Assignment Paper

Assignment 4 (8% of your final mark)
Exercise Assessment
In the process of doing the exercises in the workbook, you will have completed the work needed for Assignment 4. It is recommended you review your work before submitting. Make sure you save your final work with the following naming convention: MNGT2131_AF4_firstname_lastname.docx. Use the Assignment Submission Tool to submit to your Open Learning Faculty Member.

Exercise 4-1: Assessing Goal Statements
Below are three goal statements taken from different public and private sector organizations. Look over each goal and write a critique of it, stating whether you think it’s a useful goal statement and why you think it is or isn’t.
Goal 1 “To become internationally known as a medical unit.”
Rate the quality of this goal statement:
Very good 10 9 8 7 6 5 4 3 2 1 Very Poor
Explain your rating. What do you like or dislike about the goal statement?

Goal 2 “To make Edmontonians aware of the vast contributions made by volunteer service groups.”
Rate the quality of this goal statement:
Very Good 10 9 8 7 6 5 4 3 2 1 Very Poor
Explain your rating. What do you like or dislike about the goal statement?
Explain your rating. What do you like or dislike about the goal statement?

Goal 3 “To produce a parks plan that is highly acceptable to the public.”
Rate the quality of this goal statement:
Very Good 10 9 8 7 6 5 4 3 2 1 Very Poor
Explain your rating. What do you like or dislike about the goal statement?
Explain your rating. What do you like or dislike about the goal statement?

Exercise 4-2: Goal Setting Practices in Organizations
This exercise requires you to obtain some information about the goal setting practices in your organization. After reading about MBO and goal setting theory, you will use the information to prepare a critical analysis of your organization’s goal setting practices.
Step 1: List three specific work goals (objectives) that pertain to your job. If you cannot readily think of any, try looking in the formal statement of your job description. If you find a large number of goal statements, select a maximum of three for purposes of this exercise. If you have no specific written documentation containing your goals, write out a list of what you think your work goals are (up to a maximum of three).
Goal 1

Goal 2

Goal 3

Step 2: Write a brief critique of your work goals. Have they proven to be useful? Explain why or why not.

Exercise 4-3: Survey of Goal Setting Practices
The following questionnaire is designed to elicit information about the goal setting practices (if any) in your organization. (Locke and Latham, 1984. Reprinted with permission).
Circle the number that would best fit your experience on your present job.
1. I understand exactly what I am supposed to do on my job.
Almost Never 1 2 3 4 5 Almost Always
2. I have specific, clear goals to aim for on my job.
Almost Never 1 2 3 4 5 Almost Always
3. The goals I have on this job are challenging but reasonable (neither too hard nor too easy).
Almost Never 1 2 3 4 5 Almost Always
4. I understand how my performance is measured on this job.
Almost Never 1 2 3 4 5 Almost Always
5. I have deadlines for accomplishing my goals on this job.
Almost Never 1 2 3 4 5 Almost Always
6. If I have more than one goal to accomplish, I know which ones are most important and which are least important.
Almost Never 1 2 3 4 5 Almost Always
7. My boss clearly explains to me what my goals are.
Almost Never 1 2 3 4 5 Almost Always
8. My boss tells me the reasons for giving me the goals I have.
Almost Never 1 2 3 4 5 Almost Always
9. My boss is supportive with respect to encouraging me to reach my goals.
Almost Never 1 2 3 4 5 Almost Always
10. My boss lets me participate in the setting of my goals.
Almost Never 1 2 3 4 5 Almost Always
11. My boss lets me have some say in deciding how I will go about implementing my goals.
Almost Never 1 2 3 4 5 Almost Always
12. If I reach my goals, I know that my boss will be pleased.
Almost Never 1 2 3 4 5 Almost Always
13. I get credit and recognition when I attain my goals.
Almost Never 1 2 3 4 5 Almost Always
14. Trying for goals makes my job more fun than it would be without goals.
Almost Never 1 2 3 4 5 Almost Always
15. I feel proud when I get feedback indicating that I have reached my goals.
Almost Never 1 2 3 4 5 Almost Always
16. The other people I work with encourage me to attain my goals.
Almost Never 1 2 3 4 5 Almost Always
17. I sometimes compete with my co-workers to see who can do the best job in reaching their goals.
Almost Never 1 2 3 4 5 Almost Always
18. If I reach my goals, I feel that my job security will be enhanced.
Almost Never 1 2 3 4 5 Almost Always
19. If I reach my goals, my chances for a pay raise are increased.
Almost Never 1 2 3 4 5 Almost Always
20. If I reach my goals, my chances for a promotion are increased.
Almost Never 1 2 3 4 5 Almost Always
21. I usually feel that I have a suitable or effective action plan or plans for reaching my goals.
Almost Never 1 2 3 4 5 Almost Always
22. I get regular feedback indicating how I am performing in relation to my goals.
Almost Never 1 2 3 4 5 Almost Always
23. I feel that my job training was good enough so that I am capable of reaching my job goals.
Almost Never 1 2 3 4 5 Almost Always
24. Company policies here help rather than hurt goal attainment.
Almost Never 1 2 3 4 5 Almost Always
25. Work teams in this company work together to attain goals.
Almost Never 1 2 3 4 5 Almost Always
26. This organization provides sufficient resources (e.g., time, money, equipment, co-workers) to make goal setting successful.
Almost Never 1 2 3 4 5 Almost Always
27. In performance appraisal sessions, my boss stresses problem-solving rather than criticism.
Almost Never 1 2 3 4 5 Almost Always
28. During performance appraisal interviews, my boss:
A. explains the purpose of the meeting to me.
Almost Never 1 2 3 4 5 Almost Always
B. asks me what I have done that deserves recognition.
Almost Never 1 2 3 4 5 Almost Always
C. asks me if there are any areas of the job on which he or she can assist me.
Almost Never 1 2 3 4 5 Almost Always
D. tells me what he or she thinks I have done that deserves recognition.
Almost Never 1 2 3 4 5 Almost Always
E. if there are problems with my performance, never brings up more than two of them at once.
Almost Never 1 2 3 4 5 Almost Always
F. listens openly to my explanations and concerns regarding any performance problem.
Almost Never 1 2 3 4 5 Almost Always
G. comes to agreement with me on steps to be taken by each of us to solve any performance problems.
Almost Never 1 2 3 4 5 Almost Always
H. makes sure that at the end of the interview I have a specific goal or goals in mind that I am to achieve in the future.
Almost Never 1 2 3 4 5 Almost Always
I. schedules a follow-up meeting so that we can discuss progress in relation to the goals.
Almost Never 1 2 3 4 5 Almost Always

