Introduction
The Big Five Personality traits define the personality of individuals based on five dimensions that demonstrate one's behaviour and character. The elements of the Big Five Personality traits are broad and each of them covers a wide area of the person personality feature. The five elements that are contained in the Big Five Personality trait include the openness, conscientiousness, extraversion, agreeableness, and neuroticism. Each of these factors has two main polarities and each individual allocated between them.
Openness
The openness factor of the big five is used to describe whether an individual is inventive and curious or cautious and consistent. The factor can include several traits such as imagination, interest, hobbies and appreciations among others ( Curtis et al., 2015) . It is commonly used to give the possibility that can help distinguish creative individuals from other people. Many of the profes sionals and intellectuals normally score high with regards to openness ( Siegling et al.m 2015) . My score on openness was 4 which suggest that I am creative and curious. The trait shows that I am able to demonstrate high performance at my workplace especially the jobs that require some creativity or innovativeness. The trait also demonstrates that I am able ready to learn new things as well as possess the ability to think of some unconventional ways that can help cope with a given task. As compared to the average score 3.90 for the Australian university students, I feel that I am above the majority of students and thus perform better than the majority of the students in Australia in the jobs that require creativity.
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Conscientiousness
The element of conscientiousness is used to describe the personality of a person based on organization and efficiency ( Salgado et al., 2013) . It shows that the behaviour of people can vary from being organized and efficient to easy going and careless. The persons with the high scores in conscientiousness are reliable and fast ( Power & Pluess, 2015) . Ideally, it shows how an individual is capable of controlling his or her impulses as well as defines self-discipline, self-control and the ability to plan. My score in the conscientiousness is 3.80 which is a high score as compared to the mean score of 3.73 for the Australian university students. The high score indicates that I am able to come up with good plans and demonstrates persistence in achieving the desired results and outcome.
Extraversion
The extraversion is another element of personality traits such a s the engagement with the external world, sociability and talkativeness, energy, and emotions (Brown & Taylor, 2014).\. A person who scores high in this personality trait is argued to be open and energetic. On the other hand, those with low scores in this trait are considered solitary and reserved. Accordingly, my score on this personality trait is 3 which is lower than the mean score for the Australian University Students. Although my score is high, it is below the score for the majority of the Australian university students of 3.25. The score suggests that I get new energy by interacting with other individuals however my level of interaction is below a majority of the students. As a result, there is a need that I should improve on this quality to enhance my future performance in the workplace.
Agreeableness
The agreeableness is a personality trait that is used to d emonstrate elements such as compassionate, friendly and cooperative. Those with a high score in agreeableness are considered as compassionate, friendly or cooperative ( Judge & Zapata, 2015) . On the other hand, the individuals with low scores in this personality trait can be argued to be cold, distant or unkind (Leutner et al., 2014). In addition, the people with high scores in the personality trait are believed to easily get along with others and believe in the positive nature of human being. In essence, these groups of individuals are able to compromise their interest for the welfare of others. My score with regards to this personality trait is 3.90 and above the average score of 3.80 for the Australian university students. The score suggests that I am interested towards seeking the best solutions to a problem and a compromise. The score is slightly high than the mean score and thus it is adequate to say that my score falls in the average score for all the Australian university students.
Neuroticism
The neuroticism is another element of the personality trait that can help differentiate the nervous and sensitive people from the secure and confident individuals ( DeYoung et al., 2016) . The people who score high in this personality trait normally tend to experience the unpleasant emotions that can include depression and anger ( Parks-Leduc et al., 2015) . As a result, the personality trait can influence the work environment as the individuals with a high score in the trait will get in a bad mood more easily as well as impose such moods on others. My score with regards to this personality trait is 2.50 against the average of 3.13. This shows that I score low as compared to a majority of the Australian university students. The results of my score can demonstrate that I am secure and confident in my work. As a result, my behaviour can have a positive impact on the work environment. Although the score is low, I still have a feeling to develop inappropriate actions plans to reduce it further.
Conclusions
The Big Five personality trait describes the personal behaviours and features of individuals based on five dimensions. They define the conduct of a person in a given circumstance and provide how people relate with each other. My personality trait based on the five dimensions is average based on the mean of the Australian university students. My high scores are in openness and Conscientiousness which shows my two key strengths based on the personality traits.
References
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Siegling, A. B., Furnham, A., & Petrides, K. V. (2015). Trait emotional intelligence and personality: Gender-invariant linkages across different measures of the Big Five. Journal of Psychoeducational Assessment , 33 (1), 57-67.
