Relation between police image and police visibility

The purpose of this study was to build a model for the public image and visibility of the police. These variables were seen as central to successful community policing. Explanatory variables included were contacts with the police, victimisation and background characteristics of the respondents. Questionnaire data were obtained from a sample of 3271 adults (mean age 42) and 986 youngsters (mean age 15.5) in two Finnish cities. Using multi‐sample structural equation modelling, a four‐factor model with two image factors (Friendliness and Closeness) and two visibility factors (Patrol‐Car‐Related and Police‐on‐Foot Activities) was confirmed by the data. As hypothesised, for both adults and youngsters, seeing police‐on‐foot activities was positively correlated with both image factors, while seeing Patrol‐Car‐Related Activities was negatively correlated with police image. Relationships of explanatory variables with image factors were to a large extent but not completely mediated by the visibility factors. Some differences were found between adults and youngsters in factor means and in regression relationships. Quality of police visibility proved to be an important factor from the point of view of community policing, in which one of the main purposes is to improve the relationship between the police and the public. Copyright © 2000 John Wiley & Sons, Ltd.     

Multitasking in the military: Cognitive consequences and potential solutions

Multitasking—the performance of several tasks at the same time—is becoming increasingly prevalent in workplaces. Multitasking is known to disrupt performance, particularly in complex and dynamic situations, which is exactly what most military occupations entail. Because military errors can be consequential, the detrimental impact of multitasking on cognitive functioning in such contexts should be taken seriously. This review pertains to high‐consequence military occupations that require strong multitasking skills. More specifically, it highlights cognitive challenges arising from different forms of multitasking and discusses their underlying cognitive processes. Because such challenges are not expected to diminish, this review proposes context‐relevant solutions to decrease occupational workload, either by reducing the cognitive load ensuing from the to‐be‐performed tasks or by improving soldiers' multitasking abilities. To ensure effective implementation of these solutions, we stress the need to design context‐adapted tools and procedures, and to guide human resource managers in developing particular strategies.     

Evaluation of a statewide initiative to reduce expulsion of young children

This program evaluation study describes 3 years of implementation of Arkansas's BehaviorHelp (BH) system, a statewide expulsion prevention support system for early care and education (ECE). BH coordinates three tiers of supports to ECE professionals, including phone support, on‐site technical assistance (TA), and infant and early childhood mental health consultation (IECMHC). We examine differences in characteristics of those served across BH service tiers, describe short‐term case outcomes, and explore factors associated with expulsions. BH accepted referrals for 1,195 children in 488 ECE programs. The majority of referrals involved male children over the age of three, and most cases were assigned to the TA tier (68.5%). Cases assigned to receive IECMHC (28.4%) were more likely to involve children in foster care, receiving developmental therapies, and with higher rates of exposure to potentially traumatic events. The expulsion rate among referred children was 2.9%, and reported teacher engagement with the support process was high. Teachers receiving IECMHC services reported significant improvements in children's symptoms of emotional and behavioral problems. Exploratory analyses revealed that risk factors for expulsion included being a male, in foster care, in a lower quality ECE environment, and having a teacher with less training in social–emotional development.     

The relationship between cognitive ability and personality scores in selection situations: A meta‐analysis

Several faking theories have identified applicants’ cognitive ability (CA) as a determinant of faking—the intentional distortion of answers by candidates—but the corresponding empirical findings in the area of personality tests are often ambiguous. Following the assumption that CA is important for faking, we expected applicants with high CA to show higher personality scores in selection situations, leading in this case to significant correlations between CA and personality scores, but not in nonselection situations. This meta‐analysis (66 studies, k = 115 individual samples, N = 46,265) showed this pattern of results as well as moderation effects for the study design (laboratory vs. field), the response format of the personality test, and the type of CA test.     

Measuring optimism bias among military personnel

High numbers of young military personnel die due to road traffic collisions (RTCs). Yet, there is a paucity of research related to the contributing factors (i.e., optimism bias and willingness to take risks) associated with RTCs and the examination of road safety education program tailored at reducing young military fatalities. In order to address this gap in the literature, we examined one specific road safety educational intervention tailored for the UK military personnel and investigated their attitudes towards the program, optimism bias and willingness to take risks. Measures evaluating their optimism bias, willingness to take risks and attitudes towards the program were asked after the participants attended the road safety interventions. The results revealed that young military personnel, aged 18–25, had higher optimism bias and willingness to take risks compared to older military personnel, and that this effect diminishes with age. The results provide importance evidence related to military personnel’s attitudes to risk-taking.     

