Assignment Prompt & Instructions
COMPLETE THE WORKSHEET BELOW. I uploaded a screenshot of my test result
– ## PSY328ModuleThreeJournalTemplate.docx
– ## PSY328ModuleThreeActivityTemplate.docx
– ## EBSCO-FullText-07_17_2025.pdf
– Screenshot_14-7-2025_182857_openpsychometrics.org.jpeg
**## PSY328ModuleThreeJournalTemplate.docx**
## PSY 328 Module Three Journal Template
First, complete the
[Big Five Personality Test](https://openpsychometrics.org/tests/IPIP-BFFM/) and take a screenshot of your results. Next, complete this template by replacing the bracketed text with the relevant information.
Identify one trait from the Big Five (openness, also known as intellect/imagination; conscientiousness; extraversion; agreeableness; or neuroticism, also known as emotional stability) that
**promotes effectiveness** in one of the following areas: communication, motivation, or adaptability. You can also speak to an area of your choice. Your response should be 2 to 5 sentences in length. Include the following in your response:
Where do you see evidence of this trait in your behaviors?
Explain why you chose your trait and area.
[Insert text]
Identify one trait from the Big Five that you would like to
**improve** and explain why. Your response should be 2 to 5 sentences in length. Consider the following in your response:
Where do you see evidence of this trait in your behaviors?
What behavior would you like to see?
[Insert text]
Identify one trait from the Big Five that you think helps you cope with
**challenging situations** and provide an example. Your response should be 2 to 5 sentences in length.
[Insert text]
Identify one trait from the Big Five that you think is particularly important for your
**current or desired profession** and justify your response. Your response should be 2 to 5 sentences in length.
[Insert text]
Your textbook describes which personality traits are most important to employers: conscientiousness followed by agreeableness. Provide one reason why these traits would be desirable in an
**organizational setting** and one reason why they would not. Your response should be 2 to 5 sentences in length.
[Insert text]
Describe at least one
**limitation** of trait theory when it comes to characterizing a person or their behavior. Your response should be 2 to 5 sentences in length.
Consider topics related to social justice issues, such as gender and atavism.
[Insert text]
Considering that the traits are on a continuum, describe the extent to which you think you can
**change** your traits over time. Your response should be 2 to 5 sentences in length.
[Insert text]
1
## image1.png
## image2.svg
**## PSY328ModuleThreeActivityTemplate.docx**
## PSY 328 Module Three Activity Template
First, read the Shapiro Library article
[Introverts, Extroverts, and the Complexities of Team Dynamics.](https://search.ebscohost.com/login.aspx?direct=true&custid=shapiro&authtype=athens,ip&db=bsu&AN=118666686&site=eds-live&scope=site) Next, complete this template by replacing the bracketed text with the relevant information.
Describe examples of
**observable** **behaviors**(e.g., communication or working styles) of introverts and extroverts in a workplace or school setting. Your response should be 3 to 5 sentences in length. Include the following in your response:
Do you think people can exhibit both introverted and extroverted traits, depending on the situation? Justify your response.
[Insert text]
Describe the benefits
of having introverted or extroverted
**managers or teachers**. Your response should be 3 to 5 sentences in length. Include the following in your response:
Be sure to list a benefit of having an introverted manager and a benefit of having an extroverted manager.
Consider how you would approach building a relationship with a manager or teacher that exhibits different extroversion traits than you do.
[Insert text]
Describe the benefits of having introverted or extroverted
**team members**. Your response should be 3 to 5 sentences in length. Include the following in your response:
Be sure to list a benefit of having an introverted team member and a benefit of having an extroverted team member.
Consider how you would approach building a relationship with a team member that exhibits different extroversion traits than you do.
[Insert text]
Describe how a manager or teacher might engage both introverted and extroverted individuals and
**motivate** them on the team or in the classroom. Justify your response. Your response should be 3 to 5 sentences in length.
[Insert text]
Describe a benefit of using
**emotional intelligence skills** in the workplace or classroom. Your response should be 3 to 5 sentences in length. Consider the following in your response:
When would you need to use these skills and why?
How do they empower you to navigate stressful situations?
How do these skills influence your mindset?
[Insert text]
Explain how an
**increased awareness** of the introversion and extroversion of yourself and others helps you be more effective in the workplace or school setting. Your response should be 3 to 5 sentences in length.
