Personnel Selection Effectiveness In the Standards for Educational and Psychological Testing, the American Educational Research Association (1999) denotes five forms of evidence for use in evaluating a selection procedure for a specific application: (a) relationships between predictor scores and other variables (e.g., test–criterion relationships), (b) content, (c) internal test structure, (d) response processes, and (e) testing consequences. Industrial/Organizational (I/O) practitioners need to be mindful of these considerations in test development and in choosing standardized tests for employee selection. Effective personnel selection processes entail systematically implementing assessments to evaluate job-related knowledge, skills, and abilities (KSAs), and personality traits (Arabian, 2008). Establishing job requirements provides a firm foundation for selection, and it facilitates identifying appropriate assessments to cover all dimensions of a given job and the results of performing that job (outcomes). Consequently, an effective selection process should include a variety of assessments measuring different aspects of a candidate with the ultimate goal of providing as full and accurate an assessment of as many job dimensions as possible (Arabian, 2008). Consider the assessments that you encountered before you were hired at a recent job. Do you believe they were effective in capturing the multiple dimensions of that job? If outcomes were included, do you think they were necessary? Post an explanation of what process should be used to determine the effectiveness of personnel selection effectiveness. Then, provide your position on whether multiple outcomes should be used in personnel selection. Provide concrete examples and citations from the Learning Resources and current literature to support your post. Example: According to the American Educational Research Association’s (2014) Standards for Educational and Psychological Testing, the validation of employment testing begins with job analysis.  It is necessary to identify the job behaviors and outcomes specified for the job employees are being selected for.  This job analysis provides the empirical evidence necessary to link employment testing with job performance.  There are two basic types of job analysis- deductive and inductive.  Deductive job analysis utilizes extant knowledge of specific job that are available for use.  Inductive job analysis develops new data about the specific job of interest (Whetzel & Wheaton, 2016). The goal of selection testing is to draw inferences that test performance will predict job performance.  This relationship can be established by identifying the link between predictors and performance and behavioral measures.  A predictor construct domain is established by determining the knowledge, skills, abilities (KSAs), and traits that are included with certain constructs (e.g., reading comprehension).  Criterion constructs are job behaviors or outcomes su.

1. Personnel Selection Effectiveness
In the Standards for Educational and Psychological Testing, the
American Educational Research Association (1999) denotes five
forms of evidence for use in evaluating a selection procedure
for a specific application: (a) relationships between predictor
scores and other variables (e.g., test–criterion relationships), (b)
content, (c) internal test structure, (d) response processes, and
(e) testing consequences. Industrial/Organizational (I/O)
practitioners need to be mindful of these considerations in test
development and in choosing standardized tests for employee
selection.
Effective personnel selection processes entail systematically
implementing assessments to evaluate job-related knowledge,
skills, and abilities (KSAs), and personality traits (Arabian,
2008). Establishing job requirements provides a firm foundation
for selection, and it facilitates identifying appropriate
assessments to cover all dimensions of a given job and the
results of performing that job (outcomes). Consequently, an
effective selection process should include a variety of
assessments measuring different aspects of a candidate with the
ultimate goal of providing as full and accurate an assessment of
as many job dimensions as possible (Arabian, 2008). Consider
the assessments that you encountered before you were hired at a
recent job. Do you believe they were effective in capturing the
multiple dimensions of that job? If outcomes were included, do
you think they were necessary?
Post an explanation of what process should be used to
determine the effectiveness of personnel selection effectiveness.
Then, provide your position on whether multiple outcomes
should be used in personnel selection. Provide concrete
examples and citations from the Learning Resources and current
literature to support your post.

