EMOTIONAL STABILITY

High:
 Calm
 Resistant to stress
 Secure
 Stable
Low:
 Anxious
 Depressed
 Insecure
 Susceptible to stress

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CONSCIENTIOUSNESS
High
 Dependable
 Organized
 Persevering
 Punctual
Low
 Disorganized
 Easily discouraged
 Unpredictable
 Unreliable

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AGREEABLENESS
High
 Amiable
 Cooperative
 Flexible
 Trusting
Low
 Aloof
 Contrary
 Suspicious
 Unfriendly

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EXTRAVERSION
High
 Active
 Assertive
 Excitable
 Sociable
Low
 Apprehensive
 Dull
 Shy
 Timid

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OPENNESS TO EXPERIENCE
High
 Creative
 Curious
 Insightful
 Intellectual
Low
 Bored
 Intolerant
 Routine-oriented
 Uninterested

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 Reliability
– the degree to which a test
measures some characteristic consistently
 Methods of assessing:
▪ Test-retest – giving one group the same test twice and
statistically evaluating the consistency of scores. Because
personality tests are intended to measure stable, enduring
personality traits, the tests should be high.
▪ Two tests – evaluating the same content domains, giving
them to the same group, and statistically comparing the
scores of each individual. High reliability will be indicated
by very similar scores on both tests.
▪ One version of a test and one sample of people – results
are evaluated using the coefficient alpha.

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 Validity/Accuracy
 Methods of assessing:
▪ Content validity – assesses the degree to
which the items on a test capture the domain
of interest.
▪ Criterion-related validity – assesses the
usefulness of a selection test.

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 Major threats to validity:
▪ Faking – when a job applicant purposely attempts to
score more positively than he or she would if
answering items truthfully.
▪ Socially desirable responding – similar to faking in that
the applicant answers items falsely in order to look
better; however, unlike faking, socially desirable
responding is not deliberate. These are unconscious
and unintended responses are chosen in order to
conform with social norms.
▪ Response carelessness – an applicant does not pay
careful attention to the items on the test and
therefore responds incorrectly. This occurs when the
applicant has poor reading skills, is in a hurry, is
bored, or is not motivated to take the test.
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 Acceptability – the questions on a
personality test are not believed to
be invasive, too personal, or may be
offending.

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 Halo Effect – drawing a general impression
based on a single characteristic.
 Contrast Effects – our reaction is influenced
by others we have recently encountered (the
context of the observation).
 Projection – project one’s ‘condition’ onto
others instead of making an objective appraisal
of the situation.

The world as it is perceived is the world

that is behaviorally important.

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 Decision making occurs as a
reaction to a perceived problem
Perception influences:
 Awareness that a problem exists
 The interpretation and evaluation of
information
 Bias of analysis and conclusions

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1. Define the problem.
2. Identify the decision criteria.
3. Allocate weights to the criteria.
4. Develop the alternatives.
5. Evaluate the alternatives.
6. Select the best alternative.

Seldom actually used: more of a goal

than a practical method

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 Complete knowledge of the situation
 All relevant options are known in an
unbiased manner
 The decision-maker seeks the
highest utility

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A non-conscious process created out
of distilled experience
 Increases with experience
 Can be a powerful complement to
rational analysis in decision making

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 Overconfidence Bias
As managers and employees become more
knowledgeable about an issue, the less likely
they are to display overconfidence
 Anchoring Bias
A tendency to fixate on initial information and fail
to adequately adjust for subsequent information
 Confirmation Bias
Seeking out information that reaffirms our past
choices and discounting information that
contradicts past judgments

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 Availability Bias
The tendency to base judgments on
information that is readily available
 Escalation of Commitment
Staying with a decision even when there is
clear evidence that it is wrong
 Hindsight Bias
The tendency to believe falsely that we
could have accurately predicted the
outcome of an event after that outcome is
already known

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The ability to produce novel and useful
ideas
Helps people to:
 Better understand the problem
 See problems others can’t see
 Identify all viable alternatives
 Identify alternatives that aren’t readily
apparent

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 Expertise

Intrinsic
Creative- Task
Thinking Motivati
Skills on
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Perception:
 To increase productivity, influence workers’
perceptions of their jobs
To improve decision making:
1. Analyze the situation
2. Adjust your decision approach
3. Be aware of biases and minimize their impact
4. Combine rational analysis with intuition
5. Try to enhance your creativity

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 Empathy – understanding and
sensitivity to the feelings, thoughts,
and situation of others.
 Know oneself – becoming more
aware of one’s values, beliefs, and
prejudices.

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 Feedback
Known to selfUnknown to self
Disclosure

Known Open Blind

to area area
others

Unkno Hidden Unknown

wn to area area
others
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 Mainobjective: TO INCREASE THE
SIZE OF THE OPEN AREA through. . .
 Disclosure – informing others of your
beliefs, feelings, and experiences that
may influence the work relationship.
 Feedback from others about your
behavior.
 Disclosure and feedback

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 Internal Attribution
Behavior is attributed
to
Frequently
internal factors
(low Frequently
Frequently
distinctiveness) (low consensus)
(high consistency)
Distinctiveness Consensus
Consistency
How often does How often do
How often did the
the other
person act this
person act this person act this
way in
way in way in
the past?
other settings? similar situation?
Seldom
Seldom Seldom
(low consistency)
(high
External (high consensus)
distinctiveness)
Attribution
Behavior is attributed
to 24
 Supervisor forms
expectations
about employee
Employee’s
Supervisor’s
behavior
expectations
becomes
affect his/her
consistent with
behavior toward
the supervisor’s
the employee
expectations
Supervisor’s
behavior affects
employee’s
abilities and self-
confidence
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