Positioning Your AP Department for Change

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Positioning Your A/P Department for Change

• Jim Basile, Ph.D.
• March 26, 2003
• 915 AM-1145 PM

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Agenda

• Change Adjusting our Lens
• Changing requirements within AP
• Personality
• 16 personality factors
• Emotional Intelligence
• Characteristics of todays and tomorrows AP
  employee
• Compare/Discuss ideas
• Testing the accuracy of our observations

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Change

• Shake off existing notions
• Stay open to alternative approaches
• Change the lens we use to think through
  challenges

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You are placed in a room with no windows, a solid
door, and 3 light switches.In an adjacent room
are 3 light bulbs each controlled by one of the
switches.You must determine which switch
controls each light.You are only permitted to
leave the switch room to enter the room with the
lights one time.Once in the room with the
lights you cannot return to the switch room.How
will you accomplish this task?
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• We have been focused on changing behaviors
• - CHANGE THE LENS -
• Re-focus our energies on what drives behavior
• PERSONALITY

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Measured and Developed- Through knowledge and
on-the-job training
Competencies
Knowledge
Experiences
Values
Traits
Motivations
The Foundation
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Theories of Personality

• Prior to the 1930s, personality theories were of
  the armchair variety, based on philosophy and
  intuition. Their aim was to understand why and
  how we got this way.
• Hippocrates 4 types
• Sheldons somatotypes
• Phrenology
• Freud, Jung, etc.
• These theories did little to help us predict
  behavior job performance.
• World War I produced a major growth in the
  measurement of personality to predict
  performance. What underlying characteristics can
  we identify that drive behavior?

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Theories of Personality

• The first empirical approach to describing
  human personality was that of Raymond B. Cattell,
  whose work began in the 1930s.
• Instead of starting with an a priori theory,
  Cattell chose to let nature reveal itself. He
  observed behaviors and predicted the underlying
  personalities driving them.
• Cattell and his colleagues gathered data on
  thousands of individuals, using ratings,
  observations, and questionnaires.
• Eventually, through factor analysis, they
  identified 16 key traits that comprise human
  personality (one of which is general intellectual
  ability).

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Sample Graph
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People-oriented versus Solitary
Trait Description

• High Scores (7-10)
• warm-hearted, affectionate, emotionally involved
• forms strong social bonds
• enjoys socializing and being with people
• Average Scores (5-6)
• moderately warm, gregarious, interested in people
  but not to the extent that excludes non-social
  interests, a preference for some impersonal
  activities
• Low Scores (1-4)
• reserved, cool, detached, aloof
• forms weak or narrow social bonds
• seen as cold and standoffish
• avoids work that involves showing concern for
  others

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Higher versus Lower General Ability
Trait Description

• High Scores (7-10)
• quick comprehension, fast to learn new tasks
• good verbal, numerical, and analytical skills
• can handle intellectually challenging tasks
• Average Scores (5-6)
• corresponds to average scores on tests like the
  SAT
• should be able to discern complex relationships
  and understand abstract ideas as well as, or
  possibly better than, the average person
• Low Scores (1-4)
• more concrete in thinking style
• more modest performance on traditional scholastic
  tasks

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Even-keeled versus Emotional
Trait Description

• High Scores (7-10)
• high ego strength
• manages emotions well, adaptive
• resilient, even-tempered, can calm self
• Average Scores (5-6)
• copes with demands of everyday life, tolerating
  frustrations and disappointments, as well as, but
  not better than, the average person
• Low Scores (1-4)
• does not manage emotions well, non-adaptive
• moody, difficulty calming self, not resilient
• lower stress tolerance, feels easily overwhelmed

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Controlling versus Passive
Trait Description

• High Scores (7-10)
• assertive, forceful, competitive, uncompromising
• wants to be in charge
• does not back down from conflicts
• enjoys winning, may have power struggles
• Average Scores (5-6)
• average in assertiveness
• may assert self in some situations and be more
  submissive in others
• Low Scores (1-4)
• deferential, compliant, avoids conflict,
  unassertive
• prefers for others to be in charge
• may feel powerless in important relationships

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Gregarious versus subdued
Trait Description

