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Investigating the relationships between the big five personality factors and
their impact on managerial competencies of administrators

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 Asian Journal
Asian Research Consortium of Research in
Business Economics
and
Asian Journal of Research in Business Economics and Management
Vol. 4, No. 10, October 2014, Special Issue, pp. 640-651. Management
ISSN 2249-7307 www.aijsh.org

Investigating the relationships between the big five

personality factors and their impact on managerial
competencies of administrators
A case study: State universities of Guilan Province
Mir Hadi Moazen Jamshidi, Mohammad Sadegh Hassanzadeh, Kobra Farahi

Assistant professor, Payame Noor University, Department of Management and Economics, Tehran, Iran.

Assistant professor, Payame Noor University, Department of Management and Economics, Tehran, Iran.

MA Student of Government Management, Payame Noor University

Abstract
Humans play a vital and determining role at the heart of any organization because they are considered as
the most important competitive advantage. One of the most important aspects of gaining the competitive
advantage in today’s business world is to consider the value created by and to focus on the core
competencies of human resources. Having capable and efficient managers, which are considered as the
foundations of local wealth and the vital assets of an organization, brings about so many benefits for the
organization. In many organizations, however, there is a problem especially at the time of recruiting new
personnel and also when displacing people within the organization considering the fact that most of the
people’s competencies increase and improve through gaining experience, and this is: how we can choose
those that their competencies have a higher potential of increase in the future or in other words, which one
of them are able to learn a higher level of competencies through gaining experience during their work.
Several studies have shown that some psychological factors, especially the personality factors, influence
people’s learning throughout their life including that which occurs at their workplace. According to
various theories proposed by developmental psychologists such as Freud, most of an individual’s
personality traits are being formed during his childhood and adolescence. This well-formed character may
influence the individual’s learning in future. Therefore, this study investigates the relationships between
the big five personality factors including: ‘1. Conscientiousness, 2. Agreeableness, 3. Extraversion, 4.
Neuroticism and 5. Openness’, and their individual impacts on the level of competencies of departments’
administrators throughout the state universities of Guilan Province. In order to do this, 117 department
administrators across the state universities of Guilan Province were selected using a random convenience

32
sampling procedure. Results showed that there is a significant relationship between the big five
personality factors and the level of competencies.

Keywords: managerial competencies, big five personality factors, departments’ administrators

1. Introduction
In today’s turbulent world of business of the 3 rd millennium, organizations are trying to identify, recruit
and retain the most competent people as a competitive advantage. In complex and changing conditions of
today’s society, however, training and development programs for managers at different levels of
management that are being done in order to promote their efficiency, are considered as the most important
and valuable goal and mission of organizations. Selection, education and professional training of good
and efficient managers is a major challenge for all the organizations (both public and private). According
to one view, managerial jobs are typically complex and their successful and effective fulfillment requires
a series of competencies, skills, abilities and specific features (Mousazadeh & Adli, 2009). Meanwhile,
university administrators play a highly vital role. Considering the increasing importance of universities
role in the 21st century, we should be able to use their maximum capacities in order to accomplish the
missions and functions that are expected by the society. One of the most important usable capacities of
universities that somehow dominates the others, is the management and leadership capacity (Nourshahi,
2009). Therefore, in order to choose university administrators, it is not sufficient to just rely on their
scientific credibility and experience but they also require a wide range of knowledge, skills, attitudes and
abilities which are collectively called the ‘competency’ to manage a university (Mahmoudi et al,
2012:116).

Due to the specialization of education and diversity of training programs in higher educational levels and
the high expectations from the higher education system to promote cultural, social and economic growth
and development of society; the importance and necessity of educational leadership and organization has
been increased and the need of organizations to have competent managers, is more and more evident.
Departments’ administrators, as educational leaders, are also responsible for leading all the teaching and
learning processes in higher education system and due to their direct connection to organizational elites,
faculty members, academic staff and students; enjoy a strategic organizational position. Thus, having the
essential qualifications and competencies are more critical for them compared to other managers in
universities (Mahmoudi et al, 2012:72).

If the selection of managers is done in a proper way, it will lead to organizational and social benefits.
Therefore, selection and appointment of competent managers are the most important and sensitive issues
in any organization’s business process (Mousazadeh & Adli, 2009). Many patterns have been used by
organizations to evaluate and find the right people for various jobs. Most of such patterns have been
designed based on the required competencies for a certain task or job. Although many of such
competencies are developed and improved through in-service training and people’s working experience in
organizations but there are also many cases in which the organization plans to hire people for a job who
have no previous experience. In such cases, therefore, competency patterns lose their required
effectiveness. Given the importance of the compatibility of career and employee and the employment of
competent people in various organizational positions, the problem for human resource managers in
dealing with fresh people who lack the sufficient experience, is how to predict their competency. If the
human resource officers can somehow predict the level of competency in people, they can hire those with
no or little experience in more reliable way (Jamshidi et al, 2013).

