human behavior in organizations mgmt/psyc 352: cayce lawrence, ph.d. associate professor of...
TRANSCRIPT
Human Behavior in Organizations
MGMT/PSYC 352:Cayce Lawrence, Ph.D.
Associate Professor of ManagementChristian Brothers University
Understanding Individual Differences
Psychological TypeRelationship OrientationLearning StyleStrength Building
Psychological Type
Jung’s 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
So What Is My Type??
What is my primary source of mental energy?
How Do I Operate in the External
World?
How Do I Make Decisions
What do I Pay Attention To?
introversion
I E extraversion
Energized by Outer World
Energized by Inner World
Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear
E extraversion
Energized by Outer World
Energized by Inner World
E extraversion
Energized by Outer World
Energized by Inner World
E extraversion
Energized by Outer World
Energized by Inner World
Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear
E/I S/N T/F J/P
Self-Assessment
Work-Situation
MBTI
Best-Fit
Extroverts: Outward! the world of other people and events Focus on people and things Active (let’s 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
1. Dominant Orientation/Direction - Energizing
introversion
I E extraversion
Energized by Outer World
Energized by Inner World
Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear
S sensing
Work with Known Facts Look for Possibilities and Relationships
T thinking
Base Decisions on Impersonal analysis and Logic
Base Decisions on Personal Values
J judging
Energized by Outer World
Energized by Inner World
Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear
E/I S/N T/F J/P
Self-Assessment I
Work-Situation
MBTI
Best-Fit
intuition N
feeling
F
perceivin
g P
X
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
introversion
I E extraversion
Energized by Outer World
Energized by Inner World
Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear
S sensing
Work with Known Facts Look for Possibilities and Relationships
T thinking
Base Decisions on Impersonal analysis and Logic
Base Decisions on Personal Values
J judging
Energized by Outer World
Energized by Inner World
Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear
E/I S/N T/F J/P
Self-Assessment I N
Work-Situation
MBTI
Best-Fit
X
intuition N
feeling
F
perceivin
g P
X
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 people’s feelings, prefer to give praise rather than criticize
Persuaded by passion rather than reasoning
Points of agreement first! Mercy! Forgiveness! Values!
3. The Second Mental Function - Judging
introversion
I E extraversion
Energized by Outer World
Energized by Inner World
Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear
S sensing
Work with Known Facts Look for Possibilities and Relationships
T thinking
Base Decisions on Impersonal analysis and Logic
Base Decisions on Personal Values
J judging
Energized by Outer World
Energized by Inner World
Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear
E/I S/N T/F J/P
Self-Assessment I N F
Work-Situation
MBTI
Best-Fit
X
intuition N
feeling
F
perceivin
g P
X
X
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
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
introversion
I E extraversion
Energized by Outer World
Energized by Inner World
Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear
S sensing
Work with Known Facts Look for Possibilities and Relationships
T thinking
Base Decisions on Impersonal analysis and Logic
Base Decisions on Personal Values
J judging
Energized by Outer World
Energized by Inner World
Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear
E/I S/N T/F J/P
Self-Assessment I N F P
Work-Situation
MBTI
Best-Fit
X
intuition N
feeling
F
perceivin
g P
X
X
X
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.
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?
introversion
I E extraversion
Energized by Outer World
Energized by Inner World
Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear
S sensing
Work with Known Facts Look for Possibilities and Relationships
T thinking
Base Decisions on Impersonal analysis and Logic
Base Decisions on Personal Values
J judging
Energized by Outer World
Energized by Inner World
Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear
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
X
intuition N
feeling
F
perceivin
g P
X
X
X
Summary of Types
ISTJ
ISFJ INFJ INTJ
ISTP
ISFP INFP
INTP
ESTP
ESFP
ENFP ENTP
ESTJ
ESFJ
ENFJ
ENTJ
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
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 People’s possible reactions Level of commitment Will the outcome contribute to individual or group harmony?
