Task knowledge or skill). Whereas the first three are primarily motivational in nature, the fourth is cognitive. In short, (1) the choice of goal focuses attention on goal-relevant and away from goal-irrelevant activity; the higher the goal

] a [Individual differences
] fo [With the exception of ability, goal setting theory does not take into account individual differences in characteristics. This is because, as Adler and Weiss (1988) point out, goal setting as a state creates a strong situation (Meyer, Dalal, & Hermida, 2010; Mischel, 1973). This is because the act of setting a clear (definite) goal in the workplace leads employees to set a goal in the same way and, if there is a commitment to the goal, to replace the feature effect. Features can be more impressive when goals are set because the situation is weaker.

As for incentives, people self-manage internal rewards based on the evaluation of their achievements based on their goals (Bandura, 1986). One of the most consistent findings in goal setting research is the relationship between goal achievement and outcome satisfaction. Locke and Latham (1990) found that the mean correlation was 12.5 in 12 studies. Subsequent research has shown that goal achievement increases self-efficacy, as well as gives a sense of pride and achievement (Mento, Locke and Klein, 1992). A review of the literature has found that increasing self-efficacy as a result of goal achievement and the resulting satisfaction leads to increasingly high goal setting (Bandura, 1997; Latham, Locke, & Fassina, 2002). External motivation to achieve a goal includes the recognition of leaders. Achieving the goals appropriately can also increase (1) the likelihood that people will retain their jobs during an economic downturn; (2) promotion; and (3) receiving a cash reward, salary increase, or both.