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Benchmark – Work-Based Assessment

Work-based assessment is a central topic in industrial and organizational psychology. Work-based assessments are often criticized for lack of quantitative rigor and lack of predictive nature for work performance. However, companies and organizations that have clear methods to describe the work, attributes needed to perform the work, and systematic performance management systems tend to be more successful. Work-based assessment includes both predictive-based (e.g., ability test, work sample test) and a criterion based assessment (e.g., work output). In this assignment you will evaluate and find empirical support for the theoretical approach that best describes predictive and criterion work-based assessment. What strategies would increase rigor of work-based assessment? Identify the unique role an industrial organizational psychologist has in an organization for work-based assessment.

General Requirements:

Use the following information to ensure successful completion of the assignment:

· This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

· You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.

Directions:

Write an essay (1,750-2,000 words) in which you examine a work-based assessment. In your essay address the following:

1. Describe predictive-based assessment and criterion-based assessment.

2. Evaluate and find empirical support for the theoretical approach that best describes predictive and criterion work-based assessment.

3. Propose strategies to improve work-based assessment.

4. Identify the industrial organizational psychologist role in work-based assessment.

RESOURCES

Parry-Smith, W., Mahmud, A., Landau, A., & Hayes, K. (2014). Workplace-based assessment: A new approach to existing tools. Obstetrician & Gynaecologist, 16(4), 281-285. doi:10.1111/tog.12133

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103906414&site=eds-live&scope=site

Goodstein, L. D., & Lanyon, R. I. (1999). Applications of personality assessment to the workplace: A review. Journal of Business and Psychology, 13(3), 291.

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https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25092641&site=eds-live&scope=site
Lefroy, J., Hawarden, A., Gay, S. P., McKinley, R. K., & Cleland, J. (2015). Grades
in formative workplace-based assessment: A study of what works for whom and
why. Medical Education49(3), 307-320. doi:10.1111/medu.12659

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-07840-012&site=ehost-live&scope=site

Rojon, C., McDowall, A., & Saunders, M. K. (2015). The relationships between traditional selection assessments and workplace performance criteria specificity: A comparative meta-analysis. Human Performance, 28(1), 1-25. doi:10.1080/08959285.2014.974757

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-01595-001&site=ehost-live&scope=site

 
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