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TEAM B - Individual-Differences-Personality-Theories.pptx
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- 2. MOTIVATION: SELF ASSESSMENT PERSONALITY ASSESSMENT ANALYNS. RIVEL ASSIGNED
- 3. READ THE STATEMENTCAREFULLY AND THEN MARK THE APPROPRIATE RESPONSE BELOW. USE THE FOLLOWING SCALE TO RECORD YOUR RESPONSES 1- STRONGLY DISAGREE 4- SLIGHTLY AGREE 2- SLIGHTLY DISAGREE 5-STRONGLY AGREE 3- NEUTRAL OR CANNOT DECIDE -------1. I GET UPSET EASILY. -------2. I ENJOY BEING PART OF A GROUP. -------3. I LIKE TO SOLVE COMPLEX PROBLEMS. -------4. I BELIEVE THAT OTHERS HAVE GOOD INTENTIONS. -------5. I AM ALWAYS PREPARED. -------6. I HAVE A LOW OPINION OF MYSELF. -------7. I HAVE A NATURAL TALENT FOR INFLUENCING PEOPLE. -------8. I ENJOY THE BEAUTY OF NATURE. -------9. I TRY TO ANTICIPATE THE NEEDS OF OTHERS. -------10. I CAN BE TRUSTED TO KEEP MY PROMISES. -------11. I GET IRRITATED EASILY. -------12. I HAVE A LOT OF FUN. -------13. I LIKE TO VISIT NEW PLACES. -------14. I LOVE TO HELP OTHERS. -------15. I SET HIGH STANDARDS FOR MYSELF AND OTHERS. Sum up the following items to see how you score on five general personality traits. The numbers below indicate which questions correspond to each trait. A high score indicates a stronger level of the trait: 1 6 11 - Neuroticism 2 7 12 - Extraversion 3 8 13 - Openness / Intellect 4 9 14 - Agreeableness 5 10 15- Conscientiousness
- 4. YOUR RESULTS: NEUROTICISM: HIGH SCORERSTEND TO BE NERVOUS, HIGH-STRUNG, INSECURE, WORRYING. LOW SCORERS TEND TO BE CALM, RELAXED, SECURE AND HARDY. EXTRAVERSION: HIGH SCORERS TEND TO BE SOCIABLE, FRIENDLY, FUN LOVING, TALKATIVE. LOW SCORERS TEND TO BE INTROVERTED, RESERVED, INHIBITED, QUIET. OPENNESS TO EXPERIENCE/ INTELLECT: HIGH SCORERS TEND TO BE ORIGINAL, CURIOUS, COMPLEX. LOW SCORERS TEND TO BE CONVENTIONAL, DOWN TO EARTH, NARROW INTERESTS, UNCREATIVE. AGREEABLENESS: HIGH SCORERS TEND TO BE GOOD NATURED, SYMPATHETIC, FORGIVING, COURTEOUS. LOW SCORERS TEND TO BE CRITICAL, RUDE, HARSH, CALLOUS. CONSCIENTIOUSNESS: HIGH SCORERS TEND TO BE RELIABLE, WELL-ORGANIZED, SELF-DISCIPLINED, CAREFUL. LOW SCORER TEND TO BE DISORGANIZED , UNDEPENDABLE, NEGLIGENT.
- 5. INDIVIDUAL DIFFERENCES ⮚ Proposesthat people vary significantly in their characteristics, traits, abilities, and needs. ⮚ Says that people are diverse from each other in many vital ways. We each have unique qualities, talents, motivation, and choices. These contrasts affect how we think, act and feel. ⮚ Individual differences influence our attitudes, behaviors, opinions, thought processes, preferences, abilities, etc. and these differences stem from factors like our culture, personality, gender and development.
- 6. PERSONALITY THEORY ❑ Personality– a pattern of relatively permanent traits and characteristics that give both consistency and individuality to a person’s behavior. ⮚Address the origins of personality as well as the traits that define a personality. ⮚Studies how an individual develops their personality and can be utilized in studying personality disorders. ⮚These theories look to understand why people develop different character traits and respond to external and internal stimuli differently.
