You and the Organisation

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YOUR FUTURE ROLE……

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 Network of relationships
 Organisation: A structured social system
consisting of groups and individuals –
working together to meet some hope-fully
agreed-upon goals.
 Organisation goals
 Product/Deptartment goals
 Personal goals…….

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Source: Perrow 1967

 BEHAVIOR?

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 Organisation Behavior
 As manager you need to be efficient
(resource utilisation) and effective (goal
achievement)
 OB – to understand all aspects of behaviors
in three levels of analysis - individual, groups
and organisation.
PRACTICE QUIZ

Behavior: The way one acts or conducts oneself in response to stimuli

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OB - evolution
 Boring, monotonous, physical labour is drastically
reduced
 Decision making is being driven down the
organisation as access to information to take decision
is at finger tips of most
 To tap employees’ potential to create, judge, imagine,
build relationships
 Create work that is challenging, meaningful and
interesting
 People want to earn but also care about interpersonal
side of work – recognition, relationships, social
interaction
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 OB - evolution
 Scientific management (downplayed the human dimensions):
 Time and motion studies (bottom up)
 Designing jobs as efficiently as possible

 Carefully selecting & training people (Taylor)

 Classical organizational theory

 Efficient way to organize work in an organization
 Division of labour (Fayol) (top down)

 Human relations movement

 Importance of social processes in work settings (Mayo)
 Hawthorne studies: social conditions existing in a organization – how
employees are treated by management and relationships they have
with one another – influence job performance

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Systematically reinforcing each successive step that moves an individual closer
to the desired response (OB modification)

Shape Behavior

Positive reinforcement Negative reinforcement

principles improves principles to discourage
organization functioning undesirable behavior

Practice Test

1. Reward and Recognition schemes, 1. Discipline related,

2. Incentive schemes, 2. Norms, Rules & Regulations
3. Various data-based performance 3. Convert –ve to +ve
improvements reinforcements & benefits
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Three Readings
 How to manage self to do well in life?
 What is the role of a manager?
 Inner work life – What manager can do to
drive performance?

 Book: pg. 4-14

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ANCHORS OF OB

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Two fundamental assumptions: 1. dynamic nature of organisation as a open
system, 2. and there is NO “one best” approach
Anchors
Systematic research OB should study organizations using
anchor systematic research methods

Multidisciplinary OB should import knowledge from other

anchor disciplines, not just create its own
knowledge

Contingency anchor OB theory should recognize that the

effects of actions often vary with the
situation

Multiple level of OB events should be understood from

analysis anchor three levels of analysis: individual, team,
organisations

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 Contributing Disciplines
Measure,
explain &
• Learning, motivation, sometime
change
personality, emotions, behavior
perception of humans • Behavioral change
• Training, leadership • Attitude change
effectiveness, job satisfaction • Communication
• Individual decision making, • Group processes
performance appraisal, attitude • Group decision
measurement making
• Employee selection, work
design, and work stress
• Organizational
Focus on
people’s culture
influence • Organizational
on one
• Group dynamics another environment
• Work teams
• Communication People’s Study societies to
relation to learn about
• Power social human beings
• Conflict KM, 2016, IIMIDR
environment and activities
or culture
• Intergroup behavior
Four issues….
 Firmly grounded in scientific method
 Interdisciplinary in nature
 Basis for enhancing organisational
effectiveness and individual well-being
 Studies individuals, groups and organisations

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 Intuition and Systematic Study

The two are complementary means of predicting behavior.

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Types of Study Variables
Independent (X)
 The presumed cause of the
change in the dependent
variable (Y).
 This is the variable that OB
researchers manipulate to
observe the changes in Y.
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Dependent (Y)
 This is the response to X
(the independent variable).
 It is what the OB
researchers want to predict
or explain.
 The interesting variable!
Eg, Hawthorne studies
Interesting OB Dependent Variables:
work outcome variables
 Productivity
 Transforming inputs to outputs at lowest cost. Includes the concepts of
effectiveness (achievement of goals) and efficiency (meeting goals at
a low cost).
 Absenteeism
 Failure to report to work – a huge cost to employers.
 Turnover
 Voluntary and involuntary permanent withdrawal from an organization.
 Deviant Workplace Behavior
 Voluntary behavior that violates significant organizational norms and
thereby threatens the well-being of the organization and/or any of its
members.

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 More Interesting OB Dependent
Variables
 Organizational Citizenship Behavior (OCB)
 Discretionary behavior that is not part of an employee’s
formal job requirements, but that nevertheless promotes
the effective functioning of the organization (eg, covering
for a sick colleague, noticing a flaw in work process).
 Job Satisfaction
 A general attitude (not a behavior) toward one’s job; a
positive feeling of one's job resulting from an evaluation
of its characteristics.

