个性和价值观.ppt

Kelli J. SchutteKelli J. SchutteWilliam Jewell CollegeWilliam Jewell CollegeRobbins & JudgeRobbins & JudgeOrganizational BehaviorOrganizational Behavior14th Edition14th EditionChapterPersonality and ValuesPersonality and Values5 Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-0Chapter Learning ObjectivesØAfter studying this chapter, you should be able to:–Define personality, describe how it is measured, and explain the factors that determine an individual’s personality.–Describe the Myers-Briggs Type Indicator personality framework and assess its strengths and weaknesses.–Identify the key traits in the Big Five personality model.–Demonstrate how the Big Five traits predict behavior at work.–Identify other personality traits relevant to OB.–Define values, demonstrate their importance, and contrast terminal and instrumental values.–Compare generational differences in values, and identify the dominant values in today’s workforce.–Identify Hofstede’s five value dimensions of national culture. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-1What is Personality?The dynamic organization within the individual of those psychophysical systems that determine his unique adjustments to his environment. - Gordon Allport–The sum total of ways in which an individual reacts and interacts with others, the measurable traits a person exhibitsØMeasuring Personality–Helpful in hiring decisions–Most common method: self-reporting surveys–Observer-ratings surveys provide an independent assessment of personality – often better predictors Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-2Personality DeterminantsØHeredity–Factors determined at conception: physical stature, facial attractiveness, gender, temperament, muscle composition and reflexes, energy level, and bio-rhythms–This “Heredity Approach” argues that genes are the source of personality–Twin studies: raised apart but very similar personalities–There is some personality change over long time periods Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-3Personality TraitsEnduring characteristics that describe an individual’s behavior–The more consistent the characteristic and the more frequently it occurs in diverse situations, the more important the trait.ØTwo dominant frameworks used to describe personality:–Myers-Briggs Type Indicator (MBTI®)–Big Five Model Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-4The Myers-Briggs Type IndicatorØMost widely used instrument in the world.ØParticipants are classified on four axes to determine one of 16 possible personality types, such as ENTJ. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice HallFlexible and Flexible and SpontaneousSpontaneousSociable and Sociable and AssertiveAssertiveQuiet and Quiet and ShyShyUnconsciousUnconsciousProcessesProcessesUses Values Uses Values & Emotions& EmotionsPractical andPractical andOrderlyOrderlyUse ReasonUse Reasonand Logicand LogicWant OrderWant Order& Structure& Structure5-5The Types and Their UsesØEach of the sixteen possible combinations has a name, for instance: –Visionaries (INTJ) – original, stubborn, and driven–Organizers (ESTJ) – realistic, logical, analytical, and businesslike–Conceptualizer (ENTP) – entrepreneurial, innovative, individualistic, and resourcefulØResearch results on validity mixed–MBTI® is a good tool for self-awareness and counseling.–Should not be used as a selection test for job candidates. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-6The Big Five Model of Personality Dimensions Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-7How Do the Big Five Traits Predict Behavior?ØResearch has shown this to be a better framework.ØCertain traits have been shown to strongly relate to higher job performance:–Highly conscientious people develop more job knowledge, exert greater effort, and have better performance.–Other Big Five Traits also have implications for work.•Emotional stability is related to job satisfaction.•Extroverts tend to be happier in their jobs and have good social skills.•Open people are more creative and can be good leaders.•Agreeable people are good in social settings. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice HallSee E X H I B I T 5See E X H I B I T 5–1–15-8Other Personality Traits Relevant to OBØCore Self-Evaluation–The degree to which people like or dislike themselves–Positive self-evaluation leads to higher job performanceØMachiavellianism–A pragmatic, emotionally distant power-player who believes that ends justify the means–High Machs are manipulative, win more often, and persuade more than they are persuaded. Flourish when:•Have direct interaction•Work with minimal rules and regulations•Emotions distract othersØNarcissism–An arrogant, entitled, self-important person who needs excessive admiration–Less effective in their jobs Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-9ØSelf-Monitoring–The ability to adjust behavior to meet external, situational factors.–High monitors conform more and are more likely to become leaders.ØRisk Taking–The willingness to take chances.–May be best to align propensities with job requirements.–Risk takers make faster decisions with less information.More Relevant Personality Traits Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-10Even More Relevant Personality Traits ØType A Personality–Aggressively involved in a chronic, incessant struggle to achieve more in less time•Impatient: always moving, walking, and eating rapidly•Strive to think or do two or more things at once•Cannot cope with leisure time•Obsessed with achievement numbers –Prized in North America but quality of the work is low–Type B people are the complete oppositeØProactive Personality–Identifies opportunities, shows initiative, takes action, and perseveres to completion–Creates positive change in the environment Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-11ValuesBasic convictions on how to conduct yourself or how to live your life that is personally or socially preferable – “How To” live life properly.