Considering the issues mentioned above, the current study seeks to answer the following question: Do the
dimensions of the big five personality factors have any impact on the level of managerial competencies of
departments’ administrators in universities?

The following hypotheses were tested accordingly:

At least one dimension of the big five personality factors may influence the
level of personal competencies of departments’ administrators in universities.

At least one dimension of the big five personality factors may influence the
level of social communication competencies of departments’’ administrators in
universities.

At least one dimension of the big five personality factors may influence the
level of strategic competencies of departments’ administrators in universities.

At least one dimension of the big five personality factors may influence the
level of leadership-managerial competencies of departments’ administrators in
universities.

2. Literature Review

2.1. Competency and its dimensions

Competency literally means being worthy, deserved, qualified, acceptable, capable and prepared enough
to enter a particular profession and has a direct relationship with having a certificate for that job Momeni
Mehmouie, 2006). It is now becomes a multi-functional term with different meanings being used in
different scientific fields (Mojab et al, 2011). There are various definitions of competency in literature
(Ekrami & Rajabzadeh, 2011) and some of them are: Oxford dictionary (1993) defines the competency
as having the ability, authority, skill, knowledge, aptitude and competence (Robins, 2009). Boyatzis
defines competency as: A person’s capabilities which may include his motivation, self-esteem or social
status or the knowledge that he makes the use of it (Idris et al, 2012). The program of international
standards for education and performance training defines the competency as: ‘knowledge, skill or attitude
 that enables the individual to efficiently perform the activities related to a job or task according to the
expected standards’ (Chyung et al, 2006). Most of the references describe the four major dimensions of
competency as follows:

Knowledge: Development of knowledge and theoretical information normally occurs through

university education. It is considered as the foundation of skills and attitudes development and
does not influence the development of managerial competencies by itself (Ekrami &
Rajabzadeh, 2011).

Skill: The ability to use knowledge in practice. It is achieved and develops through the
application of knowledge in real environment (Ekrami & Rajabzadeh, 2011).

Ability: A stable and comprehensive trait that helps the person to achieve the desired goal and
performance in both physical and intellectual professions (Ekrami & Rajabzadeh, 2011).

Attitude: The man’s mental image of the world and his surroundings that determines and shapes
the extent of his thoughts and actions (Ekrami & Rajabzadeh, 2011).

In today’s workplaces, mangers need to make valid decisions, provide creative solutions to problems and
be accountable for their job (Mahmoudi et al, 2012:70). Therefore, the identification and promotion of
their skills, knowledge, abilities and in a word, their competencies is indispensable for the success of any
organization (Chyung et al, 2006).

There are many arguments about the issue of competency nowadays. Many organizations and companies
also try to implement competency-based systems (During, 2006). One of the major issues that are
considered by human resources departments in organizations is the recruitment of competent and
qualified personnel for the available jobs (Jamshidi et al, 2013). Jamshidi et al. (2013) proposed a model
in which 24 major competencies of human resources in order for them to be managers in universities and
higher education institutes were classified into four groups as: personal, communication-social,
managerial-leadership, and strategic competencies (Table1).

Table 1. Managerial competencies (Jamshidi et al, 2013)

Personal Risk Self- Pressure Innovation & Self-esteem Adaptation Tendency

competencies taking management tolerance creativity & flexibility to change
Communication- Power of Negotiation Conflict Sociability Teamwork Confidence ****
social expression management and building
competencies participation
Managerial- Judgment Planning Specialized Empowerment Influence **** ****
leadership and and knowledge and delegation
competencies decision- organizing
making
Strategic Analysis Success- Time Foresight Strategic Knowledge ****
competencies of orientation management thinking management
complex
 systems

2.2. Big five personality factors

Personality is normally a sum of thoughts, beliefs, attitudes and feelings of a person which also includes
his behavior. According to Funder (2001), personality is a series of personal patterns that include an
individual’s thoughts, feelings and behaviors as well as his hidden psychological mechanisms (Jamshidi,
2013).
Many psychologists believe that the main construct of human personality is demonstrated through five
general characteristics. Fiske (1939) defined five personality factors using 21 bipolar scales (Tarkhan,
2011). According to this model, the personality was formed by five major dimensions including
happiness, agreeableness, reliability, emotional stability and culture (Fazel Kalkhoran, 2011). In 1985, the
five-factor personality theory, also known as the big five personality factors theory, was reviewed by two
American psychologists named Costa and McCrae (Khorsandi, 2010). Costa and McCrae (1992) defined
the big five personality factors as:

1. Conscientiousness: The extent in which the team members are accurate, perfect, achievement-
orientated, responsible, organized and disciplined. A conscientious individual is a purposeful, strong-
willed and determined person.

