THE ROLE OF ENVIRONMENTAL AND HEREDITARY FACTORS IN
SHAPING PERSONALITY: INSIGHTS FROM INDUSTRIAL
PSYCHOLOGY
ARIZONA STATE UNIVERSITY
PSY 430 - INDUSTRIAL PSYCHOLOGY
WEEK 2
A.
Definition of Individual Differences :
Each individual has their own characteristics and this makes individuals different from
one another. These individual differences can be in terms of biography (age, gender, marital
status and so on), personality, attitudes, abilities, values possessed by each individual. These
differences in characteristics lead individuals to various responses or behaviors to the same
stimulus, thus creating differences in behavior (Marliani, 2015).
Human behavior is a function of the interaction between an individual's personality and
his or her environment. The individual brings to the organization his or her own set of beliefs,
expectations, needs, and past experiences. The characteristics that this individual has will
bring him into a new organizational environment. The organization is an environment for
individuals who have characteristics that are manifested in the arrangement of hierarchy,
work, duties, authority, and responsibility. If individual characteristics interact with
organizational characteristics, individual behavior in the organization is realized. This means
that an individual and his environment determine the behavior of both directly. Organizational
behavior is the result of the interaction of individuals with individuals in the organization.
Therefore, in understanding organizational behavior, you should first know the individual
differences in the organization (Triatna, 2015).
Robbins and Judge (2015) argued that diversity Individuals in organizations have two
levels: surface-level diversity and deep-level diversity. Surface-level diversity refers to
differences in easily assessable characteristics such as gender, race, ethnicity, age, which do
not necessarily reflect the way people think or feel but can give rise to certain stereotypes.
Meanwhile, deep-level diversity refers to differences in the way people think or feel
differences in values, personality and work preferences that become progressively more
important in determining commonalities, as people get to know each other better. The
explanation of individual differences will be discussed further in a separate sub-section.
B.
Personality:
1.
Definition of Personality
Kreitner and Kinicki (2010) define personality as a stable combination of physical and
mental characteristics that give people their individual identity. These characteristics or
traits include how people see, think, act and feel, which are the product of genetic
interactions and environmental influences.
Another opinion, states that personality is a changeable organization of psychological
systems within an individual that determines his or her unique adaptation to an
environment. Personality can also be defined as the sum of all the ways in which
individuals respond and interact with other people or their environment (Robbins and
Judge, 2011). Meanwhile, according to Colquitt, Lepine and Wesson (2011) personality
shows the structures and tendencies within people that explain their characteristic patterns
in thinking, emotions and behavior.
Personality is a relatively enduring pattern of thoughts, emotions and behaviors that
characterize people, along with the psychological processes behind those characteristics
(McShane and Von Glinow, 2010).
Based on several definitions of personality that have been described above, it can be
concluded that personality is a pattern, structure and tendency within an individual that
determines the ways individuals respond and adapt to their environment.
2.
Determinants of Personality:
Personality is not formed just like that, there are several factors that can influence the
formation of personality in individuals. Robbins and Judge (2011) revealed that personality
is the result of heredity and environment. The results of previous research also support that
heredity is more important than the environment. Meanwhile, McShane and Von Glinow
(2010) provide additional explanations that Life Experience or life experience, especially
experiences at the beginning of an individual’s life can also shape the personality traits of
an individual. A person’s life experience grows in line with the situation that is happening.
Based on the description above, it can be concluded that several factors can influence
personality which consists of the following elements (Wibowo, 2013):
1)
Heredity:
This factor is determined by conception. Physical height, facial attractiveness,
gender, temperament, muscle composition and reflection, energy levels and
biological rhythms can generally be partially or wholly influenced by parents, in
terms of biological, physiological and inherent psychological makeup.
2)
Environment:
Another factor that is no less important in the formation of individual personality
is environmental factors. Factors that exert influence on the formation of personality
in terms of the culture in which the individual grows up, on the formation of initial
conditions, norms among family, friends and social groups, and the influence of
values according to individual experience.
