PSYCHOMETRIC

TESTING WITHIN
THE SANDF

PRESENTATATION TO
THE PORTFOLIO
COMMITTEE ON
DEFENCE

19 JUNE 2007
 SCOPE
 Statutory Control of the use of Psychological
Assessment Measures within the SANDF.
 The Psychometric Tests used within the
SANDF.
 The Role and Function of Assessment Centres
within the SANDF.
 The Application of Specialist Psychological
Measures in the Recruitment and Selection of
Pilots within the SANDF.
 STATUTORY
CONTROL OF THE
USE OF
PSYCHOLOGICAL
MEASURES WITHIN
THE SANDF
 SCOPE (1)

 Terminology
 Characteristics of Assessment Measures
 The Need for Control of Assessment Measures
within the SANDF
 Control of Psychological Assessment
Measures within the SANDF
 Psychological Assessment within the
Democratic South Africa
 Fair and Ethical Practices in the Use of
Psychological Measures within the SANDF
 SCOPE (2)

 Factors Affecting Psychological Assessment

Results
 Professional Practices that Assessment
Practitioners within the SANDF should follow
 Basis Statistical Concepts: Reliability, Validity
and Norms
 Challenges faced by Psychological
Assessment Practitioners within the SANDF
 TERMINOLOGY (1)

 Importantant Terms
– Confusing and overlapping terms are used in
the field of psychological assessment.
– Understand the more important terms and how
they are interlinked.
– Tools are available to make it possible for us to
assess (measure) human behaviour.
– Various names are used to refer to these tools
such as tests, measures, assessment
measures, instruments, scales, procedures,
and techniques.
 TERMINOLOGY (2)

– To ensure that psychological measurement is valid

and reliable, a body of theory and research
regarding the scientific measurement principles
that are applied to the measurement of
psychological characteristics has evolved over time.
 Psychometrics
– Refers to the systematic and scientific way in
which psychological measures are developed
and the technical measurement standards (e.g.
validity and reliability) required of measures.
 TERMINOLOGY (3)

 Psychological Assessment
– A process-orientated activity aimed at gathering
a wide array of information by using
assessment measures (tests) and information
from many other sources (e.g. interviews, a
person’s history, collateral sources).
– Evaluate and integrate all information to reach
a conclusion or make a decision.
 Testing
– The use of tests, measures, etc. which involves
the measurement of behaviour, is one of the
key elements of the much broader evaluative
process known as psychological assessment.
 TERMINOLOGY (4)

 Assessment Measure
– In the SANDF preference is given to the term
assessment measure as it is a broader
connotation than the term test, which mainly
refers to an objective, standardised measure that is
used to gather data for a specific purpose (e.g. to
determine what a person’s intellectual capacity is).
 CHARACTERISTICS OF
ASSESSMENT MEASURES (1)
 Different Procedures
– Assessment measures include many different
procedures that can be used in psychological
assessment and can be administered to individuals,
groups and organisations.
 Domains of Functioning
– Specific domains of functioning (e.g. intellectual
ability, personality, organisational climate) are
sampled by assessment measures.
 Standardised Conditions
– Assessment measures are administered under
carefully controlled (standardised) conditions.
 CHARACTERISTICS OF
ASSESSMENT MEASURES (2)
 Systematic Methods
– Systematic methods are applied to score or
evaluate assessment protocols.
 Guidelines
– Guidelines are available to understand and
interpret the results of an assessment measure.
– Such guidelines may make provision for the
comparison of an individual’s performance to that
of an appropriate norm group or to a criterion
(e.g. competency profile for a job).
 CHARACTERISTICS OF
ASSESSMENT MEASURES (3)
 Evidence Based
– Assessment measures should be supported by
evidence that they are valid and reliable for the
intended purpose.
– The evidence is usually provided in the form of a
technical test manual.
 Context
– Assessment measures are usually developed in a
certain context (society or culture) for a specific
purpose and the normative information used to
interpret test performance is limited to the
characteristics of the normative sample.
 CHARACTERISTICS OF
ASSESSMENT MEASURES (4)
 Test Bias
– The appropriateness of an assessment measure for an
individual, group, or organisation from another context,
culture, or society cannot be assumed without an
investigation into possible test bias (i.e. whether a
measure is differently valid for different subgroups) and
without strong consideration being given to adapting and
re-norming the measure.
 Multidimensional
– Assessment process is multidimensional in nature.
– It entails the gathering and synthesising of
information as a means of describing and understanding
functioning.
– This can inform appropriate decision-making and
intervention.
 CHARACTERISTICS OF
ASSESSMENT MEASURES (5)
 Limits of Human Wisdom
– Recognise the limits of human wisdom when
reaching opinions based on assessment
information.
 THE NEED FOR CONTROL OF
ASSESSMENT MEASURES WITHIN
THE SANDF (1)

 Sensitive Item Content

– In view of the potentially sensitive nature of
some of the item content and the feedback, and
given that assessment measures can be misused,
the use of assessment measures need to be
controlled so that the public can be protected.
 Trained Professionals
– Controlling the use of psychological measures by
restricting them to appropriately trained
professionals.
 THE NEED FOR CONTROL OF
ASSESSMENT MEASURES WITHIN
THE SANDF (2)

 Practitioner Competency
– Measures are administrated by a qualified, competent
assessment practitioner and that assessment results are
correctly interpreted and used.
 Conveying the Results
– The outcome of the assessment is conveyed in a
sensitive, empowering manner rather than in a harmful
way.
 Psychometry Procurement
– The purchasing of psychological assessment measures is
restricted to those who may use them and that test
materials are kept securely (as it is unethical for
assessment practitioners to leave tests lying around) – this
will prevent unqualified people from gaining access to
and using them.
 THE NEED FOR CONTROL OF
ASSESSMENT MEASURES WITHIN
THE SANDF (3)

 Release of Assessment Materials

– Test developers do not prematurely release
assessment materials (e.g. before validity and
reliability have been adequately established), as it
is unethical for assessment practitioners to use
measures for which appropriate validity and
reliability data have not been established.
 Public Familiarity
– The general public does not become familiar
with the test content, as this would invalidate the
measure.
 CONTROL OF PSYCHOLOGICAL
ASSESSMENT MEASURES WITHIN
THE SANDF (1)

 Statutory Control in RSA

– In South Africa the use of psychological
assessment measures is under statutory control.
– A law (statute) has been promulgated that restricts
the use of psychological assessment measures to
appropriately registered psychology professionals.
 Health Professions Act
– Act 56 of1974 defines acts “specially pertaining to
the profession of a psychologist”.
 CONTROL OF PSYCHOLOGICAL
ASSESSMENT MEASURES WITHIN
THE SANDF (2)

 Diagnosis
– The evaluation of behaviour or mental processes or
personality adjustments or adjustments of
individuals or groups of persons, through the
interpretation of tests for the determination of
intellectual abilities, aptitude, interests, personality
make-up or personality functioning, and the
diagnosis of personality and emotional functions
and mental functioning deficiencies according to a
recognised scientific system for the classification of
mental deficiencies.
 CONTROL OF PSYCHOLOGICAL
ASSESSMENT MEASURES WITHIN
THE SANDF (3)

 Method and Practice

– The use of any method or practice aimed at
aiding persons or groups of persons in the
adjustment of personality, emotional or behavioural
problems or at the promotion of positive personality
change, growth and development, and the
identification and the evaluation of personality
dynamics and personality functioning according to
psychological scientific methods.
 CONTROL OF PSYCHOLOGICAL
ASSESSMENT MEASURES WITHIN
THE SANDF (4)

 Evaluation
– The evaluation of emotional, behavioural and
cognitive processes or adjustment of personality of
individuals or groups of persons by the usage and
interpretation of questionnaires, tests, projections
or other techniques or any apparatus, whether of
South African origin or imported, for the
determination of intellectual abilities, aptitude,
personality make-up, personality functioning,
psychophysiological functioning or
psychopathology.
 CONTROL OF PSYCHOLOGICAL
ASSESSMENT MEASURES WITHIN
THE SANDF (5)

 Exercising of Control
– The exercising of control over prescribed
questionnaires or tests or prescribed techniques,
apparatus or instruments for the determination of
intellectual abilities, aptitude, personality make-up,
personality functioning, psychophysiological
functioning or psychopathology.
 Development
– The development of and control over the
development of questionnaires, tests, techniques,
apparatus or instruments for the determination of
intellectual abilities, aptitude, personality make-up,
personality functioning, psychophysiological
functioning or psychopathology.
 CONTROL OF PSYCHOLOGICAL
ASSESSMENT MEASURES WITHIN
THE SANDF (6)

 Domain of Psychology
– According to Act 56 of 1974, the use of measures
to assess mental, cognitive, or behavioural
processes and functioning, intellectual or cognitive
ability or functioning, aptitude, interest, emotions,
personality, psychophysiological functioning or
psychopathology (abnormal behaviour), constitutes
an act that fall in the domain of the psychology
profession.
 PSYCHOLOGICAL ASSESSMENT
WITHIN THE DEMOCRATIC SOUTH
AFRICA (1)

 Post 1994
– Since 1994 and the election of South Africa’s first
democratic government, the application, control,
and development of assessment measures
have become contested terrain.
 Constitution and Labour Relations Act
– With the adoption of the new Constitution and
the Labour Relations Act in 1996, worker unions
and individuals now have the support of legislation
that specifically forbids any discriminatory
practices in the workplace and includes
protection for applicants as they have all the
rights of current employees in this regard.
 PSYCHOLOGICAL ASSESSMENT
WITHIN THE DEMOCRATIC SOUTH
AFRICA (2)

 Employment Equity Act

– To ensure that discrimination is addressed within
the testing arena, the Employment Equity Act
No. 55 of 1998 (section 8) refers to psychological
tests and assessment specifically and states that:
– Psychological testing and other similar forms or
assessments of an employee are prohibited unless
the test or assessment being used:
• has been scientifically shown to be valid and
reliable;
• can be applied fairly to all employees;
• is not biased against any employee or group.
 PSYCHOLOGICAL ASSESSMENT
WITHIN THE DEMOCRATIC SOUTH
AFRICA (3)

 Impact of Employment Equity Act

– The impact of this Act on the conceptualisation
and professional practice of assessment in
South Africa in general is far-reaching as
assessment practitioners and test publishers are
increasingly being called upon to demonstrate, or
prove in court, that a particular assessment
measure does not discriminate against certain
groups of people.
– Despite the fact that the Employment Equity Act
is not binding on Defence Act Personnel,
Directorate Psychology is still obliged to ensure that
its practices are fair and equitable.
 FAIR AND ETHICAL PRACTICES IN
THE USE OF PSYCHOLOGICAL
MEASURES WITHIN THE SANDF

 International Guidelines on Test Use

(Version 2000)
– Fair Assessment Practices
• The appropriate, fair, professional, and ethical
use of assessment measures and assessment results.
• Taking into account the needs and rights of those
involved in the assessment process.
• Ensuring that the assessment conducted closely
matches the purpose to which the assessment
results will be put.
• Taking into account the broader social, cultural, and
political context in which assessment is used and
the ways in which such factors might affect
assessment results, their interpretation, and the use
to which they are put.
 FACTORS AFFECTING
PSYCHOLOGICAL ASSESSMENT
RESULTS (1)

 Viewing Assessment Results in Context.

