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THE SITUATIONAL INTERVIEW
... Situational (Latham, Saari, Pursell, & Campion, 1980 ) and pastbehavior (Janz, 1982) questions have emerged as the most popular types of structured interview questions. SQs are based on goal-setting theory and rely on the assumption that intentions predict future behavior (Latham, 1989; Locke & Latham, 1990). ...
... Future research should also examine SQ design. Originally, Latham and colleagues (Latham et al., 1980 ) argued that posing a dilemma between competing values is an essential component of the SQ design. For example, sawmill workers were asked to choose between attending work and caring for ill family members (Latham et al., 1980). ...
... Originally, Latham and colleagues (Latham et al., 1980 ) argued that posing a dilemma between competing values is an essential component of the SQ design. For example, sawmill workers were asked to choose between attending work and caring for ill family members (Latham et al., 1980). However, as noted in two meta-analyses (Huffcutt et al., 2004; Taylor & Small, 2002), many researchers have used SQs that contained no dilemmas. ...
In the 20 years since frameworks of employment interview structure have been developed, a considerable body of empirical research has accumulated. We summarize and critically examine this literature by focusing on the 8 main topics that have been the focus of attention: (a) the definition of structure; (b) reducing bias through structure; (c) impression management in structured interviews; (d) measuring personality via structured interviews; (e) comparing situational versus past-behavior questions; (f) developing rating scales; (g) probing, follow-up, prompting, and elaboration on questions; and (h) reactions to structure. For each topic, we review and critique research and identify promising directions for future research. When possible, we augment the traditional narrative review with meta-analytic review and content analysis. We concluded that much is known about structured interviews, but there are still many unanswered questions. We provide 12 propositions and 19 research questions to stimulate further research on this important topic.
... However, the structure of the MMI station per se varies from study to study, and from station to station, i.e., there is a range of the degree of: job analysis; developing the questions based on job analysis; standardisation of interview questions; standardisation of assessment format (rubrics of rating scales); and interviewer training12345678910111213141520]. Amongst those, as a station interview format, most studies have used the Situational Question (SQ) [21,22]: a question type of " what would you do in this situation? " combined with traditional SSPI questions: " tell me about yourself. ...
... In PBQs, Situation-Task-Action-Result (STAR) approach was applied for guiding interviews [38]. In SQs, presenting a scenario with a dilemma and making the candidates describe what they would do, in a situation where the candidate had to choose between two or more mutually exclusive courses of action [21,22] were followed by structured probing [27]. Examiners were not allowed to probe independently. ...
The Multiple Mini-Interview (MMI) mostly uses 'Situational' Questions (SQs) as an interview format within a station, rather than 'Past-Behavioural' Questions (PBQs), which are most frequently adopted in traditional single-station personal interviews (SSPIs) for non-medical and medical selection. This study investigated reliability and acceptability of the postgraduate admissions MMI with PBQ and SQ interview formats within MMI stations.
Twenty-six Japanese medical graduates, first completed the two-year national obligatory initial postgraduate clinical training programme and then applied to three specialty training programmes - internal medicine, general surgery, and emergency medicine - in a Japanese teaching hospital, where they underwent the Accreditation Council for Graduate Medical Education (ACGME)-competency-based MMI. This MMI contained five stations, with two examiners per station. In each station, a PBQ, and then an SQ were asked consecutively. PBQ and SQ interview formats were not separated into two different stations, or the order of questioning of PBQs and SQs in individual stations was not changed due to lack of space and experienced examiners. Reliability was analysed for the scores of these two MMI question types. Candidates and examiners were surveyed on this experience.
The PBQ and SQ formats had generalisability coefficients of 0.822 and 0.821, respectively. With one examiner per station, seven stations could produce a reliability of more than 0.80 in both PBQ and SQ formats. More than 60% of both candidates and examiners felt positive about the overall candidates' ability. All participants liked the fairness of this MMI when compared with the previously experienced SSPI. SQs were perceived more favourable by candidates; in contrast, PBQs were perceived more relevant by examiners.
Both PBQs and SQs are equally reliable and acceptable as station interview formats in the postgraduate admissions MMI. However, the use of the two formats within the same station, and with a fixed order, is not the best to maximise its utility as an admission test. Future studies are required to evaluate how best the SQs and PBQs should be combined as station interview formats to enhance reliability, feasibility, acceptability and predictive validity of the MMI.
... .3.2 Fase de desarrolloUn proceso de desarrollo profesional adecuado para los empleados permite ampliar sus conocimientos y habilidades, los cuales son la base para la evaluación de sus capacidades como potencial en la empresa (Fernández-Aráoz, Groysberg y Nohria, 2011). El desarrollo profesional incluye la adquisición y desarrollo sistemático de los conocimientos, habilidades y aptitudes requeridos para cada puesto de trabajo con el objetivo de que los empleados mejoren el desempeño de las tareas que ya realizan o bien para mejorar su rendimiento en el entorno laboral(Goldstein, 1990;Latham, Saari, Pursell y Campion, 1980). La capacitación y el desarrollo de los trabajadores identificados como talento abarcan la promoción interna, la evaluación continua de las necesidades de formación y otras prácticas de gestión de la trayectoria profesional(Bonneton, Festing, Schworm y Muratbekova-Touron, 2019), como son las asignaciones internacionales a corto y largo plazo, la participación en equipos globales, la capacitación intercultural, la asignación de mentores y los programas de formación(Caligiuri y Tarique, 2009). ...
La gestión del talento abarca la selección, contratación, incorporación, de- sarrollo, retención y renovación de recursos humanos, teniendo en cuenta el análisis y la planificación global de estos. Atraer y retener el talento adecuado en los puestos de trabajo es uno de los factores clave del éxito de las empresas en el competitivo panora- ma de la economía global (Collings y Mellahi, 2009).
El objetivo de este estudio es mostrar el proceso de gestión global de talento de una empresa a través de las diferentes fases que lo componen: detección, desarrollo, evalua- ción y confirmación. Para ello, esta investigación utiliza una metodología basada en el estudio de un caso en profundidad a partir del análisis de una empresa dedicada al desarrollo, fabricación y distribución logística de automóviles.
