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1 V Seminario TEST DE JUICIO SITUACIONAL

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3 Introducción 2-3 Programación 5 Prof. Filip Lievens 6-29 Prof. Fiona Patterson Mr. Stefan Meyer Prof. Julio Olea Resumen posters Notas

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5 El objetivo de los seminarios de la Cátedra MAP es fomentar y contribuir a la medición psicológica de calidad, especialmente en el campo de las organizaciones. En este quinto seminario se ha escogido como tema central los test situacionales. 26 de junio de 2013 Facultad de Psicología Universidad Autónoma de Madrid 4 5

6 PROGRAMA

7 8:45 9:15 9:30 10:40 11:40 12:20 13:00 13:40 Recogida del material del seminario. Apertura y presentación. Ángela Loeches Decana de la facultad de Psicología de la UAM. José Miguel Mata Director General del Instituto de Ingeniería del Conocimiento. Conferencia. Situational Judgment Tests: An introduction to theory, practice, and research. Prof. Filip Lievens Profesor del departamento de Gestión de personal y Psicología del trabajo y de las organizaciones de la Universidad de Gante de Bélgica. Sesión de pósters. Café. Conferencia. Evaluations of situational judgments tests for high stakes selection. Prof. Fiona Patterson Profesora del departamento de Psicología de la Universidad de Cambridge y directora del Work Psychology Group. Conferencia. Situational Judgment Test in EPSO open competitions for the European Institutions from 2010 to present. Mr. Stefan Meyer Responsable de evaluaciones informatizadas de la European Personnel Selection Office (EPSO). Conferencia. Medición de competencias mediante Modelos de Diagnóstico Cognitivo: aplicación a un Test de Juicio Situacional. Prof. Julio Olea Catedrático de Psicología de la Universidad Autónoma de Madrid y codirector de la cátedra UAM-IIC Modelos y aplicaciones psicométricos (MAP). Debate y clausura del seminario. 6 7

8 Situational Judgment Tests: An introduction to theory, practice, and research. Prof. Filip Lievens Departamento de Gestión de Personal y Psicología del Trabajo y de las Organizaciones, de la Universidad de Gante, Bélgica.

9 Situational Judgment Tests: Situational An Introduction Judgment to Theory, Tests: An Introduction Practice, & to Research Theory, Practice, & Research Madrid June, 2013 Madrid June, 2013 Prof. Dr. Filip Lievens Ghent University, Belgium Prof. Dr. Filip Lievens Ghent University, Belgium Department of Personnel Dunantlaan 2, 9000, Ghent Management Department and of Personnel Work and Dunantlaan Organizational 2, 9000, Psychology Ghent /~flievens/ Management and Work and Organizational Psychology /~flievens/ Who am I? Who am I?! Professor: Ghent U. (Belgium)! Professor: Ghent U. (Belgium)! Visiting professor:! U. of Minnesota (USA)! Visiting professor:! Bowling Green State U. (USA) U. of Minnesota (USA)! U. of Zürich (Switzerland) Bowling Green State U. (USA)! U. of Guelph (Canada) U. of Zürich (Switzerland)! Nanyang Technological U. (Singapore) U. of Guelph (Canada)! Singapore Management U. (Singapore) Nanyang Technological U. (Singapore)! U. of Valencia (Spain) Singapore Management U. (Singapore)! U. of Giessen (Germany) U. of Valencia (Spain)! U. of Stellenbosch (South Africa)! U. of Giessen (Germany)! U. of Stellenbosch (South Africa) Who am I?! Research expertise! Situational judgment tests, high-stakes testing, assessment centers, web-based assessment, & employer branding 1 1! Teaching at Ghent U. (Belgium)! HRM! Consultancy! Private, public, & military sector! Metaconsultant of international consultancy firms 3 8 9

10 Objectives & overview! Theory! Basics of SJTs! History! Definition! Practice! SJT development & SJT building bocks! State-of-the-art of SJT research 4 Roles Roles SJT developer or SJT SJT developer user or SJT user Trainer / supervisor Trainer of / SJT supervisor users of SJT users SJT Candidate SJT Candidate SJT researcher SJT researcher SJT Theory: Basics SJT Theory: of SJTs Basics of SJTs Situational Judgment Tests: An introduction to theory, practice, and research.

