WOP 2

humans are better in groups

we need the capacity to asses and predict differences

crucial in order to be able to choose the person that is best fit for our needs ( hunter, provider, emotional support)

differential psychology = dissimilarities between or among 2 or more people

person centered, looking for qualities/characteristics within person that help understand behaviour

worked with Galton to measure inherited characteristics

measure mental ability of college students

interested in ability of "normal" people

we are different on the inside

need to measure outside in order to recognise differences

differential psychology

psychometrics

the general mental ability "g" (general mental ability)

who should and should not attend candidate school

after war used for jobs

tendency to understand and predict behaviour of workers simply by examining 'g'

cognitive ability

physical ability

personality

interests

knowledge

emotion

1. adults have variety of attributes that are relatively stable over a period of time
2. people differ with respect to those attributes
3. relative differences among people on these attributes remain even after trining
4. different jobs require different attributes
5. these attributes can be measured (KSAOs)

= knowledge , skills and other characteristics

=name giving

52 abilities divided into broad categories
1. cognitive abilities
2. physical abilities
3. perceptual motor abilities

physical and mental age are different (more you grow the "smarter" you are )

not true after 18 25 y/o

true for children

knowledge is accumulative but intelligence is not

intelligence is the ability to learn

people consider the terms intelligence, IQ, cognitive ability and mental ability to be synonyms for one another

IQ is a historical terms that stands for "intelligence quotient"

term is popular with laypersons but not generally used by scientists

mental ability and cognitive ability are current terms that scientists often use interchangeably

cognitive ability and mental ability often refer to specific abilities ( memory or reasoning)

intelligence refers to general intellectual capacity ( "g" GMA)

intelligence as 'g'

involves the ability to reason , plan , solve problems

comprehend complex ideas

learn form experience

'g' is an important predictor of job performance

correlation prediction and performance = .51 (average)

↑ job complexity = ↑ predictive value of general intelligence test

( if you become a cleaner does not matter if your IQ is high , when you become a surgen it does matter )

higher intelligence in this case it is a mediator

more important in complex jobs moderator

fluid : ability to learn

crystallised : the amount of books

they correlate ( more intelligent tend to gain more knowledge)

different categories are correlated but they are different

vision

touch

taste

smell

hearing

kinaesthetic feedback

also called sensorimotor or motor abilities

physical functions. , movement , associated with coordination , dexterity and reaction time

goes down after 40

more difficult to learn

arm hand steadiness

manual dexterity

finger dexterity

control precision

response orientation

rate control

reaction time

1. Conscientiousness ( responsible , persistent)
2. Extraversion (sociable , assertive)
3. Agreeableness (cooperative , trusting )
4. Emotional Stability (secure, calm )
5. Openness to experience (curious, creative)

1. faking

self presentation

social desirability

1. skills
2. knowledge
3. competencies
4. emotional intelligence

practiced acts

technical and non technical

collection of discrete but related facts and information about particular domain

tacit knowledge → "street smarts"

procedural knowledge → " how"

declarative knowledge → "that"

set of behaviours in accomplishing various activities

combination of individual difference characteristics

knowledge, skills and certain behaviour → competency to teach

feedback looks at them individually

awareness of own and others emotions

controversial construct

= objective and standardised procedure for measuring a psychological construct using a sample of behaviour

GMA exists because we say it exists

not tangible

look at a sample of behaviour to determine it

speed tests have rigid demanding time limits

provide greater variability among candidates

issue relevance to job

no rigid time limits

there is a point you come to your threshold and past this point no amount of time will make a difference

situation in which a given test results in statistical errors if predictions for a subgroup

value judgement about actions of decisions based on test scores

system in which individuals share meaning and common ways of viewing events and objects

influence of culture and subculture on tests

the four animal tests ( dog unclean)

1. cognitive ability tests
2. personality
3. emotional intelligence

allow individuals to demonstrate why they know , perceive, remember , understand or can work mentally

multiple tests

Getby battery test most known

1. screen out tests → identify psychopathology ( rule out narcissistic)
2. screen in tests → identify normal personality ( NEO PI , PCI , HPI)

controversial construct with continued research investigations

link to Big 5 , cognitive ability and work outcomes

ability based EI measures have lower overlap with B5 personality measures

self report EI measures overlap strongly B5

present candidate with written scenario then ask candidate to choose best response form series of alternatives

job related

well accepted by tests takes

reduced adverse impact compared to other devices

associated with recruiting, selecting, promoting, & separating employees

ability to predict future job performance, job related learning ( such as amount of learning in trining and development programs ) and other criteria

value in terms of increased validity of adding a particular predictor to an existing selection system

what combination of tools to use for greatest predictive ability at lowest score

most effective assessment programs

what test and procedures might act as substitutes for other test and procedures

intelligence as "g"

involves the ability to reason, plan , solve problems comprehend complex ideas and learn form experience

measure job skills by taking samples of behaviour under realistic, job like conditions

= quality of being honest , relaible and ethical

ask questions directly about past honesty behaviour ( stealing )

as well as attitudes towards behaviours ( employee theft )

e.g. There is nothing wrong with telling a lie if no one suffers harm ( T/F) ?

test that infers honestly and integrity form questions dealing with broad personality constructs ( conscientiousness reliability and social responsibility)

e.g. Would you describe yourself as impulsive

1. Structured interview
2. situational interview
3. unstructured interview

tend to cover job knowledge , abilities, skills , personality and person org fit

collection of procedures used for evaluation

assessment done in groups

assessment done by groups ( assessors)

multiple methods of assessment employed

'feel' of relevance

e.g. AC for flight attendants

group task : 'craft' an abstract concept form field of service

language test

role play / simulation task (negative situation on board )

Geography

assumes traits can be asserted form various characteristics of a person's handwriting

Polygraph

machine that measures person's physiological reactions and signals deception

assesses economic return on investment of HR interventions like staff training

utility analysis can adress the cost benefit ratio of one staffing vs another

the SD for performance in a simple environment vs professional

high performance work practices

include use of formal job analyses, selection from within for key positions and use of formal assessment devices for selection

staffing preactices have positive associations with firm performance

specified point in distribution of scores below which candidates are rejected

raising cut score will result in fewer false positives but more false negatives

strategy for determining cut score depends on situation

Criterion references cut score

considered level of performance and find test score corresponding to that level

Nor referenced cut score

based on some index of test takers's scores rather than any notion of job performance

initiation of lawsuits

filing of formal grievances with company representatives

counterproductive behaviour

1. comprehensiveness
2. compensatory

enough high quality information about candidates to predict likelihood of their success

candidates can compensate for relative weakness in one attribute cut scores through strength in another one , providing both are required by job

uses judgement to combine information and male decision about relative value of different candidates

combines information according to a mathematical formula

**Noncompensatory strategy:**

individual has no opportunity to compensate at later stage for low score in earlier stage

Establishes series of cut scores

Constructed from multiple hurdles so candidates who don't exceed each of the

minimum dimension scores are excluded from further consideration

Often set up sequentially

More expensive hurdles placed later

Used to narrow a large applicant pool

Multiple regression analysis

Results in equation for combining test scores into a composite based on correlations of each test score with performance score

Cross validation

Regression equation developed on first sample is tested on second sample to determine if it still fits well

Develop separate lists for individuals in different demographic groups who are then ranked within their respective group

In general, subgroup norming is not allowed as a staffing strategy

Individuals with similar test scores can be grouped together in a category or score band

Selection within band can be made based on other considerations

Score Banding is controversial