organisational behaviour ob -2 : understanding self & others

Organisational Behaviour

OB -2 : Understanding Self & Others

Self-Concept

•Who am I? How do I fit in the world? •How well do I treat others?•How well do others treat me?•How well do I treat myself?

• Mental representation one has of self.

• Way a person thinks others perceive his or her looks and actions.

SELF-CONCEPT

Components of Self-Concept

• IDENTITY

Awareness of being distinct & separate from others

• BODY IMAGE

Mental picture of one’s body


• SELF-ESTEEM

Personal feeling & self-evaluation of one’s worth

• SELF-EFFICACY

a person’s belief about his or her chances of successfully accomplishing a specific task

We are what we think. All that we are arises with our thoughts. With our thoughts, we make the world. ~The Buddha

An individual's self-concept is the core of his personality. It affects every aspect of human behavior: the ability to learn, the capacity to grow and change. A strong, positive self-image is the best possible preparation for success in life.

~ Dr. Joyce Brothers

Johari Window

I know.You know.

I know.You don't know

I don't know.You don't know.

I don't know.You know.

IKnow Don't Know

You

Don

't K

now

Kno

w

We are most effective when we know a lot.

Arena

Closed Dark

Blind

Know to self Unknown to self K

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Arena

Closed Dark

Blind


no

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Sharing


Arena

Closed Dark

Blind


no

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Arena

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Effective

We are most effective where we both know stuff.

FacadeFacade UnknownUnknown

Blind SpotBlind Spot

IKnow Don't Know

You

Don

't K

now

Kn o

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ArenaArena

Effective

Sharing can increase what you know and make us both more effective.

Arena

Facade Unknown

Blind Spot

IKnow Don't Know

You

Don

't K

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Kno

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SharingSharing

Listening can increase what I know and make us both more effective.

Arena

Facade Unknown

Blind Spot

IKnow Don't Know

You

Don

't K

now

Kno

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ListenListen

We are more effective when we share and listen. We decrease danger and discover opportunities when we

share and listen.

FacadeFacade UnknownUnknown

Blind SpotBlind Spot

IKnow Don't Know

You

Don

't K

now

Kno

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ArenaArena

DangerDangerOpportunityOpportunity

EffectiveEffective

Transactional Analysis

• A model for explaining why and how:– People think like they do– People act like they do– People interact/communicate with others

Our Brain (according to Berne)

• Determines what we think and how we act• Acts like a tape recorder while recording

1) Events

2) Associated feelings• Has 3 distinct parts or ego states

1) Parent

2) Adult

3) Child

19

BASIC HUMAN EGO STATES(PERSONALITY STATES)

THREE BASIC

EGO STATES

FURTHER BREAKDOWN OF EGO STATES

P(PARENT)

A(ADULT)

C(CHILD)

CRITICAL PARENT

NURTURING PARENT

ADULT

ADAPTED CHILD

NATURAL CHILD

LECTURING, CRITICIZING, MANY “OUGHTS”, “SHOULD” &”DON’TS”

CONSOLING, “TAKING CARE” OF OTHERS, SYMPATHY

OBJECTIVE, RATIONAL, ORIENTED TOWARD PROBLEM SOLVING, DE-EMPHASIZE EMOTION

MODIFIED BEHAVIOUR TO CONFORM TO ADULT EXPECTATIONS, MANUPULATIVE, SUMBISSIVE

PLAYFUL, IMPULSIVE, NATULRALLY CURIOUS &CREATIVE, FUN LOVING, REBELLIOUS

20

TYPICAL WAYS OF EXPRESSING EGO STATES ON THE JOB

CRITICAL PARENT

NURTURING PARENT

ADULT

“CAN’T YOU TURN IN A REPORT ON TIME JUST ONCE?”

“WHAT, IT TAKES TWO WEEKS TO ANSWER AN E-MAIL?”

