Chapter 3 Leadership

CHAPTER 3:
THE LEADER AS AN
INDIVIDUAL

TABLE OF CONTENT
§  SUMMARY
§  THE SECRET INGREDIENT FOR
LEADERSHIP SUCCESS
§  PERSONALITY AND LEADERSHIP
§  VALUES AND ATTITUDES
§  SOCIAL PERCEPTION AND
ATTRIBUTIONS
§  COGNITIVE DIFFERENCES
§  WORKING WITH DIFFERENT
PERSONALITY TYPES

SUMMARY
§  This chapter explores the importance of
self-awareness and some of the
individual differences that affect leaders
and the leadership process.
§  Individuals differ in many ways, including
personality, values and attitudes, and
styles of thinking and decision making.

SUMMARY
§  One model of personality, the Big Five
personality dimensions, examines whether
individuals score high or low on the
dimensions of extraversion, agreeableness,
conscientiousness, emotional stability, and
openness to experience.
§  Although there is some indication that a
high degree of each of the personality
dimensions is associated with successful
leadership, individuals who score low on
various dimensions may also be effective
leaders. Two specific personality traits that
have a significant impact on leader behavior
are locus of control and authoritarianism.

SUMMARY
§  Values are fundamental beliefs that cause a
person to prefer that things be done one way
rather than another. One way to think about
values is in terms of instrumental and end
values. End values are beliefs about the kinds
of goals that are worth pursuing, whereas
instrumental values are beliefs about the types
of behavior that are appropriate for reaching
goals.
§  Values also affect an individual’s attitudes. A
leader’s attitudes about self and others
influence how the leader behaves toward and
interacts with followers. Two sets of
assumptions called Theory X and Theory Y
represent two very different sets of attitudes
leaders may hold about people in general.

SUMMARY
§  Differences in personality, values, and
attitudes influence perception, which is
the process people use to select,
organize, and interpret information.
§  Perceptual distortions include
stereotyping, the halo effect, projection,
and perceptual defense.
§  Attributions refer to how people explain
the causes of events or behaviors. Based
on their perception, people may make
either internal or external attributions.

SUMMARY
§  Another area of individual differences is
cognitive style. The whole brain concept
explores a person’s preferences for right-
brained versus left-brained thinking and
for conceptual versus experiential
thinking. The model provides a powerful
metaphor for understanding differences
in thinking styles. Individuals can learn to
use their “whole brain” rather than
relying on one thinking style.
§  Another way of looking at cognitive
differences is the MBTITM, which
measures an individual’s preferences for
introversion versus extraversion, sensing
versus intuition, thinking versus feeling,
and judging versus perceiving.

SUMMARY
§  Finally, the chapter offers some tips for
how leaders can work more effectively
with varied personality types. By
understanding their own personalities,
treating everyone with respect,
recognizing people’s unique abilities,
circumventing communication
breakdowns, and creating a positive
environment, leaders can better keep
diverse people productive and focused on
goals instead of personality differences.

LEARNING OUTCOMES
§  After studying this chapter, you should be
able to:
§  Understand the importance of self-
awareness and how to recognize your
blind spots.
§  Identify major personality dimensions
and understand how personality
influences leadership and relationships
within organizations.
§  Clarify your instrumental and end
values and recognize how values guide
thoughts and behavior.

LEARNING OUTCOMES
§  Define attitudes and explain their
relationship to leader behavior.
§  Explain attributions and recognize how
perception affects the leader–follower
relationship.
§  Recognize individual differences in
cognitive style and broaden your own
thinking style to expand leadership
potential.
§  Understand how to lead and work with
people with varied personality traits.

THE SECRET INGREDIENT
FOR LEADERSHIP SUCCESS

Summary
§  This section explores the importance of
self-awareness and some of the
individual differences that affect leaders
and the leadership process.

FOR LEADERSHIP
SUCCESS
§  A survey revealed that the most
important capability for leaders to
develop is self-awareness.

