5.3. DISEÑO DE ESTRATEGIAS PARA REDUCIR LOS RIESGOS DE
5.3.1. Diseño de un plan de capacitación al personal
Effective leadership contains regular performance feedback to subordinates (Larson, 1989). Building the qualities and getting the best out of people to help them flourish is one of the perspectives of positive psychology. Proving people with positive feedback and let them flourish because of their talents, will make people happier and better. If people work from their talents and work in their flow, they will flourish and get the best of their selves. In this research we were investigating if performance from people can rise by receiving a compliment. Our findings show that performance does increase when participants are smiling when they receive a compliment and thus indirect accept the compliment. Ofcourse this is just a beginning, and to make sure how this works and how to implement these positive feedback, compliments, in organizations future research needs to be done.
36 References
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Appendix A
Informed Consent Form
Title of the study: Personality and creativity
This experiment is about personality and creativity. You’ll be taking part in two tasks which will take approximately 30 minutes in total. You will either receive credits or money for participating in our experiment.
By signing this consent form, I declare to:
- have read the information letter for the participant. I could ask additional questions. My questions have been answered adequately. I have had sufficient time to decide whether or not I participate.
- be aware that participation is completely voluntary. I know that I can decide at any moment not to participate or to stop. I do not need to provide a reason for that.
- be aware that my responses are processed anonymously or in a coded way.
- be aware that I will be recorded throughout this experiment, but that all of this information will be used for the study only.
- give consent to use my data for the purposes that are mentioned in the information letter.
I hereby consent to participating in this study.
Name of participant: ___________________________________________________ Signature: ___________________________________________________
Date: _____/_____/______
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Appendix B
Manipulation Check
In this experiment you were asked to perform two creativity tasks. The first task was to list as many objects as possible related to the adjective at the top of the page. For the second task you were asked to generate as many uses as possible for a particular object.
1. What do you think this experiment was all about?
2. Did you receive a compliment from the experiment leader? Yes/No
3. Do you remember what the compliment was about? Choose one of the compliments you received from the experiment leader.
Interpersonal compliments:
- Well done! You’re a such a creative person! - Other…...
Performance compliments:
- Well done! You did such a creative job! - Other……….
4. To what extent did you appreciate the compliment the experiment leader gave you? This question was measured on a seven point scale, ranging from 1 (do not appreciate at all) to 7 (highly appreciate).
5. To what extent did the compliment make you feel happy? This question was measured on a seven point scale, ranging from 1 (not happy at all) to 7 (very happy).
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6. To what extent did the compliment make you feel grateful? This question was measured on a seven point scale, ranging from 1 (not grateful at all) to 7 (very grateful).
7. To what extent did the compliment make you feel appreciated? This question was measured on a seven point scale, ranging from 1 (not appreciated at all) to 7 (highly appreciated).
8. To what extent did the compliment make you feel awkward? This question was measured on a seven point scale, ranging from 1 (not awkward at all) to 7 (very awkward).
9. To what extent did the compliment make you angry? This question was measured on a seven point scale, ranging from 1 (not angry at all) to 7 (very angry).
10. Did you think the compliment was credible? This question was measured on a seven point scale, ranging from 1 (not credible at all) to 7 (very credible).
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Appendix C
Measurements
Cultural background (Singelis, 1994). Interdependent items
1. I have respect for the authority figures with whom I interact. 2. It is important for me to maintain harmony within my group. 3. My happiness depends on the happiness of those around me. 4. I would offer my seat in a bus to my professor.
5. I respect people who are modest about themselves.
6. I will sacrifice my self-interest fort the benefit of the group I am in.
7. I often have the feeling that my relationship with others are more important than my own accomplishments
8. I should take into consideration my parents’ advice when making education / career plans.
9. It is important to me to respect decisions made by the group.
10. I will stay in a group if they need me, even when I’m not happy with the group. 11. If my brother or sister fails, I feel responsible.
12. Even when I strongly disagree with group members, I avoid an argument. Independent items
13. I’d rather say “No” directly, than risk being misunderstood. 14. Speaking up during a class is not a problem for me.
15. Having a lively imagination is important to me.
16. I am comfortable with being singles out for praise or rewards 17. I am the same person at home than I am at school
18. Being able to take care of myself is a primary concern for me. 19. I act the same way no matter who I am with.
20. I feel comfortable using someone’s first name soon after I meet them, even when they are much older than I am.
21. I prefer to be direct and forthright when dealing with people I’ve just met. 22. I enjoy being unique and different from others in many respects.
