I/O chapter 4 by Jason Manaois

1. Criteria:
Standards for
Decision Making
Selection, Criteria,
Job Analysis, Job Evaluation

2. Objectives
• Clarify the use of criteria and selection process
• List the uses of job analysis information
• Describe the sources and ways of collecting job analysis
information
• Discuss the different job analysis methods
• Describe the evidence for reliability and validity of job
analysis methods
• Explain how job evaluation is used to set salary levels for
jobs

3. Selection
• What is selection?
– Using scientific methodology to choose one alternative (job candidate) over another.
• Job Analysis
• Measurement
• Statistics
• Why is selection important?
– Decreases the likelihood of hiring “bad” employees
– Increases the likelihood that people will be treated fairly when hiring decisions are made
• Reduces discrimination
• Reduces likelihood of discrimination lawsuits
• What do I/O psychologists need to know about selection?
– How to select predictors of job performance (criteria problem)
– How to accurately indentify and validate predictors for specific jobs (job analysis)
• Rely on cognitive and personality variables
– How to reliably and validly measure these predictors
– How to use these predictors to make selection decisions

4. Criteria
• Standards used to help make evaluative
judgments about objects, people, or events.
Example:
What is good Teaching?
Student A: Preparedness, Relevance, Clarity
Student B: Enthusiasm, Inspiration, Ability
Note: There is a need to level-off or agree in one general criteria
to define the context of ‘good teaching’

5. Criteria
• Criteria - standards used to judge the quality
of (discriminate among) alternatives.
• For I/O psychologists, this means judging the
quality of employees, programs, and units in
the organization

6. Points to Ponder
• Values and taste also dictate people’s choice
of criteria.
• Even people who use the same standards in
making judgements do not always reach the
same conclusion.

7. Conceptual vs Actual Criteria
• Conceptual Criterion
– The theoritical standard that researchers seek to
understand through their research.
– An abstract idea that can never be actually be
measured.
• Actual Criterion
– The operational or actual standard of measure or
assess.
– Served as measure of the conceptual criteria.

8. Criteria of College Student
Conceptual Criteria Actual Criteria
Intellectual Growth Grade point average
or QPI
Emotional Growth Adviser rating of
emotional maturity
Citizenship Number of volunteer
organization joined
in college

9. CRITERION
DEFICIENCY
Conceptual
Criterion
CRITERION
RELEVANCE
Actual
Criterion
CRITERION
CONTAMINATION

10. • Criterion Deficiency: The degree to which the
actual criteria fail to overlap the criteria – that is,
how deficient the actual criteria are in
representing the conceptual ones.
• Criterion Relevance: The degree to which the
actual criteria and the conceptual critria coincide.
• Criterion Contamination: The part of the actual
criteria that is unrelated to the conceptual
criteria.

11. Issue: Good College Student
Intellectual
Growth What If:
Student A know nothing about
the subject while student B
has prior knowledge. By the
end of the learning period,
student A might gained more
Grade intellectual knowledge but
point student B might get a higher
grade since he knew the topic
Average at hand. Therefore, using GPA
as our criterion would falsely
conclude which student grew
more intellectually.

12. Emotional
Growth
Adviser’s
Rating

13. Citizenship
number of
Volunteer
Org.joined
in College

14. Example: College Success
Extra-
curricular
Involvement
Morally
Physically Have latest Co-curricular Up-right
gadgets Involvement
Healthy
College
Spiritually
Developed Sucess Emotional
Stable
Travel Positive
Abroad Numerous
Above
Self-
Relationship Average QPI Esteem
(BF/GF)

15. Classification of Criteria
 I/O Psychologists try to  Judgements quantifiable
More easily made about
choose criteria that assess employees performance
 Production
performance excellence.  general factor touchdowns
 Number of
(effectiveness)
 Number of units
 Criteria are typically
classified in one of two ways  specific factors
produced
 Sales quantity of work
 Objective  quality of work
 Tenure/Turnover
 Subjective
 voluntariness
 Note: More complex jobs
requirefunctionality for

more criteria
 Absenteeism
effective evaluation
 Accidents
 Theft

16. Illegal Criteria
 Title VII of the 1964 Civil Rights Act prohibits using
selection practices that have an unequal impact on
members of a different:
 Race
 Color
 Sex
 Religion
 National Origin

