P YCHOLOGY OF INDIVIDUAL DlFFERENCE (BPCC 103)

Tutor Marked Assignment (TMA)

Course Code: BPCC I 03

Assignment Code: Asst ffMA /2022-23
Total Marks: 100

OTE: All questions are compuJsory.

.Assignment One

Aos\\ er th e following descriptive category questions in about 500 ,,,ords each. Each
question carries 20 marks.
3 X 20= 60

I. Discuss the behavioural and cognitive theories of personality.

2. Explain the psychometric and cognitive approaches to intelligence.
3. Explain the differences between lndian and Western psychology.

Assignment Two

Ans"er the following short category questions in about 1'00 words each. Each question
carries 5 marks.
8 X 5 = 40

4. Explain the measurement of intelligence.

5. DifTerentiate between aptitude and interesL
6. Discuss the meaning oflhe term lndian Psychology.
7. Differentiate between 'Atman· and 'Jiva'.
8. Explain the optimal arousal theory.
9. Discuss the stages of creativity.
10. Describe different tests for assessing creativity.
11. Discuss ways Lo increase extrinsic motivation.

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Assignment One Answer the following descriptive category questions in about 500 words each.
Each question canies 20 marks. 3 x 20 = 60
1. Discuss the behavioural and cognitive theories of personality.
ANS: Bandura's Social Cognitive Theory
Albeit Bandura expanded cognitive personality theory by describing processes of observational or
vicarious learning and the role of belief sh11ctures such as self-efficacy. Bandura agreed that people
develop and change as a consequence of the direct rewards and punishments they receive from the
environment. These rewards and punishments occur as a consequence oftheir actions (the basis of
operant conditioning). However, we also learn by observing others (models) and noting the
consequences that result from their behavior.
TI1e study of observational learning led psychologists to distinguish between the factors that
influence the vicarious acquisition of knowledge and the factors that influence the actual
pe1fo1mance of some behavior. Among the factors that influence the vicarious acquisition of
knowledge are the str·ength and valence (i.e., emotional value) of the observed consequences of
the behavior, the similarity of the model (i.e., person performing or demonsh·ating the action) to
the observer, and the social status of the model. In contrast, the person's self-efficacy beliefs
influence the actual performance of some behavior. Self-efficacy is a person's beliefs regarding

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what should be done to achieve a desired goal, and the person's beliefs regarding his or her ability
to perform those actions.
Kelly's Theory of Personal Constructs

George A. Kelly's theory of personal constructs is most frequently cited as the first modem
cognitive personality theory. Kelly proposed and elaborated upon the metaphor of "person as
scientist." Drawing on the theories of Heider and attribution researchers, Kelly proposed that
people use observations to develop beliefs about themselves and their world. These observations
are organized into personal constructs, which were described by Kelly in tenns very similar to
the cmrent concept of cognitive schemata. Cognitive schemata are meaningful organizations of
related pieces of knowledge. Kelly proposed that people make predictions and inte1pretations
regarding their experience on the basis of their personal constmcts (or schemata), and they
endeavor to behave in a manner that is consistent with their personal constructs.
Kelly proposed that personal constmcts develop and change through processes that are similar to
assimilation and accommodation. As described by the cognitive developmental the01ist Jean
Piaget, assimilation is the process by which people integrate new information into the existing
body of info1mation they ah·eady possess. Accommodation is the process by w hich people
change or modify their existing knowledge based on the infonnation gained from new
expe1iences.
Mischel' s Cognitive-Affective Pel'sonality System
Explaining and predicting the consistency and inconsistency of individuals across the wide vaiiety
of situations that confront them on a daily basis is a problem for personality theory in general.
Walter Mischel pointed out that personal variables such as traits and dispositions are often not by
themselves as predictive of behavior as vaiiables external to the person such as the demands of the
situation. In a somewhat selective review of the literature, Mischel concluded that personality
information was predictive of only a very small percentage of the va1iation of behavior in
situations. This ai·g11ment stimulated the field of personality research to elucidate the interaction
of the person within the situation as opposed to focusing on person vaiiables.
Self-Discrepancy Theory

