The effects of proximal and distal goals on performance on a moderately complex task

The effect of a proximal plus a distal goal was investigated relative to setting only a distal goal or urging participants to do their best. Young adults (N=39) were paid on a piece rate basis to make toys. An analysis of variance revealed that the amount of money earned by the participants who were urged to ‘do your best’ was significantly greater than the amount of money earned by the participants who were assigned a distal goal. However, the amount of money earned by the participants who were assigned proximal goals, in addition to a distal goal, was significantly greater than the amount of money earned by the participants in the ‘do your best’ condition. The correlation between perceived self‐efficacy and the amount of money earned was 0.45 (p<0.01). Perceived self‐efficacy significantly increased only for those participants in the proximal plus distal goal condition. Proximal goals, through self‐efficacy and performance feedback, appear to have focused attention on task appropriate strategies. The results suggest an informational explanation of proximal goals as opposed to a motivational one through goal commitment. Implications of these findings for mentoring and training are discussed. Copyright © 1999 John Wiley & Sons, Ltd.     

A laboratory experiment testing the antecedents of leader cognitions

A laboratory experiment was conducted to test relationships between leadership style, feedback on subordinate performance within the context of either the vision or goals of the organization, and leader cognitions representing a modified version of Wofford and Goodwin's (1994) cognitive processing model of leadership. The results indicated that: (1) positive feedback leads to the access of transformational cognitions, whereas negative feedback leads to the access of transactional cognitions; (2) negative feedback about subordinate performance causes transformational leaders to access transactional cognitions in response to subordinates; (3) the relationship between transformational leadership behavior and transformational cognitions is strengthened when feedback received about subordinates is vision‐related compared to feedback that is goal‐related; and (4) the relationship between transactional leadership behavior and transactional cognitions is strengthened when feedback received is goal‐related compared to feedback that is vision‐related. Limitations and future research directions are discussed. Copyright © 2000 John Wiley & Sons, Ltd.     

Goal setting and competition as determinants of task performance

Although research has demonstrated that difficult, specific goals produce higher performance than easy or non-specific goals, little research has examined goal setting in relation to competition. In such circumstances, at least four potential outcomes are logically possible (i.e. complete or partial performance enhancement with competition versus complete or partial performance reduction). Thus, this investigation manipulated goal level and competition in a 3 × 2 factorial design. Participants (N = 109) solved routine arithmetic problems. Results demonstrated that competition had a significant dysfunctional effect on task performance within goal setting conditions.     

The effect of distal learning,outcome, and proximal goals on a moderately complex task

The effects of learning versus outcome distal goals in conjunction with proximal goals were investigated in a laboratory setting using a class‐scheduling task. The participants (n = 96) needed to acquire knowledge in order to perform the task correctly. A ‘do your best’ outcome goal led to higher performance than the assignment of a specific, difficult outcome goal. However, the assignment of a specific, difficult learning goal led to higher performance than urging people to ‘do their best.’ Goal commitment was higher in the learning goal than in the outcome goal condition. The correlation between task‐relevant strategies discovered and performance was positive and significant. The number of task‐relevant strategies implemented by participants assigned a distal learning goal in conjunction with proximal goals was higher than in any other goal condition. Setting a distal outcome or learning goal that included proximal outcome goals, however, did not lead to higher performance than the setting of a distal outcome or learning goal alone. Self‐efficacy correlated significantly with performance, and this effect was mediated through strategy development. Furthermore, the discovery of task‐relevant strategies affected self‐efficacy through an increase in performance. Copyright © 2001 John Wiley & Sons, Ltd.     

Rivals or allies: How performance‐prove goal orientation influences knowledge hiding

Previous research suggests that performance‐prove goal orientation is positively related to knowledge hiding. However, we argue that this effect depends on the focus of performance feedback (i.e., individual‐ and group‐focused feedback), which shapes the nature of the competitive expression of performance‐prove goal orientation (i.e., intragroup and intergroup oriented). We conducted three studies to test our theoretical model. The results of Study 1 with time‐lagged data from 128 part‐time MBA students showed that performance‐prove goal orientation was positively related to knowledge hiding when performance feedback focused more (vs. less) on individual performance but was negatively related to knowledge hiding when performance feedback focused more (vs. less) on group performance. Study 2 replicated these moderation findings in an experimental study of 210 undergraduate students. Study 3 again replicated the moderation effects using multisource data from 317 employees and their supervisors. It also included creativity as an outcome of knowledge hiding and illustrated the distal consequence of the moderation effects of individual‐ and group‐focused performance feedback. We then discussed the implications for the theory and practice of performance‐prove goal orientation and knowledge hiding.     

