University of Business Technology Personality and Value Essay You need to watch it and then reflect on it by linking the knowledge and the concept you have

University of Business Technology Personality and Value Essay You need to watch it and then reflect on it by linking the knowledge and the concept you have learned from the course with the events of the movie. You only need to reflect on 4 chapters that are (uploaded):

Chapter 2: Personality and Value

Chapter 4: Emotions and Stress

Chapter 5: Employee Motivation

Chapter 8: Team Dynamics

note: The name of the movie is “Coach Carter”

https://tear.egybest.pw/movie/coach-carter-2005/#d… Chapter Two:
Individual Behavior,
Personality, and
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.
MARS Model of Individual Behavior
Situational
factors
Personality
Motivation
Values
Self-concept
Perceptions
Individual
behavior and
results (BAR)
Ability
Emotions &
attitudes
Stress
Role
perceptions
Jump to Appendix 1 description
©McGraw-Hill Education.
MARS Model: Motivation
Internal forces that affect a person’s voluntary choice of
behavior
• Direction
• Intensity
• Persistence
S
M
A
R
©McGraw-Hill Education.
BAR
MARS Model: Ability
Aptitudes and learned capabilities required to
successfully complete a task
Person–job matching
• Selecting
• Developing
• Redesigning
S
M
A
R
©McGraw-Hill Education.
BAR
MARS Model: Role Perceptions
Understand the job duties
expected of us
Role perceptions are clearer when
we understand:
• Our tasks or accountable
consequences
• Task and performance priorities
• Preferred behaviors and procedures
S
Benefits of clear role perceptions
M
• More proficient job performance
• Better coordination with others
• Higher motivation
A
©McGraw-Hill Education.
R
BAR
MARS Model: Situational Factors
Conditions beyond person’s short-term control that
constrain or facilitate behavior
• Constraints – time, budget, facilities, etc.
• Cues – e.g. signs warning of nearby hazards
S
M
A
R
©McGraw-Hill Education.
BAR
Types of Individual Behavior (1 of 2)
Task performance
• Voluntary goal-directed behaviors
• Support firm’s objectives
• Three types of performance
– Proficient
– Adaptive
– Proactive
Organizational citizenship
• Cooperation with or helpfulness to others, supporting work
context
• Directed toward individuals and organization
• Not necessarily discretionary (i.e. may be job requirement)
©McGraw-Hill Education.
Types of Individual Behavior (2 of 2)
Counterproductive work behaviors
• Voluntary behaviors that may harm the organization
Joining and staying with the organization
Maintaining work attendance
• Absences due mainly to situation and motivation
• Presenteeism – attending scheduled work during significantly
reduced capacity (illness etc.)
©McGraw-Hill Education.
Personality in Organizations
Personality: relatively enduring pattern of thoughts,
emotions, and behaviors that characterize a person,
along with the psychological processes behind those
characteristics
Personality traits
• Clusters of internally-caused behavior tendencies
• Situation suppresses behavior tendencies, but still evident
©McGraw-Hill Education.
Nature Versus Nurture of Personality
Influenced by nature
• Heredity explains about 50 percent of behavioral tendencies
Influenced by nurture
• Socialization, learning
Personality stabilizes in young adulthood
• Self-concept gets clearer, more stable with age
• Executive function regulates behavior
• But some traits change throughout life
©McGraw-Hill Education.
Five-Factor Personality Model (CANOE)
Conscientiousness
organized, dependable, thorough
Agreeableness
trusting, helpful, good-natured
Neuroticism
anxious, insecure, self-conscious
Openness to experience
imaginative, creative, curious
Extraversion
outgoing, talkative, energetic
©McGraw-Hill Education.
Five-Factor Personality and Individual Behavior
Jump to Appendix 2 description
©McGraw-Hill Education.
Jungian Personality Theory
Swiss psychiatrist Carl Jung
Model includes preferences for perceiving the
environment and obtaining and processing information
Myers-Briggs Type Indicator (MBTI)
•
•
•
•
Measures Jungian types
Most widely used personality test in business
Good for self-awareness and other awareness
Poor predictor of performance, leadership, team development
©McGraw-Hill Education.
Jungian and Myers-Briggs Types
Extraversion (E)
•Talkative
•Externally-focused
•Assertive
Sensing (S)
•Concrete
•Realistic
•Practical
Thinking (T)
•Logical
•Objective
•Impersonal
Judging (J)
•Organized
•Schedule-oriented
•Closure-focus
Getting
energy
Perceiving
information
Making
decisions
Orienting to the
external world
Jump to Appendix 3 for description
©McGraw-Hill Education.
Introversion (I)
•Quiet
•Internally-focused
•Abstract
Intuitive (N)
•Imaginative
•Future-focused
•Abstract
Feeling (F)
•Empathetic
•Caring
•Emotion-focused
Perceiving (P)