[Insert text]
1
## image1.png
## image2.svg
**## EBSCO-FullText-07_17_2025.pdf**
MANAGING PEOPLE
Introverts, Extroverts, and
the Complexities of Team
Dynamics
by Francesca Gino
MARCH 16, 2015
Let’s start with a short personality test. For each of the following dimensions, indicate the extent to
which each of the following words describes you, with a 5 indicating “very much so” and a 1
indicating “not at all”: assertive, talkative, bold, not reserved, and energetic. Now sum up your
scores. What’s the total?
2COPYRIGHT © 2015 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED.
If you scored under 10 points, you are likely to have an introverted personality rather than an
extroverted one. If that is the case, you are certainly not alone. Studies find that introverts make up
one-third to one-half of the population. Yet most workplaces are set up exclusively with extroverts in
mind, a fact that becomes clear when you look at traits associated with the two personality types.
Extroverts gravitate toward groups and constant action, and they tend to think out loud. They are
energized and recharged by external stimuli, such as personal interactions, social gatherings, and
shared ideas. Being around other people gives them energy. In contrast, introverts typically dislike
noise, interruptions, and big group settings. They instead tend to prefer quiet solitude, time to think
before speaking (or acting), and building relationships and trust one-on-one. Introverts recharge with
reflection, deep dives into their inner landscape to research ideas, and focus deeply on work.
What do these tendencies mean for the ability of extroverts and introverts to succeed in team
settings, where they must interact and sometimes lead others? My research suggests that the answer
depends on the types of team members being led.
Team leaders who are extroverted can be highly effective leaders when the members of their team
are dutiful followers looking for guidance from above. Extroverts bring the vision, assertiveness,
energy, and networks necessary to give them direction.
By contrast, when team members are proactive — and take the initiative to introduce changes,
champion new visions, and promote better strategies — it is introverted leaders who have the
advantage. Extroverted leaders are more likely to feel threatened, I’ve found. When employees
champion new visions, strategies, and work processes, they often steal the spotlight, challenging
leaders’ dominance, authority, and status. As a result, extroverted leaders tend to be less receptive:
They shoot down suggestions and discourage employees from contributing. By comparison, an
introverted leader might be comfortable listening and carefully considering suggestions from below.
This finding is consistent with a wealth of research on what is known as dominance complementarity:
the tendency of groups to be more cohesive and effective when they have a balance of dominant and
submissive members.
The intuition here is that extroverted leadership may drive higher performance when employees are
passive but lower performance when employees are proactive. To test this idea, my colleagues Adam
Grant of Wharton, Dave Hofmann of the University of North Carolina at Chapel Hill, and I studied a
U.S. pizza-delivery chain. Since the stores in the chain were highly similar, they offered a natural
opportunity to track whether their success varied as a function of extroverted leadership and
employee proactivity.
With the goal of isolating the influence of extroverted leadership, we compared the profitability of 57
different stores. We assessed each store leader’s levels of extraversion — how assertive, talkative,
bold, and energetic he or she was. In addition, an average of six to seven employees per store
completed surveys about how proactive their store was as a group: to what extent did they voice
3COPYRIGHT © 2015 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED.
suggestions for improvement, attempt to influence the store’s strategy, and create better work
processes?
Then, for the following seven weeks, we tracked each store’s profits. We statistically adjusted for
factors beyond the leader’s control, such as the average price of pizza orders and the total number of
employee labor hours. We found that extroverted leadership was linked to significantly higher store
profits when employees were passive but significantly lower store profits when employees were
proactive. In stores with passive employees, those led by extroverts achieved 16% higher profits than
those led by introverts. However, in stores with proactive employees, those led by extroverts
achieved 14% lower profits. As expected, extroverted leadership was an advantage with passive
groups, but a disadvantage with proactive groups.
These results suggest that introverts can use their strengths to bring out the best in others. Yet
introverts’ strengths are often locked up because of the way work is structured. Take meetings. In a
culture where the typical meeting resembles a competition for loudest and most talkative, where the
workspace is open and desks are practically touching, and where high levels of confidence, charisma,
and sociability are the gold standard, introverts often feel they have to adjust who they are to “pass.”
But they do so at a price, one that has ramifications for the company as well.
