Assessment History Ii

The Spitler Group LLCHuman Capital Development

BEHAVIORAL ASSESSMENTS

Bing G. SpitlerSpitler Group LLC(513) 382-7675

The Spitler Group LLCHuman Capital Development

BEHAVIORAL ASSESSMENTS

Bing G. SpitlerSpitler Group LLC(513) 382-7675

Contents

The History of Assessments

Reliability and Validity

Types of Assessments

What to Look for in an Assessment

How Assessments can Improve Hiring

The History of Assessments

Hippocrates

(c 460 bc– 370 bce)

Hippocrates

The Four Humours

Humours- Predominant – Temperament - Characteristics

Humor Temperament Season Characteristic

Blood Sanguine Spring Optimistic, enthusiastic, and excitable.

Phlegm Phlegmatic Winter Stolid, apathetic and

undemonstrative.

Black Bile Melancholic Fall Depressed in spirits.

Yellow Bile Choleric Summer Anger, irritability, and a "jaundiced"

view of life.

Carl Jung

Introversion v Extroversion

•Sensing•Thinking•Intuiting•Feeling

Dr. William Marston

In 1928 published Emotions of Normal People, DiSC Theory. Marston’s two axes,

Passive or Active, Favorable or Antagonistic.

Dominance Inducement

ComplianceSteadiness

Interpretation of Marston’s Theory by Dr John Geier

Stanley Smith Stevens

Psychologist“Scales of Measurement”

More accurate measurements of behavior

Myers-Briggs Type Indicators

Isabel Briggs Myers and her mother, Katharine Briggs, developed to make the insights of type theory accessible to individuals and groups.

Introvert (I) – Extrovert (E)Sensing (S) – Intuition (N)Thinking (T) – Feeling (F)Judging (J) – Perceiving (P)

16 personality Type Indicators

The Standards for Educational and

Psychological Testing

The Standards for Educational and

Psychological Testing is a set of

Testing standards developed jointly by:

The American Educational Research Association (AERA)

American Psychological Association (APA), and

The National Council on Measurement in Education (NCME).

Leading Clinical Psychological Research

Minnesota Multiphasic Personality Inventory (MMPI)

California Psychological Inventory (CPI)

The validity of assessments are often compared to the results of the clinical studies

TESTING AND ASSESSMENT:

AN EMPLOYER’S GUIDETO GOOD PRACTICES

U.S. Department of LaborEmployment and Training Administration

1999

Department of Labor

Assessment instruments should account for no more than one-third (1/3) of the decision

making process.

Department of Labor Official Guidelines

1. Use assessment tools in a purposeful manner.

2. Use the whole-person approach to assessment.

3. Use only assessment instruments that are unbiased and fair to all.

4. Use only reliable assessment instruments and procedures.

5. Use only valid assessment procedures and instruments.

6. Use assessment tools that are appropriate for the target population.

7. Use assessment instruments for which understandable and comprehensive documentation is available.

8. Ensure that administration staff are properly trained.

9. Ensure that testing conditions are suitable for all test takers.

10. Provide reasonable accommodation for people with disabilities.

11. Maintain assessment instrument security.

12. Maintain confidentiality of assessment results.

13. Ensure that scores are interpreted properly.

What makes a good test?

1. The test measures what it claims to measure.

2. The test measures what it claims to measure consistently.

3. The test is job-relevant.

The degree to which a test has these qualities is indicated by two technical properties:

reliability and validity

Reliability

•Reliability refers to how dependable or consistent a test measures a characteristic.

•A test that yields similar scores for a person who repeats the test is said to measure a characteristic reliably.

General Guidelines for Interpreting Reliability Coefficients

Reliability Coefficient InterpretationValue

.90 and up excellent

.80 - .89 good

.70 - .79 adequate

below .70 may have limited applicability

Validity

•Validity refers to what characteristic the test measures and how well the test measures that characteristic.

General Guidelines for Interpreting Validity Coefficients

Validity coefficient Interpretationvalue

above .35 very beneficial

.21 - .35 likely to be useful

.11 - .20 depends on circumstances

below .11 unlikely to be useful

Here’s what the U.S. Department of Labor

says about assessments:

• Employment tests can be used to gather accurate information about job-related characteristics. This information helps assess the fit between people and jobs.

