Human Behavior in
Organizations
MGMT/PSYC 352:
Cayce Lawrence, Ph.D.
Associate Professor of Management
Christian Brothers University
Understanding
Individual Differences
Psychological Type
Relationship Orientation
Learning Style
Strength Building
Psychological Type
Jung’s Concept of Type

Two basic mental functions:

Perceiving: how we form perceptions or process information



Judging: how we form mental judgments and make decisions



Sensing: form perceptions through sense experience (see, touch, feel, hear, taste, etc.)
Intuition: form perceptions through abstraction and conceptualization
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??
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?
Very Clear
Clear
Moderate
Slight
Slight
Moderate
Clear
E extraversion
Very Clear
introversion I
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
E extraversion
Energized by Outer World
Very Clear
Clear
Energized by Inner World
Moderate
Slight
Slight
E/I
Self-Assessment
Work-Situation
MBTI
Best-Fit
S/N
Moderate
T/F
Clear
J/P
Very Clear
1. Dominant Orientation/Direction - Energizing
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
Very Clear
Clear
Moderate
Slight
Slight
Moderate
Clear
Very Clear
E extraversion
introversion I
X
Energized by Outer World
Energized by Inner World
intuition N
S sensing
Work with Known Facts
Look for Possibilities and
Relationships
T thinking
feeling F
Base Decisions on Impersonal
analysis and Logic
Base Decisions on Personal
Values
perceiving P
J judging
Energized by Outer World
Very Clear
Clear
Energized by Inner World
Moderate
Slight
Slight
E/I
Self-Assessment
Work-Situation
MBTI
Best-Fit
I
S/N
Moderate
T/F
Clear
J/P
Very Clear
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
Very Clear
Clear
Moderate
Slight
Slight
Moderate
Clear
Very Clear
E extraversion
introversion I
X
Energized by Outer World
Energized by Inner World
intuition N
S sensing
X
Work with Known Facts
Look for Possibilities and
Relationships
T thinking
feeling F
Base Decisions on Impersonal
analysis and Logic
Base Decisions on Personal
Values
perceiving P
J judging
Energized by Outer World
Very Clear
Clear
Energized by Inner World
Moderate
Self-Assessment
Work-Situation
MBTI
Best-Fit
Slight
Slight
E/I
S/N
I
N
Moderate
T/F
Clear
J/P
Very Clear
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 people’s feelings, prefer
to give praise rather than criticize
Persuaded by passion rather than
reasoning
Points of agreement first!
Mercy! Forgiveness! Values!
Very Clear
Clear
Moderate
Slight
Slight
Moderate
Clear
Very Clear
E extraversion
introversion I
X
Energized by Outer World
Energized by Inner World
intuition N
S sensing
X
Work with Known Facts
Look for Possibilities and
Relationships
T thinking
Base Decisions on Impersonal
analysis and Logic
Base Decisions on Personal
Values
perceiving P
J judging
Energized by Outer World
Very Clear
feeling F
X
Clear
Energized by Inner World
Moderate
Self-Assessment
Work-Situation
MBTI
Best-Fit
Slight
Slight
Moderate
E/I
S/N
T/F
I
N
F
Clear
J/P
Very Clear
4. Operating in the External World: Which
Preference do Others See?
Judging:
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







