According to Wood, Zeffane, Fromholtz, & Fitzgerald (2006), in modern organisations, the main objective is to direct particular activities in an organisation and add facilitate the roles and purposes of its participants. Managers apply a method of strategic planning, organising, teamwork, leading and controlling the use of organisational resources to achieve the highest possible results in an organisational setting (Wood et al., 2006). Cognitive intelligence refers to ones mental capacity to process information and solve problems (Wood et al., 2006). Intellectual abilities such as judgment, motivation, reading and writing and analysing are all congruent with cognitive intelligence (Schmidt & Hunter, 2004). Emotional intelligence is
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According to Schmidt and Hunter (1998) the effects of General Mental Ability (GMA) on job performance and training success are dependent on the level of cognitive complexity for an occupation, with the highest validity coefficients observed in occupations at the highest levels of cognitive complexity. Schmidt and Hunter (1998) also cite the verdicts of Judge et al., (1999) who explained that general mental ability level assessed in adolescence may predict adult levels of occupational attainment.
Strengths in this theory exemplified by Schmidt and Hunter (1998) demonstrate that the key effect of general mental ability in attaining occupation knowledge is that people who are higher in GMA gain more job knowledge and acquire it faster. Higher levels of business knowledge lead to higher levels of business performance (Schmidt & Hunter, 1998). There is an important practical limitation to the conclusions drawn by Schmidt and Hunter (2004): that “GMA predicts ones ultimate attained job level, but it does not predict which occupation at that level one will enter, that role falls to interests” (p. 163).
The theoretical limitations of general mental ability testing are extensive; the theory covers memory, numerical processing, verbal intellect, observation, visual processing, and