EI Newsletter
| TITLE |
To know thyself: The roles of accuracy of self-assessment, personality, and cognitive intelligence in assessment center performance |
| AUTHOR |
| Miller-Grotas, Jana |
| SCHOOL |
| RUTGERS THE STATE UNIVERSITY OF NEW JERSEY |
| DEGREE |
| Psy.D. |
| DATE |
| 2003 |
| PAGES |
| 89 |
| ADVISOR |
| Cherniss, Cary |
| ABSTRACT |
| The present study explores the relationships between accuracy of
self-assessment, cognitive intelligence, personality, and assessment center
performance. The participants were 289 mid-level managers that participated
in an assessment center led by a large international consulting firm. The
Watson-Glaser Critical Thinking Appraisal and the Wesman Personnel
Classification Test were used to measure cognitive intelligence. Personality
was measured using the Global Personality Inventory. Accuracy of
self-assessment was measured by the magnitude and direction of self-other
rater discrepancies on a 360 instrument. It was hypothesized that accuracy
of self-assessment would be associated with higher level assessment center
performance, particularly in areas related to emotional intelligence, (i.e.
interpersonal skills, communication) as conceptualized by Goleman (Cherniss
and Goleman, 2001). It was also hypothesized that accuracy of
self-assessment and personality would account for a higher degree of
variance in performance than cognitive intelligence. Results showed that
personality, particularly those personality scales that reflected factors
related to social and emotional intelligence, accounted for the largest
proportion of variance in assessment center performance, with accuracy of
self-assessment accounting for the second largest proportion of variance,
and cognitive scores accounting for none of the variance in performance.
Furthermore, exploratory results showed that higher cognitive scores were
associated with more negative perceptions by co-workers of individuals'
overall work performance on the job. It is recommended that future research
further examine the relationships between cognitive intelligence,
personality, social and emotional intelligence and performance. |