Good luck

L8 : Primacy vs recency effect in an hiring process

if you want to know the difference between primacy( overly influenced by earliest information in a stream of information) vs recency (overly influenced by most recent information from a stream of information)

http://www.ere.net/2010/02/25/the-recency-and-primacy-effects-in-the-talent-acquisition-process/

L 8 : Stereotyping/primacy/rececency/fundamental attribution error- diferences

What  you see is what you focus on.


differences :

a) stereo typing : perception made based on the group the person belong to  - country, race, religion, income class - and we project what we think/know of this group to the person.

b) recency - received string of information (eg at interview) but judged or conclude based on the most recent info.

c) primacy - received string of information (eg interview) but judge or conclude based on first info - eg from havard therefore good, did not based on other info - eg his character etc.

d) fundamental attribution - tendency to judge conclude based on the person's behaviour/char rather than the situation he is in.

good article/reference site and  practical application.

http://www.ere.net/2010/02/25/the-recency-and-primacy-effects-in-the-talent-acquisition-process/

L8 : Perceptual Errors

 

Which is longer?





 KEY CONCEPTS :

- What is perceptual errors?
- Identify the 9 types of perceptual errors.
-  As a manager, how can you avoid making these errors.

======================

Why learn this topic :

As manager, we need to be aware (self awareness) we can make such errors, identify the different type of errors so that we won't make these errors in our interaction with other people.

=================================


PERCEPTION :

outcome of how we process information we received.

How we process information is affected by several factors including :

1) personality (ie Big 5)
some one with high conscientiousness may perceived things in details/absorb detailed information.

2) family upbringing

3) culture

4) race

5) nationality etc.


These influences can lead to perceptual ERRORS.



PERCEPTUAL ERRORS - not seeing reality as is.


eg : when we see a NS man not carrying his backpack , we perceived him as :

a) lazy
b) spoilt


in REALITY : he could have hurt his shoulder.

we are INFLUENCED by our cultural expectation :

those who are young (is assumed to be healthy and therefore (cultural expectation) should carry their own rucksack.

=============================


There are many types of perceptual errors :

A) STEREO TYPING

- assigning traits to a person based on his/her belonging to a group/race/category.
- Example :

A candidate came for an interview the other day.

He has a MBA from Harvard and a degree from Oxford.

We assumed he is smart, intelligent and business savy (assign him the traits)
because we believe all those who studied at Havard (group) must be smart, intelligent.

Stereo typing ERROR !!! not the reality because this candidate's father is one of the top donor to Harvard and the candidate failed in almost all his subjects (you see , he always partial because in Harvard the faci/lecturer don't take attendance)



B) HORN EFFECT (as in horn in the red devil)

Based on one NEGATIVE trait, we assumed the person is overall not good enough/BAD.
ie we perceived the whole person, based on ONE trait.

eg :

A student came in the first day with a tatoo on his bicep(perceived as negative trait). The faci assumed he will not do well in the module.(judge his total person) and ignore him.

Psst : Don't tell the faci, the student moonlights as a tatoo artist assistant in Far East Plaza. His tatoo looks like real, actually is a stick on.

Note : having a tatoo is considered bad, relate to gangsterism (cultural influence).
However, note that in some society (eg Maori, Thailand ) - tatoo are used as protection.

Save Now

C) HALO EFFECT (as in halo above a saint)
Based on one POSITIVE trait, we assumed the person is GOOD.
ie we perceived the whole person, based on ONE trait.

eg :

A student came in early for class at 7.45am. The kiasu faci came in at 7.50am, class starts at 8.30am.

The faci think this student will be a good student and will do well in UT.


Psst : Don't tell the faci, the student came early the first day, because her grandma drove her to RP, the grandma decided to leave early because both of them are clueless when it comes to directions and the car GPS is not working.


D) RECENCY EFFECT

when the most RECENT information influence our judgement, even though we have a whole lot of other information on the candidate.


eg : we interview a candidate for over 2 hours. at the end of the interview, he said he almost won the Singapore Idol.

We assumed he is creative and a good singer.




E) PRIMARY EFFECT

Tendency to form a judgement/opinion quickly based on the first information we received. (Subsequently, we may received other information),but based our judgement on the first information.






F) SIMILAR TO ME EFFECT

We tend to favour/like or give favourable judgement to those who are similar to us.


