organizational behavior Different factor like attitude, motivation, perception, personality, value, learning, emotion etc.....

1. Individual Behavior
Presented by
Prof. Amit Thakkar
Asst. Professor
LJIET

2. Introduction
2
• An organization is basically the association of human beings
and a major problem of today’s organization is how to get
maximum possible efforts and contributions of the human
beings determining these efforts and contributions, those
responsible for managing the organization must understand the
way human beings behave. It is to be noted that the world of
human work consists of individual performing jobs in some
setting, usually in some organization
• The fact that there are tremendous differences among
individuals and among jobs is the basis of the frequently
expressed notion of “matching” people and jobs and of the
expression “round pegs in square holes” when the “match” is
not a good one. Mismatches can occur in any setting.

3. Variables influencing Individual Behavior
The Person
Skills & abilities
Personality
Perceptions
Attitudes
Values
Ethics
The Environment
Organization
Work group
Job
Personal life
Behavior
3

4. Personal Factors
1) Age
2) Education
3) Abilities
4) Marital Status
5) Number of Dependents
6) Creativity
7) Emotional Intelligence
Psychological Factors
1) Personality
2) Perception
3) Attitudes
4) Values
5) Learning
Organizational Systems & Resources
1) Physical Factors
2) Organizational structure & design
3) Leadership
4) Reward System
5) Work related behavior
Environmental Factors
1) Economic
2) Social norms & cultural values
3) Ethics & social Responsibility
4) Political
Individual Behavior
4
Founda
tions
of
Individ
ual
Behavi
or

5. Personal Factors
5
• Age: Age has impact on performance, turnover, absenteeism,
productivityand Satisfaction level
•Education: Increased levels of education serve to increase an
individual’s expectation about positive outcomes (general and specialized)
•Ability: Ability refers to an individuals capacity to perform various tasks
in a given job (intellectual and physical). Employee performance is enhanced
when there is ability-fit job
•Marital Status: it has impact on absenteeism, turnover & satisfaction

6. • Number of Dependents: There is a correlation between number of
dependents and absenteeism and satisfaction
• Creativity : Creativity refers to the cognitive activity that results in a new or
novel way of viewing or solving a problem. They have three attributes of background
experience, personal traits and cognitive abilities (analytical skills)
6
• Emotional Intelligence: Emotions are an effective state of
consciousness in which joy, sorrow, fear, hate, love, surprise, and anger is expressed.
Emotions have impact on Mood, performance, Features are: Emotions are highly
focused, expressions of emotions is universal and Culture determines expression of
feelings. Emotional Intelligence helps us to monitor our emotions

7. Environmental Factors
7
• Economic Factors: All work is performed within economic framework,
that both directly and indirectly, impinges on an organizational environment.
Various factors like employment opportunities, wage rates, economic outlook and
Technological change
• Cultural Environment: Cultural environment is made up of
institutions and other forces that affect society’s basic values, perceptions, work
ethics, achievement needs and effort- reward expectations, values preferences
and behavior

8. • Ethics and Social Responsibility: Ethics refers to a system of moral
principles; a sense of right and wrong and goodness and badness of actions and the
motives and the consequences of these actions. Social Responsibility or Corporate
social Responsibility is understood as the obligation of decision makers to take actions
that protect and improve the welfare of the society as a whole, along with their own
interest
• Political Factors: The stability of Government tends to have impact on
employment opportunities and these, in turn, impact employee behavior. The political
ideology of a country affects individual behavior primarily through the relative
freedom available to the citizens
8

9. Organizational Systems & Resources
9
• Facilities: Like lighting, ventilation, air-conditioning, décor, space for employees,
secretarial support
• Organizational structure & Design: The behavior & performance
of an individual is influenced by where that person fits into the overall structure &
design of the organization
• Leadership: A leader provides direction, assistance, advice and coaching to
individuals, due to which a system of leadership and supervision is necessary as it is a
potential source of influence

10. • Reward System: The behavior and performance of an individual is
influenced by the reward system of his or her organization
• Work related behavior: The five stages of the individual’s stay in the
organization may be distinguished by joining in the organization, remaining with the
organization, maintaining work attendance, performing required tasks & exhibiting
organizational citizenship
10

11. Psychological Factors
• Personality
• Perception
• Attitude
• Values
• learning

12. Attitude
12
• An attitude is a positive, negative or mixed evaluation of an
object that is expressed at some level of intensity.
• Attitudes represent beliefs, feelings and action
tendencies towards objects, ideas or people.
• How much we like or dislike something determines our
behavior towards that thing.
• Everyone has attitude.
• Attitude is change.
• It gives by education, experience etc.

