بررسي اثرتعاملي زمان پاسخ گويي در مدل سازي شايستگي وتحليل كاربرزمان پاسخ گويي درعملكردنوعي وبيشينه درداوطلبان شغل حسابداري طي فرايند گزينش ازطريق كانون ارزيابي

The present study was conducted with the aim of investigating the interactive effect of response time in competency modeling and job analysis of response time in typical and maximal performance in accounting job applicants during the selection process through the eva‎luation center. In this way, the subjects were randomly assigned to 4 groups of 18 people In terms of structure, the present study was an experimental type with two interventions, one was a performance approach and the other was an eva‎luation approach. Each of which had two levels. Performance dimensions had two levels of "normal performance" and "maximal performance" and the eva‎luation approach factor had two levels of "job analysis" and "competency modeling". The subjects were examined in 7 different dimensions, which are as follows - Simulation exercises with four dimensions: role playing, the ability to participate in a group discussion without a leader, the ability to participate in a group discussion with a leader and oral presentation. - Cognitive tests with three dimensions: memory, combination of parts and coordination After the end of the intervention, the performance of each subject was recorded and measured. The findings of the research indicated that the time of execution of exercises and tests in simulation exercises (role playing, group discussion without leader, group discussion and oral presentation) and cognitive tests (memory) , combination of parts and harmony) are different in the two dimensions of maximum and typical performance, and according to the average, the time in the performance simulation exercises of the people in the maximum performance group is more (higher performance) than the performance of the people in the typical performance group, and in cognitive tests, Normal performance time is longer (lower performance) than maximum performance. Also, the results showed that the execution time of exercises and tests in simulation exercises (role playing, group discussion without leader, group discussion and oral presentation) and cognitive tests (memory, combination of parts and coordination) at two levels of eva‎luation approach (job analysis and Competency Modeling) is different and when comparing two different eva‎luation approaches, it can be seen that the average time of simulation exercises in the competency modeling approach is higher (higher performance) than the job analysis approach and the average time of cognitive tests in the approach Competency modeling is less (higher performance) than job analysis approach. In response to the main hypothesis of the research, the results showed that the functional dimension (maximal performance and typical performance) and eva‎luation approach (job analysis and competency modeling), interaction does not have a mutual effect on the time of tests. This means that the time for completing assignments in different eva‎luation approaches does not differ in terms of maximal or typical.

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