PP Personality.2

8/12/2019 PP Personality.2

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COURSE 2

THE INDIVIDUAL LEVEL: PERSONALITY



DEFINITION

Roberts & Jackson, 2008

• Personality means patterns of thoughts, feelings andbehaviors that are manifest in different situations

What is the significance of “pattern”?

What is the personality consistency?

A strong debate …



PERSONALITY DESCRIPTION

Type

- Qualitative descriptor

- Gathering persons- examples

Traits

- Qualitative descriptor- Individualizing persons

- examples



TYPE AS DESCRIPTOR

C1: the way of gathering information

• Sensation – Type individuals (S)

Well-defined task

Concrete problem

Routine and order

Known facts

• Intuition – Type individuals (I)

Big picture

New issues, abstract problem

Dislike routine

Look for possibilities



TYPE AS DESCRIPTOR

C2: the way of processing information

• Thinking-Type individuals (T)

Accurate reasoning

Objective evaluation

Logical decisions

Task-centered

•Feeling-Type individuals (F)

Conformity

Need for approval

Emotional decisions

Relation-centered



4 BASIC PROBLEM-SOLVING STYLES

S – F S – TInterpersonal technical detail

Human detail logical analysis

Friendly precise

Open communication rulesHelpfulness responsible

I – F I - T

Insightful speculative

Idealistic synthesisCreative logic oriented ideas

global ideas objective, impersonal



TRAIT AS DESCRIPTOR

The Big Five Model of PersonalityCosta & McCrae

Assumptions:

• It is a general structure of traits with individual and culturalconsistency

• Based on BFM, we can explain the differences betweenpeople

• The five dimensions described have a great explanatorypotential for a large variety of behaviors

• The BF Model has predictive value for behaviors in all lifedomains



THE BIG FIVE MODEL DIMENSIONS

Extraversion

Agreeableness

Conscientiousness

Neuroticism (emotional instability)

Openess / culture / intelect



DESCRIPTION

E + E-

Energetic slow

Sociable asocial

Lively reflective

Active passive

Assertive introspective

Socially confident socially unconfident



DIMENSIONS DEFINITION

N+ N-

Anxious stable

Moody positiveDepressed calm

Pessimistic optimistic

Tense relaxed

Low self-esteem self-confident




A+ A-

Warm cold

Friendly quarrelsomeOther centered self centered

Supportive hostile

Cooperation conflictPolite unpolite




C+ C- Responsible unresponsible

Hard working lazy

Need for achievement fear of failure

Concentrated distractable

O+ O-

Curiosity narrow interestsLiberalism conservative

Conventional unconventional

Low resistance high resistance



Application

Behavioral studies

What is the behavioral manifestations of the

traits?Eg. Conscientiousness

For 3 facets: responsibility, organization,

hard working



Course 3 – Individual Level

Personality dynamics



PERSONALITY DYNAMIC: THE SELF CONCEPT

Goldberg (2001)

• the ways in which an individual organizes the traits,values and motives

core concept: the Self-Concept

• the view individuals have of themselves as physical,social, spiritual or moral beings

• a way of recognizing oneself as a distinct human being

• Self-Concept includes many aspect, but the mostrelevant are the concept of self-esteem, the concept ofself-efficacy and the concept of self-monitoring



SELF-CONCEPT DIMENSIONS AND OB

1. Self-Esteem

Individual level

Coopersmith (1967)

• Reflects the extent to which an individualbeliefs him/herself to be capable, significant

and worthy• Global vs. specific self-esteem



ORGANIZATION BASED SELF-ESTEEM(OBSE)

Gardner & Pierce (1998)

• an employee's evaluation of his or herpersonal adequacy and worthiness as an

organizational member

• an employees’ beliefs about their ownvalue and competence as organizationalmembers



ORGANIZATION BASED SELF-ESTEEM(OBSE)

Bowling (2010): meta-analysis

Predictors for OBSE:

• work environment

• personal dispositions Outcome variables

• job satisfaction

• job performance

• organizational commitment

• employee health

• OCB




2. Self-efficacy

Beliefs in one’s capability to organize and execute thecourses of actions required to manage prospectivesituations

High self-efficacy beliefs help to:- Cope with changes- Perform challenging tasks- Improve work performance- Reduce the occurrence of burnout

Bandura Self-esteem pertains to the evaluation of self-worth, which

depends on how the culture values the attributes onepossesses and how well one's behavior matchespersonal standards of worthiness. Perceived self-efficacy

is concerned with the judgment of personal capabilities




3. Self-Monitoring (Snyder, 1974; Day, 2003)people differ in the extent that they monitor (observe,regulate, and control) the public appearance of the self

• High self-monitors tend to be pragmatic in presentingthemselves in interpersonal situations in that they regulatetheir behavior to promote appropriate interaction outcomes

• Low self-monitors are more likely to adopt aninterpersonal orientation in which there is a highcorrespondence between their attitudes, beliefs, valuesand their social behavior.



Self-Monitoring and Big Five Model

Big Five & self-monitoring meta-analysis (Schleiker & day, 2002):

• Positive correlation with Agreeableness and Extraversion

• Negative correlation with Conscientiousness andNeuroticism

• Insignificante correlation with openess

What is the motivation of high vs. low self-monitors?

