Human Behavior in Organizations MGMT/PSYC 352: Cayce Lawrence, Ph.D. Associate Professor of Management Christian Brothers University

Human Behavior in Organizations

MGMT/PSYC 352:Cayce Lawrence, Ph.D.

Associate Professor of ManagementChristian Brothers University

Understanding Individual Differences

Psychological TypeRelationship OrientationLearning StyleStrength Building

Psychological Type

Jung’s Concept of Type

Two basic mental functions: Perceiving: how we form perceptions or process information

Sensing: form perceptions through sense experience (see, touch, feel, hear, taste, etc.)

Intuition: form perceptions through abstraction and conceptualization Judging: how we form mental judgments and make decisions

Thinking: form judgments using objective principles, rules, standards – emphasis on “right” action regardless of effect on people

Judging: form judgments using personal values – emphasis on people regardless of technical correctness of the action

Energizing: basic orientation to our experiences Extraversion: energized by external experiences and people (outward) Introversion: energized by internal reflection (inward)

Everyone uses all four mental functions and both orientations

We have an innate preference for each mental function and a dominant orientation to the world

So What Is My Type??

What is my primary source of mental energy?

How Do I Operate in the External

World?

How Do I Make Decisions

What do I Pay Attention To?

introversion

I E extraversion

Energized by Outer World

Energized by Inner World

Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear

E extraversion



E extraversion



E extraversion




E/I S/N T/F J/P

Self-Assessment

Work-Situation

MBTI

Best-Fit

Extroverts: Outward! the world of other people and events Focus on people and things Active (let’s go out!) Breadth of interest Live it, then understand it Interaction with others – Joiners! Outgoing Like variety and action Act, then think Like to develop ideas by discussion Phone calls welcome

Introverts: Inward! In quiet places away from people and

activity Focus on thoughts, concepts Reflective Depth of interest Understand it before living it Concentration Feel lost/lonely in large crowds Prefer to work alone, dislike

interruptions (phone!) Think, then (maybe) act Develop ideas by reflection

1. Dominant Orientation/Direction - Energizing

introversion

I E extraversion




S sensing

Work with Known Facts Look for Possibilities and Relationships

T thinking

Base Decisions on Impersonal analysis and Logic

Base Decisions on Personal Values

J judging




E/I S/N T/F J/P

Self-Assessment I

Work-Situation

MBTI

Best-Fit

intuition N

feeling

F

perceivin

g P

X

2. The First Mental Function - Perceiving

Sensors: Common Sense! Facts, data, detail “reality” based – focus on what is in

the present Practical Like information orderly, precise,

and clear Prefer using “standard” procedures

and processes rather than creating new ones

Details first! Learn through their senses – distrust

hunches

Intuitives: Big Picture! Meanings, associations, theories Possibilities – speculation – focus

on what might be Future oriented – Conceptual and abstract – like

information to flow freely Prefer change and learning n ew

skills Global schemes first! Learn through imagination –

question sense experiences

introversion

I E extraversion




S sensing


T thinking



J judging




E/I S/N T/F J/P

Self-Assessment I N

Work-Situation

MBTI

Best-Fit

X

intuition N

feeling

F

perceivin

g P

X

Thinking: Objective!

Analysis, logic, reason Impersonal, focus on criteria

and objective principles Firm-minded, willing to give

criticism Brief and concise Persuaded by cool reasoning,

not passion Goals and objectives first! Fairness! Justice! Principles!

Feeling: Subjective! People, sympathy, caring Highly personal, focus on

circumstances and personal values

Concerned for people’s feelings, prefer to give praise rather than criticize

Persuaded by passion rather than reasoning

Points of agreement first! Mercy! Forgiveness! Values!