The effect of externally set goals on reaching integrative agreements in competitive markets

The study of the negotiation process has enjoyed a recent resurgence of scholarly interest. Of particular concern is the ability of negotiators to achieve solutions which result in integrative outcomes. The purpose of this study is to identify the effects of different levels of aspiration/goals on negotiator success and their ability to reach integrative solutions in a competitive market. One hundred fifty-eight subjects who were assigned one of four levels of goal difficulty-no goal, compromise goal, challenging goal, and difficult goal-participated in a competitive, multi-person, multi-transaction market simulation. The study found (1) challenging and difficult goals significantly enhanced participants' performance; (2) the more difficult the goal, the fewer transactions were completed; and (3) while there were no differences in total profitability among the challenging goal, compromise goal, and no goal, the difficult goal condition had a significant and negative effect on the ability of participants to achieve profitable outcomes within the market. A discussion of these findings and directions for future research are presented.     

The effects of appraisal instrument,feedback and goal-setting on worker satisfaction and commitment

Twenty managers and 125 subordinates participated in a field experiment performed in the Israel Airport Authority. The managers received intensive training in giving performance feedback and setting specific goals when conducting appraisals of their subordinates. Following training, the managers were assigned randomly to one of four conditions: feedback and goals using BOS-based appraisal; feedback using BOS-based appraisal with no goals; feedback and goals using GRS-based appraisal; feedback alone using GRS-based appraisal. Work satisfaction and organizational commitment were measured before and after the performance appraisals were conducted. A two-way analysis of variance followed by univariate analyses by means of a studentized range test revealed that (1) the use of BOS-based appraisal increased work satisfaction significantly more than the use of GRS-based appraisal, (2) feedback followed by goal-setting resulted in significantly higher work satisfaction and organizational commitment than feedback alone, regardless of the appraisal scale that was used, and (3) the combination of BOS-based appraisal, feedback and goal-setting led to significantly higher work satisfaction than was the case in the other experimental conditions.     

Intraorganizational mobility and work related attitudes

Survey responses of 690 employees of a state agency were used to investigate the idea that internal mobility experiences ‘spill over’ to affect a variety of job attitudes and perceptions. Having one's internal mobility expectations met, as opposed to unmet, was associated with more favorable work-related attitudes, a finding not moderated by demographic factors. Furthermore, employees denied a job change for ‘fair’ reasons generally exhibited more favorable work-related attitudes than those denied for a reason construed as ‘unfair’ (e.g. sex discrimination, reverse discrimination). Demographic characteristics were again observed to moderate few relationships.     

Attitudinal organizational commitment and job performance: a meta‐analysis

A meta‐analysis was conducted to estimate the true correlation between attitudinal organizational commitment and job performance and to identify moderators of this correlation. One‐hundred and eleven samples from 93 published studies were included. The corrected mean correlation was 0.20. The correlation was at least marginally significantly stronger for: (a) extra‐role performance as opposed to in‐role performance; (b) white‐collar workers as opposed to blue‐collar workers; and (c) performance assessed by self ratings as opposed to supervisor ratings or objective indicators. Four other assumed moderators (commitment measure: Affective Commitment Scale versus Organizational Commitment Questionnaire, job level, age, and tenure) did not have at least marginally significant effects. Copyright © 2002 John Wiley & Sons, Ltd.     

Motivated to disengage: The ethical consequences of goal commitment and moral disengagement in goal setting

A growing literature has suggested that high performance goals can have unintended consequences within organizations as employees engage in unethical behavior to achieve outcomes associated with goal attainment. Extending research on the dark side of goal setting, we suggest that high performance goals not only create a desire to achieve a particular outcome but also alter moral reasoning processes related to goal attainment. Integrating goal-setting theory with motivated moral reasoning, we hypothesize an indirect effect of high performance goals on unethical behavior via state moral disengagement. We also examine goal commitment—which tends to amplify the relationship between high goals and performance—as a key boundary condition associated with this indirect effect. We build this conditional indirect effect model across three studies conducted in the field and the laboratory. Our results provide new insight into both when and why high goals can facilitate moral disengagement and unethical behavior within organizations.     

