Tesis sobre el tema "Goal setting"

Goal setting is defined as what the person is trying to achieve. This is an object or purpose or action. In modern definitions, reaching goals often means achieving a standard or competence in a task. Goals usually reflect unconscientious intentions or goals. Goals are regulated and accepted behavior.

A variable that may be associated with performance improvements is goal setting (within and across days). Easy-to-achieve goals will likely produce gradual trends in improvement and difficult-to-achieve goals steeper trends. The purpose of the current experiments was to study the effects of setting easy-to-achieve and difficult-to-achieve goals on the level, trend, and variability of correct, incorrect, and skip responses for math tasks when reinforcement contingencies and numbers of practices were held constant. Five undergraduate students answered math problems on flash cards in 30s timings. Single case design elements were used to evaluate the effects of different types of goals on the speed and accuracy of performance. The results revealed that goal setting primarily increased the frequency of incorrect responses and both the level and trend of skip responses. The implications of these findings and other important variables that influence the effectiveness of goal setting are discussed. In addition, the authors suggest guidelines to follow when implementing goals to improve performance.

Goal setting is proven to affect the choices and focus of the employees towards certain tasks, therefore it has been suggested for ensuring that sufficient focus and attentions is direct towards explorative activities (Lund & Magnusson, 2015), which are otherwise at risk of being down prioritized (Levinthal & March, 1993). Such effects of goal setting can though not be expected in situations where there is low commitment to the goal program (Latham, 2004). A factor which is important for increasing the goal commitment, is having clear rationales for the goals set. However, because there are few studies on goal setting for innovation, rationales for establishing innovation goals and hinderers affecting goal commitment have still not been researched from an innovation perspective. Moreover, much of the existing goal setting theory has derived from research related to productivity aspects (Latham & Yukl, 1975;Lund & Magnusson, 2015) which have more in common with operational activities, than innovation activities. The purpose of this study is to identify rationales- and hinders to goal commitment when establishing innovation goals, and to examine how goal setting features for exploration (referred to as innovation goals) differs from goal setting features for exploitation (referred to as operational goals). This research has been conducted as case study at Sandvik Coromant, where both qualitative and quantitative data was collected. Interviews and surveys were done with the help of 32 managers from different departments and managerial levels. The findings are limited to R&D manager’s perceptions of goal setting. Findings show that rationales for establishing innovation goals are; to directing attention towards- and inspire exploration, to bring innovation to a concrete level and create knowledge, to satisfy prerequisites of innovation and/or innovation culture, to come up with new ways of working or improving processes, and to generate new ideas or/and present and implementing them. Hinders affecting goal commitment were identified as the following; misconceptions about innovation from defining it as output only, failing to convince individuals that the goal program is important and lack of resources. Further, according to this study goals for innovation differ from goals for operational activities. Goal features preferred for the two were opposites to each other. Goal features for operational activities aim to reduce variance and control the performance outcome, whereas goal features for innovation aim to trigger essential parts of innovation such as creativity, learning and experimentation, and therefore increases variance.

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.

The primary purpose of the experiments carried out within this thesis was to examine the relationships between goals, the perceptions of individuals towards those goals, the performance environment and the eventual performance outcome. More specifically, what are the changes in selected goal setting variables and what is the anxiety response within individuals, when objective goal difficulty is manipulated under various environmental conditions? Four laboratory-based experiments were carried out in this research. The primary purpose of the first experiment was to establish an appropriate experimental design and measure of task performance that would allow an investigation of selected goal setting variables. Whilst the primary objectives were achieved, one important factor emerged that needed to be considered in the design of the subsequent experiments. Goal setting needed to be based around the ability of the individual rather than group norms. Experiment 2 was designed not only to further investigate the theoretical framework underlying goal setting, but also to examine the nature of the multidimensional anxiety response associated with that framework. Again, the main objectives of Experiment 2 were achieved, but the experimental design adopted did not allow for investigation of changes in goal setting and anxiety under different performance environments. Consequently, Experiment 3 was designed in an attempt to extend the investigation of the above framework towards 'real-life' situations. A complex design attempted to approximate the environmental conditions encountered by athletes in low versus high stress situations, such as those encountered in practice and in competition. The results were complex and the major finding to emerge was that it was difficult to approximate 'real-life' situations when using a novel performance task and competitive instructions as a potential stressor. Experiment 4 attempted to address these issues and required university basketball players to perform a basketball free-throw task under 'low stress' and 'high stress'conditions. Although there were expected differences for the goal setting and anxiety variables between different goal groups, there were no differences on any of the variables when performing under the different environmental conditions. The series of experiments contained within this thesis attempted to establish a theoretical framework, albeit in a laboratory setting, which may form the basis for future, more ecologically valid, investigations into the many 'real-life' sporting situations which inherently contain aspects relating to goal setting, anxiety and performance .

