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

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

Pengaruh Goal Setting dan Self-monitoring dalam Penguasaan Keterampilan Gerak dan Motivasi Intrinsik Siswa Sekolah Dasar

Pengaruh Goal Setting dan Self-Monitoring dalam Penguasaan Keterampilan Gerak dan Motivasi Intrinsik Siswa Sekolah Dasar. Penelitian ini ber- tujuan untuk mengetahui pengaruh dari penetapan tujuan dan, pemantauan diri sebagai dua komponen penting dari self regulated learning (SRL) dengan penguasa- an keterampilan motorik dan motivasi intrinsik dari siswa sekolah dasar. Penelitian ini dilakukan terhadap 70 mahasiswa (terdiri dari 35 siswa laki-laki dan 35 siswa perempuan), kelas empat dan lima berusia 10-12 tahun di SD Padasuka Bandung. Siswa dibagi menjadi 6 kelompok eksperimental dan satu kelompok kontrol dengan tugas acak. Data hasil perhitungan dengan menggunakan Manova dua faktorial menunjukkan bahwa penerapan tujuan dan, pemantauan diri memberikan pengaruh yang signifikan pada peningkatan keterampilan motorik anak panah melempar dan motivasi intrinsik. Tujuan dinamis meningkatkan keterampilan motorik melemparkan panah dan motivasi intrinsik lebih tinggi dari proses dan tujuan produk secara signifikan, sedangkan tujuan proses meningkatkan keterampilan motorik melempar panah dan motivasi intrinsik lebih tinggi dari tujuan produk secara signifikan. Secara umum, semua kelompok eksperimen menunjukkan peningkatan keterampilan motorik melemparkan panah dan motivasi intrinsik yang lebih tinggi dibandingkan dengan kelompok kontrol secara signifikan. Kata Kunci: Pengaturan tujuan, pemantauan diri, keterampilan motorik, motivasi intrinsi

The "unknown territory" of goal-setting: Negotiating a novel interactional activity within primary care doctor-patient consultations for patients with multiple chronic conditions.

Goal-setting is widely recommended for supporting patients with multiple long-term conditions. It involves a proactive approach to a clinical consultation, requiring doctors and patients to work together to identify patient’s priorities, values and desired outcomes as a basis for setting goals for the patient to work towards. Importantly it comprises a set of activities that, for many doctors and patients, represents a distinct departure from a conventional consultation, including goal elicitation, goal-setting and action planning. This indicates that goal-setting is an uncertain interactional space subject to inequalities in understanding and expectations about what type of conversation is taking place, the roles of patient and doctor, and how patient priorities may be configured as goals. Analysing such spaces therefore has the potential for revealing how the principles of goal-setting are realised in practice. In this paper, we draw on Goffman’s concept of ‘frames’ to present an examination of how doctors’ and patients’ sense making of goal-setting was consequential for the interactions that followed. Informed by Interactional Sociolinguistics, we used conversation analysis methods to analyse 22 video-recorded goal-setting consultations with patients with multiple long-term conditions. Data were collected between 2016 and 2018 in three UK general practices as part of a feasibility study. We analysed verbal and non-verbal actions for evidence of GP and patient framings of consultation activities and how this was consequential for setting goals. We identified three interactional patterns: GPs checking and reframing patients’ understanding of the goal-setting consultation, GPs actively aligning with patients’ framing of their goal, and patients passively and actively resisting GP framing of the patient goals. These reframing practices provided “telling cases” of goal-setting interactions, where doctors and patients need to negotiate each other’s perspectives but also conflicting discourses of patient-centredness, population-based evidence for treating different chronic illnesses and conventional doctor-patient relations

Goal importance, self-focus and the goal setting process

In this study we examine the role played by perceived goal importance and self-focus in the goal-setting process. More specifically, this study tests the interactive hypotheses that (a) task performance is a function of goal level, self-focus, and perceived goal importance; (b) goal level is a function of perceptions of past performance, self-focus, and perceived goal importance; and (c) perceptions of past performance are a function of actual past performance, self-focus, and perceived goal importance. Hierarchical regression analysis, using a sample of 88 retail salespersons, revealed empirical support for the first two hypotheses. Specifically, the variables described by control theory account for an increment of 6 and 8% of the variance explained in task performance and self-set goal level, respectively. Finally, implications for theory, practice, and future research are discussed

Identifying and applying psychological theory to setting and achieving rehabilitation goals: development of a practice framework

Goal setting is considered to be a fundamental part of rehabilitation; however, theories of behaviour change relevant to goal-setting practice have not been comprehensively reviewed. To identify and discuss specific theories of behaviour change relevant to goal-setting practice in the rehabilitation setting. (ii) To identify 'candidate' theories that that offer most potential to inform clinical practice. The rehabilitation and self-management literature was systematically searched to identify review papers or empirical studies that proposed a specific theory of behaviour change relevant to setting and/or achieving goals in a clinical context. Data from included papers were extracted under the headings of: key constructs, clinical application and empirical support. Twenty-four papers were included in the review which proposed a total of five theories: (i) social cognitive theory, (ii) goal setting theory, (iii) health action process approach, (iv) proactive coping theory, and (v) the self-regulatory model of illness behaviour. The first three of these theories demonstrated most potential to inform clinical practice, on the basis of their capacity to inform interventions that resulted in improved patient outcomes. Social cognitive theory, goal setting theory and the health action process approach are theories of behaviour change that can inform clinicians in the process of setting and achieving goals in the rehabilitation setting. Overlapping constructs within these theories have been identified, and can be applied in clinical practice through the development and evaluation of a goal-setting practice framework

The Role of Relapse Prevention and Goal Setting in Training Transfer Enhancement

This article reviews the effect of two post-training transfer interventions (relapse prevention [RP] and goal setting [GS]) on trainees’ ability to apply skills gained in a training context to the workplace. Through a review of post-training transfer interventions literature, the article identifies a number of key issues that remain unresolved or underexplored, for example, the inconsistent results on the impact of RP on transfer of training, the lack of agreement on which GS types are more efficient to improve transfer performance, the lack of clarity about the distinction between RP and GS, and the underlying process through which these two post-training transfer interventions influence transfer of training. We offer some recommendations to overcome these problems and also provide guidance for future research on transfer of training

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