2.

3 PERSONALITY tele

2.3.1 PERSONALITY DEVELOPMENT

The personality development of an individual starts at birth and continues throughout. Three

major types of factors play important roles in personality formation. They are determinants,

stages and traits.

Determinants: The most widely studied determinants of personality are biological, social and

cultural. Hereditary characteristics (eg body shape and height) and the social context (family and

friends) and cultural context (religion and values) in which people grow up interact to shape

personality. As people grow into adulthood, their personalities become very clearly defined and

generally stable.

Stages and Traits: Sigmund Freud saw human personality development as progressing through

four stages: dependent, compulsive, oedipal and mature. The concept of stages of growth

provides a valuable perspective from which to view organizational behavior. Experienced

managers become aware of the stages that their employees often go through and they learn how

to deal with these stages to promote maximum growth for the individual and for the organization.

Trait: approaches to personality formation are also based on psychology. According to some

trait theories, all people share common traits, like social, political, religious and aesthetic

preferences but each individual’s disposition differentiates that person from all others.

2.3.2 Personality Factors in Organizations

Some of the important personality factors that determine what kind of behaviors are exhibited

at work include the following :

2. Locus of Control

3. Introversion and Extroversion

4. Tolerance for Ambiguity

5. Self-esteem and Self-concept

6. Authoritarianism and Dogmatism

7. Risk Propensity

8. Machiavellianism

9. Types A and B Personalities

10. Work-Ethic Orientation

1. Need Pattern :

Steers and Braunstein (1976) developed a scale for the four personality needs that

manifest themselves in the work setting. They are: the needs for achievement, affiliation,

autonomy and dominance. Those who are high in achievement engage themselves

proactively in work behaviors in order to feel proud about their achievements and

successes; those high in need for affiliation like to work cooperatively with others; those

high in need for autonomy function best when not closely supervised; and those high in

their need for dominance are very effective while operating in environments where they

can actively enforce their legitimate authority.

2. Locus of Control :

Locus of control is the degree to which an individual believes that his/her behavior

has direct impact on the consequences of that behavior. Some people, for example,

believe that if they work hard they are certain to succeed. They strongly believe that each
 individual is in control of his/her life. They are said to have an internal locus of control.

By contrast, some people think that what happens to them is a result of fate, chance, luck

or the behavior of other people, rather than lack of skills or poor performance. Because

these individuals think that forces beyond their control dictate what happens to them, they

are said to have an external locus of control. As a personality attribute, locus of control

has clear implications for organizations. For example, individuals with an internal locus

of control may have a relatively strong desire to participate in the management of their

organizations and have a freedom in how do their jobs. Thus, they may prefer a

decentralized organization where right of decision-making is given to them and a leader

who provides them freedom and autonomy. They may like a reward system that

recognizes individual performance and contributions. People with an external locus of

control, on the other hand, are likely to prefer a more centralized organization where they

need not take any decisions. They may gravitate to structured jobs where standard

procedures are defined for them. They may prefer a leader who makes most of the

decisions and may prefer a reward system that considers mainly seniority rather than

merit.

3. Introversion and Extroversion :

Introversion is the tendency in individuals which directs them to turn inward and

experience and process feelings, thoughts and ideas within themselves.

Extroversion, on the other hand, refers to the tendency in individuals to turn outward of

themselves searching for external stimuli with which they can interact. While there is

some element of introversion as well as extroversion in all of us, people tend to be

dominant as either extroverts or introverts. Extroverts are sociable, lively, gregarious

most successful working in the sales department, publicity office, personal relations unit,

and so on, where they can interact face to face with others. Introverts, on the other hand,

are quiet, reflective, introspective, and intellectual people, preferring to interact with a

small intimate circle of friends. Introverts are more likely to be successful when they can

work on highly abstract ideas (such as R&D work), in a relatively quiet atmosphere.

Since managers have to constantly interact with individuals both within and

outside the organization and influence people to achieve the organization’s goals, it is

believed that extroverts are likely to be more successful as managers.

4. Tolerance for Ambiguity :

This personality characteristic indicates the level of uncertainty that people can

tolerate without experiencing undue stress and can still function effectively. Managers

have to work well under conditions of extreme uncertainty and insufficient information,

especially when things are rapidly changing in the organisation’s external environment.

Managers who have a high tolerance for ambiguity can cope well under these conditions.

