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personality traits and learning styles

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sapan sherzad

on 23 April 2015

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Transcript of personality traits and learning styles

Personality Traits and Learning Styles
Big 5 Personality Traits

and Learning Styles


Neuroticism Extraversion

Theories in Personalities and Learning Styles
Benefit of Using Personalities and learning styles
Validity and Reliability and Learning Styles
Workshop and Discussion
Critical Thinking Discussion
High score <> Anxious, emotional, vulnerable.
Low score <> Calm, comfortable, unemotional, self-satisfied.

High score <> Active, passionate, affectionate, talkative, fun loving.
Low score <> Reserved, quite, passive, unfeeling.

Openness Agreeableness
High score <> Creative, imaginative, original, prefer variety, liberal and curious.
Low score <> Conservative, prefer routine, down to earth, uncreative, incurious.

High score <> Soft hearted, trusting, generous, lenient, good natured.
Low score <> Ruthless, suspicious, stingy, critical and irritable.

High score <> Hardworking, well organised, punctual, ambitious, persevering.
Low score <> Negligent, lazy, disorganised, late, quitting, aimless.

Gardner’s Multiple Intelligences Theory
Linguistic <> Words and Language
Typical roles <> writers, lawyers, journalist, translators.
Related tasks, activities <> Write a speech, speak on the subject, tell negative and positive sides of the story.

Logical Mathematical <> Logic and Numbers
Typical roles <> Scientist, engineers, accountants, bankers.
Related activities <> Perform arithmetic calculation, analyse how a machine works, create a process devise a strategy to achieve an aim.

Gardner’s Multiple Intelligences Theory
Musical <> Music, sound, rhythm
Typical roles <> Musicians, composers, music producers, party planners.
Related activities <> Sing a song, review music work, voice judges.

Bodily Kinaesthetic <> Body Movement Control
Typical roles <> athletes, actors, dancers.
Related activities <> Juggle, demonstrate a sports technique, toss a beer bottle (bar tenders), fly a kite.

Gardner’s Multiple Intelligences Theory
Spatial Visual <> Visual and Spatial Perception
Typical roles <> Architects, artists, cosmetic and beauty consultants, sculptors.
Related activities <> Design a building, room layout, design a costume, interpret paintings.

Interpersonal <> Other People’s Feelings
Typical roles <> HR practitioners, mediators, counselors, doctors.
Related activities <> Coach or counsel other people, interpret moods from facial expression, demonstrate feelings through body language, affect the feelings of others in a planned way .

Gardner’s Multiple Intelligences Theory
Intrapersonal <> Self-awareness
Typical roles <> Anyone.
Related activities <> Self-reflection.

Building a better team using personality traits

Help HR managers before hiring (Job description).
Fit and compliment cultural organization.
Pair new employees with team members who suit their personality types.

Benefits of Big 5 Personality Traits in Organizations
Benefit of Big 5 Personality Traits
Provide explanation.
Constant over time.
Universally accepted across cultures.
Knowing own traits to assess likelihood of success in various environment.
Improve overall performance.

Advantages of The Big 5 Personality
Conscientiousness Agreeableness
High achievers
Focused and goal oriented
Well organized

(Howard and Howard, 1995)
Adaptive and receptive
Builds raport easily
Lower turn over intention

(Zimmerman, 2008)
Extraversion Neuroticism
Highly awareness
Anxiety can be beneficial


Good attitude
Builds relationship easily
Motivated and strengthen teams

(Zimmerman, 2008)
Innovate and Creative
Open to discussion
Team work

(Judge et al.,2002)
Openness To Experience
(Anderson, 2009)
(Zimmerman, 2009)
(Anderson, 2009)
Benefits of Knowing Learning Style
Increases self-confidence.
Improves self-image.
Gives insight into your strengths, weaknesses and habits.
Enjoyable learning process.
Improve curiosity, motivation for lifelong learning.
Shows how to take advantage of natural skills and inclinations.

To stay up-to-date professionally.
Gives an edge over competitors.
Manage teams more effectively.
Deliver effective presentations to diverse audiences.
Improve persuasion and sales skills.
Improve cooperation among colleagues.
Translates learning power into earning power.
Different tools and ways to measure the Big 5 model.

Five-Item Personality Inventory (FIPI)
Ten-Item Personality Inventory (TIPI)
The International Personality Item Pool (IPIP)
40 Big Five mini-markers (Gardner’s)

Validity and Reliability of big 5 model
Age differences:
(change at all stages of life).
Brain structures:
(ratio of brain volume to remainder of intracranial
Gender differences:
Women are more (neuroticism) than men.
Cultural differences.
(Hungarians do not appear to have a single
agreeableness factor).
(Migliore, 2011)

Bias and falsification of responses.
The Purpose of the report.
Narrowness the Factors.


Ignoring some traits (honest, religiosity, sense of humor and more)
Openness to wide to measure

(Donaldson, and Grant-Vallone, 2002).

(Connotation of the used factors methods) each factors of the big five model and the result of measurement of those factors shows the validity of this model by different studies.
(Warr, Bartram and Brown,(2005)

Correlations with peer ratings

(Van der Linden, Tsaousis, and Petrides, 2012)

( Overlapping ) Does not mean that lower-level personality factors lose their importance of relationship between the others, but it have some (exception) in their traits.
A specific type of behavior on general factors of personality.
Big Five model depends on individual's current stage of development.

