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REFERENCES Funahashi, K., (1989) On the Approximate Realization of Continuous Mappings by Neural Networks. Neural Networks. Z(3) 183-92. Homik, I
Hispanics in Navy’s Blue-Collar Civilian Workforce: A Pilot Study1 Jack E. Edwards, Paul Rosenfeld, Patricia J. Thomas Navy Personnel Research and Development Center San Diego, CA The 1964 Civil Rights Act, Title VII mandated equal employment opportunity (EEO) for all persons rcgardlcss of race, color, creed, national origin, or gender. Congress amended the Civil Rights Act in 1972 to require most fcdcral agcncics to have programs that would help implement EEO policies. During the quarter of a century.since the passage of the Civil Rights Act, Blacks, as a group, have made significant inroads into both previously segregated organizations and segregated jobs within integrated organizations. Hispanics, however, have not been as successful in attaining employment opportunities. The Department of the Navy has been’unable to attract Hispanics in proportion to their representation in the U.S. labor force. In 1980, Hispanic representation in the civilian Navy work force was 3.2% compared to 6.4% in the total U.S. civilian labor force (CLF). Since 1980, the Navy’s civilian Hispanic rcprcscntation has incrcascd by only 0.3 percentage points to 3.5% while Hispanics in the CLF have increased 1.8 percentage points to 8.2% Moreover, the Navy’s 3.5% rate of Hispanic employment in civilian positions lags behind Hispanic representation rates of the Air Force (9.5%), Army (5.0%). and other federal agenicies (5.2%) (Secretary of the Navy, memorandum of 16 May 1989). Given projections that by the year 2000 Hispanics will constitute nearly 11% of the total U.S. population (Koretz, 1989), it is clear that the Navy needs to “intensify efforts to increase the number of Hispanics in the civilian work force” (Secretary of the Navy, memorandum of 16 May 1989). The underutilization of Hispanics, the projections of dramatic Hispanic population growth, and the potential benefits to the Navy of greater Hispanic rcprcsentation attest to the need for focused research on the Hispanic undcrrepresentation problem. An initial step toward the better utilization of this valuable human resource is to identify the barriers that have prevented Hispanics from obtaining parity in the work place. Toward this end, the Navy instituted a four-year EEO Enbancemcnt Research Project to increase Hispanics’ opportunities for employment parity. Previous project work has focused on the difficulties of accurately defining the Hispanic underrcprescntation problem (Edwards & Thomas, 1989; Thomas, 1987), a literature review on the relationships of attitudes and demographics to work outcomes (Edwards, 1988), and the geographic mobility of Hispanics for employment (Edwards, Thomas, Rosenfeld, & Bowers, 1989). Although Navy-related studies of Hispanics have been rare, one previous intensive research effort was concerned with the barriers faced by Hispanic Navy recruits (cf., Triandis, 1985). In a summary report of their Navy-funded studies, Triandis (1985) noted that he and his colleagues had found more similarities than diffcrenccs in comparisons among Hispanic, Black, and Anglo recruits. Triandis suggested that Hispanic Navy recruits of the early 1980s were not typical of Hispanics in the general population. In several reports, Triandis and colleagues argued that their research participants were so acculturated as to be indistinguishable from the mainstream of American culture. An‘important job-related component of acculturation is the ability to communicate in English. The National Commission on Employment Policy (1982) noted that poor English skills and lack of education arc two major reasons for Hispanic labor-market difficulties. Acculturation should be considered when determining whether Hispanic employees are different from their Anglo peers. Consideration of acculturation is also important in determining whether an organization is recruiting from the full Hispanic population or only from an acculturated portion as Triandis (1985) suggested. A need exists to determine whether there are differences among the Navy’s acculturated Hispanics, ~SS acculturated Hispanics, and Anglo majority group in its civilian workforce. ‘The opinions expressed in this manuscript are those of the authors. They are not official and do not represent the views of the Navy Department. The authors gratefully acknowledge the assistance of Luis Joseph, Jerome Bower and Walt Peterson. 31
Page 1 and 2: 32nd ANNUAL CONFERENCE OF THE MILIT
Page 3 and 4: 32nd Annual Conferenae of the Milit
Page 5 and 6: Registration (Continued) RMC M, McK
Page 7 and 8: TABLE OF CONTENTS 1990 CONFERENCE C
Page 9 and 10: 305. 306. 307. 308. 309 * 310. 311.