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 The Independent Variables
The independent variable (X) can be at any of these three
levels in this model:
Individual
 Biographical characteristics, personality and emotions, values and
attitudes, ability, perception, motivation, individual learning, and
individual decision making
Group
 Communication, group decision making, leadership and trust, group
structure, conflict, power and politics, and work teams
Organization System
 Organizational culture, human resource policies and practices, and
organizational structure and design

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What managers do?

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Management Functions
 Planning
 Organising
 Coordinating
 Controlling

Fayol

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 Management Roles

 Discovered ten managerial roles – sets of

behaviors in their work

 Separated into three groups:

 Interpersonal
 Informational
 Decisional

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 Mintzberg’s Managerial Roles:
Interpersonal
Symbolic head – required
to perform routine duties of Figurehead
a legal or social nature

Maintains a network of
outside contacts who
provide favours and
information

Leader Liaison

Provides motivation and

Direction of employees; Interpersonal Roles
hiring and disciplining
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 Mintzberg’s Managerial Roles:
Informational
Monitor

Serves as a nerve center

of internal and external
information
Transmits information from
outsiders or from other
employees to others inside

Spokesperson Disseminator

Transmits information Informational Roles

to outsiders on plans,
policies, actions & results
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 Mintzberg’s Managerial Roles:
Decisional
Searches organisation and
environment for opportunities Entrepreneur
& initiates projects to bring
about change Corrective action when
organisation faces important,
unexpected disturbances

Negotiator Disturbance handler

Responsible for
Representing the
organisation at
major negotiations
Decisional Roles
Resource allocator
Makes or approves
significant organisational
decisions
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 Management Skills
 Technical Skills
 The ability to apply specialized knowledge or
expertise
 Human Skills
 The ability to work with, understand, and
motivate other people, both individually and in
groups
 Conceptual Skills
 The mental ability to analyze and diagnose
complex situations
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Effective vs Successful Managerial
Activities
 Four types of managerial activity:
 Traditional Management
 Decision making, planning, and controlling
 Communication
 Exchanging routine information and processing
paperwork
 Human Resource Management
 Motivating, disciplining, managing conflict, staffing,
and training
 Networking
 Socializing, politicking, and interacting with others
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Successful vs. Effective Allocation
by Time

Managers who got promoted faster (were successful) did different things
than did effective managers (those who did their jobs well)

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VALUES, ATTITUDES AND
BEHAVIOR
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Values
Basic convictions on how to conduct yourself or how to live
a life that is personally or socially preferable – “How To”
live life properly.
Viewed as a conception, explicit or implicit, of what an
individual or a group regards as desirable, and in terms of
which he or they select, from among alternative available
modes, the means and ends of action. Judgemental
Element
Beliefs: what ‘is’ known about the world (eg, life after
death, walking under ladder brings ill luck)
Values: what should be and what is desirable

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Some issues….
 Stable
 Enduring
 Significant portion is established in early
years – through socialisation
 Some research says that values may be
partly determined by our genetically
transmitted traits.

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 Values
Attributes of Values:
 Content Attribute: says that a mode of conduct or end-state
of existence is important
 Intensity Attribute: just how important that content is
Value System
 A person’s values rank ordered by intensity
 Tends to be relatively constant and consistent

 Eg, freedom, pleasure, self respect, honesty, obedience,

equality

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 Importance of Values
 Provide understanding of attitudes, motivation, and
behaviors
 Eg, you view that pay should be based on performance, but in
your orgn, it is based on seniority – disappointment, less
output….

 Influence our perception of the world around us

 Eg, tit for tat is the best…………

 Represent interpretations of “right” and “wrong”

 Imply that some behaviors or outcomes are preferred

over others
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 Classifying Values – Rokeach
Value Survey
 Terminal Values (18 items)
 Desirable end-states of existence; the goals that a person would like to
achieve during his or her lifetime
 Eg, true friendship, a comfortable life
 Instrumental Values (18 items)
 Preferable modes of behavior or means of achieving one’s terminal
values
 Eg, responsible, ambitious
 People in same occupations/categories tend to hold similar values
 But values vary between groups
 Value differences make it difficult for groups to negotiate and may create
conflict

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Value Differences Between Groups

Source: Based on W. C. Frederick and J. Weber, “The Values of Corporate Managers and Their Critics: An Empirical Description and Normative Implications,”
in W. C. Frederick and L. E. Preston (eds.) Business Ethics: Research Issues and Empirical Studies (Greenwich, CT: JAI Press, 1990), pp. 123–44.

