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Love Is Not Like A Cake

Love is such a big word filled with profound meaning. Some say, without love we would not be able to survive. Poems, stories and songs are written about it, not to mention how movies of almost every genre are sprinkled with the flavor of love to spruce up the story. In other words, there is no way we can avoid love—we are bound to encounter at least one of its many forms. If we do not currently have it, then many of us long for it. It is perhaps the most powerful emotion of all!

Another thing about love is that it is not a limited resource. It is not like a cake which can only be shared out amongst a certain select group of people. Love can be shared with everyone and anyone! Think how the idea of love could be used to as a contrast to money or other resources!  Love represents an ideal vitalizing emotion to transform people and culture to encourage learning and innovation in the workplace, or represents a new way of understanding a client.

Often times however, we naively think of love like a Hollywood movie; the Barbie and Ken relationship—the perfect couple with no flaws or difficulties to deal with. Some of us are hopeless romantics and find it easy to indulge in what others call an illusion, whilst a more realistic group of people have a more down-to-earth view on love.

Dr. David Knox, a renowned Professor of Sociology at East Carolina University, created the Love Attitudes Questionnaire that can help determine what category you, your employees, people in your care, or students fall into. It can be purchased through Cymeon.com.

Even though we use the heart as a symbol for love, an interesting fact about this energizing sensation is that it actually is an emotion originating in the brain. It is not until the brain sends out a specific signal, that the heart starts to thump faster and our body responds to this powerful emotion.

 Cymeon is proud to present the LAQ, which provides a research and evidence based analysis of the complex emotion called Love. The pack includes a manual, the questionnaire, scoring and norms, which will help you gauge a person’s stance on love.  Love is transformational and could be the powerful force for change that you are seeking.  For more information contact us at This email address is being protected from spambots. You need JavaScript enabled to view it. .

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Learning and the Growth Mindset

Those who learn succeed

Humans are born to learn. From the very moment we take out first breath we start to observe the world around us. Today, we work in the knowledge economy, in which information is passed from person to person at a staggering speed. The human brain is capable of absorbing a great amount of information in a split second, but the amount really learnt and then used to achieve success varies from person to person.

Some people may think that once they graduate college, learning will no longer be required. However, contrary to this common fallacy, we cannot evolve, mature and become better at what we do if we were to completely give up on learning. It is also crucial to note that those of us, who are prepared to learn by using effort and goals may find it easier to absorb new information in a specific way.

The Learning Style Profiler (LSP) is designed by Professor Chris J. Jackson and is used to assess and develop the way people learn at work. The development of this magnificent office-friendly tool has taken over a decade of research (resulting in multiple publications), which evidences its usefulness and  quality. Today, different businesses, companies, educational as well as clinical institutions make great use of the LSP.

Advantages and Key Features

  • The LSP measures growth mindset and provides advice on how to achieve great success.
  • Conversely, it also provides advice on how to avoid failure, emotional disturbance and anti-social behavior.
  • The LSP is based on a well-developed evidence based theory and is available online and as Windows Desktop
  • The LSP is highly reliable.
  • It has a sophisticated design with theory based on a decade of published neuropsychological research.
  • It gauges real psychological processes related to having a growth mindset.
  • It goes beyond the well-known weaknesses of the learning cycle.

The model has been designed to encourage people to understand the process of learning so that they reach their highest potential.  If the Learning Styles Profiler is of interest, do not hesitate to contact us and find out more about this revolutionary learning tool. 

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How to assess and develop innovation in your business

 

Innovation is what keeps the ball rolling within every successful business. Introducing new methods, views and ideas is crucial for a company’s growth and survival in today’s cut-throat business world.  Having the right organizational design to encourage bright and creative staff leads to the agility required to improve a company’s financial situation and its prospects. Having a tool such as Cymeon’s Innovation Software will improve your company’s outlook.

 

 

The Purpose of the Innovation Software

The Innovation Software makes it possible for businesses to successfully exploit new ideas.

 

·         It provides the essential keys to unlocking competitive advantage in an increasingly demanding and challenging business environment.

