management education: i/t, korean military case(u) …
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AD-Al51 108 ANALYSIS OF SELECTION PROCESS FOR MANAGEMENT EDUCATION: i/t,KOREAN MILITARY CASE(U) NAVAL POSTGRADUATE SCHOOLMONTEREY CA P DURK KWAN JUN 84
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THESISANALYSIS OF SELECTION PROCESS
FORMANAGE.Y"FNT EDUCATION: KOREAN MILITARY CASE
I ~~by 4 . m
3 Durk Kwan, Park
* June 1984
* L.D
Thesis Advisor: T. r.Swenson
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Anlyisof selection ?2-ocess for "aster's Thcsis
Vianajertent Eclucat 'on Korean M itiaryJue14Cas 6 PERFORM-NO R RIEPCRT N-uMBER
*7 A.~OR(., 8 CONTRACT OR GRANT N.i-mBER's,
Durk Kwan, Park
9 PERFORM'NG CHGANIATION NAME AND ADDRESS 10 PRoDRPAM r.EkMCNr PnOCT, TASKAREA II W0O4 NIT wN&ABEPS
Naval Postgraduate School
MontreyCal ifornia 93943
I COOL*_C OFFICE NAME AND ADDRESS, 12. REPORT DATE
Naval Postgradluate Sciool June 198413 NLMB-:R CF PA,:$E
Monterey, California 93943 884 IAONITOWIN _ A3EN::Y NAME &ADORESS'S! diffee.nt from Controlling Office) IS. SECURITY CL ASS 01f hI* .*p.1t)
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'9 'Er *QRDS 'Lioc,55u c-' ,O.,,*c' It ,,oc*e.Ovs avd IJ*nrif, hibloc numyber)
peitrvalidation analysis, criterion e: scs
validity coefficient regression coefficient
concurrent validation, predictive validation.
20 A 85? RAC' * Cc-nrS', ,n w e'e .j It e .. end Sfe.,I'v by bl.,ck -uboti
-~Tecurrent selection system of Korean military officers for
postgraduate education in management is described and analyzed.
* . The method of validation analysis is used to analyze the current
se ',.,tion system. (continued)
DID I 'jO 131473 EDITION OF 1 NOV .5 IS OBSOLETE
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Item 20. (continued)
* Three factors to use for increasing the effec.tiveness of the
current selection system are developed. The first factor
concerns the priority of the predictors based on the validation
analysis. The second concerns personal characteristics for
consideration in the selection c> officers for management
education. The third concerns procedural considerations for
increasing the overall effectiveness of the selection process.
Finally, on the bases of the three factors developed, a new
selection model, applicable to selecting Korean military
officers for postgraduate education in management, is proposed.
1!
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Alircved for public release; distribution unLizit4d.
Analysis cf Selecticn Process for Management Educaticr:9crean Military Case
by
Durk Kwan, ParkMajor, Republic of Korea ArmY
B.A lcrea Lilitary Academ y, 1974E.A:Ieoul Naticnal University, 1978
Submitted in iartial fulfillment of tha
reuixements for the dejree of
MASTER C1 SCIENCE IN MANAGEMENT
f£cs the
NAVAl ECSTGBADUATE SCHOOLJune 1984
Authcr:
Thesis Adviscr
4 1 ~ -----------/ Second Ra er
Chairman, fEpartment of The Administrative Science
lean of information and Polity Scicnces
6i
3!
I!
AES7FACT
71,E current selection system of Korean military ciiicErs
for jcst~izaduatE education ir. management is descrited and
anaJlyZEd. The iethcd of validation analysis is used to
analy2E the current EelEcticn system.
7treE factors tc Lse for ircreasing the effectiveness of
the current SelECticr. system are developed. The first
factci CCrCErfl5 the Ezicrity of the predictors based on, the
validaticn analysis. The seccnd concerns personal charac-
teristics icr considEration in the selecticn of officerz for
aanagEniErt Education. The third concerns procedural ccrsid-
* eraticus fcr increasing the cverall effectiveness of the
selecticr Erocess.
Finally, on the lases of tbe three factozs deVEIc~ed, a
LEW sElECticn model, applicallE to selecting Korean aili-
tary CfficeIS fcr postgraduate education in management, is
E rojcsE d.
4
1ABLE CE CCNTENTS
I. IICDUCTION ................... 10
II. SEIECTION MODEl ................. 14
A. IRADITIOEAl MODEL .............. 14
1. Job Aralysis ...... ............... 14
2. Predictor . . . . . . . . . . . . . . . . 1
3. Criterion ...... ................ 17
4. Azses;suent of Validity ... .......... 17
5. Deternination of The Selection
Strategy. ................. 19
E. TYPICAL LEVICES ANr EVENIS OF SELECTICN
PROCESS ......... ................... 24
1. A;plication tlank ..... ............ 24
2. Interview ...... ................ 26
-. Reference Checks ..... ............. 26
III. CUBEENT SELEC7ICN PPCCESS 28............2
A. DESCRIPTICN OF ThE CURRENT SYSTEc! .. ...... 28
1. The C~rent Selection System ... ....... 23
E. ANALYSIS CF THE CUFRENT SYSTEM .. ....... 32
1. The Validaticn Analysis of the
Selection Predictors ... ........... .32
2. Statisticai Significance of TnE
Relaticnship bEtween Them ........ 36
-. DEcisicn of New Cutting Score and
Grade .................. 37
4. Deciding Selection Strategy 47.......7
C. EROBIEMS CF THE CUERENT SELECTION SYSTEEZ
AND THE !CIUTIONS ....... .............. 49
5
I
1. The Priority of The Predictors 9......49
2. There is no Lesirable Cutting Standard 50
;. NC Coalrehensive Selection Strategy . 50
4. Low level and limited style of the ECI
test .................. . 51
5. No Desirable Prccess of Identifying
Personal Characteristics ... ......... .51
IV. PEBSCNAL CHARACtERIStICS FOR IDENTIFYING
MANACEMENI POUENTIAL ...... ............... 53
A. PERSCNAL CHARAC TEISTICS O EFFECIIVE
MANAGER ....... ................... 53
E. EVALLATICb METHCD CF IDENTIFYING 22ESONAI
CHARACTEFISTICS ....... ............... 53
1. Interview ...... .. ................ 59
2. Appraizal of Past Performance . ...... 62
V. LESIGN OF REAl SELECIICh MODEL ... .......... .64
A. NEW FACTCES OF INCFEASING THE ElFICIiNCY
OF SELECTICN PRCCEBURE ..... ........... 64
1. Educational Eackground ... .......... .64
. Past Eertormance Appraisal .... ........ 65
-. Patterned Interview ............ 65
4. Equal Selection Opportunity.. ..... . 66
5. Good Plans of Career Path ... ........ 66
6. The Application ci New Selection
S trateSy. ....... ................. 6S
E. NEW SELECIICN MCDEI. ...... ............. 68
1. The Prccesses of Recruiting Highly
Qualilied Candidates .... ........... 70
2. Data Selection for the First Selection 71
-. First electicn ...... ............. 74
4. Final !election .... ............. 75
. .I. . . , . . . . . . . . . .,, . - . ., • . ° .. , ° . .. . - . .
VI. CCNCIUSIGN . 76
APPENLIX A: SPS5 PRCGBAM FOR BEGEESSION ANALYSIS . . . .79
APPA'LIX E: API PRCCFAM FOE UALRANT ANA.iASIS 81
APENLIX C: DATA FOE THiIS SIUEY ............ 8
IISI Cf FEFEiiENCES......................5
INIIiAi riIRIIBUIION IIST . . .. .. .. .. .. .. ... 38
7I
LIST CY TABLES
1. Results of The Zero Crder Regression Analysis
(I) - . - - . . - - . - . . . . . . . . . . . . . 3
I.I. Results of The M1ultiEIE Regression Analysis
II.........................35
III. BE~EUltS of The Quadrant Analysis() ........ 41
IV. Results o~f The Quadrant Analysis (II)........42
V. Results of The Quadrant Analysis(I1I) ....... 43
vi. Results of The Quadranit Analysis (IV) ........ 44
VII. Results of The Quadrant Anaiysis(V) ...... v4
VIII. New Selection Erocess ........... 6
8
lIST C1 FIGURES
2. 1 1hc Traditicral Model. cf !he Selecticn
EPccess 1
2.2 Selecticn Ratio..................16
2.3 Ccrcurrent ValidatiCL Design.............17
2.4 PEzdictive Validation Design ........... 16
2.5 Scatter Diacram Shcwiry Selection Error . . .. 20
2.6 Se-lecticn Ccst TradE Cff..............22
2.7 FElationsnij LEtween Cutoff Score aad
Staffing Cost .. . . . . . . . . . .. . . . . 2
2.8 lyjical Device and EvEnts of SelEctiocn
P iccess25
..1 Tbc Current Eelect icr Process ......... 2
2.2 ThE Quadrant Analysis........ ... . .. .. .. .. 3
-.3 Scattergram ietweer 7be University and NPS
Grades.......................39
-.4 Scatter~ram lEtweeL The ECL Scores and NES
Grades.........................40
9
In tie iast Zecades, there has been a great emplasis on
the art cf directing the military ersonnel and of getting
the :cst effective wczk from them, alcn with the Euz cse
cf (1) 7he fortification of self-defence power, (2) The
modernizaticn of the Hilitary equipment, and (3) The dEvel-
cpmEnt of the defense-industry. Under these organizatioral
requests, the military desires to increase the rumier of
lighll Sualified officers uhc can manage the ailitary
Fersctrel Ard modern uea~ons efficiently. As a result, the
military has begun to educate some of its cfficers in the
field cf maragement.
71e management Education has two important objec
The imprcvement of the cfficers' general qualit E as
managers and, the supplying cf professional and speciali:-
ailitaxy staff.
khere is one element in the professicn of arms that
transcends all ctheirs in impcrtance. This is the huaan
elemert . NC matter what the weapons of the future may te,
no matter tow they are to he employed in war or interna-
tional diplomacy, aan will still be the most in~crtant
factor in naval cperaticns. The need for good leadershiF is,
therefcre, a constant factor [Bef. 1]. Moreover, the lcader
cf human orcanization in a free society is charged uit the
resicrsitility cf deveioping a complex and coordirated
system cf responses from many individual centers of reaction
and iritiative L ef. 2]. As the military personnel rEguiZes
a more raticnalized system and anticipates more complex and
diversified resionses from the leaders, along with the
higher Educational level of the military enlisted perscnLel
under t1e conscripticn system , there has been a great
10
.[ 5 + . . " . ." - -""5" -,, - - -
5. -. " . .. i . . . . ." . . ., . , -'1-.
inceas in the need for cfficEzs with Education at the
PostqlacUatE level tc preparc thema for the Extreme variety
Cf rClE-c Leyond the traditional officer's co;LLat skills.
11E rC~ing COM~leXitiES cf the officer's duties and
inter:EivE emphasis cf highly rational and sophisticated
ailitazj ozganizaticrs causes the Military o±ffiCErs to
incrEase the prcfessional krcwledge through foraal maraae-
aent Education, alonS with the modernization ol the militaryE.,uipaert and E.pecializa t4Cn cf tnleir duties. Une ths
demands, tie milita. has increased formal and post~zaduatE
level EdUCaticn to fleet the regiuireznents cf these Vital
AltEz the ccilpletion, of management education, thEy fiave
I.er and Will LE assignEd to the special staff of the head
QuartErs and will bEccme the managers of the important mili-
tary cr -anizatiors. In the past decades, a number ci KcrEa.
officErs have teen sent tc the United States aval
iost,,raduatE School icr the postgraduatE level of naragEi-ent
Educaticr. Especially, izi the past five years,thE nuZmhEr Of
lForEaE students in the Administrative Science Department of
hPS has cEen jreatly increasEd compared with the eatlier
years.' In this phasE, a gocd selection system Of XCVEafn
officers for the maragement Education must he prciosEd to
increase the successEful compEItion of management Education
and FCtErtial benefits for the miiitar2 organization through
tfie SElECticn Of the highly qualified officers amcnq the
candicatEs. :anagenial selection is the initial detEraira-
tion as tc whether leadershij and managerial ability is
FossEsEzd; and the secondary, and perhaps more impcrtart,
detEruinaticni of t1E degree to which such ability is
17LE fcllowirj isE the numler Of Korean students whc havegraduatEd and wilI ciaduate from management curriculum ofPS ir. the resj. ctiv4 year: ' 79 =1 , ''1 =1', '82=4, (ZI 3=6,
'E84=S. 2bis data ccmes f Lo f the Administrative ScienceDEpar tMErt.
- -- -- - - -- - - ----- -- - -- -
/ I PI, Men
tdte . '..
/ I
serve as as *;ner d , -,f c u, ii
//
Figure 2.8 Typical tcevice and Events of Selection Proceas.
s:erves: as: a conveniert device for circulating information
about the applicant tc apprcpriate members of manage~ert and
as a Useful device fcz storing information for later rEfer-
ence6 [Fef. 7].
cxe organizations may use a short form for jreliai-
nary zcreering or in the event cf no immediate vacancies and
a lcn~el fclm when tle applicant is being considered for a
Epecific vacancy. ILe short form is easier to file and
requires less time tc comiete but still rovides eDough
information for preliminary screening [Ref. 7]. When the
6. Lesme (backgrcund summaries) contain similar infcrma-tion, tut the format is the aE+licant's design, rather thanthe org arization's. Resumes are used by job - seekers ininitiatir; contact with employers and are cten requestd bycomiarjiE in their recruiting advertisements. . 2t, foct-note fBeI. 7].