2. Example:
According to the American Educational Research Association’s
(2014) Standards for Educational and Psychological Testing, the
validation of employment testing begins with job analysis. It is
necessary to identify the job behaviors and outcomes specified
for the job employees are being selected for. This job analysis
provides the empirical evidence necessary to link employment
testing with job performance. There are two basic types of job
analysis- deductive and inductive. Deductive job analysis
utilizes extant knowledge of specific job that are available for
use. Inductive job analysis develops new data about the
specific job of interest (Whetzel & Wheaton, 2016).
The goal of selection testing is to draw inferences that test
performance will predict job performance. This relationship
can be established by identifying the link between predictors
and performance and behavioral measures. A predictor
construct domain is established by determining the knowledge,
skills, abilities (KSAs), and traits that are included with certain
constructs (e.g., reading comprehension). Criterion constructs
are job behaviors or outcomes such as performance and
attendance (American Educational Research, 2014). There are a
number of methods for establishing the validity for linking
predictors and job criteria. Perhaps the most direct way is to
validate evidence based on test content. Test content is one
form of employment-test validation established by American
Educational Research Association’s (2014) Standards for
Educational and Psychological Testing. For example, a test for
team leader position be to provide previous examples of how the
candidate dealt with difficult team issues or how they would
deal with challenging teamwork scenarios in the future. The
content of such a test would directly relate to the necessary
criterion of managing effective teams.

3. There are often many criteria established to determine the
performance expectations of employees. Therefore, several job
outcomes should be considered for selection purposes. All
individuals have different strengths and taking a more holistic
approach to selection should provide for a more diverse
workforce. With that said, employers should focus on key
criteria that are important to their organization. An
organization may have issues with attendance and therefore be
interested in using a tool that will predict future attendance.
Only focusing on predicating attendance and turnover could be
very problematic. The individuals selected may have good
attendance but may not have the necessary skills and abilities to
adequately perform their duties. Additionally, attendance may
be related to an underlying organizational issue that needs to be
addressed rather than the selection procedures.
References
American Educational Research Association, American
Psychological Association, National ouncil on Measurement in
Education, Joint Committee on Standards for Educational, &
Psychological Testing (US). (2014). Standards for educational
and psychological testing. American Educational Research
Association.
Whetzel, D. L., & Wheaton, G. R. (Eds.). (2016). Applied
measurement: industrial psychology in human resources
management. Routledge.
Components of Organizational Commitment
Commitment is an attitude that correlates strongly with job
satisfaction. In addition, commitment, like satisfaction, relates
to turnover and other employee outcomes. Because there are
patterns of commitment, organizations can use these data to

4. take steps to increase employee commitment, thereby increasing
positive employee behaviors and decreasing negative employee
behaviors.
For this Discussion, review this week’s media in the Learning
Resources. Select two Walden Sports employees to use for this
Discussion and consider how they differ in their commitment to
the organization. Then consider positive and negative
consequences of each employee’s organizational commitment.
With these thoughts in mind:
Post the names of the two Walden Sports employees you
selected and explain how they differ in their commitment to the
organization. In your analysis, explain how they differ or are
similar on all three components of organizational commitment.
Finally, explain one potential positive consequence and one
potential negative consequence of each employee’s
organizational commitment.
Example:
Post by Day 4 the names of the two Walden Sports employees
you selected and explain how they differ in their commitment to
the organization. In your analysis, explain how they differ or
are similar on all three components of organizational
commitment. Finally, explain one potential positive
consequence and one potential negative consequence of each
employee’s organizational commitment.
Burt and Stacey
Although Burt may have some gripes about Walden Sports, his
reasons for staying far outweigh any notions he may have for
leaving. Clearly, Burt is vested in the organization. He has been
with the company for more than 12 years, and he has his sights
set on retirement (Laureate Education, Inc., 2012). He may joke
about being old; however, Burt is not willing to do anything to
jeopardize his pay or savings plan (Laureate Education, Inc.,

5. 2012).
Stacey, on the other hand, joined Walden Sports straight out of
college 8 years ago (Laureate Education, Inc., 2012). She
started out in sales and has since been promoted into HR
(Laureate Education, Inc., 2012). As a company, Walden Sports
has taken chances on Stacey by investing in her as an individual
as well as her professional growth. Due to a company incentive
program, Stacey feels a sense of obligation to stay with the
company (Laureate Education, Inc., 2012).
Components of organizational commitment
Some people are committed to their jobs because they love what
they do, or because their goals align with those of the
company. Others might stay because they fear what they could
lose if they leave. Still others might stay because they feel
obligated to the company, or to their manager. Clearly, some of
these types of commitment can have a negative effect on a
person's well-being, self-respect, and job satisfaction.
Meyer and Allen (1991) developed the Three Component Model
of Commitment. The model explains that commitment to an
organization is a psychological state, and that it has three
distinct components that affect how employees feel about the
organization that they work for (Meyer & Allen, 1991). The
authors argue three components are 1) Affection for your job
(affective commitment), 2) Fear of loss (continuance
commitment), and 3) Sense of obligation to stay (normative
commitment).
Bergman (2006) hypothesizes affection for your job happens
when you feel a strong emotional attachment to your
organization, and to the work that you do. The author purports
you will most likely identify with the organization's goals and
values, and you genuinely want to be there. Neither Burt nor

