13chapter 03

Chapter 3: Understanding Individual Differences | 1
Chapter 3
Understanding Individual Differences
II.
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C.
!A"E" #$ PE%"#&A'I()
The concept of personality
1.
Behavior involves a complex interaction of the person and the situation. 2. Personality represents personal characteristics that lead to consistent patterns of behavior. 3. PAGE 70 Pers*nalit+ represents the overall profile or combination of stable psychological attributes that capture the unique nature of a person.
a. Personality describes peoples commonalities and differences.
Personality remains about the same over time.

1.Two
primary sources shape personality differences heredity and environment.

2. a.
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!eredity as a source of personality differences
!eredity sets limits in the range of personality
development" and within this range environmental forces determine personality characteristics.
# 2$11 Cengage %earning. &ll 'ights 'eserved. (ay not be scanned" copied or duplicated" or posted to a publicly accessible website" in whole or in part.
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Chapter 3: Understanding Individual Differences
b.
'esearch on twins raised apart indicates that heredity may play a larger role in personality formation than many e)perts had thought.
c.
&s much as *$ to ** percent of personality traits have been attributed to heredity.
PAGE 7,
a.
Environment as a source of personality differences. Culture.
&spects of the environment that influence personality formation include culture" family" group membership" and life e)periences. b.
PAGE 7,
+1,
& culture is not a symbolic pattern" but evolves under the stress of competing goals and other cultures.
+2,
-ndividuals born into a particular society are e)posed to family and societal values and to norms of acceptable or unacceptable behavior.the culture of that society.
+3,
Culture helps determine broad patterns of behavioral similarity among individuals.
+/, (ost societies are not homogenous. 0ot all individuals respond to cultural influences equally.
+*, (anagers should not assume that subordinates are li1e themselves in terms of societal values" personality" or other individual characteristics.
Chapter 3: Understanding Individual Differences | 3 +2, +4, -ndividualism versus collectivism is a fundamental wor13related value
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Individualis- is the tendency of people to loo1
after themselves and their immediate families. +5, & culture high on individualism +e.g." 6.7.&." Canada, emphasi8es individual initiative" decision ma1ing" and achievement. PAGE 73 C*llectivis- is the tendency of people to emphasi8e their belonging to groups and to loo1 after each other in e)change for loyalty. 9apan ran1s high on collectivism. Collectivism involves the dependence of the individual on others.
+1$,
+11,
+12, PAGE 73 P*.er distance is the e)tent to which people in a society accept status and power inequalities as a normal aspect of life. +13, Countries :high in power distance; +e.g." (e)ico" -ran, have citi8ens who accept status and power inequalities< those :low in power distance; +e.g." 7weden" =enmar1, have citi8ens who do not. PAGE 7/ Uncertaint+ av*idance is the e)tent to which people rely on procedures" and organi8ations +including government, to avoid ambiguity" unpredictability" and ris1.
+1/,
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+1>,
?ith :high; uncertainty avoidance +e.g." 9apan" Taiwan, individuals see1 orderliness" consistency" structure" and laws. ?ith :low; uncertainty avoidance +e.g." 6.7.&." Canada, there is tolerance of ambiguity and uncertainty.
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+12,
Gender r*le *rientati*n is the e)tent to
which a society reinforces" or does not reinforce" traditional notions of masculinity versus femininity. & society +e.g." (e)ico, is called
masculine when gender roles are clearly distinct. & society is called feminine +e.g." 0orway, when gender roles overlap. +15,
PAGE 7/
'*ng0ter- *rientati*n is the e)tent to which
the society embraces the virtues oriented toward future rewards.

+2$,
& short3term orientation +e.g." 6.7.&., is seen in those societies that e)pect and reward quic1 results" view leisure time as important" have little respect for traditions" and reward the ris1 ta1ing and adaptability required of entrepreneurs.
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c. +1, +2,
@amily.
Anes immediate family is the primary means for sociali8ing an individual into a particular culture. The family influences personality formation. (embers of an e)tended family also influence personality formation.
+3, @amily3related variables influence personality development" such as socioeconomic status" family si8e" birth order" race" religion" geographic location" parents educational level.
Chapter 3: Understanding Individual Differences | 1 +/, Cultural norms inform children what it ta1es to survive in that society.
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+1, +2,
Broup membership.
The roles assumed by people and their e)periences as members of various groups contribute to personality differences. 6nderstanding someones personality requires understanding the groups to which that person belongs or has belonged in the past.
d.
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+1,
%ife e)periences.
e.
Cach individuals life is unique in terms of specific events and e)periences" which serve as important bases of personality.
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-nsights for leaders
%eaders should reali8e that their ability to change an individuals personality is very limited.
III.
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PE%"#&A'I() A&D !E3A4I#%
&. &n individuals personality may be described in terms of specific PAGE
77
pers*nalit+ traits" which are the basic components of personality.

