OB 2 Personality

8/8/2019 OB 2 Personality

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Organisational

Behaviour

OB -2 : Understanding Self &

Others


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Mental representation one has of self.

Way a person thinks others perceive his or her looks and actions.

SELF-CONCEPT


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Components of Self-Concept

IDENTITY

Awareness of being distinct & separate from others

BODY IMAGE

Mental picture of ones body


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SELF-ESTEEM

Personal feeling & self-evaluation of ones worth

SELF-EFFICACY

a persons belief about his or her chances of successfully

accomplishing a specific task


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We are what we think. All that we

are arises with our thoughts. Withour thoughts, we make the world.~The Buddha


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An individual's self-concept isthe core of his personality. It

affects every aspect of humanbehavior: the ability to learn,the capacity to grow andchange. A strong, positive self-image is the best possiblepreparation for success in life.

~ Dr. Joyce

Brothers


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Johari Window

I know.Youknow.

I know.

You don'tknow

I don't

know.You don'tknow.

I don'tknow.

You know.

I

Know Don't Know

You

Don'tKnow

Kn

ow


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We are most effective when we know a lot.

ArenaArena

FacadeFacade UnknownUnknown

Blind SpotBlind Spot

I

Know Don't Know

You

Don'tKnow

K

now


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We are most effective where we both knowstuff.



I

Know Don't Know

You

Don'tK

now

Kno

w

ArenaArenaEffectiveEffective


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Sharing can increase what you know andmake us both more effective.

Arena

Facade Unknown

Blind Spot

I

Know Don't Know

You

Don'tK

now

K

no

w

SharingSharing


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Listening can increase what I know andmake us both more effective.

Arena

Facade Unknow

n

BlindSpot

I

Know Don't Know

You

Don'tK

now

Kno

w

ListenListen


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We are more effective when we share and listen.We decrease danger and discover opportunities when we

share and listen.



I

Know Don't Know

You

Don'tKnow

K

now

ArenaArena

DangerDangerOpportunityOpportunity

EffectiveEffective


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Transactional Analysis

A model for explaining why and how:

People think like they do

People act like they doPeople interact/communicate with others


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Our Brain (according to Berne)

Determines what we think and how we act

Acts like a tape recorder while recording

1) Events

2) Associated feelings

Has 3 distinct parts or ego states

1) Parent2) Adult

3) Child


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Ego States

Parent

Adult

Child

Nurturing Critical

Natural Adapted


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Parent Ego State

Thoughts, feelings, attitudes, behavioral patterns basedon messages or lessons learned from parents and otherparental or authoritarian sources

Shoulds and should nots; oughts and ought nots; always

and never Prejudicial views on things such as:

religion dress salespeople

traditions work products

money raising children companies

Nurturing views (sympathetic, caring views) Critical views (fault finding, judgmental, condescending

views)


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Child Ego State

Thoughts, feelings, attitudes, behavioral patterns based

on child-like emotions, impulses, feelings we have

experienced

Child-like examples

Impulsive

Self-centered

AngryFearful

Happy

Pleasure seeking

Rebellious

Curious

Eager to please


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Ego Portraits

People have favorite, preferred ego state,

depicted by larger circle in a diagram

Parent Adult Child

P

A

C

P

A

C

P

A

C


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Human Interaction Analysis

A transaction = any interaction or communication between 2

people

People send and receive messages out of and into their

different ego states

How people say something (what others hear?) just as

important as what is said

Types of communication, interactions

1) Complementary2) Crossed

3) Ulterior


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Intonations: Its the Way You Say It!

Placement of the emphasis

Why dont I take you to dinner tonight?




Why dont I take you to dinner tonight?Why dont I take you to dinner tonight?

Why dont I take you to dinnertonight?

What it means

I was going to take someone else.

Instead of the guy you were going with.

Im trying to find a reason why I

shouldnt take you.

Do you have a problem with me?

Instead of going on your own.

