Personality Assessment
[Enduring pattern of thoughts, ideas, emotions, and behaviors that are
generally consistent over situations and time and that
differentiate individuals from each other]
Usage:
SHRM survey --- 30%
Fortune 100 Companies --- 50%
Outside U.S. ----- 50% to 80%
 Interaction of personality characteristics and the situation
• Strong vs. weak situations
• Impact of reward systems
• Which personality characteristics are important for a given
situation?
The Situation
• Powerful Situations
 Cause individuals to interpret events in the same way
 Create uniform expectancies of appropriate behavior
 Provide incentives for the performance of a behavior
 Require commonplace skills
• Weak Situations
 Cause individuals to not uniformly interpret events in the same way
 Do not create consistent expectations of desired behavior
 Do not offer incentives for one type of behavior
 Require a variety of skills
Conclusions
Traits vary greatly in the extent to which they influence behavior
The situation has an important influence on individual behavior
Specific personality traits predict valued behaviors at work only in relevant situations
Personality Assessment
• Arguments for Use in Selection
 There is evidence that personality characteristics can be
grouped into five broad dimensions (5-Factor Model)
 Managers intuitively believe personality traits matter at work
 Meta-analytic data show these traits can be relevant (albeit
modest) predictors of work performance
 Because personality is not highly correlated to other useful
selection tools, it contributes incremental validity to the
prediction of success at work
 Little to no adverse impact—mean scores are quite
comparable across racial or ethnic groups or between men and
women
Also, correlations with: a) motivation, b) satisfaction and
commitment, c) attendance and on-time arrivals, d) OCBs, e) desire
to learn new work methods/increase skills, and f) less CWBs
Counter Productive Work Behaviors (CWBs)
(Can occur from emotion-based processes when organizational conditions are
perceived as unpleasant or stressful; Fox & Spector, 1999). Example: Perceived
justice violations: distributive, procedural, interpersonal (interpersonal and
informational)
CWBs
 Directed toward organizations (CWB-O)
 Directed toward other people (CWB-P)
• Withdrawal behaviors (e.g., absenteeism, tardiness)
• Sabotage
• Production deviance (work slow down)
• Theft
• Abuse against others
(Fox & Spector, 2003)
• Major Types of Inventories
 Self-Report Questionnaires

Consist of a series of brief items asking the respondents to use a
multiple-choice answer format to indicate personal information about
thoughts, emotions, and past experiences
 Projective Techniques

Require verbal responses to intentionally ambiguous inkblots, pictures,
or sentence stems that provide insights into an individual’s personality.
Personality Inventories
Self-reports –
• Minnesota Multiphasic Personality Inventory,
• California Psychological Inventory
• Myers-Briggs Type Indicator
• Hogan Personality Inventory
• NEO PI-R (assesses the 5-Factor model consisting of:
Neuroticism, Extraversion, Openness, Agreeableness
Conscientiousness)
Projective Techniques -(e.g., Thematic Apperception Test (TAT), Rorschach Inkblot Test
(RIT), Miner Sentence Completion Scale)
Five Factors
• Extraversion --- Outgoing, sociable
• Neuroticism (Emotional Stability): Depressed, anxious, worrisome,
etc.
