Mullins L.J. Management and organisational behaviour, Seventh edition

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USA. There is now a body of evidence, which suggests that five dimensions capture dis-

tinct differences between people. These traits, known as the Big Five,

are:

■ extroversion/introversion

■ agreeableness/hostility

■ conscientiousness/heedlessness

■ emotional stability/instability

■ openness or intellect/closed-mindedness

Results from a wide number of studies have shown that these factors can be identified

as being significant in measuring the variation between people.

Of these, conscien-

tiousness is linked to high levels of job knowledge and performance across a range of

different occupations. The strength and value of the Big Five model has been extolled

in a review by Lord and Rust. They conclude that:

Indeed, the five factor model has become the linchpin that holds personality assessment

together, at least within the work context. Without it, how would we generalize with confidence

from the validity of one work-based instrument to that of another? Furthermore, the model links

the study of assessment instruments within the HR field to research in personality and related

areas carried out within clinical and mainstream psychology fields in which the Big Five have

also become dominant.

However, some researchers are critical of the descriptors used.

Bentall

suggests they

are ‘tainted by the investigators’ values’ and continues: ‘I suspect that most people will

have a pretty clear idea of where they would like to find themselves on the dimensions

of neuroticism, extraversion, openness, agreeableness and conscientiousness.’ He ques-

tions the ethical and political nature of the scales.

CHAPTER 9 INDIVIDUAL DIFFERENCES

345

Factor High score Low score

A Outgoing Reserved

B More intelligent Less intelligent

(abstract thinker) (concrete thinker)

C Higher ego strength Lower ego strength

(Emotionally stable) (Emotionally unstable)

E Dominant Submissive

F Surgency (optimistic) Desurgency (pessimistic)

G Stronger superego Weaker superego strength

strength (conscientious) (expedient)

H Parmia (adventurous) Threctia (timid)

IPresmia (tender-minded) Harria (tough-minded)

LProtension (suspicious) Alaxia (trusting)

M Autia (imaginative) Praxernia (practical)

N Shrewdness Artlessness (unpretentious)

O Insecure – guilt-proneness Self-assured

Q1 Radicalism Conservatism

Q2 Self-sufficiency Group dependence

Q3 High self-concept control Low self-concept control

(controlled) (casual)

Q4 High ergic tension Low ergic tension

(tense, frustrated) (relaxed, tranquil)

Table 9.4 Cattell’s personality factors

(Adapted and reproduced with permission from Cattell, R. B. and Kline, P., The Scientific Analysis of Personality and Motivation, Academic

Press (1977) Table 4.1, pp. 44–5.)

Idiographic approaches emphasise the development of the individual and of individu-

als’ views of themselves – their self concept. Supporters of idiographic approaches are

critical of the nomothetic approach which attempts to categorise individuals on the

basis of group data. They argue that the techniques used to collate the group data are

questionable and the outcome inappropriate to an understanding of personality. For

the idiographic researchers, personality is expressed through the experiences and devel-

opment of the individual. It cannot be understood outside a social context and has to

be studied in the light of individuals’ own perceptions of their world. Idiographic

researchers would always take into account the social circumstances of the person and

in particular the relationships with others, family life and social conditions. The fol-

lowing theories are typical examples of the idiographic approach.

■ Carl Rogers’s theory claims that personality is embedded within personal relation-

ships. He emphasised the importance of fulfilment and psychological growth,

placing at the centre people’s knowledge of their own feelings. For Rogers, the

expression of emotion was critical in freeing up people’s autonomy and creativity in

the quest for self-actualisation. The process of becoming a person requires the ability

to give and receive unconditional regard – the warmth and respect for the person,

who they are, regardless of how they behave.

■ G. H. Mead was unable to separate the notion of an individual’s personality from the

concept of society. He claimed that:

A person is a personality because he belongs to a community, because he takes over the insti-

tutions of that community into his own conduct.

As individuals we can only have a sense of self in relation to others. He proposed the

idea that the self has two components: one which is spontaneous and unique (I),

and the other which is learnt through exposure to society (me).

