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Find a recent news article that talks about one or more of the concepts that we have learned about so far this semester.
Write 1/2 pages (a good paragraph) about what concept applies to the article and why
Chapter 1--12
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Trident Higher-Level Thinking/Critical Thinking: Question & Answer
SLP Assignment ExpectationsHigher-Level Thinking/Critical Thinking: Question and Answer Based
on your quiz results, do yo ...
Trident Higher-Level Thinking/Critical Thinking: Question & Answer
SLP Assignment ExpectationsHigher-Level Thinking/Critical Thinking: Question and Answer Based
on your quiz results, do you feel you use good critical-thinking
strategies? If Yes, explain using examples of why you feel this way. If
No, how might you improve as a critical thinker?Choose three
forms of higher-level thinking from Chapter 4 (pg. 57) that you can
employ to use daily. Each form should include 4 or 5 sentences
discussing how you can implement it as you progress through your program
at Trident. Utilize information from the chapter as well to support
your opinion. See PDF Critical Thinking Strategies and Forms of Higher-Level Thinking._______________________________________________________________________ Quiz Results100% What is critical thinkingWhich of the following are typical characteristics of critical thinkers?True
or false? The fundamental benefit of critical thinking as presented in
the video, “Critical Thinking,” is that when we teach and encourage
critical thinking, we empower individual lives and invest in our
collective future.TrueWhich of the following questions would you apply to formulating a logical, reasoned perspective? Of
the following four strategies for evaluating information, which one
pertains to marking the text and recording what you are thinking? – uncovering biases,examining Assumptions,skepticism Curious,reflective, ethicalDefine the problem Read for understanding using Text coding What’s happening? Gather the basic information and begin to think of questions.Why is it important? Ask yourself why it’s significant and whether or not you agree.What don’t I see? Is there anything important missing?How do I know? Ask yourself where the information came from and how it was constructed.Who is saying it? What’s the position of the speaker and what is influencing them?What else? What if? What other ideas exist and are there other possibilities? When you solve a problem with critical thinking, what is the first main step you want to take? -Define the problem Of
the following four strategies for evaluating information, which one
pertains to marking the text and recording what you are thinking? There is a worksheet attached,please fill in. Reading Material Attached
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ORG 423 Oakland Self Assessment of Leadership Communication Capabilities Discussion
DO NOT BID IF YOU DO NOT HAVE ACCESS TO THE BOOKPersonal Communication Development Plan - PaperThe Personal Communication ...
ORG 423 Oakland Self Assessment of Leadership Communication Capabilities Discussion
DO NOT BID IF YOU DO NOT HAVE ACCESS TO THE BOOKPersonal Communication Development Plan - PaperThe Personal Communication Development Plan will be based on the Portfolio Project Checklist, which you will be working on throughout the course. Download this document and work through each part carefully. As you work through Part 1 and Part 2 of this checklist, you may discover something new about your personal communication. You may change your checklist and scoring sheet to reflect your discoveries. Do not start working on your paper until you have completed Part 3 of the checklist.Review the Portfolio Paper Requirements carefully along with the Portfolio Project Rubric. Once you have completed your paper, be sure to include your completed Project Checklist as part of your final assignment submission. Combine the documents and submit one fileword count should not include references and title page.
Selection constructs
Readings:Huffcutt, A. I., Conway, J. M., Roth, P. L., & Stone, N. J. (2001). Identification and meta-analytic assessment o ...
