Industrial Psychology

Transcript

INSTRUCTOR Aftab Iqbal [email protected] • • • • Bachelor’s Degree in Mechanical Engineering from WPUE&T,Lahore,1971 Experience Served POF / Def Prod Div for over 36 years. During the course of service, gained experience in Technologies, Processes and Procedures for the production of Artillery Ammunition, Small Arms & Ammunition. Research & Development. Maintenance Management, Erection & Commissioning of Plant & Machinery. Procurement, Storage and Control of materials. Technical Management, Safety and General Administration. Also went through trainings and management courses within country and abroad Besides, have Teaching experience 1978-79 as visiting lecturer, of three subjects, namely Theory of Machine, Machine Design, And Strength Of Materials, at Engineering college Taxila Since 2009, teaching in WEC . 1 1 CLASS INTRODUCTION • • • • • • • • • • Name Domicile Qualification Future career aspirations Goals in life Hobbies Time you devote for your studies 1 weakness 1 strength Grade in F.Sc / B. Sc / DAE 2 WEC INDUSTRIAL PSYCHOLOGY AND HUMAN BEHAVIOUR HU - 221 Credit Hours Theory + Practical (2) (0) 3 01/26/13 WAH ENGINEERING COLLEGE CLASS SCHEDULE (w.e.f. 20th Feb 2012) CLASS: MECH. ENGINEERING 4TH SEMESTER Sections A & B Industrial Psychology And human Behavior – HU – 221 Credit Hours (2 + 0) TIME 8:00 – 9.00 MONDAY TUESDAY WEDNESDAY THURSDAY INDUSTRIAL (TH) LR-2 SECTION (4TH-A) FRIDAY INDUSTRIAL (TH) R-5 SECTION (4TH-B) PSYCHOLOGY PSYCHOLOGY 11:00 – 12:00 INDUSTRIAL PSYCHOLOGY (TH) R-5 SECTION (4TH-B) INDUSTRIAL PSYCHOLOGY (TH) LR-2 SECTION (4TH-A) CLASS STRUCTURE & POLICIES • • Attendance Assignments • Regular home work and in class quizzes • Home work due as specified • 50% off for late home work • • Practicals Examinations • As per university policies Mandatory • Attendance marked as absent after 5 minutes WEIGHTAGE OF MARKS BSC. ENGINEERING • Theory: • Assignments • Quiz • Midterm • Final exam • Practical • Sessional • Viva oral 15 10 10 10 20 50 75% 100% 25% COURSE OUTLINE INDUSTRIAL PSYCHOLOGY AND HUMAN BEHAVIOUR HU-221 • What is psychology and industrial psychology • Nature , scope and application with special reference to Pakistan • Different schools of psychology • Methods of psychology • Learning • Intelligence and artificial intelligence • Personality and it’s assessment • Understanding maladjusted behavior • Positive emotional states and processes • Stress management and Anger management INDUSTRIAL PSYCHOLOGY & HUMAN BEHAVIOUR WHAT IS PSYCHOLOGY WHAT IS PSYCHOLOGY? • Psychology • Psyche: Mind • Logos: Knowledge or study • The science that seeks to understand behavior and mental processes and how they are affected by an organism’s physical state, mental state, and external environment. • Behavior: Overt, i.e. can be directly observed (crying) • Mental Processes: Covert, i.e. cannot be directly observed (remembering) WHAT IS PSYCHOLOGY? WHAT IS PSYCHOLOGY? • Because psychology is a science, psychologists use scientific principles to present knowledge and draw inferences • Psychology is empirical. It relies on evidence gathered by careful observation, experimentation, or measurement • Psychologists observe many aspects of human functioning including overt behaviours, social relationships, mental processes, emotional responses, and physiological reactions WHAT PSYCHOLOGY IS NOT? Psychobabble  Self-help books  Talk shows Pseudoscience  Handwriting analysis  Astrology Common Sense  Your baby will be smarter if he/she listens to classical music  Abused children will become abusive parents BASIC AREAS OF MODERN PSYCHOLOGY 1. Biological Psychology: study the ways in which the nervous system and other organs provide the basis for behavior and mental processes. They also study nonhuman animal behavior, both to compare it with human behavior and to gain a better understanding of other species. 2. Sensation and Perception: concerned with how the sense organs operate and how to interpret incoming sensory information. 3. Learning and Memory: the ways in which we learn and remember new information and new skills. 