ࡱ> hjg@ iUjbjbܡܡ iOl44444P|4a%% % % % % % %,K& k(*L%L%F%(%RD%$446|2#%a%a%P#((%Frequently Asked Questions Jandl Associates: 781-944-6007 Q1. How reliable and useful is Psychological Testing? Arent the results either psycho-babble, or more or less self-evident in nature? A1. As indicated below in the answer to Question #2, there are influences that can affect the usefulness of Psychological Testing. However, if corporate and private consumers take the appropriate steps to select a competent testing professional, the potential benefits of Psychological Testing services, such as those provided by Jandl Associates, can include the following: ORGANIZATIONAL BENEFITS The availability of more comprehensive information about candidates for a position, or about individuals being considered for promotion The potential for reducing many of the visible and less apparent costs associated with excessive turnover, low morale, and/or poor customer service The potential for more cost-effective and targeted training, coaching and mentoring programs due to the availability of more detailed information about staff needs The availability of tools to help staff address disagreements and conflict, and improve negotiation and communication skills The availability of tools to help employees more effectively implement and experience change in the workplace Answer #1 (cont.) INDIVIDUAL & FAMILY BENEFITS The availability of more comprehensive information related to career, vocational and educational decisions The availability of more comprehensive information for career-changers, those returning to the workforce following an absence, and semi-retirees whose skills remain in demand The availability of feedback about ones behavior, presentation style and informational content in a role-played job interview or performance evaluation The availability of feedback concerning ones possible comfort level with and potential fit in non-traditional working arrangements including self-employment, part-time work, a portfolio career, and/or consulting. The availability of information and strategies for addressing the family issues that can accompany employment and job changes, and career-related decision making Q2. Why is it usually counterproductive to use a Psychological Test by itself as a basis for decision making? A2. In addition to the likelihood that other, related decision-making information is available and that important decisions deserve as much input as possible, there are at least three other possible reasons why using such tests in isolation is not recommended: The Test Administrator The Test Taker The Test(s) Used Reason A: The Test Administrator Even the best Psychological Testing instruments can be misused or misinterpreted when administered by an inexperienced or poorly-trained individual with minimal, if any, academic or professional testing qualifications. It is, therefore, important for potential users of such services to ask questions about the back-ground of any testing Administrator they might consider engaging. These include questions about his or her educational credentials, testing licenses and certifications, years of assessment experience, number of individuals tested, and professional roles he or she has held. References can be extremely valuable. Other questions might include inquiries about which tests the Administrator uses for what purposes (different tests have different functions) and which test publishers he or she uses and why. Answer #2 (cont.) Reason B: The Test Taker Peoples attitudes toward psychological tests vary, as do their feelings while taking such tests. Most individuals have no problem completing such assessments and tend to do so in accordance with the directions provided. But, some people become anxious when taking tests, and that can affect their results. Sometimes people misread or misinterpret one or more questions on a test. That, too, can influence their results. In addition, a number of books are available today that purport to explain how to look good or present a desirable portrait of ones self on a psychological assessment. Some people try to influence their results using such techniques. It is very important for individuals completing a psychological or vocational test (or any such test for that matter) to be as candid and accurate as possible. No one gains if erroneous or falsified information is used to make an important, career-related decision. For example, in trying to present what he feels is a desirable profile (rather than an accurate one) by gearing his pre-employment test answers in a particular direction, an