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Handbook of Workplace Assessment: Evidence-Based Practices for Selecting and Developing Organizational Talent

by John C. Scott, Douglas H. Reynolds

July 2009

Intermediate to advanced

912 pages

20h 50m

English

Pfeiffer

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Copyright
Preface-1
Foreword
Preface
The AudienceOverview of the BookPart One: Framework for Organizational AssessmentPart Two: Assessment for Selection, Promotion, and DevelopmentPart Three: Strategic Assessment ProgramsPart Four: Advances, Trends, and IssuesAppendixOrientation
Acknowledgments
The Editors
The Contributors
I. Framework for Organizational Assessment
1. INDIVIDUAL DIFFERENCES THAT INFLUENCE PERFORMANCE AND EFFECTIVENESS
1.1. Two Perspectives for Determining What to Assess1.1.1. Work-Oriented Strategies1.1.2. Great Eight Competency Model1.1.2.1. Drilling Deeper1.1.2.2. Inferring Job Requirements1.1.3. Person-Oriented Analyses1.1.3.1. Cognitive Ability1.1.3.2. Personality1.1.3.3. Interests and Value Orientations1.2. Implications for Assessment in Organizations
REFERENCES

2. INDICATORS OF QUALITY ASSESSMENT
2.1. Buy Versus Build2.2. Test Construction Considerations2.3. Reliability2.3.1. Traditional Forms of Reliability2.3.2. Modern Forms of Reliability2.4. Validity2.5. Operational Models for Assessment2.5.1. Computer-Administered Tests2.5.1.1. Internet Testing: Unproctored and Proctored Testing2.5.1.2. Test Security and Types of Cheating2.5.1.3. Test Score Reporting2.5.1.4. Quality Control2.6. Conclusion
REFERENCES
3. GENERAL COGNITIVE ABILITY
3.1. Dominant Models of General Cognitive Ability3.1.1. General Intelligence Factor Model3.1.2. Cattell's Crystallized and Fluid Intelligences3.1.3. Carroll's Three-Stratum Theory3.2. Cognitive Ability and the World of Work3.2.1. Validity Generalization3.2.2. Prediction of Training Performance3.2.3. Prediction of Job Performance3.2.4. Prediction Linearity3.2.5. General Versus Specific Cognitive Abilities3.2.6. Differences on Cognitive Ability Among Ethnic/Race Demographic Groups3.2.6.1. Single-Group Validity, Differential Validity, and Differential Prediction3.2.6.2. Altering Item Types to Reduce Mean Ethnic Differences3.3. Guiding Practice3.3.1. The Diversity-Validity Dilemma3.3.2. Content-Validity Considerations in the Selection of Measures3.3.3. Validity Generalization and the Uniform Guidelines, Principles, and Standards3.4. Conclusion
REFERENCES
4. PERSONALITY
4.1. Defining Personality4.2. Business Applications of Personality Assessment4.2.1. What Kinds of Measures Are Available?4.2.2. For What Jobs Is Personality Assessment Most Valuable?4.2.3. How Are These Measures Developed?4.2.4. For What Purposes Are These Measures Used?4.3. How Well Does Personality Assessment Work?4.3.1. Framing the Question4.3.1.1. The Measurement Problem4.3.1.2. The Comparative Validity of Personality4.3.2. Predicting Job Performance and More4.4. Standard Criticisms of Personality Assessment4.4.1. Validity4.4.2. Social Desirability4.4.3. Faking4.5. Future Directions4.5.1. Beyond the FFM4.5.2. Alternative Measurement Methods4.5.2.1. Projective Techniques4.5.2.2. Interviews4.5.3. Remembering the Goals of Assessment4.5.4. Better Theory4.5.4.1. Predictor-Criterion Alignment4.5.4.2. All Personality Measures Are Not Created Equal4.5.4.3. Other Opportunities4.6. Last Thoughts
REFERENCES
5. ASSESSMENT OF BACKGROUND AND LIFE EXPERIENCE
5.1. Definition of Biodata5.2. Validity of Biodata Measures5.3. Item-Generation Methods: Advantages and Disadvantages5.3.1. Functional Job Analysis Approach5.3.2. Mumford and Stokes Item-Generation Method5.3.3. Critical Incident Technique5.3.4. Retrospective Life Experience Essay and Interview Technique5.4. Scale Development Methods: Advantages, Disadvantages, and New Developments5.4.1. Inductive (Internal) Strategy of Scale Construction5.4.2. External (Empirical) Strategy of Scale Construction5.4.3. Item-Level Weighting Approaches5.4.4. Item-Response-Level Weighting Approaches5.4.5. Deductive (Rational) Strategy of Scale Construction5.4.6. Point Method5.4.7. Equal or Unit Weighting of Items and Item-Options Method5.4.8. Behavior-Based Interview and Rating Scales Method5.4.9. Comparison of Inductive, Deductive, and External Strategies5.4.10. New Developments in Scale Construction Methods5.4.11. Characteristics of Criterion-Valid Items5.5. Validity Generalization and Other Factors That Affect Usefulness of Biodata Measures5.5.1. Questions to Ask When Evaluating Biodata Measures5.6. Conclusion