2. Agreeableness: It reflects the extent of someone’s interest to establish social relationships. The score
given to this factor is an indication of personal characteristics of someone graceful, gentle, noble,
cooperative, generous and hopeful.

3. Extraversion: The extent in which the person is considered as social, talkative, competitive and active
(Jamshidi et al, 2011). This factor describes the level of an individual’s comfort to make connections with
the others.

4. Neuroticism: Shows the person’s tendency to experience negative emotions such as sadness,
confusion, anger, guilt and hate. A neurotic person is someone anxious, depressed, nervous, sad,
concerned and vulnerable that seldom accepts criticism (karimi, 2009).

5. Openness: This factor represents the individual’s interests and attitudes towards the environmental
stimuli and is an indication of independence, curiosity, idealism and tendency to innovations (Tarkhan,
2011; Jamshidi, 2011).

2.3. Personality and predicting behavioral-career characteristics:

All the managers do not act the same way just because they are managers but like other members of
society, they also have personal differences, talents, motivations, desires and tendencies of their own
together with different attitudes, knowledge and value systems. While these differences may be slight,
they often lead to very large differences and completely different behavioral outcomes when they pass
through intermediary cognitive processes. Such differences are primarily a result of differences in
personality of each person (khanifar et al, 2009). The personality traits, in fact, provide a form of personal
readiness to response in a specific manner (Samavatian et al, 2011). Personality standards have been used
to select people for jobs in organizations and industries since 1920. Results of the studies reported by
1990 indicate that personality factors are good predictors for organizational and industrial standards
including job satisfaction, efficiency, educational professionalism and many other conditions (Jamshidi et
al, 2013).
According to researches such as Costa et al. (2000) and Freud (1974), the level of career competencies
improves through work experience. Psychological and personality traits are formed during childhood and
adolescence and the rate of change in such factors dramatically decrease in adulthood (after the age of
30). Since the personality traits are nearly constant in adults, it seems that they can be used as predictors
to find the competent people when educational organizations try to recruit new employees with little
working experience (Jamshidi et al, 2011).

2.4. The conceptual model of research:

This study investigates the impact of personality traits, as predictive factors, on the level of managerial
competencies. Therefore, the dependent variables are the level of personal, communication-social,
strategic and managerial-leadership competencies. These four groups of competencies were selected
based on the managerial competencies model proposed by Jamshidi et al. (2013). The independent
variables of this study are the big five personality factors proposed by Costa and McCrae (1992) that
include extraversion, openness, agreeableness, conscientiousness and neuroticism. Figure 1 shows the
conceptual model of this study.

Big five personality factors

Source: Costa & McCrae, 1992
Figure 1. Conceptual model
3. Method of research
This study was an applied research using a descriptive-analytical method of data collection. Among
various types of descriptive research, the correlative method was used in this study. Since the random
sampling was impossible to use, a total number of 117 state universities departments’ administrators of
various educational disciplines across Guilan Province were selected using the convenience sampling
method. About 30% of respondents had a PhD degree while the rest had MA or MSc. degrees. We used a
questionnaire in order to answer the research question and to examine the proposed hypotheses in this
study. Library research including both domestic and foreign books and journals were also used to
construct the theoretical foundations of this study.
Two available standard questionnaires were used to measure the intended variables in this study. Costa
and McCrea’s standard short questionnaire (1994) for the big five personality factors (NEO-FFI)
including 25 questions was used to measure variables related to the big five personality factors while
dependent variables, i.e. the level of competencies, were measured using the questionnaire proposed by
Jamshidi et al. (2013) comprised of 24 questions. The Likert 5-point scale was used to answer questions
represented in questionnaires.

Multivariate stepwise regression analysis was used to analyze the data collected from the questionnaires
and examine the proposed hypotheses using SPSS ver. 21 software. SPSS software removes the
independent variables whose effects are non-significant in the model using the stepwise procedure.