3)
Situation:
Situational factors can influence heredity and environment in shaping
personality. Usually personality is stable and consistent in each individual but it can
also change in certain situations. Different demands from different situations require
different aspects of personality in response. The personality pattern of each
individual is different depending on the situation certain situations that are more
relevant than others that still need attention.
4)
Life Experience:
From childhood to adulthood and into old age, individuals experience many life
experiences that will affect the formation of one's personality. A child who has a bad
experience as a child will affect his or her personality as an adult.
3.
Personality Dimensions:
In personality, there are several dimensions, indicators, traits, characteristics,
elements, components, and characteristics that compose it. Here are some theories that
discuss the dimensions of personality (Wibowo, 2013).
1)
The Big Five Personality Model:
The personality dimensions according to this model are Extraversion,
Agreeableness, Conscientiousness, Emotional stability/Neuroticism, and Openness to
experience. Kreitner and Kinicki (2010; Wibowo, 2013) explain the dimensions of
personality. While McShane and Von Glinow, (2010; Wibowo, 2013) describe the
'Big Five of Personality'. Meanwhile, Colquitt, LePine and Wesson (2011; Wibowo,
2013) describe five personality traits.
Personality characteristics, with reference to the views of several authors
(Wibowo, 2013):
a.
Conscientiousness. Demonstrates prudence in action. This dimension describes
individuals who have high or low conscientiousness. Individuals with High
Conscientiousness characteristics tend to be responsible, achievement-oriented,
persistent, careful, and self-disciplined. Whereas people with Low
Conscientiousness tend to be less careful, less prepared, more messy,
irresponsible, easily confused, and less trustworthy.
b.
Agreeableness. Indicates friendliness or willingness to agree. Individuals with the
High Agreeableness personality dimension have the characteristics of: full trust,
basically kind, cooperative, soft-hearted, polite, well-nurtured, empathetic,
cooperative, warm and caring. While individuals with Low Agreeableness tend to
be cold, uncooperative, irritable, disagreeable and oppositional.
c.
Emotion stability/Neuroticism. Indicates emotional stability or emotional
disturbance. Individuals with positive Emotional Stability show personality
dimensions that tend to be: calm, relaxed, unruffled, confident, and secure. While
individuals with negative Emotional Stability or Neuroticism tend to be restless,
anxious, depressed, hostile and insecure.
d.
Openness to experience. Shows openness to experience. Individuals who score
high on this personality dimension are characterized by being creative, ingenious,
imaginative, curious, broad-minded, and sensitive. While individuals who score
low on this dimension tend to be more resistant to change, less open to new ideas,
and more conventional and fixed in their ways.
e.
Extroversions. Indicates outward-looking and describes individuals who have the
characteristics: outgoing, active speaking, sociable, gregarious and assertive.
While the opposite characteristic is Introversions, with a self-oriented outlook,
with characteristics: quiet, shy, and cautious.
2)
The Myers-Briggs Type Indicator:
The Myers-Briggs Type Indicator (MBTI) is the most commonly used personality
assessment instrument. The MBTI is a 100-question personality test about what people
usually feel or do in various situations. Respondents are classified as extroverted or
introverted (E or I), feeling or intuitive (S or N), thinking or feeling (T or F), and
judging or accepting (J or P):
•
Extroverted (extroverted-E) versus Introverted (introverted-I). Extroverted
individuals are outgoing, sociable and confident. Introverts are quiet and shy.
•
Sensing-S versus Intuitive-N. Sensing types are practical and prefer routine and
order. They focus on details. Intuitives rely on unconscious processes and look at
the "big picture".
•
Thinking (thinking-T) versus Feeling (feeling-F). Thinking types usually use
reasoning and logic to deal with problems. Feeling types stick to their personal
values and emotions.
•
Judging (judging-J) versus perceiving (perceiving-P). Judging types want control
and choose order and structure. Receptive types are flexible and spontaneous.
