March 18, 2022

he Occupational Information Network (O*NET) is a source of occupational information maintained by the United States Department o

he Occupational Information Network (O*NET) is a source of occupational information maintained by the United States Department of Labor. The database contains standardized descriptions of various occupations. Each year, the database is updated after O*NET personnel survey a random sample of incumbent workers in a broad range of occupations. The O*NET Data Collection Program provides several hundred rating scales that are based on the responses of the sampled workers. There are four different questionnaires for the incumbent workers to complete related to occupation and employee characteristics. Personnel consultants complete a questionnaire that focuses on the sample workers’ abilities (O*NET, n.d.).

As a potential personnel consultant, you might collect this data and incorporate it into the next version of the O*NET database. You need to ensure that your rating is reliable by checking that your measure is consistent and the measurement error is reported. You can test reliability using various models. For example, you can test the consistency of your measure through interrater reliability by examining the percentage of agreement between raters.

For this Application Assignment, review work activites from ONET for the job analysis. Presume the purpose of the job analysis will be to construct a selection instrument for the job displayed in the media.

Reference:

O*NET. (n.d). O*NET® data collection overview. O*NET Resource Center. Retrieved January 27, 2012, from http://www.onetcenter.org/dataCollection.html

The Assignment (3–5 pages)

use the work activities from ONET that is attached.
Analyze the results from the O*NET generalized work activities (dataset provided in this week’s Learning Resources). For your analysis:
- Calculate a mean rating for each question on the survey.
- Use SPSS to calculate interrater reliability and agreement statistics (see the “SPSS Supplementary Document” for instructions).
Explain the generalized work activities scales and your ratings of the abilities scales on the O*NET.
Explain the statistical findings and the interrater analysis for the generalized work activities scales.
Summarize both the abilities and work activity analyses from the job description that is attached.

SPSS Supplementary Document

Calculating survey item (row) means in SPSS: Each item corresponds to a row and each rater to a column. Note that in the SPSS Scale routine, Item will be referring to what we are calling raters. To compute the item mean use Transform>Compute Variable. In the Target Variable field, type ―Item_Mean.‖ Create the equation in the Numeric Expression box below by selecting the variables (Judge 1, Judge 2, Judge 3, and Judge 4) and using the calculator pad. Then click OK.

Calculating standard deviation for item (row) in SPSS: To compute the standard deviation use Transform>Compute Variable. In the Function group box, select, ―Statistical‖ and in the Functions and Special Variables box select, ―Sd.‖ Type ―row_sd‖ in the Target Variable box. Create the equation in the Numeric Expression box seen below.

Calculating standard error of measurement in SPSS: To calculate the standard error of measurement (as Peterson and Jeanneret use the term), use Transform>Compute Variable and, using the calculator pad, divide the Sd (standard deviation) by the square root of the number judges. Viewing item means and standard deviations in SPSS: To see the item means and standard deviations, go to the data set window and select ―Data View‖ in the lower left-land corner of the window.

Examining inter-rater reliability in SPSS: To examine inter-rater reliability using coefficient alpha, use Analyze>Scale>Reliability Analysis. Place the variables in the Items box and select the Model ―Alpha.‖ Enter a label for the scale and then click OK:

Note the comment about internal consistency measures in the Peterson and Jeanneret article. Coefficient alpha is an internal consistency measure and frequently not a good choice for inter-rater agreement in a job analysis.

Examining inter-rater agreement in SPSS: To examine the inter-rater agreement using intraclass correlations, use Analyze>Scale>Reliability Analysis. Place the variables in the Items box and enter a label for the scale, then click on Statistics. In the Descriptive for box select ―Item‖ and in the ANOVA Table box select ―F test.‖ Additionally, select ―Intraclass correlation coefficient.‖ Once Intraclass correlation coefficient is checked, you can select the model ―Two-way Mixed,‖ type ―Consistency‖ and enter a Confidence interval of 95%. Then click Continue. Click OK once back in the Reliability Analysis window.

Week 3 Assignment Use the steps above to perform the analysis of the data set, Generalized Work Activities (Fictitious Data), found in the Week 3 Resources area. Additional directions for completing this assignment can be found in the Week 3 Assignment area.

Example The following are analyses using example data from the literature. The example data set, Shrout and Fleiss Data, can be found in the Week 3 Resources area.

