personality final

CHRISSY DELLA CORTE

HRE 7723

NOVEMBER 15 , 2011

Personality & Transformational

Leadership

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What is personality?

Personality is 'the sum total of all the biological innate dispositions, impulses, tendencies, appetites & instincts of the individual and the acquired dispositions and tendencies’ (Prince, 1924).

The more or less stable and enduring organization of a person's character, temperament, intellect, and physique determines his unique adjustment to the environment (Eysenk, 1947, p.21).

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Theory of Personality

Personality is mostly biological but can be influenced by environment

Biological view validated by: The same three personality orientations are found universally

regardless of social and cultural factors These traits show stability within individuals over long

periods of time in the face of differing experiences Evidence supported by twin studies

Based on three dimensions (Types or Superfactors): Extraversion / Introversion Neuroticism / Stability Psychoticism / Superego

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Personality of Leaders

OutgoingExtravertedSociableConfidentHigh self esteemPositiveOptimisticEmotionally balancedInnovatorsRisk-takers

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Personality, cont.

Personality is just one of the (highly) complex variables that need to be correlated among many others in order to do a "deep evaluation" of ourselves.

How we behave depends on the situation. Our situation at any given moment must always be taken into consideration, as well as the many dimensions of self, or individual.

So, we have both the individual structure (the personality, self-needs, abilities, satisfaction, goals, etc.) and those of the organization (boss, colleagues, reward system, tasks, their personalities, etc.).

People with similar styles problem-solve well together.

Personality distinguishes humans from other species, and oneself from other humans.

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What is temperament?

Temperament is about individual differences.

Temperament is composed of the traits, with which a person is born, which are genetic in nature.

It differs from personality, which is a combination of person’s temperament and life experiences.

Temperament is "the stable individual differences in quality and intensity of emotional reaction" and is present at birth (Berk, 1998).

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Temperament, cont.

McCall (1984) defined temperament as “biologically based individual differences in reactions to the world”.

He also described further that these reactions are relatively stable over time and it is not personality but is one of the bases of later personality traits.

Personality characteristics are based on traits and behaviors which are normally acquired after infancy.

Some of the personality characteristics are not influenced by the biological factors.

Temperament traits are not completely inherited.

The key aspects of people’s personalities are habits, goals, and self-perceptions which are not considered as temperament traits.

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What is a learning style?

Learning Style: A consistent way an individual responds to, and uses stimuli in the context of learning. (Claxton & Ralston, 1978).

Cognitive Style: The consistent individual differences found in ways of organizing and processing information and experience. (Messick, 1984).

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Types of Learning Styles

MBTI – Jung (1960)GEFT – Witkin etc. (1973)KAI– Kirton (1976)Multiple Intelligences – Gardner (1983)LSI – Kolb (1984)

VAK – Fleming (2001)

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Why study learning styles?

People learn better when info is presented in their own learning style.

For every study that finds this to be true, there is another study finding it false.

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Experiential Learning

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Starting Point—What are we doing?

Examples

Must incorporate the here and now

Gets you ready to learn (gives motivation)

In a sense, a controlled failure…

Must anticipate things go wrong

Making products or models

Solving problems or analyzing case studies

Negotiating or bargaining

Guided imageryRole playing

Concrete Experience

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What happened? Examples

Three Steps Return to the

experience Promote positive

feelings and remove obstructing feelings

Re-evaluate the experience

JournalingVideotaping and

reviewingGroup discussionPrivate discussionArt (singing,

painting)

Reflection

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1. WHAT DID YOU DO?2. WHY DID YOU DO IT?

3. HOW DID IT MAKE YOU FEEL?4. WHAT DID YOU LEARN?

5. WHAT CAN BE DONE TO IMPROVE?

Reflection Questions

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Abstract Conceptualization

So, what do I conclude?Teacher applies conceptual knowledge

Connects book learning to real-life learning Or Theory to Practice

What can be concluded?

