Refer to Pages 56–85.

3.1: Define personality, and discuss the role of heredity.

Refer to Page 57.

Personality has been generally defined as “regularities in feeling, thought and action that are characteristic of an individual.” The role of heredity looks at whether personality traits are inborn or learned. A study showed that 50% of the variation in occupational choice (whether a person is a dentist or a soldier, for example) is due to heredity. The implications for a leader are that while personality might change, most psychologists believe that it is a relatively stable individual difference. Instead of trying to change a coworker’s personality, it is perhaps better to learn about personality differences, understand how different personalities operate at work, and then learn to work effectively with different types.

3.2: Summarize the elements of psychological capital.

Refer to Page 62.

Psychological capital is the state-like qualities represent the value of individual differences at the workplace. In other words, PsyCap is more than “what you know” or “who you know.” It is focused on “who you are” and “who you are becoming.” These four characteristics are as follows: Efficacy—a person’s belief that they have the ability to execute a specific task in a given context. Optimism—a positive outcome outlook or attribution of events, which includes positive emotions and motivation. Hope—the will to succeed and the ability to identify and pursue the path to success. Resiliency—coping in the face of risk or adversity; the ability to “bounce back” after a setback.

3.3: Illustrate, with an example, why moods matter at the workplace.

Refer to Page 64.

Emotions and moods during the workday do matter. Some leaders are more adept than others at reading emotions and/or moods of coworkers or customers. Groups can exhibit good and bad moods. Positive moods lead to better performance and higher incomes. Bad moods at the start of the day can affect perceptions of customers’ moods which affect workers moods. Positive and negative emotions can be contagious. Unfortunately, we have all had the experience of being treated rudely either in person or on the phone by a customer service representative when trying to inquire about a billing error. The mood of the customer service representative can influence our overall assessment of the organization he or she works for and can impact the success and failure of the individual and the organization.

3.4: Explain the implications of organizational neuroscience including ethics.

Refer to Page 69.

In addition to the potential of genetics to explain individual differences and personality, another emerging topic is organizational neuroscience. Neuroscience research is already impacting marketing and economics. The field of organizational neuroscience examines the potential of neuroscience to enhance prediction of OB. Understanding how networks of brain systems operate may finally allow researchers to enter the “black box” to understand what happens in the brain when attitudes such as job satisfaction are experienced by people in organizations—for example, “mirror neurons” (brain processes that regulate a person’s ability to imitate another person, either consciously or unconsciously) may increase understanding of role modeling and learning through watching others at work. Knowledge of a person’s brain chemistry may be used for selection, retention, or firing of employees. Invasion of privacy is a big concern as is a relinquishment of individual rights.

3.5: Compare and contrast surface-level and deep-level diversity.

Refer to Page 70.

The demographic attributes we typically think of when we think of “diversity” are called surface-level diversity because they are visible to observers. Surface-level diversity is defined as “differences among group members in overt, biological characteristics that are typically reflected in physical features.” To fully understand diversity, we need to also consider deep-level diversity, which is defined as “differences among members’ attitudes, beliefs, and values.” Research shows that prior studies that had predicted poor outcomes when groups were diverse should be interpreted with caution. This is because, when deep-level diversity is considered, diversity may actually contribute positively to work group functioning and effectiveness. The values and attitudes of organizational members may matter more than surface characteristics.

3.6: Name the characteristics of four generations at work, and describe how millennials will affect organizations. 

Refer to Page 71.

The traditionalists were born between 1900 and 1945 and are retiring or passed on. However, trends indicate that people are retiring later than 65, so it can be expected that many will remain in the workforce for some time since retirement plans were dented by the great recession of 2007 to 2009. The boomers were born between 1946 and 1964 and are called this due to the baby boom that occurred after World War II (also called the “me” generation or yuppies for young upwardly mobile professionals). They had significant influence throughout their lives and brought about the social changes experienced in the 1960s. The Generation Xers, or Gen Xers, were born between 1965 and 1980 and are sometimes referred to as the “baby busters” or “latchkey kids” because many of them had to let themselves into their homes after school because their parents were both at work. Now the millennials are entering the workforce and having a clear impact on organizations (and they are the largest group in the general population). They were born between 1981 and 1999 and look for flexibility and choice. For millennials, understanding what makes them unique is key. They tend to be optimistic and crave new experiences. They are “pro-business.” They have endured years of cynicism from boomers and Gen Xers, who are both burnt-out from overwork. They have a complex mix of values and attitudes, and they are worth taking the time to understand. Make training and mentoring a priority. Set clear objectives. Consider the medium. Provide feedback early and often. Pause before reacting.

3.7: Explain the guidelines for leading diverse workers.

Refer to Page 73.

Leading a diverse workforce does have some challenges such as shifting power dynamics in the organization or employees not being willing to participate in diversity initiatives. A study of human resource managers revealed several questions that every leader should be asking themselves and others in their organization to promote open discussions about diversity: • Are there challenging or pressing issues in managing a diverse workforce? If so, which do you find to be most challenging? • What are specific things you have done personally to ease those challenges? • Regarding to diversity, are there things you wish had been done differently? If so, what? And how would you have handled those things differently? • What are specific things your company has done to ease those challenges? • What are your (or your company’s) future plans for diversity? Do you have specific plans that will be implemented in the near future? If so, what? Asking such questions (and thinking thoughtfully about the answers) should help a leader identify what challenges the organization faces and what is (or is not) being done to address them.

3.8: Develop an example of a leader practicing mindful coaching with a follower.

Refer to Page 76.

Examples will vary, but may include some of the following steps: (1) Based on your preparation, start with an empty mind. Try not to judge or think about what the person should have done in the past or should do in the future. (2) Be nonreactive. Remember that during this coaching session “no reaction is required, regardless of the provocation.” Create a safe, emotional space for the person to express himself or herself. (3) Practice permissive attention. Try to draw the person into moments of connection where distractions disappear (cell phones, street noise, or anything else that might impair their ability to focus). Try to stay focused for more than a moment on one serious line of thought, perception, judgment, or action that you might observe. Draw the person’s attention to what is important (but not in a coercive way).