11 SJT Basics SJT Written Basics SJT item Written SJT item Suppose you have to assess people on their level of customer service during selection? What do you do? Suppose you have to assess people on their level of customer service during selection? What do you do?! Personality inventory Sign-based/! Agreeableness, Emotional Stability, dispositional! Personality inventory & Conscientiousness Sign-based/ approach! Agreeableness, Emotional Stability, dispositional & Conscientiousness approach! Interview! Interview! Role-play (high-fidelity simulation)! Role-play (high-fidelity simulation)! SJT (low-fidelity simulation)! SJT (low-fidelity simulation) Sample-based/ interactional Sample-based/ approach interactional approach SJT Basics SJT Written Basics SJT item Written SJT item You have an excellent long term employee who is always visiting at length with customers. Although customer orientation is one You of have the key an excellent values in long your term company, employee other who employees is always have visiting at complained length with that customers. the employee Although is not customer doing her orientation share of the is one of administrative the key values work. in your Pick company, the best response. other employees have complained that the employee is not doing her share of the Leave administrative her alone work. since Pick the the customers best response. seem to enjoy the chats. Leave Tell her her you alone need since her to the work customers more and seem talk to less enjoy and the then chats. give her assignments to be completed by specific times. Tell her you need her to work more and talk less and then give her Initiate assignments formal discipline to be completed against her. by specific times. Initiate Explain formal the difference discipline between against social her. chatter and service and coach her on how to keep her conversations shorter. Explain the difference between social chatter and service and coach Discuss her the on issues how to with keep the her employee conversations only if her shorter. production is SJT Introduction Prof. Dr. Filip Lievens below standard. Discuss the issues with the employee only if her production is SJT Introduction Prof. Dr. Filip Lievens below standard. 8 8 SJT Basics Written SJT item You work as a waiter/waitress and a customer orders a dish that is not on the menu. You mention this politely but the customer gets very upset. What do you do?! Suggest alternative main dishes and side orders that might be of interest! Suggest alternative dishes that might be of interest to the customer! Suggest only those alternative dishes that are very similar to the dish the customer wanted! Tell the customer there is nothing you can do

12 SJT Basics What Are SJTs?! An applicant is presented with a situation & asked what he/she would do.! SJT items are typically in a multiple choice format: items have a stem and various item responses (response options). SJT Introduction Prof. Dr. Filip Lievens 10 SJT Basics History SJT Basics of SJTs History of SJTs! 1873: US Civil Service Examinations! «A banking company asks protection for a certain! 1873: device, US as Civil a trade-mark, Service Examinations which they propose to put! upon «A banking their notes. company What asks action protection would you for take a certain the device, application? as a trade-mark,» which they propose to put upon their notes. What action would you take in the! 1905: application? Binet»! «When a person has offended you and comes to offer! 1905: Binet his apologies, what would you do?»! «When a person has offended you and comes to offer! 1941: his apologies, Ansbacher what would you do?»! Your sports club is planning a trip to Berlin to attend! 1941: Ansbacher the Germany-England football game, which will take! place Your in sports 2 weeks. club You is planning have been a trip entrusted to Berlin with to attend the the preparations Germany-England and entire football management game, which of the will trip. take What place in 2 weeks. SJT Introduction You have Prof. Dr. Filip been Lievens entrusted with the 11 do you intend to do? preparations and entire management of the trip. What SJT Introduction Prof. Dr. Filip Lievens do you intend to do? 11 5 SJT Basics History SJT Basics of SJTs History of SJTs! Early years!! Early 1926: years Judgment scale in the George Washington University Social Intelligence Test! 1926: Judgment scale in the George Washington! University Used in World Social War Intelligence II Test! Used 1948: in How World Supervise? War II (Rosen, 1961)! 1948: 1960 s: How SJTs Supervise? used at the (Rosen, U.S. Civil 1961) Service System! 1960 s: SJTs used at the U.S. Civil Service System! Breakthrough years!! Breakthrough Motowidlo reinvigorated years interest: low fidelity simulations.! Motowidlo reinvigorated interest: low fidelity! simulations. Sternberg reinvigorated interest: tacit knowledge inventories.! Sternberg reinvigorated SJT Introduction Prof. Dr. interest: Filip Lievens tacit knowledge 12 inventories. SJT Introduction Prof. Dr. Filip Lievens 12 Situational Judgment Tests: An introduction to theory, practice, and research.

