Post on 09-Apr-2018
transcript
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Organisational
Behaviour
OB -2 : Understanding Self &
Others
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Mental representation one has of self.
Way a person thinks others perceive his or her looks and actions.
SELF-CONCEPT
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Components of Self-Concept
IDENTITY
Awareness of being distinct & separate from others
BODY IMAGE
Mental picture of ones body
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Components of Self-Concept
SELF-ESTEEM
Personal feeling & self-evaluation of ones worth
SELF-EFFICACY
a persons belief about his or her chances of successfully
accomplishing a specific task
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We are what we think. All that we
are arises with our thoughts. Withour thoughts, we make the world.~The Buddha
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An individual's self-concept isthe core of his personality. It
affects every aspect of humanbehavior: the ability to learn,the capacity to grow andchange. A strong, positive self-image is the best possiblepreparation for success in life.
~ Dr. Joyce
Brothers
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Johari Window
I know.Youknow.
I know.
You don'tknow
I don't
know.You don'tknow.
I don'tknow.
You know.
I
Know Don't Know
You
Don'tKnow
Kn
ow
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We are most effective when we know a lot.
ArenaArena
FacadeFacade UnknownUnknown
Blind SpotBlind Spot
I
Know Don't Know
You
Don'tKnow
K
now
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We are most effective where we both knowstuff.
FacadeFacade UnknownUnknown
Blind SpotBlind Spot
I
Know Don't Know
You
Don'tK
now
Kno
w
ArenaArenaEffectiveEffective
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Sharing can increase what you know andmake us both more effective.
Arena
Facade Unknown
Blind Spot
I
Know Don't Know
You
Don'tK
now
K
no
w
SharingSharing
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Listening can increase what I know andmake us both more effective.
Arena
Facade Unknow
n
BlindSpot
I
Know Don't Know
You
Don'tK
now
Kno
w
ListenListen
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We are more effective when we share and listen.We decrease danger and discover opportunities when we
share and listen.
FacadeFacade UnknownUnknown
Blind SpotBlind Spot
I
Know Don't Know
You
Don'tKnow
K
now
ArenaArena
DangerDangerOpportunityOpportunity
EffectiveEffective
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Transactional Analysis
A model for explaining why and how:
People think like they do
People act like they doPeople interact/communicate with others
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Our Brain (according to Berne)
Determines what we think and how we act
Acts like a tape recorder while recording
1) Events
2) Associated feelings
Has 3 distinct parts or ego states
1) Parent2) Adult
3) Child
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Ego States
Parent
Adult
Child
Nurturing Critical
Natural Adapted
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Parent Ego State
Thoughts, feelings, attitudes, behavioral patterns basedon messages or lessons learned from parents and otherparental or authoritarian sources
Shoulds and should nots; oughts and ought nots; always
and never Prejudicial views on things such as:
religion dress salespeople
traditions work products
money raising children companies
Nurturing views (sympathetic, caring views) Critical views (fault finding, judgmental, condescending
views)
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Child Ego State
Thoughts, feelings, attitudes, behavioral patterns based
on child-like emotions, impulses, feelings we have
experienced
Child-like examples
Impulsive
Self-centered
AngryFearful
Happy
Pleasure seeking
Rebellious
Curious
Eager to please
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Ego Portraits
People have favorite, preferred ego state,
depicted by larger circle in a diagram
Parent Adult Child
P
A
C
P
A
C
P
A
C
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Human Interaction Analysis
A transaction = any interaction or communication between 2
people
People send and receive messages out of and into their
different ego states
How people say something (what others hear?) just as
important as what is said
Types of communication, interactions
1) Complementary2) Crossed
3) Ulterior
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Intonations: Its the Way You Say It!
Placement of the emphasis
Why dont I take you to dinner tonight?
Why dont I take you to dinner tonight?
Why dont I take you to dinner tonight?
Why dont I take you to dinner tonight?
Why dont I take you to dinner tonight?Why dont I take you to dinner tonight?
Why dont I take you to dinnertonight?
What it means
I was going to take someone else.
