Overqualification in the Workplace

Christian higher education has been experiencing frequent transformational organizational change (e.g., downsizing, elimination of departments, technological innovations, addition of majors, etc.). These changes are significantly impacting faculty members. In other contexts, researchers have asserted that organizational change correlates with interpersonal conflict for employees and that such conflict is associated with counterproductive work behaviors (CWBs). If these associations are occurring for faculty members in Christian higher education, the result of CWBs as well as the consequences of conflict could result in lowered faculty engagement levels, turnover intentions, and other typical negative behaviors reflective of these variables in other contexts. Because faculty members in Christian higher education institutions are a vital link to student learning and faith integration within the curriculum, it is important for leaders to understand how change efforts might have unintended consequences that ultimately could undermine change efforts and impact the student experience. We utilized a multivariate analysis of theoretically identified variables related to CWBs, while examining faculty alignment with university values. A cross-sectional survey design assessed faculty (N = 267) perceptions of organizational change, interpersonal conflict, CWBs, and organizational identification at five Christian universities. The results indicated that organizational change was significantly correlated with interpersonal conflict and conflict was significantly correlated with CWBs. Organizational identification revealed an intervening effect on conflict and CWBs. A model applying open systems theory suggested that leaders in Christian higher education must consider the systemic effects of organizational change as they implement change initiatives.

The present research tested the relations between a battery of background factors and counterproductive work behaviors in a 23-year longitudinal study of young adults (N = 930). Background information, such as diagnosed adolescent conduct disorder, criminal conviction records, intelligence, and personality traits, was assessed before participants entered the labor force. These background factors were combined with work conditions at age 26 to predict counterproductive work behaviors at age 26. The results showed that people diagnosed with childhood conduct disorder were more prone to commit counterproductive work behaviors in young adulthood and that these associations were partially mediated by personality traits measured at age 18. Contrary to expectations, criminal convictions that occurred prior to entering the workforce were unrelated to counterproductive work behaviors. Job conditions and personality traits had independent effects on counterproductive work behaviors, above and beyond background factors.

Recent research on temporary work has suggested that temporary work experiences vary greatly in quality. In light of concerns about diminished quality of some temporary work experiences, we suggest that temporary workers may experience a variety of stressful work situations that could precipitate detrimental outcomes not only for these workers, but also for their co-workers and organizations. Using a multi-wave survey of temporary workers, this study examines the relationship between economic, interpersonal, and organizational stressors and counterproductive work behaviour (CWB). Specifically, we hypothesize that economic stressors (operationalized as economic hardship and job insecurity), interpersonal conflict and organizational constraints will predict the extent to which temporary workers perform CWB via emotional exhaustion and moral disengagement pathways. Three waves of data show that temporary workers experiencing higher levels of economic hardship, interpersonal conflict and organizational constraints reported greater emotional exhaustion, which was linked to increased frequency of CWBs. Additionally, higher levels of job insecurity and interpersonal conflict were related to higher levels of moral disengagement, which related to increased frequency of CWBs. These findings highlight relationships of different stressors with emotional and cognitive reactions that may trigger CWB in temporary workers.

