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MADM 701 > Chapter 5: Personality, Perception, and Employee Attitudes > Flashcards

Chapter 5: Personality, Perception, and Employee Attitudes Flashcards

1
Q

Personality

A
  • Most people equate personality with social successes and to describe personality by a single dominant trait.
  • Our text as defined: how people affect others and how they understand and view themselves, as well as their pattern of inner and outer measurable traits and the person-situation interaction
  • is the whole person and is concerned with external appearance and traits, self, and situational interactions
  • most personality theorists would tend to agree that after about 30 years of age, the individual’s personality profile will change little over time
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2
Q

Freud’s psychoanalytic or psychodynamic theory

A
  • observable patterns of behavior that last over time

- the unconscious determinants of behavior

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3
Q

Carl Rogers and Abraham Maslow’s Humanistic Theory

A
  • self-actualization and the drive to realize one’s potential
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4
Q

Nature and Nurture

A
  • Nature: heredity and physiological/biological dimensions

- Nurture: environmental, developmental dimensions

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5
Q

The Role of Hereditary and the Brain

A
  • Study of twins and adopted children; twin studies in general are open to criticism of political influence and lack of scientific controls
  • genes play a role not only in physical characteristics and the brain but also in personality
  • there is a genetic component to just about every human trait and behavior, including personality, general intelligence and behavior disorders
  • it appears that hundreds of genes do at least slightly influence the personality traits, but so does the environment
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6
Q

The Brain’s Role in Personality

A
  • which some call the last frontier because we still know relatively little about it, may hold more answers for personality than does heredity
  • The frontal lobes are the part of the brain that anticipates events and weighs the consequences of behavior
  • deeper brain regions, including the seahorse-shaped hippocampus and the nearby amygdala, are associated with such things as memory, mood and motivation.
  • talent and better-quality performance involve not just the frontal lobes—the decision-making brain circuitry that houses intellect— but also the amygdala.
  • the nucleus accumbens part of the brain responds to money much the way it reacts to sex or cocaine; (money is valued for itself and not just for what it can purchase)
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7
Q

Evolutionary psychologists

A
  • those that suggest humans evolve and retain not only physically over the ages, but also psychologically
  • humans may be “hardwired” from distant previous generations.
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8
Q

Social evolution

A
  • humanity is evolving along the lines of social phenomena such as trust, collaboration, and competition
  • Very few animals (bats being one of the exceptions) have been able to evolve to this type of collaboration and competition
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9
Q

Self-Concept in Personality Theory

A
  • People’s attempts to understand themselves
  • This self is particularly relevant to the widely recognized self-esteem and the emerging self variables of multiple intelligences, emotion, optimism, and, especially, efficacy
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10
Q

Self-Esteem

A
  • people’s self-perceived competence and self-image
  • there is growing controversy about the assumed value of self-esteem (page 105)
  • is more of a global, relatively fixed trait, whereas other self-variables, such as self-efficacy, are more situation and context-specific
  • plays an important role in one’s personality, but the exact nature and impact are still to be determined
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11
Q

Organization-Based Self-Esteem (OBSE)

A
  • self-perceived value that individuals have of themselves as organization members acting within an organization context
  • Those who score high on OBSE view themselves positively, and a meta-analysis found a significant positive relationship with performance and satisfaction on the job
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12
Q

Person-Situation Interaction

A
  • this dimension suggests that people are not static, acting the same in all situations, but instead are ever-changing and flexible
  • with organizations transforming and facing a turbulent environment, those that can find, develop and retain people who can fit into this dynamically changing situation will be most successful
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13
Q

Stages in development of human personality

A
  • there is little agreement about the exact stages, some physiologists say there are no identifiable stages and that a continuous process based on learning opportunities and the socialization process
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14
Q

Stages in the development of human personality

A
  • there is little agreement about the exact stages, some physiologists say there are no identifiable stages and that a continuous process based on learning opportunities and the socialization process
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15
Q

the socialization process

A
  • the continuous impact from the social environment
  • process is not confined to early childhood; rather, it takes place throughout one’s life
  • starts at birth
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16
Q

