Training and Experience

1. Training and Experience Dr. Mike Aamodt Radford University maamodt@radford.edu Updated 12/06/2004

2. Training & Education Experience Applications/Resumes Biodata Interviews Knowledge Ability Cognitive Physical Perceptual Skills Work Samples Assessment Centers References Personality & Character Personality Tests Integrity Tests Medical Medical Exams Psychological Exams Drug Testing Personnel Selection Methods

3. Ratings of Training • Education • Work-Related Training • Military

4. Education as a Predictor of Job Performance • Education can be broken further into 4 categories: • Degree • Years of education • Major • GPA

5. Does Education Predict Performance?

6. Summary of Meta-Analyses

7. Validity of Education for PoliceOur Updated Meta-Analysis Academy Supervisor Discipline Grades Ratings Problems ________ _________ ________ Number of studies 32 54 54 Sample Size 6,153 9,120 21,416 Uncorrected validity .26 .17 - .08 Corrected validity .38 .28 - .12 Sampling error % 100% 80% 73%

8. Our Meta-Analysis (Cont.) Academy Grades Patrol Performance _____________ _______________ Education level N Score N Score ______________ _____ _____ _____ _____ GED/HS Diploma 376 -.23c 915 -.12a 12-64 college hours 100 -.05ac 391 .02b AAS 98 .16ab 139 .07bc 64 college hours 62 .01ac 45 .29bc Bachelor’s 255 .32b 441 .18c

9. Interaction of Education and ExperienceRatings of Patrol Performance

10. Education and Academy GradesEffect of Academy Length

11. Does Education Add Incremental Validity Over Cognitive Ability?

12. Education and Incremental Validity • Schmidt & Hunter (1998) say no • Cognitive ability (r = .51) • Cognitive ability and education (r = .52)

13. Education and Incremental Validity • Our meta-analysis for police says yes • Academy Grades • Cognitive ability (r = .33) • Cognitive ability and education (r = .34) • Patrol Performance (uncorrected) • Cognitive ability (r = .16) • Cognitive ability and education (r = .29)

14. Can You Substitute Education for a Cognitive Ability Test? • Education has less adverse impact • But • Cognitive ability and education are only slightly correlated • .29 in our police data • .00 assumption by Schmidt & Hunter (1998) of applicants applying for a particular job • .55 estimate by Schmidt & Hunter (1998) for the general population • Education adds incremental validity for law enforcement • Our dataset contains plenty of college graduates with low cognitive ability

15. Does Grade Point Average Predict Performance?

16. Validity of GPA • GPA is a valid predictor of performance on the job, training performance, starting salary, promotions, and grad school performance • GPA is most predictive in the first few years after graduation (Roth et al., 1996) • GPA will result in high levels (d=.78) of adverse impact (Roth & Bobko, 2000) • People with high GPAs • Are intelligent (r=.50; Jensen, 1980) • Are conscientious (r=.34; Bevier et al., 1998)

17. Validity of GPAMeta-Analysis Results

18. Predicting Graduate School Performance

19. Does College Major Predict Performance?

20. College Major as a Predictor of Job Performance • Aamodt (2004) meta-analysis • Validity of having a criminal justice major ___________________________________ r k n ____ ___ _____ Patrol performance - .02 9 1,706 Academy grades .01 6 976 Discipline problems .00 10 2,621 ___________________________________

21. Will Education Requirements Result in Adverse Impact?

22. Adverse Impact

23. Lingering Questions • Is the validity of education job specific? • What is the actual incremental validity of education over cognitive ability? • Why would education predict performance? • Knowledge • Liberal arts skills • Mental ability • Motivation

24. Work-Related Training as a Predictor of Job PerformanceAamodt (2000) Meta-Analysis • Performance in the academy predicts probationary performance (ρ=.44) • Performance in the academy predicts patrol performance (ρ = .38) • Performance in the probationary period predicts patrol performance (ρ = .44)

25. Military Training as a Predictor of Job Performance • It is common for Police departments to give preferential treatment to candidates with Military experience for two reasons: • Reward veterans for serving their country • They believe veterans will be better cops because the training that they’ve gone through and that of police are similar

26. Validity of Military Experience and Police Performance

27. Military Experience in Candidate Selection • In selecting applicants, the employer must be careful because: • Minorities tend to have a higher rate of undesirable discharges; therefore any questions about military service dates, type of discharge, and discipline received while in the service can result in adverse impact. - Gatewood & Feild (2001)

28. Experience

29. Experience • Past behavior predicts future behavior • Experience is a valid predictor of future performance (r = .27; Quinones et al., 1995) • Types of Experience • Work • Life

30. Experience • Evaluated through: • Application blanks • Resumes • Interviews • Reference checks • Biodata instruments

31. Experience • Considerations • How much experience? • How well did the person perform? • How related is it to the current job?

32. ExperiencePredicts Best… • Credit prior work experience only: • In the same occupational area as that in which performance is to be predicted • In the performance of tasks or functions that have direct application on the job • Recency of experience should be used as a decision rule for awarding credit only when justified on a case-by-case basis • Credit for duration of work experience should be limited to a few years. • High prediction up to about 3 years of experience, declining to low prediction for more than 12 years of experience.

33. Experience for Selection : Some Concerns • Sullivan (2000) claims that “experience in solving ‘past problems’ is rapidly losing its applicability to current and future problems.” • Organizations will increase their applicant pool if they delete the “ancient history” requirements (i.e. “Ten years experience required”).

34. Sullivan (2000) • Reduce or eliminate the number of years required in your ads and replace them with “the demonstrated ability to solve problems with our required level of difficulty. • Use simulations and actual problems to assess applicants. • Develop “future-oriented” questions for applicants. • Train evaluators and compensation professionals to put less weight on experience of candidates. • Revise job descriptions to include level of difficulty. • Identify the amount and type of experience and competencies that would predict job performance. • Check to see if there is a correlation between the number of years of experience an employee has and their success in your firm.

35. Experience: Some More Concerns • Performance matters • “Haven’t done” doesn’t mean “can’t do” • Experience has a shelf life • Listing something on a resume is not experience • Where you get your experience matters • Experience does not guarantee success • Experience is expensive • More experience might be bad (old ways and ideas)