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2. 2 Chapter 2 Perception, Personality, and Emotion

3.  2007 McGraw-Hill Ryerson Ltd. 3 Learning Outcomes After reading the material in this chapter, you should be able to: 1.Define perception and describe the four- stage model of social perception. 2.Explain how external and internal causal attributions are formulated. 3.Identify and describe the Big Five personality dimensions, and specify which one is correlated most strongly with job performance.

4.  2007 McGraw-Hill Ryerson Ltd. 4 Learning Outcomes 4.Describe the attitude called “job satisfaction” and explain its relationship to work motivation, organizational commitment, and job performance. 5.Distinguish between positive and negative emotions, and describe a person with high emotional intelligence.

5.  2007 McGraw-Hill Ryerson Ltd. 5 SOCIAL PERCEPTION What is Perception? Perception is a cognitive process that enables us to interpret & understand our surroundings, including people, events and objects.

6.  2007 McGraw-Hill Ryerson Ltd. 6 Attention Attention is the process of becoming consciously aware of something or someone. Can be focussed on information either from the environment or from memory. People pay attention to salient stimuli. –Salient is when it stands out from context.

7.  2007 McGraw-Hill Ryerson Ltd. 7 Examples A 110 kg man would certainly be salient in a women’s aerobics class, but not a CFL meeting. A driver whose gas gauge is on empty, a Shell sign is more salient than a McDonald’s. People have a tendency to pay more attention to negative than positive information (car accident).

8.  2007 McGraw-Hill Ryerson Ltd. 8 Social Perception Model Four-Stage Sequence: 1.Selective Attention/Comprehension 2.Encoding & Simplification 3.Storage & Retention 4.Retrieval & Response

9.  2007 McGraw-Hill Ryerson Ltd. 9 Source: Adapted in part from B J Pannett and S Withane, “Hofstede’s Value Survey Module: To Embrace or Abandon?,” Advances in International Comparative Management, vol 5, ed S B Prasad (Greenwich, CT: JAI Press, 1990), pp 69-89.

10.  2007 McGraw-Hill Ryerson Ltd. 10 Stereotypes What are stereotypes & why do we use them?  A stereotype is an individual’s set of beliefs about the characteristics or attributes of a group  People use stereotypes during encoding to organize & simplify social information

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12.  2007 McGraw-Hill Ryerson Ltd. 12 Every individual has a perception about the self. Person’s perception of him- or herself as a physical, social, spiritual being. SELF - PERCEPTION

13.  2007 McGraw-Hill Ryerson Ltd. 13 Self-Esteem  Self Esteem Belief about one’s own self-worth based on an overall self-evaluation. People with high self esteem see themselves worthwhile, capable, and acceptable. People with low self-esteem view themselves in negative terms.

14.  2007 McGraw-Hill Ryerson Ltd. 14 Managers Can Build Self-Esteem Be supportive by showing concern for personal problems, interest, status and contributions Offer work involving variety,autonomy and challenges Employee cohesiveness and build trust Reward successes.

15.  2007 McGraw-Hill Ryerson Ltd. 15 Self-efficacy  Self-Efficacy (“I can do that.”) Belief about one’s chances of accomplishing a specific task Efficacy and performance are linked. Those with low self-efficacy expectations tend to have low success rates. Chronically low self-efficacy is called learned helplessness. –Debilitating lack of faith in one’s ability to control the situation.

16.  2007 McGraw-Hill Ryerson Ltd. 16 Self-Monitoring Self-monitoring is the extent to which a person observes their own self- expressive behaviour and adapts it to the demands of the situation. –High SM often called chameleons –Low SM – criticized for being on their own planet and insensitive to others.

17.  2007 McGraw-Hill Ryerson Ltd. 17 Self-Monitoring Scenarios 1.You are rushing to an important meeting when a co-worker pulls you aside and starts to discuss a personal problem. You want to break off the conversation, so you glace at your watch. He keeps talking. You say, “I’m late for a big meeting.” He continues. You turn and start to walk away. The person keeps talking as if they never received any of your verbal and nonverbal signals that the conversation was over.

18.  2007 McGraw-Hill Ryerson Ltd. 18 Self-Monitoring Scenarios 2. Same situation. Only this time, when you glace at your watch, the person immediately says, “I know, you’ve got to go. Sorry. We’ll talk later.”

19.  2007 McGraw-Hill Ryerson Ltd. 19 What are Causal Attributions? internalexternal Causal attributions are the perceived causes of behaviour. Generally, we make internal or external attributions for behaviour. CAUSAL ATTRIBUTIONS

20.  2007 McGraw-Hill Ryerson Ltd. 20  Consensus Comparing a person’s behaviour with that of his or her peers  Distinctiveness Comparing a person’s behaviour on one task with their behaviour on other tasks  Consistency Judging if a person’s performance on a given task is consistent over time Dimensions of Behaviour Considered when Making Causal Attributions

21.  2007 McGraw-Hill Ryerson Ltd. 21  External attributions are made when: Consensus is high Distinctiveness is high Consistency is low  Internal attributions are made when: Consensus is low Distinctiveness is low Consistency is high External vs. Internal Attributions

22.  2007 McGraw-Hill Ryerson Ltd. 22  Fundamental Attribution Bias: One’s tendency to attribute another person’s behaviour to his or her personal characteristics, as opposed to situational factors  Self-Serving Bias: One’s tendency to take more personal responsibility for one’s success than for one’s failure Attributional Tendencies

23.  2007 McGraw-Hill Ryerson Ltd. 23 PERSONALITY DYNAMICS What is personality? Personality is defined as the combination of stable physical & mental characteristics that give the individual his or her identity.

