Chap007 - Psy Cap - Luthans - ppt.ppt

7/25/2019 Chap007 - Psy Cap - Luthans - ppt.ppt

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7-2

Learning Objectives

Understand the positive psychology movement. Discuss the theory, research, and application of

self-efficacyconfidence, optimism, hope, and

resiliency as best !O" criteria-meetingpsychological resources and #hen in combination

represent psychological capital $!sy%ap&.


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7-'

Learning Objectives $continued&

(eature the theory, research, and development ofpsychological capital or !sy%ap.

!resent the theory, research, and application of

happinesssubjective #ell-being $)*"& asanother positive construct.

!resent emotions, intelligence, and combined

emotional intelligence $+& as other positiveconstructs.


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7-

ntroduction

!ositive organi/ational behavior $!O"& is thestudy and application of positive oriented human

resource strengths and psychological capacities

that can be measured, developed, and effectivelymanaged for performance improvement in

today0s #or1place.


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ntroduction $continued&

!O" operational criteria3"ased on theory and research

4alid measures

Open to development5anaged for performance improvement


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!ositive !sychology

s concerned #ith optimal human functioning.he three levels of positive psychology are3

4alued subjective e8periences

!ositive individual traits %ivic virtues and the institutions that move

individuals to#ard better citi/enship


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(igure 7. - he 9-:-* 5odel $he nteraction

of 9ealth, :elationship, and *or1&


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)elf-+fficacy%onfidence

he formal definition of self-efficacy that isusually used is ho# #ell one can e8ecute courses

of action rettributionlocusof control


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)pecific self-efficacy s highly variable

depending on the

specific tas1 and is

cognitively processed

by the individual

before any effort is

e8pended.

@eneral self-efficacy :eflects people0s

belief in successfully

accomplishing tas1s

across a #ide variety

of achievement

situations.

s relatively stableover time and across

situations.

)elf-+fficacy%onfidence $continued&


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!rocess and mpact of )elf-+fficacy

he self-efficacy process starts before individualsselect their choices and initiate their effort.

)elf-efficacy can directly affect3

%hoice behavior5otivational effort

!erseverance

(acilitative thought patterns4ulnerability to stress


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(igure 7.2 - he 5ajor )ources of nformation

for )elf-+fficacy


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mplications for +fficacy in the *or1place and

!O"

)election of human resources"ased on magnitude and strength of self-efficacy

raining and development

@uided mastery%ognitive mastery modeling

Development of self-regulatory competencies


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able 7.- mplications of )elf-+fficacy for

+ffective raining

Source: >dapted from :obert (. 5ager, BCo )elf-+fficacy, Co !erformance, Training, >pril ??2, pp. 'E'6.


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able 7.- mplications of )elf-+fficacy for+ffective raining $continued&

Source: >dapted from :obert (. 5ager, BCo )elf-+fficacy, Co !erformance, Training, >pril ??2, pp. 'E'6.


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mplications for +fficacy in the *or1place and

!O"

Other applications)tress management

)elf-managed teams

Fob design and goal setting

Leadership


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Optimism

Dimensions of optimismOptimism as human nature

Optimism as an individual difference

+8planatory styleLearned helplessness

!essimists and optimists

)ome unresolved optimism issues

Little vs. big optimism

Optimism vs. pessimism

Learning and sustaining optimism


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Optimism $continued&

+8amples of positive force in the #or1placeinclude3

5otivation to #or1 harder

"e more satisfied and have high morale

9ave high levels of aspiration and set stretch goals

!ersevere in the face of obstacles and difficulties

5a1e attributions of personal failures and setbac1sas temporary

t can lead to meaningless or dysfunctional

outcomes.


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9ope

> positive motivational state based on aninteractively derived sense of successful goal-

directed energy and path#ays.

%onsists of both the #illpo#er $agency& and#aypo#er $path#ays&.

9as a positive impact on academic achievement,

athletic accomplishment, emotional health, andthe ability to cope #ith illness and other

hardships.


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:esiliency

> class of phenomena characteri/ed by patternsof positive adaptation in the conte8t of significant

adversity or ris1.

s reactive in nature.

s vie#ed as the capacity to rebound or bounce

bac1 from adversity, conflict, failure or even

positive events, progress and increasedresponsibility.