Page 11 and 12: 418. Not Presented. 419. HANSON, Ma
Page 13 and 14: 502. Not Presented. 503. COLLINS, D
Page 15 and 16: 804A. 804B. ao4c. 804D. 805. DOYLE,
Page 17 and 18: 'I'li~; CANADIAN RESERVES: CURRENT
Page 19 and 20: of ‘;llC 1; e f-;
Page 21 and 22: easons, followed by social reasons
Page 23 and 24: Training to support these programs
Page 25 and 26: USAREC commanders in the field take
Page 27 and 28: lost; but asking for more quality,
Page 29 and 30: Background ETHNIC PARTKCIPATION IN
Page 31 and 32: Tahte 1 The Ten Largest Ethnic Grou
Page 33 and 34: or 25.6% of foreign horns, :Jero ac
Page 35 and 36: 1990 ARMY CAREER SATISFACTION SURVE
Page 37 and 38: clashes, etc.). It may be that the
Page 39 and 40: espondents were so concerned about
Page 41 and 42: The Use of Artificial Neural Networ
Page 43 and 44: where: A = (A,, . . . . A,) , B = (
Page 45: In attempting to relate ASP score t
Page 49 and 50: 34.81 33.60 34.00 12.60 12.54 12.28
Page 51 and 52: Work-g;rouD comoosition. The averag
Page 53 and 54: 1 . INTRODKTICi? DESCRIPTORS OF JOB
Page 55 and 56: c:- TORc OF JOB SPEr:aON RAm ON JOS
Page 57 and 58: 2.1.5.4. Pcrcelitage of Persons Rxe
Page 59 and 60: ----- DESCRIPTORS OF JOE SPECIALIZA
Page 61 and 62: coum? I 1.1 TIME SPECIALI7,TION, CO
Page 63 and 64: DESCRIPTORS OF JOR SPECIEJ,IZATIaN
Page 65 and 66: I ? 3 4 5 n 96 96 96 96 67 49 19 II
Page 67 and 68: ADDRESSING THE ISSUES OF “QUANTIT
Page 69 and 70: abilities for test development (Stu
Page 71 and 72: atings for the incumbents given in
Page 73 and 74: Psycholoqical Bulletin, 70(61, 534-
Page 75 and 76: quantitative comparison of the sort
Page 77 and 78: administrative occupations. The lea
Page 79 and 80: SUMMARY This exploratory study was
Page 81 and 82: --- These job descriptions were pri
Page 83 and 84: Table 2 below illustrates the degre
Page 85 and 86: However, the degree of agreement ob
Page 87 and 88: Tosunmmrize, informationgeneratedfr
Page 89 and 90: Change IIf If 1: 1; 0 tl t2 t3 t4 t
Page 91 and 92: Recammenaations Werecxararrendthat~
Page 93 and 94: The ORDB was designed and continues
Page 95 and 96: qualified resources to support cont
Page 97 and 98:
acquisition. ASD/ALH made extensive
Page 99 and 100:
A Suite of Advanced Interpretive As
Page 101 and 102:
CORCAS - The CORCAS report characte
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Discussion The advanced analysis as
Page 105 and 106:
From a technical point of view, the
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y attending schools, to meet the re
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Literature ------. .-- -.~---.. --
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organizational distribution of the
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in training cost savings, a reduced
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APPLICATION OF THE JOB ABILITY ASSE
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As already shown, rater reliability
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0 a 103 -t \~~.1~--l---1.1-~L-I I
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Table 1 Military Assignments in the
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Preference scores overall sample (N
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Region School’)North Center South
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Aptitude-Oriented Manpower Replacem
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The Psychologist’s Method of Prop
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Table 5: Study on Job Characteristi
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equired for an occupation (Ruck, 19
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For the weapon system design TDS ap
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knowledge-based model (equation 3)
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EVALUATION MODEL The evaluation sys
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and various other sources, we becam
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.--_-.-- .---- ----- -...- -._--_.-
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tally significant. Hotelling's T2 w
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able ancillary information which co
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and a contractor (Westinghouse) was
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‘A’ and what knowledge a typica
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Develop job oriented electricity th
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year career. Instead, CODAP provide
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2E 24 20 I@ 12 8 4 Figure 4 Mean Li
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using event history analysis, which
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increased student-instructor intera
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Exercise Performance Group II (inst
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etween CBT and research on teaching
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in baseline classes and 39 platoons
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--. ..____ s platoons. Team Chiefs,
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._ 50 - BASELINE TRAINING z . WEEK
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The scenario must be short, concise
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I PEACiTIME TAIKI I ,......_.,,....
