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Chapter 15
Setting Goals: Steps to Success
FOCUS
This chapter is designed to help students appreciate the importance of planning and goal setting
for both individuals and organizations. Individual goal setting is explored in detail, with
suggestions for setting various types of goals, working toward them, and evaluating
accomplishments. Varieties of organizational goals are discussed in addition to the process of
management by objective, which many organizations use to set individual goals.
The purpose of performance appraisals as well as the general types of performance appraisals are
discussed. The customary format of the performance review is also introduced. Suggestions are
given to help ensure that students have a positive, meaningful discussion of their performance
with their supervisor.
OBJECTIVES
After studying this chapter, you should be able to:
15.1 Explain why people strive to achieve.
15.2 Describe the relationship between goals and planning.
15.3 Define how to set goals and develop plans.
15.4 Explain approaches in working toward goals.
15.5 Discuss the importance of monitoring and reevaluating goals.
15.6 Explain the role of goals in performance appraisals.
TEACHING-LEARNING SUGGESTIONS
Supplementary Exercise 15.1
Introduce this chapter with two questions, “Which of your goals does being in this class
address?” and “Where in your life does this particular goal fit?” Use these questions to stimulate
discussion about the importance of goal setting—both for individuals and for organizations.
Answers to Jump Start
Answers will vary but students should recognize that successful organizations and individuals set
goals and that it is hard to be motivated to do something if you do not know what it is you are
going to do. Further, students may recognize that goals for organizations or for people may be
similar.
15.1 WHY PEOPLE STRIVE TO ACHIEVE
Reasons why people strive to achieve include the desire to be the first or the best in some activity,
to stand out, to satisfy curiosity, and to leave something behind to show what we did with our
time.2 Individuals should distinguish what they really want and those things that only symbolize
what they want.3 Understanding Maslow’s Need Hierarchy can help. To motivate yourself to
work, find or arrange work so that it is fun or rewarding, gain the skills related to your goals,
increase your expectations of yourself, develop a strong work ethic, exercise self-discipline, and
embrace challenge and commitment.9
Chapter 15 Setting Goals: Steps to Success 1
Answers to Ask Yourself
15.2 PLANNING FOR YOUR GOALS
Because planning increases our chances for success, it is important for both organizations and
individuals. Planning is an attempt to prepare for and predict the future. It involves goals,
programs, policies, rules, procedures, and decisions about what resources to commit to future
action. The first in planning is setting goals. Having specific goals provides a better chance of
making things happen and achieving success. Failing to set goals may be the result of an
unconscious desire to fail or to create crises. “Putting out fires” can make us feel spontaneous and
important. It is easier just to wait, watch things happen, wonder what happened, or criticize what
happened than it is to take the time to plan a course of action. Discuss Figure 15-.
Why Organizations Must Plan
Without planning, organizations have no sense of direction and ultimately are unable to
manage resources effectively. No planning or poor planning can result in crises decisions and
employee frustration. Employees spend their time on emergencies and must often move from
one task to another as emergencies arise. Then, too, coping with change is more difficult
without planning.
Planning is the difference between being reactive and proactive. When organizations
and employees are reactive, they tend to be caught off guard when problems arise. If they are
proactive, they look ahead, anticipate problems, and determine solutions to potential
problems before they develop. This requires goal setting by individuals within the
organization.14
Planning in organizations is most effective when all levels of the organization pull
together, beginning at the top with the company vision and ending at the bottom with the
execution of operational plans. Top managers are responsible for developing the mission and
middle managers the tactical plans. First-level managers and other employees are responsible
for carrying out operational plans.15
A vision is a statement of an organization’s purpose or reason for existing. A mission
is the organization’s overall goal, which links all efforts toward the vision, stretches and
challenges the organization, and has a finish line and timeframe. Tactical plans show how
the organization will use its resources, budgets, and people to accomplish goals within its
mission. Operational plans are the day-to-day plans for producing or delivering products
and services.16,17
How People Differ in Planning
Imagine three people playing a game of horseshoes. While people’s actions may differ with
the difficulty of situations, here is how people may approach planning in general.
If you are realistic in your planning and risk taking, you’ve probably recognized that
you have a positive self-image and generally plan and set goals for yourself that are
challenging but attainable and involve some stretching or risk taking. In the horseshoe game,
you would stand back just far enough to feel challenged.
