The History of Personnel and Vocational Testing

Personnel and vocational testing has made a huge impact in public and private organizations by helping organizations choose the best employees for a particular job (personnel testing) and helping individuals choose occupations for which they are best suited (vocational testing). The history of personnel and vocational testing is one in which scientific advances were influenced by historical and technological developments. The first systematic efforts at personnel and vocational testing began during World War I when the US military needed techniques to sort through a large number of applicants in a short amount of time. Techniques of psychological testing had just begun to be developed at around the turn of the 20th century and those techniques were quickly applied to the US military effort. After the war, intelligence and personality tests were used by business organizations to help choose applicants most likely to succeed in their organizations. In addition, when the Great Depression occurred, vocational interest tests were used by government organizations to help the unemployed choose occupations that they might best succeed in. The development of personnel and vocational tests was greatly influenced by the developing techniques of psychometric theory as well as general statistical theory. From the 1930s onward, significant advances in reliability and validity theory provided a framework for test developers to be able to develop tests and validate them. In addition, the civil rights movement within the United States, and particularly the Civil Rights Act of 1964, forced test developers to develop standards and procedures to justify test usage. This legislation and subsequent court cases ensured that psychologists would need to be involved deeply in personnel testing. Finally, testing in the 1990s onward was greatly influenced by technological advances. Computerization helped standardize administration and scoring of tests as well as opening up the possibility for multimedia item formats. The introduction of the internet and web-based testing also provided additional challenges and opportunities.

Ergo-assessment of Locomotive Drivers’ Traffic Environment

While operating a locomotive or a railcar the engine drivers are exposed to the action of several simultaneous factors of disturbances from the traffic environment, and therefore their reliability and safety are reduced. The human-determined physical, sensor and cognitive factors are not only the attributes of the engine driver, but also include influences from the traffic environment, due to the interaction in the “engine driver – traffic means – traffic environment” system. Traffic environment is defined in such a way that, among other things, it includes also the working environment of the drivers cab and the recent traffic situation. The action of factors of temporary subjective disturbances and/or permanent psychological and physiological changes, depend not only on the individual endurance of engine drivers, but also significantly on the type of locomotive or railcar operated by the engine driver, as well as on the fact whether the traffic is intended for the transport of passengers and/or freight, or a shunting engine is involved. The ergo-assessment based on a survey of 50 respondents yielded the final results that are almost identical to the results of ergo-assessment obtained during the formation of the methodology of cognitive ergo-assessment on a sample of 31 respondents. In both cases the surveyed respondents were engine drivers who in practice operate all types of locomotives and railcars, who have acquired engine driver secondary school qualifications and have passed vocational testing for all types of locomotives and railcars. Systemic ergo-assessment of the intensity of the overall psychophysical effort is possible by introducing the index of importance which is used in case of all engine drivers to integrally and equally recognise also the influence of the percentage of occurrence of a certain factor of subjective disturbance and influence of the average assessment of the subjective disturbance intensity, thus allowing an insight into the structure of a system of simultaneous ergo-assessment factors and isolation of ten dominant ergo-assessment factors. Partial cognitive ergo-assessment and inter-comparison of the intensity of subjective disturbances have indicated the types of locomotives and/or railcar compositions in which the maximum partial intensity of disturbance is due to the following factors regarding the working ambient of the drivers cab: visibility, intensity of the difficulty of operation, and intensity of disturbance of the audible traffic noise. KEY WORDS: traffic environment, cognitive ergo-assessment, dominant factors of subjective disturbances, assessment parameters, safety and reliability

Vocational Qualifications in Britain and Europe: Theory and Practice(1)

This Note considers three questions bearing on the reform of vocational qualifications in Britain, against the background of changes being introduced by the National Council for Vocational Qualifications. First, in what important respects did Britain need a reformed and centrally-standardised system of vocational qualifications? Secondly, what are the proper criteria for choosing between alternative methods of awarding qualifications? Much that is at issue hinges on the relative importance of externally-marked written tests as compared with practical tasks assessed by an instructor; the discussion and conclusions reached here in relation to vocational testing apply in large measure also to current debates in other contexts, such as the proper role of teacher-assessed coursework in school examinations at 16+ (GCSE) and the official teacher-assessment of pupils at age 7 (SATs) currently being administered in British schools for the first time. Our third question is: in what significant ways do Continental systems of awarding qualifications differ from those now proposed for Britain?