 

·      The Innovation Software has mainly been designed for HR professionals who strive towards continuous innovation. It will help you gauge which organizational and management structures and practices result in innovation.

 

 

Features

 

The software consists of 10 separate modules, which have been designed for self-assessment across a business and can be used to provide a comprehensive, strategic and integrated view of innovation within a business.

 

The Innovation Software allows HR professionals to successfully manage creative and innovative people, who in turn contribute to developing the company’s competitive advantage and the bottom line. The software also plays a significant role in mapping an organization’s innovative capabilities and developing a culture of innovation.

 

 

Using a competency approach in the assessment of innovation, the Innovation Software provides the information about how to properly harness ideas to ensure innovation is not stifled.

 

 

Cymeon’s Innovation Software is a superb tool that can be very useful for any business. The more innovative your team is, the better results await in the future. To find out more about this product contact us at This email address is being protected from spambots. You need JavaScript enabled to view it.

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Why you should develop a positive organizational climate

 

 

Organizational climate is the perception of culture. As people react to their perceptions as opposed to reality, it is more powerful than culture whilst also more easily measured and improved. There are many important benefits to developing a positive organizational climate within your company or business, which will improve your competitive advantage. Typically, employees who work within a positive work environment are more engaged, committed, loyal and productive in their work. A positive climate also improves the overall level of communication within the business and leads to more innovation and agility. Reflect on your current organizational climate and ask yourself if this is a climate that you have or would like to have.

 

A healthy organizational climate is an investment, and like anything worth doing it is worth doing well and with intention. Effective climates go way beyond slogans, branding and vision statements. They are developed and sustained through the values and behaviors that are modeled by the managers of a company or business. Many other factors are also crucial to get right. If you are considering addressing the organizational climate within your place of business, there are products available that can help guide you along the way. Whether you simply consult literature on the topic, or take the more in depth approach with programs such as Cymeon’s Organizational Climate Assessment Tool,  any steps you take to improve climate and values of your business are a good investment for its future.

 

Your long-term customers will notice the tangible effects a positive organizational climate. The sense of caring about the company and the nature of its work carries over from employees and translates into a sense of ownership which clientele will appreciate. This is appealing to those customers who do a significant amount of business, as there are often alternative suppliers who do not offer this level of service.

 

With a positive and supportive climate,  employees are more willing to provide feedback and participate in quality improvement. People feel a sense of ownership and loyalty to such organizations, and therefore feel responsible for the products and services that are provided. The increased communication of a positive climate addresses issues that may have otherwise be swept under the carpet, and even identify new issues that will improve competitive advantage.

 

Organizations that have a positive and supportive organizational climate are less likely to have high rates of employee turnover. One of the most expensive aspects of maintaining a workforce can be the rate of employee turnover when the climate is poor. The process of searching for and hiring new employees is expensive, as well as the time and resources it takes to train new staff.

 

 

If you are looking to develop a positive climate and make changes to move your business in the right direction, have a look at Cymeon’s Organizational Climate Assessment Tool.  The information available through this software (or paper based assessments) will highlight issues that will guide you towards the outcomes you desire. We can also assist with all aspects of the work as needed so that you will not be left alone as you work to improve your organization’s climate.

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SWOT Analysis - purpose and benefits

The Purpose of SWOT Analysis

SWOT analysis is a strategic management decision making methodology which helps you make effective choices. This can be very useful for a business manager or even for your own personal decisions.  SWOT is effective because it helps you understand the underlying issues. Basically it works by breaking up a difficult problem into four different quadrants:

·  Strengths: In this quadrant, you list and evaluate the issues that are done well in your business. What are the reasons why you are better than your competition?

·   Weaknesses: In this quadrant, you list and evaluate issues that you are weak at in your business. What are the issues that you can improve?

·  Opportunities: This quadrant refers to what you can take advantage of in your environment. What will lead your strengths to be successful? What external issues are there which can help you reach your full potential?

·  Threats: This quadrant refers to environmental issues that threaten your business and of which you must be wary. How can you mitigate the effects of threats you face?

