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Marquardt, Lloyd D.; McCormick, Ernest J.Attribute Ratings and Profiles of the Job Elements ofthe Fosition Analysis Questionnaire (PAQ).Purdue Univ., Lafayette, Ind. Occupational ResearchCenter.Office of Naval Research, Washington, D.C. Personneland Training Research Programs Office.TR-1Jun 7237p.

MF-$0.65 HC-$3.29Correlation; IndividualAnalysis; Job Analysis;Evaluation; *PredictiveReliability; Vocational

Characteristics; *Item*Job Skills; PersonnelValidity; *Rating Scales;Aptitude

The primary purpose of this study was to obtainestimates of the human attribute requirements of the job elements ofthe Position Analysis Questionnaire (PAQ). A secondary purpose was toexplore the reliability of job-related ratings as a function of thenumber of raters..A taxonomy of 76 human attributes was used andratings of the relevance of these attributes to each of the PAQ jobelements were obtained. Conclusions drawn from these analyseyWere:(1) Raters are able to rate the relevance of human attributes to jobelements in a structured job analysis instrument such as the PAQ withrespectable reliability, and (2) A large number of human attributesappear to be relevant to the job elements of the PAQ..Implicationsdrawn from these conclusions were: (1) The attribute profiles of thePAQ job elements seem to be of potential use in determining jobattribute requirements through job analysis with the PAQ, and (2)Such profiles, in turn, may be useful in establishing the syntheticvalidity of personnel tests..The determination of the reliability ofthe ratings as a function of the number of raters resulted in theconclusion that 8 to 10 raters usually would provide reasonablyreliablr, ratings. (Author/MF)

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EDUCATION .TWs DOCUMENT HAS PEEN REPRODuCED EXACTLY AS RICElyED FROMTHE PERSON OR ORGAN,ZATiONORiGtNAT t NG T POINTS 0, L ICA OR OPINIONS

r-4 STATED ao NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE orEDUCATION POSITION OR POLICY

ATTRI4UTE RATINGS AND PROFILES OF THE JOB ELEMENTSCC)

OF THE

CfPOSITION ANALYSIS QUESTIONNAIRE (PAQ),

Lloyd D. Marquardt

and

Ernest J. McCormick

Occupational Research CenterDepartment of PaychOlogical Sciences

Purdue UniversityWest Lafayette, Indiana 47907

Prepared for: Contractor:

Personnel and Training Research ProgramsPsychological Sciencees DivisionOffice of Naval Research

Purdue Research FoundationErnest J. McCormick,Principal Investigator

Contract No. N00014-67-A0226-0016Contract Authority Identification Number, NR 152-231

Report No. 1

June 1972

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Occupational Research CenterDepartment of Psychological Sciences

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i Purdue University, West Lafayette, Ind. 47907

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3 REPORT TITLE

I ATTRIBUTE RATINGS AND PROFILES OF THE JOB ELEMENTS OF THE POSITION ANALYSIS

QUESTIONNAIRE (FAQ)---

e 4. DESCRIPTIVE NOTES MT. of report and Inclusive dates) ..

Technical Report #15 AU THORISI (First name, middle initial, teat name)

Lloyd,D. Marquardt and Ernest J. McCormick.

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I SPONSORING MILI TART ACTIVITY

& Training Research ProgramsOffice of Naval Research (Code 45E)800 N. Quincy St., Arlington, VA 22217

,`13. ABSTRACT

The primary purpose of this study was to obtain estimates of the human attribute re-

quirements of the job elements of Form B of the Position Analysis Questionnaire (PAQ ).

i A secondary purpose was to explore the reliability of job-related ratings as a func-

tion of the number of raters. A taxonomy of 76 human attributes was used, and

ratings of the relevance of these attributes to each of the PAQ job elements were

obtained. A minimum of 8 raters and a maximum of 1 -1 raters rated each of thi-attri-

butes. The mean and median ratings for each attribute as it related to each job

element were computed, these serving as the basis for the attribute profiles of the

job elements. Measures of the reliability of the ratings were also obtained. The

conclusions drawn from these analyses were: (1) Raters are able to rate the relevance

of human attributes to the job elements in a structured job analysis instrument such

as the FAQ, and do so with respectable reliability; and (2) a large number of hull=

attributes appear to be relevant to one or more of the job elements of the FAQ, with

some attributes being relevant to more job elements than others. The implications

drawn from these conclusions were: (1) the attribute profiles of the job elements of

the FAQ would seem to be of potential use as the basis for determining the attribute

requirements of.jobs, through job analysis with the FAQ; and (2) in turn, such pro-

:

files might be of use in the establishment of the synthetic validity of tests for use

in personnel programs. The determination of the reliability of the ratings as-a

function of the number of raters was accomplished through the use of the Spearman -

Brown formula, and this analysis resulted in the conclusion that 8 to 10 raters

usually would provide ratings.of reasonably adequate reliability.

n FORM I 73I NOV 65 I °if

(PAGE 1)

0101.807.6801

UnclassifiedSecurity Classification

UnclassifiedSecurity Classitictltion

iii

14 KEYWORDSLINK A LINK tt LINK C

ROLE WY ROLE "ft ROLE WIv-

.

Attribute profiles of job elementsGeneralized validityHuman attributesJob analysisJob requirementsJob variablesPersonnel requirementsPosition Analysis Questionnaire (PAQ)Ratings of job variablesReliability of Job-related ratingsSpearman -Brown prediction formulaSynthetic validityTaxonomy of attributesWorker - oriented Job variables

.

-..,

.--

DD "" 1473I NOV MI (BACK)

(PAGE 2)Unclassified

Set:tally ClOstii fit al ion

iv

TABLE OP CONTENTS

Page

ABSTRACT

INTRODUCTION 1

Purpose and Scope of the Present Study

PROCEDURE 3

Selection of New Attributes 3

Selection of Raters 4

Rating Procedures 4

Statistical Procedures 4

RESULTS 6

DISCUSSION AND CONCLUSIONS 12

REFERENCES 14

APPENDIX A: LIST OF ATTRIBUTES DEVELOPED BY MECHAM 16

APPENDIX B: LIST OF NEW ATTRIBUTES 21

APPENDIX C: MEDIAN ATTRIBUTE RATINGS FOR JOB ELEMENTS OF TUEPOSITION ANALYSIS OUBSTIONNAIRE (PAO) 22

LIST OF TABLES

Table Page

1. Mean and Median Ratings of Attribute Requirements forThree Illustrative Attributes for a Sample of PAQJob Elements 7

2. Coefficients of Reliability of Ratings of AttributeRequirements of 180 Job Elements of the PAO 8

3. Frequency Distribution of the Intra-class CorrelationCoefficients for the Combined Data 10

LIST OF FIGURES

Figure

1. Coefficients of Reliability of Ratings as a Function ofthe Number of Raters 11

ABSTRACT

The primary purpose of this study was to obtain estimates of the S.

human attribute requirements of the job elements of Form B of the PositionAnalysis Questionnaire (PAQ), a structured job analysis instrument basedon a worker oriented approach. A secondary purpose was to explore thereliability of job related rating? as a function of the number of raters.

