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--__- _.~. Each of the composites was then cross-validated on both hold-out samples. The composites were evaluated for their ability to predict GPA, APT, NSG, and TECH in the 1983-1986 sample, and their ability to predict GPA, APT, and NSG in the 1987 sample. Determining effective weights. To assess the percentage of weight that each predictor received in the selection composites, effective weights scaled to 100% were computed. To compute the effective weights, the unstandardized b weights for each predictor within a composite were first multiplied by the corresponding standard deviation for that predictor. The products of b times SD were then summed across all the predictors included in the composite. The & weight for each prec&tor wazhen divided by that sum and multiplied by 100. Constructing the exnectancv table. The expectancy table for using the ES scale was developed by first rankordering the scores of midshipmen. Then, the distribution was divided as equally as possible into five groups. For each fifth, ranging from high to low, the percentage of ES majors was computed. Develonmenl Sample Results and Discussion Table 1 shows the means and standard deviations for the predictors and criteria, and the correlations for those two sets of variables. This information is provided for both the entire devclopmcnt sample and the development subsample that had valid scores on the TECH criterion. The validities were corrected for restriction in range prior to performing the regressions. Validities increased approximately .02 to .03 after corrections. The SATM means indicate that the average NROTC scholarship student scored at approximately the 89th percentile in mathematics aptitude. The SATV and HSR means are also above average. For SATV, the avcragc NROTC scholarship student outperforms approximately 87 percent of the college-bound seniors taking the test. Finally, the average NROTC scholarship student had an HSR of 73.55. That HSR value indicates that the avcragc NROTC scholarship recipient graduated in the top 10% of his/her high school class. There were negligible differences between the predictor and criterion means and standard deviations for the full development sample and its subsample. The intercorrelations among GPA, APT, and NSG were slightly lower for the dcvclopment subsample than for the full development sample. The three criteria were moderately correlated, with NSG and GPA being the most highly rclatcd. This result would be expected because these two criteria measure academic factors; furthermore, NSG is computed from a subset of the courses included in GPA. These relationships are also consistent with Mattson et al’s findings (1986). In that study, intercorrelations varied from .40 to .54, and GPA and NSG were the most highly intercorrelated of the three criteria. GPA showed the highest relationship with TECH, a criter!on not included in earlier composites. The correlations between the three criteria and TECH were, however, much smaller than the intcrcorrclations among GPA, APT, and NSG. The predictor-criterion correlations varied little in magnitude between the full development sample and its subsample. For both groups, HSR was the variable most highly correlated with GPA and APT. SATV and HSR showed the strongest relationships with NSG. Although SATM and SATV showed strong relationships with GPA and NSG, respectively, they showed virtually no relationship with APT. The interview rating, however, was related to APT. These latter two sets of findings are consistent with the observation that. GPA and NSG measure the academic performance of NROTC participants while APT mcasurcs military characteristics of the future officers. ES was the predictor most highly correlated with TECH. This outcome was cxpectcd because the ES scale was specifically developed to predict final major. Finally, SATM also had a strong association with TECH. Cross-Validation -.. ,-.. ...__.l__r ,__. Predictor scores were computed for each of the five composites (i.c., the four single-criterion composites and the QI-89) using data from the hold-out samples. These scores wcrc then correlated with each criterion. Single-criterion composites. Table 2 shows the cross-validity coefficients that were obtained for the four single-criterion composites. The cross-validities for the single-criterion composites were provided principally to show the upper limit of prediction for a given criterion since each composite should predict its own criterion better than any of the other composites. To use the table, the criterion of interest is located in a right-hand column, and the predictor composite is located in the left-hand column. The cross-validity for that predictorcriterion combination is found at the intersection of the corresponding column and row. For example, the .I22 shown in the first row, second column indicates the cross-validity estimate that was obtained when weights that 488