– A test score in only one piece of information about
how a person performs or behaves. Therefore, if we
look at an individual in terms of a test score only, we
will have a very limited understanding of that person.
– A test score can never be interpreted without taking
note of and understanding the context in which
the score was obtained.
– In addition to the test score, the information in which
we are interested can be obtained by examining the
context in which a person lives.
– When you think about it, you will realise that people
actually function in several different contexts
concurrently.
 FACTORS AFFECTING
PSYCHOLOGICAL ASSESSMENT
RESULTS (2)

– At the lowest level there is the biological context,

referring to physical bodily structures and functions,
which are the substrata for human behaviour and
experiences.
– Then there is the intrapsychic context which
comprises abilities, emotions, and personal
dispositions.
– Biological and intrapsychic processes are regarded
as interdependent components of the individual
as a psychobiological entity.
– In addition, because people do not live in a vacuum,
we need to consider a third and very important
context which is the social context.
 FACTORS AFFECTING
PSYCHOLOGICAL ASSESSMENT
RESULTS (3)

– The social context refers to aspects of the

environment in which we live such as our homes
and communities, people with whom we interact,
work experiences, as well as cultural and socio-
political considerations.
 Methodological Considerations
– In addition to looking at the effects of the different
contexts within which people function, we also need
to examine methodological considerations such as
test administration, which may also influence
test performance and therefore have a bearing on
the interpretation of a test score.
 Professional Practices that
Assessment Practitioners within the
SANDF should follow (1)

 Rights of Test-takers
– Informing test-takers about their rights and the
use to which the assessment information will be
put.
 Informed Consent
– Obtaining the consent of test-takers to assess
them, to use the results for selection, placement, or
training decisions and, if needs be, to report the
results to relevant third parties.
 Treatment
– Treating test-takers courteously, respectfully,
and in an impartial manner, regardless of culture,
language, gender, age, disability, and so on.
 Professional Practices that
Assessment Practitioners within the
SANDF should follow (2)

 Preparation
– Being thoroughly prepared for the assessment
session.
 Confidentiality
– Maintaining confidentiality to the extent that it is
appropriate for fair assessment practices.
 Language
– Establishing what language would be appropriate
and fair to use during the assessment and making
use of bilingual assessment where appropriate.
 Training
– Only using measures that they have been trained
to use.
 Professional Practices that
Assessment Practitioners within the
SANDF should follow (3)

 Administration
– Administering measures properly.
 Scoring
– Scoring the measures correctly and using
appropriate norms or cutpoints or comparative
profiles.
 Background Information
– Taking background factors into account when
interpreting test performance and when forming
an overall picture of the test-taker’s performance
(profile).
 Professional Practices that
Assessment Practitioners within the
SANDF should follow (4)

 Communication
– Communicating the assessment results clearly to
appropriate parties.
 Subjectivity
– Acknowledging the subjective nature of the
assessment process by realising that the final
decision that they reach, while based at times on
quantitative test information, reflects their “best
guess estimate”.
 Utilisation of Assessment Information
– Using assessment information in a fair, unbiased
manner and ensuring that anyone else who has
access to this information also does so.
 Professional Practices that
Assessment Practitioners within the
SANDF should follow (5)

 Research
– Researching the appropriateness of the measures
that they use and refining, adapting, or replacing
them where necessary.
 Storage
– Securely storing and controlling access to
assessment materials so that the integrity of the
measures cannot be threatened in any way.
 BASIC STATISTICAL CONCEPTS:
RELIABILITY, VALIDITY AND NORMS (1)

 Statistical Concepts
– Psychological assessment measures often produce
data in the form of numbers.
– We need to be able to make sense of these
numbers.
– Basic statistical concepts can help us here, as
well as when it comes to establishing and
interpreting norm scores.
– Statistical concepts and techniques can also help us
to understand and establish basic psychometric
properties of measures such as validity and
reliability.
 BASIC STATISTICAL CONCEPTS:
RELIABILITY, VALIDITY AND NORMS (2)

 Reliability
– This refers to the degree to which a psychometric
test consistently produces the same results by
the same candidates.
 Validity
– This refers to the degree to which the
psychometric test measures what it claims to
measure.
 BASIC STATISTICAL CONCEPTS:
RELIABILITY, VALIDITY AND NORMS (2)

 Norms
– Norms refer to the records of performance by
other candidates who have previously been
assessed using the same test.
– A candidate must be measured against norms
taken from the context and population group to
which that candidate belongs, i.e candidates are
measured against other South African
candidates who have previously undergone
assessment on a specific test.
– As a database of results is built, SANDF specific
norms are developed and used.
– The current SANDF database consists of
primarily Black candidates.
NORMAL DISTRIBUTION: RAW SCORES
TRANSLATED INTO NORMED SCORE
 CLASSIFICATION OF
STANINE SCALE

STANINE DESCRIPTION
1 Very Poor
2-3 Poor
4-6 Average
7-8 Good
9 Very Good
 CHALLENGES FACED BY
PSYCHOLOGY ASSESSMENT
PRACTITIONERS WITHIN THE SANDF
(1)
 Influence of Multiculturalism
– In the latter part of the twentieth century and at the
start of the twenty-first century, multiculturalism
has become the norm in many countries.
– As a result, attempts were made to develop tests
that were “culture-free”.
– It soon became clear that it was not possible to
develop a test that is free of any cultural influences.
– Consequently, test developers focused more on
“culture-reduced” or “culture-common” tests
in which the aim was to remove as much cultural
bias as possible from the test by including only
behaviour that was common across cultures.
 CHALLENGES FACED BY
PSYCHOLOGY ASSESSMENT
PRACTITIONERS WITHIN THE SANDF
(2)
– For example, a number of non-verbal
intelligence tests were developed (e.g. Raven
Progressive Matrices) where the focus was on novel
problem-solving tasks and in which language use,
which is often a stumbling block in cross-cultural
tests, was minimised.
– In an attempt to address issues of fairness and bias
in test use, the need arose to develop standards
for the professional practice of testing and
assessment.
 CHALLENGES FACED BY
PSYCHOLOGY ASSESSMENT
PRACTITIONERS WITHIN THE SANDF
(3)
 Representivity of Assessors
– Legitimate concern is sometimes expressed
regarding the representivity of psychologists in the
SANDF.
– This is a challenge that the organisation is currently
striving to meet and some degree of progress has
already been made.
– Directorate Psychology conducts targeted
recruitment in order to recruit Black psychologists,
and regularly engages the Professional Board for
Psychology and academic institutions in this
regard.
 CHALLENGES FACED BY
PSYCHOLOGY ASSESSMENT
PRACTITIONERS WITHIN THE SANDF
(4)
– However, the lack of availability of Black
psychologists in South Africa remains a challenge.
– The Professional Board for Psychology’s official
registration statistics reflect that 11% (known
disclosures) of South African psychologists are
Black.
 CHALLENGES FACED BY
PSYCHOLOGY ASSESSMENT
PRACTITIONERS WITHIN THE SANDF
(5)
 Language
– Language is generally regarded as the most
important single moderator of performance on
assessment measures.
– This is because performance on assessment
measures could be the product of language
difficulties and not ability factors if a measure is
administered in a language other than the test-
taker’s home language.
– When a test is written in a different language, it
may present a range of concepts that are not
accessible in our home language.
 CHALLENGES FACED BY
PSYCHOLOGY ASSESSMENT
PRACTITIONERS WITHIN THE SANDF
(6)
 Current Dilemma regarding Psychometric
Tests
– Historically the Human Science Research Council
(HSRC) was mandated to provide cost effective
psychometric tests that had been proven to be valid
within the South African population.
– After the advent of democracy in the Republic of South
Africa, the HSRC underwent transformation.
– The HSRC redefined its role regarding psychometric
tests and surrendered the license to most of these
tests to the private sector.
– This led to the current dilemma where there is a
shortage of cost effective psychometric
instruments that are approved for use in the Republic
of South Africa.
 CHALLENGES FACED BY
PSYCHOLOGY ASSESSMENT
PRACTITIONERS WITHIN THE SANDF
(7)
– The situation has reached critical proportions
within the broader industry sector.
– Consequently, members of the Professional
Board for Psychology have indicated that the
HSRC will be requested to provide this essential
service to the nation.
– Due to the scarcity of validated psychometry for the
South African context, the South African National
Defence Force has been obliged to develop or
validate some psychometric tests for use within
the organisation.
– This is done in consultation with the
Psychometric Committee of the Professional
Board for Psychology.
PSYCHOMETRIC
TESTS USED IN
THE SANDF
 SCOPE
 Academic Aptitude Test (AAT).
 Blox Test.
 Differential Aptitude Test (DAT).
 Raven’s Progressive Matrices (RPM).
 Potential Insight Battery (PIB).
 Psychological Risk Inventory (PRI).
 Vienna Test System (VTS).
 ACADEMIC APTITUDE TEST
(1)
 Origin
– South Africa.
– Human Sciences Research Council.
– Representative sample.
– Different languages.
• Northern Sotho Zulu
• Southern Sotho Afrikaans
• Tswana English
• Tsonga Other
• Venda
• Xhosa
 ACADEMIC APTITUDE TEST
(1)
 Aim
– To serve as an objective, reliable and valid
aid in the guidance of candidates in
respect of subject and occupational choice.
– Provides an indication of a candidate’s:
• General intellectual ability (intelligence).
• Verbal ability and the level achieved in the
official languages.
• Mathematical ability.
• Level of spatial ability.
 ACADEMIC APTITUDE TEST
(2)