17. Types of Illegal Discrimination
 Disparate Treatment (Opportunities)
 Discrimination decisions based on one of five prohibited categories
 Disparate Impact (Outcomes)
 Illegal discrimination is any practice (without a business justification) that has
unequal consequences for members of protected groups.
 Roger Parloff, Fortune senior editor:
 Though disparate treatment and disparate impact cases are both aimed at
eradicating the same thing, there is potential tension between them.
 The goal of disparate treatment cases is to guarantee every worker equal
opportunity, but not equal outcomes.
 The focus of disparate impact cases is on equal outcomes.
 If one pursues equal outcomes too single-mindedly, one can compromise the
principle of equal opportunity by inducing the use of quotas.

18. Determining Disparate Impact
 The 4/5thsapplicants
100 male Rule 50 female applicants
 Disparate impact occurs if the selection ratio for any
minority group is less than 4/5ths of the* selection ratio
20 males selected 50 .16 = 8
of the majority group
20/100 = .20 At least 8 females should be selected
.20 * 4/5ths(.80) = .16
At least 16% of people from minority group should be selected using a
given procedure.

19. Summary
 Criteria
 Reliable and valid predictors of job performance.
 All criteria suffer from:
 Deficiency
 Contamination
 Criteria typically classified as:
 Objective
 Subjective
 These labels can be misleading
 There are several illegal criteria
 There are two types of illegal discrimination
 Disparate treatment
 Disparate impact

20. Job Analysis

21. Our Textbook: Definition
• Job analysis
– A formal procedure by w/c the content of a job is defined in
terms of tasks performed and human qualifications needed to
perform the job.
– Harvey (1991) definition: the collection of data describing
observable job behaviors performed by workers, including both
what is accomplished as well as what technologies are employed
to accomplish the end results, and verifiable characteristics of
the job environment w/ w/c workers interact, including
physical , mechanical, social, and informational elements.
– A procedure useful in identifying the criteria or performance
dimensions of job.

22. What Is Job Analysis?
• Job analysis is the method for describing jobs and/ or the
human attributes necessary to perform them
– The procedure must be systematic
– A job is broken into smaller units
– The analysis results in some written product, either electronic or
on paper
– Job analysis techniques can be used to collect information that
job oriented or person oriented, depending on the purpose of the
job analyst
• The Job-oriented Approach
– Provides information about the nature of tasks does on the job
• Describes common features that cut across tasks that provide a picture
of what people do on a job

23. What Is Job Analysis?
– Tasks can be divided into a hierarchy in which higher-level descriptions are
broken down into smaller pieces of the job
– Levine (1983) divides the major functions of job into 4 levels of specificity:
• 1. Duty 2. Tasks 3. Activity 4. Element
– Duty is a major component of a job
» Accomplished by performing one or more associated tasks
– Task is a complete piece of work that accomplishes some particular objective
– Task can be divided into activities which are the individual parts that make up the task
– To accomplish this activity, a number of very specific actions, or elements are involved
– Contain a great deal of very specific information about what happens on a
particular job
– The level of job actions produces a long and detailed report

24. What Is Job Analysis?
• The Person-Oriented Approach
– Description of the attributes, characteristics or KSAOs necessary for a person to
perform a particular job successfully
– KSAOs are the knowledge, skills, abilities and other personal characteristics
necessary for a job
• First 3 characteristics mainly on job performance itself
• Other relate to job adjustment and satisfaction
• Knowledge is what a person needs to know to do a particular job
• Skill is what a person is able to do an the job
• Ability is a person’s aptitude or capability to do job tasks or learn to do job tasks
• Other personal characteristics relevant to the job that is not covered by the other three
– KSAO is an attribute or characteristic that a person needs in order to do a
particular task or tasks

25. Purposes of Job Analysis?
• Career Development
– Career ladder- a progression of position is established for individuals who acquire the
necessary skills and maintain good job performance
– Not everyone climbs to the top of the ladder
• Limited opportunities for promotion and inability to achieve the necessary KSAOs
– Job analysis provide a picture of the KSAO requirements for jobs at each level of
career ladder
• Legal Issues
– Laws prohibiting discriminatory employment practices, especially in the hiring of
employees
– Job analysis provides a list of relevant KSAOs that can be used as the basis for hiring
in place of irrelevant personal characteristics
– Legal concept in US employment is that of essential function, which is an action that
must be done on a job, especially deciding whether to hire a person with a disability