13. Definition
•According to Gordon Allport, “attitude is an approach towards
mental and neurological state, conducted through experience,
which enhances an instruction or dynamic effect on a person's
response to all objects and situations, with which it is related.
•According to Frank Freeman, "An attitude is a readiness to
respond to certain institutions, individuals, or objects in a
coherent way that has been learned and becomes a specific mode
of response.
•According to Thurstone, "An attitude reflects the sum of man's
inclinations and feelings, prejudice predetermined assumptions,
thoughts, apprehensions, threats, and any other specific subject."

14. Nature of Attitude
14
• Attitudes are learned
• Attitudes refer to feelings and beliefs of an individual or group
of people
• These feelings and beliefs define one’s predispositions towards
given aspects of the world
• Attitudes endure, unless something happens
• Attitudes can fall anywhere along a continum for very
favorable to very unfavorable
• Attitudes are organized and are core to an individual
• All people, irrespective of their status or intelligence,
holds attitude

15. Components of Attitudes
Behavior
15
CognitiveAffective
Attitude

16. a. affective component includes feelings, sentiments,
moods and emotions about some idea, person, event or
object
b. cognitive element includes the beliefs, opinion,
knowledge or information held by the individual
c. behavioral component includes the predispositions to
get on a favorable or unfavorable evaluation of
something
16
• an attitude represents the interplay of a person’s
affective, cognitive and behavioral tendencies with
regard to a person, group, an event or an issue.

17. Formation or source of Attitude
17

18. Measurement of Attitude
•Method of Equal appearing interval (Thurstone’s Scale)
•Method of summated rating (Likert’s scale)
•Social distance scale (Borgdus’s social distance scale )
•Cumulative scaling method (Guttman’ scale)
•The scale discrimination technique

19. Barrier to change Attitude

20. Types of Attitude

21. Personality
• The overall profile or combination of characteristics
that capture the unique nature of a person as that
person reacts and interacts with others.
• Combines a set of physical and mental characteristics
that reflect how a person looks, thinks, acts, and feels.
• Predictable relationships are expected between
people’s personalities and their behaviors.

22. Meaning of Personality
22
• Personality refers to the sum total of ways in which an
individual reacts and interacts with others.
• According to Gordon Allport “ Personality as the
dynamic organization within the individual of those
psychophysical systems that determine his unique
adjustment to his environment.
• Personality is a vehicle to integrate perception, learning,
values, attitudes and thus to understand the total person.

23. Types of personality

25. Determinant of Personality
• Biological :- Heredity, Brain, physical features
• Family and Social factors
• Situational factors
• Other factors:- Temperament, Interest, character, motives

26. Theories of
Personality
Type
Theory
Trait
Theory
Psycho-
analytic
Theory
Social
Learning
Theory
Humanistic
Theory
26

27. Type Theory
27
• In type theory,
a. individuals are categorized depending upon their
physical characteristics. A relationship was based between
features of the face or body and personality (by Kretschmer and
Sheldon)
b. Another basis (by Carl Jung) was on the psychological factors of
an individual i.e. whether the individual is introvert or extrovert
Type theories are simple as they are based on physical attributes
or psychological factors for categorization of personalities,
however they fail to reveal all complexities of a personality .
Type theory unrealistically attempt to into place personality
discrete and discontinuous categories

28. Trait Personality
28
• A personality trait is understood as being an enduring attribute of a person
that appears consistently in a variety of situations.
• Trait terms include friendly, cautious, excitable, intelligent or anxious etc,
and scales such as intelligence, emotional stability, aggressiveness,
creativeness etc.
• Traits are reactions of an individual not a quality which can be possessed
• To assess a personality trait,
a. a person can describe himself by answering questions about attitudes,
feelings, behavior
b. Someone else evaluates the person’s traits from what he knows about the
individual (personality inventory) or from direct observation (rating scale)
A trait theory is a multiple model of type theory and thus, improvement of
type theory

29. Criticisms of Trait theory
29
• Terms are difficult to define
• The results are open to considerable
challenges due to scientific reliability
• The traits are very descriptive rather than analytical
• Some theories tend to focus on isolated
traits without specifying how they are organized
within the personality
• Which traitsare most important and how they
relate to other traits are not explained
• Traits are abstracted from behavior however we
cannot explain behavior from the traits