• Agreeableness: Flexible, forgiving
• Conscientiousness: Careful, thorough, persevering
• Openness to Experience: Curious, imaginative
 Overall, conscientiousness and extraversion are best
predictors of managerial performance across jobs
 Personality measures add to prediction above and beyond
other commonly used measure such as cognitive ability
Self-Report Inventories
• Universal (or Generalizable) Predictors
 Conscientiousness and Emotional Stability

Valid predictors of overall work performance over all studies
examined
• Contingent (Niche) Predictors
 Extraversion

Valid predictor for some occupational groups and specific criteria
(e.g., salespeople, managerial positions)
 Agreeableness

Valid predictor for teamwork
 Openness to Experience

Valid predictor for training performance
Sample Myers-Briggs Items
•
•
•
•
When you go somewhere for a day, would you rather:
a)
plan what you will do and when, or
b)
just go
In a large group, do you more often:
a)
introduce yourself, or
b)
get introduced
Is it harder for you to adapt to:
a)
routine, or
b)
constant change
Do you think it is a worse fault to be
a)
unsympathetic
b)
unreasonable
Literal ______________________ Figurative
Forgive _____________________ Tolerate
Impulse _____________________ Decision
Where you focus your attention
E
I
Focus attention on the
outside world – people
and things
Focus attention on the inner
world – ideas and
impressions
The way you take in information
N
S
Take in information
through the senses; focus
on the present
Get information from patterns,
see the big picture and focus on
future possibilities
The way you make decisions
T
F
Make decisions using logic,
objective analysis
Make decisions on values and
subjective person-focused factors
How you deal with the outside world
J
Planned, organized approach
P
Flexible, spontaneous
approach
Thinking --- Feeling
Very Clear Clear
30
25
Moderate Slight
20
15
10
5
T
Slight Moderate
5
10
Clear
15
20
Very Clear
25
30
F
Holly (7)
Steve (10)
Paul (2)
Bill (5)
Sally (2)
Frank (1)
Betty (19)
Thinking
• Looks at the logical consequences
of actions;
• Examines pros and cons of
approaches objectively;
• Energized by critique and analysis;
• Focuses on tasks
• Desires to find a standard to apply
in all situations; reasonable and fair
Feeling
• Focuses on how others may be affected by
decisions by mentally placing themselves into
situations;
• Guided by personal values;
• Energized by appreciating and supporting
others;
• Focuses on interactions
• Strives for harmony and positive interactions
Judging --- Perceiving
Very Clear
30
J
Clear
25
Moderate Slight
20
15
10
Slight
5
5
Moderate
10
15
Clear
20
Very Clear
25
30
P
Holly (25)
Steve (6)
Paul (28)
Bill (18)
Sally (1)
Frank (20)
Betty (20)
Judging
• Planned, ordered, and structured in
approach;
• Systematic and methodical;
• Prefers to have things settled, closure;
• Likes to make plans and schedules;
• Energized by getting things done and settled;
• Prefers to avoid last-minute stress
Perceiving
• Spontaneous and adaptable in orientation;
prefers flexibility in work
• Leaves things open as long a s possible;
• Open to last minute options and changes;
• Energized by resourcefulness and adapting
present demands
• Focuses on enjoying the process
S
N
Sensing --- Intuition
Very Clear Clear
30
25
Moderate
20
15
Slight
10
5
Slight Moderate
5
10
Clear
15
20
Very Clear
25
30
Holly (24)
Steve (11)
Paul (16)
Bill (21)
Sally (9)
Frank (26)
Betty (24)
Sensing
• Prefers real, tangible information;
• Notices specifics and focus on practical realities;
• Factual
• Develops understanding through practical
applications
• Focus on immediate issues
Intuition
• Takes in information by focusing on the big picture;
• Attends to relationships and connections between
facts; provides connections and meanings
• Imaginative and verbally creative; follows inspiration
• Moves quickly to conclusions and follows hunches;
• Prefers clarification of ideas before use
• Focuses on possibilities
E
I
Extraversion --- Introversion
Very Clear Clear
30
25
20
Moderate Slight
15
10
Slight Moderate
5
5
10
Clear
15
20
Very Clear
25
30
Holly (6)
Steve (5)
Paul (6)
Bill (18)
Sally (15)
Frank (2)
Betty (26)
Extraversion
• Focus on the external environment;
direct energy outward;
• Prefer communicating by talking and working out
ideas by talking them through;
• Learns best through discussions;
• Sociable and expressive;
•Takes initiative in work and relationships
Introversion
• Focus on ideas and experience; direct energy inward;
• Prefers to communicate through writing and work
out ideas through reflection;
• Learns best by thinking and contemplation;
• Private and self-contained;
• Takes initiative when situation is important to them
• Enjoys working alone without interruptions
Hogan Personality Inventory
• Designed to predict occupational success
•
•
•
•
•
Based on the 5-factor model
Developed and normed on 500,000 on working adults
Validated in over 200 occupations
No invasive or intrusive items
No adverse impact
Primary Scales ---
Adjustment: confidence, self-esteem, and composure under pressure Ambition: initiative,
competitiveness, and desire for leadership roles Sociability: extraversion, gregarious, and
need for social interaction Interpersonal Sensitivity: tact, perceptiveness, and ability to
maintain relationships Prudence: self-discipline, responsibility, and
thoroughness Inquisitive: imagination, curiosity, and creative potential Learning
Approach: achievement orientation, valuing education
http://www.hoganassessments.com/?q=content/hogan-personality-inventory-hpi
Hogan Personality Inventory (cont.)
