Reacties van leidinggevenden op radicale creatieve ideeën van medewerkers

2015 ◽  
Vol 28 (2) ◽  
Author(s):  
Roy B.L. Sijbom ◽  
Onne Janssen ◽  
Nico W. van Yperen
Keyword(s):  
Boundary Conditions ◽  
Achievement Goals ◽  
Performance Goals ◽  
Performance Goal ◽  
Mastery Goals ◽  
Mastery Goal ◽  
Underlying Mechanisms ◽  
Practical Implications ◽  
Better Than

Leaders’ reactions to radical creative ideas voiced by employees: The role of leaders’ achievement goals Leaders’ reactions to radical creative ideas voiced by employees: The role of leaders’ achievement goals We review three articles in which we examined how leaders’ achievement goals affect their reactions to creative ideas voiced by their employees. Across a series of studies, we expected and found that leaders pursuing performance goals (to do better than others) tend to be less receptive and more opposing to voiced creative ideas than leaders pursuing mastery goals (to do better than they did before). We also present and discuss our findings on the underlying mechanisms that can clarify why performance goal leaders react differently than mastery goal leaders as well as the boundary conditions under which performance goal leaders respond in similar ways to mastery goal leaders. We conclude that leaders’ achievement goals affect their reactions to voiced creative ideas and discuss the practical implications for leaders and organizations to get the most out of upward creative input.

scholarly journals WHO STRIVES AND WHO GIVES UP? THE ROLE OF SOCIAL COMPARISON DISTANCE AND ACHIEVEMENT GOALS ON STUDENTS’ LEARNING INVESTMENT

2012 ◽  
Vol 48 (1) ◽  
pp. 107-116
Author(s):  
Aneta Mechi ◽  
Margarita Sanchez-Mazas
Keyword(s):  
Social Comparison ◽  
Key Words ◽  
Achievement Goals ◽  
Performance Goals ◽  
Great Effort ◽  
Mastery Goals ◽  
The Social ◽  
Current Survey ◽  
Distance Conditions

The current survey tests the effects of social comparison distance on investment in learning. The social comparison is known to have two directions: upward and downward. It is hypothesized that, apart from these two directions, there are two distances: moderate and extreme. These distances are supposed to have an impact on the learning investment (when students will strive) or the disinvestment (when they will not make a great effort). Globally, students seem to put more effort in the case of moderate-distance conditions than in the case of extreme-distance conditions. However, the effect of distance is different according to the achievement goals reported by participants (interaction between comparison distance and achievement goals): the participants with performance goals strive more in the moderate-distance condition, whereas those with mastery goals seem to put a quite stable effort regardless of the distance. Implications in educational settings are discussed. Key words: achievement goals, learning investment, social comparison distance.

Achievement Goals and Moral Competence in Sport

2012 ◽  
Vol 17 (1) ◽  
pp. 34-43 ◽  
Author(s):  
Katerina Mouratidou ◽  
Vassilis Barkoukis ◽  
Stelios Rizos
Keyword(s):  
Achievement Goals ◽  
Avoidance Performance ◽  
Demographic Characteristics ◽  
Achievement Goal ◽  
Hierarchical Regression ◽  
Performance Goals ◽  
Moral Competence ◽  
Mastery Goals ◽  
Perceived Ability

Achievement goal approaches proliferated that mastery goals are associated with higher moral competence compared to performance goals. Several demographic characteristics have also been found to influence this relationship. The 2 × 2 achievement goal approach is the newest development in achievement goal approaches suggesting the existence of four achievement goals: mastery approach, mastery avoidance, performance approach, and performance avoidance. So far there has been no research evidence associating these achievement goals to moral competence and the role of demographic characteristics. The present study was designed to examine the effect of the 2 × 2 achievement goals on moral competence and the moderating role of athletes’ age, experience, playing position, level and league of participation, education, job, and perceived ability. The sample of the study was comprised of 208 football and basketball athletes (Mage = 22.71 years old and SD ±5.09 years). The participants completed a Demographic Characteristics Questionnaire, the Achievement Goals Questionnaire – Sport and the Moral Judgment Test. The results of the moderated hierarchical regression analyses indicated that athletes’ adopting performance goals were associated with low moral competence. This relationship was moderated by several demographic characteristics such as age and experience, level of participation, and perceived ability. Among athletes adopting performance-approach goals, less moral competent athletes were found to be the older, the more experienced, and those participating in professional clubs. Among performance-avoidance-oriented athletes those with high perceived ability revealed less moral competence. No significant effect was found regarding mastery goals. These findings provide important information regarding the effect of achievement goals on moral competence and the role several demographic characteristics can play.

