Importance of psychological test in employee selection

PSYCHOLOGY-TESTING & ASSESSMENT IN THE WORKPLACE

MODULE 1

Topic 1: Analyzing and Interpreting Psychosocial Assessments

DQ 1

One of the most important applications of I/O psychology is assessment in the workplace. Assessment includes applicant selection and employee evaluation. What factors should be considered in choosing an appropriate assessment? Using current research, argue why assessment is important and discuss factors that impact assessment in selection or in development.

DQ 2

Any form of assessment must be valid and reliable. Given your understanding of validity and reliability, what are factors that influence interpretation of assessment? Is this a problem? Is it a more significant problem in some domains over others? Justify your answer.

RESOURCES

Crick, R., Haigney, D., Huang, S. F., Coburn, T., & Goldspink, C. (2013). Learning power in the workplace: The effective lifelong learning inventory and its reliability and validity and implications for learning and development. International Journal of Human Resource Management, 24(11), 2255-2272.

URL:

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Crossley, J., & Jolly, B. (2012). Making sense of work-based assessment: Ask the right questions, in the right way, about the right things, of the right people. Medical Education, 46(1), 28-37. doi:10.1111/j.1365-2923.2011.04166.x

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Basu, C. (2016). Three different types of psychological testing used in the workplace.

URL:

http://smallbusiness.chron.com/three-different-types-psychological-testing-used-workplace-25537.html

OSH Answers Fact Sheets. (2012). Mental health - Psychosocial risk factors in the workplace.

URL:

https://www.ccohs.ca/oshanswers/psychosocial/mentalhealth_risk.html

MODULE 2

Topic 2: Types of Tests and Test Selection

DQ 1

Selection of criteria for assessment is an important issue for I/O. It is not a simple issue and it moves beyond simply examining reliability and validity. Using criterion theory and development, defend good characteristics, acceptable criteria, and methods for choosing the appropriate test?

DQ 2

Examine current assessments in applicant selection and employee evaluation. Using current research and a set of criteria, argue why one assessment in applicant selection and one assessment in employee evaluation would be the most appropriate?

RESOURCES

Parry-Smith, W., Mahmud, A., Landau, A., & Hayes, K. (2014). Workplace-based assessment: A new approach to existing tools. Obstetrician & Gynaecologist, 16(4), 281-285. doi:10.1111/tog.12133

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103906414&site=eds-live&scope=site

Goodstein, L. D., & Lanyon, R. I. (1999). Applications of personality assessment to the workplace: A review. Journal of Business and Psychology, 13(3), 291.

URL:

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Lefroy, J., Hawarden, A., Gay, S. P., McKinley, R. K., & Cleland, J. (2015). Grades
in formative workplace-based assessment: A study of what works for whom and
why. Medical Education, 49(3), 307-320. doi:10.1111/medu.12659

URL:

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Rojon, C., McDowall, A., & Saunders, M. K. (2015). The relationships between traditional selection assessments and workplace performance criteria specificity: A comparative meta-analysis. Human Performance, 28(1), 1-25. doi:10.1080/08959285.2014.974757

URL:

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MODULE 3

Topic 3: Assessments to Describe Work and the Worker Attributes Needed to Perform the Work

DQ 1

The goal of job and task analysis is to obtain quantifiable and descriptive information to describe work and worker behaviors as well as the knowledge, skills, and abilities required for the work. Argue for specific steps that must be in place and the type information that must be gathered. Does this differ depending on the type of work? What factors must be considered?

DQ 2

As corporations become more international and have the influence of many cultures, argue whether this affects assessment of the knowledge, skills, and abilities to perform the work? How does culture influence work attributes? Is it a factor that should be considered in assessment? Justify your answer.

RESOURCES

Steel, P., & Kammeyer-Mueller, J. (n.d). Using a meta-analytic perspective to enhance job component validation. Personnel Psychology, 62(3), 533-552.

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=43712521&site=ehost-live&scope=site

Ganzach, Y., & Pazy, A. (n.d). Cognitive versus non-cognitive individual differences and the dynamics of career success. Applied Psychology-An International Review-Psychologie
Appliquee-Revue Internationale, 64(4), 701-726.

URL:

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Busi, D. (2012). Creating value through simple structured job analysis. Supervision, 73(7), 8-13.

URL:

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Salgado, J. F., Anderson, N., & Tauriz, G. (2015). The validity of ipsative and quasi-ipsative forced-choice personality inventories for different occupational groups: A
comprehensive meta-analysis. Journal Of Occupational & Organizational Psychology, 88(4), 797-834. doi:10.1111/joop.12098

URL:

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MODULE 4

Topic 4: Using Assessment in Work Analysis

DQ 1

Poorly designed appraisal systems often have negative consequences. Compare and contrast the rating approach to work performance assessment. Argue for the best ratings approach (consider: BARS, checklists, employee comparison procedures, graphic ratings scales, etc.).

DQ 2

Examine current performance appraisal research and the focus on the social-psychological context of work performance appraisal. How does social-context impact performance appraisal and feedback for improving work performance?

MODULE 5

DQ 1

There are several personality inventories including: Predictive Index, Myers-Briggs, and the Kiersey Temperament Sorter. Each inventory has varying empirical support within the literature indicating the impact of personality on performance success. Argue for the most appropriate test given the characteristics of the test and discuss how this test will differ for men or women.

DQ 2

Is it legal and ethical to use personality inventories for employee selection, predicting performance, and assessment of work attitudes? Justify your answer.

