Personality and Cultural Values (S9 - CH9) PDF

Chapter 9 Personality and Cultural Values ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. ...

Chapter 9 Personality and Cultural Values ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.  Class Agenda Personality and Cultural Values How Can We Describe What Employees Are Like? The Big Five Taxonomy Other Taxonomies of Personality Cultural Values How Important are Personality and Cultural Values? Application: Personality Traits ©McGraw-Hill Education.  An Integrative Model of Organizational Behavior Access the text alternative for slide images ©McGraw-Hill Education.  Personality and Cultural Values 1 of 2 Personality is the structures and propensities inside a person that explain his or her characteristic patterns of thought, emotion, and behavior. collection of multiple traits What a person is like Determines their social reputation Described by adjectives such as responsible, easygoing, polite Traits: recurring trends in people’s responses to their environment a function of your genes and environment (culture you were raised in) ©McGraw-Hill Education.  Personality and Cultural Values 2 of 2 Cultural values are shared beliefs about desirable end states or modes of conduct in a given culture. What a culture is like Described by adjectives such as traditional, informal, assertive Can influence the development and expression of people’s personality traits a responsible person can act different in different countries ©McGraw-Hill Education.  How Can We Describe What Employees Are Like? By using personality traits and cultural values Generally involves using adjectives Sorting adjectives into broad dimensions of personality https://youtu.be/awNcRD0wql4 https://youtu.be/9yHX3WZv8uc ©McGraw-Hill Education.  The Big Five Taxonomy Five broad dimensions or “factors” can be used to summarize our personalities: Conscientiousness Agreeableness Neuroticism Openness to Experience Extraversion https://nobaproject.com/modules/personality-traits ©McGraw-Hill Education.  Figure 9-1 Trait Adjectives Associated with the Big Five Access the text alternative for slide images ©McGraw-Hill Education.  “The Big Five” Mini Access the text alternative for slide images ©McGraw-Hill Education.  Mini Big Five 1. Responda cada pregunta. 2. Para los items en negrita, reste su respuesta de 6, la diferencia será la nueva respuesta a las preguntas. Por ejemplo, si la respuesta original fue “2,” la nueva respuesta is “4” (6 – 2). 3. Al terminar todos los items, calcule cada dimension: Conscientiousness: Sume los items 3, 8, 13 y 18. Agreeableness: Sume los items 2, 7, 12 y 17. Neuroticism: Sume los items 4, 9, 14 y 19. Openness to Experience: Sume los items 5, 10, 15 y 20. Extraversion: Sume los items 1, 6, 11 y 16. ©McGraw-Hill Education.  Personality Norms Source: M.B. Donnellan, F.L. Oswald, B.M. Baird, and R.E. Lucas, “The Mini-IPIP Scales: Tiny-Yet-Effective Measures of the Big Five Factors of Personality,” Psychological Assessment 18 (2006), pp. 192–203. American Psychological Association. Access the text alternative for slide images ©McGraw-Hill Education. Figure 9-2 Changes in Big Five Dimensions over the Life Span increases over time 0.20 -> small change increases, more after 45 0.50 -> medium change decreases over time 0.80 -> large change stable after teenage (on genes) stable (depends on genes) Extraversion remains quite stable throughout a person’s life. Openness to experience also remains stable, after a sharp increase from the teenage years to college age. The other three dimensions, however, change quite significantly over a person’s life span. Source: Adapted from B.W. Roberts, K.E. Walton, and W. Viechtbauer, “Patterns of Mean-Level Change in Personality Traits across the Life Course: A Meta-Analysis of Longitudinal Studies,” Psychological Bulletin 132 (2006), pp. 1–25. Access the text alternative for slide images ©McGraw-Hill Education.  Conscientiousness Relevant adjectives: Dependable, organized, reliable, ambitious, hardworking, persevering The biggest influence on job performance of any of the Big Five Accomplishment striving—a strong desire to accomplish task-related goals Correlated to career success, good health https://www.youtube.com/watch?v=ir8XITVmeY4 ©McGraw-Hill Education.  Agreeableness Relevant adjectives: Warm, kind, cooperative, sympathetic, helpful, courteous Communion striving—a strong desire to obtain acceptance in personal relationships Not related to performance in all jobs or occupations Beneficial in service jobs ©McGraw-Hill Education.  Extraversion Relevant adjectives: Talkative, sociable, passionate, assertive, bold, dominant likley to be leaderlikes Easiest to judge in zero acquaintance situations (people have just met) Not related to performance across all jobs or occupations Status striving—a strong desire to obtain power and influence within a social structure Extraversion correlated with leadership emergence and effectiveness and with job satisfaction Positive affectivity—a dispositional tendency to experience pleasant, engaging moods such as enthusiasm, excitement, and elation ©McGraw-Hill Education. Figure 9-3 Extraversion, Neuroticism, and Typical Moods Access the text alternative for slide images ©McGraw-Hill Education.  