 Description
– Consists of 9 tests with 37 items in the first
and 33 items in each of the other tests.
– All items are of multiple choice type
– Correct answer which the candidate can
choose from five possibilities, is indicated
on a separate answer sheet.
 ACADEMIC APTITUDE TEST
(3)
AAT 1: Non-verbal reasoning
– Measures the ability to reason inductively.
– Consists of two parts, viz.
• Figure series.
• Pattern completion.
– Figure series:
• Four figures are given and the fifth figure in the series must
be selected from the given possibilities.
– Pattern completion:
• Total picture must be formed of the matrix, a rule deduced
and the matrix completed accordingly.
• The candidate is consequently expected to deduce and
apply a general principle.
– The test should in conjunction with the verbal score,
provide a good indication of general intellectual ability.
 ACADEMIC APTITUDE TEST
(4)
 AAT 2: Verbal reasoning
– Candidates are required to grasp verbal concepts
and their relationships.
– Inductive as well as deductive reasoning is
required.
– Items include analogies, letter codes and logical
deductions.
 ACADEMIC APTITUDE TEST
(5)
 AAT 5: Number comprehension
– Ability to manipulate and apply
fundamental principles and operations.
– Items include, inter alia, percentages,
fractions, exponents and basic sets.
 Reliability
– Degree of accuracy and consistency.
– Reliability coefficients: Vary from 0.69 to
0.90 for the individual tests.
– Reliability in the SANDF; .74
 ACADEMIC APTITUDE TEST:
NORMS (6)
STANINE AAT 1 AAT 2 AAT 5
NVR VR
1 0-8 0-8 0-3
2 9-12 9-10 4
3 13-16 11-12 5-6
4 17-20 13-14 7-8
5 21-23 15-17 9-10
6 24-26 18-19 11-13
7 27-28 20-22 14-16
8 29-31 23-25 17-19
9 32 26-30 20-26
ACADEMIC APTITUDE TEST:
NORMS (7)
 Implementation
– Military Skills Development
– Youth Foundation Programme
– Nursing Study Scheme
– Other Study Schemes
– Pilot Selection
 BLOX TEST (1)

 ORIGIN
– South Africa.
– Human Sciences Research Council.
– Previously known as Perceptual Battery.
– Determine own norms for SANDF
Population.
 BLOX TEST (2)

 AIM
– Measures visual orientation.
– Ability to comprehend the nature of arrangements
within visual stimulus pattern primarily with respect
to candidate’s body or frame of reference.
– Ability to recognise spatial arrangements from
different orientations without the benefit of physical
shifts of the body.
– Recognise the same visual stimulus pattern from
different angles.
– Ability to manipulate (rotate, twist) on or two parts
of a visual stimulus pattern in the candidate’s
imagination in order to recognise change
appearance of the object.
 BLOX TEST (3)

 Description
– Test format
• Paper and pencil test.
• Consists of 6 practice items and 45 test items.
• Non-verbal test.
 Rationale
– Spatial ability consists of spatial relations and
orientation.
– The ability to comprehend the nature of
arrangements within a visual stimulus pattern
primarily wrt the examiner’s body or frame of
reference.
 BLOX TEST (4)

– Item format
• Isometric drawings of different combinations of two,
three, four, five or six cubes.
• Each set of cubes must be compared to similar
arrangements of cubes viewed from other angles.
• Each page is divided into two sections with a easy black
line.
• Above the line are five sets of cubes which are the
responses and below the line are nine sets of cubes
which form the stimuli.
• Candidate must analyse each stimulus set and choose
the corresponding set seen from a different angle, from
the five possible responses.
– Time required
• Time limit for the test is 30 minutes.
 BLOX TEST (5)

 Reliability
– Reliability in the SANDF: .72
 BLOX TEST (6)
STANINE NORM
1 0-13
2 14-17
3 18-21
4 22-26
5 27-30
6 31-32
7 33-36
8 37-39
9 40-45
 BLOX TEST (7)

 Implementation
– Apprentices.
– Youth Foundation Training.
– Explosive Device Disposal Operator.
– VIP Protector.
– Pilot Selection.
 DIFFERENTIAL APTITUDE
TEST (DAT) (1)
 ORIGIN
– South Africa.
– Human Sciences Research Council.
– Standardised:
• Blacks
• Coloureds
• Whites
• Indians
 DIFFERENTIAL APTITUDE
TEST (DAT) (2)
 AIM
– Provide information on candidates who want to
undergo tertiary training or gain entry to particular
high-level occupations, especially with the view to
the provision of counselling, and the placement in
and selection for tertiary or other post-school
training and specific occupations.
 DIFFERENTIAL APTITUDE
TEST (DAT) (3)
 Rationale
– Aptitude is the potential a candidate has which will
enable him/her to achieve a certain level of ability
with a given amount of training and/or practice.
– Aptitude, together with interest, attitude, motivation
and other personality characteristics, will to a large
extend determine the ultimate success of a
candidate.
– Aptitude with other information, predict possible
success in a specific field of study/training
programme/occupation should a candidate make a
particular choice, ort should the employer wish to
make a particular appointment.
 DIFFERENTIAL APTITUDE
TEST (DAT) (4)
 Description of tests
– Vocabulary.
– Verbal reasoning.
– Non-verbal reasoning.
– Calculations.
– Reading comprehension.
– Comparison.
– Price controlling.
– Spatial visualisation.
– Mechanical insight.
– Memory.
 DIFFERENTIAL APTITUDE
TEST (DAT) (5)
 Test 1: Vocabulary
– Aim: To measure Verbal Comprehension, which can
be defined as knowledge of words and their
meaning, as well as the application of this
knowledge in spoken and written language.
– Rationale: The ability of a learner to recognise a
word and to choose a synonymous word is regarded
as a valid indication of his/her knowledge of the
meaning of words and as a valid criterion for the
verbal comprehension factor.
 DIFFERENTIAL APTITUDE
TEST (DAT) (6)
 Test 2: Verbal Reasoning
– Aim: To measure an aspect of general reasoning on
the basis of verbal material.
– Rationale: The assumption that the ability to
determine relationships, to complete word
analogies, to solve general problems requiring
logical thought, as well as a candidate’s vocabulary,
is a valid indication of an aspect of general
reasoning.
 DIFFERENTIAL APTITUDE
TEST (DAT) (7)
 Test 3: Non-verbal Reasoning: Figures
– Aim: To measure an aspect of general reasoning on
the basis of non-verbal material.
– Rationale: Assumption that the ability to see
relationships between figures and, by analogy, to
identify an appropriate missing figure, as well as,
following the changes that the figures of a figure
series undergo, to deduce the work principle and to
apply it again, is a valid indication of an aspect of
non-verbal reasoning ability.
 DIFFERENTIAL APTITUDE
TEST (DAT) (8)
 Test 4: Calculations
– Aim: To measure arithmetical ability.
– Rationale: Assumption that the candidate’s ability
to do mechanical calculations and to solve
arithmetical problems with the help of four basic
arithmetic operations, namely adding, subtracting,
dividing and multiplying, provides a valid indication
of his/her arithmetical ability.
 DIFFERENTIAL APTITUDE
TEST (DAT) (9)
 Test 5: Reading Comprehension
– Aim: To measure the ability to comprehend what
the candidate is reading.
– Rationale: Assumption that the candidate’s ability
to choose the right answers to questions on prose
passages is a valid indication of reading
comprehension.
 DIFFERENTIAL APTITUDE
TEST (DAT) (10)
 Test 6: Comparison
– Aim: To measure visual perceptual speed as a
certain aspect of clerical ability, which consists
mainly of the quick and accurate perception of
differences and similarities between visual
configurations.
– Rationale: Assumption that the ability to quickly
and accurately indicate from five symbol groups the
one that corresponds precisely with a given symbol
group, is a valid indication of visual perceptual
speed.
 DIFFERENTIAL APTITUDE
TEST (DAT) (11)
 Test 7: Price Controlling
– Aim: To measure a general speed of clerical ability,
namely the ability to look up data quickly and
accurately.
– Rationale: Assumption that the ability to look up
the prices of articles in a table quickly and
accurately is a valid indication of success in
numerous clerical tasks.
 DIFFERENTIAL APTITUDE
TEST (DAT) (12)
 Test 8 Spatial Visualisation 3-D
– Aim: To measure the three-dimensional spatial
perceptual ability.
– Rationale: Assumption to-
• Manipulate mentally a cube whose sides are marked in
a certain way and which is presented three
dimensionally in such a way that the relative position of
a certain cube to that of a given cube can be
determined.
• Recognise and indicate certain sides of a flat figure that
has been folded to make a three-dimensional figure.
• Visualise what the three-dimensional result will be if a
flat figure is rolled up or folded
• Is a valid criterion of three-dimensional spatial
perceptual ability.
 DIFFERENTIAL APTITUDE
TEST (DAT) (13)
 Test 9: Mechanical Insight
– Aim: To measure mechanical ability (insight).
– Rationale: Assumption that the ability to make
correct visual representation of the result of the
operation of a mechanical apparatus or a physical
principle depicted in a drawing, is a valid criterion
for the measurement of mechanical ability.
 DIFFERENTIAL APTITUDE
TEST (DAT) (14)
 Test 10: Memory
– Aim: To measure an aspect of the memory factor
by using meaningful material.
– Rationale: Assumption that the ability to memorise
meaningful material summarised in written
paragraphs and then to correctly answer questions
on the content of the paragraphs, is a valid
criterion for measuring an aspect of memory.
 DIFFERENTIAL APTITUDE
TEST (DAT) (15)
 Reliability
– Overall reliability in the SANDF: .68 -.74
 DIFFERENTIAL APTITUDE
TEST NORMS (DAT) (16)
T1 T2 T3 T4 T5 T6 T7 T8 M T8 F T9 M T9 F T10

