Comparison of Marx and Weber on theory of Inequality Essay

Comparison of Marx and Weber on theory of Inequality - Essay Example The contemporary debate on the theories of social inequality considers Marx’s and Weber’s view, with the aim of conceptualizing class analysis. Wright (2001) emphasized the centrality of class within the Marxist tradition. Marx stated that class struggle is the motor of history, and supported an exploitation-centered concept of class. Three Marxist theses are essential in order to understand his perspective on social inequality: (1) the radical egalitarianism thesis, according to which a radically egalitarian distribution of the material conditions of life would enhance human flourishing; (2) historical possibility thesis, suggesting the feasibility of organizing society for a radically egalitarian distribution of the material conditions of life, and (3) the anti-capitalism thesis. Marx considered capitalism as the enemy of social equality, since capitalism blocks the possibility of the radical egalitarianism. Breen (2001) outlined Weber’s view on social class, presented in Economy and Society. According to Weber, members of a class share common life chances, i.e. the chances that individuals have of procuring goods. Weber stated that the market distributes life chances in accordance with the various resources that individuals bring to it. â€Å"There is no assumption in Weber that class will be the major source of conflict within capitalist society or that classes will necessarily serve as a source of collective action. Rather, the focus is on the market as the source of inequalities in life chances† (Breen 2001: 42). For Weber, classes are of interest insofar as they shape life chances. Weber identified four classes under capitalism: the â€Å"dominant entrepreneurial and propertied groups; the petty bourgeoisie; workers with formal credentials (the middle class) and those who lack them and whose only asset is their labor power (the working class)† (Breen 2001: 42). I believe that

European colonization Essay Example for Free

European colonization Essay Religion was a key factor for the European colonization but these events were all started by the Protestant Reformation. The Protestant Reformation triggered the events leading to the persecution of many people in many European countries. The Protestant Reformation was caused by Martin Luther and he opposed the church and made his own Lutheran Church. People all over Europe were inspired to make their own churches and religious beliefs which made religious persecution occur in many of the countries because they tried to suppress the rebellion of the Protestants. Religion had a profound effect on colonization because the Protestant Reformation caused great turmoil which lead to the persecution and conversion of the New World. Certain groups of religions were persecuted for the way they believed such as the Puritans and Huguenots after the Protestant Reformation. The Puritans arose after King Henry split from the Catholic Church because he could not get a divorce from his wife so he made the Anglican Church which led to the creation of these Puritans. The Puritans wanted to purify the Anglican Church of all the Catholic beliefs which caused much of England furious with these people and lead to the persecution of these people. The Pilgrims were a group of Puritans who were known as Separatists who wanted to break away from the Anglican Church and found the colony of Plymouth. Another group of Puritans followed John Winthrop who was convinced there was no future in England for Puritans made a joint-stock company called the Massachusetts Bay Colony and founded the colony of Massachusetts with several towns and a capital named Boston. This lead to even more colonization as conditions worsened in England which made thousands flock to the colonies which is known as the â€Å"Great Migration†. Even in these colonies which were found to stop persecution and have religious tolerance there was still persecution and this led to the creation of more colonies and so forth many people were banished from Massachusetts and made colonies of their own due to this religious persecution. The Huguenots were French Protestants which led to colonization of the New World by the French because in that time France was mainly a Catholic country and under King Louis XIV one million people settled South Carolina, while other found sanctuary in Rhode Island, New York, and Virginia. The religious freedom of some of the colonies brought many other people from different countries which increased colonization as well such as the Scots-Irish, Germans, and etc. Religious persecution brought people from all the European empires to the New World. The Spanish and French wanted to convert these â€Å"Indians† in to Catholicism so they could be favored by God as a holy country and were inspired to spread. This was also one of the main reasons the Spanish Monarchs wanted to colonize the New World. There were missions built all over New Spain so they could convert these Natives which indirectly made the Spanish colonies spread throughout much of what is now Latin America and the South-west region of the U. S. There was also a road that linked these missions together is what is now modern day California known as El Camino Real or the Royal Highway which spread the Spanish Colonies. There were also Jesuit priests who went to some of the farthest reaches or most hostile parts of New Spain to convert these Natives which spread these colonies further as the Jesuits built more and more missions in various places that were not yet colonized. These Jesuits also worked with the French to convert these Native Americans to Christianity in the New France region. They were known as â€Å"black robes† by the Natives and the Jesuits tried to live with the Natives and convert them to the Catholic Faith. They also built missions in the New France region making New France larger as they converted more Natives. This increase in land allowed the people to spread and populate more land so more settler arrived. The Spanish and French kingdoms were driven to convert these Native Americans and this allowed them to spread in more and more land available so more people came and colonized New Spain and New France. This urge to colonize and convert was caused the Protestant Reformation. The Reformation made the events and steps which caused the church to be severed and caused conflict and persecution all over the European empires. People were inspired by Martin Luther bravery and made their own churches to defy the Catholic Church as it got weaker. This created the urge for most of the empires to convert the natives and spread. Religion had a profound effect on colonization because the Protestant Reformation caused great turmoil which lead to the persecution and conversion of the New World.

