Constructing Integrity

Posted by Robert Hogan on Fri, Nov 12, 2010

Recent events in politics and business again show the importance of personal integrity in everyday affairs, especially at the leadership level. Our analysis of the psychology of integrity suggests that the topic, although a crucial element in human affairs, is somewhat more paradoxical than it might appear at first blush.

In Memories, Dreams, and Reflections, Carl Jung describes meeting Albert Schweizer (1875-1965), the legendary theologian, organist, philosopher, and physician known for founding a hospital for the poor in Gabon. Schweizer received the Nobel Peace Prize in 1952, and by anyone’s standards qualifies as a great moral figure. Jung reported that he spent two days prying at Schweizer, trying to find the neurotic underpinnings for his moral nobility, and he could find nothing. Then Jung noted that he met Schweizer’s wife, and Schweizer’s narcissism was revealed. Similarly, Erik Erikson wrote a psycho-biographical study of Mohandas Ghandi, the “great-souled father” of modern India, the man who invented non-violent civil disobedience as a way of protesting political oppression, and virtually everyone’s prototype of a great moral figure. Erikson was so disgusted by Gandhi’s hypocrisy and narcissism that he almost abandoned the project. Mother Theresa similarly fails to hold up well under close moral scrutiny.

Integrity is normally assumed to be a function of a person’s character—which refers to underlying psychological structures that give rise to overt social conduct. We think analyses of underlying character structures are a dubious undertaking; we prefer to think of integrity as a label we put on another person’s performance when playing the game of life. Life is a game of games, moralities provide the rules of the game, all moralities share the same deep structure and serve the same function—they give participants some structure while enabling them to function as part of a group. Moralities serve the group, not individuals; to participate in any game, individuals must submit to the rules and suffer certain deprivations of liberty and frustrations of natural egocentrism.

When we say a person behaves with integrity, we are commenting on how that person behaves vis-a-vis the rules of the game he/she is engaged in. The manner in which people accommodate themselves to the rules of games passes through three developmental stages, as noted for example by Jean Piaget in The Moral Judgment of the Child, a book based in large part on his observations of children playing marbles. In the first stage, children must learn that to take part in the game, they must follow the rules of the game—and if they don’t, the game falls apart. One sign of a delinquent is a pronounced tendency to break normal rules of conduct; one sign of integrity is the tendency to follow rules scrupulously.

Godel’s theorem holds that in any relatively complex system of rules, conflicts inevitably emerge. Godel was thinking of mathematics, but his observation holds for human rule systems as well. In any game, at some point, following the rules will lead to bad results. The second developmental stage concerns understanding the “spirit of the game,” developing a sense of “sportsmanship” or fair play which allows people to set rules aside temporarily in order to allow justice to prevail. Piaget says this sense of sportsmanship comes from the process of learning to “take turns” which leads to the concept of reciprocity and then justice. In any case, we often say a person has integrity when he or she displays outstanding sportsmanship and acts not according to self-interest but according to the spirit of the game.

The third developmental stage is more abstract, and concerns becoming an advocate for the game, an ambassador for cricket or football or tennis—or Catholicism, Islam, capitalism, or any other belief system. We often say a person has integrity depending on how well he/she performs in this role.

These three stages in the development of performances that lead to the attribution of integrity are associated with individual differences in overt behavior, which is why we can make the attributions of integrity. One class of behavior refers to good citizenship and being a good role model by strictly observing rules. People with high scores, for example, on the Socialization scale of the California Psychological Inventory are utterly dependable and respect the rules; there is always a dark side associated with over- or under-doing the rule following. The under-doers are flexible, spontaneous, and not always dependable; the over-doers are often rigid, judgmental, and inflexible.

The second stage concerns a continuum that ranges from egocentrism and self-centered behavior at the low end to socio-centrism and a lack of resolve at the high end. This can be measured, for example, with the Empathy scale of the California Psychological Inventory. The third stage concerns a continuum that ranges from pragmatism at the low end to ideological fervor at the high end.