The question of the development and content of personal career goals has received little attention and relatively little is known about the factors influencing career goals and when and how career goal setting occurs. Drawing from Ashforth’s (2001) model of role transitions, I propose that professional identification is an important precursor to the development of career goals. The primary research objectives of this dissertation are to explore how identity motives drawn from experiences in graduate school relate to professional identification and how professional identification relates to both short- and long-term career goals for graduate students. I investigated my conceptual model and research hypotheses using a mixed-methods design. The stage 1 qualitative analysis was used to (1) identify measures corresponding to Ashforth’s (2001) four psychological motives (i.e., identity, control, meaning, and belonging) as antecedents of identification and (2) representative measures of career goals for graduate students. Forty-eight graduate students responded to open-ended questions about graduate school experiences, challenges, and career goals. Content analysis revealed measureable constructs for graduate students that align with Ashforth’s control and belonging motives; graduate students elicited support from advisors (i.e., career and psychosocial mentoring), peers (i.e., peer support), and colleagues (i.e., networking) to provide a framework for identification with their new professional roles. In terms of outcome goal variables, graduate students’ goals reflected two major content themes: extrinsic needs and status attainment. The responses from the Stage 1 qualitative survey along with social identity theory (Tajfel & Turner, 1979) and the goal setting literature served as the basis for the development of the Stage 2 quantitative survey assessing both short-term and long-term career goals. Based on a sample of 312 (short-term career goal model) and 243 (long-term career goal model) graduate students from 28 different universities in fields across both hard and social sciences, results show that one individual characteristic (need for identification) and actions of faculty advisors (psychosocial mentoring) are positively related to professional identification. Professional identification was related to goals in two main ways. First, higher professional identification positively related to short-term career goals which were high quality – that is, the goals were specific, difficult, and graduate students were committed to achieving them. Second, professional identification was positively related to both short-and long-term extrinsic goals, suggesting that graduate students who have internalized the goals and objectives of the profession see that a way to solidify their professional standing is to pursue a position that presents opportunities for high wages and external rewards. Overall, the research findings have implications for theory related to identification motives and identification in role transition processes. The study also contributes to the literature on careers and goal setting, especially as it relates to professional workers. From a practical perspective, faculty advisors should emphasize positive psychosocial mentoring experiences such as counseling and friendship to create a sense of professional identity for students, and professional associations and faculty should consider that identification with a profession is primarily related to career goals associated with high financial success.

This study examined the role of attention in goal setting theory, using techniques adapted from selective attention research. Specifically, it explored activation and suppression of goal related information in the presence of two conflicting assigned goals. Pre vs. post goal completion and goal commitment were examined as moderators of these attentional effects. In addition, exploratory analyses looked at the impact of individual differences on attention (goal preference & action-state orientation). Analyses were conducted using three-level hierarchical linear modeling (HLM), where repeated measures occur within trials, which are nested within individuals. In general, results failed to support the hypotheses. However, weak support was found for attentional effects when commitment was also taken into consideration. Further, while commitment was not found to have the strong moderating influence on attention that was hypothesized, there is some evidence for its overall importance to the attentional mechanism of the goal/performance relationship.
Master of Science

Cada vegada més professionals s’inscriuen a programes de formació executiva, especialment a aquells orientats al desenvolupament directiu, amb l’objectiu d’embarcar en una transició personal o professional. En conseqüència, quan es demana als participants d’aquests programes establir objectius de desenvolupament i definir els corresponents plans d’acció, els participants inclouen no només el desenvolupament de competències de lideratge sinó que freqüentment també inclouen aspiracions personals i objectius de carrera a més llarg termini. El propòsit d’aquesta recerca és descobrir com el procés de fixació d’objectius en programes de desenvolupament directiu pot ser més eficaç i ajudar als participants a avançar cap als objectius establerts. Per contestar aquesta pregunta de recerca, primer hem desenvolupat una escala que mesura el progrés cap als objectius. Aquesta mesura ha estat després utilitzada en un estudi exploratori com a variable de criteri per tal de desenvolupar un codi que avalua la qualitat dels objectius i plans d’acció. Els resultats d’aquest estudi mostren que la fixació d’objectius és més eficaç quan (1) parteix d’una visió específica, (2) articula una narrativa d’objectius en forma de full de ruta, (3) inclou intencions de buscar informació i (4) intencions d’actuar. Finalment, aquests resultats han estat validats mitjançant una intervenció en el programa MBA executiu de ESADE. Més enllà de la contribució teòrica a la literatura sobre la fixació d’objectius, aquesta recerca té implicacions pràctiques immediates ja que els programes de desenvolupament directiu la poden utilitzar com a guia per augmentar l’eficàcia del procés de fixació d’objectius, i conseqüentment per ajudar els seus participants a avançar en l’assoliment de les seves aspiracions professionals i personals.
Cada vez más profesionales se inscriben en programas de formación ejecutiva, especialmente en aquellos orientados al desarrollo directivo, con el objetivo de embarcar en una transición personal o profesional. En consecuencia, cuando se pide a los participantes de estos programas establecer objetivos de desarrollo y definir los correspondientes planes de acción, los participantes incluyen no solo el desarrollo de competencias de liderazgo, sino que frecuentemente también incluyen aspiraciones personales y objetivos de carrera a más largo plazo. El propósito de esta investigación es descubrir cómo el proceso de fijación de objetivos en programas de desarrollo directivo puede ser más eficaz y ayudar a los participantes a avanzar hacia los objetivos establecidos. Para contestar a esta pregunta de investigación, primero desarrollamos una escala que mide el progreso hacia los objetivos. Esta medida fue después utilizada en un estudio exploratorio como variable de criterio para desarrollar un código que evalúa la calidad de los objetivos y planes de acción. Los resultados muestran que la fijación de objetivos es más eficaz cuando (1) parte de una visión específica, (2) articula una narrativa de objetivos en forma de hoja de ruta, (3) incluye intenciones de buscar información y (4) intenciones de actuar. Finalmente, estos resultados son validados mediante una intervención en el programa MBA ejecutivo de ESADE. Más allá de la contribución teórica a la literatura sobre la fijación de objetivos, esta investigación tiene implicaciones prácticas inmediatas ya que los programas de desarrollo directivo la pueden utilizar como guía para aumentar la eficacia del proceso de fijación de objetivos, y consecuentemente para ayudar a sus participantes a avanzar en la consecución de sus aspiraciones profesionales y personales.
Many professionals increasingly join executive education programs, especially those that focus on leadership development, to embark on a personal or professional transition. Consequently, when participants are asked to set development goals and an action plan, these often comprise not only the improvement of leadership competencies but also longer-term personal aspirations and career goals. Not all participants, however, attain the goals to the same degree. The purpose of this research was to discover how the goal-setting process in leadership development programs can be more effective in helping participants engage in goal pursuit. To answer this research question, we first developed a scale that measures goal progress. This scale was then used in an exploratory study as the criterion variable for developing a code that assesses goal-setting quality. Results showed that goal-setting is most effective when (1) it is leveraged on a specific vision, (2) it articulates a meaningful goal narrative, (3) it includes intentions to seek information and (4) intentions to act. Finally, these results were validated by means of an intervention in the executive MBA program of ESADE. Besides the theoretical contribution to the literature of goal setting and intentional change, this research has immediate implications for practice as it guides leadership development programs in making their goal-setting process more effective, and in ultimately helping their participants to engage in the pursuit of their career and life aspirations.

