Applicant versus employee scores on self-report emotional intelligence measures

There exists growing interest to assess applicants' emotional intelligence (EI) via self-report trait-based measures of EI as part of the selection process. However, some studies that experimentally manipulated applicant conditions have cautioned that in these conditions use of self-report measures for assessing EI might lead to considerably higher scores than current norm scores suggest. So far, no studies have scrutinized self-reported EI scores among a sample of actual job applicants. Therefore, this study compares the scores of actual applicants at a large ICT organization (n = 109) on a well-known self-report measure of EI to the scores of employees already working in the organization (n = 239). The current study is the first to show that applicants' scores on a self-report measure of EI during the selection process are indeed higher (d = 1.12) and have less variance (SD ratio = 0.86/1) than incumbents' scores. Finally, a meta-analytic combination of our results with those of earlier research showed that a score increase of about 1 SD in applicant conditions seems to be the rule, regardless of the type of setting, self-report EI measure, and within-versus between-subjects design employed

Prompt-specificity in scenario-based assessments: Associations with personality versus knowledge and effects on predictive validity

Many scenario-based assessments (e.g., interviews, assessment center exercises, work samples, simulations, and situational judgment tests) use prompts (i.e., cues provided to respondents to increase the likelihood that the information received from them is clear, sufficient, and job-related). However, a dilemma for practitioners and researchers is how general or specific one should prompt people's answers. We posit that such differences in prompt-specificity (i.e., extent to which prompts cue performance criteria) have important implications for the predictive validity of scenario-based assessment scores. Drawing on the interplay of situation construal and situational strength theory, we propose that prompt-specificity leads to differential relationships between scenario-based scores and external constructs (personality traits vs. knowledge), which in turn affects the predictive validity of scenario-based assessments. We tested this general hypothesis using intercultural scenarios for predicting effectiveness in multicultural teams. Using a randomized predictive validation design, we contrast scores on these scenarios with general (N = 157) versus specific (N = 158) prompts. As a general conclusion, prompt-specificity mattered: Lesser prompt-specificity augmented the role of perspective taking and openness-to-experience in the intercultural scenario scores and their validity for predicting intercultural performance, whereas greater prompt-specificity increased the role of knowledge in these scores and their validity for predicting in-role performance. This study's theoretical and practical implications go beyond a specific assessment procedure and apply to a broad array of assessment and training approaches that rely on scenarios

Widening access in selection using situational judgement tests: evidence from the UKCAT

CONTEXT Widening access promotes student diversity and the appropriate representation of all demographic groups. This study aims to examine diversity-related benefits of the use of situational judgement tests (SJTs) in the UK Clinical Aptitude Test (UKCAT) in terms of three demographic variables: (i) socioeconomic status (SES); (ii) ethnicity, and (iii) gender. METHODS Outcomes in medical and dental school applicant cohorts for the years 2012 (n = 15 581) and 2013 (n = 15 454) were studied. Applicants' scores on cognitive tests and an SJT were linked to SES (parents' occupational status), ethnicity (White versus Black and other minority ethnic candidates), and gender. RESULTS Firstly, the effect size for SES was lower for the SJT (d = 0.13-0.20 in favour of the higher SES group) than it was for the cognitive tests (d = 0.38-0.35). Secondly, effect sizes for ethnicity of the SJT and cognitive tests were similar (d = similar to 0.50 in favour of White candidates). Thirdly, males outperformed females on cognitive tests, whereas the reverse was true for SJTs. When equal weight was given to the SJT and the cognitive tests in the admission decision and when the selection ratio was stringent, simulated scenarios showed that using an SJT in addition to cognitive tests might enable admissions boards to select more students from lower SES backgrounds and more female students. CONCLUSIONS The SJT has the potential to appropriately complement cognitive tests in the selection of doctors and dentists. It may also put candidates of lower SES backgrounds at less of a disadvantage and may potentially diversify the student intake. However, use of the SJT applied in this study did not diminish the role of ethnicity. Future research should examine these findings with other SJTs and other tests internationally and scrutinise the causes underlying the role of ethnicity

Instruments for personnel selection in the 21st century: research and practice

Instruments for Personnel Selection in the 21st Century: Research and Practice. This article presents an evidence-based overview of innovative selection techniques that were developed in the last years to provide an answer to key questions concerning the contemporary practice of selection. In addition, we aim to point out gaps in the current knowledge about these novel techniques to guide future research. The article shows that innovative selection instruments such as conditional reasoning tests, integrity tests, and implicit association tests might offer opportunities to measure value-based competencies, and maladaptive traits. Furthermore, contextualized personality questionnaires, business-related intelligence tests, situational judgment tests, and so-called serious games enable organizations to improve their image, which creates branding opportunities to promote the company as an attractive employer. Finally, we conclude by stating that practitioners and researchers face numerous selection challenges. Examples are the selection of a diverse as well as competent workforce and the reliable and valid implementation of unproctored Internet testing