Teaching in the VET sector in Australia, edited by Ros Brennan Kemmis and Liz Atkins, Sydney, New South Wales, David Barlow, 2014, 185 pp., RRP $55, (paperback), ISBN 978-1-921-33361-3This soft-cover book about teaching in the vocational education and training (VET) sector in Australia is a collection of relevant and thought-provoking topics written by 15 highly experienced researchers and practitioners. The editors are Dr Ros Brennan Kemmis AM, Associate Professor at Charles Sturt University in New South Wales, and Dr Liz Atkins, Senior Lecturer in VET at Federation University in Victoria. A dynamic vocational education environment in Australia was the catalyst for the publication, evident from the editors' involvement and experience in national vocational education research and teaching projects. In conjunction, the 15 authors provide extensive expertise on topical issues such as the context of the VET environment in Australia; learning theory for VET teachers; assessment; language, literacy and numeracy; eLearning; and engaging with industry. In particular, Chapter 4 on Assessment in the VET sector, written by Professor Michele Simons from the University of Western Sydney and Anni Yaringa from North Coast TAFE, is one of the topics that will be extremely useful to practitioners. It is investigated further in this review.The format of the book is based on chapters that have an easy-to-navigate plan outlining key words, an abstract and objectives, followed by the chapter topic then ideas for further reading in both print media and online. Within each topic, there are useful reflective learning activities and questions that can be utilized to trigger further discussion. What is especially useful is that the topics are brief snapshots of current VET issues that are substantiated with references from the literature. On the other hand, while the topics and references to peak bodies and organizations are current, a reservation is that as the sector is rapidly changing, these references to certain bodies will become obsolete.There are three educational sectors in Australia: the school sector, the VET sector that delivers specific workplace skills, knowledge and competencies, and higher education. VET is provided by a range of providers from industry, adult education, community organizations and private training providers, often bridging the school-to-work cohort of learners. Teachers in VET come from diverse backgrounds and experiences, while learners in VET may range in age from 15 to 90 years with a range of learning needs. Since VET provides a valid educational pathway through the range of qualifications (as learners develop relevant skills, knowledge and competencies), extensive knowledge of the VET context and system is crucial for practitioners both within, and on either side, of the VET system in being able to meet the needs of learners and businesses.Current industry-specific knowledge is integral for teachers and facilitators in assisting learners in developing workplace skills. However, industries are changing so rapidly that it is an enormous task for teachers in simply keeping on top of these developments. …

BackgroundOrganizational behavior plays a significant role in the effectiveness of enterprises specializing in nanotechnology. Its negative side – counterproductive work behavior (CWB) – has not been analyzed sufficiently in this industry. We evaluated different theoretical approaches to this problem.ObjectiveTo estimate the predominant forms of counterproductive work behavior in relation to dimensions such as the intensity of the nanotechnology industry, seniority in the organization, and the age and gender of the subjects.DesignWe used a descriptive exploratory methodology that analyzes the preponderance of counterproductive work behavior in profile companies throughout the Russian Federation. CWB was assessed through a self-report questionnaire and in-depth interview with each employee. The results were analyzed by correlation-regression analysis in SPSS.ResultsWe found significant correlations between the variables “intensity of the nanotechnology industry within the organization”, “seniority of employees within the organization”, “age of employees”, and the total score of CWB. Regarding the CWB dimensions, the highest average of the scores was obtained for “low level of conscientiousness” (mean = 21.75; SD = 2.9), followed closely by “low level of personal development” (mean = 20.53; SD = 3.09). Among the CWB dimensions, it seems that the conscientiousness of the employees plays a key role in the continuation of their professional activity and consequently in the increase of seniority in the organization.ConclusionsA professional difficulty can be perceived as a challenge by an employee with good physical and/or psychological resilience. Russian nanotechnology companies should evaluate their approach to dealing with employees and mitigate situations that might be unnecessarily stressful. From the data obtained through the semi-structured interview, we found that what happens in a work group is essential in the emergence of CWB. Organizations need clear policies that empower employees to deal with certain work tasks and with employees who engage in specific CWB.

Zero‐sum thinking – the belief that one party's gain necessitates another's loss – remains a pervasive cognitive bias with profound implications for workplace dynamics. Understanding its role in driving counterproductive work behavior (CWB) is critical for fostering healthier organizational cultures and for mitigating interpersonal conflicts. We draw on social exchange theory and equity theory to elucidate how zero‐sum beliefs (ZSBs) shape employees' interpretations of workplace interactions, particularly in terms of perceived fairness and reciprocity. Based on two correlational studies ( n = 451; n = 438) and an experimental study ( n = 596) examining both real‐life behaviors and behavioral intentions in hypothetical scenarios, we found that ZSBs motivate CWB. This relationship is mediated – at least partially – by feelings of exploitation: the more employees view success in the workplace as zero‐sum, the more they feel exploited by coworkers, which in turn increases their likelihood of engaging in harmful and retaliatory actions. We conclude by highlighting zero‐sum beliefs as an important psychological mechanism shaping workplace emotions and counterproductive behavior, and by emphasizing that managers can mitigate these effects through fostering perceptions of mutual gains.

