This paper introduces a novel dice-rolling activity designed to teach students about goal setting theory. Many management classes involve discussions of goals and theories for motivating employees. Unfortunately, it can be difficult to impress upon undergraduate students the criticality of such concepts in the real world. Drawing upon the principles of experiential learning, this activity was designed to create a powerful hands-on experience that demonstrates how setting goals and providing training/feedback can help improve motivation and performance even if it feels like the outcome is “a game of chance.” We outline the steps of the activity, learning objectives, and discussion points to use in the debrief.
AndersonM. H. (2007). “Why are there so many theories?” A classroom exercise to help students appreciate the need for multiple theories of a management domain. Journal of Management Education, 31(6), 757–776. https://doi.org/10.1177/1052562906297705
2.
BurchG. F.BatchelorJ. H.HellerN. A.ShawJ.KendallW.TurnerB. (2014). Experiential learning—What do we know? A meta-analysis of 40 years of research. Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL Conference, 41, 2127. https://absel-ojs-ttu.tdl.org/absel/article/view/2127
3.
BurchG. F.GiambatistaR.BatchelorJ. H.BurchJ. J.HooverJ. D.HellerN. A. (2019). A meta-analysis of the relationship between experiential learning and learning outcomes. Decision Sciences Journal of Innovative Education, 17(3), 239–273. https://doi.org/10.1111/dsji.12188
4.
ChungS.ZhanY.NoeR. A.JiangK. (2022). Is it time to update and expand training motivation theory? A meta-analytic review of training motivation research in the 21st century. Journal of Applied Psychology, 107(7), 1150–1179. https://doi.org/10.1037/apl0000901
5.
KolbD. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
6.
LockeE. A.LathamG. P. (1990a). A theory of goal setting & task performance (pp. xviii, 413). Prentice-Hall
LockeE. A.LathamG. P. (2019). The development of goal setting theory: A half century retrospective. Motivation Science, 5(2), 93–105. https://doi.org/10.1037/mot0000127
9.
LockeE. A.ShawK. N.SaariL. M.LathamG. P. (1981). Goal setting and task performance: 1969-1980. Psychological Bulletin, 90(1), 125–152. https://doi.org/10.1037/0033-2909.90.1.125
10.
ManzoorQ.-A. (2011). Impact of employees motivation on organizational effectiveness. Business Management and Strategy, 3(1), 904. https://doi.org/10.5296/bms.v3i1.904
11.
MinerJ. B. (2003). The rated importance, scientific validity, and practical usefulness of organizational behavior theories: A quantitative review. Academy of Management Learning & Education, 2(3), 250–268. https://doi.org/10.5465/amle.2003.10932132
12.
SchornickZ.EllisN.RayE.SnyderB. J.ThomasK. (2023). Hope that benefits others: A systematic literature review of hope theory and prosocial outcomes. International Journal of Applied Positive Psychology, 8(1), 37–61.
13.
SeoE.PatallE. A.HendersonM. D.SteingutR. R. (2018). The effects of goal origin and implementation intentions on goal commitment, effort, and performance. The Journal of Experimental Education, 86(3), 386–401. https://doi.org/10.1080/00220973.2016.1277334
14.
StecherM. D.RosseJ. G. (2007). Understanding reactions to workplace injustice through process theories of motivation: A teaching module and simulation. Journal of Management Education, 31(6), 777–796. https://doi.org/10.1177/1052562906293504
15.
SteersR. M.MowdayR. T.ShapiroD. L. (2004). The future of work motivation theory. Academy of Management Review, 29(3), 379–387. https://doi.org/10.5465/amr.2004.13670978