Self-discrepancy theo1y is a fonn of dissonance theory that states that people ai·e motivated to
maintain a consistency among tl1eir self-perceptions and beliefs. TI1e humanistic psychologist Carl
Rogers proposed that incongrnence between the self as experienced and the ideal self is a source
of human suffe1ing. Suppo11 for this position is buthessed by the many studies that have found
successful counseling outcomes characterized by reductions in this incongruence. E. Tory Higgins
inc01porated ideas of expectancy into the self-discrepancy model. He demonstrated that
discrepancies between people's current self-appraisals and their self-constructs as they wish to be
(the ideal self) lead to feelings of dejection and depression. In contr·ast, discrepancies between
people's current self-appraisals and how they believe others expect them to be (ought self) lead to
agitation and anxiety. A number of moderators of the strength of this effect have been identified,
including the amount of the discrepancy, factors that increase or decrease the salience of the
discrepancy, and the importance of the discrepancy to the individual.

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2. Explain the psychometric and cognitive approaches to intelligence.
M'S: Psychometric Approaches to Intelligence
Psychologists interested in the structure of intelligence have relied on factor analysis as an
indispensable tool for their research. Factor analysis is a statistical method for separating a
conshuct - intelligence in this case -into a number of hypothetical factors or abilities the
researchers believe to fmm the basis of individual differences in test perfonnance. The specific
factors derived, of course, still depend on the specific questions being asked and the tasks being
evaluated.
Factor analysis is based on studies of cmTelation. The idea is that the more highly two tests are
c01related the more likely they are to measure the same thing. In research on intelligence, a factor
analysis might involve these steps: (1 ) Give a large number of people several different tests of
ability. (2) Detennine the correlations among all those tests. (3 ) Statistically analyze those
c01relations to simplify them into a relatively small number of factors that summaiize people's
pe1fo1mance on the tests. The investigators in this area have generally agreed on and followed this
procedure, yet the resulting factorial shuctures of intelligence have differed among the01ists such
as Speannan, Thurstone, Guilford, Cattell, Vernon, and CaiToll.
Cognitive Approaches to Intelligence
Cognitive theorists are interested in studying how people (or other organisms; Zentall, 2000)
mentally represent and process what they learn and know about the world. TI1e ways in which
vaiious cognitive investigators study intelligence differ p1imarily in te1ms of the complexity of the
processes being studied. Among the advocates of this approach have been Ted Nettelbeck, Althur
Jensen, Earl Hunt, Herbe1t Simon, and myself. Each of these reseai·chers has considered both the
speed and the accuracy of information processing to be important factors in intelligence. In
addition to speed and accuracy of processing, Hunt considered verbal versus spatial skill, as well
as attentio-nal ability.
inspection time
Nettelbeck (e.g., 1987; Nettelbeck & Lally, 1976; Nettelbeck & Rabbitt, 1992; see also Deary,
2000, 2002; Deai·y & Stough, 1996) suggested a speed-related indicator ofintelli-gence involving
the encoding of visual infonnation for b1ief storage in working memory. But what is critical in this
view is not speed of response but rather the length of time a stimulus must be presented for the
subject to be able to process that stimulus. The sh01ter the presentation length, the higher the score.
The key variable is the length of time for the presentation of the target stimulus, not the speed of
responding by pressing the button. Nettelbeck operationally defined inspection time as the length
of time for presentation of the target stimulus after which the paiticipant still responds with at least
90% success. Nettelbeck (1987) found that sho1ter inspection times coITelate with higher scores
on intelligence tests [ e.g., various subscales of the Wechsler Adult Intelligence Scale (WAIS)]
among differing populations of participants. Other investigators have confirmed this finding (e.g.,
Deary & Stough, 1996).

