PSYCHOMETRIC TESTING WITHIN THE SANDF PRESENTATATION TO THE PORTFOLIO COMMITTEE ON DEFENCE 19 JUNE...

PSYCHOMETRIC PSYCHOMETRIC TESTING WITHIN TESTING WITHIN

THE SANDFTHE SANDF

PRESENTATATION TO PRESENTATATION TO THE PORTFOLIO THE PORTFOLIO COMMITTEE ON COMMITTEE ON

DEFENCEDEFENCE

19 JUNE 200719 JUNE 2007

SCOPE

Statutory Control of the use of Psychological Assessment Measures within the SANDF.

The Psychometric Tests used within the SANDF.

The Role and Function of Assessment Centres within the SANDF.

The Application of Specialist Psychological Measures in the Recruitment and Selection of Pilots within the SANDF.

STATUTORY STATUTORY CONTROL OF THE CONTROL OF THE

USE OF USE OF PSYCHOLOGICAL PSYCHOLOGICAL

MEASURES WITHIN MEASURES WITHIN THE SANDFTHE SANDF

SCOPE (1)

Terminology Characteristics of Assessment Measures The Need for Control of Assessment Measures

within the SANDF Control of Psychological Assessment

Measures within the SANDF Psychological Assessment within the

Democratic South Africa Fair and Ethical Practices in the Use of

Psychological Measures within the SANDF

SCOPE (2)

Factors Affecting Psychological Assessment Results

Professional Practices that Assessment Practitioners within the SANDF should follow

Basis Statistical Concepts: Reliability, Validity and Norms

Challenges faced by Psychological Assessment Practitioners within the SANDF

TERMINOLOGY (1)

Importantant Terms– Confusing and overlapping terms are used in

the field of psychological assessment. – Understand the more important terms and how

they are interlinked.– Tools are available to make it possible for us to

assess (measure) human behaviour. – Various names are used to refer to these tools

such as tests, measures, assessment measures, instruments, scales, procedures, and techniques.

TERMINOLOGY (2)

– To ensure that psychological measurement is valid and reliable, a body of theory and research regarding the scientific measurement principles that are applied to the measurement of psychological characteristics has evolved over time.

Psychometrics– Refers to the systematic and scientific way in

which psychological measures are developed and the technical measurement standards (e.g. validity and reliability) required of measures.

TERMINOLOGY (3)

Psychological Assessment – A process-orientated activity aimed at gathering

a wide array of information by using assessment measures (tests) and information from many other sources (e.g. interviews, a person’s history, collateral sources).

– Evaluate and integrate all information to reach a conclusion or make a decision.

Testing– The use of tests, measures, etc. which involves

the measurement of behaviour, is one of the key elements of the much broader evaluative process known as psychological assessment.

TERMINOLOGY (4)

Assessment Measure– In the SANDF preference is given to the term

assessment measure as it is a broader connotation than the term test, which mainly refers to an objective, standardised measure that is used to gather data for a specific purpose (e.g. to determine what a person’s intellectual capacity is).

CHARACTERISTICS OF ASSESSMENT MEASURES (1)

Different Procedures– Assessment measures include many different

procedures that can be used in psychological assessment and can be administered to individuals, groups and organisations.

Domains of Functioning– Specific domains of functioning (e.g. intellectual

ability, personality, organisational climate) are sampled by assessment measures.

Standardised Conditions– Assessment measures are administered under

carefully controlled (standardised) conditions.


Systematic Methods– Systematic methods are applied to score or

evaluate assessment protocols.

Guidelines– Guidelines are available to understand and

interpret the results of an assessment measure. – Such guidelines may make provision for the

comparison of an individual’s performance to that of an appropriate norm group or to a criterion (e.g. competency profile for a job).


Evidence Based– Assessment measures should be supported by

evidence that they are valid and reliable for the intended purpose.

– The evidence is usually provided in the form of a technical test manual.

Context– Assessment measures are usually developed in a

certain context (society or culture) for a specific purpose and the normative information used to interpret test performance is limited to the characteristics of the normative sample.


Test Bias– The appropriateness of an assessment measure for an

individual, group, or organisation from another context, culture, or society cannot be assumed without an investigation into possible test bias (i.e. whether a measure is differently valid for different subgroups) and without strong consideration being given to adapting and re-norming the measure.

Multidimensional– Assessment process is multidimensional in nature. – It entails the gathering and synthesising of

information as a means of describing and understanding functioning.

– This can inform appropriate decision-making and intervention.


Limits of Human Wisdom– Recognise the limits of human wisdom when

reaching opinions based on assessment information.

THE NEED FOR CONTROL OF ASSESSMENT MEASURES WITHIN

THE SANDF (1)

Sensitive Item Content– In view of the potentially sensitive nature of

some of the item content and the feedback, and given that assessment measures can be misused, the use of assessment measures need to be controlled so that the public can be protected.

Trained Professionals– Controlling the use of psychological measures by

restricting them to appropriately trained professionals.


THE SANDF (2)

Practitioner Competency– Measures are administrated by a qualified, competent

assessment practitioner and that assessment results are correctly interpreted and used.

Conveying the Results– The outcome of the assessment is conveyed in a

sensitive, empowering manner rather than in a harmful way.

Psychometry Procurement– The purchasing of psychological assessment measures is

restricted to those who may use them and that test materials are kept securely (as it is unethical for assessment practitioners to leave tests lying around) – this will prevent unqualified people from gaining access to and using them.


THE SANDF (3)

Release of Assessment Materials– Test developers do not prematurely release

assessment materials (e.g. before validity and reliability have been adequately established), as it is unethical for assessment practitioners to use measures for which appropriate validity and reliability data have not been established.

Public Familiarity– The general public does not become familiar

with the test content, as this would invalidate the measure.

CONTROL OF PSYCHOLOGICAL ASSESSMENT MEASURES WITHIN

THE SANDF (1)

Statutory Control in RSA– In South Africa the use of psychological

assessment measures is under statutory control. – A law (statute) has been promulgated that restricts

the use of psychological assessment measures to appropriately registered psychology professionals.

Health Professions Act– Act 56 of1974 defines acts “specially pertaining to

the profession of a psychologist”.


THE SANDF (2)

Diagnosis– The evaluation of behaviour or mental processes or

personality adjustments or adjustments of individuals or groups of persons, through the interpretation of tests for the determination of intellectual abilities, aptitude, interests, personality make-up or personality functioning, and the diagnosis of personality and emotional functions and mental functioning deficiencies according to a recognised scientific system for the classification of mental deficiencies.


THE SANDF (3)

Method and Practice– The use of any method or practice aimed at

aiding persons or groups of persons in the adjustment of personality, emotional or behavioural problems or at the promotion of positive personality change, growth and development, and the identification and the evaluation of personality dynamics and personality functioning according to psychological scientific methods.


THE SANDF (4)

Evaluation– The evaluation of emotional, behavioural and

cognitive processes or adjustment of personality of individuals or groups of persons by the usage and interpretation of questionnaires, tests, projections or other techniques or any apparatus, whether of South African origin or imported, for the determination of intellectual abilities, aptitude, personality make-up, personality functioning, psychophysiological functioning or psychopathology.


THE SANDF (5)

Exercising of Control– The exercising of control over prescribed

questionnaires or tests or prescribed techniques, apparatus or instruments for the determination of intellectual abilities, aptitude, personality make-up, personality functioning, psychophysiological functioning or psychopathology.

Development– The development of and control over the

development of questionnaires, tests, techniques, apparatus or instruments for the determination of intellectual abilities, aptitude, personality make-up, personality functioning, psychophysiological functioning or psychopathology.


THE SANDF (6)

Domain of Psychology– According to Act 56 of 1974, the use of measures

to assess mental, cognitive, or behavioural processes and functioning, intellectual or cognitive ability or functioning, aptitude, interest, emotions, personality, psychophysiological functioning or psychopathology (abnormal behaviour), constitutes an act that fall in the domain of the psychology profession.

PSYCHOLOGICAL ASSESSMENT WITHIN THE DEMOCRATIC SOUTH

AFRICA (1)

Post 1994– Since 1994 and the election of South Africa’s first

democratic government, the application, control, and development of assessment measures have become contested terrain.

Constitution and Labour Relations Act– With the adoption of the new Constitution and

the Labour Relations Act in 1996, worker unions and individuals now have the support of legislation that specifically forbids any discriminatory practices in the workplace and includes protection for applicants as they have all the rights of current employees in this regard.


AFRICA (2)

Employment Equity Act– To ensure that discrimination is addressed within

the testing arena, the Employment Equity Act No. 55 of 1998 (section 8) refers to psychological tests and assessment specifically and states that:

– Psychological testing and other similar forms or assessments of an employee are prohibited unless the test or assessment being used:

• has been scientifically shown to be valid and reliable;

• can be applied fairly to all employees;• is not biased against any employee or group.