Los resultados de esta investigación muestran que la empresa analizada gestiona el talento de forma global y sistemática (Tarique y Schuler, 2010), generando un pool de talento, ofreciendo múltiples vías de desarrollo profesional y fomentando de igual manera la movilidad intra- e interárea a través de observaciones por múltiples evaluadores (directivos tanto de la propia área del candidato como de otras áreas). La metodología desarrollada por la empresa es innovadora en tres aspectos: 1) la auto- nominación, 2) la evaluación on the job, y 3) la evaluación por múltiples evaluadores.
... The questions focused on aspects of retaining and recruiting youth in the prevention and promotion programming. Questions were formulated to assess past-oriented factors and future oriented factors related to promoting the program and retaining youth once they attend (Latham et al., 1980;Ellis, West, Ryan & DeShon, 2002). ...
... O'Rourke (1929), a Psychologist who worked for the US Civil Service during the time of Prohibition, developed the first known structured interview. Subsequently, Latham et al. (1980) developed the situational interview and Janz (1982) developed the patterned behaviour description interview. During a situational interview, the interviewer describes a dilemma embedded in a realistic job scenario. ...
Abstract
Purpose
–
The purpose of this paper is to provide a conceptual model of the standard employment
interview that practitioners may use to improve their interview skills and the accuracy of their
selection decisions.
Design/methodology/approach
–
The dynamics of each discrete stage of the interview model are
supported by empirical findings from the research literature on employment interviewing.
Findings
–
An interview transitions through four naturally occurring stages: the initial impression
formed in the first few seconds when the candidate and interviewer first lay eyes on one another;
a rapport building stage of several minutes to help each party settle in; the body of the interview in
which job skills and culture-fit are assessed; and the close, when the interviewer asks if the candidate
has any questions about the job or company.
Research limitations/implications
–
Implications for research include providing solutions to the
problem of difficult-to-control personal biases (especially during Stages 1 and 2), as well as conducting
holistic studies that include the factors that influence decision making across all four stages to
determine their relative weights.
Practical implications
–
The four stage model can be used to design interview training programs.
By dividing the interview into discrete stages, practitioners can become aware of the pitfalls within
each stage and use evidence-based findings to correct mistakes.
Social implications
–
Companies and job candidates benefit alike when selection is based on job
skills and person-organization fit rather than on how well job candidates can interview.
Originality/value
–
This is the first paper to propose that employment interviews move through four
discrete stages and to support the assertion with findings from secondary empirical research.
... In contrast, only intended behaviors are stated in SIs, thus lessening the need for clarification (Roulin, Bangerter, & Levashina, 2015). The original SI methodology ( Latham et al., 1980) did not allow for any probing whatsoever. ...
The primary purpose of this meta-analysis was to examine the psychometric properties of situational interview (SI) and behavior description interview (BDI) questions written to assess the same set of job attributes. Using a final dataset of 29 coefficients (N = 8148), we found an observed mean correlation of 0.40 (0.47 corrected) between construct-matched SI and BDI questions. In terms of moderators, even lower correspondence resulted when (1) both question types had lower internal consistency, (2) there were more questions per format, (3) probing was not allowed in either format or when allowed in one format but not in the other, and (4) the purpose of the interview was for research (vs. employment). Given that their correspondence can be quite low under some moderator combinations, an important implication is that SI and BDI questions should not automatically be assumed to be interchangeable, even when written deliberately to assess the same attributes, and that incremental validity is very possible. Further, results suggest that SIs have higher overall mean validity compared to BDIs for predicting job performance (0.23 vs. 0.18, respectively). Results also indicated a slightly stronger relationship with cognitive ability measures for BDIs than SIs (0.11 vs. 0.09, respectively).
... There were a number of applications of goal setting to human resource management over and above increasing productivity. One example is the situational interview; asking applicants to indicate how they intend to act under various workplace situations proved to have predictive validity and did not pose legal problems (Latham, Saari, Pursell, & Campion, 1980). The underlying assumption of this procedure is that intentions predict behavior. ...
Corresponding author: E-mail: elocke@rhsmith.umd.edu
... There were a number of applications of goal setting to human resource management over and above increasing productivity. One example is the situational interview; asking applicants to indicate how they intend to act under various workplace situations proved to have predictive validity and did not pose legal problems (Latham, Saari, Pursell, & Campion, 1980). The underlying assumption of this procedure is that intentions predict behavior. ...
Setting specific challenging goals is important for increasing both job performance and job satisfaction. Job satisfaction is the result of an appraisal of one's performance against one's goals. Goal setting theory provides a framework that specifies the most valid and practical ways of increasing employee motivation. The theory states that the simplest, most direct motivational explanation of why some people perform better than others is because they have different performance goals. The goal must be both challenging and specific. This is because people normally adjust their level of effort to the difficulty of the goal. People with low goals are minimally satisfied with low performance attainment, and become increasingly satisfied with every level of attainment that exceeds their goal. This is also true for individuals with a high goal.
... Simulations have become a popular and effective way to select employees for a job. There are several different types of simulations, including assessment centers (Thornton & Byham, 1982), work samples (Asher & Sciarrino, 1974), situational interviews (Latham, Saari, Purseli, & Campion, 1980), and paper-pencil management simulations (Motowidlo, Dunnette, & Carter, 1990). Simulations are different from other tests such as multiple-choice exams because they require the candidate to physically and verbally respond to situations that are typical for the job for which the candidate is applying. ...
... " or " What was the outcome? " In contrast, situational interview questions [30] are based on the critical-incident technique , and typically begin " Imagine you are working in the emergency room at the weekend when you are asked to see an aggressive patient as an urgency? " In the NAC, MMI interviewers were provided with the MMI behavioural question, for example " Why do you want to be a GP? " The question and the interviewer prompts were matched to a behaviourally anchored rating scale (SeeFigure 1), which indicated the domain area of the question, the scope of the question, and the criteria and standards of anticipated interviewee performance. ...
... " or " What was the outcome? " In contrast, situational interview questions [30] are based on the critical-incident technique , and typically begin " Imagine you are working in the emergency room at the weekend when you are asked to see an aggressive patient as an urgency? " In the NAC, MMI interviewers were provided with the MMI behavioural question, for example " Why do you want to be a GP? " The question and the interviewer prompts were matched to a behaviourally anchored rating scale (SeeFigure 1), which indicated the domain area of the question, the scope of the question, and the criteria and standards of anticipated interviewee performance. ...
Background:
Entry into specialty training was determined by a National Assessment Centre (NAC) approach using a combination of a behavioural Multiple-Mini-Interview (MMI) and a written Situational Judgement Test (SJT). We wanted to know if interviewers could make reliable and valid decisions about the non-cognitive characteristics of candidates with the purpose of selecting them into general practice specialty training using the MMI. Second, we explored the concurrent validity of the MMI with the SJT.