SELF-AWARENESS
§  Self-awareness is being conscious of the internal aspects of
one’s nature, such as personality traits, emotions, values,
attitudes, and perceptions, and appreciating how one’s patterns
affect other people.
Being conscious
of the internal
aspects of one’s
nature such as
such as
personality traits,
emotions, values,
attitudes, and
perceptions
Appreciating how
one’s patterns
affect other
people.
Self Awareness

THE IMPORTANCE OF
SELF-AWARENESS
§  Effective leaders should know who they
are and what they stand for. Many people
do not see themselves clearly enough to
be effective leaders.

LEADER BLIND SPOTS
§  Many leaders have blind spots
that limit their success.
§  People require self-reflection
to avoid blind spots that limit
effectiveness and career
success

LEADER BLIND SPOTS
§  Blind spots are characteristics or habits that people are not
aware of or don’t recognize as problems but which limit their
effectiveness and hinder their career success.
Any
characteristics
or habits
Which limit their
effectiveness to
perform
Blind
Spots

Discussion
§  Do you agree that self-awareness is
essential for being a good leader?
§  Can you think of some specific negative
consequences that might result from a
leader not having self-awareness?

Answer
§  Self-awareness means being aware of the
internal aspects of one’s nature, such as
personality traits, emotions, values, attitudes,
and perceptions, and appreciating how your
patterns affect other people.
§  When leaders deeply understand themselves,
they remain grounded and constant, so that
people know what to expect from them.
§  Some may say that lack of self-awareness in
leaders may lead to lack of confidence while
making important decisions and cause them
to make wrong choices. It may also lead to an
increase in their blind spots.

Action Plan: What should i do as a leader
in my organization?
§  As a leader, strive for self-awareness so that
you know who you are and what you stand
for.
§  Undergo ruthless self-examination and seek
feedback from others to avoid being derailed
by blind spots.
§  You can check out the following check list to
find out your own blind spot xxxxx

THE SECRET INGREDIENT FOR
LEADERSHIP SUCCESS
Video Time – “The Blind Spot of Leadership”
§  Social transformation and the path to a
green, regenerative, and just economy
requires a new collective leadership
capacity that enables communities to
innovate at the scale of the whole system.
This new leadership capacity involves all
key stakeholders in a journey of sensing
and actualizing emerging future
opportunities. To do so, leaders need to
progress from egosystem awareness to
ecosystem awareness.
§  Dr. Otto Scharmer
§  Otto Scharmer is a Senior Lecturer
in the MIT Sloan School of
Management and founder of the
Presencing Institute. He chairs the
MIT IDEAS program for cross-sector
innovation, which helps leaders in
business, government, and civil
society to innovate at the level of the
whole system.

PERSONALITY AND LEADERSHIP
Summary
§  Individuals differ in many
ways, including personality,
values and attitudes, and
styles of thinking and decision
making.
§  Understanding personality
differences helps leaders be
more effective.

§  Personality is the set of unseen characteristics and processes that
underlie a relatively stable pattern of behavior in response to
ideas, objects, or people in the environment.
Personality
Set of unseen
characteristics
and processes
that underlie a
relatively stable
pattern of
behavior
In response to the
Environment
(Ideas, objects
and people)

A Model Of Personality
§  Five general dimensions describe
personality.
§  The Big Five personality dimensions are
five general dimensions that describe
personality:
§  extroversion
§  agreeableness
§  conscientiousness
§  emotional stability
§  openness to experience
§  A person may have a low, moderate, or
high degree of each of the dimensions.