D.
The :Dig @ive; personality factors describe an individuals emotional stability" agreeableness" e)traversion" conscientiousness" and openness +ACC&0,
C.
7CC T&D%C 3.1 P&BC 24 Cach factor is a collection of related personality traits and on a continuum.
1.
2 | 2.
Chapter 3: Understanding Individual Differences 'esearchers have investigated the relationships between the Dig @ive personality factors and performance.
=.
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E-*ti*nal sta6ilit+ is the degree to which a
person is calm" secure" and free from persistent negative feelings. 1. -ndividuals with less emotional stability are more e)citable" insecure in their dealings with others" reactive" and subEect to mood swings. 2. Teams of emotionally unstable individuals produce fewer creative ideas than those composed of emotionally stable individuals. 3. -ndividuals with emotional stability handle the stress of managing others better than those who are less emotionally stable. /. -ndividuals with emotional stability are better at handling the stress of managing others.
C. with others.
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Agreea6leness is a persons ability to get along
1. 2.
&greeable individuals value getting along with others. !ighly agreeable people are better at developing and maintaining close relationships with others at wor1" whereas less agreeable people do not.
@.
C)traversion and introversion.

1.
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E8traversi*n is the degree to which
a person see1s the company of others. C)traverts enEoy being with individuals" are full of energy" and often e)perience positive emotions. Intr*versi*n is the tendency to be less sociable. -ntroverts tend to be low31ey" quiet" and deliberate. 3. 'esearch shows that sociable individuals perform at a higher level and are more attracted to managerial positions that require good interpersonal s1ills.
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C*nscienti*usness is concerned with self3discipline"
acting responsibly" and directing our behavior. People who focus on a few 1ey goals are more organi8ed" reliable" responsible" and self3 disciplined and do a few things well are conscientious. %ess conscientious individuals focus on a wider array of goals" and are more disorgani8ed.
!.
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#penness describes imagination and creativity.
1. -ndividuals with high levels of openness listen to new ideas" have vivid imaginations" prefer variety to routine" and change ideas in response to new information. 2. -ndividuals who demonstrate low openness tend to be less receptive to new ideas and less willing to change their minds.
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1. To establish a lin1 between Eob performance and personality" it must be reliable and valid. 2. PAGE 70 %elia6ilit+ refers to how consistently a measure gets the same results.
3.
PAGE 70 4alidit+ refers to how important the measure is to other things that are important" such as Eob performance.
/. The lin1 between personality and specific behaviors often is most valid when the focus is on a single factor.
*.
Argani8ations are using the Dig @ive as an assessment device for screening new employees as part of their interviewing process.
>. 7ome believe that ones personality traits can undergo change.
1.
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"elf0estee- is the e)tent to which an individual
believes that he or she is a worthwhile and deserving individual

2. -ndividuals develop" hold" and sometimes modify opinions of their own behaviors" abilities" appearance" and worth. 3. 7elf3esteem most li1ely would be part of the emotional stability factor of personality. /.
Those with high self3esteem ta1e more ris1s in Eob selection" see1 higher3status occupations" and choose unconventional or
nontraditional Eobs. Cmployees with low self3esteem procrastinate" suffer stress" and are prone to conflict and ambiguity. >. !igh self3esteem is positively related to achievement and a willingness to e)pend effort to accomplish goals.
F.
PAGE 7,
%ocus of control.
1. PAGE 7, '*cus *f c*ntr*l refers to the e)tent to which individuals believe that they can control events affecting them. %ocus of control may be internal or e)ternal. 2. People with an PAGE 7, internal l*cus *f c*ntr*l +internals, believe that their own behavior and actions primarily" but not necessarily totally" determine many of the events in their lives. 3. People with an PAGE 7, e8ternal l*cus *f c*ntr*l +e)ternals, believe that chance" fate" or other people primarily determine what happens to them. /. %ocus of control is considered part of the conscientiousness factor.
*.
SEE PAGE 82 !able ".2 in the text allo#s students to assess their locus of control beliefs. &s1 students to complete it. -nternals have better control over their behavior" are more active politically and socially" search actively for information
>.
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about their situations" influence others" are achievement oriented" and adEust to international assignments.
2. @igure 3./ shows important relationships between locus of control and Eob performance
%. 1.
Cmotional -ntelligence E-*ti*nal intelligence refers to how well
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an individual handles himself and others rather than how smart or how capable the individual is in terms of technical s1ills.
3.
a.
Cmotional intelligence includes
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"elf0a.areness0000 recogni8ing ones emotions"
strengths and limitations" and how these affect others. b. PAGE 73 "*cial e-path+0000sensing what others need in order for them to develop. c. PAGE 7/ "elf0-*tivati*n000being results oriented and pursuing goals beyond what is required.
PAGE 7/
/.
"*cial s9ills0000the ability to influence others.
CG is the social equivalent of -G. 'esearch shows that competencies associated with CG are twice as important for career success as -G or technical competencies. (. 1.
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%eaders or groups should not try to change employee personality.
Chapter 3: Understanding Individual Differences | 11 2. The challenge is to understand the role of personality in e)plaining the wor1place. 3. I4. Dehavior involves the interaction of the person and the situation. behavior in
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D. 1.
:#%;0%E'A(ED A((I(UDE"
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Components of attitudes.
Attitudes are relatively lasting feelings" beliefs" and