Methods:
A variance components analysis estimated the reliability and sources of measurement error. Further modelling estimated the optimal configurations for future MMI iterations. We calculated the relationship of the MMI with the SJT.
Results:
Data were available from 1382 candidates, 254 interviewers, six MMI questions, five alternate forms of a 50-item SJT, and 11 assessment centres. For a single MMI question and one assessor, 28% of the variance between scores was due to candidate-to-candidate variation. Interviewer subjectivity, in particular the varying views that interviewer had for particular candidates accounted for 40% of the variance in scores. The generalisability co-efficient for a six question MMI was 0.7; to achieve 0.8 would require ten questions. A disattenuated correlation with the SJT (r = 0.35), and in particular a raw score correlation with the subdomain related to clinical knowledge (r = 0.25) demonstrated evidence for construct and concurrent validity. Less than two per cent of candidates would have failed the MMI.
Conclusion:
The MMI is a moderately reliable method of assessment in the context of a National Assessment Centre approach. The largest source of error relates to aspects of interviewer subjectivity, suggesting enhanced interviewer training would be beneficial. MMIs need to be sufficiently long for precise comparison for ranking purposes. In order to justify long term sustainable use of the MMI in a postgraduate assessment centre approach, more theoretical work is required to understand how written and performance based test of non-cognitive attributes can be combined, in a way that achieves acceptable generalizability, and has validity.
... Fourth, there is a possible confound in Conway et al.'s (1995) results. While situational interviews (Latham, Saari, Pursell, & Campion, 1980) have always been positioned at the highest level of structure, behavior description interviews (Janz, 1982) were initially posited at a more medium level (e.g., discretionary choice from banks of question, probing and dimensional evaluation of responses). Subsequent to the publication of Conway et al., use of the highest level of structure gradually became more common among behavior description studies (e.g., Campion, Campion, & Hudson, 1994;Roth, Van Iddekinge, Huffcutt, Eidson, & Schmitt, 2005). ...
... Ask situational judgment questions (Latham, Saari, Pursell, & Campion, 1980) about what the applicant would do given situations that can happen in the new role job. 6. ...
... As was the case with the engineers and scientists, the higher the goal, the higher and more positive the performance appraisal. Latham, Saari, Pursell, and Campion (1980) developed the situational interview to assess an applicant prior to employment. In brief, applicants are presented with situations, based on a job analysis. ...
The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory’s limitations.
... Our study shows that tools such as RPs and SJTs can be good predictors of job performance in smaller organizations. Moreover, it contributes to work sample literature by providing further support that SJT interviews and RPs produce acceptable criterion-related validity coefficients as reported in previous research (Latham and Saari, 1984; Latham et al., 1980) and meta-analytic studies (Hunter and Hunter, 1984; Schmidt and Hunter, 1998; Schmitt et al., 1984). This suggests that not only are these types of selection tools relevant for SMEs, but also that the previously reported validities may be transferable to this context. ...
Effective selection tools are important for identifying high caliber employees in SMEs, yet few SMEs use tools created using ‘best practice’ methodology. Selection literature tends to focus on large organizations and is conceptual rather than empirical; which may make it difficult for SMEs to use a best practice approach. This article addresses this by providing an empirical account of the design and validation of two selection tools in a medium-sized recruitment consultancy using a best practice selection methodology. Two work sample tests were developed using critical incident technique interviews, and validated using a concurrent design with existing recruitment consultants who were ‘high’ or ‘low’ performers according to sales output. Results indicated that the tools significantly differentiated between high and low performers, and there was a significant correlation between test performance and individual sales output. Findings are discussed in relation to implications for research and practice in SMEs and selection.
... ;Latham & Saari, 1984; Lathm, Saari, Pursell,& Campion, 1980;Latham & Skarlicki, 1995; ...
Selection interviews are decision-making tools used in organizations to make hiring and promotion decisions. Individuals who conduct such interviews, however, are susceptible to deviations from rationality that may bias interview ratings. This study examined the effect of the anchoring-and-adjustment heuristic on the ratings given to a job candidate by interviewers (n = 190) using 3 different types of interview techniques: the conventional structured interview, the patterned behavior description interview, and the situational interview. The ratings of interviewers who were given a high anchor were significantly higher than the ratings of interviewers who were given a low anchor across all three interview techniques. The effect of the anchoring manipulation, however, was significantly less when the situational interview was used.
... In contrast to the PBDI, the SI (Latham, 1989;Maurer, Sue-Chan, & Latham, 1999) is based on goal setting theory (Latham, 1990;Latham, Saari, Pursell, & Campion, 1980). Specifically, the theoretical premise underlying the SI is that intentions predict behavior. ...
Valid theories in human resource management (HRM) provide frameworks for predicting, understanding, and influencing the thoughts, feelings, and behaviors of employees in the workplace. HRM theories also provide frameworks for designing interventions and interpreting the results. This paper provides examples of HRM theories that drive HRM practices in the business school where the present authors work, namely selection, coaching, training, motivation, and satisfaction.
... The human resources professional greeted each participant and verbally presented a brief, scripted description of what was about to take place, and then presented each of ten interview questions in the same order across all interview simulations. There were five standard interview questions (e.g., ''Tell me about any work or volunteer experience you have had'') and five situational interview questions (Janz 1982;Latham et al. 1980) that required the participant to describe how they responded in a particular situation, or to theorize how they might respond in a situation (e.g., ''Describe a time where you helped someone out. Who were they, and what did you do to help them?''). ...
This study evaluated the effectiveness of an internet accessed training program that included Theory of Mind-based guidance, video models, visual supports, and virtual reality practice sessions in teaching appropriate job interview skills to individuals with high functioning Autism Spectrum Disorders. In a randomized study, twenty-two youth, ages 16-19, were evaluated during two employment interviews. Half received a training intervention following the initial interview and the half who served as a contrast group did not. Their performance pre and post intervention was assessed by four independent raters using a scale that included evaluation of both Content and Delivery. Results suggest that youth who completed the JobTIPS employment program demonstrated significantly more effective verbal content skills than those who did not.
... I know just having product knowledge will boost my confidence). Guidelines in developing the learning scale and the behavioural anchors for scoring were drawn primarily from Frayne (1991) and Latham et al. (1980Latham et al. ( , 1984. Five scenarios were created and participants were asked to respond with the strategies they would use to overcome such obstacles. ...
