Lec 3 Individual Behaviour

8/8/2019 Lec 3 Individual Behaviour

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Foundations of Individual Behavior



Nine Individual-level variables

1. Biographical Characteristics

2. Ability

3. Learning

4. Personality

5. Emotional Intelligence6. Assertiveness

7. Perception

8. Values

9. Attitude

How these individual variables affect group perfor mance andsatisfaction?



1. Biographical Characteristics & their

implications for Group Perfor mance

I. Age: No affect on individual¶s perfor mance and hence

overall group perfor mance

II.

Gender: No significant differences in job

productivitybetween men and women

III. Tenure: Positive relationship between tenure and

member¶s productivity and satisfaction.



2. Ability

An individual¶s capacity to perfor m the various tasks in a

job.

Make an individual relatively superior or inferior to others in

perfor ming certain tasks or activities.

Type of abilities:

± Intellectual Abilities

± Physical Abilities.



Ability, Intellect, and Intelligence

Intellectual Ability

The capacity to do mental activities

Multiple Intelligences

Intelligence contains four subparts: cognitive,social, emotional, and cultural



Number aptitude

Verbal comprehension

Perceptual speed

Inductive reasoning

Deductive reasoning

Spatial visualization

Memory

Dimensions of Intellectual Ability



Physical Abilities

Physical Abilities

The capacity to do tasks

demanding stamina, dexterity,

strength, and similar

characteristics



Other Factors

7. Body coordination

8. Balance

9. Stamina

Nine Physical Abilities

Strength Factors

1. Dynamic strength

2. Trunk strength

3. Static strength4. Explosive strength Flexibility Factors

5. Extent flexibility

6. Dynamic flexibility



Ability: Its implications

Group perfor mance is enhanced when there is a high

ability-job fit.



3. Learning

Learning

Involves change

Is relatively permanent

Is acquired through experience

Learning

Any relatively permanent change in behavior that occurs

as a result of experience



Shaping

Key Concepts

Reinforcement is required to change behavior.

Some rewards are more effective than others.

The timing of reinforcement affects learning speed andpermanence.

Shaping Behavior of group member

Systematically reinforcing each successive step that moves

an individual closer to the desired response



Types of Reinforcement for shaping behavior

of a member

Positive reinforcement

Negative reinforcement

Punishment

Extinction



Types of Reinforcement

Positive reinforcement

± Providing a reward for a desired behavior

Negative reinforcement

± Removing an unpleasant consequence when the

desired behavior occurs

Punishment

± Applying an undesirable condition to eliminate an

undesirable behavior

Extinction ± Withholding reinforcement of a behavior to cause its

cessation



Learning and its implications for group

Why and how to change behavior of a group member?

Positive reinforcement is a powerful tool for modifying

behavior of group members

Group leaders should expect that group members willlook to them as models



How Personality traits help in assigning

different tasks to different individualsduring JIVE ?



Personality

The sum total of ways in which an individual reacts

and interacts with others.



Personality

Personality factors

± Heredity

± Environment

± Situation



Personality Traits ± Enduring characteristics that describe an individual¶s

behaviour



vs.

vs.vs.

vs.

vs.

vs.

vs.vs.

vs.

vs.

vs.

vs.vs.

vs.

vs.

vs.

Outgoing

More intelligentEmotionally stable

Dominant

Happy-go-lucky

Conscientious

VenturesomeSensitive

Suspicious

Imaginative

Shrewd

Apprehensive

Experimenting

Self-sufficient

Controlled

Tense

Sixteen Primary Traits

R eser ved

Less intelligent

Affected by feelings

Submissive

Serious

Expedient

Timid Tough-minded

Trusting

Practical

Forthright

Self-assured

Conser vative

Group-dependent

Uncontrolled

R elaxed



Myers-Briggs Type Indicator (MBTI)

Extroverted or Introverted (E or I)

Sensing or Intuitive (S or N)

Thinking or Feeling (T or F)

Perceiving or Judging (P or J)

These classifications are then combined into sixteen personality

types.

