Goal-Setting Theory of Motivation

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Goal-Setting Theory of Motivation

Latham and Locke established a well-developed and defined goal-setting theory aimed at motivating the employees. Goal-setting theory is founded on the importance of developing a strong and positive relationship between performance and goals of the organization. This was the same case with the highway administrator who set minimum number of potholes to be refilled by the workers. Research has revealed that goal setting form of motivation is more effective when the goals set by the administrators are very specific and challenging, used as performance evaluation tools, and linked to outcome and feedbacks on results (Locke, and Latham 87). The impacts of the goal-setting motivational program are influenced by moderators like self-efficacy and ability of the employees. The effectiveness of goal-setting performance motivational program is enhanced through setting of deadlines and allocating specific tasks to a given group of workers to accomplish with the allocated time. However, learning goal-setting staff motivational programs often produce better performance outcome compared to a pure performance oriented goal-setting schemes, while individual goal-setting is of equal importance as group goal-setting programs (Kristof-Brown, and Stevens 1089).

Goal-setting staff motivational programs have a significance influence and impact on the behavior and performance of the road repair crews. It is therefore important for the highway administrator to consider implementing this program. However, the highway administrator must have well-defined specific goals for this program to succeed in motivating the crews. Furthermore, the goal-setting programs are the main explanation for the leading work-motivation theories; including Vroom’s VIE theory, Hersberg’s theory, social cognitive theory, Maslow’s motivational theory, and operant-based behaviorism theory (Locke, and Latham 91). The highway administrator, like other managers must accept the effectiveness of goal-setting motivation as an effective and feasible means of improving and sustaining the performance of the road crews. As established by a number of research findings, setting specific goals that are more challenging but attainable is likely to result into better performance outcome compared to non-specific and easy goals (VandeWalle 711). For this reason, it was important for the highway administrator to set specific goals to each crew above the average performance rate.

According to this theory of motivation, the two main determinants of cognitive behavior include intention (goals) and values. Goals also have an effect on job performance (behavior) of the crews through other mechanisms rather than cognitive behavior. As asserts, Latham and Locke (90), goal setting motivational program therefore, direct the actions and attention of the employees. Similarly, it would be possible for the road repair crews to rely on the set goals as a guide and derive to meeting the expectations of the highway administrator and the supervisors. In addition, the proposal by the highway administrator to reward the best performers among the crews also motivates the team to commit and work harder to be rewarded for their efforts. Such goal-oriented performance reward increases competition among the workers as everyone would be fighting to get the top-performers reward (Locke, and Latham 95). Notably, challenging goals (such as setting goal above the average work rate) mobilizes energy, increases the level of persistent, and result into higher efforts. This would be the expectations of the highway administrator given that he has set attainable but challenging goals to the pothole repair team. Goals are therefore act as motivational tools to the employees to advance strategies and policies that would improve their performance capacity and meet the set-goals. Finally, goal accomplishment is likely to lead to staff satisfaction and derivation of further motivation (Kristof-Brown, and Stevens 1091). It is for these reasons that it was important for the highway administrator to use goal-setting motivational program.

The goal-oriented performance program is more effective than other motivation approaches; this outcome of this program is influenced by other variables rather than the reward (Kristof-Brown, and Stevens 1089). However, this approach would deliver quality and professional outcome in the workplace. Although the road crew have a common goal (target) set by the highway administrator, the quality of the outcome would significantly differ from one crew to another. The differences in the quality of the potholes refilled are highly dependent on personal qualities and professional differences among the road crews. For instance, the crews with more practical experience in the field are likely to deliver quality outcomes than their colleagues with little experience. Similarly, the differences in quality of the potholes would be dependent on personal attributes such as commitments and dedication (Porter, L., and Lawler 54). The crews who are fully dedicated to this project stand better chances of emerging top in terms of quality of the work done. Finally, technical and professional differences are reflected in the quality of the potholes. Crews with more professional and technical knowledge on road repair and maintenance stand higher opportunity of refilling more potholes above the expected standards, hence earning more performance rewards at the expense of their juniors in the field (Locke, and Latham 93). Given these technical and professional differences among the crews, it is therefore of great importance for the highway administration team to put into consideration such differences as way of creating fairness and equality in rewarding the road crews. This would further motivate inexperienced workers with limited skills in pothole refilling.

Although goal-setting motivational of effective in deliver the expected performance, it is limited to some extent. Being in the position of the highway administrator, it would be preferable for the organization to consider using the Vroom’s expectancy theory. Unlike Herzberg and Maslow who focused on needs of the employees, Vroom stressed on outcome based motivation and performance (Vroom 59). Expectancy theory asserts that workers’ motivation is a product of personal desire for rewards; hence expected performance and such performance would lead to instrumentality (reward). This motivational theory is founded on the theory that better efforts by the employees would produce better performance and outcome (Vroom 71). Expectancy is therefore influenced by factors including possession of right and appropriate skills needed for performing particular jobs, availability of vital information, availability of useful production resources, and the provision of social support (Vroom 63-4). The concept of instrumentality, as explained by Vroom in his expectancy motivational theory, focuses on the importance of faith its ability to deliver valid outcome. Thus this theory concentrates on three key relationships: performance-reward relationship, rewards-personal goals, and effort-performance relationship. According to Vroom’s expectancy theory, employees are accorded the freedom to choose whether or not to perform a task, depending on their personal level of motivation, which further depends on valence, instrumentality, and expectancy (Vroom 68). This motivation theory is therefore preferred in over goal-setting motivational program because it is a self-interest motivation theory for the crew to maximize satisfaction. Secondly, the expectancy theory emphasizes on pay-offs rather than goals, and stresses on perception and expectation. Finally, the Vroom’s theory is focused on the psychological extravagance with the primary objective of attaining maximum pleasure without experiencing pain (Vroom 74). This theory therefore best fit the case of road crews and should be recommended to the highway administrators.

Works Cited

Kristof-Brown, and Stevens, C. Goal Congruence in Project Teams: Does the Fit Between Members’ Personal Mastery and Performance Goals Matter? Journal of Applied Psychology, 2011: 86(6), 1083-1095.

Locke, E. A., and Latham, G. P. A Theory of Goal Setting and Task Performance. Upper Saddle River, NJ: Prentice Hall, 2009: 86-95. Print.

Porter, L., and Lawler, L. Managerial Attitudes and Performance. Homewood, IL: Richard D. Irwin, Inc., 2006: 50-55.

VandeWalle, D. Building a Practically useful Theory of Goal Setting and Task Motivation. American Psychologist, 2002: 57(9), 705-717.

Vroom, V. Work and Motivation. San Francisco, CA: Jossey-Bass, 2004: 57-75. Internet source.