DIAGNÓSTICO SITUACIONAL

According to the way of solving test questions, tests are divided into:

• written tests,

• tests for oral problem solving,

• tests where a task must be completed by using a certain machine or device, material, etc.

Written tests are applied most frequently. Their advantage is the fact that they are cheap; they do not require significant time or large material means. Under certain conditions they can be done orally, e.g. when candidates are illiterate and it is impor- tant that they all solve posed problems or if, due to the lack of time and material means, it is not possible to prepare written problems. In such cases the answer are pro- vided verbally.

Oral tests entail the oral answers of candidates. These tests resemble a conver-

sation where all the questions, being open and/or closed ones, are formulated in advance and posed in a certain order.

By monitoring a candidate who received the task, working tests enable us to establish how successfully the candidate carries out an actual task. This procedure secures certain information on candidates; it assists the personnel officer in the recruitment, promotion, evaluation of results, evaluation of training activities, etc.

There are numerous tests that can be used as an additional criterion in the selec- tion of candidates, although they are not always fully reliable. It should be noted that some of them may be used only with the assistance of experts, for example, psychologists.

The following group of tests are most frequently used for the purpose of human resources management:

• test of knowledge;

• ability test (simulation tests);

• personality test and test of temper;

• Intelligence and personality tests.

5.2.8.1. Test of knowledge

The level of knowledge, skills and work habits that a tested person possesses is determined by the test of knowledge. These tests do not serve for establishing the gen- eral abilities of candidates (there are specific, so called ability tests for that purpose) but serve as indicators of results of a specific training and learning.

We can also call them the tests of success. During these tests, a candidate, in a controlled situation, carries out work tasks that he or she would have to per- form during the regular work. For example, a candidate for an orchestra plays his/her instrument whilst candidates for drivers of forklift trucks drive the vehicles in the storages.

Bearing in mind what is determined by these tests – the material or functional aspect of the education, we can divide them into:

• Knowledge in a narrow sense, and

• The abilities for the application of knowledge.

With the tests of knowledge in the narrow sense we determine only facts (for example, the tests of language skills, stenography and typing skills), while with the abil- ity tests for the application of knowledge we determine the skills and habits in the application of theoretical knowledge (for example, solving a practical problem or exe- cution of an actual task).

Tests of knowledge can be in the form of:

• Standard oral questions;

• Written questions in the form of a test;

• In the form of a work sample and an actual work task.

By oral test we check abilities for execution of certain tasks, usually during the

conversation about the employment. This type of tests has the advantage in compar- ison to written ones since they permit adjusting of the questions to the candidate if he or she does not understand them at once.

The written tests of knowledge are somehow more general than oral ones since

they are used for greater groups of similar jobs and work tasks; they are standardised and permit answering in different manners (confirmation that some statement is cor- rect or not, a choice of the correct answer among several offered answers, numerical responses).

The work samples are used as tests in the previous verification of working abil-

ities of a candidate for the performance of a certain job or tasks. Most often, these tests pertain to performance of certain actions on the machine which candidate should use at his or her future employment under similar circumstances but, this time, in an educational centre of the organisation. See Chapter 5.2.8.5.

Tests of knowledge are taken into consideration in the following cases:

• Verification of knowledge and abilities of a candidate with the aim of employ- ment, if he or she already has experience in similar tasks;

• Vertical reassignment of human resources in the organisation with the aim of determining the possibility of an employee to successfully execute complex tasks in comparison to the current incumbents;

• Drafting of the introduction-to-job training programme for the newly employed staff (planning and programming of their training);

• Additional training of employees assigned to other jobs and work tasks (ver- tical and horizontal mobility of human resources in an organisation) etc. (Miglič and Vukovič, 2006: 248-249).

5.2.8.2. Ability test and test of talents

With the ability test, which is also called a simulation test, we want to meas- ure characteristics that fall within the primary conditions for the performance of cer- tain jobs and tasks. These tests must provide information on capacities of an indi- vidual to master specific skills and knowledge after a completed training for carry- ing out certain tasks.

Specific abilities required for the performance of certain tasks are determined by these tests. For example, mechanics, civil servants, linguists, musicians, manual skills, reaction time, coordination of eyes and hands.

In relation to the occurrences for which the tests are undertaken, we may divide them into:

• Sensor tests;

• Mental tests;

• Tests of mechanical abilities; and

• Tests of motor skills.

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By sensor tests we determine different functional characteristics of the senso-

ry system. The eyesight tests are the most important tests within this group; by eye sight test we determine the sharpness and sensibility of eye sight, the observation of configuration and differentiation of colours, different sensitivity for light and dark colours, postulate eye characteristics and the eye sight scope. A special sensitivity is required for the performance of numerous tasks; thus numerous, specially designed appliances are used for the verification of the working abilities of candidates. Hearing is also essential for the performance of numerous tasks; thus we have to test the absolute hearing sensibility to different frequencies, tone of noise, etc.

By mental tests we examine different intellectual functions.19_{The examination}

of intellectual functions depends on conditions for the performance of certain jobs and working tasks, namely certain job requirements.

The general mental ability test usually contains a compilation of information – verbal, numerical and abstract questions.

