Many scenario-based assessments (e.g., interviews, assessment center exercises, work samples, simulations, and situational judgment tests) use prompts (i.e., cues provided to respondents to increase the likelihood that the information received from them is clear, sufficient, and job-related). However, a dilemma for practitioners and researchers is how general or specific one should prompt people's answers. We posit that such differences in prompt-specificity (i.e., extent to which prompts cue performance criteria) have important implications for the predictive validity of scenario-based assessment scores. Drawing on the interplay of situation construal and situational strength theory, we propose that prompt-specificity leads to differential relationships between scenario-based scores and external constructs (personality traits vs. knowledge), which in turn affects the predictive validity of scenario-based assessments. We tested this general hypothesis using intercultural scenarios for predicting effectiveness in multicultural teams. Using a randomized predictive validation design, we contrast scores on these scenarios with general (N = 157) versus specific (N = 158) prompts. As a general conclusion, prompt-specificity mattered: Lesser prompt-specificity augmented the role of perspective taking and openness-to-experience in the intercultural scenario scores and their validity for predicting intercultural performance, whereas greater prompt-specificity increased the role of knowledge in these scores and their validity for predicting in-role performance. This study's theoretical and practical implications go beyond a specific assessment procedure and apply to a broad array of assessment and training approaches that rely on scenarios. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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基于情景的评估中的提示特异性：与个性与知识的关联以及对预测有效性的影响。

许多基于情景的评估（例如，面试、评估中心练习、工作样本、模拟和情景判断测试）使用提示（即向受访者提供线索以增加从他们那里收到的信息清晰、充分和工作的可能性） -有关的）。然而，对于从业者和研究人员来说，一个难题是如何普遍或具体地提示人们的答案。我们假设提示特异性（即提示提示表现标准的程度）的这种差异对基于情景的评估分数的预测有效性具有重要意义。利用情境解释和情境强度理论的相互作用，我们提出提示特异性导致基于情境的分数和外部结构（个性特征与知识）之间的差异关系，这反过来又会影响基于情景的评估的预测有效性。我们使用跨文化情景测试了这一一般假设，以预测多文化团队的有效性。使用随机预测验证设计，我们将这些场景的分数与一般 (N = 157) 与特定 (N = 158) 提示进行对比。作为一般性结论，提示特异性很重要：较弱的提示特异性增强了跨文化情景评分中观点采择和开放体验的作用及其预测跨文化表现的有效性，而较大的提示特异性增加了知识在跨文化情景得分中的作用。这些分数及其对预测角色表现的有效性。这项研究' 的理论和实践意义超越了特定的评估程序，适用于依赖于情景的广泛的评估和培训方法。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。