人格测量在人员选拔中应用的研究进展

人格五因素模型(FFM)已被广泛证明能预测工作绩效,它在人员选拔中的作用越来越重要,需要在实践中加强其相关应用研究.本文回顾了人格测量在人员选拔中应用的研究进展,以及人格测量、人格五因素模型在结构化面试中评定应聘者人格特质、对个人和团队绩效预测的研究热点问题.人格测量是人力资源管理理论和实践中有创造力的研究方向,有待于验证并在实践中实施.     

The effect of team feedback and guided reflexivity on team performance change

Providing teams with feedback has been forwarded as a powerful practice to improve their learning and performance. Yet, this learning potential may not be realized unless teams actively process this feedback by stepping back from their team activity, building plans, and ultimately putting them into action. In an experimental study (N = 212 undergraduate students), we compared the effects of team-level feedback with or without an intervention prompting shared reflection on the feedback (i.e., guided reflexivity) to a no feedback control group on team performance growth. The results showed that only the combination of team performance feedback and guided reflexivity lead to performance change, at the beginning of team activity. These findings suggest that prompting feedback processing at an early stage of collaborative work has the power to help teams benefit from their past experiences and improve performance.     

The Use of the Five-Factor Model of Personality as a Therapeutic Tool in Career Counseling

Many clients requesting assistance in Career Centers are mismatched with their career due to issues of occupational choice. In addition, personality conflicts with co-workers, lack of interpersonal skills, and the individual's personality characteristics can affect vocational success. Theories of personality are incorporated into several theories of vocational choice and development (i.e., Holland, Roe) resulting in some attention to personality. Likewise, client personality can affect the career counselor's ability to intervene effectively to assist the client in making effective career choices and decisions. More direct attention to the impact of personality on an individual's career and vocational success can enable the Career Center to increase the effectiveness of their interventions. This paper will discuss the methods for increasing the effectiveness of career counseling through the use of the Five-Factor Model of Personality into our therapeutic work with clients.     

Performance of student software development teams: the influence of personality and identifying as team members

One prominent approach in the exploration of the variations in project team performance has been to study two components of the aggregate personalities of the team members: conscientiousness and agreeableness. A second line of research, known as self-categorisation theory, argues that identifying as team members and the team's performance norms should substantially influence the team's performance. This paper explores the influence of both these perspectives in university software engineering project teams. Eighty students worked to complete a piece of software in small project teams during 2007 or 2008. To reduce limitations in statistical analysis, Monte Carlo simulation techniques were employed to extrapolate from the results of the original sample to a larger simulated sample (2043 cases, within 319 teams). The results emphasise the importance of taking into account personality (particularly conscientiousness), and both team identification and the team's norm of performance, in order to cultivate higher levels of performance in student software engineering project teams.     

The relationships between emotional competence and team learning behaviours

This study provides a systematic review on the relationships between emotional competence and team learning behaviours, with 32 studies identified as addressing these relationships within teams whose team members are interdependent in the fulfilment of their work tasks and goals. By examining the selected studies' findings, positive relationships between emotional competence and its dimensions and various team learning behaviours were identified. Focussed on emotional competence, the perception of own emotions and others’ emotions supports teams and their members by recognising the emotions that surface during teamwork, while emotional management helps teams deal with these emotions. Although emotional expressiveness as a fourth dimension hardly has been investigated, it plays a key role and is essential to the perception of emotions in a team. Expressing, perceiving and dealing with emotions within a team enables teams and their members to work openly with each other, share and create knowledge, reflect upon teamwork and discuss constructively with each other instead of against each other. Considering the different levels of measurement and analysis, this systematic review provides an in-depth insight into the relationships between emotional competence and team learning behaviours and identifies research gaps such as implications for methodological and future research as well as practical implications for organisational practitioners and teams.     

Collaborative design of assessment criteria to improve undergraduate student engagement and performance

Student engagement is vital in enhancing the student experience and encouraging deeper learning. Involving students in the design of assessment criteria is one way in which to increase student engagement. In 2011, a marking matrix was used at Aston University (UK) for logbook assessment (Group One) in a project-based learning module. The next cohort of students in 2012 (Group Two) were asked to collaboratively redesign the matrix and were given a questionnaire about the exercise. Group Two initially scored a lower average logbook mark than Group One. However, Group Two showed the greatest improvement between assessments, and the quality of, and commitment to, logbooks was noticeably improved. Student input resulted in a more defined, tougher mark scheme. However, this provided an improved feedback system that gave more scope for self-improvement. The majority of students found the exercise incorporated their ideas, enhanced their understanding, and was useful in itself.     

