This document summarizes key points from Chapter 3 of a textbook on organizational behavior and individual differences. It discusses how individual differences like intelligence, personality, core self-evaluations, emotions, and emotional intelligence can impact work performance. Specific topics covered include multiple intelligences theory, the Big Five personality dimensions, self-efficacy, locus of control, and managing emotions at work. Test questions are provided to help readers assess their understanding of these concepts.
Leadership is the quality which enables people to lead others to achieve some tasks which otherwise they would never have even attempted.
Leaders inspire people to achieve great success in life.
Leadership is the quality which enables people to lead others to achieve some tasks which otherwise they would never have even attempted.
Leaders inspire people to achieve great success in life.
The importantance of emotional intelligenceGreg Kontusz
70% of the success of an executive depends on his/her emotional intelligence. But the good news is unlike Cognitive Capability it is something that acquired. This presentation gives you the history and definitions application of EQ.
Emotions Drive Our Performance by Sandra Van Den Ordel Xtraordinary Women
http://www.XtraordinaryWomen.co.za
08 May Xtraordinary Women: Somerset West
TOPIC: Our Emotions Drive Our Performance
Becoming aware of and learning to manage our emotions can be one of the most rewarding practices we ever learn. Our emotions drive us; they inspire us, or sometimes they pull us down until we feel like we cannot get up. As this happens, it impacts others around us too.
This is true for all of us and it is also the reason why emotional knowledge and skills are imperative in the business environment. Emotions are inherently neither good nor bad. It’s what we do with the information and energy they produce that makes the difference.
In this presentation, you will be introduced to an integrated framework for Emotional intelligence (EQ) and discover the link between EQ and personal effectiveness in business. This information about EQ will be useful, insightful, practical and relevant to you as a woman in business.
Other areas to be covered include:
• What are the benefits of developing EQ in business?
• Understanding how emotions impact and influence behaviour in the highly complex interaction between an individual and the environment
• Exposure to components of the EQ2.0 model with practical applications
• The neuroscience behind EQ - How the understanding of neuroscience can enable you to interact more effectively with others
About our Guest Speaker:
Sandra Van Den Ordel is a registered Industrial Psychologist. She successfully ran her own consulting business for 11 years before joining JvR Consulting Psychologists in 2011 as a Senior Manager/Lead Consultant. She has extensive experience in the areas of EQ, leadership development, team development, career development and mentoring. Sandra is passionate about maximising business benefit and value through facilitation processes that motivates and educates individuals, teams and leaders in organisations in a way that results in peak performance. www.jvrconsultingpsychologists.com
Attitude matters in our professional life. Enhance performance and Productivity through Attitude Improvement. A Corporate Training for Managers and Executives by Massive Business Academy.
Theories Content and Process Content Theories deal.docxssusera34210
Theories
Content and Process
Content Theories deal with “what” motivates people and it is
concerned with individual needs and goals.
• Maslow, Alderfer, Herzberg and McCelland studied
motivation from a “content” perspective.
Process Theories deal with the “process” of motivation and is
concerned with “how” motivation occurs.
• Vroom, Porter & Lawler, Adams and Locke studied
motivation from a “process” perspective.
Traditional Motivation Theories
MASLOW ALDERFER HERZBERG McCLELLAND
Hierarchy of needs is
the most well known
theory of motivation.
It emphasizes in
human being’s five
needs:
• Physiological
• Safety
• Social
• Esteem
• Self-Actualization
ERG Theory
Clayton Alderfer
simplified Maslow’s
theory by
categorizing hierarchy
of needs into three
categories:
• Existence Needs
(1 & 2)
• Relatedness
Needs (3)
• Growth Needs (4
& 5)
Two-Factor Theory
Also called
motivation-hygiene
theory.
Intrinsic Factors –
seem to be related to
job satisfaction
• Advancement
• Recognition
• Responsibility
• Achievement
Extrinsic Factors –
• Supervision
• Pay
• Company Policies
• Working
conditions
Note: The opposite of
satisfaction is not
dissatisfaction.
Theory of Needs
This theory focuses in
three needs:
• Achievement
• Power
• Affiliation
High achievers
perform best when
they perceive their
probability of success
as 50-50. They like to
set goals that require
stretching themselves
a little.
Traditional Motivation Theories
McGREGOR
Theory X and Y
Manager’s view of the nature of human beings is
based on certain grouping of assumptions, and the
person tends to mold the behavior toward
employees according to those assumptions.
Theory X – Negative
• Dislike work
• Need cohersion
• Need Control
• Threatened with punishment
Theory Y – Positive
• Work is natural
• Self-direction
• Self -control
Modern Motivation Theories
DECI & RYAN LOCKE BANDURA VROOM
Self-Determination
Theory
Edward L. Deci and
Richard M. Ryan
proposed that people
prefer to feel they
have control over
their actions.
