Feedback, training, goal-setting, planning and performance: understanding the pathway to improved organizational outcomes
Why this work is in the frame
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Bibliographic record
Abstract
Purpose As competitive pressures persist and global economic influences continue to present new challenges, businesses need to be able to respond to emerging circumstances. Goal-setting and planning are key mechanisms contributing to organizational competitive success, yet organizations underappreciate the role of competency and capacity building factors that contribute to successful planning. This paper integrates three theoretical models enabling an investigation into the positive relationships between managerial activities generating information feedback, training in planning and skills and organizational performance outcomes, while exploring the positive mediating roles of goal-setting and planning. Design/methodology/approach A unique organizational sample of agribusiness producers ( n = 499) in Canada is examined. A structural equation path analysis model is used to evaluate the main relationships. Findings The results suggest that organizations are finding that managerial and training activities should not be considered in isolation, but rather as supports for goal-setting, planning and performance outcomes. Thus, the implications are that managers can find organizational value enhanced through the building of human resource competency (e.g. management activities and training) with these emerging capacities aiding goal setting and planning activities. Originality/value This study makes three main contributions: first, by adopting a rational-design perspective and integrating theoretical frameworks focusing on (a) planning-performance and (b) goal-setting-planning. This extended model goes beyond previous studies by including managerial activities, training, goals, planning and performance outcomes. Second, this study uniquely accounts for a more comprehensive set of key confounding factors such as operational activities, organizational strategy and organizational size in the integrated framework. Finally, as far as the authors are aware, there has not been a survey study at the organizational level that has explored the role of managerial activities and training in planning within a similarly comprehensive model.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it