1 0-8 0-5 0-5 0-4 0-4 0-9 0-12 0-5 0-3 0-5 15-25 0-5

2 9-10 6-7 6-7 5-6 5-6 10-12 13-16 6-7 4-5 6-7 13-14 6-7

3 11-2 8-9 8-9 7-8 7-8 13-15 17-19 8-9 6-7 8-9 12 8-9

4 13-14 10-11 10-11 9-10 9-10 16-18 20-22 10-11 8-9 10-11 10-11 10-11

5 15-17 12-13 12-13 11-13 11-12 19-21 23-25 12-14 10-12 12-13 9 12-14

6 18-20 14-15 14-15 14-16 13-15 22-23 26-27 15-16 13-14 14-15 8 15-16

7 21-22 16-17 16-17 17-19 16-17 24-25 28 17-18 15-16 16-17 6-7 17-18

8 23-25 18-19 18-19 20-21 18-19 26-27 29 19-20 17-19 18-19 4-5 19-21

9 26-30 20-25 20-25 22-25 20-25 28-30 30 21-25 20-25 20-25 0-3 22-25
 DIFFERENTIAL APTITUDE
TEST (DAT) (17)
 Implementation
– Army Musterings.
– Navy Musterings.
– Explosive Device Disposal Operator.
 RAVENS PROGRESSIVE
MATRICES (1)
 ORIGIN
– United Kingdom.
– International application.
– Minimise cultural influences..
– Non-verbal test.
 RAVENS PROGRESSIVE
MATRICES (2)
 AIM
– To measure the candidate’s capacity to apprehend
meaningless figures presented for his/her
observation, see the relations between them,
conceive the nature of the figure completing each
system of relations presented, and by so doing,
develop a systematic method of reasoning.
– Suitable for comparing candidates wrt their
immediate capacities for observation and clear
thinking.
 RAVENS PROGRESSIVE
MATRICES (3)
 DESCRIPTION
– Consists of 60 problems, which is divided into 5 sets
of 12 each.
– In each set the first problem is as closely as
possible self-evident.
– Problems, which follow, become progressively more
difficult.
– The order of the items provided the standard
training in the method of working.
– Five sets provide five opportunities for grasping the
method and five progressive assessments of a
candidate’s capacity for intellectual activity.
 RAVENS PROGRESSIVE
MATRICES (4)
 DESCRIPTION (cont)
– Test is developed to evaluate the full spectrum of a
candidate’s intellectual development.
– Test can be applied to any age group.
– Scale is intended to cover the whole range of
intellectual development from the time a child is
able to grasp the idea of finding a missing piece to
complete a pattern to the stage of intellectual
maturity through a process of comparison and
reasoning.
– The score for adults tend to be above average, but
the scale provides sufficient discriminating value.
– Where more differentiation is needed, the Advanced
Ravens must be used.
 RAVENS PROGRESSIVE
MATRICES (5)
 IMPLEMENTATION
– Test is included in some selection batteries and
provides a basis for evaluation of general abilities.
– No time limits for administration of the test.
– Time taken to complete the test must be indicated.
 Reliability:
– Reliability in the SANDF: .80
 RAVENS PROGRESSIVE
MATRICES NORMS (6)
STANINE RAVENS (RPM)
1 0-13
2 14-26
3 27-37
4 38-43
5 44-47
6 48-51
7 52-54
8 55-56
9 57-60
RAVENS PROGRESSIVE
MATRICES (7)
IMPLEMENTATION
•Special Forces Selection.
• Apprentices.
• Explosive Device Disposal Operator.
• VIP Protector.
 POTENTIAL INDEX
BATTERIES (1)
 Potential Index Batteries (PIB)
– Job Profiling Expert.
– Comprehensive Structured Interviewing for
Potential.
– Situation Specific Evaluation Expert.
– Performance Appraisal Scoring Scale.
 POTENTIAL INDEX
BATTERIES (2)
 ORIGIN
– South Africa.
– Based on ongoing research that dates back to 1964.
– Applied research done by reputable, independent
institutions.
– Situation-specific norms and state-of-the-art,
computerised standardisation procedure.
– Generic standardisation done on a population of
approximately 31 000 respondents.
 POTENTIAL INDEX
BATTERIES (3)
PROCESS
 Job profiling.
 Determining job-related competencies.
 Determining NQF level and job grade.
 Job description.
 Critical crossfield education and training outcomes.
 Comprehensive structured interviewing for potential.
 Job profiling expert (basic competencies)
 Performance appraisal scoring scale.
– Ongoing feedback on workers performance.
– Ongoing identification of training and development
needs.
– Career pathing.
 POTENTIAL INDEX
BATTERIES:CSIP
COMPETENCIES (4)
General knowledge Competing Driver Innovation
Creativity Collaborating Analyst Feedback
Reading comprehension Compromising Risk-taking Presentation
Calculations Avoidance Integrity Negotiation
Mental alertness Accommodating Empathy Liaison
Listening skills Time management Emotional sensitivity Analytical skills
Abstract reasoning Stress management Tact Judgement
Adaptability/Flexibility Short-term memory People development Organisational alertness
Interpersonal relations Type A/B personality Coaching Nonverbal perception
Self-image Assertiveness Interpersonal Objectivity Personal development
Clerical skills Spelling Social insight Written communication
Vocabulary Problem-solving Diversity facilitation Potential to assemble
Typing skills Coping skills Leadership Potential to classify
Filing ability Expressive Excellence orientation Environmental pressure
Social insight Comprehension Spacial resoning Hand-eye coordination
Self-motivation Supporter Customer orientation Frustration tolerance
 POTENTIAL INDEX
BATTERIES: JP EXPERT
COMPETENCIES (5)
Conceptualisation Reading comprehension Listening potential Self-actualisation
Memory Demonstrative Diversity facilitation Visioning
Basic calculations Samaritan Excellence orientation Effort focusing
Advanced calculations Evaluating Customer orientation Transparency
Observance Persevering Innovation Empowerment
Assembling (Basic) Risk-taking Feedback Big picture
Assembling (Advance) Conformity Presentation Goal setting
Clerical Non-conformity Negotiation Motivation
Comparison Empathy Liason Decisiveness
Perception Emotional sensitivity Analytical thinking Strategy application
Environmental exposure Tact Judgement Action planning
Insight People development Organisational alertness Organising
Self-acceptance Mental stress Nonverbal perception Basic linguistic proficiency
Socialising Interpersonal objectivity Personal development Advanced linguistic
proficiency
Adaptibility Physical stress Written communication Hand-eye coordination
 POTENTIAL INDEX
BATTERIES: JP EXPERT (6)
IMPLEMENTATION
•Post Profiling for Specific Musterings.
• Explosive Device Disposal Operator.
• VIP Protector.
 PSYCHOLOGICAL RISK
INVENTORY (1)
 ORIGIN
– South Africa.
– Developed by SANDF Psychologists.
 PSYCHOLOGICAL RISK
INVENTORY (2)
 AIM
– To scan for self-reported symptoms of
psychopathology.
– To determine the need for an interview.
– To recommend the candidate for deployment or
not.
– Utilised for concurrent health assessment
processes.
– To confirm the mental health status in adhering to
set standards for deployment.
 PSYCHOLOGICAL RISK
INVENTORY (3)
 DESRIPTION
– Consists of 92 multiple-choice items.
– Each item consists of a short statement with three
possible answers.
– Screening is focused on identification of
psychopathology.
 Psychological fitness
– The concurrent health assessment defines
psychological fitness as the absence of diagnosable
psychopathology.
 PSYCHOLOGICAL RISK
INVENTORY (4)
– Psychopathology
• SANDF mental health standards are based on
the Diagnostic and Statistical Manuel of Mental
Disorders (Revised) (DSM-IV-R).
• The United Nations (UN) indicates that members
should not deploy if they have a history of
substance dependence, situational
maladjustment, anxiety disorder or are on
chronic medication.
 PSYCHOLOGICAL RISK
INVENTORY (5)
 CATECORIES OF SCALES
– C Coping scales: Less serious pathology
scales and consists of -
• C1-Stress indicator: The experience of
pressure from the environment ranging from
work pressure, work environment pressure,
financial pressure, family problems and
interpersonal pressure.
• C2-Coping indicator: Reflects the subjective
experience of negative emotions indicating that
the candidate is not emotionally coping well.
 PSYCHOLOGICAL RISK
INVENTORY (6)
• C3-Ego strength: Provides an indication of the
candidate’s stress tolerance and inner resources
to deal with daily challenges.
– D-Pathology scales: More serious
pathology scales.
• D1-Mood disorder: Indicates symptoms of
depression.
• D2-Anxiety: Indicates symptoms of anxiety.
• D3-Psychotic features: Indicates thought
process and content disorder and other
symptoms related to psychosis.
 PSYCHOLOGICAL RISK
INVENTORY (7)
• D4-Somatic disorder: Indicates pre-occupation
with symptoms of a physical nature.
– P-Interpersonal scale:
• P1-Interpersonal conflict: Indicates
symptoms of interpersonal conflict, lack of
interpersonal trust and unstable relationships.
– R-Psychological risk scales: Indicate
specific risks that must be noted w.r.t.
deployment.
• R1-Control risk: Indicates tendencies to be
unstable or impulsive and not well controlled by
self and authority.
• R2-Suicide risk: Indicates suicidal ideation and
negativity about life in general.
PSYCHOLOGICAL RISK
INVENTORY (8)
• R3-PTSD risk: Indicates that the candidate has
been exposed to one or more traumatic event(s)
which has not been resolved.
• R4-Substance abuse risk: Indicates self-
reported excessive drinking over a recent period
of time.
• R5-Aggression risk: Indicates tendencies to
express aggressive behaviour due to frustration
or interpersonal conflict.
 PSYCHOLOGICAL RISK INVENTORY (9)
SCALES RELIABILITY
COPING SCALES
C1: STRESS 0.82

C2: COPING INDICATOR 0.86

C3: EGO STRENGTH 0.50

DISORDERS
D1: MOOD DISORDER 0.83

D2: ANXIETY DISORDER 0.80

D3: PSYCHOTIC FEATURES 0.66

D4: SOMATIC DISORDER 0.67

INTERPERSONAL FUNCTIONING
P1: INTERPERSONAL CONFLICT 0.77

RISK INDICATORS
R1: CONTROL RISK 0.73
R2: SUICIDE RISK 0.52

R3: POST TRAUMATIC STRESS DISORDER RISK 0.82

R4: SUBSTANCE ABUSE RISK 0.72

R5: AGGRESSION RISK 0.70

OVERALL RELIABILITY INDEX 0.94

 PSYCHOLOGICAL RISK INVENTORY
(10)