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
Very Clear
Clear
Moderate
Slight
Slight
Moderate
Clear
Very Clear
E extraversion
introversion I
X
Energized by Outer World
Energized by Inner World
intuition N
S sensing
X
Work with Known Facts
Look for Possibilities and
Relationships
T thinking
feeling F
X
Base Decisions on Impersonal
analysis and Logic
Base Decisions on Personal
Values
perceiving P
J judging
X
Energized by Outer World
Very Clear
Clear
Energized by Inner World
Moderate
Self-Assessment
Work-Situation
MBTI
Best-Fit
Slight
Slight
Moderate
Clear
E/I
S/N
T/F
J/P
I
N
F
P
Very Clear
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
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?
1.
Very Clear
Clear
Moderate
Slight
Slight
Moderate
Clear
Very Clear
E extraversion
introversion I
X
Energized by Outer World
Energized by Inner World
intuition N
S sensing
X
Work with Known Facts
Look for Possibilities and
Relationships
T thinking
feeling F
X
Base Decisions on Impersonal
analysis and Logic
Base Decisions on Personal
Values
perceiving P
J judging
X
Energized by Outer World
Very Clear
Clear
Energized by Inner World
Moderate
Slight
Slight
Moderate
Clear
E/I
S/N
T/F
J/P
I
N
F
P
MBTI
I
N
F
P
Best-Fit
I
N
F
P
Self-Assessment
Work-Situation
Very Clear
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
45
40
35
30
25
20
15
Dominant
Auxiliary
Tertiary
10
5
Inferior
0
Time
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
Jane Doe
ISTJ
Mike Smith
ISTJ
Dmitri Popovich
ISTP
Glynceria Watson
ISFP
Mary Ellis
ENFP
Tim Johnson
ESFJ
•
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.
More About Type: Dynamics
Dominant Step 2: Determine the “Dominant” Orientation
Jane Doe
ISTJ
Si
Mike Smith
ISTJ
Si
Dmitri Popovich
ISTP
Ti
Glynceria Watson
ISFP
Fi
Mary Ellis
ENFP
Ne
Tim Johnson
ESFJ
Fe
•
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.
More About Type: Dynamics
Dominant
Auxiliary
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
Se = Extraverted Sensing
Ni = Introverted Intuition
Ne = Extraverted Intuition
Step 3: Determine the “Auxiliary” Orientation
The Auxiliary (second) Function is the other Mental
Function Preference, used in the mode Opposite the
Dominant Function.
Ti = Introverted Thinking
Te = Extraverted Thinking
Fi = Introverted Feeling
Fe = Extraverted Feeling
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.
More About Type: Dynamics
Dom. Aux.
Tertiary
Inferior
Step 4: Determine the “Tertiary” and “Inferior”
Functions
Jane Doe
ISTJ
Si
Te
F
N
The Tertiary (third) Function is the opposite of the
Auxiliary. The Orientation (E/I) does not matter.
Mike Smith
ISTJ
Si
Te
F
N
Dmitri
Popovich
The Inferior Function is the opposite of the Dominant.
The Orientation does not matter.
ISTP
Ti
Se
N
F
Glynceria
Watson
ISFP
Fi
Se
N
T
Mary Ellis
ENFP
Ne
Fi
T
S
Tim Johnson
ESFJ
Fe
Si
N
T
Si = Introverted Sensing
Se = Extraverted Sensing
Ni = Introverted Intuition
Ne = Extraverted Intuition
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.
Ti = Introverted Thinking
Te = Extraverted Thinking
Fi = Introverted Feeling
Fe = Extraverted Feeling
Relating to Others
Who are you,
and what is your preferred
work style?
Introduction
1.
b)
c)
b)
4.
Fundamental Interpersional Relationship Orientation
Myers-Briggs Type Indicator
Inclusion – belonging, involvement, recognition,
participation
Control – power, authority, responsibility, consistency,
influence
Affection – personal ties, support, consensus, openness,
sensitivity
Measures the direction of each need
a)
3.
MBTI
Measures Interpersonal Needs
a)
2.
FIRO-B
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)
1.
Assesses Preferences for using basic mental functions
a)
b)
2.
3.
4.
5.
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)
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
Control
Inclusion
Expressed
Expressed Inclusion
0
Wanted Inclusion
Wanted
eI
eC
0
wI
0
Total Need for Inclusion
0
Expressed Control
Affection
Wanted Control
eA
2
wC
1
Total Need for Control
1
Expressed Affection
Wanted Affection
2
wA
5
Total Need for Affection
7
Total Expressed Behavior
Total Wanted Behavior
6
Overall Interpersonal Needs
8
Average Scores and Ranges
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
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
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 4:
Train,
Train,
Train
