Goal Setting: Theory, research and practical applications Robertson Cooper Ltd Nick Hayter Practical workshop, introducing the key concepts and core findings of Goal Setting theory, research, practical applications. Billed as what it is, why do it and how to do it. See what we can cover in 45 mins!

Robertson Cooper Founded by Professors Cary Cooper & Ivan Robertson Evidence-based products that help organisations in managing well-being, engagement and resilience in a strategic and systematic way Flexible, partnership approach in working with clients to build capability inside their businesses

Pressure and Performance

Resilient Teams: When there’s little you can do about some of the pressures draining well-being, you can still top up the reservoir in other ways

Goals A goal is the object or aim of an action, for example, to attain a specific standard of proficiency, usually within a specified time limit (Locke & Latham, 2002) Goals indicate and give direction to an employee about what needs to be done and how much effort is required to be put in

Goal Setting Theory Goal setting is essentially linked to task performance: “We found a positive, linear function in that the highest or most difficult goals produced the highest levels of effort and performance. Goal difficulty effect sizes in meta-analyses ranged from .52 to .82” (Locke & Latham, 1990) “Performance levelled off or decreased only when the limits of ability were reached or when commitment to a highly difficult goal lapsed” (Erez & Zidon, 1984) “Specific, difficult goals consistently led to higher performance than urging people to do their best. In short, when people are asked to do their best, they do not do so” (Locke, 2002)

Goal Setting Theory Discuss: Why do goals improve task performance?

Goal Setting Theory Practical importance: The four mechanisms Goals serve a directive function; they direct attention and effort toward goal-relevant activities and away from goal-irrelevant activities Goals have an energizing function; high goals lead to greater effort than low goals Goals affect persistence; when allowed to control time spent on a task, hard goals prolong effort Goals affect action indirectly by leading to the arousal, discovery, and/or use of task-relevant knowledge and strategies Locke and Bryan (1969) observed that people who were given feedback about multiple aspects of their performance on an automobile-driving task improved their performance on the dimensions for which they had goals but not on other dimensions. Directly entail physical effort, such as the ergometer (Bandura & Cervone, 1983); (b) entail repeated performance of simple cognitive tasks There is often, however, a trade-off in work between time and intensity of effort. Faced with a difficult goal, it is possible to work faster and more intensely for a short period or to work more slowly and less intensely for a long period. Tight deadlines lead to a more rapid work pace than loose deadlines in the laboratory

Goal Setting Theory Moderators of effectiveness 1. Task Complexity 2. Feedback 3. Goal Commitment Discuss: What impacts commitment towards goals? As the complexity of the task increases and higher level skills and strategies have yet to become automatized, goal effects are dependent on the ability to discover appropriate task strategies. Because people vary greatly in their ability to do this, the effect size for goal setting is smaller on complex than on simple tasks Importance – personally and/or inspired vision Self-efficacy – adequate training, role modelling

“The most beautiful fate, the most wonderful good fortune that can happen to any human being, is to be paid for doing that which he passionately loves to do.” Abraham Maslow

i-resilience : Key Components of personal resilience

Challenge & Mastery

Using Goals: Setting objectives M A R T PECIFIC EASURABLE GREED / ACHIEVABLE ELEVANT S – clear and focused M – so that achievement can be assessed A – needs to be demanding and realistic R – to the job and role T – when achieved by; so plans can be made IME-LIMITED

Using Goals Discuss: How are goals (and appraisals) used in your organisation?

Setting goals: Appraisals Periodic formal meeting between manager & staff Aims: Improving performance Assessing achievements against objectives Reviewing levels of competence Developing the employees skills and career Setting fresh objectives In most cases, appraisers need to assess: Results – What the individual achieved against objectives Competence – How they achieved (or partially achieved) their objectives; the personal capabilities and behaviours they demonstrated

Different types of objectives Achievement objectives Intended to raise performance in line with business objectives Can also arise from the individual’s development needs Maintenance objectives Aim to maintain current levels of effectiveness Especially relevant to roles which involve routine activities Remember: Balance strengths with development needs!

Linking individual objectives to organisational goals Performance appraisal has a central role to play in performance management An appraisal is the vehicle by which organisational goals are translated into individual objectives When setting individual objectives, be sure that they are consistent with the objectives of the team/division

Linking individual objectives to organisational goals To enhance revenue stream by broadening customer base Team goal To increase market penetration in SMEs and achieve 20% growth in sales in this sector by year end Individual objectives Clare will: 1) Spend two days per week on sales calls to SMEs within her region 2) Achieve £150K sales of PCLX systems and associated software to these clients within the next nine months

Examining Evidence of Achievement To assess how well an objective has been met requires an examination of the supporting evidence If objectives are SMART, this should be relatively easy When an objective has only been partially fulfilled, the appraiser needs to uncover: Why the shortfall occurred How much control the appraisee had in achieving the objective Important to review the objectives regularly – to spot problems, discuss solutions and check appropriateness

Assessing Competencies There is a need to assess how the appraisee performs in their job; what skills and behaviours they have demonstrated in working towards their goals Competencies are a linked set of characteristics and behaviours that enable a person to perform at a high level Examples: Quality Focus; Teamworking; Decision taking The strength in using competencies is that you analyse the performance of each person against a clear standard Assessments need to be based on examples of evidence; focuses attention on where skills can be improved Avoid bias; needs to fair and needs to assess performance

Pressure and Performance

The Leadership Impact model

Leadership Impact

Leadership Impact

Contact Nick Hayter nick.hayter@robertsoncooper.com www.robertsoncooper.com 0161 232 4910