individual just might secure the position he desires. But in doing so, he also increases the chances he will be landing a role in which he might be less than successful or which he might find unrewarding. Conversely, trying to present desirable results can also result in not securing a position an individual might have otherwise landed. If, for example, a well-qualified individual modifies her test answers (to look good), yet does so far less effectively she had hoped, the test results might indicate an artificially poor fit between her and the job, resulting in the end of her candidacy. It is very possible to inadvertently outsmart ones self instead of the test. Answer #2 (cont.) Reason C: The Test(s) Used Finally, there is the issue of matching the right test, or combination of tests, to the specified assessment issue(s) or goal(s). There is no one, single, perfect Psychological Test that assesses everything about an individuals personality, or that answers unequivocally all of a persons vocational questions. Rather, there are different types of Psychological Assessments for different purposes, including intelligence tests, ability and aptitude tests, vocational inventories, leadership assessments, personality tests, and other cognitive and behavioral tests which are administered in individual (sometimes referred to as self-report), 360 (please see below), or group testing formats. These differences in testing instruments are important because just as no reputable furniture builder would make fine cabinetry using only a hammer, no reputable Test Administrator would use just one test for all organizational assessment needs. Yet, some tests have achieved almost iconic status, and may be used inappropriately by inexperienced administrators. Fortunately, a large number of tests have been developed and validated over years of use and research, and there are well-trained and highly qualified professionals available to help organizations in the selection and administration of such inventories. Q3. What is a 360 Assessment? A3. Three-sixties are assessments that include input from a variety of sources including the person who is being tested or the Subject of the testing, as well as those Observers who work with or around the Subject including his/her supervisor, peers, direct reports and, in some cases, customers. Depending upon circumstances, a full Three-hundred-and-sixty degree evaluation can be a combination of: A formal 360 instrument for the Subject and Observers (required) Open-ended and structured interview questions for the Subject and Observers developed around relevant issues (optional, but this or the following often recommended) Confidential/anonymous questionnaires for the Subject and Observers developed around relevant issues (optional) At least one supplemental testing instrument for the Subject only, which assesses traits similar to those examined in the 360 Assessment (optional) 360 Assessment feedback is presented to the Subject in terms of A review of the definitions of assessed variables His/Her test scores on these assessed variables Observers ratings of the Subject on the same set of variables The level of agreement or disagreement between Subject and Observer ratings on individual variables and related clusters of variables Test results, implications and real world recommendations derived from the scores themselves, and from the level of agreement or disagreement between Subject and Observer ratings Q4. Why are Three-sixties used? A4. Briefly stated, 360 Assessments are used when it is important to have input from Observers to supplement, corroborate and/or to contradict information supplied by a Subject. Most personality tests are individually administered, self-report types of instruments that are completed solely by the Subject. Unlike 360 instruments or tools, no observers have input into the results of self-report tests. This can be a potential problem since, as previously discussed in the answer to Question #2, not all Subjects clearly or objectively perceive or report things about themselves. Most, if not all of us do not see ourselves in quite the same way others see us. And because some decisions are so critical to an organization, securing objective data from Observers may be advisable, if not absolutely necessary. Hence, the value of the 360 format. Three-sixties can also be of benefit when it is important for the Subject of testing to learn and understand how he or she is perceived or regarded by others, and how relationships can be made more cooperative. In this capacity, 360 assessments can be