This study is part of a larger effort aimed at refining and updatinga body of data relating to the PAQ, and was designed to complete thedata base necessary for the development of attribute profiles for thejob elements of the PAQ. (The present study was, in effect, an extensionof a similar study with an earlier form of the PAQ, Form A.) A taxonomyof 76 human attributes was used, and ratings of the relevance of each ofthese attributed to each of the PAO job elements were obtained. A minimumof 8 raters and a maximum of 11 raters rated each of the attributes. Themean and median ratings for each attribute as it related to each jobelement were computed, these serving as the basis for the attribute pro-files of the Job elements. Measures of the reliability of the ratingswere also obtained. The conclusions drawn from these analyses were:

(1) Raters are able to rate the relevance of human attributes tothe job elements in a structured job analysis instrumentsuch as the PAO, and do so with respectable reliability (thereliability coefficients of the pooled ratings gene-allyranged from-.80 to the upper .90's).

(2) A large number of human attributes appear to be relevant toone or more of the job elements of the PAQ, with some attri-butes being relevant to more job elements than others.

The implications drawn from these conclusions were:

(1) The attribute profiles of the job elements of the PAQ wouldseem to be of potential use as the basis for determining theattribute requirements of jobs, through job analysis of lobswith the PAQ.

(2) In turn, such profiles might be of use in the establishmentof the synthetic validity of tests for use in personnel programsin industry.

The determination of the reliability of the ratings as a functionof the number of raters was accomplished by stepping-up the intra-classcorrelation coefficient for each attribute with the Spearman-Brown pre-diction formula to n's ranging from 2 raters through 20 raters, and theempirical checking of these step-ups by drawing subsamples of differentn's and computing their reliability. The conclusion drawn from thisanalysis was that 8 to 10 raters usually would provide ratings of reason-ably adequate reliability. Such a sample eize was found to generallyproduce reliabilities in the .80's and .90's.

1

INTRODUCTION

One of the basic objectives of personnel psychology has been thatof the selection and placement of individuals in jobs which they are capableof performing adequately. In order to accomplish this, psychologistshave developed numerous tests which presumably measure a variety of humanabilities, and have validated these tests against various job-related

criteria. In carrying out these validations, the major thrust has beentoward the establishment of empirical criterion-related validity of oneor more tests for any given job. This has most commonly involved concurrentOalidity (using the present employee method of test validation), butsometimes has involved predictive validity (using the follow-up methodof test validation). Both of these methods, however, are predicatedon the availability of large numbers of individuals in any given job,and are faced with such problems as the attrition of employees or of arestriction of the range of scores within the sample, not to mentionthe problem of the cost of carrying out such validation. In addition,such traditional empirical validation approaches may be seen as lackinga degree of parsimony in the practical sense, as they generally mustbe carried out for each individual job in each specific situation.

In so far as one can hypothesize some underlying order to the world ofhuman work, however, it would seem that those jobs which involve the samebasic job-related behaviors should also require the same human attributesfor successful performance. Thus, it seems reasonable to believe thatin the identification of valid predictors for specific jobs one couldmove from the conventional dead-center approach of empirical validationin each job situation toward an approach based on validity generalizationor synthetic validation (Lawshe, 1952; Balms, 1959; Chiselli, 1959;McCormick, 1959). Such a shift should make possible a more parsimoniousbasis for the establishment of valid predictors, and also permit theestablishment of valid predictors in cases where it has not previouslybeen possible or practical to do so. This shift would also be in thedirection of identifying those human attributes that predispose individualsto perform effectively on various kinds of job activities (Mecham andMcCormick, 1969).

A basic prerequisite of such a possible approach would consist ofsome systematic procedure for identifying and possibly quantifying jobcharacteristics that might serve as common denominators for determiningthe similarities, and differences, between and among jobs. This isessentially a job analysis process. In this regard, a review of the litera-

ture relating to job analysis points out a few attempts to develop a"trait" type of approach to the analysis of jobs, or, in other words,attempts to characterize jobs in terms of the traits or human qualitiesrequired for successful job performance. One of the earliest such attemptswas made by Viteles (1922, 1932) in his development of the Job Psychograph.Following from this is tit* work of the United States Training and Employ-ment Service in the development of the Worker Characteristics Form (Steadand Shartle, 1940). In Addition, the work of Jaspen (1949), Trattner,Fine, and Kubis (1955), and McCormick, Finn, and Scheips (1957) have addedknowledge to this area.

Other systematic job analysis approaches have been directed more towardthe analyses of jobs in terms of job activities and job-related behaviors.The J-coefficient, in part, is an example of such an approach (Primoff,1955; Wherry, 1955).

Of central interest to this study is the work in this area that hasbeen carried out by McCormick and his students in their development ofa worker oriented approach to the analysis of jobs, reflected in thedevelopment, in sequence, of the Check List of Worker Activities, theWorker Activity Profile, and more recently the Position Analysis Question-naire (PAQ). For a detailed description of this line of work, and ofthese various instruments, see Gordon (1963); Mecham (1968); and McCormick,Jeanneret, and Mecham (1969).

The present investigation is one phase of a research program thatis, in part, directed toward the refinement of a procedure for establishingjob requirements on the basis of synthetic or generalized validity. Inthis research one of the general approaches which has been tried is thatin which experimental sets of job requirements for any given job are "built-up" for the job on the basis of data on the estimates of the attributerequirements of the individual job elements of a structured job analysisinstrument, the Position Analysis Questionnaire (PAQ). The basic stepsfollowed in such a procedure are (Mecham and McCormick, 1969):

1. The'identification of the human "attributes" that are mostrelevant for personnel selection.

2. The rating, for each job element of the PAQ, of the degreeto which each attribute is relevant to each job element.

3. The computation of an index of central tendency (i.e., themean or median) of several ratings of each attribute (as toits relevance to each of the job elements of the PAQ),and the subsequent derivation of an attribute profilefor each job element (this consisting of the mean or medianattribute ratings for all attributes).

4. The analysis of a given job with the PAQ.

5. The computation, for each job, of a composite job attributeprofile based on some summation or "building-up" of the attri-bute profiles of the job elements that are part of the job.

Purpose and Scope of the Present Study

The present study was primarily directed at obtaining estimates ofthe human attribute requirements for each of the various job elementsof Form B of the PAQ. Similar data have been collected with respect toForm A of the FAQ (Mecham and McCormick, 1969), but the changes in theinstrument which resulted in Form B render the earlier data incompletewith respect to Form B, thus necessitating the obtaining of data on thenew job elements in order to complete the data set. In addition, aninspection of the taxonomy of attributes used previously, when comparedto recent work in the area of the development of taxonomies of humanabilities, pointed out that the previous list should be enlarged for thepresent study.

3

The data obtained were also viewed in terms of their possible utilityin expinrin5; the reliability of the ratings obtained as a function of thenumber of raters. There is evidence in the literature that the numberof raters needed for a given purpose is dependent upon the situation.,and upon the raters themselves (e.g., Christal, Madden, and !larding,1060: Chiselli, 1964), and, therefore, it was thought that the ratinpdata obtained in this study might be useful in providing, additional empi-rical data relating to the pooled reliability of ratings of various !limbersof raters.

PROCEDUFF

The determination of what data were relevant for collection, andthe choice of the method of collecting these data, were in part impliedby the previous work of Mecham (1968) and Mecham and McCormick (1969),and by the differences between Form A and Form E of the PAO. A shortexplanation of these considerations will, therefore, be given at thisnoint.