Techniques for Socializing New Employees

A
  • Use of mentors / role models
  • orientation and training programs
  • reward systems
  • career planning
    Specific steps that can lead to successful organizational socialization would include the following:
    1. Provide a challenging first job
    2. Provide relevant training
    3. Provide timely and consistent feedback
    4. Select a good first supervisor to be in charge of socialization
    5. Design a relaxed orientation program
    6. Place new recruits in work groups with high morale
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17
Q

The “Big Five” Personality Traits

A
  1. Conscientiousness
  2. Emotional stability
  3. Agreeableness
  4. Extraversion
  5. Openness to experience
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18
Q

Conscientiousness

A

Dependable, hardworking, organized, self-disciplined, persistent, responsible (details page 109)

  • set higher goals for themselves, have higher performance expectations, and respond well to job enrichment and empowerment strategies of human resource management
  • Has the most research done on this trait
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19
Q

Emotional stability

A

Calm, secure, happy, unworried

- more effective in stressful situations

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20
Q

Agreeableness

A

Cooperative, warm, caring, good-natured, courteous, trusting

- to handle customer relations and conflict more effectively

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21
Q

Extraversion

A

Sociable, outgoing, talkative, assertive, gregarious

- tend to be associated with management and sales success

22
Q

Openness to experience

A

Curious, intellectual, creative, cultured, artistically sensitive, flexible, imaginative
- tend to have job training proficiency and make better decisions in a training problem-solving simulation

23
Q

Myers-Briggs Type Indicator (MBTI)

A

See table 5.2 on page 111

(1) introversion/extraversion (E or I)
(2) sensing intuition (S or N)
(3) thinking/feeling (T or F)
(4) perceiving/judging (J or P)
- most managers studied are ESTJ
- emphasis on that there are no bad types of personality

24
Q

Perception

A
  • Perception is more complex and much broader than sensation
  • the perceptual process adds to, and subtracts from, the “real” sensory world
  • recognize that it is a unique interpretation of the situation, not an exact recording of it
  • a very complex cognitive process that yields a unique picture of the world, a picture that may be quite different from reality
  • Your filter, more than your race, sex, age, or nationality, is you
  • Recognition of the difference between this filtered, perceptual world and the real world is vital to the understanding of organizational behavior
  • The situation, behavior, and environmental consequences indicate that perception is related to behavior
25
Q

Sensation

A
  • Raw sensory data
  • The physical senses are considered to be vision, hearing, touch, smell, and taste
  • The five senses are constantly bombarded by numerous stimuli that are both outside and inside the body
  • the human being uses the senses to experience color, brightness, shape, loudness, pitch, heat, odor, and taste
26
Q

Subprocesses of Perception

A 
1) Confrontation
Internal cognitive processes:
2) registration
3) interpretation
4) feedback
27
Q

Confrontation

A
  • stimulus or situation that is present

- Observable

28
Q

Registration

A
  • Unobservable
  • the physiological (sensory and neural) mechanisms are affected
  • the physiological ability to hear and see will affect perception
29
Q

Interpretation

A
  • Unobservable
  • Interpretation is the most significant cognitive aspect of perception.
  • The other psychological processes will affect the interpretation of a situation
  • kinesthetic feedback (sensory impressions from muscles)
30
Q

Psychological Feedback

A

(Technically Unobservable)

  • An example that may influence an employee’s perception is the supervisor’s raised eyebrow or a change in voice inflection
  • Research has shown that both facial expressions and the specific situation will influence perceptions of certain emotions, such as fear, anger, or pain
31
Q

Behavior

A
  • Observable
  • termination of perception
  • is the reaction or behavior, either overt or covert
  • As a result of perception, an employee may move rapidly or slowly (overt behavior) or make a self-evaluation (covert behavior).
  • The situation, behavior, and environmental consequences indicate that perception is related to behavior
32
Q