Data – Note how SPSS will be using the judges as items.

Experiment with the different models and compare them to results noted in the Shrout and Fleiss article. Change the model in the Intraclass correlation coefficient box and change the Type of model (consistency or absolute). The big takeaways are the following:

You need to consider which model you are proposing.

The terminology in the Shrout and Fleiss article is not exactly the same as in SPSS.

There are times when mean differences between raters are important and times when mean differences between raters can be tolerated (if all raters rate all the items and relative rankings of the items are of primary concern).

Reliability based on an average of several raters is greater than reliability based on a single rater.

Test for Judges Effect (In SPSS, the rows are being called People and the columns Items. In Shrout and Fleiss, the rows would be called Targets and the columns would be called Judges.)

ANOVA

Sum of Squares df Mean Square F Sig

Between People 56.208 5 11.242

Within People Between Items 97.458 3 32.486 31.866 .000

Residual 15.292 15 1.019

Total 112.750 18 6.264

Total 168.958 23 7.346

Grand Mean = 5.2917

Shrout and Fleiss Case 1

Intraclass Correlation Coefficient

Intraclass

Correlation

95% Confidence Interval F Test with True Value 0

Lower Bound Upper Bound Value df1 df2 Sig

Single Measures .166 -.133 .723 1.795 5 18 .165

Average Measures .443 -.884 .912 1.795 5 18 .165

One-way random effects model where people effects are random.

Shrout and Fleiss Case 2

Intraclass Correlation Coefficient

Intraclass

Correlation a

95% Confidence Interval F Test with True Value 0

Lower Bound Upper Bound Value df1 df2 Sig

Single Measures .290 b .019 .761 11.027 5 15 .000

Average Measures .620 c .071 .927 11.027 5 15 .000

Two-way mixed effects model where people effects are random and measures effects are

fixed.

a. Type A intraclass correlation coefficients using an absolute agreement definition.

b. The estimator is the same, whether the interaction effect is present or not.

c. This estimate is computed assuming the interaction effect is absent because it is not

estimable otherwise.

Shrout and Fleiss Case 3

Intraclass Correlation Coefficient

Intraclass

Correlation a

95% Confidence Interval F Test with True Value 0

Lower Bound Upper Bound Value df1 df2 Sig

Single Measures .715 b .342 .946 11.027 5 15 .000

Average Measures .909 .676 .986 11.027 5 15 .000

Two-way random effects model where both people effects and measures effects are random.

a. Type C intraclass correlation coefficients using a consistency definition—the between-

measure variance is excluded from the denominator variance.

b. The estimator is the same, whether the interaction effect is present or not.

References

SPSS reliability analysis of Shrout and Fleis data. (Shrout, P. E., & J. L. Fleiss. (1979). Intraclass correlations: Uses in assessing reliability. Psychological Bulletin, 86:, 420– 428.) Peterson, N. G., Mumford, M. D., Borman, W. C., Jeanneret, P. R., Fleishman, E. A., Levin, K. Y., . . . Dye, D. M. (2001). Understanding work using the occupational information network (O*NET): Implications for practice and research. Personnel Psychology, 54(2), 451–492. Shrout, P. E., & Fleiss, J. L. (1979). Intraclass correlations: Uses in assessing reliability. Psychological Bulletin, 86(2), 420–428