Instead of lunch tomorrow.

Not tomorrow night.


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Complementary Transactions

Interactions, responses, actions regarded as appropriate

and expected from another person.

Parallel communication arrows, communication

continues.Example 1: #1 What time do you have?

#2 Ive got 11:15.P

A

C

P

A

C


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Complementary Transactions

contd

Example 2:

P

A

C

P

A

C

#1 Youre late again!

#2 Im sorry. It wont

happen again.


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Crossed Transactions

Interactions, responses, actions NOT regarded as appropriate or

expected from another person.

Crossed communication arrows, communication breakdown.

Example 1 #1 What time do you have?

#2 Theres a clock on the wall, why dont you

figure it out yourself?

P

A

C

P

A

C


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Crossed Transactions contd

Example 2 #1 Youre late again!

#2 Yeah, I know, I had a flat tire.

P

A

C

P

A

C


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Ulterior Transactions

Interactions, responses, actions which are

different from those explicitly stated

Example #1 How about coming up to my roomand listening to some music?

P

A

C

P

A

C


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Manager CP>AC

Where is that report I wrote ?

Secretary CP>AC

If you looked in your in-tray, youdfind it.


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NP CP

A

NC AC

NP CP

A

NC AC


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Angular Transactions

Store salesperson A>A

The sale ends today.

(hidden A>NC)

(Buy now or lose out.)

Customer NC>A

Ill have this


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Angular Transactions

NP CP

A

NC AC

NP CP

A

NC AC

Covert, ulterior message


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Duplex Transactions

(Duplex = American for 2 storey apartment)

Manager A>A

Come into my office a moment

Person A>A

Im busy right nowIve got to

(Manager CP>AC

Im going to clobber you.)

(Person AC>CP

I dont want to be clobbered.)

Both complementary, one hidden


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Duplex Transactions

NP CP

A

NC AC

NP CP

A

NC AC

Hidden, complementary transaction


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Tips for Work

Try mostly to keep AA

Do divert into NCNC sometimesHolidays, sport, music, etc

Dont get into CPACYou havent given me any reason for

Nor NPACIf I were your boss, I would agree

I agree, threshold assessment is nonsense

Certainly, dont do ACNP (with a hidden thirdparty CP)

Im sorry I have to ask this, but the .demands it

Nor CPCP


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Life Positions

About oneself

I can think for myself

Im worth knowing

Im stupidIm worthless

About others

People can be trusted

Everyone has good points

People are bad

Everyone is incompetent


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Im not OK, youre OK

Early childhood

Feeling powerless or inferior

so avoid difficult situations

Accountant faced with Auditor

Driver stopped by Police


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Im not OK, youre not OK

Disaster

No stroking, much punishment in childhood

Lose interest in living

Very hard to reach, get through to, suchpeople

Possibly 1 %


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Im OK, youre not OK

Many Inspectors

Early history of psychopaths

Competitive, hostile, angry

Put down, victimize, persecute otherHitler, et al

Withdrawal, depression


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Im OK, youre OK

What we should aim for

Healthy, based on thought, faith and thewager of action

Solve problems constructively

Why not ?position

Good school teachers

Good managers

Good Auditors


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Life Positions

I-U+

Negative aspects of AC

get away from

I+U+

Positive aspects of all

statesget on with

I-U-

Negative aspects of ACand CP

get nowhere

I+U-

Negative aspects of CP

get rid of


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Strokes

Physical from parents, partners

Psychological from teachers, friends, partners,acquaintances, managers

Positive for BeingMorning, Karen. Morning, John, youre

looking very smart.

Positive for DoingThis report is excellent.

Negative for BeingWhy are you so unhelpful ?

Negative for DoingYoure late again.

No strokes = Worst


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Time Structuring

Intimacy

Games

Activities

Pastimes

Rituals

Withdrawal


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Rituals

Programmed social, safe

No commitment or involvement

Shows us were in step with others

Provides positive strokes

Eating out Christmas

Elderly people shopping (and some young)

Good morning, Mrs Smith, nice weather.