used to prepare individuals for new supervisory responsibilities, and/or to inform Subjects about issues they may otherwise be unaware of, or possibly avoiding. In other circumstances, 360 Assessments can help identify coaching or on-boarding goals for a Subject who may be about to experience a promotion, relocation, or other significant change in work duties or circumstances. Three-sixties can also be of assistance in developing performance improvement strategies or Rescue Plans for individuals whose performance, communication skills, and/or other job-related accountabilities may not be consistent with expectations. Q5. If Self-Report assessments are prone to misuse, why use them at all? A5. Self-Report instruments are used, and appropriately so, for a variety of reasons. For example, they are the only practical means of assessing a persons inner feelings or perceptions. And they are the only way to measure variables such as intelligence. Thus, Self-Report instruments offer a wider array of applications than 360 Assessments, which are more complex and more costly to administer, score and interpret because more people are involved than the just a Subject. There are also monitoring mechanisms built into many Self-Report instruments including questions that are repeated in a variety of ways to track response consistency. Another widely utilized test construction approach, the forced comparison of pairs of variables, precludes the Subject from rating him/herself as being equally (or highly) proficient along all dimensions or traits being measured. In addition, a competent Test Administrator will recommend that any personnel-related decision be based upon input from sources other than just testing. That is, no Self-Report instrument should be used in isolation. Q6. What if I, or some of my people, get bad scores on a psychological test? Does that mean Im crazy, or that my employees personalities are all wrong for their jobs? A6. Excellent questions. Lets start with the first one. There is no such thing as a bad score on the types of psychological tests and assessments utilized by Jandl Associates. In general, the tests we employ measure the relative presence or magnitude of vocational interest and of various behaviors, traits and characteristics. Relative to the concept of fit, job duties and accountability areas that coincide with an individuals interests, natural abilities and aptitudes will contribute to job satisfaction for that person. Vocational tests can be very useful in providing feedback about general career fields and an array of specific job titles that coincide with someones interests and abilities. As part of the presentation of test results, we also discuss marketplace demand for different roles, expected pay levels and related topics. In cases where an assessed individual seems to have abilities and interests that are less than ideally matched to his or her job description, there are a number of techniques provided during assessment feedback (as well as other coaching and training options to consider) to help the individual be more comfortable and effective in that role. From a communications perspective, we begin with the assumption that people arent right or wrong in their views on an issue. Rather they have different and often equally valid opinions. Different does not have to lead to problems. But our stylistic and behavioral differences do demand that we understand and appreciate how what we say and do is perceived by others. Because perception is reality. And because how we are perceived may not always be in the manner we expected. We can and do communicate messages to one another that are interpreted differently than intended, often due to stylistic reasons (tone of voice, facial expression). It is, therefore, vitally important to assure clarity whenever possible. From a job performance perspective, Jandl Associates approach to assessments begins with an identification of the individuals work-related strengths. These strengths vary from person to person, as do our need areas or weaknesses which, ironically, are often related to our strengths when overextended. Answer #6 (cont.) For example, the label of absent-minded professor provides us with the image of an intelligent yet scatter-brained individual; a brilliant scholar, perhaps, whose ability to ponder complex phenomena leaves him unable to remember, or unconcerned with, mundane facts such where he left his briefcase. Through awareness of our communication-related strengths and weaknesses, and their potential effects on others we encounter in the workplace (customers, peers, direct reports, vendors, bosses, for example) we can better anticipate and avoid possible problems and conflicts, converting them instead into opportunities for sales, for examining common goals, desired outcomes, and mutual needs and interests. We can also seek coaching or training to address possible weaknesses, and the triggering events that overextend our strengths. Q7. When is it appropriate for a business to establish a profile of an ideal candidate for a position? A7. This is an interesting question because at first glance, it would seem desirable under most conditions for an organization to be able to specify in advance the types of traits and characteristics it is seeking in a potential leader, manager or other key contributor. And it is no doubt beneficial to be able to assess candidates for certain roles on variables associated with sound management principles and successful leadership practices. Particularly if success in a given role is historically associated with a certain combination of traits and characteristics. However, if a focus on exactly matching an assessed Subjects results with key predictor variables begins to outweigh all other data and considerations, there is the possibility that the organization is becoming overly reliant on testing in the decision-making process. Stated another way, if the alignment of a candidates test scores with an ideal profile becomes the primary criterion for selection (versus serving as one of several weighted or prioritized criteria), there exists the potential danger of selecting the best test taker rather than the best overall candidate for the position. Having said all of the above, it may be advisable to establish an Ideal Candidate profile if, for example, the position to be filled has had several recent incumbents none of whom have been successful, if the position is critical to the future of the organization, and/or if the organization is seeking a selection methodology that allows the assurance of input from multiple key constituencies. The bottom line is that the balanced use of test data is critical to its successful use. Q8. Supplemental information has been mentioned several times in this website. What types of supplemental information, other than test results, should individuals and companies, respectively, be using to make more informed career and hiring decisions? A8. Supplemental information for Individuals and Families to consider, along with assessment results, when making personal, career-related decisions includes: Ones previous training and experienceJust because vocational testing indicates, among other recommendations, that an Accountant contemplating a career change might want to consider a job repairing concert violins, it does not necessarily mean that he should drop everything and attend school in Italy for 20 years to study music and learn a new, highly-skilled trade in order to feel vocationally fulfilled. Most vocational tests yield recommendations to investigate several career fields and a large number of possible job titles, many directly or indirectly aligned with ones previous training and experience, and others (often involving at least some transferable skills) reflective of possible consideration by career-changers. Cultural and other fit factorsFinding a new job in a field identified by vocational testing results, for example, does not necessarily ensure satisfaction in that type of role. Other factors, including an employers financial stability and culture, and the personalities of ones co-workers and boss can also have a significant effect upon ones job satisfaction, morale and work performance. Testing can provide strong vocational compass directions indicating fields in which greater job satisfaction is likely to occur. Testing cannot predict the personality of ones next boss, but certain inventories can help an individual to better read or understand others (bosses included), and to communicate more effectively with them. The MarketplaceCareer-related decisions logically include information about the current and future demand for workers in ones chosen area(s) of employment, pay levels for particular positions and industries, and the educational, experiential, and other requirements associated with these positions. Ones Behavioral PassionsHow, and from doing what, does someone experience fulfillment and inner satisfaction? What energizes and motivates an individual? What are ones hobbies; the things they love doing? All other things being equal, the more ones work involves their passions, the more likely one is to enjoy