Goal setting in teams: The impact of learning and performance goals on process and performance |
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| Authors: | Jennifer D Nahrgang D Scott DeRue John R Hollenbeck Matthias Spitzmuller Dustin K Jundt Daniel R Ilgen |
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| Institution: | 1. Arizona State University, W.P. Carey School of Business, 300 Lemon Street, Tempe, AZ 85287, United States;2. University of Michigan, Stephen M. Ross School of Business, 701 Tappan Street, Ann Arbor, MI 48109, United States;3. Michigan State University, Eli Broad Graduate School of Business, 632 Bogue Street, East Lansing, MI 48824, United States;4. National University of Singapore, NUS Business School, 15 Kent Ridge Drive, Singapore 119245, Singapore;5. Saint Louis University, Department of Psychology, 3511 Laclede Avenue, St. Louis, MO 63103, United States |
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| Abstract: | 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. The negative effects of specific learning goals relative to general “do your best” learning goals and specific performance goals were amplified under conditions of increased task complexity and were explained by the amount of coordination in the teams. |
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| Keywords: | Goal-setting Team processes Team performance |
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