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3. PAPILDYTOSIOS REALYBÄâ€"S MIKROPROGRAMÃ… ², PIRTAIKYTÃ… ² PAÃ… ½INTIANIAM TURIZMUI, PALYGINAMOJI ANALIZÄâ€" Antrame baigiamojo darbo skyriuje nagrinÄâ€"jome septynis papildytos realybÄâ€"s mikroprogramÃ… ³ modelius, todÄâ€"l Ã… ¡ioje dalyje tarpusavyje palyginsime jÃ… ³ taikomuosius pavyzdÃ… ¾ius. Kiekvienam modeliui buvo parinkta viena papildytos realybÄâ€"s mikroprograma, kuri jau Ã… ¡iandien yra sÄâ€"kmingai taikoma paÃ… ¾intiniame turizme. 3.1 Papildytos realybÄâ€"s mikroprogramÃ… ³ palyginimas Pagrindiniai ir svarbiausi palyginimo kriterijai yra mikroprogramos kaina, atsisiunÄ iamÃ… ³ duomenÃ… ³ dydis, kalbÃ… ³ skaiÄ ius ir, Ã… ¾inoma, operacinÄâ€" sistema, kurioje mikroprograma gali bÃ… «ti taikoma ir naudojama. Taip pat buvo atkreiptas dÄâ€"mesys Ä ¯ virtualiÃ… ³ objektÃ… ³ nuskaitymo bÃ… «dÄ…, prieigos prie interneto bÃ… «tinumÄ… ir paskutinÄ ¯ mikroprogramos atnaujinimÄ…. PaÃ… ¾velgus Ä ¯ palyginimo lentelÄâ€"s duomenis (Ã… ¾r. 1 priedÄ…), iÃ… ¡ryÃ… ¡kÄâ€"ja svarbi papildytos realybÄâ€"s mikroprogramÃ… ³ naudojimo problema – operaciniÃ… ³ sistemÃ… ³ Ä ¯vairovÄâ€" ir nesuderinamumas. Ã…  i problema tampa dar svarbesne, kai kalbame apie papildytos realybÄâ€"s mikroprogramas, pritaikytas paÃ… ¾intiniame turizme. Norint jas iÃ… ¡naudoti kartu, reikia suderinti jÃ… ³ operacines sistemas, kad keliaujantis vartotojas turÄâ€"damas vienÄ… iÃ… ¡manÃ… ³jÄ ¯ telefonÄ… ar planÃ… ¡etinÄ ¯ kompiuterÄ ¯ galÄâ€"tÃ… ³ pasinaudoti visomis paÃ… ¾intiniam turizmui pritaikytomis papildytos realybÄâ€"s mikroprogramomis. RezultatÃ… ³ lentelÄâ€"je matome, kad nÄâ€"ra nei vienos operacinÄâ€"s sistemos, kurioje veiktÃ… ³ visos analizei pasirinktos, paÃ… ¾intiniame turizme taikomos, papildytos realybÄâ€"s mikroprogramos. OperaciniÃ… ³ sistemÃ… ³ suderinamumas - tai svarbiausias papildytos realybÄâ€"s mikroprogramÃ… ³ kÃ… «rÄâ€"jÃ… ³ uÃ… ¾davinys. Mikroprogramos atsisiunÄ iamÃ… ³ duomenÃ… ³ dydis yra dar vienas gana svarbus kriterijus, nes siunÄ iantis Ã… ¡iuos duomenis naudojam... ...umu ir yra maÃ… ¾iau reprezentatyvios, taÄ iau Ã… ¡io tyrimo atvejui labiausiai tinkamas imties sudarymo bÃ… «das yra parankios imties, kai Ä ¯ imtÄ ¯ Ä ¯traukiami pirmieji pasitaikÄ™ populiacijos elementai. Tyrimo imtÄ ¯ sudarys tie respondentai, kurie pirmieji atsakys Ä ¯ anketos klausimus. Kai populiacijos dydis yra Ã… ¾inomas, imties dydÄ ¯ galima apskaiÄ iuoti remiantis 1993-ais metais matematiko D.M.Schwarze iÃ… ¡vesta formule: Ä ia: N – populiacijos dydis; z – statistinÄâ€" konstanta atitinkamam patikimumo lygmeniui. z=1,96 atitinka standartizuoto normaliojo skirstinio 95% pasikliovimo lygmenÄ ¯; ÃŽ µ – pageidautinas tikslumas, kuris daÃ… ¾niausiai bÃ… «na ÃŽ µ=5%; p=q=50%=1/2, nes tai tiriamo poÃ… ¾ymio pasirodymo / nepasirodymo tikimybÄâ€". Imties dydÃ… ¾iui apskaiÄ iuoti internete galima rasti Ä ¯vairiausiÃ… ³ skaiÄ iuokliÃ… ³, o jas panaudojus galima patikrinti, ar gautas rezultatas yra teisingas (Ã… ¾r. 4 priedÄ…).

Hearts and Hands (O.Henry)

At Denver there was an influx of passengers into the coaches on the eastbound B. & M. express. In one coach there sat a very pretty young woman dressed in elegant taste and surrounded by all the luxurious comforts of an experienced traveler. Among the newcomers were two young men, one of handsome presence with a bold, frank countenance and manner; the other a ruffled, glum-faced person, heavily built and roughly dressed. The two were handcuffed together. As they passed down the aisle of the coach the only vacant seat offered was a reversed one facing the attractive young woman.Here the linked couple seated themselves. The young woman's glance fell upon them with a distant, swift disinterest; then with a lovely smile brightening her countenance and a tender pink tingeing her rounded cheeks, she held out a little gray-gloved hand. When she spoke her voice, full, sweet, and deliberate, proclaimed that its owner was accustomed to speak and be heard. â€Å"Well, Mr. Easton, if you will m ake me speak first, I suppose I must. Don't vou ever recognize old friends when you meet them in the West? â€Å"The younger man roused himself sharply at the sound of her voice, seemed to struggle with a slight embarrassment which he threw off instantly, and then clasped her fingers with his left hand. â€Å"It's Miss Fairchild,† he