scholarly journals Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems

2020 ◽  
Author(s):  
Junlin Yu ◽  
Ros McLellan
Keyword(s):  
Achievement Goals ◽  
Growth Mindset ◽  
Performance Goals ◽  
Performance Goal ◽  
Mastery Goals ◽  
Fixed Mindset ◽  
Achievement Data ◽  
Latent Profile Analyses ◽  
Meaning Systems ◽  
And Performance

Growth and fixed mindsets have been linked to distinct effort beliefs, goals, and behaviours, creating a seemingly dichotomous pattern of motivation. Yet, students holding the same mindset are unlikely a homogenous group and may further differ in their motivational patterns. The current study employed a person-centred approach to investigate how mindsets and associated constructs naturally cohered and functioned together to influence student achievement. Data were collected from 535 English students (aged 14-16 years) on mindsets, effort beliefs, achievement goals, perseverance, and self-handicapping, along with their English and maths performance at the end of secondary school. Latent profile analyses revealed four distinct profiles. Across the profiles, students’ mindset co-varied with effort beliefs, mastery goals, perseverance, and self-handicapping, but the relationship between mindsets and performance goals was less straightforward. Two profiles supported the classic growth mindset–mastery goal (Growth-Focused) and fixed mindset–performance goal pairings (Ability-Focused). The other two profiles, however, displayed alternative combinations of mindsets and goals that had not been acknowledged in the past. Specifically, some growth mindset students embraced performance goals alongside mastery goals (Growth-Competitive), and some fixed mindset students did not endorse performance goals (Disengaged). The two growth-oriented profiles consistently performed well, and Growth-Competitive students even outperformed Growth-Focused students in maths. Compared to girls, boys were more often found in Ability-Focused and Disengaged profiles. Overall, the results indicate a nuanced set of relations between mindsets and achievement goals, highlighting the dynamic integration of motivational beliefs and goals within individuals.

Innovation in SMEs: the role of employee training in German SMEs

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Irem Demirkan ◽  
Ravi Srinivasan ◽  
Alka Nand
Keyword(s):  
Research And Development ◽  
Boundary Conditions ◽  
Product Innovation ◽  
Employee Training ◽  
Lower Proportion ◽  
Economic Research ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

PurposeThis paper explores the role of effective resource and knowledge management capabilities on product innovation capabilities of the small and medium-sized enterprises (SMEs). Specifically, the authors research the role of the human resource investments in the form of employee training in developing firm's innovation capabilities and how SMEs manage these investments when we account for the boundary conditions such as the level of employee education, SME size and the frequency of investments in research and development (R&D).Design/methodology/approachThe authors use survey data conducted by The Centre for European Economic Research (Zentrum für Europäische Wirtschaftsforschung – ZEW). The final sample for analysis includes 983 SMEs from Germany that belong to 13 different industries. The authors use hierarchical OLS regression to test the hypotheses presented in this paper.FindingsThe authors find a positive association between increased investments in employee training and product innovation capabilities in the context of SMEs. More specifically, the authors’ findings support that (1) the relationship between employee training and innovation capabilities is weaker in industries with greater proportion of employees with university degrees, (2) the effectiveness of investments in employee training is lower among larger SMEs than smaller SMEs, and (3) continuous R&D weakens the relationship between training expenditure and innovation capabilities. While on the one hand the authors’ findings contribute to the debate of whether employee training is necessary for SMEs by affirming this notion, on the other hand the authors show that investments in employee training have differing implications for small and large SMEs within boundary conditions. Moreover, these findings have practical implications for the managers of all SMEs in terms of management of their knowledge resources.Research limitations/implicationsThe authors’ research makes important contributions to the study of innovation in SMEs. First, the authors contribute evidence to the debate whether employee training is necessary for SMEs by showing that employee training is particularly important for SMEs that are smaller in size, have lower proportion of employees with university degrees and when they invest in research and development in a targeted manner. The authors also demonstrate that investments in employee training is not a waste, rather such investments can increase the likelihood of survival for many of these firms through its positive impact on product innovation.Practical implicationsFor managers of SMEs, the authors’ findings suggest that while investments in employee training are important, the managers of particular SMEs with above-mentioned qualities should be persistent in such investments and must make deliberate efforts to reap the benefits in terms of innovative capabilities. Unlike large firms, who have the financial means to carry out investments in an abundant manner, SMEs appear to be more enterprising with their scarce resources when we also consider the role of investments in human resources.Originality/valueThe authors’ research makes important contributions to the study of innovation in SMEs. First, the authors contribute evidence to the debate whether employee training is necessary for SMEs by finding that employee training is particularly important for SMEs that are smaller in size, have lower proportion of employees with university degrees and when they do not invest in R&D continuously. The authors also demonstrate that investments in employee training is not a waste, but such investments can increase the likelihood of survival for many of these firms.

