1. Internal Factor : Personality & Mood Pertemuan 4 Matakuliah: L0074/Psikologi Industri dan Organisasi 2 Tahun: 2008

2. BINA NUSANTARA2 Personality may influence the style and efficiency of performance, but personality not the indicator for performance. Trait  stable disposition affecting a variety of psychological functions. State  transient reaction  mood & stress.

3. BIG FIVE PERSONALITY CHARACTERISTICS BINA NUSANTARA3 ExtraversionEmotionalityConscientiousn ess AgreeablenessOpenness High SociableMoodySystematicKindArtistic ImpulsiveAnxiousMeticulousHelpfulCreative AssertiveUnstableEfficientSympatheticComplex Low QuietCalmDisorganizedColdSimple RestrainedRelaxedCarelessRudeShallow WithdrawnContentLazyUnpleasantPractical

4. BINA NUSANTARA4 EXTRAVERSION Big Five theory based on Eysenck & Eysenck (1985) principle personality dimensions. Extraversion relates with arousability of the ascending reticular activating system (ARAS). Introverts are more easily aroused than extraverts, and so tend to have higher levels of cortical arousal..

5. BINA NUSANTARA5 There are several kinds of task on which extraverts show superior performance efficiency : - dual-task performance - memory tasks involving high response competition - short-term memory tasks generally - and retrieval from memory Eysenck (1982) suggests that extraverts typically have more processing resources available, so that they out-perform introverts on relatively demanding tasks. There is a small positive relationship between extraversion and verbal ability. Extraverts display faster and more fluent speed production.

6. BINA NUSANTARA6 Extraverts are normally poorer than introverts at difficult problem solving. Tasks of this kind presumably require insight, rather than processing capacity per se. Introverts also show superior memory over relatively long time periods. Behaviourally, extraverts more impulsive than introverts. Extraverts tend to perform well under conditions of high stimulation or arousal, whereas introverts perform better under dearousing conditions  Yerkes & Dodson Law.

7. ANXIETY & NEUROTICISM Anxiety impairing real-world skills such as computer data entry, computer-based learning, mathematics, typewriting, and military flying. Anxiety also tends to impair learning and achievement in educational settings, due to interference with attention, working memory and retrieval. Anxious individuals show a general tendency towards making more self-related negative judgments and evaluations. BINA NUSANTARA7

8. MOOD STATES Dimensional models of mood according to Thayer : 1. Energy or positive affect 2. Tension or negative affect Dimension model of mood according to Matthews : - energy – fatigue - tension – relaxation - pleasure – displeasure All this dimension  influence by biological & cognitive process. BINA NUSANTARA8

9. 9 Relationships between mood and performance : 1. Cognitive activity associated with the mood may interfere with task processing  like relationship between worry & performance impairment 2. Moods may associated with the energisation and mobilisation of processing. 3. Moods may bias cognition towards mood-congruent processing

10. STRESS, AROUSAL & MOTIVATION Psychobiological Approach : There are physical sensations that often accompany states of high anxiety such as racing heart, perspiration, muscle tension and gastric disturbances. There are 2 approach to explain the correlation between physiology and emotion : Centralist and peripheralist. BINA NUSANTARA10

11. CENTRALISTPERIPHERALIST BINA NUSANTARA11 Emotional Event Central Brain System (Thalamus) Emotional Experience Autonomic arousal Emotional Event Preorganised mechanism Peripheral bodily change Emotional experience Conscious awareness

12. AROUSAL THEORY

13. THE YERKES-DODSON LAW

14. INCENTIVE AND MOTIVATION Very high incentives may create anxiety and impair performance Individual differences in motivational response : High achievement motivation  motivated when performing demanding tasks Low achievement motivation  more sensitive to external rewards. Extraverts learn better when rewarded for success. Introverts learn better when punished for failure.

15. COPING OF STRESS & PERFORMANCE Coping of stress : - Problem / task-focused coping - Emotion-focused coping In performance context, problem-focused coping tending to have more beneficial effects. When people doing emotion-focused coping, they kind of “withdrawing” from the problem  implied to performance. BINA NUSANTARA15

16. BINA NUSANTARA16 THE END