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Shows how managers in any organizational setting can improve their own and their teams' results through a unique, step-by-step approach to setting goals and then - most importantly - by putting them into action. Curtis lays bare the linkages between organizational culture, philosophy, ethics, and ...

Shows how managers in any organizational setting can improve their own and their teams' results through a unique, step-by-step approach to setting goals and then - most importantly - by putting them into action. Curtis lays bare the linkages between organizational culture, philosophy, ethics, and the management of information and change, and shows how they contribute to goal setting and achievement. Throughout Curtis argues that deciding "what to do" may be an essential component of goal setting, but the real challenge is in "getting things done", and it is here that so many goal-setting systems fall. Part I begins by establishing the foundation for the remainder of the book. It addresses the managerial philosophy underlying goal setting. The theory of goal setting is covered in Part II. Studies are reviewed that show that organizations, teams, and individuals that set clear, challenging goals produce better results than those who do not. The next part begins by addressing goal setting from an organizational perspective. Team goal setting follows. Techniques for individual goal setting are discussed in Part V. Part VI pulls organizational, team, and individual goal setting together by examining the ways information must be managed in a goal-oriented setting. Part VII, Change and Goal Setting, provides the techniques necessary to implement the goal-setting philosophy in a rapidly changing world. The book concludes with an examination of the ultimate purpose of management, to produce positive results.

Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help preservice and in-service teachers acquire the knowledge and skills they need to achieve these ...

Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help preservice and in-service teachers acquire the knowledge and skills they need to achieve these goals. The purpose of this new edition is the same as the first-to present information from the current knowledge base in motivation that offers hope and possibilities for educators-teachers, parents, coaches, administrators-to enhance motivation for achievement. Motivation for Achievement: Possibilities for Teaching and Learning, Second Edition features: Strategy Boxes, providing guidelines and specific applications for using the various concepts presented; Exhibit Boxes, including forms that teachers might use for students, and examples of teacher beliefs and practices, and samples of student work; Reflections that pose questions to stimulate the reader's thinking about motivational issues inherent in the persons' topics, experiences, and beliefs; Points for Review, summarizing key concepts in each chapter; and Tables and Graphic Illustrations that aid the understanding of concepts. New in the Second Edition: increased emphasis throughout on educational reform, standards for achievement, and high-stakes testing as they relate to motivation; new material on attributional bias (ch. 2); recent research on achievement goal theory, especially performance goals with distinctions between performance approach and performance avoidance goals (ch. 3); phases of self-regulation; examples of classroom interventions to support self-regulation (ch. 5); task value beliefs; enhancing intrinsic motivation (ch. 8); feedback relating to use of rubrics for evaluation and motivation; and updates of the literature and research on all topics and reorganized and/or expanded material on: ability and effort framework (ch. 1); gender and help-seeking; attributional feedback (ch. 2); concepts of ability; self-worth; achievement goals and achievement anxiety (ch. 4); teacher motivation; influence of SES and ethnicity on forming expectations; student awareness of differential treatment; teacher efficacy (ch. 6); cultural identity and achievement; teacher support (ch. 7); interest and motivation; intrinsic and extrinsic motivation; evaluation (ch. 8); issues and concerns; possibilities for equality (ch. 9).