Individual Differences

I NDIVID U A L
DIFFERENCES
Individual Differences
Individual differences:
Dissimilarities between or among two or more people.
Differential psychology:
Scientific study of differences between or among two or
more people.
Wilhelm Wundt developed techniques for studying the sensations and
reactions of people, examining the dimmest light that individuals could
see, the faintest sound they could hear, and how quickly they could react to
a signal. But those who assisted in conducting his experiments quickly discovered
that not everyone had the same reaction time, or could see the same dim light, or
could hear the same soft tone. In other words, they discovered that there were
differences among individuals.
02
The performance of
most jobs requires
multiple abilities.
What are some of

the abilities called
for in the job of
firefighter?
02
The job of firefighter: requires driving the fire truck to the fire, applying water to the
fire, providing medical assistance, rescuing trapped citizens, and learning new
procedures and how to use new equipment.
 To accomplish these tasks, firefighters work in teams.

 To provide medical assistance and learn new procedures, the firefighter needs
cognitive ability.
 To rescue trapped citizens and apply water to the fire, the firefighter needs physical
ability, courage, and problem solving skills that come from experience in fighting
fires.
 To accomplish teamwork and to deal with victims, the firefighter needs
communication skills. To drive the truck to the fire accurately and safely, the
firefighter needs good vision, coordination, and the knowledge or memory of
how to get to the location.
02
If we only bothered to consider “g,” we would only be able to understand and predict a
limited portion of the firefighter’s job performance. To understand the full range of
performance, we need to consider attributes beyond “g.”
“g” Abbreviation for general mental ability.
General mental ability: The nonspecific capacity to reason, learn, and solve problems in
any of a wide variety of ways and circumstances.
 In addition to cognitive ability, work psychologists now consider individual

differences in physical abilities, personality, interests, knowledge, and
emotion.
02
 Cognitive ability / Mental Ability
Capacity to reason, plan, and solve problems; mental ability.
 Physical abilities
Physical abilities Bodily powers such as muscular strength, flexibility, and
stamina.
 Personality
An individual’s behavioral and emotional characteristics, generally found to be
stable over time and in a variety of circumstances; an individual’s habitual way of responding.
 Interests
Preferences or likings for broad ranges of activities.
 Knowledge
A collection of specific and interrelated facts and information about a particular
topical area.
 Emotion
An effect or feeling, often experienced and displayed in reaction to an event or
thought and accompanied by physiological changes in various systems of the body.
02
Fundamental assumptions that I-O psychologists make hen they
apply the individual differences model (adapted from Guion, 2011):
 Adults have a variety of attributes (e.g., intelligence, personality,

interests), and the levels of these attributes are relatively stable
over a reasonable time period (several years).
 People differ with respect to these attributes (i.e., there are
“individual differences”), and these differences are associated
with job success.
 The relative differences between people on these attributes
remain even after training, job experience, or some other
intervention.
 Different jobs require different attributes.
 These attributes can be measured.
02
Cognitive Abilities: Intelligence
“Intelligence is a very general mental capability that, among other things, involves the
ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn
quickly, and learn from experience”
Flynn effect: Phenomenon in which new generations appear to be smarter than their
parents by a gain of 15 points in average intelligence test score per generation; named
Intelligence quotient after the political scientist who did extensive research on the topic.
(IQ): Measure of
intelligence obtained
by giving a subject a
standardized IQ test.
The score is obtained
by multiplying by 100
the ratio of the
subject’s mental age to
chronological age.
02
Physical Abilities
02
Sensory abilities
 Sensory abilities
Physical functions of vision, hearing, touch, taste, smell, and kinesthetic
feedback (e.g., noticing changes in body position).
 Americans with Disabilities

Act Federal legislation enacted in 1990 requiring employers to give
applicants and employees with disabilities the same consideration as other applicants and
employees, and to make certain adaptations in the work environment to accommodate
disabilities.
02
Psychomotor Abilities
Physical functions of movement, associated with coordination, dexterity,
and reaction time; also called motor or sensorimotor abilities.
Additional attributes: Skill
Skills: Practiced acts, such as shooting a basketball, using a computer keyboard,
or persuading someone to buy something.
People skills: A nontechnical term that includes negotiating skills, communication
skills, and conflict resolution skills.
Additional attributes: Knowledge
Tacit knowledge: Action-oriented, goal-directed knowledge, acquired without
direct help from others; colloquially called street smarts.
Procedural knowledge: Familiarity with a procedure or process; knowing “how.”
Declarative knowledge: Understanding what is required to perform a task;
knowing information about a job or job task.
02
Barrick and Mount (2005) provide the following seven reasons why “personality
matters in the workplace” and document those reasons using recent research:
 Managers care about personality. In hiring decisions, they weigh personality

characteristics as heavily as they do intelligence.
 Many research studies show the importance of various personality measures in
predicting both overall job performance and specific aspects of performance.
Personality addresses the “will do” aspects of performance, while intelligence
addresses the “can do” aspects of performance.
 When we combine personality characteristics (rather than considering them one
at a time), the relationship between personality and work performance becomes
even stronger.
02
 Personality measures improve the predictability of work performance over what
would be found using only measures of intelligence or experience.
 There are much smaller differences among age, gender, and ethnic minority
subgroups on measures of personality than on measures of intelligence.
 Personality measures predict not only near-term behavior (e.g., current job
performance) but also distant outcomes such as career success, job and life
satisfaction, and occupational status.
 Personality measures predict a wide variety of outcomes that are important to
managers, including counterproductive behavior, turnover, absenteeism,
tardiness, group success, organizational citizenship behavior, job satisfaction, task
performance, and leadership effectiveness.
02
Big Five / The Five-Factor Model (FFM)
02
THANK YOU
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I NDIVID U A L

What are some of

 To accomplish these tasks, firefighters work in teams.

“g” Abbreviation for general mental ability.

 In addition to cognitive ability, work psychologists now consider individual

 Adults have a variety of attributes (e.g., intelligence, personality,

 Americans with Disabilities

 Managers care about personality. In hiring decisions, they weigh personality

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