Professional Development and Applied Ethics.pptx

MODULE: PROFESSIONAL
DEVELOPMENT AND
APPLIED ETHICS
Module Code: PDAE 101
Week 1
MILESTONE TECHNOLOGY COLLEGE

TOPICS TO COVER
• Introduction to Personality
• Technique in Professional Development: Stage 1 & 2
• Technique in Professional Development Stage 3
• Projecting a Professional Social Image
• Performance Appraisal & Career path

INTRODUCTION TO PROFESSIONAL
DEVELOPMENT AND APPLIED ETHICS
• The Need for Professional Development and Good Ethics?
Professional Development is an ongoing process for every individual and this skills are developed overtime through all stages of a man’s life.
Engaging in the practice ensures that knowledge and skills stay relevant and up to date. For employees it allows them to be more aware of
changing trends and directions in the industry. (For science, technology and innovation: there is a constant revolution)
Every Professional needs these skills;
- Confidence
- Critical thinking
- Delegation
- Effective Communication
- Emotional Intelligence
- Negotiation Skills
- Relationship Building

CONTINUE
• What is Ethics and Why do we Need it?
Definition: Ethics can be defined as moral principles that govern a person’s behavior or the conducting of
an activity.
Good moral conduct is a trait that should be knitted into the DNA of any man. Regrettably this is not the
case for every one.
WHY DO WE NEED GOOD MORAL DICIPLINES AND ETHICAL VALUES?
- Moral values pave the path for most if not all the decisions in life.
- It helps in strong character building
- They can influence our decisions; distinguishing right from wrong
- Boost self confidence and positivity
- Shapes Attitudes, Beliefs and determines adult behavior
- Wards of negative peer influence
- Serves as support in strong situation
- Helps is building strong relationships

TOPIC: INTRODUCTION TO PERSONALITY
What is Personality?
It can often be described as the combination of characteristics or qualities that form an
individual’s distinctive character.
However there is no generally agreed definition of personality. Most theories focus on
motivation and psychological interactions with the environment one is surrounded by.

NATURE & TYPE OF PERSONALITY
• Personality embraces moods, attitudes, and opinions and is most clearly expressed in interactions with
other people. It includes behavioral characteristics, both inherent and acquired, that distinguish one person
from another and that can be observed in people's relations to the environment and to the social group.
• There are many school of thoughts and theories surrounding personality.There is no universal principle.
They are debatable and related;
• According to Eysenck, "Personality is more or less a stable and enduring organisation of a person's
character, temperament, intelligence and physique which determine his unique adjustment to environment".
• According to Camerson, "Personality is the dynamic organisation of interlocking behaviour systems, that
each of us possesses, as he grows from a biological newborn to a biological adult in an environment of other
individuals and cultural products".

• 1) Unique: Personality is a unique amalgamation of traits that differentiates the individual from others.The unique style in which people laugh or smile,
weep or cry, talk or lecture, greet or salute becomes the symbol of their personality.
• 2) Reflects Individual Differences: No two individuals can be considered exactly the same because they collect unique traits. However, an individual
may be similar to another in the context of a single personality trait. For example, some people are "high" in sociability (means they are very social), while
some are termed as "low" in sociability.
• 3) Result of both Heredity and Environment: It is an undoubted fact that the sex difference is determined by heredity. Another fact is that it is the
difference of sex that determines the personality of men and women. Hence, on these bases, certain psychologists assert that it is the heredity that
determines the personality.
• The environment has an influential effect on human beings. Its influence starts from birth and continues till death.There are differences in the status of the
child, youth and an old man among the family and the society, and due to these differences, the roles of men, temperaments, ways of thinking, tendencies
and characters are affected.The personality of men and women are determined by all these aspects. Similarly. the personality of an individual is affected
by his status in school, occupation, social situation, etc.
• 4) Learned or Acquired: Personality can be learned from our family members by being around them. It can also be acquired by being in social situations
as people communicate and observe other people
• 5) Integration of Various Traits: The elements which are eventually identified as a part of the individual's personality get incorporated rather than just
being a collection of traits.Thus, the combination of different traits leads to the formation of personality.
• 6) Dynamic Process: The personality of an individual is an internal dynamic organisation. Here, dynamic means that personality is constantly changing,
rapidly but is still organised, hence termed as a dynamic organisation. Development of personality is a mutual relationship between how a person views
his personal and the real world's social and interpersonal experiences. It is a continuous growth process, which occurs because of the innate tendency of
self-growth. However, our personal, environmental and social experiences also affect this growth process of personality. Due to its ever-changing and
constantly developing process, personality can be termed a dynamic process.
• 7) Psychophysical Systems: Personality can neither be considered as solely physical nor solely as mental. Neither it is the product of heredity
exclusively, nor the product of acquired behaviour or learning exclusively.The organisation of personality involves the functioning of both the "body" and
'mind'. Hence, personality is a psychophysical system.
• 8) Social: Personality is totally social. Personality has its life only in response to its external world. An integrated and balanced personality makes
pleasant modifications to the environment, mainly the social environment. Hence, the relationship of an individual with the environment, his feelings,
attitudes are essential for understanding the concept of personality.

TYPES OF PERSONALITY
• What personality traits makes an individual who they are?
From theories, research and experiment, this has been narrowed down to 7 traits.They are influenced by an individuals
actions, emotions etc.
Personality basically is an individual difference in the way people think, feel and behave.
The traits with the strongest research backing them are the Big Five:
• Openness
• Conscientiousness
• Extraversion
• Agreeableness
• Neuroticism
• Conveniently, you can remember these traits with the handy OCEAN (or, if you prefer, CANOE works, too).

THEORIES OF FREUD AND ERICKSON
• The Freud Theory was hypothesized by Sigimund Freud (1856 – 1939). He was a medical
student and trained to become neurologist.
• He is being considered the founding father of psychoanalysis, a method for treating
mental illness and also a theory which explains human behavior.
• Freud believed that events in our childhood have a great influence on our adult lives, shaping
our personality. For example, anxiety originating from traumatic experiences in a person's past
is hidden from consciousness, and may cause problems during adulthood (in the form of
neuroses)
• His research and clinical studies led Frued to propose that there are at least 3 levels of mind:
The Conscious Mind,The Sub-Conscious Mind and The Unconscious Mind

• Perhaps the most impactful idea put forth by Freud was his model of the human mind.
His model divides the mind into three layers, or regions:
• Conscious:This is where our current thoughts, feelings, and focus live;
• Preconscious (sometimes called the subconscious):This is the home of everything we
can recall or retrieve from our memory;
• Unconscious: At the deepest level of our minds resides a repository of the processes
that drive our behavior, including primitive and instinctual desires (McLeod, 2013).
• Later, Freud posited a more structured model of the mind, one that can coexist with
his original ideas about consciousness and unconsciousness.
• He referred to them as the: ID, Ego and Superego and they are mostly related to the
unconscious mind.

• In this model, there are three metaphorical parts to the mind:
• Id:The id operates at an unconscious level and focuses solely on instinctual drives and
desires.Two biological instincts make up the id, according to Freud: eros, or the instinct to
survive that drives us to engage in life-sustaining activities, and thanatos, or the death instinct
that drives destructive, aggressive, and violent behavior.
• Ego:The ego acts as both a conduit for and a check on the id, working to meet the id’s needs
in a socially appropriate way. It is the most tied to reality and begins to develop in infancy;
• Superego:The superego is the portion of the mind in which morality and higher principles
reside, encouraging us to act in socially and morally acceptable ways (McLeod, 2013).

DEFENSE MECHANISM
• Freud believed these three parts of the mind are in constant conflict because each part has a different primary goal.
Sometimes, when the conflict is too much for a person to handle, his or her ego may engage in one or many defense
mechanisms to protect the individual.
These defense mechanisms include:
• Repression: The ego pushes disturbing or threatening thoughts out of one’s consciousness;
• Denial: The ego blocks upsetting or overwhelming experiences from awareness, causing the individual to refuse to
acknowledge or believe what is happening;
• Projection: The ego attempts to solve discomfort by attributing the individual’s unacceptable thoughts, feelings, and
motives to another person;
• Displacement: The individual satisfies an impulse by acting on a substitute object or person in a socially unacceptable
way (e.g., releasing frustration directed toward your boss on your spouse instead);
• Regression: As a defense mechanism, the individual moves backward in development in order to cope with stress (e.g.,
an overwhelmed adult acting like a child);
• Sublimation: Similar to displacement, this defense mechanism involves satisfying an impulse by acting on a substitute
but in a socially acceptable way (e.g., channeling energy into work or a constructive hobby) (McLeod, 2013).