3. The Second Mental Function - Judging

introversion

I E extraversion




S sensing


T thinking



J judging




E/I S/N T/F J/P

Self-Assessment I N F

Work-Situation

MBTI

Best-Fit

X

intuition N

feeling

F

perceivin

g P

X

X

Perceiving: Continue gathering/processing

information Flexible, spontaneous, tentative Open to change Undaunted by surprises –

welcome them! Burst of energy at last minute Feel closed in by routines and

schedules Uncomfortable with deadlines

4. Operating in the External World: Which Preference do Others See?

Judging: Bring decisions to a close -

decisive Organized, planned, systematic Need sense of control over time

and work Require deadlines Work at steady pace according to

the plan Feel empowered by routines and

schedules Uncomfortable with change once

a decision is made

introversion

I E extraversion




S sensing


T thinking



J judging




E/I S/N T/F J/P

Self-Assessment I N F P

Work-Situation

MBTI

Best-Fit

X

intuition N

feeling

F

perceivin

g P

X

X

X

The MBTI

Assesses clarity of preference not degree of attribute:

Creates a four-letter code for “translating” Jungian types

Contributed a fourth category (lifestyle) to help understand how we use our preferences

Treats test results as a “hypothesis” and asks participants to interpret their own type.

Determining your Type

1.Compare your self-assessment with the results from the online survey.

2.Read through the printed material and determine if it fits you.

3. If your self-assessment differs from the survey, which do you agree with? Why?

introversion

I E extraversion




S sensing


T thinking



J judging




E/I S/N T/F J/P

Self-Assessment I N F P

Work-Situation

MBTI I N F P

Best-Fit I N F P

X

intuition N

feeling

F

perceivin

g P

X

X

X

Summary of Types

ISTJ

ISFJ INFJ INTJ

ISTP

ISFP INFP

INTP

ESTP

ESFP

ENFP ENTP

ESTJ

ESFJ

ENFJ

ENTJ

Watch Your Language!!!!

Sensors Want: the facts FIRST the situation outlined before the idea to know the status Simple, direct language Consistency with current practice

Intuitors Want The idea(s) FIRST the possibilities Implications and interpretations of facts Analagous, metaphorical, conceptual language Innovation beyond current practice

Watch Your Language!!!

Thinkers want to consider: pros and cons logical consequences COSTS What is the consequence of not acting?

Feelers want to consider: Personal investment in alternatives values involved People’s possible reactions Level of commitment Will the outcome contribute to individual or group harmony?

More About Type: Dynamics

The Myers-Briggs research group has developed tools for understanding how people use their mental functions, called Type Dynamics, based on the following concepts:

• Everyone uses all of the mental functions, but they develop differently AND people express them differently.

• The Type Indicator shows how Type typically develops and helps people understand differences more clearly.

• The four categories of Type Development are:

• Dominant Function: appears FIRST, develops FASTEST, feels most NATURAL – begins developing at birth

• Auxiliary Function: appears SECOND, develops fairly early (high school/college), is most obvious to others for introverts

• Tertiary Function: develops third, usually in early adulthood, difficult to acquire skills, rarely becomes a “strength”. It is the opposite of the Auxiliary Function.

• Inferior Function: develops last, if at all, in later adulthood, very difficult to acquire skills. It is the opposite of the Dominant


0

5

10

15

20

25

30

35

40

45

Time

Dominant

Auxiliary

Tertiary

Inferior


Jane Doe ISTJ

Mike Smith ISTJ

Dmitri Popovich

ISTP

Glynceria Watson

ISFP

Mary Ellis ENFP

Tim Johnson ESFJ


Step 1: Determine the “Extraverted” Function

• Look at the “J/P” Preference.

• If it is “J”, then the person uses his/her Judging preference in the Extravered Mode

• e.g. Jane Doe is ISTJ – she “extraverts” her judging preference, T. She “introverts” her perceiving preference, S.

• e.g. Mary Ellis is ENFP – she “extraverts” her perceiving preference, N. She “introverts” her judging preference, F.

Jane Doe ISTJ

Mike Smith ISTJ

Dmitri Popovich ISTP

Glynceria Watson

ISFP

Mary Ellis ENFP

Tim Johnson ESFJ


Dominant

Step 2: Determine the “Dominant” Orientation

• Look at the “E/I” Preference.

