PERSONALITY DIMENSION

Today, many researchers believe that they are five core personality traits. Evidence of this theory has been growing over the past 50 years, beginning with the research of D. W. Fiske (1949) and later expanded upon by other researchers including Norman (1967), Smith (1967), Goldberg (1981), and McCrae & Costa (1987). The "big five" are broad categories of personality traits. While there is a significant body of literature supporting this five-factor model of personality, researchers don't always agree on the exact labels for each dimension. However, these five categories are usually described as follows:

1. Extraversion: This trait includes characteristics such as excitability, sociability, talkativeness, assertiveness and high amounts of emotional expressiveness.

2. Agreeableness: This personality dimension includes attributes such as trust, altruism, kindness, affection, and other prosocial behaviors.

3. Conscientiousness: Common features of this dimension include high levels of thoughtfulness, with good impulse control and goal-directed behaviors. Those high in conscientiousness tend to be organized and mindful of details.

4. Neuroticism: Individuals high in this trait tend to experience emotional instability, anxiety, moodiness, irritability, and sadness.

5.

Openness: This trait features characteristics such as

imagination and insight, and those high in this trait also tend to have a broad range of interests.

It is important to note that each of the five personality factors represents a range between two extremes. For example, extraversion represents a continuum between extreme extraversion and extreme introversion. In the real world, most people lie somewhere in between the two polar ends of each dimension.

FACTOR INFLUENCING THE INDVIDUAL BEHAVIOUR

According to John Ivancevich and Michael Mattson, the major factors that influenceindividual differences in behavioural patterns are demographic factors, abilities and skills, perception, attitudes and personality. Let us discuss them and they are as follows:-

1. Demographic Factors: The demographic factors are

socio economic background, education, nationality, race, age, sex, etc. Organisations prefer persons that belong to good socio-

economic background, well educated, young etc as they are believed to be performing better than the others. The young and dynamic professionals that have good academic background and effective communication skills are always in great demand. The study of demographic factors is significant as it helps managers to pick the suitable candidate for a particular job. 2. Abilities and Skills: The physical capacity of an individual to do something can be termed as ability. Skill can be defined as the ability to act in a way that allows a person to perform well. The individual behaviour and performance is highly influenced by ability and skills. A person can perform well in the organisation if his abilities and skills are matched with the job requirement. The managers plays vital role in matchingthe abilities and skills of the employees with the particular job requirement.

3. Perception: The cognitive process meant for interpreting the

environmental stimuli in a meaningful way is referred to as perception. Every individual on the basis of his/hereference can organize and interpret environmental stimuli. There are many factors that influence the perception of an individual. The study of perception plays important role for the managers. It is important for mangers to create the favorable work environment so that employees perceive them in most favorable way. The employees are likely to perform better if they are going to perceive it in a positive way. 4. Attitude: According to psychologists, attitude can be defined as a tendency to respond favourably or unfavourably to certain objects, persons or situations. The factors such as family, society, culture,

peers and organisational factors influence the formation of attitude. The managers in an organisation need to study the variables related to job as to create the work environment in a favorable way that employees are tempted to form a positive attitude towards their respective jobs. The employees can perform better in the organisation if they form a positive attitude.

5. Personality: Personality can be defined as the study of the characteristics and distinctive traits of an individual, the interrelations between them and the way in which a person responds and adjusts to other people and situations. The several factors that influence the personality of an individual are heredity, family, society, culture and situation. It implies to the fact that individuals differ in their manner while responding to the organizational environment. Personality can be regarded as the most complex aspect of human beings that influences their behaviour in big way. It can be concluded that the study of personality traits offers an opportunity to understand the individuals. It helps them properly in directing their effort and motivating them for the accomplishment of the organisational goal. It refers to the fact that differentenvironmental factors may generate different responses. The study of these responses is very important for the organisation. Every organisation demands a particular type of behaviour from their employees and such behaviours can be discovered through observation, learning, exposure, training, etc.

INTRODUCTION OF NGO
Non-governmental organization (NGO) is a term that has become widely accepted for referring to a legally constituted,

non-business organization created by natural or legal persons with no participation or representation of any government Major sources of NGO funding include membership dues, the sale of goods and services, grants from international institutions or national governments, and private donations. Several EU-grants provide funds accessible to NGOs. purpose is to serve people Even though the term "non-governmental organization" implies independence from governments, most NGOs depend heavily on governments for their funding[

