Effects of assigned versus participatively set goals, knowledge of results, and individual differences on employee behavior when goal difficulty is held constant.

In Exp I, 60 female clerical workers were randomly assigned to participative, assigned, and "do best" goal conditions on a clerical test. Specific goals led to higher performance than did the "do best" goals. With goal difficulty held constant, there was no significant difference between the assigned and participative conditions on performance or goal acceptance. Goal attainment, however, was higher in the assigned condition than it was in the participative condition. No main or interaction effects were found for knowledge of results (KR) or for individual difference measures with performance or goal acceptance. However, high self-esteem Ss who received KR attained their goals more often than did Ss with low self-esteem when the goals were participatively set. Exp II was conducted with 28 employees from the same sample in a performance-appraisal setting over an 8-mo period. Assigned goals resulted in higher performance and greater goal acceptance than participatively set goals. There was a positive linear relationship between goal difficulty and performance in the participative condition only. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Goal setting and task performance: 1969–1980.

Results from a review of laboratory and field studies on the effects of goal setting on performance show that in 90% of the studies, specific and challenging goals led to higher performance than easy goals, "do your best" goals, or no goals. Goals affect performance by directing attention, mobilizing effort, increasing persistence, and motivating strategy development. Goal setting is most likely to improve task performance when the goals are specific and sufficiently challenging, Ss have sufficient ability (and ability differences are controlled), feedback is provided to show progress in relation to the goal, rewards such as money are given for goal attainment, the experimenter or manager is supportive, and assigned goals are accepted by the individual. No reliable individual differences have emerged in goal-setting studies, probably because the goals were typically assigned rather than self-set. Need for achievement and self-esteem may be the most promising individual difference variables. (3? p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The trouble with friendly faces: Skilled performance with a supportive audience.

In 3 experiments, supportive audiences were associated with unexpected performance decrements (i.e., "choking" under pressure). On a difficult, skill-based task, participants were more likely to fail when observed by supportive audiences than when observed by nonsupportive audiences. When the criterion for success was easy, supportive audiences had no effect. With a difficult criterion, supportive audiences elicited cautious, protective strategies that were associated with poor performance: Speed decreased without improving accuracy. Despite impairments caused by supportive audiences, performers found supportive audiences more helpful and less stressful than neutral or adversarial audiences, and participants believed (wrongly) that they performed better with a supportive audience. Results suggest that people are not aware of debilitating effects of supportive audiences and may opt for emotional comfort rather than objective success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Importance of participative goal setting and anticipated rewards on goal difficulty and job performance.

In Study 1, 76 engineers/scientists either participated in the setting of, or were assigned, specific behavioral goals during their performance appraisal. Participative goal setting resulted in more difficult goals being set than was the case when the goals were assigned. Perceptions of goal difficulty, however, were not significantly different in the 2 goal-setting conditions. In Study 2, the analysis of the performance data collected 6 mo later on 132 engineers/scientists revealed main effects for both goal setting and anticipated rewards. Only participative goal setting led to significantly higher performance than a "do your best" and a control group condition. There was no significant difference between the performance of the latter 2 conditions despite the fact that the individuals in the do-your-best group received knowledge of results. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Structurally specific heparan sulfates support primitive human hematopoiesis by formation of a multimolecular stem cell niche

Stem cell localization, conservation, and differentiation is believed to occur in niches in the marrow stromal microenvironment. Our recent observation that long-term in vitro human hematopoiesis requires a stromal heparan sulfate proteoglycan (HSPG) led us to hypothesize that such HSPG may orchestrate the formation of the stem cell niche. We compared the structure and function of HS from M2-10B4, a hematopoiesis-supportive cell line, with HS from a nonsupportive cell line, FHS-173-We. Long-term culture-initiating cell (LTC-IC) maintenance was enhanced by PG from supportive cells but not by PG from nonsupportive cells (P <.005). The supportive HS were significantly larger and more highly sulfated than the nonsupportive HS. Specifically, supportive HS contained higher 6-O-sulfation on the glucosamine residues. In agreement with these observations, purified 6-O-sulfated heparin and highly 6-O-sulfated bovine kidney HS similarly maintained LTC-IC. In contrast, completely desulfated heparin, N-sulfated heparin, and unmodified heparin did not support LTC-IC maintenance. Moreover, the supportive HS promoted LTC-IC maintenance but not differentiation of CD34(+)/HLA-DR- cells into colony-forming cells (CFCs) and mature blood cells. The supportive HS but not the nonsupportive HS bound both cytokines and matrix components critical for hematopoiesis, including interleukin-3 (IL-3), macrophage inflammatory protein-1 (MIP-1), and thrombospondin (TSP). Significantly more CD34(+) cells adhered directly to immobilized O-sulfated heparin than to N-sulfated or desulfated heparin. Thus, hematopoiesis-supportive stromal HSPG possessing large, highly 6-O-sulfated HS mediate the juxtaposition of hematopoietic progenitors with stromal cells, specific growth-promoting (IL-3) and growth-inhibitory (MIP-1 and platelet factor 4 [PF4]) cytokines, and extracellular matrix (ECM) proteins such as TSP. We conclude that the structural specificity of stromal HSPG that determines the selective colocalization of cytokines and ECM components leads to the formation of discrete niches, thereby orchestrating the controlled growth and differentiation of stem cells. These findings may have important implications for ex vivo expansion of and gene transfer into primitive hematopoietic progenitors.     