To summarize, integrity exists in the eyes of the beholder, not in the psyches of the actors; integrity refers to evaluations that we put on other peoples’ performance. More specifically, integrity refers to evaluations in three areas of performance—rule following, sportsmanship, and advocacy. In addition, we can assess peoples’ typical performance in these three areas, and data associated with those assessments leads to two major conclusions. First, generally speaking, integrity is a good thing. Second, there is a definite dark side to integrity, as exemplified by the lives of such great moral figures as Albert Schweizer, Mohandas Gandhi, and Mother Teresa.

Topics: leadership, integrity, character

Constructing Integrity

Posted by RHogan on Thu, Nov 11, 2010

Recent events in politics and business again show the importance of personal integrity in everyday affairs, especially at the leadership level. Our analysis of the psychology of integrity suggests that the topic, although a crucial element in human affairs, is somewhat more paradoxical than it might appear at first blush.

In Memories, Dreams, and Reflections, Carl Jung describes meeting Albert Schweizer (1875-1965), the legendary theologian, organist, philosopher, and physician known for founding a hospital for the poor in Gabon. Schweizer received the Nobel Peace Prize in 1952, and by anyone’s standards qualifies as a great moral figure. Jung reported that he spent two days prying at Schweizer, trying to find the neurotic underpinnings for his moral nobility, and he could find nothing. Then Jung noted that he met Schweizer’s wife, and Schweizer’s narcissism was revealed. Similarly, Erik Erikson wrote a psycho-biographical study of Mohandas Ghandi, the “great-souled father” of modern India, the man who invented non-violent civil disobedience as a way of protesting political oppression, and virtually everyone’s prototype of a great moral figure. Erikson was so disgusted by Gandhi’s hypocrisy and narcissism that he almost abandoned the project. Mother Theresa similarly fails to hold up well under close moral scrutiny.

Integrity is normally assumed to be a function of a person’s character—which refers to underlying psychological structures that give rise to overt social conduct. We think analyses of underlying character structures are a dubious undertaking; we prefer to think of integrity as a label we put on another person’s performance when playing the game of life. Life is a game of games, moralities provide the rules of the game, all moralities share the same deep structure and serve the same function—they give participants some structure while enabling them to function as part of a group. Moralities serve the group, not individuals; to participate in any game, individuals must submit to the rules and suffer certain deprivations of liberty and frustrations of natural egocentrism.

When we say a person behaves with integrity, we are commenting on how that person behaves vis-a-vis the rules of the game he/she is engaged in. The manner in which people accommodate themselves to the rules of games passes through three developmental stages, as noted for example by Jean Piaget in The Moral Judgment of the Child, a book based in large part on his observations of children playing marbles. In the first stage, children must learn that to take part in the game, they must follow the rules of the game—and if they don’t, the game falls apart. One sign of a delinquent is a pronounced tendency to break normal rules of conduct; one sign of integrity is the tendency to follow rules scrupulously.

Godel’s theorem holds that in any relatively complex system of rules, conflicts inevitably emerge. Godel was thinking of mathematics, but his observation holds for human rule systems as well. In any game, at some point, following the rules will lead to bad results. The second developmental stage concerns understanding the “spirit of the game,” developing a sense of “sportsmanship” or fair play which allows people to set rules aside temporarily in order to allow justice to prevail. Piaget says this sense of sportsmanship comes from the process of learning to “take turns” which leads to the concept of reciprocity and then justice. In any case, we often say a person has integrity when he or she displays outstanding sportsmanship and acts not according to self-interest but according to the spirit of the game.

The third developmental stage is more abstract, and concerns becoming an advocate for the game, an ambassador for cricket or football or tennis—or Catholicism, Islam, capitalism, or any other belief system. We often say a person has integrity depending on how well he/she performs in this role.

These three stages in the development of performances that lead to the attribution of integrity are associated with individual differences in overt behavior, which is why we can make the attributions of integrity. One class of behavior refers to good citizenship and being a good role model by strictly observing rules. People with high scores, for example, on the Socialization scale of the California Psychological Inventory are utterly dependable and respect the rules; there is always a dark side associated with over- or under-doing the rule following. The under-doers are flexible, spontaneous, and not always dependable; the over-doers are often rigid, judgmental, and inflexible.