I were dcrivcd lo optimally prcdicl CPA (for tbc devc.lopment sample) were used LO predict APT in the 1983- 1986 hold-out sample. Table 1 Descriptive Statistics for the Full Development Sample and the Development Subsample Variable Mean -___ Predictor SATV, SATV, 558.5 1 76.78 .124 560.08 76.98 .lOl SATM, 642.91 64.35 .I87 SATM, 642.85 63.99 .I83 HSR, 73.55 16.81 .272 HSR, 74.45 16.34 280 INTER, 4.82 .48 .035 INTER, 4.83 .46 .030 SCII, SCIL 105.36 5.96 -.076 105.49 5.88 -.069 BQ, 100.97 2.32 .007 BQ, 101.09 2.30 -.006 ES, 110.19 13.55 .013 ES, 1 IO.62 13.28 .023 Criterion CPA, GPA, 49.88 9.66 1 .ooo 51.72 8.16 1 .ooo A=, 49.71 9.77 .425 APT, 52.15 8.43 .363 NSG, 49.80 9.77 .562 NSG, 51.66 8.57 .546 --e-s- Correlations with Criterion CPA APT NSG TECH -. --.-- .-.- ____ .027 .013 .036 .047 .132 .I05 .093 .Ohl -.OlO -.008 .047 .OlO .022 .033 1 .OOO 1 .ooo .419 .363 -lJ=-b TECH, -- 1.59 -- .49 --- .243 _-- .104 - - f as a subscript dcnotcs Lhc full development sample @ = 3,652). r as a subscript dcnotcs the reduced dcvclopmcnt sub.sample @ = 2,077). .192 -193 .OY2 A?54 .171 .I56 419 .016 -.021 -.o 14 --_ -.OSl --- .221 --- .093 --- -.oos -.v .06h .067 -me .052 -330 .083 AI94 1 .ooo 1 .oOo --_ .399 --- --- .161 1 .ooo Of primary interest arc Lhc bold-faced values shown on the diagonal. These V~~UCS reflect the prcdiclivc abiliry for each composilc’s target criterion; for example, the GPA composile rcvcals a cross-validity of .289 with the GPA criterion. These diagonal values may bc compared with the four corresponding validities observed for these composites in the developmental sample: .327 for GPA; .175 for APT; .297 for NSG; and .455 for TECH. As expected, development-sample validities wcrc sBghtly higher than the corresponding cross-validities. The GPA, NSG, AFT, and TECH composites each predicted its target criterion better than any of the other composilcs. Surprisingly, lhe APT composite was a better predictor of GPA and NSG than of APT. Overall, three of t!~ four. composks (CPA, APT, and NSG) were bctlcr prcdiclors of GPA and N.SG than of APT and TECH. 489 - - -
Page 1 and 2:
32nd ANNUAL CONFERENCE OF THE MILIT
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32nd Annual Conferenae of the Milit
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Registration (Continued) RMC M, McK
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TABLE OF CONTENTS 1990 CONFERENCE C
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305. 306. 307. 308. 309 * 310. 311.
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418. Not Presented. 419. HANSON, Ma
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502. Not Presented. 503. COLLINS, D
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804A. 804B. ao4c. 804D. 805. DOYLE,
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'I'li~; CANADIAN RESERVES: CURRENT
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of ‘;llC 1; e f-;
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easons, followed by social reasons
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Training to support these programs
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USAREC commanders in the field take
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lost; but asking for more quality,
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Background ETHNIC PARTKCIPATION IN
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Tahte 1 The Ten Largest Ethnic Grou
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or 25.6% of foreign horns, :Jero ac
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1990 ARMY CAREER SATISFACTION SURVE
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clashes, etc.). It may be that the
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espondents were so concerned about
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The Use of Artificial Neural Networ
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where: A = (A,, . . . . A,) , B = (
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In attempting to relate ASP score t
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Hispanics in Navy’s Blue-Collar C
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34.81 33.60 34.00 12.60 12.54 12.28
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Work-g;rouD comoosition. The averag
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1 . INTRODKTICi? DESCRIPTORS OF JOB
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c:- TORc OF JOB SPEr:aON RAm ON JOS
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2.1.5.4. Pcrcelitage of Persons Rxe
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----- DESCRIPTORS OF JOE SPECIALIZA
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coum? I 1.1 TIME SPECIALI7,TION, CO
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DESCRIPTORS OF JOR SPECIEJ,IZATIaN
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I ? 3 4 5 n 96 96 96 96 67 49 19 II
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ADDRESSING THE ISSUES OF “QUANTIT
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abilities for test development (Stu
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atings for the incumbents given in
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Psycholoqical Bulletin, 70(61, 534-
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quantitative comparison of the sort
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administrative occupations. The lea
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SUMMARY This exploratory study was
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--- These job descriptions were pri
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Table 2 below illustrates the degre
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However, the degree of agreement ob
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Tosunmmrize, informationgeneratedfr
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Change IIf If 1: 1; 0 tl t2 t3 t4 t
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Recammenaations Werecxararrendthat~
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The ORDB was designed and continues
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qualified resources to support cont
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acquisition. ASD/ALH made extensive
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A Suite of Advanced Interpretive As
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CORCAS - The CORCAS report characte
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Discussion The advanced analysis as
