Unit 2 Personality and Emotions, M.Com, Business Management

Study material for Unit 2 Personality and Emotions, for M. Com, Business Management students. It inlcudes the learning theories as well

1. Dr. Parveen Kaur Nagpal
Unit 2-
Personality and Emotions

2. Dr. Parveen Kaur Nagpal
Contents–UNIT2:PERSONALITY&EMOTIONS
•PersonalAttributes,Attitude&Behaviour
•EmotionalIntelligence,FivefactorEl-SocialAwareness,Self
Regulation,Motivation,EmpathyandSocialSkills
•PersonalHygieneanddressingsense,Posturesandgestures,
BodyLanguage,GoodmannersandCharacterbuilding
•EmotionalIntelligence,IntellectualQuotientandJob
Performance
•Perception-Meaning,FactorsinfluencingPerception,When
perceptionfails
•Learning-Meaning,TheoriesofLearning-Sociallearningtheory
•Reinforcementtheory,Typesofreinforcement
•Cognitivelearning,Insightlearning,Imitationlearning

3. Dr. Parveen Kaur Nagpal
Personal Attributes, Attitude, and Behaviour
◎PersonalAttributes:Inherenttraitsandqualitiesthatdefinean
individual’scharacterandcapabilities.Theseincludebothhard
skills(technicalcompetencies)andsoftskills(personalqualities)
◎Examples:
•Integrity:Demonstratinghonestyandstrongmoralprinciples.
•Confidence:Beliefinone'sownabilitiesandjudgment.
•Adaptability:Flexibilitytoadjusttonewsituationsorchallenges.
•Empathy:Understandingandsharingthefeelingsofothers.
•Resilience:Theabilitytorecoverquicklyfromdifficulties.
ImpactonPersonality:Personalattributesshapeanindividual’s
overallpersona,influencingtheirworkethic,interpersonal
relationships,andsuccessinlife.

4. Dr. Parveen Kaur Nagpal
Personal Attributes, Attitude, and Behaviour
◎Attitude:Anindividual'smindsetorperspectivetowardpeople,
situations,ortasks,shapedbypersonalexperiences,values,and
beliefs.
◎TypesofAttitude-
•Positive:Optimisticoutlookdrivesmotivationandenthusiasm
•Negative:Pessimisticperspective,oftenleadingtoreluctanceor
resistance.
•Neutral:Indifference,whereindividualsremainpassivetoward
situations
ImpactonPersonality:Attitudedictateshowapersonapproaches
life’schallengesandopportunities,impactingtheirbehaviourand
relationships.

5. Dr. Parveen Kaur Nagpal
Personal Attributes, Attitude, and Behaviour
◎Behaviour:Theobservableactionsorreactionsofanindividual
inresponsetostimuli,includingsocialnorms,emotions,or
externalevents.
◎Examples:
•ProactiveBehaviour:Takinginitiativeandactinginanticipation
offutureproblemsoropportunities.
•AggressiveBehaviour:Unfavourableactionsintendedto
dominateorconfrontothers.
•PassiveBehaviour:Avoidingconfrontationandyieldingto
others’opinionsordemands.
•AssertiveBehaviour:Communicatingneedsoropinions
confidentlywithoutinfringingonothers.

6. Dr. Parveen Kaur Nagpal
Personal Attributes, Attitude, and Behaviour
ImpactofBehaviouronPersonality:Behaviourreflectsan
individual’sattitudesandpersonalattributesinaction.Itplaysa
significantroleinhowothersperceiveapersonandtheir
effectivenessinsocialorprofessionalenvironment.
PersonalAttributes,Attitude,andBehaviour:
PersonalAttributesshapetheattitudethatindividualsdevelop
towardpeopleandcircumstances.Attitude,inturn,influenceshow
individualsbehaveinspecificsituations,leadingtoobservable
behaviour.Positivepersonalattributesresultsinconstructive
attitudesandproductivebehaviour,whilenegativeattributesmay
fosterundesirableattitudesandbehaviour.

