INTELLIGENCE, TRAINING, AND EMPLOYMENT

Validity coefficients of cognitive ability tests for predicting job pe rformance are impressive. Nevertheless, a need exists to supplement co gnitive ability rests with additional predictors to maximize validity and utility and to minimize adverse impact-even for tests that are unb iased according to psychometric criteria. An agenda for research and p ractice is presented that includes building on the existing validity o f cognitive ability tests for job selection by expanding both the set of constructs used to predict job performance and the set of performan ce criteria used to quantify job performance. Even greater benefits ar e likely to be associated with advances in knowledge about effective t raining. Such advances will require substantial investment in well-des igned, large-scale studies and facile adaptation of lessons from other domains, such as cognitive psychology, to the organizational-training context.