Documente Academic
Documente Profesional
Documente Cultură
Self Concept,
Personality, and Emotions
Canadian Students
Have High Selfesteem and Believe
They Deserve More
What kind of person
are you? What sorts of
abilities do you have? What
expectations do you have
for a job upon graduation?
Ask your friends these three
questions and youll probably
get a variety of answers.
Thats because individuals
have different self-concepts,
abilities, and expectations.
What we think of ourselves
(self-esteem) and what we
think we deserve in
this world become the
foundation of our goals
(I want this because I know
I can achieve it!) and how
well accomplish them.
LEARNING
OBJECTIVES
After reading this chapter,
you should be able to:
LO
LO
LO
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Summarize the
theory of emotional
intellegence and
explain how it relates
to appreciating
individual differences
between people..
Understanding Self-Concept
Self-Esteem
Attitudes
Self-concept
Self-esteem
Self-efficacy
Self-monitoring
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PART 2
Abilities
Emotions
www.cartoonbank.com
LO
Have you noticed how those who are condent about their ability tend to succeed,
while those who are preoccupied with
Self-efficacy
failing tend to fail? Self-efficacy is a
Belief in ones
persons belief about his or her chances
ability to do
of successfully accomplishing a specic
a task.
task. According to one OB writer, Selfefficacy arises from the gradual acquisition
of complex cognitive, social, linguistic, and/or
physical skills through experience.20
Helpful nudges in the right direction from parents,
role models, and mentors are central to the development of high self-efficacy. Consider, for example, how
Earl Woods used his military tough-love style to build
his son Tigers self-efficacy
ca on the golf links:
Long after Tiger W
Woods is nished playing golf,
people will study Earl Woods. They will
want to hear the stories of exactly
wa
how he raised this generations
h
most popular athlete...
m
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45
FIGURE
3.2
Sources of
Self-Efficacy Beliefs
Feedback
Prior
experience
High
I know I can
do this job.
Behavior
models
Self-efficacy
beliefs
Persuasion
from others
Assessment
of physical/
emotional
state
Low
I don't think I can
get the job done.
Results
Be activeselect
best opportunities.
Manage the situation
avoid or neutralize
obstacles.
Set goalsestablish
standards.
Plan, prepare, practice.
Try hard; persevere.
Creatively
solve problems.
Learn from setbacks.
Visualize success.
Limit stress.
Success
Be passive.
Avoid difficult tasks.
Develop weak aspirations
and low commitment.
Focus on personal
deficiencies.
Don't even trymake
a weak effort.
Quit or become
discouraged because
of setbacks.
Blame setbacks on lack
of ability or bad luck.
Worry, experience stress,
become depressed.
Think of excuses
for failing.
Failure
SOURCES: Adapted from discussion in A. Bandura, Regulation of Cognitive Processes through Perceived Self-Efcacy, Developmental
Psychology, September 1989, pp 72935; and R. Wood and A. Bandura, Social Cognitive Theory of Organizational Management, Academy of
Management Review, July 1989, pp 36184.
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PART 2
1.
2.
3.
Training and development. Employees selfefficacy expectations for key tasks can be improved
through guided experiences, mentoring, and role
modelling.31
4.
5.
6.
7.
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47
8.
LO
Self-Monitoring
1.
2.
L AW A N D E T H I C S
at Work
48
PART 2
1.
2.
3.
In different situations and with different people, I often act like very different persons.
4.
I would not change my opinions (or the way I do things) in order to please someone
or win their favour.
5.
6.
I have trouble changing my behaviour to suit different people and different situations.
7.
8.
I feel a bit awkward in public and do not show up quite as well as I should.
9.
I can look anyone in the eye and tell a lie with a straight face (if for a right end).
10.
SELF-ASSESSMENT EXERCISE
Scoring Key
Score one point for each of the following answers:
1. T; 2. F; 3. T; 4. F; 5. T; 6. F; 7. F; 8. F; 9. T; 10. T
Score:
13 = Low self-monitoring
45 = Moderately low self-monitoring
67 = Moderately high self-monitoring
810 = High self-monitoring
SOURCE: Excerpted and adapted from M. Snyder and S. Gangestad, On the Nature of Self-Monitoring: Matters of Assessment,
Matters of Validity, Journal of Personality and Social Psychology, July 1986, p 137.
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49
Self-Management: A Social
Learning Model
According to eld research, there is a positive relationship between high self-monitoring and career success.