“I’M SURPRISED AT YOU… THE QUALITY OF THIS DOCUMENT IS LOUSY”

“I’M ONLY TRYING TO HELP YOU”

“LET ME CLEAN UP THAT DESK FOR YOU, MR. SMITH”

“YOU’VE DONE A GREAT JOB”

ADAPTED CHILD

NATURAL CHILD

“WHAT ARE THE ALTERNATIVES?”

“CAN’T WE REACH SOME SORT OF COMPROMISE?”

“WHAT CONSEQUENCES WILL THIS ACTION HAVE?”

“ANYTHING YOU SAY, SIR!”

“SORRY, I’LL TRY TO IMPROVE.”

“WHAT WOULD WE DO WITHOUT YOU”

“NOBODY FOLLOWS THAT RULE ANYWAY.”

“FORGET ABOUT IT, HE’S JUST THE BOSS”

“LET’S KNOCK OFF FOR TODAY! WHO WANTS TO WORK ON A FRIDAY AFTERNOON ANYWAY?”

21

TYPES OF INTERPERSONAL TRANSACTIONS

P P

A

CC

A

P P

A

CC

A

P P

A

CC

A

P P

A

CC

A

P P

A

CC

A

P P

A

CC

A

COMPLEMENTARY CROSSED ULTERIOR

EXPECTED RESPONSE, NO CONFLICT

PRODUCE CONFLICT, STOP COMMUNICATION, HURT FEELINGS

VERBAL COMMUNICATION

NON-VERBAL HIDDEN MEANING

22

EXAMPLES OF COMPLEMENTARY TRANSACTIONS ON THE JOB

P P

A

CC

A

P P

A

CC

A

P P

A

CC

A

(1) ACS: “CAN I GET YOU ANYTHING FROM DOWN STAIRS?”

(2) MANAGER: “YOU SURE KNOW HOW TO TAKE CARE OF ME, ”

NURTURING PARENT TO ADAPTED CHILD

(1)

(2)

(1) MANAGER: “WHAT COULD WE DO TO MEET THE DEADLINE ON THIS PROJECT?”

(2) EMPLOYEE: “WE COULD TAKE A COUPLE OF PEOPLE OFF THE OTHER PROJECT FOR A WHILE AND PUT THEM ON THIS ONE.”

(1) FIRST PTL: “GEE, I WISH I WERE OUT ON THE GOLF COURSE RIGHT NOW.”

(2) SECOND PTL: “LET’S TAKE OFF. WHO WANTS TO LISTEN TO THE VP ANYWAY?’

ADULT TO ADULT TRANSACTION

NATURAL CHILD TO NATURAL CHILD

(1)

(2) (1)

(2)

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EXAMPLES OF CROSSED TRANSACTIONS ON THE JOB

P P

A

CC

A

P P P

A

CC

A

(1) MANAGER: “ DID YOU FINISH THE BUDGET ESTIMATES?”

(2) ANALYST: “HOW CAN I IF THE WHOLE PROCESS DOESN’T MAKE SENSE.”

ADULT-TO-ADULT CROSSED BY

CRITICAL PARENT-TO-CHILD RESPONSE

(1)

(2)

(1) MANAGER: COME OVER HERE!” (DEMANDING TONE OF VOICE)

(2) EMPLOYEE: “WHY DON’T YOU COME OVER HERE? IT’S JUST AS FAR!”

(1) SUPERVISOR: “HOW COME GETTING A LAPTOP FOR TRAVEL IS ALWAYS HARD ”

(2) IT SPECIALIST: “HOW SHOULD I KNOW, I ONLY WORK HERE’

PARENT-TO-CHILD CROSSED BY CRITICAL PARENT OR REBELLIOUS

CHILD RESPONSE

ADULT-TO-ADULT CROSSES UP BY DISCOUNTED CHILD TO

PARENT RESPONSE

(1)

(2)

A

C

P

A

C

P

A

C

P

A

C

(1)

(2) (2)

(1)

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EXAMPLES OF ULTERIOR TRANSACTIONS

P P

A

CC

A

P P

A

CC

A

(1) EMPLOYEE: “SORRY, I WON’T HAVE THE PROJECT DOCUMENT READY FOR TOMORROW’S DEADLINE.”

