can be relatively autonomous - i.e. self-regulated through an individual’s acquired goals and values.
Extrinsic motivation
SD ...
This document summarizes several theories of motivation and how they can be applied in business. It discusses Maslow's hierarchy of needs, Herzberg's motivational factors, McGregor's Theory X and Y and Ouchi's Theory Z. It also covers goal-setting theory, expectancy theory, and strategies for job enrichment like skill variety, task identity, autonomy and feedback. Finally, it discusses how open communication and personalized motivation can help managers motivate employees.
This document provides an overview of performance appraisal systems. It discusses the objectives of performance appraisal, which include providing a basis for promotion/transfer/termination decisions, enhancing employee effectiveness, aiding in training and development programs, and improving communication. It also outlines the steps to developing a performance appraisal system, such as determining the overall approach, deciding who will be covered, setting up a project team, and defining the performance management processes and documentation. The key purposes of performance appraisal are identified as remedial, maintenance, and development.
This document discusses theories of motivation and leadership. It explains that motivation depends on factors like understanding followers' needs, creating goals, expectations of rewards, and perceptions of fairness. Effective leaders consider situational factors, individual differences, and organizational systems that can impact employee motivation, performance, and satisfaction. The document compares various motivational theories and their implications for leadership.
Shaping employee oriented human resource policies through analyzing motivatio...Alexander Decker
This document summarizes a research study on motivating employees through human resource policies. The study was conducted in academic institutions in India.
The researchers analyzed factors related to human resource practices and employees' motivational experiences. For human resource practices, they found two key factors: incentives influencing performance and motivating HR practices. For motivational experiences, reasonable increments, job security, and an ineffective performance system explained most of the variability.
The researchers rejected their hypothesis that employees are unaffected by incentives. Their analysis showed incentives do influence performance. Overall, the study aimed to identify variables for effective motivational techniques and determine how they shape employee-oriented HR policies.
Similar to Lectura del foro knowing when to set learning versus performance goals (1) (20)
Cover Story - China's Investment Leader - Dr. Alyce SUmsthrill
In World Expo 2010 Shanghai – the most visited Expo in the World History
https://www.britannica.com/event/Expo-Shanghai-2010
China’s official organizer of the Expo, CCPIT (China Council for the Promotion of International Trade https://en.ccpit.org/) has chosen Dr. Alyce Su as the Cover Person with Cover Story, in the Expo’s official magazine distributed throughout the Expo, showcasing China’s New Generation of Leaders to the World.
NIMA2024 | De toegevoegde waarde van DEI en ESG in campagnes | Nathalie Lam |...BBPMedia1
Nathalie zal delen hoe DEI en ESG een fundamentele rol kunnen spelen in je merkstrategie en je de juiste aansluiting kan creëren met je doelgroep. Door middel van voorbeelden en simpele handvatten toont ze hoe dit in jouw organisatie toegepast kan worden.
Profiles of Iconic Fashion Personalities.pdfTTop Threads
The fashion industry is dynamic and ever-changing, continuously sculpted by trailblazing visionaries who challenge norms and redefine beauty. This document delves into the profiles of some of the most iconic fashion personalities whose impact has left a lasting impression on the industry. From timeless designers to modern-day influencers, each individual has uniquely woven their thread into the rich fabric of fashion history, contributing to its ongoing evolution.
The Steadfast and Reliable Bull: Taurus Zodiac Signmy Pandit
Explore the steadfast and reliable nature of the Taurus Zodiac Sign. Discover the personality traits, key dates, and horoscope insights that define the determined and practical Taurus, and learn how their grounded nature makes them the anchor of the zodiac.
Zodiac Signs and Food Preferences_ What Your Sign Says About Your Tastemy Pandit
Know what your zodiac sign says about your taste in food! Explore how the 12 zodiac signs influence your culinary preferences with insights from MyPandit. Dive into astrology and flavors!
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This presentation is a curated compilation of PowerPoint diagrams and templates designed to illustrate 20 different digital transformation frameworks and models. These frameworks are based on recent industry trends and best practices, ensuring that the content remains relevant and up-to-date.
Key highlights include Microsoft's Digital Transformation Framework, which focuses on driving innovation and efficiency, and McKinsey's Ten Guiding Principles, which provide strategic insights for successful digital transformation. Additionally, Forrester's framework emphasizes enhancing customer experiences and modernizing IT infrastructure, while IDC's MaturityScape helps assess and develop organizational digital maturity. MIT's framework explores cutting-edge strategies for achieving digital success.
These materials are perfect for enhancing your business or classroom presentations, offering visual aids to supplement your insights. Please note that while comprehensive, these slides are intended as supplementary resources and may not be complete for standalone instructional purposes.