Strengths and weaknesses refer to internal issues, while opportunities and threats represent external issues.

With Cymeon’s SWOT analysis you are able to explore the company’s present and future options: you can use it to help you make important decisions about company policy, you can define areas that need to be changed or you can change the time-line of your decisions or plans. Best of all, you can share the plan with colleagues so that you can come up with the best group ideas. By involving colleagues, you can also increase their participation in the process and therefore their buy-in.

SWOT Analysis Software

Cymeon’s SWOT Analysis Software is created to make your decision making process much easier. It enables you to define and explore problem areas in your company to help you find the best solutions. Also, it allows you to compare multiple solutions to the problem and pick the one that is most suitable. You can use SWOT Analysis Software to analyze past failures to avoid making the same mistakes in the future. This useful online decision making tool can identify important issues and guide you through the decision making process. It also drives improved understanding by presenting your complex ideas in a systematic order. Furthermore, this software tracks changes over time to enable you to identify the best strategic path through the changing dynamics of the four quadrant areas as you make plans for the future.

By providing you with all this information, Cymeon’s SWOT Analysis Software encourages you and other decision makers to brainstorm and share ideas. It gives you the opportunity to better understand issues, trial different ideas and refine existing The benefits of this practical tool will have a positive impact on your decision making process and your business in general.

You can try a demo version of the SWOT Analysis Software before purchasing it. The software is available online here. Contact This email address is being protected from spambots. You need JavaScript enabled to view it. for further information.

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Identifying what clients really want

The Importance of Social Interaction

One of the basic human functions is to coexist with other people and to interact with them. We do this at work when communicating with them. This could be when selling or influencing others. Being able to assess other people’s personality is key to getting the message across. If we learn how to focus our communication on what matters, then we have better chance of winning the sale or improving the deal. Failure to take account of this key factor results in a verbal message that doesn’t appeal to the client or person with whom we are interacting. This is the moment when sales are lost, negotiations fail, and conflicts and arguments start.

Social interaction is central to most work activities. Improving your communication and social interaction skills in general can develop your business acumen and positively impact your sales. Needless to say, good social interactions can also improve your personal life and relationships with your loved ones as well. If you want to be successful in social interactions, especially with your clients, you need help to tailor your social interaction skills.

Social Interaction Software

The Social Interaction Software is very useful especially for busy business people and for other people who want to improve their skills at relating to other people. The software will help you improve your social interaction and communication skills, and help you cope with difficult and challenging social situations such as with your clients. It can be tremendously helpful for people who are in sales. This software works  by matching your personality strengths with the needs and personality of your clients, customers, colleagues and bosses. It provides advice on how to be more appealing to people with whom you communicate.

This software is very easy and fun to use; it basically does all the work for you. By helping match your communication skills with others, it provides advice on how to best sell your product or how to communicate better with other people such as superiors.

If you are a business owner, the Social Interaction Software can help you train your staff and prepare them for an important meeting or introduce them to new sales strategies. It works well when using with real clients or in training. Solicitors and lawyers can use the software to help them better communicate with clients and judges.

 

You can try a demo version of the Social Interaction Software before purchasing it. The software is available online or on your windows desktop. Contact This email address is being protected from spambots. You need JavaScript enabled to view it.  for all further information.

 

(c) Cymeon, 2016

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How Our Customers and Clients Achieve Competitive Advantage

Over the last few weeks we have been thinking about how our customers and clients can achieve competitive advantage through working with Cymeon. What differentiates us from the competition? How do we look after the people who trust us to provide support? As we sought to answer this question, we also thought about how we could communicate the answer efficiently and easily.

 

Please share the results of our work with your colleagues and help us to tell the world about the work that we do in designing and marketing psychological tests that are useful in the real world.

 

https://youtu.be/RUOX5HEzzK8

 

We had some fun making this video ...

