THE PREDICTION OF OCCUPATIONAL SUCCESS AND PROFICIENCY

Neither standardized test data nor grades made in required courses in high school contribute significantly to the prediction of occupational success or proficiency. The General Aptitude Test Battery makes practically no contribution to the prediction of success although the instrument is widely used to predict trainability. Intelligence test scores are of little value in predicting success in the labor market. It may be that efforts to predict occupational success and proficiency are in reality exercises in futility since workers tend to be successful regardless of test results. Apparently workers find places where they are considered successful. Possibly new research designs will be required before success can be predicted. Success should not be considered an entity, however, because it does not lend itself to exact measurement.     

PREDICTION OF WORK RELEASE SUCCESS AT A FEDERAL CORRECTIONAL INSTITUTION USING THE MMPI

A pilot study was conducted at a federal correctional institution to determine the extent to which personality factors, as measured by the Minnesota Multiphasic Personality Inventory (MMPI), were related to work release success. The results indicated that only one MMPI scale (Pa) was significantly related to an inmate's success in the work release program. Implications for further research are discussed in the article.     

THE SOUNDNESS OF SUPERVISORY RATINGS AS PREDICTORS OF MANAGERIAL SUCCESS

A model of career development is presented. Using this model, three types of validity, empirical, content, and construct, are considered for supervisors' rating of non-managers as a predictor of success as managers. As denned in the Uniform Guidelines and the professional literature, all three are inapplicable to this prediction situation. Characteristics of a sound rating system are suggested.     

AN EMPIRICAL INVESTIGATION OF THE PREDICTORS OF EXECUTIVE CAREER SUCCESS

This study examined the degree to which demographic, human capital, motivational, organizational, and industrylregion variables predicted executive career success. Career success was assumed to comprise objective (pay, ascendancy) and subjective (job satisfaction, career satisfaction) elements. Results obtained from a sample of 1,388 U.S. executives suggested that demographic, human capital, motivational, and organizational variables explained significant variance in objective career success and in career satisfaction. Particularly interesting were findings that educational level, quality, prestige, and degree type all predicted financial success. In contrast, only the motivational and organizational variables explained significant amounts of variance in job satisfaction. These findings suggest that the variables that lead to objective career success often are quite different from those that lead to subjectively defined success.     

AN OBJECTIVE GROUP QUESTIONNAIRE AS A SUBSTITUTE FOR A PERSONAL INTERVIEW IN THE PREDICTION OF SUCCESS IN MILITARY TRAINING IN ISRAEL

The need for reliable and valid measures of personality and motivational factors in the prediction of success in military training was discussed. The personnel classification system currently used by the Israeli Army was briefly described. The personality factors used in that system are measured by an interview, which is individually administered to each enlisted man. The goal of the present study was to replace this interview by an objective group questionnaire, with the hope of saving time, manpower and effort without any loss to predictive validity. The criterion for validation of the system was the performance of the soldiers in elementary training. This performance was assessed by commanding officers and by peers. The results showed that the questionnaire is eventually equivalent to the interview as a predictor of performance in military training. It was concluded that the questionnaire should be preferred for economical reasons.     

USE OF THE GATB IN PREDICTING SUCCESS ON THE TESTS OF GENERAL EDUCATIONAL DEVELOPMENT

An attempt was made to determine how useful the General Aptitude Test Battery can be when used as a predictor of success on the Tests of General Educational Development. The General Ability and Verbal Aptitude subtests of the GATB were found to be the best predictors. Estimating the applicant's chance of passing the GED from the ‘G’ and ‘V’ scores was discussed.     

DEFLATIONISM AND THE SUCCESS ARGUMENT

Deflationists about truth typically deny that truth is a causal–explanatory property. However, the now familiar 'success argument' attempts to show that truth plays an important causal–explanatory role in explanations of practical success. Deflationists have standardly responded that the truth predicate appears in such explanations merely as a logical device, and that therefore truth has not been shown to play a causal–explanatory role. I argue that if we accept Jackson and Pettit's account of causal explanations, the standard deflationist response is inconsistent, for on this account even logical properties can be causally explanatory. Therefore the deflationist should remain neutral as to whether truth is a causal–explanatory property, and focus instead on the claim that truth, if it is a property, is a merely logical one.     

PREDICTION OF THE FUTURE POSITION OF A MOVING OBJECT

B onnet , C. & K olehmainen , K. Prediction of the future position of a moving object. Scand. J. Psychol ., 1969, 10 , 6570.—Hypothesis: prediction of the reappearence of a moving object involves some kind of estimation of space, velocity, and time. Results: the performance depends on the relative ease of utilisation of those cues when all are available in the situation. Conclusion: no general rule can be applied to all situations, because different strategies are used in different situations. The parameter which carries most weight in any given situation is determined by the ease with which the relevant information can be extracted from that parameter, relative to the other two.     

THE INTERNATIONAL ASSIGNEE: THE RELATIVE IMPORTANCE OF FACTORS PERCEIVED TO CONTRIBUTE TO SUCCESS

The present study sought to empirically identify what factors are important for international assignee perceived success along with their relative importance. Subjects were 338 international assignees from diverse countries (nationality) and organizations, assigned to diverse countries, and performing diverse jobs. Five factors were identified and in a descending order of importance, these were Family Situation, Flexibility/Adaptability, Job Knowledge and Motivation, Relational Skills, and Extra-Cultural Openness. Although importance ratings were not influenced by job type (managerial/nonmanagerial status), they were influenced by organizational type. In general, the pattern of importance ratings for service organization international assignees was different from those of international assignees from other organizational types. Furthermore, service organization international assignees ascribed more importance to relational and psycho-social factors. The perceived relative importance of psycho-social factors reported by the study's participants tends to suggest that more attention should be paid to these factors in the selection and training of international assignees.     

MEDIUM OF COMMUNICATION,DIFFERENTIAL POWER,AND PHASING OF CONCESSIONS: NEGOTIATING SUCCESS AND ATTRIBUTIONS TO THE OPPONENT1

The effect of three variables thought to be important to the negotiation process was investigated via an attributional analysis. Three different communication modes (audio, audio/video, face-to-face), three levels of power (high, equal, low), and three prior concession-phasing strategies (alternating, increasingly cooperative, decreasingly cooperative) were combined in a factorial design to determine their effect on negotiation outcomes and negotiator attributions. The data indicated that the communication and power variables were the most potent, with the face-to-face communication mode producing the best joint outcomes, followed by the audio/video and audio-only conditions. The various “prior” concession strategies had little effect on subsequent negotiation outcomes. Several significant internal/external attributions of locus of causality were found, as were significantly different impression ratings according to conditions.     

COMPLEXITY IN NURSING EDUCATION: EXAMPLES OF THE PARADIGM

Edgar Morin proposed that knowledge construction is best enacted via a complex and circular approach between both the part and the whole, while never enacting a strictly reductionistic or strictly holistic approach. It is the ability to connect and unite the parts within the whole via a dynamic circular process between the parts and whole that frees us from fragmented knowledge and helps us to bridge the gap between our seemingly disparate-competing nursing paradigms. This article examines the benefits of utilizing Morin's complexity theory, the dialogical, and circular processes in creating a liberating structural framework or paradigm for nursing education.