4. Cognition: study thinking, perceiving, planning, imagining, creating, dreaming, speaking, listening, and problem solving. BASIC AREAS OF MODERN PSYCHOLOGY 5. Developmental Psychology: concerned with changes that take place in people during their life span, as we grow from birth through old age. 6. Motivation and Emotion: study the needs and states that activate and guide behavior, such as hunger, sex, and the need for achievement, and the need to have relationships with others. 7. Personality: focuses on the relatively consistent ways of behaving that characterize our individual personalities. 8. Social Psychology: study the influence of other people on our behavior; interpersonal attraction and intimate relationships; and attitudes and prejudice toward others. APPLIED AREAS OF MODERN PSYCHOLOGY 1. Clinical Psychology: try to understand and treat serious emotional and behavioral problems. 2. Counseling Psychology: help people with personal or school problems and with career choices. 3. Educational Psychology: concerned with the ways children learn in the classroom and with the construction of psychological/educational tests. 4. School Psychology: consult with teachers about children who are experiencing learning or behavioral problems and test children to see whether they could benefit from special educational programs. APPLIED AREAS OF MODERN PSYCHOLOGY 5. Industrial and Organizational Psychology: focuses on ways to match employees to jobs, to train and motivate workers, and to promote job satisfaction and good relationships among workers. 6. Health Psychology: focus on the ways in which stress and other factors influence our health. They seek to prevent health problems such as heart disease by teaching people to relax, exercise, control their diets, and stop high-risk behaviors, such as smoking. WHAT IS INDUSTRIAL /ORGANIZATIONAL (I/O) PSYCHOLOGY? • The application of psychological principles to the workplace (anywhere people work) • Help people do their jobs • Help employers treat employees fairly • Help make jobs more interesting and satisfying • Help workers be more productive • Efficiency/productivity of organizations • Health/well-being of employees WHAT IS INDUSTRIAL /ORGANIZATIONAL (I/O) PSYCHOLOGY? TREAT EMPLOYEES FAIRLY • Treat people from diverse backgrounds fairly • Select people for jobs • Provide training • Reward promotions/raises • Address harassment WHAT IS INDUSTRIAL /ORGANIZATIONAL (I/O) PSYCHOLOGY? MAKE JOBS MORE INTERESTING / SATISFYING • Design jobs people will find satisfying • Rewarding work • Safe, efficient work areas (human factors) • Motivate employees to perform • Create teams that work well together • Combine diverse talents and perspectives WHAT IS INDUSTRIAL /ORGANIZATIONAL (I/O) PSYCHOLOGY? HELP WORKERS BE MORE PRODUCTIVE • Design work patterns that enhance efficiency • Provide skills training and development • Help to meet the challenges of competition • Move past downsizing Trainings Recruitme nt & Selection Effects of work on people Interperson al effects Performanc e Appraisals Determining how people feel about work Determining why people act as they do at work Application of I/O Psychology How organizations are structured and function Designing work Designing Tools and equipment Employee Health and Safety SPECIFIC APPLICATIONS OF I / O GOALS OF PSYCHOLOGY GOALS OF PSYCHOLOGY WHAT ARE THE GOALS OF PSYCHOLOGY? • Description of Behaviors: Naming and classifying various observable, measurable behaviors • Understanding: The causes of behavior(s), and being able to state the cause(s) • Prediction: Predicting behavior accurately • Control / Influence: Altering conditions that influence behaviors in predictable ways • Positive Use: To control unwanted behaviors, (e.g., smoking, tantrums, etc.) • Negative Use: To control peoples’ behaviors without their knowledge WHAT ARE THE GOALS OF PSYCHOLOGY? 