Selection constructs
Readings:Huffcutt, A. I., Conway, J. M., Roth, P. L., & Stone, N. J. (2001). Identification and meta-analytic assessment of psychological constructs measured in employment interviews. Journal of Applied Psychology, 86, 897-913.Hurtz, G. M., & Donovan, J. J. (2000). Personality and job performance: The big five revisited. Journal of Applied Psychology, 85, 869-879.Raymark, P. H., Schmit, M. J., & Guion, R. M. (1997). Identifying potentially useful personality constructs for employee selection.Personnel Psychology, 50, 723-736.**Arthur, Jr., W., Woehr, D. J., & Graziano, W. G. (2001). Personality testing in employment settings: Problems and issues in the application of typical selection practices. Personnel Review, 30, 657-676.Overview:There is a distinction that must be made between constructs and methods. This construct/method distinction (aka the content/method distinction) is a touchy subject for many I/O psychologists. We briefly touched on this in earlier modules (see PRV – Module 4, with the discussion on Schmidt vs. Landy) but now I’ll elaborate some more.Constructs are properties that we posit to exist in the world. They guide our definitions for the purpose of developing measurements. Constructs are ideas in our own minds, not (as some writers imply), characteristics that exist in the real world. When we develop measures, they are tapping events in the world that we use to alter our mental constructs. You can think of this as surveyors measuring the land, then bringing information back to make maps (constructs).We can measure these constructs using various methods. As you’ll see in the Huffcutt, Conway, Roth, and Stone (2001), one methodology (interviews) can actually tap many different constructs depending on the format of the method (e.g., structured vs. unstructured). Similarly, many different methods can tap the same construct. For example, cognitive ability can be assessed through paper and pencil measures, interviews, and assessment centers.Why is this construct/method distinction important? Basically, it does not make sense to compare and contrast a methodology with a construct. For example, to assert that interviews have greater predictive validity than does personality is illogical when we know that interviews can be used to assess personality. An interview that assesses personality can have greater predictive validity over paper and pencil measure of personality, or interviews that assess cognitive ability could be more predictive of future performance than interviews that assess personality, but to compare a method with a construct is inappropriate. This happens a lot, however, so it is up to you to know when this error is made. Anything that we can imagine would possibly be important or predictive of job performance that we cannot actually measure can constitute a construct. Raymark, Schmit, and Guion (1997) provide examples of constructs that are important for selection, placement, and classification. The Hurtz and Donovan (2000) article focuses on one of the most widely studied construct (other than, perhaps, cognitive ability) in the selection domain: personality.Important terms from the readings:predictor construct, personality, performance, results, effectiveness, conscientiousness, extraversion, openness, neuroticism, agreeableness, NEO, motivation, structured interview, unstructured interviewQUESTION:Please answer three of the following questions. The first question is required. Each question is worth 5 points.1.Huffcutt, Conway, Roth, & Stone (2001) showed that High- and Low-structured interviews tend to focus on different constructs. What constitutes a high-structured interview? What constitutes a low-structured interview? What constructs are associated with each, and why might there be differences in the constructs tapped depending on structure?2.What constitutes the “Big Five”? Describe each of these main personality constructs. Are they valid predictors of job performance? Are some better than others? Explain.3.What is personality? How is it measured? Is it stable? (Hint: this question is best approached if you read the optional reading).4.Why do researchers and practitioners care about using different constructs in selection practices? Also, if cognitive ability has been shown to be such a good predictor of performance, why is there such a push to tap such constructs as integrity, conscientiousness, and work ethic?
11 pages
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Most Popular Content
Trident Higher-Level Thinking/Critical Thinking: Question & Answer
SLP Assignment ExpectationsHigher-Level Thinking/Critical Thinking: Question and Answer Based
on your quiz results, do yo ...
Trident Higher-Level Thinking/Critical Thinking: Question & Answer
SLP Assignment ExpectationsHigher-Level Thinking/Critical Thinking: Question and Answer Based
on your quiz results, do you feel you use good critical-thinking
strategies? If Yes, explain using examples of why you feel this way. If
No, how might you improve as a critical thinker?Choose three
forms of higher-level thinking from Chapter 4 (pg. 57) that you can
employ to use daily. Each form should include 4 or 5 sentences
discussing how you can implement it as you progress through your program
at Trident. Utilize information from the chapter as well to support
your opinion. See PDF Critical Thinking Strategies and Forms of Higher-Level Thinking._______________________________________________________________________ Quiz Results100% What is critical thinkingWhich of the following are typical characteristics of critical thinkers?True
or false? The fundamental benefit of critical thinking as presented in
the video, “Critical Thinking,” is that when we teach and encourage
critical thinking, we empower individual lives and invest in our
collective future.TrueWhich of the following questions would you apply to formulating a logical, reasoned perspective? Of
the following four strategies for evaluating information, which one
pertains to marking the text and recording what you are thinking? – uncovering biases,examining Assumptions,skepticism Curious,reflective, ethicalDefine the problem Read for understanding using Text coding What’s happening? Gather the basic information and begin to think of questions.Why is it important? Ask yourself why it’s significant and whether or not you agree.What don’t I see? Is there anything important missing?How do I know? Ask yourself where the information came from and how it was constructed.Who is saying it? What’s the position of the speaker and what is influencing them?What else? What if? What other ideas exist and are there other possibilities? When you solve a problem with critical thinking, what is the first main step you want to take? -Define the problem Of
the following four strategies for evaluating information, which one
pertains to marking the text and recording what you are thinking? There is a worksheet attached,please fill in. Reading Material Attached
14 pages
Proposal For Implementation
Business intelligence is a range of tools that helps services and software transform data about an organization into actio ...
Proposal For Implementation
Business intelligence is a range of tools that helps services and software transform data about an organization into actionable insights for tactical
ORG 423 Oakland Self Assessment of Leadership Communication Capabilities Discussion
DO NOT BID IF YOU DO NOT HAVE ACCESS TO THE BOOKPersonal Communication Development Plan - PaperThe Personal Communication ...