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Generational Values

Entered Approximate
Cohort Dominant Work Values
Workforce Current Age
Socialists 1950s to the late 55+ Hardworking, conservative,
1980s conforming; loyalty to the
organization; emphasis on a secure
life
Liberals Early 1990s to Mid-40s to mid- Success, achievement, ambition,
2000 60s dislike of authority; loyalty to career
Xers 2000–2005 Late 20s to early Work/life balance, team-oriented,
40s dislike of rules; want financial
success; loyalty to self and
relationships
Millennials 2005 to present Early 20s Comfortable with technology,
entrepreneurial; high sense of
entitlement

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HOFSTEDE’S FRAMEWORK
FOR ASSESSING CULTURES
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 Six dimensions of value difference
across cultures
 Power distance: accepts unequal power distribution
 Individualism: preference to act as individuals
 Masculinity: favours traditional masculine work roles of
achievement, power and control
 Uncertainty avoidance: feels threatened by uncertain and
ambiguous situations and tries to avoid them
 Long term orientation: emphasizes future, thrift, persistence
 Indulgence: it is alright to enjoy life, have fun, fulfil natural
human desires
India?

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ATTITUDES

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 Definitions
 Beliefs: what ‘is’ known about the world
 Values: what should be and what is desirable
 Attitudes: tendency to respond (in readiness) in a
particular way - expressed by evaluating an entity with
some degree of favour or disfavour
 Relatively stable clusters of feelings, beliefs and
behavioral intentions towards specific object, person or
institution
 Expressed through behavior

 Behaviors: The way one acts or conducts oneself in

response to stimuli
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 Attitudes
Evaluative statements or judgments concerning
objects, people, or events
Three components of an attitude: I don’t like lazy people

The emotional or
feeling segment of
The opinion or an attitude
belief segment of (feeling)
an attitude
(evaluating) An intention to behave
in a certain way toward
I believe that my boss is lazy
someone or something
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(action)
I try to avoid boss when I can
 Does Behavior Always Follow from
Attitudes?
 Leon Festinger – No, the reverse is sometimes true!
 Cognitive Dissonance: Any incompatibility between two or more attitudes or
between behavior and attitudes people who will change what they say so it doesn’t
contradict their behavior.

 Individuals seek to reduce this uncomfortable gap, or dissonance, to reach

stability and consistency
 Consistency is achieved by changing the attitudes, modifying the
behaviors , or through rationalization (deny any linkage of smoking and health or
brainwash about benefit of smoking or rationalise benefits)
 Desire to reduce dissonance depends on:
 Importance of elements creating it (eg bribe taking)
 Degree of individual influence in the situation (eg, it is institutionalised)
 Rewards involved in dissonance (eg, reward here is great)

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 Predicting Behavior from Attitudes
 Important attitudes have a strong relationship to behavior.
 Accessibility (memories can easily access those) is more likely to predict
behavior
 Presence of social pressure – lead to discrepancy of attitude and behavior
 Linkage is strong if there is direct personal experience
 The closer the match between attitude and behavior, the stronger the
relationship:
 Specific attitudes predict specific behavior (eg, asking someone about

intention to quit in six months is better predictor of behavior than

asking her how satisfied she is on job)
 General attitudes predict general behavior (eg, overall job satisfaction

is better predictor of whether the individual is engaged in her job or

motivated to contribute)
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 Predicting Behavior from Attitudes
 The more frequently expressed an attitude, the better predictor it
is (attitudes that our memory can access easily – so talk more
about it…if you want to shape your behavior)
 The more tightly related the attitude is to values we hold dear,
the stronger the relationship will be to the behavior.
 High social pressures reduce the relationship and may cause
dissonance but social pressures to behave in certain ways hold
exceptional powers (eg, executives in ENRON).
 Attitudes based on personal experience are stronger predictors.
(eg, asking college students if they would like to work for
authoratarian supervisor is not likey to predict their actual
behavior)
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PERCEPTION

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Environment is complex
 Construct simplified models that extract the
essential features
 Essential features may not capture all the
complexity

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 Environment is complex
 The ‘simplified’ model is likely to be:
 Categorical thinking – organising people or objects in
pre-conceived categories stored in long term memory
to achieve closure, eg, ex-servicemen are disciplined
 Mental models: broad world views or “theories-in-
use” that people rely on, eg, how to behave in a
organisation
 Selective Attention: Filtering information received by
our senses; perceivers expectations and innate drives
also adds to it, eg, footsteps of boss. Application –
hearing customer voice.