• High Scores (7-10)
• lively, exuberant, spontaneous, carefree
• animated, talkative, optimistic
• may underestimate difficulties
• drawn to novel and exciting activities
• Average Scores (5-6)
• does not stand out as being either exuberant on
  one hand or restrained on the other
• Low Scores (1-4)
• serious, solemn, cautious, reflective
• pessimistic, anticipates difficulties
• fears making mistakes
• concerned about safety and security

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Conscientious versus Unconventional
Trait Description

• High Scores (7-10)
• rule-oriented, dutiful, conforming
• strong internalization of conventional standards
  of right and wrong
• well-developed conscience based on moral sense
• Average Scores (5-6)
• has accepted mainstream moral standards
  reasonably well and considers the moral
  implications of some situations
• Low Scores (1-4)
• does not think in terms of moral absolutes
• may be lacking in conformity or conscientiousness
• (a) moral standards and values may be developing
• (b) may be intentionally unconventional or
  situational

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Fearless versus Cautious
Trait Description

• High Scores (7-10)
• socially bold, thrill-seeking, adventurous,
  intrepid
• hard to intimidate, thick-skinned, no fear
• recovers quickly from punishment or pain
• Average Scores (5-6)
• may feel shy and timid in some, but not most,
  situations not bold or daring, but not
  particularly reticent about putting self forward
  and taking some risks
• Low Scores (1-4)
• shy, timid, fearful, sensitive to threat
• easily intimidated
• thin-skinned

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Feeling versus Thinking Oriented
Trait Description

• High Scores (7-10)
• emotionally sensitive
• concerned about emotional, artistic, intuitive
  aspects of situations
• decisions based more on subjective, emotional
  criteria rather than objective facts
• empathizes with others emotional or vulnerable
  feelings
• Average Scores (5-6)
• judgments guided both by own emotional reactions
  (e.g., likes and dislikes) as well as factual
  information
• Low Scores (1-4)
• utilitarian, concerned about objective and
  logical aspects of situations
• may lack empathy for others feelings

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Distrustful versus Accepting
Trait Description

• High Scores (7-10)
• vigilant, distrustful, suspicious, skeptical
• anticipates negative motivations in others
• wary, anticipates deceit and mistreatment
• Average Scores (5-6)
• suspicions likely to be grounded in reality
  rather than being projections of inner
  insecurities
• Low Scores (1-4)
• trusting, unsuspecting, easygoing
• takes others at face value
• anticipates honest and fair treatment
• gives people the benefit of the doubt

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Conceptual versus Pragmatic
Trait Description

• High Scores (7-10)
• imaginative, idea-oriented, abstract thinking
• interested in ideas, theory, philosophy
• absorbed in thoughts, forgetful, absent-minded
• thinks of possibilities rather than realities
• Average Scores (5-6)
• tuned in to both practical realities and the
  external environment as well as the internal
  world of ideas
• Low Scores (1-4)
• grounded, down-to-earth, solution-oriented
• pragmatic interests
• notices and remembers details of surroundings
• common-sense perspective on life

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Unrevealing versus Self-disclosing
Trait Description

• High Scores (7-10)
• private, discreet, non-disclosing
• guarded, calculating, withholds information
• chooses carefully how, when, and with whom to
  share personal information
• Average Scores (5-6)
• generally average with regard to self-disclosure
  and openness
• Low Scores (1-4)
• forthright, transparent, self-revealing
• open, frank, unpretentious, genuine
• shares personal information freely

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Unsure versus Self-confident
Trait Description

• High Scores (7-10)
• apprehensive, self-doubting, worried, insecure
• (a) may be situational or
• (b) may be rooted in low self-confidence
• poor self-image, doubts self, guilt-prone
• Average Scores (5-6)
• good balance of self-esteem and self-confidence,
  neither overly defensive or overly confident
• Low Scores (1-4)
• self-assured, confident, unworried,
  self-satisfied
• positive self-image, strong defense mechanisms
• may reject blame, may be complacent
• may not recognize shortcomings

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Change-oriented versus Conservative
Trait Description

