Chapter 3

Prepared by Argie Butler, Texas A&M University

©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1. Explain the basic sources of personality formation

2. Identify a set of personality dimensions that affect

performance

3. Describe the attitudes that affect performance

4. Explain how emotions impact employees’

performance

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 Personality is a very frequently used word but still there is no
consensus about its meaning. There is a great deal of controversy
about the meaning of the word personality. A few definitions of
personality are as given as:

Personality is the dynamic organization within the individual of

those psychological systems that determine his unique adjustment
to his environment.

Prepared by Argie Butler, Texas A&M University

Chapter 3:
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 3: PowerPoint 3.4
 Personality

Environment
• Culture
Heredity • Family
• Group Membership
• Life Experiences

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 This “Heredity Approach” argues that genes
are the:
• source of personality
• A:rac;veness
• Physical structure
• Energy level
• As much as 50 to 55 percent of personality
traits may be inherited.

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Culture is the values, beliefs, behavior and material
objects that together form a people’s way of life.

Chapter 3: PowerPoint 3.
● Individualism-Collectivism

● Power Distance

● Uncertainty Avoidance

● Gender role Orientation

● Long term and short term orientation

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 Culture One Extreme The Other Extreme
Dimension
Identity Individualism Collectivism

Power High Power Distance Low Power Distance

Gender Masculinity Femininity

Time Long-Term Orientation Short-Term Orientation

Uncertainty Uncertainty Avoidance Uncertainty Tolerance

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• Identity focuses on the degree the society
reinforces individual or collective
achievement and interpersonal
relationships.

• Individualism
Core value: individual freedom
Core distinction: me/others
Key element: direct concepts are preferred
in communication
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 • Collectivism

Core value: group harmony

Core distinction: in/outgroup
Key element: relationships are
more important than the task

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 Power distance focuses on the degree of
equality or inequality between people in
the country or society.
High Power Distance
Core value: respect for status
Core distinction: powerful/dependent
Key element: centralization (under a
single authority)

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• Low Power Distance

Core value: people’s equality

Core distinction: whether or not
responsible for certain task
Key element: decentralization
(several authorities rather than one)

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 Gender focuses on the degree of
traditional gender role of achievement,
control, and power.
Masculinity
Core value: Men are dominant
Core distinction: man/woman
Key element: material success is a
dominant value

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• Femininity

Core value: caring for others

Core distinction: No distinction in men
& women
Key element: caring for others is
dominant

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 Time focuses on the degree the society
embraces long- or short-term devotion to
traditional forward thinking values.
• Long-Term Orientation
Core value: long-term benefits
Core distinction: serve goals
Key element: focus on future
Long-term orientation tends to be characterized
by a focus on the future, a focus on
perseverance, and delays in short-term benefit.
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 Short-Term Orientation
Core value: saving face
Core distinction: proper or not
Key element: quick results are expected
Short-term orientation tends to be
characterized by a pursuit of immediate
gratification, fulfilling social obligations, and
concern with social hierarchy.

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 Uncertainty focuses on the level of
avoidance or tolerance for uncertainty
and ambiguity within the society.
Uncertainty Avoidance
Core value: certainty
Core distinction: true/false
Key element: what is different is
dangerous
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 Uncertainty Tolerance
Core value: exploration
Core distinction: urgent or not
Key element: what is different causes
curiosity

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 Collectivis Individualis
m m
● Focus on “we” versus “I” ● Non-conformists; individuals
pursue own goals
● Emphasis on belonging to
an organization ● Emphasis on individual
initiative and achievement
● Avoid pointing out mistakes
to “save face” ● Everybody has a right to a
private life and opinion

Adapted from G. Hofstede and G.J. Hofstede. Cultures and Organizations:

Software of the Mind. New York: McGraw-Hill, 2005.

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 LOW (SMALL) HIGH (LARGE)
POWER DISTANCE POWER DISTANCE
● Inequality in society should be● Employees should be
minimized submissive to leaders
● All should have equal rights ● Power holders are entitled to
privileges and status
● Status and titles are of less
importance than knowledge ● Employees should follow
chain of command

Adapted from G. Hofstede and G.J. Hofstede. Cultures and Organizations:

Software of the Mind. New York: McGraw-Hill, 2005.

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 LOW (WEAK) HIGH (STRONG)
UNCERTAINTY AVOIDANCE UNCERTAINTY AVOIDANCE

● The uncertainty inherent in life● The uncertainty inherent in life

is accepted and each day is is a threat. Rules and laws
taken as it comes. reduce uncertainty.
● Conflict and competition can ● Conflict and competition can
be used constructively. and should therefore be
● Opinion is accepted. avoided in favor of orderliness.
● There is need for consistency.
Uncertainty avoidance deals with how comfortable or uncomfortable individuals in a society are
with the unknown. When faced with decisions that can have unknown outcomes, do they try to
control the situation or do they take risks? Cultures with high uncertainty avoidance take fewer
risks and have more laws and principles governing them. Cultures with a low uncertainty
avoidance take
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Reserved. May notand are
be scanned, more
copied open
or duplicated, totochange.
or posted a publicly accessible website, in whole or in part.
 Masculinity Femininity
• Men are assertive • Men and women should be
concerned with the quality of
• Material success is prized life
and valued • Caring for others is prized
• Work roles should be clear and valued
• No distinction in work roles
for men and women
Adapted from G. Hofstede and G. J. Hofstede. Cultures and Organizations:
Software of the mind. New York: McGraw-Hill, 2005.