KM, 2016, IIMIDR

Source: McShane & Glinow 2007: 45-46

 Perceiving others thro’ social
identity
 Categorization : into distinct groups

 Homogenization : within group people are

similar

 Differentiation : Fulfils our inherent need to

have distinct and positive identity

Simplify the complex world, bring order to it

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Source: McShane & Glinow 2007: 47

Perceptions and Emotions
 Perception - Process through which we assign
meaning to the world around us
 Nothing but simplified models that we construct
to deal with environment complexity
 We decide what to notice, how to categorise this
information, and how to interpret within the
framework of our existing knowledge
 The world as it is perceived is the world that is
behaviorally important.
 Emotion - Intense feeling that is directed at
someone or something.
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 s ee
l f to
ys e
i n m
t I t ra
wha Process of negotiation
, or in which the perceptual
s e e end product is a result
h to of both of influences
w is within the perceiver
at I and of characteristics
wh
s ee of the perceived
I
KM, 2016, IIMIDR
 Factors That Influence Perception
Perceiver:
- Attitudes
- Motives
Oragnisation - Interests
and arrangement - Experience
Situational Factors: - Expectations
- Time
of stimuli
- Work setting: Role
Perception
- Social setting
Perceived:
- Novelty
Pattern
- Background of behavior
Stimuli Selection of - Proximity
- Similarity
from the stimuli: Logic and meaning
- Size
environment Screening or to the individual - Reputation
filtering

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Attribution
 Attribution – The process through which
individuals attempt to determine (that is, judge)
the causes behind their own and others’ behavior

 Correspondent Inferences - based on one

evidence. Judging disposition based on behavior:
 I have seen an action (aankhon dekhi…) and
come to judgement about his disposition, traits
and characteristics (remember Laage Raho
Munnabhai)

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 Competency Mapping & Assessment Process, Performance Appraisal,
Interview process

Attribution
 Causal Attribution: Asking the question
“why”?
 Internal causes of behavior: explanations based on
actions for which the individual is responsible
 External causes of behavior: explanation based on
situations over which the individual has no control
To know if the action is caused due to internal or
external factors :
Consensus: others behave in same manner
Consistency: does he behave in same fashion in
other such situations
Distinctiveness: does he behave in same fashion
in other contexts
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 Systematic Biases in attribution
Despite what Kelley might imply (causal attribution – is it because external
or internal causes), people are not equally predisposed to reach
judgements regarding internal and external causality.
Self serving bias: Tendency to attribute external causes for our
failures and internal causes for success. It is “our” success but their
failure.
Fundamental attribution error: Tendency to attribute internal causes
when focusing on someone else’s behavior. We blame “people” first, not
the situation. This is so because it is easier to explain other’s action in
terms of traits/disposition rather than complex pattern of situational
factors that may have impacted their actions.

Appraisal : 1. Perceived source of responsibility

2. Whom to reward – effort or outcome?
3. Tata Steel story
KM, 2016, IIMIDR
 Perceptual biases: predispositions that
people have to misperceive others in various ways:
SHORTCUTS IN JUDGING OTHERS!!!
 Selective perception: Selectively interpret what they see based
on their own interests, background, experience and attitudes. The
tendency to focus on some aspects of the environment while
ignoring others. We tend to be selective as it narrows down our
perceptual field. We select based on our interests, background,
experience, and attitudes
 Which department contributes the most…..
 Eye of the Beholder
 Similar-to-me effect: perceive people positively who are believed
to be similar to the perceiver. This applies with several dimensions
of similarity – work values and habits, belief about the way things
should be done, similarity to demographic variables, etc.
 Empathize with people and relate better who are similar to us

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 Systematic Biases in attribution
 Halo / Horn effect:
 Drawing a general impression about a person based on a single
characteristic like appearance, sociability, etc.
Tendency for our overall impressions of others to affect
objective evaluations of their specific traits; perceiving high
correlations between characteristics that may be unrelated.
Link certain traits
 Multiple reviewers
 Evidence of team halo effect: when performance is good, entire team is seen to be
responsible; when it was bad, individual team members are held accountable.
 Self – fulfilling prophecy (Pygmalino/Golem effect): Perception effect
reality. When our expectations about another person cause that person
to act in a way that is consistent with those expectations.
 Eg, peptalk by the CEO….creation of +ve organisational behavior. Cocoplans.

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 Systematic Biases in attribution
 Contrast effect: evaluations of a person’s characteristics
that are affected by comparisions with other people
recently encountered who rank higher or lower on the
same characteristics.
 Sequencing during interview

 Stereotyping: Judging someone based on one’s

perception of the group to which that person belongs.

