Research Korner: Goal Setting Examples

THE STUDY OF THE IMPACT OF PARENTS IN GOAL SETTING IN PROMOTING STUDENT MOTIVATION

THE STUDY OF THE IMPACT OF PARENTS IN GOAL SETTING IN PROMOTING STUDENT MOTIVATION     Purpose of the Study             The purpose of the study is to identify the effects of parental involvement in the goal setting of students.  In common and historical practice, parents are considered the most influential entity to students, especially in the early years; superiority over the motivational factors is evident (1999).  They can enforce or hinder behavior, in this case, motivation (2001).  The situation in United States educational system brought an alarming issue that even a country that imposts ample support to education cannot be assured to create motivated student, at best, good performing student.  Internal factors such as avoidance of complexity and preference over simplicity won against the comforting external factors.  This builds the crucial factor of goal setting in such a way that it creates the environment in which motivation could be enforce.  Initially, this study can validate the situation in United States educational system and show the prevalence of using the ease of automatism techniques to learning.              This study rooted to the assumption of the critical role of goal setting to promote student motivation.  It will test the dependence of student motivation to goal setting and formulation on one hand and dependence of goal setting and formulation to parental guidance on the other.  Such interplay could result to wide-spread implications on factors that affect student motivation in general and the role of parents in goal setting in particular.       Research Objectives The following questions are intended to be solved by the study: <li class="MsoNormal" style="text-align: justify; line-height: 200%"> What is/are the importance of setting goals in student motivation?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> What is/are the effect of parent involvement in setting of these goals? Do(es) it enforce(s) or weaken(s) the goal?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> What is/are the factors that enhance or diminish the impact of parents in goal setting?</li>   Review of Related Literature   The Irony of Spoon Feeding Education to Students   Nobody wants to suffer heavy tasks if there is a simpler way to achieve intended result. The presentation of this literature highlights the student in his preference on simple strategies that adversely affect the learning process.  This situation is best explained to a related situation in the United States educational system.  In explaining the phenomena, knowledge about similarity heuristic will be discussed.  In relation to the study, this literature is deemed fit to show the partial influence of the environment like the government intervention to student motivation in the school and emphasize the role of individual preference and choice to arrive at motivation.     According to  97% of the United States population is literate.  But this fact did not exempt the country from educational system loopholes.  In a contrasting report of the Third International Mathematic and Science Study, its “eight graders scored below the world average in math while the top ten percent of its math students scored about the same as the average kid in the global leader Singapore” (1997).  There are a number of implications for this phenomenon that the government of the country was alarmed.  One is that it could be a sign that there are spots of blemish in its educational system that undermines student performance.  Such defeated the common principle of economic affluence of a country that naturally provides substantial funds for education sector.  The country had extensive programs to maintain higher standards in education like the provision of funding from the government, setting standards on the system and involvement of three levels: federal, state and local that oversee the system’s performance (2006).  With this, the environment is unlikely to blame.  Focusing on the student, there is a related study that could explain the scenario.  In heuristic studies like that of  (1983), information involving formal and probability characteristics that tend to obligate a person was less regarded than the more natural, informal and easier way of cognition as similarity technique ().  For example,  (1988) noted that "one of the principles that seem to be followed in cognition is that strategies reducing mental effort are preferred" ().  According to  (1994), the preference is motivated by spontaneity and accessibility of similarity assessment compared to computation-based and more complicated Bayesian probabilities.  The latter are presumed to be not obligatory.  Because of its nature, people tend to give additional effort in confronting such information maybe up to the point of annoyance and frustration.  Hence, the results of probability judgments aimed to study the learning strategies of the samples showed their heavy reliance on the use of similarity information (). The automatism of employing similarity techniques to answer test questions would likely be used young students.  Eight graders in United States are commonly ages 12-13 years.  But as cited by  (1994) in concluding their research, even college students can commit the application of the technique even in inappropriate situations ().  This reiterates that information that is academic in nature like mathematics or science that are highly computation-related subject could be applied with automatism approach like similarity which is detrimental to learning.   (1989) suggested the use of more simple signals to maximize the potential of automatism approach. In his illustration impliedly aimed at young students with automized responses, performance can be enhanced by replacing numbers by letters or a name of a country in a map like for example to the answer to the problem 9+7 ().  However, in reality, instructors are confronted with different types of student behaviors that it could be irrational and ineffective to adopt one single enforcing approach for the whole class.  On the other hand, adopting multi-approach per student would likely be laborious and inefficient.  To confirm this,  (1981) pointed out that "little is known about the limits of automatism" ().  This brings about the non-universality and inherent limitation of similarity and probability approaches in learning.  Mathematics and Science are partitioned from other social knowledge largely on the ground that they are exacting.  Consequently, automatism can be of little help in studying such bodies of knowledge not only in general class, but more restrictively, to specific ones like engineering, chemistry or physics.  As  (1990) and  (1990) suggested, “Other things being equal, decision makers tend to choose strategies that minimize the mental effort involved” ().  This is a study that included professionals on the stream of users of similarity heuristic.  In the chapter 1 of their research experiment, (1994) found out that the samples had a greater motivation on reliance to similarity heuristic when imposed with deadline or specific time to accomplice a task.  The output in the process was termed “suboptimal” which is caused by minimizing the effort of the respondent to be able to forward the answers on time ().  If this case will hold at all levels of education and even in decision making of professionals, the world might face inferior and inefficient labor force and less valuable human capital.              The limitation of the environment (government, economic condition, etc) inherent to a country, as in the case of United States, suggested the appropriateness of studying the other factors affecting the student to select the more comfortable and less stressful option of cognition like similarity heuristic.  Such move according to the above discussions is in part preventing a student to achieve the higher level of education he should get.  Thus, this leads to a barrier of student motivation specifically acquiring important knowledge and developing its skills on a broader spectrum.  This made the research helpful in order to determine the role of the parents in enforcing or otherwise the compliments of the environment to student motivation.  The study will search other factors other than endowments of a student’s environment of an atmosphere conducive for schooling as provided by the government.  The irony is that the environment has the intent and capability to nurture a student, however, minimization of difficulty to achieve a certain goal is prevalent at all phases of society, including college and adult professionals.  This made the achievement of higher learning and harnessing of academic skills slow, if not, weak.  Consequently with the presence of goal, the environment could be looked up as an opportunity even at tough times.        Facts about being Visionary An advice a young adolescent commonly receives from elders is to maintain his focus and try to be always “in-tact”.  This goal-oriented principle had been related to hope ( 2003) and proven many successful adults.  Without a goal, the possession of cognition and motivation on a veil alone would be useless.  This literary review aims to explain the role of goal in motivation and cognition.             In chapter 6 of the  (1994) book, the authors defined cognition as “all the ways in which people think”.  On the other hand, motivation is explained “in terms of the direction of thought and behavior and the regulation of thoughts and behaviors.”  Since the two are the familiar concepts that directly affects the performance of a student, the study suggested that there is no need to separate the two.  The basic query that should be ascertained is the point in which they intersect to equate a good-performing student, or at least, one who reviews its lessons ( ).   (1985) indicated that “knowledge of learning strategies does not necessarily lead to better academic performance; students must also develop the motivation to use those strategies” ().  Consequently, even a student idealizes to get a perfect score in an examination by reviewing every night but not willing to minimize leisure activities such as play or watching television, the strategies are not maintained due to the absence of motivation.  However, motivation cannot be enforced without an intention or a goal.  With this, the point of intersection of cognition and motivation is answered.  In an action, a rational and partially unconscious person would not act without a goal in mind.  It is a fuel that makes a person use his “locomotives”.    (1987) had a research that presented cognition and motivation relation within the external environment ( 1994).  In this research, the core goals were “referred as small set of personal goals that are so important that the large portion of our strong feelings of satisfaction and frustration can be traced to these central organizing concerns” ( 1992).  The research defined goals as cognitive representations of what we would like to have happen and what we would like to avoid in the future ( 1994).  It is where standards of build up for the purpose of attaining satisfaction and avoiding frustration.   Further,  (1994) had identified ten interdependent goal domains.  These domains are said to provide the context in which cognition and motivation could create certain standards for the attainment of the stated goal.  “Personal well-being refers to acquire self-knowledge or have a happy outlook on life; social helping refers to be a community leader or to work helping others; educational refers to earn a bachelor's degree or to earn a high grade point average; religious refers to be active in religious affairs or to help others develop religiously; family refers to develop or continue to develop a fulfilling intimate relationship or to get or stay married; occupational refers to improve your occupational skills throughout your career or to have a job that you truly enjoy; material wealth and recognition refers to be rich or to be seen as being powerful and important; physical comfort refers to have financial stability or to own a home friendship refers to continue my friendships or to make new friends; travel and adventure refers to travel to foreign countries or to sky dive or climb a mountain” ().  However, even goals can provide “direction to students, they do not ensure successful performance.  It is prerequisite that a student must exemplify strategies, plans, and self-efficacy beliefs within a facilitatory activity setting” ( 1994).  Simply put, one should act, at best, in correct and effective manner.  In the corporate world, every company has certain goals reflected in the manner of doing their business that can be short-, medium- or long-term.  Training, downsizing, acquisition and global alliance are done to accomplish goals like increase in output, cut cost, expand or promote economies of scope.  Consequently, formulation and sticking to a certain goal is the phase one of the success process.  Succeeding stages are highly dependent to the actual performance of necessary tasks.  Consequently, students could be also caught on what corporations called short/long-term goal dilemma (1995).  It is a scenario by which one or more goals could be adversely affected, if not totally diluted, by prioritizing the other.  Simple classroom goals like to get above average scores in all the subjects (short term), and at the same time, maintain a perfect score in a specific subject (long-term) in an upcoming examination could be very rare to accomplish with some exemptions.  The tendency of the typical student will spread his focus to cover all the subjects (to attend the short-term) and likely dedicate less time to the other (to pursue the long-term).  This could be easily accomplished with the use of cognition and motivation in a context of the goals and standards working together towards a directed action.  However, other factors like time constraint could result to individually select between short- or long-term goals.     As discussed, motivation and cognition are interdependent to promote a good-performing student.  On the other hand, goals provide the context by which an intention evolved.  With the intention, the product of cognition and motivation can accomplish a specific task.  Some goals formulated by students are well-being, occupation, making friends, opportunity to travel, helping others and physical comfort.  These facts put concern on the factors that affect motivation: to create a goal in the first place and immerse into it through action, which is the latter stage.  The “black hole” is that having a weak or zero goal, a student will not perform effective in a classroom setting.      Research Design This study will be conducted in order to identify and confirm the importance of goal-setting in student motivation and the role of parents in goal-setting formulation.  With the findings, we can measure the crucial role of parents in student motivation.  In the proposed research, descriptive method will be used, with 400 students as a sample. Since the method is intended to compile information at the present ( 2005), it is consistent to our goal of timeliness to come-up with not just facts but also something that could aid us in our decisions. Primary and secondary data will supply information to our research.  The former will consist of responses from the questionnaire while the latter will consist of published books and other references including the internet.  Supporting interviews from experts would also compliment the study.  They are crucial both at the formulation of the questionnaire and discussing the results of the findings.    The approach will be both quantitative and qualitative.  Quantitative approach will focus on the numerical data recorded by the researchers which will come from the result of the total count of marks in the provided choices on the questionnaire.  On the other hand, qualitative approach will comprise of additional questions to respondents that needed elaboration through text.  The latter will take the category of experts and other accomplices that could expand and explain the vague facts or findings.       Sampling The study requires 400 students as sample.  The respondents will be students presently enrolled and at the classroom when the research will be conducted.  The target school is situated at an accessible location for the researchers to accommodate sudden and contingent inquiries.  If a certain school has all the offerings at all levels; namely:  primary, secondary, tertiary and graduate studies and can supply the requirement of the number of students per level, there is no need to outsource other school-universities.  Also important is that the school or university should have provisions for scholarship that could include public or private institutions including the school itself.  The survey process will be conducted in the school-universities’ classroom and will be facilitated by research representatives. The representative of one hundred (100) students per school level is preferred as to determine the validity of the case of United States educational system that students aged 12-13 seemed to have lower motivation to study that might signal their compassion to probability and automatism nature of similarity heuristic.  