Step 3: Set “Development” Goals”
Developing individual strengths
Step 1: Assess Progress
from Last Review
Step 2: Discuss Deficiencies, aka
“areas of opportunity”
Step 5: Repeat
Step 4: Train, Train, Train…………
Step 3: Set “Development” Goals”
Developing individual strengths
Step 1: Assess Progress
from Last Review
Exhausting
Step 5: Repeat
Resistant to
Change
Step 2: Discuss Deficiencies, aka
“areas of opportunity”
Is this the best
way to maximize
the productivity
of our
employees?
Step 4: Train, Train, Train…………
Confusing
Ignore
Strengths
Step 3: Set “Development” Goals”
Developing individual strengths
Unsociable
Developing individual strengths
Procrastination
Time Management
Tempermental
Emotional Intelligence
Disorganized
Project Management
Developing individual strengths
Three Great Myths
I Can Be Anything IWant 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)
X
Investment (time spent practicing, developing skills, building knowledge base)
Strength (the ability to deliver consistently exceptional performance)
Understanding Individual Differences: Developing
individual strengths
The Strength Building Process……….
1.
Identify Talent Themes
2. Invest Resources Developing Talent
3. Continually Grow inYour Areas of Greatest Strength
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
Consistency
Empathy
34 Talent Themes
Woo
Learner
Developing individual strengths
Consistency
Empathy
Top Five Themes
Woo
Learner
Developing individual strengths
Consistency
Empathy
“Plus” Themes
Woo
Learner
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
• Fascinated by ideas
• Enjoy explaining why things are the way they are
Ideation
• Look for connections
• Look at world from multiple perspectives
Intellection
Futuristic
Developer
• Excited by new view of things and brand new ideas
Developing individual strengths
Strategic
• Like to think – mental activity
Ideation
Intellection
• Focus depends on other strengths (for me can be both ideas
and feelings)
• Enjoy time alone for musing and reflection
• Introspective
Futuristic
Developer
• Can experience discontent when reflection exposes
internal inconsistency
Developing individual strengths
Strategic
Ideation
Intellection
• Inspired by the Future
Futuristic
• Interested in possibilities
• Inspire others with vision of the future
Developer
Developing individual strengths
Strategic
Ideation
Intellection
Futuristic
• See the potential in others
• See each individual as a work in progress
Developer
• Help others experience success
• Able to see small increments of improvement in others
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
Developing individual strengths
Discovering Uniqueness: The Three Levers
1.
Strengths & Weaknesses:
a.
b.
2.
Triggers:
a.
b.
3.
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?
what was the best relationship you ever had with a manager? What made it
work so well?
What is the best praise or recognition you’ve ever received? What made it so
good?
Learning Style
a.
b.
When in your career did you learn the most? Why did you learn do much?
What’s the best way for you to learn?
Developing individual strengths
Strategies for Developing Employees:
1.
Rigorously identify and build on talent:
a.
b.
c.
2.
Rigorously identify weaknesses and systematically seek to:
a.
b.
c.
3.
Strengthsfinder results
Myers-Briggs and other personality inventories
Honor differences
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
a.
b.
c.
d.
Invest in talent, not in remediation
Focus on outcomes, not on procedures
Redefine “strengths” and “weaknesses” appropriately
Hire for talent, not technical qualifications
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
Model
the Way
100
*30
*29
*28
90
*27
Inspire a
Shared Vision
*30
*29
*28
*27
Challenge
the Process
Enable
Others to Act
*30
*30
*29
*28
*27
*29
Encourage
the Heart
*30
*29
*28
*28
*26
*26
*26
*27
*27
*25
*25
80
*25
*24
*26
*26
*23
*25
*25
*24
70
*24
*23
60
*23
*24
*22
50
*24
*22
*21
*21
*23
40
*22
*20
*20
*23
*22
*21
30
*19
*19
*22
*20
20
*18
*18
*17
*17
*16
*16
*15
*15
*21
*21
*19
10
*18
*17
*14
*14
*20
*19
*20
*19
*18
*18
*17
What
Leaders
Do
Five Practices
Ten
Commitments
Credibility
Collaboration
Strengthen
Others
The Secret
To
Success
Application to
Stages
Model
The Five Practices
Model the
Way
Enable others
to Act
Encourage the
Heart
Challenge the
Process
Inspire a
Shared Vision
Model the Way





