Introduction It is commonly believed that people differ in various ways, and these individual differences play a detrimental role on their behaviour at work. To be more specific, individual differences include two kernel factors which refers to intelligence and personality. It is clear that individual differences are important in determining behaviour, however, there are other external factors which are equally important, such as working environment or culture within an organisation. Intelligence Gottfredson, (1997) stated that intelligence is ‘a very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. …show more content…
On the contrary, those people who scored low on one kinds of ability test, were more likely to score badly on others as well. Meanwhile, Spearman also concluded that intelligence is a cognitive ability which could be measured and expressed numerically. The relationship between intelligence and work related outcomes has been found through various empirical studies. A longitudinal studies found that there is a positive moderate correlation (.51) between IQ at 12 years of age and occupational level and a slightly higher correlation (.53) between IQ at 12-year-old and income (.53) aged 40-50. (Judge, Higgins, Thoresen, Barrick, 1999) Thus, we can see that IQ level plays a significant role on work related outcomes from this empirical study. In addition, another study found that IQ level has a low correlation (.23) with performance within low complexity jobs whereas IQ has a strong correlation (.58) with performance in high complexity jobs. (Hunter & Hunter, 1984; See Schmidt & Hunter, 2004 for an overview) To put it another way, high intelligence is not essential for low complexity jobs, for example, waiter and cleaner does not require high IQ. On the contrary, high intelligence is crucial for complex jobs since it represents high reasoning and mental capabilities. Thus, it is not hard to see that individuals’ behaviour at work will be remarkably
When one speaks of intelligence or how bright another person is, the often quoted figure is the IQ or intelligence quotient. It is the most often used standard of how smart a person is. This paper shall look at what intelligence tests measure, how the IQ tests measure intelligence and interrogate their history. It shall then apply the tests to school policy and hence evaluate their validity.
Intelligent quotient test is defined as a test that has been formulated and it is often used to measure human intelligence. There are many different types of IQ tests that are used to determine the level of intelligence between different test subjects. IQ testing has a wide range of application and in different specialized professions. Human resource managers have applied IQ testing as part of the tests administer during interviewing process. However, IQ testing has a wide application in research field where they are used to measure different traits across cultures or races. IQ testing has attracted many controversies, most of which support the assertion that IQ testing is indeed biased. This essay will present arguments in support of this standpoint.
What is intelligence to you? Intelligence to me is someone who is able to be creative and can think outside the box. There are many different ideas of intelligence, depending on the person you speak to. Many traits can go into being intelligent; therefore, there is no single underlying factor. Some simple traits are: creative, thinker, knowledge, the ability to set a goal and achieve it, and able to think outside the box. According to the Merriam-Webster dictionary, intelligence is “the ability to learn or understand things or to deal with new or difficult situations.” (www.merriam-webster.com) Our textbook says intelligence is “the ability to solve problems and to adapt and learn from experiences.” (Ch. 8, Pg. 247, Santrock)
This paper examines standardized tests and what makes them an unreliable medium to gauge intelligence on. It analyzes what personality traits can lead to alter test scores and how often these traits are completely unaccounted for. Test score differences based on economic status and ethnicity is also discussed. It also explores how standardized tests usually only analyze one form of intelligence (fluid or crystallized) and thus is not an accurate portrayal of a person’s overall intellectual merit. The differences between the BIS (Berlin Model of Intelligence
Defining and testing for intelligence is a controversial issue and has been since the first intelligence test was created and administered. Many forms of intelligence and achievement tests exist and using a particular test is a matter of preference and depending on the areas of intelligence is desired to be measured. This paper will start by critiquing the major definitions of intelligence, and determine the best definition for each chosen intelligence and achievement instruments. It will also evaluate the reliability, validity, normative procedures, and biasness of each intelligence measurement. The measurements will be compared and contrasted while also considering the ethical implications of
Intelligence is acquired in many different ways. It describes the ability of someone's way of thinking, planning, learning, and understanding problems and situations that may appear in one's life. As we grow up, we start to ask ourselves how intelligence affects our way of birth and as well as in our daily lives. Questions and curiosity will always knock our innocent minds.
What determines intelligence? According to Howard Gardner, intelligence cannot be universally subjected to one exclusive element. In his book Frames of Mind, he expands the dimension of intelligence through pluralizing the term to recognize different kinds of aptitudes. Originally, Gardner acknowledged that there were seven different branches of intelligence. Today, one’s intelligence can be understood in terms of nine different types. These multiple intelligences can be classified into the following categories: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, naturalistic, and existential. However, these multiple branches are not entirely independent from one another,
Dickens (n.d.) emphasises the limitations of IQ testing in a variety of areas due to its focus on geometry, mathematics and general knowledge. These include concerns of cultural bias resulting from limited access to knowledge, the effect of inheritable factors, gender differences and sensitivity to environment (Dickens, n.d.). Schmidt and Hunter (2004) also support limitations of IQ by suggesting that it may be less instrumental in job outcomes and performance where the variances of specific jobs are dependent on the type of organization involved. Schmidt and Hunter (2004) explain that although job description and skills are the same in some professions, they may differ between organisations by way of the criteria required
Personality of an individual is closely linked with the process of job or work performance. The relationship between personality and the level of job performance is dependent on the environment in which he/she is working. It is important to note that job or work performance of an individual are related to organizational success or failure. Hence performance should be aligned to achieve organizational goals. According to various researches it is concluded that cognitive ability is a major contributor towards employee’s performance as compared to the five factor model of personality assessment.
1) Which mindset do you have regarding intelligence? Which mindset do you have regarding other abilities? (use questions on pgs 12 & 13 to help)
Intelligence is a combination of knowledge and aptitude and shows the breadth and rate of learning (Mayer, Roberts, & Barsade 2008, p.511).
Intelligence is one of the most heritable traits thus, people differ in intelligence ranges. Heritability estimates range from 25% to 40% in early childhood to 80% in adulthood. These ranges may be in specific domains but those who do well in one domain often do well in others, leading towards general intelligence. In order to measure and evaluate differences in intelligence, psychometric tests are used to cover cognitive domains. These cognitive domains are reasoning, processing speeds, executive function, memory, and spatial ability. A definition of intelligence that is prominently used by researchers is: “Intelligence is a very general capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test‑taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings ‘catching on’, ‘making sense’ of things, or ‘figuring out’ what to do. Intelligence, so defined, can be measured, and intelligence tests measure it well.”
Intelligence is a widely studied variable by psychologists. It is one of the key elements considered by educators in curricula development, course structures and education policies and systems. Intelligence is believed to evolve in humans. Many people assign to the ideology that intelligence is a factor that has caused human beings to survive and develop from one generation to another, it has also defined human differences and capacities. Intelligence Quotient is measure by Mental Age/Chronological Age.
The definition of ‘Intelligence’ has been a long-debated topic, and there have been various theories and perspectives of intelligence to date. As a result, various intelligence tests and its controversies have surfaced with these perspectives.
The term comes from the Latin intelligentia, which in turn derives from inteligere. This is a word composed of two terms: intus (“between") and legere (“choice"). Therefore, the etymological origin of the concept of intelligence refers to one who knows how to choose: intelligence enables selection of the most convenient alternatives for solving a problem. According to what is described in the etymology, an individual is intelligent when he is able to choose the best option among the possibilities presented at their disposal to solve a problem.