Download UNIT- II Personality – types – Factors influencing personality

UNIT- II
UNIT II INDIVIDUAL BEHAVIOUR
Personality – types – Factors influencing personality – Theories – Learning – Types of learners – The learning process
– Learning theories – Organizational behaviour modification. Misbehaviour – Types – Management Intervention.
Emotions - Emotional Labour – Emotional Intelligence – Theories. Attitudes – Characteristics – Components –
Formation – Measurement- Values. Perceptions – Importance – Factors influencing perception – Interpersonal
perception- Impression Management. Motivation – Importance – Types – Effects on work behavior.
TABLE OF CONTENTS
2.1. PERSONALITY-----------------------------------------------------------------------------------------------------------------2.2. LEARNING---------------------------------------------------------------------------------------------------------------------2.3. ORGANIZATIONAL BEHAVIOR MODIFICATION----------------------------------------------------------------2.4. EMOTION-----------------------------------------------------------------------------------------------------------------------2.5. PERSONALITY----------------------------------------------------------------------------------------------------------------2.6. EMOTIONAL INTELLIGENCE-------------------------------------------------------------------------------------------2.7.ATTITUDE------------------------------------------------------------------------------------------------------------------------2.8. VALUES-------------------------------------------------------------------------------------------------------------------------2.9 PERCEPTION--------------------------------------------------------------------------------------------------------------------2.10. MOTIVATION -----------------------------------------------------------------------------------------------------------------
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PERSONALITY
“An individual’s characteristic pattern of thinking, feeling, and acting.”The English word ‘personality’ has been
derived from the Latin word persona it means to “speak through”

The term denotes the masks in ancient Greek dramas

Personality describes the character of emotion, thought, and behavior patterns unique to a person

Personality is the sum total of ways in which an individual react and interacts with others
Personality includes both internal and external aspects of a person

External aspects relate to one’s height, weight, facial features, colour and physical aspects

Internal aspects relate to one’s attitude, values, learning etc.
DETERMINANTS OF PERSONALITY
HEREDITY
ENVIRONMENT
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HEREDITY
-- Heredity refers to those factors that were determined by conception
-- Heredity refers to biological factors
-- Physical stature, facial attractiveness, and all such characteristics are traceable in most case to heredity
-- Example: Nose, Face resembles
ENVIRONMENT
CULTUREVALUES
-- The cultural values shape our personal values and predispositions
-- People born in different culture have different values
-- Indian culture expects different behaviour from males and females.
-- Culture is based on tradition
-- Modern culture has inspired children to independent, free-thinking and self developing
-- Children brought up in a traditional culture imbibe the qualities of traditional norms, attitude and values
FAMILYBACKGROUND
-- Members of the family mould the character of the children almost from birth
-- The mother is the first teacher in initiating personality
-- The number of children in the family, birth order, background, education of parents, family members shape individual
personality
-- Socio-economic class of the family has impact on personality
RELIGION
-- Hindus have different personality than those of Christians and Muslim
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LIFEEXPERIENCES:
-- The personality of an individual changes according to his past experiences
-- The personality characteristics are moulded by frequent occurrence of positive or negative experiences in life
-- Example: Lending of money to someone (Rs.1000) with a promise of returning within a week.
never pay back again for the last three months.
Suppose the individual
What is the probability of you trust another person how ask you
money???