29. I find working toward my goals to be very stressful.
Almost Never 1 2 3 4 5 Almost Always
30. My goals are much too difficult.
Almost Never 1 2 3 4 5 Almost Always
31. I often fail to attain my goals.
Almost Never 1 2 3 4 5 Almost Always
32. My supervisor is not supportive when I fail to reach my goals.
Almost Never 1 2 3 4 5 Almost Always
33. I have too many goals on this job (I am overloaded).
Almost Never 1 2 3 4 5 Almost Always
34. Some of my goals conflict with my personal values.
Almost Never 1 2 3 4 5 Almost Always
35. I am given incompatible or conflicting goals by different people (or even by the same person).
Almost Never 1 2 3 4 5 Almost Always
36. I have unclear goals on this job.
Almost Never 1 2 3 4 5 Almost Always
37. My job goals lead me to take excessive risks.
Almost Never 1 2 3 4 5 Almost Always
38. My job goals serve to limit rather than raise my performance.
Almost Never 1 2 3 4 5 Almost Always
39. The goals I have on this job lead me to ignore other important aspects of my job.
Almost Never 1 2 3 4 5 Almost Always
40. The goals I have on this job focus only on short-range accomplishment and ignore important long-range consequences.
Almost Never 1 2 3 4 5 Almost Always
41. The pressure to achieve goals here leads to considerable dishonesty and cheating.
Almost Never 1 2 3 4 5 Almost Always
42. The top people here do not set a very good example for the employees since they are dishonest themselves.
Almost Never 1 2 3 4 5 Almost Always
43. Goals in this organization are used more to punish you than to help you do your job well.
Almost Never 1 2 3 4 5 Almost Always
44. My boss wants me to avoid mentioning negative information or problems regarding my goals or action plans.
Almost Never 1 2 3 4 5 Almost Always
45. If my boss makes a mistake that affects my ability to attain my goals, he or she refuses to admit it or discuss it.
Almost Never 1 2 3 4 5 Almost Always

Exercise 4-4: Evaluating Goal Statements (1)
This exercise is a follow-up of Exercise 4-1 in which you were shown three goal statements from several public organizations and asked to react to them. At this point, we would like you to apply what you have learned about the characteristics of well-written objectives to these same three goal statements.
Goal 1: “To become internationally known as a medical unit.”
a. ( ) Result ( ) Activity
b. ( ) General ( ) Specific
c. ( ) Long ( ) Medium ( ) Short ( ) Not specified
d. ( ) Purpose ( ) Objective ( ) Activity
Re-evaluate the quality of this goal statement:
Very Good 10 9 8 7 6 5 4 3 2 1 Very Poor
Has your rating changed since your original evaluation in Exercise 4-1?

