Geänderte Inhalte

Liebe TherapeutInnen, Frau Klich ist diese Woche noch nicht wieder zurück, deshalb stehen Frau Pittig und ich als Fachaufsicht zur Verfügung. Viele Grüße, Carolin Fernandez Castelao

Promotions are central to individual career success. For organisations, it is crucial to identify and develop employees capable of higher-level responsibility. Previous research has shown that personality traits as inter-individual differences predict promotions. However, effects have mostly been examined on a broad factor level. This study investigated longitudinal effects of Big Five personality traits on both factor (neuroticism, extraversion, openness to experience, agreeableness, conscientiousness) and more detailed facet levels on promotions in employees of a multinational wholesale company (N = 1774, n = 343 promoted). We also explored how personality differentially impacts promotional likelihood as a matter of target job level (individual contributor vs. first- or senior-level manager roles). Overall, associations with promotions were detected for neuroticism (negative) and conscientiousness (positive). At the more nuanced facet level, all Big Five factors had at least one personality facet that was significantly related to promotions. Additionally, personality-promotion relationships were generally stronger for lower- rather than higher-level promotions. Taken together, our findings demonstrate that employee personality traits have a meaningful impact on who will be promoted and should hence be considered in organisational personnel selection, personnel development, and performance management practices.

In their natural environments, children usually see several novel objects while they hear the labels for these objects, making it difficult for them to know exactly which objects these words refer to. This referential ambiguity problem can be alleviated through selective attention and inhibitory control because a child who focuses on plausible referents while inhibiting irrelevant ones during object labelling has a higher chance of identifying the intended referent. The present study examined this hypothesis by testing 3.5- to 4.5-year-old children. In particular, we examined the links between children’s word learning (a cross-situational learning task), selective attention (flanker task), inhibitory control (day-night Stroop task) while controlling for working memory (Corsi block task). We found that children learned the novel word-object associations and completed the cognitive control tasks successfully. However, we did not find any association between word learning and cognitive control or memory span. We argue that the lack of a significant association between cognitive control and word learning may be indicative of a more exploratory style of learning in young children.