Cognitive ability and personality predictors of training program skill acquisition.

摘要

Drawing on past theory and research findings, training scholars have argued that cognitive ability and personality factors are important antecedents of skill acquisition and job performance. Indeed, most investigations have examined either cognitive ability or personality factors, but not both, in predictive studies of skill acquisition and job performance.;It seems reasonable to consider the relative impact of cognitive ability and personality factors in a single investigation. Specifically, this dissertation research set out to answer two questions: (a) What is the relative impact of the cognitive ability and personality factors of transportation handler trainees on their ability to acquire the skills necessary to successfully complete a transportation handler training program? and (b) Does skill acquisition in transportation handler training predict subsequent job performance? The sample for this study is 9,793 individuals who participated in transportation handler selection and training programs, between the years 1987 and 1995. The variables examined include the results of each trainees' (a) personality assessment, (b) qualifying examinations and classroom and laboratory training evaluations (i.e., skill acquisition), and (c) full performance level status as of 1995 (i.e., job performance).;These results of hierarchical ordinary least squares and logistic regression analyses demonstrated that cognitive ability and certain personality factors do make significant contributions to the prediction of skill acquisition. Of the sixteen personality factors analyzed, Factors A (Extraversion), B (Reasoning), and O (Apprehension) were significant predictors of skill acquisition. The test for skill acquisition showed that transportation handlers were 35.3% more likely to achieve full performance level status as of 1995 than transportation handlers who scored lower on skill acquisition.;Strengths and limitations, suggestions for future research, and implications for practice were discussed.