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:: XII. Test administration

Collection:: Economics Books

EMPLOYMENT PSYCHOLOGY suffering from any temporary disability. The examiner will have to differentiate between mere excuses and valid reasons for not taking the tests at the time. The examiner should know thoroughly the directions for the various tests so that he can give them quickly and accu- rately. Above all, the examiner should preserve his composure during the tests. He should do nothing to distract or irritate the subject. A rather easy test or a few simple questions asked in a casual manner may be used as ‘‘shock-absorbers.” A special test may be devised for this purpose or the easiest test may be given first. If the recommendations in Chapter VIII have been followed, each test is preceded by a standard fore-exercise which serves the double purpose of shock- absorber and of means to make certain that each subject understands just what he is to do. The stop-watch should be kept out of sight, and no one should see the scores as they are recorded. If a person shows the effects of hard work on the tests, the program may be interrupted at the conclusion of any test by a few minutes of conversation. The examiner may motivate the subject by commenting favorably on his test performance, but this cannot be done generally without arousing suspicion. If the subject is doing poorly, nothing should be said. He should not be prompted. If the subject shows disappointment at not being able to complete the test during the time allowed, the examiner should reassure him by explaining either that the test is so made that even the most rapid workers are not expected to finish it, or that relative standing is the important factor. While the subject is engaged in completing a test, the ex- aminer may put in the time to advantage by scoring the pre- ceding test, or by making ratings on types of behavior during the test which may later prove to be significant indicators of vocational success. Just before the subject leaves, a warning should be given 160

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