Effects of Leader Role, Team-Set Goal Difficulty, Efficacy, and Tactics on Team Effectiveness

Durham, Cathy C.; Knight, Don; Locke, Edwin A.

doi:10.1006/obhd.1997.2739

Cited by 207 publications

(159 citation statements)

References 27 publications

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“…These finds extend those of Weingart (1992) and Durham, Knight and Locke (1997) confirming that difficulty of group goal led to better performance than easy goals not only with naïve subjects but also with experienced ones. However, achieving difficult goal requires commitment and enough amount of practice.…”

Section: Discussionsupporting

confidence: 79%

Difficult group goal improves serve reception of experienced volleyball players

Dutra

Benda²,

Lage³

et al. 2017

jhse

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This study investigated the effects of group goals difficulty on volleyball jump topspin serve reception with 36 experienced volleyball players. The volunteers performed an initial evaluation, whose results were organized in accordance to the level of performance and them divided into three similar groups: no goal, 10% and 30% group goal difficulty. Volunteers performed 810 receptions divided in 10 sessions during acquisition phase whose performance was scored from zero to 14 points. On retention test, the 30% of goal difficulty showed higher performance accuracy than 10% or no goal at all.

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Section: Discussionsupporting

confidence: 79%

Difficult group goal improves serve reception of experienced volleyball players

Dutra

Benda²,

Lage³

et al. 2017

jhse

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show abstract

“…Considering the positive individuals and organizational consequences of participatory decision making such as fostering a belief in democratic principles and processes, improved employee morale, commitment and productivity (Hoy & Miskel, 2000;Schermerhorn, 1984;Sergiovanni, 1987Sergiovanni, , 2000 enhanced quality of decisions made and their subsequent implementation (Fullan, 1992(Fullan, , 2001), enhanced cognitive capacities of those involved in the decision making process (Cannon-Bowers, Tannebaum, Salas, & Volpe, 1995;Durham, Knight, & Locke, 1997;Latham, Winters & Locke, 1994;Sagie, 1996Sagie, , 1997 and enhanced capacity of secondary schools to achieve the objectives of secondary education as laid out in Law No. 98/004 of April 14, 1998 as well as other regional and international education initiatives such as the attainment of the millennium development goals, these findings do not augur well for secondary education in Cameroon.…”

Section: Discussionmentioning

confidence: 99%

“…Shared leadership is associated with enhanced employee morale, commitment and productivity (Sergiovanni, 1987(Sergiovanni, , 2000Schermerhorn, 1984;Hoy & Miskel, 2000;Fullan, 1992Fullan, , 2001) quality of decisions made and commitment to their implementation (Fullan, 1992(Fullan, , 2001) and enhanced cognitive capacities of those involved by expanding their repertoire of knowledge, skills and attitudes (Cannon-Bowers, Tannebaum, Salas & Volpe, 1995;Durham, Knight & Locke, 1997;Latham, Winters & Locke, 1994, Sagie, 1996, 1997. According to these researchers, besides motivational benefits, participatory leadership offers a learning opportunity to everybody involved in the experience.…”

Section: Why Share Decision-making?mentioning

confidence: 99%

A Study of Teachers’ Perceptions of Involvement in Decision Making within Secondary Schools in Cameroon

Monjong¹,

Fon²

2016

JESR

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“…Individuals must be aware of the goal and accept it. Specific and difficult objectives lead to better achievement than vague or easy ones (Durham, Knight, & Locke, 1997). Goals should involve a challenge; to boost motivation, they should entail an extra effort.…”

Section: Goal-setting Theorymentioning

confidence: 99%

Motivation for Knowledge Work

Hendriks

Sousa

2006

Encyclopedia of Knowledge Management

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The importance of motivation in knowledge work is generally acknowledged. With lacking motivation, the quality of the products of knowledge work is bound to drop dramatically. Without work motivation, individual knowledge workers may direct their efforts to their individual needs at the expense of organization goals or decide to leave the firm. Creativity, knowledge teamwork, knowledge sharing, and other knowledge processes depend on the motivation of knowledge workers. Lacking sustained motivation in association with an insufficiently knowledge-friendly culture has often been mentioned as the principal culprit for failed knowledge management (KM) initiatives and programs (Davenport, DeLong, & Beers, 1998; McKenzie, Truc, & Winkelen, 2001). Several traits of knowledge workers explain, so it is argued, why prevailing work motivation programs will not work when applied to knowledge workers: they have high needs for autonomy, their career formation is external to the organization, they are loyal to their networks of peers and to their profession rather than to the organization that employs them, and the exact form and sequence of their work processes cannot be fully predicted (Despres & Hiltrop, 1996).

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Effects of Leader Role, Team-Set Goal Difficulty, Efficacy, and Tactics on Team Effectiveness

Cited by 207 publications

References 27 publications

Difficult group goal improves serve reception of experienced volleyball players

Difficult group goal improves serve reception of experienced volleyball players

A Study of Teachers’ Perceptions of Involvement in Decision Making within Secondary Schools in Cameroon

Motivation for Knowledge Work

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