This will also give way to explain the role of parents to goal setting in relation to student maturity.  Lastly, the sample can ratify the connection of educational status with regards to importance of goal setting. The additional requirement of a representative school of scholar admission is aimed to inject the situation of United States educational system in which free and standard-based education is not a guarantee for good performing students.  This will bring the research in a non-restrictive level in which the student has option to continue studying even in the situation that the parents are non-capable.  Hence, the formulation of goal setting will not be firmly relying on the parents.        Variables and Methods of Data Collection The survey questionnaire is the main research instrument.  The researchers will construct a questionnaire that could infer past research questions about student motivation, goal-setting and parent’s influence.  This questionnaire will be used to assess the impact of parents in goal setting and student motivation.  Questions will focus on student’s emphasis on goal setting as student motivator, effects of parents in the formulation of goal setting and factors that affect such impact to student motivation.  With this, the questionnaire can measure the impact of goal setting in student motivation and the impact of parents in goal setting.  This made goal setting a link between student motivation and parents.    In the first objective, hypothesis is formulated that the student motivation is dependent to goal setting while remaining objectives place goal setting as dependent to parents.  This must not serve as bottleneck in the study but should imply beneficial loop where parents and student motivation relationships could be establish.  Likert scale will be used as measurement of such relationships.  As Google research engine defines, “Likert scale measures the extent to which a person agrees or disagrees with the question that is commonly in the scale of 1 to 5 with the following the scale: 1=strongly disagree, 2=disagree, 3=not sure, 4=agree, and 5=strongly agree.”             Data Analysis Procedures Responses will be collated in the form of tallied frequencies and convert them to percentages.  The information that will be gathered will be encoded in a computer and place under SPSS program.  This program provides over 50 statistical processes, including regression analysis, correlation and analysis of variance (2006). The results will be evaluated and validate the hypothesis develop throughout the research.  This evaluation will then be posted in graphs, tables and text format.              To analyze interview extended to largely to parents and experts, content analysis will be used.  According to Stevens, content analysis “is the systematic description of behavior asking who, what, where, where and how questions within formulated systematic rules to limit the effects of analyst bias.”  Narrative summary analyses will also be used to “explain views of the participants not just relying on the raw data itself” where such views could be derived from these subjects.                   Ethics and Human Relations According to Heermance (1924), “practices are ethical if, in the long run, they make for the well-being of the human species and for normal human relations. If there is friction and social loss, it is a sign of unethical conditions.” ().  In this study, not only long-run ethics will be pursued but also the short-run.   The research is purely academic and the questions to be asked involve study habits.  To avoid annoyance from the respondents, the researcher will introduce the study to the participants in a personal manner and convince them that the data that will be gathered is highly confidential.  It should be emphasized that writing names are not required and of little worth.  This is in view that some students might not feel to divulge and open the information of their personal lives particularly about their families.       Timeline Below are the list activities and the allocation of time to be dedicated by the researcher.  The formulation and preparation stage of the research requires one month from the researcher, while the data gathering and analysis another one month.  The final one week would largely involve the making of the final output of the research and printing.     Activity Week                                                                                                   1st 2nd 3rd 4th 5th 6th 7th 8th 9th Browse previous literature                   Topic Selection                   Definition of the Problem                   Development of the Objectives                   Selection of Methodology                   Check the availability of resources                   Verify the accessibility of the resources                   Write the draft of the proposal                   Prepare interview schedule                   Secure adviser’s approval                   Do the needed revisions                   Test research tool validity                   Select the study sample                   Conduct research proper                   Administer research tools                   Do the assessment techniques                   Gather and analyze results                   Do the necessary data presentation                   Interpret findings                   Preparation of the final report                   Formulation of conclusions and recommendations                   Preparation of the table of content, appendices                   Editing and Final Formatting                   Printing

THE STUDY OF THE IMPACT OF PARENTS IN GOAL SETTING IN PROMOTING STUDENT MOTIVATION

THE STUDY OF THE IMPACT OF PARENTS IN GOAL SETTING IN PROMOTING STUDENT MOTIVATION Purpose of the Study The purpo...