1. Description: answers the question “What?” 2. Explanation: answers the question Why?” 3. Prediction: answers the question “When?” 4. Control/Change: answers the question “How?” HISTORY OF PSYCHOLOGY HOW DID PSYCHOLOGY BEGIN? • • Socrates suggested an unexamined life is not worth living --- “Know thyself” Plato and Aristotle debated the nature of human knowledge, and the relationship between body, mind and soul Psychology – • Aristotle : Psyche – essence of life study of life • • Descartes began critical examination of the mindbody distinction Empiricists such as Locke and Hume insisted that all of our knowledge is linked to experience and comes from our senses The psychological study of human behaviour began a little more than a century ago Different schools of psychological thought began to emerge • • HISTORY OF PSYCHOLOGY Wilhelm Wundt (1832-1920). Founded the 1st scientific lab in (1879) Leipzig,Germany. - Used a method called “introspection” – looking inward - Introspection is the objective selfexamination of one’s thoughts and mental processes. - Example: What are the different sensations that you experience when you take a sip of coffee? Listen to music? Look at a rainbow? - Emphasized the scientific study of our mental processes by using laboratory experiments and the scientific method WILHELM WUNDT (1832–1920) HISTORY OF PSYCHOLOGY Edward Titchener (1867-1927) Brought Wundt’s ideas to the US at Cornell University and called it “Structuralism”. The focus of study was on the structure of the mind. - The idea of breaking things down into their most basic units reflects the many advances made around the same time in the hard sciences like chemistry Believed that introspection could be used on thoughts as well as perceptions. Allowed subjects to use imagined stimuli (e.g. – imagine yourself taking a sip of coffee, listening to Beethoven. What are the different sensations and perceptions that you experience?). Wundt Structuralism: School of psychology that sought to determine the structure of the mind through controlled introspection. Wilhelm Wundt: Professor of biology in Germany who was fascinated by human consciousness. Edward Titchener: Wundt’s student, wanted to identify the basic elements of conscious experience. J. Henry Alston: Best known for his studies of the sensations of heat and cold. HISTORY OF PSYCHOLOGY Gestalt Psychology. This field came about in reaction to introspection and the idea of breaking down our conscious experiences into basic units. - Theorists such as Wertheimer, Koffka, and Kohler believed: “that the whole is greater than the sum of its parts”. - You can not break a beautiful sunset down into its basic units of perception. The sunset as a whole must be examined. The mind is designed to perceive wholes. - This school of thought has had a profound impact on Gestalt Psychology: School of thought based on the belief that human consciousness cannot be broken down into its elements. HISTORY OF PSYCHOLOGY • The Gestalt emphasis on how we process information as wholes and not individual pieces is clearly illustrated in the following passage: ”Aoccrdnig to rscheearch at Cmabridge Uinervtisy, it doesn’t mttaer in what order the ltteers in a word are, the olny iprmoetnt thing is that the first and lsat ltter be in the rghit pclae. The rset can be a total mses and you can still raed woutiht porbelms.” 1. the white silhouette  figures of two heads 2. a black chalice WHAT DO YOU SEE? 1. image of a woman’s face 2. the profile of a jazzman saxophone player Fig. 1.2 The design you see here is entirely made up of broken circles. However, as the Gestalt psychologists discovered, our perceptions have a powerful tendency to form meaningful patterns. Because of this tendency, you will probably see a triangle in this design, even though it is only an illusion. Your whole perceptual experience exceeds the sum of its parts. HISTORY OF PSYCHOLOGY William James – “functionalism”. - 1890 – Principles of Psychology - Heavily Influenced By Darwin’s Theory Of Evolution - Originally studied introspection with Wundt - Most interested in understanding how different mental processes help an individual to survive and adapt. - Example: fear of heights; snakes; fire; etc - Genetic or biological pre-dispositions Humanism - Emphasis on free-will - Conscious and rational decision making - Self-actualization is the goal - Innate goodness HISTORY OF PSYCHOLOGY Abraham Maslow and the hierarchy of needs pyramid Deficiency needs - physiological: food, water, sleep, sex - safety and security: shelter today and into the future - love and belonging - esteem and self-esteem Growth need Self-actualization: become the best person possible MASLOW’S HIERARCHY OF NEEDS MASLOW’S HIERARCHY OF NEEDS HISTORY OF PSYCHOLOGY Carl Rogers: Person-centered therapy - True-self and ideal-self - Self-actualization is the process of becoming your ideal self - Unconditional positive regard - Conditions of worth WHICH FOUNDATION IS CORRECT?  