Some people, on the other hand, tend to set goals that are lower than their abilities.
Afraid they will make a mistake or fail, in the horseshoe game they would tend to stand close
to the target, thereby reducing their risk and challenge. Because these individuals seldom, if
2Human Relations—Instructor’s Resource CD
ever, push themselves, they limit how much they achieve for themselves and their
organizations.
A third group of people will generally take on goals beyond their current abilities,
hoping to perform better or achieve more success than expected. These individuals, uncertain
of what they can expect of themselves but unable to admit this, would stand so far back from
the target that hitting it is unlikely. Because they may aim for unrealistic goals, they may find
achieving them or feeling satisfied difficult. Some risk-taking is an essential part of growth;
the key is to keep it reasonable.
Answers to Technology Connection
Answers will vary but should reflect an understanding of the role planning plays in organizational
success and an appreciation for the use of technology tools. Being flexible with plans is
extremely important. Many times, the environment changes, which can, in turn, affect how
realistic plans are. For instance, a tornado may extensively damage a factory, making production
goals for the year unrealistic.
When you are realistic in your planning, goal setting, and risk taking, your successes
will give you the self-confidence to take on other and even more challenging activities and
become a high achiever. Discuss Figure 15.2, High Achievers.
People procrastinate for a number of reasons. Some people procrastinate because they
have an unrealistic view of what is needed for success. They don’t recognize the great
amount of planning, organizing, and hard work that is required to make success seem easy.
Other people procrastinate because they have poor coping skills, aren’t good at
handling problems, or have a low tolerance for disappointment. Instead of analyzing
situations to determine alternative actions when complications occur or steps are blocked,
they give up and do nothing. Discuss the reality check and Steps to Achieve Your Goals.
Answers to Ask Yourself
15.3 SETTING GOALS AND DEVELOPING A PLAN
Organizational Goals
Official goals are developed by upper management, are formally stated, and pertain to
the overall mission of the organization. A common example in business today is “to provide
excellent service”—which you would be expected to help deliver no matter at what level you
are working.
Operative goals are those goals for which middle management is responsible. They
concern the operating policies of the organization. Common examples of operative goals in
business today are “to increase the company’s share of the market” and “to hire more
members of minority groups.” Your work contributions and human relations skills will help
achieve these.
Operational goals are the responsibility of first-line supervisors and other employees.
They are statements of the expected results of the efforts of the various units of the
Chapter 15 Setting Goals: Steps to Success 3
organization. They include built-in standards of behavior, performance criteria, and
completion time. An example of an operational goal is “to increase sales of XYZ chemical by
2012 by 20 percent over the current year by installing a new process.” As an employee in
this company, you may be directly affected by helping to install the new process, learning
how to use it, and carrying it out. Discuss Figure 15.3.
As an employee participating in the goal-setting process, your goals should reflect your
understanding and support of your company’s and department’s goals.
Personal Goals
In choosing your personal goals, honestly determine the relative importance of expertise,
contentment, independence, leadership, parenthood, personal development, prestige, security, and
service to others.
A SMART Approach
To set effective goals for your job or yourself, use the S.M.A.R.T. guidelines.
S.M.A.R.T. goals are specific, measurable, attainable, realistic, and timely.22,23
The second step in achieving your goals is to develop a plan that outlines the necessary
sequence, activities, and materials.
Answers to In the News
Answers to Global Connection
Developing a Plan
Answers to Ethics Connection
Answers to Ask Yourself
15.4 WORKING TOWARD GOALS
Your attitudes and personality can determine how successful you are in working toward
your goals, particularly a positive attitude and a versatile, adaptive personality. Staying
focused on the big picture and prioritizing your goals also help.
A Positive Attitude
Discuss the importance of a positive attitude.
A Versatile and Adaptive Personality
4Human Relations—Instructor’s Resource CD
Discuss the role of commitment, confidence, and control.
PrioritizingYour Goals
Because of multiple priorities, goals must be prioritized on the front end and reassessed as you
go. Both organizations and individuals have multiple goals and priorities.
