Personality Assessment in Personnel Selection
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Borderline Personality Disorder
Borderline Personality Disorder What is Borderline Personality Disorder? Borderline personality disorder is an illness marked by an ongoing pattern of varying moods, self-image, and behavior. These symptoms often result in impulsive actions and problems in relationships with other people. A person with borderline personality disorder may experience episodes of anger, depression, and anxiety that may last from a few hours to days. Recognizable symptoms typically show up during adolescence (teenage years) or early adulthood, but early symptoms of the illness can occur during childhood. National Institute of Mental Health What are the signs People with borderline personality disorder may and symptoms? experience mood swings and may display uncertainty about how they see themselves and their role in the world. As a result, their interests and values can change quickly. People with borderline personality disorder also tend to view things in extremes, such as all good or all bad. Their opinions of other people can also change quickly. An individual who is seen as a friend one day may be considered an enemy or traitor the next. These shifting feelings can lead to intense and unstable relationships. Other signs or symptoms may include: ♦ Efforts to avoid real or imagined abandonment, such as rapidly initiating intimate (physical or emotional) relationships or cutting off communication with someone in anticipation of being abandoned ♦ A pattern of intense and unstable relationships with family, friends, and loved ones, often swinging from extreme closeness and love (idealization) to extreme dislike or anger (devaluation) ♦ Distorted and unstable self-image or sense of self ♦ Impulsive and often dangerous behaviors, such as spending sprees, unsafe sex, substance abuse, reckless driving, and binge eating. -
Personality and Social Psychology: Towards a Synthesis
Universität Potsdam Barbara Krahe´ Personality and social psychology: towards a synthesis first published in: Personality and social psychology : towards a synthesis / Barbara Krahe.´ - London [u.a.] : Sage, 1992. - VIII, 278 S., ISBN 0-8039-8724-2 Postprint published at the Institutional Repository of the Potsdam University: In: Postprints der Universitat¨ Potsdam Humanwissenschaftliche Reihe ; 121 http://opus.kobv.de/ubp/volltexte/2009/3830/ http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-38306 Postprints der Universitat¨ Potsdam Humanwissenschaftliche Reihe ; 121 Personality and Social Psychology Personality and Social Psychology Towards a Synthesis Barbara Krahe SAGE Publications London • Newbury Park • New Delhi © Barbara Krahe 1992 First published 1992 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted or utilized in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the Publishers. SAGE Publications Ltd 6 Bonhill Street London EC2A 4PU SAGE Publications Inc 2455 Teller Road Newbury Park, California 91320 SAGE Publications India Pvt Ltd 32, M-Block Market Greater Kailash - I New Delhi 110 048 British Library Cataloguing in Publication data Krahe, Barbara Personality and Social Psychology: Towards a Synthesis I. Title 302 ISBN 0 8039 8724 2 ISBN 0 8039 8725 0 pbk Library of Congress catalog card number 92-53776 Typeset by Photoprint, Torquay, Devon Printed in Great Britain by Biddies Ltd, Guildford, Surrey -
AN EXPERIENTIAL EXERCISE in PERSONNEL SELECTION “Be
AN EXPERIENTIAL EXERCISE IN PERSONNEL SELECTION “Be careful what you wish for.” An experiential exercise in personnel selection Submitted to the Experiential Learning Association Eastern Academy of Management AN EXPERIENTIAL EXERCISE IN PERSONNEL SELECTION “Be careful what you wish for.” An experiential exercise in personnel selection Abstract Personnel selection is a key topic in Human Resource Management (HRM) courses. This exercise intends to help students in HRM courses understand fundamental tasks in the selection process. Groups of students act as management teams to determine the suitability of applicants for a job posting for the position of instructor for a future offering of an HRM course. At the start of the exercise, the tasks include determining desirable qualifications and developing and ranking selection criteria based on the job posting and discussions among team members. Subsequently, each group reviews three resumes of fictitious candidates and ranks them based on the selection criteria. A group reflection and plenary discussion follow. Teaching notes, examples of classroom use and student responses are provided. Keywords: Personnel selection, HRM, experiential exercise AN EXPERIENTIAL EXERCISE IN PERSONNEL SELECTION “Be careful what you wish for.” An experiential exercise in personnel selection Selection is a key topic in Human Resource Management (HRM) courses and yet, selection exercises that can engage students in learning about the selection process are not abundant. Part of the challenge lies in providing students with a context to which they can relate. Many selection exercises focus on management situations that are unfamiliar for students in introductory HRM courses. Consequently, this exercise uses a context in which students have some knowledge – what they consider a good candidate for the position of sessional instructor for a future HRM course. -
