Organizational Behavior focusing on Individual effectiveness such as Self Concept, Learning Style and Type of Fits.

1. Prepared by: Rolando R. Fajardo
CPE, RN,MAN
INDIVIDUAL
EFFECTIVENESS

2. RACE
ETHNICITY
NATIONALITY
GENDER AGE
DEMOGRAPHIC CHARACTERISTICS

4. THE NEED TO UNDERSTAND
• Origin of race, nationality and ethnic
diversity is important
• Manager’s tendency to favor colleagues
of own race in hiring, performance
evaluations, pay raises, promotions.

5. AGE

9. REVERSE MENTORING
• Pairs a senior employee with a junior
employee to transfer the skills of the junior
to the senior employee
• Made popular by GE CEO Jack Welch

10. GENDER
• No consistent differences
in analytical skills, problem
solving ability, motivation,
competitiveness, learning
ability, social ability have
been found

11. PERSONALITY
Refers to dynamic mental attributes and
processes that determine individuals’
emotional and behavioural adjustments to
their environments

12. PERSONALITY TRAITS
• Gordon W. Allport
• Trait refers to a tendency to behave
consistently over time and in a variety of
situations.
• Two most important traits in work
organization.
• High Achievement motivation
• Low Fear of failure

13. ACHIEVEMENT MOTIVATION
• Strong desires to accomplish something
important and take pleasure in succeeding
at something important and demanding.
• They willing to dedicate significant effort to
achieved goal and task often for long
hours.

14. FEAR OF FAILURE
• An anticipatory feeling of anxiety about
attempting a challenging task, failing and
appearing incompetent.
• They try to disperse responsibility to others
• Choose to pursue lower goals or easier
tasks.

15. TOLERANCE FOR AMBIGUITY
• Tendency to view ambiguous situation as
either threatening or desirable
• They are creative, positive attitudes toward
risk, orientation to diversity

16. LOCUS OF CONTROL
• The degree to which a person generally
perceives events to be under his or her
control (internal locus) or under the control
of others (external locus)

17. LOCUS OF CONTROL

18. • An External locus of control is related to
passivity and learned helplessness.
• An Internal locus of control is related to
confidence in one’s ability to successfully
perform tasks; job satisfaction and job
performance

19. EFFECT OF LOCUS OF CONTROL ON
ORGANIZATIONAL OUTCOMES
Organizational Outcome Internal versus External Locus of control
Job Satisfaction Internal are generally more satisfied with their job, pay
supervisor and co-workers
Commitment Internals are more committed and have lower absenteeism
Job Motivation Internals have greater task motivation, job involvement and
self-confidence than externals
Job performance Internal have higher job performance than externals
Career success Internals tend to earn a higher salary than externals
Conflict and stress Internals report lower role conflict, work-family conflict,
burnout, stress than externals
Social integration Internals tend to be more socially integrated at work and
report more favorable relationships with their supervisors

20. Write 1 to 7 that reflects your agreement or disagreement
1- strongly disagree 2- disagree 3- slightly disagree 4 -nuetral 5-
slightly agree 6- agree 7- strongly agree
1. I do not like to get started in group projects unless I fell assured that the
project will be successful.
2. In a decision making situation where there is not enough importation to
process the problem, I feel very uncomfortable.
3. I don’t like to work on a problem unless there is a possibility of coming out
with a clear-cut and unambiguous answer.
4. I function poorly whenever there is a serious lack of communication in a job
situation.
5. In a situation in which other people evaluate me, I feel a great need for
clear and explicit evaluations.
6. If I am uncertain about the responsibility of a job, I get very anxious
7. A problem has very little attraction for me if I don’t think it has a solution

21. 8. It’s a satisfying to know pretty much what is going to happen on the job from
day to day.
9. The most interesting life is one that is lived under rapidly changing
conditions.
10. When planning a vacation, a person should have a schedule to follow if he
or she is really going to enjoy it.
11. Adventurous and exploratory people go farther in this world than do
systematic and orderly people
12. Doing the same things in the same places for a long periods of time makes
for a happy life.
13. I don’t tolerate ambiguous situation well.
14. I find it difficult to respond when faced with an unexpected event.
15. I am good at managing unpredictable situations.
16. I prefer familiar situations to new ones
17. I enjoy tackling problem that are complex enough to be ambiguous.
18. I prefer a situation in which there is some ambiguity.

