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Understanding the Relationship Between Critical Thinking and Job Performance

This study was conducted to evaluate the relationship between a measure of critical thinking ability and job performance as measured by supervisors’ ratings. Results indicated that the measure of critical thinking ability is related to several important aspects of job performance. This paper presents the results of a study examining the relationship between critical thinking ability, as measured by total scores on the Watson-Glaser Critical Appraisal Short Form (Watson-Glaser), and jobrelated performance. A review of research literature suggests that the bulk of published studies on the Watson-Glaser relate to its use to predict performance in a variety of educational settings. For example, Gadzella, Stacks, Stephens, & Masten, (2005) found the Watson-Glaser to be “a good instrument to measure critical thinking for students pursuing the teaching career” (p.12). In the study by Gadzella et. al., the researchers found a correlation of .31 between total scores on the Watson-Glaser and course grades. In their studies of three freshmen classes in a Pennsylvania nursing program, Behrens (1996) found that Watson-Glaser scores correlated .59, .53, and .51 respectively, with semester GPA. Similarly, in a study of 428 educational psychology students, Williams (2003) found that Watson-Glaser total scores correlated .42 and .57 with mid-term and final exam scores, respectively. Ejiogu, Kingsley C., Yang, Zhiming, Trent, John, and Rose, Mark (2006). Understanding the Relationship Between Critical Thinking and Job Performance. Poster session presented at the 21st annual conference of the Society for Industrial and Organizational Psychology, Dallas, TX, May 5-7. Email: Kingsley_Ejiogu@harcourt.com The authors gratefully acknowledge the assistance of Nishidha Goel with the final version of this paper.