Testing Program Guidelines

1) Use tests as supplements. Don’t make tests your selections tool; use to supplement other tools like interviews and background checks.
2) Validate the tests. It’s best to validate them in your own organization. However, the fact that the same tests have proven valid in similar organizations – called validity generalization is usually adequate.
3) Monitor testing / selection program: Ask questions such as What proportions of minority and non-minority applicants are rejected at each stage of the hiring process? And Why am I using this test – what does it mean in terms of actual behavior on the job?
4) Keep accurate records: Record why you rejected each applicant. A general note such as not sufficiently well qualified is not enough. Your reasons for rejecting the person may be subject to validation at alter date.
5) Use certified psychologists: Developing validating and using selection standards (including tests) generally require a qualified psychologist. Most states require persons who offer psychological services to the public to be certified or licensed. A Ph.D degree (the bachelor’s degree is never sufficient) is usually one qualification. Potential consultants should provide evidence of similar work and experience in test validation, and demonstrate familiarity with federal and state equal rights laws and regulations.
6) Manage test conditions: Administer test in areas that are reasonably private, quiet, well lighted, and ventilated and make sure all applicants take the tests under the same test conditions. Once completed, keep test results confidential. Give them only to individuals with a legitimate need for the information and the ability to understand and interpret the scores (including the applicant) Train your supervisors regarding test results confidentiality.
7) Revalidate periodically; Employers needs and applicants aptitudes change over time. You should have your testing program revalidated periodically.

Research Insight: Face Validity>> What determines perceived test fairness? Following good test practices – a quiet test taking environment, privacy and so on is important. Another factor is the obviousness of the link between the test and performing the job (in other words, the tests face validity). In one study, 259 college students from France and the United States rated the favorability of 10 selection procedures and then specified what prompted them to rate some procedures as more favorable than others. The received face validity of the selection procedure was the strongest correlate of favorability reactions among both samples. Student’s reactions were highly favorable toward interviews and work sample tests, both of which had obvious links to the job itself. They were moderately favorable toward biographical information and written ability tests. Favorability reactions were neutral toward personality and honesty tests, and negative toward graphology. In general, reactions were more favorable when the students felt the employer had the right to obtain information with a particular technique and when the procedure was widely was widely used in industry. It may therefore sometimes make sense to substitute one valid test for another, if the new one comes across as more fair. Amongst other things, fairness in selection is important because applicants who hold positive perceptions about selections are, more likely to view the organization favorably and report stronger intentions to accept job offer and recommend the employer to others.

Test takers’ Individual Rights and Test Security:

Test takers have rights to privacy and information under the American Psychological Association’s (APA) standard for educational and psychological tests; these guide psychologists but are not legally enforceable. Test takers have the right to:

1) The confidentiality of test results.
2) The right to informed consent regarding use of these results.
3) The right expect only people qualified to interpret the scores will have access to them, or that sufficient information will accompany the scores to ensure their appropriate interpretation.
4) The right to expect the test is fair to all. For example, on one taking it should have prior access to the question or answers.

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