Ethical Issues in the Use of Psychometric Tests - Term Paper Example

«Ethical considerations that should be considered when designing, administrating and evaluation psychometric tests for recruitment and selection of employees» Psychometric Tests Psychometrics is a branch of psychology that deals with psychological measurements. It consists of a set of statistical models and methods developed to describe, summarize and draw conclusion from data collected in psychological research (Radhakrishna and Sinharay 2007, p21). These sets of models and methods are divided into three main classes. The first class is psychological scaling which is a set of techniques for assessment of quantitative objects or events using statistics drawn from human judgment. The second class deals with a huge set of methods and procedures drawn from factor analysis. They are used to explain observed covariation by application to variations in unobserved variables that may explain these covariations. The third class is test theory. It is a class of statistical models that combines the essential components from psychological scaling and variables from the factor analysis (Radhakrishna and Sinharay 2007, p21). Types of Psychometric Tests The first set of tests is psychometric testing. Psychometric tests are done to measure different kinds of mental abilities. These tests include reasoning and problem-solving tests. In these tests questions are asked and the answers recorded as correct or as incorrect. The scores are totaled and the final score is compared with the total score of the relevant group of people, for example, graduate applicants. The second set of tests is psychometric questionnaires. Psychometric questionnaires measure attitude and preferences of an individual. These tests involve use of personality questionnaires. Response to the statements in the questionnaire is often made by agreeing or disagreeing. These answers usually reflect the preferences of the individual. The scoring process involves combination of replies from similar questions into scales and this reflects the individual’s attitude. From psychometric questionnaires a personality profile can be produced (Toplis, Dulewicz and Fletcher 2005, p1). These tests have benefits and disadvantages. It has been shown that they can identify a staff with the greatest potential in a company like a sales staff with the highest sales and a supervisor with the highest staff morale. It is vital for employers when choosing high performing employees. It is also of great importance to employees because they will be put in positions that match with their attitudes, preferences, skills and abilities. This will affect their output, satisfaction, quality of life and their earnings (Toplis, Dulewicz and Fletcher 2005, p2). In some cases these tests are ineffective or unfair or both. The tests may fail to meet the recognized design standards. The content in the tests may be inappropriate or too difficult. Some tests may be unfair to some individuals in regard to sex, race, or disability. The tests may be given too much time or little time and in some cases the test security may be breached. The scoring may be done incorrectly or compared to the wrong norm group (Toplis, Dulewicz and Fletcher 2005, p4). Recruitment and Selection of Employees Recruitment and selection is referred to as the process by which an organization looks for potential employees and determines whether it is appropriate to appoint them (Bratton and Gold 2001 p192). The main aim in recruitment and selection of employees is to get the right person to the right job. Getting the right person for the job is critical for the manager and it affects (a) the manager’s ability to provide quality services and products, (b) well-being of the staff and (c) the ability of the manager to achieve objectives of the organization (Dale 2003, p1). The aim of recruitment is to create a large group of highly qualified applicants. Recruitment in an organization is a careful process that involves proper planning. Some factors are taken into consideration when recruiting and these are: the number of employees needed in particular jobs, when these employees will be required and the present and future supply of prospective employees in the labor market. This is referred to as recruitment planning and it is a vital step in any organization (Jex 2002, p56). Selection involves the first formal meeting between the potential employer and applicant usually in an interview setting. Interview is the most commonly used method in selection although there are other methods developed. This is because interview is considered weak by some organizations (Dale 2003, p8). In selection, decisions made should involve both the employer and potential employee because this forms a part of a psychological contract. This has an effect over the employee’s attitude and feelings towards the organization. The choice of the technique to be used in selection has to meet these two principles. The first principle is individual differences. Individuals differ in intelligence, social skills, attitudes, experience and physical characteristics. Having a wide range of applicants is meaningless unless one has a way of measuring their differences. The second principle is prediction. When selecting potential employee, it is vital to predict their performance from their differences (Bratton and Gold 2001 p201). In the selection process of potential employees there are two statistical techniques that are very vital, and they are reliability and validity. Reliability is the precision of measurement; how true the measurement is and how much is the error. The measurement must be stable over time and consistent across the tests (Whetzel and Wheaton 2007, p134). The reliability coefficient is from the selection technique used in statistical analysis and the higher the coefficient the more the dependable the technique (Bratton and Gold 2001, p202). Validity is the ability of a test to measure what it purports to measure (Kline 2000, p17). There are many types of validity but in selection criterion validity is the most preferred method. In criterion validity, the major concerns are whether the measure can accurately forecast future behavior and if it is meaningful to some other measure of behavior (Goodwin 2009, p.132). It also measures the results of a method against criteria and can explain the present performance of the existing employees (concurrent validity) and the future performance of the new employees (predictive validity) (Bratton and Gold 2001 p202). Ethical Issues and