25
The cost of attainiii.y pErsOLL~i re.uirEMEnt
(CAPEF) acdEl is a dicision -crientel, systEMIC SElECtioll.
modc1 dE~i~red to evaluate the cost colasE~uEices cf altErra-
tivE Lecruiting -selEction strategjies URef. 5]. Therefore,
one way to Evaluate LtilitiES in dollar terms is by aas ofCAPEB,'5 a decision-criented, systematic sElectior acdel.
which can provide careful lianning information to LEip
aanagErs make better iniormed and wiser perscnnel dCEiCLS
[Ref. 5]. Eut, combiring utility approaches with ccst zini-
nizaticn allroaches las not let formally beez done. 7he
potertial jay offs ficm having such models are :rEat. Ir tLhz
IeantiLae, persEonnel/human resource managers Ehould
constantly tear in mind both ccst and benefits in the adiin-
istraticr ci staffiuc systems LRef. 6].
E. 1IUICAI DEVICES ME EVENTS Of SELECTION PROCESS
The jiccEss of selecting em~icyees is an important sutio-
cIESS Cf the broader s taffing lrocess. Systems dezsiGrEd for
the maraceZEnt of this subprocess almost universally include
applicaticon blanks ard interviews. In addition tc the
devicE;E, Esycholcgical tests, reference checxs, and Ehysical
EXariraticnE are oft-EE used [.Ref. 7].
Auong the devicesz in the selction process, The alpilica-
tion hlaik, intErvicb, and ieferencE checks sEn tc nave
lct6 cf lilications for increasing the efficiency cf the
carrErt iielection system for overseas education.
1. Ajjilicdtion 1ilank
lbE purpose cf the aEplication blank is to EECure
dcsirEd information fiom an app licant in a form convenient
for *valuating the apilicant's iualifications. It also
BeguINMED ef-seor Sra~IE: Tn CAPER~ Mo Jornacf ApliEd iyhl ,1973, Vclume 57, )p. 222-225.
24
I I
LOW X Higr
Predictor cut
score
figure 2.7 Relationship between Cutoff Score and Staffing Ccst.
C. Assessment of Utility
Utility refers to the overall usefulness ct a
selecticn system. Tke concejt includes the accuracy of the
decisicrE made, but also concerns a consideraticn cf the
costs of using the selection system and the costs associated
bith the errors in tIE decisions made []Ref. 8].
The optiffal strategy is the one that maxiirizes
the ezEected utility for the institution across all jcssitle
cutccRes [Ref. 11].
Statistical formulas have been develcFed to
Senerate utility estinates. 4
4E. I. Schmidt Z. E. Hunter, R. C. McKenzie, and a. w.Mulder, "Ilpact of Valid Selection Procedures on Work-ForceFroductivity " Journal ci AElied Psychology, 1979, VclumeE4, Ei tV-25.
23
, , ,, "--, - - n~~~~.............................-;:~n~,,wwld,---n'h . .i - ""' --j.. ... .d. .
I IncreasE Decrease .I I
Recruiting cost Induction ccst
Selectic cost Training cost
ErrcneouE Erroneousrejecticr cost accejtance ccSt
- - - - --- - - - - -
Figure 2.t SelectiCnCost Trade Cff.
needs to be based on the organization's relative willirGness
to ccouit Erroneous acceptance, as opposed to errcrecus
rejecticc, selection error. One way to express this uill-
ingness, and then drive a hiring standard, is to couch it in
terms on uirimizing the total costs of selection [Ref. 5.
1. Hiring Standards and Cost Minimization
Actual ccsts invclve those of recruitzent,
selection, and training. Potentiai costs are those that will
te incurred if a selection errcr is made LRef. 6]. iHe
levels of these costs will vary according to the cut sccre
cr hiiinc standard tiat might be used on the predictor. As
the cut score is raised, some cf these costs will increase
and ctiens will decrease. lycicaily, as the cut sccre
rises, so does the costs of recruitment, selecticn, and
false necative error. On the cther hand, costs of training
and fa!Ee jositive error hill decrease as the cut sccre
rises. Hence, it will be necessary to Establish a cut sccre
that ainizizes total costs - actual plus potential costs
[Ref. 10:. Figure .7 shobs a typical relationship ketween
total staffinj costs and predictor cut scores [Ref. 6].
. . - . . . . . . . . . . . . *. .
Icsz of custcmers, clients, or patients; Loss cf jcod
bill, etc., and costs incurred in replacing faiiinj
ErrcEECcs rejecticn costs: Expenses iLvc1vEd in
rEjecting a perscr who wculd have neen successful if
giver the oporttnity - ccmpetitive aisadvantage if he
is hired by anctIer firm, and costs of recruitirc and
assessiLg an additioral aiplicant to replace the
(2) Actual Costs. Actual cosLs are actuall'
incurr.d in hirirj tIE applicants:
e Becruitinl and assessment costs: Salaries or pEIScnrel
st ef, advertising expenses, travel expenses, and
tEsting perscnnel evaluaticn costs.
* Irducticn and oriertation costs: Administrative costs
cf adding the emplcyee to the payroli, and salaries cf
the Lew employee and cthers responsible for crierting
him to his new jct.
* Ei eniental variable ccsts: Additional Expenses
involved in administering the new procedure.
* lrairin& costs: Salaries ol training and develCment
stafi, salary of the new Employee during training, and
ccsts of any special materials, or facilities for
trairinS EBef. 5. [Ref. 9].
Obviously, raising selection standard
(.i. E., decreasing tie selection ratio) has mixed ccnse-
quences. I-ere is a cost trade-oit involved when selection
standards are changed. These cost changes may be summarized
as ficurE 2.6.
There are inherent trade-offs kEtween
Errcnois rejection and erroneous acceptance selection
errcr. ihus, establishment of any particular hiring standard
21i
Iji h I I
FalseIV negative Correct Ierror
Criterion ------
I FalseIII Correct ositive IIi
errorI Ilow .w Predictor score H-- -
I~ ~ ~ - - __---- __----_________- - - -.
FiSure 2.5 Scatter Diagram Shoving Selection Errcr.
;uadrant IV reiresents those individuals fcr whom
sEccess was nct predicted, but who actually -ould
succeed if hired.
Quadrant II and IV represent selecticr error
[Ref. 8].By the C£EiR model, personal costs of selection
identify tio general types ci costs - actual costs and
fotential costs. Actual costs include expense- actually
incurre d ir attainirg a specific quota of individuals.
Eotential ccsts include those expenses incurred as a resultt
cf erzcnecu selecticr decisicrs.
(1) Potential Costs. Potential costs zikt be
incurred if a wrcng selecticn is made:
* frrctecus accet ance costs: Expenses invclved inacceitirg a subsequent failure into program - record-
keeiing costs, terminaticn costs, costs of undEsiratle
jct kehavior suck as aaterials or equikment damaged;
* .~ .2
rvh 9. -° . - - - , - ., - . .
K
This strategy has following problems: (1) Many
crganizaticrs have reither the time ncr the resources to
conduct a lcngitudinal predictive study. (2) Organizaticns
are scaetimcs reguired by law to make decisions on the lasis
cf tests. In U.S V. City. Louis(19761 the court ruled that a
predictivE validity design %as inappropriate due tc the
lengtl cf time requized to conducted such a study in view cf
the legal duty of the organization to establish a valid
seiecticr Frocedure izzediately £Eef. 8).
A variaticn of the predictive-validity design is
to use t1e test in aaking the selectior decisions(e.g., by
estaklisiirg a cut cff score), and to collect jcb-
pertcrirarce data. 'Len, measures of association between the
test and jct performance are ccmputed lRef. 8].
5. letermination of The Selection Strateqy
In perscnnel selection the name of the game is
Eredicticn, for more accurate predictions result in Sreateir
cost savings(monetar as well as social) £Ref. 5].
a. The Concelt of Selection Error
At what level the cut score is established has
substantial implicaticns for selection error. Illustration
cf this situation relers to figure 2.5 [Ref. 6).
0 jjadrant I represents those individuals for whom success
has Iredicted, ard who were indeed successful.
* juadrant II re~lesents those individuals icr whom
success was not iredicted, but who did not succeed in
tie ct.
SLuadrant III relresents those individuals fcr whom
success was not Fredicted and who actually did not
succied in the jch.
19
• ' ' ' *. . --_. ._ • " " o " -. -" - - _- - ", • "- ' -_ . . . . -o . -
This deziqL has been criticized on seveial
points: (1) lest scores are obtained frcm irdivi~ual--
airEad Ecloyed in tIhe job, therefore, the results za Lct
apply tc the ap~licarts objectively. (2) It is icsEitle
that current eMplOyEES change by developinj Earticuiarskills nEcezsary for success cr the job. (3) Job incumbents
zay alsc respond differently while taking the tests than -oh
applicants.
But, the ccncurrent design is more expediert and
les; ccstly than iredictive validity, so it is the zcre
co&nczl used rccedtLe LRef. ].
1. PredictivE Validity
Predictive validity refers to employees Leing
tested piior to emplcyment and hired in some basis ctler
than the test scores. Ther, at a later time, job jeriorm-ance reasires are ccllected and correlated with the test
scores [Eef. 8].
figure 2.4 shcws the essential featurE of
iredictive validation.
lime period 1 ------ >Hire ------- >Time .eriod 2
Jc1 aplicants Current eMplcYeEs
!Citain predictor Ottain critenicIccres scores
Figure 2.4 Predictive Validation Design.
I1
-.
• -" -A- "..',&" .-. "- , ,,...,", ,,, - , J "
o• o
A
3. Criterion
Criterion is standard uhich can he used as lardsticK
for measuring emiloyees' success or failure [Ref. 5]. 'his
definitici is juite adequate uithin the context of EerscnrEel
selectior, placement, and performance evaluaticn. It is
useful wkhen predicticr is irvclved - that is, in the estab-
Iishmert cf a functicral relationship between one variable,
the fiedictcr, ard azcther variable, the criterion [£ef. 5].
4. Assessment of Validity
Criterion-related validity means that a predictcr is
associated with a critericn. To perform the validation
study, sccres on both predictcr and criterion measures MLstle obtained from job a.plicants or employees, there are to
different aiproachs ci designs for doing this - ccrcuirent
and Eredictive validation [Eef. 6].
a. Concurrert Validation
In concuirent validation, both predictcr and
critericr scores are cttained from employees concurrently on
the :ot wkich the validation study is being ccnducted
[Ref. 6]. this methcd is shown in figure 2.3.
<-Cur-Time periodI--
Currenuployees curren empl yeez
Obtain irdictor Obtain criterion Iscores scores I
figure 2.3 Concurrent Validation Design.
6
41
to usc a ircdictcr muzt be tased on an overall assESSMErt Cf
its likely usefulness. These factors are the size cf the
validity ccefficient, thb selection ratio, and the lase rate
[ref. 5].
* Vaiidit I coetficient: 7he validity coefficiert is
defined as the correlaticn between predictcr and
critericn sccres. The greater tne validity cceificiErt,
tte acre useful a predictcz will be [Ref. 5].
* !Electicn ratio:
The selection ratic is defined as figure 2.2.
Numter of applicants hiredSelection Ratio= -----------------------------
Ictal number of applicant; E
Figure 2.2 Selection Ratio.
Assuming that the predictor is valid, tne lcwer the
selecticr. ratio, the more useful the predictor will le in
identilying successful ailicants [Ref. 6].
* Base rate: In decidinS whether or not to use a Lew
iredictor, the currert base rate enters intc the decision
Frocess. Uhe base Late is defined as the percenta E cf
currert caployces that are considered effective cr
successful, and thus ranges frcm 0.0 percent to 100 percent.
Nitn lcwer kase rates, there is more room for imprcvezent,
and thus, a new liedictcr takes on greater Fctential
t sefulness [Ref. 6].
16
4
01
< Jot analysis -------- >
Criteric Pregictcr
selecticr selecticD
Measure Measurestatus cr status cncriteria jredictcr
Assess
predic tc r/criterionzelaticnship
Yes Is No< -- ong relationship >I
I I I*.ITen tatively Ee ecTen Regj ect
accettj jt e %ictcr predictor
Cross-validate Slecton new samrle; a different iperiodically check predictorvalidity thereafter
figure 2.1 The Traditional bcdel of The Selection Frccess.
2. Eredictor
Cr9anizations use a wide variety oE selection
instrumerts and procedures to assist in making selection
decisicrs, including tests, aillication blanks, interviews,
and trainig and exlerience reguirements. collectively,
these arc krown as ;tedictors [eef. 6). The actual decision
1_
I
11. SELECIICN MODEL
General model of the peiscnnel selecticn Erocess will be
Ereserted and discussed for prcviding the analysis basis of
the current selection model and the frame of tne real selec-
tion zcdel.
A. 7ILMICNAL BODEI
7Ie Goal of the selecticn irocess is to capitalize on
individual differences in order to select thcse perscnr -wo
Eossess the greatest amount cf particular characteristics
judged ia crtant for 'oh success Iaef. 5].
lhe tracitional zelecticn model underlying this aircach
is jreseted in figure 2.1.
