The effect of training in verbal self-guidance on performance effectiveness in a MBA program

The present field experiment examined the effects of training in verbal self-guidance (VSG) and a motivational intervention, goal setting, on the performance effectiveness of students in a MBA program. Performance effectiveness was assessed in terms of outcome (i.e., GPA) and behavioural (i.e., interpersonal skills) measures as well as a composite criterion (performance effectiveness). MBA students (n = 126) were randomly assigned to a 2 (VSG training / control) x 2 (goal setting / do your best) factorial design. The results revealed a main effect for VSG on performance effectiveness. There was an interaction effect such that participants who were trained in VSG and set goals had the highest level of performance effectiveness. A subsequent analysis revealed that the main effect for VSG on performance was spurious due to an ordinal interaction effect. Hence, VSG may be most effective when combined with goal setting.