• If it is “E”, then the dominant function is the one the person uses in the Extraverted Mode

• If it is “I”, then the dominant function is the one the person uses in the Introverted Mode

• e.g. Jane Doe is ISTJ – Her dominant function is the one she uses in the Introverted Mode, i.e. her Perceiving preference - S. This is Noted with the

symbol Si

• e.g. Mary Ellis is ENFP – Her dominant function is the one she uses in the Extraverted Mode, i.e. N . This is noted

with the symbol Ne.

Jane Doe ISTJ Si

Mike Smith ISTJ Si

Dmitri Popovich

ISTP Ti

Glynceria Watson

ISFP Fi

Mary Ellis ENFP Ne

Tim Johnson ESFJ Fe


Dominant

Auxiliary

Step 3: Determine the “Auxiliary” Orientation

The Auxiliary (second) Function is the other Mental Function Preference, used in the mode Opposite the Dominant Function.

e.g. Jane Doe is ISTJ – Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te.

e.g. Mary Ellis is ENFP – Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi.

Jane Doe ISTJ Si Te

Mike Smith ISTJ Si Te

Dmitri Popovich

ISTP Ti Se

Glynceria Watson

ISFP Fi Se

Mary Ellis ENFP Ne Fi

Tim Johnson ESFJ Fe Si

Si = Introverted Sensing Ti = Introverted Thinking

Se = Extraverted Sensing Te = Extraverted Thinking

Ni = Introverted Intuition Fi = Introverted Feeling

Ne = Extraverted Intuition Fe = Extraverted Feeling


Dom.

Aux.

Tertiary

Inferior

Step 4: Determine the “Tertiary” and “Inferior” Functions

The Tertiary (third) Function is the opposite of the Auxiliary. The Orientation (E/I) does not matter.

The Inferior Function is the opposite of the Dominant. The Orientation does not matter.

e.g. Jane Doe is ISTJ – Her dominant function is Introverted Sensing, or Si. Her Auxiliary Function is Extraverted Thinking, Te. Her Tertiary function is Feeling, or F. Her Inferior Function is Intuition, N.

e.g. Mary Ellis is ENFP – Her dominant function is Extraverted Intuition, Ne. Her Auxiliary function is Introveted Feeling, Fi. Her Tertiary function is Thinking, or T. Her Inferior Function is Sensing, S.

Jane Doe ISTJ Si Te F N

Mike Smith ISTJ Si Te F N

Dmitri Popovich

ISTP Ti Se N F

Glynceria Watson

ISFP Fi Se N T

Mary EllisENF

PNe Fi T S

Tim Johnson

ESFJ Fe Si N T

Si = Introverted Sensing Ti = Introverted Thinking

Se = Extraverted Sensing Te = Extraverted Thinking

Ni = Introverted Intuition Fi = Introverted Feeling

Ne = Extraverted Intuition Fe = Extraverted Feeling

Relating to Others

Who are you,and what is your preferred work style?

Introduction

FIRO-BFundamental Interpersional Relationship Orientation

1. Measures Interpersonal Needsa) Inclusion – belonging, involvement,

recognition, participation

b) Control – power, authority, responsibility, consistency, influence

c) Affection – personal ties, support, consensus, openness, sensitivity

2. Measures the direction of each needa) expressed – the extent to which a person

initiates the behavior

b) wanted – the extent to which a person wants or will accept that behavior from others

3. Measures traits – that is, the presence of more or less of a preference or orientation

4. Subject to change over time and situation (learned)

MBTIMyers-Briggs Type Indicator

1. Assesses Preferences for using basic mental functionsa) Perceiving (Sensing/iNtuition)b) Judging (Thinking/Feeling)

2. Assesses the dominant Direction and energizing preference (Extravert/Introvert)

3. Assesses how individuals structure the external world (Judging/Perceiving)

4. Assesses Type – that is and either/or condition that is innate and develops over time in predictable patterns

5. Constant over time and situation (innate)

Factors Influencing Results

Life events Cultural differences Terminology Avoidance of extremes Environmental change Differences in degree over time