1. ot Analysis
A jch is a ccllecticn cf tasks that can be keLfczaed
by a sincle employee to contribute to the production of some
Froduct cr service at organization provide. Each jct l.as
certain alility requirements as well as rewards asscciated
bith it. Jcb analysis is the Erocess used to identify thEse
requirements [Ref. 6J. Job analysis is an elaborate inves-
tigaticn and analysis of the job by 4eans of observaticn,
interviebs, and detailed checklists [Ref. 7]. Job analyZsis
is the ccrnerstore of the entire selection prccess. Cn the
basis of this information, cne cr more sensitive, relevant,
and relialle criteria are selected. At the same time, cne or
sore ifrdictors (e.g., measures of aptitude, ability,
interest) are selected which iresumably bear some relaticn-
ship tc the criteria cr criteria to be predicted [Ref. E].
14
Chaptiz IV iresents the ierscnal characteristics tc takce
into acccunt :or miana~einent education and the identificatioz
imethcd. Chapter V is E-oiosEd as a real selecticr iiodel
tasEd on th-e cornsid~zation ot the coLditional elerts of
INoreaz2 ailitary crgarization ard the analysis results cf the
currErt sEjstem. In the conclusion, several recommLrdaticnsare lizesgntEd.
fossessed. [Ref. 3]. However, the judgement and evaluaticr
cf the ierscnal characteristics of potential managers is rot
supFcrted with the current selection system. Furthexucre,
the tES grade distribution study shows that the average
grade of tie Administrative Science students in the last
five jears is 3.55.2 Eut, out of the Korean students who had
graduated fiom the maLagement curriculum at NPS, only 1C.e%
cf them lad attained a rade higher than this average. Of
course, there are many controversies ccncerning the suljEct
cf the zelaticnshiE ietweer academic perzoraance and zara-
Serial alility and effectiveness. But, Harrei. and Farrel
[Ref. 4] reported a direct relationship between academic
Ferfczazce in postcraduate education in management and
managerial success as measured ky management comeEnsation
some years after the graduaticn. Furthermore, the Korean
Military Marpower Planning Department regards high academic
perfczancc as a gocd indicator of an effective marager.
lhezefcre, this studl aims at evaluating the pricritiEs of
the EledictCrs of the current selection system, increasing
the efficiency cf the methcd of identifying the personal
characteristics of effec tive candidates for marag ement
educaticn, and zakiLS new selection strategies to take the
high academic performance from the overseas educaticr by
zeans cf increasing the efficiency of the current selection
system. Chapter I presents an introduction. Chapter II
presents a general discussion of selection mcdel for
providing the analytical tasis of the current selection
system. Chapter III presents a descriiticn and analysis of
the current selecticn system Lased on the general model.
21his scurce cones from " The NPS Grade DistritutionStud)."
3 Cut Cf 19 Korean students, onL) 2 students had attaineda radc icer than the average gra e of 3.55. This irfcr-zaticr comes frcm" tata for 1hls Study" as reported ir theappendix.
Educaticn repartzent try to check the general ualificaticn
c£ the alilicants of management Education, the aFplication
!lank cat he used fcr prelimiuary screening device and tor
gatheriLe ceneral tackground data in redictirq the
sUCcessfUl academic Ferformance ci overseas education.
2. Interviek
As in the caze or the a;plication blank, the assump-
tion undering the iztervieb is that data can te cbtairel
khich will te useful in predicting success on the Jct. nil.cbtairinG such data is its main objectives, most interiE-as
have vultiple purpose. The interview extends the prccEzs of
develCping sources cf applicants. Other purposes cf the
intervieu might he screening for further referal, advisinj
4 aiplicant- about alternatives in employment, and furthering
public relations. Oijectives cf group interview might te to
assess perscnalities and to see who emerges as the laiez
[Ref. 7]. Purpose distinguishes an interview frc. a casual
conversation. Interviewing ctjectives are many and variEd.
The Eczrcse of the irterview zay be: to explore ancther's
rind cr serntiments; to ottain information in reaU* to
specific situaticns cr attitudes; to establish eligitilit ;
to inFart health infcrmatior; to ascertain health hatitE; to
evaluate resources;tc motivate to action; to give advice; to
seek advice; and so cr indefinitely. There may be a gerEral
Furpcse for the entire interview with more speCiflc MiDor
cbjectives hhich may be modified during the course ci the
intervieYA [IEef. 12].
3. FefErence Ch(cks
ILe checking cf reference is one of the jrCCECULE-s
used ir the empicymert system cf most firms. It coasist-i oz
verif )in ir.formatior given by an applicants or of oLtaiLi,;.
additical informaticn by communicating with tr:Vica-
4
o
emplcyers cr other references, ci of both methods. Clecks
cn references are madE by mail or by telephcne and cccasicn-
ally in lerscn.
The opinions cf previcus employers and cthers hho
know tE apilicart are generally useful in rounding cut the
licturE cf jotential jerformance on a particular jct. Here
again, the assumition is made that data obtained in
zeferencE-ckecking are useful in predicting successfui
Fericrirarce. There is considerable "face validity" in this
assuziticn, since irevious performance is usually a ±air
Fredictcr cf future jerformance [Ref. 7].
Ile device cf checking reference is useful in assem-
11inc tle personal cata of the applicants.
Cverall, tfe application blank, intervieu, and
reference-clecking car be used to contribute to the cverali
effectiveness of the selection process.
21
0 -.. ..
.0, , . . ..
.-S. , - . . ,, . . .-. . ."
. ..0 . . - • , . . . . . , • .. . ;
III. CEBRENT SLIECTION PROCESS
A. I:SCEIETION CF THE CURBREN SYSTEM
1. Uhe Current !Electicn System
a. Re uired Cualifications
The kasic qualifications of officers fcr jcst-
graduate level uanacement Education is essentially tased on
the fcllcwing factorz:
(1) Bark: Captain cr above.
(2) Career: Company level of commander.
0 (3) Service record: nonjudicial punishment during the
-ilitary service.
(4) East jerformance: Rating of middle or above.
(5) Tctal grade at university: Average or atove.
1. The currErt selecticn process
Figure 3.1 shows the current selection EIccEs5. 7
(1) All Units. Each unit decides the present
and future needs cf management perscnnel based cn (a)
Advarcement, (bJ Tratsfer, (c) Resignation, (d) Retirements,
cr (d) New jositions.0
0- "
77ti informatior comes frcm tue Education Dekartrert ofthe Xcrean ailitary iead Quarters: The Selection Prccess forCverseas Education in 1984.
28
' " ". .. . . i. - * ' - ° ' - - . . . " ' ' " " ' ' ' .. -" "
Ail ULits
Lon ~r a r e I £hcrt-rangeneeds -- >~ < --- needs
Miar~ower Elannin; Department(dicision of total needs)
<---Ed ucat ion DeFartment
I ~----Fecruiting
---- 2estin q-------lnterview
----- >irst sElection
------------------)?ilitary language School
t 'IPS - - - -
* 1 1-- final SElECtioD
F igure 3.1 Ihe Current Selection Process.
I2
(2) Nanlcwer Pflannin t Delartent. eaLroter
ElaLrirg Department figures cut the present and future tctal
needs cf tie personnel and determines the required rumter
for cvEzseas educaticr.
(3) Education Dejartment. The Education
Lepartment recrrits and selects the number of Eerscnrel
lased cr the detezninaticz cf the ManFower lanning
Lepart2ert.
Recruituent: Tie Education Department advertises the
detailed contentz to the qualified officers thrcuhhcut
all the units. If the gualified officers wart tc take
t1e cpkcrtunity cf the forzal education, they aust hand
in tie required fcrm at the Educaticn Department. After
deciding the qualificatica about the testing, the
results of the decision are delivered to all the candi-
dates.
* Initial ECL test: All the candidates should take the
ECI8 test. The Education Department regards the ECL
score as the zcst impcrtant factor of the educatic-:
selecticn.
interview: After the initial ECL test, the Education
lepartUent cCnsists of the committee to iatErvieu the
candidates. Priuarily, the contents of the interview
ccnsist of (a) Verbal ability, (b) Mental attitudes, (c)
ectives of education, (d) Physical attitudes, and (e)
Gcals of military life. Ey the interview, the ccmmittee
tries tc analyze the mental attitudes about the educa-
ticn and militar service. Therefore, the interview is
nct a specific and differentiating tool for maragement
educaticn but a ceneral tocl for overall guality.
SECI: Enqlish Cog rehenzicr Level test. Initial ECI testis given tC the applMant by the Education Department cf the
orear ilitar. Foaal ECI test is qiven to the applicantty the Education Department of U. S. 8th Corps in Kcrea.
30
-1
(4) First Selecticn. The Education Deiartzent
decides the adeiuate cfficers fcr the fcrmal educaticn amcn3
the candidates. The Iriority cf the selection decisicn is as
fcllcus:
(a) Sccre of the iritial ECI test.
Lb) Eesult of interview.
(C) ULiveIsitj grade.
(d) Past jerfcrmance and career.
(5) Tra-ininj at the pilitary Lanqua4E Schccl.
After tie decision ci the first selection, all the selectee
should receive the English training course for six wcnrhs.
Eut, if the selEctee is unable to take the English language
course due to the ccmpleticn of his career, they are
0 exempted frcm the English training course. In this case,
they are responsible for increasing their English atility
and Erekarirg for the formal ECL test on their own.
(6) Final Seiecticn. The Education Dejaxtment
applies all the candidates to the NPS and the cardidates
should receive admissicn from NPS. Simultaneously, all the
candidates should take formal ECL test at the Education
Lepartment cf the U.!. 8th Corps in Korea. At the ECI test,
they shculd attain EC joints cz more. 9 If the first selEc-
tees dc nct receive admission from NPS and attain the
ainiaum sccres of tie ECL test, they are skipped at the
final selection. Amcrg the first selectees, the Education
*£epdrtzert decides the final selectees based cn the
follchic data:
(a) Adaission from bPS.
(h) Sccre of the fcrmal ECI test.
9A zinimum ECL score of 80 must be verified tefcreInvitaticnal Travel Crders are issued. This is the reyuIre-sent icr sanagement educaticn at NPS. THis infcrmationcomes frcm " Postgradiate Education for Korean Officers."
31
(C) EEult of interview.
(d) UDiversity grade.
(e) PaEt Eerformance and career.
E. ANAIISIS OF THE CURRENT SYSTEM
The purpose of this analysis is aimed to indicate
whether cr rot the crirent procedure of selection is ccupat-
ible %iti the present and future needs of the organizaticn
in teins of management manpower.
his aralysis cor ists cf two discussions. One discis-
sion dEals with the extent cf efficiency ci the current
systea. bhe other discussion aims to find out the prchleis
ci the current systeo.
1. _he Validaticz Azalysis of the Selection Predictors
crGanizations use a wide variety of selecticn
instruments and procedure to assist in making selection
decisicr- including tests, application blanks, interview,
and training and ex erience reguirement. Collectively,
these are known as predictors. Underlying the use of
predictcs is a definite strategy for influencing EerscnzEl/
human xesotrces cutccires. That strategy is to attempt iden-
tificaticn and selecticn of thcse applicants most likely to
ke eflective employee-. This predictors are used tC assess
applicant's ability and motivation relative to the reguire-
sent and rewards of tie job. Isplementation of this strategy
requires that the organization first investigate the
validity of predictczs. This is accomplished thrcugh the
conduct cf validation studies LRef. 6].
7alidaticn refers to the procedures used fcr gath-
ering validity evidence about a predictor: the outccze of a
validaticn study indicates the degree to which the predictor
I3
is rrlated to a pexsonnel/human resource cutcome. Such
infornaticn may be used to decide whether to use tie
Fredictcr for selectirg future job applicants [Ref. 6].
Ihere are thc different approaches for Ferfcriing
the validation study- concurrent and predictive validaticn.
!he Eredictive validation methcd will be used to analyzE the
Frioritj of predictcxs of the current system.
Eredictors are the university grades and ECI sccres.
Criteria are the NPE first quarter grade, the NEE tctal
Srade, ard the NES graduate course grade.
A Fersonrel nanager may wish tc predict a jrcsiec-
tive eailoyee's :ob jerforsaLce on the basis of his cr her
scores cr an emjloynent test. A method of analysis that
permits these predictions is called regression analysis
[Ref. 8].
Ey the regression analysis, a correlaticn cceifi-
cient iz ccuputed. Ccrrelaticn coefficient is a statistical
indicator cf the relationship between Fredictcr and
critericr score. In validation study, it is also called the
validity coefficient. The symtcl for the correlaticn ccEf-
ficiert is I. Numerically, r values can range from r=-1.0
to r=+1.C. The larger the value of r, the strcnger the rela-
tionsh i hetween predictor and criterion [Ref. 6].
lable I and II show the results of the recression
analyzis.l0
*I©Ooean students have received very low arades due tothe aksclute appraisal system cf university gr~des in Kcrea:100-9C(A),ES-80 B), IS -7 0(C), 69-60(D) , t e minimum averagecf 67 sccrEs is required for university graduatic. thissystel is different frca the relative appraisal system ofcivilian universities in Korea.
