Personality Traits and Personal Values:A Meta-Analysis

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

The professionalization of human resource management: Examining undergraduate curricula and the influence of professional organizations

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

The professionalization of human resource management: Examining undergraduate curricula and the influence of professional organizations

This study examines the progress that the field of Human Resource Management (HRM) has made towards becoming a profession by examining the state of undergraduate HRM curricula around the world. Using a sample of 668 business schools that were accredited by either the AACSB or EQUIS, we find that while HRM curricula in the United States have become more similar over time, there remain significant differences in terms of the content included in HRM programs from school to school. In addition, we find that accrediting agencies play an important role in influencing HRM curricula. In particular, the increasing similarity of US programs over the last five years coincides with an increase in the number of schools choosing to align their HR curricula with SHRM curriculum guidelines