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Developing Management Skills
Chapter 1:
Developing Self-Awareness
1-1
Copyright © 2016 Pearson Education, Inc.
2
Learning Objectives
Increase personal awareness of your:
Sensitive line
Emotional intelligence
Personal values and moral maturity
Cognitive style
Orientation toward change
Core self-evaluation
1-2
Copyright © 2016 Pearson Education, Inc.
3
Keys to Self- Awareness
“Know Thyself”
Carved on the temple to the Oracle at Delphi
“He that would govern others must first master himself”
Messinger
1-3
Copyright © 2016 Pearson Education, Inc.
4
The Enigma of
Self-Awareness
Seeking self knowledge is a prerequisite for personal growth.
However, we avoid seeking information about ourselves because
it may make us feel inferior.
1-4
Copyright © 2016 Pearson Education, Inc.
5
The Sensitive Line
The point at which individuals become defensive when
encountering information about themselves that is inconsistent
with their self-concept.
1-5
Copyright © 2016 Pearson Education, Inc.
6
Crossing the
Sensitive Line
Our sensitive line is less likely to be crossed…
When information is verifiable, predictable and controllable.
When we self-disclose.
1-6
Copyright © 2016 Pearson Education, Inc.
7
Appreciating Individual Differences
Differences
We observe differences
Appreciating differences helps eliminate social barriers
Distinctions
We create distinctions
Making distinctions creates social barriers
1-7
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8
Five Areas of
Self Awareness
1-8
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9
Emotional Intelligence
Difficult to measure and define.
Considered to be an important measure of managerial success.
1-9
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10
Components of
Emotional Intelligence
The ability to diagnose and recognize your own emotions.
The ability to control your own emotions.
The ability to recognize and diagnose the emotions of others.
The ability to respond appropriately to emotional cues.
1-10
Copyright © 2016 Pearson Education, Inc.
11
Values
Foundation for attitudes and personal preferences
Basis for important life decisions
Help to define morality and ethics
1-11
Copyright © 2016 Pearson Education, Inc.
12
Trompenaars Cultural Value Dimensions
1-12
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13
Personal Values
Instrumental Values: desirable standards of conduct for
attaining an end
Terminal Values: desirable ends or goals for the individual
1-13
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14
2 types of instrumental values relate to morality and
competence. Violating moral values (behaving wrongly) causes
feelings of guilt. Violating competence values (behaving
incapably) causes feelings of shame.
Terminal values are either personal (peace of mind)
or social (world peace).
Values that
Managers Desire
Sense of Accomplishment
Self-Respect
A Comfortable Life
Independence
1-14
Copyright © 2016 Pearson Education, Inc.
15
The instrumental value managers held highest for themselves
was ambition.
Personal values (rather than social values) and those oriented
toward achievement predominate among managers.
Kohlberg’s Stages of
Moral Development
Preconventional (Self-Centered)
Conventional (Conformity)
Postconventional (Principled)
1-15
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16
The stages are sequential and each stage represents a higher
level of maturity.
Moral reasoning and instrumental values are based on personal
needs or wants and on the consequences of an act. Stealing
$50,000 is worse than stealing $500 in this level because the
consequences (losses) are more negative for someone else.
Most children operate here.
“Law and order level”. Based on conforming to and upholding
the expectations of society. Stealing $50,000 and stealing $500
are equally wrong. Most American adults function at this level
of values maturity.
Most advanced level of moral reasoning and most mature set of
instrumental values. Judgments are made on the basis of a set of
core values that take precedence. Stealing $50,000 and stealing
$500 are still wrong because of a set of comprehensive
consistent, universal principles developed by the individual.
Few reach this highest level of maturity on a consistent basis.
Recent Examples of Unethical Decision Making
Enron collapse
Bernie Madoff
Lance Armstrong
Hewlett-Packard spying scandal
1-16
Copyright © 2016 Pearson Education, Inc.
17
Ethical Decision Making And Values
Most managers feel they are under pressure to compromise
standards to meet company goals*
Conflict between maximizing economic and social performance
* Study by American Management Association.