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 AI1hur Jensen (1979, 1998, 2002) emphasized a different aspect of infmmation-processing
speed; specifically, he proposed that intelligence can be understood in te1ms of speed of
neuronal conduction. In other words, the smait person is someone whose neural circuits conduct
infonnation rapidly. When Jensen proposed this notion, direct measures of neural-conduction
velocity were not readily available, so Jensen primarily studied a proposed proxy for
measuring neural­processing speed - choice reaction time, the time it takes to select one answer
from among several possibilities For example, suppose that you ai·e one of Jensen's paiticipants
You might be seated in front of a set of lights on a board. When one of the lights flashed, you
would be expected to extinguish it by pressing as rapidly as possible a button beneath the conect
light. The experimenter would then measure your speed in performing this task. Jensen (1982)
found that pa1ticipants with higher intelligence quotients (IQs) are faster than paiticipants with
lower IQs in their reaction time (RT), the time between when a light comes on and the finger
leaves the home (central) button. In some studies, paiiicipants with higher IQs also showed a
faster movement time, the time between letting the finger leave the home button and hitting the
button under the light. Based on such tasks, Reed and Jensen (1991, 1993) propose that their
findings may be attributable to increased central ne1ve-conduction velocity, although at present
this proposal remains speculative.

3. Explain the differences between Indian and Western psychology.

ANS: Each of the senses of man, executes only one function. Eyes can only see; ears can only
hear; tongue can only taste; skin can only touch; nose can only smell. But the mind can see, hear,
taste, touch and smell. All the sense-faculties are blended in the mind. You can see and hear
directly, through the mind by Yogic practice (claiivoyance and clairaudience. This blows out the
Western psychological theo1y of perception. Mind and Indriyas are related this way; the
Indriyas are a prolongation of the mind. Mind is a mass oflndriyas. Mind is a consolidated
Indriya. Indriya is mind in manifestation. Indiiya represents backwaters. The desire in the
mind to eat has manifested as tongue, teeth and stomach. If you can control the mind, you can
control the Ind1iyas. If you have controlled the Indiiyas, you have already controlled the mind.
According to western medical science, light vibrations from outside stli.ke the retina and inve1ted
image is f01med there. These vibrations ai·e caiTied through optic tract and optic thalamus to the
centre of vision in the occipital lobe of the brain in the back part of the head. There, a positive
image is fonned. Only then does one see the object in front of one. The Vedantic theory of
perception is that the mind comes out through the eye and assumes the shape of the object
outside. It is only the individual mind that sees object outside. If you see the same objects
through a telescope, they appear different. If you can see with the mind directly, you will have
a different vision altoget11er. Hiranyagarbha or Karya Brahman has a different vision. He sees
everything as a vibration or movement within himself as his own Sankalpa, just as you can
imagine within your own mind that a big war is going on and many people are dying on either
side. You withdraw the imagination at will.
r
The Western psychologists' exposition of d eam-psychology, though having much to its credit in
the shape of research and some valuable info1mation, yet leaves much unexplained. It lacks much