scholarly journals Relationship Between Achievement Goals, Meta-Cognition And Academic Success In Pakistan

2009 ◽  
Vol 6 (5) ◽  
Author(s):  
Muhammad Sarwar ◽  
Muhammad Imran Yousuf ◽  
Shafqat Hussain ◽  
Shumaila Noreen
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Achievement Goals ◽  
Department Of Education ◽  
Performance Goals ◽  
Mastery Goals ◽  
And Performance ◽  
Education Academic ◽  
The University ◽  
The Relationship

The research was the replication of the study done by Coutinho (2006) and it aimed at finding the relationship between achievement goals, meta-cognition and academic success. Achievement goals were further divided into two types: mastery and performance. The participants were 119 students enrolled in M. A. Education, Department of Education at the University of Sargodha. The questionnaire used in the original study, along with Urdu translation, was administered to the participants. The questionnaire consisted of three sections measuring mastery goals, performance goals, and meta-cognition, respectively. The academic achievement record was taken from the Office of Department of Education. Academic achievement was taken as marked and obtained at the Matric, Intermediate, Bachelors, and M.A. levels. It was concluded there is no significant correlation between mastery goals and academic achievement. Similarly, there was no significant correlation between performance goals and academic achievement at Matric, Intermediate and Bachelor levels. However, negative correlation was observed between performance goals and achievement at the masters level. The researchers found no significant relationship between meta-cognition and academic achievement at all levels and there were no significant gender differences in mastery goals, performance goals and meta-cognition.

The Effects of Mastery, Competitive, and Cooperative Goals on the Performance of Simple and Complex Basketball Skills

1988 ◽  
Vol 10 (4) ◽  
pp. 408-417 ◽  
Author(s):  
John M. Giannini ◽  
Robert S. Weinberg ◽  
Allen J. Jackson
Keyword(s):  
Goal Setting ◽  
Achievement Motivation ◽  
Achievement Goals ◽  
Group Performance ◽  
Goal Orientations ◽  
Feedback Group ◽  
Future Directions ◽  
Mastery Goal ◽  
Significant Relationships ◽  
Better Than

This study investigated the effects of different goal and feedback conditions on performance of a basketball shooting task and a more complex one-on-one offensive basketball task. Subjects (N= 1(D) were matched, based on pretest performance, into one of five conditions: competitive goal, cooperative goal, mastery goal, "do your best" with feedback, and "do your best" without feedback. Subjects also responded to questionnaires to allow an assessment of the strength of mastery, competitive, and social goal orientations, which reflected personal achievement goals held before goal-setting instructions were offered. Results indicated that the competitive goal group performed significantly better than the do-your-best-without-feedback group in one-on-one posttest trials. No other between-group performance differences were significant. Subjects' goal orientations were not related to performance in the competitive and cooperative goal conditions, but significant relationships were found for mastery goal group subjects. The results are discussed in terms of Locke's theory of goal setting as well as achievement motivation research on goal orientations, and future directions for research are offered.

Where Do Market Categories Come From and How? Distinguishing Category Creation From Category Emergence

2016 ◽  
Vol 43 (1) ◽  
pp. 87-110 ◽  
Author(s):  
Rodolphe Durand ◽  
Mukti Khaire
Keyword(s):  
Boundary Conditions ◽  
Past Research ◽  
Strategic Actions ◽  
Category Formation ◽  
Antecedents And Consequences ◽  
Practical Implications

This paper reviews several streams of research on market category formation. Most past research has largely focused on established category systems and the antecedents and consequences of categorical positioning (i.e., categorical purity vs. spanning; combination vs. replacement) but relatively ignored the formative processes leading to new categories. In this review, we address this lacuna to posit that scholarship would benefit from clearly disentangling category emergence from category creation. We analytically describe the differences between the two and elaborate the boundary conditions that guide and define which process is more likely to occur in a given market. Our review contributes to illuminating the role of organizational agency and strategic actions in market categories and their formation, which deserve greater attention as a result of their theoretical and practical implications.