A personality test that taps four characteristics and classifies people

into one of 16 personality types.

It is a 100 question personality test that asks people how they usually

feel or act in particular situations.

On the basis of the answers individuals give to the test, they are

classified as



©Pr ti ll, 001 t r

TheThe

Big FiveBig FivePersonalityPersonality

ModelModel

O t E riO t E ri

E tr r iE tr r i

A r blA r bl

i tii ti

Em ti l St bilitEm ti l St bilit



Major Personality Attributes

Locus of Control

Machiavellianism

Self-Esteem

Self- Monitoring

Risk Taking

Proactive PersonalityType A-Type B



DISCUSI N:

Personality and its implications

MYTH or SCIENCE?

³Deep Down, People Are All Alike

Good Personality-Bad Personality

How can a Personality Test help a group in

better perfor mance?

Implications for better team perfor mance

P

erson-Job

fitP

erson-Group fit



One of the most fascinating traits

of a successful professional?



EMOTIONAL INTELLIGENCE



The Three-Million-Dollar Emotional Hijack



Dark Side of Genius

(The Times of India July11, 2006)



Shameful End To Zidane¶s Career

(The Times of India July 10,2006)



³We are being judged by a new yardstick:not just how smart we are, or by our

training and expertise, but also by how well we

handle ourselves and each other´

-- Daniel Goleman,

Working With Emotional Intelligence, 1998



Emotional Intelligence

³ Emotional Intelligence´ refers to the capacity for

recognizing our own feelings and those of others, for

motivating ourselves, and

managing e

motions well inourselves and our relationships.



THE PROBLEM WITH A MEMBER WITH LOW EI IS«

Can¶t view things ob jectively.

Takes things, personally.

Has poor interpersonal skills.

Can be arrogant.

Often hurts others.

Takes rash decisions.

Is self-centered and self-seeking. Is low on motivation.

Has huge inertia.

Does not know his potential.

Does not have space for others.

Loses will to survive.

Indulges in self-pity.

Show too many emotions.

Gets affected by anything that happens around him

His perfor mance depends on the surroundings



WHEN THE MEMBERS HAVE LOW EI, IT LEADS

TO ««««. IN THE GROUP: -.

Wastage of time and energy

Lack of focus on organizational climate

Underachievement

Inter-personal problems

Inability to be a team player

Unsustainable perfor mance

Insecurity in the organization due to

unpredictability

Mood swings in the tea

m

Need for counseling

Unhealthy competition amongst employees

Doubts on the validity and reliability of

the selection procedure



The Emotional Competence Framework

Personal Competence: these competenciesdeter mine how we manage ourselves

Self-Awareness

Self-Regulation

MotivationSocial Competence: these competencies deter mine

how we handle relationships

Empathy

Social Skills



Everything I thought I knew about leadership waswrong. My first job as a leader was to create a

new understanding of myself .

--Mort Meyerson, CEO Perot Systems



(1) Self ± Awareness:

K nowing one¶s internal states, preferences, resources &

intuitions

(1) Self ± Awareness:

K nowing one¶s internal states, preferences, resources &

intuitions

Emotional Awareness

R ecognizing One¶s Emotions and Their Effects

Accurate Self-assessment

K nowing One¶s Inner R esources, Abilities, and Limits

Self-Confidence

A Strong Sense of One¶s Self- Worth and Capabilities



(2) Self ± R egulationManaging one¶s internal states, impulses and resources

(2) Self ± R egulationManaging one¶s internal states, impulses and resources

.Self- ControlK eeping Disruptive Emotions and Impulses in Check

Trustworthiness and ConscientiousnessMaintaining Integrity and Taking R esponsibility for