Im John, what this interview is about..

Must do ritual to start talking to someone new

Hows life ? can get you further


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Pastimes

Unthreatening, non-committal, WI, small talk,parties, clubs, much sport, some holidays (ClubMed, cruises, package holidays, back-packing)

Socially competent people do themsuccessfully

Part of the route towards closer friendship

Essential in interviewing new contacts,or recruits

Can introduce pastime as theyre talking

about their job and life


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Activities

Practical, with a goal

Work, playing sport, some holidays leisure(sailing, mountaineering, art, theatre)

Satisfying in themselves, or because of strokesreceived for completion

Good route to friendship and intimacy

This is what we do mostly at work


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Games People Play

Mines better than yours

Why dont you ? Yes, but

Lets you and him fight

Why does this always happen to me ?

Now Ive got you, you son-of-a-bitch

See what you made me do

What would you do without me ?

Con + Gimmick = ResponseSwitchCross upPayoff

Persecutor games players, or Rescuers suss out Victims often

Dont fall for it


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Intimacy

Emancipation of Adult enables Natural Childto emerge

Friendship, partnering

Mutual total acceptance, caring, trust,empathy, affection

Spontaneous sharing, not sociallyprogrammed

Frightening and risky

I+U+ essential, lot of AA

Can happen in midst of crowd, or at work


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Spontaneous Empathy

Wont get enough insight for intimacy, butmust give the impression youre workingtowards it

Talk briefly about yourself, when you have a

story relevant to what theyve said

Show interest in their position---not necessarilyjust work

Empathise, end up with them seeing you as afriend, not a boss

Hows life ? can be a useful starter Isometimes get quite amazingly personalanswers


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What now ?

So far maybe some learning, how to implant it and useit ?

Framework ofknowledge

Stand behind own head

Analyse all transactions

Work, friends, neighbours, strangers

Observe others, shops, restaurants, bars, TV, radio,

film, theatre, booksCreates skill, confidence, attitude

Use them to improve your communications andrelationship management


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Thecombinationofpsychologica

l

traitsweusetoclassify&

describeapersonintermsof

characteristicssuchasquiet,

passive,loud,aggressive,etc.

Personality

Personality


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Personality

Unique pattern of traits and behaviors that define eachindividual

What makes us recognizably the same from time to time and

from place to place Patterns of behavior and thinking (Carlson)

...your characteristic pattern of thinking, feeling, and

acting (Myers).

Setting may influence personality, but strong or rigidpersonalities are consistent.


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Prentice Hall, 2001 Chapter 4 56

Personality AttributesPersonality Attributes

and Behaviorand Behavior

RiskRisk

TakingTaking

LocusLocus

of Controlof Control

Self-EsteemSelf-Esteem

Type AType A

PersonalityPersonality

Self-MonitoringSelf-Monitoring

MachiavellianMachiavellian

TraitsTraits


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Personality Traits And Work-related

Behaviors (contd) Self-esteem (SE)

An individuals degree of life dislike for him- or

herself

Self-monitoring A measure of an individuals ability to adjust his or

her behavior to external, situational factors

Propensity for risk taking

The willingness to take chancesa preference toassume or avoid risk


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Locus of Control

An individuals beliefs about whether the consequences of heractions are controlled by internal variables or external ones

Internal: belief that consequences of behavior depend on ones

own actions

Ex: grade I get will depend on how hard I work External: belief that consequences of behavior are controlled by

external factors

Ex: grade I get will depend on how hard the tests are


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Internal & External Locus of Control


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Locus of Control

Internal locus of control leads to Persistence in tasks

Healthy behaviors, ex regular exercise, no smoking, good diet

High academic achievement

But also self-blame even when failure caused by external events

External locus of control is implicated in some types of depression

and learned helplessness


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Self-Esteem

High Self-Esteem

Self-concept matches ideal self

Low Self-EsteemSelf-concept more negative than ideal self


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Effects of High Self-Efficacy