based on experiences in relationships

FIRO-B Results

Expressed Control eC

0

1

Wanted Control wC

1

Expressed Inclusion eI

0

Total Need for Inclusion

0

Wanted Inclusion wI

0

Expressed Affection eA

2

7

Wanted Affection wA

5

2

8

6

Inclusion Control Affection

Expressed

Wanted

Overall Interpersonal NeedsTotal Need for AffectionTotal Need for Control

Total Expressed Behavior

Total Wanted Behavior

INCLUSION

CONTROL

AFFECTION

ROW TOTALS

EXPRESSED 4 to 7

5.4 2 to 5

3.9 3 to 6

4.1 9 to 18

13.4

WANTED 5 to 8

6.5 3 to 6

4.6 3 to 6

4.6 11 to 20

15.9

COLUMN TOTALS

9 to 15 11.9

5 to 11 8.5

6 to 12 8.9

20 to 38 29.3

Average Scores and Ranges

FIRO-B Incompatibilities

Reciprocal – Difference between one person’s expressed behavior and another person’s wanted behavior

Originator – Match between expressed scores of two individuals

Discovering Your Strengths

Understanding Individual Differences: Developing individual strengths

Step 1: Assess Progress from Last Review

Developing individual strengths


Step 2: Discuss Deficiencies, aka “areas of opportunity”




Step 3: Set “Development” Goals”




Step 3: Set “Development” Goals”

Step 4: Train, Train, Train




Step 3: Set “Development” Goals”Step 4: Train, Train, Train…………

Step 5: Repeat




Step 3: Set “Development” Goals”Step 4: Train, Train, Train…………

Step 5: Repeat

Resistant to Chan

ge

Exhaustin

gConfusin

g

Ignore Streng

ths

Is this the best way

to maximize

the productivit

y of our employees

?


Too CompetitiveProcrastination

Skeptic

Critica

l of O

thers

Won’t Speak Up

Insensitive

Temperamental

Unsociable

Disorganized

Impatient


Procrastination

Tempermental

Disorganized

Time Management

Project Management

Emotional Intelligence


Three Great Myths

I Can Be Anything I Want to Be if I Just Try Hard Enough!

The greatest room for growth is in my areas of greatest weakness!

My Strengths will take care of themselves – I need to focus my energy on overcoming those

weaknesses!


A New Way of Thinking……….

Talent (a natural way of thinking, feeling or behaving)

Investment (time spent practicing, developing skills, building knowledge base)

Strength (the ability to deliver consistently exceptional performance)

X


The Strength Building Process……….

1. Identify Talent Themes

2. Invest Resources Developing Talent

3. Continually Grow in Your Areas of Greatest Strength


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


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!!!


Achie

ver Activator

Adaptability

Arranger

Competition

Analytical

Command

Belief

Consistency

Communication

Connectedness

Context

Deliberative

Discipline

Empathy Focu

s

Futuristic

Harmony

Ideation

Incl

uder

Individualization

Input

Inte

llect

ion

Learner

Maximizer

Positivity

Relator

Responsibility

Restorative

Self-Assurance

SignificanceStrategic

Woo

Developer

34 Talent Themes


Achie

ver

Activator

Adaptability

Arranger

Competition

Analytical

Command

Belief

Consistency

Communication

Connectedness

ContextDeliberative

Discipline

Empathy Focu

s

Futuristic

Harmony

Ideation

Incl

uder

Individualization

Input

Inte

llect

ion

Learner

Maximizer

Positivity

Relator

Responsibility

Restorative

Self-Assurance

SignificanceStrategic

Woo

Developer

Top Five Themes


Achie

ver Activator

Adaptability

Arranger

Competition

Analytical

Command

Belief

Consistency

Communication

Connectedness

ContextDeliberative

Discipline

Empathy Focu

s

Futuristic

Harmony

Ideation

Incl

uder

Individualization

Input

Inte

llect

ion

Learner

Maximizer

Positivity

Relator

Responsibility

Restorative

Self-Assurance

SignificanceStrategicWoo

Developer

“Plus” Themes


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


Strategic

Ideation

Intellection

Futuristic

Developer

• Fascinated by ideas

• Enjoy explaining why things are the way they are

• Look for connections

• Look at world from multiple perspectives

• Excited by new view of things and brand new ideas


Strategic

Ideation

Intellection

Futuristic

Developer

• Like to think – mental activity

• Focus depends on other strengths (for me can be both ideas and feelings)