7. Dr. Parveen Kaur Nagpal
Emotional Intelligence (EI)
◎EI:Abilitytorecognize,understand,manage,andinfluence
emotions—bothinoneselfandinothers.
◎Capabilityofapersontomanageandcontrolhisorher
emotionsandpossesstheabilitytocontroltheemotionsof
othersaswell
◎Itplaysacriticalroleinhowwenavigatesocialcomplexities,
managebehaviour,andmakedecisionsthatachievepositive
outcomes.

8. Dr. Parveen Kaur Nagpal
Five Factor Emotional Intelligence

9. Dr. Parveen Kaur Nagpal
Aspects of Personality Development
◎Personalhygieneanddressingsensereflectourself-respect
andprofessionalism.
◎Posturesandgestures,alongwithbodylanguage,significantly
influencecommunicationandthemessagesweconveywithout
words.
◎Practicinggoodmannersfostersrespectfulinteractions,while
characterbuildingshapesourmoralcompassandethical
behaviour.

10. Dr. Parveen Kaur Nagpal
Personal Hygiene and Dressing Sense
◎Practiceofmaintainingcleanlinessofone'sbodyandclothingto
preserveoverallhealthandwell-being.
◎Crucialformaintaininggoodhealth,preventingthespreadof
illness,andpresentingoneselfwellinsocialandprofessional
settings
◎UnderstandingDressCodes:
•Wearclothesthatfitwell-nottootightorloose.
•Colourcoordination
•Accessories
•Maintenance–Cleanandironedclothes

11. Dr. Parveen Kaur Nagpal
Posture and Gestures
◎Postureisthepositioninwhichsomeoneholdstheirbody
whenstanding,sitting,orlyingdown.
◎Goodpostureisimportantforphysicalhealthandprojecting
confidence.
◎Gesturesarethemovementsofpartsofthebody,especially
thehandsandarms,toexpressmeaning,ideasoremotion
duringcommunication.
◎Positivegestures,likenoddingoropen-handedgestures,can
indicateengagement,whilenegativegestures,suchas
crossingarms,maysignaldefensiveness.

12. Dr. Parveen Kaur Nagpal
Body Language
◎Non-verbalsignalsthatpeopleusetocommunicate,whichcan
conveyemotionsandattitudeswithoutspokenwords.
◎Bodylanguageincludesfacialexpressions,posture,gestures,
andproximity.
◎Itplaysacrucialroleininterpersonalcommunication.
◎Positivebodylanguage,suchassmiling,openposture,and
leaningslightlyforward,canfostertrustandrapport.
◎Negativebodylanguage,likefrowningoravoidingeyecontact,
cancreatemisunderstandingsorconveydisinterest.

13. Dr. Parveen Kaur Nagpal
Good Manners and Character Building
◎GoodMannersarethesociallyacceptablebehaviourthat
demonstraterespect,consideration,andkindnesstowards
othersinvarioussituations.
◎Practicinggoodmannersinvolvesusingpolitelanguage(like
"please"and"thankyou"),beingrespectfultoothers,and
beingmindfulofsocialnorms.
◎CharacterBuildingisthedevelopmentandstrengtheningof
moralqualities,ethicalstandards,andpositivepersonality
traitsthatguideone'sbehaviouranddecisions
◎Example:Demonstratinghonestybyadmittingmistakesrather
thanhidingthem

14. Dr. Parveen Kaur Nagpal
EQ, IQ and Job Performance
◎IntellectualQuotient(IQ)isameasureofaperson'scognitive
abilitiesinrelationtotheiragegroup,generallyassessed
throughstandardizedtests.
◎IQreflectsanalyticalthinking,problem-solvingskills,and
logicalreasoning.
◎Jobperformancereferstohowwellanindividualfulfilsthe
responsibilitiesandtasksassociatedwiththeirroleinan
organization.
◎Effectivejobperformanceisinfluencedbyvariousfactors,
includingskills,knowledge,experience,andpersonalattributes
likeemotionalintelligenceandintellectualquotient.

15. Dr. Parveen Kaur Nagpal
EQ, IQ and Job Performance
◎EmotionalIntelligence,IQ,andJobPerformanceare
interrelated.
◎WhileIQisimportantforunderstandingcomplexconceptsand
executingtaskseffectively,emotionalintelligencesignificantly
impactsjobperformance,particularlyinrolesthatrequire
teamwork,communication,andleadership.
◎IQprovidesthecognitivefoundationforjob-relatedtask,
emotionalintelligenceplaysacrucialroleinhoweffectivelyan
individualcanapplytheircognitiveabilitiesinareal-world
worksetting.Bothcontributesignificantlytojobperformance

16. Dr. Parveen Kaur Nagpal
Perception
◎Processthroughwhichinformationorstimulusisreceivedfrom
theenvironment,thenselected,organisedandinterpretedin
ordertoassignsomemeaningtoitandtakeimportant
decisionsandactions.
◎Perceptioncanbedefinedasaprocessbywhichindividuals
organiseandinterprettheirsensoryimpressionsinorderto
givemeaningtotheirenvironment.

17. Dr. Parveen Kaur Nagpal
Factors Influencing Perception

18. Dr. Parveen Kaur Nagpal
When Perception Fails?
Stereotyping
Halo Effect and Horn Effect
Primacy Effect
Selective Perception
Projection
Information Overload
Recency Effect

19. Dr. Parveen Kaur Nagpal
Learning
◎Processofacquiringnewknowledge,skills,attitudes,or
behaviourthroughexperience,study,orteaching.
◎Relativelypermanentchangeinbehaviourthatoccursasa
resultofpracticeorexperience.
◎Cantakeplaceconsciouslyorunconsciously,anditplaysavital
roleinpersonalandprofessionaldevelopment.
◎Shapeshowindividualsrespondtotheirenvironmentand
adapttonewchallenges.

20. Dr. Parveen Kaur Nagpal
Characteristics of Learning
◎Ongoingprocess
◎Farmorethanthinking–involvesallsenseorgans
◎Involvesactivities–eitherphysicalormental
◎Interactionwithenvironment
◎Canoccurrandomlyinlife
◎Involvesobservationandtraining
◎Involvesproblem–solving
◎Involvesintegrationofnewinfo.withexisting
◎Leadstochangesinbehaviourorinternalcognitiveprocesses

21. Dr. Parveen Kaur Nagpal
Theories of Learning -SOCIAL LEARNING THEORY
◎IntroducedbypsychologistAlbertBandura
◎Learningoccursthroughobservation,imitation,andmodelling
◎Components:
•Attention–tothebehaviourbeingmodelled
•Retention–rememberittoreproducelater
•Reproduction–replicatethebehaviour
•Motivation-Theobserverevaluatesthepotentialrewardsand
punishmentsassociatedwiththebehaviour.

22. Dr. Parveen Kaur Nagpal
Pros and Cons of Social Learning Theory
Pros Cons
•ExplainsComplexBehaviour
•ConsidersCognitiveFactors
(memory, attention,
motivation)
•PracticalApplication
•ObservationalLearning
•Incorporates Social
Environment
•Overemphasison the
Environment
•DoesnotfullyExplainall
Behaviour
•LimitedFocusonBiological
Factors
•ComplexityofMotivation
•ChallengesinMeasuring
ObservationalLearning

23. Dr. Parveen Kaur Nagpal
Case-Let -SOCIAL LEARNING THEORY
Inacommunitygarden,severaladultsaregardeningtogether.
Samantha,anewcomer,watchesherneighboursplantseeds,water
theplants,andusetools.Byobservingtheirinteractionsandasking
questions,shelearnsnotonlythepracticalskillsofgardeningbut
alsotheimportanceofteamworkandsharingresponsibilities.
Eventually,sheconfidentlyjoinsinandcontributesherownideas.
Questions:
1.WhatspecificbehaviourdidSamanthalearnthroughsocial
learninginthegarden?
2.Howdoesobservingothersenhanceherunderstandingof
gardeningcomparedtolearningalone?

