Training in Personnel Selection Assessment: Survey of Graduate I/O Programs.
We analyzed data from 75 master's and doctoral programs in Industrial/Organizational (I/O (Input/Output) The transfer of data between the CPU and a peripheral device. Every transfer is an output from one device and an input to another. See PC input/output.
I/O - Input/Output ) psychology to examine the emphasis on specific assessment techniques in graduate personnel courses in the United States United States, officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. and Canada. The findings indicated that most instructors do not focus on in-depth teaching of specific psychological tests Psychological Tests Definition
Psychological tests are written, visual, or verbal evaluations administered to assess the cognitive and emotional functioning of children and adults. within such courses. Indeed, the techniques that received the most emphasis were assessment centers and honesty tests, followed by an assortment of personality, aptitude, and vocational measures. The discussion centers on the implications for graduate training for I/O students.
Over the past 50 years, a number of surveys on professional training in psychodiagnostic testing psychodiagnostic test Inkblot test, Rorschach projective technique Psychometric testing A psychologic test based on the characteristic differences in perception and interpretation of pictorial form by normal persons and those suffering from hysteria, schizophrenia, have appeared in the literature (Piotrowski & Zalewski, 1993). However, researchers have not investigated the degree of training emphasis on specific testing measures and techniques in the area of personnel selection. A comprehensive review of the literature identified only one study that reported on the implications for assessment training in the I/O area A reserved segment of memory used to accept data from an input device or to accumulate data for transfer to an output device. See buffer. (Piotrowski & Keller, 1992).
Information on this topic would be beneficial given recent attempts by professionals in I/O psychology to identify critical issues for work roles and training needs of graduate students in the area. These issues include a discussion of the relevance of licensure, the identification of competencies needed by I/O graduates, and the establishment of standards for graduate I/O training (e.g., Dale, 1988; Lowe, 1990, 1993; ODEER, 1991; Shippmann, Hawthorne, & Schmitt, 1992).
Finally, training in assessment skills has been recognized as a critical component of graduate courses in personnel selection and industrial psychology (Society for Industrial and Organizational Psychology Industrial and organizational psychology (also known as I/O psychology, work psychology, work and organizational psychology, W-O psychology, occupational psychology, personnel psychology or talent assessment , 1994). Interestingly, recent graduates of an I/O program rated assessment training as a highly valued instructional component (Erffmeyer & Mendel, 1990). But, data are still lacking as to the level and extent of training with assessment techniques in graduate-level I/O programs. Therefore, the purpose of the present study was to determine the relative emphasis given to specific tests/instruments covered in personnel selection courses in the United States and Canada.
We surveyed I/O programs (MA & PhD) from schools contained in the Society for Industrial-Organizational Psychology industrial-organizational psychology
or I-O psychology
Application of the concepts and methods of experimental, clinical, and social psychology to the workplace. (1995) listing of graduate training programs. The two-page form asked respondents to rate their degree of coverage of 36 specific published tests, as well as three broad assessment techniques (i.e., assessment center exercises, honesty tests, leadership scales). The meaning of "extent of coverage" was left to the interpretation of the instructor to possibly include instruction such as test administration procedures, psychometrics psychometrics
Science of psychological measurement. Psychometricians design and administer psychological tests (see psychological testing), both to generate empirical data on mental processes and to refine their understanding of measurement techniques and the , scoring, interpretation, and/or hands-on experience. The ratings (using a checklist) were indicated on a 5-point scale ranging from 1 (none) to 5 (extensive). The selection of the tests/techniques were based on coverage in major personnel selection and psychological assessment texts, and coverage in personality assessment books (e.g., Lanyon & Goldstein, 1997; Miller, 1976). Multiple surveys were mailed to each program in the event that personnel selection courses are taught by two or more instructors within the department. The number of surveys mailed was based on the size of the I/O faculty in each program, with larger programs receiving more copies than smaller ones. Consequently, an average of three surveys were mailed to a total of 100 graduate I/O programs during the summer of 1997. A small follow-up mailing to non-responding schools was conducted in early fall of the same year. Only those teachers who taught graduate-level courses in personnel selection or industrial psychology were asked to participate.
A total of 85 completed surveys (88% of which were usable) were returned, with 50 of these from separate programs. Data from the usable surveys (N = 75)indicated that 24 of the respondents taught in master's programs, 49 were from doctoral institutions, and two did not indicate their program level. Respondents taught I/O courses for an average of 11.2 years (SD = 8.3), and the mean number of years each taught a graduate personnel course was 9.9 years (SD = 9.5).
