P.

AJAY GOWTHAM MBA 4 Sem

BEHAVIOURAL SCIENCE ASSIGNMENT: 1.What Are the Big Five Dimensions of Personality? Personality researchers have proposed that there are five basic dimensions of personality. Today, many contemporary personality psychologists believe that there are five basic dimensions of personality, often referred to as the "Big 5" personality traits. Previous trait theorist had suggested a various number of possible traits, includingGordon Allport's list of 4,000 personality traits, Raymond Cattell's 16 personality factors and Hans Eysenck's threefactor theory. However, many researchers felt that Cattell's theory was too complex and Eysenck's was too limited in scope. As a result, the five-factor theory emerged to describe the basic traits that serve as the building blocks of personality. What Are the Big Five Dimensions of Personality? 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. Big 5 Personality Research McCrae and his colleagues have also found that the big five traits are also remarkably universal. One study that looked at people from more than 50 different cultures found that the five dimensions could be accurately used to describe personality. Based on this research, many psychologists now believe that the five personality dimensions are not only universal; they also have biological origins. Psychology David Buss has proposed that an evolutionary explanation for these five core personality traits, suggesting that these personality traits represent the most important qualities that shape our social landscape. Final Thoughts Always remember that behaviour involves an interaction between a person's underlying personality and situational variables. The situation that a person finds himself or herself in plays a major role in how the person reacts. However, in most cases, people offer responses that are consistent with their underlying personality traits. These dimensions represent broad areas of personality. Research has demonstrated that these groupings of characteristics tend to occur together in many people. For example, individuals who are sociable tend to be talkative. However, these traits do not always occur together. Personality is a complex and varied and each person may display behaviors across several of these dimensions.

2.What is the socialization process?

Socialization is the process by which children and adults learn from others. We begin learning from others during the early days of life; and most people continue their social learning all through life (unless some mental or physical disability slows or stops the learning process). Sometimes the learning is fun, as when we learn a new sport, art or musical technique from a friend we like. At other times, social learning is painful, as when we learn not to drive too fast by receiving a large fine for speeding. Natural socialization occurs when infants and youngsters explore, play and discover the social world around them. Planned socialization occurs when other people take actions designed to teach or train others -- from infancy on. Natural socialization is easily seen when looking at the young of almost any mammalian species (and some birds). Planned socialization is mostly a human phenomenon; and all through history, people have been making plans for teaching or training others. Both natural and planned socialization can have good and bad features: It is wise to learn the best features of both natural and planned socialization and weave them into our lives.

Positive socialization is the type of social learning that is based on pleasurable and exciting experiences. We tend to like the people who fill our social learning processes with positive motivation, loving care, and rewarding opportunities. Negative socialization occurs when others use punishment, harsh criticisms or anger to try to "teach us a lesson;" and often we come to dislike both negative socialization and the people who impose it on us.

There are all types of mixes of positive and negative socialization; and the more positive social learning experiences we have, the happier we tend to be -- especially if we learn useful information that helps us cope well with the challenges of life. A high ratio of negative to positive socialization can make a person unhappy, defeated or pessimistic about life. One of the goals of Soc 142 is to show people how to increase the ratio of positive to negative in the socialization they receive from others -- and that they give to others. [Some people will defend negative socialization, since painful training can prepare people to be ready to fight and die in battle, put themselves at great risk in order to save others, endure torture and hardship. This is true; but many people receive far more negative socialization than they need, and hopefully fewer and fewer people will need to be trained for battle, torture and hardship.]

Soc 142 shows that positive socialization, coupled with valuable information about life and the skills needed to live well, can be a powerful tool for promoting human development. We all have an enormous human potential, and we all could develop a large portion of it if we had the encouragement that comes from positive socialization and the wisdom that comes from valuable information about living. Information about both natural and planned socialization can be especially useful.

Our prior socialization helps explain a gigantic chunk of who we are at present -- what we think and feel, where we plan to go in life. But we are not limited by the things given to us by our prior social learning experiences; we can take all our remaining days and steer our future social learning in directions that we value. The more that we know about the socialization process, the more effective we can be in directing our future learning in the ways that will help us most.

Because we were not able to select our parents, we were not able to control much of the first 10 or 20 years of our socialization. However, most people learn to influence their own socialization as they gain experience in life. It takes special skills to steer and direct our own socialization, and many of us pick up some of those skills naturally as we go through life. Having a course on socialization can help us understand which skills are most effective in guiding our socialization toward the goals we most value.

It is important to know that we all come into life with a variety of psychology systems that foster self-actualization and favor the development of our human potential. These are the biosocial mechanisms that underlie natural socialization. We can see and study natural socialization by examining the socialization of primates and other mammals. Once we under the natural biosocial processes, we can try to build strategies of self-actualization that are compatible with the natural biosocial mechanisms we are born with to make selfdevelopment as easy and rewarding as possible. Soc 142 shows how the natural self-actualization systems operate in everyday life so we can create as many good social experiences as possible. The study of behavior principles in everyday life is crucial to this, and that is why John and Janice Baldwin wrote a book with that name. If we understand the ways to create positive socialization experiences, we can take our human potential and develop the happy and creative sides of that potential. If we had too much negative socialization in the past and have learned to be too sad or inhibited, knowledge about positive socialization can help minimize some of the pain and allow us to build toward a more positive and creative future.

The goal of Soc 142 is to help you learn how to be most effective in directing your own socialization and self-actualization processes toward the goals that you value most. Special attention will be paid to exploration, play, creativity, wisdom, and positive reinforcement -five centrally important aspects of positive socialization.

3. MANAGING DIVERSITY: The "business case for diversity" stem from the progression of the models of diversity within the workplace since the 1960s. The original model for diversity was situated around affirmative action drawing strength from the law and a need to comply with equal opportunity employment objectives. This compliance-based model gave rise to the idea that tokenism was the reason an individual was hired into a company when they differed from the dominant group. This primarily included race, ethnicity, and gender. Although affirmative action is the law, in most cases, U.S. employers are prohibited by federal and state laws from giving race or ethnicity any consideration in hiring or assigning employees, including hiring to fill diversity quotas. However, the U.S. Supreme Court has upheld the use of limited preferences based on race, ethnicity, and sex, when there is a manifest imbalance in a traditionally segregated job category. The social justice model evolved next and extended the idea that individuals outside of the dominant group should be given opportunities within the workplace, not only because it was the law, but because it was the right thing to do. This model still revolved around the idea of tokenism, but it also brought in the notion of hiring based on a "good fit". From social justice developed the model of representation and diversity acceptance where the scope of diversity expanded beyond gender, race and ethnicity to include age, sexual orientation, and physical ability. Today, the diversity model is one of inclusion which reflects a globalized economy and multicultural work force where value is placed on diversity of thought, and the perspectives shared from individual standpoints are seen to benefit organizations that are savvy enough to capitalize on them. The business case for diversity theorizes that, in a global marketplace, a company that employs a diverse workforce, is better able to understand the demographics of the marketplace it serves and is thus better equipped to thrive in that marketplace than a company that has a more limited range of employee demographics.