A Quick Guide to Human Resource Testing

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A QUICK GUIDE TO HUMAN RESOURCE TESTING

Can you afford to make the wrong recruitment selection decision? The cost of a wrong selection decision can be up to one-and-a half times the salary of the job, let alone the time taken in the re-hiring process. Studies have shown that appropriate assessment tools enhance the chances of making a good selection and recruitment decision. Testing is also important to the human resources (HR) practitioner in a variety of other contexts, including team building, change management and ongoing organisational needs. A Quick Guide to Human Resource Testing is designed as an introduction, a refresher and a quick reference guide for HR practitioners who use or plan to use assessment instruments in any context. It includes explanations, tips, case studies and suggestions to help you get the most out of your HR testing.

Marian Power qualified as a psychologist in 1973, and has been registered since 1987. She has worked as an organisational psychologist, equal opportunity manager and human resources manager in federal, state and local government. Her roles encompassed recruitment and selection, conflict resolution and management of grievances. Marian is currently employed as consultant psychologist with the Australian Council for Educational Research providing advice to psychologists and human resource professionals regarding the selection of the most appropriate assessment instruments for their particular purpose. She also provides accreditation training in the use of restricted tests. Marian is an active member for the Australian Psychological Society, the College of Organisational Psychologists, the Australian Association of Psychological Type, the Australian Human Resources Institute and the Australian Association of Careers Counsellors.

A QUICK GUIDE TO HUMAN RESOURCE TESTING

ISBN 0-86431-458-2

9 780864 314581

MARIAN POWER

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A QUICK GUIDE TO HUMAN RESOURCE TESTING MARIAN POWER

ACER Press


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Acknowledgement In writing this guide, I would like to acknowledge the support I received from my husband, Adrian; and Dominic, Stephen and Caithlin who freed computer time for me and provided encouragement. Ralph Saubern, Test Publisher at ACER Press, offered frequent support and constructive advice. My colleagues in Organisational Psychology and Human Resource Management have shared their experience over twenty-five years, which has been an invaluable addition to my formal learning. Thank you all.

First published 2004 by ACER Press Australian Council for Educational Research Ltd 19 Prospect Hill Road, Camberwell, Victoria 3124 Copyright © 2004 Marian Power All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publishers. Edited by Ronél Redman Cover and text design by Mason Design Printed by bpa DIGITAL National Library of Australia Cataloguing-in-Publication data: Power, Marian. A quick guide to human resource testing. ISBN 0 86431 458 2. 1. Employee selection - Australia - Handbooks, manuals, etc. 2. Employment tests - Handbooks, manuals, etc. 3. Employees - Recruiting - Australia - Handbooks, manuals, etc. 4. Employee selection - Law and legislation Australia. I. Title. 658.3110994 Visit our website: www.acerpress.com.au


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Contents

Introduction

1

Section 1: Test Selection and Administration When to Use Tests Recruitment/Selection Organisational Development Career Planning Types of Tests Ability and Aptitude Tests Achievement Tests Personality Assessments Interest Inventories Types of Test Questions Response Type Content Type Test Formats Questions Answers Score Keys Computerised Testing The Manual Choosing the Most Appropriate Test – the Job Selection Criteria Job Level Choosing the Most Appropriate Test – the Practicalities Time Budget Hand Scoring vs. Computer Scoring Qualifications Test Administration – Best Practice Environment Administrators Getting Started Using Aids The Manual/User’s Guide Collecting Materials

2

4

6

8

Section II: Test Interpretation Statistics 1: The Basics 16 Normal Population Mean Range Standard Deviation Statistics 2: Test Scores 18 Changing a Raw Score to a Standardised Score Percentile Ranks Stens and Stanines T-scores Statistics 3: Reliability, Validity and 20 Measurement Errors Reliability Validity Margins of Error Section III: Reporting and Feedback

10

12

14

Reporting Results Report Types Using Reports for Feedback Feedback to Candidates Feedback to Managers

22

Section IV: Ethical and Legal Issues Test Security and Candidates’ Rights Equal Employment Opportunity (EEO) Legislation Discrimination in Testing Direct and Indirect Discrimination

24

Appendix I: Frequently Asked Questions 26 Appendix II: Glossary 28 Appendix III: Tests and Selection Criteria Guide 29 Appendix IV: Annotated List of Tests 30 Ability, Aptitude and Skills Personality Interest Inventories


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Introduction An ounce of prevention is worth a ton of cure. Those who are put in charge of recruiting and selecting new staff face a decision-making process that needs to be responsible in its implementation and produce a positive outcome. The cost of a wrong selection decision has been estimated to be anywhere between one and a half times and five times the salary of the job in question. Think of the advertising costs, time spent reading through and short-listing applications, interviewing, testing, sourcing referees and notifying unsuccessful candidates, for a start. Then the successful applicant commences but is not working at full capacity for a number of months, with existing staff taking time out to help train the new recruit. After all that effort, what if the person selected turns out to be unsuitable for the position? The recruitment process starts all over again. Therefore, getting the right candidate in the first place is well worth the effort! It is important to investigate the most efficient and effective ways of conducting a selection process to maximise the chances of a positive outcome. Testing is an important part of this process. Studies have shown that the chances of making a good decision in recruiting or selecting staff are enhanced when structured interviews are combined with objective comments from referees as well as appropriately chosen assessment tools. Testing is also important in a variety of other contexts, including team building, change management and other ongoing organisational needs. Good practice and appropriate use of tests are as vital to these areas as they are in the selection and recruitment of staff. This book is designed as an introduction, a refresher and a quick reference guide for human resource practitioners who use, or plan to use, assessment instruments in any context. I hope the explanations, tips, case studies and suggestions help you form a solid base for sound testing practice, and encourage you to read further about how testing can help you provide the best possible human resource services. In the Appendices there is a section on frequently asked questions, a glossary of terms that will clarify any technical jargon, suggestions for which test to use in particular selection contexts, and an annotated list of tests together with icons that indicate appropriate usage areas.

Marian Power

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Section I: Test Selection and Administration

When to use

tests

In human resource management, many decisions are made based on information that is gathered and presented – for example, information about strategy planning, leave arrangements, observance of occupational health and safety regulations. When dealing with important decision making regarding people and the workplace, information should be gathered from all possible reliable sources. HR practitioners use testing to collect reliable, objective information in order to optimise the decisionmaking in a range of situations. Table 1 details some of these situations, which are further discussed below.

Table 1: Using Testing in Human Resource Management Recruitment/Selection

Organisational Development

Career Planning

Screening

Staff development

Career choice

Recruitment

Organisation development

Career change

Order of merit for ongoing selection

Promotion

Redundancy support

Team building

Succession planning

Change management

Recruitment/Selection

2

When a large number of applications is received for

associated test manual, may decide to keep only

an advertised vacancy, it is usual to eliminate the first round on the basis of the applicant’s letter and résumé; that is, those candidates who fail to demonstrate that they adequately meet the selection criteria. When there is still an abundance

those candidates who score above a predetermined cut-off score in the recruitment pool. Only these candidates proceed to the next stage. The next stage involves interviewing and more specific testing – often two or more additional tests.

of possible contenders, a screening test may be used. Typically, such a test is of reasonably short duration, may be administered to a large group and assesses a common skill or ability required for the position. The examiner, after consulting the

If only a small number of applicants applied for the position, they should proceed directly to this stage. Depending on individual preferences of the HR practitioner and the selection committee, testing can occur before the interviews, with only the best


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A Quick Guide to Human Resource Testing

performing candidates then being invited to an

in team performance, instigate more constructive

interview. Alternatively, all candidates can be

work style interactions and develop appropriate team-building activities.

interviewed and only the best performers tested. The tests used in this phase are chosen because they assess abilities, skills and attitudes that are

The change management process is often more

clearly related to the selection criteria for the job in

successfully implemented when the results of assessments can be used to help address staff

question. Verbal reasoning, numerical reasoning,

members’ individual needs, communication styles

work style preference, manual dexterity, spatial reasoning, and personality measures are examples

and attitudes to change.

of tests that are commonly used. (See page 4 for more detail.) From these test results, organisations that have almost continuous recruitment needs can use candidates’ performance to compile an order of merit for further reference. This allows for candidates who achieve scores above a certain predetermined level to be invited to participate further in the selection process as their position on this ‘ladder’ is reached.

Organisational Development When discrepancies are noted between the skills or attitudes of current employees and the requirements of the organisation, a range of testing protocols is available to assist the HR practitioner implement change. These are largely chosen from the same pool of assessments available for initial recruitment purposes, and should relate to specific needs as they arise. For example, if an employer is concerned that staff are experiencing difficulty with new financial reporting requirements, numerical reasoning tests may be given to identify those candidates who would benefit from training to address any gaps in their skills. This process needs careful handling to ensure that employees see it as constructive. In addition to assessing individual performance, personality or work style assessments are often used with great success to identify deficiencies

Career Planning There is a range of assessment tools available that will assist in identifying employees’ career interests and help redirect others who are facing redundancy. Many of these tools are the same as those used in initial career guidance for school leavers – interest inventories, measures of values, card sorts, etc. – whereas others specifically consider any blockages that someone may be experiencing in making a career change. Outcomes enable the career counsellor to work more effectively with the client in formulating constructive future plans. Personality inventories are also helpful in this scenario – they identify those aspects of personal style with which an individual is comfortable as well as those that may cause them distress. Exploring career paths that accommodate these preferences is a positive outcome of the process. In the area of succession planning, tests that assess abilities and skills required in jobs at a higher level in the organisation are popular in assisting managers plan for advancement of their staff. Sensitivity is required in the management of this process so that employees see it as constructive.

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Types of

tests

Tests can be classified in a number of ways. One option would be to classify them according to what they are assessing. For example, tests may be assessing optimum performance (as in ability or aptitude tests) or practical knowledge (as in achievement tests). Alternatively, they may be assessing emotional responses to gain a picture of typical response patterns or to identify a person’s preferences, likes and dislikes. The following are some of the major categories of HR tests.

Ability and Aptitude Tests

Achievement Tests

Ability tests involve questions that require complex sets of mental processes and are designed to test a candidate’s natural ability in a particular area. Often ability tests explore relationships between two or more words, numbers or pictures and ask the candidate to extend a pattern or make an assertion based on an understanding of the relationship. Aptitude tests are similar to ability tests, but are designed to give an indication of a candidate’s likely successful future performance on the attribute that is being assessed. In selecting personnel, ability and aptitude tests are widely used as good general indicators of someone’s potential to perform the duties of the job to a satisfactory standard, and to demonstrate an ability to apply knowledge gained in new situations.

