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  • [Solved] Psychology assignment

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  • [Solved] Personality Response

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    Would someone please help me complete the response? – ## PersonalityResponse.pdf **## PersonalityResponse.pdf** IPIP-300 Personality Test Your Results: This personality test examined how you score on the Big Five Personality Dimensions. In addition, each of the Big Five Personality Dimensions can be…

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    Would someone please help me complete the response?

    – ## PersonalityResponse.pdf

    **## PersonalityResponse.pdf**

    IPIP-300 Personality Test

    Your Results:
    This personality test examined how you score on the Big Five
    Personality Dimensions. In addition, each of the Big Five
    Personality Dimensions can be broken into several smaller
    facets, or sub-components. Your scores, based on your
    responses, are listed below.

    Big Five Personality Dimensions

    Extraversion – 69th percentile – high

    Agreeableness – 84th percentile – very high

    Conscientiousness – 89th percentile – very high

    Neuroticism – 14th percentile – very low

    Openness – 31st percentile – low

    The Big Five personality dimensions are broad personality
    traits that describe the majority of ways that people can
    differ from each other. What does this mean?

    Each of the Big Five personality dimensions contains
    several smaller "facets." What is a facet?

    Extraversion

    Extraversion – 69th percentile – high

    You are high in extraversion. Extraverts are sociable, like to
    take risks,and feel lots of positive emotions. The six facets
    of extraversion are:

    Activity – 28th percentile – low

    You prefer low levels of activity, such as being on
    the go and staying busy.

    Assertiveness – 70th percentile – high

    There're high chances that you'll take charge and
    lead others.

    Cheerfulness – 83rd percentile – very high

    You experience very high levels of happiness, joy,
    and other positive emotions.

    Excitement Seeking – 45th percentile – about average

    You like to seek about average levels of thrills.

    Friendliness – 77th percentile – very high

    You're very high in your desire to be around other
    people and show an interest in their lives.

    Gregariousness – 64th percentile – high

    You're high in flocking toward other people and
    being talkative and sociable around them.

    Extraversion score not equal to the average of its facets?

    Agreeableness

    Agreeableness – 84th percentile – very high

    You are very high in agreeableness. Highly agreeable
    people tend to do whatever it takes to have positive
    relationships with other people. The six facets of
    agreeableness are:

    Altruism – 88th percentile – very high

    You are very high in generally wanting to be good to
    other people, including helping them when they

    need it.

    Cooperation – 71st percentile – high

    There are high chances that you'll try to get along
    with other people.

    Modesty – 48th percentile – about average

    You have about average levels of modesty. Modest
    people don't like to brag or show off, because those
    types of behaviors can be harmful to relationships.

    Morality – 86th percentile – very high

    Sticking to the rules and treating everyone fairly is of
    very high value to you.

    Sympathy – 83rd percentile – very high

    You have very high levels of sympathy for other
    people, which includes caring about them and

    wanting what's best for them.

    Trust – 66th percentile – high

    You're high in believing that other people are
    generally good and not out to harm you.

    Conscientiousness

    Conscientiousness – 89th percentile – very high

    You are very high in conscientiousness. Highly
    conscientious people are diligent, hard-working, and
    responsible. The six facets of conscientiousness are:

    Achievement Striving – 84th percentile – very high

    You have very high desires to work hard and get
    ahead.

    Cautiousness – 91st percentile – extremely high

    The odds are extremely low that you'll just jump into
    things without really thinking them through. You
    spend extremely high amounts of time planning

    what to do.

    Dutifulness – 81st percentile – very high

    You're very high in sticking to your word, keeping
    your promises, and upholding your obligations.

    Orderliness – 74th percentile – high

    You prefer high levels of cleanliness and order in
    your environment.

    Self-Discipline – 83rd percentile – very high

    You have very high self-discipline—which is the
    ability to get to work quickly, stay focused, and avoid

    distractions or procrastination.

    Self-Efficacy – 80th percentile – very high

    When you need to do something, you have very
    high ability to get it done and do it well (or maybe

    more accurately, you believe that your ability is very
    high).

    Neuroticism

    Neuroticism – 14th percentile – very low

    You are very low in neuroticism, which means that you
    experience very low levels of negative emotions, like anger,
    fear, and stress. The six facets of neuroticism are:

    Anger – 31st percentile – low

    Your levels of anger and irritability are low.

    Anxiety – 31st percentile – low

    Compared with other people, you have low stress,
    fears, and worries about the future.

    Depression – 8th percentile – extremely low

    This is NOT "clinical depression." This score simply
    tells you that, compared with other people, you feel
    extremely low amounts of sadness and like yourself

    to a extremely high degree.

    Immoderation – 26th percentile – low

    You have high self-control when it comes to
    resisting temptations; there are low chances that

    you'll give into your desires and binge (on shopping,
    eating, drinking, or whatever your vices are).

    Note that self-discipline (a facet of
    conscientiousness) deals with your ability to focus
    your attention on accomplishing goals, whereas

    immoderation refers to your ability to resist
    temptations.

    Self-Consciousness – 11th percentile – very low

    You like to draw very high levels of attention to
    yourself, and feel very low amounts of unease when

    interacting with others socially (especially
    strangers).

    Vulnerability – 19th percentile – very low

    The chances that you'll be overwhelmed by difficult
    circumstances are very low. Notice that this is
    different from anxiety (which refers to general

    stress- and fear-proneness) and self-efficacy (a
    facet of conscientiousness that reflects your

    confidence in your ability to accomplish tasks).
    Vulnerability specifically refers to your propensity to

    feel overwhelmed by difficult situations.

    Openness to Experience

    Openness to Experience – 31st percentile – low

    You are low in openness to experience. Openness is a
    broad, diffuse personality dimension with many seemingly
    very different facets. In general, highly open people like a
    variety of new experiences, whether physical, emotional,
    intellectual, or cultural. The six facets of openness are:

    Adventurousness – 66th percentile – high

    Your prefer high amounts of variety and new
    experiences in your life (i.e., you have high

    openness to new experiences).

    Artistic Interests – 55th percentile – about average

    You have about average love for art, music, and
    culture (i.e., you have about average openness to

    aesthetic experiences).

    Emotionality – 53rd percentile – about average

    Your attunement to your own and others' emotions
    is about average. Whereas cheerfulness and

    excitement seeking (facets of extraversion) capture
    your propensity to feel positive emotions and
    neuroticism captures your propensity to feel

    negative emotions, emotionality refers to your
    overall openness to/desire to truly feel emotions.

    Imagination – 8th percentile – extremely low

    You have extremely low imagination (i.e., you have
    extremely low openness to experiences of the

    imagination).

    Intellect – 45th percentile – about average

    Your desire to play with ideas, reflect on
    philosophical concepts, and have deep discussions

    is about average (i.e., you have about average
    openness to intellectual experiences).

    Liberalism – 21st percentile – very low

    Your political liberalism is very low (conversely, your
    political conservatism is very high). This is a facet of

    openness to experience because liberals tend to
    desire progressive change, whereas conservatives

    tend to prefer less political change.

    Other Personality Tests
    You can find even more personality tests, quizzes,
    assessments, and experiments at Personality Assessor!

    ™

    ©2011-2025 Nathan W. Hudson, PhD

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    **## PersonalityResponse.pdf**

    IPIP-300 Personality Test

    Your Results:
    This personality test examined how you score on the Big Five
    Personality Dimensions. In addition, each of the Big Five
    Personality Dimensions can be broken into several smaller
    facets, or sub-components. Your scores, based on your
    responses, are listed below.

    Big Five Personality Dimensions

    Extraversion – 69th percentile – high

    Agreeableness – 84th percentile – very high

    Conscientiousness – 89th percentile – very high

    Neuroticism – 14th percentile – very low

    Openness – 31st percentile – low

    The Big Five personality dimensions are broad personality
    traits that describe the majority of ways that people can
    differ from each other. What does this mean?

    Each of the Big Five personality dimensions contains
    several smaller "facets." What is a facet?

    Extraversion

    Extraversion – 69th percentile – high

    You are high in extraversion. Extraverts are sociable, like to
    take risks,and feel lots of positive emotions. The six facets
    of extraversion are:

    Activity – 28th percentile – low

    You prefer low levels of activity, such as being on
    the go and staying busy.

    Assertiveness – 70th percentile – high

    There're high chances that you'll take charge and
    lead others.

    Cheerfulness – 83rd percentile – very high

    You experience very high levels of happiness, joy,
    and other positive emotions.

    Excitement Seeking – 45th percentile – about average

    You like to seek about average levels of thrills.

    Friendliness – 77th percentile – very high

    You're very high in your desire to be around other
    people and show an interest in their lives.

    Gregariousness – 64th percentile – high

    You're high in flocking toward other people and
    being talkative and sociable around them.

    Extraversion score not equal to the average of its facets?

    Agreeableness

    Agreeableness – 84th percentile – very high

    You are very high in agreeableness. Highly agreeable
    people tend to do whatever it takes to have positive
    relationships with other people. The six facets of
    agreeableness are:

    Altruism – 88th percentile – very high

    You are very high in generally wanting to be good to
    other people, including helping them when they

    need it.

    Cooperation – 71st percentile – high

    There are high chances that you'll try to get along
    with other people.

    Modesty – 48th percentile – about average

    You have about average levels of modesty. Modest
    people don't like to brag or show off, because those
    types of behaviors can be harmful to relationships.

    Morality – 86th percentile – very high

    Sticking to the rules and treating everyone fairly is of
    very high value to you.

    Sympathy – 83rd percentile – very high

    You have very high levels of sympathy for other
    people, which includes caring about them and

    wanting what's best for them.

    Trust – 66th percentile – high

    You're high in believing that other people are
    generally good and not out to harm you.

    Conscientiousness

    Conscientiousness – 89th percentile – very high

    You are very high in conscientiousness. Highly
    conscientious people are diligent, hard-working, and
    responsible. The six facets of conscientiousness are:

    Achievement Striving – 84th percentile – very high

    You have very high desires to work hard and get
    ahead.

    Cautiousness – 91st percentile – extremely high

    The odds are extremely low that you'll just jump into
    things without really thinking them through. You
    spend extremely high amounts of time planning

    what to do.

    Dutifulness – 81st percentile – very high

    You're very high in sticking to your word, keeping
    your promises, and upholding your obligations.

    Orderliness – 74th percentile – high

    You prefer high levels of cleanliness and order in
    your environment.

    Self-Discipline – 83rd percentile – very high

    You have very high self-discipline—which is the
    ability to get to work quickly, stay focused, and avoid

    distractions or procrastination.

    Self-Efficacy – 80th percentile – very high

    When you need to do something, you have very
    high ability to get it done and do it well (or maybe

    more accurately, you believe that your ability is very
    high).

    Neuroticism

    Neuroticism – 14th percentile – very low

    You are very low in neuroticism, which means that you
    experience very low levels of negative emotions, like anger,
    fear, and stress. The six facets of neuroticism are:

    Anger – 31st percentile – low

    Your levels of anger and irritability are low.

    Anxiety – 31st percentile – low

    Compared with other people, you have low stress,
    fears, and worries about the future.

    Depression – 8th percentile – extremely low

    This is NOT "clinical depression." This score simply
    tells you that, compared with other people, you feel
    extremely low amounts of sadness and like yourself

    to a extremely high degree.