Occupational Scales ---
Service Orientation (attentive, pleasant, courteous to others such as
customers and clients)
Stress Tolerance (ability to handle stress)
Reliability (integrity, good organizational citizen)
Clerical Potential (able to follow directions, attentive to detail, clear
communicator)
Sales Potential (energetic, ability to interact socially, able to deal with
client issues/problems)
Managerial Potential (leadership ability, good at organizing, capability
to make decisions)
http://www.hoganassessments.com/?q=content/hogan-personality-inventory-hpi
Hogan Development Survey [An assessment of the “dark side’ of
personality]
Excitable: moody, hard to please, and emotionally volatile Skeptical:
suspicious, sensitive to criticism, and expecting betrayal Cautious: risk
averse, resistant to change, and slow to make decisions Reserved: aloof,
uncommunicative, and indifferent to the feelings of others Leisurely:
overtly cooperative, but privately irritable, stubborn, and
uncooperative Bold: overly self-confident, arrogant, and
entitled Mischievous: charming, risk-taking, and excitementseeking Colorful: dramatic, attention-seeking, and
interruptive Imaginative: creative, but thinking and acting in unusual or
eccentric ways Diligent: meticulous, precise, hard to please, and
micromanaging Dutiful: eager to please and reluctant to act
independently or against popular opinion
http://www.hoganassessments.com/?q=content/hogan-development-survey-hds
Motives, Values, Preferences Inventory [Measures core goals, values,
drivers, and interests]
Recognition: responsive to attention, approval, and praise Power:
desiring success, accomplishment, status, and control Hedonism:
orientated for fun, pleasure, and enjoyment Altruistic: wanting to help
others and contribute to society Affiliation: enjoying and seeking out
social interaction Tradition: dedicated to strong personal
beliefs Security: needing predictability, structure, and order Commerce:
interested in money, profits, investment, and business
opportunities Aesthetics: needing self-expression, concerned over look,
feel, and design of work products Science: wanting knowledge, research,
technology, and data
http://www.hoganassessments.com/?q=content/motives-values-preferences-inventory-mvpi
Hogan Business Reasoning Inventory
[Assesses how people think; Measures reasoning style – the
ability to evaluate sets of data, make decisions, solve
problems, and avoid repeating past mistakes]
Tactical Reasoning: the ability to solve problems and
come to sensible conclusions once the facts are known.
High scorers tend to be disciplined, steady, and precise.
Strategic Reasoning: the ability to detect errors, gaps, and
logical flaws in graphs, memos, diagrams, written reports,
numerical projections, and tables of data. High scorers tend
to be curious and interested in feedback.
http://www.hoganassessments.com/?q=content/hogan-business-reasoning-inventory-hbri
OTBQ
(Off-Task Behavior Questionnaire)
The following items are examples or work related behaviors that you may engage in during the course of your
work. Using the scale below, please rate the degree to which you engage in these behaviors.
Never
Rarely
Occasionally
Often
Constantly
<--|----------------------|----------------------|----------------------|----------------------|-->
(1)
(2)
(3)
(4)
(5)
1.
2.
3.
4.
5.
6.
7.
8.
9.
____ I pay close attention to any error I make on my job
_____ I focus my attention on what is going wrong
_____ I focus my total attention on learning a new rule/procedure
_____ I focus my attention on being ready for any changes in my work
_____ I focus my attention to respond to any changes in my work
_____ I think about new strategies for improving my performance
_____ I tell myself things to encourage me to try harder
_____ I focus my attention on how fast I can finish a work task
_____ I focus my attention on how many work tasks I can complete
From: Kanter, R., Ackerman. P. L., Murtha, T. C., Dugdale, B., & Nelson, L. (1994). Goal-setting, conditions of practice, and task
performance: A resource allocation perspective. Journal of Applied Psychology, 79, 826-835.