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have involved complicated procedure
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I'd like to start with an brief ove
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~-~___-. -- ---- Brooks et al (1987
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BATTLE-TASIUBATTLEBOARD TRAINING AP
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4. Situational Awareness and the Mi
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examples then chaining the stages s
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I L THE PERSONNEL APPLIED RESEARCH
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Typically a commander's awareness o
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Table 1 Situational Awareness Items
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answers that precisely indicated th
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2. Identifying The Problem 2.1. Scr
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3.1.2. Problem Area: Handling Compl
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Analyzing User Interactions With In
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lesson templates. Intelligent lesso
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iteration of the evaluation study.
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MILITARY TWTING ASSOCIATION iYH) An
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DATA INPUT Two methods are provided
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10 WE 1ASI YlslRUc70n IS PROMPlED 1
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The linear model indicates that the
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Cost-Effectiveness of Home Study us
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- ---.. Eouinment, Procedure and Da
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Figure 1 shows the total course con
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(1) Determine criticality of the ob
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(4) Length of the material tested.
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(e) Average the total responses and
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-- ---. ----- --- --.._ _ .I-. I he
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On the POMS, two-way ANOVAs for rep
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Journal of Clinical Pharmacology, 2
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. Stressors An anal.ysis was made o
Page 235 and 236:
. The Test After a short demonstrat
Page 237 and 238:
then by the principle of transitivi
Page 239 and 240:
the order they were obtained. FoLLo
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a regression equation can be create
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--__-. -. _ the Army’s near-term
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however, would be to determine whet
Page 247 and 248:
Development of a New Language Aptit
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e preferable to group languages int
Page 251 and 252:
Implementation of Content Validity
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Air Force enlisted specialties. The
Page 255 and 256:
clear reference support and accepta
Page 257 and 258:
Barbara Jezior U.S. Army Natick Res
Page 259 and 260:
Figure 2’s scatterplot shows the
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---.---- ---._. -.. \ ASVAB, Descri
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tests in a paper-and-pencil mode; t
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Corps MOSS will include: Motor Tran
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ASSESSMENT OF APTITUDE REQUIREMENTS
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I AFI’ITUDE ASSESSMENT TOOLS FOR
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Currently. most personnel psycholog
Page 273 and 274:
Sample METHOD The sample consisted
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Table 1 Correlation Matrix of Predi
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performance criteria. Classificatio
Page 279 and 280:
Variables Criteria. Two measures of
Page 281 and 282:
Psychometric Properties of NOAE! Pr
Page 283 and 284:
predicts MARS III training success,
Page 285 and 286:
One-hundred and eighty of the most
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Table 2 presents the intercorrelati
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lower) than those of soldiers who r
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For each administration, the tests
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Table IV cont. EM-46 13 Paygrade 1
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Discussion This study failed to sho
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afterwards. The purpose of the curr
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consuming the carbohydrate. This st
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REFERENCES Banderet, L. E., Lieberm
Page 303 and 304:
Virtually all life experiences are
Page 305 and 306:
verified can reduce faking (Schrade
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Glennon, J. R., Albright, L. E., &
Page 309 and 310:
to develop materials to the best le
Page 311 and 312:
considerable time preparing for the
Page 313 and 314:
REFERENCES Laabz., G. ~1.) &‘< Be
Page 315 and 316:
Similarly, a number of vocational i
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tool wi th which tu begin acquaint
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PREDICTING PERFORMANCE WITR BIODATA
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analysis. For biodata items in whic
Page 325 and 326:
Table 6 presents the results of the
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surveyed job incumbent is requested
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overall predictive efficiency, (i.e
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anged from 62% (908X0) to 89% (112X
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THE SURVEY INSTRUMENT The SKT Task
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C. Clusterine of Factor Profiles vs
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DJSCUSSION unit weighting at the E-
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The ODCSPER directed that a Physica
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Factor 1, For purposes of this pape
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Discussion Certain characteristics
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Instruments -.~--..-~---.- --... ._
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Overall, the results replicate the
Page 349 and 350:
REFERENCES Hanson, M.A., Hallam, G.
