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Human Resource Management (2nd Year) Midterm > Chapter 2 : Personality and Learning > Flashcards

Chapter 2 : Personality and Learning Flashcards

1
Q

3 types of personality approach in organizational behaviour

A
  1. Dispositional Approach
  2. Situational Approach
  3. Interactionist Approach
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2
Q

Personality

A

How people interact & deal with their environment

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3
Q

Dispositional Approach

A

People possess traits / characteristics that influence their attitude & behaviour”

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4
Q

Situational Approach

A

Work setting highly influences employee’s attitude”

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5
Q

Interactionist Approach

A

To understand organizational behaviour in company, we must understand employee characteristics and the setting they work in

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6
Q

Personalities Framework

A
  1. Five-Factor Model of Personality (broad) (OCEAN)
  2. Locus of Control (narrow)
  3. Self-monitoring (narrow)
  4. Self-esteem (narrow)
  5. Type-a personality (neuroticism)
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7
Q

Five-Factor Model of Personality (broad) (OCEAN)

A
  • Extraversion (outgoing vs shy)
  • Emotional Stability / Neuroticism (high vs low emotional stability)
  • Agreeableness (friendly vs less-friendly)
  • Conscientiousness (are they responsible & achievement oriented) → top predictor of personality & performance cuz relevant in any situation
  • Openness to Experience (do they think flexibly & open to new ideas)
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8
Q

Locus of Control (narrow)

A

beliefs whether one’s behaviour is controlled by internal / external forces

a. High internal control → behaviour determined by :
Self-intiative
Personal actions
Free will

b. High external control → behaviour determined by :
Fate
Luck
Powerful ppl

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9
Q

Self-monitoring (narrow)

A

observe how they appear & behave in social setting & relationship

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9
Q

Self-esteem (narrow)

A

the degree to which a person has positive self-evaluation

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10
Q

Behavioural Plasticity

A

ppl w/ low self-esteem are prone to external & social influence (they seek approval) than high self-esteem

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11
Q

Type-a personality (neuroticism)

A

anxiety

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12
Q

Personality Variables

A
  1. Positive & negative affectivity
  2. Proactive Personality
  3. General Self-Efficacy (GSE)
  4. Core Self Evaluations (CSE)
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13
Q

Positive & negative affectivity

A

1) Positive affectivity (PA) : always positive

  • The strongest predictor of employee engagement
  • Leads to more success

2) Negative affectivity (NA) :
always negative
- Leads to stress, absenteeism, turnover

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14
Q

Proactive personality

A

tendency to take initiative & have positive change in environment

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15
Q

General self-efficacy (GSE)

A

belief in their ability to perform tasks successfully

a. Experience many success → high GSE
b. Experience many failures → low GSE

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16
Q

Core self-evaluations (CSE)

A

a. 4 traits that make up a person’s core self-evaluation : self-esteem, GSE, locus of control, emotional stability

b. Ppl with higher CSE → higher satisfaction, commitment, performance

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17
Q

Learning

A

Experiences that leads to permanent change in behaviour

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18
Q

What do employees learn?

A
  1. Practical Skills
  2. Interpersonal Skills
  3. Intrapersonal Skills
  4. Cultural Awareness
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19
Q

Practical skills

A

job-specific skill, knowledge, competence

20
Q

Interpersonal skills

A

communication, teamwork, conflict resolution

21
Q

Intrapersonal skills

A

problem-solving, critical thinking, learning about alternative work processes, risk taking

22
Q

Cultural awareness

A

learning organizational social norm, company goals, business operation, company expectation & priority

23
Q

Two Learning Theories

A

1) Operant Learning Theory
2) Social Cognitive Theory

24
Q

Operant Learning Theory

A

Subject learn to operate on the environment to achieve certain consequences

25
Q

Operant Learning Theory - Reinforcement

A

Stimuli that strengthen behaviour

Ex : salesperson were stimulated by sales commission that strengthen their sales behaviour

26
Q

Operant Learning Theory - Positive Reinforcement

A

increase probability of behaviour by ADDING stimulus

Ex : security analyst who developed reading financial newspaper habit because of the successful decisions they made due to that

27
Q

Operant Learning Theory - Negative Reinforcement

A

increase the probability of behavior by REMOVAL of stimulus

Ex : employee can avoid manager nagging if they work harder

28
Q

Organizational Errors Regarding Reinforcement

A

1) Confusing reward w/ reinforcer
2) Neglecting diversity in preferences for reinforcers
3) Neglecting important sources of reinforcement

29
Q

What is confusing reward w/ reinforcer?