• Enjoy time alone for musing and reflection

• Introspective

• Can experience discontent when reflection exposes internal inconsistency


Strategic

Ideation

Intellection

Futuristic

Developer

• Inspired by the Future

• Interested in possibilities

• Inspire others with vision of the future


Strategic

Ideation

Intellection

Futuristic

Developer

• See the potential in others

• See each individual as a work in progress

• Help others experience success

• Able to see small increments of improvement in others


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


Discovering Uniqueness: The Three Levers1. Strengths & Weaknesses:

a. what is the best day you had at work in the last three months? What were you doing? Why did you enjoy it so much?

b. What was your worst day at work in the last three months? What were you doing? Why did it grate on you so much?

2. Triggers: a. what was the best relationship you ever had with a

manager? What made it work so well?b. What is the best praise or recognition you’ve ever received?

What made it so good?

3. Learning Stylea. When in your career did you learn the most? Why did you

learn do much?b. What’s the best way for you to learn?


Strategies for Developing Employees:1. Rigorously identify and build on talent:

a. Strengthsfinder resultsb. Myers-Briggs and other personality inventoriesc. Honor differences

2. Rigorously identify weaknesses and systematically seek to:

a. Neutralize their effect on performanceb. Build well-rounded teams, not well rounded individualsc. Work with employees to develop basic skills in areas of

weakness when it is necessary. 3. Break the traditional rules

a. Invest in talent, not in remediationb. Focus on outcomes, not on proceduresc. Redefine “strengths” and “weaknesses” appropriatelyd. Hire for talent, not technical qualifications


Leadership Challenge

LPI Results

Self A B C Average

Model the Way 19 23 24 24 24

Inspire a Shared Vision 24 25 29 19 24

Challenge the Process 22 23 27 16 22

Enable Others to Act 27 28 26 24 26

Encourage the Heart 24 21 24 21 22

100

50

70

30

*15

*17

*16

*18

*22

*24

*26

*28

*19

*20

*21

*23

*25

*27

*29

*30

*14*14

*15

*16

*17*17

*17

*18

*18

*18

*18*19

*19*19

*19

*20*20

*20

*20

*21

*21*21

*21

*22

*22

*22

*22

*23

*23

*23

*23

*24*24

*24

*24 *25

*25*25

*25*26

*26*26

*26*27

*27*27*27

20

10

40

60

80

90*28

*28*28*28

*29*29*29*29

*30 *30 *30 *30

Model the Way

Inspire a Shared Vision

Challenge the Process

Enable Others to Act

Encourage the Heart

What Leaders

Do

Five PracticesTen

CommitmentsCredibility Collaboration

StrengthenOthers

The Secret To

Success

Application to StagesModel

The Five Practices

Model the Way

Encourage the Heart

Enable others to

Act



Model the Way

Encourage the Heart

Enable others to

Act



Behavior Wins Respect Clear About Their

Principles Lead by Example Clear Communication of

Direction Even Minor Details are

Important


Model the Way

Encourage the Heart

Enable others to

Act


Speak their Language Understand Their Needs Ignite Passion with

Enthusiasm Inspire Commitment (not

Command it) Dialogue (not Monologue)


Model the Way

Encourage the Heart

Enable others to

Act


Seek and Accept the Challenge No fear of Changing from Status Quo Challenge System Recognize and Support New Ideas Learn from Success and Failures

Enable Others to Act

Model the Way

Encourage the Heart



Team Effort (Never an Individual) Frequency of the Use of the Word We Empower them to Ownership Enable them to Feel Strong, Capable and

Committed Strengthen their Capacity to Deliver

Encourage the Heart

Model the Way

Enable others to

Act



Genuine Acts of Caring Show Appreciation for Contributions Recognition and Celebration Show