    Immoderation – 26th percentile – low

    You have high self-control when it comes to
    resisting temptations; there are low chances that

    you'll give into your desires and binge (on shopping,
    eating, drinking, or whatever your vices are).

    Note that self-discipline (a facet of
    conscientiousness) deals with your ability to focus
    your attention on accomplishing goals, whereas

    immoderation refers to your ability to resist
    temptations.

    Self-Consciousness – 11th percentile – very low

    You like to draw very high levels of attention to
    yourself, and feel very low amounts of unease when

    interacting with others socially (especially
    strangers).

    Vulnerability – 19th percentile – very low

    The chances that you'll be overwhelmed by difficult
    circumstances are very low. Notice that this is
    different from anxiety (which refers to general

    stress- and fear-proneness) and self-efficacy (a
    facet of conscientiousness that reflects your

    confidence in your ability to accomplish tasks).
    Vulnerability specifically refers to your propensity to

    feel overwhelmed by difficult situations.

    Openness to Experience

    Openness to Experience – 31st percentile – low

    You are low in openness to experience. Openness is a
    broad, diffuse personality dimension with many seemingly
    very different facets. In general, highly open people like a
    variety of new experiences, whether physical, emotional,
    intellectual, or cultural. The six facets of openness are:

    Adventurousness – 66th percentile – high

    Your prefer high amounts of variety and new
    experiences in your life (i.e., you have high

    openness to new experiences).

    Artistic Interests – 55th percentile – about average

    You have about average love for art, music, and
    culture (i.e., you have about average openness to

    aesthetic experiences).

    Emotionality – 53rd percentile – about average

    Your attunement to your own and others' emotions
    is about average. Whereas cheerfulness and

    excitement seeking (facets of extraversion) capture
    your propensity to feel positive emotions and
    neuroticism captures your propensity to feel

    negative emotions, emotionality refers to your
    overall openness to/desire to truly feel emotions.

    Imagination – 8th percentile – extremely low

    You have extremely low imagination (i.e., you have
    extremely low openness to experiences of the

    imagination).

    Intellect – 45th percentile – about average

    Your desire to play with ideas, reflect on
    philosophical concepts, and have deep discussions

    is about average (i.e., you have about average
    openness to intellectual experiences).

    Liberalism – 21st percentile – very low

    Your political liberalism is very low (conversely, your
    political conservatism is very high). This is a facet of

    openness to experience because liberals tend to
    desire progressive change, whereas conservatives

    tend to prefer less political change.

    Other Personality Tests
    You can find even more personality tests, quizzes,
    assessments, and experiments at Personality Assessor!

    ™

    ©2011-2025 Nathan W. Hudson, PhD

    About Us

    Contact

    Help

    Privacy

    Sign In

    Home

    Create a Free Account

    Email

    Password
    Sign In

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  • [Solved] home work

    ✓ Verified Academic Solution Available

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    Discussion. No copy or past. No AI – ## Topic_Week3_Discussion4.pdf **## Topic_Week3_Discussion4.pdf** Due Jun 11 60 points View Split Screen All Search entries or author… Newest First Back to Week at a Glance (https://waldenu.instructure.com/courses/172186/modules/items/697446 Technology cha…

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    Assignment Prompt & Instructions

    Discussion. No copy or past. No AI

    – ## Topic_Week3_Discussion4.pdf

    **## Topic_Week3_Discussion4.pdf**

    Due Jun 11 60 points

    View Split Screen

    All

    Search entries or author…

    Newest First

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/172186/modules/items/697446

    Technology changes every minute of every day. Not being able to access the web instantly seems
    almost impossible for the next generation to fathom. Most children born today will never know the
    sound of a dial-up modem. Changes in technology can be measured using the basic premise of slope
    or rate of change to examine patterns. Chris Anderson explores the life of technology in a dated 2004
    TED Talk. Be aware the data is old (and you may get a chuckle out of some of it), however, the
    concept of measuring the life of technology is not.

    For this Discussion, you examine the components and patterns of a graph and explore interpretations
    that can be derived from the placement of variables on a graph.

    CHANGING TECHNOLOGY

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    Technology’s long tail

    [https://waldenu.instructure.com/courses/172186/modules/items/6974464](https://waldenu.instructure.com/courses/172186/modules/items/6974464)

    [https://waldenu.instructure.com/courses/172186/modules/items/6974464](https://waldenu.instructure.com/courses/172186/modules/items/6974464)

    To prepare for this Discussion:

    Review the video on technology’s long tail and select one of the graphs presented in the video.
    Reflect on what the graph you selected shows, including what variables are on the x- and y-axis
    and what patterns are displayed on the graph. Be sure to consider all the key points as presented
    on the graph.
    Think about two points on the graph you selected. Consider how you would write these points, as
    ordered pairs, and determine the slope between the two points. It is recommended that you
    pause the video to make it easier to identify two points.
    Approximate the y-intercept of the graph you selected. If the y-intercept is not visible on your
    graph, select a reasonable value for it, and think about why you chose it.
    Think about how you would write an equation for the line in the form of y=mx+b using the y-
    intercept (b) and slope (m), and how you would interpret the slope as a rate of change, including
    what it means in terms of change for both variables.
    Consider a prediction you might make for the year 2025 on your graph, using the slope value as a
    rate of change, and think about whether or not you feel the prediction is reasonable. Why?

    Click on the link above for Chris Anderson’s TED Talk, Technology’s Long Tail.

    With these thoughts in mind:

    Post at least 2 paragraphs responding to the following prompts:

    Describe the graph you selected from the video on technology’s long tail including:
    Provide the time stamp in the video for the graph you have chosen (for example 4:10 would
    indicate the graph is presented at 4 minutes 10 seconds).
    PROVIDE A SCREENSHOT FROM THE VIDEO OF THE GRAPH YOU HAVE CHOSEN. THIS
    SCREENSHOT MAY BE EMBEDDED IN THE POST OR PROVIDED AS AN ATTACHMENT.

    Anderson, C. (2004, February). Technology’s long tail
    (https://www.ted.com/talks/chris_anderson_technology_s_long_tail) [Video]. TED
    Conferences. https://www.ted.com/talks/chris_anderson_technology_s_long_tail

    Note: The approximate length of this media piece is 14 minutes.

    Technology’s Long Tail Transcript
    (https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript)

    BY DAY 3

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail](https://www.ted.com/talks/chris_anderson_technology_s_long_tail)

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail](https://www.ted.com/talks/chris_anderson_technology_s_long_tail)

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail](https://www.ted.com/talks/chris_anderson_technology_s_long_tail)

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail](https://www.ted.com/talks/chris_anderson_technology_s_long_tail)

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript](https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript)

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript](https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript)

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript](https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript)

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript](https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript)

     

    For more information about how to take a screenshot on a Mac:
    https://support.apple.com/guide/mac-help/take-a-screenshot-
    mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20tra

    (https://support.apple.com/guide/mac-help/take-a-screenshot-
    mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20

    For a Windows machine:
    https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-
    windows-10/3760249# (https://techcommunity.microsoft.com/discussions/windows11/how-to-
    take-screenshot-on-windows-10/3760249#)
    What does the graph show?
    What values are on the y- and x-axis?
    What is the overall pattern displayed on the graph?

    Approximate two points on the graph and write these as ordered pairs. Determine the slope
    between these two points. Be sure to show the math you used to compute the slope value.
    Interpret what this slope means as a rate of change between the two variables. Be sure to
    mention all key points on the graph as presented.

    Read a selection of your classmates’ postings.

    Response 1: Respond to at least one classmate using the following:

    Approximate one other point on the graph your classmate chose and express in (x, y) form.
    Use one point your classmate chose and the point you have chosen above and compute the new
    slope. Show your math.
    Is your slope the same as the slope your classmate found? Give one reason this might not be
    equal.

    Response 2: Respond to at least one other classmate using the following:

    Use the graph your classmate chose and approximate the y intercept.
    Write this point in (x, y) format.
    Interpret this point in the context of the graph. Does this make sense? Why or why not?

    BY DAY 5

    [https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar](https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar)

    [https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar](https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar)

    [https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar](https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar)

    [https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar](https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar)

    [https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar](https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar)

    [https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar](https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar)

    [https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#](https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#)

    [https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#](https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#)

    [https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#](https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#)

    [https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#](https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#)

    [https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#](https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#)

    Reply

    **## Topic_Week3_Discussion4.pdf**

    Due Jun 11 60 points

    View Split Screen

    All

    Search entries or author…

    Newest First

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/172186/modules/items/697446

    Technology changes every minute of every day. Not being able to access the web instantly seems
    almost impossible for the next generation to fathom. Most children born today will never know the
    sound of a dial-up modem. Changes in technology can be measured using the basic premise of slope
    or rate of change to examine patterns. Chris Anderson explores the life of technology in a dated 2004
    TED Talk. Be aware the data is old (and you may get a chuckle out of some of it), however, the
    concept of measuring the life of technology is not.

    For this Discussion, you examine the components and patterns of a graph and explore interpretations
    that can be derived from the placement of variables on a graph.

    CHANGING TECHNOLOGY

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    Technology’s long tail

    [https://waldenu.instructure.com/courses/172186/modules/items/6974464](https://waldenu.instructure.com/courses/172186/modules/items/6974464)

    [https://waldenu.instructure.com/courses/172186/modules/items/6974464](https://waldenu.instructure.com/courses/172186/modules/items/6974464)

    To prepare for this Discussion:

    Review the video on technology’s long tail and select one of the graphs presented in the video.
    Reflect on what the graph you selected shows, including what variables are on the x- and y-axis
    and what patterns are displayed on the graph. Be sure to consider all the key points as presented
    on the graph.
    Think about two points on the graph you selected. Consider how you would write these points, as
    ordered pairs, and determine the slope between the two points. It is recommended that you
    pause the video to make it easier to identify two points.
    Approximate the y-intercept of the graph you selected. If the y-intercept is not visible on your
    graph, select a reasonable value for it, and think about why you chose it.
    Think about how you would write an equation for the line in the form of y=mx+b using the y-
    intercept (b) and slope (m), and how you would interpret the slope as a rate of change, including
    what it means in terms of change for both variables.
    Consider a prediction you might make for the year 2025 on your graph, using the slope value as a
    rate of change, and think about whether or not you feel the prediction is reasonable. Why?

    Click on the link above for Chris Anderson’s TED Talk, Technology’s Long Tail.

    With these thoughts in mind:

    Post at least 2 paragraphs responding to the following prompts:

    Describe the graph you selected from the video on technology’s long tail including:
    Provide the time stamp in the video for the graph you have chosen (for example 4:10 would
    indicate the graph is presented at 4 minutes 10 seconds).
    PROVIDE A SCREENSHOT FROM THE VIDEO OF THE GRAPH YOU HAVE CHOSEN. THIS
    SCREENSHOT MAY BE EMBEDDED IN THE POST OR PROVIDED AS AN ATTACHMENT.

    Anderson, C. (2004, February). Technology’s long tail
    (https://www.ted.com/talks/chris_anderson_technology_s_long_tail) [Video]. TED
    Conferences. https://www.ted.com/talks/chris_anderson_technology_s_long_tail

    Note: The approximate length of this media piece is 14 minutes.