Purpose
The purpose of this paper is to examine the impact of short training in self‐management skills on employees' efficacious beliefs and skills across cultures.
Design/methodology/approach
A longitudinal pre‐post field investigation repeated measures analysis is used to compare the effectiveness of the self‐management training between employees from Australia (individualistic country) and Kenya (collectivistic country).
Findings
The results suggest that there is a significant improvement in the learning of skills and efficacious beliefs post‐training (24 weeks). However, there are no significant differences in improvement between the two cultures and the training is similarly effective in both cultures.
Research limitations/implications
Training focus is based on previous research that is primarily individual focused and further studies need to explore the training ethos. The assessments are developed for the study and need further examination to test their reliability and validity in other contexts. The individualistic and collectivistic criteria are drawn from Hofstede's work and may need further investigation as Hofstede's sample size of the Kenyan population is small. Finally, the results are unique to retail banking.
Originality/value
The effectiveness of this low‐cost training for enhancing employee efficacy has positive organisational outcomes, especially for those that have a multicultural workforce. It may be particularly useful for organisations in developing countries where cost is of concern.
Настоящата книга е разработена на основата на дисертационно изследване, проведено в периода 2012-2017 г. Ето и някои съдържателни особености на отделните глави.
В Първа глава „Педагогически аспекти на мениджмънта на ученическия клас“ са разгледани основни понятия от теориите за мениджмънта, конкретизацията на понятието за образователен мениджмънт и йерархичните му равнища. На тази основа е очертано мястото на мениджмънта на ученическия клас, неговата същност, специфика и роля за образованието. Представени са модели за мениджмънт на различните видове образователни среди.
Във втора глава „Технологични аспекти на мениджмънта на класа“ са разгледани етапите в развитието на ИКТ, разделени на базата на развитието на иновациите, оказали влияние на развитието на образованието и обучението. Анализирани са принципите на конструктивизма, като методологична основа на електронното обучение. Описани са възможностите на програмата Mythware Classroom Management за ефективно управление на класа. Направено е сравнение между нея и други две програми за управление на класа, използвани в Българските училища – NetSupport School и HP Classroom Manager.
В трета глава „Методика на изследването“ са конкретизирани концептуалните аспекти на изследването. Описани са етапите и основните моменти от проведения педагогически експеримент.
В четвърта глава „Резултати от експерименталната дейност“ са представени резултатите на изследването и направените апробации на модела за мениджмънт на процеса на обучението.
First Published: 1984
This chapter discusses the contribution is to place attribution theory in its historical context, to illustrate how it developed from other schools of psychology, and how it relates to them, and tentatively to suggest that some of its ideas are all that new. In order to explain the behaviour of other it may be necessary for self to understand the environment as other believes it to be rather than as self knows it to be. An individual is an object in the social world of other people and as a result of interacting with them he becomes an object to himself he becomes a 'person'. Since the mid-1960s, the study of person perception in particular, and of social psychology in general, has come to be increasingly dominated by attribution theory. In concluding this section we wish to make reference to one other version of behaviourism which is inherently social in form the social behaviourism of Mead.
the purpose of this paper is to identify the Competence that should be taught in Vocational High School which still takes care of the skills needed for the future. The research method used is descriptive qualitative. To get the required Competence of metal Ferro casting industry from Vocational High School students through two sides. The first side is observation and interviewing in the ferrous foundry to get the required Competence. The next side is by way of interviews and observations at Vocational High School to know the difference Competence is taught. Competences that should be taught are provide material on the foundations of metal casting, pattern-making techniques and power points or Prezi, engineering drawings and AutoCAD, manual and modern casting technique, Solidwork and the solid cast, mold making techniques and core, and Ferro metal casting techniques with industry.
Der Erfolg eines Hochschulabsolventen bei der Bewerbung in der freien Wirtschaft hängt grundsätzlich davon ab, ob das einstellende Unternehmen den Eindruck gewinnt, daß der Bewerber den betrieblichen Anforderungen entspricht. Die Aufgabe der Personalauswahl ist es, diesen Soll-Ist-Vergleich durchzuführen139. Da die Vorauswahlkriterien und Qualifikationsanforderungen bereits vor dem jeweiligen Personalauswahlpro-zeß feststehen, entziehen sie sich der Einflußnahme und teilweise auch Kenntnis der Bewerber.
En este trabajo se estudia el papel de la entrevista conductual estructurada (ECE) en los procedimientos de selección del sector público, cuya legislación insta a comprobar si los procedimientos selectivos están vinculados con el desempeño y si se cumple el principio de igualdad de oportunidades entre sexos. Para ello se ha analizado en una muestra de 379 candidatos si existían diferencias de género en la puntuación de la entrevista. Por otro lado, se midió el desempeño de las 125 personas contratadas, lo que permitió estudiar la validez predictiva de la ECE. Los resultados son similares a los obtenidos por investigaciones precedentes –la ECE predice de manera significativa el desempeño y no produce impacto de género. Finalmente se discuten las implicaciones de estos resultados.
Mehr als 90 Prozent der Angestellten der Fluggesellschaft Delta Airlines legten 30 Millionen Dollar zusammen und übergaben der Firma am 15. Dezember 1982 eine Boeing 767 namens The Spirit of Delta. Den Fonds für den Kauf dieses Flugzeugs hatten drei Stewardessen gegründet, die der Meinung waren, die Angestellten sollten auf irgendeine Weise ihre Dankbarkeit für eine Gehaltserhöhung zum Ausdruck bringen, die ihnen trotz der schwierigen wirtschaftlichen Lage, in der sich die gesamte Branche befand, gewährt worden war. Im Jahre 1984 forderte die Leitung der aus siebzehn Einzelgewerkschaften bestehenden Railway Labor Executives Association Bill Marriott Jr. auf, neben dem offiziellen Angebot der Gewerkschaft ein weiteres Angebot für die Übernahme des staatlichen Unternehmens Conrail vorzulegen. Der Finanzberater der Gewerkschaften meinte, daß die Möglichkeit, zwei Angebote vorzulegen, die der Interessenlage der Eisenbahner entsprechen, seine Position in den Verhandlungen mit Conrail stärken würde.1 Bei Wal-Mart, einem der expansivsten und rentabelsten Gemischtwaren-Discounter, tragen die leitenden Angestellten seit einiger Zeit Anstecker mit der Aufschrift „Wir kümmern uns um unsere Leute”.