(Robbins & Judge, 2015).
3)
Holland's RIASEC Model:
This model divides personality into six types based on interest in a particular field.
Interest is an expression of personality that influences behavior through preferences
for certain environments and activities (Colquitt, LePine and Wesson, 2011) Realistic.
Enjoys real tasks that are practical, forward-looking, clear tasks. Tend to be honest,
practical, diligent, and not flat.
a.
Investigative. Enjoys abstract, analytical, theory-oriented tasks. Tends to be
analytical, intellectual, reserved and scientific.
b.
Artistic. Enjoys entertaining and admiring others by using imagination. Tends to
be original, independent, impulsive and creative.
c.
Social. Enjoys helping, serving or assisting others. Tends to be very helpful,
inspiring, informative, and empathetic.
d.
Enterpricing. Likes to persuade, lead or exceed the performance of others. Tends
to be energetic, outgoing, ambitious and risk-taking.
e.
Conventional. Likes to organize, calculate, or arrange people or things. Tends to
be cautious, conservative, self-controlled, and structured.
The RIASEC Model classifies personality types in two dimensions, namely the
degree to which workers prefer to work with data rather than ideas and the degree to
which they prefer to work with people rather than things.
Certain personality types have certain patterns of thought, emotion and behavior as
well. This is what makes each individual different in responding to every problem they
face, but also makes them unique and has their own characteristics.
C.
Ability:
Individual differences can also be seen in terms of ability. Ability is an individual's
current capacity to perform various tasks in a job. Overall ability is essentially built by two
sets of factors, namely intellectual and physical (Robbins and Judge, 2015). A similar opinion
is also expressed by Greenberg and Baron (2003; Wibowo, 2013) who define ability as the
mental and physical capacity to realize various tasks.
Ability refers to the relatively stable capacity of people to perform a range of different, but
related, activities (Coquitt, LePine, and Wesson, 2011). Ability is relatively stable than skill,
which can be improved over time through training and experience. There are 3 categories of
abilities namely cognitive, emotional, and physical (Coquitt, LePine, and Wesson, 2011).
Based on some of the opinions above, it can be concluded that ability is the intellectual,
emotional, and physical capacity of individuals in carrying out daily activities.
1.
Intellectual Ability:
a.
Definition of Intelligence:
Apart from personality, there are other factors that make each individual in the
organization different, namely the intelligence factor. Intelligence is a term used to
describe a number of abilities that humans have in the form of thoughts or actions. The
intelligence possessed by humans is only in the form of an intelligent question
abbreviated as IQ, but it has developed into multiple intelligences, meaning that humans
have a number of potential intelligences that will develop if properly stimulated (Triatna,
2015). Intelligence refers to individual differences in problem-solving skills and in other
important abilities (King, 2014). William Stern (1999; Sarwono, 2010) defines
intelligence in a very functional and limited way, namely intelligence is a mental
adjustment to new situations or conditions. Another opinion from the mainstream science
on intelligence (MSI) (1994; Sarwono, 2010) defines intelligence as a very general
mental ability that involves, among others, the ability to reason, plan, solve problems,
think abstractly, understand complex ideas, learn quickly, and learn from experience.
Intellectual ability is
abilities needed to perform mental activities such as thinking, reasoning, and problem
solving (Robbins and Judge, 2015).
Intelligence is an action accompanied by understanding or comprehension (Karl
Buhler; Sarwono, 2010). David Wechsler (1896-1981; Sarwono, 2010) stated that
intelligence is a set or overall ability (capacity) of individuals to act with purpose, think
rationally and deal effectively with their environment.
Alfred Binet and Theodore Simon (1905; Azwar, 2017) defined intelligence as
consisting of three components, namely (a) the ability to direct the mind or direct action,
(b) the ability to change the course of action once it has been implemented, and (c) the
ability to self-criticize or engage in autocriticism.
