国外组织行为学课件皮尔森ch02btfl.pptx

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1、Chapter 2/Slide 1Chapter 2Personality and LearningCopyright 2011 Pearson Canada Inc.Chapter 2/Slide 2Learning Objectives1.Define personality and discuss its general role in influencing organizational behaviour.2.Describe the dispositional,situational,and interactionist approach to organizational beh

2、aviour.3.Discuss the Five-Factor Model of personality.4.Discuss the consequences of locus of control,self-monitoring,and self-esteem.Chapter2Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 3Learning Objectives(continued)5.Discuss positive and negative affectivity,proactive personality,general self

3、-efficacy,and core self-evaluations.6.Define learning and describe what is learned in organizations.7.Explain operant learning theory and differentiate between positive and negative reinforcements.Chapter2Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 4Learning Objectives(continued)8.Explain when

4、 to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement.9.Distinguish between extinction and punishment and explain how to use punishment effectively.10.Explain social cognitive theory and discuss observational learning,self-efficacy,and self-regulation

5、.11.Describe organizational learning practices.Chapter2Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 5What Is Personality?The relatively stable set of psychological characteristics that influences the way an individual interacts with his or her environment and how he or she feels,thinks,and beha

6、ves.Dimensions and traits that are determined by genetic predisposition and ones long-term learning history.People have a variety of personality characteristics.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 6Personality and Organizational BehaviourPersonality has a long history in organizational

7、 behaviour.The role of personality in organizational behaviour has often been debated in what is known as the“person-situation debate”This has led to three approaches:The dispositional approachThe situational approachThe interactionist approachCopyright 2011 Pearson Canada Inc.Chapter 2/Slide 7The D

8、ispositional ApproachFocuses on individual dispositions and personality.Individuals possess stable traits or characteristics that influence their attitudes and behaviours.Individuals are predisposed to behave in certain ways.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 8The Situational Approach

9、Characteristics of the organizational setting such as rewards and punishment influence peoples feelings,attitudes and behaviour.Many studies have shown that situational factors such as the characteristics of work tasks predict job satisfaction.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 9The I

10、nteractionist ApproachOrganizational behaviour is a function of both dispositions and the situation.To predict and understand organizational behaviour,we need to know something about an individuals personality and the work setting.This is the most widely accepted approach to organizational behaviour

11、.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 10Personality and the SituationSituations can be described as being either“weak”or“strong”.In weak situations,roles are loosely defined,there are few rules and weak reinforcement and punishment contingencies.Personality has the strongest effect in w

12、eak situations.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 11Personality and the Situation(continued)In strong situations,the roles,rules,and contingencies are more defined.Personality has less of an impact in strong situations.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 12Implications o

13、f the Interactionist ApproachSome personality characteristics are useful in certain organizational situations.There is no one best personality.Appreciate the advantages of employee diversity.The importance of fit-putting the right person in the right job,group,or organization.Copyright 2011 Pearson

14、Canada Inc.Chapter 2/Slide 13The Five-Factor Model of PersonalityFive basic but general dimensions that describe personality:ExtraversionEmotional stability/neuroticismAgreeablenessConscientiousnessOpenness to experienceCopyright 2011 Pearson Canada Inc.Chapter 2/Slide 14The Five-Factor Model of Per

15、sonality(continued)Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 15Extraversion and OBImportant for jobs that require interpersonal interaction and where being sociable,assertive,energetic,and ambitious is important for success.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 16Emotional stabil

16、ity/neuroticism and OBPersons high on emotional stability will have more effective interactions with co-workers and customers as they tend to be more clam and secure.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 17Agreeableness and OBContributes to job performance in jobs that require interactio

17、n and involve helping,cooperating,and nurturing others as well as in jobs that involve teamwork and cooperation.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 18Conscientiousness and OBImportant for job performance on most jobs given the tendency towards hard work and achievement.Copyright 2011 P

18、earson Canada Inc.Chapter 2/Slide 19Openness to Experience and OBImportant for jobs that involve learning and creativity given the tendency to be intellectual,curious,and imaginative.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 20The Five-Factor Model of Personality:ResearchEach of the“Big Five

19、”dimensions is related to job performance.Best predictors of job performance depends on the occupation.Conscientiousness is the strongest predictor of overall job performance across all occupations.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 21The Five-Factor Model of Personality:ResearchThe“B

20、ig Five”are related to work motivation,job satisfaction,and life satisfaction.The“Big Five”predict job search outcomes and career success.The effects of personality on career success are relatively enduring.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 22Locus of ControlA set of beliefs about wh

21、ether ones behaviour is controlled mainly by internal or external factors.Internals believe that the opportunity to control their own behaviour resides within themselves.Externals believe that external forces determine their behaviour.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 23The Internal/

22、External Locus of Control ContinuumCopyright 2011 Pearson Canada Inc.Chapter 2/Slide 24Locus of Control:ResearchInternals are more satisfied with their jobs,earn more money,and achieve higher organizational positions.Internals perceive less stress,cope with stress better,and engage in more careful c

23、areer planning.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 25Self-MonitoringThe extent to which people observe and regulate how they appear and behave in social settings and relationships.High self-monitors take great care to observe and control the images that they project.Copyright 2011 Pear

24、son Canada Inc.Chapter 2/Slide 26Self-Monitoring(continued)High self-monitors show concern for socially appropriate behaviour and social cues,and they regulate their behaviour and self-presentation according to these cues.High self-monitors gravitate to jobs that require role-playing and the use of

25、their self-presentation skills.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 27Self-Monitoring:ResearchHigh self-monitors are more involved in their jobs,perform better,and are more likely to emerge as leaders.High self-monitors are likely to experience more role stress and show less commitment