Societal individualism–collectivism and uncertainty avoidance as cultural moderators of relationships between job resources and strain

The job demands–resources model is a dominant theoretical framework that describes the influence of job demands and job resources on employee strain. Recent research has highlighted that the effects of job demands on strain vary across cultures, but similar work has not explored whether this is true for job resources. Given that societal characteristics can influence individuals' cognitive structures and, to a lesser extent, values in a culture, we address this gap in the literature and argue that individuals' strain in reaction to job resources may differ across cultures. Specifically, we theorize that the societal cultural dimensions of individualism–collectivism and uncertainty avoidance shape individual‐level job resource–strain relationships, as they dictate which types of resources (i.e., individual vs. group preference‐oriented and uncertainty‐reducing vs. not) are more likely to be valued, used, or effective in combating strain within a culture. Results revealed that societal individualism–collectivism and uncertainty avoidance independently moderated the relationships between certain job resources (i.e., job control, participation in decision making, and clear goals and performance feedback) and strain (i.e., job satisfaction and turnover intentions). This study expands our understanding of the cross‐cultural specificity versus generalizability of the job demands–resources model.     

The impact of feedback and self-efficacy on performance in training

This field experiment examined the main and interactive effects of self-efficacy and feedback (i.e. the use of feedback versus no feedback) on performance in a speed reading class. Results showed that the provision of feedback was beneficial to the performance of all subjects, however as subject self-efficacy increased, the beneficial effects of feedback to the subject's performance also increased. Subjects who received feedback on their performance experienced significantly greater increases in self-efficacy than subjects who received no feedback. The more positive the performance feedback received, the greater the increase in individual self-efficacy. The implications of these results for training programs are discussed.     

Constellations and careers: toward understanding the effects of multiple developmental relationships

This paper examines the effects of individuals' primary and multiple developmental relationships in a longitudinal study of the careers of lawyers. By juxtaposing the effects of the primary developmental relationship with those of individuals' sets or ‘constellations’ of developmental relationships, the present study lends insight into if and when these two perspectives on mentoring yield different results regarding the effects of mentoring on protégé career outcomes. The findings from the present study show that while the quality of one's primary developer affects short‐term career outcomes such as work satisfaction and intentions to remain with one's firm, it is the composition and quality of an individual's entire constellation of developmental relationships that account for long‐run protégé career outcomes such as organizational retention and promotion. Further, results from the present study provide evidence that the constellation perspective explains greater variance with respect to protégé career outcomes than does the primary or more traditional perspective on mentoring. Implications for research on mentoring, developmental relationships, and careers are discussed. Copyright © 2001 John Wiley & Sons, Ltd.     

Regulatory focus as a mediator in goal orientation and performance relationships

Chosen goals influence the outcomes a person achieves as well as the behaviors performed to achieve those outcomes. In this study, we propose that three forms of goal orientation: learning, performance‐prove, and performance‐avoid, (VandeWalle, 1997 ) relate to performance, with learning and performance‐prove relating to performance through regulatory foci of prevention and promotion, respectively. Regulatory focus, a type of self‐regulation, entails the implementation of specific strategies in pursuit of goals and thus gives us insight to how a person pursues a chosen goal. In a combination of laboratory and field studies, we examine the role of regulatory focus as a mediator between goal orientation and task performance. We find evidence that regulatory focus strategies differentially mediate the goal orientation/task performance relationship. Theoretical ramifications for these relationships, as well as practical implications, are discussed. Copyright © 2010 John Wiley & Sons, Ltd.     

Control of electrostatic charge for powder by using feedback control-type ionizer system

As a method to prevent or mitigate cone discharges in a specific section such as a large silo, we have developed a new feedback control-type ionizer system. The feedback control-type system is composed mainly of an ionizer, an electrostatic field strength meter, and computer control equipment. In this study, we evaluated experimentally the practical version of the feedback control-type ionizer system through several tests in a pneumatic powder transport facility. The specific charges of the falling pellets in the silo were also measured for 10 s using a Faraday cage. Polypropylene (PP) pellets with a mean particle size of 3 mm were used in this experiment. The results of the experiment revealed that the feedback control-type ionizer system had the following characteristics: (1) it is possible to control the performance of the ionizer with a supply current; (2) the electrostatic field strength in the loading pipe from the charged powder is reduced and maintained at near zero by using the feedback control-type system; and (3) the performance of the feedback control-type system is superior to that of others, such as the conventional AC- or DC-type ionizers.     