The basic question of psychological assessment in the occupational context is the link between human characteristics and occupational success, as well as the methods that can be used to assess these characteristics. Psychological bases of personnel selection are molded around personality research and psychometric methods, especially statistical modeling of multimodal behavior–performance relationships. In addition, problems of trait stability, measurement of criteria, and person-organization fit are to be discussed. Following this outline, the most important methods of personnel selection are presented. In the last two decades of the twentieth century, several new selection tools were developed, and more stringent methodological principles evolved that allow a better understanding of the critical determinants of validity. For a classification of selection tools, the categories of construct-related, simulation-related, and biography-related approaches are suggested. Additionally, further improvements of selection methods and instruments are discussed within this frame of multimodality. Finally, principles of decision-making are addressed, and the evaluation of selection tools is discussed in terms of validity, organizational efficiency, acceptance, as well as legal and ethical aspects.
The goal of this study was to assess the extent to which the scholarly literature on employment interviewing is reflected in the deliberations and decisions of Human Rights Tribunals in Canada. We reviewed human rights cases reported in the Canadian Human Rights Reporter from 1980 to 2003. All cases involving charges of discrimination alleged to have occurred during a face-to-face employment interview were included for analysis (N = 75). Findings suggest that while tribunals give great importance to the standardization of the entire interview process across all candidates, they largely neglect the importance of job analysis as the foundation for job descriptions and interview questions.
This study investigated impression management tactic use during structured interviews containing both experience-based and situational questions. Specifically, the authors examined whether applicants' use of impression management tactics depended on question type. Results from 119 structured interviews indicated that almost all of the applicants used some form of impression management. Significantly more assertive than defensive impression management tactics were used, and among assertive tactics, applicants tended to use self-promotion rather than ingratiation. However, different question types prompted the use of different impression management tactics. Ingratiation tactics were used significantly more when applicants answered situational questions, whereas self-promotion tactics were used significantly more when applicants answered experience-based questions. Furthermore, the use of self-promotion and ingratiation tactics was positively related to interviewer evaluations.
Which are the applicants fairness perceptions with regard to a situation of selection in which they are involved? The study has been carried out with 97 applicants through promotion and selection examinations set up by the Walloon Public Service (Belgium). Based on the model of reactions of the applicants (Gilliland, 1993), their perceptions of equity have been assessed. To this end, a questionnaire has been set up based on the SPJS scale (Bauer & al., 2001). The results indicate that applicants in a promotional process (based on a situational interview) perceive higher equity than applicants in a selection process (based on a classical structured interview). Recruited applicants also perceive higher equity than the other applicants. Equity perceptions are more favourable after publication of the results than at the end of the examination.
The authors investigated the relative validity of personality testing and the assessment center (AC) in order to evaluate the incremental validity of both assessment methods in the prediction of managerial performance. Managers (N = 68) from a forestry products organization were evaluated with an AC and selected traits on the Personality Research Form (D. N. Jackson, 1984). Performance and promotability served as criteria. Overall, personality was found to be at least equivalent to the AC in predicting performance. Personality testing resulted in significant incremental validity over that of the AC in the prediction of performance, but the converse was also true. This suggested that personality and the AC assess different domains, with each uniquely and significantly predicting performance. Promotability was not significantly predicted. Practical implications and future directions were discussed.
This study analyzes the predictive power, with regard to dishonest decisions in organizational contexts, of the locus of control and the tendency towards risk regarding the effect of the Five Big personality factors. 305 North American student workers took part, 63% of whom were women, with an average age of 23.6 years (DE = 7.0). In the first stage, the participants' personality characteristics were measured. In the second stage, they were asked, in the framework of a hypothetical business trip paid for by their company, to decide whether or not they would apply to the organization for reimbursement of expenses fr things used for evidently non-business reasons. Additionally, certain justifications that could have influenced their decision on whether or not to behave dishonestly were measured. Using a logistical regression, it was shown that the responsibility factor, the locus of control and the trend towards risk significantly explain the type of decision made by the participants. Subsequently, it was found that the type of justification employed mediates the relationship between the locus of control and the decision. The results confirm the need to include additional personality variables to explain certain behaviors within organizations, as well as the effect of the group context on making dishonest decisions.
Diversity education in academic and business settings has common goals of helping students or employees to learn diversity knowledge, attitudes, and skills. Unfortunately, researchers are missing opportunities to capitalize on the unique characteristics of each setting to answer research questions of general interest. We review the research from 1970 to the present reporting evaluations of diversity education initiatives targeting adult learners. We identify a series of unanswered research questions and suggest ways that these questions can be addressed in academic or business contexts.
The purpose of the study was to examine antecedents of interview performance commonly measured via two divergent methods; selection tests and evaluator assessments. General mental ability (GMA), emotional intelligence (EI), and extraversion have been largely studied in isolation. This study evaluates the relative strength of these traits across methods and tests whether selection test and evaluator-assessed traits interact to further enhance the prediction of interview performance. 81 interviewees were asked to complete traditional selection tests of GMA, EI, extraversion, and a video-recorded structured behavioral and situational job interview. The traits, behavioral, and situational interview performance were then evaluated with three independent sets of raters. Regression analysis was used to investigate the extent that these traits predicted structured interview performance. Results indicate that each trait was a strong predictor of interview performance, but results differed based on the method of measurement and the type of structured interview assessed. Further, evaluator perceptions related to interview performance more strongly than did selection tests. Finally, evaluator assessments of each trait interacted with its respective selection test counterpart to further enhance the prediction of interview performance. This improves our understanding of how applicant traits impact hiring decisions. This is the first study to directly compare tested versus others’ ratings of interviewee GMA, EI, and extraversion as predictors of interview performance.
A greater focus on nontraditional factors such as compassion, altruism, respect, and integrity may enhance the likelihood of future pharmacists embracing pharmaceutical care and behaving in a professional manner in the workplace. A significant problem faced by pharmacy schools is how to objectively assess these characteristics. The present paper examines the use of the structured interview as one method of increasing the reliability and validity of assessing the nontraditional characteristics of pharmacy school applicants. Although cognitive factors such as grade point average and Pharmacy College Admissions Test scores are important, they only explain between 9% and 16% of the variance in pharmacy school achievement. Furthermore, beyond a certain threshold, mounting evidence suggests that nontraditional characteristics such as those found in emotional intelligence may contribute significantly to job performance. The present study discusses the need for pharmacy schools to increase the weight given to these factors and provides empirical evidence that the structured interview is a reliable and valid method of assessing nontraditional characteristics.