(2) MANAGER: “IT’S O.K. I’VE BEEN THINKING OF ASSIGNING THE JOB TO SOMEONE ELSE ANYWAY.”

(1)

(2)

(1) SALESMAN: “THIS CAR HAS GOT EVERYTHING YOU’D EVER WANT FROM A PERFROMANCE SPORTS CAR – BUT IT MAY BE TOO EXPENSIVE FOR YOU.”

(2) CUSTOMER: “WELL LET’S GIVE IT A TEST DRIVE..” (HIDDEN MEANING: “WHO DOES HE THINK I AM?”)

(2)

(1)

(2)

(1)

(2)

(1)

Ego States

Parent

Adult

Child

Nurturing Critical

Natural Adapted

Parent Ego State

• Thoughts, feelings, attitudes, behavioral patterns based on messages or lessons learned from parents and other ‘parental’ or authoritarian sources

• Shoulds and should nots; oughts and ought nots; always and never

• Prejudicial views on things such as:religion dress salespeopletraditions work productsmoney raising children companies

• Nurturing views (sympathetic, caring views)• Critical views (fault finding, judgmental, condescending

views)

Adult Ego State

• Thoughts, feelings, attitudes, behavioral patterns based on objective analysis of information (data, facts)

• Make decisions based on logic, computations, probabilities, etc. (not emotion)

Child Ego State

• Thoughts, feelings, attitudes, behavioral patterns based on child-like emotions, impulses, feelings we have experienced

• Child-like examples

ImpulsiveSelf-centeredAngryFearful

HappyPleasure seekingRebellious

CuriousEager to please

Ego Portraits

• People have favorite, preferred ego state, depicted by larger circle in a diagram

Parent Adult Child

P

A

C

P

A

C

P

A

C

Human Interaction Analysis

• A transaction = any interaction or communication between 2 people

• People send and receive messages out of and into their different ego states

• How people say something (what others hear?) just as important as what is said

• Types of communication, interactions

1) Complementary

2) Crossed

3) Ulterior

Intonations: It’s the Way You Say It!

Placement of the emphasis

Why don’t I take you to dinner tonight?







What it means

I was going to take someone else.

Instead of the guy you were going with.

I’m trying to find a reason why I shouldn’t take you.

Do you have a problem with me?

Instead of going on your own.

Instead of lunch tomorrow.

Not tomorrow night.

Complementary ‘Transactions’

• Interactions, responses, actions regarded as appropriate and expected from another person.

• Parallel communication arrows, communication continues.

Example 1: #1 What time do you have?

#2 I’ve got 11:15.P

A

C

P

A

C

Complementary ‘Transactions’ cont’d

Example 2:

P

A

C

P

A

C

#1 You’re late again!

#2 I’m sorry. It won’t happen again.

Crossed ‘Transactions’

• Interactions, responses, actions NOT regarded as appropriate or expected from another person.

• Crossed communication arrows, communication breakdown.

Example 1 #1 What time do you have?

#2 There’s a clock on the wall, why don’t you figure it out yourself?

P

A

C

P

A

C

Crossed ‘Transactions’ cont’d

Example 2 #1 You’re late again!#2 Yeah, I know, I had

a flat tire.

P

A

C

P

A

C

Ulterior ‘Transactions’

• Interactions, responses, actions which are different from those explicitly statedExample #1 How about coming up to my room

and listening to some music?

P

A

C

P

A

C

Crossed Transactions

CP NP

A

NC AC

NP CP

A

NC AC

Unexpected response


Manager CP—>AC

“Where is that report I wrote ?”

Secretary CP—>AC

“If you looked in your in-tray, you’d find it.”


NP CP

A

NC AC

NP CP

A

NC AC

Angular Transactions

Store salesperson A—>A

“The sale ends today.”

(hidden A—>NC)

(“Buy now or lose out.”)

