Chapter 3
conscientiousness
a person can be counted on to get things done; organized, detail-oriented, responsible, dependable; higher performers in multiple jobs
person-group fit
an individual fits with the workgroups work styles, skills, and goals
Machiavellianism
behavior directed at gaining power and controlling the behavior of others
self awareness
being aware of what you are feeling
general mental ability
capacity to rapidly and fluidly acquire, process, and apply information; reasoning, remembering, understanding, and problem solving
tolerance for risk
degree to which a person is comfortable accepting risk, willing to take chances and to make risky decisions
social skills
effectively handling the emotions of others
person-job fit
fit between a person's abilities and the demands of the job, and the fit between a person's desires and motivations and the attributes and rewards of a job
person-vocation fit
fit between a person's interests, availability, values, and personality and a profession.
person-organization fit
fit between an individuals values, beliefs, and personality and the values, norms, and culture of the organization
accomodators
focus on risk taking, opportunity seeking and action; deal w people easily and specialize in action-oriented jobs- marketing and sales
multiple intelligences
gardners theory, suggests there are a number of distinct forms of intelligence that each individual possesses in varying degrees
type A
impatient, competitive, ambitious, and uptight
learning style
individual differences and preferences in how we process information when problem solving, learning, or engaging in similar activities
emotional intelligence
interpersonal capability that includes the ability to perceive and express emotions, to understand and use them, and to manage emotions in oneself and other people
Introversion
less comfortable in social situations
self-management
managing your own emotions and impulses
information processing capacity
manner in which individuals process and organize information; helps explain differences between experts and novices on task learning and performance
assimilators
more concerned about abstract concepts and ideas than about people; work in research and planning units
divergers
organize concrete situations from different perspectives and structure their relationships into a meaningful whole
interpersonal
other peoples feelings
self-efficacy
our confidence in our ability to cope, perform, and be successful on a specific task
self-motivation
persisting in the face of obstacles, setbacks, and failures
individual differences
personal attributes that vary from one person to another
nature vs. nurture
personality attributes are inherited from our parents or shaped by our environment
agreeableness
persons ability to get along with other; gentle, cooperative, forgiving, understanding, and good-natured in their dealings with others
extraversion
persons comfort level with relationships; sociable, talkative, assertive, and open to establishing new relationships
Openness
persons rigidity of belies and range of interest; willing to listen to new ideas and to change their own ideas, beliefs, and attitudes in response to new information
self-esteem
refers to our feelings of self-worth and our liking or disliking of ourselves
general self-efficacy
reflects a generalized belief that we will be successful at whatever challenges or tasks we might face
internal locus of control
related to confidence in ones ability to successfully perform a task; more socially integrated in work and more favorable relationships with supervisors
external locus of control
related to passivity and learned helplessness
type b
relaxed, easygoing, and less overtly competitive than type A
workplace bullying
repeated mistreatment of another employee through verbal abuse; conflict that is threatening, humiliating, or intimidating
intrapersonal
self-awareness
empathy
sensing how others are feeling
peceivers
stay open to new information and options
convergers
superior to technical tasks and problems and inferior in interpersonal learning settings; abstract conceptualization and active experimentation
sensory modality
system that interacts with the environment through one of the basic senses; detail orientated and want facts
tolerance for ambiguity
tendency to view ambiguous situations as either threatening or desirable; creativity, positive attitudes towards risk, orientation to diversity
thinkers
value fairness and decide things impersonally based on objective criteria and logic
Judgers
want things done quickly
linguistic
words and language
MBTI
16 personality types
neuroticism
experience unpleasant emotions such as anger, anxiety, depression and vulnerability
authoritarianism
extent to which a person believes that power and status differences are appropriate within hierarchical social systems such as organizations; someone with this may accept orders from someone with more authority
locus of control
extent to which people believe that their behavior has a real effect on what happens to them