-,6
0 4
I 4 CnI I II
Il I I
-~~~ I
'-a El-. I I) I0-441 1
I I I w L II I, ) 1 l W -r OC I I a) NIar 1
'0 WI 4- r -C)r 0 N ~ - d z(--C I - DIy I I
w. II- I I I oD r " ~ I I r-J IY ~ - - D10m-?r 0
4J. I (~ I LA J N V -9 n-,~ V)a in)1-.)C N( I V)z r 9-0C r I *-l
C14 I. J * 1' 0' '4CJC(' >'C' 1'- 1- 04 0 (N114991
0".. c)cID CC )) mC I c)c I-S C I w C) I
14 1 9 W ~ ~V~L I 1 I1" I-P
, j w) I.l (9 I0 1.4 W Qlf W II
Q) MW ro I-)U w 1-4 l w I r f I I
U4 1 I I r In dLz d t t I I
U) cc;~a 7N~o* rd~ 4 i W U U)W o' c4 (1) c 'no ~ Id I
Q) ~ ~ ~ u fI w u4. w a' -~cJ-0 0N O I Cn U) 64A0'( A ~ r-Lo~oJI-
U) 1 (7-'IUI U) I II
m- I I wI HUl)U r4C I I1U-I-qL . J I
-4 1 a.' I U-1 0 4 I II - I-- 9> -wQ 4 ,.a) I -I I& 1 -4 4- p:c 1A 3F n( 14 3 4- .- 4-
q 4-44 9 & I, I *. 41 uI0 " IW;
I ;P t3 W' VI 4 *. I0 I44. td WI W Ul -n' H 0) I .-1 I4 ) L-4 I4 - I
'-4 .I 9 TJ *0) I Q I' u (-j* Q~~~~~~~- 1 1~II*~ J. *b4 ~ * W
UJ I I i WH..'tJ~g *eI4 g JrAW Iw 'tO9 p
Q3 C I I
r- (4 g0 1~ g I V).1 5 . I OC 4 w I S v
H~~E I ~ St-4 I IW41
P4 pa ej I o V) I
E- 4 I c: 1a 14-p 5(2 -4E--4 1 1 L..JJ 1 WI W rnu 3 -
5L54.~ '+44J W 4 - 4 -1W S'UI r rnr -
5-J5 4 u I CC)55
:3J~U w W5 5'-
7415 I 0 1 505 Wtf UW
41m a 10) -- E 0 U QH050 51 1(2 -4) (1 i
ul Q ~ m J 1S~
M~5 I G- 5w I41 (As I (Aa (a a), I
r- V)l5 501 rd4.- I SEV 1h 5o- I (nI ( 5.,4Q 5) w 5L1 H 04 1) =~ I- w u U) olizi
fo w ,5- I *.- w) 1) mi'' 1 0 4 P ( Q )j~ 5 I 00 .,I u IP5 1 5r I 5- 0.44. 0)- 0 5 '- I 5P W- Ul X: I -, P- ' . ~ 44 5
64 1...) %TI0 I* t I I 9' t se I50512)P 5() 0) 000 =~ 5(4-4='
2. tatistical i- Dizica ncE of The RelationshiL tEtwe
It is iaportant that a criterion be iractical in
terms of timfe, ef fcrt, and expense regluired tc c cli E ct
critefion data. I f one were going to evaluatE the cffEc-
tiveness of a college admissicD selection proceduie, first
semester grade av4erage wculd be a very practical
If it is concluded that the correlation rEf1Ect a
true iElaticflshij, tie predictor can he used for s, iectij
future ict applicants [Ref. 6>
The rance of the statistical significaLce cf thE
rElaticnshij betweer the Eredictor and tne critezicri
dilff Erent as the numlEr of cases change.
(1) The university gradE has a strong; relaticrskiu
%ith tie EPS first cuartez grade (r=0.7256) and cnE ZC!
Score also has a strong rElationship with tae NPS first
grade (r=0.6098).
42) The uniyersity grade has a strong relaticrnshi:
%ith the NES total Srade(r=0.7745) and the ECL score IaE a
moderate rElaticnshil (r=0. 382E) . The university grade 1.aS a
ztrcEger: rElationshil with the NPS total grade than the ECL
Score. Iherefore, tie ipriority of eredictor significarce is
as fcllous: First, the univErsity grade. Second,thE fCL
sco KE .
13) The uniVErsity grade has a siqnificazit Lilaticii-
ship statistically uith the NPS jraduatE course grade:
ztrcrc rElationship (r=0.76 12). But, tne ECI score has a low
relaticzsbii statistically with the NPS graduate ccuise
cradE (r=0.2884)
" fiarLk S. McIFENNA,. A Self Instructional Erccrai,Educaticral Methcd, Irc/ChicagC;7
36
(4) This study indicates that the mathematics Scale
in the university sukjects has a relatively high value in
predictiry the schclastic success of the NPS education
(mathematics: r=0.4E73, English: r=0.2680, statistics:
r=O.0780, economics: r=0.11 17)
Therefore, mathematical background is very iz~crtant
for incrEasinj the grade of maragement education as well as
learning the guartitative pictlem-solving methods. lbis is
not scrirising, giver that the mathematics courses cf the
Administrative Science Curriculum are business-orietted and
designed to give students the fundamental mathematics tack-
ground necessary for study in economics, statistics, and
cperaticrs research LFef. 13].
(5) High schccl mathematics and English grades are
rot significant in predicting the scholastic success. The
reascrs are as follcus: First, the validity is vesr low
(Englikh: r=-0.0727, mathematics: r=-0.2313 ). Seccnd, the
high schccl level of ozea was uneiuitatle between rural and
urban areas. TherEfore, the grades of the high scnccl
subjects dc not have a nigh value in predicting the academic
FerfcrnazcE.
-. recision of lew Cuttino Score and Grade
The results ct J-.e validation analysis can te used
in the identificaticrs cf cutting score and grade that would
result in £igher NPS grades. figure 3.2 shows Suadrant
analysis which is used to hel determine the new cutting ICI
score ard uiversitj grade. The iuadrant analysis is tased
cn the Ecattergram Ietween the university and NPS first
quarter trade, and the scatteryram between the ECI test
score and NiS first Suarter grade. Figures 3.3 and 3.4 shcw
the scattergram between university grades and NPS iirst
quarter grades and the scattergram between ECL sccres and
NPS first guarter grades.
37
. . . ..-.-_< . . -. . .- .-- - . ..- . - - -.. ..-.. --- i- ..- . . .. .. .. ".- -
"Im
I I Quadiant I Quadrant
I I
I I I
I I Quadiant I Quadrant
I I I ISI _-f Pre aic tor
Figure 3.2 The Cuadrant Analysis.
The criterior is the bPS first uarter gradEs and
the jrredictcrs are uriversity grades and ECI testing sccres.
7he icrizcrtal line in the diagram represents NP first
quartEr crades: Aszcme that thcse officers attained azcve
this hcizcntal lire are ccnsidered successful in thE
acadEnic iErformance as rated by the Education Departzert.
Assumce that NPS first Suarter grade changes from 3.0(3) to
-. 6 ir ircrement.E of C.1.
Ihe vertical line in the diagram reprezertz the
cuttir cirt on the university grade and ZCL test sccre
bhere t.e officers scoring above this point wCuld be
iredictEd successful in the academic erformarcE and
selected at the fial selection decision. Assuae that
university rade changes frcm 2.4 to 3.3 in incremEnts of
C.1. AssuMe that ECI test sccre changes frcm 80 tc S1 in
increIents cf I.
- .] . . -' - . - -. . . .:i :: - . -. i- . .". . ..."- ":
i'' "
i " [..
I,-9 e
e
L.J
04
n- •
z
2.4 2.8 3.2
UNIVERSITY GRADE
figure 3.3 Scattergzam between The University and NES Grades.
In figure 3.2 the numter of officers who fell into
the different guadrart is given according to the criterion
(NPS crade) and predictors (university grade and ECI test
score). lhe accurateness of the predictions (X) made ty the
new cutting university grade and ECL test score is calcu-
lated ly a;ilyinc the fcrmula ccntained in table IV. The
kase rate(l) is calculated ty apjlying the formula ccntained
in tatle IV. The base rate is the proportion of aElcants%ho %culd succeed cr the jot if tests were not used to
select tkem. If the lase rate approaches 50%, the selection
systER dEmcrstrates greater value [Ref. 8].
latle III tc VII shcw the results of quadrant
anal sis.
35
IV. EEESCNAL CIARACUERISTICS FC IDENTIFYING MANAGEMETP01ENIIAI
Manacement becomes any activity wnich involves ,,aJing
any yzcuj ci pecple tcward the attainment or commcn oijec-
tives in any walk cI life [Ref. 15]. Therefore, gcod
zanagers, cnes who cet the kest out of their sutcrdirates
and ulo thereby Erodcce positive results for their crgaLi2a-
tions, are the keys tc an crganization's success [Ref. 16].
lo ensure selection cf the test candidates for manageMEnt
educatic, identification of personal characteristics of
EifEctivE Managers is importat. To increase the efficiercy
c1 managerial selecticn, first, the personal characteristics
cf a Socd manager must he defined. Second, the assessment
sethcd icL identifying the personal characteristics cf the
candieates should be designed.
A. EIES(NA1 CHAEACTIEISIICS C1 EFFECTIVE MANAGER
first, good managers care about institutional pcwei and
use it tc stimulate their emiloyees to be more productive.
Cf the aanacerial tjpes, the institutional manager is the
most successful in creating an effective work climate.
Also, this kind of zanager creates high morale because he
jroducEs the greatest sense cf organizaticnal claritj and
teaw sirit. The institutional managers have five uajor
ierscral characteris tics:
(1) They are more organization-minded; They tend tc jcin
mcre crcanization and to feel reskonsinle fcr buildirg uj an
effective ucrk climate. (2) They like to work; PecPle Uho
have a li h need tc achieve like to get out cf ucrh by
teccmirg Mcre efficient. But, managers who have a need for
~Ihe dro of the LCI correiation with the NiS tctal
SradE ard raduate course grade may be explained by the
follcwinG rEaSons: 41) 'The subjects arie more difficult as
the GeuartEr of the scicol year Erogresses. (2) The level of
ECL test is not Euitalle with the educational level cf NES.
Uhe 'IEcEdirg twc reasons are the sujIPlEeetafy EVidEECE for
changin tIE level ard style of the ECL test. (.3) lack of
intrrEst Ircr manageCMEnt education and lack of inccztivE for
h-igh jerfcrianace as the cuarter increases due to the rela-
tivell lcw cutput conjared kith the student's effort.
IhEr~efOrE, tc elizinatE tile chance of educatiozn
fdilIu1E a~d to increa:Ee the radE from manageMEnt Educaticn,
desired SelECtioE Eiccedure should be desiigned to idErtify
tznosE officers who will become effective xanagers as well as
those who are likely to achieve outstanding acadEztic
perfctwcaLCE.
4. low level and limited styie of the ZCL test
he form of the ECI testing is centered uIcn
listerin S ability. But, sneaking, comprehensicr, and
uritin S ability as well as listeninj ability are alsc iaicr-
tant tc the Korean students. Furthermore, the validity of
!CL testing is relatively lower than university grade lased
upon validity analysis and almcst all the Korean ztudents
have lad a difficult time in studying due to thE Erclish
language ircblems.
Next factors must be considered to solve thE Erz!ii.l
languace Ercblems:
(1) The new style of ECL test must be more ccakrz-
lensive and valid that the 1resent style. (2) The exparsion
cf language training time: It is very difficult fc KcrEan
cfficers to have spare time to increase Enlish language
ability during the regular duty time. Therefore, the
Iducaticn Department must provide a longer formal language
tzaining tiame than the six montns which is currently
allcwed.
lhe strength of English language trainirg will
certainlj ircrease tie individual's chance of learrirc and
understardizg the essential thecry of management education.
5. _ c Desirable Process of Identifyipn jErsoal
Characteristics
he correlaticn of £CL koint with the NP5 first
quarter Grade: r=0.64E7. The correlation of ECL point with
the bIS total guarter grade: r=0.3828. The correlaticn of
ICL pcint with the NES graduate course grade: r=0.2EE4.
7he correlaticn of ECI koint with the first quarter
grade is higher that the correlation of ECL point %ith tLe
total cuarter grade. The correlation cf ECL point with the
lPS graduate course Grade is low.
51
Eut, it has leen fcund thdt the university grade is
nore valid than the ICI sccrE in predicting the NP grade.
The iriczity of the predictcrs should be rearranged as
fcllcE: first, uriversity grade and mathematics grade of
the uriversity subject. Second, ECL score. Third, irterview
results. lcurth, past Eerfcriance and career.
2. There is no resirable Cuttin i Standard
Under the current selection system, the ma-crity ci
Korear stcdents whc have graduated from the maragement
educatior curriculum at the NIS attained a grade lower than
the L average. The same is true for the present students.
As tIe Educaticn Lepartment regard the high academic
perfcroarce of pcstgxaduate level education as a good indi-
catcr of an effective manager, application of the new
cutting score and grade as the standard of selecticn might
increase the academic performance of the Kcrean studerts. If
the Education Departuent uarts to apply the new cutting
score as tbe selecticr standard of management educaticn, the
new selecticn system cf candidates should be designed with
the ccmbination of all the other suggested ideas lased on
the aralysis of the current system.
3. bc Comrrehensive Selection Strategy
The Education Lepartment regards the ECL sccre as
tne first imPortant factor for the overseas education selec-
tion. The cthers are only supplementary factors to increase
the identificaticn of the desirable applicants. Therefore,
bhen selectin the ailicant, a lot of subjective judgement
is activated to decide the selection strategy.
But, the aillication of the new selection otrategy
rot ctly eliminates the subjective decision of the selCctcrs
tut alsc decreases tIe complaints of those not selected for
cversEas education.
50
The applicaticn of thE three selection strategies
will elizir ate the subjective selection decisicr fCc the
cverseas educaticn ard increase tLe efficiency oi the sE!Ec-
tion syEtev.
C. EFUIEBCi- OF THE CURRENT SELECTION SYSTEM ANE THE5(:IDU1CES
UrdEr the current selecticn system, the Korean studerts
have attained very low grade compared with the cther
studErts in the last five years.Ihe NPS grade distritutic
study shcws that the average grade* 3 of the Administrative
EcieLce students in the last zive years is 3.55. But, cut
ci the KCrean studerts who have graduated from the NEZ in
the last five years, only 10.6% of the students have
attairEd a crade higher than the average.