4. Research findings
The following table shows regression analysis results in order to examine research hypotheses.

Table 2

Dependent Independent Regress Standardized Level of Result

variables variables ion regression significa
coeffici coefficient nce
ent
First Level of personal Constant 2.587 0.004
hypothe competencies value
sis Openness 0.365 0.360 0.000
Conscientiou 0.374 0.318 0.000 Confirmed
sness
Neuroticism - 0.189 - 0.195 0.000
Extraversion 0.149 0.154 0.003
Agreeablenes 0.115 0.121 0.006
s
 Coefficient of determination: F=
R2 = 0.834 111.829
Second Level of Constant 1.357 0.006
hypothe communication- value
sis social Conscientiou 0.290 0.245 0.000 Confirmed
competencies sness
Neuroticism - 0.273 - 0.281 0.000
Extraversion 0.274 0.283 0.000
Agreeablenes 0.234 0.246 0.000
s
Coefficient of determination: F = 46.060
R2 = 0.622
Third Level of strategic Constant 1.993 0.000
hypothe competencies value Confirmed
sis Openness 0.536 0.584 0.000
Neuroticism - 0.220 - 0.249 0.002
Coefficient of determination: F = 78.124
R2 = 0.587
Forth Level of Constant 0.585
hypothe managerial- value
sis leadership Openness 0.351 0.316
competencies Conscientiou 0.215 0.167 Confirmed
sness
Neuroticism - 0.169 - 0.160
Extraversion 0.237 0.224
Agreeablenes 0.156 0.150
s
Coefficient of determination: F = 38.111
R2 = 0.63

As it is shown in table 2, all four research hypotheses were confirmed at 0.05 level of significance based
on the results of multivariate stepwise regression analysis. Based on the value of standardized regression
coefficient, about 83% of variations in the level of personal competencies variable could be predicted
using the big five personality factors (R2 = 0.834). Standardized regression coefficient value also showed
that openness had the highest impact on the level of personal competencies (β = 0.360) while
conscientiousness, extraversion and agreeableness were ranked after that in terms of their positive impact
on the same variable with standardized regression coefficients of 0.318, 0.154 and 0.121, respectively.
Neuroticism had a considerable negative impact on the level of personal competencies with a
standardized regression coefficient of – 0.195.
Based on the results obtained by examining the second research hypothesis however, about 62% (R2 =
0.622) of variations in the level of communication-social competencies of administrators of university
departments could be predicted using four of the five big personality factors. The highest positive and
negative impacts on the level of communication-social competencies belonged to extraversion and
neuroticism with standardized regression coefficients of 0.238 and – 0.281, respectively. Agreeableness
and conscientiousness had also significant positive impacts on the same variable in this study having
standardized regression coefficients of 0.246 and 0.245, respectively.

Examination of the third hypothesis showed that only two variables, openness and neuroticism, had a
significant impact on the level of strategic competencies. These two factors were responsible for about
58% of variations in the level of strategic competencies (R2 = 0.578). Based on the values of standardized
regression coefficients, openness had the highest positive significant impact on the level of strategic
competencies of administrators in university departments having a standardized regression coefficient of
0.584 with more than 95% reliability (P = 0.000). Results also showed that neuroticism was the second
participating factor in the model of regression with a negative significant impact on the level of strategic
competencies (β = - 0.249).

Examining the impact of the big five personality factors on the level of managerial-leadership
competencies also showed that about 63% of the variations in this variable for administrators of
university departments could be predicted using all the five factors (R2 = 0.632). According to results,
openness had the highest significant impact on the level of managerial-leadership competencies with a
standardized regression coefficient of 0.316. Extraversion, conscientiousness and agreeableness had also
positive significant impacts on the level of managerial-leadership competencies having standardized
regression coefficients of 0.224, 0.167 and 0.150, respectively. Similar to what was observed in previous
hypotheses, neuroticism had a negative significant impact (β = - 0.160) on the level of the same variable.