Thesis (M Sport Sc (Sport Science))--Stellenbosch University, 2007.
The study explored the potential of rugby as a developmental experience, not only in terms of the motor skills that lead to competence in rugby, but also in terms of learning more about the life-skill of goal setting. A 10 session pre-season programme entitled “More than Rugby” was designed and implemented in order to determine whether combining skill instruction with activities specifically designed to increase an understanding of goal setting had an impact on either the development of rugby competence or understanding about goal setting and perceptions of its use. A repeated measures experimental design was followed, with two groups of high school rugby players from similar sporting backgrounds involved: An experimental group who received pre-season rugby training as well as an intervention programme dealing with goal setting, and a control group who received only the pre-season rugby training, but no special goal setting activities. Both groups were pre tested and post tested on their rugby competence (through an individual rugby skill test circuit) and their understanding of goal setting The self reported use of goal setting perceptions, the relationship between goals and performance and the effects of goals on players was measured by means of a questionnaire (adapted GSI). The results revealed a significant improvement in the quality of rugby skills of the experimental group, but no significant improvement was found in the quality of the rugby skills of the control group. Both groups showed improvement in the speed at which rugby skills were performed, but in neither case was the improvement significant. The understanding of goal setting and the knowledge of setting goals did not improve significantly for either group. It can be concluded that the inclusion of life skills content and activities, such as goal setting in rugby development programmes will not detract from skill development outcomes. Although it can be noted that the greater improvement in skill levels was achieved by the group who received goal setting, more research is recommended to explain the positive link between life skills development and sport skills development.

Motivation and goal-setting are important concepts in athletics and sport and exercise psychology. However, little research has compared motivation and goal-setting by gender. The self-determination theory was used and the purpose of this study was to determine if there is a difference between male and female athletes when looking at amotivation, external regulation, identified regulation, intrinsic motivation, and goal-setting. One hundred and six student-athletes (fifty one males and fifty five females) from a Division I college in Virginia participated in the study. These student-athletes compete in either cross country (n= 7), track (n = 16), field (n= 16), track and cross country (n= 8), track and field (n= 2), track, field and cross country (n= 2), swimming (n= 47), or diving (n= 8). The student-athletes completed two instruments; the Situational Motivation Scale (SIMS) and a goal-setting questionnaire. The results revealed that there was a significant difference between gender and question number two of the Situational Motivation Scale (“because I’m doing it for my own good.”) There was no significant difference when comparing gender to amotivation, external regulation, identified regulation, and intrinsic motivation. There was no significant finding between gender and the use of goal-setting. Lastly, a significant difference was found on number twelve of the goal-setting questionnaire (“I believe setting goals helps improve my performance”) based on year in college. In conclusion, there were no significant differences found between male and female athletes when looking at amotivation, external regulation, and intrinsic motivation. Significance was found on one identified regulation question. Females reported that they are participating in the sport –for their own good– more than males. There were no significant differences found between male and female athletes when looking at goal-setting.
Ph. D.

The purpose of the investigation was to determine if goal setting has an effect on physical performance in a realistic, natural, and competitive athletic environment. Results revealed no significant differences between the goal-setting group and the "do your best" group when performing lacrosse skills. However, results from the questionnaire indicated significant main effect difficulty of the tasks. These results imply that athletes in the goal-setting group felt that their goals were not realistic and that it was increasingly difficult to reach their goals as the season progressed. Because the athlete does not have control over some factors which influence game situations, he or she may be hindered in reaching his or her goals, whether specified or individually chosen. Therefore, a research methodology that manipulates and attempts to control types of goal setting may not be appropriate or realistic when applied to the natural field environment of a highly organized competitive sport.