In its development, intelligence is divided into two types, namely as follows:
a)
fluid intelligence:
Fluid intelligence is the ability to process information quickly, thinking relationships
and memory in the form of analogies, remembering series of numbers and
categorization.
b)
crystallized intelligence:
crystallized intelligence is the accumulation of information, skills and strategies that
have been learned over a lifetime and can be applied to solve problems (Turner fan
Helms, 1995; Fieldman, 2003; Sarwono, 2010).
b.
Multiple Intelligence:
Multiple intelligences are multiple intelligences possessed by an individual. Humans
do not only have abilities or expertise in one field but also very likely to have abilities in
various fields (Triatna, 2015). Sternberg (1986, 2004, 2008; King, 2014) developed the
triarchy theory of intelligence which states that intelligence appears in a compound form
(specifically consisting of three forms). These forms of intelligence are:
1)
Analytical intelligence: the ability to analyze, make judgments, evaluations,
comparisons, and distinctions.
2)
Creative intelligence: the ability to create, design, invent, create something original,
and imagine.
3)
Practical intelligence: the ability to use, apply, implement and translate ideas into
action.
Gardner (1993; Triatna, 2015) developed the concept of multiple intelligences. In
Gardner's study, eight identified human intelligences were introduced, namely:
1)
Verbal (Language) Intelligence. This form of intelligence is characterized by
sensitivity to the meaning and order of words and the ability to make diverse uses of
language to express and interpret complex meanings.
2)
Logical (Mathematical) Intelligence. This intelligence manifests in analytical and
scientific thinking.
3)
Spatial (Visual) Intelligence. This form of intelligence is skilled at generating mental
images and creating graphical representations.
4)
Bodily Intelligence (Kinesthetic). This form of intelligence manifests in the form of a
connection or relationship between the mind and the body (limbs) such as dancing.
5)
Musical (Rhythmic) Intelligence. This intelligence manifests in the ability to
naturally listen to musical and rhythmic patterns and then produce them.
6)
Interpersonal Intelligence. This intelligence manifests in the ability to establish
relationships with others.
7)
Intrapersonal Intelligence. This intelligence manifests itself in the ability to
understand and articulate the innermost workings of character and personality.
8)
Spiritual Intelligence. This intelligence manifests in a combination and awareness of
interpersonal and intrapersonal intelligence with a "value" component added to it.
According to Gardner (1993; King, 2014) each individual possesses these
intelligences at different levels. As a consequence, we tend to learn and process
information in different ways. Individuals learn best when they do so in ways that suit
their stronger intelligences.
2.
Physical Ability:
Physical ability is defined as the capacity to perform tasks that demand stamina,
agility, strength, and similar characteristics (Robbin and Judge, 2015). To the same extent
that intellectual ability plays a greater role in complex jobs that demand information
processing needs, physical ability gains importance for successfully performing less
skilled and more standardized jobs. For example, jobs where success demands stamina,
manual dexterity, leg strength or similar talents require management to identify workers'
physical capabilities (Wibowo, 2013). Physical capabilities include things like strength,
stamina, flexibility and coordination, psychomotor abilities, and sensory abilities
(Coquitt, LePine, and Wesson, 2011).
High performance will be achieved when management has ascertain the level of job
requirements for the nine abilities and then ensure the workers in the job have them. The
nine basic physical abilities are; dynamic strength, muscular strength, static strength,
explosive strength, longitudinal flexibility, dynamic flexibility, body coordination,
balance, and stamina (Robbins and Judge, 2015).
3.
Emotional Ability
According to Coquitt, LePine, and Wesson (2011), emotional intelligence is one
ability that influences the degree to which people tend to be effective in social situations,
regardless of their level of cognitive ability. Although still debated, many believe that
there is a human ability that affects social functioning, called emotional intelligence.
Emotional intelligence is related to the abilities of self awareness, other awareness,
emotion regulation, and use of emotions. The following is an explanation of each
emotional ability;
1)
Self awareness is the assessment and expression of emotions within oneself. It refers
to an individual's ability to understanding the type of emotions experienced, the
willingness to acknowledge them, and the capability of expressing them naturally.
