Knowledge and Skills of the Lamaze Certified Childbirth Educator: Results of a Job Task Analysis

Content validity of certification examinations is demonstrated over time with comprehensive job analyses conducted and analyzed by experts, with data gathered from stakeholders. In November 2011, the Lamaze International Certification Council conducted a job analysis update of the 2002 job analysis survey. This article presents the background, methodology, and findings of the job analysis. Changes in the test blueprint based on these findings are presented.     

Use of Knowledge, Skill, and Ability Statements in Developing Licensure and Certification Examinations

The task inventory approach is commonly used in job analysis for establishing content validity evidence supporting the use and interpretation of licensure and certification examinations. Although the results of a task inventory survey provide job task-related information that can be used as a reliable and valid source for test development, it is often the knowledge, skills, and abilities (KSAs) required for performing the tasks, rather than the job tasks themselves, which are tested by licensure and certification exams. This article presents a framework that addresses the important role of KSAs in developing and validating licensure and certification examinations. This includes the use of KSAs in linking job task survey results to the test content outline, transferring job task weights to test specifications, and eventually applying the results to the development of the test items. The impact of using KSAs in the development of test specifications is illustrated from job analyses for two diverse professions. One method for transferring job task weights from the job analysis to test specifications through KSAs is also presented, along with examples. The two examples demonstrated in this article are taken from nursing certification and real estate licensure programs. However, the methodology for using KSAs to link job tasks and test content is also applicable in the development of teacher credentialing examinations.     

混部负载场景下离线负载资源调度策略研究

混部负载是当前业界提高数据资源利用率的重要手段,其原理是将在线负载和离线负载共同放置于同一数据中心、共享资源,在保证在线负载服务质量的前提下,将空闲资源分配给离线负载。当前针对混部负载中离线负载的资源调度采用传统的公平或者短作业优先等策略,并未考虑在线负载资源需求波动对离线负载运行的影响。为了达到进一步提升资源利用率和作业吞吐率的目的,提出基于负载完成时间预判的模拟退火资源分配策略。结果表明,该策略比公平策略和短作业优先策略在平均资源利用率上分别提高了7.8%和15.5%,在吞吐率上分别提高了38.2%和29.1%。     

Exploring the contributions of job resources,job demands,and job self-efficacy to STEM teachers' job satisfaction: A commonality analysis

This study aims to examine how job resources, demands, and self-efficacy affect American STEM teachers' job satisfaction by analyzing the US TALIS 2018 data. Multiple regression and commonality analysis were used to analyze factors' significant contributions and their detailed real unique and common contributions to STEM teachers' job satisfaction. The results show that the final model explains 29.6% of the variances of STEM teachers' job satisfaction. The commonality analysis further showed that job resources, job demands, and job self-efficacy explained 23.5%, 8.6%, and 8.0% of variances of job satisfaction, respectively. However, these factor sets uniquely contributed 15.9%, 2.9%, and 2.1% of the variance, separately. This study confirms the validity of the revised job demands−resources model for STEM teachers' job satisfaction. Furthermore, the commonality analysis reveals the unique and independent contributions of job demands, resources, and self-efficacy to job satisfaction. Results from the research identified the significance of job resources contributing to the improvement of STEM teachers' job satisfaction.     

Development of the child care worker job stress inventory

After a series of instrument development studies, a mail survey was conducted with 196 randomly selected family day care providers (FDCPs) and child care center workers (CCCWs) residing in the state of Maryland (response rates were 76.6% and 70.5%, respectively). Embedded in the instrument were three job stress scales, specific to child care workers, measuring job demands, job control, and job resources. Extensive psychometric testing of the three 17-item instruments demonstrated several areas of strength. The job demands scale, because of its breadth of stressors covered, fared slightly worse on indicators of reliability (alpha = 0.77; mean interitem correlation [MIC] = 0.17; item-to-total correlations [ITCs] = 0.14 to 0.49) than did job control (alpha = 0.88; MIC = 0.31; ITCs = 0.26 to 0.69) and job resources (alpha = 0.89; MIC = 0.35; ITCs = 0.32 to 0.70). Known groups validity was demonstrated through a conceptually meaningful pattern of differences between FDCPs and CCCWs. Construct validity for all three scales was demonstrated by a pattern of stronger correlations with conceptually similar versus dissimilar instruments. Average correlations with similar versus dissimilar instruments were: job demands, 0.54 versus 0.24; job control, 0.74 versus 0.30; and job resources, −0.53 versus 0.30. Similar to the reliability analysis, results of factor analysis were stronger for job control and job resources than for job demands.     