PARENTALINFLUENCE:
-- The positive and negative personality of children are dependent on their parental characteristics
-- Children develop negative personality if parents have no cordial relations
PEOPLEWEINTERACT:
-- A person is known by the company he or she keeps
-- An individual is influenced by the people we interact with
-- Our parents and siblings from childhood
-- Then our class mates and later our friends and colleagues and so
SCHOOL:
-- School mates and peers influence the behaviour
-- Content of learning influence a personality
-- In India, primary books include the stories of great men. The behaviour and success of great persons develop
personality
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SITUATION:
-- An individual personality depends based on the situation
-- Example: A person while facing an employment interview and enjoying picnic with his/her friends behave differently
depending on two different situations
TYPES OF PERSONALITIES
•
Introvert and Extrovert Personalities
•
Type A and Type B Personalities
•
Judging and Perceptive Personalities
•
Authoritarianism and Bureaucratic Personalities
•
Locus of control (internal and external)
•
Machiavellianism
•
Problem Solving StyleIntrovert and Extrovert
Introvert:
-- Introvert people are basically shy, prefer to be alone
-- Prefers small group of friends and plans ahead
-- Such people look inward and experience and process their thoughts and ideas within themselves
-- Have trouble remembering faces and names
-- Have some problems in communicating
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-- Tend not to mind working on one project for a long time
-- Dislike telephone instructions and interruptions
Extrovert:
-- Extrovert are friendly, sociable, lively, aggressive and express their ideas openly
-- Like to have people around
-- Often act quickly, sometimes even without thinking
-- Often do not mind interruptions of answering the telephone
-- They are suitable for the positions that require interaction with others
-- Example: Sales activities, personal relations
TYPE A AND TYPE B
Type A
-- Hardworking
-- Achievement oriented
-- Impatient and aggressive
-- Have a sense of time emergency
-- Person tend to be very productive
Type B
-- Easy-going, sociable
-- Free from urgency of time
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JUDGING TYPE
•
Work well when they can plan work and follow the plan
•
Like to get things settled
•
May not notice new things that need to be done
•
Want only essential things needed to begin their work. Tend to be satisfied once they reach a judgment on a thing or
situation or person
PERCEPTIVE TYPE
•
Adapt well to changing situation
•
May start too many projects and have difficulty in finishing them
•
Want to know all about their work
•
Tend to be curious and welcome new information on a thing or a situation or a person.
AUTHORITARIANISM
•
Authoritarianism refers to blind acceptance of authority
•
They believe in obedience and respect for authority
•
They are generally conservative, conventional values, endorse strong parental control
•
Close minded
•
They make good followers and more productive
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BUREAUCRATIC PERSONALITY
•
A bureaucratic person differs from an authoritarian
•
A bureaucratic person values subordination, rules and regulations in the organization
•
They are generally not innovative
•
They are better supervisor
LOCUS OF CONTROL
Internal locus of control: He believes that he is the master of his own destiny
External locus of control: feels that outside forces are affecting the events in his life
MACHIAVELLIANISM
•
The degree to which an individual is pragmatic
•
It also termed as Mach
•
People with high mach manipulate more, win more and persuade less
•
They interact face-to-face
•
When situation is not structured, thus allowing latitude
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PROBLEM SOLVING STYLE
•
Sensation-Feeling : (friendly, sociable, dependable) . They like jobs involve human contact and public relation. Example:
Teaching, customer relations, sales executive
•
Sensation-Thinking Style: (logical, decisive). They are most suited for technical jobs
•
Intuition-Feeling Style: People are enthusiastic, people oriented and helpful.
Example: Advertising, Politics
•
Intuition-Thinking Style: People are creative, energetic and like challenging jobs. Example: R&D, Top level management
THEORIES OF PERSONALITY

Type Theory

Trait Theory

Psychoanalytical Theory

Social Learning Theory

Self Theory
TYPE THEORY
Personality is classified on two bases: Bodybuildand Psychological Factors
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•
In case of bodybuildbasis, personalities are classified into types by establishing relationship between one’s
body/features and personality
•
Person having a short or plumb body were characterized as sociable and relaxed
•
Persons of tall and thin as restrained (reserved), self-conscious, fond of solitude
•
Persons with muscular body build noisy, callous (uncaring)
•
PsychologicalFactors: Person’s interacting sub-system
•
It is classified into Introvert and Extrovert
TRAIT THEORY
Some Psychologist have tried to understand personality on the basis of individual traits
•
Trait is an enduring characteristics of a person in which he/she differs from another
•
Characteristics of an individual include: Shy, aggressive, submissive (obedient), ambitious, loyal and timid
•
Assumptions:
-- Traits are common to many individuals but it vary in absolute amounts
-- Traits are relatively stable
-- One’s Trait can be inferred by measuring behavioural indicator
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BIG FIVE MODEL
•
Propounded by John
•
Extraversion: Talkative, Sociable and Assertive
•
Agreeableness: good-natured, co-operative and trusting
•
Conscientiousness: Responsible, dependable, persistent (stable) and achievement oriented
Emotional Stability: Someone characterized by calm, nervous, enthusiastic depressed
•
Openness to Experience: A person who is imaginative, sensitive and intellectual
PSYCHO-ANALYTICAL THEORY
Psychoanalytical theory is based on is that human behaviour is influenced by unseen forces than conscious and rational
thoughts
•
It is developed by Sigmund Fraud based on writings and clinical practice
•
Framework is composed of three elements: id, ego and super ego.