personal Performance

Innovation and AdaptabilityBeing Open to Novel Ideas and Approaches, and Being

Flexible in R esponding to Change



Achievement drive

Striving to Improve or Meet a Standard of Excellence

Commitment

Aligning with theGoals of a Group or Organization

Initiative and Optimism

Displaying Pro-activity and Persistence

(3) MotivationEmotional tendencies that guide or facilitate reaching goals

(3) MotivationEmotional tendencies that guide or facilitate reaching goals



³If your actions inspire others to dream more,learn more, do more and become more, you are a

leader .´

John Quincy Adams (1767-1848)sixth President of the United States



(4) Empathy

Awareness of others¶ feelings, needs and concerns

(4) Empathy

Awareness of others¶ feelings, needs and concerns

Understanding Others

Sensing Others¶ Feelings and Perspectives, and taking an

active interest in their concerns

Developing OthersSensing other¶s development needs and bolstering their

abilities

Service Orientation

Anticipating, Recognizing and Meeting Customers¶ Needs

Leveraging diversity

Cultivating Opportunities Through Different kinds of People

Political Awareness

Reading social and political currents



Anyone can become angry²that is easy. But tobe angry with the right person, to the right

degree, at the right time, for the right purpose,

and in the right way²this is not easy.

--ARISTOTLE



Influence

Communication

Conflict management

Leadership

Change Catalyst Art of Collaboration

(5) Social Skills

Adeptness at inducing desirable responses in others

(5) Social Skills

Adeptness at inducing desirable responses in others



Building bonds

Nurturing Instrumental Relationships

Collaboration and cooperationWorking with Others Toward Shared Goals

Team capability

Creating Group Synergy in Pursuing Collective Goals

Art of Collaboration

Several competencies of star performers are rooted in the

basic human talents for social coordination.These include:

Art of Collaboration

Several competencies of star performers are rooted in the

basic human talents for social coordination.These include:



Blind Spot. Whenever someone consistently mishandles a

given situation, that is a sure sign of blind spot. A list of some

common blind spots is as follows:

Blind ambition

Unrealistic goals

Relentless Striving

Drives Others Power hungry

Insatiable need for recognition

Preoccupation with appearances

Need to seem perfect



Nine

Strategies

for

Taking the time for mindfulness

Recognizing and naming emotions

Understanding the causes of feelings

Differentiating between emotion and the need to take action

Preventing depression through ́ learned optimismµ

Managing anger through learned behavior or distraction techniques

Listening for the lessons of feelings

Using ´gut feelingsµ in decision making

Developing listening skills

Promoting

EmotionalIntelligence

Promoting

EmotionalIntelligence



DISCUSSION:

EI and its implications

Do emotions affect perfor mance of an

individual as well as group?

What is a team leader¶s role in this context?



Assertiveness

You need to be able to stand up for yourself, to be

yourself, and to do so in a way that invites others

to be themselves as well



Styles of Communication

The Passive Style The Aggressive Style

The Passive-Aggressive Style

The Assertive Style



The Passive Style

Giving in to unreasonable demands from others Going along with the crowd

Not offering your opinion until others haveoffered theirs

Never criticizing or giving negative feedback

Never doing or saying anything that might attractcomment or disapproval



Beliefs That Hold You Back

Other people are more important than I am Other people are entitled to have control over

their lives. I¶m not.

They can do things effectively. I can¶t.

My role in life is to be the servant.



How does the Passive Style Develop?

So

me people grow up in extre

mely over-consideratefamilies

Some children are taught to be perfectly obedient

In some families, children¶s requests, needs, or boundariesare never respected

In some families Assertiveness unfortunately leads to

violence Some people just never see assertiveness in action



The Aggressive Style

The flip side of the passive style

Instead of submitting to others, we try to get others submitto us

It is important to win, regardless of the cost to other people

Aim is to control the behavior of others throughintimidation

Their opinions, boundaries, goals, and requests are stupidor meaningless²barriers to be overcome.