A

managers sometimes reward employees based on wrong things rather than for innovation, attendance, productivity (which are more important for the org.)

30
Q

What is Neglecting important sources of reinforcement?

A

1) Performance feedback :
- provide info to maintain performance
- Has to be conveyed in positive manner
- Delivered immediately after observation
- Represented virtually (graph, chart)
- Specific to behaviour that is targeted for feedback
2) Social recognition : appreciate one’s work

31
Q

What is Neglecting diversity in preferences for reinforcers?

A

adjust reinforces based on individual

Ex : millennials prefer non-monetary reward compare to gen X & baby boomer

32
Q

2 types of reinforcement strategies

A

1) Continous, immediate reinforcement –> Fast learning

2) Partial reinforcement –> Persistent learning

33
Q

Two Strategies to Reduce Probability of Behaviour

A
  1. Extinction
  2. Punishment
34
Q

Extinction

A

Terminating the reinforcement

Behaviors learned through delay / partial reinforcement are MORE DIFFICULT to extinguish than the one learned from continuous, immediate reinforcementBehaviours

35
Q

Punishment

A

following unwanted behavior w/ some unpleasant stimulus

a. Alternative should be clear (what ppl can do rather than the activity that get punishment)
b. Sometimes provoke strong reaction by the punished
c. Principles to increase punishment effectiveness :
i. Make sure punishment is aversive (berdampak)
ii. Punish immediately
iii. DON’T reward unwanted behaviour before / after punishment
Iv. DON’T accidentally punish desirable behaviour

36
Q

Social Cognitive Theory (SCT)

A

Emphasize role of cognitive process & people’s behaviour in learning, involving 3 component :
- Observational learning
- Self-efficacy beliefs
- Self-regulation

37
Q

SCT - Observational learning

A

observing & imitating others

38
Q

SCT - Self-efficacy beliefs

A

belief in ability to perform a task

  • Performance Mastery
    Ex: Past successful work
  • Observation of others
    Ex: Observe how others do the task
  • Verbal persuasion & social influence
    Ex : encouragement from peers
  • Psychological state
    Ex : relax, comfort
39
Q

Self-regulation

A

the use of learning principles to manage one’s own behaviour

40
Q

Discrepancy Reduction

A

when a discrepancy exist between their goal & performance, individuals are motivated to modify their behaviour in the pursuit of goal attainment

41
Q

Discrepancy Production

A

when individuals attain their goals, they are likely to set higher goals

42
Q

Organizational Learning Practices

A

1) Organizational Behaviour Modification (OB Mod)

2) Employee Recognition Programs

3) Training and Development Programs

43
Q

Organizational Behaviour Modification (OB MOD)

A

systematic use of learning principles to influence organizational behaviour

44
Q

Employee Recognition Programs

A

reward employee for specific behaviours

a. To be effective :
- Specify how a person will be recognized
- Type of behaviour being encouraged
- Public acknowledgement
- Token / icon of the event for the recipient

45
Q

Peer Recognition Programs

A

program allowing employee to acknowledge their co-workers exceptional work

46
Q

Training and Development Programs

A

activities to develop knowledge & skill in increasing job performance

47
Q

Behaviour Modelling Training (BMT)

A

trainees observe a model performing task followed by opportunities to practise observed behaviour

48
Q

Steps of Behaviour Modelling Training

A
  • Describe skills to be learned
  • Provide a model
  • Provide opportunities for practice
  • Provide feedback
  • Take steps to transfer behaviour to job

Human Resource Management (2nd Year) Midterm (6 decks)

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