Goal setting, conditions of practice, and task performance: A resource allocation perspective.

Kanfer, Ruth; Ackerman, Phillip L.; Murtha, Todd C.; Dugdale, Brad; Nelson, Leissa C.

doi:10.1037/0021-9010.79.6.826

Cited by 213 publications

(167 citation statements)

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“…Following the third and ninth practice trials, participants completed a four-item measure of negative affect developed by Kanfer, Ackerman, Murtha, Dugdale, and Nelson (1994). This is a self-report questionnaire that asks participants to report the extent to which they experienced affective thoughts during the task trials.…”

Section: Measures Of Affective Self-regulatory Processesmentioning

confidence: 99%

“…Trainees completed a 6-item measure to assess their off-task thoughts following the third and ninth practice trials. This measure was adapted from Kanfer et al (1994) and is designed to measure the frequency of off-task cognitions. Higher scores on this measure indicate greater frequency of off-task thoughts.…”

Section: Measures Of Cognitive Self-regulatory Processesmentioning

confidence: 99%

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Disentangling achievement orientation and goal setting: Effects on self-regulatory processes.

Kozlowski

Bell

2006

Journal of Applied Psychology

178

174

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The Heckhausen and Kuhl (1985) goal typology provided the conceptual foundation for this research, which examined the independent and integrated effects of achievement orientation and goal setting approaches on trainees' self-regulatory activity. Using a complex computer-based simulation, the authors examined the effects of three training design factors cutting across these two theoretical domains -goal frame, goal content, and goal proximity -on the nature, focus, and quality of the self-regulatory activities of 524 trainees. Results revealed that all three factors had a significant influence on self-regulation, with goal content exhibiting the greatest influence. In line with expectations, congruent learning frame and content relative to congruent performance frame and content was beneficial for trainees' self-regulatory activity, incongruent combinations of goal frame and content were better than congruent performance frames and content, and effects for the incongruent combinations cutting across the domains were asymmetrical. Theoretical extensions for further disentangling these distinct domains and training design implications are discussed. Achievement Orientation and Goal Setting AbstractThe Heckhausen and Kuhl (1985) goal typology provided the conceptual foundation for this research, which examined the independent and integrated effects of achievement orientation and goal setting approaches on trainees' self-regulatory activity. Using a complex computerbased simulation, the authors examined the effects of three training design factors cutting across these two theoretical domains -goal frame, goal content, and goal proximity -on the nature, focus, and quality of the self-regulatory activities of 524 trainees. Results revealed that all three factors had a significant influence on self-regulation, with goal content exhibiting the greatest influence. In line with expectations, congruent learning frame and content relative to congruent performance frame and content was beneficial for trainees' self-regulatory activity, incongruent combinations of goal frame and content were better than congruent performance frames and content, and effects for the incongruent combinations cutting across the domains were asymmetrical. Theoretical extensions for further disentangling these distinct domains and training design implications are discussed. Achievement Orientation and Goal Setting 3Disentangling Achievement Orientation and Goal Setting: Effects on Self-Regulatory ProcessesOver the last decade or so, training research has examined a variety of interventions designed to influence the nature, focus, and quality of self-regulatory processes which, in turn, have been shown to have beneficial effects on trainee motivation, learning, and performance.As a result, this type of research has advanced understanding with respect to how to design effective interventions for training complex skills (Salas & Cannon-Bowers, 2001). One limitation of this work, however, is that it has drawn upon related but distinctly differ...

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Section: Measures Of Affective Self-regulatory Processesmentioning

confidence: 99%

Section: Measures Of Cognitive Self-regulatory Processesmentioning

confidence: 99%

Disentangling achievement orientation and goal setting: Effects on self-regulatory processes.

Kozlowski

Bell

2006

Journal of Applied Psychology

178

174

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“…Candidates are less likely to make a particular choice if they do not believe their choice will lead them to their respective goals in the situation at hand (Bandura, 1986;. In other words, while task-related ability cannot ensure high motivation in the respective direction, enactive mastery may well affect motivation (e.g., Bandura, 1997;Kanfer & Ackerman, 1989a, 1989bKanfer, Ackerman, Murtha, Dugale, & Nelson, 1994). …”

mentioning

confidence: 99%

Predicting Typical and Maximum Performance with Measures of Motivation and Abilities