 IMPLEMENTATION
– Pre-deployment mental health assessments.
 CHALLENGES (1)

 Development of a SANDF Competency

Assessment Test
– Explore the feasibility and the requirements of
instituting a competency assessment test for
enlisted soldiers.
– Develop and sustain a competency assessment
program for evaluating soldiers’ technical and
tactical proficiency in the military occupational
specialty and leadership skills for their rank.
– Include situational judgment test items.
 CHALLENGES (2)

 Sample item for assessing performance

dimensions (Benchmarking):
– Problem Solving and Decision Making Skills
– Motivating, Leading and Supporting Sub-ordinates
– Directing, Monitoring and Supervising Work
– Training Others
– Relating to and Supporting Peers
– Team leadership
– Concern for Soldier Quality of Life
– Cultural Tolerance
– Computer-based testing
 ROLE AND
FUNCTION OF
ASSESSMENT
CENTRES IN THE
SANDF
 SCOPE
 ASSESSMENT CENTRE DEFINED
 HISTORY AND BACKGROUND
 LEGAL AND STATUTORY REQUIREMENTS
 METHODOLOGY
 VALIDITY AND RELIABILITY
 DIVERSE APPLICATIONS
 APPLICATION OF PRINCIPLES TO ASSESSMENT
CENTRE DESIGN
 MILITARY COUNCIL DECISIONS: ROLE OF
SAMHS
 ASSESSMENT CENTRE
DEFINED
 An Assessment Centre consists of a standardised and
validated evaluation of behaviour and competencies
based on multiple inputs.
 Multiple trained observers and techniques are used.
 Judgments about behaviour and competencies are made
from specifically developed assessment simulations.
 Judgments are pooled in a meeting among assessors or
by a statistical integration process.
 Integration discussions result in evaluations of the
performance of the assessees on the competencies
and/or dimensions or other variables which the
assessment centre is designed to measure.
 HISTORY AND
BACKGROUND (1)
 First conceptualised on a large scale by the German
High Command in World War I to select officers with
exceptional command or military abilities.
 British Army War Office Selection Board (WOSB)
developed a similar process.
 During World War II it was used by the Office of
Strategic Services (OSS) to select spies.
 OSS 3 ½ day assessment centre involved an intensive
evaluation: Sentence completion test, health
questionnaire, work conditions survey, vocabulary test,
personal history evaluation, a projective questionnaire
and various simulations.
 HISTORY AND
BACKGROUND (2)
 In the early 1950s, the American Telephone and
Telegraph Company adapted the OSS concept to the
selection and identification of management personnel.
 By the late 1960s, a number of major corporations
were using the AC for selecting managers.
 In the early 1970s, law enforcement agencies
began experimenting with AC, with the fire service
following shortly thereafter.
 AC’s are now used internationally.
 LEGAL AND
STATUTORY
REQUIREMENTS
 White Paper on Public Service Training
and Education
 Government Gazette
 Employment Equity Act
 Health Professions Act
 Military Council Decision
 WHITE PAPER ON PUBLIC
SERVICE TRAINING AND
EDUCATION (1)
 All public service institutions will be required to
conduct job evaluations or re-evaluations of all posts,
with the purpose of ensuring that they are expressed
in terms of the essential competencies required for
effective job performance.
 This will involve both functional or sector-specific
competencies and core transversal competencies.
 WHITE PAPER ON PUBLIC
SERVICE TRAINING AND
EDUCATION (2)
 In the case of transversal competencies, the
definition of competence will encompass a broad
range of skills, knowledge and attitudes, including:
– The ability to carry out effectively the routine task of
the job.
– The ability to transfer skills, knowledge and attitudes
to new situations within the same occupational area.
– The ability to reflect on one’s work, learn from one’s
actions, and innovate and cope with non-routine
activities.
– The personal effectiveness to deal effectively with co-
workers, managers and customers.
 WHITE PAPER ON PUBLIC
SERVICE TRAINING AND
EDUCATION (3)
 The introduction of a competency-based
approach will assist the development of an
outcomes-led model of training and education in
a number of important ways. This will include
forming an effective and measurable basis:
– For the objective evaluation of current
performance, and the effective assessment of
current and future needs.
– For the design and delivery of training
programmes and courses, as well as other staff
development interventions, targeted at the
achievement of specific and meaningful
competencies.
 WHITE PAPER ON PUBLIC
SERVICE TRAINING AND
EDUCATION (4)
- For the standardisation and accreditation of
such programmes and courses through the
NQF framework.
- For the subsequent evaluation of the
effectiveness of such programmes and courses.

• The introduction of a competency-based

approach will also form the basis for
improvements in the current systems of
performance appraisal, recruitment and
selection, and promotion.
 WHITE PAPER ON PUBLIC
SERVICE TRAINING AND
EDUCATION (5)

 COMPETENCIES:
– Knowledge
– Skills
– Abilities
– Attributes
That employees develop through
formal, informal and on the job training,
continuing education, details and other
employee development opportunities.
 WHITE PAPER ON PUBLIC
SERVICE TRAINING AND
EDUCATION (6)

LINK
COMPETENCIES – JOB PERFORMANCE

COMPETENCIES
KNOWLEDGE
SKILLS OBSERVABLE
ABILITIES BEHAVIOUR JOB
ATTRIBUTES PERFORMANCE

EXPERIENCE
 WHITE PAPER ON PUBLIC
SERVICE TRAINING AND
EDUCATION (7)
COMPETENCIES: SANDF PERFORMANCE
APPRAISAL
 Visioning
 Conceptualisation
 Insight
 Judgement
 Analytical Thinking
 Strategic Planning
 Leadership
 Evaluating
 WHITE PAPER ON PUBLIC
SERVICE TRAINING AND
EDUCATION (8)
COMPETENCIES: SAMHS
 Problem Solving
 Planning and Organisation
 Delegation
 Control
 Sensitivity
 Negotiation
 Leadership
 Assertiveness
 Communication
 WHITE PAPER ON PUBLIC
SERVICE TRAINING AND
EDUCATION (8)

COMPETENCIES: SA NAVY
 Communication
– Reading
– Writing
– Oral
– Non-verbal
– Formal Research
 WHITE PAPER ON PUBLIC
SERVICE TRAINING AND
EDUCATION (9)

COMPETENCIES: SA NAVY (cont)

 Management
– Planning
– Effective Thinking
– Quantitative Problem Solving
– Qualitative Problem Solving
– Directing
– Organising
– Control
 WHITE PAPER ON PUBLIC
SERVICE TRAINING AND
EDUCATION (10)
COMPETENCIES: SA ARMY (SHL)
 Planning
 Reviewing/Evaluating
 Deciding
 Implementing/Coordinating
 Interpreting
 Controlling/Directing
 Motivating
 Supervising/Directing
 Investigating/Observing/Searching
 Informing/Discussing/Interviewing
 Problem Solving/Designing
 Assessing/Evaluating
 WHITE PAPER ON PUBLIC
SERVICE TRAINING AND
EDUCATION (11)
COMPETENCIES: JSCSP
 Cognitive
– Problem Solving & Analysis
– Planning & Organising
– Leadership/Coordinating
– Decisive/Action Orientated
 Affective
– Integrity
– Persuasiveness
– Self-confidence
– Personal Motivation
– Resilience
– Flexibility
– Interpersonal Sensitivity
 WHITE PAPER ON PUBLIC
SERVICE TRAINING AND
EDUCATION (12)
COMPETENCIES: SENIOR MANAGEMENT SYSTEM (SMS)
 Strategic Capability & Leadership
 Programme & Project Management
 Financial Management
 Change Management
 Knowledge Management
 Service Delivery & Innovation
 Problem Solving & Analysis
 People Management & Empowerment
 Client Orientation & Customer Focus
 Communication
 Honesty & Integrity
 GOVERNMENT GAZETTE
(1)
 Establishment of category of fitness:
– The Surgeon General or a medical officer designated
by him or her for that purpose shall, from time to time,
in consultation with the Chief of the Service or
Corporate Division concerned, determine the
standard of physical and mental fitness required
in peace or war time for the efficient work
performance of a member in every Service or
Corporate Division in each branch, corps, or unit
thereof and in each mustering, appointment, post
or job classification in the SANDF, taking into account
requirements laid down by the relevant Code of
Remuneration or Personnel Management Code
and the Chief of the SANDF.
GOVERNMENT GAZETTE
(2)
- No member shall be appointed, enrolled,
mustered or employed in any post or mustering of
the SANDF or be required to serve or to undergo
training in such post or mustering unless the
allotted fitness category of such member equals
or exceeds the category designated to such post
or mustering.
 EMPLOYMENT EQUITY ACT
(1)
 Addresses the elimination and prohibition
of unfair discrimination in employment.
 Prohibition of various forms of
employment testing.
 Elimination of unfair discrimination in the
policies and practices of the organisation.
 Scrutinise policies, practices and
procedures, particularly, pre-employment, job
assignments, training and development and
promotional selection.
 EMPLOYMENT EQUITY ACT
(2)
 Psychological testing and other similar
assessments of an employee are prohibited
unless the test or assessment being used:
– Has been scientifically shown to be valid and
reliable;
– Can be applied fairly to all employees; and
– Is not biased against any employee or
group.
 Psychological testing and other similar
assessment of an employee must only be done
on the basis of the inherent requirements of
the job.
 METHODOLOGY (1)
 OBSERVING AND RECORDING
BEHAVIOUR
 ASSESSOR DISCUSSION
 SITUATIONAL EXERCISES
 PSYCHOMETRIC TESTING
 METHODOLOGY (2)
 OBSERVING AND RECORDING BEHAVIOUR:

– Observing and recording behaviour exhibited

by participants during simulation exercise.
– Behaviour observed and recorded during oral
presentation, group discussion, interview,
etc.
– Behaviour is recorded according to dimension
and/or competency.
– Recorded behaviour is transferred onto rating
form.
 METHODOLOGY (3)
 ASSESSOR DISCUSSION:

– Each participant’s performance is

discussed by exercise, dimension and
competency.
– Assessors may ask for clarification or
additional recorded examples of behaviour
or competency.
– Attempts must be made to reach
consensus.
 METHODOLOGY (4)
 SITUATIONAL EXERCISES:
– Theoretical exercises (Case Studies).
– Practical or dynamic exercises.
– In basket.
– Written case analysis.
– Interview.
– Leaderless group discussion.
– Assigned leader group task.
– Fact finding.
– Oral presentation.
– Integrated exercises.
 METHODOLOGY (5)
 PSYCHOMETRIC TESTING:
– The evaluation of behaviour or mental processes or
personality adjustments or adjustments of
individuals or groups of persons, through the
interpretation of tests for the determination of
intellectual abilities, aptitude, interests, personality
make-up or personality functioning.
– The development and control over the development
of questionnaires, tests, techniques, apparatus or
instruments for the determination of intellectual
abilities, aptitude, personality make-up, personality
functioning, psycho-physiological functioning or
psychopathology.
 VALIDITY AND
RELIABILITY (1)
 Validity: The degree to which a method
results in a measure that accurately reflects
the concept it is intended to measure.
– A synonym for validity is accuracy.
 Reliability: The degree to which different
methods of the same concept yield the same
results.
– A synonym for reliability is consistency.

