Your Questions Answered
What is the difference between the old and new versions of FIRO-B?
In 1996 a new version of FIRO-B was developed to account for differences between US and UK populations.
The US FIRO-B was recalibrated in order to make it more reliable for use with a UK population. Changes were made to the cut off points for items, (i.e. changes in the strength of endorsement needed for an item to have it scored as a point on the scale).
As a result of the recalibration and associated research, a new version of FIRO-B was produced which contained some modified items. A new set of scoring keys reflecting the results of the recalibration was also produced.
In summary, the new FIRO-B is basically a recalibrated version of the US FIRO-B, specifically tailored to UK respondents. The cut off points for items have been changed for the UK population and the wording of some items has been anglicised.
Back to top ^
Why don't the MBTI® Step II subscale scores add up to the Step I subscale scores?
The computer scores the MBTI® Step II questionnaire in two ways.
The first profile (the one with the bars) is based on the old US Form G questions and focuses on preferences.
The second profile (the one with the grey bars and diamonds) is based on a larger set of questions from the old US Form K and focuses more on behaviours.
The five subscales on each dimension therefore include information that is not included in the overall preference scores. The scales represent some key aspects of the overall preference but do not 'add up' to make the overall preference score.
Thus it is possible for a preference to come out one way on the first method and another on the second. This is quite rare, and tends to occur when the client is unclear about their preference.
Self-assessment is recommended as an essential part of best practice in giving Step II feedback.
Back to top ^
What are the different forms of the MBTI®?
In the UK and many other European countries two versions of the MBTI® are widely used; Step 1 and Step 2.
Step 1 is the UK equivalent of the American Form M. It was revised and anglicised to improve accuracy and relevance to European English users and has been translated into French, Danish, Dutch, German, Italian, Norwegian, Spanish and Swedish.
Form M is the American equivalent of Step 1.
Form G is a version of Step 1 which was sold to the UK market before 1998.
Step 2 uses a fuller set of questions and a complex computer scoring program to divide each of the four MBTI® preferences into a further five sub-scales. This gives more detailed information about an individual's preferences, differentiates between individuals of the same type and provides a greater understanding of preferences near the midpoint.
Form Q is the American equivalent of Step 2.
Form K is an earlier version of Form Q.
| UK |
Post 1998 |
US |
| Step 1 |
Form M |
| Step 2 |
Form Q |
| 1998 |
| Form G |
Pre 1998 |
Form G |
| Form K |
Form K |
Step 2: Expanded Analysis Report (EAR) is the predecessor of the current Expanded Interpretive Report, and was sold to the UK market before about 1998.
MMTIC is the abbreviated name of the Murphy-Meisgeier Type Indicator for Children designed for children aged 7 - 13 years. TIP is the abbreviation for the Type Indicator for Pets (no, we are not joking!).
Back to top ^
What are assessment centres and development centres and how do they differ?
An assessment centre is not a physical place, it is an event designed to evaluate people's behaviour in a variety of situations, and is used for recruitment or promotion purposes. Candidates are observed whilst they participate in activities and interact with each other in a range of situations which simulate business activities. Their performance is evaluated against a number of relevant, job-specific competencies.
The content and management of development centres are often similar to assessment centres, but their purpose is different. They are used to assist in individuals' development within an organisation and provide an opportunity to identify gaps between current knowledge, skills and behaviours and future organisational requirements. Although there is an assessment element, the results are not used to make a selection decision and there is a greater emphasis on feedback. Development centres typically last longer than assessment centres. They may use more varied exercises, in which participants can try out alternative ways of behaving and practice new skills. Assessors on development centres tend to be called observers or facilitators.
Back to top ^
Do you create bespoke tests?
In short, yes! Even the best-written and researched psychometric test in the world is only useful to your organisation if it assesses your needs.
When looking for objective measures of competencies or skills, you may find that available tests are not suitable. They may be too hard, too easy, over-used in the market place, or simply not relevant.
OPP consultants work closely with clients to determine how best to address their needs. We create tailored solutions ranging from new psychometric tests to work samples that allow candidates to face realistic challenges from the job. We also construct full business simulations suitable for assessment and development situations.
Examples of recent bespoke projects include:
- Developing computer-based ability tests for a recruitment company.
- Creating tailor-made personality questionnaires for a selection company.
- Designing and running a series of three-day business simulations for a multi-national company.
Back to top ^
One of my candidates is partially sighted - what do I do?
The Disability Discrimination Act (1995) places a duty on employers not to discriminate against disabled people in any area of employment. The Act specifically states that employers have a responsibility to adapt assessment methods to take account of a specific candidate's needs.
In practice there are a number of actions you can take.