Task Interest and Actual Performance: The Moderating Effects of Assigned and Adopted Purpose Goals.

This research examined whether and which purpose goals moderate the relationship between task interest and actual performance and whether assigned goals have different effects (Study 1) than adopted goals (Study 2). Two studies were conducted using a full 2 X 2 design of the performance-mastery and approach-avoidance distinctions, plus control conditions. In the control conditions, that is, in a neutral purpose goal context, the expected positive relationship between initial task interest and actual performance was found. In a purpose goal context, this link held only for a congruent mastery-approach goal (either assigned or adopted). The gain in task interest found in a neutral purpose context was observed in the purpose goal conditions only when participants attained their purpose goals. It was concluded that having an incongruent purpose goal may undermine the positive effect of prior task interest on actual performance as well as on subsequent task interest. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Productivity and extra-role behavior: The effects of goals and incentives on spontaneous helping.

Examined the effects of goals and monetary incentives on performance and extra-role behavior. 154 Ss worked on an order-processing task for 20 min under easy, moderate, or difficult goals and were paid either a flat rate or a bonus for goal attainment. During the experimental task, a confederate co-worker attempted to elicit help from the S. Results indicate that goals were positively related to performance, that goals were negatively related to extra-role behavior among individuals committed to the goals, and that the lowest extra-role behavior was observed among Ss assigned to difficult goals and paid on the basis of goal attainment. Implications are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of proportional representation and gender orientation of the task on emergent leadership behavior in mixed-gender work groups.

Much of the research that has examined the behavioral consequences of membership in mixed-gender work groups suggests that men are more participative and influential in task-related behavior. Drawing from elements of sociological, structural, and psychological perspectives, this study examined the effects of group gender composition and gender orientation of the group's task on patterns of emergent leadership behavior. Participants were assigned to male-dominated, female-dominated, or balanced-gender groups for the purpose of discussing and generating solutions for two business-related cases-each case emphasized either male-oriented or female-oriented expertise. The findings suggest that the proportional representation of men and women in a work group, along with the gender orientation of the group's task, can significantly influence the level of leadership behavior exhibited in group activity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assigned versus participative goal setting with educated and uneducated woods workers.

Conducted a field experiment of (a) 24 educationally disadvantaged woods worker crews and (b) 24 educated logging crews to compare assigned goal setting, participative goal setting, and a "do your best" condition. The experiment was conducted separately for each sample. Results show that for the uneducated Ss, the participative condition had higher productivity than the assigned and "do your best" conditions. In addition, goal difficulty and goal attainment were significantly higher in the participative condition than in the assigned condition. No significant differences among conditions were found for the educated Ss, although this may have been due to problems in implementation of the goal-setting program with this sample. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of ability, assigned goals, and normative information on personal goals and performance: A challenge to the goal attainability assumption.

58 undergraduates were assigned randomly to 1 of 6 experimental conditions representing 2 levels of goal difficulty (easy vs very hard) and 3 levels of normative information, indicating that the goal had been achieved by 95, 50, or 5% of students previously tested. Ss then set their own performance goals for a creativity task, which they performed over 10 repeated trials. Following Trial 10, Ss were allowed to choose to continue working on from 0 to 5 more trials. As hypothesized, personal performance goals were strongly influenced by assigned goals, but ability, as measured by pretest performance, had no relation to personal goals. Normative information did not influence personal goals directly but did, unexpectedly, interact with assigned goals. Both assigned goals and ability had significant and independent effects on performance, as hypothesized. The results of a path analysis revealed that assigned goals influenced performance both indirectly, through their influence on personal goals, and directly, due to the fact that most Ss assigned very difficult goals set personal performance goals at or above their ability ceiling. Ss assigned goals beyond their immediate reach did not evidence any decrement in intrinsic motivation when compared with those assigned easier goals. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Erratum to Latham, Mitchell, and Dossett.