NB: Low reliability leads to low validity and vice

versa.
 VALIDITY AND
RELIABILITY (2)
 3 Types of reliability:
– Inter-rater reliability.
– Test-retest reliability.
– Internal consistency.

NB: Research indicates high correlation and

coeficiency of these three methods.
– Strong indications that AC is a valid
prediction instrument for leadership and
management potential.
 VALIDITY AND
RELIABILITY (3)
 FAILURES OF ASSESSMENT CENTRES:
– Never implemented.
– Results misused.
– Non-success prediction.
– Lack of support from the Top.
– Lack of Efficiency.
 VALIDITY AND
RELIABILITY (4)
 ASSESSOR TRAINING:
– Thorough knowledge of the organisation
and job being assessed.
– Thorough knowledge and understanding
of the assessment techniques, relevant
dimensions, etc., to be observed, expected
or typical behaviours, examples or samples
of actual behaviour, etc.
– Thorough knowledge and understanding of
the assessment dimensions, etc.,
definitions of dimensions, relationship to job
performance.
 VALIDITY AND
RELIABILITY (5)
– Demonstrated ability to record and
classify behaviour in dimensions,
including knowledge of forms used by AC.
– Thorough knowledge and understanding of
evaluation and rating procedures,
including how data are integrated.
– Thorough knowledge and understanding of
assessment policies and practices of
the organisation, including restrictions on
how assessment data are to be used.
 VALIDITY AND
RELIABILITY (6)
– Thorough knowledge and understanding of
feedback procedures, where
appropriate.
– Demonstrated ability to give accurate
oral and written feedback.
– Demonstrated knowledge and ability to
play objectively and consistently the role
called for in the interactive exercises.
 DIVERSE
APPLICATIONS OF
ASSESSMENT CENTRES
 Recruitment
 Selection
 Placement
 Performance appraisal
 Training and development
 Organisational development
 Human resource planning
 Promotion and transfer
 Separation and layoffs (Exit)
 APPLICATION OF
PRINCIPLES TO
ASSESSMENT CENTRE
DESIGN (1)
 A job analysis of relevant competencies must
be conducted to determine the dimensions,
attributes, characteristics, qualities, skills,
motivation, knowledge, or tasks that are
necessary for effective job performance and to
identify what should be evaluated by the
assessment centre.
 Competency observations must be classified
into some meaningful and relevant categories,
such as dimensions, attributes, characteristics,
aptitudes, qualities, skills, abilities, knowledge,
or tasks.
 APPLICATION OF
PRINCIPLES TO
ASSESSMENT CENTRE
DESIGN (2)
 The techniques used in the assessment centre must
be designed to provide information for evaluating the
dimensions, etc. previously determined by job
analysis.
 Multiple assessment techniques must be used.
 The assessment techniques must include sufficient
job-related simulations to allow multiple opportunities
to observe the candidate’s competencies related to
each dimension, etc. being assessed.
 Multiple assessors must be used for each assessee.
 APPLICATION OF
PRINCIPLES TO
ASSESSMENT CENTRE
DESIGN (3)
 Assessors must receive thorough training and
demonstrate assessor performance guidelines.
 Some systematic procedure must be used by
assessors to record accurately specific
competency observations at the time of their
occurrence; this might involve handwritten
notes, competency observation scales,
competency checklists, etc.
 Assessors must prepare some report or record
of the observations made in each exercise in
preparation for the integration discussion.
 APPLICATION OF
PRINCIPLES TO
ASSESSMENT CENTRE
DESIGN (4)
 The integration of competencies must be
based on a pooling of information from
assessors and techniques at a meeting
among the assessors or through a statistical
integration process validated in accord with
professionally accepted standards.
 MILITARY COUNCIL
DECISIONS: ROLE OF SAMHS
(1)
 MC DECISION JUNE 2001:
– Establishment of the Defence Institute for
Assessment and Development.
– Transfer of the SANDF Assessment and
Development Services currently vested at C Joint
Training Formation (as agreed during
transformation principle decisions) to the SAMHS for
functional control purposes and integration into the
Defence Institute for Assessment and Development.
– Assessment and development services and
personnel structure of the Defence Institute for
Assessment and Development.
– Phases of implementation for establishing the
Defence Institute for Assessment and Development.
 MILITARY COUNCIL
DECISIONS: ROLE OF SAMHS
(2)
 Surgeon General is mandated and designated to be
the controlling authority for all statutory psychological
and other similar assessment processes to ensure
compliance of all policies and practices with legal and
statutory acts and regulations.
 HPCSA’s Professional Board of Psychology is the
controlling statutory body with the authority to classify
and legalise the use of psychological tests, prescribed
questionnaires, apparatus and instruments for the
determination of intellectual ability, aptitude,
personality functioning and the like.
 MILITARY COUNCIL
DECISIONS: ROLE OF SAMHS
(3)
 Employers who make use of psychological tests, in
terms of the EEAct, may be required to ensure not only
that the tests meet the standards of the Professional
Board of Psychology, but also that the tests and testers
meet the requirements of the Health Professional Act
56 of 1974.
 In accordance with SAQA it has become imperative to
apply the guidelines of the National Qualification
Framework wrt outcome-based
education/performance.
 The AC service must support the DOD Human
Resource Strategy 2010.
 MILITARY COUNCIL
DECISIONS: ROLE OF SAMHS
(4)
 AC will aspire towards maintaining competency levels
and enhancing productivity across/within the DOD, by
means of identifying strengths and potential as well as
gaps in competencies.
 AC will make an essential contribution to the human
resource management function in the DOD and will
assist the DOD in its objective to develop and sustain
optimal skills and competencies in all its members,
entrenching a learning culture, and to enhance equal
opportunity.
 MILITARY COUNCIL
DECISIONS: ROLE OF SAMHS
(5)

 Scientifically and legally acceptable to relevant

stakeholders.
 Acceptable to relevant stakeholders in the DOD as an
effective and applicable tool in their respective
environment.
 Encompass the entire scope of
assessment/development service from entry to exit
level.
 MILITARY COUNCIL
DECISIONS: ROLE OF SAMHS
(6)
 Rendered on the premise of an integrated human
resource management system based on a competency
framework.
 Functional control should be vested with the Surgeon
General as been mandated in order to comply with
statutory regulations and acts.
 Affordable (no duplications), sustainable, easily
accessible to its users and satisfactory to the needs of
its clients.
 MILITARY COUNCIL
DECISIONS: ROLE OF SAMHS
(7)
 Defence Assessment and Development Advisory
Board, chaired by Director Psychology, must determine
policy and guidelines for all kinds of Assessment and
Development in the SANDF.
 Advisory Board will consist of all relevant stakeholders
from all arms of services and divisions in the SANDF
and will primarily be responsible for controlling all
assessments in the SANDF in line with legal, statutory
and scientific requirements.
 MILITARY COUNCIL
DECISIONS: ROLE OF SAMHS
(8)
MIGRATION OF ARMY ASSESSMENT CENTRE
TO SAMHS (MPI)
– An Assessment Centre is a specialised function and
remains the responsibility of D Psychology.
– The function should be with MPI (DOD Assessment
Centre) with a Service Agreement between MPI and
the SA Army to deliver an on site service to the SA
Army according to requirements.
– The current structure of the SA Army should be
translated to a structure as proposed by D
Psychology, to be aligned with the DOD Assessment
Centre.
– The SA Army will remain responsible for providing
the facilities and infrastructure.
THE APPLICATION OF
SPECIALIST
PSYCHOLOGICAL
MEASURES IN THE
RECRUITMENT AND
SELECTION OF PILOTS IN
THE SANDF
 SCOPE (1)
 Pilot Selection Process Flow.
 Recruitment and Selection
Process Task Organisation.
 Academic Requirements.
 Physical Requirements.
 Medical Requirements.
 Psychological Requirements.
 SCOPE (2)
 Potential Index Battery Functional
Analysis (Competencies).
 Final Selection.
 Dover Systems Computerised
Skills Assessment.
 Benchmarking.
 Vienna Research.
 SELECTION PROCESS
FLOW
 Job Classification
 Recruitment
 Screening
 Selection
 Final Selection
 Selection Board
 Foundation Training
 Basic Military Training
 Officer Forming
 Military Academy
RECRUITMENT AND SELECTION
PROCESS
TASK ORGANISATION (1)
 PHASE 1: ADVERTISING
– CHRS (SAAF): Internally in DOD
– CHRS (D PACQ): National and local newspapers

 PHASE 2: PAPER SELECTION

– CHRS (D PACQ): Minimum academic screening
– CHRS (D PACQ): Provide SAAF with list of
applicants who meet the minimum academic
requirements
– CHRS (SAAF): Divide applicants into groups for
assessment and selection process
RECRUITMENT AND SELECTION
PROCESS
TASK ORGANISATION (2)

 PHASE 3: CALL-UP
– DHRS (D PACQ): Notify qualified candidates
– DHRS (SAAF): Provide specified arrival
times of applicants
– DHRS (SAAF): Responsible for transport,
accommodation, meals and other logistic
requirements of the applicants in Pretoria
from the time they arrive
RECRUITMENT AND SELECTION
PROCESS
TASK ORGANISATION (3)