•
The id: discharge of psychic energy. Avoid tension and seeks pleasure.
•
The Ego: The id is unconscious part while the ego is conscious part of human personality.
The Super Ego: It represents systems of values, norms and ethnic that guide and govern a person to behave properly in the
society
•
Id seeks pleasure, the ego verifies reality and super ego strives for
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SOCIAL LEARNING THEORY
It is generally learnt or modified by way of learning
•
Learning is changes in one’s behaviour that occurs as a result of experience
•
Two ways: Reinforcement and Observing others
•
Learning by observing others is known as “vicarious learning”
•
The social learning theory emphasises on how an individual behaves or acts in a given situation
SELF THEORY
It is proposed by Carl Rogers
•
It is also described as ‘phenomenological’
•
Self Theory is composed of perceptions of the “I” or “me”
•
Four Factors are included in self theory:
-- Self-Image: Self-image is one’s image of oneself. (Reality) (Belief of oneself)
-- Ideal-Self: What one would like to look like. (Ideality)
-- Looking Glass-Self: This refers to how others perceive the individual.
-- Real-Self: The real-self is what one actually is.
LEARNING
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•
It is a process by which individuals acquire knowledge and experience and apply in future behaviour
•
Motivation acts as spur to learning
•
Learning shapes an individual
•
Stephen Robins stressed upon learning as a “relatively permanent change in behaviour that occurs as a result of
experience
NATURE OF LEARNING:
-- Learning involves changes in behaviour.
-- The behavioral change must be relative permanent. Any temporary change is not an learning
-- The behavior change must be based on some experience and practice. The maturation is not learning
-- The behavior must be reinforced
-- Learning occurs when you interact with external environment
-- It is also due to indirect experience
-- Leaning is not confined to our schooling only
Examples: Studying a course in “word processing”. You will familiar with working in computer
Learn to drive a car
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LEARNING THEORIES
•
Conditioning Theory
-- Classical Conditioning
-- Operant Conditioning
•
Cognitive Learning Theory
•
Social Learning Theory
CLASSICAL CONDITIONING
•
Classical Conditioning is modifying behavior so that a conditioned stimulus is paired with an unconditional
stimulus and elicits an unconditional response (salivation)
•
Russian Psychologist developed classical conditioning theory
•
His theory is based on experiments to teach dog to salivate in response to the ringing of a bell
•
Unconditioned Stimulus (US) – Like food which invariably causes to react in a certain way. i.e., Meat
•
Unconditioned Response (UR) – Takes place whenever the US is presented. i.e., whenever the organism is
given food it salivates
•
Conditioned Stimulus (CS) – The object that does not initially bring about the desired response like the sound of the bell
•
Conditioned Response (CR) – A Particular behaviour that the organism learns to produce to the CS
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FINDINGS
•
In this experiments, when Pavlow presented a piece of meat(US) to the dog, he noticed a great deal of salvation
•
On other hand, when he merely rang a bell (neutral stimuli), the dog had no salvation
•
•
Thus it was established that ringing a bell, the dog had no salvation
In the next step, Pavlov accompanied meat with ringing of the bell, the dog salivated
•
The experiment was repeated several times
•
After that, Pavlov rang the bell without presenting the meat.
•
This time, the dog salivated to the bell
OPERANT CONDITIONING
•
The Harvard Psychologist B.F.Skinner did for operant conditioning
•
Operant is defined as behaviour that produces effects. Which may be positive or negative
•
It suggests that people emit responses that are rewarded and do not emit responses that are not rewarded
•
It is voluntary determined, maintained and controlled by its consequences
•
It is also called instrumental
•
It involves three elements;
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-- Stimulus situation
Example:
Response
Stimuli
Works
Is paid
Talks to others
Meets more people
Enters a restaurant
Obtains food
Increases
Receives merit pay
Productivity
COGNITIVE LEARNING THEORY
•
It is based on cognitive model of human behaviour
•
It is developed by Tohman
•
Cognition refers to an individual’s ideas, thoughts, knowledge and understanding about himself and his
environment
•
His experiments is based on place-learning experiments
•
Tolman trained a rat to turn right in a “T” maze in order to obtain food
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SOCIAL LEARNING THEORY
•
Individuals also learn by observing their models whom they admire
•
Much of them have learned so far came by watching models like parents, teachers, peers, superior, pictures and television.
