Term
| Ipsative measures of personality |
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Definition
| Ex. MBTI. By the nature of the scales, if you score highly on one item, you score lower on another item. Forced choice responses. Creates a categorical profile of personality but can be rigid, especially if your scores on dimensions are only slightly different. |
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Term
| ASVAB and issue with ASVAB Norms (1980): |
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Definition
| used to determine enlistment eligbility. Issue with norms was ‘misnorming’ – a number of unqualified applicants were selected due to norming errors. First natural (predictive validity) selection tests although the worst military recruits of that era! This led to further validation efforts such as the validation criteria where actual on the job performance was measured as opposed knowledge.Armed Services Vocational Aptitude Battery |
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Term
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Definition
| part of the ASVAB measures word knowledge and math knowledge and comprehension and comprehensive reasoning. Armed Forces Qualification Test |
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Term
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Definition
| project to combat the effects of mis-norming. Three phases: determine the feasibility of measuring hands on job performance, if feasible validate ASVAB against on the job performance, develop an enlistment standards costs/performance trade-off model thatlinked recruiting quality, resources and job performance. graph – the higher you did on the measure of aptitude, the better your performance and the lower the level of aptitude, the lower your performance.Joint Services Job Performance Measurement/Evaluation Project (p689) |
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Term
| Predictors of technical (blue collar) jobs |
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Definition
| mechanical reasoning and spatial ability |
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Term
| Officer attrition in US Army |
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Definition
| high in the army due to the nature of job and officer attrition is higher due to multiple deployments. Pay is tied to promotion level achieved as an incentive to stay longer. Completely internal promotion. Combatted by promoting officers quickly to encourage them to stay on. |
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Term
| When did civil service testing begin and where? |
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Definition
| Ancient China - Han dynasty 200BC-200AD. |
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Term
| Number of annual US military recruits into active duty full time service and reserves: |
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Definition
| 200,000 and 150,00 in reserves. |
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Term
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Definition
| groups of jobs that attract a similar work type – usually public sector – over 1000 job classes. Makes work more complex. |
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Term
| Use of aptitude v job knowledge tests in civil service |
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Definition
| job knowledge is the most common in civil service. Used as criteria to prove eligibility for particular post, promotion etc |
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Term
| 3 issues important in blue collar recruiting: |
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Definition
| adverse impact tests – most for females, union involvement – big issue – have significant influence over and have to buy-in job selection procedures, cognitive ability predicts well. |
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Term
| 3 types of multinational organizational selection |
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Definition
| selection of multinational workforce from the home country; hiring multinational people into home country; must be careful about the laws in the host country – must ensure company policies don’t conflict with them. |
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Term
| Measurement equivalence (paper v. computer testing): |
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Definition
| Literature suggested that measurements of speed to complete paper v. computer tests varied significantly, which could skew respondants scores. Equivlance interacts w/ speed tests vs. power tests-demonstrate your knowledge under pressure v. your knowledge-nature of the ability. Equivalent not as well established for speed tests. If a speed test manipulation of computer may affect the completion. Power tests doesn’t affect it so much. Imperative employers address this issue; issue is that if they’re the same test it has to be validated that you can get the same results. Test user must establish if there is differential validity. |
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Term
| When is an internet applicant legally an applicant |
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Definition
| The applicant submits an expression of interest for the position, when the employer considers the applicant for a position, when the applicant indicates they have the required basic qualifications for the position, and the applicant does not remove themselves from the selection process or indicate they are not interested any long-but must be prior to the offer of a job. |
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Term
| Personnel selection’s impact on competitive advantage |
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Definition
| To the extent that selection is an advantage, what is your motivation to share your knowledge? You don’t want to make this info public. Often this isn’t seen as a competitive advantage because it’s not widely understood. Selecting the best talent that is valuable, rare, inimitable, and unsubstitutible gives a company a competitive advantage. |
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Term
| Business unit consequences of selection |
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Definition
| Aggregated data at business unit level not the individual. How do we sell this concept to a business? What skills does the unit need? Data! Hard numbers on ROI. Business unit is an entity with a specific recognized function or structure. |
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Term
| Economically rational decision-making v. normative rationality |
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Definition
Based on data and economics. ERDM based on data and logic about predictors associated with job performance.• Example:
•Using one of 3 different measures and look at the association of the measure and criteria (highest correlation and effect size)
•Basis is based on the many studies done on the measure (data, logic of predictors)
•Cost - benefit assessments
Norm. based on other factors other than science and rationale. Example: the boss chooses one measure over another simply because he/she is the boss |
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Term
| Does HIPPA apply to personnel selection data? |
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Definition
| HIPPA says the patient controls their info. –it is not currently under HIPPA but if we don’t address the concerns it could fall under protected restrictive laws. |
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Term
| Two limitations of our current selection methods v. modern jobs |
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Definition
| Validation studies can’t keep up with jobs, technology keeps changing, validation studies can’t keep up with these changes. |
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Term
| Is management a profession and how does this matter for influencing managers on personnel selection matters? |
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Definition
No. Ethics code, educational requirements for professionals-need technical info for convincing use to use certain selection methods. Language one is accustomed to. Profession: a paid occupation, esp. one that involves prolonged training and a formal qualification.• Must have a large body of knowledge
•There are rigorous requirements to get into the field
•Must be licensed and continuing education
•The professional in the area has considerable autonomy and responsibility
•Given wide latitude without direct supervision
•Is there a generally universally agreed ethics code |
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Term
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Definition
| Individual behavior that discretionary not directly or explicitly by the formal reward system but contributes to the effective functioning of an organization. Performed by choice. Going above and beyond requirements. Chapter 14 by Huff Dilchert. Huff & Dilcher looked at OCB with overall job performance, managerial effectiveness, and job satisfaction. Organizational Citizenship Behaviors |
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Term
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Definition
| wide variety of acts that is harmful to org. and their stakeholders. Example: absence and turnover. Counterproductive Work Behaviors |
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Term
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Definition
| human source, mediator and moderators |
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Term
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Definition
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Term
| Organizational Justice and CWBs |
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Definition
| (perceptions of fairness) procedural (polices and procedures are considered fair), distributive (if the rewards are considered to be distributed fairly), interactional (has to do with relationship between the associate and the supervisor, made up with informational – how information is given & interpersonal – dignity and respect). If an associate does not feel there is Organizational Justice they will likely be more counterproductive at work. |
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Term
| Organizational Wellness Programs |
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Definition
| typically have focused on the modifiable health risk factors associated with lifestyle such as being overweight, lack of physical activity, poor diet, smoking, and alcohol use. These programs often include educational and training components; financial incentives or disincentives; disease management programs; health risk assessments; health screenings; and special programs for medical management such as flu shots, health fairs, on-site fitness facilities, and fitness center discounts |
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Term
| Components of “resilient personality |
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Definition
| Further, the individual difference variables of perceived control, optimistic orientation, and self-esteem are highly correlated variables and, together, form a hardy or “resilient personality.” Locus of control. |
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Term
| NY Firefighters editorial: Fair Tests for firefighters |
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Definition
•Abstract assessment for job
•Consultants were able to come up with a test that had little adverse impact and is valid for its intended purpose
•Can have adverse impact, but need to establish the validity of the measure used and how it is relevant to the job/intended purpose
•Watson-Glaser test we discussed in class is too abstract for firefighters
•Justice dept. sued city for discriminatory practices during hiring that caused disparate impact
•New screening tests are supposed to have less adverse impact
•Consultants conducted interviews, surveys, focus groups, analyses, gathered critical incidents form current firefighters-reading comprehension, people skills, work habits, responses to on the job situations
•Cognitive ability might predict to the outcome of a training problem but perhaps not to the on the job high intensity decisions, nor does it address the physical ability
•Just compensation for past applicants may become an issue |
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Term
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Definition
an effete change in response to an altered situation
•Maintain situation awareness and when behavioral adjustment is needed
•Change behavior in an appropriate way
•Evaluate the outcome of this change and make further adjustments
•People who do this well, the above is what they do well and modify behavior in response |
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Term
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Definition
•Highly context driven employment and promotional system
•Focus on job classes (can be over 1,000 in big cities) often focused on very specific skills/knowledge rather that “aptitudes” or abilities
•Huge demand in some positions (e.g. firefighters and police): tiny demand in other positions
•Highly litigious environment
•“public”
•Role of test security and compromises on test administration |
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Term
| Blue Collar Private Sector Orgs. |
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Definition
•Often overlooked in importance to organizational success
•Authors label these technical jobs
•Difficulty and training levels can be as high or higher as “white collar” jobs and impact on success of organizations is substantial.
•Separation of managerial from technical selection comes at a price
•High level managers may by their comments minimize the importance of these jobs (management disparages these jobs and implies that anyone can do these jobs-gives them a bad reputation)
•Predictors on p.745: mechanical and spatial ability have higher predictive ability than general cognitive ability as these are the intelligences that are most needed to do that type of job, vs. a more general type of intelligence |
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Term
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Definition
a good source for surveys, academic research as well as Galup. Article about the bachelor degree conversation• That composite was correlated with agreeableness, Emotional Stability (Neuroticism), Conscientiousness, sales drive and Social interests. Unrelated to extraversion, Openness, Cognitive Ability or other vocational interests.• US alone - 30 million people working in sales and 17 million in service occupations
•High turnover - typically 20% may be as high as 100%
•The job:Providing service to customers to sell a product or to deliver a service or to handle complaints/concerns
The competencies for success:
•Relational jobs
•Service jobs are typically more structured
•Sales jobs often on commission and with little supervision
•Require greater initiative and greater persistence
•Typically high levels of rejection
•Service Orientation composite:
Predispositions to provide helpful customer service (friendliness, reliability, responsiveness, courteousness and cooperativeness) |
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Term
| Multinatioanl Organizations |
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Definition
•Is goal worldwide consistency of product delivery in a well standardized system (e.g. McDonalds)
•Or production dispersed abroad but intellectual capital at hoe (e.g. Apple)
•Are you selecting managers from another culture to be in a company with a common culture or people to go abroad on an assignment?
