Introduction: The potential benefits of collaborative goal setting in the clinical setting have been shown. However, we have a limited understanding about what needs to have transpired between a patient and his or her clinician for them to report that they engaged in collaborative goal setting. Therefore, our ability to monitor and foster collaborative goal setting remains limited. Methods: My three-manuscript dissertation used a mixed-methods approach utilizing both qualitative and quantitative research methods. The aims of my study were to: (1) develop a conceptual model of collaborative goal setting as perceived by patients; (2) generate a list of survey items for possible inclusion in a measure of collaborative goal setting, using results from patient focus groups and input from an expert panel; and (3) administer the collaborative goal setting measure to a sociodemographically diverse sample of patients with diabetes and test the psychometric properties of the measure. Results: Study 1 found that patients described collaborative goal setting as containing four distinct domains that occurred within the context of a caring relationship with their health care provider: (1) listen and learn from each other; (2) share ideas honestly; (3) agree on a measurable objective; and (4) support for goal achievement. Patients also articulated clear responsibilities for themselves and their clinicians within each domain and described collaborative goal setting as a process that occurs over time. Study 2 found that the second-order factor analysis supported the proposed measurement structure of a 37-item measure of patient-perceived collaborative goal setting. Overall model fit of the first-order model was good (χ = 4366.13, p<.001; RMSEA = .08). The internal consistency of the second-order model scales [caring relationship, listen and learn, share ideas, agree on a measurable objective, and support for goal achievement] were very high (α = .89-.94) as was the reliability (Mcdonald’s Ώ = .819). Study 3 found that the only significant pathway was the relationship between collaborative goal setting and self-management, which was partially mediated by self-efficacy (p<.05). After controlling for a variety of socio-demographic characteristics, the partial mediation model with self-efficacy was no longer significant (p=.055), however, the direct effects remained significant: self-management and collaborative goal setting (p<.001) and self-efficacy (p<.001), as well as self-efficacy on collaborative goal setting (p<.05). Discussion: Findings from these three studies support the new measure of collaborative goal setting developed from patient perceptions of this process.

Although there is considerable interest in the role of performance management systems (PMS) to enhance innovation and performance, there is limited literature regarding successful implementation in organisations. Most research has focused on the technicalities of performance management implementations, while neglecting the human reactions that influence the outcomes of such systems. This research therefore aimed to examine employees’ perceptions of performance management systems in various organisations and how performance management systems, or the lack thereof, specifically influence performance in the Namibian organisational context. A multiple case study methodology was adopted for the research, where open-ended questionnaires and semi-structured interviews were used to collect data from various organisations. Data was primarily analysed by means of qualitative content analysis which was supported by the pattern matching technique. The research findings supported goal setting theory which predicts that performance benefits can be realised by implementing specific challenging goals because they have a motivational effect on employees compared to vague and easy goals. Findings also supported theory which suggests employee participation in goal setting and providing feedback led to higher performance compared to when goals are assigned and no feedback is given. The findings supported predicted positive relationships between rewards and performance. However, findings also suggested that performance management systems, or lack thereof, are unfair because rewards are distributed unjustly, which has a negative effect on performance. Nevertheless, it was suggested that employees are more motivated to perform by intrinsic factors, including achieving challenging goals, than extrinsic factors. These findings not only supported goal setting theory, they supported McGregor’s (1960) theory Y which argued that employees are ambitious and motivated by more than money, yet surprisingly also supported his theory X as it was revealed that some employees would only work harder if rewards, or performance bonuses, are given. Although the research aimed to test goal setting theory, findings also supported Vroom’s (1964) valence-instrumentality-expectancy theory, Maslow’s (1943) and McClelland’s (1975) need theories, which all argue that performance is enhanced by other sources of motivation. The findings supported contradictory theories, yet discovered interdependency among the theories, which created a cyclical notion. This means, Vroom’s (1964) theory argues that an employee can be motivated to perform better when there is a belief that the better performance will lead to good performance appraisal and in the realisation of personal goal in the form of some reward. It, however, implies that goal setting theory has no impact on employees’ performance. Yet, according to the qualitative findings, some employees will only increase performance if their performance is monitored and appraised. Therefore organisations are required to have performance management systems in place, in turn, supporting goal setting theory. The research attempted to generate meaningful insight that would be beneficial to organisations, in and outside Namibia, that are considering implementing or improving their performance management systems by incorporating what employees perceive to be fundamentally important. Communication, management support, performance feedback, education and training, goal setting and employee participation are amongst the factors perceived as essential to effective performance management systems implementation. As literature (Bernardin & Beatty, 1984; Fox & Spector, 2002) has affirmed, these findings stress that the effectiveness of performance management systems depends on employees’ attitudes and perceptions of the systems.

