This paper describes research that fills a void in the applicant reactions literature by developing a comprehensive measure of Gilliland's (1993) procedural justice rules, called the Selection Procedural Justice Scale (SPJS). Five separate phases of scale development were conducted. In Phase 1 we generated and refined the items. For Phase 2 we reduced the items through exploratory factor analysis using data gathered from 330 applicants for the job of court officer and found higher‐order factors consistent with Greenberg (1993a, 1993b). In Phase 3 we confirmed the factor structure using a separate sample of 242 applicants and trainees for the court officer job. In Phase 4 we assessed the initial convergent and divergent validity of the scale. In Phase 5 we tested the generalizability of these items in general and for those receiving positive and negative selection outcomes using 2 student samples. The results demonstrated the usefulness of the SPJS in differentiating each of Gilliland's procedural justice rules and relating them to outcomes included in his model of applicant reactions. A copy of the SPJS is included in the Appendix.

A 10-item multidimensional measure of test-taking motivation based on expectancy theory, the Valence, Instrumentality, Expectancy Motivation Scale (VIEMS), was developed using a student sample (N = 90) and tested using 2 samples of job applicants in a field setting (N = 296; N = 246). In Field Study 1, the VIEMS was related to test performance. Hierarchical regression analysis showed that the VIEMS explained variance in test score beyond a general measure of test motivation. In a second longitudinal field study, pretest and posttest perceptions of motivation were compared. Results indicated that expectancy was related to actual test performance, and perceived test performance accounted for variance in posttest reports of motivation after controlling for pretest levels of motivation. Test-taking motivation did not account for variance in test performance differences between African Americans and Whites in either field study.

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To demonstrate the multidimensionality of test fairness, we examined the reactions of 246 police applicants to two consecutive selection tests (written and video-based) in terms of eight dimensions of fairness. As hypothesized, each test was seen as more fair in terms of certain dimensions. Furthermore, test fairness measured immediately after each test predicted perceptions of overall selection system fairness measured after candidates received their test results and after controlling for applicants' selection outcomes (i.e., whether they were eligible for further consideration in the selection process). Job-relatedness/content for the video-based test interacted with test score to affect test-taking self-efficacy. Our discussion focuses on the multidimensionality of test fairness, the contribution of these dimensions to overall selection system fairness, and the consideration of these dimensions in selection system design.

PurposeThe purpose of this paper is to describe development of a component in a management principles course to develop university students' virtual team skills. There were several challenges in creating and implementing this new component. The paper aims to describe how these challenges were addressed and discusses outcomes associated with this virtual team component.Design/methodology/approachThis paper primarily presents a case study of the evolution of a virtual team education module. Descriptive data and regression analysis are presented to support specific outcomes.FindingsAfter completing the course, participants indicated the virtual team experience helped them gain useful professional skills. Hierarchical regression analysis indicated satisfaction with the virtual experience and perceptions that the virtual team experience built useful skills that were related to willingness to use this technology in the future (controlling for age, gender, working experience, and team performance).Research limitations/implicationsThe training method was implemented in only one institution. Additionally, limited empirical data is presented.Practical implicationsResults can be used by others interested in implementing a virtual team training/education component in a university setting. Non‐educational organizations may find the information helpful in successfully introducing virtual teams to employees.Originality/valueWhile computer mediated technology is increasingly utilized to educate and train students and employees, the process of effectively training people to optimally utilize technology, especially in a team setting, is not well documented. Additionally, this paper highlights factors that influence the acceptance of technology and willingness to use technology in the future.