Frameworks/Models included:
Microsoft’s Digital Transformation Framework
McKinsey’s Ten Guiding Principles of Digital Transformation
Forrester’s Digital Transformation Framework
IDC’s Digital Transformation MaturityScape
MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
Deloitte’s Digital Industrial Transformation Framework
Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
DXC Technology’s Digital Transformation Framework
The BCG Strategy Palette
McKinsey’s Digital Transformation Framework
Digital Transformation Compass
Four Levels of Digital Maturity
Design Thinking Framework
Business Model Canvas
Customer Journey Map
Unveiling the Dynamic Personalities, Key Dates, and Horoscope Insights: Gemin...my Pandit
Explore the fascinating world of the Gemini Zodiac Sign. Discover the unique personality traits, key dates, and horoscope insights of Gemini individuals. Learn how their sociable, communicative nature and boundless curiosity make them the dynamic explorers of the zodiac. Dive into the duality of the Gemini sign and understand their intellectual and adventurous spirit.
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
Unlocking WhatsApp Marketing with HubSpot: Integrating Messaging into Your Ma...Niswey
50 million companies worldwide leverage WhatsApp as a key marketing channel. You may have considered adding it to your marketing mix, or probably already driving impressive conversions with WhatsApp.
But wait. What happens when you fully integrate your WhatsApp campaigns with HubSpot?
That's exactly what we explored in this session.
We take a look at everything that you need to know in order to deploy effective WhatsApp marketing strategies, and integrate it with your buyer journey in HubSpot. From technical requirements to innovative campaign strategies, to advanced campaign reporting - we discuss all that and more, to leverage WhatsApp for maximum impact. Check out more details about the event here https://events.hubspot.com/events/details/hubspot-new-delhi-presents-unlocking-whatsapp-marketing-with-hubspot-integrating-messaging-into-your-marketing-strategy/
Storytelling is an incredibly valuable tool to share data and information. To get the most impact from stories there are a number of key ingredients. These are based on science and human nature. Using these elements in a story you can deliver information impactfully, ensure action and drive change.
Starting a business is like embarking on an unpredictable adventure. It’s a journey filled with highs and lows, victories and defeats. But what if I told you that those setbacks and failures could be the very stepping stones that lead you to fortune? Let’s explore how resilience, adaptability, and strategic thinking can transform adversity into opportunity.
Kirill Klip GEM Royalty TNR Gold Copper Presentation
Lectura del foro knowing when to set learning versus performance goals (1)
1. Knowing when to set learning versus
performance goals
Gerard H. Seijts, Gary P. Latham
INTRODUCTION
Convergent validity in the behavioral sciences exists when
multiple theories developed independently, and empirical
research conducted by multiple researchers yield similar, if
not identical, results. The results have practical significance
if they impact the behavior of individuals in the workplace.
Goal setting has convergent validity. The results of more
than 1,000 studies conducted in a wide range of countries —
including Australia, Canada, Germany, Japan, the Nether-
lands, the United Kingdom, and the United States — by
multiple investigators provide evidence-based principles
for how and how not to use goal setting. This article reviews
divergent theories in the behavioral sciences that have con-
verged on the validity of goal setting processes, the mechan-
isms that explain why these processes have a beneficial
effect in work settings, ten evidence-based principles for
setting goals and, most important, when to set a learning
rather than a performance goal, and the pitfalls to be
avoided in doing so.
THEORIES OF GOAL SETTING
The importance of setting goals to increase job performance
and job satisfaction is stressed by five theories of motivation.
Maslow’s theory of motivation describes a hierarchical set of
goals, including those for security, self-esteem and self-
actualization, that individuals strive to attain.
Likert’s system 4 theory emphasizes the necessity for goal
setting in order for leaders to improve their organization’s
bottom-line measures. This theory also emphasizes the
importance of employee participation in decision-making
regarding the goals that are set and the ways to attain them.
Finally, system 4 theory argues the necessity for a supportive,
trusting relationship between a leader and subordinates in
the pursuit of an organization’s goals.
Frese and Zapf’s action theory states that for work to
become personally enhancing and motivating, four action
steps must be taken. First, goals must be set. Second, a
systematic search for information relevant to the goals must
be undertaken. Third, a plan must be developed, based on
that search, for attaining the goals. Finally, feedback must be
obtained on the progress that is being made in attaining the
goal, as greater effort may be required, more information
may be needed, or the plan itself may need to be scrapped
and a new one developed.