ones job. Answer #8 (cont.) Supplemental information for Organizations to consider, along with assessment results, when making hiring, promotion and related decisions includes: Applicants previous training and experienceWhat do applicants resumes, cover letters, and interview responses tell the organization about their relevant experience, skills, interests and accomplishments? ReferencesDo their former colleagues confirm what applicants say about themselves? What do they see as the applicants strengths? Would they hire the applicant? Cultural and other fit factorsBased upon an applicants interview responses and references, does he or she seem to be a good fit for the organizations culture? For example, is the culture too risk-oriented, too entrepreneurial for certain individuals? How well will the individual deal with organizational change and uncertainty? The MarketplaceHas the organization interviewed a sufficient number of candidates for the position? Has it advertised or recruited enough? Is the organization reaching and inter-viewing the right individuals? Applicants Behavioral PassionsAgain, based upon interview responses and information provided by references, it is helpful to know how, and from doing what, applicants experience professional fulfillment and job satisfaction. What energizes and motivates potential employees? All other things being equal, the more someones work involves their passions, the more they are likely to enjoy their job and do it well. BCEHDEH_`au0 }  # % M   1 3 O P Q  % @ M k m   -  ')79ILlmnIK{|OJQJ 5OJQJ CJOJQJ5]CDEEFGH`a~  $ %        $ & Fh^ha$ h$a$dhCDEEFGH`a~  $ %                2 3 P Q l m     ()89JKLmnJKd         2 3 P Q l m   $ & Fh^ha$ h$a$  ()$h^ha$$ & Fa$$a$)89JKLmnJK$a$$h^ha$$ & Fa$xyPQ>?> ? @ A B C D E F G H I J K L M N O Q R S T s t !!! ""P"Q"""g#h####@$A$s$t$$$$$k%l%& &!&"&#&$&dxy$a$wyOQ=?= O Q T W r t w !! ""O"Q"""f#h###?$A$r$t$$$$$j%l%&#&$&'&*&H&J&M&&&''))@+A+B+ ,",-#-(-+-p-r-u-P/R/0011111~222223355OJQJ 5OJQJ5`PQ>?> ? @ A B C D E F G H I J K L $a$L M N O P Q R S T s t !!! ""P"Q"""g#h####@$A$$ & Fh^ha$ h$a$A$s$t$$$$$k%l%& &!&"&#&$&%&&&'&I&J&&&''))A+B+$a$$ & Fh^ha$ h$&%&&&'&I&J&&&''))A+B+!,",-------- -!-"-#-%-&-'-(-q-r-Q/R/0011111111111111111111111111122223355-7.7::2;3;4;5;6;7;8;9;:;;;<;N;O;}<~<>>>>>>>>>dB+!,",-------- -!-"-#-$-%-&-'-(-q-r-Q/R/00111$a$11111111111111111111111111122$a$2223355-7.7::2;3;4;5;6;7;8;9;:;;;<;N;O;}<~<>>>>$a$5,7.7w88:::0;1;8;9;<;M;N;O;|<~<Z==>>>>>???)@+@VAXAoAAhBjBCC=E?EEEEEEEEFFFCGEG&J(JM M M7N9N~OOOOOOO0P2PQQQQRRRSSiU 5>*nH >*OJQJ 5OJQJ5OJQJM>>>>>>>>>>>>>>>>>>>>>>>>>>>>>$a$>>>>>>>>>>>>>>>>>>>>>>>>??*@+@WAXAiBjBCC>E?EEEEEEEEEEEEEEFFDGEG'J(J M M8N9NOOOOOOOOOOOOO1P2PQQQQRRSSiU R>??*@+@WAXAiBjBCC>E?EEEEEEEEEEEEEEEF$a$dh$a$FFDGEG'J(J M M8N9NOOOOOOOOOOOOO1P2PQQQ$ & Fh^ha$ h$a$QQRRSSiU$ & Fh^ha$ h$a$/ =!"#$% i4@4NormalCJOJPJQJmH <@< Heading 1$@&5OJQJnH <A@<Default Paragraph Font4>@4Title$a$5OJQJnH iO !z!z!z!z!z!z!z!z! z! z! z! z! z  T' ('+;58?IiOo"I h  5iU+3; )L A$B+12>>FQiU,./0245689:<>?@$&>iU-17=$)#-(-&4+4hOhOkO sy{##{2222:U;h@j@NkO::::::::: :w@b 1jOI4NpK!&#&6d8֙Bo}GdVN[vUN$?Yچn lon2 ZxX7v ^`OJQJo(^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. ^`OJQJo(^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. hh^h`OJQJo(^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. ^`OJQJo(^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. ^`OJQJo(^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. ^`OJQJo(^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. ^`OJQJo(^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. ^`OJQJo(^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. hh^h`OJQJo(^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. ^`OJQJo(^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. ^`OJQJo(^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. hh^h`OJQJo(^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`. Zx Zx,[E (pK!pK!_E (N[vUN[vUdE (b b hE (OOlE (66pqE (d8d8uE (loloXzE (o}Go}G~E (:w:w@E (44E (?Y?Y(E (@pҿ]SԿ^Vpx@pҿ]SԿ^Vpx@pҿ]SԿ^Vpx@pҿ]SԿ^Vpx@`ҿ]ST^ؿX@pҿ]SԿ^Vpx@pҿ]SԿ^Vpx@pҿ]SԿ^Vpx@Xҿ]S^p@X@pҿ]SԿ^Vpx@pҿ]SԿ^Vpx@pҿ]SԿ^Vpx                                                                                                             @hOhO}hOhO-BiO` @GTimes New Roman5Symbol3 Arial3Times 1hPfTf| zA ! q0hP Oh+'0H    (08@'ososososNormalform15mMicrosoft Word 10.1@ @hF@ն | zA ՜.+,0 hp  'Elias Technology and Computingd!hP  Title  !"#$%&'()*+,-./0123456789:;<=>?@ACDEFGHIJKLMNOPQRSTUVXYZ[\]^`abcdefiRoot Entry FXkk1TableB(WordDocumentSummaryInformation(WDocumentSummaryInformation8_CompObjX FMicrosoft Word DocumentNB6WWord.Document.8