Personality and Its Impacts on Behavior - Assignment Example

Running Header: Personal Report- Organisational Behavior Name: University: Course Title: Instructor: Date: Personal Report- Organisational Behavior Introduction Different people have different personality facets. This is due to the fact that different people were socialized differently. The way in which people were socialized is not the only factor that leads to the variety of personality traits. There are various more factors that are involved (Barrick and Mount, 2005, p.360). Personality facets are often exhibited when people engage in different activities. As for this report, there are a variety of personality facets that are portray when faced with different circumstances. These are what are sometimes used by people in the society to explain how one would behave when exposed to some activities that would employ their involvement and participation. This paper is a personal report discussing personality facets and behaviours. It also tries to explain the behaviours that would be appreciated if changed and how that would be done. Personality and its impacts on behavior Personality can be said to be the set of characteristics that an individual possesses that are unique to the person and determine how the individual acts and behaves in different situations. It impacts the behaviour that one shall have both at work and even in educational institutions since it can be used in the determination of how one shall perform in designated duties (Matthews, 2003, p.3). This can be through the determination of the ability of one to follow rules. It can also be used in the determination of the ability that one has in the allocation of resources to accomplish tasks that are assigned to them (Barrack and Mount, 2005, p.360). It is of great importance to understand personality since it helps in guiding decisions by managers of organisations and even institutions about their employees and the interactions that these employees have with their colleagues at work places. It also predicts much of the behaviours of individuals at their places of work (Barrack and Mount, 2005, p.368). Personal profile The personal profile discussed in this paper dictates that the subject obtains the facet of openness to experience though not best at intellectual orientation. Openness to experience reflects those individuals who are open to new and innovative ideas (Stephan, 2009, p.638). This is seen through the high scores on openness. It also observed that there is the presence of the conscientiousness facet. This is through the high scores in the achievement striving efforts and also on self discipline. On the extraversion facet, lower scores are obtained. Here, the virtue of a less outgoing person is revealed and one who also has lower levels of assertiveness. There was also a high score on anxiety. This is a sign of one who is not very able to control his or her anger and emotions and at the same time having a chance of getting more anxious than is normal in other situations (O’Connor and Paunonen, 2007, p. 974). The scores on agreeableness point towards an individual who is an agreeable person and have the capability to work and relate with other people especially in groups (Barrack and Mount, 2005, p.360). According to the results, it is pointed out that the scores on the facet of openness and emotional stability were quite high. This means that on openness, the personality of that specific person is such that he or she is open to new ideas and on the other hand, regarding emotional stability, it points towards the ability of getting stressed or depressed. It therefore means that there exists the lack of the ability to control emotions in situations that requires the application of control of one’s emotions. This is especially so in regards to durations of anxiety. Here, with the high scores, it means that the control of anxiety is very low. There were also lower scores on openness in terms of intellectual orientation and on extraversion in terms of gregariousness. This specifies the personality of a person that is not very outgoing. At the same instance, the individual is a person of great intellect. This is regarded by the high scores that are scored on the imagination index. It shows that the subject’s imaginations are developing well. In the class norm, there are high scores in terms of the agreeableness facet of altruism indicating that the subject is not a selfish person and is even more willing to collaborate with other students in the sharing of knowledge. There are also high scores on agreeableness in the cooperation score indicating that the subject is highly cooperative, both as an individual and also in the context of a class as a group. High scores are also exhibited in the extraversion facet of assertiveness score. This shows rates of self confidence that are obtained by the individual. It shows that the person being one that believes in what he or she does and has the faith that whatever actions that are being engaged in are the right (García et al, 2005, p.8). There were also high scores on the gregariousness score, both as an individual and in the group. The scores were not so high in the individual context exhibiting a person who is outgoing, though not very much. On the other hand, the scores were less in terms of emotional stability score under anger. This illustrated the weakness obtained regarding to the management of emotions in terms of anger and even anxiety. It may illustrate the idea of getting angry in a fast manner. The scores were higher than the class distribution on openness score on the imaginative score. This may be a clear illustration of openness to imagination. It shows the value of not being conventional and also more traditional to the ideas of imagination. There were also high scores on conscientiousness in terms of achievement striving and cautiousness. This signifies an individual that is very cautious on his or her undertakings to ensure that great achievements are attained. This is both in the level of the person and in terms of groupwork. Since it is evident that there were high scores in the openness and emotional stability scores individually (though with a lower score on openness in terms of intellectual orientation), yet scored less in the class norm, their analysis would lead to the attainment of more knowledge of the factors that may lead to such