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...