Explain why or why not.

 
Goal 2: “To make Edmontonians aware of the vast contributions made by volunteer service groups.”
a. ( ) Result ( ) Activity
b. ( ) General ( ) Specific
c. ( ) Long ( ) Medium ( ) Short ( ) Not specified
d. ( ) Purpose ( ) Objective ( ) Activity
Re-evaluate the quality of this goal statement:
Very Good 10 9 8 7 6 5 4 3 2 1 Very Poor
Has your rating changed since your original evaluation in Exercise 4-1?

Explain why or why not.

Goal 3: “To produce a parks plan that is highly acceptable to the public.”
a. ( ) Result ( ) Activity
b. ( ) General ( ) Specific
c. ( ) Long ( ) Medium ( ) Short ( ) Not specified
d. ( ) Purpose ( ) Objective ( ) Activity
Re-evaluate the quality of this goal statement:
Very Good 10 9 8 7 6 5 4 3 2 1 Very Poor
Has your rating changed since your original evaluation in Exercise 4-1?

Explain why or why not.

Exercise 4-5: Evaluating Goal Statements (2)
This exercise is a follow-up of Exercise 4-2 in which you wrote down three objectives or goal statements from your work unit. At this point, we would like you to evaluate these three goals using the characteristics of well-written objectives.
In the space provided below, repeat each goal statement from Exercise 4-2 and evaluate it.
Goal 1: Yes No ?
( ) ( ) ( ) result oriented
( ) ( ) ( ) measurable
( ) ( ) ( ) time bound
( ) ( ) ( ) medium time span
( ) ( ) ( ) achievable
( ) ( ) ( ) challenging
Rate the quality of this goal statement:
Very Good 10 9 8 7 6 5 4 3 2 1 Very Poor
Has your feeling about the usefulness of this goal statement changed since doing Exercise 4-2? Explain why or why not.

Goal 2: Yes No ?
( ) ( ) ( ) result oriented
( ) ( ) ( ) measurable
( ) ( ) ( ) time bound
( ) ( ) ( ) medium time span
( ) ( ) ( ) achievable
( ) ( ) ( ) challenging
Rate the quality of this goal statement:
Very Good 10 9 8 7 6 5 4 3 2 1 Very Poor
Has your feeling about the usefulness of this goal statement changed since doing Exercise 4-2? Explain why or why not.

Goal 3: Yes No ?
( ) ( ) ( ) result oriented
( ) ( ) ( ) measurable
( ) ( ) ( ) time bound
( ) ( ) ( ) medium time span
( ) ( ) ( ) achievable
( ) ( ) ( ) challenging
Rate the quality of this goal statement:
Very Good 10 9 8 7 6 5 4 3 2 1 Very Poor
Has your feeling about the usefulness of this goal statement changed since doing Exercise 4-2? Explain why or why not.

Exercise 4-6: Writing Objectives
The purpose of this exercise is to provide you with an experience in writing objectives. Use your job as the context and do the following:
Step 1: Write a statement of purpose that covers from two to five years from now.
Step 2: Diagram the key objective or result areas (see Figure 4.1 for an example of a diagram).
Step 3: Write a full range of objectives. Be sure that each of them meets the characteristics of well-written objectives.
Step 4: Set priorities for the objectives you have written. Ask yourself which of the objectives are absolutely essential and which are wants that would be nice to achieve but aren’t absolutely necessary. Next to each objective write M or W to indicate whether it is a must or a want. Also, place numbers to indicate their order of priority.
Step 5: Pick two of the objectives and describe the specific activities that you would pursue to accomplish them.
1. Write a statement of purpose.

