Learning versus performance goals: When should each be used?

By G. Seijts, Gary P. Latham. 2005

210 citations recorded by the source corpus.

Subfields: Applied Psychology, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c8ff230f8aa6ce7324ad562d421a0e7ef7ed47cd

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In Applied Psychology

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

The development of goal setting theory: A half century retrospective. (2019, background): “Watson (1924), the founder of behaviorism, argued that because consciousness can be neither weighed nor measured as with physical entities, it should not be considered as part of science.”
THE PARADOX OF STRETCH GOALS: ORGANIZATIONS IN PURSUIT OF THE SEEMINGLY IMPOSSIBLE (2011, background): “We do not depart, however, from the usual focus on outcomeoriented performance goals as opposed to process-oriented learning goals (e.g., Seijts & Latham, 2005; Winters & Latham, 1996).”
Expertise-Based Intuition and Decision Making in Organizations (2010, background): “Seijts and Latham (2005) outlined the mechanisms for which goal setting helps increase an employee’s effectiveness.”
Effects of Trainee Characteristics on Training Effectiveness (2007, background): “…better (i.e., learning goal orientation) would be expected to rate higher than employees driven by the needs of impression management (i.e., performance goal orientation), and the two goal orientations should correlate inversely with performance ratings (Seijts & Latham, 2005; Seijts et al., 2004).”
The impact of executive coaching on self‐efficacy related to management soft‐skills (2010, background): “, 1997), learning goal orientation (Seijts and Latham, 2005; Kozlowski et al., 2001), affective commitment (Bartlett, 2001; Saks, 1995), and work-environment support (Cromwell and Kolb, 2004; Kirwan and Birchall, 2006) are positively linked to transfer of training.”
Microfoundations of Organizational Paradox: The Problem Is How We Think about the Problem (2017, background): “Emphasizing short-term performance goals, however, contributes to quick successes, but cannot be sustained in the long run without significant learning (Seijts & Latham, 2005).”
New developments in and directions for goal-setting research. (2007, background): “Hence, the instructions are framed so that attention is given to the discovery of the strategies, processes, or procedures necessary to perform a task effectively (Seijts & Latham, 2005).”
Learning Agility: In Search of Conceptual Clarity and Theoretical Grounding (2012, background): “…making some people so anxious about performing at a high level that they unsystematically scramble to discover appropriate task-relevant strategies, and in doing so, ‘‘they fail to learn in a timely fashion the most efficient ways to accelerate their effectiveness’’ (Seijts & Latham, 2005, p. 126).”
Organizational Aspirations, Reference Points, and Goals (2012, methodology): “The balanced scorecard approach is widely utilized in practice, and it is now common for firms to have more than 50 top-level goals in addition to subgoals by function (Meyer, 2002), as well as stretch goals and learning goals (Seijts & Latham, 2005).”