PSYCHOSEXUAL STAGES OF DEVELOPMENT
• one of the most enduring concepts associated with Freud is his psychosexual stages. Freud
proposed that children develop in five distinct stages, each focused on a different source of
pleasure:
• First Stage: Oral—the child seeks pleasure from the mouth (e.g., sucking);
• Second Stage: Anal—the child seeks pleasure from the anus (e.g., withholding and expelling feces);
• Third Stage: Phallic—the child seeks pleasure from the penis or clitoris (e.g., masturbation);
• Fourth Stage: Latent—the child has little or no sexual motivation;
• Fifth Stage: Genital—the child seeks pleasure from the penis or vagina (e.g., sexual intercourse;
McLeod, 2013).
NOTE:
Freud hypothesized that an individual must successfully complete each stage to
become a psychologically healthy adult with a fully formed ego and superego.
Otherwise, individuals may become stuck or “fixated” in a particular stage, causing
emotional and behavioral problems in adulthood (McLeod, 2013).

ERIKSON’S THEORY
• While Frued focused and hypothised on pyschoanalytics Erikson presented a case
contrary to what Freud presented.
• After investigation and research Erikson maintained that personality develops in a
predetermined order through eight stages of psychosocial development, from
infancy to adulthood. During each stage, the person experiences a psychosocial
crisis which could have a positive or negative outcome for personality development.

• What is Psychosocial development?
Psychosocial development is just a fancy phrase that refers to how a person's individual needs
(psycho) mesh with the needs or demands of society (social). This can all be traced back to
Erickson’s theory.
For Erikson (1958, 1963), these crises are of a psychosocial nature because they involve
psychological needs of the individual (i.e., psycho) conflicting with the needs of society (i.e., social).
• According to the theory, successful completion of each stage results in a healthy personality and
the acquisition of basic virtues. Basic virtues are characteristic strengths which the ego can use to
resolve subsequent crises. Failure to successfully complete a stage can result in a reduced ability
to complete further stages and therefore a more unhealthy personality and sense of self. These
stages, however, can be resolved successfully at a later time.
• Question: Should one fail to complete a stage based on these theories, how can one overcome the
limits at the other stages and still maintain a positive personality?

Trust vs. mistrust is the first stage in Erik Erikson's theory of psychosocial development. This stage begins at birth
continues to approximately 18 months of age. During this stage, the infant is uncertain about the world in which
they live, and looks towards their primary caregiver for stability and consistency of care.
If the care the infant receives is consistent, predictable and reliable, they will develop a sense of trust
which will carry with them to other relationships, and they will be able to feel secure even when
threatened. If these needs are not consistently met, mistrust, suspicion, and anxiety may develop. If the care has
been inconsistent, unpredictable and unreliable, then the infant may develop a sense of mistrust, suspicion, and
anxiety. In this situation the infant will not have confidence in the world around them or in their abilities to
influence events.
• Success and Failure In Stage One
• Success in this stage will lead to the virtue of hope. By developing a sense of trust, the infant can have hope
that as new crises arise, there is a real possibility that other people will be there as a source of support. Failing
to acquire the virtue of hope will lead to the development of fear. This infant will carry the basic sense of
mistrust with them to other relationships. It may result in anxiety, heightened insecurities, and an over feeling of
mistrust in the world around them.
• Consistent with Erikson's views on the importance of trust, research by Bowlby and Ainsworth has outlined how
the quality of the early experience of attachment can affect relationships with others in later life.
1. TRUST VS MISTRUST

