Personality Assessment

1. Personality Assessment [Enduring pattern of thoughts, ideas, emotions, and behaviors that are generally consistent over situations and time and that differentiate individuals from each other] Usage: SHRM survey --- 30% Fortune 100 Companies --- 50% Outside U.S. ----- 50% to 80% •  Interaction of personality characteristics and the situation • Strong vs. weak situations • Impact of reward systems • Which personality characteristics are important for a given • situation?

2. The Situation • Powerful Situations • Cause individuals to interpret events in the same way • Create uniform expectancies of appropriate behavior • Provide incentives for the performance of a behavior • Require commonplace skills • Weak Situations • Cause individuals to not uniformly interpret events in the same way • Do not create consistent expectations of desired behavior • Do not offer incentives for one type of behavior • Require a variety of skills • Conclusions • Traits vary greatly in the extent to which they influence behavior • The situation has an important influence on individual behavior • Specific personality traits predict valued behaviors at work only in relevant situations

3. Personality Assessment • Arguments for Use in Selection • There is evidence that personality characteristics can be grouped into five broad dimensions (5-Factor Model) • Managers intuitively believe personality traits matter at work • Meta-analytic data show these traits can be relevant (albeit modest) predictors of work performance • Because personality is not highly correlated to other useful selection tools, it contributes incremental validity to the prediction of success at work • Little to no adverse impact—mean scores are quite comparable across racial or ethnic groups or between men and women Also, correlations with: a) motivation, b) satisfaction and commitment, c) attendance and on-time arrivals, d) OCBs, e) desire to learn new work methods/increase skills, and f) less CWBs

4. Counter Productive Work Behaviors (CWBs) • (Can occur from emotion-based processes when organizational conditions are perceived as unpleasant or stressful; Fox & Spector, 1999). Example: Perceived justice violations: distributive, procedural, interpersonal (interpersonal and informational) • CWBs • Directed toward organizations (CWB-O) • Directed toward other people (CWB-P) • Withdrawal behaviors (e.g., absenteeism, tardiness) • Sabotage • Production deviance (work slow down) • Theft • Abuse against others

5. (Fox & Spector, 2003)

6. Major Types of Inventories • Self-Report Questionnaires • Consist of a series of brief items asking the respondents to use a multiple-choice answer format to indicate personal information about thoughts, emotions, and past experiences • Projective Techniques • Require verbal responses to intentionally ambiguous inkblots, pictures, or sentence stems that provide insights into an individual’s personality.

7. Personality Inventories • Self-reports – • Minnesota Multiphasic Personality Inventory, • California Psychological Inventory • Myers-Briggs Type Indicator • Hogan Personality Inventory • NEO PI-R (assessesthe5-Factor model consisting of: Neuroticism, Extraversion, Openness, Agreeableness Conscientiousness) Projective Techniques -- (e.g., Thematic Apperception Test (TAT), Rorschach Inkblot Test (RIT), Miner Sentence Completion Scale)

8. Five Factors • Extraversion --- Outgoing, sociable • Neuroticism (Emotional Stability): Depressed, anxious, worrisome, etc. • Agreeableness: Flexible, forgiving • Conscientiousness: Careful, thorough, persevering • Openness to Experience: Curious, imaginative  Overall, conscientiousness and extraversionare best predictors of managerial performance across jobs  Personality measures add to prediction above and beyond other commonly used measure such as cognitive ability

9. Self-Report Inventories • Universal (or Generalizable) Predictors • Conscientiousness and Emotional Stability • Valid predictors of overall work performance over all studies examined • Contingent (Niche) Predictors • Extraversion • Valid predictor for some occupational groups and specific criteria (e.g., salespeople, managerial positions) • Agreeableness • Valid predictor for teamwork • Openness to Experience • Valid predictor for training performance