    Technology’s Long Tail Transcript
    (https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript)

    BY DAY 3

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail](https://www.ted.com/talks/chris_anderson_technology_s_long_tail)

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail](https://www.ted.com/talks/chris_anderson_technology_s_long_tail)

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail](https://www.ted.com/talks/chris_anderson_technology_s_long_tail)

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail](https://www.ted.com/talks/chris_anderson_technology_s_long_tail)

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript](https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript)

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript](https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript)

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript](https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript)

    [https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript](https://www.ted.com/talks/chris_anderson_technology_s_long_tail/transcript)

     

    For more information about how to take a screenshot on a Mac:
    https://support.apple.com/guide/mac-help/take-a-screenshot-
    mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20tra

    (https://support.apple.com/guide/mac-help/take-a-screenshot-
    mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20

    For a Windows machine:
    https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-
    windows-10/3760249# (https://techcommunity.microsoft.com/discussions/windows11/how-to-
    take-screenshot-on-windows-10/3760249#)
    What does the graph show?
    What values are on the y- and x-axis?
    What is the overall pattern displayed on the graph?

    Approximate two points on the graph and write these as ordered pairs. Determine the slope
    between these two points. Be sure to show the math you used to compute the slope value.
    Interpret what this slope means as a rate of change between the two variables. Be sure to
    mention all key points on the graph as presented.

    Read a selection of your classmates’ postings.

    Response 1: Respond to at least one classmate using the following:

    Approximate one other point on the graph your classmate chose and express in (x, y) form.
    Use one point your classmate chose and the point you have chosen above and compute the new
    slope. Show your math.
    Is your slope the same as the slope your classmate found? Give one reason this might not be
    equal.

    Response 2: Respond to at least one other classmate using the following:

    Use the graph your classmate chose and approximate the y intercept.
    Write this point in (x, y) format.
    Interpret this point in the context of the graph. Does this make sense? Why or why not?

    BY DAY 5

    [https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar](https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar)

    [https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar](https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar)

    [https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar](https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar)

    [https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar](https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar)

    [https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar](https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar)

    [https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar](https://support.apple.com/guide/mac-help/take-a-screenshot-mh26782/mac#:~:text=Press%20Shift%2DCommand%2D4%2C,the%20mouse%20or%20trackpad%20button.&text=Press%20Shift%2DCommand%2D4%2C%20then%20press%20the%20Space%20bar)

    [https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#](https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#)

    [https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#](https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#)

    [https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#](https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#)

    [https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#](https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#)

    [https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#](https://techcommunity.microsoft.com/discussions/windows11/how-to-take-screenshot-on-windows-10/3760249#)

    Reply

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    Help on how to do a power point with voice overlay – ## AssignmentPreparation_06_01_25.docx **## AssignmentPreparation_06_01_25.docx** **Assignment Preparation** **Step 1:** Select a topic from Weeks 6–8 that you are interested in exploring further. Below is a list to help you in making that c…

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    Help on how to do a power point with voice overlay

    – ## AssignmentPreparation_06_01_25.docx

    **## AssignmentPreparation_06_01_25.docx**

    **Assignment Preparation**

    **Step 1:** Select a topic from Weeks 6–8 that you are interested in exploring further. Below is a list to help you in making that choice. Pick any of the sub-topics listed via bullet points under the main topics—which one do you want to learn more about?

    1. Mind and Brain:

    · Cognitive bias.

    · Predictive brain.

    · Artificial intelligence.

    2. Diversity, Equity, and Inclusion:

    · WEIRD samples.

    · Cross-cultural and cultural psychology.

    · Liberation psychology.

    3. Technology and Media Psychology:

    · Violent behavior.

    · Identity construction online.

    **Step 2:** Select one audience to design training materials for:

    · High school teachers-in-training.

    · Low-level employees in a specific workplace setting (specify what type of workplace).

    · Managers in a specific workplace setting (specify what type of workplace).

    **Step 3:** Locate three peer-reviewed journal articles on your selected topic from Weeks 6–8. Be sure that at least one article represents diversity, equity, and inclusion. To accomplish this goal, find at least one article that either comes from an international journal, uses a non-Western population, or represents clearly the experiences of an underrepresented group in the literature.
    _Note:_ One article may be from our course readings, but the other two should be from outside of course readings.

    **Slideshow Instructions**

    This will be an oral presentation; you’ll want to record your presentation and support your words with a slideshow.

    You may use PowerPoint to create this slideshow, or, if you wish, you may use other options. You are responsible for making your presentation work. Use the
    [Capella University Library: PowerPoint PresentationsLinks to an external site.](http://capellauniversity.libguides.com/powerpoint) library guide for more information about how to create a PowerPoint presentation.

    **Design Considerations**

    Consider the following when creating the presentation:

    · Be sure to use the minimum number of words needed. It would be ideal to have no more than six bullet point entries on a slide and no more than 10 words per entry. You can always add more slides to cover any given topic.

    · Be sure to use typefaces that are easy to read.

    · Do not use more than two typefaces of different names (such as Helvetica or Times).

    · Do not use different typefaces that are similar in style. However, it is very helpful to use some appropriate contrasts of sizes and weights of type to focus the viewer's attention on the most important content within each slide.

    · Consider using pictures and diagrams, in addition to words, to convey relevant information visually. However, minimize the use of decorative elements or effects that distract from meaning.

    · For any visual material within your presentation that you did not create yourself, cite the source.

    · For presentations in a professional context:

    · If you use pictures or diagrams that you did not create yourself, you must seek out, and abide by, applicable copyright restrictions. Use
    [Week 8: Google Search – ImagesLinks to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2949869150006731?auth=SAML&section=2956662450006731) as a resource for finding free images online.

    · If required by members of your audience, be prepared to make appropriate accommodations.

    · Use current APA style citations and list references in slides at the end of the presentation.

    · Refer to
    [Academic WriterLinks to an external site.](https://lat.strategiced.com/redirect?linkid=4472) for guidance in using proper APA style. See the
    [Capella Writing CenterLinks to an external site.](https://lat.strategiced.com/redirect?linkid=1541) for instructions on accessing and using Academic Writer.

    **Assignment Instructions**

    For this assignment, you will be designing training materials for your chosen topic from week 6, 7, or 8. Select your topic, choose your audience, and then create a PowerPoint presentation with audio overlay to deliver your training. Your final product should be 6–8 minutes in length.

    · Describe key points about your topic. What is it? How is it tied to psychology?

    · Evaluate the social significance of the topic for psychology.

    · Describe what you hope your audience will get out of completing your training. What real-world knowledge will someone take away, and why is that useful and important for their future?

    · Analyze research on this topic (from your three scholarly journal articles). The research should further clarify how this topic looks in the real-world and/or why this training is valuable.

    · Apply psychological research to professional behavior. What lessons learned from the research will influence how these employees engage in the workplace?

    · Articulate future directions on individual (the employee), community (the workplace), and global scales to promote positive change.

    · Generate 2-3 questions your audience might ask and present the answers.

    **Submission Requirements**

    ·
    **Length:** 6–8 minutes audio with 6–8 slides for visual support.

    ·
    **Written communication:** Must be free of errors that detract from the overall message.

    ·
    **Oral communication:** Must be clearly spoken and paced.

    ·
    **Resources and citations:** Use a minimum of three scholarly sources. One may be a course reading. One must represent diversity, equity, and inclusion efforts. Format according to current APA guidelines.

    **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Evaluate the social significance of contemporary topics in psychology.

    · Describe key points about a contemporary topic with connection to psychology.

    · Evaluate the social significance of the selected contemporary topic in psychology.

    · Competency 3: Analyze psychological theory and scholarly literature in history, systems, and contemporary topics.

    · Analyze scholarly literature on a contemporary topic in psychology with at least three scholarly sources.

    · Competency 4: Apply psychological theory and research to guide professional behavior.

    · Apply psychological research to professional behavior.

    · Competency 5: Articulate future directions on an individual, community, and global scale to promote positive change.

    · Articulate future directions on an individual, community, and global scale to guide social thinking and promote positive change.

    · Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.

    · Deliver presentation appropriate to the audience with clear, organized delivery, including answers to potential audience questions.

    · Use APA style formatting for citations and reference list with only minor errors.

    · Address assignment purpose in a well-organized oral presentation, incorporating appropriate evidence and tone in grammatically sound sentences.

    **## AssignmentPreparation_06_01_25.docx**

    **Assignment Preparation**

    **Step 1:** Select a topic from Weeks 6–8 that you are interested in exploring further. Below is a list to help you in making that choice. Pick any of the sub-topics listed via bullet points under the main topics—which one do you want to learn more about?

    1. Mind and Brain:

    · Cognitive bias.

    · Predictive brain.

    · Artificial intelligence.

    2. Diversity, Equity, and Inclusion:

    · WEIRD samples.

    · Cross-cultural and cultural psychology.

    · Liberation psychology.

    3. Technology and Media Psychology:

    · Violent behavior.

    · Identity construction online.

    **Step 2:** Select one audience to design training materials for:

    · High school teachers-in-training.

    · Low-level employees in a specific workplace setting (specify what type of workplace).

    · Managers in a specific workplace setting (specify what type of workplace).

    **Step 3:** Locate three peer-reviewed journal articles on your selected topic from Weeks 6–8. Be sure that at least one article represents diversity, equity, and inclusion. To accomplish this goal, find at least one article that either comes from an international journal, uses a non-Western population, or represents clearly the experiences of an underrepresented group in the literature.
    _Note:_ One article may be from our course readings, but the other two should be from outside of course readings.

    **Slideshow Instructions**

    This will be an oral presentation; you’ll want to record your presentation and support your words with a slideshow.

    You may use PowerPoint to create this slideshow, or, if you wish, you may use other options. You are responsible for making your presentation work. Use the
    [Capella University Library: PowerPoint PresentationsLinks to an external site.](http://capellauniversity.libguides.com/powerpoint) library guide for more information about how to create a PowerPoint presentation.

    **Design Considerations**

    Consider the following when creating the presentation:

    · Be sure to use the minimum number of words needed. It would be ideal to have no more than six bullet point entries on a slide and no more than 10 words per entry. You can always add more slides to cover any given topic.

    · Be sure to use typefaces that are easy to read.

    · Do not use more than two typefaces of different names (such as Helvetica or Times).

    · Do not use different typefaces that are similar in style. However, it is very helpful to use some appropriate contrasts of sizes and weights of type to focus the viewer's attention on the most important content within each slide.

    · Consider using pictures and diagrams, in addition to words, to convey relevant information visually. However, minimize the use of decorative elements or effects that distract from meaning.

    · For any visual material within your presentation that you did not create yourself, cite the source.

    · For presentations in a professional context:

    · If you use pictures or diagrams that you did not create yourself, you must seek out, and abide by, applicable copyright restrictions. Use
    [Week 8: Google Search – ImagesLinks to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2949869150006731?auth=SAML&section=2956662450006731) as a resource for finding free images online.

    · If required by members of your audience, be prepared to make appropriate accommodations.

    · Use current APA style citations and list references in slides at the end of the presentation.

    · Refer to
    [Academic WriterLinks to an external site.](https://lat.strategiced.com/redirect?linkid=4472) for guidance in using proper APA style. See the
    [Capella Writing CenterLinks to an external site.](https://lat.strategiced.com/redirect?linkid=1541) for instructions on accessing and using Academic Writer.

    **Assignment Instructions**

    For this assignment, you will be designing training materials for your chosen topic from week 6, 7, or 8. Select your topic, choose your audience, and then create a PowerPoint presentation with audio overlay to deliver your training. Your final product should be 6–8 minutes in length.