Sample Items from the Workplace Cognitive Failures Questionnaire
______
1
(Never)
_______
2
_______
3
• Cannot remember whether you have or have not turned off
_______
4
_______
5
(Very Often)
work equipment?
• Fail to recall work procedures?
• Cannot remember work-related phone numbers?
• Forget where you have put something you use in your job (e.g., tools)?
• Do not fully listen to instruction?
• Do not focus your full attention on work activities?
• Throw away something you meant to keep (e.g., memos, tools)?
• Say things to others that you did not mean to say?
From: Wallace, J. C., & Chen, G. (2005). Development and validation of a work-specific measure of cognitive failure: Implications for
occupational safety. Journal of Occupational and Organizational Psychology, 78, 615-632.
Sample California Psychological Inventory Sample
Items
• I like parties and socials. (Sociability)
• When I work on a committee I like to take charge of
things. (Ambition)
• I often lose my temper. (Likeability; R)
• Sometimes I rather enjoy going against the rules and
doing things I'm not supposed to. (Prudence; R)
• I am embarrassed with people I do not know well.
(Adjustment; R)
• I read at least ten books a year. (Intellectance)
• I always see to it that my work is carefully planned and
organized. (Ego- control)
Miner Sentence Completion Scale
[Assesses “Motivation to Manage”] Sample Items
If I am promoted ________
Wearing a necktie _______
Yacht racing _______
Dictating lectures _______
Presenting a report at a staff meeting _______
Seven Subscales:
•
•
•
•
•
•
•
Authority Figures
Competitive Games
Competitive Situations
Masculine Roles
Imposing Wishes
Standing Out From the Group
Routine Administration
Significant correlations between MSCS and managerial progress (e.g., promotion, pay rate)
MSCS scores are not related to scores on measures of intelligence
Thematic Apperception Test
TAT --- 31 pictures that depict a variety of social and interpersonal situations.
Participants are requested to write or tell a story about each picture to the
examiner (e.g., what happened, what Ten pictures are gender-specific; the others
can be used with either sex.
Use: To uncover internal conflicts, dominant drives, interests, and motives.
Specific motives include the need for achievement, need for power, the need for
intimacy, and problem-solving abilities.
Rorschach Inkblot Test
Ten cards which bilateral and symmetrical inkblots
Scoring --Location: the part of the blot used (e.g., use of the
whole blot, common or unusual detail)
Determinants: form, color, shading, and movement)
Content (human figures, animal figures, anatomical
diagrams, inanimate objects
Projective Techniques
• Issues Affecting Usefulness in Selection
 The reliability of measures of an individual’s responses at two
different times
 The impact on an individual’s score due to the total number of
responses given (e.g., verbal ability).
 The quantity and complexity of responses make scoring
difficult.
 Lack of trained personnel in administering, scoring, and
interpreting data from projective tests.
Legality of the MMPI
Karraker v. Rent-A-Center, Inc. 411 F, 3rd 831 (7th Cir. 2005)
The Seventh Circuit reversed the district court and ruled that
the MMPI fit the definition of a “medical examination.” A
medical exam is a “procedure or test that seeks information
about an individual’s physical or mental impairments or
health.” So, the court had to decide if the MMPI was
designed to reveal an impairment of physical or mental
health. They held that the test was so designed to do so. In
other words, it excluded employees from being promoted who
had disorders, even though a psychologist was not used to
interpret the test results.
In this regard, given that the test was originally designed to
measure mental disorders may violate the ADA.
ADA
Medical examinations & inquiries about disabilities
 An employer may not ask or require a job applicant to take a
medical examination before making a job offer
• An employer may condition a job offer on the satisfactory result of a post-offer
medical examination or medical inquiry if this is required of all entering
employees in the same job category
• If an individual is not hired because a post-offer medical examination or inquiry
reveals a disability, the reason(s) for not hiring must be job-related and consistent
with business necessity. The employer also must show that no reasonable
accommodation was available that would enable the individual to perform the
essential job functions, or that accommodation would impose an undue hardship