2)
Other awareness is the assessment and recognition of other people's emotions. It
reflects people's ability to recognize and understand the emotions felt by others.
3)
Emotion regulation is the ability to regulate or control emotions.
4)
Use of emotion is a capability that reflects the degree to which people can use
emotions and use them to improve their chances of succeeding in whatever they do
(Coquitt, LePine, and Wesson (2011).
D.
Value:
1.
Definition of Values:
Every individual has values within themselves. Values are awareness, affective desires or
desires of people that indicate individual behavior (Gibson, Ivancevich, Donnelly, 2000;
Wibowo, 2013). Another opinion defines values as consistent and evaluative beliefs that
individuals have as preferences for results or actions in various situations. Values are also
individual assumptions about what is good and bad, right or wrong. On the other hand, values
can serve as a moral reference that directs individual motivation, decisions and actions.
Values are also related to an individual's self-concept because some define people, both as
individuals and as members of groups through their values (McShane and Von Glinow, 2010).
Values have content and intensity. The content attribute says that the way of doing or the
end state achieved is important. The intensity attribute specifies how important it is (Wibowo,
2013). A value includes a certain evaluation in the moral or social field expressed as a
conception that not only states what is desirable but also what is aspired to. Values come from
personal choices based on beliefs, opinions, prejudices, and standards. Values are dynamic;
humans search for values, test them and change them (Terry, G. R. 2012).
WORK ATTITUDE
A.
Understanding Attitude Work:
Attitude is defined as a learned tendency to respond in a consistently pleasant or
unpleasant way with respect to a particular object (Kreitner and Kinicki, 2010). Another
opinion expressed by Sarwono (2010), attitude is a term that reflects a person's pleasure,
displeasure or mediocre (neutral) feelings towards something. Something can be objects,
events, situations, people or groups. If what arises against something is a happy feeling, it is
called a positive attitude, while if the feeling is not happy, it is called a negative attitude and if
no feelings arise, it means that the attitude is neutral (Sarwono, 2010). A positive individual
attitude will result in positive behavior and vice versa. Attitudes encourage us to act in
specific ways in specific contexts. That is, attitudes influence behavior at many different
levels. In contrast to values that indicate an overarching belief that influences behavior in all
situations (Wibowo, 2013).
Meanwhile, McShane and Von Glinow (2010) provide a definition of attitude as a
cluster of beliefs, assessed feelings, and behavioral intentions towards people, objects or
events (called attitude objects). Attitude is an opinion regarding the provision of conscious
reasons. Another opinion from Schermorhorn, Hunt, Osborn, and uhl-Bein (2011) describes
that attitude is a tendency to respond positively or negatively to someone or something in the
environment. Attitudes will appear when we say we like or dislike something or someone.
Attitudes are also evaluative statements, both pleasant and unpleasant, about objects,
people or events (Robbins and Judge, 2011). While King (2014) defines attitudes as our
various opinions and beliefs about other people, objects, or ideas. Attitudes are different from
other psychological functions such as sets, motives, habits, knowledge, and others, because
attitudes have the following characteristics; in attitudes there is always a subject-object
relationship (there is no attitude without an object), the object of attitude can be objects,
people, groups of people, social values, worldviews, laws, community institutions and so on,
attitudes are not talents or innate from birth, but are learned and formed through experiences
(Sarwono, 2010).
Attitudes have an important influence on behavior. A person's attitude usually causes that
person to behave in a certain way (Kaswan, 2017). Attitudes can be learned, therefore
attitudes can change according to the state of the environment around the individual
concerned at different times and places. In attitudes, motivational factors and feelings are also
involved. This is what distinguishes it from knowledge, for example. Attitudes do not
disappear even though needs have been met. So, attitudes are different from reflexes or urges.
