Identity Personality Test – New Syle Reports
Identity is a self-perception personality
questionnaire that measures important individual differences
between how people prefer to behave in a workplace setting.
It was developed specifically for the world of work
and is supported by robust research proving its effectiveness
for use in many areas of business and personal development.
The questionnaire is available in English, simplified
Chinese and traditional Chinese.
Developed to be the most comprehensive personality assessment
tool, Identity measures 36 Primary Scales – which
are specific areas of personality related to the world
of work. It is fully validated for making sensitive
selection decisions and found through scientific
research to be more predictive of leadership performance
than even ability tests or interviews.
Sample Cover Page
The PsyAsia logo can be replaced with your corporate
logo if you have your own Identity System. Also note
the PTC logo that confirms Identity is a quality
test registered with the British Psychological Society
Psychological Testing Centre.
Narrative Report
This report is written in second or third person depending
on whether you are using it as a feedback report for
the candidate or for the decision-maker. Text-based
narrative reports are the only type of report available
to untrained users. All other reports/graphics require
a certification.
Quick Look Page
This gives an indication as to the accuracy of the candidate’s
responses and shows you where you need to focus for
additional probing in an interview. For this fake candidate,
the report tells us we need to probe on every competency!
For other candidates you may see “Strong”
and/or “OK” in place of “Further Probing”.
Profile Chart
This is the first page of a 2-page chart which provides
the candidate’s score for each scale in Identity. Labels
and descriptions on either side assist in accurate interpretation
of each scale score.
Pre-Interview Report
This is a sample page from Identity’s Pre-Interview
Report. Personality test reports should be followed
up with a good behavioral interview. This report assists
in this process by providing example questions to ask
the candidate based on their profile.
Derived scales
Assess aspects of the person such as Jungian Type, Learning
Styles, EQ, Team Roles, Leadership Style and so on.
All of these charts come at no additional cost.
The above are just a few examples of
pages from Identity reports. Identity offers a number
of different reports: Pre-Interview, Comprehensive,
Career Focus and Candidate Feedback. Unlike other psychometric
personality tests, clients only pay once for the candidate
rather than for each report generated.
To download full sample reports, please click here
for a candidate for a single fee!)
To view our Identity webpage, please click here
in a substantive personality assessment, you may use
Identity by simply purchasing and reading the manual.
For those who require training, we are pleased to offer
a “new report release” special 15%
discount on our 26-27 October training in Singapore
and 29-30 November training in Hong Kong if you register
by 5 October. This discount increases to 20%
if you send 2 or more people. Use discount
codes IDMAIL15 and IDMAIL20 for the 15% and 20% discounts
respectively when registering
here. For clients who are not interested in training
we can offer our psychologist-on-call
service or a very limited text-only report.
To view the Identity Accreditation Course outline, please
click here
Free Online Psychometric Testing System
All qualified users of Identity get a FREE online system
- so, you can set up test sessions and produce reports
whenever you want – even at night and on weekends!
If you would like a copy of our fees list,please email us.
View our multimedia Identity Sales Presentation
Click here to view all current public training course dates
Online Psychometric Test Mini-Course: Lesson 5 – Psychometric Test Administration
In this session we will explore the following:
1. How to conduct a psychometric test administration session
Previously you were introduced to the importance of ensuring that every test administration session that you run remains the same in order to ensure consistency and hence reliability. By not adhering to this and by not being standardised in your test administration, you run the ultimate risk of invalidating the whole process because reliability is a precursor to validity. So this means that the company purchasing the tests has wasted money at the very least. Worse still however is the fact that many candidates may not see the process as fair (leading to problems in attracting applicants in the future) and likewise, the law in some countries may take issue with the way tests were administered leading perhaps to a bias in the process for one group compared to another. Given this, the following will discuss what is required to ensure you conduct a good, reliable psychometric test administration session.
Be prepared
Firstly, you need to be prepared!
Here is a list of things you need in order to be fully prepared:
1. Find and book an appropriate room. One that is large enough for the group of assessees and one which is in a quiet area. Ensure that on the day there will not be any nearby noise such as construction noise. Ensure that there are no fire drills planned. Consider the room temperature – make sure there is enough time for the room to cool down or heat up to a comfortable temperature before the assessment starts. Layout the room as per regular ‘exam conditions’ whereby desks are separated from each other.