Therefore, anything
that makes a
previously enjoyed
task feel more like an
obligation than a
freely chosen activity
will undermine
motivation.
Goal-Setting Theory
Edwin Locke
proposed that
intentions to work
toward a goal are a
major source of work
motivation.
It is a cognitive
approach, proposing
that an individual’s
purposes direct his or
her action.
Self-Efficacy Theory
Albert Bandura
defined four
characteristics:
• Enactive Mastery
(gaining relevant
experience with the
task or job)
• Vicarious modeling
(the person is more
confident because
sees someone else
doing the task)
• Verbal Persuasion
(the person is more
confident knowing
that has the skills)
• Arousal (an
energized state
driving a person to
complete the task)
Expectancy Theory
Victor Vroom argued
that the strength o ...
Please reword these paragraphs in your own words DO NOT use the sa.docxLeilaniPoolsy
Please reword these paragraphs in your own words DO NOT use the same words as in these paragraphs. Thank you!
1- Core self-evaluation influences employee behavior by allowing that person to understand what personality traits they possess. According to Chapter 3, Core self-evaluations (CSEs) represent a broad personality trait comprised of four narrower and positive individual traits: (1) generalized self-efficacy, (2) self-esteem, (3) locus of control, and (4) emotional stability. CSEs help identify traits that will remain consistent and can predict positive work outcomes such as job performance and satisfaction. This can help managers and employees understand which jobs they will be better suited for.
I have found that my attitude and emotions has an impact on how my day goes. If I come into work with a negative attitude, I will typically have a rotten day. I focus on all the negatives and don't allow myself to see past them. If I brush off the negative things and continue to focus on things that I can control or change and work toward a positive end goal, I tend to have a better day and my projects turn out much better. When keeping a positive attitude and sharing enthusiasm, I also get more involvement from others.
2- In chapter 3, individual differences are defined as "a broad category used to collectively describe the vast number of attributes (for example, traits and behaviors) that describe you as a person". Intelligence is the measure of a person's abilities for problem solving, critical thinking, and reasoning. Personality is a person's unique characteristics such as physical, mental, and behavioral. Individual characteristics are either fixed or flexible. Intelligence and mental abilities remain mostly fixed and are difficult to change. Emotions and attitudes are flexible and high more likelihood of changing. Effective managers will want to know how to keep their employee's engaged and happy to have a successful group with good performance.
In my workplace, they continually ask for employee feedback to know and understand what things they can impact to keep employee's happy. We also make it a point to include all levels of employee's when deciding process changes to make sure the "experts" in the process are involved. This seems to have more of a positive impact when implementing new processes or procedures and tends to be accepted better.
3- A strategy that organizations can use to utilize diversity is to manage diversity. By enabling people to perform to their maximum potential, the organization is utilizing the educational, enforcement, and exposure components. This creates an organization with the highest possibly productivity.
My organization prides itself on being a diverse company. They believe in "equal opportunity" regardless of age, race, sex, etc. All employees are given the same opportunities.
As a manager, to ensure that work teams are diverse, managers should build teams based on mixed backgrounds. Often ti.
Emotional intelligence is a person’s ability to understand their own emotions, the emotions of others, and to act appropriately using these emotions.
Emotional intelligence never stops growing. Because we are always evolving as people, EQ is something that must be nurtured.
When you discuss individual differences among your friends, you mi.docxphilipnelson29183
When you discuss individual differences among your friends, you might start by talking about your presonalities, or skills and abilities. We’ll do the same. In the chapter that follows we will discuss these and other differences. We will also discuss emotions, which we consider a key individual level process in response to personal and environmental inputs. By the end of the chapter you will have a much greater understanding of how individual differences and emotions affect a host of outcomes at the individual and group levels of OB. You also will learn some practical tips on how to use this knowledge to improve your success at school, at work, and in your larger life. Page 73 winning at work TO START FAST AND START RIGHT, BE PROACTIVE IN YOUR FIRST 30 DAYS Shannon Deegan, director of People Operations at Google, said: “We tell employees, ‘You own your career.’ . . . If an employee loves part of a job yet wanted to do it on a different team, ‘it’s cool,’ he says.”1 This is a loud endorsement for proactivity at work. And while you may never work for Google, you can still benefit from his advice. Being proactive is a benefit in many arenas of life and can be especially beneficial when starting a new job. Don’t count on your employer to do all the work in the early stages, or onboarding process, of a new job. We’ve listed seven recommendations to help you start fast and start right. SOURCE: From Jennifer King, “6 Things New Hires Should Do in the First 30 Days,” SoftwareAdvice.com, http://blog.softwareadvice.com/articles/hr/new-hire-check-list-1071312/. Reprinted with permission. 1.Come Up with Your Elevator Pitch. You only get one chance to make a first impression. So, before you start introducing yourself to everyone, figure out what you’re going to say when you meet them. 2.Understand Your Role and How You’ll Be Evaluated. The responsibilities of the job you were hired for could change by the time you start work. Reach out to your manager about what may have changed and make sure you have a clear understanding of your current role, responsibilities, and authority before you take on any projects. 3.Learn the Business. Before you can begin to contribute to an organization, you need to figure out how the company works. How does your company do business? What are its objectives? 4.Interview Your Boss. The key to being a successful new employee is helping your boss be successful. Find out what keeps your boss up at night and come up with creative ways to alleviate those worries. 5.Be Ambitious, but Have Restraint. You might be eager to start contributing right away and fixing everything you see wrong with the organization. That intention is good, but tread lightly. As a new hire you won’t have the historical context about why a policy or process may or may not need fixing. 6.Be Proactive about Your Onboarding. One day of orientation and a meet and greet with your team may be the extent of your company’s onboarding program. If so, be proactive with.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Individual differences (IDs): the many attributes, such as traits and behaviors, that describe each of us as a person.