13 SJT Basics In SJT Basics 2013 In 2013! Popular in US & UK!! Popular Public & in private US & sector UK! EPSO Public & private sector! EPSO! Emerging body of research!! Emerging 2006: first body SJT of book research (edited by Weekley & Ployhart)! 2006: first SJT book (edited by Weekley & Ployhart)! Increasing demand around the! world Increasing demand around the world SJT Introduction Prof. Dr. Filip Lievens 14 SJT Introduction Prof. Dr. Filip Lievens 14 SJT Basics Research on SJTs 7 7 SJT Publications in Web of Science Frequency < Years SJT Introduction Prof. Dr. Filip Lievens

14 SJT Basics In SJT Basics SJT Wat Basics do SJTs measure? Wat do SJTs measure?! Measurement method that can be designed to! measure Measurement a variety method of constructs that can be designed to measure a variety of constructs! Procedural knowledge about costs &! Procedural benefits of courses knowledge of action about in costs a particular & benefits domain of courses of action in a particular! domain Going beyond cognitive ability! Going Mostly beyond interpersonal cognitive & leadership ability competencies! Mostly interpersonal & leadership competencies 8 SJT Introduction SJT Introduction Prof. Dr. Filip Lievens Prof. Dr. Filip Lievens SJT Basics SJT Theory Basics of Prediction Theory of Prediction On-the-job Selection Situation Person Situation Person Behavior Behavior Performance Performance Performance Performance Behavior Behavior Knowledge Knowledge Situation Person Situation Person Job specific Job General specific General Experience Experience IQ IQ Personality Personality Socialization Socialization Situational Judgment Tests: An introduction to theory, practice, and research.

15 SJT Basics Comparisons with tests SJT Basics Comparisons with tests! Parallels! Standardization! Parallels! Automatic scoring! Standardization Performance test! Automatic Large group scoring screening! Performance! Selecting-out test! Large group screening!! Differences Selecting-out! Sample-based vs. sign-based! Differences! Contextualized vs. decontextualized! Sample-based Multidimensional vs. vs. sign-based unidimensional! Contextualized Procedural knowledge vs. decontextualized vs. aptitude & declarative knowledge! Multidimensional Noncognitive competencies vs. unidimensional vs. cognitive competencies! Procedural knowledge vs. aptitude & declarative knowledge! Noncognitive competencies vs. cognitive competencies SJT Introduction SJT Introduction SJT Introduction SJT Introduction Prof. Dr. Filip Lievens Prof. Dr. Filip Lievens Prof. Dr. Filip Lievens Prof. Dr. Filip Lievens SJT Basics Comparisons with assessment centers SJT Basics Comparisons with assessment centers! Parallels! Behavioral consistency logic! Parallels! Sample-based (vs. sign-based)! Behavioral Psychological consistency fidelity logic! Sample-based Multidimensional: (vs. Methods sign-based) which measure multiple constructs! Psychological fidelity! Differences! Multidimensional: Methods which measure multiple constructs! Stimulus! Differences! Standardized situation vs. life situation!! Stimulus Low fidelity vs. high fidelity! Response! Standardized situation vs. life situation! Low Procedural fidelity knowledge vs. high fidelity vs. actual behavior!! Response MC vs. open ended! Scoring! Procedural knowledge vs. actual behavior! MC A priori vs. open vs. life ended observation/rating!! Scoring Built-in model vs. trained assessors! Use! A priori vs. life observation/rating! Built-in Large vs. model small vs. groups trained assessors SJT Introduction Prof. Dr. Filip Lievens!! Use Select out vs. select in! Large vs. small groups SJT Introduction Prof. Dr. Filip Lievens! Select out vs. select in SJT Basics Comparisons with behavior description interviews! Parallels! Behavioral consistency logic! Sample-based (vs. sign-based)! Multidimensional: Methods which measure multiple constructs 10 10! Differences! Stimulus! Standardized situation vs. situation reported by interviewee! Past or future situation vs. past situation! Response! Written response vs. oral response! MC vs. open ended! Scoring! A priori vs. life observation & rating! Built-in model vs. trained interviewers! Use! Large vs. small groups 21 SJT Introduction Prof. Dr. Filip Lievens 14 15

