SIXTH EDITION CHAPTER 2 Personality dynamics ORGANISATIONALBEHAVIOUR ORGANISATIONAL

SIXTH EDITION

CHAPTER 2 Personality dynamics

ORGANISATIONALBEHAVIOUR ORGANISATIONAL BEHAVIOUR Learning Outcomes Explain what self-esteem is and how it can be improved Define self-efficacy and explain its sources Contrast high and low self-monitoring individuals, and describe the resulting problems each may have Explain the difference between an internal and an external locus of control © 2018 Mc. Graw-Hill Education Chapter 2 - 3

ORGANISATIONALBEHAVIOUR Learning Outcomes Identify and describe the Big Five personality dimensions Describe Jung’s and Myers and Briggs’ personality typology Elaborate on cautions and tips concerning (personality) testing in the workplace Describe the implications of intelligence and cognitive abilities © 2018 Mc. Graw-Hill Education Chapter 2 - 4

ORGANISATIONAL BEHAVIOUR Self-concept: the I and me in OB • Self-concept: a person’s self-perception as a physical, social, and spiritual or moral being o Implies the capacity to think • Cognition: a person’s knowledge, opinions or beliefs o Cognitions relevent to OB: Planning © 2018 Mc. Graw-Hill Education Goal setting Evaluating Setting Standards Chapter 2 - 5

ORGANISATIONAL BEHAVIOUR Self-concept: the I and me in OB Japanese vs. American self conceptions Source: Adapted from D. C. Barnlund, ‘Public and Private Self in Communicating with Japan’, Business Horizons, March–April 1989, pp. 32– 40. © 2018 Mc. Graw-Hill Education Chapter 2 - 6

ORGANISATIONAL BEHAVIOUR Self-esteem: a controversial topic • Self-esteem o Belief about own self-worth based on overall self-evaluation High self-esteem Worthwhile Capable Acceptable © 2018 Mc. Graw-Hill Education Low self-esteem Negative feelings Self-doubt Negative image about self Chapter 2 - 7

ORGANISATIONAL BEHAVIOUR Evidence about self-esteem • HSE handle failure better than LSE • HSE associated with agressive and violent behaviour • Childhood self-esteem can overwhelm academic disadvantage or social deprivation in determining future earnings power © 2018 Mc. Graw-Hill Education Chapter 2 - 8

ORGANISATIONAL BEHAVIOUR Evidence about self-esteem • Worldwide survey of 13, 118 students from 31 countries o A moderate positive correlation between self-esteem and life satisfaction o Correlation was stronger in individualistic cultures than in collectivistic cultures • Conclusion o Individualistic cultures socialise people to focus on themselves, while people in collectivistic cultures are socialised to fit into the community and to do their duty. © 2018 Mc. Graw-Hill Education Chapter 2 - 9

ORGANISATIONAL BEHAVIOUR Application: self-esteem enhancement Table 2. 1 Six Pillars of Self-Esteem Source: Excerpted and adapted from N. Branden, Self. Esteem at Work: How Confident People Make Powerful Companies (San Francisco, CA: Jossey-Bass, 1998), pp. 33– 6. © 2018 Mc. Graw-Hill Education Chapter 2 - 10

ORGANISATIONAL BEHAVIOUR Application: self-esteem enhancement • Organisations can build employee self-esteem: 1. Be supportive by showing concern for personal problems, interests, status and contributions. 2. Offer work involving variety, autonomy and challenges that suit the employee’s values, skills and abilities. 3. Strive for supervisor-employee cohesiveness and build trust. 4. Have faith in each employee’s self-management ability. © 2018 Mc. Graw-Hill Education Chapter 2 - 11

ORGANISATIONAL BEHAVIOUR Self-efficacy • Definition: belief in one’s ability to complete a task successfuly • The relationship between self-efficacy and performance is cyclical • Chronically low self-efficacy is associated with a condition called learned helplessness, which means a severely debilitating lack of faith in one’s ability to control the situation. © 2018 Mc. Graw-Hill Education Chapter 2 - 12

ORGANISATIONAL BEHAVIOUR The mechanisms of self-efficacy Figure 2. 1 A Model of How Self-Efficacy Beliefs Can Pave the Way for Success or Failure Source: Adapted from discussion in A. Bandura, ‘Regulation of Cognitive Processes through Perceived Self-Efficacy’, Developmental Psychology, September 1989, pp. 729– 35; and R. Wood and A. Bandura, ‘Social Cognitive Theory of Organisational Management, ’ Academy of Management Review, July 1989, pp. 361– 84. © 2018 Mc. Graw-Hill Education Chapter 2 - 13

