Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Andere mochten auch
Andere mochten auch (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Perception & personality
- 1. Perception, Personality, and Emotions Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 2. Chapter Outline • What Is Perception, and Why Is It Important? • Factors Influencing Perception • Perception and Judgement: Attribution Theory • Frequently Used Shortcuts in Judging Others • Personality • Emotions Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 3. Perception and Personality,Consideration Questions for and Emotions Questions for Consideration • What is perception, and why is it important for understanding the workplace? • To what extent does personality affect behaviour? • Does understanding emotions lead to better understanding of how people interact? Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 4. Perception • What Is Perception? – A process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. • Why Is it Important? – Because people’s behaviour is based on their perception of what reality is, not on reality itself. – The world as it is perceived is the world that is behaviourally important. Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 5. Why We Study Perceptions • We study this topic to better understand how people make attributions about events. • We don’t see reality. We interpret what we see and call it reality. • The attribution process guides our behaviour, regardless of the truth of the attribution. Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 6. Factors Influencing Perception • The Perceiver • The Target • The Situation Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 7. Exhibit 2-1 Figure-Ground Illustrations Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 8. Exhibit 2-2 Factors that Influence Perception The Situation • Time • Work setting The Perceiver • Social setting • Attitudes • Motives • Interests Perception • Experience • Expectations The Target • Novelty • Motion • Sounds • Size • Background • Proximity Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 9. Factors Affecting Judgment • Attribution Theory • Perceptual Errors – Selective Perception – Halo Effect – Contrast Effects – Projection – Stereotyping Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 10. Attribution Theory • When individuals observe behaviour, they attempt to determine whether it is internally or externally caused. – Distinctiveness • Does individual act the same way in other situations? – Consensus • Does individual act the same as others in same situation? – Consistency • Does the individual act the same way over time? Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 11. Exhibit 2-3 Attribution Theory Attribution Observation Interpretation of cause High External Distinctiveness Low Internal High External Individual Consensus behaviour Low Internal High Internal Consistency Low External Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 12. Perceptual Errors • Selective Perception – People selectively interpret what they see based on their interests, background, experience, and attitudes • Halo Effect – Drawing a general impression about an individual based on a single characteristic • Contrast Effects – A person’s evaluation is affected by comparisons with other individuals recently encountered Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 13. Perceptual Errors • Projection – Attributing one’s own characteristics to other people • Stereotyping – Judging someone on the basis of your perception of the group to which that person belongs Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 14. Personality The sum total of ways in which an individual react and interacts with others. • Personality Determinants – Heredity – Environment – Situation • Personality Traits – Enduring characteristics that describe an individual’s behaviour • The Myers-Briggs Type Indicator (MBTI) • The Big Five Model Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 15. Exhibit 2-4 Sixteen Primary Personality Traits 1. Reserved vs. Outgoing 2. Less intelligent vs. More intelligent 3. Affected by feelings vs. Emotionally stable 4. Submissive vs. Dominant 5. Serious vs. Happy-go-lucky 6. Expedient vs. Conscientious 7. Timid vs. Venturesome 8. Tough-minded vs. Sensitive 9. Trusting vs. Suspicious 10. Practical vs. Imaginative 11. Forthright vs. Shrewd 12. Self-assured vs. Apprehensive 13. Conservative vs. Experimenting 14. Group-dependent vs. Self-sufficient 15. Uncontrolled vs. Controlled 16. Relaxed vs. Tense Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 16. The Big Five ModelExhibit 2-6 Big Five Personality Factors and Performance • Classifications – Extroversion – Agreeableness – Conscientiousness – Emotional Stability – Openness to Experience Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 17. Major Personality Attributes Influencing OB • Locus of Control • Machiavellianism • Self-Esteem • Self-Monitoring • Risk Taking • Type A Personality • Type B Personality Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 18. Locus of Control • The degree to which people believe they are in control of their own fate – Internals • Individuals who believe that they control what happens to them – Externals • Individuals who believe that what happens to them is controlled by outside forces such as luck or chance Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 19. Machiavellianism • Degree to which an individual is pragmatic, maintains emotional distance, and believes that ends can justify means Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 20. Self-Esteem • Individuals’ degree of liking or disliking of themselves Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 21. Self-Monitoring • A personality trait that measures an individual’s ability to adjust behaviour to external situational factors Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 22. Risk-Taking • Refers to a person’s willingness to take chances or risks Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 23. Type A Personality – Always moving, walking, and eating rapidly. – Feel impatient with the rate at which most events take place. – Strive to think or do two or more things at once. – Cannot cope with leisure time. – Are obsessed with numbers, measuring their success in terms of how many or how much of everything they acquire. Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 24. Type B Personality – Never suffer from a sense of time urgency with its accompanying impatience. – Feel no need to display or discuss either their achievements or accomplishments unless such exposure is demanded by the situation. – Play for fun and relaxation, rather than to exhibit their superiority at any cost. – Can relax without guilt. Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 25. Achieving Personality Fit • Person-Job Fit – Identifies six personality types and proposes that the fit between personality type and occupational environment determines satisfaction and turnover. • Person-Organization Fit – Argues that people leave organizations that are not compatible with their personalitiesExhibit 2-7 Personality-Job FitExhibit 2-8 Relationships Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 26. What Are Emotions? • Three related terms: – Affect • A broad range of feelings that people experience. – Emotions • Intense feelings that are directed at someone or something. – Moods • Feelings that tend to be less intense than emotions and that lack a contextual stimulus. Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 27. Choosing Emotions: Emotional Labour • When an employee expresses organizationally desired emotions during interpersonal interactions. • Employees can experience a conflict between – Felt emotions • An individual’s actual emotions – Displayed emotions • Emotions that are organizationally required and considered appropriate in a given job. Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 28. Gender and Emotions • Differences – Women show greater emotional expression than men – Women experience emotions more intensely – Women display more frequent expressions of all emotions, except anger Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 29. Gender and Emotions • Explanations – Men and women socialized differently • Men: tough and brave; Women: nurturing. – Women may have more innate ability to read others and present their emotions than do men. – Women may have a greater need for social approval and thus show more positive emotions like happiness. Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 30. Emotional Intelligence • Noncognitive skills, capabilities, and competencies that influence a person's ability to succeed in coping with environmental demands and pressures • Five dimensions – Self-awareness – Self-management – Self-motivation – Empathy – Social skills Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 31. Negative Workplace Emotions • Negative emotions can lead to a number of deviant workplace behaviours. They fall in categories such as: – Production (leaving early, intentionally working slowly) – Property (stealing, sabotage) – Political (gossiping, blaming co-workers) – Personal aggression (sexual harassment, verbal abuse) Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 32. Summary and Implications • Perception – Individuals behave based not on the way their external environment actually is but, rather, on what they see or believe it to be – Evidence suggests that what individuals perceive from their work situation will influence their productivity more than will the situation itself – Absenteeism, turnover, and job satisfaction are also reactions to the individual’s perceptions Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
- 33. Summary and Implications • Personality – Personality helps us predict behaviour – Personality can help match people to jobs, to some extent at least • Emotions – Can hinder performance, especially negative emotions – Can also enhance performance Chapter 2, Stephen P. Robbins and Nancy Langton, Organizational Behaviour, Third Canadian Edition. Copyright © 2003 Pearson Education Canada Inc.
Hinweis der Redaktion
- This material is found at the beginning of the chapter.
- This material is found on pages 34. Perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. What one perceives can be substantially different from objective reality. Understanding perception is important because people's behaviour is based on their perception of what reality is, not reality itself.
- An extra slide to help motivate the lecture.
- This material is found on pages 35-37. A number of factors operate to shape and sometimes distort perception. the Perceiver who is affected by personal characteristics such as attitudes, motives, interests, past experience, and expectations. the Target who is affected by "what we see," attractive or unattractive individuals, motion, sounds, size, and other attributes of a target shape the way we see it the Situation which is the context in which we see objects or events. The situation is important as elements in the surrounding environment influence our perceptions.
