...ASSESSMENT IN AN INDUTRIAL CONTEXT The assessment process in an industrial context Three broad areas in assessment in industry * First concerned with psychological measurements of attributes of individuals in the workplace. Measures used here can be classified as psychological measures or techniques * Second and third is concerned with assessment of groups and organizations and measures used are not classified as psychological measures even though the process follows a psychometric process. Assessments of individuals The goals for individual assessment in the workplace are to assess: * Individual differences for selection and employment purposes * Inter and intra individual differences for placement, training, development, compensation and reward purposes Where measures which coply with technical standards of psychometry can be used? Personal selection Two approaches used in the application of psychological measures for selection purposes are * Input based approach where individuals are compared with the job specifications in terms of their personal characteristics or personality traits, also called the psychometric evaluation of testing approach * Output based approach where individuals are compared in relation to the required output standards of a job.also called the competency assessment approach, eg the copmtency to write, use a computer programe. Measures that are used to assess the competencies of individuals should be reliable and valid even...
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...SHRM FOUNDATION’S EFFECTIVE PRACTICE GUIDELINES Selection Assessment Methods A guide to implementing formal assessments to build a high-quality workforce Elaine D. Pulakos SHRM FOUNDATION’S EFFECTIVE PRACTICE GUIDELINES Selection Assessment Methods A guide to implementing formal assessments to build a high-quality workforce Elaine D. Pulakos This publication is designed to provide accurate and authoritative information regarding the subject matter covered. Neither the publisher nor the author is engaged in rendering legal or other professional service. If legal advice or other expert assistance is required, the services of a competent, licensed professional should be sought. Any federal and state laws discussed in this book are subject to frequent revision and interpretation by amendments or judicial revisions that may significantly affect employer or employee rights and obligations. Readers are encouraged to seek legal counsel regarding specific policies and practices in their organizations. This book is published by the SHRM Foundation, an affiliate of the Society for Human Resource Management (SHRM©). The interpretations, conclusions and recommendations in this book are those of the author and do not necessarily represent those of the SHRM Foundation. ©2005 SHRM Foundation. All rights reserved. Printed in the United States of America. This publication may not be reproduced, stored in a retrieval system or transmitted in whole or in part, in...
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...Introduction` Organizations today compete fiercely in the war for recruiting and hiring the best talent available in the market, investing enormous amount of money, time and other resources in advertising and recruiting strategies. Organisations recognize that one of the most important resources - if not the most important - is human resources. Organisations use several ways, methods and tools to select and hire human resources. But it is now a proven fact that organisations using scientifically proven assessment tools to make selection decisions, show significant increase in productivity, increased cost savings and decrease in attrition and other critical organizational problems. Most organizations use what is commonly known in Management circles as a funneling approach to selection, where more informal tools and procedures are used initially to reduce the pool of candidates to a manageable number of individuals who are then be put through a more extensive assessment process. Common initial screening devices include resumes, application blanks and reference checks, which are generally used to identify and exclude those who do not meet the requirement of the orgnisation, from further consideration. Another initial screening device is the informal meeting or phone interview, which is often used to allow organizational members direct interaction with potential candidates who will perform effectively, achieve results and make important contributions on the...
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...1) When should employers reassess the assessment methods they use in hiring? Assessment methods should be reevaluated if organizations desired goals and expected outcomes of hires are not achieved. Business and staffing strategies will differ and may require multiple methods of assessing to accomplish staffing objectives. Methods provide effective and/or efficient means to identify applicants/candidates ability to be a successful hire. Factors employers should consider in determining if assessment methods may require evaluation; • High employee turnover rates • Poor performance related to new hires • Low applicant rates • Declines in organizational productivity • Screening of applicants effectively • Identification of competencies requirements (Person-job fit) • Identify development needs and/or capacity to obtain knowledge • Organization and cultural fit (Person-organizational fit) • Talent and HR philosophy alignment to business strategy • Other attributes; personality, attitude, motivations, teamwork and interests (Person–group fit) and (Person-vocation fit) • Validity/reliability and accuracy of method to achieve staffing goals • Minimize adverse impact, ethical and legal concerns • Maximize ROI/costs of hiring • Candidates reaction (fair, consistent and objective) Source: Strategic Staffing 2nd edition – Phillips and Gully. Chapter 9 Assessing External Candidates page 233- 240 2) Discuss the advantages and disadvantages of both structured...