• Tests can be used to predict employee and applicant job performance.

• Appropriate use of professionally developed assessment tools enables organizations to make more effective employment-related decisions.

Types of Assessments

Tests, inventories, and procedures are assessment tools that may be used to measure an individual’s abilities, values, and personality traits. They are components of the assessment process.

! observations! resume evaluations! application blanks/questionnaires! interviews! drug tests! biodata inventories! work samples/performance tests! achievement tests! general ability tests! specific ability tests! Cognitive abilities tests! physical ability tests! assessment centers! personality inventories! honesty/integrity inventories! interest inventories! work values inventories

Assessment processSystematic approach to combining and evaluating all the information gained from testing and using it to make career or employment-related decisions.

Types of Assessments

Ipsative Assessments

Ipsative assessments are behavioral based instruments based on Jung and Marston type work.

Recognized by the four quadrants of behavior.

Excellent for training purposes but not recommended for hiring – Myers Briggs and DiSC.

Generally require interpretation by a trained professional for hiring purposes. Low predictability

Amiable ExpressiveFeeler Extrovert

Analytical Driver Thinker Judge

Normative Assessments

•Normative assessments are based on measurements of the “normal” population – Bell Curve.

•Normative assessments can be used for hiring and do not require certification or training. High Predictability

16% 68% 16%

Cognitive Assessments

Cognitive Assessments are more complexassessments that measure an individual’s abilityto think.

Cognitive Assessments measure:

1. Verbal Skills – Vocabulary

2. Verbal Reasoning – Words used in Reasoning and Problem Solving

3. Numeric Ability – Numeric Calculations

4. Numeric Reasoning – Numbers in Reasoning and Problem Solving

5. Learning Index – Combination of all

Assessments for Hiring and Promotions

1) Personality indicatorsMyers-Briggs Type IndicatorKersey-bates Temperament Jung Type Indicators

2) Personality StyleThe Marston 4 Quadrant Theory – DiSCWilson LearningChalleyPredictive IndexThe Brickman

3) Personality TraitsMMPI16 PFHogan

4) Honesty/IntegrityReid/London HouseProfiles International: Step One Survey II

5 Groups of Assessments

5 Groups of Assessments

5) Whole Person or Total Person Battery(Multi-construct and Job Matches) Measures abilities, interests and behavior.

Wonderlic Personnel TestProfiles International: PXTThe Caliper

Points to consider:

•Not all exceed the co-efficiency rating of .70 for predictability?

•Not all provide a Legal Opinion Letter?

•Many require expensive and extensive training and certification?

•Most are written in “Psycho-babble” instead of simple business language?

•Not all assessments are the same and most are not recommended for hiring.

What to Look for in a Behavioral Assessment

Behavioral Assessments

• The Department of Labor’s 13 Official Guidelines for Testing and Assessments

• A Technical Manual (Documented methods and results)

• Reliability and Validity Analysis (Updated every three years)

• Assessments should predict future performance

• An assessment should include a “Distortion Factor” that measures the candidate’s level of candor

• Internet technology (Easy access and fast results)

• Results should be quickly available

• Results should be easy to read

• Produced by a reputable company – In-house research and development

• Legal Opinion Letter Available upon Request

Companies Face Two Types of Problems…

People Problems

Behavioral Assessments focuses on people problems

System Problems

Behavioral Assessments

Why are assessments so important now?

• Cost of hiring

• Turnover Costs

• Level of Productivity

• Increased illicit drug use

• The Labor Crisis

• Talent Acquisition

• Improve Hiring

• Raising the Bar of Employee Performance

• Employees as a “Competitive Advantage”

Motivate EmployeesIdentify Reliable People

Minimize Workplace Theft

Improve Productivity

Hire The Right People

Increase Sales

Reduce Turnover

Make Managers More Effective

When do people perform at a ‘Superior Level?”

It’s not experience – or college degree – or other accepted factors…

…it hinges on fit with the job.”