22. SCORING
• 9, 11, 15, 17, 18 subtract from 8 and Add up all
the answer
• Interpretation:
• Over 100 – low tolerance for ambiguity
• 46 – 99 moderate tolerance for ambiguity
• Below 45 high tolerance for ambiguity

23. PERSONALITY TYPE A AND PERSONALITY TYPE B
• Type A – impatient, competitive, ambitious,
uptight
• Type B – more relaxed, easy-going, less overly
competitive than Type A
• Understanding the personality type can help
manage potential source of work conflicts

24. BIG FIVE
Extroversion Sociable, assertive, talkative, energetic
Emotional stability Not being anxious, depressed, angry,
insecure
Agreeableness Polite, flexible, trusting, cooperative
Conscientiousness Careful, thorough, responsible, organized,
prone to planning, hardworking,
achievement-oriented, persistent
Openness to
experience
Imaginative, cultured, curious, broad-
minded, artistically sensitive

25. • An individual’s general
strategy for dealing with
other people and the
degree to which they feel
they can manipulate others
in interpersonal situations

26. RESULTS OF RESEARCH
• Men are generally more Machiavellian than women
• Older adults tend to have lower Mach scores than younger
adults
• There is no significant difference between high
Machiavellians and low Machiavellians on measure of
intelligence or ability
• Machiavellianism is not significantly related to demographic
characteristics such educational level or marital status
• High Machiavellians tend to be in professions that
emphasize the control and manipulation of individuals –
lawyers, psychiatrists, behavioural scientist

27. BULLYING PERSONALITY
• Workplace bullying
• A repeated mistreatment of
another employee through
verbal abuse;
• conduct that is threatening,
humiliating, or intimidating;
• sabotage that interferes with
the other person’s work.

29. NARCISSISTIC MANAGERS
Varieties Primary Traits Objectives Subordinates
Survival
Tactics
Superior’s
Action
Grandiose:
Psychodynamic
Outward grandiose
self-image; exploits
other; devalues
others; enraged if
self-esteem
threatened; limited
conscience &
capacity for
empathy;
desperately protect
underlying fragile
self-esteem
Be
admired
Show
admiration;
Avoid
criticizing;
consult with
mentor or
executive
coach
Close oversight
of managers is
needed to
continually
assess their
treatment of
other

30. NARCISSISTIC MANAGERS
Varieties Primary Traits Objectiv
es
Subordinate
s
Survival
Tactics
Superior’s
Action
Grandiose:
Learned
Grandiose self-
image; exploits
out of
carelessness;
inconsiderate in
treatment of
others due to not
receiving negative
feedback for
behaviour
Be
admired
Slow
admiration;
avoid
criticizing
them; consult
with mentor
or executive
coach
Do not
automatically
believe
superiors
over
subordinates

31. NARCISSISTIC MANAGERSVarieties Primary Traits Objectives Subordinates
Survival
Tactics
Superior’s
Action
Control Freak Micromanagers;
Seeks absolute
control every thing;
inflated self-image
and devaluation of
others abilities’ fears
chaos
Control
others
Avoid direct
suggestion; let
them think new
ideas are their
own; don’t
criticize them;
slow admiration
and respect;
don’t outshine
them; play down
your accom-
plishments and
ambition;
document your
work build
relationship with
a mentor; look
for other position
360 degree
feedback; place
them where they
cannot do
serious harm;
consider getting
rid of them; don’t
ignore signs of
trouble

