scholarly journals Outplacement Counsellors: Examining Their Work Values, Personality Traits, and Career Success

Author(s):  
Manuela Richter ◽  
Cornelius J König ◽  
Dennis Etzl
2005 ◽  
Vol 139 (1) ◽  
pp. 5-32 ◽  
Author(s):  
Adrian Furnham ◽  
K. V. Petrides ◽  
Ioannis Tsaousis ◽  
Konstantinos Pappas ◽  
Debi Garrod

2014 ◽  
Vol 24 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Li-Chiu Chen ◽  
Shoa-Jen Perng ◽  
Fwu-Mei Chang ◽  
Hui-Ling Lai

Author(s):  
Urquijo ◽  
Extremera ◽  
Azanza

This study sought to investigate the role of emotional intelligence in both extrinsic and intrinsic career success in early and later career stages. Specifically, we examined the predictive and incremental validity of emotional intelligence in career success after controlling for personality factors in a sample of 271 graduates. When analyzing extrinsic career success, regression analyses revealed that demographic variables, such as gender, age, area of study and career stage, and the variable of proactive personality, were related to salary. When the dependent variable was job satisfaction, emotional intelligence acted as a strong predictor, even when personality traits and proactive personality were controlled. These findings provide preliminary evidence that emotional intelligence is a relevant addition to guide the achievement of career success. Finally, limitations of the results and implications of these findings are discussed.


2007 ◽  
Vol 2 (2) ◽  
pp. 111-132 ◽  
Author(s):  
Anthony Milanowski

This study explored the potential acceptability of performance pay to new teachers by investigating attitudes toward performance pay of students preparing to be teachers. Focus groups and a survey of students preparing to be teachers at a large U.S. university were conducted. Most students expressed a preference for some form of performance pay and tended to prefer pay based on individual performance or pay for knowledge and skill development instead of pay based on school performance. Personality traits and work values were not related to preferences for different performance pay approaches or performance pay in general. These results suggest that teachers' experiences rather than personality or work values may be the dominant influences on attitudes toward performance pay. This implies that beginning teachers may view performance pay more favorably than their more experienced colleagues, suggesting a strategy of applying performance pay to new teachers only.


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