Achievement tests are designed to measure what the individual has learned in the past. Many educational tests are designed as achievement tests. Employers can also use achievement tests for promotional activities within their organisation. For example, insurance assessors may have to demonstrate that they have learned risk categories and appropriate application of policy levels before being considered eligible for their next promotion. Example 2 on page 5 is from an educational achievement test.

Non-verbal tests are also often used when selecting staff for positions that demand skills not directly related to formal education outcomes. Example 1 on page 5 is an example from a numerical ability test.

Ability and Aptitude Test Types The main kinds of ability and aptitude tests are listed in Table 2 on page 5, along with the common selection criteria relevant to each test type.

4

Personality Assessments Personality assessments are designed to provide information about the way a person typically behaves in certain situations, their preferences and personal styles, and how they see themselves and others, but care must be taken in their use. It would be difficult, for example, to argue that only one personality type may successfully fulfil the requirements of a particular job. There may be jobs where particular personality profiles are more or less desirable. An applicant for the police force whose personality profile indicated an aggressive component could be considered highly unsuitable; positions involving ‘cold calling’ in sales often attract extroverted personalities.


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Table 2: Ability and Aptitude Test Types and Selection Criteria Ability/Aptitude Type

Example

Selection Criteria

Numerical reasoning Numerical estimation Numerical checking

ACER Select – numerical ACER Test of Employment Entry Mathematics MOST Numerical estimation MOST Numerical checking

General ability (numerical intelligence) Ability to work with numbers and calculations Ability to use, understand and explain information with numerical content Attention to detail with numerical elements

Verbal reasoning Verbal checking

ACER Applied Reading Test ACER Select – verbal MOST Verbal checking

Understanding verbal content General ability (verbal intelligence) Attention to detail with written materials

Abstract/non-verbal reasoning

APTS – abstract SPM

General ability (non-verbal intelligence) General problem-solving skills Conceptual and planning abilities Useful for measuring general ability where language may be a barrier

Spatial-visual reasoning

APTS – spatial-visual

Ability to understand and work with visual representations of the real world, e.g. maps, designs, plans

Mechanical reasoning

ACER Mechanical Reasoning Test

Understanding basic laws of physics and mechanics and their application to the real world

Personality assessments can also help to decide the most appropriate management style for a candidate and the way they are most likely to contribute to an existing team. Because of the sensitivity involved in interpreting personality assessment results and in providing professional feedback, these assessments are usually available only to psychologists or people who have successfully completed prescribed accreditation training. Accreditation training is usually available to HR practitioners and other professionals on an instrument-by-instrument basis. If a psychologist is not available to assist, a structured interview and referee comments may provide helpful sources of information on a candidate’s personal style. Example 3 is from a personality inventory.

1

2

3

I’d rather go to a party than read a book. Strongly Agree

Interest Inventories Candidates are sometimes asked to complete vocational interest inventories to assist in placing them in the most appropriate job. These inventories are most effective when the person answers honestly to give the most accurate picture of themselves. These assessments are very helpful in career management programs, working with people facing redundancy or those voluntarily changing career direction. Example 4 is from a career interest inventory.

Find the two missing numbers in the following sequence. 1 3 ■ 7 ■ 11

1

2

3

4

5

Strongly Disagree

4

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Types of test

questions

Test questions can be categorised by the type of response required from the candidate and by the type of content presented in the test. Both types are discussed below.

Response Type

Content Type

HR questions most commonly require either multiple-choice responses, range-type responses (for example, ‘Strongly agree’ to ‘Strongly disagree’) or open-ended responses. • For multiple-choice questions, candidates are usually required to select the best answer from two or more possible answers provided. See examples 1, 2, 3, 6 and 7 on page 7. • Range-type responses (sometimes called ‘Likert Scales’) are often used to indicate preference or strength of feelings. See example 8 on page 7. • Open-ended responses require the candidate to write an answer in a blank area. This can be a single number or word, or a longer written response. See examples 4 and 5 on page 7.

Most HR tests present test questions either in written format or in pictorial form. Written test questions can either use words (verbal) or numbers (numerical); pictorial test questions can use a variety of pictures, diagrams, mazes, maps and visual puzzles. Examples of the different options for test content are listed below.

Not all test questions are actual questions. For example, some ‘questions’ are simply a statement to which the candidate is asked to respond; for example, they may be asked to respond to the statement ‘I prefer dogs to cats’. For this reason, test questions are often referred to as items rather than questions.

6

Numerical (or Quantitative) Numerical test questions require the use of numbers and numerical symbols and concepts. They can be used in a variety of test types, including tests of ability, achievement and aptitude. Some numerical items require calculations, some require pattern recognition, while others require the candidate to check for errors. Examples 4 and 5 on page 7 are numerical items.

Verbal (or Linguistic) Verbal test questions are based on words and textual information. They can be used in a variety of test types, including tests of ability, achievement, aptitude and personality. Some verbal items require word knowledge or logical reasoning, while others require reading comprehension ability. Others are simply written statements to which the candidate is asked to respond by indicating their level of agreement or disagreement. Examples 3, 6 and 8 on page 7 are verbal items.


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Non-verbal/Abstract Non-verbal or abstract test questions usually

1

contain a series of shapes as the stem or base of the question. The candidate needs to select another shape or pattern from a selection of possible answers in order to continue or complete the series. Example 2 opposite is a non-verbal item.

Spatial-visual and Mechanical Spatial-visual and mechanical test questions require

a

candidate

to

look

at

a

visual

representation of a physical object, such as a piece of equipment, a shape or a geographical map, and follow some instructions that involve manipulating the object through space. Some examples are given below: • A candidate is shown a complex shape and asked what it would look like if it were rotated 180 degrees and flipped over. • A candidate is shown a piece of simple machinery and asked what direction one part would move if another, connected, part were moved down. • A candidate is given a map with a bird’s eye view of a landscape and asked questions about what the landscape would look like from the ground looking north. Example 1 opposite is a spatial-visual item. Example 7 is a mechanical item.

2

3

4

5 6

7

8

7


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Test

formats

Tests vary in the way they are presented, although the basic elements of questions, answers, scoring and interpretation/reporting are always present. The test manual is the primary source of information about the test and often contains administration guides, score keys, and tables for interpreting data.

Questions

Answers

Questions are usually presented in a test, item or question booklet. Sometimes these test booklets also include space for candidates to record their answers; sometimes the answers are recorded on a separate answer sheet. When answers are recorded separately, it means the test booklets can be reused by the next candidate. The administrator should ensure that such reusable test booklets have not been marked or damaged in any way and that all are collected at the end of each test session. Often questions are presented in a multiplechoice format. In this format there is usually a stem or base question and a number of alternative answers. The candidate is instructed to choose the best answer from the alternatives offered. Sometimes the candidate needs to select two answers, which together form the correct response. The answers that are incorrect are known as ‘distractors’. Sometimes distractors provide a correct answer in one sense, but not the best answer.

There are many different kinds of answer sheets. Sometimes the questions and answers are recorded in the same booklet; sometimes the answers have to be recorded on a separate answer sheet. If candidates are asked to record their answers on a separate sheet, they need to locate the correct place to record a response (usually by matching the question number in the test booklet with a number on the answer sheet). It will also be necessary for the candidate to record their own details on the answer sheet. Often answer sheets are in the form of OMRs (optical mark recognition) – that is, sheets that are designed so that they can be read by a computer scanner. This is particularly useful for large-scale screening programs. OMR sheets can also be scored by hand if computer scoring is not required. OMR answer sheets need to be marked carefully by candidates so that the computer scanner can read the responses correctly. Detailed instructions on how to mark the answer sheets are always included. Another type of answer sheet is the carbonised sheet. Once the candidate has finished recording their answers, the examiner removes the top layer and the carbon copy of the answers is designed in such a way as to facilitate simple and immediate hand scoring.

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Score Keys

Computerised Testing

A score key provides the examiner with information

Increasingly, tests are available for delivery via the

needed

responses.

Internet or otherwise on-screen on a computer. The

Sometimes the examiner needs to count the number of correct and incorrect answers to obtain

to

score

a

candidate’s

candidate sits at the computer and accesses the test material by using a unique password that has been

a raw score, in which case a list of correct answers

allotted to that candidate by the potential employer

will be provided. Sometimes each answer is given a

at an earlier stage of the selection process.

different value and the values need to be added to

The software system for computerised testing

obtain the raw score.

usually includes scoring, interpretation and

Score keys come in a variety of formats: • in the test manual • as a separate card or clear plastic overlay • on the carbonised section of the answer sheet.

reporting.

More frequently nowadays, score keys are part of a software system into which the examiner transfers the candidate’s responses. These systems automatically score the responses and provide a report on the candidate’s results.

The Test Manual (also called a User’s Guide) contains information on the development of the test, its purpose, the target audience, precise administration instructions, conversion of raw scores to standard scores, and sometimes case studies and other information to assist interpretation. The group(s) of candidates used to obtain a standard score comparison is also described so that the examiner may select the most appropriate comparison sector. See page 18 for more information about standardised scores.

Interpretation/Reporting Once the test has been scored, the raw score needs to be transformed into a standardised score (see page 18). This is done using tables provided in the manual, or by the computerised scoring systems. In the case of ability tests, the standardised score is usually all that is reported on the candidate. For personality and work style tests, more complex reports are often prepared by the examiner or generated by computer software. These reports will provide a variety of information and comments to aid the examiner’s interpretation of the candidate’s personal style. Figure 1 opposite is an example of a computer-generated report.

The Manual

Figure 1: Example of a Computer-generated Report Personality Interpretive Report (continued…)

Jon Sample 29 February, 2004

Anxiety According to his responses, Jon Sample is no more or less anxious than most people. He has a tendency to trust people and therefore may not be as vigilant as others in examining people’s motives. Factor

Sten 1 2 3 4 5 6 7 8 9 10

Anxiety – general Stable Trusting Assured Tense

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Choosing the most appropriate test–

the job

There are two main job-related issues that you need to consider in choosing the right test or tests for your selection exercise. Firstly, you should consider the selection criteria for the job and secondly, you should consider the general level of the job.

Selection Criteria It is critical that any test can be clearly demonstrated to relate to one or more of the selection criteria. This will ensure that the HR practitioner receives more relevant information from the test session and that the candidate appreciates the relevance of that test session to the final hiring decision. As well, there are important ethical and equal employment opportunity (EEO) considerations, which require the tests to relate directly to the selection criteria of a job. (See page 29 for a list of example selection criteria and appropriate tests.) Usually, tests will be chosen from one or more of the broad groupings below in order to accommodate the needs of the particular selection exercise.