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
More About Type: Dynamics
0
5
10
15
20
25
30
35
40
45
Time
Dominant
Auxiliary
Tertiary
Inferior
More About Type: Dynamics
Jane Doe ISTJ
Mike Smith ISTJ
Dmitri Popovich
ISTP
Glynceria Watson
ISFP
Mary Ellis ENFP
Tim Johnson ESFJ
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
Mike Smith ISTJ
Dmitri Popovich ISTP
Glynceria Watson
ISFP
Mary Ellis ENFP
Tim Johnson ESFJ
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
Mike Smith ISTJ Si
Dmitri Popovich
ISTP Ti
Glynceria Watson
ISFP Fi
Mary Ellis ENFP Ne
Tim Johnson ESFJ Fe
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
Mike Smith ISTJ Si Te
Dmitri Popovich
ISTP Ti Se
Glynceria Watson
ISFP Fi Se
Mary Ellis ENFP Ne Fi
Tim Johnson ESFJ Fe Si
Si = Introverted Sensing Ti = Introverted Thinking
Se = Extraverted Sensing Te = Extraverted Thinking
Ni = Introverted Intuition Fi = Introverted Feeling
Ne = Extraverted Intuition Fe = Extraverted Feeling
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
Mike Smith ISTJ Si Te F N
Dmitri Popovich
ISTP Ti Se N F
Glynceria Watson
ISFP Fi Se N T
Mary EllisENF
PNe Fi T S
Tim Johnson
ESFJ Fe Si N T
Si = Introverted Sensing Ti = Introverted Thinking
Se = Extraverted Sensing Te = Extraverted Thinking
Ni = Introverted Intuition Fi = Introverted Feeling
Ne = Extraverted Intuition Fe = Extraverted Feeling
Relating to Others
Who are you,and what is your preferred work style?
Introduction
FIRO-BFundamental Interpersional Relationship Orientation
1. Measures Interpersonal Needsa) Inclusion – belonging, involvement,
recognition, participation
b) Control – power, authority, responsibility, consistency, influence
c) Affection – personal ties, support, consensus, openness, sensitivity
2. Measures the direction of each needa) expressed – the extent to which a person
initiates the behavior
b) wanted – the extent to which a person wants or will accept that behavior from others
3. Measures traits – that is, the presence of more or less of a preference or orientation
4. Subject to change over time and situation (learned)
MBTIMyers-Briggs Type Indicator
1. Assesses Preferences for using basic mental functionsa) Perceiving (Sensing/iNtuition)b) Judging (Thinking/Feeling)
2. Assesses the dominant Direction and energizing preference (Extravert/Introvert)
3. Assesses how individuals structure the external world (Judging/Perceiving)
4. Assesses Type – that is and either/or condition that is innate and develops over time in predictable patterns
5. Constant over time and situation (innate)
Factors Influencing Results
Life events Cultural differences Terminology Avoidance of extremes Environmental change Differences in degree over time
based on experiences in relationships
FIRO-B Results
Expressed Control eC
0
1
Wanted Control wC
1
Expressed Inclusion eI
0
Total Need for Inclusion
0
Wanted Inclusion wI
0
Expressed Affection eA
2
7
Wanted Affection wA
5
2
8
6
Inclusion Control Affection
Expressed
Wanted
Overall Interpersonal NeedsTotal Need for AffectionTotal Need for Control
Total Expressed Behavior
Total Wanted Behavior
INCLUSION
CONTROL
AFFECTION
ROW TOTALS
EXPRESSED 4 to 7
5.4 2 to 5
3.9 3 to 6
4.1 9 to 18
13.4
WANTED 5 to 8
6.5 3 to 6
4.6 3 to 6
4.6 11 to 20
15.9
COLUMN TOTALS
9 to 15 11.9
5 to 11 8.5
6 to 12 8.9
20 to 38 29.3
Average Scores and Ranges
FIRO-B Incompatibilities
Reciprocal – Difference between one person’s expressed behavior and another person’s wanted behavior
Originator – Match between expressed scores of two individuals
Discovering Your Strengths
Understanding Individual Differences: Developing individual strengths
Step 1: Assess Progress from Last Review
Developing individual strengths
Step 1: Assess Progress from Last Review
Step 2: Discuss Deficiencies, aka “areas of opportunity”
Developing individual strengths
Step 1: Assess Progress from Last Review
Step 2: Discuss Deficiencies, aka “areas of opportunity”
Step 3: Set “Development” Goals”
Developing individual strengths
Step 1: Assess Progress from Last Review
Step 2: Discuss Deficiencies, aka “areas of opportunity”
Step 3: Set “Development” Goals”
Step 4: Train, Train, Train
Developing individual strengths
Step 1: Assess Progress from Last Review
Step 2: Discuss Deficiencies, aka “areas of opportunity”
Step 3: Set “Development” Goals”Step 4: Train, Train, Train…………
Step 5: Repeat
Developing individual strengths
Step 1: Assess Progress from Last Review
Step 2: Discuss Deficiencies, aka “areas of opportunity”
Step 3: Set “Development” Goals”Step 4: Train, Train, Train…………
Step 5: Repeat
Resistant to Chan
ge
Exhaustin
gConfusin
g
Ignore Streng
ths
Is this the best way
to maximize
the productivit
y of our employees
?