30. Psychoanalytic Theory
30
• The theory was originated by Freud and he developed the first
comprehensive personality theory, a method for treating
neurotic ills and an extensive body of clinical observations
based on his experience and self analysis
• He considered mind to an iceberg where the small segment
which is above the surface of water represents conscious
experience, while the much larger mass which is below water
represents the unconscious. Freud explored this portion of
mind with the help of free association (citing whatever comes in
the mind of an individual)
• Thus , according to Freud, personality consists of three
elements namely:

31. Super
Ego
ID
Ego
Conscious
31
Unconscious

32. Elements of Personality
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 ID is the Latin word for “It” and it refers exclusively to the
innate component of personality.
• ID is the mental agency containing everything inherited,
present at birth, and fixed in the individual’s constitution,
especially instincts
• It is raw, animalistic, unorganized, knows no rules, obeys
no rules and rains basic to the individual through out life.
• IDemploys to rid the personality of tension
i.e. reflex actions and primary process.
• Reflex action the ID automatically responds to the sources
of irritation thereby removing the tension
• Primary process refers to an attempt to form a
mental image of the object which will remove the tension

33.  Ego develops out of the ID because of the necessity for
dealing with the real world
• Ego strives to balance the desires of the ID and the realities
of the objective, outside world.
• In contract to the pleasure seeking nature of the id, the ego
operates according to the reality principle in which
instinctual energy is restrained in order to maintain the
safety of individual and integrate the person in society
• The ego is the “executive” of personality which makes
decisions, controls actions and allows thinking and
problem solving of a higher order than ID’s capabilities
permit
33

34. Super ego judges whether an action is right or
wrong according to the standards of the society
• Super ego represents the internalized
representation of the values and morals of society
as taught to the child by parents and others
• ID seeks pleasure, the ego tests reality and the
super ego strives for perfection
• According to Freud, the three should work
together as a team for an individual to produce
integrated behavior
34

35. Criticisms of Psychoanalytic theory
35
• The approach is not based on empirically verifiable facts
• The ID, ego and superego are largely hypothetical facts hence
they fail to reflect clearly human personality and behavior
• The theory is based on the observation of emotionally
disturbed individuals and hence does not necessarily cover
normal individuals
• Human beings are seen as essentially mechanistic and
governed by same natural laws that apply to the behavior of
other organisms
• There is no room for concepts such as free will, choice,
personal responsibility, violation, spontaneity and self
determination

36. Social Learning Theory
36
• Albert Bandura’s social-cognitive approach focuses on self-efficacy
and reciprocal determinism.
• Social Learning theory stresses on the change of behavior through
learning from several sources
• Through learning one acquires knowledge, language,
attitudes, values, manual skills, fears, personality traits and self-
insight
• The two ways of learning are learning through reinforcement (direct
experience) and earning by observing others (vicarious learning)
• Situation is an important determinant of behavior for this theory
• This theory focuses on behavior patterns and cognitive activities in
relation to the specific conditions which evoke, maintain or modify
the situations

37. • The emphasis is what an individual will do in a given
situation. The variables which determine the choice
are
37
Cognitive strategies: Habitual ways of selectively attending to
information and organizing it in meaningful units
Outcome expectations: expectations about the consequences of
different behavior and meaning of certain stimuli
Subjective value outcome: similar expectations, however choosing
a. Competencies: intelligence abilities, social skills & other abilities
b.
c.
d.
e.
different behaviors due to subjective values of the outcome
Self Regulatory systems and plans: Individual behavior in self-
imposed goals, rules guiding behavior and self-imposed rewards for success or
punishments, and ability to plan and execute

38. Criticisms of Social Learning theory
38
• Over emphasizing the importance of situational
factors in behavior to the neglect of individual
difference
• Little interest in innate differences that may
predispose characteristics of an individual
• Environmental conditions are held to be superior to
human nature

39. Humanistic Approach
• Humanistic personality theories reject psychoanalytic
notions
– Humanistic theories view each person as basically
good and that people are striving for self-fulfillment
– Humanistic theory argues that people carry a
perception of themselves and of the world
– The goal for a humanist is to develop/promote a
positive self-concept

