M. S.

No description available.

No description available.

No description available.

No description available.

No description available.

Job analysis, narrowly defined, refers to the collection of data describing job-related behaviors and the characteristics of the job environment. Job specification refers to the process of inferring required traits or abilities necessary for a desired level of job performance. Differences in the judgmental processes involved in these two functions were explored by (a) investigating the potential schema- or stereotype-based nature of job specification ratings, and (b) assessing the relationship between behavioral specificity and interrater reliability. These concerns were investigated through the use of 3 groups of subject raters: one group possessing extensive job knowledge, one group possessing some degree of job familiarity, and one group possessing little or no job knowledge. All subjects completed a job analysis instrument (the Job Element Inventory) and a job specification instrument (the Threshold Traits Analysis; TTA). Contrary to predictions, little evidence was uncovered to suggest extensive schema-usage on the part of TTA raters. In addition, the 2 instruments achieved similar levels of interrater reliability among the 3 subject groups. However, marginal support was found for the notion that behaviorally specific items generate higher reliability the less-specific items, and in replication of previous findings, job-naive raters were found unable to achieve the reliability of subject matter experts. Suggestions for future research are offered. / Master of Science

The purpose of this study was to help explore the assumptions in job analysis literature involving whether holistic or decomposed job analysis items lead to a higher level of cognitive load for raters. The main study, involving 303 undergraduate university students, was a 2 (Type of measure: holistic or decomposed) X 2 (Level of extraneous cognitive load: additional load or no additional load) within-subjects design. The 160 decomposed items analyzed in this study were pilot tested to ensure that they would correlate with the 17 holistic items. Under the additional cognitive load condition, participants memorized an 8-digit number, and then were asked to recall and recognize this number upon the completion of the rating task (this manipulation was performed for both the holistic and decomposed measures). Stability of ratings across conditions and interrater agreement were used as dependent measures. Results indicated that the holistic items (r=.74) had higher levels of stability across cognitive load conditions than did the decomposed items (r=.66). The levels of interrater agreement were not significantly different between three of the four conditions. In partial support of Butler and Harvey (1988), the level of interrater agreement for the Holistic additional cognitive load condition (r*wg=.33) was significantly lower than the interrater agreement for the remaining three conditions. The pattern of results supported prior research (Cornelius & Lyness, 1980; Lyness & Cornelius, 1982) indicating that, depending on the criteria being used, holistic items do not necessarily cause a higher level of cognitive load for raters than do decomposed items. / Master of Science

M.S.

The problem of this study was to determine competencies which are necessary for effective administration by secondary school principals. The sources of data included a review of the literature and supplemental materials. The survey technique, employing a jury-validated questionnaire, was used to collect the perceptions of superintendents, principals, teachers, and college professors in the State of Texas. A total of 316 educators responded to the questionnaire. The development and findings of this study are presented in five chapters. Chapter I presents an introduction to the study. In Chapter II, a survey of the literature is reported. Chapter III contains details of the procedures employed in collecting data for the study. Chapter IV presents the data gathered through the use of the questionnaire. Chapter V presents the summary, findings, conclusions, and recommendations resulting from the study. The study identified eight general areas of competency for secondary school principals. Those competency areas were (1) organization and administration, (2) curriculum design and improvement, (3) the instructional process, (4) business and financial management, (5) student management, (6) personnel management, (7) facilities, equipment, and supplies, and (8) communications. A total of ninety-five competencies was identified from the literature and from communications with college professors and practicing school administrators. The six-member jury panel validated ninety-one competencies for inclusion on the survey questionnaire. Eighty-eight of the ninety-one competencies submitted to the educator sample achieved the criterion level for acceptance. An analysis of variance procedure revealed that significant differences among group means appeared at the .01 level on eleven of the competency statements. The competency-based preparation and certification concept appears to be sound and to be in harmony with other movements in American education. Many operational aspects need additional refinement; however, the concept holds considerable promise for improvement upon the traditional approaches to the preparation and certification of educators. The movement is widespread and is gaining momentum rapidly. Competency-based programs are in operation in colleges and universities in over half of the states. Certain competencies are common to the various educator roles. It appears possible to identify those common competencies and to establish them as a core of educator competencies at the state or university level. The cognitive and psychomotor learning domains are quite visible in operative programs. Competencies in the affective learning domain are poorly developed in most cases. The following recommendations resulted from the study: (1) attempts to establish sets of competencies should include input from a broad cross-section of the education profession in each phase of development and validation, (2) additional research should be conducted to more precisely define those affective variables necessary for educator success, (3) a set of core competencies which are common to the various educator roles should be identified and validated, and the demonstration of competence in these areas should become requisite for all educators seeking certification, (4) the variable of time should become a larger part of competency-based programs, and participants who demonstrate minimum acceptable competence should not be required to remain in attendance for predetermined periods of time, (5) operative competency-based programs should include provision for continuous evaluation and modification based upon evaluation findings, and (6) each educator preparation institution in Texas should design and operate a competency-based program to determine feasibility of the approach at that institution.