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  • Module 3 Achievement Motivation or Goal Orientation Worksheet

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    The document describes a goal orientation survey that the respondent completed. They identified their goal orientation as high mastery and high performance. They provide an example from their work in sales where they set daily sales goals and felt motivated by achieving them. As a store manager, they were able to motivate themselves to sell over $20k in a day by using sales skills. For the second prompt, the respondent indicates that as a leader it is important to balance followers' personalities rather than solely foster mastery goals. They describe the six dimensions of TARGET (task, authority, goals, evaluation, and time) as important for creating a constructive and positive motivational climate in the workplace.

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    The document describes a goal orientation survey that the respondent completed. They identified their goal orientation as high mastery and high performance. They provide an example from their work in sales where they set daily sales goals and felt motivated by achieving them. As a store manager, they were able to motivate themselves to sell over $20k in a day by using sales skills. For the second prompt, the respondent indicates that as a leader it is important to balance followers' personalities rather than solely foster mastery goals. They describe the six dimensions of TARGET (task, authority, goals, evaluation, and time) as important for creating a constructive and positive motivational climate in the workplace.

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    30 views2 pages

    Module 3 Achievement Motivation or Goal Orientation Worksheet

    Uploaded by

    api-630071060
    The document describes a goal orientation survey that the respondent completed. They identified their goal orientation as high mastery and high performance. They provide an example from their work in sales where they set daily sales goals and felt motivated by achieving them. As a store manager, they were able to motivate themselves to sell over $20k in a day by using sales skills. For the second prompt, the respondent indicates that as a leader it is important to balance followers' personalities rather than solely foster mastery goals. They describe the six dimensions of TARGET (task, authority, goals, evaluation, and time) as important for creating a constructive and positive motivational climate in the workplace.

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    of 2

    Prompt 1: 

    Of the following four, which goal orientation characteristic best describes you: (1) High
    Mastery / Low Performance; (2) High Mastery / High Performance; (3) Low Mastery / High
    Performance; or (4) Low Mastery / Low Performance)?  
    Did the goal orientation surveys (and associated tables) accurately describe your own
    motivation-related perceptions of yourself?
    Provide some examples / stories from your own life that illustrate your goal orientation
    tendencies.

    Goal Orientated Characteristic: High Mastery/High Performance

    The goal orientation survey was able to accurately describe my motivation-related perceptions.
    For success-related values, in sales I would always have a personal and sales goal I would try to
    complete every day. And I would always feel relieved and relaxed whenever I completed my
    internal and external standards. I would then like to call up my fellow associates to see if they are
    doing any better or to call them for advice about my failed experiences. The best motivational
    experience I had was when I was by myself, being a store manager, and having a sales goal of
    $20,000 for a mattress store. I was able to pump myself up and created a mind set of selling a
    mattress to every person that comes through that door by using all the skills that I have learned.
    At the end of the day, I was able to sell over $20k. That experience was fun and exciting.

    Prompt 2:
    Make some connections between the concept of goal orientation and some of the other concepts
    discussed thus far in the course.
    As a leader, do you believe it’s important to foster a mastery goal-oriented perspective among
    employees (yes / no/ it depends)?  Why?
    From your perspective, what would be your approach to creating a positive motivational climate
    in the workplace, and how might you go about accomplishing that objective?  Be specific.

    As a leader, it is not important to foster a mastery goal-oriented perspective. I believe that a


    leader’s job to balance followers’ personalities and be able to tie together their values and
    interests to the organization.
    To create a positive motivational climate, is related to creating a constructive climate. “An
    atmosphere that promotes group members’ satisfaction and achieving their personal best.”
    (Northouse, 2021) You would need a structure which will provide task dimensions and time
    dimension. Clarify norms which would create an authority dimension. Building cohesiveness
    must involve authority dimension and goals dimension. Then you would have promoting
    standards of excellence, that covers goals dimension and evaluation dimension. (Northouse,
    2021)
    Reference:
    Northouse, P. G. (2021). Introduction to leadership: concepts and practice (5th ed.). Los
    Angeles: SAGE.

    (Hint:  The acronym "TARGET" is helpful in terms of thinking about the final question above. 
    Consider six different dimensions associated with creating a positive motivational climate: The
    Task dimension, the Authority dimension, the Goals dimension, the Evaluation dimension, and
    the Time dimension.)

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