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Stufe 4: Formulierung einer Zielsetzung: Wie können wir unsere Zielideen in klare, spezifische und motivierende schriftliche Ziele umwandeln?
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Executive Overview: Goal setting is one of the most replicated and influential paradigms in the management literature. Hundreds of studies conducted in numerous countries and contexts have consistently demonstrated that setting specific, challenging goals can powerfully drive behavior and boost performance. Advocates of goal setting have had a substantial impact on research, management education, and management practice. In this article, we argue that the beneficial effects of goal setting have been overstated and that systematic harm caused by goal setting has been largely ignored. We identify specific side effects associated with goal setting, including a narrow focus that neglects nongoal areas, distorted risk preferences, a rise in unethical behavior, inhibited learning, corrosion of organizational culture, and reduced intrinsic motivation. Rather than dispensing goal setting as a benign, over-the-counter treatment for motivation, managers and scholars need to conceptualize goal setting as a prescription-strength medication that requires careful dosing, consideration of harmful side effects, and close supervision. We offer a warning label to accompany the practice of setting goals.
An evaluative review of research into assertiveness and assertiveness training is presented to highlight methodological problems that have hampered research. The inadequacies of current definitions of assertiveness are reviewed and a new definition is offered. Components of assertive behavior and of assertiveness training are identified. An assessment of the measurement tools for assertiveness is provided. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Whether you're a manager, company psychologist, quality control specialist, or involved with motivating people to work harder in any capacity—Locke and Latham's guide will hand you the keen insight and practical advice you need to reach even your toughest cases. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Many researchers have requested the full text of the publication, Your Perfect Right. Please note that this item is a 300-page published book, first published in 1970 and now in its tenth edition (2017), with over 1.3 million copies in print. For further information, please visit my website, www.yourperfectright.org or contact the publisher, New Harbinger Publications, at www.newharbinger.com. The table of contents is included hereinbelow.
Thanks for your interest in our work, and good luck with your own research and publications.
-- Robert E. Alberti, Ph.D.,
Co-Author, Your Perfect Right: Assertiveness and Equality in Your Life and Relationships
Atascadero, California USA
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Your Perfect Right -- 10th edition (2017) -- table of contents
PART I: YOU AND YOUR PERFECT RIGHT
1. Assertiveness and You
2. How Assertive Are You Now?
3. Keep Track of Your Growth
PART II: DISCOVERING ASSERTIVENESS
4. Whose Perfect Right?
5. What It Means to Be Assertive
6. “Can You Give Me an Example?”
PART III: BECOMING ASSERTIVE
7. Set Goals for Yourself
8. It’s Not What You Say, It’s How You Say It!
9. Assertive Messages — Twenty-First-Century Style
10. Thinking Assertively
11. There’s Nothing to Be Afraid Of
12. It’s a Skill You Can Learn
13. Take It One Step at a Time
PART IV: BUILDING ASSERTIVE RELATIONSHIPS
14. Assertiveness Builds Equal Relationships
15. All in the Family: Assertiveness for Parents, Children, and Seniors
16. Assertiveness, Intimacy, and Sexuality
PART V: APPLYING YOUR ASSERTIVENESS
17. Anger 101: It’s Not a Four-Letter Word
18. Anger 102: What You Can Do About It
19. Must We Put Up with Put-Downs?
20. Assertiveness Works at Work Too
21. Dealing with Difficult People
PART VI: LIVING AN ASSERTIVE LIFE
22. Deciding When to Be Assertive — or Not
23. When Assertiveness Doesn’t Work
24. Helping Others Deal with the New Assertive You
25. Beyond Assertiveness
Appendix: Assertiveness Practice Situations
References and Further Reading
Online Resources
Index
Reviews the definition, assessment procedures, theoretical formulations, and empirical studies on assertive behavior and assertion training. Issues discussed related to the definition of assertion include the nature of assertive behavior, differentiating assertion from aggression, and delimiting the bounds of assertion. Paper-and-pencil, behavioral, and in vivo measures of assertion are presented along with pertinent problems of the measurement of assertive behavior. Of the existing 13 paper-and-pencil measures of assertion, the 6 measures that have adequate reliability and some validational support are reviewed. Present theoretical formulations of assertive behavior/training are considered, and suggestions for expansion of the theoretical base are made. The current status of assertion training packages and components of those packages are examined, and the issues of generalizability and durability of the results as well as the role of organismic variables are discussed. (3 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
We believe that Ordóñ ez, Schweitzer, Galinsky, and Bazerman (2009), in their critique of goal setting, have breached the principles of good scholarship. Rather than conducting or integrating research, they chose to draw their central theme from anecdotal evidence. Further, they employ unrepresentative citations from the literature, the misreporting of results, and the use of emotionally laden metaphors rather than dispassionate language. Moreover, almost all the pitfalls of goal setting they cite, rather than being original, have already been published—by us. In this rejoinder, we highlight these shortcomings P oor scholarship in the behavioral sciences in-cludes (a) making causal inferences on the basis of anecdotal stories, (b) ignoring con-founding variables, (c) citing unrepresentative studies from a research domain, (d) misreporting results, and (e) using emotionally laden language to garner reader support rather than writing dispassionately and striving to remain objective. Ordóñ ez et al. (2009), in their critique of goal setting, demonstrate these aspects of poor scholarship.
Experience sampling data reveal that people can experience mixed emotions (i.e., the co-occurrence of positive and negative affect) in daily life and that some pairs of opposite-valence emotions co-occur more often than others. Both experience sampling and laboratory data suggest that, not surprisingly, people often experience mixed emotions when dealing with complex events that can readily be appraised as having both pleasant and unpleasant aspects (e.g., events that foster the pursuit of one goal but thwart that of another). More intriguingly, some events that can only readily be appraised as having unpleasant aspects (e.g., heartbreaking film scenes depicting a character’s death) can also elicit mixed emotions.
A 30-item schedule for measuring assertiveness is presented. The scheduleis shown to have moderate to high test-restest reliability (r=.78; p<.01) and split-half reliability (r=.77; p<.01). Validity in terms of the impressions respondents make on other people (.33≤r′s≤.62; p′s<.01) and in terms of their indications of how they would behave in specific situations in which assertive, outgoing behavior can be used with profit (r=.70; p<.01) is satisfactory. Item analysis shows that 27 of the 30 items correlate significantly with the total scale score and 19 of 30 correlate significantly with external criteria. Considerations regarding the usage of a shorter version of the scale are discussed, as are the implications of the finding that assertiveness covaries negatively with impressions of respondents' niceness.
Learned optimism: How to change your mind and your life
- M Seligman