The influence of social-psychological training on the personality of lecturers

Introduction

The current period is characterized not only by scientific and technical development, but also by various transformations that our society is going through. These transformations and constant progress require a healthy, personally mature, educated and creative person. Thus, it is typical for the current field of work application that a person is not only satisfied with institutionalized educational preparation for his work career in a lifelong cycle, but flexibility and the ability to supplement and modify his abilities and skills necessary for the performance of the given profession become decisive for his application. In connection with the aforementioned, we can talk about the constantly increasing requirements for lifelong development and education of workers of various professions.

In the center of our attention comes the lecturer, who has been much discussed in relation to his work requirements in the last decade. Since lecturers work with people, influence the growth of personality, shape and refine a person, it is extremely important that they possess the competencies that predestinate them for the performance of this work. We assume that the high-quality performance of this profession depends not only on whether the individual has the appropriate education, but also on whether he possesses desirable personality traits and whether he is equipped with social competence and other abilities necessary for the performance of this profession. We are convinced that social competence has become a necessary and integral part of their work.

We agree with the opinions of several experts (Bramley, 1997, Hupková, 2011, Veteška, 2010 and others), who claim that social competence can be developed most intensively through high-quality professional theoretical and practical training, an integral part of which is training focused on the development of given competences.

Social competence training is focused on the use of active methods of group psychological work and its goal is to develop the social competence and personality of individuals (Silberman, Auerbach, 2006). Training can be understood as a systematically planned approach carried out in an artificially created and controlled environment in an atmosphere of trust and support, which affects group processes and group behavior and in which, based on their own experience, participants have room to develop social competence enabling them to effectively manage new social situations, create positive social interactions and use more effective alternatives in social behavior (Bratská, 2000, Hermochová, Vaněková, 2001, Hupková, Spence, 2003).

In recent decades, we have seen a significant boom in training programs, and the number of research findings tracking their effects is also increasing.

Our goal was also to create a training program for adult education lecturers aimed at developing social competence and then experimentally verify its effectiveness. Our starting point was the several times verified statement of Labáth and Smik (1991), who expressed the assumption that under the influence of the implementation of trainings, not only the external dimension of interpersonal processes and relationships is influenced, but also intrapsychic processes are influenced.

Personality variables in combination with social variables, the compatibility of which shows a balanced relationship, are considered precisely as an attribute of social competence as the ability of an individual to interact successfully in various interpersonal situations, which is highly desirable for lecturers.

Research question and hypotheses

Our primary research task was to answer the question: "What effect does the training program designed by us aimed at developing the social competence of lecturers have on selected personality variables?"

For the needs of our research, we have formulated the following research hypotheses: H1 We assume that in the experimental group, social competence training will statistically significantly reduce the level of the variable "neuroticism". H2 We assume that in the experimental group, social competence training will statistically significantly increase the level of the "extraversion" variable. H3 We assume that in the experimental group, social competence training will statistically significantly increase the level of the variable "openness to experience". H4 We assume that in the experimental group, social competence training will statistically significantly increase the level of the "friendliness" variable. H5 We assume that in the experimental group, social competence training will statistically significantly increase the level of the variable "conscientiousness".

Research File

The research group consisted of lecturers working in various institutions and facilities of the Nitra Region (Karol Kmeťek Regional Library in Nitra, Regional Education Center in Nitra, Regional Education Center in Levice, etc.). A total of 42 adult educators participated in the research, and we divided them into two experimental and two control groups. The first experimental and the first control group had the same number of participants (N=12). The same number of members (N=9) was included in the second experimental and second control groups. In experimental groups, we implemented an 80-hour training program created by us aimed at developing social competence for half a year. We did not implement any intervention in the control groups.

In connection with the number of participants in the training (experimental) groups, we followed the recommendations of several experts dealing with the issue of personality cultivation through training, who claim that the training group should not consist of more than 15 members due to the effectiveness of the training (Popelková, Zaťková, 2009, Gillernová, Štětovská, 2009, Hupková, 2011).

Research Methods

The research design took the form of an experiment with two experimental groups in which we implemented social competence training and two control groups that did not undergo any intentional stimulation.

