Unit 1 session 4.pptx

Online MBA Semester I Organizational Behavior and Human Resource Management Course Code - (OMBA-103) Unit 1: Lesson 4: Personality (Part: 2) PART 2: LEARNING OUTCOMES At the end of the session you will know about: 1. The significance of individual differences at work 2. The JOHARI WINDOW 3. The si...

Online MBA Semester I Organizational Behavior and Human Resource Management Course Code - (OMBA-103) Unit 1: Lesson 4: Personality (Part: 2) PART 2: LEARNING OUTCOMES At the end of the session you will know about: 1. The significance of individual differences at work 2. The JOHARI WINDOW 3. The significance of Emotional Quotient as an aspect of personality THE ROLE OF INDIVIDUAL DIFFERENCES IN PREDICTING AND DETERMINING BEHAVIOUR AT WORK “The difference in companies is people. I would rather have a first-class manager running a secondrate business than a second-class manager running a first-rate business.” - J.E. Reichert Some psychologists believe that IDs play a small role in comparison to socio-structural n organizational factors in determining behavior at work. “People are always blaming their circumstances for what they are. I don’t believe in circumstances. The people who get on in the world are the people who get up and look for the circumstances they want, and, if they can’t find them, make them.” - G.B. Shaw INDIVIDUALS DIFFER ON ABILITY AND MOTIVATION ABILITY “Can do” MOTIVATION “Will do” Category of Employees 1 High High Stars 2 High Low Must be motivated 3 Low High Must be trained 4 Low Low Deadwood ASSUMPTIONS IN APPLYING IDs TO THE WORLD OF WORK • Adults have a lot of attributes • Attributes can be measured reliably and validly • People differ with respect of these attributes • Different jobs require different attributes • Relative differences on attributes remain after training, job/life experience, etc. • Differences in attributes are related to job success SENSITIVITY TRAINING This is undertaken to help employees perceive each other better. Helps reduce conflicts, fosters communication and leads to personality development. Also called ‘human relations training’ Two Models: 1. Transactional Analysis (Eric Berne) 2. JOHARI WINDOW TRANSACTIONAL ANALYSIS Not Ok Not Ok Yo u O k O k - - - + TRANSACTIONAL ANALYSIS JOHARI WINDOW: Improving Interpersonal Relations with Constructive Self-Disclosure OB practitioners are hired by companies to give humanrelations training, also known as sensitivity training. One theoretical model applied in such workshops is the Johari Window. This is undertaken to help employees perceive each other better. Through an expansion of the open self quadrant, it helps reduce conflicts, fosters communication and leads to personality development. Feedback from others and self-disclosure are an integral part of this model given by Joseph Luft and Harry Ingham in 1955. By encouraging healthy self-disclosure and sensitive feedback, stronger and more effective teams can be built. JOHARI WINDOW A MODEL of self awareness, personal development, group development and understanding relationships Given by: Joseph Luft and Harry Ingham Refers to others and self Others viz. the other people in the team Oneself viz. the person subject to JOHARI Window analysis TWO KEY IDEAS 1. Individuals can build trust between themselves by disclosing information about themselves. 2. They can learn about themselves and come to terms with personal issues with the help of feedback from others. JOHARI WINDOW: AN INTERPERSONAL COMMUNICATIONS MODEL Known to me Known to others Unkno wn To others Unknown to me Public Arena Open Blind (spot) Hidden avoided private Unknown unconcious WHEN YOU SHARE ABOUT YOURSELF OR -DISCLOSURE Known to me Known to others Unkno wn To others Unknown to me Blind (spot) Public Arena Open Hidden avoided private Unknown unconcious WHEN YOU SOLICIT OR RECEIVE FEEDBACK Known to me Known to others Unkno wn To others Public Arena Open Hidden avoided private Unknown to me Blind (spot) Unknown unconcious WHEN YOU SOLICIT OR RECEIVE FEEDBACK AND SELF-DISCLOSURE Known to me Known to others Unkno wn To others Unknown to me Public Arena Open Hidden avoidedprivate Blind (spot) Unknown unconscious JOHARI WINDOW AT THE BEGINNING OF A RELATIONSHIP (LEFT) AND AFTER A CLOSER RELATIONSHIP HAS DEVELOPED (RIGHT) KEY POINTS • In most cases, the aim is to develop the Open Area for every person. • Working in this area with others allows for enhanced individual and team effectiveness and productivity. • The Open Area is the ‘space’ where good communications and cooperation occur. • Self-disclosure is the process by which people expand the Open Area vertically. • Feedback is the process by which people expand this area horizontally. • By encouraging healthy self-disclosure and sensitive feedback, you can build a stronger and more effective team. EMOTIONAL QUOTIENT • In most cases, the aim is to develop the Open Area for every person. • Working in this area with others allows for enhanced individual and team effectiveness and productivity. • The Open Area is the ‘space’ where good communications and cooperation occur. • Self-disclosure is the process by which people expand the Open Area vertically. • Feedback is the process by which people expand this area horizontally. • By encouraging healthy self-disclosure and sensitive feedback, you can build a stronger and more effective team. EMOTIONAL QUOTIENT WHAT IS EMOTION? LATIN WORD ‘Emovere’ meaning ‘movement’ The dynamic aspect of personality …. moves us internally ‘Affective’ “ A stirred up state of an individual ” “A state involving a complex pattern of changes consisting of physiological arousal, cognitive processes, behavioral reactions, facial expressions, gestures, and subjective feelings in response to a situation perceived as personally significant in some way” HOW DO WE VIEW EMOTIONS? •chaotic •haphazard •superfluous •incompatible with reason •disorganized •largely visceral •resulting from lack of effective adjustment HOW DO WE VIEW EMOTIONS? •Arouse, sustain, direct activity •Not in opposition to intelligence •Themselves a higher order of intelligence Emotional processing may be an essential part of rational decision making Do you believe that Emotional Quotient(EQ) is more important than IQ in the work place? HOW DO WE VIEW EMOTIONS? Emotional intelligence defined as inter-personal intelligence is an all encompassing aspect of personality. Goleman (1995) says, “Emotional Quotient is the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well within ourselves and in our relationships.” Personal Competence Self-awareness Elements of Emotional Intelligence Managing information/Self regulations Self-motivation Empathy Handling & Building relationships BLOCKS TO EMOTIONAL INTELLIGENCE Blocks Prejudice Low selfesteem Over sentimental behavior “ If you can’t delay gratification, you are the kind of person who won’t be able to pursue goals, who won’t persist when things get tough, who won’t be able to study and learn as well.” - Daniel Goleman EI component Work competencies 1. Self awareness Self confidence/esteem 2. Managing emotions Self control, Integrity, Adaptability in the face of ambiguity 3. Self-motivation Initiative Openness to change Strong desire to achieve Self-drive 4. Recognizing the emotions of others 5. Handling relationships Link between components of EI and competencies at work Empathy Conflict management Influencing skills Communication skills Leadership Expertise in building n retaining talent Expertise in building n retaining teams