2. Prepare a timetable for the day and send this out to candidates with their invitation letter (which we covered previously). Often, psychometric testing forms only part of a day-long series of assessments, that’s why a timetable is critical.
3. If you are using paper-based assessments, don’t forget to order the right quantity from the publisher or test distributor in good time before the session. We advise you do this at least 2 weeks before the day of assessment to allow for shipping.
4. Whether you are using paper-based or online tests, you must familiarise yourself with the tests and their instructions. Ensure that you fully understand the process of administering the tests. You don’t need to understand the questions in the test, but you do need to know each aspect of the process of administration with the specific test(s) you are using. You need to know when to pass each item (e.g., question booklet, answer sheet) to the candidate and when to collect it back in. You must also know how long each timed test lasts and have a stopwatch to assist with accurate timing. Also have some rough paper so that you can write down the time the test started. This helps if the stopwatch fails – you’ll know “roughly” when to stop the session. However we want 100% accuracy in the session, so let’s hope this backup is not required.
5. Ensure that you have the correct ratio of qualified test administrators to candidates. The best practice ration is 1:10. So for a room of 50 candidates you need 5 test qualified administrators. One administrator can just about keep their eye on 10 candidates, that’s why it would go against best practice to have only one or two administrators ensuring a room of 50 candidates do not cheat by looking at each other’s work or continuing with the test beyond the time limit.
6. Prepare a test log. This is sheet of paper upon which you will record events that happen during the session. The events range from the ordinary (i.e., 25 question booklets handed out and 25 returned or, test started at 3pm and finished at 3.25pm) to the less expected (i.e., candidate 34 reported that she has dyslexia).
Introducing the Psychometric Test Session to Candidates
Be friendly but professional. Introduce yourself and your role. Then go on to cover everything that you previously covered in your invitation letter to your candidates. This will include:
a) Why are we here today
b) Brief description of the assessments candidates are about to undertake
c) Reason why we are using psychometric tests (i.e., they are objective predictors of work performance)
d) How the tests fit into the overall process of selection or development (they should only be part of the process)
e) How long today’s session will last in total
f) What will happen after today’s session (e.g., you will hear from us within 7 days)
g) When feedback on test results will be given
h) A commitment that the results will remain confidential and be used only for this current purpose
i) Then ask candidates if they have any questions so far and thank them for agreeing to take the tests
j) Continuing with the introduction, convey any special emergency/fire instructions to candidates – this is a legal requirement for public gatherings in many countries.
k) Tell candidates where the washrooms are and that if they need to use them, a good time would be right now as they shouldn’t leave the room once the assessment commences and if they do, they certainly won’t get additional time! Also remind them that they may need their reading glasses to complete the assessments and if they left them outside, now is also a good time to go and get them!
At this point, people may have left the room for a couple of minutes following your advice. Once everybody has reassembled, continue with the more formal part of the test administration session. At this point you will refer to the publisher’s official instruction card. The publisher expects you to read the instructions and hand out/collect materials in exactly the same way and order presented here for consistency (and therefore reliability).
l) Tell candidates that you will now read from the test instructions and that this may make you sound a little more robotic for the next few minutes and that the reason you are doing this is to ensure that everybody gets the same instructions every time this test is administered. Ask them to listen very carefully to the instructions.
m) Read the instructions word for word. Ensure that you pause in the right places. Ensure that you hand out materials when told to do so. There are usually example questions which you will need to ask the candidates to complete. Do so and allow them a few minutes to complete. During this time you can walk around ensuring that they are completing the correct section of the answer sheet and are looking at the correct section of the question booklet. Correct anybody who is not but do not correct their answers until the example question time is up for all. Then you’ll need to go through the example question answers with candidates. At this stage you’ll be reading from the instructions. Do not go into lengthy explanations with candidates about why they may have got the answer wrong. Simply tell them not to worry, to do their best and remind them that the test in only part of the process.
o) If you are administering a personality questionnaire, remember to tell the candidates that there are no right or wrong answers – you are who you are! Tell them that personality assessments are used to assess candidate fit with the organisation and are more scientific and objective than interviews. Ask them to be honest and open and tell them that it is usually the first answer them comes to their mind which is most accurate; so do not spend too long deliberating over each question. Some candidates may say that they think their personality is different at work compared with home. Simply ask them to answer from a work perspective. Tell candidates that the test is untimed but that most people take around X minutes to complete.