Developing individual strengths
Too CompetitiveProcrastination
Skeptic
Critica
l of O
thers
Won’t Speak Up
Insensitive
Temperamental
Unsociable
Disorganized
Impatient
Developing individual strengths
Procrastination
Tempermental
Disorganized
Time Management
Project Management
Emotional Intelligence
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!
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
Developing individual strengths
The Strength Building Process……….
1. Identify Talent Themes
2. Invest Resources Developing Talent
3. Continually Grow in Your Areas of Greatest Strength
Understanding Individual Differences: 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 “what’s right” about each of us
Based upon 40 years of Gallop research
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!!!
Developing individual strengths
Achie
ver Activator
Adaptability
Arranger
Competition
Analytical
Command
Belief
Consistency
Communication
Connectedness
Context
Deliberative
Discipline
Empathy Focu
s
Futuristic
Harmony
Ideation
Incl
uder
Individualization
Input
Inte
llect
ion
Learner
Maximizer
Positivity
Relator
Responsibility
Restorative
Self-Assurance
SignificanceStrategic
Woo
Developer
34 Talent Themes
Developing individual strengths
Achie
ver
Activator
Adaptability
Arranger
Competition
Analytical
Command
Belief
Consistency
Communication
Connectedness
ContextDeliberative
Discipline
Empathy Focu
s
Futuristic
Harmony
Ideation
Incl
uder
Individualization
Input
Inte
llect
ion
Learner
Maximizer
Positivity
Relator
Responsibility
Restorative
Self-Assurance
SignificanceStrategic
Woo
Developer
Top Five Themes
Developing individual strengths
Achie
ver Activator
Adaptability
Arranger
Competition
Analytical
Command
Belief
Consistency
Communication
Connectedness
ContextDeliberative
Discipline
Empathy Focu
s
Futuristic
Harmony
Ideation
Incl
uder
Individualization
Input
Inte
llect
ion
Learner
Maximizer
Positivity
Relator
Responsibility
Restorative
Self-Assurance
SignificanceStrategicWoo
Developer
“Plus” Themes
Developing individual strengths
Strategic
Ideation
Intellection
Futuristic
Developer
• 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
Developing individual strengths
Strategic
Ideation
Intellection
Futuristic
Developer
• 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
Developing individual strengths
Strategic
Ideation
Intellection
Futuristic
Developer
• 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
Developing individual strengths
Strategic
Ideation
Intellection
Futuristic
Developer
• Inspired by the Future
• Interested in possibilities
• Inspire others with vision of the future
Developing individual strengths
Strategic
Ideation
Intellection
Futuristic
Developer
• 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
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
Understanding Individual Differences: Developing individual strengths
Discovering Uniqueness: The Three Levers1. Strengths & Weaknesses:
a. 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?
b. What was your worst day at work in the last three months? What were you doing? Why did it grate on you so much?
2. Triggers: a. what was the best relationship you ever had with a
manager? What made it work so well?b. What is the best praise or recognition you’ve ever received?
What made it so good?
3. Learning Stylea. When in your career did you learn the most? Why did you
learn do much?b. What’s the best way for you to learn?