7c iLcrease the level cf academic performance from the
cversEas education, the problems of the current systea oist
le ider.tifiEd from the analysis of the current systen and
elimirated through redesigninS the selection.
The fcllowing factcrs provide a clarification of short-
comings cf the present system lased upon the results cf the
analysis.
1. The Priority cf The Eredictors
Lnder the current system, the priority cf the
fredictcrs are as fcllows : First, ECI testing sccres.ceccnd, interview results. Third, university grade. Fourth,
East Ferfcruance and career.
131he fcllowing is each year's average .rade cf marace-sent curriculum at NIS: fall '78 - summer '79: 3.57; fAll'79 - summer '80: 3.!r- fall '80 - summer '81: 3 54i fall'81 - suamer '82: 3 .0; fall '82 - summer '83: 3.55. Theaverace cLade of the five years is 3.55. This data comesfrom "lh4 NIS Grade Listributicn Study."
S -.
7 . 1-1
university. If t1e final selectees fail within this
categcry, they are tie most desirable applicants and cffer
the hichest potential to achieve high academic perfcrnance
in the maragement education. If the number of firal Selec-
tees kelcncing to tkis category are over or under the
reguired nuzber of officers for the overseas educaticn, the
third strategy should be ajilied to select the best a~pli-
cants.1 hird ztrat_tqy J_ u1tip1e Ltqiession)
The weights uhich enter into a multiple-regression
euaticn are determined entirely by statistical considera-
tions. PrEdictcrs which have high correlaticns with
critezricn Ierf ormance and are relatively independent of
cther jredictors are civen the largest weights. Predictcrs
which have relatively low correlations with criterion
Eerfcrmarce or are highly related to other predictors are
given ccnrespondingly smaller weights. Although the statis-
tical weightings are constant ior all individuals, the
Eredictor scores will vary widely from individual tc indi-
vidual. Hence it is possitle for individuals with widely
differinc profiles cf predictor scores to ottain identical
scores icr the criterion being predicted. fRef. 11. The
university crade and ECL score hy the results of the steU-
Uise regression are imkortant for predictiag the academic
perfczmarcE in the zanagement education. Thereicre, the
folicirg eguaticn is formulated by using the weights in tne
euaticn hetweer them and the NPS first uarter grade.
Y = -0.2C3 + 0.679X1 + 0. C192 (egn 3.1)
Y(criterion score) is a function of the university
grade (Xl) and ECI. sccre (X2). If applicant receives higier
values of Y, he will le selected.
I
(3) Assume tiat thcse officers who attain the iPS
grade 3.C(B) or better were considered successful ir the
acadeoic performance as rated by the education dejartzent,
the new cutting university grade and ECL testing sccre wculd
Ie useless.
Cverall, to incredse the NPS academic perfcriance of
Iorear students, (1) 7he Education Department should recrui
and select the applicants who have attained higher uOiver-
sity grade and (2) TIE ECL test score should Le increased hy
reinfcrcin the traiLing o the Engliso language tircugh a
lcnger Eericd of training.
4. lecidinq SelEction Strategy
tLer deciding the selection strategy, there are a
number of ways tc Frcceed, (1) NPS reGuirements (mininuz),
(2) MultiEle cutoff and (3) Multiple regression.
A ccmbinaticE of the zultiple cut-off and aultiile
regression apprcaches is cptimal. The multiple cut-off
sethcd night be used initially to select individualE on
those variables where certain minimum levels of ability
are mandatcry. Follcwing this, the multiple regression
method uay then be Lsed with the predictors to fcrecast
critericr status lRef. 5].
First strategy (N_._S)
All the selectees must attain a miniinum sccre cf 80
cn the ECI test and receive the average jrade of the uriver-
sity. 7Iese minimum levels are required for the aanagement
educaticr in NPS.
* Second strateqy (.u1tiple cutoff)
Io increase the academic performance of management
educaticr in NPS, application cf the new ECL cutting score
and university grade is desirable. All the selectees mcst
attain a score of 90 or more on the ECL test and
simultaneously receive a grade cf 3.0 or more at the
47
Validity, sclectior ratio, and base rate act in
coxhiLaticn to deteriine the usefulness of a new fredictcr.
The 7aylcI-Russel 2ables 1 2 specify the percertage oi
successful employees resulting from variouE ccmbinaticrs of
validity, selection ratio, and base rate [Ref. 6]. These
table :ight be used to determine the new cutting score.
Iherefcre, the new cutting score will oe determined uith the
use cf guadrant analIzis data as well as the TayloL-Fussell
labl s.
7he best cutcffs for uriversity grade and ECI sccre
are ZEcided by the fcllowing decision rule: The test cutcff
grade ard sccre are at the Icint, where the value (Y - Y) is
greatest, ard the success ratic (5) and selection ratic (N)
are realistically rea;scnable within subjectively acceptaile
value.
11) Assume that those officers who attain the PS
average crade of 3.55 cr better are considered successful in
the academic Eerf crzance as rated by the Education
Eepartmezt cf Korean ailitary Head-Quarters, the new cutting
university grade and ECL score should be applied tc the
selecticn of management education. The new cutting univer-
sity Srades of the ajplicants should be 3.0 (B) cr better.
The new cutting ECL test scores of the apjlicants should be
90 C letter.
12) Assume tkat those officers who attain the EPS
grade 3. (E*) or better were ccnsidered successful in the
academic Eerformance as rated by the education departgent,
the nEb cutting university grade should be 2.7 cr better
and tke ICI test cutting score should be 87 or better.
--
1E. C. Taylor and J. 2. Eusse, "The RelaticrshiF ofValidity CcefflcientE to the Practical Effectiveress oflests in Selection : Discussion and Tables," Jourral ofAppiied Psychology, 1S39, 23, Ep. 565 - 578.
46
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ECL SCORE
figure 3.4 Scattergzan between The ECI Scores and NES Grades.
4C
4.
.. . . .
instituticral ower actually seem to lixt toe discijiire cf
hcrk. It satisfies their need for gettilg thins dciE in an
crderly wal. Furthermore, they believe strongly in the
importance cf centralized authcrity. (3) They seem cuite
willirg tc sacrifice scme of their own self-interest for the
welfare cf the organization they serve. J4) Ihel have a
keen sense cf justice. it is almost as if they feel that if
a perscn works hard and sacrifices for the good of the cra-
nization, he should and will get a just reward for his
effort. (5) Maturity; Mature people can be most simply
descriEZd as less ecctistic. Somehow their positive self-
inagE is not at stake in what the- are doing. Thel are less
defensive, more willirg tc seek advice frcm experts, and
have a larger range view [Ref. 16].
ceccnd, the more fully human organization is distiL-
quished irc a machize and reccgnized as a structured ccmti-
naticr of self-conscious, self-determining individualE, the
iore significant beccmes the role of the leader in human
crganizaticn Ref. 2. furthermore, in view cf the curting
.roblems cf the crganr.zations today, the leaders must have
follchinc personal characteristics: (1) A great need of
human understanding, (2) A capacity for introspecticn, (3)
Intuitive integrity, (4) A sense of total responsitility,
(5) Ccurage (6) Decisiveness, and (7) A desire for acccm-
ElishmEnt [Eef. 2].
Ih±ird, a list of desirable managerial traits in
descriting and predicting managerial effectiveness includes
the fcllcwirg: (1) Atle to sustain defeat, (2) Alert, (3)
Ambiticus, (4) Assertive, (5) Good judgement, 46)
Competitive, (7) Exticverted, (8) Fearful of failure, (9)
GrouF- criented, (10) honest, (11) Intelligent, (12)
Mentally healthy, (13) Concrete, (14) Creative, (15)
Lecisive, (16) Dedicated, (17) Dynamic (18) Emoticr.ally
statll, (19) Energetic, (20) Cptimistic and confident, (I)
54
... . .. ........ ".'".. ... ..... .... ,". " . "'.'.,.,',.'.....-.-..' .,,. ".-". ."
Pragmatic, (22) Predictable, (23) Reality-oriEnted, (24)
Self- ccntrclled but defensive, and (25) Tolerant icr izts-
traticn. These traits looks like displaying just atcut human
virtues [Ref. 17].
Cverall, effective managemert involves a set of ierscnal
characteristics whicl at least vary from situation to situ-
aticn, and with the resject to people invclved.
Conceftually, aEproaching the problem from this icint of
view, it should be jcssinle tc arrive at some basic charac-
teristics necessary fcr effective management in the Eartic-
ular crgari2ational situations. The particular situaticns
cf the Crean military organization, which reauire uni~ue
demard- cr the effective managerial officers owirg tc the
growing ccmplexity cf duties keyond the comtat skills and
the intersive emEhasis of the rationalized military crcari-
zaticn, make many iallicaticLs for the military officers in
manag rial iositions.
Eecause of the particular situations of the Korean aili-
tary Crganizations, the follcwing characteristics play an
important role in determining the effectiveness of a iartic-
ular officer's job rerformance in managerial icsitiors.
These saae characteristics are ueeded to ensure the high
academic performance cf management education at NPS.
1. A great need cf humar understanding: As the leader's
role is to gait responsibility from people, he must
in scme way relate to them. There is no perscE mcre
impcrtant in a vast system of interrelations than the
cre at the tcE. In human organization the leader's
sensitive understanding cf human nature is more vital
tc his performance than any vast accumulaticr of
krcwledge or skills concerning science, technology,
statistics, ci abstract reasoning [Ref. 2]. Under
tie conscription system of the private groui, this
characteristic is imEortant for increasin the
uzderstanding letweer perscnnel.
55
S*. -, . . . . . - - - -. . - .y. -. • °. * .. o * . * . . .- . . o - "
2. Self-sacrifice: The effective mdnaers seea cuite
willing to sacrifice scae of their own self-interest
fcr the welfare of the organizaticn they serve
[Eef. 16]. This dces not refer to the offici4 s
readiness to sacrifice his life in a combat situ-
aticn but ratier his willingness to sacrifice scte of
his self-interest fcr the benefits of the organiza-
tion. This characteristic is necessary for t1e Hili-
tary manager who is responsible for making the
military crganizations sophisticated.
3. Keen sense of -ustice: Effective managers feel that
if a perscn wcrks haid and sacrifices for the gccd of
the organization, he should and will get a just
reward for his effort. Moreover, managers whc have a
need for institutional jower actually like the d isci-
iline of work. It satisfies their need for getting
things done in an orderly way [Ref. 16].
4. Adaptability: Effective leadership is the tehavicr
wiich is most apjrojriate to the situation at the
time. Rather tian assuming a predetermined leadership
mcde, the leader must respond to ccncurrertly the
nature of the problems, the needs of his organiia-
tion, the interacting environmental forces, and thve
capability cf all the individuals cencerre,1
[Eef. 18]. Ilerefore, the effective managers mLst
have the sensitivity to understand the change art the
akility tc adapt to the changing reguirementz cl his
jcb. The effective manager usuaily has a high ability
tc adapt.
5. 5eEpcnsibilitj: The leader of human organizaticr i. a
free society is charged with the responsibility cf
developing a complex and coordinated systea of
respcnses frou many individual centers of reaction
ard initiative [Ref. 2]. As the military jerscnr.el
56
• ' .-- " " " "" -- ". - " " " 1 . " . ' i. . . .. . "
are requiring a more rationalized systeo ir. hich
tiey operate and are anticipating more cc;1ex and
diversified respcnses frcm their leaders due tc tae
higher educatical level of the military jErscnnel
under the corscripticn system of the private group,
t.e ailitary leaders have a great responsibility for
developing a complex and coordinated s -Etea of
raticnal respcnses frcm the military pErsoLnEl.
6. Strcng desire fcr acccmplishment: The military cper-
ates under difficult ard arduous working ccnditiZLs
cuirg to tensicns with North-Korea. Sometimes, Uili-
tary personnel must perform duties within strict time
schedules even under difficult conditiors.
Acccmplishment of these duties within Erescrited tiie
sciedules is critical for national security.
7. Iclerance for frustraticn and stress: This character-
istic is very important not only for increasirc the
academic perfcrmance tut also for increasing the
efficiency of the ailitary organization. Kcrean
students at NEE usually experience high stress due to
language picblems and extensive wcrklcad.
FErtlermore, a lot of stress and frustraticn push
ujcn the military managers during regular service
time. The aiility cl tolerance for frustratic and
streses is very important characteristics cf Kcrean
students for increasing the academic performance as
well as for increasing the efficiency of the ailitari
crgarization.
8. Intuitive inteCrity: Not only does the effective
ccordination cf the various parts of the tusiness
0 depend on the conceptual skill of the administrators,
hut also does the whcle future direction and tcne of
tie organizaticn [Ref. 19].
57
Alter the completion ot management education, Kcrean
students are assigned to the siecial staff c-1 the
Head Quarters and beccme the individual manageZs o
iapcrtant military units. It follows that intuitive
integrity is a critical factor for the eifective
ccordination cf the various parts of the ailitary
units as well as for the future direction cf the
military crganizations.
9. maturity: Mature people can be most simply descrited
as less egotistic. Scmehow their pcsitive self-image
is not at stake in what they are doing. ahey are
less defensive, more willing to seex advice from
experts, and have a lcnger range view [Ref. 16].
Itere are lots of communication problems bEtweer the
4 oilitary perscrnel due to the highly authoritarian
rules. Therefcre, maturity is an important factcr in
aakirg the ailitary a rational and sophisticated
organization.