MANAGEMENT - MBA ASSIGNMENT

Path-Goal Theory of Leadership Introduction Leadership is a dynamic relationship based on mutual influence and common purpose between leaders and collaborators in which both are moved to higher levels of motivation and moral development as they affect real, intended change. ( 1996). Three important parts of this definition are the terms relationship, mutual, and collaborators. Relationship is the connection between people. Mutual means shared in common. Collaborators cooperate or work together. This definition of leadership says that the leader is influenced by the collaborators while they work together to achieve an important goal.  This paper however, focused on a specific theory of leadership and its importance for the organization’s success.  The Path-Goal Theory of Leadership             The path-goal theory postulates that the most successful leaders are those who increase subordinate motivation by charting out and clarifying the paths to high performance.  According to path-goal theory, effective leaders: Ø      Motivate their followers to achieve group and organizational goals Ø      Make sure that they have control over outcomes their subordinates desire Ø      Reward subordinates for performing at a high level or achieving their goals by giving them desired outcomes Ø      Raise their subordinates’ beliefs about their ability to achieve their work goals and perform at a high level Ø      Take into account their subordinates’ characteristics and the type of work they do However, whether leadership behavior can do so effectively, it is also dependent on situational factors: ·         Subordinates’ Personality o        Locus of Control.  A participative leader is suitable for subordinates with internal locus of control; A directive leader is suitable for subordinates with external locus of control. o        Self-perceived ability.  Subordinates that believe they have a high ability themselves do not like directive leadership. ·         Characteristics of the Environment o        When a group is working on a task that has a high structure, directive leadership is redundant and less effective. o        When a highly formal authority system is in place, directive leadership can again reduce workers’ satisfaction. o        When subordinates are in a team environment offering great social support, the supportive style becomes less necessary.  The path-goal theory developed by Robert is based on the expectancy theory of motivation. The manager’s job is viewed as coaching or guiding workers to choose the best paths for reaching their goals. “Best” is judged by the accompanying achievement of organizational goals. It is based on the precepts of goal setting theory and argues that leaders will have to engage in different types of leadership behavior depending on the nature and demands of the particular situation. It’s the leader’s job to assist followers in attaining goals and to provide direction and support needed to ensure that their goals are compatible with the organization’s goal. Path-Goal theory assumes that leaders are flexible and that they can change their style, as situations require. The theory proposes two contingency variables (environment and follower characteristics) that moderate the leader behavior-outcome relationship. Environment is outside the control of followers-task structure, authority system, and work group. Environmental factors determine the type of leader behavior required if follower outcomes are to be maximized. Follower characteristics are the locus of control, experience, and perceived ability. Personal characteristics of subordinates determine how the environment and leader are interpreted. Effective leaders clarify the path to help their followers achieve their goals and make the journey easier by reducing roadblocks and pitfalls. Research demonstrates that employee performance and satisfaction are positively influenced when the leader compensates for the shortcomings in either the employee or the work setting.            Leaders can take a strong or limited approach in these. In clarifying the path, they may be directive or give vague hints. In removing roadblocks, they may scour the path or help the follower move the bigger blocks. In increasing rewards, they may give occasional encouragement or pave the way with gold. The Path-Goal Theory seems to be the most appropriate model to apply at the Community Technology Center level. This is where the work happens, money exchanges, and the bottom line is critical. In other words, since this is the most task-oriented piece in the trinity, it lends itself to the specific definition of accomplishing a goal. Obviously, we have goals and set objectives in all arenas. The CTC goals are more concrete and less nebulous or open to interpretation. Therefore, the leadership/management of the venue requires a goal-oriented style. This variation in approach will depend on the situation, including the follower's capability and motivation, as well as the difficulty of the job and other contextual factors. (1974) describe four styles of leadership: Leadership Styles A leader’s behavior is acceptable to subordinates when viewed as a source of satisfaction and motivational when need satisfaction is contingent on performance, and the leader facilitates, coaches and rewards effective performance. Path goal theory identifies achievement-oriented, directive, participative and supportive leadership styles.   According to Robert’s path-goal theory of leadership, there are four leadership styles depending on the situation: <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> Directive Leadership</li> In directive leadership, the leader lets followers know what is expected of them and tells them how to perform their tasks. This style is appropriate when the follower has an ambiguous job.  This style is characterized by leaders taking decisions for others – and expecting followers or subordinates to follow instructions.  