AFRICA (3)

Impact of Employment Equity Act– The impact of this Act on the conceptualisation

and professional practice of assessment in South Africa in general is far-reaching as assessment practitioners and test publishers are increasingly being called upon to demonstrate, or prove in court, that a particular assessment measure does not discriminate against certain groups of people.

– Despite the fact that the Employment Equity Act is not binding on Defence Act Personnel, Directorate Psychology is still obliged to ensure that its practices are fair and equitable.

FAIR AND ETHICAL PRACTICES IN THE USE OF PSYCHOLOGICAL

MEASURES WITHIN THE SANDF

International Guidelines on Test Use (Version 2000)– Fair Assessment Practices

• The appropriate, fair, professional, and ethical use of assessment measures and assessment results.

• Taking into account the needs and rights of those involved in the assessment process.

• Ensuring that the assessment conducted closely matches the purpose to which the assessment results will be put.

• Taking into account the broader social, cultural, and political context in which assessment is used and the ways in which such factors might affect assessment results, their interpretation, and the use to which they are put.

FACTORS AFFECTING PSYCHOLOGICAL ASSESSMENT

RESULTS (1)

Viewing Assessment Results in Context.– A test score in only one piece of information about

how a person performs or behaves. Therefore, if we look at an individual in terms of a test score only, we will have a very limited understanding of that person.

– A test score can never be interpreted without taking note of and understanding the context in which the score was obtained.

– In addition to the test score, the information in which we are interested can be obtained by examining the context in which a person lives.

– When you think about it, you will realise that people actually function in several different contexts concurrently.


RESULTS (2)

– At the lowest level there is the biological context, referring to physical bodily structures and functions, which are the substrata for human behaviour and experiences.

– Then there is the intrapsychic context which comprises abilities, emotions, and personal dispositions.

– Biological and intrapsychic processes are regarded as interdependent components of the individual as a psychobiological entity.

– In addition, because people do not live in a vacuum, we need to consider a third and very important context which is the social context.


RESULTS (3)

– The social context refers to aspects of the environment in which we live such as our homes and communities, people with whom we interact, work experiences, as well as cultural and socio-political considerations.

Methodological Considerations– In addition to looking at the effects of the different

contexts within which people function, we also need to examine methodological considerations such as test administration, which may also influence test performance and therefore have a bearing on the interpretation of a test score.

Professional Practices that Assessment Practitioners within the

SANDF should follow (1)

Rights of Test-takers– Informing test-takers about their rights and the

use to which the assessment information will be put.

Informed Consent– Obtaining the consent of test-takers to assess

them, to use the results for selection, placement, or training decisions and, if needs be, to report the results to relevant third parties.

Treatment– Treating test-takers courteously, respectfully,

and in an impartial manner, regardless of culture, language, gender, age, disability, and so on.



Preparation– Being thoroughly prepared for the assessment

session. Confidentiality

– Maintaining confidentiality to the extent that it is appropriate for fair assessment practices.

Language– Establishing what language would be appropriate

and fair to use during the assessment and making use of bilingual assessment where appropriate.

Training– Only using measures that they have been trained

to use.



Administration– Administering measures properly.

Scoring– Scoring the measures correctly and using

appropriate norms or cutpoints or comparative profiles.

Background Information– Taking background factors into account when

interpreting test performance and when forming an overall picture of the test-taker’s performance (profile).



Communication– Communicating the assessment results clearly to

appropriate parties. Subjectivity

– Acknowledging the subjective nature of the assessment process by realising that the final decision that they reach, while based at times on quantitative test information, reflects their “best guess estimate”.

Utilisation of Assessment Information– Using assessment information in a fair, unbiased

manner and ensuring that anyone else who has access to this information also does so.



Research– Researching the appropriateness of the measures

that they use and refining, adapting, or replacing them where necessary.

Storage– Securely storing and controlling access to

assessment materials so that the integrity of the measures cannot be threatened in any way.

BASIC STATISTICAL CONCEPTS: RELIABILITY, VALIDITY AND NORMS (1)

Statistical Concepts– Psychological assessment measures often produce

data in the form of numbers. – We need to be able to make sense of these

numbers. – Basic statistical concepts can help us here, as

well as when it comes to establishing and interpreting norm scores.

– Statistical concepts and techniques can also help us to understand and establish basic psychometric properties of measures such as validity and reliability.


Reliability– This refers to the degree to which a psychometric

test consistently produces the same results by the same candidates.

Validity– This refers to the degree to which the

psychometric test measures what it claims to measure.


Norms– Norms refer to the records of performance by

other candidates who have previously been assessed using the same test.

– A candidate must be measured against norms taken from the context and population group to which that candidate belongs, i.e candidates are measured against other South African candidates who have previously undergone assessment on a specific test.

– As a database of results is built, SANDF specific norms are developed and used.

– The current SANDF database consists of primarily Black candidates.

NORMAL DISTRIBUTION: RAW SCORES TRANSLATED INTO NORMED SCORE

CLASSIFICATION OF STANINE SCALE

STANINE DESCRIPTION

1 Very Poor

2-3 Poor

4-6 Average

7-8 Good

9 Very Good

CHALLENGES FACED BY PSYCHOLOGY ASSESSMENT

PRACTITIONERS WITHIN THE SANDF (1)

Influence of Multiculturalism– In the latter part of the twentieth century and at the

start of the twenty-first century, multiculturalism has become the norm in many countries.

– As a result, attempts were made to develop tests that were “culture-free”.

– It soon became clear that it was not possible to develop a test that is free of any cultural influences.

– Consequently, test developers focused more on “culture-reduced” or “culture-common” tests in which the aim was to remove as much cultural bias as possible from the test by including only behaviour that was common across cultures.



– For example, a number of non-verbal intelligence tests were developed (e.g. Raven Progressive Matrices) where the focus was on novel problem-solving tasks and in which language use, which is often a stumbling block in cross-cultural tests, was minimised.

– In an attempt to address issues of fairness and bias in test use, the need arose to develop standards for the professional practice of testing and assessment.



Representivity of Assessors– Legitimate concern is sometimes expressed

regarding the representivity of psychologists in the SANDF.

– This is a challenge that the organisation is currently striving to meet and some degree of progress has already been made.

– Directorate Psychology conducts targeted recruitment in order to recruit Black psychologists, and regularly engages the Professional Board for Psychology and academic institutions in this regard.



– However, the lack of availability of Black psychologists in South Africa remains a challenge.

– The Professional Board for Psychology’s official registration statistics reflect that 11% (known disclosures) of South African psychologists are Black.



Language– Language is generally regarded as the most

important single moderator of performance on assessment measures.

– This is because performance on assessment measures could be the product of language difficulties and not ability factors if a measure is administered in a language other than the test-taker’s home language.

– When a test is written in a different language, it may present a range of concepts that are not accessible in our home language.



Current Dilemma regarding Psychometric Tests– Historically the Human Science Research Council

(HSRC) was mandated to provide cost effective psychometric tests that had been proven to be valid within the South African population.

– After the advent of democracy in the Republic of South Africa, the HSRC underwent transformation.

– The HSRC redefined its role regarding psychometric tests and surrendered the license to most of these tests to the private sector.

– This led to the current dilemma where there is a shortage of cost effective psychometric instruments that are approved for use in the Republic of South Africa.



– The situation has reached critical proportions within the broader industry sector.

– Consequently, members of the Professional Board for Psychology have indicated that the HSRC will be requested to provide this essential service to the nation.

– Due to the scarcity of validated psychometry for the South African context, the South African National Defence Force has been obliged to develop or validate some psychometric tests for use within the organisation.

– This is done in consultation with the Psychometric Committee of the Professional Board for Psychology.

PSYCHOMETRIC PSYCHOMETRIC TESTS USED IN TESTS USED IN

THE SANDFTHE SANDF

SCOPE

Academic Aptitude Test (AAT). Blox Test. Differential Aptitude Test (DAT). Raven’s Progressive Matrices (RPM). Potential Insight Battery (PIB). Psychological Risk Inventory (PRI). Vienna Test System (VTS).

ACADEMIC APTITUDE TEST (1)

Origin– South Africa.– Human Sciences Research Council.– Representative sample.– Different languages.

• Northern Sotho Zulu• Southern Sotho Afrikaans• Tswana English• Tsonga Other• Venda• Xhosa


Aim– To serve as an objective, reliable and valid

aid in the guidance of candidates in respect of subject and occupational choice.

– Provides an indication of a candidate’s:• General intellectual ability (intelligence).• Verbal ability and the level achieved in the

official languages.• Mathematical ability.• Level of spatial ability.


Description– Consists of 9 tests with 37 items in the first

and 33 items in each of the other tests.– All items are of multiple choice type– Correct answer which the candidate can

choose from five possibilities, is indicated on a separate answer sheet.


AAT 1: Non-verbal reasoning– Measures the ability to reason inductively.– Consists of two parts, viz.

• Figure series.• Pattern completion.