No single point of view has emerged as the “correct” way of viewing human behavior and mental processes.  Contemporary psychology combined the best ideas from all its founders. ORIGINS OF I/O PSYCHOLOGY • Scientific Management – Frederick W. Taylor • Determine the most efficient methods for performing any work-related task • Time and motion studies • Assembly lines • Selection and recruitment of military recruits ORIGINS OF I/O PSYCHOLOGY • Ergonomics / Human Factors • Intersection of engineering and psychology • Focuses on safety and efficiency of humanmachine interactions • Perception, attention, cognition, learning, social, and environmental psychology • Applied psychology BUILDING A BETTER MOUSE ORIGINS OF I/O PSYCHOLOGY • Hawthorne Studies (1927-1932) • How work conditions influence productivity • The Hawthorne Effect • Individual productivity increases when workers are singled out and made to feel important • Performance is subject to social pressures and group norms • Human Relations Approach MAJOR PERSPECTIVES IN PSYCHOLOGY FACTORS EFFECTING HUMAN BEHAVIORS WHY ARE THERE DIFFERENT APPROACHES IN PSYCHOLOGY? • Psychology is a new science. • To understand the complexity of human behaviour, psychology has taken different perspectives. MAJOR PERSPECTIVES OF PSYCHOLOGY WHICH INFLUENCE HUMAN BEHAVIOR Major perspectives that have developed on psychological issues include psychoanalytic, behaviourist, humanistic, cognitive, biopsychology, social and cultural, and evolutionary  The purpose of studying these perspectives is to understand the factors which play roles to shape the human behaviours in personal life and at work  THE PSYCHOANALYTIC PERSPECTIVE    The psychoanalytic perspective assumes emotional anxiety is the product of unresolved conflicts from childhood Freud believed sexual energy fuels day-to-day behaviour and childhood experiences influence future adult behaviour Unconscious thoughts, desires, and conflicts THE BEHAVIORIST PERSPECTIVE • Behaviourism is the school of psychology that rejects the study of consciousness and cognitive processes • The focus is on describing and measuring observable behaviour • B. F. Skinner explained behaviour by describing the relations between stimuli (environmental events and responses (reactions to stimuli) • According to Skinner, our environment determines what we do The Humanistic Perspective • The humanistic psychology was developed by Carl Rogers and Abraham Maslow • The humanistic perspective emphasized each person’s unique experiences • According to Maslow, individuals are motivated by a need for self-actualization • Self-actualized individuals attain superior perceptions of reality, feel a strong sense of self, and function fully as human beings THE COGNITIVE PERSPECTIVE • Cognitive psychology focuses on such processes as perception, memory, and thinking Psychological approach that emphasizes what goes on in people’s heads Cognitive psychology holds that humans engage in behavior because of ideas and thoughts Emphasizes mechanisms through which people receive, store, retrieve, and otherwise process information • Creativity • Perception • Thinking • Problem Solving • Memory • Language • • • • Examines internal mental processes BIOPSYCHOLOGY PERSPECTIVE • Psychological approach that focuses on how genes, hormones, brain function, and other biological factors affect behavior, feelings, perceptions, and thoughts • The biopsychology perspective says behavior and biology interact in important ways SOCIAL AND CULTURAL PERSPECTIVE • • • • • • • • Sociocultural Perspective: states that it is necessary to understand a person’s culture and other social influences to understand him/her. Psychological approach that emphasizes social and cultural forces outside the individual Most psychologists realize that social and cultural factors affect both behaviour and mental processes. Many thoughts and behaviors are influenced by our culture What is acceptable in one culture might be unacceptable in another Cultural Relativity: Behavior must be judged relative to the values of the culture in which it occurs Norms: Rules that define acceptable and expected behavior for members of various groups Addresses ethnicity, gender, culture, and socio-economic status and how people’s behavior and outlook differ because of these factors EVOLUTIONARY PSYCHOLOGY • Evolutionary psychology is based on the ideas of Charles Darwin • The evolutionary perspective assumes behaviours that help organisms adapt will be passed on to successive generations • Emphasizes the ways in which behavior and mental processes are adaptive for survival INDUSTRIAL & ORGANIZATIONAL PSYCHOLOGY THE PSYCHOLOGY AT WORK IN DETAIL I/O Psychology 62 I/O Psychology • ENGINEERING PSYCHOLOGY/HUMAN FACTORS • Person-machine systems • Working conditions • Equipment, tool, and machine design and function in recognition of operator limitations in strength, perception, reactiontime, etc. 63 • INDUSTRIAL RELATIONS I/O Psychology • Labor-union relations • Employee/employer relations • Cooperation & conflict resolution • Arbitration, negotiation & bargaining 64 INDUSTRIAL PSYCHOLOGY INDUSTRIAL PSYCHOLOGY • Emphasis on how to use human resources to increase efficiency and productivity • Job analysis and evaluation • Employee selection • Training • Performance appraisal • Engineering psychologists use psychological principles to help people design safe and efficient machines JOB ANALYSIS AND EVALUATION • Job Analysis • Generating a detailed job description • Follow a systematic procedure • Break the job into small units • Create an employee manual • Job-oriented description (Job description) • Person-oriented description (Job Specification) • KSAOs (Knowledge, skills, Abilities / Attitudes and Observations) • Determination of Compensable factors PERSONNEL SELECTION • • Recruitment Selection • Testing • Integrity tests and biographical inventories • Interviews • Interviewer illusion • Structured interviews • Work Samples and Exercises TRAINING • Orientation • Acquaint employees with the organization and with other employees • Formal Training • Overlearning – making the task “automatic” • Employee development • Mentoring • “Natural” mentoring relationships PERFORMANCE APPRAISAL • Evaluating a person’s success at their job • Sources of Bias • Halo effect • Distributional error • Leniency errors • Severity errors • Central tendency errors PERFORMANCE APPRAISAL • 360-Degree Feedback • Collect evaluations of employee from numerous sources • Variability suggests that ratings reflect performance, not general impressions (liking) • Other Performance Measures • Thinking outside the box • Organizational citizenship behavior (OCB) 360-DEGREE FEEDBACK ORGANIZATIONA L PSYCHOLOGY ORGANIZATIONAL PSYCHOLOGY • Emphasis on research and practice involving human relations 1. Management Approaches 2. Job Satisfaction 3. Employee Commitment 4. Meaning of Work 5. Leadership Styles MANAGEMENT APPROACHES • • The “Japanese” Management Style Theory X and Theory Y • Theory X managers motivate by exerting control and threatening punishment • Theory Y managers motivate by allowing workers to participate in problem solving • Strengths-Based Management MANAGEMENT STYLES JOB SATISFACTION • Measuring Work Attitudes • Important Factors • Fairness of compensation • Personality characteristics of individuals • Cultural influences CRITICAL CONTROVERSY: HAPPY WORKERS • Long-term happiness is related to • Financial independence • Occupational attainment • Favorable evaluations • Job Withdrawal • Organizational Spontaneity • Approach Motivation EMPLOYEE COMMITMENT • Affective Commitment • Emotional attachment to the organization • Continuance Commitment • Perception of economic and social costs of leaving the organization • Normative Commitment • Sense of obligation to the organization MEANING OF WORK • Jobs, Careers, and Callings • Job – No training, personal control, freedom • Career – Work as opportunity for advancement • Calling – Work has value beyond economics • • Relationship to Psychological Well-Being Job Crafting • Physical and cognitive changes that individuals make within existing task constraints LEADERSHIP STYLES • Transactional Leadership • Emphasizes exchange relationship between