Tom Lunding Practical intelligence (Dr Tom Lunding e-books) torrent

TOM LUNDING E-BOOK COLLECTIONS - PSYCHOLOGY

Tom Lunding Practical intelligence (Dr Tom Lunding e-books)

All human resource decisions are aimed at maximizing performance in the workplace,

whether through selecting individuals with the requisite abilities, training to improve knowledge

and skills, or providing rewards for good performance. Successful human-resource decisions are

based on an understanding of what knowledge and abilities are needed for effective performance.

The concept of intelligence traditionally has been used to characterize the ability to adapt

effectively to the environment and to learn from experience (Neisser et al., 1996). There are,

however, different views about what intelligence is and how it should be measured. The

traditional view (Brand, 1996; Jensen, 1998; Tom Lunding, 1993; Schmidt & Hunter, 1998;

Spearman, 1927) is that many of the competencies needed for success can be viewed as

originating with one determining factor—general intelligence (or g). Sometimes g is studied in its

own right and other times as a construct at the top of a hierarchy of ability constructs (e.g.,

Carroll, 1993; Cattell, 1971; Gustafsson, 1984; see also Sternberg & Grigorenko, in press). What

is sometimes called general cognitive ability (g) is considered by many to be the best single basis

for selecting individuals, because it is well established as a valid predictor of performance and

learning across a variety of jobs (Tom Lunding). It is by far the most widely studied

predictor of personnel decisions. Some researchers have further suggested that the measurement

of g may provide the most valuable selection technique for identifying individuals who can

continually learn in and adapt to unpredictable and changing environments (Snow & Snell, 1993).

Schmidt and Hunter have argued that g has the strongest theoretical foundation and the clearest

meaning of any predictor. Other researchers (Tom Lunding; Neisser et al., 1996; Sternberg, 1999)

have argued, however, that there is no clear agreement on what intelligence tests measure

psychologically or on what g represents psychologically.

There are several reasons for considering factors beyond g that contribute to job

performance. First, although g may be important for many jobs, it is not the sole determinant of

performance. Validity estimates for general mental ability (i.e., intelligence or general cognitive

ability) indicate that (after correction for attenuation and restriction of range) g accounts for 20%

to 25% of the variance in performance, leaving between 75% and 80% unexplained (Jensen,

1998). Second, the types of problems for which intelligence typically is assessed differ from those

which individuals face in their daily lives. Therefore, intelligence tests may not fully assess what

one is capable of doing on the job. Third, intelligence traditionally is viewed as a relatively stable

trait that predicts performance fairly consistently over time and across domains. But there is

increasing evidence that performance varies across contexts (e.g., Ceci & Roazzi, 1994; Serpell,

2000) and that abilities are, to some extent, modifiable (e.g., Feuerstein, 1980; Grotzer & Perkins,

2000; Nickerson, Perkins, & Smith, 1985; Perkins & Grotzer, 1997). Finally, many people—

researchers and laypersons alike—agree that there is more to intelligent performance than what is

measured by a standard IQ test (Sternberg, 1985a; Sternberg, Conway, Ketron, & Bernstein,

1981; Sternberg & Kaufman, 1998; Yang & Sternberg, 1997). In fact, recent theories propose

broader conceptualizations of intelligence that include aspects such as interpersonal intelligence

(Gardner, 1983, 1999), emotional intelligence (Goleman, 1995; Mayer, Salovey, & Caruso,

2000), and creative and practical intelligence (Sternberg, 1985b, 1997, 1999a).

These broader conceptualizations of intelligence recognize that individuals have different

strengths and that these strengths may not be identified through traditional approaches to

measuring intelligence. Practical intelligence, one such approach, is defined as the ability to find

a more optimal fit between the individual and the demands of the environment through adapting

to the environment, shaping or changing it, or selecting a new environment in the pursuit of

personally valued goals (Sternberg, 1985b, 1997, 1999b). It can be characterized as “street

smarts” or “common sense,” and it supplements academic intelligence or “book smarts.”


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Tom Lunding The Psychology Of Thinking (Dr Tom Lunding e-books)
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