Theorie der forstlichen Oekonomik

Procedures in employment psychology

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Monograph

Identifikator:: 1734847875

URN:: urn:nbn:de:zbw-retromon-108830

Document type:: Monograph

Author:: Godbersen, Rudolf http://d-nb.info/gnd/123790263

Title:: Theorie der forstlichen Oekonomik

Place of publication:: Neudamm

Publisher:: Neumann

Year of publication:: 1926

Scope:: 93 S.; graph. Darst.

Digitisation:: 2020

Collection:: Economics Books

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Chapter

Document type:: Monograph

Structure type:: Chapter

Title:: Ertrag und Einkommen der Forstwirtschaft

Collection:: Economics Books

CRITERIA OF VOCATIONAL SUCCESS an will be found that usable measures of quantity and quality of output of individual workers are not to be had. The investigator may save time in the long run by pausing to devise and standardize performance examinations—typical sample jobs by means of which he can determine how ably the workers can do their work. The scores made on these standard examinations will serve as criteria of their voca- tional ability and success. The investigator must be sure the piece of work selected for the examination is repre- sentative; that variables, such as working conditions, ma- terials, tools, and incentives can be held constant; and that he can get a measure of the performance in terms either of objectively definable gradations of quality of the product, or of time required to make it. The duties of an office worker are often so varied that the records of the manage- ment yield no suitable measures of her ability. To get one measure of her success she may then be examined and compared with the other workers in actual performance by use of standard tests in typing, taking dictation, comput- ing, filing, or whatever her chief duties are. Standard tasks have similarly been used as examinations of factory workers, draftsmen, dentists, bacteriologists, and many other semiskilled, skilled, and professional workers. A valuable lesson is to be learned from the experience of investigators of college personnel problems, particularly in studying the selection of students for admission, their classification and assignment, and the prediction of their relative success in different types of college work. The criteria first used were the marks or grades the students got in their courses. The student was deemed to have succeeded or failed according to whether he received enough passing marks to enable him to stay in the college or course he had chosen. But the available examination marks were usually found not to furnish a sufficiently sound criterion of what the students were accomplishing. It be- came necessary to devise the new-type examination, much more searching and comprehensive, much more definite and 37

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