Precision teaching and fluency: The effects of charting and goal-setting on skaters' performance.

Trudy L. Pocock; T. Mary Foster; James S. McEwan

doi:10.1037/h0100544

Precision teaching and fluency: The effects of charting and goal-setting on skaters' performance.

Journal of Behavioral Health and Medicine ◽

10.1037/h0100544 ◽

2010 ◽

Vol 1 (2) ◽

pp. 93-118

Author(s):

Trudy L. Pocock ◽

T. Mary Foster ◽

James S. McEwan

Keyword(s):

Goal Setting ◽

Precision Teaching

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Undesirable Effects of Goal Setting on Perceived Fairness, Commitment, and Unethical Behavior

Zeitschrift für Arbeits- und Organisationspsychologie A&O ◽

10.1026/0932-4089/a000267 ◽

2018 ◽

Vol 62 (2) ◽

pp. 97-107 ◽

Cited By ~ 2

Author(s):

Nina Keith

Keyword(s):

Goal Setting ◽

Unethical Behavior ◽

The United States ◽

Goal Commitment ◽

Management Technique ◽

Long Term Effects ◽

Perceived Fairness ◽

Negative Effects ◽

Positive Effects ◽

And Performance

Abstract. The positive effects of goal setting on motivation and performance are among the most established findings of industrial–organizational psychology. Accordingly, goal setting is a common management technique. Lately, however, potential negative effects of goal-setting, for example, on unethical behavior, are increasingly being discussed. This research replicates and extends a laboratory experiment conducted in the United States. In one of three goal conditions (do-your-best goals, consistently high goals, increasingly high goals), 101 participants worked on a search task in five rounds. Half of them (transparency yes/no) were informed at the outset about goal development. We did not find the expected effects on unethical behavior but medium-to-large effects on subjective variables: Perceived fairness of goals and goal commitment were least favorable in the increasing-goal condition, particularly in later goal rounds. Results indicate that when designing goal-setting interventions, organizations may consider potential undesirable long-term effects.

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