§  In psychology, five broad
dimensions (the ‘Big Five’) are
commonly used in the
research and study of
personality.
§  Since the late 20th Century,
these factors have been used
to measure, and develop a
better understanding of,
individual differences in
personality.
Extroversion
Agreeableness
Conscientiousness
Emotional Stability
Openness To
Experience

§  Extroversion is the degree to
which a person is outgoing,
sociable, talkative, and
comfortable meeting and talking
to new people.
§  This dimension includes the
characteristic of dominance.
§  Likes to be in control and
influence others
§  Self-confident, seeks
positions of authority, and is
competitive and assertive
§  Test your Extroversion
Extroversion
Agreeableness
Conscientiousness
Emotional Stability
Openness To
Experience

Discussion
§  Extroversion is often considered a “good”
quality for a leader to have.
§  Why might introversion be considered an
equally positive quality?

Discussion
§  Not all effective leaders have a
high degree of extroversion. A
high degree of dominance,
associated with extroversion,
could even be detrimental to
effective leadership if not
tempered by other qualities,
such as agreeableness or
emotional stability. A person
may be introverted, that is,
quiet, withdrawn, and
unassertive, and be an
effective leader as long as
some of the other Big Five
dimensions are present.
§  A person may have a low,
moderate, or high degree of
each of the Big Five general
dimensions. An introverted
leader high in agreeableness,
openness to experience, and
conscientiousness could be
very effective. Situational
factors play a role in
determining which traits are
the most important. A leader’s
intelligence, knowledge of the
business, values and attitudes,
and problem-solving styles,
which are not measured by the
Big Five, also play a role in
leadership effectiveness.

§  Agreeableness is the degree to
which a person is able to get
along with others by being good-
natured, cooperative, forgiving,
compassionate, understanding,
and trusting.
§  An agreeable person seems warm
and approachable.
§  More agreeable people are more
likely to get and keep jobs
§  Overly agreeable people tend to
be promoted less and earn less
money
§  Test your Agreeableness
Extroversion
Agreeableness
Conscientiousness
Emotional Stability
Openness To
Experience

§  Conscientiousness is the degree
to which a person is responsible,
dependable, persistent, and
achievement oriented.
§  A conscientious person is focused
on a few goals and pursues them
in a purposeful way.
§  Conscientious individuals like to
keep a tidy environment and are
well-organized. They are keen to
maintain good timekeeping.
§  It is more important dimension of
personality than extroversion for
effective leadership
§  Test your Conscientiousness
Extroversion
Agreeableness
Conscientiousness
Emotional Stability
Openness To
Experience

§  Emotional stability, or neuroticism
is the degree to which a person is
well adjusted, calm, and secure.
§  Emotionally stable leader can:
§  Handle stress and criticism well
and does not take mistakes or
failures personally
§  Develop positive relationships
§  Improve relationships
§  Leaders with a low degree of
emotional stability can become
tense, anxious, or depressed
§  Test your Emotional Stability
Extroversion
Agreeableness
Conscientiousness
Emotional Stability
Openness To
Experience

§  The openness to experience
dimension of personality is
characterised by a willingness to try
new activities. People with higher
levels of openness are amenable to
unconventional ideas and beliefs,
including those which challenge
their existing assumptions.
§  People with low levels of openness -
those who are closed to experience -
are wary of uncertainty and the
unknown. They are more suspicious
of beliefs and ideas which challenge
their status quo.
§  Important because leadership is
about change
§  Test your Openness to Experience
Extroversion
Agreeableness
Conscientiousness
Emotional Stability
Openness To
Experience

Action Plan: What should I do as a leader in
my organization?
§  As a leader, you can learn about your own
basic personality dimensions and how to
emphasize the positive aspects of your
personality in dealing with followers.

Discussion
§  What might be some reasons the dimension
of “openness to experience” correlates so
strongly with historians’ ratings of the
greatest political leaders but has been less
strongly associated with business leader
success?
§  Do you think this personality dimension
might be more important for business
leaders of today than it was in the past?

Discussion
§  Open-mindedness is
important for a political leader
because leadership is about
change.
§  Thomas Jefferson needed
open-mindedness when he
wrote the Declaration of
Independence because the
colonies were severing ties
with England, changing their
form of government, and
building a new country.
§  Business leaders who promote
stability and maintaining the
status quo can be effective
without being open-minded—if
they are working in a stable
business environment (e.g.,
producing cowboy boots).
§  However, because the global
environment is changing
rapidly, business leaders need
open-mindedness to manage
change.