Instead of the guy you were going with.
Im trying to find a reason why I
shouldnt take you.
Do you have a problem with me?
Instead of going on your own.
Instead of lunch tomorrow.
Not tomorrow night.
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Complementary Transactions
Interactions, responses, actions regarded as appropriate
and expected from another person.
Parallel communication arrows, communication
continues.Example 1: #1 What time do you have?
#2 Ive got 11:15.P
A
C
P
A
C
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Complementary Transactions
contd
Example 2:
P
A
C
P
A
C
#1 Youre late again!
#2 Im sorry. It wont
happen again.
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Crossed Transactions
Interactions, responses, actions NOT regarded as appropriate or
expected from another person.
Crossed communication arrows, communication breakdown.
Example 1 #1 What time do you have?
#2 Theres a clock on the wall, why dont you
figure it out yourself?
P
A
C
P
A
C
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Crossed Transactions contd
Example 2 #1 Youre late again!
#2 Yeah, I know, I had a flat tire.
P
A
C
P
A
C
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Ulterior Transactions
Interactions, responses, actions which are
different from those explicitly stated
Example #1 How about coming up to my roomand listening to some music?
P
A
C
P
A
C
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Crossed Transactions
Manager CP>AC
Where is that report I wrote ?
Secretary CP>AC
If you looked in your in-tray, youdfind it.
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Crossed Transactions
NP CP
A
NC AC
NP CP
A
NC AC
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Angular Transactions
Store salesperson A>A
The sale ends today.
(hidden A>NC)
(Buy now or lose out.)
Customer NC>A
Ill have this
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Angular Transactions
NP CP
A
NC AC
NP CP
A
NC AC
Covert, ulterior message
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Duplex Transactions
(Duplex = American for 2 storey apartment)
Manager A>A
Come into my office a moment
Person A>A
Im busy right nowIve got to
(Manager CP>AC
Im going to clobber you.)
(Person AC>CP
I dont want to be clobbered.)
Both complementary, one hidden
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Duplex Transactions
NP CP
A
NC AC
NP CP
A
NC AC
Hidden, complementary transaction
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Tips for Work
Try mostly to keep AA
Do divert into NCNC sometimesHolidays, sport, music, etc
Dont get into CPACYou havent given me any reason for
Nor NPACIf I were your boss, I would agree
I agree, threshold assessment is nonsense
Certainly, dont do ACNP (with a hidden thirdparty CP)
Im sorry I have to ask this, but the .demands it
Nor CPCP
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Life Positions
About oneself
I can think for myself
Im worth knowing
Im stupidIm worthless
About others
People can be trusted
Everyone has good points
People are bad
Everyone is incompetent
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Im not OK, youre OK
Early childhood
Feeling powerless or inferior
so avoid difficult situations
Accountant faced with Auditor
Driver stopped by Police
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Im not OK, youre not OK
Disaster
No stroking, much punishment in childhood
Lose interest in living
Very hard to reach, get through to, suchpeople
Possibly 1 %
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Im OK, youre not OK
Many Inspectors
Early history of psychopaths
Competitive, hostile, angry
Put down, victimize, persecute otherHitler, et al
Withdrawal, depression
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Im OK, youre OK
What we should aim for
Healthy, based on thought, faith and thewager of action
Solve problems constructively
Why not ?position
Good school teachers
Good managers
Good Auditors
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Life Positions
I-U+
Negative aspects of AC
get away from
I+U+
Positive aspects of all
statesget on with
I-U-
Negative aspects of ACand CP
get nowhere
I+U-
Negative aspects of CP
get rid of
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Strokes
Physical from parents, partners
Psychological from teachers, friends, partners,acquaintances, managers
Positive for BeingMorning, Karen. Morning, John, youre
looking very smart.
Positive for DoingThis report is excellent.
Negative for BeingWhy are you so unhelpful ?
Negative for DoingYoure late again.
