Goal setting

Adapted from: Work Smarter — Not Harder, Balancing Work and Family. Columbus, Ohio: The Ohio State University Cooperative Extension Service.; Walker, Doris "Katey." Setting Goals for Resource Management and Consumer Purchases. Manhattan, Kansas: Cooperative Extension Service, Kansas State University, MF-874.Walker, Doris “Katey.” Setting Goals for Resource Management and Consumer Purchases. Manhattan, Kansas: Cooperative Extension Service, Kansas State University, MF-874

Self-Regulation through Goal Setting

Goals are an important source of motivation. But little is known about why and how people set them. We address these questions in a model based on two stylized facts from psychology and behavioral economics: i) Goals serve as reference points for performance. ii) Present-biased preferences create self-control problems. We show how goals permit self-regulation, but also that they are painful self-disciplining devices. Greater self-control problems therefore lead to stronger self-regulation through goals only up to a certain point. For severely present-biased preferences, the required goal for self-regulation is too painful and the individual rather gives up.goals, self-control, motivation, time inconsistency, psychology

Pengaruh Goal Setting terhadap Performance : Tinjauan Teoritis

This article is the conceptual view of goal setting theory and effects of goal setting on individual performance. Goal setting is recognized, and is a major theory of work motivation. Difficult goals have consistently been shown to lead to higher levels of performance than easy goals. If there is no commitment, a goal can have no motivational effect. Goals are central to current treatments of work motivation, and goal commitment is a necessary condition for difficult goals to result in higher task performance

Analisis Pengaruh Goal Setting terhadap Kinerja Karyawan pada PT Mandiri Sekuritas Cabang Plaza Mandiri Jakarta

Penelitian ini bertujuan untuk menganalisis signifikansi pengaruh goal setting terhadap kinerja karyawan pada PT Mandiri Sekuritas Cabang Plaza Mandiri Jakarta, baik secara parsial maupun secara simultan. Analisis data dalam penelitian ini dilakukan dengan dua cara, yaitu analisis deskriptif dan secara inferensial. Analisis inferensial yang dilakukan di dalam penelitian ini meliputi analisis regresi uji asumsi klasik, analisis regresi linear berganda, koefisien determinansi, uji t dan uji F. Hasil yang diperoleh dari penelitian ini melalui uji t adalah goal setting melalui variabel turunannya yaitu pemaparan tujuan, proses dua arah, dan latar pendukung secara parsial berpengaruh signifikan terhadap kinerja karyawan. Selanjutnya, melalui uji F didapatkan hasil yaitu goal setting secara simultan berpengaruh signifikan terhadap kinerja karyawan. Untuk koefisien determinansi, didapatkan hasil yaitu 0,345 yang menandakan bahwa variabel bebas yaitu pemaparan tujuan, proses dua arah, dan latar pendukung dapat menjelaskan variabel terikat yaitu kinerja karyawan sebesar 34,5%. Sedangkan 65,5% lainnya diterangkan oleh variabel lainnya di luar model ini. Kata Kunci : goal setting, pemaparan tujuan, proses dua arah, latar pendukung, kinerja karyawan

The Effects of Personal Goal Setting in Music Ensembles

This research explores the use of guided personal and class goal setting and its effect on students’ comprehension of the material that is taught in any given lesson. The project was staged in two classes of roughly the same size, with an average of 25 responses per survey; demographics in each class consisted of approximately 90% minority students, with only 2-4 males per class. Surveys were taken twice a week for the four week experimental period; one group was given guided goal worksheets for weeks three and four while the other did not receive goal guidance. The findings show that the guided goal system had little or no influence in the self-reported comprehension of the material to be learned in class. Further extensive testing would be necessary with a broader test group to determine if a guided goal worksheet would positively influence students’ comprehension of classroom learning goal

Defensive Pessimism and Goal Setting

Studies have found that the defensive pessimism cognitive strategy which involves going into situations with unrealistically low expectations despite previous high performance, leads to lower levels of performance when individuals taking on this strategy have expectations placed upon them in the form of encouragement (Norem & Cantor, 1986a, 1986b). Thus far, no one has applied goal setting theory to this phenomenon to try to investigate the possible interactive effects of goal setting and encouragement on performance (Locke & Latham, 2002). This study hypothesized that specific difficult goals would have negative effects on individuals more likely to take on a defensive pessimistic strategy, similar to the negative effects encouragement has on these individuals, while both specific difficult goals and encouragement would have positive effects for individuals more likely to take on an optimistic strategy (i.e., entering situations with high expectations of performance and high levels of previous performance). However, overall results of this study demonstrated that specific difficult goals had a positive impact for all individuals, regardless of where they fell on the optimism-defensive pessimism spectrum, with an exception to this positive effect when individuals who were more likely to take on a defensive pessimistic strategy also received encouragement. This suggests that the cognitive strategy that defensive pessimists use is interfered with when they are encouraged and assigned a specific difficult goal, which is the opposite of the effects that specific difficult goals and encouragement have on optimists

Goal Setting and Student Retention

Student retention has been a problem with which higher education institutions must face. Institutions have employed numerous different programs and services to improve student retention. This study sought to open up a new way to improve student retention by utilizing a goal-setting intervention that focused on creating SMART goals for student areas of weaknesses. This study employed the use of a quasi-experimental interrupted time series to better understand how goal-setting interventions could impact the participant attitudes correlated to retention. It was shown that goal-setting interventions had no significant impact on likelihood of retention but did exhibit improvement in client engagement with coursework, which is a positive indicator of student retention. It was concluded that more research should be done on goal-setting and student retention to better understand the impact goal-setting has on student likelihood of retention

Goal Setting and Energy Conservation

This paper develops a theoretical model of consumer demand for an energy conservation program that involves non-binding, self-set goals. We present evidence from a Northern Illinois goal-setting program, aimed at reducing residential electricity consumption, that is difficult to reconcile with standard preferences and is broadly consistent with a model of presentbiased consumers with reference-dependent preferences. We find that the need for commitment is correlated with program adoption, higher pre-adoption consumption, and lower responsiveness to goals. Consumers choosing realistic goals persistently save substantially more, achieving savings of nearly 11%, than those choosing very low or unrealistically high goals