ORGANISATIONAL BEHAVIOUR Evidence about self-efficacy • Significant positive correlation between self-efficacy and job performance. • Employees with high self-efficacy are better at taking initiatives • People with low self-efficacy tend to be less productive © 2018 Mc. Graw-Hill Education Chapter 2 - 14

ORGANISATIONAL BEHAVIOUR Application of self-efficacy Recruiting/ selection/job assignments Interview questions can be designed to probe job applicants’ general self-efficacy as a basis for determining orientation and training needs Job design Training and development Complex, challenging and autonomous jobs tend to enhance perceived self-efficacy. Self-efficacy expectations for key tasks can be improved through guided experiences, mentoring and role modelling. Selfmanagement Systematic self-management training involves enhancement of self-efficacy expectations © 2018 Mc. Graw-Hill Education Chapter 2 - 15

ORGANISATIONAL BEHAVIOUR Application of self-efficacy Goal setting Interview questions can be designed to probe job applicants’ and quality general self-efficacy as a basis for determining orientation and improvement training needs Coaching Those with low self-efficacy, and employees victimised by learned helplessness, need lots of constructive pointers and positive feedback Leadership The necessary leadership talent surfaces when top management gives high-self-efficacy professionals a chance to prove themselves under pressure Rewards Small successes need to be rewarded as stepping stones to a stronger self-image and greater achievements © 2018 Mc. Graw-Hill Education Chapter 2 - 16

ORGANISATIONAL BEHAVIOUR Locus of control • Definition: degree to which a person takes responsibility for his/her behaviour and its consequences • Internals: attributes outcomes to one’s own action • Externals: attributes outcomes to circumstances beyond one’s control © 2018 Mc. Graw-Hill Education Chapter 2 - 17

ORGANISATIONAL BEHAVIOUR Self-monitoring • High SMs (chameleons) o. They are highly responsive to social and interpersonal cues of situationally appropriate performances. • Low SMs (on their own planet) • Their expressive behaviours functionally reflect their own enduring and momentary inner states, including their attitudes, traits and feelings. © 2018 Mc. Graw-Hill Education Chapter 2 - 18

ORGANISATIONAL BEHAVIOUR Evidence and application about self-monitoring • Positive relationship between high SMs and career success. • High SMs enjoyed more internal and external promotions than did their low SM classmates • Managerial success tied to political savvy • Self-monitoring is a relevant and useful factor when dealing with job performance and emerging leaders © 2018 Mc. Graw-Hill Education Chapter 2 - 19

ORGANISATIONAL BEHAVIOUR Locus of control • Internals: attributes outcomes to one’s own action o See themselves as active agents. o Assume that they can control events in their lives by effort and skill o Tends to blame negative events, such as failing an exam, on personal shortcomings • Externals: attributes outcomes to circumstances beyond one’s control o See themselves as passive agents o Things that they want to achieve are subject to uncontrollable forces, such as luck, chance and a powerful other © 2018 Mc. Graw-Hill Education Chapter 2 - 20

ORGANISATIONAL BEHAVIOUR Evidence about locus of control • Internals and externals have different information-processing capabilities and learning strategies. • Internals are more inclined to search for relevant information than externals • Externals accept dependency on a more competent other • An internal locus of control was positively related to the initiative dimension of performance • The high value placed on personal autonomy in Western culture implies that an internal locus of control is viewed more favourably than an external locus of control. © 2018 Mc. Graw-Hill Education Chapter 2 - 21

ORGANISATIONAL BEHAVIOUR Application: the location of control • Internals have a tendency to believe they control the work environment through their behaviour, they will attempt to exert control over the work setting. • Organisations may want to place internals in jobs requiring high initiative and low compliance. • Externals might be more amenable to highly structured jobs requiring greater compliance. • Routine and clearly structured tasks are found to increase the motivation of externals, while they decrease motivation among internals. © 2018 Mc. Graw-Hill Education Chapter 2 - 22

ORGANISATIONAL BEHAVIOUR Personality • Stable physical and mental characteristics that give the individual his or her identity. • Nature • Nurture © 2018 Mc. Graw-Hill Education Genetic factors External influences from culture, social class, work environment, family, peers, and so on Chapter 2 - 23