– Figure series:• Four figures are given and the fifth figure in the series must

be selected from the given possibilities.– Pattern completion:

• Total picture must be formed of the matrix, a rule deduced and the matrix completed accordingly.

• The candidate is consequently expected to deduce and apply a general principle.

– The test should in conjunction with the verbal score, provide a good indication of general intellectual ability.


AAT 2: Verbal reasoning– Candidates are required to grasp verbal concepts

and their relationships.– Inductive as well as deductive reasoning is

required.– Items include analogies, letter codes and logical

deductions.


AAT 5: Number comprehension– Ability to manipulate and apply

fundamental principles and operations.– Items include, inter alia, percentages,

fractions, exponents and basic sets. Reliability

– Degree of accuracy and consistency.– Reliability coefficients: Vary from 0.69 to

0.90 for the individual tests. – Reliability in the SANDF; .74

ACADEMIC APTITUDE TEST:NORMS (6)

STANINE AAT 1NVR

AAT 2VR

AAT 5

1 0-8 0-8 0-3

2 9-12 9-10 4

3 13-16 11-12 5-6

4 17-20 13-14 7-8

5 21-23 15-17 9-10

6 24-26 18-19 11-13

7 27-28 20-22 14-16

8 29-31 23-25 17-19

9 32 26-30 20-26

ACADEMIC APTITUDE TEST:NORMS (7)

Implementation – Military Skills Development – Youth Foundation Programme– Nursing Study Scheme– Other Study Schemes– Pilot Selection

BLOX TEST (1)

ORIGIN– South Africa.– Human Sciences Research Council.– Previously known as Perceptual Battery.– Determine own norms for SANDF

Population.

BLOX TEST (2)

AIM– Measures visual orientation.– Ability to comprehend the nature of arrangements

within visual stimulus pattern primarily with respect to candidate’s body or frame of reference.

– Ability to recognise spatial arrangements from different orientations without the benefit of physical shifts of the body.

– Recognise the same visual stimulus pattern from different angles.

– Ability to manipulate (rotate, twist) on or two parts of a visual stimulus pattern in the candidate’s imagination in order to recognise change appearance of the object.

BLOX TEST (3)

Description– Test format

• Paper and pencil test.• Consists of 6 practice items and 45 test items.• Non-verbal test.

Rationale– Spatial ability consists of spatial relations and

orientation.– The ability to comprehend the nature of

arrangements within a visual stimulus pattern primarily wrt the examiner’s body or frame of reference.

BLOX TEST (4)

– Item format• Isometric drawings of different combinations of two,

three, four, five or six cubes.• Each set of cubes must be compared to similar

arrangements of cubes viewed from other angles.• Each page is divided into two sections with a easy black

line.• Above the line are five sets of cubes which are the

responses and below the line are nine sets of cubes which form the stimuli.

• Candidate must analyse each stimulus set and choose the corresponding set seen from a different angle, from the five possible responses.

– Time required• Time limit for the test is 30 minutes.

BLOX TEST (5)

Reliability– Reliability in the SANDF: .72

BLOX TEST (6)STANINE NORM

1 0-13

2 14-17

3 18-21

4 22-26

5 27-30

6 31-32

7 33-36

8 37-39

9 40-45

BLOX TEST (7)

Implementation– Apprentices.– Youth Foundation Training.– Explosive Device Disposal Operator.– VIP Protector.– Pilot Selection.

DIFFERENTIAL APTITUDE TEST (DAT) (1)

ORIGIN– South Africa.– Human Sciences Research Council.– Standardised:

• Blacks• Coloureds• Whites• Indians


AIM– Provide information on candidates who want to

undergo tertiary training or gain entry to particular high-level occupations, especially with the view to the provision of counselling, and the placement in and selection for tertiary or other post-school training and specific occupations.


Rationale– Aptitude is the potential a candidate has which will

enable him/her to achieve a certain level of ability with a given amount of training and/or practice.

– Aptitude, together with interest, attitude, motivation and other personality characteristics, will to a large extend determine the ultimate success of a candidate.

– Aptitude with other information, predict possible success in a specific field of study/training programme/occupation should a candidate make a particular choice, ort should the employer wish to make a particular appointment.


Description of tests– Vocabulary.– Verbal reasoning.– Non-verbal reasoning.– Calculations.– Reading comprehension.– Comparison.– Price controlling.– Spatial visualisation.– Mechanical insight.– Memory.


Test 1: Vocabulary– Aim: To measure Verbal Comprehension, which can

be defined as knowledge of words and their meaning, as well as the application of this knowledge in spoken and written language.

– Rationale: The ability of a learner to recognise a word and to choose a synonymous word is regarded as a valid indication of his/her knowledge of the meaning of words and as a valid criterion for the verbal comprehension factor.


Test 2: Verbal Reasoning– Aim: To measure an aspect of general reasoning on

the basis of verbal material.– Rationale: The assumption that the ability to

determine relationships, to complete word analogies, to solve general problems requiring logical thought, as well as a candidate’s vocabulary, is a valid indication of an aspect of general reasoning.


Test 3: Non-verbal Reasoning: Figures– Aim: To measure an aspect of general reasoning on

the basis of non-verbal material.– Rationale: Assumption that the ability to see

relationships between figures and, by analogy, to identify an appropriate missing figure, as well as, following the changes that the figures of a figure series undergo, to deduce the work principle and to apply it again, is a valid indication of an aspect of non-verbal reasoning ability.


Test 4: Calculations– Aim: To measure arithmetical ability.– Rationale: Assumption that the candidate’s ability

to do mechanical calculations and to solve arithmetical problems with the help of four basic arithmetic operations, namely adding, subtracting, dividing and multiplying, provides a valid indication of his/her arithmetical ability.


Test 5: Reading Comprehension– Aim: To measure the ability to comprehend what

the candidate is reading.– Rationale: Assumption that the candidate’s ability

to choose the right answers to questions on prose passages is a valid indication of reading comprehension.


Test 6: Comparison– Aim: To measure visual perceptual speed as a

certain aspect of clerical ability, which consists mainly of the quick and accurate perception of differences and similarities between visual configurations.

– Rationale: Assumption that the ability to quickly and accurately indicate from five symbol groups the one that corresponds precisely with a given symbol group, is a valid indication of visual perceptual speed.


Test 7: Price Controlling– Aim: To measure a general speed of clerical ability,

namely the ability to look up data quickly and accurately.

– Rationale: Assumption that the ability to look up the prices of articles in a table quickly and accurately is a valid indication of success in numerous clerical tasks.


Test 8 Spatial Visualisation 3-D– Aim: To measure the three-dimensional spatial

perceptual ability.– Rationale: Assumption to-

• Manipulate mentally a cube whose sides are marked in a certain way and which is presented three dimensionally in such a way that the relative position of a certain cube to that of a given cube can be determined.

• Recognise and indicate certain sides of a flat figure that has been folded to make a three-dimensional figure.

• Visualise what the three-dimensional result will be if a flat figure is rolled up or folded

• Is a valid criterion of three-dimensional spatial perceptual ability.


Test 9: Mechanical Insight– Aim: To measure mechanical ability (insight).– Rationale: Assumption that the ability to make

correct visual representation of the result of the operation of a mechanical apparatus or a physical principle depicted in a drawing, is a valid criterion for the measurement of mechanical ability.


Test 10: Memory– Aim: To measure an aspect of the memory factor

by using meaningful material.– Rationale: Assumption that the ability to memorise

meaningful material summarised in written paragraphs and then to correctly answer questions on the content of the paragraphs, is a valid criterion for measuring an aspect of memory.


Reliability– Overall reliability in the SANDF: .68 -.74

DIFFERENTIAL APTITUDE TEST NORMS (DAT) (16)

T1 T2 T3 T4 T5 T6 T7 T8 M T8 F T9 M T9 F T10

1 0-8 0-5 0-5 0-4 0-4 0-9 0-12 0-5 0-3 0-5 15-25 0-5

2 9-10 6-7 6-7 5-6 5-6 10-12 13-16 6-7 4-5 6-7 13-14 6-7

3 11-2 8-9 8-9 7-8 7-8 13-15 17-19 8-9 6-7 8-9 12 8-9

4 13-14 10-11 10-11 9-10 9-10 16-18 20-22 10-11 8-9 10-11 10-11 10-11

5 15-17 12-13 12-13 11-13 11-12 19-21 23-25 12-14 10-12 12-13 9 12-14

6 18-20 14-15 14-15 14-16 13-15 22-23 26-27 15-16 13-14 14-15 8 15-16

7 21-22 16-17 16-17 17-19 16-17 24-25 28 17-18 15-16 16-17 6-7 17-18

8 23-25 18-19 18-19 20-21 18-19 26-27 29 19-20 17-19 18-19 4-5 19-21

9 26-30 20-25 20-25 22-25 20-25 28-30 30 21-25 20-25 20-25 0-3 22-25


Implementation– Army Musterings.– Navy Musterings.– Explosive Device Disposal Operator.