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 Short-Term Long-Term

● Respect for bottom line ● Respect for work ethic

● Efforts should produce ● Perseverance, sustained
quick results efforts toward results over
time are valued
● Leaders and employees
view each other as ● Willingness to subordinate
distinct groups oneself for a broader
societal purpose
Adapted from G. Hofstede and G.J. Hofstede. Cultures and Organizations:
Software of the Mind. New York: McGraw-Hill, 2005.

©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 3: PowerPoint 3.11
 ● Family
– socioeconomic level

● Group membership
– family
– social groups
– organization

● Life experiences

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 Learning Insights
● Culture shapes personality

● Leaders should minimize status distinctions

● A leader’s personality greatly impacts an

organization

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 Emotional Stability/Neuroticism

(Stable, confident, effective) (Nervous, self-doubting, moody)

Agreeableness

(Warm, tactful, considerate) (Independent, cold, rude)

Extraversion

(energetic, self-dramatizing) (Shy, unassertive, withdrawn)

Conscientiousness

(Careful, neat, dependable) (Impulsive, careless, irresponsible)

Openness
(Imaginative, curious, original) (Dull, unimaginative, literal-minded)
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 Low High
● Choose conventional ● Risk takers
occupations
● Prioritize their work to
● Swayed by opinions accomplish tasks
of others
● Set challenging goals
● Set goals that they
can achieve

©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 3: PowerPoint 3.15
• Locus of Control refers to an individual's
perception about the underlying main causes of
events in his/her life.
• For example, students with an internal locus
of control might blame poor grades on their
failure to study, whereas students with an
external locus of control may blame an unfair
teacher or test for their poor performance.

Chapter 3: PowerPoint 3.
 Extent to which people believe they can control
events affecting them

Internal locus of External locus of

control control
Belief that one’s life Belief that one’s own
is determined life is determined
(controlled) primarily (controlled) primarily
by one’s own by chance, fate or
behavior and other people.
actions.

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● Internals control their own behavior better, are more
active politically and socially than externals

● Externals appear to prefer a more structured,

directive style of supervision than internals

● Internals are often more achievement oriented than

externals

● Internals and externals perform equally well when

work is simple

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Self-awareness—recognizing one’s emotions, strengths &
capabilities and how these affect others

Social empathy—sensing what others need in order for them

to develop

Self-motivation—being results oriented and pursuing goals

beyond what is required

Social skills—the ability of a person to influence others

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 Learning Insights
● Starbuck’s hires based on personality

● Success is determined by the team

● Customer service is important

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In psychology, an attitude refers to a set of
emotions, beliefs, and behaviors toward a
particular object, person, thing, or event.
Attitudes are often the result of experience or
upbringing.

They can have a powerful influence over

behavior and affect how people act in various
situations.

©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 3: PowerPoint 3.20
• Three components of an attitude:
1. Affective – The emotional or feeling segment of an
attitude
2. Cognitive – The opinion or belief segment of an attitude
3. Behavioral – An intention to behave in a certain way
toward someone or something

©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 3: PowerPoint 3.
● Set clear goals so employees can track their progress

● Break overall, long-term goals into small subgroups or

steps

● Helping employees figure out how to motivate

themselves

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 Job satisfaction means good or positive
attitude or feeling towards one's job.
Prepared by Argie Butler, Texas A&M University

Chapter 3: PowerPoint 3.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 ● Reduces turnover and absenteeism

● Attracts people to work for the organization

● Challenges employees to learn and grow

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● Work is challenging and interesting but not
tiring

● Rewards are equitable and provide feedback

● Working conditions match physical needs and

promote goal attainment

©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 3: PowerPoint 3.23
● Self-esteem is high

● Others hold similar views and facilitate reward

attainment

● Policies and procedures are clear, don’t

conflict, and aid goal attainment

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 Learning Insights
● German engineers trained employees to work in teams

● Workers jobs are satisfying, reducing absenteeism and

employee turnover

● Workers have a voice in decision making

©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 3: PowerPoint 3.25
➢ Support and acceptance of the organization’s goals
and values

➢ Willingness to exert considerable effort on behalf of

the organization

➢ Desire to remain with the organization

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 Learning Insights
● Employees value flexible work assignments

● Employees value a balanced work life

● Recruiting college seniors with different ethnic

backgrounds is valued

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 Negative Emotions Positive Emotions

Ange Happiness/
r Joy
Fright/Anxiety Pride
Guilt/Sham
e Love/Affection
Sadness
Envy/Jealousy

Disgu Relief
st

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 Anticipatory Goal Outcome
Goal Behaviors
emotions attainment emotions

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[Link]
q=steve+jobs+speech+youtube&rlz=1C1GCEU_enSA970S
A970&oq=steve+&aqs=chrome.1.69i57j69i59j46i131i433i5
12j46i433i512j0i131i433i512j46i512j46i131i433i512j46i433i
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8#fpstate=ive&vld=cid:34486ee9,vid:UF8uR6Z6KLc
[Link] paste the above link to see the feature showing
Steve Jobs deliver a speech. How does this speech
illustrate the factors in the Big Five personality profile?
[Link] might the values of a culture impact the development
of a person’s personality? What cultural dimensions seem
to have the most influence on this development process?

©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 3: PowerPoint 3.30
1. According to your perception of your culture,
what values are most important in your culture?

2. How do these values influence the behaviors

of individuals?

©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 3: PowerPoint 3.33
 Thanks for Listening!!!

Prepared by Argie Butler, Texas A&M University

©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.