Reliability Definition: The stability or consistency of a test. Assumption: True score = obtained score +/- error. Domain Sampling Model Item Domain Test

Reliability Techniques 1. Test-retest 2. Parallel/Alternate Forms 3. Split-half TT 12 A 1 2 T AB Score pairs 4. Internal Consistency K-R-20 Coefficient Alpha

Test-retest method [error is due to changes occurring due to the passage of time] Issues: Length of time between test administrations if crucial (generally, the longer the interval, the lower the reliability) Memory Stability of the construct being assessed Speed tests, sensory discrimination, psychomotor tests (possible fatigue factor)

Parallel/Alternate Forms [error due to test content and perhaps passage of time] Two types: 1)Immediate (back-to-back administrations) 2) Delayed (a time interval between administrations) Issues: Need same number & type of items on each test Item difficulty must be the same on each test Variability of scores must be the same on each test

Split-half reliability [error due to differences in item content between the halves of the test] Typically, responses on odd versus even items are employed Correlate total scores on odd items with the scores obtained on even items

KR-20 and Coefficient Alpha [error due to item similarity] KR-20 is used with scales that have right & wrong responses (e.g., achievement tests) Alpha is used for scales that have a range of response options where there are no right or wrong responses (e.g., 7-point Likert-type scales R tt = k Σ p i (1 – p i ) k – 1 σ y 2 # of items variance of test scores % of those getting the item correct KR-20 ά = k 1 – Σ σ i 2 k – 1 σ y 2 # of items variance of test scores variance of scores on each item Alpha

Content Validity [ the extent to which test items represent the domain] a) Subject Matter Expert Opinions (e.g., CVR statistic) b)Internal consistency reliability c) Correlation with other similar tests Types of Validity

Predictive – [Correlation between test scores of applicants and their performance scores when some time interval has passed after they are hired] Range restriction issue on performance scores Time, cost, & pragmatic concerns Criterion-related Validity Concurrent -- [Correlation between test scores and performance scores of current employees] Motivation level Guessing, Faking Job experience factor Range restriction issue on performance scores Types of Validity (cont.)

Construct Validity [the extent to which the test assesses the construct it intends to measure] Correlation between scores measuring a construct (e.g., anxiety) with one method (e.g., paper & pencil) with scores on the same construct using a different method (e.g., interview) [Convergent validation] Correlation between scores measuring a construct (e.g., anxiety) using one method (e.g., paper & pencil) with scores on a different construct (e.g., leadership) assessed with a different method (e.g., interview) [Discriminant validation]

Application Blanks (Weighted Application Blanks, Biographical Information Blanks) Honesty (Integrity) Tests, Drug Tests Interviews (e.g., Situational) Aptitude Tests (e.g., Mechanical, Clerical) Work Samples Assessment Centers (Situational Exercises) Types of Selection Tests

Types of Selection Tests (cont). Personality Inventories Self-reports -- (e.g., Minnesota Multiphasic Personality Inventory ( MMPI ), California Psychological Inventory ( CPI), Myers-Briggs Type Indicator ( MBTI), Personality Inventory ( HPI), NEO PI-R NEO ( assesses the 5-Factor Model consisting of: Neuroticism, Extraversion Openness, Agreeableness Conscientiousness ) MMPI CPI MBTI HPI NEO (e.g., Thematic Apperception Test ( TAT ), Rorschach Inkblot Test (RIT) TATRIT Projective Techniques --

Weighted Application Blank (WAB) Develop test items Job Performance Absenteeism Low High r r Select items that relate to criterion (e.g., absenteeism Correlate items with performance Weight items according to their relationship to job performance _______

Weighted Application Blank (WAB) Develop test items Job Performance Absenteeism Low High r r Select items that relate to criterion (e.g., absenteeism Correlate items with performance Weight items according to their relationship to job performance _______

Frequency of Common Inappropriate Application Blank Questions Item Not Appropriate Worded Appropriately Not Asked Past salary98.9%0%1.1% Minimum acceptable salary72.7%0%27.2% Reference source59.1%0%40.9% Age54.5%37.5%8.0% Information about relatives50.0%10.2%39.8% Conviction records43.2%28.4% Health40.9%2.3%56.8% Military service30.7% 38.6% Marital status27.3%0%72.7% Who to notify in case of emergency25.0%43.2%31.8% Length of time in residence23.9%0%76.1% Physical description, photo19.3%0%80.7% Rent or own car or home18.2%0%81.8% Handicap17.0%6.8%76.2% Organizational membership15.9%21.6%12.5% Work schedule13.6%63.6%22.7%

Sample Biographical Information Blank Items During high school, how many times did you make the honor roll? How much freedom or independence did your parents allow you in grade school? How important did your favorite high school teachers stress discipline in the classroom? How many times did you change schools before you were sixteen years old? Compared to other people in high school, how many friends did you have? How old were you when you spent your first week (or more) away from your parents? How bothered are you if you a job is left undone? How often do you read craft and mechanics magazines? How quickly do you normally work? How well do you feel you can understand the feelings of others? How well do you tolerate performing routine tasks?