Bandura’s social cognitive theory explains the role of goals
as standards for self-evaluation. A high outcome expectancy
is necessary for a goal to lead to action. Thus, a leader must
ensure employees see the relationship between what they
are doing and the outcome they can expect. A goal, even
though it is crystal clear, will not energize people to pursue it
if they have no idea as to how to go after it. If the goal is
crystal clear, and outcome expectancies are high, an
employee may still remain unmotivated if self-efficacy is
low. Self-efficacy refers to task specific confidence. Self-
efficacy is the conviction that ‘‘I can do this.’’ Thus, this
theory states that the keys to motivation are three-fold.
First, set a goal. Second, make sure employees know what
they need to do to attain it. Finally, make sure they have the
confidence that they can do so.
The motivation theory that has garnered the most atten-
tion of organizational psychologists and human resource
managers is Locke and Latham’s goal setting theory. This
is likely due to its emphasis on both job performance and job
satisfaction. This theory states that a goal that is specific
and high leads to higher performance than a general goal
such as ‘‘to do your best’’ or specific easy ones. Vague goals
(e.g., let’s improve the quality of this product) allow people
too much wiggle room to undeservedly pat themselves on
the backs. Second, given the person has the ability and
resources to perform the job, and the person is committed
to attaining the goal, the higher the goal, the higher the
Organizational Dynamics (2012) 41, 1—6
Available online at www.sciencedirect.com
journal homepage: www.elsevier.com/locate/orgdyn
0090-2616/$ — see front matter # 2012 Elsevier Inc. All rights reserved.
doi:10.1016/j.orgdyn.2011.12.001
2. person’s performance. Third, performance feedback and
participation in decision-making only increase performance
to the extent that they lead to the setting of and commit-
ment to a specific high goal. Fourth, goal attainment leads
to job satisfaction, which, in turn, leads to a high perfor-
mance cycle through the subsequent setting of even higher
goals that lead to even higher performance. Goals provide
employees with a challenge and a sense of accomplishment
as progress toward goal attainment is made. People like and
enjoy that which they do well.
THE MECHANISMS UNDERLYING THE GOAL
SETTING PRINCIPLES
Based on an organization’s needs and values, overall goals
should be identified. These should then be deployed as
specific, high goals to departments or teams and the employ-
ees within them. A specific high goal influences an employ-
ee’s behavior in four ways. First, a goal affects choice — it
gives an employee focus. Individuals have multiple demands
on their time. A goal specifies what is most important and
hence directs attention to activities that are relevant to
attaining the goal. Second, a goal affects effort. A difficult
goal leads to more effort than an easy or vague goal. Third, a
goal affects persistence. That is, the more difficult a goal,
the greater the effort and persistence to attain it. Choice,
effort and persistence are the cornerstones of motivation in
the workplace. A fourth mechanism that explains the positive
effects of goal setting on performance is primarily cognitive
rather than motivational in nature. A goal leads to searching
for and developing strategies to attain it. Employees typically
draw on their repertoire of knowledge and experience from
which to develop a suitable plan.
TEN EVIDENCE-BASED PRINCIPLES OF GOAL
SETTING
More than 1,000 studies have been conducted on goal setting.
These studies suggest 10 evidence-based practices for
improving an employee’s performance. First, if lack of ability
is not an issue, focus on a specific performance outcome or
target to attain (e.g., an increase in revenue or a decrease in
costs or cycle time). Goal setting has been shown to improve
performance outcomes as well job behaviors for a wide
variety of tasks and jobs. For example, job performance
from uneducated loggers to highly educated scientists has
benefited from the setting of goals.
Second, make the goal specific. Specific goals provide the
clarity that is so often lacking in the workplace. For example,
a business unit can be assigned a specific goal of increasing
market share by 22 percent for the next year or to reduce
costs by 15 percent over the next quarter. An example of a
specific behavioral goal for a human resources (HR) manager
is: take into account the input of line managers on HR policies
before the policies are implemented.
Third, ensure that the goal is difficult or challenging for
the employee, yet is perceived as attainable. A leader must
ensure that employees see the relationship between the
behaviors required of them and goal attainment (i.e., high
outcome expectancy). In addition, a leader must ensure that
each employee has high self-efficacy (i.e., task specific
confidence) so that he or she can execute the behavior(s)
necessary for goal attainment.
Fourth, consider the benefit of goals set through partici-
pation. Scientists and engineers who were allowed to parti-
cipate in goal setting set much higher goals than their
counterparts who were assigned goals by their manager. High
goals lead to high performance. If the task is difficult,
participation among knowledgeable employees increases
the likelihood of them understanding what is required to
perform effectively. This is because of the information
exchange and planning that takes place during the discussion
of attaining a high, challenging goal. The resulting increase in
knowledge leads to the identification of effective task stra-
tegies on how to reach the goal, as well as self-efficacy that
the strategies will be implemented effectively.