10. Sample Myers-Briggs Items • When you go somewhere for a day, would you rather: • plan what you will do and when, or • just go • In a large group, do you more often: • introduce yourself, or • get introduced • Is it harder for you to adapt to: a) routine, or b) constant change • Do you think it is a worse fault to be a) unsympathetic b) unreasonable Literal ______________________ Figurative Forgive _____________________ Tolerate Impulse _____________________ Decision

11. Where you focus your attention E I Focus attention on the outside world – people and things Focus attention on the inner world – ideas and impressions The way you take in information N S Take in information through the senses; focus on the present Get information from patterns, see the big picture and focus on future possibilities The way you make decisions T F Make decisions on values and subjective person-focused factors Make decisions using logic, objective analysis How you deal with the outside world J P Flexible, spontaneous approach Planned, organized approach

12. Thinking --- Feeling Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear 30 25 20 15 10 5 5 10 15 20 25 30 F T Holly (7) Steve (10) Paul (2) Bill (5) Sally (2) Frank (1) Betty (19) • Thinking • Looks at the logical consequences • of actions; • Examines pros and cons of • approaches objectively; • Energized by critique and analysis; • Focuses on tasks • Desires to find a standard to apply • in all situations; reasonable and fair • Feeling • Focuses on how others may be affected by • decisions by mentally placing themselves into • situations; • Guided by personal values; • Energized by appreciating and supporting • others; • Focuses on interactions • Strives for harmony and positive interactions

13. Judging --- Perceiving Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear 30 25 20 15 10 5 5 10 15 20 25 30 J P Holly (25) Steve (6) Paul (28) Bill (18) Sally (1) Frank (20) Betty (20) • Judging • Planned, ordered, and structured in • approach; • Systematic and methodical; • Prefers to have things settled, closure; • Likes to make plans and schedules; • Energized by getting things done and settled; • Prefers to avoid last-minute stress • Perceiving • Spontaneous and adaptable in orientation; • prefers flexibility in work • Leaves things open as long a s possible; • Open to last minute options and changes; • Energized by resourcefulness and adapting • present demands • Focuses on enjoying the process

14. S N Sensing --- Intuition Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear 30 25 20 15 10 5 5 10 15 20 25 30 Holly (24) Steve (11) Paul (16) Bill (21) Sally (9) Frank (26) Betty (24) • Sensing • Prefers real, tangible information; • Notices specifics and focus on practical realities; • Factual • Develops understanding through practical • applications • Focus on immediate issues • Intuition • Takes in information by focusing on the big picture; • Attends to relationships and connections between • facts; provides connections and meanings • Imaginative and verbally creative; follows inspiration • Moves quickly to conclusions and follows hunches; • Prefers clarification of ideas before use • Focuses on possibilities

15. E I Extraversion --- Introversion Very Clear Clear Moderate Slight Slight Moderate Clear Very Clear 30 25 20 15 10 5 5 10 15 20 25 30 Holly (6) Steve (5) Paul (6) Bill (18) Sally (15) Frank (2) Betty (26) • Extraversion • Focus on the external environment; • direct energy outward; • Prefer communicating by talking and working out • ideas by talking them through; • Learns best through discussions; • Sociable and expressive; • Takes initiative in work and relationships • Introversion • Focus on ideas and experience; direct energy inward; • Prefers to communicate through writing and work • out ideas through reflection; • Learns best by thinking and contemplation; • Private and self-contained; • Takes initiative when situation is important to them • Enjoys working alone without interruptions

16. Hogan Personality Inventory • Designed to predict occupational success • Based on the 5-factor model • Developed and normed on 500,000 on working adults • Validated in over 200 occupations • No invasive or intrusive items • No adverse impact Primary Scales --- Adjustment: confidence, self-esteem, and composure under pressure
Ambition: initiative, competitiveness, and desire for leadership roles
Sociability: extraversion, gregarious, and need for social interaction
Interpersonal Sensitivity: tact, perceptiveness, and ability to maintain relationships
Prudence: self-discipline, responsibility, and thoroughness
Inquisitive: imagination, curiosity, and creative potential
Learning Approach: achievement orientation, valuing education http://www.hoganassessments.com/?q=content/hogan-personality-inventory-hpi

17. Hogan Personality Inventory (cont.) Occupational Scales --- Service Orientation (attentive, pleasant, courteous to others such as customers and clients) Stress Tolerance (ability to handle stress) Reliability (integrity, good organizational citizen) Clerical Potential (able to follow directions, attentive to detail, clear communicator) Sales Potential (energetic, ability to interact socially, able to deal with client issues/problems) Managerial Potential (leadership ability, good at organizing, capability to make decisions) http://www.hoganassessments.com/?q=content/hogan-personality-inventory-hpi

18. Hogan Development Survey [An assessment of the “dark side’ of personality] Excitable: moody, hard to please, and emotionally volatile
Skeptical: suspicious, sensitive to criticism, and expecting betrayal
Cautious: risk averse, resistant to change, and slow to make decisions
Reserved: aloof, uncommunicative, and indifferent to the feelings of others
Leisurely: overtly cooperative, but privately irritable, stubborn, and uncooperative
Bold: overly self-confident, arrogant, and entitled
Mischievous: charming, risk-taking, and excitement-seeking
Colorful: dramatic, attention-seeking, and interruptive
Imaginative: creative, but thinking and acting in unusual or eccentric ways
Diligent: meticulous, precise, hard to please, and micromanaging
Dutiful: eager to please and reluctant to act independently or against popular opinion http://www.hoganassessments.com/?q=content/hogan-development-survey-hds

19. Motives, Values, Preferences Inventory [Measures core goals, values, drivers, and interests] Recognition: responsive to attention, approval, and praise
Power: desiring success, accomplishment, status, and control
Hedonism: orientated for fun, pleasure, and enjoyment
Altruistic: wanting to help others and contribute to society
Affiliation: enjoying and seeking out social interaction
Tradition: dedicated to strong personal beliefs
Security: needing predictability, structure, and order
Commerce: interested in money, profits, investment, and business opportunities
Aesthetics: needing self-expression, concerned over look, feel, and design of work products
Science: wanting knowledge, research, technology, and data http://www.hoganassessments.com/?q=content/motives-values-preferences-inventory-mvpi

20. Hogan Business Reasoning Inventory [Assesses how people think; Measures reasoning style – the ability to evaluate sets of data, make decisions, solve problems, and avoid repeating past mistakes] Tactical Reasoning: the ability to solve problems and come to sensible conclusions once the facts are known. High scorers tend to be disciplined, steady, and precise. Strategic Reasoning: the ability to detect errors, gaps, and logical flaws in graphs, memos, diagrams, written reports, numerical projections, and tables of data. High scorers tend to be curious and interested in feedback. http://www.hoganassessments.com/?q=content/hogan-business-reasoning-inventory-hbri

21. OTBQ • (Off-Task Behavior Questionnaire) • The following items are examples or work related behaviors that you may engage in during the course of your work. Using the scale below, please rate the degree to which you engage in these behaviors. • Never Rarely Occasionally Often Constantly • <--|----------------------|----------------------|----------------------|----------------------|--> • (1) (2) (3) (4) (5) • 1. ____ I pay close attention to any error I make on my job • 2. _____ I focus my attention on what is going wrong • 3. _____ I focus my total attention on learning a new rule/procedure • 4. _____ I focus my attention on being ready for any changes in my work • 5. _____ I focus my attention to respond to any changes in my work • 6. _____ I think about new strategies for improving my performance • 7. _____ I tell myself things to encourage me to try harder • _____ I focus my attention on how fast I can finish a work task • _____ I focus my attention on how many work tasks I can complete • From: Kanter, R., Ackerman. P. L., Murtha, T. C., Dugdale, B., & Nelson, L. (1994). Goal-setting, conditions of practice, and task performance: A resource allocation perspective. Journal of Applied Psychology, 79, 826-835.