Eg : two candidates came along for interview, one from RP and the other from TP. As we are from RP, we tend to favour the candidate from RP.



G) FUNDAMENTAL ATTRIBUTION ERROR. (OTHERS)

- tendency to attribute a judgement (usually negative) to the person (INTERNAL)  instead of his situation/external environment.(EXTERNAL)
- usually our judgement on OTHER people.

eg : (from worksheet).

we see a young man, lying by the road side in the morning.

we assumed he is lazy and a drunkard. (we judge/atrribute this (ie him sleeping by the roadside to him )

rather than

attribute to his environment - maybe recently he lost his business and was made a bankrupt.



H) SELF SERVING BIAS. (ONESELF)

- tendency to attribute favourable (positive) outcome to themselves and unfavourable (negative) outcome to external factor/environment/some one else.

- usually a judgement of oneself (NOT of other people).


Eg :

when we get an A for UT1 for OB module , we think it is us being hardworking, smart etc.
when we get an D for UT1 for maths module, we think it is due to the exam paper being difficult or the invigilator was noisy and distract us.


I) SELF FULFILLING PROPHECY
when our expectation (due to perception error, which can be wrong) causes others behave as we expect.

eg : as a teacher, we labelled a kid as stupid (because he has illegible handwriting).

Soon the kid believe you and behave like one.

=====================================

1) You are expected to know the different type of perceptual errors.

2) Able to identify them and differentiate the different types (especially fundamental attribution error vs self serving bias) , recency vs primary.

3) Suggest a solution to avoid these errors.

===================================

L5 : emotional intelligence : components of - extra notes.

Components of EI and what it means :

Personal Competence

These competencies determine how we manage

ourselves

•

Self-Awareness

Knowing one's internal states, preferences,

resources, and intuitions

•

o

Emotional awareness

: Recognizing

one's emotions and their effects

o

o

Accurate self-assessment

: Knowing

one's strengths and limits

o

o

Self-confidence

: A strong sense of

one's self-worth and capabilities

•

Self-Management

Managing ones' internal states, impulses,

and resources

•

o

Emotional Self-control

: Keeping

disruptive emotions and impulses in

check

o

Transparency

: Maintaining integrity,

acting congruently with one’s values

Emotional Intelligence

3

o

o

Adaptability

: Flexibility in handling

change

o

o

Achievement Orientation

: Striving to

improve or meeting a standard of

excellence

o

o

Initiative

: Readiness to act on

opportunities

o

o

Optimism:

Persistence in pursuing

goals inspite obstacles and setbacks

4

Social Competence

These competencies determine how we handle

relationships

•

Social Awareness

Awareness of others feelings, needs, and

concerns

o

Empathy

: Sensing others' feelings and

perspectives, and taking an active

interest in their concerns

o

o

Organizational awareness

: Reading a

group's emotional currents and power

relationships

o

o

Service orientation

: Anticipating,

recognizing, and meeting customers'

needs

•

Relationship Management

Adeptness at inducing desirable responses

in others.

 5. Developing others

: Sensing others'

development needs and bolstering their

abilities

o

o

Inspirational Leadership

: Inspiring and

guiding individuals and groups

o

o

Influence

: Wielding effective tactics for

persuasion

o

o

Change catalyst

: Initiating or managing

change

o

o

Conflict management

: Negotiating and

resolving disagreements

o

o

Teamwork & Collaboration

: Working

with others toward shared goals.

Creating group synergy in pursuing

collective goalsSelf management
transparency :  displaying honesty and integrity to onself.


http://www.public.iastate.edu/~sjwong/emotional_intelligence.pdf

L4 : MOTIVATION/EQUITY/EXPECTANCY

CONCEPT : MOTIVATION - based on process (rather than needs).

THEORY :

ADAM EQUITY THEORY. (MUST compare against others)

we are motivated or demotivated based on whether we feel an outcome (for the input we put in ) vs others is fair (equitable) or not.

If we FEEL it is fair, we are motivated,
If we FEEL is is not fair, we are NOT motivated.

POSITIVE INEQUITY : we feel demotivated because compared to other , we received better outcome for the input we put in COMPARED to another colleague.


NEGATIVE  INEQUITY : we feel demotivated because compared to other , we received  less outcome for the input we put in COMPARED to another colleague.

