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WorkKeys Innovations: A Holistic Solution for WIRED West Michigan

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Georgia example. Talent for coaching & development 'Fit' for career exploration ... Casner-Lotto, J. & Barrington, L. (2006). Are they really ready to Work? ... – PowerPoint PPT presentation

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Title: WorkKeys Innovations: A Holistic Solution for WIRED West Michigan


1
WorkKeys Innovations A Holistic Solution for
WIRED West Michigan
  • Steve Robbins, AVP, Applied Research, ACT, Inc.

2
Overview
  • Why we should care about combining cognitive- and
    personality-based measures
  • National Career Readiness Certificate Plus
  • What we know from workforce and educational
    literatures
  • Differential test strategies along the entire
    continuum of employment

3
Why Now?
  • Market Need SHRM National Study
  • Body of research informs how to optimize Personal
    Skill Assessments
  • ACT strength in cognitive non-cognitive
    assessment (John Holland, VP Research in 1960s)
  • Solution-focused approach

4
Businesses want integration of Cognitive
Personality Constructs
  • SHRM Applied Skills and Basic Knowledge
  • Combining and Ranking
  • For new entrants with a two-year
    college/technical school diploma, applied skills
    are four of the top five very important skills
    in combined ranking with basic knowledge and
    skills.

Casner-Lotto, J. Barrington, L. (2006)
5
Solutions are Need Driven Continuum of Employment
6
WorkKeys Assessment Solutions Pyramid for Success
  • Ensure work and training readiness (WorkKeys
    Foundational Skills)
  • Provide employers another source of information
    for selection (Performance)
  • Give a snap shot of strengths and areas of
    improvement across key response tendencies or
    domains (Talent)
  • Promote career exploration of job fit (Fit)

7
Pyramid for Success
  • FIT
  • Match individual interests/values to work
    environment
  • Enhance job persistence satisfaction
  • Develop Talent pool to meet needs
  • TALENT
  • Benchmarking for selection
  • Coaching Development
  • Compound Indices Sales, Managerial,
    Leadership, Safety
  • PERFORMANCE
  • General Work Performance Productivity,
    Absenteeism, Complaints about conduct
  • Safety and Risk Reduction
  • FOUNDATIONAL SKILLS
  • Job Analysis identifies the skills and skill
    levels needed to be successful on the job
  • Assessments show the current skill levels of an
    individual
  • Training helps individuals and employers
    correct skill gaps

8
National Career Readiness Certificate
Currently, the WorkKeys system assesses
foundational skills, such as reading and locating
information, using a three-step process of job
profiling, assessment, and skill-gap training.
9
National Career Readiness Certificate Plus
  • A flexible solution to meet state and system
    needs
  • Georgia example
  • Talent for coaching development
  • Fit for career exploration
  • Alterable variables allow for intervention
    guidance

10
Cognitive Ability TestsRule
  • General vs. specific test effect sizes
  • Adverse impact issues can be ameliorated with
    specific tests
  • Task analysis
  • Job-specific tests
  • Combinational use of cognitive and non-cognitive
    tests

Brown, Le, Schmidt (2006) Salgado et al.
(2003)
11
Personality TestsAdd Value
  • Validity Estimates
  • 1 From Schmidt et al. (2007) using indirect
    range restriction

12
What are We Talking About? Personality Test
Constructs
  • The Big Five
  • Emotional Stability, Extraversion,
    Agreeableness, Conscientiousness, Openness to
    Experience
  • Specific or Facet-level Traits
  • Carefulness, Discipline, Influence, Order,
    Sociability, Drive, Creativity
  • Compound Traits
  • Service Orientation, Integrity, Managerial
    Potential, Teamwork

13
Personality Test Issues
  • Selection vs. Coaching and Development as
    Differential Applications
  • Selection Approach
  • Recommend multiple hurdles and/or top-down
    approach
  • Adverse Impact Limited
  • Differential Outcomes (Rotundo Sackett, 2002)
  • Task Performance (Technical Core)
  • Organizational Citizenship Behavior (Contextual
    Performance)
  • Counterproductive Work Behavior
  • Add Satisfaction/Tenure as another Key Outcome

14
Combining Personality Cognitive Ability Tests
  • Level of correlations are low
  • GMA x C .02 GMA x ES .17
  • Math x C -.15 Math x ES .17
  • Reading x C -.05 Reading x ES .11

(Ackerman Heggestad, 1997)
15
Combining Personality Cognitive Ability Tests
  • Creating opportunity for incremental validity
    especially as criteria vary