Eye of the beholder: A meta-analysis of personality traits' relationships with psychological contract breach and job performance

Purpose: Counterproductive work behavior is deviant behavior carried out by individuals that causes losses to the company and its members. One of the generations working as employees in the current era is the millennial generation or commonly known as generation Y. This research aims to examine the influence of organizational culture on counterproductive work behavior among millennial employees. Method: This research method is quantitative using a research instrument in the form of a questionnaire using a Likert scale. In this study, the researcher determined using a cluster sampling technique to obtain a sample of 130 respondents from six companies. The analytical tests used are Confirmatory Factor Analysis (CFA) and multiple regression. Result: The results of the multiple linear regression test show that there is a significant influence on organizational culture variables (innovation and risk taking, attention to detail), results orientation, people orientation, team orientation, aggressiveness, stability) on counterproductive work behavior among millennial employees. Organizational culture has a significant influence on counterproductive work behavior, namely innovation and risk taking variables have a positive influence and contribute 11.4%, then results orientation has a negative influence and contributes 56.5%, then people orientation has a negative influence and contributes 23 .1%. %. Team orientation also has a positive influence and contributes 14.3%, while aggressiveness has a positive influence and contributes 20.9%, while other variables that have no influence on counterproductive work behavior are the variables attention to detail and stability. Conclusion: In the future this research can become a reference for further research by paying attention to other variables such as personality, job characteristics, work group characteristics, and organizational injustice.

Compared to other educators, career and technical education (CTE) instructors often possess significant industry knowledge but limited pedagogical skills. Some may define their jobs as role models or trainers for the next generation of professionals, rather than teachers. In this case study, we interviewed 12 CTE dual credit instructors at a CTE center offering CTE dual credit programs to all eligible high school students within an urban public school district located in the southeastern United States. Specifically, this study explored CTE instructors’ educational and professional trajectories, motivations to teach, and identification as teachers. We sought to understand how previous work experiences and other social contexts influenced the teacher identity of CTE dual credit instructors at The Center. Findings about teacher preparation and teacher identity can generate practical recommendations for recruiting and retaining highly competent instructors for CTE dual credit programs.

Scholars have argued that there is a relationship between personality traits and satisfaction in interpersonal relationships among individuals. As such, the current study sought to investigate the relationship between personality traits and satisfaction in interpersonal relationships among consecrated religious in Catholic higher education institutions in Lang’ata Sub-County, Kenya. The study employed a quantitative paradigm to collect data and analyze it. A correlational research design was utilized. Proportionate stratified random sampling method was used to select 329 participants that took part in the study. The study was based on the Big Five Model and the Fundamental Interpersonal Relationship Orientation theory. Data was collected using the Big Five Inventory and the Relationship Assessment Scale and analyzed using both descriptive and correlational analysis. The results showed that majority (80.9%) of the participants had moderate level of satisfaction in interpersonal relationships, compared to 18.1% who had high level of satisfaction in interpersonal relationships, and 1.0% of the participants who had low level of satisfaction in interpersonal relationships. In addition, the study found out that there is a statistically significant relationship between personality traits such as extraversion (r=0.128, p=0.021), agreeableness (r=0.398, p=0.000), conscientiousness (r=0.281, p=0.000), openness (r=0.171, p0.002) and neuroticism (r=-0.323, p=0.000) and satisfaction in interpersonal relationship among the respondents. The study concluded that there is a link between personality traits and satisfaction in interpersonal relationship among the consecrated religious. The study recommended that counselors need to psycho-educate the clients especially those high in neuroticism on how to develop interpersonal skills.