Developing individual strengths
Strategies for Developing Employees:1. Rigorously identify and build on talent:
a. Strengthsfinder resultsb. Myers-Briggs and other personality inventoriesc. Honor differences
2. Rigorously identify weaknesses and systematically seek to:
a. Neutralize their effect on performanceb. Build well-rounded teams, not well rounded individualsc. Work with employees to develop basic skills in areas of
weakness when it is necessary. 3. Break the traditional rules
a. Invest in talent, not in remediationb. Focus on outcomes, not on proceduresc. Redefine “strengths” and “weaknesses” appropriatelyd. Hire for talent, not technical qualifications
Developing individual strengths
Leadership Challenge
LPI Results
Self A B C Average
Model the Way 19 23 24 24 24
Inspire a Shared Vision 24 25 29 19 24
Challenge the Process 22 23 27 16 22
Enable Others to Act 27 28 26 24 26
Encourage the Heart 24 21 24 21 22
100
50
70
30
*15
*17
*16
*18
*22
*24
*26
*28
*19
*20
*21
*23
*25
*27
*29
*30
*14*14
*15
*16
*17*17
*17
*18
*18
*18
*18*19
*19*19
*19
*20*20
*20
*20
*21
*21*21
*21
*22
*22
*22
*22
*23
*23
*23
*23
*24*24
*24
*24 *25
*25*25
*25*26
*26*26
*26*27
*27*27*27
20
10
40
60
80
90*28
*28*28*28
*29*29*29*29
*30 *30 *30 *30
Model the Way
Inspire a Shared Vision
Challenge the Process
Enable Others to Act
Encourage the Heart
What Leaders
Do
Five PracticesTen
CommitmentsCredibility Collaboration
StrengthenOthers
The Secret To
Success
Application to StagesModel
The Five Practices
Model the Way
Encourage the Heart
Enable others to
Act
Challenge the Process
Inspire a Shared Vision
Model the Way
Encourage the Heart
Enable others to
Act
Challenge the Process
Inspire a Shared Vision
Behavior Wins Respect Clear About Their
Principles Lead by Example Clear Communication of
Direction Even Minor Details are
Important
Inspire a Shared Vision
Model the Way
Encourage the Heart
Enable others to
Act
Challenge the Process
Speak their Language Understand Their Needs Ignite Passion with
Enthusiasm Inspire Commitment (not
Command it) Dialogue (not Monologue)
Challenge the Process
Model the Way
Encourage the Heart
Enable others to
Act
Inspire a Shared Vision
Seek and Accept the Challenge No fear of Changing from Status Quo Challenge System Recognize and Support New Ideas Learn from Success and Failures
Enable Others to Act
Model the Way
Encourage the Heart
Challenge the Process
Inspire a Shared Vision
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
Encourage the Heart
Model the Way
Enable others to
Act
Challenge the Process
Inspire a Shared Vision
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
The Ten Commitments
Model the Way
Encourage the Heart
Enable others to Act
Challenge the Process
Inspire a Shared Vision
•Find your voice by clarifying your personal values
•Set the example by Aligning Actions with Shared Values
•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
•Foster collaboration by promoting cooperative goals and building trust
•Strengthen others by sharing power and discretion
•Recognize contributions by showing appreciation for individual excellence
•Celebrate the values and victories by creating a spirit of community
Credibility
Honest
88%
Leaders who do what they say they will do:
Forward-Looking
71%
Competent
66%
Inspiring
65%
Practice what they preach
Walk the talk
Act consistent with their words
Put their money where their mouth
Follow through with their promises
FacilitatePositive
Interdependence
SupportFace-to-FaceInteractions
Create a Climate of Trust
Fostering Collaboration
“(The) challenge is to instill confidence in
(team members) and help them recognize
their abilities.”
p. 279
FacilitatePositive
Interdependence
SupportFace-to-FaceInteractions
Create a Climate of Trust
Fostering Collaboration
“Collaboration is the critical competency for
achieving and sustaining high performance.”
p. 242
Trust
others
Listen
!
Make
yourself
vulnerabl
e
Be open to
influence
FacilitatePositive
Interdependence
SupportFace-to-FaceInteractions
Create a Climate of Trust
Fostering Collaboration
“Collaboration is the critical competency for
achieving and sustaining high performance.”
p. 242
Trust
others
Listen
!
