Human Behavior in Organizations

1
Human Behavior in Organizations

• MGMT/PSYC 352
• Cayce Lawrence, Ph.D.
• Associate Professor of Management
• Christian Brothers University

2
Understanding Individual Differences

• Psychological Type
• Relationship Orientation
• Learning Style
• Strength Building

3
Psychological Type
4
Jungs Concept of Type

• Two basic mental functions
• Perceiving how we form perceptions or process
  information
• Sensing form perceptions through sense
  experience (see, touch, feel, hear, taste, etc.)
• Intuition form perceptions through abstraction
  and conceptualization
• Judging how we form mental judgments and make
  decisions
• Thinking form judgments using objective
  principles, rules, standards emphasis on
  right action regardless of effect on people
• Judging form judgments using personal values
  emphasis on people regardless of technical
  correctness of the action
• Energizing basic orientation to our experiences
• Extraversion energized by external experiences
  and people (outward)
• Introversion energized by internal reflection
  (inward)
• Everyone uses all four mental functions and both
  orientations
• We have an innate preference for each mental
  function and a dominant orientation to the world

5
So What Is My Type??
How Do I Make Decisions
What is my primary source of mental energy?
What do I Pay Attention To?
How Do I Operate in the External World?
6
introversion I
E/I S/N T/F J/P
Self-Assessment
Work-Situation
MBTI
Best-Fit
7
1. Dominant Orientation/Direction - Energizing

• Extroverts Outward!
• the world of other people and events
• Focus on people and things
• Active (lets go out!)
• Breadth of interest
• Live it, then understand it
• Interaction with others Joiners!
• Outgoing
• Like variety and action
• Act, then think
• Like to develop ideas by discussion
• Phone calls welcome

• Introverts Inward!
• In quiet places away from people and activity
• Focus on thoughts, concepts
• Reflective
• Depth of interest
• Understand it before living it
• Concentration
• Feel lost/lonely in large crowds
• Prefer to work alone, dislike interruptions
  (phone!)
• Think, then (maybe) act
• Develop ideas by reflection

8
introversion I
X
intuition N
feeling F
perceiving P
E/I S/N T/F J/P
Self-Assessment I
Work-Situation
MBTI
Best-Fit
9
2. The First Mental Function - Perceiving

• Sensors Common Sense!
• Facts, data, detail
• reality based focus on what is in the present
• Practical
• Like information orderly, precise, and clear
• Prefer using standard procedures and processes
  rather than creating new ones
• Details first!
• Learn through their senses distrust hunches

• Intuitives Big Picture!
• Meanings, associations, theories
• Possibilities speculation focus on what might
  be
• Future oriented
• Conceptual and abstract like information to
  flow freely
• Prefer change and learning n ew skills
• Global schemes first!
• Learn through imagination question sense
  experiences

10
introversion I
X
intuition N
X
feeling F
perceiving P
E/I S/N T/F J/P
Self-Assessment I N
Work-Situation
MBTI
Best-Fit
11
3. The Second Mental Function - Judging

• Thinking Objective!
• Analysis, logic, reason
• Impersonal, focus on criteria and objective
  principles
• Firm-minded, willing to give criticism
• Brief and concise
• Persuaded by cool reasoning, not passion
• Goals and objectives first!
• Fairness! Justice! Principles!

• Feeling Subjective!
• People, sympathy, caring
• Highly personal, focus on circumstances and
  personal values
• Concerned for peoples feelings, prefer to give
  praise rather than criticize
• Persuaded by passion rather than reasoning
• Points of agreement first!
• Mercy! Forgiveness! Values!

12
introversion I
X
intuition N
X
feeling F
X
perceiving P
E/I S/N T/F J/P
Self-Assessment I N F
Work-Situation
MBTI
Best-Fit
13
4. Operating in the External World Which
Preference do Others See?

• Judging
• Bring decisions to a close - decisive
• Organized, planned, systematic
• Need sense of control over time and work
• Require deadlines
• Work at steady pace according to the plan
• Feel empowered by routines and schedules
• Uncomfortable with change once a decision is made

• Perceiving
• Continue gathering/processing information
• Flexible, spontaneous, tentative
• Open to change
• Undaunted by surprises welcome them!
• Burst of energy at last minute
• Feel closed in by routines and schedules
• Uncomfortable with deadlines

14
introversion I
X
intuition N
X
feeling F
X
perceiving P
X
E/I S/N T/F J/P
Self-Assessment I N F P
Work-Situation
MBTI
Best-Fit
15
The MBTI

• Assesses clarity of preference not degree of
  attribute
• Creates a four-letter code for translating
  Jungian types
• Contributed a fourth category (lifestyle) to help
  understand how we use our preferences
• Treats test results as a hypothesis and asks
  participants to interpret their own type.

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Determining your Type

1. Compare your self-assessment with the results
   from the online survey.
2. Read through the printed material and determine
   if it fits you.
3. If your self-assessment differs from the survey,
   which do you agree with? Why?

17
introversion I
X
intuition N
X
feeling F
X
perceiving P
X
E/I S/N T/F J/P
Self-Assessment I N F P
Work-Situation
MBTI I N F P
Best-Fit I N F P
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Summary of Types
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Watch Your Language!!!!

• Sensors Want
• the facts FIRST
• the situation outlined before the idea
• to know the status
• Simple, direct language
• Consistency with current practice
• Intuitors Want
• The idea(s) FIRST
• the possibilities
• Implications and interpretations of facts
• Analagous, metaphorical, conceptual language
• Innovation beyond current practice

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Watch Your Language!!!