Myers Briggs Type Indicator (MBTI) Summary
Myers Briggs Type Indicator (MBTI) Summary • The MBTI is a reliable and valid instrument that measures and categorizes your personality and behavior. It is not a test. There are no “right” or “wrong” answers. • Around 1940 a mother-daughter team (Katharine C. Briggs and her daughter Isabel Briggs Myers) developed this instrument to help people understand and use Carl Jung’s theory of psychological type preferences. • Swiss Psychologist, Carl Jung, (1875 – 1961) theorized that you can predict differences in people’s behavior if you know how they prefer to use their mind. According to Jung, we each have an inborn preference for using our mind in one of two different ways, in four different categories: Orientation to World Take in Information Make Decisions Take in Info. or Decide Extraverted Sensing Thinking Perceiving Energized by others Using five senses Logical, problem solvers Taking in information or or or or Introverted Intuition Feeling Judging Energized by ideas, Using gut or instincts Consider others, Organizing information emotions, memories compassionate and making decisions • There are a total of 16 possible “types” based on unique combinations of the preferences. • Four letters are used to represent a type, for example a person with preferences for Extraverted, Sensing, Thinking, Judging is called an ESTJ. • Each type has strengths and weaknesses. No type is better than another. • People can use this assessment tool to validate their preferences on each of the four dichotomies and understand the sixteen different personality -
ASSESSMENT METHODS in RECRUITMENT, SELECTION& PERFORMANCE 00 Prelims AMIR.Qxd 16/06/2005 05:51 Pm Page Ii Assessment Methods TP 31/8/05 10:25 Am Page 1
Assessment Methods HP 31/8/05 10:25 am Page 1 ASSESSMENT METHODS IN RECRUITMENT, SELECTION& PERFORMANCE 00_prelims_AMIR.qxd 16/06/2005 05:51 pm Page ii Assessment Methods TP 31/8/05 10:25 am Page 1 ASSESSMENT METHODS IN RECRUITMENT, SELECTION& PERFORMANCE A manager’s guide to psychometric testing, interviews and assessment centres Robert Edenborough London and Sterling, VA 00_prelims_AMIR.qxd 16/06/2005 05:51 pm Page iv To all the people whom I have studied, assessed and counselled over the last 40 years Publisher’s note Every possible effort has been made to ensure that the information contained in this book is accurate at the time of going to press, and the publisher and author cannot accept responsibility for any errors or omissions, however caused. No responsibility for loss or damage occasioned to any person acting, or refraining from action, as a result of the material in this publication can be accepted by the editor, the publisher or the author. First published in Great Britain and the United States in 2005 by Kogan Page Limited Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licences issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned addresses: 120 Pentonville Road 22883 Quicksilver Drive London N1 9JN Sterling VA 20166-2012 United Kingdom USA www.kogan-page.co.uk © Robert Edenborough, 2005 The right of Robert Edenborough to be identified as the author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. -
Antecedents of Other-Centered and Self-Centered Proactive Behaviors By
Characterizing Employee Proactivity: Antecedents of Other-Centered and Self-Centered Proactive Behaviors by Anne Janssen a Thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology Approved Dissertation Committee Prof. Dr. Christian Stamov Roßnagel Prof. Dr. Sabine Sonnentag Prof. Dr. Song Yan Prof. Dr. Sven Voelpel Date of Defense: 21. December 2015 für meine Jungs Micha und Mats iii Abstract Contemporary work lives are characterized by frequent changes in the work environment. Such changes refer to work processes, tasks, teams, or even jobs and often go along with neg- ative consequences like stress, turnover intentions, and reduced performance. Past research has emphasized that individual proactivity can be a coping approach in these demanding situations. Antecedents of a wide range of proactive behaviors have been identified in numerous studies. Other studies focused on the categorization of behaviors. The present dissertation aimed to inte- grate previous literature and provides a more parsimonious classification model through compre- hensive insights into the prediction of proactive behaviors. For this purpose, three studies were conducted. The first study applied an innovative approach to develop short measurement instru- ments for proactive personality and supervisor support as significant antecedents of proactive behaviors. The findings of the second study reveal that proactive behaviors can be simultaneously distinguished according to their form and type and their intended target of impact. As a conse- quence, other-centered and self-centered proactive behavior categories were identified. Whereas felt responsibility for change positively predicted both other- and self-centered proactive be- haviors, personal values (other-centered and self-centered values) affected proactive behaviors differently. -
Eight PERSONALITY DISORDERS, NEUROTICISM, and LONELINESS