The present research explored associations between potential antecedents of subordinate learning agility and subordinate performance (perceived manager coaching behavior, subordinate learning goal orientation, and perceived manager-subordinate psychological safety). Two studies were conducted: one in a healthcare organization and another using crowd-sourced data. Findings demonstrated significant associations between study constructs. Specifically, structural equation modeling and regression results demonstrated that perceived manager coaching behavior was associated with perceived manager-subordinate psychological safety and with subordinate learning agility. Analyses also established that subordinate learning goal orientation was associated with subordinate learning agility. Additionally, results demonstrated that perceived manager-subordinate psychological safety was associated with subordinate learning agility. Finally, results did not verify an association between subordinate learning agility and subordinate performance, although this may have been due to methodological issues rather than empirical ones. Future research should assess causal mechanisms, other antecedents, and contextual elements such as the level of change in an organization. A fuller study of these constructs may provide more understanding of the importance of learning agility in the workplace. Implications for organizations are discussed.

An extensive body of literature supports the clinical utility and feasibility of client-centric goal-setting techniques in neurorehabilitation. However, such techniques are seldom used and difficult to adopt in mainstream clinical practice. Two primary barriers that limit uptake and adoption of individualized goal-setting techniques into routine practice include: (1) lack of an operationalized framework susceptible to variations in the characteristics of the user and constraints of a medical setting and (2) limited knowledge on the part of clinicians and clients to confidently engage in goal-setting conversations. The eGAS app was designed to address the need for a semi-structured client-centric goal-setting framework for clinicians engaged in neurorehabilitation. This study used a single-subject design to investigate the effects of using eGAS in an outpatient hospital setting on clinician behavior and client responsiveness. A nonconcurrent, multiple-baseline design was used across three clinicians to determine if use of eGAS would result in functional changes in collaborative interviewing behaviors, validity of generated goal scales, and reliability of the process. Results revealed that using eGAS had strong functional effects on collaborative interviewing behaviors and validity of goal scales, and a weak effect on reliability. Another noteworthy finding was that eGAS could be implemented with relatively high fidelity within the constraints of a clinical context despite variations in the characteristics of the end-user, i.e. clients and clinicians. I discuss support for ecological validity of eGAS in terms of implementation barriers and facilitators that affected outcomes, methodological limitations, and future steps to improve design validity and implementation integrity.

Law, Wing Sze Vikki. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 38-40). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.ii / Chapter Chapter 1 --- Introduction --- p.1 / Background of Goal Setting Theory --- p.1 / The Dark Side of Goal Setting --- p.2 / How does goal setting motivate unethical behavior? --- p.5 / Organizational climate encourages unethical behavior --- p.6 / Costs of goal failure and the benefits of unethical behavior --- p.6 / The effects of extrinsic reward --- p.8 / "Goal proximity and the ""Goal Looms Larger Effect""" --- p.9 / Mediating role of goal commitment --- p.9 / Chapter Chapter 2 --- Method --- p.11 / Participants and Design --- p.11 / Task and Procedures --- p.11 / Manipulations --- p.12 / Chapter Chapter 3 --- Result --- p.15 / Main Analyses --- p.15 / Goal assignment methods and perceived goal difficulty and specificity --- p.15 / Goal assignment methods and perceived level of challenge and stress --- p.16 / Goal assignment methods and performance --- p.17 / Goal assignment and work effort --- p.19 / Performance overstatement and understatement --- p.20 / Goal assignment methods and unethical behavior --- p.23 / Goal proximity and unethical behavior --- p.24 / Goal assignment and goal commitment --- p.25 / The mediating role of goal commitment on unethical behavior --- p.26 / Chapter Chapter 4 --- Discussion --- p.28 / Goal setting and work effort --- p.28 / Goal setting and performance --- p.29 / The Dark side of goal setting --- p.30 / Goal proximity --- p.32 / Mediating role of goal commitment --- p.32 / Goal setting and goal commitment --- p.32 / Chapter Chapter 5 --- Conclusion and Implications --- p.34 / Limitations and future studies --- p.36 / Reference --- p.38 / Appendix I Workbook --- p.41 / Appendix II Goal commitment scale --- p.61