The Ethical Implications of Using Genetic Information in Personnel Selection

Biology, during the last decade in particular, is making substantial headway into our social theories of business and behavior. While the social sciences rush to keep up with the advancement of knowledge, we highlight the need for an ethics discussion to also keep pace. Although the implications to theory are important, our focus is on how new knowledge has the capacity to alter the formulation and practice of business policy, which we believe is potentially profound. Furthermore, the ethicality of a set of issues can depend heavily on one’s perspective, and differing views may not always be compatible. With this in mind, we discuss the ways in which one area of emerging biological knowledge—behavioral genetics—invites a rethinking of the nuances of four long-standing topic areas of business ethics surrounding personnel selection; and we do so from two perspectives—that of the employer and of the job seeker. The four ethical topics are (a) the static (mostly) nature of genetic information that is out of an individual’s control, (b) faking and lying during selection processes, (c) privacy, and (d) stigmatization of minority groups.     

The why and when of background checks: Situational factors moderate effects of criminal and financial stigma

Past criminal and financial transgressions, even when of questionable job relevance, can harm job‐seekers' prospects. In three hiring simulation experiments, manipulations of situational factors hypothesized to alter decision focus moderate the effect of background report information on applicant evaluations. In Study 1, emphasizing in‐role performance as a hiring goal decreases the weight placed on transgressions relative to standard qualifications. Study 2 demonstrates this context effect with a different design and experienced hiring professionals, and finds that delaying background checks heightens a transgression's impact. In Study 3, presenting novel positive information in conjunction with a criminal offense mitigates the delay effect. By adopting a behavioral decision perspective, this research illuminates how situational factors shape the impact of a widespread form of stigma.     

Willingness to fake: Examining the impact of competitive climate and hiring situations

Applicants may be willing to fake in job interviews with the aim of creating a positive impression. In two vignette‐based experiments, we examined if a competitive—versus noncompetitive—climate (Study 1) and hiring situation (Study 2) increased participants' willingness to fake. We also examined if Honesty–Humility and Competitive Worldviews moderated the relation between willingness to fake and how competitive participants believed they must be in order to secure the job. Results demonstrated that a competitive climate and hiring situation increased willingness to fake. Honesty–Humility and Competitive Worldviews were related to willingness to fake, but these relations did not change substantially at different levels of perceived need for competitiveness. Overall, results lend some theoretical support to propositions about applicant faking.     

Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel

The purpose of the current study was to examine the impact of exposure to Bringing in the Bystander—High School Curriculum (BITB-HSC) on school personnel, which included a seven session classroom curriculum for ninth through twelfth graders (student curriculum), a bystander training workshop for school personnel (school personnel workshop), and reading materials (handout). We examined how exposure to these various BITB-HSC intervention components was associated with school personnel's knowledge and bystander efficacy, intentions, and barriers specific to student relationship abuse (RA) and sexual assault (SA). Participants were 488 school personnel from 12 high schools in upper New England who completed the 4-month follow-up survey that assessed for intervention exposure (284 participants completed both the baseline and follow-up survey). Whereas 53% of participants were exposed to no intervention components, the other half of the sample were exposed to a combination of intervention components. Higher baseline knowledge and reactive bystander intentions were associated with subsequent exposure to both the student curriculum and the handout, and fewer barriers to bystander action predicted exposure to the school personnel workshop. Exposure to the school personnel workshop, student curriculum, and handout was associated with subsequent greater knowledge, exposure to the student curriculum predicted reactive bystander intentions, and exposure to the handout predicted higher reactive bystander intentions and bystander efficacy. Findings suggest that despite challenges with engagement, exposure to the BITB-HSC components may be a useful tool in improving school personnel's responses to RA and SA among high school students.     

Validity and Application of Computer-simulated Scenarios in Personnel Assessment

In Germany computer-simulated scenarios have been applied in personnel management for several years. Their goals are either to assess how potential managers cope with complex and connected problem states (job aptitude testing aspect) or to provide feedback on manager strengths and weaknesses in dealing with complexity, and how to modify these when necessary (training aspect). This paper presents and evaluates those scenarios that have been subjected to validity studies.