2. AUTONOMY VS SHAME AND DOUBT
• Autonomy versus shame and doubt is the second stage of Erik Erikson's stages of psychosocial development.This stage occurs between
the ages of 18 months to approximately 3 years. According to Erikson, children at this stage are focused on developing a sense of personal
control over physical skills and a sense of independence.
• Success in this stage will lead to the virtue of will. If children in this stage are encouraged and supported in their increased independence,
they become more confident and secure in their own ability to survive in the world.
• If children are criticized, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability
to survive, and may then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their abilities.
What Happens During This Stage?
• The child is developing physically and becoming more mobile, and discovering that he or she has many skills and abilities, such as
putting on clothes and shoes, playing with toys, etc. Such skills illustrate the child's growing sense of independence and autonomy.
• For example, during this stage children begin to assert their independence, by walking away from their mother, picking which toy to play
with, and making choices about what they like to wear, to eat, etc.
• What Can Parents Do to Encourage a Sense of Control?
• Erikson states it is critical that parents allow their children to explore the limits of their abilities within an encouraging environment which
is tolerant of failure. For example, rather than put on a child's clothes a supportive parent should have the patience to allow the child to try
until they succeed or ask for assistance.
• So, the parents need to encourage the child to become more independent while at the same time protecting the child so that constant
failure is avoided. A delicate balance is required from the parent.They must try not to do everything for the child, but if the child fails at a
particular task they must not criticize the child for failures and accidents (particularly when toilet training).
• The aim has to be “self control without a loss of self-esteem” (Gross, 1992).

3. INITIATIVE VS GUILT
• Initiative versus guilt is the third stage of Erik Erikson's theory of psychosocial development. During the
initiative versus guilt stage, children assert themselves more frequently through directing play and other
social interaction.These are particularly lively, rapid-developing years in a child’s life. According to Bee
(1992), it is a “time of vigor of action and of behaviors that the parents may see as aggressive."
• During this period the primary feature involves the child regularly interacting with other children at school.
Central to this stage is play, as it provides children with the opportunity to explore their interpersonal skills
through initiating activities.
• Children begin to plan activities, make up games, and initiate activities with others. If given this
opportunity, children develop a sense of initiative and feel secure in their ability to lead others and make
decisions.
• It is at this stage that the child will begin to ask many questions as his thirst for knowledge grows. If the
parents treat the child’s questions as trivial, a nuisance or embarrassing or other aspects of their behavior
as threatening then the child may have feelings of guilt for “being a nuisance”.
• Too much guilt can make the child slow to interact with others and may inhibit their creativity. Some guilt is,
of course, necessary; otherwise the child would not know how to exercise self-control or have a conscience.
• A healthy balance between initiative and guilt is important. Success in this stage will lead to the virtue
of purpose, while failure results in a sense of guilt.

4. INDUSTRY VS INFERIORITY
• Erikson's fourth psychosocial crisis, involving industry (competence) vs. Inferiority occurs during
childhood between the ages of five and twelve. Children are at the stage where they will be learning to
read and write, to do sums, to do things on their own.Teachers begin to take an important role in the
child’s life as they teach the child specific skills. It is at this stage that the child’s peer group will gain
greater significance and will become a major source of the child’s self-esteem.The child now feels the
need to win approval by demonstrating specific competencies that are valued by society and begin to
develop a sense of pride in their accomplishments.
• If children are encouraged and reinforced for their initiative, they begin to feel industrious (competent)
and feel confident in their ability to achieve goals. If this initiative is not encouraged, if it is restricted
by parents or teacher, then the child begins to feel inferiour, doubting his own abilities and therefore
may not reach his or her potential.
• If the child cannot develop the specific skill they feel society is demanding (e.g., being athletic) then
they may develop a sense of Inferiority.
• Some failure may be necessary so that the child can develop some modesty. Again, a balance between
competence and modesty is necessary. Success in this stage will lead to the virtue of competence.