The effects of perceived deceptiveness and pressure on consumer donation: a mixed-methods study

2018 ◽  
Vol 16 (1) ◽  
pp. 91-108
Author(s):  
Guang Zhou ◽  
Ke Xue ◽  
Mingyang Yu ◽  
Nianhua Zhou
Keyword(s):  
Mixed Methods ◽  
Cognitive Dissonance ◽  
Sufficient Evidence ◽  
Content Type ◽  
Mixed Methods Approach ◽  
Underlying Mechanisms ◽  
Perceived Pressure ◽  
Dissonance Theory ◽  
Practical Implications

Purpose This paper aims to use a negative perspective to investigate the effects of perceived deceptiveness and pressure on consumer donation and their underlying mechanisms in the context of asking for donations. Design/methodology/approach Study 1 used a qualitative approach to clarify the categories and dimensions of the research variables and explore their relationships. Study 2 empirically tested the hypotheses by combining a fictitious context and a real context related to asking for donations. Findings In the qualitative study, the data provided sufficient evidence to support the relationships in the theoretical model. The results of the empirical study showed that perceived deceptiveness negatively influences consumer donation, while perceived pressure positively affects donation amount. Notably, the discomfort of potential donors plays an important role in mediating these relationships. Practical implications This paper suggests a way for charities to raise more money, i.e. by cooperating with companies with good reputations, limited scandals and transparent supervisory mechanisms. Meanwhile, solicitors should pay attention to the adverse effects of discomfort to avoid generating resentment among consumers. Originality/value First, to the best of the authors’ knowledge, this is the first study to use a negative perspective to examine the effects of perceived deceptiveness and pressure on consumer donation. Second, the use of cognitive dissonance theory to highlight the role of discomfort represents a novel contribution to the literature. Third, using a mixed-methods approach to achieve a robust conclusion provides valuable insights and extends the existing literature.

Measuring a Mastery Goal Structure Using the TARGET Framework

2017 ◽  
Vol 225 (1) ◽  
pp. 64-75 ◽  
Author(s):  
Marko Lüftenegger ◽  
Ulrich S. Tran ◽  
Lisa Bardach ◽  
Barbara Schober ◽  
Christiane Spiel
Keyword(s):  
Achievement Goals ◽  
Structure Questionnaire ◽  
Goal Structure ◽  
Measurement Instruments ◽  
School Students ◽  
Mastery Goals ◽  
Mastery Goal ◽  
Implicit Theory Of Intelligence ◽  
Classroom Structures ◽  
Approach Goals

Abstract. In prior research, goal structures have been measured as macroscopic and holistic constructs referring to all activities in the classroom setting associated with learning and performing on a meta-level. A more comprehensive approach for identifying concrete classroom structures that should foster students’ mastery goals is provided by the multidimensional TARGET framework with its six instructional dimensions (Task, Autonomy, Recognition, Grouping, Evaluation, Time). However, measurement instruments assessing students’ perceptions of all TARGET dimensions are largely lacking. The main aim of this study was to develop and validate a new student questionnaire for comprehensive assessment of the perceived TARGET classroom structure (the Goal Structure Questionnaire – GSQ). Scales were constructed using a rational-empirical strategy based on classical conceptions of the TARGET dimensions and prior empirical research. The instrument was tested in a study using a sample of 1,080 secondary school students. Findings indicate that the scales are reliable, internally valid, and externally valid in terms of relationships with students’ achievement goals. More concretely, analyses revealed that the TARGET mastery goal structure positively predicts mastery goals, performance approach goals, and an incremental implicit theory of intelligence. No associations were found with performance avoidance goals.

The Effect of Instructor-Set Goals upon Skill Acquisition and Retention of a Selected Shooting Task

1990 ◽  
Vol 9 (2) ◽  
pp. 115-122 ◽  
Author(s):  
B. Ann Boyce
Keyword(s):  
Skill Acquisition ◽  
Sampling Technique ◽  
Performance Goals ◽  
Performance Goal ◽  
Significant Interaction Effect ◽  
Significant Difference ◽  
Pretest Trial ◽  
Better Than ◽  
Retention Trial

This study investigated the effect of instructor-set performance goals on skill acquisition and retention of a selected shooting task. Utilizing a modified two-stage sampling technique, six classes (90 potential subjects) were assigned to one of two conditions: with instructor-set performance goals or without instructor-set performance goals. Subjects received a pretest trial, five skill acquisition trials, and a retention trial on a selected shooting task (kneeling). The results indicated that the performance-goal group was significantly more effective than the non-performance-goal group. There was a significant difference across trials. Further, there was a significant interaction effect, and when follow-up tests were applied the results indicated that the group who received the instructor-stated performance goals was significantly better than the non-performance-goal group during Trials 2-5 and the retention trials. The findings are related to how performance goals affect skill acquisition and retention.

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