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 Dweckâ 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 general aim of this licentiate thesis is to analyze the framework in which long-term goals are set and subsequently achieved. It is often claimed that goals should be realistic, meaning that they should be adjusted to known abilities. This thesis will argue that this might be very difficult in areas related to sustainable development and climate change adaptation, and that goals that are, to an acceptable degree, unrealistic, can have important functions. Essay I discusses long-term goal setting. When there is a great temporal discrepancy between the point in time of setting and achieving a goal, many uncertainties have to be considered. The surrounding world and the agent’s abilities and values might change. This is an ontological uncertainty. We often form beliefs regarding how abilities and values might change, but this belief is always uncertain. This is an epistemological uncertainty. A form of goal called cautiously utopian goals is proposed, which incorporate such uncertainties, but enables goal setting with long time-frames. Essay II discusses the issue of goals intended to reduce great risks. We cannot expect an agent to do something that lies beyond this agent’s abilities, as exemplified in the principle ‘ought implies can’. Adjusting goals to what we currently, with a high degree of certainty know could be done is difficult. If not including an estimation of how abilities can change, important performance-enhancing functions of goals might be lost. It is argued that very ambitious goals should be set. This is partly due to the great magnitude and likelihood of unwanted consequences and partly due to the difficulty of delineating what lies in agents’ capacity to manage complex risks. Essay III discusses a decision-facilitating tool Sustainability Analysis to be used by Swedish municipal planners. One sub-part of the tool, Goal Conflict Analysis, can be used to identify how the consequences of a planned adaptation measure will affect other long-term municipal goals. Identified goal conflicts can then be used in order to determine whether the conflicts are acceptable, or whether a different adaptation measure should be worked out. The paper discusses a workshop in a Swedish municipality in which the tool has been tested.

QC 20140505

This paper examines the effect of impression management on goal level and commitment to the goal. Participants involved in a goal-setting program in the United States were asked to complete a web survey regarding their desire to impress superiors and their commitment to the goal. The specific dependant measures were self-set goal and goal commitment. No statistically significant differences were found between high and low desires to manage impressions with respect to goal set, but a higher desire to manage impressions was positively correlated with a higher degree of goal commitment. This finding suggests that triggering impression management is beneficial for situations in which high goal performance is desired as it increases goal commitment. Future studies could verify these results using larger sample sizes and tackle such issues as goal performance.

The overall aim of this thesis is to present a model for rational goal-setting and to illustrate how it can be applied in evaluations of public policies, in particular policies concerning sustainable development and environmental quality. The contents of the thesis are divided into two sections: a theoretical section (Papers I-IV) and an empirical section (Papers V-VII). Paper I identifies a set of rationality criteria for single goals and discusses them in relation to the typical function of goals. It is argued that goals are typically set to enhance goal achievement. A goal that successfully furthers its achievement is “achievement-inducing”. It holds for each of the identified criteria that, ceteris paribus, improved satisfaction of a criterion makes a goal better in the achievement-inducing sense.Paper II contains an analysis of the notion of goal system coherence. It is argued that the coherence of a goal system is determined by the relations that hold among the goals in the system, in particular the relations of operationalization, means and ends, support, and conflict. Paper III investigates the rationality of utopian goals. The paper analyzes four arguments that support the normative criterion of attainability: that utopian goals are (1) too imprecise and (2) too far-reaching to guide action effectively, (3) counterproductive, and (4) morally objectionable. A tentative defence of utopian goal-setting is built on counter-arguments that can be put forward to weaken each of the four objections. Paper IV investigates the nature of self-defeating goals. The paper identifies three types of situations in which self-defeating mechanisms obstruct goal achievement: (1) situations in which the goal itself carries the seeds of its own non-fulfilment (self-defeating goals), (2) situations in which the activity of goal-setting contributes to goal failure (self-defeating goal-setting), and (3) situations in which disclosure of the goal interferes with progress (self-defeating goal disclosure). Paper V provides a brief description of the Swedish system of environmental objectives and a preliminary inventory of the management difficulties that attach to this goal system.Paper VI contains an investigation into the rationality of five Swedish environmental objectives through an application of the rationality criteria identified in Papers I-II. The paper identifies and discusses some difficulties that are associated with management by objectives and the use of goals in environmental policy. Paper VII analyses the rationality of the Swedish environmental quality objective A good built environment. Among the conclusions drawn in the paper are that some of the sub-goals to the objective are formulated in terms that are unnecessarily vague from an action-guiding standpoint and that others are problematic from the viewpoint of evaluability.
QC 20100715

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 oneâ s level of self-efficacy.
Master of Science

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.

Abstract

Background:

Goals and goal-setting are two aspects that occur everyday in business life however little is known about the effect of strategic goal-setting. To a cer-tain extent, this affects all of us either directly or indirectly, everyday through strategic decisions that are made by business managers all around the world. A company’s performance of a company can be measured in many ways. A firm’s performance can be financially successful if the com-pany’s strategy is well planned. Strategic planning consists of developing goal-strategies, which aim at contributing to the firm’s performance.

Problem:

A small business manager’s view on the goals-setting strategies is important since the manager in a small company can influence the business more than compared to a manager in a larger firm. As the personality differs among managers, the level of planning and proactiveness would differ as well. Sev-eral studies have focused on the relationship between goal-setting and per-formance but the level of proactiveness has not been has not been consid-ered to a larger extent.

Purpose: The purpose of this thesis is to investigate managers’ goal-setting strategies, focusing on goal-specificy, planning, proactiveness, and financial perform-ance in small businesses in the Jönköping region, Sweden.