How can you get the best from deep, quiet team members during meetings? A look at practices used
in some organizations points to an answer. At Amazon, every meeting begins in total silence. Before
any conversation can occur, everyone must quietly read a six-page memo about the meeting’s
agenda for 20 to 30 minutes. Amazon CEO Jeff Bezos instituted this process after recognizing that
employees rarely read meeting materials sent in advance. Reading together focuses everyone’s
attention on the issues at hand.
The real magic happens before the meeting ever starts, when the author is writing one of these six-
page memos, which are called “narratives.” The memos must tell a story: They have a conflict to
resolve and should conclude with solutions, innovation, and happy customers — a structure that
provides the meeting with direction. Writing forces memo authors to reason through what they want
to present, spend time puzzling through tough questions, and formulate clear, if not persuasive,
arguments. It’s no surprise that Bezos also banned PowerPoint presentations in meetings, thus doing
away with simplistic and fuzzy bullet-point logic.
The type of clear thinking that these structured memos require also serves the purpose of leveling the
playing field for team members who differ in their level of introversion and extroversion. The
imposition of writing as a medium turns self-discipline and personal reflection into effective
meetings and participative decision making. After devoting time to reading, the group can then focus
on engaging in a valuable discourse: reaching shared understandings, digging deeper into data and
insights, and perhaps most importantly, having a meaningful debate. The process gives introverted
team members the time they need to formulate their thoughts and, for some, build up the courage to
4COPYRIGHT © 2015 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED.
share them with the rest of the team. It also encourages the extroverted to listen, reflect, and become
more open to the perspectives of their more silent peers.
Thinking more carefully about how to structure meetings can be very helpful to make sure they
produce good outcomes. And it can also assure management can get the best out of the introverted
members, in addition to the more extroverted ones.
Francesca Gino is a professor at Harvard Business School, a faculty affiliate of the Behavioral Insights Group at Harvard
Kennedy School, and the author of Sidetracked: Why Our Decisions Get Derailed, and How We Can Stick to the Plan
(Harvard Business Review Press, 2013). She cochairs an HBS executive education program on applying behavioral
economics to organizational problems. Twitter: @francescagino.
5COPYRIGHT © 2015 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED.
[https://hbr.org/2012/07/the-power-of-the-introvert-in/](https://hbr.org/2012/07/the-power-of-the-introvert-in/)
[https://hbr.org/2012/07/the-power-of-the-introvert-in/](https://hbr.org/2012/07/the-power-of-the-introvert-in/)
[http://www.amazon.com/Sidetracked-Decisions-Derailed-Stick-Plan/dp/1422142698](http://www.amazon.com/Sidetracked-Decisions-Derailed-Stick-Plan/dp/1422142698)
[https://twitter.com/francescagino](https://twitter.com/francescagino)
Copyright 2015 Harvard Business Publishing. All Rights Reserved. Additional restrictions
may apply including the use of this content as assigned course material. Please consult your
institution's librarian about any restrictions that might apply under the license with your
institution. For more information and teaching resources from Harvard Business Publishing
including Harvard Business School Cases, eLearning products, and business simulations
please visit hbsp.harvard.edu.
**Screenshot_14-7-2025_182857_openpsychometrics.org.jpeg**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-14-7-2025-182857-openpsychometrics-org-jpeg)
**Screenshot_14-7-2025_182857_openpsychometrics.org.jpeg**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-14-7-2025-182857-openpsychometrics-org-jpeg)
**## PSY328ModuleThreeJournalTemplate.docx**
## PSY 328 Module Three Journal Template
First, complete the
[Big Five Personality Test](https://openpsychometrics.org/tests/IPIP-BFFM/) and take a screenshot of your results. Next, complete this template by replacing the bracketed text with the relevant information.
Identify one trait from the Big Five (openness, also known as intellect/imagination; conscientiousness; extraversion; agreeableness; or neuroticism, also known as emotional stability) that
**promotes effectiveness** in one of the following areas: communication, motivation, or adaptability. You can also speak to an area of your choice. Your response should be 2 to 5 sentences in length. Include the following in your response:
Where do you see evidence of this trait in your behaviors?
Explain why you chose your trait and area.