p) Now it’s time for final questions. Ask candidates if they have any and answer them as best you can. It’s a good idea to consider possible questions before starting the sessions. We’ve put a few together here with answers:
p) That’s it, now it’s time to test. So, as per your instructions, ask candidates to turn over the page and begin. If you’re administering an aptitude/ability test, remember to start your stopwatch at that point and then write down the time the test started as an independent time check. Now you need to walk around the room adjudicating. Don’t answer any more questions – candidates need to concentrate now. If they need replacement pencils/rough paper, fine, but no talking of any kind! Check candidates are on the right page and responding to questions in the correct section of the answer sheet. If not, correct them quietly.
q) As soon as time is up, call “STOP” or whatever is mentioned in your instructions. For personality assessments, wait until everybody has finished. For aptitude tests, ensure that all pencils are placed on desks as soon as you call time. A candidate who continues beyond time can increase their score unfairly and invalidate the process!
r) Collect all materials in the order instructed by the publisher and remember to note down in your test log everything that comes back. You must also collect all rough paper from candidates. This is because they may have written questions down on the paper and now those questions may get leaked out of the testing room – this would obviously invalidate the test.
s) Once you have ensured that all materials were returned, you may close the session as follows:
- Thank candidates for attending
- For aptitude tests, reassure them that they are supposed to be difficult and designed so that not everybody completes all questions
- Remind candidates that everything will remain confidential
- Remind candidates about the feedback session
- Remind candidates about the next part of the selection or development process
- Ask them if they have any final questions
- Thank them all again and then dismiss them
Sticking to these guidelines and the publisher’s test administration instructions will help to ensure consistency in your administration sessions. As you know, this means higher reliability and hence you uphold the validity of the test.
Interested in learning more about psychometric testing for HRM? Keep reading – your next free session is not far away! To ensure you don’t miss a single instalment, we suggest you follow-us on twitter as each new post will be announced there. You may also like to join our face-to-face psychometric training courses in Singapore or Hong Kong – these range from simple introductory courses through to Certification Courses such as the BPS Level A and BPS Level B Certificates of Competence in Occupational Testing. Not in Singapore or Hong Kong? No problem – we also offer both recorded and live online training in psychometrics! For full details please see here or email us.
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A Review of Psychometric Tests in use in Singapore
Introduction
Psychologist Vincent Wong carried out an analysis of psychometric tests in use in Singapore and across Asia. In this analysis, more than 40 tests were reviewed which involved no less than 20 test developers. There were several focuses in the analysis which included practical information of the tests (information such as price and practical design issues), construct of the test, report design, technical details and training requirements.
Practical Information
Pricing
There exists a wide pricing range among tests developed by different test developers. In the lower end of the continuum one test provider provides tests for free in their entire product range and a section of the chargeable report will be produced. Obviously for user to obtain useful information they have to pay for the full report and this is certainly a marketing strategy. However in the perspective of psychometric this practice serious harm the integrity of the test as anybody can get access to the tests for unlimited number of times. Therefore it can only been seen as tests for people who are interested in trying out tests, rather than being usable in organizational settings. For more protected tests, prices range from USD$10 to more than USD$120 with some of the providers charge per usage while the others charge for subscription fee as well (usually paid annually).
Design
In this analysis, several design dimensions of the test were considered and they were the split between ipsative and normative measures, the type of scales that were employed, and other practical issue like medium of test administration.
The majority of the personality assessment tools (over 80%) employ normative measures (the type of psychometric tools that compare the respondent with a group of similar others, or the norm group) while the remaining ones employ an ipsative style (the type of psychometric tools that determine the preference among different personality traits within the respondent). Two exceptional case was identified which employs a mixed style, i.e. normative plus ipsative. The reason behind the popularity of normative style might down to the fact that for tests that were designed for selection purpose normative style was the better style to go with as it actually compare the respondents with the others. On the other hand ipsative measures can provide us with better knowledge about the preference or strength within the respondents. In line with this we found that most of the ipsative tests were preference or value tests which were designed for coaching or counselling purposes, although some ipsative measures that were designed for selection purposes were also identified. For the only tests that incorporated both normative and ipsative styles, the underlying connotation of the difference between normative and ipsative scales were utilized and it represented the discrepancy between the real and ideal self of the respondents.
