This study is based on Kirkpatrick's (1996) four level evaluation model. The study assessed the correlation between and among three levels of data that resulted from evaluation processes used in the U.S. Air Force technical training. The three levels of evaluation included trainee reaction (Level 1), test scores (Level 2), and job performance (Level 3). Level 1 data was obtained from the results of a 20 item survey that employed a 5-point Likert scale rating. Written test scores were used for Level 2 data. The Level 3 data was collected from supervisors of new graduates using a 5-point Likert scale survey. The study was conducted on an existing database of Air Force technical training graduates. The subjects were trainees that graduated since the process of collecting and storing Levels 1 and 2 data in computerized database began. All subjects for this study graduated between March 1997 and January 1999. A total of 188 graduates from five Air Force specialties were included. Thirty-four cases were from a single course in the aircrew protection specialty area; 12 were from a single course in the munitions and weapons specialty area; and 142 were from three separate courses in the manned aerospace maintenance specialty area. Pearson product moment correlation coefficients were computed to determine the correlation coefficients between Levels 1 and 2; Level 1 and 3; Level 2 and 3 for each subject course. Multiple linear regression was used to determine the relationship between the composite of Levels 1 and 2 and Level 3. There were significant correlation coefficients between Levels 1 and 2 and Levels 2 and 3 for only one of the five courses. The linear regression analysis revealed no significant correlation using the composite of Levels 1 and 2 as a predictor of Level 3.

Content validity methods, such as matching matrices, have been used to assist in the design and evaluation of training programs. In the present study, the Water Training Institute (WTI) curriculum was evaluated using a content validation approach. The purpose of the study was to identify topics that were being under-emphasized, over-emphasized, or receiving the correct amount of emphasis in the curriculum. A Job Knowledge Survey was developed and administered to subject matter experts to determine the importance of topics to the jobs that WTI graduates would most likely enter after graduation; the importance ratings were used as the criterion for the study. Subject matter experts in a Course Content Workshop indicated the amount of emphasis placed on each topic in four WTI courses. Matching matrices plotting job importance against course emphasis were created for each of the four target jobs for WTI graduates. These matrices did not identify any hits (i.e., topics receiving correct amount of emphasis). However, there were a number of deficiencies that were near hits. These findings will assist WTI in developing future courses and in redesigning their currently offered courses.

Relationships between MMPI subscale scores and premature resignations among Southern Baptist foreign missionaries appointed in 1964 were investigated in an effort to develop a predictive model for attrition. Unsuccessful attempts were made at cross-validating the results of a previous related study, and two separate discriminant function analyses were undertaken. The first sorted subjects into three groups, defined by subjects' length of service before resignation. The second classified them according to the reason stated for their termination, if applicable. Both procedures failed to establish a statistically reliable classification system for relating MMPI scores with premature resignations. Although consistent success has been achieved with the MMPI as a screening instrument for psychopathology, it is suggested that the instrument is not adequately sensitive as a screening device for groups lying predominantly within the normal range of variability.

No description available.

The problem of this study was to investigate the relationship of the variables of impulse control, adaptive behaviors, responsible behaviors, intelligence, and duration of institutionalization to job performance of the mentally retarded student at the Denton State School, Denton, Texas. The purposes of this study were 1. to ascertain the correlation of the variables of adaptive behaviors, responsible behaviors, impulse control, duration of institutionalization and intelligence quotient to job performance of the mentally retarded student at the Denton State School; 2. to determine which factor or combination of factors would be most useful for predicting job performance effectiveness of the mentally retarded student. It was concluded that of those variables included in this study, intelligence quotient was the best single predictor of job performance. The combination which was found to be the best predictor of job performance was impulse control and intelligence quotient. The variables included in this study (adaptive behaviors, impulse control, responsible behaviors, intelligence quotient, and duration of institutionalization), taken either singly or in combination, do not correlate highly enough with job performance to be of much value for predicting job performance.

Subjects were 32 computer programmers employed in a large computerized tax-processing company in the Southwest. Ratings of each programmer's job performance by his/her immediate supervisor and scores on the Aptitude Test for Programmer Personnel (ATPP) were obtained. Relationships between test scores and criteria were examined to identify significant (p < .05) correlations. Statistical treatment of data included zero-order Pearson product-moment correlation, multiple linear regression, and first-order semi-partial correlation analyses. Results indicated that the ATPP did not successfully predict (2 >.05) the rated performance of the programmers.

Subjects were 34 computer programmers employed in a major computerized tax processing company. Scores in the Computer Programmer Aptitude Battery (CPAB) and ratings of each programmer's job performance by his immediate supervisor were obtained. The purpose of the study was to validate a selection test. The relationship between the aptitude battery and performance evaluations was examined to evaluate the test's ability in predicting programming performance. Statistical treatment of data included Pearson product-moment correlations and a multiple linear regression analysis. The total test scores and several of the subtests were found to be significantly correlated with performance.

The study examined the validity of using the California Psychological Inventory (CPI) as a tool for police selection. The mean CPI profile of 211 police applicants was first compared to that of the CPI norms. Five performance criterion measures--retention on the job, academy grades, supervisory ratings, commendations, and reprimands of police officers--were studied to investigate their relationships with the CPI scales. The results indicated that there were significant mean differences on all the CPI scales between police applicants and CPI norms. The scale of Flexibility significantly differentiated the criterion groups of retention on the job. The CPI was useful in predicting academy performance; however, it did not correlate well with job performance as measured by supervisory ratings, commendations, and reprimands.

This study examined the validity of the Minnesota Multiphasic Personality Inventory (MMPI) as a predictor for police officer selection. The MMPI profiles of 212 police officer applicants selected to enter the training academy were compared to the standardized MMPI norms. Significant differences between the police officers and the normative population were found on all but two scales. When the average profile of officers still on the police force was compared with the average profile of terminated officers, two scales were significantly different. Significant correlations were obtained between four MMPI scales and the academy score criterion and two scales each for the commendation and supervisory rating criteria. A prediction equation was developed for academy score using multiple regression analysis.

The purpose of this study was to compare the relationship between the American College Test (ACT) sub-test scores, nursing courses' grade point average, college cumulative grade point average and the State Board Test Pool Examination (SBTPE) sub-test scores. Data from 227 nurses were analyzed utilizing three procedures: Pearson product-moment coefficient; multiple correlation coefficient; and linear regression equations. Conclusions were that several ACT sub-test scores could yield useful information on admission; the college cumulative grade point average was the most reliable indicator of success on the SBTPE; and an ACT composite score of eleven was the minimum value required to pass the SBTPE sub-tests with a score of at least 350.