16 SJT Practice: SJT Development SJT Development SJT Development vendors SJT vendors! General! General! SHL / Previsor! SHL A & DC / Previsor! A Kronos & DC! Kronos Aon!! Aon!! Specific! Specific! Work Skills First! Work Ergometrics Skills First! Ergometrics Van der Maesen/Koch! Van der Maesen/Koch SJT Introduction Prof. Dr. Filip Lievens SJT Introduction Prof. Dr. Filip Lievens 23 SJT Development SJT Stages Development in SJT Development Stages in SJT Development! Strategic SJT decisions! Determine purpose of SJT! Strategic SJT decisions! Identify target population! Determine purpose of SJT! Content development of SJT! Identify target population! Generate critical incidents! Content development of SJT! Sort critical incidents Generate critical incidents! Turn selected critical incidents into item stems Sort critical incidents! Generate item responses Turn selected critical incidents into item stems! Edit item responses! Generate item responses! Instructions & scoring! Edit item responses! Determine response instructions! Instructions & scoring! Develop a scoring key! Determine response instructions! Implementation! Develop a scoring key! Continued use of SJTs! Implementation! Continued use of SJTs SJT Introduction Prof. Dr. Filip Lievens 24 SJT Introduction Prof. Dr. Filip Lievens 24 Situational Judgment Tests: An introduction to theory, practice, and research.

17 SJT Development SJT Development Building Blocks SJT Building Blocks Purpose Purpose 1. Item length Item length complexity Item complexity comprehensibility Item comprehensibility contextualization Item contextualization branching Item Response branching & stimulus fidelity Response & instructions stimulus fidelity Response Scoring key instructions Scoring Measurement key level of scores Measurement Constructs measure level of scores 10. Constructs measure SJT Development SJT Development Purpose SJT Purpose! Selection & assessment! Selection & assessment! Recruitment (realistic job preview)! Recruitment (realistic job preview)! Training & evaluation (scenario-based)! Training & evaluation (scenario-based)! Promotion! Promotion SJT Introduction Prof. Dr. Filip Lievens 26 SJT Introduction Prof. Dr. Filip Lievens 26 SJT Development 1. Item Length 13 13! Stems vary in the length of the situation presented.! Very short descriptions of situation! E.g., Your colleague is rude towards you.! Very detailed descriptions of situation! E.g., Tacit Knowledge Inventory (Wagner & Sternberg, 1991) SJT Introduction Prof. Dr. Filip Lievens

