Effects of Personality on Executive Career Success in the United States and Europe

Boudreau, John W.; Boswell, Wendy R.; Judge, Timothy A.

doi:10.1006/jvbe.2000.1755

Cited by 433 publications

(372 citation statements)

References 69 publications

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“…Research has, for instance, indicated a positive association between Agreeableness and performance in jobs involving strong interpersonal interactions (Mount, Barrick, & Stewart, 1998). However, a negative association has also been identified between Agreeableness and success in managerial functions (Boudreau & Boswell, 2001). Findings such as these indicate that traits that are accommodating in one vocational environment may be of less use or even a hindrance in others.…”

Section: Personality Trait Change In Adulthoodmentioning

confidence: 99%

Vocations as a source of identity: Reciprocal relations between Big Five personality traits and RIASEC characteristics over 15 years.

Wille

Fruyt

2014

Journal of Applied Psychology

101

100

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Although work is a core part of life, the direction of influence from personality to work has typically been conceived as only unidirectional. The present study aims to contribute to the literature by considering reciprocal relations between personality and occupational characteristics, drawing on current perspectives from personality psychology (i.e., the social investment principle) and using a well-established framework to conceptualize career development (i.e., Holland's RIASEC theory). For this purpose, a longitudinal cohort of college alumni (N ϭ 266) was tracked across a substantial and significant period in their professional career. Big Five personality traits and RIASEC occupational characteristics were assessed at the career start and 15 years later when their careers had unfolded. A combination of observed and latent variable analyses were used to disentangle the longitudinal and reciprocal relations between traits and occupational characteristics. Our results indicate that personality shapes and is shaped by our vocational experiences, suggesting that work can be a source of identity. The implications for theory and research on personality in the industrial and organizational literature are discussed alongside a number of practical implications for organizational and counseling settings.

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Section: Personality Trait Change In Adulthoodmentioning

confidence: 99%

Vocations as a source of identity: Reciprocal relations between Big Five personality traits and RIASEC characteristics over 15 years.

Wille

Fruyt

2014

Journal of Applied Psychology

101

100

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“…The data in Table 7 shows a considerably higher rate of explicit discussion of motivation by the research group, with much of the discussion related to students showing initiative, for example: Whilst it is encouraging to see students reflect on incidents where they could demonstrate motivation, it is important to recognise that aspects of motivation, especially intrinsic motivation, are linked to personality, which is enduring over time, although environment plays a role (Boudreau, Boswell, & Judge, 2001). Assisting students to identify their personality type, for example using the extensively validated NEO Personality Inventory (Costa & McCrae, 1992) could consequently provide them with a more informed decision about the most suitable career-path, including in this case whether to opt for hospital or community pharmacy placement.…”

Section: Feel That This Situation Allowed Me To Develop Some Emotiomentioning

confidence: 99%

“…Assisting students to identify their personality type, for example using the extensively validated NEO Personality Inventory (Costa & McCrae, 1992) could consequently provide them with a more informed decision about the most suitable career-path, including in this case whether to opt for hospital or community pharmacy placement. This is turn could lead to improved job-satisfaction, which is considered important for extrinsic motivation (Boudreau et al, 2001). This will be considered in future review of the curriculum.…”

Section: Feel That This Situation Allowed Me To Develop Some Emotiomentioning

confidence: 99%

Work placement reflective assessments and employability enhanced through highlighting graduate attributes.