No strokes = Worst
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Time Structuring
Intimacy
Games
Activities
Pastimes
Rituals
Withdrawal
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Rituals
Programmed social, safe
No commitment or involvement
Shows us were in step with others
Provides positive strokes
Eating out Christmas
Elderly people shopping (and some young)
Good morning, Mrs Smith, nice weather.
Im John, what this interview is about..
Must do ritual to start talking to someone new
Hows life ? can get you further
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Pastimes
Unthreatening, non-committal, WI, small talk,parties, clubs, much sport, some holidays (ClubMed, cruises, package holidays, back-packing)
Socially competent people do themsuccessfully
Part of the route towards closer friendship
Essential in interviewing new contacts,or recruits
Can introduce pastime as theyre talking
about their job and life
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Activities
Practical, with a goal
Work, playing sport, some holidays leisure(sailing, mountaineering, art, theatre)
Satisfying in themselves, or because of strokesreceived for completion
Good route to friendship and intimacy
This is what we do mostly at work
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Games People Play
Mines better than yours
Why dont you ? Yes, but
Lets you and him fight
Why does this always happen to me ?
Now Ive got you, you son-of-a-bitch
See what you made me do
What would you do without me ?
Con + Gimmick = ResponseSwitchCross upPayoff
Persecutor games players, or Rescuers suss out Victims often
Dont fall for it
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Intimacy
Emancipation of Adult enables Natural Childto emerge
Friendship, partnering
Mutual total acceptance, caring, trust,empathy, affection
Spontaneous sharing, not sociallyprogrammed
Frightening and risky
I+U+ essential, lot of AA
Can happen in midst of crowd, or at work
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Spontaneous Empathy
Wont get enough insight for intimacy, butmust give the impression youre workingtowards it
Talk briefly about yourself, when you have a
story relevant to what theyve said
Show interest in their position---not necessarilyjust work
Empathise, end up with them seeing you as afriend, not a boss
Hows life ? can be a useful starter Isometimes get quite amazingly personalanswers
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What now ?
So far maybe some learning, how to implant it and useit ?
Framework ofknowledge
Stand behind own head
Analyse all transactions
Work, friends, neighbours, strangers
Observe others, shops, restaurants, bars, TV, radio,
film, theatre, booksCreates skill, confidence, attitude
Use them to improve your communications andrelationship management
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Thecombinationofpsychologica
l
traitsweusetoclassify&
describeapersonintermsof
characteristicssuchasquiet,
passive,loud,aggressive,etc.
Personality
Personality
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Personality
Unique pattern of traits and behaviors that define eachindividual
What makes us recognizably the same from time to time and
from place to place Patterns of behavior and thinking (Carlson)
...your characteristic pattern of thinking, feeling, and
acting (Myers).
Setting may influence personality, but strong or rigidpersonalities are consistent.
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Prentice Hall, 2001 Chapter 4 56
Personality AttributesPersonality Attributes
and Behaviorand Behavior
RiskRisk
TakingTaking
LocusLocus
of Controlof Control
Self-EsteemSelf-Esteem
Type AType A
PersonalityPersonality
Self-MonitoringSelf-Monitoring
MachiavellianMachiavellian
TraitsTraits
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Personality Traits And Work-related
Behaviors (contd) Self-esteem (SE)
An individuals degree of life dislike for him- or
herself
Self-monitoring A measure of an individuals ability to adjust his or
her behavior to external, situational factors
Propensity for risk taking
The willingness to take chancesa preference toassume or avoid risk
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Locus of Control
An individuals beliefs about whether the consequences of heractions are controlled by internal variables or external ones
Internal: belief that consequences of behavior depend on ones
own actions
Ex: grade I get will depend on how hard I work External: belief that consequences of behavior are controlled by
external factors
Ex: grade I get will depend on how hard the tests are
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Internal & External Locus of Control