ORGANISATIONAL BEHAVIOUR Personality factor models Table 2. 2 The Big Five Personality Dimensions © 2018 Mc. Graw-Hill Education Chapter 2 - 24

ORGANISATIONAL BEHAVIOUR Evidence about personality • Big Five personality dimensions that correlate positively and strongly with job performance would be helpful in the selection, training and appraisal of employees. • Conscientiousness had the strongest positive correlation with job performance and training performance. • People with high emotional stability work better in stressful situations. • People with high agreeableness, as well as those with high conscientiousness and emotional stability provide better customer services. © 2018 Mc. Graw-Hill Education Chapter 2 - 25

ORGANISATIONAL BEHAVIOUR Personality Types: Carl Jung • Sensing: preference for perceiving directly through the five senses • Intuiting: preference for perceiving indirectly through the unconscious • Thinking: preference for judging based on a logical, objective and impersonal process • Feeling: preference for directing perception and judgement outwardly (extravert vs. Introvert) SENSING, INTUITING, THINKING AND FEELING = FUNCTIONAL TYPES EXTRAVERSION AND INTROVERSION = ATTITUDINAL ORIENTATIONS © 2018 Mc. Graw-Hill Education Chapter 2 - 26

ORGANISATIONAL BEHAVIOUR Personality types: Briggs and Myers–Briggs Type Indicator (MBTI) • A self-evaluation questionnaire. • Developed to measure the dimensions identified in Jung’s type theory. • Widely used (and abused) personal growth and development tool in further education and business. The MBTI classifies people along four dimensions: • Extroversion–introversion Sensing–intuiting • Thinking–feeling Judging–perceiving Each of the four dimensions is independent of the other three, which leads to 16 personality types. © 2018 Mc. Graw-Hill Education Chapter 2 - 27

ORGANISATIONAL BEHAVIOUR Evidence about personality types • Individuals who make judgements based on ‘thinking’ have higher work motivation and quality of work than ‘feeling’ types • Sensing individuals have higher job satisfaction than intuiting people • A ‘thinking’ type made more money than their ‘feeling’ counterparts • No correlation was found between the four personality types and small business owner/manager success © 2018 Mc. Graw-Hill Education Chapter 2 - 28

ORGANISATIONAL BEHAVIOUR Application: hiring the right people • Organisations can also use these types to stimulate co-operation between people. Opposite types can complement one another • The problem with personality types is that the types are rigid • HR departments may object to testing • Personality testing is in fact widely used by companies for selecting and promoting employees © 2018 Mc. Graw-Hill Education Chapter 2 - 29

ORGANISATIONAL BEHAVIOUR Intelligence and cognitive abilities • Ability: stable characteristic responsible for a person’s maximum physical or mental performance • Style: a preferred way or habitual pattern of doing • Skill: Specific capacity to manipulate objects • Competence: any individual characteristic that is related to effective and superior performance © 2018 Mc. Graw-Hill Education Chapter 2 - 30

ORGANISATIONAL BEHAVIOUR Intelligence Table 2. 3 Mental Abilities Underlying Performance © 2018 Mc. Graw-Hill Education Source: Adapted from M. D. Dunnette, ‘Aptitudes, Abilities, and Skills’, in Handbook of Industrial and Organisational Psychology, ed. M. D. Dunnette (Skokie, IL: Rand Mc. Nally, 1976), pp. 478– 83. Chapter 2 - 31

ORGANISATIONAL BEHAVIOUR Intelligence • The evidence is strong that cognitive ability is the best predictor of performance, regardless of what the job is. • Cognitive ability is more than twice as good a predictor as the best personality factor (conscientiousness), and even better for jobs that require the ability to evaluate information and make judgements. • Difference types of intelligence: PRACTICAL © 2018 Mc. Graw-Hill Education COGNITIVE EMOTIONAL CULTURAL Chapter 2 - 32

ORGANISATIONAL BEHAVIOUR Psychological tests in the workplace • Psychometrics • Test measuring typical performance (personality tests) o Tries to identify people’s preferences in certain situations • Tests measuring maximum performance (intelligence test) o Assess people’s abilities under standard conditions and performance © 2018 Mc. Graw-Hill Education Chapter 2 - 33

ORGANISATIONAL BEHAVIOUR Evidence about personality testing in the workplace Personality testing as a tool for hiring applicants ? DIFFERENTIAL VALIDITY PREDICTIVE VALIDITY FAKING © 2018 Mc. Graw-Hill Education Chapter 2 - 34