Chapter 2 Developing Interpersonal Skills For Success

CHAPTER 2
Developing Interpersonal Skills for

Success
Chapter Objectives
• IDENTIFY AND ASSESS YOUR PERSONALITY TRAITS AND HOW THEY IMPACT
LEADERSHIP STYLE AND ABILITY.
• DEVELOP AN UNDERSTANDING AND APPRECIATION OF THE IMPACT THE “BIG 5” TRAITS
AND EMOTIONAL INTELLIGENCE HAVE ON LEADERSHIP EFFECTIVENESS.
• THROUGH SELF-ASSESSMENT AND INQUIRY, APPLY YOUR INDIVIDUAL PERSONALITY
AND TRAIT PROFILES TO PREDICTED SUCCESS IN PRACTICING THE “BIG 5” TRAITS,
SKILLS, AND EMOTIONAL INTELLIGENCE
• IDENTIFY AND EVALUATE THE IMPACT OF SINGLE- AND DOUBLE-LOOP LEARNING IN
THE WORKPLACE.
• DISCUSS AND IDENTIFY THE ADVANTAGES AND DISADVANTAGES IN LEADERSHIP
ASSOCIATED WITH SINGLE- AND DOUBLE-LOOP LEARNING.
• IDENTIFY AND APPLY THEORIES OF “WORLDVIEW/GOVERNING VARIABLES” ON OUR
OPENNESS TO INQUIRY AND CHANGE.
Levels of Conceptualization
• FOUR LEVELS OF CONCEPTUALIZATION REPRESENTING FOUR

RELATIONSHIP TYPES, OR PROCESSES, WHERE WE SEE LEADERSHIP
IMPLEMENTED AND DEVELOPED.
• Intraindividual or internal
• One-on-one or dyadic relationships
• A group or team set of interactional dynamics
• And organizational relationship-focused process
Key Term
traits
• Personal characteristics that are dependable,

consistent, representive of “default” patterns of
behavior and values, and difficult to alter or refine
without openness to inquiry and self-reflection.
Individuals are believed to possess a combination or
sets of traits that are very functional in numerous
situations yet dysfunctional in others or when
overused.
Key Term
skills
• Any set of behaviors that can be learned to perform a

specific function. These behaviors or skills can
generally be divided into technical (specific to an
occupational or scientific area), conceptual
(generalizable skills for assessing risk, uncovering
and exploiting patterns and connections, and
application of theories or research), and interpersonal,
which comprises emotional intelligence, persuasion,
and what is commonly referred to as “soft skills.”
Traits and Skills
• LEADERS ARE COMMONLY JUDGED AND EVALUATED BASED ON:

• Respective behavioral abilities
• Perceived sources of motivation
• GENERALLY, THE TWO MAIN FACTORS THAT INTERACT TO DRIVE OUR
MOTIVATION AND BEHAVIOR ARE:
• Traits
• Skills (technical, conceptual, and interpersonal)
Defining Technical Skills
• TECHNICAL
• Specific to the field or occupational grouping
• Help us enter our chosen professional field
• Helps us enter early management positions
• Decrease in importance as we are promoted into higher-level leadership positions
Defining Conceptual Skills
• CONCEPTUAL SKILLS
• Making sense of interrelationships
• Effective judgment
• Intuition
• Foresight
• Reasoning
• Analytical ability
• Become an increasingly weighed factor in the evaluation of our successes as we move
up the leadership ladder
Defining Interpersonal Skills
• INTERPERSONAL SKILLS
• Assessing human interactions/motives
• Comprehension of emotions/feelings
• Application of empathy
• Situational social sensitivity
• Persuasion: A communication style that uses a two-sided balancing strategy
• Effective Listening
• Accounts for most of how we will be judged, promoted or terminated in positions of
leadership
Key Term
Big 5
• A summary of the top five traits and values exhibited

by successful leaders.
"The Big 5”
• A HELPFUL MNEMONIC DEVICE FOR REMEMBERING THE “BIG 5” IS “OCEAN”