REFERENCES
6. KNOWLEDGE AND SKILL
6.1. Knowledge and Skill Definitions6.2. Declarative Knowledge6.2.1. Measure Development6.2.2. Types of Declarative Knowledge Items6.2.3. Operational Considerations6.2.4. Psychometric Properties6.2.5. Measurement Challenges6.2.6. Applications6.3. Procedural Knowledge and Skill6.3.1. Types of Procedural Knowledge and Skill Measures6.3.1.1. Situational Judgment Tests6.3.1.2. Work Samples6.3.2. Measure Development6.3.2.1. Situational Judgment Tests6.3.2.2. Work Samples6.3.3. Operational Considerations6.3.3.1. Situational Judgment Tests6.3.3.2. Work Samples6.3.4. Psychometric Characteristics6.3.4.1. Situational Judgment Tasks6.3.4.2. Work Samples6.3.5. Measurement Challenges6.3.5.1. Situational Judgment Tasks: What Do They Measure?6.3.5.2. Work Samples: How to Obtain Reliable Scores Within Practical Constraints on Time6.3.6. Applications6.4. Conclusion
REFERENCES
7. PHYSICAL PERFORMANCE
7.1. Identifying Physical Job Requirements7.1.1. Identification of Essential Tasks7.1.2. Classification of Physical Demand7.1.3. Impact of Environment on Physical Demand of Job Tasks7.1.4. Methods to Quantify Physical Demand7.2. Physical Performance Test Design and Selection7.2.1. Basic Ability Tests7.2.2. Physical Test Reliability7.2.3. Validity of Physical Tests7.3. Test Scoring and Setting Passing Scores7.3.1. Types of Scoring7.3.2. Passing Score Determination7.4. Physical Test Adverse Impact and Test Fairness7.5. Implementation of Physical Tests7.6. Litigation Related to Physical Testing7.6.1. Title VII of the 1964 Civil Rights Act7.6.2. Americans with Disabilities Act of 19907.7. Reduction in Injuries and Lost Time from Work7.8. Conclusion
REFERENCES
8. COMPETENCIES, JOB ANALYSIS, AND THE NEXT GENERATION OF MODELING
8.1. Historical Links Between Competency Modeling and Job Analysis8.2. Building a Basis for Assessment: Comparing and Contrasting Competency Modeling and Job Analysis8.2.1. Competency Modeling: A Focus on Individual Characteristics Required for Success8.2.2. Competency Modeling: A Focus on Broadly Applicable Individual Characteristic Dimensions8.2.3. Competency Modeling: A Clear Link to Strategy8.2.4. Competency Modeling: A Coherent Organization Development and Change Emphasis8.3. Strategic Competency Modeling and Assessment8.4. Conclusion
REFERENCES
II. Assessment for Selection, Promotion, and Development
SO WHERE ARE THE PROMISED, PRACTICAL, AND PROVEN SELECTION TOOLS FOR MANAGERIAL SELECTION AND BEYOND?
8.5. Notes
REFERENCES
9. ASSESSMENT FOR TECHNICAL JOBS
9.1. Background on Technical Jobs9.1.1. Work Environment9.1.2. Education and Training9.1.3. Internal Job Progression9.1.4. Labor Organizations9.2. Relationships with and Among Stakeholders9.2.1. Labor-Management Relationship9.2.2. Consortium as Consultant9.3. Technical and Practical Considerations9.3.1. Validity9.3.2. Adverse Impact9.3.3. Other Practical Considerations9.3.4. Types of Tests Commonly Used for Technical Jobs9.3.4.1. Cognitive Ability Tests9.3.4.2. Work Sample Test9.3.4.3. Personality and Biodata Tests9.3.5. Reducing the Adverse Impact of Employment Tests9.3.5.1. Combining Cognitive Ability Tests with Noncognitive Inventories9.3.5.2. Cutoff Scores Versus Rank Ordering9.3.6. Establishing Cutoff Scores9.3.6.1. Judgmental Standard Setting9.3.6.2. Statistical Standard Setting9.3.6.3. Pass Rate Analysis for Standard Setting9.4. Selling and Negotiating: Making Employment Tests a Reality9.4.1. Identifying Jobs to Be Covered by the Employment Test9.4.2. Benefits of a Valid Employment Test for Technical Jobs9.4.3. Identifying Tests Acceptable to Management and Labor9.4.4. Addressing Concerns of Management and Labor9.4.4.1. Line Management Concerns9.4.4.2. Concerns of Labor Organizations9.4.5. Contributions of