said, with a smile. â€Å"I'll ask you to excuse the other hand; â€Å"it's otherwise engaged just at present. † He slightly raised his right hand, bound at the wrist by the shining â€Å"bracelet† to the left one of his companion. The glad look in the girl's eyes slowly changed to a bewildered horror. The glow faded from her cheeks.Her lips parted in a vague, relaxing distress. Easton, with a little laugh, as if amused, was about to speak again when the other forestalled him. The glum-faced man had been watching the girl's countenance with veiled glances from his keen, shrewd eyes. â€Å"You'll excuse me for speaking, miss, but, I see you're acquainted with the marshall here. If you'll ask him to speak a word for me when we get to the pen he'll do it, and it'll make things easier for me there. He's taking me to Leavenworth prison. It's seven years for counterfeiting. â€Å"Oh! † said the girl, with a deep breath and returning color. â€Å"So that is what you are doing out here? A marshal! † â€Å"My dear Miss Fairchild,† said Easton, calmly, â€Å"I had to do something. Money has a way of taking wings unto itself, and you know it takes money to keep step with our crowd in Washington. I saw this opening in the West, and–well, a marshalship isn't quite as high a position as that of ambassador, but–† â€Å"The ambassador,† said the girl, warmly, â€Å"doesn't call any more. He needn't ever have done so. You ought to know that.And so now you are one of these dashing Western heroes, and you ride and shoot and go into all kinds of dangers. That's different from t he Washington life. You have been missed from the old crowd. † The girl's eyes, fascinated, went back, widening a little, to rest upon the glittering handcuffs. â€Å"Don't you worry about them, miss,† said the other man. â€Å"All marshals handcuff themselves to their prisoners to keep them from getting away. Mr. Easton knows his business. † â€Å"Will we see you again soon in Washington? † asked the girl. â€Å"Not soon, I think,† said Easton. My butterfly days are over, I fear. † â€Å"I love the West,† said the girl irrelevantly. Her eyes were shining softly. She looked away out the car window. She began to speak truly and simply without the gloss of style and manner: â€Å"Mamma and I spent the summer in Denver. She went home a week ago because father was slightly ill. I could live and be happy in the West. I think the air here agrees with me.Money isn't everything. But people always misunderstand things and remain stupid–à ¢â‚¬  â€Å"Say, Mr. Marshal,† growled the glum-faced man. This isn't quite fair. I'm needing a drink, and haven't had a smoke all day. Haven't you talked long enough? Take me in the smoker now, won't you? I'm half dead for a pipe. † The bound travelers rose to their feet, Easton with the same slow smile on his face. â€Å"I can't deny a petition for tobacco,† he said, lightly. â€Å"It's the one friend of the unfortunate. Good-bye, Miss Fairchild. Duty calls, you know. † He held out his hand for a farewell. â€Å"It's too bad you are not going East,† she said, reclothing herself with manner and style. But you must go on to Leavenworth, I suppose? † â€Å"Yes,† said Easton, â€Å"I must go on to Leavenworth. † The two men sidled down the aisle into the smoker. The two passengers in a seat near by had heard most of the conversation. Said one of them: â€Å"That marshal's a good sort of chap. Some of these Western fellows are all right. † â€Å"Pretty young to hold an office like that, isn't he? † asked the other. â€Å"Young! † exclaimed the first speaker, â€Å"Why–Oh! Didn't you catch on? Say–Did you ever know an officer to handcuff a prisoner to his right hand? â€Å"

Critically Evaluate the Use of Personality Assessment in Work Settings

