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Setting Goals For Success - 2

Goal setting requires commitment and determination. Successfully achieving goals depends on factors like self-efficacy, beliefs ("mindset"), and agency. Goals provide direction, motivation, and feedback which can enhance performance. However, goals must be specific, challenging but attainable, and consider an individual's abilities to be most effective. Regular evaluation and adjustment based on feedback can help ensure goals remain relevant and aid completion.

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Mark Adrian Dave Villanueva
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16K views34 pages

Setting Goals For Success - 2

Goal setting requires commitment and determination. Successfully achieving goals depends on factors like self-efficacy, beliefs ("mindset"), and agency. Goals provide direction, motivation, and feedback which can enhance performance. However, goals must be specific, challenging but attainable, and consider an individual's abilities to be most effective. Regular evaluation and adjustment based on feedback can help ensure goals remain relevant and aid completion.

Uploaded by

Mark Adrian Dave Villanueva
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SETTING GOALS FOR SUCCESS

GOAL
Refers to the future valued outcomes
that we plan and hope to achieve.
(Locke & Latham)

What is goal?
 Short Term-
within a week
or span of
several
months
 Long Term-
take years

Outcomes may be set for:


Goal setting
- A process of establishing clear and usable targets
or objects. (Moeller, Thieler & Wu)

Stir us to do something and give direction to our


course of action.
Serve as our motivation that push us to exert
more effort and persistence to achieve it.
Enhance ones’s metacognitive and self-
regulation

Why do we set GOALS?


• Metacognitive- awareness of our
cognitive processes.
• Self-regulation- ability to manage our
behavior and environment to improve
learning.

Why do we set GOALS?


1. Set specific goals.
People benefit much
from specific goals
rather than from vague,
general goals. It is also
suggested that we write
down the “why” and
“how” of the goal.

SETTING GOALS
2. Set mastery goals rather than performance. Goal
theory identifies two goal orientations: a task-focused
orientation or mastery goal and an ability-focused
orientation or performance goal.
• Mastery goal- has an intrinsic focus on learning and on
acquiring the abilities needed to master a challenging task
or situation.
• Ability- Focused goal- aims to exhibit our ability and
competence. It is also called performance goal orientation,
which focuses on validating our competence through
external rewards, such as praise and admiration from some
other people.
SETTING GOALS
3. Make difficult but attainable goals. We should not
limit ourselves when setting goals; we should explore
how much we can do. Setting difficult goals, which
are not based on our abilities may be too risky and
may likely lead to failure.
4. Setting goals should be interested with
commitment. Setting goals comes with the
commitment that will really exert effort to achieve it.
Once we consider a goal important for our self, the
more we will be engaged in pursuing the steps
necessary to attain the goal. SETTING GOALS
5. Goals come with a deadline. Deadlines serve a as
time-control mechanism that improves the
effectiveness of goals (Lunenberg, 2011). Setting a
target date or time for completing a goal can
contribute to one’s motivation and persistence.
6. Provide feedback upon goal-attainment. The
process of setting goals and attaining them benefits a
lot from feedback. Feedback provides an evaluation
of how well we are doing. This motivates us to
continue the good work or cautions us to make
necessary adjustments to foster goal attainment.
SETTING GOALS
7. Goals have an affective component.
Both the process of setting and achieving
goals can be determined by the person’s
emotional state.

SETTING GOALS
Ryan (1970) as cited by Locke & Latham
(2002), premised that conscious goals affect
action, thus, a goal is the object or aim of an
action. A college student’s academic goal is to
fulfill the course requirements and pass all
examinations to graduate on time for the length
of the program he/she is taking. Goals affect
performance through four mechanisms (Locke,
2002):

IMPORTANCE OF GOALS
 First, goals serve a directive function;
they direct attention and effort toward
goal relevant activities and away from
goal-irrelevant activities.
 Second, goals have an energizing
function. High goals lead to great effort
than low goals.

IMPORTANCE OF GOALS
 Third, goals affect persistence. When participants
are allowed to control the time they spend on a
task, hard goals prolong effort (LaPorte &
Nath,1975, as cited by Locke & Latham ,2002).
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 (Bryan & Locke, 1967b, as cited by Locke
& Latham,2002).
IMPORTANCE OF GOALS
Fourth, goals affect action indirectly by
leading to the arousal, discovery, and/or
use of task-relevant knowledge and
strategies. (Wood & Locke,1990, as cited
by Locke & Latham,2002).