40. Humanistic Approach
Carl Rogers
– We have needs for:
•Self-consistency (absence of conflict between self perceptions)
•Congruence (consistency between self-perceptions and experience)
–Inconsistency evokes anxiety and threat
–People with low self-esteem generally have poor congruence between
their self-concepts and life experiences.
•The theory focuses on individual’s potential for self-direction and
freedom of choice. The emphasis is on “here and now” rather than on
events in early childhood that may have shaped the individual’s
personality
33

41. • Rogers Self Theory: Behavior is utterly dependent upon how
one perceives the world i.e. behavior is the result of immediate
events as they are perceived and interpreted by the individual.
Such approach emphasis the self and characteristics. This
theory is even referred as self theory personality because the
best vintage point for understanding behavior is from internal
frame of reference of the individual himself.
• The people are functioning as fully human beings, when they
are free at experience and satisfying their inner nature, they
show themselves to be positive and rational creatures who can
be trusted to live in harmony with themselves and others. The
humans have a natural tendency to move in direction of
differentiation, self- responsibility, co-operation and maturity.
This expression of basic nature allows the continuation and
enhancement of individual

42. Perception
People often see the same phenomenon differently both with the
organizational context and outside the organization. For example, in
relation to a strike, a manager may perceive the immediate cause of the
strike as trivial, while the workers may see it as very serious.
• Similarly, when there is any accident in the factory, the supervisor treat
it as the carelessness of workers while the workers may treat it has
high handedness of the management and lack of adequate provisions of
security measures.
• Thus, the situations remaining the same, causes have been assigned
differently by different group of persons. In order to understand the
significance of this phenomenon, one has to understand perception and
its different aspects.

44. Perception
• Perception is the process of receiving information about and making
sense of the world around us. It involves deciding which information to
notice, how to categorize this information and how to interpret it within
the framework of our existing knowledge
• Perception is the act of seeing what is there to be seen
• Perception includes all those processes by which an individual receives
information about the environment-seeing, hearing, feeling, tasting and
smelling. The study of these perceptual processes shows that their
functioning is affected by three classes of variables: the objects or events
being perceived, the environment in which perception occurs and the
individual doing the perceiving
• Stephen P. Robins has defined perception as “Perception may be defined
as a process by which individuals organize and interpret their sensory
impressions in order to give meaning to their environment.”
37

45. Perception and Sensation :
• There has been a great deal of misunderstanding about the relationship
between sensation and perception. The physical senses vision, hearing,
touch, smell and taste are different from the perception.
• The sensation essentially deals with very elementary behavior that is
largely determined by physiological functioning.
• Perception on the other hand, is much more complex and broader than
sensation.
• It is virtually a cognitive, psychological process of sensing filtering and
modifying the raw data. As sensation plays an important role of people
in their private lives, perception plays a crucial part in organizational
life.

46. Factors influencing Perception
Individuals
Perception
Perceivers
Characteristics:
1) Needs
2) Experiences
3) Values
4) Attitudes
5) Personality
Situational Factors:
1) Physical Setting
2) Social Setting
3) Organizational
Setting
Characteristics of the
Perceived:
1) Nature
2) Size
3) Appearance
4) Location etc
46

47. Error in Perception
• Illusion
• Hallucination
• Selective Perception
• Halo effect
• Stereotyping
• Horn effect
• Contrast

48. Motivation
Motivation is the word derived from the word ’motive’ which
means needs, desires, wants or drives within the individuals.
It is the process of stimulating people to actions to accomplish
the goals. In the work goal context the psychological factors
stimulating the people’s behaviour can be -
• desire for money
• success
• recognition
• job-satisfaction
• team work, etc

49. Importance of Motivation

50. Types of Motivation

51. Theories of Motivation
• Maslow’s need Hierarchy theories

52. • Herzberg’s two factor theory (motivation – hygiene theory)

53. • McClelland’s Achievement motivation theory
• ERG Theory

54. • Victor Vroom’s expectancy Theory
• Goal Setting Theory

55. • Adam’s Equity theory
• McGregor’s Theory X and Theory Y

56. Values
• Value is generally used in two different ways: as a
characteristics of an object or as an attribute possessed by an
individual & through desirable..
• A value system is viewed as a relatively permanent
perceptual frame work which influences the nature off an
individual’s behavior.
• The values are the attributes possessed by an individual &
thought desirable..
• Values are similar to attitude but are more permanent & well
built in nature..
• Values into two broad categories: Terminal Value,
Instrumental Value

57. Values
• Importance of values:
– Values lay the foundation for the understanding of
attitude and motivation
– Personal value system influence the perception of
individuals
– Value system influences perception
– Value system influences decision making & solution
to various problems
– Values influence the attitude & behavior

58. Type of Value (Allport)
• Theoretical
• Economic
• Aesthetic
• Social
• Political
• Religious

59. Learning in Organizations
• Definition: A relatively permanent change in
knowledge or behavior that results from practice or
experience.
• The Learning Organization:
Organizational learning is the process through which
managers instill in all members of an organization a
desire to find new ways to improve organizational
effectiveness.