■

C. Cooley, like Mead, emphasised the importance of early development and socialisa-

tion. He believed the emotion and sensation that we hold of ‘self’ was instinctive but

was developed by experience. His phrase ‘the looking-glass self’ suggests that we come

to know ourselves through our relationship with others and their reactions to us.

Erikson

Erik Erikson’s theory is a good example of the idiographic approach. He viewed person-

ality development as continuing throughout life. He was interested in the effect of

experiences on the development of the self concept and how different individuals

resolved personal conflicts.

Although he recognised the importance of early childhood in establishing certain

basic concepts of trust, autonomy and initiative, he disagreed with Freud’s emphasis on

the effects of early development. (See section below.)

For Erikson, all eight stages of life produce different tensions and conflicts which have

to be resolved. (See Table 9.5.)

Successful resolution produces a healthy personality, whereas difficulties in earlier

stages may produce problems later on. Erikson’s theory not only makes considerable

sense in terms of face validity (i.e., ‘it feels right’ factor) but also links with other

research indicating that managers’ motivations and goals change with age. Hunt, for

instance, identified nine different career/life stages.

PART 4 THE INDIVIDUAL

THEORETICAL APPROACHES: IDIOGRAPHIC

Tensions and

conflicts

346

Other significant theoretical approaches include:

■ Psychoanalytic approaches – Sigmund Freud and neo-Freudians; and

■ Cognitive approaches – George Kelly.

Freud

A discussion on personality would not be complete without a mention of Sigmund

Freud (1856–1939). His psychoanalytic approach emphasised the importance of:

■ early childhood experiences, particularly parental relationships and dealing with

trauma;

■ different levels of consciousness and the influence of the unconscious mind on

behaviour;

■ understanding the ‘whole’ person in relation to their past.

Early childhood experiences were seen by Freud as paramount in understanding the

adult personality. He described the development of all individuals as one which pro-

gressed through a number of stages: (i) oral; (ii) anal; and (iii) phallic (see Figure 9.3).

These changes are, for Freud, significant in that if the child finds the stage too diffi-

cult and the conflicts too hard and traumatic, an arrested development or ‘fixation’

could result. This means that the problems associated with the stage may be relived at

a later time in adult life.

CHAPTER 9 INDIVIDUAL DIFFERENCES

347

Stage 1 Trust v Mistrust 1st year

Stage 2 Autonomy v Doubt 2–3 years

Stage 3 Initiative v Guilt 4–5 years

Stage 4 Industry v Inferiority 6–11 years

Stage 5 Identity v Role confusion 12–18 years

Stage 6 Intimacy v Isolation Young adult

Stage 7 Generativity v Self-absorption Middle age

Stage 8 Integrity v Despair Old age

Table 9.5 Erikson’s eight stages of personality development

OTHER THEORETICAL APPROACHES

Figure 9.3 Representation of Freud’s personality theory, development and structure

Freud’s stages highlight the importance of the parent–child relationship. If the child

finds the stage too problematic and the change results in a ‘battle’ between parent and

child, the likelihood of the stage becoming fixated is higher. A fixation at the oral stage

of development may result in the adult gratifying his/her oral needs in stressful situ-

ations as an adult. They may resort to cigarettes, chocolate, drink or they may be

verbally aggressive or sarcastic to others.

An inner force (or libido) was also identified by Freud. The libido was seen as a uni-

versal human characteristic which provides the necessary life energy for progression

through the developmental stages.

The personality structure of the individual develops as the child comes to terms

with the new changes at each stage of life. Each stage was characterised by an internal

struggle of domination by three personality structures – the id, ego and superego – as

well as external conflict with outside relationships (see Figure 9.3).

■ Id consists of the instinctive, hedonistic part of self. Gross described the baby at

birth as:

bundles of id … whenever we act on impulse, selfishly, or demand something here and now, it

is our id controlling our behaviour at those times.

It is governed by the pleasure principle.

■ Superego is the conscience of the self, the part of our personality which is influ-

enced by significant others in our life.

The id and superego are in conflict with each other, with the id desiring certain

behaviours and the superego attempting to discipline and control behaviour.

