Chapter 4
Personality and Emotions
ORGANIZATIONAL BEHAVIOR
S T E P H E N P. R O B B I N S
E L E V E N T H
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E D I T I O N
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PowerPoint Presentation
by Charlie Cook
OBJECTIVES
LEARNING
After studying this chapter,
you should be able to:
1. Explain the factors that determine an
individual’s personality.
2. Describe the MBTI personality framework.
3. Identify the key traits in the Big Five
personality model.
4. Explain the impact of job typology on the
personality/job performance relationship.
5. Differentiate emotions from moods.
6. Contrast felt versus displayed emotions.
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7. Explain gender-differences in emotions.
8. Describe external constraints on emotions.
9. Apply concepts on emotions to OB issues.
LEARNING
O B J E C T I V E S (cont’d)
After studying this chapter,
you should be able to:
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What is Personality?
Personality
The sum total of ways in which an individual reacts
and interacts with others.
Personality Traits
Enduring personal
characteristics that
describe an individual’s
behavior which are
exhibited in a large
number of situations.
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Personality Determinants
• Heredity / inheritance / Genetics
• Environment
• Situation
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Reasoning Test
The test evaluates the intellectual abilities of a person across three factors, which are, logical,
numerical and verbal reasoning skills. This test is recommended for the recruitment of
technical personnel such as software developers, engineers, scientists etc. It is also used for
assessing the cognitive faculties of students applying to different academic programs.
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The Myers-Briggs Type Indicator (MBTI)
instrument
during 1940s…
An instrument developed to measure Carl
Gustav Jung’s theory of individual
differences
C. G. Jung (1875-1961) was a Swiss psychiatrist, an influential thinker and the founder of ‘Analytical Psychology’.
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Purpose of MBTI
"The purpose of the Myers-Briggs Type Indicator® is to make the theory of
psychological types described by C. G. Jung understandable and useful in
people's lives. The essence of the theory is that much seemingly random
variation in behavior is actually quite orderly and consistent, being due to
basic differences in the way individuals prefer to use their perception and
judgment."
The MBTI instrument is based on Jung's ideas about perception and
judgment, and the attitudes in which these are used in different types of
people. The aim of the MBTI instrument is to identify, from self-report of
easily recognized reactions, the basic preferences of people in regard to
perception and judgment, so that the effects of each preference, singly and
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in combination, can be established by research and put into practical use.
How MBTI is different?
 The MBTI instrument differs from many other
personality instruments in these ways:
1) It is designed to implement a theory; therefore the
theory must be understood to understand the MBTI
instrument.
2) The theory postulates dichotomies; therefore some of
the psychometric properties are unusual.
3) Based on the theory, there are specific dynamic
relationships between the scales, which lead to the
descriptions and characteristics of sixteen "types."
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MBTI
 The MBTI instrument contains four separate indices.
Each index reflects one of four basic preferences
which, under Jung's theory, direct the use of
perception and judgment. The preferences affect not
only what people attend to in any given situation, but
also how they draw conclusions about what they
perceive.
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The Myers-Briggs Type Indicator
The Myers-Briggs Type Indicator (MBTI) assessment is a psychometric
questionnaire designed to measure psychological preferences in how
people perceive the world and make decisions.
A personality test that taps four characteristics and classifies people
into 1 of 16 personality types.
Personality Types
• Extroverted vs. Introverted (E or I)
• Sensing vs. Intuitive (S or N)
• Thinking vs. Feeling (T or F)
• Judging vs. Perceiving (P or J)
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Extraversion–Introversion (E–I)
 The E–I index is designed to reflect whether a person is an extravert or
an introvert in the sense intended by Jung. Jung regarded extraversion
and introversion as "mutually complementary" attitudes whose
differences "generate the tension that both the individual and society
need for the maintenance of life." Extraverts are oriented primarily
toward the outer world; thus they tend to focus their perception and
judgment on people and objects. Introverts are oriented primarily
toward the inner world; thus they tend to focus their perception and
judgment upon concepts and ideas.
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Sensing–Intuition (S–N)
 The S–N index is designed to reflect a person's
preference between two opposite ways of perceiving;
one may rely primarily upon the process of sensing
(S), which reports observable facts or happenings
through one or more of the five senses; or one may
rely upon the less obvious process of intuition (N),
which reports meanings, relationships and/or
possibilities that have been worked out beyond the
reach of the conscious mind.
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Thinking–Feeling (T–F)
 The T–F index is designed to reflect a person's
preference between two contrasting ways of
judgment. A person may rely primarily through
thinking (T) to decide impersonally on the basis of
logical consequences, or a person may rely primarily
on feelings (F) to decide primarily on the basis of
personal or social values.
