MODULE 9 Goal Setting 2023

MODULE 9
Goal Setting
The next topic in this module is how to set your goals, but first of course we have to define what is a
GOAL?
Goal is defined as:
 Is the object toward which the behavior is directed, usually within a specified period of time.
 It motivates people to develop strategies that will enable them to perform better.
 Idea of the future or desired result that a person or group of people envision, plan and commit
to achieve.
Goals are being categorized into two
 Short term goals- it can be achieved in a day, week or year
 Long term goals- usually achieved over a year or more.
FACTORS which may influence Goals
 Values- consider to be personally important and worthy. Basis for what is desirable, correct and
good. They act according to the ways that will allow them to express their important value and
attain goals underlying them; gives direction to behavior
 Needs-motivates a person to act on something and satisfy that certain need. Needs activate and
direct behavior; categorize into physical and psychological behavior
Rules Of GOAL SETTING
 Set goals that are important to you.

 Set Specific Measurable Attainable Realistic Time bound- SMART GOALS
 Write your life goals
 Develop action plan for your future
 Start working TODAY
Goal Setting Theory (Edwin A. Locke)
 first described that the approach of goal setting theory is based on what Aristotle called
final causality; that is, action caused by a purpose.
 It accepts the axiomatic status of consciousness and volition.
 It also assumes that introspective reports provide useful and valid data for formulating
psychological concepts and measuring psychological phenomena (e.g., purpose, goal
commitment, self-efficacy).
 He then discussed the attributes of goals and his 14 research findings.
Attributes of Goals
(14 Research Findings)
1. The more difficult the goal, the greater the achievement.

2. The more specific or explicit the goal, the more precisely performance is regulated.
3. Goals that are both specific and difficult lead to the highest performance.
4. Commitment to goals is most critical when goals are specific and difficult.
5. High commitment to goals is attained when:
a. the individual is convinced that the goal is important;
b. the individual is convinced that the goal is attainable (or that, at least, progress can be
made toward it).
6. In addition to having a direct effect on performance, self-efficacy influences:
a. the difficulty level of the goal chosen or accepted;
b. commitment to goals;
c. the response to negative feedback or failure; and
d. the choice of task strategies.
7. Goal setting is most effective when there is feedback that shows progress in relation to
the goal.
8. Goal setting (along with self-efficacy) mediates the effect of knowledge of past
performance on subsequent performance.
9. Goals affect performance by affecting the direction of action, the degree of effort
exerted, and the persistence of action over time.
10. Goals stimulate planning in general. Often, the planning quality is higher than that
which occurs without goals. When people possess task or goal-relevant plans as a result
of experience or training, they activate them automatically when confronted with a
performance goal. Newly learned plans or strategies are most likely to be utilized under
the stimulus of a specific, difficult goal.
11. When people strive for goals on complex tasks, they are least effective in discovering
suitable task strategies if:
they have no prior experience or training on the task;
there is high pressure to perform well; and

there is high time pressure (to perform well immediately).
12. Goals (including goal commitment), in combination with self-efficacy, mediate or

partially mediate the effects of several personality traits and incentives on performance.
13. Goal-setting and goal-related mechanisms can be trained and/or adopted in the
absence of training for the purpose of self-regulation.
14. Goals serve as standards of self-satisfaction, with harder goals demanding higher
accomplishment in order to attain self-satisfaction than easy goals. Goals can also be
used to enhance task interest, reduce boredom, and promote goal clarity. When used to
punish or intimidate people, however, goals increase stress and anxiety.
Self-efficacy Theory
(Albert E. Bandura)
based on the assumption that psychological procedures serve as a means of creating and
strengthening expectation of personal efficacy.”
Dr. Bandura defined self-efficacy as “people’s beliefs about their capabilities to produce
designated levels of performance that exercise influence over events that affect their lives.
 outcome expectancy is “a person’s estimate that a given behavior will lead to certain
outcomes.”
 efficacy expectation is “the conviction that one can successfully execute the behavior
required to produce the outcomes.”
Acts of people with “high assurance in their capabilities”

 approach difficult tasks as challenges to be mastered;
 set challenging goals and maintain strong commitment to them;
 heighten or sustain efforts in the face of failures or setbacks;
 attribute failure to insufficient effort or deficient knowledge and skills which are
acquirable; and
 approach threatening situation with assurance that they can exercise control over them
Acts of people with “doubt their capabilities”

 shy away from tasks they view as personal threats;
 have low aspirations and weak commitment to goals they choose to pursue;
 dwell on personal deficiencies, obstacles they will encounter, and all kinds of adverse
outcomes, rather than concentrating on how to perform successfully;
 slacken their efforts and give up quickly in the face of difficulties;
 are slow to recover their sense of efficacy following failure or setbacks; and
 fall easy victim to stress and depression.
Four main sources of influence by which a person’s self-efficacy is developed and maintained:
 performance accomplishments or mastery experiences;

 vicarious experiences;
 verbal or social persuasion; and
 physiological (somatic and emotional) states.
TWO TYPES OF MINDSETS:
 Fixed Mindset
People who believe that success is based on their innate abilities have a “fixed” theory
of intelligence. Fixed-mindset individuals dread failure because it is a negative
statement on their basic abilities
 Growth Mindset
people who believe that success is based on hard work, learning, training, and
perseverance have growth theory of intelligence. Individuals do not mind or fear failure
as much because they realize their performance can be improved and learning comes
from failure.
If you plan on being anything less than you are capable of being, you
will probably be unhappy all the days of your life.
-Abraham Maslow-

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MODULE 9

Goal is defined as:

Goals are being categorized into two

 Short term goals- it can be achieved in a day, week or year

 Long term goals- usually achieved over a year or more.

FACTORS which may influence Goals

Rules Of GOAL SETTING

 Set goals that are important to you.

1. The more difficult the goal, the greater the achievement.

there is high pressure to perform well; and

12. Goals (including goal commitment), in combination with self-efficacy, mediate or

Acts of people with “high assurance in their capabilities”

Acts of people with “doubt their capabilities”

 performance accomplishments or mastery experiences;

TWO TYPES OF MINDSETS:

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