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Terms in this set (54)

Goal Setting Theory (Locke & Latham, 1990, 2002) is the most popular, widely validated modern theory of motivation
Performance goals --> task performance
Learning/mastery goals --> training success
Specific, difficult (challenging yet reachable) goals result in higher levels of performance than vague, easy, or do-your-best goals
Why? According to Locke & Latham (1990), they:
Clearly define acceptable levels of performance
Increase the amount of effort exerted
Increase task persistence
Lead to more extensive strategy development and planning
Orient individuals toward goal-related knowledge and activities
Factors in addition to setting difficult and specific goals:
Goals must be high but reasonable
The individual must have the ability and knowledge to achieve the goal
Individuals must receive feedback that allows them to gauge performance
Individuals must be committed to the goals - Goal Commitment can be one of the most influential factors in goal attainment
Personality characteristics are strongly associated with goal-setting and goal commitment (e.g., Judge & Ilies, 2002).
Need for achievement
Conscientiousness
Emotional stability
Locus of control (internal vs. external; Ng et al., 2006)
Self-efficacy
How should goals be set?
Quantity vs. Quality?
Process vs. Outcome?
Assigned, Self-Set, vs. Participative?
Rewards contingent on goal accomplishment?
Set both
Process for more complex tasks ; outcome for simple
Assigned if they are sold; but participative is the best
Med. Difficulty ; reward are appropriate
Difficult then awarded for partial attainment (increase as they get closer to difficult goal)