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extroversion
Concept of introversion
Introversion is "the state of or tendency toward being wholly or
predominantly concerned with and interested in one's own mental
life”. introverts are people whose energy tends to expand through
reflection and dwindle during interaction.
Concept of extroversion
Extroversion is "the act, state, or habit of being predominantly
concerned with and obtaining gratification from what is outside
the self”. Extroverts tend to enjoy human interactions and are
generally enthusiastic, talkative, assertive, and gregarious in
social situations.
Psychological Types
Functions
dominant function
auxiliary function
tertiary function
inferior function
ILE
extraverted intuition
introverted thinking
introverted feeling
introverted sensation
ESI
introverted feeling
extraverted sensation
extraverted intuition
extraverted thinking
1. Openness to experience
2. Conscientiousness
3. Extraversion
4. Agreeableness
5. Neuroticism
Four Temperaments
Four Temperaments is a theory of psychology that stems from the
ancient medical concept of humorism.
Sanguine
Choleric
Melancholic
Phlegmatic
MMPI-2
The first major revision of the MMPI was the MMPI-2, which was
standardized on a new national sample of adults in the United
States and released in 1989.[2] It is appropriate for use with
adults 18 and over.
MMPI-A
MMPI-2 RF
Four dichotomies
Attitudes: Extroversion (E)/Introversion (I)
Dominant function
According to Myers and Briggs, people use all four cognitive
functions. However, one function is generally used in a more
conscious and confident way. This dominant function is supported
by the secondary (auxiliary) function, and to a lesser degree the
tertiary function. The fourth and least conscious function is always
the opposite of the dominant function. Myers called this inferior
function the shadow.
Lifestyle: Judgment (J)/Perception (P)
Myers and Briggs added another dimension to Jung's typological
model by identifying that people also have a preference for using
either the judging
function (thinking or feeling) or their perceiving function (sensing
or intuition) when relating to the outside world (extraversion).
Views on conflict
There are different ways of looking at organizational conflict. all
of these ways is linked to a different set of assumptions about the
purpose and function of organizations.
The Bad
The Good
So, the task is to manage conflict, and avoid what we call "the
ugly"....where conflict is allowed to eat away at team
cohesiveness and productivity.
The Ugly
Ugly Strategies
In future articles we will look at what you can do to proactively
manage conflict to increase the probability that positive outcomes
occur. Right now, let's look at some common strategies that
result in the increase of ugly conflict.
Conclusion
• Competing
Competing is assertive and uncooperative -- an individual pursues
his own concerns at the other person's expense. This is a power-
oriented mode in which you use whatever power seems
appropriate to win your own position -- your ability to argue, your
rank, or economic sanctions. Competing means "standing up for
your rights," defending a position which you believe is correct, or
simply trying to win.
• Accommodating
• Avoiding
• Collaborating
Collaborating is both assertive and cooperative -- the complete
opposite of avoiding. Collaborating involves an attempt to work
with others to find some solution that fully satisfies their
concerns. It means digging into an issue to pinpoint the
underlying needs and wants of the two individuals. Collaborating
between two persons might take the form of exploring a
disagreement to learn from each other's insights or trying to find
a creative solution to an interpersonal problem.
• Compromising
Concept of
motivation
Intrinsic motivation
Intrinsic motivation refers to motivation that is driven by an
interest or enjoyment in the task itself, and exists within the
individual rather than relying on any external pressure. Intrinsic
motivation has been studied by social and educational
psychologists since the early 1970s. Research has found that it is
usually associated with high educational achievement and
enjoyment by students. Explanations of intrinsic motivation have
been given in the context of Fritz Heider's attribution theory,
Bandura's work on self-efficacy,and Deci and Ryan's cognitive
evaluation theory.
Extrinsic motivation
Extrinsic motivation comes from outside of the individual.