•Spontaneous
•Adaptable
•Opportunity-focus
Values in the Workplace
Stable, evaluative beliefs that guide our preferences
• Define right and wrong, good and bad: what we “ought” to do
• Direct our motivation, potentially decisions and behavior
Value system: hierarchy of values
Compared with personality, values are:
• Evaluative (not descriptive)
• May conflict strongly with each other
• Affected more by nurture than nature
©McGraw-Hill Education.
Ethical Values and Behavior
Ethics: study of moral principles and values, whether
actions are right or wrong, outcomes are good or bad
Three ethical principles
• Utilitarianism – greatest good for the greatest number
• Individual rights – everyone has same natural rights
• Distributive justice – benefits and burdens should be the same
or proportional
©McGraw-Hill Education.
Influences on Ethical Conduct
Moral intensity
• Degree an issue demands application of ethical principles
Moral sensitivity
• Person’s ability to detect the presence and importance of
moral issue
• Higher moral sensitivity due to:
–
Expertise
Previous dilemma experience
Empathy
Ethical self-concept
Mindfulness
Situational influences
• External forces to act contrary to moral principles and values
©McGraw-Hill Education.
Values Across Culture
* Individualism vs. Collectivism
* Power Distance
* Uncertainty Avoidance
* Achievement-Nurturing Orientation
©McGraw-Hill Education.
© Akio Kon/Bloomberg/Getty Images
Individualism
The degree to which
people value personal
freedom, self-sufficiency,
control over their lives,
and being appreciated for
unique qualities
High Individualism*
S. Africa
USA
Japan
Denmark
Venezuela
Taiwan
Low Individualism*
©McGraw-Hill Education.
*Derived from Oyserman et al (2002) meta-analysis
Collectivism
The degree to which
people value their group
membership and
harmonious relationships
within the group
High Collectivism*
Taiwan
Israel
India
USA
Japan
Low Collectivism*
©McGraw-Hill Education.
*Derived from Oyserman et al (2002) meta-analysis
Power Distance
High power distance
• Value obedience to authority
• Accept superiors’ commands
• Prefer formal rules and
authority to resolve conflicts
Low power distance
• Expect relatively equal power
sharing
• View relationship with boss as
interdependence, not
dependence
High Power Distance
Malaysia
India
Japan
USA
Denmark
Israel
Low Power Distance
©McGraw-Hill Education.
Uncertainty Avoidance
High uncertainty avoidance
• Feel threatened by ambiguity and
uncertainty
• Value structured situations and
direct communication
Low uncertainty avoidance
High U. A.
Greece
Belgium
Norway
USA
• Tolerate ambiguity and uncertainty
Denmark
Singapore
Low U. A.
©McGraw-Hill Education.
Achievement–Nurturing
High achievement
orientation
• Assertiveness
• Competitiveness
• Materialism
High nurturing orientation
• Value relationships
• Focus on human interaction
Achievement
Japan
Austria
USA
Brazil
Netherlands
Sweden
Nurturing
©McGraw-Hill Education.
Cultural Diversity Within the United States
Deep-level diversity across ethnic and regional groups
Ethnic values diversity
• E.g., individualism highest among African Americans; lowest
among Asian Americans
Personal values and traits vary across US regions
• E.g., collectivism highest in southern states, California, Hawaii;
lowest in Mountain, Northwest, Great Plains states
Regional variations seem to be caused by:
• Local institutions
• Regional migration
• Physical environment (smallest effect)
©McGraw-Hill Education.
Chapter Four:
Workplace Emotions,
Attitudes, and Stress
©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.
Workplace Attitudes and Emotions at Workday, Inc.
Workday, Inc. has become a
successful developer of
enterprise-strength cloud
applications for finance and
human resources by
embracing the view that the
company’s success depends
on how much employees
enjoy working there.
©McGraw-Hill Education.
Workday, Inc.
Emotions Defined
Psychological, behavioral, and
physiological episodes that
create a state of readiness
Most emotions are
nonconscious
Two features of all emotions
• Evaluation (core affect)
• Activation
©McGraw-Hill Education.
Workday, Inc.
Types of Emotions
Jump to Appendix 1 for
description
©McGraw-Hill Education.
Attitudes versus Emotions
ATTITUDES
EMOTIONS
• Judgments about an
attitude object
• Experiences related to an
attitude object
• Involve conscious logical
reasoning
• Exist as events, usually
nonconsciously
• More stable over time
• Experienced briefly
©McGraw-Hill Education.
Emotions, Attitudes, and Behavior Model
Jump to Appendix 2 for description
©McGraw-Hill Education.
Role of Emotions in Attitudes
Emotional markers attach to incoming sensory
information
We experience emotions from initial information and
recalling it (recall activates attached markers)
Attitudes influenced by cumulative emotional episodes
We “listen in” on our emotions