Encouragement Link Rewards to Performance Share Vision to Align them with

Cherished Values

The Ten Commitments

Model the Way

Encourage the Heart

Enable others to Act



•Find your voice by clarifying your personal values

•Set the example by Aligning Actions with Shared Values

•Envision the future by imagining exciting and ennobling possibilities

•Enlist others in a common vision by appealing to shared aspirations

•Search for opportunities by seeking innovative ways to change, grow and improve

•Experiment and take risks by constantly generating small wins and learning from mistakes

•Foster collaboration by promoting cooperative goals and building trust

•Strengthen others by sharing power and discretion

•Recognize contributions by showing appreciation for individual excellence

•Celebrate the values and victories by creating a spirit of community

Credibility

Honest

88%

Leaders who do what they say they will do:

Forward-Looking

71%

Competent

66%

Inspiring

65%

Practice what they preach

Walk the talk

Act consistent with their words

Put their money where their mouth

Follow through with their promises

FacilitatePositive

Interdependence

SupportFace-to-FaceInteractions

Create a Climate of Trust

Fostering Collaboration

“(The) challenge is to instill confidence in

(team members) and help them recognize

their abilities.”

p. 279

FacilitatePositive

Interdependence




“Collaboration is the critical competency for

achieving and sustaining high performance.”

p. 242

Trust

others

Listen

!

Make

yourself

vulnerabl

e

Be open to

influence

FacilitatePositive

Interdependence






p. 242

Trust

others

Listen

!

Make

yourself

vulnerabl

e

Be open to

influence

Rewar

d

Join

t

Effort

Support Norms of

Reciprocity

Develop

Cooperative

Goals and

Rules

FacilitatePositive

Interdependence






p. 242

Trust

others

Listen

!

Make

yourself

vulnerabl

e

Be open to

influence

Rewar

d

Join

t

Effort

Support Norms of

Reciprocity

Develop

Cooperative

Goals and

Rules

Sustain

Ongoing

Interactio

ns

Link to the

Human

Network

Connect Others to Sources of

Power

Share Information

and Resources

Develop Social Awareness and

Social Skills

EnsureSelf-

Leadership

ProvideChoice

DevelopCompetence

AndConfidence

FosterAccountability

GeneratePower AllAround

Strengthen Others

“(The) challenge is to instill confidence in

(team members) and help them recognize

their abilities.”

p. 279

“Feeling powerful…comes from a deep sense of being in control of life.”

p. 282

“We become most powerful when we give our own power away.”

p. 284

“With increased discretion comes an

increased ability to use and expand our talents,

training and experience. The payoff

is improved performance.”

p. 291

“…leaders act as coaches, helping others to use their skills and talents, as well as learn from their experiences.”

p. 298

“Accountability results in feelings of

ownership, that we – not someone else –

have the responsibility for what’s going on

around us.”

p. 301

The Secret to Success….

“The best-kept secret of successful leaders is love: staying in love with leading, with the people who do the

people who do the work, with what the organizations produce, and with those who honor the organization by using

its work.

p. 398

Groups and teams

Work Team Effectiveness Model

Exhibit 18.2

Characteristics of Teams

Member Roles- Task specialist role

spend time and energy helping the team reach its goal

Initiate ideasGive opinionsSeek

informationSummarizeEnergize

Socio-emotional role support team members’ emotional needs

EncourageHarmonizeReduce tensionFollowCompromise

Spend time and energy helping the team reach its goal

Stages of Team DevelopmentExhibit 18.5

Perception, Stereotypes and how they affect Conflict

So What Do You See?

So What Do You See?

So What Do You See?

So What Do You See?

So What Do You See?

So What Do You See?

The Basics of Perception

How we interpret what we see is the unconscious process of:Separating into figure and backgroundSelecting what we “look at” or “listen

to”Ordering the environment into a “whole”

that makes sense to us

What Does He See/Hear/Sense?

Waiting Line

Facial Expression

Manager/Supervisor

Time of DayGender

“fat” deposit bag

Mood

“inbox” of work

Other Tellers

The Perceptual Process

Learning Style, Personality,

Culture

Perceptual Bias

Noise, Education, Prior

Experience

So What went on during this Transaction?

