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Individual psychological assessment (IPA) is a tool used to help organizations make decisions about hiring, promotion, and development. A typical individual psychological assessment consists of professionally developed and validated measures of personality, leadership style, and cognitive abilities among other things. The process often includes an interview.[1]
Overview[edit]
Over the past three decades, the use of Individual psychological assessment has increased increased within Human Resources to evaluate potential candidates for employment in various levels of management.[2]
Individual factors of assessment[edit]
Personality[edit]
Personality is an individual's relatively stable characteristic patterns of thought, emotion, behavior and the psychological mechanisms that support and drive those patterns.[3] The vast majority of investigations of the personality correlates of performance have used the Big Five taxonomy as the basis of their selection of predictors. The Big Five Model (or Five Factor Model) holds that personality is compromised of five dimensions; Openness to experience, Conscientiousness, Extroversion, Agreeableness and Neuroticism. Of the five dimension conscientiousness appears to have the strongest relation to overall job performance across a wide variety of jobs.[4] [5]
Leadership style[edit]
Leadership style is the behaviors of leaders, focusing on what leaders do and how they act. The relates to how leaders delegate and communicate with their subordinates. Their leadership style may be one or a combination of a(n); authoritarian leadership, democratic leadership, charismatic leadership and laissez-faire leadership.[6]
Cognitive ability[edit]
Cognitive ability measures should predict performance outcomes in most, if not all, jobs and situations.
Emotional Intelligence[edit]
Emotional intelligence (EI) is the subset of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions. This form of intelligence allows someone to carry out accurate reasoning about emotions and gives them the ability to use emotions and emotional knowledge to enhance thought.[7] Assessing an individual's EI enhances the prediction and understanding of the outcomes of organization members, such as their job performance and their effectiveness as leaders within an organization.
Branches of Emotional Intelligence[edit]
There are four dimensions of Emotional Intelligence:
- The Perceiving and Expressing Branch - This branch concerns how accurately and how fast individuals can express emotions and identify, detect, and decipher aspects of emotional experiences and emotional displays
- The Using Emotion Branch - This branch concerns how well individuals capitalize on the systematic effects of emotions on cognitive activities such as creativity and risking
- The Understanding Branch - This branch concerns how accurately individuals reason about various aspects of emotions, such as when they attach labels to emotions and identify connections between events and emotional reactions
- The Regulating Emotions Branch - This branch concerns how well individuals can increase, maintain, or decrease the magnitude or duration of their or others’ emotions[8]
Process[edit]
Information is collected, from an assessor or group of assessors, in person or via other assessment methods. Simulation of exercises related to the job being tested could also be used which takes place in a replicated work setting as the one used on the job. Once all the information is gathered, the assessor(s) presents the information in a special format to the client or organization, grants the participant recommendations based on the assessment and provides feedback to the participant and the organization.[9]
Validity[edit]
The validity of IPA depends on variables such as the standardization of the tests and personality factors, however the most important variable is the accuracy of the assessor's judgement. More research is required regarding the assessor's judgment to help improve the effectiveness of the assessments.[10] The way that scientists have conceptualized validity has changed over the past several decades, as documented in the several versions of the APA Standards (AERA et al. 1999) and SIOP (2003) Principles. The most recent versions of both these documents treat validity as a unitary concept that is supported by a variety of evidence. However, thinking about validity continues to develop, as evidenced in two excellent reviews of the literature (see Kehoe & Murphy 2010, Sackett et al. 2012), a book on alternative strategies of validation (see McPhail 2007), and spirited exchanges about the nature of content evidence for validity and about synthetic validity (see issue 4 of the 2009 volume and issue 3 of the 2010 volume of Industrial and Organizational Psychology: Perspectives on Science and Practice, respectively)
Job analysis[edit]
A Job Analysis is the process through which one gains an understanding of the activities, goals, and requirements demanded by a work assignment. Job analysis constitutes the preceding step of every application of psychology to human resource management including, but not limited to, the development of personnel selection, training, performance evaluation, job design, deployment, and compensation systems.
Definition for individual assessment[edit]
The process of measuring job-related ability and personality characteristics to make sound personnel decisions.
Would you mind if I use this definition on the assessment page? --KierraA. (talk) 10:13, 17 March 2014 (UTC)
- ^ "Individual Psychological Assessment". Society for Industrial and Organizational Psychology, Inc. Retrieved 13 March 2014.
- ^ Silzer, Rob; Jeanneret, Richard (September 2011). "Individual Psychological Assessment: A Practice and Science in Search of Common Ground". Industrial and Organizational Psychology. 4 (3): 271. doi:10.1111/j.1754-9434.2011.01341.x.
- ^ Osland, Joyce S. (2007). Organizational behavior : an experiential approach (8th ed.). Upper Saddle River, N.J.: Pearson Prentice Hall. p. 80. ISBN 978-0131441514.
{{cite book}}: Unknown parameter|coauthors=ignored (|author=suggested) (help) - ^ Yukl, G. A. (2002). Leadership in Organizations. Upper Saddle River, NJ: Prentice Hall.
- ^ Noujaim. Some Motivational Determinants of Effort Allocation.
- ^ Northouse, Peter G. (2012). Introduction to leadership : concepts and practice (2nd ed.). Thousand Oaks, Calif.: SAGE Publications. pp. 52–57. ISBN 9781412989527.
- ^ Côté, Stéphane (21 March 2014). "Emotional Intelligence in Organizations". Annual Review of Organizational Psychology and Organizational Behavior. 1 (1): 459–488. doi:10.1146/annurev-orgpsych-031413-091233.
- ^ Côté, Stéphane (21 March 2014). "Emotional Intelligence in Organizations". Annual Review of Organizational Psychology and Organizational Behavior. 1 (1): 459–488. doi:10.1146/annurev-orgpsych-031413-091233.
- ^ MOSES, JOEL (September 2011). "Individual Psychological Assessment: You Pay for What You Get". Industrial and Organizational Psychology. 4 (3): 334–337. doi:10.1111/j.1754-9434.2011.01350.x.
- ^ Morris, Scott B.; Kwaske, Ilianna H.; Daisley, Rebecca R. (September 2011). "The Validity of Individual Psychological Assessments". Industrial and Organizational Psychology. 4 (3): 322–326. doi:10.1111/j.1754-9434.2011.01347.x.