[Insert text]
Identify one trait from the Big Five that you would like to
**improve** and explain why. Your response should be 2 to 5 sentences in length. Consider the following in your response:
Where do you see evidence of this trait in your behaviors?
What behavior would you like to see?
[Insert text]
Identify one trait from the Big Five that you think helps you cope with
**challenging situations** and provide an example. Your response should be 2 to 5 sentences in length.
[Insert text]
Identify one trait from the Big Five that you think is particularly important for your
**current or desired profession** and justify your response. Your response should be 2 to 5 sentences in length.
[Insert text]
Your textbook describes which personality traits are most important to employers: conscientiousness followed by agreeableness. Provide one reason why these traits would be desirable in an
**organizational setting** and one reason why they would not. Your response should be 2 to 5 sentences in length.
[Insert text]
Describe at least one
**limitation** of trait theory when it comes to characterizing a person or their behavior. Your response should be 2 to 5 sentences in length.
Consider topics related to social justice issues, such as gender and atavism.
[Insert text]
Considering that the traits are on a continuum, describe the extent to which you think you can
**change** your traits over time. Your response should be 2 to 5 sentences in length.
[Insert text]
1
## image1.png
## image2.svg
**## PSY328ModuleThreeActivityTemplate.docx**
## PSY 328 Module Three Activity Template
First, read the Shapiro Library article
[Introverts, Extroverts, and the Complexities of Team Dynamics.](https://search.ebscohost.com/login.aspx?direct=true&custid=shapiro&authtype=athens,ip&db=bsu&AN=118666686&site=eds-live&scope=site) Next, complete this template by replacing the bracketed text with the relevant information.
Describe examples of
**observable** **behaviors**(e.g., communication or working styles) of introverts and extroverts in a workplace or school setting. Your response should be 3 to 5 sentences in length. Include the following in your response:
Do you think people can exhibit both introverted and extroverted traits, depending on the situation? Justify your response.
[Insert text]
Describe the benefits
of having introverted or extroverted
**managers or teachers**. Your response should be 3 to 5 sentences in length. Include the following in your response:
Be sure to list a benefit of having an introverted manager and a benefit of having an extroverted manager.
Consider how you would approach building a relationship with a manager or teacher that exhibits different extroversion traits than you do.
[Insert text]
Describe the benefits of having introverted or extroverted
**team members**. Your response should be 3 to 5 sentences in length. Include the following in your response:
Be sure to list a benefit of having an introverted team member and a benefit of having an extroverted team member.
Consider how you would approach building a relationship with a team member that exhibits different extroversion traits than you do.
[Insert text]
Describe how a manager or teacher might engage both introverted and extroverted individuals and
**motivate** them on the team or in the classroom. Justify your response. Your response should be 3 to 5 sentences in length.
[Insert text]
Describe a benefit of using
**emotional intelligence skills** in the workplace or classroom. Your response should be 3 to 5 sentences in length. Consider the following in your response:
When would you need to use these skills and why?
How do they empower you to navigate stressful situations?
How do these skills influence your mindset?
[Insert text]
Explain how an
**increased awareness** of the introversion and extroversion of yourself and others helps you be more effective in the workplace or school setting. Your response should be 3 to 5 sentences in length.
[Insert text]
1
## image1.png
## image2.svg
**## EBSCO-FullText-07_17_2025.pdf**
MANAGING PEOPLE
Introverts, Extroverts, and
the Complexities of Team
Dynamics
by Francesca Gino
MARCH 16, 2015
Let’s start with a short personality test. For each of the following dimensions, indicate the extent to
which each of the following words describes you, with a 5 indicating “very much so” and a 1
indicating “not at all”: assertive, talkative, bold, not reserved, and energetic. Now sum up your
scores. What’s the total?
2COPYRIGHT © 2015 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED.
If you scored under 10 points, you are likely to have an introverted personality rather than an
extroverted one. If that is the case, you are certainly not alone. Studies find that introverts make up
one-third to one-half of the population. Yet most workplaces are set up exclusively with extroverts in
mind, a fact that becomes clear when you look at traits associated with the two personality types.
Extroverts gravitate toward groups and constant action, and they tend to think out loud. They are
energized and recharged by external stimuli, such as personal interactions, social gatherings, and
shared ideas. Being around other people gives them energy. In contrast, introverts typically dislike
noise, interruptions, and big group settings. They instead tend to prefer quiet solitude, time to think
before speaking (or acting), and building relationships and trust one-on-one. Introverts recharge with
reflection, deep dives into their inner landscape to research ideas, and focus deeply on work.