Fifth, if the goals are assigned, make certain that people
understand the rationale underlying their importance.
Assigned goals that include a rationale have been shown
consistently to be as effective in raising performance as
are goals that are set in a participative manner.
Sixth, provide ongoing performance feedback on goal
progress. As noted earlier, the feedback may suggest that
more effort, or a different strategy, is needed to reach the
goal.
Seventh, if the task is likely to take a long time to
complete, set sub-goals to maintain employees’ focus, and
to ward off procrastination for attaining the end goal. Sub-
term goals are especially necessary when performing com-
plex or dynamic tasks in a fast-changing environment. Failure
to attain a sub-goal may suggest that a change in strategy is
needed to attain the end goal, or even the need to change the
end goal itself. Sub-goals have been shown to keep job
seekers focused on the necessary steps during the job search
process, rather than becoming overwhelmed by the complex-
ity of the end goal of securing a job. The attainment of a
challenging goal often occurs as a result of a series of small
performance improvements over time, rather than one quan-
tum leap. Sub-goals also help to solidify improvements in
performance. The swimmer John Naber set a goal of winning
the gold medal in the 100-meter race at the 1976 Olympics.
Naber gave himself four years to achieve the goal. His sub-
goals were to improve his time by one second per year. He
also set sub-goals for each month. He subsequently attained
his specific, high goal of winning the gold medal, and he even
broke the world record during the Olympic race.
Eighth, actively look for and remove situational con-
straints to goal attainment, such as a lack of needed
resources, or support from key decision makers. The lack
of tangible support from a leader typically leads to employee
frustration. It is hardly fair to expect employees to achieve
outstanding results in the absence of resources or tools
required to do so, and in the absence of support from a boss
to pursue the goal.
Ninth, monitor activities that support or undermine the
attainment of goals. Leaders should not ignore ineffective
employee behavior. Doing so sends the signal that they either
do not care, or that dysfunctional behavior is acceptable. For
example, in the aftermath of the 2003 Columbia Space
Shuttle crash, the Columbia Accident Investigation Board
reported that the engineers perceived the climate at NASA
as one that discouraged divergent viewpoints. The mission
manager had created an environment in which the engineers
2 G.H. Seijts, G.P. Latham
3. self-censored themselves. She was unaware of the impact of
her behavior on others, and her superiors had not coached
her on the dysfunctional behavior. The goal of a safe mission
was therefore inadvertently undermined.
Tenth, when people lack the knowledge or skills to per-
form a task effectively, when lack of ability is an issue, set a
specific difficult learning rather than a performance goal. A
learning goal focuses attention on acquiring the knowledge
and skill necessary to attain a desired outcome rather than on
the outcome itself. A specific high learning goal focuses
attention on the discovery of new processes, procedures,
or systems to attain a specific result. For example, someone
who is a novice golfer should focus on mastering putting
before focusing on attaining a specific score. Similarly, tea-
chers should learn the behavioral strategies of fostering
students’ engagement in the subject matter prior to focusing
them on achieving high test scores.
THE RELATIVE ADVANTAGES OF LEARNING
VERSUS PERFORMANCE GOALS
Goals reflect the values of the people who set them. The
values that led to the downfall of organizations such as Enron
and Lehman Brothers have been well documented. To para-
phrase Shakespeare, the fault lies not in the goals, but in
ourselves — we who set the goals. Any behavioral science
principle, including goal setting, is subject to willful misuse.
Thus this section focuses only on evidence-based principles
for avoiding what may be well intentioned, yet accidental
pitfalls of setting goals.
U.S. Air Force trainees were put through a highly complex
Air Traffic Control exercise. Contrary to goal setting theory, a
vague goal — urging people to do their best — led to higher
performance than setting a specific high goal. This is because
the Air Force cadets had not been trained in ways to perform
this task successfully. They did not have the knowledge or
skill to master this task.
Other studies too have shown that urging people to do
their best on a task that is very complex for them results in
better performance than giving them a specific high perfor-
mance target to attain. People with low ability who have a
specific high performance goal often haphazardly switch
strategies, leading to a decrease in their performance. In
contrast, those who have a vague ‘‘do your best’’ goal search
systematically for effective task strategies, which in turn
helps their performance. They take the time to learn the best
way of performing the task before they choose a specific
challenging target.
