Week 03
Assignment 02
Author: Bruno Gonçalves Soares
1. What is personality? How do we typically measure it? What factors
determine personality?
Personality refers to the enduring patterns of thoughts, feelings, and behaviors
that distinguish individuals from one another. It encompasses traits such as
extraversion, openness, and conscientiousness, which contribute to how people
interact with the world and with others (Pervin, 1996).
Describing one personality can be tricky, as many adjectives can be used by
many different people to describe the same person. You can describe a coworker of
yours as being “fun”, “outgoing”, “hard-working” or “lazy”, “aloof” and “nosy”. Robbins
and Judge (2023) define personality as being the multiple ways someone can
interact with the world around them. It is mostly described in terms of the measurable
traits a person exhibits.
Measurement of personality typically involves various psychometric tools and
assessments. Common methods include:
●Self-report questionnaires (e.g., the NEO-PI-R), where individuals rate
themselves on different traits.
●Behavioral observations, where trained professionals observe and record
an individual's behavior in various situations.
●Projective tests (e.g., Rorschach Inkblot Test), which involve interpreting
ambiguous stimuli to uncover underlying personality traits.
Factors determining personality include:
●Genetic influences, which contribute to temperamental aspects (Bouchard,
1997).
●Environmental influences, such as upbringing, culture, and life experiences,
which shape personality traits over time (Maccoby, 2000).
●Biological factors, including brain structure and function, can also impact
personality traits (Gray, 1990).
References:
Bouchard, T. J. (1997). Genetic and environmental influences on adult personality.
Journal of Personality, 65(2), 487-508.
Gray, J. A. (1990). Brain systems that mediate both emotion and cognition. Emotion,
1, 132-143.
Maccoby, E. E. (2000). The role of parents in the socialization of children: A historical
overview. Developmental Psychology, 36(3), 309-319.
Pervin, L. A. (1996). Personality: Theory and research. Wiley.
Robbins, S. P., & Judge, T. A. (2023). Organizational behavior (19th ed., Global ed.).
Pearson.
2. What are the strengths and weaknesses of the Myers-Briggs Type
Indicator (MBTI) and the Big Five personality model?
Myers-Briggs Type Indicator (MBTI):
The Myers-Briggs Type Indicator (MBTI) is the most prevalent personality
assessment tool globally. It consists of a hundred questions designed to evaluate
individuals' typical feelings and behaviors in various scenarios. Based on their
responses, people are categorized into one of sixteen personality types, using
dimensions such as extroversion or introversion (E or I), sensing or intuition (S or N),
thinking or feeling (T or F), and judging or perceiving (J or P).
● Strengths:
○ Provides a structured framework for understanding personality
differences (Myers & Myers, 1980).
○ Useful in enhancing self-awareness and improving communication in
team settings.
○ Widely used in organizational and career counseling contexts.
● Weaknesses:
○ Lacks empirical support for its reliability and validity (Pitts, 1995).
○ Categorizes personality into discrete types rather than measuring traits
on a continuum.
○ Can lead to oversimplification of personality and does not account for
situational variability.
Big Five Personality Model:
While the MBTI may not have substantial empirical backing, the Big Five Model
is well-supported by extensive research. This model suggests that five fundamental
dimensions capture most personality differences among individuals. Scores on these
traits are effective at predicting behavior across various real-life scenarios and tend
to remain fairly consistent over time, though some daily fluctuations may occur.
● Strengths:
○ Strong empirical support and extensive research backing its validity
and reliability (Goldberg, 1993).
○ Measures traits on a continuum, providing a more nuanced view of
personality.
○ Useful in predicting various life outcomes, such as job performance
and personal well-being.
● Weaknesses:
○ Can be complex to apply in practical settings without appropriate tools
and training.
○ May not fully capture the breadth of human personality and the impact
of situational factors.
References:
Goldberg, L. R. (1993). The structure of phenotypic personality traits. American
Psychologist, 48(1), 26-34.
Myers, I. B., & Myers, P. B. (1980). Gifts differing: Understanding personality type.
Consulting Psychologists Press.
Pitts, T. (1995). The MBTI and its critics: A review of the debate. Journal of
Personality Assessment, 65(3), 447-463.
Robbins, S. P., & Judge, T. A. (2023). Organizational behavior (19th ed., Global ed.).
Pearson.
3. How do the concepts of core self-evaluation (CSE), self-monitoring,
and proactive personality help us to understand personality?
Core Self-Evaluation (CSE):
Core Self-Evaluation (CSE) is a higher-order personality trait that integrates
self-esteem, generalized self-efficacy, locus of control, and emotional stability.
Individuals who score high on CSE typically maintain a positive self-view, which
contributes to increased job satisfaction, enhanced work performance, and improved
overall well-being and life satisfaction (Judge et al., 2003). This trait reflects an
individual's fundamental appraisal of their own worth and capability, impacting
various aspects of personal and professional life.
Self-Monitoring:
This trait reflects the extent to which individuals adjust their behavior in
response to social cues. High self-monitors are more adaptable and sensitive to
social dynamics, while low self-monitors are more consistent and less concerned
with social feedback (Snyder, 1974). Understanding self-monitoring helps in
predicting how individuals might behave in social and professional settings.
Proactive Personality:
This trait involves taking initiative and seeking to influence one's environment.
Proactive individuals are more likely to identify opportunities, take action, and persist
in the face of obstacles. This trait is linked with career success and personal
achievement (Bateman & Crant, 1993).
References:
Bateman, T. S., & Crant, J. M. (1993). The proactive component of organizational
behavior: A measure and test of its effects. Journal of Organizational Behavior,
14(2), 103-118.
Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2003). Core self-evaluations
and job and life satisfaction: The role of self-concordance and goal attainment.
Journal of Applied Psychology, 88(1), 157-169.
Snyder, M. (1974). Self-monitoring of expressive behavior. Journal of Personality and
Social Psychology, 30(4), 526-537.