• Thinkers want to consider
• pros and cons
• logical consequences
• COSTS
• What is the consequence of not acting?
• Feelers want to consider
• Personal investment in alternatives
• values involved
• Peoples possible reactions
• Level of commitment
• Will the outcome contribute to individual or
  group harmony?

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More About Type Dynamics

• The Myers-Briggs research group has developed
  tools for understanding how people use their
  mental functions, called Type Dynamics, based on
  the following concepts
• Everyone uses all of the mental functions, but
  they develop differently AND people express them
  differently.
• The Type Indicator shows how Type typically
  develops and helps people understand differences
  more clearly.
• The four categories of Type Development are
• Dominant Function appears FIRST, develops
  FASTEST, feels most NATURAL begins developing
  at birth
• Auxiliary Function appears SECOND, develops
  fairly early (high school/college), is most
  obvious to others for introverts
• Tertiary Function develops third, usually in
  early adulthood, difficult to acquire skills,
  rarely becomes a strength. It is the opposite
  of the Auxiliary Function.
• Inferior Function develops last, if at all, in
  later adulthood, very difficult to acquire
  skills. It is the opposite of the Dominant

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More About Type Dynamics
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More About Type Dynamics

Jane Doe ISTJ
Mike Smith ISTJ
Dmitri Popovich ISTP
Glynceria Watson ISFP
Mary Ellis ENFP
Tim Johnson ESFJ
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More About Type Dynamics
Step 1 Determine the Extraverted Function Look at the J/P Preference. If it is J, then the person uses his/her Judging preference in the Extravered Mode e.g. Jane Doe is ISTJ she extraverts her judging preference, T. She introverts her perceiving preference, S. e.g. Mary Ellis is ENFP she extraverts her perceiving preference, N. She introverts her judging preference, F.
Jane Doe ISTJ Step 1 Determine the Extraverted Function Look at the J/P Preference. If it is J, then the person uses his/her Judging preference in the Extravered Mode e.g. Jane Doe is ISTJ she extraverts her judging preference, T. She introverts her perceiving preference, S. e.g. Mary Ellis is ENFP she extraverts her perceiving preference, N. She introverts her judging preference, F.
Mike Smith ISTJ Step 1 Determine the Extraverted Function Look at the J/P Preference. If it is J, then the person uses his/her Judging preference in the Extravered Mode e.g. Jane Doe is ISTJ she extraverts her judging preference, T. She introverts her perceiving preference, S. e.g. Mary Ellis is ENFP she extraverts her perceiving preference, N. She introverts her judging preference, F.
Dmitri Popovich ISTP Step 1 Determine the Extraverted Function Look at the J/P Preference. If it is J, then the person uses his/her Judging preference in the Extravered Mode e.g. Jane Doe is ISTJ she extraverts her judging preference, T. She introverts her perceiving preference, S. e.g. Mary Ellis is ENFP she extraverts her perceiving preference, N. She introverts her judging preference, F.
Glynceria Watson ISFP Step 1 Determine the Extraverted Function Look at the J/P Preference. If it is J, then the person uses his/her Judging preference in the Extravered Mode e.g. Jane Doe is ISTJ she extraverts her judging preference, T. She introverts her perceiving preference, S. e.g. Mary Ellis is ENFP she extraverts her perceiving preference, N. She introverts her judging preference, F.
Mary Ellis ENFP Step 1 Determine the Extraverted Function Look at the J/P Preference. If it is J, then the person uses his/her Judging preference in the Extravered Mode e.g. Jane Doe is ISTJ she extraverts her judging preference, T. She introverts her perceiving preference, S. e.g. Mary Ellis is ENFP she extraverts her perceiving preference, N. She introverts her judging preference, F.
Tim Johnson ESFJ Step 1 Determine the Extraverted Function Look at the J/P Preference. If it is J, then the person uses his/her Judging preference in the Extravered Mode e.g. Jane Doe is ISTJ she extraverts her judging preference, T. She introverts her perceiving preference, S. e.g. Mary Ellis is ENFP she extraverts her perceiving preference, N. She introverts her judging preference, F.
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More About Type Dynamics
Dominant Step 2 Determine the Dominant Orientation Look at the E/I Preference. If it is E, then the dominant function is the one the person uses in the Extraverted Mode If it is I, then the dominant function is the one the person uses in the Introverted Mode e.g. Jane Doe is ISTJ Her dominant function is the one she uses in the Introverted Mode, i.e. her Perceiving preference - S. This is Noted with the symbol Si e.g. Mary Ellis is ENFP Her dominant function is the one she uses in the Extraverted Mode, i.e. N . This is noted with the symbol Ne.
Jane Doe ISTJ Si Step 2 Determine the Dominant Orientation Look at the E/I Preference. If it is E, then the dominant function is the one the person uses in the Extraverted Mode If it is I, then the dominant function is the one the person uses in the Introverted Mode e.g. Jane Doe is ISTJ Her dominant function is the one she uses in the Introverted Mode, i.e. her Perceiving preference - S. This is Noted with the symbol Si e.g. Mary Ellis is ENFP Her dominant function is the one she uses in the Extraverted Mode, i.e. N . This is noted with the symbol Ne.
Mike Smith ISTJ Si Step 2 Determine the Dominant Orientation Look at the E/I Preference. If it is E, then the dominant function is the one the person uses in the Extraverted Mode If it is I, then the dominant function is the one the person uses in the Introverted Mode e.g. Jane Doe is ISTJ Her dominant function is the one she uses in the Introverted Mode, i.e. her Perceiving preference - S. This is Noted with the symbol Si e.g. Mary Ellis is ENFP Her dominant function is the one she uses in the Extraverted Mode, i.e. N . This is noted with the symbol Ne.
Dmitri Popovich ISTP Ti Step 2 Determine the Dominant Orientation Look at the E/I Preference. If it is E, then the dominant function is the one the person uses in the Extraverted Mode If it is I, then the dominant function is the one the person uses in the Introverted Mode e.g. Jane Doe is ISTJ Her dominant function is the one she uses in the Introverted Mode, i.e. her Perceiving preference - S. This is Noted with the symbol Si e.g. Mary Ellis is ENFP Her dominant function is the one she uses in the Extraverted Mode, i.e. N . This is noted with the symbol Ne.
Glynceria Watson ISFP Fi Step 2 Determine the Dominant Orientation Look at the E/I Preference. If it is E, then the dominant function is the one the person uses in the Extraverted Mode If it is I, then the dominant function is the one the person uses in the Introverted Mode e.g. Jane Doe is ISTJ Her dominant function is the one she uses in the Introverted Mode, i.e. her Perceiving preference - S. This is Noted with the symbol Si e.g. Mary Ellis is ENFP Her dominant function is the one she uses in the Extraverted Mode, i.e. N . This is noted with the symbol Ne.
Mary Ellis ENFP Ne Step 2 Determine the Dominant Orientation Look at the E/I Preference. If it is E, then the dominant function is the one the person uses in the Extraverted Mode If it is I, then the dominant function is the one the person uses in the Introverted Mode e.g. Jane Doe is ISTJ Her dominant function is the one she uses in the Introverted Mode, i.e. her Perceiving preference - S. This is Noted with the symbol Si e.g. Mary Ellis is ENFP Her dominant function is the one she uses in the Extraverted Mode, i.e. N . This is noted with the symbol Ne.
