Basic skills measures are tests of reading, arithmetic, measurement & inspection, and process-monitoring & problem-solving.

Credibility to Applicants: Because basic skills measures are usually written in job-related language they resemble what workers encounter in companies. The reading passage might describe safety in the workplace or working together. Inspection would involve detecting a pictured object different from other pictured objects. Process monitoring might involve gauges or digital readouts.

Credibility to Employers: Often before use of a basic skills measure we would evaluate the readability level of manuals, work procedures, and safety information. Then we would be sure that the test readability levels were at or below the work-required levels. We have found that most jobs required about a 10th grade reading level (SMOG) (McLaughlin, 1969). Similar studies can be made on inspection, arithmetic, and process monitoring activities.

Validation Results: In studies done by several of our colleagues when performance criteria were compared with basic skills tests, the results were very powerful.

• In the paper industry (Campion & Stephens, 1994) found a reading measure the best of several tests in predicting performance. Muchinsky (1998) made a similar finding in the textile industry.
• In a sample of refinery workers Dehlinger (1999) found scores on Ramsay Corporation Job Skills Arithmetic Form CO were significantly related to supervisory job performance ratings.
• Scott (2000) found that Inspection and Measurement was significantly correlated with overall performance ratings for 142 chemical operators. Day (1998) made a similar finding in a study of 100 operator technicians.
• With a sample of 148 chemical operators Scott (2000) found that Process Monitoring and Problem Solving was significantly correlated with performance ratings.

Most of our studies have involved content validation but where basic skills tests were used in criterion-related validation studies, they have been very effective.

Explanation to Arbitrators, Courts, and Union Officials: Whenever we have had to explain aptitude tests and criterion-related validation, it has been a painful process. Whenever we have had to explain content validation, courts, union officials and arbitrators have readily accepted that when applicants must read training manuals and work procedures it is only common sense to ask them to demonstrate their reading skill on similar content. Our experience has been similar when explaining measures of arithmetic, inspection & measurement, and process monitoring & problem solving. Because these measure are in work-oriented language they are more readily accepted by reviewers. Often job experts remark that their 4th grade child could pass such simple tests. Some probably could. But some applicants cannot and they are the ones who should be identified.

Value of a Developmental Model: Use of a developmental model with knowledge and skills tests is often superior to models used with aptitude measures. When an applicant fails a reading measure, he or she lacks the reading skill required to learn or perform the job. When an applicant fails an aptitude measure it is hard to accept that he or she lacks aptitude for the job. We have seen many cases where the deficient applicant has obtained remedial training and has improved a knowledge or skill to obtain employment. This is reassuring to the candidate and the employer.

Summary Basic skills are necessary and required in learning and performing many jobs in the world of work today. Such tests can inform applicants about their capabilities and employers about their potential for successful learning and performing at work.

References

Day, R. (1998). Operations Technician validation study. Milwaukee, WI: Vernon, Roche & Hodgson, Inc.

Dehlinger, J. (1999). Refinery workers validation study. Milwaukee, WI: Vernon, Roche & Hodgson, Inc.

Muchinsky, Paul. (1998). [Criterion-related validation study for 293 textile workers]. Unpublished raw data.

Scott, D. R. (2000). Chemical Operator validation study. Pittsburgh, PA: Development Dimensions International.

Stevens, Michael J. & Campion, Michael A. (1994). Teamwork-KSA test examiner's manual. Minneapolis, MN: NCS.