Specific advice is given to the group and ground rules and structure are established. For example, clarifying expectations, specifying or assigning certain work tasks to be followed Telling followers what needs to be done and giving appropriate guidance along the way. This includes giving them schedules of specific work to be done at specific times. Rewards may also be increased as needed and role ambiguity decreased (by telling them what they should be doing). This may be used when the task is unstructured and complex and the follower is inexperienced. This increases the follower’s sense of security and control and hence is appropriate to the situation. Situation             Directive leadership is appropriate and would best fit in circumstances of ambiguous job.  Leader Behavior             Directive leader is focused on task to tell its subordinates what is expected and the “how” and “when” to do it.  The leader considers the task on how it would fit with others.  Moreover, the leader dwells on proper scheduling and standards in responding to the job.  It is also the leader that would set the procedures and regulations needed in performing uncertain and indefinite tasks.  Impact on Subordinates             This style of leadership would clarify the path to reward.  <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> Supportive Leadership</li>   In supportive leadership, the leader is friendly and approachable. He or she shows concern for followers’ psychological well being. This style is appropriate when the followers lack confidence.  Good relations are promoted with the group and sensitivity to subordinates’ needs is shown. Supportive leadership considers the needs of the follower, showing concern for their welfare and creating a friendly working environment. This includes increasing the follower’s self-esteem and making the job more interesting. This approach is best when the work is stressful, boring or hazardous. Situation:             Supportive leadership is suitable when followers lack self-confidence. Leader Behavior             Supportive leadership means building relationship with subordinates.  Therefore, the leader should be courteous and friendly.  The leader is concern for the well-being and needs of its followers.  Moreover, he/she must be open and approachable and have a sense of equal balance in status treatment.  Impact on Subordinates             Supportive leadership, in its own way, will have a desirable impact on followers.  This leadership style will increase the subordinate’s confidence in achieving work outcome.  <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> Participative Leadership</li> Participative leadership involves leaders consulting with followers and asking for their suggestions before making a decision. This style is appropriate when the follower is using improper procedures or is making poor decisions.  Decision making is based on consultation with the group and information is shared with the group. This style of leadership includes consulting with followers and taking their ideas into account when making decisions and taking particular actions. This approach is best when the followers are expert and their advice is both needed and they expect to be able to give it. Situation             This style of leadership will be best suited in cases wherein there is an incorrect reward.  Leader Behavior             The leader enables group participation or encourages followers’ involvement in achieving a goal.  Initially, the leader shares the work problems to subordinates for a proper understanding and then ask for suggestions or concerns from the followers.  After gathering suggestions, the leader then weighs them in coming up with a decision together with the subordinates.  Impact on Subordinates             This certain type of leadership is centered on clarifying follower’s needs and would positively change the reward.  <li class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph; line-height: 200%"> Achievement-oriented Leadership</li> In achievement-oriented leadership, the leader sets challenging goals for followers, expects them to perform at their highest level, and shows confidence in their ability to meet this expectation. This style is appropriate when the follower suffers from a lack of job challenge.  Challenging goals are set and high performance is encouraged while confidence is shown in the groups’ ability. Achievement-oriented style of leadership involves setting challenging goals, both in work and in self-improvement (and often together). High standards are demonstrated and expected. The leader shows faith in the capabilities of the follower to succeed. This approach is best when the task is complex. Situation             When the organization lacks job challenge, achievement-oriented style of leadership would be best for the condition.  It is the time when the organization demands improvement and the desire to grow.  Leader Behavior             This style of leadership calls for an aggressive leader aiming high for the organization.  The leader is the one who will set some challenging goals that is believed to be attained by the organization.  It is the spirit of advancement that would drive the leader for further achievements and seeks continuous improvement.  As achievement-oriented as it is, the leader has the perfectionist desire for expecting the highest performance.  In addition, the leader is confident enough in the organization’s effort in achieving the challenging goal.  The leader then assumes more workers’ responsibility. Impact on Followers It would be almost all subordinates’ aspiration to grow and have a direction in their career.  The followers would then be comfortable in setting goals high.  Discussion             In summing it up, all these styles would have uniform outcomes and effects.  Supportive behavior increases satisfaction by the group, especially in stressful situations, while directive behavior is suited to uncertain and ambiguous situations. It is also proposed that leaders who have influence upon their superiors can increase group satisfaction and performance. Through more effort, there would be an improvement in the organization’s performance as a whole, as well as enhanced satisfaction and fulfillment in reaching goals.  