1

UNDERSTANDING
HUMAN BEHAVIOUR
Unit 4
BBA 2024
Fall Semester
Section: D & E
COURSE INSTRUCTOR:

MEGHNA SETHI (Lecturer)

JGBS, JGU
 UNIT IV: PERSONALITY AND BEHAVIOUR
TOPICS SUB-TOPICS PPT/CHAPTER REFERENCE

Determinants of Human Behaviour Determinants of Individual Behaviour PPT

Factors influencing individual behaviour
Personality What is personality? PPT
Four traditional perspectives in personality theory

Trait theory of personality What is trait theory? PPT + Book+ ELS Session (Big five
Big five model Personality Test)
Application of Big five model at workplace
Personality traits influencing behaviour Locus of control (Internal locus of control and external locus of PPT
at workplace control)
Machiavellianism
Authoritarianism
Person-job fit, Person-organization fit, Person-job fit PPT
Person-environment fit Person organization fit
Person environment fit
Intelligence Defining Intelligence PPT + Book + ELS Session (Emotional
Theories of Intelligence Intelligence Questionnaire)
Measuring Intelligence
Emotional Intelligence
DETERMINANTS OF INDIVIDUAL
BEHAVIOUR
DETERMINANTS OF INDIVIDUAL BEHAVIOUR:
Individuals behave differently to different stimuli because of a multitude of factors. These
include an individual’s age, sex, education, intelligence, personality, physical
characteristics, experience, values, and family and cultural background.

Situational variables affecting individual behaviour include organizational and social

variables, e.g., type of organization, nature of supervision, and physical and job variables
like methods of work, design of work, and physical work environment.
FACTOR INFLUENCING INDIVIDUAL BEHAVIOUR:
The important factors which influence the behaviour of individuals are explained below:

(1) Personality: Personality refers to personal traits reflected through a person’s behaviour. An individual’s personality
determines the type of activities that he or she is suited for, and the likelihood that the person would be able to perform
the task effectively. Personality traits are taken into account in determining the suitability of an individual for a
position/task in an organization.

(2) Ability: Ability refers to the actual skills and capabilities that a person possesses and are required for the effective
performance of activities.

(3) Perception: Perception is the viewpoint by which one interprets a situation.

(4) Motivation: Motivation refers to all forces operating within a person to cause him or her to engage in certain kinds of
behaviours rather than others.

(5) Organizational factors: Individual behavior is influenced by a wide variety of organizational systems and resources,
such as organizational structure and hierarchy, etc.

(6) Socio-cultural factors: The social environment of an individual includes relationship with family members, friends,
co-workers, supervisors and subordinates.
PERSONALITY
WHAT IS PERSONALITY?
 Derives from the Latin term per sona which means to “speak through”

 Personality of an individual is unique, personal, and a major determinant of his behaviour.

Personality is the unique way in which each

individual thinks, acts, and feels throughout life.
 Personality determines the characteristics behaviour of human beings.

 There is no single explanation of personality because personality is difficult to measure

precisely and scientifically, and different perspectives of personality have arisen in
research.
FOUR TRADITIONAL PERSPECTIVES IN PERSONALITY
THEORY:
There are four traditional perspectives in personality theory:

 Psychodynamic perspective: Finds its beginning in the work of Sigmund Freud and still
exists today. It focusses on the role of the unconscious mind in the development of
personality. It is also heavily focussed on biological causes of personality differences.

 Behavioural perspective: It is based on the theories of learning. This approach focusses

on the effect of the environment on behaviour.

 Humanistic perspective: It focusses on the role of each person’s conscious life

experiences and choices in personality development.

 Trait perspective: Trait theorists are concerned with the end result- the characteristics
themselves.
TRAIT THEORY OF PERSONALITY
TRAIT THEORY:

 Trait theories are less concerned with the explanation for personality development and
changing personality than they are with describing personality and predicting behaviour
based on that description.

 Trait: A trait is consistent, enduring way of thinking, feeling, or behaving.

 Trait theories describe personality in terms of a person’s traits.

Trait theories of personality focus on measuring,

identifying and describing individual differences
in personality in terms of traits.
THE BIG FIVE: OCEAN OR THE
FIVE-FACTOR MODEL OF
PERSONALITY
THE BIG FIVE: OCEAN OR THE FIVE-FACTOR MODEL
OF PERSONALITY

The five-factor model (Big Five) is a model of

personality traits that describes five basic trait
dimensions.
 The ‘Big-five’ personality trait model emphasises on integrated set of traits that appear to
be valid predictors of certain behaviours in the workplace

 It represents the core descriptions of human personality..

THE BIG FIVE: OCEAN OR THE FIVE-FACTOR MODEL
OF PERSONALITY
THE BIG FIVE: OCEAN OR THE FIVE-FACTOR MODEL
OF PERSONALITY
The five trait dimensions can be remembered by using the acronym OCEAN, in which each
of the letters is the first letter of one of the five dimensions of personality.

I. Openness: Openness to experiences can best be described as a person’s willingness to

try new things and be open to new experiences. People who try to maintain the status quo
and who don’t like to change things would score low on openness.

Characteristics of high openness Characteristics of low openness

Curiosity Prefer routine
Imagination Be practical
Open-mindedness Resist change
Adventurous
THE BIG FIVE: OCEAN OR THE FIVE-FACTOR MODEL
OF PERSONALITY
Openness to Experience (In workplace):

•High Openness: Employees with high openness are creative, innovative, and willing to try
new approaches. They often excel in roles requiring problem-solving, brainstorming, and
adaptability to change. They thrive in environments that encourage creativity and
exploration.
•Low Openness: These employees may prefer structured tasks and routines. They are more
likely to succeed in jobs that require a focus on rules, processes, and consistency rather than
constant change.