RAVENS PROGRESSIVE MATRICES (1)

ORIGIN– United Kingdom.– International application.– Minimise cultural influences..– Non-verbal test.


AIM– To measure the candidate’s capacity to apprehend

meaningless figures presented for his/her observation, see the relations between them, conceive the nature of the figure completing each system of relations presented, and by so doing, develop a systematic method of reasoning.

– Suitable for comparing candidates wrt their immediate capacities for observation and clear thinking.


DESCRIPTION– Consists of 60 problems, which is divided into 5 sets

of 12 each.– In each set the first problem is as closely as

possible self-evident.– Problems, which follow, become progressively more

difficult.– The order of the items provided the standard

training in the method of working.– Five sets provide five opportunities for grasping the

method and five progressive assessments of a candidate’s capacity for intellectual activity.


DESCRIPTION (cont)– Test is developed to evaluate the full spectrum of a

candidate’s intellectual development.– Test can be applied to any age group.– Scale is intended to cover the whole range of

intellectual development from the time a child is able to grasp the idea of finding a missing piece to complete a pattern to the stage of intellectual maturity through a process of comparison and reasoning.

– The score for adults tend to be above average, but the scale provides sufficient discriminating value.

– Where more differentiation is needed, the Advanced Ravens must be used.


IMPLEMENTATION– Test is included in some selection batteries and

provides a basis for evaluation of general abilities.– No time limits for administration of the test.– Time taken to complete the test must be indicated.

Reliability:– Reliability in the SANDF: .80

RAVENS PROGRESSIVE MATRICES NORMS (6)

STANINE RAVENS (RPM)

1 0-13

2 14-26

3 27-37

4 38-43

5 44-47

6 48-51

7 52-54

8 55-56

9 57-60


IMPLEMENTATION

•Special Forces Selection.

• Apprentices.

• Explosive Device Disposal Operator.

• VIP Protector.

POTENTIAL INDEX BATTERIES (1)

Potential Index Batteries (PIB)– Job Profiling Expert.– Comprehensive Structured Interviewing for

Potential.– Situation Specific Evaluation Expert.– Performance Appraisal Scoring Scale.


ORIGIN– South Africa.– Based on ongoing research that dates back to 1964.– Applied research done by reputable, independent

institutions.– Situation-specific norms and state-of-the-art,

computerised standardisation procedure.– Generic standardisation done on a population of

approximately 31 000 respondents.


PROCESS Job profiling. Determining job-related competencies. Determining NQF level and job grade. Job description. Critical crossfield education and training outcomes. Comprehensive structured interviewing for potential. Job profiling expert (basic competencies) Performance appraisal scoring scale.

– Ongoing feedback on workers performance.– Ongoing identification of training and development

needs.– Career pathing.

POTENTIAL INDEX BATTERIES:CSIP

COMPETENCIES (4)General knowledge Competing Driver Innovation

Creativity Collaborating Analyst Feedback

Reading comprehension Compromising Risk-taking Presentation

Calculations Avoidance Integrity Negotiation

Mental alertness Accommodating Empathy Liaison

Listening skills Time management Emotional sensitivity Analytical skills

Abstract reasoning Stress management Tact Judgement

Adaptability/Flexibility Short-term memory People development Organisational alertness

Interpersonal relations Type A/B personality Coaching Nonverbal perception

Self-image Assertiveness Interpersonal Objectivity Personal development

Clerical skills Spelling Social insight Written communication

Vocabulary Problem-solving Diversity facilitation Potential to assemble

Typing skills Coping skills Leadership Potential to classify

Filing ability Expressive Excellence orientation Environmental pressure

Social insight Comprehension Spacial resoning Hand-eye coordination

Self-motivation Supporter Customer orientation Frustration tolerance

POTENTIAL INDEX BATTERIES: JP EXPERT

COMPETENCIES (5)Conceptualisation Reading comprehension Listening potential Self-actualisation

Memory Demonstrative Diversity facilitation Visioning

Basic calculations Samaritan Excellence orientation Effort focusing

Advanced calculations Evaluating Customer orientation Transparency

Observance Persevering Innovation Empowerment

Assembling (Basic) Risk-taking Feedback Big picture

Assembling (Advance) Conformity Presentation Goal setting

Clerical Non-conformity Negotiation Motivation

Comparison Empathy Liason Decisiveness

Perception Emotional sensitivity Analytical thinking Strategy application

Environmental exposure Tact Judgement Action planning

Insight People development Organisational alertness Organising

Self-acceptance Mental stress Nonverbal perception Basic linguistic proficiency

Socialising Interpersonal objectivity Personal development Advanced linguistic proficiency

Adaptibility Physical stress Written communication Hand-eye coordination

POTENTIAL INDEX BATTERIES: JP EXPERT (6)

IMPLEMENTATION

•Post Profiling for Specific Musterings.

• Explosive Device Disposal Operator.

• VIP Protector.

PSYCHOLOGICAL RISK INVENTORY (1)

ORIGIN– South Africa.– Developed by SANDF Psychologists.


AIM– To scan for self-reported symptoms of

psychopathology.– To determine the need for an interview.– To recommend the candidate for deployment or

not.– Utilised for concurrent health assessment

processes.– To confirm the mental health status in adhering to

set standards for deployment.


DESRIPTION– Consists of 92 multiple-choice items.– Each item consists of a short statement with three

possible answers.– Screening is focused on identification of

psychopathology.

Psychological fitness– The concurrent health assessment defines

psychological fitness as the absence of diagnosable psychopathology.


– Psychopathology• SANDF mental health standards are based on

the Diagnostic and Statistical Manuel of Mental Disorders (Revised) (DSM-IV-R).

• The United Nations (UN) indicates that members should not deploy if they have a history of substance dependence, situational maladjustment, anxiety disorder or are on chronic medication.


CATECORIES OF SCALES– C Coping scales: Less serious pathology

scales and consists of -• C1-Stress indicator: The experience of

pressure from the environment ranging from work pressure, work environment pressure, financial pressure, family problems and interpersonal pressure.

• C2-Coping indicator: Reflects the subjective experience of negative emotions indicating that the candidate is not emotionally coping well.


• C3-Ego strength: Provides an indication of the candidate’s stress tolerance and inner resources to deal with daily challenges.

– D-Pathology scales: More serious pathology scales.

• D1-Mood disorder: Indicates symptoms of depression.

• D2-Anxiety: Indicates symptoms of anxiety.• D3-Psychotic features: Indicates thought

process and content disorder and other symptoms related to psychosis.


• D4-Somatic disorder: Indicates pre-occupation with symptoms of a physical nature.

– P-Interpersonal scale:• P1-Interpersonal conflict: Indicates

symptoms of interpersonal conflict, lack of interpersonal trust and unstable relationships.

– R-Psychological risk scales: Indicate specific risks that must be noted w.r.t. deployment.

• R1-Control risk: Indicates tendencies to be unstable or impulsive and not well controlled by self and authority.

• R2-Suicide risk: Indicates suicidal ideation and negativity about life in general.


• R3-PTSD risk: Indicates that the candidate has been exposed to one or more traumatic event(s) which has not been resolved.

• R4-Substance abuse risk: Indicates self-reported excessive drinking over a recent period of time.

• R5-Aggression risk: Indicates tendencies to express aggressive behaviour due to frustration or interpersonal conflict.


SCALES RELIABILITY

COPING SCALES

C1: STRESS 0.82

C2: COPING INDICATOR 0.86

C3: EGO STRENGTH 0.50

DISORDERS

D1: MOOD DISORDER 0.83

D2: ANXIETY DISORDER 0.80

D3: PSYCHOTIC FEATURES 0.66

D4: SOMATIC DISORDER 0.67

INTERPERSONAL FUNCTIONING

P1: INTERPERSONAL CONFLICT 0.77

RISK INDICATORS

R1: CONTROL RISK 0.73

R2: SUICIDE RISK 0.52

R3: POST TRAUMATIC STRESS DISORDER RISK 0.82

R4: SUBSTANCE ABUSE RISK 0.72

R5: AGGRESSION RISK 0.70

OVERALL RELIABILITY INDEX 0.94


IMPLEMENTATION– Pre-deployment mental health assessments.

CHALLENGES (1)

Development of a SANDF Competency Assessment Test– Explore the feasibility and the requirements of

instituting a competency assessment test for enlisted soldiers.

– Develop and sustain a competency assessment program for evaluating soldiers’ technical and tactical proficiency in the military occupational specialty and leadership skills for their rank.

– Include situational judgment test items.

