To date, the vast majority of research regarding personality in IO Psychology has relied on self-report assessments. Despite support for the utility of third-party assessments, IO Psychologists have only just begun extensive research in this area. Connelly and Ones (2010) conducted a meta-analysis that demonstrated that accuracy of third-party ratings improved as intimacy between the judge and the target grew. This remained true with the exception of predicting behavioral criteria, where non-intimates maintained superior predictability (Connelly & Ones, 2010). This was later contradicted by a recent investigation that found the best predictive validity for third-party assessments when they are taken from personal acquaintances as opposed to work colleagues (Connelly & Hulsheger, 2012). The current study is intended to investigate how the depth of the relationship and breadth of behavioral observations differentially moderate the relationship between third-party personality assessments and accuracy criteria (i.e., self-other overlap, discriminant validity and behavior). Results indicate that both depth and breadth impact accuracy criteria and they do so differentially based on trait visibility and evaluativeness. These findings will be discussed along with practical implications and limitations of the following research.

In the course of a forensic evaluation, psychologists often rely on personality inventories to provide information that is useful in making recommendations regarding case disposition (parole, treatment, etc.). The purpose of this study was to evaluate the ability of four scales from the Personality Assessment Inventory (PAI) to distinguish between youthful criminal offenders and non-offenders. The scales focused on in this study were Paranoia (PAR), Traumatic Stress (ARD-T), Alcohol Problems (ALC) and Drug Problems (DRG). Twenty-five youthful offenders incarcerated in the California Youth Authority comprised the offender group and 25 students at a California Community College comprised the non-offender group. The subjects were matched for age (male) and gender. The offender group was administered the Personality Assessment Inventory on an individual basis while incarcerated at the California Youth Authority. Permission was obtained to use selected protocols as archival data for this investigation. The non-offender group was administered the Personality Assessment Inventory in a group setting while attending a mathematics class at a community college. Independent samples t-tests demonstrated that the Drug Problems scale was the only one of the four scales which indicated a significant difference between the two groups (p < 0.05). Discriminant analysis yielded a significant discriminant function accounting for 22.5% of the variability in the scores. The primary contributors to that function were Drug Problems and Alcohol Problems. The finding that the Alcohol Problems and Drug Problems scales did not both significantly distinguish the offender and non-offender group is discussed in light of other personality inventories' use of a single scale to evaluate alcohol and other drugs. Further implications for theory and practice and suggestions for further research are discussed.

The Personality Inventory DSM-5 (PID-5) was created to measure personality pathology and help in the development of a dimensional conceptualization of personality disorders (Krueger, Derringer, Markon, Watson, & Skodol, 2012). It measures five maladaptive personality traits: Negative Affect, Detachment, Antagonism, Disinhibition and Psychoticism. The PID-5 has also garnered significant support for its hierarchical structure, five-factor structure across samples and translations, and its ability to predict variance in internalizing and externalizing disorders (Krueger & Markon, 2014). The current study builds on this literature by translating the PID-5 into Spanish spoken in Latin America and testing the replicability of the five-factor structure, reliability, and validity of the PID-5-Sp facets in a Hispanic sample. Using Mechanical Turk, 305 participants completed the PID-5-Spanish, Patient Health Questionnaire (PHQ-9), Generalized Anxiety Disorder (GAD7), Aggression Questionnaire-Revised (AQ-R) and the Big Five Inventory (BFI). EFA suggested a three-factor structure that resulted in two small factors that were conceptually similar to Antagonism and Detachment and one large global general distress factor. CFA results indicated that a five-factor solution had a poor fit for the current sample. Reliability was acceptable for most facets (α = .60-.95, M= .85). In general, PID-5-Sp domains showed moderate to strong correlations with theoretically congruent normative traits, with exception of Psychoticism, which was not significantly correlated with Openness to Experience (r = -.08, p = > .05). As expected, Detachment and Negative Affect predicted GAD-7 and PHQ-9 scores. Aggression scores were predicted by Negative Affect, Antagonism and Disinhibition. Overall, the PID-5-Sp partially replicated previous validity and reliability findings. However, future research is needed to further test the five-factor structure and its replicability in non-Western samples.

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The purpose of this study was to identify the perceived impact of Myers-Briggs Test Indicator (MBTI) professional development on principal and assistant principal educational leadership practices in one school division in Virginia. The researcher collected and analyzed data to determine self-reported leadership changes that came as a result of school-system led professional development involving the Myers-Briggs Test Indicator. The results of these findings could help determine if school leaders and school systems would benefit from Myers-Briggs professional development. The findings were as follows: a) interview participants indicated only limited benefits of the MBTI training b) some participants identified self-awareness as a valuable leadership action related to the personality disposition training; c) some participants identified that they changed how they approached decisions when working with individuals with similar or different personality preferences and, d) participants indicated interest in additional MBTI training. Based on these findings, it is reasonable to conclude MBTI could be considered as a personality disposition tool in the context of comparing educational leadership personality preferences and understanding certain aspects of the decision-making process. The majority of the participants also recommended that such professional development be extended with additional sessions that allow for exploration and learning in specific school and team settings. / Doctor of Education / The purpose of this study was to identify the perceived impact of Myers-Briggs Test Indicator (MBTI) professional development on principal and assistant principal educational leadership practices in one school division in Virginia. The Myers Briggs Test Indicator (MBTI) was used as a framework for the professional development. The MBTI is an introspective self-report questionnaire indicating differing psychological preferences in how people perceive the world and make decisions. The training was led by school division staff that had been certified to use the MBTI materials. The researcher interviewed nine school leaders from the school division located in the southeastern region of Virginia. The majority of participants identified that the training led to increased self-awareness and a change in how they viewed the decision-making process as it related to personality preferences. Based on the study findings, it is reasonable to conclude that MBTI could be considered as a professional development tool. The majority of the participants also recommended that such professional development be extended with additional sessions that allow for exploration and learning in specific school and team settings.