Among 139 MBA graduates who were tracked for ve
years, high self-monitors enjoyed more internal and
external promotions than did their low self-monitoring
classmates.38 Another study of 147 managers and professionals found that high self-monitors had a better record
of acquiring a mentor (someone to act as a personal
career coach and professional sponsor).39 These results
mesh well with an earlier study that found managerial
success (in terms of speed of promotions) was tied to
political savvy (knowing how to socialize, network, and
engage in organizational politics).40
The foregoing evidence and practical experience
lead us to make these practical recommendations:
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PART 2
FIGURE
3.3
Behavior
Behavior changes
needed for selfimprovement
Situational cues
Consequences
Reminders and
attention focusers
Self-observation
data
Avoidance of
negative cues
Seeking of
positive cues
Personal
goal setting
Self-contracts
Self-reinforcement/
self-punishment
Building activities
into the task that
are naturally
rewarding (e.g.,
activities that
increase ones sense
of competence, selfcontrol, and purpose)
Reinforcement from
relevant others
SOURCE: Adapted in part from B.J. Pannett and S. Withane, Hofstedes Value Survey Module: To Embrace or Abandon?, Advances in
International Comparative Management, vol 5, ed S.B. Prasad (Greenwich, CT: JAI Press, 1990), pp 6989.
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51
3.1
TABLE
52
PART 2
nds to be a
tells us that self-talk tends
self-fullling prophecy. Negative
self-talk tends to pave the way for
failure, whereas positive selfss.
talk often facilitates success.
Replacing negative self-talk (Ill never get a
raise) with positive selftalk (I deserve a raise and Im going
to get it) is fundamental to better selfness writer,
management. One business
while urging salespeoplee to be their
d this advice
own cheerleaders, offered
ations:
for handling difficult situations:
Tell yourself theres a positive side
in yourself to
to everything and train
focus on it. At rst your new self-talk
nnatural, but
will seem forced and unnatural,
tal imagery
stick with it. Use mental
ate on the
to help you concentrate
ink is a bad
benets of what you think
situation. If you dontt like cold
hink of how
calling, for example, think
oure nished,
good youll feel when youre
knowing you have a whole list
ortunities.
of new selling opportunities.
Forming a new habit isnt easy,
but the effort will pay off.53
ConsequencesThe completion of self-contracts and
other personal achievements calls for self-reinforcement. According to Bandura, three criteria must be
satised before self-reinforcement can occur:
1.
2.
3.
Personality Dynamics
Perso
Individuals have
ha their own way of thinking and
acting, their own
o
unique style or personality.
Personality is dened as the combination of
stable physical and mental characteristics that give
the individual his or her identity. These
characteristics or traitsincluding how
one looks, thinks, acts, and feelsare
Personality
the product of interacting genetic
and environmental inuences.56 In
Stable physical
this section, we introduce the Big
and mental
Five personality dimensions and
characteristics
responsible for a
discuss key personality dynamics
persons identity
including locus of control, attitudes,
intelligence, and mental abilities.
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53
3.2
TABLE
2. Agreeableness
3. Conscientiousness
4. Emotional stability
5. Openess to experience
SOURCE: Adapted from M.R. Barrick and M.K. Mount, Autonomy as a Moderator of the Relationships between the Big Five Personality
Dimensions and Job Performance, Journal of Applied Psychology, February 1993, pp 11118.
I N T E R N AT I O N A L
OB
54
the roles of the modern day male and female, and what
he found seems almost counter to what contemporary
researchers think. So unbelievable were the rst set of
research findings, Schmitt crunched new data from
40 000 men and women on six continents. He concluded
that, as wealthy modern societies level external barriers
between women and men, some ancient internal differences are being revived. Meaning, some of the old stereotypes (discussed back in chapter 2) keep reappearing.
More researchers have decided to explore this area of
gender and personality. As their ndings continue to
spur discussion and more questions, the likelihood of
men and women completely understanding each other
wont be happening too soon.
PART 2
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Locus of Control:
Self or Environment?
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PART 2
Diversity
FOCUS ON
Abilities (Intelligence)
and Performance
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Do We Have Multiple
Intelligences?
