Development of Developmen t of Personality Personality
Erikson’s Theory:Erikson’s Theory:
“Saw personality as developing throughout the lifetime of a
“Saw personality as developing throughout the lifetime of a person, and looked at identity crises as the focal point for person, and looked at identity crises as the focal point for
each stage of human development.”
each stage of human development.”
•• Interested in how children socialize and how this affectsInterested in how children socialize and how this affects their sense of belief.
their sense of belief.
•• Saw ego as driving force in human development andSaw ego as driving force in human development and personality. He believed the ego’s main job was to establish personality. He believed the ego’s main job was to establish
and maintain a sense of identity.
and maintain a sense of identity.
•• Strong ego – sense of uniqueness, belonging & wholeness.Strong ego – sense of uniqueness, belonging & wholeness.
•• Weaker ego – encounter trying times;Weaker ego – encounter trying times;
•• poorly developed egos – identity crisis. poorly developed egos – identity crisis.
•• His theory of psychological development has 8 distinctHis theory of psychological development has 8 distinct stages, each with 2 possible outcomes.
stages, each with 2 possible outcomes.
Stages Stages
::1.
1. InfInfancy (ancy (TruTrust verst versus Misus Mistrstrustust):):
From birth to one year From birth to one year
Learn the ability to trust others based upon theLearn the ability to trust others based upon the consistency of their caregivers.
consistency of their caregivers.
If trust develops successfully, the child gainsIf trust develops successfully, the child gains confidence and security in the world around him confidence and security in the world around him and is able to feel secure even when threatened.
and is able to feel secure even when threatened.
Unsuccessful completion of this stage can resultUnsuccessful completion of this stage can result in an ability to trust, and therefore a sense of in an ability to trust, and therefore a sense of fear about the inconsistent world. It may result fear about the inconsistent world. It may result in anxiety, heightened insecurities, and deep in anxiety, heightened insecurities, and deep mistrust of the world around them.
mistrust of the world around them.
2.
2. EarEarly ly ChChildildhoohood (d (AuAutontonomy omy vs. vs. ShShame ame & D& Douboubt)t)
Between the ages 1 and 3.Between the ages 1 and 3.
Children begin to assert their independence.Children begin to assert their independence.
If encouraged and supported in this stage, theyIf encouraged and supported in this stage, they become more confident and secure in their own become more confident and secure in their own
ability to survive in the world.
ability to survive in the world.
If criticized, overly controlled, or not given theIf criticized, overly controlled, or not given the opportunity to assert themselves, they begin to opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and feel inadequate in their ability to survive, and may then become overly dependent upon may then become overly dependent upon others, lack self-esteem, and feel a sense of others, lack self-esteem, and feel a sense of shame or doubt in their own abilities.
shame or doubt in their own abilities.
3.
3. PlPlay Aay Age (ge (InInititiaiatitive vve vs. Gs. Guiuiltlt):):
Around age 3 and up to age 6.Around age 3 and up to age 6.
Children assert themselves more frequently.Children assert themselves more frequently.
If given this opportunity, children develop aIf given this opportunity, children develop a sense of initiative, and feel secure in their sense of initiative, and feel secure in their ability to lead others and make decisions.
ability to lead others and make decisions.
Conversely, if this tendency is squelched, either Conversely, if this tendency is squelched, either through criticism or control, children develop a through criticism or control, children develop a sense of guilt, remain followers, lacking in sense of guilt, remain followers, lacking in self-initiative.
initiative.
4.
4. SchSchool ool Age Age (I(Indunduststry ry vs. vs. InInferferioiorirityty):):
Age 6 – teenage yearsAge 6 – teenage years
Begin to develop a sense of pride in their Begin to develop a sense of pride in their accomplishments.
accomplishments.
Teachers play an important role in the child’sTeachers play an important role in the child’s development.
development.
If encouraged and reinforced for their If encouraged and reinforced for their initiative, they begin to feel industrious and initiative, they begin to feel industrious and feel confident in their ability to achieve goals.
feel confident in their ability to achieve goals.
If restricted by parents or teacher, then theIf restricted by parents or teacher, then the child begins to feel inferior, doubting his own child begins to feel inferior, doubting his own abilities.
abilities.
5.
5. AdoAdoleslescencence (ce (IdeIdentntitity vs. y vs. RolRole Cone Confufusiosion)n)::
Transition – most importantTransition – most important
Are becoming more independent, and begin toAre becoming more independent, and begin to look at the future in terms of career, look at the future in terms of career, relationships, families, housing etc.
relationships, families, housing etc.
Explores possibilities and begin to form their Explores possibilities and begin to form their own identity based upon the outcome of their own identity based upon the outcome of their explorations.
explorations.