1-17
Copyright © 2016 Pearson Education, Inc.
18
The American public rates the honesty, integrity, and concern
for moral values of American business executives as abysmal.
Standards for Making Ethical Decision
Front Page Test
Golden Rule Test
Dignity and Liberty Test
Equal Treatment Test
Personal Gain Test
Congruence Test
Procedural Justice Test
Cost-Benefit Test
Good Night’s Sleep Test
Virtuousness Test
1-18
Copyright © 2016 Pearson Education, Inc.
19
Front Page -Would I be embarrassed if my decision became a
headline?
Golden Rule-Would I be willing to be treated in the same
manner?
Dignity and Liberty-Are the dignity and liberty of others
preserved by this decision?
Equal Treatment-Are the rights and welfare of minorities and
lower status people given full consideration? Does it benefit
those with privilege but without merit?
Personal Gain-Is an opportunity for personal gain clouding my
judgment?
Congruence-Is this decision/action consistent with my espoused
personal principles?
Procedural Justice-Can the procedures used to make this
decision stand up to scrutiny by those affected?
Cost-Benefit-Does a benefit for some cause unacceptable harm
to others?
Good Night’s Sleep-Whether or not anyone else knows about
my action, will it produce a good night’s sleep?
Virtuousness-Does this represent the best of the human
condition or the highest aspirations to which human beings
aspire?
Cognitive Style
An individual’s inclination to perceive, interpret, and respond
to information in a certain way
1-19
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20
Based on 2 key dimensions:
Manner in which you gather information
The way you evaluate and act on information.
Cognitive styles can be altered and changed through practice
and conscious development
Dimensions of Cognitive Style
1-20
Copyright © 2016 Pearson Education, Inc.
21
Knowing style: Excel at problems that have one correct answer.
Multiple choice exams over essay exams. In college, tend to
major in the physical sciences, engineering, law, and computers
Planning style: Well prepared. Tend to major in economics,
accounting, operations, mathematics, engineering, and
medicine.
Creating style: Tend to be imaginative and emotional and prefer
working in groups in order to hear a variety of different
opinions. Tend to major in the arts, history, political science,
English, and psychology.
Most people use their preferred cognitive style to approach
decision situations and problems.
Attitudes Toward Change
Graduates of management schools today will face an
environment unlike any person has ever experienced before
1-21
Copyright © 2016 Pearson Education, Inc.
22
Change Orientation
Tolerance of Ambiguity: The extent to which individuals are
comfortable coping with unclear situations.
1-22
Copyright © 2016 Pearson Education, Inc.
23
In general, the more tolerant people are of novelty, complexity,
and insolubility, the more likely they are to succeed as
managers.
Change Orientation (cont’d)
Locus of Control: The attitude people develop regarding the
extent to which they control their own destines.
1-23
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24
Locus of Control
Internal Locus of Control:
“I was the cause of the success or failure.”
External Locus of Control:
“Something else caused the success or failure.”
1-24
Copyright © 2016 Pearson Education, Inc.
25
Internal: Reinforcement received to be contingent on their own
actions.
External: Interpret reinforcement as a product of outside forces.
Internals are: less alienated from their work environment, more
satisfied with their work, have better relationships with their
managers, enjoy better health. And experience less job strain
and more position mobility.
More likely to be leaders and groups led by internals were more
effective than those led by externals.
Internal Locus of Control
Associated with…
Managerial success (at least in North America)
Less alienation from work environment
More satisfaction at work
Less stress
More position mobility
1-25
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26
External Locus of Control
Most commonly found in managers from Eastern cultures
Tend to use coercive power more than internal leaders
Perform poorly in stressful situations
1-26
Copyright © 2016 Pearson Education, Inc.
27
Personality
Personality: The relatively enduring traits that makes an
individual unique.
1-27
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28
Determinants of Personality
Some of our personality may be attributed to biology and
genetics
However, people can make changes to their personality if they
are determined
1-28
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29
Personality Traits
The Big Five Dimensions of Personality
Extraversion
Agreeableness
Conscientiousness
Neuroticism
Openness
1-29
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30
Inclined toward gregariousness and sociability instead of quiet
and reserved.
