Investigating the Relationship Between O*NET Skill and Ability Ratings and Job Analyst Cognitive Ability and Conscientiousness

1
Investigating the Relationship Between ONET
Skill and Ability Ratings and Job Analyst
Cognitive Ability and Conscientiousness

• Frederick P. Morgeson Kelly Delaney-Klinger
• Michigan State University
• Donald Truxillo
• Portland State University
• Download the slides at http//www.msu.edu/morges
  on/

2
Potential Inaccuracy in ONET

• Ability-based system
• vs. Task-based system in DOT
• Ability judgments require greater abstract
  reasoning
• Harvey (1991) Morgeson Campion (2000)
• Morgeson, Delaney-Klinger, Mayfield, Ferrara,
  Campion
• (In press)

3
Impact of Individual Differences

• Whats Been Studied
• Age, sex, race
• Experience level, education level
• Whats Been Ignored
• General Cognitive Ability
• Conscientiousness

4
Our Contributions

• Examine link between job analyst cognitive
  ability and conscientiousness and ONET skill and
  ability ratings
• If there is a problemwhat could we do?
• Identify potential strategy for reducing
  relationships

5
Method

• Participants
• 322 undergraduate business students
• Job analysis training
• Experience with job (M 10 prior business
  classes)
• Overall Activity
• Made ratings of the job of a teacher in the
  business school

6
Method, cont.

• Experimental Design

Condition 1 ONET Skills Abilities Wonderlic NE
O - C
Condition 2 Task Ratings ONET Skills
Wonderlic NEO - C
Condition 3 Task Ratings ONET
Abilities Wonderlic NEO-C
7
Item Example-Skill

• Reading Comprehension Understanding written
  sentences and paragraphs in work related
  documents.
• How important is READING COMPREHENSION to the
  performance of the job of a teacher in the
  business school? (1-5 Not important to
  Extremely Important)
• What level of READING COMPREHENSION is needed to
  perform the job of a teacher in the business
  school? (1-7)
• Anchors
• 2 Read step-by-step instructions for completing
  a form
• 4 Read a memo from management describing new
  personnel policies
• 6 Read a scientific journal article describing
  surgical procedures

8
Item Example - Ability

• Oral Expression The ability to communicate
  information and ideas in speaking so others will
  understand.
• How important is ORAL EXPRESSION to the
  performance of the job of a teacher in the
  business school? (1-5 Not important to
  Extremely Important)
• What level of ORAL EXPRESSION is needed to
  perform the job of a teacher in the business
  school? (1-7)
• Anchors
• 2 Cancel newspaper delivery by phone
• 4 Give instructions to a lost motorist
• 6 Explain advanced principles of genetics to
  college freshmen

9
Item Example-Task Categories
Categories of TEACHING-RELATED Activities Items
Developing and Maintaining a Syllabus 8
Course Preparation 20
Class Administration and Participation 13
In-Class Activities 9
General Grading Activities 11
Managing Teaching Assistants 15
Developing and Administering Exams 18
World-Wide Web 7
Relationship with Students 13
Professionalism 5
Course Evaluations 5
10
Results-Skills

• 19 of 140 correlations significant (13.57)
• Exposure to tasks before skill ratings decreased
  relationships (14 of 19 were reduced)
• Samples

ONet Only ONet Only Task ONET Task ONET
ONET Descriptor g Consc. g Consc.
Speaking Imp. .28 .13 .06 .06
Speaking Lev. .27 .17 .18 .03
Serv. Orien. Imp. .11 .25 -.12 .07
Serv. Orien. Lev. .02 .25 -.02 -.01
11
Results-Abilities

• 58 of 208 correlations significant (27.88)
• Exposure to tasks before skill ratings decreased
  relationships (48 of 58 were lower)
• Samples

ONet Only ONet Only Task ONET Task ONET
ONET Descriptor g Consc. g Consc.
Oral Comp. Lev. .16 .20 -.06 -.08
Oral Comp. Imp. .15 .23 .14 -.04
Prob. Sensitivity Lev. -.20 .30 .02 -.07
Math. Reason. Lev. .13 .28 -.08 .13
12
Conclusions

• Ability ratings are more susceptible to influence
  of individual differences
• Giving detailed task information helped reduce
  impact of individual differences on ratings