- 7. o Understanding personalitytype can help you understand your preferences of other people and how or why these might be different. Personality types are useful for recognizing how we lead, influence, communicate, collaborate, negotiate business and manage stress.
- 8. 1. PSYCHOANALYTIC THEORY BySigmund Freud ⮚These theories view personality as shaped by a person’s early development and the way psychic energy is deployed by the person. ⮚ It is argued that many of the origins of human behaviour are buried deep in the unconscious and that people are generally unaware of the reasons for some of their behaviour. Presented by: Francisca F. Aguilar
- 14. 1. PSYCHOANALYTIC THEORY BySigmund Freud ⮚Organisational psychology which is concerned with systems, not only organisational systems and dynamics but also with individuals and groups within the system fostering worker adjustment, productivity and satisfaction. ⮚Within organisational systems, psychodynamics is concerned with individual differences within the system
- 15. 1. PSYCHOANALYTIC THEORY BySigmund Freud ⮚The focus is on the profound nature of resistance to change when individuals encounter dysfunctional leadership, interpersonal conflicts and ineffective team processes. ⮚Individuals’ subjective and frequently unconscious feelings in response to anxiety and how ego defences are used by individuals against perceived threats are considered.
- 16. 1. PSYCHOANALYTIC THEORY BySigmund Freud ⮚Understanding organisations in this way enables an understanding that individual differences are not only bound within individuals but also manifest in group differences within the organisation. ⮚This subjective approach may assist individuals in becoming aware of why they and others behave in certain ways.
- 17. Presented by: IanroyL. Altahan BEHAVIORISTIC LEARNING THEORIES
- 18. TABLE OF CONTENTS LookingBack Behaviorism Definition Classical Conditioning Operant Conditioning Wrap-up
- 19. BEHAVIORISM Definitio n Behaviors are acquiredthrough conditioning, and conditioning occurs through interaction with the environment
- 20. Father of Behaviorism JOHNB. WATSON The behaviors of humans and other organisms is what should be focused on in psychology rather than internal processes, such as thoughts and feelings.
- 22. CLASSICAL CONDITIONING IVAN PAVLOV isa learning process governed by associations between an environmental stimulus and another stimulus which occurs naturally.
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- 24. OPERANT CONDITIONING BF SKINNER Learningis viewed as a process of “conditioning” in an environment of stimulus, reward, and punishment.
- 25. OPERANT CONDITIONING BF SKINNER ✔Behaviorwhich is reinforced, that is, rewarded, will likely be repeated. ✔Behavior which is punished will occur less frequently.
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- 27. WRAP-UP ⮚BEHAVIORISM (John B.Watson) -all behaviors are acquired through conditioning, and conditioning occurs through interaction with the environment. ⮚CLASSICAL CONDITIONING (Ivan Pavlov) -learning through association. ⮚OPERANT CONDITIONING (Burrhus Frederic Skinner) -learning is a process of conditioning in an
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- 30. ❖Humanistic theories ofpersonality stress the basic goodness of human beings and the need to achieve one’s full potential ❖Rejected the assumption of behaviorism and psychoanalytic approach ❖Two well-known psychologists for their humanistic theories -Carl Rogers -Abraham Maslow
- 31. ABRAHAM MASLOW (1908- 1970) ❖Has been considered as the father of Humanistic Psychology ❖ An American psychologist who was best known for creating Maslow’s hierarchy of needs, a theory of self-actualization
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- 33. CARL ROGERS ❖a humanistthinker; believe that people are fundamentally good. ❖He developed the client- centered during 1940’s and 1950’s
- 35. INTRODUCTION At Contoso, weempower organizations to foster collaborative thinking to further drive workplace innovation. By closing the loop and leveraging agile frameworks, we help business grow organically and foster a consumer- first mindset. Presentation title 35 20XX
- 36. ❖ Humanistic theoriesof personality stress the basic goodness of human beings and the need to achieve one’s full potential ❖ Rejected the assumption of behaviorism and psychoanalytic approach ❖ Two well-known psychologists for their humanistic theories -Carl Rogers -Abraham Maslow
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- 39. MEET OUR TEAM TAKUMAHAYASHI President MIRJAM NILSSON Chief Executive Officer FLORA BERGGREN Chief Operations Officer RAJESH SANTOSHI VP Marketing Presentation title 39 20XX
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- 41. Think about oneof your friends or a member of your family and write down eight words that describe their personality.