Tim Johnson ESFJ Fe Step 2 Determine the Dominant Orientation Look at the E/I Preference. If it is E, then the dominant function is the one the person uses in the Extraverted Mode If it is I, then the dominant function is the one the person uses in the Introverted Mode e.g. Jane Doe is ISTJ Her dominant function is the one she uses in the Introverted Mode, i.e. her Perceiving preference - S. This is Noted with the symbol Si e.g. Mary Ellis is ENFP Her dominant function is the one she uses in the Extraverted Mode, i.e. N . This is noted with the symbol Ne.
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More About Type Dynamics
Dominant Auxiliary Step 3 Determine the Auxiliary Orientation The Auxiliary (second) Function is the other Mental Function Preference, used in the mode Opposite the Dominant Function. e.g. Jane Doe is ISTJ Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te. e.g. Mary Ellis is ENFP Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi.
Jane Doe ISTJ Si Te Step 3 Determine the Auxiliary Orientation The Auxiliary (second) Function is the other Mental Function Preference, used in the mode Opposite the Dominant Function. e.g. Jane Doe is ISTJ Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te. e.g. Mary Ellis is ENFP Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi.
Mike Smith ISTJ Si Te Step 3 Determine the Auxiliary Orientation The Auxiliary (second) Function is the other Mental Function Preference, used in the mode Opposite the Dominant Function. e.g. Jane Doe is ISTJ Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te. e.g. Mary Ellis is ENFP Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi.
Dmitri Popovich ISTP Ti Se Step 3 Determine the Auxiliary Orientation The Auxiliary (second) Function is the other Mental Function Preference, used in the mode Opposite the Dominant Function. e.g. Jane Doe is ISTJ Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te. e.g. Mary Ellis is ENFP Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi.
Glynceria Watson ISFP Fi Se Step 3 Determine the Auxiliary Orientation The Auxiliary (second) Function is the other Mental Function Preference, used in the mode Opposite the Dominant Function. e.g. Jane Doe is ISTJ Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te. e.g. Mary Ellis is ENFP Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi.
Mary Ellis ENFP Ne Fi Step 3 Determine the Auxiliary Orientation The Auxiliary (second) Function is the other Mental Function Preference, used in the mode Opposite the Dominant Function. e.g. Jane Doe is ISTJ Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te. e.g. Mary Ellis is ENFP Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi.
Tim Johnson ESFJ Fe Si Step 3 Determine the Auxiliary Orientation The Auxiliary (second) Function is the other Mental Function Preference, used in the mode Opposite the Dominant Function. e.g. Jane Doe is ISTJ Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te. e.g. Mary Ellis is ENFP Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi.
Si Introverted Sensing Ti Introverted
Thinking Se Extraverted Sensing Te
Extraverted Thinking Ni Introverted
Intuition Fi Introverted Feeling Ne
Extraverted Intuition Fe Extraverted Feeling
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More About Type Dynamics
Dom. Aux. Tertiary Inferior Step 4 Determine the Tertiary and Inferior Functions The Tertiary (third) Function is the opposite of the Auxiliary. The Orientation (E/I) does not matter. The Inferior Function is the opposite of the Dominant. The Orientation does not matter. e.g. Jane Doe is ISTJ Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te. Her Tertiary function is Feeling, or F. Her Inferior Function is Intuition, N. e.g. Mary Ellis is ENFP Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi. Her Tertiary function is Thinking, or T. Her Inferior Function is Sensing, S.
Jane Doe ISTJ Si Te F N Step 4 Determine the Tertiary and Inferior Functions The Tertiary (third) Function is the opposite of the Auxiliary. The Orientation (E/I) does not matter. The Inferior Function is the opposite of the Dominant. The Orientation does not matter. e.g. Jane Doe is ISTJ Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te. Her Tertiary function is Feeling, or F. Her Inferior Function is Intuition, N. e.g. Mary Ellis is ENFP Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi. Her Tertiary function is Thinking, or T. Her Inferior Function is Sensing, S.
Mike Smith ISTJ Si Te F N Step 4 Determine the Tertiary and Inferior Functions The Tertiary (third) Function is the opposite of the Auxiliary. The Orientation (E/I) does not matter. The Inferior Function is the opposite of the Dominant. The Orientation does not matter. e.g. Jane Doe is ISTJ Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te. Her Tertiary function is Feeling, or F. Her Inferior Function is Intuition, N. e.g. Mary Ellis is ENFP Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi. Her Tertiary function is Thinking, or T. Her Inferior Function is Sensing, S.
Dmitri Popovich ISTP Ti Se N F Step 4 Determine the Tertiary and Inferior Functions The Tertiary (third) Function is the opposite of the Auxiliary. The Orientation (E/I) does not matter. The Inferior Function is the opposite of the Dominant. The Orientation does not matter. e.g. Jane Doe is ISTJ Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te. Her Tertiary function is Feeling, or F. Her Inferior Function is Intuition, N. e.g. Mary Ellis is ENFP Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi. Her Tertiary function is Thinking, or T. Her Inferior Function is Sensing, S.
Glynceria Watson ISFP Fi Se N T Step 4 Determine the Tertiary and Inferior Functions The Tertiary (third) Function is the opposite of the Auxiliary. The Orientation (E/I) does not matter. The Inferior Function is the opposite of the Dominant. The Orientation does not matter. e.g. Jane Doe is ISTJ Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te. Her Tertiary function is Feeling, or F. Her Inferior Function is Intuition, N. e.g. Mary Ellis is ENFP Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi. Her Tertiary function is Thinking, or T. Her Inferior Function is Sensing, S.
Mary Ellis ENFP Ne Fi T S Step 4 Determine the Tertiary and Inferior Functions The Tertiary (third) Function is the opposite of the Auxiliary. The Orientation (E/I) does not matter. The Inferior Function is the opposite of the Dominant. The Orientation does not matter. e.g. Jane Doe is ISTJ Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te. Her Tertiary function is Feeling, or F. Her Inferior Function is Intuition, N. e.g. Mary Ellis is ENFP Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi. Her Tertiary function is Thinking, or T. Her Inferior Function is Sensing, S.
Tim Johnson ESFJ Fe Si N T Step 4 Determine the Tertiary and Inferior Functions The Tertiary (third) Function is the opposite of the Auxiliary. The Orientation (E/I) does not matter. The Inferior Function is the opposite of the Dominant. The Orientation does not matter. e.g. Jane Doe is ISTJ Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te. Her Tertiary function is Feeling, or F. Her Inferior Function is Intuition, N. e.g. Mary Ellis is ENFP Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi. Her Tertiary function is Thinking, or T. Her Inferior Function is Sensing, S.
Si Introverted Sensing Ti Introverted
Thinking Se Extraverted Sensing Te
Extraverted Thinking Ni Introverted
Intuition Fi Introverted Feeling Ne
Extraverted Intuition Fe Extraverted Feeling
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Relating to Others

