Goal orientation departs from existing motivation theories that emphasized goal content and provides a direction for individuals to interpret situations and translate them into action on their own. Therefore, in the modern business environment where autonomy and creativity are emphasized, attention is focused on goal orientation as a source that drives self-directed learning and challenge-seeking toward new endeavors. In particular, recent studies that subdivide the concept of goal orientation and emphasize the independence of each sub-dimension have gained prominence (Button, Mathieu & Zajac, 1996; Elliot & McGregor, 2001). This independence of sub-dimensions demands a new approach to explaining how goal orientation leads to performance. In this paper, we approached the process through which individual goal orientation leads to performance differently for each sub-dimension (learning orientation and performance-prove orientation), proposing respective task behaviors and demonstrating their relationships with performance. To test the research hypotheses, data from 155 supervisor-subordinate dyads across nine organizations were analyzed using structural equation modeling. The conclusions and implications of this study are as follows. First, members' learning orientation is linked to job performance through self-directed behavior. This study re-demonstrated the self-regulatory function of learning orientation, which had already been established in prior research, through task behaviors manifested in actual work settings. Additionally, it was found that members' performance-prove orientation manifests as self-presentational behavior, and such self-presentational behavior does not lead to job performance. This study departed from the existing approach of explaining the mechanism of goal orientation through a single self-regulatory function and proposed a self-presentational function as an independent pathway unique to performance-prove orientation. However, the failure to present a positive pathway that ultimately links the self-presentational function to job performance remains a limitation of this study. Therefore, future research needs to attempt to explain how performance-prove orientation and self-presentational behavior can contribute to job performance.