The purpose of this study was to examine the effect of occupational prototypes on the evaluation and retrieval of information provided in hypothetical personal data sheets of college seniors. Prototypes for mechanical engineers and elementary school teachers were generated by college students majoring in engineering and education. These prototypes were used to construct a simulated personal data sheet evaluation exercise. A total of 36 personal data sheets [2(replications) X 3(GPA: high, medium, low) X 2(extracurricular activities: prototypic, nonprototypic) X 3(work experience: high, medium, low)] were developed for each occupation. Each of the 36 personal data sheets were rated by corporate or school district recruiters. Based on the results of the study, several conclusions were proposed. First, it was apparent that prototypes differed structurally between occupations, and that these prototypes may differ slightly between students and recruiters. Second, it was noted that not all aspects of a prototype were weighted equally during information processing. One dimension, GPA, was heavily emphasized by the majority of recruiters, with little consideration given to work experience and extracurricular activities. Third, it was suggested that schematic organization affected the recruiters rating process because 85% of the engineering recruiters and 87% of the education recruiters used the same rating policy. Furthermore, while prototypes differed structurally between occupations, the weighting, or importance, of a particular dimension in the rating process may be equivalent for all occupations, Thus, although the underlying structure of the prototypes differed between occupations, the emphasis on GPA by both groups of recruiters resulted in the identical rating policies of both engineering and school district recruiters. Finally, recruiters tended to remember prototypic rather than nonprototypic information from the Personal Data Sheets. These results suggest that schematic organization and prototypes are affecting the judgement and retrieval of Personal Data Sheet information of college seniors. / Ph. D.

The demands of the accounting workplace have become increasingly complex. Abstract-thinking individuals are better able to process a wider variety of inputs and presumably better able to function in the complex environments. A stated goal of accounting education has been to attract and retain students who are suited to the accounting profession. These students are believed to be the more abstract-thinking individuals. The purpose of this study is twofold: (1) to investigate whether or not individuals in the various accounting career paths differ with regard to level of cognitive complexity and (2) to investigate whether or not more cognitively complex individuals (abstract-thinking) are rewarded by the profession. In 1988, the cognitive complexity of 494 accounting graduates from the classes of 1980, 1981, and 1982 were measured using the Paragraph Completion Test. This sample was selected from four different universities: James Madison University, the University of Massachusetts, the University of Tennessee, and Virginia Polytechnic Institute and State University. The data were analyzed using analysis of variance and analysis of covariance. Results indicate that cognitive complexity does not differ among accounting graduates pursuing various career paths within accounting. More importantly, individuals who have elected to leave accounting do not exhibit a different level of cognitive complexity. Results do suggest that the profession does, in fact, reward abstract-thinking individuals since more abstract individuals were found to earn higher incomes. / Ph. D.

Personality assessments have a long history in psychology and have become the backbone of the human capital management industry, with the Big-Five model being the most prevalent. The central criticism of personality assessments for employment decisions is validity of responses since applicants for employment often endorse items to make themselves more desirable for hire, referred to as faking behavior. The present study examined faking behavior using the Assess Personality Survey (APS). Using a sample of applicant and incumbent data (N = 8,020), the objective was to identify response difference between applicant and incumbents, and the prevalence of faking behavior in applicants. Latent class analysis (LCA) was used to compare groups. Results indicate a clear distinction between applicant and incumbent response patterns. Additional analyses suggest 6 classes of testing patterns among applicants, and results are compared with previous faking identification procedures to improve criteria used to establish faking behavior in respondents.

The Personality Assessment Inventory (PAI) is a widely used and available self-report measure designed to assess clinical syndromes and has the potential to assist in the process of ADHD assessment. Since the PAI's inception, several researchers have attempted to create other supplemental indicators, some so effective and useful that they were added to the second edition of the Personality Assessment Inventory Professional Manual. Previous researchers have offered important insights into the possibility of the creation of an ADHD item-level index for the PAI that would effectively decrease false positive rates and increase accurate detection of ADHD in the adult population. Previous researchers were not successful in creating an item-level subscale that reliably detected adult ADHD. Four experts in ADHD assessment rated PAI items that they believed could discriminate adults with ADHD from adults without ADHD. After performing a PCA on the top 16 items chosen by the experts, 12 items sufficiently loaded onto one factor that has clear face validity by conceptually matching the DSM-5 description of inattention and impulsivity commonly seen in adults with ADHD as well as the "internalized restlessness" Hallowell and Ratey describe for adult ADHD. The PAI-ADHD was found to have good internal consistency, a = .84. The PAI-ADHD has good convergent validity with the Conners' Adult ADHD Rating Scale – Self-Report – Long Version (CAARS-Self) and Wender Utah Rating Scale (WURS). The PAI-ADHD also has good concurrent validity. Two cut scores are suggested, 13 and 22, to maximize sensitivity (.88) and specificity (.89), create three screening groups: ruled-out, at-risk, and probable ADHD, and increase utility for clinicians.