Honesty Testing Types of Questions: 1)Frequency and extent of theft (e.g., What percentage of people take more than $1.00 per week from their employer?) 2) Punitiveness toward theft (e.g., should a person be fired if caught stealing $5.00?) 3) Thoughts about theft (e.g., Have you ever thought about taking company merchandise without actually taking any?) 4) Perceived ease of theft (e.g., How easy would it be for a dishonest person to steal from an employer?) 5) Likelihood of detection (e.g., What percent of employees thieves are ever caught? Validity Issues: a) Correlations with polygraph results b) Future behavior (e.g., # days with cash shortage, discharges) c) Admissions of past theft d) Shrinkage reduction e) Contrasted groups (e.g., scores by criminals vs. general population scores)

Drug Testing What does a positive drug test score indicate? Those being tested Testing procedure Type of company Type of test Type of job Applicants, employees or both Random or for cause Public or private Sensitivity, Cross-reactivity (TLC, EIA/RIA, GCMS Safety concerns or not Some Issues:

Employment Interview Frequently used to make selection decisions (over 90%) Social exchange (interpersonal) process Search for information

PSYCHOLOGICAL EFFECTS OF THE REALISTIC JOB PREVIEW (RJP) RJP VACCINATION OF EXPECTATIONS SELF SELECTION INTERNAL FOCUS OF CONTROL COMMITMENT TO CHOICE OF ORGANIZATION PERCEPTION OF HONESTY AND CARING ROLE CLARITY COPING MECHANISMS DEVELOP FOR NEW JOBS INVOLUNTARY TURNOVER JOB PERFORMANCE NEEDS ARE MATCHED TO ORGANIZATIONAL CLIMATES JOB SATISFACTION VOLUNTARY TURNOVER TENURE IN THE ORGANIZATION

COMMON PROBLEMS WITH THE “TRADITIONAL” INTERVIEW Variety of Interviewer Biases * 1 st Impressions * Expectancy Effect * Contrast Effect * Stereotype Matching Different Questions Asked to Applicants (Lack of standardization) Disagreement on the Desirability of Interview Responses Little Formal Interviewer Training Subjective (or no) Scoring System Interview Conducted and Scored by One Person Poor Reliability, Validity, and Job Relevancy (Open to Legal Challenge

Overview of Situational Interview Process 1)Perform a Job Analysis Using the Critical Incident Technique 2)Place Critical Incidents into Relevant Job Dimensions (e.g., Safety, Responsibility, Interpersonal Skills) 3)Reword Critical Incidents Into Question Format Incident: The employee was married for a year and a half and used any excuse to stay home. One day the employee’s children got colds and no one was around to care for them. So, the employee didn’t show up for work and didn’t phone in. Question: Your two teenage children are home in bed sick with colds. No friends or relatives are available to watch them. Your shift starts in two hours. What would you do in this situation? 4)Decide on the desirability of responses [Think of how good, average, and mediocre workers would have answered such a question] _____ _____ _____ _____ _____ Stay home Phone in & Go in, they just explain the problem have colds 5) Conduct interviews in groups of two or more. Each interviewer scores applicant independently. A single score is given after group discussion

Verbal Reasoning..… is to water as eat is to ….. A. continue drive B. foot enemy C. drink food D. girl industry E. drink enemy..... is to night as breakfast is to ….. A. supper corner B. gentle morning C. door corner D. flow enjoy E. supper morning ….. is to one as second is to ….. A. two middle B. first fire C. queen hill D. first two E. rain fire Differential Aptitude Test (DAT )

Numerical Ability Add A B C. 16 D. 26 N. none of these Add A B C. 25 D. 59 N. none of these Differential Aptitude Test (DAT )

Abstract Reasoning PROBLEM FIGURES ANSWER FIGURES A B C D E Differential Aptitude Test (DAT )

Abstract Reasoning (cont.) PROBLEM FIGURES ANSWER FIGURES A B C D E Differential Aptitude Test (DAT )

Mechanical Reasoning Which weighs more? (If equal, mark C.) AB Differential Aptitude Test (DAT )

Space Relations A B C D Differential Aptitude Test (DAT )

Spelling A) man B) Gurl C) Catt D) dog Language Usage 1) I just / left / my friends / house. A B C D 2) Ain’t we / going to / the office / next week? A B C D 3) I went / to a ball / game with / Jane. A B C D Differential Aptitude Test (DAT )

Clerical Speed and Accuracy V. AB AC AD AE AF W. aA aB BA Ba Bb X. A7 7A B7 7B AB Y. Aa Ba bA BA bB Z. 3A 3B 33 B3 BB Differential Aptitude Test (DAT )

