1. Dosen : Prof Warella
5
Chapter Tugas Matakuliah : Perilaku Organisasi
Mahasiswa : Wisnu Adi Saputra
Self Concept
Personality: Concepts and Controversy
Abilities and Performance
Emotions: An Emerging OB Topic

2. 1. Define self-esteem, and explain how it can be
improved with Branden’s six pillars of self-
esteem.
2. Define self-efficacy, and explain its sources.
3. Contrast high and low self-monitoring
individuals, and discuss the ethical implications
of organizational identification.
4. Identify and describe the Big Five personality
dimensions, and specify which one is correlated
most strongly with job performance.
5-2

3. 5. Describe the proactive personality, and explain the
need to balance an internal locus of control with
humility.
6. Identify at least five of Gardner’s eight multiple
intelligences, and explain “practical intelligence.”
7. Distinguish between positive and negative
emotions, and explain how they can be judged.
8. Identify the four key components of emotional
intelligence, and discuss the practical significance
of emotional contagion and emotional labor.
5-3

4. 5-1a
Chapter Five Outline
From Self-Concept to Self-Management
•Self Esteem
•Self-Efficacy (“I can do that.”)
•Self-Monitoring
•Self management: A Social Learning Model
Personality Dynamics
•The Big Five Personality Dimensions
•Locus of Control: Self or Environment?
•Attitudes
•Intelligence and Cognitive Abilities

5. The Unique Individual
Forms of Self-Expression
Personality Traits
Personal Values
Abilities
Self-Concept
Emotions
 Self-esteem
 Self-efficacy
 Self-monitoring Job Satisfaction
 Organizational
identification
5-5
McGraw-Hill © 2004 The McGraw-Hill Companies, Inc. All rights reserved.

6.  Self-Esteem one’s
overall self-evaluation
 What would a person with
high self-esteem say?
a. I feel I am a person of
worth, the equal of other
people.
b. I feel I do not have much to
be proud of.
5-6
McGraw-Hill © 2004 The McGraw-Hill Companies, Inc. All rights reserved.

7.  Can one’s level of self-esteem change?
 A=Yes, B=No
 Do people with high self-esteem also tend to
report greater life satisfaction?
 A=True, B=False, C= It depends
 Being employed is not a primary determinant
of one’s self-esteem.
 A=True, B=False
5-7

8. 1) Live consciously Be actively and fully engaged in what you do
and with whom you interact
2) Be self-accepting Don’t be overly judgmental or critical of your
thoughts and actions
3) Take personal Take full responsibility for your decisions and
responsibility actions in life’s journey
Table 5-1
5-8

9. Table 5-1
4) Be self-assertive Be authentic and willing to defend you
beliefs when interacting with others, rather
than bending to their will to be accepted or
liked
5) Live purposefully Have clear near-term and long-term goals
and realistic plans for achieving them to
create a sense of control in your life
6) Have personal Be true to your word and your values
integrity
5-9

10.  Self Efficacy is a person’s
belief about his or her chances
of successfully accomplishing
a specific task
 “Once you realize there are no
geniuses out there, you can
think, ‘I can do that.’ One
reason I’ve succeeded is I have
that naïve sense of
entitlement.”
 Donny Deutsch, Deutsch,
Inc.
5-10

11. 5-3
Figure 5-2
Self-Efficacy
Self-efficacy: “A person’s belief about his or her chances of
successfully accomplishing a specific task.”
A Model of Self-Efficacy
Sources of Self-Efficacy Beliefs:
- Prior experience
- Behavior models
- Persuasion from others
- Assessment of physical/emotional
state

12. Sources of Self-
Feedback Behavioral Patterns Results
Efficacy Beliefs
 Be active—select best
Prior opportunities
Experience High  Manage the situation—
“I know I avoid or neutralize Success
can do this job” obstacles
Behavior
Models  Set goals—establish
standards
Self-efficacy  Plan, prepare, practice
Persuasion beliefs  Try hard: persevere
from Others
 Creatively solve
problems
Assessment of
physical/  Learn from setbacks
emotional  Visualize success
state
 Limit Stress 5-12

13. Sources of Self- Results
Efficacy Beliefs Feedback Behavioral Patterns
 Be passive
 Avoid difficult tasks
 Develop weak
Prior aspirations and low
Experience commitment
 Focus on personal
deficiencies
Self-efficacy  Don’t even try—make
Behavior beliefs a weak effort
Models  Quit or become Failure
discouraged because
of setbacks
 Blame setbacks on
lack of ability or bad
Persuasion luck
from Others  Worry, experience
stress, become
Low depressed
Assessment of “I don’t think  Think of excuses for
physical/ I can get the job failing
emotional done”
state
5-13

14. 1) Recruiting/Selection/job assignments
 What questions would you ask to determine
one’s self-efficacy for performing the job
well?
2) Job design
 Are challenging or boring tasks more likely to
improve one’s self efficacy?
3) Training and development
 How do training and development programs
develop self-efficacy?
5-14

15.  Self-Monitoring: Observing one’s own behavior
and adapting it to the situation
 What are the dangers of being a:
 High Self-Monitor?
 Low Self-Monitor?
 Is high or low-self-monitoring related to job
success?
5-15

16. 5-4
Hands on Exercise
Self-Monitoring: “The extent to which a person
observes their own self-expressive behavior and adapts it to
the demands of the situation.”
• Would those who know you well score you about the same?
If not, could that be a source of interpersonal problems?
Explain.
• What implications does your score have for you as a
manager?
• If you are unhappy with your score, what can you do to
change your self-monitoring tendencies?

