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:: XV. Prediction of vocational success

Collection:: Economics Books

EMPLOYMENT PSYCHOLOGY tion of two tests. If a scatter diagram of scores in two tests is plotted, each individual being represented by a symbol which indicates the class of vocational accomplishment to which he belongs, sections of this scatter diagram may be set off within which one grade of success is represented in rela- tively greater proportion than the others. When these sec- tions are mapped out, the critical scores may be stated in terms of the two tests. For example, the statement may take this form: “It is a favorable indication if a person scores between % and / in Test X and at the same time scores between mm and # in Test VV.” This method should not be pursued unless there is ground for the belief that both tests have differentiating value. Bills (9) has used this technique to good effect. See Figure 26. Several methods are open for determining the prognostic value of answers to questions. All have as their purpose the determination of a scoring method which will give weight to only the significant questions in a questionnaire (or items in a test). If it has been found that a larger proportion of vocational successes than of vocational failures gives a certain answer to a question, it may be assumed that such an answer is a favorable indication of success. We may select in any ques- tionnaire all the questions which are answered in a certain way by widely differing proportions of the two groups (suc- cesses and failures), and score the questionnaire on these items alone. Thus the individual receives a score of +1 for each answer which is given by a larger proportion of suc- cesses than failures; and —1 for each answer which is given by a larger proportion of failures than successes. His score for the questionnaire is then the algebraic sum of the scores assigned to his significant answers. A refinement of this procedure is to determine by formula 10 the significance of the differences in proportions, and to include only those items where the difference in proportions is at least twice its standard error. To be still more exact, each answer may be assigned a weight varying with the size 104

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