26. Purposes of Job Analysis?
– The nonessntial function ia an action that might be done occasionally, but is
not important for a person in that position to do
– Job analysis is used to identify essential functions and KSAOs and thus can
help ensure that decision affecting people are based on personal factors that
are job relevant
– When KSAOs are derived from a properly conducted job analysis, employer
actions based on those KSAOs are likely to be legal
• Performance Appraisal
– A well-designed performance appraisal system will be used on a job analysis
– Job-oriented analysis provides a list of the major components of a job, which
can be used as dimensions for performance evaluation
– The behavior-focused performance appraisal methods are based on a job
analysis

27. Purposes of Job Analysis?
– Critical incidents that represent different levels of job performance, from
outstanding to poor
• The good incident would describe something a person did that worked well
• Selection
– Person-oriented job analysis should be the first step in the design of an employee-
selection system
– KSAOs for a job are identified, procedures can be chosen to determine how well job
applications fit the requirements for the job
– A person-oriented job analysis produces a list of KSAOs for a particular job
• Expected to have at the time of hiring
• Characteristics that will be developed on the job through experience and training
• Training
– KSAOs that applicants do not have when they apply for a position are areas for
training after they are hired

28. Purposes of Job Analysis?
– Training program is based on a through analysis of the KSAO
requirements for a job
– Training efforts might be directed if the characteristics can be
acquired
• Research
– An additional use of job analysis information is in research
– Determine the role of job requirements or task characteristics in
organizational phenomena
– Ranging from employee motivation and performance to health
and safety

29. Sources of Job Analysis Info?
• Who provides the information?
– SME (Subject Matter Experts)
– Job analysis information comes from one of four sources:
a. Job analysts c. Supervisors
b. Job incumbents d. Trained observers
– Job analysts and trained observes actually do the job or spend time
observing employees doing job and translate those experiences into a
job analysis
– Incumbents and supervisors are considered subject-matter experts,
people with detailed knowledge about the content and requirements
of their own jobs or the jobs that they supervise

30. Sources of Job Analysis Info?
• How do people provide job analysis information?
– Perform Job
• Benefits:
– The job analyst can perform the tasks as an employee would or under simulated conditions
– The analyst gains insight into the nature of the tasks and how they interrelate
– Provides an apperception for the context in which people do their jobs
• Not often used:
– Experiencing the job by doing it can be costly and time-consuming
– Some jobs are dangerous, particularly for an inexperienced person
– Dose not clearly indicate that tasks can differ among employees with the same job title
– Observe
• Collect information about a job is to observe people doing it
• Observing employees can give insights into the context in which job tasks are performed
• It can also be expensive and time-consuming

31. Sources of Job Analysis Info?
– Interview
• Interviewing subject-matter experts who are familiar with the job
• Interviews are carried out by job analysts or trained interviewers
• Used to generate listed of all tasks and activities done by everyone who has
the same job title
• Other tasks might be performed by every employee, but only on race occasions
– Questionnaire
• Most efficient means of collecting job analysis information
• No other technique can provide as much information about jobs with as little
effort on the part of the job analyst
– Multiple methods
• Often used so that the limitations of one are offset by the strengths of
another

32. Methods Job Analysis?
• Job Components Inventory (JCI)
– Allows for the simultaneous assessment of the job requirements and person’s
KSAOs
– The inventory includes KSAOs for both jobs and individuals
– 5 components of job features are represented:
• Use of tool and equipment
• Perceptual and physical requirements
• Mathematics
• Communication
• Decision making and responsibility
• Functional Job Analysis
– Provides both a description of a job and scores in several dimensions for the job and
potential workers
– Procedure can be used to make comparisons among jobs

33. Methods Job Analysis?
• Occupational Information Network
– Is a computer-based resource for job-related information on approximately
1,100 groups of jobs sharing common characteristics
– Occupation characteristics deal with other kinds of information are
concerned with characteristic of job tasks
– Look up a particular job and get a description and detailed information
about 6 domains
• Position Analysis Questionnaire
– Contains 189 items dealing with the task requirements or elements of jobs
– The elements of the PAQ are general and allow comparisons of different jobs
on a common set of dimensions or KSAOs

