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Human Resource Management (2nd Year) Midterm > Chapter 2 : Personality and Learning > Flashcards

Chapter 2 : Personality and Learning Flashcards

1
Q

3 types of personality approach in organizational behaviour

A
  1. Dispositional Approach
  2. Situational Approach
  3. Interactionist Approach
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2
Q

Personality

A

How people interact & deal with their environment

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3
Q

Dispositional Approach

A

People possess traits / characteristics that influence their attitude & behaviour”

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4
Q

Situational Approach

A

Work setting highly influences employee’s attitude”

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5
Q

Interactionist Approach

A

To understand organizational behaviour in company, we must understand employee characteristics and the setting they work in

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6
Q

Personalities Framework

A
  1. Five-Factor Model of Personality (broad) (OCEAN)
  2. Locus of Control (narrow)
  3. Self-monitoring (narrow)
  4. Self-esteem (narrow)
  5. Type-a personality (neuroticism)
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7
Q

Five-Factor Model of Personality (broad) (OCEAN)

A
  • Extraversion (outgoing vs shy)
  • Emotional Stability / Neuroticism (high vs low emotional stability)
  • Agreeableness (friendly vs less-friendly)
  • Conscientiousness (are they responsible & achievement oriented) → top predictor of personality & performance cuz relevant in any situation
  • Openness to Experience (do they think flexibly & open to new ideas)
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8
Q

Locus of Control (narrow)

A

beliefs whether one’s behaviour is controlled by internal / external forces

a. High internal control → behaviour determined by :
Self-intiative
Personal actions
Free will

b. High external control → behaviour determined by :
Fate
Luck
Powerful ppl

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9
Q

Self-monitoring (narrow)

A

observe how they appear & behave in social setting & relationship

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9
Q

Self-esteem (narrow)

A

the degree to which a person has positive self-evaluation

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10
Q

Behavioural Plasticity

A

ppl w/ low self-esteem are prone to external & social influence (they seek approval) than high self-esteem

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11
Q

Type-a personality (neuroticism)

A

anxiety

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12
Q

Personality Variables

A
  1. Positive & negative affectivity
  2. Proactive Personality
  3. General Self-Efficacy (GSE)
  4. Core Self Evaluations (CSE)
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13
Q

Positive & negative affectivity

A

1) Positive affectivity (PA) : always positive

  • The strongest predictor of employee engagement
  • Leads to more success

2) Negative affectivity (NA) :
always negative
- Leads to stress, absenteeism, turnover

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14
Q

Proactive personality

A

tendency to take initiative & have positive change in environment

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15
Q

General self-efficacy (GSE)

A

belief in their ability to perform tasks successfully

a. Experience many success → high GSE
b. Experience many failures → low GSE

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16
Q

Core self-evaluations (CSE)

A

a. 4 traits that make up a person’s core self-evaluation : self-esteem, GSE, locus of control, emotional stability

b. Ppl with higher CSE → higher satisfaction, commitment, performance

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17
Q

Learning

A

Experiences that leads to permanent change in behaviour

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18
Q

What do employees learn?

A
  1. Practical Skills
  2. Interpersonal Skills
  3. Intrapersonal Skills
  4. Cultural Awareness
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19
Q

Practical skills

A

job-specific skill, knowledge, competence

20
Q

Interpersonal skills

A

communication, teamwork, conflict resolution

21
Q

Intrapersonal skills

A

problem-solving, critical thinking, learning about alternative work processes, risk taking

22
Q

Cultural awareness

A

learning organizational social norm, company goals, business operation, company expectation & priority

23
Q

Two Learning Theories

A

1) Operant Learning Theory
2) Social Cognitive Theory

24
Operant Learning Theory
Subject learn to operate on the environment to achieve certain consequences
25
Operant Learning Theory - Reinforcement
Stimuli that strengthen behaviour Ex : salesperson were stimulated by sales commission that strengthen their sales behaviour
26
Operant Learning Theory - Positive Reinforcement
increase probability of behaviour by ADDING stimulus Ex : security analyst who developed reading financial newspaper habit because of the successful decisions they made due to that
27
Operant Learning Theory - Negative Reinforcement
increase the probability of behavior by REMOVAL of stimulus Ex : employee can avoid manager nagging if they work harder
28
Organizational Errors Regarding Reinforcement
1) Confusing reward w/ reinforcer 2) Neglecting diversity in preferences for reinforcers 3) Neglecting important sources of reinforcement
29
What is confusing reward w/ reinforcer?
managers sometimes reward employees based on wrong things rather than for innovation, attendance, productivity (which are more important for the org.)
30
What is Neglecting important sources of reinforcement?
1) Performance feedback : - provide info to maintain performance - Has to be conveyed in positive manner - Delivered immediately after observation - Represented virtually (graph, chart) - Specific to behaviour that is targeted for feedback 2) Social recognition : appreciate one’s work
31
What is Neglecting diversity in preferences for reinforcers?
adjust reinforces based on individual Ex : millennials prefer non-monetary reward compare to gen X & baby boomer
32
2 types of reinforcement strategies
1) Continous, immediate reinforcement --> Fast learning 2) Partial reinforcement --> Persistent learning
33
Two Strategies to Reduce Probability of Behaviour
1. Extinction 2. Punishment
34
Extinction
Terminating the reinforcement Behaviors learned through delay / partial reinforcement are MORE DIFFICULT to extinguish than the one learned from continuous, immediate reinforcementBehaviours
35
Punishment
following unwanted behavior w/ some unpleasant stimulus a. Alternative should be clear (what ppl can do rather than the activity that get punishment) b. Sometimes provoke strong reaction by the punished c. Principles to increase punishment effectiveness : i. Make sure punishment is aversive (berdampak) ii. Punish immediately iii. DON’T reward unwanted behaviour before / after punishment Iv. DON’T accidentally punish desirable behaviour
36
Social Cognitive Theory (SCT)
Emphasize role of cognitive process & people’s behaviour in learning, involving 3 component : - Observational learning - Self-efficacy beliefs - Self-regulation
37
SCT - Observational learning
observing & imitating others
38
SCT - Self-efficacy beliefs
belief in ability to perform a task - Performance Mastery Ex: Past successful work - Observation of others Ex: Observe how others do the task - Verbal persuasion & social influence Ex : encouragement from peers - Psychological state Ex : relax, comfort
39
Self-regulation
the use of learning principles to manage one’s own behaviour
40
Discrepancy Reduction
when a discrepancy exist between their goal & performance, individuals are motivated to modify their behaviour in the pursuit of goal attainment
41
Discrepancy Production
when individuals attain their goals, they are likely to set higher goals
42
Organizational Learning Practices
1) Organizational Behaviour Modification (OB Mod) 2) Employee Recognition Programs 3) Training and Development Programs
43
Organizational Behaviour Modification (OB MOD)
systematic use of learning principles to influence organizational behaviour
44
Employee Recognition Programs
reward employee for specific behaviours a. To be effective : - Specify how a person will be recognized - Type of behaviour being encouraged - Public acknowledgement - Token / icon of the event for the recipient
45
Peer Recognition Programs
program allowing employee to acknowledge their co-workers exceptional work
46
Training and Development Programs
activities to develop knowledge & skill in increasing job performance
47
Behaviour Modelling Training (BMT)
trainees observe a model performing task followed by opportunities to practise observed behaviour
48
Steps of Behaviour Modelling Training
- Describe skills to be learned - Provide a model - Provide opportunities for practice - Provide feedback - Take steps to transfer behaviour to job

Human Resource Management (2nd Year) Midterm (12 decks)

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