copyright 2001 pearson education canada inc. chapter 2 1 chapter 2 personality and learning
TRANSCRIPT
![Page 1: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/1.jpg)
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2
1
CHAPTER 2PERSONALITY
AND LEARNING
![Page 2: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/2.jpg)
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.
![Page 3: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/3.jpg)
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.
![Page 4: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/4.jpg)
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.
![Page 5: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/5.jpg)
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.
![Page 6: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/6.jpg)
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2
6
EMOTIONAL STABILITY – the degree to which a person has appropriate emotional control.
![Page 7: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/7.jpg)
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2
7
AGREEABLENESS – the extent to which a person is friendly and approachable.
![Page 8: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/8.jpg)
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2
8
CONSCIENTIOUSNESS – the degree to which a person is responsible and achievement oriented.
![Page 9: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/9.jpg)
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.
![Page 10: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/10.jpg)
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2
10
THE “BIG FIVE” PERSONALITY DIMENSIONS
Extraversion Emotional Stability AgreeablenessSociable, Talkative Stable, Confident Tolerant, Cooperative
vs. vs. vs. Withdrawn, Shy Depressed, Anxious Cold, Rude
Conscientiousness Openness to ExperienceDependable, Responsible Curious, Original
vs. vs. Careless, Impulsive Dull, Unimaginative
![Page 11: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/11.jpg)
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.
![Page 12: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/12.jpg)
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.
![Page 13: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/13.jpg)
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2
13
INTERNAL/EXTERNAL LOCUS OF THE CONTROL CONTINUUM
![Page 14: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/14.jpg)
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.
![Page 15: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/15.jpg)
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2
15
SELF-ESTEEM - the degree to which a person has a positive self-evaluation.
![Page 16: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/16.jpg)
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.
![Page 17: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/17.jpg)
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2
17
WHAT DO EMPLOYEES LEARN?
PRACTICAL SKILLS Job-specific skills Knowledge Technical competence
![Page 18: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/18.jpg)
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2
18
INTRAPERSONAL SKILLS Problem solving Critical thinking Learning about alternative work processes Risk taking
![Page 19: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/19.jpg)
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2
19
INTERPERSONAL LEARNING Interactive skills
Communicating Teamwork Conflict resolution
![Page 20: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/20.jpg)
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2
20
CULTURAL AWARENESS Social norms of
organizations Understanding company
goals Business operations Company expectations and
priorities
![Page 21: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/21.jpg)
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.
![Page 22: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/22.jpg)
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.
![Page 23: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/23.jpg)
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.
![Page 24: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/24.jpg)
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.
![Page 25: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/25.jpg)
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2
25
SUMMARY OF REINFORCEMENT STRATEGIES AND THEIR EFFECTS
![Page 26: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/26.jpg)
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.
![Page 27: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/27.jpg)
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.
![Page 28: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/28.jpg)
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2
28
SUMMARY OF LEARNING EFFECTS
![Page 29: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/29.jpg)
COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2
29
![Page 30: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/30.jpg)
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.
![Page 31: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/31.jpg)
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.
![Page 32: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/32.jpg)
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.
![Page 33: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/33.jpg)
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.
![Page 34: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/34.jpg)
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
![Page 35: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/35.jpg)
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.
![Page 36: COPYRIGHT 2001 PEARSON EDUCATION CANADA INC. CHAPTER 2 1 CHAPTER 2 PERSONALITY AND LEARNING](https://reader035.vdocuments.net/reader035/viewer/2022081603/56649e5d5503460f94b557a9/html5/thumbnails/36.jpg)
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.