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references 173
by psychological constructs such as learning potential, which is the combination of will-
ingness to learn and ability to learn. Obermann (1996) tried to specify especially the
latter aspect and resumes that learning potential is not one homogeneous construct that
holds for any task domain. Rather, he found that learning potential for one task (e.g.,
criticizing an employee in a constructive manner) correlates with similar tasks of that
domain (e.g., motivating an employee). He therefore suggests the diagnosis of relevant
parts of the whole range of qualification requirements of a manager.
Schmidt and Hunter (1998a) argue that the AC has little incremental validity over
GMA, because they assume a high correlation between AC ratings and GMA. How-
ever, recent findings question this assumption because they show that GMA does not
uniformly show a positive relationship with AC ratings (Lance et al., 2000). Future em-
pirical research should further investigate this relationship to find the best predictors and
predictor combinations for potential analysis.

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