Role of ability and prior knowledge in complex training performance.

Abstract

A causal model of the role of general cognitive ability and prior job knowledge in subsequent job-knowledge acquisition and work-sample performance during training was developed. Participants were 3,428 U.S. Air Force officers in pilot training. The measures of ability and prior job knowledge came from the Air Force Officer Qualifying Test. The measures of job knowledge acquired during training were derived from classroom grades. Work-sample measures came from check flight ratings. The causal model showed that ability directly influenced the acquisition of job knowledge. General cognitive ability influenced work samples through job knowledge. Prior job knowledge had almost no influence on subsequent job knowledge but directly influenced the early work sample. Early training job knowledge influenced subsequent job knowledge and work-sample performance. Finally, early work-sample performance strongly influenced subsequent work-sample performance.Several studies have shown the effectiveness of general cognitive ability (g) as a predictor of numerous occupational criteria (e.g., McHenry, Hough, Toquam, Hanson, & Ashworth, 1990;McNemar, 1964;Ree & Earles, 1992). McNemar (1964) and Ree and Earles (1991) demonstrated that g accounted for almost all of the validity of multiple aptitude batteries for predicting training success, whereas McHenry et al. (1990) andTeachout (1994) demonstrated that g was the best predictor of core technical job performance. Hunter (1986) provided a major summary article demonstrating that "general cognitive ability has high validity predicting performance ratings and training success in all jobs" (p. 359).Furthermore, Olea and Ree (1994) extended the aforementioned findings in a large-scale study of about 5,400

Predicting cross-cultural training performance: The validity of personality, cognitive ability, and dimensions measured by an assessment center and a behavior description interview.

“…We averaged scores on the two tests to obtain a measure of general cognitive ability (see Ree et al, 1995).…”

Joint Use of the MAB-II and MicroCog for Improvements in the Clinical and Neuropsychological Screening and Aeromedical Waiver Process of Rated USAF Pilots

“…Over the last 20 years, the Air Force has been consistent in selecting pilots with high intellectual ability. Student pilots with high scores on ability tests are more likely to complete training (Olea & Ree, 1994;Ree, Carretta, & Teachout, 1995) and learn to fly with fewer hours in training air craft (Duke & Ree, 1996) yielding substantial benefits to the Air Force. These results are consistent with previous studies assessing the intellectual performance and capabilities of USAF pilots and pilot applicants with respect to the normative population (Retzlaff, Callister, & King, 1999;Retzlaff & Gibertini, 1988).…”

“…Furthermore, each year there are several aviation related mishaps in training and operational missions where human error is often considered a causal factor. As a result of the high risk nature of military flying and the evidence that a pilot's cognitive disposition is crucial for safe and effective flying, the cognitive assessment of USAF pilots is a critical part of medical flight screening and the aeromedical waiver process (Olea & Ree, 1994;Ree, Carretta, & Teachout, 1995).…”

Assessing Influences on Perceived Training Transfer: An Investigation of Perceptions of Air Force Logistics Readiness Officer Technical School Graduates

“…Warr and Bunce identified this relationship between prior job knowledge and pretraining motivation as needing further research. Ree, Carretta, and Teachout (1995) also performed research that included studying the relationship of prior job knowledge and training transfer. Results of the study indicated that prior job knowledge had little influence on subsequent job knowledge, but had direct influence on early work outcomes, which in turn influenced training transfer.…”