Waiting Line

Facial Expression

Gender

“fat” deposit bag

Manager/Supervisor

Time of Day

“inbox” of work

Other Tellers

Perceptual Errors

StereotypingHalo Effect

Primacy/Recency

Reflection

Learning Style

The way a person perceives, interprets and responds to information

Two key dimensions:how you gather informationhow you evaluate and act on

information

Learning Styles - Kolb

Information Gathering Concrete experience – learn through personal

involvement Abstract conceptualization – build theories

using logic, ideas and concepts Evaluation and Action

Reflective observation – seek meaning through study

Active experimentation – change situations and influence others to see what happens

Learning Styles – Four Types

Accommodating Concrete experience – learn through personal involvement Active experimentation – change situations and influence

others to see what happens Diverging

Concrete experience – learn through personal involvement Reflective observation – seek meaning through study

Assimilating Reflective observation – seek meaning through study

Converging Abstract conceptualization – build theories using logic, ideas

and concepts Active experimentation – change situations and influence

others to see what happens

Accomodating (CE/AE)

Best at hands-on learningEnjoy carrying out plans and involvement in new, challenging experiences

Act on "gut feeling" more than logical analysisSolve problems by interacting with others

Inclined toward careers in marketing and salesPrefer to work in groups to accomplish learning tasks

Converging (AC/AE)

Best at finding practical uses for ideas and theoriesPrefer technical tasks and prescribed problems over social or interpersonal issues

Best at solving problems where one correct solution is requiredInclined toward technical careers (engineering, computers, etc.)

Prefer to learn via simulations, lab assignments, and assigned problems

Assimilating (AC/RO)

Best at arranging broad range of information into concise, cohesive, logical formPrefer working through abstract ideas and concepts to working with people to

solve problemsPrefer logical soundness to practical valueInclined to scientific or academic careers

Prefer to learn through lectures, readings, models, and thinking time

Diverging (CE/RO)

Best at viewing concrete situations from various perspectivesWork best in situations requiring generation of ideas and alternative solutions to problems

Excel at creative, inventive activitesInductive thinkers with broad interests

Like to gather lots of information and engage in brainstormingPrefer to learn in groups where diverse perspectives are present

Tend to select careers in the arts, social service, and communication

Perceptual Biases

Stereotyping Halo Projection Primacy and recency Selective perception Denial Perceptual defense Expectancy Self-fulfilling prophecy

Perceptual Biases

Stereotyping The application of a standardized impression of a

(readily discernable) group of people to influence our perception of the traits or behavior of a particular individual. Basically, generalizing about many from one or a few

Halo Allowing one characteristic of an individual to

form our perception of all of that individuals’ characteristics.

Perceptual Biases

Projection Blaming our problems on others or attributing

our feelings to other people. Primacy and recency

First impressions count; the most recent thing you see or hear is what you remember.

Selective perception The filtering process, including both selective

attention and selective retention.

Perceptual Biases

DenialRefusing to acknowledge or act on

threatening information. Perceptual defense

Clinging to the perceptions we have Expectancy

Seeing what we expect to see.

Internal vs. external attribution Internal: behavior/outcome the result of

internal processes (intention, planning, hard-work, etc.); i.e., it is caused by the person

External: behavior/outcome the result of external processes (luck, chance, favoritism, birth, etc.); i.e., it is caused by the situation

Attribution: How We Form Judgments

Internal vs. external attribution Internal: success

through own abilities and efforts

External: success through luck or others’ help

Success Failure

Self

Others


Internal vs. external attribution Internal: success

through own abilities and efforts

External: success through luck or others’ help

Success Failure

Self

Others


What Does He See/Hear/Sense?

Weather

Condition of Bus

Children Noise

Children SeatingAdvertisements

PedestriansRoad Signs/Lights

Helper Comments

The Perceptual ProcessWeather

Condition of Bus

Children Seating

Advertisements

Pedestrians

Road Signs/Lights

Helper Comments

Selection Perceptual

Bias

Other Past Learning

So How What went on during the Trip This

Morning?

