Applying goal setting to coaching

Sally Johnston

According to Kurt Lewin ‘There is nothing so practical as a good theory’ and goal setting theory is a fine example.

Goal setting has long been hailed as the motivational technique that works. It has been applied in a variety of organisational and training settings. Numerous studies attest to its validity both as a motivator and as an enhancer of task performance.

Locke et al. (1981, p.126) provide the following definition: ‘A goal is what an individual is trying to accomplish; it is the object or aim of an action. The concept is similar in meaning to the concept of purpose and intent.’

There is much empirical evidence (Locke & Latham, 1990) supporting the basic tenets of goal setting theory. These are:

• Goals which challenge lead to higher performance than easy goals. Easy goals are unlikely to arouse much effort or interest. Goals which are set unrealistically high will produce failure even after concerted effort. Goals have to be set at a moderately difficult level in order to be motivating.
• Specific goals result in better performance than general ‘ do your best’ type goals. Specific goals are effective because they set standards against which individuals can measure personal performance; they also act as guides for current behaviour.
• Feedback (knowledge of results) is necessary for goal setting to be effective. It allows individuals to adjust behaviour so that they are on target for goal achievement.
• Proximal goals are more motivating than distal goals. Proximal goals serve as markers of progress in the short term whereas distal goals are too remote to act as useful incentives.

Full article: Volume 1, Issue 2 pages 10 - 12