In the research, we focused on the experimental verification of the influence of social competence training on selected personality variables (N - neuroticism, E - extraversion, O - openness to experience, P - friendliness, S - conscientiousness), which we measured with the standardized multidimensional questionnaire NEO-FFI (NEO five-factor personality inventory), which is based on the five-factor personality model called "BigFive". The authors of the questionnaire are Costa and McCrae (1986). The Slovak version of the questionnaire comes from the authors Ruisel and Halam (2007). The five-factor model of personality is a structural model of personality traits describing the entire personality. The BigFive represents the minimum number of dimensions necessary for an adequate description of personality. The questionnaire can be used from 14 to 81 years of age and has no time limit (it usually takes 10-15 minutes). The administered material consists of 60 items, and the test person evaluates the items using a 5-point scale (0 - it does not apply to me at all, 1 - it applies to me only a little, 2 - it does not apply to me, 3 - it applies to me mostly, 4 - it applies to me completely). The questionnaire is evaluated using established basic dimensions of personality – neuroticism, extraversion, openness to experience, friendliness, conscientiousness (Ruisel, Halama, 2007).

We administered the NEO-FFI questionnaire before and after the social competence training (Table 1).

Table 1 Experimental plan

Research Results and Discussion

Table 2 shows comparisons of individual personality variables of the NEO-FFI questionnaire at the entire level of the experimental group. For better statistical understanding and evaluation, we combined the experimental and control groups, and we analyze the results in relation to one experimental (ES-21) and one control group (KS-21). In the experimental groups that completed structured social competence training, we found a statistically significant difference in all personality factors (N, E, O, P, S).

In the comparison of the measurements of social competence before and after the training, we observed a statistically significant increase in the values ​​of the personality factors E (extraversion) and P (friendliness) at the 0.01 significance level, an increase in the values ​​of the O (openness to experience) and S (conscientiousness) variables at the 0.05 significance level and a decrease in the values ​​of the N factor (neuroticism) at the 0.01 significance level.

Table 2 Comparison of personality variables within the experimental group

In the experimental group, in the measurement that was carried out after the end of the training program, we recorded a statistically significant decrease in values ​​by up to 3.29 points in the personality dimension N (neuroticism) compared to the initial measurement. Based on this finding, it can be concluded that hypothesis H1, in which we assumed that in the experimental group, social competence training will statistically significantly reduce the level of the variable "neuroticism", was confirmed. Since in the first measurement we surprisingly recorded 2.34 points higher average values ​​for lecturers compared to standard values, we consider this significant decrease in values ​​to be positive. The initial score in the neuroticism dimension is characterized by higher emotionality, uncertainty, moodiness and increased nervousness. Individuals with higher scores sometimes have problems adequately controlling and controlling their impulses and are less able to cope with stressful situations. A decrease in the average values ​​of this dimension indicates a more emotionally stable, balanced and satisfied behavior. Individuals scoring lower in neuroticism tend to be more self-confident and self-satisfied, which is also reflected in their work performance. They can control themselves better and overcome obstacles by generating more effective coping strategies. Neuroticism is one of the negative factors that affect the effectiveness of interpersonal relationships, which are important for a lecturer in his work. We consider emotional stability to be a necessary prerequisite for the performance of this profession, as the work of a lecturer is characterized by high psychological demands. According to Kollárik (1992), emotional stability is close to emotional maturity. It is emotional instability that often hinders work success. Also pointing to the importance of the social competence of this worker, we can mention the interesting finding of Prospěchová, Blížkovská (2003), who examined the relationship between personality characteristics and social competence on a sample of 91 respondents. They used the Big Five questionnaire to measure personality characteristics. The results of the research demonstrated the connection between personality traits and social competence in the sense that the main predictors of social competence are extraversion and a low level of neuroticism.

The rise of values ​​in the aforementioned dimensions of personality (E, O, P, S) indicates a shift in behavior towards more adaptive forms.

