Procedures in employment psychology

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Monograph

Identifikator:: 173623112X

URN:: urn:nbn:de:zbw-retromon-112923

Document type:: Monograph

Author:: Bingham, Walter Van Dyke http://d-nb.info/gnd/123042593; Freyd, Max

Title:: Procedures in employment psychology

Place of publication:: Chicago & New York

Publisher:: Shaw

Year of publication:: 1926

Scope:: XI, 269 S

Digitisation:: 2020

Collection:: Economics Books

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Document type:: Monograph

Structure type:: Chapter

Title:: X. Rating scales (concluded)

Collection:: Economics Books

:- EMPLOYMENT PSYCHOLOGY The line should not be much more than five inches in length, otherwise it cannot be easily grasped as a whole. The favorable extremes of a series of scales should be placed alternately to the right and to the left. Or, better yet, the scales may be arranged in an apparently haphazard way so far as the position of the favorable extreme is con- cerned, but in half the instances it should be at the left end of the line. This arrangement breaks a motor tendency to check at one side of the page. It helps to reduce the halo effect, resulting in more discriminating judgments. OBTAINING THE RATINGS Regardless of the type of rating scale which is used, ex- perience dictates certain precautions. Ratings on each person should be obtained from at least three competent judges who are thoroughly acquainted with his abilities. This is not always possible; but the cautious investigator will frankly recognize that anything short of this minimum gives him a measure with only very meagre reliability. To get the most representative measure of each ability in each person the ratings of the judges should be averaged, or if two out of three of them agree, the judgment of the ma- jority should be accepted. The raters should be carefully trained in the use of the scale. The investigator should go over it with them in de- tail to make sure that they understand its operation and the pitfalls they are to avoid. Most raters are at first unaccustomed to think of men analytically. They tend to think in terms of general im- pressions, prejudices, or indefinite descriptive phrases. Some information will have to be given them about the statistics of distribution of abilities and the quantitative relationship of differences in abilities. The raters should be warned to avoid being influenced in i3&

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