What do these tendencies mean for the ability of extroverts and introverts to succeed in team
settings, where they must interact and sometimes lead others? My research suggests that the answer
depends on the types of team members being led.
Team leaders who are extroverted can be highly effective leaders when the members of their team
are dutiful followers looking for guidance from above. Extroverts bring the vision, assertiveness,
energy, and networks necessary to give them direction.
By contrast, when team members are proactive — and take the initiative to introduce changes,
champion new visions, and promote better strategies — it is introverted leaders who have the
advantage. Extroverted leaders are more likely to feel threatened, I’ve found. When employees
champion new visions, strategies, and work processes, they often steal the spotlight, challenging
leaders’ dominance, authority, and status. As a result, extroverted leaders tend to be less receptive:
They shoot down suggestions and discourage employees from contributing. By comparison, an
introverted leader might be comfortable listening and carefully considering suggestions from below.
This finding is consistent with a wealth of research on what is known as dominance complementarity:
the tendency of groups to be more cohesive and effective when they have a balance of dominant and
submissive members.
The intuition here is that extroverted leadership may drive higher performance when employees are
passive but lower performance when employees are proactive. To test this idea, my colleagues Adam
Grant of Wharton, Dave Hofmann of the University of North Carolina at Chapel Hill, and I studied a
U.S. pizza-delivery chain. Since the stores in the chain were highly similar, they offered a natural
opportunity to track whether their success varied as a function of extroverted leadership and
employee proactivity.
With the goal of isolating the influence of extroverted leadership, we compared the profitability of 57
different stores. We assessed each store leader’s levels of extraversion — how assertive, talkative,
bold, and energetic he or she was. In addition, an average of six to seven employees per store
completed surveys about how proactive their store was as a group: to what extent did they voice
3COPYRIGHT © 2015 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED.
suggestions for improvement, attempt to influence the store’s strategy, and create better work
processes?
Then, for the following seven weeks, we tracked each store’s profits. We statistically adjusted for
factors beyond the leader’s control, such as the average price of pizza orders and the total number of
employee labor hours. We found that extroverted leadership was linked to significantly higher store
profits when employees were passive but significantly lower store profits when employees were
proactive. In stores with passive employees, those led by extroverts achieved 16% higher profits than
those led by introverts. However, in stores with proactive employees, those led by extroverts
achieved 14% lower profits. As expected, extroverted leadership was an advantage with passive
groups, but a disadvantage with proactive groups.
These results suggest that introverts can use their strengths to bring out the best in others. Yet
introverts’ strengths are often locked up because of the way work is structured. Take meetings. In a
culture where the typical meeting resembles a competition for loudest and most talkative, where the
workspace is open and desks are practically touching, and where high levels of confidence, charisma,
and sociability are the gold standard, introverts often feel they have to adjust who they are to “pass.”
But they do so at a price, one that has ramifications for the company as well.
How can you get the best from deep, quiet team members during meetings? A look at practices used
in some organizations points to an answer. At Amazon, every meeting begins in total silence. Before
any conversation can occur, everyone must quietly read a six-page memo about the meeting’s
agenda for 20 to 30 minutes. Amazon CEO Jeff Bezos instituted this process after recognizing that
employees rarely read meeting materials sent in advance. Reading together focuses everyone’s
attention on the issues at hand.
The real magic happens before the meeting ever starts, when the author is writing one of these six-
page memos, which are called “narratives.” The memos must tell a story: They have a conflict to
resolve and should conclude with solutions, innovation, and happy customers — a structure that
provides the meeting with direction. Writing forces memo authors to reason through what they want
to present, spend time puzzling through tough questions, and formulate clear, if not persuasive,
arguments. It’s no surprise that Bezos also banned PowerPoint presentations in meetings, thus doing
away with simplistic and fuzzy bullet-point logic.