Line Management and Labor Organizations9.5. Implementing an Employment Test for Technical Jobs9.5.1. Influencing Stakeholders9.5.2. Formalizing a Selection Policy9.5.2.1. Test Security9.5.2.2. Retest Periods9.5.2.3. Providing Test Results9.5.3. Formulating Testing Procedures and Training9.6. Defending Employment Tests in a Technical Environment9.6.1. External Challenges9.6.2. Internal Challenges9.6.3. Indirect Challenges9.6.3.1. Contractors9.6.3.2. Temporary Assignments9.7. Recruitment and Employee Development9.7.1. Technical Education Partnership9.7.2. Career Assessment and Diagnostic Instrument9.7.3. Skill Builders9.7.4. Practice Tests9.8. Conclusion
REFERENCES
10. ASSESSMENT FOR ADMINISTRATIVE AND PROFESSIONAL JOBS
10.1. Administrative and Clerical Jobs10.1.1. The Value of Assessment10.1.1.1. Applicant Pool10.1.1.2. Requirements of the Job10.1.2. Choosing Assessment Approaches10.1.2.1. Assessment Instruments for Clerical Jobs10.1.2.2. Validity10.1.3. Summary of Assessments for Administrative and Clerical Jobs10.1.4. Professional and Technical Jobs10.1.5. Assessment Challenges for Professional and Technical Jobs10.1.5.1. Problematic Magic Bullet 1: Bachelor's Degree10.1.5.2. Problematic Magic Bullet 2: Years of Experience10.1.6. Applicant Pool10.1.7. Professional and Technical Jobs: To Test or Not to Test?10.1.8. Describing the Professional or Technical Job: Job Analysis10.1.9. Developing an Assessment Strategy for Professional and Technical Jobs10.1.10. Demonstrating Assessment Validity10.1.10.1. General Cognitive Ability10.1.10.2. Structured Interviews10.1.10.3. Training and Experience Measures10.1.11. Summary of Assessments for Professional and Technical Jobs10.2. Conclusion
REFERENCES
11. ASSESSMENT FOR SALES POSITIONS
11.1. A Wide World of Sales Positions11.2. Assessments for Selecting for Sales Positions11.2.1. Cognitive and Sales Ability Assessment11.2.2. Personality Assessments11.2.3. Biodata: Background and Experience Measures11.3. Issues in Using Assessments for Sales Selection11.3.1. Dispersed Locations11.3.2. Roles at Odds11.3.3. Unproctored Testing11.3.4. The Experienced Candidate11.4. Special Validation Issues in Sales Selection11.4.1. Defining Success as a Salesperson11.4.2. Risks and Rewards of Objective, Quantitative Sales Results Criteria11.4.2.1. Understanding the Numbers11.4.2.2. Predicting Focal Product Sales or All Product Sales11.4.2.3. Sales Results and Meeting the Assumptions of Statistics11.4.3. Performance Ratings of Sales Success11.4.4. Communicating Value to the Sales Leaders11.4.5. Challenges of Using Personality Testing in Hiring for Sales Positions11.4.6. What the Personality Test Really Measures11.4.7. Biodata: Background and Experience Questionnaires11.4.8. Consortium Studies11.4.9. Summary of Assessments for Sales Positions: The Selection Process11.5. Implementation Issues11.5.1. Training Dispersed Administrators11.5.2. Test Security11.6. Making Sales Assessment Work
REFERENCES
12. ASSESSMENT FOR SUPERVISORY AND EARLY LEADERSHIP ROLES
12.1. The Business Need12.2. Assessment Instruments12.2.1. Leadership Theories and Supervisor Selection12.2.2. Understanding the Requirements of the Supervisor Job12.2.3. Competencies Versus KSAOs12.2.4. Choosing the Right Assessment Tool12.2.5. Templates for Supervisor Assessment12.2.6. Supervisor Selection Assessment Versus Training and Development Assessment12.3. Special Considerations for Implementation12.4. Managing the Assessment Program12.5. Evaluation and Return on Investment12.5.1. Job Performance and Productivity12.5.2. Employee Attitudes and Turnover12.5.3. Third-Party Interventions12.6. The Way Forward
REFERENCES
13. EXECUTIVE AND MANAGERIAL ASSESSMENT
