The Impact of Dominant Personality Traits on Team Roles

Abstract

Background: The Gulf region is notorious for importing Asian laborers for blue-collar work due to the cheap costs associated with it. With many languages and cultural barriers present, understanding the needs of these workers and their preferred methods of communication has proven to be a challenge. Their ways are often misinterpreted, both collectively and individually. From years of observation, these mishaps are primarily due to the lack of understanding and resources available to investigate such issues, especially in masses. Team effectiveness and efficiency depend on numerous factors, such as structure, competencies of team members, commitment, collaboration, support, benchmarks of perfection, and leadership qualities. It is the most important component; the individuals can benefit from an evaluation of how each of their unique characteristics can contribute to the whole. Thus, we investigate the personality type and see if it has an association with their ethnicity, as well as correlations to their individual team roles. Objective: The study aims to find relationships between ethnicity and personality types in order to enhance their value creation in the workplace. Also, if there are correlations between them and team roles, managers will be better equipped when making decisions regarding team building and cohesiveness. Methods: Each participant was given the Myers-Briggs Type Indicator (MBTI) personality type and Belbin team role type computer-based questionnaires. Based on the test results, the participants were divided on the basis of their ethnicity, having one personality among 16 personalities and the team-work role played. The ethnicity, personality type, and the team-work role played were measured in terms of frequency. The hypothesis was tested to determine the relationship among the variables of the study, and cross-tabulation was done among personality and team-work roles to determine the association between them. Results: The test results indicated a significant relationship between ethnicity and personality type, however, personality type and ethnicity do not impact the team role. From the outcome of the research conducted and the use of several types of statistical analysis, it can be concluded that there is a significant relationship between personality and ethnicity type. As observed, the findings are as follows: - Egyptians are primarily (42%) ISTPs and secondarily ENFJs (25%). - In Indians, the most frequent type is ISTJ, with an occurrence of 52%. - Lebanese are most frequently ESTPs (46%). - In Filipinos, the most frequent type is ENFP, with 31%. Although the test results indicated that there is a significant relationship between ethnicity and personality type, however, personality type and ethnicity do not impact the team role. Furthermore, it was observed that ENFP personality types were complete finishers, coordinators and monitor evaluators in a team. ESTP personality types were implementers, team-workers and specialists. ISTP played the role of plant, investigator, or specialist. ISTJ was observed to be shapers. Conclusion: The combined instruments will help break cross-cultural barriers and allow for a better understanding of ethnicity and stigmas, which may subconsciously exist, both projected by the individual and perceived by the receiver.

The effect of attendance on student performance: implications of using virtual learning on overall performance

“…Fourthly, e-learning assists in compensating for scarcities of academic staff, including instructors, facilitators, lab technicians, etc. Also, when English is a second language and ethnicity is considered, flexibility in learning channels may prove to be useful (Diab-Bahman, 2021a, b). Lastly, e-learning provides opportunities for interaction between learners through discussion forums, also by removing the fear barrier that hampers students' participation (Coldwell et al , 2008).…”

“…However, the migration process was smooth for certain universities, while some reacted with crisis-response migration measures because of the pandemic (Hodges et al , 2020). Also, it was found that some universities were more prepared than others as some had been using VLEs as part of the learning process (Diab-Bahman, 2021a, b). Universities changing their conventional classroom delivery methods to e-learning forums were accompanied with few difficulties, one being that the change has caused necessary adjustment in the attitudes of universities, instructors and students on the importance of web-based learning (Ribeiro, 2020).…”