J. v. Staudingers Kommentar zum Bürgerlichen Gesetzbuch und dem Einführungsgesetze: Recht der Schuldverhältnisse

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Multivolume work

Identifikator:: 1896405266

Document type:: Multivolume work

Title:: J. v. Staudingers Kommentar zum Bürgerlichen Gesetzbuch und dem Einführungsgesetze

Place of publication:: München [u.a.]

Publisher:: Schweitzer

Year of publication:: 1910-1911

Collection:: Economics Books

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Volume

Identifikator:: 1896406157

URN:: urn:nbn:de:zbw-retromon-242028

Document type:: Volume

Title:: Recht der Schuldverhältnisse

Volume count:: Bd. 2

Place of publication:: München [u.a.]

Publisher:: Schweitzer

Year of publication:: 1910

Scope:: S. 926 - 1811

Digitisation:: 2022

Collection:: Economics Books

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Chapter

Document type:: Multivolume work

Structure type:: Chapter

Title:: Neunzehnter Titel. Vergleich / Erläutert von Dr. Karl Kober

Collection:: Economics Books

EMPLOYMENT PSYCHOLOGY 166 used should be of a uniform hardness—a number two hardness is probably best—and should always be kept sharpened, though not so sharp as to make them likely to break off. It is also very important that they be without erasers. This seems like a strange condition, but any one who has given tests knows how likely a subject is to make a mistake and then to use up time trying to erase it. In order to obtain more uniform results, and in order to avoid including in the test a trial of the subject’s ability to make erasures, it is better to have pencils without erasers, and to instruct the subject to cross out his mistakes. Much can be surmised about the education and training of an applicant by observing the manner in which he uses a pencil. Frequently, there are applicants for certain kinds of work who can hardly read or write, and who handle a pencil very clumsily. These applicants may fall down decidedly in certain tests. Nevertheless, if given a trial at actual work, they may succeed very well. For this reason, tests which require a certain amount of education, and skill in the use of a pencil, should never be held against an applicant unless he is being tested for that very thing. For example, in these experiments, there were inspectors who did very poor work in the number-checking test, the cancellation test, and the card-sorting test. Still, they were excellent inspectors. They were girls who had come to this country very recently and had not had time to learn how to read English, or how to use a pencil, or how to scan a printed page. Where the tests themselves are inadequate, that fact should be recognized, and due allow ance made. It has been our practice always to recommend such applicants for a trial, using the best possible empirical judgment to supplement the limitations of the tests. As the use of tests becomes more and more prevalent, it

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