The second stage concerns a continuum that ranges from egocentrism and self-centered behavior at the low end to socio-centrism and a lack of resolve at the high end. This can be measured, for example, with the Empathy scale of the California Psychological Inventory. The third stage concerns a continuum that ranges from pragmatism at the low end to ideological fervor at the high end.

To summarize, integrity exists in the eyes of the beholder, not in the psyches of the actors; integrity refers to evaluations that we put on other peoples’ performance. More specifically, integrity refers to evaluations in three areas of performance—rule following, sportsmanship, and advocacy. In addition, we can assess peoples’ typical performance in these three areas, and data associated with those assessments leads to two major conclusions. First, generally speaking, integrity is a good thing. Second, there is a definite dark side to integrity, as exemplified by the lives of such great moral figures as Albert Schweizer, Mohandas Gandhi, and Mother Teresa.

Topics: character

Pyramid of Success and Personality

Posted by Adam Vassar on Wed, Nov 10, 2010

June 4th, 2010 marked the passing of basketball coaching legend John Wooden. As many people are aware, Wooden was known as the “Wizard of Westwood” for his unmatched success as coach of the UCLA men’s basketball team, leading them to a record 88 consecutive victories and 10 national championships among other accomplishments. What is less widely publicized is the strategy that Wooden designed and deployed in order to recruit, assess, select, develop, and mentor his players into successful individuals on and off the court. This aspect of the coach’s legend interestingly establishes him as not only an innovator in the sport of basketball, but also a pioneer in the realm of talent management.

Like the successful talent managers of today’s organizations, Wooden realized that neither choosing players for his team nor growing their skills could be accomplished simply based on his own intuition and instinct. Wooden, unwittingly taking a move from the yet to be written I/O psychologist playbook, created a measurement model for identifying high potential players that exhibited the competencies required to succeed in his program. In 1948 (16 years before winning his first national title), he created what came to be known as the “Pyramid of Success.” Those of us in human capital selection and leadership development circles will quickly recognize this pyramid includes very similar content as to what we commonly see today in organizational competency models. Wooden’s pyramid included 15 primary competencies (i.e., the building blocks) and 10 secondary competencies (i.e., the mortar).

One revelation upon examining this pyramid is the clear presence of personality as the foundational component of the model. Wooden envisioned the theoretical pyramid to be like that of an actual pyramid where the foundation must first be established and is paramount to the fidelity and stability of the entire structure. In this case, the first two levels serving as the foundation consisted of the following building blocks: Industriousness, Friendship, Loyalty, Cooperation, Enthusiasm, Self-Control, Alertness, Initiative, and Intentness. These 9 competencies can be easily mapped to the 7 scales of the Hogan Personality Inventory (HPI).
 
Industriousness and Loyalty (e.g., hard work, careful planning, and maintaining commitments) link clearly to what we refer to in Hogan language as Prudence. Friendship, Cooperation, and Enthusiasm are included in the pyramid to embody mutual respect, collaborative social interactions, and demonstrating energy and joy when working with others. These same behaviors can be found in the Interpersonal Sensitivity and Sociability Hogan personality scales. What we at Hogan define as Ambition is represented in Wooden’s concepts of Initiative and Intentness that are characterized as making independent decisions, not fearing failure, and persisting for goal achievement. Those familiar with the HPI would likely look at the pyramid and recognize Wooden’s definition of Self-Control as representing the Adjustment scale. In the Self-Control building block, the coach discusses concepts such as mastery of emotions and avoiding peaks and valleys in one’s temperament. Finally, the Hogan scales of Inquisitive and Learning Approach are akin to what UCLA basketball alumni would remember of Coach Wooden’s Alertness concept for staying open-minded and being eager to learn and improve.

Of course, it doesn’t hurt to have talent such as the likes of Lew Alcindor (later known as Kareem Abdul-Jabbar) and Bill Walton on your team if you want to reach the pinnacle of success in your particular field. However, whether it’s on the basketball court or in the boardroom, countless examples exist where the team with the greatest raw talent doesn’t win. The prediction of success begins with the establishment of an appropriate measurement model of critical competencies followed by the systematic assessment of those competencies to select and develop talent. Time and time again, whether it is Wooden’s methodology or the desired competencies of today’s leading companies, personality continues to serve as the cornerstone to support practitioners in unlocking their own pyramids of success.

Topics: HPI, Hogan Personality Inventory, leadership, talent management

Pyramid of Success and Personality

Posted by Hogan Assessments on Tue, Nov 09, 2010

 

June 4th, 2010 marked the passing of basketball coaching legend John Wooden. As many people are aware, Wooden was known as the “Wizard of Westwood” for his unmatched success as coach of the UCLA men’s basketball team, leading them to a record 88 consecutive victories and 10 national championships among other accomplishments. What is less widely publicized is the strategy that Wooden designed and deployed in order to recruit, assess, select, develop, and mentor his players into successful individuals on and off the court. This aspect of the coach’s legend interestingly establishes him as not only an innovator in the sport of basketball, but also a pioneer in the realm of talent management.

Like the successful talent managers of today’s organizations, Wooden realized that neither choosing players for his team nor growing their skills could be accomplished simply based on his own intuition and instinct. Wooden, unwittingly taking a move from the yet to be written I/O psychologist playbook, created a measurement model for identifying high potential players that exhibited the competencies required to succeed in his program. In 1948 (16 years before winning his first national title), he created what came to be known as the “Pyramid of Success.” Those of us in human capital selection and leadership development circles will quickly recognize this pyramid includes very similar content as to what we commonly see today in organizational competency models. Wooden’s pyramid included 15 primary competencies (i.e., the building blocks) and 10 secondary competencies (i.e., the mortar).

One revelation upon examining this pyramid is the clear presence of personality as the foundational component of the model. Wooden envisioned the theoretical pyramid to be like that of an actual pyramid where the foundation must first be established and is paramount to the fidelity and stability of the entire structure. In this case, the first two levels serving as the foundation consisted of the following building blocks: Industriousness, Friendship, Loyalty, Cooperation, Enthusiasm, Self-Control, Alertness, Initiative, and Intentness. These 9 competencies can be easily mapped to the 7 scales of the Hogan Personality Inventory (HPI).
Industriousness and Loyalty (e.g., hard work, careful planning, and maintaining commitments) link clearly to what we refer to in Hogan language as Prudence. Friendship, Cooperation, and Enthusiasm are included in the pyramid to embody mutual respect, collaborative social interactions, and demonstrating energy and joy when working with others. These same behaviors can be found in the Interpersonal Sensitivity and Sociability Hogan personality scales. What we at Hogan define as Ambition is represented in Wooden’s concepts of Initiative and Intentness that are characterized as making independent decisions, not fearing failure, and persisting for goal achievement. Those familiar with the HPI would likely look at the pyramid and recognize Wooden’s definition of Self-Control as representing the Adjustment scale. In the Self-Control building block, the coach discusses concepts such as mastery of emotions and avoiding peaks and valleys in one’s temperament. Finally, the Hogan scales of Inquisitive and Learning Approach are akin to what UCLA basketball alumni would remember of Coach Wooden’s Alertness concept for staying open-minded and being eager to learn and improve.

 

Of course, it doesn’t hurt to have talent such as the likes of Lew Alcindor (later known as Kareem Abdul-Jabbar) and Bill Walton on your team if you want to reach the pinnacle of success in your particular field. However, whether it’s on the basketball court or in the boardroom, countless examples exist where the team with the greatest raw talent doesn’t win. The prediction of success begins with the establishment of an appropriate measurement model of critical competencies followed by the systematic assessment of those competencies to select and develop talent. Time and time again, whether it is Wooden’s methodology or the desired competencies of today’s leading companies, personality continues to serve as the cornerstone to support practitioners in unlocking their own pyramids of success.