For example, a person who likes fried rice will maintain his attitude towards fried rice even
though he has just eaten fried rice until he is full (Sarwono, 2010).
From the above opinions, it can be formulated that attitude is a learned tendency as a
result of evaluating both pleasant and unpleasant, about objects, people or events to be able to
respond in a pleasant or unpleasant way to certain objects.
The definition of work attitude is the action that employees will take and everything the
employee has to do that is proportional to the effort made (Osada, 2000; Kaswan, 2017).
According to Gibson (1997; Kaswan, 2017) work attitude explains about "attitude as a
positive or negative feeling or mental state that is always prepared, learned, and regulated
through experience which has a special influence on a person's response to people, objects, or
circumstances."
B.
Components Attitude:
Attitudes reflect how we feel about something. People who have similar attitudes towards
the same things are more easily united in groups than people whose attitudes are different.
(Sarwono, 2010). As the following example, it is easier to gather fans of Korean dramas or
jazz music than to gather supporters of a mayoral candidate pair to campaign. Korean drama
or jazz music clearly has fans, while against mayoral candidates people are more interested in
the distribution of souvenirs or food packages only.
The difference between attitudes and values is clarified by considers the existence of
three attitude components, namely: affective, cognitive, and behavioral. However, it should be
noted that our overall attitude towards someone or something is a function of the combined
influence of all three components (Robbins and Judge, 2015).
1)
The cognitive component is the opinion or belief segment of an attitude.
2)
The affective component is the feeling or emotional segment of an attitude.
3)
The behavioral component of an attitude describes the intention to behave in a certain
way towards someone.
Important attitudes reflect fundamental values held, personal interests, or identification
with valued individuals or groups. These attitudes tend to show a strong relationship with our
behavior. Specific attitudes tend to predict specific behaviors, while general attitudes tend to
best predict general behaviors (Robbins and Judge, 2015).
Based on the previous information, it can be concluded that employee attitudes are also
important to know. The thoughts and feelings of employees towards their work or superiors
can affect the employee's behavior in the workplace displaying their work results. Therefore,
leaders can predict an employee's work behavior from his or her attitude at work.
1.
The Role of Values in Attitude Formation:
The values held by a person can be the basis for the attitudes they take. Value
contains an element of judgment because it consists of an individual's ideas about what is
right, good, or desirable. Values have both content and intensity attributes. The content
attribute says a mode of action or end of existence is important. The intensity attribute
specifies how important it is. If the individual ranks values in terms of intensity, the
individual derives the person's value system. Individuals have a hierarchy of values
according to the relative importance given to values such as freedom, pleasure, self-
respect, honesty, compliance, and equality (Robbins and Judge, 2015).
Attitudes are more specific than values and are not permanent because the way people
perceive and live their work often changes over time (Kaswan, 2017). Values tend to be
relatively stable and enduring, many of the values that individuals hold are shaped when
we are young, by parents, teachers, friends and others. For example, one is never taught
to be just a little bit honest or a little bit responsible. So the black or white characteristics
of values are absolute, ensuring their stability and continuity (Robbins and Judge, 2015).
Values are principles that a person lives by every day (Kaswan, 2017). Values
provide the foundation for an individual's understanding of people's attitudes and
motivations and influence individual perceptions. Individuals enter an organization with
preconceived ideas about what should and should not happen. These ideas are not value-
free, instead they contain an individual's interpretation of right and wrong as well as an
individual's choice to behave and aim a certain way towards others. Values blur
objectivity and rationality, they influence attitudes and behavior. For example, an
employee has a view that it is right for a company to allocate salary based on
performance, while an employee has a view that it is wrong for a company to allocate
salary based on performance allocating salaries based on seniority is wrong. How would
an employee react if he/she found out that the company he/she has just joined values
seniority over performance. The employee may feel disappointed, this will lead to job
dissatisfaction and the decision not to exert effort will get a salary that is not based on
performance (Robbins and Judge, 2015).
Values are the morals and basis of behavior that one sets for oneself, which mostly
include universal concepts such as truth, honesty, impartiality, caring, justice, honor, and
others (Kaswan, 2017). Milton Rokeach (1968; Robbins and Judge, 2015) argued that
values can be separated into two categories. The first, called terminal value, refers to the
desired end result. Terminal value is the goal that a person wants to achieve in his life.
Second, instrumental value, refers to the preferred mode of behavior, or the means to
achieve the terminal value. Some examples of terminal values are economic well-being
and success, freedom, health and goodness, world peace, and the meaning of life. While
examples of instrumental values are autonomy and self-expectation, personal discipline,
kindness, and goal orientation. Each individual places value on both outcomes (terminal
values) and tools (instrumental values). A balance between the two is important, as is an
understanding of the means to achieve them. Terminal and instrumental values vary
across individuals.
2.
Attitude Formation and Change Process:
Attitudes can be formed or changed in four ways (Sarwono, 2010):
1)
Adoption: events and events that occur repeatedly and continuously, over time are
gradually absorbed into the individual and affect the formation of an attitude. For
example, a person who from birth to adulthood lives in a religious environment will
have a negative attitude towards everything forbidden by his religion. Or, the child of
a teacher mostly likes reading (positive attitude towards reading). Therefore,
individuals will have an attitude according to the process that has been experienced
before.
2)
Differentiation: the development of intelligence and experience in line with age,
there will be things that were previously considered the same but are now considered
different. This change in perception can shape different attitudes. For example, a 2-
year-old child, at first afraid of every adult except his mother, but over time as time
goes by the little child can distinguish between grandfather, grandmother or aunt who
he likes and strangers he does not like so that his attitude will change as well.
3). Integration: Individuals initially gain various experiences related to one particular
thing so that an attitude is formed about it. The formation of these attitudes occurs
gradually. For example, Dodo, who comes from a city in Central Java, was accepted
to study at a university in Jakarta. Before leaving, his parents told him to be careful
in choosing friends, because there are people from outside the island who like to be
rude and do whatever they want. Arriving in Jakarta, Dodo found a boarding house
where most of the residents, including the owner, came from outside the island. As
time went by, it turned out that they were all friendly, kind, understanding,
disciplined, tolerant and always helped him. One day, Dodo told his parents about
the positive attitude of his friends and boarding house owners from outside the
island.
4)
Trauma: Trauma is a sudden, uncomfortable experience that can leave a lasting
impression on the individual's psyche. Traumatic experiences can also be leads to the
formation of attitudes. For example, Rio was once locked in an elevator for 2 hours
by himself. Since then, Rio has felt scared and short of breath when in an elevator by
himself.
3.
Attitude Affects Behavior:
Attitude is one factor that must be understood and can understand the behavior of
others. By understanding individuals, organizations can be managed properly. When
behaving, individuals are based on attitude components (Marliani, 2015).
An individual's attitude towards something can affect his behavior as well. Kreitner
and Kinicki (2010) revealed a study that found that work behavior shows stability if more
than 5 years of work and at middle age. Positive work attitudes remain positive, and
negative attitudes also remain negative, even when those who change jobs or positions,
they will still maintain these attitudes. Various studies show several conditions under
which attitudes can guide actions (McGuire, 2004; Smith & Fabrigar, 2000; King, 2014).
People at middle age tend to have attitude stability due to several things, namely:
(Wibowo, 2013).
1.
Most likely to have a mature personality,
2.
Feeling overly knowledgeable, and
3.
Feel the need to have a strong attitude.
Another opinion of attitude change further arises from the conventional view that
rejects the possibility of attitude change occurring when people age, because older
people, as well as younger people, can make attitude changes. Generally, this attitude
change occurs because they are more open and or less confident (Wibowo, 2013).
4.
