COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING

COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2

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CHAPTER 2PERSONALITY

AND LEARNING


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LEARNING OBJECTIVES Define personality and discuss its general

role in influencing organizational behaviour. Discuss the “Big Five” dimensions of

personality. Discuss the organizational consequences of

differences in locus of control, self-monitoring and self-esteem.

Define learning and understand what is learned in organizations and its general role in influencing organizational behaviour.


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Differentiate between positive and negative reinforcements and explain how to use them effectively.

Explain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement.

Distinguish between extinction and punishment and explain how to punish effectively.

Explain social learning theory. Discuss organizational learning practices.


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WHAT IS PERSONALITY?

The relatively stable set of psychological characteristics that influences the way an individual interacts with his or her environment.


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THE “BIG FIVE” DIMENSIONS OF PERSONALITY EXTRAVERSION – extent to

which a person is outgoing or shy.


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EMOTIONAL STABILITY – the degree to which a person has appropriate emotional control.


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AGREEABLENESS – the extent to which a person is friendly and approachable.


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CONSCIENTIOUSNESS – the degree to which a person is responsible and achievement oriented.


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OPENNESS TO EXPERIENCE – the extent to which a person thinks flexibly and is receptive to new ideas.


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THE “BIG FIVE” PERSONALITY DIMENSIONS

Extraversion Emotional Stability AgreeablenessSociable, Talkative Stable, Confident Tolerant, Cooperative

vs. vs. vs. Withdrawn, Shy Depressed, Anxious Cold, Rude

Conscientiousness Openness to ExperienceDependable, Responsible Curious, Original

vs. vs. Careless, Impulsive Dull, Unimaginative


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RELATIONSHIP BETWEEN THE “BIG FIVE” PERSONALITY DIMENSIONS AND CAREER

The “Big Five” traits are significantly related to both intrinsic (job satisfaction) and extrinsic (income and occupational status) career success.


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SPECIFIC PERSONALITY CHARACTERISTICS

LOCUS OF CONTROL – refers to an individual’s belief about the location of the factors that control his or her behaviour.


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INTERNAL/EXTERNAL LOCUS OF THE CONTROL CONTINUUM


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SELF-MONITORING – the extent to which people observe and regulate how they appear and behave in social settings and relationships.


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SELF-ESTEEM - the degree to which a person has a positive self-evaluation.


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WHAT IS LEARNING?

A relatively permanent change in behaviour potential that occurs due to practice or experience.


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WHAT DO EMPLOYEES LEARN?

PRACTICAL SKILLS Job-specific skills Knowledge Technical competence


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INTRAPERSONAL SKILLS Problem solving Critical thinking Learning about alternative work processes Risk taking


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INTERPERSONAL LEARNING Interactive skills

Communicating Teamwork Conflict resolution


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CULTURAL AWARENESS Social norms of

organizations Understanding company

goals Business operations Company expectations and

priorities


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REINFORCEMENT THEORIES

The process by which stimuli strengthen behaviours.

A reinforcer is a stimulus that follows some behaviour and increases or maintains the probability of that behaviour.


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POSITIVE REINFORCEMENT

The application or addition of a stimulus that increases or maintains the probability of some behaviour.

Positive reinforcers tend to be pleasant.


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NEGATIVE REINFORCEMENT

The removal of a stimulus that, in turn, increases or maintains the probability of some behaviour.

Negative reinforcers tend to be unpleasant.


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REINFORCEMENT STRATEGIES

To obtain fast acquisition of some response, continuous and immediate reinforcement is used.

Behaviour tends to be persistent when learned under conditions of partial and delayed reinforcement.


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SUMMARY OF REINFORCEMENT STRATEGIES AND THEIR EFFECTS


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PUNISHMENT

The application of an aversive stimulus following some behaviour designed to decrease the probability of that behaviour.


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USING PUNISHMENT EFFECTIVELY

Provide an acceptable alternative for the punished response. Make sure the chosen punishment is truly

aversive. Punish immediately. Do not reward unwanted behaviours before or

after punishment. Do not inadvertently punish desirable

behaviour.


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SUMMARY OF LEARNING EFFECTS


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MODELING

The process of imitating the behaviour of others.

It is self-reinforcement that occurs in the modeling process.

Attractive, credible, competent, high-status people will be imitated.


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SELF-EFFICACY

Beliefs people have about their ability to successfully perform a specific task.

Key factor in training.


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SELF-MANAGEMENT

The use of learning principles to manage one’s own behaviour.

Techniques include: Collect self-observation data, Observe models, Set goals, Rehearse, and Reinforce oneself.


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ORGANIZATIONAL BEHAVIOUR MODIFICATION (O.B. Mod.)

The systematic use of learning principles to influence organizational behaviour.

Financial and non-financial interventions have positive effects: Reinforcing attendance. Reinforcing work place safety.


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Planned organizational activities that are designed to facilitate knowledge and skill acquisition and the learning of important job-related behaviours.

TRAINING


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INFORMAL LEARNING

Learning experiences that are not planned and designed by the organization.

Tend to be spontaneous, immediate and task specific.


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CONTINUOUS – LEARNING WORK ENVIRONMENT

A work environment in which learning is considered to be an important part of everyday work life.

It is a major factor contributing to supervisors’ learning and behaviour.

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COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING