Amando Cope College

Baranghawon, Tabaco City

Module 1 for MGT

2
Human Behavior in Organization
FEDERICO B. ENGAY, MBA - Instructor

Introduction
Science is popularly defined as an accumulation of systematic knowledge based on facts. It is a
method of approach to the entire empirical world. Basic to modern science is an intricate relations
between theory and facts. A fact is regarded as an empirically verifiable observation. Theory refers
either to the relationships between facts or to the ordering of terms in some meaningful way. Facts of
science are the product of observations which are meaningful and theoretically relevant. Thus without
theory, science cannot predict and control the material world. The development of science can be
considered as a constant interplay between theory and facts.

Theory is a tool of science in three ways: 1) it offers conceptual scheme by which the relevant
phenomena are systematized, classified and interrelated, and summarizes facts, into a) empirical
generalization and b) systems of gaps in our knowledge. On the other hand, facts are also productive of
theory in three ways: 1) Facts help initiate theories; 2) They lead to the reformation of existing theory; 3)
They change the forms and orientation of theory and they classify and redefine theory.

Business organizations are made up of people interested in other people. There is hardly a
phase in the daily life of the man or woman associated with business and industry that is not in some way
related to human behavior. Concern for the people who sell insurance, man machines, take down notes
and type correspondence, keep records, supervise people who manage the activities of corporations, big
and small, always involve a study of human behavior.

Management is constantly trying to understand and influence the mental processes of others and
the only access we have on the mental process of others is through a study of their behavior.

People are continually adjusting to and depending on other people. Many people fail to adjust to
the work environment because they do not know the nature of the work and the climate they are getting
into. Some people like the place they work in, sometimes for the same reason that leads to others to
express dislike. There is no better way to find out about the behavioural climate of a work situation than
to study the behavior of people who work in a climate.

A second reason for studying human behavior arises from the fact that more leaders of business
and industry are coming from the ranks of college graduates. Leadership in business is becoming more
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demanding and the person without a college degree may be handicapped in in his effort to rise to higher
positions of responsibility.

Finally, a knowledge of the principles of the human behavior will help one acquire understanding,
skills and desires which will prepare him to work with others with increasing cooperation, understanding
and effectiveness.

The scientific study of human behavior was only a 19 th century development. Until the later part
of the 19th century, philosophy (which was based on speculation and logic) was the only approach to the
study of human behavior. The direct forerunner of psychology is psychophysics, a science developed by
Fechner. Psychophysics was a science that studied the functional relations of dependency between mind
and body but which actually determined the physical characteristics of stimuli and the sensation they
produce.

The development of psychology as a science, separate and distinct from philosophy and
physiology, is often traced to the year 1879 when Prof. Wilhem Wundt founded the first psychological
laboratory at the University of Leipzig in Germany. However, many argue that it was actually William
James who established the first psychological laboratory at Harvard University in the United States. In
any event, Wundt’s laboratory, which was dedicated to the experimental study of conscious experience,
attracted eager students among them Titchener and Cattell from America. They, in turn brought the new
psychological doctrine and methods to the United States where psychology became fairly established by
the end of the 19th century. (Ruch 1963)

Activity 1: Man at present lives in a world where changes take place. Human affairs are so complex that
they adhere to many sciences for their existence. Oftentimes man has the wrong concept of what
science is, that he holds it responsible for the miseries of the world.

Objectives:

At the end of module 1, students are expected to learn the following:

1. The Nature of Science

2. Why Study Human Behavior
3. The Development of Scientific Study of Human Behavior
4. Development of Behavioral Science
5. Research in the Behavioral Science
6. Perspective in Behavioral Science
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Understanding Human Behavior

The majority of theories and models of human behavior fall into one of two basic categories:
internal perspective and external perspective. The internal perspective consider the factors inside the
person to understand human behavior. People who subscribe to this view understand human behavior.
This view is psycho-dynamically oriented. Behavior is explained in terms of the thoughts, feelings, past
experiences and needs of the individual. The internal process of thinking, feeling, perceiving and judging
lead people to act in specific way. This internal perspective implies that people are best understood from
the inside and that people’s behavior is best interpreted after understanding their thought and feelings.

The other category of theories takes an external perspective. This focuses outside the person to
understand behavior. External events, consequences of behavior, environmental forces to which a
person is subject, are emphasized by this external perspective. A person’s history, value system, feeling
and thoughts are not very important in interpreting actions and behavior. Kurt Lewin considered both
perspectives in saying that behavior is a function of both the person and the environment.

DEVELOPMENT OF BEHAVIORAL SCIENCE

The term “behavioral science” came into use only in the 1950’s when the Ford Foundation coined
it to describe its program on Individual Behavior and Human Relations. For six years, the Foundation
operated and financially supported the Behavioral Science program. Since then, behavioral science has
emerged as a new and integrated discipline that is primarily concerned with developing valid
generalization about human behavior in group situations from the viewpoints of psychology, sociology,
and cultural anthropology.

To qualify as a behavioral science, a field of study must satisfy two basic criteria: first, it must
have human behavior as its subject matter; second, it must study human behavior in a scientific manner.
The second criterion must be very clearly understood because the study of human behavior is by no
means the exclusive monopoly of the behavioral sciences. Other fields of study are also concerned with
the analysis and understanding of human behavior. Moreover, there are people who believe that through
common sense of observation, or logic and philosophical expression, as well as artistic expression and
intuition, people’s behavior can be explained and generalizations established.

BASIC DEFINITIONS

The two words from which the term “behavioral science” is derived are behavior and science.
Science may be defined from two viewpoints (Kerlinger 1964:10). The static view defines science as a
body of knowledge. Its emphasis is on the product of scientific activity (i.e. research) rather than on
activity itself. The dynamic view, however, defines science as an activity as such, it is more concerned
with what scientist do.
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In general, human behavior may be defined as any activity of an individual or group, whether
such activity can be observed by another person or detected by scientific instruments. Thus, it includes
not only man’s directly observable behavior but also the less directly observable feelings, thought,
motives, attitudes, values. Etc. that influence such behavior.

A more specific definitions of human behavior is this: it is the response of an individual to stimulus
situation. It refers to both the types of responses and the manner in which it was made. Hence, it refers
not only to what the person does but also how he does it. A stimulus situation refers to a factor, condition,
situation or a combination of factors (whether internal or external) which provide the occasion for a
response.

Organizational behavior is individual behavior and group dynamics in organization. The study of
organizational behavior is primarily concerned with the psychosocial, interpersonal, and behavioral
dynamics in organizations. However, organizational variables such as design of work, performance
appraisal, communication, organization structure, etc. are also relevant to the study of organizational
behavior. These organizational variables are important as the context in which human behavior occurs.

The behavioral sciences recognize human behavior as having three characteristics: (Kerch 1962)
First, that is it is caused; second, it is motivated or goal-directed; and third, it is self-concepts, his
attitudes, value system, etc. as well as the social and cultural pressures, all these operate in concert to
influence his thoughts and actions.

RESEARCH IN BEHAVIOR SCIENCE

The immense success of science is traced to the way it seeks, finds and tests knowledge. More
valuable than any of its discoveries are its effective methods, which make still greater achievements
possible.

The true scientific investigator never jumps at conclusions, never takes anything for granted,
never considers his judgement better than his information, and never substitute opinion or long
established beliefs for facts. No matter how plausible a given statement be or how logical a proposed
explanation of it may seem, it must be treated merely as a supposition until it has been proven true by
searching tests. Moreover, those tests must be of such that other scientists can repeat them and of such
nature that others repeating them will inevitably come to the same conclusion. Only in this manner can a
body of dependable scientific knowledge be built up.

BASIC STEPS IN RESEARCH

The understanding of what is systematic character or scientific knowledge requires a background

of what research is and the methods of research used in obtaining facts and information about human
behavior.
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The word search means to find, to discover or to investigate, while the prefix re means again.
Research, therefore, would simply mean to find again. But, this is not as simple as it seems. One has to
take a careful, laborious inquiry or investigation of the event or phenomena under study. According to
Webster’s definition, research is a critical and exhaustive investigation or experimentation having its for
its aim the discovery of new facts or new truths and their correct interpretation which will lead to the
revision of accepted conclusions, theories, or laws based on the new discovered facts, or the practical
application of such new revised conclusions, theories, or laws.

The following are the basic steps in research: (Bailey 1982)

Statement of the Problem

Research begins with defining and searching the problem, expressing it in explicit and concrete
terms. This will also include the limitation of the scope of the problem and formulation of a hypothesis. A
hypothesis is important since it serves as a guide to collection, organization and interpretation of data.
Where exact observation is impossible, a tentative explanation adopted temporarily as a working
hypothesis, has often proved to be of great service. Such working hypothesis had led to some of the
most important discoveries in science.

The Research Design

This generally involves the following steps: 1) determining the type of data needed: whether
primary or secondary; 2) identifying the source of data; 3) selecting the methods generally used in the
study of human behavior are; analytic or documentary, experimental, survey case; 4) choosing the
subject or formulating the sampling plan.

If secondary data are used, this is not necessary. The researcher can proceed recording the
secondary data, processing and analysing the data gathered. If primary data are needed, a sampling
design as in the survey is important. The procedure of choosing subjects for the experimental and case
methods must also be considered.

Obtaining Information and Gathering the Data

Data may be obtained through four methods:

1. Direct Observation – This involves making direct, critical and systematic observation of actual
behavior pattern in a given situation. A researcher can make direct observation of behavior as a
participant or non-participant observer. As a participant he becomes a part of the event he is
observing or the community he is studying. For example he can associate with people involved in
dollar salting or smuggling to get accurate information. He may even participate in their activities
if allowed by the group. As a non-participant, the investigator carefully observes, records and
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describes the behavioral patterns of his subjects with the aid of some instruments and
mechanical devices such as films, tapes, one-way mirror and others.
2. Verbal Reports – these are used to measure covert behavior such as attitudes, feelings, opinions
and beliefs. This maybe in the form of oral interviews or written questionnaires. The preparation
of the questionnaires and interview schedule requires the proper phrasing of the questions and its
standardization also demand greater skill on the part of the researcher in order to obtain
adequate and accurate information. The skill and training of the interviewers are some important
aspects to be considered to obtain desired information from the respondents.
3. Tests and Inventories – psychologists sometimes use standardized batteries of psychological
tests inventories to evaluate some problems in hiring, training and promoting of personnel. The
forms that ask the subject fairly direct question about himself are usually termed inventories.
Some examples are: what do often do during the leisure time? Do you like movies? Do you enjoy
reading novels? The term “test” usually refers to the subject performance in a task as scored and
evaluated by an investigator. Unlike the interviews which are more interested in security
information on some event or topics, tests and inventories are concerned with measuring and
evaluating certain personality traits, intellectual abilities and other aptitudes which are important
for a company to determine employee’s overall efficiency and future performance. Some
examples are the Wechsler Adult Intelligence Scale and Stanford Binet-Intelligence Test, the
Rorschach inkblot Test, The Kuder Personality Inventory and others.
4. Secondary Data or Library Materials – The investigator makes use of written records such as
data provided by the Bureau of Census and Statistics, Life Insurance records, school records,
court proceedings, published materials such as diaries, autobiographies, biographies and other
publications such as magazines, periodicals and newspapers.

Processing the Data

This will involve grouping or classifying data into meaningful categories which may be done
quantitatively or qualitatively. Some of the steps involved are processing, editing, classifying, coding and
tabulating. Coding is a technical process by which raw data are transformed into symbolic or numbers
that may be tabulated. Tabulation is a systematic method of counting similar replies and adding them in
an accurate and orderly manner. This may be done manually or by machine such as the electronic
calculators or computerized instruments and devices.

Analysis and Interpretation

There are two basic methods of analysing data: the statistical and the inferential. The former
includes the use of statistical formula or quantitative procedures to establish some significance among
different variables. Correlation determines what is average or typical and finds out the extent of diverse
behavior and others.
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Inferential analysis is the process of determining the meaning of evidence by reflective thinking.
It is in this method where one uses logical syllogism or inferences based on data obtained.

Writing the Final Report

A written report generally includes the following:

1. Statement of the problem

2. The research design
3. Analysis and interpretation of findings
4. Summary, conclusions and recommendations

PERSPECTIVE IN BEHAVIORAL SCIENCE

The vast business and industrial challenges brought about by the revelation in human behavior
have broadened the spectrum of human observation. An integrated field of investigation into the insights,
feelings and reactions of workers and employees has enabled behavioral scientists to discover the
meaningful reasons or causes of man’s actions.

In the past few years there has been a genuine desire to find an empirical approach to the
understanding of the individual in his organization context. Emphasis is focused on the need for a proper
balance between the security one finds in traditional ways and the challenge to changes in a new society.
Psychological security, motivation and freedom to change are necessary for this growth. The behavior
sciences have found their way into the operations of business and industry.

The study of the individual behavior is usually an exclusive right of the psychologists. Their
studies have become inter-disciplinary but they maintain their own separate identity. The behavioral
scientist have integrated these three disciplines and revealed how people behave and why, and the
relationship between human behavior and the total environment. The aim of the behavioral sciences is to
gain new emphasis in business administration courses.

Behavioral Science in Management

Management has spent millions of pesos to find new perspective to change conventional thinking
and practices in dealing with human behavior. The rate of technological changes, the growing complexity
of modern businesses, and the increase of scientific research have affected the basic character of human
organization.

The need of our modern business requires that they examine present organizational theory and
practice. The behavioral sciences have found influences that cause certain behavior in the organization.

New horizons for techniques were opened when the behavioral sciences were applied to
organizations.
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The industrial humanists appeared with a revolution in organizational values, but more
importantly they brought with them a new set of behavioral techniques which they feel are improved
means for achieving change. Such behavioral technologies as sensitivity, planned change, and
organization development are certainly powerful devices. (Scott 1972:9)

The areas in management where the behavioral sciences have contributed are: personality
theory, motivation, interpersonal dynamics, group behavior, leadership, inter-group behavior, and
organizational behavior. According to Andrew DuBrin (1974) “later concepts and techniques of the
behavioral approach to management include sensitivity training, organization development (OD), and role
playing. The human relations movement in industry thus moved up the scale in sophistication from
human relations training to attempts at increasing the ability of managers to understand people at a
deeper level.” The behavioral scientists have become deeply involved in the application of their
knowledge to the organization climate.

Behavioral Science in Marketing

Business depends much on advertising to effectively help the salesman convince the customer to
buy a product. Advertising first informs the customers about the quality of a product before the salesman
sees his customer. The process of selling becomes easier and less difficult because of advertising.

Salesmanship has much to do with influencing or motivating human behavior. In recent years,
behavioral scientists have made studies of human behavior in the market place and the motives and
habits of the customers. The basis of these studies starts with the understanding of motivation.

Marketing executives have made use of this information gathered by the behavioral scientists in
improving their approach to selling and in training programs for salesman. In the near future, behavioral
science will become more evident in marketing courses.

Behavioral Science in Economics

People of the modern world live in a money-making society. The habit of describing wealth in
terms of the money value of a person’s possession is common. People of today appraise personal merit,
efficiency in production and vision of social policy in terms of money.

Economics and the behavioral science are closely allied because the money value depends on
the motives of man. Economists would like to have better information on the cultural and social
determinants of the demands for consumer goods, of occupational choice, and of the level of savings.
There exist social influences on individual economic behavior. The behavioral scientists can help supply
answers to the questions of the economist with regard to the cultural and social influences that affect the
individual economic behavior.

Behavioral Science in Accounting

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The increasing interest in the behavioral science is centered not only on the areas of
management, marketing and economics but also on the broader field of accounting. More and more,
accounting is integrating the knowledge of the behavioral sciences in accounting. The growth of interest
in the behavioral sciences may be seen in behavioral researches in managerial accounting.

Burns revealed (1969)

Recent interest in behavioral accounting appears to have sprung from the influence of emerging
knowledge from the behavioral science about the behavior of man and from the increased recognition
within the field of accounting that the information created by accounting processes must be useful to and
used by people if it is going to be worth the effort to prepare it.

Many researches in accounting have felt the need to integrate the findings from the behavioral
science especially in the development of better managerial accounting techniques.

Behavioral researches in management accounting can be divided into three broad categories:

1. Attempts to specify a model for all or part of the human sub-system.

2. Investigations into the behavioral dimensions of the management control process.
3. Studies from the behavioral point of view of the effect of a firm’s characteristics on the form
and function of the management information system.

More researches on this area with the help of the behavioral scientist will develop better
managerial accounting techniques. The most significant development to accounting in the behavioral
science field appears to be in the area of communication and in the development of a few general
principles of behavior.

Areas of research to which the accounting profession could direct its attention include:

1. Research on the changes going on in society and changes in group and individual values.
2. Research on the ways and means of doing business and how these changes affect
organizational structure within the business.
3. Research on communication networks.
4. Research on means of increasing efficiency in transmitting information-particularly in the area
of redundancy and semantics.

An article entitles, “Behavioral Science Content of the Accounting Curriculum.” Ha shown several
behavioral science areas which are relevant to accounting education. Such areas are the problem of
communication by way of transmitting information in various areas of business; budgeting and employee
behavior, a behavioral study of tax allocation, behavioral study of supervisors and their relation to budget-
induced pressure, and many others.
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The committee that made this study recommends highly the inclusion of findings in the behavioral
science relevant to accounting curriculum and even the possibility of including questions related to
behavioral accounting in future CPA examinations.

SUMMARY

Science is a method of approach to the entire empirical world. It is a body of knowledge based
on facts obtained through research.

The development of science can be considered as a constant interplay between theory and facts.
Theory summarizes the results of many observations and systematic studies and investigations. Facts
are an empirical verifiable observations.

The term behavioral science came into use only in 1950’s when the Ford Foundation coined it to
describe its program on Individual Behavior and Human Relations. Behavioral science aims to
understand human behavior by using the knowledge gathered from research.

A rue researcher seeks neither to confirm nor to confute conclusions, theories or laws but
endeavors simply to report the truth as the methods and test of science show it to be. He never assumes
the role of an advocate or special pleader, presenting the strong points on one side while ignoring or
belittling like points on the other side. Thus, he follows a procedure so as to arrive at valid conclusions.
The procedure or steps in research are (1) Statement of the Problem which begins with defining and
searching the problem, expressing it in explicit and concrete terms; (2) research design whose aim is to
determine the needed data whether primary or secondary, identifying the source of data and choosing the
subjects of formulating the sampling plan; (3) obtaining information or gathering the data through four
methods: (a) direct observation, (b) verbal reports, (c) tests and inventories, and (d) use of secondary
data; (4) processing the data involving classification into quantitative or qualitative categories; (5) analysis
and interpretation using statistical and inferential; (6) writing the final report.

Knowledge about human behavior has accumulated at a ballistic rate in recent years. The
osmosis of behavioral research into disciplines concerned in business and industry has made us realize
the importance of studies on human behavior. It is not new that behavior is important in organizations,
but it has become possible to describe and predict behavior with substantial confidence because of
behavioral research.

Behavioral science has laid its foundation in management, marketing, economics and in
accounting especially in managerial accounting. Its findings have found their relevance in various fields
of study and it is hoped that with the increase in number of researches; other fields like mathematics,
automation and statistics will derive intellectual knowledge from behavioral science.
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Study Questions

1. What is science? Of what value is science to business and industry?

2. Why do we study human behavior?
3. How did behavioral science emerge? What factors affect the study of behavioral science?

CASE

CASE PROBLEMS: for each of the following problems 1 & 2, formulate a hypothesis and specify the
dependent and independent variables.

1. A group of sociologists undertook a study to determine the relationship between the worker’s
productivity and the supervisory behavior of foremen. One of the two groups of workers was
placed under a foreman who was described as employee-oriented in his attitude and exerted less
pressure for production. The other group was under a foreman who was production-oriented and
exerted greater pressure for production.
2. A group of marketing men and film producers sought to investigate the popularity (measured by
the number of adults and children separately) of adventure films with children and with adult
(whether it would be more popular with children or with adults).
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Activity 2 Personality and Culture

A society represents a geographical aggregate and has boundaries, similar government or a

group of persons engaged in social relationships for a meaningful interaction. A key concept in the study
of society is that of folkways.

The term “folkways” simply describes the way in which folks –modern or primitive people act and
react as they go about the everyday business of living. They try to seek pleasure and avoid pain.
Experience teaches every individual that some ways of doing things are less painful than others;
therefore, the pleasanter way-in the long run-becomes the habitual way. Eventually the individual
believes (often falsely) that is the only way.

After people (or tribe) have been practicing folkways for a long time, they became convinced that
these particular ways of doing things are indispensable to the welfare of the group as a whole. If things
are done differently, they fear calamity will result. When this fear for the welfare of society has cast its
spell over folkways, these becomes more-fixed customs-that have the force of law. Violation of mores
become a crime against society.

The foundation of every society is a group of individual with a set of common ideas, attitude,
interests and style of living united by common goals. As individuals interact in society, they develop
individual personalities; thus personality can be defined as the organization of biological, psychological,
socio-cultural and educational factors which underline a person’s behavior. It is a product of multifarious
factors which include his innate biological heritage, his environmental and experiences which partly
become basis of culture. Thus, culture reflects one’s personality. We can therefore speak of Philippine
culture and the Filipino personality.

The three concept of society, culture and personality are essential for the understanding of
human behavior. Our interest in this topic will be on Filipino society and culture and its impact on the
Filipino personality.

Objective:

At the end of this activity, the students are expected to have an insight and learn about the
following:

1. Society in general
2. The meaning of culture and personality
3. Determinants of personality
a. Biological
b. E.Q. Factor
c. Environmental
4. Philippine Cultural Values
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What is Culture?

There are various definitions of culture – descriptive with emphasis on social heritage; normative
with emphasis on rules or ways; psychological with emphasis on adjustment; structural with emphasis on
the patterning or organization of culture and generic with emphasis on culture as a product or artefact.
The most quoted definition is that of Taylor (1976) an anthropologist, who define culture “as a complex
whole which includes knowledge, belief, art, law, morals. Customs and any other capabilities and habits
acquired by man as a member of society.” Culture tells man what to do, what not to do and how to do
things. It encompasses modes of thinking, feeling and acting commonly found in a society and includes
everything, and feeling and acting commonly found in a society and includes everything man has
acquired as a member of a society. Man’s culture is unique to man; but culture varies in different
societies. Man’s personality may differ as he exposed to different heritage of organized ideas, norms,
values, knowledge and expected way of behavior. His socialization process is carried out within the
framework of his culture and other psychological forces which influence his adjustment to his
environment.

Definition of Personality

Goode (1952) defines personality as “the total psychological and social reactions of an individual,
the synthesis of his subjective, emotional and mental life, his behavior and his reaction to the
environment, the unique or individual traits of a person.” Munn (1946:45), defines it as “the most
characteristics integration of an individual’s structure, modes of behavior, interests, attitudes, capabilities,
abilities and aptitudes.” Personality is the individualizing trait of a man from any other human being. It
stands for those traits which make him what he is, unique and different from the others.

Biological Heritage

Heredity includes all that a person possess as transmitted from parents to offspring by means of
the germ plasm. The human infant comes into the world equipped with biological structure, physiological
processes, capacities and urges which may directly or indirectly influence human behavior. Adequate
adjustive behavior is dependent upon the maturation of the muscular, skeletal, glandular and nervous
structure of the individual. A brief discussion of some of these physiological basis of behavior.

The sense organs (receptors) are manifested by our senses-visual, gustatory, auditory, olfactory
and tactual, muscles and glands (effectors) and the central nervous system-brain and spinal cord
(connectors). A person’s perceptions of the worlds are affected by his physical condition. An attractive
girl advertising with a rainbow colored shirt may just look like so mere shades of gray to someone who is
color blind or loud persuasive talk may not impress a person with hearing impairment.

Masculator. The human body has about 639 muscles which are said to make up about 40
percent of its weight. Muscles do play an important role in the whole set-up of human behavior and they
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maintain their stability when relaxed. When there is a tension because of fear or anxiety, there is an
increased muscle activity. The smooth muscles of the stomach and the intestines are also greatly
affected when there is tension and the digestive process is disturbed.

Physical growth during childhood and adolescence also brings about changes in personality. For
instance, by the time the individual has reached physical maturity, the proportionate size of head is
smaller than during infancy, whereas the trunk and limbs are proportionally longer. These changes
greatly increase the grace of efficiency of the individual’s body movements.

A child whose muscular development during early childhood is slow, fails to perform some actions
because he lacks sufficient muscle maturity. Muscular development, however, rapidly picks up during the
onset of adolescence when the individual begins to “fill out” and approaches adult height and proportions.

Nervous System. The nervous system may be likened to the ignition of an automobile motor. It
is a means of receiving impulses. It is the system which gives man his every contact with his experiences
with others. It furnish every satisfaction and dissatisfaction, every pain and delight, and every association
made to his group around him.

The nervous system is divided into two portions: the cerebro-spinal or central nervous system
and the autonomic or symphatetic nervous system. Our interest centers on the cerebro-spinal system
which is the seat of conscious knowledge and learning, of the will and of the coordination of all responses
and movements due to sensations.

The central nervous system comprises the brain and the spinal cord. It is through the brain that
man’s mind is developed. All sense impressions and all activities of the mind take place somewhere in
the cells of the brain. Because of its intricately interwoven neurons which are interconnected endlessly,
the central nervous system controls such important functions as memory, imagination, thinking, and will
power.

Figure 1 is a view of the human brain. The schematic drawing shows the main subdivision of the
central nervous system and their functions. (Hilgard 1979)

Behavior depends upon the utilization of many sensory cues, the destruction of any of these
would reduce the number of sensory cues that could be utilized and would reduce corresponding degree
in learning efficiency, the extent of which would depend upon the amount of destruction of cortical tissues.
There is indication that the destruction of cortical tissues particularly in the association area produces
marked changes in behavior. The changes are most pronounced in the activities commonly referred to as
motivation, thinking and recall of recent experiences. A satisfactory condition of the human organism-its
connectors, receptors, and effectors would influence the reaction of the individual to various stimulus
situation.
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The Glands. (Tuason 1978) The glands yield an influence on the mental, emotional, and
physical traits of men. They produce certain chemical substances that influences changes in personality.
Differences in traits of character “disposition” are often attributed to their influence.

Figure 1. Main Subdivision of the Central Nervous System and their Functions.

There are two classes of glands. The first, and more easily understood, are those that have
tubes or ducts connected to some other surface of the body like tear glands, and the gall bladder. The
other kind of glands is that which pours its products directly into the blood stream without the aid of ducts.
The latter is called ductless glands or endocrine glands.

The endocrine glands influence the course of behavioral development by their secretion of
chemical substances known as hormones. Hormones control the rates of certain bodily processes
associated with maturation. They speed up and slow down, start and stop various physiological activities.
For example, the change of voice in the adolescent boy is associated with the activity of certain glands
which become active during this period. Whether an individual is early or late in attaining physical
maturity depends on the combined action of several glands in the endocrine system.

The thyroid glands, for instance, influence physical and mental development. The behavior
manifested in the under secretion of the thyroid gland frequently results in mental backwardness
(cretinism) and the lack of size and physical development, in obesity and laziness. Over secretion results
in a great stimulation of the nervous system which brings about the restlessness, over excitement, and in
extreme cases, a protrusion of the eyeballs.
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The pituitary gland is another important endocrine gland that is associated directly with physical
development. A small structure attached to the underside of the brain and located right in the center of
the head, pituitary secretes hormones that are concerned with growth hormones may result in such
abnormal conditions of dwarfism, giantism, or acromegaly (long jaws and enlarge-hands).

The adrenal glands are also important since they produce the hormones androgen and estrogen
that regulate the development of certain adult sexual characteristics, particularly those associated with
masculinity. The adrenal hormones, which work in conjunction with other androgen produced by the sex
glands are partly responsible for adult hair distribution and lowering of the voice. This over-activity can
lead to virilism which may occur in either sex.

Latest research on the role of heredity on personality offer very strong arguments for the
importance of heredity. Further studies of twins support this contention. They found that almost every
behavioral trait is “an important fraction of the variation among people who are twins to be associated with
genetic variations. More specifically, they found that genetics account for fifty percent of the personality
differences and about forty percent interest variations.” (Robbins 1992)

EQ Factor

New brain research suggests that emotions, not I.Q. maybe true measure of human intelligence.

The phrase “emotional intelligence” (EQ) was coined by Yale psychologist Peter Salovey and
University of New Hampshire John Mayer five years ago to describe qualities like understanding one’s
feelings, empathy for the feelings of other, and the “regulation of emotion in a way that enhances living.”

The most visible emotional skills, the ones we recognize most readily, are “people skills” like
empathy, graciousness, and the ability to read a social situation.

Harvard psychologist Robert Rosenthal developed the Profile of Nonverbal Sensitivity (PONS)
test to measure a person’s ability to read emotional cues. Test results showed that people with higher
PONS score tend to be more successful in their work and relationship.

Among the ingredients for success, researchers now generally agree that IQ counts for about
20% and the rest depends on everything from social class to the natural pathways that have developed in
the brain. (Time, Oct. 9, 1995)

Emotional Intelligence

Findings of several studies reveal that while I.Q. gets applicant a job, it is E.Q. that propels their
career. It is because E.Q. includes a wide range of dimensions of intelligence such as intra-personal and
inter-personal intelligence.

Human beings are endowed with eight different intelligence: linguistic, musical, bodily-kinesthetic,
interpersonal, intra-personal, naturalist, logical-mathematical and spatial.
 17

It is unfortunate that the home and the school often reward and emphasize the importance of
I.Q. and neglects the importance of E.Q.. In the workplace, E.Q. is an essential factor to career
advancement. According to Josie Santamaria, one with low or average I.Q. will have difficulty in passing
the usual standardized tests given by companies. However, once the gets the job, he needs E.Q. in order
to be an effective manager and leader.

Take a look at job advertisements. Aside from the usual requirement of age experience and
education the job applicants should possess qualifications that will give an edge over other applicants.
These include aggressiveness, high motivation, and proficiency in oral and written communication, self-
confidence, and creativity. It means that the applicant must have the EQ competence of self-awareness,
an awareness of his abilities that will qualify him for the job.

Another EQ competence the applicant must show is self-management. This spells good sense of
organization and management, innovativeness, and resourcefulness ability to work with less supervision,
and hard-work.

Social awareness and social skills are demanded of the applicant especially in jobs which will
require entertaining customers. Thus advertisers emphasize that applicants must be goal-oriented,
honest, a good team player, result-driven, customer service oriented, have good public relations skills.

IQ has a great impact on performance. Dr. David McClelland proved this in his research showed
that the higher the position a person is in the organizational ladder, the more EQ capabilities he
possesses. This is the reason for his/her effectiveness and high performance. He further stated that all
star performers had high EQ.

An important factor is EQ globalization. Talent retention and diversity in the workplace are
needed in globalization. Hence, a leader face dilemma of developing talent of employees and losing
them later on to competition.

Globalization also demands that leaders be sensitive to the nuances in cultures and subtleties of
non-verbal communication. Coupled with these are values. Esther Orioli, CEO of Q-Metrics, points out
that values dictate how people spend time and resources. It is not enough to teach people skills. They
must be able to relate these skills to their values and belief system. When leaders see how certain
behaviors create more positive results, they change their values. Bar-On predicts that there is a clear
connection between Emotional Intelligence, individual/group productivity. Dr. Salovey agrees with Bar-On
by saying “that emotional skills and competencies predict positive outcomes at home with one’s family, in
school, and at work. (www.Eqtoday.com./o2/emotional.php)

Many brilliant people with excellent technical skills get promoted to executive and leadership
positions but failed, ended up in staff positions or eased out because of lack of people skills. On the other
hand, there are those promoted to high positions and succeeded in spite of their average or not
necessarily extraordinary intellectual and technical skills.

Successful managers and executives must be more aware of the role of E.Q. in getting things
dome in the workplace. (Santamaria, Josie. “Emotional Intelligence,” Philippine Daily Inquirer. August 21,
2002, B12)

Environmental Factors

Geographic environment refers to location, climate, topography and natural resources. These
may be responsible for the different experiences in adjustment to the physical world. The afternoon nap
and carefree attitude are usually associated with people in the tropics; industry and frugality are traits
associated with people in their temperate zones. (Panopio 1978)

The Cultural Environment. The cultural environment refers to the learned ways of living and
norms of behavior which are transmitted to the child through social groups. Although biology sets the
 18

basic processes which determine how man learns, culture is the crucial factor in personality formation.
Culture determines what a man learns as a member of society and of specific social groups; it determines
how the teaching that is essential to this learning shall be carried out. It regulates the types of behavior
which is considered appropriate to the individual of a particular age, sex, and status. Early in life, the
individual incorporates into his personality, the pattern of responses, standards of values, attitudes, and
basic orientations of his society. Through some process goes on throughout life and serves as a guide
for the individual by providing him with models. (Linton 1945) Personality, therefore, is partly shaped
according to and depending on one’s culture and subculture.

The Social Environment. This refers to the various groups and social interactions going on in
the groups of which the individual is a member. The human being although the most superior among
animals is born most helpless, unable to survive without the group. From birth on, the individual
undergoes a continuous process of social interaction known as socialization. It is during this process that
the individual learns to conform to the norms of his social group, acquires and performs various roles. He
joins various groups which impose certain norms and a set of expectations on each member. The
structure and size of the social group and the kind of social relations and interactions the individual
experiences influence the personality formation. His family structure determines the nature of the child’s
interpersonal experience, which in turn, is affected by the greater society. Through parental training, the
child is prepared for effective adaptation to a changing social order. The size of the social group and the
position or status one has a group affect his social experiences.

An only child will have experiences different from one who comes from a large family. The oldest
child will have different experiences from that of the middle or that of the youngest child in the same
family. The extent to which various social processes like competition, conflict, cooperation or
differentiation that will exert influence on an individual depends on the nature of the social group. The
individual is exposed to varying social experiences in the various social groups that he joins; these affect
his attitudes and values. Likewise, the restraints which these social groups impose on him serve as a
means of social control. Thus, the kind of social group and the social experiences the individual has,
exert a great influence on his personality.

Home and Family. In many ways the family is the most important of all human groups, because
it is the basic unit which transmit the biological traits of its member, mental abilities and emotional
dispositions, and social heritage or culture of the group through the process of socialization. It is the
child’s basic source of fundamental social ideals. It is where a child develop his basic attitudes, ideals,
values and style of life. The family atmosphere which the parents provide may foster unity or disunity, it
may stimulate competitiveness or cooperation, assertion or shyness, it may create friendship, acceptance
and rejection or resentment. The individual perceives his different roles as enacted by his parents and
siblings. He develops a conscience which evaluate and judges his actions.

Culture. Culture is man’s social heritage which has been transmitted from one generation to
another through language. It represents the interrelated network of norms and roles.

Every culture or subculture has its own particular set of norms and values to which every member
of a society must conform. Norms are the standards of behavior prescribed by society of its members.
They determine how people should behave in accordance with their sex, age, socio-economic status,
occupation, etc. Norms regulate the relationships of people towards one another. For instance children
in a typical Filipino family quiet when they are scolded; they obey without question what their parents want
them to do, even in the choice of a career and a marriage partner. American criticize Filipinos for this
behavior pattern but the norms in the Philippines differ from those in the United States. (Tuason 1978)

The norms of a society are influenced by the values that prevail. When a society values honesty,
discipline, industry, patience, and justice, the individual is trained and taught to be honest, hardworking,
and patient. The family, the school, the community and other social agents are the channels or
 19

conveyors of values and ideals which an individual learns to accept through cultural conditioning. Values
are transmitted through teaching, training and example of one’s conduct.

Status and Roles. An individual is born into a group and occupies position or rank. It could be
his ascribed or achieved status. The ascribed status is that which is assigned to the individual from birth,
such as age, sex. One learns the corresponding roles, behavior patterns and expectations according to
his/her sex status. In the Philippines the men are expected to be managers or executives, while women
are expected to take up secretarial and clerical jobs and other minor roles in business organizations.
Society is now permissive and even supportive of women occupying positions of distinction in society.
The Philippines has for the first time a woman President-President Corazon C. Aquino. There are also
women occupying very important positions in government and business organizations.

Age is another reference point as individuals pass through the cycle of growth and maturation.
An individual is labeled a child, adolescent, an adult and an old person. Ascription may also be based on
class, caste, ethnic, and social groupings.

The achieved status is acquired by choice or through competition and individual efforts and
determination. This is made possible through special abilities, performance and opportunities.

As the individual occupies different statuses in life, he learns to perform the different roles
associated with his various positions. The individual continually learns particular roles starting with this
family group and later in the social group where he undergoes a specialized role training according to the
institutional requirements of the social system. According to sociologists every social position involves
different sexual, occupational, membership, prestige, marital and family roles, all changing within the
lifetime of an individual and all involving acquisition of new perspective.

The status of the individual refers to the sum of all the statuses he occupies in relation to the
society and roles he plays. An individual can have as many statuses in accordance with (a) age-sex, (b)
family and kinship, (c) socio-economic class, (d) occupation, and € friendship and interest. Thus, a young
girl (age-sex status) is an only daughter or the oldest child in a middle-class family. She is also a student
in the evening and a secretary of a sorority in school and a member of the Student Catholic Action. One
has a many roles as he has multiple statuses. In the process of growing, the individual learns to behave
in ways acceptable to others and to avoid actions that will bring punishment or disapproval. Influenced by
various social groups, as well as reference groups (family, school, peer groups, etc.) he conforms to a set
of social expectancies which accompany his multiple statuses.

Social Agents. The school, the church, and other social institutions are also instrumental in
molding the individual into a wholesome, dynamic and assertive personality.

The school is often thought of as an institution to which parents send their children for intellectual
training. Little do people realize the importance of the school in the development of social values?
Schools are channels in the realization of the goals of society. Article XIV, Section 3, Number of our
1986 Constitution states that:

They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical development of the country, teach the rights
and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking, broaden scientific and technological knowledge, and
promote vocational efficiency.

College training has the responsibility of training young people to become specialists in some
specific area so that they may be self-sufficient in serving their country. However, the school has other
objectives such as those involved in the development of intellectual, physical, social, emotional, and
moral components of personality. By giving worthwhile training and experience, the school encourages
students to mature with right sense of values. As Witherington (1952 says, “… its disciplines are chiefly
 20

intellectual, pointing the way to better thinking, better performance, and better cooperation, but no one will
say that the school has no responsibility for the development in young people of a high sense of values.
Probably that is its greatest and most worthy functions).”

The school surroundings and the teachers play vital role in the teaching and experiencing of
values in children. Clean surroundings, no matter how small the schoolhouse, add to the experience of
the value of cleanliness. The teacher is considered important because he “stands between the immature
learner and the vast culture of the race as guide and interpreter. (Jacano 1962) Thus, it becomes the
responsibility of the teacher to be sensitive to the needs and innate potentialities of the school children
and to fill the gap left by the home.

The church has its own unique contribution to the formation of the individual’s personality, unique
in a sense it has a mission, a commitment in helping both the home and the community to develop high
sense of values in the young. The church is a social unit of society which influence the development of
right values.

The church comprises a group of people who share a common belief with an affirmation of their
faith who follow the teachings and precept s of the church doctrines. People constitute the church, which
cannot exist without people, just as a society cannot exist without a group of people who share common
beliefs, attitudes and values. Moral values, beliefs and precepts of the church take their first root in the
home. The life of a man is identified with the church and is related to the established religious culture that
men want to live a good, happy life.

The environment factors, as well as the hereditary characteristics, have their own distinct
contribution to the personality growth of the individual. As a whole it is desired to develop men of good
health, intelligence, integrity, dependability, industry, high sense of values, and moral character. Our
society needs disciplined men who can give their best, in the interest of sharing in the building of our
nation’s economy.

Because the environment constantly changes, one’s personality must also change to adjust to the
challenges of a growing nation. Hence, character is greatly affected by the life pattern acquired by the
individual in the process of social interaction.

Situation. The situation influences the effect of heredity and environment on personality. An
individual’s personality, which is generally stable and consistent, does change in different situations. The
demands of different situations call for changes in different aspect of one’s personality traits are “event”
as used by sociologist Robert Nisbet, refers to random, unpredictable happenings that can affect the
cause of social change of demanding some personality changes. An assassin’s bullet which led to the
death of Benigno Aquino triggered the 1986 People Power, the bloodless revolution at EDSA and marked
the ascendancy of a woman president in the Philippines. This may have partly contributed to the
entrance of women in Philippine politics deviating from their traditional role of “church, kitchen and
children.”

Corruption and deceit in government, business and politics may affect attitudes and employee-
employer behavior. Incidence of kidnapping, uncontrolled system of possession of firearms, sexual
harassment, discrimination and illness are other situations which can bring about changes in the
personality of those people exposed to it.

PHILIPPINE CULTURAL VALUES

It has been said that culture is the matrix of personality. Every culture develops a personality
structure of its own. This idea fits in with the concepts of “national character” whereby Filipinos have
distinct characteristics that differentiate them from the Americans or the Japanese. Let us take a look at
some dominant Philippine values which partly shape the Filipino personality. Panopio and Cordero
(1979) present a brief discussion of these prevailing values as studied by both Americans and Filipino
 21

scientists. This reading will serve as a background information for the understanding of the Filipino in his
business as well as social interaction.

Non-rationalism – Rationalism. The philosophy of life implied in non-rationalism revolves

around the idea that man has to adopt himself to nature and to force outside of himself. Non-rationalism
involves an uncritical acceptance, reverence and protection of tradition or rituals. There is a resistance to
scientific methods, an unswerving loyalty to the group and unquestioning obedience to authority.

Rationalism involves a belief that by systematic planning, studying, and training, man can actively
control and manipulate his destiny and that he is greatly responsible for his own success or failure. The
rational man is future oriented rather than present or past oriented. His thoughts and actions are
characteristically scientific oriented, continuously guided by curiosity, observation and experimentation.
He gives high priority to self-expression and creativity over group conformity and security. The Filipino
has been influenced by western rationalism although he is still fundamentally non-rational. He still views
the world as one over which he has little or no control; success or failure is largely dependent upon the
supernatural beings or spirit. This is revealed in the expression, “bahala na.” The fatalistic outlook
“bahala na” rests on the strong dependence on “the spirits” as these will take care of everything for
everybody. It is manifested in the traditional manner of performing household chores, planting and
harvesting of crops, of using and maintaining water and forest resources, of setting up business
enterprises and so on. However, it also underlies the Filipino’s determination, courage, fortitude and
willingness to face danger. It is the reason for his readiness to accept and bear the consequences of
difficulties in life-his patience or tiyaga involving a deep abiding faith that the supernatural spirits will in the
long run reward him with good fortune for one’s patient endurance of difficulties. At the same time, it has
led to his lack of foresight, his contentment with the past, his indolence and his lack of initiative, self-
reliance, or pioneering spirit. Because of it, he is sigurista, that is, he demands a demonstration of
assured success, he is imitative (gaya-gaya) and such imitative gives ride to what Alfredo Roces
identified as emphasis of façade “palabas,” “pakitang tao,” “pagyayabang”; he is an escapaist and shuts
his eyes to problems and puts it off, to some indefinite future time, the performance of tasks that could
have been done in the past or could be done in the present (at saka na). the bahala na outlook has also
led to his lack of punctuality; his vulnerability to awa, his belief in the espiritista, the mangkukulam or
witch and manghuhula or fortune teller. Other Filipino expression of this orientalism are found in phrases
sucu as: itinalaga ng Diyos (will of God), gulong ng palad (life has its ups and downs or wheel of fortune),
malas (bad luck( and napasubo (force into something). (Panopio 1978)

Authoritarianism. Filipinois are also inclined to status oriented behavior, feminine responsibility,
hiya (shame), utang na loob (debt of gratitude), amor propio (self-esteem) and SIR, identified by Fr. Lynch
as the “desire for smooth interpersonal relations’” All of thses interweave with one another and add up to
an accentuation of authoritarianism in Filipino. Felipe Land Jocano (1962) reveals that Filipino epics and
child-rearing practices emphasize obedience to elders. Fr. Bulatao (1966:32) also states that the Filipino
is authoritarian even dictatorial when given power and makes known to everyone that he is boss. He thus
stifles initiative, self-reliance and sharing of ideas among his subordinates or followers. Ruben Santos
Cuyugan (1961) points to the predominance of paternalism in formal organizations. Thus, especially in
employment, were greater consideration is given to status, there is maximum subjectivity or emotionalism
which leads to demoralization and inefficiency. On the other hand, where grater consideration is attached
to function, objectivity is maximized in the use of standardized criteria in the recruitment, training, and
evaluation of performance and promotion of personnel. Coller points out that the Filipino leans more
towards status-oriented that to function-oriented behavior.

Hiya. The Filipino is also “shame” (hiya) oriented, that is, the major concern is social approval
and acceptance by a group and to belong to a group. His behavior is generally dependent on what others
will think, say, or do. His desires and ambitions will depend on what pleases or displeases others. Utang
na loob refers to a debt of gratitude for a favor or help extended a person which is impossible to quantify.
 22

Failure to discharge partial payment in the forms of gifts or services will cause “hiya”. Hiya still controls
much of the Filipino behavior.

Amor propio. It is high self-esteem ans is shown in the sensitivity of a person to hurt feelings,
insult, real or imagined. This is manifested in hiya, utang na loob, and SIR. Persons resort to SIR
patterns such as the use of polite language, soft voice, gentle manner, and indirect approached like
employing intermediaries, and euphemisms, and ambiguous expressions, all of which are intended to
avoid directness or frankness. Thus, the Filipino finds it difficult to say “no” to a request or an invitation
and uses expressions like “kuwan,” “marahil,” tila nga,” and “pipilitin ko.” Pakikisama is good public
relations or the avoidance of open disagreement or conflict with others.

Forms of amor propio are bahvior patterns as “hele-hele bago quire” or “pakipot” which requires
that a person initially refuses an offer even if he greatly desires to accept it. Later, he may accept it if he
is subjected to more prodding, or for delikadesa, which means conformity with the ethical practices or
expectations of the group. (Panopio 1978)

Fr. Bulatao also believes that the training in the Filipino family stresses “patient suffering” in the
Filipino female. This result in a double standard of morality and the consensus being that a woman’s
ideal place and principal duty is the home.

Personalism – Impersonalism

Personalism attaches major importance to the personal factor which guarantees intimacy, warmth
and security or kinship and friendship in getting things done. Impersonalism refers to the tendency to
eliminate the influence of friendship or kinship in working situations. Behavior is personalized,
standardized or institutionalized. Thus, it becomes the function of a position and not of the person
occupying it that sets the patterns of behavior in the group.

According to Santos Cuyugan (1961) many of the Filipinos are still personalistic in spite of the
rise of Impersonalism in urban areas of the country. This is evident in the frequent charges of nepotism,
favoritism, and particularism. Graft and corruption have been analyzed as products of this kinship
reciprocity relations.

Fr. Bulatao (1966) has observed the deterring effect of Personalism on the economic, social and
political growth of Philippine society. He believes that Filipino way of doing things is centered too much
on personalities. The Filipino’s inability to dissociate personalities and functions and positions makes it
extremely difficult for him to be really objective in making judgments. The Filipino persists in settling
matters in roundabout way. He resots to “pakiusap,” “regalo,” and “lakad” which causes the weakening of
the merit system in employment. (Panopio 1978)

Particularism – Universalism

When a man’s concern is centered on sub-groups comprising his relatives, friends, colleagues,
associates, religious affiliates or members of his ethnic group in the larger society to which, he is
particularistic. When his main concern is the advancement of the collective or national good, he is
universalistic.

In the Philippines, ethical rules stress particularistic interests while legal rules, are universalistic;
that is emphasize the whole society’s general welfare. Jocano notes that the Filipino’s concept of “tayo-
tayo” strongly denotes particularism. His kinship group is enraged through ritual kinship such as wedding,
baptismal and confirmation rites. These rituals expand the group of relatives, compadres, ninongs,
bayaws, anaanak, and so on. Most often, the Filipino is regionalist and generally thinks of himself first
and above all as Visayan, Ilocano, Tagalog, Bicolano and only secondarily as a Filipino national.

Virgilio Yuson (1985) discussed local expressions which have become institutionalized and are
expressions of our changing values on integrity. Such examples are “lagay,” “padulas” (grease money),
 23

“areglo” under the table arrangement), “kick back” for the boys. In the ordinary course of business
transaction in private or government enterprise we often hear of money which is ill gotten but in the guise
of commissions, rebates, discounts and gifts. It is not unusual to fine one involved in transaction where
there is overpricing of capital goods by a supplier in order to get a commission or rebate.

Our value on discipline is partly manifested in the following expressions and practices in
“siksikan,” “singitan,” and “unahan” (disregard for queue) and justice expressed in “nakaisa,”
“nakalamang,” “nakalusot,” and “,alakas” all modification of advantage of another through one’s
connection and/or unfair dealings. The February revolution of 1986 brought about an emerging trend
“magkaisa” (unity), reconciliation and fair deal for fear of sequestration by the Presidential Committee on
Good Government (PCGG).

Carrion (1973) discussed in his Marketing Imperative basic buying and selling habits which are as
follows:

1. Suki – patronizing of one store instead of buying at different stores at different times. This
practice gives discount or extra little things expressed in “dagdag,” “tawad,” or “tingi.”

2. Tumpok-tumpok - an arrangement of goods like fish, vegetables, fruits, etc. into small
groupings among small venfors in small market or tiange.

3. Hulugan or Paiyakan – paying by installment either from day to day sales or monthly salary.

4. Lako – sellers carrying their wares and peddling from house to house either in push cart,
native basket (bilao or kaing). The commodities vary from jewels, kitchen ware, fruits, meat
and clothing.

5. Tawad – asking for discounts which may range from 5% to 50% discount.

6. Bulungan – among the fish brokers, sellers and buyers rely on the tip given to them on price
and projected price changes.

SUMMARY

Man is a social being and as such his personality is viewed from the society and culture where he
belongs.

A society represents a geographical aggregate and has boundaries, similar government or a

group of persons in meaningful interaction and engaged in social relationship. The key concept in the
study of society is that of folkways.

Folkways describe the way which folks-modern or primitive people-act and react as they go about
the everyday business of living. When fears from the welfare of society has cast its spell over folkways
they become mores. Mores, are fixed customs that have the force of law.

Taylor defined culture as a complex whole which includes knowledge, belief, art, laws, morals,
customs and any other capabilities and habits acquired by man as member of society.

Personality is the individualizing traits of man which constitute his singularity and differentiate him
from any other human being.

There are three general determinants of personality: (1) biological heritage which has direct
influence on the development of personality. This includes musculature, the nervous system, and the
 24

glands; (2) E.Q. factor describes qualities like understanding one’s feelings, empathy for the feelings of
others, and the “regulation of emotion in a way that enhances living,” (3) environmental factors.

Study Question

1. What is society? What is the key concept of the study of society?

2. What is culture? How is culture related to society?

3. What is personality? Why culture is considered matrix of personality?

4. Give the three determinants of personality and discuss the importance of each briefly.

5. What is the role of the biological factors in the basic development of personality?

6. What is the emotional quotient (EQ)? In what way does it differ from I.Q.?

7. Discuss briefly the environmental factors and their impact on the personality development of the
child.

8. What makes Filipinos distinct and different from other foreigners? Give an example.

9. Discuss briefly the prevailing values reflected in the Filipino personality.

10. Give some specific situations in business, e.g. in the market place, sari-sari store, big hotels and
restaurants where the following values apply to facilitate transactions:

a. Personalism – suki
b. Discounts, bargain – tawad
c. Kinship, extended family relations – compadre system
d. Name dropping, go-between, etc.
 25

Exercise – What do you know about Human Behavior?

(Valensi and Hodgettes 1985)

True or False

1. People who graduate in the upper third of their college class tend to make more money
during their career than do average students.

2. Exceptionally intelligent people tend to be physically weak and frail.

3. Most great athletes are below average intelligence.

4. All people in America are born equal in capacity for achievement.

5. On the average, women are slightly more intelligent than men.

6. People are definitely either introverted or extroverted.

7. After you learn something, you forget more of it in the next few hours than in the next several
days.

8. In small doses, alcohol facilitates learning.

9. Women are more intuitive than men.

10. Smokers take more sick days per year than do non-smokers.

11. Forty-year old people are more intelligent than twenty-year olds.

12. If you have to reprimand someone for misdeed, it is best to do so immediately after the
mistake occurs.

13. People who do poorly in academic work are superior in mechanical ability,

14. High-achieving people are high risk-takers.

15. Highly cohesive groups are also highly productive.

16. When people are frustrated, they frequently become aggressive.

17. Experiences as an infant tend to determine behavior in later life.

 26

18. Successful top managers have a greater need for money than for power.

19. Most people who work for the federal government are low risk-takers.

20. Most managers are highly democratic in the way that they supervise their people.