As shown in Figure 3.2, individual differences can be arranged on a continuum of their relative stability.
At one extreme are relatively fixed traits (like intelligence) and at the other extreme are more flexible states (like emotions). Relatively fixed differences are stable over time and across situations and are difficult to change. Relatively flexible differences, such as emotions, change over time from situation to situation, and can be altered more easily.
The answer is D. Emotions and attitudes are relatively flexible.
Howard Gardner, a professor at Harvard’s Graduate School of Education, investigated this issue for years and summarized his findings in his 1983 book Frames of Mind: The Theory of Multiple Intelligences.
The eight different intelligences he identified include not only mental abilities, but social and physical abilities and skills as well.
Practical intelligence is the ability to solve everyday problems by utilizing knowledge gained from experience in order to purposefully adapt to, shape, and select environments.
It involves changing oneself to suit the environment (adaptation), changing the environment to suit one’s needs or desires, (shaping), or finding a new environment within which to work (selection). One uses these skills to:
Manage oneself.
Manage others.
Manage tasks.
The answer is B. Multiple intelligences addresses interpersonal and intrapersonal intelligence.
Big Five personality dimensions are five basic dimensions that simplify more complex models of personality: extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience.
Table 3-2 describes the Big Five personality dimensions as:
Extraversion: outgoing, talkative, sociable, assertive.
Agreeableness: trusting, good natured, cooperative, softhearted.
Conscientiousness: dependable, responsible, achievement oriented, persistent.
Emotional stability: relaxed, secure, unworried.
Openness to experience: intellectual, imaginative, curious, broad-minded.
Proactive personality: someone who is relatively unconstrained by situational forces and who affects environmental change.
People with proactive personalities are “hardwired” to change the status quo.
Many argue that today’s hyper-competitive and fast-changing workplace requires employees who take initiative and are adaptable.
The ideal scenario is for both you and your manager to be proactive, as this will increase your level of job performance, job satisfaction, and affective commitment.
Proactivity is a highly valued characteristic in the eyes of employers, and being proactive has direct and indirect benefits for your performance.
Successful entrepreneurs often exemplify the proactive personality.
Your personality characteristics are likely to have the greatest influence and effect on performance when you are working in situations that are unstructured and with few rules.
Conscientiousness has the strongest (most positive) effects on job performance and training performance.
Extraversion was associated with success for managers and salespeople, and extraversion was a stronger predictor of job performance than agreeableness, across all professions.
Introverts have been shown to score their extroverted and disagreeable coworkers more harshly than their similarly introverted coworkers.
Agreeable employees are more likely to stay with their jobs.
Openness seems to lead to higher turnover.
Emotional stability, along with conscientiousness and agreeableness, is associated with a greater focus on and practice of workplace safety.
Despite their widespread use, a panel of industrial-organizational psychologists concluded that the typical personality test is not a valid predictor of job performance.
One reason might be that many test-takers don’t describe themselves accurately but instead try to guess what answers the employer is looking for.
Another reason for the dismal results is that such tests are typically bought off the shelf and often given indiscriminately by people who aren’t trained or qualified.
While rigorous research shows that personality actually is related to performance, the effects are small. Moreover, and more importantly perhaps, the fact is that personality tests are designed to measure personality, not what individual differences are needed to perform at a high level in a particular job.
This means that managers need different and better ways to measure personality if they want to select employees based on performance-conducive personality traits.
The answer is C, conscientiousness. Those scoring high on conscientiousness have a strong sense of purpose, obligation, and persistence and generally perform better.
A narrow concepts perspective enables you to more precisely describe individuals.
People with high core self-evaluations see themselves as capable and effective.