2. Diagram the key result areas.

 
3 and 4. Write a full range of objectives, indicate whether they are a “must” or a “want,” and rate their priority.
# 1 ( ) Must ( ) Want Priority =

# 2 ( ) Must ( ) Want Priority =

# 3 ( ) Must ( ) Want Priority =

# 4 ( ) Must ( ) Want Priority =

# 5 ( ) Must ( ) Want Priority =

# 6 ( ) Must ( ) Want Priority =

# 7 ( ) Must ( ) Want Priority =

 
# 8 ( ) Must ( ) Want Priority =

# 9 ( ) Must ( ) Want Priority =

#10 ( ) Must ( ) Want Priority =

4. List the specific activities for two objectives.

Exercise 4-7: Using MBO Theory to Assess a Motivational System
The purpose of this exercise is to use the MBO concepts to analyse and evaluate the management system in your organization.
This does not assume that you are operating under an MBO or a Goal Setting system. Indeed, MBO theory merely suggests that the extent to which your organization follows goal setting practices determines the extent to which you will be satisfied with your job and be able to perform well on your job.
To complete the exercise, fill out the following checklist.
Yes No NA (not applicable or uncertain)
1. ( ) ( ) ( ) Are there objectives (of any kind) for your job?
2. ( ) ( ) ( ) If yes, are they well written (according to the characteristics outlined in this workbook)?
3. ( ) ( ) ( ) If #1 is yes, were the objectives negotiated (versus handed down)?
4. ( ) ( ) ( ) Do you have a system for measuring the results of your performance?
5. ( ) ( ) ( ) If #4 is yes, do you receive frequent, valid information about your performance results (as opposed to year-end results or no information)?
6. ( ) ( ) ( ) If #4 is yes, was the measurement system jointly determined by you and your boss?
7. ( ) ( ) ( ) Do you have a formal appraisal interview?
8. ( ) ( ) ( ) If #7 is yes, is the appraisal based on objective information about the results you have achieved (as opposed to a checklist of personal traits)?
9. ( ) ( ) ( ) If #7 is yes, is the appraisal more or less a problem-solving type in which you openly and jointly explore the results and focus on how to do better (as opposed to having the boss hand down judgments about your performance)?
10. ( ) ( ) ( ) If #7 is yes, are the objectives renegotiated during this session (as opposed to treated as fixed and inflexible)?
11. ( ) ( ) ( ) Are your formal rewards (pay increments, promotions) contingent on success in reaching specific pre-set objectives?
12. ( ) ( ) ( ) If you do operate under objectives, were they set in such a way as to make them consistent with the mission or purpose of your organization?
13. ( ) ( ) ( ) Is your supervisor willing and sufficiently available to give you on-going guidance about your performance?
14. ( ) ( ) ( ) If you operate under objectives of any kind, did you also engage in planning of the type in which you identified the key activities to help you to achieve the objectives?
15. ( ) ( ) ( ) If you operate under objectives of any kind, did you ever have any instruction or help in writing your first set of objectives?
Discuss whether the presence or lack of MBO components contributes to your satisfaction and motivation to do your job well.

Exercise 4-8: The Unmotivated Worker
The purpose of this exercise is to determine the degree to which MBO components (or lack of them) may have contributed to a person’s lack of motivation.
Procedure:
Step 1. Re-examine the job of the unmotivated person you described in Exercise A1 of the workbook on The Causes of Motivational Problems.
Step 2. Use the following checklist to assess the degree to which the management system fulfills MBO requirements with respect to the unmotivated person’s job.
Step 3. Discuss whether any of the components that you checked as either “no” or “?” may have contributed to the person’s lack of motivation.
Yes No NA (not applicable or uncertain)
1. ( ) ( ) ( ) Are there objectives (of any kind) for his/her job?
2. ( ) ( ) ( ) If yes, are they well written (according to the characteristics outlined in this workbook)?
3. ( ) ( ) ( ) If #1 is yes, were the objectives negotiated (versus handed down)?
4. ( ) ( ) ( ) Is there a system for measuring the results of his/her performance?
5. ( ) ( ) ( ) If #4 is yes, does he/she receive frequent, valid information about his/her performance results (as opposed to year-end results or no information)?
6. ( ) ( ) ( ) If #4 is yes, was the measurement system jointly determined by him/her and his/her boss?
7. ( ) ( ) ( ) Does he/she have a formal appraisal interview?
8. ( ) ( ) ( ) If #7 is yes, is the appraisal based on objective information about the results he/she has achieved (as opposed to a checklist of personal traits)?
9. ( ) ( ) ( ) If #7 is yes, is the appraisal more or less a problem-solving type in which the results are openly and jointly explored and there is a focus on how to do better (as opposed to having the boss hand down judgments about his/her performance)?
10. ( ) ( ) ( ) If #7 is yes, are the objectives renegotiated during this session (as opposed to treated as fixed and inflexible)?
11. ( ) ( ) ( ) Are his/her formal rewards (pay increments, promotions) contingent on success in reaching specific pre-set objectives?
12. ( ) ( ) ( ) If he/she does operate under objectives, were they set in such a way as to make them consistent with the mission or purpose of the organization?
13. ( ) ( ) ( ) Is his/her supervisor willing and sufficiently available to give him/her on-going guidance about his/her performance?
14. ( ) ( ) ( ) If he/she operates under objectives of any kind, did he/she also engage in planning of the type in which key activities to help achieve the objectives were mapped out?
15. ( ) ( ) ( ) If he/she operates under objectives of any kind, did he/she ever have any instruction or help in writing his/her first set of objectives?
Discuss whether the presence or lack of MBO components may have contributed to his/her less than satisfactory performance.