Potential conflict—cognitive versus emotional thinking
Emotions also directly affect behavior
©McGraw-Hill Education.
Cognitive Dissonance
Emotional response to incongruent beliefs, feelings,
and behavior
• Violates image of being rational
• Emotion motivates consistency
Reducing cognitive dissonance
• Difficult to undo or change behavior
• Typically change beliefs and feelings about attitude object
©McGraw-Hill Education.
Emotional Labor
Effort, planning, and control to express organizationally
desired emotions
Emotional labor is higher in jobs requiring:
• Frequent or lengthy emotional displays
• Variety of emotional displays
• Intense emotional displays
Emotional display norms vary across cultures
• Expressed emotions discouraged: Ethiopia, Japan
• Expressed emotions allowed or expected : Kuwait, Spain
©McGraw-Hill Education.
Emotional Labor Challenges
Emotional dissonance – tension when trying to display
required emotions which contrast with true emotions
Emotional labor solutions
• Perceive emotional labor as professional skill
• Engage in deep acting, not surface acting
©McGraw-Hill Education.
Emotional Intelligence and Law Enforcement
Police officers in Baltimore
(shown in photo) and
elsewhere are learning how
to reduce the incidence of
violent encounters by deescalating the conflict.
Emotional intelligence (EI) is
a critical skill they develop in
this training.
©McGraw-Hill Education.
© Algerina Perna/Baltimore Sun/Getty Images
Emotional Intelligence Model
Recognition of
emotions
Regulation of
emotions
©McGraw-Hill Education.
Yourself
Others
Awareness of
own emotions
Awareness of
others’ emotions
Management of Management of
own emotions others’ emotions
Emotional Intelligence Hierarchy
Highest
Management of others’ emotions
Aware of others’ emotions
Management of our own emotions
Aware of our own emotions
Lowest
©McGraw-Hill Education.
Emotional Intelligence Outcomes and Development
EI Outcomes
•
•
•
•
•
Better teamwork
Emotional labor
Leadership
Decisions involving others
Positive mindset in creativity
Developing EI through
training, coaching, practice
and feedback
Age increases EI
©McGraw-Hill Education.
© Algerina Perna/Baltimore Sun/Getty Images
EVLN: Responses to Dissatisfaction
E
• Leaving the situation
• Quitting, transferring
V
Voice
L
Loyalty
N
©McGraw-Hill Education.
Exit
• Changing the situation
• Problem solving, complaining
• Patiently waiting for the situation to improve
Neglect
• Reducing work effort or quality
• Increasing absenteeism
Job Satisfaction and Performance
Happy workers somewhat more productive workers
Satisfaction–performance relationship is NOT stronger
because:
• General attitudes are poor predictors of specific behaviors.
• Employees have little control over performance.
• Performance causes satisfaction (reverse causation), but
performance often isn’t rewarded.
©McGraw-Hill Education.
Service Profit Chain Model
Job satisfaction increases customer satisfaction and
profitability because:
1. Satisfied employees display more positive emotions,
producing more positive customer emotions
2. Satisfied employees have lower turnover, resulting in
better quality, more consistent, familiar service
Jump to Appendix 3 description
©McGraw-Hill Education.
What Is Stress?
Adaptive response to
situations perceived as
challenging or threatening to
well-being
Prepares us to adapt to
hostile environmental
conditions
Eustress vs. distress
©McGraw-Hill Education.
© blue jean images/Getty Images RF
General Adaptation Syndrome
Jump to Appendix 4 description
©McGraw-Hill Education.
Workplace Stressors
Four most common workplace
stressors
1. Organizational constraints
• Interfere with performance,
lack of control
2. Interpersonal conflict
• Interferes with goals, other’s
behavior threatening
• Includes psychological and
sexual harassment
3. Work overload
• More hours, intensive work
4. Low task control
• Worse when responsible but
have limited control
©McGraw-Hill Education.
© blue jean images/Getty Images RF
Individual Differences in Stress
People experience less stress or less negative stress
outcomes when they have:
1. Better physical health: exercise, lifestyle
2. Appropriate stress coping strategies
3. Personality: lower neuroticism and higher
extraversion
4. Positive self concept
©McGraw-Hill Education.
Managing Work-Related Stress
Remove the stressor
• Minimize or remove stressors
• Work–life balance initiatives
Withdraw from the stressor
• Permanent (transfer) and temporary (vacation) solutions
Change stress perceptions
• Positive self concept, humor
Control stress consequences
• Healthy lifestyle, fitness, wellness
Receive social support
• Emotional and informational support
©McGraw-Hill Education.
Chapter Five:
Foundations of
Employee Motivation
©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.
Employee Engagement at Frucor Beverages