Method:

To fulfill the purpose of this thesis both qualitative and quantitative re-search approaches have been used. As 173 interviews were already carried out in an earlier study, we created a strategy on how to use the collected in-terview data. Theories from different research areas were combined with hypotheses to create a framework for this paper. The theories and the hy-potheses were analyzed in light of the empirical evidence, the interview and we used the SPSS to test our hypotheses.

Result:

The results from the first three hypotheses were not found to be too unex-pected as we assumed that planning, the level of goal-specificy and proac-tiveness to a large extent, depend on a managers’ strategies and ambitions. The final two hypotheses have helped us discover new patterns and add to previous theories. We have made two main contributions by conducting this master thesis. The first one is that a high degree of planning does not imply a higher level of financial performance. The second one is that family businesses do not show a lesser degree of planning compared to non-family businesses.

Clinical guidelines and policies recommend exercise after stroke. Person-centred goal setting may facilitate the uptake and maintenance of physical activity. The aim of this work was to design and evaluate a goal setting intervention in an exercise after stroke setting. Five interlinked studies were undertaken within the development and feasibility stages of the MRC framework of complex interventions. A systematic review examined 17 observational studies (11 quantitative, six qualitative) for the effects and experiences of goal setting in stroke rehabilitation (study one). Despite some positive effects, no firm conclusion could be reached regarding its effectiveness. Patients and professionals differed in their experiences. Barriers to goal setting outnumbered facilitators. The lack of a standardised goal setting method in stroke rehabilitation was highlighted. A goal setting intervention tailored to exercise after stroke was developed in study two, based on: findings from study one, Bandura’s Social Cognitive Theory and the Canadian Occupational Performance Measure. The intervention components were: dedicated time, patient education, patient involvement, regular follow-up, and a purpose-designed workbook. This intervention was piloted in study three alongside validation of the activPAL™ activity monitor with 12 stroke survivors. The intervention did not require modification. Only two variables of the activPAL™ (time spent in sitting and upright) had acceptable validity and reliability. Feasibility of the intervention and users’ experiences were investigated in study four with four stroke survivors, using mixed methods case studies. Intervention delivery and compliance were acceptable with no adverse effects. Findings regarding acceptability and content suggested a need for further work. Participants’ interest and engagement in goal setting were influenced by their familiarity with goal setting, interest in physical activity, functional ability and levels of self-efficacy, highlighting the individualisation required within goal setting. Experiences of exercise professionals involved in exercise after stroke regarding goal setting were explored in study five through three focus groups (n=6; n=6; n=3). Although goal setting was viewed positively, participants felt that its potential effectiveness was not always translated into practice due to barriers encountered: clients’ readiness to change, professionals’ lack of knowledge about stroke and a number of organisational factors. Suggestions to improve goal setting in practice were discussed. This work has enhanced our understanding of goal setting as a complex intervention. Recognition of the potential benefits of goal setting by both service users and providers, amidst the challenges, argues in favour of goal setting in the exercise after stroke setting. Areas for further research have been discussed.

Thesis (M.S. in human nutrition)--Washington State University, December 2009.
Title from PDF title page (viewed on Feb. 11, 2010). "Program in Nutrition and Exercise Metabolism." Includes bibliographical references.