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Judgment–Perception (J–P)
 The J–P index is designed to describe the process a
person uses primarily in dealing with the outer world,
that is, with the extraverted part of life. A person who
prefers judgment (J) has reported a preference for
using a judgment process (either thinking or feeling)
for dealing with the outer world. A person who prefers
perception (P) has reported a preference for using a
perceptive process (either S or N) for dealing with the
outer world.
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Type theory preferences & descriptions
Extraversion
Introversion
Thinking
Feeling
Outgoing
Quiet
Analytical
Subjective
Publicly expressive
Reserved
Clarity
Harmony
Interacting
Concentrating
Head
Heart
Speaks, then thinks
Thinks, then speaks Justice
Mercy
Gregarious
Reflective
Rules
Circumstances
Intuition
Judging
Perceiving
Sensing
Practical
General
Structured
Flexible
Specific
Abstract
Time oriented
Open minded
Feet on the ground
Head in the clouds
Decisive
Exploring
Details
Possibilities
Makes lists /
uses them
Makes list /
loses them
Concrete
Theoretical
Organized
Spontaneous
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The Four Preferences of the MBTI instrument
Index Preferences
Between E–I
 E Extraversion or I Introversion
Affects Choices as to
Whether to direct perception judgment mainly on the
outer world (E) or mainly on the inner world of ideas.
Between S–N
 S Sensing perception or N Intuitive perception
Affects Choices as to
Which kind of perception is preferred when one
needs or wishes to perceive
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The Four Preferences of the MBTI instrument (cont’d…)
Between T–F
 T Thinking judgment or F Feeling judgment
Affects Choices as to
Which kind of judgment to trust when one needs or
wishes to make a decision
Between J–P
 J Judgment or P Perception
Affects Choices as to
Whether to deal with the outer world in judging (J)
attitude (using T or F) or in the perceptive (P) attitude
(using S or N)
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MBTI - Processes and attitudes
 Attitudes refer to extraversion (E) or introversion (I).
 Processes of perception are sensing (S) and intuition
(N).
 Processes of judgment are thinking (T) and feeling
(F).
 The style of dealing with the outside world is shown
by judgment (J) or perception (P).
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The Myers-Briggs Type Indicator
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The Myers-Briggs Type Indicator
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Myers-Briggs
Sixteen
Primary Traits
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Big Five personality traits
In contemporary psychology, the "Big Five" factors (or Five
Factor Model; FFM) of personality are five broad domains or
dimensions of personality which are used to describe
human personality.
The Big five factors are
 Openness
 Conscientiousness
 Extraversion
 Agreeableness
 Neuroticism
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(OCEAN, or
CANOE if
rearranged)
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The Big Five Model of Personality Dimensions
Extroversion
Gregarious, excitability, sociability, talkativeness, high amounts of emotional expressiveness
and assertive (as opposed to reserved, timid, and quiet).
Agreeableness
Good-natured, cooperative, and trusting (rather then cold, disagreeable, and
antagonistic).
Conscientiousness
Hardworking, dependable, persistent, and organized (as opposed to lazy,
disorganized, and unreliable).
Neuroticism or Emotional Stability (enduring tendency to experience
negative emotional states)
Calm, self-confident, and cool (as opposed to insecure, anxious, and depressed).
Openness to Experience
Creative, curious and cultured (rather than practical with narrow interests)
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Major Personality Attributes Influencing OB
 Locus of control
 Machiavellianism
 Self-esteem
 Self-monitoring
 Positive/Negative affect
 Risk taking
 Strong situation
 Type A personality
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Locus of Control
Locus of Control
The degree to which people believe they
are masters of their own fate.
Internals
Individuals who believe that they
control what happens to them.
Externals
Individuals who believe that
what happens to them is
controlled by outside forces
such as luck or chance.
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How to measure one’s LoC?
Scoring and Interpretation for the I, P, and C Scales
There are three separate scales use to measure one’s locus of control:
Internal Scale, Powerful Others Scale, and Chance Scale. There are
eight items on each of the three scales, which are presented to the subject
as one unified attitude scale of 24 items. The specific content areas
mentioned in the items are counterbalanced so as to appear equally often
for all three dimensions.
To score each scale add up the points of the circled answers for the items
appropriate for that scale. (The three scales are identified by the letters “I,”
“P,” and “C”). Add to the sum +24. The possible range on each scale is
from 0 to 48. Each subject receives three scores indicative of his or her
locus of control on the three dimensions of I, P, and C. Empirically, a
person could score high or low on all three dimensions.
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Key Point
GIVE YOUR OPINION ON EVERY STATEMENT
If you find that the numbers to be used in answering do not adequately
reflect your own opinion, use the one that is closest to the way you feel.
