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Goal theory research has made an important contribution to understanding managers’ behaviour within organisations but most of this research has focused on single goal settings. Given the recent popularity of implementing balanced scorecards in organisations, generalising this research to multiple goal settings is important but problematic because multiple goals can complicate a manager's decision making which, in turn, can potentially affect the manager's job‐related tension and performance. Moreover, where multiple goals are pursued, the relative importance of those goals is also likely to affect job‐related tension and performance. These relationships are tested using questionnaire data gathered from interviews with managers. The results suggest that job‐related tension and performance deteriorate as managers pursue multiple goals although the relationship seems to be non‐linear. The relative importance of goals does not appear to be important. Some comments provided by the managers during their interviews offer some insights that help to explain these results.

Allocation of individuals' resources among multiple goals is an increasingly prominent theoretical and practical issue. Despite several theoretical perspectives that highlight the potential role of affect in this resource allocation process, empirical work on the topic is quite limited with little focus on the activation dimension of affect. This study aimed to provide further insight into this issue.

The current research explored the role of the activation dimension of affect in a multiple-goal environment. Specifically, 118 individuals participated in a 21-day longitudinal study in which they reported on affect and resource allocation related to two real-life goals.

Multilevel-modeling analyses indicated that activation positively relates to allocation of resources (effort, intended effort, and intended time devoted to a goal). The results also illustrate that task-related negative valence is a significant predictor for two of the three indicators of resource allocation (intended effort was the exception).

This research informs theory and practice at the intersection of emotion and work motivation by investigating a relatively understudied dimension of affect and provides results that help clarify the role of affect during the pursuit of multiple, competing goals.

This study employed a scenario method to test the hypotheses of the multiple goals theory. One hundred and seven Japanese students were asked to read the scenarios that described a conflict between two people and to consider themselves as the one of whom an economic cost was unreasonably requested by the other. Four situational variables (resource cost, familiarity between the two persons, the other person's manner, and the other person's tactic) were presented in the scenarios. In addition, a set of scales to measure four different goals (relationship, identity, justice, and resource) were included, as well as two types of mitigative tactics (integrative and appeasing), and two types of confrontational tactics (assertive and aggressive). A basic hypothesis of the theory—that social goals would be activated even in resource conflicts—was supported. It was also found that familiarity activated relationship goals, which increased mitigative tactics and compliance, but decreased confrontational tactics, and that a resource cost activated resource goals, which increased both mitigative and confrontational tactics, but decreased compliance.

Achievement goal theory traces people's behaviors, thoughts, and emotions in achievement situations to the broad goals they pursue in that activity, whether in education, sports, work, or other achievement domains (Dweck, 1986; Maehr & Midgley, 1991; Nicholls, 1984). Two goals have featured prominently: mastery goals (also sometimes called learning goals) and performance goals (also called ego goals or ability validation goals). Both goals concern the pursuit of competence and the assessment of one's own skill level, yet they do so in distinct ways. People pursuing a mastery goal strive to develop their skill or expertise, while those pursuing a performance goal instead strive to demonstrate and validate their existing skill, typically by outperforming peers. As such, those pursuing mastery goals typically use self-referential standards to define success versus failure, while those pursuing performance goals instead use normative standards to define success versus failure.

This chapter provides an in-depth understanding of the cognitive processes that facilitate creativity from a multi-level perspective. Because cognitive processes are viewed as residing within the individual and as an individual-level phenomenon, it is not surprising that a plethora of research has focused on various cognitive processes involved in creative production at the individual level and the factors that may facilitate or hinder the successful application of these processes. Of course, individuals do not exist in a vacuum, and many organizations are utilizing teams and groups to facilitate creative problem solving. We therefore extend our knowledge from the individual to the team level and group level, providing more than 50 propositions for testing and discussing their implications for future research.

