2.3.2: Employee Abilities and Skills
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2. How do people with different abilities, skills, and personalities build effective work teams?
We begin with a look at employee abilities and skills . Abilities and skills generally represent those physical and intellectual characteristics that are relatively stable over time and that help determine an employee’s capability to respond. Recognizing them is important in understanding organizational behavior, because they often bound an employee’s ability to do the job. For example, if a clerk-typist simply does not have the manual dexterity to master the fundamentals of typing or keyboard entry, her performance will likely suffer. Similarly, a sales representative who has a hard time with simple numerical calculations will probably not do well on the job.
Mental Abilities
It is possible to divide our discussion of abilities and skills into two sections: mental abilities and physical abilities. Mental abilities are an individual’s intellectual capabilities and are closely linked to how a person makes decisions and processes information. Included here are such factors as verbal comprehension, inductive reasoning, and memory. A summary is shown in Table 2.1 .
From a managerial standpoint, a key aspect of mental ability is cognitive complexity. Cognitive complexity represents a person’s capacity to acquire and sort through various pieces of information from the environment and organize them in such a way that they make sense. People with high cognitive complexity tend to use more information—and to see the relationships between aspects of this information—than people with low cognitive complexity. For example, if a manager was assigned a particular problem, would she have the capacity to break the problem down into its various facets and understand how these various facets relate to one another? A manager with low cognitive complexity would tend to see only one or two salient aspects of the problem, whereas a manager with higher cognitive complexity would understand more of the nuances and subtleties of the problem as they relate to each other and to other problems.
People with low cognitive complexity typically exhibit the following characteristics: 2
They tend to be categorical and stereotypical. Cognitive structures that depend upon simple fixed rules of
integration tend to reduce the possibility of thinking in terms of degrees.
Internal conflict appears to be minimized with simple structures. Since few alternative relationships are generated, closure is quick.
Behavior is apparently anchored in external conditions. There is less personal contribution in simple structures.
Fewer rules cover a wider range of phenomena. There is less distinction between separate situations.
On the other hand, people with
high
levels of cognitive complexity are typically characterized by the following:3
Their cognitive system is less deterministic. Numerous alternative relationships are generated and considered.
The environment is tracked in numerous ways. There is less compartmentalization of the environment.
The individual utilizes more internal processes. The self as an individual operates on the process.
Research on cognitive complexity has focused on two important areas from a managerial standpoint:
leadership style and decision-making. In the area of leadership, it has been found that managers rated high on cognitive complexity are better able to handle complex situations, such as rapid changes in the external environment. Moreover, such managers also tend to use more resources and information when solving a problem and tend to be somewhat more considerate and consultative in their approach to managing their subordinates. 4 In the area of decision-making, fairly consistent findings show that individuals with highcognitive complexity (1) seek out more information for a decision, (2) actually process or use more information, (3) are better able to integrate discrepant information, (4) consider a greater number of possible solutions to the problem, and (5) employ more complex decision strategies than individuals with low cognitive complexity. 5
Physical Abilities
The second set of variables relates to someone’s physical abilities . Included here are both basic physical abilities (for example, strength) and psychomotor abilities (such as manual dexterity, eye-hand coordination, and manipulation skills). These factors are summarized in Table 2.2. 6 Considering both mental and physical abilities helps one understand the behavior of people at work and how they can be better managed. The recognition of such abilities—and the recognition that people have different abilities—has clear implications for employee recruitment and selection decisions; it brings into focus the importance of matching people to jobs. For example, Florida Power has a 16-hour selection process that involves 12 performance tests. Over the test period of a couple of years, 640 individuals applied for “lineperson” jobs. Of these, 259 were hired. As a consequence of the new performance tests and selection process, turnover went from 43 percent to 4.5 percent, and the program saved net $1 million. 7 In addition to selection, knowledge of job requirements and individual differences is also useful in evaluating training and development needs. Because human resources are important to management, it is imperative that managers become more familiar with the basic characteristics of their people.
concept check
1. Why should abilities and skills be taken into account when selecting employees?
2. Describe the components of mental abilities, cognitive complexity, physical ability, and psychomotor abilities.
2 R.J. Ebert and T.R. Mitchell, Organization Decision Processes: Concepts and Analysis (New York: Crane, Russak, 1975), p. 81.
3 Ibid.
4 T.R. Mitchell, “Cognitive Complexity and Leadership Style,” Journal of Personality and Social Psychology, 1970, 16, pp. 166–174.
5 H. M. Schroder, M. H. Driver, and S. Streufert, Human Information Processing (New York: Holt, Rinehart and Winston, 1967).
6 E. J. McCormick and J. Tiffin, Industrial Psychology (Englewood Cliffs, N.J.: Prentice-Hall, 1976).
7 Dale Feuer & Chris Lee. 1988. The Kaizen Connection: How Companies Pick Tomorrow’s Workers. Training. May, 23–35.
Table 2.1 (Attribution: Copyright Rice University, OpenStax, under CC BY-NC-SA 4.0 license)
Table 2.2 (Attribution: Copyright Rice University, OpenStax, under CC BY-NC-SA 4.0 license)