32. NARCISSISTIC MANAGERS
Varieties Primary Traits Objectiv
es
Subordinate
s
Survival
Tactics
Superior’s
Action
Antisocial Takes what he or
she wants; lies to
get ahead and
hurts others if
they are in his or
her way; lacks
both a conscience
and capacity for
empathy
Exciteme
nt of
violating
rules and
abusing
others
Avoid
provoking
them; transfer
out before
they destroy
you; do not
get dragged
into their
unethical or
illegal
activities;
seek aliens in
Consider
possible
presence of
depression;
anxiety;
alcohol

33. INTELLIGENCE
• General Mental Ability
• The capacity to rapidly and fluidly acquire a process
and apply information.
• Associated with the increased ability to acquire,
process and synthesize information
• Information processing capacity
• The manner in which individuals process and
organize information

34. EMOTIONAL INTELLIGENCE
• An interpersonal capacity that includes the
ability to perceive and express emotion
• EI involves using emotional regulatory
processes to control anxiety and other negative
emotional reactions and to generate positive
emotional reactions.

35. SELF-CONCEPT - PRIMARY TRAITS
SELF-
CONCEPT
CORE
SELF-
EVALUATION
SELF-
ESTEEM
SELF-
EFFICACY

36. SELF-CONCEPT
• Person’s perception of him-or herself
• Physical, spiritual or moral being
• Formed - experiences and interactions with
others
• Influences by evaluations – significant
others

37. SELF-ESTEEM
• Feeling of self-worth and our liking or
disliking of ourselves
• Positively related to job performance and
learning

38. CORE SELF-EVALUATIONS
• Fundamental premises people hold about
themselves & functioning in the world.
• Four specific personality traits
• Self-esteem – basic appraisal and overall
value placed on oneself as a person
• General self-efficacy - a judgment of how well
we can perform successfully in a variety of
situations

39. CORE SELF-EVALUATIONS
• Four specific personality traits (continued)
• Locus of Control – the perceived degree of
control we have over what happens to us.
• Neuroticism
• emotional stability
• the tendency to experience poor emotional
adjustment
• Negative affective states (hostility, fear or
depression)

40. SELF-EFFICACY
• Person’s confidence in his or her ability to
organize and execute the courses of action
necessary to accomplish a specific task
• Key factor is influencing motivation

41. LEARNING STYLES
• Individual differences and preferences in
how we process information
• Problem solving, learning or engaging in
similar activities

42. APPROACHES TO LEARNING STYLES
• First Approach – SENSORY MODALITIES
• A system that interacts with the
environment through one of the basic
senses
• Visual - seeing
• Auditory - hearing
• Tactile - touching
• Kinesthetic - doing

43. APPROACHES TO LEARNING STYLES
• Second approach – LEARNING STYLE INVENTORY
• Four learning style developed by David Kolb
• CONVERGERS – depend primarily on active
experimentation and abstract conceptualization to learn
• Superior in Technical tasks and problem
• Inferior in Interpersonal learning settings
• DIVERGERS – depend primarily on concrete experience
and reflective observation.
• Superior in generating alternative hypotheses and
ideas
• Imaginative and people-or feeling-oriented

44. APPROACHES TO LEARNING STYLES
• Four learning style developed by David Kolb (continue)
• ASSIMILATORS – depends on abstract conceptualization
and reflective observation.
• Abstracts concepts and ideas than about people
• Focus - logical soundness and preciseness of ideas
• Not much on the idea’s practical values
• Works in research and planning units
• ACCOMODATORS – rely mainly on active experimentation
and concrete experience
• Focus – risk taking, opportunity seeking, action
• Action oriented job like in marketing and sales

45. LEARNING STYLE ORIENTATIONS
• Developed by Annette Towler and Robert
Dipboye
• It measures to address some of the
limitations of the Kolb inventory
“Learning style orientation predict
preferences for instructional methods beyond
the Big Five personality traits”

46. PERSONALITY TRAITS
Key Factors Focus
1. Discovery
Learning
An inclination for exploration.
Subjective assessments, interactional activities, informational
methods and active-reflective activities.
2. Experiential
Learning
A desire for hands-on approaches to instruction.
Related to a preference for action activities.
3.
Observational
Learning
External stimuli such as demonstration and diagrams to help
learning.
Related to preference for informational methods and active-
reflective methods.
4. Structured
Learning
A preference for processing strategies such as taking notes, writing
down task steps.
Related to preferences for subjective assessments.
5. Group
Learning
A preference to work with others while learning.
Related to preferences for action and interactional learning.