behavioral tendencies aimed at specific people" groups" ideas" issues" or obEects.
2. &ttitudes are influenced by a persons bac1ground and e)periences.
3.
&n attitude consists of a. an affective componentH the feelings" sentiments" moods" and emotions about someone or something. b. a co$nitive componentH beliefs" opinions" 1nowledge" or information an individual has about someone or something. c. a behavioral componentH the predisposition to act on a favorable or unfavorable evaluation of someone or something.
C.
The lin1 between attitudes and behavior.
1, | 1. 2.
&n attitude represents the interplay of a persons affective" cognitive" and behavioral tendencies with regard to a person" group event" or issue. & persons actual behavior may not be easy to predict and depend on several factors.
=. 1. 2. a.
&ttitudes affecting Eob performance
&ttitudes lin1ed to performance include hope" Eob satisfaction" and organi8ational commitment. !ope affects the lin1 between attitudes and behavior.
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3*pe involves a persons mental willpower

b. !ope I mental willpower J waypower to achieve goals.
+determination, and waypower +road map, to achieve goals.
c.
%eaders can help employees increase their level of hope by helping employees +1, +2, +3, set clear goals that have benchmar1s so they can trac1 their progress. brea1 overall" long3term goals into small subgoals or steps. figure out how to motivate themselves to reach their goals.
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a.
9ob satisfaction
PAGE 77 <*6 satisfacti*n reflects the e)tent to which people
find fulfillment in their wor1 +see Power Point 3.22,.

b. Table 3./ provides a short questionnaire to measure Eob satisfaction.
c.
7ources of satisfaction" Table 3.*" include the challenge of and interest in the Eob" the physical activity required" wor1ing conditions" rewards" and cowor1ers
d.
9ob satisfaction is an outcome of an individuals wor1 e)perience. e. & clear and direct relationship between Eob satisfaction and Eob performance does not e)ist. f. 'esearch shows that Eob satisfaction and Eob performance are influenced by ones personality. g. 9ob satisfaction and organi8ational performance are lin1ed.
/.
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Argani8ational commitment.
#rgani=ati*nal c*--it-ent refers to the strength of an employees involvement in the organi8ation and identification with it.
b.
7trong commitment is characteri8ed by +1, a support of and acceptance of the organi8ations goals and values. +2, a willingness to e)ert effort on behalf of the organi8ation. +3, a desire to remain with the organi8ation.
c.
-nitial commitment is determined by individual characteristics

1/ |
and how well Eob e)periences match their e)pectations.

d. e. +1, +2, +3, f. 7ubsequent commitment is influenced by Eob e)periencesKKmany of the same factors that influence satisfaction also influence commitment. Aver time" organi8ational commitment becomes stronger because individuals develop deeper ties to the organi8ation and their cowor1ers. seniority brings advantages that develop positive wor1 attitudes. Eob opportunities decrease with age" causing employees to become more attached to their current Eob. -n a highly committed organi8ation" everyone feels equally committed to the organi8ations goals.
4.
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E>#(I#&" A( :#%;
D.
PAGE 53 E-*ti*ns are the comple) patterns of feelings toward
an obEect or person.
C. 1. !ow employees and managers handle their emotions at wor1 has a tremendous impact on their productivity. ?hen people e)perience positive emotions" they thin1 more creatively" see1 new information and e)periences" behave more fle)ibly" have greater confidence" and are more persistent. 0egative emotions" such as anger" disgust" or sadness" tend to narrow a focus and limit options to see1 alternatives. persons
2. 3.
Power Point 3.24 which is adapted from @igure 33* shows both positive and negative emotions. Positive emotions are lin1ed to organi8ational effectiveness. People who feel positive emotions set high goals and fi) mista1es. =.
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& (odel of Cmotions
Chapter 3: Understanding Individual Differences | 11 1. @igure 33> shown in Power Point 3325 shows how emotions affect behavior. & PAGE
2. 3.
53
g*al refers to what an individual is trying to accomplish.
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Anticipat*r+ e-*ti*ns refer to the emotions
that individuals believe they will feel after achievement of or failure to reach their goal.
/. -f the anticipatory emotions are of sufficient intensity to motivate a person" the individual will engage in those behaviors needed to reach his goal. Boal attainment is the ne)t step. C.
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Cross3Cultural =ifferences
1. There are cross3cultural differences in the display of emotions. 2. -talians" for e)ample" are more li1ely to accept individuals who display their emotions at wor1" whereas this would be considered rude in 9apan. @. 1. 2. 3. /. *. >.
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-nsights for leaders.si) ways to create positive emotions.
C)press positive emotions333gratitude" generosity" optimism" trust333at wor1. Positive communications sent by the manager must outnumber negative communications by a ratio of * 1. Bive une)pected 1indness and reach out to others when it is least e)pected. !elp individuals find positive meaning in their day3to3day wor1. Provide opportunities for people to help each other and to e)press appreciation for the help they receive from others. Celebrate small wins so that employees e)perience ongoing success and the associated positive emotions. 4I.
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;E) (E%>" A&D C#&CEP("