Verbal vs. Numerical If a job requires good verbal and written communication but no real involvement with numerical work, then tests dealing with reading comprehension or verbal reasoning may be chosen. On the other hand, many jobs involve regular work with numerical calculations but little or no verbal or written communication. In this case it would be appropriate to use a numerical assessment and not a verbal one.

Technicala In technical fields, skills such as spatial-visual or mechanical reasoning are often relevant. There are assessment tools that address these areas.

10

Decision Making and Problem Solvinga Many jobs require different degrees of decisionmaking and problem-solving skills. A range of instruments is designed specifically to address these areas. As well, tests of abstract or non-verbal reasoning are considered excellent measures of problem-solving and conceptual-thinking abilities.

Personality and Interest Personality attributes are another consideration in making a good selection decision. For example, does the candidate need to be able to work effectively in a team environment? Are strong interpersonal skills critical to successful performance in the job? Is a person who is very change-oriented required? These and many other characteristics may be assessed using a number of tools including personality assessments and interest inventories. The table in Appendix III lists some common selection criteria and examples of the types of tests that might be used.


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Job Level

l

Some basic and entry-level jobs require no formal

working

education or training, although they may require

requirements, monitoring flow of goods in and out.

on-the-job training. Factory assembly line or shopfloor roles are in this category. Tests at a lower level

Numerical reasoning tests are available that address assessment at this level. A personality

that assess general reading ability, numerical

attribute such as the desire to help others is also a

checking, and speed and accuracy are most

desirable characteristic in customer service.

relevant here. Scenario 1 below illustrates a typical

Scenario 2 illustrates this.

example.

figures

–

estimating

stock

Management roles (or graduate recruitment for

Another class of job involves making decisions based on the understanding of written and/or verbal communication. For example, a customer service officer is required to listen to concerns and make decisions for future action based on his/her interpretation of that information. A test that assesses verbal reasoning at a medium difficulty level will provide useful data in this selection decision. Similarly, a team leader in this environment is required to be comfortable

Scenario

with

1

A warehouse needs to recruit staff to work in despatch of orders. An ability to read and understand fairly routine messages and accuracy in marking orders against picking tickets are required. Candidates are unlikely to have sat for any tests since leaving school, and less than 1 hour is available for this part of the selection process.

Test selection An applied reading test is recommended for the verbal comprehension component of the job. This test is used in technical trade environments where there is a need to read and understand a limited range of materials, such as union and OH&S notices and company requirements. A numerical checking test, used to determine speed and accuracy when reading numbers, is recommended for the other major requirement of the job. These tests will take around 45 minutes in total to administer.

Scenario

positions that progress through to management level) typically demand that the successful occupant demonstrates sound conceptual and planning skills. Tests of abstract reasoning are excellent tools for assessing candidates’ abilities in this area. When combined with high-level tests of verbal and numerical reasoning, they provide a strong base for collecting relevant data on the capability and capacity of job applicants. Scenario 3 is a typical case.

2

A team leader in a customer service environment is being recruited. Sound communication skills, together with the ability to monitor sales figures and report concerns to management, are required. A desire to help customers is essential.

Test selection A verbal reasoning test at a medium difficulty level, such as APTS, addresses the first criterion. A numerical awareness test, which assesses the ability to do calculations and detect discrepancies, will measure that component of the job. A profile, such as the Work Aspect Preference Scale, provides information that would assist with the assessment of personal qualities.

Scenario

3

A travel agency is recruiting a manager for a busy suburban location. Sound skills in written and verbal communication, together with the ability to manage budgets and develop marketing strategies, are required.

Test selection Verbal and numerical reasoning tests appropriate for a junior middle-management level are recommended for the first two criteria listed. An abstract reasoning test will be a suitable means of assessing a candidate’s conceptual and planning abilities required for developing new strategies. Tests will take less than 2 hours to complete.

Testing time will be around 1 hour.

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Choosing the most appropriate test–

the practicalities

There are many practical matters that influence the selection of appropriate test instruments. The main issues include: • available time • the budget for purchasing test instruments • hand scoring vs. computer scoring • qualifications required for purchasing and using test instruments.

12

Time

Budget

Tests vary considerably in their administration time. The test publisher or distributor typically provides brief descriptions of their assessment tools in their catalogues, which include information on the purpose, cost and time of administering each test. Obviously, if you have just one hour available for testing, you cannot choose a test that takes 50 minutes but addresses only one of the three criteria you wish to assess. The numerical test described in Scenario 2 on page 11 takes only 8 minutes to complete, whereas those for the management role in Scenario 3 take 30 minutes each. Getting the best mix of tests that covers the broadest range of assessable criteria within the time available takes some thought and planning.

The cost of a poor staff selection decision will usually far outweigh the extra money spent in purchasing a more appropriate recruitment test. Given this, it is important to consider a range of issues relating to minimising costs. For example, tests are presented in a variety of formats (see page 8). If two different tests are designed to assess the same factors, choosing the test with reusable test booklets will reduce costs in the long run if you are planning to do more recruitment for similar positions. Some tests have reports that can be produced by hand, while others require computerised reporting. Usually the costs associated with computerised reporting (either purchasing reporting software or paying the test publisher for a computerised report) are higher, so if the presentation of reports is not a major issue, choosing a test with hand reporting may save money.


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Table 3: Test Levels and Administrators Test Level

Typical Tests

Test Administrators

High

• Personality instruments

• Registered psychologist or a student under the supervision of a registered psychologist

• Individual psychological tests

Medium

• Individual intelligence tests

• Professionals with experience and post-graduate training in test use and interpretation who have attended specialist training in a particular instrument

• Ability tests

• Professionals with some tertiary training in human resource management, psychology, statistics or other relevant discipline

• Aptitude tests

Low

• Achievement tests

• Professionals with some experience in test use and interpretation who have attended specialist training

• Interest inventories

• Professionals with some experience and training in test use and interpretation

• Card sorts • Career instruments

Hand Scoring vs. Computer Scoring Some tests have separate answer sheets that can be scanned and scored directly by computer (as well as by hand). These answer sheets are called OMRs (see also page 8). If the testing program involves a large number of candidates – for example, a recruitment screening exercise – it may be appropriate to have the answer sheets computer scored. This is a service offered by the test publisher or distributor. Other tests that do not have OMR answer sheets can also be scored by the test publisher or distributor on a fee-for-service basis. If the testing program involves a small number of candidates, hand scoring is usually faster and cheaper.

Qualifications Table 3 above describes typical levels of qualification required for test administrators. Professional development programs are available that accredit new users to basic levels, and qualify more experienced users to interpret specific tests. In most cases, qualified psychologists may use any published test instrument, although a few products require specialised training even for psychologists.

Test inistration e Cours Adm This one day workshop provides an introduction to: → Psychometric tests → The test administration process: structure & rationale → Test administration practice → Scoring tests → The tasks of the test administrator → Basic ethics in testing.

Outcomes for participants will be: → A thorough grounding in the principles of test administration and scoring → The opportunity to learn and practise the administration and scoring of ability and personality tests → The skills to assist qualified test users in administering and scoring tests, so as to free their time for interpretation and decision making

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Test administration–

best practice

To gain the most useful information from the test session while being completely fair to all candidates, you need to follow strictly the guidelines set down for the administration of the tests you are using. The Test Manual or User’s Guide, which is an essential companion to any psychometric test, will contain a section detailing instructions for the proper administration of the test you are using. The following are important aspects to consider in setting up a test session.

Environment

Getting Started

Let us consider the optimal environment for conducting a testing session. The room should be large enough to accommodate comfortably the anticipated number of candidates. Give consideration to the ventilation, lighting and expected external noise levels. A candidate will not give their best performance if the room is too hot or cold, too crowded or noisy, or if it is too hard to hear your instructions or see you or your assistant administrators. If you are conducting online testing, it is essential that all computers are checked and working well before candidates take their places.

A general introductory chat is an important first step. It serves the dual purpose of providing useful general information as well as giving nervous candidates the chance to settle for a few moments before commencing the actual test(s). This does not need to be a lengthy exercise. A few facts are useful – for example, checking that the selection test is in fact the one the candidates are expecting to do. There have been occasions when perplexed candidates have attempted a test for a position they later found to be not of their choosing – their session was in another room, on another floor or at another time of the day! Applicants are often understandably nervous, so clarifying information to prevent such scenarios is important – and it means you have not all wasted valuable time and energy. It is also useful to remind candidates where the test session fits in the selection exercise. Is this an initial screening? Who will have access to the results? Where will the results be stored? When and where may candidates request feedback on their results? Candidates are well aware of privacy

Administrators If you expect more than fifteen candidates, you need an assistant to help with distributing and collecting materials. Add another assistant for each fifteen to twenty candidates beyond that number. The logistics of managing an exam session professionally are well and truly challenged when you are trying to deal with an inappropriately supervised group.

14

legislation and their rights under this law. Remember to let them know how long the test session should take, whether there will be any breaks, where toilets are located, etc.


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It is wise to check if everyone can see and hear

Personality tests usually have no time limit.

you. Does anyone need reading glasses or need to

Administrators are advised to suggest that

move to the front of the room because of a hearing impairment? Is anyone feeling unwell? Again, the

candidates mark the first option that comes to mind and not to spend too long on any one item.

aim is to tap into their best performance, so it may occasionally be necessary to reschedule a

For practical reasons, it is sensible to schedule untimed tests at the end of an assessment session

candidate.

so that people may leave as soon as they have

Mobile phones are a distraction. Remind all candidates that all phones need to be switched off

completed all components of the testing session.

as a courtesy to everyone.

Collecting Materials Using Aids Many tests do not permit the use of calculators or such aids during the test session. Again, candidates should be reminded of this.

It is essential that all materials are collected and accounted for before candidates leave the test room. Copyright legislation prohibits the copying of materials and, to maintain confidence that test integrity is being preserved, materials need to be counted in and counted out.

The Manual Ensure that you deliver the formal instructions exactly as they are printed. When giving any test from the ability/aptitude range, it is essential that the administration instructions in the manual be followed scrupulously. A general description will be provided, followed by a script for introducing the test, giving practice examples and working through those answers, starting candidates on the test itself, and finishing strictly after the allotted time period. While these rules may sound pedantic, the whole purpose of a standardised test session is that candidates’ performance may reasonably be compared across different test venues, different administrators and different times. If, for example, one supervisor is casual about the time frame, applicants in that session may have an extra one or two minutes on a 10-minute test. Arguably, this would give them an unfair advantage over candidates who are tested according to the instructions. There are, of course, some ability tests that are untimed, and the timing rule is irrelevant in those situations. However, the general administration instructions and practice items must still be followed exactly.