The type of scale used by the tests is actually a function of whether they are ipsative or normative tests. For normative test the most popular scale type used was 5-point Likert Scale (Likert Scale is the type of scale that respondents choose among several options for the one that represent their thought most). 7-point scale was also quite common and there were a few occurrences of 3-point and 9-point scales. Other than using Likert scales, a few normative tests employed true or false scale. For ipsative tests force-choice scale was employed. One of the more popular version of ipsative scales asked the respondents to pick the option that describes them the best (usually termed as ‘most like me’) as well as option that describes them the worst (usually termed as ‘least like me’). Another appearing version of ipsative scale asked the respondents to put the available options into order, although this version was very uncommon.
Most of the surveyed tests, if not all, were designed for completing on computerized environment. While some of the tests can be administered online in an unsupervised manner, there were quite a few that required supervised administration. Whereas there were few test that provided different versions for supervised and unsupervised administration. Having more than one version allowed the result to be checked in a supervised manner after the candidates had passed the unsupervised session. Paper and pencil version of the tests were usually available with similar price of the computerized version although there were a few tests that did not provide paper and pencil version.
Although all the surveyed tests were not designed to be completed in a designated time, timer was identified in one test and it served the function of checking against random or thoughtful responses.
Measured Attributes
Personality
Among the different attributes, personality was the most popular one being measured. The majority of the personality measurements were built on the Big Five model of personality identified by Costa and McCrae (1985). While some of them retained the original five factors within the tests, about half of the surveyed tests restructured the factor compositions based on the result of the factor analysis or other theoretical support, for example one test split the factor of conscientiousness into ‘Industriousness’ and ‘Methodicalness’ while another developer incorporate the five factor model with behavioural tendencies and came up with a seven factor model. Another common phenomenon observed was that under each of the five factors the primary factors (ranges from 3-5 facets, also known as facets) were also measured, and they were actually more commonly used by test developers in report generation and interpretation. This was probably because the primary factors offer more detailed information thus higher flexibility in using them. Besides the Big Five model, another very popular personality model employed by test developers was Jung’s (1920) typology of personality. For instance two of the tests were developed from this theory as their entire theoretical foundation but one employed the original categorical model while the other one developed a continuum model. Besides building upon one theory, many tests extract personality factors from multiple personality theories and some of them measured as many as 34 personality dimensions. Example of the measured personality dimension includes ambition, initiative, concern for others, flexibility, and energy. Nearly most of the surveyed personality tests served multiple functions which included selection, training/development need analysis, counselling and other related applications such as personal development, conflict management and team building. Test developers further added the applicability of personality tests in different situations by providing multiple versions of reports alongside with a general personality profile.
Value, Motive and Preference
Another popular attributes being measured were value, motive and preference. Although these are three distinct attributes, we found it was common that test publisher combine either two or all three attributes into one test. These tests were less commonly employed in the situation of selection but more widely used in counselling and developmental scenarios, although some of them were also designed to be used in selection as well. For tests that measures value and motive, normative measures were found to be more common and ipsative measures were more common among preference tests. Another related attribute being measured was interest and they were mainly designed to be a career development tool.
Others
Other measured attributes included measure of leadership styles, team role, behavioural tendency, Emotional Intelligence, self-efficacy, work ethic, interpersonal communication, sales orientation, customer service orientation, learning style and even work effectiveness tendency.
Report Style
Nearly all of the surveyed tests have multiple reports and they are all in narrative form alongside with a graphic representation (usually bar charts) of the measured characteristic. However there was one test that did not employ narrative style in their report at all. Graphical representations with a sentence long description for each factor were employed instead of the narrative format. 2 dimensional typology graphs and score matrix were also employed for some type of reports. Some reports made use of different colours in representing different dimensions being measured yet some others used colour to indicate extreme scores (for example green representing high scores while red representing low scores). Colour was also frequently employed for matching test scores with a standard or an established profile, with green meaning a good match and red representing a poor match.
Report Content
Generic Personality Profile
For all the surveyed tests, there was at least some form of generic personality profile provided in the report, whether in the form of narrative writing, matrix of scores, 2 dimensional typology graphs, bar charts or broken line graphs. Most commonly the personality profile was consisted of a graphical representation of the test scores on different dimensions with a brief descriptive narrative alongside it. In this generic personality profile the test scores, usually in form of sten scores or percentile were presented. Raw scores were also found in some reports. About half of the survey tests also presented the variation of the test score in the report and a few had an explanation on the meaning behind that. In all cases primary dimensions measured by the tests were reported in this section. Secondary or higher-level composite dimensions were also frequently reported in this section.