5. IDENTITY VS ROLE CONFUSION
• The fifth stage of Erik Erikson's theory of psychosocial development is identity vs. role confusion, and it occurs during
adolescence, from about 12-18 years. During this stage, adolescents search for a sense of self and personal identity,
through an intense exploration of personal values, beliefs, and goals. During adolescence, the transition from childhood
to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of
career, relationships, families, housing, etc.The individual wants to belong to a society and fit in.This is a major stage of
development where the child has to learn the roles he will occupy as an adult. It is during this stage that the adolescent
will re-examine his identity and try to find out exactly who he or she is. Erikson suggests that two identities are involved:
the sexual and the occupational.
• According to Bee (1992), what should happen at the end of this stage is “a reintegrated sense of self, of what one wants
to do or be, and of one’s appropriate sex role”. During this stage the body image of the adolescent changes.
• Erikson claims that the adolescent may feel uncomfortable about their body for a while until they can adapt and “grow
into” the changes. Success in this stage will lead to the virtue of fidelity. Fidelity involves being able to commit one's self
to others on the basis of accepting others, even when there may be ideological differences.During this period, they
explore possibilities and begin to form their own identity based upon the outcome of their explorations. Failure to
establish a sense of identity within society ("I don’t know what I want to be when I grow up") can lead to role confusion.
Role confusion involves the individual not being sure about themselves or their place in society.
• In response to role confusion or identity crisis, an adolescent may begin to experiment with different lifestyles (e.g.,
work, education or political activities). Also pressuring someone into an identity can result in rebellion in the form of
establishing a negative identity, and in addition to this feeling of unhappiness.

6. INTIMACY & ISOLATION
• Intimacy versus isolation is the sixth stage of Erik Erikson's theory of psychosocial
development.This stage takes place during young adulthood between the ages of
approximately 18 to 40 yrs. During this stage, the major conflict centers on forming
intimate, loving relationships with other people. During this stage, we begin to share
ourselves more intimately with others.We explore relationships leading toward
longer-term commitments with someone other than a family member.
• Successful completion of this stage can result in happy relationships and a sense of
commitment, safety, and care within a relationship.
• Avoiding intimacy, fearing commitment and relationships can lead to isolation,
loneliness, and sometimes depression. Success in this stage will lead to the virtue
of love.

7. GENERATIVITY VS STAGNATION
• Generativity versus stagnation is the seventh of eight stages of Erik Erikson's theory
of psychosocial development.This stage takes place during middle adulthood (ages
40 to 65 yrs).We give back to society through raising our children, being productive
at work, and becoming involved in community activities and organizations.Through
generativity we develop a sense of being a part of the bigger picture.Success leads
to feelings of usefulness and accomplishment, while failure results in shallow
involvement in the world.
• By failing to find a way to contribute, we become stagnant and feel unproductive.
These individuals may feel disconnected or uninvolved with their community and
with society as a whole. Success in this stage will lead to the virtue of care.
Psychologically,generativity refers to "making your mark" on the world through creating or nurturing things that will outlast an individual.During middle age individuals experience a need to
create or nurture things that will outlast them,often having mentees or creating positive changes that will benefit other people.

8. EGO INTEGRITY VS DESPAIR
• Ego integrity versus despair is the eighth and final stage of Erik Erikson’s stage theory of psychosocial
development.This stage begins at approximately age 65 and ends at death. It is during this time that
we contemplate our accomplishments and can develop integrity if we see ourselves as leading a
successful life. Individuals who reflect on their life and regret not achieving their goals will experience
feelings of bitterness and despair.
• As we grow older (65+ yrs) and become seniour citizens, we tend to slow down our productivity and
explore life as a retired person. Erik Erikson believed if we see our lives as unproductive, feel guilt
about our past, or feel that we did not accomplish our life goals, we become dissatisfied with life and
develop despair, often leading to depression and hopelessness.
• Success in this stage will lead to the virtue of wisdom.Wisdom enables a person to look back on their
life with a sense of closure and completeness, and also accept death without fear.
• Wise people are not characterized by a continuous state of ego integrity, but they experience both ego
integrity and despair.Thus, late life is characterized by both integrity and despair as alternating states
that need to be balanced.
Erikson described ego integrity as “the acceptance of one’s one and only life cycle as something that had to be” (1950, p. 268) and later as “a sense of coherence and
wholeness” (1982, p. 65).