• “THE BIG 5” SET OF NATURAL TRAITS AND VALUES:
• Openness
• Conscientiousness
• Agreeableness/tact
• Low neurotic/stability under stress
Key Term
emotional intelligence
• A set of skills and values preparing the individual to

engage in communication styles appropriate for the
situation. These skills encompass empathy, self-
regulation, self-awareness, and comprehending when
to prioritize the needs of others.
Emotional Intelligence
• UNDERSTANDING LEVELS OF EMOTIONAL INTELLIGENCE AND IMPROVING

ON THEM CAN BE A VALUABLE WAY TO ANALYZE PERSONAL STRENGTHS
AND WEAKNESSES:
• Self-awareness
• Self-regulation
• Social skills
• Empathy
Key Term
Myers-Briggs Type
Indicator (MBTI)
• A personality assessment generally based on Carl

Jung’s theories of worldview and personal preference
characteristics. These characteristics represent
variances in interests, preferences, and values
believed to be a combination of inherited and
socialized tendencies.
The MBTI
• ALL FIVE OF THE “OCEAN” TRAITS ARE EXHIBITED IN THE MBTI PROFILES
• MBTI EXPLORES THE STRENGTH AND SCALE OF CERTAIN TRAITS:
• (E vs I) Extraversion vs introversion
• (S vs N) Sensing vs intuition
• (T vs F) Thinking vs Feeling
• (J vs P) Judging vs Perceiving
Table 2.1 Using Myers-Briggs Type in Different Situations
Table 2.1 Using Myers-Briggs Type in Different Situations (continued)
Table 2.2 Using Myers-Briggs Type in Different Situations
The Internal Dynamics of Leaders
• THE INTERNAL DYNAMICS OF LEADERS WHO:

• Refuse to be open to inquiry
• Are closed to feedback (at least in certain areas)
• Are resistant to challenging their beliefs
• Worldview: Beliefs, feelings, intentions, and interpretations of events that govern our
reactions to, and learning from life events.
• Governing variables: usually subconscious and formed in reaction to interpretations of
previous life events and tendency to generalize these interpretations to current and future
events.
Key Term
Single-Loop Learning
• A reaction cycle that allows individuals to change their

reaction or behavior to a situation or set of events while
avoiding accountability for their part in the outcome of
the events. Furthermore, their interpretation of the event,
especially when involving negative consequences to
themselves and others, will not use self-reflection or
openness to inquiry. Lastly, single-loop learners are
more likely to view accountability and critical feedback as
persecution or oppressive in nature.
Key Term
Double-Loop Learning
• A reaction cycle to consequential events where the

individual automatically becomes alert to the governing
variables involved in his or her actions. Furthermore, the
individual values and is able to review and adjust his or
her worldview/governing variables and learn from the
event. Lastly, double-loop learners report more internal
locus of control and an increased ability to take
responsibility for mistakes without experiencing
significant destabilization of their identity, needing to
defend themselves, or needing to interpret critical
feedback as persecution or oppressive in nature.
Figure 2.1 Single Versus Double Loop

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CHAPTER 2

Developing Interpersonal Skills for

• FOUR LEVELS OF CONCEPTUALIZATION REPRESENTING FOUR

• Personal characteristics that are dependable,

• Any set of behaviors that can be learned to perform a

• LEADERS ARE COMMONLY JUDGED AND EVALUATED BASED ON:

• A summary of the top five traits and values exhibited

• A HELPFUL MNEMONIC DEVICE FOR REMEMBERING THE “BIG 5” IS “OCEAN”

• A set of skills and values preparing the individual to

• UNDERSTANDING LEVELS OF EMOTIONAL INTELLIGENCE AND IMPROVING

• A personality assessment generally based on Carl

• THE INTERNAL DYNAMICS OF LEADERS WHO:

• A reaction cycle that allows individuals to change their

• A reaction cycle to consequential events where the

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