 

Have a good day,

 

Sandy

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Understanding the Learning Styles Profiler (LSP)

We thought it would be a good idea to start presenting some of the extensive peer reviewed evidence in favour of our psychological tests. We begin with an article by Professor Chris Jackson on the basis of the learning styles profiler (LSP) which measures the hybrid model of learning in personality (HMLP).  This is a really interesting paper which draws an analogy between the profiler and shooting an arrow from a bow.  Read the article below for more information which is mildly updated from a conference presentation in 2009. Here Professor Jackson uses this  analogy to show how the LSP can predict high performance as well as poor performance in the workplace. More academic articles will follow which will show how the LSP predicts educational, community and clinical outcomes.  

 

 

 

Using the hybrid model of learning in personality to predict performance in the workplace

 

Chris J. Jackson (This email address is being protected from spambots. You need JavaScript enabled to view it. )

School of Management

University of New South Wales, Sydney NSW 2052 Australia

 

 

 

 


Abstract

The hybrid model of learning in personality (Jackson, 2005; 2008) argues that Sensation Seeking (a biologically based scale of high approach and low avoidance) provides an exploratory drive which is mediated by mastery goal orientation in the prediction of functionally learnt behaviour such as work performance. It is argued that other socio-cognitive mechanisms will also re-express Sensation Seeking towards functional learning.  Failure to re-express the exploratory drive leads to dysfunctional learning and delinquency. Using published data from several studies, I contrast the hybrid model of learning in personality with the Big Five model of personality in terms of its theory, predictive capacity and application.  Results generally suggest that practitioners may gain better insights into personality in the workplace using the hybrid model compared to the Big Five.

Introduction

A simple analogy provides an easy way to understand the hybrid model of learning in personality. Think of an arrow shooting through the air.  An arrow will fly true to its target if:

·       It has sufficient momentum (Sensation Seeking drive)

·       The angle of flight is correct (Mastery)

·       The flight of the arrow has been well planned  (Conscientiousness)

·       The arrow is flying towards a target that has been well chosen (Rationality)

·       The arrow has been launched by someone who has put sufficient thought into the process and who understands the process such that they can plan for and react to changing circumstances (Deep Learning)

The hybrid model of learning in personality is a theory based model of personality which provides a way of understanding the processes which underlie functional learning that lead to successful work performance, and dysfunctional learning which leads to anti-social behaviour in the workplace. The process model of the hybrid model of personality contrasts with the Big Five model of personality (e.g. Costa & McCrae, 1992) which is primarily based on exploratory factor analysis and which aims to provide a parsimonious social construction of personality. Problems with the Big Five model are noted in Block (1995) although it should be noted that this model of personality appears to possess considerable validity (e.g. Salgado, 1997).

The “arrow in flight analogy” illustrates the hybrid model of learning in personality but behind the analogy lies a process model which aims at uniting biological,  socio-cognitive and experiential theories of personality (Jackson, 2005; 2008).  The biological models of personality are championed by Eysenck (1967) and Gray and McNaughton (2000), but perhaps the most persuasive evidence for a biological basis of personality lies in the Sensation Seeking-Impulsivity cluster of traits such as identified by Zuckerman (1994). To date, biological models of personality have made little impact in organizational psychology (Furnham & Jackson, 2008). Sensation Seeking is argued to have a biological basis associated with dopamine and testosterone which tends to lead to risk taking behaviour. However a small amount of evidence also suggests that Sensation Seeking underlies exploratory behaviour (Ball & Zuckerman, 1992) unassociated with reinforcement (Pickering, 2004). Jackson (2005; 2008) extends this argument to suggest that Sensation Seeking represents a drive for curiousity and exploration which can lead to functional or dysfunctional learning outcomes. It represents therefore the undirected energy of the arrow such that high Sensation Seeking will have a tendency to fly a long way towards its target.

There are several major socio-cognitive theories of personality which are usually seen as separate to the biological. One of the most prominent is that of goal orientation (e.g. Dweck & Leggett, 1998; Vandewalle & Cummings, 1997), in which learning goal or mastery goal orientation provides a mechanism through which cognitive resources are allocated towards problem resolution leading to the development of self-efficacy (e.g. Bandura, 1999). People high in mastery, in Jackson’s (2005; 2008) model, are the people who understand that success comes from learning goals through allocation of cognitive resources towards achieving difficult outcomes (such that the arrow flies at a high trajectory towards a hard and distant target).