Neuroticism 1 of 2 Relevant adjectives: Nervous, moody, emotional, insecure, jealous Second most important of the Big Five to job performance Few jobs benefits from traits associated with neuroticism Most jobs benefit from employees who are calm, steady, secure. Negative affectivity—tendency to experience unpleasant moods such as hostility, nervousness, annoyance Associated with low levels of job satisfaction and happiness in general ©McGraw-Hill Education.  Neuroticism 2 of 2 Neuroticism affects how people deal with stress - Differential exposure—being more likely to appraise day-to-day situations as stressful - Differential reactivity—being less likely to believe that one can cope with the stressors experienced on a daily basis Strongly related to LOCUS OF CONTROL: wheter people attribute causes of events to themselves or external environment ©McGraw-Hill Education.  Table 9-2 External and Internal Locus of Control companies prefer people who care about the outcomes of their job Source: Adapted from J.B. Rotter, “Generalized Expectancies for Internal versus External Control of Reinforcement,” Psychological Monographs 80 (1966), pp. 1–28. ©McGraw-Hill Education.  Openness to Experience Relevant adjectives: Curious, imaginative, creative, complex, refined, sophisticated Also called inquisitiveness, intellectualness, culture Not related to job performance across all occupations Helpful in jobs that are dynamic, creative, opportunities to learn Adaptable, good at finding new and better approaches ©McGraw-Hill Education.  Figure 9-4 Openness to Experience and Creativity Access the text alternative for slide images ©McGraw-Hill Education.  Figure 9-5 Tests of Creative Thinking ↑ Access the text alternative for slide images ©McGraw-Hill Education.  PERSONALITY TESTS ONLINE BIG FIVE- https://bigfive-test.com/es/test DISC - https://www.truity.com/test/disc-personality-test MBTI - https://www.16personalities.com/es/test-de- personalidad OTHER : Personhttps://www.truity.com/page/personality-tests- and-career-quizzesality Tests and Career Quizzes | Truity ©McGraw-Hill Education.  Other Taxonomies of Personality 1 of 2 used to create groups with different people Myers-Briggs Type Indicator Extraversion versus Introversion Sensing versus Intuition Thinking versus Feeling Judging versus Perceiving 16 different personality types based on preferences (for example, ISTJ) Managers more likely to be TJs Not a tool for predicting job performance, but helpful in team building ©McGraw-Hill Education.  Other Taxonomies of Personality 2 of 2 RIASEC Model: Interest framework summarized by six different personality types Realistic Investigative Artistic Social Enterprising Conventional Commonly used to provide personality profile and a list of occupations that might be a good match for that profile ©McGraw-Hill Education.  Figure 9-6 Holland’s RIASEC Model Adapted from J.L. Holland, Making Vocational Choices: A Theory of Careers (Englewood Cliffs, NJ: Prentice Hall, 1973). Access the text alternative for slide images ©McGraw-Hill Education.  OB on Screen Florcita Rockera https://www.youtube.com/watch?v=LZt4P6YtAgg ©McGraw-Hill Education.  Cultural Values 1 of 2 Culture: Shared values, beliefs, motives, identities, and interpretations that result from common experiences of members of a society Transmitted across generations Cultural values: Shared beliefs about desirable end states or modes of conduct in a given culture. Provide societies with their own distinctive personalities Reflect a feeling of how things “should be done” in a given society Taxonomy of cultural values developed in 1970s by Geert Hofstede. ©McGraw-Hill Education.  Table 9-3 Hofstede’s Dimensions of Cultural Values 1 of 2 Access the text alternative for slide images ©McGraw-Hill Education.  Table 9-3 Hofstede’s Dimensions of Cultural Values 2 of 2 Sources: G. Hofstede, Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations across Nations (Thousand Oaks, CA: Sage, 2001): G. Hofstede, “Cultural Constraints in Management Theories,” Academy of Management Executive 7 (1993), pp. 81-94; and G. Hofstede and M.H. Bond, “The Confucius Connection: From Cultural Roots to Economic Growth,” Organizational Dynamics 16 (1988), pp. 5-21. Access the text alternative for slide images ©McGraw-Hill Education.  Project GLOBE 1 of 2 An ongoing international research effort to examine the impact of culture on leadership attributes, behaviors, and practices Uses nine dimensions to summarize cultures: Power distance Uncertainty avoidance Institutional collectivism Ingroup collectivism Gender egalitarianism Assertiveness Future orientation Performance orientation Humane orientation ©McGraw-Hill Education.  Project GLOBE 2 of 2 Groups countries studied into clusters U.S. is part of Anglo cluster (United States, Canada, Australia, England). Anglo group scores in the middle on most cultural values. Examples: Gender egalitarianism. The culture promotes gender equality and minimizes role differences between men and women. High: Nordic Europe, Eastern Europe. Low: Middle East. Performance orientation. The culture encourages and rewards members for excellence and performance improvements. High: Anglo, Confucian Asia, Germanic Europe. Low: Latin America, Eastern Europe. ©McGraw-Hill Education.  Power Distance 1 2 STRONGLY DISAGREE 3 4 NEUTRAL AGREE 5 STRONGLY DISAGREE AGREE 1. A company’s norms should be followed, even if an employee disagrees with them. 2. Letting employees have a say in decisions eats away at managerial authority. 3. A good manager should be able to make decisions without consulting employees. 