•Localization selection strategy v. international one
•Need to determine if job analyses are common across the cultures
•Estblishing conceptual equivalence of job duties
oE.g. customer service in Japan versus Italy
oItem equivalence-e.g. inviting someone to lunch in U.S. v. Brazil
•Assessing candidates may have cross cultural implications.
•Cultural differences in receptivity to type of tests (interviews v. ability v. personality)
•Nationality bias in evaluating candidates
•Laws of the country
•International Assignments
•High failure rate and premature termination
•Predictors:
oHat would predict anywhere:
•“g” (general intelligence), integrity, team influence, results oriented, etc.
•Realistic Job Preview (RJP) plus self assessment/selection
•Language fluency in the international country
•Personality (ES; Openness)
•Spousal/family adjustment, job satisfaction, withdrawal cognitions (you’re thinking about leaving, you don’t like the situation), prior successful deployment |
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Term
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Definition
We have precedents in our field of psychology. How does that work in law? Interpretations of the laws determine what is binding . New laws can pass and supercede old laws but the cases determine what can be done. If they are settled out of court, this cannot be cited.
See the “gold standard” for testing
Unitarian v. Trinitarian-look for multiple sources of validity. The burden
p.635, p. 648 at the top: sources of evidence and ways that we can approach this idea that validation can come from many sources, ie. Transportable construct validity to multiple settings, synthetic validity
Griggs v. Duke Power (1971) The gold standard was established by the courts based on scientific evidence, read TIP for pending cases. No one place where to find case precedent but keeping up on the current literature will keep you out of trouble for the most part.
p.646 Hazen v. Biggens (1993) |
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Term
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Definition
lists countries and what protected categories exist for each, gives extensive list of acts that must be adhered to in each country
APA Ethical Guidelines canot site the violation A-E (aspirational items) they have to cite the specific standard. Ethics are not meant to set a bar thatn no one can meet, they must set a minimum standard that everyone is expected to meet.
Review the APA Ethics Code carefully as this is certain to be on the final-be able to interpret the codes and link relevant research to have a cohesive argument should a question arise on a test.
See 3.11 as this applies to consultants frequently as well as 1.03. You can always try to assert yourself but you can also try to give the organization other options that will not interfere with the Ethics Code. Really, you should think about these codes at the proposal/contracting stage or even before agreeing to conduct assessments if you’re internal as it prevents ambiguity and ethical issues later on.
Always think about the dynamic you have with clients who you feel may not hold to certain ethics-is this the type of person you want to work with, are you willing to set you reputation on this, where are you setting your boundaries? |
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Term
| General Principles of feedback |
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Definition
Be honest
Help applicant contextualize “failure”
Be psychologically supportive of uses of testing |
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Term
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Definition
| federal law, set of guidelines used to make decisions, 1st editon These guidelines incorporate a single set of principles which are designed to assist employers, labor organizations, employment agencies, and licensing and certification boards to comply with requirements of Federal law prohibiting employment practices which discriminate on grounds of race, color, religion, sex, and national origin. They are designed to provide a framework for determining the proper use of tests and other selection procedures. These guidelines do not require a user to conduct validity studies of selection procedures where no adverse impact results |
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Term
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Definition
History and Purpose of the Principles for the Validation and Use of Personnel Selection Procedures
The third,(2003) and latest, edition of the Principles was published in August of 1987. A committee
of SIOP members (primarily industrial/organizational psychologists), with various levels of
testing experience, participated in the review and development of this edition. The purpose
of the Principles is to provide professional standards for the proper use of personnel
selection procedures. |
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Term
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Definition
of relevance and reliability, the accuracy of the actual evidence is to be tested before the jury with the familiar tools. to scrutinize
proposed expert witness testimony to determine if it has “the same level of intellectual rigor that characterizes the practice of an expert in the relevant field” so as to be deemed reliable enough to present to a jury |
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Term
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Definition
found when for a givensubgroup, consistent nonzero errors of prediction are made for members of
the subgroup |
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Term
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Definition
sources of irrelevant variance that result in
systematically higher or lower scores for members of particular groups, is a potential concern for all variables, both predictors and criteria. Differential reliability by subgroups |
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Term
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Definition
| The groups protected from the employment discrimination by law. These groups include men and women on the basis of sex; any group which shares a common race, religion, color, or national origin; people over 40; and people with physical or mental handicaps. Every U.S. citizen is a member of some protected class, and is entitled to the benefits of EEO law. However, the EEO laws were passed to correct a history of unfavorable treatment of women and minority group members. |
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Term
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Definition
| minimum acceptable score enabling an applicant to move to next phase of hiring process. Rank Order-top down approach, best; high adverse impact |
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Term
| Griggs v. Duke Power (1971) |
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Definition
| selection method must be related to job function The Supreme court ruled that the company's employment requirements did not pertain to applicants' ability to perform the job, and so was discriminating against African-American employees, even though the company had not intended it to do so. |
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Term
| Number years to review job analysis |
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Definition
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Term
| Moody V. Albermarle Paper Co |
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Definition
| the major issues were the plant's seniority system, its program of employment testing. Reserving, the higher paying and more skilled lines for whites. this reorganization left Negro employees "locked' in the lower paying job classifications |
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Term
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Definition
| criterias that must be met in the legal terms including in the manner of documentation. |
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Term
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Definition
| Basically, a moderator suggests on whom or under what conditions a treatment produces its effect. Environment. A mediator, in contrast, suggests how and why a treatment produces its effect. Causality |
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Term
| General Principles of Ethics code |
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Definition
| to guide and inspire psychologists toward the very highest ethical ideals of the profession. do not represent obligations and should not form the basis for imposing sanctions |
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Term
| Principle A: Beneficence and Nonmaleficence |
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Definition
| Psychologists strive to benefit those with whom they work and take care to do no harm. In their professional actions, psychologists seek to safeguard the welfare and rights of those with whom they interact professionally and other affected persons and the welfare of animal subjects of research |
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Term
| Principle B: Fidelity and Responsibility |
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Definition
| Psychologists establish relationships of trust with those with whom they work. They are aware of their professional and scientific responsibilities to society and to the specific communities in which they work. Psychologists uphold professional standards of conduct, clarify their professional roles and obligations, accept appropriate responsibility for their behavior and seek to manage conflicts of interest that could lead to exploitation or harm |
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Term
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Definition
| Psychologists seek to promote accuracy, honesty and truthfulness in the science, teaching and practice of psychology. In these activities psychologists do not steal, cheat or engage in fraud, subterfuge or intentional misrepresentation of fact. Psychologists strive to keep their promises and to avoid unwise or unclear commitments |
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Term
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Definition
| Psychologists recognize that fairness and justice entitle all persons to access to and benefit from the contributions of psychology and to equal quality in the processes, procedures and services being conducted by psychologists. Psychologists exercise reasonable judgment and take precautions to ensure that their potential biases, the boundaries of their competence and the limitations of their expertise do not lead to or condone unjust practices. |
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Term
| Principle E: Respect for People's Rights and Dignity |
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Definition
| Psychologists respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality, and self-determination. Psychologists are aware that special safeguards may be necessary to protect the rights and welfare of persons or communities whose vulnerabilities impair autonomous decision making. |
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Term
Standard 1: Resolving Ethical Issues
1.01 Misuse of Psychologists' Work |
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Definition
| If psychologists learn of misuse or misrepresentation of their work, they take reasonable steps to correct or minimize the misuse or misrepresentation. |
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Term
| 1.02 Conflicts Between Ethics and Law, Regulations, or Other Governing Legal Authority |
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Definition
| If psychologists’ ethical responsibilities conflict with law, regulations or other governing legal authority, psychologists clarify the nature of the conflict, make known their commitment to the Ethics Code and take reasonable steps to resolve the conflict consistent with the General Principles and Ethical Standards of the Ethics Code. Under no circumstances may this standard be used to justify or defend violating human rights. |
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Term
| 1.03 Conflicts Between Ethics and Organizational Demands |
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Definition
| If the demands of an organization with which psychologists are affiliated or for whom they are working are in conflict with this Ethics Code, psychologists clarify the nature of the conflict, make known their commitment to the Ethics Code and take reasonable steps to resolve the conflict consistent with the General Principles and Ethical Standards of the Ethics Code. Under no circumstances may this standard be used to justify or defend violating human rights. |
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Term
| 1.04 Informal Resolution of Ethical Violations |
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Definition
| When psychologists believe that there may have been an ethical violation by another psychologist, they attempt to resolve the issue by bringing it to the attention of that individual, if an informal resolution appears appropriate and the intervention does not violate any confidentiality rights that may be involved. |
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Term
| 1.05 Reporting Ethical Violations |
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Definition
| If an apparent ethical violation has substantially harmed or is likely to substantially harm a person or organization and is not appropriate for informal resolution under Standard 1.04, Informal Resolution of Ethical Violations, or is not resolved properly in that fashion, psychologists take further action appropriate to the situation. Such action might include referral to state or national committees on professional ethics, to state licensing boards or to the appropriate institutional authorities. This standard does not apply when an intervention would violate confidentiality rights or when psychologists have been retained to review the work of another psychologist whose professional conduct is in question |
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Term
| 1.06 Cooperating with Ethics Committees |
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Definition
| Psychologists cooperate in ethics investigations, proceedings and resulting requirements of the APA or any affiliated state psychological association to which they belong. In doing so, they address any confidentiality issues. Failure to cooperate is itself an ethics violation. However, making a request for deferment of adjudication of an ethics complaint pending the outcome of litigation does not alone constitute noncooperation. |
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Term
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Definition
| Psychologists do not file or encourage the filing of ethics complaints that are made with reckless disregard for or willful ignorance of facts that would disprove the allegation. |
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Term
| 1.08 Unfair Discrimination Against Complainants and Respondents |
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Definition
| Psychologists do not deny persons employment, advancement, admissions to academic or other programs, tenure, or promotion, based solely upon their having made or their being the subject of an ethics complaint. This does not preclude taking action based upon the outcome of such proceedings or considering other appropriate information. |
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Term
Standard 2: Competence
2.01 Boundaries of Competence |
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Definition
| Psychologists provide services, teach and conduct research with populations and in areas only within the boundaries of their competence, based on their education, training, supervised experience, consultation, study or professional experience. |
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Term
| 2.02 Providing Services in Emergencies |
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Definition
| In emergencies, when psychologists provide services to individuals for whom other mental health services are not available and for which psychologists have not obtained the necessary training, psychologists may provide such services in order to ensure that services are not denied. The services are discontinued as soon as the emergency has ended or appropriate services are available. |
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Term
| 2.03 Maintaining Competence |
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Definition
| Psychologists undertake ongoing efforts to develop and maintain their competence. |
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Term
| 2.04 Bases for Scientific and Professional Judgments |
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Definition
| Psychologists' work is based upon established scientific and professional knowledge of the discipline |
|
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Term
| 2.05 Delegation of Work to Others |
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Definition
| Psychologists who delegate work to employees, supervisees or research or teaching assistants or who use the services of others, such as interpreters, take reasonable steps to (1) avoid delegating such work to persons who have a multiple relationship with those being served that would likely lead to exploitation or loss of objectivity; (2) authorize only those responsibilities that such persons can be expected to perform competently on the basis of their education, training or experience, either independently or with the level of supervision being provided; and (3) see that such persons perform these services competently. |
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Term
| 2.06 Personal Problems and Conflicts |
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Definition
Psychologists refrain from initiating an activity when they know or should know that there is a substantial likelihood that their personal problems will prevent them from performing their work-related activities in a competent manner.