CHALLENGES (2)

Sample item for assessing performance dimensions (Benchmarking):– Problem Solving and Decision Making Skills– Motivating, Leading and Supporting Sub-ordinates– Directing, Monitoring and Supervising Work– Training Others– Relating to and Supporting Peers– Team leadership– Concern for Soldier Quality of Life– Cultural Tolerance– Computer-based testing

ROLE AND ROLE AND FUNCTION OF FUNCTION OF ASSESSMENT ASSESSMENT

CENTRES IN THE CENTRES IN THE SANDFSANDF

SCOPE

ASSESSMENT CENTRE DEFINED HISTORY AND BACKGROUND LEGAL AND STATUTORY REQUIREMENTS METHODOLOGY VALIDITY AND RELIABILITY DIVERSE APPLICATIONS APPLICATION OF PRINCIPLES TO ASSESSMENT

CENTRE DESIGN MILITARY COUNCIL DECISIONS: ROLE OF

SAMHS

ASSESSMENT CENTRE DEFINED

An Assessment Centre consists of a standardised and validated evaluation of behaviour and competencies based on multiple inputs.

Multiple trained observers and techniques are used. Judgments about behaviour and competencies are made

from specifically developed assessment simulations. Judgments are pooled in a meeting among assessors or

by a statistical integration process. Integration discussions result in evaluations of the

performance of the assessees on the competencies and/or dimensions or other variables which the assessment centre is designed to measure.

HISTORY AND BACKGROUND (1)

First conceptualised on a large scale by the German High Command in World War I to select officers with exceptional command or military abilities.

British Army War Office Selection Board (WOSB) developed a similar process.

During World War II it was used by the Office of Strategic Services (OSS) to select spies.

OSS 3 ½ day assessment centre involved an intensive evaluation: Sentence completion test, health questionnaire, work conditions survey, vocabulary test, personal history evaluation, a projective questionnaire and various simulations.

HISTORY AND BACKGROUND (2)

In the early 1950s, the American Telephone and Telegraph Company adapted the OSS concept to the selection and identification of management personnel.

By the late 1960s, a number of major corporations were using the AC for selecting managers.

In the early 1970s, law enforcement agencies began experimenting with AC, with the fire service following shortly thereafter.

AC’s are now used internationally.

LEGAL AND STATUTORY

REQUIREMENTS White Paper on Public Service Training

and Education Government Gazette Employment Equity Act Health Professions Act Military Council Decision

WHITE PAPER ON PUBLIC SERVICE TRAINING AND

EDUCATION (1)

All public service institutions will be required to conduct job evaluations or re-evaluations of all posts, with the purpose of ensuring that they are expressed in terms of the essential competencies required for effective job performance.

This will involve both functional or sector-specific competencies and core transversal competencies.


EDUCATION (2) In the case of transversal competencies, the

definition of competence will encompass a broad range of skills, knowledge and attitudes, including:– The ability to carry out effectively the routine task of

the job.– The ability to transfer skills, knowledge and attitudes

to new situations within the same occupational area.– The ability to reflect on one’s work, learn from one’s

actions, and innovate and cope with non-routine activities.

– The personal effectiveness to deal effectively with co-workers, managers and customers.


EDUCATION (3) The introduction of a competency-based

approach will assist the development of an outcomes-led model of training and education in a number of important ways. This will include forming an effective and measurable basis:– For the objective evaluation of current

performance, and the effective assessment of current and future needs.

– For the design and delivery of training programmes and courses, as well as other staff development interventions, targeted at the achievement of specific and meaningful competencies.


EDUCATION (4)

- For the standardisation and accreditation of such programmes and courses through the NQF framework.

- For the subsequent evaluation of the effectiveness of such programmes and courses.

• The introduction of a competency-based approach will also form the basis for improvements in the current systems of performance appraisal, recruitment and selection, and promotion.


EDUCATION (5)

COMPETENCIES:– Knowledge– Skills– Abilities– Attributes

That employees develop through formal, informal and on the job training, continuing education, details and other employee development opportunities.


EDUCATION (6)

LINK

COMPETENCIES – JOB PERFORMANCE

COMPETENCIES

EXPERIENCE

KNOWLEDGESKILLS

ABILITIESATTRIBUTES

OBSERVABLE BEHAVIOUR JOB

PERFORMANCE


EDUCATION (7)COMPETENCIES: SANDF PERFORMANCE

APPRAISAL Visioning Conceptualisation Insight Judgement Analytical Thinking Strategic Planning Leadership Evaluating


EDUCATION (8)

COMPETENCIES: SAMHS Problem Solving Planning and Organisation Delegation Control Sensitivity Negotiation Leadership Assertiveness Communication


EDUCATION (8)

COMPETENCIES: SA NAVY Communication

– Reading– Writing– Oral– Non-verbal– Formal Research


EDUCATION (9)

COMPETENCIES: SA NAVY (cont) Management

– Planning– Effective Thinking– Quantitative Problem Solving– Qualitative Problem Solving– Directing– Organising– Control


EDUCATION (10)COMPETENCIES: SA ARMY (SHL) Planning Reviewing/Evaluating Deciding Implementing/Coordinating Interpreting Controlling/Directing Motivating Supervising/Directing Investigating/Observing/Searching Informing/Discussing/Interviewing Problem Solving/Designing Assessing/Evaluating


EDUCATION (11)

COMPETENCIES: JSCSP Cognitive

– Problem Solving & Analysis– Planning & Organising– Leadership/Coordinating– Decisive/Action Orientated

Affective– Integrity– Persuasiveness– Self-confidence– Personal Motivation– Resilience– Flexibility– Interpersonal Sensitivity


EDUCATION (12)

COMPETENCIES: SENIOR MANAGEMENT SYSTEM (SMS) Strategic Capability & Leadership Programme & Project Management Financial Management Change Management Knowledge Management Service Delivery & Innovation Problem Solving & Analysis People Management & Empowerment Client Orientation & Customer Focus Communication Honesty & Integrity

GOVERNMENT GAZETTE (1)

Establishment of category of fitness:– The Surgeon General or a medical officer designated

by him or her for that purpose shall, from time to time, in consultation with the Chief of the Service or Corporate Division concerned, determine the standard of physical and mental fitness required in peace or war time for the efficient work performance of a member in every Service or Corporate Division in each branch, corps, or unit thereof and in each mustering, appointment, post or job classification in the SANDF, taking into account requirements laid down by the relevant Code of Remuneration or Personnel Management Code and the Chief of the SANDF.

GOVERNMENT GAZETTE (2)

- No member shall be appointed, enrolled, mustered or employed in any post or mustering of the SANDF or be required to serve or to undergo training in such post or mustering unless the allotted fitness category of such member equals or exceeds the category designated to such post or mustering.

EMPLOYMENT EQUITY ACT (1)

Addresses the elimination and prohibition of unfair discrimination in employment.

Prohibition of various forms of employment testing.

Elimination of unfair discrimination in the policies and practices of the organisation.

Scrutinise policies, practices and procedures, particularly, pre-employment, job assignments, training and development and promotional selection.

EMPLOYMENT EQUITY ACT (2)

Psychological testing and other similar assessments of an employee are prohibited unless the test or assessment being used:– Has been scientifically shown to be valid and

reliable;– Can be applied fairly to all employees; and– Is not biased against any employee or

group. Psychological testing and other similar

assessment of an employee must only be done on the basis of the inherent requirements of the job.

METHODOLOGY (1)

OBSERVING AND RECORDING BEHAVIOUR

ASSESSOR DISCUSSION SITUATIONAL EXERCISES PSYCHOMETRIC TESTING

METHODOLOGY (2)

OBSERVING AND RECORDING BEHAVIOUR:

– Observing and recording behaviour exhibited by participants during simulation exercise.

– Behaviour observed and recorded during oral presentation, group discussion, interview, etc.

– Behaviour is recorded according to dimension and/or competency.

– Recorded behaviour is transferred onto rating form.

METHODOLOGY (3)

ASSESSOR DISCUSSION:

– Each participant’s performance is discussed by exercise, dimension and competency.

– Assessors may ask for clarification or additional recorded examples of behaviour or competency.

– Attempts must be made to reach consensus.

METHODOLOGY (4)

SITUATIONAL EXERCISES:– Theoretical exercises (Case Studies).– Practical or dynamic exercises.– In basket.– Written case analysis.– Interview.– Leaderless group discussion.– Assigned leader group task.– Fact finding.– Oral presentation.– Integrated exercises.

METHODOLOGY (5)

PSYCHOMETRIC TESTING:– The evaluation of behaviour or mental processes or

personality adjustments or adjustments of individuals or groups of persons, through the interpretation of tests for the determination of intellectual abilities, aptitude, interests, personality make-up or personality functioning.

– The development and control over the development of questionnaires, tests, techniques, apparatus or instruments for the determination of intellectual abilities, aptitude, personality make-up, personality functioning, psycho-physiological functioning or psychopathology.

VALIDITY AND RELIABILITY (1)

Validity: The degree to which a method results in a measure that accurately reflects the concept it is intended to measure.– A synonym for validity is accuracy.

Reliability: The degree to which different methods of the same concept yield the same results.– A synonym for reliability is consistency.

NB: Low reliability leads to low validity and vice versa.


3 Types of reliability:– Inter-rater reliability.– Test-retest reliability.– Internal consistency.

NB: Research indicates high correlation and coeficiency of these three methods.