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Section II: Test Interpretation

Statistics 1

the basics

To interpret test results properly, an understanding of some of the basic terms used in statistics is required. It is important to be aware of their relevance to help you make sense of test results and decide whether the data reported is sufficiently valid and reliable for your HR testing exercise. In this section we will cover four basic statistical concepts: • the normal population • the range • the mean • the standard deviation.

Normal Population The natural world includes many examples of the so-called ‘normal population’, characteristics of which are often described by the bell-shaped curve commonly called the normal curve (see Figure 2 opposite). In a normal population, most of the people are closer to the average measurement of a given attribute than to the extremes. For example, there are many more people who are about average height than there are extremely tall or extremely short people. This means that if you measure some characteristic that is normally distributed, most of the population will ‘bunch up’ around the middle. This produces the distinctive bell-shape of the curve. If you went into a busy suburban street and measured the height of the first 100 adult males who passed by (these comprise your ‘sample’ population) and plotted the frequency that each height occurred, the resulting graph would look something like that in Figure 2. There is a bunching up of heights between 165cm and 185cm; far fewer lie towards each extreme – not many men in this sample were below 160cm or above 190cm in height. This is really just commonsense: we all know that while everyone is a different height, most adult people are really about the same height, give or take 20cm. Very few people are extremely tall or extremely short.

16

The same is true of intelligence and other human characteristics that are normally distributed. Once we understand this concept of the normal population, we can begin to describe its characteristics. Three ways that we can do this are detailing where the centre of the population is (that is, the mean), what the expected range of results is, and how quickly (in terms of the unit of measurement, such as centimetres or IQ points) we deviate from the centre to the extremes.

Mean The most commonly used description of the centre of a population is the mean, or average score. This is known as a measure of central tendency. To calculate the mean, all scores gained by all candidates on a test are summed. The total is divided by the number of candidates. The resulting figure is the mean score. This figure serves as a benchmark against which other scores may be measured; for example, ‘his score is well above the mean’, ‘she obtained the same score as the mean’, etc. This is the most frequently reported central tendency score cited in manuals for selection tests.


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Range

standard deviation is very large, a score would have to fall very far from the mean to be extreme. For

It is also helpful to know how far candidates’ scores are dispersed from the centre. Probably the most

example, if in our height example, the standard deviation was only 1cm, then a person 3cm taller

commonly used term is ‘range’, which is the distance between the lowest score obtained by a

than the mean (that is, three standard deviations

candidate on a test to the highest score gained. For

population. If the standard deviation was 20cm, a

example, on a test of numerical reasoning, the

person would have to be 60cm taller than the mean to be in the top 0.1% of the population.

be from 12 to 99. You will notice that the mean is not the ‘middle’ of the range but the average of all scores obtained. If the mean is much higher than the middle of the range, it means that more people are obtaining high scores on the test than people scoring very low.

Standard Deviation Once we know the mean and the range, it is useful to understand how quickly the population moves away from the mean towards the extremes of the range (or the ‘spread’ of the scores). One way of measuring the ‘spread’ of the population is the ‘standard deviation’. The standard deviation of a normal population is derived from a mathematical equation, so that 68.2% of the population falls within one standard deviation higher or lower than the mean, 95.4% of the population falls within two standard deviations from the mean, and virtually all the population (99.6%) falls within three standard deviations of the mean. To go back to our height example, if the mean height was 175cm and the standard deviation was calculated to be 10cm, then 68% of the population would fall between the heights of 165cm and 185cm, and 99.8% of the population between the height of 145cm and 205cm (that is, three standard deviations either side of the mean). If this sample of the population was considered to be representative of the whole male population, it would mean that only 0.2% (that is, two people in a thousand) would be taller than 205cm or shorter than 145cm. If the standard deviation is very small, it means that scores a small distance from the mean could be considered extreme or unusual scores, while if the

We all have a good understanding of height and how tall or short someone has to be before they would be considered taller or shorter than usual. As each test has its own way of measuring the underlying attribute or quality that is being assessed, we need statistics to fully understand the meaning of any test score compared with the whole population. Understanding the centre, the range and the spread of scores is an important first step. Figure 2: Normal Curve

Number of cases

mean score may be 68, but the range of scores may

from the mean) would be in the tallest 0.1% of the

2.1%

13.6%

34.1%

34.1%

standard deviations

–3σ

–2σ

–1σ

mean height

height (cm)

145

155

165

175

13.6%

2.1%

+1σ

+2σ

+3σ

185

195

205

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Statistics 2

test scores

What does it mean if a person obtains a score of 11 correct responses on a test? If there are 11 items, that’s pretty good! If there are 100 items, perhaps it is not so great. In order to understand the meaning of a score of 11, the developers of test instruments provide users with a standard against which they can measure the merits of a candidate’s performance. This puts them in a much better position to make a fair comparison. The standard is based on a set benchmark that was determined by assessing a comparison group, or sample, that is selected to represent the population. This sample is often called the norm group.

Changing a Raw Score to a Standardised Score As well as mean, range and standard deviation (see pages 16 and 17), test manuals usually contain ‘norm tables’, which report standardised scores such as percentile ranks, stanines, sten scores and t-scores. Standardised scores are often also referred to as norm scores, norm-referenced scores and derived scores. To obtain one of these standardised scores, the number of correct responses scored by a candidate (the raw score) is looked up in a table in order to locate the corresponding standardised score. This standardised score allows us to compare each candidate’s score with the sample population. This helps us to understand whether 11 is a high score, an average score or a low score.

Percentile Ranks Percentile ranks are one of the most commonly used standardised scores. The following are examples of how this ranking works. • Someone with a raw score that converts to a percentile rank of 50% has scored the mean or average score. They are right in the centre of the

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comparison population; 50% of the sample population has a higher score than they obtained and 50% has lower. • Someone who has a percentile rank of 80% has scored higher than 80% of the sample population. • Someone who has a percentile rank of 15% has scored higher than only 15% of the sample population. Percentile ranks are very useful for ranking candidates in order of merit (especially with ability, aptitude or achievement tests), and for simple explanations of where a candidate’s score lies in relation to the rest of the sample population.

Stens and Stanines Sten (‘Standard Ten’) scores and stanine (‘Standard Nine’) scores are other ways of comparing a candidate’s performance with the whole population. In both sten and stanine scores there are numbered categories that cover the whole population – stens have ten categories: 1 to 10; stanines have nine categories: 1 to 9. A score of 9 or 10 indicates a very high level relative to the reference group, while a score of 1 indicates a very low relative level.


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Sten and stanine scores are useful when wanting

the candidates’ scores can be properly compared to

to avoid over-emphasising small, unimportant

the reference population.

differences between candidates.

Remember – what does a score of 11 correct answers really mean? Figure 3 shows an example of a norm table with raw scores and three different standardised scores.

T-scores

The HR practitioner can use whichever of these T-scores are another common type of standardised

standard scores best suits the situation. Often norm

score. A t-score of 50 is the mean score, or 50th

tables only provide one kind of standard score.

percentile. With t-scores, each 10 points indicate a standard deviation. Therefore, a t-score of 60 is one

Figure 4 is a single graph showing the relationship between the normal population,

standard deviation above the mean, while a t-score of 40 is one standard deviation below the mean. In the same way, a t-score of 70 is two standard deviations above the mean. T-scores are a popular method of reporting candidates’ scores on psychological test instruments.

mean, standard deviation and some commonly used standardised scores. Figure 3: Sample Norm Table Raw Score Percentile Stanine Rank 32 31 30 29 28 27 26 25 24 23 22

The differences between these (and other) standardised scores are interesting but quite technical. The important thing to remember in the use of HR tests is that standardised scores, not raw scores, should always be used in reporting, so that Figure 4: Normal Curve and Standard Scores

99 97 94 90 84 77 69 60 53 48 42

9 9 8 8 7 7 6 6 5 5 5

T-Score

Raw Score

68 66 64 62 60 58 56 54 53 51 49

32 31 30 29 28 27 26 25 24 23 22

Numbers inside the curve represent the percentage of the population in that Number of cases

section of the curve.

2.1%

13.6%

34.1%

13.6%

mean

–3σ

t-score

20

25

30

35

40

45

50

55

60

65

70

75

80

percentile rank

0.1

1

2

7

16

31

50

69

84

93

98

99

99.9

stanine

1 1

–1σ

2

3 2

5

4 3

4

+1σ

2.1%

standard deviations

sten

–2σ

34.1%

6 5

7 6

+2σ

8 7

9 8

+3σ

10 9

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Statistics 3: reliability, validity and

measuring errors

When administering and interpreting tests, we want assurance that they are reliable and valid in their assessment of candidates. Also, as we do not live in an ideal world, and no two groups are exactly the same, it is important to consider normal margins of error.

Reliability

Validity

When using a test, we want to know that it is measuring the particular attribute consistently; in other words, that it is reliable. If we give the test to the candidate again at some later date, we would expect their score to be very similar each time. This is referred to as test-retest reliability. If a group of candidates sat a test twice on two different occasions and scored exactly the same both times, the reliability coefficient would be 1.0. This is rarely the case, and it is standard practice to consider that coefficients of 0.7 and above provide sufficient evidence of the test’s reliability. Another aspect of reliability is a split-half coefficient. This is a similar kind of measurement in which the test is artificially ‘split’ down the middle and performance on each half is compared. Split-half is a measurement of the internal consistency of the test items.

We want a test to measure just what we believe it is measuring. This is known as validity. For example, if we need to assess verbal reasoning, we do not want a test that claims to do that, but whose results bear no relationship to any other verbal reasoning measure. There are a number of validity types reported in test manuals: • Face validity: when reading the items gives a very clear idea of what the test is designed to measure. For example, if a candidate is applying for a job that requires accurate entry of numerical data, a test will have a high face validity if the candidate is required to enter a list of numbers accurately. This kind of validity is often important to the candidate, but practitioners should consider more statistically based data. • Content validity: refers to how well the test covers the key areas of learning required. It is most often used in achievement-type tests. • Construct validity: when scores on the test correlate to a satisfactory level with scores gained on another test that claims to measure similar properties. • Criterion or predictive validity: when it can be demonstrated that a person gaining a high score on the test will perform better on the task or job for which they are being assessed than do low test scorers.

