The cinderella predictor


Published on

Published in: Education, Business
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

The cinderella predictor

  1. 1. Stefan Mol Anne Keegan Gabor KismihokThe Cinderella Predictor:Taking job knowledge to the personnel selection ball
  2. 2. ContentRelatedValidity Criterion Related ValidityConstruct Related Validity
  3. 3. ContentRelatedValidity Criterion Related ValidityConstruct Related Validity
  4. 4. Job Knowledge“…people who are more intelligent learnmore job knowledge and learn it faster, the Criterion Relatedmajor determinant of job performance is Validitynot GMA but job knowledge” (Schmidt andHunter, 2001). Job GMA Job knowledge Performance
  5. 5. Criterion Job Knowledge Related Validity“Validity is nearly twice as high for job specifictests than for of the-shelf tests. In fact, thelevels for locally developed tests appear torival those of general ability tests” (Dye, Reck& McDaniel, 1993,p. 156).ρ=.62, k =59, N=3965 Job GMA Job knowledge Performance
  6. 6. Criterion Job Knowledge Related Validity“Content-related evidence of validityhas traditionally involved … rational Content Relatedexamination of the manner in which Validitythe performance domain is sampled bythe predictor” (Binning &Barrett, 1989, p. 482).
  7. 7. Criterion Job Knowledge Related ValidityJob knowledge: According to the APApublication manual which statistics do Contentyou need to report in a regression Relatedanalysis table? ValidityGMA: How smart do you need to be topublish an article?Hunter (1986, p. 353) “knowledge is amuch better measure of performancethan [supervisor] ratings”.
  8. 8. Criterion Job Knowledge Related Validity“construct validation and theorydevelopment imply the same basic Content Relatedprocess….” “If it can be shown that a Validitytest measures a specific construct …that has been determined to be criticalfor job performance…, then inferences Construct Relatedabout job performance from test scores Validityare by logical implication justified”(Binning and Barrett, 1989, p.487, p.480
  9. 9. Criterion Job Knowledge Related Validity Content Substantiation Related Validity Construct Related1 2 3 4 5 6 7 8 9 9 8 7 6 5 4 3 2 1 Validity Job Knowledge Specificity Job Performance Specificity
  10. 10. Towards a research agendaUndeniably Job General Unequivocally Job Specific (albeit more portable for more related occupations) Job Job GMA Knowledge Performance Education Job Specific – Job General
  11. 11. Development of Job Knowledge Tests: Implications• Focus on idiosyncratic job knowledge requirements – Requires use of inductive, interpretive research methods• Implications for status and acceptance of qualitative research within the personnel psychology community – “Qualitative research often advances the field by providing unique, memorable, socially important and theoretically meaningful contributions to scholarly discourse and organizational life” (Gephart and Rynes 2004, p.461)
  12. 12. Job Knowledge as Matchmaker• Connecting: – HRM, eLearning & Knowledge Management (foster collaboration) – Academia and industry (Science and practice) – Employees and workplaces (Enhanced Matching) – Policy and Education (Training) – Government and Labor Market (Needs analysis)
  13. 13. Technology is on our side• Flexible systems for matching employees, organizations and educational institutions• Process Management• Semantic applications – Data structuring – Comparability• Text/data mining – Automatic data collection and recognition• Content management – eLearning methodologies for content representation (LO, LOR, OER)• Adaptive testing
  14. 14. Why make the effort?With representative job knowledge tests:• We no longer need to reject candidates on stable dispositional characteristics• We can inform candidates as to where they can obtain missing knowledge• We can inform educational institutions about missing job knowledge of their graduates• We can gauge the knowledge of immigrants, informal learners, and the elderly