We found the most significant shift in values ​​in the direction of increase by 3.71 points in the comparison of input and output measurements in the experimental group in the personality variable E - extraversion, which confirmed hypothesis H2, in which we assumed that in the experimental group the level of the "extraversion" variable will increase statistically significantly through social competence training. An increased score in the extraversion dimension can be interpreted as a shift towards more active, energetic and sociable behavior. It is sociability that is one of the components of extraversion and is manifested by a positive relationship with other people and a strong preference for company. Extraverts are characterized by an increased interest in people in the outside world, they tend to be content, optimistic and talkative, which is the reason why they are popular in society. Increased extraversion is often associated with the ability to lead other people. This individual tends towards logical thinking, is practical, objective and creative in the search for possible solutions and new approaches in the performance of tasks. He is usually realistic and suppresses intuition, but tends to act emotionally, which often causes the emergence of interpersonal conflicts, which he tends to resolve assertively. Barrick, Mount (2005) and Ensari, Riggio (2007) found that extraversion is highly predictive of performance and success in occupations dominated by interpersonal contact. A lecturer in adult education undoubtedly belongs to such professions. Similarly, Mahony, Statson (2005) in their research, in which they included 192 students, concluded that extraversion is a personality factor in the expression of relationships. According to Judge et al. (1999), extraversion predicts to the greatest extent leadership, management and organizing, which usually belong to the work of lecturers. In the field of mental health, extraversion is understood positively, it predicts overall life satisfaction and level of happiness. (Hayes, Joseph, 2003, in Ruisel, Halama 2007). Lower scores in neuroticism (emotional stability) and higher scores in extraversion are indicative of job satisfaction in a variety of jobs (Roberts, 2001). Job satisfaction can be considered crucial for lecturers, as employee turnover is typical for this profession.

In the participants of the experimental group, we recorded a statistically significant increase (by 1.34 points) in the average values ​​of the group in the personality scale O – openness to experience, in the final measurement after the implementation of the training compared to the initial measurement. It follows from the above that the hypothesis H3, in which we assumed that in the experimental group, social competence training will statistically significantly increase the level of the variable "openness to experience", was confirmed. Based on the findings, we can talk about more adaptive forms of behavior in the sense of unconventional and creative behavior characterized primarily by curiosity. Open individuals are more curious about the external, but also the internal world, and their lives are mostly richer in experience. They tend to seek out and bring new ideas and unconventional values. They often approach tasks in an original and creative way. Openness is primarily related to divergent thinking, which correlates with creativity. Open individuals approach tasks in a creative way, which is another positive finding, as the work of a lecturer is characterized by high demands on creativity. In his research, Schwarz (2012) found that openness to experience plays a big role in the development of such competences in which new knowledge and experience are gained - e.g. during trainings of different focus. It follows from the above that these workers are willing to work on the development of their competences and their personality, which was confirmed by 95% of affirmative answers to the question regarding the participants' willingness to strengthen their social competence. We consider the participants' willingness to develop their abilities, skills and abilities to be highly beneficial in relation to this profession, as the need for continuous education and self-development of these workers increases in connection with the increasing requirements for the performance of this profession.

In the personality variable P (friendliness) in the second measurement, we recorded a statistically significant increase in the average values ​​by 2.38 points compared to the first measurement, which confirmed hypothesis H4, in which we assumed that in the experimental group, the level of the "friendliness" variable will increase statistically significantly with the training of social competence. Agreeableness is a dimension with interpersonal tendencies. An increase in the score in this factor (P) indicates a shift towards tolerant, considerate and sensitive behavior. Ruisel, Halama (2007) claim that the agreeableness factor estimates an individual's interpersonal orientation. A friendly individual strives for positive relations with others in his work, which are based on helping. Individuals with higher agreeableness are considered more trustworthy, more altruistic, more socially desirable and psychologically healthier. They are especially sought after in a work environment that requires constant teamwork. According to Barrick and Mount (2005), friendliness also predicts higher performance in teamwork, which is the work of a lecturer. Weisová, Suss (2007) claim that when we want to take into account the social characteristics of personality, we should focus on extraversion and friendliness. These factors are key features enabling an individual to engage others and allow others to engage him, which is also a prerequisite for cooperation. Sociable individuals can more easily adapt to different personal and work conditions and activities, which is a desirable feature, since the work of a lecturer is filled with a whole spectrum of diverse activities.

We noted a significantly significant difference in the final measurement in the values ​​of the personality variable S (conscientiousness) in the direction of increasing the score by 2.19 points compared to the initial measurement. Based on this finding, we can confirm the H5 hypothesis, in which we assumed that in the experimental group, social competence training will statistically significantly increase the level of the variable "conscientiousness". The rise of the given value of this factor (S) can be interpreted by behavior that is mainly characterized by purposefulness, responsibility and reliability. These individuals are considered more intelligent, which is reflected in the successful performance of their tasks and duties. In their research, Barrick, Mount (2005) focused on determining the relationship between personality dimensions (N, E, O, P, S) and work performance. They found that higher levels of conscientiousness are related to more consistent task performance, overall job performance, and effectiveness in various jobs. Conscientious people have a sense of duty and therefore tend to be more successful at work (Kollárik, 1992). A sign of higher conscientiousness is also the ability to resist impulses and regulate one's desires. This self-control, in turn, has an impact on more active planning, organization and fulfillment of set goals. Among all factors, conscientiousness can be considered the most reliable criterion of work performance. Conscientiousness predicts long-term career satisfaction and is related to overall psychological well-being (Hayes, Joseph, 2003, in Ruisel, Halama 2007, Judge et al., 1999). Judge et al. (1999) found that emotional stability and conscientiousness are highly related to performance motivation. We believe that the prerequisite for any good performance is determined not only by competences and conditions, but also by internal motivation.