Thirty3two 1ey terms and concepts are developed in Chapter 3. The 1ey terms and concepts" along with definitions or appropriate descriptions" are as follows Agreea6leness a persons ability to get along with others. Anticipat*r+ e-*ti*ns the emotions that individuals believe they will feel after achievement of or failure to reach their goal. Attitudes relatively lasting feelings" beliefs" and behaviors aimed at specific individuals" groups" ideas" issues" or obEects. C*llectivis- the tendency of individuals to emphasi8e their belonging to groups and to loo1 after each other in e)change for loyalty. C*nscienti*usness concerned with self3discipline" acting responsibly" and directing our behavior. E-*ti*nal intelligence how well an individual handles oneself and others rather than how smart or how capable the individual is in terms of technical s1ills. E-*ti*nal sta6ilit+ the degree to which a person is calm" secure" and free from persistent negative feelings. E-*ti*ns the comple) pattern of feelings toward an obEect or person. E8ternal l*cus *f c*ntr*l +e)ternals, believe that chance" fate" or other individuals primarily determine what happens to them. E8traversi*n the degree to which a person see1s the company of others. Gender r*le *rientati*n the e)tent to which a society reinforces" or does not reinforce" traditional notions of masculinity versus femininity. G*al what an individual is trying to accomplish. 3*pe a persons mental willpower +determination, and waypower +road map, to achieve goals. Individual differences the physical" personality" attitudinal and emotional attributes that vary from one person to another. Individualis- the tendency of people to loo1 after themselves and their immediate families. Internal l*cus *f c*ntr*l +internals, believe that their own behavior and actions primarily" but not necessarily totally" determine many of the events in their lives.
Chapter 3: Understanding Individual Differences | 17 <*6 satisfacti*n the e)tent to which individuals find fulfillment in their wor1. '*cus *f c*ntr*l the e)tent to which individuals believe that they can control events affecting them. '*ng0ter- *rientati*n the e)tent to which the society embraces the virtues oriented toward future rewards. #penness describes imagination and creativity. #rgani=ati*nal c*--it-ent the strength of an employees involvement in the organi8ation and identification with it. Pers*nalit+ the overall profile or combination of stable psychological attributes that capture the unique nature of a person. Pers*nalit+ trait the basic components of personality. P*.er distance the e)tent to which individuals in a society accept status and power inequalities as a normal and functional aspect of life. %elia6ilit+ how consistently a measure gets the same results. "elf0a.areness recogni8ing ones emotions" strengths and limitations" and capabilities and how these affect others. "elf0estee- the e)tent to which a person believes that he or she is a worthwhile and deserving individual. "elf0-*tivati*n being results oriented and pursuing goals beyond what is required. "*cial e-path+ sensing what others need in order for them to develop. "*cial s9ills the ability of an individual to influence others. Uncertaint+ av*idance the e)tent to which individuals rely on procedures" and organi8ations +including government, to avoid ambiguity" unpredictability" and ris1. 4alidit+ how important the measure is to other things that are important.
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PAGE 57 DI"CU""I#& ?UE"(I#&" A&D "UGGE"(ED A&":E%"
C3AP(E% 3 P#:E% P#I&( 3.30 Discussi*n ?uesti*ns
C3AP(E% 3 P#:E% P#I&( 3.31 Discussi*n ?uesti*ns C*ntinued
C3AP(E% 3 P#:E% P#I&( 3.3, Discussi*n ?uesti*ns C*ntinued 1. %isit Apple&s #ebsite '###.apple.com( and enter )Steve *obs+ in the search icon. !hen clic, on the feature sho#in$ him deliver a speech. -o# does this speech illustrate the factors in the Bi$ .ive personality profile/ The Dig @ive personality model includes33333 emotional stability" agreeableness" e)traversion" conscientiousness" and openness. E-*ti*nal sta6ilit+ the degree to which a person is calm" secure" and free from persistent negative feelings. 9obs ran1s low on emotional stability. !e is very confident and secure as seen in the video presentation of the new (ac laptop. !owever" he is e)citable" reactive" and subEect to mood swings" indicative of a person with low emotional stability. -e publicly ridicules Apple&s competitors0 #hom he casts as mediocre0 evil0 and lac,in$ taste. -is subordinates are $eniuses or )bo1os0+ indispensable or no lon$er relevant. Agreea6leness a persons ability to get along with others. 9obs ran1s low on agreeableness. Subordinates have been made to cry at meetin$s and have been fired durin$ his an$ry tantrums. .ormer Apple public relations executive 2aurence 3lav4re said that before $oin$ into a meetin$ #ith *obs0 she had to develop a mind5set li,e a bullfi$hter enterin$ the rin$6,ill or be ,illed. E8traversi*n the degree to which a person see1s the company of others.
Chapter 3: Understanding Individual Differences | 15 9obs ran1s high on e)traversion because he is comfortable tal1ing with others" spea1ing up in a group" and is very assertive as seen in his video presentation of the new (ac. 'esearch has shown that sociable individuals tend to be higher performing individuals< 9obs is a very high performing person. 7hen Steve *obs returned to Apple in 18890 he #as remembered as the #onder boy #ho at the a$e of 21 founded Apple 3omputer in his parents& $ara$e bac, in 189:. C*nscienti*usness concerned with self3discipline" acting responsibly" and directing our behavior. -ndividuals who focus on a few 1ey goals are more li1ely to be organi8ed" reliable" careful" thorough" responsible" and self3disciplined because they concentrate on doing a few things well. 9obs ran1s high on conscientiousness. 7hen *obs returned to Apple in 18890 he immediately du$ into the details of the business. ;o en$ineerin$ spec0 no desi$n detail #as too small for his scrutiny. #penness describes imagination and creativity. Apen individuals tend to have a broad range of interests and be creative. *obs lists himself as co5inventor on 1<" separate Apple patents0 everythin$ from the user interface for the iPod to the support systems for the $lass staircases used in Apple&s retail stores.
2.
Atlas Sports Genetics '###.atlas$ene.com.( offers to test parents to determine #hether their children have inherited the $enes to be a successful football player0 marathoner runner0 etc. 7hat are some ethical issues raised by doin$ this/ The &thletic Talent %aboratory &nalysis 7ystem uses enhanced =0& analysis to identify athletes that are genetically predisposed to either speedLpower or endurance characteristics. !owever" critics claim that the idea that one or two genes that are contributing to the (ichael Phelpses of the world is shortsighted because athletic performance has been found to be affected by at least 2$$ genes. Fevin 'eilly" the president of &tlas 7ports Benetics and a former weight3lifting coach" e)pected the test to be controversial. !e said some people were concerned that it would cause :a rebirth of eugenics" similar to what !itler did in trying to create this race of perfect athletes.; (r. 'eilly said he feared what he called misuse by parents who go overboard with the results and speciali8e their children too quic1ly and fervently. :-m nervous about people who get bac1 results that dont match their e)pectations"; he said. :?hat will they do if their son would not be good at footballM !ow will they mentally and emotionally deal with thatM; 7ource 9uliet (acur" Dorn to 'unM %ittle Anes Bet Test for 7ports Bene" ;e# =or, !imes" retrieved on 9une 1$" 2$$5 from http://www.nytimes.com/2 !/""/3 /sports/3 genetics.html#$r%"&partner%permalin' &e(prod%permalin'
3.
-o# mi$ht a culture impact the development of a person&s personality/ 7hat cultural dimensions seem to have the most influence on this developmental process/ -ndividuals born into a particular society are e)posed to family and societal values and to norms of