Customer NC—>A

“I’ll have this…”

Angular Transactions

NP CP

A

NC AC

NP CP

A

NC AC

Covert, ulterior message

Duplex Transactions

(Duplex = American for 2 storey apartment)

Manager A—>A

“Come into my office a moment”

Person A—>A

“I’m busy right now—I’ve got to…”

(Manager CP—>AC

“I’m going to clobber you.”)

(Person AC—>CP

“I don’t want to be clobbered.”)

Both complementary, one hidden

Duplex Transactions

NP CP

A

NC AC

NP CP

A

NC AC

Hidden, complementary transaction

Tips for WorkTry mostly to keep A—A

Do divert into NC—NC sometimesHolidays, sport, music, etc

Don’t get into CP—AC“You haven’t given me any reason for…”

Nor NP—AC“If I were your boss, I would agree…”“I agree, threshold assessment is nonsense”

Certainly, don’t do AC—NP (with a hidden third party CP)

“I’m sorry I have to ask this, but the …. demands it”

Nor CP—CP“I agree, young people today are illiterate”

Life PositionsAbout oneself

I can think for myself

I’m worth knowing

I’m stupid

I’m worthless

About others

People can be trusted

Everyone has good points

People are bad

Everyone is incompetent

I’m not OK, you’re OKEarly childhood

Feeling powerless or inferior

so avoid difficult situations

Accountant faced with Auditor

Driver stopped by Police

I’m not OK, you’re not OK

Disaster

No stroking, much punishment in childhood

Lose interest in living

Very hard to reach, get through to, such people

Possibly 1 %

I’m OK, you’re not OK

Many Inspectors

Early history of psychopaths

Competitive, hostile, angry

Put down, victimize, persecute otherHitler, et al

Withdrawal, depression

I’m OK, you’re OK

What we should aim for

Healthy, based on thought, faith and the wager of action

Solve problems constructively

“Why not ?” position

Good school teachers

Good managers

Good Auditors

Life Positions

I-U+

Negative aspects of AC

get away from

I+U+

Positive aspects of all states

get on with

I-U-

Negative aspects of AC and CP

get nowhere

I+U-

Negative aspects of CP

get rid of

Strokes

Physical from parents, partners

Psychological from teachers, friends, partners, acquaintances, managers

Positive for Being“Morning, Karen. Morning, John, you’re

looking very smart.”

Positive for Doing“This report is excellent.”

Negative for Being“Why are you so unhelpful ?”

Negative for Doing“You’re late again.”

No strokes = Worst

Time Structuring

Intimacy

Games

Activities

Pastimes

Rituals

Withdrawal

Withdrawal

Some of you may be doing it now

Physical or psychological

Response to threat, or to boring need to plan or think, or to boring people

British train passengers

Couch potatoes

Shy people in parties (me in my teens)

Mind is elsewhere

Don’t do it with clients, in phone calls

Rituals

Programmed social, safe

No commitment or involvement

Shows us we’re in step with others

Provides positive strokes

Eating out Christmas

Elderly people shopping (and some young)

“Good morning, Mrs Smith, nice weather.”

“I’m John, what this interview is about…..”

Must do ritual to start talking to someone new

“How’s life ?” can get you further

Pastimes

Unthreatening, non-committal, WI, small talk, parties, clubs, much sport, some holidays (Club Med, cruises, package holidays, back-packing)

Socially competent people do them successfully

Part of the route towards closer friendship

Essential in interviewing new contacts, or recruits

Can introduce pastime as they’re talking about their job and life

Activities

Practical, with a goal

Work, playing sport, some holidays leisure (sailing, mountaineering, art, theatre)

Satisfying in themselves, or because of strokes received for completion

Good route to friendship and intimacy

This is what we do mostly at work

Games

Cause trouble, wreck relationships

“Here we go again”, feeling, because games players keep playing them (we all do some occasionally, OK)

Ulterior transactions

Dishonest, put down self and others

Aim to get negative strokes confirming that the player is NOT OK (the aim of the game)

Better to be roughed up playing games than get no strokes at all

Games players are extraordinarily difficult to deal with, even for an experienced TA psychiatrist—don’t even attempt to, don’t respond

Games People Play

Mine’s better than yours

Why don’t you ? Yes, but…

Let’s you and him fight

Why does this always happen to me ?

