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Running head: PERSONALITY TRAITS Personality Traits Brian C. Kennedy BSCOM/435 4 February 2018 Shannon Sorenson 1

Personality Traits Personality Traits A personality is a combination of feelings, perspectives and behaviors that stem from elemental characteristics and analytical problem solving experiences. Wesiberg (2006) notes that “As articulated by Guilford, one’s personality can be conceived of as a set of traits, which are relatively permanent aspects of our beliefs and behavior that serve to distinguish us from one another” (p.488). Divergent thinking is directly attributed to the level of creativity present within a personality. Although unique circumstances can block creative growth, varied elements contained in original personality traits can offer the opportunity to further divergent thinking growth with a simultaneous advancement of creativity. Developing Divergent Thinking For creativity to flourish there needs to be limited or no boundaries on potential solutions to problem solving. Creativity also demands curiosity, acceptance of risk and the ability to develop thinking that shuns conformity. As a result, problem solving abilities are honed and refined. “The concept of divergent thinking is attractive for a number of reasons; it is, for example, a good metaphor of the kind of cognition that should lead to original ideas” (Runco & Acar, 2012, p. 66). Attention to detail, being more deliberate in thought and keeping an open mind to alternative solutions further develops divergent thinking as well. As with many skills, divergent thinking requires practice to hone it and refine it to the point of usefulness and effectiveness. 2

Personality Traits Creative Personality Theories and Individual Growth Varied theories of creativity combined with personal characteristics of personality should be assessed when seeking to improve creative and analytical problem solving skills. Weisberg (2006), also wrote that “In Guilford’s view, creative thinking works in two stages: Divergent thinking is the first stage, which produces numerous ideas that then serve as the input to convergent thinking, the second component of the process; convergent thinking takes the ideas produced by divergent thinking and narrows them down into a workable product” (p.94). Purposeful thought regarding personal growth and creativity leads to refinement of creativity (Woods, Patterson, Koczwara & Sofat, 2016). In addition, Freud theorized that the subconscious drives extrinsic and intrinsic motivations while also impacting the growth of personal characteristics as they relate to creativity. Weisberg (2006) states, “Freud’s analysis of creative thinking, which assumes that creative production comes about as a result of unresolved conflicts and uses primary-process thinking, a primitive emotion- and instinct-based form of thinking, to express its ideas” (p.341). Personally, I have traits that indicate high levels of introverted behaviors along with low levels of openness and lower levels of agreeableness. I strive to overcome these traits consciously, knowing that personal growth is necessary and only attainable by removing these roadblocks to creative thought. As a result divergent thinking becomes a purposeful exercise for me. What are the origins of these traits, nature, nurture, a combination of both? I do tend to seek the fastest possible solution, but am also aware enough to counter that with deliberate insight, especially when solving problems with heavier consequences. Weisberg (2006) writes that, “according to the 3

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Personality Traits Freudian view, creative work arises out of unfulfilled needs, which usually stem from childhood” (p.346). In addition, it is theorized that creativity is the product of several ingredients that derive from the person and the environment, especially the social environment (Weisberg, 2006). In my youth, I was only passively encouraged to take social risks. I was a shy child who was more at ease among my family or my personal space at home. Within my circle of close friends I was outgoing, but new situations with higher social risk typically closed me down. As a result, my adult personality of low agreeability and lack of motivation socially coalesced into an introverted personality, as attributed to Freud’s theory. My parent’s lack of initiative in pushing me socially may have had a hand in this development as an adult. Strategies for Creative Personality Growth Self awareness and higher level thinking regarding personal limitations is the best tool for improving creative thought. Without such self awareness, one would not even realize there was an improvement to be made. Additionally, I must allow myself the latitude to make mistakes and not excel in every setting. This self absolution will allow me the berth to experience things socially that I would have prior avoided for fear of failure. Awareness of learning styles, especially one’s own, is crucial to developing higher levels of creativity. Making changes trhat align with strengths while also allowing a safe landing area for failed attempts at weaker traits will make gains (Komarraju, Karau, Schmeck, and Avdic, 2011). Finally, I must train myself to ignore my instincts when feeling the urge to rush to a solution. Analyzing and being deliberate in my approach is necessary to grow as a creative and divergent thinker. 4

Personality Traits Conclusion Using my high level of self awareness, I must seek out the weaknesses I possess creatively and divergently to make targeted improvements. Additionally, I must identify the conscious and subconscious traits I possess in order to actively monitor them. As Weisberg (2006, p.598) states “Perhaps the creative individual puts a unique spin on the way he or she thinks, which paves the way for novel ideas.” As an introverted musician who fears rejection and failure, I have a long way to go, but I do have a map to get me there. 5

Personality Traits References Komarraju, M., Karau, S. J., Schmeck, R. R., & Avdic, A. (2011). The big five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51 (4), 472-477. doi:10.1016/j.paid.2011.04.019. Runco, M. A., & Acar, S. (2012). Divergent Thinking as an Indicator of Creative Potential. Creativity Research Journal , 24 (1), 66-75. doi:10.1080/10400419.2012.652929. Weisberg, R. (2006). Creativity: Understanding innovation in problem solving, science, invention, and the arts. Hoboken, N.J.: John Wiley & Sons. Retrieved from The University of Phoenix eBook Collection Database. Woods, S. A., Patterson, F. C., Koczwara, A., & Sofat, J. A. (2016). The value of being a conscientious learner: Examining the effects of the big five personality traits on self-reported learning from training. Journal of Workplace Learning, 28 (7), 424-434. doi:10.1108/JWL-10-2015-0073. 6

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