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Margins of Error

we can see from Figure 5 below that the first

All tests have an associated margin of error. In other

candidate’s true score could be anywhere from 61 to 65, and the second candidate’s score could be

candidate’s level of ability perfectly, but in the real world we expect a degree of error. We are familiar with this idea in everyday life. For example, if you were asked what time it is right now without looking at your watch, you would probably be able to give a reasonably accurate answer. Although you might not know the exact time, you would probably be able to give a very ‘accurate’ margin of error (‘It’s definitely later than 3 pm and earlier than 10 pm.’). Even if you now looked at your watch, you would not be 100 per cent confident that your watch was exactly on time. If you have a digital watch that you recently reset, you might have a higher level of confidence. If you have a wind-up analogue watch, you may have less confidence depending on the quality of the watch and how regularly you wind it. In an ideal world, we would all wear watches that never ran fast or slow and had been set accurately in the first place, but in the real world we can accept a certain level of error.

anywhere from 62 to 68. It is possible therefore that if we had been able to measure each candidate in an ‘ideal’ world, we may have found that the first candidate’s true score was in fact higher than the second candidate’s true score. In practice, the best way to compare these two scores is to say that they are ‘quite similar’.

Figure 5: Margins of Error

candidate 2

the candidate’s ‘true’ level of ability or preference. In an ‘ideal’ world we would be able to measure a

70 69 68 67 66

candidate 1

words, test results are not perfect descriptions of

65 64 63 62 61 60

Plus/minus Using statistical principles, test developers are able to inform the examiner of the size of the likely error on any given test score with a great deal of accuracy. These margins of error are often expressed as +/– (plus or minus) a particular value; for example, +/– 5. So if a candidate scores 63 on a particular scale and the error margin is given as +/– 2, it means that the candidate’s real score is likely to fall between 61 and 65. This may sound like the test is inaccurate, but, in fact, measuring the error in this way gives us a great deal of confidence in the test results. A small error margin suggests that the test yields a score that is more precise than a score from a test with a large error margin. It is essential to pay attention to the error margin so that small differences in scores are not given more importance than warranted. There is an important flow-on effect from this understanding. If one candidate gets a score of 63 +/– 2, and another candidate gets a score of 65 +/– 3, which candidate’s ‘true’ level of ability is higher? Obviously 65 is a higher score than 63, but

59

Standard Error of Measurement The Standard Error of Measurement (SEM) is a term often used in statistical data of HR tests. SEM is the amount a score is expected to be different from the ‘true’ score that a candidate would get in an ‘ideal’ world. About 68% of the time, a candidate’s ‘true’ score will be within a range of one standard error above or below the score. About 95% of the time, the ‘true’ score will fall in a range within two standard errors above or below. A confidence level is determined using the candidate’s score and the SEM to decide the range, or interval, within which that candidate’s true score probably lies. For example, if a candidate scores 23 on a test with an SEM of 3, we could say that we are 68% confident that the true score is within a range of 20 to 26 (that is, 23 +/– 3), or 95% confident that the true score is within a range of 17 to 29 (that is, 23 +/– 6).

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Section III: Reporting and Feedback

Reporting

results

A report is a presentation of the test results of particular candidates. It may be a simple list of raw scores with conversions to the corresponding standard scores prepared by the HR practitioner. It may be a narrative that the HR practitioner has written based on their knowledge of the test and the meaning of scores at different levels. For example, a report on a candidate who has scored at the 10th percentile on an abstract reasoning test may contain a comment like: ‘Mr X is likely to experience difficulty learning new concepts.’ A report may also be generated by the assessment tool’s software system. Typically, this kind of report will contain a chart of test scores for the use of the accredited interpreter only, and a more general narrative that may be shared with the candidate and the manager who commissioned the testing. These computergenerated reports are most commonly available for personality measures.

Report Types Table 4 gives some examples of common tests and report types. Table 4: Test and Report Types Test Name

Test Type

Report Type

ACER Select

Ability

Standardised scores

APTS

Aptitude

Standardised scores

ACER Short Clerical

Aptitude

Standardised scores

PeopleMapper

Personality

Profile sheet (completed by hand) or narrative report (computer-generated)

Myers-Briggs Type Indicator®

Personality

Profile (completed by hand) Narrative report (computer-generated)

16PF®

Personality

Narrative report (computer-generated)

Strong Interest Inventory®

Interest Inventory


Self-directed Search®

Interest Inventory

Profile (completed by hand)

Jig-CAL

Interest Inventory


Using Reports for Feedback

22

Reports are used to assist the test administrator to offer feedback to candidates and other appropriate people (for example, the interview panel chair) on

the candidates’ performance. Some reports are designed to give to candidates for their own personal records, while others are designed for the use of the selection panel or manager who commissioned the testing.


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Feedback to Candidates

In a selection process, the feedback will be enhanced by providing the chair of the selection

Feedback to candidates can be difficult and should

panel with a report that summarises the results of all the candidates. This can be prepared by the HR practitioner once all tests have been scored and raw

always be handled in a professional and supportive manner. It is important to stress to candidates that the test results reflect the way they have responded to the questions posed in the assessment tool at the

scores converted to standard scores. If appropriate, candidates can be ranked according to their results

time of testing.

on an ability, aptitude or achievement test. See the

It is important to communicate test results in a manner that is readily understood. This requires the HR practitioner to ensure that they themselves clearly understand the significance of the results before offering feedback. It is also best to give feedback without using technical language or terminology. For example, in describing a candidate’s performance on an ability test, it is better to say they scored ‘well above average’, than to say they obtained a t-score of 68; a candidate who scored a sten of 2 in a personality measure for the subscale ‘Perfectionism’ could be described as ‘pragmatic’. If the test relates to ability, aptitude or achievement, candidates may be upset or unhappy with low results. The HR practitioner can soften the shock by asking how the candidate felt during the test session. Did they feel very nervous? Were they feeling unwell? Ideally, these mitigating circumstances should have been detected during the informal introduction to the test session and noted at the time of the test for future reference if considered significant (see also page 15). If the test is a personality measure, candidates should be reminded that their answers to the test questions have provided the data for the compilation of the report. If candidates are unhappy with their characterisation on a personality measure, they may wish to suggest that other evidence be obtained from referee comments or other sources.

example in Figure 6 below. Many

personality

instruments

provide

computer-generated reports with narrative descriptions of candidates’ preferences, attitudes and likely behaviour in different situations. These reports are a useful basis for reporting back to managers. See the example in Figure 7. Figure 6: Example of a Simple Written Report Candidate Name

Lyn Example Trinh Sample Jon Specimen Sam Standard

Scores – Percentile Ranks ACER Professional Select Verbal

ACER Professional Select Numerical

87 84 60 23

65 71 45 20

Figure 7: Example of a Computer-generated Report Personality Interpretive Report (continued…)

Jon Sample 29 February, 2004

Anxiety According to his responses, Jon Sample is no more or less anxious than most people. He has a tendency to trust people and therefore may not be as vigilant as others in examining people’s motives. Factor

Sten 1 2 3 4 5 6 7 8 9 10

Anxiety – general Stable Trusting Assured Tense

CASE STUDY

Feedback to Managers As with giving feedback to candidates, it is important to provide feedback to managers and selection committees in a manner that is readily understood, avoiding overly technical information unless they have a good grasp of test theory.

What do you do if a candidate challenges the results you report? You can ask if any factor on the day may have affected performance. If the test is an ability measure, are there other ways of confirming the result obtained? Should you retest with another tool? If a personality attribute is being measured, can a referee’s comment be sought to corroborate the test finding?

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Section IV: Ethical and Legal Issues

Test security and candidates’

rights

Tests are powerful instruments and their use necessarily requires attention to ethical standards and observation of equal opportunity practices.

Test materials must be stored in a secure place and made available only to those who have permission to administer them. Completed test booklets or answer sheets must also be stored securely. It is essential that these are accessible only to nominated persons. For example, in a selection exercise, the person interpreting the test results – who sometimes will be different from the person doing the actual test administration – clearly needs to access the test results. Then, the chair of the selection panel is able to receive the interpreted results from this person, and this should be presented in a standard score format rather than numbers of correct responses or raw scores. Candidates must be made aware of this ‘result trail’ at the time of testing so that they have the opportunity to express any relevant concerns.

Scenario

1

You are an HR manager. The wife of a candidate who sat a selection test for recruitment into your organisation telephones you and asks for her husband’s results. What do you do? You are not permitted to give test results to anyone other than those agreed at the time of testing – that is, the accredited tester, the chair of the selection panel and the candidate him/herself.

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Scenario

Candidates have the right to feedback on their test results and this, too, should be made clear at the time of testing. Again, privacy issues are paramount and this feedback should only be provided to the individual concerned. It is preferable that this takes place in a face-to-face setting. However, sometimes this is not practical and, with the candidate’s permission, telephone feedback may be possible. As with the selection panel, this feedback needs to be presented in standard score format so that the candidate appreciates the comparison of their performance on this particular test with that of the group against which it was developed. The following scenarios offer examples of ethical and rights issues related to test takers.

2

You are marking tests for a group of candidates who are seeking entry to you company’s graduate selection program. Your boss asks for his niece’s results – he wants to approach a friend in another organisation about her prospects there if she’s not going to be selected. What do you do? Your boss has no right to the results just because he holds a management position. It is your responsibility to preserve the integrity of that test data.

Scenario

3

A candidate informs you that she has already sat a test that you are planning to use. You may decide to use a different test, if a suitable alternative were available, or a parallel form (an alternative version of the same test with different questions), especially if the candidate has sat the test recently. Other tests and sources of information can help put the results of a single test in context.


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Equal Employment Opportunity (EEO) Legislation

Direct and Indirect Discrimination Discrimination may be direct (for example, not

In Australia, several pieces of legislation guide us in

testing females or not testing Canadians, etc.) or

a range of areas, including employment. One of the

indirect, where a condition is imposed that makes it more difficult for members of a particular group to

areas specifically mentioned relates to the offer of employment or the advancement of personnel

comply. For example, if you were selecting

within an existing workplace. Essentially, it is illegal

emergency services staff and required them to be

to discriminate against someone on the basis of

175cm or taller, you would probably eliminate a

irrelevant characteristics. Federally, we are covered

disproportionately high number of female recruits.

by the Sex Discrimination Act 1984, the Racial Discrimination Act 1975 and the Disability Discrimination Act 1992. All Australian states have their specific anti-discrimination legislation.

Unless height can be demonstrated to be critical to the successful performance of the duties, a breach of EEO would occur if this requirement were upheld. As test developers are very mindful of EEO requirements in testing, there is a concerted effort to avoid test items that discriminate unfairly against one gender or race or other irrelevant characteristic. In selecting the tests you will use, it is sensible to be aware of this.

As a rule, it is illegal to discriminate against someone because of their gender, racial background, disability, sexual preference, appearance, political or trade union affiliation, or care of, or association with, a member of one of these categories.