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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
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. The Test After a short demonstrat
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then by the principle of transitivi
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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
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Development of a New Language Aptit
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e preferable to group languages int
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Implementation of Content Validity
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Air Force enlisted specialties. The
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clear reference support and accepta
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Barbara Jezior U.S. Army Natick Res
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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
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Sample METHOD The sample consisted
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Table 1 Correlation Matrix of Predi
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performance criteria. Classificatio
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Variables Criteria. Two measures of
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Psychometric Properties of NOAE! Pr
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predicts MARS III training success,
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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
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Virtually all life experiences are
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verified can reduce faking (Schrade
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Glennon, J. R., Albright, L. E., &
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to develop materials to the best le
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considerable time preparing for the
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REFERENCES Laabz., G. ~1.) &‘< Be
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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
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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
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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
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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
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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
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the higher-scoring examinees will a
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Table 2 Correlation Coefficients of
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-~ . -______ -__--..- REFERENCES La
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REFERENCES Lawshe, C. H. (1975). A
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ubjects in each analysis may differ
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-.- -. -.-- -. The Minnelrota Multi
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the scales based on character of se
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school diploma graduates (10,6%, 14
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criterion.(-.09). Variabk? Table 2
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Laurence, J. H., & Gribben, M. A. (
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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
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___ .- _- .~- __--_.--~~ .--. --.-
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factors from both enemy and friendl
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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
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Post Selection Board Analysis Post-
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-- higher. The second approach was
Page 455 and 456: Figure 1. Lowest Break in Vertical
Page 457 and 458: THE USE OF INCENTIVES IN LIGHT INFA
Page 459 and 460: %5 (+ 40- ‘-J 3 o- Lt) 2 o- 1 3-
Page 461 and 462: otation, and 6) general job motivat
Page 463 and 464: COHESION IN CONTEXT Guy L. Siebold
Page 465 and 466: een used in prior research and thus
Page 467 and 468: -_._____ __ _.._^.._ _.. _.^ _-- wa
Page 469 and 470: EVALUATION OF THE ARMY’S FINANCE
Page 471 and 472: The three critical issues were form
Page 473 and 474: . operational capability was valida
Page 475 and 476: (c) Take-home package observations
Page 477 and 478: Figure 1. . INHIBITORS OF INITIATIV
Page 479 and 480: 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
Page 487 and 488: e. Ceployability research On severa
Page 489 and 490: --- --- 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_- __-- ____-._ -.- -- -.. .-.----
Page 499 and 500: TWEEDDALE, J. W. (Chair), Chief of
Page 501 and 502: ____ _.... ___----- .._._ - ___.I.-
Page 503 and 504: i I I Scholarship: Quality of learn
Page 505: --- -_ ------__ -_-._-_--.-_.--- -_
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
Page 525 and 526: 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
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The Exanliwr is ii sopllis[ic;l(etj
Page 579 and 580:
(c) The Coast Guard will host the 1
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ORGANIZATION ROYAL WSTRALIAR AIR FO
Page 583 and 584:
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
Page 591 and 592:
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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