§  Researchers found that people who score
high on extroversion, agreeableness,
conscientiousness, and emotional
stability are more successful leaders.
§  In a study of the greatest U.S. presidents,
openness to experience produced the
highest correlation with historians’
ratings of greatness.
§  Introverted people have some qualities
that might actually make them better
leaders.

Read an Article – The Surprising Power of Introverts
§  At least one in three people
are introverted, and failing to
coax them out of their shell is
to deny them the chance to
bring their unique qualities to
the table. While extroverts
thrive during social gatherings
and group meetings, finding it
easy to kick their ideas
around, introverts will often
need a moment to gather their
thoughts before they are ready
to share.
§  Read the article here

Personality Traits and Leader Behavior
§  Locus of control and authoritarianism are studied because they
strongly affect behavior.
Strongest
Factor
Affecting
Leadership
Behaviour
Locus of Control Authoritarianism

§  Locus of control defines whether a person places the primary
responsibility for what happens to him or her within himself/herself or on
outside forces.
§  A person with an internal locus of control believes that he or she can
influence events and their outcomes, while someone with an external locus
of control blames outside forces for everything.
External Locus of Control
• Outcomes outside of our
direct control – determined
by fate and independent of
your own behavior and
action
Internal Locus of Control
• Outcomes within our direct
control – determined by own
own behavior and action.

Locus of Control – Take the test
§  Are You in Charge of Your Destiny?
§  As the environment around you
changes, you can either attribute
success and failure to things you
have control over, or to forces
outside your influence.
§  Which orientation you choose has
a bearing on your long-term
success. Take the test here and
find out more about your own
locus of control
§  Click here to take the test

§  Authoritarianism is the belief
that power and status
differences should exist in an
organization.
Power
Differences in
Organization
Status
Differences in
Organization
Authoritarianism

§  Leader’s degree of
authoritarianism affects how
the leader wields and shares
power
§  High authoritarianism
§  Traditional and rational
approach to management
§  Autocratic style of
leadership
§  Difference between leader
and follower affects leader’s
effectiveness
Power and
Status
Gap
Betwen
Leaders
and
Followers
HighGap
LowGap
High Authoritarianism
Low Authoritarianism

Video Time - Why We Need Introverted Leaders
§  Athletes train to be their best by
tapping into their "inner-introvert"
and finding moments to lead.
Hucles, two-time Olympic gold
medalist, reveals why the special
qualities introverts contribute to
teams is invaluable for success.
§  Angela Hucles
§  Founder and CEO of the
Empowerment Through Sport
Leadership Series, Angela
Hucles is a two-time Olympic
Gold Medalist for US Soccer,
two-time World Cup Bronze
Medalist, former professional
soccer player of the Boston
Breakers and the US Soccer
Foundation’s 2009
Humanitarian of the Year.

VALUES AND ATTITUDES
Summary
§  Values are fundamental beliefs that cause a
person to prefer that things be done one way
rather than another.
§  One way to think about values is in terms of
instrumental and end values. End values are
beliefs about the kinds of goals that are worth
pursuing, whereas instrumental values are beliefs
about the types of behavior that are appropriate
for reaching goals.
§  Values also affect an individual’s attitudes. A
leader’s attitudes about self and others influence
how the leader behaves toward and interacts with
followers. Two sets of assumptions called Theory
X and Theory Y represent two very different sets
of attitudes leaders may hold about people in
general.

§  Values are fundamental beliefs that an
individual considers to be important, that
are relatively stable over time, and that have
an impact on attitudes and behavior.
§  Values cause a person to prefer that things
be done a certain way.