O’Connor and Jackson (2008) provided a series of studies examining how Mastery re-expresses Sensation Seeking towards the achievement of functional outcomes (i.e. specifying Mastery as a mediator of the relationship between Sensation Seeking and positive performance outcomes). Results from school children, an experiment looking at maze performance, and in the workplace provided evidence that mastery mediated Sensation Seeking in the prediction of performance. Interestingly, O’Connor and Jackson (2008) also reported that dysfunctional performance resulted from the direct expression of Sensation Seeking once the indirect pathway of Mastery was partialled. The conclusion from this research is that the positive effects of exploration occur when re-expressed through socio-cognitive mechanisms whereas the direct expression of Sensation Seeking results in anti-social behaviour.

Further evidence for this model was also provided by Jackson, Hobman, Jimmieson and Martin (2009) who reported that the hybrid model of learning in personality predicted university self reported performance, leadership, self-reported work performance  and supervisor rated work performance better than the Big Five model of personality and many other models of personality.

Jackson (2005; 2008) argues that other socio-cognitive scales are also necessary for functional work performance. Planning, perseverance and social responsibility  (Conscientiousness) is seen as a further important predictor of work performance and has some similarity to Conscientiousness in the Big Five model of personality which is known to be predictive of work performance (Mount, Barrick & Stewart, 1998). The planned flight path of an arrow towards its target is more likely to be successful than one which is unplanned.

Moreover, an arrow will only hit a desirable target if the target is chosen through being objective and logical (Rationality). People who are easily swayed, dependent upon others and chance may well choose inappropriate targets and get themselves into trouble. Evidence from Jackson (2005, 2008) and Jackson et al. (2008) is that Rationality positively predicts functional performance such as work outcomes and negatively predicts dysfunctional outcomes such as high psychopathy.  Jackson, Baguma and Furnham (submitted) provide evidence from Australian and Ugandan students of indirect pathways from Sensation Seeking through the other socio-cognitive scales to  Rationality and finally to Grade Point Average.

Finally, Jackson’s (2005; 2008) model incorporates  Deep Learning which takes inspiration from the experiential model of learning (e.g. Kolb, 1984).  From this perspective, high performance results from proactively searching for depth, background and theory as opposed to just being expedient. Here the arrow flies true in the hands of someone who knows deeply about the bow, the arrow and flight as opposed to someone who has just focused their knowledge on the simple operation of drawing an arrow.

Siadaty and Taghiyareh (2007) offered students training in Conscientious Achievement and Sensation Seeking but reported only success in training for Conscientiousness. This is in accord with the proposed hybrid model of learning in personality since the socio-cognitive scales are meant to be open to change and intervention whereas Sensation Seeking, with its more biological basis, is much less malleable. Cloninger, Syrakic, and Przybeck (1993) have a similar perspective concerning the fixed nature of biological scales (termed temperament in their model) and the changeable nature of socio-cognitive scales (termed character in their model).

        The hybrid model of learning in personality therefore has a basis from several different research foci and the model is summarized in Table 1.

 

Table 1: Principal relationships between Jackson’s hybrid model and other models of learning and personality

 

Research Focus

Hybrid model

Source

Biological

Sensation Seeker: High approach and low avoidance measuring exploration and curiosity

Sensation Seekers (Zuckerman, 1994)

Socio-cognitive

Mastery: Focus of putting effort into achieving long term  and hard outcomes

Goal orientation (Dweck & Leggett, 1998; VandeWalle & Cummings, 1997)

Socio-cognitive

Conscientiousnes: Perseverance, responsibility and understanding  about the complex social world

Conscientiousness (Costa & McRae, 1992)

Socio-cognitive

Rationality: Provides rational and logical thinking

Low Neuroticism (Eysenck, 1967) and high emotional intelligence (Petrides & Furnham, 2000)

