LESSON 2: DO NOT JUST DREAM, MAKE IT HAPPEN

Jack Canfield

 An epitome of success
 Authored 7 books listed in Guinness Book of World Records
 Featured quote about success “By taking the time to stop and appreciate who you are and what you have
achieved – and perhaps learned through a few mistakes, stumbles and losses – you actually can enhance
everything about you. Self-acknowledgement and appreciation are what give you the insights and awareness to
move forward toward higher goals and accomplishment.” Brown (2016)

Albert E. Bandura

 Born in Mundare, Alberta on December 4, 1925 and he is the youngest among the six children
 In 1951 he earned his mastered degree at University of Iowa and PhD at Clinical Psychology in 1952
 Author of the article “Self-Efficacy: Toward a Unifying Theory of Behavioral Change” which becomes instant
classic in psychology (Kendra, 2017)
 Named as most influential psychologist of all time
o Bobo Doll Experiment – a 1950’s study who used sample children that were presented with new social models
of violent and nonviolent behavior.
 Proved to be an effective way of learning.
o Social learning theory – focuses on what people learn from observing and interacting with other people
o Social cognitive theory –people are active participants in their environment and that are not simply shaped by
that environment.
o Self-efficacy theory
 “Self-efficacy theory is based on the assumption that psychological procedures serve as a means of
creating and strengthening expectations of personal efficacy.”
 Distinguishes between expectations of efficacy and response-outcome expectancies.
 Comes into play when an actual or perceived threat to one’s personal safety, or one’s ability to deal with
potentially aversive events.
 Dr. Bandura defined self-efficacy as “people beliefs about their capabilities to produce designated levels
of performance that exercise influence over events that affect their lives”
 Acts of people with “high assurance in their capabilities” by Dr. Bandura:
 Approach difficult tasks as challenges to be mastered;Set challenging goals and maintain strong
commitment to them;
 Heighten or sustain efforts in the face of failures or setbacks;
 Attribute failure to insufficient effort or deficient knowledge and skills which are acquirable; and
 Approach threatening situations with assurance that they can exercise control over them.
 Acts of people “who doubt their capabilities”:
 Shy away from tasks they view as personal threats;
 Have low aspirations and weak commitment to goals they choose to pursue;
 Dwell on personal deficiencies, obstacles they will encounter, and all kinds of adverse outcomes,
rather than concentrating on how to perform successfully;
 Slacken their efforts and give up quickly in the face of difficulties;
 Slow to recover their sense of efficacy following the failure;
 Fall easily victim to stress and depression
 Four main sources of influence by which a person’s self-efficacy is developed and maintained
 Performance accomplishments orb mastery experiences;
 Vicarious experiences;
 Verbal or social persuasion; and
 Physiological (somatic and emotional) states
 Verbal or social persuasion – affects one’s perception of self-efficacy
 “Way of strengthening people’s beliefs that they have what it takes to succeed.”
 Provide a temporary boost in perceived ability
 People rely on their somatic or emotional states when judging their capabilities
  Most human motivation is cognitively generated
 Dr. Bandura’s quotes about self-efficacy (Kendra 2017);
 “Self-efficacy is the belief in one’s capabilities to organize and execute the sources of action
required to manage prospective situation.” Social Foundation of Thoughts and Action : A Social
Cognitive Theory, 1986
 “If efficacy beliefs always reflected only what people can do routinely, they would rarely fail but
they would not set aspirations beyond their immediate reach nor mount the extra effort
needed to surpass their ordinary performances.” Encyclopedia of Human Behavior, 1994
 “Self-belief does not necessarily ensure success, but self-disbelief assures spawns failure.” Self-
efficacy: The Exercise of control, 1997
 “By sticking it out through tough times, people emerge from adversity with a stronger sense of
efficacy.” Encyclopedia of Human Behavior, 1944
 “People’s beliefs about their abilities have a profound effect on those abilities. Ability is not a
fixed property; there is a huge variability in how you perform. People who have a sense of self-
efficacy bounce back from failure; they approach things in terms of how to handle them rather
than worrying about what can go wrong.” Self-efficacy: The Exercise of control, 1996

