Chap006 Im 8e

Chapter 06 - Leadership Attributes
Part 2: Focus on the Leader
Leader
Followers Situation
Chapter 6: Leadership Attributes
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Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Chapter 6 Outline
Leadership Attributes
Introduction
Personality Traits and Leadership

What is Personality?
The Five Factor or OCEAN Model of Personality
Implications of the Five Factor or OCEAN Model
Personality Types and Leadership

The Differences between Traits and Types
Psychological Preferences as a Personality Typology
Implications of Preferences and Types
Intelligence and Leadership

What is Intelligence?
The Triarchic Theory of Intelligence
Implications of the Triarchic Theory of Intelligence
Intelligence and Stress: Cognitive Resources Theory
Emotional Intelligence and Leadership

What is Emotional Intelligence?
Can Emotional Intelligence Be Measured and Developed?
Implications of Emotional Intelligence
Summary
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Key Learning Points
Introduction
Leadership researchers have spent considerable time and effort trying to determine if leaders are
fundamentally different than followers. The Great Man theory, which can be traced back to the
early 1900s, maintained that leaders and followers were fundamentally different. However, later
research suggested that leaders were really no different than followers in terms of personality or
intelligence, but some traits and mental abilities did improve the odds of being an effective
leader. This chapter answers many common questions regarding the roles of personality,
intelligence, creativity, and emotional intelligence in leadership effectiveness. As an overview, the
chapter defines these four key attributes, reviews some key research findings for these attributes,
and discusses the implications of this research for leadership practitioners.
Personality Traits and Leadership
Personality traits refer to a person’s persistent, day-to-day behavioral patterns. In other words,
they are often used to describe a person’s public reputation. There are thousands of different
personality traits, but all of these traits can be reliably categorized into one of the five major
categories of the Five Factor or OCEAN Model of personality. Because research has shown
personality to be an effective measure of leadership potential, organizations now use the results
of OCEAN personality assessments for hiring new leaders, for giving leaders developmental
feedback about various personality traits, and as a key component when promoting leaders.
Personality Types and Leadership
Traits are not the only way to describe stereotypical behaviors. An alternative framework to
describe the differences in people’s day-to-day behavioral patterns is through types, or in terms
of a personality typology. Psychological typologies are often expressed in terms of polar
opposites. One popular personality typology involves psychological preferences, or what we
might call “mental habits.” Like traits, our preferences play a role in the characteristic and
unique ways we behave from day to day. The Myers-Briggs Type Indicator (MBTI) test is the most
popular measure of preferences. MBTI has four basic preference dimensions: extraversion–
introversion, sensing–intuition, thinking–feeling, and judging–perceiving. Although the MBTI is
an extremely popular and potentially useful instrument, it has both limitations and possible
misuses.
Intelligence and Leadership
Sternberg’s Triarchic Theory of Intelligence provides a useful framework for categorizing and
understanding the role different mental abilities play in leadership success. Analytic intelligence
is a person’s general problem solving ability and can be assessed using standard measures of
intelligence. Practical intelligence is a person’s domain specific knowledge or “street smarts;”
leaders with relevant street smarts are very good at adapting to, shaping, or selecting new
situations in order to get their team’s needs met. In other words, leaders with high practical
intelligence often have a lot of relevant experience and know how to get things done. And
because of this experience base, practical intelligence becomes very important when leaders are
under stress or face a crisis. Creative intelligence is the ability to create novel and useful
solutions to problems. Although a high level of analytic intelligence is usually an asset to a
leader, research suggests that when differences in analytic intelligence between leader and
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followers are too great, communication can be impaired; a leader’s intelligence can become an
impediment to being understood by subordinates. Stressful situations are also a relevant factor in
leadership. Cognitive resources theory (CRT) attempts to explain the relationships between
leader intelligence and experience levels, and group performance in stressful versus nonstressful
conditions.
Emotional Intelligence and Leadership
Researchers began to examine the role of emotions in leadership only in the past 20 years. The
term emotional intelligence (EQ) can be attributed to Salovey and Mayer, who defined EQ as a
group of mental abilities that help people to recognize their own feelings and those of others.
Since then, other researchers have expanded the original definition, and now there are four
major definitions of emotional intelligence that can be broken down into two models. The ability
model focuses on how emotions affect the way leaders think, decide, plan, and act. The mixed
model provides a broader and more comprehensive definition than the ability model because it
includes more leadership qualities. One issue that most EQ researchers agree on is that
emotional intelligence can be developed. Although emotional intelligence has helped to point out
the role emotions and noncognitive abilities play in leadership success, EQ may be nothing more
than another label for personality.
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Brief Definitions of the Key Terms for Chapter 6
Great Man Theory: An early leadership theory that said leaders possessed fundamentally
different qualities than followers.
Personality: One’s public reputation or the unseen processes driving one’s behavior.
Trait approach: An approach for explaining human behavior based on personality traits.
Traits: A person’s characteristic day-to-day behavioral patterns.
Weak situations: Ambiguous situations that increase the likelihood of trait-based behavior.
Strong situations: Unambiguous situations that decrease the likelihood of trait-based behavior.
Five Factor Model (FFM) or OCEAN model of personality: A well-accepted framework for
categorizing personality traits.
Openness to experience: An OCEAN category concerned with problem solving and staying
informed.
Conscientiousness: An OCEAN category that concerns how one approaches work.
Extraversion: An OCEAN category that concerns the need for influencing or controlling others.
Agreeableness: An OCEAN category that concerns the need for approval.
Neuroticism: An OCEAN category that concerns how one reacts under stress.
Public reputation: Judgments or evaluations about the personalities of others that can help
predict future behaviors.
Types: Fundamentally and qualitatively different categories of people.
Personality typology: Maintains that human behavior can be explained through types that are
assumed to be qualitatively distinct from one another (as opposed to traits that are thought to
occur along a continuum).
Myers-Briggs Type Indicator (MBTI): A popular assessment that categorizes people into one of
16 different personality types.
Extraversion-introversion: The MBTI personality dimension that focuses on where a person
draws their energy from—others or themselves.
Sensing-Intuition: The MBTI personality dimension that refers to information gathering
functions—those who prefer concrete and tangible versus those who prefer the abstract or
theoretical.
Thinking-feeling: The MBTI personality dimension that refers to the decision-making function
—those with a preference for making decisions with the people, context, and emotion in mind
versus those who can be more detached and logical.
Judging-perceiving: The MBTI personality dimension that describes the amount of information
a leader needs before feeling comfortable making a decision.
Strengths-based leadership: An approach based on three tenets, which are to (1) get clarity
about what a person is good at, (2) find jobs or tasks that leverage each person’s strengths, and
(3) minimize the time spent improving weaknesses, as this negatively impacts overall
effectiveness.
Intelligence: A person’s all around effectiveness in activities directed by thought.
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Triarchic Theory of Intelligence: A framework for categorizing different mental abilities.