MODELING PROCESSES
Learning takes place through imitating others (not through stimulus-response – consequences)
Steps:
1. Acquires a mental picture of the act and its consequences.
2. Person acts out of the acquire image
MODELING APPLICATIONS
•
People do not behave according to the prescribed mode of behavior.
•
They engage in the type of behavior demonstrated by the seniors.
STEPS IN MODELLING STRATEGY TO IMPROVE ORGANISATIONAL PERFORMANCE:
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-- Define the goal which will lead to performance behavior.
-- Select the appropriate model medium (videotape, training film)
-- Make sure employee is capable of meeting the technical skills.
-- Structure a favourable learning environment which increase profitability.
-- Model the target behaviour and carry out the supporting activities.
-- Once the target behavior is reproduced, maintain and strengthen
TYPES OF LEARNERS
•
Visual Learners
•
Auditory Learners
•
Kinesthetic Learner
Visual Learners
•
Prefer to read information in a textbook or on the whiteboard rather than listen to the teacher lecture
•
Uses visualization techniques to remember.
•
Visualize maps and directions in their mind
•
They also enjoy doodling and drawing
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•
Typically use sight words in their everyday terminology
•
They remember details including colors and spatial arrangements
AUDITORY LEARNERS
•
Learn best by listening and talking around
•
They are good at remembering things they hear
•
They are good with words and language
•
They are often distracted by noise and sounds
•
Provide students with oral along with written instructions for assignments
•
Allow time for students to read out loud or talk through problem
KINESTHETIC LEARNERS
•
Kinesthetic learners typically learn best by doing
•
Simulations and role plays, and other methods that physically involve them in the learning process
They are naturally good at physical activities like sports and dance
•
They might pace while on the phone or take breaks from studying to get up and move around
•
Some kinesthetic learners seem fidgety, having a hard time sitting still in class
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Learning Process
Stimuli
Attention
Recognition
Translation
Reinforcement
Behaviour
Efforts
Motives
Habit
Reward
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Efforts
Motives
Habit
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EXPLANATION
• Stimuli: Stimuli are any objects or language which draw the attention of people
• Attention: The degree of stimuli depends on the nature of the stimuli. All stimuli are not paid attention. Interesting stimuli
are highly attended
• Recognition: After paying attention recognize whether the stimuli are worthwhile
• Translation: Recognized stimuli are evaluated to eliminate the irrelevant points for accepting a part of stimuli
•
Reinforcement: Increase the strength of response
•
Behaviour: Learning changes behaviour through reinforcement
•
Reward: If the translated behaviour provides reward, accepted otherwise not accepted
•
Habits : A permanent change in behaviour leads to habit
• Motives: Employees getting more satisfaction through learning develop high motives. Less satisfied learners are low
motives
•
Efforts: Habit helps to achieve good efforts and performance
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ORGANIZATIONAL BEHAVIOR MODIFICATION
•
It is briefly called OB Model
•
It is a sophisticated tool for improving the organisational effectiveness
•
It is derived from the concept of skinner’s operant conditioning
•
This technique is used to modify or eliminate undesirable behaviour
• “OB Mod is a programme where managers identify performance-related employee behaviour and then implement an
intervention strategy to strengthen desirable behaviours and weaken undesirable behaviours.”