18 SJT Development Tacit Knowledge Inventory (Sternberg) You are a company commander, and your battalion commander is the type of person who seems always to shoot the messenger he does not like to be surprised by bad news, and he tends to take his anger out on the person who brought him the bad news. You want to build a positive, professional relationship with your battalion commander. What should you do? Speak to your battalion commander about his behavior and share your perception of it. Attempt to keep the battalion commander over-informed by telling him what is occurring in your unit on a regular basis (e.g., daily or every other day). Speak to the sergeant major and see if she/he is willing to try to influence the battalion commander. Keep the battalion commander informed only on important issues, but don t bring up issues you don t have to discuss with him. When you bring a problem to your battalion commander, bring a solution at the same time. Disregard the battalion commander s behavior: Continue to bring him news as you normally would. Tell your battalion commander all of the good news you can, but try to shield him from hearing the bad news. Tell the battalion commander as little as possible; deal with problems on your own if at all possible. 28 SJT Development 2. SJT Development Item Complexity 2. Item Complexity! Stems vary in the complexity of the situation! presented. Stems vary in the complexity of the situation! presented. Low complexity! Low complexity! One has difficulty with a new assignment and needs instructions.! One has difficulty with a new assignment and needs instructions.! High complexity!! High One complexity has multiple supervisors who are not cooperating with each other, and who are providing! One has multiple supervisors who are not conflicting instructions concerning which of your cooperating with each other, and who are providing assignments has highest priority. conflicting instructions SJT Introduction concerning Prof. Dr. Filip Lievens which of your assignments has highest priority. SJT Introduction Prof. Dr. Filip Lievens SJT Development 3. SJT Development Item Comprehensiblity 3. Item Comprehensiblity! Comprehensibility: It is more difficult to! understand Comprehensibility: the meaning It is more and difficult import of to some situations understand than the other meaning situations and import of some! situations cf. reading than level other formulas, situations technical jargon! cf. reading level formulas, technical jargon! Length, complexity, & comprehensibility of! the Length, situations complexity, are interrelated & comprehensibility and probably of drive the situations the cognitive are interrelated loading of and items. probably drive the cognitive loading of items. SJT Introduction Prof. Dr. Filip Lievens 30 SJT Introduction Prof. Dr. Filip Lievens 30 Situational Judgment Tests: An introduction to theory, practice, and research.

19 SJT Development SJT Example Development admission SJT item Example Patient : So, this physiotherapy admission really going SJT to help me? item Physician: Absolutely, even though the first days it might still be painful. Patient : So, this physiotherapy is really going to help me? Patient : Yes, I suppose it will take a while before it starts working. Physician: Absolutely, even though the first days it might still be painful. Physician: That is why I am going to prescribe a painkiller. You should take 3 Patient : Yes, I suppose it will take a while before it starts working. painkillers per day. Physician: That is why I am going to prescribe a painkiller. You should take 3 Patient: Do I really have to take them? I have already tried a few things. First, they painkillers per day. didn t help me. And second, I m actually opposed to taking any medication. I d Patient: rather Do not I take really them. have They to take are them? not good I have for already my health. tried a few things. First, they didn t help me. And second, I m actually opposed to taking any medication. I d What is the best way for you (as a physician) to react to this patient s refusal to rather not take them. They are not good for my health. take the prescribed medication? What is the best way for you (as a physician) to react to this patient s refusal to a. Ask her if she knows something else to relieve the pain. take the prescribed medication? b. Give her the scientific evidence as to why painkillers will help. a. Ask her if she knows something else to relieve the pain. c. Agree not to take them now but also stress the importance of the physiotherapy. b. Give her the scientific evidence as to why painkillers will help. 31 d. Tell her that, in her own interest, she will have to start changing her attitude. c. Agree not to take them now but also stress the importance of the physiotherapy. 31 d. Tell her that, in her own interest, she will have to start changing her attitude. SJT Development SJT Example Development advanced level SJT item Example advanced level SJT item A 55 year old woman with ischaemic heart disease has smoked 20 cigarettes per day for 40 years. She requests nicotine replacement A 55 patches. year old She woman has had with these ischaemic previously heart but disease has been has smoked inconsistent 20 in cigarettes their use and per has day often for 40 continued years. She to requests smoke while nicotine using replacement the patches. patches. She has had these previously but has been inconsistent in A. Emphasize their use and the has dangers often continued smoking to but smoke do not while prescribe. using the patches. A. B. Emphasize Enquire about the the dangers difficulties of smoking she has but with do stopping not prescribe. smoking and any previous problems with patches. B. Enquire about the difficulties she has with stopping smoking and any C. Insist previous on a problems period of with abstinence patches. before prescribing any further patches. C. Insist on a period of abstinence before prescribing any further D. Prescribe patches. another supply of patches and explain how they should be used. D. Prescribe another supply of patches and explain how they should be E. Suggest used. that nicotine replacement therapy is not suitable for her but explore alternative therapies. E. Suggest that nicotine replacement therapy is not suitable for her but explore alternative therapies SJT Development 4. Item Contextualization 16 16! Items for a job can be more specific.! Mention job specific equipment, technical terms.! Items for a family of jobs need to make sense for all the jobs to be covered by the test.! Entry-level vs. Supervisory! Armed Forces, Coast Guard, Paramilitary Forces, & Security Forces! Items for specific competencies needed across several jobs or job families to be covered by SJT.! SJT taxonomy SJT Introduction Prof. Dr. Filip Lievens

