A631.3.4.RB - Feedback and Goals

            According to Brown (2011) the combination of goal setting with feedback on individual performance has a positive effect on performance. In my experience, setting individual goals has had a positive effect in the way I manage my time and in the way I accomplish tasks. I believe this has to do with the level of expectation and quality of work I aspect for myself. In contrasts, individuals with a strong need for achievement and with high self-esteem are more likely to commit themselves to difficult goals than people with a weak need for achievement and low self-esteem (Brown, 2011, pg.322). Understanding the concept for goal setting is important because without this foundation of knowledge goals would be inheritably difficult to accomplish. Goals give direction and purpose to an individual or a team. Additionally, goal setting is part of the process that a company goes through when a vision is created (Brown, 2011). As you can see, goal setting is a process intended to increase efficiency and effectiveness by specifying the desired outcomes toward which individuals, teams, and the organization should work (Brown, 2011, pg. 319). Whether you are making goals in a business or in your personal life, having a goal gives you something to work towards. Goals should be challenging and specific with an end state in mind. However, goals also need to be achievable and not become too hard to accomplish. An example of setting attainable goals is to have short-term and long-term goals. Accomplishing a short-term goal will encourage the person to continue to achieve their long-term goals. According to Seijts (2001) setting specific, challenging goals leads to higher performance than setting no goals or abstract goals such as doing one's best. A great goal setting technique is to use the acronym SMART. This technique encourages us to make goals that are specific, measurable, agreed-upon, realistic and time-bound (Lawlor, & Hornyak, 2012).

           In order for goals to have meaning, there must be a way to evaluate and learn from the process. One way this is accomplished is by receiving feedback. Brown (2011) suggests that feedback should be frequent, relevant and specific to be a success. A personal example of this is a debrief period where my flight team looks at a completed training flight mission and receives feedback from each other and the flight instructor. This feedback helps our crew maintain a high level of proficiency and teamwork. Being open to personal and professional feedback is a way to gain experience and knowledge. I often ask my mentor for advice on my performance and how to improve. In my personal life I set goals to improve communication with my spouse. Feedback is necessary, however, without goals it doesn’t improve performance (Seijts, 2001). For example, individuals who are progressing at a slower rate than required to meet a goal must know this in order to be able to adjust their effort level, or to look for more effective strategies for attaining the goal (Seijts, 2001).

            In conclusion, setting goals is what we all need to do to become the best version of ourselves. Whether it is a financial goal, owning a car, or getting promoted, none of these accomplishments are achieved without first seeing the vision and setting the goal. As leaders we must be receptive to feedback, as well as be able to give feedback. When goals and feedback are used appropriately there is an increase in performance. I’ve been privileged to be able to have great leaders that have given me feedback and help me tremendously in creating goals for myself. As I reflect on this topic, I realized that I needed to continue to challenge myself with realistic goals and ask for feedback when I need.

A must see Ted Talks:

https://youtu.be/13MYY8qMWQg

Reference:

Brown, Donald R (2011-01-11). Experiential Approach to Organization Development (8th Edition) (Page 321). Pearson HE, Inc.. Kindle Edition.

Clung, B. G. (Oct 1997): Collecting and using employee feedback. Cornell Hotel and Restaurant Administration Quarterly (38) 50-52. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/209732455?pq-origsite=summon

Gerui (Grace) Kang, & Fredin, A. (2012). The balanced scorecard: The effects of feedback on performance evaluation. Management Research Review, 35(7), 637-661. doi: http://dx.doi.org/10.1108/01409171211238848

Seijts, G. H. (2001). Setting goals: When performance doesn't matter. Ivey Business Journal, 65(3), 40-44. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/225378886?accountid=27203

Lawlor, B., & Hornyak, M. (2012). SMART GOALS: HOW THE APPLICATION OF SMART GOALS CAN CONTRIBUTE TO ACHIEVEMENT OF STUDENT LEARNING OUTCOMES, 39, 267-267.