Gangestad & Snyder, 2000:

• the relationships constructed by high self-monitors mayderive from a status enhancement motive, whereasrelationships constructed by low self-monitors may derivefrom a self-validation motive



What is the motivation of high vs. low self-

monitors?

For high self-monitors (Kilduff & Krackhardt, 1994):

…”affiliating with others of high status is an effectivemeans of acquiring reputational capital and power for all

actors in organizations” … …”high self-monitors tend to choose friends and associates

based on others’ relative fit to the activity at hand”.

“…in work relationships, help or advice would tend to be

sought from those individuals considered to have superiorexpertise in the domain of interest”.



What is the motivation of high vs. low self-monitors?

For low self-monitors:

…”Low self-monitors cultivate relationships based on

perceived similarities in values, beliefs, and interests. Thus,it is not surprising that low self-monitors have morehomogeneous social networks than high self-monitors”

…”Low self-monitors tend to adopt a partner-basedapproach to relationships. They strive to maximize the fitbetween themselves and their friends and associates”



A comparison relevant to organizational

behavior

Low self-monitors, relative to high selfmonitors:

• demonstrate greater levels of commitment to theirpersonal and work relationships (Day et al., 2002)

• express less intent to leave their current jobs ( Jenkins,

1993)

• tend to remain with current employers longer (Kilduff

& Day, 1994).







RESEARCHES RESULTS

Jackson (2010) – behavioral manifestations of C

Responsibility

- miss a meeting- call in sick to work when not sick

- repay favors

- forget materials for class/work

- fulfill an obligation to someone



RESEARCHES RESULTS

Organization

- use a planner to schedule the day

- keep the desk clean

- clean up immediately after a meal

- file old bills

- write in a date book



RESEARCHES RESULTS

Laziness

- volunteer to do things that are not part of the job

- persist at task after failure- put off work until the last minute

- watch TV instead of taking care of responsibility

- work extra hard on a project to make sure thatit is done right



Seminar activity



Course 4 - Individual Level

Abilities & Skills



Definitions

Abilities represent the instrumental aspect of personalitywhich denote the general level of mental development

Abilities mediate job performance and performance indifferent tasks or situations

Difference between ability and competenceThe most known ability is intelligence :

• Cognitive intelligence (IQ)

• Emotional intelligence (EQ)

Relevant questions for OB:

a. IQ or EQ has the most powerful predictive value forOB?

b. This predictive power depends of job’s characteristics?



IQ as predictor of job performance

Transversal studies Schmid & Hunter (2004)

• Occupational level – GMA: .65-.75

2. Longitudinal studies

Sackett (1996)

GMA - promotion

GMA – job’s complexity Judge si Barrick (2002)

GMA in childhood – occupational level of adult: .53



IQ as predictor of job performance

Theory of situational specificity

Besides IQ as general ability, different tasks demanddifferent type of intelligence

Specific abilities (SA) are important in job performanceprediction:

• Verbal ability

• Numerical ability

• Spatial ability• Social ability

A part of researches show that GMA is more predictive thanSA



…but how about experience?

Experience in job GMA-Job performance correlation

0 –3 .35

3 –6 .37

6 –9 .449 –12 .44

Over 12 years: .59

How do you interpret these results?



How stable is General Ability-JobPerformance association?

Ackerman (1989, 1994, 2001)The stability depends of the job’s cycle:

1. tranzition

New entry levelChanging responsabilities

Role ambiguity or role conflict

Not well defined procedures

Specific abilities learningThe effort of adaptation

• The association GA-JP is strong



2. Maintaining

Learned skills

Ability development

Well defined procedures

Clear responsabilities

• The association GA-JP is less strong• JP depends more of personality and motivation



The concept of emotional intelligence

A necessary difference:

• EI as ability: what a person does in a specific situation

(is a reaction to situational indicators and assures theenvironmental adaptation)

• EI as trait: what a person typically does in all situations

and consistent in time



Emotional Intelligence: Definition

Goleman: 4 clusters• Self-awareness: knowing what we are feeling in the

moment and using those preferences to guide ourdecisions making

• Self-management: handling our emotions so that theyfacilitate rather than interfere with the task at hand; beingconscientious and delaying gratification; recovering wellfrom emotional distress

• Social awareness: sensing what people are feeling,being able to take their perspective.

• Social skills: handling emotions in relationships, usingthese skills to persuade or lead, for cooperation or

teamwork



EI and Job Performance

• Offermann (2004): EI predicts performance in group task,and IQ predicts results in individual task

• Cote (2006): the compensatory model – EI moderates therelation between IQ and JP (the employees with a moderate

level of IQ will obtain JP if they have a high level of EI; theemployees with a high level of intelligence will have a goodJP, but if they have also a high EI, their performance will behigher)

• Waine (2004) EI is predictive for OCB and contextualperformance

Can you give some examples?



Application – Workplace emotions

• How can negative emotions hinder performanceand positive emotions enhance performance?

• Give some examples of situations in which theovert expression of emotions might enhance job

performance.



Application – Decoding Emotions

In this photo, the woman has got a particular facial emotionalexpression.

Without knowing anything about her, please answer the following

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PP Personality.2