Instrumental and End Values
§  One way to think about values
is in terms of instrumental
and end values.
End values sometimes
called terminal values,
are beliefs about the
kinds of goals or
outcomes worth trying
to pursue.
Instrumental values
are beliefs about the
types of behavior that
are appropriate for
reaching goals.

§  Individuals differ in how they prioritize
values
§  Identify and understand value
differences to improve communication
and effectiveness
§  The next slide show how leaders and non
leaders prioritize values.

Differences in Leaders’ and
Nonleaders’ Value Rankings
Source: Based on Table 2, Differences in Managers’ versus Non-Managers’ Terminal and Instrumental Value Ranking, in Edward F. Murphy Jr., Jane
Whitney Gibson, and Regina A. Greenwood, ‘‘Analyzing Generational Values among Managers and Non-Managers for Sustainable Organizational
Effectiveness,’’ SAM Advanced Management Journal (Winter 2010), pp. 33–55.

§  Values are established by early adulthood but can change
§  For leaders, values influence how they:
Values
influence
leaders
Relate to
others
Perceive
opportunities,
situations,
and problems
Make
decisions

How Attitudes Affect Leadership
§  Values help determine attitudes.
§  An attitude is an evaluation (either positive or negative) about
people, events, or things. A leader’s attitudes towards followers
influence how he or she relates to people.
Atititude
Negative
evaluation
about people,
events and
things
Positive
evaluation about
people, events
and things

§  What do you think motivates your people
to come to work each morning?
§  Do you believe that they get great
satisfaction from their work and take
pride in doing the best possible job?
§  Or do you think that they see it as a
burden, and simply work for the money?

§  Two different sets of
assumptions about human
nature reflect different
attitudes, as shown in the next
slide.
Theory X is the assumption
that people are basically
lazy and not motivated to
work and that they have a
natural tendency to avoid
responsibility.
Theory Y is the assumption
that people do not
inherently dislike work and
will commit themselves
willingly to work that they
care about.

Assumptions of Theory X
§  An average employee intrinsically
does not like work and tries to
escape it whenever possible.
§  Since the employee does not want
to work, he must be persuaded,
compelled, or warned with
punishment so as to achieve
organizational goals. A close
supervision is required on part of
managers. The managers adopt a
more dictatorial style.
§  Many employees rank job security
on top, and they have little or no
aspiration/ ambition.
§  Employees generally dislike
responsibilities.
§  Employees resist change.
§  An average employee needs
formal direction.
Theory X
Theory Y
Source: Based on Douglas McGregor, The Human
Side of Enterprise (New York: McGraw-Hill, 1960),
pp. 33–48.

Assumptions of Theory Y
§  Employees can perceive their job as
relaxing and normal. They exercise their
physical and mental efforts in an inherent
manner in their jobs.
§  Employees may not require only threat,
external control and coercion to work, but
they can use self-direction and self-
control if they are dedicated and sincere
to achieve the organizational objectives.
§  If the job is rewarding and satisfying,
then it will result in employees’ loyalty
and commitment to organization.
§  An average employee can learn to admit
and recognize the responsibility. In fact,
he can even learn to obtain responsibility.
§  The employees have skills and
capabilities. Their logical capabilities
should be fully utilized. In other words,
the creativity, resourcefulness and
innovative potentiality of the employees
can be utilized to solve organizational
problems.
Theory X
Theory Y
Source: Based on Douglas McGregor, The Human
Side of Enterprise (New York: McGraw-Hill, 1960),
pp. 33–48.

Video Time –
Motivating People Using Theory X and Theory Y
§  Find out how your management style
reflects your beliefs about your
team's motivation and explore how
you can adopt a style that enables
your team to be more productive..
§  https://www.youtube.com/watch?
v=zjvWicDVv_Y

SOCIAL PERCEPTION AND
ATTRIBUTIONS

ATTRIBUTIONS
Summary
§  Differences in personality, values, and
attitudes influence perception, which is the
process people use to select, organize, and
interpret information.
§  Perceptual distortions include stereotyping,
the halo effect, projection, and perceptual
defense.
§  Attributions refer to how people explain the
causes of events or behaviors. Based on their
perception, people may make either internal or
external attributions.