The critical difference between the two forms of the PAn, insofaras this study was concerned, is that Form B contains 13 job elementswhich were not present in Form A, and an additional 9 job elements whichwere substantially modified from Form A. Minor modifications of jobelements were not considered to be Important enough to warrant furtherinvestigation. In order to obtain a complete set of ratings for allthe job elements of Form R of the PAO for 68 attributes used previouslyby Mecham and McCormick, one of two approaches would be necessary:(1) obtain new ratings for all of the 68 attributes across all of thejob elements of Form R of the PAO; or, (2) use the earlier data and addto it ratings of the 68 attributes for the 22 new (or revised) Jobelements. The latter approach was followed in this study due to thepractical consideration of obtaining the larger number of raters thatwould have been necessary to obtain completely new ratings for all ofthe attributes across all of the job elements of Form R of the PAO.The details of this methodology may be found in Marquardt (1972), andso will not be repeated here.

Selection of New Attributes

It was considered desirable that a list of human attributes forexperimental purposes such as those in this study should be as comprehensiveas possible. For this reason, the existing list of 68 attributes wasreviewed in an attempt to discover any gaps that might exist. The mostcomprehensive recent research relating to the nature of human abilitiesis that carried out by Fleishman and his associates at the AmericanInstitutes for Research (Theologus et. al., 1970). The resultingtaxonomy consists of 37 human abilities. An examination of this listpointed out that.8 of the abilities were not among those on the existinglist of 68 attributes. These 8 attributes were included in the presentstudy, and rati.tgs of their relevance to the job elements of the PA() wereobtained, in addition to obtaining ratings of the 68 "old" attributesfor the 22 new job elements. (See Appendix A for a list of the 68 "old"attributes, and Appendix R for a list of the 8 "new" attributes.)

4

Selection of Raters

The raters in this study were largely drawn from among members of theDivision of Industrial and Organizational Psychology (Division 14) of theAmerican Psychological Association, who were solicited for their cooperationin this endeavor. The two considerations which guided the choice of Division14 members as the population from which to draw the raters for this study wereas follows: (1) this is the same population as that from which Mecham drewhis raters, and the combination of ratings of the new job elements with Mecham'sratings would probably be more valid if this were also the population fromwhich the raters for this study were drawn; and, (2) the rating task whichthe raters were asked to perform was a relatively difficult one, and it wasfelt that this population of raters would most easily and accurately understandwhat was desired of them, and make their ratings accordingly. Materials weresent to a total of 97 raters, snd returned by 80 raters.

Rating Procedures

Each rater was sent a package of materials which included a set ofinstructions for the rating task, Attribute Rating Forms on which to recordhis ratings, and a copy of Form B of the PAQ. The raters were divided intotwo groups. One group of 45 rated the "old" attributes (those included inthe original list of 68) as they related to the 22 new job elements of Form Bof the PAQ; each such rater rated 12 attributes as related to those job ele-ments. The remaining 35 raters were asked to rate two of the "new" attributesas they related to the job elements of the PAQ that were used in this process.Twelve of the 194 job elements were not used because they were of a "write-in"nature, or otherwise did not lend themselves to such rating.

In general, the rater was asked to rate the relevance (or importance) ofeach of the assigned attributes to each job elementiusing a 6-point scalewhich ranged from no relevance to extreme relevance .

Statistical Procedures

In order to derive pooled estimates of the judged attribute requirementsof the job elements of the FAQ, the mean attribute ratings across raterswere determined for each FAQ job element and attribute. An inspection ofthe distributions of the ratings showed that a few were badly skewed, andsuggested that in those cases the mean ratings might not be as appropriate

-The following format was suggested as an aid for use in making theratings: "Cowskram attribute) is of (degree) relevance in, or in dealingwith, (the specific PAQ job element)." In addition, the frame of reference,or conceptual format, suggested was for the rater to consider a hypotheticaljob in which the highest level of the PAQ job element applied, and then ratethe attribute as it would be relevant to that aspect of the job representedby the particular PAQ job element. "Highest level" in this context refersto the scales provided in the PAQ which are used when analyzing a job withthe PAQ, and, in particular, to the highest value or top of each of thesescales. For a more detailed explanation of these procedures, see Marquardt(1972).

5

a measure of central tendency as the median. Although such skewed distri-

butions were rare in the data, it was felt that in these few cases the

nedian might be a more appropriate index to use, considering the future

use of the data derived from this study. In so far as the means derived

from positively skeweddistributions might be viewed as overestimates of

the attribute requirements, they would make an attribute appear to be more

relevant to a job element (and thus_ to ajob_after job analysis) than would

in fact be the case, and might thus result in the establishment of excessively

high personnel specifications. For this reason, the median relevance

ratings were computed. These were derived for each job element and attri-

bute using the following decision rules:

1. When an even number of rank-ordered ratings were considered,

and when the two ratings in the middle of the sequence were dif-

ferent, the midpoint between the two was taken as the median.

2. When an odd number of ratings were considered, the middle rating

of the rank-order sequence was taken as the median.

3. When the median exceeded the mean by .50 or more, sufficient

variability was assumed to be present to warrant the adjusting,

of the median downward by .50.

4. When the median and mean were equal, within .49 of each other,

or when the mean exceeded the median, the median value as com-

puted was accepted.

In those cases where the distributions of ratings were symmetrical, this

procedure essentially resulted in equal means and medians, and when the

distributions were positively skewed the procedure resulted in the acceptance

of the median as computed. When the distributions were negatively skewed,

however, the median would exceed the mean when only decision rules 1 and 2

are considered. Decision rule 3 was included to make the final median

more conservative (i.e., lower) when the distributions of the ratings were

negatively skewed. The rationale for this procedure was again a consideration

of the possible future use of the data, and the implications drawn from

them. (As an aside, however, the Pearson produce-moment correlation

between the means and medians was computed. This correlation was .97,

indicating that the two values had an extremely high degree of correspondence,

despite the few skewed distributions.)

In order to determine the stability of the attribute ratings, the

inter-rater reliability for each attribute was computed using, the ANOVA

approach suggested by Winer (1971, Sec. 4.5). These computations were

made using the mean ratings, as the medians are essentially a dead-end sta-

tistic, and the means are easier to deal with statistically than are the medians.

The coefficient computed was the intra-class correlation coefficient, and the

computations were made using a formula found in Winer (1971, p. 290). This

formula corrects for the differing frames of reference of the various raters,

as such frames of reference should not be considered a part of the error

of measurement when computing a reliability coefficient. (It should he

noted here that all of the reliability computations in this study were made

using the unbiased estimates rather than the biased ones.) Finally, the

Spearman-Brown prediction formula estimates of the reliability coefficient

6

for the n raters for a given attribute were computed using the intra-class correlation coefficient as a starting point for the step-up.

The reliability analyses conducted in this study were made on whatmay be termed the "combined" data, that is, the combination of Mechamand McCormick's data with the new data collected in this study. Sincethe data collected for the 68 "old" attributes was for only the 22 newjob elements, and because these data essentially fit the "holes" in Mechamand McCormick's data, each of their raters for a given attribute waspaired with one of the new raters, and the data combined by "fillingthe holes." This procedure resulted in a set of ratings for a given raterwhich are complete with respect to the job elements of Form B of the PAO.