24. Dr. Parveen Kaur Nagpal
Theories of Learning –REINFORCEMENT THEORY
◎IntroducedbyB.F.Skinner
◎Behaviourfollowedbypositiveoutcomesarelikelytobe
repeated,whilebehaviourfollowedbynegativeoutcomesare
lesslikelytorecur.
◎FundamentalConcepts:
•Reinforcement–Positive&Negative
•Punishment–Imposeanegativeconsequencetoreducean
undesirablebehaviour.
•Extinction–Conditioningusedtostopalearnedbehaviour,by
removingpositivereinforcement.

25. Dr. Parveen Kaur Nagpal
Theories of Learning –REINFORCEMENT THEORY
◎SchedulesofReinforcement
1.ContinuousReinforcement–everyinstanceofdesired
behaviour
2.IntermittentReinforcement–desiredbehaviourissometimes
rewarded
TypesofIntermittentReinforcement
i.FixedIntervalSchedules
ii.FixedRatioSchedules
iii.VariableIntervalSchedule
iv.VariableRatioSchedule

26. Dr. Parveen Kaur Nagpal
Pros and Cons of Reinforcement Theory
Pros Cons
•EvidenceBased
•PracticalApplication
•ClearFramework
•Versatility
•MeasurableOutcome
•Oversimplification
•ExtrinsicMotivation
•Ethicalconcerns
•Limitedconcern
•OveremphasisonExternal
Factors

27. Dr. Parveen Kaur Nagpal
Case-Let –REINFORCEMENT THEORY
Varunisahighschoolstudentpreparingforhismathexams.Each
timehecompletesapracticetestandscoresabove80%,his
teacherrewardshimwithasticker.Motivatedbythestickers,Varun
startstostudyharderandpracticemoreregularly.Overtime,his
mathscoresimproveasheassociatestheeffortwiththepositive
reinforcementofearningstickers.
Questions:
1.WhatroledoespositivereinforcementplayinVarun'sstudy
habits?
2.HowmighttheabsenceofrewardsimpactVarun’smotivation
tostudy?

28. Dr. Parveen Kaur Nagpal
Theories of Learning –COGNITIVE THEORY
◎Fundamentalframeworkineducationalpsychologythatfocuses
ontheinternalmentalprocessesoccurringduringlearning
◎Learningisanactive,constructiveprocesswherelearnersare
notpassiverecipientsofinformation,butactiveparticipantsin
theirownknowledgeacquisition.
◎KeyPrinciples:
•ActiveLearning
•Constructivism–Learnersconstructtheirownunderstanding
•InformationProcessing
•Metacognition-Learner'sawarenessandunderstandingoftheir
ownthoughtprocesses

29. Dr. Parveen Kaur Nagpal
Pros and Cons of Cognitive Learning Theory
Pros Cons
•Focusesonmentalprocesses,
providinginsightintohow
peoplethinkandlearn
•Emphasizestheactiveroleof
thelearnerinconstructing
knowledge
•Promotesproblem-solvingand
criticalthinkingskills
•Canbeappliedtoawiderange
oflearning.
•Overlookstheimportanceof
environmentalandsocial
factorsinlearning
•Canbecomplexanddifficult
toimplement
•Mightnotfullyaccountfor
individualdifferencesin
learningstyles
•Canbechallengingtomeasure
andassesscognitiveprocesses

30. Dr. Parveen Kaur Nagpal
Case-Let –COGNITIVE LEARNING THEORY
Duringascienceclass,studentsarelearningaboutthewatercycle.
Theteacherusesdiagramsandengagesthestudentsindiscussions
aboutevaporation,condensation,andprecipitation.Byconnecting
newinformationwithwhattheyalreadyknow,studentsstartto
understandtheconceptsmoredeeply.Later,duringaproject,they
canexplainthewatercycleintheirownwords,showingtheyhave
internalizedtheinformationcognitively.
Questions:
1.Howdoestheuseofdiagramsanddiscussionsfacilitate
cognitivelearninginthisscenario?
2.Inwhatwayscanstudentsdemonstratetheirunderstandingof
thewatercyclebeyondrotememorization?

