The Proposition That ' Different Personalities Contribute For Effective Teams '

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The purpose of this assignment is to explore the Proposition that ‘Different Personalities contribute to Effective Teams’. Learning styles is defined as the process that learners use to sort and process information (Cano, Garton & Raven, 1992). Eysenck (1978) who developed the personality theories of Extraversion (E), Neuroticism (N) and Psychoticism (P), noted that personality and learning are closely related. Furthermore it was also found that there is a large overlap between personality and learning styles (Jackson & Lawty-Jones, 1996) and Duff, Boyle, Dunleavy and Ferguson (2004) state that an individuals learning orientation and approach to learning, is partially determined by their personality. There is a lot of research (Duff & Duffy, 2002; Lhori-Posey, 2003; Coffield et al., 2004; Reynold & Vince, 2007; Welsh et al., 2007; Hornyak et al., 2007; Herbert & Stenfors, 2007; Sievers, 2007; Hyde, 2007; Kayes, 2007; Garcia et al., 2007; Demirbas & Demirkan, 2007; Armstrong & Mahmud, 2008; Li et al., 2008) that shows people have a dominant learning style but can also have a mixture of others. In this assignment I will provide evidence off different theories which support learning styles and investigate different learning models such as Kolbs (1984) and Honey and Mumford (1986). Different personalities can depict suitable team roles but in order to decide if these contribute to effective teams I will examine team theories such as Meredith Belbins Team roles (1981, 1993) and

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