workers and leader • Believes people are motivated by rewards and punishments • Provides clarity and structure to employees LEADERSHIP STYLES • Transformational Leadership • Emphasizes vision for an organization • Four key elements 1. Providing idealized influence 2. Inspiring others to achieve 3. Intellectually stimulating employees 4. Showing concern for employee’s well-being • Promotes organizational identity ORGANIZATIONAL CULTURE • Positive Organizational Culture • Positive Reinforcement • Reward good work and acknowledge contributions • Incorporate fairness and safety • Compassion • Empathize with and alleviate suffering • Virtuousness • Do the right thing ORGANIZATIONAL CULTURE • Toxic Workplace Factors • Workplace Incivility • Sexual Harassment • Quid pro quo sexual harassment • Hostile work environment sexual harassment • Workplace Violence HUMAN BEHAVIOR S HUMAN BEHAVIOR • Human beings are biological creatures • Every person is different, yet much the same • Can fully understand people in their social context • Human life is continuous process of change • Behavior is motivated • Humans are social animals • People are active in creating experiences • Behavior can be adaptive or maladaptive FOUR RECURRING THEMES IN PSYCHOLOGY 1. There is a relationship between the brain and behaviour 2. Nature and nurture both have important roles in shaping human thought and behaviour 3. Human diversity such as gender, ethnicity, social class, sexual orientation, age and religion must be accounted for when studying psychological processes 4. Psychologists generate ideas then put those ideas to use 1-87 HUMAN DIVERSITY AND PSYCHOLOGY • Are all people essentially the same? • Sociocultural factors shape people’s experiences and what they learn from them • e.g., social identity, gender, ethnicity, social class, and culture • These variables can lead to many significant differences in behavior and mental processes, especially across cultures PERCEPTION • What Is Perception? • The process by which individuals organize and interpret their impressions in order to give meaning to their environment. • Why Is It Important? • Because people’s behavior is based on their perception of what reality is, not on reality itself. • The world as it is perceived is the world that is behaviorally important. WHY WE STUDY PERCEPTIONS • To better understand how people make attributions about events. • We don’t see reality. We interpret what we see and call it reality. • The attribution process guides our behaviour, regardless of the truth of the attribution. FACTORS THAT INFLUENCE PERCEPTION The Situation • Time •W ork setting • Social setting The Perceiver • Attitudes Motives • Interests • Experience • Expectations • Perception The Target Novelty Motion • Sounds • Size • Background • Proximity • • WHY DO PERCEPTIONS AND JUDGMENT MATTER? • Self-Fulfilling Prophecy • A concept that proposes a person will behave in ways consistent with how he or she is perceived by others. • Perceptions often affect productivity more than the situation does. • Personality can help match people to jobs, to some extent at least. PERCEPTION EXERCISE • In the new OB project team, two members obviously have different perceptions on just about everything the team does. Kevin sees the project one way; Kim sees it differently. They have different perceptions about team goals, methods, values, and the roles team members should play. Kevin gives the impression he wants to be in charge and he argues aggressively to get his way. Kim, who is more reserved, offers thoughtful ideas in rebuttal, and usually consults with the other group members for their views and support. Privately, Kevin bad-mouths Kim to anyone who will listen. He says that he has been on successful teams many times and knows the best ways to operate the team. He says that Kim is a “control freak” and “the only one on the team holding up progress.”Kim, on the other hand, only conveys her feelings about Kevin when team members are present, but she has repeatedly said out loud, “There are more ways of getting this team started than just yours! Too bad you have a closed mind!” For the most part, the other team members perceive Kim and Kevin to have a “personality conflict,” and