behaviours. Their analysis would also guide in the development of an action plan of dealing with them. Analysis of two personality facets Openness facet refers to the receptiveness that one has to new ideas, new approaches and also experiences. It involves the tendency that one has to fantasize, sensitivity that is related to things such as art and beauty, the awareness that one has on his or her emotions, the preference that an individual has on innovation and the tendency of an individual being liberal in terms of the values that they hold (García et al, 2005, p.1). When one has a creative and vivid imagination, it is studied that it involves a tendency of being antisocial (García et al, 2005, p.6). This could be the explanation behind the behaviour that led to low scores that were attained in terms of openness in the class norm especially on the imagination score. It could best explain the instance when it was found difficult to understand why other classmates could not be able to think of more creative ways of dealing with problems, which led to disappointments. Developing more on this could help deal with the behaviour of getting disappointed over other people yet failing to understand that not everyone is as creative as they are perceived to be. On the contrary, this trait is a form of strength to when it comes to creativity. This is exemplified by the ability to come up with creative solutions during class discussions. In terms of emotional stability, on individual basis, the highest scores were attained. This illustrates a person of high temper and poor control of anxiety. It also demonstrates some form of susceptibility to stress. On the other hand, there were a bit of fewer score on the class norm especially in connection to anger (Thompson et al, 2010). This could be an indication that in a group, there was the tendency of getting easily angered and at the same instance get distracted by the same anger. However, the levels of anger management when it comes to a group are quite lower. This could be an explanation to the behaviour that is sometimes exhibited when deferring on opinions with other classmates. This is in the virtue of getting so gross with them and sometimes even failing to comply with any other thing that they suggest to be done in class. This has however been a strength in that it has in other occasions aided in defending what is felt to be right. It has sometimes led to the engagement of arguments in support of what is believed to the best in certain situations. Action plan Due to the effects and impacts that the explained personality has had on the working and functioning of the team and especially in class, coming up with an action plan is inevitable. This action plan should be one that shall helps in changing the manner of behaviour under conditions that make lead to extremes hence causing the undesired results. The first step would be to specify the exact behaviour that ought to be changed (Weiten, 2010, p.217). These behaviours have already been discussed and one of them is the behaviour of seeing other people being without the capability to think fast. The other is the behaviour that is often portrayed during times of anger at team members. This is such behaviour as failing to comply when angered. The next step would be coming up with a program that would help in intervening the undesired behaviour. The program would entail the selection of a reinforcer that would be positive. The reinforcer should be something that is loved to be done by the subject. This would be followed by setting up of contingencies that explain exactly the behaviour that requires to be changed and the reinforcement that if implemented will be given an award (Weiten, 2010, p.218). For this case, the reinforcer for the change of the behaviour of seeing other classmates as not being able to think fast would be listening to their thinking without interrupting them. On the other hand, this could also be used for the behaviour of failing to comply with what other mates suggest to be done after getting angry. This is because of the love of listening to what other people say if it is felt like it is what is also thought about. This would be awarded by the variety of ideas that would be gotten from them and also in understanding what other people feel is important to them. Conclusion There are some personality traits that are portrayed that lead to having behaviours that are not favourable for the overall wellbeing of everyone. Regarding this, it is fundamental for one to continually check his or her scores on personality traits so as to continually gauge oneself. This would help in knowing the areas where improvement has been gained in terms of the behaviours that are associated with the traits (Barrack & Mount, 2005, p.360). Learning of the personality traits would also be important in helping in development in readiness for future challenges. These future challenges might require certain behaviours that would be best if they get adapted to at the moment. This means changing the behaviours that are undesirable now rather than then. This does not entail trying to change the personality itself, but only the behaviours that are associated with the traits. This would therefore mean the continuous research on ways and methods of changing behaviours so as to achieve set goals in a sustainable way. Bibliography Barrack, M and Mount, M 2005, “Yes, Personality Matters: Moving on to More Important Matters”, Human Performance, vol.18, no. 4, pp. 359-372. García, L, Anton, A., Óscar, G and Lara, C 2005, “Is Openness to Experience an Independent Personality Dimension”, Journal of Individual Differences, vol. 26, no. 3, pp. 1-7. Gerald Mathews, G., IAN, D and Martha, C 2003, Personality Traits. Cambridge: Cambridge University Press. O’Connor, M and Paunonen, S 2007, “Big Five Personality Predictors of Post-Secondary Academic Perfomance”, Personality and Individual Differences, vol. 43, pp. 971-990. Stephan, Y 2009, “Openness to Experience and Active Older Adults’ Life Satisfaction: A Trait and Facet-Level Analysis”, Personality and Individual Differences, vol. 47, pp. 637-641 Thompson, R., Mügé D and Howard, B 2009, “The Unique Relations between Emotional Awareness and Facets of Affective Instability”, J Res Pers. Vol. 43, no. 5, pp. 875-879. Weiten, W. 2010, Psychology: Themes and Variations, Belmont, Cengage Learning Publishers. Read More