Theme 3: Industrial Psych

• personality


  Defined as an individual's unique constellation of consistent behavioural traits
• characteristics of good theories

  -using implicit science

  Description

  Explanation

  Empirical validity

  Testable concepts

  abnormal and normal behaviour

  comprehensiveness: Abnormal and normal behaviour

  heuristic value

  Applied value
• The general trait theory


  Bolsters the widely accepted definition of personality by emphasising the assumptions that personality is:

  Internal (its not the overt part which we see)

  Stable (unchanged over time)

  Consistent (apply across different situations)

  Different (unique to an individual)
• situational consistency


  alter the way you manifest your personality depending on the situation

  situational cues= informal/ formal
• The Big 5 personality traits


  openness, conscientiousness, extraversion, agreeableness, neuroticism

  
• Personality traits influences job performance through the effect is has on psychological reaction/states(attitudes) as well work-related behaviour,especially OCB


  job satisfication e.g conscientiousness

  commitment e.g extraversion

  occupational interests e.g openness and investigative jobs

  team processes e.g extraversion; agreeableness, emotional stability

  leadership behaviour e.g extraversion and conscientiousness
• what can personality traits do?


  personality traits predict various forms of performance

  personality traits relates more to organisational contextual performance/organisational citizenship behaviour
• Psychoanalysis- personality development


  focuses on unconscious processes/ cognitions (feelings, emotions)

  Personality a function of unconscious conflict between 3 structures:

  -The 'id' represents basic drive for instant gratification

  -ego mediates basic desires on the reality principle

  -super ego represents social conscience

  Personality also shaped by childhood
• Pavlov's dogs


  classical conditioning) associating the sound of a bell with food ,leading to salivation in response to the bell alone
• Skinner


  Behaviorism, operant conditioning -reinforcement and punishment
• Behaviour influenced by consequences

  Reinforcement( positive or negative)

  Punishment
• negative reinforcement


  negative thing is removed to encourage desired behaviour
• punishment


  unpleasant stimulus when a negative action happens
• learning process


  unconditioned stimulus paired with neutral stimulus

  Neutral stimulus becomes conditioned stimulus

  eliciting a conditional response
• what is personality a function of?


  person( cognitions, appraisal/perception), environment(situations) and behaviour
• observational learning


  seeing someone do something wrong/right then you don't/ do do it, behaviour should be visible to other people
• Self-efficacy(confidence)


  situational self-confidence, specific to domain, goals, more self-efficacy =higher chance of achieving their goals.

  Just because they have the confidence doesn't mean they have the ability
• Intelligence/ Cognitive ability


  general mental capability that, among other thing, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill or test-taking smarts. Rather it reflects a broader and deeper capability for comprehending our surroundings- 'catching-on','making sense' of things, or 'figuring out' what to do
• Learning process:


  unconditioned stimulus paired with neutral stimulus

  Neutral stimulus becomes conditioned stimulus

  eliciting a conditional response
• General intelligence


  Binet-simon test (1905)

  Spearman's G -Some people are Generally more intelligent
• Specific ability models(structure of cognitive ability)


  Prefer to organise and conceptualise abilities in specific areas

  -more related to/consistent with common occupational tests in organisations
• Thurnstone rejected the g notion all together and proposed 7 primary abilities

  verbal comprehension

  word fluency

  number facility

  spatial visualisations

  associative memory

  perceptual speed

  reasoning
• Cartel: fluid ability


  solve novel or new problems, gets worse with age
• Cartel: Crystalized Ability


  implementing learned strategies to solve problems, get better with age
• Combined Understanding- Learning both theories


  A hierarchical model present both together, General (g) at the top of the hierarchy with specific ability facets underneath
• There is a correlation between cognitive ability and performance


  Cognitive ability impacts on the acquisition of knowledge about the job, including the speed with which the knowledge is aquired[and transferred]
• The validity of the relationship varies with the job complexity


  The relationship is moderated by context, time, EQ, etc

  -less job knowledge to acquire, simpler jobs

  -more job knowledge to aquire, more complex jobs
• Emotional Intelligence


  The ability to perceive accurately, appraise, and express emotions; the ability to access and/ or generate feelings when they facilitate though; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth
• the multiple intelligence school of thought represent what cognitve theories "fails to" capture =

  practical and social intelligences
• The model of emotional intelligence

  
• Stress management


  this facet of emotional intelligence addresses how well one can cope with emotions associated with change and unfamiliar or unpredictable circumstances, while remaining hopeful about the future and resilient in the face of setbacks and obstacles
• Components of stress management

  flexibility

  stress tolerance

  optimism
• Self perception


  self-regard, self actualization, emotional self awareness
• Self-regard


  concerns respecting oneself while understanding and accepting your strengths and weaknesses, it is associated with feelings of inner strength and self-confidence
• Self expression


  An extension of self-perception and concerns your outward expression of the action component of your internal perception
• What are the three categories that self expression consists of?

  assertiveness

  independence

  emotional expression
• emotional expression


  concerns you openly expressing your feelings both verbally and non-verbally
• What does self expression concern?


  It concerns your propensity to remain self-directed and openly expressive of thoughts and feelings, while communicating these feelings in constructive and socially acceptable ways.
• What does the interpersonal scale consist of?


  interpersonal relations

  empathy

  social responsibility
• What does interpersonal concern?


  it concerns your ability to develop and maintain relationships based on trust and compassion; articulate an understanding of others perspectives; and act responsibly while showing concern for others, a team or a greater community/ organisation