INTERPRETING THE RESULTS OF META-ANALYTIC RESEARCH: A COMMENT ON SCHMITT, GOODING, NOE, AND KIRSCH (1984)

This comment shows that the conclusion of Schmitt, Gooding, Noe, and Kirsch (1984) that their meta-analytic findings are inconsistent with earlier validity generalization work is in error. The findings in their study that less variance than previously reported was due to sampling error are a result of their larger average sample sizes. Their claim that, after sampling error variance was accounted for, much unexplained variance remained, is incorrect. This error is demonstrated to be a result of their exclusive concentration on percentages and consequent failure to examine amount of observed and residual variance.     

ESTIMATION OF EMPLOYMENT VALIDITIES BY LESS EXPERIENCED JUDGES

In a previous study, Schmidt, Hunter, Croll and McKenzie (1983) demonstrated that estimates of the validity of cognitive tests made by highly trained and experienced judges are more accurate than empirical estimates obtained from small-sample validity studies. The present study examined whether less experienced judges could also produce accurate estimates. Twenty-eight recent Ph.D.'s in I/O Psychology estimated observed validities for the same 54 job-test combinations used by Schmidt et al. (1983). The estimates of these judges contained about twice as much random error as the experts' estimates. Systematic error of the less experienced judges was also greater than that of the experts (.0732 vs .019). The systematic errors of the two sets of judges were in opposite directions: less experienced judges overestimated validities, on average, while experts underestimated them. The results show that the estimates of less experienced judges contain less information than those of experts, but also that averages of estimates of several less experienced judges are as accurate as those obtained from small-sample empirical studies.     

Children of the Rich

Growing up rich is not an unmixed blessing. Great wealth has undoubted benefits, but it is not good for children. It distorts their functional relationship with the world, it belittles their own accomplishments, and it grotesquely amplifies their sense of what is good enough. It is addictive. Wealth may even become a barrier to a relationship with a therapist. One job of a therapist to the rich is to teach people how to be middle class and to achieve moderately, and to teach rich parents to accept such unmagnificent normality. The rich, of course, have all the same problems other people have, perhaps complicated by the wealth, perhaps just frustratingly unrelieved by the wealth. Suggestions are made for treating these unfortunate victims of excess and for overcoming the therapist's naïve counter-transference reactions to the families of the rich.     

Career lndecision and Family Enmeshment

In this study the relationship between career indecision and family-of-origin enmeshment is examined. Six hundred and four undergraduate and graduate students (classes randomly selected) were administered the Career Decision Scale and two scales (Intergenerational Individuation and Triangulation) from the Personal Authority in the Family System Questionnaire. A simultaneous multiple regression analysis on the indecision scale, using four predictor variables, yielded three significant variables (age, graduate/undergraduate status, and individuation) that accounted for 11% of the variance. Graduate students were more decided than undergraduate students and those who were more decisive tended to be older and more individuated.     

a model for training workshops and labs

This article describes a model for designing workshops and laboratories for training people in helping skills. The model functions to assist planners in creating learning experiences that maximize retention and transfer to counselors' own work as trainers. The three levels of the model focus on meeting participant needs for acquiring (a) personal awareness and a theory base, (b) individual communication skills, and (c) selected professional competencies. Best results are obtained when workshop leaders follow an integrative principle of design that requires each activity to meet participant needs associated with at least two of the three levels of the model.     

A WITHIN SETTING EMPIRICAL TEST OF THE SITUATIONAL SPECIFICITY HYPOTHESIS IN PERSONNEL SELECTION

The situational specificity hypothesis of selection procedure validity makes two predictions. The first is that variation in observed validities across settings is caused by real differences in what constitutes job performance. Validity generalization studies to date have provided disconfirming evidence for this prediction by showing that the observed variation is due to statistical and measurement artifacts. The second prediction is that if the situation (i.e., the organization, the setting, the job, the test and the criterion) is held constant, then validity findings will not vary from study to study. This article tests this prediction empirically using data from a unique series of studies reported by Bender and Loveless (1958). The results are contrary to the situational specificity hypothesis and consistent with the hypothesis that variation in observed validities is due to statistical and measurement artifacts that are unrelated to situations and settings. It is concluded that both major predictions of the situational specificity hypothesis have now been empirically disconfirmed.     

Promoting Student Adjustment to College: A Counseling Technique Utilizing Humor

A procedure utilizing humor during guided imagery has been devised to assist the adjustment of people to life demands. The humorous imagery situation technique activates an adaptive sense of humor useful in promoting healthy, psychological adjustment.