Supplementary Exercise 10.2
This exercise is designed to:
Help participants examine their life goals and plans
Increase participants’ awareness of the relationship between risk-taking behavior and the
attainment of personal growth goals and life plans
Time Needed : This exercise takes approximately four hours and ideally should be spread over a
period of several weeks to permit time for thought and application.
Preparation : Divide the class into small groups. Group members can help discuss goals and
objectives, whether or not they are realistic, and can encourage each other to pursue the goals.
Copies of the worksheets for each participant are located in the teaching master section. One
teaching master is provided for each part.
Part A: Assessment of Current Status (Teaching Master 10.1A)
Prior to planning life goals, participants must analyze their current situations. They need to think
carefully about where they have been, where they are now, and where they want to be in the
following areas in life: personal relationships, personal fulfillment, and career. Where they want
to be should represent the ideal fantasy of fulfillment. The participants share their fantasies with
team members.
Part B: Assessment of Strengths and Weaknesses (Teaching Master 10.1B)
Before participants can map their route to their ultimate goals, they must analyze their strengths
and weaknesses in these areas. After completing the analysis, group members can share the
findings.
During discussion, participants should help each other explore what actions will be necessary to
overcome weaknesses. These steps will become part of the goals in Part C.
Part C: Setting and Prioritizing Goals (Teaching Master 10.1C)
Goals can now be established that will help participants reach their ideal in each arena.
Participants should be provided with four copies of the Setting and Prioritizing Goals sheet. The
first one should deal with personal relationships, the second personal fulfillment, and the third
with career. The fourth should be used to combine the most important goals from the three
categories.
Participants should refer to this sheet frequently to remind them of their goals and objectives and
to chart their progress.
Group discussion in this portion is crucial. Group members should consider the following while
assisting each other in the evaluation of the goals and objectives:
1. Have subgoals been included that increase the odds of reaching the fantasy goal? (For
example, an individual cannot be a famous scientist without first reaching the subgoal of
obtaining several college degrees.)
2. Do the goals include a plan of action for improving the negative areas discovered in the
previous exercise?
3. Is the plan realistic? Are there too many conflicting and unrealistic goals? Is the timeframe
Chapter 15 Setting Goals: Steps to Success 5
realistic? Are the goals challenging enough?
4. Has the participant prioritized the goals and identified which are the most important?
5. How often will the participant review the goals and make adjustments?
6. Has the participant identified a support group to help him/her in the pursuit of these goals?
Goals can be prioritized through satisficing, sequential attention, preference ordering, and
goal changes.49 When setting personal goals, remember to be realistic, openly commit yourself,
coordinate your goals with other people when appropriate, and visualize success.
Satisficing is a term created to define situations where one perfect and unique
solution may not be possible. It refers to any group of solutions that offers good results
under the circumstances. When you’re faced with numerous goals, you can reduce your
stress by identifying a satisfactory rather than optimum level of performance for some of
them.
When you have multiple priorities, you may need to shift your attention from one
goal to the next over periods of time, using sequential attention. The main point is to keep
the overall quality of performance in each area acceptable.
If you have several goals you want to pursue, you may need to rank them according
to preference, using preference ordering.
You may change goals because they become outdated or inappropriate, such as when
you complete a degree or buy the car for which you’ve been saving.
Answers to Ask Yourself
1. Students answers will vary based on students’ experiences but should reflect self-
2. There is a time and place for everything. Some things need to be done well, such as the
3. Your ability to tell the difference will, in part, determine your success at meeting your goals.
15.5 MONITORING AND REEVALUATION
Goals are not just a writing exercise to be put aside until the time comes to write goals for
another period. Review your goals from time to time to check your progress, modify your
strategies if necessary, or perhaps discard the goal if it is no longer important or possible—
and then set new ones.
15.6 Goals and Performance Appraisals
The performance appraisal is a measurement of how well an employee is doing on the job.
Organizations may appraise your performance as an employee for a number of reasons:
To encourage good job performance, to discourage unacceptable performance, and
to correct inappropriate behavior that interferes with good performance.
To let you know how you are doing..
To give the organization information about employees that can be used on raises,
promotions, transfers, and terminations.
6Human Relations—Instructor’s Resource CD
If performance appraisals are to be effective, both the supervisor and the employee must
prepare for them. You can take important steps ahead of time and during the appraisal
session to help make your appraisal the positive process that it is supposed to be. Using a
proactive, assertive approach is to your advantage. Discuss the suggestions in the chapter,
including the supervisor’s role.