==========================

VROOM EPXECTANCY THEORY.

Expectancy ----> Instrumentality ------> Valence.


expectancy - the theory suggest that people will feel motivated to do (the job) because they EXPECT that their effort will lead to an outcome (eg meet sales target)

instrumentality - based on the expectation they can meet the outcome (eg sales target) , they will be motivated if they can get the reward.

valence -  if they think they can get the outcome, (if they work) and they will be rewarded, they will be MOTIVATED if they get the reward they WANT., so valence - do they value or what the reward given.

All 3 components (E,I,V) must be high for a person to be motivated.

If any one (of E,I,V) is not high, the person is not motivated.


==============================




APPLICATION :

As manager, we need to understand how our staff are motivated based on their process, not needs. eg : when we want to give salary increase, need to consider how people will compare with their peers (output vs input), else they may be demotivated.

==================================

REINFORCEMENT THEORY :

Our behaviour is reinforced (we repeat our behaviour) based on the kind of reward :

a) positive reward

• give something pleasant , eg meet sales target, get a holiday trip.

b) negative reward

• withdraw something unpleasant  eg : if you meet sales target, will not increase your next year sales target (something unpleasant)

c) punishment

• give something unpleasant
• eg if you don't meet sales target (desired behaviour) , cut your support staff(something unpleasant)

d) extinction.

• withdraw something something pleasant
• eg : if you don't meet sales target (desired behaviour), will increase sales target (the promised was not to increase sales target

L5 : EMOTIONAL INTELLIGENCE

CONCEPT :

Emotions - many types of emotions : fear, anger, jealousy, frustration, anxiety


Emotion (eg fear staff will ruin his reputation of being an effective manager)

--> resulting behaviour ( insist staff come at 2am, no approving leave)

--> staff behaviour  (staff become angry, frustrated, refuse to cooperate)


So, we are studying emotional intelligence to understand our own emotion, how it affect our behaviour that affect our staff's behaviour that leads to poor peformance.



EMOTIONAL  INTELLIGENCE

(often interchangeable with emotional  quotient - EQ)

Emotional Intelligence:

Ability to manage own and others’ feelings / emotions,and to use this info to guide our thinking and actions.
 ==============
EI MODEL (no theory in this lesson)

4 domains :

SELF : 1) self awareness ---> self management

OTHERS : 2) social awareness --> relationship management.





By being aware of our emotion (ie aware what trigger the emotion, aware of emotion arising)

then learn to manage it (self management) eg : ask to be excused and walk away for a minute when we feel we are getting angry due to the situation.

By being self aware, we can then learn to be aware of others emotion/behaviour etc( social awareness) , in other words, being sensitive to others/their feeling/their behaviour.


then to improve our EI, we not only need to be self aware, socially aware but also manage our relation with others by various means - leadership, developing others, support them etc (these are the strategies/suggestions.)

=======================================

===============
Self management :

transparency :

after recognising (or being aware of our emotion - eg angry, ) we must also learn to manage our own
behaviour (self management).

One of the self management is to be transparent to our self ie we are honest with ourself.

eg : suppose, after finishing a meal of $100, a customer asked the cashier not to key in $100, but to key  $60 and
he will pay the cashier $10 for doing so.

A cashier with transparency will display honesty and integrity by asking the customer for the reason and purpose.
Gently, the cashier will highlight this is against the company policy.

=====================


Dr. Daniel Goleman’s Emotional Intelligence scale, transparency, is one component we look for when coaching a leader. 
The assessment definition for Transparency reads:
Transparency: Leaders who are transparent live their values. Transparency – an authentic openness to others about one’s feelings,
 beliefs and actions– allows integrity. Such leaders openly admit mistakes or faults, and confront unethical behavior in others 
rather than turn a blind eye.
(http://blog.pdus2go.com/special-edition/ceos-and-apologies-transparency-an-emotional-intelligence-indicator/)

=====================================

EMOTIONAL DISSONANCE ---> EMOTIONAL LABOUR.