60. • Five activities are central to a learning organization:
– Encouragement of personal mastery or high self-efficacy.
– Development of complex schemas to understand work activities.
– Encouragement of learning in groups and teams.
– Communicating a shared vision for the organization as a whole.
– Encouraging systematic thinking.
Knowledge management is the ability to capitalize on the
knowledge possessed by organizational members which is not
necessarily written down anywhere or codified in formal
documents.

61. Types of Lerner
• Visual Learner
• Auditor Learner
• Kinesthetic Learner
• Reading and writing Learner

62. Characteristics of Learning
• Learning involve change.
• Learning require interaction.
• Learning is a lifelong process.
• Learning involve problem solving.
• Learning is a process of acquiring information.
• Learning involve far more than thinking.
• Experience is necessary for learning.

63. Few Prominent Theories
• Classical conditioning
• Operant conditioning
• Cognitive learning
• Social learning theories

64. Organizational Behavior Modification
• Imagine that you're the sales manager for a major tech
company, B-Tech, in New York. In this position, you're in charge
of making sure employees meet their sales quotas and follow
company policies.
• You believe that your department is successful because you are
a firm believer in organizational behaviour modification (OB
Modification), also known as reinforcement theory. This
means that you use various responses to encourage or
discourage certain behaviors. Using this method, you help to
reinforce sales quotas, timeliness to the office, quality of reports
and customer service.

65. Component of behavior modification
• Positive reinforcement
• Negative reinforcement
• Punishment
• Extinction
• Fred Luthans OB
Modification Steps

66. Misbehavior
• Organizational behavior is defined as ‘ anything that we do at
work that we are not supposed to do.’
• It is something which is not acceptable to the management and
may disrupt the functioning of the organization.
• Misbehavior are intentional and usually done either for self
advantage or to harm someone or the organization.
• Managing employee misbehavior takes an active position in that
managers are responsible to act, solve and correct problems.
• Misbehavior is viewed as a form of anti social behavior.

67. Types of Misbehavior
• Rumor and gossips
• Workplace romance
• Destruction of property or other equipment
• Theft of things
• Lying
• Bullying or even harassment

68. Emotions
• Emotions are intense feelings that are directed at someone or
something
• Three terms have been used interchangeably, affect, emotion,
and mood in day to day interaction.
1. Affect is an all inclusive term covering a broad range of
feelings that people experience. It includes both emotions and
moods.
2. Emotions are feelings experienced towards an object, person
or event that create readiness.
3. Moods are unfocused, relatively mild feelings that exist as
background to our daily experiences and lacks contextual
stimulus.

69. Components
• Cognitive means knowing the emotion, for example the feeling
of fear.
• Physiological component means the arousal of emotion inside
the body, means if you have an emotion of fear, your heart
starts beating faster
• Finally the Conative (expressive)component is the way our
emotion is expressed through our body language or
paralanguage. For example, when we are angry, our tone
changes.
• The 6 basic emotion are of happiness, sadness, fear, disgust,
anger, and surprise.

70. Emotional labour
• Emotional labour or emotion work is a requirement of a job that
employees display required emotions toward customers or
others. Example professions that require emotional labour are:
nurses, doctors, waiting staff, and television actors.

71. • Although emotional labour may be helpful to the organizational
bottom-line, there has been recent work suggesting that
managing emotions for pay may be detrimental to the
employee.
• Hochschild (1983) coined the term emotional labour to refer
to "the management of feeling to create a publicly observable
facial and bodily display" .
• In this perspective, the performance involves impression
management of service employees where "actors may employ
expressive devices" in order to achieve this goal.

72. • Hochscbild's (1983) dramaturgical perspective offered two
main ways for actors to manage emotions: through surface
acting, where one regulates the emotional expressions, and
through deep acting, where one consciously modifies feelings
in order to express the desired emotion.
• How do can we know if a feeling rule is operating in the
situation?