House’s 1971 article on Path-Goal Theory argued that a subordinate’s motivation, satisfaction and work performance are dependent on the leadership style chosen by their superior. Multiple dimensions of leadership behavior were examined in the theory including: leader initiating structure, consideration, authoritarianism, hierarchical influence, and degree of closeness of the supervision. Each of the dimensions was “analyzed in terms of path-goal variables such as valence and instrumentality” (1971). “Initiating structure” was defined as the extent to which the leader imposes psychological structure on subordinates, such as clarifying their expectations, specifying or assigning certain work tasks for them to follow. Consideration was defined as the degree to which a leader provides a friendly, supportive, and helpful environment for subordinates. There were two principal findings from this classic study: Subordinate role ambiguity was considered to have a negative correlation with initiating structure. That is, if a subordinate has a habitual or accustomed job, then a high level of initiating structure will decrease employee satisfaction. In contrast, an employee has a highly ambiguous role with the organization then a high level of initiating structure by the leader would lead to high levels of employee satisfaction. In terms of consideration, for subordinates who have routine jobs, a greater consideration by the leader should result in increased job satisfaction. For professional individuals and those whose position is less determined by specific job duties, consideration has been found to have almost no effect.  ( ).   Theory Analysis             For the past two decades, path-goal theories have received much conceptual and research attention. The theory, as formulated by (1971), uses expectancy theories of motivation as a foundation. Path-goal theories hold that a major function of a leader is to enhance subordinate expectancies, instrumentalities, and valences. Because these psychological states affect subordinate satisfactionand motivation, leader behavior that enhances them also has a positive effect insubordinate outcomes. The leader provides the "coaching, guidance, support and rewards necessary for effective and satisfying performance that would otherwise be lacking in the environment" ( 1974).                Specifically, the motivational functions of the leader include: (1) increasing personal payoffs tosubordinates for work-goal attainment, (2) clarifying the paths to these payoffs, (3) reducing roadblocks and pitfalls that impede goal attainment, and (4) increasing the opportunities for subordinate satisfaction. Path-goal theories also contend that the effects of the leader on subordinate outcomes are moderated by situational variables. and Mitchell (1974) identify two classes of situational variables: (1) characteristics of the environment, and (2) characteristics of the subordinates. Whereas the theories are not restricted to a given set of variables within these classes, (1971) and and Mitchell (1974) initially emphasized the moderating role oftask characteristics, i.e., task structure, role ambiguity, job autonomy, job   scope, and task interdependence. Subordinate characteristics emphasized were    dependence, authoritarianism, ability, and locus of control.                Additional situational variables have been considered within each of these classes however, most of the research analyses have been concerned with task characteristics, predominantly with task structure.                The subordinate outcome variables of the (1971) conceptualization were valences associated with goal-related behavior and with goal attainment, and subordinate path instrumentalities for goal attainment and for these valences.'s (1971) research and most of the subsequent research used performance effectiveness, role clarity, general satisfaction, work satisfaction, and satisfaction with supervision as surrogates for these outcome variables.             Interpreting the meaning of the theory can be confusing for the reason that it is so complex and incorporates so many different aspects of leadership; as a result, it is difficult to implement.  Experimental research studies have demonstrated only partial support for path-goal theory.  Moreover, it fails to adequately explain the relationship between leadership behavior and worker motivation.  The path-goal theory approach treats leadership as a one-way event in which the leader affects the subordinate.  Although the and  (1974) formulation of the theory introduced two additional constructs (i.e., participative and achievement-oriented leader behaviors), most of the research has focused on the original two constructs or on similar ones (e.g., directive, instrumental, clarification, and supportive behaviors). At present, there is insufficient research to examine the theories in terms of the participative and achievement-oriented constructs. Conclusion             In effectively leading, leaders must show the way and help followers along the path.  This path-goal theory of leadership assumes that there could be one right way in achieving a desired goal and it can only be seen by the leader.  Thus, this would entail that the leader is the knowing person and the follower would be its dependent.  Furthermore, the theory also assumes that the follower is completely rational and that the appropriate methods can be resolved through suitable selection depending on the situation.              The path-goal theory of leadership has a very useful theoretical framework.  It is useful for understanding how various leadership behaviors affect the satisfaction of subordinates and their work performance.              Another key strength of the path-goal theory of leadership is that it integrates motivation.  Path-goal theory attempts to incorporate the motivation principles of expectancy theory into a theory of leadership.              Lastly, the theory presented a practical model.  Path-goal theory provides a practical model that gives emphasis and highlights important ways leaders help subordinates.

MANAGEMENT - MBA ASSIGNMENT

Path-Goal Theory of Leadership Introduction Leadership is a dynamic relationship based on mutual influence and common purpose between ...