Extent to which people are friendly and affable as opposed to
being disagreeable and aggressive.
Extent to which people are careful, task oriented, and orderly as
opposed to being disorganized, flexible, and unreliable.
Extent to which people are emotionally fragile, negative, and
fearful as opposed to being optimistic, positive, and emotionally
stable.
The extent to which people are curious and open to new ideas as
opposed to being rigid and dogmatic.
Core Self-Evaluations
Core evaluations subconsciously influence people’s appraisal of
themselves, the world, and others.
1-30
Copyright © 2016 Pearson Education, Inc.
31
Core Self-Evaluation
Four Components
Self-Esteem
Generalized Self-Efficacy
Neuroticism
Locus of Control
1-31
Copyright © 2016 Pearson Education, Inc.
32
The extent to which people see themselves as capable,
successful, and worthy.
The sense of one’s ability to perform across a variety of
circumstances.
Reversed scored. The tendency to have a negative outlook and
pessimistic approach to life.
Extent to which a person can control his/her own experiences.
Core self evaluation scores tend to be a very important predictor
of personality differences, job satisfaction, job performance,
and life happiness.
When people have developed a positive self regard--- when they
feel valuable, capable, stable, and in control---they tend to
function better at work, in relationships, and in life.
The Effects of
Core Self-Evaluations
1-32
Copyright © 2016 Pearson Education, Inc.
33
Self-Awareness and Managerial Implications
1-33
Copyright © 2016 Pearson Education, Inc.
34
Behavioral Guidelines
Identify your sensitive line
Use the dimensions of national culture to understand differences
between your values and those of other cultures
Identify a set of principles on which you will base your
behavior
Seek ways to expand your cognitive style, tolerance for
ambiguity and locus of control
1-34
Copyright © 2016 Pearson Education, Inc.
35
Behavioral Guidelines
Enhance your emotional intelligence by monitoring your
responses to others
Develop your core self-evaluation by capitalizing on strengths
and accomplishments
Engage in honest self-disclosure
Keep a journal for self-analysis
1-35
Copyright © 2016 Pearson Education, Inc.
36
Copyright Information
1-36
Copyright © 2016 Pearson Education, Inc.
37
Case Facts – Internal Affairs and Discipline – Assignments
Nine and Ten
On January 23, 2012, at approximately 2235 hours, Officer John
Smith of the Asheville Police Department stopped a vehicle at
the corner of N. Main St. and Elm St. for suspicion of DWI.
The vehicle was a 2003 Toyota Corolla driven by Frank Jones,
Black Male, DOB 03/28/1959, of 327 Wells Street in Asheville,
NC. At approximately 2240 hours, Office Steve Roberts arrived
as backup. There are no other witnesses. Mr. Jones is arrested
at approximately 2250 hours for DWI; Resist, Obstruct, and
Delay; and Assault on a Law Enforcement Officer. Mr. Jones
refuses to take a Intoxilyzer test.
On January 27, 2012, Mr. Jones appeared at the Asheville
Police Department to file a complaint of employee misconduct
against Officers Smith and Roberts. In his complaint, Mr. Jones
alleges that Officer Smith had no reason to stop him in the first
place, that Mr. Jones was not intoxicated and therefore should
not have been arrested, and that Officers Smith and Roberts had
beaten him up. Officers Smith and Roberts are both white.
Officer Smith is a rookie officer who has only been out of the
field training program and on his own for approximately six
months. Officers Roberts is a seven year veteran of the
department and is considered one of the informal leaders on his
shift.
You are the Internal Affairs Investigator for the Asheville
Police Department and are charged by the Chief of Police with
investigating this complaint. You investigate the complaint and
interview all parties and pursue all leads and avenues of
inquiry. Due to your superior investigative skills, you discover
the following facts about the case:
1.