10. Cigarization-zinde: Gccd managers tend to jcir acre
organizations and tc expand their individual lower
fcr the jurpose of increasing organizational prcduc-
tivity by means of establishing effective wcrk
climate. Especially, this characteris tics of
cryanization-ainded is very important ±or estab-
lishing effective and rationalized military system
under the transitional jeriod of reorganizaticn.
E. IALEA71ON HE1HCD CF IDENTIFYING EURSOEAL
CEABACTERISTICS
In order to identify good managers, the assessment data
cf managErial selectic can he collected judgementl (e.g.,
!LtEClieus, ratings cf performance on situational test),
mechatically (e.q.,paper and Eencil tests), or in both ways
[Bef. 5].
~5EI'
AucnG paper and jencii tests, psychciogical test is nice
tool. Eut, all psychological testin should he properly
superiiised and scme tests, such as projective tests, should
he adainistered cnly by qualified psychologists. In general,
interpretation of psychological test calls for a much higher
level cf ircfessional skill, and a sizable number Cf tests
should te interpreted only by ualified psycholcgists.
Eerscrality tests, ir particular, are subject to misuse in
the hands of the laynan' 4 [Bet. 7]. Furthermore, there is
eviderce that faking can take Elace on these uesticrnaires,
and tlere is definitely nc justification fcr a perscnnei
nanager to utilize such a test [Ref. 20]. As far as this
uriter is informed, the psychological tests have nct yet
shown a high validity in the Kcrean military. They are under
the eiieizental stace due to the lack of the prcfessioral
skill and tie time ccrstraint. As a judgemental method, the
use cf intervieb and East performance are more useful and
expedient than the otter method under the current syste.
1. Intervie
The interviet, which has been called a "conversation
hith a jircse," is used almost universally in the staffing
process [Bef. 7].
raditiorally, oral tests have been used for several
urpses : to test knowledce and skills; to evaluate
trainixg and experience; and to appraise personal qualities
[Ref. ;1:. [Ref. 7].
Key types of interviehs are the depth intervie%, the
free associative interview, and the patterned interview.
teptb interview attepts tc develop evidence abcut deeler
14fcr a further discussion of who is qualified tc LSeFsychc]ocical tests and for su gestions on how tc locateualified jz~chologists, see wen eli French, "Psychclogical
qestinY: ome Prcblems and Solutions " PersonnelAdministration, 29, 11. 19-24, Maich-April, 1956.
59
aspects cf notivaticr and Eersonality. Ihe interFrEtaticn
cf dejth interview, however, requires psychological tack-
grourd aid insight. In the free associative interview, the
intelvieher needE exierience and skill to follow the mean-
derircs of the applicants and to keep in mind tie main
points that need to te covered so that the result will be
integrated and meaningful. A patterned interview prcvides a
lighly structured, systematic guide serviny as a statl
yardstick against which applicants may he measured. Such a
patterned interview hill appeal particularly to the maLager
cr irtervieker who liles an orderly, consistent airicach izr
uhich the time can be controlled and limited fRef. 20].
Cverall, patterned interview seem to be more useful
and eixediErt than te other method of interview due tc the
lack cf iersonal skill and time constraint.
McM urry [Ref. 22] explains why the patterned inter-
view eZplCyed with cther devices is likely to imErcve the
judgEacnt of the interviewers : First, the interviewEr works
from definite jcb siEcificaticns; he knows what Gualities
each jct requires. Second, be has a plan; he krcws what
questions tc ask. Ttird, he has been trained in the tech-
niques cf ccnducting an interview (i.e., he knows hcw tc jut
the candidates at ease, hcw to make nim talk, and hcw to
extract pertinent infcrmaticn). Fourth, prior to the inter-
view, le has checked with outside sources ( Irevicus
employEr2, schools, etc.) and already knows a great deal
about the applicant. fifth, he has a series of clir.ical
concepts (e.g., emotional immaturity) - which prcvide .im
with a yard stick for interpreting and evaluating the irfcr-
zaticr citained from the candidates. Sixth, the interviewer
himself las been carefully selected to assure that he has
adequate intelligence and is emotionally well-adjusted
[Ref. 22. Research cn interview as a means of selection
has jxcvided a wide range of results.
60
As the irterview techrigues became more systematized and the
intErvieuerz better trained, consistently better results
%ere repcrted. It iz recommended practice that interviEwEirs
take into account the various needs of the perscr teing
interviewAed. This uculd include the needs for security,
telcncingnEzs, EsteEir, wholeness, and selt-actualizaticn.
Crdexnly Ercceedir-gs, cordiality, and the avoidance cf ur~nEc-
essary -Ecc-damaging events are ingredients found in the test
intErviews. An applicant whc is kept waiting unduly, treated
coldly, insulted, cr given no information is likely to
disila defensive belavior, such as anger or humiliaticn.
The ill-will resulting frcm an un sa tis fac tory intElviEW
could sEricusly affEct relations with esployees cr the
commuritj. The conseGuence of the interview, such as acceit-
0 ance cr xe-ecticn of the applicant, will obviously have
important ramificaticts in need fulfillment.
Ihe rating liocess o± the interview is subject to
mariCUS Errs: First, leniency. Raters tend to give car.4i-
dates t1E benefits cf any doubt; it is common to find 6C-EQ 5 rated as above avera~e. Second, central tendency. Itis
Error, as the name iuilies, is the tendency for raters to
Lunch tleir ratings it the center of the scale and tc avcid
the Eytremities. Third, Halo effect. 1i a candidates creates
a iavcrailE imprcssicr by his excellence in one trait, he
may te ratEd well above average in every trait withcut
discrinitation. if Ie has created a bad im~ressicn in cne
trait, raters ray find it difficult to shake off tiat
impressicn when ratitg his on various other traits the
tendency towsard halo increases as the number of traits tc be
rated increases. Fcurth, stereotypes. This error results
%hen zaters base their ratings on the old type fallacy
[Ref. 21:.
In the well designed katterned intervieu, the
Education: Departsent can ottain a comprehensive picture of
66
the candidate's aptittdes, abilities, training exFerince,
Ferscralit), and characteristic traits as related tc the
Fositicr for which he is being considered.
2. A .Ejaisal of jast Perfcrmance
lerformance alpraisal is the systematic descri~tion
cf individual jcb-relevant strengths and weakness. Such
inforuation is useful in a variety of contents: As a tasis
for perscnrel decisions, as a criterion in perscnnel
research, as a predictor of future performance, as an aid in
estahliskirg traininc objectives, and as a personnel devEl-
cimert tccl.
performance oeasures can be classified into two
general tyies: Objective and subjective. Objective IerCfCr-
ance uEasures include production data as well as jerscnnel
data [Bef. 5].
Cfficers have several key records of past perform-
ance tircuh the military service. Therefore, okjective
perfcnrarce measures can be used to evaluate tie past
Eerfcrzances of officers ior the purpose of identifying the
perscral characteristics of effective managers. In diffEren-
tiatitc cfficers for a specific privilege, the records ot
Fast 1erfcrmance can le used as an important differentiatirg
factCr fCr comparing candidates against one another. As key
reccrds cf past perfcrmance fcr identifying the successful
officers for higher academic grade, the following can be
takeM into accounts: (1) OEC (Officer's Basic Course) grade.
(2) CAC grade. (3) 7he Grade cf the other military schcol.
As Rey records of past performance for identifying
the tetter future matager, each candidate's past perforaance
in a leadership role can be taken into consideration.
Ctjective measures focus not on behavior, hut rather
cn the cutcomes or results of lehavior. Admittedly there
will le some degree cf cverlap between behavicr and results,
kut the two are cualitatiell dizferent. Ih~r~fcLe'
althcugh objective zeasures of performance are intuitively
attractive, theoretical and practical limitatioLs often make
them unsuitable [Ref. 5]. Cn this point, objective method
cf East ierformance ap;raisal can be used Ly t.e Educatior
Lepartmert cf Korea ailitary as supplemental device tc the
results of of the irterview (appraisal can serve as tne
criteria in perscnal research: the validation of the i.ter-
view results). Esprcially, the results of past kerfcraance
can Ie used to identifying the following characteristics
among te desirable personal characteristics mentioned
Erevicus: (1) The degree of reskonsibiiity, (2) DesEire fOr
acccmp]ishzent, (3) Czganizaticn-minded, and (4) 1 clerance
for frustration and stress.
Cvezall, the Education Department must utili2e the
interviEu and appraisal of East performance as the identifi-
caticn tccl of the effective manager and student. I the
Iducaticr Departient use the interview and appraisal of East
jerfcrmance as the differentiatiny device for ccL;aring
candidates for manageent education as well as the ecidin-
standard for general educaticn selection, the identification
c! desiratle personal characteristics as a effective manacer
can te ircrEased.
C3
V. UESIG OF REAl SELECTION MODE1
A. NEI IACIORS OF 11CREASING THE EFFICIENCY Of SElIECTION
E£CCELUEE
Cr the basis cf what has teen discussed uF tc this
Eoint, the followinc factors seem to have an im-crtant icle
in izczEasing the efficiency cf the selection process:
1. iducational Eackqro und
Ecst investigatcrs xejcrted that preparatcrj schcol
grades were good predictors cf scholastic grades. AmcL9 the
educaticral backgrounds, the izcortant correlation witk 1?iS
grades is as follows:
iirst, the university grade has a strong relaticrshii With
NPS first Suarter grade (r=0.7256).
Seccnd, the mathematics and ELglish grades show a relatively
highez rElationship kith NES first guarter ;rade than the
statistics and econcmics grades (mathematics: r=O.48t3,
English: r=O.2680, economics: r=0.1117, statistics:
r=O. C-10).
7hird, high schcol grades by subjects area are useless as
Fredictors due tc very low validity with NPS grade. (matte-
natics gradE: r=-0.2-':13, English grade: r=-0.0727).
Strength in mathematics and English training will
certainly increase the individual's chance ol acquiring
analytical ability ard in learning the quantitative methcds
cl prctlem solving khich are necessary for today's maracer
in a technical profession. These managerial skills are
Erotatly ottainatle cnly through normal education.
64
,...
2. East Perforuarce A21raisal
7he current selection procedure takes into acccunt
the East performance cnly as a determinative standard. ELt,
in coLsidering officeis for a specific privilege, the zeccrd
cf ;ast performance can be used as an important diZferertirg
factcr fcr comparing candidates against one another.
As a key reccid of East performance for ideLtifying
the successful officers for higher academic opportunities
the fcllcwirgs can Le taken into account: OAC (officeL's
advanced course in Kczea) score, and the academic jErform-
ance at the other military zchcols.
As a key reccid of past performance for identifying
the ketter future mazagers, each candidate's past perform-
ance in a leadership role can he taken into consideraticn.
2. Eatterned Interview
A patterned irterview Ircvides a highly structured,
systezatic guide serving as a stalle yardstick against which
applicants may be measured. Such a patterned intervieh will
appeal particularly to the nanager who likes an orderly,
consistert approach in which the time can be controlled ard
limited [Ref. 20].
he patterned interview procedure utilizes a form
for cttaining and rkcording information about sever areas:
irevicus experience, training, manner and appearance, soci-
ability, emoticnal stability, maturity, and leadership
capacity [Bef. 23]. Therefcre, In the well designed
patterned interview, the Education Department can ctain a
comprekEnsive irforaa tion ahcut the candidate's personal
characteristics as related to the management educaticn.
65
4- _Bqu.al Selecticn _ _crtunit
lhcse officers who really have the desire ard a
greater ictential for becoming competent managers are ccca-
sionally overlooked ty the Education Department because cf
poor ccmmunicaticn systems. herefore, Communication with
gualifiEd officers is necessary as it increases opcrtunity
to eligile and willirg officers to apply for mar.agement
educaticn and also ircrease the organization's possibility
cf makinc a better chcice of availaile officers.
In the case ci the U.S. Navy seiection,1 s a selEc-
tion tcaid is convened annually to select officers Iased Cr
Froiessicnal performaice, academic background and atility.-electior is restricted to uctas which reflect the Navy's
requirements in the varicus fields of study available.
Cfficers are notified of selection by official ccrrespcn-
dence at the earliest possible time after the selection
koar afeetz out.
1hrough commuricating with all officers, The Kcrean
ailitary can eliminate the pzchlem of overlocxing qualified
cfficers.
E. Good Plans of Career Path
Careers develoi in response to interactions with
cthers and also in relation to developing envircments.
Hence, it is useful tc consider jobs as changing functicns
bithir clancing systeas, rather than as static rurgs cn the
laddEz cf success [Ref. 18].
kher the individual's values and career goals mesh
uith the organization's needs and goals, an effective inte-
graticr cf the individual and the organization car cccur.
Under tiese ideal conditions, the individual is motivated to
, !Acadenic Year 1S84 Catalog, Naval Postgraduate scccl,
75th, Azriversarl, 1 E4.
deveic the abilities and skills necessary to take or new
jobs in the organization and the organization is likely to
zespcnd ty iroviding the individual with the kinds of devel-
cpmental cilortuniticE he needs. On the other hand, wien
individual/crganizaticnal needs and goals conflict, ezjlolee
dissatisfaction and organizational ineffectiveness are
likeli tc result [Ref. 5].
