Learning Objectivesslide 1 of 2

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Learning Objectives slide 1 of 2

• Discuss why it is important for managers to
  understand individual differences.
• Define personality and briefly explain four
  personality characteristics considered
  significant in the workplace.
• Explain what is measured by both the Myers-Briggs
  type indicator and The Big 5.
• Explain the importance of matching personality
  characteristics to jobs and careers.
• Discuss the importance of perception and
  perceptual errors.

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Learning Objectives slide 2 of 2

• Discuss the relationship between job satisfaction
  and performance.
• Comment on the various types of team member
  roles.
• Identify the development phases of groups.
• Explain how cohesiveness can impact a team.
• Clarify the primary elements of successful teams.

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Personality

• Personality is the enduring, organized, and
  distinctive pattern of behavior that describes an
  individuals adaptation to a situation.
• A number of personality traits have been
  convincingly linked to work behavior and
  performance.

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Self-Esteem

• The extent to which people believe they are
  capable, significant, and worthwhile.
• A positive self-esteem is credited with
• Enhancing performance .
• Increasing the likelihood of success.
• Fueling motivation.

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Locus of Control slide 1 of 2

• The extent to which individuals believe that they
  can control the environment and external events
  affecting them.
• There are two types of control.
• Internal locus of control
• External locus of control

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Locus of Control slide 2 of 2

• Internal locus of control
• Believe that events are primarily the result of
  ones own behavior.
• As a result, these individuals tend to be more
  proactive and take more risks.
• External locus of control
• Believe that much of what happens is controlled
  and determined by outside forces.
• As a result, these individuals are more reactive
  to events and less able to rebound from stressful
  situations.

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Type A and Type B Personalities

• Type A Personality
• Characterized by a sense of commitment, the
  tendency to set high standards and goals, a
  devotion to work, and a concern of time urgency.
• Type B Personality
• Characterized as easy-going, relaxed, and able to
  listen carefully and communicate more precisely
  than Type A individual.

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Resilience

• Resiliency is the ability to absorb high levels
  of disruptive change while displaying minimal
  dysfunctional behavior.
• Not all individuals have high resiliency.
  However, resiliency skills can be increased
  through training.

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The Big Five Personality Model
Assertive, gregarious and sociable versus quiet,
reserved and timid.
Extroversion
Agreeable, warm and cooperative versus
disagreeable, cold and non-cooperative
Agreeableness
Organized, dependable and responsible versus
unorganized, unreliable and irresponsible.
Conscientiousness
Emotional Stability
Calm, self-confident and secure versus anxious,
tense, insecure and depressed.
Openness to Experience
Creative, curious and intellectual versus
practical with narrow interests.
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Matching Personalities with Jobs

• RIASEC Vocational Interest Typology
• This typology identifies six personality types in
  terms of the kinds of activities, and therefore
  jobs and careers, that an individual would
  prefer.
• It is based on the reasoning that if an
  individuals personality matches his or her job
  and/or career, then he or she will be less likely
  to leave.
• It uses hexagonal calculus meaning that the two
  personality types that are directly across from
  each other are the most opposite.

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RIASEC Personality Types
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RIASEC Vocational Interest Typology
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Perception

• The way people experience, process, define, and
  interpret the world around them.
• Perceptions are influenced by an individuals
  experiences, needs, personality, and education.
• As a result, two individuals may view the same
  situation differently.

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The Perceptual Process slide 1 of 2

• Stereotyping
• The tendency to assign attributes to someone, not
  on individual characteristics, but solely on the
  basis of a category or group to which that person
  belongs.
• Halo and Horn Effect
• The process in which we evaluate and form an
  overall impression of an individual based solely
  on a specific trait or dimension.

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The Perceptual Process slide 2 of 2

• Selective Perception
• The tendency to screen out information with which
  we arent comfortable or do not consider
  relevant.
• Reducing Perceptual Errors
• Perceptual errors can reduce the quality of
  managerial decisions.
• Simple knowledge of perceptual errors is the
  first step in avoiding such mistakes.

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Attitudes

• Relatively lasting beliefs, feelings, and
  behavioral tendencies held by a person about
  specific objects, events, groups, issues, or
  persons.
• Attitudes result from a persons background,
  personality, and life experiences.

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The Challenge of Cognitive Dissonance

• Cognitive dissonance is an inconsistency between
  attitudes or between an attitude and a behavior.
• There are three things that affect what a person
  did if he or she experienced cognitive
  dissonance.
• The importance of the factors creating the
  dissonance.
• The influence that the person has over these
  factors.
• The rewards associated with the dissonance.

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Example of Cognitive Dissonance

• An employee believes that doing something in the
  job is not ethical.
• However a manager insists that the employee do it
  because the managers sees nothing wrong with it.
• If the stress is very high, the employee might
• Leave the job.
• Rationalize doing the unethical act (I need my
  job so Ill do it.)
• Justify doing the unethical act (I want the
  promotion and itll be good for the company.)

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Most Commonly Studied Work Attitude

• Job satisfaction is the degree to which
  individuals feel positively or negatively about
  their jobs.
• The best-known scale that measures job
  satisfaction is the Job Descriptive Index
  (JDI).

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The Job Description Index (JDI)

• The JDI evaluates five specific characteristics
  of a persons job.
• The work itself
• Pay
• Relations with coworkers
• Quality of supervision
• Promotional opportunities
• A scale such as the JDI helps managers pinpoint
  sources of dissatisfaction so they can take
  appropriate action.

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Job Satisfaction and Performance

• Managers should not assume a simple
  cause-and-effect relationship between job
  satisfaction and performance.
• The relationship between job satisfaction and
  performance in any particular situation will
  depend on a complex set of variables.

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Ability

• Defined as an existing capacity to perform
  various tasks needed in a given situation.
• Ability may be classified as mental, mechanical,
  and psychomotor.
• In the organizational setting, ability and effort
  are key determinants of employee behavior and
  performance.

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Difference Between Groups and Teams

• Group
• A group is normally defined
  as two or more individuals
  who interact with one another.
• Team
• A group of interdependent individuals with shared
  commitments to accomplish a common goal or
  purpose.

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Team Effectiveness and Composition

• Does a similar or diverse composition lead to a
  more effective team?
• For tasks that are standard and routine, a
  homogeneous group functions more quickly.
• For tasks that are non-routine and require
  diverse skills, a heterogeneous group yields
  better results.