Why Do People Act Aggressively

How does the aggressive style develop

Having an aggressive parent who serves as a model

for you

Low self-esteem that causes you to feel threatened

by minor difficulties

Initial experiences of obtaining what you want

through aggression

Failing to see the negative consequences of

aggression



The Passive-Aggressive Style

It combines elements of both the passive andaggressive styles

The anger of the aggressive style and the fear of the passive style both have an influence

The anger makes you want to µget¶ the other

person, but fear holds you back from doing itdirectly

When we are passive aggressive we disguise our aggression so that we can avoid takingresponsibility for it.



Consequences of Passive-Aggressive Style

Others begin to see us unreliable, irresponsible,disorganized, or inconsiderate. Although theymay never be able to point to specific examples,their general opinion of us declines.

Self-esteem drops, Anxiety builds because we

never know when someone will see through our passivity and confront us. We feel that we are notin control of our own lives. And shame and guiltcan build up from constantly letting others down.



The Origin of the Passive-Aggressive Style

Persons who experience significant anger and adesire for control, but they fear the consequences

of expressing themselves directly

Openly assertive or aggressive behavior may

have been punished in the past



The Assertive Style

It recognizes that you are incharge of your ownbehavior and that you decide what you will and

will not do

Similarly, the assertive style involves recognizing

that other people are incharge of their own

behavior and does not attempt to take that

control from them



The Assertive Style (Contd.)

We are able to acknowledge our own thoughtsand wishes honestly, without the expectation that

others will automatically give in to us

We express respect for the feelings and opinions

of others without necessarily adopting their

opinions or doing what they expect or demand



ASSERTIVENESS

Assertiveness is the a

bilityto communicate your

needs, feelings, opinions,

and beliefs in an open and

honest manner without

violating the rights of

others



ASSERTIVENESS ASSERTIVENESS

Bei ASSERTIVE means being positi e andconfident. You are aware t at ou are a

wort person wit our own special gifts. You t ink for ourself and express your

own ideas. You know what you standfor and what you wont stand for.

You expect respect.

We are ASSERTIVE .We freely express ourown ideas. We think for oursel es and do what we feel is right.We are our own leaders.



Benefits from Assertiveness

It allows us to relate to others with less conflict, anxiety, andresentment

It allows us to be relaxed around others

It allows us to retain our self-respect without trampling that of others

It increases self-confidence

It acknowledges the right of other people to live their lives.

It gives us control over our own lives and, by reducing helplessness,assertiveness may reduce depression



Communication Styles and

Behavior Nonver bal cues

Beliefs

Emotions

Goals



Behavior

Passive: Keep quiet.

Don¶t say what you feel, need or want. Putyourself down frequently. Apologize when you express yourself.

Deny that you disagree with others or feel differently

Aggressive: Express your feelings and wants as though any

other view is unreasonable or stupid. Dismiss, ignore, or insult

the needs, wants ,and opinions of others.

Passive-Aggressive: Failure to meet the expectations of others

through ³deniable´ means: forgetting, being delayed, and so on.

Deny personal responsibility for your actions.

Assertive: Express their needs, wants, and feelings directly and

honestly. Don¶t assume they are correct or everyone will feel the

same way. Allow others to hold other views without dismissingor insulting them



Nonverbal cues

Passive: Make yourself small. Look down, hunchyour shoulders, avoid eye contact. Speak softly

Aggressive: Make yourself large and threatening.

Eye contact is fixed and penetrating. Voice is

loud, perhaps shouting

Passive-Aggressive: Usually mimics the passive

style

Assertive: Body is relaxed, movements are

casual. Eye contact is frequent, but not glaring



Posture

Assertive: An upright posture with the shoulders

back

Passive: The body is hunched, as though you

want tom

ake yourself sm

aller than you really are.

Aggressive: The posture may be large and

threatening



Movements and Gestures

Assertive: Movements are usually relaxed andfluid. Gestures are natural, open, and relaxed.

Passive: Some people gesture little when they areb

eing passive.