Managers, who have a low tolerance for ambiguity may be effective in structured work

settings but find it almost impossible to operate effectively when things are rapidly

changing and much information about the future turn of events is not available. Thus,

tolerance for ambiguity is a personality dimension necessary for managerial success.

5. Self-Esteem and Self-Concept:

Self-esteem denotes the extent to which individuals consistently regard

themselves as capable, successful, important and worthy individuals. Self-esteem is an

important personality factor that determines how managers perceive themselves and their
 role in the organization. Self-esteem is important to self-concept, i.e. the way individuals

define themselves as to who they are and derive their sense of identity. High self-esteem

provides a high sense of self-concept; high self-concept, in turn, reinforces high self-

esteem. Thus, the two are mutually reinforcing. Individuals high in self-esteem will try

to take on more challenging assignments and be successful, thus enhancing their self-

concept; i.e. they would tend to define themselves as highly valuable and valued

individuals in the organizational system. The higher the self-concept and self-esteem, the

greater will be their contributions to the goals of the organization, especially when the

system rewards them for their contributions.

6. Authoritarianism and Dogmatism:

Authoritarianism is the extent to which an individual believes that power and

status differences are appropriate within hierarchical social systems like organizations.

For example, an employee who is highly authoritarian may unquestioningly accept

directives or orders from his superior with more authority. A person who is not highly

authoritarian may agree to carry out appropriate and reasonable directives from his boss

but is also likely to raise questions, express disagreement and even refuse to carry out

requests if they are for some reason objectionable.

Dogmatism is the rigidity of a person’s beliefs and his/her openness to other

viewpoints. The popular terms ‘close-minded’ and ‘open-minded’ describe people

who are more and less dogmatic in their beliefs. For example, a manager may be

unwilling to listen to a new idea for doing something more efficiently. He is said to be a

person with close-minded or highly dogmatic. A manager in the same circumstances

who is very receptive to hearing about and trying out new ideas might be seen as more
 open-minded or less dogmatic. Dogmatism can be either beneficial or detrimental to

organizations, but given the degree of change in the nature of organizations and their

environments, individuals who are not dogmatic are most likely to be useful and

productive organizational members.

7. Risk Propensity:

Risk-propensity is the degree to which an individual is willing to take chances and

make risky decisions. A manager with a high risk propensity might be expected to

experiment with new ideas and to lead the organization in new directions. In contrast, a

manager with low risk propensity might lead to a stagnant and overly conservative

organization

8. Machiavellianism:

Machiavellianism is manipulation or influencing of other people as a primary way of

achieving one’s goal. An individual tends to be Machiavellian, if he tends to be cool,

logical in assessing the system around them, willing to twist and turn facts to influence

others, and try to gain control of people, events and situations by manipulating the system

to his advantage.

9. Types A and B Personalities :

Type A persons feel a chronic sense of time urgency, are highly achievement-

oriented, exhibit a competitive drive, and are impatient when their work is slowed down

for any reason. Type B persons are easy-going individuals who do not sense the time

urgency, and who do not experience the competitive drive. Type A individuals are

significantly more prone to heart attacks than Type B individuals. While Type A persons

help the organization to move ahead in a relatively short period of time they may also
 suffer health problems which might be detrimental to both themselves and the

organization in the long-run.

10. Work-Ethic Orientation :

Some individuals are highly work-oriented while others try to do the minimum that is

necessary to get by without being fired on-the-job. The extremely work ethic oriented

person gets greatly involved in the job. Extreme work ethic values could lead to traits of

“work holism” when work becomes to be considered as the only primary motive for

living with very little outside interests. For the workaholic, turning to work can

sometimes become a viable alternative to facing non-work-related problems. Though a

high level of work ethic orientation of members is good for the organization to achieve

its goals, too much “work holism” which might lead to premature burnout and health

problems is dysfunctional for both organization and the workaholic members. The

above ten different personality predispositions are important for individual, managerial

and organizational effectiveness.

2.3.3. Personality Dimensions

The big five personality dimensions are – extroversion, agreeableness, conscientiousness,

emotional stability and openness to experience. Ideally, these personality dimensions that

correlate positively and strongly with job performance would be helpful in the selection, training

and appraisal of employees. The individuals who exhibit traits associated with a strong sense of

purpose, obligation and persistence generally perform better than those who do not.