13.1. Objectives of Executive and Managerial Assessment13.2. The Executive and Managerial Population13.3. Executive and Managerial Work13.4. Assessing Executives Compared to Other Leaders13.5. Individual Assessment Tools13.5.1. Types of Assessment Tools13.5.2. Criteria for Selection of Assessment Tools13.5.2.1. Relevance13.5.2.2. Informing Individual Development13.5.2.3. Acceptance13.5.2.4. Legal Defensibility13.5.2.5. Efficiency13.5.3. Using Assessment Tools with Executives and Managers13.5.3.1. Cognitive Tests13.5.3.2. Situational Judgment Tests13.5.3.3. Personality Inventories13.5.3.4. Integrity Tests13.5.3.5. Leadership Questionnaires13.5.3.6. Motivational Fit Questionnaires13.5.3.7. Projective Techniques13.5.3.8. Biographical Data13.5.3.9. Reference Checks13.5.3.10. Career Achievement Records13.5.3.11. Interviews13.5.3.12. Multisource Ratings13.5.3.13. Simulations13.6. Designing and Implementing Assessment Systems13.6.1. Designing Assessment Systems13.6.2. Stakeholder Analysis13.6.3. Implementing Assessment Programs13.6.3.1. Communications13.6.3.2. Staffing Assessment Programs13.7. Case Studies13.8. Evaluation of Assessment Programs13.8.1. Evaluation Stages13.8.1.1. Focus13.8.1.2. Process13.8.1.3. Outcomes13.8.1.4. Impact13.8.2. The Logical Path Method of Measurement13.9. Earning—and Keeping—a Seat at the Executive Table13.9.1. Build a Relationship with Senior Managers13.9.2. Focus on Business Challenges13.9.3. Connect Assessment Results to Organizational Outcomes13.9.4. Capitalize on Other Opportunities to Add Value
REFERENCES
14. THE SPECIAL CASE OF PUBLIC SECTOR POLICE AND FIRE SELECTION
14.1. Entry-Level Hiring for Police and Fire14.1.1. Minimum Qualifications and Prescreens14.1.2. Written Cognitive Ability and Related Tests14.1.2.1. Reading Ability14.1.2.2. Mathematical Ability14.1.2.3. Mechanical Comprehension14.1.2.4. Short-Term Memory Tests14.1.3. Situational Judgment Tests14.1.4. Personality Tests14.1.5. Biodata14.1.6. Nontraditional Tests14.1.7. Supplemental Tests14.1.7.1. Physical Ability14.1.7.2. Minnesota Multiphasic Personality Inventory14.1.7.3. References and Background Checks14.2. Promotional Testing for Police and Fire14.2.1. Minimum Requirements14.2.2. Job Knowledge Tests14.2.3. Assessment Centers14.2.3.1. In-Basket Test14.2.3.2. Interviews or Oral Boards14.2.3.3. Leaderless Group Discussion14.2.3.4. Role Plays14.2.4. Performance Appraisal Ratings14.2.5. Individual Assessments14.2.6. Adverse Impact14.2.6.1. Cutoff Scores14.2.6.2. Multiple Predictors and Weighting14.2.6.3. Techniques for Reducing Adverse Impact14.2.7. Alternative Selection Devices14.3. Reflections14.3.1. Professional Practice Has Been Driven by the Attempt to Reduce Adverse Impact14.3.2. Professional Practice Has Been Limited by Security Issues Inherent in High-Stakes Testing14.3.3. Impact of Recent Litigation14.4. Conclusion
REFERENCES
III. Strategic Assessment Programs
15. THE ROLE OF ASSESSMENT IN SUCCESSION MANAGEMENT
15.1. The Contemporary Succession Management Challenge15.2. Fundamental 1: Align Succession Management with Business Strategy15.3. Fundamental 2: Define Success Holistically for All Levels of Leadership15.4. Fundamental 3: Identify Leadership Potential with a Focus on the Ability to Grow15.5. Fundamental 4: Accurately Assess Readiness for Leadership at Higher Levels15.6. Fundamental 5: Adopt a Creative, Risk-Oriented Approach to Development15.7. Fundamental 6: Establish Management Accountabilities with Teeth15.8. Conclusion
REFERENCES
16. ASSESSING THE POTENTIAL OF INDIVIDUALS
16.1. The Talent Challenge in Organizations16.2. Defining Talent and Potential16.2.1. Defining Talent16.2.2. Defining Potential16.3. High-Potential Candidates16.4. Key Factors for Identifying Potential16.4.1. Cognitive Skills16.4.2. Personality Variables16.4.3. Learning Variables16.4.4. Leadership Skills16.4.5. Motivation Variables16.4.6. Performance Record16.4.7. Other Variables16.5. An Integrated Model of Potential16.5.1. Foundational Dimensions16.5.2. Growth Dimensions16.5.3. Career Dimensions16.5.4. Common and Specific Dimensions of Potential16.6. Useful Assessment Techniques16.6.1. Tests and Inventories16.6.1.1. Interviews16.6.1.2. Multirater Feedback Surveys16.6.1.3. Immediate Manager Evaluations16.6.1.4. Special Rating Scales16.6.1.5. Behavior Samples16.6.1.6. Performance Measures16.6.2. Individual Psychological Assessment16.7. Assessing the Potential of Individuals16.8. Special Assessment Issues16.8.1. Transparency or Secrecy16.8.2. Involvement of Candidates16.8.3. Performance Versus Potential16.8.4. Internal Versus External Assessment of Potential16.8.5. Evaluating Progress and Success16.9. A Few Lessons Learned from Experience