■ Ego has to make sense of the internal conflict in our mind between the id

and superego and the external world. The ego is the decision-making part of our

personality and is engaged in rational and logical thinking. It is governed by the

reality principle.

These conflicts and tensions, rooted in the past and repressed within the unconscious,

were seen by Freud as the key to an understanding of adult personality.

Freud’s theory has been heavily criticised on the grounds that:

■ it is not replicable and his arguments were circular;

■ samples used were atypical;

■ it is subjective and unscientific;

■ a heavy emphasis on early childhood makes it highly deterministic; and

■ it disregards later development and changes.

His theory should, however, be seen in its historical context and in terms of its impact

upon the development of later theories and ideas. In a recent review of Freudian theory

Andrews and Brewin

cite research supporting oral and anal tendencies and offer support

for some of his ideas on depression and paranoia. Freud was also given positive review

concerning ‘slips of the tongue’. These incidents occur when what was actually said

was not intended. For Freud ‘slips of the tongue’ illustrate the conflict that can exist

between our mental forces and the struggle we have in suppressing our desires. In this

review, Reason suggests that slips do indeed represent ‘minor eruptions of unconscious

processing’ but would caution the idea that all slips were in some way intentional.

With regard to organisational behaviour, Freud’s theory still has much to offer with

respect to understanding stress at work. When the going gets tough it is easy to slip

into habitual ways of responding that have been learned as children. Within the work-

ing context, such behaviour may be seen as inappropriate and yet bring immediate

relief or comfort to the individual. Instances include regressing into temper tantrums

348

PART 4 THE INDIVIDUAL

Applications to

organisational

behaviour

or gaining relief by excessive eating or drinking and can be seen to protect the ego

from a painful memory or unwanted impulse. Freud labelled these defence mech-

anisms. The most readily observable ones in the workplace include:

■ Regression – adopting childhood patterns of behaviour;

■ Fixation – inflexible and rigid behaviour or attitudes;

■ Rationalisation – elaborate ‘covering-up’ of ideas/motives;

■ Projection – attributing feelings and motives to others.

(See also the discussion on frustrated behaviour in Chapter 12.)

Interest in the power of the unconscious has led some writers to consider the impact

of repressed desires and wishes on organisational behaviour. These have been succinctly

reviewed by Gareth Morgan

who uses the metaphor of a ‘Psychic Prison’ to visualise

and emphasise its power. Such an image suggests that people are trapped by their

unconscious. As prisoners of their personal history, they are constantly struggling to

control their unwanted impulses which leads to repression and dysfunctional activities

at work. Kets de Vries

explores some of this ‘underworld’ within leaders of organisa-

tions and examines some of the crises points in his book Organizational Paradoxes. His

case studies illustrate the tensions that occur at different life stages; for instance at mid-

career there can be a crisis if an executive has not reached his or her work goal.

They will be angry at their present situation and blame others for their misfortunes. Unable to

reconcile themselves to their lack of appreciable gains, they may fall back into paranoiac hostility

or adult delinquency, or take flight in illness.

In summary, Freud saw adult personality as being largely determined by the strength of

inner drives and impulses and the resolutions of these tensions within early childhood

experiences. Freud’s overwhelming interest lay in understanding the conflicts that exist

for the person and how people come to terms with their anxieties and tensions. His

interest therefore lay in understanding the whole person and not in identifying traits

or types.

Freud produced a generation of scholars who developed his ideas to produce their own

theories and models of personality development. Although of course rooted in

Freudian thinking, the neo-Freudians have deviated from Freud in important respects.

Two of the most significant are Karen Horney and Melanie Klein.

■ Although Karen Horney accepted certain principles of Freud’s theory with regard to

unconscious motivation, she disagreed with the predominance of sexual forces and

her theory suggests far more optimism than Freud’s.

■ Melanie Klein encouraged the study of the sources of anxiety. She suggested that the

principal source of anxiety was the fear of the death instinct. She posited that early

childhood is a critical time for the formulation and development of lifelong mental

attitudes.