(b) When psychologists become aware of personal problems that may interfere with their performing work-related duties adequately, they take appropriate measures, such as obtaining professional consultation or assistance and determine whether they should limit, suspend or terminate their work-related duties |
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Term
Standard 3: Human Relations
3.01 Unfair Discrimination |
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Definition
| In their work-related activities, psychologists do not engage in unfair discrimination based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, socioeconomic status or any basis proscribed by law. |
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Term
|
Definition
| Psychologists do not engage in sexual harassment. Sexual harassment is sexual solicitation, physical advances or verbal or nonverbal conduct that is sexual in nature, that occurs in connection with the psychologist's activities or roles as a psychologist and that either (1) is unwelcome, is offensive or creates a hostile workplace or educational environment, and the psychologist knows or is told this or (2) is sufficiently severe or intense to be abusive to a reasonable person in the context. Sexual harassment can consist of a single intense or severe act or of multiple persistent or pervasive acts |
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Term
|
Definition
| Psychologists do not knowingly engage in behavior that is harassing or demeaning to persons with whom they interact in their work based on factors such as those persons' age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language or socioeconomic status. |
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Term
|
Definition
| Psychologists take reasonable steps to avoid harming their clients/patients, students, supervisees, research participants, organizational clients and others with whom they work, and to minimize harm where it is foreseeable and unavoidable. |
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Term
| 3.05 Multiple Relationships |
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Definition
| a) A multiple relationship occurs when a psychologist is in a professional role with a person and (1) at the same time is in another role with the same person, (2) at the same time is in a relationship with a person closely associated with or related to the person with whom the psychologist has the professional relationship, or (3) promises to enter into another relationship in the future with the person or a person closely associated with or related to the person. |
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Term
| 3.06 Conflict of Interest |
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Definition
| Psychologists refrain from taking on a professional role when personal, scientific, professional, legal, financial or other interests or relationships could reasonably be expected to (1) impair their objectivity, competence or effectiveness in performing their functions as psychologists or (2) expose the person or organization with whom the professional relationship exists to harm or exploitation |
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Term
| 3.07 Third-Party Requests for Services |
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Definition
| When psychologists agree to provide services to a person or entity at the request of a third party, psychologists attempt to clarify at the outset of the service the nature of the relationship with all individuals or organizations involved. This clarification includes the role of the psychologist (e.g., therapist, consultant, diagnostician, or expert witness), an identification of who is the client, the probable uses of the services provided or the information obtained, and the fact that there may be limits to confidentiality. |
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Term
| 3.08 Exploitative Relationships |
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Definition
| Psychologists do not exploit persons over whom they have supervisory, evaluative or other authority such as clients/patients, students, supervisees, research participants and employees. |
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Term
| 3.09 Cooperation with Other Professionals |
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Definition
| When indicated and professionally appropriate, psychologists cooperate with other professionals in order to serve their clients/patients effectively and appropriately. |
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Term
|
Definition
| (a) When psychologists conduct research or provide assessment, therapy, counseling or consulting services in person or via electronic transmission or other forms of communication, they obtain the informed consent of the individual or individuals using language that is reasonably understandable to that person or persons except when conducting such activities without consent is mandated by law or governmental regulation or as otherwise provided in this Ethics Code. |
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Term
| 3.11 Psychological Services Delivered to or Through Organizations |
|
Definition
(a) Psychologists delivering services to or through organizations provide information beforehand to clients and when appropriate those directly affected by the services about (1) the nature and objectives of the services, (2) the intended recipients, (3) which of the individuals are clients, (4) the relationship the psychologist will have with each person and the organization, (5) the probable uses of services provided and information obtained, (6) who will have access to the information, and (7) limits of confidentiality. As soon as feasible, they provide information about the results and conclusions of such services to appropriate persons.
(b) If psychologists will be precluded by law or by organizational roles from providing such information to particular individuals or groups, they so inform those individuals or groups at the outset of the service. |
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Term
| 3.12 Interruption of Psychological Services |
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Definition
| Unless otherwise covered by contract, psychologists make reasonable efforts to plan for facilitating services in the event that psychological services are interrupted by factors such as the psychologist's illness, death, unavailability, relocation or retirement or by the client's/patient's relocation or financial limitations. |
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Term
Standard 4: Privacy and Confidentiality
4.01 Maintaining Confidentiality |
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Definition
| Psychologists have a primary obligation and take reasonable precautions to protect confidential information obtained through or stored in any medium, recognizing that the extent and limits of confidentiality may be regulated by law or established by institutional rules or professional or scientific relationship. |
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Term
| 4.02 Discussing the Limits of Confidentiality |
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Definition
| (a) Psychologists discuss with persons (including, to the extent feasible, persons who are legally incapable of giving informed consent and their legal representatives) and organizations with whom they establish a scientific or professional relationship (1) the relevant limits of confidentiality and (2) the foreseeable uses of the information generated through their psychological activities. |
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Term
|
Definition
| Before recording the voices or images of individuals to whom they provide services, psychologists obtain permission from all such persons or their legal representatives. |
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Term
| 4.04 Minimizing Intrusions on Privacy |
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Definition
| (a) Psychologists include in written and oral reports and consultations, only information germane to the purpose for which the communication is made. (b) Psychologists discuss confidential information obtained in their work only for appropriate scientific or professional purposes and only with persons clearly concerned with such matters. |
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Term
|
Definition
(a) Psychologists may disclose confidential information with the appropriate consent of the organizational client, the individual client/patient or another legally authorized person on behalf of the client/patient unless prohibited by law.
(b) Psychologists disclose confidential information without the consent of the individual only as mandated by law, or where permitted by law for a valid purpose such as to (1) provide needed professional services; (2) obtain appropriate professional consultations; (3) protect the client/patient, psychologist, or others from harm; or (4) obtain payment for services from a client/patient, in which instance disclosure is limited to the minimum that is necessary to achieve the purpose |
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Term
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Definition
| When consulting with colleagues, (1) psychologists do not disclose confidential information that reasonably could lead to the identification of a client/patient, research participant or other person or organization with whom they have a confidential relationship unless they have obtained the prior consent of the person or organization or the disclosure cannot be avoided, and (2) they disclose information only to the extent necessary to achieve the purposes of the consultation |
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Term
| 4.07 Use of Confidential Information for Didactic or Other Purposes |
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Definition
| Psychologists do not disclose in their writings, lectures or other public media, confidential, personally identifiable information concerning their clients/patients, students, research participants, organizational clients or other recipients of their services that they obtained during the course of their work, unless (1) they take reasonable steps to disguise the person or organization, (2) the person or organization has consented in writing, or (3) there is legal authorization for doing so |
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Term
Standard 5: Advertising and Other Public Statements
5.01 Avoidance of False or Deceptive Statements |
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Definition
| (a) Public statements include but are not limited to paid or unpaid advertising, product endorsements, grant applications, licensing applications, other credentialing applications, brochures, printed matter, directory listings, personal resumes or curricula vitae or comments for use in media such as print or electronic transmission, statements in legal proceedings, lectures and public oral presentations and published materials. Psychologists do not knowingly make public statements that are false, deceptive or fraudulent concerning their research, practice or other work activities or those of persons or organizations with which they are affiliated |
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Term
| 5.02 Statements by Others |
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Definition
(a) Psychologists who engage others to create or place public statements that promote their professional practice, products, or activities retain professional responsibility for such statements.