5. Discussion & conclusion

This study was conducted to investigate the relationship between five personality factors and the level of
managerial competencies. According to the results, neuroticism had a negative impact on all the four
types of competency namely personal, communication-social, managerial-leadership and strategic
competencies. Neurotic individuals tend to experience anxiety, stress, self-pity, hatred, insecurity and
depression (Haren and Mitchell, 2003). Neuroticism is often associated with a lack of effective
congestion skills (Eyesenk, 1967) and those who earn high scores on this dimension are anxious,
depressed, nervous, sad, concerned and vulnerable people that seldom accept criticism (Karimi, 2009).
They usually cannot think clearly, make decisions or cope with stress effectively. They also have
problems with their personal skills and according to Goleman (2005), suffer from low emotional
intelligence too (Jamshidi, 2013). It is therefore predictable that such individuals do not have the ability to
manage an organization due to their tendency to experience negative emotions.
Results of this study also showed that unlike neuroticism; openness, conscientiousness, extraversion and
agreeableness had positive significant impacts on personal competencies. Personal competencies include
7 major competencies namely risk-taking, self-management, pressure tolerance, innovation & creativity,
self-esteem, adaptation & flexibility and tendency to change (Jamshidi et al, 2013). Openness had the
highest positive impact on personal competencies according to the results obtained in this study while
conscientiousness, extraversion and agreeableness were ranked after that, respectively. Open-minded
individuals can be helpful for jobs where a lot of upheaval and change occurs or those that require
considerable innovation and involves a lot of risks (Khanifar et al, 2009). Conscientious employees
generally work better. They love their jobs and are more reliable and motivated (Jamshidi, 2013).
Responsibility is considered as useful and important in many organizational situations and is a suitable
index to predict performance in many professions (Khanifar et al, 2009). Extraversion refers to a cluster
of traits and that’s the degree to which a person is energetic, sociable, bold, active, adventurous,
enthusiastic, confident and has positive feelings. Extroverted individuals tend to be social, emotional and
intimate and usually deal better with different people (Jamshidi, 2013). Agreeable individuals, on the
other hand, try to adapt themselves with the others and get along with them in an easy way while often
avoiding controversial topics that lead to conflicts (Khanifar et al, 2009).

Another finding of this study was that neuroticism, extraversion, conscientiousness and agreeableness had
a significant impact on communication-social competencies. Communication-social competencies are
comprised of 6 major competencies including power of expression, negotiation, conflict management,
sociability, teamwork & participation and confidence building (Jamshidi et al, 2013). Neuroticism had a
negative and extraversion had the highest positive impact on communication-social competencies
according to the results obtained in this study. Agreeableness and conscientiousness were ranked below
the extraversion in terms of their positive impact on the same variable, respectively. Extroverts enjoy
interacting with the others and are interested in doing activities such as participating in large gatherings
like the political parties, social activities, public protests and also political and business groups (Jamshidi,
2013). Extrovert individuals may have stronger human skills and efficient human relations may
consequently improve the performance of a manager (Karimi, 2009). Those who receive a high score in
terms of agreeableness often try to adapt themselves with the others and get along with them easily while
usually avoid controversial topics to prevent any conflicts (Khanifar et al, 2009). Such people have high
negotiation and conflict management skills. Conscientious employees generally work better, they love
their jobs and are highly reliable and motivated (Jamshidi, 2013). They can interact well with others and
trust their methods within an organization.

This study also showed that neuroticism and openness had a significant impact on strategic competencies.
Strategic competencies are consisted of 6 key competencies which include: analysis of complex systems,
success-orientation, time management, foresight, strategic thinking and knowledge management
(Jamshidi et al, 2013). Neuroticism had a negative impact on this variable too while openness was the
only factor with a positive impact on it. Those with high degrees of open-mindedness are useful for
professions in which a lot of change happens or jobs that require considerable innovation and involve a
lot of risks (Khanifar et al, 2009). Open-mindedness is highly correlated to the intelligence. Those who
are highly open-minded have inquiring minds while those with low openness seldom accept new
experiences (Karimi, 2009). Open-minded individuals have the ability to analyze complex systems and
are capable of strategic thinking due to having an open and curious mind.

Finally, this study showed that unlike neuroticism which had a negative impact on managerial-leadership
competencies, openness, extraversion, conscientiousness and agreeableness had a positive impact on this
variable. Managerial-leadership competencies are comprised of 5 major competencies including judgment
and decision-making, planning and organizing, specialized knowledge, empowerment & delegation and
influence (Jamshidi et al, 2013). Openness had the highest positive impact on managerial-leadership
competencies while extraversion, conscientiousness and agreeableness were respectively ranked lower in
terms of their positive impact on this variable. Those who receive high scores in terms of openness, have
the ability to delegate duties and responsibilities to others due to their tendency to experience new ways
and to seek innovation. Extrovert individuals tend to be social, emotional and intimate and usually fare
better with different people (Jamshidi, 2013). Therefore, they can influence others and turn them to their
side to support ideas and programs implemented by the organization. Conscientious people are efficient,
reliable, responsible, progress-oriented, calm and reasonable (Haren and Mitchell, 2005). Thus, those who
receive high scores in terms of this factor, are able to make decisions, plan and organize their
organization. Those who receive high scores in terms of agreeableness also are individuals that are
capable of influencing others.

Overall, it can be concluded that personality factors are correlated with competencies of administrators in
university departments. Given the predictable role of personality dimensions, it is suggested that such
traits would be considered when appointing or promoting managers. Authorities should also encouraged
to consider the personality dimensions as a selection factor to recruit new employees in order to appoint
competent people in key positions to realize the noble objectives of organizations, especially educational
institutions.

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