Goal Setting,Information, and Goal Revision: A Field Experiment

People typically set goals in settings where they cannot be sure of how they will perform, but where their performance is revealed to them in parts over time. When part of the uncertainty is resolved, initial goals may have turned out to be unrealistic and hence they no longer work as a motivation device. Revising goals may increase performance by making goals realistic, but may also adversely affect performance through reduced goal commitment. We study the effects of motivating university students to set goals and inviting them to revise their goals later, using a field experiment involving nearly 2,100 students. We use courses containing two midterms and a final exam, where midterms reduce uncertainty about students’ potential performance. We find that motivating students to set goals does not affect performance on average. Students with midterm grades lower than their goal, decrease their performance. This effect is driven by students who were motivated to set goals without being made aware that they can revise their goals later. This finding may help explain why the evidence of the effectiveness of goals on study performance is mixed.     

Combining performance,learning, and behavioral goals to match job with person: Three steps to enhance employee performance with goal setting

While there have been many articles written on the advantages and techniques of goal setting, there has been far less written to guide practicing managers on how to put this powerful motivational tool to work. This article offers a three-step process that begins by identifying the combination of performance, learning, and behavioral goals to best match the unique knowledge, skills, and abilities of the employee to the task requirements of the job. Once this best-goal combination has been determined, the manager's letter, a managerial tool developed by Peter Drucker, is presented as a well-accepted process for implementing a goal-setting strategy that emphasizes employee participation. The third step in the implementation of a goal-setting strategy is to introduce subconscious primes that can reinforce the value of setting performance, learning, and behavioral goals.     

The underlying mechanism of self-regulatory focus impact on compromise choice

The current research examines the psychological process underlying the differential sensitivity to the compromise effect associated with a distinct self-regulatory focus. In particular, we test two competing hypotheses: one based on the different weights assigned to decision components, and the one that draws on biased perception. This issue is explored via the statistical derivation of decision weights (Study 1), manipulation of the temporal frame of choice (Study 2), and altering the risks associated with decision-making (Study 3). The results of these three studies consistently support the differential weight account: Promotion-focused participants assign greater weight to the desirability (or hedonic value) of the choice outcome, whereas prevention-focused participants place greater weight on the likelihood (or risk) of achieving that outcome. However, perceptions regarding the desirability and the risk of the given choice are similar among those with a distinct self-regulatory focus.     

税收起源与目的浅探

税收起源于保障人类与非人类存在物利益共同体存在与发展的需要,起源于保障利益共同体与增进人类利益的需要。税收终极目的在于增进全社会和每个人的利益总量。税收目的既有共同税收目的与特定税收目的、相对税收目的与绝对税收目的、客观税收目的与主观税收目的,也有直接税收目的与终极税收目的。对税收目的认识如何,既关系着税收理论研究的成熟度,更影响着一个社会税收治理体系(税制)的优良程度。     

Goal-setting participation and goal commitment: Examining the mediating roles of procedural fairness and interpersonal trust in a UK financial services organisation

This study investigates whether participation in goal-setting within performance measurement and evaluation processes affects goal commitment and if so, whether the effect is mediated by procedural fairness and interpersonal trust. Using a sample of 54 managers within a UK financial services organisation, this study finds that participation in goal-setting is positively associated with goal commitment. Further analysis arising from introducing procedural fairness and interpersonal trust as mediating variables reveals that the association is significantly mediated by procedural fairness. Overall, these findings offer empirical evidence on the importance of procedural fairness on the relationship between participation and goal commitment.     

A goal orientation model of feedback-seeking behavior

Why do individuals differ in their feedback-seeking behavior, and how do these differences impact their task performance? The current article addresses these questions by developing a theoretical model using the individual difference of goal orientation (an orientation toward developing or demonstrating one's ability) as a central influence in the feedback-seeking process. Goal orientation is proposed to influence how individuals cognitively process the cost and value of feedback-seeking opportunities. These cognitions are then proposed to influence the choices made for six dimensions of feedback-seeking behavior—the frequency, type, source, method, timing, and sign preference. The argument is then made that assessment of multiple dimensions of feedback seeking, compared to the customary frequency assessment, should enhance our ability to explain the relationship of feedback-seeking behavior with outcomes such as task performance. Finally, the theoretical model is discussed as a platform for future research and as a source of guidance for the management of feedback-seeking behavior.     

Entrepreneurial logics for a technology of foolishness

Several years ago Professor March pointed out that rational choice involves two guesses, a guess about uncertain future consequences and a guess about uncertain future preferences, and called for the development of a technology of foolishness to complement the technologies of intelligence that have been developed to improve the first guess. In this essay we use empirical data from two separate studies of entrepreneurial expertise, one involving the creation of new ventures and the other the birth of a new industry to identify three logics that constitute working elements of a technology of foolishness: (1) the logic of identity, as opposed to the logic of preferences; (2) the logic of action, as opposed to the logic of belief; and (3) the logic of commitment, as opposed to the logic of transaction.     

基于模糊多准则群决策的可持续项目选择模型

将模糊多准则群决策方法应用于可持续项目的选择决策中。首先构建可持续项目选择框架,包括投资的经济、社会和环境影响以及战略联盟、组织准备和投资风险六个评价准则。由于该框架的准则权重很难通过一组决策者不一致的偏好而确定,所以,运用乘法偏好关系和模糊偏好关系收集决策者对准则权重的偏好,利用目标规划方法进行建模并确定各个准则的相对权重;然后用模糊TOPSIS方法评估投资机会的适合程度。TOPSIS方法是基于偏好比率的一种决策方法,其中偏好比率运用于模糊数排序和模糊距离测量,可以有效地计算出每个备选方案与理想方案的模糊距离,从而根据距离判断其亲密系数,并最终应用于最佳方案的抉择。最后,以某投资集团的可持续投资项目选择问题为例进行分析,验证了方法的有效性和可行性。     

Change-oriented organizational citizenship behaviors: the direct and moderating influence of goal orientation

Organizational learning in a retail setting relies on the motivation of boundary-spanning retail associates to identify and implement organizationally functional changes with respect to work methods, policies, and procedures within the context of their jobs, stores, or organizations-referred to as change-oriented organizational citizenship behaviors (OCBs). A theoretical model of situation and person antecedents of change-oriented OCBs is developed and tested with a sample of 183 full-time boundary-spanning employees of a national retail sales organization. The results reveal that learning goal orientation and leader-member exchange quality are direct positive antecedents of these behaviors. The results also demonstrate interesting Person × Situation interactions. Direct relationships between transformational or contingent reward leadership behaviors and change-oriented OCBs are moderated by employee performance goal orientation. A positive relationship between organizational commitment and change-oriented OCBs is moderated by employee learning goal orientation. Contingent reward leadership and transformational leadership behaviors also have indirect positive relationships with change-oriented OCBs via leader-member exchange quality.     

以德育人之我见

以德育人需要高素质的教师队伍，还应该创新德育教育的内容，更新教育方法，为社会培养合格人才。