Goal setting and task performance: 1969-1980

Locke, Edwin A.; Shaw, Karyll N.; Saari, Lise M.; Latham, Gary P.

doi:10.1037/e522282009-001

Cited by 509 publications

(866 citation statements)

References 69 publications

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“…Staff were instructed to set a daily goal for themselves, but were not told if they had met their goal for the day or not. According to Locke, Saari, Shaw, and Latham (1981), feedback is a critical component of effective goal-setting and, as the results showed in the Self-Management phase, staff did increase their positive interaction once they were able to generate their own feedback from daily charting and self-evaluating their performance.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of staff management strategies to increase positive interactions in a vocational setting

Suda

Miltenberger

1993

Behavioral Interventions

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The purpose of this study was to determine the minimal components of a self‐management program necessary to increase positive interactions among staff and clients working in a vocational setting. Three interventions were implemented, as needed, in an additive fashion including: Instruction and Goal Setting, Self‐management, and Feedback. Instruction and Goal Setting did not increase staff positive interactions to a criterion level of 30% of intervals. However, during the self‐management phase, all staff increased their positive interactions with clients, but two staff required feedback to maintain their positive interactions at the criterion level. Measures of generalization, compliance, and acceptability showed that increases in positive interactions occurred outside the assessment sessions; staff were consistently employing the procedures; and staff found all procedures to be acceptable.

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Section: Discussionmentioning

confidence: 99%

Evaluation of staff management strategies to increase positive interactions in a vocational setting

Suda

Miltenberger

1993

Behavioral Interventions

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“…As operationalized in this study, a bb scheme imposes higher performance goals than does an fp scheme. The higher the performance goal, the higher the individual performance level and resulting group performance While there are practical limitations to increasing performance, goal theory [13] suggests that harder goals yield higher performance regardless of skill level if and only if the goals are accepted by the participant. Therefore, we expect performance to be higher for a bb scheme as compared with an fp scheme.…”

Section: Hypoi'hesis Specificationmentioning

confidence: 99%

“…Further, if all subjects followed the instruction to decode as many cards as possible, there should be no effect from the compensation scheme. However, as shown in [13], people do not do their best by just being asked. pointed out, many firms give performance-based contracts that are based on a budget (target) level of performance.…”

Section: Interimmentioning

confidence: 99%

Compensation Schemes, Skill Level, and Task Performance: An Experimental Examination*

Dillard

Fisher

1990

Decision Sciences

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Recent simulation-based studies of linear programming models for discriminant analysis have used the Fisher linear discriminant function as the benchmark for parametric methods. This article reports experimental evidence which suggests that, while some linear programming models may match or even exceed the Fisher approach in classification accuracy, none of the fifteen models tested is as accurate on normally distributed data as the Smith quadratic discriminant function. At the minimum, further testing is warranted with an emphasis on data sets that arise from significantly non-Gaussian populations. Subject Areas: Linear Programming and Statistical nchniques.

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“…At the macro level, it has been demonstrated that differences between organizations in their human resource policies do affect employee attitudes and responses (Ogilvie, 1987;Caldwell, Chatman and O'Reilly, 1990;Kinicki, Carson and Bohlander, 1992). In terms of individual processes and systems, there is extensive literature on goal setting (Locke, Shaw, Saari and Latham, 1981), on performance appraisal and feedback (Fletcher, 1986;Fletcher and Williams, 1992a), and on incentives (e.g. Pritchard, Jones, Roth, Stuebing and Ekeberg, 1988).…”

Section: Introductionmentioning

confidence: 99%

Performance Management, Job Satisfaction and Organizational Commitment¹

Fletcher

Williams

1996

British J of Management

154

129

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A number of investigations have focused on aspects of human resource management policy and their impad on employees. The study reported here examines the extent to which the main elements of performance management systems are assodated with positive employee attitudes. Questionnaire measures of performance management variables and of employee attitudes were obtained from 860 staff in nine organizations, dl of which had been ascertained to be operating performance management systems The findings indicate that most elements of performance management did contribute to positive employee attitudes, and that between them they accounted for a substantial proportion of the variance in measures of orgMiZational commitment and (especially) job satisfaction. Some differences in the data from public and private-sector organizations were found.

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Goal setting and task performance: 1969-1980

Cited by 509 publications

References 69 publications

Evaluation of staff management strategies to increase positive interactions in a vocational setting

Evaluation of staff management strategies to increase positive interactions in a vocational setting

Compensation Schemes, Skill Level, and Task Performance: An Experimental Examination*

Performance Management, Job Satisfaction and Organizational Commitment¹

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Goal setting and task performance: 1969-1980

Cited by 509 publications

References 69 publications

Evaluation of staff management strategies to increase positive interactions in a vocational setting

Evaluation of staff management strategies to increase positive interactions in a vocational setting

Compensation Schemes, Skill Level, and Task Performance: An Experimental Examination*

Performance Management, Job Satisfaction and Organizational Commitment1

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Performance Management, Job Satisfaction and Organizational Commitment¹