R. Blake Jelley’s research while affiliated with University of Prince Edward Island and other places

Managing applicant reactions to entry-level selection processes has been the subject of considerable research, but studies are needed to uncover the process by which test-taking motivation (TTM) affects performance in promotional contexts. We address this gap by proposing and evaluating a process model of promotional exam performance in high-stakes decision-making situations. Our model invokes theory and research on the role of past exam performance, self-set exam goals, and TTM. Empirical findings from a Canadian sample of police officers provides a test of our process model and indicates that past performance on promotional exams influences TTM indirectly through goal difficulty, which in turn influences current exam performance. Implications for managing reactions in promotion contexts are discussed.

The Licensure of Consulting and Industrial–Organizational (I-O) Psychologists (LCIOP) Joint Task Force has been examining the controversial issue of licensing I-O and consulting psychologists since 2014. We argue that constructive engagement with licensure is important for setting the future direction of the laws and regulations that govern professional psychology. We review relevant background information, current pressures on regulators, and recent developments in this area. We outline recommendations for jurisdictions’ regulators as well the I-O and consulting psychology communities to consider, discuss, and possibly act on. Others are invited to join the constructive, sometimes vigorous discussions we have enjoyed within the LCIOP Joint Task Force.

Admittance to medical school has traditionally been determined on the basis of students' performance on the Medical College Admission Test (MCAT) and grade point average (GPA), which assess cognitive abilities. To supplement these predictors, medical schools also consider a semi-structured interview, which assesses non-cognitive attributes. Successful performance as a medical student is determined by performance in courses and clinical rotations. The traditional cognitive predictors generally contribute to the prediction of course requirements. However, these traditional predictors often demonstrate weak relations with clinical performance, suggesting that other predictors are necessary. Using approximately 300 medical students, the current study investigated a) the ability of the traditional admission tools to predict course and clinical performance, and b) the incremental validity of personality predictors, which were chosen on the basis of a personality-oriented job analysis. The traditional predictors accounted for a significant proportion of variance in course performance, with personality accounting for incremental variance. Clinical performance was only predicted by personality and the traditional predictors did not demonstrate predictive validity.

Research and practice in performance appraisal and performance management seem to suffer from the same “delusion of absolute performance” that Rosenzweig (2007, p. 112) described with respect to commentators’ evaluations of company performance in a competitive market economy. Commentators on business success factors have tended to speciously neglect or downplay the relative nature of performance (Rosenzweig, 2007). Downplaying the relative nature of performance is apparently the strategy endorsed by most performance appraisal scholars, too. Goffin, Jelley, Powell, and Johnston (2009) estimated that less than 4% of the published performance rating research has involved relative or social-comparative approaches, despite demonstrable advantages for relative over absolute rating formats (discussed below). Similarly, social comparison research and organizational scholarship have not traditionally been closely integrated (Buunk & Gibbons, 2007; Greenberg, Ashton-James, & Ashkanasy, 2007).

Over the last century, business cases have developed into a centerpiece of management education (Hammond, 1976; Mesney, 2013). More recently, the use of cases in business schools has extended beyond the classroom setting. Students around the world invest considerable time and energy to prepare for and compete in case competitions. We argue that an annual case competition should be established that embodies an evidence-based management (EBMgt) perspective. We extend previous suggestions about adapting case-based teaching to better support EBMgt (e.g., Goodman & O'Brien, 2012; Rousseau & McCarthy, 2007), recognizing that such a shift requires a fundamental change to how many business educators use cases (Mesney, 2013). We believe an EBMgt-focused case competition can promote greater awareness and use of the EBMgt concept, benefiting students and other stakeholders.

Candidate perceptions of test fairness have significant consequences for organizations. However, little attention has been directed toward interventions that may promote favorable reactions, despite recognition that the identification of such management practices is important. The current study investigated a strategy designed to improve candidate reactions—field vetting of items. This strategy involves comprehensive test item review sessions with a variety of applied subject matter experts. The extent to which the field vetting process resulted in more favorable reactions among police officers vying for promotion was investigated using a naturally-occurring quasi-experimental design. Results showed support for the field vetting process to improve reactions to high-stakes tests.

Educators have begun developing courses and curricula to help managers cultivate an evidence-based mindset and acquire relevant knowledge and skills. This chapter describes what three evidence-based management (EBMgt) educators have learned in the process of creating relevant courses and curricula. It presents the learning objectives that their teaching has promoted along with the frameworks, content, and exercises used to realize them. It also describes specific assignments and activities to encourage EBMgt teaching and provide a basis for further adaptation and innovation by educators seeking to prepare learners to practice EBMgt.

Ratings of others’ performance are central in applied psychology. We investigated rater incentives and two approaches to Behavior Observation Scale (BOS) rating on rating accuracy. Raters (N = 147) were randomly assigned to one of three accuracy-incentive conditions and completed one of two BOSs 48 hr after observing videotaped performances. A serial BOS asked raters to assess one ratee at a time, across behaviors. A parallel BOS had raters consider all ratees on one behavior at a time. The serial (one ratee at a time) approach was generally more accurate than the parallel (one behavior at a time) approach. However, an accuracy incentive prior to observation mitigated the negative effects of the parallel approach. Overall, a serial BOS seems well suited for developmental appraisal. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Although personality assessment has proven utility in pre-employment testing, little is known about how one should choose the personality traits that are most job-related. We developed a Personality-oriented Job Analysis (POJA) process for choosing job-related personality traits. We evaluated this process using 15 expert raters and approximately 330 medical students who each completed six different “jobs” in which their performance was evaluated. There was consistency across experts in POJA ratings of the job-relevance of personality traits. Also, POJA ratings of the personality traits correlated with the actual criterion-validity of the traits. Traits that received the highest POJA ratings tended to predict job performance. To our knowledge, this is the first published work to present evidence of the criterion-validity of POJA.