KM, 2016, IIMIDR

 Systematic Biases in attribution
 First Impression error: The tendency to base our
judgement of others on our initial impressions of them.
Research tells us that first impression tend to be lasting, at
least in short run!
 Projection: attributing one’s own characteristics to
other people.
 Project one’s own undesirable personal characteristics
on others: Eg, a lazy supervisor may presume other is
also lazy and complaint that manager did not work
hard enough to get him resources
 Project one’s own feelings on others: Frightened
manager during organisation
KM, 2016, IIMIDR
change finds various
policy decisions more frightening than they are
 Own characteristics affect the
Know yourself More accepting of ourselves
characteristics one sees in others

Factors That Influence Perception

Perceiver:
Selective
- Attitudes
perception
- Motives
Oragnisation - Interests Projection
and arrangement - Experience
Situational Factors: - Expectations
- Time
of stimuli Similar-to-me
- Work setting: Role effect
Perception
- Social setting
Perceived: Halo effect
- Novelty
Pattern
- Background of behavior
Stimuli Selection of - Proximity
- Similarity Stereotyping
from the stimuli: Logic and meaning
- Size
environment Screening or to the individual - Reputation
filtering

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 Application in Organisation
 Selection process
Eg, Battery of selection methods
Performance expectation
Eg, Pygmalion effect or Golem effect
Performance evaluation
Eg, KRA based (what you have achieved external factors?)
Competency based (how you have achieved)
Decision making
Short cut to come to a judgement
Decision making= reaction to a problem= a discrepancy that
exists between the current state of affairs and a desired
state. Does a problem exists? Whether a decision needs to
be made? Perceptual distortions also
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Emotions and U

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What are Emotions and Moods?

Closely intertwined!!!
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 Sources of Emotion and Mood
 Personality
 There is a trait component – affect intensity
 Day and Time of the Week
 There is a common pattern for all of us
 Happier in the midpoint of the daily awake period

 Happier toward the end of the week

 Weather
 Illusory correlation – no effect
 Stress
 Even low levels of constant stress can worsen moods
 Social Activities
 Physical, informal, and dining activities increase positive
moods
KM, 2016, IIMIDR
 More Sources of Emotion and
Mood
 Sleep
 Poor sleep quality increases negative affect
 Exercise
 Does somewhat improve mood, especially for depressed
people
 Age
 Older folks experience fewer negative emotions

 Gender
 Women tend to be more emotionally expressive, feel
emotions more intensely, have longer-lasting moods, and
express emotions more frequently than do men
 Due more to socialization than to biology

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 Types of labour
 Physical labour
 Mental labour : cognitive capabilities
 Emotional labour : when an employee
expresses organisationally desired emotions
during interpersonal transactions
 Felt emotion: your actual emotion
 Displayed emotion: emotion that you are required
to display
 Intensity
Emotional Dissonance:
- choosing your preferred job
 Frequency
- staffing decisions
 Duration
- multicultural setups
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Emotional Labor
An employee’s expression of organizationally desired
emotions during interpersonal transactions at work.
Emotional Dissonance:
 Employees have to project one emotion while
simultaneously feeling another
 Can be very damaging and lead to burnout
Types of Emotions:
 Felt: the individual’s actual emotions
 Displayed: required or appropriate emotions
 Surface Acting: displaying appropriately but not feeling

those emotions internally: DISPLAYED EMOTIONS

 Deep Acting: changing internal feelings to match

display rules - very stressful: FELT EMOTIONS

KM, 2016, IIMIDR
 Emotion vs Mood
 Mood: Feelings that tend to be less intense than
emotions and lack that contextual stimulus
 It exists in the background to our daily experiences
 It can fluctuate rapidly and sometimes widely during
the day
 Combination of who we are (traits) & conditions we
face
 Eg, you are depressed (individual quality) and
work place is uninspiring ~ bad mood
 Making work place a fun place……

KM, 2016, IIMIDR

 High positive affect
 Happier people outperform less happier people:
 They tend to get better jobs – with higher levels of autonomy, meaning
and variety
 Happier people earn higher incomes
WHY?
 Make better decisions
 Evaluation of juniors: people in good mood evaluate good behavior
appropriately and provide encouraging feedback…..they improve….
 Mood congruence: The tendency to recall positive things when you
are in good mood and to recall negative things when you are in bad
mood. +ve mood -> +ve memories -> encourages extra effort -> job
performance improves
KM, 2016, IIMIDR
 Affective Events Theory
 Emotions are experiences: represent in change in physiological state (eg,
blood pressure), psychological state (eg, thought process) and behaviour
(eg, facial expression)
 Workplace events cause emotional reactions in employees
 Employees respond is predisposed towards +ve or –ve emotional
reactions based on their personalities (+ve affectivity vs –ve affectivity:
tendency to perceive a event) and moods (the mood I am in
exaggerates the nature of emotion we experience in response to an
event)
 Influence workplace attitudes (job satisfaction) and behavior (job
performance)
 Emotional episodes: series of emotional experiences , precipitated by
a single event and containing elements of both emotions and mood
cycles

KM, 2016, IIMIDR

 Affective Events Theory (AET)

Task demand “You experience a very +ve reaction to this Pat”

Role demand

“Good Job” “Boss gave a pat on the back”