Howard Gardner, a world-renown professor of education, offered a new paradigm for human intelligence in
his 1983 book, Frames of Mind: The Theory of Multiple
Intelligences.81 He has subsequently identied eight
different intelligences that vastly broaden the longstanding concept of intelligence. Gardners concept of
multiple intelligences (MI) includes not only cognitive
abilities, but also social and physical abilities and skills:
Logical-mathematical
intelligence:
potential
for deductive reasoning, problem analysis, and
mathematical calculation.
TABLE
3.3
to
appreciate,
The ability to understand what words mean and to readily comprehend what is read.
2. Word uency
The ability to produce isolated words that fulll specic symbolic or structural
requirements (such as all words that begin with the letter b and have two vowels).
3. Numerical
The ability to make quick and accurate arithmetic computations such as adding
and subtracting.
4. Spatial
Being able to perceive spatial patterns and to visualize how geometric shapes
would look if transformed in shape or position.
5. Memory
Having good rote memory for paired words, symbols, lists of numbers, or other
associated items.
6. Perceptual speed
The ability to perceive gures, identify similarities and differences, and carry out
tasks involving visual perception.
7. Inductive reasoning
SOURCE: Adapted from M.D. Dunnette, Aptitudes, Abilities, and Skills, in Handbook of Industrial and Organizational Psychology, ed. M.D.
Dunnette (Skokie, IL: Rand McNally, 1976), pp 47883.
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PART 2
Emotions: An Emerging
OB Topic
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PART 2
Emotional Labour
(It has not been a pleasure
serving you!)
Although they did not have the benet of a catchy
label or a body of sophisticated research, generations
of managers have known about the power of emotional
contagion in the marketplace. Smile, look happy for the
customers, employees are told over and over. But what if
the employee is having a rotten day? What if they have
to mask their true feelings and emotions? What if they
have to fake it?
Researchers have begun studying the
dynamics of what they call emotional
Emotional Labour labour. Sociologist Arlie Hochschild
denes emotional labour as manageManagement of
ment of feeling so as to create a
feeling to create a
publicly observable facial and bodily
publicly observable
92
display.
Other OB researchers have
facial and bodily
considered the complexities around
display.
emotional labour and here is what
they conclude:
Emotional labour can be particularly detrimental to
the employee performing the labour and can take its
toll both psychologically and physically. Employees...
may bottle up feelings of frustration, resentment,
and anger, which are not appropriate to express.
These feelings result, in part, from the constant
requirement to monitor ones negative emotions and
express positive ones. If not given a healthy expressive outlet, this emotional repression can lead to a
syndrome of emotional exhaustion and burnout.93
Interestingly, a pair of laboratory studies found no
gender difference in felt emotions, but the women were
more emotionally expressive than the men.94 This stream
of research on emotional labour has major practical implications for productivity and job satisfaction, as well as for
workplace anger, aggression, and violence. Taking a lead
from Lorin Maazel, who we mentioned earlier, managers
need to be attuned to (and responsive to) the emotional
Emotional Intelligence
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Skills
Best Practices
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Discussion Questions
1. How is someone you know with low self-efcacy, relative to a specied task,
programming himself or herself for failure? What could be done to help that
individual develop high self-efcacy?
2. What importance do you attach to self-talk in self-management? Explain.
3. On a scale of 1 (low) to 10 (high), how would you rate yourself on the Big Five
personality dimensions? Is your personality prole suitable for your current
(or chosen) line of work? Explain.
4. What benet would there be to employers if they were to pre-screen all job
applicants with a combination of personality assessments and instruments
measuring EI levels?
5. Which of the four key components of emotional intelligence is (or are)
your strong suit? Which is (or are) your weakest? What are the everyday
implications of your EI prole?
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Google Searches
1. Google Search: Big Five Personality Self-Assessments and My MBTI
Personality Type Assessment Complete one or two of the online selfassessments to determine your personality type. Record your results and
share with members of your group. Do you agree with the results? Explain
your response.
2. Google Search: The Luck FactorChange Your Luck, Change Your Life Read
a few paragraphs of what Professor Wisemans research discovered about lucky
individuals. How do lucky people cope with disappointment or bad luck? Are you
a lucky person? Working with a partner, answer the following question: Would
you say that lucky people have a high or low internal locus on control? Explain.
3. Google Search: What is Your Emotional Intelligence Quotient? and complete
an online self-assessment. What did you score? Do you agree with the results?
Explain your response. Compare your results with group members and discuss
the differences between people.