Talk to the individual about their specific needs and how they prefer to access printed material. Demonstrate preview materials in their preferred format and be clear about how long they will have to read the materials. Arrange the testing area to accommodate any special materials.
Consult the test publisher and consider the test administration options. Some tests are produced in Braille, large print or as spoken-word tapes and adapted software may also be available. If not, the publisher may be able to advise on alternative, comparable tests. Remember, enlarging test materials with a photocopier without prior permission will break copyright laws, so prepare well in advance. The use of simple adaptations such as bright lighting or magnifying equipment may also help. If readers are involved they should be objective and preferably trained in test administration.
If the test has been appropriately adapted, scores can be interpreted in essentially the same manner as for a sighted candidate. However, cut-off scores or other mechanistic interpretations of the results should be avoided. In particular, remember that the standard error of measurement may not apply to non-standard administration of the test.
Back to top ^
What is a "Psychometric Test"?
A psychometric test is a series of written or practical tests which assess a clearly defined sample of human behaviour. There are many different types of psychometric test, including measures of skill, ability, intelligence, personality, motivation and interests. Psychometric tests can play a useful role in the assessment and development of individuals. They can give objective evidence of the human attributes they measure, and have been shown to be one of the best predictors of job performance when used in selection. In practice, they are generally used in conjunction with other methods such as interviews to give the "whole picture".
To be psychometrically sound a test must be:
- Objective - the results obtained are not influenced by the administrator's personal characteristics or irrelevant factors such as the colour of a test-taker's socks.
- Standardised - the test is administered and scored according to standard procedures and people's scores are compared to known standards.
- Reliable -the test measures in a consistent way. The potential error is small and is quantifiable.
- Valid - the test measures the characteristics which it sets out to measure. A test used to select a job applicant should predict job performance. A test of verbal ability should predict this area and not some other skill.
- Discriminating - the test should show clear differences between individuals on the behaviour being tested. It should not be discriminatory i.e. unfairly discriminating against minority groups on the basis of irrelevant characteristics.
Back to top ^
Does MBTI® type change with culture, age or mood?
Culture: Jung saw type as universal. That is, the personalities of all human beings are structured in accordance with type dichotomies, regardless of culture. Support for this universality comes from the fact that many translations of the MBTI® are used successfully. However, the expression of type may vary from culture to culture for example, Introversion may be expressed slightly differently by people in different countries.
Age: an important aspect of Jung's theory is its focus on the development of personality throughout the life span. For example, in childhood and adolescence type is not fully differentiated and there is a "trying out" of the functions. We get better at using a greater range of the preferences throughout life, although this can be helped or hindered according to the environment.
Mood: One's preferred type does not change as it is inborn, but it is possible to use all of the preferences and mood is likely to affect the choice of preference used. For example, under stress the inferior function, the preference least well developed is expressed in a distorted way. This uncharacteristic behaviour is known as being "in the grip".
Back to top ^
Why can't I use MBTI® materials for recruitment?
The MBTI® personality type instrument indicates an individual's preferred styles of interacting, using information and making decisions. It does not provide any indication of ability or suitability for a role as people of all types can do anything, however their natural tendency or first instinct may be to act in a certain manner.
There is research to suggest that people of certain types may find some professions more attractive, however there is no research to suggest that they will perform better than people of other types. In addition, an important aspect of the MBTI® instrument is that people of varied types in the workplace may improve performance when working together by naturally taking a more varied approach.
The MBTI® questionnaire is intended for personal development, as it is excellent for increasing self-awareness and an understanding of interpersonal differences.
Should you wish to use a measure of personality as part of a selection process the California Personality Inventory (CPI®), published by OPP, is suitable but only when used in conjunction with other selection methods.
Back to top ^
Should I give my candidates calculators when they are completing the ABLE tests?
Not all of the tests in the ABLE series require numerical calculations to be carried out. For these tests, providing a calculator will at best be irrelevant and at worse serve to confuse the candidate.
Where numerical work is needed, it is not complex and should not, in general, require the use of a calculator. It should also be noted that the norms in the ABLE series manual and norm supplement are from candidates who were not given calculators, thus if you choose to give your candidates calculators their scores cannot be accurately compared with these standard norm groups.
If you would like to collect data from candidates using calculators in order to produce your own norm group, contact OPP's Research and Development team at research@opp.co.uk.
Back to top ^
Can I give the ABLE tests to candidates more than once?
The ABLE series is designed to measure how quickly an individual learns the skills and concepts needed for certain jobs.
The candidates learn as they go along, and some of this learning is likely to be retained and applied if they take the test a second time, consequently it is not recommended that candidates be given any of the tests more than once.
If re-administration cannot be avoided it is recommended to leave at least six months between testing sessions.
Back to top ^
|