Robust competence assessment for job assignment

International audienceAllocating the right person to a task or job is a key issue for improving quality and performance of achievements, usually addressed using the concept of "competences". Nevertheless, providing an accurate assessment of the competences of an individual may be in practice a difficult task. We suggest in this paper to model the uncertainty on the competences possessed by a person using a possibility distribution, and the imprecision on the competences required for a task using a fuzzy constraint, taking into account the possible interactions between competences using a Choquet Integral. As a difference with comparable approaches, we then suggest to perform the allocation of persons to jobs using a Robust Optimisation approach, allowing to minimize the risk taken by the decision maker. We first apply this framework to the problem of selecting a candidate within n for a job, then extend the method to the problem of selecting c candidates for j jobs (c ≥ j) using the leximin criterion

Synergistic Team Composition

Effective teams are crucial for organisations, especially in environments that require teams to be constantly created and dismantled, such as software development, scientific experiments, crowd-sourcing, or the classroom. Key factors influencing team performance are competences and personality of team members. Hence, we present a computational model to compose proficient and congenial teams based on individuals' personalities and their competences to perform tasks of different nature. With this purpose, we extend Wilde's post-Jungian method for team composition, which solely employs individuals' personalities. The aim of this study is to create a model to partition agents into teams that are balanced in competences, personality and gender. Finally, we present some preliminary empirical results that we obtained when analysing student performance. Results show the benefits of a more informed team composition that exploits individuals' competences besides information about their personalities

Unwed Mothers‘ Private Safety Nets and Children‘s Socioemotional Wellbeing

Using longitudinal data from the Fragile Families and Child Wellbeing Study (N = 1,162) and the National Evaluation of Welfare-to-Work Strategies (N = 1,308), we estimate associations between material and instrumental support available to unwed, low-income mothers and young children‘s socioemotional wellbeing. In multivariate OLS models, we find mothers‘ available support is negatively associated with children‘s behavior problems and positively associated with prosocial behavior in both datasets; associations between available support and children‘s internalizing and prosocial behaviors attenuate but remain robust in residualized change models. Overall, results support the hypothesis that the availability of a private safety net is positively associated with children‘s socioemotional adjustment.

A project management module for virtual teaching

This paper presents design and results of the pilot deliveries of an on-line project management module. The module was part of the First Cycle Degree strand of the European Union funded GENIUS project. The scope and structure of the project management knowledge and competency domain was analysed using a process of decomposition and graphical representation using concept maps. A number of perspective views of the domain emerged which were mapped and analysed to determine a web resource structure and cross-linking methodology. The on-line delivery strategy was positioned on the technological dependency / pedagogical intent space in sympathy with the underlying pedagogical theories employed and the overall learning objectives. The two pilot deliveries demonstrated, qualitatively and, in a limited way quantitatively, that the resource and pedagogical approach were liked by the students and achieved the stated learning objectives and the desired project objectives of the First Cycle Degree strand of the GENIUS project.

Gender in Engineering Departments: Are There Gender Differences in Interruptions of Academic Job Talks?

We use a case study of job talks in five engineering departments to analyze the under-studied area of gendered barriers to finalists for faculty positions. We focus on one segment of the interview day of short-listed candidates invited to campus: the “job talk”, when candidates present their original research to the academic department. We analyze video recordings of 119 job talks across five engineering departments at two Research 1 universities. Specifically, we analyze whether there are differences by gender or by years of post-Ph.D. experience in the number of interruptions, follow-up questions, and total questions that job candidates receive. We find that, compared to men, women receive more follow-up questions and more total questions. Moreover, a higher proportion of women’s talk time is taken up by the audience asking questions. Further, the number of questions is correlated with the job candidate’s statements and actions that reveal he or she is rushing to present their slides and complete the talk. We argue that women candidates face more interruptions and often have less time to bring their talk to a compelling conclusion, which is connected to the phenomenon of “stricter standards” of competence demanded by evaluators of short-listed women applying for a masculine-typed job. We conclude with policy recommendations