they are avoiding getting involved. The team is ineffective so far, and there’s pressure to get the team on track because of the impending class assignment deadline. IN GROUPS • Agree on answers to the following questions, and then report back on your group’s conclusions. Time: 30 minutes. • What main factors may account for the different perceptions held by Kevin and Kim? • In each perceiver? • In the targets? • In the current situation? • What are some “short cuts” each may be taking in judging the other? Are these judgements correct? • To what extent might the current situation be affecting the different perceptions? • To what extent might each person’s apparent personality be the cause for the current conflict? Define their respective personalities. • If behaviour such as this happens often, how can perceptions be changed to that people in conflict like Kevin and Kim can reach consensus? List some ideas. MAJOR PERSONALITY ATTRIBUTES INFLUENCING ORGANIZATIONAL BEHAVIOR 1. Locus of Control 2. Machiavellianism 3. Self-Esteem 4. Self-Monitoring 5. Risk-Taking 6. Type A Personality 7. Type B Personality 8. Proactive Personality LOCUS OF CONTROL • The degree to which people believe they are in control 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. Condition THE EFFECTS OF LOCUS OF CONTROL ON PERFORMANCE Performance Internals perform better Internals perform better than externals Internals perform better Externals perform better Internals perform better Information Processing The work requires complex information processing and complex learning The work is quite simple and easy to learn Initiative The work requir es initiative and independent action The work requires compliance and conformity Motivation The work requires high motivation and provides valued rewards in return for greater effort; it offers incentiv e pay for greater productivity The work does not require great effort and contingent rewards are lacking; hourly pay rates are determined by collective bargaining Externals perform at least as well as internals MACHIAVELLIANISM • Degree to which an individual is pragmatic, maintains emotional distance, and believes that ends can justify means. SELF-ESTEEM • Individuals’ degree of liking or disliking of themselves. 1 Living consciously: Be aware of everything that affects your values and goals, . and act with awareness. 1 Self -acceptance: Accept who you are without criticism and judgment. . 1 Personal responsibility: Take responsibility for the decisions you make an d the . things you do. 1 Self -assertiveness: Honour your wants, needs, and values, and don’t be afraid . to speak up for things that are important to you. 1 Living purposefully: Develop short - and long-term goals, and make realistic . plans to achieve your g oals. 1 Personal integrity: Live up to your word and your values. . Brandon’s Six pillars of self - esteem SELF-MONITORING • A personality trait that measures an individual’s ability to adjust behaviour to external situational factors. RISK-TAKING • Refers to a person’s willingness to take chances or risks. TYPE - A PERSONALITY • Moves, walks, and eats rapidly • Impatient • Multitasks • Dislikes leisure time • Obsessed with numbers, measures success in terms of how many or how much of everything is acquired TYPE - B PERSONALITY • Never suffers from a sense of time urgency • Doesn’t need to display or discuss achievements or accomplishments • Plays for fun and relaxation, not to win • Can relax without guilt PROACTIVE PERSONALITY • A person who identifies opportunities, shows initiative, takes action, and perseveres until meaningful change occurs. EMOTIONAL INTELLIGENCE • Non-cognitive skills, capabilities, and competencies that influence a person's ability to interact with others. • Five dimensions • Self-awareness • Self-management • Self-motivation • Empathy • Social skills • Emotions can hinder performance, especially when they are negative. They can also enhance performance. NEGATIVE WORKPLACE EMOTIONS • Negative emotions can lead to negative workplace behaviors: • Production (leaving early, intentionally working slowly) • Property (stealing, sabotage) • Political (gossiping, blaming co-workers) • Personal aggression (sexual harassment, verbal abuse)