2hereiore, Icor assessment of the the individual's
capatilities and career gcals (either overestimaticn cr
underestimation) by the organization freyuently leadE to
Erobleas fcr both parties. High-potential jeople may nct bc
develcped ard lob-pctential Eecple may be assigned jcts they
cannct handle. Both types of errors lead directly tc hioh
turncver, dissatisfaction, and feeling of frustration
In crder tc do career planning completely, thzre
steps are required z
first, determine hcw the person should bEhave whe. he
reaches the jobs fox which he is being prepared. hcxough
job arallsiE, with special ephasis on emJicyee-deteraired
changE, is fundamental to this process.
Second, determine whether the person has the capability to
develci tie kinds ci behaviors that will be needed fcr tne
career Ilan. This implies a systematic approach tc the
assessment cf response aptitudes (e.g., through testing or
assesszent center prccedures).
Ihird, determine whether the individual wants to learn the
required ne behaviors and whether the career plan that the
oxganizatic is considering is congruent with the individu-
al's cwn ilan [Ref. .
In support of career lans that the organizaticn is
considerng, the high potential officers must be exposed to
67
APEENDIX B
A.PI PRCGIAM FOE~ QDALRANT ANAlYSIS
p x Eazk 1; INC; NES; chl; cb2; ci; c2; c3; c4; c5;
PE~E; EASE; SAT; SEI
Pt-l 10
INC& 2.L4
NP5 (--3
cb l,.-f~x
ch2<- hi
L2: lbE5A- c12PNPS
Li1 :1NCq- chl?'INC
C 24-. (.INC.)X) A (NPS(Y1)
C2+-*/ (INC)X) A(NPS< 1)
C4 -4/ 42NC4 X) A(NPS 1)
C5t-C 1 +C2 +C3.C4
B A SE- (C1 + C2) C 5
S A l-C 1 T(C 1 +C 4i)
SEI&- (C 1+CLI)-C5
P P~cl,c2,c3,c4,PRE,13ASE,SA 1,SEL
I-1+1
INC-.INC+0. 1
-3011 Al I I 1 0
it- 1
IKlC- 2 .4
J'l-j+ 1
Nil(-NlS+0. 1
41 2AJ(E
E<--7C 8 Pp
ICLLwATH,ENG ,ECOSTAT/
de p e rte nt=T C ,.I I i GE A D/
stepuise UNIV, ECl,AATH, ENG,ECC,STAI/
deiendent=TC,'enter FIRC, GEAL/
APHEtIX A
SPSS PECC-LAM FOE REGRESSION ANALYSIS
run ramE thesis
'ilE rage thesisvariatlE list UNIV,ECI,FIRQ,TOI,SAT,EN,IAIH,
EGO, t NG, HM A I i,C-AD
vat latlhs UNIV, university grade/
ECL, English ccnprehension score/
FIRQ, NPS first quarter grade/
101, bPS total avcrage -rade/
STAT, university statistics grade/
ENG, university Enjlish grade/
MATH, university mathematics grade/
EGO, university economics grade/
IHENG, hi~h schccl. English grade/
EMATE, high school mathematics grade/
GRAD, NPS g.Laduate course grade
n of cases
input ziEdium card
iniut fcrmat fixed (7X,F4.2,F3.G,2(2X,F4.2),
6(1x,14.2) * 2x,.F4.2)
missir, values 5TAT (-1) ,ENG (-2) ,MATH (-3) ,ECO (-4) ,
HENG (-5) ,HMATH (-6) ,UNIV (-7)
read infut data
scattErcrai FIRG g.,4) with UNIV (2,4)/
FIRQ(,4) with EC.L(70, 100)
citicn 2 4 ! 6 7
statistics all
new Xegression desciftive s/missiny=meansubstituticr/
varialles=UbIVTOI,FIR,iATH,ENG,ECC,S2AI,
stat istics= 811/
depenident=TC,FR,GRAD/ENTEUx UNlY,
7S
fifth, En lisb languaqe and mathematics trainiLg can
iacr ea s E te individi~al's chance of learningp and Under -
standing the essential theory C44 manajemeiit education.
Sixti, The Education Department, can make systematic and
rat-izal selection decisicnE by the application cf the
1LoiEed mcdel.
SEvEvtb, scientific methods utilizing a different
apprcacn fcr evaluaticn of the 1personal charactEristics
should tE designed and applied.
78
and final screen is critical if formal ECL scors dri to
increase) cn the ECI test and simultaneously receive a c rade
cf 3.C cr acre at the university.
lie third strategy is important for obtaining the
reluired number cf officers for management educatior at the
first and final sEelection. If the number of first and final
selectees are over or under the required number of cfficers
for cveIseas educaticn, the following equation can be
applied to ctain the rejuired number of officers.
Y= -0.203 + 0.679X1 + 0.019X2 (egr. 6.1)
Y(critericn score) is the function of the university
grade(X1) and ECL sccre(X2). The constant numbers cf the
equaticn are the recressicn ccefficients. If applicant
receives hiigher value of Y, he will be selected.
Eefore termiratinS this studv, several recommendaticns
about the proposed selection mcdel will be mentioned.
First, the application of the new selection strategy not
only elizinates the subjective decisions of the selectcrs
tut also decreases tie complaints of those not selected for
cverseas educaticn.
-eccnd, the comhined information from the application
llanks, tie appraisal cf past performance, and the interview
can he used as the key for screening out extremely unquali-
fied alplicants based cn the personal characteristics for
uanagemer t education.
Ihiid, this analytical aiproach krovides the general
hasis fcr redesiGning other selection systems.
*curth, good career plans for overseas educaticn cffi-
cers shculd support the application of the prclosed
selecticr szystem.
77
. ..
VI. CCNCLUSION
Iis study was aimed at evaluating the priority cf the
Fredictcrs, designing identification method of Eersoral
characteristics for nanagesent education, and making the
comprelersive selecticn strategy to increase the Ectertial
kenefits fic the ailitary crganizaticns as well as to
increase the academic performance from the cverseas ecuca-
tion. As a result of this study, a new selection model ias
propcsed. The ;ropcsed selectioL moael which consisted of
the detailed selecticn process is applicable for selection
cf Kcrean officers fcr postgraduate education in manageleLt.
lie critical results of this study will be summarized as
fcllcus:
lie university crade has a stronger relaticnslil with
NPS grade than the EC: test sccre. Mathematics and English
grade aacng the spectrum cf university subjects ctserved
have relatively high correlaticns with NPS grade.
Ie utilization cf the application hIanks, the appraisal
cf past performance, and the Fatterned interview can he the
identification tcol fcr the effective manager as well as for
the Sccd student ard can contribute considerably to the
effective selection cf the highly qualified officers for
nanageimet education.
The first strategy is important for providing the stan-
dard cf the first selection. All the selectees must attain
a mirimum score of 80 on the ECI test and receive the
averace grade of the Lriversity.
7ke seccnd strategy is impcrtant for providing the stan-
dard cf selecting the applicants who can attain outstarding
schclastic perfcrmance. All the final selectees shculd
attain a sccre of 90 cr more (Eaglish training between first
I%
7E
4,
Y= -0.203 + 0.679X1 + 0.019x2 (e~n 5.1)
I (criterion -5ccre) is a function of the university
grade (11) and the ICL score (X2). If applicant receives
ligher values of Y, Le will he selected. After the decision
ct tice first selection, all the first selectees shculd
receive the language training fcr six months. After the
completicn cf the lanGuage training, all the first sElectEes
should take the foetal ECI test given by the Education
LepartMert cf the U.-. 8th Corps in Korea.
4. final Selecticn
Iiith respect to final selection, the Educatiorn
Lepartuert should rescrt to the additional achievement data
ji.e., the results cf the ailitary language schocl, the
formal ECI scores, ard the acceptance from the NPS). First,
if the cardidates are not accepted by NPS, they will nct he
considered candidates. It the candidates do not attair the
required scores of formal ECI tests, they will alsc be
skipled. Nith these two eliminations, the Education
repartnert should select the final candidates by the apli-
caticz cf tie second and third strategies.
All the final selectees must attain the new cutting
score ci 90 or more cn the formal ECL test and siaultaLe-
cusly receive the cutting grade of 3.0 or more at the
University. If the rumber of final selectees belcrgirg to
this categcry are over or under the required number cf cffi-
cers fcr the overseaE management education, the third selec-
tion strategy should be applied to obtai the Lest
applicants.
. .!
Cf increasir1 the ber efits tc the organization after tLe
formal education.
The combined informations from the aili-
caticr blank, alpraisal of fast performance, and inteiview
will le tsed as the key of screening the extremely irnajrc-
rriate aj licants for the formal education.
-. first Selecticn
The Educaticr Department will select the reruized
rumber cf aiplicants lased on the selected data abcut candi-
dates. Three times the number of re',uired applicants are
selected during the first selection. In the first scic-
tion, tle Education repartment should be on the basis of
the starding of candidates in the list of the past EErLcrm-
* ance ard interview sccies. If the candidates come uE to be
in the inalpropriate categcry of the perscnal characteris-
tics, such candidates will be skipped. In fact, human
behavicz has been considered toc complex to he scaled alcng
a few diaezsions and then rated [Ref. 25]. Thereiore, orly
the extreme cases of inapprcfriateness can be relied on with
certaint) when the Iducaticn Department screens the candi-
dates by the perscnal characteristics at the first
selecticr.
After elimirating inakpropriate candidates, the
first end third strategy amcng the new selection strategies
should be alplied to select the three times of the reguired
* umber ci alplicants.
All the first selectees must attain a minimum sccre
cf 8C on the initial ICI test and receive the average grade
cf the urivcrsity (first strategy). If the first sElectees
*eloncing tc this category are over the three times cf the
zeguired number of cfficers, the third strategy will be
applied. 7he follcuing eguation will be used tc the
selecticr dkvice.
74
Fredictcr cf future pErformance, as an aid in. estalishir;
tzairirg otjectives, and as a personnel development tcol
[Ref. 51. The applicant's scores in the following catego-
ries of East performance appraisals must he withir the
acceptatle limites fcz advanced education.
7he grade of OAC education: The CAC grade of the cardidates
must tE cf the "A" grade grcup.' 8
The Eerfcrzance level of the ccmpany level leader: the level
of the past perfcrmarce in a leadership rcle must Lelcr to
the aiddle cr above Sioup.
The tctal level cf tie past kerformance : the total level of
the East ierformance of the candidates must balong tc the
middle cr atove groul.
BY the analysis of past performance, th
Educatic Lepartent must idertify the characteristics of
good nanagers and the high academic performance pctertial cf
candicates. Under this contexts, the Education Department
can use the data of the past performance as the differenti-
ating device of the candidates' characteristics.
(2) Patterned Interview. The basic puricse of
the Zatterned interview is to collect the informaticr from
the aEplicants. Through the patterned interview, it is
possitle tc make an assessment or characteristics iL 1,Lich
appraisals cf past kerformances tall short. It shculd be
emphasized that the Education repartment must do its Lest in
identifying the perscnal characteristics of candidates uhich
indicate pctentially successful managers.
It wili te a beneficial efrort tc the
crganizatior not only for the purpose of improving the
selectic fcr maragelEnt education, but also for the purkcse
to'he to M 30 of all officers attending the CAC educa-tion is rat* the "A" grade. CAC: orficers" advanced ccurse
7(Korea)
:i ' " " " - '" : . . . ."-. . .. .. -.. .. .". " - ' - " " " " " " - ".
(2) CLomeay evel cf Commander. Ensuring that
the candidates have completed the company level ccmannder
prior to the scheduled formal education keriod.
(3) University Grade and University SujEct
Grade. A baccalaureate degree with atcve
averace grades is reguired. Completion of at least two
semesters cf college algebra cr trigonometry is ccnsicezed
to he tIe ainimum mathematical preparation.' 7
The aiplicart must have at least the crae
average cf the university. he must have 3.0 or better in
gathegatics, English, economics, and statistics.
(4) Clear Service Record. No instarceE of
judicial Eurishment during his ailitary service.
(5) Past Performance. The ratings of his last
0 perfCrmarce are ziddle or abcve.
i. Initial ICL Test
TO check the EnSlish comerehensicn level cf the
candidates, the candidates aust take the initial ECL test
giver ly the EducaticL Department. The testing style must be
comprehensive to inclcde evaluation of listening, cozprenen-
sion, and hliting skills.
c. Appraisal cf Past Eerformance and InterviEh
This prccess will meet the objective of
assessinc the desired personal characteristics in canwi-
* dates.
(1) AP-Eaisal of Past Performance.
Fericruance appraisal is the systematic description cf indi-
vidual jcb strengths and weaknesses. Such informatic is
useful in a variety Cf contexts : as a tasis for jerscnel
decisicrs, as a criterion in personnel research, as a
- -- - - - - -- - - --- -- - - - - -
";SEE footnote 1(:.
72
groups cf cficers Yhc may believe they are deprived cf a
good careez developmert oppcrtunity. Ihe U.S. Navy 1 6 has
guite eliminated almost the kroblem discussed in the
rrecedinc paragraphs, through asking all its officerE kho
desire Nav funded jostgraduate education to indicate or
update t1eiz curricula preference annually.
c. Application Blanks from the Apklicants
7he iurpcse of the ajiicaticn blank is to secure desired
infonraticn from an alplicant in a form convenient fcr eval-
uatirc the applicant'- qualifications [Ref. 7].
When the educaticn Dekartment wants to check the
general gualificatiors of the applicants, the application
tlank can le used as a preliminary screening device as well
as fcr gathering general background data for predictirc the
successful academic lErformance cf overseas educaticn.
Overall, these three processes are necessary
tecauze it Gives an egual cpicrtunity to every eligil1E and
uilling cfficer tc ally for uanagement educaticn and it
also increase the czganizaticn's possibility of makirg a
letter choice frcm tie available officers.