6. Stacey seems to have an affective commitment.
Meyer and Allen (1991) posit continuance commitment occurs
when you weigh up the pros and cons of leaving your
organization. The authors maintain you may feel that you need
to stay at your company, because the loss you would experience
by leaving it is greater than the benefit you think you might
gain in a new role. Burt is more likely to experience
continuance commitment due to his age and experience. His
perceived losses include his salary and savings plan.
Bergman (2006) postulates normative commitment takes place
when you feel a sense of obligation to your organization, even
if you are unhappy in your role, or even if you want to pursue
better opportunities. According to the author, you feel that you
should stay with your organization, because it is the right thing
to do. Since Walden Sports invested money by paying off
Stacey’s college loans, she may be experiencing normative
commitment.
One potential positive consequence and one potential negative
consequence
One potential positive consequence of Burt and Stacey’s
organizational commitment is keeping them tied to the
company. One potential negative consequence is relying too
much on continuance and normative commitment without
helping people achieve affective commitment (Becker, 1992).
References
Becker, T. E. (1992). Foci and bases of commitment: Are they
distinctions
worth making? Academy of Management Journal, 35(1), 232–
244. Retrieved from the Walden Library databases.

7. Bergman, M. E. (2006). The relationship between affective and
normative commitment: Review and research agenda. Journal
of Organizational Behavior, 27(5), 645–663. Retrieved from
the Walden Library databases.
Laureate Education, Inc. (Executive Producer). (2012).
Organizational
commitment. Baltimore, MD: Author.
Meyer, J. P., & Allen, N. J. (1991). A three-component
conceptualization of
organizational commitment. Human Resource
Management
Review, 1(1), 61–89.
Retrieved from the Walden Library databases.
Readings
· Becker, T. E. (1992). Foci and bases of commitment: Are they
distinctions worth making? Academy of Management Journal,
35(1), 232–244.
Retrieved from the Walden Library databases.
· Becker, T. E., & Billings, R. S. (1993). Profiles of
commitment: An empirical test. Journal of Organizational
Behavior, 14(2), 177–190.
Retrieved from the Walden Library databases.
· Bergman, M. E. (2006). The relationship between affective
and normative commitment: Review and research agenda.
Journal of Organizational Behavior, 27(5), 645–663.
Retrieved from the Walden Library databases.
· Mathieu, J. E., & Zajac, D. M. (1990). A review and meta-
analysis of the antecedents, correlates, and consequences of
organizational commitment. Psychological Bulletin, 108(2),
171–194.
Retrieved from the Walden Library databases.
· Meyer, J. P., & Allen, N. J. (1991). A three-component
conceptualization of organizational commitment. Human

8. Resource Management Review, 1(1), 61–89.
Retrieved from the Walden Library databases.
· Meyer, J. P., Allen, N. J., & Topolnytsky, L. (1998).
Commitment in a changing world of work. Canadian
Psychology, 39(1–2),83–93.
Retrieved from the Walden Library databases.
· Meyer, J. P., Becker, T. E., & Van Dick, R. (2006). Social
identities and commitments at work: Toward an integrative
model. Journal of Organizational Behavior, 27(5), 665–683.
Retrieved from the Walden Library databases.
· Reichers, A. E. (1985). A review and reconceptualization of
organizational commitment. Academy of Management Review,
10(3), 465–476.
Retrieved from the Walden Library databases.
TRANSCRIPT FOR ASSIGNMENT
Focus GroupProgram Transcript
MALE SPEAKER: Alrighty, let's go ahead and get started. I
want to thank you all for taking time away from your work and
joining me here this afternoon. As you know, my firm has been
hired by your CEO, Benjamin Jones, to take the temperature of
the company and give him some recommendations on how we
can make this a better place to work. We're meeting with you all
in small groups just like this to hear your concerns, but above
all, your thoughts on how to make things better.
You can rest assured, though, that everything you tell me will
be confidential and will only be reported to Mr. Jones as a part
of general recommendations at the end of my firm's assessment.
So please feel free to speak candidly. So why don't we start the
process off by going around the room. Just say your name and
how long you've been with Walden Sports. We'll start here.
BURT: Well, I'm Burt. You all know me. I've been in charge of
the fishing department since Ben opened the first shop 12 years
ago.