Source: Herbert

100

90

80

70

60

50

40

30

20

10

14%

26%

38%

54%

66%75%

0

10

20

30

40

50

60

70

80

90

100

The closer to 100% information the better…

Interview + Background Check

+ Personality & behavior

+ MentalAbilities

+ Interests & Motivators

+ Job Matching

High Turnover Industry

With out Job Match

With Job Match

% left / fired after 6 months% left / fired after 6 months 46% 24%

% left / fired after 14 months% left / fired after 14 months 57% 28%

Low Turnover Industry

% left / fired after 6 months % left / fired after 6 months 25% 5%

% left / fired after 14 months% left / fired after 14 months 34% 8%

They also stay longer – saving a fortune on recruitment costs!

The Lines Are Crossing:The Lines Are Crossing:A Growing Shortage of Workers in the U.S.A Growing Shortage of Workers in the U.S.

Expected Labor Force and Labor Force Demand

140142144146148150152154

2004

2005

2006

2007

2008

0

50

100

150

200

250

2002

2004

2006

2008

2010

2012

2014

2016

2018

2020

2022

2024

2026

2028

2030

Labor Needed

Labor Available

Millions of People

How do you know who you are hiring?

Company Fit Attitudes,Values,

Demeanor,Appearance,

Integrity

Skill FitEducation, Training,

Experience,Skills, Etc.

Job MatchPersonality,

Abilities,Interests

The missing third is...

“Checking the Past” & “Reviewing the Present”

…in predicting ‘superior’ performance

Assessment Sample

Step One Survey II

Pre-employment

72 Questions

Profiles International, Inc.

• Personal Integrity

• Substance Abuse

• Reliability• Work Ethic

What What SOSIISOSII™

MeasuresMeasures

Assessment Sample

Profiles XT

Whole Person Assessment

270 Questions

Profiles International, Inc.

• Can the persondo the job?

• How will the persondo the job?

• Will the personwant to do the job?

What What ProfileXTProfileXT™ MeasuresMeasures

The The JobMatchJobMatch™™

PatternPattern

Shaded areas indicate the JobMatch Pattern

The JobMatch patterns show requirements for the jobs in your company

17

Learning Index

Verbal Skill

Verbal Reasoning

Numerical Ability

Numeric Reasoning

Energy Level

Assertiveness

Sociability

Manageability

Attitude

Decisiveness

Accommodating

Independence

Objective Judgment

10987654321

10987654321

Thinking Style

Behavioral Traits

Occupational Interests

Job Profile SummaryJob Pattern: Sales Representative

Overall Job Match

The Job Matching process for Interests is concerned with top three interests of a Job Match Pattern and how a candidates top three interests match. The three top interests for this Pattern are indicated and ranked from top to bottom.

Top three interests for this position

Lowest three interests for this position

Financial/Administrative

Technical

Mechanical

Enterprising

People Service

Creative

I nterests Ranking

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

17

Learning Index

Verbal Skill

Verbal Reasoning

Numerical Ability

Numeric Reasoning

Energy Level

Assertiveness

Sociability

Manageability

Attitude

Decisiveness

Accommodating

Independence

Objective Judgment

10987654321

10987654321

10987654321

10987654321

Thinking Style

Behavioral Traits

Occupational Interests

Job Profile SummaryJob Pattern: Sales Representative

Overall Job Match

Distortion – 8

94%

Job MatchPercentage

95%

8

6

10

4

Job MatchPercentage

95%

10987654321

Job MatchPercentage

91%

10987654321

10987654321

10987654321

The Job Matching process for Interests is concerned with top three interests of a Job Match Pattern and how a candidates top three interests match. The three top interests for this Pattern are indicated and ranked from top to bottom.

Top three interests for this position

Lowest three interests for this position

Financial/Administrative

Technical

Mechanical

Enterprising

People Service

Creative

I nterests Ranking

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

4

5

A A ProfileXTProfileXT™™

Good Good MatchMatch

Final Thoughts

Here’s what you see & hire/promote…

Here’s what you see & hire/promote…

Here’s what you get!

The Spitler Group LLC

BEHAVIORAL ASSESSMENTS

Bing G. SpitlerSpitler Group LLC

513 382-7675

Contents

The History of Assessments

Department of Labor

Reliability and Validity

Types of Assessments

What to Look for in an Assessment

How Assessments can Improve Hiring

The History of Assessments

Hippocrates

(c 460 bc– 370 bce)

Hippocrates

The Four Humours

Humours- Predominant – Temperament - Characteristics

Humor Temperament Season Characteristic

Blood Sanguine Spring Optimistic, enthusiastic, and excitable.