The importance of structuring information and resources within shared workspaces during collaborative design learning

This paper investigates how the organization or structure of information and resources in shared workspaces influences team sharing and design learning. Two groupware products, BSCW and TikiWiki, were configured so that teams could structure and share resources. In BSCW the resources were structured hierarchically using folders and subfolders whereas in TikiWiki resources were structured using interlinked wiki pages (like web pages). The results showed that the groupware technology used, the collaborative task set and opportunities to reflect all influenced the way teams structured resources and that well‐structured resources facilitated team collaboration and design learning. The discussion focuses on the need to help students develop information literacy skills and on why asking students to structure resources might help develop their design expertise.     

Exploring the influences of MOOC design features on student performance and persistence

Massive open online courses (MOOCs) face persistent challenges related to student performance, including high rates of attrition and low student achievement scores. Previous studies that have examined the performance of students in MOOCs have done so using qualitative analysis and the quantitative analysis of small samples. This study is the first to examine general course features of MOOCs on a large scale and to quantify the influences of these course features on student performance. Informed by the theory of web-based online instruction, this study used two-stage K-means clustering to analyze more than 200 MOOCs that had enrolled about 300,000 students, identifying three patterns of course features among the MOOCs. A MANOVA test and follow-up statistical tests revealed that these patterns of course features influenced the MOOCs’ dropout rates and student achievement scores to statistically different degrees. The implications of these findings are discussed.     

The reliability and sources of error of using rubrics-based assessment for student projects

Rubrics are widely used in higher education to assess performance in project-based learning environments. To date, the sources of error that may affect their reliability have not been studied in depth. Using generalisability theory as its starting-point, this article analyses the influence of the assessors and the criteria of the rubrics on the assessment of two service-learning projects. A sample of 365 novice students studying for three different undergraduate degrees was evaluated by eight student assessors and two teachers at three stages of assessment. Depending on the type of project and the stage of assessment, between 19.27 and 39.55% of the total variance was attributed to the quality of the projects, 0–7.49% to the main effect of the raters, and 3.44–17.3% to the main effect of the criteria. The results demonstrated that acceptable levels of reliability (≥.70) were obtained with three raters and eight criteria or four raters and nine criteria in contexts of relative or absolute decisions, respectively.     

Formative self-and peer assessment for improved student learning: the crucial factors of design,teacher participation and feedback

Self and peer-assessment are becoming central aspects of student-centred assessment processes in higher education. Despite increasing evidence that both forms of assessment are helpful for developing key capabilities in students, such as taking more responsibility for their own learning, developing a better understanding of the subject matter, assessment criteria and their own values and judgements, and developing critical reflection skills, both forms of assessment are still not the norm at universities. This paper provides the findings of a two-year study of formative self and peer-assessment at an Australian university. The study supports other research showing that students tend to regard formative self and peer-assessment as beneficial for gaining more insights about the assessment process and for improving their own work. We argue that self and peer-assessment requires careful design and implementation for it to be an effective tool for formative assessment processes; and that the development of students’ capacities for giving feedback, and the continuous and timely involvement of the teacher, are central aspects for successful self and peer-assessment. The move to self and peer-assessment is not simple for teachers and students but is worthwhile and necessary for twenty-first century higher education.     

The role of culture,competitiveness and economic performance in explaining academic performance: a global market analysis for international student segmentation

A nation's culture, competitiveness and economic performance explain academic performance. Partial Least Squares (PLS) testing of 2252 students shows culture affects competitiveness and academic performance. Culture and economic performance each explain 32%; competitiveness 36%. The model predicts academic performance when culture, competitiveness and economic performance vary. A three-tier market categorisation enhances academic performance.     

基于教育二重性的教学设计过程模式初探

教育既具有科学属性,又具有艺术属性。以往教学设计理论及过程模式都只是将教育教学活动视为一门科学,忽视了其艺术性的一面。该文基于教育二重性观点,提出了新的教学设计过程模式,讨论了艺术化设计的基本原则,并对教学设计中科学性与艺术性的比例关系进行了初步探讨。     

Academic performance and the practice of self-directed learning: The adult student perspective

The practice of self-directed learning is important to adult students as it allows them to learn effectively while juggling work, family and other commitments. This study set out to examine the self-directed learning characteristics present in the adult students’ study process at the case university. The relationship between the adult students’ perceived competence level in self-directed learning and their academic performance was also investigated. In this study, 1695 adult students in the case university participated in a survey that included both Likert-type and open-ended response items. Eleven indicators of self-directed learning were conceptualised and quantified. These indicators included: Goal Setting, Time Management, Procrastination Management, Assignment Preparation, Exam Preparation, Note-taking Capability, Research Capability, Seminar Class Readiness, Technical Readiness, Online Class Readiness and Stress Management. The findings showed that the adult students’ perceived level of competence in the 11 self-directed learning indicators had a direct or an indirect effect on their academic performance. Based on the findings, the case university has conceptualised some new initiatives in the provision of support in terms of self-directed learning to help its adult students to do well in their studies.     

