Prepared by: Rolando R. Fajardo

CPE, RN,MAN

INDIVIDUAL EFFECTIVENESS

RACE ETHNICITY

NATIONALITY

GENDER AGE

DEMOGRAPHIC CHARACTERISTICS

THE NEED TO UNDERSTAND• Origin of race, nationality and ethnic

diversity is important• Manager’s tendency to favor colleagues

of own race in hiring, performance evaluations, pay raises, promotions.

AGE

REVERSE MENTORING

• Pairs a senior employee with a junior employee to transfer the skills of the junior to the senior employee

• Made popular by GE CEO Jack Welch

GENDER

• No consistent differences in analytical skills, problem solving ability, motivation, competitiveness, learning ability, social ability have been found

PERSONALITY

Refers to dynamic mental attributes and processes that determine individuals’ emotional and behavioural adjustments to their environments

PERSONALITY TRAITS

• Gordon W. Allport• Trait refers to a tendency to behave

consistently over time and in a variety of situations.

• Two most important traits in work organization.• High Achievement motivation• Low Fear of failure

ACHIEVEMENT MOTIVATION

• Strong desires to accomplish something important and take pleasure in succeeding at something important and demanding.

• They willing to dedicate significant effort to achieved goal and task often for long hours.

FEAR OF FAILURE

• An anticipatory feeling of anxiety about attempting a challenging task, failing and appearing incompetent.

• They try to disperse responsibility to others• Choose to pursue lower goals or easier

tasks.

TOLERANCE FOR AMBIGUITY

• Tendency to view ambiguous situation as either threatening or desirable

• They are creative, positive attitudes toward risk, orientation to diversity

LOCUS OF CONTROL

• The degree to which a person generally perceives events to be under his or her control (internal locus) or under the control of others (external locus)

LOCUS OF CONTROL

• An External locus of control is related to passivity and learned helplessness.

• An Internal locus of control is related to confidence in one’s ability to successfully perform tasks; job satisfaction and job performance

EFFECT OF LOCUS OF CONTROL ON ORGANIZATIONAL OUTCOMES

Organizational Outcome Internal versus External Locus of control

Job Satisfaction Internal are generally more satisfied with their job, pay supervisor and co-workers

Commitment Internals are more committed and have lower absenteeism

Job Motivation Internals have greater task motivation, job involvement and self-confidence than externals

Job performance Internal have higher job performance than externals

Career success Internals tend to earn a higher salary than externals

Conflict and stress Internals report lower role conflict, work-family conflict, burnout, stress than externals

Social integration Internals tend to be more socially integrated at work and report more favorable relationships with their supervisors

Write 1 to 7 that reflects your agreement or disagreement

1- strongly disagree 2- disagree 3- slightly disagree 4 -nuetral 5- slightly agree 6- agree 7- strongly agree

1. I do not like to get started in group projects unless I fell assured that the project will be successful.

2. In a decision making situation where there is not enough importation to process the problem, I feel very uncomfortable.

3. I don’t like to work on a problem unless there is a possibility of coming out with a clear-cut and unambiguous answer.

4. I function poorly whenever there is a serious lack of communication in a job situation.

5. In a situation in which other people evaluate me, I feel a great need for clear and explicit evaluations.

6. If I am uncertain about the responsibility of a job, I get very anxious

7. A problem has very little attraction for me if I don’t think it has a solution

8. It’s a satisfying to know pretty much what is going to happen on the job from day to day.

9. The most interesting life is one that is lived under rapidly changing conditions.

10. When planning a vacation, a person should have a schedule to follow if he or she is really going to enjoy it.

11. Adventurous and exploratory people go farther in this world than do systematic and orderly people

12. Doing the same things in the same places for a long periods of time makes for a happy life.

13. I don’t tolerate ambiguous situation well.

14. I find it difficult to respond when faced with an unexpected event.

15. I am good at managing unpredictable situations.

16. I prefer familiar situations to new ones

17. I enjoy tackling problem that are complex enough to be ambiguous.

18. I prefer a situation in which there is some ambiguity.

SCORING

• 9, 11, 15, 17, 18 subtract from 8 and Add up all the answer

• Interpretation:

• Over 100 – low tolerance for ambiguity

• 46 – 99 moderate tolerance for ambiguity

• Below 45 high tolerance for ambiguity

PERSONALITY TYPE A AND PERSONALITY TYPE B

• Type A – impatient, competitive, ambitious, uptight

• Type B – more relaxed, easy-going, less overly competitive than Type A

• Understanding the personality type can help manage potential source of work conflicts

BIG FIVEExtroversion Sociable, assertive, talkative, energetic

Emotional stability Not being anxious, depressed, angry, insecure

Agreeableness Polite, flexible, trusting, cooperative

Conscientiousness Careful, thorough, responsible, organized, prone to planning, hardworking, achievement-oriented, persistent