26、to their organization.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 28Self-Monitoring:ResearchHigh self-monitors are more likely to change employers and locations and to receive more promotions.They do not feel comfortable in ambiguous social settings in which it is hard to determine what behavi

27、ours are socially appropriate.Dealing with unfamiliar cultures might provoke stress.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 29Self-EsteemThe degree to which a person has a positive self-evaluation.People with high self-esteem have favourable self-images.People with low self-esteem have unf

28、avourable self-images.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 30Self-Esteem and Behavioural Plasticity TheoryPeople with low self-esteem tend to be more susceptible to external and social influences than those who have high self-esteem.Events and people in organizations have more impact on

29、 the beliefs and actions of employees with low self-esteem.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 31Self-Esteem:ResearchEmployees with low self-esteem react badly to negative feedback it lowers subsequent performance.People with high self-esteem make more fulfilling career decisions and h

30、ave higher job satisfaction and job performance.People with high self-esteem are more resilient to the strains of everyday worklife.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 32Recent Developments in Personality and Organizational BehaviourPositive affectivityNegative affectivityProactive per

31、sonalityGeneral self-efficacyCore self-evaluationsCopyright 2011 Pearson Canada Inc.Chapter 2/Slide 33Positive and Negative AffectivityPeople who are high on positive affectivity(PA)experience positive emotions and moods and view the world in a positive light.People who are high on negative affectiv

32、ity(NA)experience negative emotions and moods and view the world in a negative light.PA and NA are emotional dispositions that predict peoples general emotional tendencies.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 34Positive and Negative Affectivity:ResearchPeople with higher PA report highe

33、r job satisfaction;they have higher job performance and are more creative at work.People with higher NA report lower job satisfaction;they have lower job performance.People with higher NA experience more stressful conditions at work and report higher levels of workplace stress and strain.Copyright 2

34、011 Pearson Canada Inc.Chapter 2/Slide 35Positive and Negative Affectivity:ResearchNA has also been found to be related to more counterproductive work behaviours,withdrawal behaviours,and occupational injury.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 36Proactive PersonalityA relatively stable

35、 personal disposition that reflects a tendency to behave proactively.Proactive behaviour involves taking initiative across a range of situations to effect positive change in ones environment.Proactive individuals search for and identify opportunities,show initiative,take action,and persevere until t

36、hey bring about meaningful change.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 37Proactive Personality:ResearchProactive personality is related to:Job performanceTolerance for stressLeadership effectivenessParticipation in organizational initiativesWork team performanceEntrepreneurshipCareer su

37、ccessCopyright 2011 Pearson Canada Inc.Chapter 2/Slide 38General Self-EfficacyA general trait that refers to an individuals belief in his or her ability to perform successfully in a variety of challenging situations.General self-efficacy(GSE)is a motivational trait rather than an affective trait.Cop

38、yright 2011 Pearson Canada Inc.Chapter 2/Slide 39General Self-Efficacy:ResearchIndividuals with higher GSE are better able to adapt to novel,uncertain,and adverse situations.Employees with higher GSE have higher job satisfaction and job performance.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 4

39、0Core Self-EvaluationsA broad personality concept that consists of specific traits that reflect the evaluations people hold about themselves and their self-worth,competence,and capability.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 41Core Self-Evaluations:TraitsSelf-esteemGeneral self-efficacy

40、Locus of controlNeuroticism(emotional stability)Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 42Core Self-Evaluations:ResearchPeople with more positive CSEs have higher job satisfaction,life and career satisfaction,and job performance.Individuals with higher CSE perceive fewer stressors and expe

41、rience less stress and conflict at work.Employees with more positive CSEs experience their job as more intrinsically satisfying and they are likely to have more complex jobs.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 43What is Learning?A relatively permanent change in behaviour potential as a

42、 result of practice or experience.The practice or experience that prompts learning stems from an environment that provides feedback concerning the consequences of behaviour.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 44What Do Employees Learn?Practical skills:Job-specific skills,knowledge,tech

43、nical competence.Intrapersonal skills:Problem solving,critical thinking,alternative work processes,risk taking.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 45What Do Employees Learn?(continued)Interpersonal skills:Interactive skills such as communicating,teamwork,conflict resolution.Cultural aw

44、areness:The social norms of organizations,company goals,business operations,expectations,and priorities.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 46Operant Learning TheoryThe subject learns to operate on the environment to achieve certain consequences.Operantly learned behaviour is controlle

45、d by the consequences that follow it.It is the connection between the behaviour and the consequence that is learned.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 47Increasing the Probability of BehaviourOne of the most important consequences that influences behaviour is reinforcement.Reinforceme

46、nt is the process by which stimuli strengthen behaviours.A reinforcer is a stimulus that follows some behaviour and increases or maintains the probability of that behaviour.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 48Positive ReinforcementThe application or addition of a stimulus that increa

47、ses or maintains the probability of some behaviour.The stimulus is the positive reinforcer.The reinforcer is dependent or contingent on the occurrence of some desired behaviour.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 49Negative ReinforcementThe removal of a stimulus from a situation that i

48、ncreases or maintains the probability of some behaviour.Negative reinforcement occurs when a response prevents some event or stimulus from occurring.The removed or prevented stimulus is a negative reinforcer.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 50Organizational Errors Involving Reinforc

49、ementRewards fail to serve as reinforcers when they are not made contingent on some specific desired behaviour.Organizations often fail to appreciate individual differences in preferences for reinforcers.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 51Organizational Errors Involving Reinforcemen

50、t(continued)Managers often neglect important sources of reinforcement such as those administered by co-workers or intrinsic to the job.Two important sources of reinforcement that managers often ignore are performance feedback and social recognition.Copyright 2011 Pearson Canada Inc.Chapter 2/Slide 5