Jung

Carl Jung’s theory is of particular significance in that it bridges Freudian ideas with

modern approaches of personality test design. His theory identifies life energy as con-

cerned with hopes and goals of the future and not just of the past. Unlike Freud, Jung

describes three levels of personality:

■ a conscious level (daily reality);

■ an unconscious level (contains our own unique complexes); and

■ a collective unconscious level (store of universal and evolutionary experiences).

CHAPTER 9 INDIVIDUAL DIFFERENCES

349

Neo-Freudians

Jung identified four universal aspects of our personality which he referred to as archetypes

which we all share. For instance, according to Jung, we all strive for self-actualisation;

have a darker self; have both masculine and feminine qualities; and have a persona – a

role we can play.

However, it was Jung’s identification of personality functions and attitudes which was

applied to the rigours of systematic testing by Isabel Briggs-Myers and Katherine Briggs.

Jung identified differences between individuals in terms of their libidinal energy which

could flow outwards to the external world (extrovert) or inwards to their inner world

(introvert). Personality differences would also be manifest through differing cognitive

functions of thinking, feeling, sensation and intuition. The Myers–Briggs Type Indicator

(MBTI) is based on these theoretical constructs with the additional dimension of style of

living. The personality types are shown in Figure 9.4.

The MBTI has promoted considerable research interest, particularly with regard to

the correlation between personality type, occupations and management style. Myers-

Briggs assert that people tend to be attracted to and have the most satisfaction in work

that allows them to express and use their psychological type preferences. Such a match

enables them to handle their tasks more effectively and generates more energy.

Confidence is a likely outcome of this process. The Myers-Briggs instrument is an affir-

matory tool and knowledge gained through using the MBTI can lead to recognition

and respect for differences between people and appreciation and regard for the value

such differences bring.

Kelly’s theory of personal constructs does not just consider personality development; it

considers the whole person in terms of their perceptions, attitudes and goals. For Kelly,

personality is the individual’s way of construing and experimenting with their world.

Kelly was critical of separating the study of personality apart from the ‘whole’ person:

The castrating effect of separating personality off as a mini-psychology in its own right is per-

haps best seen in the curiously named study of ‘individual differences’, which in fact turns out to

be the study of group sameness. As a result we have focused on the establishment of general

dimensions, at some point along which all individuals can be placed, rather than on a study of

the dimensions which each individual develops in order to organise his own world.

For Kelly it was critical to take data from one individual person (idiography) and to

employ a technique which could cope with the qualitative nature of the data to be col-

lected. He developed the Repertory Grid which was able to measure an individual’s

construct of the world. Kelly was thus able to employ a clear and valid measure within

an idiographic approach. This was an important advance in idiographic techniques

and the repertory technique has become increasingly important as a research tool. It

enables the person to use his/her own constructions of the world but in such a way

that they are comparable and measurable.

An example of the repertory grid technique is provided from a case study by Fiona

Wilson. The research examined the impact of computer numerical control (CNC) tech-

nology in the engineering industry. Its main objective was to explore the effect of new

technology on the responses of both craftsmen and managers in two differing compa-

nies. One of the research measures used to explore the subjective experiences of the

workers was Kelly’s Repertory Grid. Wilson describes it as a ‘formalised conversation’

and says that ‘It is an attempt to stand in others’ shoes, to see their world as they see it,

to understand their situation, their concerns’.

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PART 4 THE INDIVIDUAL

Personality

functions and

attitudes

COGNITIVE THEORY: KELLY’S PERSONAL CONSTRUCT THEORY

Illustration of

Kelly’s

repertory grid

technique

CHAPTER 9 INDIVIDUAL DIFFERENCES

351

Figure 9.4 The Myers–Briggs Type Indicator showing characteristics frequently associated with particular personality types

ISTJ

Quiet, serious, earn success by

thoroughness and dependability. Practical,

matter-of-fact, realistic and responsible.

Decide logically what should be done and

work towards it steadily, regardless of

distractions. Take pleasure in making

everything orderly and organised – their

work, their home, their life. Value traditions

and loyalty.