(b) Psychologists do not compensate employees of press, radio, television or other communication media in return for publicity in a news item
(c) A paid advertisement relating to psychologists' activities must be identified or clearly recognizable as such |
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Term
| 5.03 Descriptions of Workshops and Non-Degree-Granting Educational Programs |
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Definition
| To the degree to which they exercise control, psychologists responsible for announcements, catalogs, brochures or advertisements describing workshops, seminars or other non-degree-granting educational programs ensure that they accurately describe the audience for which the program is intended, the educational objectives, the presenters and the fees involved. |
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Term
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Definition
| When psychologists provide public advice or comment via print, Internet or other electronic transmission, they take precautions to ensure that statements (1) are based on their professional knowledge, training or experience in accord with appropriate psychological literature and practice; (2) are otherwise consistent with this Ethics Code; and (3) do not indicate that a professional relationship has been established with the recipient |
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Term
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Definition
| Psychologists do not solicit testimonials from current therapy clients/patients or other persons who because of their particular circumstances are vulnerable to undue influence. |
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Term
| 5.06 In-Person Solicitation |
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Definition
| Psychologists do not engage, directly or through agents, in uninvited in-person solicitation of business from actual or potential therapy clients/patients or other persons who because of their particular circumstances are vulnerable to undue influence. However, this prohibition does not preclude (1) attempting to implement appropriate collateral contacts for the purpose of benefiting an already engaged therapy client/patient or (2) providing disaster or community outreach services |
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Term
Standard 6: Record Keeping and Fees
6.01 Documentation of Professional and Scientific Work and Maintenance of Records |
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Definition
| Psychologists create, and to the extent the records are under their control, maintain, disseminate, store, retain and dispose of records and data relating to their professional and scientific work in order to (1) facilitate provision of services later by them or by other professionals, (2) allow for replication of research design and analyses, (3) meet institutional requirements, (4) ensure accuracy of billing and payments, and (5) ensure compliance with law. |
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Term
| 6.02 Maintenance, Dissemination, and Disposal of Confidential Records of Professional and Scientific Work |
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Definition
(a) Psychologists maintain confidentiality in creating, storing, accessing, transferring and disposing of records under their control, whether these are written, automated or in any other medium. b) If confidential information concerning recipients of psychological services is entered into databases or systems of records available to persons whose access has not been consented to by the recipient, psychologists use coding or other techniques to avoid the inclusion of personal identifiers.
c) Psychologists make plans in advance to facilitate the appropriate transfer and to protect the confidentiality of records and data in the event of psychologists' withdrawal from positions or practice |
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Term
| 6.03 Withholding Records for Nonpayment |
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Definition
| Psychologists may not withhold records under their control that are requested and needed for a client's/patient's emergency treatment solely because payment has not been received. |
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Term
| 6.04 Fees and Financial Arrangements |
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Definition
(a) As early as is feasible in a professional or scientific relationship, psychologists and recipients of psychological services reach an agreement specifying compensation and billing arrangements.
(b) Psychologists' fee practices are consistent with law.
(c) Psychologists do not misrepresent their fees.
(d) If limitations to services can be anticipated because of limitations in financing, this is discussed with the recipient of services as early as is feasible. |
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Term
| 6.05 Barter with Clients/Patients |
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Definition
| Barter is the acceptance of goods, services, or other nonmonetary remuneration from clients/patients in return for psychological services. Psychologists may barter only if (1) it is not clinically contraindicated, and (2) the resulting arrangement is not exploitative |
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Term
| 6.06 Accuracy in Reports to Payors and Funding Sources |
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Definition
| In their reports to payors for services or sources of research funding, psychologists take reasonable steps to ensure the accurate reporting of the nature of the service provided or research conducted, the fees, charges or payments, and where applicable, the identity of the provider, the findings and the diagnosis |
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Term
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Definition
| When psychologists pay, receive payment from or divide fees with another professional, other than in an employer-employee relationship, the payment to each is based on the services provided (clinical, consultative, administrative or other) and is not based on the referral itself |
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Term
Standard 7: Education and Training
7.01 Design of Education and Training Programs |
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Definition
| Psychologists responsible for education and training programs take reasonable steps to ensure that the programs are designed to provide the appropriate knowledge and proper experiences, and to meet the requirements for licensure, certification or other goals for which claims are made by the program. |
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Term
| 7.02 Descriptions of Education and Training Programs |
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Definition
| Psychologists responsible for education and training programs take reasonable steps to ensure that there is a current and accurate description of the program content (including participation in required course- or program-related counseling, psychotherapy, experiential groups, consulting projects or community service), training goals and objectives, stipends and benefits and requirements that must be met for satisfactory completion of the program. This information must be made readily available to all interested parties. |
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Term
| 7.03 Accuracy in Teaching |
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Definition
| (a) Psychologists take reasonable steps to ensure that course syllabi are accurate regarding the subject matter to be covered, bases for evaluating progress and the nature of course experiences. This standard does not preclude an instructor from modifying course content or requirements when the instructor considers it pedagogically necessary or desirable, so long as students are made aware of these modifications in a manner that enables them to fulfill course requirements. b) When engaged in teaching or training, psychologists present psychological information accurately |
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Term
| 7.04 Student Disclosure of Personal Information |
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Definition
| Psychologists do not require students or supervisees to disclose personal information in course- or program-related activities, either orally or in writing, regarding sexual history, history of abuse and neglect, psychological treatment and relationships with parents, peers and spouses or significant others except if (1) the program or training facility has clearly identified this requirement in its admissions and program materials or (2) the information is necessary to evaluate or obtain assistance for students whose personal problems could reasonably be judged to be preventing them from performing their training- or professionally related activities in a competent manner or posing a threat to the students or others. |
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Term
| 7.05 Mandatory Individual or Group Therapy |
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Definition
| (a) When individual or group therapy is a program or course requirement, psychologists responsible for that program allow students in undergraduate and graduate programs the option of selecting such therapy from practitioners unaffiliated with the program.(b) Faculty who are or are likely to be responsible for evaluating students' academic performance do not themselves provide that therapy |
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Term
| 7.06 Assessing Student and Supervisee Performance |
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Definition
(a) In academic and supervisory relationships, psychologists establish a timely and specific process for providing feedback to students and supervisees. Information regarding the process is provided to the student at the beginning of supervision.
(b) Psychologists evaluate students and supervisees on the basis of their actual performance on relevant and established program requirements. |
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Term
| 7.07 Sexual Relationships with Students and Supervisees |
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Definition
| Psychologists do not engage in sexual relationships with students or supervisees who are in their department, agency, or training center or over whom psychologists have or are likely to have evaluative authority |
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Term
Standard 8: Research and Publication
8.01 Institutional Approval |
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Definition
| When institutional approval is required, psychologists provide accurate information about their research proposals and obtain approval prior to conducting the research. They conduct the research in accordance with the approved research protocol. |
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Term
| 8.02 Informed Consent to Research |
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Definition
| (a) When obtaining informed consent as required in Standard 3.10, Informed Consent, psychologists inform participants about (1) the purpose of the research, expected duration and procedures; (2) their right to decline to participate and to withdraw from the research once participation has begun; (3) the foreseeable consequences of declining or withdrawing; (4) reasonably foreseeable factors that may be expected to influence their willingness to participate such as potential risks, discomfort or adverse effects; (5) any prospective research benefits; (6) limits of confidentiality; (7) incentives for participation; and (8) whom to contact for questions about the research and research participants' rights. They provide opportunity for the prospective participants to ask questions and receive answers.(b) Psychologists conducting intervention research involving the use of experimental treatments clarify to participants at the outset of the research (1) the experimental nature of the treatment; (2) the services that will or will not be available to the control group(s) if appropriate; (3) the means by which assignment to treatment and control groups will be made; (4) available treatment alternatives if an individual does not wish to participate in the research or wishes to withdraw once a study has begun; and (5) compensation for or monetary costs of participating including, if appropriate, whether reimbursement from the participant or a third-party payor will be sought. |
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Term
| 8.03 Informed Consent for Recording Voices and Images in Research |
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Definition
| Psychologists obtain informed consent from research participants prior to recording their voices or images for data collection unless (1) the research consists solely of naturalistic observations in public places, and it is not anticipated that the recording will be used in a manner that could cause personal identification or harm, or (2) the research design includes deception, and consent for the use of the recording is obtained during debriefing |
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Term
| 8.04 Client/Patient, Student, and Subordinate Research Participants |
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Definition
(a) When psychologists conduct research with clients/patients, students or subordinates as participants, psychologists take steps to protect the prospective participants from adverse consequences of declining or withdrawing from participation.
(b) When research participation is a course requirement or an opportunity for extra credit, the prospective participant is given the choice of equitable alternative activities. |
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Term
| 8.05 Dispensing with Informed Consent for Research |
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Definition
| Psychologists may dispense with informed consent only (1) where research would not reasonably be assumed to create distress or harm and involves (a) the study of normal educational practices, curricula, or classroom management methods conducted in educational settings; (b) only anonymous questionnaires, naturalistic observations or archival research for which disclosure of responses would not place participants at risk of criminal or civil liability or damage their financial standing, employability or reputation, and confidentiality is protected; or (c) the study of factors related to job or organization effectiveness conducted in organizational settings for which there is no risk to participants' employability, and confidentiality is protected or (2) where otherwise permitted by law or federal or institutional regulations. |
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Term
| 8.06 Offering Inducements for Research Participation |
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Definition
(a) Psychologists make reasonable efforts to avoid offering excessive or inappropriate financial or other inducements for research participation when such inducements are likely to coerce participation.
(b) When offering professional services as an inducement for research participation, psychologists clarify the nature of the services, as well as the risks, obligations and limitations. |
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Term
| 8.07 Deception in Research |
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Definition
(a) Psychologists do not conduct a study involving deception unless they have determined that the use of deceptive techniques is justified by the study's significant prospective scientific, educational or applied value and that effective nondeceptive alternative procedures are not feasible.
(b) Psychologists do not deceive prospective participants about research that is reasonably expected to cause physical pain or severe emotional distress.
(c) Psychologists explain any deception that is an integral feature of the design and conduct of an experiment to participants as early as is feasible, preferably at the conclusion of their participation, but no later than at the conclusion of the data collection, and permit participants to withdraw their data |
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Term
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Definition
(a) Psychologists provide a prompt opportunity for participants to obtain appropriate information about the nature, results, and conclusions of the research, and they take reasonable steps to correct any misconceptions that participants may have of which the psychologists are aware.
(b) If scientific or humane values justify delaying or withholding this information, psychologists take reasonable measures to reduce the risk of harm.
(c) When psychologists become aware that research procedures have harmed a participant, they take reasonable steps to minimize the harm. |
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Term
| 8.09 Humane Care and Use of Animals in Research |
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Definition
Psychologists acquire, care for, use, and dispose of animals in compliance with current federal, state and local laws and regulations, and with professional standards.
(b) Psychologists trained in research methods and experienced in the care of laboratory animals supervise all procedures involving animals and are responsible for ensuring appropriate consideration of their comfort, health and humane treatment.