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that can be supplied only from theories of the East. They can only be explained by thoughtful
inferences from the theories of rebiith, the Law of Kanna, the operation of external factors like
the Akasic records and occult factors like thought-transference and action of astral entities like
Pretas of deceased persons. Only a sincere attempt to make a deep study into the working of these
factors can fonn a full and more adequate exposition of the mysterious subject of dream. To the
Yogi who has successfully transcended the three states of waking, dream and deep sleep, the
knowledge of all these comes perfectly To the Jnani, no doubt with intuitive perception, the
myste1y of dreams becomes perfectly solved.
That the Western dream theo1y is sex-ridden is due to the fact that they stmt with a wrong notion
of what in reality constitutes Man. To them, man is mainly a physical creature endowed with a
mind and possessed of a soul. This is just the contrm·y of the Oriental view that man in reality is a
Spirit, expressing hiinself through the medium of a mind, which has the physical body as its
counterpait to function upon the gross external plane. Thus, we see, to the Indian mind, the true
Self of man is entirely devoid of sex. It is the body that suffers under the t yranny of a gender.
This body is the least pait of mai1 as defined by the philosophical mind of the East. Sex is
therefore just but one aspect - though a dominm1t one perhaps - of the individual soul that goes
about as Mm1 upon this eaithly stage.
Psychologists say that the functions of the organs as controlled by the ne1ves and nervous
system. They also say that the organs, etc., are controlled by the m ind. Devotees say that the
organs are controlled by the presiding deities. Vedantins say that the organs are controlled by the
Inner Ruler or Antaryamin. The nerves, the mind and the senses and the gods derive this power
and light from the Inner Ruler who is the ultiinate source for eve1ything. This is the tiuth. If the
mind is pure and free from distractions, you will behold the supreme Self (Ainan) within and
everywhere, Know
t
That - the impeller of actions.
There ai·e some psychologists and philosophers who do believe that mind is a secretion of the
brain. What a wild, absurd conviction! They have come to admit the presence of the subconscious
mind, however, - the - Dual-Mind l11eory - which is known to the Hindu sages from time
immemo1ial. Mind is not self-luminous like the Self-effulgent Atman or the supreme Spilit. It
shines in bo1rnwed feathers.
Just as a piece of iron moves in the immediate presence of magnet, even so this insentient mind
moves ai1d works iI1 the presence of the Inner Ruler. This point has not been properly 1mderstood
by the Western psychologists, rationalists, free thinkers, economists, socialists and others. Hence,
they are always restless and are groping in total darkness. The vibrations of psychic or subtle Prana
manufacture thoughts in the mind.

Assignment Two Answer the following shmt categ01y questions in about 100 words each. Each
question canies 5 marks. 8 x 5 = 40
4. Explain the measurement of intelligence.

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ANS: Sir Francis Galton, a pioneer in the measurement of individual differences in late
nineteenth­century England, was pa1ticularly concerned with sensmy responses (visual and
auditmy acuity and reaction times) and their relationship to differences in ability.
Several individual tests have been used to test intelligence.
The Binet-Simon intelligence scale, developed by French psychologists Alfred Binet and
TI1eodore Simon, was administered to children to evaluate their perfmmance ( mental age) at a
given chronological age. TI1e mental age/chronological age measure, called a mental quotient, was
used to evaluate a child's learning potential.
Lewis Te1man of Stanford University revised the Binet scale in 1916. TI1e revised scale, called
the Stanford-Binet intelligence scale, although it retained the concept of mental and chronological
ages, introduced the concept of the intelligence quotient (IQ) anived at by the following widely
used fo1mula, which allows comparison between children of different ages.

. u· .
mle ,geocc quonc:ac (IQ) mental age 100
- chronologjcal age x
The 1986 revision of the test, the latest of several, varies the calculation so that the test is useful
for adults as well as for children. An individual's score for conect answers is compared to a table
of scores of test takers of the same age (with the average score always scaled to 100). Scores
between 90 and 110 are labeled as "normal," above 130 as "superior," and below 70 as mentally
deficient, or "retarded." The distribution ofIQ scores approximates a normal (bell-shaped) crnve
(Figure).
Normal

70 90 110 130
10 Score

Figure 1
The Nonnal IQ Distribution

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David Wechsler developed the Wechsler Adult Intelligence Scale (WAIS) in 1939, revised as
the WAIS-R. Wechsler also developed the Wechsler Intelligence Scale for Children (WISC),
revised as the WISC-R. The revised fo1ms of these scales are still widely used. TI1ey contains
two sub-scales, verbal and pe1f01mance, which provide a verbal IQ and a perfo1mance
IQ; the subscales are combined for the total IQ. Test score combinations may reveal other
strengths and weaknesses to a skilled examiner.
Tests of aptitude and achievement. Group tests (such as the California Achievement Tests and the
SAT, the Scholastic Assessment Test) are often used to measme aptitude, the capacity to lean
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(including both verbal and performance aptitudes) and achievement, what has been learned.
Ranges of intelligence scores. TI1e two extremes oflevels of intellectual functioning are known as
developmentally disabled and gifted.
Those identified as mentally retarded (sometimes desc1ibed as developmentally disabled) have
IQ scores of 70 or below. Severity of disability and conesponding IQ scores are mild (50 to
70), moderate (35 to 50), severe (20 to 35), and profound (below 20). Some, but not all, of the
causes
ofmental retardation are known and include Down synch"ome, a genetic disorder; phenylk:etonuria,
a metabolic disorder; and developmental disability due to anoxia (lack of oxygen) during gestation.
The gifted usually fall within the upper 2% to 3% of the IQ score disttibution (between 130 and
145). Louis Terman's well-known longitudinal study of the gifted, which will not be complete until
2010, found that gifted children are generally superior to average-IQ peers in health, achievement,
and adjustment to life stt·esses. Cunently, gifted children are identified not only by IQ but also by
supe1ior potential in any of six areas: general intelligence, specific aptitudes (math, for example),
creativity, leadership, perfonning a1ts, and athletics.