Read each statement carefully. Then indicate the extent to which you
agree or disagree using the following responses:
If you agree strongly, respond +3
If you agree somewhat, respond +2
If you agree slightly, respond +1
If you disagree slightly, respond –1
If you disagree somewhat, respond –2
If you disagree strongly, respond –3
First impressions are usually best. Read each statement, decide if you agree or
disagree and the strength of your opinion, and then respond accordingly. 4–27
Levenson Multidimensional LoC Inventory
1. (I) Whether or not I get to be a leader depends mostly
on my ability.
2. (C) To a great extent my life is controlled by accidental
happenings.
3. (P) I feel like what happens in my life is mostly
determined by powerful people.
4. (I) Whether or not I get into a car accident depends
mostly on how good a driver I am.
5. (I) When I make plans, I am almost certain to make
them work.
6. (C) Often there is no chance of protecting my personal
interests form bad luck happenings.
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Levenson Multidimensional LoC Inventory (cont’d)
7. (C) When I get what I want, it is usually because I’m lucky.
8. (P) Although I might have good ability, I will not be given leadership
responsibility without appealing to those positions of power.
9. (I) How many friends I have depends on how nice a person I am.
10. (C) I have often found that what is going to happen will happen.
11. (P) My life is chiefly controlled by powerful others.
12. (C) Whether or not I get into a car accident is mostly a matter of luck.
13. (P) People like myself have very little chance of protecting our
personal interests when they conflict with those of strong pressure groups.
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Levenson Multidimensional LoC Inventory (cont’d)
14. (C) It’s not always wise for me to plan too far ahead because
many things turn out to be a matter of good or bad fortune.
15. (P) Getting what I want requires pleasing those people above
me.
16. (C) Whether or not I get to be a leader depends on whether I’m
lucky enough to be in the right place at the right time.
17. (P) If important people were to decide they didn’t like me, I
probably wouldn’t make many friends.
18. (I) I can pretty much determine what will happen in my life.
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Levenson Multidimensional LoC Inventory (cont’d)
19. (I) I am usually able to protect my personal interests.
20. (P) Whether or not I get into a car accident depends mostly on the
other driver.
21. (I) When I get what I want, it’s usually because I worked hard for it.
22. (P) In order to have my plans work, I make sure that they fit in with
the desires of people who have power over me.
23. (I) My life is determined by my own actions.
24. (C) It’s chiefly a matter of fate whether or not I have a few friends
or many friends.
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For more information, please use the following sources:
Levenson, H. (1981). Differentiating among internality, powerful others, and
chance. In H. Lefcourt (Ed.), Research with the Locus of Control Construct.
New York: Academic Press, pp. 15-63.
Levenson, H. (1973). Multidimensional locus of control in psychiatric
patients. Journal of Consulting and Clinical Psychology, 41, 397-404.
Levenson, H. (1973). Parental antecedents of internal, powerful others, and
chance locus of control orientations. Developmental Psychology, 9, 260-265.
Levenson, H., & Miller, J. (1976). Multidimensional locus of control in
sociopolitical activists of conservative and liberal ideologies. Journal of
Personality and Social Psychology, 33, 199-208.
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Machiavellianism
Machiavellianism (Mach)
A person's tendency to deceive and manipulate others for personal
gain.
A less technical variant of the term is fawce.
The concept is named after renaissance diplomat and writer Niccolo
Machiavellim who wrote IL Principe (i.e. The Price)
Conditions Favoring High Machs
• Direct interaction
• Minimal rules and regulations
• Emotions distract for others
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Machiavellianism (cont’d…)
 In the 1960s Richard Christie and Florence L. Geis developed a test for
measuring a person's level of Machiavellianism.
 This eventually became the MACH-IV test, a 20-statement personality
survey that is now the standard self-assessment tool of
Machiavellianism.
 http://www.salon.com/books/it/1999/09/13/machtest/
 People scoring above 60 out of 100 on the MACH-IV are considered
high Machs; that is, they endorsed statements such as, "Never tell
anyone the real reason you did something unless it is useful to do so,"
(No. 1) but not ones like, "Most people are basically good and kind"
(No. 4).
 People scoring below 60 out of 100 on the MACH-IV are considered
low Machs; they tend to believe, "There is no excuse for lying to
someone else," (No. 7) and, "Most people who get ahead in the world
lead clean, moral lives" (No. 11)
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MACH-IV Test
 To what extent do each of the following statements accurately
describe you? Please indicate the degree to which you
personally agree or disagree with each of the following
statements by choosing a number from the scale below that
reflects your opinion.
 1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly
agree
1) Never tell anyone the real reason you did something unless it is
useful to do so.