Dunne¹

2017

JTLGE

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This paper reports on a study which investigated the effect of activities to promote awareness of specific prioritised graduate attributes on the quality of reflection displayed in student work-placement reflective blog assessments. The focus of the paper is on the results from a thematic analysis of reflective writing assisted by NVivo software from a control and research group, using the a priori codes of 'reflection' and 'graduate attributes', as part of a Participatory Action Research study. The findings show an increase in reflection associated with graduate attributes in the research group compared to the control group. More importantly, there is evidence of an increase in the variety of graduate attributes being discussed by the research group, with the specifically prioritised attributes featuring most frequently. Additionally, the research group were much more likely to explicitly identify the skill or attribute by name. This shows that activities that emphasise graduate attributes within a curriculum in advance of entering an internship or work-placement can help students by providing a focal point to frame their work-placement experiences in their reflective assessments. Students have an increased tendency to frame their placement experiences in terms of graduate attributes, as well as core skills developed in the curriculum. This consequently broadens their reflection and advances their employability, particularly initially securing employment, through improved articulation and evidencing of their transferable skills. It also provides a means of assessing the development of graduate attributes, which is a challenging but necessary academic task in a modern professional curriculum.

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“…Extraversion was also found, however, to be associated with sensitivity to signals of reward and generalized reward expectancy, two aspects of extrinsic motivation (Zuckerman, Joireman, Kraft, & Kuhlman, 1999). A study of intrinsic and extrinsic career success-measuring such variables as job satisfaction for intrinsic, and salaries and job level for extrinsic-found that extroversion was positively correlated with intrinsic success, neuroticism and conscientiousness were negatively correlated with intrinsic success, and agreeableness was negatively correlated with extrinsic success (Boudreau, Boswell, & Judge, 2001). …”

Section: Predictors Of Motivationmentioning

confidence: 99%

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

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This report reviews the literature on noncognitive and other background predictors (e.g., personality, attitudes, and interests) as it pertains to graduate education. The first section reviews measures typically used in studies of graduate school outcomes, such as attrition and time to degree. A review of qualities faculty members and administrators say they desire and cultivate in graduate programs is conducted. There appears to be a divergence between the qualities faculty members say are important and the measures researchers typically use in validity studies.The second section reviews three categories of noncognitive variables that might predict outcomes (general personality factors, quasi-cognitive factors, and attitudinal factors) and the definitions, measures, correlates, and the validity of those measures. The role of background factors, both environmental and group, is part of this review.Key words: noncognitive, personality, admissions, GRE ® , selection, assessment, new constructs ii Executive SummaryMany GRE ® studies conducted in the past several years have asked faculty members about the qualities that are important to success in graduate school. A consistent finding is that graduate faculty members believe that noncognitive factors, such as motivation, creativity, personality, interests, and attitude, ought to be considered in graduate admissions (e.g., Briel et al., 2000). Many faculty members believe that including such factors would increase both fairness and the validity of the current admissions process. At the same time there is a lack of knowledge about what the scientific literature says on what the noncognitive factors are, how important they are, how they could best be measured, and on whether it might be practical to use them in admissions decisions. The purpose of this review is to address these questions. This report reviews various noncognitive factors and definitions, measures, correlates, and the validity of those measures. Graduate School Outcomes and Their DeterminantsA notional path model illustrates the relationships between noncognitive predictor factors and graduate school outcome factors. Graduate school outcome factors are divided into traditional measures of convenience and performance factors. Traditional measures are attrition, time-to-degree, and grade point average. Performance factors are domain proficiency, general proficiency, communication, effort, discipline, teamwork, leadership, and management. The noncognitive predictor factors are divided into three main categories: personality (e.g., extroversion), quasi-cognitive (e.g., metacognition), and motivation factors (e.g., self-efficacy).In addition, there are two background categories assumed to affect the noncognitive factors:environmental (e.g., mentor support) and group factors (gender and ethnicity). The review is organized according to this model. Personality FactorsA consensus has emerged within the field that there are five major personality factors: extroversion, emotional stability, agreeableness, ...

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Effects of Personality on Executive Career Success in the United States and Europe

Cited by 433 publications

References 69 publications

Vocations as a source of identity: Reciprocal relations between Big Five personality traits and RIASEC characteristics over 15 years.

Vocations as a source of identity: Reciprocal relations between Big Five personality traits and RIASEC characteristics over 15 years.

Work placement reflective assessments and employability enhanced through highlighting graduate attributes.

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

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