Mood congruence

“Many enjoyable
encounters with
others in course
of a work day”
“High degree of +ve affect”
& in”good mood”
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 Circumplex Model of Affect
 All emotions generate a global evaluation (core affect) that
something good or bad, helpful or harmful, to be approached or
to be avoided – ie, all emotions communicate that perceived
object/event (context) is either +ve or –ve.
 All emotions produce some level of activation (energy or
motivational force)
 Theory of emotional behavior based on:
 degree to which emotions are pleasant or unpleasant, and
 degree to which it makes one feel alert and engaged (activation)
 Combination of these decide AFFECT – positive or negative,
activated or unactivated
 Presented in a two dimensional circular space

KM, 2016, IIMIDR

 Basic Moods: Positive and Negative
Affect
 Emotions cannot be neutral.
 Emotions (“markers”) are grouped into general mood states –
positive affect express a favourable evaluation or feeling.
 Mood states affect perception and therefore perceived reality.
 Positivity affect

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 Vertical axis: arousal;
Horizontal axis: valence (intrinsic attractiveness/aversiveness of a event/object, etc)
Emotions within each grouping are similar to one another.
Those across from one another are considered opposite emotions

Activated (High Energy)

Low-Pleasantness High-Pleasantness

Low -ve affect Low +ve affect

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Un-Activated (Low Energy)

The ability to detect and to manage emotional cues and information
Definition
 EI refers to the ability to monitor one’s own and
others’ feelings and emotions, to discriminate
among them and to use this information to guide
one’s thinking and actions. (Salovey & Mayer: 1990: 189)
 Five dimensions:
 Self awareness: aware of what you are feeling
 Self management: to manage emotions & impulses
 Self motivation: persist in the face of setbacks & failures
 Empathy: to sense how others are feeling
 Social skills: to handle emotions of others

The capacities to create optimal results in your

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relationships with others – EI

 The Five Dimensions
- Empathy - Emotional Self
- Listener Self Awareness
- Attuned to Empathy
Awareness - Accurate Self
feelings Feeling for others Introspection Assessment
- Coaching - Self Confidence
- Service
Orientation EI - Self Control
-Mood Maker
-Inspirational - Consciousness
Social
leadership - Transparency
Skills Self
-Influence - Trustworthiness
Ability to make friends Management - Initiative
-Change catalyst - Optimism
-Conflict Management Delay of gratification- Achievement
- Performance Decisive life skill Orientation
Motivation Orientation
- Adaptability
- Perseverance anger, anxiety,
Persistence KM, 2016, IIMIDR
sadness
Why is EI important?
 Decision making: Rational as well as intuitive
 Motivation : Employee engagement
 Leadership : Charging up people
 Interpersonal conflict : Getting people work
through their conflicts
 Deviant workplace behavior : Linked to
negative emotions

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 Cultivate EI
 Brain creates reaction patterns that leads to automatic
behavior – lack of initiative, lose of temper, arrogant
behavior.
 Consciously break the pattern
 Continually reflect on one’s emotions and triggers
 Recognizing and naming emotions
 Differentiating between emotion and the need to
take action
 promoting action in response to sadness/depression
 inhibiting action in response to anger/hostility
 Understanding the causes of feelings
KM, 2016, IIMIDR
Cultivate EI
 Create a learning plan, and specific goals
 Taking the time for mindfulness
 Managing anger through learned behavior
or distraction techniques
 Learning to postpone an outburst
 Learn to be optimistic
 Developing listening skills

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 Dynamic organisation within the individual of those psychophysical systems
that determine his unique adjustments to his environment
Personality
 Enduring characteristics that influence an
individual’s behavior (personality traits)
 Sum total of ways in which an individual reacts and
interacts with others (observable patterns of behavior)
 Generally, it is considered to be stable and consistent.
 Usually described in terms of the measurable traits a
person exhibits.
 Dynamic concept describing the growth and
development of a person’s whole psychological system;
it looks at some aggregate whole that is greater than the
sum of the parts.
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 How it develops?
 Heredity
 Brain : evolutionary psychologists (hardwired from distant
past to behave)
 Socialisation process
Environment: Eg, in USA, themes of industriousness, success,
competition, independence and protestant work ethic, leads their
citizens to be ambitious and aggressive.
 Person-situation interaction
 Self – Esteem: a person’s self-perceived competence and
self image
 Sort of a global, relatively fixed trait
Personality becomes more stable over time is that we form a clearer and
more rigid self concept as we get older. “Who I am” serves as an
anchor for our behaviour – brain tries to keep our behaviour
consistent with our self-concept

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Interactionist perspective = effect of traits are likely to be strongest in relatively
weak situations, and vice versa. Organisation settings tend to be strong
situations as they have rules and regulations that define acceptable behavior and
punish deviant behavior, and informal norms that dictate appropriate behavior
Behavior in army……

 Behavior is function of continuous, multidirectional

interaction between person and the situation
 The person is active in this process and is changed
by situations and changes situations.
 People vary in many characteristics, including
cognitive, affective, motivational, and ability factors.