Officer Smith observed the vehicle driven by Mr. Jones make a
wide turn while driving. Officer Smith then followed the
vehicle for approximately 2 miles during which he observed the
vehicle cross the center line on three occasions, make a left turn
without signaling, and make that left turn very wide and go
almost entirely into the other lane of travel.
2.
Officer Smith stopped the vehicle and upon approaching the
driver smelled a strong odor of alcohol on the driver’s breath
and about his person. Officer Smith also observed what later
proved to be an empty beer can in the passenger floorboard. Mr.
Jones was alone in the vehicle at the time of the stop. Officer
Smith noticed that Mr. Jones’ eyes were red and bloodshot and
his speech was slurred. Mr. Jones was also somewhat
belligerent in his attitude towards Officer Smith.
3.
Officer Smith got Mr. Jones out of the vehicle to administer a
field sobriety test. As Mr. Jones was getting out of his vehicle,
Officer Roberts arrived on the scene. Officer Roberts observed
Officer Smith administer a standardized field sobriety test to
Mr. Jones in which Mr. Jones definitely appeared to be
impaired. During this time, Mr. Jones continued to make
belligerent remarks stating that the officers were only picking
on him because he was black and stated that if the officers
would take off their badges, he would show them who the “real
man” was.
4.
Officer Smith advised Mr. Jones that he was being arrested for
DWI. Upon this advisement, Mr. Jones raised his fist and took
a swing at Officer Smith but did not make contact with him.
Officers Smith and Roberts then subdued Mr. Jones and put him
in handcuffs. While this was happening, Mr. Jones kept trying
to strike the officers and to get away from them. The officers
finally got the handcuffs on Mr. Jones and got him up off the
ground. Officer Smith was very angry at this time and slapped
Mr. Jones with his open hands twice while Mr. Jones was in
handcuffs with his hands behind his back. Officer Roberts
stopped Officer Smith from striking Mr. Jones a third time and
told him, “You better cool down and get a hold of yourself!”
Officer Smith then put Mr. Jones in the back of the cruiser and
transported him to the Buncombe County Detention Center
while Officer Roberts waited for the tow truck and did the
vehicle inventory.
5.
Upon arrival at the detention center, Mr. Jones refused the
intoxilyzer test and was booked under a $2,000 secured bond.
There were no allegations that any further physical conflict
occurred between Officer Smith and Mr. Jones. Mr. Jones made
bond and the case has not yet been adjudicated by the courts.
Officer Roberts did NOT report to any supervisor that Officer
Smith had struck Mr. Jones while Mr. Jones was handcuffed
behind his back.
6.
It is now February 14, 2012 and you have concluded your
investigation. All of the facts in this investigation have been
confirmed either by the cruiser’s video camera, admissions by
the officers, and admissions by Mr. Jones, etc. All of these are
the facts of the case and are beyond dispute. Your report to the
Chief of Police is due by 1700 hours today. Your report should
contain the following information:
A.
The allegations made in the case by the complainant.
B.
The facts of the case as determined by your investigation (you
really are a great investigator who had discovered every fact
there is to discover in this case).
C.
Your determination of what violations of policy (if any) the
officers committed. Asheville does have a policy prohibiting
the use of excessive force and specifically unnecessary force
against and abuse of prisoners. You should deal with each one
of the individual allegations by the complainant and make one
of the following determinations about each:
1)
Sustained – the allegation is true – the events occurred and were
not justified.
2)
Non-Sustained – there is not enough evidence to prove or
disprove the allegation (innocent till proven guilty).
3)
Unfounded – the allegation did not occur and this can be proven
by evidence.
4)
Exonerated – the allegation occurred, but the facts justified the
violation of the policy. An example would be where policy
prohibits transporting a civilian in a cruiser unless they are
under arrest, but a justifiable emergency made it necessary.
D.
Your recommendations about discipline against the officers if
they have committed any policy violations. This could range
anywhere from no discipline to a written reprimand to retraining
to a suspension without pay or to termination of employment.
Your report of the investigation and recommendations should be
done in memo format addressed to Chief Frederick Johnson.