2. tata Selecticn for the First Selection
The objective of this part is to collect a Ict of
data for selectig high-potential candidates.
a. Check for Test Cualifications
(1) OAC Educaticn. Snsuring that the
alplicants must have finished the OAC education.
1 'Acadeuic Year 1S84 Catalc, Naval Postgraduate Scocl,75th Anniveirsary, pF. 6- 12, 1984.
71
"6, ' .' " . ' , ' ' - " ' ' .-' : - ' . t -' .- -" " ,, $ .' ' ' . , ' "%
A critical pcint in any ianfower system in i~n organiza-
tion must lie in thE relaticnship between selecticn and
develcleent. it is giuite obvious that the needs of the crga-
rizaticn dictate whetler or not certain selection Frcccduies
are acre efficiert than simEly taking a man of the fJlocr and
attealtirg to develci him [Bef. 24]. Therefore, the selEC-
tion model (table VIII) is intended to reipresent dEfirite
and detailEd selecticn pIoceduzes orthe Furicsk c.f
increasing the efficiency of selection process. The main
step.s ci a selection model which contain suitable elements
for achieving the ob-Ective of the jarticular steps, %ill be
discussed and descrikEd.
1. 1 he Processes of FecruitiLnq h!-hl.Y J12litied
CandidatEs
a. Good Plans of Career Path for The Cverskas
Education Ofticers
W4hen. the individual's values and career So als
mesh uitl the organization'sc needs and goals, an effective
integration of the individual and the organization can
occul. Under these ideal conditions, the individual is
zotivatec tc develop the atilities and skills necessary to
take on rew jobs in the organization and the organizatir. is
likely to respond by 1roviding the individual with thE kinds
cf devElcimental cpportunities he needs [Eef. 5].
Therefore, in support of career klans that the organization
is ccrzidering, the high-pctential officers must be Exiose3
to the academic oppcitunities that will benefit the carEr
Elan.
1. Communication with All the Qualified OfficErs
Communications with all the qualified cfficers
is an iirtant for decreasiny the resentments of thcze
7C
4
o 4-J
0- rd 'C 0 04 Z U)
4-4 a)U(n (Y -4- a- ) tv a ) 0
4 " 4 UYI Q Ptz f.4 9Z-4ro .1 W
:5 0-i' ~ * 4* -+-4~ iV Ca *
j1 Q) ro U) P. *4-' P) El=
"ILA S1-4 OW u-*- . l -4 U% ~ t-s f-o~jC
coL P-4 vt a w4- C"~ I. 4-4 w 41 .4 IL44fQ 6A
wa (v U) a UW+ w H
U) U4) U,0 -+'4.. 4-) L
U ) 7,.U)4 ) U)4q lJ
H 0. U) 0 a)., a) 41i~0
H ~ 41 WO'12 -4 A 0
H 04 *-4W moUo i'
0a u 0L~-). Wa0)
-4 U ri Crv-::.-a r tv T~CQ a) -- -'I U4-) -QU
E -4 a)
44-L a) * 1 * 0M
0 ) 8- 4--J .4 44 -wIl
4-4 r. 41 -4v .1 ) v
06*- .44 *'- w'IH41 4 Wr-4 1
uj-- 4J ~ I w4. ru (11 "-
'*6L.t Wn "I -j ' I- u 41 u
' *.- : Q 41 (14 ro14.
41i' A-4 U4-1' f17U - rU~4 w -.-- 4 rVI a) T-.-
~.1 u Wr4 a)1 P4~ 41 .
I w) U) 1- 0 1Cu QI . 0 .0 a) 4)
I v w I v 0q1 0 -Q)a tv - *1
- 3t 41 1 -41~ -4, 'd--4 U A'j
'-IA044 ul H-0 A4 1- E3I= U4~ 4I U) .4 U
'V a) C::3 S)Q C,4 C~-
4.4 -i-'~~4I Q~ ~ 4 U
I Cli . U0
69
the academic olpJortcrities that will benefit the career
Elan.
6. !he Applicaticn of hew Selection Strategy
Under tle current selection system, the majority cf Kcrean
students whc graduate from the management curriculum at NPS
are dcinc Ec with below average grades. Therefore, aklying
the new selection strategy as the standard of selection may
serve tc increase t1e academic performance of maiagEment
educaticn at NPS.
E. HU !E.ECTICE MOMl~
It cider to meet the management education objectives,
all new factors havc been ccmbined to form the rimary
criteria cf the effectiveness of management education
irograu in the Korean military. It should be reaezrEred
that this study is 1ximarily concerned with the selection
ErocEdtre of management educaticn and that the effectiveness
of the manacement education crcgram is contingent u~cn the
test SeEction of candidates.
latle VIII shows the new selection process.
6
=6E
4" -' " ' " ' ' ' ' " ' ' " -' -' ' ' ' .-" - ,,' ' . " • " . .-' . v ' ' " ' -'
p x Eaik 1; 1INC; NIS; chi; cb2; cl; c2; c3; C4i; c5;
PEI; £HSE; SAT1; SEI
P<- 10INC- 8C
NP 5<- .3
ch lt- Pxc
c h 2- PX
L2 : NES(- ch2pNPS
L 1: INC+-- ch lfINC
C 1<-4/ (2NC X)A (NPS )
C2 -4/ (INC)>X)A (NPS< 1)
C3,&4/ (INC >X) A (NPS >1)
C4-4+/ (lNC4X)/\ (NPS>Y)
C:5- Cl ,C2.C3+C4
PfRF-(C 1+C3)-!.-C5
B A S -(C 1 C 2) -'.C 5
3 Alk-C 1 -*.1C 1 +C 4 )
S EI*- (C 1 *CC ) 1C 5
.I*-141
I N C*-INC + 1
If<- E+.
P #-SE e'pp
82
APPENDIX C
112A FOB IBIS STUDY
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11)
2.61 SO 2.93 2.98 3.00 3.29 1.67 3.00 4.00 2.67 3.C2
3.07 S6 2.94 3.65 2.00 2.67 3.50 3.50 2.00 2.00 2.5k
2.42 EE 2.90 3.21 2.00 3.OC 3.00 3.30 2.75 3.33 3.25
3.19100 3.82 3.47 1.00 4.00 4.00 3.J0 4.00 3.67 31.c,
2.88 8C 3.18 3.1S 2.00 2.50 4.00 4.00 2.67 4.00 3.19
3.05 S7 3.53 3.46 3-..00 3.57 3.00 4.00 3.67 3.00 3.4E
2.92 E6 3.33 3.4S -.00 2.50 3.00 2.30 2.50 3.00 3.4E
2.79 92 3.67 3.51 3.50 3.00 3.00 3.JC 3.50 3.00 3.44
3.00 81 3.33 3.37 3.00 2.75 4.00 3.30 4.00 4.00 3.35
2.71 81 3.35 3.34 3.00 3.00 2.33 3.00 3.00 3.00 3.3E
2.65 80 3.00 3.29 ;.00 3.00 3.00 2.50 2.75 3.67 3.3
2.50 E3 3.15 3.12 .00 2.67 2.50 3.30 4 .00 4. On .OS
2.45 E3 3.00 3.12 2.00 2.30 2.33 4.30 3.33 4.00 3.15
3.22 81 3.28 3.53 3.00 3.81 4.00 4.JO 3.70 3.33 3.t
2.74 S5 3.37 3.31 3.00 3.81 3.00 2.00 3.00 2.50 3.32
x 83 3.27 3.34 x x x x x x 2.21
x E6 3.10 3.18 x x x x x x :.2C
x 94 3.68 3.56 x x x x x x 3.52
x 92 3.13 3.23 x x x x x x :.25
3.21 92 3.69 x 3.00 3.30 4.00 3.00 3.30 4.00 x
3.0C 93 3.64 x 3.00 3.30 3.00 3.00 3.50 3.67 x
2.95 91 3.14 x 3.00 3.0C 3.00 2.00 3.17 3.00 x3.20 e8 3.51 x -.00 3.OC 4.00 3.JO 4.00 3.67 x
2.82 81 3.45 x 4.00 2.10 3.75 2.00 3.17 4.00 x
Z.68 83 3.06 x 2.00 2.75 3.20 2.00 4.00 4.00 x
21 25 25 19 21 21 21 21 21 21 19
~83
6
j7-F w -p -
(1) Eniversity gradec
(2) !ccir cf Englisl comprelension level test
(3) 1PS first GuartEi grade
(4) l'ES tcta. averacE grade
(5) Criverzity statistics Srade
(6) Cniversity English grade
(7) University mathEzatics grade
(8) EriVErSity ECOncZuics grade
(9) Ei~l school1 English grade
(10) kHign Echool watiematics grade
(11) NEE graduate ccurse grade
48
IIST OfE EFERENCES
1. Ikclfe, Malcolm 1. and others, Liaval leader shijL, U. S.Naval Institute (Anna~clis, Aary1'andT7SE.Zono- 'iti~CL,
~.V, 1959.
2.Ercwn, J. Douclas, The Hiuman Ndture of OrlarizatioLs,American Manag~ment Xz_'o~iaEionVl ?17 - _31, 1973.
-- fernette, W. e., Manager SelectioL, Educatic. a L2Training, M~a-il~c,~ ~-3 3~-
4. Orcanizaticnal Iffectiveress Research Programns Cfiicz:cf Naval Research Report No.10, Predictcrs of Eusi:-,EssLiarager Success at Ten lears o'rutBEr' E3
4 . Cascic, Wayne F, A l~ied PS1ch1o21 in Persc:irel_arafment, Reston Pd"iIi~~.on~nIc~cn
'FI.ch E 21iC - 26C, 1982.
E. Hereaan, Heri:Ert G. and others, 2escnnciLjunar.ReEcuIce ManaqEpent, Richard D Irwin, Inc., . F
7. French, Wendell the Personnel Mana.(ement Frccess,buian ResourceAmisraon fr Eito. j. o--.03,1974.
E. Azvey, Richard r fairness in Selectin~ Ezzjlcv ,Es,Addiscn-Wesley Ebi~ a7~W
S. LurnEtte, Maivin L., Rersonnel Selecticr andPlacEment, Brcck/Cole Publis111ng Z mOlary, Fr. 1&E
10. Sards, Willials A., "A Method for Evaluating~AlternatiVE RicrUiting -Selection Strategies: SIheCAEER Model " ournal of A.Eified Ps ycholojqy, Vcl urne57, Number ., .22 - Zhie17k -
11. iqgins, J.S. lersonality and Prediction: Principlescf ?ersonality ~Izzz9ET TUiZ3 -Ve'Ley 'PIIng~h
12. Eerlason, Anne I. Essettials in Interviewing Harper& Eicthers, Re'vised itij T 2 37 12
13. Scinez, B.C., E.. cmith 3. D. F innrrt y "FactcrsInfluencing Mataqgelent Stua.ent Performance in
48
Latbeuatics Covise.1" Naval Postgraduate Schcc., Ej-, January 1S-,5.-------------------------
14. 2 ajlcx, .C. ard J.T. fussell, The Relaticrshil ofVa idi y Ccefficients tc Tbe Practical EffectiveLESSof Tests in Selection: Liscussion and Tables "1 .JcuLal
of Aj~jjed ~ Vcl. 23, pp. 565 - 5H~, T
15. A~lley, !.A., Formula for Success- A Core CciejoNaa~metAMACOM, PE£. -1 74.7~ -
16. LBcClElland, Da'gid C. and David H. Eurntani, "ECwEr isThe Great Motivator 11 harvard Business Pev lew, Ej. 100
-110, March-April, 197.6'.--
17. Cairpli, J.P., funnette, M.D., Lawler, L.I. andINeick K.E., Mnalgjerial Behavior, Performance an.1Effectveness, rZZ~aw5H1'1,-3U--7Ft.-
18. Iippjitt, Gcrdon I., Orgqanization Renewal AchievncViaL ili~ ina Chan~ 2~ T M~t Cr~~
19. Katz , Robert I. "Skills of an EffectiveAdifinistrator," Harvax.d Eusiness Review, pp. 90 - 94,S eptEiKber-CctotErT'4_
20. lipsett, LaurEnce, Frank P. Rodgers, haic M~.iEE~ttEr, Perscnnel- lcto and Recrui tzert,£Ecchester In~f1EUt-'of IZInr-oy, ~E Tr5r1S9E4.
21. Dcrcvan, J.J. Fecruitirent and Selection in the Publicservice: iEu b risZnEEI 'AToZi5fion, ~~-
22. Ecffuxrjy, Robert N., "Validating The Patterr~edInterview "1 Peirscnnel, Vcl. 23, No. 4,pp. 265 - 207,January 1 4-----
*23. fear, R. A. , .crdan, B., Employee Evaluation manualfcr In~rviewerg, New York,
24. Jaffee, Cabct 1.. Effective Mana_ emEnt SElecticrThe A..al.X S1s ci aieh Zff STu atW
25. I1EViDnn, H., "Thirkin~ Ahead," Harvard EusinESSFevebpp.30 -44, July-lugust 1976.
E86
BIBLIGGAPHY
*.Appley, lawrence P. Values in mana~ement, AitericaL1ManagErment Associaticr, Inc-.7-11969-7
Argy1.zis, Chris 1intqrat2L-_ .the individual arnd thejaiain iuoL 793 SZ1 In: C. -9B,4.,
Cronlach, lee J. G lEser, GcJldi~ne C., Psychological leEtsand lErscnnel fecisions, University o~IE~ ni 1~
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E7
Z :I W. 7 r
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