 

Learn a New Language and Gain a New Soul

Posted by Dan Paulk on Fri, Oct 22, 2010

Three unrelated events have transpired over the last few weeks that have inspired me to share a message with you that you know all too well: translating meaning from one language to another language (accurately) is very tricky business. Secretary of State Hillary Clinton learned that lesson the hard way when she presented Russian Foreign Minister Sergei Lavrov with a gift bearing an incorrect translation—one that implied hostility, rather than peacemaking. Clinton presented Lavrov with a orange button which said "Reset" in English and "Peregruzka" in Russian. The problem was, "peregruzka" doesn't mean reset. It means overcharged, or overloaded. Lavrov called her out on it.

Now, the three unrelated events . . .
Event 1: My oldest son, Elliot, has just returned from a three month assignment in South Korea, teaching elementary school students American English. Though he spoke no Korean at the outset, his total immersion in Korean culture and living with his Korean host “family” forced him to become functionally conversational in Korean in just three months. Though his comprehension is rudimentary, he came to appreciate how translations from one language to another captures part of what was intended, but adds some pretty different subtleties as well. In assisting his students with their school newspaper with a cartoon storyline, he used a caption, “I played a joke on you.” But their translation was, “Ha ha, you have deceived me.” Close, but different.

Event 2: Barbara Billingsley, iconic mother in the old Leave It To Beaver TV series, just died at the age of 94. She played June Cleaver, an idealized mother of two boys whom she loved and protected, was often shown waiting for them to come home from school wearing an apron and holding a plate of freshly baked cookies. She even did household chores wearing pearls and earrings! Forever typecast, Billingsley spoofed her wholesome image with a very funny brief appearance in the comedy Airplane! by volunteering as a person who could speak “jive” in order to assist a physically ill African American passenger whom the flight attendant really didn’t understand.

Event 3: In my most recent Hogan certification workshop, I had a very lively participant from Montreal ask if the Hogan assessment tools were available in French, her primary language. Though she spoke with a thick French patois, her English was very good and articulate, but still, she wondered if she might have scored differently if she had taken the assessments in her native tongue. I told her that we have test translations in upwards of 40 languages, including French. She offered a quick, illustrative example—one of the questions asked her if she viewed herself as a “witty” person. After the testing, she asked her husband, “am I a witty person?” “What is this witty?”

Transferring an assessment instrument to a different culture and language is challenging and must be handled with accuracy and deep cultural understanding. When we (Hogan) have studied cultural differences in testing outcomes, though there are some differences, most are due to two things: sampling error and translation challenges.

Often, you cannot do a simple “forward translation” (word-for-word); when you then verify with a “backward translation,” the content can take on a bizarre Borat-like expression. We use a translation process called Adaptation—altering the translation content so that the meaning is the same in both cultures, even if the words differ. This requires a fully fluent translator who understands both the original culture (e.g., American culture) and the target culture (e.g., Chinese culture). We use fully fluent and bi-cultural translators with psychological training and backgrounds to translate the original test items into the target language. They have to understand both cultures so they can understand the meaning in US culture and adapt as appropriate for the target culture. They also need to be psychologists so they have an understanding of item construction and do not take translation liberties that harm the psychometric properties of the assessment items.

My son continues to study Korean for a return trip next year. I leave you with a Czech saying, “learn a new language and gain a new soul.”

Topics: language translation

Learn a New Language and Gain a New Soul

Posted by DPaulk on Thu, Oct 21, 2010

Three unrelated events have transpired over the last few weeks that have inspired me to share a message with you that you know all too well: translating meaning from one language to another language (accurately) is very tricky business. Secretary of State Hillary Clinton learned that lesson the hard way when she presented Russian Foreign Minister Sergei Lavrov with a gift bearing an incorrect translation—one that implied hostility, rather than peacemaking. Clinton presented Lavrov with a orange button which said “Reset” in English and “Peregruzka” in Russian. The problem was, “peregruzka” doesn’t mean reset. It means overcharged, or overloaded. Lavrov called her out on it.

