basketball is passed between only the players wearing white shirts. During the video, a woman carrying an open umbrella walks across the screen. Of 28 observers who were focused on counting the number of passes between only the players wearing white shirts, only 6 reported noticing the woman carrying the umbrella. When observers watched the video without focusing on a specific task, all of the observers noticed the umbrella woman. In situations where the risk of tunnel vision is high, the best option is to set a learning goal. A learning goal is a generalized goal to achieve knowledge in a certain topic or field, but it can ultimately lead to better performance in more complex tasks related to the learning goals. Further to the above, learning goals can be more specifically operationalized as "a desired number of strategies, processes, or procedures to be developed in order to master a task’". Some specific examples of learning goals from the literature are below: "Discover and implement four shortcuts to performing a scheduling task’ "Find ten ways of developing a relationship with end-users of our products." Locke and Latham (2006) attribute this response to metacognition. They believe that "a learning goal facilitates or enhances metacognition—namely, planning, monitoring, and evaluating progress toward goal attainment". This is necessary in environments with little or no guidance and structure. Although jobs typically have set goals, individual goals and achievement can benefit from metacognition. Some possible uses of learning goals follow: Learning goals are likely to help leaders of globally diverse organizations find ways to effectively manage social identity groups and minimize intolerance within a multicultural workforce. Learning goals are likely to be effective when leaders confront a situation with a great deal of unknowns and need to make sense of problems, as the learning goals encourage employees to collaborate with others to bring multiple experiences to solve the problem. Framing Framing, or how goals are viewed, influences performance. When one feels threatened and or intimidated by a high goal they perform poorer than those who view the goal as a challenge. Individuals who identify situations as challenge perform better under difficult performance goal conditions. Individuals who view situations as threats get better results using learning goals focused on developing strategy to achieve the task. These results connect goal setting theory to Folkman and Lazurus' Transactional Model of Stress and Coping which focused on the subjective appraisal