Workplace impact: High openness fosters innovation and adaptability, but low openness
brings stability and efficiency to routine tasks.
THE BIG FIVE: OCEAN OR THE FIVE-FACTOR MODEL
OF PERSONALITY
Conscientiousness: It refers to the tendency to be organized, dependable, and self-
disciplined. People who score high in conscientiousness are typically responsible, reliable,
and goal-oriented. They are often detail-oriented, methodical, and focused on completing
tasks efficiently. Those low in this trait tend to be more spontaneous, less organized, and
might struggle with completing tasks.
Characteristics of high Characteristics of low
conscientiousness conscientiousness
Organization Disorganized
Responsibility Procrastination
Self-discipline Act impulsively
Goal-orientation Have less structure
THE BIG FIVE: OCEAN OR THE FIVE-FACTOR MODEL
OF PERSONALITY
Conscientiousness (In workplace):

•High Conscientiousness: This trait is strongly associated with reliability, organization, and
goal orientation. Highly conscientious employees are often efficient, meet deadlines, and
are committed to high performance. They are likely to excel in project management,
administrative roles, or leadership positions.
•Low Conscientiousness: Employees with low conscientiousness may struggle with time
management, organization, and follow-through, which can impact their productivity and
reliability.

Workplace impact: High conscientiousness is crucial for job performance, as it directly

influences productivity, attention to detail, and dependability.
THE BIG FIVE: OCEAN OR THE FIVE-FACTOR MODEL
OF PERSONALITY
Extraversion: It describes how outgoing, sociable, and energetic a person is in social
situations. Individuals high in extraversion tend to seek out social interactions and are
energized by being around others, while those low in extraversion (introverts) are more
reserved and tend to feel more comfortable in solitary or quiet settings.

Characteristics of high extraversion Characteristics of low extraversion

Sociability Enjoy solitude
Assertiveness Reflective
Energetic Reserved
Talkative
THE BIG FIVE: OCEAN OR THE FIVE-FACTOR MODEL
OF PERSONALITY
Extraversion (In workplace):

•High Extraversion: Extroverted employees are sociable, energetic, and often thrive in
roles involving teamwork, leadership, or customer-facing tasks such as sales and marketing.
They bring enthusiasm to group settings and are comfortable with networking.
•Low Extraversion: Introverted employees tend to be more reserved and may prefer
working independently or in smaller teams. They are often more focused and reflective,
excelling in roles that require deep concentration and fewer social interactions.

Workplace impact: High extraversion is beneficial for roles requiring communication and
leadership, while low extraversion suits roles that need focused, independent work.
THE BIG FIVE: OCEAN OR THE FIVE-FACTOR MODEL
OF PERSONALITY
Agreeableness refers to the basic emotional style of a person, who may be easygoing,
friendly, and pleasant (at the high end of the scale) or grumpy, crabby, and hard to get along
with (at the low end). Individuals who score high in agreeableness are often kind,
empathetic, and helpful, while those with low agreeableness may be more competitive,
critical, or less concerned with others' feelings.
Characteristics of high Characteristics of low
agreeableness agreeableness
Compassion Be more critical
Cooperativeness Prioritize self-interest
Trust Competitive
Altruism Less empathetic
THE BIG FIVE: OCEAN OR THE FIVE-FACTOR MODEL
OF PERSONALITY
Agreeableness (In workplace):

•High Agreeableness: Agreeable employees are cooperative, empathetic, and good at

conflict resolution. They are often well-suited for roles in human resources, customer
service, or team-based environments, where collaboration and diplomacy are key.
•Low Agreeableness: Employees low in agreeableness may be more competitive or
assertive, sometimes leading to conflict but also driving productivity and efficiency in
highly competitive roles.

Workplace impact: High agreeableness contributes to positive work environments and

strong teamwork, while low agreeableness can drive competitiveness and efficiency in high-
stakes settings.
THE BIG FIVE: OCEAN OR THE FIVE-FACTOR MODEL
OF PERSONALITY
Neuroticism: It refers to emotional instability or stability. It is the tendency to experience
negative emotions such as anxiety, anger, sadness, and mood swings. People who score high
in neuroticism are often more emotionally reactive and vulnerable to stress, while those low
in neuroticism tend to be more emotionally stable and resilient.

Characteristics of high neuroticism Characteristics of low neuroticism

Anxiety Emotional stability
Irritability Resilience
Emotional instability Optimism
Self-consciousness
THE BIG FIVE: OCEAN OR THE FIVE-FACTOR MODEL
OF PERSONALITY
Neuroticism (In workplace):

•High Neuroticism: Employees high in neuroticism may experience higher levels of stress,
anxiety, or emotional instability, which can negatively affect their job performance,
especially in high-pressure environments.
•Low Neuroticism: Emotionally stable employees are better at handling stress, maintaining
composure, and staying productive under pressure. They are suited for roles where
emotional resilience is key, such as crisis management or leadership.

Workplace impact: Low neuroticism supports emotional stability and effective stress
management, while high neuroticism may lead to challenges in high-pressure environments.
APPLICATION OF THE FIVE-FACTOR MODEL IN THE
WORKPLACE:
 Hiring and selection: Personality assessments based on the Five-Factor Model are
commonly used to match employees to roles that fit their traits. For example, high
conscientiousness is often sought after for roles requiring attention to detail and
reliability.

 Team Building: Understanding personality traits helps managers form balanced teams
by considering the strengths and weaknesses of different traits. For example, pairing
extroverts with introverts can foster a dynamic that includes both creative collaboration
and focused work.

 Leadership Development: Certain traits, like high extraversion, conscientiousness, and

emotional stability (low neuroticism), are often linked to leadership potential.
Understanding these traits helps in identifying and developing future leaders.
TAKE THE BIG FIVE PERSONALITY TEST HERE:

https://www.testmasterinc.com/tests/bfi/#:~:text=It%20provides%20a
%20score%20for,and%20thus%20simplify%20counseling%20efforts.
APPLICATION OF THE FIVE-FACTOR MODEL IN THE
WORKPLACE:
 Performance Management: The FFM provides insights into how personality impacts
job performance. Highly conscientious employees, for instance, are likely to perform
well in tasks requiring precision and persistence, while highly neurotic employees may
need additional support in managing stress.

 Workplace Culture: A team with high agreeableness and emotional stability will likely
create a more harmonious and cooperative work environment, reducing conflicts and
enhancing job satisfaction.
APPLICATION OF THE FIVE-FACTOR MODEL IN THE
VARIOUS ROLES:
Example 1: Project Manager in a Tech Company
Role Description: You are a project manager overseeing a team of developers working on a
software launch. Your job involves coordinating tasks, meeting deadlines, and
communicating with stakeholders.