CRITICAL EVALUATION
• Erik Erickson’s theory plays a pivotal role in understanding the stages of development and how it’s knowledge can help us
in shaping the lives of growing kids and even older people.
• However there are a lot of questions unanswered by Erik Erikson.
• Based on Erikson’s ideas, psychology has reconceptualized the way the later periods of life are viewed. Middle and late
adulthood are no longer viewed as irrelevant, because of Erikson, they are now considered active and significant times of
personal growth.
• Erikson’s theory has good face validity. Many people find that they can relate to his theories about various stages of the life
cycle through their own experiences.
• However, Erikson is rather vague about the causes of development.What kinds of experiences must people have to
successfully resolve various psychosocial conflicts and move from one stage to another? The theory does not have a
universal mechanism for crisis resolution.
• Indeed, Erikson (1964) acknowledges his theory is more a descriptive overview of human social and emotional
development that does not adequately explain how or why this development occurs. For example, Erikson does not
explicitly explain how the outcome of one psychosocial stage influences personality at a later stage.
• However, Erikson stressed his work was a ‘tool to think with rather than a factual analysis.’ Its purpose then is to provide a
framework within which development can be considered rather than testable theory.
• One of the strengths of Erikson's theory is its ability to tie together important psychosocial development across the entire
lifespan.
• Although support for Erikson's stages of personality development exists (McAdams, 1999), critics of his theory provide
evidence suggesting a lack of discrete stages of personality development (McCrae & Costa, 1997).

SIMILARITITES AND DIFFERENCES
BETWEEN
• Similarities between Freud and Erikson
• Sigmund Freud's psychosexual theory and Erik Erikson's psychosocial theory are
two important psychoanalytic theories on human development that could be used to
explain the developmental effects of this scenario. In this lesson, we will examine
what these two theories have in common and how they differ.
• Erikson's theory followed Freud's and was based on many of Freud's ideas. Because
of this, the two theories have similarities. Both theorists recognize the importance of
the unconscious on development.They also both separate development into stages of
a person's life and utilize similar age categorizations for these developmental stages.

DIFFERENCES
• Differences between Freud and Erikson
• However, there are several differences that exist between the names of the stages
and the developmental issues that are encountered during each stage. Part of the
reason for this is that each psychologist had his own unique view of what drives a
person's development. Freud's psychosexual theory emphasizes the importance of
basic needs and biological forces, while Erikson's psychosocial theory is more
focused upon social and environmental factors. Erikson also expands his theory into
adulthood, while Freud's theory ends at an earlier period.

SIGNIFICANCE OF PERSONALITY
DEVELOPMENT
Personality development is very crucial for students.The earlier these traits are developed the better.
 More employment opportunities.
 Increase self awareness
 Boosts your confidence
 Develop and become a great communicator
 Helps you achieve your life goals
 Live stress-free.
 Personality development helps you develop a positive attitude in life.
 Personality development helps an individual to inculcate positive qualities like punctuality, flexible
attitude, willingness to learn, friendly nature, eagerness to help others and so on

ASPECTS OF PERSONALITY DEVELOPMENT
The Big 5 theory is quite broad and they have a range of other specific traits.They were derived from
statistical analysis of the traits which tend to occur when people describe themselves or other
people. Sometimes, researchers refer to them as the five- factor theory or five-factor model.
• 1. Extraversion
• This trait describes an individual’s outgoing or social attitude.They are sometimes seen as the life
of the party and enjoy hanging out with people, going out for social events and are generally full
of life and energy.Those who are low in extraversion are less outgoing and prefer to stay by
themselves.The introverts have less energy and love to be quiet.The ones who score high in it
enjoy relating with people and are enthusiastic about life and very action-oriented.These are
extroverts.Various types of jobs require different levels of extraversion and it will be useful in jobs
that are related to teaching, sales and general interaction with people. Each of the Big 5
personality traits is also made up of at least 6 sub traits. Under extraversion, we have: cheerfulness,
excited, activity level, assertiveness, gregariousness and friendliness.