Critically Evaluate The Use Of Personality Assessment In Work Settings. What Are The Important Professional Issues? Abstract Personality tests are used in a work setting, predominantly for the purpose of recruitment and selection. A number of professional issues exist around the use of personality tests in this setting, and practitioners should be clear of the possible flaws involved in the use of personality tests. The literature has highlighted concerns with the faking of personality tests. Individuals faking tests can mean those who obtain the highest scores are the ones who are recruited.This should be considered where personality tests are used for recruiting the top candidates as opposed to being used for removing the least suitable candidates. The validity of personality tests has to be considered when being used for selection purpose. A high face validity of tests can increase the likelihood of faking tests; yet low face validity can result in the personality tests being reje cted by candidates. Practitioners have to also take into account a number of ethical issues before using personality tests in a work setting.Key Words: Personality testing; Faking; Validity; Recruitment; Ethics. Introduction Personality tests are used in a work setting at the stage of recruitment, and also once people are within a job, to assess their working preferences. Personality traits have been found to be predictive of a number of outcomes, ranging from health behaviours to task performance (Hough & Oswald, 2008). Work specific factors related to personality types include Job Performance, Work Motivation, Leadership and Adaptability (Morgeson et al. , 2007). Using the Big Five personality traits, Judge et al. (2001) found that Conscientiousness, significantly predicts job performance across different organisational settings, and Emotional stability also predicts overall Job Performance. Organisations wish to recruit the candidates who show the greatest probability of performi ng well in the role and those who are going to benefit the most from the use of all of the training opportunities provided by the organisation (Shum, O’Gorman & Myors, 2006:147). However, the use of personality assessments can be debated, and a number of factors have to be considered before using personality tests to make important decisions about individuals’ careers.The focus of this essay is on the use of personality assessment in organisations, primarily in recruitment and selection, and the issues practitioners need to be aware of before using personality assessments. Faking Faking of personality tests is been described by terms such as â€Å"response distortion, impression management, social desirability, displaying unlikely virtues, and self-enhancement† (Griffin, Chmielowski & Yoshita, 2007). The many definitions may account for the substantial number of published articles relating to the faking of personality tests (Morgeson et al. , 2007).Researchers h ave suggested that it should be expected that individuals will give inaccurate responses in self-report tests due to the value attached to the outcome (Hogan, Barrett, & Hogan, 2007). However, there is little consensus in the research, about the frequency of faking, or how to address the issue. As selection is often carried out in a top-down approach, where those who perform in the top 5-10% are selected to progress (Arthur, Woehr, Graziano, 2001), the possibility of candidates faking personality tests should be a serious consideration for practitioners, otherwise those who have falsely represented themselves will be selected.Where it is obvious what is being tested in self-report questionnaires, there is likely to be a greater opportunity to fake responses. The face validity of questionnaires is an important issue, as it is likely to contribute to faking. Furnham & Drakeley (2000) found that managers tend to use personality tests with high face validity, due to concerns about havin g to rationalise the use of the test to participants. Alternatively, using low face validity personality tests could mean the participants reject the appropriateness of the test, and do not fully engage with it (Kline, 2000:430).However, where face validity of personality tests is high, the accuracy of personality tests scores can be distorted by individuals who assume they know what the â€Å"best response† is, and give an extreme rating. Arthur et al. ,(2001) suggest that it is easy to assume the extreme scores on a scale are the most or least desired, due to the wording of questions. Ironically, ‘fakers’ may overrate themselves and appear to be inappropriate for a role.For example, conscientiousness has been found to be easier to fake than other personality traits such as â€Å"Openness to Experiences† (Griffin, Hesketh & Grayson, 2004); therefore individual who rate themselves to be overly Conscientious may be restrained by rules and be unsuitable for the position. Practitioners have to be aware of the