The Person:
Skills and abilities The Environment:
Personality Organisation
Perception Work Group
Attribution Job
Attitudes Personal life
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Values Ethics
Personality Studies: two approaches
 Nomothetic:
 Collection of group data to identify, measure and compare
 Trait theory: Breaks down behavior pattern into series of
observable traits: enduring characteristics that describe an
individual behavior
 Tend to view environmental and social influences as minimal,
personality as consistent, largely inherited and resistant to change
 What this means for a manager?

 Power of trait to predict behavior:

 The more consistent the characteristic, the more frequently it

occurs, the more important it is.
 Can help in employee selection, job fit, and career development.

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 Personality Studies: two approaches
 Idiographic:
 ‘Self” – unique interaction with the world
 Personality development is open to change
 What this means for a manager?
 So, for a manager, this provides an opportunity to create
situation that mould the personality for enabling behavior
 Coaching, mentoring can have impact

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 Why bother?
 How do you select your people?
 Selection test
 Differentiate among all those who are keen to join

 Reliably measure the competencies and personality traits that is needed

 Provides valid results
 Predicts future performance
What does it say about your “belief”? Are you a trait theorist?
 How do you make them productive enough?
 Constructive feedback to enhance generalised self efficacy; a person’s belief about his
efficacy to perform specific tasks effectively
 Expose employees to models of good performance and success – mentoring
 Continuous improvement

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 MBTI: Myers-Briggs Type
Indicator
 Carl Jung (1920s): typologies based on mental processes.
Combination of their preferences differ….
 Myers-Briggs (1940s) developed the self-reporting test to
measure their preferences….by asking questions on how
people usually feel or act in particular situation
 Taps four characteristics (preferences to each) and classifies
people into 1 of 16 possible personality types.
 These are preferences….differences are to be understood,
celebrated and appreciated (eg, to understand work styles).
 Downside: It ignores the influence of situations, and
disregards that personality is dynamic, and not completely
stable.
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 The Myers-Briggs Type Indicator
 Participants are classified on four axes to determine one of 16
Sociable,
possible personality types, such as ENTJ.
Quiet, Shy,
Interactive, Concentrating,
Assertive, Reflective,
Outgoing, Thinks, and Source of
Speaks & then speaks energy
then thinks Unconscious
Practical and Processes, look at big
Gathering, Orderly, prefer picture, General
Processing routine, Details, possibilities,
informationConcrete, Theoretical, Abstract
Specific Uses Values &
Evaluate & Use Reason
and Logic to handle Emotions, Heart,
Making Subjective,
decisions problems, Rules,
Flexible andMercy
Circumstances,
Justice
Engaging Spontaneous, open-
Want Order
with outer KM, 2016, IIMIDR ended, exploring,
& Structure, Time oriented,
world opportunity focused
Organized, Decisive
 The Types and Their Uses
 Each of the sixteen possible combinations has a name,
for instance:
 Visionaries (INTJ): original, stubborn, and driven
 Organizers (ESTJ): realistic, logical, analytical, and businesslike: most of
7463 managers studied were ESTJ.
 Conceptualizers (ENTP): entrepreneurial, innovative, individualistic, and
resourceful
 High reliability and validity for identifying types, and its
linkage to learning style, teaching style and choice of
occupation.
 Great tool for self-awareness and counseling.
 Should not be used as a selection test for job candidates.

KM, 2016, IIMIDR

Big Five Test
Enter 5 if you agree strongly with the item,4 if you agree,3 if you neither agree nor
disagree, 2 if you disagree, and 1 if you disagree strongly.
Conscientiousness:
-I keep my room neat and clean.
-People generally find me to be extremely reliable.
Extraversion:
-I like lots of excitement in my life.
-I usually am very cheerful.
Agreeableness:
-I generally am quite courteous to other people.
-People never think I am cold and sly.
Neuroticism:
-I often worry about things that are out of my control.
-I usually feel sad or ‘down’.
Openness to Experience
- I have a lot of curiosity.
- I enjoy the challenge of change. KM, 2016, IIMIDR
Scoring: Add your scores for each item. Higher scores reflect greater
degrees of the personality characteristic being measured.

