The value of being a conscientious learner

Abstract

Purpose The aim of this paper is to examine the impact of personality traits of the Big Five model on training outcomes to help explain variation in training effectiveness. Design/methodology/approach Associations of the Big Five with self-reported learning following training were tested in a pre- and post-design in a field sample of junior medical practitioners (N = 99), who attended a training workshop on self-awareness. Associations are reported of personality traits with post-training learning measured immediately following the workshop and one-month later controlling for pre-training learning. Findings Conscientiousness was related to post-training learning at both times. None of the remaining Big Five factors were associated with post-training learning. Research limitations/implications The study contributes to the literature on personality and training outcomes, clarifying the associations of traits with outcomes in a pre-and-post design. Although the study sample has limitations, the findings have implications for numerous lines of future research, in particular in understanding the role of training in relations of personality and job performance. Practical implications Practitioners should consider ways to encourage training participants to approach training conscientiously. Personality assessment might help people reflect on their approach to learning to adapt it during training. Originality/value No study has previously examined the role of personality traits in training outcomes using a pre- and post-design. The role of conscientiousness in workplace learning is underlined by the findings. While dimensions such as openness and extraversion may encourage people to participate in training, conscientiousness may make the difference in promoting internalized individual development and change following training.

Behavioral Influences on Crowdfunding SDG Initiatives: The Importance of Personality and Subjective Well-Being

“…This extends existing findings that conscientiousness strongly correlates with the values of responsibility [25]. Unexpectedly, and contrary to previous research [28], extraversion has a negative impact on value on SDGs. Neuroticism has an insignificant effect on values toward SDGs, which is partially consistent with previous findings [26].…”

“…Among students, agreeableness and extraversion was found to positively correlate with social orientation value; conscientiousness positively correlates with educational orientation value; and openness to experience negatively correlates with conformity and security value [26], emphasizing the relationship between personality and value. Interestingly, conscientiousness is related to pre-and post-training learning value, but none of the remaining the big five personality traits was found to be associated with post-training learning in a study of medical practices [28], implying that individuals can have different values depending on their personalities. Furthermore, Marcus and Roy [61] found that personality traits and core values were fundamental to sustainability actions, with personalities influencing values and sustainable practices.…”

“…Social-psychology research has long been interested in the relationships between personalities and values [25][26][27][28]. Agreeableness has been found to strongly positively correlate with benevolence and tradition values, openness with self-direction and universalism values, extroversion with achievement and stimulation values, and conscientiousness with achievement and conformity values [27].…”

“…The big five personality traits have well explained various non-sustainability related aspects of crowdfunding sponsorship [22,23] and entrepreneurial behavior [24]. Each big five personality trait is relevant to particular individual value positions [25][26][27][28]. However, little research on personality has been conducted on perceived funder value of sustainability crowdfunding.…”

The Effects of Coachee Personality and Goal Orientation on Performance Improvement Following Coaching: A Controlled Field Experiment

“…1 1 We have not formulated specific hypotheses in relation to Agreeableness, mastery, or approach goal orientation although we do include these variables in our analysis for completeness. Our decision is informed by the literature that indicates that Agreeableness does not appear to be linked to training outcomes (Woods, Patterson, Koczwara, & Sofat, 2016). Regarding mastery and approach goal orientation, the literature on learning and development has shown positive associations of mastery and approach orientation with training outcomes (e.g.…”