Realities and problems

Procedures in employment psychology

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Monograph

Identifikator:: 1830556908

URN:: urn:nbn:de:zbw-retromon-221283

Document type:: Monograph

Title:: Realities and problems

Place of publication:: Westminster

Publisher:: [Verlag nicht ermittelbar]

Year of publication:: 1930

Scope:: 67 Seiten

Digitisation:: 2022

Collection:: Economics Books

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EMPLOYMENT PSYCHOLOGY out regard to differences in scores within the sections. The same unit value must be given to all scores falling within a critical section. The weights must refer to the sections and not to the raw scores. Critical sections may be weighted in accordance with (1) significance of the group differences, (2) predictive value, (3) reliability, or (4) a combination of these indicators of value. If critical sections for the tests have been found, all of which have high significance, there is no point in giving them different weights. The individual is allowed =1 for each critical section in which his scores fall. If, for example, a critical section has been found in which there are many more successes than failures, an applicant who scores in that section is given -} 1 for that performance. Again, if a critical section has been found in that same test or another test in which the failures are represented in much greater proportion than the successes, then any applicant who scores within that section is given —1. If he does not score within a critical section in a test, he receives zero for that test. An individual’s score is the algebraic sum of the points so determined. If the critical sections vary considerably in their signifi- cance, they may be weighted in accordance with their rela- tive significance. If the percentages of the different groups who score in a critical section have been determined (per- centage of all successes and percentage of all failures), and the difference in these percentages divided by the error of the difference, a weight may be assigned to the section in proportion to this quotient. The weight, in other words, should be proportional to the statistical significance of the differences between the percentages of the two groups scor- ing within the several critical sections. This method re- quires then the following figures: 1. Proportion of all successes who score within tbe critical section: 204

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