Counterproductive work behavior (CWB) in the workplace can take numerous forms, starting from difficult personality traits that harm team cohesion to damaging property that undermines an organization's financial well-being. Aggression has been consistently shown to correlate with incidents of CWB and also mediates the relationship between CWB and its predictors. Yoga is a mind and body practice with a goal of unifying emotional, psychological, and physical selves. Findings of yoga research recommend that yoga based techniques may be helpful for working professionals in moving and managing feelings of anger and frustration. The present study examined the effect of yoga on working professionals in reducing aggression and counterproductive work behavior. A pretest-post test research design of 10-week duration was used for two cohorts, randomized into a yoga group and a control group with 80 subjects in each group. The yoga group practiced asanas, pranayama, meditation, and yogic theory lectures. Mild to moderate physical exercises and management lectures were taught to the control group. The data was analyzed using SPSS, and the results revealed that the yoga group showed statistically significant reduction (p < 0.001) in aggression and counterproductive work behaviors in comparison to the control group. The paper contributes by introducing a cost-effective way to prevent heavy losses organizations are incurring due to counterproductive work behaviors. The results also suggested that having regular yoga sessions at a workplace can result in happier home lives and increased productivity.

This study presents a comprehensive analysis of personality traits and learning skills among Technical and Vocational Education and Training (TVET) learners, leveraging advanced feature engineering and robust statistical methods. The primary objective is to investigate the influence of personality traits on learning outcomes and map these traits to specific skills across various TVET trades. Using a four-step methodology, we collected demographic data and Big Five Inventory (BFI) personality trait scores from 1,076 trainees across eleven Vocational Training Institutes (VTIs), specializing in eighteen distinct trades. Descriptive statistics, Spearman’s rank correlation analysis, and trade-specific BFI numerical scaling were employed to examine the relationship between personality traits and skill proficiency. Key findings reveal: (i) significant correlations between specific personality traits and trade proficiency, with notable variations across age and gender groups, and (ii) successful skill-to-trade mapping using BFI traits. These results highlight the potential of personality-aware approaches in vocational training to enhance occupational diversity and economic integration. By demonstrating the importance of aligning individual traits with skill development, this study contributes to the growing discourse on personalized vocational education. Future research should explore longitudinal studies to assess the long-term impact of personality traits on skill acquisition, career progression, and adaptability in vocational settings.

PurposeThe purpose of this study is to investigate the moderating effects of social competencies, specifically, political skill, self‐monitoring and emotional intelligence, on the workplace conflict‐abusive behavior relationship.Design/methodology/approachThe study utilized data collected from graduate and undergraduate students majoring in psychology, management, human relations and social work who were recruited from two mid‐sized mid‐western universities. Hierarchical multiple regression analysis was used to test the study hypotheses.FindingsResults indicated that interpersonal conflict in the workplace is associated with employee engagement in counterproductive work behaviors. Results also suggested that social competencies interacted with interpersonal conflict to predict the likelihood of abusing others at work. Politically skilled workers and high self‐monitors were more likely to engage in abusive behaviors when experiencing high levels of interpersonal workplace conflict.Originality/valueThe study is the first to show that certain social competencies may actually have negative ramifications in the workplace. Specifically, individuals who are politically skilled and/or high self‐monitors are more likely to abuse others when they themselves experience interpersonal conflict.

Utilizing Five Factor Model facets to conceptualize counterproductive, unethical, and organizational citizenship workplace behaviors

This chapter presents an overview of job performance as it is conceptualized in the industrial–organizational psychology literature. It includes a definition of job performance that emphasizes the behavioral, episodic, and aggregate nature of the construct. The chapter reviews and discusses several well-established multidimensional models of job performance, along with emerging theories of performance such as adaptive performance and trait activation. Causal antecedents of job performance are discussed, including personality traits, cognitive ability, motivation, knowledge, and skill, along with their interrelations. Various dilemmas in theories of performance are explored, including whether organizational citizenship behavior is likely a latent or aggregate construct, whether counterproductive work behavior and organizational citizenship should be considered opposite ends of a single continuum or separate constructs, and how counterproductive work behavior could be a product of knowledge and skill.