• 2. Agreeableness
• This manifests itself in an individual’s behaviour that shows kindness, sympathy,
warmness and consideration for others.Those who score high here are very
empathetic with others and accommodate them.They are also positive minded.The
ones that score low are selfish and lack empathy.They seem to always be in
competition with others and try to manipulate their way through situations instead of
co-operating with others.Those with a high score here tend to desire harmonious
living and put aside their own interests in order to please others.They believe that
people are honest and trustworthy.These individuals will enjoy team building
activities and working harmoniously while those that score low would be good
scientists, critics or soldiers.The sub-traits here include: sympathy, modesty, co-
operation and trust.

• 3. Openness
This describes the open mindedness of an individual. A person who scores high here
will enjoy trying new things.They tend to be imaginative and generally open minded
about everything. Others who score low would be close minded and prefer routine.
They are resistant to change and would be very analytical.Those with an open mind
will also tend to love the arts and think deeply too. An individual with this trait may fit in
advertising, research while those who score low would enjoy jobs that require routine
work.The sub traits here include: imagination, adventurousness, emotionality, artistic
interests, intellect and liberalism.

• 4. Conscientiousness
This trait describes how an individual controls, regulates and directs their impulses.
Individuals who score high with this personality trait tend to have a high level of self
discipline.They always follow a plan instead of acting on the spur of the moment.This
makes them successful in their endeavours and able to achieve their goals.They are
seen as responsible and reliable.They may also be workaholics and perfectionists
which may make them boring and inflexible.The sub traits of this aspect include:
achievement-driven, dutifulness, orderliness, self-efficacy, self-discipline and
cautiousness. Individuals with this trait will always stay focused on their goals
regardless of challenges and obstacles because they believe they will always succeed
if they follow their plan.They will be able to fit in across different occupations.Their
need for achievement is the constant driving force.

• 5. Neuroticism
This also means emotional stability. It describes an individual’s ability to stay balanced
and stable when faced with tough challenges. One who scores high in neuroticism has
the tendency to experience negative emotions. On the other hand, those who score low in
emotional stability react less emotionally and don’t get upset easily.They are usually
calm and stable, though it does not mean they experience a lot of positive feelings.Those
who are low in neuroticism are emotionally reactive and feel threatened or get into bad
moods even in a normal situation.They may also find it difficult to think clearly when they
are stressed.Those with high emotional stability are preferred in most professions as
they have control over their emotions while those with low stability can be distracted by
deadlines, personal situations and pressure.The sub traits here include: anxiety, anger,
depression, self-consciousness, vulnerability and immoderation.

PERSONALITY DEVELOPMENT STAGES
• Infant stage – 2 years
During this stage, the infant begins to learn to trust or not to trust. If well taken care of and loved, will begin to develop a sense of
security and have positive outlook to life. If it is also not done properly, it will lead to the infant becoming insecure.
• Toddler stage – 18 months to 3 years
At this state, the child begins to develop the will. If guided properly, the child begins to have self confidence. It is not an easy process
and the child could be seen as being stubborn.
• Preschool stage – 3 years and above
This stage is referred to by some as the ‘play age.’The child begins to develop some form of initiative.They also start using their
imagination. At this stage they also gradually begin to understand how to lead and follow others.
• School age stage
At this stage, the child begins to learn formal skills.They begin to know how to relate with their peers and begin to develop basic
intellectual skills.The success at this stage in their development will dependent on how the early stages were.
• Adolescent stage
The child begins to mature at this stage and begins to nurture a set of values which will help them in life.They also begin to
understand themselves at this stage.

PERSONALITY DEVELOPMENT TRAITS
• Temperament
Here, we refer to traits that a child comes with into the world which are genetically determined.These
traits to a major extent influence the child’s approach to the world and how he or she learns in the
process. From studies that have been carried out, some of these genes control the nervous system
development which also controls behavior.
• Environment
The environment in which a child grows up affects to a large extent how the personality will eventually
be. It is advised that quality parenting be given to help in the proper development of the child.
• Character
This is formed from the emotional, perceptive and behavioural patterns that are learned by
experience and determine how an individual thinks, feels and behaves.
An individual’s personality continuously evolves throughout his life but we have seen that much of it is
dependent on traits they were born with and experiences they have had through life.

Professional Development and Applied Ethics.pptx

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