Answers to Ask Yourself
1. Answers will vary. Encourage students to share and discuss their experiences with
2. Answers will vary. At school, grades give constant feedback on performance. Unfortunately,
3. Answers will vary. Supervisors are people, too. They want people who work for them to like
KEY TERMS DEFINITIONS
Goal Objective, target, or end result expected from the completion of task, activities, or
programs.
Planning An attempt to prepare for and predict the future; it involves goals, programs, policies,
rules, and procedures.
Vision A statement of an organization’s purpose or reason for existing.
Mission The organization’s overall goal, which links all efforts toward the vision, stretches
and challenges the organization, and has a finish line and time frame.
Tactical plans Show how the organization will use its resources, budgets, and people to
accomplish goals within its mission
Operational plans The day-to-day plans for producing or delivering products and services.
High achiever Sets moderate, attainable goals
Official goals Formally stated, abstract goals that are developed by upper management.
Operative goals Goals that are developed by middle management and are more specific than
official goals.
Operational goals Concrete and close-ended goals that are the responsibility of first-line
supervisors and employees.
S.M.A.R.T. guidelines Suggest that goals be specific, measurable, attainable, realistic, and
timely.
Satisficing Term created to define situations in which one perfect and unique solution may
not be possible; refers to solutions that offer good results under the circumstances.
Sequential attention Shifting attention from one goal to the next over periods of time when
faced with multiple priorities.
Preference ordering Ranking goals according to preference.
Goal changing Changing goals because they become outdated or inappropriate.
Performance appraisal A measurement of how well an employee is doing on the job.
SUGGESTED RESPONSES TO REVIEW QUESTIONS
Chapter 15 Setting Goals: Steps to Success 7
1. Planning can benefit people and organizations because it can increase the chances of being
2. Three categories of goals are official, operative, and operational. Official goals are the
responsibility of upper management, operative of middle management, and operational of
first-line supervisors and employees. Activities included in each category are as follows:
3. Well-formulated goals should have the following characteristics: written, measurable, specific
4. Four techniques for prioritizing goals are satisficing, sequential attention, preference
5. The performance appraisal is a measurement of how well an employee is doing on the job.
Organizations appraise employee performance (1) to encourage good job performance, to
SUGGESTED RESPONSES TO CRITICAL THINKING
1. Student answers will vary. The instructor should make sure that students identify specific
2. Student answers will vary. A review of the information about procrastination and
3. Student answers will vary widely, and adequate time for discussion should be permitted. The
8Human Relations—Instructor’s Resource CD
4. Student answers will vary. Students should be sure to identify which goals were in conflict
5. Student answers will vary but should reflect an appreciation for why appraisals are
SUGGESTED RESPONSES TO CASE STUDIES
Answers to Case Study 1 Questions (You Can’t Have It All At Once)
This case will probably generate a lively discussion. The instructor should make sure that
differing opinions are heard.
1. Roberto has too many competing goals: part-time pursuit of associate degree, full-time work
2. Roberto should review his goals and develop a plan for each goal that is important to him.
3. In discussing prioritizing goals, students should demonstrate that they understand the
Answers to Case Study 2 Questions (Planning Gone Awry)
1. This obviously is not the correct approach to planning and setting goals. Some
2. Time was wasted because of the lack of guidelines, the lack of coordination, and the need to
3. Ideally, information should have flowed downward first about the guidelines and the budget
Chapter 15 Setting Goals: Steps to Success 9
SUGGESTED RESPONSES TO HUMAN RELATIONS IN ACTION
Outcomes on the self-assessment should provide food for thought and suggestions to the
individual students. The instructor may choose to have students discuss their outcomes as a
group or individually with her/him or friends or another classmate before drawing up their goals.
Encourage students to begin with where they want to be and not let how they will get there
influence their decision. For instance, a student may want to be a doctor, but decide the path is too
difficult and lower his/her goal. For this exercise, encourage students to be all they want to be.
After they have written their plan, have them look at the steps and judge how hard it is to
complete the first step. Help them realize that, if the goal is broken into small steps, it is much
easier to accomplish one step at a time.
10 Human Relations—Instructor’s Resource CD