INTRODUCTION OF SHG
A self-help group (SHG) is a village-based financial intermediary usually composed of 1020 local women. Most self-help groups are located in India, though SHGs can also be found in other countries, especially in South Asia and Southeast Asia. Members make small regular savings contributions over a few months until there is enough capital in the group to begin lending. Funds may then be lent back to the members or to others in the village for any purpose. In India, many SHGs are 'linked' to banks for the delivery of microcredit Self-help groups are started by non-profit organizations (NGOs) that generally have broad anti-poverty agendas. Selfhelp groups are seen as instruments for a variety of goals including empowering women, developing leadership

abilities among poor people, increasing school enrollments, and improving nutrition and the use of birth control. Financial inter mediation is generally seen more as an entry point to these other goals, rather than as a primary objective.[2] This can hinder their development as sources of village capital, as well as their efforts to aggregate locally controlled pools of capital through federation, as was historically accomplished by credit unions. The followings are some of essential characteristics of SHGs: i. A group of persons of small means. ii. A group can be registered or unregistered. iii. Members of the group come together out of their volition. However, sometimes groups are promoted by NGO and banks. In such a case these are called as self help promoting institutions. iv. The limit of members of the group is restricted in between 10-20. v. Members contribute a part of their earnings regularly to a common fund. vi. There is frequent meeting of members to decide on terms and conditions on savings and loans. vii. Records maintained by the groups are membership register minute book, saving book and loan book. viii. There is the provision of borrowing from bank and use of borrowing for credit of its members.

ROLE OF NGO

NGO has played a significant role in formation of Self Help Groups and providing of credit linkage to groups through banks. NABARD has also played a vital role in providing finance to groups, members of the group set loan which consists of the following characteristics:

Easy loan at door step. Loan is given without much documentation. Loan is given without security or mortgage. Loan is given immediately at the time of need. NABARD has launched the project of SHG in the year 1992. It provides resources and training for NGO formation and provides direct financial assistance to NGO in group formation. It also provides training to bank official on formation of group and strengthening various groups.

TYPES OF VALUE EDUCATION

Values education is a term used to name several things, and there is much academic controversy surroundinit. Some regard it as all aspects of the process by which teachers (and other adults) transmit values to pupils.[This means that values education can take place at home, as well as in schools, colleges, universities, offender's institutions and voluntary youth organisations. There are two main approaches to values education, some see it as inculcating or transmitting a set of values which often come from societal or religious rules or cultural ethics while others see it as a type of Socratic dialogue[2] where people are gradually brought to their own realisation of what is good behaviour for themselves and their community.

Dr. Gawande (1994) had tried to investigate types of value and their areas. He noticed the following types of value and their areas: Type of value 1. Human value Area of value Human behaviour

2. National or constitutional value Constitutional rules 3. Social value Rules about society Ideals in various professions Ideals related to religions Value in Arts and Literature

4. Vocational value 5. Religious value 6. Aesthetic value

Human value is like an axle of a wheel and other types of value are around it. Therefore if an individual is educated in human values, learning of all other values becomes leasier. While investigating human values through deductive and inductive method, Dr. Gawande found out the following seven human values. These are(1) Truthfulness (2) Constructivity (3) Sacrifice (4) Sincerity (5) Self control (6) altruism (7) Sientific vision A. Definition of human value

1. Truthfulness - To have constant practice to approach the reality or truthfulness. 2. Constructivity - To help for good undertaking. 3. Sacrifice - To help without selfish motive. 4. Sincerity -To work in stipulated time as assigned. 5. Self control - To have control on individuals mind for action. 6. Altruism - To behave with others with love and to consider the wellbeing and happiness first. 7. Scientific vision - To find out scientific reasons of a problem. B. National value or constitutional value: Each country has its own independent constitution in which specific values are included. They are called national values or constitutional values, e.g. Following values are included in Indian Constitution. C. Social value:

Each country preserves some values according to its culture and these values are preserved land protected. Dr. Chilan has fixed the following values of Indian society viz. Pity, Self Control, Universal brotherhood, honesty, respect and faith. D. Professional Value: Many professionals are in existence and each profession has got its own independent values e.g. Following are the values of the teaching profession: Knowledge thrust, Sincerity in profession, Regularity and Faith. E. Religious Value: Each religion has got its independent status, principles and rules e.g. Following values are included in Boudha religion. Wisdom, Character and Pity Some values are common to all religions, whereas some values are attached to as particular religion only and they are the specialties of that particular religion. F. Aesthetic Value:

Literature and Arts (painting, carving, drawing etc.) have got their fixed criteria and rules. They are investigated and are fixed. Evan Smith (1970) Parents and society try to fix certain values on children. Learning experiences and social interaction offer an outlook and attitudes of children are transformed accordingly. If curriculum is outlined likewise and based on values, particular values are bound to reflect through learning process. According to Evan Smith1. Value based teacher can only fix certain values. As the teacher so the values. 2. Educational system is a by-product of social and cultural advancement. Both formal and non-formal agencies are equally responsible to create necessary values for the development of personality of students.

NEED FOR VALUE EDUCATION

Education is more than reading, writing, and arithmetic. It is one of the most important investments a country can make in

its people and its future and is critical to reducing poverty and inequality:

Education gives people critical skills and tools to help them better provide for themselves and their children Education helps people work better and can create opportunities for sustainable and viable economic growth now and into the future Education helps fight the spread of HIV/AIDS and other diseases, reduces mother and child mortality and helps improve health Education encourages transparency, good governance, stability and helps fight against graft and corruption.

The impact of investment in education is profound: education results in raising income, improving health, promoting gender equality, mitigating climate change, and reducing poverty. Here is a breakdown of the impact of education on people's lives: