Situational_Judgment_Project_Outline___Spring_2005-3

Situational_Judgment_Project_Outline___Spring_2005-3 -...

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George Washington University Spring 2005 PSYC – 144 Class Project Development of a Situational Judgment Test (SJT) Introduction The purpose of this project is to give you hands-on experience developing a psychological as- sessment. In completing the project, you will work in a group to create a Situational Judgment Test (SJT) designed to identify high school seniors who are likely to succeed at GWU. The pro- ject consists of five key steps. Some steps will be completed independently outside of class, whereas other steps will be completed during class time. Description of Situational Judgment Inventories A SJT is designed to assess an examinee’s ability to identify the appropriate behavior for a given set of circumstances. A situational judgment item consists of a scenario (about a paragraph long) describing a situation often experienced by people in the job of interest. After reading a scen- ario, examinees are asked to select from a number of options the behavior they would most likely perform in response to the situation described in the scenario. Examinees are then asked to identify the behavior they would least likely perform. An example SJT item for the job of customer service representative is presented below. While you are working at the service desk, a customer attempts to return a toaster. According to store policy, a customer cannot return a product without presenting a receipt. When you ask the customer for a receipt, he claims that he accidentally threw it out. The customer assures you that he purchased the toaster two days ago. When you tell the customer that you cannot allow him to return the toaster without a receipt, he becomes enraged and begins to yell at you. 1. Which of the following behaviors would you MOST likely exhibit? 2. Which of the following behaviors would you LEAST likely exhibit? A. Call security to have the customer removed from the store. B. Allow the customer to return the toaster. C. Ignore the customer until he calms down. D. Tell the customer you cannot help him unless he calms down. E. Tell the customer that you will see what you can do to help him get a refund. Page 1 of 6
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PSYC 144 Class Project Spring 2005 Development of an SJT Specific responsibilities and deadlines for the SJT project are presented below. Project deadlines are summarized in a table on page 4. 1. Collect Critical Incidents: Due February 22, 2005 (completed individually outside of class) The first step in developing an SJT involves collecting examples of effective and ineffective be- havior. This is accomplished by having subject matter experts (SMEs) complete critical incid- ent forms. In completing the critical incident form, SMEs are asked to describe (a) the events leading up to the situation in which the behavior was exhibited, (b) the behavior exhibited in the situation, and (c) the consequence of the behavior. Student Responsibilities:
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