Behavior Wins Respect
Clear About Their Principles
Lead by Example
Clear Communication of
Direction
Even Minor Details are
Important
Challenge the
Process
Enable others
to Act
Encourage the
Heart
Inspire a
Shared Vision
Inspire a Shared Vision
Model the
Way
Enable others
to Act


Encourage the 
Heart


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
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
Enable Others to Act

Model the
Way




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
Challenge the
Process
Inspire a
Shared Vision
Encourage the Heart
Model the
Way
Enable others
to Act





Challenge the
Process
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
Inspire a
Shared Vision
The Ten Commitments
Model the Way
Enable others to Act
•Find your voice by clarifying your personal values
•Foster collaboration by promoting cooperative goals and building trust
•Set the example by Aligning Actions with Shared Values
•Strengthen others by sharing power and discretion
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
• Search for opportunities by seeking innovative ways to change, grow
and improve
•Envision the future by imagining exciting and ennobling possibilities
• Experiment and take risks by constantly generating small wins and
learning from mistakes
•Enlist others in a common vision by appealing to shared aspirations
Credibility
Honest
Forward-Looking
88%
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
Competent
Inspiring
66%
65%
Fostering Collaboration
Facilitate
Positive
Interdependence
Create a
Climate
of Trust
“(The) challenge is to instill
confidence in (team members) and
help them recognize their abilities.”
p. 279
Support
Face-to-Face
Interactions
Fostering Collaboration
Trust
others
Facilitate
Positive
Interdependence
Create a
Climate
of Trust
“Collaboration is the critical
competency for achieving and
sustaining high performance.”
p. 242
Support
Face-to-Face
Interactions
Fostering Collaboration
Trust
others
Facilitate
Positive
Interdependence
Create a
Climate
of Trust
“Collaboration is the critical
competency for achieving and
sustaining high performance.”
p. 242
Support
Face-to-Face
Interactions
Support
Norms of
Reciprocity
Fostering Collaboration
Trust
others
Facilitate
Positive
Interdependence
Create a
Climate
of Trust
“Collaboration is the critical
competency for achieving and
sustaining high performance.”
Support
Norms of
Reciprocity
p. 242
Support
Face-to-Face
Interactions
Connect Others to
Sources of Power
Develop Social Awareness
and Social Skills
Share Information
and Resources
Strengthen Others
“Feeling powerful…comes from a
deep sense of being in control of
life.”
p. 282
“Accountability results in feelings of
ownership, that we – not someone
else – have the responsibility for
what’s going on around us.”
p. 301
“We become most powerful when we
give our own power away.”
Generate
Power All
Around
Foster
Accountability
p. 284
Ensure
SelfLeadership
“(The) challenge is to instill
confidence in (team members) and
help them recognize their abilities.”
p. 279
Provide
Choice
“With increased discretion comes an
increased ability to use and expand
our talents, training and experience.
The payoff is improved
performance.”
p. 291
Develop
Competence
And
Confidence
“…leaders act as coaches, helping others to use their skills and talents, as well as learn from their
experiences.”
p. 298
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
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

