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MANAGING INDIVIDUAL

DIFFERENCES INRELATIONSHIPS


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Interpersonal Relationships

social associations

connections

affiliations

between two or more people


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Interpersonal Relationships vary indiffering levels of intimacy and sharing,

implying the discovery or establishmentof common ground, and may be centeredaround something(s) shared in common.


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Six success elements in

Relationships

It takes a combination of1. Self-awareness,

2. Self confidence,

3. Positive personal impact,

4. Outstanding performance,

5. Communication skills and

6. Interpersonal competence to succeed in careerand life.


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Name of Institution

Why Individual Differences Are Important: (1 of 2)

Individual differences have a direct effecton behavior

People whoperceive things differentlybehave

differently

People with different attitudes respond

differently to directives

People with different personalities interactdifferently with bosses, co-workers,

subordinates, and customers


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Name of InstitutionWhy Individual Differences Are

Important: (2 of 2)

Individual differences help explain:

Why some people embrace change and

others are fearful of it Why some employees will be productive only

if they are closely supervised, while others will

be productive if they are not

Why some workers learn new tasks moreeffectively than others


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Name of Institution

Attraction-Selection-Attrition (ASA)Cycle

Different people are attracted to different

careers and organizations as a function oftheir own:-

abilities

interests

personalities


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Name of Institution


Organizations select employees on the

basis of the needs the organization has

skills and abilities

individual attributes such as values and

personality


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Name of Institution


Attrition occurs when:

individuals discover they do not like being partof the organization and elect to resign, or

the organization determines an individual is

not succeeding and elects to terminate


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CHAPTER 2 Individual Differences: Personality and Ability

Copyright 2002 Prentice-Hall

2

Personality

Personality: The pattern of relativelyenduring ways in which a person feels,thinks, and behaves.

Develops over a persons lifetime

Generally stable in the context of work

Can influence career choice, job satisfaction,stress, leadership, and even performance

Trait: A specific component ofpersonality that describes particulartendencies a person has to feel, think, andact in certain ways.


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3

Insert Figure 2.1 here


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4



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Name of Institution

Some Major Forces Influencing

Personality

IndividualPersonality

Cultural

forces

Hereditaryforces

Family

relationship

forces

Social class /

groupmembership

forces


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Name of Institution

Effective managerial practice requires

that individual behavior differences be

recognized, and when feasible, takeninto consideration while managing

organizational behavior


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5

Advice to Managers

When you are trying to understand why workers have certainattitudes and behave in certain ways, remember that attitudesand behaviors are determined by the interaction of anindividuals personality and situation in which individual works.

Acknowledge and appreciate that workers feelings, thoughts,attitudes, and behaviors are partly determined by their

personalities, which are difficult to change. Realize that youmight need to adjust your own feelings and actions to workeffectively with others.

When feasible, structure an individuals work situation to fit hisor her personality. A good match is likely to result in positiveattitudes and behaviors.

Encourage an acceptance and appreciation of the diversepersonalities in your organization.


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Name of Institution

The Big Five

PersonalityDimensions

Locus of Control

Self-efficacy Creativity

Personality and Behavior inOrganizations


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Name of Institution

Conscientiousness

Extroversion

Emotional Stability

Agreeableness

Openness to

Experience

The Big Five Personality

Dimensions


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6

The Big Five Model of Personality

Extroversion: The tendency to experience positiveemotional states and feel good about oneself and the world

around.

Neuroticism: The tendency to experience negative

emotional states and view oneself and the world aroundnegatively.

Agreeableness: The tendency to get along well with

others.

Conscientiousness: The extent to which a person iscareful, scrupulous, and persevering.

Openness to Experience: The extent to which a person is

original, has broad interests, and is willing to take risks.


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Name of Institution

Individual Differences in the Workplace

Ability and Skills AttitudesPerception

Personality

Work

BehaviorProductivity Creativity

Performance

Individual Differences


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10

Locus of Control

Internal Locus of Control:

Describes people who believethat ability, effort, or their own

actions determine what

happens to them.

External Locus of Control:

Describes people who believe

that fate, luck, or outside forces

are responsible for whathappens to them.

CHAPTER 2 I di id l Diff P li d Abili11


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11

Self-Monitoring

The extent to which

people try to control theway they present

themselves to others.

Can be high or low


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Copyright 2003, Prentice Hall 26

Self-Monitoring

CHAPTER 2 I di id l Diff P lit d Abilit12


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12

Self-Esteem

The extent to which

people have pride inthemselves and their

capabilities.

Can be high or low

Not situation specific



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13

Type A vs. Type B Personality

Type B: A person whotends to be easygoing and

relaxed.

Type A: A person who

has an intense desire to

achieve, is extremely

competitive, and has a

strong sense of urgency.


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Machiavellianism A personality trait involving willingness to

manipulate others forones own purposes.

Machiavellian tactics:

Neglecting to share important information (e.g., claiming

to forget to tell you about key meetings and

assignments).

Finding subtle ways of making you look bad to

management (e.g., damning you with faint praise).

Failing to meet obligations (e.g., not holding up their

end on joint projects, thereby causing you to look bad).

Spreading false rumors about you (e.g., making up

things about you that embarrass you in front of others).



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14

McClellands Needs

Need for Achievement: Thedesire to perform challenging

tasks well and to meet ones own

high standards.

Need for Affiliation: The

desire to establish and maintain

good relations with others.

Need for Power: The desire to

exert emotional and behavioral

control or influence over others.