The type of clear thinking that these structured memos require also serves the purpose of leveling the
playing field for team members who differ in their level of introversion and extroversion. The
imposition of writing as a medium turns self-discipline and personal reflection into effective
meetings and participative decision making. After devoting time to reading, the group can then focus
on engaging in a valuable discourse: reaching shared understandings, digging deeper into data and
insights, and perhaps most importantly, having a meaningful debate. The process gives introverted
team members the time they need to formulate their thoughts and, for some, build up the courage to
4COPYRIGHT © 2015 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED.
share them with the rest of the team. It also encourages the extroverted to listen, reflect, and become
more open to the perspectives of their more silent peers.
Thinking more carefully about how to structure meetings can be very helpful to make sure they
produce good outcomes. And it can also assure management can get the best out of the introverted
members, in addition to the more extroverted ones.
Francesca Gino is a professor at Harvard Business School, a faculty affiliate of the Behavioral Insights Group at Harvard
Kennedy School, and the author of Sidetracked: Why Our Decisions Get Derailed, and How We Can Stick to the Plan
(Harvard Business Review Press, 2013). She cochairs an HBS executive education program on applying behavioral
economics to organizational problems. Twitter: @francescagino.
5COPYRIGHT © 2015 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED.
[https://hbr.org/2012/07/the-power-of-the-introvert-in/](https://hbr.org/2012/07/the-power-of-the-introvert-in/)
[https://hbr.org/2012/07/the-power-of-the-introvert-in/](https://hbr.org/2012/07/the-power-of-the-introvert-in/)
[http://www.amazon.com/Sidetracked-Decisions-Derailed-Stick-Plan/dp/1422142698](http://www.amazon.com/Sidetracked-Decisions-Derailed-Stick-Plan/dp/1422142698)
[https://twitter.com/francescagino](https://twitter.com/francescagino)
Copyright 2015 Harvard Business Publishing. All Rights Reserved. Additional restrictions
may apply including the use of this content as assigned course material. Please consult your
institution's librarian about any restrictions that might apply under the license with your
institution. For more information and teaching resources from Harvard Business Publishing
including Harvard Business School Cases, eLearning products, and business simulations
please visit hbsp.harvard.edu.
**Screenshot_14-7-2025_182857_openpsychometrics.org.jpeg**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-14-7-2025-182857-openpsychometrics-org-jpeg)
**## PSY328ModuleThreeJournalTemplate.docx**
## PSY 328 Module Three Journal Template
First, complete the
[Big Five Personality Test](https://openpsychometrics.org/tests/IPIP-BFFM/) and take a screenshot of your results. Next, complete this template by replacing the bracketed text with the relevant information.
Identify one trait from the Big Five (openness, also known as intellect/imagination; conscientiousness; extraversion; agreeableness; or neuroticism, also known as emotional stability) that
**promotes effectiveness** in one of the following areas: communication, motivation, or adaptability. You can also speak to an area of your choice. Your response should be 2 to 5 sentences in length. Include the following in your response:
Where do you see evidence of this trait in your behaviors?
Explain why you chose your trait and area.
[Insert text]
Identify one trait from the Big Five that you would like to
**improve** and explain why. Your response should be 2 to 5 sentences in length. Consider the following in your response:
Where do you see evidence of this trait in your behaviors?
What behavior would you like to see?
[Insert text]
Identify one trait from the Big Five that you think helps you cope with
**challenging situations** and provide an example. Your response should be 2 to 5 sentences in length.
[Insert text]
Identify one trait from the Big Five that you think is particularly important for your
**current or desired profession** and justify your response. Your response should be 2 to 5 sentences in length.
[Insert text]
Your textbook describes which personality traits are most important to employers: conscientiousness followed by agreeableness. Provide one reason why these traits would be desirable in an
**organizational setting** and one reason why they would not. Your response should be 2 to 5 sentences in length.
[Insert text]
Describe at least one
**limitation** of trait theory when it comes to characterizing a person or their behavior. Your response should be 2 to 5 sentences in length.
Consider topics related to social justice issues, such as gender and atavism.
[Insert text]
Considering that the traits are on a continuum, describe the extent to which you think you can
**change** your traits over time. Your response should be 2 to 5 sentences in length.
[Insert text]
1
## image1.png
## image2.svg
**## PSY328ModuleThreeActivityTemplate.docx**
## PSY 328 Module Three Activity Template
First, read the Shapiro Library article
[Introverts, Extroverts, and the Complexities of Team Dynamics.](https://search.ebscohost.com/login.aspx?direct=true&custid=shapiro&authtype=athens,ip&db=bsu&AN=118666686&site=eds-live&scope=site) Next, complete this template by replacing the bracketed text with the relevant information.
