mIndividual difference is

mIndividual difference in form of abilities & biographical

characteristics affect employee performance.



› n individualǯs capacity to perform the various tasks in
a job.

› Essentially made of two set of factors:

› Intellectual

› Physical
6  




÷ re needed to perform mental activities, e.g.

thinking, reasoning, problem solving etc.

÷ Jobs differ in the demands they place on incumbents

to use their intellectual abilities.

÷ Intelligence is one of the better predictors of

performance across all sorts of jobs.
9



 6  




9
  9  
 

×umber aptitude bility to do speedy & accurate ccountant
arithmetic
Verbal comprehension bility to understand what is read or Plant manager; following
heard & the relationship of words to corporate policies on hiring
each other
Perceptual speed bility to identify visual similarities & Fire investigator
differences quickly & accurately

Inductive reasoning bility to identify a logical sequence Market researcher

in a problem & then solve the
problem
Deductive reasoning bility to use logic & assess the Supervisor
implications of an argument
Spatial visualization bility to imagine how an object Interior decorator
would look if its position in space
were changed
Memory bility to retain & recall past salesperson
experiences


 

  

› À      is an outsider's natural ability to

interpret an individualǯs unfamiliar gestures & behaviors in
the same way that others from the individualǯs culture
would be.
› Àultural Intelligence (À
is a personǯs capability to
function effectively in situations characterized by cultural
diversity .
› Àultural Intelligence will help business-people everywhere
to become more effective in making decisions,
communicating and negotiating across cultures, leading
and motivating others who are culturally different, and
managing their international careers.
À  
 À
› Àognitive Ȃ The cognitive component relies on learning
strategies to analyze cultural elements and then deploy
them in personal behavior.

› Physical - The physical component involves mirroring the

habits, mannerisms, postures, vocal tones, and so on, of the
other culture.

› Emotional - The emotional/motivational component refers

to a personǯs sense of efficacy in their ability to overcome
cultural distances.
•
 6 
 
› Emotional intelligence is the innate potential to feel,
use, communicate, recognize, remember, describe,
identify, learn from, manage, understand and explain
emotions.
3
 
3            

        
        
  

Gse Emotions  frightened baby uses its fear to take needed action.

This action is typically crying, or screaming when very, very

afraid.  more emotionally intelligent baby will do a better
Àommunicate Emotions
job of communicating its fear, and thus will have a higher
chance of survival.

 baby with high emotional intelligence will quickly learn

Recognize Emotions
to recognize when the mother or father is angry.

The highly emotionally intelligent baby will remember the

details of how the mother and father look when they are
Remember Emotions
angry, how their voices sound and what movements they
make.

The highly emotional intelligent baby will quickly learn

Learn from Emotions
when it does something which angers the parent.

 baby with high EI will more quickly learn to manage its

own emotions so as not to anger the parents. For example, it
Manage Emotions
will learn not to cry, even though crying is natural, if crying
angers the parent
Ú 

 




› The capacity to do tasks demanding stamina, dexterity,

strength, and similar characteristics.
a  3 
m dynamic strength bility to exert muscular force repeatedly or
continuously over time
2. Trunk Strength bility to exert muscular strength using the trunk
(particularly abdominal
muscle
3. Static strength bility to exert force against external objects

4. Explosive strength bility to expend a maximum of energy in one or a series

of explosive acts
3    

5. Extent flexibility bility to move the trunk & back muscles as far as
possible
6. Dynamic flexibility bility to make rapid, repeated flexing movements

  

7. Body coordination bility to coordinate the simultaneous actions of
different parts of the body

8. Balance bility to maintain equilibrium despite forces pulling off

balance
9. Stamina bility to continue maximum effort requiring prolonged
effort over time
D
 
 À  




› Personal characteristics Ȃ such as age, gender, race, &

length of tenure Ȃ that are objective & easily obtained
from personnel records.
› ge brings into:
› Experience
› Judgment
›  strong work ethic
› Àommitment to quality
› Lacking flexibility
› Resistant to new technology
 ’

› ×o significant differences in problem solving ability,
analytical skills, competitive drive, motivation, or
learning ability.

› Race

› Tenure
u  
› ny relatively permanent  in behavior that
occurs as a result of past experience.

› It could be good or bad

› It must be come ingrained

› Some form of experience is necessary

u  
› u    are, simply put, various approaches or
ways of learning.
› They involve educating methods, particular to an
individual, that are presumed to allow that individual
to learn best.
9
 

› The David Kolb styles model is based on the
Experiential Learning Theory (u
.
› Experiential Learning: Experience as the source of
learning and development.
› The ELT model outlines two related approaches
toward grasping experience: À    
and   À   , as well as two
related approaches toward transforming experience:
    and  
 
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› The resulting learning styles are combinations of the individualǯs
preferred approaches, which are:
› À: Àonvergers are characterized by abstract
conceptualization and active experimentation.
› They are good at making practical applications of ideas and
using deductive reasoning to solve problems.
› 9 ! Divergers tend toward concrete experience and
reflective observation.
› They are imaginative and are good at coming up with ideas and
seeing things from different perspectives
9
 

› 
 : ssimilators are characterized by
abstract conceptualization and reflective observation.
› They are capable of creating theoretical models by
means of inductive reasoning.
› 

 ! ccommodators use concrete
experience and active experimentation.
› They are good at actively engaging with the world and
actually doing things instead of merely reading about
and studying them.


 
   
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u    
Develop learning and working relationships with
people whose learning style strengths lie in areas
that are different from your own.
Improve the fit between your learning style
strengths and the kinds of learning experiences you
face.
Practice and develop learning skills in areas that are
the opposite of your present strength.
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