Talent Management

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The journal activities in this course are private between the student and the instructor. A course journal is generally made up of many individual Assignment s. Each journal is graded separately.

 

Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value

Reflective Response Journal assignment supports claims with relevant examples of personal experience, previous learning, or logical thought process

Journal assignment supports claims with mostly relevant examples of personal experience, previous learning, or logical thought process

Journal assignment supports claims with somewhat relevant personal experience, previous learning, or logical thought process

Journal assignment does not support claims with reflection on relevant personal examples

25

Comprehensive Response

Assignment shows excellent depth of knowledge of the module content and exhibits careful consideration of the topic

Assignment shows good depth of knowledge of the module content and demonstrates that the student has read the module content

Assignment shows limited depth of knowledge, indicating the student may have reviewed the module content but needs to explore further

Assignment does not address the prompt and reflects that the student has not read the module content

25

Voice Journal assignment is written in a style that is appealing and appropriate for the intended audience, and a consistent voice is evident throughout

Journal assignment is written in a style that is generally appropriate for the intended audience, and an attempt is made to use a consistent voice

Journal assignment is written in a style that considers the audience, but the author’s voice is not consistent and is difficult to identify

Journal assignment does not attempt to use a style that considers audience, and there is no evidence of author voice

25

Writing Journal assignment is free of errors in organization and grammar

Journal assignment is mostly free of errors of organization and grammar; errors are marginal and rarely interrupt the flow

Journal assignment contains errors of organization and grammar, but these are limited enough so that Assignment can be understood

Journal assignment contains errors of organization and grammar making the journal difficult to understand

25

Total 100%

Personality characteristic and traits

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Assignment Content

Need APA format, identify introduction, sub-sections titles, conclusion, add page # to in-text citations for textbook, and additional 2 reference minimum (that is in addition to the textbook that must be cited and referenced)

Use the information in the assigned chapters (7 & 8) of the textbook to address the issues of power, decision making, and leadership in groups.

Remember to add page # to in-text citations

Write a 750- to 1,050-word paper addressing the following:

  • Identify the six types of power and the 11 types of influence tactics discussed in Ch. 7 of the text. Compare how the different types of power and influence can shape the attitudes and behaviors of group members.
  • Discuss the seven decision schemes in Ch. 8, and explain when each scheme is the best one to use for group consensus.
  • Describe the following models of leadership approaches, and identify the strengths and weaknesses of each approach.
  • Personality characteristic and traits
  • Interactionist approaches
  • Conclude the paper by evaluating how power and influence, decision schemes, and leadership approaches interact to advance differing organizational goals.

Risk Of Crime

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Assignment: Risk of Crime

A woman who is engaged in prostitution is more likely to find herself vulnerable to theft, assault, and other types of violent crimes. High-risk behaviors such as this create an increased likelihood of more violent crimes. Another woman works in a white-collar job and lives in the suburbs. Does that mean that she does not have to be concerned about crime? She is still at risk, but perhaps it is of a different form.

What are the correlations between demographics and the types of crimes people commit? Do certain types of people have a higher risk of committing particular crimes or becoming a victim of those crimes? In your Learning Resources this week, you examined what risk factors tend to lead to becoming an offender or a victim, but in this Assignment you will take it one step further.

In this Assignment, you will select a case study where risk factors are present. You will examine the correlation that exists between risk factors and the types of crimes that are likely to occur. You will then make a determination of the relative likelihood that a person will become an offender or a victim.

In a 3- to 5-page paper:

· Summarize the case.

· Identify demographics and risk factors (e.g., acute, direct, proxy, short and long-term) that are present in the case that contribute to the subject becoming a victim or offender.

· Identify and evaluate the risk factors that are prone to influence a person, once they have committed their first crime, to continue engaging in criminal behavior. For victims of crime, identify and evaluate factors that would facilitate continued victimization.

· Explain if there is a correlation between risk factors and the types of crimes that are likely to occur.

· Rate the subject (Scale of 1–10) as to how likely is it that he/she will commit a crime or become a victim.

· Include supporting evidence of your conclusions.

Measurement In Psychology

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Chapter 5: Reliability/Precision of Psychological Tests

Activity 5A – 6 points

 

Complete this task as a Word document and submit via Turnitin

 

RUBRIC: 1.5 point for each (a, b, c, d) correctly answered with proper explanations. (.5 point deduction for each incorrect answer or explanation; maximum 1.5 pt. deduction for each letter)

 

There are various methods we can use to estimate the reliability/precision of a psychological test. We can estimate reliability using the test–retest method, the alternate-forms method, and/or the internal-consistency method. We can also estimate scorer reliability. There is not always just one correct way to estimate reliability/precision. Depending on the test, we might use one or more methods to gather as much evidence of reliability/precision as possible. Review four testing scenarios and state whether each method for estimating reliability/precision can be used or not (YES or NO). Then, briefly state why you chose that/those method(s). Be sure to cite why some methods are not appropriate. Finally, state whether scorer reliability is important for that test (YES or NO).

** Note that the split-half method is not included as an option. Though split-half is easy to calculate, the other methods for calculating internal consistency are more precise. **

 

a) An instructor has designed a comprehensive math exam for students entering community college. The exam contains multiple-choice questions that measure a student’s ability to read formulas, carry out math calculations, and solve word problems. To be sure students sitting next to each other will not have the same test, the instructor will be making two different tests to measure the same constructs. The tests are heterogenous. Since students may score higher on the second administration purely because they have taken the test one time already, when gathering evidence of reliability/precision, the instructor can give the exam only once. However, the instructor needs to know how reliable the test scores are.

i) Test-Retest Method:

ii) Alternate-Forms Method:

iii) Internal Consistency Method – KR-20:

iv) Internal Consistency Method – coefficient alpha:

v) Should we examine scorer reliability?

 

b) An HR professional wants to assess employee attitudes about quality of work life. She wants to be sure that her self-designed instrument is reliable. Her instrument contains 20 statements that employees will rate from 1 to 5. The HR professional has designed the instrument to be homogeneous.

i) Test-Retest Method:

ii) Alternate-Forms Method:

iii) Internal Consistency Method – KR-20:

iv) Internal Consistency Method – coefficient alpha:

v) Should we examine scorer reliability?

 

c) An Industrial and Organizational (I–O) psychology practitioner designed two parallel promotion tests for firefighters. Both tests required two fire chiefs to observe firefighters completing job-related activities (e.g., use and maintenance of safety equipment). Each firefighter was required to take two parallel tests rated by the same fire chiefs.

i) Test-Retest Method:

ii) Alternate-Forms Method:

iii) Internal Consistency Method – KR-20:

iv) Internal Consistency Method – coefficient alpha:

v) Should we examine scorer reliability?

 

d) A test developer is constructing a measure of critical thinking. The instrument consists of a number of anagrams and riddles—problems for which answers are not readily apparent until solved. The test score depends on the percentage of questions the test taker solved correctly.

i) Test-Retest Method:

ii) Alternate-Forms Method:

iii) Internal Consistency Method – KR-20:

iv) Internal Consistency Method – coefficient alpha:

v) Should we examine scorer reliability?