    · Describe key points about your topic. What is it? How is it tied to psychology?

    · Evaluate the social significance of the topic for psychology.

    · Describe what you hope your audience will get out of completing your training. What real-world knowledge will someone take away, and why is that useful and important for their future?

    · Analyze research on this topic (from your three scholarly journal articles). The research should further clarify how this topic looks in the real-world and/or why this training is valuable.

    · Apply psychological research to professional behavior. What lessons learned from the research will influence how these employees engage in the workplace?

    · Articulate future directions on individual (the employee), community (the workplace), and global scales to promote positive change.

    · Generate 2-3 questions your audience might ask and present the answers.

    **Submission Requirements**

    ·
    **Length:** 6–8 minutes audio with 6–8 slides for visual support.

    ·
    **Written communication:** Must be free of errors that detract from the overall message.

    ·
    **Oral communication:** Must be clearly spoken and paced.

    ·
    **Resources and citations:** Use a minimum of three scholarly sources. One may be a course reading. One must represent diversity, equity, and inclusion efforts. Format according to current APA guidelines.

    **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Evaluate the social significance of contemporary topics in psychology.

    · Describe key points about a contemporary topic with connection to psychology.

    · Evaluate the social significance of the selected contemporary topic in psychology.

    · Competency 3: Analyze psychological theory and scholarly literature in history, systems, and contemporary topics.

    · Analyze scholarly literature on a contemporary topic in psychology with at least three scholarly sources.

    · Competency 4: Apply psychological theory and research to guide professional behavior.

    · Apply psychological research to professional behavior.

    · Competency 5: Articulate future directions on an individual, community, and global scale to promote positive change.

    · Articulate future directions on an individual, community, and global scale to guide social thinking and promote positive change.

    · Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.

    · Deliver presentation appropriate to the audience with clear, organized delivery, including answers to potential audience questions.

    · Use APA style formatting for citations and reference list with only minor errors.

    · Address assignment purpose in a well-organized oral presentation, incorporating appropriate evidence and tone in grammatically sound sentences.

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  • [Solved] Foundations and Themes & Theories I/O_WK2

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    – ## Week2.DiscussionOne.docx – ## Week2.Assignment.TheValueofCriticalThinkingInTheFieldofPsychology.docx – ## Week2.Discussion.IndividualDifferences.Assessment.JobAnalysis.Selection.andStaffing.docx – Week2.Assignment.IndividualDifferences.Assessment.JobAnalysis.Selection.andStaffing.docx **## Week…

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    – ## Week2.DiscussionOne.docx

    – ## Week2.Assignment.TheValueofCriticalThinkingInTheFieldofPsychology.docx

    – ## Week2.Discussion.IndividualDifferences.Assessment.JobAnalysis.Selection.andStaffing.docx

    – Week2.Assignment.IndividualDifferences.Assessment.JobAnalysis.Selection.andStaffing.docx

    **## Week2.DiscussionOne.docx**

    **Foundations: Week Two. Discussion One**

    Scholarly Sources and the Walden Library

    Scholarly information comes from a wide variety of sources including academic books, encyclopedias, handbooks, and journals. “Scholarly” is a broad term for publications written by and for researchers and scholars. These publications are typically not found in your local bookstore or public library because they are written for a very specific audience. They are mostly available in university and specialized libraries, not freely available online. This is why it is essential to learn to navigate the Walden Library and use it often!

    During your time at Walden, you will be focusing on peer reviewed journal articles, a specific type of scholarly publication that goes through a specialized review process. These types of articles may report on original research or review the work of other researchers.

    As you use the Walden Library to search the peer reviewed literature to support your discussion posts and assignments, it is important to understand how the Library is organized. Most modern libraries make their materials available electronically through searchable databases. Here in the Walden Library, you have access to specialized academic databases, many of which are specific to psychology and the social and behavioral sciences.

    As part of this week’s Discussion, you will explore the databases in the Walden Library and compare and contrast peer reviewed articles found in these databases to those found online.

    Learning Resources

    This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.

    [Required Resources](https://waldenu.instructure.com/courses/170669/pages/week-2-learning-resources?module_item_id=7041782)

    Readings

    · OASIS. (2020, June 29).
    [_Reading a research article assigned as coursework_ Links to an external site.](https://waldenacademicskills.wordpress.com/2020/06/29/reading-a-research-article-assigned-as-coursework). Walden University. https://waldenacademicskills.wordpress.com/2020/06/29/reading-a-research-article-assigned-as-coursework

    · Walden University. (2015d).
    [Evaluating resources: Resource typesLinks to an external site.](http://academicguides.waldenu.edu/library/evaluating). Retrieved from http://academicguides.waldenu.edu/library/evaluating

    This web page provides specific information about evaluating various types of resources.

    · Walden University. (2015e).
    [Foundations – library resources: Identifying & evaluating online resourcesLinks to an external site.](http://academicguides.waldenu.edu/IdentifyingEvaluating). Retrieved from http://academicguides.waldenu.edu/IdentifyingEvaluating

    This web page gives you an introduction to the types of information you will find in the library databases. It provides tips on how to identify scholarly sources, such as peer-reviewed journal articles, and how to evaluate the reliability of other sources.

    · Walden University. (2015g).
    [Foundations – library resources: Searching & retrieving materials in the databasesLinks to an external site.](http://academicguides.waldenu.edu/SearchingRetrieving). Retrieved from http://academicguides.waldenu.edu/SearchingRetrieving

    This resource is an introduction to finding the sources you need in the Walden library databases.

    · Walden University. (2015j).
    [Publication comparison chart: PublicationsLinks to an external site.](https://academicguides.waldenu.edu/library/peerreviewvsscholarly). Retrieved from https://academicguides.waldenu.edu/library/peerreviewvsscholarly

    This web page defines and contrasts three categories of journals: scholarly, trade, and popular.

    · Walden University. (2015i).
    [Peer review: General informationLinks to an external site.](http://academicguides.waldenu.edu/peer-review). Retrieved from http://academicguides.waldenu.edu/peer-review

    This web page provides general information about how to limit periodical searches to peer-reviewed articles and how to verify a periodical is peer reviewed.

    · Walden University. (2015f).
    [Foundations – library resources: Introduction to the Walden University libraryLinks to an external site.](https://academicguides.waldenu.edu/foundationscoursedocs/waldenlibrary). Retrieved from https://academicguides.waldenu.edu/foundationscoursedocs/waldenlibrary

    The Walden Library an essential resource that will facilitate your success. This web page introduces you to the library’s services and resources.

    ·
    **Document:** [Study Notes: What Is Critical Thinking? (PDF)](https://waldenu.instructure.com/courses/170669/files/13802799?wrap=1) [Download Study Notes: What Is Critical Thinking? (PDF)](https://waldenu.instructure.com/courses/170669/files/13802799/download?download_frd=1)

    This Walden Writing Center publication explores various definitions of critical thinking.

    ·
    **Spreadsheet:** [Weekly Schedule (Excel)](https://waldenu.instructure.com/courses/170669/files/13802909?wrap=1) [Download Weekly Schedule (Excel)](https://waldenu.instructure.com/courses/170669/files/13802909/download?download_frd=1)

    One of the most valuable skills you can have as an online student is effective time management. Therefore, we ask that you

    · download and save this sample weekly schedule,

    · use it to create your own based on your work and personal responsibilities, and

    · revisit the schedule at least once a month to ensure that it still reflects your time commitments.

    **To Prepare for this Discussion:**

    · Review Learning Resources for this week and familiarize yourself with navigating the Walden Library, searching Library databases, and limiting your searches to full text, peer review, and publication date.

    · Search the “APA PsycINFO database” in the Walden Library and locate a peer reviewed article on a psychology topic you would like to explore relevant to your area of specialization in your program.

    · Next, search the Internet and locate an article related to the same topic.

    · Reflect on the sources of both articles, and evaluate each article using the evaluation methods listed in the Learning Resources.

    **INSTRUCTIONS: With these thoughts in mind:**

    Post a brief description of the articles you found. Next, compare and contrast the articles and explain the differences you noticed between them. Further explain how the use of peer review articles will improve the arguments  in your scholarly writing. As a professional in the field of psychology, which article would you use as evidence to support your ideas? Provide the article title and journal name for the article you find in the Library and the URL for the article you found online.

    Be sure to support your postings and responses with specific references to this week’s Learning Resources.

    **## Week2.Assignment.TheValueofCriticalThinkingInTheFieldofPsychology.docx**

    Foundations. Week Two Assignment. The Value of Critical Thinking In The Field of Psychology

    The value of Critical Thinking in the field of psychology

    Overfamiliarity with an idea can lead you to accept the information as true without questioning it. Just like the psychology myth that opposites attract, have you heard these other common psychology myths? Smiling makes you happier. We only use 10 percent of our brain. Memory is like a video recording. People are either left-brained or right-brained.

    Have you ever wondered where these ideas  originated and why  so widely believed? Are they completely false or partially true? When you begin to look more closely at ideas and where the information came from,  you have started the critical-thinking process.

    Critical thinking is inherent in scholarly work because it forces you to separate opinions and biases from the evidence found in the research literature

    In this Assignment, you will examine the value of critical thinking by exploring facts and opinions and how they are distinguished from one to the other.

    You’ll identify key traits of each and combine them into a balanced narrative, demonstrating how critical thinking helps evaluate information and build strong arguments.

    As a reminder, this Assignment will also be used for your writing skills assessment. While your essay will be evaluated with two sets of rubric elements, the writing skills assessment will NOT count toward your course grade.

    This writing skills assessment helps ensure you receive foundational writing support early in your Walden program. You can use this week’s writing skills rubric feedback to help guide your approach to the writing course you will take next term: SKIL 8002 Enhancing Doctoral Writing Skills. This course is self-paced, ungraded, and tuition-free. It is part of your program requirements and is designed to provide instructional support to help you meet writing expectations in your program. For more information, please visit the
    [Writing Skills AssessmentLinks to an external site.](https://academicguides.waldenu.edu/doctoral/writing-skills-assessment) web page or contact
    [WritingAssessment@mail.waldenu.edu](mailto:WritingAssessment@mail.waldenu.edu).

    Learning Resources

    This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.

    [Required Resources](https://waldenu.instructure.com/courses/170669/pages/week-2-learning-resources?module_item_id=7041782)

    Readings

    · OASIS. (2020, June 29).
    [_Reading a research article assigned as coursework_ Links to an external site.](https://waldenacademicskills.wordpress.com/2020/06/29/reading-a-research-article-assigned-as-coursework). Walden University. https://waldenacademicskills.wordpress.com/2020/06/29/reading-a-research-article-assigned-as-coursework

    · Walden University. (2015d).
    [Evaluating resources: Resource typesLinks to an external site.](http://academicguides.waldenu.edu/library/evaluating). Retrieved from http://academicguides.waldenu.edu/library/evaluating

    This web page provides specific information about evaluating various types of resources.

    · Walden University. (2015e).
    [Foundations – library resources: Identifying & evaluating online resourcesLinks to an external site.](http://academicguides.waldenu.edu/IdentifyingEvaluating). Retrieved from http://academicguides.waldenu.edu/IdentifyingEvaluating

    This web page gives you an introduction to the types of information you will find in the library databases. It provides tips on how to identify scholarly sources, such as peer-reviewed journal articles, and how to evaluate the reliability of other sources.