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Chapter 3: Understanding Individual Differences acceptable or unacceptable behavior.the culture of that society. Culture also defines how various roles in that society are to be performed. @or e)ample" 6.7. culture rewards people for being independent and competitive" whereas 9apanese culture rewards individuals for being cooperative and group oriented. Culture helps determine broad patterns of behavioral similarity among people. &lthough culture has an impact on the development of employees personalities" not all individuals respond to cultural influences equally. The values shown in @igure 3.2 have the most influence on this developmental process. @or e)ample" people who are raised in a high power distance culture behave submissively to managers and avoid disagreements with them whereas in low power distance countries" employees bypass a manager if necessary in order to get their wor1 done.
/.
7hat influences on personality formation seem most important to you/ 7hy/ ?hen students are as1ed about the relative importance of heredity and environment in personality formation" three positions will li1ely emerge Ane position is that personality is determined primarily by heredity. To support this position" students will typically cite personality similarities between parents and their offspring. 7tudents may also cite research on twins separated at birth or a very early age and then reared apart. Ane of the revelations of this stream of research is that twins raised apart are often quite similar in their personalities. & second position is that personality is determined primarily by the environment. 7tudents may support this position by arguing for the influence of life e)periencesKKparticularly early childhood e)periencesKKupon personality formation and development. &lso cited in support of this position will be the influential roles of the nuclear and e)tended families in the early years of ones life" and of peer group members in the late preteen and teenage years. The influences of religion" culture" or various group memberships may also be cited. & third position is that personality results from heredity and the environment rather than being attributable primarily to one or the other. & common e)planation is that heredity may provide some capacity for development of specific personality traits" but that the e)tent to which those traits are developed is a function of peoples e)periences with their own relatively unique environments.
*.
>sin$ the Bi$ .ive personality factors0 describe the personality of 'a( a close family member and 'b( a person for #hom you have #or,ed. -o# did these factors affect your behavior to#ard them/ @ive personality factors +or clusters of personality traits, are identified in the te)t. These fiveKK1nown as the Dig @ive personality factorsKKare emotional stability" agreeableness" e)traversion" conscientiousness" and openness. Cach factor e)ists on a continuum" with polar opposites defining the end points of the continuum. Therefore" the personality factors may be described as follows
Chapter 3: Understanding Individual Differences | ,1 Cmotional stability ranges from stable" confident" and effective to nervous" self3doubting" and moody. &greeableness ranges from warm" tactful" and considerate to independent" cold" and rude. C)traversion ranges from gregarious" energetic" and self3dramati8ing to shy" unassertive" and withdrawn. Conscientiousness ranges from careful" neat" and dependable to impulsive" careless" and irresponsible. Apenness ranges from imaginative" curious" and original to dull" unimaginative" and literal3 minded.
Collectively" the Dig @ive personality factors can be used to describe or summari8e an individuals personality structure. -n applying the :Dig @ive; to describe +a, a close family member and +b, a person for whom heLshe has wor1ed" a student should focus on the trait labels at the ends of each continuum. 6sing these labels" students should describe their perceptions and support their descriptions with actual e)amples of behavior or e)pressed attitudes. The students should also 1now how these specific traits affected the persons behavior toward them. >. 3an a person chan$e their attitude #ithout chan$in$ their behavior/ Give an example/ &ttitudes and their effects on behavior can be e)tremely comple). @or instance" people who hold a positive attitude toward their Eob may not necessarily wor1 harder because they come late to wor1 or fail to show up. @or this reason" performance of a specific tas1" such as preparing a particular monthly report" cant necessarily be predicted on the basis of a general attitude. 0ever3the3less" attitudes of hope" Eob satisfaction" and organi8ational commitment are more closely lin1ed to performance than other attitudes" and studies have shown" for e)ample" that the level of Eob satisfaction and organi8ational performance are lin1ed. Cmployees li1e wor1ing for 9ohn No1oyama at the Pi1e Place @ish (ar1et in 7eattle" for instance" because he encourages them to wor1 hard" have fun" be 1ind" and develop positive attitudes. 2. ?escribe ho# you can develop your hope attitude to improve your performance. & definition of hope !opeI mental willpower J waypower to achieve goals. The value of this concept is that it applies to a variety of wor13related attitudes. The high3hope person enEoys the pursuit of challenging goals and pursues them with a positive attitude. There are at least three ways to increase the level of hope. The first is to set clear $oals that have benchmar1s to trac1 their progress toward the goal< vague goals may lessen hope because the result sought is unclear and trac1ing progress therefore is difficult" if not impossible. 7etting goals that are slightly higher than previous levels of performance can e)pand the range of hope and show which goals are best. The second is to brea1 overall" long3term goals into small sub$oals or steps. 7mall steps provide positive mental maps about how to reach a goal. The third is to figure out how to be motivated to reach the goals.
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?on !uttle0 3E@ of !op Gun %entures0 believes that satisfied #or,ers are more productive than less satisfied #or,ers. ?o you a$ree or disa$ree #ith him/ Explain. - agree with =on Tuttle. 9ob satisfaction is a collection of attitudes one has toward a Eob or toward wor1. -n other words" Eob satisfaction is a pleasurable or positive emotional state resulting from the individuals wor1 e)periences. -f an individuals wor1 is congruent with his or her needs" e)pectations" and values" Eob satisfaction should result. The level of Eob satisfaction is important because of its impact on certain crucial employee behaviors. =issatisfied employees have a higher absenteeism rate" a higher turnover rate" and more physical and mental health problems. &bsenteeism" turnover" and health problems are costly for organi8ations.
5.
!hin, of an or$ani1ation that you have #or,ed for. 7hat factors seemed to influence your commitment to this or$ani1ation/ Argani8ational commitment refers to the strength of an employees involvement in and identification with the organi8ation. 7trong commitment is characteri8ed by a support of and acceptance of the organi8ations goals and values. a willingness to e)ert considerable effort on behalf of the organi8ation. a desire to remain with the organi8ation.
The level of commitment is also related to various Eob behaviors. Cmployees with a higher level of organi8ational commitment have lower absenteeism and turnover rates" are relatively more productive" are more goal3directed in the pursuit of their wor1 assignments" and waste less time at wor1. Decause of these relationships" high levels of commitment prove less costly for the organi8ation. 7tudents should describe the organi8ational effects of the levels of commitment they have witnessed. 1$. An #hat #ays does the model of emotions affect your attitude and performance/ 6nderstanding the role that anticipatory emotions play in reaching a goal can be very useful in increasing performance. Anticipat*r+ e-*ti*ns refer to the emotions that you believe you #ill feel after achievement or failure of reachin$ your $oal. The 1ey motivational device is to have each person imagine the positive emotions felt upon reaching a goal. The more desirable the implications are for achieving the goal" the more intense will be the anticipated emotions from achieving the goal. -f the anticipatory emotions are of sufficient intensity" a person will engage in the behaviors needed to reach a goal3333developing a plan" outlining steps needed to implement a plan" and e)erting effort to carry it out.
Chapter 3: Understanding Individual Differences | ,3
PAGE 55 E@PE%IE&(IA' E@E%CI"E" A&D CA"E

