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Zain Ul Haq Malik (161242)

The document discusses using situational judgement tests (SJTs) in training. It presents three hypotheses: 1) Trainees receiving SJT-based training will score higher on procedural knowledge assessments than those in lecture-based training. 2) Post-training scores on untrained procedural material will not differ between groups. 3) Trainees receiving SJT training will show greater improvement from pre- to post-test on declarative measures. The study involved 416 undergraduate student participants, with 141 in SJT training and 275 in lecture training. Results showed SJT-based training was more effective, as trainees demonstrated enhanced declarative and procedural knowledge and ability to apply it in real situations.

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79 views2 pages

Zain Ul Haq Malik (161242)

The document discusses using situational judgement tests (SJTs) in training. It presents three hypotheses: 1) Trainees receiving SJT-based training will score higher on procedural knowledge assessments than those in lecture-based training. 2) Post-training scores on untrained procedural material will not differ between groups. 3) Trainees receiving SJT training will show greater improvement from pre- to post-test on declarative measures. The study involved 416 undergraduate student participants, with 141 in SJT training and 275 in lecture training. Results showed SJT-based training was more effective, as trainees demonstrated enhanced declarative and procedural knowledge and ability to apply it in real situations.

Uploaded by

Zain
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Zain Ul Haq Malik (161242)

Research Paper: Using Situational Judgement Tests (SJT’s) in training

Situational Judgement Tests (SJT’s) are used as a valid selection tool all around the world but
a very negligible research has been done so far on this subject. In cases of personnel
selection, SJT’s are likely to serve as low fidelity simulation. It means that it might actually
turn out to be deviated from its original form and course. In this particular research paper, it
is evaluated that whether SJT’s cam serve as a less expensive and efficient way to the design
of a more realistic and real time workplace training content.
Moreover, this study also emphasizes on using SJT’s in designing of training content and
module. It is done by incorporating critical and real time incidents and scenarios in training.
Also, as far as real time and critical scenarios are concerned if the bes to worst possible
reactions are listed then a better feedback might be conducted. In order to have a better
feedback, case study method should be given due consideration.
Furthermore, fresh individuals were selected on volunteer basis and were randomly asked to
appear in one of the given two training sessions i.e.
1. Lecture Based Training
2. Lecture Based training followed by 15 minutes SJT based training.
Based on a few assumptions three hypothesis were derived. Firstly, the anticipation was that
trainees with SJT’s would retain greater procedural knowledge than traditionally trained
participants.

H1: Trainees in the SJT based training condition will demonstrate higher post training scores
on procedural knowledge measures than trainees participating in the traditional full-length
lecture-based training.

Also, based on further forecasting and anticipation it was derived that the scores after the
training on the material that has not been explained, taught and touched will either remain the
same or at average in comparison between SJT module and traditional module. The
hypothesis derived was:

H2: Post-training scores on procedural knowledge measures assessing untrained material will
not significantly differ between trainees in SJT based and traditional full-length lecture-based
training conditions.
Moving further, it was also anticipated that retention of factual material will be more for the
one with SJT, rather than the one’s with traditional method.

H3: Trainees in SJT based training conditions will demonstrate greater improvement from pre-
test to post-test on declarative measures than trainees in traditional full lecture-based
condition.

New volunteers for this purpose belonged to Mass Care Sheltering Associates, it is a
humanitarian disaster relief organization in gulf-coast. Among total of 416 under-graduate
students participants about 141 trainers participated in SJT based training. Whereas, 275 in
traditional full-length training. For design and procedure, traditional session comprised of 3
hours. Whereas, the other was for 2.45 hours lecture and 15 min of SJT training.
In the traditional lecture-based training, fundamentals of managing disaster in sheltering
sectors were told and video after passing of event was shown, whereas, in SJT it was
demonstrated in real time.
Declarative knowledge involves What? When? who? It is based on facts. It involved 20
MCQ’s in its calculation. Whereas for procedural knowledge measures two methods were
used:
1. Use of Likert scale from very ineffective to very effective. It involved seven items.
2. Participants were asked to identify one of four responses as least effective and most
effective in each situation. 1 point was awarded for correct answer.
In conclusion, based on results the SJT based module was more effective as, declarative and
procedural knowledge of participants enhanced. They should greater ability to apply these in
real time conditions. Recall was also more for SJT based trainees. Also, in personnel
selection it is more fruitful. SJT based trainees provide higher scores and better feedback.

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