    · Walden University. (2015g).
    [Foundations – library resources: Searching & retrieving materials in the databasesLinks to an external site.](http://academicguides.waldenu.edu/SearchingRetrieving). Retrieved from http://academicguides.waldenu.edu/SearchingRetrieving

    This resource is an introduction to finding the sources you need in the Walden library databases.

    · Walden University. (2015j).
    [Publication comparison chart: PublicationsLinks to an external site.](https://academicguides.waldenu.edu/library/peerreviewvsscholarly). Retrieved from https://academicguides.waldenu.edu/library/peerreviewvsscholarly

    This web page defines and contrasts three categories of journals: scholarly, trade, and popular.

    · Walden University. (2015i).
    [Peer review: General informationLinks to an external site.](http://academicguides.waldenu.edu/peer-review). Retrieved from http://academicguides.waldenu.edu/peer-review

    This web page provides general information about how to limit periodical searches to peer-reviewed articles and how to verify a periodical is peer reviewed.

    · Walden University. (2015f).
    [Foundations – library resources: Introduction to the Walden University libraryLinks to an external site.](https://academicguides.waldenu.edu/foundationscoursedocs/waldenlibrary). Retrieved from https://academicguides.waldenu.edu/foundationscoursedocs/waldenlibrary

    The Walden Library an essential resource that will facilitate your success. This web page introduces you to the library’s services and resources.

    ·
    **Document:** [Study Notes: What Is Critical Thinking? (PDF)](https://waldenu.instructure.com/courses/170669/files/13802799?wrap=1) [Download Study Notes: What Is Critical Thinking? (PDF)](https://waldenu.instructure.com/courses/170669/files/13802799/download?download_frd=1)

    This Walden Writing Center publication explores various definitions of critical thinking.

    ·
    **Spreadsheet:** [Weekly Schedule (Excel)](https://waldenu.instructure.com/courses/170669/files/13802909?wrap=1) [Download Weekly Schedule (Excel)](https://waldenu.instructure.com/courses/170669/files/13802909/download?download_frd=1)

    One of the most valuable skills you can have as an online student is effective time management. Therefore, we ask that you

    · download and save this sample weekly schedule,

    · use it to create your own based on your work and personal responsibilities, and

    · revisit the schedule at least once a month to ensure that it still reflects your time commitments.

    **To Prepare for this Assignment:**

    · Review the readings in this week’s Learning Resources and specifically focus on the critical thinking resources.

    · Think of and choose a common psychology myth that you have heard. If you have trouble of thinking of an example, identify one using a general Internet search.

    · Remember to use the
    [Assignment Checklist](https://waldenu.instructure.com/courses/170669/files/13802914?wrap=1) [Download Assignment Checklist](https://waldenu.instructure.com/courses/170669/files/13802914/download?download_frd=1) to assist you in completing this assignment.

    **INSTRUCTIONS: The Assignment (1-page):**

    · Based on the psychology myth you chose, write a short paragraph that would be considered an opinion and why this is an opinion.

    · Search the Walden Library databases for a peer-reviewed article on this same topic. Based on what you learn from the article, write a second paragraph that would be considered a fact and why it would be considered factual. Support your ideas with information cited from the article and include the reference to the article in APA7 format.

    · Explain the differences between the two paragraphs. Explain how a reader would know which statement is opinion and which is factual.  Use the Learning Resources to support your rationale.

    **## Week2.Discussion.IndividualDifferences.Assessment.JobAnalysis.Selection.andStaffing.docx**

    **Week 2. Discussion. Individual Differences. Assessment. Job Analysis. Selection. and Staffing**

    Job Analysis and Assessment for Candidate Selection

    Recognizing that individual knowledge, skills, and abilities (KSAs) differ, it is important for employers to use them to identify candidates that best fit open jobs within an organization. Job Analysis is used to determine KSAs that can in turn be used as criteria in a selection process and subsequent staff for a given position.

    For this Discussion, consider a job that you have held, currently hold, or with which you are familiar. What are the crucial knowledge, skills, and abilities (KSAs) that someone in this role must possess to be successful in this position? How would you rank these KSAs in order from most to least important? How might you assess candidates for this role if you were the hiring manager? As you think about how you would answer these questions, keep in mind what you’ve learned this week about the role of assessments in I/O psychology, how they are used, and why they are important.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/172288/modules/items/6928712)

    [Required Readings](https://waldenu.instructure.com/courses/172288/pages/week-2-learning-resources?module_item_id=6928712)

    **Job Analysis and Selection**

    · Beier, M., Young, C., & Villado, A. (2018). Job knowledge: its definition, development, and measurement. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    [_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi2478.xml) (2nd ed., Vol. 1, pp. 279-298). London, UK: SAGE Publications, Ltd.

    ·

    ·
    **Note:** Chapter 10

    ·
    **Time Estimate:** 60 minutes

    · Viswesvaran, C., & Ones, D. (2018). Non-test methods and techniques used in employee selection. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    [_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi4183.xml) (2nd ed., Vol. 1, pp. 451-473). London, UK: SAGE Publications, Ltd.

    ·
    **Note:** Chapter 15

    ·
    **Time Estimate:** 60 minutes

    · Schmidt, N. (2014). Personality and cognitive ability as predictors of effective performance at work.
    [_Annual Review of Organizational Psychology and Organizational BehaviorLinks to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://www.annualreviews.org/doi/abs/10.1146/annurev-orgpsych-031413-091255?) _, 1_(1), 45–65.

    ·
    **Time Estimate:** 60 minutes

    [Talent Management](https://waldenu.instructure.com/courses/172288/pages/week-2-learning-resources?module_item_id=6928712)

    · Cappelli, P., & Keller, J. K. (2014). Talent management: Conceptual approaches and practical challenges.
    [_Annual Review of Organizational Psychology and Organizational BehaviorLinks to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://www.annualreviews.org/doi/abs/10.1146/annurev-orgpsych-031413-091314?) _, 1_(1), 305–331.

    ·
    **Time Estimate:** 60 minutes

    · Meyers, M., & Paauwe, J. (2018). Talent management. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    [_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://dx.doi.org/10.4135/9781473914964.n24) (2nd ed., Vol. 3, pp. 517-544). London, UK: SAGE Publications, Ltd.

    ·
    **Note:** Chapter 23

    ·
    **Time Estimate:** 60 minutes

    · McKinsey & Company. (2024, April 15).
    [_Increasing your return on talent: The moves and metrics that matter_ Links to an external site.](https://www.mckinsey.com/capabilities/people-and-organizational-performance/our-insights/increasing-your-return-on-talent-the-moves-and-metrics-that-matter). https://www.mckinsey.com/capabilities/people-and-organizational-performance/our-insights/increasing-your-return-on-talent-the-moves-and-metrics-that-matter

    ·
    **Time Estimate:** 15 minutes

    [Required Media](https://waldenu.instructure.com/courses/172288/pages/week-2-learning-resources?module_item_id=6928712)

    · Walden University, LLC. (2019).
    [_Talent management plan: Webbutik_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/IPSY/6200/Webbutik/index.html) [CDN media file]. Walden University Blackboard.
    [https://waldenu.instructure.com](https://waldenu.instructure.com/)

    ·
    **Welcome To Webbutik**

    · Scroll down for your instructions
    Instructions and more information.

    ![About images](https://www.sweetstudy.com/questions/foundations-and-themes-and-theories-io-wk2)

    Webbutik is an online retailer specializing in women’s and men’s apparel and shoes.

    Webbutik is an online retailer specializing in women’s and men’s apparel and shoes. Webbutik’s leadership have decided to invest resources to improve the online retail experience for customers in order to stay competitive in the online retail marketplace. Before leaders can invest necessary resources into fixing the company website, they have to address the immediate problem of poor customer service and the impending mass exodus of customer service reps before the holiday season.

    The leaders decide to hire a consultant (YOU) to develop a Talent Management Plan for customer service representatives and customer service managers. The Talent Management Plan would detail strategies and approaches to address the following goals:

    · Identification and selection of external job candidates for the customer service representative position

    · Identification of internal customer service representatives who are high performers and could be developed for managerial positions

    · Onboarding new hires

    · Training and developing existing customer service representatives

    · Improving recruitment and retention of customer service representatives

    **Note:** The approximate length of this media piece is 20 minutes.

    To prepare for this Discussion:

    · Read Chapters 10 and 15 in
    _The SAGE Handbook_ and the article, “Personality and Cognitive Ability as Predictors of Effective Performance at Work.” Pay particular attention to the definitions and examples of KSAs, the types of assessments that may be used in the candidate-selection process, and the strengths and limitations of each.

    · Based on the Learning Resources you reviewed, consider the role of assessments in I/O psychology.

    · Next, identify three of the most important KSAs for a job you have held, currently hold, or one with which you are familiar. Based on the KSAs you identified, consider the combination of assessments you would use to select the best candidate for the job.

    **INSTRUCTIONS: Post a response to the following:**

    · Briefly explain in two to three sentences the role of assessments in I/O Psychology, how they are used, and why they are important.

    · Describe the job position (including the industry) you selected and provide a list of the three most important KSAs.

    · Describe how you would assess potential employees for these KSAs if you were the hiring manager. Assessments could include using interviews, resumes, and personality tests.

    · Finally, explain how the assessments you identified would be used in concert to select candidates that best fit the position, and why.

    ## image1.jpeg

    **Week2.Assignment.IndividualDifferences.Assessment.JobAnalysis.Selection.andStaffing.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week2-assignment-individualdifferences-assessment-jobanalysis-selection-andstaffing-docx)

    **Week2.Assignment.IndividualDifferences.Assessment.JobAnalysis.Selection.andStaffing.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week2-assignment-individualdifferences-assessment-jobanalysis-selection-andstaffing-docx)

    **## Week2.DiscussionOne.docx**

    **Foundations: Week Two. Discussion One**

    Scholarly Sources and the Walden Library

    Scholarly information comes from a wide variety of sources including academic books, encyclopedias, handbooks, and journals. “Scholarly” is a broad term for publications written by and for researchers and scholars. These publications are typically not found in your local bookstore or public library because they are written for a very specific audience. They are mostly available in university and specialized libraries, not freely available online. This is why it is essential to learn to navigate the Walden Library and use it often!

    During your time at Walden, you will be focusing on peer reviewed journal articles, a specific type of scholarly publication that goes through a specialized review process. These types of articles may report on original research or review the work of other researchers.

    As you use the Walden Library to search the peer reviewed literature to support your discussion posts and assignments, it is important to understand how the Library is organized. Most modern libraries make their materials available electronically through searchable databases. Here in the Walden Library, you have access to specialized academic databases, many of which are specific to psychology and the social and behavioral sciences.

    As part of this week’s Discussion, you will explore the databases in the Walden Library and compare and contrast peer reviewed articles found in these databases to those found online.

    Learning Resources

    This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.

    [Required Resources](https://waldenu.instructure.com/courses/170669/pages/week-2-learning-resources?module_item_id=7041782)

    Readings

    · OASIS. (2020, June 29).
    [_Reading a research article assigned as coursework_ Links to an external site.](https://waldenacademicskills.wordpress.com/2020/06/29/reading-a-research-article-assigned-as-coursework). Walden University. https://waldenacademicskills.wordpress.com/2020/06/29/reading-a-research-article-assigned-as-coursework

    · Walden University. (2015d).
    [Evaluating resources: Resource typesLinks to an external site.](http://academicguides.waldenu.edu/library/evaluating). Retrieved from http://academicguides.waldenu.edu/library/evaluating

    This web page provides specific information about evaluating various types of resources.