ATTRIBUTIONS
§  Perception is the process people
use to make sense out of the
environment by selecting,
organizing, and interpreting
information. Values and attitudes
affect perceptions and vice versa.

SOCIAL PERCEPTION AND ATTRIBUTIONS
Perceptual Distortions
§  Perceptual distortions are errors
in perceptual judgment that arise
from inaccuracies in the
perceptual process.
§  Perceptual distortions can prevent
advancement so they should be
recognized and corrected:
Stereotyping is the tendency to assign
an individual to a broad category and
then attribute generalizations about the
group to the individual.
Halo effect is an overall impression of
a person or situation based on one
characteristic, either favorable or
unfavorable.
Projection is the tendency to see one’s
own personal traits in other people.
Perceptual defense is the tendency to
protect oneself by disregarding ideas,
situations, or people that are
unpleasant.

unfavorable.
unpleasant.

unfavorable.
unpleasant.
§  People tend to assign positive
traits to the face deemed
more attractive.
§  Click here if you need more
explanation on Halo Effect

unfavorable.
unpleasant.
Source: Psychologenie.com

Attributions
§  Attributions are judgments about what caused a person’s
behavior—either characteristics of the person or of the situation.
Example: Based on what people see, read and hear they make
decision.

Attributions
§  People also make attributions
or judgments as a way to
understand what caused their
own or another person’s
behavior:
§  Attributions are important
because they help people
decide how to handle a
situation.
§  Click here video on
attributions
§ 
An internal attribution
says characteristics
of the person led to
the behavior.
An external
attribution says
something about the
situation caused the
person’s behavior.

Attributions
§  The fundamental attribution
error is the tendency to
underestimate the influence of
external factors on another’s
behavior and overestimate the
influence of internal factors

Video Time – “Fundamental Attribution Error”
§  Fundamental attribution error
describes how, when judging others’
actions, we tend to give too much
causal weight to their character and
not enough to the circumstances in
which they acted.
§  Click here for video on
fundamental attribution error

COGNITIVE DIFFERENCES
Summary
§  Another area of individual differences is
cognitive style. The whole brain concept
explores a person’s preferences for right-
brained versus left-brained thinking and
for conceptual versus experiential
thinking. The model provides a powerful
metaphor for understanding differences
in thinking styles. Individuals can learn to
use their “whole brain” rather than
relying on one thinking style.
§  Another way of looking at cognitive
differences is the MBTITM, which
measures an individual’s preferences for
introversion versus extraversion, sensing
versus intuition, thinking versus feeling,
and judging versus perceiving.

§  Cognitive style is how a
person perceives, processes,
interprets, and uses
information.
§  People prefer to approach
challenges in different ways.
Perceives information
Processes information
Interprets information
Uses information

Patterns of Thinking and Brain Dominance
§  The left hemisphere is
associated with logical,
analytical thinking and a linear
approach to problem solving,
whereas the right hemisphere
is associated with creative,
intuitive, values- based
thought processes.
§  Everyone uses both left-
brained and right-brained
thinking to varying degrees.
(Image Source: Healthline.com)

§  The whole brain concept is an approach
that considers not only a person’s
preference for right-brained versus left-
brained thinking, but also conceptual
versus experiential thinking; it identifies
four quadrants of the brain related to
different thinking styles.
§  The model provides a useful overview of
an individual’s mental preferences, which
in turn affect patterns of communication,
behavior, and leadership.