 PHASE 4: ORIENTATION
– DHRS (SAAF): In conjunction with SAAF’s Dir
Education, Training and Development; Dir
Combat System’s Group; Dir Heli Systems
Group and Dir Air Transport and Maritime
System’s Group responsible for orientation
programme for applicants
– DHRS (SAAF): Responsible for briefing all
applicants on assessment and selection
process
RECRUITMENT AND SELECTION
PROCESS
TASK ORGANISATION (4)

 PHASE 4: ORIENTATION (cont)

– OC MPI: Responsible for briefing applicants
on psychometric assessments
– OC IAM: Responsible for briefing applicants
on aviation medical examination
RECRUITMENT AND SELECTION
PROCESS
TASK ORGANISATION (5)

 PHASE 5: PSYCHOMETRIC
ASSESSMENTS
– SAMHS (D PSYCH/MPI): Responsible for
conducting, administering and
interpretation of results for all
psychometric assessments
– External Service Providers: MPI execute
responsibilities in cooperation with Dr
Landman (16PF) and Ms Coetzee (Vienna)
as agreed upon with SAAF
RECRUITMENT AND SELECTION
PROCESS
TASK ORGANISATION (6)
 PHASE 5: PSYCHOMETRIC
ASSESSMENTS Cont)
– DHRS SAAF: Responsible for financial
compensation and logistic support for
external service providers
– DHRS (SAAF): Responsible for ensuring that
applicants are available at assessment
locations
RECRUITMENT AND SELECTION
PROCESS
TASK ORGANISATION (7)

 PHASE 5: PANEL INTERVIEW

– CHRS (D PACQ): Chair panel interview for
all candidates from each group who meet
the set requirements for psychometric
assessments
– Other members of panel: CHRS (SAAF),
DETD (SAAF), qualified pilot (SAAF), CHRS
(D PACQ) and MPI
RECRUITMENT AND SELECTION
PROCESS
TASK ORGANISATION (8)

 PHASE 6: AVIATION MEDICAL

EXAMINATION
– D MEDICINE/IAM (SAMHS): Responsible for
all administration, data collecting and record
keeping of aviation medical examinations
– D MEDICINE/IAM (SAMHS): Responsible for
all arrangements wrt comprehensive
aviation medical examinations
– DHRS (SAAF): Ensure transport for
candidates to IAM premises
RECRUITMENT AND SELECTION
PROCESS
TASK ORGANISATION (9)

 PHASE 7: COLLATION OF MEDICAL

RECORDS
– IAM (SAMHS): Provide DHRS (SAAF) with
relevant medical reports of all candidates
– DHRS (SAAF): Arrange meetings with D
Medicine (SAMHS) and D Psychology
(SAMHS) to discuss borderline health
reports
RECRUITMENT AND SELECTION
PROCESS
TASK ORGANISATION (10)

 PHASE 8: CONSOLIDATED SELECTION

BOARD
– Consolidated Selection Board: Identify
most suitable applicants according to SAAF
requirements
– Members of Consolidated Selection Board:
CHRS (SAAF); CHRS (D PACQ); ETD (SAAF);
Qualified Pilot (SAAF); D Med/IAM (SAMHS
and D Psych (MPI)
– DHRS (SAAF): Submit final selected list to
CHRS (D PACQ)
 ACADEMIC
REQUIREMENTS
 Maths - D(HG)
 Science - D(HG)
 English - Passed
 Matric - University
Exemption
 M-Score - Rank Order
 PHYSICAL
REQUIREMENTS
 Length - 166 – 192cm
 Mass - 55 –100kg
 BASIC MEDICAL
 Vision
 Colour blindness
 Hearing
 Balance/Coordination
 Physical condition (Fat content)
 SAMHS Comprehensive Medical
 MEDICAL
REQUIREMENTS
 Normal physical condition – all limbs and all sensors
functioning normal
 No spectacles
 No speech impairment
 No colour blindness
 No hearing aids, pacemakers, etc.
 No diabetes
 No epilepsy
 No diseases wrt lungs, heart, kidneys, etc.
 No stuttering
 No drug usage/dependency
 No HIV/AIDS
 PSYCHOLOGICAL
REQUIREMENTS
 Goal-specific selection
– High risk environment with little space or time for
error
– Determine baseline aptitude and profile
– Minimise risk
– 80% of fatal aircraft accidents are caused by human
error
– High cost of flying training
– Screen out high risk candidates
– Imperative that right candidates are being selected
to be trained as military pilots
POTENTIAL INDEX BATTERY
FUNCTIONAL ANALYSIS

 Hand-eye co-ordination
 Conceptualisation (Spatial orientation)
 Judgement
 Decisiveness
 Observance
 Adaptibility
 Calculations
 Memory
 Linguistic proficiency
 Analytical thinking
 APTITUDE TESTS
 Intellectual ability
– Non-verbal reasoning
– Verbal reasoning
 Mathematical ability
 Spatial orientation
 Language Test
 Psycho-motor Test Dover Vienna System)
 Determination Test
 Mental Health Screening Test
 FINAL SELECTION
 Flight Medical
 Fitness
 Leadership
 Personality
 Motivation for Flying
 Selection Board Criteria
 Career Orientation
 Foundation Training Course
 Scholastic Achievement
 Psycho-motor abilities
 DOVER SYSTEMS
COMPUTERISED SKILLS
ASSESSMENTS (VIENNA)

 Flight Crew Selection

 Military Officer/Driver
 Air Traffic/Combat control
 Naval Operations
 Weapon Delivery Skills
 SKILLS TESTING
PROPER SELECTION

 Provides most suitable candidates

 Identifies candidates with the required
skills
 Lessens the learning time
 Reduces expenditure on poorly
trainable candidates
TEST ADMINISTRATION
 Test Administration
– Computer-aided implementation of tests
guarantees thet all instructions as well as the
presentation of stimuli are equal for all subjects and
independent of the test administrator.
 Evaluation
– Registration of data and comparison of norm
samples is carried out automatically by the
computer, thus the possibility of miscalculation is
eliminated.
 Interpretation
– As the test is a standardised performance test,
interpretation objectivity is evident.
 APPLICATION
OBJECTIVE EVALUATIONS
 Reaction Times
 Perception Skills (Both Visual and Auditory)
 Stress Coping
 Decision-making Abilities
 Communication Skills
 Short and Long-term Memory
 Co-ordination Skills
 Learning Curve / Trainability
 Attitudes
 Levels of Aggression
 VALIDITY:
STANDARDISATION
GROUP NUMBER PERSENTAGE
African 1232 61.8%
Indian 54 12.7%
White/Coloured 577 29%
Male 1622 81%
Female 373 19%
TOTAL 1995 100%
 VALIDITY
 Culture-free and low-cost
 Highly valid and reliable assessment of piloting
skills, driver skills as other well military related
skills
 Training (military) development (civil) can
create ideal pool of candidates as well as
identify special needs of candidates
 Dover system has 20 years experience in
psychomotor selection in developing countries
 Based in South Africa with assessments done
worldwide by arrangement
 VALIDITY (cont.)
 System has been widely use within the
African context for both military and civil uses
 Lesotho, Rwanda,Malawi are among the
countries that have used the system in the
selection of flight and other military personnel
 System is also employed in conjunction with
premier air schools as 43 Air School and
Flight Training Centre
 Schools select and train candidates from
SADC countries as well as North African
countries such as Egypt and Kenya
 VALIDITY (cont.)
 System has been involved in selection of
previously disadvantaged candidates for pilot
training as sponsored by Aviation Training
and Development Foundation (ATDF)
 This was done on on nation wide bases and
candidates were selected for Feeder Airlines
SA Express and Airlink
 System successful in selection program for
previously disadvantaged community
members and British Airways Pilot
Development Program
 BENCHMARKING (1)
 UNITED KINGDOM
– Officers and Aircrew Selection Centre.
– Part 1 Selection Procedure:
– Aptitude Testing
• Verbal Reasoning: Interpretation and use of written or
spoken information.
• Numerical Reasoning: Interpretation and use of
numerical information.
• Capacitry: Dealing with multiple tasks involving aural
and/or visual information, concentrating, noting
changes, paying attention to detail.
• Spatioal Ability: Mental visualisation and orientation.
BENCHMARKING (2)
• Work Rate: Performing tasks quickly and accurately
• Psychomotor: Co-ordination of eye-hand-foot.
• English Test: Written English Language skills.

– Medial Examination: Determine fitness.

– Interview:
• Appearance and bearing.
• Manner.
• Speech and Powers of Expression.
• Activities and Interests.
• Academic Level/Potential
• Physical Level/Potential.
• Awareness.
• Motivation.
• Overall Impact.
BENCHMARKING (3)
– Part 2 Selection Procedure:
• Discussion Exercise.
• “Leaderless Exercise”.
• Group Planning Exercise.
• Individual Problem Exercise.
• Command Situation Exercise.
– Part 3 Selection Procedure:
• Debrief
– Part 4 Selection Procedure:
• Integration of rating scores.
• Feedback.
 BENCHMARKING (4)
 INDIA
– Non-verbal test.
– Personality test.
– Clinical Screening.
– Pilot Aptitude Test.
– Simulation Exercises.
– Physical Fitness Test.
– Group Exercises.
– Interview.
 BENCHMARKING (5)
 ISRAEL
– Pilot Evaluation System (PES).
– Standardised mass screening of pilot training candidates.
– Simulated “real” conditions.
– Identify “pilot training” candidates who possess the
ability to focus their attention on a multitude of
competing tasks while prioritising a steady stream of
incoming data.
– Scientifically based quantitative evaluation of
performance of pilot candidates.
– Simulated cockpit generates flight scenarios.
 BENCHMARKING (6)
 PAKISTAN
– Selection System
• Intelligence Test.
• Academic Test.
• Psychological Test.
• Physical Test.
• Interview.
• Flying Aptitude Test.
– Psychological Dimensions
• Sentence completion.
• Word association.
• Thematic Apperception.
• Self Description.
BENCHMARKING (7)
– Group Exercises
• Group discussion
• Group planning
• Half group task
• Command task
• Progressive group task
• Individual obstacles
 BENCHMARKING (8)
 Flying Aptitude Test (FAT)
– Cognitive component
• Instrument Comprehension Spatial Orientation)
• Vigilance (Cognition, Concentration, Attention)
• Digit recall (Mental sharpness, Memory, Speed)
• Attention Diagnostic Method
• Defence Mechanism Test
– Psychomotor component
• Fly through (sharpness, Eye-hand coordination)
• Target flying (Reflex action, Eye-hand-foot
coordination)
 BENCHMARKING (9)
 GERMANY
– Comprehensive Test Battery
• Inductive reasoning
• Spatial ability
• Attention
• Reactive capacity
• Verbal and Visual Memory
• Sensomotor coordination
– Flight-simulator
 BENCHMARKING (10)
 SINGAPORE
– Computerised Aptitude Test Battery
– Psychomotor tasks
• Hand-eye-foot coordination
• Pursuit tracking
– Cognitive tasks
• Numerical and mechanical reasoning
• System operation
 CHALLENGES
 Targeted recruitment
 Identification of candidates at
earlier stages
 PSYCHOMOTOR
ABILITY:
VIENNA TEST
SYSTEM (VTS)