Discrimination in Testing

CASE STUDY

In testing, then, it would be illegal to decide not to test female applicants for a trade apprenticeship on the basis that ‘girls don’t like dirty work/can’t do maths’ or the like. Similarly, excluding from testing a candidate from another country whose politics or religious beliefs you dislike, would breach the legislation. There are occasions when a specific gender may

A selection committee declines to consider a candidate who, although having obtained an excellent test score on the psychometric tests used in the selection exercise, is a single mother of three schoolaged children. The selection panel expresses the belief that she could not fulfil the job requirements as she would be taking leave to care for her family. What advice would you give this panel?

be excluded from a selection and testing process. For example, it is possible to gain an exemption from prescribed EEO legislation when trying to remedy a particular imbalance. You may be testing for a receptionist role in your organisation and receive an application from a visually impaired candidate. If your initial reaction is ‘They couldn’t do the job’, think carefully! EEO requires us to examine the inherent requirements of the job. In this case, there is a range of adaptive measures for office equipment that permit people with disabilities to operate efficiently. Of course, you may still want to test for verbal reasoning skills or the like. Test publishers and distributors are often able to modify a test’s presentation to enable

This is a clear breach of the EEO legislation. The candidate is being discriminated against on the basis of her gender, her marital status and carer responsibilities.

a person with a disability to use the test.

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Appendix I

Frequently asked

questions

Q A

What difference does testing make to the outcome of my recruitment decision? Tests can give you objective information about how the candidate will perform on important aspects of the job. Because testing conditions are standardised, you can compare the performance of candidates over time and in different places.

Q A

Should I retest someone who sat for a selection test with my organisation six months ago? In many tests, there would be a ‘practice effect’; that is, the candidate may remember some questions and therefore perform better than true results. In these cases, either reuse the earlier result or see if there is a parallel form of the test (an alternative version of the same test with a similar difficulty level but containing different questions). Some tests, such as abstract reasoning, have items that are more difficult to retain in memory, so retesting after six months is fine.

Q A

Q A

What do I do if I know or suspect a candidate has already sat a test I want to use? Can I ask candidates if they have sat particular tests before? It is not usual to ask a candidate whether they have previously sat particular tests. If the candidate offers this information, it may be possible to use a parallel form (an alternative version of the same test with a similar difficulty level but containing different questions) or an alternative test, if a suitable alternative is available. This information should be noted for future reference, although, in any case, the results of one test should not be considered definitive. Other tests and other sources of information can help put the results of a single test in context.

Do I test before or after the interview? This is largely a matter of personal preference and logistics. If you receive fifty applications for a job, you will probably shortlist these by reading résumés and finding those most likely to match the job’s selection criteria. If you then have ten remaining, you may wish to ask all candidates to sit for a battery of tests and interview the top three performers. Some employers like to meet with the initial shortlist for a brief interview, then choose four or five to undertake testing. The best two could then be interviewed in more depth. If it is a large-scale recruitment program and there are hundreds of likely candidates remaining after the initial résumé check, you could opt for a screening test.

Q A

26

What is a screening test? This is a test chosen because it provides a relevant, accurate estimate of likely successful performance on the job, is quick and easy to administer, and is not expensive. For example, some graduate recruitment programs use a brief abstract reasoning test as a screener. Research has shown that high scorers on such a test are more likely to demonstrate stronger conceptual and planning skills. If 600 applicants sit for such a screening test, the employer may then proceed with the top thirty scorers for the other components of the selection program.


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Appendix I

Q A

Does it help to test my current staff? Test information can be useful in assessing training needs or in managing career development programs. The purposes of such testing should be explained clearly to staff – their voluntary participation will provide more useful results.

Q A Q A

Q A

Q A

Can I test to decide which of my current staff should be offered redundancy? This would be an inappropriate use of testing. Unless staff facing redundancy were to request testing to assist in issues described in the previous Question/Answer, many other sources of information would be available to you to assist in making this difficult decision.

How long should I keep test results and where should they be stored? If an employee were to leave your organisation within seven years of their selection test, those test papers should be securely destroyed at that time. Otherwise, seven years is a safe limit before secure disposal occurs. Tests must be stored securely and be accessible only to agreed nominated persons known to the candidate, such as the HR manager and direct supervisor.

Do I have to comply with FOI requests to see test results? You would need to show a candidate their answer sheet if requested, but care needs to be taken that the interpretation of results is always provided by an appropriately qualified practitioner. Giving candidates copies of test materials that were not intended for them to keep compromises test integrity and should never be done.

Can I copy Question and/or Answer booklets if I run out of stock? The copying of these materials is illegal and would constitute a breach of the Copyright Act. Test publishers/distributors are usually able to provide you with extra materials at short notice, so just let them know.

Q A

Q A

What happens if the person who was accredited to use and interpret tests in our organisation leaves the company? May we still test? You will need to have another person from your organisation complete a qualifications form for the particular test supplier you use. It is an ethical responsibility of the supplier to provide materials only to appropriately qualified purchasers, and of your organisation only to use an accredited person for test interpretation.

If I need help with testing, where do I go? The provider of your test materials may also have a test administration service available to customers. The Australian Psychological Society and the Australian Human Resources Institute have member registers and should be able to refer you to an appropriate provider in your area.

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Appendix II

Glossary ability a person’s potential to demonstrate a particular skill or perform a certain task

abstract relates to concepts, e.g. in reasoning tests, no verbal or numerical learning is presupposed (See non-verbal)

achievement a person’s performance in a certain field aptitude a state that indicates an ability to learn and acquire new skills through training

correlation a measure of linear association. A correlation of zero between two variables indicates no linear relationship between them at all. As the number moves towards plus 1, the positive nature of the association increases. If the number is towards minus 1, an increase in one variable is associated with a decrease in the other.

interest an activity or idea that appeals to an individual as being worthy of further involvement

item a test question mean

a measure of central tendency: the average of a set of figures

median a measure of central tendency: a figure that is in the centre of a set of figures that range from highest to lowest – half these figures fall above this figure and the other half falls below

mode

a measure of central tendency: the most commonly occurring figure or score in the group of figures

cognition that makes each individual unique; comprises components known to the individual as well as those in the unconscious

preference

the particular pattern of affect, behaviour and cognition more often chosen by an individual as best facilitating their interaction with their environment

psychological related to the application of scientific methods to study the mind and behaviours

psychometrics the development and analysis of a test using the principles of statistics and measurement

raw score the total number of items answered correctly by a candidate on a test

reliability a measure of the consistency of a test’s ability to assess a particular attribute

screening test an assessment used to limit the numbers of candidates required for more detailed investigation. These tests are usually shorter than other tests and the results are used to determine which candidates will be invited for further assessment.

section the part of a test that is separated from other parts because of a special content area or specific response requirement

standard deviation

on written or spoken language for its representation or solution (See abstract)

a measure of how much scores in a particular distribution vary from the mean or average score. In a normal distribution, 68.2% of scores fall within plus one or minus one standard deviation from the mean; 95.4% are within two standard deviations, and 99.6% within three.

normal distribution a graphical representation of data drawn

standardised score a score derived from applying a particular

from a random sample of the population; commonly referred to as the ‘bell-shaped curve’, it depicts most values falling around the mean or average and a symmetrical fading away towards each ‘tail’

statistical method to a candidate’s raw score on a test, which then permits comparison of that candidate’s test performance with that of a norm group; also called derived score, norm-referenced score, and norm score. There are technical differences between these terms but they are often used interchangeably in HR tests.

non-verbal relates to an ability or skill that does not depend

norm group the reference population used in deriving the standard scores for performance on a particular assessment tool; the test comparison group

numerical relates to an ability that requires a knowledge of numbers and their use, and any necessary manipulation of their connections to derive a solution

OMR

‘optical mark recognition’; an answer sheet designed to be scanned electronically by computer

parallel form

tests that have more than one test paper designed to be at a equivalent level of difficulty but containing different test questions

percentile a standardised (derived) score that indicates which percentage of the norm or comparison group obtained a raw score lower than, or the same as, that obtained by a particular candidate; for example, if a person’s raw score translates to a percentile of 65, this means they performed better than 65% of the group upon which the test was normed

28

personality the characteristic pattern of affect, behaviour and

stanine an abbreviation of ‘standard nine’; a standard score with nine categories ranging from 1 to 9 — 1 is very low; 5 is average and 9 is very high

sten an abbreviation of ‘standard ten’; similar to stanine, except with ten categories ranging from 1 to 10

test ‘any systematic procedure in which a person is presented with a uniform set of stimuli (tasks, questions or problems) intended to elicit particular responses, which are then scored and interpreted according to a specified criterion or performance standard’ (Zeidner & Most, CPP, 1992, p.2)

t-score a kind of standardised (derived) score with a mean score of 50 and a standard deviation of 10

validity a test’s ability to measure what it is designed to measure verbal relates to an ability or skill that depends on written or spoken language for its representation or solution


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Appendix III

Tests and selection criteria

guide

Many selection criteria for jobs relate to a candidate’s particular qualifications and experience that can be determined from their résumé, evidence of their qualifications and checking their references. Test instruments provide an objective source of information for the selection process. Table 5 lists a range of common selection criteria and the types of test instruments that are helpful in providing such additional information.

Table 5: Common Selection Criteria and Test Instrument Types Common Selection Criteria

Suitable Test Instrument Type

Ability to understand written information (including facts and figures) in order to provide accurate advice to customers

Verbal reasoning, numerical reasoning, decision making

Ability to follow written instructions on business practices

Applied reading, verbal reasoning, verbal checking

Ability to interpret and execute engineer’s specifications

Mechanical reasoning, spatial-visual reasoning

Ability to interpret schematic electrical drawings


Ability to read and follow maps, floor plans and diagrams


Ability to work both autonomously and collaboratively as part of a team

Personality assessment

Ability to work effectively under pressure and meet set deadlines


Ability to work within and contribute to a team


Capacity to be creative and solve problems

Abstract reasoning

Data entry into in-house and corporate information systems

Numerical reasoning, numerical checking, verbal checking

Excellent time management and organisational skills


Good written and verbal communication skills

Verbal reasoning

High degree of accuracy

Numerical checking, verbal checking

Keeping accurate accounts and monitoring budgets

Numerical reasoning, clerical checking, numerical estimation

Planning and coordinating activities

Abstract reasoning, verbal reasoning

Prepare and monitor project timelines

Numerical reasoning

Position requires ongoing training

Abstract reasoning

Strong analytical and conceptual abilities (collecting and analysing information)

Abstract reasoning

Take responsibility for stock control and ordering

Numerical reasoning, numerical checking

Writing and producing written documents

Verbal reasoning, spelling and grammar

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Appendix IV

Annotated list of

tests

– Australian tests or tests with Australian norm supplements C – Career planning R – Recruitment and selection O – Organisational development

Ability, Aptitude and Skills ACER Applied Reading Test (ART) R

Timing

30 minutes

Qualification level

Low

Australian norms

Yes

Scoring

By hand; scoring service available

Purpose

Assesses the ability to read and understand written material such as safety signs and workplace rules. Examines comprehension rather than technical knowledge or reading speed

Employment categories

Technical or trade positions

Description

Six prose packages are presented in a reusable test booklet with multiple-choice response alternatives. The content of the packages deals with such topics as industrial safety, machine operation and maintenance, and memorandum.