ISFJ

Quiet, friendly, responsible, and

conscientious. Commited and steady in

meeting their obligations. Thorough,

painstaking and accurate. Loyal,

considerate, notice and remember

specifics about people who are important

to them, concerned with how others feel.

Strive to create an orderly and harmonious

environment at work and at home.

INFJ

Seek meaning and connection in ideas,

relationships and material possessions.

Want to understand what motivates

people and are insightful about others.

Conscientious and committed to their

firm values. Develop a clear vision about

how best to serve the common good.

Organised and decisive in implementing

their vision.

INTJ

Have original minds and great drive for

implementing their ideas and achieving

their goals. Quickly see patterns in

external events and develop long-range

explanatory perspectives. When

committed, organise a job and carry it

through. Sceptical and independent, have

high standards of competence and

performance – for themselves and others.

ISTP

Tolerant and flexible, quiet observers until

a problem appears, then act quickly to find

workable solutions. Analyse what makes

things work and readily get through large

amounts of data to isolate the core of

practical problems. Interested in cause

and effect, organise facts using logical

principles, value efficiency.

ISFP

Quiet, friendly, sensitive and kind. Enjoy the

present moment, what’s going on around

them. Like to have their own space and to

work within their own time frame. Loyal and

commited to their values and to people who

are important to them. Dislike disagree-

ments and conflicts, do not force their

opinions or values on others.

INFP

Idealistic, loyal to their values and to people

who are important to them. Want an

external life that is congruent with their

values. Curious, quick to see possibilities,

can be catalysts for implementing ideas.

Seek to understand people and to help

them fulfil their potential. Adaptable, flexible

and accepting unless a value is threatened.

INTP

Seek to develop logical explanations for

everything that interests them. Theoretical

and abstract, interested more in ideas than

in social interaction. Quiet, contained,

flexible and adaptable. Have unusual

ability to focus in depth to solve problems

in their area of interest. Sceptical,

sometimes critical, always analytical.

ESTP

Flexible and tolerant, they take a pragmatic

approach focused on immediate results.

Theories and conceptual explanations bore

them – they want to act energetically to

solve the problem. Focus on the here-and-

now, spontaneous, enjoy each moment

that they can be active with others. Enjoy

material comforts and style. Learn best

through doing.

ESFP

Outgoing, friendly and accepting.

Exuberant lovers of life, people and mat-

erial comforts. Enjoy working with others

to make things happen. Bring common

sense and a realistic approach to their

work, and make work fun. Flexible and

spontaneous, adapt readily to new people

and environments. Learn best by trying a

new skill with other people.

ENFP

Warmly enthusiastic and imaginative. See life

as full of possibilities. Make connections

between events and information very quickly,

and confidently proceed based on the

patterns they see. Want a lot of affirmation

from others, and readily give appreciation

and support. Spontaneous and flexible,

often rely on their ability to improvise and

their verbal fluency.

ENTP

Quick, ingenious, stimulating, alert and

outspoken. Resourceful in solving new

and challenging problems. Adept at gen-

erating conceptual possibilities and then

analysing them strategically. Good at

reading other people. Bored by routine,

will seldom do the same thing the same

way, apt to turn to one new interest after

another.

ESTJ

Practical, realistic, matter-of-fact. Decisive,

quickly move to implement decisions.

Organise projects and people to get things

done, focus on getting results in the most

efficient way possible. Take care of routine

details. Have a clear set of logical standards,

systematically follow them and want others

to also. Forceful in implementing their plans.

ESFJ

Warm-hearted, conscientious and

cooperative. Want harmony in their

environment, work with determination to

establish it. Like to work with others to

complete tasks accurately and on time.

Loyal, follow through even in small

matters. Notice what others need in their

day-to-day lives and try to provide it.

Want to be appreciated for who they are

and for what they contribute.

ENFJ

Warm, empathetic, responsive and

responsible. Highly attuned to the

emotions, needs and motivations of

others. Find potential in everyone, want

to help others fulfil their potential. May

act as catalysts for individual and group

growth. Loyal, responsive to praise and

criticism. Sociable, facilitate others in a

group, and provide inspiring leadership.

