Lecture Review: Selection, Risk Management, and Instructional Design

Practice flashcards covering test validity, selection guidelines, risk management, instructional design models (ADDIE, SAM, Agile, Bloom's Taxonomy), and Holland’s RIASEC career model.

Validity

Considers the characteristics being measured by a test and whether the test is measuring the characteristics accurately.

Staffing needs analysis

A tool used to determine the numbers and types of jobs forecasted in the organization’s strategic plan.

UGESP

Uniform Guidelines on Employee Selection Procedures

Adverse impact

Occurs when the selection rate for a protected class is less than $4/5\text{s}$, or $80 \text{ percent}$ of the selection rate for the group with the highest selection rate.

Reliability measurements

Ways to measure test reliability including test-retest, internal consistency, and parallel forms.

Content Validity

The simplest validation measure that confirms a selection procedure samples significant parts of the job being tested, utilizing job analysis as a key element.

Construct Validity

Determines whether a test measures the connection between candidate characteristics and successful performance on the job, specifically measuring abstract future behaviors.

Criterion Validity

Established when a test or measure either predicts or correlates a trait or work behavior (criterion).

Predictive Validity

Compares test scores of a test given before new employees have experience to the same criterion collected at some future time, such as after $6$ months or $1$ year.

Concurrent Validity

A process where the criterion measurement occurs at the same time the test is given rather than at a later time.

Accepting the risk

A risk management strategy that manages the risk if it occurs.

Avoiding the risk

A risk management strategy that eliminates the risk.

Transfer the risk

A risk management strategy that uses insurance to cover the risk.

After action review

A structured process used to evaluate the outcomes of a project, event, or activity after it has been completed.

Workforce analysis process

An examination of employee demographics, skills inventories, turnover rates, productivity metrics, and gap analysis.

ADDIE

A linear and systematic instructional design model consisting of five stages: Analyze, Design, Develop, Implement, and Evaluate.

Analyze (ADDIE)

Identifying the learning needs, objectives, and audience characteristics.

Design (ADDIE)

Planning the learning experiences, content structure, and assessment methods.

Develop (ADDIE)

Creating the instructional materials and activities.

Implement (ADDIE)

Delivering the training to the target audience.

Evaluate (ADDIE)

Assessing the effectiveness of the training and making necessary revisions.

SAM (Successive Approximation Model)

An instructional design model using iterative development, rapid prototyping, and continuous feedback across three phases: Preparation, Iterative Design, and Iterative Development.

Agile (Instructional Design)

Model focusing on flexibility, collaboration, and iterative development using small incremental cycles or sprints and rapid prototyping.

Bloom’s Taxonomy

A classification system categorizing educational goals into six hierarchical levels: Remember, Understand, Apply, Analyze, Evaluate, and Create.

Remember (Bloom’s)

Recalling facts and basic concepts, such as defining, listing, or memorizing.

Understand (Bloom’s)

Explaining ideas or concepts, such as describing, explaining, or summarizing.

Apply (Bloom’s)

Using information in new situations, such as demonstrating, solving, or using.

Analyze (Bloom’s)

Drawing connections among ideas, such as comparing, contrasting, or examining.

Evaluate (Bloom’s)

Justifying a decision or course of action, such as arguing, defending, or judging.

Create (Bloom’s)

Producing new or original work, such as designing, constructing, or formulating.

Holland’s RIASEC Model

An inventory developed by John Holland that helps individuals identify career preferences based on three most preferred types from various groupings.

Realistic (RIASEC)

Also known as 'the doers,' these individuals prefer jobs requiring concrete versus abstract skills, such as culinary arts or outdoor education.

Investigative (RIASEC)

Individuals who prefer thinking skills and working with data or models, suitable for work such as counseling or engineering.

Artistic (RIASEC)

Also known as 'creators,' these individuals prefer using artistic skills in industries like graphic design or teaching.

Social (RIASEC)

Individuals with a dominant preference for using people skills to help others in careers like nursing or clergy.

Enterprising (RIASEC)

Individuals noted for people skills and the power of persuasion, often working in customer service or human resources.