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The purpose of this paper is to investigate if team personality composition has any effect on group work performance of undergraduate students in China.

Using a questionnaire based on the Big-Five framework to collect data on personality traits, this study investigated whether in the Chinese education setting overall effectiveness of university students working in groups was related to the different personalities of the group members. Students of two undergraduate business programs jointly run by an Australian university and a Chinese university in Shanghai participated in the research.

The findings reveal that aggregated personality traits have no effect on team effectiveness but homogeneity in emotional stability among group members does have a positive impact on group performance. Based on a comprehensive review of studies concerning the Chinese education approach, it is believed that the outcome of this study may reflect to a certain extent the influence of traditional learning method on how university students interact with team members in group work hence affecting group performance.

This study has surveyed 166 undergraduate students on their personality traits and performance in group work. A larger sample size can help improve the generalizability of the findings.

The findings of this study shed light on how group work can be used more effectively in learning through proper assessment task design and guidance from the facilitator.

The outcome of this research also provides insight on how group work in higher education can better prepare students for the Chinese workforce.

While studies on relationship between personality mix and team effectiveness in business setting are plenty, there is relatively little research on how team personality composition can impact on group performance in education especially in Asian countries. This study is one of the first attempts to supplement the inadequacy in this regard.

The purpose of this paper is to describe the evolution of the field of personality disorder since the publication of “Personality disorder: no longer a diagnosis of exclusion” in 2003.

A review of both the academic literature contained within relevant databases alongside manual searches of policy literature and guidance from the key stakeholders was undertaken.

The academic and policy literature concentrates on treating borderline and antisocial personality disorders. It seems unlikely that evidence will resolutely support any one treatment modality over another. Criticism has arisen that comparison between modalities misses inter and intra patient heterogeneity and the measurement of intervention has become conflated with overall service design and the need for robust care pathways. Apparent inconsistency in service availability remains, despite a wealth of evidence demonstrating the availability of cost-effective interventions and the significant inequality of social and health outcomes for this population.

The inclusion of heterogeneous sources required pragmatic compromises in methodological rigour.

This paper charts the recent developments in the field with a wealth of wide-ranging evidence and robust guidance from institutions such as NICE. The policy literature has supported the findings of this evidence but current clinical practice and what patients and carers can expect from services remains at odds. This paper lays bare the disparity between what we know and what is being delivered. The authors argue for the need for greater research into current practice to inform the setting of minimum standards for the treatment of personality disorder.

Pre‐existing data on the personality characteristics of a sample of 392 people and how these individuals rated persons who communicated to them a fictitious comparative claim were related to changes in subjects’ evaluations of two businesses before and after the transmission of the false statement. Results suggest that personality factors and the esteem in which the message communicator is held may affect customer responsiveness to comparative advertising. However, asymmetric reactions were observed: respondents were more likely to increase their ratings of the business alleged to be superior in the comparative claim than they were to reduce their evaluations of the other enterprise. The results are consistent with earlier studies which concluded that comparative advertising exerts significant effects on consumer behaviour and that comparative claims can influence consumer evaluations of competing businesses or brands, even when there are no objective differences between them.

This chapter analyzes the role of work team personality composition — or mix of individual personality traits — in team-based organizations. It offers a framework for analysis that identifies the key variables and relationships of importance to the TBO practitioner. Within that framework it reviews current, empirical evidence relevant to the links between individual personality and work team effectiveness. Finally, it identifies key, practical issues raised by work team personality composition for staffing in TBO, and proposes a series of best management practices.

This study explores collaborative technology's effectiveness in facilitating learning in a hybrid (synchronous face-to-face and asynchronous virtual) context. In particular, the study explores the critical role of students' feeling-at-ease, including its drivers and impact on their perception of the technology.

The study included a classroom intervention in which a collaborative technology, i.e. VoiceThread, was implemented in a hybrid learning context. Online surveys, which included quantitative and qualitative components, were administered at the start and end of the semester to capture student perceptions and experiences with the technology.

Students who felt more at ease assessed the collaborative technology more positively. While extraversion was marginally associated with initial feeling at ease, technology anxiety was not. When using the technology to post content, students who felt more at ease preferred using audio or video over text. Students' perception of the importance of technology in facilitating their learning was a key mediator in the relationship between feeling less at ease and future intention to use the collaborative technology.

The paper investigates the implementation of a collaborative technology in a hybrid learning context, highlighting the critical role of feeling at ease in impacting its acceptance.

Recent investigations on multi‐source feedback have focused on rating congruence. The extent to which self ratings are in agreement with the ratings of others has been linked to various individual outcomes such as derailment, likelihood of promotion and overall managerial effectiveness. This study takes this line of investigation one step further and investigates possible determinants of rating congruence. Using a series of regression analyses, various demographic and personality variables are shown to predict the extent to which self ratings converge with the ratings of supervisors, peers, and subordinates. Moreover, some of these predictors were found to be specific to congruence within specific rating dyads (e.g. self‐supervisor). The implications of these findings are discussed.

The current review aims to focus on how risk and protective factors for self-harm in secure mental health hospitals are captured in the literature.

Fifty-seven articles were included in a systematic review, drawn from an initial 1,119 articles, post duplicate removal. Databases included Psycinfo, Psycarticles, Psycnet, Web of Science and EBSCO host. A thematic analysis was used, which included a meta-ethnographic approach for considering qualitative papers.

There was a clear focus on risk factors, with eight identified (in order of occurrence): raised emotional reactivity and poor emotion regulation; poor mental health; traumatic experiences; personality disorder diagnosis and associated traits; increased use of outward aggression – dual harm; constraints of a secure environment and lack of control; previous self-harm and suicide attempts; and hopelessness. Protective factors featured less, resulting in only three themes emerging (in order of occurrence): positive social support and communication; positive coping skills; and hope/positive outlook.

This includes a proposal to move focus away from “risk” factors, to incorporate “needs”, in terms of individual and environmental factors. There is also a need for more attention to focus on developing high quality research in this area.

The research captures an area where a synthesis of research has not been comprehensively undertaken, particularly with regards to capturing protective as well as risk factors.

Teamwork is a key feature of work in organisations and a central question in the extensive literature on teams concerns the ways that team performance can be measured. This paper summarises the concept of team performance and, focussing on management teams, reports the results of an extensive study into team members’ constructions of performance. Factor analysis of data collected through 60 repertory grid structured interviews with members of management teams suggests seven factors that represent team performance. The factors are: team purpose; team organisation; team leadership; team climate; interpersonal relations; team communications; and team composition. An eighth factor, team interaction with the wider organisation, is suggested from theoretical considerations and is included in an eight‐factor model of team performance.

Many organizational problems are poorly defined, emotionally laden, and ambiguous. These types of problems rarely have one right answer and the criteria for evaluating the appropriateness of solutions is likely to be context dependent. Further, although cognitive skills are important to effective problem solving, the nature of these problems may also require emotional skills as well. This chapter presents a study which set out to determine whether emotional intelligence as an ability contributes above and beyond cognitive intelligence to the quantity, flexibility, and quality of solutions generated to ill-structured problems. Although support was not found for the notion that emotional intelligence explains the indices of solution generation beyond that of cognitive intelligence, the findings did show that emotional intelligence was a significant predictor of one of the solution metrics, namely the average resolving power of solutions across the two problems. The findings demonstrate that emotional intelligence and cognitive intelligence are separate constructs and suggest that caution be used in proposing the pervasive effects of emotional intelligence. In particular, the results of this study suggest that emotional intelligence may not equally influence all activities, highlighting the need to investigate which steps of the problem-solving process it does indeed impact.