ACER Mechanical Reasoning Test C R

30

Timing

20 minutes

Qualification level

Low

Australian norms

Yes

Scoring


Purpose

Selection of candidates for positions requiring skills of a mechanical nature


Apprentices, trainees, technical and trade positions

Description

Assesses the ability to understand very basic principles of physics and mechanics, to visualise the movement of objects through space and the cause-and-effect relationships between mechanical components. The items are pen and ink diagrams of wheels, gears, clamps, levels, fixed and non-fixed pivots, springs, etc.


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Appendix IV

ACER Select C R

Timing

Verbal section 15 minutes; numerical section 20 minutes

Qualification level

Medium

Australian norms

Yes

Scoring

By hand, scoring service available

Purpose

Designed to measure verbal and numerical abilities as demonstrated by the capacity to see relationships and solve problems


General Select: junior managers, supervisors, sales, clerical office, customer service, technical trainees, trainees, IT Professional Select: professional positions that require tertiary qualifications, graduate selection

Description

ACER Select has two levels: General and Professional. Each of the levels has a verbal and numerical section. The sections can be used separately or together for a quick assessment of verbal and numerical ability. The items consist of short questions in either multiple-choice or short-answer format.

ACER Short Clerical Test R

Timing

10 minutes

Qualification level

Medium

Australian norms

Yes

Scoring

By hand

Purpose

Assesses speed and accuracy of checking verbal and numerical material and competence in completing routine calculations


Clerical positions

Description

There are two subtests: one designed to test speed and accuracy in checking handwritten or printed material (verbal and numerical), and one designed to measure basic arithmetic skills. Either subtest may be used.

ACER Test of Employment Entry Mathematics (TEEM) R O

Timing

25 minutes

Qualification level

Low

Australian norms

Yes

Scoring


Purpose

Assesses basic mathematical ability


Technical or trade positions or training courses

Description

Questions are presented in a multiple-choice format and cover basic mathematical problems of a type that might be encountered in a technical or trade training course or on the job in technical or trade positions.

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Appendix IV

ACER Test of Reasoning Ability (TORA) R O

Timing

45 minutes

Qualification level

Medium

Australian norms

Yes

Scoring


Purpose

A verbal test of general ability for adults without reading or language difficulties for education guidance and selection


Junior managers, supervisors, sales, clerical office, customer service, technical trainees, trainees, IT

Description

Single test form combining verbal and numerical reasoning. The items are shortanswer and multiple-choice.

Aptitude Profile Test Series (APTS) C R

R

32

Timing

30 minutes each test

Qualification level

Medium

Australian norms

Yes

Scoring


Purpose

Assesses reasoning skills as indicators of growth and development potential


Junior managers, graduates, supervisors, sales, clerical office, customer service, technical trainees, trainees, IT

Description

Includes modules that assess measures of verbal, quantitative, abstract and spatial-visual reasoning skills. Modules can be used separately or the entire battery may be used for a comprehensive survey of aptitudes. All modules are presented in a multiple-choice format.

Critical Reasoning Tests (CRT) Timing

Verbal section 20 minutes; numerical section 25 minutes

Qualification level

Medium

Australian norms

No

Scoring

By hand

Purpose

For selection or development – assesses the critical verbal and numerical reasoning skills required for success in junior-management level positions


Junior and middle managers

Description

The CRT contains questions that present real-life scenarios, requiring analysis of information, logical reasoning, recognition of assumptions, evaluation of evidence and other critical reasoning abilities.


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Appendix IV

Differential Aptitude Tests (DAT) Form W C R

R

R

Timing

6–30 minutes per test

Qualification level

Medium

Australian norms

Yes

Scoring

By hand or computer-scored (OMR); scoring service available

Purpose

Assesses and compares the capacity to learn and achieve competence across a variety of specific aptitudes


Clerical, customer service, technical trainees

Description

A battery of eight tests in five different test papers: verbal reasoning, numerical ability, abstract reasoning, clerical speed and accuracy, mechanical reasoning, space relations, and spelling and language use.

First Graduate Assessment (FGA) Timing

Verbal: 30 minutes; numerical: 30 minutes; abstract: 30 minutes; combined: 50 minutes

Qualification level

Medium

Australian norms

No

Scoring

By hand

Purpose

Measures intellectual capabilities required in the workplace. Suitable for graduate selection


Positions requiring tertiary qualifications

Description

FGA provides a measure of key generic skills and is particularly suitable for graduates with little or no work experience. It is designed as a screening tool for large groups and also for ongoing development assessment programs.

Graduate and Managerial Assessment (GMA) Timing

Verbal, numerical, abstract: 30 minutes each test

Qualification level

Medium

Australian norms

No

Scoring

By hand

Purpose

Assesses advanced-level reasoning ability of graduates or employees for managerial positions or promotion potential


Graduate and managerial positions

Description

GMA is specifically designed to assist with recruitment, selection and assessment of graduates and employees with managerial potential. GMA is primarily aimed at the top 12.5% of the population. The battery measures critical thinking, numerical reasoning and flexibility of thought. Parallel forms are available for each module.

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Appendix IV

C R

General Ability Tests (GAT2) Timing

Complete battery: 120 minutes

Qualification level

Medium

Australian norms

No

Scoring

By hand

Purpose

Comprehensive survey of general intellectual ability. Can be used as a complete battery or separately: verbal, non-verbal, numerical, spatial, mechanical, mechanical/spatial, combined reasoning


Students, trainees or non-graduate level staff

Description

The GAT2 is designed for the selection of non-graduate level staff, students or trainees. Verbal test: examines ability to work with, understand and apply relationships with verbal information. Non-verbal test: examines ability to process information, recognise relationships and differentiate between relevant and irrelevant information. Numerical test: examines ability to understand and apply relationships between numbers. Spatial test: examines ability to visualise 3-D objects and manipulate them mentally. Mechanical test: examines ability to visualise the relationship between moving parts and the way in which mechanical systems operate. Combined Mechanical and Spatial tests: examines mechanical and spatial abilities, producing one overall result. Combined Reasoning test: examines verbal, non-verbal and numerical abilities, producing one overall result.

Graduate Skills Assessment (GSA) R

34

Timing

Multiple-choice: 2 hours Written: 1 hour

Qualification level

Secure test administered by ACER

Australian norms

Yes

Scoring

Scanning, analysis and assessment done by ACER

Purpose

Provides information about key generic skills for graduates


Graduate employment or positions requiring tertiary qualifications

Description

A thorough, secure test that consists of two parts: a multiple-choice test and a written test. The multiple-choice test assesses critical thinking, problem solving and interpersonal understanding. The written test assesses written communication skills.


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Appendix IV

R

Manual Dexterity Test Timing

5 minutes

Qualification level

Low

Australian norms

No

Scoring

By hand

Purpose

Assesses the speed and accuracy of hand and finger movements to identify skill at manual tasks


Production, packaging or machine operation

Description

A paper-and-pencil test designed to measure manual dexterity required in occupations including assembling and packaging work, machine operation, and many areas within production. The test contains two parts: Part 1 requires hand and finger movements in which speed rather than accuracy contributes to a high score; Part 2 also requires hand and finger movements, but with an emphasis on accuracy. General norms and speed and skill percentiles are given in a revised manual.

Modern Occupational Skills Test (MOST) R

Timing

8–15 minutes per test

Qualification level

Medium

Australian norms

Yes (some items adapted for Australian use)

Scoring

By hand

Purpose

Assesses various skills important in clerical work and other related positions. A checklist of tasks enables easy identification of the right combination of skills to assess for any given position


Clerical and secretarial staff, retail staff, supervisors, office personnel and junior management

Description

This battery of task-specific tests was designed to cover most of the key skills required in a modern work environment. Although originally intended for use in selecting clerical staff, suggested broader usages include selection for storekeeping, administrative and junior-management positions. There are nine tests in all, grouped into three levels of task complexity, to cater for differing literacy and numeracy requirements of clerical occupations. All have been adapted to suit Australian use (e.g. metrication of numerical problems, use of Australian place names, etc.).

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Appendix IV

C R

C R

R

36

Raven’s Advanced Progressive Matrices (APM) Timing

40 minutes or untimed

Qualification level

Medium

Australian norms

Small graduate sample

Scoring


Purpose

Assesses non-verbal reasoning ability of people with a high level of intellectual ability


High-level technical, managerial or graduate positions

Description

Popular test of abstract reasoning comprising a series of shapes. The candidate chooses a shape to complete the series. It is similar to, but more advanced than, the SPM. It is useful for assessing the ability to perceive, understand and grasp complex relationships in confusing situations requiring persistence, logic and attention to detail.

Raven’s Standard Progressive Matrices (SPM) Timing

20 minutes or untimed (20–45 minutes)

Qualification level

Medium

Australian norms

No

Scoring

By hand, scoring service available

Purpose

Assesses non-verbal reasoning ability; a measure of general intellectual ability relatively independent of specific education or cultural learning


Junior managers, supervisors, sales, clerical office, customer service, technical trainees, trainees, IT

Description

Popular test of abstract reasoning comprising a series of shapes. The candidate chooses a shape to complete the series. It comes in three forms: classic (the original test), parallel (a parallel version of the original), and plus (a more advanced form able to discriminate at the top end of the SPM classic). The test measures the candidate’s ability to make sense out of complex situations, to draw the meaning out of events and to perceive and think clearly.

Sales Comprehension Test Revised Timing

Untimed (15–20 minutes)

Qualification level

Low

Australian norms

No

Scoring

By hand

Purpose

Assesses the understanding and appreciation of basic principles of selling as an aid in the appraisal of sales ability and potential


Sales

Description

A 30-item multiple-choice test designed to aid in the appraisal of sales ability and potential. Items assess understanding and appreciation of basic principles of selling, covering the sale of a wide range of products and including retail, wholesale and consumer fields.


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Appendix IV

R

R O

Sales Motivation Inventory Revised Timing


Qualification level

Low

Australian norms

No

Scoring

By hand

Purpose

Assesses motivational factors related to success in sales


Sales

Description

Consists of 75 multiple-choice items, providing the psychologist, careers counsellor and human resource practitioner with a relatively short, practical instrument with predictive validity for the assessment of interest in, and motivation for, sales work.