REFERENCES
17. ASSESSMENT FOR ORGANIZATIONAL CHANGE
17.1. Building the Staffing Model Road Map17.1.1. Step 1: Establish Guiding Principles, Policies, and Tools17.1.1.1. Guiding Principle 1: Adapt the Staffing Model to Organizational Initiatives17.1.1.2. Guiding Principle 2: Ensure Job Relatedness17.1.1.3. Guiding Principle 3: Ensure Procedural Justice17.1.1.4. Guiding Principle 4: Execute Quickly and Effectively17.1.1.5. Guiding Principle 5: Identify and Involve Key Stakeholder Groups17.1.1.6. Guiding Principle 6: Build a Rigorous and Fair Assessment and Selection Process17.1.1.7. Guiding Principle 7: Review and Audit All Decisions17.1.2. Step 2: Develop and Implement a Comprehensive Communication Plan17.1.3. Step 3: Identify the Positions Requiring Staffing Decisions17.1.4. Step 4: Create Job Requirements for the Targeted Positions17.1.5. Step 5: Develop and Validate Assessment Tools17.1.5.1. Develop the Assessment Tools17.1.5.2. Validate the Assessment Tools17.2. Conducting Assessments and Making Selection Decisions17.2.1. Conducting Competency-Based Assessments17.2.1.1. Rater Calibration17.2.1.2. Consensus Ratings17.2.1.3. Group Differences Analyses17.2.2. Administering Additional Assessments17.2.3. Combining Assessment Scores17.2.4. Making Selection Decisions17.2.5. Audit the Results17.3. Conclusion
REFERENCES
18. GLOBAL APPLICATIONS OF ASSESSMENT
18.1. Key Challenges in Designing Global Assessments18.1.1. What Are the Objectives of the Assessment?18.1.2. What Will Be the Nature of the Project Team?18.1.3. How Comparable Are Jobs Across Locations?18.1.4. How Might the Various Labor Markets Affect the Assessment Process?18.1.5. What Legal Issues Should Be Considered?18.1.6. How Should Cultural Differences Be Considered in Assessment?18.1.7. How Does One Ensure Assessment Tools Are Equivalent Across Countries?18.1.8. What Types of Evidence Are Needed to Support Effectiveness on a Global Basis?18.2. Key Issues in Implementation18.2.1. How Does One Balance the Goal of Efficiencies in Cost, Time, and Technology with Local Needs?18.2.2. What Characteristics of the Local Assessment Environment Are Important in Global Implementation?18.2.3. How Much Flexibility Should Be Allowed?18.2.4. What Should Be the Basis for Score Interpretations?18.2.5. What Is Needed to Market the System to Stakeholders Globally?18.2.6. What Types of Monitoring Should Be Put in Place?18.3. Final Thoughts
REFERENCES
IV. Advances, Trends, and Issues
19. ADVANCES IN TECHNOLOGY-FACILITATED ASSESSMENT
19.1. Drivers for Technology-Based Assessment19.1.1. Technology Availability19.1.2. Business Efficiency19.1.3. Better Insight About People19.1.4. Strategic Perspective and Impact19.2. Applicable Standards, Guidelines, Regulations, and Best Practices19.2.1. APA Taskforce Report on Internet-Based Testing19.2.2. International Test Commission Guidelines for Internet-Based Testing19.2.3. European Union Data Protection and U.S. Safe Harbor Program19.2.4. Internet Applicant Rule and Record-Keeping Regulations19.3. Applications of Technology to Assessment19.3.1. Internet Applications and Screening19.3.2. Computer-Based Testing19.3.3. Assessment Centers and Simulations19.3.4. High-Fidelity Technology-Based Assessments19.3.5. Tracking and Administrative Tools19.3.6. Research on Technology-Based Assessments19.4. Case Studies19.4.1. Unproctored Adaptive Testing19.4.2. High-Fidelity Testing of Job Candidates19.4.3. Portable, Long-Distance Assessment Centers19.4.4. User-Constructed Assessment Platforms19.5. Common Issues Raised by Technology-Based Assessment19.5.1. Assessment Equivalence19.5.2. Appropriate Deployment Conditions19.5.3. Cultural Adaptation19.5.4. Data Security and Privacy19.5.5. Software Maintenance19.5.6. Integration19.6. Future Opportunities and Challenges19.6.1. Applications of Social Networking Technology19.6.2. Assessments Incorporating Virtual Reality19.6.3. Future Challenges
REFERENCES
20. THE LEGAL ENVIRONMENT FOR ASSESSMENT