Now I’ve got you, you son-of-a-bitch

See what you made me do

What would you do without me ?

Con + Gimmick = Response Switch Cross up Payoff

Persecutor games players, or Rescuers suss out Victims often

Don’t fall for it

Intimacy

Emancipation of Adult enables Natural Child to emerge

Friendship, partnering

Mutual total acceptance, caring, trust, empathy, affection

Spontaneous sharing, not socially programmed

Frightening and risky

I+U+ essential, lot of A—A

Can happen in midst of crowd, or at work

NOT equated with sex, which can often be a pastime

Spontaneous Empathy

Won’t get enough insight for intimacy, but must give the impression you’re working towards it

Talk briefly about yourself, when you have a story relevant to what they’ve said

Show interest in their position---not necessarily just work

Empathise, end up with them seeing you as a friend, not a boss

“How’s life ?” can be a useful starter —I sometimes get quite amazingly personal answers

Spontaneous Empathy

Talk about things or interests you have in common with them

As with Oxford dinners, avoid sex and politics and people they know (pictures on the wall)

Tell true anecdotes (eg about people you know and they don’t—but no names, no pack-drill)

Tell true stories about yourself, in a way that shows that they’re true. “I remember when.....”

Don’t have ready answers for everything. Admit you don’t know about............

What now ?

So far maybe some learning, how to implant it and use it ?

Framework of knowledge

Stand behind own head

Analyse all transactions

Work, friends, neighbours, strangers

Observe others, shops, restaurants, bars, TV, radio, film, theatre, books

Creates skill, confidence, attitude

Use them to improve your communications and relationship management

The combination of psychological

traits we use to classify &

describe a person in terms of

characteristics such as quiet,

passive, loud, aggressive, etc.

PersonalityPersonality

Personality

• Unique pattern of traits and behaviors that define each individual

• What makes us recognizably the same from time to time and from place to place

• Patterns of behavior and thinking (Carlson)

• “...your characteristic pattern of thinking, feeling, and acting” (Myers).

• Setting may influence personality, but strong or rigid personalities are consistent.

Prentice Hall, 2001 Chapter 4 65

Personality Attributes Personality Attributes and Behaviorand Behavior

RiskRiskTakingTaking

LocusLocusof Controlof Control

Self-EsteemSelf-Esteem

Type AType APersonalityPersonality

Self-MonitoringSelf-Monitoring

MachiavellianMachiavellianTraitsTraits

Personality Traits And Work-related Behaviors

• Locus of control

– A personality attribute that measures the degree to which people believe that they are masters of their own fate

• Machiavellianism (“Mach”)

– A measure of the degree to which people are pragmatic, maintain emotional distance, and believe that ends can justify means

Personality Traits And Work-related

Behaviors (cont’d)• Self-esteem (SE)

– An individual’s degree of life dislike for him- or herself

• Self-monitoring

– A measure of an individual’s ability to adjust his or her behavior to external, situational factors

• Propensity for risk taking

– The willingness to take chances—a preference to assume or avoid risk

Locus of Control

• An individual’s beliefs about whether the consequences of her actions are controlled by internal variables or external ones

• Internal: belief that consequences of behavior depend on one’s own actions

– Ex: grade I get will depend on how hard I work

• External: belief that consequences of behavior are controlled by external factors

– Ex: grade I get will depend on how hard the tests are

Internal & External Locus of Control

Locus of Control

• Internal locus of control leads to

– Persistence in tasks

– Healthy behaviors, ex regular exercise, no smoking, good diet

– High academic achievement

– But also self-blame even when failure caused by external events

• External locus of control is implicated in some types of depression and learned helplessness

