1. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING

2. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 2 LEARNING OBJECTIVES Define personality and discuss its general role in influencing organizational behaviour. Discuss the “Big Five” dimensions of personality. Discuss the organizational consequences of differences in locus of control, self- monitoring and self-esteem. Define learning and understand what is learned in organizations and its general role in influencing organizational behaviour.

3. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 3 Differentiate between positive and negative reinforcements and explain how to use them effectively. Explain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement. Distinguish between extinction and punishment and explain how to punish effectively. Explain social learning theory. Discuss organizational learning practices.

4. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 4 WHAT IS PERSONALITY? The relatively stable set of psychological characteristics that influences the way an individual interacts with his or her environment.

5. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 5 THE “BIG FIVE” DIMENSIONS OF PERSONALITY EXTRAVERSION – extent to which a person is outgoing or shy.

6. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 6 EMOTIONAL STABILITY – the degree to which a person has appropriate emotional control.

7. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 7 AGREEABLENESS – the extent to which a person is friendly and approachable.

8. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 8 CONSCIENTIOUSNESS – the degree to which a person is responsible and achievement oriented.

9. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 9 OPENNESS TO EXPERIENCE – the extent to which a person thinks flexibly and is receptive to new ideas.

10. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 10 THE “BIG FIVE” PERSONALITY DIMENSIONS ExtraversionEmotional Stability Agreeableness Sociable, Talkative Stable, Confident Tolerant, Cooperative vs. vs. vs. Withdrawn, Shy Depressed, Anxious Cold, Rude ConscientiousnessOpenness to Experience Dependable, Responsible Curious, Original vs. vs. Careless, Impulsive Dull, Unimaginative

11. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 11 RELATIONSHIP BETWEEN THE “BIG FIVE” PERSONALITY DIMENSIONS AND CAREER The “Big Five” traits are significantly related to both intrinsic (job satisfaction) and extrinsic (income and occupational status) career success.

12. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 12 SPECIFIC PERSONALITY CHARACTERISTICS LOCUS OF CONTROL – refers to an individual’s belief about the location of the factors that control his or her behaviour.

13. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 13 INTERNAL/EXTERNAL LOCUS OF THE CONTROL CONTINUUM

14. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 14 SELF-MONITORING – the extent to which people observe and regulate how they appear and behave in social settings and relationships.

15. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 15 SELF-ESTEEM - the degree to which a person has a positive self-evaluation.

16. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 16 WHAT IS LEARNING? A relatively permanent change in behaviour potential that occurs due to practice or experience.

17. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 17 WHAT DO EMPLOYEES LEARN? PRACTICAL SKILLS  Job-specific skills  Knowledge  Technical competence

18. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 18 INTRAPERSONAL SKILLS  Problem solving  Critical thinking  Learning about alternative work processes  Risk taking

19. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 19 INTERPERSONAL LEARNING  Interactive skills  Communicating  Teamwork  Conflict resolution

20. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 20 CULTURAL AWARENESS  Social norms of organizations  Understanding company goals  Business operations  Company expectations and priorities

21. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 21 REINFORCEMENT THEORIES The process by which stimuli strengthen behaviours. A reinforcer is a stimulus that follows some behaviour and increases or maintains the probability of that behaviour.

22. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 22 POSITIVE REINFORCEMENT The application or addition of a stimulus that increases or maintains the probability of some behaviour. Positive reinforcers tend to be pleasant.

23. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 23 NEGATIVE REINFORCEMENT The removal of a stimulus that, in turn, increases or maintains the probability of some behaviour. Negative reinforcers tend to be unpleasant.

24. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 24 REINFORCEMENT STRATEGIES To obtain fast acquisition of some response, continuous and immediate reinforcement is used. Behaviour tends to be persistent when learned under conditions of partial and delayed reinforcement.

25. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 25 SUMMARY OF REINFORCEMENT STRATEGIES AND THEIR EFFECTS

26. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 26 PUNISHMENT The application of an aversive stimulus following some behaviour designed to decrease the probability of that behaviour.

27. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 27 USING PUNISHMENT EFFECTIVELY Provide an acceptable alternative for the punished response.  Make sure the chosen punishment is truly aversive.  Punish immediately.  Do not reward unwanted behaviours before or after punishment.  Do not inadvertently punish desirable behaviour.

28. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 28 SUMMARY OF LEARNING EFFECTS

29. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 29

30. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 30 MODELING The process of imitating the behaviour of others. It is self-reinforcement that occurs in the modeling process. Attractive, credible, competent, high-status people will be imitated.

31. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 31 SELF-EFFICACY Beliefs people have about their ability to successfully perform a specific task. Key factor in training.

32. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 32 SELF-MANAGEMENT The use of learning principles to manage one’s own behaviour. Techniques include:  Collect self-observation data,  Observe models,  Set goals,  Rehearse, and  Reinforce oneself.

33. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 33 ORGANIZATIONAL BEHAVIOUR MODIFICATION (O.B. Mod.) The systematic use of learning principles to influence organizational behaviour. Financial and non-financial interventions have positive effects:  Reinforcing attendance.  Reinforcing work place safety.

34. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 34 Planned organizational activities that are designed to facilitate knowledge and skill acquisition and the learning of important job-related behaviours. TRAINING

35. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 35 INFORMAL LEARNING Learning experiences that are not planned and designed by the organization. Tend to be spontaneous, immediate and task specific.

36. COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 36 CONTINUOUS – LEARNING WORK ENVIRONMENT A work environment in which learning is considered to be an important part of everyday work life. It is a major factor contributing to supervisors’ learning and behaviour.