Results and Discussions
A oneway MANOVA MANOVA Multivariate Analysis of the Variance indicated that no significant differences existed between the ratings of test usage and level (MA, PhD) of graduate program F(1,39) = 1.31, p [is greater than] .05. Consequently, the data were combined for subsequent analyses. Table 1 presents the rank order and frequency distribution of the "Top 10" instruments or techniques (out of a total of 39 included on the survey) as rated by our academic sample. Interestingly, numerous well-established tests are not being covered (see category "None") in personnel selection courses. That is, nearly half of the sample ignored coverage of the California Psychological Inventory The California Psychological Inventory (CPI) is a self-report inventory created by Harrison Gough and currently published by Consulting Psychologists Press. It was created in a similar manner to the Minnesota Multiphasic Personality Inventory (MMPI), but unlike the MMPI, it is not (CPI (1) (Characters Per Inch) The measurement of the density of characters per inch on tape or paper. A printer's CPI button switches character pitch.
(2) (Counts Per I ), Hogan Personality Inventory Hogan Personality Inventory Psychology A psychologic test that assesses a person's customer orientation, ability to tolerate stress, work with supervisers, and get along with co-workers , Strong Interest Inventory, and leadership scales. Only the broad category of assessment center exercises and honesty/integrity tests were emphasized as "considerable."
Table 1 Rank-order of measures used in graduate personnel selection courses Scale ratings Techniques Mean None Some Moderate (1) (2) (3) Assessment Center Exercises 3.3 4 10 28 Honesty Tests 3.0 3 24 22 NEO Personality Inventory 2.2 23 29 13 General Aptitude Test Battery 2.1 18 40 11 Leadership Scales 2.0 34 13 14 Wonderlic Personnel Test 2.1 21 35 13 Strong Interest Inventory 1.8 38 17 12 Hogan Personality Inventory 1.8 33 25 10 MMPI-MMPI-2 1.8 27 33 12 CPI 1.7 37 23 9 Scale ratings Techniques Considerable Extensive Weighted (4) (5) Score Assessment Center Exercises 19 12 244 Honesty Tests 21 4 221 NEO Personality Inventory 7 3 163 General Aptitude Test Battery 5 1 156 Leadership Scales 8 2 134 Wonderlic Personnel Test 5 1 142 Strong Interest Inventory 5 1 129 Hogan Personality Inventory 6 0 137 MMPI-MMPI-2 1 0 133 CPI 4 0 126
Note: The weighted score is the sum of the 5-point scale value (i.e., 1, 2, 3, 4, 5) multiplied by the frequency of use for each test/technique.
These findings suggest that I/O graduate faculty are not emphasizing specific assessment techniques, during formal coursework, in an in-depth manner. Perhaps academicians believe that it is more prudent to provide a general review of assessment approaches complemented by extensive coverage of a limited number of specific instruments. Approximately 23% (N = 20) of the respondents commented on why they did not focus their instruction on specific tests. Eight of these 20 instructors (40%) indicated that they covered broad categories, methods, or types of tests rather than specific tests. Five of the respondents' comments (25%) reflected a focus on test development or psychometrics, and four instructors (20%) mentioned that specifics tests were taught in other courses within their department (e.g., Psychological Assessment; Personality Testing). Regarding the latter, enrollment in such courses at the graduate level may be limited to students in clinical/counseling psychology, particularly within doctoral programs. It is possible that instructors emphasize the measures and techniques that they feel most confident in or those with which they have had the most applied experience. Admittedly, there are a host of instruments and techniques applicable in the I/O field and in-depth study of only a few is realistic.
Acknowledging the limitations of graduate preparation, at least in terms of formal coursework, what might aspiring I/O students do to buttress buttress, mass of masonry built against a wall to strengthen it. It is especially necessary when a vault or an arch places a heavy load or thrust on one part of a wall. their competency in assessment skills? Perhaps this training may be best accomplished outside didactic di·dac·tic
Of or relating to medical teaching by lectures or textbooks as distinguished from clinical demonstration with patients. coursework (e.g., supervised field projects, practicum practicum (prak´tikm),
n See internship. and internship internship /in·tern·ship/ (in´tern-ship) the position or term of service of an intern in a hospital.
n the course work or practicum conducted in a professional dental clinic. experience, and thesis/dissertation research). That is, extensive knowledge and/or hands-on experience (e.g., practica) of selected I/O assessment instruments, within the context of an organization and/or research project, may be a viable avenue for graduate training in assessment. Such an approach may lead not only to the acquisition of competency, but also to professional confidence. However, not all graduate programs require, or even encourage, practicum or internship experience. The Society for Industrial and Organizational Psychology (1995) listing of graduate I/O programs indicates that only 22% of doctoral I/O programs, and 25% of master's I/O programs, require internships as part of their graduate training. Practicum experiences were required by only 20% of I/O doctoral programs, compared to 43% of MA I/O programs. At the very least, students may need to accept the reality that training in specific assessment techniques may need to be acquired through independent self-study.