Openness: Moderately High for adapting to new ideas but following processes.
Conscientiousness: High for organization and meeting deadlines.
Extraversion: Moderately High for leading teams.
Agreeableness: Moderate, to manage relationships but be assertive.
Neuroticism: Low, to handle pressure calmly.
APPLICATION OF THE FIVE-FACTOR MODEL IN THE
VARIOUS ROLES:
Example 2: Customer Service Representative in a Retail Store
Role Description: You are a customer service representative handling complaints, assisting
customers, and ensuring customer satisfaction.

Openness: Moderate, to adapt to customer needs but follow protocols.

Conscientiousness: High, for attention to detail and follow-up.
Extraversion: High, for interacting with customers.
Agreeableness: High, for empathy and patience.
Neuroticism: Low, to stay calm under stress.
APPLICATION OF THE FIVE-FACTOR MODEL IN THE
VARIOUS ROLES:
Example 3: Marketing Executive at an Advertising Agency
Role Description: You are responsible for creating advertising campaigns, working with
clients, and ensuring that projects align with brand strategies.

Openness: High, for creativity and embracing new trends.

Conscientiousness: Moderately High, for managing campaigns efficiently.
Extraversion: Moderate to High, for networking and collaboration.
Agreeableness: Moderate, to balance teamwork and assertiveness.
Neuroticism: Low, to manage stress in deadlines.
APPLICATION OF THE FIVE-FACTOR MODEL IN THE
VARIOUS ROLES:
Example 4: Startup Entrepreneur
Role Description: You are the founder of a new business and responsible for everything
from strategy to daily operations.

Openness: High, for innovation and risk-taking.

Conscientiousness: High, for managing multiple responsibilities.
Extraversion: Moderate to High, for networking and leadership.
Agreeableness: Moderate, for collaboration while being assertive.
Neuroticism: Low, for resilience in uncertainty.
APPLICATION OF THE FIVE-FACTOR MODEL IN THE
VARIOUS ROLES:
Example 5: HR Manager in a Large Corporation
Role Description: You are responsible for recruiting employees, managing employee
relations, and ensuring workplace harmony.

Openness: Moderate, to balance new ideas and corporate policies.

Conscientiousness: High, for organization and procedural efficiency.
Extraversion: Moderate, for communication and conflict resolution.
Agreeableness: High, for empathy and cooperation.
Neuroticism: Low, to handle stressful situations calmly.
 PERSONALITY TRAITS
INFLUENCING BEHAVIOUR AT
WORKPLACE
PERSONALITY TRAITS INFLUENCING BEHAVIOUR AT
WORKPLACE:
Some of the important personality factors that determine what kinds of behaviours are
exhibited at work include:
 Locus of control
 Authoritarianism
 Machiavellianism
(I) LOCUS OF CONTROL:

LOCUS OF CONTROL: The concept was developed by Julian Rotter.

Locus of control refers to how much control a person feels they have in their own
behaviour.
The locus of control is a psychological concept
that refers to how strongly people believe they
have control over the situations and experiences
that affect their lives.
(I) LOCUS OF CONTROL:

LOCUS OF CONTROL: An individual’s locus is conceptualized as internal (a conviction

that one can handle one’s own life) or external (a conviction that life is constrained by
outside factors which the individual can’t impact or that destiny control their lives)

There are two types of locus of control:

 Internal locus of control

 External locus of control
(I) LOCUS OF CONTROL:

Internal locus of control: People with a high internal locus of control perceive
themselves as having much personal control over their behavior and are, therefore, more
likely to take responsibility for their behavior. For example, I did well on the exams
because I revised extremely hard.

 People with a high internal locus of control think that their actions, efforts, decisions,
and behaviors determine what happens to them.

 People with an internal locus of control accept occasions in their day-to-day

existence as controllable.
(I) LOCUS OF CONTROL:
Internal locus of control: Individuals with an internal locus of control are more likely
to:

 Take responsibility for their successes and failures

 Be proactive in solving problems and overcoming obstacles.

 Work hard to achieve their goals, believing that their actions make a difference.

 Exhibit high levels of self-motivation and persistence.

 Have better coping strategies when faced with challenges, as they believe they can
influence the situation.
(I) LOCUS OF CONTROL:

Internal locus of control:

 Example: An individual is taking a test for a driver’s license. A person with an

internal locus of control will attribute whether they pass or fail the exam due to their
own capabilities. This individual would praise their own abilities if they passed the
test and would also recognize the need to improve their own driving if they had
instead failed the exam.

 Example: If a student with an internal locus of control fails an exam, they are likely
to attribute it to not studying enough or not preparing effectively. They may respond
by changing their study habits for the next exam.
(I) LOCUS OF CONTROL:

External locus of control: People with a high external locus of control believe that they
do not have as much autonomy over their outcomes and well-being. Personal control is
deemed limited as external forces drive life events and change.

 People with a high external locus of control believe that external factors, such as
luck, fate, or the actions of others, have more influence on the outcomes of their
lives.

 People with an external locus of feel they have little control over what happens to
them.
(I) LOCUS OF CONTROL:
External locus of control: People with a high external locus are more likely to:

 Attribute successes and failures to external circumstances (e.g., luck, other people, or
environmental factors).

 Feel powerless in the face of challenges, often believing that they can’t change their
situation.

 Be less motivated to put in extra effort because they believe their actions won’t
change the outcomes.

 Exhibit lower persistence in difficult situations and tend to give up more easily.

 Experience more stress or frustration, as they feel unable to influence their

surroundings.
(I) LOCUS OF CONTROL:

External locus of control:

 Example: If a student with an external locus of control fails an exam, they are more
likely to blame the difficulty of the questions, the teacher, or bad luck, rather than
their own preparation.