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Locus of Control
Internal locus of control leads to Persistence in tasks
Healthy behaviors, ex regular exercise, no smoking, good diet
High academic achievement
But also self-blame even when failure caused by external events
External locus of control is implicated in some types of depression
and learned helplessness
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Self-Esteem
High Self-Esteem
Self-concept matches ideal self
Low Self-EsteemSelf-concept more negative than ideal self
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Effects of High Self-Efficacy
PriorExperience
Sources of Self-Efficacy Beliefs Feedback Behavioral Patterns Results
HighI know Ican do this job
Self-efficacybeliefs
Success
Be activeselectbest
opportunities
Manage thesituation
avoid or neutralize
obstacles
Set goalsestablish
standards
Plan, prepare,practice
Try hard: persevere
Creatively solve
problems
Learn from setbacks
Visualize success
Limit Stress
PriorExperience
PriorExperience
PriorExperience
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Effects of Low Self-Efficacy
PriorExperience
Sources of Self-Efficacy Beliefs Feedback Behavioral Patterns Results
Self-efficacybeliefs
Be passive Avoid difficulttasks Develop weakaspirations andlowcommitment
Focus onpersonaldeficiencies
Dont even trymakea weak effort
Quit or becomediscouraged
becauseof setbacks Blame setbacksonlack of ability orbadluck
Worry,experiencestress, become
depressed Think of excusesfor
PriorExperience
PriorExperience
PriorExperience
LowI dont think
I can get the jobdone
Failure
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Components of Self-Concept
ROLE
Expectations or standards of behavior accepted by
society
SELF MONITORING
Observing ones own behavior and adapting to the
situation
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Practical Recommendations
For high, moderate, and low self-monitors:Become more aware of your self-image and howit affects others.
For high self-monitors: You cannot be all thingsto all people caution - you can be perceived asinsincere, dishonest, phoney, and untrustworthy
For low self-monitors: You can bend without
breaking, so try and be more accommodatingwhile being true to your beliefs, Learn to readnon-verbal cues.
P i P li i V l d
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Proactive Personalities are Valued
Human Capital
Proactive Personalityaction-oriented
person who shows
initiative and perseveres to change
things
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Personality Tests
Broad dimensions relating to individual traits that are
consistent across contexts
Related to interests and values.
Utility rests on strength of link between personality
measure and career
Need to keep current on research relating personality to
career choice, fit, satisfaction and performance (predictive
validity)
Best used as part of broad self-knowledge program
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Myers-Briggs Type Indicator
4 Dimensions
Each individual prefers one aspect of each dimension
(like being left or right handed)
Everyone uses all the preferences to some degree 16 personality types
Scores on MBTI show clarity of preference, not degrees
of use
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Talkative, open,Talkative, open,
speaks then thinksspeaks then thinks
Reserved, closed,Reserved, closed,
thinks then speaksthinks then speaks
Extraversion and Introversion
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Extraversion / Introversion
Extraversion
energised by other
people (even when not
with them) likes group working
needs variety and
action
working alone is tiring
Introversion energised by internal
thoughts (even atparties)
enjoys working alone
likes reading andlistening
good at concentration
company of others istiring
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Reads instructions,Reads instructions,
notices detailsnotices details
Skips directions,Skips directions,
follows hunchesfollows hunches
Sensing and iNtuition
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Clare Howard Consultants 75
Sensing and iNtuition
S likes practical
experience
likes visual/sensory
material
likes using learnedskills
needs factual
information likes repetition
N
prefers adding newskills
looks at the big picture
theory first thenapplication
uses models andframeworks for
understanding likes variety
change
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76
Thinking and Feeling Deciding
The logical thing
to do is ...
Goes by logicGoes by logic Goes by personalGoes by personal
convictionsconvictions
I believe the
right thing to
do
is....