Skillscape Timing

Level 1: literacy – 40 minutes (for Parts 1 and 2); numeracy – 35 minutes Level 2: literacy – 25 minutes; numeracy – 30 minutes

Qualification level

Medium

Australian norms

No

Scoring

By hand

Purpose

Credible and reliable measures of basic literacy and numeracy skills


Semi-skilled and unskilled positions and for further training

Description

The tests are ideal for use with people who may have few or no academic qualifications, e.g. production-line operatives, school leavers, Youth and Employment Trainees, and applicants seeking semi- to unskilled employment or further training.

Vocational Selection Test R

Timing

30 minutes for each module

Qualification level

Secure test administered by ACER

Australian norms

Yes

Scoring

Scanning, analysis and reporting done by ACER

Purpose

Measures general abilities that are developed over a long period of time, such as problem solving, critical thinking, deduction and logical reasoning


Junior managers, supervisors, sales, clerical office, customer service, technical trainees, trainees, emergency services

Description

A valuable secure selection tool divided into three sections covering verbal, numerical and abstract reasoning. The test is administered by ACER.

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Appendix IV

C

Work Potential Profile (WPP) Timing

Untimed

Qualification level

Low

Australian norms

Yes

Scoring

By hand

Purpose

Initial assessment of long-term unemployed for adolescents and adults


Adolescents and adults

Description

WPP Questionnaire contains 171 items and is self-administered by an individual, either alone or as part of a group. On the basis of the profile obtained, it is possible to derive an assessment of the individual’s freedom from major barriers to employability. It is also possible to obtain a summary score that provides an indication of the client’s overall effectiveness, and reflects the need for support.

Work Readiness Profile (WRP) C

38

Timing

15–20 minutes

Qualification level

Low

Australian norms

Yes

Scoring

By hand

Purpose

Assesses the abilities, supports and level of empowerment of persons with disabilities in order to establish their preparedness to participate in some kind of employment, useful work or other valued activity


Older adolescents and adults

Description

WRP is a criterion-referenced tool designed to assist in the initial assessment of individuals with disabilities. The measure is suitable for the assessment of all major disability groups, including people with multiple disabilities. Its ratings for people with disabilities are totally comparable with ratings for people in the general population and show the level of performance or freedom from barriers.


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Appendix IV

Personality R O

R O

C O

Emotional Intelligence Questionnaire (EIQ) Timing


Qualification level

High

Australian norms

No

Scoring

Computer-generated report

Purpose

Obtains a detailed profile of the seven key emotional competencies that are helpful in predicting an individual’s potential to succeed in the future, plan individual development initiatives more effectively and incorporate the results into team-building, coaching or mentoring programs.


Managerial: managers, professionals; General: clerical, supervisors

Description

EIQ includes two levels: General and Managerial. It also includes the ability to do a 360-degree or multi-rater assessment, providing a more accurate assessment of emotional intelligence by including the perceptions of a candidate’s colleagues, supervisors and staff.

Gordon’s Personal Profile Inventory (GPP-I) Global Edition Timing

Untimed (approx. 25 minutes)

Qualification level

High

Australian norms

No

Scoring

By hand

Purpose

Efficient assessment of nine aspects of personality important to job performance


Particularly suitable for sales personnel, sales managers and general managers

Description

GPP-I provides an accurate measure of nine aspects of personality identified as being useful indicators of future job performance. Its combination of positive and normative elements makes it extremely hard for candidates merely to give the answers they think selection officers want to hear.

Myers-Briggs Type Indicator® (MBTI®) Timing


Qualification level

High or MBTI® trained

Australian norms

No

Scoring

By hand

Purpose

Provides a personality type code based on preferred ways of perceiving and judging


All

Description

A powerful instrument with many practical applications, including individual development, team building, understanding interpersonal differences, and career transition. A short, simple questionnaire, identifies a four-letter personality type that is associated with a unique set of behavioural characteristics and values. A range of materials and guides can be used in conjunction with the MBTI®, including the popular Introduction to Type® resources.

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Appendix IV

O

NEO Five-Factor Inventory (NEO-FFI™) Timing


Qualification level

High

Australian norms

No

Scoring

By hand or using software

Purpose

Rapid, reliable and valid five-factor measure of adult personality


Professional

Description

This is a shortened version of the NEO PI-R Form S and provides a quick measure of the five domains of adult personality. There are 60 items rated on a five-point scale for both individual and group administration.

NEO Personality Inventory Revised (NEO PI-R™) O

O R

40

Timing


Qualification level

High

Australian norms

Australian dataplus studies available

Scoring


Purpose

Comprehensive, reliable and valid five-factor measure of adult personality


Professional

Description

Provides a comprehensive overview of emotional, interpersonal, experiential, attitudinal and motivational styles. It is a detailed personality description that can be a valuable resource for the professional. It is a concise measure of the five major domains of personality, as well as the six traits or facets that define each domain.

Occupational Motivation Questionnaire (OMQ) Timing


Qualification level

High

Australian norms

No

Scoring


Purpose

Provides a detailed profile of the factors that motivate individual performance at work. Useful for performance review and team development programs


Sales, graduate and managerial personnel

Description

The OMQ provides a detailed profile of the factors that motivate individual performance at work. It assesses both extrinsic (external goals and rewards) and intrinsic (personal values) sources of motivation, examining the dimensions of rewards, status, achievement/recognition, affiliation, stimulation and independence/responsibility.


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Appendix IV

R O

PeopleMapper Timing


Qualification level

High, or Medium with accreditation

Australian norms

No

Scoring

By hand

Purpose

Identifies an individual’s preferred working behaviour


Junior managers, supervisors, technical and other office-based staff

Description

PeopleMapper was developed specifically to assess an individual’s most likely behaviour in work situations and to identify potential to succeed in business. Designed for use in organisational and business settings, it is ideal when recruiting junior managers, supervisors, technical and other office-based staff. PeopleMapper assesses eleven primary dimensions that are meaningful in the work context: change-oriented, risk taking, competitive, socially confident, seeks limelight, work-oriented, stamina, perfectionist, time-managed, warm, outgoing, and worrying. These are grouped into five broader, secondary dimensions: dynamic, work stamina, controlled, extrovert, worrying. The test taker will find the items non-threatening, interesting and relevant. PeopleMapper is simple to administer and interpretation is straightforward.

R

Personnel Reaction Blank (PRB) Timing


Qualification level

High

Australian norms

No

Scoring

By hand

Purpose

Assesses the integrity personality factor


Most applicable to routine, non-managerial positions

Description

The PRB is a brief, 70-item inventory of interests and attitudes designed to assess the ‘dependability-conscientiousness’ personality factor, also commonly known as ‘integrity’. It can be used to identify workers who are trustworthy, conscientious and dependable, or to identify those who may be potentially troublesome, careless and indifferent.

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Appendix IV

Sixteen Personality Factor (16PF)® 5th Edition O

Timing


Qualification level

High, or Medium with accreditation

Australian norms

Data Plus available

Scoring

By hand

Purpose

Obtains a comprehensive assessment of normal personality within a wellestablished framework and optional access to several specific-purpose computer-generated reports


Professional

Description

The 16 Primary Scales provide measurement of factors including Warmth, Emotional stability, Rule-consciousness, Openness to change, Sensitivity and Self-reliance. This edition includes five Global Factors: Extroversion, Anxiety, Tough-mindedness, Independence, and Self-control. The 16PF is widely used in business and industry for identifying personal qualities that influence worksetting behaviour; information is useful for human resource applications such as personnel selection and development. There are a number of support materials to be used in conjunction with the 16PF, including Interpreting 16PF Profile Patterns.

Interest Inventories JIG-CAL: Career Voyage and Career Compass C O

42

Timing

Untimed

Qualification level

Requires training course for accreditation

Australian norms

Yes

Scoring

Computer-generated report

Purpose

Career guidance


Adults and adolescents

Description

Career Voyage is a computer-assisted career guidance system focusing on interests and job factors. It is suitable for a wide range of people, including students, employees, adults rejoining the workforce, long-term unemployed and people made redundant or requiring rehabilitation. It is annually updated with over 650 Australian jobs and job information.


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Appendix IV

Rothwell Miller Interest Blank (Revised): Australian Edition (RMIB) C O

Timing


Qualification level

Medium

Australian norms

Yes

Scoring

By hand

Purpose

Assesses occupational interests by investigating an individual’s preferences across twelve fields of work



Description

The RMIB was developed by an Australian careers counsellor as a practical aid to provide a focus for a guidance interview. It provides a measure of comparative interest in 12 work fields: outdoor, mechanical, computational, scientific, persuasive, literary, aesthetic, musical, social service, clerical, practical and medical. Respondents rank, in order of preference, nine sets of 12 jobs, representing each of the fields.

Self-Directed Search® Revised Australian Edition Form R C O

C

Timing


Qualification level

Medium

Australian norms

Yes

Scoring

By hand

Purpose

Explores career options by matching interests and abilities to occupations



Description

The SDS is a self-administered, self-scored and self-interpreted vocational counselling tool. The Assessment Booklet allows respondents to rate their own abilities and interests. The revised Occupations Finder lists over 1000 occupations and is designed to stimulate an active exploration of the world of work. The SDS yields six scores based on Holland’s theory of careers.

Strong Interest Inventory® Revised Timing

Untimed (approx. 25–35 minutes)

Qualification level

Medium

Australian norms

No

Scoring

Computer scored by ACER Test scoring service

Purpose

Career guidance



Description

Helps the counsellor and client plan different steps along the career path, with the overall goal of matching interests with careers. There are 316 items that measure General Occupational Themes, Basic Interest Scales, Occupational Scales and Personal Style Scales. Three computer-generated reports are available: Profile Report, Interpretive Report and Professional Report.

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Appendix IV

Work Aspect Preference Scale (WAPS) C R O

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Timing


Qualification level

Medium

Australian norms

Yes

Scoring

By hand

Purpose

Measures aspects of work considered to be valuable by individuals to assist with career choices



Description

The WAPS has been used for a variety of purposes: as a guide to those requiring vocational counselling and direction; to provide information to assist individuals with disabilities in the vocational rehabilitation to work; to provide a general introduction to the study of personal and work values in the context of a career education program; to provide an instrument for career development and personnel research; as a basis for a discussion of worker satisfaction in personnel training and staff development courses; as an assessment tool in personnel selection; to give some direction to individuals in outplacement programs; to assist in medico-legal assessment for workers compensation purposes; as part of general assessment batteries in organisational and/or career decision-making research and validation studies.

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