Experiental Exercise
Managing Situational Cues
PURPOSE This exercise is meant to strengthen student understanding of the Social
1. SHAKIRA
SCENARIO: Shakiras family doctor says that she is in poor health, 60 pounds
overweight, and is a strong candidate for diabetes. The doctor has ordered Shakira
to start eating properly, exercise daily, and lose the weight over the next 12 months
or face taking medication every day for the rest of her life.
BEHAVIOUR CHANGE: change: Shakira decides to set a goal of taking her health
more seriouslystarting now.
SITUATIONAL CUES: Identify at least 6 cues that have to be rearranged for Shakira
implement
to do that the only time work can get done is for Xin to stay late at night or work on
weekends to get caught up. Xin is getting concerned about being able to sustain
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such a level of performance; besides, no one else in the ofce works the same
kind of hours. One day, a colleague in the next ofce mentions to Xin that the HR
Department is offering a time management seminar. Xin wonders if attending this
seminar might help decrease the number of hours spent at the ofce each week.
BEHAVIOUR change: Xin decides to set a goal to decrease the number of hours
spent working each week.
SITUATIONAL Cues: Identify at least 6 cues that have to be rearranged for Xin to
achieve this goal.
CONSEQUENCES: List at least 3 consequences (or rewards) that Xin can
implement.
PERSONALITY TEST
WHAT IS THE MBTI
PROFILE OF YOUR CLASS
AND DO YOU AGREE WITH
THE RESULT?
Psychometric Tests
Personality Proling
Personality Evaluation
MBTI
Multiple Intelligences
Howard Gardner
YouTube Search
Videos
TV Shows or
Movies to Preview
Sybil
The United States of Tara
Numbers
A Beautiful Mind
Jack Ass The Movie
Graduation Movie
Friends
Internet Searches
What is IQ?
How Is IQ Traditionally
measured?
Are IQ Tests Biased?
Statistics Canada
Education in 200020__
(the most recent
publication
Canadian HR Reporter
Students wishing they
studied more
Kelly Global Workforce
Index, Kelly Services
Try your own school
placement ofce
Ice Breaker
Classroom Activity
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direction and not give me a hard time when I ask him or her to do something.
PHAY: What are you talking about? HR pre-screens all our employees so that
we get the kind of applicants that will t in. When you say you want someone to
take direction, are you looking for a slave or an employee?
BOB: What do you mean by that? I just want people who take direction from
their superior and want to work in this ofce. You see, I believe that whenever
possible, managers should hire people who know their place, dont ask stupid
questions, and keep to themselves! Is that so hard?
PHAY: Personally, I would much rather have someone work with me rather than
for me...I prefer people who can think on their own, provide valuable insight or
input to an issue and let me know whether my thinking is accurate or not.
BOB: Oh boy, are we ever going to agree on this issue? I doubt it!
PHAY: That depends I guess on whether we can get you into the 21st Century
with your thinking!! Come on...Ill buy you lunch and Ill even let you decide
what you want to order!
BOB: Gee thanks!
Just as they both began to laugh, the elevator door opened in front of them.
Going down? asked the person inside. Yeah, said Bob, First oor please.
Discussion Questions
1. Is Bob looking for a high or low self-monitoring employee?
2. What type of locus of control does Bob want his new hire to have? Explain.
3. Do you believe Bobs actions will screen out a certain type of (proactive)
employee? Is this what he wants?
4. Name two managerial implications for employees who have a high degree of
external locus of control. Can you think of an example?
5. Name two managerial implications for those employees who have a high
degree of internal locus of control. Can you think of an example?
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Ethical OB Dilemma
When Emotional Intelligence Is Lacking,
Job Satisfaction Can Suffer
Consider the following scenario:
Discussion Questions
1. Identify the behaviours that Shamir exhibited on the job that would suggest
that he may have low emotional intelligence.
2. Do you agree with Shamirs decision to write an email to his boss? Explain.
3. How do you think Shamir handles emotions on the job?
4. Is it possible for a person to be competent with high IQ, but be unable to work
with others because of low EQ? Explain.
5. How do you feel about organizations screening potential employees on their
emotional intelligence prior to an interview?
Available 24/7 with instant feedback so you can study when you want, how you want, and where you want. Take
advantage of the Study Planan innovative tool that helps students customize their own learning experience.
Students can diagnose their knowledge with pre- and post-tests, identify the areas where they need help, search
contents of the entire learning package for content specic to the topic theyre studying, and add these resources
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