Stages of Team Development
Exhibit 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 background
 Selecting what we “look at” or “listen to”
 Ordering the environment into a “whole” that makes
sense to us
What Does He See/Hear/Sense?
Manager/Supervisor
Waiting Line
“inbox” of work
Facial Expression
“fat” deposit bag
Gender
Other Tellers
Mood
Time of Day
The Perceptual Process
Waiting Line
Manager/Supervisor
Facial Expression
“inbox” of work
“fat” deposit bag
Other Tellers
Gender
Time of Day
Learning Style,
Personality,
Culture
Perceptual
Bias
Noise,
Education, Prior
Experience
So What went
on during this
Transaction?
Perceptual Errors
Stereotyping
Halo Effect
Primacy/Recency
Reflection
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
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



Assimilating


Concrete experience – learn through personal involvement
Reflective observation – seek meaning through study
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 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
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

Denial
 Refusing to acknowledge or act on threatening
information.

Perceptual defense
 Clinging to the perceptions we have

Expectancy
 Seeing what we expect to see.
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
Attribution: How We Form Judgments

Internal vs. external
attribution
 Internal: success through
own abilities and efforts
 External: success through
luck or others’ help
Self
Others
Success
Failure
Attribution: How We Form Judgments

Internal vs. external
attribution
 Internal: success through
own abilities and efforts
 External: success through
luck or others’ help
Self
Others
Success
Failure
What Does He See/Hear/Sense?
Weather
Children Noise
Helper Comments
Condition of Bus
Road Signs/Lights
Pedestrians
Advertisements
Children Seating
The Perceptual Process
Weather
Condition of Bus
Pedestrians
Advertisements
Helper Comments
Road Signs/Lights
Children Seating
Other Past
Learning
Selection
Perceptual
Bias
So How What
went on during
the Trip This
Morning?
Perceptual Errors
Stereotyping
Halo Effect
Primacy/Recency
Reflection
Accurate and supportive
communication
2
Communication
The sharing of information between two or more
individuals or groups to reach a common
understanding (but not necessarily agreement).
8
The Basic Model
5
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
6
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.
Obstacles to Accurate
Communication
Mood
Physical
Environment
Learned Bias
Noise!!!
Characteristics of
Sender/Receiver
Sounds, lights,
movement
People
Time of Day
Technology
12
Selecting the Right Medium
13
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
14
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
Beware of the Barriers…
Individual
BarriersBarriers
to Effective
Communication
Organizational Barriers
Conflicting or inconsistent cues
Semantics
Credibility about the subject
Status or power differences
Reluctance to communicate
Different perceptions
Poor listening skills
Noise
Predisposition about the subject
Overload
Languages
Table 12.1
How Messages get Distorted
Message
Encoding/Decoding
Medium
Noise 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 there’s a problem
with the HVAC
system at the XYZ
School. Do you think
you could come take
a look?
Hey, Jane, it
looks like you
messed up the
way you
designed the
HVAC system
at the XYZ
School
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
Incongruent
Yes, John,
I’m having
difficulty
dealing with
the conflict
that I see in
your
workgroup.
Incongruent
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 Global
You 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 Disowned
They’re
making me
change your
plans because
some
problems were
found in the
design.
Supportive Communication
Principles
Owned, not Disowned
I have decided to
make some
changes to the
plans you and your
group developed
because I believe
there are problems
in the design.
They’re
making me
change your
plans because
some
problems were
found in the
design.
Strategies for Alienating
Others
Blame bad stuff
on “them”
Ignore what the
other person just
said – skip to your
point
“Always, Never,
All, and None”
When there are problems, use the
words “you” and “your” rather than “we”
and “our”
“Yeah, but…”
No Eye Contact
Multi-task!!!!!
Answer the Cell
Phone
Strategies for Effective
Listening
Non verbal
responses
Ask occasional
questions or take a
quick note
Include their
comments in your
response
Turn your back on the computer and
turn off phones where they can see you
Eye
Contact!!!
Be honest when
you fade out and
ask them to repeat.