(c) Psychologists ensure that all individuals under their supervision who are using animals have received instruction in research methods and in the care, maintenance and handling of the species being used, to the extent appropriate to their role |
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Term
| 8.10 Reporting Research Results |
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Definition
| (a) Psychologists do not fabricate data.(b) If psychologists discover significant errors in their published data, they take reasonable steps to correct such errors in a correction, retraction, erratum or other appropriate publication means. |
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Term
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Definition
| Psychologists do not present portions of another's work or data as their own, even if the other work or data source is cited occasionally. |
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Term
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Definition
(a) Psychologists take responsibility and credit, including authorship credit, only for work they have actually performed or to which they have substantially contributed. (b) Principal authorship and other publication credits accurately reflect the relative scientific or professional contributions of the individuals involved, regardless of their relative status. Mere possession of an institutional position, such as department chair, does not justify authorship credit. Minor contributions to the research or to the writing for publications are acknowledged appropriately, such as in footnotes or in an introductory statement.
(c) Except under exceptional circumstances, a student is listed as principal author on any multiple-authored article that is substantially based on the student's doctoral dissertation. Faculty advisors discuss publication credit with students as early as feasible and throughout the research and publication process as appropriate |
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Term
| 8.13 Duplicate Publication of Data |
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Definition
| Psychologists do not publish, as original data, data that have been previously published. This does not preclude republishing data when they are accompanied by proper acknowledgment. |
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Term
| 8.14 Sharing Research Data for Verification |
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Definition
(a) After research results are published, psychologists do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless legal rights concerning proprietary data preclude their release. This does not preclude psychologists from requiring that such individuals or groups be responsible for costs associated with the provision of such information.
(b) Psychologists who request data from other psychologists to verify the substantive claims through reanalysis may use shared data only for the declared purpose. Requesting psychologists obtain prior written agreement for all other uses of the data |
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Term
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Definition
| Psychologists who review material submitted for presentation, publication, grant or research proposal review respect the confidentiality of and the proprietary rights in such information of those who submitted it. |
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Term
Standard 9: Assessment
9.01 Bases for Assessments |
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Definition
| a) Psychologists base the opinions contained in their recommendations, reports and diagnostic or evaluative statements, including forensic testimony, on information and techniques sufficient to substantiate their findings. (c) When psychologists conduct a record review or provide consultation or supervision and an individual examination is not warranted or necessary for the opinion, psychologists explain this and the sources of information on which they based their conclusions and recommendations |
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Term
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Definition
(a) Psychologists administer, adapt, score, interpret or use assessment techniques, interviews, tests or instruments in a manner and for purposes that are appropriate in light of the research on or evidence of the usefulness and proper application of the techniques.
(b) Psychologists use assessment instruments whose validity and reliability have been established for use with members of the population tested. When such validity or reliability has not been established, psychologists describe the strengths and limitations of test results and interpretation.
(c) Psychologists use assessment methods that are appropriate to an individual's language preference and competence, unless the use of an alternative language is relevant to the assessment issues |
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Term
| 9.03 Informed Consent in Assessments |
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Definition
| (a) Psychologists obtain informed consent for assessments, evaluations or diagnostic services, as described in Standard 3.10, Informed Consent, except when (1) testing is mandated by law or governmental regulations; (2) informed consent is implied because testing is conducted as a routine educational, institutional or organizational activity (e.g., when participants voluntarily agree to assessment when applying for a job); or (3) one purpose of the testing is to evaluate decisional capacity. Informed consent includes an explanation of the nature and purpose of the assessment, fees, involvement of third parties and limits of confidentiality and sufficient opportunity for the client/patient to ask questions and receive answers. |
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Term
| 9.04 Release of Test Data |
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Definition
| (a) The term test data refers to raw and scaled scores, client/patient responses to test questions or stimuli and psychologists' notes and recordings concerning client/patient statements and behavior during an examination. Those portions of test materials that include client/patient responses are included in the definition of test data. Pursuant to a client/patient release, psychologists provide test data to the client/patient or other persons identified in the release. Psychologists may refrain from releasing test data to protect a client/patient or others from substantial harm or misuse or misrepresentation of the data or the test, recognizing that in many instances release of confidential information under these circumstances is regulated by law. (b) In the absence of a client/patient release, psychologists provide test data only as required by law or court order. |
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Term
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Definition
| Psychologists who develop tests and other assessment techniques use appropriate psychometric procedures and current scientific or professional knowledge for test design, standardization, validation, reduction or elimination of bias and recommendations for use. |
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Term
| 9.06 Interpreting Assessment Results |
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Definition
| When interpreting assessment results, including automated interpretations, psychologists take into account the purpose of the assessment as well as the various test factors, test-taking abilities and other characteristics of the person being assessed, such as situational, personal, linguistic and cultural differences, that might affect psychologists' judgments or reduce the accuracy of their interpretations. They indicate any significant limitations of their interpretations. |
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Term
| 9.07 Assessment by Unqualified Persons |
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Definition
| Psychologists do not promote the use of psychological assessment techniques by unqualified persons, except when such use is conducted for training purposes with appropriate supervision |
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Term
| 9.08 Obsolete Tests and Outdated Test Results |
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Definition
(a) Psychologists do not base their assessment or intervention decisions or recommendations on data or test results that are outdated for the current purpose.
(b) Psychologists do not base such decisions or recommendations on tests and measures that are obsolete and not useful for the current purpose. |
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Term
| 9.09 Test Scoring and Interpretation Services |
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Definition
a) Psychologists who offer assessment or scoring services to other professionals accurately describe the purpose, norms, validity, reliability and applications of the procedures and any special qualifications applicable to their use.
(b) Psychologists select scoring and interpretation services (including automated services) on the basis of evidence of the validity of the program and procedures as well as on other appropriate considerations.
(c) Psychologists retain responsibility for the appropriate application, interpretation and use of assessment instruments, whether they score and interpret such tests themselves or use automated or other services. |
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Term
| 9.10 Explaining Assessment Results |
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Definition
| Regardless of whether the scoring and interpretation are done by psychologists, by employees or assistants or by automated or other outside services, psychologists take reasonable steps to ensure that explanations of results are given to the individual or designated representative unless the nature of the relationship precludes provision of an explanation of results (such as in some organizational consulting, preemployment or security screenings, and forensic evaluations), and this fact has been clearly explained to the person being assessed in advance. |
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Term
| 9.11 Maintaining Test Security |
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Definition
| The term test materials refers to manuals, instruments, protocols and test questions or stimuli and does not include test data as defined in Standard 9.04, Release of Test Data. Psychologists make reasonable efforts to maintain the integrity and security of test materials and other assessment techniques consistent with law and contractual obligations, and in a manner that permits adherence to this Ethics Code. |
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Term
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Definition
an IO Psych and professor who has opinions that can be sometimes controversial. Said that IO Psych in 1970s where personality doesn’t have impact on predicting performance. His article is claimed to have caused the delay in IO research.
•Aggregates a bunch of studies and not influenced
•Situational specificity still has a place in IO
•May still have relevance despite problems of sample size and validity, but content matters. The criterion at a local org and particular point in time may be more significant and specific that what the whole test was aggregated on. Will have to take into account the specificity on what it was done.
•Guion believes that we’ve gone through validity generalization |
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Term
| Personnell Selection as a Signaling Game |
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Definition
When an org is trying to hide weaknesses and instead try to highlight their strengths. An applicant is looking for (in a job interview) how do I get the job, but be focused on what is the company looking for? What the org wants and present what they want?. The gain of the employer is trying to read between the lines about what are the weaknesses of the applicant.
•The idea that we have rational players on both sides (employer/applicant) is not the case and people are playing a game that are sending messages based on dishonest representation to achieve their goal and be successful. |
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Term
| According to Aguinis & Smith, is it desireable for adverse impact to be as close to .80 as possible? |
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Definition
False because they want it to be as close as 1.0 and the desirable situation is to have no adverse impact at all.
•If it was 100%, then the minority groups are being selected at equal rates as the majority groups.
•Authors raise several issues about adverse impact |
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Term
| The Aguinis & Smith show test bias changing cut score to reduce AI |
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Definition
because there is no perfect cut off score
•Typically doing a single line as an aggregation of the groups. When we look at the lines separating the groups it will result in more false positives and false negatives for the various groups being considered and depending where you are on the cut score.
•Those in the other two groups (see graph in quiz) there will be higher false positives and negative positives. |
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Term
| According to Guion when is ipsative measures appropriate in personnel selection? |
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Definition
5)ipsative measure = one or the other (score high on one then score low on the other - example is Myers-Briggs)
•Why do we want to hire people high on some and low on other?
•If we want to develop diversity and hiring for a group, wouldn’t be wise to have all the same type because would miss something. If hiring engineers, then we need someone not so logical and able to think out of the box.
•If hiring for conscientiousness, then a team of all the same would create additional problems for all being too much alike.
•From a team perspective, we need to find people who are low on some while others who are high on others |
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Term
| Guion suggests which is more flawed "adminitrative" or "research" purposes? |
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Definition
admin purposes - when making hiring decisions and gathering info for a specialized purpose. Guion argues it is cleaner for research and for admin may get into “favoritism” and “made me angry”.
•Have to be careful on only looking at the criterion side and validated measures, but what are we correlating it with?
•Admin is more flawed - |
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Term
| Test Standard 8.4: "Informed consent should be obtained from test takers...law...when consent is clearly implied." |
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Definition
need to get consent when evaluating on an individual basis. If applying for a promotion and it requires to go thru assessment center, then it is implied the employee will give consent.
•Employers need to be more explicit in how results and data will be used |
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Term
| Test Standards 6.9: :Test documents should cite a representative set available studies..." |
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Definition
8)Cite a representative set of available studies = representative by broader studies and presenting a sample of these (not to cite every single one) but can include those that do not cite the same info, then those cannot be ignored (ie drug testing and results)
•Test publisher have validity evidence and reliability evidence before they put test on the market and test user is aware, reviewed and make expert judgment of test to what we are trying to predict to. |
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Term
| Signaling Game: "...joint effort to find a good match..." |
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Definition
| 9) the authors argue is that it would be better off to get beyond the bias and figure out a way to decide if it is a match or not. |
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Term
| Guion scared of relying on meta-analysis |
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Definition
10) tend to have more negative than positive results -
•Problems with meta-analysis they are not the gold standard, then at some point in time we won’t have any meta-analysis. |
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Term
| Implications of the Flynn effect on raising IQ and adverse impact |
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Definition
Flynn Effect says that it basically unchangeable (introversion/extroversion) and says that IQ is not a trait and is not fixed and unchangeable. Flynn brought proof that IQ has been going up in developing countries and ethnic groups and IQ tests needed to be reevaluated.