The last analyses performed dealt with the pooled rel .

varying numbers of raters in providing estimates of job-re turasuch as those obtained in this study. These analyses consisted of:(1) drawing a subsample of a few attributes; (2) for each of these attri-butes drawing successive multiple subsamples of a given n (for example,multiple samples of 2 raters, 3 raters, 4 raters, etc.); and (3) computingthe reliability of each of these subsamples. The resulting multiplereliability estimates for any given n were then averaged and used inconjunction with the Spearman -Brown formula to estimate the reliabilityat a higher n. This was essentially a comparison of the empirically derivedvalues with estimates based on the Spearman - -Brown formula to determinethe degree of correspondence. After this, the Spearman-Brown step-upsof the intre-class correlation coefficients derived from the total sampleof raters for each of the attributes were determined for values of nranging from 2 raters through 20 raters. These data were then plotted

RESULTS

As explained above, the median attribute rating for each attributeand job element was computed as an index of the attribute requirement ofthe job element. The complete matrix of these medians may be found inAppendix C. The table of means may be found in Marquardt (1972). Asindl ,d before, however, the Pearson product-moment correlation br.weenthe L As and medians across all attributes and job elements was computed,and found to be .97. Table 1 reflects the nature of these data, and contains

2Although the determination of the sample size needed to obtain ade-

quate reliability was made in this fashion, the possibility of makingthis determination by means of the power function charts for ANOVA maineffects was also considered. Intuitively, this determination could bemade using power functions, as the ANOVA approach to determining relia-bility essentially results in a test of the main effect of differencesbetween ratings, and the amount of variance accounted for by this effect.However, in this situation the number of treatment levels (items) is180, and the highest value of k (number of treatment levels) available fromthe power charts is kAi. Thus, the power charts are of little value inthis particular situation, and the approach described was used. Thisapproach is, however, the conventional way in which the number of ratersneeded to obtain a certain reliability of the ratings is determined.

7

a sample of the means and medians of three attributes for ten job elements.These values may be interpreted using the following 6-point scale,which was also the scale on which the raters made their ratings:

Code Degree of relevance of attribute to ob element of PAO

0 Attribute is of no relevance to job element1 Very limited or nominal relevance

ted relevanceIrate relevance

4 Substantial or considerable relevance5 Extreme or extensive relevance

Table 1

Mean and Median Ratings of Attribute Requirementsfor Three Illustrative Attributes for a Sample of PAQ Job Elements

Attribute

PAQ elements

(1) Verbal

comprehension(42) Variety

of duties(69) Ideational

fluency

Mean Median Mean Median Mean Median

1. Written materials 4.7 5.0 3.1 3.0 0.8 0.0

36. Decision making 4.5 5.0 3.8 4.0 3.2 3.5

58. Measuring devices 1.2 1.0 1.8 2.0 0.4 0.081. Assembling/disassembling 0.5 0.0 1.9 2.0 0.9 0.5

93. Finger manipulation 0.5 0.0 2.0 2.0 0.7 0.0108. Signaling 2.5 3.0 1.8 2.0 1.2 0.5133. Staff functions 4.4 4.0 4.0 4.0 3.9 4.0

148. Civic obligations 2.9 3.0 2.5 2.5 2.8 3.0

170. Repetitive activities 0.6 0.0 1.9 1.5 0.4 0.0174. Precision 1.4 1.0 2.1 1.5 0.7 0.0

Table 2 reflects the number of raters who rated each given attribute,and the reliability coefficient for each of these attributes. Thesecoefficients were computed across 180 of the 194 job elements of Form Bof the PAQ, because job elements 188 through 194 deal with pay/income,and no daLa were collected for them; and job elements 44, 60, 127, 160,and 181 were eliminated from consideration as they are open ended in natureand any sort of response is possible. (Job elements 143 and 176 were alsoomitted as data for these two job elements were collected separately.)

8

Table 2

Coefficients of Reliability of Ratings ofAttribute Requirements of 180 Job Elements of the PAQ

Attributenumber Attribute

No. ofraters("N")*

Intraclasscorrelationcoefficient

Coefficientfor

("N") raters**

1. Verbal comprehension 11 .709 .964

2. Word fluency 9 .635 .940

3. Oral communication 10 .705 .960

4. Numerical computation 10 .524 .917

5. Arithmetic reasoning 9 .511 .904

6. Convergent thinking 10 .409 .874

7. Divergent thinking 10 .497 --.908

8. Intelligence 10 .618 .942

9. Long-term memory 10 .468 .898

10. Short-term memory 10 .370 .855

11. Aesthetic judgment 9 .333 .818

12. Visual form perception 9 .649 .943

13. Perceptual speed 10 .413 .875

14. Closure ,10 .399 .869

15. Movement detection 10 .426 .881

16. Spatial visualization 10 .475 .900

17. Near visual acuity 10 .517 .914

18. Far visual acuity 10 .527 .918

19. Depth perception 10 .569 .929

20. Color discrimination 10 :471 .899

21. Auditory acuity 9 .580 .926

22. Olfactory acuity 11 .520 .923

23. Gustatory acuity 11 .378 .870

24. Tactual acuity 10 .602 .938

25. Body orientation 10 .363 .849

26. Kinesthesis 10 .694 .958

27. Finger dexterity 10 .571 .930

28. Manual dexterity 10 .593 .936

29. Arm/hand positioning 10 .647 .948

30. Arm/hand steadiness 10 .552 .925

31. Continuous muscular control 10 .563 .928

32. Rate of arm movement 9 .603 .932

33. Eye-hand coordination 11 .596 .942

34. Eye-hand-foot coordination 11 .497 .916

35. Simple reaction time 9 .303 .796

36. Response integration 9 .521 .907

37. Dynamic strength 10 .609 .940

38. Static strength 11 .628 .949

39. Explosive strength 10 .358 .848

40. Rate control 10 .397 .868

*This number refers to the number of raters in the combined data

**Computed from the intra-class correlation coefficient with the

Spearman-Brown prediction formula

9

Table 2 (continued)

Attributenumber Attribute

No. ofraters(N)*

Intraclasscorrelationcoefficient

Coefficientfor

("N") raters**

41. Mechanical ability 10 .338 .836

42. Variety of duties 8 .211 .682

43. Repetitive/short-cycleoperations 8 .404 .844

44. Dealing with things/objects 8 .434 .860

45. Processes/machines/techniques 8 .430 .858

46. Scientific/technical activities 8 .346 .809

47. Dealing with people 9 .729 .960

48. Social welfare 8 .409 .847

49. Influencihg people 8 .695 .948

50. DirectingVcontrolling/planning 8 .476 .879

51. Empathy 8 .666 .941

52. Personal risk 8 .528 .900

53. Conflicting/ambiguousinformation 8 .537 .903

54. Pressure of time 8 .292 .767

55. Sensory alertness 8 .294 .769

56. Attainment of set standards 8 .450 .867

57. Working under specificinstructions 8 .317 .788

58. Working alone 9 .005 .043

59. Separation from family/home 8 .266 .744

60. Stage presence 8 .536 .902

61. Prestige/esteem from others 8 .513 .894

62. Tangible/physical end-products 9 .331 .816

63. Sensory/judgmental criteria 8 .412 .849

64. Measurable/verifiable criteria 8 .204 .672

65. Interpretation from personal

viewpoint 8 .359 .817

66. Susceptibility to fatigue 8 .295 .770

67. Dealing with concepts/information 9 .587 .928

68. Creative activities 8 .229 .703

69. Ideational fluency 10 .487 .905

70. Originality 9 .414 .864

71. Problem sensitivity 9 .450 .880

72. Spatial orientation 8 .478 .880

73. Selective attention 9 .540 .914

74. Time sharing 9 .510 .904

75. Stamina 8 .528 .900

76. Speed of limb movement 8 .699 .949

*This number refers to the number of raters in the combined data

**Computed from the intra-class correlation coefficient with the Spearman-Brown

prediction formula

10

Each of the intra-class correlation coefficients reported in Table 2may be interpreted as the reliability of a single hypothetical rating,computed from data adjusted for the frame of reference of the raters, andis approximately equal to the average intercorrelation between ratingsgiven by all possible pairs of raters. Since this statistic only reflectsthe reliability of a single rating, and since the reliability coefficientsof interest here are those for the means of all raters, the Spearman-Brownprediction formula values of the reliability coefficients for the actualnumber of raters for each attribute are also given in Table 2. Each ofthese coefficients may be interpreted as the reliability of the meanattribute ratings across all raters for a given attribute. It might bementioned here, however, that the actual correlation coefficient (ratherthan the Spearman-Brown step-ups) was also computed for each attribute forthe total sample of raters, and it was found that these values wereactually the same as those given by the Spearman-Brown formula.