Now, the three unrelated events . . .
Event 1: My oldest son, Elliot, has just returned from a three month assignment in South Korea, teaching elementary school students American English. Though he spoke no Korean at the outset, his total immersion in Korean culture and living with his Korean host “family” forced him to become functionally conversational in Korean in just three months. Though his comprehension is rudimentary, he came to appreciate how translations from one language to another captures part of what was intended, but adds some pretty different subtleties as well. In assisting his students with their school newspaper with a cartoon storyline, he used a caption, “I played a joke on you.” But their translation was, “Ha ha, you have deceived me.” Close, but different.

Event 2: Barbara Billingsley, iconic mother in the old Leave It To Beaver TV series, just died at the age of 94. She played June Cleaver, an idealized mother of two boys whom she loved and protected, was often shown waiting for them to come home from school wearing an apron and holding a plate of freshly baked cookies. She even did household chores wearing pearls and earrings! Forever typecast, Billingsley spoofed her wholesome image with a very funny brief appearance in the comedy Airplane! by volunteering as a person who could speak “jive” in order to assist a physically ill African American passenger whom the flight attendant really didn’t understand.

Event 3: In my most recent Hogan certification workshop, I had a very lively participant from Montreal ask if the Hogan assessment tools were available in French, her primary language. Though she spoke with a thick French patois, her English was very good and articulate, but still, she wondered if she might have scored differently if she had taken the assessments in her native tongue. I told her that we have test translations in upwards of 40 languages, including French. She offered a quick, illustrative example—one of the questions asked her if she viewed herself as a “witty” person. After the testing, she asked her husband, “am I a witty person?” “What is this witty?”

Transferring an assessment instrument to a different culture and language is challenging and must be handled with accuracy and deep cultural understanding. When we (Hogan) have studied cultural differences in testing outcomes, though there are some differences, most are due to two things: sampling error and translation challenges.

Often, you cannot do a simple “forward translation” (word-for-word); when you then verify with a “backward translation,” the content can take on a bizarre Borat-like expression. We use a translation process called Adaptation—altering the translation content so that the meaning is the same in both cultures, even if the words differ. This requires a fully fluent translator who understands both the original culture (e.g., American culture) and the target culture (e.g., Chinese culture). We use fully fluent and bi-cultural translators with psychological training and backgrounds to translate the original test items into the target language. They have to understand both cultures so they can understand the meaning in US culture and adapt as appropriate for the target culture. They also need to be psychologists so they have an understanding of item construction and do not take translation liberties that harm the psychometric properties of the assessment items.

My son continues to study Korean for a return trip next year. I leave you with a Czech saying, “learn a new language and gain a new soul.”

12 Questions to Ask When Choosing a Personality Assessment

Posted by Robert Hogan on Thu, Oct 14, 2010

Choosing the right personality assessment for employee selection and leadership development can be mind-boggling. What's the best solution: recommendations from peers, online research, evaluations in trade magazines? Even more importantly, how can one be sure that a personality assessment provider will supply tools that actually work as advertised? Not all personality assessments are created equal.

Before investing in one, Hogan suggests 12 must-ask questions when choosing an assessment provider.

1. What are the personality assessments designed to do relative to the needs/goals of the customer?

2. Is the personality assessment provider a member of the American Psychological Association (APA), Society of Industrial/Organizational Psychology (SIOP), or other professional organization that mandates ethical and statistical guidelines for creating personality assessments?

3. Have the personality tests been reviewed in Buros' Mental Measurement Yearbook?

4. Is each personality test supported by a test manual that is organized according to the standards outlined in the Uniform Guidelines on Employee Selection Procedures?

5. Does the personality assessment provider supply technical reports containing competent validity studies (as defined by the Uniform Guidelines) using the personality tests in real organizations?

6. Can the personality assessment provider produce a summary of validation results for jobs similar to the one under consideration?