They look depressed andlethargic. Others speed up when they adopt the

passive style

Aggressive: Gestures tend to be rapid and sharp. The closer the motions are to the othersindividual¶s personal space, the more aggressivethe gesture.



Physical Distance

Assertive: It differs fro

mculture to culture

. People using the assertive style during conflict

usually maintain their nor mal conversationaldistance

Passive: The interpersonal distance is usuallygreater than nor mal

Aggressive: The interpersonal distance is oftencloser than usual, invading the other person¶sspace.



Eye Contact

Assertive: Eye contact is frequent but is broken byoccasional horizontal glances away

Passive: Eye contact is usually avoided. The eyes

tend to be cast downward. When eye contact ismade, it¶s usually done by looking up rather thanlifting up the head

Aggressive: Eye contact is usually direct and fixed.

Considerable tension is usually held around theeyes, resulting in a squinting or glaring look.



Facial Expression

Assertive: The facial expression is appropriate tothe content of the message.

Passive: The expression is often anxious or

apologetic

A

ggressive:T

he face generally holds significantmuscle tension, often most noticeably in the jaw.



Physical Contact

Assertive: It varies from culture to culture. Duringan assertive exchange, the individual will

generally touch the other person no more nor

less than is usual for them in other situations.

Passive: Touching is usually minimal because

passive people retreat into themselves.

Aggressive: Touching, if present, may be fir m and

jabbing



Voice Tone

Assertive:

The voice is war

mand well

modulate

.

Passive: The voice is often quiet, sometimes tothe point that others cannot hear . The tone maybe complaining, particularly during self-

justifications or attempts to pacify the other person.

Aggressive: Some individuals exhibit a ³hotvoice´ by yelling and shouting, with lots of

emotions and volume.



Fluency

Assertive: The flow of words is even andconversational, without rushing or hesitating.

Passive: There may be considerable hesitationcaused partly by stress and partly by a search for the words that will satisfy the other person

Aggressive: The pace of speech may be slower than usual (through gritted teeth and with a coldexpression) or faster (usually with increasedvolume and sharp gestures)



Physical Appearance

Assertive: Clothing, hairstyle, glasses, tidiness,and so on are all expressions of ourselves

Passive: The most common passive style isdesigned to help the person blend with a group.

Aggressive: Clothes, hairstyle, and accessories(including glasses, watch, and even car) may bechosen deliberately to intimidate others or tocommunicate power .



Beliefs

Passive: Others¶ needs are more important thanyours. They have rights; you don¶t. Their contributions are valuable. Yours are worthless.

Aggressive: Your needs are

more i

mportant andmore justified than theirs. You have rights, they

don¶t. Your contributions are valuable. Theirs aresilly, wrong, or worthless.



Beliefs (cont.)

Passive-Aggressive: You are entitled to get your own way, even after making commitments to

others. You are not responsible for your actions.

Assertive: Your needs and those of others are

equally important. You have equal rights to

express yourselves. You both have something

valuable to contribute. You are responsible for

your behavior .



Beliefs that Support a Passive Role

Assertiveness

means getting your own way allthe time

Being assertive means being selfish

Passivity is the way to be loved

I am only worthwhile as long as I am doingsomething for someone else

The way to be accepted and appreciated by

others is to give and give



Beliefs that Support a Passive Role

It¶s i

mpolite to disagree

If others disagree with me, then I must be wrong

I have to do everything I am asked to do

Other people can¶t handle my assertiveness

If I start speaking up I¶ll never stop

It¶s important to be nice

My opinion doesn¶t matter



Beliefs Supporting an Aggressive Role

I¶

mentitled to

be angry

If I¶m not aggressive nothing will happen

Honesty is the best policy



Goals

Passive: Avoid conflict. Please others at any expense. Give

others control over you.

Aggressive: Win at any expense to others. Gain control over

them.



Goals (cont.)

Passive-

Aggressive: Get their own way withouthaving to take responsibility.

Assertive: Both you and others keep their self-

respect. Express yourself without having to win

all the time. No one controls anyone else.