Eight PERSONALITY DISORDERS, NEUROTICISM, AND LONELINESS 1. Neuroticism and Personality Disorders The lonely are frequently perceived by others and often even by themselves as being mentally sub-par and specifically neurotic in the sense of their manifest- ing ongoing emotional insecurity, fragility, and instability. When extreme, these traits require therapeutic intervention. Unfortunately, neurotics are often not the best at helping themselves find a remedy for the anxiety and other traits that ail them. Moreover, discovering and realizing such an antidote to their afflic- tion are by no means the same thing. The research of Daniel Peplau and Letitia Perlman has found that, first, the lonely “score higher” than the nonlonely in terms of neuroticism; second, that “loneliness is associated with poor mental health” in general; and, third, “structured psychiatric examinations” reveal the lonely as having more “men- tal symptoms needing treatment” than the nonlonely (1984, p. 20). Thomas A. Widiger and Timothy Trull state that those who rank above average in FFM Neuroticism: lack the emotional strength to simply ignore the hassles of everyday life and the emotional resilience to overcome the more severe traumas which are inevitable at some point within most persons’ lives. Which particular mental disorder they develop may be due in part to other contributing va- riables (for example, gender, social-cultural context, childhood experiences, genetic vulnerabilities, and additional personality traits) which either direct the person toward a preferred method of coping (for example, bulimic, dis- sociative, or substance use behavior) or reflect an additional vulnerability (for example, a sexual dysfunction). (1992, p. 355) These risk factors negatively impact lonelies’ ability to relate to others and leave them disgruntled with the quantity but especially the quality of their relationships. -
How Transformational Leadership Weaves Its Influence on Individual Job Performance: the Role of Identification and Efficacy Beliefs
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Management Department Faculty Publications Management Department 2008 How Transformational Leadership Weaves Its Influence on Individual Job Performance: The Role of Identification and Efficacy Beliefs Fred O. Walumbwa Arizona State University, [email protected] Bruce Avolio University of Nebraska - Lincoln, [email protected] Weichun Zhu Claremont McKenna College Follow this and additional works at: https://digitalcommons.unl.edu/managementfacpub Part of the Management Sciences and Quantitative Methods Commons Walumbwa, Fred O.; Avolio, Bruce; and Zhu, Weichun, "How Transformational Leadership Weaves Its Influence on Individual Job erP formance: The Role of Identification and Efficacy Beliefs" (2008). Management Department Faculty Publications. 6. https://digitalcommons.unl.edu/managementfacpub/6 This Article is brought to you for free and open access by the Management Department at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Management Department Faculty Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in Personnel Psychology 61:4 (2008), pp. 793–825; doi 10.1111/j.1744-6570.2008.00131.x Journal compilation copyright © 2008 Wiley Periodicals, Inc. Used by permission. http://www.blackwellpublishing.com/journal.asp?ref=0031-5826 Portions of this paper were presented at the 22nd Annual Conference of the Society for Industrial and Organizational Psychology and received recognition as one of the top-featured posters at the Top Poster Reception, New York, April 2007. The authors express their gratitude to Cynthia Mil- ligan, Dean of College of Business Administration, University of Nebraska–Lincoln for assistance with obtaining organizations for this study, and to Personnel Psychology associate editor Frederick Morgeson and two anonymous reviewers for their insightful comments and suggestions. -
The Effect of Personality on Motivation and Organisational Behaviour
Psychology and Behavioral Science International Journal ISSN 2474-7688 Research Article Psychol Behav Sci Int J Volume 9 Issue 2 - May 2018 Copyright © All rights are reserved by Ashveen Nuckcheddy DOI: 10.19080/PBSIJ.2018.09.555760 The Effect of Personality on Motivation and Organisational Behaviour Ashveen Nuckcheddy* University of Northampton, UK Submission: May 03, 2018; Published: May 30, 2018 *Corresponding author: Ashveen Nuckcheddy, University of Northampton, UK, Tel: ; Email: Abstract This paper performs a literature review on the topic ‘the effect of personality on motivation and organisational behaviour.’ The main research questions under investigation were does personality affect motivation and organisational behaviour, and does personality affect organisational behaviour. As a literature review paper, it consulted already published sources on the topic from popular journals such as Journal of Applied Psychology, Journal of Personality and Social Psychology, Journal of Research in Personality, Academy of management review, and Journal of Organizational Behaviour. The study then went ahead to perform a theoretical review of personality theories where the traits theory, the psychoanalytic, the humanistic, and the social cognitive theories were outlined. In the findings section, the review determined that personality andhas anwork influence ethics. onIt was motivation concluded through that personality personal emotional is an important stability, topic level that of aggression, should be consideredand extrovert by ormanagement -