22. Sample Items from the Workplace Cognitive Failures Questionnaire • ______ _______ _______ _______ _______ • 1 2 3 4 5 • (Never) (Very Often) • Cannot remember whether you have or have not turned off work equipment? • Fail to recall work procedures? • Cannot remember work-related phone numbers? • Forget where you have put something you use in your job (e.g., tools)? • Do not fully listen to instruction? • Do not focus your full attention on work activities? • Throw away something you meant to keep (e.g., memos, tools)? • Say things to others that you did not mean to say? • From: Wallace, J. C., & Chen, G. (2005). Development and validation of a work-specific measure of cognitive failure: Implications for occupational safety. Journal of Occupational and Organizational Psychology, 78, 615-632.

23. Sample California Psychological Inventory Sample Items • I like parties and socials. (Sociability) • When I work on a committee I like to take charge of • things. (Ambition) • I often lose my temper. (Likeability; R) • Sometimes I rather enjoy going against the rules and • doing things I'm not supposed to. (Prudence; R) • I am embarrassed with people I do not know well. • (Adjustment; R) • I read at least ten books a year. (Intellectance) • I always see to it that my work is carefully planned and • organized. (Ego- control)

24. Miner Sentence Completion Scale [Assesses “Motivation to Manage”] Sample Items If I am promoted ________ Wearing a necktie _______ Yacht racing _______ Dictating lectures _______ Presenting a report at a staff meeting _______ • Seven Subscales: • Authority Figures • Competitive Games • Competitive Situations • Masculine Roles • Imposing Wishes • Standing Out From the Group • Routine Administration Significant correlations between MSCS and managerial progress (e.g., promotion, pay rate) MSCS scores are notrelated to scores on measures of intelligence

25. Thematic Apperception Test TAT --- 31 pictures that depict a variety of social and interpersonal situations. Participants are requested to write or tell a story about each picture to the examiner (e.g., what happened, what Ten pictures are gender-specific; the others can be used with either sex. Use: To uncover internal conflicts, dominant drives, interests, and motives. Specific motives include the need for achievement, need for power, the need for intimacy, and problem-solving abilities.

26. Rorschach Inkblot Test Ten cards which bilateral and symmetrical inkblots Scoring --- Location: the part of the blot used (e.g., use of the whole blot, common or unusual detail) Determinants: form, color, shading, and movement) Content (human figures, animal figures, anatomical diagrams, inanimate objects

27. Projective Techniques • Issues Affecting Usefulness in Selection • The reliability of measures of an individual’s responses at two different times • The impact on an individual’s score due to the total number of responses given (e.g., verbal ability). • The quantity and complexity of responses make scoring difficult. • Lack of trained personnel in administering, scoring, and interpreting data from projective tests.

28. Legality of the MMPI Karraker v. Rent-A-Center, Inc. 411 F, 3rd 831 (7th Cir. 2005) The Seventh Circuit reversed the district court and ruled that the MMPI fit the definition of a “medical examination.” A medical exam is a “procedure or test that seeks information about an individual’s physical or mental impairments or health.” So, the court had to decide if the MMPI was designed to reveal an impairment of physical or mental health. They held that the test was so designed to do so. In other words, it excluded employees from being promoted who had disorders, even though a psychologist was not used to interpret the test results. In this regard, given that the test was originally designed to measure mental disorders may violate the ADA.

29. ADA Medical examinations & inquiries about disabilities •  An employer may not ask or require a job applicant to take a medical examination before making a job offer • An employer may condition a job offer on the satisfactory result of a post-offer medical examination or medical inquiry if this is required of all entering employees in the same job category • If an individual is not hired because a post-offer medical examination or inquiry reveals a disability, the reason(s) for not hiring must be job-related and consistent with business necessity. The employer also must show that no reasonable accommodation was available that would enable the individual to perform the essential job functions, or that accommodation would impose an undue hardship