We seek to contribute to evidence-based teaching for management by providing an example of translating a theory into an evidence-based intervention by developing action principles; moreover, our work here shows how such an intervention affects the success of firms by way of changing managers' actions. The concept of action principle is central to this intervention, and we describe this concept with the help of action regulation theory. We conducted a randomized controlled field intervention with a theory-based 3-day program to increase personal initiative (using a pretest-posttest design and a randomized waiting control group). The sample consists of 100 small business owners in Africa (Kampala, Uganda). The intervention increased personal initiative behavior and entrepreneurial success over a 12-month period after the intervention. An increase in personal initiative behavior was responsible for the increase of entrepreneurial success (full mediation). Thus, the training led to an entrepreneurial mind-set and to an active approach toward entrepreneurial tasks.
Although the term situational judgment test (SJT) implies judging situations, existing SJTs focus more on judging the effectiveness of different response options (i.e., response judgment) and less on how people perceive and interpret situations (i.e., situational judgment). We expand the traditional SJT paradigm and propose that adding explicit assessments of situational judgment to SJTs will provide incremental information beyond that provided by response judgment. We test this hypothesis across 4 studies using intercultural multimedia SJTs. Study 1 uses verbal protocol analysis to discover the situational judgments people make when responding to SJT items. Study 2 shows situational judgment predicts time-lagged, peer-rated task performance and interpersonal citizenship among undergraduate seniors over and above response judgment and other established predictors. Study 3 shows providing situational judgment did not affect the predictive validity of response judgment. Study 4 replicates Study 2 in a working adult sample. We discuss implications for SJT theory as well as the practical implications of putting judging situations back into SJTs. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
This study provides updated estimates of the criterion-related validity of employment interviews, incorporating indirect range restriction methodology. Using a final dataset of 92 coefficients (N = 7,389), we found corrected estimates by structural level of .20 (Level 1), .46 (Level 2), .71 (Level 3), and .70 (Level 4). The latter values are noticeably higher than in previous interview meta-analyses where the assumption was made that all restriction was direct. These results highlight the importance of considering indirect range restriction in selection. However, we found a number of studies involving both indirect and direct restriction, which calls into question the viability of assuming all restriction is now indirect. We found preliminary empirical support for correction of one of these multiple restriction patterns, indirect then direct.
Recent studies about the academic–practitioner gap suggest that the nonadoption of evidenced‐based practices can be explained by their diffusion through practitioner‐oriented literature. This study extends these findings by investigating the case of the structured interview, which has not been widely adopted by practitioners despite its good psychometric properties. Using a social representations approach, we investigate how the academic concepts of ‘structured’ and ‘behavioral’ interviewing are diffused to practitioners in advice books. Results show that ‘behavioral’ interviews diffuse while ‘structured’ interviews do not, and that different arguments are used to describe these concepts. Facilitating the diffusion of structured interview practices requires academics to rethink their ways of communicating with practitioners through media.
Construct validity and applicant reactions were investigated for situational (SI), patterned behavior description (PBDI), and general interview questions. General questions were relatively independent of other types, and appeared to reflect (to some extent) personality. SI and PBDI questions were highly correlated but PBDI questions were more reflective of experience while SI questions were more reflective of basic job knowledge. Applicants had more favorable affective reactions to general than to SI or PBDI questions. Affect and willingness to recommend the employer were correlated with ratings of interviewer behavior. Recommendations include using multiple question types, and emphasizing interviewer training in establishing rapport.
The importance of perceptual accuracy to human resource decision processes is evidenced by better than 40 years of accuracy research. This article extends such research by presenting an examination of the situational interview format (Latham, Saari, Pursell, & Campion, 1980) as a means of inducing and maintaining high levels of rating accuracy in a context in which interviewers must evaluate candidates in rapid succession. Situational interview ratings of 48 police sergeants and lieutenants showed consistently high levels of perceptual accuracy in both their overall ratings and differential accuracy scores in rating 6 videotaped sergeant/lieutenant job candidates who were of varying quality and appeared in 4 different multiple candidate sequences. Extensive experimental controls for “cueing effects” and ratings gained from a separate sample of 48 sergeants and lieutenants using a highly structured conventional format and familiar rating practices indicated that the accuracy of SI ratings were due to the SI itself.
Action plays a central role in entrepreneurship and entrepreneurship education. Based
on action regulation theory, we developed an action-based entrepreneurship training. The
training put a particular focus on action insofar as the participants learned action principles
and engaged in the start-up of a business during the training. We hypothesized that a set of
action-regulatory factors mediates the effect of the training on entrepreneurial action. We
evaluated the training’s impact over a 12-month period using a randomized control group
design. As hypothesized, the training had positive effects on action-regulatory factors
(entrepreneurial goal intentions, action planning, action knowledge, and entrepreneurial selfefficacy)
and the action-regulatory factors mediated the effect of the training on
entrepreneurial action. Furthermore, entrepreneurial action and business opportunity
identification mediated the effect of the training on business start-up. Our study shows that
action-regulatory mechanisms play an important role for action-based entrepreneurship
trainings and business start-up.
Changing work practices make it imperative that surgery selects candidates for training who demonstrate the spectrum of abilities that best facilitate learning and development of attributes that, by the end of their training, approximate the characteristics of a consultant surgeon.
The aim of our study was to determine the relative merits of components of a program used for competitive selection of trainees into higher surgical training (HST) in general surgery.
Applicants (N = 98, males 69, mean age 31 years [range 29-40]) to the Royal College of Surgeons in Ireland program for HST in general surgery between 2006 and 2008 were assessed. Clinical, basic surgical training, logbook, research performance, and reference scores were evaluated. A total of 51 candidates were shortlisted and completed a further objective assessment of their technical skills and interview performances.
Shortlisted candidates performed better (p < 0.003) on all assessed parameters. Compared with candidates who were not selected for HST, those who were selected (N = 31) significantly outperformed on individual assessments and overall (p < 0.0001). Logistic regression analysis showed that clinical, technical skills, and research assessments, but not interview, predicted (92.2 %) HST selection outcomes.