Reports an error in the original article by Gary P. Latham, Terence R. Mitchell, and Dennis L. Dossett (Journal of Applied Psychology, 1978, Vol. 63, No. 2, pp. 163-171). In Table 1 of the article, the mean for assigned goal setting and public recognition is incorrect. The corrected mean is given. (The following abstract of this article originally appeared in record 1979-02470-001.) In Study 1, 76 engineers/scientists either participated in the setting of, or were assigned, specific behavioral goals during their performance appraisal. Participative goal setting resulted in more difficult goals being set than was the case when the goals were assigned. Perceptions of goal difficulty, however, were not significantly different in the 2 goal-setting conditions. In Study 2, the analysis of the performance data collected 6 mo later on 132 engineers/scientists revealed main effects for both goal setting and anticipated rewards. Only participative goal setting led to significantly higher performance than a "do your best" and a control group condition. There was no significant difference between the performance of the latter 2 conditions despite the fact that the individuals in the do-your-best group received knowledge of results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reactions to prescribed leader behavior as a function of role perspective: The case of the Vroom-Yetton model.

To examine the reputational consequences of various leader behaviors, 2 experiments were conducted in which a leader's reported actions were either correct or incorrect in terms of the V. H. Vroom and P. W. Yetton (1973) contingency model. Results of Study 1, with 25 22–59 yr old volunteers, indicate that, when cast in the role of subordinates, Ss never rated an autocratic leader's behavior as more effective than a participative leader's behavior, even when the situation was one in which autocratic behavior would be prescribed by the Vroom-Yetton model. This finding was replicated in Study 2 when the perspective of 72 19–63 yr old participants was systematically varied. However, in this study Ss assigned the role of boss evaluated leader effectiveness in total accordance with the contingency principles of the model. Findings suggest that the perspective of the individual viewing a leader influences the way in which he/she evaluates that leader's task effectiveness. Data from both studies indicate a consistently more favorable affective response to the participative than to the autocratic leader, regardless of S's perspective or the circumstances. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of information, choice and task complexity upon goal acceptance, performance, and personal goals.

Tested the hypothesis that information about a goal and/or task, choice in setting a strategy to achieve a goal, and task complexity interact to influence goal acceptance, personal goals, and performance. A laboratory experiment with 96 college students working on a class-scheduling task was used to test the hypothesis. The task consisted of producing mock class schedules consisting of 5 nonredundant classes. The Ss were assigned to either high-information, choice manipulation, or task-complexity conditions. Ss were administered a questionnaire assessing goal acceptance, personal goals, and performance prior to and on completion of the task. Results of 3-way ANOVA conducted on measures of goal acceptance, personal goals, and performance supported the hypotheses that choice in goal-setting and the provision of information interact as do information and task complexity. A 2nd study conducted to generalize these findings also supported the hypotheses. In the 2nd study, 40 animal caregivers (average age 28 yrs) were participants in a replication of the laboratory experiment with task complexity as a repeated-measures factor. Findings are discussed as a means of expanding the position of participation within the goal-setting model. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of goal setting on performance and job satisfaction.

Conducted a field experiment to compare participative, assigned, and no-training (comparison) goal setting groups. 37 sales personnel were trained in participative goal setting, and 41 were trained in assigned goal setting. A 3rd group of 44 served as a comparison unit. Mean age range of Ss was 34.3-36.4 yrs. Measures of 4 performance and 2 satisfaction criteria were collected at 4 data points: baseline (before training), and 6, 9, and 12 mo after training. Analysis of variance and Duncan's multiple-range test results indicate that for at least 9 mo both participative and assigned goal setting Ss were more effective in improving performance and satisfaction. The improvements, however, were generally not found 12 mo after training. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of goals and feedback on performance in groups.

