4 1 Essentials of Organizational Behavior 11e Global

After studying this chapter you should be able to: 4 -2 1. 2. 3. 4. 5. 6. Define personality, describe how it is measured, and explain the factors that determine an individual’s personality. Describe the Myers-Briggs Type Indicator personality framework and assess its strengths and weaknesses. Identify the key traits in the Big Five personality model and demonstrate how the traits predict behavior at work. Identify other personality traits that are relevant to OB. Define values, demonstrate the importance of values, and contrast terminal and instrumental values. Identify Hofstede’s five value dimensions of national culture. Copyright © 2012 Pearson Education

Personality 4 -3 The sum total of ways in which an individual reacts to and interacts with others Most often described in terms of measurable traits that a person exhibits, such as shy, aggressive, submissive, lazy, ambitious, loyal and timid The combination of psychological traits we use to classify & describe a person in terms of characteristics such as Copyright © 2012 Pearson Education quiet, passive, loud, aggressive, etc.

Measuring Personality 4 -4 Self-reports Surveys Most common Prone to error Observer-ratings Surveys Independent

Personality Determinants 4 -5 Heredity is the most dominant factor Twin studies: genetics more influential than parents Environmental factors do have some influence Aging influences levels of ability Basic personality is constant Copyright © 2012 Pearson Education

Personality Traits LAZY ACTIVE SHY CREATIVE RIGID ANGRY BRAVE EASY GOING RELAXED TOUGH OUTGOING CONFIDENT Characteristics that describe an individual’s behaviour, Copyright © 2012 Pearson Educationin a large number of situation they are exhibited

Measuring Personality Traits: Myers-Briggs Type Indicator 4 -7 Most widely used personality-assessment instrument in the world It is a 100 question personality test that asks people how they usually feel or act in a particular situation. Individuals are classified as: Extroverted or Introverted (E/I) Sensing or Intuitive (S/N) Thinking or Feeling (T/F) Judging or Perceiving (J/P) Classifications combined into 16 personality types (i. e. INTJ or ESTJ) Unrelated to job performance Copyright © 2012 Pearson Education

Measuring Personality Traits: The Big-Five Model 4 -8 Five Traits: Extraversion Agreeableness Conscientiousness Emotional Stability Openness to Experience Strongly supported relationship to job performance (especially Conscientiousness) Copyright © 2012 Pearson Education

The Big Five Model Conscientiousness Extroversion Agreeableness Emotional stability Copyright © 2012 Pearson Education

The Big Five Model & OB High relation with job performance Conscientiousness leads to high level of job knowledge. Extroverts are good sales persons. High on agreeableness makes a person good team player. People are good and quick learners if they are high on openness. Copyright © 2012 Pearson Education

Other Personality Traits 4 -11 Core Self-Evaluation: People with positive core self-evaluation like themselves and see themselves as capable and effective in the workplace. Machiavellianism: “if it works use it” High Machs tend to be pragmatic, emotionally distant and believe the ends justify the means. Narcissism: A person with a grandiose view of self, requires excessive admiration, has a sense of self-entitlement and is arrogant. Copyright © 2012 Pearson Education

Major Personality Attributes Influencing OB 4 -12 Self-monitoring Ability to adjust behavior to meet external, situational factors Risk Taking Willingness to take chances and accept risk Decision making quick Specific to jobs (stocks) (accounts) & driven • Type A Personality • Competitive, urgent • Proactive Personality • Identifies opportunities, shows initiative, takes action and perseveres Copyright © 2012 Pearson Education

A & B Types of Personality Type ‘A’ Always moving, walking & eating fast Feel impatient Strive to do two or more things at once Cannot cope with leisure time Obsessed with number; how many, how much they have achieved Suffer high level of stress Quantity over quality Time pressure/deadlines Rarely creative Poor decision makers Copyright © 2012 Education Behavior is. Pearson easier to predict Type ‘B’ Never suffer from a sense of time urgency Feel no need to display/discuss their achievements unless required Play for fun /relaxation Can relax without guilt Difficult to predict behavior Good decision makers Quality of work No compromise on health Wiser than hasty Creative / innovative solutions to same problem

Values 4 -15 Represent basic, enduring convictions that "a specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence. " Copyright © 2012 Pearson Education

Value Systems 4 -16 Represent a prioritizing of individual values by: Content – importance to the individual Intensity – relative importance with other values The hierarchy tends to be relatively stable Values are the foundation for attitudes, motivation, and behavior Influence perception and cloud objectivity Copyright © 2012 Pearson Education

Rokeach Value Survey 4 -17 Terminal values refers to desirable end-states of existence Goals that a person would like to achieve during his or her lifetime Copyright © 2012 Pearson Education Instrumental values refers to preferable modes of behavior or means of achieving the terminal values

Examples of Terminal Values 4 -18 A comfortable life (a prosperous life) An exciting life (stimulating, active life) A sense of accomplishment (lasting contribution) A world of peace (free of war and conflict) A world of beauty (beauty of nature and the arts) Equality (brotherhood, equal opportunity for all) Family security (taking care of loved ones) Freedom (independence, free choice) Happiness (contentedness) Copyright © 2012 Pearson Education