Phlegm Phlegmatic Winter Stolid, apathetic and

undemonstrative.

Black Bile Melancholic Fall Depressed in spirits.

Yellow Bile Choleric Summer Anger, irritability, and a "jaundiced"

view of life.

Carl Jung

Introversion v Extroversion

•Sensing•Thinking•Intuiting•Feeling

Dr. William Marston

In 1928 published Emotions of Normal People, DiSC Theory. Marston’s two axes,

Passive or Active, Favorable or Antagonistic.

Dominance Inducement

ComplianceSteadiness

Interpretation of Marston’s Theory by Dr John Geier

Stanley Smith Stevens

Psychologist“Scales of Measurement”

More accurate measurements of behavior

Myers-Briggs Type Indicators

Isabel Briggs Myers and her mother, Katharine Briggs, developed to make the insights of type theory accessible to individuals and groups.

Introvert (I) – Extrovert (E)Sensing (S) – Intuition (N)Thinking (T) – Feeling (F)Judging (J) – Perceiving (P)

16 personality Type Indicators

The Standards for Educational and

Psychological Testing

The Standards for Educational and

Psychological Testing is a set of

Testing standards developed jointly by:

The American Educational Research Association (AERA)

American Psychological Association (APA), and

The National Council on Measurement in Education (NCME).

Leading Clinical Psychological Research

Minnesota Multiphasic Personality Inventory (MMPI)

California Psychological Inventory (CPI)

The validity of assessments are often compared to the results of the clinical studies

TESTING AND ASSESSMENT:

AN EMPLOYER’S GUIDETO GOOD PRACTICES

U.S. Department of LaborEmployment and Training Administration

1999

Department of Labor

“The Rule”

Assessment instruments should account for no more than one-third (1/3) of the decision

making process.

Department of Labor Official Guidelines

1. Use assessment tools in a purposeful manner.

2. Use the whole-person approach to assessment.

3. Use only assessment instruments that are unbiased and fair to all.

4. Use only reliable assessment instruments and procedures.

5. Use only valid assessment procedures and instruments.

6. Use assessment tools that are appropriate for the target population.

7. Use assessment instruments for which understandable and comprehensive documentation is available.

8. Ensure that administration staff are properly trained.

9. Ensure that testing conditions are suitable for all test takers.

10. Provide reasonable accommodation for people with disabilities.

11. Maintain assessment instrument security.

12. Maintain confidentiality of assessment results.

13. Ensure that scores are interpreted properly.

What makes a good test?

1. The test measures what it claims to measure.

2. The test measures what it claims to measure consistently.

3. The test is job-relevant.

The degree to which a test has these qualities is indicated by two technical properties:

reliability and validity

Reliability

•Reliability refers to how dependably or consistently a test measures a characteristic.

•A test that yields similar scores for a person who repeats the test is said to measure a characteristic reliably.

General Guidelines for Interpreting Reliability Coefficients

Reliability Coefficient InterpretationValue

.90 and up excellent

.80 - .89 good

.70 - .79 adequate

below .70 may have limited applicability

Validity

•Validity refers to what characteristic the test measures and how well the test measures that characteristic.

General Guidelines for Interpreting Validity Coefficients

Validity coefficient Interpretationvalue

above .35 very beneficial

.21 - .35 likely to be useful

.11 - .20 depends on circumstances

below .11 unlikely to be useful

Here’s what the U.S. Department of Labor

says about assessments:

• Employment tests can be used to gather accurate information about job-related characteristics. This information helps assess the fit between people and jobs.

• Tests can be used to predict employee and applicant job performance.

• Appropriate use of professionally developed assessment tools enables organizations to make more effective employment-related decisions.

Types of Assessments

Tests, inventories, and procedures are assessment tools that may be used to measure an individual’s abilities, values, and personality traits. They are components of the assessment process.

! observations! resume evaluations! application blanks/questionnaires! interviews! drug tests! biodata inventories! work samples/performance tests! achievement tests! general ability tests! specific ability tests! ! medical tests! physical ability tests! assessment centers! personality inventories! honesty/integrity inventories! interest inventories! work values inventories

Assessment processSystematic approach to combining and evaluating all the information gained from testing and using it to make career or employment-related decisions.