Self-Esteem

• High Self-Esteem

Self-concept matches ideal self

• Low Self-Esteem

Self-concept more negative than ideal self

Effects of High Self-Efficacy

Prior Experience

Sources of Self-Efficacy Beliefs Feedback Behavioral Patterns Results

High “I know I

can do this job”

Self-efficacybeliefs

Success

Be active—select best

opportunities Manage the situation—

avoid or neutralize

obstacles Set goals—establish

standards Plan, prepare, practice Try hard: persevere Creatively solve

problems Learn from setbacks Visualize success Limit Stress

Prior Experience

Prior Experience

Prior Experience

Effects of Low Self-Efficacy

Prior Experience

Sources of Self-Efficacy Beliefs Feedback Behavioral Patterns Results

Self-efficacybeliefs

Be passive Avoid difficult tasks Develop weak aspirations and low commitment Focus on personal deficiencies Don’t even try—make a weak effort Quit or become discouraged because of setbacks Blame setbacks on lack of ability or bad luck Worry, experience stress, become depressed Think of excuses for failing

Prior Experience

Prior Experience

Prior Experience

Low“I don’t think

I can get the job done”

Failure


• ROLE

Expectations or standards of behavior accepted by society

• SELF MONITORING

Observing one’s own behavior and adapting to the situation

Practical Recommendations

• For high, moderate, and low self-monitors: Become more aware of your self-image and how it affects others.

• For high self-monitors: You cannot be all things to all people – caution - you can be perceived as insincere, dishonest, phoney, and untrustworthy

• For low self-monitors: You can bend without breaking, so try and be more accommodating while being true to your beliefs, Learn to read non-verbal cues.

Proactive Personalities are Valued Human Capital

Proactive Personality action-oriented person who shows initiative and perseveres to change things

Personality Tests

• Broad dimensions relating to individual traits that are consistent across contexts

• Related to interests and values.

• Utility rests on strength of link between personality measure and career

• Need to keep current on research relating personality to career choice, fit, satisfaction and performance (predictive validity)

• Best used as part of broad self-knowledge program

Myers-Briggs Type Indicator

• 4 Dimensions

• Each individual prefers one aspect of each dimension (like being left or right handed)

• Everyone uses all the preferences to some degree

• 16 personality types

• Scores on MBTI show clarity of preference, not degrees of use

Four MBTI dimensions

• E/I dimension refers to energy (extraversion, introversion)

• S/N function is what we prefer to pay attention to (taking in information)

• T/F function is the way we prefer to make decisions

• J/P dimension is how we like to live in the external world

81

Talkative, open,Talkative, open,speaks then thinksspeaks then thinks

Reserved, closed,Reserved, closed,thinks then speaksthinks then speaks

Extraversion and Introversion

Extraversion / Introversion

• Extraversion– energised by other

people (even when not with them)

– likes group working

– needs variety and action

– working alone is tiring

• Introversion– energised by internal

thoughts (even at parties)

– enjoys working alone– likes reading and

listening– good at concentration– company of others is

tiring

83

Reads instructions, Reads instructions, notices detailsnotices details

Skips directions, Skips directions, follows hunchesfollows hunches

Sensing and iNtuition

Clare Howard Consultants 84

Sensing and iNtuition

• S– likes practical

experience– likes visual/sensory

material– likes using learned

skills– needs factual

information– likes repetition

• N– prefers adding new

skills– looks at the big picture– theory first then

application– uses models and

frameworks for understanding

– likes variety– change

85

Thinking and Feeling Deciding

The logical thing to do is ...

Goes by logicGoes by logic Goes by personal Goes by personal convictionsconvictions

I believe theright thing to

dois....