Consequences

A
  • Observable
  • Environmental consequences
  • reinforcement/ punishment or some organizational outcome
33
Q

Social Perception

A
  • how one individual perceives other individuals

- how we get to know others

34
Q

4 Characteristics: Profile of the Perceiver

A

These four characteristics greatly influence how a person perceives others in the environmental situation
1. Knowing oneself makes it easier to see others accurately.
2. One’s own characteristics affect the characteristics one is likely to see in others.
3. People who accept themselves are more likely to be able to see favorable aspects of
other people.
4. Accuracy in perceiving others is not a single skill

35
Q

3 characteristics of the person being perceived that influence social perception

A
  1. The status of the person perceived will greatly influence others’ perception of the person.
  2. The person being perceived is usually placed into categories to simplify the viewer’s perceptual activities. Two common categories are status and role.
  3. The visible traits of the person perceived will greatly influence others’ perception of the person
36
Q

Stereotype

A
  • the tendency to perceive another person (hence social perception) as belonging to a single class or category
  • frequently used term to describe perceptual errors
  • stereotyping may attribute favorable or unfavorable traits to the person being perceived
  • Yet in reality, there is often a discrepancy between the agreed-upon traits of each category and the actual traits of the members.
37
Q

The halo effect

A
  • is very similar to stereotyping
  • the person is perceived on the basis of one trait
  • Halo is often discussed in performance appraisal when a rater makes an error in judging a person’s total personality and/or performance on the basis of a single positive trait such as intelligence, appearance, dependability, or cooperativeness
  • Whatever the single trait is, it may override all other traits in forming the perception of the person
38
Q

4 Characteristics of the halo effect

A
  1. It is a common rater error.
  2. It has both true and illusory components.
  3. It has led to inflated correlations among rating dimensions and is due to the influence of a general evaluation and specific judgments.
  4. It has negative consequences and should be avoided or removed
39
Q

Work-Related Attitudes (PA/NA)

A
  • positive affectivity (PA) and negative affectivity (NA) have been found to be important antecedents to attitudes about one’s job
  • Similar to the Big Five personality traits, the PA/NA attitudes have reached such a level of development that increasing research attention is being given to refining the concepts
  • there is major attention given to job satisfaction and organizational commitment (where PA/NA would apply)
40
Q

Negative Affectivity (NA)

A
  • NA reflects a personality disposition to experience negative emotional states
  • those with high NA tend to feel nervous, tense, anxious, worried, upset, and distressed.
  • Accordingly, those with high NA are more likely to experience negative affective states
  • they are more likely to have a negative attitude toward themselves, others, and the world around them.
41
Q

Positive Affectivity

A
  • Those with high PA have the opposite disposition and tend to have an overall sense of well-being, to see themselves as pleasurably and effectively engaged, and to experience positive attitudes
  • Research finds that PAs tend to perform better, are less absent from work, and are more satisfied.
42
Q

3 Generally Accepted Dimensions to Job Satisfaction

A
  1. Job satisfaction is an emotional response to a job situation (cannot be seen only inferred)
  2. Job satisfaction is often determined by how well outcomes meet or exceed expectations
  3. Job satisfaction represents several related attitudes
43
Q

Job Satisfaction: Related Attitudes

Page 119 - 121 suggested reading

A
  1. The work itself. The extent to which the job provides the individual with interesting tasks, opportunities for learning, and the chance to accept responsibility
  2. Pay. The amount of financial remuneration that is received and the degree to which this is viewed as equitable vis-á-vis that of others in the organization
  3. Promotion opportunities. The chances for advancement in the organization
  4. Supervision. The abilities of the supervisor to provide technical assistance and behavioral support
  5. Coworkers. The degree to which fellow workers are technically proficient and socially supportive.
    (Working conditions are also mentioned).
44
Q