C3AP(E% 3 P#:E% P#I&( 3.33 E8periential E8ercise "elf C*-petenc+000 :hat Are )*ur Cultural 4aluesA
E8periential E8ercise "elf C*-petenc+000:hat are )*ur Cultural 4aluesA

The questionnaire measures each of the five basic culture dimensions. Nour score can range from * to 3*. The numbers in parentheses that follow the title of the value are the question numbers. &dd the scores for these questions to arrive at your total score for each cultural value. The higher your score" the more you demonstrate the cultural value. 4alue 1 Uncertaint+ Av*idance. & high score indicates a culture in which people often try to ma1e the future predictable by closely following rules and regulations. Argani8ations try to avoid uncertainty by creating rules and rituals that give the illusion of stability. 4alue , Individualis-Bc*llectivis-. & high score indicates collectivism" or a culture in which people believe that group success is more important than individual achievement. %oyalty to the group comes before all else. Cmployees are loyal and emotionally dependent on their organi8ation. 4alue 3 P*.er Distance. & high score indicates a culture in which people believe in the unequal distribution of power among segments of the culture. Cmployees fear disagreeing with their bosses and are seldom as1ed for their opinions by their bosses. 4alue / '*ng0ter- *rientati*n. & high score indicates a culture in which people value persistence" thrift" and respect for tradition. Noung employees are e)pected to follow orders given to them by their elders and delay gratification of their material" social" and emotional needs. 4alue 1 Gender r*le *rientati*n. & high score indicates masculinity" or a culture in which people value the acquisition of money and other material things. 7uccessful managers are viewed as aggressive" tough" and competitive. Carnings" recognition" and advancement are important. Guality of life and cooperation are not as highly pri8ed.
C3AP(E% 3 P#:E% P#I&( 3.3/ E8periential E8ercise "elf C*-petenc+000:hatCs )*ur E-*ti*nal I?
E8periential E8ercise "elf C*-petenc+D:hatCs )*ur E-*ti*nal I?