Considerations in the Use of Psychometric Tests There are concerns raised over the use of these psychometric tests. There are cases where the tests have been poorly prepared and as a result giving misleading information. In some cases the competence in use of these tests has been questioned. It includes the test choice, administration and interpretation of the data. The amount of money spent on purchasing these psychometric tests and services is a concern among many organization (Edenborough 2007, p67). The need for regulation is vital as some of these concerns are genuine. Tests’ Validity and Reliability The basic purpose of administering psychometric tests during the recruitment and selection process is to enable the user to identify those who have what it takes to join a particular organization (Bacharach, Furr and Furr, 2004). It is like a sifting process that helps to select those are most suited for the job at hand. However the ethical issues of validity and reliability of the tests can hinder the efficiency of the selection and recruitment process. The use of psychometric tests that are not at all related to the kind of work that the organization is requiring employees for is not an uncommon occurrence (Dobbie and Fitzgerald, 2004). These tests cannot be relied on to evaluate the capability of the taker in a certain job. A test such as this is not valid and therefore not reliable if it will not contribute to the efficiency of the recruitment and selection process (Toplis, Dulewicz and Fletcher, 2005). The test users must ensure that the tests that they are designing and administrating are valid and relevant to the kind of selection they are doing. The evaluation process must also reflect the kind of skills that the users want in the employees-to-be. In other words, the psychometric tests must not only conform to the organization’s recruitment policies, they must also enhance the selection process by being designed in a way that will reveal the desired characters and skills in the recruits (Hogan, 2007). Competence The policy regulating the use of psychometric tests in Ireland states clearly that the user of the test must be competent to handle the designing, administration and evaluation of the said test (McGrath, 2009). There are some organizations or test users who design, administer and evaluate psychometric tests even if they are not competent enough to do so. Incompetent test users do more damage than good to the entire recruitment and selection process. Using unskilled personnel in psychometric testing will not give the required results, which is to show which of the job applicants are capable of carrying out the specified duties in the organization (Whetzel and Wheaton, 1997). Each organization should have its own unique policies that regulate its use of psychometric tests during the recruitment and selection of employees. Competent test users must have a sound knowledge of all the aspects of psychometrics and testing (Psychology Society of Ireland, 2009). The user also has to have a broad understanding of the general cultural, social, political as well as legal context in which the testing is to be carried out. This may help in the understanding of test results and will go a long way in making the right evaluation (Edenborough, 2007). Right to privacy Everyone is entitled to the basic right of privacy (Psychology Society of Ireland, 2009). Some psychometric test users do not follow the ethical guidelines that require privacy protection of the test taker. It is not fair when the test taker is promised full privacy only for his test results to be made available to everyone. Certain tests, such as personality and skill tests are very sensitive and exposing the results of person to another is not only against the law, it is also utterly inhuman and unfair. No one likes to suffer from humiliation, especially when that humiliation is something that could have been avoided by following the relevant guidelines, in this case, simple ethical guidelines. Some test users normally say that keeping the privacy of thousands of applicants is not an easy thing. However, it is ethically wrong to disclose the test results or performance of a potential employee if word had been given to the individual in question that his test will be treated with confidentiality. Test users need not only be competent, they should also be persons of integrity who can keep their word (Edenborough, 2007). Creating a sense of trust from the recruitment and selection stage will help develop an organization’s employees since they know that they can go about their business without having to deal with privacy rights infringements in their places of work (Fatt, 2002) Right to informed consent Everyone values his or her right to self determination. This is one individual right that is entrenched in the laws of Ireland (Psychology Society of Ireland, 2009). However, there are some organizations that when conducting psychometric tests during recruitment and selection, go against these laws by denying recruits their right to self determination. Self determination allows one to demand full explanation, regarding reasons for being tested and what the results mean and how they are going to be used. This explanation is what is commonly referred to as informed consent (Barry and Cooper, 1995). In many organizations in the country, this kind of information is never shared with the recruits, mainly because many of them do not know that they are entitled to it. Others avail some information, but it is never straightforward enough for the test taker to comprehend (Sinai and Mazzuca, 1988). Users of psychometric tests have the responsibility to make sure that the test taker understands completely the implications of taking the test in question. They must ensure that the taker gets a technical or non-technical explanation of the results. The explanation should be done in a sensitive manner, considering that some people may be psychologically affected by their performance in these tests (McIntire and Miller, 2007). The test user should not have any vested interests in the test results without informing the taker (Fatt, 2002). Protection from stigma The test taker not only has a right to know and understand his or her results, he or she also has the right to be protected form stigma that may come after the results are relayed (McIntire and Miller, 2007). Test users who do not follow the stipulated ethical guidelines normally relay the test results in a way that leaves the taker feeling bruised psychologically. One way of stigmatizing the test