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    Exploring the concept of learning agility : a thesis presented in partial fulfilment of the requirements for the degree of Master of Business Studies in Human Resource Management at Massey University, Manawatu, New Zealand
    (Massey University, 2018) Miller, Simon
    Continuous learning and employee adaptation have become increasingly important within modern organisational environments categorised by volatility, uncertainty, complexity, and ambiguity. In turn, this has resulted in a growing body of literature supporting a construct known as learning agility. This study sought to determine the underlying psychological variables that support individual learning agility. In doing so, cognitive ability, personality, and emotional intelligence assessments distributed by OPRA Psychology Group were administered to a random sample of Scenic Hotel Group employees to obtain quantifiable data. Alongside this, a validated learning agility questionnaire was administered to participants and their managers to obtain a measure of each employee’s learning agility. Participants’ learning agility scores were then correlated with their personality, cognitive ability, and emotional intelligence assessment results. Results of this study indicate that learning agility is significantly positively correlated with overall cognitive ability. Furthermore, learning agility shows a significantly positive relationship with personality factors associated with openness to experience, extraversion, and the neuroticism sub-trait, tense-driven. As an outcome, this has provided for a tentative model of learning agility comprising of: 1. Cognitive ability 2. Learning mindset and behaviour 3. Contribution to the social learning environment This research adds to the current body of literature available into a construct known as a key determinant of employee performance and potential (Eichinger & Lombardo, 2000; McCauley, 2001). Furthermore, it provides the foundations for the development of a derived measure of learning agility that can be determined using existing psychometric assessments.
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    The usefulness of personality questionnaires in officer selection and training : a paper submitted in fulfilment of the Master of Science degree
    (Massey University, 1999) Bowden, Charlotte
    The aim of the current research was to assess whether the Revised Eysenck Personality Questionnaire (EPQ-R) and the Gordon Personal Profile-Inventory (GPP-I) could predict future behaviour in a sample of NZ Army officers and officer cadets. Personality questionnaire data completed at the time of selection was correlated with a workplace behaviour questionnaire (WBQ) developed specifically for the purposes of the research. It was hypothesised that (1) EPQ-R and GPP-I scales should correlate significantly with their corresponding scales on the WBQ, (2) the Neuroticism/Lie and Psychoticism/Lie correlation should indicate the presence of faking, (3) officers serving longer than three years should show more similar personality profiles than officers serving less than three years, (4) immediate superiors of the same gender and ethnicity should rate participants more favourably than those of a different gender and ethnicity, and (5) scores on the WBQ measuring High Psychoticism, High Neuroticism, Low Emotional Stability, Low Ascendancy, and Low Cautiousness should not be endorsed highly if selection has been effective. Only the fifth hypothesis was supported and the results are discussed in light of methodological shortcomings and earlier research.
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    A criterion validation of the New Zealand Army Officer Selection Board : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University
    (Massey University, 2006) Benjamin, Kathryn
    The purpose of this research was to assess the incremental validity of selection measures employed on the New Zealand Army Officer Selection Board (OSB) over and above measures of cognitive ability. The study assessed whether the use of measures of personality, cognitive ability, peer assessment ratings, and observer competency gradings, could predict future training performance and job performance. Criterion measures of training and job performance included Officer Cadet School (OCS) performance results, supervisor ratings, and annual reporting documents. The sample population consisted of 72 New Zealand Army officers. Of these participants 15 were female and 57 were male. The average age of the participants was 27.5 years. It was hypothesised that individual elements of the assessment centre (observer ratings, psychologist ratings, and peer assessment ratings) would provide incremental validity over cognitive ability testing. It was also hypothesised that elements of the Eysenck Personality Questionnaire (EPQ-R) and the Gordon Personal Profile-Inventory (GPP-I) would be positively correlated with measures of training performance and job performance. Lastly, it was hypothesised that increased time since commissioning would be positively correlated with higher job performance. The results demonstrate that no linear combination of predictors was able to predict future training performance or job performance. Only the last hypothesis was supported and the results are discussed in light of methodological shortcomings.
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    An evaluation of the Personality Assessment Inventory for personnel selection : a study with the New Zealand police : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 2000) Lascelles, Nick
    The Personality Assessment Inventory (PAI) was evaluated as an instrument for New Zealand police selection. Recruits (N = 127) attending training were administered the PAI, and the data used to assess reliability, validity, impact of response sets, test fairness, and utility for selection purposes. The PAI was found to be less internally consistent than in other studies, but most scales achieved acceptable alphas. The PAI showed evidence of construct validity when correlated with the NEO-PI-R. PAI scores accounted for 12% of the variance in final grade achieved during training, compared to 8% for the NEO-PI-R. Defensive responding was identified as a considerable threat to validity. Small, but significant differences were found between demographic groups on some scales based on age and ethnicity. While the PAI might be a useful addition to the New Zealand Police test battery, the presence of less than ideal reliability, possibly high levels of defensive responding, and differences between demographic groups means that hypotheses generated from test scores will need to be carefully integrated with other sources of information.