Analytic intelligence: The triarchic component concerned with general problem-solving ability.
Practical intelligence: The triarchic component concerned with relevant knowledge or
experience.
Single-loop learning: Reviewing data and facts and identifying the underlying root causes from
the information gathered.
Double-loop learning: Determining what to do differently to avoid problems in the future
Creative intelligence: The triarchic component concerned with developing novel and useful
solutions to problems.
Divergent thinking: Thinking creatively. Tests of creativity or divergent thinking generally have
multiple correct answers.
Convergent thinking: The ability to follow some set of logical steps to arrive at the one correct
answer. Tests of convergent thinking generally have one best correct answer.
Creeping elegance: The tendency of leaders without a clear vision to expand a project’s scope
beyond the needs of customers.
Cognitive Resources Theory (CRT): A theory that maintains leaders with practical intelligence
perform better under stress and those with analytic intelligence perform better when not stressed.
Emotional Intelligence (EQ): The ability to accurately interpret one’s own and others’ emotions,
and manage and leverage emotions in order to accomplish goals.
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Overview of the Learning Resources for Chapter 6
Exercise 6-1: Leader Traits. This 25-minute exercise is designed to help students see the links between
the qualities of good leaders and the Five Factor Model of personality and the Triarchic Theory of
Intelligence.
Exercise 6-2: What Does Your Daytimer Say About Your Personality? In this 25-minute exercise, students
look over their calendars/daytimer to determine where they stand on the FFM dimension of
Dependability.
Exercise 6-3a: The IPIP Big 5 Assessment. This exercise provides information and a website students can
use to complete a FFM assessment (free of charge). The website contains links to a long-form and short-
form version as well as links to information about FFM research and traits.
Exercise 6-3b: The Hogan Personality Inventory. Provides information on how students can take and
receive feedback on a FFM measure of personality.
Exercise 6-4: Estimating Psychological Preferences. This 35-minute exercise consists of a brief self-
assessment of the 16 MBTI types and a method for discussing psychological types.
Exercise 6-5: Handcuffs. This 15-minute exercise is designed to demonstrate creative intelligence.
Exercise 6-6: Nails. This 15-minute experiential exercise is designed to demonstrate creative intelligence.
Exercise 6-7: The Egg Drop. This highly interactive, 75-minute experiential exercise demonstrates a
number of important leadership concepts, such as practical and creative intelligence, team work, the
OCEAN/FFM, etc.
Exercise 6-8: Emotional Intelligence Scale. This self-assessment exercise uses the Wong and Law
Emotional Intelligence Scale to provide students with insight about their personal levels of emotional
intelligence across the four scales of the instrument. This exercise takes 30 minutes.
Case Studies: The minicase, “Lessons on Leadership from Ann Fudge,” at the end of Chapter 6 provides
good material for discussing the FFM and the Triarchic Theory of Intelligence.
Movies, Television Shows, etc.: The television series, The Apprentice, provides a good vehicle for
discussing the role of stress and practical and creative intelligence.
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Sample Lesson Plans for Chapter 6
Lesson 1: 60 minutes
Pre-work: Exercise 6-4b, The Hogan Personality Inventory. Students complete the HPI prior to class.
Lesson Plan:
 Describe the two perspectives of personality (5 minutes).

 Describe the trait approach and Five Factor Model of personality (10 minutes).
 Provide an overview of the HPI (10 minutes).
 Have students individually review their HPI feedback reports (15 minutes).
 Spend the last 20 minutes doing human histograms of various personality dimensions. To do this,
have the large group sort themselves from high to low scores on the personality trait of
Adjustment. Instructors should then talk about the characteristics, advantages, and disadvantages
of people with high or low scores. Students should be asked about the jobs or situations where
high or low scores would be helpful or a hindrance to leadership effectiveness. Instructors should
repeat this process with the Ambition and Prudence dimensions.
Lesson 2: 100 minutes
Pre-work: None. However, instructors will need to assemble the materials for Exercise 6-9, The Egg
Drop.
Lesson Plan:
 Have students get into small groups and then explain the rules, resources, and deliverables of The
Egg Drop exercise (5 minutes).
 Have small groups complete the planning and assembling phase of the Egg Drop exercise (40
minutes).
 Have small groups deliver their TV commercials to the other groups. Ideally instructors should
video tape the commercials (15 minutes).
 Have small groups drop their eggs and administer awards (15 minutes).
 Instructors should then spend the last 25 minutes talking about how the exercise relates to the
components of the FFM and the Triarchic Theory of Intelligence.
A 60 minute alternative is to explain the rules, resources and deliverables of The Egg Drop exercise, pass
out the resources, and make the assembly of the transportation device and the TV commercials a
homework assignment. Instructors can then take the first 30 minutes of class to tape the commercials,
drop the eggs, and administer the awards and the last 30 minutes going over how what happened relates to
the FFM and Triarchic Theory of Intelligence.
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Minicase, “Lessons on Leadership from Ann Fudge,” Sample Answers
Question 1: How would Ann Fudge fall into the each of the OCEAN Model categories?
Extraversion: What are her patterns of behavior concerned with getting ahead in life? She
would score high on this factor. She is self-confident, competitive, likes being around people
(and in a team environment), decisive, goal-oriented, and drives to make an impact.
Agreeableness: How does she get along with others, as opposed to getting ahead of others?
Again, it is likely she would score high on this factor. She is about being out with people
(customers and employees) and listening to them. She is approachable and optimistic.
Conscientiousness: What is her approach to work? She would be moderate on this factor.
Instead of being overly scheduled and hardworking, she appears to be more open to
spontaneity and creativity. She is definitely hard working, but is okay with being flexible and
going with the flow.
Neuroticism: How does she react to stress, failure, and personal criticism? She would be low
to moderate on this factor. As her old boss pointed out, she is very comfortable with who she
is and is not interested in pretending to be someone else (also see her Rule #1). This indicates
she can handle the personal criticism and deal with it. However, the fact that she decided to
take some time off and do other things might indicate that she was not dealing with the stress
and pressures to succeed.
Openness to Experience: How does she approach problems, learn new information, and
react to new experiences? She would be high on this factor. She willingly took two years off
to travel and see the world—try new things—and define her life by more than her career. She
exposed herself to new cultures and ideas. She is very strategic and has her eye on the big-
picture which is indicative of her high level of openness to experience.
Question 2: Ann Fudge decided to take a sabbatical to focus more on her personal life.
Based on her experience, what are some of the benefits to such a break? What might be
some of the drawbacks?
Benefits: It allowed her to gain new and broader experiences and perhaps even increase her
commitment to diverse ideas as a way to stimulate thinking and business. She was also true to
herself and what she wanted to do to define her life. It also provided her with a chance to take a
break and recharge her batteries (and avoid burnout)—in the end this has the chance to make her
more of an asset to her organization and employees.
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Drawbacks: Leaving the industry for two years could result in losing contact with the industry
and the current trends. It might hurt her credibility in the sense that others thought she could not
“hack it” when things were getting tough. The perceptions others have might be an initial hurdle,
but Fudge appears to have cleared this and other potential drawbacks and is leading Young &
Rubicam back to the top in this industry.
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Chapter 6 Exercises & Instructions
Exercise 6-1
Exercise Title: Leader Traits
Purpose: To identify the traits frequently associated with leadership effectiveness or emergence and
discuss advantages and disadvantages associated with trait approaches to leadership.
Summary: Divide the class into small groups. Each group should select a specific leader and identify
what qualities were important to his/her success. Once the qualities are listed, have the groups try to
categorize the qualities into the components of OCEAN Model or Triarchic Theory of Intelligence. Have
each group flipchart their leader and findings and present them to the other groups. Instructors should
comment on the comprehensiveness of the leader descriptions (were all the OCEAN and Triarchic
components included) and the accuracy of the categorizations. Instructors should also comment on the
high level of overlap in the traits identified, and discuss how some leaders with similar traits were
successful in very different fields, and how equally successful leaders may not share all the same traits.
Instructors can also discuss how differences in the situations faced by different leaders may affect the
traits associated with leadership emergence or effectiveness.
This exercise should take about 25 minutes.
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Exercise 6-2
Title: What Does Your Daytimer Say About Your Personality?
Purpose: To show how a person tracks their time can be used to determine where they stand on the
personality dimension of conscientiousness.
Summary: Instructors should ask students what method they use to keep track of classes, appointments,
when papers are due, etc. Usually this is a calendar, a PDA, or some kind of scheduling program on a
computer). Students should then review the contents of their method and look at the level of detail,
completeness, how far out appointments or projects are scheduled, etc. Students with highly detailed and
thorough calendars are likely to have higher conscientiousness scores; those without any formal method
for tracking assignments or having calendars with few details are likely to have lower conscientiousness
scores.
Instructors should then ask students to get into three groups depending on the level of detail in their
calendars (low, medium, and high). Each group is given 10 minutes to plan a two week group trip to
Turkey. Have each group flipchart and present their plan. Instructors should note the level of planning and
detail on each flipchart. It is very likely the high conscientiousness group will have a very high level of
detail, whereas the low group will have a fairly vague plan and agenda. Instructors should also discuss the
advantages and disadvantages of having higher or lower conscientiousness scores, and how these relate to
leadership.
This exercise takes 25 minutes to complete.
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Exercise 6-3a
Exercise Title: The IPIP Big 5 Assessment (http://ipip.ori.org/)
Purpose: To provide students with feedback on their personal standing for each of the five traits
identified by the Five Factor Model of personality.
Summary: The International Personality Item Pool is a 120- or 300-item, on-line survey that provides
normative feedback on the five personality traits of the Five Factor Model of personality described in
Chapter 6 (http://www.personal.psu.edu/faculty/j/5/j5j/IPIP/). The website listed after the exercise title
provides an excellent source of background information on the IPIP itself, while the actual assessment is
located at the website listed at the end of the previous sentence. It will take participants 20–40 minutes to
complete the assessment depending on whether they complete the long-form or short-form. At the
completion of the assessment, the website will generate a normative report (based on gender and age)
students can review (the report has trait and facet scores).
Students can be asked to complete the assessment and print their reports as a homework assignment. With
their reports in hand, students can discuss their scores in a small group setting or in a classroom setting.
Some potential questions to have students consider include:
 What were the biggest surprises (both positive and negative)?
 What traits were you the highest on? Lowest on? What are the implications for your current job?
Career goals? Leadership potential?
 Do you think the scores reflect who you are? Are they accurate? If not, why not?
As a follow-up to the final question above, ask students to do a “reality check” with people they trust,
someone who will be honest with them (even if it is not what they want to hear).
This exercise will take 30–60 minutes to complete depending on the discussion format selected by the
instructor (small group and/or class-wide discussions).
The following pages contain a sample report from the IPIP website listed above:
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IPIP-NEO Narrative Report
NOTE: The report sent to your computer screen upon the completion of the IPIP-NEO is only a
temporary web page. When you exit your web browser you will not be able to return to this URL to
re-access your report. No copies of the report are sent to anyone. IF YOU WANT A PERMANENT
COPY OF THE REPORT, YOU MUST SAVE THE WEB PAGE TO YOUR HARD DRIVE OR A
USB DRIVE, AND/OR PRINT THE REPORT WHILE YOU ARE STILL VIEWING IT IN YOUR
WEB BROWSER. If you choose to save your report, naming it with an .htm extension (example:
Myreport.htm) as you save it may help you to read it into a web browser later. If you choose to print
the report, selecting landscape orientation for your paper will display the graphs properly. Using
portrait orientation (normally the default for printers) will cause the graphs to wrap around and
render them unreadable.
This report compares Samuel Adams from the country USA to other men between 21 and 40 years of age.
(The name used in this report is either a nickname chosen by the person taking the test, or, if a valid
nickname was not chosen, a random nickname generated by the program.)
This report estimates the individual's level on each of the five broad personality domains of the Five-
Factor Model. The description of each one of the five broad domains is followed by a more detailed
description of personality according to the six subdomains that comprise each domain.
A note on terminology.
Personality traits describe, relative to other people, the frequency or intensity of a person's feelings,
thoughts, or behaviors. Possession of a trait is therefore a matter of degree. We might describe two
individuals as extraverts, but still see one as more extraverted than the other. This report uses expressions
such as "extravert" or "high in extraversion" to describe someone who is likely to be seen by others as
relatively extraverted. The computer program that generates this report classifies you as low, average, or
high in a trait according to whether your score is approximately in the lowest 30%, middle 40%, or
highest 30% of scores obtained by people of your sex and roughly your age. Your numerical scores are
reported and graphed as percentile estimates. For example, a score of "60" means that your level on that
trait is estimated to be higher than 60% of persons of your sex and age.
Please keep in mind that "low," "average," and "high" scores on a personality test are neither absolutely
good nor bad. A particular level on any trait will probably be neutral or irrelevant for a great many
activities, be helpful for accomplishing some things, and detrimental for accomplishing other things. As
with any personality inventory, scores and descriptions can only approximate an individual's actual
personality. High and low score descriptions are usually accurate, but average scores close to the low or
high boundaries might misclassify you as only average. On each set of six subdomain scales it is
somewhat uncommon but certainly possible to score high in some of the subdomains and low in the
others. In such cases more attention should be paid to the subdomain scores than to the broad domain
score. Questions about the accuracy of your results are best resolved by showing your report to people
who know you well.
John A. Johnson wrote descriptions of the five domains and thirty subdomains. These descriptions are
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based on an extensive reading of the scientific literature on personality measurement. Although Dr.
Johnson would like to be acknowledged as the author of these materials if they are reproduced, he has
placed them in the public domain.
Extraversion
Extraversion is marked by pronounced engagement with the external world. Extraverts enjoy being with
people, are full of energy, and often experience positive emotions. They tend to be enthusiastic, action-
oriented, individuals who are likely to say "Yes!" or "Let's go!" to opportunities for excitement. In groups
they like to talk, assert themselves, and draw attention to themselves.
Introverts lack the exuberance, energy, and activity levels of extraverts. They tend to be quiet, low-key,
deliberate, and disengaged from the social world. Their lack of social involvement should not be
interpreted as shyness or depression; the introvert simply needs less stimulation than an extravert and
prefers to be alone. The independence and reserve of the introvert is sometimes mistaken as
unfriendliness or arrogance. In reality, an introvert who scores high on the agreeableness dimension will
not seek others out but will be quite pleasant when approached.
Domain/Facet........... Score 0--------10--------20--------30--------40--------50--------60--------70--------80--------90--------99

