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Eric Cartaya Florida International University

The Effects of Disposition on Training-Related Criteria: An Examination of Openness to Experience and Extraversion on Accuracy. Eric Cartaya Florida International University. Theoretical underpinnings. Bowen (1997)

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Eric Cartaya Florida International University

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  1. The Effects of Disposition on Training-Related Criteria: An Examination of Openness to Experience and Extraversion on Accuracy Eric Cartaya Florida International University

  2. Theoretical underpinnings Bowen (1997) • Apparent shift of job design and appraisal to more organizational level criteria • Making subjective ratings increasingly necessary in applied settings Kristoff (1996); Stevens (1999) • Hiring practices • PO Fit and subjective ratings

  3. Theoretical underpinnings Research has begun to address these issues: • Smith (1986) • Inherent difficulties in applied settings puts increased pressure on subjective ratings • Denisi, Cafferty & Meglino (1984); Landy and Farr (1980) • Three problem areas in subjective validity: • Subjective Bias • Individual Differences • Individual’s Frame of Reference

  4. Theoretical underpinnings Woehr (1994) • 2 ways of addressing subjective validity • Development of rating scales (anchoring) • Resulting in little improvement in ratings • Landy and Farr (1980) • Rater training • Showing considerable potential in increasing accuracy of rating scores • Woehr & Huffcut (1994)

  5. Five-Factor Model of Personality Eysenck (1996) • Trainees bring individual differences to the learning task, which impacts their proficiency • Big Five Taxonomy • Conscientiousness • Extraversion (E) • Agreeableness • Neuroticism • Openness to experience (OE)

  6. Previous Research Research has shown specific ties between disposition and training proficiency • Barrick and Mount (1998)(1991) • Individuals with certain traits are likely to gain more from training • The five-factor model • Openness to Experience • Extraversion

  7. Previous Research Barrick and Mount (1991;1995) • OE and E are predictors of training proficiency • Openness to Experience (=.25) • Imaginative, broad-minded, intelligent • Extraversion (=.26) • Sociable, assertive, talkative

  8. Rater Training Three major interventions in training: • Rater Error Training (RET) • Bernardin & Pence (1980) • Performance Dimension Training (PDT) • Feldman (1986) • Frame of Reference Training (FOR) • Bernardin and Buckley (1981)

  9. Rater Training Frame of Reference Training • Multidimensionality of performance • Defined performance dimensions • Examples of behavior within dimensions • Feedback • The goal of FOR is to train raters to use common conceptualizations of performance when making decisions about ratee performance. • .83 effect size between FOR trainees and rater accuracy (no effect for non-training group)

  10. Rater Accuracy Cronbach’s accuracy components • Elevation • Differential elevation • Stereotype accuracy • Differential accuracy • Estimates both correlational and distance information relative to target scores • Matrix table

  11. Hypothesis 1 • H1: FOR will produce ratings that are more accurate, according to Cronbach’s accuracy components, than ratings before training.

  12. Hypothesis 2 • H2: Individuals high in openness to experience will exhibit higher post-training accuracy ratings, based on Cronbach’s components of accuracy, than those low in openness to experience.

  13. Hypothesis 3 • H3: Individuals high in extraversion will exhibit higher post-training accuracy ratings, based on Cronbach’s components of accuracy, than those low in extraversion.

  14. Method • Sample • 137 undergraduate participants • Design / Procedure • Longitudinal Design • Time 1 = pre-training accuracy scores • Time 2 = post-training accuracy scores (immediately after training) • Time 3 = post-training accuracy scores (2 weeks after training) • Scripted TA video clips • Target score development • FOR intervention

  15. Method • Measures • Modified IPIP Personality Questionnaire • TA ratings for eight taped performances • 3 at Time 1, 2 at Time 2 , 3 at Time 3 • Cronbach computations of accuracy • FOR content quiz • Data analysis • Regression • T- tests

  16. Procedure OE and E effect FOR IPIP Time 1 Time 2 Time 3/Quiz Pre-training Accuracy Scores Post-training Accuracy Scores

  17. Results • Hypothesis 1: No Support • FOR training did not improve participants rating accuracy based on Cronbach’s accuracy components • T-tests showed significant differences between time periods, however not in the expected direction • Participants became less accurate in all accuracy components except one • Sterotype accuracy: Time 1 Time 2 • See Table

  18. Results • Hypothesis 2: Limited Support • OE influenced stereotype accuracy only at Time 3. • Significant variance in stereotype accuracy ratings at Time 3 was explained by OE, after controlling for Time 1 and Time 2. • OE did not influence Time 2 and Time 3 post-training accuracy for any other components.

  19. Results • Hypothesis 3: No Support • E did not influence post-training accuracy scores at Time 2 or Time 3.

  20. Supplementary analysis • Raw scores • Raw scores were analyzed relative to target scores. • Results echoed those found in Hypothesis 1 • Content quiz • A content quiz was given at Time 3 as an alternate measure of training proficiency. • Extraversion was found to be related to scores on the content quiz.

  21. Alternative Explanations for Findings 1. Low salience manipulation • 30 minute intervention was not enough • Although supported in the literature • McIntyre, Smith, and Hasset (1984) 2. Set mental models (Marks et al., 2000) • Individuals have set “mental models” (e.g., people have schemas about what teaching effectiveness is) • 30 minute intervention created dissonance in mental models • Need for a neutral training content

  22. Alternative explanations 3. A lack of cognitive resources (Kanfer, 1994) • Individuals have a finite pool of resources • Students involved in high task / high goal environment • Student’s cognitive resources are directed towards accomplishing academic tasks and goals, and away from non-relevant, “unimportant” tasks

  23. Limitations • Generalizability • Undergraduate students used in sample • May not generalize to applied setting • Time delays • 2 week time delay between post-training accuracy scores may be too long • Sulsky and Day (1994) • Accuracy is best preserved when there is no delay • Accuracy begins to decrease after a two-day time delay

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