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PSYC 8754/PSYC 6754: Personnel Psychology in the Workplace
Data Collection Form for Generalized Work Activities (O*NET)
Respondent Name: Kawine Doss
For this Assignment, rate the employee’s job using the generalized work activities scales from the O*NET. Enter your responses in Column C (How important is the item to the employee's job?) and Column D (What level of activity is needed for the employee's job?). Please respond to all items for this class project.
Please do not modify this form
Item #	Item Title	Importance	Level
1	GETTING INFORMATION	5	6
2	IDENTIFYING OBJECTS, ACTIONS, AND EVENTS	5	6
3	MONITORING PROCESSES, MATERIALS, OR SURROUNDINGS	5	6
4	INSPECTING EQUIPMENT, STRUCTURES, OR MATERIALS	5	6
5	ESTIMATING THE QUANTIFIABLE CHARACTERISTICS OF PRODUCTS, EVENTS, OR INFORMATION	5	7
6	JUDGING THE QUALITIES OF OBJECTS, SERVICES, OR PEOPLE	5	7
7	EVALUATING INFORMATION TO DETERMINE COMPLIANCE WITH STANDARDS	5	7
8	PROCESSING INFORMATION	5	7
9	ANALYZING DATA OR INFORMATION	5	7
10	MAKING DECISIONS AND SOLVING PROBLEMS	5	7
11	THINKING CREATIVELY	5	7
12	UPDATING AND USING RELEVANT KNOWLEDGE	5	7
13	DEVELOPING OBJECTIVES AND STRATEGIES	5	7
14	SCHEDULING WORK AND ACTIVITIES	5	7
15	ORGANIZING, PLANNING, AND PRIORITIZING WORK	5	7
16	PERFORMING GENERAL PHYSICAL ACTIVITIES	2	3
17	HANDLING AND MOVING OBJECTS	2	2
18	CONTROLLING MACHINES AND PROCESSES	3	4
19	WORKING WITH COMPUTERS	5	7
20	OPERATING VEHICLES, MECHANIZED DEVICES, OR EQUIPMENT	3	5
21	DRAFTING, LAYING OUT, AND SPECIFYING TECHNICAL DEVICES, PARTS, AND EQUIPMENT	2	2
22	REPAIRING AND MAINTAINING MECHANICAL EQUIPMENT	2	2
23	REPAIRING AND MAINTAINING ELECTRONIC EQUIPMENT	2	2
24	DOCUMENTING/RECORDING INFORMATION	5	7
25	INTERPRETING THE MEANING OF INFORMATION FOR OTHERS	5	7
26	COMMUNICATING WITH SUPERVISORS, PEERS, OR SUBORDINATES	5	7
27	COMMUNICATING WITH PEOPLE OUTSIDE THE ORGANIZATION	5	7
28	ESTABLISHING AND MAINTAINING INTERPERSONAL RELATIONSHIPS	5	7
29	ASSISTING AND CARING FOR OTHERS	4	6
30	SELLING OR INFLUENCING OTHERS	4	6
31	RESOLVING CONFLICTS AND NEGOTIATING WITH OTHERS	5	6
32	PERFORMING FOR OR WORKING DIRECTLY WITH THE PUBLIC	5	7
33	COORDINATING THE WORK AND ACTIVITIES OF OTHERS	5	7
34	DEVELOPING AND BUILDING TEAMS	5	7
35	TRAINING AND TEACHING OTHERS	5	7
36	GUIDING, DIRECTING, AND MOTIVATING SUBORDINATES	5	7
37	COACHING AND DEVELOPING OTHERS	5	7
38	PROVIDING CONSULTATION AND ADVICE TO OTHERS	5	7
39	PERFORMING ADMINISTRATIVE ACTIVITIES	5	7
40	STAFFING ORGANIZATIONAL UNITS	3	5
41	MONITORING AND CONTROLLING RESOURCES	5	7

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Job Description

Position: Senior Learning Coordinator

A dedicated professional committed to constant learning and proactively providing academic and cultural support to the local schools and communities.

Exempt, Full-Time

The Key Responsibilities:

1. Support the District’s Mission: Educate students for service and leadership throughout the world.

2. Advising other teachers on state standards dealing with lesson plans that meet all students’ learning needs.

3. Conducts student’s observation to identify educational goals and disseminate program based on observations while incorporating feedback in the spirit of constant improvement.

4. Develop personalized learning plans for students and communicate these plans to families, teachers, and leadership.

5. Collaborate with teachers to provide content that promote critical thinking and academic rigor.

6. Ability to step into the classroom and lead with curriculum-based lectures.

7. Participate in after school programs as the lead instructor for tutoring, mentorship programs, workshops, and study groups.

8. Uses professional knowledge and perspective to relate students to establish professional rapport and add to the student experience.

Qualifications

1. Master’s degree from an accredited college or university.

2. A minimum of 5 years of teaching with an active Texas Teacher Certification

3. Proof of licensure through Texas Education Agency (background check)

4. Ability to be creative, have a growth-mindset and driven for continuous improvement.

5. Uses critical thinking and problem-solving skills to address/resolve student issues to ensure positive student experience.

6. Monitors students’ participation and progress through designated programs to ensure students are in alignment with schools’ objectives and goals.