ENTJ

Frank, decisive, assume leadership

readily. Quickly see illogical and

inefficient procedures and policies,

develop and implement comprehensive

systems to solve organisational

problems. Enjoy long-term planning and

goal setting. Usually well informed, well

read, enjoy expanding their knowledge

and passing it on to others. Forceful in

presenting their ideas.

Sensing types Intuitive types

Introverts Extroverts

Using this technique, Wilson was able to measure the workers’ own feelings and

motivations, and to understand the impact that technology had on their job, their

skills and sense of self-worth. She noted in her conclusion that the strategic decisions

made by the two companies in their utilisation of the new technology made a direct

and measurable impact on the perception and attitudes of the craftsmen. An example

of the repertory grid is given in Table 9.6.

Organisations regard personality as being of key significance in their decision-making

and it would be rare for organisations not to take the personality of a candidate into

consideration at a selection interview. For some organisations, personality is the major

criterion for selection or rejection. The hospitality industry, for example, is replete with

research studies demonstrating the potency of personality.

So, how do organisations

assess a candidate’s personality?

The interview remains the most usual method of selection, but there is an increasing

use of objective psychometric measures. Such growth in psychometric testing is signifi-

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PART 4 THE INDIVIDUAL

Job I would Job I would

Skilled Ideal job enjoy not enjoy Job I would

CNC turner’s (professional (electrician, (a job on hate

1 job job footballer) own business) an oil rig) (miner) 7

Boring 3 4 7 7 2 1 Interesting

Unskilled 2 5 7 6 2 2 Skilled

Not physically 4 5 7 2 7 7 Physically

demanding demanding

Gives no job 2 5 7 6 2 2 Gives job

satisfaction satisfaction

Unsafe working 5 3 5 6 2 1 Safe working

conditions conditions

Dirty work 4 2 6 7 2 1 Clean work

conditions conditions

A job in 2 5 7 7 2 2 A job in

which I am which I am

not respected respected

A job with 3 6 7 7 3 3 A challenging

no challenge job

A job in which 2 2 7 7 2 2 A job in

I do not reap which I reap

the gains the gains

A job where 2 3 7 7 1 2 A job where

I am tied I am free to

to one place move about

Table 9.6 An example of a first repertory grid

(Reprinted with permission of Fiona Wilson from Case 4, ‘Deskilling of work?’ The Case of Computer Numerical Control in the Engineering Industry’, first published in Jim

McGoldrick (ed.) Business Case File in Behavioural Science, Van Nostrand Reinhold (1987).)

APPLICATIONS WITHIN THE WORK ORGANISATION

cant and a number of studies have demonstrated its growing popularity.

Concern has

been expressed about the use and misuse of psychological instruments and there is a

continuing debate within psychological circles with regard to the validity of these

measures.

Psychological measures can be distinguished between tests of:

■ typical performance (of which personality assessment is one example); and

■ maximum performance (including ability and intelligence tests).

These differences are discussed in detail in the next section. There are controversies

and sensitivities surrounding the use of any psychological test, but tests of typical per-

formance are especially problematic in certain circumstances. As Anastasi has stated:

The construction and use of personality inventories are beset with special difficulties over and

above common problems encountered in all psychological testing. The question of faking and

malingering is far more acute in personality measurement than in aptitude testing.

Critics have accused consultants and practitioners of inappropriate use of personality

assessments and claim low validity between non-work-related personality assessments

and work performance.

Goss suggests that the use of personality assessments not only

is an infringement of the individual’s privacy but also leads to unfortunate organisa-

tional consequences with ‘cloning’ as an outcome. Such techniques can be perceived as

a form of social engineering and an insidious form of organisational control.

Aware

of these problems, the British Psychological Society has produced guidelines and codes

of practice for users of psychometric tests. Furthermore, evidence is emerging to show

that where personality questionnaires have been specifically designed and related to

work characteristics, prediction and validity scores are much higher.