4. If employees disagree with the company’s actions, they should keep it to themselves. 5. Employees should not question the decisions that top management makes. 6. Managers lose effectiveness when employees second-guess their actions. 7. Managers have a right to expect employees to listen to them. 8. Efficient managerial decision making requires little employee input. Average Score: 20 ©McGraw-Hill Education.  Cultural Values 2 of 2 Research into cultural values emphasizes the distinction between individualism and collectivism, which is relevant to topics within organizational behavior. Collectivists exhibit Higher levels of task performance and citizenship behaviors in work team settings Lower levels of counterproductive and withdrawal behaviors Greater commitment to employers Preference for group rewards versus rewards tied to individual achievement Awareness of cultural variations is critical because differences can influence reactions to change, conflict management styles, negotiation approaches, and reward preferences. ©McGraw-Hill Education.  Figure 9-7 How Can We Describe What Employees Are Like? Access the text alternative for slide images ©McGraw-Hill Education. How Important Are Personality and Cultural Values? 1 1 of 2 Conscientiousness has the strongest effect on task performance. Conscientious employees: Have higher levels of motivation Are more self-confident Perceive a clearer link between effort and performance Are more likely to set goals and commit to them Conscientiousness is a key driver of typical performance (performance in the routine conditions that surround daily job tasks). Ability is a key driver of maximum performance (performance in brief, special circumstances that demand a person’s best effort). ©McGraw-Hill Education.  Figure 9-8 Effects of Personality on Performance and Commitment Sources: M.R. Barrick, M.K. Mount, and T.A. Judge, “Personality and Performance at the Beginning of the New Millennium: What Do We Know and Where Do We Go Next?” International Journal of Selection and Assessment 9 (2001), pp. 9–30; C.M. Berry, D.S. Ones, and P.R. Sackett, “Interpersonal Deviance, Organizational Deviance, and Their Common Correlates: A Review and Meta-Analysis,” Journal of Applied Psychology 92 (2007), pp. 410–24; A. Cooper-Hakim and C. Viswesvaran, “The Construct of Work Commitment: Testing an Integrative Framework,” Psychological Bulletin 131 (2005), B. pp. 241–59; L.M. Hough and A. Furnham, “Use of Personality Variables in Work Settings,” in Handbook of Psychology, Vol. 12, ed. W.C. Borman, C. D.R. Ilgen, and R.J. Klimoski (Hoboken, NJ: Wiley, 2003), pp. 131–69; J.E. Mathieu and D.M. Zajac, “A Review and Meta-Analysis of the Antecedents, D. Correlates, and Consequences of Organizational Commitment,” Psychological Bulletin 108 (1990), pp. 171–94; and J.F. Salgado, “The Big Five E. Personality Dimensions and Counterproductive Behaviors,” International Journal of Selection and Assessment 10 (2002), pp. 117–25. Access the text alternative for slide images ©McGraw-Hill Education. How Important Are Personality and Cultural Values? 2 2 of 2 Personality is more important in some contexts than in others. Situational strength suggests that “strong situations” have clear behavioral expectations that make differences between individuals less important. Personality variables tend to be more significant drivers of behavior in weak situations than in strong situations. Trait activation suggests that some situations provide cues that trigger the expression of a given trait. Personality variables tend to be more significant drivers of behaviors in situations that provide relevant cues than in situations in which those cues are lacking. ©McGraw-Hill Education.  Application: Personality Tests Many companies use personality tests to assess job applicants. Integrity tests, also called honesty tests, focus on predisposition to counterproductive behaviors. Clear purpose tests assess attitudes toward dishonesty, including confessions of past dishonesty. Veiled purpose tests assess general personality traits associated with dishonesty. Most integrity tests assess a combination of high conscientiousness, high agreeableness, and low neuroticism along with honesty. Even allowing for some “faking” among test-takers, personality and integrity tests are among the most useful tools for hiring. ©McGraw-Hill Education.  Table 9-5 Sample Integrity Test Items TYPE OF TEST SAMPLE ITEMS Clear Purpose Would you say that most people lie on their résumé? Have you ever taken something home from work without saying anything about it? If a cashier gave you too much change, do you think you’d point out the error? At what dollar value would theft from work become a fireable offense? Veiled Purpose I rarely do things impulsively. I try to avoid hurting people’s feelings. There are people out there I’d like to get back at. I’m someone who follows the rules. Source: From J.E. Wanek, P.R. Sackett, and D.S. Ones, “Towards an Understanding of Integrity Test Similarities and Differences: AN Item- Level Analysis of Seven Tests,” Personnel Psychology 56 (2003), pp. 873-94. Reprinted with permission of John Wiley & Sons, Inc. ©McGraw-Hill Education.  Figure 9-9 The Effects of Faking on Correlations with Integrity Tests Access the text alternative for slide images ©McGraw-Hill Education.  Next Time Chapter 10: Ability ©McGraw-Hill Education.