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Sub jects---Twen ty medical researc
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In the second study, the response r
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SUBJECTIVE STATES QUESTIONNAIRE: PE
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each item on the SSQ was read to th
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I4 BI k3 ; 2 BASELINE WALK 1 FIG. 2
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Validity of Grade Point Average: Do
Page 363 and 364:
elationships. The highest correlati
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College Selectivity Versus Educatio
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Introduction Flight Psychological S
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1) Demonstration Phase The control
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published in the “Wehtpsychologis
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Introduction Leadership in Aptitude
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A further objective was to produce
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his group, to insist on a short che
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ehavior will be invalid. This condi
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In the fire fighting system prevent
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. . . -.-- -.-I to their decision-m
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In the Federal Armed Forces, this c
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Evaluation of the counseling nroced
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TABLE 2. Ranking, Weighting, and Sc
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. EJectronlcs KnowledQg (Table A-3)
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3. Further test the TAE approach on
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* PC.05 * * pc.01. *** pc.001. Corr
Page 397 and 398:
Table 1 Subjects MOS Enlisted Job N
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Table 3 Proportion of Criterion Var
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some ASVAB and Project A predictors
Page 403 and 404:
the higher-scoring examinees will a
Page 405 and 406:
Table 2 Correlation Coefficients of
Page 407 and 408:
-~ . -______ -__--..- REFERENCES La
Page 409 and 410:
REFERENCES Lawshe, C. H. (1975). A
Page 411 and 412:
ubjects in each analysis may differ
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-.- -. -.-- -. The Minnelrota Multi
Page 415 and 416:
the scales based on character of se
Page 417 and 418:
school diploma graduates (10,6%, 14
Page 419 and 420:
criterion.(-.09). Variabk? Table 2
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Laurence, J. H., & Gribben, M. A. (
Page 423 and 424:
Subjects were al lowed to use the a
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-- I
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-~-- -___- - Subjects Sixteen soldi
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The effects of both altitude exposu
Page 431 and 432:
___ .- _- .~- __--_.--~~ .--. --.-
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factors from both enemy and friendl
Page 435 and 436:
Using those systems tasks which are
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'L'KADLNC; OE'k' PEKFOKMANCE, TKAlN
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PPOPORTI ON OF PEOPLE 04 .T.# - 90
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which is a check oE logical necessi
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FINAL REPORT, COMPUTER ASSISTED GUI
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___-. ----- ..~._ ~. ----~--..---.-
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As a further measure of the effecti
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5. Training is essential to the suc
Page 451 and 452:
Post Selection Board Analysis Post-
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-- higher. The second approach was
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Figure 1. Lowest Break in Vertical
Page 457 and 458:
THE USE OF INCENTIVES IN LIGHT INFA
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%5 (+ 40- ‘-J 3 o- Lt) 2 o- 1 3-
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otation, and 6) general job motivat
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COHESION IN CONTEXT Guy L. Siebold