• Who are you,and what is your preferred work
  style?

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Introduction

• MBTI
• Myers-Briggs Type Indicator
• Assesses Preferences for using basic mental
  functions
• Perceiving (Sensing/iNtuition)
• Judging (Thinking/Feeling)
• Assesses the dominant Direction and energizing
  preference (Extravert/Introvert)
• Assesses how individuals structure the external
  world (Judging/Perceiving)
• Assesses Type that is and either/or condition
  that is innate and develops over time in
  predictable patterns
• Constant over time and situation (innate)

• FIRO-B
• Fundamental Interpersional Relationship
  Orientation
• Measures Interpersonal Needs
• Inclusion belonging, involvement, recognition,
  participation
• Control power, authority, responsibility,
  consistency, influence
• Affection personal ties, support, consensus,
  openness, sensitivity
• Measures the direction of each need
• expressed the extent to which a person
  initiates the behavior
• wanted the extent to which a person wants or
  will accept that behavior from others
• Measures traits that is, the presence of more
  or less of a preference or orientation
• Subject to change over time and situation
  (learned)

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Factors Influencing Results

• Life events
• Cultural differences
• Terminology
• Avoidance of extremes
• Environmental change
• Differences in degree over time based on
  experiences in relationships

31
FIRO-B Results
Control
Inclusion
Affection
Total Expressed Behavior
Expressed
2
Total Wanted Behavior
Wanted
6
Total Need for Inclusion
Overall Interpersonal Needs
Total Need for Affection
Total Need for Control
1
0
7
8
32
Average Scores and Ranges
33
FIRO-B Incompatibilities

• Reciprocal Difference between one persons
  expressed behavior and another persons wanted
  behavior
• Originator Match between expressed scores of
  two individuals

34
Discovering Your Strengths
35
Understanding Individual Differences Developing
individual strengths
The Path of Most Resistance
36
Developing individual strengths
Step 1 Assess Progress from Last Review
The Path of Most Resistance
37
Developing individual strengths
Step 1 Assess Progress from Last Review
The Path of Most Resistance
Step 2 Discuss Deficiencies, aka areas of
opportunity
38
Developing individual strengths
Step 1 Assess Progress from Last Review
Step 2 Discuss Deficiencies, aka areas of
opportunity
The Path of Most Resistance
Step 3 Set Development Goals
39
Developing individual strengths
Step 1 Assess Progress from Last Review
Step 2 Discuss Deficiencies, aka areas of
opportunity
The Path of Most Resistance
Step 4 Train, Train, Train
Step 3 Set Development Goals
40
Developing individual strengths
Step 1 Assess Progress from Last Review
Step 2 Discuss Deficiencies, aka areas of
opportunity
The Path of Most Resistance
Step 5 Repeat
Step 4 Train, Train, Train
Step 3 Set Development Goals
41
Developing individual strengths
Step 1 Assess Progress from Last Review
Step 2 Discuss Deficiencies, aka areas of
opportunity
Is this the best way to maximize the productivity
of our employees?
Step 5 Repeat
Step 4 Train, Train, Train
Step 3 Set Development Goals
42
Developing individual strengths
Skeptic
Unsociable
Too Competitive
Procrastination
Weaknesses
Impatient
Wont Speak Up
Temperamental
Disorganized
Critical of Others
Insensitive
43
Developing individual strengths
The Perennial Annual Plan
Procrastination
Time Management
Tempermental
Emotional Intelligence
Disorganized
Project Management
44
Developing individual strengths