20 Judgment at Work Survey for Customer Service Work Skills First, Inc.! A customer is disrespectful and rude to you.! Ask the customer to leave until he is calm.! Treat the customer as the customer treats you.! Try to solve the problem as quickly as possible to get the customer out of the store.! A customer is very angry with you because the customer believes that the product received is not what the customer! Offer to replace the customer's product with the correct one.! Ask a co-worker to deal with this problem.! A customer is becoming impatient about waiting for service for a long time. Other customers are becoming equally anxious.! Apologize for the slow service on the part of your colleagues.! Offer the customers a discount.! Reassure the customer that the wait is necessary and address the needs they may have.! Try to find someone else to wait on the customer immediately.! Refer the customer to a competing organization that offers similar services.! Suggest that the customer consider leaving and coming back when you are not so busy. Extremely Ineffective - Ineffective -Average Effectiveness Effective -Extremely Effective 34 SJT Development 5. SJT Development Item Branching / Integration 5. Item Branching / Integration! Unbranched/linear items! Unbranched/linear items 17! Branched/nonlinear items! Present overall situation followed by subordinate! Branched/nonlinear items situations.! Present overall situation followed by subordinate! Subordinate stems are stems linked to the responses. situations.! Subordinate stems are stems linked to the responses. SJT Introduction Prof. Dr. Filip Lievens 35 SJT Introduction Prof. Dr. Filip Lievens 35 SJT Development 6. Stimulus & Response Fidelity SJT Development 6. Stimulus & Response Fidelity! Degree to which format of stimulus (item stem) and response is consistent with how situation is! encountered Degree to which in a format work setting. of stimulus (item stem) and response is consistent with how situation is encountered in a work setting.! Stimulus! Response Written SJT! Written! Written! Stimulus! Response Situational interview Oral Written SJT Oral! Written! Written Webcam SJT Video Situational interview Video! Oral! Oral Assessment center Behavior Webcam SJT Behavior! Video! Video Assessment center! Behavior SJT Introduction Prof. Dr. Filip Lievens! Behavior Video-based SJT Video-based SJT 36 SJT Introduction Prof. Dr. Filip Lievens 36 Situational Judgment Tests: An introduction to theory, practice, and research.