Table 3 reflects the number of attributes which have intra-classcorrelation coefficients falling into given intervals of .05 starting atan initial value of .20, and going through a value of .75. From thistable, it may be seen that the majority of the attributes have coefficientsgreater than .25. Figure 1 shows the graphs of the Spearman-Brown esti-mates for increasing numbers of raters, as computed using intra-classcorrelation coefficients ranging from .20 through .75 in steps of .05 asstarting values, and numbers of raters ranging from 2 through 20. Asis evident from Table 3, these values represent the range of those foundempirically in this study for the combined data. It was decided to use

Table 3

Frequency Distribution of the Intra-class Correl.ationCoefficients for the Combined Data

Value of intra-class

correlation coefficientNumber of attributesfalling in interval

Less than .19 1.20-.25 3.26-.30 5.31-.35 5.36-.40 8.41-.45 10.46-.50 8.51-.55 14.56-.60 9.61-.65 6.66-.70 4.71-.75 3

.96i

.881

.801

.72

.641 1

.48

.40

.32.

)6

/9

lel

11

12

4'If

Za

i4

13

14

15

16

17

18

19

20

Number of Raters

Figure 1.

Coefficients of Reliability of Ratings as a Function of theNumber of Raters

Note:

Values indicated at left of curves represent initial intra-class

coefficients

12

these values when plotting the graphs, rather than those derived empirically,as the data and graphs resulting from such values are equivalent to thosewhich would be found using the empirical data, and result in the sameconclusions. It may be seen from Figure 1 that the curves seem to belevelling off somewhat in the range of 8 to 10 raters.

DISCUSSION AND CONCLUSIONS

As is evident from the attribute profiles resulting from this study(Appendix C), job activities related to the various job elements of thePAQ appear to depend upon a wide range of human qualities. The reliabilitycoefficients obtained for the ratings upon which the profiles are basedwere rather respectable, generally ranging from .80 to the upper .90's, andgive an indication of the stability of the means and medians which werecomputed.

In reviewing the pattern presented by the reliability coefficients,it becomes evident that the attributes of an "aptitude" nature were ratedmore reliably than those of an "interest or temperament" nature. Such afinding is consistent with that of prior research, and is, in part, explain-able by looking more closely at the actual attributes which were used.The attributes which were of an aptitude nature were generally thosewhich are commonly referred to in a personnel setting as human abilities,and, therefore, those with which the raters in this study might be expectedto be most familiar. The attributes which were of an interest or tempera-ment nature, on the other hand, were generally those which presumably arerelevant more to the personal interest in, and personal adjustment to,the various job activities and situations depicted by the job elements,than to the overt behavioral aspects of the elements as such. Thus,their relevance to the job elements might actually be of less consequencethan that of the "aptitudes." Such less obvious direct relevance of theinterest and temperament attributes to the job elements, in turn, mayhave contributed to the somewhat lower reliability of the ratings of them- -as contrasted to that of the aptitudes. Some written comments receivedfrom the raters would seem to support this hypothesis, as the raters ingeneral seemed to have more trouble rating the temperament attributesthan they did the aptitude attributes.

In so far as the data concerning the step-up in reliability as afunction of the number of raters is concerned, the data would seem toindicate that if future studies are concerned with the reliability ofratings of job-related variables, the researchers would usually be wiseto obtain samples of raters ranging in size from 8 to 10. The desireddegree of reliability and the use which is to be made of the data must,of course, be taken into account when the number of raters is determined,but, in general terms, fewer than 8 raters would most likely result indata of questionable reliability, and more than 10 raters would mostlikely be a waste of time and effort when judged in relation to thenegligible return in increased reliability balanced against the increasedcosts in terms of time and money. This recommendation is, however,tempered by a consideration of the population from which the ratersare to be drawn, the familiarity of raters from this population withthe concepts being rated, and the number of items to be rated.

r"

13

In general, the following conclusions appear to be warranted on the

basis of the results of the investigation:

1. Raters are able to rate the relevance of human attributes tothe job elements in a structured job analysis instrument such as

the PAQ, and do so with respectable reliability (the relia-bility coefficients of the pooled ratings generally rangedfrom .80 to the upper .90's).

2. A large number of human attributes appear to be relevant toone or more of the job elements of the PAO, with some attri-

butes being relevant to more job elements than others.

In turn, it would seem that these conclusions might suggest the following

implications:

1. The attribute profiles of the job elements of the PAO wouldseem to be of potential use as the basis for determining the

attribute requirements of jobs, through job analysis of jobs

with the PAQ.

2. In turn, such profiles might be of use in the establishmentof the synthetic validity of tests for use in personnelprograms in industry.

14

REFERENCES

Halma, M. J. The concept of synthetic validity. Personnel Psychology,

1959, 12(3), 395-396.

Christal, R. F., Madden, F. M., & Harding, F. D. Reliability of job

evaluation ratings as a function of number of raters and length

of job descriptions. WADD-TN-60-257. Lackland Air Force Rase,

Texas: Personnel Laboratory, Wright Air Development Division,Air Research and Development Command, October, 1960.

Chiselli, F. E. The generalization of validity. Personnel. Psychology,

1959, 12(3), 397-402.

Chiselli, E. E. Theory of psychological measurement. New York: McCraw-Hill, 1964.

Cordon, G. C. An investigation of the dimensions of worker-oriented

job variables. Unpublished Ph.D. thesis, Purdue University, '961.

Jaspen, N. A factor study of worker characteristics. Journal of AppliedPsychology, 1949, 33, 449-459.

Lawshe, C. M. Employee selection. Personnel Psychology, 1952, 5, 31-34.

Marquardt, Lloyd D. The rated attribute requirements of job elements in astructured job analysis questionnaire--the Position Analysis Ques-tionnaire (pAn). Unpublished'M.S. thesis, Purdue University,

June 1972.

McCormick, E. J. Application of job analysis to indirect validity.Personnel Psychology, 1959, 12, 402-413.

McCormick, E. J., Finn, R. H., & Scheips, C. D. Patterns of job require-ments. Journal of Applied Psychology, 1957, 41, 358-364.

McCormick, E. J., Jeanneret, P. R., & Mecham, R. C. The development andbackground of the Position Analysis Questionnaire (PAO). Preparedfor the Office of Naval Research under Contract Nonr-1100(28),Report #5. (Occupational Research Center, Purdue University, 1969).

Mecham, R. C. Ratings of attribute requirements of job elements in astructured job analysis format. Unpublished M.S. thesis, Purdue

University, 1968.