Page 465 and 466:
een used in prior research and thus
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-_._____ __ _.._^.._ _.. _.^ _-- wa
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EVALUATION OF THE ARMY’S FINANCE
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The three critical issues were form
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. operational capability was valida
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(c) Take-home package observations
Page 477 and 478:
Figure 1. . INHIBITORS OF INITIATIV
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STARTING A TQM PROGRAM IN AN R&D OR
Page 481 and 482:
are used to examine the processes a
Page 483 and 484:
Management must listen, but also le
Page 485 and 486:
32nd Conference of the Miiitarv Tes
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e. Ceployability research On severa
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--- --- We estimate that 25% of all
Page 491 and 492:
e. Furthermore, I have been c:omman
Page 493 and 494:
Acceptance of Change An Empirical T
Page 495 and 496:
supervisor-subordinate relations, m
Page 497 and 498:
I_- __-- ____-._ -.- -- -.. .-.----
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TWEEDDALE, J. W. (Chair), Chief of
Page 501 and 502:
____ _.... ___----- .._._ - ___.I.-
Page 503 and 504:
i I I Scholarship: Quality of learn
Page 505 and 506:
--- -_ ------__ -_-._-_--.-_.--- -_
Page 507 and 508:
I were dcrivcd lo optimally prcdicl
Page 509 and 510:
2. While the academically oriented
Page 511 and 512:
Accordingly, the NROTC selection in
Page 513 and 514:
the behavioral statements for guidi
Page 515 and 516:
- .__ the new interview is criterio
Page 517 and 518:
iors, these items are more likely t
Page 519 and 520:
Comuarison with “Honest” Sample
Page 521 and 522:
Conclusions The final experimental
Page 523 and 524:
THE INVESTIGATIVE INTERVIEW> A REVI
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7B---.-- -- rapport with the subjec
Page 527 and 528:
staff concluded that inclusion of t
Page 529 and 530:
Backaround Each of the military ser
Page 531 and 532:
Empirical Scorinq Key Prescreening
Page 533 and 534:
The base rate for applicants who re
Page 535 and 536:
installations were visited to obtai
Page 537 and 538:
Obstacles in Maintainina an Effecti
Page 539 and 540:
Installation security managers also
Page 541 and 542:
The goal for the CVAL system was to
Page 543 and 544:
Based on the feedback received from
Page 545 and 546:
(1) The keynote in interpreting the
Page 547 and 548:
NAVY ': HANDS-ON AND KNOWLEDGE TEST
Page 549 and 550:
The general knowledge test consiste
Page 551 and 552:
I Table 4 Correlations Between Writ
Page 553 and 554:
1 Interrater Reliability as an Indi
Page 555 and 556:
might influence task performance. T
Page 557 and 558:
Figure 2 shows temporal effects at
Page 559 and 560:
ARMY: JOB PERFORMANCE MEASURES FOR
Page 561 and 562:
for MOS-specific tasks, as the perc
Page 563 and 564:
Table 3 shows the intercorrelations
Page 565 and 566:
The USAF Occupational Measurement S
Page 567 and 568:
In addition to SKTs and PFEs, USAFO
Page 569 and 570:
only for the first job, as well as
Page 571 and 572:
The Examirler is a sopilisticated c
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The Examiner Multiple Choice Multip
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Paner and Pencil Testing The Examin
Page 577 and 578:
The Exanliwr is ii sopllis[ic;l(etj
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(c) The Coast Guard will host the 1
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ORGANIZATION ROYAL WSTRALIAR AIR FO
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ORGANIZATION 1990 REPRESENTATIVE RO
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ORGANIZATION NAVAL HILITARY PERSONN
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C. Non-Member Participants. 1. Non-
Page 589 and 590:
committee members shall serve in th
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CDR Mary Adams Naval Education and
Page 593 and 594:
Jack R. Dempsey Human Resources Res
Page 595 and 596:
c _.. -. _ ..-___ Mr. G. J. (Jeff)
Page 597 and 598:
Deborah L. McCormick Chief,of Naval
Page 599 and 600:
COL Terry J. Procluk Director of Pe
Page 601 and 602:
Paul P. Stanley.11 USAFOMC/OMD Rand
Page 603 and 604:
Abrahams, N. M., 486 Albert, W, G.,
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