With this study we aim to create an understanding about motivational effect of using centralized goal-setting in multiunit organizations. Multiunit organizations are often decentralized in their structure, allowing units and their employees to have control over their day-to-day activities and decisions. At the same time, the organization requires control in order to create uniformity. A way to impose control is by using performance targets for the units and its employees. The employees are used to being self-directed in their work, and we have researched how this central form of control will affect their motivation.   In order to illustrate this, we have conducted a qualitative case study at different units in a banking and insurance company in Sweden. Goal-setting has increased in this industry, and at the same time, employees have the mandate to make decisions about their daily work at a local level. We therefore argue that using a multiunit company in this industry will illustrate the motivational effect of centrally assigned goals. We have conducted ten semi-structured interviews with sales employees and with two managers of Organization X. Our research approach to this study is of an abductive character, as our process has been back and forth between existing theory and findings from our research.             The mainly intrinsically motivated employees in this case expressed an understanding of the assigned goals. However, they had difficulties being committed to the goals because they felt that the goals were set too far away from their local market. Sales employees in this type of organizational structure are used to have the mandate to control their day-to-day work activities, and therefore it becomes frustrating for them to partly be controlled in terms of sales targets. Centralized assigned goals have a negative effect on motivation for most of the employees, who have trouble accepting and feeling committed to the goals. However, the assigned goals can temporarily trigger motivation to sell certain products, for example through a competition. We argue that the distribution of the centrally assigned goals have to be well communicated and explained to the employees, and that organizations give room for local adjustment of the centrally assigned goals.

Recent research has demonstrated that over time, consecutive high performance goals can increase unethical behavior by depleting one's self-regulatory resources (Welsh & Ordóñez, 2014). In this study, I extend the mediated model connecting goals, depletion, and unethical behavior. First, I propose that the depleting effects associated with a single goal can increase depletion and facilitate unethicality both in pursuit of the goal and also in unrelated areas. Second, I draw from the goal-setting literature to hypothesize that high levels of goal commitment will moderate the relationship between high performance goals and depletion by strengthening this effect. Third, I integrate research related to information processing to hypothesize that because automatic processing influences behavior more when participants are depleted, subconscious ethical priming will moderate the relationship between depletion and unethical behavior by attenuating this effect. A laboratory study is presented to test the expanded model combining mediation and moderation, adding to our understanding of the factors that influence the strength of the relationship connecting high performance goals and unethical behavior. Results generally did not support the developed model and a number of potential limitations and directions for future research are discussed.

Thesis (MEd) -- University of South Australia, 1993

If current environmental problems are to be addressed and future environmental problems are to be prevented, significant changes are needed in the way people live. Environmental education has been identified as an important tool for encouraging people to make the changes needed for sustainability. However, environmental education has been largely ineffective in doing this. Education about the environment is being achieved, but education that creates the skills and motivation for action is not. The purpose of this research was to investigate the potential of goal setting to be used in environmental education programs to develop the skills and motivation required to change environmental behaviour and create positive environmental outcomes. Goal setting is one of the most replicable and reliable of psychology theories, with extensive evidence of its benefits for increasing performance and changing behaviour. The premise of this research was to take an already proven and well-established behaviour change theory and apply it within environmental education programs. The first step was to develop a framework, which enabled goal setting to be incorporated into a program. To do this the environmental behaviour change literature was reviewed and the components of successful environmental education were identified and incorporated into the framework. The goal setting literature was also reviewed to determine the characteristics of an effective goal and how goal setting could be facilitated to create greater goal achievement. As there has been little research on the community’s attitudes towards goal setting a questionnaire was developed to determine if the Perth community uses goals, the characteristics of those goals and how those goals may be linked to behaviour. The survey indicated that most people were already using goals in their daily lives and the majority of people would respond positively to the use of goal setting in an environmental education program. Thus, a new environmental education framework was developed which included providing action knowledge, teaching goal setting skills, setting goals and providing continued feedback and support. The proposed environmental education framework was then implemented and evaluated through two environmental education programs, Green Houses and Living Smart. The Green Houses program assessed the effectiveness of the framework for reducing household energy consumption and the effectiveness of different communication methods for delivering the framework. Personal communication through the workshop was the most effective method for changing behaviour, with workshop participants reducing their energy consumption by 17%. The website and booklet approach also had reductions in energy consumption (7% & 8%, respectively). The schools group was the only group not to achieve a reduction, suggesting that what the students learnt about energy saving was not being transferred to the home environment or impacting on their parent’s behaviour. The groups that set goals reduced their energy consumption by an additional 5% compared to the corresponding control groups and maintained those savings for a significantly longer period of time. The Living Smart program then assessed the effectiveness of the framework for creating behaviour change across a range of sustainability topics. As a result of the program, participants significantly increased both their environmental knowledge and sustainable behaviours. A control group that received the same environmental information as the Living Smart group, but no goal setting skills, only increased their environmental knowledge. This demonstrated that environmental information alone is not sufficient for changing behaviour. The qualitative evaluation identified that goal setting facilitated behaviour change in participants because it gave them direction and strategy and increased their motivation and commitment to changing their behaviour. Importantly, the goal setting process worked equally well across all the sustainability topics, suggesting that the tool works for a variety of behaviours, not just energy conservation. In conclusion, the goal setting process and framework created effective behaviour change that was maintained longer than when goal setting is not used. The goal setting process and framework can be delivered effectively through a range of communication strategies and can be applied effectively to a range of environmental behaviours. Therefore, goal setting is an effective and valuable behaviour change tool that has great potential across a range of environmental education programs to create positive environmental outcomes in, for and about the environment.

Thesis (M.A.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 47-51).

Thesis (Ph.D.)--Ohio University, November, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 152-161). Also available via the Internet.

Thesis (M.S.)--University of Wisconsin--Madison, 1984. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 90-92).

Thesis (M.A.)--Michigan State University. Dept. of Psychology, 2008. / Title from PDF t.p. (viewed on Aug. 7, 2009) Includes bibliographical references (p. 81-84). Also issued in print.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.