EXTRAVERSION...............84 ************************************************************************************
..Friendliness.............56 ********************************************************
..Gregariousness...........72 ************************************************************************
..Assertiveness............94 **********************************************************************************************
..Activity Level...........98 **************************************************************************************************
..Excitement-Seeking.......66 ******************************************************************
..Cheerfulness.............46 **********************************************
Your score on Extraversion is high, indicating you are sociable, outgoing, energetic, and lively. You prefer
to be around people much of the time.
Extraversion Facets
 Friendliness. Friendly people genuinely like other people and openly demonstrate positive
feelings toward others. They make friends quickly and it is easy for them to form close, intimate
relationships. Low scorers on Friendliness are not necessarily cold and hostile, but they do not
reach out to others and are perceived as distant and reserved. Your level of friendliness is average.
 Gregariousness. Gregarious people find the company of others pleasantly stimulating and
rewarding. They enjoy the excitement of crowds. Low scorers tend to feel overwhelmed by, and
therefore actively avoid, large crowds. They do not necessarily dislike being with people
sometimes, but their need for privacy and time to themselves is much greater than for individuals
who score high on this scale. Your level of gregariousness is high.
 Assertiveness. High scorers Assertiveness like to speak out, take charge, and direct the activities
of others. They tend to be leaders in groups. Low scorers tend not to talk much and let others
control the activities of groups. Your level of assertiveness is high.
 Activity Level. Active individuals lead fast-paced, busy lives. They move about quickly,
energetically, and vigorously, and they are involved in many activities. People who score low on
this scale follow a slower and more leisurely, relaxed pace. Your activity level is high.
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 Excitement-Seeking. High scorers on this scale are easily bored without high levels of stimulation.
They love bright lights and hustle and bustle. They are likely to take risks and seek thrills. Low
scorers are overwhelmed by noise and commotion and are adverse to thrill-seeking. Your level of
excitement-seeking is average.
 Cheerfulness. This scale measures positive mood and feelings, not negative emotions (which are
a part of the Neuroticism domain). Persons who score high on this scale typically experience a
range of positive feelings, including happiness, enthusiasm, optimism, and joy. Low scorers are
not as prone to such energetic, high spirits. Your level of positive emotions is average.
Agreeableness
Agreeableness reflects individual differences in concern with cooperation and social harmony. Agreeable
individuals value getting along with others. They are therefore considerate, friendly, generous, helpful,
and willing to compromise their interests with others'. Agreeable people also have an optimistic view of
human nature. They believe people are basically honest, decent, and trustworthy.
Disagreeable individuals place self-interest above getting along with others. They are generally
unconcerned with others' well-being, and therefore are unlikely to extend themselves for other people.
Sometimes their skepticism about others' motives causes them to be suspicious, unfriendly, and
uncooperative.
Agreeableness is obviously advantageous for attaining and maintaining popularity. Agreeable people are
better liked than disagreeable people. On the other hand, agreeableness is not useful in situations that
require tough or absolute objective decisions. Disagreeable people can make excellent scientists, critics,
or soldiers.