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1Developing Management SkillsChapter 1Developin.docx

  • 1. 1 Developing Management Skills Chapter 1: Developing Self-Awareness 1-1 Copyright © 2016 Pearson Education, Inc. 2 Learning Objectives Increase personal awareness of your: Sensitive line Emotional intelligence Personal values and moral maturity Cognitive style Orientation toward change Core self-evaluation 1-2
  • 2. Copyright © 2016 Pearson Education, Inc. 3 Keys to Self- Awareness “Know Thyself” Carved on the temple to the Oracle at Delphi “He that would govern others must first master himself” Messinger 1-3 Copyright © 2016 Pearson Education, Inc. 4 The Enigma of Self-Awareness Seeking self knowledge is a prerequisite for personal growth. However, we avoid seeking information about ourselves because it may make us feel inferior. 1-4
  • 3. Copyright © 2016 Pearson Education, Inc. 5 The Sensitive Line The point at which individuals become defensive when encountering information about themselves that is inconsistent with their self-concept. 1-5 Copyright © 2016 Pearson Education, Inc. 6 Crossing the Sensitive Line Our sensitive line is less likely to be crossed… When information is verifiable, predictable and controllable. When we self-disclose.
  • 4. 1-6 Copyright © 2016 Pearson Education, Inc. 7 Appreciating Individual Differences Differences We observe differences Appreciating differences helps eliminate social barriers Distinctions We create distinctions Making distinctions creates social barriers 1-7 Copyright © 2016 Pearson Education, Inc. 8 Five Areas of Self Awareness
  • 5. 1-8 Copyright © 2016 Pearson Education, Inc. 9 Emotional Intelligence Difficult to measure and define. Considered to be an important measure of managerial success. 1-9 Copyright © 2016 Pearson Education, Inc. 10 Components of Emotional Intelligence The ability to diagnose and recognize your own emotions. The ability to control your own emotions. The ability to recognize and diagnose the emotions of others. The ability to respond appropriately to emotional cues. 1-10
  • 6. Copyright © 2016 Pearson Education, Inc. 11 Values Foundation for attitudes and personal preferences Basis for important life decisions Help to define morality and ethics 1-11 Copyright © 2016 Pearson Education, Inc. 12 Trompenaars Cultural Value Dimensions 1-12 Copyright © 2016 Pearson Education, Inc. 13
  • 7. Personal Values Instrumental Values: desirable standards of conduct for attaining an end Terminal Values: desirable ends or goals for the individual 1-13 Copyright © 2016 Pearson Education, Inc. 14 2 types of instrumental values relate to morality and competence. Violating moral values (behaving wrongly) causes feelings of guilt. Violating competence values (behaving incapably) causes feelings of shame. Terminal values are either personal (peace of mind) or social (world peace). Values that Managers Desire Sense of Accomplishment Self-Respect A Comfortable Life Independence 1-14
  • 8. Copyright © 2016 Pearson Education, Inc. 15 The instrumental value managers held highest for themselves was ambition. Personal values (rather than social values) and those oriented toward achievement predominate among managers. Kohlberg’s Stages of Moral Development Preconventional (Self-Centered) Conventional (Conformity) Postconventional (Principled) 1-15 Copyright © 2016 Pearson Education, Inc. 16 The stages are sequential and each stage represents a higher level of maturity. Moral reasoning and instrumental values are based on personal needs or wants and on the consequences of an act. Stealing $50,000 is worse than stealing $500 in this level because the consequences (losses) are more negative for someone else. Most children operate here. “Law and order level”. Based on conforming to and upholding the expectations of society. Stealing $50,000 and stealing $500 are equally wrong. Most American adults function at this level
  • 9. of values maturity. Most advanced level of moral reasoning and most mature set of instrumental values. Judgments are made on the basis of a set of core values that take precedence. Stealing $50,000 and stealing $500 are still wrong because of a set of comprehensive consistent, universal principles developed by the individual. Few reach this highest level of maturity on a consistent basis. Recent Examples of Unethical Decision Making Enron collapse Bernie Madoff Lance Armstrong Hewlett-Packard spying scandal 1-16 Copyright © 2016 Pearson Education, Inc. 17 Ethical Decision Making And Values Most managers feel they are under pressure to compromise standards to meet company goals* Conflict between maximizing economic and social performance * Study by American Management Association.