2) The best way to handle people is to tell them what they want to
hear.
3) One should take action only when sure it is morally right.
4) Most people are basically good and kind.
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MACH-IV Test (cont’d…)
5) It is safest to assume that all people have a vicious streak and it will
come out when they are given a chance.
6) Honesty is the best policy in all cases.
7) There is no excuse for lying to someone else.
8) Generally speaking, people won't work hard unless they're forced to
do so.
9) All in all, it is better to be humble and honest than to be important and
dishonest.
10) When you ask someone to do something for you, it is best to give
the real reasons for wanting it rather than giving reasons which carry
©more
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Hall Inc. All rights reserved.
4–36
weight.
MACH-IV Test (cont’d…)
11) Most people who get ahead in the world lead clean, moral lives.
12) Anyone who completely trusts anyone else is asking for trouble.
13) The biggest difference between most criminals and other people is
that the criminals are stupid enough to get caught.
14) Most people are brave.
15) It is wise to flatter important people.
16) It is possible to be good in all respects.
17) P.T. Barnum was wrong when he said that there's a sucker born
every minute.
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MACH-IV Test (cont’d…)
18) It is hard to get ahead without cutting corners here
and there.
19) People suffering from incurable diseases should
have the choice of being put painlessly to death.
20) Most people forget more easily the death of their
parents than the loss of their property.
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Self-Esteem and Self-Monitoring
Self-Esteem (SE)
Individuals’ degree of liking
or disliking themselves.
Self-Monitoring
A personality trait that measures
an individuals ability to adjust
his or her behavior to external,
situational factors.
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Personality Types
Type A’s
1. are always moving, walking, and eating rapidly;
2. feel impatient with the rate at which most events take place;
3. strive to think or do two or more things at once;
4. cannot cope with leisure time;
5. are obsessed with numbers, measuring their success in
terms of how many or how much of everything they acquire.
Type B’s
1. never suffer from a sense of time urgency with its
accompanying impatience;
2. feel no need to display or discuss either their achievements
or accomplishments;
3. play for fun and relaxation, rather than to exhibit their
superiority at any cost;
4. can relax without guilt.
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What Are Emotions?
Affect
A broad range of emotions
that people experience.
Emotions
Moods
Intense feelings that are
directed at someone or
something.
Feelings that tend to be
less intense than
emotions and that lack a
contextual stimulus.
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Felt versus Displayed Emotions
Felt Emotions
An individual’s actual emotions.
Displayed Emotions
Emotions that are organizationally
required and considered appropriate
in a given job.
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Affective Events Theory (AET)
Affective Events Theory (AET) is a model developed by
organizational psychologists Howard M. Weiss (Purdue University)
and Russell Cropanzano (University of Arizona) to identify how
emotions and moods influence job performance and job satisfaction.
The model increases understanding of links between employees
and their emotional reaction to things that happen to them at work.
Work events modeled include hassles, tasks, autonomy, job
demands, emotional labor and uplifting actions. These work events
affect employees positively or negatively.
Employee mood predisposes the intensity of their reaction. This
emotional response intensity therefore affects job performance and
satisfaction. Furthermore, other employment variables like effort,
leaving, deviance, commitment, and citizenship, are affected.
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Affective Events Theory (AET)
 Emotions are negative or positive responses to a work
environment event.
– Personality and mood determine the intensity of the
emotional response.
– Emotions can influence a broad range of work performance
and job satisfaction variables.
 Implications of the theory:
– Individual response reflects emotions and mood cycles.
– Current and past emotions affect job satisfaction.
– Emotional fluctuations create variations in job satisfaction.
– Emotions have only short-term effects on job performance.
– Both negative and positive emotions can distract workers
and reduce job performance.
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Affective Events Theory (AET)
Source: Based on N.M. Ashkanasy and C.S. Daus, “Emotion in the Workplace:
The New Challenge for Managers,” Academy of Management Executive,
February 2002, p. 77.
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E X H I B I T 4–5
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Ability and Selection
Emotional Intelligence
An assortment of non-cognitive
skills, capabilities, and
competencies that influence a
person’s ability to succeed in
coping with environmental
demands and pressures.
The concept of emotional intelligence
was developed by two American
psychologists, Peter Salovey and John
Mayer. They broadly define emotional
intelligence as: ‘the ability to monitor
one’s own and others’ feelings and
emotions, to discriminate among them,
and to use this information to guide
one’s thinking and action’ (Salovey
and Mayer, 1990: 189).
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 The key components of EI,
as identified by Goleman
(1995), are as follows:
– Self-awareness
– Self-regulation
– Self-motivation
– Empathy
– Social skills
 Research Findings
– High EI scores, not high
IQ scores, characterize
high performers.
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