Nation,demographic, and attitudinal boundary conditions on leader social rewards and punishments in local governments

Boundary conditions on the relationships of contingent rewards and noncontingent punishments with evaluated performance and satisfaction are sought for supervisory and professional staff in local governments in the United States and Japan. Subgroup differences in tolerance for noncontingent punishment are reflected in mean differences in its use between nations (more reported in Japan), genders (less reported by women), and regions of the United States. The effects of noncontingent punishment on outcomes were not found for U.S. police sergeants. Evidence for a national contingency is reflected in the finding that the relationship of noncontingent punishments (but not contingent rewards) with cooperation, individual effectiveness, and satisfaction was stronger in the United States than in Japan. The study adds caution to the culture‐free and contingency‐free application of the theory of performance‐contingent rewards and punishments. Implications for the theory of social rewards and punishments and for the contingencies and criteria considered in leadership research, particularly cross‐cultural leadership research, are addressed. Copyright © 2007 John Wiley & Sons, Ltd.     

Causal attribution in explanations of near-crash events behind the wheel,and its relationship to comparative judgments

IntroductionThe development of skills essential for avoiding crashes depends, in particular, on how drivers explain the causes of dangerous driving behaviors that resulted in a near crash. Here, we analyze causes attributed to such behaviors by car drivers in a self-report study. We explore the relationships between the dimensions of causal attribution, attribution of responsibility for the near crash, and drivers' comparative judgments.MethodFor approximately two months, drivers used logbooks to document the near crashes that occurred during their trips. The causes attributed in those reports to driving behaviors resulting in near crashes were then coded by two judges on the basis of several causal dimensions. Drivers also estimated their own and an average driver's skill levels, and their risk of being involved, as a driver, in a crash.ResultsWe distinguished main types of causes of the near crashes reported. Drivers had a tendency to more often attribute external causes to their own behaviors resulting in near crashes than to those of others. The probability of attributing a controllable cause increased with overestimation of one's own skills and decreased with underestimation of one's own risk in comparison to other drivers. The probability of attributing a stable cause increased with underestimation of one's own risk.ConclusionsWhen they explained their own behaviors resulting in near crashes, drivers mentioned different causes than when they explained those of others. Overestimation of one's own skills as compared to other drivers could be beneficial for developing crash-avoiding skills, insofar as it seems to foster attribution of controllable causes. By contrast, underestimation of one's own risk could have the opposite effect.Practical applicationsVulnerability to road risks should be stressed in driver’s training and risk communication campaigns. However, self-confidence with respect to one's skills should not always be targeted as a safety problem.     

Why seeking feedback from diverse sources may not be sufficient for stimulating creativity: The role of performance dynamism and creative time pressure

We explore how the impact of seeking feedback from different sources (i.e., feedback source variety) on employee creativity is shaped by perceptions of the work environment. Specifically, we argue that two contextual factors, namely, performance dynamism (Study 1) and creative time pressure (Study 2), moderate the relationship between feedback source variety and creativity such that under conditions of high performance dynamism and low creative time pressure, individuals benefit from diverse feedback information. In Study 1 (N = 1,031), the results showed that under conditions of high performance dynamism, the relationship between feedback source variety and self‐reported creativity was nonlinear, with employee creativity exponentially increasing as a function of feedback source variety. Similarly, in Study 2 (N = 181), we found that under conditions of low creative time pressure, the relationship between feedback source variety and employee creativity was nonlinear, with supervisor‐rated creative performance exponentially increasing at higher levels of feedback source variety. Such results highlight that the relationship between feedback source variety and creative performance is affected by the perceptions of the work environment in which feedback is sought.     

An empirical analysis of a goal setting questionnaire

This research presents an analysis of a goal setting questionnaire developed by Locke and Latham (1984). The Locke and Latham measure attempts to assess the core goal attributes of ‘specificity’ and ‘difficulty’, as well as other attributes of the goal setting process (such as perceptions about ‘performance feedback’, ‘supervisor support’, ‘conflict’ and ‘stress’). The psychometric properties of the measure were examined using respondents from employees of a large, west-coast electronics organization. A principal components analysis extracted 10 meaningful factors and identified a need for additional items. Results generally supported the meaningfulness of the goal setting factors and provide important directions for future research.     

Is career management related to employee development and performance?

The career management process involves career exploration, development of career goals, and use of career strategies to obtain career goals. The relationship between different aspects of the career management process and employee development behavior and performance was examined in this study. Employees provided information concerning their personal characteristics, career management strategies, their manager's support for career development, and willingness to participate in development activities. Managers provided ratings of each employee's job performance and developmental behavior. Position, manager's support for development, environmental exploration, and distance from career goal explained significant variance in employees' willingness to participate in development activities and developmental behavior. Career management was not significantly related to performance ratings. Research and practical implications of the study findings are discussed.