34. Methods Job Analysis?
– Cover a wide variety of task requirements
• The inputting and processing of information
• The use of equipment and tools
• General body movement
• Interpersonal interaction
• Work context
– PAQ generates a standard list of KSAOs, jobs can be compared on their KSAO
requirements
• Task inventions
– Is a questionnaire that contains a list of specific tasks that might be done on the job that
is being analyzed
– Rating might be made on dimensions:
• Amount of time spent doing the task
• Critically of the task for doing a good job
• Difficulty of learning the task
• Important of the task

35. Methods Job Analysis?
• Combination Job Analysis Method (C-JAM)
– Both interviews and questionnaires to collect information about
KSAOs and tasks
– Produces a detailed picture of the KSAOs for a job and the task
performed
• Choosing a Job Analysis Method
– Job analysis experts to rate the effectiveness of seven job
analysis methods for 11 purposes
– Choice of method requires consideration of several factors,
including cost and purpose

36. Our Textbook: Job Analysis Procedure
Job Family CLERICAL
Job Secretary Receptionist Data Entry
Person 1: Person 2: Person 3: Person 4: Person 5: Person 6:
Position Task A, B, C Task A, B, C Task D, E, F Task D, E, F Task G, H, I Task G, H, I
A. Types D. Answers G. Enters data
correspondence telephone H. Updates files
Task B. Schedule meetings E. Greets Visitors I. Reconciles
C. Takes dictation F. Maintains register statements

37. Our Textbook: Job Analysis Procedure
• Task Oriented Procedure
– A procedure or set of operations in job analysis designed to
identify important or frequently performed tasks as a means of
understanding the work performed.
• Functional Job Analysis
– A method of job analysis that describes the content of jobs in
terms of PEOPLE, DATA, THINGS.
• Worker-oriented procedure
– A procedure or set of operations in the job analysis designed to
identify important or frequently utilized human attributes as a
means of understanding the work performed. The use of
KSAOs.

38. Our Textbook:
Job Analysis Collection of Information
• Interviews (SMEs)
• Direct Observation
• Questionnaires or inventories
• Taxonomy
• Position Analysis Questionnaire
• Occupational Information Network

39. Reliability and Validity of Job Analysis
Information
• Reliability
– Test-retest reliabilities ranged from 0.68 to 0.90
– Reasonably consistent in their job analysis rating when they
repeated them over time
– Correlations among rating of different people ranged from 0.46
to 0.79
• Validity
– The best evidence for the validity of job analysis comes from
studies that compared different methods or sources information
– Job analysis ratings might be less valid than I/O psychologists
usually assume
– Need to improve job analysis procedures, the various methods
are important tools used by I/O psychologists

40. Choosing Predictors of Job Performance
 When selecting new employees, I/O psychologists use
criteria that will identify effective on-the-job
performance
Performance = (KSA)*Motivation – Situational Constraints
 Performance is a function of the following:
 Knowledge
 Skills
 Abilities
 Motivation
 Situational Constraints

41. Job Analysis
 Describes:
 the tasks that are performed
 type of work
 tools used
 working conditions
 human qualities (KSAOs or competencies) needed to
perform the work
 Tells us what tasks people do and the knowledge,
skills and abilities they need to accomplish those
tasks.

42. Purposes of Job Analysis
 Recruiting
 Career development
 What does it take to move up?
 Legal defense
 Essential functions: What tasks must be done?
 Performance appraisal
 Selection
 What sorts of people should we hire?
 Training
 What knowledge and skills are needed?
 Research

43. Job-Oriented Job Analysis
 Job components (for a carpenter)
 Duty: construct houses
 Task: build kitchen cabinets
 Activity: assemble cabinets
 Element: drill holes

44. Person-Oriented Job Analysis
 KSAO’s (for a carpenter)
 Knowledge: Have information to do a task
 Skill: Practiced act or behavior.
 Ability: Stable capacity to do task.
 Other personal characteristics: personality, interests, etc.

45. Examples Of KSAOs For Different Occupations
Job Knowledge Skill Ability Other Personal
Characteristics
Lawyer Constitutional Writing clearly Communica- Willingness to
rights tion work long
hours
Nurse Surgical Drawing blood Remain calm Lack of
procedures in a crisis squeamishness
in the sight of
blood
Plumber Pipe design Soldering Hand-eye Willingness to
joints coordination get dirty
Police Knowledge of Writing clearly Vigilence Willingness to
Officer legal arrest risk personal
procedures safety

46. Hiring the Best
 Job: College Professor
 What are the major duties of a college professor?
 What tasks are performed to complete each duty
 Develop a set of KSAO’s necessary for these tasks.
 should be useable for recruiting and evaluating
 Challenges?
 What other information would you want? How would you
get it?

