Goal Setting Theory in Workplace Responses

Goal Setting Theory in Workplace Responses

Goal Setting Theory in Workplace Responses

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Goal-Setting Theory is one of my favorite work motivation theories, as it supports focus on commitment and goal achievement.  As Pinder (2008) noted, the goal is “the object or aim of an action” (p. 392). With specific, measurable, attainable, relevant, and time-based (SMART) goals, we can get the most values out of all types of goals, such as performance goals, learning goals, task-oriented goals (Pinder, 2008). Even though SMART goals are my preferred model as it aims to focus on essential deliverables, several other factors contribute to goal achievement and success. These factors include, but are not limited to, time, framing, goal hierarchies, feedback, management by objectives, personality differences, and emotional experience. For this week’s discussion, I will be describing how feedback and hierarchy of goals impact the attainment of goals by employees. Goal Setting Theory in Workplace Responses

The goal as a concept is complex. As Latham and Locke (2006) point out, there are short- and long-term goals, easy and difficult, vague and specific, performance (motivational), and learning (ability) goals. Regardless of its complexity, feedback plays a critical role. Feedback is a compass that ensures that employees are on the right track toward success. Through feedback, individuals receive critical information, including performance-related, which can be used to track their progress and adjust direction and approaches when needed (Latham & Locke, 2006). Timely feedback will also lead to high self-efficacy (Fried & Slowik, 2004).

Having two employees with identical skills and training does not mean they have the same personality, values, and emotional experience. Feedback is specific to the goal-setting, goal-orientation, and goal-achievement, allowing us to focus on the performance. Although feedback should be specific, timely, and bias-free, it could be seen as a form of reinforcement of behavior, or even as a punishment (Pinder, 2008). Feedback can be provided verbally or in written format, and from several sources (Pinder, 2008). Due to these factors, even two individuals with the same skillset and training can perceive feedback differently. Communication preferences, inter-office relationships are additional factors in how individuals conceive feedback.

While feedback is an external process between individuals, developing a hierarchy of goals is a more internal process. Each individual observes the difficulty of goals differently; therefore, some individuals will prefer to accomplish less challenging goals before “pursuing more difficult and challenging future goals” (Fried & Slowik, 2004, p. 408), while others, less career, and growth-oriented, will be satisfied with less challenging jobs. Similarly, organizational culture and support play a significant role in the hierarchy of goals. As Fried & Slowik (2004) mention, forward-looking organizations with high support levels will positively impact employees’ long-term commitment and long-term goals. In this case, the skill level and training of an employee play a little impact on goal-setting. Instead, the individuals’ values and goals will determine the level of commitment employees will show, and their performance. Goal Setting Theory in Workplace Responses

Through this week’s reading assignments, I have realized how complex goal-setting is, and how much the variety of factors impact individuals. Two years ago, I was assigned to a new project, where my role was to lead the implementation of a reporting function across the organization using a systemwide human resources tool. While this project involved cross-functional collaboration, a little information was available and shared between the groups regarding the project itself or the new tool. The reporting team lacked knowledge and information, which are critical elements of effective performance (Latham & Locke, 2007). We also lacked guidance from the leadership team. The team was also excluded from critical meetings related to the project, and management support was unavailable. Such a situation negatively impacted interpersonal relationships among cross-functional teams and leadership. Luckily, the reporting team had a strong desire for learning and performance goals. Goal Setting Theory in Workplace Responses

References

Fried, Y., & Slowik, L. H. (2004). Enriching goal setting theory with time: An integrated approach. Academy of Management Review, 29(3), 404–422.

Retrieved from the Walden Library databases.

Latham, G., & Locke, E. (2006). Goal-setting theory. In S. G. Rogelberg (Ed.), Encyclopedia of industrial and organizational psychology (Vol. 2, pp. 279–282). Thousand Oaks, CA: Sage Publications.

Retrieved from the Walden Library databases.

Latham, G. P., & Locke, E. A. (2007). New developments and directions for goal-setting research. European Psychologist, 12(4), 290–300.

Retrieved from the Walden Library databases.

Pinder, C. C. (2008). Goal-directed theories. In Work motivation in organizational behavior (2nd ed., pp. 389–421). New York, NY: Psychology Press.