Strengths and Limitations
Strengths and limitations were another very popular qualities being reported, although we identified a few tests that do not report them. In reporting strengths and limitations some tests referred them to very specific behavioural terms while there existed some tests simply referred high or low scores in particular dimensions as strengths or limitations. Few tests incorporated contextual factors into the reporting of strengths and limitations were identified and they were more common in purpose-specific reports (for example reports designed for leadership development or team building). Overall tests tended to present information about strengths and limitations of the candidates.
Competencies
Leadership, team work, interpersonal skills or orientation and problem solving orientation were found to be the most popular competencies being tapped. Other competencies being tackled by the surveyed tests included achievement orientation, customer service orientation, management style, decision making, planning and organization, influence and negotiation, delivery, creativity, analytic orientation, coping style and thinking style. Rather than being measured directly in the tests, these competencies were often generated from several primary dimensions of personality. They were found to be written in context of work and behavioural terms were employed heavily in order to aid comprehensibility of the report. Furthermore competency based reports were identified and leadership related reports were the one which appeared most. Competency based reports for sales and managerial positions were also popular.
Interview prompts
Interview prompts were found in some reports. These included general instruction of how to use the report correctly to enhance the effectiveness of a follow-up interview as well as specific suggested interview questions to be asked for a particular candidate. The number of interview prompts varies from three to ten plus suggested questions and some reports even included the expected answer from the candidate. These interview prompts also served as a check or back up of the validity of the tests.
Training (Development) Needs
Several tests with a separated training need or developmental report were identified. For tests that did not have a designated report for training needs, it was surprising to found that the section outlining training was absent for majority of the surveyed tests, given most of them were designed to be used in training need analysis. When present, the training needs outlined (or some tests referred it to be ‘action plans’) were usually generated from the unfit aspects identified or areas that were not up to the normative standard. Simple description about the needs per se was common and a few reports were found to be providing concrete training suggestions.
Cultural Fit
Cultural fit information was identified in a few test reports. This information could include the fit of the candidate with the organizational culture, task nature as well as co-workers and it existed in several forms. The more popular way to compute it was comparing between the candidate’s score with the norm or an ideal profile. One test generated this information by comparing the candidate with the best performers. Yet another test presented the information in light of the candidate himself by stating what culture or environment will be the best fit for the candidate.
Technical Information
Technical information of the test included normative data, reliability and validity data as well as development procedure of the test. They are the most important information to be readily accessible to the public but unfortunately some of them were virtually absent for some of the surveyed tests. Normative data were found to be the most reported information and reliability data followed. However evidence for validity as well as development procedure of the test were absent for some of the tests despite the claim of ‘scientifically validated’ in their marketing materials. For tests that did not provide any of the above mentioned information the integrity of them were seriously in doubt.
Training Requirement
Training requirement of the tests varied from no need training for an extreme case (which was the free online test) to BPS Level B plus additional training (approximately 7 days of training in total). For most of the tests 2-3 days of training for the specific test was common but this type of training would not be recognized by a different test provider. The BPS (British Psychological Society) Competence in Occupational Testing was found to be the most widely accepted qualification by the test providers. Most of the tests could be administered by a BPS Level B qualified user but there existed some tests which required a conversion training (1-2 days long) in order to be a qualified user of them.
Online Psychometric Test Mini-Course: Lesson 4
In this session we will explore the following:
1. The relationship between reliability and validity in psychometric assessment
2. How psychometric test administrators can impact the reliability of tests
Psychometric Test Reliability
When choosing a reputable test, whether it be aptitude or personality, one of the properties of the test you will need to look for is reliability. We’ll consider reliability in appropriate detail in a later section of the course. For now, think of reliability as consistency. In order to have absolute confidence in our test scores we need them to be consistent. However, we can’t test and retest our candidates in the real world. Despite this, reputable test publishers would already have done this for you. This would have been carried out under optimal conditions. So, now you know that you are using a reliable test (one that produces consistent scores), it’s your task as the test administrator to ensure that the test remains a reliable test.