Types of Assessments

Ipsative Assessments

Ipsative assessments are behavioral based instruments based on Jung and Marston type work.

Recognized by the four quadrants of behavior.

Excellent for training purposes but not recommended for hiring – Myers Briggs and DiSC.

Generally require interpretation by a trained professional for hiring purposes. Low predictability

Amiable ExpressiveFeeler Extrovert

Analytical Driver Thinker Judge

Normative Assessments

•Normative assessments are based on measurements of the “normal” population – Bell Curve.

•Normative assessments can be used for hiring and do not require certification or training. High Predictability

16% 68% 16%

Cognitive Assessments

Cognitive Assessments are more complex assessments that measure an individual’s ability to think.

Cognitive Assessments measure:

1. Verbal Skills – Vocabulary

2. Verbal Reasoning – Words used in Reasoning and Problem Solving

3. Numeric Ability – Numeric Calculations

4. Numeric Reasoning – Numbers in Reasoning and Problem Solving

5. Learning Index – Combination of all

Assessments for Hiring and Promotions

1) Personality indicatorsMyers-Briggs Type IndicatorKersey-bates Temperament Jung Type Indicators

2) Personality StyleThe Marston 4 Quadrant Theory – DiSCWilson LearningChalleyPredictive IndexThe Brickman

3) Personality TraitsMMPI16 PFHogan

4) Honesty/IntegrityReid/London HouseProfiles International: Step One Survey II

5 Groups of Assessments

5 Groups of Assessments

5) Whole Person or Total Person Battery(Multi-construct and Job Matches) Measures abilities, interests and behavior.

Wonderlic Personnel TestProfiles International: PXTThe Caliper

Points to consider:

•Not all exceed the co-efficiency rating of .70 for predictability?

•Not all provide a Legal Opinion Letter?

•Many require expensive and extensive training and certification?

•Most are written in “Psycho-babble” instead of simple business language?

•Are they cost effective?

What to Look for in a Behavioral Assessment

Behavioral Assessments

• The Department of Labor’s 13 Official Guidelines for Testing and Assessments

• A Technical Manual (Documented methods and results)

• Reliability and Validity Analysis (Current within last three years)

• Assessments should predict future performance

• An assessment should include a “Distortion Factor” that measures the candidate’s level of candor

• Internet technology (Easy access and fast results)

• Results should be quickly available

• Results should be easy to read

• Produced by a reputable company – In-house research and development

• Legal Opinion Letter Available upon Request

Companies Face Two Types of Problems…

People Problems

Assessments focuses on people problems.

System Problems

Behavioral Assessment and Recruiting

Why are assessments so important now?

• Cost of hiring

• Turnover Costs

• Level of Productivity

• Increased illicit drug use

• The Labor Crisis

• Talent Acquisition

• Improve Hiring

• Raising the Bar of Employee Performance

• Employees as a “Competitive Advantage”

Motivate EmployeesIdentify Reliable People

Minimize Workplace Theft

Improve Productivity

Hire The Right People

Increase Sales

Reduce Turnover

Make Managers More Effective

When do people perform at a ‘Superior Level?”

It’s not experience – or college degree – or other accepted factors…

…it hinges on fit with the job.”

Source: Herbert

100

90

80

70

60

50

40

30

20

10

14%

26%

38%

54%

66%75%

0

10

20

30

40

50

60

70

80

90

100

The closer to 100% information the better…

Interview + Background Check

+ Personality & behavior

+ MentalAbilities

+ Interests & Motivators

+ Job Matching

High Turnover Industry

With out Job Match

With Job Match

% left / fired after 6 months% left / fired after 6 months 46% 24%

% left / fired after 14 months% left / fired after 14 months 57% 28%

Low Turnover Industry

% left / fired after 6 months % left / fired after 6 months 25% 5%

% left / fired after 14 months% left / fired after 14 months 34% 8%

They also stay longer – saving a fortune on recruitment costs!

The Lines Are Crossing:The Lines Are Crossing:A Growing Shortage of Workers in the U.S.A Growing Shortage of Workers in the U.S.