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...HRMN 302 Communication Skills - E Portfolio Click Link Below To Buy: http://hwaid.com/shop/hrmn-302-communication-skills-e-portfolio/ Instructions This e-portfolio assessment is designed to be used as both a learning tool and as a professional portfolio that you can include in your resume or applications for jobs. You should begin working it around Week 3, even though it is only due Week 8. Click here for directions how to create an E-portfolio/Google Site. The course outcomes for HRMN 302 are: 1. apply appropriate communication media and methods according to the situational need in organizational settings 2. apply communication theories to organizational communication challenges 3. recognize and respond constructively to cultural differences in communication 4. analyze and assess the communication dynamics of an organization to conduct a communication audit First, create your e-Portfolio. Creating an e-portfolio is easy. We recommend you use Google Sites. Go to: https://support.google.com/sites/answer/4417369?hl=en&ref_topic=23216&rd=1 Include an introduction page, one page for each of the three outcomes, and a citations page. You will have a minimum of 5 pages. On each outcome page: Provide the course outcome Explain in your own words and 1-2 paragraphshow each outcome relates to what you have learned in class Post one artifact for each outcome (video, paper, chart, or any type of file you wish to use) that you have createdand that demonstrates...
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...International Journal of Selection and Assessment Volume 17 Number 3 September 2009 Guidelines and Ethical Considerations for Assessment Center Operations1 International Task Force on Assessment Center Guidelines2 This document is an update of several prior editions of guidelines and ethical considerations for assessment center operations dating back to 1975. Each set of guidelines was developed and endorsed by specialists in the research, development, and implementation of assessment centers. The guidelines are a statement of the considerations believed to be most important for all users of the assessment center method. For instance, the use of job-related simulations is a core concept when using the method. Job simulation exercises allow individuals to demonstrate their abilities in situations that are important on the job. As stressed in these guidelines, a procedure should not be represented as an assessment center unless it includes at least one, and usually several, job-related simulations that require the assessee to demonstrate a constructed behavioral response. Other important areas include assessor selection and training, using ‘competencies’ as dimensions to be assessed, validation, participants’ rights, and the incorporation of technology into assessment center programs. The current guidelines discuss a number of considerations in developing and using assessment centers in diverse cultural settings. 1. Purpose staff of an assessment center; and (4) guidance on the...
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...Employers / Recruitment consultants / HR professionals: View our range of tests and exercises For employing organisations, recruitment consultants and human resources professionals looking to assess candidates for employee selection or development, click "View Tests" to explore our range of psychometric tests and exercises. View Tests Candidates and Job Applicants: Try out some of our free practice psychometric tests For candidates that want to familiarise themselves with the testing process, we have created these free sample tests below. Click on the buttons bellow to begin your practice test. Personality Test Inductive Test Numerical Test Verbal Test Please note that these free tests are NOT to be used for selection/assessment. These sample tests are purely to familiarise candidates with psychometric testing. What are psychometric tests? Psychometric tests are standardised psychological measurements of knowledge, abilities, attitudes or personality traits. Psychometric tests have been extensively used in commercial, academic and educational settings for centuries and their popularity has continued to increase. Psychometric tests work by recording a candidates responses to a set of questions, designed to measure a specific psychological construct, such as cognitive ability or personality. These psychological constructs have been found to be related to real-world outcomes, such as job performance, trainability and competence. In an employee selection setting...