PriorExperience

Sources of Self-Efficacy Beliefs Feedback Behavioral Patterns Results

HighI know Ican do this job

Self-efficacybeliefs

Success

Be activeselectbest

opportunities

Manage thesituation

avoid or neutralize

obstacles

Set goalsestablish

standards

Plan, prepare,practice

Try hard: persevere

Creatively solve

problems

Learn from setbacks

Visualize success

Limit Stress

PriorExperience

PriorExperience

PriorExperience


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Effects of Low Self-Efficacy

PriorExperience

Sources of Self-Efficacy Beliefs Feedback Behavioral Patterns Results

Self-efficacybeliefs

Be passive Avoid difficulttasks Develop weakaspirations andlowcommitment

Focus onpersonaldeficiencies

Dont even trymakea weak effort

Quit or becomediscouraged

becauseof setbacks Blame setbacksonlack of ability orbadluck

Worry,experiencestress, become

depressed Think of excusesfor

PriorExperience

PriorExperience

PriorExperience

LowI dont think

I can get the jobdone

Failure


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ROLE

Expectations or standards of behavior accepted by

society

SELF MONITORING

Observing ones own behavior and adapting to the

situation


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Practical Recommendations

For high, moderate, and low self-monitors:Become more aware of your self-image and howit affects others.

For high self-monitors: You cannot be all thingsto all people caution - you can be perceived asinsincere, dishonest, phoney, and untrustworthy

For low self-monitors: You can bend without

breaking, so try and be more accommodatingwhile being true to your beliefs, Learn to readnon-verbal cues.

P i P li i V l d


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Proactive Personalities are Valued

Human Capital

Proactive Personalityaction-oriented

person who shows

initiative and perseveres to change

things


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Personality Tests

Broad dimensions relating to individual traits that are

consistent across contexts

Related to interests and values.

Utility rests on strength of link between personality

measure and career

Need to keep current on research relating personality to

career choice, fit, satisfaction and performance (predictive

validity)

Best used as part of broad self-knowledge program


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Myers-Briggs Type Indicator

4 Dimensions

Each individual prefers one aspect of each dimension

(like being left or right handed)

Everyone uses all the preferences to some degree 16 personality types

Scores on MBTI show clarity of preference, not degrees

of use


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72

Talkative, open,Talkative, open,

speaks then thinksspeaks then thinks

Reserved, closed,Reserved, closed,

thinks then speaksthinks then speaks

Extraversion and Introversion


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Extraversion / Introversion

Extraversion

energised by other

people (even when not

with them) likes group working

needs variety and

action

working alone is tiring

Introversion energised by internal

thoughts (even atparties)

enjoys working alone

likes reading andlistening

good at concentration

company of others istiring


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74

Reads instructions,Reads instructions,

notices detailsnotices details

Skips directions,Skips directions,

follows hunchesfollows hunches

Sensing and iNtuition


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Clare Howard Consultants 75

Sensing and iNtuition

S likes practical

experience

likes visual/sensory

material

likes using learnedskills

needs factual

information likes repetition

N

prefers adding newskills

looks at the big picture

theory first thenapplication

uses models andframeworks for

understanding likes variety

change


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76

Thinking and Feeling Deciding

The logical thing

to do is ...

Goes by logicGoes by logic Goes by personalGoes by personal

convictionsconvictions

I believe the

right thing to

do

is....