• High Scores (7-10)
• open to new experience, experimenting, innovative
• oriented towards the future, change, new ways of
  doing things
• becomes impatient with conventional methods
• sensitive to the misuse of authority
• best in new and emerging industries
• Average Scores (5-6)
• neither radically-minded nor resistant to
  accepting traditional beliefs and values
• Low Scores (1-4)
• traditional, attached to familiar
• oriented toward preserving the status quo
• compliant toward authority

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Independent versus Team-oriented
Trait Description

• High Scores (7-10)
• self-reliant, independent, individualistic
• protects autonomy, does not like to rely on
  others
• prefers making decisions alone, without help from
  others
• may prefer to work alone, with minimal
  supervision
• Average Scores (5-6)
• accepts assistance from others but is not overly
  reliant on their physical presence or emotional
  support
• Low Scores (1-4)
• group-oriented, reliant on others
• wants supportive relationships
• easily influenced
• prefers teamwork to working alone

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Detail-oriented versus Unorganized
Trait Description

• High Scores (7-10)
• perfectionistic, self-disciplined
• concern for maintaining socially-approved
  self-image
• intolerant of disorder, organized, plans ahead
• attentive to details, good follow-through
• Average Scores (5-6)
• adequate but not excessive planning and
  organizing ability
• Low Scores (1-4)
• tolerates disorder, may lack self-discipline
• lax personal standards, does not take pride in
  performance
• not ambitious or achievement oriented

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Restless versus Easy-going
Trait Description

• High Scores (7-10)
• physically tense, pressured, goal-oriented
• excessive energy, jittery, uptight, on edge
• may not be focusing energy effectively
• Average Scores (5-6)
• neither lethargic nor unusually restless and
  impatient
• Low Scores (1-4)
• physically relaxed, placid, composed
• low energy, languid
• physically under-reactive
• possibly lazy

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Cattells Model
- Measurable characteristics of personality
drive behaviors
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- More Stuff -

• Everything we see in people cannot be explained
  by Cattells model alone.
• Emotional Intelligence
• Critical in predicting success in many areas.
• Can be developed.

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Emotional Intelligence
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What Is Emotional Intelligence?

• Factors that are related to success in life
• Helps us understand why some people do well in
  life while others fail
• Distinct from IQ (Cognitive Intelligence)

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Emotional Intelligence is NOT

• Cognitive Intelligence (IQ)
• Aptitude
• Achievement
• Vocational Interest
• Personality
• Static (results can change over time)

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Components of Emotional Intelligence

• Intrapersonal
• Self Regard Positive feelings toward self,
  self-esteem and confidence.
•  
• Emotional Self-Awareness Awareness of own
  feelings and how these can impact our
  interactions with others.
•  
• Assertiveness The ability to stand up for your
  rights without imposing on the rights of others.
•  
• Independence The assurance you feel functioning
  as an independent person. The confidence you
  enjoy in making decisions.

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Components of Emotional Intelligence

• Interpersonal
•  
• Empathy Your ability to understand and
  connect with the feelings of others.
•  
• Social Responsibility The concern you show, and
  involvement in the lives of others.
•  
• Interpersonal Relationships The success you
  enjoy and satisfaction derived from
  relationships.

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Components of Emotional Intelligence

• Stress Management
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• Stress Tolerance The capacity you have for
  facing and working through stressful situations.
•  
• Impulse Control The ability to delay responding
  when emotionally charged.

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Components of Emotional Intelligence

• Adaptability
• Reality Testing The accuracy of your
  perceptions and judgments as they regard people
  and situations.
•  
• Flexibility The ability to adjust as needed to
  changing requirements or demands.
•  
• Problem Solving The ability to work through
  problems or challenges and come to desired
  outcomes.

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Components of Emotional Intelligence

• General Mood
• Optimism The ability to look at situations with
  hopefulness and a positive attitude. Your
  capacity to expect good things.
•  
• Happiness The contentment and happiness you
  feel day-to-day as you go about your life.

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Group Sessions

• Using both worksheets, describe the
• ideal AP employee in the past
• And
• Select the ideal personality profile needed
• to drive the behaviors we need today.

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16 Factor Graph
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Study

• Yes I am interested in considering being involved
  in a free study, designed to identify a success
  profile for AP employees in todays changing
  environment.