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Chapter 14
Effectively Managing Individual
and Group Behavior
Pamela S. Lewis
Stephen H. Goodman
Patricia M. Fandt
Slides Prepared by
Bruce R. Barringer
University of Central Florida
©2001 South-Western College Publishing
Learning Objectives
Slide 1 of 3
1.Discuss why it is important for managers to
understand individual differences.
2.Define personality and briefly explain four
personality characteristics considered
significant in the workplace.
3.Identify three perceptual biases.
4.Discuss the importance of understanding
perceptual errors and how to reduce them.
© 2001 South-Western Publishing
Transparency 14-2
Learning Objectives
Slide 2 of 3
5.Address the relationship between job
satisfaction and performance.
6.Address the key elements in the definition
of a team.
7.Comment on the various types of team
member roles.
8.Identify the development phases of groups.
© 2001 South-Western Publishing
Transparency 14-3
Learning Objectives
Slide 3 of 3
9.Explain how cohesiveness can impact a team.
10. Clarify the primary elements of successful teams.
© 2001 South-Western Publishing
Transparency 14-4
Understanding Individual Behavior
Employee Behavior
Managerial Challenge
An individual’s
behavior will be
determined to a great
extent by several
internal elements, such
as attitudes,
personalities,
perceptions, and
abilities.
As a result, managers
are challenged to
understand and
recognize the
importance of
individual differences
in their employees.
© 2001 South-Western Publishing
Transparency 14-5
Personality Characteristics
Slide 1 of 7
• Personality
– Personality is the enduring, organized, and
distinctive pattern of behavior that describes an
individual’s adaptation to a situation.
– A number of personality traits have been
convincingly linked to work behavior and
performance.
© 2001 South-Western Publishing
Transparency 14-6
Personality Characteristics
Slide 2 of 7
• Self-Esteem
– The extent to which people believe they are
capable, significant, successful, and worthwhile.
– A positive self-esteem is credited with enhancing
performance, increasing the likelihood of success,
and fueling motivation.
© 2001 South-Western Publishing
Transparency 14-7
Personality Characteristics
Slide 3 of 7
• Locus of Control
– The extent to which individuals believe that
they can control the environment and external
events affecting them.
• Internal locus of control
– Believe that events are primarily the
result of one’s own behavior.
– As a result, these individuals tend to be
more proactive and take more risks.
© 2001 South-Western Publishing
Transparency 14-8
Personality Characteristics
Slide 4 of 7
• Locus of Control
– External locus of control
• Believe that much of what happens is
controlled and determined by outside forces.
• As a result, these individuals are more
reactive to events and less able to rebound
from stressful situations.
© 2001 South-Western Publishing
Transparency 14-9
Personality Characteristics
Slide 5 of 7
• Type A and Type B Personalities
– Type A Personality
• Characterized by a sense of commitment, the
tendency to set high standards and goals, a
devotion to work, and a concern of time
urgency.
– Type B Personality
• Characterized as easy-going, relaxed, and
able to listen carefully and communicate
more precisely than Type A individual.
© 2001 South-Western Publishing
Transparency 14-10
Personality Characteristics
Slide 6 of 7
• Resilience
– Resiliency is the ability to absorb high levels of
disruptive change while displaying minimal
dysfunctional behavior.
– Not all individuals have high resiliency.
However, resiliency skills can be increased
through training.
© 2001 South-Western Publishing
Transparency 14-11
Personality Characteristics
Slide 7 of 7
• Perception
– The way people experience, process, define,
and interpret the world around them.
– Perceptions are influenced by an individual’s
experiences, needs, personality, and education.
– As a result, two individuals may view the same
situation differently.
© 2001 South-Western Publishing
Transparency 14-12
The Perceptual Process
Slide 1 of 2
• Stereotyping
– The tendency to assign attributes to someone,
not on individual characteristics, but solely on
the basis of a category or group to which that
person belongs.
• Halo and Horn Effect
– The process in which we evaluate and form an
overall impression of an individual based solely
on a specific trait or dimension.
© 2001 South-Western Publishing
Transparency 14-13
The Perceptual Process
Slide 2 of 2
• Selective Perception
– The tendency to screen out information with
which we aren’t comfortable or do not consider
relevant.
• Reducing Perceptual Errors
– Perceptual errors can reduce the quality of
managerial decisions.
– Simple knowledge of perceptual errors is the
first step in avoiding such mistakes.
© 2001 South-Western Publishing
Transparency 14-14
Attitudes
Slide 1 of 3
• Attitudes
– Relatively lasting beliefs, feelings, and
behavioral tendencies held by a person about
specific objects, events, groups, issues, or
persons.
– Attitudes result from a person’s background,
personality, and life experiences.
© 2001 South-Western Publishing
Transparency 14-15
Attitudes
Slide 2 of 3
• Most Commonly Studied Work Attitude
– Job satisfaction
• The degree to which individuals feel positively or
negatively about their jobs.