Openness to experience

Imaginative, cultured, curious, broad-minded, artistically sensitive

• An individual’s general strategy for dealing with other people and the degree to which they feel they can manipulate others in interpersonal situations

RESULTS OF RESEARCH

• Men are generally more Machiavellian than women

• Older adults tend to have lower Mach scores than younger adults

• There is no significant difference between high Machiavellians and low Machiavellians on measure of intelligence or ability

• Machiavellianism is not significantly related to demographic characteristics such educational level or marital status

• High Machiavellians tend to be in professions that emphasize the control and manipulation of individuals – lawyers, psychiatrists, behavioural scientist

BULLYING PERSONALITY• Workplace bullying • A repeated mistreatment of

another employee through verbal abuse;• conduct that is threatening,

humiliating, or intimidating; • sabotage that interferes with

the other person’s work.

NARCISSISTIC MANAGERS

Varieties Primary Traits Objectives SubordinatesSurvival Tactics

Superior’s Action

Grandiose:Psychodynamic

Outward grandiose self-image; exploits other; devalues others; enraged if self-esteem threatened; limited conscience & capacity for empathy; desperately protect underlying fragile self-esteem

Be admired

Show admiration; Avoid criticizing; consult with mentor or executive coach

Close oversight of managers is needed to continually assess their treatment of other

NARCISSISTIC MANAGERSVarieties Primary Traits Objectiv

esSubordinate

sSurvival Tactics

Superior’s Action

Grandiose:Learned

Grandiose self-image; exploits out of carelessness; inconsiderate in treatment of others due to not receiving negative feedback for behaviour

Be admired

Slow admiration; avoid criticizing them; consult with mentor or executive coach

Do not automatically believe superiors over subordinates

NARCISSISTIC MANAGERSVarieties Primary Traits Objectives SubordinatesSurvival Tactics

Superior’s Action

Control Freak Micromanagers;Seeks absolute control every thing; inflated self-image and devaluation of others abilities’ fears chaos

Control others

Avoid direct suggestion; let them think new ideas are their own; don’t criticize them; slow admiration and respect; don’t outshine them; play down your accom-plishments and ambition; document your work build relationship with a mentor; look for other position

360 degree feedback; place them where they cannot do serious harm; consider getting rid of them; don’t ignore signs of trouble

NARCISSISTIC MANAGERSVarieties Primary Traits Objectiv

esSubordinate

sSurvival Tactics

Superior’s Action

Antisocial Takes what he or she wants; lies to get ahead and hurts others if they are in his or her way; lacks both a conscience and capacity for empathy

Excitement of violating rules and abusing others

Avoid provoking them; transfer out before they destroy you; do not get dragged into their unethical or illegal activities; seek aliens in coworkers and mentors; seek executive coach to help you cope

Consider possible presence of depression; anxiety; alcohol

INTELLIGENCE• General Mental Ability

• The capacity to rapidly and fluidly acquire a process and apply information.

• Associated with the increased ability to acquire, process and synthesize information

• Information processing capacity

• The manner in which individuals process and organize information

EMOTIONAL INTELLIGENCE• An interpersonal capacity that includes the

ability to perceive and express emotion

• EI involves using emotional regulatory processes to control anxiety and other negative emotional reactions and to generate positive emotional reactions.

SELF-CONCEPT - PRIMARY TRAITS

SELF-CONCEPT

CORE SELF-

EVALUATION

SELF-ESTEEM SELF-

EFFICACY

SELF-CONCEPT

• Person’s perception of him-or herself • Physical, spiritual or moral being• Formed - experiences and interactions with

others• Influences by evaluations – significant

others

SELF-ESTEEM

• Feeling of self-worth and our liking or disliking of ourselves

• Positively related to job performance and learning

CORE SELF-EVALUATIONS• Fundamental premises people hold about

themselves & functioning in the world.

• Four specific personality traits

• Self-esteem – basic appraisal and overall value placed on oneself as a person

• General self-efficacy - a judgment of how well we can perform successfully in a variety of situations

CORE SELF-EVALUATIONS• Four specific personality traits (continued)

• Locus of Control – the perceived degree of control we have over what happens to us.

• Neuroticism

• emotional stability

• the tendency to experience poor emotional adjustment

• Negative affective states (hostility, fear or depression)

SELF-EFFICACY

• Person’s confidence in his or her ability to organize and execute the courses of action necessary to accomplish a specific task

• Key factor is influencing motivation

LEARNING STYLES

• Individual differences and preferences in how we process information

• Problem solving, learning or engaging in similar activities

APPROACHES TO LEARNING STYLES• First Approach – SENSORY MODALITIES• A system that interacts with the

environment through one of the basic senses• Visual - seeing• Auditory - hearing• Tactile - touching• Kinesthetic - doing

APPROACHES TO LEARNING STYLES• Second approach – LEARNING STYLE INVENTORY

• Four learning style developed by David Kolb

• CONVERGERS – depend primarily on active experimentation and abstract conceptualization to learn

• Superior in Technical tasks and problem

• Inferior in Interpersonal learning settings

• DIVERGERS – depend primarily on concrete experience and reflective observation.