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Clare Howard Consultants 77
Thinking and Feeling
T
needs logical structure
wants efficient
materials requires clear goals
F
values harmony
needs recognition
seeks approval wants appreciation for
effort
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Judging and Perceiving
Judging Likes and sticks to plans
Likes to know wherethey are going
Likes things sorted outand decisions made
Everything in its placeand a place for
everything Enjoys reaching the
destination
Perceiving
Likes to go somewhere new
Prefers to postpone decisions
in case something more
interesting turns up
Never the same thing twice
Likes plans because of the
opportunity for change
Enjoys the journey
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Putting the dimensions together
Sensing iNtuition
ThinkingFeeling
Source of Energy
Perceiving
Attitude to exploring
and organising
Judging
ExtraversionIntroversion
PerceivingJudging
ESFP INFJ
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Personality Tests: 16 PF
Cattell, psychometric model factor analysis
16 years and older
16 primary factors 5 global factors
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16 PF Primary Factors
Reserved-Warm Concrete-Abstract
Reactive-EmotionallyStable
Deferential-Dominant Serious-Lively
Expedient-Rule-Conscious
Shy-Socially Bold
Utilitarian-Sensitive
Trusting-Vigilant
Grounded-Abstracted
Forthright-Private
Self-Assured- Apprehensive
Traditional-Open to Change
Group-Oriented- Self-
Reliant
Tolerates Disorder-Perfectionist
Relaxed-Tense
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16 PF Global Factors
Introverted-Extroverted
Extraversion
Low Anxiety-High Anxiety
Neuroticism, Emotional Stability
Intuitive/Open-Tough Minded
Openness
AccommodatingSelf-Oriented
Agreeability UnrestrainedSelf-Controlled
Conscientiousness
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Interpersonal Needs
Need to work with others to accomplish
tasks
Need to work with others to reduce anxiety Need to work with others to define oneself
Personality determines style of working
with others FIRO-B measures differences in styles
FIRO-B Measures Interpersonal
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FIRO-B Measures Interpersonal
Needs
INCLUSION: The extent of contact andprominence that a person seeks.
CONTROL: The extent of power or dominancethat a person seeks.
AFFECTION: The extent of closeness that aperson seeks
Measures How Much Needs are
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Measures How Much Needs are
Expressed and Wanted
EXPRESSED: The extent to which a person
will initiate the behavior.
WANTED: The extent to which a person
prefers to be the recipient of the behavior.
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Inclusion Control Affection
Expressed
TowardOthers
I join other
people, and Iincludeothers.
I take charge,
and I influencepeople.
I get close
and personalwith people.
Wanted
FromOthers
I want other
people toinclude me.
I want others to
lead me or giveme directions.
I want people
to get closeand personal
with me.
FIRO-B Descriptors
T /L d hi Eff i
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Team/Leadership Effectiveness
Inclusion (I) Control (C) Affection (A)Do I give othersenough space? (H)
Did everyone get an
equal chance toparticipate? (L)
Do I promote my ownideas at the expense ofothers? (H)
Can I allow team membersto set priorities? (L)
Can I intrude less onothers? (H)
Can I support and
encourage others more? (L)
Do I expect others toseek my input do Iask for theirs? (H)
Do I meet with myteam often enough fortheir needs? (L)
Can I be more flexible andaccept ambiguity? (H)
Why am I resisting independence or realproblem? (L)
Am I too dependent onfeedback on my work? (H)
Does my emotionaldistance prevent me frombeing seen as supportive?(L)
Total Need Scores:
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Offer insight into how you will tend to react in
interpersonal communication situations
Lowest Score: Your weakest need area where
you are most willing to give-in or compromise.
Highest Score: Your strongest need area
where you are most likely to take a stand.
If Your Strongest Needs are for
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If Your Strongest Needs are for
Inclusion
You will strive to be a leader who:
Focuses on fairness and involving your team
Integrates divergent interests
Gains legitimacy through endorsement and consent
Enjoys serving and benefiting the common welfare
Desires to have a noticeable impact
Likes to be viewed as a popular leader
Is gratified by public recognition
If Your Strongest Needs are for
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If Your Strongest Needs are for
Control
You will strive to be a leader who:
Focuses on the task to be accomplished
Meets deadlines
Provides structure and gives instructions
Sticks firmly to final decisions
Develops challenging goals Gains legitimacy through task skill and
proficiency
If Your Strongest Needs are for
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If Your Strongest Needs are for
Affection
You will strive to be a leader who:
Focuses on developing human resources
Strives to increase and maintain employeesatisfaction
Encourages and supports others
Minimizes conflict Gains legitimacy through personal commitmentand loyalty
Invites feedback - respects honest communication
Si i
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Situations that:
allow you to satisfy your strongest need are the
ones you return to most eagerly
emphasize your weakest need area are those
you prefer to avoid
E t iE t i
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Prentice Hall, 2001 Chapter 4 96
TheThe
Big FiveBig FivePersonalityPersonality
ModelModel
Openness to ExperienceOpenness to Experience
ExtraversionExtraversion
AgreeablenessAgreeableness
ConscientiousnessConscientiousness
Emotional StabilityEmotional Stability
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The Big Five Model of Personality
Extroversion A personality dimension that describes the degree to
which someone is sociable, talkative, and assertive.