Common extrinsic motivations are rewards like money and
grades, coercion and threat of punishment. Competition is in
general extrinsic because it encourages the performer to win and
beat others, not to enjoy the intrinsic rewards of the activity. A
crowd cheering on the individual and trophies are also extrinsic
incentives.
Motivational theories
Incentive theory
A reward, tangible or intangible, is presented after the occurrence
of an action (i.e. behavior) with the intent to cause the behavior
to occur again. This is done by associating positive meaning to
the behavior. Studies show that if the person receives the reward
immediately, the effect would be greater, and decreases as
duration lengthens. Repetitive action-reward combination can
cause the action to become habit. Motivation comes from two
sources: oneself, and other people. These two sources are called
intrinsic motivation and extrinsic motivation, respectively.
Drive theory
There are a number of drive theories. The Drive Reduction Theory
grows out of the concept that we have certain biological drives,
such as hunger. As time passes the strength of the drive
increases if it is not satisfied (in this case by eating). Upon
satisfying a drive the drive's strength is reduced. The theory is
based on diverse ideas from the theories of Freud to the ideas of
feedback control systems, such as a thermostat.
Drive theory has some intuitive or folk validity. For instance when
preparing food, the drive model appears to be compatible with
sensations of rising hunger as the food is prepared, and, after the
food has been consumed, a decrease in subjective hunger. There
are several problems, however, that leave the validity of drive
reduction open for debate. The first problem is that it does not
explain how secondary reinforcers reduce drive. For example,
money satisfies no biological or psychological needs, but a pay
check appears to reduce drive through second-order conditioning.
Secondly, a drive, such as hunger, is viewed as having a "desire"
to eat, making the drive a homuncular being—a feature criticized
as simply moving the fundamental problem behind this "small
man" and his desires.
Need theories
The person advances to the next level of needs only after the
lower level need is at least minimally satisfied.The further the
progress up the hierarchy, the more individuality, humanness and
psychological health a person will show.
• Belongingness/Love/Friendship
• Self-esteem/Recognition/Achievement
• Self actualization
The factors that motivate people can change over their lifetime,
but "respect for me as a person" is one of the top motivating
factors at any stage of life.
Self-determination theory
Broad theories
The latest approach in developing a broad, integrative theory of
motivation is Temporal Motivation Theory, developed by Piers
Steel and Cornelius Konig. Introduced in their 2007 Academy of
Management Review article, it synthesizes into a single
formulation the primary aspects of all other major motivational
theories, including Incentive Theory, Drive Theory, Need Theory,
Self-Efficacy and Goal Setting. Notably, it simplifies the field of
motivation considerably and allows findings from one theory to be
translated into terms of another.
Cognitive theories
Goal-setting theory
Goal-setting theory is based on the notion that individuals
sometimes have a drive to reach a clearly defined end state.
Often, this end state is a reward in itself. A goal's efficiency is
affected by three features: proximity, difficulty and specificity. An
ideal goal should present a situation where the time between the
initiation of behavior and the end state is close. This explains why
some children are more motivated to learn how to ride a bike
than to master algebra. A goal should be moderate, not too hard
or too easy to complete. In both cases, most people are not
optimally motivated, as many want a challenge (which assumes
some kind of insecurity of success). At the same time people want
to feel that there is a substantial probability that they will
succeed. Specificity concerns the description of the goal in their
class. The goal should be objectively defined and intelligible for
the individual. A classic example of a poorly specified goal is to
get the highest possible grade. Most children have no idea how
much effort they need to reach that goal.
Are they born with the self-motivation or drive? Yes and no. If no,
they can be motivated, for motivation is a skill which can and
must be learnt. This is essential for any business to survive and
succeed.
Restructuring jobs
These are the basic strategies, though the mix in the final 'recipe'
will vary from workplace situation to situation. Essentially, there is
a gap between an individuals actual state and some desired state
and the manager tries to reduce this gap.
advancement
type of work
Introversion-extroversion
INTROVERSION/EXTRAVERSIONS ROLE IN FACILITATING
STEREOTYPES by
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