Exercise 4-9: Assessing the Implementation of an MBO System
The purpose of this exercise is to assess the degree to which an MBO system was implemented effectively in an organization.
Step 1: Attempt to find someone in a job similar to your own who works under an MBO system. If this is not possible, find anyone who works under such a system. If you cannot conveniently find someone else, turn in a blank exercise. You will not be penalized if you cannot complete Exercise 4-9.
Step 2: Interview the jobholder, and complete both the MBO Implementation checklist and the MBO Component Checklist which are found on the following pages. The interview will be necessary because some jobholders will not understand our terms.
Step 3: Describe (on the basis of a discussion with the jobholder) the effects the method of implementation of the MBO program had on the employees of the organization.

MBO IMPLEMENTATION CHECKLIST — PART 1
1. How effective is the MBO system under which you are working?
( ) Very effective
( ) Effective
( ) Somewhat effective
( ) Somewhat ineffective
( ) Ineffective
( ) Very ineffective
Yes No
2. ( ) ( ) Before the implementation of the MBO process, was each jobholder given information about its nature and purpose?
3. ( ) ( ) Was the information initially given in an organization-wide seminar prior to the actual implementation with a resource person available to handle questions and answers (as opposed to the information arriving in the mail or merely handed down to the subordinate from the supervisor)?
4. ( ) ( ) Did the MBO process start at the top and move downwards only when the top group mastered it?
5. ( ) ( ) Did the jobholders receive expert help in their first attempts to set their objectives and plan key activities?
6. ( ) ( ) Did each manager receive training in conducting negotiation and appraisal sessions and was each given direct third-party coaching during the first few sessions?
7. ( ) ( ) If the organization is in the Public Sector, were politicians fully involved?
Is there any reason to believe from the above information that the implementation of the MBO system was effective?

MBO COMPONENT CHECKLIST — PART 2
Yes No NA (not applicable or uncertain)
1. ( ) ( ) ( ) Are there objectives (of any kind) for his/her job?
2. ( ) ( ) ( ) If yes, are they well written (according to the characteristics outlined in this workbook)?
3. ( ) ( ) ( ) If #1 is yes, were the objectives negotiated (versus handed down)?
4. ( ) ( ) ( ) Is there a system for measuring the results of his/her performance?
5. ( ) ( ) ( ) If #4 is yes, does he/she receive frequent, valid information about his/her performance results (as opposed to year-end results or no information)?
6. ( ) ( ) ( ) If #4 is yes, was the measurement system jointly determined by him/her and his/her boss?
7. ( ) ( ) ( ) Does he/she have a formal appraisal interview?
8. ( ) ( ) ( ) If #7 is yes, is the appraisal based on objective information about the results he/she has achieved (as opposed to a checklist of personal traits)?
9. ( ) ( ) ( ) If #7 is yes, is the appraisal more or less a problem-solving type in which the results are openly and jointly explored and there is a focus on how to do better (as opposed to having the boss hand down judgments about his/her performance)?
10. ( ) ( ) ( ) If #7 is yes, are the objectives renegotiated during this session (as opposed to treated as fixed and inflexible)?
11. ( ) ( ) ( ) Are his/her formal rewards (pay increments, promotions) contingent on success in reaching specific pre-set objectives?
12. ( ) ( ) ( ) If he/she does operate under objectives, were they set in such a way as to make them consistent with the mission or purpose of the organization?
13. ( ) ( ) ( ) Is his/her supervisor willing and sufficiently available to give him/her on-going guidance about his/her performance?
14. ( ) ( ) ( ) If he/she operates under objectives of any kind, did he/she also engage in planning of the type in which key activities to help achieve the objectives were mapped out?
15. ( ) ( ) ( ) If he/she operates under objectives of any kind, did he/she ever have any instruction or help in writing his/her first set of objectives?