| Course | MGMT 8705M Organizational Behavior Performance and Evaluation |
|---|---|
| Week | Week 3 |
| Paper type | Research synthesis |
| Length | About 790 words, 5 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | PhD in Management |
| Updated | October 2026 |
Free sample paper for MGMT 8705M Week 3
Did the Goal-Setting Debate Measure the Same Thing? A Research Synthesis Sorting Four Studies by the Outcome Each Counted, Showing That Supporters and Critics Largely Measured Different Behavior Before Weighing What Either Found
Student Name
Walden University
MGMT 8705M: Organizational Behavior Performance and Evaluation
Instructor Name
Month Day, Year
Did the Goal-Setting Debate Measure the Same Thing? A Research Synthesis Sorting Four Studies by the Outcome Each Counted, Showing That Supporters and Critics Largely Measured Different Behavior Before Weighing What Either Found
The Question
A sales operations manager at a composite medical supply distributor proposed specific, difficult monthly targets for every account representative, citing goal-setting research. A colleague objected that the same research literature warns of goals encouraging dishonesty. Both were citing real work. This synthesis gathers the central studies on each side and asks how much of the disagreement concerns whether specific goals help, and how much concerns what each study counted as the outcome.
The Synthesis Matrix
[after]
The columns were fixed before the studies were read, so that each study's outcome could be compared on the same terms.
Table 1
Four Sources on Goal Setting, Sorted by What They Measured
| Source | Design | Setting and sample | Outcome measured | Finding |
|---|---|---|---|---|
| Locke and Latham (2002) | Review of about 35 years of laboratory and field studies | Many tasks and settings | Quantity and quality of task performance | Hard, concrete goals outperform vague exhortations to try hard |
| Schweitzer et al. (2004) | Laboratory experiment | University students solving word puzzles | Honesty of self-reported performance | People with unmet specific goals overstated performance more than those told to do their best |
| Ordóñez et al. (2009) | Critical review | Cases and experiments | Side effects: unethical behavior, narrowed focus, risk taking, reduced learning | Goal setting's harmful side effects were systematically underreported |
| Locke and Latham (2009) | Reply to critique | Same literature | Performance, with ethics as a moderator | Critics overstated harms and ignored conditions under which goals work |
Sorted by What Was Counted
Regrouping the rows by outcome rather than by author changes the picture. The supporting evidence, summarized by Locke and Latham (2002), measures performance: units produced, problems solved, sales made, quality ratings. On that outcome the evidence that hard, concrete goals lift performance relative to vague ones is large and consistent across many tasks. The critical evidence measures something else. Schweitzer et al. (2004) counted whether participants misreported their own results, and found misreporting more common among people who had fallen just short of a specific goal. Ordóñez et al. (2009) gathered evidence on side effects: dishonesty, neglect of unmeasured parts of a job, excessive risk and reduced learning on complex tasks.
A Contest Partly About Measurement
Seen this way, much of the debate is not a conflict of findings. Both camps can be right: goals raise measured performance and can, under some conditions, raise dishonesty about that performance or crowd out unmeasured work. Locke and Latham (2009) replied that the critics generalized from a few studies and ignored conditions, such as commitment and ethical climate, that shape goals' effects. That reply concerns conditions, not the basic finding of side effects. The genuine disagreement is narrower: how often the side effects occur in real organizations and how much they offset the performance gains.
Laboratory Against Field
The side-effect evidence comes largely from laboratory experiments with students and from illustrative cases, while the performance evidence includes many field studies. That asymmetry matters for the distributor. Its representatives self-report call activity and pipeline estimates, outcomes vulnerable to the misreporting Schweitzer and colleagues observed, and their jobs include unmeasured tasks such as resolving billing problems that goals could crowd out.
What the Combined Record Supports
The record supports this: specific, difficult targets are likely to raise the representatives' measured sales; where outcomes are self-reported or where important tasks go unmeasured, targets carry a risk of misreporting and neglect. It does not tell the distributor how large that risk is in a sales force.
What the Distributor Should Watch
If the distributor adopts targets, it can watch for the side effects the critical studies describe. Differences between representatives' self-reported pipeline and later booked orders, compared before and after targets begin, would show whether reporting becomes less accurate. Time logged on billing disputes and account maintenance, tasks the targets do not reward, would show whether effort shifts away from them. Both can be tracked from records the company already keeps, so the target's effects need not be inferred from the research alone.
Why the Matrix Changes the Conversation
The manager and the colleague who objected were not, on this reading, disagreeing about the same evidence. Showing them the matrix sorted by outcome turns an argument about whether goal setting works into a discussion of which outcomes the company cares about and how it will watch each one.
The Study Nobody Has Run
The missing study is a field experiment in a sales organization that randomly assigns specific targets and measures both verified sales and the accuracy of self-reported pipeline data, along with time spent on unmeasured tasks. Until it exists, the manager's proposal should pair targets with verification of self-reports.