Describe examples of
**observable** **behaviors**(e.g., communication or working styles) of introverts and extroverts in a workplace or school setting. Your response should be 3 to 5 sentences in length. Include the following in your response:
Do you think people can exhibit both introverted and extroverted traits, depending on the situation? Justify your response.
[Insert text]
Describe the benefits
of having introverted or extroverted
**managers or teachers**. Your response should be 3 to 5 sentences in length. Include the following in your response:
Be sure to list a benefit of having an introverted manager and a benefit of having an extroverted manager.
Consider how you would approach building a relationship with a manager or teacher that exhibits different extroversion traits than you do.
[Insert text]
Describe the benefits of having introverted or extroverted
**team members**. Your response should be 3 to 5 sentences in length. Include the following in your response:
Be sure to list a benefit of having an introverted team member and a benefit of having an extroverted team member.
Consider how you would approach building a relationship with a team member that exhibits different extroversion traits than you do.
[Insert text]
Describe how a manager or teacher might engage both introverted and extroverted individuals and
**motivate** them on the team or in the classroom. Justify your response. Your response should be 3 to 5 sentences in length.
[Insert text]
Describe a benefit of using
**emotional intelligence skills** in the workplace or classroom. Your response should be 3 to 5 sentences in length. Consider the following in your response:
When would you need to use these skills and why?
How do they empower you to navigate stressful situations?
How do these skills influence your mindset?
[Insert text]
Explain how an
**increased awareness** of the introversion and extroversion of yourself and others helps you be more effective in the workplace or school setting. Your response should be 3 to 5 sentences in length.
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**## EBSCO-FullText-07_17_2025.pdf**
MANAGING PEOPLE
Introverts, Extroverts, and
the Complexities of Team
Dynamics
by Francesca Gino
MARCH 16, 2015
Let’s start with a short personality test. For each of the following dimensions, indicate the extent to
which each of the following words describes you, with a 5 indicating “very much so” and a 1
indicating “not at all”: assertive, talkative, bold, not reserved, and energetic. Now sum up your
scores. What’s the total?
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If you scored under 10 points, you are likely to have an introverted personality rather than an
extroverted one. If that is the case, you are certainly not alone. Studies find that introverts make up
one-third to one-half of the population. Yet most workplaces are set up exclusively with extroverts in
mind, a fact that becomes clear when you look at traits associated with the two personality types.
Extroverts gravitate toward groups and constant action, and they tend to think out loud. They are
energized and recharged by external stimuli, such as personal interactions, social gatherings, and
shared ideas. Being around other people gives them energy. In contrast, introverts typically dislike
noise, interruptions, and big group settings. They instead tend to prefer quiet solitude, time to think
before speaking (or acting), and building relationships and trust one-on-one. Introverts recharge with
reflection, deep dives into their inner landscape to research ideas, and focus deeply on work.
What do these tendencies mean for the ability of extroverts and introverts to succeed in team
settings, where they must interact and sometimes lead others? My research suggests that the answer
depends on the types of team members being led.
Team leaders who are extroverted can be highly effective leaders when the members of their team
are dutiful followers looking for guidance from above. Extroverts bring the vision, assertiveness,
energy, and networks necessary to give them direction.
By contrast, when team members are proactive — and take the initiative to introduce changes,
champion new visions, and promote better strategies — it is introverted leaders who have the
advantage. Extroverted leaders are more likely to feel threatened, I’ve found. When employees
champion new visions, strategies, and work processes, they often steal the spotlight, challenging
leaders’ dominance, authority, and status. As a result, extroverted leaders tend to be less receptive:
They shoot down suggestions and discourage employees from contributing. By comparison, an
introverted leader might be comfortable listening and carefully considering suggestions from below.
This finding is consistent with a wealth of research on what is known as dominance complementarity:
the tendency of groups to be more cohesive and effective when they have a balance of dominant and
submissive members.