20.1. The Legal Framework20.2. The Statutes20.2.1. Title VII of the Civil Rights Act of 196420.2.2. Americans with Disabilities Act20.2.3. Age Discrimination in Employment Act of 196720.3. Legal and Professional Standards20.3.1. Uniform Guidelines on Employee Selection Procedures20.3.2. Professional Standards20.3.3. Regulatory Agencies20.3.4. Private Plaintiffs20.3.5. Order of Proof20.4. The Current Legal Landscape: Implications for Practice20.4.1. Adverse Impact20.4.2. Subjectivity in Assessments20.4.3. Cutoff Scores20.4.4. Less Adverse Alternatives20.4.5. The Ricci Decision20.4.6. Implications of Ricci20.5. Conclusion20.6. Notes
21. VALIDATION STRATEGIES
21.1. The Rationale for Validity21.1.1. Scientific Importance of Validity21.1.2. Legal Requirements for Validity21.1.3. Business Case for Validity21.2. Obtaining Validity Evidence21.2.1. Traditional Strategies: Tried-and-True Approaches21.2.1.1. Criterion-Related Evidence21.2.1.2. Content-Related Evidence21.2.2. Alternative Strategies—On and Off the Beaten Path21.2.2.1. Leveraging Existing Evidence21.2.2.2. Transporting Validation Evidence21.2.2.3. Synthetic Validation Evidence21.2.2.4. Meta-Analytic Validation Evidence21.2.2.5. Developing New Evidence21.2.2.6. Conducting Consortium Studies: Sharing the Trouble and the Costs21.2.2.7. Validation Evidence Based on Knowledge of What Is Being Measured (Construct Evidence)21.3. Selecting a Strategy21.3.1. Return on Investment for Validation Research21.3.2. A Balancing Act
REFERENCES
22. ADDRESSING THE FLAWS IN OUR ASSESSMENT DECISIONS
22.1. The Flawed Classical Selection Model22.2. Ethical Problems Created by a Flawed Model22.3. Resolving the Moral and Ethical Issues22.4. Converting the Job Analysis into a Selection Process22.5. Conclusion
REFERENCES
23. STRATEGIC EVALUATION OF THE WORKPLACE ASSESSMENT PROGRAM
23.1. The Evaluation Imperative23.1.1. Responding Intelligently to the Call for Evidence-Based Management23.1.2. Maximizing the Chances of Success on a High-Stakes Investment23.1.3. Documenting Evidence to Respond to Legal Challenges23.1.4. Demonstrating Value Added to Key Organizational Stakeholders23.2. Evaluation for Strategic Decision Making23.2.1. Keeping the Focus Strategic23.2.2. Devising 7 ± 2 Big-Picture Questions to Guide the Evaluation23.3. The Nuts and Bolts of Strategic Evaluation23.3.1. Identifying What to Look at23.3.1.1. Was the Program Needed in the First Place? Is It Still the Best Solution?23.3.1.2. What Are the Quality and Value of the Assessment Program and Tool Design?23.3.1.3. How Effectively Is the Program Being Implemented?23.3.1.4. How Valuable Are the Strategic Outcomes of the Assessment Program?23.3.1.5. Is or Was This Program Worth Implementing?23.3.1.6. Is This Program the Best Possible Use of Available Resources?23.3.2. Defining How Good Is Good23.3.3. Packing the Findings Back Together23.4. Challenges and Tensions in the Strategic Evaluation of Assessment Programs23.4.1. Getting Buy-In to Strategic Evaluation23.4.2. Balancing the Need for Rigor with the Realities of Decision Making23.4.3. General Positive Bias23.4.4. Investigating Claims of Culture or Gender Bias23.4.5. Designing and Conducting Worthwhile Evaluations of Assessment Programs23.4.6. Thinking About Utilization from Start to Finish23.4.7. Drafting a Skeleton Report with an Informative Structure First23.4.8. Who Evaluates the Evaluators?23.4.9. Walking the Evaluative Talk
REFERENCES
24. FINAL THOUGHTS ON THE SELECTION AND ASSESSMENT FIELD
24.1. The Role of Context24.2. Differing Perspectives on the Use of Personality Measures in Selection24.2.1. Lack of a Common Specification for Construct Label24.2.2. Trait-Performance Relationships Vary Across Jobs and Performance Dimensions24.2.3. Lack of Clarity as to the "Right" Personality Dimensions24.2.4. The Role of Faking24.3. The Cognitive Ability–Adverse Impact Dilemma24.4. Job Analysis and Competency Modeling24.4.1. Komaki's Call to Action24.4.2. Future Prospects for the Selection and Assessment Field
REFERENCES
A. EXAMPLE ASSESSMENTS DESIGNED FOR WORKPLACE APPLICATION
A.1. Key to Type of Construct CoveredA.1.1. Key to Type of Construct CoveredA.2. Construct TargetedA.3. Position TargetedA.4. Managerial and Leadership TargetedA.5. Job Analysis Support