24.  2007 McGraw-Hill Ryerson Ltd. 24 The Big Five Personality Dimensions 1.Extraversion 1.Extraversion – outgoing, talkative, sociable, assertive 2.Agreeableness 2.Agreeableness – trusting, good-natured, cooperative, softhearted 3.Conscientiousness 3.Conscientiousness – dependable, responsible, achievement-oriented, persistent 4.Emotional stability 4.Emotional stability – relaxed, secure, unworried 5.Openness to Experience 5.Openness to Experience – intellectual, imaginative, curious, broadminded

25.  2007 McGraw-Hill Ryerson Ltd. 25 Locus of Control InternalLocus of Control Internal Locus of Control People who believe they control the events & consequences that affect their lives Display greater work motivation Have stronger expectations that effort leads to performance External Locus of Control People who believe their performance is a product of circumstances beyond their immediate control Tend to become more anxious Believe that luck or fate is the cause of outcomes

26.  2007 McGraw-Hill Ryerson Ltd. 26 Attitudes attitude An attitude is “a learned predisposition to respond in a consistently favourable or unfavourable manner with respect to a given object.”

27.  2007 McGraw-Hill Ryerson Ltd. 27 Job Satisfaction Job satisfaction Job satisfaction is an attitude concerning various facets of one’s job. A person can be relatively satisfied with one aspect of his or her job & dissatisfied with one or more other aspects.

28.  2007 McGraw-Hill Ryerson Ltd. 28  Strong positive  Strong positive correlation between job satisfaction & organizational commitment  Moderate positive  Moderate positive correlation between job satisfaction & motivation, job involvement, & organizational citizenship behaviour  Weak positive  Weak positive correlation between job satisfaction & job performance Consequences of Job Satisfaction

29.  2007 McGraw-Hill Ryerson Ltd. 29  Strong negative  Strong negative correlation between job satisfaction & perceived stress  Weak negative  Weak negative correlation between job satisfaction & absenteeism & turnover Consequences of Job Satisfaction (cont’d)

30.  2007 McGraw-Hill Ryerson Ltd. 30 EMOTIONS IN THE WORKPLACE Emotions Emotions are intense feelings in reaction to personal achievements and setbacks that may be felt and displayed.

31.  2007 McGraw-Hill Ryerson Ltd. 31 Positive & Negative Emotions Negative emotions (Goal incongruent): - Anger- Fright/anxiety - Guilt/shame- Sadness - Envy/jealousy- Disgust Positive emotions (Goal congruent): - Happiness/joy- Pride - Love/affection- Relief

32.  2007 McGraw-Hill Ryerson Ltd. 32 Emotional Labour Emotional Labour Emotional Labour is a job requirement that employees must suppress felt emotions and display organizationally desired emotions during interpersonal transactions.

33.  2007 McGraw-Hill Ryerson Ltd. 33 Emotional Dissonance Emotional dissonance Emotional dissonance occurs when there is a conflict between required and true emotions. This dissonance contributes to stress and job burnout.

34.  2007 McGraw-Hill Ryerson Ltd. 34 Emotional Intelligence (EI) Emotional intelligence (EI) Emotional intelligence (EI) is the ability to recognize emotions in one’s self and others, taking advantage of helpful ones & keeping control over destructive ones.

35.  2007 McGraw-Hill Ryerson Ltd. 35 Goleman’s 5 Dimensions of EI 1.Self-awareness 1.Self-awareness – recognizing own emotions 2.Self-regulation 2.Self-regulation – controlling own emotions 3.Self-motivation 3.Self-motivation – directing own emotions towards personal goals 4.Empathy 4.Empathy – being sensitive to others’ feelings 5.Social Skill 5.Social Skill – managing others’ emotions

36.  2007 McGraw-Hill Ryerson Ltd. 36 Mayer & Salovey’s Ability Model of EI 1.Perceiving emotions 1.Perceiving emotions – ability to perceive emotions in oneself, others, and other stimuli such as music 2.Facilitating thought 2.Facilitating thought – ability to generate, use, & feel emotion to communicate feelings or employ them in other cognitive processes 3.Understanding emotions 3.Understanding emotions – ability to understand emotional information and to appreciate appropriate emotional meanings 4.Managing emotions 4.Managing emotions – ability to be open to feelings & to modulate them in oneself & others to promote personal understanding & growth

37.  2007 McGraw-Hill Ryerson Ltd. 37 Source: Reprinted with permission from D Tjosvold, Learning to Manage Conflict: Getting People to Work together Productively, pp 127-29. © 1993 Dean Tjosvold. First published by Lexington Books. All rights reserved.