The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
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Arthur, W., Jr., & Villado, A. J. (2008). The importance of distinguishing between constructs and methods when comparing predictors in personnel selection and research and practice. Journal of Applied Psychology, 93(2), 435–442.
Bobko, P., Roth, P., & Potosky, D. (1999). Derivation and implications of a meta-analytic matrix incorporating cognitive ability, alternative predictors, and job performance. Personnel Psychology, 52(3), 561–588.
Carter, R. C., & Biersner, R. J. (1987). Job requirements derived from the Position Analysis Questionnaire and validated using military aptitude test scores. Journal of Occupational Psychology, 60(4), 311-321.
Edwards, B. D., & Arthur, W., Jr. (2007). An examination of factors contributing to a reduction in race-based subgroup differences on a constructed response paper-and-pencil test of scholastic achievement. Journal of Applied Psychology, 92(3), 794–801.
Finch, D. M., Edwards, B. D., & Wallace, J. C. (2009). Multistage selection strategies: simulating the effects on adverse impact and expected performance for various predictor combinations. Journal of Applied Psychology, 94(2), 318-340.
Haccoun, R. R., & Hamtiaux, T. (1994). Optimizing knowledge tests for inferring learning acquisition levels in single group training evaluation designs: the internal referencing strategy. Personnel Psychology, 47(3), 593-604.
Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78(2), 311-328.
Lang, J. W. B., Kersting, M., HüLsheger, U. R., & Lang, J. (2010). General mental ability, narrower cognitive abilities, and job performance: the perspective of the nested-factors model of cognitive abilities. Personnel Psychology, 63(3), 595-640.
Morgeson, F. P., Delaney-Klinger, K., Mayfield, M. S., Ferrara, P., & Campion, M. A. (2004). Self-Presentation Processes in Job Analysis: A Field Experiment Investigating Inflation in Abilities, Tasks, and Competencies. Journal of Applied Psychology, 89, 674-686.
Ones, D. S., Viswesvaran, C., & Schmidt, F. L. (1993). Comprehensive meta-analysis of integrity test validities: Findings and implications for personnel selection and theories of job performance. Journal of Applied Psychology, 78(4), 679–703.
Peterson, N. G., Mumford, M. D., Borman, W. C., Jeanneret, P. R., Fleishman, E. A., Levin, K. Y., Campion, M. A., et al. (2001). Understanding work using the occupational information network (O*NET): implications for practice and research. Personnel Psychology, 54(2), 451-492.
Sackett, P., Schmitt, N., Ellingson, J., & Kabin, M. (2001). High-stakes testing in employment, credentialing, and higher education: Prospects in a post-affirmative-action world. American Psychologist, 56(4), 302–318.
Schmidt, F. L., & Hunter, J. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124(2), 262–274.
Schmitt, N., & Fine, S. A. (1983). Inter-rater reliability of judgments of functional levels and skill requirements of jobs based on written task statements. Journal of Occupational Psychology, 56, 121-127.
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