    · Walden University. (2015e).
    [Foundations – library resources: Identifying & evaluating online resourcesLinks to an external site.](http://academicguides.waldenu.edu/IdentifyingEvaluating). Retrieved from http://academicguides.waldenu.edu/IdentifyingEvaluating

    This web page gives you an introduction to the types of information you will find in the library databases. It provides tips on how to identify scholarly sources, such as peer-reviewed journal articles, and how to evaluate the reliability of other sources.

    · Walden University. (2015g).
    [Foundations – library resources: Searching & retrieving materials in the databasesLinks to an external site.](http://academicguides.waldenu.edu/SearchingRetrieving). Retrieved from http://academicguides.waldenu.edu/SearchingRetrieving

    This resource is an introduction to finding the sources you need in the Walden library databases.

    · Walden University. (2015j).
    [Publication comparison chart: PublicationsLinks to an external site.](https://academicguides.waldenu.edu/library/peerreviewvsscholarly). Retrieved from https://academicguides.waldenu.edu/library/peerreviewvsscholarly

    This web page defines and contrasts three categories of journals: scholarly, trade, and popular.

    · Walden University. (2015i).
    [Peer review: General informationLinks to an external site.](http://academicguides.waldenu.edu/peer-review). Retrieved from http://academicguides.waldenu.edu/peer-review

    This web page provides general information about how to limit periodical searches to peer-reviewed articles and how to verify a periodical is peer reviewed.

    · Walden University. (2015f).
    [Foundations – library resources: Introduction to the Walden University libraryLinks to an external site.](https://academicguides.waldenu.edu/foundationscoursedocs/waldenlibrary). Retrieved from https://academicguides.waldenu.edu/foundationscoursedocs/waldenlibrary

    The Walden Library an essential resource that will facilitate your success. This web page introduces you to the library’s services and resources.

    ·
    **Document:** [Study Notes: What Is Critical Thinking? (PDF)](https://waldenu.instructure.com/courses/170669/files/13802799?wrap=1) [Download Study Notes: What Is Critical Thinking? (PDF)](https://waldenu.instructure.com/courses/170669/files/13802799/download?download_frd=1)

    This Walden Writing Center publication explores various definitions of critical thinking.

    ·
    **Spreadsheet:** [Weekly Schedule (Excel)](https://waldenu.instructure.com/courses/170669/files/13802909?wrap=1) [Download Weekly Schedule (Excel)](https://waldenu.instructure.com/courses/170669/files/13802909/download?download_frd=1)

    One of the most valuable skills you can have as an online student is effective time management. Therefore, we ask that you

    · download and save this sample weekly schedule,

    · use it to create your own based on your work and personal responsibilities, and

    · revisit the schedule at least once a month to ensure that it still reflects your time commitments.

    **To Prepare for this Discussion:**

    · Review Learning Resources for this week and familiarize yourself with navigating the Walden Library, searching Library databases, and limiting your searches to full text, peer review, and publication date.

    · Search the “APA PsycINFO database” in the Walden Library and locate a peer reviewed article on a psychology topic you would like to explore relevant to your area of specialization in your program.

    · Next, search the Internet and locate an article related to the same topic.

    · Reflect on the sources of both articles, and evaluate each article using the evaluation methods listed in the Learning Resources.

    **INSTRUCTIONS: With these thoughts in mind:**

    Post a brief description of the articles you found. Next, compare and contrast the articles and explain the differences you noticed between them. Further explain how the use of peer review articles will improve the arguments  in your scholarly writing. As a professional in the field of psychology, which article would you use as evidence to support your ideas? Provide the article title and journal name for the article you find in the Library and the URL for the article you found online.

    Be sure to support your postings and responses with specific references to this week’s Learning Resources.

    **## Week2.Assignment.TheValueofCriticalThinkingInTheFieldofPsychology.docx**

    Foundations. Week Two Assignment. The Value of Critical Thinking In The Field of Psychology

    The value of Critical Thinking in the field of psychology

    Overfamiliarity with an idea can lead you to accept the information as true without questioning it. Just like the psychology myth that opposites attract, have you heard these other common psychology myths? Smiling makes you happier. We only use 10 percent of our brain. Memory is like a video recording. People are either left-brained or right-brained.

    Have you ever wondered where these ideas  originated and why  so widely believed? Are they completely false or partially true? When you begin to look more closely at ideas and where the information came from,  you have started the critical-thinking process.

    Critical thinking is inherent in scholarly work because it forces you to separate opinions and biases from the evidence found in the research literature

    In this Assignment, you will examine the value of critical thinking by exploring facts and opinions and how they are distinguished from one to the other.

    You’ll identify key traits of each and combine them into a balanced narrative, demonstrating how critical thinking helps evaluate information and build strong arguments.

    As a reminder, this Assignment will also be used for your writing skills assessment. While your essay will be evaluated with two sets of rubric elements, the writing skills assessment will NOT count toward your course grade.

    This writing skills assessment helps ensure you receive foundational writing support early in your Walden program. You can use this week’s writing skills rubric feedback to help guide your approach to the writing course you will take next term: SKIL 8002 Enhancing Doctoral Writing Skills. This course is self-paced, ungraded, and tuition-free. It is part of your program requirements and is designed to provide instructional support to help you meet writing expectations in your program. For more information, please visit the
    [Writing Skills AssessmentLinks to an external site.](https://academicguides.waldenu.edu/doctoral/writing-skills-assessment) web page or contact
    [WritingAssessment@mail.waldenu.edu](mailto:WritingAssessment@mail.waldenu.edu).

    Learning Resources

    This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.

    [Required Resources](https://waldenu.instructure.com/courses/170669/pages/week-2-learning-resources?module_item_id=7041782)

    Readings

    · OASIS. (2020, June 29).
    [_Reading a research article assigned as coursework_ Links to an external site.](https://waldenacademicskills.wordpress.com/2020/06/29/reading-a-research-article-assigned-as-coursework). Walden University. https://waldenacademicskills.wordpress.com/2020/06/29/reading-a-research-article-assigned-as-coursework

    · Walden University. (2015d).
    [Evaluating resources: Resource typesLinks to an external site.](http://academicguides.waldenu.edu/library/evaluating). Retrieved from http://academicguides.waldenu.edu/library/evaluating

    This web page provides specific information about evaluating various types of resources.

    · Walden University. (2015e).
    [Foundations – library resources: Identifying & evaluating online resourcesLinks to an external site.](http://academicguides.waldenu.edu/IdentifyingEvaluating). Retrieved from http://academicguides.waldenu.edu/IdentifyingEvaluating

    This web page gives you an introduction to the types of information you will find in the library databases. It provides tips on how to identify scholarly sources, such as peer-reviewed journal articles, and how to evaluate the reliability of other sources.

    · Walden University. (2015g).
    [Foundations – library resources: Searching & retrieving materials in the databasesLinks to an external site.](http://academicguides.waldenu.edu/SearchingRetrieving). Retrieved from http://academicguides.waldenu.edu/SearchingRetrieving

    This resource is an introduction to finding the sources you need in the Walden library databases.

    · Walden University. (2015j).
    [Publication comparison chart: PublicationsLinks to an external site.](https://academicguides.waldenu.edu/library/peerreviewvsscholarly). Retrieved from https://academicguides.waldenu.edu/library/peerreviewvsscholarly

    This web page defines and contrasts three categories of journals: scholarly, trade, and popular.

    · Walden University. (2015i).
    [Peer review: General informationLinks to an external site.](http://academicguides.waldenu.edu/peer-review). Retrieved from http://academicguides.waldenu.edu/peer-review

    This web page provides general information about how to limit periodical searches to peer-reviewed articles and how to verify a periodical is peer reviewed.

    · Walden University. (2015f).
    [Foundations – library resources: Introduction to the Walden University libraryLinks to an external site.](https://academicguides.waldenu.edu/foundationscoursedocs/waldenlibrary). Retrieved from https://academicguides.waldenu.edu/foundationscoursedocs/waldenlibrary

    The Walden Library an essential resource that will facilitate your success. This web page introduces you to the library’s services and resources.

    ·
    **Document:** [Study Notes: What Is Critical Thinking? (PDF)](https://waldenu.instructure.com/courses/170669/files/13802799?wrap=1) [Download Study Notes: What Is Critical Thinking? (PDF)](https://waldenu.instructure.com/courses/170669/files/13802799/download?download_frd=1)

    This Walden Writing Center publication explores various definitions of critical thinking.

    ·
    **Spreadsheet:** [Weekly Schedule (Excel)](https://waldenu.instructure.com/courses/170669/files/13802909?wrap=1) [Download Weekly Schedule (Excel)](https://waldenu.instructure.com/courses/170669/files/13802909/download?download_frd=1)

    One of the most valuable skills you can have as an online student is effective time management. Therefore, we ask that you

    · download and save this sample weekly schedule,

    · use it to create your own based on your work and personal responsibilities, and

    · revisit the schedule at least once a month to ensure that it still reflects your time commitments.

    **To Prepare for this Assignment:**

    · Review the readings in this week’s Learning Resources and specifically focus on the critical thinking resources.

    · Think of and choose a common psychology myth that you have heard. If you have trouble of thinking of an example, identify one using a general Internet search.

    · Remember to use the
    [Assignment Checklist](https://waldenu.instructure.com/courses/170669/files/13802914?wrap=1) [Download Assignment Checklist](https://waldenu.instructure.com/courses/170669/files/13802914/download?download_frd=1) to assist you in completing this assignment.

    **INSTRUCTIONS: The Assignment (1-page):**

    · Based on the psychology myth you chose, write a short paragraph that would be considered an opinion and why this is an opinion.

    · Search the Walden Library databases for a peer-reviewed article on this same topic. Based on what you learn from the article, write a second paragraph that would be considered a fact and why it would be considered factual. Support your ideas with information cited from the article and include the reference to the article in APA7 format.

    · Explain the differences between the two paragraphs. Explain how a reader would know which statement is opinion and which is factual.  Use the Learning Resources to support your rationale.

    **## Week2.Discussion.IndividualDifferences.Assessment.JobAnalysis.Selection.andStaffing.docx**

    **Week 2. Discussion. Individual Differences. Assessment. Job Analysis. Selection. and Staffing**

    Job Analysis and Assessment for Candidate Selection

    Recognizing that individual knowledge, skills, and abilities (KSAs) differ, it is important for employers to use them to identify candidates that best fit open jobs within an organization. Job Analysis is used to determine KSAs that can in turn be used as criteria in a selection process and subsequent staff for a given position.

    For this Discussion, consider a job that you have held, currently hold, or with which you are familiar. What are the crucial knowledge, skills, and abilities (KSAs) that someone in this role must possess to be successful in this position? How would you rank these KSAs in order from most to least important? How might you assess candidates for this role if you were the hiring manager? As you think about how you would answer these questions, keep in mind what you’ve learned this week about the role of assessments in I/O psychology, how they are used, and why they are important.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/172288/modules/items/6928712)

    [Required Readings](https://waldenu.instructure.com/courses/172288/pages/week-2-learning-resources?module_item_id=6928712)

    **Job Analysis and Selection**

    · Beier, M., Young, C., & Villado, A. (2018). Job knowledge: its definition, development, and measurement. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    [_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi2478.xml) (2nd ed., Vol. 1, pp. 279-298). London, UK: SAGE Publications, Ltd.