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...A job description identifies characteristics of the job to be performed in terms of the tasks, duties, and responsibilities to be fulfilled (Youssef, 2012) Companies use a job description to find new employees, review current employees and compensate them as well. Job descriptions are formed from the information gathered in a job analysis. A job analysis is a procedure used to identify the content of a job in terms of activities involved and attributes or job requirements needed to perform the activities. A typical job description has three main parts: identification, general summary, and a detailed list. The identification section of a job description includes the job title and department, the job location, job number and grade, as well as the employee’s exempt or nonexempt status. The second part or the general summary section provides a clear and concise statement that summarizes the particular job and differentiates it from others. Lastly, a detailed list should be included of all important functions, tasks, duties, assignments, commitments and responsibilities associated with the job. Tasks, tools and technology, knowledge, skills and abilities, and educational requirements are the main requirements listed in a job description. The tasks would be the required work for that particular job position. Tools and technology is what you would need to assist you in completing the required tasks. You might need to be familiar with certain equipment or even software such as the...
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...SELECTING AND USING ASSESSMENTS Introduction This chapter will address three issues: (a) the institutional assessment needs of workforce development organizations, (b) the assessment needs of individual youth to help make informed choices about their careers, and (c) the practical needs of practitioners for information about how to select and use different assessment tools. At the end of this chapter, Exhibit 3.1 contains information that can be used to help with the selection and use of assessments, including a directory of commonly used published tests. Meeting Institutional Assessment Needs Agencies and organizations in the workforce system use assessments to meet institutional needs in two ways-to determine a youth's eligibility for services and to document achievement of program goals by assessing the progress of program participants. The number of participants served and achievement of program goals can impact the amount of funding an organization receives. Funding for the youth programs considered in this guide may come from the Department of Education, the Department of Labor, other federal agencies, states, local governmental agencies, or a combination of these. Table 1.2 in Chapter 1 summarizes the eligibility and assessment requirements of IDEA, WIA Title I, and the Rehabilitation Act. More specific information on assessments mandated or permitted by several federal funding sources may be found in Appendix A. (Mandated assessments are those required...
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...omission of names (Nursing and Midwifery Council (NMC), 2008a). The function of practice based learning is to provide experience, serving an important role in developing the skills of the student in interacting with patients and their families assisting in technical, psychomotor, interpersonal and communication skills (Ali and Panther, 2008). Practice based learning provides an opportunity to link theory and practice, and promotes professional identity development (Fishel and Johnson, 1981). Practice based learning is also crucial in the profession of nursing due to the vocational nature of the work, and necessity of assessing clinical competency and safeguarding the public (Rutowski, 2007). By ensuring specific standards are met with assessment in practice, it effectively ensures that students are fit for practice at point of registration (NMC, 2004). My demonstration of demonstrating my eligibility to supervise and assess students in a...
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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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...LADLAN-A/1/2005±2008 DLL301-Q/1/2005±2008 LLL301-E/1/2005±2008 97636509 3b2 SDLANG style CONTENTS FOREWORD xii STUDY UNIT 1 _______________________________________________________________________ OUTCOMES-BASED EDUCATION AND LANGUAGE TEACHING 1 1.1 INTRODUCTION 2 1.2 WHY DID SOUTH AFRICA'S EDUCATION SYSTEM NEED TO CHANGE? 3 1.3 WHAT IS OUTCOMES-BASED EDUCATION? 3 1.3.1 What are the characteristics of outcomes-based education? 3 1.3.2 The difference between the old and the new approach 4 1.4 OUTCOMES-BASED EDUCATION PRINCIPLES AND TERMINOLOGY 6 1.4.1 Learning area 6 1.4.2 Critical outcomes 7 1.4.3 Learning outcomes 8 1.4.4 Assessment standards 9 1.4.5 Assessment 9 1.4.6 Themes 9 1.5 PLANNING AN OUTCOMES-BASED EDUCATION LEARNING UNIT 11 1.6 OVERVIEW OF THE STUDY UNIT 11 1.7 CONCLUSION 12 STUDY UNIT 2 _______________________________________________________________________ TEACHING LANGUAGE IN A MULTICULTURAL CONTEXT 13 2.1 INTRODUCTION 14 2.2 MULTILINGUALISM 14 2.3 HOME LANGUAGE, FIRST AND SECOND ADDITIONAL LANGUAGES 15 2.4 SWITCHING AND MIXING CODES 16 2.5 LANGUAGE TEACHING IN A MULTICULTURAL CONTEXT 18 2.6 CULTURE AND LANGUAGE TEACHING 19 iii 2.7 LANGUAGES WITH HIGH AND LOW STATUS IN SOUTH AFRICA 21 2.8 OVERVIEW OF THE STUDY UNIT 23 2.9 CONCLUSION ...