Nobody expects a novice golfer to win a golf game the
first, second or third time. Effective leaders do not, or should
not, expect their employees to be ‘‘on par’’ with every new
challenge. Leaders should encourage their employees to
spend time in a learning mode before setting a specific high
performance goal. Our experience is that in far too many
situations people fail to take the time to learn the appro-
priate strategies or behaviors that are a prerequisite for
‘‘reaching the top.’’ When lack of ability is an issue, people
need to think about the ‘‘how’’ rather than the ‘‘what’’ in
terms of accomplishments. If this is not done, and if super-
visors are given performance targets that they believe are
excessively high, they are prone to abusing their subordinates
in their frustration at the likelihood of failing to attain the
targets. The solution is to set specific high learning rather
than performance goals where the emphasis is on the pursuit
of ideas and the development of effective processes.
The primary distinction between a performance and a
learning goal is the framing of the instructions. The respec-
tive instructions focus attention on two different domains,
namely, motivation versus knowledge and skills. A perfor-
mance goal frames the instructions so that an employee’s
focus is on attaining a specific outcome (e.g., attain $2
million in sales next quarter, or decrease costs for a particular
product line by 10 percent next month). A performance goal
cues an employee to use strategies or performance routines
that the employee has already learned, and have been shown
to be effective. Only when people already have the requisite
ability does setting a specific high performance goal result in
significantly higher performance than a high learning goal or
urging people to do their best.
In contrast, a learning goal frames instructions in terms of
knowledge or skill acquisition (e.g., discover three effective
strategies to increase sales, or find five process improve-
ments for reducing costs). A learning goal draws attention
away from the end result. The focus is on the discovery of
effective task processes. Learning goals help an employee
progress to the point where performance goals become
beneficial for increasing performance effectiveness. Only
after an employee has acquired the knowledge and skills
necessary to effectively perform the task should a specific
challenging performance goal be set.
In summary, the focus of a learning goal is to increase an
employee’s knowledge and skills; the focus of a performance
goal is to increase the person’s motivation to use the acquired
knowledge and skills. When knowledge and skills are lacking,
urging people to do their best results in higher performance
than setting a specific high performance goal. But, perfor-
mance is even higher when a specific high learning goal is set.
This is because the setting of a learning goal focuses indivi-
duals on the discovery of procedures, processes, or systems
necessary to master tasks that are complex for them.
For example, we studied the effect of learning versus
performance goals on a complex simulation of the telecom-
munications industry. Effective performance on the simula-
tion depended on discovering and implementing appropriate
strategies to increase market share. The market share
achieved by those with a learning goal was almost twice as
high as those with a specific high performance goal. This is
because individuals who had a learning goal took the time
necessary to analyze task-relevant information. This in turn
increased their self-efficacy so that they were capable of
mastering the simulation. The increase in task-specific con-
fidence was the result of the discovery of the appropriate
strategies for task mastery. Hence, not surprisingly, those
with a learning goal also had higher commitment to their goal
than did those with a performance goal.
Learning goals are especially appropriate in the current
economic environment. The rising cost of jet fuel has had a
significant effect on the profit of airlines. For example, fuel is
among the largest expenses in the budget. Financial disaster
strikes if the cost of jet fuel cannot be brought under control.
Consequently, American Airlines committed itself to the
‘‘Fuel Smart’’ program. An interdepartmental team was
given the learning goal to find specific ways to achieve fuel
Knowing when to set learning versus performance goals 3
4. conservation. The team developed and prioritized ideas that
potentially had the greatest financial impact as well as the
support of the front-line employees who were tasked with
implementing specific ideas. First, lighter catering carts
were used. Second and third, business magazines and ovens
were taken off the planes, so that catering weight would be
significantly reduced. In 2008 alone, the Fuel Smart program
saved the airline over $ 300 million. Similarly, employees of
WestJet Airlines were given a learning goal to identify spe-
cific ways to reduce fuel costs. The ground crew discovered
the benefit of installing an external gauge to read the water
level of the potable water tank that supplies the aircraft with
water. In the past, crews had filled the tank regardless of an
airplane’s destination. This weight unnecessarily increased
fuel costs. An external sight gauge allowed the crew to
determine how much potable water was used on each specific
flight. This led to significant fuel savings and reduced fuel
burn and emissions in the millions of dollars.
In sum, learning goals are effective for increasing the
acquisition of knowledge and subsequent performance
because they:
1. Make explicit the importance of learning first, and attain-
ing a specific performance target second.
2. Focus attention on formulating a successful strategy,
process, or system.
3. Require seeking feedback to determine which task strat-
egies are effective and under which conditions.
4. Involve searching for alternative strategies if prior ones
are not effective.
5. Help individuals avoid mindlessly changing strategies, or
engaging in a mad scramble for attaining a specific
performance outcome.