• Three Great Myths
• I Can Be Anything I Want to Be if I Just Try Hard
  Enough!
• The greatest room for growth is in my areas of
  greatest weakness!
• My Strengths will take care of themselves I
  need to focus my energy on overcoming those
  weaknesses!

45
Developing individual strengths

• A New Way of Thinking.
• Talent (a natural way of thinking, feeling or
  behaving)
• Investment (time spent practicing, developing
  skills, building knowledge base)
• Strength (the ability to deliver consistently
  exceptional performance)

X
46
Understanding Individual Differences Developing
individual strengths

• The Strength Building Process.
• Identify Talent Themes
• 2. Invest Resources Developing Talent
• 3. Continually Grow in Your Areas of Greatest
  Strength

47
Developing individual strengths

• The History
• Follow up to National Bestseller Now, Discover
  Your Strengths by Clifton and Buckingham
• 2 million have taken assessment since 2001
• Many of those interviewed to develop suggestions
  for each theme
• Designed to go beyond industry applications to a
  global focus on whats right about each of us
• Based upon 40 years of Gallop research

48
Developing individual strengths

• The Theory (continued)
• Naturally
• Innate
• Synaptic connections
• Unique
• No one else like you!!! (32 million combinations)
• Knowledge, experiences, values, skills
• Talents
• Patterns of thought, feeling, and behavior that
  can be productively applied
• Strengths
• Consistent, near-perfect performance in a
  specific task
• WITH PRACTICE!!!

49
Developing individual strengths
Competition
Self-Assurance
Activator
Ideation
Input
Achiever
Consistency
Individualization
Adaptability
Connectedness
Maximizer
Discipline
Focus
Significance
Empathy
34 Talent Themes
Analytical
Strategic
Responsibility
Includer
Positivity
Woo
Arranger
Context
Harmony
Developer
Restorative
Intellection
Belief
Communication
Deliberative
Relator
Command
Futuristic
Learner
50
Developing individual strengths
Competition
Self-Assurance
Activator
Ideation
Input
Achiever
Consistency
Individualization
Adaptability
Connectedness
Maximizer
Discipline
Focus
Significance
Empathy
Top Five Themes
Analytical
Strategic
Responsibility
Includer
Positivity
Woo
Arranger
Context
Harmony
Deliberative
Restorative
Intellection
Developer
Belief
Communication
Relator
Futuristic
Command
Learner
51
Developing individual strengths
Competition
Self-Assurance
Activator
Ideation
Input
Achiever
Consistency
Individualization
Adaptability
Connectedness
Maximizer
Discipline
Focus
Significance
Empathy
Plus Themes
Analytical
Strategic
Responsibility
Includer
Woo
Positivity
Arranger
Context
Harmony
Deliberative
Restorative
Intellection
Developer
Belief
Communication
Relator
Futuristic
Command
Learner
52
Developing individual strengths

• Create alternative ways to proceed when presented
  with obstacles
• Quickly spot relevant patterns and issues in
  different situations
• Play out what if scenarios in the mind

Strategic
Ideation
Intellection
Futuristic
Developer
53
Developing individual strengths
Strategic

• Fascinated by ideas
• Enjoy explaining why things are the way they are
• Look for connections
• Look at world from multiple perspectives
• Excited by new view of things and brand new ideas

Ideation
Intellection
Futuristic
Developer
54
Developing individual strengths
Strategic

• Like to think mental activity
• Focus depends on other strengths (for me can be
  both ideas and feelings)
• Enjoy time alone for musing and reflection
• Introspective
• Can experience discontent when reflection exposes
  internal inconsistency

Ideation
Intellection
Futuristic
Developer
55
Developing individual strengths
Strategic
Ideation
Intellection

• Inspired by the Future
• Interested in possibilities
• Inspire others with vision of the future

Futuristic
Developer
56
Developing individual strengths
Strategic
Ideation
Intellection
Futuristic

• See the potential in others
• See each individual as a work in progress
• Help others experience success
• Able to see small increments of improvement in
  others

Developer
57
Understanding Individual Differences Developing
individual strengths

• The Good News
• Engagement comes from focusing on strengths
• six times as likely to be engaged in their jobs
• more than three times as likely to report having
  an excellent quality of life in general
• Engagement leads to
• Higher employee retention
• Increased productivity
• Enhanced profitability
• Improved customer engagement
• Superior safety

58
Developing individual strengths

• Discovering Uniqueness The Three Levers
• Strengths Weaknesses
• what is the best day you had at work in the last
  three months? What were you doing? Why did you
  enjoy it so much?
• What was your worst day at work in the last three
  months? What were you doing? Why did it grate on
  you so much?
• Triggers
• what was the best relationship you ever had with
  a manager? What made it work so well?
• What is the best praise or recognition youve
  ever received? What made it so good?
• Learning Style
• When in your career did you learn the most? Why
  did you learn do much?
• Whats the best way for you to learn?