21 Level of standardization Level of standardization Written SJT Written SJT Situational interview Situational interview Cartoon SJT Cartoon SJT Video-based SJT Multimedia SJT Video-based SJT Multimedia SJT Webcam SJT Webcam SJT Role-play Role-play Group discussion SJT Introduction SJT Introduction Prof. Dr. Filip Lievens Prof. Dr. Filip Lievens Group discussion 37 Level of fidelity 37 Level of fidelity SJT Development SJT generations SJT Development Written SJT SJT generations You have an excellent long term employee who is always visiting at length with customers. Although customer orientation is one Written of the key SJT values in your company, other employees have complained that the employee is You have not an doing excellent her share long of term the employee administrative who work. is always Pick the visiting best response. at length with customers. Although customer orientation is one of the key values in your company, A. Leave other employees her alone since have the complained customers that seem the to employee enjoy the is chats. not doing her share of the administrative work. Pick the B. Tell best her response. you need her to work more and talk less and A. Leave then give her her alone assignments since the customers be completed seem to by enjoy specific the chats. times. B. C. Tell Initiate her you formal need discipline her to work against more her. and talk less and D. then Explain give the her difference assignments between to be social completed chatter by and specific service times. and coach her on how to keep her conversations shorter. C. E. Initiate Discuss formal the issues discipline with the against employee her. only if her D. Explain production the difference is below standard. between social chatter and service and coach her on how to keep her conversations shorter. E. Discuss the issues with the employee only if her production is below standard. Video SJT Video SJT Webcam SJT 3D animated Webcam SJT SJT 3D animated SJT Avatar-based SJT Avatar-based SJT Cartoon SJT Cartoon SJT Previsor Previsor SJT Development 7. Response Instructions 19 19! Knowledge instructions ask respondents to display their knowledge of the effectiveness of behavioral responses! Best action! Pick the best answer.! Best action/worst action! Pick the best & worst answer.! Rate on effectiveness! Rate each response for effectiveness.! Behavioral tendency instructions ask respondents to report how they typically respond! Most likely action! What would you most likely do?! Most likely action/least likely action! What would you most likely do? What would you least likely do?! Rate on the likelihood of performing the action! Rate each response on likelihood that you would do the behavior

22 SJT Development 7. Response instructions Cognitive loading Personality loading Knowledge More correlated with cognitive ability (.35) Less correlated with A (.19), C (.24), ES (.12) Behavioral consistency Less correlated with cognitive ability (.19) More correlated with A (.37), C (.34), ES (.35) Mean SJT scores Race differences Higher Larger Lower Smaller Fakability Less More Validity ρ =.26 ρ =.26 SJT Introduction Prof. Dr. Filip Lievens 40 SJT Development 8. SJT Scoring Development Key 8. Scoring Key! Rational (consensus among experts)!! Rational E.g., 60% (consensus agreement among experts)! E.g., 60% agreement! Empirical (administration of large groups)!! Empirical E.g., 25% (administration endorsement of correct of large option groups)! E.g., 25% endorsement of correct option! Theoretical model!! Theoretical E.g., conflict model management, leadership! E.g., conflict management, leadership! Hybrid 41!! Hybrid Combination of approaches! Combination of approaches SJT Development 8. SJT Scoring Development Key 8. Scoring Key! Most use discrete points assigned to response options.!! Most From use a discrete legal point points of view, assigned it makes to response some uneasy options. to try to defend the difference between very effective and effective.! From a legal point of view, it makes some uneasy to try to! Very effective = 1 defend the difference between very effective and effective.! Effective = 1 Very effective = 1! Ineffective = 0 Effective = 1! Very ineffective = 0 Ineffective = 0! Very ineffective = 0! Others use score responses as deviations from the mean effectiveness ratings (= the correct answer)! Others use score responses as deviations from the mean! effectiveness If the mean ratings is 1.5, a (= respondent the correct who answer) provided a rating of 1 or 2 would both have a -.5 as a score on the item.! If the mean is 1.5, respondent who provided a rating of 1 or! Zero 2 would is the both highest have a possible -.5 as a score score on the item.! Prone Zero is to the large highest coaching possible effects score (Cullen et al., 2006)! Prone to large coaching SJT Introduction effects Prof. (Cullen Dr. Filip Lievens et al., 2006) 42 SJT Introduction Prof. Dr. Filip Lievens 42 Situational Judgment Tests: An introduction to theory, practice, and research.

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