Assessment Centers and the Courts

Thornton, George C.

doi:10.1016/b978-0-12-690620-2.50015-5

Cited by 90 publications

(138 citation statements)

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“…Assessment centers often included audiotaped stress interviews or videotaped group simulations ( Thornton and Byham, 1982 ). Although in the early decades using assessment centers, codes were applied to live observation, after the 1980’s, tapes were used for coding of behavior shown.…”

Section: Development Of Behavioral Measures Of Eimentioning

confidence: 99%

The Behavioral Level of Emotional Intelligence and Its Measurement

Boyatzis

2018

Front. Psychol.

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Emotional Intelligence (EI) is now widely used in organizations and graduate schools with an increase in published research supporting it. Discussion about EI whether based on measures or theory has given little distinction as to behavioral EI (i.e., how does EI appear in a person's actions). This results in spurious conflicts about the validity of the different theories or measures which likely limit predicting managerial and leadership effectiveness, engagement, innovation and organizational citizenship. By adding a behavioral level, the concept of EI could relate to work and life outcomes beyond general mental ability and personality traits, avoid some of the criticisms while providing a more holistic theory of EI. As such, EI exists within personality as a performance trait or ability, and a self-schema self-image and trait, and a set of behaviors (i.e., competencies). The main contribution of this establishing the behavioral EI with a multi-level theory, while explaining how to assess it, the benefits of such a concept and its psychometric validity and challenges. The history and assortment of validation studies will illustrate that measures can rigorously and effectively assess the behavioral level of EI.Keywords: emotional intelligence, competencies, multisource assessment, social intelligence, behavioral assessment INTRODUCTIONEmotional Intelligence (EI) is now widely used in organizations and graduate schools with an increase in published research supporting it. Discussion about EI whether based on measures or theory has given little distinction as to behavioral EI (i.e., how does EI appear in a person's actions). The emergent conflicts about the validity of the different theories or measures of EI are a likely limit to predicting managerial and leadership effectiveness, engagement, innovation and organizational citizenship. By adding a behavioral level, the concept of EI could relate to work and life outcomes beyond general mental ability and personality traits, avoid some of the criticisms while providing a more holistic theory of EI. As such, EI exists within personality as a performance trait or ability and a self-schema self-image and trait and a set of behaviors (i.e., competencies). This paper will focus on the behavioral level of EI. Specifically, the contributions of this paper are: (1) articulating that there is a behavioral level within the structure of EI; (2) review the history and an assortment of validation studies of behavioral EI that illustrate that measures can effectively assess the behavioral level of EI; and (3) highlighting the behavioral level within a multi-level theory of EI. The paper will first review the development of behavioral measures of EI and then explore the distinctive benefits of using a behavioral level measure. This will be followed by proposing a multi-level theory of EI and discussing how it is a domain specific application of a more general multi-level theory of personality. The paper will conclude with a discussion of the measurement challenges at the behavior...

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Section: Development Of Behavioral Measures Of Eimentioning

confidence: 99%

The Behavioral Level of Emotional Intelligence and Its Measurement

Boyatzis

2018

Front. Psychol.

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“…In light of these issues, Arthur et al (2003) forwarded a framework that organizes manifest AC dimensions into seven overarching categories. Arthur et al first coded primary study dimensions reported in the literature into Thornton and Byham’s (1982) list of commonly used dimension labels. These labels were next grouped into seven categories by subject matter experts based on content similarity, and the criterion-related validity of the resulting categories was examined.…”

Section: Generalizable Models Of Ac Dimensionsmentioning

confidence: 99%

“…Three-factor models have also been identified in the AC literature. In fact, Thornton and Byham’s (1982) early review of available factor analytic evidence speculated about the existence of three overarching dimensions of AC performance (i.e., administrative skills, interpersonal skills, and activity or drive). This model was supported by an exploratory factor analysis of dimension ratings in two operational ACs (Hinrichs, 1969; Schmitt, 1977), and a similar model was supported in a recent study using MTMM-based analyses to evaluate AC dimensions (Hoffman et al, 2011).…”

Section: Generalizable Models Of Ac Dimensionsmentioning

confidence: 99%

A Conceptual and Empirical Review of the Structure of Assessment Center Dimensions

Meriac

Hoffman²,

Woehr

2014

Journal of Management

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Although the design, scoring, and interpretation of assessment centers (ACs) commonly focuses on job-relevant dimensions, over three decades of past studies have questioned the evidentiary basis underlying dimension-based interpretations of ACs. This review combines multiple approaches to examine the structure of AC dimensions. First, we consulted the AC, job performance, leadership, and personality literatures to articulate competing models of the dimensions underlying AC ratings. Next, meta-analytic confirmatory factor analysis (CFA) was used to compare the fit of these models to existing AC data. The results supported a model including administrative skills, relational skills, and drive. Third, socioanalytic theory was used as a basis to examine the nomological network of these three broad factors, specifically their relationships with general mental ability and the five factor model of personality. The analyses supported the nomological network of drive and administrative skills but less so for relational skills. These findings are discussed with regard to the construct-related validity of AC dimensions, the fidelity of ACs to the broader criterion domain, and the value of applying generalizable models to the analysis of AC ratings.

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“…Emotional intelligence competencies have empirically been shown to cause or predict outstanding leader, manager, or professional performance (Boyatzis, 1982 , 2009 ; Kotter, 1982 ; Thornton and Byham, 1982 ; Luthans et al, 1988 ; Druskat et al, 2005 ) 1 . Conceptual syntheses have also shown a relationship between emotional intelligence competencies and effectiveness (Campbell et al, 1970 ; Spencer and Spencer, 1993 ; Goleman, 1998 ).…”

Section: Theory and Hypothesesmentioning

confidence: 99%

Long term impact of emotional, social and cognitive intelligence competencies and GMAT on career and life satisfaction and career success

et al. 2014

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Career scholars have called for a broader definition of career success by inviting greater exploration of its antecedents. While success in various jobs has been predicted by intelligence and in other studies by competencies, especially in management, long term impact of having intelligence and using competencies has not been examined. Even in collegiate outcome studies, few have examined the longer term impact on graduates' careers or lives. This study assesses the impact of demonstrated emotional, social, and cognitive intelligence competencies assessed at graduation and g measured through GMAT at entry from an MBA program on career and life satisfaction, and career success assessed 5 to 19 years after graduation. Using behavioral measures of competencies (i.e., as assessed by others), we found that emotional intelligence competencies predict career satisfaction and success. Adaptability had a positive impact, but influence had the opposite effect on these career measures and life satisfaction. Life satisfaction was negatively affected by achievement orientation and positively affected by teamwork. Current salary, length of marriage, and being younger at time of graduation positively affect all three measures of life and career satisfaction and career success. GMAT (as a measure of g) predicted life satisfaction and career success to a slight but significant degree in the final model analyzed. Meanwhile, being female and number of children positively affected life satisfaction but cognitive intelligence competencies negatively affected it, and in particular demonstrated systems thinking was negative.

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Assessment Centers and the Courts

Cited by 90 publications

References 0 publications

The Behavioral Level of Emotional Intelligence and Its Measurement

The Behavioral Level of Emotional Intelligence and Its Measurement

A Conceptual and Empirical Review of the Structure of Assessment Center Dimensions

Long term impact of emotional, social and cognitive intelligence competencies and GMAT on career and life satisfaction and career success

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