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This study examined the impact of three alternative types of goals (specific learning, general “do your best” learning, and specific performance) on team performance. Eighty-four-person teams engaged in an interdependent

This study examined the impact of three alternative types of goals (specific learning, general “do your best” learning, and specific performance) on team performance. Eighty-four-person teams engaged in an interdependent command and control simulation in which the team goal and task complexity were manipulated. Contrary to research at the individual level, teams with specific learning goals performed worse than did teams with general “do your best” learning goals or specific performance goals.

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Date Created
  • 2013
Resource Type
  • Text
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    Identifier
    • Digital object identifier: 10.1016/j.obhdp.2013.03.008
    • Identifier Type
      International standard serial number
      Identifier Value
      0749-5978
    Note
    • “NOTICE: this is the author’s version of a work that was accepted for publication in Organizational Behavior and Human Decision Processes. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Organizational Behavior and Human Decision Processes, 122(1), 12–21. doi:10.1016/j.obhdp.2013.03.008, opens in a new window

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    This is a suggested citation. Consult the appropriate style guide for specific citation guidelines.

    Nahrgang, J. D., DeRue, D. S., Hollenbeck, J. R., Spitzmuller, M., Jundt, D. K., & Ilgen, D. R. (2013). Goal setting in teams: The impact of learning and performance goals on process and performance. Organizational Behavior and Human Decision Processes, 122(1), 12–21. doi:10.1016/j.obhdp.2013.03.008

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