  • 10. 1-17 Copyright © 2016 Pearson Education, Inc. 18 The American public rates the honesty, integrity, and concern for moral values of American business executives as abysmal. Standards for Making Ethical Decision Front Page Test Golden Rule Test Dignity and Liberty Test Equal Treatment Test Personal Gain Test Congruence Test Procedural Justice Test Cost-Benefit Test Good Night’s Sleep Test Virtuousness Test 1-18 Copyright © 2016 Pearson Education, Inc. 19 Front Page -Would I be embarrassed if my decision became a headline? Golden Rule-Would I be willing to be treated in the same manner?
  • 11. Dignity and Liberty-Are the dignity and liberty of others preserved by this decision? Equal Treatment-Are the rights and welfare of minorities and lower status people given full consideration? Does it benefit those with privilege but without merit? Personal Gain-Is an opportunity for personal gain clouding my judgment? Congruence-Is this decision/action consistent with my espoused personal principles? Procedural Justice-Can the procedures used to make this decision stand up to scrutiny by those affected? Cost-Benefit-Does a benefit for some cause unacceptable harm to others? Good Night’s Sleep-Whether or not anyone else knows about my action, will it produce a good night’s sleep? Virtuousness-Does this represent the best of the human condition or the highest aspirations to which human beings aspire? Cognitive Style An individual’s inclination to perceive, interpret, and respond to information in a certain way 1-19 Copyright © 2016 Pearson Education, Inc. 20 Based on 2 key dimensions: Manner in which you gather information
  • 12. The way you evaluate and act on information. Cognitive styles can be altered and changed through practice and conscious development Dimensions of Cognitive Style 1-20 Copyright © 2016 Pearson Education, Inc. 21 Knowing style: Excel at problems that have one correct answer. Multiple choice exams over essay exams. In college, tend to major in the physical sciences, engineering, law, and computers Planning style: Well prepared. Tend to major in economics, accounting, operations, mathematics, engineering, and medicine. Creating style: Tend to be imaginative and emotional and prefer working in groups in order to hear a variety of different opinions. Tend to major in the arts, history, political science, English, and psychology. Most people use their preferred cognitive style to approach decision situations and problems. Attitudes Toward Change Graduates of management schools today will face an environment unlike any person has ever experienced before
  • 13. 1-21 Copyright © 2016 Pearson Education, Inc. 22 Change Orientation Tolerance of Ambiguity: The extent to which individuals are comfortable coping with unclear situations. 1-22 Copyright © 2016 Pearson Education, Inc. 23 In general, the more tolerant people are of novelty, complexity, and insolubility, the more likely they are to succeed as managers. Change Orientation (cont’d) Locus of Control: The attitude people develop regarding the extent to which they control their own destines. 1-23
  • 14. Copyright © 2016 Pearson Education, Inc. 24 Locus of Control Internal Locus of Control: “I was the cause of the success or failure.” External Locus of Control: “Something else caused the success or failure.” 1-24 Copyright © 2016 Pearson Education, Inc. 25 Internal: Reinforcement received to be contingent on their own actions. External: Interpret reinforcement as a product of outside forces. Internals are: less alienated from their work environment, more satisfied with their work, have better relationships with their managers, enjoy better health. And experience less job strain and more position mobility. More likely to be leaders and groups led by internals were more effective than those led by externals. Internal Locus of Control
  • 15. Associated with… Managerial success (at least in North America) Less alienation from work environment More satisfaction at work Less stress More position mobility 1-25 Copyright © 2016 Pearson Education, Inc. 26 External Locus of Control Most commonly found in managers from Eastern cultures Tend to use coercive power more than internal leaders Perform poorly in stressful situations 1-26 Copyright © 2016 Pearson Education, Inc. 27
  • 16. Personality Personality: The relatively enduring traits that makes an individual unique. 1-27 Copyright © 2016 Pearson Education, Inc. 28 Determinants of Personality Some of our personality may be attributed to biology and genetics However, people can make changes to their personality if they are determined 1-28 Copyright © 2016 Pearson Education, Inc. 29 Personality Traits The Big Five Dimensions of Personality