KM, 2016, IIMIDR

Five Factor Test
 17000 words to describe a person’s
personality – initially combined to derive 171
personality traits
 Distilled to five abstract personality
dimensions – Five core personality traits:
 It taps five basic dimensions.
 These encompass most of the significant
variation in human personality

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 Nomothetic: The Big Five Model;
Taps into five basic dimensions
Trait What it means
Conscien- The person is responsible, hardworking, organised,
tiousness persistent and dependable, goal-focused, thorough,
methodical: RELIABILITY
Agreeable- The person is cooperative, warm, and agreeable,
ness trusting, helpful, good-natured, considerate, generous,
flexible: PROPENSITY TO DEFER TO OTHERS
Neuroti- Anxious, insecure, self-conscious, depressed,
cism temperamental, hostility, self-consicousness
Emotional The person is calm, self-confident, and cool: ABILITY TO
stability WITHSTAND STRESS
Openness The person is creative, curious, cultured, imaginative,
to unconventional, perceptive, autonomous :
experience FASCINATION WITH NOVELTY, RANGE OF
INTERETS
Extraversio The person is gregarious,
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assertive, and sociable,
Exercise
n talkative, energetic, outgoing: COMFORT LEVEL WITH
Personality and workplace (situational factors
and characteristics of those in setting have an impact)
 Traits reflects an individual’s behavioural tendencies ….predicting some
workplace behaviour & outcomes
 Cluster around the broad characteristics of:
 CAlowN = “getting along”
 OEClowN = “getting ahead”

 C and lowN = best predicts individual performance in almost every job group
– energize a willingness to fulfil work obligation (C) with established rules and
to allocate resources to accomplish those tasks (lowN)
(Caveat= less than 10% of performance is due to personality trait of C. Generally
speaking, C=> on performance, job satisfaction, motivation)
 More specific types of employee behaviour:
 E = sales and management jobs
 A = team based, customer relations, conflict handling situations
 O = creative and adaptable to change

KM, 2016, IIMIDR

 Big Five Traits
 What happens if you donot like your personality trait?
 Put your best foot forward. Personality is not synonymous with
behavior
 Find an organization that suits you. Not all organizational cultures
are for everyone. Big corporations tend to be “tilted”
toward extraverts……..
 Time is on your side. As people age, their scores on conscientiousness
and agreeableness increase rather dramatically, and neuroticism
decreases (emotional stability increases) substantially.
 Realize that all traits have upsides and downsides. Extraverted
people are more impulsive and more likely to be absent.
Conscientious individuals adjust less well to change. Open people are
more likely to have accidents. Agreeable people are less successful in
their careers……

KM, 2016, IIMIDR

 Psychometric tests
 They make decisions about people:
 More systematic
 More precise
 They predict future performance and reduce uncertainty
 They provide more accurate descriptions of people and
their behavior
 But,
 Tests should be seen as an additional source of
information only
 Practice may have effect on test results

KM, 2016, IIMIDR

 Core Self Evaluation: best dispositional
predictor of job satisfaction and performances
A person’s fundamental evaluation of themselves. The degree to which a person
likes or dislikes himself, whether he sees himself as capable and effective,
whether he feels he has control over environment.
In assessing who we are, people rely on four aspects of personality:
Self Esteem: Overall value one places on oneself as a person. Self perceived
competence (welcome challenging tasks) and self image. Sort of a global,
relatively fixed trait
Generalised self efficacy: A person’s beliefs about his capacity to perform
specific tasks successfully (confidence that they can do well whatever they do.
Associate work with success so tend to be satisfied with job). Situational and
context specific
Locus of control: The extent to which a person feel that they are able to
control things in a manner that affects them
Emotional stability: The tendency to see oneself as confident, secure, steady

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 Some terms
 Independent (predictor) variable
 Dependent variable
Predictive validity
 Moderator:
 influences the strength of a relationship between two
other variables. Eg, HE and social class. Education of
parents may be a moderator- the more educated are the
parents, stronger is the relationship
 Mediator:
 that explains the relationship between the two other
variables. Cost of HE may be a mediator as it explains
why there will be a relationship.
KM, 2016, IIMIDR
 Other Personality Tests….
 Locus of control: the degree to which people
believe they are masters of their own fate:
 As internals believe they control what happens to them, they will want
to exercise control on their environment. Wont like close supervision.
 Internals have been found to have higher job satisfaction and
performance, more likely to assume managerial positions, prefer
participative management styles
 Internals may continue to be happy about promotion for a long time…..
 Search actively for information before making a decision, are more
motivated to achieve, make a greater attempt to control their
environment. Sophisticated jobs like professional/managerial jobs that
require complex information processing and learning, require
independence of action and initiative. Eg, almost all successful sales
people are internals.
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 Other Personality Tests….
 Locus of control: the degree to which people
believe they are masters of their own fate:

 Externals will like more structured environment, and they may

be more reluctant to participate in decision making.
 Do well in jobs which is pre programmed, compliant and willing
to follow directions.
 Are less satisfied with their jobs (as they believe that they have
little control over organisational outcomes that are important to
them) , have high absentism rates (internals believe that health
is substantially under their own control through proper habits),
are more alienated from work setting, and are less involved on
their jobs than are internals.
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