RESOURCES

Gurven, M., von Rueden, C., Massenkoff, M., Kaplan, H., & Lero Vie, M. (2013). How universal is the Big Five? Testing the five-factor model of personality variation among
forager–farmers in the Bolivian Amazon. Journal Of Personality And Social Psychology, 104(2), 354-370. doi:10.1037/a0030841

URL:

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Consiglio, C., Alessandri, G., Borgogni, L., & Piccolo, R. F. (2013). Framing work competencies through personality traits: The Big Five Competencies grid. European Journal
Of Psychological Assessment, 29(3), 162-170. doi:10.1027/1015-5759/a000139

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2013-22968-002&site=ehost-live&scope=site

Vigil-Colet, A., Morales-Vives, F., Camps, E., Tous, J., & Lorenzo-Seva, U. (2013). Development and validation of the overall personality assessment scale (OPERAS).
Psicothema, 25(1), 100-106.

URL:

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MODULE 6

Topic 6: Assessment of Leadership

DQ 1

360-degree feedback of leader behavior is the most popular approach to leader development. Does it lead to change in leader behavior and employee behavior? Is it an effective tool?

DQ 2

Current trends point to the use of 360-degree feedback for development and performance. Opponents of this approach argue that using 360-degree feedback for performance can lead to perceived threat or vulnerability and an adversarial relationship. Is using 360-degree feedback for performance justified? Should it be used only for development and learning?

RESOURCES

Bergman, D., Lornudd, C., Sjoberg, L., & Von Thiele Schwarz, U. (2014). Leader personality and 360-degree assessments of leader behavior. Scandinavian Journal of Psychology, 55(4), 389-397. doi:10.1111/sjop.12130

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Toegel, G., & Conger, J. A. (2003). 360-degree assessment: Time for reinvention. Academy of Management Learning & Education, 2(3), 297.

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Eichinger, R. W., & Lombardo, M. M. (2003). Knowledge summary series: 360-degree assessment. Human Resource Planning, 26(4), 34-44.

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Pfaff, L. A., Boatwright, K. J., Potthoff, A. L., Finan, C., Ulrey, L. A., & Huber, D. M. (2013). Perceptions of women and men leaders following 360-degree feedback evaluations. Performance Improvement Quarterly, 26(1), 35-56. doi:10.1002/piq.21134

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MODULE 7

Topic 7: Administration of Tests

DQ 1

Argue for whether item response theory or classical test theory is better for measurement precision. What ethical issues arise from the use of either theory?

DQ 2

What are two main benefits for the future of testing? Argue for the benefits and defend the costs of smart tests.

RESOURCES

Jabrayilov, R., Emons, W. H. M., & Sijtsma, K. (2016). Comparison of classical test theory and item response theory in individual change assessment. Applied Psychological Measurement, 40(8), 559-572. doi:10.1177/0146621616664046

URL:

http://journals.sagepub.com.lopes.idm.oclc.org/doi/full/10.1177/0146621616664046

De Champlain, A. F. (2010). A primer on classical test theory and item response theory for assessments in medical education. Medical Education, 44(1), 109-117. doi:10.1111/j.1365-2923.2009.03425.x

URL:

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Whittaker, T. A., & Worthington, R. L. (2016). Item response theory in scale development research: A critical analysis. The Counseling Psychologist, 44(2), 216-225. doi:10.1177/0011000015626273

URL:

http://journals.sagepub.com.lopes.idm.oclc.org/doi/full/10.1177/0011000015626273

Sinharay, S. (2016). Person fit analysis in computerized adaptive testing using tests for a change point. Journal Of Educational and Behavioral Statistics, 41(5), 521-549. doi:10.3102/1076998616658331

URL:

http://journals.sagepub.com.lopes.idm.oclc.org/doi/full/10.3102/1076998616658331

Lu, H., Hu, Y., Gao, J., & Kinshuk. (2016). The effects of computer self-efficacy, training satisfaction and test anxiety on attitude and performance in computerized adaptive testing. Computers & Education, 100, 45-55. doi:10.1016/j.compedu.2016.04.012

URL:

http://www.sciencedirect.com/science/article/pii/S0360131516301014

MODULE 8

Topic 8: Synthesizing Psychological Test Results into Comprehensive Test Reports

DQ 1

What factors are most important when synthesizing psychological tests results into comprehensive reports? What is the best method of providing feedback of the assessment?

DQ 2

Briefly discuss your dissertation topic. Discuss how this course will influence your dissertation development? What topics did you find most relevant?

RESOURCES

Prinsloo, M. (2012). Towards an integrated assessment of leadership potential. Integral Leadership Review, 12(1), 1-31.

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Fink, S. B. (2011). From guess to process: A systematic approach to hiring and retention. Employment Relations Today (Wiley), 38(3), 11-18. doi:10.1002/ert.20350

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Huff, A. (2015). Finding the signs. Commercial Carrier Journal, 172(11), 60-64.

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Lanyon, R. I., Goodstein, L. D., & Wershba, R. (2014). 'Good Impression' as a moderator in employment-related assessment. International Journal of Selection &
Assessment, 22(1), 52-61.

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=94475872&site=ehost-live&scope=site

Van Hoye, G., & Turban, D. B. (2015). Applicant-employee fit in personality: Testing predictions from similarity-attraction theory and trait activation theory. International
Journal Of Selection & Assessment, 23(3), 210-223.
doi:10.1111/ijsa.12109

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