Table 3 shows comparisons of individual personality variables of the NEO-FFI questionnaire at the entire level of the control group, in which two measurements were also performed with the absence of a training intervention.

In the comparison of the input and output measurements, we surprisingly noted a statistically significant decrease in the personality variable S (conscientiousness) at the significance level of 0.05 among the participants of the control group. In the remaining monitored dimensions, when comparing both measurements in the control group, we did not notice any statistically significant change.

In the personality variable S - conscientiousness, despite expectations in the output measurement in the control group, we recorded a statistically significant decrease in average values ​​by 1.72 points compared to the input measurement. These unexpected results may have been due to the influence of various factors that we cannot identify. A lower Conscientiousness score indicates a shift toward careless, unsystematic, and disorganized behavior. However, in the variable conscientiousness, the control group achieved 1.29 points more than the average score compared to the standardized values ​​(34.57) in the first measurement, which means a difference of only 0.43 points in terms of a decrease in the value of the output measurement compared to the standard.

Table 3 Comparison of personality variables within the control group

Despite the significant differences we measured in the individual personality variables in the experimental group, we consider it necessary to draw attention to the fact that within the approach to personality and personality traits there is a controversy regarding their stability versus instability. The stability of personality changes is one of the problematic areas of personality psychology in both theoretical and empirical observation. The results of several studies point to a significant stability of personality traits over time. Based on our findings, as well as the findings of Popelková, Zaťková (2009), who conducted similar research, we came to the opinion that personality changes can be achieved through deliberate and long-term stimulation. However, the stability of these changes over time still remained questionable. For this reason, in the future we would also recommend measurements after at least half a year from the end of the training in such an experiment. As part of their research, Popelková, Zaťková (2009) carried out measurements one year after completing the intervention program, where a statistically significant difference among all personality factors was demonstrated in the neuroticism scale at the significance level of 0.05 (lower level of long-term effect). From the point of view of stability of change over time, Popelková, Zaťková (2009) again supported the results of high stability of personality variables. Similarly, Blatný, Urbánek (2004, in Popelková, Zaťková, 2009) confirmed with their research the high stability of personality variables, which they explain by the high stability of the biological bases of neuroticism and extraversion, which express basic personality dispositions in the field of emotionality and overall personality orientation.

Conclusion

Our contribution dealt with the interpretation of partial results of our research, in which we experimentally verified the impact of the training program created and implemented by us aimed at developing the social competence of lecturers. We dare to say that social competence is the primary competence of a lecturer, thanks to which he can successfully and efficiently perform his diverse work activities.

The results of our research confirmed the assumptions about the impact of social competence training on personality variables that contribute to the successful and effective functioning of an individual in a dynamic and ever-changing social environment. These findings can be interpreted in terms of a shift in the behavior of the training participants to more adaptive forms, thanks to which they can better fulfill their social and work roles.

Despite the fact that the results of our research investigation cannot be generalized for the entire population or for the entire group of lecturers in adult education, we allow ourselves to state that in the context of our findings we can talk about the effectiveness of our training program.

Achieved positive changes in intrapersonal variables can be maintained through deliberate stimulation in the form of training implemented as part of lifelong learning. In the system of lifelong education, social competence training justifiably becomes an important area of ​​personality development. Their high-quality implementation can support the effective functioning of the individual in society, as well as the achievement of personal and work goals, and ultimately the quality of life of the individual (Müller de Morais, 2017). Training programs provide many long-term benefits, not only for the individual participating in such programs, but also for their social environment. Trainings expand the possibilities of getting to know, cooperate and help others, contribute to personality development, support self-education and self-improvement, and responsible planning of one's own life path. In agreement with Silberman and Auerbach (2006), we believe that training programs of this nature also fulfill a preventive role, because prevention includes not only the prevention of mental health problems, but also the strengthening of competencies.

Author: Mgr. Lucia Rapsová, PhD.

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