Chronic low back pain (CLBP) exerts a significant burden on the individual and society. To date, despite a large amount of research conducted in this field no treatment offers effective and sustainable improvements in outcomes. A patient-centred care approach, that takes into account the person with CLBP, their values and skills set, and encourages the person to take the lead in their own management, is said to facilitate self-management. Goal setting is an intervention most commonly used to facilitate behaviour change and is a common component of self-management programs. Several theories underpin the mechanism of goal setting that suggest that a person’s motivation will be enhanced if the goals reflect what is of value to them. Research shows that goals set by therapists often do not reflect the preferred goals of the patient and the intervention is driven by what the therapist believes to be important rather than what is important to the patient. In this instance the treatment no longer remains patient-centred. Research investigating goal setting in CLBP remains sparse and the extent of patient involvement in the process is unknown. The effects of goal setting where the patient is placed at the centre of the intervention has not been investigated. To address these issues, this thesis aimed to: a) determine the influence of physiotherapists’ beliefs and attitudes about chronic low back pain on clinical practice; b) investigate the current goal setting practices of physiotherapists for chronic low back pain and the influence of attitudes and beliefs of physiotherapists on goal setting practice; c) identify goals set by patients with chronic low back pain and compare these goals to the most commonly used outcome measures in chronic low back pain; d) investigate the feasibility and preliminary effectiveness of a patient led goal setting intervention for chronic low back pain; and e) investigate the effectiveness of a patient led goal setting intervention for chronic low back pain in a randomised controlled trial. To investigate the beliefs and attitudes of physiotherapists and their influence on clinical practice in CLBP a systematic review including both quantitative and qualitative studies was conducted. Quantitative studies (N=5) reviewed showed a higher biomedical treatment orientation score was associated with advice to delay return to work and return to activity, and a belief that return to work or activity is a threat to the patient. Physiotherapists’ fear avoidance scores were positively correlated with increased certification of sick leave and advice to avoid return to work and return to normal activity. The qualitative studies (N=5) reviewed revealed two main themes attributed to beliefs and attitudes of physiotherapists that had a relationship to the clinical practice of physiotherapists in CLBP – (1) treatment orientation and (2) patient factors such as beliefs and treatment expectations. In addition, adherence to clinical guidelines by physiotherapists was low. To investigate current goal setting practices a cross-sectional survey of registered physiotherapists (N=239) in New South Wales, Australia, was conducted. The aims of the study were to explore current goal setting practice in CLBP amongst physiotherapists, perceived barriers to goal setting in CLBP and the relationship between attitudes and beliefs and goal setting practice. Results revealed that the majority of respondents used goal setting with all patients, with the main aim of facilitating self-management. The goal domain in which most goals were set was activity tolerance (N=193, 93.7%) and the greatest number of respondents’ reported goals were set with 50% therapist / 50% patient involvement (N=93, 45.1%). Setting goals and involving the patient in goal setting was mostly seen as a high priority amongst respondents. However, under 10% of survey respondents involved their patients fully in the goal setting process, with the majority of therapists collaboratively setting goals using varying levels of patient involvement. The most common perceived barriers to goal setting were those relating to time constraints; prioritising goal setting activity over other tasks; staffing levels; lack of confidence in goal setting skills; and inadequate goal setting training. Statistical analysis showed a significant linear trend between measures of patient involvement in goal setting and treatment orientation, where a higher biomedical treatment approach score was associated with a lower measure of patient involvement (P<0.05; R2 =0.259), and there was a significant positive association between behavioural treatment approach score and measure of patient involvement overall (P<0.05; R2=0.118). These survey results revealed that physiotherapists set goals with varying degrees of patient involvement despite the belief that involving the patient is a high priority. Drawing on theory and the findings of the first two studies, it was postulated that a more strongly oriented patient-centred approach to goal setting may enhance the alignment between physiotherapists’ treatment goals and what is important to the patient. In addition, in light of the lack of published literature regarding the effectiveness of such an approach in the management of CLBP, it was further postulated that an intervention focussing on patient preferences for goal setting would result in significant improvements in indices of CLBP. To these ends, a patient led goal setting intervention was developed and tested for feasibility. The study investigated patient goals in CLBP, their relationship to clinical outcome measures, and their correlation with the most common measures used in physiotherapists in clinical and research settings. A single group longitudinal cohort pilot study was conducted. Twenty participants were involved in a two month patient-led goal setting intervention, facilitated by a physiotherapist. A total of 63 individual goals and 27 unique goals were identified. The majority of participants had more than one goal relating to two or three domains. Comparison of participant goals to the most common measures used by physiotherapists, such as pain, range of motion and strength found that none of the goals could be aligned. Comparison of participant goals and domains with the Initiative on Methods, Measurement, and Pain Assessment in Clinical Trials (IMMPACT) consortium six core outcome domains found 76% of the goals were aligned with physical functioning and 16% with emotional functioning. With respect to outcome measures, disability, pain intensity, quality of life, self-efficacy, fear avoidance, anxiety and stress all improved significantly over time (repeated measures ANOVA, P<0.05). Specifically, disability, pain intensity, quality of life, self-efficacy and fear avoidance measures improved significantly between baseline and two months (paired sample t-tests, P<0.05). Improvements in these measures as well as anxiety remained significantly better at follow up (four months) than baseline and were similar to the two month scores (paired sample t-tests P>0.05). These findings confirm that a patient led goal-setting intervention is a potentially effective intervention for the management of CLBP, showing significant improvements in both psychosocial and physical domains. To strengthen and further evaluate the evidence for a patient led goal setting approach a larger, more robust study was conducted. This final study comprised an assessor-blinded prospective randomized controlled trial (RCT) with two arms - (i) patient led goal setting (N=37), and (ii) usual care (N=38). Primary measures of disability and pain intensity, and secondary measures of quality of life, fear avoidance and self-efficacy were taken at baseline (pre-treatment), two months (post treatment), four months and 12 months. Analysis with intention to treat was undertaken. Generalised linear model analysis showed mean differences in change scores were significantly higher in the intervention group for all measures (P<0.001). Furthermore changes in mean scores for the intervention group were clinically worthwhile. Healthcare utilisation data were collected at baseline, four months and 12 months. No significant differences in healthcare utilisation were found between groups. Conclusion The research reported in this thesis provides evidence of the importance and clinical value of taking into account the preferences of the patient in the management of CLBP. Findings showed that beliefs and attitudes of physiotherapists regarding treatment orientation towards CLBP influence clinical practice, which in turn affect the level of patient involvement they undertake. Whilst goal setting in CLBP is perceived as a high priority amongst physiotherapists, it is practiced with varying degrees of patient involvement. Compounding this, patient goals differ from therapist goals and are not aligned with measures used in clinical and research settings. Together these findings suggest that delivering truly patient-centred care is a challenge. The results of the patient led pilot and RCT studies showed that a more strongly aligned patient centred approach which enabled the patient to lead the goal setting and drive the direction of treatment was effective in the treatment of CLBP. Significant improvements were achieved in disability, pain intensity, quality of life, fear avoidance and self-efficacy. Importantly, these improvements were maintained in the long term. The findings reported in this thesis challenge current thinking and practices regarding treatment approaches to CLBP. The findings suggest new pathways to providing an effective model of care for a significant proportion of the community living with a long-term and debilitating condition. Central to achieving this is the need for a focus on education, at both the higher education level as well as professional level, so that physiotherapists have the skills and confidence to work with their patients. It is intended that this thesis will contribute to a move towards a more inclusive and patient led approach to the management of chronic low back pain.