Agreeableness A personality dimension that describes the degree to
which someone is good-natured, cooperative, and
trusting.
Conscientiousness A personality dimension that describes the degree to
which someone is responsible, dependable,
persistent, and achievement oriented.
Emotional stability A personality dimension that describes the degree to
which someone is calm, enthusiastic, and secure
(positive) or tense, nervous, depressed, and insecure(negative).
Openness to experience A personality dimension that describes the degree to
which someone is imaginative, artistically sensitive,
and intellectual.
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Matching Personalities And Jobs
PersonPerson JobPerformancPerformancee
Hollands Typology of Personality and
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Holland s Typology of Personality and
Sample Occupations
Realistic Prefers physical activities
that require skill, strength,and coordination
Investigative Prefers activities involving
thinking, organizing, andunderstanding
Social Prefers activities that
involve helping anddeveloping others
Conventional Prefers rule-regulated,
orderly and unambiguousactivities
Enterprising Prefers verbal activities
where there areopportunities to influenceothers and attain power
Artistic Prefers ambiguous and
unsystematic activities thatallow creative expression
Six Personality Types & Sample Occupations
Type Personality Characteristics Sample Occupation
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Realistic: Prefers physicalactivities that require skill,strength, & coordination
Shy, genuine, persistent,stable, conforming,practical
Mechanic, drill pressoperator, assembly -lineworker, farmer
Investigative: Prefersactivities involvingthinking, organizing, &understanding
Analytical, original,curious, independent
Biologist, economist,mathematician, newsreporter
Social: Prefers activitiesthat involve helping &developing others
Sociable, fri endly,cooperative,understanding
Social worker, teacher,counselor, clinicalpsychologist
Conventional: Prefers rule -regulated, orderly, &unambiguous activities
Conforming, efficient,practical, unimaginative,inflexible
Accountant, corporatemanager, b ank teller,file clerk
Enterprising : Prefersverbal activities wherethere are opportunities to
influence others & attainpower
Self-confident, ambitious,energetic, domineering
Lawyer, real estateagent, public relationsspecialist, small
business manage r
Artistic: Prefersambiguous &unsystematic activitiesthat allow creative
expression
Imaginative, disorderly,idealistic, emotional,impractical
Painter, musician,writer, interior decorator
Relationship Among Occupational
8/8/2019 OB 2 Personality
101/103
Personality Types
K P i f H ll d M d l
8/8/2019 OB 2 Personality
102/103
Key Points of Hollands Model
There do appear to be intrinsic differences in personality
among individuals;
There are different types of jobs
People in job environments congruent with theirpersonality types should be more satisfied and less likely
to resign voluntarily than people in incongruent jobs.
R l t Sit
8/8/2019 OB 2 Personality
103/103
Relevant Sites
http://www.ibiblio.org/pub/academic/psychology/alt.psychology.personality/profiles/
http://www.keirsey.com/
http://career.missouri.edu/holland/
http://www.self-directed-search.com/
http://www.ibiblio.org/pub/academic/psychology/alt.psychology.personality/profiles/http://www.keirsey.com/http://career.missouri.edu/holland/http://www.self-directed-search.com/http://www.self-directed-search.com/http://career.missouri.edu/holland/http://www.keirsey.com/http://www.ibiblio.org/pub/academic/psychology/alt.psychology.personality/profiles/