Candidates selected for the national HST program in Ireland consistently outperformed those who were not. The assessments reliably and consistently distinguished between candidates, and all of the assessed parameters (except interview) contributed to a highly predictive selection model. This is the largest reported dataset from an objective, transparent, and fair assessment program for selection of the next generation of surgeons.
The purpose of this article is to present a theoretical model of interviewee performance in selection interviews. Our model positions the construct of interviewee performance as a central mediating variable between candidate attributes and interviewer ratings. The model includes six sets of factors that may influence interviewee performance, interviewer ratings, or both (e.g., interviewer–interviewee dynamics). This model promotes a fundamental shift in the way we think about employment interviews, from a focus on interviewer ratings to a focus on interviewee performance. Factors like culture and interview specific self-efficacy, while receiving little attention in current literature, take on greater significance when viewed through the lens of interviewee performance. A number of avenues for future research are developed and presented, which we hope will encourage future research in this area.
Structured selection interviews have been shown to predict performance at work, although the reasons for this success are not well understood. This study examined the construct validity of 2 behavior description interviews used to evaluate customer service manager candidates. A multitrait-multimethod analysis of the interview ratings yielded discriminant validities that were larger than the convergent validities. In addition, interview items designed to assess aspects of the Big Five, integrity, and customer service orientation were largely unrelated to established paper-and-pencil measures of these constructs. Confirmatory factor analysis suggested that interview ratings were related more to interviewee and interviewer factors than to the constructs the interviews were designed to measure. These results suggest that structured interviews may suffer from the same "validity paradox" commonly found in assessment center research.
We investigated the effects of employment equity and situational interview procedures on student participants' perceptions of fairness regarding an organization's selection processes and perceived qualifications of an aboriginal job applicant. Students enrolled at a Canadian university participated in the research. Written scenarios that contained employment equity and interview structure manipulations were used to test the hypotheses. Multivariate analysis indicated that employment equity procedures had a negative effect on perceptions of fairness. However, the use of a situational interview in the hiring process resulted in higher perceptions of fairness than the use of an unstructured, face-to-face interview. No effects of employment equity procedures and interview structure on perceived qualifications of the aboriginal job applicant were found. Racial prejudice was negatively correlated with perceptions of fairness and perceived qualifications of the aboriginal job applicant.
Although never directly compared, structured interviews are reported as being more reliable than unstructured interviews. This study compared the reliability of both types of interview when applied to a common pool of applicants for positions in an emergency medicine residency program.
In 2008, one structured interview was added to the two unstructured interviews traditionally used in our resident selection process. A formal job analysis using the critical incident technique guided the development of the structured interview tool. This tool consisted of 7 scenarios assessing 4 of the domains deemed essential for success as a resident in this program. The traditional interview tool assessed 5 general criteria. In addition to these criteria, the unstructured panel members were asked to rate each candidate on the same 4 essential domains rated by the structured panel members. All 3 panels interviewed all candidates. Main outcomes were the overall, interitem, and interrater reliabilities, the correlations between interview panels, and the dimensionality of each interview tool.
Thirty candidates were interviewed. The overall reliability reached 0.43 for the structured interview, and 0.81 and 0.71 for the unstructured interviews. Analyses of the variance components showed a high interrater, low interitem reliability for the structured interview, and a high interrater, high interitem reliability for the unstructured interviews. The summary measures from the 2 unstructured interviews were significantly correlated, but neither was correlated with the structured interview. Only the structured interview was multidimensional.
A structured interview did not yield a higher overall reliability than both unstructured interviews. The lower reliability is explained by a lower interitem reliability, which in turn is due to the multidimensionality of the interview tool. Both unstructured panels consistently rated a single dimension, even when prompted to assess the 4 specific domains established as essential to succeed in this residency program.
This study compared the situational interview (SI) and patterned behavior description interview (PBDI) in terms of their ability to predict performance and fairness perceptions, their relationship with cognitive ability and experience, and the impact of advance knowledge of interview questions on interview performance. 120 participants received either an SI or PBDI as part of the application process for a fictitious academic program. The SI and PBDI predicted performance equally well r = .37, r = .36, respectively) and were perceived as equally fair. However, the SI was only related to cognitive ability, whereas the PBDI was only related to experience. Both interview formats explained variance in performance beyond experience and ability. Individuals with advance knowledge of the questions perceived the interview as being more fair, regardless of interview type. Although advance knowledge was associated with higher interview performance, it did not alter the concurrent validity of either interview type.
Assigned 60 managers in a large corporation to a workshop, a group discussion, or a control group. The workshop and group discussion involved training directed toward the elimination of rating errors that occur in performance appraisal and selection interviews (i.e., contrast effects, halo effect, similarity, and first impressions.) 6 mo after the training, Ss rated hypothetical candidates who were observed on videotape. Results show that (a) trainees in the control group committed similarity, contrast, and halo errors; (b) trainees in the group discussion committed impression errors; and (c) trainees in the workshop committed none of the errors. The importance of observer training for minimizing the "criterion problem" in industrial psychology is discussed. (19 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A procedure was tested for the construction of evaluative rating scales anchored by examples of expected behavior. Expectations, based on having observed similar behavior, were used to permit rating in a variety of situations without sacrifice of specificity. Examples, submitted by head nurses as illustrations of nurses' behavior related to a given dimension were retained only if reallocated to that dimension by other head nurses, and then scaled as to desirability. Agreement for a number of examples was high, and scale reliabilities ranged above .97. Similar content validity should be obtained in other rating situations. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Previous findings indicate that contrast effects are a potentially serious source of error in interviewers' ratings of job applicants. The present 4 experiments with undergraduates (N = 80) attempted to eliminate these errors. The failure of an anchoring treatment, and the combination and strengthening of the warning and anchor treatments reveal that contrast effects are a surprisingly tenacious source of rating error. However, an intensive workshop incorporating basic learning principles was successful in eliminating contrast effects as well as some other sources of interviewer error. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Behavioral observation scales (BOS) were developed for first line foremen. BOS are similar to behavioral expectation scales (BES) in that both are based on a job analysis procedure known as the critical incident technique. However, the BOS differ from BES in that, in developing BOS, (a) a group of individuals is observed and rated on a five-point scale as to the frequency with which they engage in the behavior described by each incident/statement, (b) a total score for each individual is determined by summing the observer's responses for each behavioral item, and (c) an item analysis (or factor analysis, depending upon the sample size) is conducted to select the most discriminating items. Those items with the highest correlations with the total score on a scale are retained to form one behavioral criterion or scale (BOS).