Clare Howard Consultants 86

Thinking and Feeling

• T– needs logical structure

– wants efficient materials

– requires clear goals

• F– values harmony

– needs recognition

– seeks approval

– wants appreciation for effort

87

Likes to have lifeLikes to have lifeunder controlunder control

Prefers to experiencePrefers to experiencelife as it happenslife as it happens

Judging and Perceiving

Judging and Perceiving

• Judging – Likes and sticks to plans– Likes to know where

they are going– Likes things sorted out

and decisions made– Everything in its place

and a place for everything

– Enjoys reaching the destination

• Perceiving– Likes to go somewhere new

– Prefers to postpone decisions in case something more interesting turns up

– Never the same thing twice

– Likes plans because of the opportunity for change

– Enjoys the journey

Putting the dimensions together

Sensing iNtuition

ThinkingFeeling

Source of Energy

Perceiving

Attitude to exploring and organising

Judging

ExtraversionIntroversion

PerceivingJudging

ESFP INFJ

Characteristics Frequently Associated with Myers-Briggs Types

Personality Tests: 16 PF

• Cattell, psychometric model factor analysis

• 16 years and older

• 16 primary factors

• 5 global factors

16 PF Primary Factors• Reserved-Warm• Concrete-Abstract• Reactive-Emotionally

Stable• Deferential-Dominant• Serious-Lively• Expedient-Rule-Conscious• Shy-Socially Bold• Utilitarian-Sensitive

• Trusting-Vigilant

• Grounded-Abstracted

• Forthright-Private

• Self-Assured- Apprehensive

• Traditional-Open to Change

• Group-Oriented- Self- Reliant

• Tolerates Disorder-Perfectionist

• Relaxed-Tense

16 PF Global Factors

• Introverted-Extroverted

– Extraversion

• Low Anxiety-High Anxiety

– Neuroticism, Emotional Stability

• Intuitive/Open-Tough Minded

– Openness

• Accommodating—Self-Oriented

– Agreeability

• Unrestrained—Self-Controlled

– Conscientiousness

Have You Ever Wondered:

• Why some colleagues have very different impressions of your actions than what you intended to convey?

• Why some people enjoy working closely with their colleagues while others find committees frustrating?

• Why some people turn every project into a competition?

Interpersonal Needs

• Need to work with others to accomplish tasks

• Need to work with others to reduce anxiety

• Need to work with others to define oneself

• Personality determines style of working with others

• FIRO-B measures differences in styles

FIRO-B Measures Interpersonal Needs

• INCLUSION: The extent of contact and prominence that a person seeks.

• CONTROL: The extent of power or dominance that a person seeks.

• AFFECTION: The extent of closeness that a person seeks

Measures How Much Needs are Expressed and Wanted

• EXPRESSED: The extent to which a person will initiate the behavior.

• WANTED: The extent to which a person prefers to be the recipient of the behavior.

Inclusion Control Affection

Expressed Toward Others

I join other people, and I

include others.

I take charge, and I influence

people.

I get close and personal with people.

Wanted From

Others

I want other people to

include me.

I want others to lead me or give me directions.

I want people to get close

and personal with me.

FIRO-B Descriptors

Team/Leadership Effectiveness

Inclusion (I) Control (C) Affection (A)•Do I give others enough space? (H)

•Did everyone get an equal chance to participate? (L)

•Do I promote my own ideas at the expense of others? (H)

•Can I allow team members to set priorities? (L)

•Can I intrude less on others? (H)

•Can I support and encourage others more? (L)

•Do I expect others to seek my input – do I ask for theirs? (H)

•Do I meet with my team often enough for their needs? (L)

•Can I be more flexible and accept ambiguity? (H)

•Why am I resisting – independence or real problem? (L)

•Am I too dependent on feedback on my work? (H)

•Does my emotional distance prevent me from being seen as supportive? (L)

Total Need Scores:Offer insight into how you will tend to react in

interpersonal communication situations

• Lowest Score: Your weakest need area – where you are most willing to give-in or compromise.

• Highest Score: Your strongest need area – where you are most likely to “take a stand”.