47. Data Collection Approaches
 Questionnaire Who do you collect data
 diaries from?
 Interview
 critical incidents Subject Matter Experts
 Observation -incumbent
 Analyst does work -supervisor
-co-worker

48. Occasions for Formal Job Analysis
 Major Restructuring
 afterdramatic growth
 downsizing
 new positions
 Large Selection Procedure
 Dramatic changes in technology
 Passage of Time

49. Job Evaluation

50. Job Evaluation
• Refers to a family of quantitative techniques that used to determine
the salary levels of jobs
• Job evaluation determines are relative salaries for different jobs by
mathematically combining job information
• Point method
– First, a panel determines the compensable factors for the job
– Second, a panel judges the degree to which each job has each compensable
factor
• Quantitative scale so that each job has each compensable factor
– Third, the points for the factors are summed for each job
– Fourth and final, the plot the actual salaries for each job against the point
totals for each job
– The point system is just one of many different job evaluation methods

51. Job Evaluation
• Comparable Worth
– Used to demonstrate pay discrimination against women
– Means that different but comparable jobs should be paid the
same
• Held predominantly by women contribution as much to the organization
as jobs held primarily by men, the salaries for the jobs should be the same
– Using the mathematical procedures to calculate how much
adjustment each of the underpaid jobs should receive
• Might undervalue lower-paid predominantly women-held jobs and
overvalue the higher-paid, predominantly men-held jobs

52. Future Issues and Challenges
• Job analysis is one of the most frequently used tools of practicing I/O
psychologists
– Concerned with developing new methods rather than with the validity of old methods
• Rater training is another area of possible research
– Better understanding of how people make their ratings would suggest useful ways of
training raters
• Increased call for organizations to keep their employee actions, such as
promotions and selection
– Ensured that decisions about whom to hire or promote will be based on the KSAOs for
a job
• Electronic tools in conducting job analysis
– More accurate picture of the time spent in various activities
• More focus on describing competencies rather than on what are often
minimum KSAO requirements found in a typical job analysis

53. Our Textbook: Job Evaluation
• Job Evaluation
– A procedure for assessing the relative value of
jobs in an organization for the purpose of
establishing levels of compensation.
• External Equity
– A theoretical concept that is the basis for using
wage and salary surveys in establishing
compensation rate.

54. Our Textbook: Job Evaluation
• Internal Equity
– A theoretical concept that is the basis for using job
evaluation in establishing compensation rate.
• Compensable Factor
– A dimension of work used to assess the relative
value of a job for determining compensation rates.
– In practice: Effort, Skills, responsibility, working
condition
– Others: Know-how, problem solving,
accountability, additional compensable elements

55. Our Textbook:
Job Performance Criteria
• Objective Performance Criteria
– A set of factors used to assess job performance
that are (relatively) objective or factual in
character.
• Subjective Performance Criteria
– A set of factors used to assess job performance
that are product of someone’s (e.g. supervisor,
peer, customer) subjective rating of these factors.

56. Our Textbook: 8 MAJOR
Job Performance Criteria
1. Production
2. Sales
3. Tenure or Turnover
4. Absenteeism
5. Accidents
6. Theft
7. Counterproductive Workplace Behaviors
8. Customer-Service Behavior

57. Predictors:
Psychological
Assessments

58. Objectives
• To increase your understanding of psych
testing and its use in the workplace,
including:
– The benefits of using psych testing
– How psych tests can be most effectively used in
the selection and development process
– The types of tests available
– The limitations of psych tests

59. • What is testing?
• Why do we have so many tests?
• What are the pros and cons to
testing?
• How can we use testing to
improve . . .?
• What types of tests do we take?