This sense of who they are can be hindered,This sense of who they are can be hindered, which results in a sense of confusion
which results in a sense of confusion (“ I don’t(“ I don’t know what I want to be when I grow up”) know what I want to be when I grow up”) about themselves and their role in the world.
about themselves and their role in the world.
6.
6. EarEarly Aly Aduldulththood ood (In(Intitimacmacy vsy vs. Is. Isolaolatition)on)::
Begin to share ourselves more intimately withBegin to share ourselves more intimately with others.
others.
We explore relationships leading towardsWe explore relationships leading towards longer term commitments with someone other longer term commitments with someone other than a family members.
than a family members.
Successful completion can lead to comfortableSuccessful completion can lead to comfortable relationships and a sense of commitment, relationships and a sense of commitment, safety, and care within a relationship.
safety, and care within a relationship.
Avoiding intimacy, or fearing commitment andAvoiding intimacy, or fearing commitment and relationships can lead to isolation, loneliness, relationships can lead to isolation, loneliness, and sometimes even depression.
and sometimes even depression.
7.
7. AduAdultlthoohood (Gd (Geneeneratrativivisist vst vs. St. Stagnagnatationion):):
Its a middle adulthood stage.Its a middle adulthood stage.
We establish our careers, settle down within aWe establish our careers, settle down within a relationship, begin our own families and relationship, begin our own families and develop a sense of being a part of the bigger develop a sense of being a part of the bigger picture.
picture.
We give back to society through raising our We give back to society through raising our children, being productive at work, and children, being productive at work, and becoming involved in community activities and becoming involved in community activities and
organisations.
organisations.
By failing to achieve these objectives, weBy failing to achieve these objectives, we become stagnant and feel unproductive.
become stagnant and feel unproductive.
8.
8. MatMaturure Adue Adultlthoohood (Egd (Ego into integregritity vs. Dy vs. Despespaiair)r)::
Senior CitizensSenior Citizens
We tende to slow down our productivity, andWe tende to slow down our productivity, and explore life as a retired person.
explore life as a retired person.
It is during this time that we contemplate our It is during this time that we contemplate our accomplishments and are able to develop accomplishments and are able to develop integrity if we see ourselves as leading a integrity if we see ourselves as leading a successful life.
successful life.
If we see our lives as unproductive, feel guiltIf we see our lives as unproductive, feel guilt about our pasts, we become dissatisfied with about our pasts, we become dissatisfied with life, and develop despair, often leading to life, and develop despair, often leading to depression and hopelessness.
depression and hopelessness.
•• ATTITUDES AND VALUES ATTITUDES AND VALUES
•• “ Attitude is the persistent tendency to feel and behave“ Attitude is the persistent tendency to feel and behave in a favorable or unfavorable way towards some in a favorable or unfavorable way towards some object, person, ideas, or
object, person, ideas, or situationssituations.”.”
Attitude, Opinion and Belief:Attitude, Opinion and Belief:
•
• “ An opinion is generally the expression of one’s“ An opinion is generally the expression of one’s judgment of a particular set of facts, an evaluation of judgment of a particular set of facts, an evaluation of
the
the circumstances circumstances presented presented to to him.”him.”
•
• “ A belief is an ‘enduring organisation of perceptions“ A belief is an ‘enduring organisation of perceptions and cognitions about some aspects of individual’s and cognitions about some aspects of individual’s world.”
world.”
•
• Beliefs are stronger than opinions.Beliefs are stronger than opinions.
•
• Beliefs are less affected by the pro or con positionsBeliefs are less affected by the pro or con positions fundamental in attitudes than are opinions.
fundamental in attitudes than are opinions.
VALUES VALUES
“ Values are convictions and a framework of philosophy of
“ Values are convictions and a framework of philosophy of an individual on the basis of which he judges what is good an individual on the basis of which he judges what is good or bad, desirable or undesirable, ethical or
or bad, desirable or undesirable, ethical or unethical.”unethical.”
“ Values are global beliefs that guide actions and judgments
“ Values are global beliefs that guide actions and judgments across a variety of situations.”
across a variety of situations.”
Factors in Value FormationFactors in Value Formation::
•• Value forming institutionsValue forming institutions::
–
– Family, School, State and Religion.Family, School, State and Religion.
–
– Value systems are constructed over a lifetime of Value systems are constructed over a lifetime of experience in which the value-shaping influences of experience in which the value-shaping influences of these institutions predominate.
these institutions predominate.
–
– Prescribes what is good or bad for an individual.Prescribes what is good or bad for an individual.
••
Organisational Values:Organisational Values:–
–
Organisations, where the individuals work, alsoOrganisations, where the individuals work, also shape their values though in a lesser degree.shape their values though in a lesser degree.
