Outstanding Achievements Interest, Personality and Competency Correlates of Multiple Intelligences Poster at the EAWOP Congress, Lisbon, 15 May 2003 Dr. Rainer H. Kurz Outstanding Achievements1 kurzrainer@yahoo.com 1 Research was carried out while employed at SHL Group plc Thought Leadership in Occupational Assessment 2. Poster Overview • • • • Intelligence Theory Multiple Intelligences (MI) The Differential Reasoning Model (DREAM) Competency Behaviour Survey: – – – – Multiple Intelligences Inter-correlations Interest Correlates Personality Correlates Competency Correlates • The World of Work (WoW) Model • Competency at Work 3. Intelligence Theory & Aptitude Testing Practice • Reviews by Carrol (1993), Kurz (2000) • ‘Classic’ Ability Theory: – – – – – – Spearman: ‘g’ Thurstone: Primary Mental Abilities Vernon: v:ed vs. k:m Cattel: Crystallised & Fluid Intelligences Guilford: Content*Operation*Product Guttman: Facet Theory – – – – Differential Aptitude Tests Morrisby Profile AIMS/General Abilities Profile Occupational Tests • Differential & Occupational Testing: 4. Multiple Intelligences • Gardner (1983): Theory of Multiple Intelligences with emphasis on distinct areas (Talents?) including ‘Intra’ and ‘Interpersonal Intelligences’ • Salovey, P. & Mayer, J.D (1990): Emotional Intelligence • Goleman (1995, 1998): ‘An emotional competence is a learned capability based on emotional intelligence that results in outstanding performance at work’ • Boyatzis (1982): “A job competency is an underlying characteristic of a person which results in an effective and/or superior performance of a job … it may be a trait, motive, skill, aspect of one’s self-image or social role, or body of knowledge that he or she uses” 5. The Differential Reasoning Model (DREAM) • Review of the ability literature and ‘Occupational Testing’ practice lead to the development of the model (Kurz, 2000) • Model contrasts two categories of ability assessment : – Aptitudes (Reasoning/Learning) vs. – Achievements (Knowledge/Skills) • Model distinguishes general abilities (expected to have high traditional ‘g’ loadings) from distinct abilities (expected to have low traditional ‘g’ loadings) with 2 Sectors each: – General (Educational/Practical) vs. – Distinct (Physical/Social) • The four sectors cover 3 Ability Areas each • General Reasoning Ability ‘R’ defined as ‘unit weight’ average of six reasoning areas: V, N, C, D, S, M 6. Ability Map showing Multiple Intelligences (MI) and Differential Reasoning Model (DREAM) Distinct General Sector Educational Practical Physical Social MI Area Verbal Numerical Clerical Diagrammatic Spatial Mechanical Dexterity Sensory-motor Musical-Audit. Aesthetic Intrapersonal Interpersonal Aptitude Reasoning Learning X X X X X X Attainment Knowledge Skill 7. Research Questions • Construct Structure: – How do the 12 ‘Multiple Intelligences’ relate to each other ? – Sector Hypothesis: Ability Areas within Sectors are more highly correlated than outside Sectors – Generality Hypothesis: Ability Areas within General and Distinct halfs are more highly correlated than across these halfs • Construct Validity: – What are the key Interest, Personality and Competency correlates of the 12 Multiple Intelligences ? – Hypothesis: Explorative – search for meaningful correlations 8. Competency Behaviour Survey • • • • Pilot research study (Briceno, 2002) Joint project with Goldsmith MSc student Target sample: >120 SHL staff worldwide Operationalisation: – .xls Spreadsheet Player – Biodata • Ability self-ratings on 12 Multiple Intelligences • ‘Great 8’ Competencies (Kurz & Bartram, 2002) • Collection of existing psychometric data for Construct Validation: – Occupational Personality Questionnaire: Big 5 – Career Pathfinder In-depth: RIASEC 9. Competency Behaviour Survey Sample Description • • • • • • N=62 participants (at MSc project cut-off) 40% Male ; 60% Female 2/3 aged 25-35 years Wide Range of Work and Job Experience 40% English Native Speakers Primarily Research (25%) & HR Consultants (37%) • Only 5% from ‘Low Complexity’ jobs 10. Multiple Intelligences Ability Self-Rating Correlations V N C D S M De Se Ma Ae Ia V N -.04 C -.10 .30 D .08 .65 .08 S -.06 .34 .15 .47 M -.02 .29 -.02 .49 .68 De -.05 .12 .08 .28 .38 .43 Se .01 .11 .04 .11 .34 .22 .59 Ma -.08 -.24 -.15 -.39 .14 .08 .20 .34 Ae -.02 -.16 -.18 -.04 .20 .13 .24 .37 .49 Ia .20 -.22 -.01 -.06 .11 -.07 .14 .13 .07 .05 Ie .10 -.17 .18 -.11 -.02 -.03 .12 .05 .11 -.05 .53 Ie 11. MI Inter-correlations Discussion • Full range of correlations from -.20 to .68 • Sector Hypothesis: – Within Sector correlations average: .29 – Outside Sector correlations average: .08 • Generality Hypothesis: – General Half correlations average: .22 – Distinct Half correlations average: .23 – Across Halfs correlations average: .04 • Verbal correlates very little with other general ability areas (probably a sample specific finding) • Aesthetic correlates much higher with Physical than Social sector 12. Multiple Intelligences – Interest (RIASEC) Correlations Area Interest Correlate Verbal Realistic -.28 Numerical Realistic .28, Investigative .27 Clerical Conventional -.32, Artistic -.29 Diagrammatic Realistic .37, Social .32, Investigative .30, Conventional .30 Spatial Realistic .38, Investigative .29 Mechanical Realistic .44, Investigative .33 Dexterity Investigative .30, Artistic .29, Realistic .27 Sensory-motor Artistic .25, Realistic .25 Musical-auditory Artistic .27 Aesthetic Artistic .50 Intrapersonal Investigative -.30, Realistic -.28 Interpersonal Investigative -.34 13. Multiple Intelligences – Personality Correlations Area Personality Correlate Verbal Openness .34, Agreeableness -.33 Numerical Clerical Conscientiousness .40 Diagrammatic Agreeableness -.24, Openness .23 Spatial Openness .26 Mechanical Extraversion -.33 Dexterity Conscientiousness .25 Sensory-motor Musical-auditory Aesthetic Intrapersonal Extraversion .29 Interpersonal Extraversion .42, Agreeableness .24 14. Multiple Intelligences – Competency (Great 8) Correlations Area Competency Correlate Verbal Analysing .39, Organising -.29 Numerical Analysing .34, Enterprising .34, Creating .33 Clerical Organising .38, Adapting .28 Diagrammatic Creating .44, Analysing .34, Enterprising .33 Spatial Creating .45, Analysing .38, Enterprising .36, Interacting .29, Leading .28 Mechanical Creating .52, Analysing .34, Leading .33, Enterprising .26 Dexterity Organising .35, Creating .30, Analysing .34, Leading .33, Enterprising .26 Sensory-motor Creating .29 Musical-auditory Aesthetic Creating .37 Intrapersonal Interacting .30 Interpersonal Supporting .39, Interacting .32 15. Multiple Intelligences Correlates Discussion • Substantial overlap between MI Abilities selfratings, Interest, Personality and Competency • Interest/RIASEC: Generally meaningful correlations but some unexpected correlations for Conventional and Social types • Personality/Big5: Differentiated picture emerging where Extraversion, Agreeableness, Conscientiousness and Openness have significant correlates; Emotional Stability does not have a MI correlate; some abilities have no personality correlate • Competency: Clear overlap between MI ratings and competency self-ratings; All ‘Great 8’ competencies have some ability correlates; Musical-auditory is the only MI ability without competency correlate – too specialised a ‘talent’? 16. Multiple Intelligences in the World of Work • Miles (2000): ‘Emotional intelligence may be better conceptualised as an array of behavioural skills dependent on attributes of both personality and ability.’ ‘ …it is probable that emotional intelligence may possess both construct validity and practical utility as a competency (constellation of behaviours) rather than as a particular trait or ability’ • Kurz and Bartram (2002) define competencies as ‘sets of behaviours that are instrumental in the delivery of desired results or outcomes. ‘ • Kurz (1999) developed the ‘World of Work’ (WoW) model to map out the elements that underlie ‘Person * Environment Interaction’ at work • Basis for SHL Competency Framework (Kurz & Bartram, 2002) World Organization of Social Relations Working Life Attainment Disposition Work Model Source: Kurz & Bartram 2002 The ‘WoW’ Competency Framework Organisation & Social Relations Characteristics Competency Requirements: Facilitators and Barriers Desired Behaviours & Outcomes Work Competency: Effective Response to Job, Occupation, Goal and Role Demands Actual Behaviours & Outcomes Competency Potential: Strengths and Weaknesses Disposition & Attainment Characteristics Source: Kurz & Bartram 2002 19. Conclusions • The 12 Multiple Intelligences generally show good construct validity; some surprises that seem sample specific therefore a larger study is warranted • DREAM Generality and Sector hypothesis supported • Musical-auditory has few correlates and is highly correlated with Aesthetic – could be merged? • Emotional competence / Emotional Stability not covered in the current MI model • Multiple Intelligences could be conceptualised as competencies (sets of behaviours that are instrumental in the delivery of desired results or outcomes). • ‘World of Work’ (WoW) model provides a conceptual framework for understanding the relationships between person and work characteristics, and their influence on working life, in particular performance at work 20. References Boyatzis, R. E. (1982). The competent manager: A model for effective performance. New York: Wiley. Briceno, M. (2002). An empirical investigation of the construct validity of the ‘Great 8 Competency Factors’. Unpublished MSc dissertation. London: Goldsmith College. Carrol, J. B. (1993). Human Cognitive Abilities: A Survey of Factor Analytic Studies. Cambridge: Cambridge University Press. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. (Vol. 6). New York: Basic. Goleman, D. (1995). Emotional intelligence. New York: Bantam Books. Goleman, D. (1998). Working with emotional intelligence. London: Bloomsbury Publishing Plc. Kurz, R. (1999). The structure of the 'World of Work' (WoW) model. Paper presented at the Occupational Psychology Conference, Blackpool. Kurz, R. (2000). The Facets of Occupational Testing: General Reasoning Ability, Residual Aptitudes & Speed-Accuracy Balance. PhD dissertation. Manchester: UMIST. Kurz, R. & Bartram, D. (2002). Competency and individual performance: Modelling the world of work. In I. T. Robertson, M. Callinan and D. Bartram (eds.), Organizational Effectiveness: The Role of Psychology. Chichester: Wiley. Miles, A. (2000). Emotional Intelligence: The Peak of Performance or Old Hat? Paper presented at the BPS Test User Conference, 2000. Salovey, P. & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185-211.