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Diagnoza psychologiczna predyspozycji pracowników

100%
Wieczorkowska-Wierzbińska G.
Problemy Zarządzania
|
2014
|
issue 1/2014 (45)
81-98
PL
Zmiany na rynku pracy (duża zmienność zadań uniemożliwiająca ich rutynizację vs wzrost nasycenia procedurami) wpłynęły na zwiększenie wagi diagnozy predyspozycji pracowników. Na przykładzie pomiaru cech osobowości i przedziałowego stylu działania (w tym niechęci do rutynizacji) pokazuję problemy związane z pomiarem opartym na samopisie i grach diagnostycznych.
EN
Changes in the labor market (large variability of tasks an employee has to deal with that prevents the irroutinization vs. extending number of precise procedures an employee has to apply) have caused an increase in the importance of the psychological diagnosis of employee’s predispositions. I discuss the problems associated with the measurement based on self-reports and diagnostic games by referring to an example of the NEO_FFI personality questionnaire and the Interval Action Style (SSA) inventory, which could help to predict the reluctance to routinization.
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ZALEŻNOŚĆ MIĘDZY POZIOMEM OPANOWANIA GRAMATYKI A WYBRANYMI CZYNNIKAMI KOGNITYWNYMI I AFEKTYWNYMI: ZARYS PROJEKTU BADAWCZEGO

88%
Pawlak M.
Neofilolog
|
2018
|
issue 50/2
197-214
EN
Although there is a considerable body of research aiming to determine the effectiveness of different techniques and procedures in promoting the mastery of grammar structures in the target language, little is still known about how this effectiveness is mediated by individual difference (ID) variables, which, in turn, may determine learner engagement and translate into learning outcomes (Ellis, 2010; Pawlak, 2014, 2017b). For this reason, it is necessary to undertake research that would explore the link between grammar knowledge and ID factors. This is the rationale behind the research project funded by the Polish National Science Center outlined in the present paper. The project involves over 200 English philology and aims to establish the mediating effects of working memory, willingness to communicate, motivation, grammar learning strategies, and beliefs about grammar instruction with respect to the mastery of different types of English passive voice (i.e., different aspects and tenses), taking into account both explicit and implicit knowledge of this grammatical feature.
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