References
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717. https://doi.org/10.1037/0003-066X.57.9.705
Locke, E. A., & Latham, G. P. (2009). Has goal setting gone wild, or have its attackers abandoned good scholarship? Academy of Management Perspectives, 23(1), 17-23. https://doi.org/10.5465/amp.2009.37008000
Ordóñez, L. D., Schweitzer, M. E., Galinsky, A. D., & Bazerman, M. H. (2009). Goals gone wild: The systematic side effects of overprescribing goal setting. Academy of Management Perspectives, 23(1), 6-16. https://doi.org/10.5465/amp.2009.37007999
Schweitzer, M. E., Ordóñez, L., & Douma, B. (2004). Goal setting as a motivator of unethical behavior. Academy of Management Journal, 47(3), 422-432. https://doi.org/10.2307/20159591
MGMT 8705M Week 3 instructions, in plain terms
In Week 3 you synthesize research on a question where studies appear to disagree, and ask whether the disagreement is about effects or about measurement. Build a matrix with one row per study and columns fixed before you read them, typically design, setting, sample, outcome measured and finding. Then regroup the studies by what they counted as the outcome rather than by author or camp. Identify which part of the disagreement remains once outcomes are aligned. Consider differences between laboratory and field evidence. Close by stating what the combined record supports for a particular practical question, what it leaves open and which study would settle it. Six to eight pages built around the matrix is typical.
How this MGMT 8705M Week 3 example is built
The sample frames the question through a distributor's target proposal. The matrix covers four sources with design, setting, outcome and finding. A section regroups them, showing that supportive evidence measures performance while critical evidence measures dishonest self-reports, neglect of unmeasured work and similar side effects. A section explains that both can be true and that the genuine disagreement concerns frequency and net effect, noting the reply's emphasis on conditions. A section on laboratory versus field evidence applies the asymmetry to sales representatives who self-report activity. The closing sections state what the record supports and propose a field experiment measuring verified sales and reporting accuracy together.
MGMT 8705M Week 3 rubric: what earns full marks
Sorting by outcome is the heart of this synthesis. Syntheses that walk through one article after another, or declare a winner in the debate without examining what each measured, score low. Graders look for a matrix with consistent columns, an accurate account of each study's outcome measure, a regrouping that changes the reader's understanding and a clear statement of the remaining genuine disagreement. Attention to laboratory versus field settings shows methodological awareness. The practical conclusion should be bounded by the evidence, and the missing study should be specific. Correct citation of all sources and a readable matrix complete the Week 3 marks. Declaring one camp right without aligning outcomes is the most common weakness.
Common MGMT 8705M Week 3 mistakes, and how to avoid them
Syntheses often become literature reviews in disguise. Decide your matrix columns before reading, so every study is described the same way. Record the exact outcome each study measured, not just its conclusion. Then reorganize your notes by outcome and see whether the disagreement shrinks. Ask whether the evidence on each side comes from comparable settings. Apply what remains to your practical question and say what you still cannot answer. Describe the study that would answer it. A tutor can help you design the matrix, and the goal-setting synthesis above sorts four sources by outcome. Record the exact outcome measure for every study as you read. Keep the matrix columns identical across studies.
Get a MGMT 8705M Week 3 example written to your instructions
Share the synthesis instructions, the rubric, and any reading list your instructor posted for Week 3; the matrix, the regrouped discussion and the closing design come back within 24 to 48 hours, and a first order is on the house. A behavior other than goal pursuit can anchor the synthesis if your section chose one.
More MGMT 8705M papers and PhD in Management samples
- MGMT 8705M Week 1: Discussion Post
- MGMT 8705M Week 2: Construct Brief
- MGMT 8705M Week 4: Indicator Critique
- MGMT 8705M Week 5: Evaluation Design
- MGMT 8705M Week 6: Peer Replies
- MGMT 8705M Week 7: Observation Memo
- MGMT 8705M Week 8: Distortion Analysis
- MGMT 8705M Week 9: Instrument Review
- MGMT 8705M Week 10: Findings Interpretation
- MGMT 8705M Week 11: Final Evaluation Paper
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- MGMT 8725M Week 3: Capability Audit
- MGMT 8615M Week 3: Ethics Analysis
- MGMT 8605M Week 3: Risk Register Entry
MGMT 8705M Week 3 questions, answered
Where can I find a free MGMT 8705M Week 3 sample paper?
The goal-setting research synthesis appears above as the Week 3 sample.
What does the MGMT 8705M Week 3 synthesis find about the goal-setting debate?
Supporters and critics largely measured different outcomes, performance versus side effects such as dishonest self-reports.
What did Schweitzer, Ordóñez and Douma find?
People who fell just short of specific goals overstated their performance more often than people told to do their best.
Where does genuine disagreement remain?
In how often goal-setting side effects occur in real organizations and how much they offset performance gains.
What study does the synthesis say is missing?
A field experiment in a sales force measuring both verified sales and the accuracy of self-reported data under specific targets.