59
Developing individual strengths

• Strategies for Developing Employees
• Rigorously identify and build on talent
• Strengthsfinder results
• Myers-Briggs and other personality inventories
• Honor differences
• Rigorously identify weaknesses and systematically
  seek to
• Neutralize their effect on performance
• Build well-rounded teams, not well rounded
  individuals
• Work with employees to develop basic skills in
  areas of weakness when it is necessary.
• Break the traditional rules
• Invest in talent, not in remediation
• Focus on outcomes, not on procedures
• Redefine strengths and weaknesses
  appropriately
• Hire for talent, not technical qualifications

60
Leadership Challenge

• LPI Results

61
Self A B C Average
Model the Way Model the Way 19 23 24 24 24
Inspire a Shared Vision Inspire a Shared Vision 24 25 29 19 24
Challenge the Process Challenge the Process 22 23 27 16 22
Enable Others to Act Enable Others to Act 27 28 26 24 26
Encourage the Heart Encourage the Heart 24 21 24 21 22
62
Model the Way
Inspire a Shared Vision
Challenge the Process
Enable Others to Act
Encourage the Heart
100
30
30
30
30
30
29
29
29
29
29
28
28
28
27
27
28
27
28
90
26
26
27
27
26
25
25
80
25
26
26
24
24
70
23
25
24
25
23
60
24
23
22
24
22
50
21
21
23
22
40
20
23
20
22
21
19
30
19
22
18
20
21
18
20
17
21
20
17
19
19
16
16
20
18
15
15
10
19
18
17
14
17
18
14
63
(No Transcript)
64
The Five Practices
Model the Way
Enable others to Act
Encourage the Heart
Challenge the Process
Inspire a Shared Vision
65
Model the Way

• Behavior Wins Respect
• Clear About Their Principles
• Lead by Example
• Clear Communication of Direction
• Even Minor Details are Important

Enable others to Act
Encourage the Heart
Challenge the Process
Inspire a Shared Vision
66
Inspire a Shared Vision
Model the Way
Enable others to Act

• Speak their Language
• Understand Their Needs
• Ignite Passion with Enthusiasm
• Inspire Commitment (not Command it)
• Dialogue (not Monologue)

Encourage the Heart
Challenge the Process
67
Challenge the Process
Model the Way
Enable others to Act
Encourage the Heart

• Seek and Accept the Challenge
• No fear of Changing from Status Quo
• Challenge System
• Recognize and Support New Ideas
• Learn from Success and Failures

Inspire a Shared Vision
68
Enable Others to Act

• Team Effort (Never an Individual)
• Frequency of the Use of the Word We
• Empower them to Ownership
• Enable them to Feel Strong, Capable and Committed
• Strengthen their Capacity to Deliver

Model the Way
Encourage the Heart
Challenge the Process
Inspire a Shared Vision
69
Encourage the Heart
Model the Way
Enable others to Act

• Genuine Acts of Caring
• Show Appreciation for Contributions
• Recognition and Celebration Show Encouragement
• Link Rewards to Performance
• Share Vision to Align them with Cherished Values

Challenge the Process
Inspire a Shared Vision
70
The Ten Commitments
Model the Way
Enable others to Act

• Foster collaboration by promoting cooperative
  goals and building trust
• Strengthen others by sharing power and discretion

• Find your voice by clarifying your personal
  values
• Set the example by Aligning Actions with Shared
  Values

Encourage the Heart

• Recognize contributions by showing appreciation
  for individual excellence
• Celebrate the values and victories by creating a
  spirit of community

Challenge the Process
Inspire a Shared Vision

• Envision the future by imagining exciting and
  ennobling possibilities
• Enlist others in a common vision by appealing to
  shared aspirations

• Search for opportunities by seeking innovative
  ways to change, grow and improve
• Experiment and take risks by constantly
  generating small wins and learning from mistakes

71
Credibility
Honest 88
Forward-Looking 71
Leaders who do what they say they will do
Practice what they preach Walk the talk Act
consistent with their words Put their money where
their mouth Follow through with their promises
Inspiring 65
Competent 66
72
Fostering Collaboration
(The) challenge is to instill confidence in
(team members) and help them recognize their
abilities. p. 279
73
Fostering Collaboration
Make yourself vulnerable
Trust others
Be open to influence
Listen!
Collaboration is the critical competency for
achieving and sustaining high performance. p. 242
74
Fostering Collaboration
Make yourself vulnerable
Reward Joint Effort
Develop Cooperative Goals and Rules
Trust others
Be open to influence
Support Norms of Reciprocity
Listen!
Collaboration is the critical competency for
achieving and sustaining high performance. p. 242
75
Fostering Collaboration
Make yourself vulnerable
Reward Joint Effort
Develop Cooperative Goals and Rules
Trust others
Be open to influence
Support Norms of Reciprocity
Listen!
Collaboration is the critical competency for
achieving and sustaining high performance. p. 242
Sustain Ongoing Interactions
Link to the Human Network
Connect Others to Sources of Power
Share Information and Resources
Develop Social Awareness and Social Skills
76
Strengthen Others
Feeling powerfulcomes from a deep sense of
being in control of life. p. 282
We become most powerful when we give our own
power away. p. 284
With increased discretion comes an increased
ability to use and expand our talents, training
and experience. The payoff is improved
performance. p. 291
Accountability results in feelings of ownership,
that we not someone else have the
responsibility for whats going on around us. p.
301
(The) challenge is to instill confidence in
(team members) and help them recognize their
abilities. p. 279
leaders act as coaches, helping others to use
their skills and talents, as well as learn from
their experiences. p. 298
77
The Secret to Success.
The best-kept secret of successful leaders is
love staying in love with leading, with the
people who do the people who do the work, with
what the organizations produce, and with those
who honor the organization by using its work. p.
398
78
Groups and teams
79
Work Team Effectiveness Model
0
Exhibit 18.2
80
Characteristics of Teams
0
Spend time and energy helping the team reach its
goal