ORG 423 Oakland Self Assessment of Leadership Communication Capabilities Discussion
DO NOT BID IF YOU DO NOT HAVE ACCESS TO THE BOOKPersonal Communication Development Plan - PaperThe Personal Communication Development Plan will be based on the Portfolio Project Checklist, which you will be working on throughout the course. Download this document and work through each part carefully. As you work through Part 1 and Part 2 of this checklist, you may discover something new about your personal communication. You may change your checklist and scoring sheet to reflect your discoveries. Do not start working on your paper until you have completed Part 3 of the checklist.Review the Portfolio Paper Requirements carefully along with the Portfolio Project Rubric. Once you have completed your paper, be sure to include your completed Project Checklist as part of your final assignment submission. Combine the documents and submit one fileword count should not include references and title page.
Selection constructs
Readings:Huffcutt, A. I., Conway, J. M., Roth, P. L., & Stone, N. J. (2001). Identification and meta-analytic assessment o ...
Selection constructs
Readings:Huffcutt, A. I., Conway, J. M., Roth, P. L., & Stone, N. J. (2001). Identification and meta-analytic assessment of psychological constructs measured in employment interviews. Journal of Applied Psychology, 86, 897-913.Hurtz, G. M., & Donovan, J. J. (2000). Personality and job performance: The big five revisited. Journal of Applied Psychology, 85, 869-879.Raymark, P. H., Schmit, M. J., & Guion, R. M. (1997). Identifying potentially useful personality constructs for employee selection.Personnel Psychology, 50, 723-736.**Arthur, Jr., W., Woehr, D. J., & Graziano, W. G. (2001). Personality testing in employment settings: Problems and issues in the application of typical selection practices. Personnel Review, 30, 657-676.Overview:There is a distinction that must be made between constructs and methods. This construct/method distinction (aka the content/method distinction) is a touchy subject for many I/O psychologists. We briefly touched on this in earlier modules (see PRV – Module 4, with the discussion on Schmidt vs. Landy) but now I’ll elaborate some more.Constructs are properties that we posit to exist in the world. They guide our definitions for the purpose of developing measurements. Constructs are ideas in our own minds, not (as some writers imply), characteristics that exist in the real world. When we develop measures, they are tapping events in the world that we use to alter our mental constructs. You can think of this as surveyors measuring the land, then bringing information back to make maps (constructs).We can measure these constructs using various methods. As you’ll see in the Huffcutt, Conway, Roth, and Stone (2001), one methodology (interviews) can actually tap many different constructs depending on the format of the method (e.g., structured vs. unstructured). Similarly, many different methods can tap the same construct. For example, cognitive ability can be assessed through paper and pencil measures, interviews, and assessment centers.Why is this construct/method distinction important? Basically, it does not make sense to compare and contrast a methodology with a construct. For example, to assert that interviews have greater predictive validity than does personality is illogical when we know that interviews can be used to assess personality. An interview that assesses personality can have greater predictive validity over paper and pencil measure of personality, or interviews that assess cognitive ability could be more predictive of future performance than interviews that assess personality, but to compare a method with a construct is inappropriate. This happens a lot, however, so it is up to you to know when this error is made. Anything that we can imagine would possibly be important or predictive of job performance that we cannot actually measure can constitute a construct. Raymark, Schmit, and Guion (1997) provide examples of constructs that are important for selection, placement, and classification. The Hurtz and Donovan (2000) article focuses on one of the most widely studied construct (other than, perhaps, cognitive ability) in the selection domain: personality.Important terms from the readings:predictor construct, personality, performance, results, effectiveness, conscientiousness, extraversion, openness, neuroticism, agreeableness, NEO, motivation, structured interview, unstructured interviewQUESTION:Please answer three of the following questions. The first question is required. Each question is worth 5 points.1.Huffcutt, Conway, Roth, & Stone (2001) showed that High- and Low-structured interviews tend to focus on different constructs. What constitutes a high-structured interview? What constitutes a low-structured interview? What constructs are associated with each, and why might there be differences in the constructs tapped depending on structure?2.What constitutes the “Big Five”? Describe each of these main personality constructs. Are they valid predictors of job performance? Are some better than others? Explain.3.What is personality? How is it measured? Is it stable? (Hint: this question is best approached if you read the optional reading).4.Why do researchers and practitioners care about using different constructs in selection practices? Also, if cognitive ability has been shown to be such a good predictor of performance, why is there such a push to tap such constructs as integrity, conscientiousness, and work ethic?
11 pages
Managing Diverse Workforce
• Enhancement and capitalization of equality poses a great organizational problem. • Misjudgment of professional inter ...
Managing Diverse Workforce
• Enhancement and capitalization of equality poses a great organizational problem. • Misjudgment of professional interactions based on languages ...
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