 Example: Missing a project deadline: An employee misses a project deadline but

blames it on external factors like slow internet or lack of support from colleagues.
They don’t take responsibility for their own role in the outcome.
(I) LOCUS OF CONTROL:
Effect of internal and external locus of control at workplace:

Internal locus of control: External locus of control:

Positive effects: High accountability Positive effects: Less stress in

and motivation controllable situations
Proactive problem-solving Better acceptance of uncontrollable
Resilience in facing challenges circumstances

Negative effects: May take on too much Negative effects: Lack of

responsibility or micromanaging accountability
Risk of burnout Lower motivation and initiative
Can struggle to accept uncontrollable Passive approach to problem-solving
factors
QUIZ TIME:

INTERNAL LOCUS OF
CONTROL
QUIZ TIME:

EXTERNAL LOCUS OF
CONTROL
QUIZ TIME:

EXTERNAL LOCUS OF
CONTROL
QUIZ TIME:

INTERNAL LOCUS OF
CONTROL
QUIZ TIME:

EXTERNAL LOCUS OF
CONTROL
(I) LOCUS OF CONTROL:
ASPECT INTERNAL LOCUS OF EXTERNAL LOCUS OF
CONTROL CONTROL
About Belief that one’s own actions Belief that external factors
and decisions control like fate, luck, or other people
outcomes. control outcomes
Responsibility for Takes personal responsibility Blames or credits external
success/failure for successes and failures. circumstances for outcomes.
Approach to challenges Proactive solution-oriented, Passive, often waiting for
and likely to seek ways to external forces to change
influence outcomes. circumstances.
Motivation Higher motivation as they Lower motivation as they
believe their effort directly believe effort has limited
impacts results. effect on outcomes.
(I) LOCUS OF CONTROL:
ASPECT INTERNAL LOCUS OF EXTERNAL LOCUS OF
CONTROL CONTROL
Coping with stress Uses active coping strategies, More likely to feel helpless,
feels empowered to change the leading to stress or anxiety
situation. when faced with problems.
Response to feedback Seeks feedback as a way to May see feedback as
improve and grow. irrelevant as irrelevant or
unfair, since they attribute
outcomes to external factors.
Career growth Actively seeks opportunities, set Relies on external
personal goals, and takes opportunities, less likely to
initiatives. take initiative or seek change.
Attitude toward Believes luck is minimal and Believes luck or fate plays a
luck/fate personal actions shape destiny. major role in life outcomes.
(I) LOCUS OF CONTROL:
ASPECT INTERNAL LOCUS OF EXTERNAL LOCUS OF
CONTROL CONTROL
Leadership style Takes a leadership role with More likely to follow others’
confidence, as they believe they directions, believing that
can influence outcomes. outcomes are beyond their
control.
Learning approach More likely to engage in Less motivated to engage in
continuous learning and self- learning since outcomes are
improvement. seen as externally determined.
(II) AUTHORITARIANISM:

 Authoritarianism is a concept developed by the psychologist Adorn during World War II.

 Authoritarianism is used to describe an individual who:

 Has a strong belief in the legitimacy of established mechanisms of formal authority

 Views obedience to authority as necessary
 Exhibits a negative philosophy of people
 Adheres to conventional and traditional value systems
 Is intellectually rigid and opposes the use of subjective feelings
(II) AUTHORITARIANISM:

 Authoritarians tend to be rigid in their positions

 They place high moral value on their beliefs and are strongly oriented towards
conformity to rules and regulations.

 They naturally prefer stable and structured work environments governed by clear rules
and procedures.

 Authoritarians are likely to prefer autocratic or directive leadership and exhibit high
respect for individuals in positions of authority.
(III) MACHIAVELLIANISM:

 The personality characteristic of Machiavellianism is named after Niccoló Machiavelli.

 An individual high in Machiavellianism is pragmatic, maintains emotional distance, and

believes ends can justify means.

 “If-it works, use it” is consistent with a high-Mach perspective.

 High Machs manipulate more, win more, and are persuaded less by others but persuade
others more than low Machs.

 High-Mach employees, by manipulating others to their advantage, win in the short term
at a job, but they lose those gains in the long term because they are not well-liked.
(III) MACHIAVELLIANISM:

 High mach outcomes are moderated by situational factors:

 High mach flourish when:

 They interact face to face with others than indirectly

 The situation has minimum of rules and regulations
(III) MACHIAVELLIANISM:
 Positive and negative effects of Machiavellianism at workplace:

Positive effects: Negative effects:

Effective leadership in competitive Toxic work environment

environments
Breach of trust and loyalty
Strong negotiation skills
Unethical practices
Goal achievement
Poor long-term relationships
Adaptability to change
 PERSON-JOB FIT, PERSON-
ORGANIZATION FIT, AND PERSON-
ENVIRONMENT FIT
PERSON-JOB FIT AND PERSON-ENVIRONMENT FIT:
 Years ago, organizations were concerned with personality, because they used it to match
individuals to specific jobs.

 This concern has expanded to include how well the individual’s personality and values
match the organization.

 Why?

 This is because managers today are less interested in an applicant’s ability to perform a
specific job than with the ability to further the organization’s mission and to retain the
employee.
PERSON-ENVIRONMENT FIT:

Person-environment fit refers to the relationship

of compatibility or incompatibility that may
exist between a person and the environment.
 Person-environment fit theory suggests that individual behaviour and outcomes in the
workplace are usually determined by the fit or compatibility between a person and their
work environment.

 Person-environment fit theory is based on the assumption that people perform at their
best when they are in an environment that closely matches their needs, skills, and
personalities.
PERSON-ENVIRONMENT FIT:
 A good fit between a person and their environment leads to positive outcomes such as
higher job satisfaction, better job performance, increased well-being, and lower stress,
while a poor fit can result in negative outcomes like dissatisfaction, stress, and turnover.

 KEY COMPONENTS OF PERSON-ENVIRONMENT FIT:

 Person: Refers to the individual, including their values, personality, skills, needs,
goals, and experiences. It includes all the qualities that a person brings to the work
environment, such as abilities, interests, and attitudes.

 Environment: Refers to the various aspects of the workplace, including job

characteristics, organizational culture, team or group dynamics, physical work
environment, and work demands.
PERSON-ENVIRONMENT FIT:
 TYPES OF FIT: Person-environment fit theory recognizes several types of fit that can
influence an individual’s success and well-being in the workplace:

 Person-Job fit: This refers to the alignment between an individual’s abilities, skills,
and interests with the demands of the specific job. A good P-J fit occurs when the
person has the necessary skills and interests to perform well in the job..