60. What is the cost of a bad hire?
• Scenario – You have interviewed your preferred candidate.
He/she looks good on paper, interviews well and seems to fit
the role requirements.
• You have been looking to fill the role for a while and are keen
to make a placement.
BUT
• This role has high exposure in the organisation, managing a
large customer focused project.
• You have been unsuccessful in finding the right candidate until
now, the project is experiencing delays which is ultimately
costing you money.
• The candidate looks good and you choose not to invest
additional cost and time into psych testing.
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61. Possible Outcomes
• Best case scenario – Candidate comes on board, fits in
well with the team, project is a roaring success and
you get promoted.
• Worst case scenario – Candidate comes on board, has
a number of behavioural issues that emerge in relation
to their management of others, management of clients,
management of the project which were not obvious in
the interview. Candidate leaves abruptly. Company
loses money. Project gets shelved, you get fired.
So, what is the cost of a bad hire?
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62. What is the cost of a bad hire?
• Direct costs – advertising, engaging recruitment agency
• Indirect costs – time spent assessing resumes,
interviewing, training new employee
– Loss of IP
– payouts?
– Performance lag time.
What if you could minimise these costs overall by using
psych testing?
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63. Client Testimonials
• Case 1:
– Client was taking on a new employee who looked fantastic on
paper and interviewed well, and decided not to put them through a
psych test. Candidate lasted 6 weeks.
• Case 2:
– Client was made aware of a candidate’s vulnerabilities for a
particular role through psych testing, but decided to proceed with
offering the candidate the role regardless. Candidate’s
vulnerabilities emerged on the job, and they were managed out of
the organisation within three months.
• Case 3:
– Client reported that the strengths and development opportunities
identified by the psych test were true of the individual in the role 6
months later.
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64. How can you afford to not use psych
testing as part of your selection and
development process?
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65. Benefits of using psych testing in the
recruitment process
• Adds rigour to the entire recruitment process
– Psych tests will return the same results if a candidate
takes the test now and in 6 months time. They are
reliable.
– Psych tests have been demonstrated to predict on the
job performance.
– Psych tests are a valid measure of behaviour, they
measure what they purport to measure - on the job
performance.
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66. Benefits of using psych testing in the recruitment process
• Provides a methodology for predicting
performance against key competencies
– Competencies refer to a set of behaviours
required to successfully perform job tasks.
– Psych tests are designed to objectively measure
candidate’s behaviour in relation to the key
competencies of the role.
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67. Benefits of using psych testing in the recruitment process
• Provides a measure of performance and potential
– Performance refers to past behaviours as measured by
interviews, references checks and resumes.
– Potential refers to a candidate’s capacity to perform
on the job and develop skills.
– Although they can be measured separately, we
recommend the combination of performance and
potential which allows you to take a more holistic
assessment approach to understanding the candidate’s
fit for the role.
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68. Below the Line
• Assesses Knowledge, Skills,
Abilities and Other (KSAOs)
• People are hard to read:
Using psych testing is about
getting to the “below the
line” assets such as motives,
attitudes, drivers
• Psych testing can also be
used in support of “gut feel,”
to inform decisions.
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69. Benefits of using psych testing in the recruitment process
• Assesses a wide range of job relevant skills and behaviours
– learning & cognitive style preferences
– emotional intelligence
– personal & leadership style
– team skills
– sales skills
– customer service skills
– motivation
– Microsoft Office skills
– IT programming
– values
– derailers
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70. Benefits of using psych testing in the recruitment process
• Is resource effective –for volume
recruitment eg. Graduates
– Eg. Online abilities can save time and money in
screening a large amount of candidates in an
objective manner.
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71. What psych tests are available?
• Abilities (verbal, numerical, abstract)
• Personality or work style preferences
• Sales behaviours/preferences
• Customer service
• Motivation
• Computer software skills
• Or any other assessments you can think of!
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72. Psychological Testing
• A psychological test is a
standardized measure of a
sample of a person’s behavior
that is used to measure the
individual differences that exist
among people.

73. Types of Psychological
Testing
• There are two types of
Psychological tests.
–Mental Ability tests
–Personality tests

74. Why use tests?
• Psychological
tests are used in
research,
however, most
serve a
practical
purpose.

75. Mental Ability Tests
• Includes three subcategories.
–Intelligence tests
–Aptitude tests
–Achievement tests

76. Intelligence tests
• Measure
general mental
abilities. They
are intended to
measure
intellectual
potential.

77. Examples
• Emily is four years old. Her big
sister Amy is three times as old as
Emily. How old will Amy be when
she is twice as old as Emily?
• WOLF is to FLOW as 8526 is to:
2856 - 6258 - 5862 - 5682 - 6852

78. Examples
• Hanger is to closet as tree is to:
Branch - Bushes - Forest -
Ground - Nest
• What would be the next number in
this series? 15 ... 12 ... 13 ... 10 ...
11 ... 8 ... ?