If Your Strongest Needs are for Inclusion

You will strive to be a leader who:

• Focuses on fairness and involving your team

• Integrates divergent interests

• Gains legitimacy through endorsement and consent

• Enjoys serving and benefiting the common welfare

• Desires to have a noticeable impact

• Likes to be viewed as a popular leader

• Is gratified by public recognition

If Your Strongest Needs are for Control


• Focuses on the task to be accomplished• Meets deadlines• Provides structure and gives instructions• Sticks firmly to final decisions• Develops challenging goals• Gains legitimacy through task skill and

proficiency

If Your Strongest Needs are for Affection


• Focuses on developing human resources• Strives to increase and maintain employee

satisfaction• Encourages and supports others• Minimizes conflict• Gains legitimacy through personal commitment

and loyalty• Invites feedback - respects honest communication

Situations that:

• allow you to satisfy your strongest need are the ones you return to most eagerly

• emphasize your weakest need area are those you prefer to avoid

Prentice Hall, 2001 Chapter 4 105

The The Big Five Big Five

Personality Personality ModelModel

Openness to ExperienceOpenness to Experience

ExtraversionExtraversion

AgreeablenessAgreeableness

ConscientiousnessConscientiousness

Emotional StabilityEmotional Stability

The Big Five Model of Personality

Extroversion A personality dimension that describes the degree to which someone is sociable, talkative, and assertive.

Agreeableness A personality dimension that describes the degree to which someone is good-natured, cooperative, and trusting.

Conscientiousness A personality dimension that describes the degree to which someone is responsible, dependable, persistent, and achievement oriented.

Emotional stability A personality dimension that describes the degree to which someone is calm, enthusiastic, and secure (positive) or tense, nervous, depressed, and insecure (negative).

Openness to experience A personality dimension that describes the degree to which someone is imaginative, artistically sensitive, and intellectual.

Matching Personalities And Jobs

PersonPerson JobPerformancPerformancee

Holland’s Typology of Personality and Sample Occupations

• Realistic– Prefers physical activities

that require skill, strength, and coordination

• Investigative– Prefers activities involving

thinking, organizing, and understanding

• Social– Prefers activities that

involve helping and developing others

• Conventional– Prefers rule-regulated,

orderly and unambiguous activities

• Enterprising– Prefers verbal activities

where there are opportunities to influence others and attain power

• Artistic– Prefers ambiguous and

unsystematic activities that allow creative expression

Six Personality Types & Sample OccupationsType Personality Characteristics Sample Occupation

Realistic: Prefers physical activities that require skill, strength, & coordination

Shy, genuine, persistent, stable, conforming, practical

Mechanic, drill press operator, assembly-line worker, farmer

Investigative: Prefers activities involving thinking, organizing, & understanding

Analytical, original, curious, independent

Biologist, economist, mathematician, news reporter

Social: Prefers activities that involve helping & developing others

Sociable, friendly, cooperative, understanding

Social worker, teacher, counselor, clinical psychologist

Conventional: Prefers rule-regulated, orderly, & unambiguous activities

Conforming, efficient, practical, unimaginative, inflexible

Accountant, corporate manager, bank teller, file clerk

Enterprising: Prefers verbal activities where there are opportunities to influence others & attain power

Self-confident, ambitious, energetic, domineering

Lawyer, real estate agent, public relations specialist, small business manager

Artistic: Prefers ambiguous & unsystematic activities that allow creative expression

Imaginative, disorderly, idealistic, emotional, impractical

Painter, musician, writer, interior decorator

Relationship Among Occupational Personality Types

Key Points of Holland’s Model

• There do appear to be intrinsic differences in personality among individuals;

• There are different types of jobs

• People in job environments congruent with their personality types should be more satisfied and less likely to resign voluntarily than people in incongruent jobs.

Relevant Sites

• http://www.ibiblio.org/pub/academic/psychology/alt.psychology.personality/profiles/

• http://www.keirsey.com/

• http://career.missouri.edu/holland/

• http://www.self-directed-search.com/

organisational behaviour ob -2 : understanding self & others

Documents

arena effective slide

selfconcept slide

child slide

self unknown

buddha slide

specific task slide

basic ego states

people interactcommunicate