Thesis (Ph. D.)--Illinois State University, 1971. / Title from title page screen, viewed Sept. 20, 2004. Dissertation Committee: G. Alan Hickrod (chair), Benjamin Hubbard, Ronald Halinski. Includes bibliographical references (leaves 123-127) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1971. / Title from title page screen, viewed Sept. 23, 2004. Dissertation Committee: Elwood F. Egelston (chair), Gary Ramseyer, Charles Edwards, Roger D. Blomgrem, Dean S. Hage. Includes bibliographical references (leaves 116-123) and abstract. Also available in print.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

No description available.

An independent pilot study suggested that the Retail Employment Inventory (REI) might be predictive of subjectively and objectively measured Over the Road (OTR) truck driver performance. The present validation study consisted of three parts. First, an examination of the relationship between REI scores and 11 objective, performance criteria revealed weak and non-significant correlations. Second, a comparison of subjective ratings and REI scores failed to replicate the findings of the pilot study. And third, to confirm that the task components of the OTR job were correctly identified in the pilot study, a second job analysis was performed. Possible reasons for the failure of the REI to predict OTR performance and directions for future research are discussed.

In their efforts to make the selection and hiring process more efficient, school administrators utilize teacher selection instruments such as the Web-based TeacherInsight™ assessment tool (The Gallup Organization, Princeton, NJ). Tools such as these instruments are now used regularly by school systems across the nation to assess teachers regarding their knowledge, talents, skills, attitudes, and values. According to Gallup, the TeacherInsight is a predictor of teacher talent and is based on 12 themes. This study utilized 132 elementary and secondary teachers and approximately 4,500 students currently enrolled in Grades 3 through 11 to determine if the TeacherInsight is a predictor of student achievement. This study considered: (1) the relationship between the TeacherInsight and student achievement as measured by the Texas Growth Index (TGI); (2) the relationship between teacher characteristics (years of experience, level [primary or secondary], gender, age, degree) and the TeacherInsight instrument; (3) the relationship between teacher characteristics (years of experience, level [primary or secondary], gender, age, degree) and student achievement as measured by the TGI; and (4) the relationship between student classifications (limited English proficient, economically disadvantaged, at-risk) and student achievement as measured by the TGI. The analyses found a very weak positive relationship between the TeacherInsight and student achievement using the TGI in the subjects of English/ reading and math. Additional analysis based on levels (primary and secondary) between TeacherInsight scores and TGI values were not significant. Teacher characteristics were poor predictors of scores on the TeacherInsight. Of the characteristics, years of teaching experience was the strongest predictor of scores on the TeacherInsight. Although the overall analyses indicated significant relationships, they were very weak for both English/reading and math. Teacher characteristics were also poor predictors of student achievement. Again, the overall analysis indicated a significant but weak relationship for both English/reading and math. When considering the relationship between student classifications of LEP, economically disadvantaged, and at-risk, only at-risk had a weak relationship to student achievement. The findings provide little support to the validity of TeacherInsight in terms of its ability to predict student achievement scores and its usefulness as a tool for the selection of teachers by school systems. Until more extensive research is completed on the TeacherInsight and its impact on student achievement, no definitive answers for school systems can be made. Suggestions and recommendations for future studies are provided in the discussion section.

Absenteeism, lateness, and work performance on the job were investigated. Pre-entry attitudes and self-reported behaviors in the three areas were assessed via RELY, a self-report instrument developed by Kurt Helm (1980). Subjects (N=282) were entry-level stock, bag and clerical personnel for a large grocery store chain. They were 91% Caucasian and 62% male. Results showed significant correlation between three empirically derived scales and criteria: total days absent, total occurrences of lateness, and supervisory performance ratings. However, these findings were considerably weaker under cross-validation. The findings indicate absence-proneness as a tenable concept. Further investigation may find a considerable amount of the variance in attendance to be the result of pre-entry attitudes.

With the EEOC requiring empirical criterion-related validity for selection procedures, predictor variables of physical characteristics, biographical data, and personality traits were related to both on-the-job performance and training performance. In the correlational analysis of the variables, a total of 455 flight attendants from a single airline were used, with half of the subjects serving as a cross-validation sample. The results showed slight relationships between biographical data and physical characteristics to training performance but no relationship between any predictor variable and job performance. The impact of race being a significant predictor of training performance was reviewed. The lack of practical information was discussed, and implications made for future research to include proper design and reliability of screening procedures before attempting criterion-related validation.

Twenty factors identified through a factor analysis of a 102-item biographical inventory were used as predictors in a multiple regression equation to predict on-the-job performance (supervisory ratings) of oil field employees. This yielded a multiple R of .41. A total of 295 subjects participated in the study. Cross-validation yielded a correlation coefficient of .06. The t-test analyses of the factor means of equipment operators and field mechanics proved that two factors could discriminate between the groups, Mechanical Experience (p<.01) and Social Orientation (p<.05). The results of this study indicate that conducting a factor analysis of unvalidated biographical items and attempting to predict performance would be less appropriate than factor analyzing predictive items to gain an understanding of their underlying dimensions.

Photocopy of typescript. / Digitized by Kansas Correctional Industries