EMOTIONAL DISSONANCE occurs : when we don't feel /behave as society expected us to or as the situation demand.


eg : You felt angry/frustrated after your one of your teammates slack and your team 6P was a wash out and you (as leader ) was chewed by your faci . but you knew you worked hard during class.
then after your class, you had to rush off to work.

however at work, (ie the situation) your boss expect you to SMILE, be happy, cheerful and serve a demanding customer (who happened to be your teammate's (who slack) father - LOL.

this is emotional dissonance. (you felt angry inside but have to put on a SMILE outside )

EMOTIONAL LABOUR : the effort you need to put in to feel/behave as society demand/expect.

eg : as the waiter, you put your anger/frustration aside and tell yourself to put on a SMILE.
this takes lot of effort. (thus known as emotional labour)


emotional dissonance : no acting, feeling.
emotional labour : need to act/put on behaviour difference from feeling.

=================

if you don't work on your emotional dissonance, your boss will label you as childish, lack of EI.

if you have high EI, you will recognise the emotional dissonance and put in the effort and work on it (emotional labour)

==================

For MSA.
understand EI model. (6P : slide 10 and 11 - important)
understand each of the component.
understand difference between emotional dissonance and emotional labour.

L3 : MOTIVATION/MASLOW/MCCLELAND/CORE JOB CHAR.

CONCEPT : MOTIVATION.

THEORY :

MASLOW : Heirachy of needs.

McClelland : Needs for .

 ==================

MASLOW :

Maslow believed different people have different needs. The same person needs changes as each level of need is fulfilled (this explain the different behaviour/motivation of different people in different strata(ie lower income, middle income, upper income - in our society.)

People have different needs at different times. 

Needs : each level must be satisfied first  :

 Physiological needs --> safety needs --> social and belogingness needs --> esteem  needs --> self actualisation.

INTRINSIC REWARD./MOTIVATION.

People can be motivated (rewarded) by performing a job (ie working). Different job can give people different reward, motivating them.

the intrisic reward are :

 (Lesson 3, 6P , slide 10).

a) give sense of meaningfulness

b) give a sense of progress

c) give a sense of choice

d) give a sense of competence.

======================================

 

MCCLELAND :

 People have need. People are motivated based on these needs.


- needs for achievement
- need for power (individual and social power)
- need for affliation.

These needs can be fulfilled in different jobs. Ie different jobs can fulfill different needs.

People have a dominant needs.

the same job can fullfil different needs.

Eg : a sales job.

If a person has a need for achievement, he can be motivated if the sales job give him a sense of achievement (based on hitting sales target).


If a person has a need for power, he can be motivated if the sales job (as sales manager) give him power over different sales person.

If a person has a need for affliation, then we make sure the sales job give the person opportunity to meet many different clients. (ie new clients).


=====================================

A job have different core job characteristics :

- skill variety

ie the job require need different skill.

eg : facilitator : need to know how to manage students, how to teach, how to counsel, how to discipline, need to read/research, know how to tell stories.
(sigh, tough job.)


- task identity

high task identity  means the person get to see the outcome of his job. eg : house painter.

he point out to someone else the houses he has paint.(he can see the outcome, ie his handicraft).


low task identity means the person DON"T get to see the outcome. eg a worker in an auto assembly line - and his job is to just fix windscreen, he don't get to see the complete car.

- task significance
high task significance : has high impact on other people life. 

eg : doctor, social worker

- autonomy

does the person get to decide how and when he want to get a task/job done.

- feedback from job.

does the job provide feedback.

eg high feedback from job -  poorly trained waiter. If he spill soup/food on customer, there will be instant feedback.

===================

Why need to know core job characteristic?

Different people are motivated by different things.
some like autonomy and don't like to report to a manager .

some people are motivated to go to work or do their best if their job help others (have an impact).

Nurses are poorly paid, work long hours but some are stay on because they are motivated to know their caring help other to recover (high impact, high task significance.)


================
Thus to keep people motivated at work, we need to ensure their jobs fulfill their needs and they are motivated.

=========================

How to redesign job .

Job enlargement 

- increase task, different skill needed, but same level of  responsibility

Job rotation

- change task, same level of  responsibility.

Job enrichment 

- increase task, higher level of responsibility.

 

=======================================

APPLICATION :


As manager, we need to understand our staff needs (ie which level are they in,according to Maslow.)
then try to help them satisfy this level of needs, so they will be motivated to work.


Also, we need to know how to redesign the job responsibility, so that the job can provide the staff intrinsic reward (ie one or more of the 4 senses).




What is the staff need? - how do we satisfy it, how do we redesign job scope so the job satisfy his/her needs.