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Clare Howard Consultants 77

Thinking and Feeling

T

needs logical structure

wants efficient

materials requires clear goals

F

values harmony

needs recognition

seeks approval wants appreciation for

effort


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Judging and Perceiving

Judging Likes and sticks to plans

Likes to know wherethey are going

Likes things sorted outand decisions made

Everything in its placeand a place for

everything Enjoys reaching the

destination

Perceiving

Likes to go somewhere new

Prefers to postpone decisions

in case something more

interesting turns up

Never the same thing twice

Likes plans because of the

opportunity for change

Enjoys the journey


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Putting the dimensions together

Sensing iNtuition

ThinkingFeeling

Source of Energy

Perceiving

Attitude to exploring

and organising

Judging

ExtraversionIntroversion

PerceivingJudging

ESFP INFJ


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Personality Tests: 16 PF

Cattell, psychometric model factor analysis

16 years and older

16 primary factors 5 global factors


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16 PF Primary Factors

Reserved-Warm Concrete-Abstract

Reactive-EmotionallyStable

Deferential-Dominant Serious-Lively

Expedient-Rule-Conscious

Shy-Socially Bold

Utilitarian-Sensitive

Trusting-Vigilant

Grounded-Abstracted

Forthright-Private

Self-Assured- Apprehensive

Traditional-Open to Change

Group-Oriented- Self-

Reliant

Tolerates Disorder-Perfectionist

Relaxed-Tense


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16 PF Global Factors

Introverted-Extroverted

Extraversion

Low Anxiety-High Anxiety

Neuroticism, Emotional Stability

Intuitive/Open-Tough Minded

Openness

AccommodatingSelf-Oriented

Agreeability UnrestrainedSelf-Controlled

Conscientiousness


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Interpersonal Needs

Need to work with others to accomplish

tasks

Need to work with others to reduce anxiety Need to work with others to define oneself

Personality determines style of working

with others FIRO-B measures differences in styles

FIRO-B Measures Interpersonal


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FIRO-B Measures Interpersonal

Needs

INCLUSION: The extent of contact andprominence that a person seeks.

CONTROL: The extent of power or dominancethat a person seeks.

AFFECTION: The extent of closeness that aperson seeks

Measures How Much Needs are


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Measures How Much Needs are

Expressed and Wanted

EXPRESSED: The extent to which a person

will initiate the behavior.

WANTED: The extent to which a person

prefers to be the recipient of the behavior.


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Inclusion Control Affection

Expressed

TowardOthers

I join other

people, and Iincludeothers.

I take charge,

and I influencepeople.

I get close

and personalwith people.

Wanted

FromOthers

I want other

people toinclude me.

I want others to

lead me or giveme directions.

I want people

to get closeand personal

with me.

FIRO-B Descriptors

T /L d hi Eff i


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Team/Leadership Effectiveness

Inclusion (I) Control (C) Affection (A)Do I give othersenough space? (H)

Did everyone get an

equal chance toparticipate? (L)

Do I promote my ownideas at the expense ofothers? (H)

Can I allow team membersto set priorities? (L)

Can I intrude less onothers? (H)

Can I support and

encourage others more? (L)

Do I expect others toseek my input do Iask for theirs? (H)

Do I meet with myteam often enough fortheir needs? (L)

Can I be more flexible andaccept ambiguity? (H)

Why am I resisting independence or realproblem? (L)

Am I too dependent onfeedback on my work? (H)

Does my emotionaldistance prevent me frombeing seen as supportive?(L)

Total Need Scores:


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Offer insight into how you will tend to react in

interpersonal communication situations

Lowest Score: Your weakest need area where

you are most willing to give-in or compromise.

Highest Score: Your strongest need area

where you are most likely to take a stand.

If Your Strongest Needs are for


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Inclusion

You will strive to be a leader who:

Focuses on fairness and involving your team

Integrates divergent interests

Gains legitimacy through endorsement and consent

Enjoys serving and benefiting the common welfare

Desires to have a noticeable impact

Likes to be viewed as a popular leader

Is gratified by public recognition



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Control


Focuses on the task to be accomplished

Meets deadlines

Provides structure and gives instructions

Sticks firmly to final decisions

Develops challenging goals Gains legitimacy through task skill and

proficiency



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Affection


Focuses on developing human resources

Strives to increase and maintain employeesatisfaction

Encourages and supports others

Minimizes conflict Gains legitimacy through personal commitmentand loyalty

Invites feedback - respects honest communication

Si i


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Situations that:

allow you to satisfy your strongest need are the

ones you return to most eagerly

emphasize your weakest need area are those

you prefer to avoid

E t iE t i


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Prentice Hall, 2001 Chapter 4 96

