Thesis (Ph.D.)--Bowling Green State University, 2010. / Document formatted into pages; contains ix, 96 p. Includes bibliographical references.

Many organisations are continuously searching for methods which can be used to improve performance. One such method is by means of implementing a performance management programme. This research study addresses the influence that a performance management programme has on the achievement of organisational and individual performance. To achieve this objective a comprehensive literature study was performed to determine the views on performance, and on performance management programmes. The study also included an investigation into the extent to which a performance management programme should be aligned with organisational and individual goals. Questionnaires, developed from the literature study, were distributed amongst randomly selected respondents, in order to determine the extent to which a specific organisation manages performance, in line with the guidelines provided by the literature study. The information obtained from the questionnaires were compared with the guidelines provided by the literature study in order to identify shortcomings in the influence that the performance management programme has on the achievement of organisational and individual goals at the selected organisation. The final step of this study entailed the formulation of recommendations. Three of these recommendations are regarded as critical to ensure the successful improvement of performance by means of a performance management programme: Firstly, it is of utmost importance that training and development, and the necessary resources to achieve objectives is provided. Secondly, feedback forms an integral part of a performance management programme. Those who provide feedback, need to acquire the necessary skills, so as to ensure that both positive and negative feedback is given to employees, which could ultimately enhance performance. Thirdly, the success of a performance management programme resides with both management and employees. Management need to be committed to the programme, and the well-being of their employees. Management also needs to be able to eliminate problems that negatively influence performance. On the other hand, employees need to realise that a performance management programme is not only linked to pay, but also the development of each individual, and the improvement of performance.

Många motivationsteorier existerar vilka försöker beskriva drivkraften bakom våra handlingar. En sådan är goal-setting teorin enligt vilken specifika svåra mål skapar bättre prestationer. Self-efficacy påverkar dessutom influensen av mål eftersom individer med hög self-efficacy tenderar att engagera sig mer kring uppsatta mål. Effekten av mål verkar även bero på nivån av komplexitet i en uppgift. Syftet med studien var därför att vidare undersöka hur goal-setting och self-efficacy tillsammans påverkar prestationer på uppgifter med olika grad av komplexitet. En enkätundersökning med 145 undersökningsdeltagare genomfördes där prestation på två olika uppgifter testades med och utan mål samt relaterades till generell self-efficacy. Resultaten visade dock inga signifikanta skillnader i prestation mellan grupper som blev tilldelade specifika svåra mål och grupper som inte blev tilldelade tydliga mål. Ingen signifikant påverkan av self-efficacy kunde heller påvisas för de olika betingelserna. Resultaten antas främst bero på uppgifternas korta tidsspann, deltagarnas egen förmåga och uppgifternas svårighetsgrad.

While some researchers have suggested that participative goal setting increases performance, acceptance, commitment, and satisfaction, others have suggested that it does not. Additionally, much research on goal setting has been done in the US while none has been done in Macedonia. The purpose of this study was to clarify the relationship between participation in goal setting and company size on these variables and to determine if there are differences in the effects of participation in goal setting in the US and Macedonia. The independent variables were country, company size, and type of participation and dependent variables were performance, commitment, acceptance, and satisfaction. Participants also completed Hofstede’s (1994) VSM and demographic questions. Workers from the US scored significantly higher on all dependent variables. There were no significant differences in participation verses assigned goal setting on the four dependent variables. Multiple regressions revealed that some VSM questions predicted the four dependent variables.

Yes / This study investigates whether participation in goal-setting within performance measurement and evaluation processes affects goal commitment and if so, whether the effect is mediated by procedural fairness and interpersonal trust. Using a sample of 54 managers within a UK financial services organisation, this study finds that participation in goal-setting is positively associated with goal commitment. Further analysis arising from introducing procedural fairness and interpersonal trust as mediating variables reveals that the association is significantly mediated by procedural fairness. Overall, these findings offer empirical evidence on the importance of procedural fairness on the relationship between participation and goal commitment.

The empirical literature on goal orientation is ambiguous in relation to the supposed effects of performance goal orientation (PGO) on goal setting and performance. In an attempt to clear up this issue it was hypothesized based on Carol Dweck's (1989) theoretical framework that dispositional performance goal orientation would interact with self-efficacy in their effect on level of self-set goal and performance, such that the relationship between PGO and goals (and performance) would be positive for individuals high on self-efficacy, while negative for individuals low on self-efficacy. Furthermore it was predicted that learning goal orientation would be positively related to both goals and performance. In both cases it was predicted that goals would serve as a mediator between the goal orientations and performance. The hypotheses were tested using a diverse sample (N = 146) of Icelandic job applicants on their way to a job interview. No support for the hypotheses was found. Potential causes for the non-findings are identified and analyzed and the status of the goal orientation construct is discussed. / Master of Science

The present study set out to examine the role of learning and performance goal orientation on goal setting and self-efficacy. More specially, the present study attempted to verify the results of the effects of learning goal orientation and to clarify the role of performance goal orientation. In addition, the role of self-efficacy and the possibility of an interaction between learning goal orientation and performance goal orientation were also examined. While the present study did not find a significant impact of dispositional goal orientation on any motivational variables examined, relatively strong support was found for the impact of situational learning and performance goal orientation on both goal choice and self-efficacy. As expected, learning goal orientation was a predictor of goal choice and self-efficacy, in that individuals who display a strong learning goal orientation set higher goals and demonstrate increased levels of self-efficacy. Contrary to past research, performance goal orientation was found to be an extremely strong, positive predictor of both goal choice and self-efficacy. The presence of this positive relationship could indicate the possibility of a potential task moderator. Although strong support was found for the independent effects of goal orientation on goal choice and self-efficacy, partial mediation by self-efficacy of learning goal orientation and goal choice was not found. Similarly, the results obtained in the present study did not provide evidence of an interaction between the two goal orientation dimensions in predicting either goal choice or self-efficacy. Taken as a whole, the present study does provide support for the importance of learning and performance goal orientation in the formation of self-set goals and one's level of self-efficacy. / Master of Science

In this dissertation, I investigate how differences in the manner via which individuals pursue goals (judging effort from outcome or outcome from effort) influences expectations (effort vs. outcome). In particular, I focus on the role of self-efficacy, and show that when individuals focus on outcomes, they take self-efficacy into consideration when assessing how much effort is needed. However, when focusing on effort, individuals do not take self-efficacy into consideration when making judgments of outcomes. Thus, I find that irrespective of differences in self-efficacy, individuals expect similar outcomes when effort invested is the same. I report findings from six studies, and discuss theoretical and managerial implications. / Ph. D.

A package intervention, consisting of daily-adjusted goal setting, e-mail feedback, and graphic feedback, was used in a public school attendance office to increase the efficiency with which 3 attendance clerks documented student attendance. During the intervention phase, the attendance secretary set a daily goal for each attendance clerk. This goal was a percentage of student absences to be coded and entered in the school computer program. After establishing a daily goal, the attendance secretary provided daily feedback, in the form of a written e-mail response and graphed feedback to each clerk. If the subjects had attained their daily goal, the attendance secretary also delivered a praise statement along with the e-mail feedback. Results indicated that the intervention package was ineffective in producing change in the attendance clerks' absence coding behavior.

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