Assessing Leader Cognitive Skills with Situational Judgment Tests: Construct Validity Results

Abstract

The objective of this research was to provide construct validity evidence for two situational judgment tests (SJTs) that were developed to evaluate the cognitive skills of experienced Army leaders in the Maneuver Captains Career Course. Specifically, the SJTs were developed to assess two different echelons of command-company command competencies and battalion staff competencies. Results from 138 officers (primarily Captains) demonstrated that the best fitting models for both SJTs were ones in which adaptive skill and task performance were separate constructs. These findings are useful for instructors in that they provide specific guidance regarding the modules that reflect performance in either adaptive or routine decision-making contexts. Further, feedback was highly favorable due to the scenario-based nature of the questions; students felt challenged by having to apply knowledge learned throughout the course. These findings indicate that a SJT may be a practical and valid method for assessing leader adaptive and decision-making skills, especially when the data will be used to compare performance across individuals. 15. SUBJECT TERMS Situational judgment test, cognitive skills, training, assessment, measurement, company command, battalion staff SECURITY CLASSIFICATION OF 19. LIMITATION OF ABSTRACT 20. NUMBER OF PAGES

Situational Judgment Tests and Transformational Leadership: An Examination of the Decisions, Leadership, and Experience in Undergraduate Leadership Development

“…A large LDP spanning two states was examined in the current research study. LDP administrators, educators, and researchers may benefit from the knowledge and pertinent empirical results of a study conducted in such a manner and that employed SJTs and the Full Range of Leadership (FRL) theory (Bass, 1985;Tucker, Gesselman, & Johnson, 2010;Tucker, Pleban, & Gunther, 2010).…”

“…For example, a stressful exercise can be employed in which students assume the role of a captured leader (a not so unrealistic scenario for a leader in today's world) and are forced to make an ethical decision about revealing sensitive information (Olsen, Eid, & Johnson, 2006). Notably, decisions in difficult scenarios in which the use of transformational leadership may predominate are not universal but are related in these types of stressful contexts and situational environments (Mannheim & Halamish, 2008;Tucker, et al, 2010).…”

“…The leadership decision-training scenario is an established technique used to evaluate leadership behavior and performance, which is employed with SJTs (Tucker et al, 2009;Tucker et al, 2010). Practitioners have a number of leadership models and theories available to them from which to choose, but when applying such theories in an LDP, many have difficulty assessing and applying theory outside of the situational or scenario approach used to analyze leadership (Seiler & Pfister, 2009).…”

Η Επίδραση Της Μεταφοράς Της Μάθησης Στην Εργασιακή Συμπεριφορά Με Τη Χρήση Των Τεστ Αξιολόγησης Υποθετικών Καταστάσεων

“…Υπάρχουν κάποιες έρευνες που προτείνουν τη χρήση των ΤΑΥΚ σε πλαίσιο αξιολόγησης της εκπαίδευσης ανθρώπινου δυναμικού. Πιο συγκεκριμένα, τα ΤΑΥΚ έχουν χρησιμοποιηθεί για την εκτίμηση αποτελεσμάτων εκπαίδευσης όπως ο βαθμός κατοχής διαπροσωπικών ικανοτήτων (Hunter, 2003), ηγετικών ικανοτήτων (Garman, Johnson, & Howard, 2006;Slack, 2010;Tremel, 2016), και ικανοτήτων διαπραγμάτευσης (Kim, Hill Jr, Durlach, Lane, Forbell, Core, Marsella, Pynadath et al, 2009), διαδικαστικής γνώσης για την επίδειξη ηγετικής συμπεριφοράς (Tucker, Gesselman, & Johnson, 2010) και την διαχείριση ανθρωπιστικών κρίσεων (Cox et al, 2017), απόκτησης γνώσης και διατήρησης όσων έμαθαν οι εκπαιδευόμενοι στο χρόνο (ή μεταφοράς της μάθησης) (Araujo, Abbad, & Cualheta, 2019), και πρόθεσης επίδειξης αποτελεσματικής συμπεριφοράς για την εξάλειψη των διακρίσεων (ή μεταφοράς της μάθησης) (Hauenstein, Findlay, & McDonald, 2010). Μπορεί να ειπωθεί ότι, οι έρευνες…”

“…Garman et al (2006);Hunter (2003);Slack (2010);Tremel (2016) αξιολογούν αποτελέσματα εκπαίδευσης που είναι συγγενή με τον τύπο μαθησιακών αποτελεσμάτων που περιλαμβάνει αποτελέσματα που προκύπτουν από την κατοχή ικανοτήτων τωνKraiger et al (1993). Ότι οι έρευνες τωνCox et al (2017);Tucker et al (2010) αξιολογούν αποτελέσματα εκπαίδευσης που είναι συγγενή με την έννοια της γενίκευσης την οποία οιKraiger et al (1993) συμπεριλαμβάνουν στα μαθησιακά αποτελέσματα που προκύπτουν από την κατοχή ικανοτήτων. Ότι η έρευνα τωνHauenstein et al (2010) αξιολογεί ένα αποτέλεσμα εκπαίδευσης που είναι συγγενές με την θεώρηση των ΤΑΥΚ ως μετρήσεις προθέσεων συμπεριφοράς(Brooks & Highhouse, 2006;Ployhart & Ehrhart, 2003).…”