7. Demonstrates personal and professional integrity.

8. Possess high level knowledge of education, technology, and coaching.

9. Proven ability to work independently or with teams to manage multiple tasks efficiently and effectively.

10. Possesses a high level of interpersonal and communication skills

Sheet1

PSYC 8754/PSYC 6754: Personnel Psychology in the Workplace
Data Collection Form for Generalized Work Activities (O*NET)
Respondent Name: Kawine Doss
For this Assignment, rate the employee’s job using the generalized work activities scales from the O*NET. Enter your responses in Column C (How important is the item to the employee's job?) and Column D (What level of activity is needed for the employee's job?). Please respond to all items for this class project.
Please do not modify this form
Item #	Item Title	Importance	Level
1	GETTING INFORMATION	5	6
2	IDENTIFYING OBJECTS, ACTIONS, AND EVENTS	5	6
3	MONITORING PROCESSES, MATERIALS, OR SURROUNDINGS	5	6
4	INSPECTING EQUIPMENT, STRUCTURES, OR MATERIALS	5	6
5	ESTIMATING THE QUANTIFIABLE CHARACTERISTICS OF PRODUCTS, EVENTS, OR INFORMATION	5	7
6	JUDGING THE QUALITIES OF OBJECTS, SERVICES, OR PEOPLE	5	7
7	EVALUATING INFORMATION TO DETERMINE COMPLIANCE WITH STANDARDS	5	7
8	PROCESSING INFORMATION	5	7
9	ANALYZING DATA OR INFORMATION	5	7
10	MAKING DECISIONS AND SOLVING PROBLEMS	5	7
11	THINKING CREATIVELY	5	7
12	UPDATING AND USING RELEVANT KNOWLEDGE	5	7
13	DEVELOPING OBJECTIVES AND STRATEGIES	5	7
14	SCHEDULING WORK AND ACTIVITIES	5	7
15	ORGANIZING, PLANNING, AND PRIORITIZING WORK	5	7
16	PERFORMING GENERAL PHYSICAL ACTIVITIES	2	3
17	HANDLING AND MOVING OBJECTS	2	2
18	CONTROLLING MACHINES AND PROCESSES	3	4
19	WORKING WITH COMPUTERS	5	7
20	OPERATING VEHICLES, MECHANIZED DEVICES, OR EQUIPMENT	3	5
21	DRAFTING, LAYING OUT, AND SPECIFYING TECHNICAL DEVICES, PARTS, AND EQUIPMENT	2	2
22	REPAIRING AND MAINTAINING MECHANICAL EQUIPMENT	2	2
23	REPAIRING AND MAINTAINING ELECTRONIC EQUIPMENT	2	2
24	DOCUMENTING/RECORDING INFORMATION	5	7
25	INTERPRETING THE MEANING OF INFORMATION FOR OTHERS	5	7
26	COMMUNICATING WITH SUPERVISORS, PEERS, OR SUBORDINATES	5	7
27	COMMUNICATING WITH PEOPLE OUTSIDE THE ORGANIZATION	5	7
28	ESTABLISHING AND MAINTAINING INTERPERSONAL RELATIONSHIPS	5	7
29	ASSISTING AND CARING FOR OTHERS	4	6
30	SELLING OR INFLUENCING OTHERS	4	6
31	RESOLVING CONFLICTS AND NEGOTIATING WITH OTHERS	5	6
32	PERFORMING FOR OR WORKING DIRECTLY WITH THE PUBLIC	5	7
33	COORDINATING THE WORK AND ACTIVITIES OF OTHERS	5	7
34	DEVELOPING AND BUILDING TEAMS	5	7
35	TRAINING AND TEACHING OTHERS	5	7
36	GUIDING, DIRECTING, AND MOTIVATING SUBORDINATES	5	7
37	COACHING AND DEVELOPING OTHERS	5	7
38	PROVIDING CONSULTATION AND ADVICE TO OTHERS	5	7
39	PERFORMING ADMINISTRATIVE ACTIVITIES	5	7
40	STAFFING ORGANIZATIONAL UNITS	3	5
41	MONITORING AND CONTROLLING RESOURCES	5	7

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he Occupational Information Network (O*NET) is a source of occupational information maintained by the United States Department o

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