(Van der Linden, Tsaousis, and Petrides, 2012)

Extroversion, Conscientiousness, Agreeableness are correlated with Intrapersonal Intelligence.
Openness and Neuroticism are link to Musical Intelligence.
Openness is also link to Linguistic Intelligence.
Agreeableness and Conscientiousness are link to Mathematical Intelligence as well.

Findings- FFI and Gardner MI
(Patino, 2011)

Participant who is:
Dominantly Extroverted = Intrapersonal
Can basically do ANYTHING they require to solve the problem.

Dominantly Agreeable and Conscientious = Mathematical and Intrapersonal
Specific instructions has been listed; though participant can basically do whatever they require to solve the problem. Materials will be given as well.

Dominantly Open = Linguist and Musical
Recorder voice instructions will be given and participant has to solve the problem why writing out the solution.

Straw Powered Paper Rocket
Why some participants find it useful when they determine their learning styles through personality dominance; while some do not.
Some other intelligences are not even correlated with the Big Five Personality.
Today’s learning styles are different from the actual test the lecturer shared on previously.

Group Reflective Questions

Learning styles are a subset of personality and they represent learnt component of personality.

(Furnham et al, 1999)

Relationship Between Personality and
Learning Styles
Relationship Between Personality and
Learning Styles (Diagram)

Intelligences could be influenced by experience, culture, and motivational factors.

(Visser et al, 2006; Patino, 2011)

Most effective way is for companies to encourage people’s openness to experience, agreeableness and conscientiousness.

(Komarraju et al, 2011)

Other Possible Relationship

There is relationship between the two aspects; but there is no right or wrong way in terms of personality and learning styles application.
The positive and the negative effects of indulging in personality and learning styles.

Note the impact of effective training, the application of training knowledge and the company policies that might hinder the employees potential.

Company does have team work from time to time- it deemed to be ineffective from some personality and learning styles but organization requires it.

Organization are all different- individuals are too.

Conclusions (Cont’)
Thanks for your Cooperation!
Anderson, M., (2009). The role of group personality composition in the emergence of task and
relationship conflict within groups.
Journal of Management and Organization, 15
(1) 82-96.
Donaldson, S. I., & Grant-Vallone, E. J. (2002). Understanding self-report bias in
organizational behavior research.
Journal of Business and Psychology, 17
245-260. doi:10.1023/A:1019637632584.
Furnham, A., Jackson, C. J., & Miller, T. (1999). Personality, Learning Style and Work Performance.
Personality and Individual Differences, 27
, 1113-1122.
Howard, P.J., & Howard, J. M., (1995). Buddy, can you paradigm?.
Training & Development, 49
(9), p.
28(7). Retrieved September 8, 2009, from General OneFile via Gale:
John, O. P., & Srivastava, S. (1999). The Big-Five trait taxonomy: History, measurement, and
theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality:
Theory and research
(Vol. 2, pp. 102–138). New York: Guilford Press.
Judge, T. A., Ilies, R., Bono, J.E., & Gerhardt, M. W., (2002). Personality and leadership: a qualitative
and quantitative review.
Journal of Applied Psychology, 87
(4), p. 765(16). Retrieved
September 8, 2009, from General OneFile via Gale:
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Traits in Predicting College Students’ Academic Motivation and
Learning and Individual Differences 19
, 47-52. doi:10.1016/

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cultural dimensions. Cross Cultural Management:
An International Journal,
(1), 38-54. doi:10.1108/13527601111104287.
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English language teaching, 5
(4), 116
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(Nabiollah, 2011)
Agreeableness 42
Conscientiousness 34
Openness 33
Neuroticism 22
Extroversion 19

Trustworthy, compliance, modest, sympathetic, forgiving, soft hearted, generous, trusting; adaptive, receptive and build raport easily.
(John et al, 1999; Zimmerman, 2008)
Competent, efficient, discipline, hard working, organized, punctual, ambitious, persevere; high achiever, focus, goal oriented.
(Howard et al, 1995; John et al, 1999)

High in Intrapersonal and Mathematical Intelligences
Full of self awareness, self-reflection, logical thinking, especially in numerical problems.

Openness 34
Agreeableness 34
Conscientiousness 33
Extroversion 29
Neuroticism 21

Creative, imaginative, curious, original; open to discussion, team player, visionaries.
( Judge et al, 2002)
Soft hearted, trusting, generous, adaptive, trust worthy, compliance, modest, sympathetic, receptive, build rapor easily.
(Zimmerman, 2008; John et al, 1999)

High in Linguistic and Musical Intelligences
Good with words and language, sound, music, and rhythm.

Supposedly high in

Sociable, active, energetic, adventurous, passionate, affectionate, talkative, fun, loving; positive attitude, build relationship easily, motivated, supportive team member.
(Zimmerman, 2008; John et al, 1999)
Full of self awareness & self-reflection.

Mystery Participant?
High in Intrapersonal Intelligence
Good understanding of themselves to solve problem.

Personality Traits and Learning Styles
Tawanda Matavata 2609178
Sapan Sherzad 2918413
Ahmed Al-Saifi 2858711
Huang Chunmei (May) 2914684
Cherry Ng 2974033

Lecturer: Dr. Geoffrey Carter

23rd, April, 2015

7015EHR Advanced Human Resource Development
Full transcript