 Person-Organization Fit (P-O Fit): This focuses on how well a person’s values,
personality, and goals align with the culture and values of the organization. A strong
P-O fit occurs when an individual feels that their personal values align with the
organization’s mission and work culture.
PERSON-ENVIRONMENT FIT:
 TYPES OF FIT: Person-environment fit theory recognizes several types of fit that can
influence an individual’s success and well-being in the workplace:

 Person-Group Fit (P-G Fit): This refers to the compatibility between an individual
and their work team or group. A good P-G fit is when an individual can work
harmoniously with colleagues, contributing to a positive team dynamic.

 Person-Supervisor Fit (P-S Fit): This involves the alignment between an individual
and their direct supervisor. A good P-S fit occurs when the employee and supervisor
have compatible work styles, expectations, and communication patterns..
PERSON-ENVIRONMENT FIT:
MECHANISMS OF FIT: Person-environment fit can be broken down into two core
dimensions:
 Demands-Abilities Fit: This refers to the match between the demands of the job or
work environment and the individual’s abilities or skills. If a job requires certain
competencies (e.g., technical skills, cognitive abilities), a good demands-abilities fit
means that the individual possesses those skills to meet the demands of the job.

 Needs-Supplies Fit: This refers to the alignment between what the individual needs
from the environment (e.g., autonomy, support, rewards) and what the environment
provides. A good needs-supplies fit occurs when the organization offers what the
individual values, such as adequate resources, rewards, and developmental
opportunities.
PERSON-ENVIRONMENT FIT:
OUTCOMES OF A GOOD PERSON-ENVIRONMENT FIT: A good fit between the
person and their environment can lead to several positive outcomes:

 Job Satisfaction: Employees who feel they are well-matched to their job and
workplace are more likely to experience higher levels of satisfaction with their work.

 Higher Job Performance: When individuals' skills align with job requirements, they
are more likely to perform effectively and meet performance expectations.

 Organizational Commitment: A strong fit with the organization can lead to higher
levels of commitment, where employees feel a sense of belonging and are more
willing to stay with the organization.
PERSON-ENVIRONMENT FIT:
OUTCOMES OF A GOOD PERSON-ENVIRONMENT FIT: A good fit between the
person and their environment can lead to several positive outcomes:

 Reduced Stress: A poor fit between the person and the environment can cause job
stress, but a good fit reduces the likelihood of stress and burnout, leading to better
psychological well-being.

 Lower Turnover: Employees who experience a strong fit with their job,
organization, and environment are less likely to leave the organization, resulting in
lower turnover rates.
PERSON-ENVIRONMENT FIT:
MISFITS AND ITS CONSEQUENCES: When there is a poor person-environment fit—
meaning that the individual’s needs, skills, or values do not align with the environment’s
demands or characteristics—several negative outcomes can arise:

 Job Dissatisfaction: A poor fit may lead to dissatisfaction, where employees feel that
the job or organization does not meet their needs or expectations.

 Stress and Burnout: A misalignment between job demands and personal abilities or
between organizational culture and personal values can lead to stress, anxiety, and
ultimately burnout.
PERSON-ENVIRONMENT FIT:
MISFITS AND ITS CONSEQUENCES: When there is a poor person-environment fit—
meaning that the individual’s needs, skills, or values do not align with the environment’s
demands or characteristics—several negative outcomes can arise:

 Poor Job Performance: If the person lacks the necessary skills or abilities to meet
the job’s demands, they may struggle to perform well, leading to underperformance.

 Increased Turnover: Employees experiencing poor fit are more likely to leave their
jobs, either voluntarily or involuntarily, due to dissatisfaction or low performance.
PERSON-ENVIRONMENT FIT:
IMPROVING PERSON-ENVIRONMENT FIT: Organizations can improvise P-E fit by:

 Effective recruitment and selection: Hiring processes that assess not only the
technical skills of candidates but also their cultural fit and alignment with the
organization’s values can improve P-O and P-J fit.

 Job Design: Tailoring job roles to better match the skills, interests, and needs of
employees can improve demands-abilities and needs-supplies fit.

 Training and Development: Offering training programs to close the gap between an
employee’s abilities and job demands can improve P-J fit.

 Workplace Culture: Organizations that foster a supportive and inclusive culture can
enhance P-O fit by aligning with employees’ values and expectations.
PERSON-JOB FIT:

Person-job fit is the degree to which a person’s

cognitive abilities, interests, and personality
dynamics fit those required by the job.
 Person-job fit is defined as the compatibility between individuals and the job or tasks that
they person at work. This includes compatibility based on employee needs and job
supplies available to meet those needs, as well as job demands and employee abilities to
meet those demands.

 It is the degree to which a person’s knowledge, skills, abilities, and other characteristics
match the job demands.
PERSON-JOB FIT:
WHAT MAKES UP INDIVIDUAL NEEDS?.

The individual
and their needs

Abilities Values Interests

What are they What do they What do they

capable of? look for in a job? like?
PERSON-JOB FIT:
WHAT MAKES UP THE JOB?.

The job

Duties and Benefits and

Environment Goals
expectations risks

Where and who What is the What is the What is given to

will they be person expected person expected the person at
working with? to do? to achieve? what cost?
PERSON-JOB FIT:
IMPORTANCE OF PERSON-JOB FIT:

 Job Satisfaction: Employees who feel that their skills and interests align with their job
tasks are more likely to find their work fulfilling and satisfying. A good P-J fit fosters a
sense of achievement and satisfaction, as employees feel capable of meeting the job’s
demands.

 Job performance: When employees’ skills and competencies match the job
requirements, they are better able to perform their tasks efficiently and effectively. A
good fit enables higher productivity and improved performance, benefiting both the
employee and the organization.
PERSON-JOB FIT:
IMPORTANCE OF PERSON-JOB FIT:

 Motivation and Engagement: Employees with a strong P-J fit are more likely to be
motivated and engaged in their work. They enjoy their tasks and feel a sense of
alignment with the job, which leads to higher commitment and energy toward achieving
organizational goals.

 Reduced Stress and Burnout: A poor person-job fit, where an employee is overqualified
or underqualified for the role, can lead to stress, frustration, and eventually burnout.
When the fit is good, employees are less likely to experience excessive stress, as the job
feels manageable and aligned with their abilities.
PERSON-JOB FIT:
OUTCOMES OF GOOD PERSON-JOB FIT:

 Increased Productivity: Employees who feel well-suited for their job tend to be more
productive, as they can complete their tasks more efficiently and effectively.

