Predicting Job Performance
A meta-analysis of selection methods in personnel psychology found that general mental ability was the best overall predictor of job performance and training performance.
Regarding interview procedures, there are data which put into question these tools for selecting employees. While the aim of a job interview is ostensibly to choose a candidate who will perform well in the job role, other methods of selection provide greater predictive power and often entail lower costs. Unstructured interviews are commonly used, but structured interviews tend to yield better outcomes and are considered a better practice.
Interview structure is defined as “the reduction in procedural variance across applicants, which can translate into the degree of discretion that an interviewer is allowed in conducting the interview.” Structure in an interview can be compared to a typical paper and pencil test: we would not think it was fair if every test taker were given different questions and a different number of questions on an exam, or if their answers were each graded differently. Yet this is exactly what occurs in an unstructured interview; thus, a structured interview attempts to standardize this popular selection tool.
Multiple studies and meta-analyses have also been conducted to look at the relationship between organizational citizenship behavior (OCB) and organizational performance and success. Job candidates exhibiting higher levels of helping, voice, and loyalty behaviors were generally rated as more confident, received higher salaries, and received higher salary recommendations than job candidates exhibiting these behaviors to a lesser degree.This was found to be true even candidate responses regarding task performance were taken into account. Finally, content analyses of open-eded question responses indicated selection decisions were highly sensitive to candidates with low expression of voice and helping behaviors.
Read more about this topic: Personnel Selection
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—Anton Pavlovich Chekhov (1860–1904)
“It is not [the toddler’s] job yet to consider other people’s feelings, he has to come to terms with his own first. If he hits you and you hit him back to “show him what it feels like,” you will have given a lesson he is not ready to learn. He will wail as if hitting was a totally new idea to him. He makes no connections between what he did to you and what you then did to him; between your feelings and his own.”
—Penelope Leach (20th century)
“True balance requires assigning realistic performance expectations to each of our roles. True balance requires us to acknowledge that our performance in some areas is more important than in others. True balance demands that we determine what accomplishments give us honest satisfaction as well as what failures cause us intolerable grief.”
—Melinda M. Marshall (20th century)