In conclusion, the research evidence does not suggest
abandoning specific high performance goals. Managers, how-
ever, should allow their employees to spend time in a learning
mode before introducing specific, challenging performance
goals. Learning goals help overcome obstacles and significant
setbacks that are a natural part of skill acquisition. Learning
goals focus on finding appropriate approaches to attaining
high performance. To return to the golf metaphor, individuals
must learn when to use each club and iron before focusing on
their score.
TURBULENT ECONOMIC ENVIRONMENTS
Learning goals are especially effective in turbulent environ-
ments where employee adaptation is a necessity for organiza-
tional survival. Consistent with Likert’s systems 4 theory,
employees’ trust in their manager, in conjunction with specific
learning goals, leads to a greater increase in a department’s
performance than is the case when trust in their manager is
low. Trust mitigates employee fears that they will be penalized
if a learning goal is not attained. Trust facilitates taking risks;
trust facilitates systematic experimentation.
Adapting to a changing environment almost always involves
setbacks, which means that employees receive negative feed-
back. Individuals who are assigned learning goals respond in a
different manner to this feedback than those who are assigned
specific high performance goals. A performance goal can
trigger concerns about the consequences of failure. In a
turbulent environment, employees may become so appre-
hensive about not making a positive impression on others
that they become highly upset when they receive negative
feedback. This in turn hurts their performance. Worrying
distracts individuals from learning the task and hence per-
forming it well. ‘‘Mind-wandering’’ due to worry while per-
forming a task typically results in many errors. A learning
goal, on the other hand, focuses attention on exploration.
Negative feedback is seen by employees as part of the
learning process, and hence to be welcomed. Consequently,
employees who have a learning goal experience minimum
tension following negative feedback. This is because a learn-
ing goal minimizes feelings of helplessness that can result
from setbacks that are typically inherent in the learning
process. Therefore, when the environment is constantly
changing, when answers to emerging problems are unknown,
when proven strategies are suddenly of limited, if any, use,
and when there is a need for continuous learning because of
frequent environmental changes, specific high learning
goals can be invaluable for mastering a task.
EXAMPLES OF PERFORMANCE AND LEARNING
GOALS IN ORGANIZATIONS
J.D. Irving Ltd., a Canadian company, offers services and
products in oil and gas, retail and distribution, forestry, ship-
building, and transportation. Employees are assigned learning
goals before they are given performance goals. The goals are
developed using a balanced score card and performance indi-
cator dashboards. An action plan and a competency-based
performance planning and review process are used to deter-
mine employee developmental plans for attaining their
respective goals. Each development plan begins with a learn-
ing goal that must be attained in order to later pursue a
subsequent performance goal. Examples include the ability
to lead a meeting, lead a team through a process for improve-
ment, carry out Lean Six Sigma, and coach employees. The
learning goals are attained using a three-step process: teach-
ing, application, and a behavioral expectation for application.
The Lean Six Sigma competency, for example, starts with a
learning goal. The employee attends classes and completes a
project over a 4-month period, with a coach. The focus here is
on learning the requisite material. Attainment of the learning
goal is assessed by a test of an employee’s knowledge, and a
project presentation to verify whether the learning goals were
attained.
Maple Leaf Foods, a food processing company, is a strong
believer in the benefits of setting specific high learning goals
in order to turn their high-potentials into effective leaders.
Examples include: giving functional specialists P & L (profit
and loss) responsibilities, putting high potentials in charge of
a project to deal with a specific crisis such as a turnaround or
a start-up situation, and job shadowing of the CEO (chief
executive officer) for a significant period of time. Learning
occurs through actively seeking candid feedback from peers
and superiors regarding goal progress. This approach enables
employees to reflect on and review their actions regarding a
specific learning goal. Maple Leaf Foods’ learning goals guide
future steps to improve job performance. Employees are
required to stay out of a ‘‘performance mode,’’ in order to
spend the time necessary to be in a ‘‘learning mode.’’
4 G.H. Seijts, G.P. Latham
5. At Goldman Sachs, leaders are developed through
assigned learning goals that encourage people to step outside
their ‘‘comfort zones.’’ A sales manager might be asked to
lead a task force to invent a new process for product devel-
opment. Consistent with system 4 theory, a supportive infra-
structure is provided for goal attainment through senior-
management sponsorship of the program.
Work-out, at General Electric, was established by Jack
Welch to create a safe environment for employees to question
and challenge the status quo, and to take the initiative to
propose new ways of doing things. The program resulted in
significant productivity increases. It turned upper managers
into supportive facilitators of employee-generated initiatives.