 Higher Job Satisfaction: A good person-job fit leads to higher satisfaction, as

employees enjoy their work and feel competent in their role.

 Improved Employee Engagement: Employees with a strong P-J fit are more likely to
be engaged with their work, taking initiative and showing a deeper commitment to the
organization’s goals.
PERSON-JOB FIT:
OUTCOMES OF GOOD PERSON-JOB FIT:

 Reduced Turnover: A strong fit reduces the likelihood of employees leaving their job, as
they are more satisfied and less likely to seek alternative employment.

 Better Health and Well-Being: Employees who experience a good fit are less likely to
suffer from job-related stress and burnout, contributing to better mental and physical
well-being.
PERSON-JOB FIT:
CONSEQUENCES OF POOR PERSON-JOB FIT:

 Job Dissatisfaction: When there is a poor fit, employees may feel disengaged,
unmotivated, or unable to meet job expectations, leading to dissatisfaction with their
work.

 Poor Job Performance: A mismatch between an individual’s skills and the job’s
requirements can lead to underperformance, mistakes, and inefficiency in completing
tasks.

 Increased Turnover: Employees experiencing poor fit are more likely to leave the
organization in search of roles better aligned with their abilities and preferences, leading
to higher turnover rates.
PERSON-JOB FIT:
CONSEQUENCES OF POOR PERSON-JOB FIT:

 Stress and Burnout: A poor person-job fit can create stress if employees feel
overwhelmed by the demands of the job or if they feel underutilized in their role. Over
time, this can lead to burnout and a decline in well-being.

 Conflict and Frustration: Mismatches between an individual’s abilities or interests and

the job requirements can lead to frustration and conflict with supervisors or coworkers,
especially if performance expectations are not met.
PERSON-ORGANIZATION FIT:

Person-organization fit refers to the degree to

which a person’s personality, values, goals, and
other characteristics match those of the
organization.
 Person-organization fit is the compatibility of values, attitudes, and beliefs between a
person and organization.

 It implies that when there is a strong fit, the employee can seamlessly integrate into the
company’s culture and contribute to its overall success.
PERSON-ORGANIZATION FIT:
 Person-organization fit means that people are attracted to and are selected by
organization that match their values and they leave organizations that are not compatible
with them.

 It also looks at whether people’s values match the organization’s culture.

 A match predicts high job satisfaction and commitment to the organization as well as low
turnover.
PERSON-JOB FIT vs. PERSON-ORGANIZATION FIT:

Person-job fit: Person-organization fit:

Focusses on aligning individual’s Looks beyond the specific requirements

knowledge, skills and abilities with the of a job and assesses how well a
requirements of a specific job candidate’s values, beliefs, and
behaviours align with the organization’s
culture, mission, and values.

Assesses how well a candidate’s Explores compatibility between the

qualifications and experiences match candidate’s personality traits and the
the technical demands and organization’s work environment
responsibilities of the role.
PERSON-ORGANIZATION FIT:
IMPORTANCE OF PERSON-ORGANIZATION FIT:

 Improved Productivity: When employees feel a strong connection to the organization

and its values, they are more likely to be motivated and engaged in their work. This can
lead to higher levels of productivity and overall job satisfaction.

 Enhanced Employee Retention: When employees feel a sense of belonging and

alignment with the organization, they are more likely to stay with the company long-
term. This reduces turnover rates and the associated costs of hiring and training new
employees.

 Better Collaboration and Teamwork: When individuals share similar values and goals,
they are more likely to work well together, leading to effective collaboration and stronger
teamwork. This can result in increased creativity, innovation, and problem-solving
abilities within teams.
PERSON-ORGANIZATION FIT:
IMPORTANCE OF PERSON-ORGANIZATION FIT:

 Better Collaboration and Teamwork: When individuals share similar values and goals,
they are more likely to work well together, leading to effective collaboration and stronger
teamwork. This can result in increased creativity, innovation, and problem-solving
abilities within teams.

 Positive Organizational Culture: Hiring individuals who align with the organization’s
values and culture helps to maintain and strengthen the desired culture. This fosters a
positive work environment and promotes a sense of cohesion among employees.
PERSON-ORGANIZATION FIT:
CONSEQUENCES OF POOR PERSON-ORGANIZATION FIT:

 Job Dissatisfaction: When there is a poor fit between an employee’s values and the
organization’s culture, the employee may feel disconnected and dissatisfied with their
job, leading to decreased morale.

 Low Organizational Commitment: Employees who don’t feel aligned with the
company’s values or culture may have low organizational commitment, feeling little
loyalty to the company, which can lead to disengagement.

 Increased Turnover: A poor P-O fit often leads to higher turnover, as employees may
leave the organization to find a workplace that better aligns with their personal values
and goals.
PERSON-ORGANIZATION FIT:
CONSEQUENCES OF POOR PERSON-ORGANIZATION FIT:

 Workplace Conflict: Employees who experience poor P-O fit may struggle with
interpersonal conflicts or dissatisfaction, especially if they feel that their values are at
odds with those of the organization or their coworkers.

 Reduced Performance: When employees don’t feel aligned with the organization’s
mission, they may lack motivation, leading to lower productivity and performance. They
may also be less willing to collaborate effectively with their team or contribute to
organizational goals.
QUIZ TIME:

PERSON-ORGANIZATION
FIT
QUIZ TIME:

PERSON-JOB FIT
QUIZ TIME:

PERSON-ORGANIZATION
FIT
QUIZ TIME:

PERSON-JOB FIT
QUIZ TIME:

PERSON-JOB FIT
QUIZ TIME:

PERSON-ORGANIZATION
FIT
INTELLIGENCE
DEFINING INTELLIGENCE:
 Is intelligence a score on some test?

 Is it practical knowledge of how to get along in the world?

 Is it making good grades or being a financial success or a social success?

DEFINING INTELLIGENCE:

Intelligence is generally defined as the ability to

learn from experience, adapt to new situations,
understand and handle abstract concepts, and
apply knowledge to solve problems.
 It is the ability to use resources effectively in adapting to new situations or solving
problems.

 It involves various cognitive abilities such as reasoning, problem-solving, understanding

complex ideas, learning quickly, and using knowledge in different contexts.
THEORIES OF INTELLIGENCE
THEORIES OF INTELLIGENCE:
Theories of intelligence attempt to explain the nature and structure of human intelligence,
recognizing that it encompasses various cognitive abilities.