–
–
Since various organisational processes areSince various organisational processes are designed mostly by managers at comparatively designed mostly by managers at comparatively higher levels, organisational values are more in higher levels, organisational values are more in tune with the values of these managers.tune with the values of these managers.
–
–
Manager values – matching with – organisationManager values – matching with – organisation values – easy adapatabilityvalues – easy adapatability
–
–
Manager values – not matching with – Manager values – not matching with – organisation values – either resignation or organisation values – either resignation or adjustment/compromise.adjustment/compromise.
•• Peers and Colleagues: Peers and Colleagues:
–
– Develops and applies beliefs, attitudes and valuesDevelops and applies beliefs, attitudes and values derived from the groups of peers and colleagues with derived from the groups of peers and colleagues with whom he is
whom he is associated.associated.
•• Work and Career:Work and Career:
–
– Work consists of the tasks or responsibilitiesWork consists of the tasks or responsibilities associated with a particular job or position in an associated with a particular job or position in an organisation.
organisation.
–
– Work, is human energy directed at the achievement of Work, is human energy directed at the achievement of a desired end.
a desired end.
–
– An individual’s experience over a period of timeAn individual’s experience over a period of time constitutes his career.
constitutes his career.
–
– Work and career create special values that give unity,Work and career create special values that give unity,
••
Professional Codes Professional Codes::–
– These are nothing but are the source of ethical norms for These are nothing but are the source of ethical norms for managers in business organisations.
managers in business organisations.
–
– 3 types of codes are available:3 types of codes are available:
Company creeds or philosophies which cover thoseCompany creeds or philosophies which cover those basic philosophies and behavior that govern the content like recruitment, selection, quality, selling etc.
content like recruitment, selection, quality, selling etc.
Third, since people belong to various professions, theyThird, since people belong to various professions, they are also governed by code of conduct framed by their are also governed by code of conduct framed by their associations or professional bodies like AIMA, associations or professional bodies like AIMA, ICWAI, ICSI, etc.
ICWAI, ICSI, etc.
“ Attitude are not the same as values, but the two are
“ Attitude are not the same as values, but the two are inter-related.”
inter-related.”
Can be understood by 3 components of Attitudes:Can be understood by 3 components of Attitudes:
Cognition, affect, and behavior Cognition, affect, and behavior Belief
Belief : “ Discrimination is wrong” - a: “ Discrimination is wrong” - a valuevalue statement.statement.
•• The given statement is theThe given statement is the opinion-opinion- is theis the cognitivecognitive (thought process) part of the attitude.
(thought process) part of the attitude.
•• AffectAffect is the emotional or feeling segment of anis the emotional or feeling segment of an attitude. – “ I don’t like John because he discriminates attitude. – “ I don’t like John because he discriminates against minorities.”
against minorities.”
•• BehavioralBehavioral component of attitude, refers to ancomponent of attitude, refers to an intention to behave in a certain way towards someone intention to behave in a certain way towards someone or something. – “ I try to avoid John because of my or something. – “ I try to avoid John because of my feeling about him.”
feeling about him.”
•• In contrast to values, attitudes are less stable.In contrast to values, attitudes are less stable.
Types of Attitudes: work related Types of Attitudes: work related 1.
1.Job SatJob Satisfactisfaction:ion:
–
–
Refers to collection of feelings that anRefers to collection of feelings that an individual holds towards his or her job.individual holds towards his or her job.
–
–
Employee attitudes – Job satisfactionEmployee attitudes – Job satisfaction–
–
High level of job satisfaction – positive feelingHigh level of job satisfaction – positive feeling about the job and the organisation.about the job and the organisation.
–
–
Dissatisfaction with the job – Holds negativeDissatisfaction with the job – Holds negative feeling about the job and the organisation.feeling about the job and the organisation.
–
–
Dissatisfied employees – reactions – exit, voiceDissatisfied employees – reactions – exit, voice (complains, suggestion for improvements,(complains, suggestion for improvements,
discussion), loyalty, and neglect (absenteeism discussion), loyalty, and neglect (absenteeism or lateness, reduced effort, & increased error or lateness, reduced effort, & increased error
2.
2. OrOrgaganinisasatitiononal Coal Commmimitmtmenent:t:
–
–
State in which an employee identifies with aState in which an employee identifies with aparticular organisation and its goals, and wishes particular organisation and its goals, and wishes
to maintain membership in the organisation.
to maintain membership in the organisation.
–
–
High organisational commitment meansHigh organisational commitment meansidentifying with one’s employing organisation.
identifying with one’s employing organisation.
–
–
There is a positive relationship betweenThere is a positive relationship betweenorganisational commitment and job productiviy organisational commitment and job productiviy and is a better indicator of turnover.
and is a better indicator of turnover.