• The best-known scale that measures job satisfaction
is the Job Descriptive Index (JDI).
© 2001 South-Western Publishing
Transparency 14-16
Attitudes
Slide 3 of 3
• Relationship Between Job Satisfaction and
Performance
– Managers should not assume a simple causeand-effect relationship between job satisfaction
and performance.
– The relationship between job satisfaction and
performance in any particular situation will
depend on a complex set of variables.
© 2001 South-Western Publishing
Transparency 14-17
Ability
• Ability
– Defined as an existing capacity to perform
various tasks needed in a given situation.
– Ability may be classified as mental,
mechanical, and psychomotor.
– In the organizational setting, ability and effort
are key determinants of employee behavior and
performance.
© 2001 South-Western Publishing
Transparency 14-18
Key Inputs for Designing Effective
Teams
• Difference Between a Group and a Team
– Group
• A group is normally defined as two or more
individuals who interact with one another.
– Team
• A group of interdependent individuals with shared
commitments to accomplish a common goal or
purpose.
© 2001 South-Western Publishing
Transparency 14-19
Critical Elements for Effective Teams
Interdependent
relationship
Interaction
Team
Common
purpose
© 2001 South-Western Publishing
Mutual
influence
Transparency 14-20
Group Categories
• Formal Groups
– Deliberately created to accomplish goals and
serve the needs of the organization.
• Informal Groups
– Self-created groups that evolve out of the
formal organization based on proximity,
common interests, or needs of individuals.
© 2001 South-Western Publishing
Transparency 14-21
Membership Composition
• Team Composition
– The mixture of individual inputs and skills
included in the team.
– Roles
• Task-oriented roles focus on behaviors directly
related to accomplishing the goals of the group.
• Relationship-oriented roles include behaviors that
cultivate the well-being, continuity, and
development of the group.
• Self-oriented roles occur to meet some personal
need or goal of an individual without regard for the
group’s problems.
© 2001 South-Western Publishing
Transparency 14-22
Team Diversity
Slide 1 of 2
• Homogeneous
– A team is considered similar or homogeneous
when it is composed of individuals having
group-related characteristics, backgrounds,
interests, values, and attitudes that are alike.
• Heterogeneous
– When the individuals are dissimilar with
respect to group-related characteristics,
backgrounds, interests, values, and attitudes,
the group is diverse and is referred to as
heterogeneous.
© 2001 South-Western Publishing
Transparency 14-23
Team Diversity
Slide 2 of 2
• Does a Similar or Diverse Composition
Lead to a More Effective Team?
– For tasks that are standard and routine, a
homogeneous group functions more quickly.
– For tasks that are nonroutine and require
diverse skills, a heterogeneous group yields
better results.
© 2001 South-Western Publishing
Transparency 14-24
Other Issues Pertaining to Teams
Slide 1 of 2
• Group Size
– Effective task groups can range from two
members to a normal upper limit of sixteen.
– As group size increases, more potential human
resources are available to perform the work and
accomplish needed tasks.
– However, communication and coordination
become more difficult as group size increases.
© 2001 South-Western Publishing
Transparency 14-25
Other Issues Pertaining to Teams
Slide 2 of 2
• Team Goals
– Another critical element for designing effective
teams is team goals.
– A goal provides a clear, engaging sense of
direction and tells us what is going to be
accomplished.
© 2001 South-Western Publishing
Transparency 14-26
Team Development Process
Slide 1 of 4
• Forming Stage
– Seeking basic information, defining goals,
developing procedures, and making a
preliminary evaluation of how the group might
interact to accomplish goals.
– Group development stage marked by
apprehension.
© 2001 South-Western Publishing
Transparency 14-27
Team Development Process
Slide 2 of 4
• Storming Stage
– Group development stage that occurs as group
members experience conflict with one another
as they locate and attempt to resolve differences
of opinion about key issues, relative priority of
goals, and the task-related direction of the
leader.
© 2001 South-Western Publishing
Transparency 14-28
Team Development Process
Slide 3 of 4
• Norming Stage
– During the norming stage, a real sense of
cohesion and teamwork begin to emerge.
– Group members feel good about each other and
identify with the group.
© 2001 South-Western Publishing
Transparency 14-29
Team Development Process
Slide 4 of 4
• Performing Stage
– The group is fully functional and has learned to
solve complex problems and implement the
solutions.
– Cohesion has progressed to the point of
collaboration.
• Adjourning
– Involves the termination of task behaviors and
disengagement from relationship-oriented
behavior.
© 2001 South-Western Publishing
Transparency 14-30
Managerial Implications
Successful teams have
specific, well-defined
goals, develop
interdependent and
collaborative
relationships, share
leadership, provide
feedback, recognize the
reward performance.
© 2001 South-Western Publishing
Is there a secret to
creating this type of
team? No. As a manager,
you must create the
environment for the
development and
nurturing of successful
teams.
Transparency 14-31