The three prominent theories that offer different explanations of the nature and number of
intelligence-related abilities are:

 Spearman’s G factor

 Gardner’s multiple intelligences

 Sternberg’s triarchic theory

I. SPEARMAN’S G FACTOR:
 Charles Spearman saw intelligence as two different abilities:

 g-factor or general intelligence: The ability to reason and solve problems

 s-factor or specific intelligence: Task-specific abilities in certain areas such as
music, business, or art

 General intelligence (g-factor): Spearman suggested that intelligence can be thought

of as a single, overarching ability that affects performance on all intellectual tasks. If a
person has high g-factor, they are likely to perform well across different types of
cognitive challenges.

 Specific intelligence (s-factor): Specific abilities that are unique to particular tasks or
domains.
I. SPEARMAN’S G FACTOR:
 Charles Spearman saw intelligence as two different abilities:

 g-factor or general intelligence: The ability to reason and solve problems

 s-factor or specific intelligence: Task-specific abilities in certain areas such as
music, business, or art

 General intelligence (g-factor): Spearman suggested that intelligence can be thought

of as a single, overarching ability that affects performance on all intellectual tasks. If a
person has high g-factor, they are likely to perform well across different types of
cognitive challenges.

 Specific intelligence (s-factor): Specific abilities that are unique to particular tasks or
domains.
I. SPEARMAN’S G FACTOR:
 Spearman’s model is often called the two-factor theory because it includes both the
general intelligence factor (g) and specific abilities (s).

 The performance on any cognitive task is a combination of both these factors.

 Criticism of the theory: Spearman’s theory has been criticized for oversimplifying the
concept of intelligence.

 Psychologists argue that intelligence is more diverse and complex than a single general
factor, which led to the development of other theories, such as Gardner’s Multiple
Intelligences and Sternberg’s Triarchic Theory.
II. GARDNER’S MULTIPLE INTELLIGENCES:
 Howard Gardner proposed the existence of several kinds of intelligence.

 Gardner believes that reason, logic, and knowledge are different aspects of intelligence,
along with several other abilities.

 According to Gardner, there are nine types of intelligence.

II. GARDNER’S MULTIPLE INTELLIGENCES:
II. GARDNER’S MULTIPLE INTELLIGENCES:
 Gardner believed that people have different strengths and may excel in certain types of
intelligence while being less skilled in others.

 Individuals learn better when taught in ways that match their dominant intelligence.

 It has a great appeal for educators, where teachers are encouraged to use various teaching
methods to cater to different intelligences of their students.

 Criticism: There is a lack of scientific, empirical evidence to support the existence of

distinct intelligences. It is based on observations rather than rigorous, quantifiable
research,

 The theory is more a framework for understanding human capabilities than a

scientifically tested model.
III. STERNBERG’S TRIARCHIC THEORY:
 Robert Sternberg theorized that there are three kinds of intelligence:

 Analytical intelligence: The ability to break problems down into component parts,
or analysis, for problem-solving.
 It is measured by intelligence tests and academic achievement test, or “book smarts”

 Creative intelligence: The ability to deal with new and different concepts and
develop new ways of solving problems.
 It is the ability to automatically process certain aspects of information, which frees up
cognitive resources to deal with uncertainty.

 Practical intelligence: It is described as “street smarts,” or the ability to use the

information to get along in life.
 These individuals know how to be tactful, how to manipulate situations to their
advantage, and how to use inside information to increase their odds of success.
MEASURING INTELLIGENCE
MEASURING INTELLIGENCE:
 Measuring intelligence has been a topic of interest for psychologists for over a century.

 Several approaches have been developed to quantify cognitive abilities:

 Binet’s mental ability test

 Stanford-Binet and IQ
 Wechsler tests
BINET’S MENTAL ABILITY TEST:
 A formal test of intelligence that helps identify children who are unable to learn as
quickly or as well as others.

 The test distinguishes between fast and slow learners but also between children of
different age groups as well.

 Alfred Binet and Théodore Simon noticed that fast learners seemed to give answers to
questions that older children might give, whereas slow learners gave answers that were
more typical of a younger child.

 The key element to test is the child’s mental age or the average age at which children
could successfully answer a particular level of questions.
STANFORD-BINET AND IQ:
 It was given by Lewis Terman, a researcher at Stanford University

 The intelligence quotient is calculated as:

IQ = MA/CA * 100

Here, MA= Mental age

CA= Chronological age
Divide by 100 to get rid of any decimal points

 The attained quotient has the advantage of allowing testers to compare the intelligence
levels of people of different age groups.
STANFORD-BINET AND IQ:
 The Stanford-Binet test yields an overall estimate of intelligence, verbal and non-verbal
domain scores, all comprised of five primary areas of cognitive ability- fluid reasoning,
knowledge, quantitative processing, visual-spatial processing, and working memory.

 The test is used to make decisions about the placement of students into special
educational programs.
THE WECHSLER TESTS:
 David Wechsler was the first to devise a series of tests designed for specific age groups.

 He designed an IQ test specifically for adults after he observed that the Stanford-Binet
test was also being administered to adults, despite knowing that it is suitable for children.

 These tests have both verbal and performance scale, as well as provide an overall score
of intelligence.

 Four specific cognitive domains of these tests: Verbal comprehension, perceptual

reasoning, working memory, and processing speed.
SOCIAL INTELLIGENCE
SOCIAL INTELLIGENCE:

The ability to get along with people in general,

social technique or ease in society, knowledge of
social matters, susceptibility to stimuli from
other members of a group, as well as insight into
the temporary moods or underlying personality
traits of strangers.
SOCIAL INTELLIGENCE:
 The concept was first introduced by American psychologist, Edward Thorndike in 1920.

 It is the ability to understand and manage men and women, boys and girls- to act wisely
in human relations.

 It is the sensitivity towards others’ moods, feelings, temperaments and motivations

 Social intelligence involves the ability to:

 Understand other people

 Understand how other people work
 Understand what motivates people
 Know how to work cooperatively with them
SOCIAL INTELLIGENCE:
WAYS TO IMPROVE SOCIAL INTELLIGENCE

 Listen well and pay attention

 Be aware of other’s body language

 Display empathy towards others

EMOTIONAL INTELLIGENCE
CONSIDER THE FOLLOWING SITUATIONS:
 A manager loses their temper during a meeting, shouting at the team and making impulsive decisions that later
need to be reversed.