Research Overview on
the use of the VTS in
the SAAF Pilot
Selection Test Battery
 PRESENTATION
AGENDA
 Background
– SAAF Pilot Selection Battery – The Role of
MPI
– Vienna Test System
 Practical Issues wrt SAAF Pilot
selection
– Recruitment
– Representation
– High failure rate on VTS
 Practical Demonstration of the VTS
– Interpreting Results
 PRESENTATION
AGENDA
 Exploratory Research
– The Three Clusters of Applicants
– Information Processing: Coping
Strategy, Audio Deficits and Concerns
– Age Differences in VTS performance
– Other Findings of Interest
 THE ROLE OF MPI
 To make recommendations to
the SAAF as to the psychological
status of potential SAAF pilots in
terms of
– Basic Aviation related aptitudes
– Mental status of applicants
 SAAF PILOT PROFILE
 Based on a scientific Job Profile Analysis (JPI)
– Professional Pilot Profile
• Intellect, Aptitude, Language proficiency,
Cognitive functioning under different
STRESS situations
– Professional Soldier Profile
• Officer in the SANDF
– Needs to be updated
• Leadership, endurance (concentration ability)
and realistic perceptions of flying
 THE PROCESS
 Seven different Psychological
tests administered over two
days
– Aptitude:
• Intellectual ability
– Non-Verbal
– Verbal
• Mathematical Ability
• Spatial Orientation Ability
 THE PROCESS (2)

– Language Proficiency
– Personality Test
– Psychomotor Test (Computerised)
• Cognitive Functioning under Stress
• Time and movement anticipation
• Two Hand Coordination
– Biographical Questionnaire
– Clinical (psychopathology) Screening
Test
– Structured Clinical Interview (IAM)
 CUT-OFF STAGES
 Stage 1: Aptitudes and
Language Proficiency
 Stage 2: Psychomotor Test
(Dover-Vienna Tests)
 Stage 3: Clinical Assessment
THE VIENNA TEST
SYSTEM (VTS)
THE VIENNA TEST
SYSTEM (VTS)
 Consists of numerous subtests (27+)
 For Selection purposes:
– Determination Unit (DT)
 For Research purposes:
– Cognitrone Test
– Two-hand coordination Test
– Pilot Spatial Test
– Time-Movement Anticipation Test
 Need to include Multi-tasking subtest
DESCRIPTION OF THE
TEST (DT)
 Definition 1:
– The Determination Test measures behavior
under different levels of psychological and
physiological stress, since the high
frequency of signals puts almost everyone
into an overcharge situation (Kisser,
1986:226)
 DESCRIPTION OF
THE TEST (DT)
 Definition 2:
– Hoyos (1969) defines stress as the
incapacity of a highly motivated individual
to find correct responses in a situation of
extreme stimulus constellation (sic)
 DESCRIPTION OF
THE TEST (DT)
 Definition 3:
– Stress tolerance is the capacity of a person to
resist a stimulus, i.e. to activate reactions in a
certain situation in order to cope with it in the
best way possible (Kisser et al., 1986, p226)

 The Key Issue:

– Coping Strategies for the Information Overload
created in a Stress situation whether in a
natural or artificially induced situation
 APPLICATION OF
DETERMINATION TEST
 Measurement of reactive stress
tolerance
 Ability to give sustained multiple-
choice reactions to rapidly
changing stimuli
 Detect attention deficit disorders
and color blindness
 THEORETICAL
BACKGROUND
 The DT measures Reactive Stress
Tolerance and related reaction speed
ito:
– Discrimination of colours and acoustic
signals,
– The memorization of the relevant
characteristics of stimulus
configurations and response buttons as
well as assignment rules,
– The selection of the relevant reactions
according to assignment rules
– Continuous, sustained rapid and varied
reactions to rapidly changing stimuli
 OBJECTIVITY
 Test Administration
– The computer-aided implementation of tests
guarantees that the instructions as well as the
presentation of stimuli are equal for all subjects and
independent of the test administrator
 Evaluation
– Registration of data and comparison of norm
samples is carried out automatically by the
computer, thus the possibility of miscalculation is
eliminated
 Interpretation
– As the test is a standardized performance test,
interpretation objectivity is evident (Lienert, 1961)
 EVALUATION
 Reliability
– Internal Consistency (Cronbach Alpha) ranges
between 0.86 and 0.99
– Split-Half
• Between 0.86 and 0.99
 Validity
– Construct Validity
• Correlation between 0.3 and 0.8 with
similar tests
– Predictive Validity
• Correlates with SAAF pupil pilot flying
scores
 Norms
– International
– Local (Pilots)
INTERPRETATION OF
TEST RESULTS
 Correct reactions on time
– This indicate how well a subject adapts to a pre-set
presentation duration of stimuli.
– This ability (to adapt) depends on two factors:
• Subjects have to pace their reaction time in such a way
that they do not get off the track
• They have to make sure that there is enough time in
between each stimulus to make the right decision
– T-scores above 60 and below 40, (or percentiles)
above 84 and below 16) demonstrate a development
of this ability above or below average, respectively
– Poor performance is indicated by:
• A low score of correct responses on time (compared to
the norm sample)
• A proportional decrease in the number of correct
responses on time when the presentation time of the
stimuli is diminished
 INTERPRETATION …..
 Delayed and Omitted reactions
– Usually, when the presentation time of the stimuli is
decreased, a growing number of reactions are first
delayed, then omitted.
• This results from the fact that the speed at which the
stimuli are presented accounts for the most difficult
condition of the test
– The initial increase in the number of delayed reactions
versus omitted reactions is a normal function of our
attention
• This function guarantees that a reaction is screened from
external distractions (in this case the interruption of the
stimulus presentation) and thus is carried out even
though a new stimulus appears.
– A high number of omitted reaction (T-score below 40
due to reversed scale) combined with a low number of
delayed reactions (T-score under 40) would therefore
indicate attention deficits.
 INTERPRETATION …
 Incorrect Reactions
– Incorrect reactions indicate the tendency to confuse stimuli
– The Response Matrix can locate where such confusions
accumulate
– In contrast to delayed and omitted reactions, incorrect
reactions are not so much an indicator of the difficulty of the
test.
– Usually, the number of incorrect responses increases only
slightly when the presentation time of the stimuli is
decreased
– Incorrect reactions occur mainly because the subjects are
unable to screen appropriate responses from concurrent and
irrelevant external distractions
• Thus, the variable “Incorrect Reactions” is closely linked
to any attention deficits
– The number of incorrect reactions indicates the subject’s
tendency to give a rapid response at the very last moment
under the pressure of limited presentation time
 Interpretation: The
Three Phases
Median Reaction Time (Seconds)
0.900
0.800
Less than a Second

0.700
0.600
0.500
0.400
0.300
0.200
0.100
0.000
Overall Potential Stress Recovery
OVERALL INTERVAL 1 INTERVAL 2 INTERVAL 3

Total Group 0.725 0.707 0.745 0.728

Accepted 0.653 0.648 0.653 0.658
Reservation 0.700 0.683 0.710 0.707
Not Accepted 0.779 0.752 0.814 0.779
 CORRECT REACTIONS ON TIME
On Time
200.000

180.000

160.000
Number of Stimuli

140.000

120.000

100.000

80.000

60.000

40.000

20.000

0.000 Overall Potential Stress Recovery

ON TIME INTERVAL 1 INTERVAL 2 INTERVAL 3

TOTAL GRP 139.324 166.838 106.676 144.459

ACCCEPTED 165.778 177.000 151.583 168.750
RESERVATION 150.333 173.167 121.500 156.333
NOT ACCEPTED 119.140 158.421 73.632 125.368
 OMITTED RESPONSES: A FLIGHT
SAFETY RISK
35.000
Overall Potential Stress Recovery
Omitted Responses
30.000
Number of Stimuli

25.000

20.000

15.000

10.000

5.000

0.000
OVERALL INTERVAL 1 INTERVAL 2 INTERVAL 3

TOTAL GRP 12.577 4.270 22.243 11.216

ACCCEPTED 3.361 1.000 6.833 2.250
RESERVATION 9.889 2.667 18.833 8.167
NOT ACCEPTED 19.246 6.842 33.053 17.842
 DELAYED RESPONSES
Delayed Reactions
70.000

Overall Potential Stress Recovery

60.000
Number of Stimuli

50.000

40.000

30.000

20.000

10.000

0.000
OVERALL INTERVAL 1 INTERVAL 2 INTERVAL 3

TOTAL GRP 21.108 5.838 40.324 17.162

ACCCEPTED 7.528 0.667 16.083 5.833
RESERVATION 14.333 2.833 30.500 9.667
NOT ACCEPTED 31.825 10.053 58.737 26.684
 INCORRECT RESPONSES
35.000
Incorrect Responses

30.000
Number of Stimuli

25.000

20.000

15.000

10.000

5.000

Overall Potential Stress Recovery

0.000
OVERALL INTERVAL 1 INTERVAL 2 INTERVAL 3

TOTAL GRP 17.132 8.694 24.973 17.730

ACCCEPTED 10.869 5.273 16.167 11.167
RESERVATION 12.278 5.167 17.833 13.833
NOT ACCEPTED 22.561 11.789 32.789 23.105
 REACTION TIMES AND AGE

Reaction Times and Age

0.95000

0.90000

0.85000
Time (s)

0.80000

0.75000

0.70000
13-14 15 16 17 18 19 20 21 22 23+
Age Group

Potential Crisis Recovery