IMPORTANCE OF GOALS
- One of the most well renowned living
psychologist in the field of psychology
- A forerunner of Social Cognitive Theory
of Learning

ALBERT BANDURA’S SELF EFFICACY


- Refers to one’s capability to organize and
execute the courses of action required to
manage perspective situations
- A thought of a task-specification of self-
esteem

High Self-efficacy
Low sense of self-efficacy

Self- Efficacy
High self-efficacy
- They feel confident that they can successfully
take on certain task and more likely to take risk
even though the process becomes challenging

Low sense of self-efficacy


- They easily give up in the face of
difficulties

Self- Efficacy
1.Mastery Experience
- Also known as Personal Performance
Accomplishment
- The key to mastering is to approach life with
dedicated efforts and experimenting with
realistic but challenging goals

Four ways/ factors that contribute


to one’s Self-Efficacy
2. Social Modeling
- Also termed as Vicarious Learning
- Choosing role models that can demonstrate
their self-efficacy
3. Social Persuasion
- Is about finding the right mentor
- Having others directly influence one’s self-
efficacy by providing opportunities for
mastery experience in a safe and purposeful
manner
Four ways/ factors that contribute
to one’s Self-Efficacy
4. State of Physiology
- The physiological and emotional states we have
while we are undertaking a certain task can affect
not just our performance but also the beliefs, we
have in ourselves.
Strong Emotions- Fear and anxiety
Feeling too relaxed- make us feel too confident
and hold us back from giving our best
Moderate Emotions- strong enough to challenge
us but not too strong as to hinder a successful
performance
Four ways/ factors that contribute to one’s Self-
Efficacy
Carol Dweck
- A Lewis and Virginian
Eaton professor of
psychology at Standford
University
- she is known for her
work on the Mindset
Psychological Traits

Carol Dweck’s Mindset


Mindset- are beliefs about one’s self and one’s
most basic quality
- According to Dweck, individuals can be placed
on a continuum according to their implicit views
of where ability comes from:

Carol Dweck’s Mindset


Fixed Mindset- believed that one success is
based on innate ability or their given traits.

Growth Mindset- can see their qualities


as things that they can developed through
dedication and effort.

Carol Dweck’s Mindset


- (1990) Locke and Latham published
their seminal work “A Theory of Goal
Setting and Task Performance”
- And in this book, they repeated the
need to set specific and difficult goals
while outlining (5) five other
characteristics for successful goal
setting.
Locke’s Goal Setting Theory
 CLARITY
- When a goal is
clear and specific,
it’s clear to
understand
exactly wrath you
need to achieve
- SMART

5 Principles of Goal Setting


S pecific - Precise with a single focus per goal
- It can be measured so that you
M easurable know when you hit them
A chievable - Make sure that the goal you set is
achievable
R elevant - Should be relevant to the direction
you want your life and career to
T ime Bound take
- Your goal should have deadline

5 Principles of Goal Setting


 CHALLENGE
- People are often motivated by challenging
goals; however, it is very important not to
set a goal that is so challenging, that cannot
be achieved
- Develop self-discipline

5 Principles of Goal Setting


- Finding the best
balance between
Pressure and
Performance when
setting a goal using
Inverted U model
Low Pressure -shows the situation where
people aren’t being challenged
High Stress – where they’re starting to fall apart
under pressure
Best Performance – where people work at
peak effectiveness, they’re sufficiently
motivated to work hard but they’re not so
overloaded that they are starting to struggle.

5 Principles of Goal Setting


 COMMITMENT
- For a goal to be motivating you
must be committed to it
- Use visualization techniques to
imagine how your life will look
once you’ve achieved your goal

5 Principles of Goal Setting


 FEEDBACK
- Selecting the right goal, you should
also listen to feedbacks
- Feedbacks give you the opportunity
to clarify people’s expectation and
adjust the difficulty of their goal

5 Principles of Goal Setting


 TASK COMPLEXITY
- Take special case to ensure the
work doesn’t become too
overwhelming when goals are highly
complex

5 Principles of Goal Setting


• Goal setting requires one’s full commitment
and determination to take on necessary steps
to make those goals reality.
Thus, successfully achieving desired goals
depends on the person’s self-efficacy, beliefs,
and agency.

“Are you ready to make your goals reality?”

SUMMARY
END

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