9. MALE SPEAKER: Thanks, Burt. KIM: Oh hi, I'm Kim. I've
been with the company for about six years now in the shipping
department.
MARTIN: I'm Martin. Hard to believe, but I've been almost 10
years now. Five of which underneath Burt there in the fishing
department. Now I just try to keep the warehouse running
smoothly.
JULIET: Hi, my name is Juliet. And I work up in payroll. So I
think everyone here will thank me for making sure you've all
gotten paid the last four years.
BURT: Oh, so you're the one to blame for those measly checks,
huh?
JULIET: Yep, been skimming a little off the top of yours for
years now.
STACEY: Hi, I'm Stacey. I started working on the sales floor
during college eight years ago. And now, I work up in HR.
MALE SPEAKER: Thank you very much. Seems like we have a
pretty seasoned group here which is fantastic. So I want to start
this process off by taking out the dirty laundry, as it were. It's
come to my attention that there is a certain level of employee
dissatisfaction, and I want to get a sense of what that looks like
here. So let's just open it up to the whole table. If you have been
dissatisfied with your job here at Walden Sports, why don't you
shed some light on why it is that you stay?
©2012 Laureate Education, Inc.
BURT: Well, I've been here so long it don't seem to make any
sense to look for anything else. I mean, I'd like to. But I may be
10 years away from retirement now, and no one wants to hire an
old guy like me. And heck, even if they did, I can't risk taking
any kind of pay cut and throwing off my savings plan. No sir,
I've got to stay put.
MALE SPEAKER: I see. Anyone else?
STACEY: Well, I have to admit that I've had the desire to start
looking for jobs elsewhere for a while now. But Walden just
finished paying off my college loans as part of an incentive
program, so I, sort of, feel obligated to stay.

10. MALE SPEAKER: You know, you wouldn't be the first person
to do it, but I can see how that might make you feel
uncomfortable. What about you, Kim? Have you ever thought
about leaving? KIM: I don't know. I mean, yes. I've been
looking at job listings for a while now, but I think I've decided
to give up the search.
MALE SPEAKER: Why is that?
KIM: There's no jobs out there. I look every day but come up
with nothing. It's hopeless, so I guess I'm stuck here.
MALE SPEAKER: I'm sorry to hear that, Kim. But I've run into
a lot of people lately who are in the same boat as you. What
about you, Martin? Juliet? Have you looked for another job but
run into road blocks like Kim has?
MARTIN: Well I haven't actually done any job searching yet,
but more and more I find my commitment to the company
slipping. I mean, I love my coworkers and my supervisor has
done so much for me over the years, I just don't feel like
anybody above them cares about me. I mean, it used to be that
we felt like we were a part of the success of the company. And
the executives would come down and make sure that we have
the resources that we needed to do our job. But now, it just
seems like they nickel and dime us to death, and I can't get
excited about working here anymore.
JULIET: You know, it's actually the opposite for me. I still
enjoy the day to day work, but ever since the merger with the
travel agency, I feel like I'm out of touch with everyone. That
so many new people came in and everything got so corporatized
that I just don't feel like we're all one big happy family
anymore. Sorry. Which is how it used to be. It's become a
lifeless office to work in, and I honestly find it really
depressing.
MALE SPEAKER: Yeah, I understand. I'm really sorry to hear
that. Sounds like there are some big changes that need to be
made in order to make this a better
©2012 Laureate Education, Inc.
place to work. But you know what? We're going to work very

11. hard to make that happen. I promise.
© 2012 Laureate Education, Inc.
©2012 Laureate Education, Inc.