limitations of high face validity and the likelihood of faked responses (Kline 2000: 255). Much of the research around faking of personality tests has been lab-based, and carried out on students (Judge et al. 2008), therefore the question as to whether they do cheat in reality needs to be examined (Griffin, Chmielowski & Yoshita, 2007). Hogan et al. ,(2007) looked at responses to personality tests in the application process for a customer service role, and compared responses given at two stages by 5,266 applicants, over a six month interval. Hogan et al. , suggested that if individuals do fake personality tests at the recruitment stage, they are most likely to do so once they have been rejected from the job on a previous occasion. The findings indicated little difference in the personality measures from time one and time two.These findings would suggest that not all applicants attempt to fake in actual recruitment settings. However , findings by Griffin et al. ,(2007) indicated that some participants do fake their personality when applying to jobs, and this has an impact on the rank order of scores. A professional implication of these findings is that practitioners have to be cautious when interpreting personality scores, but should not be cynical by disregarding personality measures totally. As well as being aware of issues around faking, practitioners should be aware of the methods used to reduce or identify faking.A proactive method used included the use of forced-choice, or ipsative inventories, in which neither option is more socially desirable than the other. An alternative option is to use instructional warnings against faking. A reactive method for â€Å"fixing† faking can be the use of social desirability scales or a lie scale within the inventory which indicate if a respondent is faking. However, there is little evidence supporting the effectiveness of strategies such as instructional warnings and forced choice item format (Hogan et al. , 2007), and social desirability questions are likely to be more transparent in their urpose, and therefore prone being to faked (Griffin et al. , 2007). With all of the issues surrounding faking of personality tests, it has been argued that instead of using the tests as a method of recruiting the â€Å"best† performers on the test, there is actually a greater benefit in using the measures as a form of rejecting the poorest performers when using tests to â€Å"select out† (Mueller- Hanson, Heggestad & Thornton, 2003). Using personality tests for selecting out applicants would allow those who have performed poorly, and those who have faked but not been successful in obtaining the benchmark score, to be rejected.Validity In the past decade there has been considerable evidence in the academic literature for the support of personality tests for selection, but a there have been concerns about the predicative validity of personali ty tests relating to work related behaviour (Meyer et al. , 2001). However, practitioners continued to use personality measures for selection purpose (Bartram, 2004), disregarding the academic arguments. Critics often highlight the â€Å"low† validity scores of the best predictor in the Big Five with Job Performance, Conscientiousness (r=0. 23; Judge et al. 2008), where as other methods of assessment, such as the use of General Mental Ability tests which have been found to have a predictive validity of r=0. 51 (Schmidt & Hunter, 1998). However, the validity score of Conscientiousness should not be dismissed. Meyer et al. , (2001) identified a large number of medical and psychological interventions, which produce correlations of approximately . 15 to . 30, are commonly accepted by professionals, such as taking regular aspirin to reduce risk of heart attacks. It can be argued that academics are actually focussing on a â€Å"gold standard† score of validity (Judge et al. 2008), and not looking at the benefits of other interventions that have similar predictive validities. Schmidt & Hunter (1998) suggest that using a combination of measures with relatively low validity on their own, when combined would be more than sufficient for use in recruiting, for example combining a conscientiousness tests, work sample tests and a job knowledge tests. Practitioners should have a clear understanding of the criterion validity of personality