taker is by using certain references when addressing the test-takers performance in the test. For instance, labels such as feebleminded, stupid, lazy or pathetic may cause untold psychological harm and they should be avoided at all costs. Such labels may create in the test taker a sense of failure which may affect their positive growth and development in other areas where their strengths may lie (Inwald, 1988). The best way to ensure that the ethical consideration of the right to protection from stigma is adhered to is by avoiding the use of hurtful and humiliating words when addressing the test taker in reference to his performance (Psychology Society of Ireland, 2009). It is also good to treat the test taker as a normal human being who cannot be perfect in all aspects of life. Therefore, if he failed to perform up to the required standard in certain psychometric test, the best thing is to encourage the test taker to try another day. In other words, the person in charge of the evaluation process should give comments that will enable the test taker to develop positively as a person and in his career (Sinai and Mazzuca, 1988). There are standards that one should meet before doing any psychological testing or develop a psychological test. These psychological procedures should only occur within the context of a well defined professional relationship whether it is testing, evaluating or diagnosis. The tests should be used in the appropriate way by a psychologist. Tests developed should meet the scientific standards using acceptable scientific procedures. Limitations of the psychological tests and issues related to them used should be well known when the tests are used. When interpreting assessment results, they should be done so bearing in mind the limitations associated with the method. Psychological assessment procedures should never be used by unqualified persons. Obsolete and outdated tests should not be used at all. All aspects of the tests including the norms and purpose should be described accurately. Appropriate explanation of the assessment or test results should be given. Integrity and security of the test and test results should be maintained. All these standards cover issues of validity, reliability, norms, and professional standards for test use both in clinical and educational purposes. They also cover tests used in testing linguistic minorities and test administration. Ethical issues that are of importance are informed consent, confidentiality and privacy. Informed consent means the test subject has been given all the relevant information concerning the test. Based on that information the subject agrees to be tested. The issue of confidentiality is broad. Sharing of the information of the tests is considered to be within small parties. Issue of privacy is concerned with the individual willingness to share the information with others (Domino 2006, p11). Conclusion Concerns regarding the use of psychometric tests have continued to rise over the last few years. Ireland, just like many countries in the world, is experiencing a shortage of employment and many employers have resulted to the use of these tests as one way of recruiting and selecting possible employees (McGrath, 2009). According to the Irish policy on the use of Psychometric tests, “a competent user will use the tests appropriately, professionally and in an ethical manner, paying due regard to the needs and rights of those involved in the testing process”. The law does protect the test takers from unethical situations that may arise as a result of doing the tests. Any ethical psychometric tests have to follow the laid down procedures. The rights and needs of the competent test user have to be considered before the test is designed or formulated (Dobbie and Fitzgerald, 2004). The test users have to have a working comprehension of the current ethical as well as professional issues that may arise from the use of tests in different fields. Implementing a clear on the use of psychometric tests will go a long way in enabling an organization to design a test that is ethically correct. These policies should enable people who work with or administer the tests to adhere to them without making any ethical compromises. The tests should also be designed in a balanced and positive manner, ensuring that the needs and rights of the takers are considered. During the design, administration and evaluation stages of the tests, there must be no vested interests on the part of the supervisor or person in charge of the tests (Sinai and Mazzuca, 1988 and Edenborough, 2007). When the user considers all the ethical factors in the development of the psychometric test, there will be no problem in its evaluation and release of results. The results will be a true reflection of what the organization is trying to achieve in its prospective employees (McGrath, 2009). Following the all the ethical considerations is not only useful for the organization, it will also enable the taker to understand his areas of strengths and weaknesses. In other words, designing, administering and evaluating psychometric tests following ethical guidelines will make it easy for the organization to recruit and select the best people it needs for the specified job. References Barry, BR, Cooper, JN, 1995, Fair Play or Foul? A Survey of Occupational Test Practices in the UK’, Farnborough, Vol. 24, No. 3, pp. 3 – 19. Bacharach, V. R., Furr, R. M., Furr, M., 2004, Psychometrics: An Introduction. Sage, London. Bratton, J. & Gold, J. Human resource management: Theory and practice. Routledge, London. Dale, M., 2003, Manager’s guide to recruitment and selection. Kogan Page Publishers, Boston: MA. (Dale, 2003) Domino, G. & Domino, M. L. (2006) Psychological testing: An introduction. Cambridge University Press. Dobbie, L. & Fitzgerald, D., 2004, Legal and Ethical Considerations in Psychological Testing: Findings, National Center for Guidance in Education, Dublin. Edenborough, R., 2007, Assessment methods in recruitment, selection & performance: A manager’s guide to psychometric testing, interviews and assessment centres. Kogan Page Publishers, New York. Fatt, J, P, 2002, ‘The Problem of Ethics in Psychology Testing’, Patrington, Vol. 25, No. 4, pp. 12 – 19. Goodwin, C. J., 2009, Research in psychology: Methods and design. John Wiley and Sons. Hogan, T. P., 2007, Psychological Testing – A Practical Introduction. Wiley, New York. Inwald, R, 1988, How to Evaluate Psychological/ Honesty Tests’, Personnel Journal, Vol. 67, No. 5, pp. 40 – 45. 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