What have I learned about this experience, about myself, about my team?

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Active Experimentation

Now what do I do?Application of new knowledge (requires a

plan)A chance to do betterReach level of expertise desired by teacherProvides another opportunity for a concrete

experienceAgain, needs pre-teaching

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Experiential Learning

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Kolb’s Learning Styles

Diverging: Having many points of view concerning concrete situations with an approach of observe rather than to take action.

Assimilating: Being able to take a wide range of information and put it into concise logical form.

Converging: Being able to find practical uses for ideas and theories.

Accommodating: Having the ability to learn from hands-on experiences.

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Kirton’s Adaption Innovation Theory

In problem-solving… ALL PEOPLE ARE CREATIVE!!!

Some people are more adaptive.

Some people are more innovative.

Both adaptors and innovators are needed to solve complex problems.

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Adaptors Innovators

Produce few ideasExpect high rate of

successViewed as dull &

boring

Produce many ideasTolerate high failure

rateViewed as illogical

& random

Adaptors & Innovators--Originality

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Adaptors Innovators

Precise with detailWelcomes change

as an improverMakes things betterViewed as narrow

minded

Sees the larger picture

Welcomes change as a mould breaker

Makes things different

Viewed as inefficient

Adaptors & Innovators--Efficiency

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Adaptors Innovators

Solve problems using rules

Rarely challenges the rules

Prudent with authority

Viewed as over-cautious

Solves problems by altering rules

Always challenges rules

RadicalViewed as reckless

or rude

Adaptors & Innovators—Rules/Structures

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Coping Behavior

Your preferred problem-solving style is determined early in life and does not change.

We learn to cope in situations that do not match our preferred style.

Coping behavior is psychologically expensive.

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A-I in groups & teams

Diversity of thought

Cognitive Gap A gap of 20 points is significant and causes problem-

solving difficulty if not addressed

Bridgers A person who has a score between extreme scores A person who is willing and able to act as a bridger

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Homogenous Groups Heterogeneous Groups

Everyone thinks the same

ComfortableFriendlyCan solve a narrow

range of problems

Think differentlyCan have conflictCan solve a broad

range of problems

A-I in groups & teams

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Everyone is Creative!Your Preferred Creative Style

All make decisions and solve problems; in the brain, this is creative activity

Your creative style or preference is based on how your brain functions

Creative style is NOT the same as level

Probably genetically determined (a component of personality)

Cannot choose or change your style

Can be measured at an early age

Remains stable with age, experience

Final Points on A-I Theory

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Which style is better?

• Neither style is inherently better at solving problems & making decisions; there is no “right” or “wrong” score.

• In specific situations, different degrees of adaptation and/or innovation may be seen as more appropriate.

• We have a tendency to feel comfortable with and value our own style.

• Differences or gaps do exist• Between people• Between groups or teams• Between people/teams and the requirements of the task

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C R E A T I V E Q U E S T I O N N A I R EH T T P : / / T A L E N T D E V E L O P . C O M / S E L F T E S T . H T M L

K E I R S E Y T E M P E R A M E N T S O R T E R ( K T S - I I )H T T P : / / W W W . K E I R S E Y . C O M / S O R T E R / I N S T R U M E N T S 2 . A S P X ? P A R T I D = 0

V A KV I S U A L , A U D I T O R Y , A N D K I N E S T H E T I C L E A R N I N G S T Y L E

H T T P : / / S O S . N E T / ~ D O N C L A R K / H R D / S T Y L E S / V A K T . H T M L

K O L B L E A R N I N G S T Y L E I N V E N T O R Y ( L S I )H T T P : / / L E A R N I N G F R O M E X P E R I E N C E . C O M / T O O L S / K O L B - L E A R N I N G - S T Y L E - I N V E N TO R Y - L S I /

H T T P : / / W W W . B U S I N E S S B A L L S . C O M / K O L B L E A R N I N G S T Y L E S . H T M

Any Questions?