§  Hermann believes that people
can learn to use their “whole
brain,” rather than relying on
one or two quadrants. Leaders
who reach the top of
organizations often have well-
balanced brains, according to
Hermann’s research.
§  The four quadrants, which are
shown in the next slide, can be
described as follows:
Quadrant A is the part of the brain
associated in the whole brain model with
logical thinking, analysis of facts, and
processing numbers.
Quadrant B is the part of the brain
planning, organizing facts, and careful
detailed review.
Quadrant C is the part of the brain
interpersonal relationships and intuitive
and emotional thought processes.
Quadrant D is the part of the brain
conceptualizing, synthesizing, and
integrating facts and patterns.

my organization?
§  A simplified exercise to help you think about
your own preferences appears in Leader’s
Self-Insight 4.4.
§  Before reading further, follow the
instructions and complete the exercise to
get an idea about your dominant thinking
style according to Herrmann’s whole brain
model.
§  Then read the following descriptions of each
quadrant.

my organization?
§  As a leader, you can strive for “whole-brain”
thinking to deal effectively with a wide
variety of people and complex issues.
§  You can be aware of your natural thinking
patterns and include other perspectives that
help you develop a broader understanding.

Discussion
§  How can a leader use an understanding of brain
dominance to improve the functioning of the
organization?

Discussion Answer
§  Understanding that individuals have different
thinking styles helps leaders have more
effective interactions with followers.
§  Some leaders act as if everyone responds to
the same material and behavior in the same
way.
§  Some people prefer facts and figures, while
others prefer to know about relationships and
patterns.
§  This can help a leader work with subordinates
more effectively and improve the functioning of
the organization.

Problem Solving Styles: Jungian Types
§  Carl Jung, psychologist, believed that
differences in behavior resulted from
preferences in how we approach
problems and decisions.
§  Myers-Briggs Type Indicator (MBTI)TM
is a test that measures how individuals
differ in gathering and evaluating
information for solving problems and
making decisions.

§  The (MBTI)TM instrument
uses four pairs of attributes
to classify people in 1 of 16
different personality types:
Introversion versus
extroversion
Sensing versus
intuition
Thinking versus
feeling
Judging versus
perceiving

Source: Wikipedia

Discussion
§  Hallmark Cards discovered that its mid- and
upper-level managers were primarily thinking
types, but top executives displayed primarily
feeling preferences. Why do you think this might
be?

Answer
§  This is important for a leader who must treat
all subordinates fairly and not show favoritism
based on personal feelings. Feeling types tend
to rely more on their values and sense of what
is right and wrong, and they consider how a
decision will affect other people’s feelings. At
Hallmark Cards, top executives wanted to
develop leaders who could see things from
different perspectives, work together for
everyone’s success, and fully engage and
inspire both employees and customers.

§  The (MBTI)TM instrument
uses four pairs of attributes to
classify people in 1 of 16
different personality types:
Introversion versus
extroversion
Sensing versus
intuition
Thinking versus
feeling
Judging versus
perceiving

Video Time – “What's Your Type?”
§  AN MBTI expert takes the audience
through the different personality
types with humor and personal
experience.
§  Jean Kummerow
§  Dr. Jean M. Kummerow is a
psychologist, consultant, author
and trainer. Dr. Kummerow is
an award-winning author who
has written on topics such as
personality type, leadership
development, team building,
communication styles, career
development, and adult life-
stages.
§  https://www.youtube.com/
watch?v=gBkIyJ7kf_I

WORKING WITH DIFFERENT
PERSONALITY TYPES

PERSONALITY TYPES
Summary
§  Finally, the section offers some
tips for how leaders can work
more effectively with varied
personality types.
§  By understanding their own
personalities, treating everyone
with respect, recognizing people’s
unique abilities, circumventing
communication breakdowns, and
creating a positive environment,
leaders can better keep diverse
people productive and focused on
goals instead of personality
differences.

PERSONALITY TYPES
§  Leaders can work more
effectively with different
personality types by following
some simple guidelines:
Understand your own personality
and how you react to others.
Treat everyone with respect.
Acknowledge each person’s
strengths.
Strive for understanding.
Remember that everyone wants to
fit in.

