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