Job Analysis Used In Selection Procedures And Interviews
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Job Analysis Used In Selection Procedures And Interviews
Write a 10 page double spaced report style paper define job analysis and describe its purpose. Explain how job analysis is used in selection procedures to identify and develop items such as a job duties, appropriate pay, selection test instruments.
describe how you will be collecting information (assessment methods)
on the KSAOs
(e.g., cognitive ability test, personality tests, interview
s, etc). Give some sample questions if
you will conduct interviews.
You may repeat some of the KSAOs in explaining your methods
(e.g., cognitive ability test, personality tests, interview
s, etc). Give some sample questions if you will conduct interviews. You may repeat some of the KSAOs in explaining your methods. What are the reasons for choosing these assessment methods?
Also address the issues that may come with these types of assessment
Describe each method you will use.Reliability: Define and describe
in detail the meaning of reliability
.Think about the four types of reliability. How will you check the reliability of the measures that you will be using? Validity: Define and describe
in detail the meaning of validity. What type of validation studies will you be conducting. criterion related; concurrent or predictive, content
validation. Address the reasons for your choice and discuss the details fo the selected validation studies. Describe each in detail.
Adverse Impact: Define and describe
in detail the meaning of adverse impact.How can you avoid this
what steps can you take to e
nsure your job analysis process will avoid this
situation?Be thorough. Will you be using a single predictor or multiple predictors? Think about which assessment
methods will involve scoring. If you are using
multiple predictors, how will you be
combining the multiple scores (e.g. compensatory model, multiple model,
combined model) to make your hiring decision? Discuss reasons for your choice. How will you decide cut scores for your predictorsDirected Reading-Thinking Activity Instructions
The Directed Reading-Thinking Activity builds critical awareness of the reader’s role and responsibility in interacting with the text. It involves readers in the process of predicting, verifying, judging, and extending thinking about the text material.
For this assignment, you will need to work with at least 3 elementary/middle school aged students. As you work with the students, follow these directions:
- Have students focus on the title and illustrations, and ask them:
- What do you think this story will be about?
- Why do you think it’s about that?
- Write the students’ predictions on a chart, paper, or the board.
- Direct the students to read to a logical stopping point, then ask:
- Now that you’ve had a chance to read the beginning of the story, what do you think it’s about?
- Would you like to change your predictions or make new ones?
- After the predictions have been changed or refined, ask why they made the change, or find the specific part in the book that made them think that.
- Redirect questions as needed.
- When there are no more ideas, direct students to read the next segment of the book silently.
- Ask similar or other related questions.
- Have students continue reading the book, stopping at logical points, and engaging in the same cycle of question until the story is finished.
As you work with the children, complete the Directed Reading-Thinking Activity Template provided in your Assignment Instructions. Compare your submission to the grading rubric provided.
When you have completed the activity, write a summary of 250–300 words and a reflective analysis of the experience in 250–300 words. You must thoroughly describe the experience and your thoughts.
? What are some of the consequence