Frucor beverages has
achieved a highly engaged
workforce through goal
setting, meaningful work,
enriched jobs, and
recognition of employees’
value to the organization.
©McGraw-Hill Education.
© Frucor
Employee Motivation and Engagement
Employee motivation
• The forces within a person
that affect the direction,
intensity, and persistence of
voluntary behavior
Employee engagement
• Employee’s emotional and
cognitive motivation,
particularly a focused,
intense, persistent, and
purposeful effort toward
work-related goals
©McGraw-Hill Education.
© Frucor
Drives and Needs (1 of 2)
Drives (primary needs)
• Hardwired brain activity that corrects deficiencies
• Innate and universal
• Produces emotions that energize us to take action (prime
movers of behavior)
• Emotions are amplified or suppressed by self-concept, social
norms, past experience
©McGraw-Hill Education.
Drives and Needs (2 of 2)
Needs
• Goal-directed forces that people experience
• Emotional energy channeled toward specific goals
• Goals formed by self-concept, social norms, and experience
©McGraw-Hill Education.
Maslow’s Needs Hierarchy Theory
Seven categories—five
in a hierarchy—
capture most needs.
Lowest unmet need is
strongest until
satisfied, then next
higher need becomes
top motivator.
Model lacks empirical
support.
• Main problem: each of
us has a unique needs
hierarchy—there is no
universal hierarchy.
©McGraw-Hill Education.
Maslow’s Contribution to Motivation
Holistic perspective
• Recommended studying multiple needs together
Humanistic perspective
• Recognized that social dynamics, not just instinct, influence
motivation
Positive perspective
• Emphasized importance of self-actualization (growth needs)
• Foundation of positive OB
©McGraw-Hill Education.
Intrinsic Motivation at Airbnb
Employees at online vacation accommodation company
Airbnb are intrinsically motivated through autonomy and
personal growth. “Engineers having more control over what
they work on is more motivating and leads to higher-quality
results,” explains VP of Engineering Mike Curtis (at right).
©McGraw-Hill Education.
© ReadWrite
Intrinsic and Extrinsic Motivation
Intrinsic motivation
• Motivated to do an activity for its own value—needs directly fulfilled
• Related to drives for competence and autonomy
Extrinsic motivation
• Motivated to receive something beyond own control—needs indirectly fulfilled
• Three forms of extrinsic motivation
Extrinsic motivators seldom undermine intrinsic motivation
©McGraw-Hill Education.
© ReadWrite
Learned Needs Theory
Needs can be strengthened or weakened (learned)
through self-concept, social norms, past experience
• Training can change a person’s need strength through
reinforcement and altering their self-concept
Three learned needs studied in research
• Need for achievement (nAch): desire to accomplish goals, and
for clear feedback and moderate risk tasks
• Need for affiliation (nAff): seek approval from others, conform
to others’ wishes, avoid conflict
• Need for power (nPow): seek power for social or personal
purposes
©McGraw-Hill Education.
Four-Drive Theory of Motivation
Drive to acquire: seek, acquire,
control, retain objects or
experiences
Drive to comprehend: satisfy
curiosity, know and understand
ourselves and the environment
Drive to bond: form social
Drive to defend: protect ourselves
relationships and develop mutual physically and socially
caring commitments with others
Jump to Appendix 1 description
©McGraw-Hill Education.
How Four Drives Motivate
1. Drives determine which emotions to tag to incoming
sensory information.
2. Emotions become conscious experiences when
sufficiently strong or conflict with each other.
3. Mental skill set relies on social norms, personal
values, and experience to transform drive-based
emotions into goal-directed choice and effort.
©McGraw-Hill Education.
Expectancy Theory of Motivation
Jump to Appendix 2 description
©McGraw-Hill Education.
Expectancy Theory in Practice
Increasing E-to-P expectancies
• Hire or train staff, and adjust job duties to skills
• Provide sufficient time and resources
• Provide coaching and behavioral modeling (examples of successful
coworkers) to build self-efficacy
Increasing P-to-O expectancies
• Measure performance accurately
• Explain how rewards are linked to performance
• Provide examples of coworkers rewarded for performance
Increasing outcome valences
• Ensure that rewards are valued
• Individualize rewards
• Minimize countervalent outcomes
©McGraw-Hill Education.
A-B-Cs of Behavior Modification
©McGraw-Hill Education.
Four OB Mod Consequences
Positive reinforcement
• When reinforcer (consequence) is introduced, behavior
increases or remains the same
Punishment
• When introduced, behavior decreases
Extinction
• When no consequence, behavior decreases
Negative re…
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