Work Sample Tests Performing (performing a piece of the job

Job CandidatesAssessors (evaluators) Sample Individual Exercises Interview Simulation Scheduling Exercise In-Basket Sample Group Exercises Leaderless Group Discussion Business Game Exercises Observe and record candidates behavior in exercises Sample dimensions Decisiveness, Initiative, Judgment, Problem analysis, Oral communication, Planning, Leadership Rate candidates on performance dimensions Discuss and give final ratings to candidates -- Assessment Center Process --

Interview Simulation Scheduling Exercise Business Game Leaderless Group Discussion 1. DecisivenessX(X) 2. Leadership(X) 3. Management Control XXX 4. Oral Communication (X)X 5. Planning and Organization X(X)X 6. Problem Analysis/Judgment (X) X 7. Resilience (X) XX 8. Sensitivity (X)XXX 9.  Written Communication (Reaction Forms) XXXX Dimensions By Exercise Grid  To be measured in four Participant Reaction Forms X Quality typically measurable in this particular exercise ( ) Parentheses indicate an exercise that is a particularly strong measure of that quality

Participant:____________ Assessor:______________ Scale 1 – Very little or none of the quality was shown. 2 – A less than satisfactory degree was shown. 3 – A satisfactory amount was shown. 4 – A greater than satisfactory amount was shown. 5 – A great deal of the quality was shown. (1) Decisiveness:______ (Readiness to make decisions, render judgments, take action or commit oneself.) (2) Judgment: _______ Ability to develop alternative solutions to problems, to evaluate courses of action and reach logical decisions.) Assessor Report Form

Assessor Discussion Form Participant’s name:____________________________________ Date:___________ Assessors: _____________________________ Decisiveness: Readiness to make decisions, render judgements, take action or commit oneself. Assessor Your Business Game_____ _____ Interview Simulation_____ _____ Leaderless Group Discussion_____ _____ Overall _________ Initiative: Actively influencing events rather than passively accepting; self-starting. Takes action beyond what is necessarily called for. Originates actions rather than just responding. Assessor Your Business Game_____ _____ Leaderless Group Discussion_____ _____ Overall _________

DimensionAssessor #1Assessor #2Assessor #3Final Rating Decisiveness Initiative Judgment Leadership Management Control Oral Communication Planning & Organization Problem Analysis Resilience Sensitivity Written Commincation Overall Score Final Scoring Form

Hogan Personality Inventory Primary Scales --- Adjustment (confidence, self-esteem, composure under stressful situations) Ambition (competitive, possessing initiative, potential for leadership) Sociability (extraverted, friendly, enjoys social interactions) Likeability (warm, charming, capable of maintaining relationships) Prudence (responsible, possessing self-control, conscientious) Intellectance (imaginative, curious, creative) School Success (achievement orientation, keeps current of business and technical developments) Self-Report Inventories

Hogan Personality Inventory (cont.) Occupational Scales --- Service Orientation (attentive, pleasant, courteous to others such as customers and clients) Stress Tolerance (ability to handle stress) Reliability (integrity, good organizational citizen) Clerical Potential (able to follow directions, attentive to detail, clear communicator) Sales Potential (energetic, ability to interact socially, able to deal with client issues/problems) Managerial Potential (leadership ability, good at organizing, capability to make decisions)

Myers-Briggs Type Indicator Introversion Extraversion (Internally motivated; enjoys spending time(Action-oriented; motivated enjoys alone; prefers one-to-one communication)by outside world and social interactions) Sensing Intuitive (Desires concrete information; practical;(Imaginative, creative factual and detailed in orientation) improvises comfortable with ambiguity; focuses on contexts and connections Thinking Feeling Searches for facts and logic in a decision situation Sensitive to other’s needs, Seeks Focus on tasks and work to be accomplished consensus, does not like conflict Easily able to provide an objective and critical analysis Judging Perceiving Plans before acting, breaks tasks down Is comfortable to acts without planning, into subsets, uses deadlines to accomplish tasks Enjoys to work on multiple tasks at the same time, enjoys flexibility in work. Self-Report Inventories (cont.)

Rorschach Inkblot Test Ten cards which bilateral and symmetrical inkblots Scoring --- Location: the part of the blot used (e.g., use of the whole blot, common or unusual detail) Determinants: form, color, shading, and movement) Content (human figures, animal figures, anatomical diagrams, inanimate objects

TAT pictures that depict a variety of social and interpersonal situations. Participants are requested to write or tell a story about each picture to the examiner (e.g., what happened, what Ten pictures are gender-specific; the others can be used with either sex. Use: To uncover internal conflicts, dominant drives, interests, and motives. Specific motives include the need for achievement, need for power, the need for intimacy, and problem-solving abilities. Thematic Apperception Test

Ability Tests Types of Selection Tests (cont). Sensory (e.g., hearing, vision) Motor (e.g., dexterity, strength, agility) Cognitive (e.g., Intelligence) ADA concerns Reasonable accommodation Essential job duties