AGREEABLENESS..............23 ***********************
..Trust....................51 ***************************************************
..Morality.................61 *************************************************************
..Altruism.................80 ********************************************************************************
..Cooperation..............11 ***********
..Modesty..................5 *****
..Sympathy.................13 *************
Your score on Agreeableness is low, indicating less concern with others' needs than with your own.
People see you as tough, critical, and uncompromising.
Agreeableness Facets
 Trust. A person with high trust assumes that most people are fair, honest, and have good
intentions. People low in Trust see others as selfish, devious, and potentially dangerous. Your
level of trust is average.
 Morality. High scorers on this scale see no need for pretense or manipulation when dealing with
others and are therefore candid, frank, and sincere. Low scorers believe that a certain amount of
deception in social relationships is necessary. People find it relatively easy to relate to the
straightforward high-scorers on this scale. They generally find it more difficult to relate to the
unstraightforward low-scorers on this scale. It should be made clear that low scorers are not
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unprincipled or immoral; they are simply more guarded and less willing to openly reveal the
whole truth. Your level of morality is average.
 Altruism. Altruistic people find helping other people genuinely rewarding. Consequently, they are
generally willing to assist those who are in need. Altruistic people find that doing things for
others is a form of self-fulfillment rather than self-sacrifice. Low scorers on this scale do not
particularly like helping those in need. Requests for help feel like an imposition rather than an
opportunity for self-fulfillment. Your level of altruism is high.
 Cooperation. Individuals who score high on this scale dislike confrontations. They are perfectly
willing to compromise or to deny their own needs in order to get along with others. Those who
score low on this scale are more likely to intimidate others to get their way. Your level of
compliance is low.
 Modesty. High scorers on this scale do not like to claim that they are better than other people. In
some cases this attitude may derive from low self-confidence or self-esteem. Nonetheless, some
people with high self-esteem find immodesty unseemly. Those who are willing to describe
themselves as superior tend to be seen as disagreeably arrogant by other people. Your level of
modesty is low.
 Sympathy. People who score high on this scale are tenderhearted and compassionate. They feel
the pain of others vicariously and are easily moved to pity. Low scorers are not affected strongly
by human suffering. They pride themselves on making objective judgments based on reason.
They are more concerned with truth and impartial justice than with mercy. Your level of tender-
mindedness is low.
Conscientiousness
Conscientiousness concerns the way in which we control, regulate, and direct our impulses. Impulses are
not inherently bad; occasionally time constraints require a snap decision, and acting on our first impulse
can be an effective response. Also, in times of play rather than work, acting spontaneously and
impulsively can be fun. Impulsive individuals can be seen by others as colorful, fun-to-be-with, and zany.
Nonetheless, acting on impulse can lead to trouble in a number of ways. Some impulses are antisocial.
Uncontrolled antisocial acts not only harm other members of society, but also can result in retribution
toward the perpetrator of such impulsive acts. Another problem with impulsive acts is that they often
produce immediate rewards but undesirable, long-term consequences. Examples include excessive
socializing that leads to being fired from one's job, hurling an insult that causes the breakup of an
important relationship, or using pleasure-inducing drugs that eventually destroy one's health.
Impulsive behavior, even when not seriously destructive, diminishes a person's effectiveness in significant
ways. Acting impulsively disallows contemplating alternative courses of action, some of which would
have been wiser than the impulsive choice. Impulsivity also sidetracks people during projects that require
organized sequences of steps or stages. Accomplishments of an impulsive person are therefore small,
scattered, and inconsistent.
A hallmark of intelligence, what potentially separates human beings from earlier life forms, is the ability
to think about future consequences before acting on an impulse. Intelligent activity involves
contemplation of long-range goals, organizing and planning routes to these goals, and persisting toward
one's goals in the face of short-lived impulses to the contrary. The idea that intelligence involves impulse
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control is nicely captured by the term prudence, an alternative label for the Conscientiousness domain.
Prudent means both wise and cautious. Persons who score high on the Conscientiousness scale are, in
fact, perceived by others as intelligent.
The benefits of high conscientiousness are obvious. Conscientious individuals avoid trouble and achieve
high levels of success through purposeful planning and persistence. They are also positively regarded by
others as intelligent and reliable. On the negative side, they can be compulsive perfectionists and
workaholics. Furthermore, extremely conscientious individuals might be regarded as stuffy and boring.
Unconscientious people may be criticized for their unreliability, lack of ambition, and failure to stay
within the lines, but they will experience many short-lived pleasures and they will never be called stuffy.

CONSCIENTIOUSNESS..........95 ***********************************************************************************************
..Self-Efficacy............97 *************************************************************************************************
..Orderliness..............80 ********************************************************************************
..Dutifulness..............66 ******************************************************************
..Achievement-Striving.....91 *******************************************************************************************
..Self-Discipline..........97 *************************************************************************************************
..Cautiousness.............72 ************************************************************************
Your score on Conscientiousness is high. This means you set clear goals and pursue them with
determination. People regard you as reliable and hard-working.
Conscientiousness Facets
 Self-Efficacy. Self-Efficacy describes confidence in one's ability to accomplish things. High

scorers believe they have the intelligence (common sense), drive, and self-control necessary for
achieving success. Low scorers do not feel effective, and may have a sense that they are not in
control of their lives. Your level of self-efficacy is high.
 Orderliness. Persons with high scores on orderliness are well-organized. They like to live
according to routines and schedules. They keep lists and make plans. Low scorers tend to be
disorganized and scattered. Your level of orderliness is high.
 Dutifulness. This scale reflects the strength of a person's sense of duty and obligation. Those who
score high on this scale have a strong sense of moral obligation. Low scorers find contracts, rules,
and regulations overly confining. They are likely to be seen as unreliable or even irresponsible.
Your level of dutifulness is average.
 Achievement-Striving. Individuals who score high on this scale strive hard to achieve excellence.
Their drive to be recognized as successful keeps them on track toward their lofty goals. They
often have a strong sense of direction in life, but extremely high scores may be too single-minded
and obsessed with their work. Low scorers are content to get by with a minimal amount of work,
and might be seen by others as lazy. Your level of achievement striving is high.
 Self-Discipline. Self-discipline-what many people call will-power-refers to the ability to persist at
difficult or unpleasant tasks until they are completed. People who possess high self-discipline are
able to overcome reluctance to begin tasks and stay on track despite distractions. Those with low
self-discipline procrastinate and show poor follow-through, often failing to complete tasks-even
tasks they want very much to complete. Your level of self-discipline is high.
 Cautiousness. Cautiousness describes the disposition to think through possibilities before acting.
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High scorers on the Cautiousness scale take their time when making decisions. Low scorers often
say or do first thing that comes to mind without deliberating alternatives and the probable
consequences of those alternatives. Your level of cautiousness is high.
Neuroticism
Freud originally used the term neurosis to describe a condition marked by mental distress, emotional
suffering, and an inability to cope effectively with the normal demands of life. He suggested that
everyone shows some signs of neurosis, but that we differ in our degree of suffering and our specific
symptoms of distress. Today neuroticism refers to the tendency to experience negative feelings. Those
who score high on Neuroticism may experience primarily one specific negative feeling such as anxiety,
anger, or depression, but are likely to experience several of these emotions. People high in neuroticism are
emotionally reactive. They respond emotionally to events that would not affect most people, and their
reactions tend to be more intense than normal. They are more likely to interpret ordinary situations as
threatening, and minor frustrations as hopelessly difficult. Their negative emotional reactions tend to
persist for unusually long periods of time, which means they are often in a bad mood. These problems in
emotional regulation can diminish a neurotic's ability to think clearly, make decisions, and cope
effectively with stress.
At the other end of the scale, individuals who score low in neuroticism are less easily upset and are less
emotionally reactive. They tend to be calm, emotionally stable, and free from persistent negative feelings.
Freedom from negative feelings does not mean that low scorers experience a lot of positive feelings;
frequency of positive emotions is a component of the Extraversion domain.

NEUROTICISM................21 *********************
..Anxiety..................12 ************
..Anger....................82 **********************************************************************************
..Depression...............9 *********
..Self-Consciousness.......22 **********************
..Immoderation.............38 **************************************
..Vulnerability............12 ************
Your score on Neuroticism is low, indicating that you are exceptionally calm, composed and unflappable.
You do not react with intense emotions, even to situations that most people would describe as stressful.
Neuroticism Facets
 Anxiety. The "fight-or-flight" system of the brain of anxious individuals is too easily and too often
engaged. Therefore, people who are high in anxiety often feel like something dangerous is about
to happen. They may be afraid of specific situations or be just generally fearful. They feel tense,
jittery, and nervous. Persons low in Anxiety are generally calm and fearless. Your level of anxiety
is low.
 Anger. Persons who score high in Anger feel enraged when things do not go their way. They are
sensitive about being treated fairly and feel resentful and bitter when they feel they are being
cheated. This scale measures the tendency to feel angry; whether or not the person expresses
annoyance and hostility depends on the individual's level on Agreeableness. Low scorers do not
6-19
get angry often or easily. Your level of anger is high.