CHAPTER 2 Individual Differences: Personality and Ability15


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15

Advice to Managers

Realize and accept that some workers are more likely than others tobe positive and enthusiastic because of their personalities. Similarly,realize and accept that some workers are more likely than others tocomplain and experience stress because of their personalities.

Provide an extra measure of direct supervision to workers who dont

take the initiative to solve problems on their own and always seem toblame someone or something else when things go wrong.

Provide additional encouragement and support to workers with lowself-esteem who tend to belittle themselves and question theirabilities.

Realize and accept that Type A individuals can be difficult to getalong with and sometimes have a hard time working in teams.

Let subordinates who seem overly concerned about other peopleliking them know that sometimes it is necessary to be constructivelycritical (such as when supervising others).

Individual Differences Influencing


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Name of Institution

Ability and

SkillsPerception

Attitudes

Hereditary and

DiversityFactors

Personality

Individual Differences InfluencingWork Behavior:


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Name of InstitutionDiversity Factors

Primary Dimensions (stable) Age

Ethnicity

Gender Physical attributes

Race

Sexual / affectionalorientation

Secondary Dimensions(changeable)

Educational background

Marital status

Religious beliefs

Health

Work experience

Gender Differences in Management:


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Name of Institution

Gender Differences in Management:Selected Results(1 of 2)

Dimension ResultsBehavior:

Task-oriented

People-oriented

Effectiveness ratings

Response to poor

performerInfluence strategies

No difference.

No difference.

Stereotypical difference in evaluations of managers inlaboratory studies: Males favored. No difference in

evaluations of actual managers.

Stereotypical difference: Males use norm of equity,

whereas females use norm of equality.Stereotypical difference: Males use a wider range of

strategies, more positive strategies, and less negative

strategies. The difference diminishes when women

managers have high self-confidence.

Sex Differences in Management:


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Name of Institution

Sex Differences in Management:Selected Results(2 of 2)

Dimension ResultsMotivation No difference in some studies.

Non-stereotypical difference in other studies: Female

motivational profile is close to that associated with

successful managers.Commitment Inconsistent evidence regarding difference.

Subordinates

responses

Stereotypical differences in responses to managers in

laboratory studies; Managers using style that matchessex role stereotype are favored.

No difference in responses to actual managers.


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16

Ability

The mental or physical capacity to do

something.

Types of ability

Cognitive ability

Physical ability

Motor skill

Physical skill

Emotional intelligence



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17



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Successful Intelligence

Intel l igence that represents a good balance between

cogn it ive int el l igence (IQ), pract ical intel l igenc e, and

creative intel l igence.


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Other Cognitive Abilities

Perceptual Speed: The ability to quickly recognizesimilarities and differences in visual stimuli. Example: A designer recognizing irregular patterns in a

fabric. Number Apt i tude: The ability to work with

numbers in a quick and accurate manner. Example: An accountant spotting an error in a financial

report.

Spatial Visualization: The ability to imagine howvarious objects will look when rotated or moved inspace. Example: An architect planning a change in a building

design.



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19

Managing Ability in Organizations

Selection

Identify tasks to be accomplished

Identify abilities needed to

accomplish tasks Develop accurate measures of

abilities

Placement

Match workers to jobs to capitalizeon their abilities

Training


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Name of InstitutionManager style

Technology

Noise

Peers

Reward systemCompensation plan

Career opportunities

Beliefs and values

Feelings and emotions

Intended behavior

Stimuli

Work environment

factors

Cognition

Affect

Behavior

My supervisor is

unfair.Having a fair

supervisor is

important to me

I dont like my

supervisor

Ive submitted a

formal request to

transfer

The Three

Components of

Attitudes:

Cognition,

Affect, Behavior


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Goal Orientations


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Name of InstitutionCognition

What individuals know about themselves

and their environment

Implies a conscious process of acquiring

knowledge

Evaluative beliefs favorable or

unfavorable impressions that a person

holds toward an object or person


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Name of InstitutionAffect

The emotional component of an attitude

Often learned from

parents

teachers

peer group members

The part of an attitude that is associated

with feelinga certain way about a

person, group, or situation

How to Increase Your Effectiveness in


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Name of Institution

How to Increase Your Effectiveness inChanging Attitudes: (1 of 2)

1. Concentrate on gradually changing the attitude

over a period of time

2. Identify the beliefs or values that are part of the

attitude and provide the attitude holder with

information that will alter those beliefs or values

How to Increase Your Effectiveness in


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Name of Institution

How to Increase Your Effectiveness inChanging Attitudes: (2 of 2)

3. Make the setting (in which the attempted change

occurs) as pleasant and enjoyable as possible

4. Identify reasons that changing the attitude is to

the advantage of the attitude holder

Attit d d J b S ti f ti


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Name of InstitutionAttitudes and Job Satisfaction

Job satisfaction anattitude people have

about their jobs

Results from peoples

perception of their jobs

Results from the

degree of fit between

the individual and theorganization

Key factorsassociated with job

satisfaction:

Pay

Promotion opportunities

Supervision

Co-workers Working conditions

Job security

Satisfaction-Performance Relationships:


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Satisfaction Performance Relationships:Three Views

2. Job Performance

1. Job Satisfaction

3. Job Performance

Job Satisfaction

Job Performance

Job Satisfaction

Causes

Causes

The satisfied worker is

more productive.

The more productiveworker is satisfied.

Rewards

Perceived Equity

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