Investigating Personality Factors Behavioral Motivators Attitudes toward Group
Investigating Personality Factors (Behavioral Motivators) & Attitudes toward Group Experiences Christine Perakslis, Ed. D Alan Shawn Feinstein Graduate School Johnson & Wales University Stacey Kite, D. B. A. Educational Leadership Doctoral Program Johnson & Wales University 1
Research Question What are the differences between and among personality factors (behavioral motivators) and attitudes toward group experiences? 2
Methodology • Quantitative, descriptive study • Data analysis: Frequency counts, measures of central tendency, measures of variability, t-tests (independent samples tests) • Participants (N = 246) -43% of the population of freshman students in SEE -28% of the population of upperclassman students in SEE -13% of the population of students in Hospitality • Employed two instruments: Instrument #1: A behavioral (personality) assessment known as the Predictive Index (P. I. )+ + Instrument #2 (Likert-type): Survey based on constructs gleaned from the literature* to measure student attitudes toward group experiences relative to: a. ) trustworthy attributes in other students during group work++ b. ) benefits of group work++ c. ) valuing other students ++ +Test-re-test reliability of the PI. 65 3 months to 2 years; . 57 2 -4 years; . 53 4 -8 years (Perry & Lavori, 1983). *Amato & Amato, 2005; Bacon et al. , 2005; Chapman & Van Auken, 2001; Curran & Rosen, 2006; Mc. Corkle et al. , 1999; Napier & Gershenfeld, 2004 ++Cronbach’s Alpha was used to determine internal reliability of the dimensions. An acceptable level of alpha internal consistency was achieved for all dimensions. 3
Purpose of the Study Students • Group issues (lone wolf, freeloader, side tracker) • Faculty concerns re: groups • Increasing use of groups in corporate Freshman students • Focus on retention • Cohort-like considerations (2. 0) • Groups 101? What “plumb line” interventions could be inserted to remedy less favorable attitudes toward group experiences based on behavioral motivators? 4
DEFINED: Behavioral Motivators (P. I. Behavioral Assessment) & P. I. Instrument • Individuals inherently possess motivating needs. • An individual will work most effectively in environments which provide him or her with opportunities to satisfy his or her motivational needs. • People are believed to behave in ways that incite desired reactions from others. (Jung, 1971, Myers & Mc. Caulley 1985; Tieger & Barron-Tieger, 1998; Praendex Corporation, 1999) 5
Instrument: LOW HIGH P. I. (Behavioral Assessment) Levels of needs for, and expressions of, A – Dominance B – Social Influence C – Patience D - Formality Percentages do not include students who scored average (neither high/low). Source: Praendex, Inc. 6
Findings: C-Factors & Freshman students (High Levels of needs for, and expressions of, Patience): C-high factor less favorable attitudes Dimension: Trustworthy Attributes C-high factor less favorable attitudes Dimension: Benefits of Group Exp. C-high factor less favorable attitudes Dimension: Valuing Other Students 7
LESSONS LEARNED: Adjust group environments taking into account C-Factor by inserting practices to address issues with temporary groups: • Assigning Freshmen to Consistent Group Environments • Repetition increases • Time is lengthened for adjustments • Tasks/roles might be better defined • Utilizing Behavioral Assessments: • Familiarity accelerated • Interpersonal predictability increases (trustworthy attributes) • Urgency to make evaluations is reduced Anderson, 2008; Amato & Amato, 2005; Evans et al. , 1989; Myers & Mc. Caulley, 1985; Page & Donelan, 2003; Praendex Corporation, 1999 8
FUTURE RESEARCH: Qualitative research: • How do C-factor (high C) describe the experience working in groups (1 st yr)? Quantitative research: • Longitudinal (C-factor or High C over time) • Quasi-experimental (pre & post): Interventions • Quasi-experimental (pre & post): Affect of professor on climate (language) 9
Thank you for your time! Contact information: Christine Perakslis cperakslis@jwu. edu or Stacey Kite skite@jwu. edu 10
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