Saturday Oct 24 at 2:13pm
The general theory of performance (Campbell et al., 1993) indicates that individual differences in performance are mediated by three determinants: knowledge about facts (DK), knowing what to do and how to do it (PKS), and motivations (M). Said another way, it could be assessed that an individual has the knowledge necessary for a task, knows how to apply the knowledge to complete the task, and has the motivation to apply the knowledge and the skill. Missing from this equation seems to be a general aptitude for applying the knowledge with success, thought this could be measured in the PKS. For example, I could describe the knowledge for completing the high jump, demonstrate the ability to know when to apply that knowledge and have the motivation to do both, but I would not have the aptitude to complete the jump. Aptitude, measured as an ability to complete a task with success as calculated by a specific metric, should also be a part of assessing knowledge and skill.
Assessment of knowledge and skill is valuable if there is a strong operationalized metric for success defined by the organization for the job to be completed. Outcomes from the assessment of knowledge and skill will be most applicable if they can align with organizational objectives. Assessment of knowledge and skill has no value if the organization has not provided a metric for success for the outcomes of such assessments to be matched and aligned. Before any assessment of knowledge and skills should be applied, a definition of what is acceptable, achievable, necessary, and exemplary should be developed so that the assessment of knowledge and skills can be applied with value.
Campbell, J.P., McCloy, R.A., Oppler, S.H. and Sager, C.E. (1993) A Theory of Performance. In: Schmitt, N. and Borman, W.C., Eds., Personnel Selection in Organizations, Jossey-Bass, San Francisco, 3570.
Monday Oct 26 at 1:25am
GoodMorningDr. Shoemaker and Course Members
According to Russell (2010), knowledge and skill testing is frequently utilized for promotion or selection.The General Theory of Performance suggests that individual differences in performanceare a justification of three determinants which go as follows: “Declarative knowledge (DK), procedural knowledge and skills (PKS) and motivation (M)” (Russell, 2010, p. 142). Declarative knowledge is knowledge regarding facts, such as computer technology and knowledge of physiology.Procedural knowledge and skillsaredefined as understanding what to do including how to do it. An example, of this, is understanding how to install cable (network), how to plan and including time management, and understanding how tospeak with others. Motivation mirrors decisions regarding if to disperse attemptsto engage inthe actions, how much effort to disperse, and how much time will be spent to continue with that degree of effort.Individuals' differences in common cognitive capability, personality characteristics, education, interest, commitment, training experience, and values are deciding factors orforecastersof declarative knowledge, procedural knowledge and skills, and motivation (Russell, 2010).
Declarative knowledge (DK) assessment is applicable in circumstances whereas theapplicants for a job, professional accreditation,or academic program requiring a basic comprehension of specific topicsto carry out well in the job, school, or profession.Knowledge and skills testsserveas a basis measure in research programs toauthenticate inaugural level selection assessments. Forexample,in the military, scores on information assessment, forinstance, electronic information and general science make possible the assignment ofnewcomers to occupations in themilitary, this allows them to build on previous knowledge and skill (Russell, 2010).According to Russell (2010), “knowledge andskill” (p. 141),explainsdifferent kinds of knowledge and skill measures, psychometric, measure development and operational cogitations, and measurement issues.The circumstances that would be inappropriate for these assessments is any situations that were not listed.
Reference
Russell, T.L. (2010) Handbook of workplace assessment. Retrieved from https://redshelf.com