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OB MODEL
Desirable
Identification of
Measure
Functional
Behaviour
critical
Behaviour
analysis
Intervention
Evaluation
behaviour
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STEPS IN OB MODEL
•
Identification of Critical behaviour
• Measurement of Behaviour (rate of occurrence - Observed through observing and counting or by extracting
through existing records)
•
Functional Analysis of Behaviour (detailed examination of present behavior of the employees and determine what
Consequences)
•
Intervention (strengthen desirable behaviour and weaken undesirable) by way of using intervention strategies
• Systematic Evaluation – if it suggests positive change, the strategies are successful. If not significant, it may call for
adoption of more appropriate strategy
CONTRIBUTIONS OF OB MODEL
•
OB Mode deals with observed behavior. Therefore, it can be put for testing
•
It provides managers various tools for controlling behavior
•
Understanding of OB Mode is easy
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CRITICISMS OF OB MODEL
•
It ignores individuality of man
•
It restricts freedom. This works against creativity and innovation
•
It is not an innovative technique. New name has been given to old technique
•
They perform task only those tasks which are assigned to them
EMOTION
•
Emotions are intense feelings that are directed at someone or something
• In practice, we show our emotions when we are happy about something, angry at some person and afraid of
something
• For example, we feel happy or glad when we see our friend after a long time, become angry when our
directives are n o t f o l l o w e d
by o u r subordinates and we become afraid of technological changes to
replaces us in our organization
•
Thus, emotions can best be described as how persons feel about something
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LIST OF EMOTIONS
•
Anger
•
Contempt
•
Enthusiasm
•
Envy
•
Fear
•
Frustration
•
Happiness
•
Joy
•
Love
•
Pride
•
Sadnes
TYPES OF EMOTIONS
PRIMARY EMOTIONS
-- Love/Affection
-- Happiness/Joy
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-- Surprise
NEGATIVE PRIMARY EMOTIONS
-- Fear
-- Sadness
-- Anger
-- Disgust
-- Shame
SOURCES OF EMOTIONS AND MOODS
•
Gender
•
Age
•
Personality
•
Time
•
Stress
•
Relaxation/Sleep
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•
Exercise
•
Social Activities
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GENDER
•
Women are more emotional than men
•
Women shows greater emotional expressions than men
•
Men are taught to be strong and tough
•
In contrast, women are taught to be caring and loving
•
Women are better at reading and understanding non-verbal cues than men
AGE
•
Age affect emotions
•
The general belief is that younger people experiences more extreme and positive emotions as compared to older people do
•
The reason is they are characterized by high need for achievement
•
But research suggests contrary to it
•
One study reveals that elder people experience less negative feeling than the younger do
•
Explanation: People gain experience with the advancement in age
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PERSONALITY
•
Extrovert
•
Introvert – Negative emotions and moods affect
•
Type A – Experience emotions very quickly
•
Type B – Emotional Stability
TIME
• Time means the day of the week and or time of the day people experience emotions/moods
•
We generally work 5 days in a week from Monday to Friday
•
On Monday, they are usually low spirited
•
It becomes highest positive towards the weekend with the feeling of weekend relaxation
• As time of day, people are generally at lower positive mood in the morning which starts increasing with the joining of work till
mid-day
• The positive mood of the people starts decreasing towards evening as they get exhausted
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TENSION / STRESS
•
Particular Stress does not remain with us life long
•
Stress emerges and dissipates too
•
Example: Interview and Examination
• In a work place situation, boss’s reprimand, an impending deadline, even a disturbing e-mail and so on negatively affect our
emotions
•
Many time such emotions accompany us to our family and get exhibited
REST/RELAXATION
•
For good mind and physical health, rest or relaxation is necessary
•
More sleep and rest, better one’s emotions and moods because person can coolly think over and make his/her decision
•
Less sleep puts a people in sleep mood and difficulty in controlling emotions
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EXERCISE & SOCIAL ACTIVITY
•
Exercise enhance peoples spirit . Resulting in happier, healthier and more productive environment.
•
The social activities like picnic with friends, eating with others improve mood, but the opposite in meeting.
EMOTIONAL INTELLIGENCE
•
Emotions refers to a feeling with its distinctive thoughts and psychological states
•
Emotional Intelligence refers to emotional awareness and emotional management skills which provide ability to balance
emotion and reason so as to maximize long-term happiness
Mental Intelligence and Emotional Intelligence
•
Mental Intelligence refers to intelligence
•
Intelligence is the mental capability of a person mostly determined by the structure of one’s brain
•
One’s Intelligence is expressed in terms of IQ
•
IQ = (MA/CA)*100 – mental age, chronological age
•
Seven types of Intelligence: Linguistic Intelligence, Logical-Mathematical Intelligence, Bodily-Kinesthetic Intelligence,
Spatial Intelligence (drawing), Musical Intelligence, Interpersonal Intelligence Intrapersonal Intelligence
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MENTAL INTELLIGENCE AND EMOTIONAL INTELLIGENCE
• Emotional Intelligence is related to managing emotions in every walk of life.