Correlations between general cognitive ability
and personality tests and measures of job
performance in Project A Cog Pers Both Criteria
.63 .26 .67 Core technical proficiency .65 .25 .70
General Soldiering Proficiency .31 .33 .44 Effort
and Leadership .16 .32 .37 Personal
Discipline .20 .37 .42 Physical fitness and
military bearing
(McHenry, Hough, Toquam, Hanson, Ashworth, 1990)
16
Educational Examples
1 Correlation of fitted probabilities and
dichotomous retention outcome 2 SRI scale scores
and ACT Composite score used as predictors
17
Educational Examples
1 Multiple R from linear regression model 2 SRI
scale scores and ACT Composite score used as
predictors
18
ACT Foundational and Personal Skills Assessments
measure Different Applied Job Skills
19
If they staged a slowdown, how would we know?
Harvard Business Review. March 2007. p. 90
20
Performance Score Report
21
It was about here, wasnt it, Ed, when you came
on board as sales manager?
Harvard Business Review. March 2007. p. 90
22
Talent Score Report
23
(No Transcript)
24
FIT Score Report
25
(No Transcript)
26
Selection Solutions
  • Reducing Risk
  • Task Competence through WorkKeys and job
    profiling
  • General Work Safety
  • Increasing Tenure
  • Task Competence through WorkKeys and job
    profiling
  • Fit
  • Getting the Right Person
  • Talent Benchmarking
  • Past Work Performance Record

27
Coaching Development Solutions
  • Career Exploration
  • Task Competency
  • Fit
  • Leadership Development
  • Talent
  • Fit
  • Teamwork
  • Talent

28
Return on Investment Approximations under Various
Scenarios
Notes Selection the percentage of the
candidate pool selected for hire, Candidate
Success the percentage of the candidate pool
that would be successful if hired, Selected
Success the percentage of the selected
candidate pool that will be successful, Cost per
failure the average cost for each unsuccessful
employee relative to each successful employee,
ROI per 100 candidates the average return on
investment for the selection procedure assuming a
15 fee per candidate.
29
Final Thoughts
  • Adverse Impact may be reduced when combining
    tests
  • Still recommend multiple hurdles approach
  • Incremental Validity Research underway
  • Combination of Task Personality measures
  • Differential work outcomes
  • ROI x Solution

30
References
  • Ackerman, P. L., Heggestad, E. D. (1997).
    Intelligence, personality, and interests
    Evidence for overlapping traits. Psychological
    Bulletin, 121, 219-245.
  • Brown, K. G., Le, H., Schmidt, F. L. (2006).
    Specific aptitude theory revisited Is there
    incremental validity for training performance?
    International Journal of Selection and
    Assessment, 14, 87-100.
  • Casner-Lotto, J. Barrington, L. (2006). Are
    they really ready to Work? Society for Human
    Resource Management. http//www.shrm.org/hrresourc
    es/surveys_published
  • McHenry, J. J., Hough, L. M., Toquam, J. L.,
    Hanson, M. A., Ashworth, S. (1990). Project A
    validity results The relationship between
    predictor and criterion domains. Personnel
    Psychology, 43, 335-354.
  • Robbins, S., Allen, J., Casillas, A., Peterson,
    C., Le, H. (2006). Unraveling the differential
    effects of motivational and skills, social, and
    self-management measures from traditional
    predictors of college outcomes. Journal of
    Educational Psychology, 98, 598-616.
  • Rotundo, M., Sackett, P. R. (2002). The
    relative importance of task, citizenship, and
    counterproductive performance to global ratings
    of job performance A policy-capturing approach.
    Journal of Applied Psychology, 87, 66-80.
  • Salgado, J. F., Anderson, N., Moscoso, S.,
    Bertua, C., de Fruyt, F. (2003). International
    validity generalization of GMA and cognitive
    abilities A European community meta-analysis.
    Personnel Psychology, 56, 573-605.
  • Schmidt, F. L., Hunter, J. E. (1998). The
    validity and utility of selection methods in
    personnel psychology Practical and theoretical
    implications of 85 years of research findings.
    Psychological Bulletin, 124, 262-274.
  • Schmidt, F. L., Shaffer, J., Oh. I. (2007).
    Reassessing the Relative Importance of Cognitive
    Ability and Personality in Job Performance and
    Training Performance Some Surprising New
    Research Findings. Paper presented at the 2007
    ATP conference, Palm Springs, CA. Feb. 6.

31
Incorporating Foundational and Soft Skill
Assessments
For questions regarding this presentation or for
further information contact Steve Robbins at
319-337-1227 or steve.robbins_at_act.org, Gary
Nolan at 319-337-1526 or gary.nolan_at_act.org,
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