Mecham, R. C., & McCormick, E. J. The rated attribute requirements ofjob elements in the Position Analysis Ouestionnaire. Preparedfor the Office of Naval Research under Contract Nonr-1100(28),Report #1. (Occupational Research Center, Purdue University, 1969).

Primoff, E. S. Test selection by job analysis. U. S. Civil ServiceCommission, Standards Division, Test Development Section, Washington,D. C., May, 1955.

15

Stead, W. H., Shartle, C. L., & Associates. Occupational counselingtechniques. New York: American Book Company, 1940.

Theologus, G. C., Romashko, T., & Fleishman, E. A. Development of ataxonomy of human performances: A feasibility study of abilitydimensions for classifying human tasks. Prepared for AdvancedResearch Projects Agency, Department of Defense under ARPA Order#1032, Tgphnical Report #5. (American Institutes for Research,Washington, D. C., 1970).

Trattner, M. H., Fine, S. A., & Rub's, J. F. A comparison of workerrequirement ratings made by reading job descriptions and by directobservation. Personnel Psychologist, 1955, 8, 183-194.

Viteles, M. S. Job specifications and diagnostic tests of job competencydesigned for the auditing division of a street railway company.Psychological Clinic, 1922, 14, 83-105.

Viteles, M. S. Industrial psychology. New York: Norton, 1932.

Wherry, R. J. A review of the J-coefficient. Washington, D. C.: U. S.Civil Service Commission, Standards Division, Test DevelopmentSection, July 1955. ,

Winer, B. J. Statistical principles in experimental design, 2nd Fd.New York: McGraw-Hill, 1971.

16

APPENDIX A

LIST OF ATTRIBUTES DEVELOPED BY MECHAM

Attributes of an "aptitude" nature

1. Verbal comprehension: ability to understand the meaning of wordsand the ideas associated with them.

2. Word fluency: ability to rapidly produce words associated witha given word.

3. Oral communication: ability to communicate ideas with gestures or

with spoken or written words.

4. Numerical computation: ability to manipulate quantative symbolsrapidly and accurately, as in various arithmetic operations.

5. Arithmetic reasoning: ability to reason abstractly usingquantitative concepts and symbols.

6. Convergent thinking: ability to select from possible alternativemethods, the method of processing information that leads to thepotentially best answer or solution to a problem.

7. Divergent thinking: ability to generate or conceive of new orinnovative ideas or solutions to a problem.

8. Intelligence: the level of abstraction or symbolic complexitywith which one can ultimately deal.

9. Long-term memory: ability to learn and store pertinent informationand selectively to retrieve or recall, much later in time, thatwhich is relevant to a specific context.

10. Short-term memory: ability to learn and store pertinent informationand selectively to retrieve or recall, within a brief period oftime, that which is relevant to a specific context.

11. Aesthetic judgement: ability to make sensitive evaluations ofartistic quality in one or more of the following: music, style,painting, sculpture, photography, architecture, etc.

12. Visual form perception: ability to perceive pertinent detail orconfiguration in a complex visual stimulus.

13. Perceptual speed: ability to make rapid discriminations ofvisual detail.

14. Closure: ability to perceptually organize a chaotic or disorgani-

zed field into a single perception.

15. Movement detection: ability to detect physical movement ofobjects and to judge their direction.

16. Spatial visualization: ability to manipulate visual images in

two or three dimensions mentally.

17. Near visual acuity: ability to perceive detail at normalreading distance.

18. Far visual acuity: ability to perceive detail at distancesbeyond normal reading distance.

19. Depth perception: ability to estimate depth of distances orobjects (or to judge their physical relationships in space).

20. Color discrimination: ability to perceive similiarities ordifferences in colors or in shades of the same color, or toidentify certain colors.

21. Auditory acuity: ability to perceive relevant cues by sound.

22. Olfactory acuity: ability to perceive relevant cues by smell.

23. Gustatory acuity: ability to perceive relevant cues by taste.

24. Tactual acuity: ability to perceive relevant cues by touch.

25. Body orientation: ability to maintain body orientation withrespect to balance and motion.

26. Kinesthesia: ability to sense position and movement of body

members.

27. Finger dexterity: ability to manipulate small objects (with the

fingers) rapidly and accurately.

28. Manual dexterity: ability to manipulate things with the hands.

29. Arm/hand positioning: ability to make precise, accurate movements

of the hands and arms.

30. Arm/hand steadiness: ability to keep the hands and arms immobilizedin a set position with minimal tremor.

31. Continuous muscular control: ability to exert continuous control

over external devices through continual use of body limbs.

32. Rate of arm movement: ability to make gross, rapid arm movements.

18

33. 4v-hand coordination: ability to coordinate hand movements with

visual stimuli.

34. Eye-hand-foot coordination: ability to move the hand and footcoordinately with each other in accordance with visual stimuli.

35. Simple reaction time: the period of time elapsing between theappearance of any stimulus and the initiation of an appropriate

response.

36. Response aillteratiss: ability to rapidly perform various appro-priate psychomotor' responses in proper sequence.

37. Dynamic strength: ability to make repeated, rapid, flexingmovements in which the rapid recovery from muscle strain is

critical.

38. Static strength: ability to maintain a high level of muscular

exertion for some minimum period of time.

39. Explosive strength: ability to expend a maximum amounf of energy

in one or a series of explosive or ballistic acts (as in throwing,

pounding, etc.)

40. Rate control: ability to make continuous anticipatory motoradjustments, relative to change in speed and direction ofcontinuous moving objects.

41. Mechanical ability: ability to determine the functional inter-relationships of parts within a mechanical system.

Attributes of an interest or temperament nature, as characterized by

different types of job situations to which people must adjust.

42. Variety of duties: duties often, characterized by frequent change.

43. Repetitive/short-cycle operations: operations carried out

according to set procedures or sequences.

44. Dealing with things/objects: preference for situations involvingactivities which deal with things and objects rather thanactivities concerned with people or the communication of ideas.

45. Processes/machines/techniques: situations which are nonsocial in

nature, being primarily concerned with methods and procedures

often of a mechanical or chemical nature.

46. Scientific/technical activities: using technical methods orinvestigating natural phenomenon using scientific procedures.

47. Dealing with people: i.e., personal contacts beyond giving andreceiving instructions.

48. Social welfare: working with people for their presumed good.

49. Influencing people: influencing opinions, attitudes, or judgementsabcat ideas or things.

50. Directing/controlling/planning: operations involving theactivities of others, or processes with which others are involved.

51. Empathy: seeing things from another person's point of view.

52. Personal risk: risk of physical or mental illness or injury.

53. Conflicting/ambiguous information: ability to tolerate andcritically evaluate information of an u' certain or opposingnature.

54. Press- re of time: working in situations where time is a criticalfactor for successful Job performance.

55. Sensory alertness: alertness over extended periods of time.

56. Attainment of set standards: attainment of set limits, tolerances,or standards.

57. Working under specific instructions: i.e., those that allow littleor no room for independent action or judgement in working out jobproblems.

58. Working alone: working in physical isolation from others,although the activity may be integrated with that of others.

59. Separation from family/home: separation for extended periods oftime.

60. Stage presence: speaking to or performing for an audience.

61. Prestige/esteem from others: working in situations resulting inhigh regard from others.

62. Tangible/physical end-products: working with material elementsor parts which ultimat-13 result in a physical product.

63. Sensog/judgmental criteria: arriving at generalizations,judgments, or decisions which require sensory discrimination orcognitive appraisal.

