\u201cIf you could use just one type of assessment when evaluating candidates, what would you use?\u201d\u00a0 This is a question I often ask training course delegates as a way of starting a conversation about the effectiveness of different selection methods.\u00a0 By far the most common response is \u2018an interview\u2019.\u00a0 My answer: \u2018a test of cognitive ability\u2019.\u00a0 Delegates are often uncomfortable with this idea despite the training courses they are on showing just how effective psychometric tests of cognitive ability are.<\/p>\n
Here\u2019s a brief summary of the evidence that supports cognitive ability.\u00a0 In a recent comparison of 31 methods of predictive job performance, cognitive ability was by far the best predictor of both job performance and job-related training outcomes[1]<\/a>. \u00a0It has been known for some time that the more complex a job the better cognitive ability predicts performance, but even for unskilled jobs it still has substantial predictive validity[2]<\/a>.\u00a0 The effect of ability on job performance also appears to be linear[3]<\/a>.\u00a0 This contradicts the view that it\u2019s important, but only up to a point, after which we need to look for other factors \u2013 such as emotional intelligence or \u2018fit\u2019 \u2013 to identify superior performance.\u00a0 Whilst not discounting the potential of other factors to add to our understanding, on average, the better someone scores on a test of cognitive ability, the better they will do in the job.<\/p>\n Most tests of cognitive ability involve problem solving, either through tests of verbal reasoning, numerical reasoning or abstract \/ non-verbal reasoning.\u00a0 The complexity of problems vary from the very challenging through to simple tasks that almost anyone can get right, meaning performance depends on speed of working.\u00a0 Each task assesses something unique, though performance on all tests are substantially influenced by \u2018g<\/em>\u2019 or a general ability factor[4]<\/a>.\u00a0 General ability underpins our ability to learn.\u00a0 Research on children shows this association between ability and subsequent learning[5]<\/a>, and is a key justification for using academic selection tests.\u00a0 Similarly, in work contexts, cognitive ability predicts both the rate of job knowledge acquisition and the depth of learning[6]<\/a>.<\/p>\n Understanding about a candidate\u2019s cognitive ability tells us a lot about their potential, but a few words of caution are necessary.\u00a0 Tests based on verbal and numerical content may be seen as work-relevant (\u2018face valid\u2019) by candidates, though non-verbal or abstract tasks less so.\u00a0 If used, the relevance of such tests needs to be clearly explained to ensure candidates are engaged.\u00a0 Completing cognitive tests can be demanding, resulting in higher levels of candidate drop-off compared to other types of assessment.\u00a0 User experience is not always great, though some cognitive tests are now using elements of gamification as a way of enhancing experience.\u00a0 They can also be practiced, so it\u2019s important to consider how candidates are prepared for these tests to ensure all have an equal opportunity to show their abilities.\u00a0 Many test publishers provide practice materials as a way of reducing the effect of prior experience.<\/p>\n Perhaps the biggest concern when using tests of cognitive ability is the risk of adverse impact, where one group of test takers performs, on average, better than another.\u00a0 Diversity is one of key targets for many organisations, so any assessment that threatens this can be a barrier to use.\u00a0 Establishing the validity of an assessment for a role means its use in selection is justified, but to many recruiting a diverse workforce is of equal if not greater importance.\u00a0 The causes of group differences on cognitive ability measures are complex and not fully understood, though rarely due to obvious test bias.\u00a0 As there is no simple way of compensating for group score differences, cognitive tests should be applied only after careful consideration as to how scores from them will be used in decision-making.<\/p>\n The ability of cognitive tests to predict work performance and learning is now established.\u00a0 As work changes at an ever-increasing rate, recruiting people with the potential to learn and adapt to these changes is essential.\u00a0 Though easy to use and an effective screening tool, especially in large-scale recruitment, we need to be mindful of how cognitive tests are used if we want to create a more diverse workforce. Look out for our next blog where we will talk about what you can do to reduce adverse impact of cognitive ability tests.<\/p>\n Would you like to see the range of cognitive ability tests we are promoting? Click here<\/a>.<\/p>\n [1]<\/a> Schmidt, Oh and Shaffer, (2006). The Validity and Utility of Selection Methods in Personnel Psychology: Practical and Theoretical Implications of 100 Years of Research Findings.<\/p>\n [2]<\/a> Salgado and Moscoso, (2019). Meta-Analysis of the Validity of General Mental Ability for Five Performance Criteria: Hunter and Hunter (1984) Revisited.<\/p>\n [3]<\/a> Coward and Sackett, (1990). Linearity in ability-performance relationships: a reconfirmation.<\/p>\n [4]<\/a> Carroll, (1993) Human Cognitive Abilities.<\/p>\n [5]<\/a> Deary, Strand, Smith and Fernandes, (2007) Intelligence and Educational Achievement.<\/p>\n<\/h5>\n
How organisations can measure cognitive ability<\/h4>\n
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So, where\u2019s the catch?<\/h4>\n
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Concluding thoughts<\/h4>\n
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