Experiential

Deep Learning: Provides well thought out and well constructed outcomes

Deep knowledge (Kolb’s 1984 model of experiential learning)

 

Jackson, Baguma and  Furnham (submitted) propose and test a series of indirect pathways from Sensation Seeking to academic performance which provides a way of understanding how Sensation Seeking is re-expressed through complex cognitions which lead to the development of rationality. In the first pathway, Mastery provides the high Sensation Seeker with long term allocation of cognitive resources towards solving problems and the self-efficacy to achieve success. In turn, the ability to master long term plans in functional learners leads to Rationality, which emphasizes objectivity and emotional independence, and this in turn leads to improved optimal performance.

In the second pathway, functional learners are those who re-express Sensation Seeker as deep learning, conscientiousness and rationality. This path argues that functional success can be explained by a process through which Sensation Seeking is re-expressed through a series of higher order experiences and cognitions in which curiosity leads to the rationality through a process of reflecting and sustained hard work. This functional  indirect pathway can be summarized as exploring -> reflecting -> persisting -> rationality -> Functional Learning and high performance. The order of this pathway has some loose resemblance to experiential learning cycles (as proposed by Kolb, 1984, and later researchers) but has content developed from prominent and widely known biological, socio-cognitive and experiential models. This model is shown in Figure 1. It remains to be seen if these pathways predict functional learning in the workplace.

I am currently analyzing data from 400 Australian workers. Initial evidence from this new data set suggests that the hybrid model of learning is superior to Big Five model of personality (measured as the NEO-IPIP) in the prediction of entrepreneurial skills, dysfunctional behaviour and self-reported work performance.

 


           
ConclusionsLSP - how it works

The proposed hybrid model of learning in personality provides an interesting way of integrating biological, socio-cognitive and experiential models of personality (see Table 1 and Figure 1).  The hybrid model of learning in personality is a process model of wide applicability and appeal to personality researchers and practitioners. The hybrid model of learning in personality also benefits from near-simultaneous development of a measurement model that corresponds to the theoretical structure. This contrasts with personality models which emphasise measurement at the expense of theory (such as the Big Five model, e.g. Costa & McCrae, 1992), post-hoc theory to match an existing measurement model (e.g., Eysenck’s PEN model; Eysenck, 1967), and post-hoc measurement to match theory (e.g., Gray’s revised Reinforcement Sensitivity Theory; Gray & McNaughton, 2000) recently operationalised by Jackson (2009).

The proposed model of learning in personality achieves the following outcomes:

·       Development of a process model of learning in personality, such that social and experiential cognitions are seen as proximal mediators of a distal biological construct.  

·       Development of the idea that Sensation Seeking relates to both functional and dysfunctional learning which contrasts with the work of Zuckerman (1994) who argues that Sensation Seeking generally has negative outcomes.

·       A departure from a strict dichotomy of temperament and character envisaged by Cloninger et al. (1993) into more of a continuum flowing from distal biological constructs to proximal socio-cognitive constructs.

·       The development of a model of personality which provides direct advice on how to implement interventions such as by training, CBT, coaching and self-development. The hybrid model learning advocates that intervention is most easily and directly undertaken with socio-cognitive scales as opposed to biological scales.

·       Prediction of functional and dysfunctional learning outcomes. The proposed hybrid model focuses on the process of learning in personality instead of simply describing personality (as the Big Five model for example sets out to do).

·       Development of a model which aims to predict both functional work behaviour and dysfunctional work behaviour better than existing models.

 

References

 

Ball, S. A., & Zuckerman, M. (1992). Sensation Seeking and Selective Attention: Focused and Divided Attention on a Dichotic Listening Task. Journal of Personality and Social Psychology, 63, 5, 825-831 .

Bandura, A. (1999). Social cognitive theory of personality, in A. Pervin and O.P. John (eds), Handbook of Personality: Theory and Research (2nd edition). pp. 154–96. New York: Guilford Press.

Block, J. (1995). A contrarian view of the five-factor approach to personality description. Psychological Bulletin, 117, 187-215.