    ·

    ·
    **Note:** Chapter 10

    ·
    **Time Estimate:** 60 minutes

    · Viswesvaran, C., & Ones, D. (2018). Non-test methods and techniques used in employee selection. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    [_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi4183.xml) (2nd ed., Vol. 1, pp. 451-473). London, UK: SAGE Publications, Ltd.

    ·
    **Note:** Chapter 15

    ·
    **Time Estimate:** 60 minutes

    · Schmidt, N. (2014). Personality and cognitive ability as predictors of effective performance at work.
    [_Annual Review of Organizational Psychology and Organizational BehaviorLinks to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://www.annualreviews.org/doi/abs/10.1146/annurev-orgpsych-031413-091255?) _, 1_(1), 45–65.

    ·
    **Time Estimate:** 60 minutes

    [Talent Management](https://waldenu.instructure.com/courses/172288/pages/week-2-learning-resources?module_item_id=6928712)

    · Cappelli, P., & Keller, J. K. (2014). Talent management: Conceptual approaches and practical challenges.
    [_Annual Review of Organizational Psychology and Organizational BehaviorLinks to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://www.annualreviews.org/doi/abs/10.1146/annurev-orgpsych-031413-091314?) _, 1_(1), 305–331.

    ·
    **Time Estimate:** 60 minutes

    · Meyers, M., & Paauwe, J. (2018). Talent management. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    [_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://dx.doi.org/10.4135/9781473914964.n24) (2nd ed., Vol. 3, pp. 517-544). London, UK: SAGE Publications, Ltd.

    ·
    **Note:** Chapter 23

    ·
    **Time Estimate:** 60 minutes

    · McKinsey & Company. (2024, April 15).
    [_Increasing your return on talent: The moves and metrics that matter_ Links to an external site.](https://www.mckinsey.com/capabilities/people-and-organizational-performance/our-insights/increasing-your-return-on-talent-the-moves-and-metrics-that-matter). https://www.mckinsey.com/capabilities/people-and-organizational-performance/our-insights/increasing-your-return-on-talent-the-moves-and-metrics-that-matter

    ·
    **Time Estimate:** 15 minutes

    [Required Media](https://waldenu.instructure.com/courses/172288/pages/week-2-learning-resources?module_item_id=6928712)

    · Walden University, LLC. (2019).
    [_Talent management plan: Webbutik_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/IPSY/6200/Webbutik/index.html) [CDN media file]. Walden University Blackboard.
    [https://waldenu.instructure.com](https://waldenu.instructure.com/)

    ·
    **Welcome To Webbutik**

    · Scroll down for your instructions
    Instructions and more information.

    ![About images](https://www.sweetstudy.com/questions/foundations-and-themes-and-theories-io-wk2)

    Webbutik is an online retailer specializing in women’s and men’s apparel and shoes.

    Webbutik is an online retailer specializing in women’s and men’s apparel and shoes. Webbutik’s leadership have decided to invest resources to improve the online retail experience for customers in order to stay competitive in the online retail marketplace. Before leaders can invest necessary resources into fixing the company website, they have to address the immediate problem of poor customer service and the impending mass exodus of customer service reps before the holiday season.

    The leaders decide to hire a consultant (YOU) to develop a Talent Management Plan for customer service representatives and customer service managers. The Talent Management Plan would detail strategies and approaches to address the following goals:

    · Identification and selection of external job candidates for the customer service representative position

    · Identification of internal customer service representatives who are high performers and could be developed for managerial positions

    · Onboarding new hires

    · Training and developing existing customer service representatives

    · Improving recruitment and retention of customer service representatives

    **Note:** The approximate length of this media piece is 20 minutes.

    To prepare for this Discussion:

    · Read Chapters 10 and 15 in
    _The SAGE Handbook_ and the article, “Personality and Cognitive Ability as Predictors of Effective Performance at Work.” Pay particular attention to the definitions and examples of KSAs, the types of assessments that may be used in the candidate-selection process, and the strengths and limitations of each.

    · Based on the Learning Resources you reviewed, consider the role of assessments in I/O psychology.

    · Next, identify three of the most important KSAs for a job you have held, currently hold, or one with which you are familiar. Based on the KSAs you identified, consider the combination of assessments you would use to select the best candidate for the job.

    **INSTRUCTIONS: Post a response to the following:**

    · Briefly explain in two to three sentences the role of assessments in I/O Psychology, how they are used, and why they are important.

    · Describe the job position (including the industry) you selected and provide a list of the three most important KSAs.

    · Describe how you would assess potential employees for these KSAs if you were the hiring manager. Assessments could include using interviews, resumes, and personality tests.

    · Finally, explain how the assessments you identified would be used in concert to select candidates that best fit the position, and why.

    ## image1.jpeg

    **Week2.Assignment.IndividualDifferences.Assessment.JobAnalysis.Selection.andStaffing.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week2-assignment-individualdifferences-assessment-jobanalysis-selection-andstaffing-docx)

    **## Week2.DiscussionOne.docx**

    **Foundations: Week Two. Discussion One**

    Scholarly Sources and the Walden Library

    Scholarly information comes from a wide variety of sources including academic books, encyclopedias, handbooks, and journals. “Scholarly” is a broad term for publications written by and for researchers and scholars. These publications are typically not found in your local bookstore or public library because they are written for a very specific audience. They are mostly available in university and specialized libraries, not freely available online. This is why it is essential to learn to navigate the Walden Library and use it often!

    During your time at Walden, you will be focusing on peer reviewed journal articles, a specific type of scholarly publication that goes through a specialized review process. These types of articles may report on original research or review the work of other researchers.

    As you use the Walden Library to search the peer reviewed literature to support your discussion posts and assignments, it is important to understand how the Library is organized. Most modern libraries make their materials available electronically through searchable databases. Here in the Walden Library, you have access to specialized academic databases, many of which are specific to psychology and the social and behavioral sciences.

    As part of this week’s Discussion, you will explore the databases in the Walden Library and compare and contrast peer reviewed articles found in these databases to those found online.

    Learning Resources

    This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.

    [Required Resources](https://waldenu.instructure.com/courses/170669/pages/week-2-learning-resources?module_item_id=7041782)

    Readings

    · OASIS. (2020, June 29).
    [_Reading a research article assigned as coursework_ Links to an external site.](https://waldenacademicskills.wordpress.com/2020/06/29/reading-a-research-article-assigned-as-coursework). Walden University. https://waldenacademicskills.wordpress.com/2020/06/29/reading-a-research-article-assigned-as-coursework

    · Walden University. (2015d).
    [Evaluating resources: Resource typesLinks to an external site.](http://academicguides.waldenu.edu/library/evaluating). Retrieved from http://academicguides.waldenu.edu/library/evaluating

    This web page provides specific information about evaluating various types of resources.

    · Walden University. (2015e).
    [Foundations – library resources: Identifying & evaluating online resourcesLinks to an external site.](http://academicguides.waldenu.edu/IdentifyingEvaluating). Retrieved from http://academicguides.waldenu.edu/IdentifyingEvaluating

    This web page gives you an introduction to the types of information you will find in the library databases. It provides tips on how to identify scholarly sources, such as peer-reviewed journal articles, and how to evaluate the reliability of other sources.

    · Walden University. (2015g).
    [Foundations – library resources: Searching & retrieving materials in the databasesLinks to an external site.](http://academicguides.waldenu.edu/SearchingRetrieving). Retrieved from http://academicguides.waldenu.edu/SearchingRetrieving

    This resource is an introduction to finding the sources you need in the Walden library databases.

    · Walden University. (2015j).
    [Publication comparison chart: PublicationsLinks to an external site.](https://academicguides.waldenu.edu/library/peerreviewvsscholarly). Retrieved from https://academicguides.waldenu.edu/library/peerreviewvsscholarly

    This web page defines and contrasts three categories of journals: scholarly, trade, and popular.

    · Walden University. (2015i).
    [Peer review: General informationLinks to an external site.](http://academicguides.waldenu.edu/peer-review). Retrieved from http://academicguides.waldenu.edu/peer-review

    This web page provides general information about how to limit periodical searches to peer-reviewed articles and how to verify a periodical is peer reviewed.

    · Walden University. (2015f).
    [Foundations – library resources: Introduction to the Walden University libraryLinks to an external site.](https://academicguides.waldenu.edu/foundationscoursedocs/waldenlibrary). Retrieved from https://academicguides.waldenu.edu/foundationscoursedocs/waldenlibrary

    The Walden Library an essential resource that will facilitate your success. This web page introduces you to the library’s services and resources.

    ·
    **Document:** [Study Notes: What Is Critical Thinking? (PDF)](https://waldenu.instructure.com/courses/170669/files/13802799?wrap=1) [Download Study Notes: What Is Critical Thinking? (PDF)](https://waldenu.instructure.com/courses/170669/files/13802799/download?download_frd=1)

    This Walden Writing Center publication explores various definitions of critical thinking.

    ·
    **Spreadsheet:** [Weekly Schedule (Excel)](https://waldenu.instructure.com/courses/170669/files/13802909?wrap=1) [Download Weekly Schedule (Excel)](https://waldenu.instructure.com/courses/170669/files/13802909/download?download_frd=1)

    One of the most valuable skills you can have as an online student is effective time management. Therefore, we ask that you

    · download and save this sample weekly schedule,

    · use it to create your own based on your work and personal responsibilities, and

    · revisit the schedule at least once a month to ensure that it still reflects your time commitments.

    **To Prepare for this Discussion:**

    · Review Learning Resources for this week and familiarize yourself with navigating the Walden Library, searching Library databases, and limiting your searches to full text, peer review, and publication date.

    · Search the “APA PsycINFO database” in the Walden Library and locate a peer reviewed article on a psychology topic you would like to explore relevant to your area of specialization in your program.

    · Next, search the Internet and locate an article related to the same topic.

    · Reflect on the sources of both articles, and evaluate each article using the evaluation methods listed in the Learning Resources.

    **INSTRUCTIONS: With these thoughts in mind:**

    Post a brief description of the articles you found. Next, compare and contrast the articles and explain the differences you noticed between them. Further explain how the use of peer review articles will improve the arguments  in your scholarly writing. As a professional in the field of psychology, which article would you use as evidence to support your ideas? Provide the article title and journal name for the article you find in the Library and the URL for the article you found online.

    Be sure to support your postings and responses with specific references to this week’s Learning Resources.

    **## Week2.Assignment.TheValueofCriticalThinkingInTheFieldofPsychology.docx**

    Foundations. Week Two Assignment. The Value of Critical Thinking In The Field of Psychology

    The value of Critical Thinking in the field of psychology

    Overfamiliarity with an idea can lead you to accept the information as true without questioning it. Just like the psychology myth that opposites attract, have you heard these other common psychology myths? Smiling makes you happier. We only use 10 percent of our brain. Memory is like a video recording. People are either left-brained or right-brained.

    Have you ever wondered where these ideas  originated and why  so widely believed? Are they completely false or partially true? When you begin to look more closely at ideas and where the information came from,  you have started the critical-thinking process.

    Critical thinking is inherent in scholarly work because it forces you to separate opinions and biases from the evidence found in the research literature

    In this Assignment, you will examine the value of critical thinking by exploring facts and opinions and how they are distinguished from one to the other.

    You’ll identify key traits of each and combine them into a balanced narrative, demonstrating how critical thinking helps evaluate information and build strong arguments.

