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ERIC Number: EJ1111328
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1366-5626
The Value of Being a Conscientious Learner: Examining the Effects of the Big Five Personality Traits on Self-Reported Learning from Training
Woods, Stephen A.; Patterson, Fiona C.; Koczwara, Anna; Sofat, Juilitta A.
Journal of Workplace Learning, v28 n7 p424-434 2016
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.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Identifiers - Assessments and Surveys: NEO Five Factor Inventory
Grant or Contract Numbers: N/A