Goal orientation shapes employees’ approach to and interpretation of workplace aspects such as supervisors’ behavior. However, research has not fully examined the effect of goal orientation as an antecedent of abusive supervision. Drawing from victim precipitation theory, this study aims to fill this research gap by investigating how employees’ goal orientation influences their perception of abusive supervision.

Two studies were conducted to test the hypotheses. In Study 1, 181 employees in 45 departments participated in the survey, and multilevel confirmatory factor analysis, two-level path model and polynomial regression were used. In Study 2, 108 working adults recruited from a professional online survey platform participated in a two-wave time-lagged survey. Confirmatory factor analysis, hierarchical linear regression and polynomial regression were used.

This study found that employees’ learning goal orientation was negatively related to their perception of abusive supervision. In contrast, performance-avoidance goal orientation was positively related to their perception of abusive supervision, whereas performance-approach goal orientation was unrelated to this perception. Moreover, employees’ perception of abusive supervision was greater when learning and performance-approach goal orientation alignment occurred at lower rather than higher levels, and when performance-avoidance and performance-approach goal orientation alignment occurred at higher rather than lower levels.

This research identified two novel victim traits as antecedents of abusive supervision – employees’ learning goal orientation and performance-avoidance goal orientation. Furthermore, adopting a multiple goal perspective, the authors examined the combined effects of goal orientation on employees’ perception of abusive supervision.

The purpose of this paper is to review the literature which focuses on four major higher education decision problems. These are: resource allocation; performance measurement; budgeting; and scheduling.

Related articles appearing in the international journals from 1996 to 2005 are gathered and analyzed so that the following three questions can be answered: “What kind of decision problems were paid most attention to?”; “Were the multiple criteria decision‐making techniques prevalently adopted?”; and “What are the inadequacies of these approaches?”

Based on the inadequacies, some improvements and possible future work are recommended, and a comprehensive resource allocation model is developed taking account of these factors. Finally, a new knowledge‐based goal programming technique which integrates some operations of analytic hierarchy process is proposed to tackle the model intelligently.

Higher education has faced the problem of budget cuts or constrained budgets for the past 30 years. Managing the process of the higher education system is, therefore, a crucial and urgent task for the decision makers of universities in order to improve their performance or competitiveness.

Companies with multiple roles, as both a profit generator and public service provider, have specific characteristics that differentiate them from single-role companies. However, literature suggests that no performance measurement framework exists to fully suit the characteristics of such companies. This study aims to develop a novel performance-measuring framework to manage logistics performance in multiple-role companies.

The framework is developed by combining a literature review and a case study approach as applied to a company with multiple roles. The case study is conducted to identify the characteristics of multiple-role companies, the factors that potentially affect such companies’ logistics performance and criteria for a new framework. The literature review identifies the concepts, performance attributes and indicators from existing frameworks with the potential for incorporation and synthesis in the new framework.

This study identified several characteristics, performance drivers and criteria for a logistics performance-measuring framework for multiple-role companies. Additionally, this study successfully developed a new logistics performance-measuring framework that consists of eight performance management stages and an aggregated index to measure overall logistics performance.

The proposed logistics performance-measuring methodology provides useful guidance for stakeholders of multiple-role companies to plan, organize, execute and evaluate logistics performance.

This research fills a theoretical gap by explaining the characteristics of logistics systems in multiple-role companies, as well as the factors that may affect such companies’ logistics performance. Further, the proposed framework contributes to academia by integrating performance attributes from several available frameworks to manage objective conflicts, dynamism issues and the inconsistent performance evaluations that exist in companies with multiple roles.

Presents a linear goal programming (LGP) model, which can be used to derive an optimal daily production schedule for JIT production systems. Also provides an explanation of how a detailed post‐optimal LGP analysis can enable a decision maker to examine the effects of production scheduling in a JIT “mixed‐model” production environment. To illustrate the informational efficacy of the proposed JIT‐based LGP model, presents an illustrative example.