– Strong indications that AC is a valid prediction instrument for leadership and management potential.


FAILURES OF ASSESSMENT CENTRES:– Never implemented.– Results misused.– Non-success prediction.– Lack of support from the Top.– Lack of Efficiency.


ASSESSOR TRAINING:– Thorough knowledge of the organisation

and job being assessed.– Thorough knowledge and understanding

of the assessment techniques, relevant dimensions, etc., to be observed, expected or typical behaviours, examples or samples of actual behaviour, etc.

– Thorough knowledge and understanding of the assessment dimensions, etc., definitions of dimensions, relationship to job performance.


– Demonstrated ability to record and classify behaviour in dimensions, including knowledge of forms used by AC.

– Thorough knowledge and understanding of evaluation and rating procedures, including how data are integrated.

– Thorough knowledge and understanding of assessment policies and practices of the organisation, including restrictions on how assessment data are to be used.


– Thorough knowledge and understanding of feedback procedures, where appropriate.

– Demonstrated ability to give accurate oral and written feedback.

– Demonstrated knowledge and ability to play objectively and consistently the role called for in the interactive exercises.

DIVERSE APPLICATIONS OF

ASSESSMENT CENTRES Recruitment Selection Placement Performance appraisal Training and development Organisational development Human resource planning Promotion and transfer Separation and layoffs (Exit)

APPLICATION OF PRINCIPLES TO

ASSESSMENT CENTRE DESIGN (1)

A job analysis of relevant competencies must be conducted to determine the dimensions, attributes, characteristics, qualities, skills, motivation, knowledge, or tasks that are necessary for effective job performance and to identify what should be evaluated by the assessment centre.

Competency observations must be classified into some meaningful and relevant categories, such as dimensions, attributes, characteristics, aptitudes, qualities, skills, abilities, knowledge, or tasks.



The techniques used in the assessment centre must be designed to provide information for evaluating the dimensions, etc. previously determined by job analysis.

Multiple assessment techniques must be used. The assessment techniques must include sufficient

job-related simulations to allow multiple opportunities to observe the candidate’s competencies related to each dimension, etc. being assessed.

Multiple assessors must be used for each assessee.



Assessors must receive thorough training and demonstrate assessor performance guidelines.

Some systematic procedure must be used by assessors to record accurately specific competency observations at the time of their occurrence; this might involve handwritten notes, competency observation scales, competency checklists, etc.

Assessors must prepare some report or record of the observations made in each exercise in preparation for the integration discussion.



The integration of competencies must be based on a pooling of information from assessors and techniques at a meeting among the assessors or through a statistical integration process validated in accord with professionally accepted standards.

MILITARY COUNCIL DECISIONS: ROLE OF SAMHS

(1) MC DECISION JUNE 2001:

– Establishment of the Defence Institute for Assessment and Development.

– Transfer of the SANDF Assessment and Development Services currently vested at C Joint Training Formation (as agreed during transformation principle decisions) to the SAMHS for functional control purposes and integration into the Defence Institute for Assessment and Development.

– Assessment and development services and personnel structure of the Defence Institute for Assessment and Development.

– Phases of implementation for establishing the Defence Institute for Assessment and Development.


(2) Surgeon General is mandated and designated to be

the controlling authority for all statutory psychological and other similar assessment processes to ensure compliance of all policies and practices with legal and statutory acts and regulations.

HPCSA’s Professional Board of Psychology is the controlling statutory body with the authority to classify and legalise the use of psychological tests, prescribed questionnaires, apparatus and instruments for the determination of intellectual ability, aptitude, personality functioning and the like.


(3) Employers who make use of psychological tests, in

terms of the EEAct, may be required to ensure not only that the tests meet the standards of the Professional Board of Psychology, but also that the tests and testers meet the requirements of the Health Professional Act 56 of 1974.

In accordance with SAQA it has become imperative to apply the guidelines of the National Qualification Framework wrt outcome-based education/performance.

The AC service must support the DOD Human Resource Strategy 2010.


(4) AC will aspire towards maintaining competency levels

and enhancing productivity across/within the DOD, by means of identifying strengths and potential as well as gaps in competencies.

AC will make an essential contribution to the human resource management function in the DOD and will assist the DOD in its objective to develop and sustain optimal skills and competencies in all its members, entrenching a learning culture, and to enhance equal opportunity.


(5)

Scientifically and legally acceptable to relevant stakeholders.

Acceptable to relevant stakeholders in the DOD as an effective and applicable tool in their respective environment.

Encompass the entire scope of assessment/development service from entry to exit level.


(6) Rendered on the premise of an integrated human

resource management system based on a competency framework.

Functional control should be vested with the Surgeon General as been mandated in order to comply with statutory regulations and acts.

Affordable (no duplications), sustainable, easily accessible to its users and satisfactory to the needs of its clients.


(7) Defence Assessment and Development Advisory

Board, chaired by Director Psychology, must determine policy and guidelines for all kinds of Assessment and Development in the SANDF.

Advisory Board will consist of all relevant stakeholders from all arms of services and divisions in the SANDF and will primarily be responsible for controlling all assessments in the SANDF in line with legal, statutory and scientific requirements.


(8)MIGRATION OF ARMY ASSESSMENT CENTRE

TO SAMHS (MPI)– An Assessment Centre is a specialised function and

remains the responsibility of D Psychology.– The function should be with MPI (DOD Assessment

Centre) with a Service Agreement between MPI and the SA Army to deliver an on site service to the SA Army according to requirements.

– The current structure of the SA Army should be translated to a structure as proposed by D Psychology, to be aligned with the DOD Assessment Centre.

– The SA Army will remain responsible for providing the facilities and infrastructure.

THE APPLICATION OF THE APPLICATION OF SPECIALIST SPECIALIST

PSYCHOLOGICAL PSYCHOLOGICAL MEASURES IN THE MEASURES IN THE RECRUITMENT AND RECRUITMENT AND

SELECTION OF PILOTS IN SELECTION OF PILOTS IN THE SANDFTHE SANDF

SCOPE (1)

Pilot Selection Process Flow. Recruitment and Selection

Process Task Organisation. Academic Requirements. Physical Requirements. Medical Requirements. Psychological Requirements.

SCOPE (2)

Potential Index Battery Functional Analysis (Competencies).

Final Selection. Dover Systems Computerised

Skills Assessment. Benchmarking. Vienna Research.

SELECTION PROCESS FLOW

Job Classification Recruitment Screening Selection Final Selection Selection Board Foundation Training Basic Military Training Officer Forming Military Academy

RECRUITMENT AND SELECTION PROCESS

TASK ORGANISATION (1)

PHASE 1: ADVERTISING– CHRS (SAAF): Internally in DOD– CHRS (D PACQ): National and local newspapers

PHASE 2: PAPER SELECTION– CHRS (D PACQ): Minimum academic screening– CHRS (D PACQ): Provide SAAF with list of

applicants who meet the minimum academic requirements

– CHRS (SAAF): Divide applicants into groups for assessment and selection process



PHASE 3: CALL-UP– DHRS (D PACQ): Notify qualified candidates– DHRS (SAAF): Provide specified arrival

times of applicants– DHRS (SAAF): Responsible for transport,

accommodation, meals and other logistic requirements of the applicants in Pretoria from the time they arrive



PHASE 4: ORIENTATION– DHRS (SAAF): In conjunction with SAAF’s Dir

Education, Training and Development; Dir Combat System’s Group; Dir Heli Systems Group and Dir Air Transport and Maritime System’s Group responsible for orientation programme for applicants

– DHRS (SAAF): Responsible for briefing all applicants on assessment and selection process



PHASE 4: ORIENTATION (cont)– OC MPI: Responsible for briefing applicants

on psychometric assessments– OC IAM: Responsible for briefing applicants

on aviation medical examination



PHASE 5: PSYCHOMETRIC ASSESSMENTS– SAMHS (D PSYCH/MPI): Responsible for

conducting, administering and interpretation of results for all psychometric assessments

– External Service Providers: MPI execute responsibilities in cooperation with Dr Landman (16PF) and Ms Coetzee (Vienna) as agreed upon with SAAF



PHASE 5: PSYCHOMETRIC ASSESSMENTS Cont)– DHRS SAAF: Responsible for financial

compensation and logistic support for external service providers

– DHRS (SAAF): Responsible for ensuring that applicants are available at assessment locations



PHASE 5: PANEL INTERVIEW– CHRS (D PACQ): Chair panel interview for

all candidates from each group who meet the set requirements for psychometric assessments

– Other members of panel: CHRS (SAAF), DETD (SAAF), qualified pilot (SAAF), CHRS (D PACQ) and MPI



PHASE 6: AVIATION MEDICAL EXAMINATION– D MEDICINE/IAM (SAMHS): Responsible for

all administration, data collecting and record keeping of aviation medical examinations

– D MEDICINE/IAM (SAMHS): Responsible for all arrangements wrt comprehensive aviation medical examinations

