The Activity/Achievement Indicator: A Possible Alternative to the Behavioral Consistency Method of Training and Experience Evaluation
This paper describes the development of a new type of selection procedure, the activity/achievement indicator (A/AI), and compares it with the behavioral consistency method of training and experience evaluation. Total scores from these two methods were found to correlate at r = .58. Examination of the six dimension scores of each method by means of the multitrait-multimethod matrix technique revealed convergent validity for only two of the dimensions, and discriminant validity for none. Implications of the findings are discussed.
The Behavioral Consistency Method of Training and Experience Evaluation: Content Validity Issues and Completion Rate Problems
he evaluation of job application blanks or resumes constitutes the most widely used personnel screening and selection procedure. Although many people assume that the BaH employment interview is the most often used selection technique, Levine and Flory (1975) point out that application blanks or resumes are typically evaluated as part of the interviewing process, or as a prelude to further screening in a multiple-hurdle approach to selection. Application or resume evaluation schemes can be classified into two general classi­ fications—the empirical biographical data or weighted application blank approach (e.g., En­ gland, 1961), and the rational-subjective training/education and experience (T&E) evaluation approach (e.g., Porter, Levine, & Flory, 1976). This paper focuses exclusively on rational-sub­ jective T&E evaluation approach, and deals primarily with one type of T&E evaluation, the behavioral consistency method. Porter et al. (1976) define T&E evaluation as "a method used to rate or select applicants for employment... in which information provided by applicants on application forms, ques­ tionnaires, resumes and/or other documents is evaluated in accordance with a specific plan" (p.l). The information evaluated is primarily previous work experience, education, and train­ ing. The purpose of the evaluation is the prediction of the job applicants' relative likelihood of success in the job class under consideration. However, the rating plan is derived by subjec­ tive judgment (Maslow, 1968), not the empirical weighting associated with a weighted biodata form. Rarely are T&E evaluation plans subjected to empirical validation. Rather, they may be established on the basis of a job analysis, but many times they are hastily es­ tablished to serve as quick screening mechanisms (Heneman, Schwab, Fossum, & Dyer,
When, catastrophe happens. Assessment and intervention after sudden traumatic death.
The goals of grief after sudden traumatic death is to acknowledge the loss, identify the changes the loss will have in the co-victim's life, and reinvest in life within the new structure. Although these goals seem simple, there is no definitive timeline for when these tasks will be engaged and completed by each of the family members. The pathway and time frame for each co-victim may differ.