Chapter 6

smart goals

specific, measurable, achievable, results-based, time-sensitive, (difficult)

self-efficacy

belief that a person has capabilities needed to execute the behaviors required for task success -a king of self-confidence or task-specified version of self-esteem

expectancy

belief that exerting high level of effort will result in successful performance of some task -subjective probability, ranging from 0 (no chance) to 1 (mortal lock) that specific amount of effort will result in specific level of performance

engagement

completely invest themselves and energies into their jobs, devote a lot of energy to jobs, striving as hard as they can to take initiative and gets job done -low levels of this are contagious

feedback

consists of updates on employee progress toward goal attainment

carrot-stick approach

dangle carrot in front of bunny to make him run faster -carrot=reward -stick=punishment

goal commitment

degree to which a person accepts a goal and is determined to try to reach it -rewards, publicity, support, participation and availability of resources can affect our commitment

motivational force

expectancy, instrumentality, valence

stretch goals

goals that are difficult but still attainable

task strategies

learning plans and problem-solving approaches used to achieve successful performance

incentives

monetary (money) or nonmonetary (praise) -to motivate employees -be an attractive/favorable place to work

expectancy theory

motivation = E x I x V (add effort, performance, and outcomes to understand how theory works -self-efficacy

extrinsic motivation

motivation controlled by some contingency that depends on task performance -bonuses, promotions, praise

intrinsic motivation

motivation that is felt when task performance serves as its own reward -enjoyment, interestingness, personal expression

vicarious experiences

observations of the success/failure of others at a given task and/or discussions with others who have performed similar tasks

psychological empowerment

reflects an energy rooted in the belief that work tasks contribute to some larger purpose -represents form of intrinsic motivation -meaningfulness, self-determination, competence, impact

task complexity

reflects how complicated the information and actions involved in a task are, as well as how much task changes

valence

reflects the anticipated value of the outcomes associated with performance -"positively" outcomes: salary, increase, bonuses, more informal rewards -"negatively" outcomes: disciplinary actions, demotions, terminations -existence, relatedness, control, esteem, meaning

instrumentality

represents belief that successful performance will result in some outcome(s) -helps us get to something else -a set of subjective probabilities ranging from 0 to 1 that successful performance will bring a set of outcomes

motivation

set of energetic forces that originates both within and outside an employee, initiates work-related effort, and DETERMINES ITS DIRECTION, INTENSITY, AND PERSISTENCE/DURATION -determines what employees do at given moment, the direction in which effort is channeled

comparison other

some person who seems to provide an intuitive frame of reference for judging equity

self-set goals

the internalized goals that people use to monitor their own task progress

goal setting theory

views goals as primary drivers of intensity and persistence of efforts -stretch goals -SMART goals -task complexity -feedback -goal commitment

internal comparisons

we compare ourselves to someone in our organization

external comparisons

we compare ourselves to someone outside our organization

equity theory

we compare out effort levels (inputs) and outcomes to other people's -further suggests that employees create a mental ledger of inputs (or contributions and investments) they put into their job duties and compare to others inputs -equity distress -EX: we put more effort into studying than another person so we expect a better grade than them

equity distress

we sense imbalances between our input-to-outcome ratio and someone else's -we put more effort into studying than another person so we expect a better grade than them. if not, we experience this...