– DHRS (SAAF): Ensure transport for candidates to IAM premises



PHASE 7: COLLATION OF MEDICAL RECORDS– IAM (SAMHS): Provide DHRS (SAAF) with

relevant medical reports of all candidates– DHRS (SAAF): Arrange meetings with D

Medicine (SAMHS) and D Psychology (SAMHS) to discuss borderline health reports



PHASE 8: CONSOLIDATED SELECTION BOARD– Consolidated Selection Board: Identify

most suitable applicants according to SAAF requirements

– Members of Consolidated Selection Board: CHRS (SAAF); CHRS (D PACQ); ETD (SAAF); Qualified Pilot (SAAF); D Med/IAM (SAMHS and D Psych (MPI)

– DHRS (SAAF): Submit final selected list to CHRS (D PACQ)

ACADEMIC REQUIREMENTS

Maths - D(HG) Science - D(HG) English - Passed Matric - University

Exemption M-Score - Rank Order

PHYSICAL REQUIREMENTS

Length - 166 – 192cm Mass - 55 –100kg

BASIC MEDICAL Vision Colour blindness Hearing Balance/Coordination Physical condition (Fat content) SAMHS Comprehensive Medical

MEDICAL REQUIREMENTS

Normal physical condition – all limbs and all sensors functioning normal

No spectacles No speech impairment No colour blindness No hearing aids, pacemakers, etc. No diabetes No epilepsy No diseases wrt lungs, heart, kidneys, etc. No stuttering No drug usage/dependency No HIV/AIDS

PSYCHOLOGICAL REQUIREMENTS

Goal-specific selection– High risk environment with little space or time for

error– Determine baseline aptitude and profile– Minimise risk– 80% of fatal aircraft accidents are caused by human

error– High cost of flying training– Screen out high risk candidates– Imperative that right candidates are being selected

to be trained as military pilots

POTENTIAL INDEX BATTERY FUNCTIONAL ANALYSIS

Hand-eye co-ordination Conceptualisation (Spatial orientation) Judgement Decisiveness Observance Adaptibility Calculations Memory Linguistic proficiency Analytical thinking

APTITUDE TESTS

Intellectual ability– Non-verbal reasoning– Verbal reasoning

Mathematical ability Spatial orientation Language Test Psycho-motor Test Dover Vienna System) Determination Test Mental Health Screening Test

FINAL SELECTION Flight Medical Fitness Leadership Personality Motivation for Flying Selection Board Criteria Career Orientation Foundation Training Course Scholastic Achievement Psycho-motor abilities

DOVER SYSTEMSCOMPUTERISED SKILLS

ASSESSMENTS (VIENNA)

Flight Crew Selection Military Officer/Driver Air Traffic/Combat control Naval Operations Weapon Delivery Skills

SKILLS TESTINGPROPER SELECTION

Provides most suitable candidates Identifies candidates with the required

skills Lessens the learning time Reduces expenditure on poorly

trainable candidates

TEST ADMINISTRATION

Test Administration– Computer-aided implementation of tests

guarantees thet all instructions as well as the presentation of stimuli are equal for all subjects and independent of the test administrator.

Evaluation– Registration of data and comparison of norm

samples is carried out automatically by the computer, thus the possibility of miscalculation is eliminated.

Interpretation– As the test is a standardised performance test,

interpretation objectivity is evident.

APPLICATIONOBJECTIVE EVALUATIONS Reaction Times Perception Skills (Both Visual and Auditory) Stress Coping Decision-making Abilities Communication Skills Short and Long-term Memory Co-ordination Skills Learning Curve / Trainability Attitudes Levels of Aggression

VALIDITY: STANDARDISATION

GROUP NUMBER PERSENTAGE

African 1232 61.8%

Indian 54 12.7%

White/Coloured 577 29%

Male 1622 81%

Female 373 19%

TOTAL 1995 100%

VALIDITY Culture-free and low-cost Highly valid and reliable assessment of piloting

skills, driver skills as other well military related skills

Training (military) development (civil) can create ideal pool of candidates as well as identify special needs of candidates

Dover system has 20 years experience in psychomotor selection in developing countries

Based in South Africa with assessments done worldwide by arrangement

VALIDITY (cont.) System has been widely use within the

African context for both military and civil uses Lesotho, Rwanda,Malawi are among the

countries that have used the system in the selection of flight and other military personnel

System is also employed in conjunction with premier air schools as 43 Air School and Flight Training Centre

Schools select and train candidates from SADC countries as well as North African countries such as Egypt and Kenya

VALIDITY (cont.) System has been involved in selection of

previously disadvantaged candidates for pilot training as sponsored by Aviation Training and Development Foundation (ATDF)

This was done on on nation wide bases and candidates were selected for Feeder Airlines SA Express and Airlink

System successful in selection program for previously disadvantaged community members and British Airways Pilot Development Program

BENCHMARKING (1) UNITED KINGDOM

– Officers and Aircrew Selection Centre.– Part 1 Selection Procedure:– Aptitude Testing

• Verbal Reasoning: Interpretation and use of written or spoken information.

• Numerical Reasoning: Interpretation and use of numerical information.

• Capacitry: Dealing with multiple tasks involving aural and/or visual information, concentrating, noting changes, paying attention to detail.

• Spatioal Ability: Mental visualisation and orientation.

BENCHMARKING (2)• Work Rate: Performing tasks quickly and accurately• Psychomotor: Co-ordination of eye-hand-foot.• English Test: Written English Language skills.

– Medial Examination: Determine fitness.– Interview:

• Appearance and bearing.• Manner.• Speech and Powers of Expression.• Activities and Interests.• Academic Level/Potential• Physical Level/Potential.• Awareness.• Motivation.• Overall Impact.

BENCHMARKING (3)– Part 2 Selection Procedure:

• Discussion Exercise.• “Leaderless Exercise”.• Group Planning Exercise.• Individual Problem Exercise.• Command Situation Exercise.

– Part 3 Selection Procedure:• Debrief

– Part 4 Selection Procedure:• Integration of rating scores.• Feedback.

BENCHMARKING (4) INDIA

– Non-verbal test.– Personality test.– Clinical Screening.– Pilot Aptitude Test.– Simulation Exercises.– Physical Fitness Test.– Group Exercises.– Interview.

BENCHMARKING (5) ISRAEL

– Pilot Evaluation System (PES).– Standardised mass screening of pilot training candidates.– Simulated “real” conditions.– Identify “pilot training” candidates who possess the

ability to focus their attention on a multitude of competing tasks while prioritising a steady stream of incoming data.

– Scientifically based quantitative evaluation of performance of pilot candidates.

– Simulated cockpit generates flight scenarios.

BENCHMARKING (6) PAKISTAN

– Selection System• Intelligence Test.• Academic Test.• Psychological Test.• Physical Test.• Interview.• Flying Aptitude Test.

– Psychological Dimensions• Sentence completion.• Word association.• Thematic Apperception.• Self Description.

BENCHMARKING (7)– Group Exercises

• Group discussion• Group planning• Half group task• Command task• Progressive group task• Individual obstacles

BENCHMARKING (8) Flying Aptitude Test (FAT)

– Cognitive component• Instrument Comprehension Spatial Orientation)• Vigilance (Cognition, Concentration, Attention)• Digit recall (Mental sharpness, Memory, Speed)• Attention Diagnostic Method• Defence Mechanism Test

– Psychomotor component• Fly through (sharpness, Eye-hand coordination)• Target flying (Reflex action, Eye-hand-foot

coordination)

BENCHMARKING (9)

GERMANY– Comprehensive Test Battery

• Inductive reasoning• Spatial ability• Attention• Reactive capacity• Verbal and Visual Memory• Sensomotor coordination

– Flight-simulator

BENCHMARKING (10)

SINGAPORE– Computerised Aptitude Test Battery– Psychomotor tasks

• Hand-eye-foot coordination• Pursuit tracking

– Cognitive tasks• Numerical and mechanical reasoning• System operation

CHALLENGES

Targeted recruitment Identification of candidates at

earlier stages

PSYCHOMOTOR PSYCHOMOTOR ABILITY:ABILITY:

VIENNA TEST VIENNA TEST SYSTEM (VTS)SYSTEM (VTS)

Research Overview on the use of the VTS in

the SAAF Pilot Selection Test Battery

PRESENTATION PRESENTATION AGENDAAGENDA

Background– SAAF Pilot Selection Battery – The Role of

MPI– Vienna Test System

Practical Issues wrt SAAF Pilot selection– Recruitment– Representation– High failure rate on VTS

Practical Demonstration of the VTS– Interpreting Results

PRESENTATION PRESENTATION AGENDAAGENDA

Exploratory Research– The Three Clusters of Applicants– Information Processing: Coping

Strategy, Audio Deficits and Concerns– Age Differences in VTS performance – Other Findings of Interest