List of Psychological Tests Material Was Prepared for Use As an Aid in Handling Requests for Psychological Testing
List of Psychological Tests Material was prepared for use as an aid in handling requests for psychological testing. The minutes allocated for each test include administration, scoring and write up. Determination of the medical necessity of psychological tests always requires consideration of the clinical facts of the specific case to assure that tests given are a cost-effective means of determining the appropriate treatment for the individual patient and are related to the diagnosis and treatment of covered mental health conditions. INSTRUMENT TYPE AGE MINUT COMMENTS ES 16 Personality Factor Questionnaire (16-PF) Personality 16+ 30 35-60 min per Tests in Print for admin time only ABEL Screen Sexual Interest Adol + 120 Primarily forensic in nature: may not be covered Achenbach System of Empirically Based Assessment 60 Preschool Module Behav Rating Scale 1.5-5 10 Caregiver-Teacher Report Form Behav Rating Scale 1.5-5 10 Child Behavior Checklist (CBCL) Behav Rating Scale 1.5-5 15 Teacher Report Form Behav Rating Scale 6-18 20 Youth Self-Report (YSR) Behav Rating Scale 11-18 20 ACTeERS-ADD-H Comprehensive, Teachers Rating Scale Behav Rating Scale 5 – 13 15 Adaptive Behavior Assessment System (ABAS II) Behav Rating Scale 0-89 30 Adaptive Behavior Scale (ABS) Developmental 3-18 30 ADHD Rating Scale Behav Rating Scale 4 – 18 15 Adolescent Anger Rating Scale Behav Rating Scale 11-19 15 Adolescent Apperception Cards Projective Personality 12 – 19 60 Adult Behavior Checklist (ABCL) Behav Rating Scale 18-89 30 Admin. Time 20 min. + 10 min. for scoring, interpretation, write up. Adolescent Psychopathology Scale Personality Child-adult 60 Alzheimer’s Quick Test (AQT) Neuro Adult 10 Amen System Checklist Behav Rating Scale Adult 15 Animal Naming Neuro Child-adult 10 Aphasia Screening Test (Reitan Indiana) Neuro 5+ 30 Asperger’s Syndrome Diagnostic Scales (ASDS) Rating scale 5-18 20 Attention Deficit Disorder Eval. -
Applied Psychology
BACHELOR OF SCIENCE Applied Psychology Dive into the science of human behavior and how people cope and thrive in the modern world. At Regis, you’ll study psychological theories and learn to apply them to your own life, taking what you learn to better the world through action. Explore the human mind. What You’ll Need: The Applied Psychology curriculum TO APPLY: covers a broad range of topics within l Completed online application the psychology field, including: l Official transcripts from prior college(s) BUILD THE FOUNDATION l Prior college credit or equivalent work FOR GRADUATE STUDY IN: l Lifespan development experience COUNSELING, CRIMINOLOGY, l Abnormal behavior l Resume NONPROFIT MANAGEMENT l Positive psychology l Essay AND MORE l Stress and well-being l Health psychology TUITION AND FEES l Forgiveness Tuition for this program for the 2019-2020 academic year is: l $510 per credit hour To learn about financial aid options available, contact the financial aid PARTICIPATE IN OUR office at 800.568.8932 or visit CORNERSTONE LEARNING regis.edu/financialaid. COMMUNITY TO LAY THE GROUNDWORK FOR ACADEMIC SUCCESS For undergraduate students transferring You might be wondering: fewer than 45 credit hours l IN WHAT FORMAT ARE CLASSES HELD? Classes are taught in 5-week or 8-week terms, either online or on campus during the evenings. 81 l HOW LONG DOES THE PROGRAM TAKE TO COMPLETE? This program can be completed in about 3.5 years. MAXIMUM ALLOWABLE l WHEN CAN I START? CREDITS TRANSFERABLE Program starts are offered in January, March, May, July, August and October. -
Personnel Selection
Journal ofOccupation aland OrganizationalPsycholog y (2001), 74, 441–472 Printedin GreatBritain 441 Ó 2001The British Psychologi calSociety Personnel selection Ivan T. Robertson* and Mike Smith Manchester School of Management, UMIST, UK Themain elementsin thedesign and validation of personnelselection procedure s havebeen in placefor many years.The role of jobanalysis, contemporary models of workperformance and criteria are reviewed criticall y.After identifyin gsome important issues andreviewing research work on attractingapplicants, including applicantperception sof personnelselection processes, theresearch on major personnelselection methods is reviewed.Recent work on cognitiveability has conrmed the good criterion-relatedvalidity, but problems of adverseimpact remain.Work on personalityis progressing beyondstudies designed simply to explorethe criterion- relatedvalidity of personality.Interviewand assessment centreresearch is reviewed,and recent studies indicating the key constructs measuredby both arediscussed. In both cases, oneof thekey constructs measuredseems to begenerally cognitive ability. Biodata validity and the processes usedto developbiodata instruments arealso criticallyreviewed.The articleconcludes with acriticalevaluation of theprocesses forobtaining validity evidence(primarily from meta-analyses)andthe limitations of thecurrent state of theart. Speculativ efutureprospects arebrie y reviewed. Thisarticle focuses on personnel selectionresearch. Muchcontempora ry practice withinpersonnel selectionhas been inuenced by the