Exploring the Capacity of NEO PI‐R Facets to Predict Job Performance in Two French‐Canadian Samples

Denis, Pascale L.; Morin, Denis; Guindon, Claude

doi:10.1111/j.1468-2389.2010.00501.x

Cited by 10 publications

(5 citation statements)

References 16 publications

(23 reference statements)

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“…Investigating academic performance, Noftle and Robins (2007) found only openness to values to be predictive of college grade point average, while none of the facets predicted high school success. Denis, Morin, and Guindon (2010) did not find differential validity for openness to experience facets regarding criteria of job tenure, job dedication, and task performance.…”

Section: Introductionmentioning

confidence: 56%

Explicating the Openness to Experience Construct and its Subdimensions and Facets in a Work Setting

Mussel¹,

Winter

Gelléri

et al. 2011

International Journal of Selection and Assessment

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Recent meta-analyses (e.g. Barrick, Mount, & Judge, 2001) found openness to experience, a factor in the five-factor model of personality, to be uncorrelated with job performance. We argue that, among others, insignificant validity is due to the broad and heterogeneous nature of the construct. In line with our hypotheses, we found internal structure of openness to be multidimensional. Further analyses on subdimensional and facet level revealed large differences in criterion-and construct-related validity. It could be demonstrated that a subdimension labeled epistemic curiosity and, especially, the facet openness to ideas, which includes aspects like curiosity, flexibility, willingness to learn, and creativity, are highly relevant for work-related criteria and so far understudied in organizational research.

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Section: Introductionmentioning

confidence: 56%

Explicating the Openness to Experience Construct and its Subdimensions and Facets in a Work Setting

Mussel¹,

Winter

Gelléri

et al. 2011

International Journal of Selection and Assessment

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“…Different jobs require distinctive levels of cognitive ability depending on the complexity of the involved tasks ( Denis et al 2010 ; Hunter and Hunter 1984 ; Schmidt and Hunter 2004 ). In the collaborating organization, highly complex jobs require a university diploma, while less complex ones do not.…”

Section: Methodsmentioning

confidence: 99%

How Cognitive Ability Shapes Personality Differentiation in Real Job Candidates: Insights from a Large-Scale Study

Stamate,

Denis,

Sauvé

2024

J. Intell.

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The differentiation of personality by the cognitive ability hypothesis proposes that individuals with higher cognitive ability have more variability in their personality structure than those with lower cognitive ability. A large sample of actual job candidates (n = 14,462) who participated in an online proctored test session, providing socio-demographic information and completing cognitive ability, personality, and language proficiency assessments, was used to test this hypothesis. The total sample was divided into three equal groups (low, average, high) using percentiles as the cutoff point to investigate the effects of cognitive ability. An ANCOVA demonstrated the significant effect of cognitive ability on personality traits, controlling for language proficiency. Principal component analyses showed that the personality structure differed between the cognitive ability groups, with the high-cognitive-ability group having an additional personality component. Similarly, analyses across job complexity levels indicated more personality components for high-job-complexity positions. The implications, limitations, and future directions of this study are discussed.

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“…Par ailleurs, il a été démontré que l’ancienneté a un impact sur le lien entre les caractéristiques individuelles et la performance en emploi (Denis, Morin & Guindon, 2010; Pettersen & Tziner, 1995). Ainsi, des corrélations partielles entre les phases d’apprentissage et la performance seront effectuées en utilisant l’ancienneté comme variable contrôle.…”

Section: éTudeunclassified

Élaboration et validation d’une échelle mesurant les phases d’apprentissage.

Bergeron¹,

Denis²,

Benoit-Chabot³

et al. 2016

Canadian Journal of Behavioural Science / Revue canadienne des

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Cet article propose et valide une échelle des phases d'apprentissage, lesquelles contribuent au caractère dynamique de la performance. À ce jour, aucune mesure directe des phases d'apprentissage n'a été utilisée dans les rares études portant sur ce sujet. La présente recherche a permis de pallier cette limite. D'abord, l'échelle mesurant les trois composantes inhérentes aux phases d'apprentissage (Concentration, Familiarité et Habiletés) a été élaborée et testée de manière exploratoire dans le cadre de l'Étude 1, auprès de 493 étudiants. Ensuite, sa structure factorielle, sa validité discriminante et sa validité critériée ont été testées auprès d'un second échantillon, de 236 étudiants (Étude 2). Enfin, l'Étude 3 a permis de confirmer ses propriétés psychométriques auprès d'un échantillon composé de 323 travailleurs. En somme, notre recherche a permis d'établir une échelle des phases d'apprentissage, dont chacune des trois dimensions qui la composent est mesurée sur un continuum allant de la phase de transition a `la phase de maintien. Les résultats ont aussi mis en évidence que les trois dimensions des phases sont liées a `la performance. Ultimement, cette échelle permettra d'étudier plus précisément la nature des liens entre la performance et ses prédicteurs.

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Exploring the Capacity of NEO PI‐R Facets to Predict Job Performance in Two French‐Canadian Samples

Cited by 10 publications

References 16 publications

Explicating the Openness to Experience Construct and its Subdimensions and Facets in a Work Setting

Explicating the Openness to Experience Construct and its Subdimensions and Facets in a Work Setting

How Cognitive Ability Shapes Personality Differentiation in Real Job Candidates: Insights from a Large-Scale Study

Élaboration et validation d’une échelle mesurant les phases d’apprentissage.

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