Editing Goal setting (section)

=== Tunnel vision ===
Goal setting may have the drawback of inhibiting implicit learning if the required knowledge and strategic awareness are not in place: goal setting may encourage simple focus on an outcome without openness to exploration, understanding, or growth and result in lower performance than simply encouraging people to "do their best".{{R|"Latham 2007"|pp=68{{ndash}}69}} A solution to this limitation is to set ''learning'' goals as well as ''performance'' goals, so that learning is expected as part of the process of reaching goals.<ref name="GrantLearningGoals">{{cite journal |last=Grant |first=Anthony M. |title=An integrated model of goal-focused coaching: an evidence-based framework for teaching and practice |date=September 2012 |journal=International Coaching Psychology Review |volume=7 |issue=2 |pages=146–165 (151) |doi=10.53841/bpsicpr.2012.7.2.146 |s2cid=255938190 |url=http://coachingconsultinginternational.com/wp-content/uploads/2013/01/An-integrated-model-of-goal-focused-coaching-Grant-ICPR-2012.pdf |quote=Learning goals (sometimes referred to as mastery goals) focus the coachee's attention on the learning associated with task mastery, rather than on the performance of the task itself. An example of a learning goal in executive or workplace coaching might be 'learn how to be the best lawyer in my area of practice'. Learning goals tend to be associated with a range of positive cognitive and emotional processes including perception of a complex task as a positive challenge rather than a threat, greater absorption in the actual task performance (Deci & Ryan, 2002), and enhanced memory and well-being (Linnenbrink, Ryan & Pintrich, 1999). Furthermore, individual performance can be enhanced in highly complex or challenging situations when team goals are primarily framed as being learning goals, and the use of team-level learning goals can foster enhanced co-operation between team members (Kristof-Brown & Stevens, 2001). One benefit of setting learning goals is that they tend to be associated with higher levels of intrinsic motivation which in turn is associated with performance (Sarrazin et al., 2002). |url-status=usurped |archive-url=https://web.archive.org/web/20141129080651/http://coachingconsultinginternational.com/wp-content/uploads/2013/01/An-integrated-model-of-goal-focused-coaching-Grant-ICPR-2012.pdf |archive-date=2014-11-29 }}</ref><ref name="KeganLearningGoals">{{cite book |last1=Kegan |first1=Robert |author-link1=Robert Kegan |last2=Congleton |first2=Christina |last3=David |first3=Susan A |year=2013 |chapter=The goals behind the goals: pursuing adult development in the coaching enterprise |editor1-last=David |editor1-first=Susan A |editor2-last=Clutterbuck |editor2-first=David |editor3-last=Megginson |editor3-first=David |title=Beyond goals: effective strategies for coaching and mentoring |location=Farnham, Surrey |publisher=Gower Publishing Limited |pages=229–244 |isbn=978-1-4094-1851-1 |oclc=828416668}}</ref> The section on learning goals has more information on this effect and how to counter it. Goal setting also may impair performance in certain situations. Such situations include when an individual becomes overly focused on accomplishing a previously-set goal that they end up underperforming on current tasks.<ref>{{cite book|last=Csikszentmihalyi|first=Mihaly|url=https://archive.org/details/findingflowpsych00csik|title=Finding flow: the psychology of engagement with everyday life|publisher=Basic Books|year=1997|isbn=978-0-465-04513-6|location=New York|oclc=36315862|author-link=Mihaly Csikszentmihalyi|url-access=registration}}</ref>