 Depression. This scale measures the tendency to feel sad, dejected, and discouraged. High scorers
lack energy and have difficult initiating activities. Low scorers tend to be free from these
depressive feelings. Your level of depression is low.
 Self-Consciousness. Self-conscious individuals are sensitive about what others think of them.
Their concern about rejection and ridicule cause them to feel shy and uncomfortable abound
others. They are easily embarrassed and often feel ashamed. Their fears that others will criticize
or make fun of them are exaggerated and unrealistic, but their awkwardness and discomfort may
make these fears a self-fulfilling prophecy. Low scorers, in contrast, do not suffer from the
mistaken impression that everyone is watching and judging them. They do not feel nervous in
social situations. Your level or self-consciousness is low.
 Immoderation. Immoderate individuals feel strong cravings and urges that they have difficulty
resisting. They tend to be oriented toward short-term pleasures and rewards rather than long- term
consequences. Low scorers do not experience strong, irresistible cravings and consequently do
not find themselves tempted to overindulge. Your level of immoderation is average.
 Vulnerability. High scorers on Vulnerability experience panic, confusion, and helplessness when
under pressure or stress. Low scorers feel more poised, confident, and clear-thinking when
stressed. Your level of vulnerability is low.
Openness to Experience
Openness to Experience describes a dimension of cognitive style that distinguishes imaginative, creative
people from down-to-earth, conventional people. Open people are intellectually curious, appreciative of
art, and sensitive to beauty. They tend to be, compared to closed people, more aware of their feelings.
They tend to think and act in individualistic and nonconforming ways. Intellectuals typically score high
on Openness to Experience; consequently, this factor has also been called Culture or Intellect.
Nonetheless, Intellect is probably best regarded as one aspect of openness to experience. Scores on
Openness to Experience are only modestly related to years of education and scores on standard intelligent
tests.
Another characteristic of the open cognitive style is a facility for thinking in symbols and abstractions far
removed from concrete experience. Depending on the individual's specific intellectual abilities, this
symbolic cognition may take the form of mathematical, logical, or geometric thinking, artistic and
metaphorical use of language, music composition or performance, or one of the many visual or
performing arts. People with low scores on openness to experience tend to have narrow, common
interests. They prefer the plain, straightforward, and obvious over the complex, ambiguous, and subtle.
They may regard the arts and sciences with suspicion, regarding these endeavors as abstruse or of no
practical use. Closed people prefer familiarity over novelty; they are conservative and resistant to change.
Openness is often presented as healthier or more mature by psychologists, who are often themselves open
to experience. However, open and closed styles of thinking are useful in different environments. The
intellectual style of the open person may serve a professor well, but research has shown that closed
thinking is related to superior job performance in police work, sales, and a number of service occupations.
6-20
OPENNESS TO EXPERIENCE.....56 ********************************************************

..Imagination..............28 ****************************
..Artistic Interests.......69 *********************************************************************
..Emotionality.............65 *****************************************************************
..Adventurousness..........48 ************************************************
..Intellect................87 ***************************************************************************************
..Liberalism...............25 *************************
Your score on Openness to Experience is average, indicating you enjoy tradition but are willing to try new
things. Your thinking is neither simple nor complex. To others you appear to be a well-educated person
but not an intellectual.
Openness Facets
 Imagination. To imaginative individuals, the real world is often too plain and ordinary. High
scorers on this scale use fantasy as a way of creating a richer, more interesting world. Low scorers
are on this scale are more oriented to facts than fantasy. Your level of imagination is low.
 Artistic Interests. High scorers on this scale love beauty, both in art and in nature. They become
easily involved and absorbed in artistic and natural events. They are neither necessarily
artistically trained nor talented, although many will be. The defining features of this scale are
interest in, and appreciation of natural and artificial beauty. Low scorers lack aesthetic sensitivity
and interest in the arts. Your level of artistic interests is high.
 Emotionality. Persons high on Emotionality have good access to and awareness of their own
feelings. Low scorers are less aware of their feelings and tend not to express their emotions
openly. Your level of emotionality is average.
 Adventurousness. High scorers on adventurousness are eager to try new activities, travel to
foreign lands, and experience different things. They find familiarity and routine boring, and will
take a new route home just because it is different. Low scorers tend to feel uncomfortable with
change and prefer familiar routines. Your level of adventurousness is average.
 Intellect. Intellect and artistic interests are the two most important, central aspects of openness to
experience. High scorers on Intellect love to play with ideas. They are open-minded to new and
unusual ideas, and like to debate intellectual issues. They enjoy riddles, puzzles, and brain
teasers. Low scorers on Intellect prefer dealing with people or things rather than ideas. They
regard intellectual exercises as a waste of time. Intellect should not be equated with intelligence.
Intellect is an intellectual style, not an intellectual ability, although high scorers on Intellect score
slightly higher than low-Intellect individuals on standardized intelligence tests. Your level of
intellect is high.
 Liberalism. Psychological liberalism refers to a readiness to challenge authority, convention, and
traditional values. In its most extreme form, psychological liberalism can even represent outright
hostility toward rules, sympathy for law-breakers, and love of ambiguity, chaos, and disorder.
Psychological conservatives prefer the security and stability brought by conformity to tradition.
Psychological liberalism and conservatism are not identical to political affiliation, but certainly
incline individuals toward certain political parties. Your level of liberalism is low.
6-21
Exercise 6-3b
Exercise Title: The Hogan Personality Inventory
Purpose: To provide students with personal feedback on seven personality traits related to the Five Factor
Model of personality.
Summary: The Hogan Personality Inventory (HPI) is a 206-item, on-line survey that provides normative
feedback on seven personality traits related to the Five Factor Model of personality described in Chapter
6. The HPI was developed in the mid-1970s, and over 1,000,000 people have taken the assessment. It will
take participants about 20 minutes to complete the assessment.
Instructors will need to provide the following details to C3 (curphyconsulting@msn.com or 651-493-

3734) to order the HPI:
1. The name and e-mail address of the instructor (electronic copies of the feedback reports will be
sent to the instructor unless designated otherwise).
2. The name of the institution and the class.
3. The due date for the feedback reports (please allow about three weeks to administer the
assessment).
4. The names and e-mail addresses of the students.
5. A billing address (C3 will only bill institutions—it will NOT bill individual students).
The Career Builder feedback report costs $40.00 per participant. Instructors/institutions will be billed the
week after the reports are delivered to the instructor.
Instructors wanting additional information about the HPI and how to use it in the classroom or in
leadership development programs should contact:
Gordy Curphy, PhD