Factors that influence the formation of attitudes:
Attitudes can be formed through a certain process, through continuous social contact
between individuals and other individuals around them. The factors that influence the
formation of attitudes are (Sarwono, 2010):
1)
Internal factors: namely factors contained within the individual, such as choice
factors. Individuals cannot capture all stimuli from outside through perception,
therefore individuals must choose stimuli according to conditions. This choice is
determined by the motives and tendencies within each person. Therefore, individuals
can develop a positive attitude towards one thing and form a negative attitude
towards another. For example, if we go to the supermarket or go to the salon, read
various news over the internet, so many things enter our senses. They all demand our
attention. So, we have to choose which one to visit first, or read and so on.
2)
External Factors: in addition to the factors contained within itself, then the
formation of attitudes is also determined by factors that are outside, namely:
a.
The nature of the object, the attitude itself, good, or bad and so on.
b.
Authority: a person who expresses a certain attitude: pictures of famous doctors
posted on main roads immunizing babies were posted in large numbers in
various strategic places so that people would be encouraged to immunize their
children under five.
c.
The nature of the people or groups that support this stance: The muhammadiyah
or Nahdlatul Ulama version of Islam, each of which has many social and
educational programs, has proven to attract millions of people since its inception
until today.
d.
Communication media used in conveying attitudes: in this technological era, the
use of multimedia is very effective, rather than just using traditional media,
especially if it is only by word of mouth.
e.
The situation at the time the attitude was formed: when a country is in crisis,
almost everyone supports a certain figure to be elected as the leader. However,
as time goes by and that person creates more crises, people prefer someone else
to be the leader.
Of course, not all factors can be fulfilled to form an attitude. Sometimes one or two
factors are enough. The more factors that come into play, the faster an attitude is formed.
C.
Types of Attitudes Work:
Individuals at work must have an attitude. Attitudes toward work give rise to positive or
negative evaluations that workers have about aspects of their work environment (Robbins and
Judge, 2015). The following are some examples of work attitudes:
1)
Job Involvement:
Job involvement is defined as the level at which a person knows their job
psychologically and feels their level of performance is important to self-esteem.
Employees who have a high level of job involvement will really recognize their work
and really pay attention to what work is done (Wibowo, 2013).
Job involvement is the degree to which a person identifies with a job, actively
participates in it, and considers performance important to self-worth (Robbins and
Judge, 2015). Another meaning of job involvement is participation. Participation,
involvement, and inclusion are terminology used to explain the role of subordinates in
the organizational performance process (Wibowo, 2013).
2)
Organizational Commitment:
Organizational commitment, which is defined as the degree to which an employee
identifies with an organization, its goals, and hopes to remain a member (Robbin and
Judge, 2015). Organizational commitment means that employees identify themselves
with a particular organization and its goals to expect that they remain members.
Organizational commitment has 3 dimensions, namely; (Wibowo, 2013)
a.
Affective commitment, is the emotional side and individual beliefs about their
values in the organization.
b.
Continuance commitment, is the feeling of the economic side of the worker
towards the organization. An employee may be committed to their employer
because they are paid well and would feel hurt for their family if they left their job.
c.
Normative commitment, is a feeling to stay in the organization for moral or ethical
reasons. An employee who gives an idea to the company will stay in the company
because he feels responsible for the application of the idea given and if he leaves
the company it will provide difficulties for his superiors who may not be familiar
with the application of the idea.
3)
Employee Engagement:
The next work attitude is employee engagement, which is an individual's
relationship with satisfaction and enthusiasm for the work they do. Employees get the
availability of resources and opportunities to learn new skills. Employees feel their
work is important and meaningful, and interactions with coworkers and supervisors are
valued. In addition, employee engagement also means that employees have a great
desire from their work and feel a deep connection with the organization where they
work (Wibowo, 2013).
According to Robbins and Judge (2015) employee engagement is an individual's
involvement, satisfaction, and enthusiasm for the work he does. Highly engaged
employees are passionate about their work and feel a deep connection to their company;
disengaged employees have essentially left, spending time but not energy or attention
on their work.