Perceptual Errors

StereotypingHalo Effect

Primacy/Recency

Reflection

Accurate and supportive communication

Communication

The sharing of information between two or more individuals or groups to reach a common understanding (but not necessarily agreement).

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The Basic Model

Communication - Key Terms

Sender: The individual, group, or organization that needs or wants to share information with some other individual, group, or organization.

Receiver: The individual, group, or organization for which the information is intended.

Message: The information that a sender needs or wants to share with other people (needs to be both clear and complete

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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.

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Obstacles to Accurate Communication

Mood

Physical Environment

Learned Bias

TechnologyTime of Day

PeopleSounds, lights,

movement

Characteristics of Sender/Receiver

Noise!!!

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Selecting the Right Medium

Choosing the Medium: Trade Offs

Information richness versus the amount of time required to communicate Important and complex messages need to be sent

using media high in information richness Less important and/or simpler messages can be sent

using media lower in information richness Information richness versus the need for a

paper trail More complex and important messages will require a

paper trail

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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

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Beware of the Barriers…

Barriers to Effective CommunicationIndividual Barriers Organizational Barriers

Conflicting or inconsistent cues

Credibility about the subject

Reluctance to communicate

Poor listening skills

Predisposition about the subject

Semantics

Status or power differences

Different perceptions

Noise

Overload

Languages

Table 12.1

How Messages get Distorted

Message

Encoding/Decoding MediumNoise and other

Barriers

Effective Communication

Accurate, complete shared meaning – what sender means is what receiver gets

Supportive – relationship between sender and receiver is enhanced by communication

Timely – message arrives when receiver can use information

Obstacles

DEFENSIVENESS One individual feels threatened or attacked as

a result of the communication Self-protection becomes paramount Energy is spent on constructing a defense

rather than on listening Aggression, anger, competitiveness, and/or

avoidance as a result of the communication

Obstacles

DISCONFIRMATION One individual feels incompetent, unworthy, or

insignificant as a result of the communication Attempts to reestablish self-worth take

precedence Energy is spent trying to portray self-

importance rather than on listening Showing off, self-centered behavior,

withdrawal, and/or loss of motivation are common reactions

Supportive Communication Principles

Problem-oriented, not person-oriented

Hey Jane, it looks like there’s a

problem with the HVAC system at the

XYZ School. Do you think you could come take a look?


Problem-oriented, not person-oriented

Hey, Jane, it looks like you messed up the

way you designed the HVAC system

at the XYZ School

Hey Jane, it looks like there’s a

problem with the HVAC system at the

XYZ School. Do you think you could come take a look?


Words Congruent with Behavior

No, John, nothing is

bothering me, I just have a little

headache


Words Congruent with Behavior

No, John, nothing is

bothering me, I just have a little

headache

Yes, John, I’m having difficulty

dealing with the conflict that I see in

your workgroup.

IncongruentIncongruent


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.


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.


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.


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.


Specific, not GlobalYou always forget things

like our anniversary

and you never pay any

attention to my feelings.


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.


Owned, not DisownedThey’re

making me change your

plans because some

problems were found in the

design.


Owned, not DisownedThey’re

making me change your

plans because some

problems were found in the

design.

I have decided to make some

changes to the plans you and

your group developed

because I believe there are

problems in the design.

Strategies for Alienating Others

Blame bad stuff on “them”

Ignore what the other person just

said – skip to your point

When there are problems, use the words “you” and “your” rather than “we”

and “our”

Answer the Cell Phone

Multi-task!!!!!

No Eye Contact “Yeah, but…”

“Always, Never, All, and None”

Strategies for Effective Listening

Non verbal responses

Include their comments in your

response

Turn your back on the computer and turn off phones where they can see you

Be honest when you fade out and

ask them to repeat.

Eye Contact!!!

Ask occasional questions or take a

quick note

Documents

Human Behavior in Organizations MGMT/PSYC 352: Cayce Lawrence, Ph.D. Associate Professor of Management Christian Brothers University