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:esiliency $continued&

s an elaborate process in #hich competence isdeveloped over time as people interact #ith their

environment most often characteri/ed by

continuous change and uncertainty. >ccording to research, resiliency has been found

to be influenced and developed by three types of

factors3 assets, ris1s, and adaptational processes.


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:esiliency $continued&

%an be developed through3 +nhancing the assetsthat a person possesses

+ducation, training, and nurturing social relationships

mproving the


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!sychological %apital $!sy%ap&

>n individual0s positive psychological state ofdevelopment that is characteri/ed by3 %onfidence $self-efficacy&

!ositive attribution $optimism&

!ersevering to#ard goals and redirecting paths togoals $hope&

"ouncing bac1 and beyond $resiliency&

!sy%ap is stateli1e and open to development.

i h l i l i l i


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(igure 7. - !sychological %apital ntervention

$!%&

Source:>dapted from

(. Luthans, F. ". >vey, ". 4.

>volio, ). 5. Corman, and

@. C. %ombs, B!sychological

%apital Development3 o#ard a

5icro-ntervention, Journal of

Organizational Behavior, 4ol.

27, 2AA6, pp. ';7E'?'.

Note: he !% is intended to affect

each state as #ell as the overall

level of !sy%ap for performance

impact.

Lut'A'2GchA7G??-2.


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Other !ositive %onstructs

9appiness or subjective #ell-being $)*"&+motional ntelligence $+&

he :ole of ntelligence


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9appiness or )ubjective *ell-"eing $)*"&

)*" is usually considered broader and isdefined as people0s affective and cognitive

evaluations of their lives.

t is open to change and development.

)*" has demonstrated a direct correlation to job

satisfaction


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able 7.2 - ypes of +motions

Source: >dapted from 9. 5. *eiss and :. %ropan/ano, B>ffective +vents heory, in ". 5. )ta# and L. L. %ummings $+ds.&, Research in Organizational

Behavior, 4ol. ;, F> !ress, @reen#ich, %onn., ??6, pp. 2AE22 and Daniel @oleman,Emotional Intelligence, "antam "oo1s, Ce# Hor1, ??, pp. 2;?E2?A.


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+motional ntelligence $+&

+motions can be conceptuali/ed along acontinuum.

+motionally intelligent people

%an read the e8pressed emotions of other people. 9ave the maturity to hold their felt emotions in

chec1 and not display undesirable, immature

negative emotions such as anger or disgust.

bl 7 @ l 0 Di i f + ti l


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able 7. - @oleman0s Dimensions of +motional

ntelligence in the *or1place

Source: >dapted from Daniel @oleman,Emotional Intelligence, "antam "oo1s, Ce# Hor1, ??, pp. 'E, and Daniel @oleman, Working ith Emotional

Intelligence, "antam "oo1s, Ce# Hor1, ??;, p. ';.


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he :ole of ntelligence

Cature versus nurture intelligence:ecognition of multiple intelligences

ntelligence as cognitive mental ability


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able 7.' @ardner0s 5ultiple ntelligences

Source: >dapted from Lou :ussell, The !ccelerate" #earning $iel"%ook, Fossey-"ass!feiffer, )an (rancisco, ???, pp. 6AE7A. (or the original #or1 see3 9o#ard

@ardner,$rames of &in": The Theor' of &ulti(le Intelligences, "asic "oo1s, Ce# Hor1, ?;' and 9o#ard @ardner, B>re here >dditional ntelligencesI he %ase for

Caturalist, )piritual and +8istential ntelligences, Unpublished *hite !aper, ??6. t should be noted that emotional intelligence is not necessarily recogni/ed as an 5

by @ardner.

bl 7 % iti >biliti : l t d t F b


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able 7. %ognitive >bilities :elated to Fob

!erformance

Source: >dapted from 5. D. Dunnette, B>ptitudes, >bilities, and )1ills, in 5. D. Dunnette $+d.&,)an"%ook of In"ustrial an" Organizational *s'cholog', :and 5cCally,

)1o1ie ll., ?76, pp. 7;E;'.


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Chap007 - Psy Cap - Luthans - ppt.ppt