  • 17. Extraversion Agreeableness Conscientiousness Neuroticism Openness 1-29 Copyright © 2016 Pearson Education, Inc. 30 Inclined toward gregariousness and sociability instead of quiet and reserved. Extent to which people are friendly and affable as opposed to being disagreeable and aggressive. Extent to which people are careful, task oriented, and orderly as opposed to being disorganized, flexible, and unreliable. Extent to which people are emotionally fragile, negative, and fearful as opposed to being optimistic, positive, and emotionally stable. The extent to which people are curious and open to new ideas as opposed to being rigid and dogmatic. Core Self-Evaluations Core evaluations subconsciously influence people’s appraisal of themselves, the world, and others. 1-30
  • 18. Copyright © 2016 Pearson Education, Inc. 31 Core Self-Evaluation Four Components Self-Esteem Generalized Self-Efficacy Neuroticism Locus of Control 1-31 Copyright © 2016 Pearson Education, Inc. 32 The extent to which people see themselves as capable, successful, and worthy. The sense of one’s ability to perform across a variety of circumstances. Reversed scored. The tendency to have a negative outlook and pessimistic approach to life. Extent to which a person can control his/her own experiences. Core self evaluation scores tend to be a very important predictor of personality differences, job satisfaction, job performance, and life happiness. When people have developed a positive self regard--- when they feel valuable, capable, stable, and in control---they tend to function better at work, in relationships, and in life.
  • 19. The Effects of Core Self-Evaluations 1-32 Copyright © 2016 Pearson Education, Inc. 33 Self-Awareness and Managerial Implications 1-33 Copyright © 2016 Pearson Education, Inc. 34 Behavioral Guidelines Identify your sensitive line Use the dimensions of national culture to understand differences between your values and those of other cultures
  • 20. Identify a set of principles on which you will base your behavior Seek ways to expand your cognitive style, tolerance for ambiguity and locus of control 1-34 Copyright © 2016 Pearson Education, Inc. 35 Behavioral Guidelines Enhance your emotional intelligence by monitoring your responses to others Develop your core self-evaluation by capitalizing on strengths and accomplishments Engage in honest self-disclosure Keep a journal for self-analysis 1-35 Copyright © 2016 Pearson Education, Inc. 36
  • 21. Copyright Information 1-36 Copyright © 2016 Pearson Education, Inc. 37 Case Facts – Internal Affairs and Discipline – Assignments Nine and Ten On January 23, 2012, at approximately 2235 hours, Officer John Smith of the Asheville Police Department stopped a vehicle at the corner of N. Main St. and Elm St. for suspicion of DWI. The vehicle was a 2003 Toyota Corolla driven by Frank Jones, Black Male, DOB 03/28/1959, of 327 Wells Street in Asheville, NC. At approximately 2240 hours, Office Steve Roberts arrived as backup. There are no other witnesses. Mr. Jones is arrested at approximately 2250 hours for DWI; Resist, Obstruct, and Delay; and Assault on a Law Enforcement Officer. Mr. Jones refuses to take a Intoxilyzer test. On January 27, 2012, Mr. Jones appeared at the Asheville Police Department to file a complaint of employee misconduct against Officers Smith and Roberts. In his complaint, Mr. Jones alleges that Officer Smith had no reason to stop him in the first place, that Mr. Jones was not intoxicated and therefore should not have been arrested, and that Officers Smith and Roberts had beaten him up. Officers Smith and Roberts are both white. Officer Smith is a rookie officer who has only been out of the