ØAttributes of Values:–Content Attribute – that the mode of conduct or end-state is important–Intensity Attribute – just how important that content isØValue System–A person’s values rank ordered by intensity–Tends to be relatively constant and consistent Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-12Importance of ValuesØProvide understanding of the attitudes, motivation, and behaviorsØInfluence our perception of the world around usØRepresent interpretations of “right” and “wrong”ØImply that some behaviors or outcomes are preferred over others Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-13Classifying Values – Rokeach Value SurveyØTerminal Values–Desirable end-states of existence; the goals that a person would like to achieve during his or her lifetimeØInstrumental Values–Preferable modes of behavior or means of achieving one’s terminal valuesØPeople in same occupations or categories tend to hold similar values–But values vary between groups–Value differences make it difficult for groups to negotiate and may create conflict Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-14Value Differences Between Groups Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice HallSource: Based on W. C. Frederick and J. Weber, “The Values of Corporate Managers and Their Critics: An Empirical Description and Normative Implications,” in W. C. Frederick and L. E. Preston (eds.) Business Ethics: Research Issues and Empirical Studies (Greenwich, CT: JAI Press, 1990), pp. 123–44.E X H I B I T 5-4E X H I B I T 5-45-15Generational ValuesCohortEntered WorkforceApproximate Current AgeDominant Work ValuesVeterans1950-196465+Hard working, conservative, conforming; loyalty to the organizationBoomers1965-198540-60sSuccess, achievement, ambition, dislike of authority; loyalty to careerXers1985-200020-40sWork/life balance, team-oriented, dislike of rules; loyalty to relationshipsNexters2000-PresentUnder 30Confident, financial success, self-reliant but team-oriented; loyalty to both self and relationships Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice HallE X H I B I T 5-5E X H I B I T 5-5 5-16Linking Personality and Values to the WorkplaceManagers are less interested in someone’s ability to do a specific job than in that person’s flexibility.ØPerson-Job Fit:–John Holland’s Personality-Job Fit Theory•Six personality types•Vocational Preference Inventory (VPI)–Key Points of the Model:•There appear to be intrinsic differences in personality between people•There are different types of jobs•People in jobs congruent with their personality should be more satisfied and have lower turnover Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-17Relationships Among Personality Types Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice HallThe closer the The closer the occupational occupational fields, the more fields, the more patible.The further apart The further apart the fields, the the fields, the more dissimilar.more dissimilar.E X H I B I T 5-7E X H I B I T 5-7 Need to match personality type with occupation.Source: Reprinted by special permission of the publisher, Psychological Assessment Resources, Inc., from Making Vocational Choices, copyright 1973, 1985, 1992 by Psychological Assessment Resources, Inc. All rights reserved.5-18Still Linking Personality to the WorkplaceIn addition to matching the individual’s personality to the job, managers are also concerned with:ØPerson-Organization Fit:–The employee’s personality must fit with the organizational culture.–People are attracted to organizations that match their values.–Those who match are most likely to be selected.–Mismatches will result in turnover.–Can use the Big Five personality types to match to the organizational culture. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-19Global ImplicationsØPersonality–Do frameworks like Big Five transfer across cultures?•Yes, but the frequency of type in the culture may vary.•Better in individualistic than collectivist cultures.ØValues–Values differ across cultures.–Hofstede’s Framework for assessing culture – five value dimensions:•Power Distance•Individualism vs. Collectivism•Masculinity vs. Femininity•Uncertainty Avoidance•Long-term vs. Short-term Orientation Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-20Hofstede’s Framework: Power DistanceThe extent to which a society accepts that power in institutions and organizations is distributed unequally. Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall•Low distance•Relatively equal power between those with status/wealth and those without status/wealth•High distance•Extremely unequal power distribution between those with status/wealth and those without status/wealth 5-21Hofstede’s Framework: IndividualismØIndividualism–The degree to which people prefer to act as individuals rather than as member of groupsØCollectivism–A tight social framework in which people expect others in groups of which they are a part to look after them and protect themVersus Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-22Hofstede’s Framework: MasculinityØMasculinity–The extent to which the society values work roles of achievement, power, and control, and where assertiveness and materialism are also valuedØFemininity–The extent to which there is little differentiation between roles for men and women Versus Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-23Hofstede’s Framework: Uncertainty AvoidanceThe extent to which a society feels threatened by uncertain and ambiguous situations and tries to avoid them Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice HallHigh Uncertainty Avoidance:  Society does not like ambiguous situations and tries to avoid them. Low Uncertainty Avoidance:  Society does not mind ambiguous situations and embraces them. 5-24ØLong-term Orientation–A national culture attribute that emphasizes the future, thrift, and persistenceØShort-term Orientation–A national culture attribute that emphasizes the present and the here and now Hofstede’s Framework: Time Orientation Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-25Hofstede’s Framework: An AssessmentØThere are regional differences within countriesØThe original data is old and based on only one companyØHofstede had to make many judgment calls while doing the researchØSome results don’t match what is believed to be true about given countriesØDespite these problems it remains a very popular framework Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-26GLOBE Framework for Assessing CulturesØGlobal Leadership and Organizational Behavior Effectiveness (GLOBE) research program–Nine dimensions of national cultureØSimilar to Hofstede’s framework with these additional dimensions:–Humane Orientation: how much society rewards people for being altruistic, generous, and kind–Performance Orientation: how much society encourages and rewards performance improvement and excellence Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-27Summary and Managerial ImplicationsØPersonality–Screen for the Big Five trait of conscientiousness –Take into account the situational factors as well–MBTI® can help with training and developmentØValues–Often explain attitudes, behaviors, and perceptions–Higher performance and satisfaction achieved when the individual’s values match those of the organization Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-28All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America.Copyright ©2011 Pearson Education, Inc.  Publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall5-29。