4 -19 Examples of Instrumental Values Ambitious (hard working, aspiring) Broad-minded (open-minded) Capable (competent, efficient) Cheerful (lighthearted, joyful) Clean (neat, tidy) Courageous (standing up for your beliefs) Forgiving (willing to pardon others) Helpful (working for the welfare of others) Honest (sincere, truthful) Copyright © 2012 Pearson Education

Personality-Job Fit: Holland’s Hexagon 4 -20 Job satisfaction and turnover depend on congruency between personality and task Fields adjacent are similar Field opposite are dissimilar • Vocational Preference Inventory Questionnaire Copyright © 2012 Pearson Education Diagram of the Relationship among Occupational Personality Types

Matching Personalities and Jobs Six-personality-types model - an employee’s satisfaction with and propensity to leave his or her job depend on the degree to which the individual’s personality matches his or her occupational environment Copyright © 2012 Pearson Education

Personality Types and Sample Occupations Copyright © 2012 Pearson Education

Person-Organization Fit 4 -23 It is more important that employees’ personalities fit with the organizational culture than with the characteristics of any specific job. The fit predicts job satisfaction, organizational commitment and turnover. Copyright © 2012 Pearson Education

Global Implications 4 -24 The Big Five Model appears across a wide variety of cultures Primary differences based on factor emphasis and type of country Values differ across cultures Two frameworks for assessing culture: Hofstede GLOBE Copyright © 2012 Pearson Education

Hofstede’s Framework for Assessing Cultures 4 -25 Five factors: Power Distance Individualism vs. Collectivism Masculinity vs. Femininity Uncertainty Avoidance Long-term vs. Short-term Orientation Copyright © 2012 Pearson Education

Hofstede’s Framework for Assessing Cultures 4 -26 Power distance is the extent to which a society accepts that power in institutions and organizations is distributed unequally. Low-distance is when there is relatively equal power between those with status/wealth and those without. Higher distance is when there is a lot of unequal power distribution between groups. The second component in Hofstede’s framework is individualism vs. collectivism. Individualism is the degree to which people prefer to act on their own rather than in a group. Collectivism is the idea that people operate within a social framework where they help others out and they expect help when they need it. Hofstede offers a third component in his model that distinguishes between masculinity and femininity. Masculinity is the extent to which the culture prefers achievement, power and control vs characteristics that are more feminine in nature. The fourth component is uncertainty avoidance. This is the extent to which a society is willing to live with uncertainty and ambiguity. High uncertainty avoidance cultures will try to avoid ambiguous situations as much as possible. Lower uncertainty avoidance cultures do not mind ambiguity. The final component is time orientation. Long-term orientation societies will emphasize the future and what it takes to get to the future they desire, thrift and persistence. Short-term orientation societies will emphasize the here and now. Copyright © 2012 Pearson Education

GLOBE* Framework for Assessing Cultures 4 -27 Ongoing study with nine factors: Assertiveness Future orientation Gender differentiation Uncertainty avoidance Power distance Individualism/ collectivism In-group collectivism Performance orientation Humane orientation *Global Leadership and Organizational Behavior Effectiveness Copyright © 2012 Pearson Education

GLOBE* Framework for Assessing Cultures 4 -28 Assertiveness. The extent to which people are encouraged to be tough, confrontational, assertive, and competitive. Future Orientation. The extent to which future-oriented behaviors are encouraged and rewarded. (Equivalent to Hofstede’s long-term/short-term orientation. ) Gender Differentiation. The extent to which society maximizes gender differences. (Equivalent to Hofstede’s masculine/feminine. ) Uncertainty Avoidance. Reliance on social norms and procedures to remove uncertainty. (Equivalent to Hofstede’s dimension of the same name. ) Power Distance. The degree to which unequal power is acceptable. (Equivalent to Hofstede’s dimension of the same name. ) Individualism/Collectivism. The degree to which individuals are encouraged to be integrated into groups. (Equivalent to Hofstede’s dimension of the same name. ) In-Group Collectivism. Extent to which people take pride in membership in small groups (family, friends, and work organizations). Performance Orientation. The degree to which group members are rewarded for performance improvement and excellence. Humane Orientation. The degree individuals are rewarded for fair, generous, and altruistic behaviors. Copyright © 2012 Pearson Education

Implications for Managers 4 -29 Personality: Evaluate the job, group, and organization to determine the best fit Big Five is best to use for selection MBTI for development and training Values: Strongly influence attitudes, behaviors, and perceptions Match the individual values to organizational culture Copyright © 2012 Pearson Education

Keep in Mind… 4 -30 Personality The sum total of ways in which individual reacts to, and interacts with others Easily measured Big Five Personality Traits Related to many OB criteria May be very useful in predicting behavior Values Copyrightbetween © 2012 Pearson Education Vary and within cultures

Summary 4 -31 1. 2. 3. 4. 5. 6. Defined personality, described how it is measured and explained the factors that determine an individual’s personality. Described the Myers-Briggs Type Indicator personality framework and assessed its strengths and weaknesses. Identified the key traits in the Big Five personality model and demonstrated how the traits are relevant to OB. Identified other traits relevant to OB. Defined values, demonstrated the importance of values, and contrasted terminal and instrumental values. Identified Hofstede’s five value dimensions of national culture. Copyright © 2012 Pearson Education

4 -32 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2012 Pearson Education