31. Dr. Parveen Kaur Nagpal
Theories of Learning –INSIGHT THEORY
◎Insightlearningisatypeofcognitivelearningwhereproblem-
solvingoccursthroughasuddenrealizationorunderstandingof
therelationshipsbetweenelementsofaproblem.
◎Features:
•SuddenRealization
•MentalRestructuring
•Non–linearpattern
•TransferofLearning
•IncubationPeriod-insightsoccurafteraperiodofunconscious
processing,whenthemindisnotactivelyfocusedonthe
problem.

32. Dr. Parveen Kaur Nagpal
Pros and Cons of Insight Learning
Pros Cons
•Efficientwaytolearnnew
behaviourorskills
•Effectiveforsocialandmotor
skilllearning
•Doesnotrequirecomplex
verbalinstructions
•Usefulinvarioussettings,from
earlychildhoodtoprofessional
training.
•Mayleadtomimicrywithout
trueunderstanding
•Dependentonthequalityof
themodelbeingimitated
•Maynotpromotecritical
thinkingorcreativity
•Canleadtoerrors

33. Dr. Parveen Kaur Nagpal
Case-Let –INSIGHT LEARNING THEORY
Mohitistryingtosolveacomplexpuzzleforaschoolproject.After
severalfrustratingattempts,hedecidestotakeabreakandgofora
walk.Duringhiswalk,hesuddenlyhasarealizationabouthowtofit
thepiecestogether.Energizedbythisnewinsight,herushesback
homeandsuccessfullycompletesthepuzzle,applyingthesolution
heenvisionedduringhisbreak.
Questions:
1.WhatfactorscontributedtoMohit’sinsightwhilehewasonhis
walk?
2.Howdoesthiscaseillustratethedifferencebetweentrial-and-
errorlearningandinsightlearning?

34. Dr. Parveen Kaur Nagpal
Theories of Learning –IMITATION THEORY
◎ImitationLearning,alsoknownasobservationallearningor
modelling,bridgescognitiveandbehaviourallearningtheories
◎Learningoccurswhenanindividualobservesandreplicatesthe
actionsofothers.
◎Features:
•RoleofModels
•BehaviouralMimicry
•CognitiveandSocialComponents
•SelectiveAttention
•ReinforcementandMotivation
•CulturalandContextualInfluence

35. Dr. Parveen Kaur Nagpal
Pros and Cons of Imitation Learning
Pros Cons
•Emphasizes sudden
understandingandproblem-
solving
•Leadstocreativesolutions
•Encourageslearnerstosee
problemsfromdifferent
perspectives
•Canbehighlymotivatingwhen
insightsoccur
•Difficulttopredictorcontrol
wheninsightswilloccur
•Maynotbesuitableforall
typesofsubjectmatter
•Canbefrustratingforlearners
whostruggletoachieve
insights
•Challengingto design
curriculumorinstruction
aroundinsightlearning

36. Dr. Parveen Kaur Nagpal
Case-Let –IMITATION LEARNING THEORY
Taniaisayoungchildwhowatchesheroldersister,Sania,tieher
shoelaces.Fascinated,Taniaobservestheprocessclosely.Thenext
day,whenit’stimeforhertoputonhershoes,shetriestomimic
Sania'smovements.Afterafewattempts,Taniasuccessfullytiesher
shoelacesbyimitatinghersister'stechnique.
Questions:
1.HowdidTania’sobservationofSaniacontributetoherabilityto
tiehershoelaces?
2.WhatfactorsmightaffectTania'ssuccessinimitationlearning?

37. Dr. Parveen Kaur Nagpal
THANK YOU
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