How to Measure Contact Center Skills Using Multimedia Simulations

Holland, Brent; Lambert, Dawn

doi:10.1007/978-1-4614-7681-8_7

Cited by 5 publications

(2 citation statements)

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“…In addition to an increase in use, improvements in computing and availability of broadband connections have also allowed simulations to become much more complex (Bruk-Lee, Drew, & Hawkes, 2013;Hawkes, 2013;Holland & Lambert, 2013). These more advanced simulations are taking place in graphic rich environments and can feature 3D animations and graphics (Hawkes, 2013).…”

Section: Use Of Simulations In Employee Selectionmentioning

confidence: 99%

“…The result is much more realistic simulations for lower costs, which had been a primary barrier to previous use (Boyce et al, 2013). The use of gaming features are also being used increasingly (e.g., badges, scores), creating a more engaging user experience (e.g., Holland & Lambert, 2013). In addition, simulations have generally positive applicant reactions, good criterion-related validity, and incremental validity over traditional predictors of performance (Bruk-Lee, Lanz, Drew, Coughlin, Levine, Tuzinski, & Wren, 2016;Kinney & O'Connell, 2012;Scmitt & Mills, 2001;Schmidt et al, 2006;Truxillo & Bauer, 2008).…”

Section: Use Of Simulations In Employee Selectionmentioning

confidence: 99%

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Conceptualizing Learning Agility and Investigating its Nomological Network

Allen

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This dissertation consists of two studies examining the utility and distinctiveness of learning agility in the workplace. The first study examines the nomological networks of two proprietary measures of learning agility in sample of 832 individuals. The learning agility simulation is designed to be an objective measure of learning agility ability. The learning agility indicator is a self-report measure designed to measure the preference towards learning agile behaviors. The results of study one indicate two different nomological networks for the learning agility simulation and the learning agility indicator. Specifically, the learning agility simulation was related to cognitive personality variables (i.e., tolerance for ambiguity and cognitive flexibility) and cognitive ability, and the learning agility indicator was more strongly related to personality variables.The second study explores the work-related outcomes associated with the learning agility simulation, and the incremental validity of the learning agility simulation over traditional predictors of performance (i.e., Big Five personality variables, cognitive ability). The second study was performed with a sample of early career employees with supervisor rated performance/potential measures in a sample of 89 paired responses. The vi results of study two indicated that the learning agility simulation was significantly related to two areas of employee potential (learning from experience and speed-to-competence) and provided incremental validity over traditional predictors of performance/potential for these areas of performance.vi I. CHAPTER I: INTRODUCTIONTypically, organizations identify the top performers within their ranks for opportunities to climb the organizational ladder. This practice is founded on the belief that a high performing individual at one level will continue to be high performer at a higher level. The logic is fairly sound given that one of the best predictors of future performance is past behavior (Quinones, Ford & Teachout, 1995). In fact, some of the most common selection tools use past behavior (e.g., previous employment, school performance, references, biodata, work experience). However, this assumes that the new situation will be the same as the previous one. In the case of a promotion or the evolving demands of today's rapidly changing workplace, the work environment and tasks rarely remain stagnant and the type of work an individual does rarely stays the same throughout Specifically, individuals do not automatically learn from experience with equal success.Learning agility is an emerging construct of interest for both academics and practitioners, and more work is necessary to provide further clarity into the conceptual definition of learning agility (Noe, Clarke, & Klein, 2014). Learning agility is believed to relate to an individual's current work performance, future potential, and the ability to learn from developmental opportunities (e.g., Bedford, 2012;Connolly, 2001;De Meuse, Dai, Hallenbeck, & Tang, 2008). In order to demons...

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