Small group learning: Do group members' implicit theories of ability make a difference?

We examined the impact of members' implicit theories of ability on group learning and the mediating role of several group process variables, such as goal-setting, effort attributions, and efficacy beliefs. Comparisons were between 15 groups with a strong incremental view on ability (high incremental theory groups), and 15 groups with a weak incremental view on ability (low incremental theory groups). Groups worked on a computer-based management simulation. The task required the groups to learn the underlying structure of the simulation to be able to control the system effectively. High incremental theory groups set more challenging group goals, attributed their performance more to effort, developed stronger group efficacy, and displayed steeper learning trajectories than low incremental theory groups. Group goals mediated the impact of group members' implicit theories on group learning. Exploratory analyses of the group communication process revealed that members of the high incremental theory groups communicated more openly about the task and maintained a stronger task focus compared with members of the low incremental theory groups. Research on group learning benefits from a stronger individual differences perspective that incooperates variables such as implicit theories of ability as determinants of emerging group processes and outcomes

Emotional intelligence and individual differences in affective processes underlying task-contingent conscientiousness

Organisational researchers have recently begun to focus on the more dynamic aspects of personality in the workplace. The present study examines individual differences in the affective processes that underlie one such dynamic construct, task-contingent conscientiousness. Using experience sampling data collected over 3 weeks from 201 managers, we show (a) that individuals differ substantially from each other in the paths that connect task demand, positive and negative affect, and conscientious behaviour; (b) that these individual differences cohere to define person types or classes that represent meaningful differences in the extent to which task-contingent conscientiousness is mediated affectively; and (c) that emotional intelligence increases the likelihood of membership in classes that are characterised by affectively mediated effects. Theoretical implications of the findings are discussed with reference to the cognitive-affective personality system model, research on the consequences of affect in the workplace, and the literature on emotional intelligence. Practical applications are suggested for managers who wish to use personality assessment for developmental purposes, especially in relation to facilitating behavioural change

How Situational Cues and Mindset Dynamics Shape Personality Effects on Career Outcomes

The substantial literature on dispositional antecedents of career success (e.g., extraversion and conscientiousness) implies that being low in career facilitating traits may hamper people’s careers. We develop a cognitive affective personality system (CAPS) theory about the role of situational cues, personality, and mindsets regarding the plasticity of one’s attributes in determining when this will occur and how the related dysfunctional dynamics may be mitigated. We draw on trait activation theory to describe how the interaction of situational cues, personality, and mindsets may trigger an array of cognitive-affective units (CAUs) within a CAPS that influence subjective and objective career outcomes. The contributions of this paper are to offer the largely between-person careers literature a within-person account of when and why people experience subjective and objective career success as a function of their personality, situational cues, prevailing mindset, and career context. A theoretical account of the relatively stronger prediction by personality of subjective than objective career outcomes is thereby provided. The scope to extend TAT by considering the cognitive and affective dynamics whereby personality traits and situational cues have their effects is illustrated. The conditions under which mindsets are likely to shape career outcomes are outlined. Finally, implications for mindsets, personality, and career theory, research, and practice are discussed

It depends how you look at it: On the relationship between neuroticism and conscientiousness at the within- and the between-person levels of analysis

Research on personality structure has primarily focused on patterns of covariation between traits, and less emphasis has been put on the organization of relationships between thoughts, feelings and behaviors as they occur within individuals. Over several weeks 115 managers from large Australian companies were assessed multiple times a day employing experience-sampling methodology. Within- and between-person variation in personality responses was analyzed using hierarchical linear modeling and correlation analyses. Findings indicate that analyzing personality as a within-person phenomenon reveals information not well captured by the trait approach. While conscientiousness and neuroticism were negatively correlated at the between-person level, this relationship was reversed at the within-person level. Results are discussed in terms of the distinctness of the within- and between-person structure of personality