•
It is measured in terms of EQ
•
EQ emerges from mind’s status of a person and not from his brain
•
Therefore, IQ and EQ are different phenomenon
•
A person may be high on both IQ and EQ or low on both
IMPORTANCE OF EMOTIONAL INTELLIGENCE
•
General Happiness – High EQ generates positive feelings results into general happiness. As against Low EQ generates
negative feelings results into general unhappiness
•
Rationality in Behaviour – Able to understand the real situation and his behaviour tends to rational. Lack of EI leads to
wrong perception and the person interprets the information based on the emotions rather than reality
•
Fulfilling Social Objective – Persons with high EQ are assets of the society while persons with low EQ are liabilities for it
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APPLYING EMOTIONAL INTELLIGENCE IN ORGANISATIONS
•
Filling Organizational Positions
•
Work Life
•
Credibility of Managers: Trustworthiness, Integrity, In formativeness and Dynamism
•
Leadership Effectiveness
•
Effective Communication
•
Handling Frustration
•
Stress Management (individual, group, organizational, extra organizational)
•
Conflict Resolution
DEVELOPING EMOTIONAL INTELLIGENCE
•
Preparation for Change
•
Training
•
Transfer and Maintenance
•
Evaluation of Change
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PREPARATION FOR CHANGE
-- Assessing Organization’s Needs (assess whether its personnel need training)
-- Assessing Personal Strengths and Weakness
-- Providing Feedback
-- Encouraging Participation (employees must be convinced)
-- Linking Learning Goals to Personal Values
-- Recognizing Readiness to change
TRAINING:
•
Forging Relationship with participants
•
Setting Clear Goals
•
Breaking Goals into Steps
•
Maximizing Self-directed Change (their own goals which match with their needs, goals and learning style)
•
Maximizing opportunities for practice (EI is an Art)
•
Relying on Methods
•
Providing Proper Feedback
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TRANSFER AND MAINTENANCE:
•
Encouraging use of skills
•
Supportive organisational culture
EVALUATION OF CHANGE:
•
Defining Change Objectives
•
Collection of Information & Analysis
MANAGING EMOTIONS
•
Understanding Desired Emotional Skills -- Self-awareness -- Managing Emotions -- Empathy -- Cooperation
•
Recognising Emotions
•
Developing High Self-Esteem (happy, healthy and successful)
•
Learning to attain Self-defined goals
•
Dealing with Emotional Upsets
•
Coping with anger
•
Practising Emotional Quality Management
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ATTITUDE
• An attitude may be defined as a tendency to react positive or negatively in regard to an object
• An attitude are evaluative statements or judgments – either favorable or unfavorable –concerning objects, people
or events
• In other words, attitude reflect how one feels about something
FEATURES OF ATTITUDE
•
Feelings and beliefs of people
•
Respond to persons, objects and events
•
Affect positive or negatively
•
Attitude undergo change
COMPONENTS OF ATTITUDE
• COGNITIVE COMPONENT : Evaluation
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• AFFECTIVE COMPONENT : Feeling
• BEHAVIORAL COMPONENT : Action
Attitudes
Attitudes
Cognitive component
Evaluative statements or
judgments concerning objects,
people, or events.
The opinion or belief segment of an attitude.
Affective Component
The emotional or feeling segment of an attitude.
Behavioral Component
An intention to behave in a certain way toward someone or
something.
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EXAMPLES
• Cognitive : My superior gave a promotion to a coworker who deserved it less than me
• Affective: I dislike my superior because he is dishonest
• Behavioral: I am looking for other job; or I might avoid dealings with him
TYPES OF ATTITUDE
• Job satisfaction : positive feeling about one’s job
• Job involvement : The degree to which they immerse themselves in jobs. Such employees seldom will be tardy and
absent
• Organisational Commitment: Loyalty to an Organization
FORMATION OF ATTITUDE
• DIRECT EXPERIENCE
-- Attitude formed based on one’s past experience
-- Attitude formed on direct experience are powerful, strong, durable and difficult to change
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• SOCIAL LEARNING
-- Attitude formed from family, peer groups, religious organisation and culture
-- Indirect manner
•
BY OBSERVING OTHERS
-- Attention – focussed on model
-- Retention – observed from the model must be retained
-- Reproduction – practised again and again
-- Motivation – learner must be motivated to learn from others
•
Individual association: associating with others
•
Culture: Ex: Earning Income in India and America
FACTORS INFLUENCING ATTITUDE FORMATION
• Psychological Factors: Based on one’s Perception, Belief, Values and Information etc.. Ex: If a person perceives that generally
all superiors are exploitative, he is likely to develop a negative attitude towards his superior who is not exploitative
•
Family Factors: Learns from a family members
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•
Social Factors: Language, Culture, Norms, Values, Belief etc…
•
Organizational Factors: Job attitude of a person depends on nature of job, workers, rewards, superior, policies and practices.