64. Measurable/verifiable criteria: arriving at generalizations,judgments, or decisions based on known or obtainable standards,characteristics, or dimensions.

20

65. Interpretation from personal viewpoint: interpretation of feelings,

ideas, or facts in terms of personal viewpoint or values.

66. Susceptibility to fatigue: 6J4nished ability to do work, either

physical or mental, as a consequence of previous and recent work

done.

67. Dealing with concepts/information: preference for situations that

involve conceptual or informative ideas and the possible communica-

tion of these ideas to others.

68. Creative activities: preference for situations involving the

finding'of new solutions to a problem or new modes of artistic

expression.

21

APPENDIX B

LIST OF NEW ATTRIBUTES

New attributes of an "aptitude" nature

1. Ideational fluency: the ability to produce a number of ideasconcerning a given topic. This attribute is only concerned withthe number of ideas produced and does not extend to the qualityof those ideas.

2. Originality: the ability to produce unusual or clever responsesrelated to a given topic or situation. This attribute is concernedwith the degree of creativity of responses and dOes not dearwiththe number of responses made.

3. Problem sensitivity: the ability to recognize or identify theexistence of problems. This attribute does not include any of thereasoning necessary for the solution of a problem.

4. Spatial orientation: the ability to maintain one's orientationwith respect to objects in space or to comprehend the position ofobjects in space with respect to the observer's position.

5. Selective attention: the ability to perform a task in the presenceof distracting stimulation or under monotonous conditions withoutsignificant loss in efficiency.

6. Time sharing: the ability to utilize information obtained byshifting between two or more channels of information. The infor-mation obtained from these sources is either integrated and usedas a whole or retained and used separately.

7. Stamina: this ability involves the capacity to maintain physicalactivity over prolonged periods of time. It is concerned with theresistance of the cardio-Iascular system to breakdown.

8. Speed of limb movement: this ability involves the speed withwhich discrete movements of the arms or legs can be made. Theability deals with the speed with which the movement can be carriedout after it has been initiated; it is not concerned with thespeed of initiation of the movement.

22

APPENDIX C: MEDIAN ATTRIBUTE RATINGS

FOR JOB ELEMENTS OF THE

POSITION ANALYSIS OUESTIONNAIRE (PAO)

MEDIAN ATTRIBUTE RATINGS FOR JOB

OF THE POSITION ANALYSIS QUESTIONN

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DISTRIBUTION LIST

NAVY

4 Director, Personnel and TrainingResearch Programs

Office of Naval ResearchArlington, VA 22217

1 Director, ONR Branch Office495 Summer StreetBoston, MA 02210

1 DirectorONR Branch Office1030 East Green StreetPasadena, CA 91101

I DirectorONR Branch Office536 South Clark StreetChicago, IL 60605

1 Office of Naval ResearchArea Office207 West 24th StreetNew York, NY 10011

1 Office of Naval ResearchArea Office1076 Mission StreetSan Francisco, CA 94103

3 CommanderOperational Test and Evaluation Force

U.S. Naval BaseNorfolk, VA 23511

6 DirectorNaval Research LaboratoryCade 2627Washington, DC 20390

12 Defense Documentation CenterCameron Station, Building 5

5010 Duke StreetAlexandria, VA 22314

1 ChairmanBehavioral Science DepartmentNaval Command and Management DivisionU.S. Naval AcademyLuce HallAnnapolis, MD 21402

1 Chief of Naval Air TrainingCode 017Naval Air StationPensacola, FL 32508

1 Chief of Naval TrainingNaval Air StationPensacola, FL 32508

ATTN: CAPT Allen E. McMichael

1 Chief of Naval Technical TrainingNaval Air Station Memphis (75)Millington, TN 38054

1 ChiefBureau of Medicine and SurgeryResearch Division (Code 713)Department of the NavyWashington, DC 20390

1 Commandant of the Marine Corps

(Code AO1M)Washington, DC 20380

1 Commander Naval Air Reserve

Naval Air StationGlenview, IL 60026

1 CommanderNaval Air Systems CommandNavy Department, AIR-413CWashington, DC 20360

1 CommanderSubmarine Development Group Two

Fleet Post OfficeNew York, NY 09501

1 Commanding OfficerNaval Medical Neuropsychiatric Research Unit

San Diego, CA 92152

1 Commanding OfficerNaval Personnel and Training Research

LaboratorySan Diego, CA 92152

1 Commanding OfficerService School CommandU.S. Naval Training CenterSan Diego, CA 92133

ATTN: Code 303

2

1 Head, Personnel Measurement StaffCapital Area Personnel Service OfficeBallston Tower #2, Room 1204801 N. Randolph StreetArlington, VA 22203

1 Program CoordinatorBureau of Medicine and Surgery (Code 71G)Department of the NavyWashington, DC 20390

1 Research Director, Code 06Research and Evaluation DepartmentU. S. Naval Examining CenterBuilding 2711--Green Bay AreaGreat Lakes, IL 60088

ATTN: C. S. Winiewicz

1 SuperintendentNaval Postgraduate SchoolMonterey, CA 93940

ATTN: Library (Code 2124)