7. What standardized validation process is followed before the personality assessment provider implements a selection test in an organization?

8. How are cutoff scores established for selection purposes?

9. What process does the personality assessment provider use to systematically evaluate the performance of the tests it recommends?

10. Does the personality assessment provider maintain a research archive that can be accessed to confirm the results of individual validity studies?

11. What is the personality assessment provider's policy for supporting customers in the event of a legal challenge to the use of a test?

12. Has the personality assessment provider been involved in any legal challenges of a test, and if so, what was the outcome?

Download a printable Assessment Evaluation or see how Hogan measures up.

Topics: assessments, assessment evaluation, assessment provider

12 Questions to Ask When Choosing a Personality Assessment

Posted by RHogan on Wed, Oct 13, 2010

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Choosing the right personality assessment for employee selection and leadership development can be mind-boggling. What’s the best solution: recommendations from peers, online research, evaluations in trade magazines? Even more importantly, how can one be sure that a personality assessment provider will supply tools that actually work as advertised? Not all personality assessments are created equal.

Before investing in one, Hogan suggests 12 must-ask questions when choosing an assessment provider.

1. What are the personality assessments designed to do relative to the needs/goals of the customer?

2. Is the personality assessment provider a member of the American Psychological Association (APA), Society of Industrial/Organizational Psychology (SIOP), or other professional organization that mandates ethical and statistical guidelines for creating personality assessments?

3. Have the personality tests been reviewed in Buros’ Mental Measurement Yearbook?

4. Is each personality test supported by a test manual that is organized according to the standards outlined in the Uniform Guidelines on Employee Selection Procedures?

5. Does the personality assessment provider supply technical reports containing competent validity studies (as defined by the Uniform Guidelines) using the personality tests in real organizations?

6. Can the personality assessment provider produce a summary of validation results for jobs similar to the one under consideration?

7. What standardized validation process is followed before the personality assessment provider implements a selection test in an organization?

8. How are cutoff scores established for selection purposes?

9. What process does the personality assessment provider use to systematically evaluate the performance of the tests it recommends?

10. Does the personality assessment provider maintain a research archive that can be accessed to confirm the results of individual validity studies?

11. What is the personality assessment provider’s policy for supporting customers in the event of a legal challenge to the use of a test?

12. Has the personality assessment provider been involved in any legal challenges of a test, and if so, what was the outcome?

Download a printable Assessment Evaluation or see how Hogan measures up.

Topics: assessments, assessment evaluation, assessment provider

Did You Know?

Posted by Ryan Daly on Wed, Oct 06, 2010

The Hogan Personality Inventory was introduced in 1980.

Hogan Assessment Systems was founded in 1987.

Hogan has local distributors in more than 30 countries.

Personality assessment services have been provided to more than 1,500 companies worldwide.

Performance data are available for more than 400 jobs.

Over a million applicants have completed the Hogan Personality Inventory.

Over 50,000 personality assessments are processed every month.

Over half of the Fortune 500 companies have used Hogan instruments.

Online assessments are available 24/7.

Reports are available in more than 40 languages.

Local norms available in over 20 countries.

Across the three assessments, Hogan has created 26 new translations since the beginning of 2009.

Hogan administered over 100,000 assessments in foreign languages in 2010.

Did You Know?

Posted by Hogan Assessments on Tue, Oct 05, 2010

The Hogan Personality Inventory was introduced in 1980.

Hogan Assessment Systems was founded in 1987.

Hogan has local distributors in more than 30 countries.

Personality assessment services have been provided to more than 1,500 companies worldwide.

Performance data are available for more than 400 jobs.

Over a million applicants have completed the Hogan Personality Inventory.

Over 50,000 personality assessments are processed every month.

Over half of the Fortune 500 companies have used Hogan instruments.

Online assessments are available 24/7.

Reports are available in more than 40 languages.

Local norms available in over 20 countries.

Across the three assessments, Hogan has created 26 new translations since the beginning of 2009.

Hogan administered over 100,000 assessments in foreign languages in 2010.

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