Learning goals not only enhance employee performance
through task mastery, they typically create a culture that
facilitates continuous problem solving as well as knowledge
acquisition. When Andy Grove was CEO at Intel Corporation,
he was obsessed with learning everything about the changing
business environment. In Grove’s own words, ‘‘I attribute
Intel’s ability to sustain success to being constantly on the
alert for threats, either technological or competitive in
nature.’’ Similarly, Sam Walton, former CEO of Wal-Mart
Stores, continued to refine his business strategies and dis-
cover ways that he could further improve his already success-
ful stores. He never stopped learning from competitors,
customers, and his own employees. Walton believed that
there was at least one good idea he could learn, even from his
worst competitor. A senior executive of a bank recently
commented that he gets paid to be ‘‘paranoid’’ and that
he needs to learn, everyday, about the strategic choices of
competing banks, the political and economic forces in the
business environment, new products and services, and so
forth. This guardian attitude, which is shared by the other
executives, is seen as one reason why the bank did not get
involved with the high-risk structured products business that
created havoc in the financial sector. The executive team was
not able to get a solid understanding of how these products
were put together, even after they spent significant time in a
learning mode. The learning culture that is characteristic of
this bank prevented financial distress.
KEY LESSONS
When actions that once repeatedly led to success no longer
do so, setting a specific high performance goal can lead to
levels of unproductive fear caused by worry over potential
losses in productivity. Such fear can be exacerbated by
worries over basic needs for survival due to job loss. This
is because the global economic slowdown and the simulta-
neous credit crunch unsettled many employees’ outcome
expectancies; namely, they are no longer able to see the
relationship between what they are doing and the positive
outcomes they can expect. It also weakened their self-effi-
cacy that ‘‘yes we can’’ — ‘‘this goal can be attained; all we
have to do is . . .’’ to ‘‘no we can’t.’’
In a turbulent economic era, when the actions that once
fostered personal effectiveness don’t any more, even leaders
with previously strong track records can become rigid and
defensive, cease productive reflection, and abuse their sub-
ordinates out of frustration for lack of goal attainment. The
solution is not to abandon goal setting; rather, it is to change
the type of goal that is set. The solution is to set specific
challenging learning rather than performance goals, so that
the emphasis is on the discovery rather than the production
process. Continuing to set specific high performance goals in
a turbulent environment where what was true in the past is
no longer true today is likely to lead to cognitive narrowing,
clinging to the old ways of getting things done. Learning goals
allow leaders to be supportive in the discovery process by
encouraging their employees to openly question previously
held ‘‘truths’’ regarding pathways to profits. Learning goals
create a psychological safety zone for generating untried, yet
potentially promising, ideas for taking constructive action.
Setting learning goals during shrinking time horizons helps
people feel that they are back in control, that they are going
to make progress in the right direction as a result of being
encouraged to reassess strategies, change marketing and
sales approaches, and to eliminate activities that are no
longer effective.
Time horizons that are constantly shrinking often force
people to scramble, because the benefit of intuition based
on past successes falls. When a high performance goal is set,
careful analysis typically gives way to a mad scramble. A
learning goal allows employees to discard assumptions behind
their past successes and to create new ones to stimulate
success. De-staffing, de-layering, and restructuring bureau-
cratic systems to increase an organization’s effectiveness are
more likely to emanate from a learning than a performance
goal. A learning goal places the emphasis on how a team or
organization works, as opposed to what the team attains in
terms of cost-related outcomes. The focus is on specific ways
of developing and diffusing knowledge effectively.
Specific high performance goals are the natural corollary
of specific learning goals. They are set only when knowledge
acquisition is not an issue. Both specific learning and perfor-
mance goals must be set in a supportive, trusting climate for
risk taking and innovation to occur.
In summary, innovation, the development of novel and
useful ideas, is the result of effort and persistence in using
one’s head to attain a specific learning goal. A learning goal
narrows the focus to searching and developing ideas to
resolve an issue in a specific domain. Learning goals involve
idea generation, the critical evaluation of ideas and the
implementation of one or more ideas. Learning goals facil-
itate a cycle of idea generation that leads to action that
creates new solutions from which new ideas are generated.
When sheer effort and persistence is all that is required, a
high performance goal should be set. When extant processes,
systems and ‘‘know how’’ are lacking, a high learning goal
should be set.
