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Organizational behavior
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ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie CookPowerPoint Presentation by Charlie Cook
© 2003 Prentice Hall Inc. All rights reserved. 4–2
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Explain the factors that determine an individual’s personality.
2. Describe the MBTI personality framework.
3. Identify the key traits in the Big Five personality model.
4. Explain the impact of job typology on the personality/job performance relationship.
5. Differentiate emotions from moods.
6. Contrast felt versus displayed emotions.
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© 2003 Prentice Hall Inc. All rights reserved. 4–3
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
7. Read emotions.
8. Explain gender-differences in emotions.
9. Describe external constraints on emotions.
10. Apply concepts on emotions to OB issues.
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© 2003 Prentice Hall Inc. All rights reserved. 4–4
What is Personality?What is Personality?
E X H I B I T 4-1
© 2003 Prentice Hall Inc. All rights reserved. 4–5
Personality TraitsPersonality Traits
Personality Determinants
• Heredity
• Environment
• Situation
Personality Determinants
• Heredity
• Environment
• Situation
© 2003 Prentice Hall Inc. All rights reserved. 4–6
The Myers-Briggs Type IndicatorThe Myers-Briggs Type Indicator
Personality Types
• Extroverted or Introverted (E or I)
• Sensing or Intuitive (S or N)
• Thinking or Feeling (T or F)
• Perceiving or Judging (P or J)
Personality Types
• Extroverted or Introverted (E or I)
• Sensing or Intuitive (S or N)
• Thinking or Feeling (T or F)
• Perceiving or Judging (P or J)
© 2003 Prentice Hall Inc. All rights reserved. 4–7
Sixteen Primary Traits
Sixteen Primary Traits
E X H I B I T 4-2
© 2003 Prentice Hall Inc. All rights reserved. 4–8
The Big Five ModelThe Big Five Model
© 2003 Prentice Hall Inc. All rights reserved. 4–9
Major Personality Attributes Influencing OBMajor Personality Attributes Influencing OB
Locus of control Machiavellianism Self-esteem Self-monitoring Propensity for risk taking Type A personality
© 2003 Prentice Hall Inc. All rights reserved. 4–10
Locus of ControlLocus of Control
© 2003 Prentice Hall Inc. All rights reserved. 4–11
MachiavellianismMachiavellianism
Conditions Favoring High Machs
• Direct interaction
• Minimal rules and regulations
• Distracting emotions
Conditions Favoring High Machs
• Direct interaction
• Minimal rules and regulations
• Distracting emotions
© 2003 Prentice Hall Inc. All rights reserved. 4–12
Self-Esteem and Self-MonitoringSelf-Esteem and Self-Monitoring
© 2003 Prentice Hall Inc. All rights reserved. 4–13
Risk-TakingRisk-Taking
High Risk-taking Managers– Make quicker decisions.– Use less information to make decisions.– Operate in smaller and more entrepreneurial
organizations. Low Risk-taking Managers
– Are slower to make decisions.– Require more information before making decisions.– Exist in larger organizations with stable
environments. Risk Propensity
– Aligning managers’ risk-taking propensity to job requirements should be beneficial to organizations.
© 2003 Prentice Hall Inc. All rights reserved. 4–14
Personality TypesPersonality Types
© 2003 Prentice Hall Inc. All rights reserved. 4–15
Personality TypesPersonality Types
© 2003 Prentice Hall Inc. All rights reserved. 4–16
Achieving Personality-Job FitAchieving Personality-Job Fit
Personality Types
• Realistic
• Investigative
• Social
• Conventional
• Enterprising
• Artistic
Personality Types
• Realistic
• Investigative
• Social
• Conventional
• Enterprising
• Artistic
© 2003 Prentice Hall Inc. All rights reserved. 4–17
Holland’s Typology of Personality
andCongruent
Occupations
Holland’s Typology of Personality
andCongruent
Occupations
E X H I B I T 4-3
© 2003 Prentice Hall Inc. All rights reserved. 4–18
Relationships among
Occupational Personality
Types
Relationships among
Occupational Personality
Types
E X H I B I T 4-4
© 2003 Prentice Hall Inc. All rights reserved. 4–19
Emotions- Why Emotions Were Ignored in OBEmotions- Why Emotions Were Ignored in OB
The “myth of rationality”– Organizations are not emotion-free.