The present study set out to examine whether negative goal-performance discrepancy (GPD) feedback for one task could have a negative effect on goal-setting associated with an unrelated, distinct task. A series of hierarchical regression analyses were conducted. Results show that large versus small negative GPD feedback on a creativity task impacted levels of specific self-efficacy for a stock-predicting task, which indicated a motivational spillover effect. However, large negative GPD on the creativity task was not evidenced to impact performance goals for the stock-predicting task, as hypothesized. Results also indicate that the larger the magnitude of negative GPD feedback, the more individuals experienced an increase in negative mood and decrease in positive mood, however mood was not evidenced to impact performance goals.
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.

Background: Goal-setting is described as a 'cornerstone' of rehabilitation and patient-clinician collaboration is advocated. Chronic obstructive pulmonary disease is a condition commonly seen by respiratory physiotherapists. However, there is little research on the goals of patients with COPD or respiratory physiotherapist perspectives on goal-setting. Aim: To explore goals and goal-setting amongst patients and respiratory physiotherapists in the context of stable COPD. Methods: A qualitative approach was used, and a subtle realist, pragmatic approach adopted. Patients with COPD (n=13) and respiratory physiotherapists (n=17) were purposively selected to obtain a range of demographics. Semi-structured interviews were conducted, which were audio-recorded and transcribed. Thematic analysis was used, supported by constant comparison and negative case analysis. The researcher adopted a reflexive approach throughout. Findings: All patients described having goals. Goal definitions varied and consequently, not all patients recognised their pursuits as goals. Biopsychosocial factors capable of influencing goal pursuit were identified, and social circumstances and life events were significant. The physiotherapists identified difficulties in setting and reviewing goals collaboratively. Descriptions of goal-setting practice indicated considerable variation. The potential for professionally significant outcomes to be prioritised over patients' functional goals during goals review, was also identified. Key uncertainties related to: when the best time to set goals was, whether all patients had goals, and when goals should be reviewed. Barriers and facilitators included: environmental and person-specific factors. Conclusion: Patients with COPD may differ in their understanding and perception of goals. This may present a challenge to respiratory physiotherapists and other health professionals working with this group. In practice, collaborative goal-setting may be a subject of uncertainty amongst respiratory physiotherapists, particularly regarding when and how goal-setting should occur. Further research is needed to build knowledge in this under-researched area, and equip respiratory physiotherapists with the tools to collaborate with patients.

Successful transition from school to post-school is considered vital for each individual and to wider society yet there are still an estimated 31,000 young people in Scotland who leave school without a positive destination (i.e. engaged in education, employment or training) to go to (Scottish Government, 2011). Much of the research with adolescents during transition has been around developing skills for employment yet very little research has been carried out on the young peoples' autonomy and their own goals for the future. To address this gap in the research, a new goal-setting intervention programme: Grasping Opportunities After Leaving School (GOALS) was developed, piloted and trialled. The programme was designed to teach young people goal-setting skills and to create future goals prior to transition from school to post-school. The programme was based on the Going for the Goal Programme (Danish, 2002) and adopted a brief therapy approach. It was hypothesised that the implementation of GOALS would increase pupil goal-setting knowledge and in turn increase pupil engagement in post-school activities. A pilot study evaluated and refined the GOALS materials and the main study evaluated the programme's effectiveness. 328 S3 and S4 pupils from two secondary schools in a local education authority in central Scotland took part in the main study, with classes randomly allocated to intervention or comparison groups. The intervention comprised of four lessons delivered over four weeks. Participants completed self-report questionnaires for goal knowledge and school engagement. All measures were completed at pre- and post-intervention time-points. A critical incident questionnaire was also completed post-intervention together with focus group interviews. Analysis of variance found significant intervention effects in the predicted direction for goal knowledge and engagement. The findings have implications for working with disengaged young people during transition. Strengths and limitations of the study are discussed as well as next steps and future research.

Guided by the research on cognitive performance tasks (e.g., Wood, Mento, & Locke, 1987), the potential moderating effects of skill and outcome difficulty upon the relationship between specific, difficult goals and physical task performance were examined from an attribute treatment approach. Overall, different measures of performance yielded several convergent findings. Using a sample of 184 laboratory participants, a test of the primary hypothesis failed to support the expected three-way interaction among skill, outcome difficulty and goal setting. Models containing skill and outcome difficulty were found to provide the most parsimonious explanation of variance in performance, regardless of whether assigned or personal goal were used as an index of motivation. After controlling for skill and outcome difficulty, goal commitment showed a weak positive relationship with task performance. Self-efficacy was not related to performance among participants pursuing specific, difficult goals. Potential reasons for the failure to obtain evidence of the predicted three-way interaction among skill, outcome difficulty, and goals are discussed in the context of limitations to the present study. Future research directions are suggested.
Master of Science