Cloninger, C.R., Syrakic, D.M., & Przybeck. T.R. (1993). A psychobiological model of temperament and character. Archives of General Psychology, 50, 975-990. 

Costa, P. T., Jr., & McCrae, R. R. (1992). Revised NEO Personality R) and NEO Five-Factor Inventory (NEO FFI) professional manual.Odessa, FL: Psychological Assessment Resources.

Eysenck, H. (1967). The biological basis of personality.Springfield, IL: Charles C. Thomas.

Dweck, C.S., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.

Furnham, A., & Jackson, C. J.  (2008). Reinforcement Sensitivity Theory in the work-place. In Corr, P. Theory and application of Reinforcement Sensitivity Theory. CambridgeUniversity Press.

Gray, J.A., & McNaughton, N. (2000). The neuropsychology of anxiety. Oxford: OUP.

Jackson, C. J. (2005). An applied neuropsychological model of functional and dysfunctional learning: Applications for business, education, training and clinical psychology. Cymeon: Australia.

Jackson, C. J. (2008). Measurement issues concerning a personality model spanning temperament, character, and experience. In Boyle, G.,   Matthews, G. &  Saklofske, D. Handbook of Personality and Testing. Sage Publishers.

Jackson, C. J. (In press). Jackson 5 scales of revised Reinforcement Sensitivity Theory (r-RST) and their application to dysfunctional real world outcomes. Journal of Research in Personality.

Jackson, C. J., Baguma, P., & Furnham, A. F. (submitted). Predicting Grade Point Average from the hybrid model of learning in personality: Consistent findings from Ugandan and Australian Students

Jackson, C. J., Hobman, E., Jimmieson, N., and Martin. R. (2009).Comparing Different Approach and Avoidance Models of Learning and Personality in the Prediction of Work, University and Leadership Outcomes. British Journal of Psychology, 1-30. Preprint. DOI: 10.1348/000712608X322900

Kolb, D. (1984). Experiential learning.Englewood Cliffs, NJ: Prentice Hall.

Liao, H., A. Chuang. (2004). A multilevel investigation of factors influencing employee service performance and customer outcomes. Academy of Management Journal, 47, 41-58.

Mount, M. K., Barrick, M. R. &  Stewart, G. L. (1998). Five-factor model of personality and Performance in jobs involving interpersonal interactions. Human Performance, 11, 145–165.

O’Connor, P. C. & Jackson, C. J. (2008). Learning to be Saints or Sinners: The Indirect Pathway from Sensation Seeking to Behavior through Mastery Orientation. Journal of Personality, 76, 1-20.

Petrides, K. V. & Furnham, A. (2000). On the dimensional structure of emotional intelligence. Personality and Individual Differences, 29, 313-320.

Pickering, A. D. (2004). The neuropsychology of impulsive antisocial sensation seeking personality traits: From dopamine to hippocampal function? In R. M Stelmack (Ed.), On the psychobiology of personality: Essays in honour of Marvin Zuckerman. Elsevier.

Salgado, J. F. (1997). The five factor model of personality and job performance in the European community. Journal of Applied Psychology, 82, 30–43. 

Siadaty, M. & Taghiyareh, F. (2007). PALS2: Pedagogically Adaptive Learning System based on Learning Styles. Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007)

VandeWalle, D., & Cummings, L.L. (1997). A test of the influence of goal orientation on the feedback-seeking process. Journal of Applied Psychology, 82, 390-400.

 

Zuckerman, M. (1994). Behavioral Expressions and Biosocial Bases of Sensation Seeking. NY: CambridgeUniversity Press.

__________________________________________

From: Jackson, C. J. (2009). Using the hybrid model of learning in personality to predict performance in the workplace. 8th IOP Conference, Conference Proceedings, Manly, Sydney, Australia, 25-28 June, 2009 pp 75-79. Names of scales updated and occasional sentences updated.

 

 

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Welcome to the Cymeon Blog

We are pleased to announce the addition of our brand new Cymeon blog!

Regards,

The Cymeon Team

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