  • 22. field training program and on his own for approximately six months. Officers Roberts is a seven year veteran of the department and is considered one of the informal leaders on his shift. You are the Internal Affairs Investigator for the Asheville Police Department and are charged by the Chief of Police with investigating this complaint. You investigate the complaint and interview all parties and pursue all leads and avenues of inquiry. Due to your superior investigative skills, you discover the following facts about the case: 1. Officer Smith observed the vehicle driven by Mr. Jones make a wide turn while driving. Officer Smith then followed the vehicle for approximately 2 miles during which he observed the vehicle cross the center line on three occasions, make a left turn without signaling, and make that left turn very wide and go almost entirely into the other lane of travel. 2. Officer Smith stopped the vehicle and upon approaching the driver smelled a strong odor of alcohol on the driver’s breath and about his person. Officer Smith also observed what later proved to be an empty beer can in the passenger floorboard. Mr. Jones was alone in the vehicle at the time of the stop. Officer Smith noticed that Mr. Jones’ eyes were red and bloodshot and his speech was slurred. Mr. Jones was also somewhat belligerent in his attitude towards Officer Smith. 3. Officer Smith got Mr. Jones out of the vehicle to administer a field sobriety test. As Mr. Jones was getting out of his vehicle, Officer Roberts arrived on the scene. Officer Roberts observed Officer Smith administer a standardized field sobriety test to Mr. Jones in which Mr. Jones definitely appeared to be impaired. During this time, Mr. Jones continued to make belligerent remarks stating that the officers were only picking on him because he was black and stated that if the officers
  • 23. would take off their badges, he would show them who the “real man” was. 4. Officer Smith advised Mr. Jones that he was being arrested for DWI. Upon this advisement, Mr. Jones raised his fist and took a swing at Officer Smith but did not make contact with him. Officers Smith and Roberts then subdued Mr. Jones and put him in handcuffs. While this was happening, Mr. Jones kept trying to strike the officers and to get away from them. The officers finally got the handcuffs on Mr. Jones and got him up off the ground. Officer Smith was very angry at this time and slapped Mr. Jones with his open hands twice while Mr. Jones was in handcuffs with his hands behind his back. Officer Roberts stopped Officer Smith from striking Mr. Jones a third time and told him, “You better cool down and get a hold of yourself!” Officer Smith then put Mr. Jones in the back of the cruiser and transported him to the Buncombe County Detention Center while Officer Roberts waited for the tow truck and did the vehicle inventory. 5. Upon arrival at the detention center, Mr. Jones refused the intoxilyzer test and was booked under a $2,000 secured bond. There were no allegations that any further physical conflict occurred between Officer Smith and Mr. Jones. Mr. Jones made bond and the case has not yet been adjudicated by the courts. Officer Roberts did NOT report to any supervisor that Officer Smith had struck Mr. Jones while Mr. Jones was handcuffed behind his back. 6. It is now February 14, 2012 and you have concluded your investigation. All of the facts in this investigation have been confirmed either by the cruiser’s video camera, admissions by the officers, and admissions by Mr. Jones, etc. All of these are the facts of the case and are beyond dispute. Your report to the
  • 24. Chief of Police is due by 1700 hours today. Your report should contain the following information: A. The allegations made in the case by the complainant. B. The facts of the case as determined by your investigation (you really are a great investigator who had discovered every fact there is to discover in this case). C. Your determination of what violations of policy (if any) the officers committed. Asheville does have a policy prohibiting the use of excessive force and specifically unnecessary force against and abuse of prisoners. You should deal with each one of the individual allegations by the complainant and make one of the following determinations about each: 1) Sustained – the allegation is true – the events occurred and were not justified. 2) Non-Sustained – there is not enough evidence to prove or disprove the allegation (innocent till proven guilty). 3) Unfounded – the allegation did not occur and this can be proven by evidence. 4) Exonerated – the allegation occurred, but the facts justified the violation of the policy. An example would be where policy prohibits transporting a civilian in a cruiser unless they are under arrest, but a justifiable emergency made it necessary. D.
  • 25. Your recommendations about discipline against the officers if they have committed any policy violations. This could range anywhere from no discipline to a written reprimand to retraining to a suspension without pay or to termination of employment. Your report of the investigation and recommendations should be done in memo format addressed to Chief Frederick Johnson.