22. Dani Ramira i Zorana Bujasa – međunarodni znanstveno-stručni skup 16. – 18. travnja 2015.

A different look at why selection procedures work: The role of candidates’ ability to identify criteria

prema programu u četvrtak, 16.4.2015. u 19h dvorana 7

Martin Kleinmann

University of Zürich, Switzerland

Personnel selection procedures such as assessment centers, structured interviews, and personality inventories are useful predictors of candidates’ job performance. In addition to existing explanations for their criterion-related validity, we suggest that candidates’ ability to identify the criteria used to evaluate their performance during a selection procedure contributes to the criterion-related validity of these procedures. Conceptually, the ability to identify criteria can be framed in the broader literature on peoples’ ability to read situational cues. We draw on both theory and empirical research to outline the potential this ability has to account for selection results and job performance outcomes. Finally, implications for practice and future research are presented.

Giftedness and creativity: Myth and Truth

prema programu u petak, 17.4.2015. u 16h dvorana 7

Valentin Bucik

Univerza v Ljubljani, Slovenija

Many European countries, especially the smaller ones with limited natural resources, claim that human resources are the most important national treasure and – wishing to become a society of knowledge – they promote giftedness and creativity as one of the main strategic goals in the short-term and long-term development and prosperity of the country. Paradoxically there are many countries which are not willing to spend additional substantial funds for the development programs for gifted, talented and creative individuals. In addition, the concepts of giftedness and creativity are far for clear – not only for the majority of discussants outside the frame of psychology. Several persistent stereotypes, misconceptions and myths can also be found in the field of psychological expertise. There is a number of “popular” myths, such as the opinions that creative ability is a trait inherent in one’s heritage or genes, that lefties are more creative, that children are more creative than adults, that everyone is creative, and that time pressure fuels creativity. However, a number of more serious myths also exist: that gifted education programs are elitist, that differentiation in the regular classroom is equivalent to gifted programs and is sufficient, that teachers challenge all the students, so gifted kids will be fine in the regular classroom, that gifted students make everyone else in the class smarter by providing a role model or a challenge, that the gifted and talented constitute one single homogeneous group and giftedness is a way of being that stays in the person over time and experiences. Moreover, some think that giftedness equals a high IQ, which is supposedly a stable measure of aptitude, that creativity is too difficult to measure, that high-ability students don’t face problems and challenges, so it is fair to teach all children the same way, etc. Is intensive stimulation of a child’s brain very early in the development really crucial? Is kindergarten really too late? Does school really kill creativity? Are education and creativity in art really nothing but “art for art’s sake”? Recent studies show that there are even more stereotypes about giftedness and creativity nowadays than three decades ago. The presentation will use viewpoints of different studies to focus on some of those myths and their possible perniciousness for the development of the individual child and also for the society.

Evaluacija intervencija: Pomodnost ili profesionalna odgovornost?

prema programu u subotu, 18.4.2015. u 11.30h dvorana 7

Dean Ajduković

Odjek za psihologiju, Filozofski fakultet u Zagrebu

Intervencije su planirani postupci radi promjene nekog nezadovoljavajućeg stanja i postizanja poželjnih ciljeva od dobrobiti za pojedince, grupe i zajednice. Intervencijski spektar u psihosocijalnom području uključuje promociju poželjnog stanja, prevenciju rizika i negativnih djelovanja, tretman radi poboljšavanja postojećeg stanja i održavanje poželjnog stanja postignutog tretmanom. Svaka intervencija zahtijeva resurse pa se postavljaju suštinska pitanja: Postižu li intervencije planirane ciljeve? Kako to znamo? Je li odnos uloženo i postignutog prihvatljiv? Kako raste svijest o odgovornom korištenju resursa, povećavaju se zahtjevi za ocjenjivanje opravdanosti intervencija i broj zainteresiranih za ishode intervencija. Rutinsko korištenje izraza „evaluacija“ postao je dio žargona kao svojevrsna pomodnost kad se koriste podaci koji zapravo ništa ne govore o postizanju poželjnih promjena. Budući da je ambicija psihologije objasniti, predvidjeti i utjecati na čovjekovo doživljavanje i ponašanje radi njegove dobrobit, ona ima istaknutu ulogu u evaluacijskim istraživanjima. Psihologija raspolaže postupcima za procjenjivanje čovjekovog  doživljavanja i ponašanja, te dokazivanja  promjena u njima, što je smisao evaluacije. Pri tome je metodologija eksperimentalne psihologije „zlatni standard“, ali upitne ekološke valjanosti. Stoga se koriste različite vrste dokaza o učinkovitosti intervencija. Jedan od ključnih izazova evaluacije je korištenje indikatora ciljane promjene u stvarnom svijetu u kojem nije moguća dovoljna kontrola uvjeta. To zahtijeva istodobnu kreativnost i rigoroznost u operacionalizaciji evaluacijskih indikatora. Ilustrirat će se ranije nezamislivi postupci evaluacije tretmana pomoću novih tehnologija i izazovi evaluacije složenih psihosocijalnih intervencija.