,/ |
This 323item questionnaire" found in the te)t" is a self3assessment of emotional intelligence" an individual personality difference that is important for career success. E-*ti*nal intelligence refers to how well an individual handles herselfLhimself and others rather than how smart sheLhe is in terms of technical s1ills. @our scores can be developed from the questionnaire responses a self3awareness score" a social awareness score" a self3management score" and a social s1ills score. -nstructions are provided in the te)t for computing each of these scores. -nterpretation guidelines are provided as well. Two discussion questions are provided. These questions" along with suggested answers" are presented below. 1. >se Emotional Antelli$ence 'EB( to describe a friend. 7hat are this person&s stren$ths and 7tudents can evaluate a friend based on the following #ea,nesses/
Self5a#areness recogni8ing ones emotions" strengths and limitations" and capabilities and how these affect others. These people accurately assess their strengths and limitations" and have a strong sense of their self3worth and capabilities. Social empathy sensing what others need in order for them to develop. These people are good at understanding others" ta1ing an active interest in their concerns" empathi8ing with them" and recogni8ing the needs others. Self5motivation being results oriented and pursuing goals beyond what is required. These people always want to do things better and see1 out feedbac1 from others about their performance. They are passionate about their wor1. Social s,ills the ability of a person to influence others. These people build effective bonds between people. Aften" they appear to be sociali8ing with co3wor1ers but they are actually wor1ing to build solid relationships at wor1.
2. As EB $enetic or shaped by experience/ CG most li1ely results from the interaction of genetics and e)perience. !eredity li1ely endows a person with a particular emotional propensity. ?hat the individual does with that propensity is a function of the persons e)periences throughout life.
PAGE 100 CA"E "elf0C*-petenc+ 'arr+ Ellis*n at #racle C*-puter
Chapter 3: Understanding Individual Differences | ,1
C3AP(E% 3 P#:E% P#I&( 3.31 Case "elf0C*-petenc+ 'arr+ Ellis*n at #racle C*-puter 1. >sin$ the Bi$ .ive personality factors0 describe Ellison&s personality characteristics. -o# do these affect others/ The Dig @ive personality factors e)ist on a continuum" with polar opposites defining the end points of the continuum. Therefore" the personality factors may be described as follows Cmotional stability ranges from stable" confident" and effective to nervous" self3doubting" and moody. ?hile Cllison is confident and effective" he is also nervous" unstable and moody. Ellison&s brash disdain for failure and obsession #ith reachin$ the top started as a child #hen his adoptive father tried to lo#er his self5esteem0 tellin$ him that he #ould never amount to anythin$..... Ellison runs @racle #ithout much input from others. -e is famous for firin$ individuals because he doesn&t li,e them..... &greeableness ranges from warm" tactful" and considerate to independent" cold" and rude. Cllison is at the e)treme end of the continuum on agreeableness. !e is rude" cold" and independent. Accordin$ to !homas Siebel0 founder of Siebel Systems0 #hich @racle bou$ht a fe# years a$o0 )2arry is a control frea,. -e has the ,nac, for ta,in$ the best and the bri$htest and tryin$ to destroy them.+ C)traversion ranges from gregarious" energetic" and self3dramati8ing to shy" unassertive" and withdrawn. Cllison is at the e)treme end of the continuum on e)traversion. !e is very assertive" energetic" and self3 dramati8ing. Ellison delivered a "<5minute profanity5laced speech in #hich he attac,ed his partners0 competitors0 the $overnment0 and most individuals in the room. PeopleSoft 3E@ 3rai$ 3on#ay called him the modern5day )Gen$his Chan+ because of his atrociously bad corporate behavior. Conscientiousness ranges from careful" neat" and dependable to impulsive" careless" and irresponsible. Cllison ran1s high on conscientiousness" having built his company in a careful" methodical" obsessive way. !o his competitors0 the messa$e is clear Ellison #ill not be satisfied until there is no more business to ta,e a#ay from competitors. ...Ellison runs @racle #ithout much input from others. Apenness ranges from imaginative" curious" and original to dull" unimaginative" and literal3minded. Cllison ran1s high on the continuum on openness because he is imaginative" curious" and original. 2arry Ellison0 founder and 3E@ of @racle 3omputer #hose net #orth is in the billions0 has been the drivin$ force at @racle since he started the company more than t#o decades a$o.... Ellison&s methods have created unima$inable #ealth for shareholders0 mana$ers0 and employees. Since its initial stoc,
,2 |
Chapter 3: Understanding Individual Differences offerin$ in 188:0 @racle&s share price has risen by more than 10<<< percent.
2.
7hat&s Ellison EB/ 7hy do individuals #or, for him/
Self5a#areness recogni8ing ones emotions" strengths and limitations" and capabilities and how these affect others. These people accurately assess their strengths and limitations" and have a strong sense of their self3worth and capabilities. Cllison ran1s high on self3awareness. Ellison li,es to compete rather than collaborate. Social empathy sensing what others need in order for them to develop. These people are good at understanding others" ta1ing an active interest in their concerns" empathi8ing with them" and recogni8ing the needs others. Cllison ran1s low on social empathy. 2arry Ellison is a silver5bac,ed alpha male $orilla0+ says his former friend and @racle employee ?avid Doux. )-e #ill respond only to a direct challen$e.+E-e $ave out $old coins as sales bonuses #hen @racle drove An$res Sybase out of business. Self5motivation being results oriented and pursuing goals beyond what is required. These people always want to do things better and see1 out feedbac1 from others about their performance. They are passionate about their wor1. Cllison ran1s high on self3motivation. Ellison #ill not be satisfied until there is no more business to ta,e a#ay from competitors.
Social s,ills the ability of a person to influence others. These people build effective bonds between people. Aften" they appear to be sociali8ing with co3wor1ers but they are actually wor1ing to build solid relationships at wor1. Cllison ran1s high on social s1ills because he has the ability to influence others. Ellison runs a ti$ht ship that re#ards employees #ho produce and sFuee1es out those #ho don&t measure up to his standards. -ndividuals stay at Aracle because they are paid very well and fear recrimination. Ellison&s methods have created unima$inable #ealth for employees.