17.  You are a new sales person and just made a
huge sale and are very excited. You run into
your boss’s office and start to tell her but she
keeps looking at the computer. You…
a. Keep telling her about the sale excitedly – you
know she wants to know.
b. Say, “I’m sorry, did I catch you at a bad time?”
5-17

18. 5-5
Figure 5-3
A Social Learning Model of Self-
Management
Person
(psychological self)
Behavior
Situational Cues Consequences

19. Remember acronym “OCEAN”
Personality Dimension Characteristics of a Person Scoring
Positively on the Dimension
1) Openness to experience Intellectual, imaginative, curious,
broad minded
2) Conscientiousness Dependable, responsible,
achievement, oriented, persistent
3) Agreeableness Trusting, good natured,
cooperative, soft hearted
4) Extraversion Outgoing, talkative, social,
assertive
5) Neuroticism/Emotional Relaxed, secure, unworried
stability
5-19

20. 5-7
The Big Five Personality
Table 5-2
Dimensions
 Extraversion: Outgoing, talkative, sociable, assertive
 Agreeableness: Trusting, good natured, cooperative, soft
hearted
 Conscientiousness: Dependable, responsible, achievement
oriented, persistent
 Emotional stability: Relaxed, secure, unworried
 Openness to experience: Intellectual, imaginative,
curious, broad minded
Research finding: Conscientiousness is the best (but not a
strong) predictor of job performance

21. 5-8
 Internallocus of control: belief that one controls key
events and consequences in one’s life.
 External locus of control: One’s life outcomes
attributed to environmental factors such
as luck or fate.
For class discussion: What sort of locus
of control “balance” do today’s managers
need to seek to be successful without
experiencing excessive stress?

22.  External Locus of Control
one’s life outcomes attributed  Internal Locus of
to environmental factors such
as luck or fate
Control belief that one
controls key events and
consequences in one’s life.
5-22

23. Locus of Control
Internal External
People and
I control what
circumstances control
happens to me!
my fate!

24. Locus of Control
Internal External
People and
I control what
circumstances control
happens to me!
my fate!

25.  Internals enjoy….
 High performance
 Job satisfaction
 Higher salaries and more promotions
 Less anxiety
 Humility
 Considering the contributions of
others and good fortune when
gauging one’s success
5-25

26.  Which of the following traits would
predict motivation at work?
a. Internal locus of control
b. Intelligence
c. Agreeableness
d. External locus of control
5-26

27. Ability
Effort Performance
Skill
5-27

28. Intelligence
 Capacity for constructive thinking, reasoning,
problem solving.
Charles Spearman’s work
 “g” = General mental ability
 “s” = specific mental ability
 Intelligence-related predictors of job
performance:
 Numerical ability
 Spatial ability
 Inductive reasoning
5-28

29. 1) Verbal
comprehension
2) Word fluency
3) Numerical
4) Spatial
5) Memory
6) Perceptual speed
7) Inductive
reasoning
5-29

30. 5-9
Table 5-3
Seven Major Mental Abilities
 Verbal comprehension: Meaning of words and
reading comprehension
 Word fluency: Ability to produce isolated words to
meet specific requirements
 Numerical: Arithmetic computation
 Spatial: Perceive spatial patterns and visualize
geometric shapes
 Memory: Good rote memory of words, symbols, and
lists
 Perceptual speed: Perception of similarities and
differences in figures
 Inductive reasoning: Reasoning from specifics to
general conclusion

31. Howard Gardner’s Work
1. Linguistic intelligence
2. Logical-mathematical intelligence
3. Musical intelligence
4. Bodily-kinesthetic intelligence
5. Spatial intelligence
6. Interpersonal intelligence
7. Naturalist intelligence
8. Intrapersonal intelligence
5-31

32. Negative Anger Happiness Positive
Emotions Fright/ /Joy Emotions
(goal anxiety (goal
incongruent) Pride congruent)
Guilt/
shame
Sadness Love/affection
Envy/
jealousy Relief
Disgust
5-32

33. 5-14
Figure 5-4
Emotions
Emotions: “Complex, patterned, organismic reactions to how we
think we are doing in our lifelong efforts to survive and flourish
and to achieve what we wish for ourselves.”
Positive and 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

34.  Emotional
Intelligence ability
to manage oneself
and interact with
others in a
constructive way
5-34

35.  Emotional Intelligence
 The ability to understand and manage one’s
own moods and emotions and the moods and
emotions of other people.
▪ Helps managers carry out their interpersonal roles of
figurehead, leader, and liaison.
3-35

36.  Managers with a high level of emotional
intelligence are more likely to understand
how they are feeling and why
 More able to effectively manage their
feelings so that they do not get in the way
of effective decision-making
3-36

37. 1. I’m a dependable,
responsible person A. High Self-Esteem
2. I know when to speak up B. High Self-Monitor
C. High Internal Locus of
and when not to during
Control
work meetings D. High Self-Efficacy
3. I effectively keep my E. High Emotional
emotions under control Intelligence
4. I am a person of worth
5. I believe I am the cause of
the good or bad things that
happen to me
5-37

38. 1. I’m a dependable,
responsible person A. High Self-Esteem
2. I know when to speak up B. High Self-Monitor
C. High Internal Locus of
and when not to during
Control
work meetings D. High Self-Efficacy
3. I effectively keep my E. High Emotional
emotions under control Intelligence
4. I am a person of worth
5. I believe I am the cause of
the good or bad things that
happen to me
5-38

39. ど
presented by う
ごも
ざ
いあ
まり
すが
。と
Wisnu Adi Saputra う