ERIC Number: ED356267
Record Type: Non-Journal
Publication Date: 1992-Jun
Reference Count: N/A
Validity of Three E&E Rating Methods for Entry and Full Performance Level Jobs.
Lyons, Thomas J.
A meta-analysis examines the predictive validity of three methods for evaluating the education and experiences (E&E) of applicants for entry and full-performance level jobs, focusing on federal white-collar jobs. The following are methods of rating education and experience: (1) Point, assigning points to the duration and type of past education and experience; (2) the Knowledge, Skills, and Abilities (KSA) method based on job analysis and comparison with the applicant's KSA; and (3) the Behavioral Consistency method, also based on KSAs from a job analysis, with achievement-based content benchmarks. The sample consisted of 1,399 new Federal Government hires, representing 10 jobs with a substantial number of selections per year. Supervisory ratings of job performance were obtained. The Point method was used to select applicants for three jobs, the KSA for four, and Behavioral Consistency for three. Moderate support was found for the validity of education and experience ratings in predicting full-performance level job performance, but not for entry-level jobs. The Point method was not valid for full-performance or entry-level jobs. Applicant self-assessment might provide a way of measuring the general KSAs required for entry-level trainees' jobs. Attachment A is an example of a job performance rating scale, and Attachment B summarizes the validity of education and experience ratings by job level and rating method. (SLD)
Descriptors: Comparative Analysis, Educational Background, Employees, Evaluation Methods, Federal Government, Job Analysis, Job Applicants, Job Skills, Knowledge Level, Meta Analysis, Occupational Tests, Personnel Selection, Predictive Validity, Rating Scales, Self Evaluation (Individuals), Supervisors, Work Experience
Publication Type: Reports - Evaluative; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A