Emotions of any kind are disruptive to organizations.– Original OB focus was solely on the effects of
strong negative emotions that interfered with individual and organizational efficiency.
© 2003 Prentice Hall Inc. All rights reserved. 4–20
What Are Emotions?What Are Emotions?
MoodsMoodsFeelings that tend to be Feelings that tend to be less intense than less intense than emotions and that lack a emotions and that lack a contextual stimulus.contextual stimulus.
MoodsMoodsFeelings that tend to be Feelings that tend to be less intense than less intense than emotions and that lack a emotions and that lack a contextual stimulus.contextual stimulus.
EmotionsEmotionsIntense feelings that are Intense feelings that are directed at someone or directed at someone or something.something.
EmotionsEmotionsIntense feelings that are Intense feelings that are directed at someone or directed at someone or something.something.
AffectAffectA broad range of emotions A broad range of emotions
that people experience.that people experience.
AffectAffectA broad range of emotions A broad range of emotions
that people experience.that people experience.
© 2003 Prentice Hall Inc. All rights reserved. 4–21
What Are Emotions? (cont’d)What Are Emotions? (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 4–22
Felt versus Displayed EmotionsFelt versus Displayed Emotions
© 2003 Prentice Hall Inc. All rights reserved. 4–23
Emotion DimensionsEmotion Dimensions
Variety of emotions– Positive– Negative
Intensity of emotions– Personality– Job Requirements
Frequency and duration of emotions– How often emotions are exhibited.– How long emotions are displayed.
© 2003 Prentice Hall Inc. All rights reserved. 4–24
Facial Expressions Convey EmotionsFacial Expressions Convey Emotions
E X H I B I T 4-5
© 2003 Prentice Hall Inc. All rights reserved. 4–25
Emotion ContinuumEmotion Continuum
The closer any two emotions are to each other on the continuum, the more likely people are to confuse them.
E X H I B I T 4-6
© 2003 Prentice Hall Inc. All rights reserved. 4–26
Gender and EmotionsGender and Emotions
Women– Can show greater emotional expression.– Experience emotions more intensely.– Display emotions more frequently.– Are more comfortable in expressing emotions.– Are better at reading others’ emotions.
Men– Believe that displaying emotions is inconsistent
with the male image.– Are innately less able to read and to identify
with others’ emotions.– Have less need to seek social approval by
showing positive emotions.
© 2003 Prentice Hall Inc. All rights reserved. 4–27
External Constraints on EmotionsExternal Constraints on Emotions
OrganizationalOrganizationalInfluencesInfluences
OrganizationalOrganizationalInfluencesInfluences
CulturalCulturalInfluencesInfluences
CulturalCulturalInfluencesInfluences
IndividualIndividualEmotionsEmotions
IndividualIndividualEmotionsEmotions
© 2003 Prentice Hall Inc. All rights reserved. 4–28
OB Applications of Understanding EmotionsOB Applications of Understanding Emotions
Ability and Selection– Emotions affect employee effectiveness.
Decision Making– Emotions are an important part of the decision-
making process in organizations. Motivation
– Emotional commitment to work and high motivation are strongly linked.
Leadership– Emotions are important to acceptance of
messages from organizational leaders.
© 2003 Prentice Hall Inc. All rights reserved. 4–29
OB Applications of Understanding EmotionsOB Applications of Understanding Emotions
Interpersonal Conflict– Conflict in the workplace and individual
emotions are strongly intertwined. Deviant Workplace Behaviors
– Negative emotions can lead to employee deviance in the form of actions that violate established norms and threaten the organization and its members.
• Productivity failures• Property theft and destruction• Political actions• Personal aggression
© 2003 Prentice Hall Inc. All rights reserved. 4–30
Ability and SelectionAbility and Selection
Emotional Intelligence (EI)– Self-awareness– Self-management– Self-motivation– Empathy– Social skills
Research Findings– High EI scores, not high
IQ scores, characterize high performers.
Emotional Intelligence (EI)– Self-awareness– Self-management– Self-motivation– Empathy– Social skills
Research Findings– High EI scores, not high
IQ scores, characterize high performers.
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