Klehe

Latham

2008

PSYCHOL BELG

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The current study integrated the literature on selection tests of typical versus maximum performance (Cronbach, 1960) with the literature on job performance under typical and maximum performance conditions (Sackett, Zedeck, & Fogli, 1988). Tests of maximum performance (i.e., measures of task-related knowledge, skills, and abilities) loaded onto a different factor than tests of typical performance (i.e., measures of task-related motivation). Nevertheless, these two factors were moderately correlated (r = .44). Further, both task-related ability and motivation predicted typical performance. Maximum performance was predicted only by ability. Cronbach (1949;1960) classified personnel selection tests into two broad categories, tests of maximum and tests of typical performance. The former term designates ability tests such as measures of cognitive ability or tests of a particular knowledge or skill. The distinguishing feature of maximum performance tests is that they seek to assess how much or how well people can perform at their best. Hence, candidates are encouraged to do well in order to earn the best score they can. In contrast, "tests of typical performance are used to investigate not what the person can do but what he does" (Cronbach, 1960, p. 31) and "the test of a suitable employee is whether she maintains that courtesy in her daily work even when she is not 'on her best behaviour'". Tests of typical performance therefore do not assess a candidate's ability or what that person can do under maximum circumstances, rather they assess how the ability of a job candidate is evident on a day-to-day basis. In short, these tests assess what the candidate chooses to do. Hence they assess a candidate's motivation rather than his or her ability.Applying Cronbach's classification from the selection domain to actual job performance, Sackett, Zedeck, and Fogli (1988; see also Sackett, 2007) argued that typical job performance occurs when people are not aware that they are being evaluated on the job, when they are not instructed to do their 'very best', and when their job performance is assessed over an extended 68 PREDICTING TYPICAL AND MAXIMUM PERFORMANCE period of time. In contrast to typical job performance, maximum job performance occurs when people know that their performance is being evaluated, when they receive instructions to exert great effort, and when the duration of assessment is short enough to enable performers to remain focused on the task. Sackett et al. (1988; see also Sackett, 2007) acknowledged that in practice, typical and maximum job performance represent a continuum rather than a dichotomy, thus rendering any comparison between typical and maximum performance relative.Tests of maximum versus typical performance on the predictor side and maximum versus typical job performance on the criterion side are obviously related. Yet, very few empirical studies have been conducted that take into account these two domains. Instead, past studies on the prediction of typical versus maximum job performance have ...

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“…Such information should serve to create the perception that the persistence-performance relationship is positive and continuous. Therefore, we believe that adaptive guidance will lead to greater task persistence, as measured by trainees' on and off-task cognition (Kanfer, Ackerman, Murtha, Dugdale, & Nelson, 1994).Measuring trainees' on-task cognition provides a more accurate assessment of trainees' task persistence than time-on-task because individuals may withdraw mentally from a task long before they actually quit physically performing it (Kanfer et al, 1994). This is especially true when individuals are required to spend a certain amount of time in training, as they were in the current study.…”

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confidence: 99%

Adaptive Guidance: Enhancing Self‐regulation, Knowledge, and Performance in Technology‐based Training

Bell

Kozlowski

2002

Personnel Psychology

223

248

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Considerable research has examined the effects of giving trainees control over their learning (Steinberg, 1977(Steinberg, , 1989Williams, 1993). The most consistent finding of this research has been that trainees do not make good instructional use of the control they are given. Yet, today's technologically based training systems often provide individuals with significant control over their learning (Brown, 2001). This creates a dilemma that must be addressed if technology is going to be used to create more effective training systems. The current study extended past research that has examined the effects of providing trainees with some form of advisement or guidance in addition to learner control and examined the impact of an instructional strategy, adaptive guidance, on learning and performance in a complex training environment. Overall, it was found that adaptive guidance had a substantial effect on the nature of trainees' study and practice, self-regulation, knowledge acquired, and performance. Adaptive Guidance 2 Abstract Considerable research has examined the effects of giving trainees control over their learning (Steinberg, 1977(Steinberg, , 1989Williams, 1993). The most consistent finding of this research has been that trainees do not make good instructional use of the control they are given. Yet, today's technologically based training systems often provide individuals with significant control over their learning (Brown, 2001). This creates a dilemma that must be addressed if technology is going to be used to create more effective training systems. The current study extended past research that has examined the effects of providing trainees with some form of advisement or guidance in addition to learner control and examined the impact of an instructional strategy, adaptive guidance, on learning and performance in a complex training environment.Overall, it was found that adaptive guidance had a substantial effect on the nature of trainees' study and practice, self-regulation, knowledge acquired, and performance.Adaptive Guidance 3The Effects of Adaptive Guidance in a Complex Training Environment Advanced computer-based technologies have created a vast range of opportunities to create new training tools. As the cost of these technologies declines, an increasing number of organizations are beginning to implement technologically based training applications, such as simulations, web-based training, and distance learning. These applications offer many advantages. For example, they can create a safe training environment for individuals to learn tasks on which actual mistakes can result in serious injury or extensive damage to equipment. By allowing training to occur almost anywhere and at anytime, these applications are also very well suited for today's global companies and their dispersed employees.Perhaps the most frequently cited advantage of these emerging computer-based technologies, however, is that they allow learners to have considerable control over different aspects (e.g., content, sequence, pace...

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Goal setting, conditions of practice, and task performance: A resource allocation perspective.

Cited by 213 publications

References 17 publications

Disentangling achievement orientation and goal setting: Effects on self-regulatory processes.

Disentangling achievement orientation and goal setting: Effects on self-regulatory processes.

Predicting Typical and Maximum Performance with Measures of Motivation and Abilities

Adaptive Guidance: Enhancing Self‐regulation, Knowledge, and Performance in Technology‐based Training

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