1 Technical DirectorNaval Personnel Research and Develop-

ment LaboratoryWashington Navy YardBuilding 200Washington, DC 20390

1 Technical DirectorPersonnel Research DivisionBureau of Naval PersonnelWashington, DC 20370

1 Technical LibraryNaval Ship Systems CommandNational CenterBuilding 3, Room 3S-08Washington, DC 20360

1 Technical Library (Pers-11B)Bureau of Naval PersonnelDepartment of the NavyWashington, DC 20360

1 Technical Reference LibraryNaval Medical Research InstituteNational Naval Medical CenterBethesda, MD 20014

1 COL George CaridakisDirector, Office of Manpower UtilizationHeadquarters, Marine Corps (A01H)MCB

Quantico, VA 22134

1 Mr. Sidney FriedmanSpecial Assistant for Research and StudiesOASN (M&RA)The Pentagon, Room 4E794Washington, DC 20350

1 Mr. George N. GraineNaval Ship Systems Command(SHIPS 03H)Department of the NavyWashington, D.C. 20360

1 CDR Richard L. Martin, USNCOMFA/RMIRAMAR F-14NAS Miramar, CA 92145

1 Mr. Lee Miller (AIR 413E)Naval Air Systems Command5600 Columbia PikeFalls Church, VA 22042

1 Dr. James J. ReganCode 55Naval Training Device CenterOrlando, FL 32813

1 Dr. A. L. SlafkoskyScientific Advisor (Code Ax)Commandant of the Marine CorpsRashington, DC 20380

1 LCDR Charles J. Thiesen, Jr., MSC, USNCSOTNaval Air Development CenterWarminster, PA 18974

ARMY

1 Behavioral Sciences DivisionOffice of Chief of Research and DevelopmentDepartment of the ArmyWashlAgton, DC 20310

1 U. S. Army Behavior and Systems ResearchLaboratory

Rosalyn Commonwealth Building, Room 2391300 Wilson BoulevardArlington, VA 22209

1 Director of ResearchU. S. Army Armor Human Research Unit

ATTN: LibraryBuilding 2422 Morade StreetFort Knox, KY 40121

3

1 COMMANDANTU. S. Army Adjutant General SchoolFort Benjamin Harrison, IN 46216

ATTN: ATSAG-EA

1 Commanding OfficerATTN: LTC MontgomeryUSACDC - PASAFt. Benjamin Harrison, IN 46249

1 DirectorBehavioral Sciences LaboratoryV. S. Army Research Institute of

Environmental MedicineNatick, MA 01760

1 Commandant

United States Army Infantry SchoolATTN: ATSIN-HFort Penning, GA 31905

1 Army Motivation and Training LaboratoryRoom 239Commonwealth Building1300 Wilson BoulevardArlington, VA 22209

1 Mr. Edmund FuchsBESRLCommonwealth Building, Room 2391320 Wilson BoulevardArlington, VA 22209

AIR FORCE

1 AFHRL (TR/Dr. G. A. Eckstrand)Wright-Patterson Air Force BaseOhio 45433

1 AFHRL (TRT/Dr. Ross L. Morgan)Wright-Patterson Air Force BaseOhio 45433

1 AFHRL/MD701 Prince StreetRoom 200Alexandria, VA 22314

1 AFSOR (NO1400 Wilson BoulevardArlington, VA 22209

1 COMMANDANTUSAF School of Aerospace MedicineATTN: Aeromedical Library (SCL 4)Brooks AFB, TX 78235

1 Personnel Research DivisionAFHRLLackland Air Force BaseSan Antonio, TX 78236

1 Headquarters, U. S. Air ForceChief, Personnel Research and AnalysisDivision (AF/DPXY)

Washington, DC 20330

1 Research and Analysis DivisionAF/DPXYR Room 4C200Washington, DC 20330

1 Headquarters Electronic Systems DivisionATTN: Dr. Sylvia R. Mayer/MCITLG Hanscom FieldBedford, MA 01730

1 CAPT Jack Thorpe, USAFDept. of PsychologyBowling Green State UniversityBowling Green, OH 43403

DOD

1 Mr. Joseph J. Cowan, ChiefPsychological Research Branch (P-1)U. S. Coast Guard Headquarters400 Seventh Street, SWWashington, DC 20590

1 Dr. Ralph R. CanterDirector for Manpower ResearchOffice of the Secretary of DefenseThe Pentagon, Room 3C980Washington, DC 20301

OTHER GOVERNMENT

1 Dr. Alvin E. Coins, ChiefPersonality and Cognition Research SectionBehavioral Sciences Research BranchNational Institute of Mental Health5600 Fishers LaneRockville, MD 20852

1 Dr. Andrew R. Molnar

Computer Innovation in Education SectionOffice of Computing ActivitiesNational Science FoundationWashington, DC 20550

1 Dr. Lorraine D. Eyde 1 ERICBureau of Intergovernmental Personnel Programs Processing and Reference FacilityRoom 2519 4833 Rugby AvenueU. S. Civil Service Commission Bethesda, MD 200141900 E. Street, NWWashington, DC 20415

1 Office of Computer InformationCenter for Computer Sciences andTechnology

National Bureau of StandardsWashington, DC 20234

MISCELLANEOUS

1 Dr. Scarvia Anderson

Executive Director for Special DevelopmentEducational Testing ServicePrinceton, NJ 08540

1 Professor John AnnettThe Open UniversityWaltonteale, BLETCHLEYBucks, England

1 Dr. Richard C. AtkinsonDepartment of PsychologyStanford UniversityStanford, CA 94305

1 Dr. Bernard M. BassUniversity of RochesterManagement Research CenterRochester, NY 14627

1 Dr. Kenneth E. ClarkUniversity of RochesterCollege of Arts and SciencesRiver Campus StationRochester, NY 14627

1 Dr. Rene V. DavisDepartment of Psychology324 Elliott HallUniversity of MinnesotaMinneapolis, MN 55455

1 Dr. Robert DubinGraduate School of AdministrationUniversity of CaliforniaIrvine, CA 92664

1 Dr. Marvin D. DunnetteUniversity of MinnesotaDepartment of PsythologyElliott Hall

Minneapolis, MN 55455

1 Dr. Victor FieldsDepartment of PsychologyMontgomery CollegeRockville, MD 20850

1 Mr. Paul P. FoleyNaval Personnel Research and Development

LaboratoryWashington Navy YardWashington, DC 20390

1 Dr. Robert GlaserLearning Research and Development CenterUniversity of PittsburghPittsburgh, PA 15213

1 Dr. Albert S. GlickmanAmerican Institutes for Research8555 Sixteenth StreetSilver Spring, MD 20910

1 Dr. Bert GreenDepartment of PsychologyJohns Hopkins UniversityBaltimore, MD 21218

1 Dr. Duncan N. HansenCenter for Computer-Assisted InstructionFlorida State UniversityTallahassee, FL 32306

1 Dr. Richard S. HatchDecision Systems Associates, Inc.11428 Rockville PikeRockville, MD 20852

1 Dr. M. D. HavronHuman Sciences Research, Inc.Westgate Industrial Park7710 Old Springhouse RoadMcLean, VA 22101

1 Human Resources Research OrganizationDivision #3Post Office Box 5787Presidio of Monterey, CA 93940

1 Human Resources Research OrganizationDivision #4, InfantryPost Office Box 2086Fort Benning, GA 31905

5

1 Human Resources Research OrganizationDivision #5, Air DefensePost Office Box 6057Fort Bliss, TX 79916

1 Library

HumRRO Division Number 6P. O. Box 428Fort Rucker, AL 36360

1 Dr. Lawrence B. JohnsonLawrence Johnson and Associates, Inc.2001 "S" Street, NWSuite 502Washington, DC 20009

1 Dr. Norman J. Johnson

Associate Professor of Social Policytchool of Urban and Public AffairsCornegle-Nellon UniversityPittsburgh, PA 15213

1 Dr. Roger A. Kaufman

Graduate School of Human BehaviorU. S. International University8655 E. Pomerada RoadSan Diego, CA 92106

1 Dr. Frederick M. LordEducational Testing ServicePrinceton, NJ 08540

1 Dr. Robert R. Mackie

Human Factors Research, Inc.Santa Barbara Research Park6780Cortona DriveGoleta, CA 93017

1 Dr. Stanley M. Neely

Department of PsychologyColorado State UniversityFort Collins, CO 80521

1 Mr. Luigi Petrullo2431 North Edgewood StreetArlington, VA 22207

1 Psychological AbstractsAmerican Psychological Association1200 Seventeenth Street, NWWashington, DC 20036

1 Dr. Diane M. Ramsey-KleeR-K Research & System Design3947 Ridgemont DriveMalibu, CA 90265

1 Dr. Joseph W. Rigney

Behavioral Technology LaboratoriesUniversity of Southern California3717 South GrandLos Angeles, CA 90007

1 Dr. Leonard L. Rosenbaum, ChairmanDepartment of. PsychologyMontgomery CollegeRockville, MD 20850

1 Dr. George E. Rowland

Rowland and Company, Inc.Post Office Box 61Haddonfield, NJ 08033

1 Dr. Benjamin SchneiderDepartment of PsychologyUniversity of MarylandCollege Park, MD 20742

1 Dr. Arthur I. Siegel

Applied Psychological ServicesScience Center404 East Lancaster AvenueWayne, PA 19087

1 Dr. Henry Solomon

George Washington UniversityDepartment of EconomicsWashington, DC 20006

1 Professor Gerald L. ThompsonCarnegie-Mellon UniversityGraduate School of Industrial AdministrationPittsburgh, PA 15213

1 Mr. C. R. VestGeneral Electric Company6225 Nelway DriveMcLean, VA 22101

1 Dr. David WeissUniversity of MinnesotaDepartment of PsychologyElliott HallMinneapolis, MN 55455