Although the findings of the present research can be viewed with some concern, some caveats are in order. For instance, given the weak psychometric psy·cho·met·rics
n. (used with a sing. verb)
The branch of psychology that deals with the design, administration, and interpretation of quantitative tests for the measurement of psychological variables such as intelligence, aptitude, and data of personality and aptitude tests The following organizations provide aptitude and proficiency tests in programming and computer topics.
A set of proficiency and aptitude tests from Psychometrics, Inc., Henderson, NV (www.psy-test.com). for use in personnel selection, instructors may be wise in covering such tests in a global manner. Also, faculty may be opting to use instructional time to focus on other assessment techniques that have been well accepted in the I/O literature (e.g., work samples, structured interviews, biodata). In a related vein, I/O instructors may be simply following the manner in which tests are presented in their textbook. That is, the most popular personnel selection textbooks used by our sample (see Piotrowski & Vodanovich, 1998) offer relatively little coverage of individually published tests or techniques as selection devices.
In conclusion, these findings suggest that I/O graduates enter the professional ranks with relatively little exposure to specific tests and assessment techniques, which in our opinion indicates an instructional shortcoming short·com·ing
A deficiency; a flaw.
a fault or weakness
Noun 1. . For instance, many well-respected and widely used I/O and personnel selection textbooks (e.g., Cascio, 1991; Gatewood & Feild, 1998; Miller, 1976; Muchinsky, 1998) posit that many of the measures (e.g., Miner Sentence Completion Scale, CPI, Myers-Briggs Type Indicator Myers-Briggs Type Indicator Definition
The Myers-Briggs Type Indicator (MBTI) is a widely-used personality inventory, or test, employed in vocational, educational, and psychotherapy settings to evaluate personality type in adolescents and adults age 14 ) and types of tests (e.g., cognitive ability, personality, vocational), included in our survey, are commonly employed for selection purposes in industry. Also, several reviews have commented on the heightened adoption of personality inventories in organizational contexts, particularly given the relative lack of adverse impact and palpable Easily perceptible, plain, obvious, readily visible, noticeable, patent, distinct, manifest.
The term palpable usually refers to some type of egregious wrong, such as a governmental error or abuse of power. predictive validity In psychometrics, predictive validity is the extent to which a scale predicts scores on some criterion measure.
For example, the validity of a cognitive test for job performance is the correlation between test scores and, for example, supervisor performance ratings. of these measures (Dunnette, 1998; Hough n. 1. Same as Hock, a joint.
v. t. 1. Same as Hock, to hamstring.
imp. & p. p. os>
p. pr. & vb. n. os>
n. 1. An adz; a hoe.
v. t. 1. To cut with a hoe. , Eaton, Dunnette, Kamp, & McCloy, 1990). Consequently, our position is that I/O graduate students need to be trained, beyond a cursory cur·so·ry
Performed with haste and scant attention to detail: a cursory glance at the headlines.
[Late Latin curs fashion, on such tests. In- depth coverage of these tests will likely enhance graduate training standards by addressing important competencies required for I/O graduates. This may be most pertinent for students who wish to pursue a career as a practitioner in the field of personnel selection.
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In 1913, law professor Dr. .
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Use of tests to measure skill, knowledge, intelligence, capacities, or aptitudes and to make predictions about performance. Best known is the IQ test; other tests include achievement tests—designed to evaluate a student's grade or performance in personnel assessment. Surrey: Biddies, Ltd.
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Stephen J. Vodanovich and Chris Piotrowski, Department of Psychology, University of West Florida
Correspondence concerning this article should be addressed to Stephen J. Vodanovich, Department of Psychology, University of West Florida, 11000 University Parkway, Pensacola, FL 32514.
A portion of this research was presented at the annual meeting of the Southeastern Psychological Association, Mobile, AL (March, 1998).