Why is reliability so important?
Whenever you assess something, you expect the score you get to be reliable. For example, if you assess your weight using bathroom scales, you expect the reading you get to be consistent across at least the short term. If you weigh yourself over 2 consecutive days and get significantly different readings you know something is wrong with the scales! The same is true of psychometric tests. The publisher first ensures that the test scores will be consistent over time and then you, as the administrator, need to ensure that your actions do not make the test less reliable.
Not only do we want and expect test results to remain reliable over time, but we also know that reliability is a precursor to validity. It sets an upper limit on the test’s validity. In other words, if your test is not reliable then it is not valid. Confusing? Let’s use the weighing scales example again…
Let’s suppose a medical doctor does some research which shows that those who weight more than 120kg are significantly more likely to suffer a heart attack. His research shows that weight is a valid indicator for predicting the heart attack. The scales are fit for the purpose of predicting a heart attack. Validity is all about being fit for purpose. Now if those scales are not reliable, they will provide inconsistent data over the time of the research program. In this case would you have confidence in the doctor’s findings? Of course not!
So, to apply this to psychometric tests let’s take an aptitude test. We’ve carried out research which confirms that a new numerical reasoning test can predict the performance of accountants. Those who score better on the test are rated as better accountants. This is validity. The test is fit for the purpose of predicting accountant performance. You will hopefully have full confidence in this finding if you know the test is reliable. If however you expect the test is coming up with inconsistent scores for your candidates, it is unreliable, and, as in the scales example above, you will not have confidence in the test’s prediction of accountant performance. This is why reliability is a precursor to validity.
And why is all of this so important for this course? It’s because you as the test administrator can enhance or reduce the reliability of the test by how you administer it in the first place. Let’s now take a look at what factors you can and can’t influence in terms of reliability.
How psychometric test administrators can impact the reliability of tests
- Factors Affecting Psychometric Test Reliability (C)2010 PsyAsia International: No Copying
Take a look at the graphic on the left. It shows different factors which can impact the reliability of psychometric tests. This applies to both aptitude tests and personality assessments.
Factors within the test
Generally, a test administrator is not responsible for this. The test publisher must design tests that will be highly reliable. Factors within the test means that the questions chosen must be accessible to all groups for whom the test is intended. If a subsection finds some questions difficult based on their group membership (i.e. non-native-English speaking groups may not understand a colloquialism used in a test question), then the test will be less reliable for that group. Although the publisher needs to ensure a reliable test, not all test publishers are reputable or know what they are doing! This is why the person who purchases the test needs to know how to evaluate it. We’ll show you later how to evaluate the test in greater detail. Know for now that you do not evaluate a test or validate it by trialling it on yourself or your colleague as many untrained users think!
Factors within the respondent
Whilst the test administrator cannot control all the possible factors within a respondent, you can do your best to ensure you control for a much as possible. It’s a good idea to think here about how you would like to be treated if you were undergoing a psychometric assessment for the first time. You’d probably like a friendly invitation letter explaining what is going to happen and why. You’d like to know that your data and results will remain confidential and only shared with decision-makers and only for the purpose that you’re undertaking the test. You’d also like to know what you need to bring with you and if possible, a few example questions as approved by the test publisher might help to set your mind at rest. Finally it would be good to have a number to call should you have any special needs that you wish to convey to the administrators before the day. So, when you arrive at the test centre you already know what is going to happen and why, you won’t be overly concerned, you’ll have all the right things with you (e.g., reading glasses) and you’ll know how long the session is going to last. If it’s a personality test you’ll be more likely to be open and honest because you know your results won’t go further than the selection or development committee and won’t be used for reasons beyond the reason you’ve already been given.
Ultimately here you are attempting to control for mood and expectations. Ideally you don’t want these to vary between candidates in order to give everybody the same start line. On the actual day of the test you will go over all of these things again with the candidates in the room to ensure that they are all clear on what will happen and why. Again, this sets the scene and mood, demonstrates your organisation’s “humanness” in the assessment process and provides candidates with an opportunity to ask questions. Furthermore, on the day you will need to ensure that you administer the test instructions word for word and then administer the test exactly as intended by the test publisher. Doing all of this enhances consistency and thus increases reliability. This is essential as we saw before because reliability is the precursor to validity.