47. TYPES OF FIT
Person-Job
Fit
Person-Group
Fit
Person-Org
Fit
Person-Vocation
Fit
Complimentary
Fit
Supplementary
Fit

48. • Person-Job Fit - fit between a person’s abilities,
the demands of the job, the fit between a
person’s desires and motivations and the
attributes and rewards of a job.
• Person-Group Fit – match between an
individual, his or her supervisor, workgroup
• Person-organization Fit – fit between an
individual values, beliefs, attitudes, personality,
norms, culture of the organization

49. • Person-vocation Fit – fit between a person’s
interest, abilities, values, personalities,
profession
• Complementary Fit – degree to which an
employee adds something that is missing in the
organization of workgroup by being different
from the others.
• Supplementary Fit - degree to which a person’s
characteristics are similar to those that already
exist in the organization.

50. VALUES
• Ways of behaving or end-states desirable
to a person or to a group
• Conscious or unconscious

51. TYPES OF VALUES
• Terminal values
• Long terms life goals (prosperity, happiness,
secure family, sense of accomplishment
• Influence what we want to accomplish
• Instrumental values
• Preferred means of achieving our terminal
values
• Influence how we get there (ambition and
independence)

52. TYPES OF VALUES
• Intrinsic values
• Relate to the work itself
• Challenging or Adventurous work
• Having autonomy or having a lot of
responsibility
• Being creative, Competition
• Helping others, working with others
• Becoming an expert

53. TYPES OF VALUES
• Extrinsic values
• Relate to the outcome of doing work
• Financial gain, public recognition
• Benefits, job security
• Social contact
• Time with family, Free time
• Time for volunteering
• Time for hobbies

54. • “Success is not the key to happiness.
Happiness is the key to success. If you love
what you are doing, you will be successful”
• Albert Schweitzer, Philosopher

55. ATTITUDES
• Expresses our values, beliefs and felling's toward
something
• Inclines us to act or react in a certain way
• Three components
• Beliefs – judgments about the object
• Feelings – evaluations and overall likings (+/-)
• Behavioral intentions – motivations to do
something with respect to the object of the
attitude.

56. • “Our attitudes control our lives. Attitudes
are a secret power working twenty-four
hours a day, for a good or bad. It is of
paramount importance that we know how
to harness and control this great force”
• Irving Berling, Songwriter

57. WHAT ATTITUDES ARE THE MOST
IMPORTANT FOR ORGANIZATION?
• Job Satisfaction
• Organizational commitment
• Job engagement

58. INFLUENCE ON JOB SATISFACTION
The Work
Itself
Personality Attitudes
Values
JOB
SATISFACTION

59. Hiring people with certain dispositions and
personalities increases the chances that your
employees will be more satisfied with their jobs

60. ORGANIZATIONAL COMMITMENT
• Degree to which an employee identifies
with the organization and its goals and
wants to stay with the organization
• Three ways
• Affective commitment
• Normative commitment
• Continuance commitment

61. EMPLOYEE ENGAGEMENT
• A heightened emotional and intellectual
connection that an employee has for
his/her job, organization, manager or co-
workers that, in turn, influences him/her to
apply additional discretionary effort to
his/her work.

62. Employees who stay with a job because they
want to, not because they feel that they should
or that they have to, identify more strongly with
the organization and its goals.

63. END OF THE PRESENTATION