How to become assertive?

What can a leader do to make group members

assertive?



It is a big task and it takes courage. Recognize

your courage. The steps leading into our lives

continue-with more practice, more effort, and

more confidence. Enjoy the path. Be there.



8. Perception

± A process by which individuals organize and

interpret their sensory impressions in order to

give meaning to their environment.



Figure-Ground Illustrations



Importance of Perception

To better understand how people make attributions about

events.

We don¶t see reality. We interpret what we see and call it

reality.

The attribution process guides our behaviour, regardless of

the truth of the attribution

Factors that Influence Perception



p

Factors in the ercei erAttitudesMotivesInterestsExperienceExpectations

Factors in the situationTimeWork settingSocial setting

F

actors in the targetNoveltyMotionSoundsSizeBackground

Proximity

Perception

Frequently Used Shortcuts in Judging Others



Frequently Used Shortcuts in Judging Others

Selective Perception

Halo Effect

Contrast Effects

Projection

Stereotyping



Are you rich or poor?



One day a wealthy father took his child to spend the

night with a very poor family with the purpose to show

him the reality of other people who did not have a lot of

money to spend.

On their return home, the father asked his son what he

thought about the experience and he replied:

It has been a very good experience daddy,



I have learned that we have one dog and they have four,

we have a very nice swimming pool but they have the

river, we have a sun roof and they have the sky with the

stars and the moon, we have a beautiful porch with a

big garden and they have the forest.

While the child was speaking the father was out of

breath by hearing the things his son was telling him.

Then the child added: Thanks dad for showing me how

poor we are!



For you my friend:

When we measure what we have, the

result is our perception of life .

If we have love, friends, health, sense

of humor and positive thinking, we

have everything in life.

If we are poor of spirit then«,

we have a problem

DISCUSSION:



Perception and its implications

Does the member¶s perception of the group

affect his or her perfor mance in the group?

What a group leader should do for better

perfor mance of the group?



Values

Basic convictions that ³a specific mode of conduct or end

state of existence is personally or socially preferable to an

opposite or converse mode of conduct or end-state of

existence.´

Value System -- a hierarchy based on a ranking of an

individual¶s values in ter ms of their intensity.

Importance of Values for a Group



p p

Values generally influence attitudes and behavior of group

member .

Types of Values



Types of Values

Ter minal Values

Instrumental Values

Values across different Cultures



alues across different Cultures

Group leader must understand how

differences in cultural values explain the

behavior of group members.

Implications



Implications

Why is it important to know an individual¶s values?

5 Attit d



5. Attitudes

Evaluative statements or judgments concerning ob jects,people, or events.

C t f Attit d



Components of an Attitude

Cognitive component

Affective component

Behavioral Co

mponent

C iti Di



Cognitive Dissonance

Any incompatibility that an individualmight perceive between two or more of his

or her attitudes, or between his or her

behavior and attitudes.

Reduction of Dissonance



Reduction of Dissonance

Change behavior

Change your attitude

Rationalise

Types of Attitude



Types of Attitude

Job Satisfaction

Job Involvement

Organizational co

mmit

ment

What Determines Job Satisfaction?



What Deter mines Job Satisfaction?

± Mentally Challenging Work

use their skills

variety of tasks, freedom etc.

± Participation in decision making

± Equitable R ewards

just, skill level, fair promotions

± Supportiv

e Working Conditionssafe, comfortable, clean

± Supportive Colleagues

± Opportunity to learn and grow



Job Satisfaction and Perfor mance in a Group

± Individual Productivity µ+¶

± Group Productivity µ+¶

productivity depends on outside factors

e.g. speed of machine

± Absenteeism - but low

± Turnover - but moderate

Responses to Job Dissatisfaction in a Group



Active

Passive

Destructive Constructive

Exit Voice

NeglectL

oyalty

p p

Implications



Implications

Why a leader should be interested in group

members¶ attitudes?

Lec 3 Individual Behaviour

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