5. Differentiate between aptitude and interest.

ANS: he first difference between interest and aptitude is tl1at an interest is a result of what you
learn whereas an aptitude is a result of inhe1itance. TI1e interest of a person also depends upon the
experience and knowledge of the people. On the other hand, an aptitude depends upon the early
development of the people.
Research shows that the interest of a person may change but the aptitude of a person never changes.
Its reason is that the interest of a person depends upon the knowledge and as the knowledge
changes, then the interest of a person also changes. On the other hand, an aptitude of a person
depends upon his natural strengths to learn something and these natural strengths of a person
remain the same throughout the life.
The interest ofa person depends upon the outside factors whereas the aptitude of a person doesn't
depend upon the outside factors. Its reason is that if a student is influenced by the outside factors
to become a doctor, then he will adopt some tactics and techniques that are necessa1y to become a
doctor. On the other hand, the aptitude of a student depends upon the natural skills and abilities
of

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a person and these natural abilities and skills of a person can never be influenced by the outside
factors.
The interest of a person can easily be lost by adopting some discarded hobbies. On the other hand,
the aptitude of a person can never be lost by adopting these kinds of discarded hobbies.
There are a lot of t:r ansistorizes about the interest of a person. On the other hand, there is no
effect of these transistorizes on the aptitude of a person. Its reason is that an aptitude of a person
depends upon his natural talent.
It is not necessary that if a student has both interest and aptitude to perform a specific task. Its
reason is that there is a possibility that if a person has the interest to perform a specific task but
he doesn't have the aptitude to perfonn the same thing.

6. Discuss the meaning of the term Indian Psychology.

ANS: Cornelissen, Misra, & Varma (2014) defined, "Indian psychology as an approach to
psychology that is based on ideas and practices that developed over thousands of years within the
Indian sub-continent."
Rao K. R (2014) "Indian psychology refers to a system/school of psychology derived from
classical Indian thought and rooted in the psychologically relevant practices such as YQM prevalent
in the Indian subcontinent for centu1ies."
Indian psychology is an approach to psychology based on the Indian ethos, the characteristic
spirit of the Indian civilization. One could also say that it is a psychology rooted in the
consciousness­based Indian worldview, yoga and a life-affuming spirituality.
As such, it is thus not a psychology specifically or exclusively suitable for people living in the
Indian sub-continent or of Indian origin: We feel that the Indian tradition can make valuable
contJ.ibutions to the psychological understanding of all human beings, irrespective of their
descent or cultural background.
It may help to clarify that with "yoga", we do not mean the darshana (the philosophical school) of
the same name. We also do not limit its meaning to any of the many specialised schools of
yoga, like hatha yoga or raja yoga. We take the word "yoga" in its widest sense, in which it
indicates all systematic efforts to become consciously one with the Divine, not only in its passive,
transcendent aspect, but also in its manifest, dynamic presence. Similarly with a life-affaming
spirituality we mean a spirituality that accepts the world and human nanire as a field for the
Divine to manifest, as a "work in progress", as a reality that needs to be transcended in order to
be transfo1med.
In other words, we feel that Indian, consciousness-based approaches to psychology can make a
cmcia� and urgently needed contl"ibution to our global civilization. To supp01t this development,
the Indian Psychology Institute has been set up with the specific objective of assisting with the
introduction of concepts, theo1ies and practices from Indian Psychology into academics and the
professional practice of psychology.