In the first study, 26 undergraduate pairs and 52 individuals worked on a perceptual speed task for 20 min to win prizes based on performance. The pairs set group goals and individual goals to be attained, whereas the individuals set only individual goals. Despite the equal levels of individual goals set, goal acceptance and performance were significantly higher for the pairs than for the individuals. A stepwise hierarchical regression analysis supported the contributions of goal acceptance and group goals to performance. In the second study, 50 undergraduate pairs were assigned a goal to be attained as teams on a perceptual speed task lasting 15 min. Group and individual task feedback, given after 7? min of work, significantly improved performance only for those subjects who were below target for either group or individual feedback, yielding interaction effects on performance. The implications of the findings for group goal setting, social loafing, and organizational effectiveness are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparative analysis of goal-setting strategies across cultures.

Only a few studies that have examined the effects of participation on an individual's goal acceptance and performance have been conducted within a cross-cultural context. In the present study, we tested for the contingency between the effectiveness of goal-setting strategies and cultural values. We examined three goal-setting strategies within three different cultural groups—assigned goals, goals participatively set by a group representative and the experimenter, and goals participatively set by a group. The three cultural groups studied were U.S. students (n?=?60), individualistic and having a high power distance; Israeli students from urban areas (n?=?60), collectivistic and having a low power distance; and Israeli students from kibbutzim (n?=?60), highly collectivistic and having a low power distance. Results indicated that participative strategies led to higher levels of goal acceptance and performance than the assigned strategy. Culture did not moderate the effect of goal-setting strategies on goal acceptance, but it appeared to moderate the strategy on performance for extremely difficult goals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Goal setting, conditions of practice, and task performance: A resource allocation perspective.

Hypotheses regarding the influence of goal assignments on performance of a novel, complex task under varying conditions of practice were derived from a cognitive resource allocation model. Goals and type of practice interacted in their effects on two key performance measures. In the massed-practice conditions, trainees assigned specific, difficult goals tended to perform poorer than trainees in the control (do your best goal) condition. In the spaced-practice conditions, goal trainees performed marginally better than control trainees. Self-report measures of goal commitment, and on-task, off-task, and affective thoughts during breaks and task performance provide additional evidence for the independent and interactive effects of goals and practice conditions on motivation and performance. Results provide further support for the resource allocation framework. Implications for research and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Explaining performance variability: Contributions of goal setting, task characteristics, and evaluative contexts.

263 undergraduates participated in a factorial design consisting of 4 goal conditions (no goal, do your best, easy goal, and difficult goal)?×?3 evaluative contexts (control, peer evaluation, and compliance)?×?2 task characteristics (low and high variety)?×?2 (order of task presentation); all Ss worked on 2 tasks (manual and cognitive). Univariate MANOVAs revealed that performance on the cognitive task was significantly affected by type of goal, task variety, and evaluative context. Performance on the manual task was affected by task variety and evaluative context but not by type of goal. For both tasks, satisfaction was adversely affected by the presence of goals but was unaffected by evaluative contexts. For the cognitive task only, satisfaction was significantly higher in the low-variety condition. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivation, behavior, and performance: A closer examination of goal setting and monetary incentives.

Some experimenters often test predictions from theories of motivation using performance outcomes as dependent variables. It is argued that observable behaviors that are likely to be affected by motivation manipulations should be used in combination with performance outcomes. Such procedures would be sensitive to differential effects of manipulations on various behaviors and would allow for investigation of relationships among behaviors and performance outcomes. For this experiment, 60 17–23 yr olds were hired to work individually on a 2-hr construction task. Ss were assigned to 1 of 2 pay conditions (piece-rate vs hourly) and 1 of 3 goal-setting conditions (no goal, quantity, or quality) resulting in a 2?×?3 crossed analysis of variance design. Dependent variables included 3 measures of effort, 3 measures of direction of behavior, and both quantity and quality performance. Method of payment affected quantity performance and effort. Goal setting affected quantity and quality performance and direction of behavior. Implications for designing and testing work motivation systems are discussed. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Goal setting: The effects on an academic task with varying magnitudes of incentive.

Conducted an experiment with 80 6th graders to determine if goals mediate the effects of incentives on performance and if specific difficult goals raise and maintain performance on academic tasks. Ss were assigned either specific difficult goals or nonspecific general goals. There were 4 levels of monetary incentive with 2 levels of ability blocked within each group. Each S received 3 trials: baseline, acquisition, and withdrawal of reinforcement. Results indicate that specific difficult goals led to higher levels of performance than nonspecific goals across various incentive conditions and maintained those higher levels when previously available incentives were withdrawn. It is concluded that goals have a strong and direct effect upon the level, persistence, and content of subsequent behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)