 You agreed to a request because you were in a good mood, but now you feel you’re overbooked, and that’s causing
you anxiety.

 A team member does the bare minimum required for their job, showing little interest in contributing to the team’s
success or pursuing personal growth.

 A manager notices that a team member seems overwhelmed and offers to adjust deadlines or provide additional
support.

 Two colleagues have a disagreement, and their manager facilitates a meeting where both parties express their
viewpoints and work towards a mutually beneficial solution.

 You missed out on a great opportunity because of undue anxiety or fear.

 An employee navigates a difficult conversation between two team members by facilitating constructive dialogue,
helping them reach a compromise.
EMOTIONAL INTELLIGENCE:
 Emotional intelligence is the ability to understand and manage your emotions, as well as recognize and influence
the emotions of those around you.

Make emotions work for you, instead of against you.

 The term was first coined in 1990 by researchers John Mayer and Peter Salovey but was later popularized by
psychologist Daniel Goleman.

 Emotional intelligence (EI) or emotional quotient (EQ) is a type of social intelligence that involves the ability to
manage and monitor one’s own as well as other’s emotions, to discriminate among them, and to use the
information to guide one’s thinking and actions (Salvoy & Mayer, 1990).
“The most effective leaders are all alike in one crucial way: They all have a
high degree of what has come to be known as emotional intelligence. It’s not
that IQ and technical skills are irrelevant. They do matter, but… they are
the entry-level requirements for executive positions.”- Daniel Goleman
EMOTIONAL INTELLIGENCE
 Emotional intelligence comprises five domains: Self-awareness, Self-regulation, Motivation, Empathy, Social
skill.

 Self-awareness: Knowing one’s strengths, weaknesses, drivers, values, and impact on others

 Self-regulation: Controlling or redirecting disruptive impulses and moods

 Motivation: Relishing achievement for its own sake

 Empathy: Understanding other people’s emotional makeup

 Social skill: Building rapport with others to move them in desired directions

We are each born with certain levels of EI skills. But we can strengthen these abilities through persistence, practice,
and feedback from colleagues or coaches.
SELF AWARENESS:
 First component of emotional intelligence

 Self-awareness means having a deep understanding of one’s emotions, strengths, weaknesses, needs, and drivers.

 People with strong self-awareness are neither overly critical nor unrealistically hopeful.

 People who have a high degree of self-awareness recognize how their feelings affect them, other people, and their
job performance.

 People with high self-awareness are able to speak accurately and openly about their emotions and the impact they
have on their work.
WHAT SELF AWARENESS LOOKS LIKE:
WHAT LACK OF SELF AWARENESS LOOKS LIKE:
HOW SELF AWARENESS HELPS LEADERS :
 It enables leaders to recognize their strengths and areas of improvement.

 Leaders with a high degree of self-awareness are more effective, empathetic, and capable of inspiring their teams
to achieve more significant results

 Leaders can ensure that their personal feelings do not cloud judgment or hinder decision-making
SELF REGULATION:
 Second component of emotional intelligence

 Self-management helps you develop a plan to manage those feelings when plans inevitably change

 Self-management is revealed by the leader’s ability to tolerate uncertainty

 Despite of being engaged in feeling bad moods and emotional impulses, people with high self-regulation find ways
to control their feelings and moods and even channel them in useful ways

 Once leaders’ understand and build comfort with what they are feeling, the best course of action will show itself
WHAT SELF MANAGEMENT LOOKS LIKE:
WHAT LACK OF SELF REGULATION LOOKS LIKE:
HOW SELF REGULATION HELPS LEADERS :
 People who are in control of their feelings and impulses- that is, people who are reasonable- can create an
environment of trust and fairness.

 Politics and infighting are sharply reduced and productivity is high.

 People who have mastered their emotions can roll with the changes; they don’t panic; instead, they are able to
suspend judgment, seek out information, and listen to the executives as they explain the new program.

 Leaders become comfortable with ambiguity and change

MOTIVATION:
 Effective leaders are driven to achieve beyond expectations- their own and everyone else’s

 Those with leadership potential are motivated by a deeply embedded desire to achieve for the sake of achievement

 Highly motivated leaders seek out creative challenges, love to learn, and take great pride in a job well done

 Such leaders are forever raising the performance bar and they like to keep scores (tracking progress)

 People with high motivation remain optimistic even when the score is against them

 People with high motivation are highly committed to the organization

HOW MOTIVATION HELPS LEADERS :
 If leaders set the performance bar high for themselves, they will do the same for the organization

 Leaders with high motivation can often build a team of managers around them with the same traits
EMPATHY:
 Empathy means thoughtfully considering employees’ feelings- along with other factors- in the process of making
intelligent decisions

 Empathy means perceiving what other people are thinking and feeling even if you do not feel the same way.

 Empathy is particularly important as a component of leadership for at least three reasons: the increasing use of
teams, the rapid pace of globalization, and the growing need to retain talent

 Listening and observing are the most important elements of social awareness.
WHAT EMPATHY LOOKS LIKE:
WHAT LACK OF EMPATHY LOOKS LIKE:
HOW EMPATHY HELPS LEADERS :
 Builds social awareness by describing the leader’s ability to recognize others’ emotions

 Leaders understand their colleagues’ feelings and perspectives, which enables them to communicate and
collaborate more effectively with their peers
SOCIAL SKILL:
 Social skill is friendliness with a purpose

 It is the leader’s ability to use the awareness of their own emotions and those of others to manage interactions
successfully

 It means moving people in the direction you desire

 Socially skilled people tend to have a wide circle of acquaintances, and they have a knack for finding common
ground with people of all kinds- a knack for building rapport

 They work according to the assumption that nothing important gets done alone
WHAT SOCIAL SKILL LOOKS LIKE:
WHAT LACK OF SOCIAL SKILL LOOKS LIKE:
WHY LEADERS NEED SOCIAL SKILL?
 Leader’s task is to get work done through other people

 Builds the ability to influence, coach, and mentor others, and resolve conflict effectively

 Social skill allows leaders to put their emotional intelligence to work