Combining Data on Criticality and Frequency in Developing Test Plans for Licensure and Certification Examinations

Job analysis is a critical component in evaluating the validity of many high-stakes testing programs, particularly those used for licensure or certification. The ratings of criticality and frequency of various activities that are derived from such job analyses can be combined in a number of ways. This paper develops a multiplicative model as a natural and effective way to combine ratings o f frequency and criticality in order to obtain estimates of the relative importance of different activities for practice. An example of the model's use is presented. The multiplicative model incorporates adjustments to ensure that the effective weights of frequency and criticality are appropriate.     

Multiple Factor Analysis

The knowledge explosion in combination with an overcrowded curriculum at all educational levels is causing many educators to place greater emphasis on attitude conceptualization. This paper confronts two interrelated problems, that problem dealing with the psychological concept of attitudes and the problem of attitude measurement. Conceptually, attitudes are explored from an affective, cognitive, behavioral, and biologic dimension. The result is a comprehensive attitude concept. The problem of attitude measurement is not that attitudes exist, nor that they are specific or general, but lies in the way that they are organized. With the current emphasis on computerized research and data analysis, it is astonishing that multiple factor analysis has been so infrequently used for attitude validation and instrumentation. As a measurement and analytic technique, multiple factor analysis provides the intrinsic power to isolate and identify attitudinal factors. Multiple factor analysis is a measurement technique designed to assess construct validity. As such, it unites psychometrics with psychological theory. Factor analysis as a computational technique and as a scale construction technique is explored. The principal component method of factor analysis is reviewed. Multiple factor analysis assists in the process of attitude scale construction in the following ways: 1.) determines the content (factorial) validity of a series of attitude statements by ascertaining whether they measure a single unitary characteristic or a complex of characteristics as reflected in an item intercorrelation matrix; 2.) contributes to the determination of construct validity by ascertaining the smallest number of factors that can be postulated to account for item intercorrelations 3.) provides the statistical research strategy upon which predictive and assessment instruments can be empirically determined from an unrotated factor matrix; and, 4.) serves in general as an objective basic research tool through which psychological traits underlying human attitudes can be derived.     

Performance Appraisal: Issues of Validity

Performance ratings are probably the most widely used criteria in personnel evaluation. To determine the psychometric quality of performance ratings, practitioners generally evaluate ratings in terms of reliability and validity. This article presents generalizability theory as a measurement procedure that can be used to assess and improve the reliability and validity of ratings of employee job performance.     

Laying the Groundwork for a Licensure Assessment

Licensure is a strict form of practice regulation: People must first earn a license before they may legally engage in professional practice. Typically, the last hurdle in the licensure process is the passing of an assessment of skills (responsibilities) and knowledge important for competent beginning professional practice. A content-oriented approach to validation is often applied to licensure assessments, and implementing a job analysis is a critical component in such a validation strategy. The job analysis conducted to define the content domain for the School Leaders Licensure Assessment—a licensure assessment for school principals—is described. Content experts first defined responsibilities and knowledge areas believed to be important for competent, beginning professional practice. The survey responses of 2,460 school principals confirmed these judgments. The methods and results of the job analysis are discussed.     

A Job Aid for Effective Learning: The ID Ready Reckoner

A blueprint for effective learning can be created quickly using the ID Ready Reckoner. This is a job aid that assists learning professionals in selecting appropriate instructional techniques for different levels of learning objectives based on their content types. The job aid also recommends the most suitable assessment formats for a given learning objective level. Instructional techniques and assessment formats together provide an effective instructional strategy for classroom training design. The use of this job aid requires little or no specialization in instructional design.     