23. My personal identity independent of others, is very important to me. 24. I value being in good health above everything.
Reaction towards compliments (Holmes, 1988). Accept
1. Appreciation /agreement token e.g. Thanks, yes.
2. Agreeing utterance e.g. I think it is lovely too.
3. Downgrading / qualifying utterance e.g. It is not too bad is it.
4. Return compliment
46 Reject
1. Disagreeing utterance
e.g. I am afraid I do not like it much. 2. Question accuracy
e.g. Is beautiful the right word? 3. Challenge sincerity
e.g. You do not really mean that. Deflect/Evade
1. Shift credit
e.g. my mother knitted it. 2. Informative comment
e.g. I bought it at that Vibrant Knits place. 3. Ignore
e.g. It is time we were leaving isn’t it? 4. Legitimate evasion
5. Request reassurance / repetition e.g. Do you really think so? Mood (Thompson, 2007).
The International Positive and Negative Affect Schedule Short Form (I-PANAS-SF) Question, Measure, and Item Order
Thinking about yourself and how you normally feel, to what extent do you generally feel:
Upset never 1 2 3 4 5 always
Hostile never 1 2 3 4 5 always
Alert never 1 2 3 4 5 always
Ashamed never 1 2 3 4 5 always
Inspired never 1 2 3 4 5 always
Nervous never 1 2 3 4 5 always
Determined never 1 2 3 4 5 always
Attentive never 1 2 3 4 5 always
Afraid never 1 2 3 4 5 always
Active never 1 2 3 4 5 always
Motivation (Guay, Vallerand and Blanchard, 2000). The Situational Motivation Scale (SIMS)
Directions: Read each item carefully. Using the scale below, please circle the number that best describes the reason why you are currently engaged in this activity. Answer each item according to the following scale: 1: corresponds not all; 2: corresponds a very little; 3: corresponds a little; 4: corresponds moderately; 5: corresponds enough; 6:
corresponds a lot; 7: corresponds exactly. Why are you currently engaged in this activity?
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1. Because I think that this activity is interesting. 1 2 3 4 5 6 7 2. Because I am doing it for my own good. 1 2 3 4 5 6 7 3. Because I am supposed to do it. 1 2 3 4 5 6 7 4. There may be good reasons to do this activity, but
personally I don’t see any. 1 2 3 4 5 6 7 5. Because I think that this activity is pleasant. 1 2 3 4 5 6 7 6. Because I think that this activity is good for me. 1 2 3 4 5 6 7 7. Because it is something that I have to do. 1 2 3 4 5 6 7 8. I do this activity but I am not sure if it is worth it. 1 2 3 4 5 6 7 9. Because this activity is fun. 1 2 3 4 5 6 7 10. By personal decision. 1 2 3 4 5 6 7 11. Because I don’t have any choice. 1 2 3 4 5 6 7 12. I don’t know; I don’t see what this activity brings me. 1 2 3 4 5 6 7 13. Because I feel good when doing this activity. 1 2 3 4 5 6 7 14. Because I believe that this activity is important for me. 1 2 3 4 5 6 7 15. Because I feel that I have to do it. 1 2 3 4 5 6 7 16. I do this activity, but I am not sure it is a good thing to
pursue it. 1 2 3 4 5 6 7
Codification key:
Intrinsic motivation: Items 1, 5, 9, 13; Identified regulation: Items 2, 6, 10, 14; External regulation: Items 3,7, 11, 15; Amotivation: Items 4, 8, 12, 16.
Self-esteem (Tafarodi & Swann, 2001).
Self-Liking/Self-Competence Scale-Revised Version (SLCS-R) items 1. I tend to devalue myself. (L-)
2. I am highly effective at things I do. (C+) 3. I am very comfortable with myself. (L+)
4. I am almost always able to accomplish what I try for. (C+) 5. I am secure in my sense of worth. (L+)
6. It is sometimes unpleasant for me to think about myself. (L-) 7. I have a negative attitude toward myself. (L-)
8. At times, I find it difficult to achieve the things that are important to me. (C-) 9. I feel great about who I am. (L+)
10. I sometimes deal poorly with challenges. (C-) 11. I never doubt my personal worth. (L+)
12. I perform very well at many things. (C+) 13. I sometimes fail to fulfill my goals. (C-) 14. I am very talented. (C+)
15. I do not have enough respect for myself. (L-) 16. I wish I were more skillful in my activities. (C-)
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Appendix D
Demographic data
Cross what does not apply to you:
Gender: Male / Female
Age: ………
Place of birth: ………
Place of birth parents: ………
Study: ………