•If there are certain traits and environmental factors are addressed (nutrition, education, etc) then it is expected that IQ will rise and adverse impact will then be reduced among those ethnicities where IQ has been a factor for adverse impact.
•The case can be made there will be less adverse impact, not going to change it, a natural plateau where IQ can’t go up anymore (limit to our species) and computers are smarter than humans, how do we measure IQ and cognitive ability? Do we need to modify the way we assess intelligence with current day reality.
•Are there natural limits to IQ and will people stop learning? |
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Term
| Van Iddenking, C.H., Roth, P.L., Raymark, P.H., Odle-Douses, H.N. (2012). The criterion-related validity of integrity tests: |
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Definition
•Purpose of the study is to provide updated understanding to criterion-related validity of integrity tests
•Questions were raised about the lack of methodological rigor within the integrity test literature
•Results of prior meta-analysis are based on test-publisher research and potential for conflicts of interest between publisher and non-publisher results
•20 years have passed since Ones et al. Meta-analysis study (1993) and need to update info and results
Limitations
• There is small/limited number of studies in secondary subjects that reduce ability to predict certain criteria and under what conditions
• Few studies reported interrupter reliability of job performance criteria with some studies there was no indication of how many raters contributed
•Few studies provided information on how participants were selected, range in test score variance and extent to which original predictors were related to subsequent integrity test scores.
• Few studies did not provide predictor or criterion correlations, meta-analysis had to use mean validity estimates rather than composite validity estimates (mean validity can underestimate) |
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Term
| U.S Occupational Safety and Health Act of 1970 |
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Definition
| •Mandates that employers provide a safe and healthy work environment for employees |
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Term
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Definition
•Is associated with numerous health problems: headaches, weight control problems, sleeplessness, GI Problems, heart disease, immune system, memory and psychological disorders
•It is estimated it costs orgs billions of dollars annually in disability claims, absenteeism and loss of productivity
•Prolonged exposure can have debilitating effects on the employee |
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Term
| rganizational Level Stressors |
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Definition
•Flexible schedules allow the organization to remain competitive and employees to have control over their own schedules
•Research on full vs part time work has not provided any significant difference in job attitude or well being
•Voluntary part time work has shown beneficial in job satisfaction and general well being
•Shift work (graveyard) has been shown to be a risk factor for cardiovascular disease
•Being able to choose and have control over work arrangements (schedules) and part or full time, is important in promoting health in employees
•Suggests that hiring employees who can handle differing work shifts and environments might be a good solution. Through use of realistic job previews applicants will be better able to make informed decisions about the job and fit |
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Term
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Definition
•Role conflict, role ambiguity and role overload contribute to the stress experience and burnout
•Quantitative overload is the belief that one’s work cannot be completed in the time alloted
•Qualitative overload is when the employee feels deficient in the skills necessary to perform the job
•LePine et al. (2000) found that employees high on conscientiousness do not adapt quickly to change
•Training employees to be more adaptive by exposing them to various unpredictable situations may develop adaptability and creativity in workers |
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Term
| Interpersonal Relationships |
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Definition
Abusive supervision is one of the most detrimental stressors and causes less employee satisfaction, psychological distress and well being
Abusive supervisors may engage as a means to protect their own control and power over situations |
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Term
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Definition
•Political skill is the ability to effectively understand others at work and to use such knowledge to influence others to act in ways that enhances one’s personal and/or organizational goals.
•Socially “smart” and aware of need to behave/act differently among different people and situations
•Increases a sense of self-confidence and personal security due to greater sense of personal control, or control over social activities in the workplace
•Having the knowledge/ability to manage through work environment, appears to play a significant role in buffering negative effects of work stressors.
Suggests that orgs encourage political skill among its employees through training and mentoring programs |
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Term
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Definition
Five Factor Model is discussed and how these apply to work environments, but employers cannot simple select applicants based on personality
•Demographic differences have been shown to have association with stress
•Age
•Younger employees typically report a higher burnout level
•Younger employees have more positive results with perceptions of organizational politics resulting in higher work performance v. older employees
•Older employees have lower levels of burnout possibly because they have shifted their expectations to fit reality
•Older employees may have passes a “burnout” threshold that allows them to handle stress better
Gender
•Can result from feelings of discrimination and experiences with sexual harassment, and male dominated culture |
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Term
| Pulakos et al. (2000) developed a taxonomy of adaptive job performance |
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Definition
1.Handling emergencies or crisis situations
2.Learning work tasks, technologies, and procedures
3. Handling work stress
4. Demonstrating interpersonal adaptability
5.Displaying cultural adaptability
6.Solving problems creatively
7.Dealing effectively with unpredictable or changing work situations
8.Demonstrating physically oriented adaptability |
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Term
| Borman et al. three subdimensions of citizenship performance |
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Definition
1.Personal Support
a.Helping, Cooperating, Courtesy, and Motivating
2.Organizational Support
a.Representing, Loyalty, and Compliance
3.Conscientious Initiative
a.Self-development, Initiative, and Persistence |
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Term
| Adaptability: Distal predictors |
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Definition
Cognitive ability, conscientiousness/resiliency, openness to experience, age. Distal Individual Differences – Adaptability
Pulakos et al. (2002) found that cognitive ability, some aspects (in particular achievement motivation) and respondents’’ past experience institutions requiring the eight different types of adaptability (experience) were all predictive of adaptive performance. |
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Term
| Citizenship: Distal predictors |
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Definition
| Conscientiousness, prosocial personality, collectivism, narcissism, motives, concern over future consequences, social networks, informational privacy. Distal Individual Differences – Citizenship Previous research on distal citizenship performance predictors has focused almost entirely on motivational and dispositional variables. |
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Term
| Adaptability: proximal predictors |
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Definition
Situational knowledge and regulatory processes. Immediate/Proximal Determinants –Adaptability
Knowledge, self-efficacy, and skill all predict adaptive performance (Kozlowsk et al, 2001) |
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Term
| Citizenship: proximal predictors |
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Definition
Attitudes, knowledge and skill, leadership, and social exchange
Immediate/Proximal Determinants – Citizenship
Unexplained causes but likely attitudes, knowledge, and skills.
Most research conducted on predictors of citizenship and adaptive performances has used job incumbents as subject of their research. Predictive validity studies using applicant population’s needs to be conducted |
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Term
| Measuring Adaptive Performance |
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Definition
Two important issues: clearly defining the types of adaptive behavior or performance of interested and it may be hard to measure adaptive behavior under typical work conditions or in laboratory settings.
One can gather supervisor, peer, subordinate, or customer rating using various behaviors based rating formats – Pulakos et al., 2002
Ex. US Army Special Forces created computer game simulation as part of the Adaptive Thinking & Leadership (ATL) program to train Special Forces team leaders. |
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Term
| Measuring Citizenship – Related Variables |
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Definition
| Four issues with measurement: few jobs require equal amounts of all dimension, measure of citizenship itself vary in the degree to which they reflect activity rather than performance, tremendous within-person variability in citizenship such that the level of citizenship varied from one day to the next, and good deal of conceptual overlap among the various facets of citizenship. |
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Term
| Moderators and Mediators – Adaptability |
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Definition
| Nature of the tasks, team and group factors, and the larger organizational environment |
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Term
| Moderators and Mediators – Citizenship |
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Definition
| Kamdar and Can dyne’s (2007) (LMX and TMX) finding suggested that when we fail to account for nontraditional predictors such as exchange relationship quality, our ability to predict citizenship is diminished and agreeableness appears to have a more consistent relationship with citizenship than it really does. |
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Term
| Impact on Organizational Outcomes |
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Definition
Impact of Adaptability
More adaptive individuals makes for more adaptive organizations through a) managing change (openness to change) b) organizational learning, and c) maintaining customer focus
Impact of Citizenship
Citizenship performance does contribute to organizational effectiveness. |
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Term
| Potential Antecedents of CWB |
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Definition
| Spector and Fox (2005) combination of individual differences and environmental conditions lead to the behaviors. Integrity Tests, Personality: Five-Factor Model, Individual Personality Traits, Cognitive Ability, Demographic and Background Variables, Attitudes and Emotions |
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Term
Standard 5.1
Test administrators should follow carefully the standardized procedures for administration and scoring specified by the test developer, unless the situation or a test taker’s disability dictates that an exception should be made. |
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Definition
| The same standards should be used for all test takers and accommodations should be administered carefully. |
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Term
Standard 5.2
Modifications or disruptions of standardized test administration procedures or scoring should be documented. |
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Definition
| Test accommodations, modifications, and standards should be kept confidential. |
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Term
Standard 5.3
When formal procedures have been established for requesting and receiving accommodations, test takers should be informed of these procedures in advance of testing. |
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Definition
| Strict established procedures should be adhered to. |
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Term
Standard 5.4
The testing environment should furnish reasonable comfort with minimal distractions. |
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Definition
| The testing conditions should be equivalent to those that prevailed when norms and other interpretive data were obtained. |
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Term
Standard 5.5
Instructions to test takers should clearly indicate how to make responses. Instructions should also be given in the use of any equipment likely to be unfamiliar to test takers. Opportunity to practice responding should be given when equipment is involved, unless use of the equipment is being assessed. |
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Definition
| When new tools, equipment, or procedures are used, test takers may need a chance to practice before the test. |
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Term
Standard 5.6
Reasonable efforts should be made to assure the integrity of test scores by eliminating opportunities for test takers to attain scores by fraudulent means. |
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Definition
| Reseating test takers, reporting any test irregularities, etc. are important aspects to pay attention to. |
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Term
Standard 5.7
Test users have the responsibility of protecting the security of test materials at all times. |
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Definition
| Only give access to test information on a need to know basis. A third party may need to intervene to prevent test information from becoming public record. |
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Term
Standard 5.8
Test scoring services should document the procedures that were followed to assure accuracy of scoring. The frequency of scoring errors should be monitored and reported to users of the service on reasonable request. Any systematic source of scoring errors should be corrected |
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Definition
| Scoring errors should be minimized and, when they are found, steps should be taken promptly to minimize their recurrence. |
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Term
Standard 5.9
When test scoring involves human judgment, scoring rubrics should specify criteria for scoring. Adherence to established scoring criteria should be monitored and checked regularly. Monitoring procedures should be documented. |