Factors within the environment
How well would you be able to complete an aptitude test in a noisy room? Or how about room that’s freezing from too much air conditioning or too hot due to broken air conditioning? Likewise, you need to ensure that the test environment is conducive to candidate performance each and every time. This applies to personality assessment too. Although there is no right or wrong, your candidate will certainly feel more able to make an effort and respond accurately if you provide them with the right environment! So, some time before the session you’ll need to check the room, make sure temperature controls work. On the day, switch them on in good time before the test so that by the time candidates arrive the room is just right. Place a sign on the door to ensure you are not disturbed during the testing session and be sure to silence all phones in the room. Candidates should of course have phones switched off too. Ensure that once the session is over, all candidates leave at the same time so that they do not disturb others. If a candidate really must make a restroom visit, they should be accompanied by an administrator and only one candidate at a time should go. Ensure that upon leaving and rejoining the room the candidate does not disturb others.
(Note: also a good idea to check there is no planned construction nearby and there are no fire drills scheduled on the day of testing. Do this before sending out your invitation to the candidate!)
Summary
By referring to these guidelines you’ll help to ensure that psychometric tests used by your organisation remain as reliable as the publisher intends them to be. By using short-cuts and not following the guidelines you’ll threaten the reliability and therefore the validity of the tests. If you threaten a test’s validity it becomes unfit for purpose which means your company is wasting its money buying psychometric tools!
Interested in learning more about psychometric testing for HRM? Keep reading – your next free session is not far away! To ensure you don’t miss a single instalment, we suggest you follow-us on twitter as each new post will be announced there. You may also like to join our face-to-face psychometric training courses in Singapore or Hong Kong – these range from simple introductory courses through to Certification Courses such as the BPS Level A and BPS Level B Certificates of Competence in Occupational Testing. Not in Singapore or Hong Kong? No problem – we also offer both recorded and live online training in psychometrics! For full details please see here or email us.
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What do People Want from their Jobs? The Big Five, core self-evaluations and work motivation
If people are differentially motivated on the basis of individual differences, this implies important practical consequences with respect to staffing decisions and the selection of the right motivational techniques for managers. In two different samples (students facing graduation vs full-time employees), the relationships between personality traits and the preference for job characteristics concerning either extrinsic (job environment) or intrinsic job features (work itself) were investigated. Two personality traits [openness to experience and core self-evaluations (CSE)] were consistently found to be positively related to the preference concerning work characteristics, and CSE showed incremental validity with regard to intrinsic work motivation factors (e.g., experienced meaningfulness, autonomy). Furthermore, age was differentially linked to those job characteristics. The results are discussed with regards to the optimal Person-Job Fit and the practical utility of the personality constructs.
The full research paper can be found here: http://www.ingentaconnect.com/content/bpl/ijsa/2010/00000018/00000001/art00003
Free Psychometric Test Training in Singapore
Psychometrics Singapore / PsyAsia International offer Free Psychometric Testing Course in Singapore
Introduction to Psychometric Testing Course: Singapore 11 May 2010
PsyAsia International is Asia’s independent Leader in Psychometric Test products and Training. We choose to distribute only the world’s best, most validated psychometric assessments and offer locally relevant, world-class training in psychometrics. The Introduction to Psychometrics Workshop expands on PsyAsia’s expertise in Psychometric Training in Asia by offering a course geared to those with very little experience or understanding in Psychometrics. Many first time clients don’t understand why they need to be careful in their choice or use of psychometrics and many do not understand why training is a necessity in competent test use.
This one-day course aims to provide experienced-based training in an accessible and economical way. The course is easy to understand and yet covers many of the important issues to be aware of when choosing and using psychometric tests. Given our passion for Asia and our passion for the competent use of psychometric tests in Asia, PsyAsia makes no profit on this course. We charge delegates a small fee that reflects the cost of the hotel venue (including buffet lunch and refreshments) where the training is held as well as materials that we provide to the delegates. What’s more, if you later decide to attend one of our accreditation courses in Psychometrics, we will issue you with a discount code that reduces your course fee by the amount you paid for this course!
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The history of psychometric testingTo view full course details and to register, please click here.