2.4. Perception

Perception is an important mediating cognitive process. Through this complex process,

persons make interpretations of the stimulus or situation they are faced with. Both selectivity
and organization go into perceptual interpretations. Externally, selectivity is affected by

intensity, size, contrast, repetition, motion and novelty and familiarity. Internally, perceptual

selectivity is influenced by the individual’s motivation, learning and personality. After the

stimulus situation is filtered by the selective process, the incoming information is organized into

a meaningful whole. Individual differences

and uniqueness are largely the result of the cognitive processes. Although there are a number of

cognitive processes, it is generally recognized that the perceptual process is a very important one

that takes place between the situation and the behavior and is most relevant to the study of

organizational behavior. For example, the observation that a department head and a

subordinate may react quite differently to the same top management directive can be better

understood and explained by the perceptual process.

In the process of perception, people receive many different kinds of information

through all five senses, assimilate them and then interpret them. Different people used to

perceive the same information differently. Perception plays a key role in determining

individual behavior in organizations. Organizations send messages in variety of forms to

their members regarding what they are expected to do and not to do. In spite of organizations

sending clear messages, those messages are subject to distortion in the process of being

perceived by organization members. Hence managers need to have a general understanding of

basic perceptual process. 2.4.1 Basic Perceptual Process:

Perception is influenced by characteristics of the object being perceived and of the person

and by situational processes.

 Characteristics of the object include contrast, intensity, movement, repetition and

novelty.
  Characteristics of the person include attitudes, self-concept and personality.

The details of a particular situation affect the way a person perceives an object; the same person

may perceive the same object very differently in different situations. The processes through

which a person’s perceptions are altered by the situation include selection, organization,

attribution, stereotyping, the halo effect and projection. Among these, selective perception and

stereotyping are particularly relevant to organizations.

Selective Perception:

Selective perception is the process of screening out information that we are uncomfortable

with or that contradicts our beliefs. For example, a manager has a very positive attitude about a

particular worker and one day he notices that the worker seems to be goofing off. Selective

perception may make the manager to quickly disregard what he observed. Suppose another

manager has formed a very negative attitude about a particular worker and when he happens to

observe a high performance from the worker, he too disregard it.

In one sense, selective perception is beneficial because it allows us to disregard minor bits

of information. If selective perception causes managers to ignore important information, it can

become quite detrimental.

Stereotyping:

Stereotyping is the process of categorizing or labeling people on the basis of a single

attribute. Perceptions based on stereotypes about people’s sex exist more or less in most work

Places. Typically, these perceptions lead to the belief that an individual’s sex determines which

tasks he or she will be able to perform. For example, if a women sitting behind the table in the

office is, very often, perceived as a clerk and not an executive but would make the opposite

assumption about a man. Stereotyping consists of three steps: identifying categories of people
(like women, politician), associating certain characteristics with those categories (like passivity,

dishonesty) and then assuming that anyone who fits a certain category must have those

characteristics. For example, if dishonesty is associated with politicians, we are likely to assume

that the next politician we meet is also dishonest.

Perception and Attribution

Perception is also closely linked with another process called attribution. Attribution is a

mechanism through which we observe behavior and then attribute causes to it. According to

attribution theory, once we observe behavior we evaluate it in terms of its consensus, consistency

and distinctiveness. Consensus is the extent to which other people in the same situation behave

in the same way. Consistency is the degree to which the same person behaves in the same way at

different times. Distinctiveness is the extent to which the same person behaves in the same way

in other situations. The forces within the person (internal) or outside the person (external) led to

the behavior.

For instance, if you observe that an employee is much more motivated than the people

around her (low consensus), is consistently motivated (high consistency), and seems to work

hard no matter what the task (low distinctiveness) you might conclude that internal factors are

causing the behavior. Another example, is that suppose a manager observes that an employee is

late for a meeting, the manager might realize that this employee is the only one who is late (low

consensus), recall that he is often late for other meetings (high consistency), and subsequently

recall that the same employee is sometimes late for work (low distinctiveness). This pattern of

attributions might cause the manager to decide that the individual’s behavior is something that

should be changed. At this point, the manager might meet with the subordinate to

establish some punitive consequences for future tardiness.

Whereas social perception is concerned with how one individual perceives other

individuals, impression management is the process by which people attempt to manage or control

the perceptions others form of them. There is often a tendency for people to try to present

themselves in such a way as to impress others in a socially desirable way. Thus, impression

management has considerable implications for areas such as the validity of performance

appraisals and a pragmatic, political tool for one to climb the ladder of success in organizations.