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Definition
| When human scoring involved, putting “checks” into place to ensure accuracy and consistency important. Lack of consistent scoring may call for retraining or dismissing some scorers or for reexamining the scoring rubrics. |
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Term
Standard 5.10
When test score information is released to students, parents, legal representatives, teachers, clients, or the media, those responsible for testing programs should provide appropriate interpretations. The interpretations should describe in simple language what the test covers, what scores mean, the precision of the scores, common misinterpretations of test scores, and how scores will be used. |
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Definition
| Test users should consult the interpretive material prepared by the test developer or publisher and should revise or supplement the material as necessary to present the local and individual results accurately and clearly. |
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Term
Standard 5.11
When computer-prepared interpretations of test response protocols are reported, the sources, rationales, and empirical basis for these interpretations should be available, and their limitations should be described. |
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Definition
| Computer-prepared interpretations should be used with care in diagnostic settings, because they may not take into account other information about the individual test taker. |
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Term
Standard 5.12
When group-level information is obtained by aggregating the results of partial tests taken by individuals, validity and reliability should be reported for the level of aggregation at which results are reported. Scores should not be reported for individuals unless the validity, comparability, and reliability of such scores have been established. |
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Definition
| Large-scale assessments often achieve efficiency by “matrix sampling” of the content domain by asking different test takers different questions. If individual scores are provided, comparisons between scores obtained by different individuals are based on response to items that may cover different material. |
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Term
Standard 5.13
Transmission of individually identified test scores to authorized individuals or institutions should be done in a manner that protects the confidential nature of the scores. |
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Definition
| Care is always needed when communicating the scores of identified test takers, regardless of the form of communication. |
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Term
Standard 5.14
When a material error is found in test scores or other important information released by a testing organization or other institution, a corrected score report should be distributed as soon as practicable to all known recipients who might otherwise use the erroneous scores as a basis for decision making. The corrected report should be labeled as such. |
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Definition
| A material error is one that could change the interpretation of the test score. |
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Term
Standard 5.15
When test data about a person are retained, both the test protocol and any written report should also be preserved in some form. Test users should adhere to the policies and record-keeping practice of their professional organizations. |
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Definition
| The protocol may be needed to respond to a possible challenge from a test taker. Record keeping may be subject to legal and professional requirements. |
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Term
Standard 5.16
Organizations that maintain test scores on individuals in data files or in an individual’s records should develop a clear set of policy guidelines on the duration of retention of an individual’s records, and on the availability, and use over time, of such data. |
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Definition
| Outdated scores should generally not be used or made available, except for research purposes. The key issue is the valid use of information. |
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Term
| U.S. Department of Defense (DoD) |
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Definition
| the world’s largest employer of the young people. |
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Term
| Military Personnel Systems |
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Definition
Enlisted personnel-85% of entire military (entry level)
2.Commissioned officers-leadership and management
i)Company grade officer-tactical level
ii)Field-grade officer-operational-level positions
iii)General or flag officer-service executives engage in strategic, policy-making decisions
3.Noncommission or petty officers (NCOs) –technical experts
4.Warrant officers (all service except Air force)-highly specialized leadership position
•Military is a closed personnel system-hires members already employed within their ranks.
•Selecting the correct number of high quality individuals each year is essential to sustain a flow of seasoned leaders for the future |
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Term
| Indicators of Recruit Quality |
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Definition
•DoD use aptitude and educational achievement as indices to recruit
•For enlisted and classification and occupation assignment, they use the Armed Services Vocational Aptitude Battery (ASVAB)-administered in computer adaptive (70% at 65 Military Entrance Processing Stations)and paper and pencil versions (30% at 650 remote satellite testing sites
•Armed Services Vocational Aptitude Battery (ASVAB)-is a battery comprising ten tests that measure verbal, math and science/technical skills and knowledge.
i)First and largest adaptive “employment test program use today
ii)Valid predictor of hands-on job performance
iii)Used to set recruit quality benchmarks and defend DoD’s recruiting budget
•Armed Forces Qualification Test (AFQT)- a composite of ASVAB, measures verbal (word knowledge and paragraph comprehension) and math (arithmetic and reasoning knowledge) abilities
i)Primary enlistment screen
ii)DoD’s first index of recruit quality |
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Term
| Need for Military Selection |
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Definition
• Military is a supply and demand phenomenon
• Recruiting, training, and assignment is an investment and it needs to be |
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Term
| SHORT HISTORY OF MILITARY PERSONNEL TESTING (PRE-ALL VOLUNTEER FORCE) |
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Definition
•Army Alpha was a verbal, group-administered test that measured verbal ability, numerical ability, ability to follow directions, and information
•Army Beta was a nonverbal, group-administered counterpart to the Army Alpha. Used to evaluate the aptitude of illiterate, unschooled, or non-English speaking inductees
•Army General Classification Test (AGCT)- similar to Army Alpha, designed to be a general learning test used for job placement |
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Term
| MOVING TO AN AA-VOLUNTEER FORCE |
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Definition
•President Nixon established a commission to develop a comprehensive plan for eliminating conscription and moving toward an all-volunteer force
•Armed Forces Women’s Selection Test was administered foe females applicants in lieu of AFQT from 1956-1974 |
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Term
| Implementing the new selection and classification procedure should: |
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Definition
i)Increase personnel productivity
ii)Increase job satisfaction and commitment
iii)Reduce firs-term attrition
iv)Reduce adverse impact against women and minorities |
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Term
Standard 11.1
Prior to the adoption and use of a published test, the test user should study and evaluate the materials provided by the test developer. Of particular importance are those that summarize the test’s purposes, specify the procedures for test administration, define the intended populations of test takers, and discuss the score interpretations for which validity and reliability data are available. |
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Definition
| User should review related manuals, literature, legal restrictions, reliability and validity within the context the test is used, and interpret results wisely given the context. |
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Term
Standard 11.2
When a test is to be used for a purpose for which little or no documentation is available, the user is responsible for obtaining evidence of the test’s validity and reliability for this purpose. |
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Definition
| Test user responsible for collecting evidence of validity if used for an unintended purpose. Evidence from literature should be reviewed and limitations should be made clear. |
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Term
Standard 11.3
Responsibility for the test use should be assumed by or delegated only to those individuals who have the training, professional credentials, and experience necessary to handle this responsibility. Any special qualifications for test administration or interpretation specified in the test manual should be met. |
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Definition
| When the situation falls outside the user’s experience, assistance should be obtained. |
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Term
Standard 11.4
The test user should have a clear rationale for the intended uses of a test evaluation procedure in terms of its validity and contribution to the assessment and decision-making process. |
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Definition
| Justification for the role of each instrument in selection, diagnosis, classification, and decision making should be arrived at before test administration. |
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Term
Standard 11.5
Those who have a legitimate interest in an assessment should be informed about the purposes of testing, how tests will be administered, the factors considered in scoring examinee responses, how the scores are typically used, how long the records will be retained, and to whom and under what conditions the records may be released. |
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Definition
| The purposes of the test and the uses of the test must be made very clear to the examinee especially when they are not obvious. |
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Term
Standard 11.6
Unless the circumstances clearly require that the test results be withheld, the test user is obligated to provide a timely report of the results that is understandable to the test taker and others entitled to receive this information. |
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Definition
| The interpretation of the report (verbal versus printed report) should vary according to the level of sophistication of the recipient. |
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Term
Standard 11.7
Test users have the responsibility to protest the security of tests, to the extent that developers enjoin users to do so. |
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Definition
| Depending on context, consistency and clarity in the definition of acceptable and unacceptable practices is critical. |
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Term
Standard 11.8
Test users have the responsibility to respect test copyrights. |
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Definition
| Legally and ethically, test users may not reproduce copyrighted materials for routine test use without consent of the copyright holder. |
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Term
Standard 11.10
Test users should be alert to the possibility of scoring errors; they should arrange for rescoring if individual scores or aggregated data suggest the need for it. |
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Definition
| Monitoring scoring accuracy should be a routine responsibility of testing program administrators wherever feasible. |
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Term
Standard 11.11
If the integrity of a test taker’s scores is challenged, local authorities, the test developer, or the test sponsor should inform the test takers of their relevant rights, including the possibility of appeal and representation by counsel. |
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Definition
| Irregularities in the test taking process should be reported and test takers should be told of their rights in such situation. |
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Term
Standard 11.12
Test users or the sponsoring agency should explain to test takers their opportunities, if any, to retake an examination; users should also indicate whether the earlier as well as later scores will be reported to those entitled to receive the score reports. |
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Definition
| If test takers have the privilege of retaking the examination, cancel scores, or to have scores withheld they should be informed. |
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Term
Standard 11.13
When test-taking strategies that are unrelated to the domain being measured are found to enhance or adversely affect test performance significantly, these strategies and their implications should be explained to all test takers before the test is administered. This may be done either in an information booklet or, if the explanation can be made briefly, along with the test directions. |
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Definition
| The goal of test directions should be to convey information on the possible effectiveness of strategies such as guessing, skipping, etc. and thus provide all test takers an equal opportunity to perform optimally. |
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Term
Standard 11.14
Test users are obligated to protect the privacy of examinees and institutions that are involved in a measurement program, unless a disclosure of private information is agreed upon, or is specifically authorized by law. |
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Definition
| Protection of the privacy of individual examinees is a well-established principle in psychology and educational measurement. Many restrictions while also instances where results can be shared. Test takers need to be informed of this. |
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Term
Standard 11.15
Test users should be alert to potential misinterpretations of test scores and to possible unintended consequences of test use; users should take steps to minimize or avoid foreseeable misinterpretations and unintended negative consequences. |
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Definition
| Experienced test users can sometimes anticipate misinterpretations and try to prevent them; required is a reasonable effort to prevent negative consequences and to encourage sound interpretations. |
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Term