Expected Labor Force and Labor Force Demand

140142144146148150152154

2004

2005

2006

2007

2008

0

50

100

150

200

250

2002

2004

2006

2008

2010

2012

2014

2016

2018

2020

2022

2024

2026

2028

2030

Labor Needed

Labor Available

Millions of People

How do you know who you are hiring?

Company Fit Attitudes,Values,

Demeanor,Appearance,

Integrity

Skill FitEducation, Training,

Experience,Skills, Etc.

Job MatchPersonality,

Abilities,Interests

The missing third is...

“Checking the Past” & “Reviewing the Present”

…in predicting ‘superior’ performance

Assessment Sample

Step One Survey II

Pre-employment

72 Questions

Profiles International, Inc.

• Personal Integrity

• Substance Abuse

• Reliability• Work Ethic

What What SOSIISOSII™

MeasuresMeasures

Assessment Sample

Profiles XT

Whole Person Assessment

270 Questions

Profiles International, Inc.

• Can the persondo the job?

• How will the persondo the job?

• Will the personwant to do the job?

What What ProfileXTProfileXT™ MeasuresMeasures

The The JobMatchJobMatch™™

PatternPattern

Shaded areas indicate the JobMatch Pattern

The JobMatch patterns show requirements for the jobs in your company

17

Learning Index

Verbal Skill

Verbal Reasoning

Numerical Ability

Numeric Reasoning

Energy Level

Assertiveness

Sociability

Manageability

Attitude

Decisiveness

Accommodating

Independence

Objective Judgment

10987654321

10987654321

Thinking Style

Behavioral Traits

Occupational Interests

Job Profile SummaryJob Pattern: Sales Representative

Overall Job Match

The Job Matching process for Interests is concerned with top three interests of a Job Match Pattern and how a candidates top three interests match. The three top interests for this Pattern are indicated and ranked from top to bottom.

Top three interests for this position

Lowest three interests for this position

Financial/Administrative

Technical

Mechanical

Enterprising

People Service

Creative

I nterests Ranking

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

17

Learning Index

Verbal Skill

Verbal Reasoning

Numerical Ability

Numeric Reasoning

Energy Level

Assertiveness

Sociability

Manageability

Attitude

Decisiveness

Accommodating

Independence

Objective Judgment

10987654321

10987654321

10987654321

10987654321

Thinking Style

Behavioral Traits

Occupational Interests

Job Profile SummaryJob Pattern: Sales Representative

Overall Job Match

Distortion – 8

94%

Job MatchPercentage

95%

8

6

10

4

Job MatchPercentage

95%

10987654321

Job MatchPercentage

91%

10987654321

10987654321

10987654321

The Job Matching process for Interests is concerned with top three interests of a Job Match Pattern and how a candidates top three interests match. The three top interests for this Pattern are indicated and ranked from top to bottom.

Top three interests for this position

Lowest three interests for this position

Financial/Administrative

Technical

Mechanical

Enterprising

People Service

Creative

I nterests Ranking

10987654321

10987654321

10987654321

10987654321

10987654321

10987654321

4

5

A A ProfileXTProfileXT™™

Good Good MatchMatch

Final Thoughts

Here’s what you see & hire/promote…

Here’s what you see & hire/promote…

Here’s what you get!

The Spitler Group LLC

BEHAVIORAL ASSESSMENTS

Bing G. SpitlerSpitler Group LLC

513 382-7675

Why does this matter?

Unskilled / Semi-skilled

‘Average’ workers output = 19% more than ‘Non-producers’ ‘Superior’ workers output = 19% more than ‘Average’ ‘Superior’ Why does this matter? orders output = 38% more than Non-producers’

Skilled

‘Average’ workers output = 32% more than ‘Non-producers’ ‘Superior’ workers output = 32% more than ‘Average’ ‘Superior’ workers output = 64% more than Non-producers’

Management / Professional

‘Average’ workers output = 48% more than ‘Non-producers’ ‘Superior’ workers output = 48% more than ‘Average’ ‘Superior’ workers output = 96% more than ‘Non-producers

Source: “The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings” Psychological Bulletin, Sept 1998, Vol. 124, No. 2, pp 262-274.