• Member Roles-
• Task specialist role spend time and energy
  helping the team reach its goal
• Initiate ideas
• Give opinions
• Seek information
• Summarize
• Energize

• Socio-emotional role support team members
  emotional needs
• Encourage
• Harmonize
• Reduce tension
• Follow
• Compromise

81
Stages of Team Development
0
Exhibit 18.5
82
Perception, Stereotypes and how they affect
Conflict
83
So What Do You See?
84
So What Do You See?
85
So What Do You See?
86
So What Do You See?
87
So What Do You See?
88
So What Do You See?
89
The Basics of Perception

• How we interpret what we see is the unconscious
  process of
• Separating into figure and background
• Selecting what we look at or listen to
• Ordering the environment into a whole that
  makes sense to us

90
What Does He See/Hear/Sense?
Manager/Supervisor
Waiting Line
Facial Expression
inbox of work
fat deposit bag
Other Tellers
Time of Day
Gender
Mood
91
The Perceptual Process
Waiting Line
Manager/Supervisor
Facial Expression
inbox of work
fat deposit bag
So What went on during this Transaction?
Other Tellers
Noise, Education, Prior Experience
Gender
Learning Style, Personality, Culture
Perceptual Bias
Time of Day
92
Perceptual Errors
Stereotyping
Halo Effect
Primacy/Recency
Reflection
93
Learning Style

• The way a person perceives, interprets and
  responds to information
• Two key dimensions
• how you gather information
• how you evaluate and act on information

94
Learning Styles - Kolb

• Information Gathering
• Concrete experience learn through personal
  involvement
• Abstract conceptualization build theories using
  logic, ideas and concepts
• Evaluation and Action
• Reflective observation seek meaning through
  study
• Active experimentation change situations and
  influence others to see what happens

95
Learning Styles Four Types

• Accommodating
• Concrete experience learn through personal
  involvement
• Active experimentation change situations and
  influence others to see what happens
• Diverging
• Concrete experience learn through personal
  involvement
• Reflective observation seek meaning through
  study
• Assimilating
• Reflective observation seek meaning through
  study
• Converging
• Abstract conceptualization build theories using
  logic, ideas and concepts
• Active experimentation change situations and
  influence others to see what happens

96
Accomodating (CE/AE) Best at hands-on
learning Enjoy carrying out plans and involvement
in new, challenging experiences Act on "gut
feeling" more than logical analysis Solve
problems by interacting with others Inclined
toward careers in marketing and sales Prefer to
work in groups to accomplish learning
tasks Converging (AC/AE) Best at finding
practical uses for ideas and theories Prefer
technical tasks and prescribed problems over
social or interpersonal issues Best at solving
problems where one correct solution is
required Inclined toward technical careers
(engineering, computers, etc.) Prefer to learn
via simulations, lab assignments, and assigned
problems Assimilating (AC/RO) Best at arranging
broad range of information into concise,
cohesive, logical form Prefer working through
abstract ideas and concepts to working with
people to solve problems Prefer logical soundness
to practical value Inclined to scientific or
academic careers Prefer to learn through
lectures, readings, models, and thinking
time Diverging (CE/RO) Best at viewing concrete
situations from various perspectives Work best in
situations requiring generation of ideas and
alternative solutions to problems Excel at
creative, inventive activites Inductive thinkers
with broad interests Like to gather lots of
information and engage in brainstorming Prefer to
learn in groups where diverse perspectives are
present Tend to select careers in the arts,
social service, and communication
97
Perceptual Biases

• Stereotyping
• Halo
• Projection
• Primacy and recency
• Selective perception
• Denial
• Perceptual defense
• Expectancy
• Self-fulfilling prophecy

98
Perceptual Biases

• Stereotyping
• The application of a standardized impression of a
  (readily discernable) group of people to
  influence our perception of the traits or
  behavior of a particular individual. Basically,
  generalizing about many from one or a few
• Halo
• Allowing one characteristic of an individual to
  form our perception of all of that individuals
  characteristics.

99
Perceptual Biases

• Projection
• Blaming our problems on others or attributing our
  feelings to other people.
• Primacy and recency
• First impressions count the most recent thing
  you see or hear is what you remember.
• Selective perception
• The filtering process, including both selective
  attention and selective retention.

100
Perceptual Biases

• Denial
• Refusing to acknowledge or act on threatening
  information.
• Perceptual defense
• Clinging to the perceptions we have
• Expectancy
• Seeing what we expect to see.

101
Attribution How We Form Judgments

• Internal vs. external attribution
• Internal behavior/outcome the result of internal
  processes (intention, planning, hard-work, etc.)
  i.e., it is caused by the person
• External behavior/outcome the result of external
  processes (luck, chance, favoritism, birth,
  etc.) i.e., it is caused by the situation

102
Attribution How We Form Judgments

• Internal vs. external attribution
• Internal success through own abilities and
  efforts
• External success through luck or others help

103
Attribution How We Form Judgments

• Internal vs. external attribution
• Internal success through own abilities and
  efforts
• External success through luck or others help

104
What Does He See/Hear/Sense?
Children Noise
Weather
Helper Comments
Condition of Bus
Road Signs/Lights
Pedestrians
Children Seating
Advertisements
105
The Perceptual Process
Weather
Condition of Bus
Pedestrians
Advertisements
Helper Comments
So How What went on during the Trip This Morning?
Road Signs/Lights
Other Past Learning
Children Seating
Selection
Perceptual Bias
106
Perceptual Errors
Stereotyping
Halo Effect
Primacy/Recency
Reflection
107
Accurate and supportive communication
108
Communication
2

• The sharing of information between two or more
  individuals or groups to reach a common
  understanding (but not necessarily agreement).