2.5 Learning Theories

Classical Conditioning

The work of the famous Russian Physiologist Ivan Pavlov demonstrated the classical

conditioning process. When Pavlov presented a piece of meat to the dog in the experiment,

Pavlov noticed a great deal of salivation. He termed the food an unconditioned stimulus and the

salivation an unconditioned response. When the dog saw the meat, it salivated. On the other

hand, when Pavlov merely rang a bell, the dog did not salivate. Pavlov subsequently introduced

the sound of a bell each time the meat was given to the dog. The dog eventually learned to

salivate in response to the ringing of the bell even when there was no meat. Pavlov had

conditioned the dog to respond to a learned stimulus. Thorndike called this the “law of exercise”

which states that behavior can be learned by repetitive association between a stimulus and a

response.

Classical conditioning has a limited value in the study of organizational behavior. As

pointed out by Skinner, classical conditioning represents an insignificant part of total human
learning. Classical conditional is passive. Something happens and we react in a specific or

particular fashion. It is elicited in response to a specific, identifiable event and as such it explains

simple and reflexive behaviors. But behavior of people in organizations is emitted rather than

elicited, and it is voluntary rather than reflexive. The learning of these complex behaviors can be

explained or better understood by looking at operant conditioning.

Operant Conditioning.

Operant is defined as behavior that produces effects. Operant conditioning, basically a

product of Skinnerian psychology, suggests that individuals emit responses that are either not

rewarded or are punished. Operant conditioning is voluntary behavior and it is determined,

maintained and controlled by its consequences.

Operant conditioning is a powerful tool for managing people in organizations. Most

behaviors in organizations are learned, controlled and altered by the consequences; i.e. operant

behaviors. Management can use the operant conditioning process successfully to control and

influence the behavior of employees by manipulating its reward system. Reinforcement is

anything that both increases the strength of response and tends to induce repetitions of the

behavior. Four types of reinforcement strategies can be employed by managers to influence the

behavior of the employees, viz., positive reinforcement, negative reinforcement, extinction and

punishment.

1. Positive Reinforcement:

Positive reinforcement strengthens and increases behavior by the presentation of

a desirable consequence (reward). In other words, a positive reinforce is a reward that

follows behavior and is capable of increasing the frequency of that behavior. There are two

types of positive reinforces: primary and secondary. Primary reinforces such as food, water
and sex are of biological importance and have effects which are independent of past

experiences. For instance, a primary reinforce like food satisfies hunger need and reinforced

food-producing behavior. Secondary rein forcers like job advancement, recognition, praise

and esteem result from previous association with a primary rein forcer. Primary rein forcers

must be learned. In order to apply reinforcement procedures successfully, management must

select rein forcers that are sufficiently powerful and durable.

2. Negative Reinforcement:

The threat of punishment is known as negative reinforcement. Negative rein forcers

also serve to strengthen desired behavior responses leading to their removal or termination.

3. Extinction:

Extinction is an effective method of controlling undesirable behavior. It refers to non-

reinforcement. It is based on the principle that if a response is not reinforced, it will

eventually disappear. Extinction is a behavioral strategy that does not promote desirable

behaviors but can reduce undesirable behaviors.

4. Punishment:

Punishment is a control device employed in organizations to discourage and

reduce annoying behaviors of employees.

Observational Learning

Observational learning results in as a result of watching the behavior of another

person and appraising the consequences of that behavior. It does not require an overt

response. When Mr. X observes that Y is rewarded for superior performance, X learns

the positive relationship between performance and rewards without actually obtaining the
reward himself. Observational learning plays a crucial role in altering behaviors in

organizations. Cognitive Learning

Here the primary emphasis is on knowing how events and objects are related to

each other. Most of the learning that takes place in the class room is cognitive learning.

Cognitive learning is important because it increases the change that the learner will do the

right thing first time, without going through a lengthy operant conditioning process.

2.5.1 Learning Theory and Organization Behavior

The relevance of the learning theories for explaining and predicting of

organizational behavior is marginal. This does not mean that learning theories are totally

irrelevant. Learning concepts provide a basis for changing behaviors that are

unacceptable and maintaining those that are acceptable. When individuals engage in

various types of dysfunctional behavior (late for work, disobeying orders, poor

performance), the manager will attempt to educate more functional behaviors.

Learning theory can also provide certain guidelines for conditioning organizational

behavior. Managers know that individuals capable of turning out superior performance

must be given more reinforces than those with average or low performance. Managers

can successfully use the operant conditioning process to control and influence the

behavior of employees by manipulating its reward system.