Goal Setting - Developments in Goal Setting Theory

Developments in Goal Setting Theory

Goal Choice

Self-efficacy, past performance and various other social factors influence goal setting. Failure to meet previous goals often leads to setting lower (and more likely achievable) goals.

Learning Goals

There are times when having specific goals is not a best option; this is the case when the goal requires new skills or knowledge. “Tunnel vision” is a consequence of specific goals; if one is too focused on attaining a specific goal they ignore the need to learn new skills or acquire new information. In situations like this, the best option is to set a learning goal. A learning goal is a generalized goal to achieve knowledge in a certain topic or field, but it can ultimately lead to better performance in specific goals related to the learning goals. Locke and Latham attribute this response to metacognition. They believe that “a learning goal facilitates or enhances metacognition—namely, planning, monitoring, and evaluating progress toward goal attainment". This is necessary in environments with little or no guidance and structure. Although jobs typically have set goals, individual goals and achievement can benefit from metacognition.

Framing

How goals are viewed influences performance. When one feels threatened and or intimidated by a high goal they perform poorer than those who view the goal as a challenge. The framing of a goal as a gain or a loss influences one’s eventual performance.

Affect

Realization of goals has an effect on feelings of success and satisfaction. Achieving goals has a positive effect, and failing to meet goals has negative consequences. However, the affect of goals is not exclusive to one realm. Success in one’s job can compensate for feelings of failure in one’s personal life.

Group Goals

The relationship between group goals and individual goals influences group performance; when goals are compatible there is a positive effect, but when goals are incompatible the effects can be detrimental to the group’s performance. There is another factor at work in groups, and that is the sharing factor; a positive correlation exists between sharing information within the group and group performance. In the case of group goals, feedback needs to be related to the group, not individuals, in order for it to improve the group’s performance.

Goals and Traits

On a basic level the two types of goals are learning goals and performance goals. Each possesses different traits associated with the kind of goal that is selected.

1.) Learning goals

•Tasks where skills and knowledge can be acquired

2.) Performance goals

•Avoid tasks where error and judgment are possible •Select tasks that are easy to accomplish and will make one appear successful

A more complex trait-mediation study is the one conducted by Lee, Sheldon, and Turban, which yielded the following results:

“Amotivated Orientation” (low confidence in one’s capabilities) is associated with goal-avoidance motivation, and generally associated with lower goals levels and lower performance

“Control Orientation” (extrinsic motivation) is associated with both avoidance and approach goals. Approach goals are associated with higher goal levels and higher performance.

“Autonomy Goals” (intrinsic motivation) leads to mastery goals, enhanced focus, and therefore enhanced performance.

Macro-level Goals

This is goal setting applied to the company as a whole. Cooperative goals reduce the negative feelings that occur as a result of alliances and the formation of groups. The most common parties involved are the company and its suppliers. The three motivators for macro-level goals are: self-efficacy, growth goals, and organizational vision.

Goals and Subconscious Priming

The effects of subconscious priming and conscious goals are independent, although a conscious goal has a larger effect. The interaction effect is that priming can enhance the effects of difficult goals, but it has no effect on easy goals. There is also the situation in which priming and conscious goals conflict with one another, and in this situation the conscious goals have a greater effect on performance.