TheThe

Big FiveBig FivePersonalityPersonality

ModelModel

Openness to ExperienceOpenness to Experience

ExtraversionExtraversion

AgreeablenessAgreeableness

ConscientiousnessConscientiousness

Emotional StabilityEmotional Stability


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The Big Five Model of Personality

Extroversion A personality dimension that describes the degree to

which someone is sociable, talkative, and assertive.

Agreeableness A personality dimension that describes the degree to

which someone is good-natured, cooperative, and

trusting.

Conscientiousness A personality dimension that describes the degree to

which someone is responsible, dependable,

persistent, and achievement oriented.

Emotional stability A personality dimension that describes the degree to

which someone is calm, enthusiastic, and secure

(positive) or tense, nervous, depressed, and insecure(negative).

Openness to experience A personality dimension that describes the degree to

which someone is imaginative, artistically sensitive,

and intellectual.


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Matching Personalities And Jobs

PersonPerson JobPerformancPerformancee

Hollands Typology of Personality and


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Holland s Typology of Personality and

Sample Occupations

Realistic Prefers physical activities

that require skill, strength,and coordination

Investigative Prefers activities involving

thinking, organizing, andunderstanding

Social Prefers activities that

involve helping anddeveloping others

Conventional Prefers rule-regulated,

orderly and unambiguousactivities

Enterprising Prefers verbal activities

where there areopportunities to influenceothers and attain power

Artistic Prefers ambiguous and

unsystematic activities thatallow creative expression

Six Personality Types & Sample Occupations

Type Personality Characteristics Sample Occupation


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Realistic: Prefers physicalactivities that require skill,strength, & coordination

Shy, genuine, persistent,stable, conforming,practical

Mechanic, drill pressoperator, assembly -lineworker, farmer

Investigative: Prefersactivities involvingthinking, organizing, &understanding

Analytical, original,curious, independent

Biologist, economist,mathematician, newsreporter

Social: Prefers activitiesthat involve helping &developing others

Sociable, fri endly,cooperative,understanding

Social worker, teacher,counselor, clinicalpsychologist

Conventional: Prefers rule -regulated, orderly, &unambiguous activities

Conforming, efficient,practical, unimaginative,inflexible

Accountant, corporatemanager, b ank teller,file clerk

Enterprising : Prefersverbal activities wherethere are opportunities to

influence others & attainpower

Self-confident, ambitious,energetic, domineering

Lawyer, real estateagent, public relationsspecialist, small

business manage r

Artistic: Prefersambiguous &unsystematic activitiesthat allow creative

expression

Imaginative, disorderly,idealistic, emotional,impractical

Painter, musician,writer, interior decorator

Relationship Among Occupational


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Personality Types

K P i f H ll d M d l


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Key Points of Hollands Model

There do appear to be intrinsic differences in personality

among individuals;

There are different types of jobs

People in job environments congruent with theirpersonality types should be more satisfied and less likely

to resign voluntarily than people in incongruent jobs.

R l t Sit


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Relevant Sites

http://www.ibiblio.org/pub/academic/psychology/alt.psychology.personality/profiles/

http://www.keirsey.com/

http://career.missouri.edu/holland/

http://www.self-directed-search.com/
http://www.ibiblio.org/pub/academic/psychology/alt.psychology.personality/profiles/http://www.keirsey.com/http://career.missouri.edu/holland/http://www.self-directed-search.com/http://www.self-directed-search.com/http://career.missouri.edu/holland/http://www.keirsey.com/http://www.ibiblio.org/pub/academic/psychology/alt.psychology.personality/profiles/

Documents

OB 2 Personality