基于新标准的大学生体质健康测试网络平台构建策略

通过文献资料法、经验总结法和实证研究法对新标准下当前大学生体质健康测试网络平台的构建策略进行了探讨。研究结果表明新标准下大学生体质健康测试网络平台还不够系统,其测试网络平台的构建应从两个方面入手:一是测试网络平台的外沿管理策略,具体包括测试时要进行身份证甄别、保证测试数据的完整性、中长跑要严格监督、联网测试点需分布均衡、测试做好安全预案、及时做好现场数据备份;二是测试网络平台系统功能的设置策略,具体包括系统需具备升级功能、数据格式需与上报软件一致、具备查询统计功能、具备"运动处方"开具功能、需开放互联网指导服务窗口。     

The implications of Holland's constructs in the prediction of employment: A cautionary note

John Holland's model of vocational choice has been used for both individual and group career counselling, in a variety of social and cultural contexts. Typically, it is used to help people to make career decisions; however, Holland has also proposed that his model could be used for predicting the manner in which individuals would cope with unemployment and/or job change. In this paper, the authors present the results of a study assessing the validity of Holland's claims with respect to the efficacy of his theory in the prediction of job search success. The results of the study provided, at best, limited support for Holland's claims; most predictor/criteria combinations were found to have little or no relationship to each other. The authors conclude that the Holland model is of limited value for predicting job search success, and suggest the use of other data collection techniques for such purposes. The authors also recommend further research regarding the operationalization of Holland's constructs.     

幼儿教师职业生涯周期的职业倦怠研究

在国内外教师职业倦怠相关文献的基础上,通过开放式问卷、访谈等方法编制了《幼儿教师职业倦怠问卷》,发现幼儿教师的倦怠有四个可解释的维度,分别为:情感耗竭、精力枯竭躯体化、幼儿教师职业失意、职业怠慢。幼儿教师职业生涯中的倦怠可划分为七个阶段:0-2年激情适应期、3-6年成长选择期、7-9年胜任平稳期、10-12年更新冲突期、13-18年平稳停滞期、19-25年复发危机期、26年以上离职消退期。     

基于就业能力的大学生就业指导效果的实证研究

大学生的就业能力与实际就业关系密切,是影响就业指导工作成效的重要指标。通过对“大学生就业能力问卷”调查结果的因素分析,发现大学生就业能力包括四个因素:应聘能力、团队能力、创新能力和个性特征;用四维结构的就业能力衡量就业指导课程培训效果时发现,参训学生的应聘能力和团队能力方面得到显著改善,而创新能力和个性特征则没有发现明显改善。通过对“上海交通大学2006届毕业生调查问卷”所得数据的回归分析,发现就业能力中三个维度———团队能力、创新能力和个性特征对就业满意度有显著的贡献。最后对研究结论的意义进行了讨论。     

计算机技术在流量与泥沙误差试验中的应用

在水文测验中,通过误差试验分析可以掌握测站水力因素特性和规律,及时调整测验方案,提高测验精度,分析影响河段水沙不平衡因素。此项工作人工计算与分析,计算烦琐,工作量大,利用计算机进行数据采集和分析非常必要。为此,笔者研究开发了一套适合水文测站进行流量及泥沙误差试验的数据采集与分析处理软件。     

跨文化副语言交际策略的教学实效性研究

社会语言学把伴随言语交际过程的辅助表达行为称为副语言行为。它的伴随语言特征和超语言特征决定其在语言交际和教学中的各种功能。副语言交际策略是指人们传递信息的特定的态势和手段。其教学实效性具体表现为信息补偿效应、刺激强化效应、和谐沟通效应、审美愉悦效应及社会文化效应。     

An NCME Instructional Module on Developing and Administering Practice Analysis Questionnaires

The purpose of a credentialing examination is to assure the public that individuals who work in an occupation or profession have met certain standards. To be consistent with this purpose, credentialing examinations must be job related, and this requirement is typically met by developing test plans based on an empirical job or practice analysis. The purpose of this module is to describe procedures for developing practice analysis surveys, with emphasis on task inventory questionnaires. Editorial guidelines for writing task statements are presented, followed by a discussion of issues related to the development of scales for rating tasks and job responsibilities. The module also offers guidelines for designing and formatting both mail-out and Internet-based questionnaires. It concludes with a brief overview of the types of data analyses useful for practice analysis questionnaires.     

Implementing strategy in higher education

Conclusion From the profit sector we may learn that strategy is a great challenge, but also a difficult job. There are good reasons to assume that for a large-complex non-profit organisation such as a university, with organisational features of both the nonprofit and the professional organisation, the process will be even more difficult. The implementation of the strategy process in particular may cause a lot of trouble. The model presented here can be used as a simple but proven method to control this implementation process and may serve as a good guiding principle for real strategic management in a university.