Despite reservations concerning personality questionnaires, they can be particularly

valuable if individuals complete them for their own benefit and development. As an

introduction in a self-awareness programme, personality questionnaires can initiate

discussion about individual differences. In these situations there is no judgement about

better or worse characteristics or matching of individuals to personnel specifications;

rather, the discussion centres on the value of individual differences and the strengths

which each personality type can bring to the working situation. Producing a balanced

team with complementary personalities, skills and abilities is ideal. Personality ques-

tionnaires can therefore be the first part of this process – an audit of strengths and

weaknesses. This could be followed by group training exercises designed to develop

strengths and balance the weaknesses of the team. An effective team at work should be

aware of the division of their strengths and weaknesses.

None of us is perfect; but a group of people, whose strengths and talents complement each

other, can be.

Although personality is a powerful determinant of a manager’s effectiveness,

account must also be taken of the social rules and expectations within the workplace.

There is no doubt that in some organisations these expectations are very forceful and

insist upon behaviour which conforms to cultural demands. In some roles the individ-

ual’s personality is in danger of being undermined. For instance, it would be a surprise

to meet an introverted, quiet and reflective Head Chef in a major hotel or a paramedic

who was frantic, nervy and hysterical.

Furthermore organisations may require different temperaments depending on

whether they are going through a period of growth or retrenchment. Whereas a man-

ager may be rewarded for exciting promotional activity and product development in

one situation, other personality characteristics may be needed if there is a period of

slow-down and attention to detail and costs. Gray contends that researchers will never

to able to solve and develop accurate, valid and reliable performance measures. ‘Many

jobs or critical aspects of them, cannot be quantified. Performance measures are often

justifiably subjective, vague and contradictory.’

CHAPTER 9 INDIVIDUAL DIFFERENCES

353

Personality is a contributing factor in the understanding of stress. Individuals who have a

personality classified as Type A are more likely to suffer from heart disease under severe stress

than individuals with a Type B personality.

Stress is a complex topic. It is individually

defined and is intrinsically tied into an

individual’s perceptual system. Everyone

has a range of comfort within which

they can feel steady and safe. Stress

occurs when the individual feels that

they are working outside of that comfort

zone. Individuals will differ when they

feel discomfort. The effects of stress will

differ too; for some, the incidence of

stress may energise and activate but for

others it may immobilise.

The costs of stress at individual,

organisational and national levels are

well known. Cooper has indicated the

high incidence of stress throughout

organisations irrespective of job senior-

ity. He suggests that every job has its own stress fingerprint.

Stress is a term which is

commonly used and misused; being ‘stressed out’ may be said by some individuals at the

slightest amount of pressure and tension. It also contains a perverse sense of status; for

instance a librarian complained bitterly that her role was regarded as having low stress,

implying that jobs given a ‘high stress’ position also ranked high in prestige.

What causes stress?

Cooper and others

have identified six major sources of stress at work:

■ intrinsic to the job – working conditions, shift work, etc.;

■ role in the organisation – overload; underload;

■ relationships at work – particularly with the boss;

■ career development – mid-life being a critical stage;

■ organisational structure and climate – the extent of rules and regulations;

■ home–work interface – particularly the growth of dual-career families.

Conflicts at work are another undeniable cause of stress and a sub-category of Cooper’s

model.

Harassment not only puts strains on working life but can impact upon relationships

at home. Victims may lose their commitment to work and, depending on how the

incident(s) is dealt with, may lose their motivation to work, their respect of their line

manager and work colleagues. Harassment is a type of direct discrimination if the

victim can show that the behaviour caused injury to feelings.

It is a serious offence.

It is defined as: conduct which is unreasonable, unwelcome and offensive, and which creates an

intimidating, hostile or humiliating working environment.

Sexual harassment may take many forms and can include:

■ sexual innuendoes, lewd comments, sexually suggestive remarks or gestures, requests for

sexual favours, insensitive jokes, fondling or touching, pestering for attention, displays of sex-

ually oriented material such as pin-up calendars or graffiti, forwarding inappropriate emails

or accessing pornographic websites, unwelcome sexual advances, and threats of, or actual,

sexual violence.

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PART 4 THE INDIVIDUAL

STRESS AND THE INDIVIDUAL

Stock exchange traders show particularly high levels of stress

Photo: Steve Raymer/Corbis