This thesis examined the psychological responses of injured athletes as a basis for designing theoretically meaningful intervention strategies to expedite recovery from sports injuries. The thesis is written as a series of research papers (studies). The methodological approaches adopted ranged from quasi-experimental to qualitative research in a naturalistic rehabilitation setting. The first study reported the development of a theoretically derived psychometric measure to assess athletes psychological responses to injury, initially using exploratory factor analysis and subsequently, confirmatory factor analysis. The Psychological Responses to Sport Injury Inventory (PRSII) comprised five sub scales (Devastation, Dispirited, Attempts to Rationalise, Isolation and Reorganisation). In its final form the PRSII contained 20 items. The PRSII was found to possess adequate psychometric integrity. The second study examined the effects of a goal-setting intervention on injured athletes rehabilitation adherence, perceptions of self and treatment efficacy and the psychological response variables assessed by the PRSII. The study provided support for the effects of goal-setting upon athlete adherence, self-efficacy, treatment efficacy, and reorganisation. However, the hypothesised effects for dispirited and isolation were not found. As a result, a qualitative follow-up study was conducted to more closely examine the effects of the goal-setting intervention. The qualitative follow-up study proposed a number of possible mechanisms for the effects of the goal-setting intervention. These included the effects of goal-setting on self-efficacy, attributions, perceptions of control, and attention. The final, collaborative action research study employed a multi-modal intervention with three athletes rehabilitating from injury. The efficacy of social support, goal-setting, imagery, simulation training and verbal persuasion emerged from the study. The study highlighted the importance of outcome expectancy and goal flexibility. In relation to the re-entry phase of rehabilitation, confidence in the injured body part, and the ability to meet game demands emerged as important to participants successful return to competition.

The current study investigated the effects of training, knowledge of results (KR), and goal setting on improving product quality in a field setting. Both practical and theoretical issues were addressed through the experimental design. A practical concern was the improvement of product quality in an organization. The theoretical issue was the increased understanding and utility of goal setting and knowledge of results for motivating workers' quality behavior. Two existing departments (n=60 employees) of an aluminum window manufacturing plant were studied with the use of a multiple-baseline, within-subjects design across four experimental phases: a) baseline, b) training only, c) visual presentation of feedback, c) goal setting. The principal dependent variable was the percentage of inspected products conforming to established quality criteria. A secondary measure was the change in rework costs resulting from nonconforming quality.

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.

The purpose of this study was to study the effects of goal setting on students in a developmental algebra course. This study examined the effects on test scores for students that were prescribed a test score goal, students that created their own test score goal, and then compared to a control group. Three classes of developmental algebra were chosen with a total of 25 participants with reported results. Results showed that students with a goal on a test did not score significantly better than students without a goal, but did score significantly better on a test after the goal than tests before the goal.

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% and 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 (S.M. in Engineering and Management)--Massachusetts Institute of Technology, Engineering Systems Division, February 2013.
Cataloged from PDF version of thesis. "Sep 2012."
Includes bibliographical references (pages 107-109).
Companies have been constantly trying for ways and means to improve R&D performance as it is one of the most important competitive advantage tools of an organization. Literature review on R&D performance improvement suggests that, lot of focus is on measuring R&D performance and on specific problem solving approaches like six sigma and lean. Frameworks like capability maturity model integration (CMMI) and product development self-assessment tool (PDSAT) provide holistic performance assessment, but fall short on providing clear guidance for performance improvement interventions. Goal setting theory, a proven theory that is widely applied in individual performance improvement has got limited attention in R&D performance improvement approaches and frameworks. Practitioners in the industry point to the need for goal setting in R&D and identify that as a gap in current performance improvement methodologies. This thesis attempts to fill this gap by proposing DEAL framework, a practical approach for defining future goals in R&D performance improvement efforts.
by Pankaj Kumar Kashyap.
S.M.in Engineering and Management

Despite widespread efforts to reduce inequities in the science, technology, engineering, and mathematics (STEM) job market, huge disparities remain for both African Americans and women in those sectors of employment. Extant literature affirms that Black women encounter various challenges when pursuing STEM careers. More specifically, the research on Black women in engineering focuses primarily on their experiences in academia and does not include their experiences as undergraduates transitioning into the industry workforce. To address these gaps in the literature, this study explored the career goal-setting (CGS) processes of Black woman engineering majors (BWEMs) through qualitative inquiry. Using a phenomenological approach, the researcher implemented a two-interview sequence with five Black/African American women enrolled in their final year of a baccalaureate engineering program at a predominantly White institution (PWI) in the southeast. Possible selves theory (Lee and Oyserman, 2009; Strauss, Griffin, and Parker, 2012) served as the framework for the guiding research questions and interview protocol, which were designed to capture the essence of the participants' experiences as they respectively engaged in setting career goals. The findings revealed that the participants' CGS processes encompassed a series of cognitive steps, which included their thoughts about goal-setting in general, exploring engineering careers, making adjustments academically, finding an area of career specialization, and dealing with anxiety related to the challenges they encountered as engineering majors. In addition, possible selves theory was used to explain how the participants' understanding of their experiences in current contexts influenced who they wanted to become in future work conditions.
Doctor of Philosophy
This qualitative study explored the career goal-setting (CGS) processes of Black woman engineering majors (BWEMs). The researcher used phenomenological methods to specifically describe the participants' experiences as they took part in CGS. Five participants were included in the study who all identified as Black/African American women enrolled in their final year of an undergraduate engineering program at a predominantly White institution (PWI) in the southeast. Possible selves theory (Markus and Nurius, 1986; Strauss, Griffin, and Parker, 2012) helped to guide the main research question and the research sub-questions, which were based on Lee and Oyserman's (2009) three individual and contextual factors of past experiences, developmental contexts, and social contexts. The researcher conducted two interviews with each of the five participants. The findings revealed that the participants' CGS processes consisted of several mental steps, which included their thoughts about goal-setting in general, exploring engineering careers, making adjustments academically, finding an area of career specialization, and dealing with anxiety related to the challenges they encountered as engineering majors. In addition, possible selves theory was used to explain how the participants' understanding of their experiences in current contexts influenced who they wanted to become in future work conditions.