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...Assignment: Clinical Assessment Chaz Hedgspeth Axia College What other information would you like to learn during the interview with the family? What questions would you ask? If I were interviewing the family I would want to know extensive information about the child, including her home life, her life at school, and what types of relationships she has in both environments. Does she interact with the children well at school? Does she get punished for doing bad and rewarded for doing well? I would also want to know when she started behaving this way in the first place. Has she always behaved in this fashion? When did the behavior begin? Knowing if the behavior has affected her everyday living would be essential as well and if they feel like she is a threat to herself. Do her teachers say anything about her in the classroom? Is her attitude affecting her grades? Do you as the parents feel like your child is a threat to herself or anyone else around her? Finding out all of the information about the child’s life is essential to getting a complete outlook on what the possibilities of her behavior are. In addition to the clinical interview, what other types of assessments would you utilize? What would you hope to learn with each type of assessment? Since a patient is able to be assessed from the different psychological perspectives, I would want to assess the child with a combination of each of the perspective theories. First, I would want to assess the...
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...UNIVERSITY OF THE WEST OF SCOTLAND NURSE PRESCRIBING V150 CASE STUDY COURSE: NURS09125 BANNER NUMBER: B00113677 DATE OF SUBMISSION 13/12/10 COURSE LEADER FRANCES DOWNER WORD COUNT: 3745 CONTENTS PAGE 1. INTRODUCTION & GENERAL OVERVIEW, Pgs3-4. 2. ASSESSMENT PROCESS, Pgs 5-8 3. TREATMENT OPTIONS, Pgs 9-12. 4. EVALUATION, Pgs 13-16 5. CONCLUSION. Pg 17 6. COPY OF PRESCRIPTION, Pg 18 7. REFERENCE SECTION, Pgs 19-23 8. BIBLIOGRAPHY, Pg 24. INTRODUCTION In the following case study, the author will discuss the issues surrounding a seventy-year-old female with a chronic neuropathic ulcer on the sole of her right foot and the rationale and implications of prescribing in the community setting. The author a (trainee nurse prescriber) will display the need for a robust assessment, exploring all areas of health and well-being in order to achieve a safe outcome. The author will further follow current guidelines and be mentored by a senior nurse prescriber throughout the process. The aim of the case study is to display the implications involved in issuing a nurse prescription if deemed appropriate. With regard to writing a prescription as a qualified practioner, the author will adhere to the guidance within the Nursing and Midwifery Council (NMC 2006a) standards for safe prescribing. To protect this patient’s identity and maintain confidentiality, she will be referred to as Mrs X throughout the...
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...Essay Questions Kristy Bazzanella Liberty University Essay Questions Assessment is a vital component in the counseling process. Use of both informal and formal assessment methods ensure that clinicians judgments are non-biased, and when utilized correctly aide in formulating of case conceptualizations and treatment plans (Whitson, 2013). The primary purpose of assessments, for the counselor, is to obtain information to effectively counsel clients. According to Whitson (2013), once all information is gained, the counselor, can “either formally or informally, diagnose the client” (p.285). It is critical that the counselor choose assessments that are both reliable and valid. The choice of assessment type and instrument will vary depending on the presenting problem, age, and cognitive and developmental state of client. Assessments will also vary according to settings. For example, the choice of assessment instruments utilized by a school counselor will differ greatly from the assessments utilized in a drug treatment or psychiatric facility. Assessments can have either a negative or positive impact on treatment planning. Counselors who use informal assessment techniques, such as unstructured interviews may find that the information gathered is not reliable and, therefore, prone to error (Whitson, 2013, p.111). Inexperienced counselors who use unstructured interviews have been observed to focus on minor issues and have failed to collect adequate data...
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