Standard 11.16
Test users should verify periodically that their interpretations of test data continue to be appropriate, given any significant changes in their population of test takers, their modes of test administration, and their purpose of testing. |
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Definition
| Things such as shift in demographics of population, examinee disabilities, and response to unforeseen circumstances all may affect interpretations. |
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Term
Standard 11.17
In situations where the public is entitled to receive a summary of test results, test users should formulate a policy regarding timely release of the results and apply that policy consistently over time. |
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Definition
| School districts should have the same policies with regard to testing programs to reduce issues between districts. |
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Term
Standard 11.18
When test results are released to the public or to policymakers, those responsible for the release should provide and explain any supplemental information that will minimize possible misinterpretation of the data. |
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Definition
| Briefings, time reports have to prepare reports and intended purposes of measurement programs all have an effect on media perception. |
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Term
Standard 11.19
When a test user contemplates an approved change in test format, mode of administration, instructions, or the language use in administering the test, the user should have a sound rationale for concluding that validity, reliability, and appropriateness of norms will not be compromised. |
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Definition
| Changes in administration may or may not have an effect; when a given modification becomes widespread, consideration should be given to validation and norming under the modified conditions. |
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Term
Standard 11.20
In educational, clinical, and counseling settings, a test taker’s score should not be interpreted in isolation; collateral information that may lead to alternative explanations for the examinee’s test performance should be considered. |
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Definition
| Doesn’t make sense to intensively review each test takers score. In some settings there may be little or no collateral information of value, in other settings, considerable relevant information is likely to be available. |
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Term
Standard 11.21
Test users should not rely on computer-generated interpretations of test results unless they have the expertise to consider the appropriateness of the interpretation in individual cases. |
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Definition
| The scoring agency has the responsibility of documenting the basis for the interpretation and the user should have the ability to evaluate a computer-based score interpretation it he light of other relevant evidence. |
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Term
Standard 11.22
When circumstances required that a test be administered in the same language to all examinees in a linguistically diverse population, the test user should investigate the validity of the score interpretations for test takers believed to have limited proficiency in the language of the test. |
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Definition
| When possible if language proficiency is not relevant to the purposes of testing, the test user should consider excusing these individuals without prejudice from taking the test and substituting alternative evaluation methods. |
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Term
Standard 11.23
If a test is mandated for persons of a given age or all students in a particular grade, users should identify individuals whose disability or linguistic background indicates the need for special accommodations in test administration and ensure that these accommodations are employed. |
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Definition
| Appropriate accommodations depend upon the nature of the test and the needs of the test taker; the user must take responsibility for identifying those test takers who fall within these categories and implement the appropriate accommodations. |
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Term
Standard 11.24
When a major purpose of testing is to describe the status of a local, regional, or particular examinee population, the program criteria for inclusion or exclusion of individuals should be strictly adhered to. |
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Definition
| In census-type programs, biased results can arise from the exclusion of particular subgroups of students due to factors like financial advantage; clearly, these are unprofessional practices. |
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Term
|
Definition
•Personnel selection contributes to:
1Meeting organizational goals
2)As improved by job performance
3)More effective learning outcomes
4)Higher motivation
5)And reduced turnover
•Test scores to collect might be influence by:
1)The type of training provided
2)Or not provided to those selected
3)The KSAO’s of applicants
•Reliable test scores are inextricably tied to:
1)Job analysis
2)Construct measurement
3)Validation efforts
•Synthesize and interpreting:
1)Lean towards being practical when interpreting statistical and psychometric concepts
2)Advise is intended to be consistent with the use of test scores in a legally defensive manner
3)Sensitive to the wide variety of organizational contexts |
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Term
| DECISIONS TO MAKE BEFORE COLLECTING TEST SCORES |
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Definition
•Discuss whether or not the organization has a “selection problem”
•Define the desired purpose(s) for which test scores will be used
•Determined the characteristics to be measured by the tests
•Identify the practical constraints that your selection process-and how to deal with them |
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Term
| COLLECTION OF TEST SCORES |
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Definition
Maintaining Test Security
•Modern methods of communication make it easier to compromise test security
•When used properly, test score have great potential to positively influence organizational outcomes
1)Test owners want to protect their proprietary rights tot the content, format…
2)Test users want to maintain the test’s fairness and validity by spreading test-specific info that would allow for cheating
3)Organizations have ethical responsibility to maintain the privacy and security of individual’s test scores
Security breaches are more likely when:
1)Administration is via paper and pencil
2)There are many examinees
3)Test are older and or commercially available
4)There is a single form of the test |
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Term
|
Definition
•Increases test security while maintaining comparable scores across forms
•Substituting different numbers for the originals will suffice
•Developing alternate forms for situational judgment test (SJTs)
1.Assigning items randomly to forms
2.Creating forms with similar situations
3.Creating forms with similar situations and similar item responses |
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Term
|
Definition
•When alternate forms are used, it is necessary to equate test scores across forms
•Item response theory (IRT): sample size are smaller (less than 500 per items), IRT assumptions are untenable
•Other equating methods:
Linear-scores on two tests are considered to be equate if they correspond to the same number of SD units from the mean
Cons:
•It requires the assumption that differences in the shapes of the raw-score distributions for each form are trivial
Pros:
•Advantage of mapping of scores from one version to the other throughout the entire range of scores
*Requires smaller sample size
Equipercentile-scores on two tests are considered to be equated if they correspond to the same percentile rank
Cons:
•It requires very large sample size
•Large error of estimation are likely |
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Term
|
Definition
•Computer adaptive tests (CATs)-provided different items to test-takers depending on their previous responses.
•CATs require very large sample sizes (500-1000) and very large item pools |
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Term
|
Definition
•Using computer administration to enhance test security
•Minimizing test exposure/cheating:
Have a single point of entry
Applicant tracking system to collect identification info
Applicants should be warned about consequences of cheating
Item order should be randomize
Unproctored internet test might be used for initial testing or screen out unfir candidates |
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Term
|
Definition
Financial may put a stick 1 hour testing time
If so go for depth over breadth
Measure a relatively small handful of key construct effective for selection purposes |
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Term
|
Definition
Retesting at a later date is a best practice
There are test score gains in retest
Need a minimal of 6months for large scale ability test
30-60 days for skill teat |
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Term
|
Definition
Base on psychometrics characteristics
Experimental predictor battery
Small company-published norms or meta analysis results
Maximizing criterion-related validity while minimizing adverse impact |
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Term
|
Definition
statistical-data driven, using multiple regression
a)Criterion score must be available
b)Regression weights focus on predictors and does not take into account adverse impact
c)Regression weights can be difficult to interpret and explain to stakeholders
d)Regression weights derive in as mall and or with highly intercorrelated predictors variable could be different from most stable or optimal weight base on the population interest
Rational-researcher specify |
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Term
| MAKING SELECTION DECISIONS |
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Definition
To—down selection
Setting a cut score
Test score banding procedure |
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Term
| Selection to Fit a Profile |
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Definition
Person-job
Person-organization (P-O) predict organizational criteria job performance and turnover. Bets advocate for selection
Person-group
Person-supervisor |
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Term
|
Definition
• Un-proctored Internet Test
• Problems cheating
• Stealing the test |
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Term
| Proctored testing is the “gold standard” for high stakes testing and un-proctored testing is likely to increase rapidly. True or false? |
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Definition
• Trues
• Easier to administer
• Cheaper
• More people can take them
• If managers see testing as an incidental kind of thing they are likely not to put in the appropriate work |
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Term
| Which is superior: “clinical” or “mechanical” combination of predictors to reach judgments about hiring decisions. |
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Definition
• Neither if we are just looking at what would predict best
• But in reality each has a contribution to make and if used together could be important
• Mechanical – relies on statistical analysis to give objective assessment
• Clinical – based on personal judgment |
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Term
| What role should managers play in decision-making and which should be left to technical decision making rules? |
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Definition
• Use them in ways that can be helpful
• If you use a mechanical method get the managers involved in setting the weights
• If managers don’t believe in testing it can undermine the testing
• Use the formula to choose the top candidates and let them choose from those
• Work with them |
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Term
| “Feedback to all job candidates, whether hired or not, is an ethical requirement of the APA ethics code for psychologists” (True/False) |
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Definition
• 9.10 – take reasonable steps to give feedback unless the relationship precludes doing so
• 9.03 – have to explain it to them unless you wave your right
• But more complicated then that and have to think of the issues from up front and figure out how do we tell people, etc |
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Term
| Issues in giving feedback to internal vs. external candidates |
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Definition
• Internal – still have a commitment to them and they didn’t get selected, how do they feel? Performance declined, etc. Depends on how you handle it
o Frustrated and disengaged
o Test fairness
• External
o Telling them too much and having a lawsuit
o Integrity –
o Telling them it was very competitive |
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Term
| Issues In giving feedback to successful vs. unsuccessful candidates |
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Definition
o Successful
o They are going to agree with the testing system
o Less inclined to hear the negative feedback if there is any
o Unsuccessful
o Unfair, I want to see the data, what’s the validity, etc.
o Tendency of people is to blame the process not themselves (to protect self-esteem)
o If you clarify the procedure, then if I conclude it's a fair test and I didn’t do well on it their self-esteem goes down and may be depressed, etc. |
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Term
| Computer adaptive test (CATs) |
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Definition
• Each person is taking a different version of a test
• And get people to their natural ceiling
• Gets you into your appropriate base
• Not wasting time on items that are too easy |
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Term
| Linear vs. equipercentile equating of alternate test forms |
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Definition
• Linear – the number of standard deviations for the mean
• Equipercentile – the same score on different versions result in the same percentile
• Once you have UIT one of the themes is that anything you do to protect the integrity of the test is basically shot
• Huge item pool and many different versions of the test, but they need to all be equal |
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Term
| Angoff method for setting cut scores on a predictor |
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Definition
• Uses SMEs to estimate the probability of an individual with the minimum level of ability being able to answer all the tests correctly
• Mean of all the probabilities creates a cut score |
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Term
| Guion’s view on situational specificity is: |
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Definition
• It’s still valid, you can’t rely on the theory of VG alone
• VG aggregates across a range of situations, and that SS still has a role in selection |
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