Student Study Guide_ch03_Modified.docx - CHAPTER 3 INDIVIDUAL DIFFERENCES AND ASSESSMENT Learning Objectives Module 3.1 Identify the broad categories

Student Study Guide_ch03_Modified.docx - CHAPTER 3...

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CHAPTER 3 – INDIVIDUAL DIFFERENCES AND ASSESSMENTLearning ObjectivesModule 3.1Identify the broad categories used to study individual differences.Explain the difference between the fields of psychometrics and differential psychology.Explain the assumptions made by I-O psychologists when the individual difference modelis applied.Module 3.2Identify the three broad categories that are described in the taxonomy of human abilities. Explain “g” and its importance in the workplace.Describe the major types of physical abilities that relate to job performance.Understand the Five Factor Model of Personality and its links to job performance.Explain some of the practical issues associated with personality measures.Define tacit, procedural, and declarative knowledge.Identify how competencies are different from individual KSAOs.Understand what is meant by the term “emotional intelligence”.Module 3.3Describe how norming helps in understanding the meaning of a test score. Understand the different types of administrative test categories.Explain how the concepts of bias, fairness, and culture differ.Module 3.4Understand the different kinds of cognitive ability tests.Differentiate between the content of testing and the process of testing.Understand the distinction between unstructured and structured interviews.Describe the purposes and characteristics of assessment centers.Understand the purposes of work samples and situational judgment tests.Module 3.5Describe the strengths and weaknesses of biodata as a selection device.Identify changes to testing that have been brought about by computer-based assessment.Chapter OutlineModule 3.1 An Introduction to Individual DifferencesSome BackgroundDifferential Psychology, Psychometrics, and I-O PsychologyIdentifying Individual DifferencesVarieties of Individual DifferencesModule 3.2 Human AttributesAbilities
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Cognitive AbilitiesIntelligence as “g”Is “g” Important at Work?Is “g” as Important in Other Countries as It Is in the United States?Can Your Level of “g” Change?Specific Cognitive Abilities beyond “g”Physical, Sensory, and Psychomotor AbilitiesPhysical AbilitiesSensory AbilitiesPsychomotor AbilitiesPersonality and Work BehaviorThe Big Five Model of PersonalityCase Study 3.1Implications of Broad Personality ModelsAdditional AttributesSkillsKnowledgeCompetenciesEmotional IntelligenceModule 3.3 Foundations of AssessmentThe Past and the Present of TestingWhat Is a Test?What Is the Meaning of a Test Score?What Is a Test Battery?Where to Find TestsAdministrative Test CategoriesSpeed versus Power TestsGroup versus Individual TestsPaper-and-Pencil versus Performance TestsTesting and CultureInternational Assessment PracticesModule 3.4 Assessment Procedures
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Assessment Content versus ProcessAssessment Procedures: ContentCognitive Ability TestsKnowledge TestsTests of Physical AbilitiesPsychomotor AbilitiesPersonalityPractical Issues Associated with Personality MeasuresIntegrity Testing
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  • Spring '14
  • BradfordJ.Williams
  • Psychology

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