• Superior in generating alternative hypotheses and ideas

• Imaginative and people-or feeling-oriented

APPROACHES TO LEARNING STYLES• Four learning style developed by David Kolb (continue)

• ASSIMILATORS – depends on abstract conceptualization and reflective observation.

• Abstracts concepts and ideas than about people

• Focus - logical soundness and preciseness of ideas

• Not much on the idea’s practical values

• Works in research and planning units

• ACCOMODATORS – rely mainly on active experimentation and concrete experience

• Focus – risk taking, opportunity seeking, action

• Action oriented job like in marketing and sales

LEARNING STYLE ORIENTATIONS• Developed by Annette Towler and Robert

Dipboye• It measures to address some of the

limitations of the Kolb inventory

“Learning style orientation predict preferences for instructional methods beyond

the Big Five personality traits”

PERSONALITY TRAITSKey Factors Focus

1. Discovery Learning

An inclination for exploration. Subjective assessments, interactional activities, informational methods and active-reflective activities.

2. Experiential Learning

A desire for hands-on approaches to instruction.Related to a preference for action activities.

3. Observational Learning

External stimuli such as demonstration and diagrams to help learning.Related to preference for informational methods and active-reflective methods.

4. Structured Learning

A preference for processing strategies such as taking notes, writing down task steps.Related to preferences for subjective assessments.

5. Group Learning

A preference to work with others while learning. Related to preferences for action and interactional learning.

TYPES OF FIT

Person-JobFit

Person-GroupFit

Person-OrgFit

Person-VocationFit

ComplimentaryFit

SupplementaryFit

• Person-Job Fit - fit between a person’s abilities, the demands of the job, the fit between a person’s desires and motivations and the attributes and rewards of a job.

• Person-Group Fit – match between an individual, his or her supervisor, workgroup

• Person-organization Fit – fit between an individual values, beliefs, attitudes, personality, norms, culture of the organization

• Person-vocation Fit – fit between a person’s interest, abilities, values, personalities, profession

• Complementary Fit – degree to which an employee adds something that is missing in the organization of workgroup by being different from the others.

• Supplementary Fit - degree to which a person’s characteristics are similar to those that already exist in the organization.

VALUES

• Ways of behaving or end-states desirable to a person or to a group

• Conscious or unconscious

TYPES OF VALUES• Terminal values• Long terms life goals (prosperity, happiness,

secure family, sense of accomplishment• Influence what we want to accomplish

• Instrumental values• Preferred means of achieving our terminal

values• Influence how we get there (ambition and

independence)

TYPES OF VALUES

• Intrinsic values• Relate to the work itself• Challenging or Adventurous work • Having autonomy or having a lot of

responsibility • Being creative, Competition• Helping others, working with others• Becoming an expert

TYPES OF VALUES• Extrinsic values• Relate to the outcome of doing work• Financial gain, public recognition• Benefits, job security• Social contact• Time with family, Free time• Time for volunteering• Time for hobbies

• “Success is not the key to happiness. Happiness is the key to success. If you love what you are doing, you will be successful”

• Albert Schweitzer, Philosopher

ATTITUDES• Expresses our values, beliefs and felling's toward

something• Inclines us to act or react in a certain way

• Three components• Beliefs – judgments about the object• Feelings – evaluations and overall likings (+/-)• Behavioral intentions – motivations to do

something with respect to the object of the attitude.

• “Our attitudes control our lives. Attitudes are a secret power working twenty-four hours a day, for a good or bad. It is of paramount importance that we know how to harness and control this great force”

• Irving Berling, Songwriter

WHAT ATTITUDES ARE THE MOST IMPORTANT FOR ORGANIZATION?

• Job Satisfaction• Organizational commitment• Job engagement

INFLUENCE ON JOB SATISFACTION

The Work Itself

Personality Attitudes

Values

JOB SATISFACTION

Hiring people with certain dispositions and personalities increases the chances that your

employees will be more satisfied with their jobs

ORGANIZATIONAL COMMITMENT• Degree to which an employee identifies

with the organization and its goals and wants to stay with the organization

• Three ways• Affective commitment• Normative commitment• Continuance commitment

EMPLOYEE ENGAGEMENT

• A heightened emotional and intellectual connection that an employee has for his/her job, organization, manager or co-workers that, in turn, influences him/her to apply additional discretionary effort to his/her work.

Employees who stay with a job because they want to, not because they feel that they should or that they have to, identify more strongly with

the organization and its goals.

END OF THE PRESENTATION