    As a reminder, this Assignment will also be used for your writing skills assessment. While your essay will be evaluated with two sets of rubric elements, the writing skills assessment will NOT count toward your course grade.

    This writing skills assessment helps ensure you receive foundational writing support early in your Walden program. You can use this week’s writing skills rubric feedback to help guide your approach to the writing course you will take next term: SKIL 8002 Enhancing Doctoral Writing Skills. This course is self-paced, ungraded, and tuition-free. It is part of your program requirements and is designed to provide instructional support to help you meet writing expectations in your program. For more information, please visit the
    [Writing Skills AssessmentLinks to an external site.](https://academicguides.waldenu.edu/doctoral/writing-skills-assessment) web page or contact
    [WritingAssessment@mail.waldenu.edu](mailto:WritingAssessment@mail.waldenu.edu).

    Learning Resources

    This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.

    [Required Resources](https://waldenu.instructure.com/courses/170669/pages/week-2-learning-resources?module_item_id=7041782)

    Readings

    · OASIS. (2020, June 29).
    [_Reading a research article assigned as coursework_ Links to an external site.](https://waldenacademicskills.wordpress.com/2020/06/29/reading-a-research-article-assigned-as-coursework). Walden University. https://waldenacademicskills.wordpress.com/2020/06/29/reading-a-research-article-assigned-as-coursework

    · Walden University. (2015d).
    [Evaluating resources: Resource typesLinks to an external site.](http://academicguides.waldenu.edu/library/evaluating). Retrieved from http://academicguides.waldenu.edu/library/evaluating

    This web page provides specific information about evaluating various types of resources.

    · Walden University. (2015e).
    [Foundations – library resources: Identifying & evaluating online resourcesLinks to an external site.](http://academicguides.waldenu.edu/IdentifyingEvaluating). Retrieved from http://academicguides.waldenu.edu/IdentifyingEvaluating

    This web page gives you an introduction to the types of information you will find in the library databases. It provides tips on how to identify scholarly sources, such as peer-reviewed journal articles, and how to evaluate the reliability of other sources.

    · Walden University. (2015g).
    [Foundations – library resources: Searching & retrieving materials in the databasesLinks to an external site.](http://academicguides.waldenu.edu/SearchingRetrieving). Retrieved from http://academicguides.waldenu.edu/SearchingRetrieving

    This resource is an introduction to finding the sources you need in the Walden library databases.

    · Walden University. (2015j).
    [Publication comparison chart: PublicationsLinks to an external site.](https://academicguides.waldenu.edu/library/peerreviewvsscholarly). Retrieved from https://academicguides.waldenu.edu/library/peerreviewvsscholarly

    This web page defines and contrasts three categories of journals: scholarly, trade, and popular.

    · Walden University. (2015i).
    [Peer review: General informationLinks to an external site.](http://academicguides.waldenu.edu/peer-review). Retrieved from http://academicguides.waldenu.edu/peer-review

    This web page provides general information about how to limit periodical searches to peer-reviewed articles and how to verify a periodical is peer reviewed.

    · Walden University. (2015f).
    [Foundations – library resources: Introduction to the Walden University libraryLinks to an external site.](https://academicguides.waldenu.edu/foundationscoursedocs/waldenlibrary). Retrieved from https://academicguides.waldenu.edu/foundationscoursedocs/waldenlibrary

    The Walden Library an essential resource that will facilitate your success. This web page introduces you to the library’s services and resources.

    ·
    **Document:** [Study Notes: What Is Critical Thinking? (PDF)](https://waldenu.instructure.com/courses/170669/files/13802799?wrap=1) [Download Study Notes: What Is Critical Thinking? (PDF)](https://waldenu.instructure.com/courses/170669/files/13802799/download?download_frd=1)

    This Walden Writing Center publication explores various definitions of critical thinking.

    ·
    **Spreadsheet:** [Weekly Schedule (Excel)](https://waldenu.instructure.com/courses/170669/files/13802909?wrap=1) [Download Weekly Schedule (Excel)](https://waldenu.instructure.com/courses/170669/files/13802909/download?download_frd=1)

    One of the most valuable skills you can have as an online student is effective time management. Therefore, we ask that you

    · download and save this sample weekly schedule,

    · use it to create your own based on your work and personal responsibilities, and

    · revisit the schedule at least once a month to ensure that it still reflects your time commitments.

    **To Prepare for this Assignment:**

    · Review the readings in this week’s Learning Resources and specifically focus on the critical thinking resources.

    · Think of and choose a common psychology myth that you have heard. If you have trouble of thinking of an example, identify one using a general Internet search.

    · Remember to use the
    [Assignment Checklist](https://waldenu.instructure.com/courses/170669/files/13802914?wrap=1) [Download Assignment Checklist](https://waldenu.instructure.com/courses/170669/files/13802914/download?download_frd=1) to assist you in completing this assignment.

    **INSTRUCTIONS: The Assignment (1-page):**

    · Based on the psychology myth you chose, write a short paragraph that would be considered an opinion and why this is an opinion.

    · Search the Walden Library databases for a peer-reviewed article on this same topic. Based on what you learn from the article, write a second paragraph that would be considered a fact and why it would be considered factual. Support your ideas with information cited from the article and include the reference to the article in APA7 format.

    · Explain the differences between the two paragraphs. Explain how a reader would know which statement is opinion and which is factual.  Use the Learning Resources to support your rationale.

    **## Week2.Discussion.IndividualDifferences.Assessment.JobAnalysis.Selection.andStaffing.docx**

    **Week 2. Discussion. Individual Differences. Assessment. Job Analysis. Selection. and Staffing**

    Job Analysis and Assessment for Candidate Selection

    Recognizing that individual knowledge, skills, and abilities (KSAs) differ, it is important for employers to use them to identify candidates that best fit open jobs within an organization. Job Analysis is used to determine KSAs that can in turn be used as criteria in a selection process and subsequent staff for a given position.

    For this Discussion, consider a job that you have held, currently hold, or with which you are familiar. What are the crucial knowledge, skills, and abilities (KSAs) that someone in this role must possess to be successful in this position? How would you rank these KSAs in order from most to least important? How might you assess candidates for this role if you were the hiring manager? As you think about how you would answer these questions, keep in mind what you’ve learned this week about the role of assessments in I/O psychology, how they are used, and why they are important.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/172288/modules/items/6928712)

    [Required Readings](https://waldenu.instructure.com/courses/172288/pages/week-2-learning-resources?module_item_id=6928712)

    **Job Analysis and Selection**

    · Beier, M., Young, C., & Villado, A. (2018). Job knowledge: its definition, development, and measurement. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    [_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi2478.xml) (2nd ed., Vol. 1, pp. 279-298). London, UK: SAGE Publications, Ltd.

    ·

    ·
    **Note:** Chapter 10

    ·
    **Time Estimate:** 60 minutes

    · Viswesvaran, C., & Ones, D. (2018). Non-test methods and techniques used in employee selection. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    [_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi4183.xml) (2nd ed., Vol. 1, pp. 451-473). London, UK: SAGE Publications, Ltd.

    ·
    **Note:** Chapter 15

    ·
    **Time Estimate:** 60 minutes

    · Schmidt, N. (2014). Personality and cognitive ability as predictors of effective performance at work.
    [_Annual Review of Organizational Psychology and Organizational BehaviorLinks to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://www.annualreviews.org/doi/abs/10.1146/annurev-orgpsych-031413-091255?) _, 1_(1), 45–65.

    ·
    **Time Estimate:** 60 minutes

    [Talent Management](https://waldenu.instructure.com/courses/172288/pages/week-2-learning-resources?module_item_id=6928712)

    · Cappelli, P., & Keller, J. K. (2014). Talent management: Conceptual approaches and practical challenges.
    [_Annual Review of Organizational Psychology and Organizational BehaviorLinks to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://www.annualreviews.org/doi/abs/10.1146/annurev-orgpsych-031413-091314?) _, 1_(1), 305–331.

    ·
    **Time Estimate:** 60 minutes

    · Meyers, M., & Paauwe, J. (2018). Talent management. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    [_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://dx.doi.org/10.4135/9781473914964.n24) (2nd ed., Vol. 3, pp. 517-544). London, UK: SAGE Publications, Ltd.

    ·
    **Note:** Chapter 23

    ·
    **Time Estimate:** 60 minutes

    · McKinsey & Company. (2024, April 15).
    [_Increasing your return on talent: The moves and metrics that matter_ Links to an external site.](https://www.mckinsey.com/capabilities/people-and-organizational-performance/our-insights/increasing-your-return-on-talent-the-moves-and-metrics-that-matter). https://www.mckinsey.com/capabilities/people-and-organizational-performance/our-insights/increasing-your-return-on-talent-the-moves-and-metrics-that-matter

    ·
    **Time Estimate:** 15 minutes

    [Required Media](https://waldenu.instructure.com/courses/172288/pages/week-2-learning-resources?module_item_id=6928712)

    · Walden University, LLC. (2019).
    [_Talent management plan: Webbutik_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/IPSY/6200/Webbutik/index.html) [CDN media file]. Walden University Blackboard.
    [https://waldenu.instructure.com](https://waldenu.instructure.com/)

    ·
    **Welcome To Webbutik**

    · Scroll down for your instructions
    Instructions and more information.

    ![About images](https://www.sweetstudy.com/questions/foundations-and-themes-and-theories-io-wk2)

    Webbutik is an online retailer specializing in women’s and men’s apparel and shoes.

    Webbutik is an online retailer specializing in women’s and men’s apparel and shoes. Webbutik’s leadership have decided to invest resources to improve the online retail experience for customers in order to stay competitive in the online retail marketplace. Before leaders can invest necessary resources into fixing the company website, they have to address the immediate problem of poor customer service and the impending mass exodus of customer service reps before the holiday season.

    The leaders decide to hire a consultant (YOU) to develop a Talent Management Plan for customer service representatives and customer service managers. The Talent Management Plan would detail strategies and approaches to address the following goals:

    · Identification and selection of external job candidates for the customer service representative position

    · Identification of internal customer service representatives who are high performers and could be developed for managerial positions

    · Onboarding new hires

    · Training and developing existing customer service representatives

    · Improving recruitment and retention of customer service representatives

    **Note:** The approximate length of this media piece is 20 minutes.

    To prepare for this Discussion:

    · Read Chapters 10 and 15 in
    _The SAGE Handbook_ and the article, “Personality and Cognitive Ability as Predictors of Effective Performance at Work.” Pay particular attention to the definitions and examples of KSAs, the types of assessments that may be used in the candidate-selection process, and the strengths and limitations of each.

    · Based on the Learning Resources you reviewed, consider the role of assessments in I/O psychology.

    · Next, identify three of the most important KSAs for a job you have held, currently hold, or one with which you are familiar. Based on the KSAs you identified, consider the combination of assessments you would use to select the best candidate for the job.

    **INSTRUCTIONS: Post a response to the following:**

    · Briefly explain in two to three sentences the role of assessments in I/O Psychology, how they are used, and why they are important.

    · Describe the job position (including the industry) you selected and provide a list of the three most important KSAs.

    · Describe how you would assess potential employees for these KSAs if you were the hiring manager. Assessments could include using interviews, resumes, and personality tests.

    · Finally, explain how the assessments you identified would be used in concert to select candidates that best fit the position, and why.

    ## image1.jpeg

    **Week2.Assignment.IndividualDifferences.Assessment.JobAnalysis.Selection.andStaffing.docx**

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