President
C3
Phone: 651-493-3734
e-mail: curphyconsulting@msn.com
6-22
Exercise 6-4
Exercise Title: Estimating Psychological Preferences
Purpose: To personalize the discussion of psychological preferences by letting students complete a brief
instrument for heuristic (i.e., not diagnostic) purposes.
Summary: Distribute the “Brief Self-Test for Estimating Psychological Preferences (Form A)” to
students and allow about five minutes for them to complete it. It may be worth emphasizing the
instruction to work across the page a row at a time rather than down the page a column at a time. After
students have finished, use a transparency of the “Brief Self-Test for Estimating Psychological
Preferences (Form B)” to let them score their responses.
This instrument should not be used to determine psychological type (i.e., a four-letter designation with the
attendant interpretation) for both practical and theoretical reasons. Practically speaking, there are too few
items on this instrument to provide a sufficient sampling of behavior to yield a psychometrically robust
indication of any single preference strength. We use it for illustrative purposes only. That alone is
sufficient reason for not using it to determine type (i.e., the combination of the four preferences). We also
prefer to emphasize psychological preferences over type on theoretical grounds. Emphasis on type per se
emphasizes qualitative distinctions between individuals even when the quantitative differences between
their scores may be very small. This does not seem reasonable to us. In general, we believe emphasis on
“typing” leads to counterproductive categorization of people (putting individuals in “boxes”). That being
said, we obviously still believe the four preference dimensions represent quite valuable perspectives for
understanding self and others.
Here is one technique we have tried with many different groups during discussions of psychological
preferences. After everyone has completed the brief self-test, discuss the meaning of each of the four
preference dimensions. Before each discussion, however, have the participants stand up and arrange
themselves in an imaginary continuum across the room ranging between endpoints on that particular
preference dimension; the neutral point would be in the center of the room. Each individual should stand
approximately where his or her score on that dimension would fall. People seem to enjoy seeing the
diversity of scores, and where particular individuals have placed themselves. Few people seem threatened
by this activity, but it still helps to allow everyone two additional “safe” choices. Obviously, anyone who
prefers not to participate at all should be allowed that prerogative. Additionally, anyone (for whatever
reason) should be allowed to stand at the mid-point if they prefer to.
Variation: Prior to class have students complete the Keirsey Temperament Sorter at
http://www.keirsey.com/cgi-bin/keirsey/newkts.cgi. It is a 70-question assessment that provides the user
with MBTI-type categories after the assessment is scored. The entire process takes about ten minutes. It
also provides the user with a description of their type.
6-23
This exercise takes about 35 minutes to complete.
6-24
Chapter 6 A BRIEF SELF-TEST FOR ESTIMATING PSYCHOLOGICAL PREFERENCES (FORM A)
Working across the row, circle the word in each pair that most appeals to you or seems most characteristic of you. In some
cases, both words may appeal to you or seem characteristic of you; in others, neither word may seem characteristic of you or
be appealing. Nonetheless, please try to indicate the word in each pair you prefer. Please work across the page and answer as
quickly as possible. As a rule of thumb, trust your first impressions.
6-25
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
loud - quiet exacting – impulsive

active – reflective definite – tolerant
gregarious - private decisive – open-minded
outgoing – reserved plan – adapt
sociable – detached control – freedom
external – internal
do – think convincing – touching
speak - write objective – subjective
talk – read head – heart
just – humane
principal – passion
fair – tender
clarity – harmony
reason – emotion
professional – warm
realistic – intuitive
blueprint – dream
details – pattern
sensible – imaginative
practical – creative
present – future
factual – symbolic systematic – flexible
specific – general methodical – curious
formula – hunch organized – spontaneous
deliberate – improvising
6-26
Chapter 6 A BRIEF SELF-TEST FOR ESTIMATING PSYCHOLOGICAL REFERENCES (FORM B)
Once one word in all of the word pairs has been circled, add up the total number of words circled in each of the six columns.
Write the total words circled in the blank at the bottom of each column. Circle the higher score in each pair (i.e., E vs. I, S vs.
N, T vs. F, J vs. P). Your personality type is identified by the 4 highest scores in the pairs, and should look something like
ENTJ, ISTP, INFJ, etc.
blueprint – dream just – humane

loud – quiet details – pattern principal – passion
active – reflective sensible – imaginative fair – tender
gregarious – private practical – creative clarity – harmony
outgoing – reserved present – future reason – emotion
sociable – detached factual – symbolic professional – warm
external – internal specific – general ____ vs. ____
do – think formula – hunch T F
speak – write ____ vs. ____
talk – read S N
____ vs. ____
E I
systematic – flexible
methodical – curious
convincing – touching organized – spontaneous
objective – subjective deliberate – improvising
realistic – intuitive head – heart exacting – impulsive
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definite – tolerant
decisive – open-minded
plan – adapt
control - freedom
____ vs. ____
J P
6-28
Exercise 6-5
Exercise Title: Handcuffs
Purpose: To demonstrate divergent thinking.
Summary: For this exercise, you will need a pair of “handcuffs” for each student in class. The handcuffs
consist of a 30-inch piece of soft rope with two loops of 8 inches each tied at each end. Have students pair
up, and then have them put on the handcuffs so that they cannot escape from each other. In other words,
each student should have each loop from a single set of handcuffs over each wrist, and the straight piece
of rope between the two loops should be crossed between two partners. Once the handcuffs are set, tell
students their goal is to free themselves from each other without removing the handcuffs.
The solution to this exercise involves breaking functional fixedness. To solve the problem, students need
to make a loop of rope from their own handcuff's straight piece of rope, and then push this loop through
one of their partner's wrist loops and over his or her hand. Once this loop is over the partner's hand, the
two will no longer be connected.
This exercise takes approximately 15 minutes.
Adapted from: The Center for Creative Leadership's Outdoor Leadership Training Module.
6-29
Exercise 6-6
Exercise Title: Nails
Purpose: To demonstrate creative thinking.
Summary: Break students into four groups. Give each group a 3 × 3 × 2 inch block of wood with a nail
pounded in the middle and ten extra nails. Instructors should then challenge each group to balance ten
nails on the head of the nail in the block of wood. The ten nails should be free standing and not be
supported by anything else. Give the groups approximately ten minutes to come up with the solution. The
solution requires groups to break functional fixedness. To accomplish this feat, place one nail on a table
so that it is lying on its side. Next, place eight nails on top of the first nail in such a way that they lay
perpendicular to the first nail and are arranged in an alternating pattern. (Note: the heads of the eight nails
should be arranged so that they barely touch the far side of the first nail.) Place the last nail on top of the
nine nails, and in the opposite direction of the first nail. You should now be able to pick up all ten nails by
grasping the ends of the first and tenth nails, and balance the assembly on top of the nail in the wooden
block.
This exercise takes approximately 15 minutes.
6-30
Exercise 6-7
Exercise Title: The Egg Drop
Purpose: To demonstrate how leadership, communication, creativity, and organizational skills all play
important roles when manufacturing and marketing products.
Summary: Divide the class into five to six person teams and assign each team to separate breakout
rooms. Tell the teams they have two assignments; one is to build an egg delivery vehicle using only the
materials provided by the instructor, and the other is to develop a one minute marketing commercial on
the competitive advantages of their team's egg delivery vehicle. The teams will have 45 minutes to
complete both projects and will be competing for several manufacturing and marketing awards. Before
sending the teams to their breakout rooms, instructors should pass out and go over the handouts that
further describe the two projects and the criteria used to judge product success.
Once all questions about the two projects have been answered, instructors should tell the teams what time
to return to the classroom (i.e., 45 minutes) and dismiss them to their respective breakout rooms. During
the project construction and development time, instructors should visit each group to make sure they are
on track and to make observations on how the different teams are accomplishing the two tasks. Instructors
are to give teams one raw egg with five minutes remaining in the construction period.
The teams should return to the classroom at the end of the 45 minute construction period. Instructors
should then plan on taking 30 minutes to: (a) let each team deliver their marketing piece to the rest of the
class; and (b) conduct the egg drop. This exercise works best if the marketing pieces are delivered before
the egg drop is conducted, and instructors should encourage high levels of creativity, enthusiasm, and
friendly competition during this phase of the exercise. Once the marketing pieces are delivered, move the
teams to the egg drop proving grounds. Ideally, the eggs should be dropped from a height of three to four
stories, and a target made up of butcher block paper should be secured to the ground immediately below
the release point. Team leaders should bring their egg drop delivery systems (loaded with their raw eggs)
to the top of the egg drop proving grounds, and the remainder of the teams should assemble around the
egg drop delivery target. The egg delivery systems should be dropped one at a time, and teams should yell
their one line marketing phase just prior to release. Instructors should note which system(s) successfully
delivered the product (i.e. the eggs did not break), were the most accurate, were the most aesthetic, and
were reusable.
Instructors should reassemble the teams at the end of the egg drop, administer the seven awards, and
spend 30 minutes processing the exercise. This exercise works best if every team receives at least one of
the awards. In terms of processing the exercise, typical questions might include:
 How did the groups organize themselves around the two tasks?
 Who played leader and follower roles in the teams?
 Did groups investigate and utilize the expertise of their team members?
6-31
 How did the two tasks differ in terms of skills and abilities needed?
(Note: Teams of engineers often make fairly unaesthetic but highly successful egg delivery
systems. However, no one would probably buy their systems because their marketing pieces
are often boring. On the other hand, teams with only marketing and sales backgrounds often
have great sales pitches but poorly designed egg delivery systems. This exercise should point
out why both groups are needed.)
 What was the level of communication between manufacturing and marketing?
(Note: Often the two sub teams get so involved with their own task that they completely
forget about the other sub team. This phenomenon also occurs in real organizations.)
 What unnecessary constraints did groups place on themselves (particularly with respect to
marketing)?
 Did teams “partner” with each other--why or why not?
 Was brainstorming used in either manufacturing or marketing?
This exercise takes approximately two hours, and team packages will need to be assembled ahead of time.
Egg Delivery System Package: Marketing Package:
1 Accordion Folder (to hold supplies) 4 Pieces of Flip chart Paper

