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TitlePersonality and Attitude Effects
LanguageEnglish
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Preface

Knowing how to get along with others, resolve workplace conflict, manage relationships,

communicate well, and make good decisions are all critical emotional intelligence skills students

need to succeed in career and in life. Our Human Relations book will address all of the critical topics

to obtain career success. This book isn‘t an organizational behavior (OB) text, which is too theoretical

for many of our students‘ needs. While this book will focus on some of the theories you might find in

an OB book, the focus is a direct benefit to students in their current and future jobs.

This book also isn‘t a professional communications, business English, or professionalism book, as

the focus is much broader: it focuses on general career success and how to effectively maneuver in

the workplace.

The core concept in the book is emotional intelligence and how these skills carry over into career

success, such as through ethics, communication, diversity, teamwork, conflict, good decision making,

stress management, motivation, and leadership.

This book‘s easy-to-understand language and tone is written to convey practical information in an

engaging way. Plenty of examples are included in each chapter so students understand the concepts

and how the concepts can benefit their career. This book will meet the needs of a course in the

business department or will be offered to professional technical students in any number of career

fields, such as automotive, dental hygiene, culinary, or technology. In addition, this book would be a

great addition to any school offering human relations course for teacher certification.

This book could be used in the following courses:

 Human relations

 Psychology

 Career-focused courses

 Professionalism

 Business communications

 Teacher/education certification

Features

Each chapter opens with a realistic example that introduces a concept to be explained in detail later. Each

chapter contains relevant examples, YouTube videos, figures, learning objectives, key takeaways, Why

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E X E R C I S E S



1. Think of the online groups you participate in. Forums may have hundreds or thousands of members, and

you may have hundreds of friends on MySpace or Facebook, but how many do you regularly communicate

with? Exclude the “all-to-one” messages, such as a general tweet to everyone (but no one person in

particular). Do you find that you gravitate toward the group norm of eight or fewer group members?

Discuss your answer with your classmates.

2. What are some of the primary groups in your life? How do they compare with the secondary groups in

your life? Write a two- to three-paragraph description of these groups and compare it with a classmate’s

description.

3. What group is most important to people? Create a survey with at least two questions, identify a target

sample size, and conduct your survey. Report how you completed the activity and your findings. Compare

the results with those of your classmates.

4. Are there times when it is better to work alone rather than in a group? Why or why not? Discuss your

opinion with a classmate.



Next



[1] Schutz, W. (1966). The interpersonal underworld. Palo Alto, CA: Science and Behavior Books.

[2] Harris, T., & Sherblom, J. (1999). Small Group and Team Communication. Boston, MA: Allyn & Bacon.

[3] McLean, S. (2003). The basics of speech communication. Boston, MA: Allyn & Bacon.

[4] Galanes, G., Adams, K., & Brilhart, J. (2000). Communication in groups: Applications and skills (4th ed.). Boston,

MA: McGraw-Hill.



7.2 Group Life Cycles and Member Roles


L E A R N I N G O B JE C T I V E S



1. Identify the typical stages in the life cycle of a group you have worked with.

2. Describe different types of group members and group member roles.

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Groups are dynamic systems in constant change. Groups grow together and eventually come apart.

People join groups and others leave. This dynamic changes and transforms the very nature of the

group. Group socialization involves how the group members interact with one another and form

relationships. Just as you were once born and changed your family, they changed you. You came to

know a language and culture, a value system, and set of beliefs that influence you to this day. You

came to be socialized, to experience the process of learning to associate, communicate, or interact

within a group. A group you belong to this year—perhaps a soccer team or the cast of a play—may not

be part of your life next year. And those who are in leadership positions may ascend or descend the

leadership hierarchy as the needs of the group, and other circumstances, change over time.



Group Life Cycle Patterns

Your life cycle is characterized with several steps, and while it doesn‘t follow a prescribed path, there are

universal stages we can all recognize. You were born. You didn‘t choose your birth, your parents, your

language, or your culture, but you came to know them through communication. You came to know

yourself, learned skills, discovered talents, and met other people. You learned, worked, lived, and loved,

and as you aged, minor injuries took longer to heal. You competed in ever-increasing age groups in your

favorite sport, and while your time for each performance may have increased as you aged, your experience

allowed you to excel in other ways. Where you were once a novice, you have now learned something to

share. You lived to see some of your friends pass before you, and the moment will arrive when you too

must confront death.



In the same way, groups experience similar steps and stages and take on many of the characteristics we

associate with life.
[1]

They grow, overcome illness and dysfunction, and transform across time. No group,

just as no individual, lives forever.



Your first day on the job may be comparable to the first day you went to school. At home, you may have

learned some of the basics, like how to write with a pencil, but knowledge of that skill and its application

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 Many personality characteristics can help someone be successful at work. They include many topics

discussed throughout this book, such as learning how to manage emotions, being ethical, and learning

how to deal with stress.

 Other factors to career success might include the ability to set goals, make decisions, and deal with

conflict.

 Knowing which of these things you are good at and which need work is an important part to making sure

you continually grow professionally and personally.

 Getting a mentor, that is, someone who can guide you through your career is also a valuable tool for

making sure you experience career growth.

 Continually learning is another way to grow in your career. Stay updated on new technologies and

discoveries in your field. This can happen through formal training courses or reading publications from

your industry.



C H A P T E R C A SE



Robert is a supervisor at a large bottling company. His job includes managing safety and breaks and setting

schedules for his twenty-five employees who use forklifts and other machinery to package and move filled

bottles on to trucks for delivery. Robert has career goals with the organization. First, he would like to become

the bottling manager, which is one step up from his current job. In five years, Robert would like to become the

director of operations who oversees the entire factory floor.

Robert is an excellent, well-liked manager by his employees, but when it comes to his supervisors, he is very

quiet. He never mentioned the fact that his shift had one hundred accident-free days in a row or that

productivity had increased 10 percent since he took over the shift. Robert is also a bit shy, so he avoids any

kind of social interaction such as the holiday party.

While Robert wants to be promoted in the organization, he knows he lacks some of the skills needed to do the

job, such as the ability to put together budgets. Because of this, he has identified two courses he would like to

take to improve his financial skills.

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