Satisfaction and Performance

A
  • The “satisfaction- performance controversy” has raged over the years, the research to date has been mixed
  • there is definitely a positive relationship, but probably not as great as conventional wisdom assumed concerning happy workers as productive workers
  • If people receive rewards they feel are equitable, they will be satisfied, and this is likely to result in greater performance effort
  • satisfaction may not necessarily lead to individual performance improvement but does lead to departmental and organizational-level improvement.
  • when satisfaction is defined and measured by employee engagement, there is a significant relationship with performance outcomes of productivity, customer satisfaction, and even profit
45
Q

Satisfaction and Turnover

A
  • Research has uncovered a moderately inverse relationship between satisfaction and turnover
  • High job satisfaction will not, in and of itself, keep turnover low, but it does seem to help
  • if there is considerable job dissatisfaction, there is likely to be high turnover
  • More turnover in a good economy
  • absolutely no turnover is not necessarily beneficial to the organization, a low turnover rate is usually desirable because of the considerable training costs and the drawbacks of inexperience, plus the loss of the tacit knowledge that those who leave take with them
46
Q

Satisfaction and Absenteeism

A
  • Research has only demonstrated a weak negative relationship between satisfaction and absenteeism
  • The degree to which people feel that their jobs are important is a factor (important less absenteeism)
  • Although high job satisfaction will not necessarily result in low absenteeism, low job satisfaction is more likely to bring about absenteeism
47
Q

Other Effects and Ways to Enhance Satisfaction

page 123

A
  1. Make jobs more fun
  2. Have fair pay, benefits, and promotion opportunities
  3. Match people with jobs that fit their interests and skills (match the people to the job)
  4. Design jobs to make them exciting and satisfying (fit the job to the person)
48
Q

Organizational Commitment

A

Organizational commitment is most often defined as

(1) a strong desire to remain a member of a particular organization
(2) a willingness to exert high levels of effort on behalf of the organization
(3) a definite belief in, and acceptance of, the values and goals of the organization.

49
Q

Organizational Commitment Attitude is Determined:

also see figure 5.2 page 125

A 
Personal:
1) age
2) tenure in the organization
3) career adaptability
4) dispositions such as positive or negative effectivity, or internal or external control attributions) 
Organizational:
1) the job design
2) values 
3) support 
4) procedural fairness,
5) leadership style of one’s supervisor
50
Q

The Three-Component Model of Organizational Commitment proposed by Meyer and Allen

A
  1. Affective commitment involves the employee’s emotional attachment to, identification with, and involvement in the organization.
  2. Continuance commitment involves commitment based on the costs that the employee associates with leaving the organization. This may be because of the loss of seniority for promotion or benefits.
  3. Normative commitment involves employees’ feelings of obligation to stay with the organization because they should; it is the right thing to do.
51
Q

Guidelines to Enhance Organizational Commitment

A
  1. Commit to people-first values. Put it in writing, hire the right-kind managers, and walk the talk.
  2. Clarify and communicate your mission. Clarify the mission and ideology; make it charismatic; use value-based hiring practices; stress values-based orientation and training; build the tradition.
  3. Guarantee organizational justice. Have a comprehensive grievance procedure; provide for extensive two-way communications.
  4. Create a sense of community. Build value-based homogeneity; share and share alike; emphasize barn raising, cross-utilization, and teamwork; get together.
  5. Support employee development. Commit to actualizing; provide first-year job challenge; enrich and empower; promote from within; provide developmental activities; provide employee security without guarantees.
52
Q

Organizational Citizenship Behaviors (OCBs)

A
  • Individual behavior that is discretionary, not directly or explicitly recognized by the formal reward system, and that in the aggregate promotes the effective functioning of the organization
  • reflects the employee’s predispositional traits to be cooperative, helpful, caring, and conscientious
  • OCBs can take many forms, but the major ones could be summarized as:
    (1) altruism (e.g., helping out when a coworker is not feeling well)
    (2) conscientiousness (e.g., staying late to finish a project),
    (3) civic virtue (e.g., volunteering for a community program to represent the firm),
    (4) sportsmanship (e.g., sharing failure of a team project that would have been successful by following the member’s advice), and
    (5) courtesy (e.g., being understanding and empathetic even when provoked

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