2 Balloons 5 Color Markers
1 Section of Newspaper
1 2' x 3' Poster Board
8 Drinking Straws
12' Piece of String
1 Roll of Masking Tape
1 Pair of Scissors
30 Sheets of Toilet Paper
1 Hole Punch
8 Rubber Bands
12 Paper Clips
5 Color Markers
6-32
Team Instructions for:
THE EGG DROP
Your team will be accountable for manufacturing an egg drop delivery system and a one minute
marketing pitch for your system. You may only use the materials listed below to create your egg drop
delivery system. This system must be able to safely deliver an egg from an undetermined height to the
ground without breaking the egg. You will not be allowed to lower the egg; it must be dropped. Your
system will also be judged by the accuracy in which you can deliver the egg. In addition to creating the
delivery system, each team must have a name for their product, a crisp 60 second TV commercial pitch
explaining the merits of their system, and a catchy one line marketing phrase. A list of the materials
available for creating your egg drop delivery systems is as follows:
Egg Delivery System Package: Marketing Package:
1 Accordion Folder (to hold supplies) 4 Pieces of Flip chart Paper

2 Balloons 5 Color Markers
1 Section of Newspaper
1 2' x 3' Poster Board
8 Drinking Straws
12' Piece of String
1 Roll of Masking Tape
1 Pair of Scissors
30 Sheets of Toilet Paper
1 Hole Punch
8 Rubber Bands
12 Paper Clips
5 Color Markers
Note: Only the materials listed in the egg drop delivery package can be used to create the egg drop
delivery system; the flip chart paper cannot be used as part of the delivery system.
Your egg will be given to you in the last five minutes of the construction and development phase. The egg
drop delivery systems and commercials will be judged on the following criteria:
1. Egg Accessibility
2. Re-use Capabilities of the Delivery System
3. Egg Survivability
6-33
4. Accuracy in Delivery
5. Delivery System Design Creativity
6. Marketing Creativity
7. Truth in Advertising
You have _____ minutes to create your egg drop delivery system and one minute marketing pitch. Return
to this room by _____ with your completed egg drop delivery system and marketing materials.
GOOD LUCK!
This exercise will take 100 minutes (or 60 minutes if the alternate set-up outlined in Lesson 2 is used) to
complete.
6-34
Exercise 6-8
Exercise Title: Emotional Intelligence Scale
Purpose: To provide students with feedback on their personal standing on each of the four scales
included in the Wong and Law Emotional Intelligence Scale assessment.
Summary:
Emotional Intelligence
Among emotional intelligence researchers (e.g., Salovey & Mayer, 1990), emotional intelligence (EI) is
construed as a subset of social intelligence; therefore, it is an ability in the interpersonal realm, to monitor
one’s own and others’ feelings and emotions, to be able to discriminate among feelings, and to use this
information to guide one’s thinking and actions. Implicit in the above definition are the several
components of EI, the four that are measured by the Wong and Law Emotional Intelligence Scale are:
1) the ability to recognize, appraise, and express emotion in oneself, often regarded as emotional self-
awareness, 2) the ability to recognize and appraise emotion in others, 3) the capacity to regulate emotion
in oneself, including the ability to control and rapidly recover from acute emotional experiences, and 4)
the use of emotion to facilitate performance, that is, to direct emotions toward constructive ends and
personal development. The Wong & Law EI Scale consists of 16 items with four items comprising each
of the above dimensions. Higher scores on each scale reflect greater ability. At this time, there are no
established cutoff or criterion scores that reflect competency with a certain ability.
Scoring Key:
Items 1 – 4 comprise the self-emotion appraisal (SEA) scale.
Items 5 – 8 comprise the others’ emotion appraisal (OEA) scale.
Items 9 – 12 comprise the uses of emotion (UOE) scale.
Items 13 – 16 comprise the regulation of emotion (ROE) scale.
Normative sample data (see below) is from the initial scale development. The Wong & Law
(2002) article provides specific details, but the sample consists of undergraduate students
attending a Hong Kong University.
Mean Std Dev

SEA 4.70 .97
OEA 4.59 .96
UOE 4.50 .96
ROE 4.71 .91
After students have completed and scored the assessment, instructors can facilitate a discussion regarding
what the various levels on each ability means and how they might be important and relevant to
developing a better understanding of their own leadership abilities as well as how these abilities might
affect the leadership interaction process. It is also useful to discuss ways students might think about
developing and advancing these abilities.
6-35
* Many thanks to Dr. R. Jeffrey Jackson at the United States Air Force Academy for putting this exercise and background information together
for this manual.
6-36
Key References
Law, K.S., Wong, C.S., & Wong, L. J. (2004). The construct and criterion validity of emotional
intelligence and its potential utility for management studies. Journal of Applied Psychology, 89, 483–
496.
Salovey, P. & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9,
185–211.
Wong, C.S. & Law, K.S. (2002). The effects of leader and follower emotional intelligence on performance
and attitude: An exploratory study. Leadership Quarterly, 13, 243–274.
This exercise takes 30 – 50 minutes depending on the type, quantity, and quality of discussion instructors
have with the students after the assessment is completed and scored.
6-37
Wong & Law (2002) Emotional Intelligence Scale

Please indicate your agreement or disagreement with the following statements by using the rating scale
given below. You may circle the number that best represents your response.
1---------------2-------------------3----------------4----------------5-----------------6--------------7
Strongly Disagree Somewhat Neither Somewhat Agree Strongly
Disagree Disagree Agree or Agree Agree
Disagree
1. I have a good sense of why I have certain feelings most of the time…..… 1 2 3 4 5 6 7
2. I have good understanding of my own emotions……………………...…..1 2 3 4 5 6 7
3. I really understand what I feel………………………………………….....1 2 3 4 5 6 7
4. I always know whether or not I am happy……………………………...…1 2 3 4 5 6 7
5. I always know my friends’ emotions from their behavior……………...…1 2 3 4 5 6 7
6. I am a good observer of others’ emotions……………………………..….1 2 3 4 5 6 7
7. I am sensitive to the feelings and emotions of others…………………..…1 2 3 4 5 6 7
8. I have good understanding of the emotions of people around me………...1 2 3 4 5 6 7
9. I always set goals for myself and then try my best to achieve them……...1 2 3 4 5 6 7
10. I always tell myself that I am a competent person………………..……….1 2 3 4 5 6 7
11. I am a self-motivated person………………………………………..……..1 2 3 4 5 6 7
12. I would always encourage myself to try my best…………………………1 2 3 4 5 6 7
13. I am able to control my temper and handle difficulties rationally…….…..1 2 3 4 5 6 7
14. I am quite capable of controlling my own emotions……………………...1 2 3 4 5 6 7
15. I can always calm down quickly when I am very angry…………….…….1 2 3 4 5 6 7
16. I have good control of my own emotions…………………………………1 2 3 4 5 6 7
Scoring:
Add items 1 – 4: SEA _______

Add items 5 – 8: OEA _______
Add items 9 – 12: UOE _______
Add items 13 – 16: ROE _______
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Additional References/Resources
Ames, D. R. & Flynn, F. J. (2007). What breaks a leader: The curvilinear relation between
assertiveness and leadership. Journal of Personality & Social Psychology, 92, 307–324.
Barrick, M.R. & Ryan, A.M. (Eds.) (2003). Personality and work. San Francisco, CA: Jossey-
Bass.
Bono, J. E., Foldes, H. J., Vinson, G., & Muros, J. P. (2007). Workplace emotions: The role of
supervision and leadership. Journal of Applied Psychology, 92, 1357–1367.
Bono, J. E. & Ilies, R. (2006). Charisma, positive emotions and mood contagion. Leadership
Quarterly, 17, 317–334.
Caldwell, C. & Hayes, L. A. (2007). Leadership, trustworthiness, and the mediating lens.
Journal of Management Development, 26, 261–281.
Ciampa, D. (2007). Taking advice: How leaders get good counsel and use it wisely. Boston:
Harvard Business School Press.
Foti, R. J. & Hauenstein, N. M. A. (2007). Pattern and variable approaches in leadership

emergence and effectiveness. Journal of Applied Psychology, 92, 347–355.
Gladwell, M. (2004). Personality plus. New Yorker, 80, 42–48.
Hofmann, D. A. & Jones, L. M. (2005). Leadership, collective personality, and performance.