PROPOSES A NEW EMPHASIS IN THE PREDICTION OF FUTURE JOB BEHAVIOR. THE ESTABLISHMENT OF CONSISTENCIES IS SUGGESTED BETWEEN RELEVANT DIMENSIONS OF JOB BEHAVIOR AND PREEMPLOYMENT BEHAVIOR SAMPLES OBTAINED FROM REAL OR SIMULATED SITUATIONS. IF SAMPLES INSTEAD OF SIGNS ARE EMPLOYED, A NUMBER OF PREDICTION AND MEASUREMENT PROBLEMS ARE ALLEVIATED OR AT LEAST CONFRONTED MORE DIRECTLY. AN EMERGING TECHNOLOGY OF BEHAVIOR SAMPLING AND MEASUREMENT APPEARS TO MAKE THESE GOALS OBTAINABLE. (20 REF.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
A proposed interview procedure has ratings based on scaled examples of on-the-job behavior. Traits necessary were determined, and examples were written of behaviors related to these traits. Examples were checked for agreement as to trait category, and scaled as to degree of the trait exhibited. Interviewers rated each candidate by making analogies from the candidate's responses to job behavior that might be expected of the candidate. Interviews using 3 raters to judge 1 candidate simultaneously and using 2 different interviewers to judge the same candidate 1 at a time, indicate the technique's high reliability. Interrater reliability was significantly higher (p < .01) using the scaled expectation rating method than when using a traditional adjective rating scale. (Sources of variance in interviews are specified.)
Research literature on the selection interview since 1949 is reviewed. Major sections include validity studies, studies dealing with the accuracy of information obtained in the interview, and analytic and model-testing studies. Recurring evidence suggests that the interview may be most successful if limited to the assessment of personal relations and career motivation. Recent analytic studies involving content analyses and decision-making processes show promise of providing new insights into the interview process. (75 ref.)
Through the use of the critical incident technique one may collect specific and significant behavioral facts, providing "… a sound basis for making inferences as to requirements… " for measures of typical performance (criteria), measures of proficiency (standard samples), training, selection and classification, job design and purification, operating procedures, equipment design, motivation and leadership (attitudes), and counseling and psychotherapy. The development, fundamental principles, present status, and uses of the critical incident technique are discussed, along with a review of studies employing the technique and suggestions for further applications.
This paper summarizes and integrates research concerned with a long-neglected topic in psychology: the relationship between conscious goals and intentions and task performance. The basic promise of this research is that an individual's conscious ideas regulate his actions. Studies are cited demonstrating that: (1) hard goals produce a higher level of performance (output) than easy goals; (2) specific hard goals produce a higher level of output than a goal of “do your best”; and (3) behavioral intentions regulate choice behavior. The theory also views goals and intentions as mediators of the effects of incentives on task performance. Evidence is presented supporting the view that monetary incentives, time limits, and knowledge of results do not affect performance level independently of the individual's goals and intentions. A theoretical analysis supports the same view with respect to three other incentives: participation, competition, and praise and reproof. Finally, behavioral intentions were found to mediate the effects of money and “verbal reinforcement” on choice behavior. It is concluded that any adequate theory of task motivation must take account of the individual's conscious goals and intentions. The applied implications of the theory are discussed.
29 supervisors were randomly divided into three groups of 9, 9, and 11. In one group a 1.5 hour lecture on the technique and theory of merit rating was delivered, and questions were answered. In the second group there was a group discussion of the problem of rating the job rather than the man and how to resolve it. The third group was the control group and received no instruction. The objective of the instructions was to reduce the tendency of the supervisors to rate certain workers high simply because they were no highly skilled jobs. The "before" and "after" mean ratings for each of the three groups were compared to measure the effects of the different kinds of instruction. There was some reduction in ratings in the lecture group but a greater reduction in the discussion group. There was virtually no change in the control group. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The correlations between each of five predictors and supervisory ratings of job effectiveness were not significantly different from zero. On the basis of the job analysis that preceded the validation study, the author concluded that the low correlations between each of the five predictors and the criterion were not due to problems inherent in either the tests or the performance appraisal instrument. Rather, it was hypothesized that the low correlations were a result of rating errors made by supervisors. The results of an eight hour training program (Latham, Wexley, and Pursell, 1975) designed to minimize rating errors supported this hypothesis. Four of the five predictors correlated significantly with the performance ratings that were conducted after the supervisors had received the training.
Over the last few years, the selection interview has been subjected to a great deal of criticism. Most of this criticism has stressed a general lack of evidence concerning the interview's reliability and validity. The present paper, while agreeing for the most part with prior criticism, attempts to take three further steps. First, the present limited knowledge is explained in terms of (a) a lack of comparability between studies and (b)an overdependence on research results from other areas. Second, in spite of these shortcomings, there are numerous research findings which have received support from more than one study. These findings are summarized and discussed. Finally, a starting point for basic research on the selection interview which may lead to more profitable research in the future is presented.
Behavioral items (N= 78) critical to the job success of logging supervisors were developed from 1204 critical incidents, the frequency with which a supervisor (N= 300) engaged in each behavior was rated on a 5-point Likert type scale by two sets of observers. A factor analysis reduced the items to 38 and 33, respectively, for the two sets of observers which in turn constituted 10 and 11 factors or criteria for performance evaluation purposes. Multiple regression equations based on composite scores were used to predict cost-related measures of logging crew effectiveness. The shrinkage in Rs after double cross-validation was moderately small. Moreover, the behavioral observation scales (BOS) that were developed by factor analyzing the observation ratings had moderately high reliability and accounted for more variance in the cost-related measures than did the BOS developed by traditional judgmental clustering techniques. The similarities and differences between BOS and BES procedures are discussed.
Through the use of the critical incident technique one may collect specific and significant behavioral facts, providing " a sound basis for making inferences as to requirements " for measures of typical performance (criteria), measures of proficiency (standard samples), training, selection and classification, job design and purification, operating procedures, equipment design, motivation and leadership (attitudes), and counseling and psychotherapy. The development, fundamental principles, present status, and uses of the critical incident technique are discussed, along with a review of studies employing the technique and suggestions for further applications. 74-item bibliography.
Failing system: Job tests are dropped by many companies due to antibias drive
- H Lancaster
Lancaster, H. Failing system: Job tests are dropped by
many companies due to antibias drive. Wall Street
Journal, Septembers, 1975, pp. 1.