Does the configuration of personal values in teams matter to team performance? Drawing from research on team composition and personal values, we conduct two studies in an effort to answer this question. In Study 1, we develop a shorter and more reliable instrument to measure personal values, the Variable Length Values Inventory (VLVI), which is unique in that the overall length of the scale can be varied; the instrument can be as short as 26 items or as long as 60 items, depending on the research question(s) of interest. In Study 2, we utilize the VLVI to test the impact of team members' values (i.e., benevolence and achievement values) on team performance. Results from 48 teams demonstrated that team member benevolence values and achievement values were related to team performance. Additionally, the achievement values of the team leader impacted performance above and beyond the influence of other team members' values. Study 2 contributes to our understanding of team composition by examining the personal values of team members and the team leader.

In this paper we propose that management theory and research would benefit from utilizing both a clearer definition and a broader framework for understanding personality. We present a management-oriented integrated model of personality, drawing from similar models in the psychology literature. We review and define constructs in the model and we clarify distinctions between components. We review how the various components relate to motivated behavior, and we argue that by incorporating more characteristics of the individual in our conceptualization of personality, we will improve prediction of work behaviors and outcomes, thus making personality research more relevant to practitioners.

In this study we examine multiple antecedents of business students’ ethical decision making. We first describe, and examine the effectiveness of, an ethical training program in which ethical reason...

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.

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.

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 professional HRM associations, and find evidence that these organizations do influence HRM curricula toward greater similarity. In particular, schools in regions with a major professional HRM organization are more similar than schools in other regions. Additionally, schools in the United States that are aligned with Society for Human Resource Management curriculum guidelines are more similar than schools that are not Society for Human Resource Management aligned.

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 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 traits are more strongly related to values and more emotionally based traits are less strongly related to values. Findings also suggest that controlling for personal scale-use tendencies in values is advisable.

In this study we explore the conceptualization of self-monitoring as an aggregate construct and expand its nomological net by considering its relationships with values. Self-monitoring (SM) is typically considered to be a personality trait, though it does not fit neatly within the Five Factor Model (FFM). We argue that this is because self-monitoring is an aggregate construct that represents a combination of skill and motivation to adjust behavior, and that these different components of self-monitoring have different relationships with other individual difference constructs. Specifically, we propose that Extraversion relates to SM-Skill, and Power values relate to SM-Motivation. Evidence from two samples (74 employees; 419 students) supports our hypotheses.

In this study, the authors seek to enhance their understanding of why minority and majority entrepreneurs succeed at different rates, by going beyond surface-level demographic variables and investigating deep-level differences between these groups. The present research suggests that minorities exhibit differences in security values. This helps explain previous evidence that minority-owned small businesses perform worse than their majority-owned counterparts. Results suggest that security values fully mediate the relationship between ethnicity and firm performance. In addition, the authors’ analysis suggests that access to capital helps explain the influence of security values on firm performance. An explanatory model is proposed.

In this paper we briefly review the construct of personal values, and we examine whether achievement values may be incrementally related to performance beyond personality. We also consider the motivational processes that may mediate the relationships between characteristics of the individual (personality and values) and performance. In an academic setting, achievement values were related to course performance even after controlling for the relevant personality factors of Conscientiousness, Emotional Stability, and Extraversion. Further, motivational processes of goal content and goal striving mediated the relationships between individual characteristics (personality and values) and performance.

This study contributes to the growing literature examining the role that business ethics courses play in business schools' curricula. We assess internal as well as external factors that may influence whether AACSB-accredited business schools choose to require a business ethics course in their undergraduate core curricula. Using data from 382 universities, we find evidence of a relationship between the characteristics of a business school's leadership and the college's decision to require an ethics course. Specifically, colleges of business whose deans are female or have a background in management are more likely to require their undergraduates to take a business ethics course. In addition, we find that a school's affiliation has a direct influence on this decision. Private schools, as well as universities with religious affiliations, are more likely to require a business ethics course. Also of interest, we find a negative relationship between the resources schools possess and the presence of a required ethics course. These findings suggest that the values of a school and its leadership are the main factors influencing the role of business ethics in a school's curriculum.

While in the domestic work environment, minorities are more likely to have turnover intentions and receive lower performance evaluations; the findings in this study indicate that minorities, when deployed overseas, receive higher performance evaluations than Caucasian expatriates. For Caucasian expatriates, cultural adaptability improved interaction adjustment and reduced turnover intentions, but not to the extent to which minority status improved these outcomes. These findings suggest that studying minority expatriates is a critical but overlooked factor in understanding expatriate success.

We use a within-person research design to compare response distortion on personality test scores obtained in a simulated selection context with scores obtained in a condition without motivation to distort. Even after accounting for measurement error, rank order changes result in a significant number of individuals being selected based on their selection context scores who would not be selected based on their nonmotivated scores. Yet, many individuals who distort do not elevate their scores enough to move to the top of the distribution, which alleviates some concern about combining personality measures with top-down selection procedures that adopt a low selection ratio. Common correction methods failed to accurately detect individuals who distort, and the correction practice of partialling lie scale scores from personality traits inaccurately eliminated individuals who did not truly distort.

In this manuscript we review the constructs of personality and values, clarifying how they are related and how they are distinct. We then relate that understanding to motivation, and propose that personality and values have different influences on different motivational processes. We present a model in which personality and values influence motivation via the motivational processes of goal content and goal striving.

We examine the relationship between self-monitoring and deviant behavior at work. Although much of the research portrays high self-monitors favorably, we propose that there is a dark side to self-monitoring. We hypothesized and found that self-monitoring was significantly correlated (r = .25, p < .05) with counterproductive work behaviors directed at the organization (e.g. theft, shirking). This relationship remained significant even after controlling for other known correlates of deviance (relevant personality traits and job satisfaction).

Although there is a voluminous psychological literature on performance evaluation (PE), surprisingly little of this research examines the consequences of linking pay to evaluated performance in work settings. Rather, PE research has been dominated by cognitive processing, measurement, and construct validity issues. At the same time, a large literature on pay-for-performance (PFP) linkages does exist, but most of it has been conducted in disciplines other than psychology. We think this pattern should change. To this end, we briefly trace the origins of the general separation of PE research from PFP research in psychology. From there, we review recent research on the relationship between PE and performance improvement, particularly with respect to multisource or 360-degree evaluation. We then turn to research on various PFP systems, such as merit pay and individual and group incentives. We conclude with suggestions as to how psychological research can make useful contributions to knowledge of PE, PFP, and performance improvement.