Journal of Applied Psychology, 90, 509–522.
Hogan, R., Curphy, G.J., & Hogan, J. (1994). What we know about leadership: Effectiveness and
personality. American Psychologist, 49, 493–504.
Hogan, R.T. & Fernandez, J.E. (2002). Syndromes of mismanagement. The Journal for Quality
& Participation, Fall, 28–31.
Hogan, R. & Hogan, J (2001). Assessing leadership: A view from the dark side. International
Journal of Selection and Assessment, 9, 40–51.
Ilies, R., Gerhardt, M.W., & Le, H. (2004). Individual differences in leadership emergence:
Integrating meta-analytic findings and behavioral genetics estimates. International
Journal of Selection and Assessment, 12, 207–219.
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Judge, T. A., LePine, J. A., & Rich, B. L. (2006). Loving yourself abundantly: Relationship of
the narcissistic personality to self- and other perceptions of workplace deviance,
leadership, and task and contextual performance. Journal of Applied Psychology, 91,
762–776.
Judge, T.A., Ilies, R., & Colbert, A.E. (2004). Intelligence and leadership: A quantitative review
and test of theoretical propositions. Journal of Applied Psychology, 89, 542–552.
Judge, T.A., Bono, J.E., Ilies, R., & Gerhardt, M.W. (2002). Personality and leadership: A
qualitative and quantitative review. Journal of Applied Psychology, 87, 765–780.
Kellerman, B. (2004). Bad leadership. Boston, MA: Harvard Business School Press.
Kellerman, B. (2004). Leadership: Warts and all. Harvard Business Review, 82, 40–45.
Kets de Vries, M.F.R. (1989). Prisoners of leadership. New York: John Wiley & Sons.
Law, K.S., Wong, C.S., & Wong, L. J. (2004). The construct and criterion validity of emotional
intelligence and its potential utility for management studies. Journal of Applied Psychology,
89, 483–496.
Mayer, J.D., Salovey, P. & Caruso, D. (2000). Models of emotional intelligence. In R.J.
Sternberg (Ed.), Handbook of intelligence (pp. 396–420). New York: Cambridge University
Press.
Moscoso, S. & Salgado, J.F. (2004). “Dark side” personality styles as predictors of task,
contextual, and job performance. International Journal of Selection and Assessment, 12, 356–
362.
Murphy, A.P. (2004). The cult of personality: How personality tests are leading us to miseducate
our children, mismanage our companies, and misunderstand ourselves. New York: Free
Press.
Rath, T. & Clifton, D.O. (2004). How full is your bucket? New York: Gallup Press.
Rickards, T. & Moger, S. (2006). Creative leaders: A decade of contributions from creativity and
innovation management journal. Creativity & Innovation Management, 15, 4–18.
Rosenthal, S. A. & Pittinsky, T. L. (2006). Narcissistic leadership. Leadership Quarterly, 17,

617–633.
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Salovey, P. & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition, and
Personality, 9, 185–211.
Smith, J.A. & Foti, R.J. (1998). A pattern approach to the study of leadership emergence.
Leadership Quarterly, 9, 147–160.
Sy, T., Côté, S., & Saavedra, R. (2005). The contagious leader: Impact of the leader's mood on
the mood of group members, group affective tone, and group processes. Journal of
Applied Psychology, 90, 295–305.
Vance, C. M., Groves, K. S., Yongsun Paik, & Kindler, H. (2007). Understanding and measuring
linear-NonLinear thinking style for enhanced management education and professional practice.
Academy of Management Learning & Education, 6, 167–185.
Wong, C.S. & Law, K.S. (2002). The effects of leader and follower emotional intelligence on
performance and attitude: An exploratory study. Leadership Quarterly, 13, 243–274.
Zaccaro, S. J. (2007). Trait-based perspectives of leadership. American Psychologist, 62, 6–16.
Websites
International Personality Item Pool:

http://ipip.ori.org/
http://www.personal.psu.edu/faculty/j/5/j5j/IPIP/
More Personality Sites:

http://www.personalityresearch.org/bigfive.html
http://www.centacs.com/quickstart.htm
6-41

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Chapter 06 - Leadership Attributes

Part 2: Focus on the Leader

Chapter 6: Leadership Attributes

Personality Traits and Leadership

Personality Types and Leadership

Intelligence and Leadership

Emotional Intelligence and Leadership

Key Learning Points

Brief Definitions of the Key Terms for Chapter 6

Triarchic Theory of Intelligence: A framework for categorizing different mental abilities.

Overview of the Learning Resources for Chapter 6

Sample Lesson Plans for Chapter 6

 Describe the two perspectives of personality (5 minutes).

Lesson 2: 100 minutes

Minicase, “Lessons on Leadership from Ann Fudge,” Sample Answers

Chapter 6 Exercises & Instructions

Exercise Title: Leader Traits

This exercise should take about 25 minutes.

Title: What Does Your Daytimer Say About Your Personality?

This exercise takes 25 minutes to complete.

Exercise Title: The IPIP Big 5 Assessment (http://ipip.ori.org/)

 What were the biggest surprises (both positive and negative)?

IPIP-NEO Narrative Report

Domain/Facet........... Score 0--------10--------20--------30--------40--------50--------60--------70--------80--------90--------99

Domain/Facet........... Score 0--------10--------20--------30--------40--------50--------60--------70--------80--------90--------99

Domain/Facet........... Score 0--------10--------20--------30--------40--------50--------60--------70--------80--------90--------99

 Self-Efficacy. Self-Efficacy describes confidence in one's ability to accomplish things. High

Domain/Facet........... Score 0--------10--------20--------30--------40--------50--------60--------70--------80--------90--------99

get angry often or easily. Your level of anger is high.

Domain/Facet........... Score 0--------10--------20--------30--------40--------50--------60--------70--------80--------90--------99

OPENNESS TO EXPERIENCE.....56 ********************************************************

Exercise Title: The Hogan Personality Inventory

Instructors will need to provide the following details to C3 (curphyconsulting@msn.com or 651-493-

Gordy Curphy, PhD

Exercise Title: Estimating Psychological Preferences

This exercise takes about 35 minutes to complete.

Chapter 6 A BRIEF SELF-TEST FOR ESTIMATING PSYCHOLOGICAL PREFERENCES (FORM A)

loud - quiet exacting – impulsive

Chapter 6 A BRIEF SELF-TEST FOR ESTIMATING PSYCHOLOGICAL REFERENCES (FORM B)

blueprint – dream just – humane

Exercise Title: Handcuffs

Purpose: To demonstrate divergent thinking.

This exercise takes approximately 15 minutes.

Exercise Title: Nails

Purpose: To demonstrate creative thinking.

This exercise takes approximately 15 minutes.

Exercise Title: The Egg Drop

 Who played leader and follower roles in the teams?

 What was the level of communication between manufacturing and marketing?

 Did teams “partner” with each other--why or why not?

 Was brainstorming used in either manufacturing or marketing?

Egg Delivery System Package: Marketing Package:

1 Accordion Folder (to hold supplies) 4 Pieces of Flip chart Paper

Team Instructions for:

THE EGG DROP

Egg Delivery System Package: Marketing Package:

1 Accordion Folder (to hold supplies) 4 Pieces of Flip chart Paper

2. Re-use Capabilities of the Delivery System

5. Delivery System Design Creativity

Exercise Title: Emotional Intelligence Scale

Mean Std Dev

Wong & Law (2002) Emotional Intelligence Scale

Add items 1 – 4: SEA _______

Foti, R. J. & Hauenstein, N. M. A. (2007). Pattern and variable approaches in leadership