Similarity attraction in learning contexts: An empirical study

Abstract

This study tests a process model of learning in which trainer and trainee traits are simultaneously considered as endogenous variables of learning outcomes. The article builds on a social view of training (Kraiger, 2008) and similarityattraction paradigms (Byrne, 1971). In this context, we hypothesize that trainer-trainee similarity in personality (agreeableness) engenders social reactions that influence how much trainees learn. To test the study hypotheses, undergraduate students (N ϭ 194) participated in a training program during an academic semester. Results from structural-equation modeling indicate that similarity in personality acted on trainees' emotional states, which, in turn, accounted for trainees' posttraining declarative knowledge. With the use of hierarchical regression procedures, results indicated that personality similarity explained incremental variance of posttraining declarative knowledge beyond modal learning correlates (e.g., cognitive abilities, conscientiousness). Our results provide evidence of a social view of training in which combined attributes of dyads (trainer-trainee) account for learning results that the extant literature primarily relates to individual-level variables (e.g., cognitive abilities). The discussion section addresses theoretical implications of our findings, with special emphasis on compositional approaches of personality. From an applied perspective, we discuss why corporate trainers should consider the role of their personality in training, and we also make suggestions for weighting the effect of personality similarity when evaluating training results.Training may be characterized as a social event (Kraiger, 2008), a series of interpersonal exchanges that enhances a trainee' s ability to understand and further elaborate subject materials. Dialogical theories of learning (Flecha, 2000) argue in this line by placing dialogue and reflection at the core of knowledge acquisition and skill development (Wells, 1999). According to this view, knowledge is transacted; it is negotiated in the contentions occurring in learning events (Palinscar, 1998). Rather than unidirectionally transmitted (from instructors to learners), knowledge is seen as a bipartisan creation of meanings fueled by the exchanges in education. Indeed, educational research indicates that instructors and learners'

Online learning in management education: an empirical study of the role of personality traits

“…Affect scholars have significantly highlighted the relevance of satisfaction (i.e., positive affects) in learning (Forgas and Vargas 2004). Pleasurable educational experiences are instrumental in boosting engagement and enhancing the cognitions necessary to associate abstract ideas, integrate novel information, and develop knowledge (Isen 2004;Varela et al 2011). In online settings, we expect these positive experiences to prevail in introverted as opposed to extroverted subjects.…”

Same‐gender and same‐race bias in assessment center ratings: A rating error approach to understanding subgroup differences

“…The similarity‐attraction paradigm (Byrne, ) is particularly relevant in describing how individual‐level ratings made by assessors of assessees of the same race or gender can systematically accumulate to produce subgroup‐level differences in ACs. The effects of similarity on attraction, liking, and positive expectations and evaluations have been supported across a wide range of dyads, including: leaders and followers (Sears & Holmvall, ), job applicants and organizations (Schreurs, Druart, Proost, & DeWitte, ), and trainers and trainees (Varela, Cater, & Michel, ). In an AC context, similarity of an assessor to an assessee may affect several stages of the observation and evaluation process inherent to the method (Thornton et al, ): assessors’ selective expectations for assessee performance, selective attention to confirming evidence of positive behaviors demonstrated by assessees, and the assignment of more favorable judgments to assessees.…”

Personality Traits and Career Satisfaction in Training and Development Occupations: Toward a Distinctive T&D Personality Profile

“…While the T&D profile includes traits selected for their content overlap with T&D competencies, convergence of personality in an occupation like T&D could involve influences unrelated to competency. For example, if a T&D unit begins to attract similar personalities, selective attraction and attrition could reflect homophily, the tendency to form relationships based on personal similarity (McPherson, Smith-Lovin, & Cook, 2001 ), and/or attraction based on personality similarity, for example, in learning settings (Varela, Cater, & Michel, 2011 ) or between managers and their direct reports (Berr, Church, & Waclawski, 2000 ). The possibility of multiple dynamics in occupational personality convergence raises questions about relationships of personality and career satisfaction.…”