THE ROLE OF MPITHE ROLE OF MPI

To make recommendations to the SAAF as to the psychological status of potential SAAF pilots in terms of

– Basic Aviation related aptitudes– Mental status of applicants

SAAF PILOT PROFILESAAF PILOT PROFILE Based on a scientific Job Profile Analysis (JPI)

– Professional Pilot Profile• Intellect, Aptitude, Language proficiency,

Cognitive functioning under different STRESS situations

– Professional Soldier Profile• Officer in the SANDF

– Needs to be updated• Leadership, endurance (concentration ability)

and realistic perceptions of flying

THE PROCESSTHE PROCESS Seven different Psychological

tests administered over two days– Aptitude:

• Intellectual ability– Non-Verbal – Verbal

• Mathematical Ability • Spatial Orientation Ability

THE PROCESS (2)

– Language Proficiency– Personality Test– Psychomotor Test (Computerised)

• Cognitive Functioning under Stress• Time and movement anticipation• Two Hand Coordination

– Biographical Questionnaire– Clinical (psychopathology) Screening

Test– Structured Clinical Interview (IAM)

CUT-OFF STAGESCUT-OFF STAGES Stage 1: Aptitudes and

Language Proficiency Stage 2: Psychomotor Test

(Dover-Vienna Tests) Stage 3: Clinical Assessment

THE VIENNA TEST THE VIENNA TEST SYSTEM (VTS)SYSTEM (VTS)

THE VIENNA TEST THE VIENNA TEST SYSTEM (VTS)SYSTEM (VTS)

Consists of numerous subtests (27+) For Selection purposes:

– Determination Unit (DT) For Research purposes:

– Cognitrone Test– Two-hand coordination Test– Pilot Spatial Test– Time-Movement Anticipation Test

Need to include Multi-tasking subtest

DESCRIPTION OF THE DESCRIPTION OF THE TEST (DT)TEST (DT)

Definition 1: – The Determination Test measures behavior

under different levels of psychological and physiological stress, since the high frequency of signals puts almost everyone into an overcharge situation (Kisser, 1986:226)

DESCRIPTION OF DESCRIPTION OF THE TEST (DT)THE TEST (DT)

Definition 2: – Hoyos (1969) defines stress as the

incapacity of a highly motivated individual to find correct responses in a situation of extreme stimulus constellation (sic)

DESCRIPTION OF DESCRIPTION OF THE TEST (DT)THE TEST (DT)

Definition 3: – Stress tolerance is the capacity of a person to

resist a stimulus, i.e. to activate reactions in a certain situation in order to cope with it in the best way possible (Kisser et al., 1986, p226)

The Key Issue:– Coping Strategies for the Information Overload

created in a Stress situation whether in a natural or artificially induced situation

APPLICATION OF APPLICATION OF DETERMINATION TESTDETERMINATION TEST

Measurement of reactive stress tolerance

Ability to give sustained multiple-choice reactions to rapidly changing stimuli

Detect attention deficit disorders and color blindness

THEORETICAL THEORETICAL BACKGROUNDBACKGROUND

The DT measures Reactive Stress Tolerance and related reaction speed ito:– Discrimination of colours and acoustic

signals,– The memorization of the relevant

characteristics of stimulus configurations and response buttons as well as assignment rules,

– The selection of the relevant reactions according to assignment rules

– Continuous, sustained rapid and varied reactions to rapidly changing stimuli

OBJECTIVITYOBJECTIVITY

Test Administration– The computer-aided implementation of tests

guarantees that the instructions as well as the presentation of stimuli are equal for all subjects and independent of the test administrator

Evaluation– Registration of data and comparison of norm

samples is carried out automatically by the computer, thus the possibility of miscalculation is eliminated

Interpretation– As the test is a standardized performance test,

interpretation objectivity is evident (Lienert, 1961)

EVALUATIONEVALUATION Reliability

– Internal Consistency (Cronbach Alpha) ranges between 0.86 and 0.99

– Split-Half• Between 0.86 and 0.99

Validity– Construct Validity

• Correlation between 0.3 and 0.8 with similar tests

– Predictive Validity• Correlates with SAAF pupil pilot flying

scores Norms

– International– Local (Pilots)

INTERPRETATION OF INTERPRETATION OF TEST RESULTSTEST RESULTS

Correct reactions on time– This indicate how well a subject adapts to a pre-set

presentation duration of stimuli.– This ability (to adapt) depends on two factors:

• Subjects have to pace their reaction time in such a way that they do not get off the track

• They have to make sure that there is enough time in between each stimulus to make the right decision

– T-scores above 60 and below 40, (or percentiles) above 84 and below 16) demonstrate a development of this ability above or below average, respectively

– Poor performance is indicated by:• A low score of correct responses on time (compared to

the norm sample)• A proportional decrease in the number of correct

responses on time when the presentation time of the stimuli is diminished

INTERPRETATION …..INTERPRETATION ….. Delayed and Omitted reactions

– Usually, when the presentation time of the stimuli is decreased, a growing number of reactions are first delayed, then omitted.

• This results from the fact that the speed at which the stimuli are presented accounts for the most difficult condition of the test

– The initial increase in the number of delayed reactions versus omitted reactions is a normal function of our attention

• This function guarantees that a reaction is screened from external distractions (in this case the interruption of the stimulus presentation) and thus is carried out even though a new stimulus appears.

– A high number of omitted reaction (T-score below 40 due to reversed scale) combined with a low number of delayed reactions (T-score under 40) would therefore indicate attention deficits.

INTERPRETATION INTERPRETATION …… Incorrect Reactions

– Incorrect reactions indicate the tendency to confuse stimuli– The Response Matrix can locate where such confusions

accumulate– In contrast to delayed and omitted reactions, incorrect

reactions are not so much an indicator of the difficulty of the test.

– Usually, the number of incorrect responses increases only slightly when the presentation time of the stimuli is decreased

– Incorrect reactions occur mainly because the subjects are unable to screen appropriate responses from concurrent and irrelevant external distractions

• Thus, the variable “Incorrect Reactions” is closely linked to any attention deficits

– The number of incorrect reactions indicates the subject’s tendency to give a rapid response at the very last moment under the pressure of limited presentation time

Median Reaction Time (Seconds)

0.000

0.100

0.200

0.300

0.400

0.500

0.600

0.700

0.800

0.900

Total Group 0.725 0.707 0.745 0.728

Accepted 0.653 0.648 0.653 0.658

Reservation 0.700 0.683 0.710 0.707

Not Accepted 0.779 0.752 0.814 0.779

OVERALL INTERVAL 1 INTERVAL 2 INTERVAL 3

Interpretation: The Three Phases

Potential Stress Recovery Overall

Les

s th

a n a

Se c

on

d

On Time

0.000

20.000

40.000

60.000

80.000

100.000

120.000

140.000

160.000

180.000

200.000

TOTAL GRP 139.324 166.838 106.676 144.459

ACCCEPTED 165.778 177.000 151.583 168.750

RESERVATION 150.333 173.167 121.500 156.333

NOT ACCEPTED 119.140 158.421 73.632 125.368

ON TIME INTERVAL 1 INTERVAL 2 INTERVAL 3

CORRECT REACTIONS ON TIME

Recovery Potential Stress Overall

Nu

mb

er o

f S

tim

uli

OMITTED RESPONSES: A FLIGHT SAFETY RISK

Omitted Responses

0.000

5.000

10.000

15.000

20.000

25.000

30.000

35.000

TOTAL GRP 12.577 4.270 22.243 11.216

ACCCEPTED 3.361 1.000 6.833 2.250

RESERVATION 9.889 2.667 18.833 8.167

NOT ACCEPTED 19.246 6.842 33.053 17.842


Potential Stress Overall Recovery

Nu

mb

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tim

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Delayed Reactions

0.000

10.000

20.000

30.000

40.000

50.000

60.000

70.000

TOTAL GRP 21.108 5.838 40.324 17.162

ACCCEPTED 7.528 0.667 16.083 5.833

RESERVATION 14.333 2.833 30.500 9.667

NOT ACCEPTED 31.825 10.053 58.737 26.684


DELAYED RESPONSES


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INCORRECT RESPONSESIncorrect Responses

0.000

5.000

10.000

15.000

20.000

25.000

30.000

35.000

TOTAL GRP 17.132 8.694 24.973 17.730

ACCCEPTED 10.869 5.273 16.167 11.167

RESERVATION 12.278 5.167 17.833 13.833

NOT ACCEPTED 22.561 11.789 32.789 23.105



Nu

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REACTION TIMES AND AGEREACTION TIMES AND AGE

Reaction Times and Age

0.70000

0.75000

0.80000

0.85000

0.90000

0.95000

13-14 15 16 17 18 19 20 21 22 23+

Age Group

Tim

e (s

)

Potential Crisis Recovery

PSYCHOMETRIC TESTING WITHIN THE SANDF PRESENTATATION TO THE PORTFOLIO COMMITTEE ON DEFENCE 19 JUNE...

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