Content preview from Handbook of Workplace Assessment: Evidence-Based Practices for Selecting and Developing Organizational Talent

Chapter 8. COMPETENCIES, JOB ANALYSIS, AND THE NEXT GENERATION OF MODELING

Jeffery S. Schippmann

Whether you love the concept of competencies, hate the concept, or are unsure what they are and question if they even rise to the status of a viable concept, the fact is they have become so fully embedded in the language and practice of business and the world of work they are here to stay. It therefore makes sense to put competencies, and competency modeling, into context to help bring the concept and the approach into focus with reference to the broader frame of work analysis practices used to build platforms for assessment.

Despite what may appear to be the case, competencies and competency modeling did not just appear out of the ethereal mist. There ...

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The Talent Management Handbook: Creating a Sustainable Competitive Advantage by Selecting, Developing, and Promoting the Best People, 2nd Edition

Lance Berger, Dorothy Berger

The Center for Creative Leadership Handbook of Leadership Development, Third Edition

Publisher Resources

ISBN: 9780470401316Purchase book

Cloud Computing

Data Engineering

Data Science

AI & ML

Programming Languages

Software Architecture

IT/Ops

Security

Design

Business

Soft Skills

Handbook of Workplace Assessment: Evidence-Based Practices for Selecting and Developing Organizational Talent

by John C. Scott, Douglas H. Reynolds

Chapter 8. COMPETENCIES, JOB ANALYSIS, AND THE NEXT GENERATION OF MODELING

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