Lindell and Whitney introduced a partial correlation technique, now referred to as the correlational marker technique, for controlling method variance using a marker variable that is theoretically unrelated to substantive variables in a study. This article (a) first reviews their specific analysis plan, and then (b) reviews empirical studies that have followed all or part of this plan. The authors also (c) describe a structural equation method that has been applied to the analysis of marker variables and (d) review empirical studies using this analytical approach. Next, the authors (e) develop a comprehensive confirmatory factor analysis (CFA) marker technique analysis plan, and (f) demonstrate this plan with an empirical example. Finally, the authors (g) describe how marker variables can be examined along with other method variance processes, (h) discuss the important role of theory in the critical step of selecting marker variables, and (i) discuss assumptions and limitations of the Comprehensive CFA Marker Technique.

Situational judgment tests (SJTs) are personnel selection instruments that present job applicants with work-related situations and possible responses to the situations. There are typically 2 types of instructions: behavioral tendency and knowledge. Behavioral tendency instructions ask respondents to identify how they would likely behave in a given situation. Knowledge instructions ask respondents to evaluate the effectiveness of possible responses to a given situation. Results showed that response instructions influenced the constructs measured by the tests. Tests with knowledge instructions had higher correlations with cognitive ability. Tests with behavioral tendency instructions showed higher correlations with personality constructs. Results also showed that response instructions had little moderating effect on criterion-related validity. Supplemental analyses showed that the moderating effect of response instructions on construct validity was not due to systematic differences in item content. SJTs have incremental validity over cognitive ability, the Big 5, and over a composite of cognitive ability and the Big 5.

The authors combine Conger's four approaches to leadership development with 20 sources of learning commonly found in student leadership development activities. The first study asked students to share how they think they would like to learn about leadership. In other words, which sources of learning would a student select to improve leadership skill training, from a broad list of options? The second study asked the same questions but occurred on the final day of three multiday leadership institutes. Students showed a preference for developmental activities where the primary learning objective was personal growth and skill building. Students also had a preference for personalized developmental opportunities over activities designed for general group-oriented development.

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This paper has three goals. First, it responds to calls for additional research on subgroup differences in situational judgment tests. Second, it expands the cumulative knowledge on the incremental validity of situational judgment tests beyond cognitive ability and personality. Third, it examines the validity and incremental validity of various predictors for both task and contextual performance.