Make
yourself
vulnerabl
e
Be open to
influence
Rewar
d
Join
t
Effort
Support Norms of
Reciprocity
Develop
Cooperative
Goals and
Rules
FacilitatePositive
Interdependence
SupportFace-to-FaceInteractions
Create a Climate of Trust
Fostering Collaboration
“Collaboration is the critical competency for
achieving and sustaining high performance.”
p. 242
Trust
others
Listen
!
Make
yourself
vulnerabl
e
Be open to
influence
Rewar
d
Join
t
Effort
Support Norms of
Reciprocity
Develop
Cooperative
Goals and
Rules
Sustain
Ongoing
Interactio
ns
Link to the
Human
Network
Connect Others to Sources of
Power
Share Information
and Resources
Develop Social Awareness and
Social Skills
EnsureSelf-
Leadership
ProvideChoice
DevelopCompetence
AndConfidence
FosterAccountability
GeneratePower AllAround
Strengthen Others
“(The) challenge is to instill confidence in
(team members) and help them recognize
their abilities.”
p. 279
“Feeling powerful…comes 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
“…leaders act as coaches, helping others to use their skills and talents, as well as learn from their experiences.”
p. 298
“Accountability results in feelings of
ownership, that we – not someone else –
have the responsibility for what’s going on
around us.”
p. 301
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
Groups and teams
Work Team Effectiveness Model
Exhibit 18.2
Characteristics of Teams
Member Roles- Task specialist role
spend time and energy helping the team reach its goal
Initiate ideasGive opinionsSeek
informationSummarizeEnergize
Socio-emotional role support team members’ emotional needs
EncourageHarmonizeReduce tensionFollowCompromise
Spend time and energy helping the team reach its goal
Stages of Team DevelopmentExhibit 18.5
Perception, Stereotypes and how they affect Conflict
So What Do You See?
So What Do You See?
So What Do You See?
So What Do You See?
So What Do You See?
So What Do You See?
The Basics of Perception
How we interpret what we see is the unconscious process of:Separating into figure and backgroundSelecting what we “look at” or “listen
to”Ordering the environment into a “whole”
that makes sense to us
What Does He See/Hear/Sense?
Waiting Line
Facial Expression
Manager/Supervisor
Time of DayGender
“fat” deposit bag
Mood
“inbox” of work
Other Tellers
The Perceptual Process
Learning Style, Personality,
Culture
Perceptual Bias
Noise, Education, Prior
Experience
So What went on during this Transaction?
Waiting Line
Facial Expression
Gender
“fat” deposit bag
Manager/Supervisor
Time of Day
“inbox” of work
Other Tellers
Perceptual Errors
StereotypingHalo Effect
Primacy/Recency
Reflection
Learning Style
The way a person perceives, interprets and responds to information
Two key dimensions:how you gather informationhow you evaluate and act on
information
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
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
Accomodating (CE/AE)
Best at hands-on learningEnjoy carrying out plans and involvement in new, challenging experiences
Act on "gut feeling" more than logical analysisSolve problems by interacting with others
Inclined toward careers in marketing and salesPrefer to work in groups to accomplish learning tasks
Converging (AC/AE)
Best at finding practical uses for ideas and theoriesPrefer technical tasks and prescribed problems over social or interpersonal issues
Best at solving problems where one correct solution is requiredInclined 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 formPrefer working through abstract ideas and concepts to working with people to
solve problemsPrefer logical soundness to practical valueInclined 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 perspectivesWork best in situations requiring generation of ideas and alternative solutions to problems
Excel at creative, inventive activitesInductive thinkers with broad interests
Like to gather lots of information and engage in brainstormingPrefer to learn in groups where diverse perspectives are present
Tend to select careers in the arts, social service, and communication
Perceptual Biases
Stereotyping Halo Projection Primacy and recency Selective perception Denial Perceptual defense Expectancy Self-fulfilling prophecy
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.
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.
Perceptual Biases
DenialRefusing to acknowledge or act on
threatening information. Perceptual defense
Clinging to the perceptions we have Expectancy
Seeing what we expect to see.