73. EMPLOYEE EMOTIONAL LABOR STRATEGY
• Research on the ways the two types of strategies are viewed
may offer predictions about potential links between employee
labour strategies and customer behaviour.
• In surface acting, employees are thought to regulate their
emotions in order to keep their jobs, not to help the customer or
organization
• With deep acting, they should be more likely to make a
purchase
• In this study, we examine the influence of an employee's
strategy (deep or surface acting) on the actual consumer
purchase decision, which leads to the following two hypotheses:

74. • Hypothesis 1: Employee deep acting strategy will be
positively related to a customer's purchase decision.
• Hypothesis 2: Employee surface acting strategy will be
negatively related to a customer's purchase decision
Table show us employee acting with two types emotions

75. Emotional Intelligence (EI)
• We all have different personalities, different wants & needs, and
different ways of showing our emotions.
• If we hope to succeed in life we need to navigate through this
and all it takes tact and cleverness.
• Emotional Intelligence, or EI, is the ability to identify, assess,
and manage the emotions of one's self, and of others.
• In other words, it is a distinct combination of emotional and
social skills and competencies that influence our overall
capability to cope effectively with demands and pressures of
work and life.
• EQ, or Emotional Quotient, is how one measures Emotional
Intelligence

76. Emotional Intelligence (EI)
You need to understand the emotions to :
• relate better to other people,
• form healthier relationships,
• achieve greater success at work, and
• lead a more fulfilling life.

77. • The ability to express and control our own emotions is
important. At the same time our ability to understand, interpret,
and respond to the emotions of others, is equally important.
• You can identify /realise when your friend is feeling sad or
when a co-worker is angry , right?
• Psychologists refer to this ability as Emotional Intelligence.
• Some researchers suggest that emotional intelligence can be
learned and strengthened, while other claim it is an inborn
characteristic.

78. Why is emotional intelligence (EI) so important?
Your performance at work.
• Emotional intelligence can help you navigate the social
complexities of the workplace, lead and motivate others, and
excel in your career.
• In fact, many companies now view emotional intelligence as
being as important as technical ability and require EQ testing
before hiring.

79. Your physical health.
• If you’re unable to manage your stress levels, it can lead to
serious health problems.
• Uncontrolled stress can raise blood pressure, suppress the
immune system, increase the risk of heart attack and stroke,
contribute to infertility, and speed up the aging process.
• The first step to improving emotional intelligence is to learn
how to relieve stress.

80. Your mental health.
• Uncontrolled stress can also impact your mental health, making
you vulnerable to anxiety and depression.
• If you are unable to understand and manage your emotions,
you’ll also be open to mood swings,
• An inability to form strong relationships can leave you feeling
lonely and isolated.
Your relationships.
• By understanding your emotions and how to control them,
you’re better able to express how you feel and understand how
others are feeling.
• This allows you to communicate more effectively and forge
stronger relationships, both at work and in your personal life.

81. Differences between EQ and IQ

82. Impression management
IMPRESSION MANAGEMENT is how to make a favourable
impression, how to perceive others and evaluate others on
the basis of;
• Dress, make-up, hairstyle,
• Manner and general behaviour,
• Body language.

83. Dress, make-up, hairstyle,

84. Formal

85. Manner and general Behaviour

86. Body Language

88. Impression Management Techniques
• Opinion Conformity- agreeing with someone else's opinion to
gain his or her approval; also a form of ingratiation.
• Excuses-Explanations of a predicament creating event aimed at
minimizing the apparent severity of the predicament; is a
defensive IM technique.
• Apologies-Admitting responsibility for an undesirable event
and simultaneously seeking to get a pardon for the action; is a
defensive IM technique.
• Self promotion-Highlighting one's best qualities, downplaying
one's deficits, and calling attention to one's achievements; is a
self-focused IM technique.

89. • Flattery- Complimenting others about their virtues in an effort
to make oneself appear perceptive and likeable; is an assertive
IM technique.
• Favors- Doing something nice for someone to gain that
person's approval; also a form of ingratiation.
• Association- Enhancing or protecting one’s image by managing
information about people and things with which one is
associated.
• Acclaiming- Give enthusiastic approval to subordinators and
peers.

90. Individual Decision Making Technique
• Analytical style
• Conceptual style
• Directive style
• Behavioral style

91. THANKS…………