Personality traits and personal values are important psychological characteristics, serving as important predictors of many outcomes. Yet, they are frequently studied separately, leaving the field with a limited understanding of their relationships. We review existing perspectives regarding the nature of the relationships between traits and values and provide a conceptual underpinning for understanding the strength of these relationships. Using 60 studies, we present a meta-analysis of the relationships between the Five Factor Model (FFM) of personality traits and the Schwartz (1992) values, and demonstrate consistent and theoretically-meaningful relationships. However, these relationships were not generally large, demonstrating that traits and values are distinct constructs. We find support for our premise that more cognitively-based Schwartz, 1994; Buss, 1989;Hofstee, 1994). Some personality scholars have suggested the inclusion of values in an integrative model of characteristics of the individual (McAdams, 1996;McClelland, 1996;Shoda & Mischel, 2006; Winter, John, Stewart, Klohnen, and Duncan, 1998), yet little theoretical or empirical work has been developed to accomplish this goal (Schwartz, 2011a). If traits and values are to be combined into a unified model, a starting point is to examine empirical links between personality traits and personal values.In this paper, we review and clarify conceptual issues regarding proposed models of relationships between personality traits and values, and use meta-analysis to summarize past findings regarding these relationships in order to advance a more integrative understanding of the person. We make the following contributions to the literature: First, we clarify definitions and describe various views on the nature of the relationships between traits and values. Second, we propose a conceptual underpinning for understanding which traits should have stronger relationships with values and why; and third, we offer empirical support for the distinction between traits and values and explore their interrelations using meta-analysis. We position our discussion and analyses within the context of the most researched models of traits and values, the
We review person-organization fit theory and research on selection and recruitment, and also highlight practical recommendations. The article is framed around explaining how and why people who are well matched to their organization experience optimal psychological reactions and performance. We address five key challenges to person-organization fit research and provide a brief overview of the critical distinction between “fitting in” decisions linked to the attraction-selection-attrition (ASA) model and day-to-day forces linked to “doing well” at work. Additionally, we organize the “fit on” domain into a parsimonious set of fundamental motivational constructs, highlighting a taxonomic perspective that broadly captures the “fit on” purposeful work goals (e.g., achievement, autonomy, communion, and status; Barrick et al. 2013 ) to enhance our understanding as to the nature of the joint nonlinear person-organization effects. We conclude by reviewing research findings using this organizing framework to systematically build knowledge to advance theory, concluding with practical implications for best management practices.
In this study we examine college cheating behaviors of business students compared to non-business students, and investigate possible antecedents to cheating in an effort to better understand why and when students cheat. We specifically examine power values; we found that they were positively related to academic cheating in our sample, and that choice of major (business or non-business) partially mediated the relationship between power values and cheating. We also considered the extent to which students provide justifications for their cheating, and found that business students were more likely to justify (rationalize) their cheating behaviors. Finally, we update the literature in terms of the ways students cheat. We assess newer forms of academic cheating, as increased accessibility to information via the Internet and smartphones may have changed the ways and ease with which students cheat – a particularly relevant topic currently, as many classes have moved online during the COVID-19 pandemic. In our study, cheating was especially prevalent when taking quizzes or tests or completing homework online. We found that only 10% of participants reported never engaging in any of the cheating behaviors we examined.
This study explores the state of undergraduate human resource management (HRM) curricula worldwide in an effort to understand the extent to which there is an agreed-upon body of knowledge underpinning the field of HRM. We reviewed the undergraduate curricula for all business schools that were accredited by either the Association to Advance Collegiate Schools of Business or European Quality Improvement System in 2014-2015. Of the 281 HR programs that we identified, programs require an average of 3.4 HR classes. The most common required courses were Human Resource Management (239 schools), Compensation (or Compensation & Benefits; 123 schools), and Staffing (or Recruitment & Selection; 113 schools). Although we did find similarities between programs, we also find that there are significant differences in the required courses of HRM programs worldwide. We additionally examine institutional pressures from major
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