Learning Objectives

Understand the positive psychology movement.

Discuss the theory, research, and application of
self-efficacy/confidence, optimism, hope, and
resiliency as best POB criteria-meeting
psychological resources and when in combination
represent psychological capital (PsyCap).

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Learning Objectives (continued)

Feature the theory, research, and development of
psychological capital or PsyCap.
Present the theory, research, and application of
happiness/subjective well-being (SWB) as
another positive construct.
Present emotions, intelligence, and combined
emotional intelligence (E1) as other positive
constructs.

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Introduction
Positive organizational behavior (POB) is the
study and application of positive oriented human
resource strengths and psychological capacities
that can be measured, developed, and effectively
managed for performance improvement in
todays workplace.

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Introduction (continued)
POB operational criteria:
Based on theory and research
Valid measures
Open to development
Managed for performance improvement

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Positive Psychology
Is concerned with optimal human functioning.
The three levels of positive psychology are:
Valued subjective experiences
Positive individual traits
Civic virtues and the institutions that move
individuals toward better citizenship

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Figure 7.1 - The H-R-W Model (The Interaction

of Health, Relationship, and Work)

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Self-Efficacy/Confidence
The formal definition of self-efficacy that is
usually used is how well one can execute courses
of action required to deal with prospective
situations.
Self-efficacy differs from the established
organizational behavior concepts of:
Self-esteem; Expectancy concepts; Attribution/locus
of control

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Self-Efficacy/Confidence (continued)
Specific self-efficacy
Is highly variable
depending on the
specific task and is
cognitively processed
by the individual
before any effort is
expended.

General self-efficacy
Reflects peoples
belief in successfully
accomplishing tasks
across a wide variety
of achievement
situations.
Is relatively stable
over time and across
situations.
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Process and Impact of Self-Efficacy

The self-efficacy process starts before individuals
select their choices and initiate their effort.
Self-efficacy can directly affect:
Choice behavior
Motivational effort
Perseverance
Facilitative thought patterns
Vulnerability to stress

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Figure 7.2 - The Major Sources of Information

for Self-Efficacy

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Implications for Efficacy in the Workplace and

POB
Selection of human resources
Based on magnitude and strength of self-efficacy

Training and development

Guided mastery
Cognitive mastery modeling
Development of self-regulatory competencies

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Table 7.1- Implications of Self-Efficacy for

Effective Training

Source: Adapted from Robert F. Mager, No Self-Efficacy, No Performance, Training, April 1992, pp. 3436.
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Table 7.1- Implications of Self-Efficacy for

Effective Training (continued)

Source: Adapted from Robert F. Mager, No Self-Efficacy, No Performance, Training, April 1992, pp. 3436.

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Implications for Efficacy in the Workplace and

POB
Other applications
Stress management
Self-managed teams
Job design and goal setting
Leadership

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Optimism
Dimensions of optimism
Optimism as human nature
Optimism as an individual difference
Explanatory style
Learned helplessness
Pessimists and optimists

Some unresolved optimism issues

Little vs. big optimism
Optimism vs. pessimism
Learning and sustaining optimism
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Optimism (continued)
Examples of positive force in the workplace
include:

Motivation to work harder

Be more satisfied and have high morale
Have high levels of aspiration and set stretch goals
Persevere in the face of obstacles and difficulties
Make attributions of personal failures and setbacks
as temporary

It can lead to meaningless or dysfunctional

outcomes.
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Hope
A positive motivational state based on an
interactively derived sense of successful goaldirected energy and pathways.
Consists of both the willpower (agency) and
waypower (pathways).
Has a positive impact on academic achievement,
athletic accomplishment, emotional health, and
the ability to cope with illness and other
hardships.
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Resiliency
A class of phenomena characterized by patterns
of positive adaptation in the context of significant
adversity or risk.
Is reactive in nature.
Is viewed as the capacity to rebound or bounce
back from adversity, conflict, failure or even
positive events, progress and increased
responsibility.

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Resiliency (continued)
Is an elaborate process in which competence is
developed over time as people interact with their
environment most often characterized by
continuous change and uncertainty.
According to research, resiliency has been found
to be influenced and developed by three types of
factors: assets, risks, and adaptational processes.

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Resiliency (continued)
Can be developed through:
Enhancing the assets that a person possesses
Education, training, and nurturing social relationships
Improving the quality of resources available for the
person to draw upon.

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Psychological Capital (PsyCap)

An individuals positive psychological state of
development that is characterized by:
Confidence (self-efficacy)
Positive attribution (optimism)
Persevering toward goals and redirecting paths to
goals (hope)
Bouncing back and beyond (resiliency)

PsyCap is statelike and open to development.

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Figure 7.4 - Psychological Capital Intervention

(PCI)

Source:Adapted from
F. Luthans, J. B. Avey, B. V.
Avolio, S. M. Norman, and
G. N. Combs, Psychological
Capital Development: Toward a
Micro-Intervention, Journal of
Organizational Behavior, Vol.
27, 2006, pp. 387393.
Note: The PCI is intended to affect
each state as well as the overall
level of PsyCap for performance
impact.
Lut30352_ch07_199-244.qxd
8/29/09 4:10 PM Page 222

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Other Positive Constructs

Happiness or subjective well-being (SWB)
Emotional Intelligence (EI)
The Role of Intelligence

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Happiness or Subjective Well-Being (SWB)

SWB is usually considered broader and is
defined as peoples affective and cognitive
evaluations of their lives.
It is open to change and development.
SWB has demonstrated a direct correlation to job
satisfaction

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Table 7.2 - Types of Emotions

Source: Adapted from H. M. Weiss and R. Cropanzano, Affective Events Theory, in B. M. Staw and L. L. Cummings (Eds.), Research in Organizational
Behavior, Vol. 18, JAI Press, Greenwich, Conn., 1996, pp. 2022 and Daniel Goleman, Emotional Intelligence, Bantam Books, New York, 1995, pp. 289290.

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Emotional Intelligence (EI)

Emotions can be conceptualized along a
continuum.
Emotionally intelligent people
Can read the expressed emotions of other people.
Have the maturity to hold their felt emotions in
check and not display undesirable, immature
negative emotions such as anger or disgust.

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Table 7.5 - Golemans Dimensions of Emotional

Intelligence in the Workplace

Source: Adapted from Daniel Goleman, Emotional Intelligence, Bantam Books, New York, 1995, pp. 4344, and Daniel Goleman, Working with Emotional
Intelligence, Bantam Books, New York, 1998, p. 318.
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The Role of Intelligence

Nature versus nurture intelligence
Recognition of multiple intelligences
Intelligence as cognitive mental ability

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Table 7.3 Gardners Multiple Intelligences

Source: Adapted from Lou Russell, The Accelerated Learning Fieldbook, Jossey-Bass/Pfeiffer, San Francisco, 1999, pp. 6070. For the original work see: Howard
Gardner, Frames of Mind: The Theory of Multiple Intelligences, Basic Books, New York, 1983 and Howard Gardner, Are There Additional Intelligences? The Case for
Naturalist, Spiritual and Existential Intelligences, Unpublished White Paper, 1996. It should be noted that emotional intelligence is not necessarily recognized as an MI
by Gardner.
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Table 7.4 Cognitive Abilities Related to Job

Performance

Source: Adapted from M. D. Dunnette, Aptitudes, Abilities, and Skills, in M. D. Dunnette (Ed.), Handbook of Industrial and Organizational Psychology, Rand McNally,
Skokie Ill., 1976, pp. 478483.
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Questions

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