•
Economic Factors
ATTITUDE MEASUREMENT
• Ranking – Order Preference
• Rating – Magnitude of a Characteristics
• Sorting - Arranging or Classifying
• Choice - Selection or Preferred
ATTITUDE MEASUREMENT
• Attitude Surveys
Eliciting responses from employees through questionnaires about how they feel about their jobs, work groups, supervisors, and the
organization.
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SAMPLE ATTITUDE SURVEY
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ATTITUDE MEASUREMENT
• Thrustone Type of Scale:
-- Developed by L.L.Thrustone and E.J.Chave
-- The statement relating to the attitude object are both favorable and unfavorable are placed in 11 piles
-- With the most favorable placed on pile 1, to the most unfavorable placed on pile 11
ATTITUDE MEASUREMENT
•
Likert Scale:
-- Five Point Scale
-- These points show degree of agreement or disagreement
-- It includes:
Strongly agree Agree
Neither agree or disagree
Disagree
Strongly Disagree
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ATTITUDE MEASUREMENT
• Semantic Differential Scale:
-- Developed by C.E.Osgood, G.J.Suci and P.H.Tannenbaum
-- The respondent mark position along each scale that reflects his or her attitude to an object
-- The Scale Values From (1 to 7)
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ATTITUDE MEASUREMENT
Interview
-- Obtaining information by way of interviews
-- The workers must be interviewed by the representatives of some outside organisation such as consultancy or a university
department
-- Guided Questions: YES/NO
-- Unguided Questions: Express their Views
Self-Fulfilling Prophecy:
-- It is a process by which a person attempts to convert his/her attitudes, beliefs and expectations into reality
-- For Example: If A Predicts something is going to happen, he will try hard to ensure that it happens
-- It may be positive or negative prophecy
VALUES
Values are conviction and framework of philosophy of an individual on the basis of which he judges what is good or bad,
desirable or undesirable, ethical or unethical. In other words, what is right or wrong and good or bad
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CHARACTERISTICS OF VALUES
Part of Culture: Values is part of culture. Every society has its own culture and people in that society adhere to cultural
requirements
Learned responses: Human Behaviour represents through learned phenomenon. They learn either through
direct or indirect experience
Inculcated: Values are inculcated and passed through generation to generation by specific groups and institutions
Social Phenomenon: Individual Behaviour is not a culture
Gratifying Responses: Society rewards behaviours which are gratifying for its members
Adaptive Process Difference between Values and Attitudes
Attitude
Attitude exhibit
predisposition to
respond
They refer to belief
Values
Values represents ideas
like what is right
They represent single relating to specific object belief focused on
situation
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They are one’s personal
experience
They are derived from
social and cultural mores
VALUE FORMATION
Value-forming Institutions – family, school, state and religion
Organisational Values
Peers and Colleagues
Work and Career
Professional Codes
TYPES OF VALUES
Allport’s Classification: (Six Categories)
-- Economic Orientation –Attach to importance to what is useful
-- Theoretic Persons – Involve themselves in use of rational and critical processes
-- Political Persons – Place great emphasis on power
-- Social People – Attach importance to love and affection
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-- Aesthetic People – Put emphasis on artistic values
-- Religious People – Attach more importance on unity
TYPES OF VALUES
Grave’s Classification: (Five Categories)
-- Existentialism – Orientation of behaviour congruent with existing realities
-- Conformistic – Orientation towards achievement of material beliefs through control of physical resources
-- Sociocentric – Orientation with getting people
-- Tribalistic - Orientation towards safety
-- Egocentric – Orientation to survival and power
TYPES OF VALUES
England’s Classification:
-- Pragmatic – Opts concepts and actions which appears to him as important and successful irrespective of good or bad
-- Moralist – One who is guided for ethical consideration of right or wrong
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TYPES OF VALUES
Rokeach’s Classification:
-- Terminal Values (end)
-- Instrumental Values (means)
WHATIS PERCEPTION?