Knowing when to set learning versus performance goals 5
6. SELECTED BIBLIOGRAPHY
For a review of work motivation theories and evidence-based
management, see G. P. Latham, Work Motivation: History,
Theories, Research, and Practice (Thousand Oakes, CA: Sage
Publications Inc., 2007); G. P. Latham, Becoming the Evi-
dence-Based Manager: Making the Science of Management
Work for You (Boston, MA: Nicholas Brealy Publishing, 2009);
and J. B. Miner, ‘‘The Rated Importance, Scientific Validity,
and Practical Usefulness of Organizational Behavior Theories:
A Quantitative Review,’’ Academy of Management Learning
and Education, 2003, 2, 250—268.
Additional details on research and application of goal
setting theory can be found in numerous publications, includ-
ing E. A. Locke and G. P. Latham, ATheory of Goal Setting and
Task Performance (Englewood Cliffs, NJ: Prentice-Hall,
1990); E. A. Locke and G. P. Latham, ‘‘Building a Practically
Useful Theory of Goal Setting and Task Motivation: A 35-Year
Odyssey,’’ American Psychologist, 2002, 57, 705—717.
Recent studies on learning goals include, A. M. Cianci, H.
J. Klein, and G. H. Seijts, ‘‘The Effect of Negative Feedback
on Tension and Subsequent Performance: The Main and Inter-
active Effects of Goal Content and Conscientiousness,’’ Jour-
nal of Applied Psychology, 2010, 95, 618—630; G. H. Seijts, G.
P. Latham, K. Tasa, and B. W. Latham, ‘‘Goal Setting and Goal
Orientation: An Integration of Two Different Yet Related
Literatures,’’ Academy of Management Journal, 2004, 47,
227—239; and R. Porter and G. P. Latham, ‘‘Employee Trust
Moderates the Relationship between Goals and Departmental
Performance,’’ Paper presented at the annual meeting of the
Society for Industrial and Organizational Psychology, 2009,
April 8—10, Atlanta, Georgia.
Performance goals should be set when individuals have the
requisite ability to perform the task effectively. Studies on
the detrimental effects of performance goals on complex
tasks include, R. Kanfer and P. L. Ackerman, ‘‘Motivation and
Cognitive Abilities: An Integrative/Aptitude-Treatment
Interaction Approach to Skill Acquisition,’’ Journal of Applied
Psychology, 1989, 74, 657—690; M. A. Mone and C. E. Shalley,
‘‘Effects of Task Complexity and Goal Specificity on Change in
Strategy and Performance Over Time,’’ Human Performance,
1995, 8, 249—262; and D. Winters and G. P. Latham, ‘‘The
Effect of Learning Versus Outcome Goals on a Simple Versus a
Complex Task,’’ Group and Organization Management, 1996,
21, 236—250.
More information on the role of feedback in goal setting
can be obtained from the following sources, A. M. Cianci, H.
J. Klein, and G. H. Seijts, ‘‘The Effect of Negative Feedback
on Tension and Subsequent Performance: The Main and Inter-
active Effects of Goal Content and Conscientiousness,’’ Jour-
nal of Applied Psychology, 2010, 95, 618—630; and G. P.
Latham and G. H. Seijts, ‘‘The Effects of Proximal and Distal
Goals on Performance on a Moderately Complex Task,’’ Jour-
nal of Organizational Behavior, 1999, 20, 421—429.
Gerard Seijts is an associate professor of organizational behavior, and the executive director of the Ian O.
Ihnatowycz Institute for Leadership, at the Richard Ivey School of Business at the University of Western Ontario. He
received his Ph.D. in organizational behavior and human resource management from the Rotman School of
Management, the University of Toronto. His areas of research are leadership, teams, performance management,
and organizational change (Richard Ivey School of Business, The University of Western Ontario, London, Ontario,
N6A 3K7 Canada. Tel.: +1 519 661 3968; fax: +1 519 661 3485; e-mail: gseijts@ivey.ca).
Gary Latham is the Secretary of State Professor of Organizational Effectiveness at the Rotman School of
Management, the University of Toronto. He is the past president of the Canadian Psychological Association,
the Society for Industrial and Organizational Psychology, and president elect of Work and Organizational
Psychology, a Division of the International Association of Applied Psychology. A Fellow of the Royal Society of
Canada, he is the only person to win both the awards for Distinguished Contributions to Psychology as a Science and
as a Practice from the Society for Industrial and Organizational Psychology; he is also the recipient of the Scholarly
Practitioner Award from the Academy of Management, the Herbert Heneman Award for Life Time Achievement in
Human Resource Management, and the Lifetime Achievement award in Organizational Behavior (Rotman School of
Management, The University of Toronto, Toronto, Ontario, M5S 3E6 Canada. Tel.: +1 416 978 4916; fax: +1 905 482
2737; e-mail: latham@rotman.utoronto.ca).
6 G.H. Seijts, G.P. Latham