79. Aptitude tests
• Assess talent
for specific
kinds of
learning.
(clerical speed,
mechanical
reasoning, etc.)

80. Examples
• Are You a Self-Starter?
• Climbing the ladder would bring a load
of responsibility and pressure that I
wouldn't want to carry.
• If my boss or supervisor told me I were
being promoted, the fact that they had
so much confidence in my abilities
would:

81. Achievement tests
• Gauge a
person’s
mastery and
knowledge of
various subjects

82. Examples
• Who was the 43rd President of
the United States?
• What is 5x6 divided by 2?
• How many branches of
Government exist in the U.S.?

83. Personality Tests
• Measure
aspects of
personality,
including
motives,
interests,
values, and
attitudes.

84. Examples
• Do you become
upset when. . ?
• Do you feel
like you lose
control when. .?
• Are you happy
when . . ?

85. In our TextBook
• Speed Test vs. Power Test
• Individual Test vs. Group Test
• Pen & Paper Test vs.
Performance Test

86. Test Design
• In order for a test to be accurate, it
must meet the three standards
below.
– Standardization
– Validity
– Reliability

87. Standardization
• Standardization refers to the
uniform procedures used in
administrating and scoring a test.
• Test norms: information used to
rank scores in relation to other
scores on the test.
• Can you think of examples

88. Validity
• Examples
• What psychologist • Refers to the
promoted ability of a test
introspection?
• Who developed the
to measure
four mechanisms for what it was
dreaming? designed to
• What school of
psychology does
measure.
Skinner belong to?

89. Validity
Construct Validity
• Degree to w/c a test is accurate and faithful
measure of the construct it purports to
measure.
Criterion-related Validity
• The degree to w/c a test forecasts or is
statistically related to a criterion.

90. Validity
Validity Coefficient
• A statistical index that reveals the degree of
association between two variables. Often used
in the context of prediction.
Content Validity
• The degree to w/c subject matter experts
agree that the items in a test are a
representative sample of the domain of
knowledge the test purports to measure.

91. Validity
Face Validity
• The appearance that items in a test are
appropriate for the intended use of the test by
the individuals who take the test.

92. Reliability
• Example
• Reliability • You take a personality
refers to the test and are scored as
measurement “assertive”. Three
weeks later you take
consistency of a the same test and are
test (or other scored as “passive”. A
drastic change is
techniques). probably a result of an
unreliable test.

93. Testing Reliability
Test-retest
–Comparing subjects’ scores on
two administrations of a test.
Correlation Coefficient
–A numerical index of the degree
of relationship (-1, +1)

94. Testing Reliability
Equivalent-form
–Reveals the equivalence of test
scores between two versions or
forms of the test.
Internal-consistency
–Reveals the homogeneity of the
items comprising a test.

95. Testing Reliability
Inter-rater
–Reveals the degree of agreement
among the assessments of two or
more raters.

96. Visual example

97. Visual example

98. Think!
• Why do we have so many tests?
• How can we use testing to improve
. . .?
• How does psychological testing
apply to school, careers, sports,
etc?

99. Ethical Standards
• Invasion of Privacy – a condition
associated w/ testing pertaining to asking of
questions on a test that are unrelated to the
test’s intent or are inherently intrusive to the
test taker.
• Confidentiality - a condition associated
w/ testing pertaining to w/c parties have
access to test results.

100. Test Content
(Major types of construct)
• Intelligence Test
• Mechanical Aptitude Test
• Sensory/Motor Ability Test
• Personality Inventories
• Integrity Test
• Physical Abilities Test
• Multiple-Aptitude Test Batteries
• Computerized Adaptive Testing

101. Other methods
• Interviews (Unstructured vs. Structured)
• Situational Interviews (Experience based vs
situational questions)
• Work Samples
• Situational Exercise
• Biographical Information
• Letter of Recommendation
• Drug Testing

102. Controversy
The use of the following test…
• Polygraphy or Lie Detection
• Graphology
• Emotional Intelligence

103. Four major standard in
selecting a test
• Validity
• Fairness
• Applicability
• Cost

104. By the way…
• What is the difference between psych
testing and psych assessment or
evaluation?
• What are the general reasons of the use of
psychological tests?