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THE ROLE OF COGNITIVE ABILITY IN THE SUBGROUP DIFFERENCES AND INCREMENTAL VALIDITY OF ASSESSMENT CENTER EXERCISES 总被引:2,自引:1,他引:1
HAROLD W. GOLDSTEIN KENNETH P. YUSKO ERIC P. BRAVERMAN D. BRENT SMITH BETH CHUNG 《Personnel Psychology》1998,51(2):357-374
This study investigates the degree to which subgroup (Black-White) mean differences on various assessment center exercises (e.g., in-basket, role play) may be a function of the type of exercise employed; and furthermore, begins to explore why these different types of exercises result in subgroup differences. The sample consisted of 633 participants who completed a managerial assessment center that evaluated them on 14 ability dimensions across 7 different types of assessment exercises. In addition, each participant completed a cognitive ability measure. The results suggest that subgroup differences varied by type of assessment exercise; and furthermore that the subgroup difference appeared to be a function of the cognitive component of the exercise. Lastly, preliminary support is found that the validity of some of the assessment center exercises in predicting supervisor ratings of job performance is based, in part, on their cognitive component; however, evidence of incremental validity does exist. 相似文献
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DARRELL SMITH 《Journal of counseling and development : JCD》1974,52(8):513-519
The current emphasis on performance criteria in training programs and in professional services poses a threat to the humanistically oriented helper. Having been trained in the self-actualizing psychology of Maslow and Rogers, humanists equate competence-based education and counseling with behaviorism and therefore resist the demand for performance criteria and the adjunct behavioral principles. This article suggests a behavioral humanism as the desired solution to the dilemma and proposes some guidelines for formulating and implementing such a synthetic system without jeopardizing one's personal-professional integrity. 相似文献