- 42. TRAIT THEORIES • Personalitytrait: a personality characteristic that endures (lasts) over time and across different situations.
- 43. • Trait theoriesof personality focus on measuring, identifying and describing individual differences in personality in terms of traits
- 44. ASSUMPTIONS 1.Personality traits arerelatively stable and predictable over time. 2.Personality traits are relatively stable in different situations. 3.Personality consists of a number of different traits, some people have ‘more’ or ‘less’ of each trait than others. 4.Some traits are closely interrelated than others and occur together.
- 46. CONTINUUM • Traits theoristsusually describe traits on a continuum • Example: Continuum for confidence
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- 48. GORDON ALLPORT (1897-1967) •Searched the entire dictionary for words that could describe personality – 17,953 • Eliminated synonyms e.g. nasty, horrible, mean, awful and spiteful • Eliminated words not often used e.g. chrematistic and stultiloquent • Left 4500 words
- 49. ALLPORT • Organised wordsinto 3 categories – cardinal, central and secondary traits • Arranged 3 categories into hierarchy
- 50. ALLPORT TRAIT CATEGORIES •Cardinal Traits: these are traits dominate individual’s whole life, often to the point that the person becomes known specifically for these traits. Allport suggested that cardinal traits are rare and tend to develop later in life
- 51. ALLPORT TRAIT CATEGORIES •Central Trait: general characteristics that form the basic foundations of personality. These central traits, while not as dominating as cardinal traits, are the major characteristics you might use to describe another person • Independence, trustworthiness, competitiveness, possessiveness, kindness, sensitivity, fearlessness
- 52. ALLPORT TRAIT CATEGORIES •Secondary Trait: These are the traits that are sometimes related to attitudes or preferences and often appear only in certain situations or under specific circumstances. • i.e. getting anxious when speaking to a group or impatient while waiting in line. • Secondary traits are characteristics more specific to certain situations and control far less behaviour.
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- 54. ACTIVITY Using Allport’s traitTheory and based on the example of Martin Maloney on the previous slide, write a personality profile for yourself or someone you know
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- 56. HANS EYSENCK • Usedfactor analysis to reduce Cattel’s 16 factors to 2 (he added a 3rd in 1970’s) • Preferred term “dimentions of personality” • Continuum • Introversion- Extraversion • Neuroticism- Emotional stabilty • Psychoticism • Possible combinations of first 2 dimentions
- 59. RESEARCH • Individual differencesof personality due to: • Genetic make-up(tendency to be ‘low’ or ‘high’) • Research – identical twins obtain similar scores on personality trait tests • Functioning of brain and nervous sytem • Eysenck Personality Questionnaire (EPQ)
- 61. TRAIT THEORIES- STRENGTHS •Provide useful descriptions of personality and its structure • Basis for development of reliable and valid personality tests • Tell us: • Why we develop the traits we have • How we come to have combinations we do • Why we have more or less of particular traits • Why traits are enduring and stable across different situations
- 62. TRAIT THEORIES- LIMITATIONS • Leadpeople to use oversimplified classifications and descriptions of people – human personality too complex to be described by simple labels • Under- estimate the way(s) in which specific situations and socio-cultural factors influence behaviour • Identification of personality traits through statistical procedures- human behaviour
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