The intuition here is that extroverted leadership may drive higher performance when employees are
passive but lower performance when employees are proactive. To test this idea, my colleagues Adam
Grant of Wharton, Dave Hofmann of the University of North Carolina at Chapel Hill, and I studied a
U.S. pizza-delivery chain. Since the stores in the chain were highly similar, they offered a natural
opportunity to track whether their success varied as a function of extroverted leadership and
employee proactivity.
With the goal of isolating the influence of extroverted leadership, we compared the profitability of 57
different stores. We assessed each store leader’s levels of extraversion — how assertive, talkative,
bold, and energetic he or she was. In addition, an average of six to seven employees per store
completed surveys about how proactive their store was as a group: to what extent did they voice
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suggestions for improvement, attempt to influence the store’s strategy, and create better work
processes?
Then, for the following seven weeks, we tracked each store’s profits. We statistically adjusted for
factors beyond the leader’s control, such as the average price of pizza orders and the total number of
employee labor hours. We found that extroverted leadership was linked to significantly higher store
profits when employees were passive but significantly lower store profits when employees were
proactive. In stores with passive employees, those led by extroverts achieved 16% higher profits than
those led by introverts. However, in stores with proactive employees, those led by extroverts
achieved 14% lower profits. As expected, extroverted leadership was an advantage with passive
groups, but a disadvantage with proactive groups.
These results suggest that introverts can use their strengths to bring out the best in others. Yet
introverts’ strengths are often locked up because of the way work is structured. Take meetings. In a
culture where the typical meeting resembles a competition for loudest and most talkative, where the
workspace is open and desks are practically touching, and where high levels of confidence, charisma,
and sociability are the gold standard, introverts often feel they have to adjust who they are to “pass.”
But they do so at a price, one that has ramifications for the company as well.
How can you get the best from deep, quiet team members during meetings? A look at practices used
in some organizations points to an answer. At Amazon, every meeting begins in total silence. Before
any conversation can occur, everyone must quietly read a six-page memo about the meeting’s
agenda for 20 to 30 minutes. Amazon CEO Jeff Bezos instituted this process after recognizing that
employees rarely read meeting materials sent in advance. Reading together focuses everyone’s
attention on the issues at hand.
The real magic happens before the meeting ever starts, when the author is writing one of these six-
page memos, which are called “narratives.” The memos must tell a story: They have a conflict to
resolve and should conclude with solutions, innovation, and happy customers — a structure that
provides the meeting with direction. Writing forces memo authors to reason through what they want
to present, spend time puzzling through tough questions, and formulate clear, if not persuasive,
arguments. It’s no surprise that Bezos also banned PowerPoint presentations in meetings, thus doing
away with simplistic and fuzzy bullet-point logic.
The type of clear thinking that these structured memos require also serves the purpose of leveling the
playing field for team members who differ in their level of introversion and extroversion. The
imposition of writing as a medium turns self-discipline and personal reflection into effective
meetings and participative decision making. After devoting time to reading, the group can then focus
on engaging in a valuable discourse: reaching shared understandings, digging deeper into data and
insights, and perhaps most importantly, having a meaningful debate. The process gives introverted
team members the time they need to formulate their thoughts and, for some, build up the courage to
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share them with the rest of the team. It also encourages the extroverted to listen, reflect, and become
more open to the perspectives of their more silent peers.
Thinking more carefully about how to structure meetings can be very helpful to make sure they
produce good outcomes. And it can also assure management can get the best out of the introverted
members, in addition to the more extroverted ones.
Francesca Gino is a professor at Harvard Business School, a faculty affiliate of the Behavioral Insights Group at Harvard
Kennedy School, and the author of Sidetracked: Why Our Decisions Get Derailed, and How We Can Stick to the Plan
(Harvard Business Review Press, 2013). She cochairs an HBS executive education program on applying behavioral
economics to organizational problems. Twitter: @francescagino.
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[https://hbr.org/2012/07/the-power-of-the-introvert-in/](https://hbr.org/2012/07/the-power-of-the-introvert-in/)
[https://hbr.org/2012/07/the-power-of-the-introvert-in/](https://hbr.org/2012/07/the-power-of-the-introvert-in/)
[http://www.amazon.com/Sidetracked-Decisions-Derailed-Stick-Plan/dp/1422142698](http://www.amazon.com/Sidetracked-Decisions-Derailed-Stick-Plan/dp/1422142698)
[https://twitter.com/francescagino](https://twitter.com/francescagino)
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