Psychometric Test Products in Singapore and Psychometric Training in Singapore – daily free webinars
PsyAsia International is pleased to announce that until the end of March we will be offering free daily webinars to showcase our product range. Their will be no set agenda. The agenda will be set by attendees. Please note however that product knowledge may differ depending on which of our consultants is running the webinar. Come along and chat with our consultants, see the Saville Consulting Wave, Identity Personality Assessment and the Apollo Profile in action. Ask questions about training and consulting options and so forth!
For times and to register, please click here…
Free Webinar – Amazing Apollo Profile Personality Test
The Amazing Apollo Profile
This free webinar will be facilitated by Mr. Jim Bowden, the developer of the Apollo Profile. The session will be interactive (provided attendees kit themselves out with headphones and a mic!) and Jim will present numerous interesting case studies.
The webinar will cover the following:
• Introduction: The Amazing Apollo Profile- can transform Recruitment, Staff Development, and Organisation Performance –Client example
• Apollo Questionnaire – valid/reliable/comprehensive
• Why is Apollo amazing? Apollo Advantages
• Using and interpreting of Apollo reports with anecdotes
• Recruitment – Accurate, easy, low cost – Case Study using Apollo Best Match in China for filtering 12,000 applicants for 40 Graduate level jobs
• Training and Development – Unique Apollo report PLUS downloadable solutions. Convenient, low cost, motivating
• Organisation Development. Benchmarking: Can analyse and identify current corporate strengths and weaknesses – then create high performing models/culture, identify engagement issues – case studies
• Customising: Develop models that work specifically for your organisation. If your organisation is serious about leadership through people.
• Integrate everything together with flexible multi-purpose Internet Online solutions. Use your own competencies frameworks and vocabulary – examples
• Special Offer – have to listen to Webinar to find out!
Date: Monday, May 17, 2010
Time: 12:30 PM – 1:30 PM SGT
After registering you will receive a confirmation email containing information about joining the Webinar.
System Requirements
PC-based attendees
Required: Windows® 7, Vista, XP, 2003 Server or 2000
Macintosh®-based attendees
Required: Mac OS® X 10.4.11 (Tiger®) or newer
Space is limited.
Reserve your Webinar seat now at:
https://www1.gotomeeting.com/register/522465752
We wish our psychometric testing blog readers a happy holiday season!
PsyAsia International will be suspending blog posts to our educational sites at www.assessmentcentral.com, www.psychometrictests.sg and www.psychometricassessment.com/blog until after the Christmas and New Year break while our blog writers take some well earned time off. Thank you for keeping up to date with us at our blogs during 2009 and we look forward to writing more about psychometric tests, human resource management and business psychology for our readers in Singapore, Hong Kong, Malaysia, China and worldwide. Enjoy the holidays!
Caution in the use of Psychometric Tests in Singapore
Psychometric Test Distributors in Singapore
Please be cautious when choosing your psychometric test supplier in Singapore.
There are many internet-based tests available. However, many of these are poorly developed, based on theories that have not been tested in Singapore or which have been tested and generally refuted! Many tests are ipsative-only tests and should not be used in selection, yet the less scrupulous test publisher may omit to inform you of this. Some normative tests use norm (comparison) groups that come about by way of allowing people (anybody!) to complete the test online. The sort of person who will complete a test online in his/her free-time is a specific sort of person and your candidate should perhaps not be compared to this group. Furthermore, without an understanding of sophisticated statistics and more basic statistics such as the normal distribution, any norm group you use might not be relevant simply because it has not been normally distributed. Reputable test publishers will test for these things and inform you where necessary. Moreover, reputable publishers will require that you undergo training so that you are fully aware of these issues. If your test publisher does not require training, you are likely to make fundamental errors in using psychometric tests and in the interpretations you make from them.
Furthermore, we are aware that some people who have been trained to use tests in Singapore have misrepresented the qualification they have achieved. There are people in Singapore advertising that they offer consultancy in psychometric testing. For somebody to be able to state this, one would expect that they are fully registered psychologists or psychometricians and have at least a Masters degree in Psychometric Assessment, if not a PhD! A short course in Psychometric Assessment will provide you with the necessary skills to be competent in test use, but not to act as a psychometric test consultant!
Our consultants have really earned that term. With at least 6 years of education in psychology in addition to specific training in psychometrics, supervised experience and registration with government statutory bodies they provide expert advice to government and blue-chip clients in Singapore on a daily basis. Please consider seriously which distributor to trust and which test to trust when choosing psychometric tests in Singapore.