Core self-evaluations (CSEs) represent a broad personality trait comprised of the following four narrower and positive individual traits:
Generalized self-efficacy.
Self-esteem.
Locus of control.
Emotional stability.
CSEs have desirable effects on outcomes such as increased job performance, job and life satisfaction, motivation, organizational citizenship behaviors, and better adjustment to international assignments.
Self-efficacy: a person’s belief about his or her chances of successfully accomplishing a specific task.
Figure 3.3 presents the sources of self-efficacy beliefs: prior experience, behavior models, persuasion from others, and assessment of physical/emotional state.
Because prior experience is the most potent source of self-efficacy beliefs, in Figure 3-3 it is listed first and is connected to self-efficacy beliefs with a solid line.
A cognitive evaluation of these four sources of self-efficacy beliefs would lead to a self-efficacy belief which could range from high to low expectations for success.
An individual acts out high or low self-efficacy beliefs through behavior patterns.
Positive or negative results become feedback for one’s base of personal experience and influence future self-efficacy beliefs.
There is a positive correlation between self-efficacy and job performance and job satisfaction.
Job design, training and development, self-management, goal setting, creativity, coaching, and leadership can enhance self-efficacy.
Self-esteem is your general belief about your own self-worth.
Personal achievements and praise tend to bolster one’s self-esteem, while prolonged unemployment and destructive feedback tend to erode it.
Self-esteem is measured by having people indicate their agreement or disagreement with both positive and negative statements about themselves.
Those who agree with the positive statements and disagree with the negative statements have high self-esteem. They see themselves as worthwhile, capable, and accepted. People with low self-esteem view themselves in negative terms. They do not feel good about themselves and are hampered by self-doubts.
Locus of control: a relatively stable personality characteristic that describes how much personal responsibility you take for your behavior and its consequences.
People tend to attribute the causes of their behavior primarily to either themselves or environmental factors.
Internal locus of control: possessed by people who believe they control the events and consequences that affect their lives.
A person with an internal locus of control tends to attribute positive outcomes to her or his own abilities and blame negative events on personal shortcomings.
External locus of control: possessed by people who believe their performance is the product of circumstances beyond their immediate control.
Locus of control is a relatively stable personality characteristic that describes how much personal responsibility you take for your behavior and its consequences.
People tend to attribute the causes of their behavior primarily to either themselves or environmental factors.
A person with an external locus of control tends to attribute outcomes to environmental causes, such as luck or fate.
An internal will display greater work motivation, have stronger expectations that effort leads to performance, exhibit higher performance, and derive more job satisfaction from performance.
Externals demonstrate less motivation for performance when offered valued rewards, earn lower salaries and smaller salary increases, and tend to be more anxious.
Individuals with high levels of emotional stability tend to be relaxed, secure, unworried, and less likely to experience negative emotions under pressure.
In contrast, if you have low levels of emotional stability you are prone to anxiety and tend to view the world negatively.
How is this knowledge useful at work?
Employees with high levels of emotional stability have been found to:
Have higher job performance, perform more organizational citizenship behaviors (OCBs)—going above and beyond one’s job responsibilities.
Exhibit fewer counterproductive work behaviors (CWBs)—undermining your own or others’ work.
The answer is D, an external locus of control. Joe is blaming his termination on his boss instead of himself.
Emotional intelligence (EI): the ability to monitor your own emotions and those of others, to discriminate among them, and to use this information to guide your thinking and actions.
Referred to by some as EI (used in this book) and others as EQ, emotional intelligence is a mixture of personality and emotions and has four key components.
1. Self-awareness.
2. Self-management.
3. Social awareness.
4. Relationship management.
The first two constitute personal competence and the second two feed into social competence.
EI has been linked to better social relationships, well-being, and satisfaction across ages and contexts, including work.
Considered together, the results of EI research are mixed. To date, the research just isn’t clear.
Emotions are complex, relatively brief responses aimed at a particular target, such as a person, information, experience, event, or nonevent. They also can change psychological and physiological states.
Importantly, researchers draw a distinction between felt and displayed emotions. For example, if your boss screams at you when she’s angry you might feel threatened or fearful (felt emotion). You might keep your feelings to yourself or begin to cry (either response is the displayed emotion). The boss might feel alarmed (felt emotion) by your tears but could react constructively (displayed emotion) by asking if you’d like to talk about the situation when you feel calmer.
Emotions also motivate your behavior and are an important means for communicating with others.
Anger is a “backward looking” or retrospective emotion, while fear is a “forward-looking” or prospective emotion.
The answer is A. The emotions are positive if they are congruent (or consistent) with his goal.
The answer is E. Only practice as long as it remains fun. Deliberate practice requires us to focus on things we are not good at doing. It would be more fun to repeat behaviors or activities at which we excel.