The impact of learning goals on emotional, social, and cognitive intelligence competency development

Abstract

PurposeThe purpose of this research is to empirically examine the efficacy of setting multiple goals targeting complex competencies with a variety of time horizons pursued across a number of years. Most research conducted in the areas of goal setting examines an individual's ability to achieve a single goal targeting a simple skill or behavioral change within a short time period.Design/methodology/approachIn this longitudinal study competency development is assessed over time periods ranging from nine months to four and half years and examined using both self‐reported change and behavior change demonstrated through critical incident interviews.FindingsProgress over the study reveals that establishing learning goals is particularly important to the development of competencies. Subjects developed significantly more on competencies for which they set goals than on other competencies. They also demonstrated greater competency development when goals were remembered.Research limitations/implicationsSubjects were studied during a specific life change event – completion of an MBA program. Their particular education environment was designed to support and encourage change. It undoubtedly contributed to their development during the study. Results therefore may not generalize to broader populations. However, the results reveal clear implications for management education in both academic and corporate education settings.Practical implicationsThis study highlights important elements in the development process that when included enhance competency development and provide insight into the mechanisms underlying intentional change theory.Originality/valueThe research evaluates the complexity and difficulty involved in competency development. It provides empirical evidence to support goal setting and intentional change theories.