A systematic, empirical study conducted in eight hospital operating rooms found that employees often select opportunity-dependent goals. These goals are self-set or chosen by the individual, but the opportunity to perform the goal chosen is dependent on others. For example, "learn to circulate on total joint surgeries" is a self-set, opportunity-dependent goal. The individual must be assigned to that job. It was found that when this type of goal is chosen and the individual is not given the opportunity to perform it, the individual attributes the failure to external causes. This failed opportunity-goal type was significantly related to lower motivation, whereas failed self-dependent goals (for example, "become more proficient on the computer") were related to higher motivation. It was found that the joint influence of the attributional dimensions of causality, stability, and control were affecting these differences for the two types of failed goal groups.

Research into learner autonomy has confirmed the importance of learner competencies such as effective strategy use, goal setting and planning, maintaining motivation, and the ability to reflect and self-evaluate to the development of autonomy. The introduction of key competency frameworks to develop learner autonomy has been a focus of recent curriculum development from primary through to tertiary levels in the New Zealand education system. However, facilitating and managing the development of these learning competencies in a programme of study that has a number of different papers and staff, can be problematic. The learning portfolio is emerging as a possible medium to provide the required framework. This study investigated the effectiveness of an ePortolio in enhancing learner autonomy in the context of a language learning programme. The aim of this study was to gain insight from a student perspective into the usfulness of ePortfolios as a tool to enhance student learning. Investigating learner autonomy and the development of self-reflection resulting from the use of ePortfolios was the main focus of the study. It also examined some of the practicalities of using an ePortfolio to develop the desired learner competencies, and discussed whether an ePortfolio provides an effective framework to record, monitor and provide feedback to students. The results of the study reinforce the findings of previous studies in that there are benefits of ePortfolios as they encourage reflection. ePortfolios also have the potential to support the reflective process by making learning outcomes visible and they promote goal-setting. However, despite these apparent benefits, the findings suggest that there are many challenges, which have the potential to negatively influence its effectiveness. The ePortfolio in this study was used with varying degrees of success. The findings have raised several issues regarding the introduction of an ePortfolio. The time it takes for teachers to give individual feedback and maintain an adequate level of feedback throughout the semester was one major challenge. The extent to which learners need to be trained in the purpose of the ePortfolio and its link to reflection and developing autonomy was another issue that was raised. In addition, getting students to reflect on their learning holistically also proved to be problematic. Overall however, findings as to the effectiveness of the ePortfolio in promoting autonomous learning appear promising, but they have highlighted the need to make changes to the ePortfolio itself. Its integration into the curriculum needs to be reconsidered to maximize its use and gain maximum benefit.

<p>Coaching är ett verktyg som används för att ta någon annan från ett nutida läge till att nå ett framtida mål, utöka sina potentialer och utvecklas som person. Studiens syfte var att genom en kvalitativ ansats undersöka olika aspekter av coaching som resulterat i ett givande resultat för den enskilda individen. Syftet var även att undersöka vilka problem deltagarna stötte på i processen samt coachens roll. Åtta personer intervjuades och resultatet visar att de tyckte att coachingen resulterat i förbättrad självkänsla och självkännedom, ett förändrat tankesätt och en tydligare målbild. Relationen till coachen upplevdes betydande i form av stöd och feedback i processen. Att förändra och omstrukturera beteende och tankar upplevdes som svårast. I studien framkom att coaching som metod, bör anpassas och utformas efter individens behov för att gynna personlig utveckling. Samtidigt visade sig även målskapandet inneha en central och avgörande del i coachingprocessen.</p>

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 131-139).

Coaching är ett verktyg som används för att ta någon annan från ett nutida läge till att nå ett framtida mål, utöka sina potentialer och utvecklas som person. Studiens syfte var att genom en kvalitativ ansats undersöka olika aspekter av coaching som resulterat i ett givande resultat för den enskilda individen. Syftet var även att undersöka vilka problem deltagarna stötte på i processen samt coachens roll. Åtta personer intervjuades och resultatet visar att de tyckte att coachingen resulterat i förbättrad självkänsla och självkännedom, ett förändrat tankesätt och en tydligare målbild. Relationen till coachen upplevdes betydande i form av stöd och feedback i processen. Att förändra och omstrukturera beteende och tankar upplevdes som svårast. I studien framkom att coaching som metod, bör anpassas och utformas efter individens behov för att gynna personlig utveckling. Samtidigt visade sig även målskapandet inneha en central och avgörande del i coachingprocessen.