- The material for this illustration is found on page 35.
- The material for this illustration is found on page 36.
- This material is found on pages 37-41.
- This material is found on pages 37-38. Attribution Theory says we judge people differently depending on what meaning we attribute to a given behaviour. We attempt to determine whether the behaviour was internally- or externally-caused. Externally-caused refers to the environment, while internally-caused behaviour is attributed to those events that are believed to be under the personal control of the individual. Our determination of internally or externally caused behaviour depends on three factors: Distinctiveness; whether an individual displays different behaviour in different situations Consensus: If everyone who is faced with a similar situation responds in the same way, we can say the behaviour shows consensus. Consistency. Is the person’s actions consistent over time.
- The material for this illustration is found on page 38.
- This material is found on pages 39-40.
- This material is found on pages 40-41.
- This material is found on pages 43-47. Personality Determinants (1) Heredity - an approach that argues that the ultimate explanation of an individual's personality is the molecular structure of the genes, located in the chromosomes. The most persuasive research on this comes from studying monozygotic twins who were separated at birth and raised in very different environments. Different research studies with these kinds of twins have determined that genetics accounts for about half of the personality differences in people. (2) Environment - the culture in which we are raised, our early conditioning, the norms among our family, friends, and social groups, and other influences that we experience play a critical role in shaping our personalities. (3) Situation - which influences the effects of heredity and environment on personality. Personality can be subdued in some situations. A person will be different in a job interview as compared to being at dinner with friends. We cannot look at personality patterns in isolation.
- The material for this illustration is found on page 45. This exhibit shows a list of 16 traits that have been found to be generally steady and constant sources of behaviour, allowing prediction of an individual’s behaviour in specific situations by weighing the characteristics for their situational relevance.
- This material is found on pages 47. Extroversion : This dimension captures one’s comfort level with relationships. Extroverts (high in extroversion)tend to be friendly and outgoing and to spend much of their time maintaining and enjoying a large number of relationships. Introverts tend to be reserved and to have fewer relationships, and they are more comfortable with solitude than most people are. Agreeableness : This dimension refers to an individual’s propensity to defer to others. High agreeable people value harmony more than they value having their say or their way. They are cooperative and trusting of others. People who score low on agreeableness focus more on their own needs than on the needs of others. Conscientiousness : This dimension refers to the number of goals on which a person focuses. A highly conscientious person pursues fewer goals, in a purposeful way, and tends to be responsible, persistent, dependable, and achievement-oriented. Those who score low on this dimension tend to be more easily distracted, pursuing many goals, and more hedonistic. Emotional stability : This dimension taps a person’s ability to withstand stress. People with positive emotional stability tend to be characterized as calm, enthusiastic, and secure. Those with high negative scores tend to be nervous, depressed, and insecure. Openness to experience : The final dimension addresses one’s range of interests. Extremely open people are fascinated by novelty and innovation. They tend to be imaginative, artistically sensitive, and intellectual. Those at the other end of the openness category appear more conventional and find comfort in the familiar.
- This material is found in more detail on pages 47-52. There are self-awareness exercises in the chapter for each of these traits.
- This material is found on pages 48-49. If you believe you control your own destiny you are labelled internal; and you see your lives as being controlled by outside forces you are labelled external. Research shows internals are more satisfied with their jobs, have lower absenteeism, and perform better on certain types of jobs. A self-assessment for locus of control is found at the end of the chapter.
- This material is found on pages 49. Machiavellianism (Mach) —The degree to which an individual is pragmatic, maintains emotional distance, and believes that ends can justify means. This personality attribute is named after Nicoló Machiavelli, the 16th century author of The Prince . A self-assessment for Machiavellianism is found at the end of the chapter.
- This material is found on pages 49-50. Self-esteem —An individual's degree of like or dislike for himself or herself. A self-assessment for self-esteem is found at the end of the chapter.