Carol S. Dweck

 She was born on October 17, 1946

 Earned PhD from Yale University in 1972
 Author of Mindset :The New Psychology of Success published in 2006
 One of the leading researchers in the field of motivation where her research focused on why people succeed
and how to foster success.
 She has received 11 awards in different awarding category
o Fixed and Growth Mindset
 Fixed mindset – people who believe that success is based on their innate abilities have a fixed theory of
intelligence.
 Individuals who dread failure: negative statement to their basic abilities.
 Believe that their basic abilities, their intelligence, their talents are just fixed traits.
 Can be affected by subtle environmental cues
 Growth mindset – people who believe that success is based on hard work, learning, training, and
perseverance have growth theory of intelligence.
 Do not mind or fear failure: new learning and will make the performance to be improve
 Allows a person to live a less stressful and more successful life
 Understand that talents and abilities can be developed through effort, good teaching and
persistence
 More likely to continue working hard despite setbacks

Edwin A. Locke

 Born on January 5, 1938

 Received his BA from Harvard in 1960 and his PhD in Industrial Psychology from Cornell University in 1964.
 Internationally known for his research on goal setting
 Author/editor of 12 books about motivation and goal-setting
 Received 5 beautiful awards
o Goal-setting Theory
 Its approach is based on what Aristotle called final causality; that is, the action caused by a purpose.
 Accepts axiomatic status of consciousness and volition
 Assumes introspective reports that formulates psychological concepts and measure psychological
phenomena
 Goals have both internal (ideas: desire ends) and an external (object or condition sought: job, sale,
certain performance level) aspect.
 Goal attributes
 Content – actual object sought
- Whatever the person is seeking
- Two attributes
  Difficulties
 specificity
 Intensity – the scope, focus, and complexity among other choice process
 Research findings under the article “Motivation Through Conscious Goal Setting”
1. The more difficult the goal, the greater the achievement.
2. The more specific or explicit the goal, the more precisely performance is regulated.
3. Goals that are both specific and difficult lead to the highest performance.
4. Commitment to goals is most critical when goals are specific and difficult.
5. High commitment to goals is attained when:
a. The individual is convinced that the goal is important:
b. The individual is convinced that the goal is attainable
a.i. The goal is important if,
i.i Quite sufficient
i.ii Legitimate authority of a supervisor or leader
i.iii Continued commitment
a.ii. Leadership techniques
i.i Providing and communicating an inspiring vision
i.ii Acting as a role model for the employees
i.iii Expecting outstanding performance
i.iv Promoting employees who embrace the vision and dismissing
those who reject it
i.v Delegating responsibility (ownership) for key tasks
i.vi Goal setting itself can be delegated for capable, responsible
employees
i.vii Expressing (genuine) confidence in employees capabilities
i.viii Enhancing capabilities through training
i.ix Asking for commitment in public
6. Having a direct effect on performance, self-efficacy influences:
a. The difficulty level of the goal
b. Commitment to goals
c. Response to failure
d. Choice of task strategies
7. Goal setting is most effective when there is feedback that shows progress in relation to
the goal
8. Goal setting (along with the self-efficacy), mediates the effect of knowledge of past
performance on subsequent performance
9. Goals affect performance by affecting the direction of action, the degree of effort
exerted, and the persistence of action over time
10. Goal stimulate planning in general
11. When people strive for goals on complex task’ they are least effective in discovering
suitable task strategies if:
a. No prior experience
b. High pressure to perform well
c. High time pressure
12. Goals (including goal commitment), in combination with self-efficacy, mediate or
partially mediate the effects of several personality traits and incentives on performance
13. Goal-setting and goal-related mechanisms can be trained and/or adopted in the absence
of training for the purpose of self-regulation
14. Goals served as standards of self-satisfaction