Behavior in organizations 10th by greenberg chapter04

Individual Differences Chapter Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-1 Learning Objectives Define personality and describe its role in the study of organizational behavior Identify the Big dimensions of personality and elements of core self-evaluations, and describe how they are related to key aspects of organizational behavior Distinguish between positive and negative affectivity and describe their effects on organizational behavior Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-2 Learning Objectives Define achievement motivation and distinguish between learning, performance, and avoidance goal orientations Describe Machiavellianism and the differences between morning and evening persons and their role in work-related behavior Differentiate among cognitive intelligence, emotional intelligence, and practical intelligence, and explain their influences on behavior in organizations Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-3 Personality  Definition  Interactionist perspective  Person-job fit Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-4 Interactionist Perspective Personal Influences (i.e., individual characteristic s) Situation Influences ( i.e., demands imposed by the context) Constraining personal influences (e.g., individual is predisposed to not act a certain way) Constraining situational influences (e.g., situation discourages one from behaving a certain way) Resulting Effect Don’t act Situation 1: Act Persons Situation s Person is highly unlikely to act (and to so strongly) in this case because both his or her personal characteristics and the situation dictate Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-5 Interactionist Perspective Facilitating personal influences (e.g individual is predisposed to act a certain way) Facilitating situational influences (e.g., situation encourages one to behave in a certain way) Don’t act Act Person Situation 2: Situatio n Person is highly likely to act (and to so strongly) in this case because both his or her personal characteristics and the situation dictate acting Constraining personal influences (e.g individual is predisposed to act a certain way) Facilitating situational influences (e.g situation encourages one to behave in a certain way) Don’t act Act Person Situation Situation 3: Person may or may not act in this case (and only weakly, if so) because the individual and situational forces are contradictory (balancing each other out) Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-6 Interactionist Perspective Facilitating personal influences (e.g., individual is predisposed to act a certain way) Constraining situational influences (e.g., situation discourages one from behaving a certain way) Don’t act Situation Act Person Situation 4: Person may or may not act in this case (and only weakly, if so) because the individual and situational forces are contradictory (balancing each other out) Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-7 Measuring Personality  Objective tests  Projective tests  Test properties • Reliability • Validity • Predictive validity Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-8 Big Dimensions of Personality  Extraversion  Agreeableness  Conscientiousness  Neuroticism  Openness to experience Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-9 Affectivity Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-10 Core Self-Evaluations Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-11 Work-related Personality Aspects  Machiavellianism Achievement motivation Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-12 Work-related Personality Aspects  Goal orientation  Morning vs evening persons Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-13 Intelligence Types  Cognitive  Practical  Emotional Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-14 Intelligence Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-15 Physical Abilities  Strength  Flexibility  Stamina  Speed Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-16 Social Skills  Social perception  Impression management  Persuasion and social influence  Social adaptability  Emotional awareness/control Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-17 This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely All rights reserved No part of this publication may be reproduced, stored in a on these materials retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher Printed in the United States of America Copyright © 2011 Pearson Education, Inc Publishing as Prentice Hall 4-18 ... evening persons and their role in work-related behavior Differentiate among cognitive intelligence, emotional intelligence, and practical intelligence, and explain their influences on behavior in. .. Education, Inc Publishing as Prentice Hall 4-4 Interactionist Perspective Personal Influences (i.e., individual characteristic s) Situation Influences ( i.e., demands imposed by the context) Constraining... personal influences (e.g., individual is predisposed to not act a certain way) Constraining situational influences (e.g., situation discourages one from behaving a certain way) Resulting Effect