measures in relationship to job performance, and be aware of large degree of unaccountable variance that can occur.There is no guarantee that an individual who scores highly on a personality measure will be successful in their role, and an individual’s skills and ability are likely to account for a large part of their performance in the role (Shum et al. ,2006:161). Ethics It is important that ethical issues are taken into consideration when using personality measures in a work setting. First of all, organisations have to be aware of the qualifications required by the individual administering the personality tests and interpreting them.In the UK, the British Psychological Society sets a requisite standard through the attainment of Level A & Level B qualifications in order to administer and interpret both ability and personality tests. However, not all individuals who administer tests are responsible for interpreting the data, therefore the those who are administering the test should obtain the Occupational Test Administration qualification (British Psychological Society, 2000). Insufficient training on the use of a personality measure can result in misinterpretation of the results and render the test useless.Where individuals have not been provided with sufficient training to administer tests, there is the possibility of providing inconsistent instructions to participants, and leading to errors or biases in the results (Kline, 2000:9). An issue that ties in with the Level B training is that practi tioners are trained to use one specific test, therefore they may only ever use this one test, and not take into consideration the appropriateness of the test they are using for the specific needs of the organisation. Organisations need to be aware of the issues around the feedback they provide to individuals who take part in personality measures.How feedback is interpreted by individuals should be considered, and whether they will understand the meaning of the scores (Kline, 2000:431). Where a candidate completes a personality test, but does not score at the top of the group, they may feel they are not suitable for the organisation, or the type of role they are applying for. The implications of what is reported back to the candidates can result in an individual making major decisions about the type of role they apply for in the future, should they be told that they scored significantly â€Å"poorly† in the personality test (Toplis, Dulewicz & Fletcher, 2005:37).Practitioners should clearly explain the reason for the personality measures used, and ensure the feedback they provide will not have a negative impact on the individual. An important consideration for practitioners should be the possible biases held within personality tests, which can be biased towards a gender, race, social class or disability. These factors can influence the score of a personality test, and can mask actual scores (British Psychological Society, 2000). However, there is evidence to suggest that the use of personality measures balances out the biases of ability tests, when comparing different racial groups.Therefore the combined use of ability and personality tests can be beneficial (Bartram, 2004). When testing individuals with disabilities, factors such as the time required, the environment being tested in, and the method of testing, all have to be considered to ensure the testing process is fair (Toplis, Dulewicz & Fletcher, 2005:42). Conclusion Researchers have identified cl ear benefits in using personality measures in a work related environment, especially when recruiting to a post.However, the use of personality assessment should be considered as a supplementary method of selection into a role, due to the number of possible factors that can influence the results of a personality test. It is clear that faking of tests is a well researched area, however, little consensus exists with how to best address the possibility that individuals will fake a test that has a value attached to the outcome (Hogan et al. , 2007). One possible solution is to use the tests as a form of selecting out those who are in the lowest percentile (Mueller-Hanson et al. 2003), and using additional measures to support the selection of those who perform in the upper percentile. The concerns about the criterion validity of personality