- This material is found on pages 50. Self-monitoring —A personality trait that measures an individual's ability to adjust his or her behaviour to external situational factors. A self-assessment for self-monitoring is found at the end of the chapter.
- This material is found on pages 50. Risk Taking —The individual's willingness to take chances. A study of two groups of managers showed that high-risk-taking managers make more rapid decisions and use less information in making their choices than low-risk-taking managers. Interestingly, the decision accuracy was the same for both groups. A self-assessment for risk taking is found at the end of the chapter.
- This material is found on pages 51-52. Type A Personality —This type of individual is "aggressively involved in a chronic, incessant struggle to achieve more and more in less and less time. A self-assessment for type A or B is found at the end of the chapter.
- This material is found on pages 51-52. Type B Personality - just the opposite of Type A. They are rarely harried by desires to obtain a wildly increasing number of things or participate in an endlessly growing series of events in an ever decreasing amount of time. A self-assessment for type A or B is found at the end of the chapter.
- This material is found on pages 54-56. John Holland's personality-job fit theory is based on the notion of a fit between a person's interests and his or her occupational environment. Holland presents six personality types and proposes that satisfaction and the propensity to leave a job depends on the degree to which individuals successfully match their personalities with a congruent occupational environment.
- This material is found on pages 57. Employees bring an emotional component with them to work every day, and no study of OB could be comprehensive without considering the role of emotions in workplace behaviour. Emotions are intense feelings that are directed at someone or something. Emotions are reactions to an object, not a trait. They're object-specific. Research has identified six universal emotions: anger, fear, sadness, happiness, disgust, and surprise.
- This material is covered on pages 57-58. Felt emotions are an individual's actual emotions. In contrast, displayed emotions are those that are organizationally required and considered appropriate in a given situation. For instance, most of us know that we’re expected to act sad at funerals, regardless of whether we consider the person's death to be a loss; and to pretend to be happy at weddings, even if we don't feel like celebrating. The key point here is that felt and displayed emotions are often different. Emotional Labour Examples: Effective managers have learned to be serious when giving an employee a negative performance evaluation and to cover up their anger when they've been passed over for promotion. The salesperson who hasn't learned to smile and appear friendly, but instead reveals his or her true feelings at the moment, isn't typically going to last long on most sales jobs.
- This material is found on pages 59. When the genders are contrasted, women show greater emotional expression than men; they experience emotions more intensely; and they display more frequent expressions of both positive and negative emotions, except anger. In contrast with men, women also report more comfort in expressing emotions. Finally, women are better at reading nonverbal and paralinguistic cues than are men.
- This material is found on pages 59. What explains these differences? Three possible answers have been suggested. The different ways men and women have been socialized. Men are taught to be tough and brave; and showing emotion is inconsistent with this image. Women, on the other hand, are socialized to be nurturing. Women may have more innate ability to read others and present their emotions than do men. Women may have a greater need for social approval and, thus, a higher propensity to show positive emotions like happiness.
- This material is covered on pages 60. Self-awareness . Being aware of what you're feeling. It is exhibited by self-confident, realistic self-assessment, and a self-deprecating sense of humour. Self-management . The ability to manage one's own emotions and impulses. It is exhibited by trustworthiness and integrity, comfort with ambiguity, and openness to change. Self-motivation . The ability to persist in the face of setbacks and failures. It is exhibited by a strong drive to achieve, optimism, and high organizational commitment. Empathy . The ability to sense how others are feeling. It is exhibited by expertise in building and retaining talent, cross-cultural sensitivity, and service to clients and customers. Social skills . The ability to handle the emotions of others. It is exhibited by persuasiveness, and expertise in building and leading groups and teams.
- This material is covered on pages 60-61. Negative emotions can lead to a number of deviant workplace behaviours. Anyone who has spent much time in an organization realizes that people often engage in voluntary actions that violate established norms and threaten the organization, its members, or both. These actions are called employee deviance: voluntary actions that violate established norms and that threaten the organization, its members or both.
- This material is found on pages 61-62.
- This material is found on pages 61-62.