MACHAIVELLIANISM

 A trait causing a person to behave in ways to gain power and control

the behavior of others

Example:
 only focused on their own ambition and interests
 prioritize money and power over relationships
TOLERANCE FOR RISK

 Also called risk propensity,

 The degree to which a person is comfortable with risk and willing
to take chances and make risky decisions.

TOLERANCE FOR
AMBIGUITY
 Reflects the tendency to view ambiguous situations as either
threatening or desirable
TYPE A PERSONALITY
 Impatient, competitive, ambitious, and upright

TYPE B PERSONALITY
 More relaxed and easygoing and less overtly competitive than Type
A
TYPE A & TYPE B PERSONALITY
BULLYING PERSONALITY
 Workplace bullying is a repeated mistreatment of another employee
through verbal abuse; conduct that is threatening, humiliating, or
intimidating; or sabotage that interferes with the other person's work

Examples include:
 Spreading malicious rumors, gossip, or innuendo.
 Excluding or isolating someone socially.
 Intimidating a person.
 Undermining or deliberately impeding a person's work.
 Removing areas of responsibilities without cause.
 Establishing impossible deadlines that will set up the individual to fail
Bullying affects the overall "health" of an organization. An "unhealthy"
workplace can have many effects. In general these include
 Increased absenteeism.
 Increased turnover.
 Increased stress.
 Decreased productivity and motivation.
 Decreased morale.
 Poor customer service
 
ROLE OF SITUATION

 The relationship between personality and behavior changes

depending on the strength of the situation that we are in.
INTELLIGENCE
 The ability to acquire and apply knowledge and skills. The capacity
for logic, understanding, self-awareness, learning, emotional
knowledge, reasoning, planning, creativity, critical thinking, and
problem solving.
GENERAL MENTAL ABILITY
 General mental ability is the capacity to rapidly and fluidly acquire
process, and apply information.

INFORMATION PROCESSING CAPACITY

 Involves the manner in which individual process and organize
information.
MENTAL ABILITY TEST
MULTIPLE INTELLIGENCES
 Suggest that there are a number of distinct forms of intelligences that
each individual possesses in varying degrees
 Gardner’s Theory of Multiple Intelligences

Linguistic Words and Languages

Logical-Mathematical Logic and Numbers

Musical Music, rhymes, and sound

Bodily-Kinesthetic Body movement and control

Spatial-Visual Images and space

Interpersonal Other people’s feelings

Intrapersonal Self-awareness
EMOTIONAL
INTELLIGENCES
Interpersonal capability that includes the ability to perceive and

express emotions, to understand and use, and to manage emotions in
one self and other people.
5 DIMENSIONS OF EMOTIONAL
INTELLIGENCES
 Three personal competencies
 Self-awareness: being aware of what you are feeling
 Self-motivation: persisting in the face of obstacles, setbacks and
failures
 Self-management: managing your own emotions and impulses

 Two social competencies

 Empathy: sensing how others are feeling
 Social Skills: effectively handling the emotions of others
MATCHING INTELLIGENCES TYPES WITH CAREER CHOICES
LEARNING STYLES
 Refers to individual differences and preferences in how we process
information when problem solving, learning, or engaging in similar
activities
 
3 MOST POPULAR APPROACHES TO LEARNING STYLE

 SENSORY MODALITIES
Is a system that interacts with the environment through on of the
basic senses. The most important sensory modalities are:
Visual: leaning by seeing
Auditory: learning by hearing
Tactile: learning by touching
Kinesthetic: learning by doing
 LEARNING STYLE INVENTORY
A second approach to understanding learning styles, the Kolb
Learning Style Inventory. According to David Kolb, the four basic
learning modes are active experimentation, reflective observation,
concrete experiences, and abstract conceptualization.
 Convergers: (doing and thinking) People with converging learning
style can solve problems and will use their learning to find solutions to
practical issues.
 Divergers: (feeling and watching) People with style tend to organize
concrete situations from different perspective and structure their
relationships into meaningful whole.
 Assimilators: (watching and thinking) These individual tend to be
more concerned about abstract concepts and ideas than about people.
 Accommodators: (doing and feeling) Rely mainly on active
experimentation and concrete experience, and focus on risk taking,
opportunity seeking, and action.
 LEARNING STYLE ORIENTATION
 Finally, Annette Towler and Robert Diphoye developed a learning
style orientation measures to address some of the limitations of the
Kolb inventory and identify key styles and preferences for learning.
They identified five key factors.
FIVE KEY FACTORS
 Discovery Learning: an inclination for exploration during
learning.
 Experimental Learning: a desire for hands-on approaches to
instruction.
 Observational Learning: a preference for external stimuli such as
demonstrations and diagrams to help facilitate learning.
 Structured Learning: a preference for processing strategies such
as taking notes, writing down task and so forth.
 Group Learning: a preference to work with others while learning.
HAHAHAHAHA!!!!