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7. Differentiate between 'Atman' and 'Jiva'.

ANS: Jiva lives at the quanhnn level, Atman at the viltual. So the faintest, subtlest trace of "me"
that can be detected at the quantum level is Jiva, and once it disappears, pure spirit remains--that
is Atman. TI1e distinction between them is absolutely necessary, for othe1wise the path back to
God would break down. As you can see, even though they are melded together as "soul," these
two aspects are exact opposites in many ways. Such is the paradox of the soul tlrnt it manages to
accommodate itself to our world of time, thought, and action while dwelling externally in the
spiritual world. The soul must be half-human, half-divine in order to give us a way to retain
our identity during all the prayer, meditation, seeking, and other spi1itual work that is
involved in finding God, and yet the soul must have a divine aspect that embodies the goal of
all seeking.

On the m aterial level I am not aware of my Atman. I walk and talk and think without any
consciousness that my source lies much deeper. But at the soul level I am totally awai-e of who I
am. The soul level is a ve1y strange place, because it gives 1ise to all activity without being active
itself TI1ink about that carefully. As I travel aroillld from here to there, my soul doesn't move,
because at the quantum level the field just ripples and vibrates--it doesn't change location from A
to B. I am born, grow old, and die--these events have a tremendous significance for my body and
mind.
8. Explain the optimal arousal theory.
ANS: TI1e optimal arousal tl1eo1y of motivation states that we seek to attain optimal arousal level
because by achieving the optimal arousal level, we can perform at our best.
We know that we have reached the optimal arousal level when we are comfo1table physically,
emotionally and intellectually. We experience hannony and balance within our bodies and our
minds.
TI1erefore, it is impo1tant fm us to listen to our body and to keep our body in balance by heeding
signals that it gives us. These signals provide us with vital infonnation such as being in need of
sleep, in need of a distraction from problems, or in need of a pleasurable activity when feeling
ove1worked. The OAT is all about the optimal level of arousal. Anything too hard or too easy
won't keep us motivated. We have to keep challenging ourselves to stay interested in something.
If we are optimally aroused and optimally motivated, we are also more likely to perfo1m at an
optimal level. Your paiticular "sweet spot" in te1ms of ai·ousal is unique to you. Your optimal level
of arousal may look different than someone else's. It will also change depending on the task. If
you are good at math, your optimal level of arousal will be higher than if you struggle in math.
The main idea is to dete1mine and reach an optimal level of arousal so that you will be optimally
motivated!

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 9. Discuss the stages of creativity.
ANS: Stage 1: Preparation

You might think creativity starts with an idea, but the tmth is that ideas don't arise in an intellectual
vacuum. If you want your brain to come up with innovative notions, you need to feed it mate1ials
to work with. This essential but under-celebrated stage of the process is simply called preparation
and involves trying to learn lots of things. At this point, rather than searching for magic leaps of
understanding, your brain is using attention, reasoning, and planning to gather infmmation.
Stage 2: Incubation

"Then there is this impo1iant stage where you let it go," Kaufman explains, stressing that "it's really
impo1iant." This stage is the one where you might actually want to climb into the bathtub or go for
a walk and stop consciously thinking about the problem you're trying to solve. Research shows
that letting your mind wander in this way leads to greater creativity.
Stage 3: filumination
This is the scientific name for that classic "eureka!" moment when "connections automatically,
subconsciously collide and then reach the threshold of consciousness," says Kaufman's words.
"You're like 'oh my God! That's the idea!"'
Stage 4: Verification
Laypeople may understand creativity as pretty much ending with the thrilling light-bulb moment
of the illumination stage, but Kaufman insists that at that point "you're not done." For creativity to
reach others and accomplish anything, you need to once again use those critical thinking skills to
think about your audience and craft your message or idea. "Some of the greatest creative ideas of
all time can easily be lost because they're not packaged in the right way or consumable," Kaufman
warns.