109
8
The Basic Model
110
Communication - Key Terms
5

• Sender The individual, group, or organization
  that needs or wants to share information with
  some other individual, group, or organization.
• Receiver The individual, group, or organization
  for which the information is intended.
• Message The information that a sender needs or
  wants to share with other people (needs to be
  both clear and complete

111
Communication - Key Terms
6

• Encoding Translating a message into symbols or
  language that a receiver can understand.
• Medium The pathway through which an encoded
  message is transmitted to a receiver.
• Decoding Interpreting or trying to make sense of
  a senders message.
• Noise Anything that interferes with the
  communication process.

112
Obstacles to Accurate Communication
Mood
Learned Bias
Characteristics of Sender/Receiver
Physical Environment
Noise!!!
Sounds, lights, movement
People
Technology
Time of Day
113
12
Selecting the Right Medium
114
Choosing the Medium Trade Offs
13

• Information richness versus the amount of time
  required to communicate
• Important and complex messages need to be sent
  using media high in information richness
• Less important and/or simpler messages can be
  sent using media lower in information richness
• Information richness versus the need for a paper
  trail
• More complex and important messages will require
  a paper trail

115
Selecting the Right Medium
14

• Make sure it is one that the receiver will pay
  attention to
• Make sure it is appropriate for the message you
  are trying to convey
• Use multiple media for very important messages to
  ensure that they are understood and well
  documented

116
Beware of the Barriers

• Barriers to Effective Communication

Table 12.1
117
How Messages get Distorted
Message
Noise and other Barriers
Encoding/Decoding
Medium
118
Effective Communication

• Accurate, complete shared meaning what sender
  means is what receiver gets
• Supportive relationship between sender and
  receiver is enhanced by communication
• Timely message arrives when receiver can use
  information

119
Obstacles

• DEFENSIVENESS
• One individual feels threatened or attacked as a
  result of the communication
• Self-protection becomes paramount
• Energy is spent on constructing a defense rather
  than on listening
• Aggression, anger, competitiveness, and/or
  avoidance as a result of the communication

120
Obstacles

• DISCONFIRMATION
• One individual feels incompetent, unworthy, or
  insignificant as a result of the communication
• Attempts to reestablish self-worth take
  precedence
• Energy is spent trying to portray self-importance
  rather than on listening
• Showing off, self-centered behavior, withdrawal,
  and/or loss of motivation are common reactions

121
Supportive Communication Principles

• Problem-oriented, not person-oriented

Hey Jane, it looks like theres a problem with
the HVAC system at the XYZ School. Do you think
you could come take a look?
122
Supportive Communication Principles

• Problem-oriented, not person-oriented

Hey, Jane, it looks like you messed up the way
you designed the HVAC system at the XYZ School
Hey Jane, it looks like theres a problem with
the HVAC system at the XYZ School. Do you think
you could come take a look?
123
Supportive Communication Principles

• Words Congruent with Behavior

No, John, nothing is bothering me, I just have a
little headache
124
Supportive Communication Principles

• Words Congruent with Behavior

Yes, John, Im having difficulty dealing with the
conflict that I see in your workgroup.
No, John, nothing is bothering me, I just have a
little headache
Incongruent
Incongruent
125
Supportive Communication Principles

• Descriptive, Not Evaluative

John, you just dont get how I feel. I dont
know if its because youre too stupid or youre
just not trying.
126
Supportive Communication Principles

• Descriptive, Not Evaluative

Jane, when you forgot our anniversary, I felt
very angry. I want you to know how important
this is to me.
John, you just dont get how I feel. I dont
know if its because youre too stupid or youre
just not trying.
127
Supportive Communication Principles

• Validating, not Invalidating

Listen, Mark, I dont have time to argue with
you. Heres what you need to do to solve your
problem.
128
Supportive Communication Principles

• Validating, not Invalidating

Well, Mark, I have some ideas about how we might
approach the problem, but I wanted to hear your
ideas first.
Listen, Mark, I dont have time to argue with
you. Heres what you need to do to solve your
problem.
129
Supportive Communication Principles

• Specific, not Global

You always forget things like our anniversary and
you never pay any attention to my feelings.
130
Supportive Communication Principles

• Specific, not Global

You always forget things like our anniversary and
you never pay any attention to my feelings.
The last three times we had problems with this
you accused me of not caring about your feelings.
131
Supportive Communication Principles

• Owned, not Disowned

Theyre making me change your plans because some
problems were found in the design.
132
Supportive Communication Principles

• Owned, not Disowned

Theyre making me change your plans because some
problems were found in the design.
I have decided to make some changes to the plans
you and your group developed because I believe
there are problems in the design.
133
Strategies for Alienating Others
Blame bad stuff on them
Always, Never, All, and None
Ignore what the other person just said skip to
your point
When there are problems, use the words you and
your rather than we and our
Yeah, but
No Eye Contact
Answer the Cell Phone
Multi-task!!!!!
134
Strategies for Effective Listening
Non verbal responses
Ask occasional questions or take a quick note
Include their comments in your response
Be honest when you fade out and ask them to
repeat.
Turn your back on the computer and turn off
phones where they can see you
Eye Contact!!!