A process by which individuals organize and interpret their sensory impressions in order to give meaning to their
environment.
People’s behavior is based on their perception of what reality is, not reality itself.
FEATURES OF PERCEPTION
Perception is an Intellectual Process – select, organize and obtain meaning
Perception is Psychological process – actions, thoughts and emotions are triggered by the perceptions of
surroundings
Perception is subjective process – absorb, organize, interpret and understand of the situation
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MOTIVATION
Motive may be defined as an inner state of our mind
Motivation is defined as the process of stimulating people to action to accomplish desired goals
Motivation is the complex forces starting and keeping a person to work in an organisation
Motivation is something that moves the person to action
NATURE OF MOTIVATION
Motivation is a Psychological Concept
Motivation is a continuous process
Motivation is dynamic and situational
Motivation is not easily observed phenomenon
Motivation is Goal Oriented Process (relieve his tension)
Motivation is influenced by social and cultural norms
Frustrated individuals fails to be motivated
Motivation can be positive or negative
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Used to enthuse the Individual
IMPOR TANCE OF MOTIVATION
Motivation sets in motion the action of people (physical, financial and human resources)
Motivation improves the efficiency of work performance ( bridges gap between ability and willingness)
Ensures achievement of organisational goals (if no motivation, no use of
planning, organizing and staffing)
Motivation creates friendly and supportive environment
Motivation leads to stability in the work force (reduce absenteeism and employee turnover)
Acceptance of organizational change
TYPES OF MOTIVATION
PRIMARY MOTIVATION
-- Competence motives
-- Curiosity motives
-- Affection motives
-- Human Needs
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SECONDARY MOTIVATION
-- Achievement motivation
-- Affiliation motivation
-- Power motivation
-- Incentive motivation
-- Fear motivation
PRIMARY MOTIVATION
Motives which are unknown to the individual
They exist in them indirectly
It is of unlearned and natural relating to physiological needs
They are competence motives, curiosity and affection
Satisfaction here means the fulfillment of basic needs and competency motives
-- Human have capacity to understand the situation, its exploration, manipulation and different functions
-- The capacity to interact with the environment is termed to as competency motives
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-- The competency vary with the age, sex and education
-- Competency drives makes children to learn many things
-- E.g. Riding a cycle, Crossing a road, Reading habit and Learning mother’s language
-- These basic factors explored, sustained and preserved till old age
-- Based on competency motives, some employees prefer rough and tough jobs, others like to sophisticated machine
Curiosity motives
-- Inspires people to adopt a significant activity
-- Without curiosity, one cannot desire to learn and direct his activities
Affection motives
-- Primary motivation includes affection motives
-- Love and affection have become prime movers of people activities
-- If family needs are fulfilled, they are inspired to work hard
Human needs
-- Satisfying human needs
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-- Food, clothing, shelter, water, air, education etc..
-- These needs to be satisfied for making individuals active
SECONDARY MOTIVATION
Secondary motivation is learned and realized as a result of development
Secondary motives crop up, in a cultured and educated society
They become prime movers for developed people
They are achievement motivation, affiliation motivation and power motivation
Achievement motivation
-- People are achievement oriented
-- Need for Achievement (NAch)
-- High and Low achievers
-- High achievers are not necessarily risk takers.
They are cautious and careful persons.
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They need immediate feedback.
The material rewards are not important to high achievers.
They believe in work only and care little about rewards.
They are preoccupied with their work until the work is completed
They like peace and solitude
Low achievement oriented people
-- Least bother about goals
-- They like to work for rewards
-- They are pessimistic
-- They do not like subordinates to enjoy the fruits of achievement
-- They do not care about people and production
Affiliation Motivation
-- They get inner satisfaction while being in the company of friends and a large number of people
-- They like freedom to mix with other colleagues
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Power Motivation
-- People desire power in order to influence others
-- Power-oriented people are also management-oriented
-- Institutional power is better than individual power
Incentive Motivation
Fear Motivation
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