10. Describe different tests for assessing creativity

ANS: Structure of futellect Divergent TI1inking Test: Guilford's famous Structure of Intellect
Model (SOI) was mainly about defining and analyzing the factors constitute intelligence and he
proposed 24 distinct types of DT [27]. His model covers 180 (6x5x5) intellectual abilities
organized along three dimensions nan1ely; operations ( evaluation, convergent production,
divergent production, memory, cognition), contents (visual, auditmy, symbolic, semantic,
behavioral) and products (units, classes, relations, systems, transformation, implications).
Guilford's SOI battery included several DT tasks like; in figural implications examinees were
required to add lines to simple figures to create a new figure or in semantic units, listing commonly
mentioned consequences of an impossible event, such as people not needing to sleep. Other
examples include the Making Objects task (fluency with figural systems); in which paiticipants
make a new object from the provided four and by using alt least two of them or the Name Grouping

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task (flexibility with symbolic classes) which requires pa1ticipants, given a set of names, fonning
subgroups based on different mies.
ToJTance Tests of Creative Thinking (TTCT): If we were to make a hits list for creativity
assessment tests, TTCT most probably would be the number one. Torrance's name was equated
with assessment of creativity but it was not his major goal. TTCT was developed for research and
to provide a tool that can be used to individualize the instruction [.11, 32]. The TTCT, which are
mainly based on SOI battery, are the most widely used and studied creativity tests [33, 34] and
continue to attract attention in international level [3 5, 36]. Over the course of years, TTCT was
refined in tenns of scoring and administration and re-nonned, which can account for its popularity.
The TTCT consist of two different tests, the ITCT-Verbal and the TTCT- Figural, and each test
has two parallel fo1ms allowing it to be used as pre-posttests in experimental settings. The TTCT
scores were expressed by four factors: fluency, originality, flexibility and elaboration.
. 11. Discuss ways to increase extiinsic motivation
ANS: 1. Creating awareness
If you mention the program multiple times in your communication, the employees will be
reminded to sta1t. You could mention it in emails or in conversations, but you could also organize
a specific kick-off. Our research shows that this leads to a significantly higher activation, up to
73%. It's important that relevant and practical information is shared, so that it is as specific and
easily available as possible for the employees.
2. Enthusiasm is infectious
Talk enthusiastically about the benefit of the program to convince employees. It also helps when
direct managers know about the program, have experienced it themselves, believe in it and talk
about it enthusiastically as well. This triggers cmiosity and makes sure that employees at least take
a look to see if the program is as good as it's made out to be.
3. Good example
Of course, every change is scary, this isn't different for online programs. Most of all when you
have to do something yourself, your reaction will be recorded andJor you '11 have to assess yourself.
To take away some of that fear, you can work with a leading group. This group will strut eai·lier
with the program and they are peers to the bigger group. You can give this group the roles of
ambassador, or a special title like 'on-site champions'. The goal is to let them spark the
conversation on the work floor about the program and to sta1t it positively. Seeing as the leading
group has experienced the process themselves, they will form an accessible 'helpdesk' for
employees that are having ti·ouble.
4. Give them time
The argument we hear often is a lack of time. If it's possible, you could block periods of time for
the employees so that they can do the program. If there is a location available for the employees,
they can do the program in a relaxed way and in their own pace.

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5. Active coaching
You could work with coaching in online programs as well. You could give a coach the
responsibility to make employees start and finish the program. If the employees believe in the
coaching skills of these coaches, they will do the program with more enthusiasm, because they
are cmious what the coach will think of their skills. Next to this, the coach can actively strut
the conversation with employees that haven't started yet.
6. Gainify your prngram
Who doe sn't like a little competition, between divisions for example? Everyone wants to be the
best and encourages the rest. Which division scores highest, or finishes the program first?
This stimulates mutual addressing on progress. But don't spill the beans half-way through,
because they will lose motivation!
7. Work with positive con sequences
If you know what niggers your target group, you could connect positive consequences to the
training program. Finishing the program could, for example, be pa1t of the p erfonnance review
where an employee might receive a reward or promotion.

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