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Chapter 3: Understanding Individual Differences | 1

The concept of personality

Personality remains about the same over time.

primary sources shape personality differences heredity and environment.

!eredity as a source of personality differences

!eredity sets limits in the range of personality

Chapter 3: Understanding Individual Differences

&s much as *$ to ** percent of personality traits have been attributed to heredity.

Environment as a source of personality differences. Culture.

Culture helps determine broad patterns of behavioral similarity among individuals.

Individualis- is the tendency of people to loo1

Chapter 3: Understanding Individual Differences

Gender r*le *rientati*n is the e)tent to

'*ng0ter- *rientati*n is the e)tent to which

the society embraces the virtues oriented toward future rewards.

-nsights for leaders

PE%"#&A'I() A&D !E3A4I#%

&. &n individuals personality may be described in terms of specific PAGE

pers*nalit+ traits" which are the basic components of personality.

E-*ti*nal sta6ilit+ is the degree to which a

Agreea6leness is a persons ability to get along

C)traversion and introversion.

Chapter 3: Understanding Individual Differences | 7

E8traversi*n is the degree to which

C*nscienti*usness is concerned with self3discipline"

#penness describes imagination and creativity.

Chapter 3: Understanding Individual Differences

-nsights for leaders

"elf0estee- is the e)tent to which an individual

believes that he or she is a worthwhile and deserving individual

Chapter 3: Understanding Individual Differences | 5

Chapter 3: Understanding Individual Differences

Cmotional -ntelligence E-*ti*nal intelligence refers to how well

Cmotional intelligence includes

"elf0a.areness0000 recogni8ing ones emotions"

"*cial s9ills0000the ability to influence others.

-nsights for leaders

%eaders or groups should not try to change employee personality.

Attitudes are relatively lasting feelings" beliefs" and

The lin1 between attitudes and behavior.

Chapter 3: Understanding Individual Differences

&ttitudes affecting Eob performance

3*pe involves a persons mental willpower

+determination, and waypower +road map, to achieve goals.

PAGE 77 <*6 satisfacti*n reflects the e)tent to which people

find fulfillment in their wor1 +see Power Point 3.22,.

Chapter 3: Understanding Individual Differences | 13

-nitial commitment is determined by individual characteristics

Chapter 3: Understanding Individual Differences

and how well Eob e)periences match their e)pectations.

PAGE 53 E-*ti*ns are the comple) patterns of feelings toward

& (odel of Cmotions

g*al refers to what an individual is trying to accomplish.

Anticipat*r+ e-*ti*ns refer to the emotions

-nsights for leaders.si) ways to create positive emotions.

Chapter 3: Understanding Individual Differences

;E) (E%>" A&D C#&CEP("

Chapter 3: Understanding Individual Differences

PAGE 57 DI"CU""I#& ?UE"(I#&" A&D "UGGE"(ED A&":E%"

C3AP(E% 3 P#:E% P#I&( 3.30 Discussi*n ?uesti*ns

C3AP(E% 3 P#:E% P#I&( 3.31 Discussi*n ?uesti*ns C*ntinued

Chapter 3: Understanding Individual Differences

Chapter 3: Understanding Individual Differences | ,3

Gender rle rientati*n is the e)tent to

'ng0ter- rientati*n is the e)tent to which

E-tinal sta6ilit+ is the degree to which a

Cnscientiusness is concerned with self3discipline"

Cmotional -ntelligence E-tinal intelligence refers to how well

PAGE 77 <6 satisfactin reflects the e)tent to which people

PAGE 53 E-tins are the comple) patterns of feelings toward

Anticipatr+ e-ti*ns refer to the emotions

C3AP(E% 3 P#:E% P#I&( 3.30 Discussin ?uestins

C3AP(E% 3 P#:E% P#I&( 3.31 Discussin ?uestins C*ntinued

E8periential E8ercise "elf C-petenc+000:hat are )ur Cultural 4aluesA

E8periential E8ercise "elf C-petenc+D:hatCs )ur E-tinal I?

PAGE 100 CA"E "elf0C-petenc+ 'arr+ Ellisn at #racle C*-puter