KEY TERMS AND CONCEPTS
§  Self-awareness: being conscious of the
internal aspects of one’s nature, such as
personality traits, emotions, values,
attitudes, and perceptions, and
appreciating how your patterns affect
other people.
§  Blind spots: characteristics or habits
that people are not aware of or don’t
recognize as problems but which limit
their effectiveness and hinder their
career success.
§  Personality: the set of unseen
characteristics and processes that
underlie a relatively stable pattern of
behavior in response to ideas, objects,
and people in the environment.
§  Big Five personality dimensions: five
general dimensions that describe
personality: extroversion, agreeableness,
conscientiousness, emotional stability,
and openness to experience.
§  Extroversion: the degree to which a
person is outgoing, sociable, talkative,
and comfortable meeting and talking
to new people.
§  Agreeableness: the degree to which a
person is able to get along with others
by being good- natured, cooperative,
forgiving, compassionate,
understanding, and trusting.
§  Conscientiousness: the degree to
which a person is responsible,
dependable, persistent, and
achievement oriented.
§  Emotional stability: the degree to
which a person is well adjusted, calm,
and secure.

§  Openness to experience: the degree to
which a person has a broad range of
interests and is imaginative, creative, and
willing to consider new ideas.
§  Locus of control: defines whether a
person places the primary responsibility
for what happens to him or her within
himself/herself or on outside forces.
§  Authoritarianism: the belief that power
and status differences should exist in an
organization.
§  Values: fundamental beliefs that an
individual considers to be important, that
are relatively stable over time, and that
have an impact on attitudes and behavior.
§  End values: sometimes called terminal
values, these are beliefs about the kind of
goals or outcomes that are worth trying
to pursue.
§  Instrumental values: beliefs about the
types of behavior that are appropriate
for reaching goals.
§  Attitude: an evaluation (either positive
or negative) about people, events, or
things.
§  Theory X: the assumption that people
are basically lazy and not motivated to
work and that they have a natural
tendency to avoid responsibility.
§  Theory Y: the assumption that people
do not inherently dislike work and will
commit themselves willingly to work
that they care about.
§  Perception: the process people use to
make sense out of the environment by
selecting, organizing, and interpreting
information.

§  Perceptual distortions: errors in
judgment that arise from inaccuracies
in the perceptual process.
§  Stereotyping: the tendency to assign
§  Halo effect: an overall impression of a
person or situation based on one
unfavorable.
§  Projection: the tendency to see one’s
§  Perceptual defense: the tendency to
unpleasant.
§  Attributions: judgments about what
caused a person’s behavior—either
characteristics of the person or of the
situation.
§  Fundamental attribution error: the
tendency to underestimate the influence
of external factors on another’s behavior
and overestimate the influence of
internal factors.
§  Self-serving bias: the tendency to
overestimate the influence of internal
factors on one’s successes and the
influence of external factors on one’s
failures.
§  Cognitive style: how a person perceives,
processes, interprets, and uses
information.

§  Whole brain concept: an approach that
considers not only a person’s
preference for right- brained versus
left-brained thinking, but also
conceptual versus experiential thinking;
identifies four quadrants of the brain
related to different thinking styles.
§  Quadrant A: the part of the brain
associated in the whole brain model
with logical thinking, analysis of facts,
and processing numbers.
§  Quadrant B: the part of the brain
with planning, organizing facts, and
careful, detailed review.
§  Quadrant C: the part of the brain
with interpersonal relationships and
intuitive and emotional thought
processes.
§  Quadrant D: the part of the brain
with conceptualizing, synthesizing, and
integrating facts and patterns.
§  Myers–Briggs Type Indicator
(MBTI)TM: test that measures how
individuals differ in gathering and
evaluating information for solving
problems and making decisions.

Chapter 3 Leadership

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Chapter 3 Leadership

Similar to Chapter 3 Leadership (20)

More from PeleZain

More from PeleZain (20)

Recently uploaded

Recently uploaded (17)

Chapter 3 Leadership