The following tests fall within the main types of those tests:

• Examination of perceptive factor (abilities of quick and precise positioning, namely the observation of smaller differences between forms);

• For the examination of spatial factors (ability of imaging and presentation of the order, namely the relationship between the sizes and object in two or three spatial dimensions);

• for examination of numerical factors (abilities of quick and precise perform- ance of numerical operations);

• for examination of verbal factor;

• examination of speech factor;

• intelligence.

Intelligence tests were among the first tests that were used for professional

orientation and selection of candidates. They are shaped for measuring the candi- date’s IQ by applying the techniques with the stimulus of conscious in order to detect sub-conscious reactions. They are also used to determine how a person will manage in new situations.

Although views on the tests are divided the tests have been frequently applied. The opponents of its application in the human resources management emphasise that tests were developed by psychiatrists and that they are more suitable to determine mental health than for the selection of candidates. Its proponents emphasise that these tests, if they are carefully used, may be applied for the examination of use of numbers, words and abstract notions. These tests are indicators of candidates’ abilities to learn fast, which may be necessary for tasks requiring conceptual thinking and problem solving.

With the tests of mechanical abilities we want to determine the level of ability to understand the mechanical principles and to solve technical and practical problems given to a candidate. These abilities are required for jobs and tasks executed on cer-

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19 Alfred Binet compiled the first test of the general mental ability for testing children (1904, in Cook, 1996). On that basis the Committee of American Psychologists made a first mental ability test for adults, which was used for recruitment in the US Army.

From 1917 when the USA joined the First World War, 1,7 million recruits were tested. The civil use of the test Army Alfa was later permitted under the name of the National Intelligence Test and applied to 400.000 people in six months.

tain machines, instruments and part of complex appliances where success is depend- ent on the understanding of their functioning. The success on this test does not depend only on the mechanical factors but the general intelligence, spatial and percep- tive factors, and psychomotor abilities as well. They fall under the type of written tests and require the composition, namely the drafting of different objects.

With the test of motor skills we determine the functioning of certain body parts: fingers, legs, eye sight coordination, reactions, calmness of hands, etc.

By using these tests we cannot determine the skill in general but we measure certain skills, namely motor control, on which it depends how successful a candidate will be in the performance of the job.

Ability tests and tests of talents are used for determination and forecasting the abilities for a certain job and additional training. The use of these tests is recommend- ed when candidates do not have enough experience or have insufficient or no experi- ence, and the test are to be used in relation to e.g. selection for professional training or internship. A research shows that ability tests correspond to all services. By deter- mining the ability for a group of tasks, under which the individual service fall, it is pos- sible to forecast the future result in the performance of work activities (Miglič and Vukovič, 2006: 249-251).

5.2.8.3. Personality and temper tests

Personality and temper tests are described as criteria for the main aspects of a candidate’s personality such as the extent of introvert and extrovert personality, emo- tional stability and motivation. It is most difficult to grade these tests for the purpose of selecting candidates since the system of personal characteristics is changeable, which makes the relationship of required abilities and personality often unclear. Furthermore, that relationship does not exist. Besides, the candidates respond easily in those tests which results in their limited validity; thus, it is difficult to justify their use in the selection of candidates for a job. Sometimes, these types of tests infringe on the private sphere of the tested persons.

The tests for the examination of mental, sensory and psychomotor functions that reveal the personality structure of a candidate fall under the personality tests in a broader sense. In a narrow sense, this type of tests encompasses those meant for deter- mination of characteristics of personality which are demonstrated through the behav- ioural modalities, main personal self-esteem, the main characteristics of activity, inter- est and motives.

All personality tests and tests of temper are divided into:

• Analytic, and

• Synthetic.

The analytical tests are the following: sequence of grades, questionnaires and, so called, objective tests. The questionnaires may be focused on one personal charac- teristic only (single phase questionnaires) or to the determination of several different personal characteristics (so called, multi-phase questionnaires).

Through objective personality tests, the candidates are put in certain hypothet- ical but realistic situations; on the basis of their reactions we conclude how the exam- ined characteristics are developed.

The synthetic tests are intended for getting acquainted with the basic overall use of methods of CVs, projective techniques and psychological research in the form of conversation.

Certain questions that are usually included in the personality tests are listed in table 5.6.

Table 5.6: Characteristic elements of personality tests

5.2.8.4. Preparation for the use of tests

Different rules should be taken into consideration for an efficient use of tests:

• Tests should be evaluated together with all other data from a candidate’s CV;

• Test itself must respond to the working situation and determined rules;

• It is good to make a difference between certain tests to see what we really want to measure;

• Tests should be checked by those who are already employed and se how suc- cessful or unsuccessful they are;

• Whenever possible, assistance from a psychologist should be sought (Table 5.7).

Table 5.7: Guidelines for the use of tests

Before using the tests it is recommended to get answers to the following questions:

• Use of tests today and use of tests in the past – what organisations are cur-

rently using tests? Why did they start using them? Why did they stop using them? What are the current experiences with testing?

• Literature on testing – What literature examines certain tests and their appli-

cation in the selection of employees? What current researches determine their usability and validity?

• Revision of the comments – Who did a test revision? What draws one’s

attention in the evaluation of the test? Was the test referred to in standard reference sources? If not, what was the reason? What can be gathered about the test from independent expert organisations?

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1. I want to be successful in each activity I do. 2. I have many friends.

3. Sometimes I lose my temper when I’m criticised. 4. I prefer team over individual work.

5. For me it seems more essential to perform one thing in a detailed manner that to superficially complete several tasks.