measures and job performance have raised doubts about the suitability of personality assessments. When comparing single personality traits with altern ative methods of assessment for their predictive validity, it is clear that alternative methods are stronger predictors of work related behaviours (Schmidt & Hunter, 1998), however, personality measures are still considered reliable measures, therefore should be used to supplement alternative methods or assessment.It is clear that the ethical implications of using personality assessments are an important factor, as they can influence the outcome of the tests as well as the responses of the participants. If practitioners do not follow the correct procedures by providing adequate instructions and ensuring standardised conditions, it is likely that individuals will reject the tests (Kline, 2000:9). It is also important to consider the effects of taking a personality assessment, and then knowing you failed to meet the cut off point.The way in which feedback is given can have detrimental effects of individuals therefore the issue should be approached with caution (Toplis et al, 2005:37). In conclusion, there are a number of issues that need to be considered when using personality assessments in a work setting. The benefit of gauging an individual’s behaviour through assessing their personality is clear, however, practitioners should be aware of the flaws in personality assessment, and be aware of alternative forms of assessment when selecting individuals for a job, to supplement personality assessments.Word count: 2173 REFERENCES Arthur W. J. , Woehr D. J. , Graziano W. G. (2001). Personality Testing In Employment Settings: Problems And Issues In The Application Of Typical Selection Practices. Personnel Review, 30(5),657-677 Bartram, D. (2004). Assessment In Organisations. Applied Psychology: An International Review, 53, 237-259. British Psychological Association,(2000). Psychological Testing: A User’s Guide Psychological. Leicester: The British Psychological Society Furnham, A. , & Drakely, R. (2000). Predicting Occupational Personality Test Scores.J ournal of Psychology, 134, 103-111 Griffin, B. , Hesketh, B. , & Grayson. D. (2004). Applicants Faking Good: Evidence of Item Bias In The Neo Pi-R. Personality and Individual Differences, 36 (7), 1545-1558. Griffith R. L, Chmielowski T. S, Yoshita Y. (2007). Do Applicants Fake? An Examination Of The Frequency Of Applicant Faking Behavior. Personnel Review, 36 (3), 341–355. Hogan, J. , Barrett,P. , & Hogan R. (2007). Personality Measurement, Faking, And Employment Selection. Journal Of Applied Psychology, 92,(5), 1270–1285 Hough, L. M. , &Oswald, F. L. 2008) Personality Testing and Industrial– Organizational Psychology: Reflections, Progress, And Prospects Industrial And Organizational Psychology, 1, 272–290. Judge, T. A. , Klinger, R. , Simon, L. S. , & Yang, I. W. F. (2008). The Contributions of Personality to Organizational Behavior And Psychology: Findings, Criticisms, And Future Research Directions. Social and Personality Psychology Compass, 2, 1982-2 000. Kline P. (2000) The Handbook Of Psychological Testing, (2 Ed). London: Routledge, Meyer, G. J. , Finn, S. E. , Eyde, L. D. , Kay, G. G. , Moreland, K. L. , Dies, R.R. , Et Al. (2001). Psychological Testing And Psychological Assessment: A Review Of Evidence And Issues. American Psychologist, 56, 128–165. Morgeson, F. P. , Campion, M. A. , Dipboye, R. L. , Hollenbeck, J. R. , Murphy, K. , & Schmitt, N. (2007). Are We Getting Fooled Again? Coming To Terms With Limitations In The Use Of Personality Tests For Personnel Selection. Personnel Psychology, 60, 1029-1049 Mueller-Hanson, R. , Heggestad, E. D. , & Thornton III, G. C. (2003). Faking and Selection: Considering The Use Of Personality From Select-In And Select-Out Perspectives.Journal Of Applied Psychology, 88 (2), 348-355. Schmidt, F. L. , Hunter, J. E. (1998). The Validity and Utility Of Selection Methods In Personnel Psychology: Practical And Theoretical Implications Of 85 Years Of Research Findings. Psychological Bul letin, Vol. I24 (2), 262-74. Shum, D. , Myors, B. , & O'Gorman, J. (2006) Psychological Testing and Assessment. Oxford:Oxford University Press Toplis, J. , Dulewicz, V. , & Fletcher, C. (2005) Psychological Testing (4th eds). London:Institute of Personnel & Development.