Challenges and strategies for assessing student workplace performance during work-integrated learning

This study explores the challenges of assessing student workplace performance during work-integrated learning. It highlights the need for, yet difficulties with, combining positivist and constructivist assessments where workplace supervisors make evaluative judgements on performance yet students are also agents in their own assessment. It examines the ratings awarded by 163 workplace supervisors for 213 business undergraduates completing a work placement as part of their degree program in Western Australia. Students were rated on 17 capabilities associated with employability and results indicate, in alignment with previous studies, a tendency among supervisors to assign inflated marks across capabilities. The mean capability rating awarded to each student was significantly higher than their weighted course average, suggesting workplace supervisors mark more highly than academics in coursework units. To identify solutions to manage leniency bias, the study examined variations in supervisor ratings for a range of personal and contextual variables such as gender, organisation size, work area and sector. Although supervisor ratings were inflated, they were consistent across the sample with variations recorded for only four capabilities in certain work areas. Reasons for leniency bias among workplace supervisors are explored in light of the findings and alternative approaches to evaluating student workplace performance are presented.     

团体健美操的创编与训练

随着团体健美操在各种场合的表演，其创编与训练引起了人们的关注。因此，本文就团体健美操的创编与训练作一探析。     

大学生职业生涯设计初探

职业生涯设计是一种对学生以职业要求为目标的目标管理。通过帮助学生树立正确的职业理想,确立明确的职业目标,进行正确的自我分析和职业分析,培养学生职业需要的实践能力,从而达到开发学生潜能,提高学生综合素质的目的。     

Standards-based performance assessment for the evaluation of student teachers: a consequential validity study

The instrument Samples of Teaching Performance (STP) was developed to assess student teachers' capacity to plan, deliver and evaluate a unit of instruction. The current study reports consequential validity data collected from supervisors (n?=?20) and student teachers (n?=?62) from three elementary and five secondary teacher preparation programs in Chile that participated in the field-testing of the STP. Student teachers described how this assessment had honed their sense of professionalism and promoted learning of the skills assessed. Supervisors reported enlarging the topics discussed with student teachers and making some changes to the supervisory process. These findings are complemented by an analysis of the STP scores obtained by 24 student teachers, which showed better development of instructional skills when compared to pedagogical reasoning and reflection. These results raise questions about the structure of student teaching to support the implementation of standards-based assessments that entail tasks at different levels of cognitive complexity.     

普适计算环境下远程教育情感交互的设计模型

普适计算强调把计算机嵌入到环境中去,让人们关注的中心能从计算机回归到任务本身,这种理念对远程教育情感交互的实现有很强的促进作用。文章认为制约当前远程教育情感缺失的三大成因是技术主义思潮、师生分离和计算技术的发展水平;而普适计算却能突破传统桌面计算的局限,使得远程教育在情感表达、情感传递和情感识别等的技术实现上有着无比的优势。文章在作者所构建的情感三维模型的基础上,设计了普适计算支持的远程教育人机情感交互模型和人际情感交互模型。     

The relationship of time orientation with perceived academic performance and preparation for assessment in adolescents

The purpose of this study was to operationalise a model of time orientation and investigate the variability of its factors based on preparation for assessment and perceived academic performance. Responses from 113 male adolescents (mean age = 16.46 years) and 115 female adolescents (mean age = 16.42 years) to items operationalising an expanded model of the contextual approach to adolescent orientation to the future were analysed using principal component analysis. The results rendered five factors including a past orientation, three present orientation factors (task focus, positive social support, and negative social support), and a future orientation. A series of two‐way ANOVAs showed an association of present and future time orientation with academic achievement. Results also showed that students’ approaches to learning varied mainly as a function of present positive social support and task focus. Students who prepared well for assessment had the highest future time orientation. This research highlights the importance of an elevated present and future time orientation to academic achievement and appropriate preparation for assessment tasks.