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
Attribution: How We Form Judgments
Internal vs. external attribution Internal: success
through own abilities and efforts
External: success through luck or others’ help
Success Failure
Self
Others
Attribution: How We Form Judgments
Internal vs. external attribution Internal: success
through own abilities and efforts
External: success through luck or others’ help
Success Failure
Self
Others
Attribution: How We Form Judgments
What Does He See/Hear/Sense?
Weather
Condition of Bus
Children Noise
Children SeatingAdvertisements
PedestriansRoad Signs/Lights
Helper Comments
The Perceptual ProcessWeather
Condition of Bus
Children Seating
Advertisements
Pedestrians
Road Signs/Lights
Helper Comments
Selection Perceptual
Bias
Other Past Learning
So How What went on during the Trip This
Morning?
Perceptual Errors
StereotypingHalo Effect
Primacy/Recency
Reflection
Accurate and supportive communication
Communication
The sharing of information between two or more individuals or groups to reach a common understanding (but not necessarily agreement).
22
88
The Basic Model
Communication - Key Terms
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
55
Communication - Key Terms
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 sender’s message.
Noise: Anything that interferes with the communication process.
66
Obstacles to Accurate Communication
Mood
Physical Environment
Learned Bias
TechnologyTime of Day
PeopleSounds, lights,
movement
Characteristics of Sender/Receiver
Noise!!!
1212
Selecting the Right Medium
Choosing the Medium: Trade Offs
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
1313
Selecting the Right Medium
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
1414
Beware of the Barriers…
Barriers to Effective CommunicationIndividual Barriers Organizational Barriers
Conflicting or inconsistent cues
Credibility about the subject
Reluctance to communicate
Poor listening skills
Predisposition about the subject
Semantics
Status or power differences
Different perceptions
Noise
Overload
Languages
Table 12.1
How Messages get Distorted
Message
Encoding/Decoding MediumNoise and other
Barriers
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
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
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
Supportive Communication Principles
Problem-oriented, not person-oriented
Hey Jane, it looks like there’s a
problem with the HVAC system at the
XYZ School. Do you think you could come take a look?
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 there’s a
problem with the HVAC system at the
XYZ School. Do you think you could come take a look?
Supportive Communication Principles
Words Congruent with Behavior
No, John, nothing is
bothering me, I just have a little
headache
Supportive Communication Principles
Words Congruent with Behavior
No, John, nothing is
bothering me, I just have a little
headache
Yes, John, I’m having difficulty
dealing with the conflict that I see in
your workgroup.
IncongruentIncongruent
Supportive Communication Principles
Descriptive, Not Evaluative
John, you just don’t get how I
feel. I don’t know if it’s because
you’re too stupid or you’re just not
trying.
Supportive Communication Principles
Descriptive, Not Evaluative
John, you just don’t get how I
feel. I don’t know if it’s because
you’re too stupid or you’re just not
trying.
Jane, when you forgot our anniversary, I felt very angry. I want you to
know how important this
is to me.
Supportive Communication Principles
Validating, not Invalidating
Listen, Mark, I don’t have time to argue with you. Here’s what you
need to do to solve your problem.
Supportive Communication Principles
Validating, not Invalidating
Listen, Mark, I don’t have time to argue with you. Here’s what you
need to do to solve your problem.
Well, Mark, I have some ideas about
how we might approach the problem, but I wanted to hear
your ideas first.
Supportive Communication Principles
Specific, not GlobalYou always forget things
like our anniversary
and you never pay any
attention to my feelings.
Supportive Communication Principles
Specific, not Global
The last three times we had
problems with this you accused me
of not caring about your feelings.
You always forget things
like our anniversary
and you never pay any
attention to my feelings.
Supportive Communication Principles
Owned, not DisownedThey’re
making me change your
plans because some
problems were found in the
design.
Supportive Communication Principles
Owned, not DisownedThey’re
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.
Strategies for Alienating Others
Blame bad stuff on “them”
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”
Answer the Cell Phone
Multi-task!!!!!
No Eye Contact “Yeah, but…”
“Always, Never, All, and None”
Strategies for Effective Listening
Non verbal responses
Include their comments in your
response
Turn your back on the computer and turn off phones where they can see you
Be honest when you fade out and
ask them to repeat.
Eye Contact!!!
Ask occasional questions or take a
quick note