COMPETENCY TESTS

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SAP – Security Assessment Profile

GENERAL DESCRIPTION
The SAP is a competency test that consists of 100 test-items and specialises in serving the security industry. It consists of four main parts and five substructures as well as an integrated rating that provides the single best representative ‘score’ of the above measuring areas and an adapted rating which is an adaptation of the latter score according to the degree the testee tried to manipulate the outcome of this test.

Each one of the substructures consists of competencies, skills, abilities and attributes that provide the users with 35 scales to base their interpretation, diagnoses and decisions relative to the testee on. The SAP takes approximately an hour to complete.

The SAP is available in two formats – the standard SAP (for the ‘higher-level’ candidate) and the SAP-Version II (for the ‘lower-level’ candidate – where no or limited pre-screening is done).

The structure number of scales and time to complete the test remains the same for both versions of the test.

Measuring Areas:

The five main structures of the SAP:

Cognitive
Integrity
Work ethic
Competency
Monitor

As well as 27 supportive measuring areas

Plus two integrated scales, i.e., the integrated security rating and the adaptive security rating.

Purpose

Comprehensive measure of Security for:

– Selection

– Promotion

– Training

– Project management & control

– Organisation development

– Career planning & development

Psychometric Properties

Reliability:	Ranging from 0.88 to 0.91 (Significant)
Validity:	Ranging from 0.37 to 0.61 (Significant)
Fairness:	No significant differences found by using the ‘norming process’ relative to four critical factors that are ‘known’ to be sensitive regarding fairness in the workplace, i.e., age, gender, ethnicity and language, and relating it to an external multiple criterion of success. (N=3.915 & Significance on 0.001 level).
Readability:	“A maximum of sixth grade on the Fry Readability Graphs was adhered to”. There is no time-restriction applicable to the completion of the SAP and a trained administrator is always available to answer questions the testee may have regarding the meaning of words and sentences.

GENERAL USE AND DECISION-MAKING RULES

The SAP can be used at a grade 6 schooling level.
A ‘5’-sten (and below) score on the lie-detector scale should be considered to represent a knock-out score.
Special emphasis should be placed on the instruction regarding the supplying of ‘correct’ information during the completion of the test.
A ‘4’-sten (and below) on the adjusted security rating scale, is considered a ‘screening-out’ score.
It is important to remember that ‘suspiciousness and non-testing’ is considered a positive attribute in scoring and interpreting the SAP.

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DAP – Driver Assessment Profile

GENERAL DESCRIPTION

This instrument is similar to the SAP, but specialises in the field of driving and was especially developed to serve the driver fraternity in the economy of today. It assesses the critical human factors that differentiate people who perform the driver function in a professional capacity (i.e., doing driving as a work/job –earning money by driving) in terms of a sound and multiple criteria of (work) success. The DAP deals with the ‘driver profession’ as a specific career entity in terms of the common denominators identified via objective and comprehensive research studies conducted over many years by researchers in different fields in a wide variety of economic industries (e.g., transport, mining, production, etc.) and involving drivers of virtually all types of vehicles – including trucks, tractors, taxis, busses, ambulances, fire-engines, etc. – involving ‘general’ and ‘specialised’ vehicles.

The DAP is a competency test that consists of 100 test-items and specialises in serving the driver industry. It consists of four main parts and five substructures as well as an integrated rating that provides the single best representative ‘score’ of the above measuring areas and an adapted rating which is an adaptation of the latter score according to the degree the testee tried to manipulate the outcome of this test. Each one of the substructures consists of competencies, skills, abilities and attributes that provided the users of this instrument with 35 scales to base their interpretation, diagnoses and decisions relative to the testee on. The DAP takes approximately an hour to complete.

Measuring Areas:

The five main structures of the DAP:

Cognitive
Integrity
Work ethic
Competency
Monitor

As well as 27 supportive measuring areas

Plus two integrated scales, i.e., integrated driver rating and adapted driver rating.

Purpose

Comprehensive measure of driving for:

– Selection

– Promotion

– Case investigation

– Training

– Project management & control

– Organisation development

– Career planning & development

Psychometric Properties

Reliability:	Ranging from 0.84 to 0.89 (Significant)
Validity:	Ranging from 0.36 to 0.57 (Significant)
Fairness:	No significant differences found by using the ‘norming process’ relative to four critical factors that are ‘known’ to be sensitive regarding fairness in the workplace, i.e., age, gender, ethnicity and language, and relating it to an external multiple criterion of success. (N=2602 & Significance on 0.001 level).
Readability:	“A maximum of sixth grade on the Fry Readability Graphs was adhered to.” There is no time-restriction applicable to the completion of the DAP and a trained administrator is always available to answer any questions the testee may have regarding the meaning of words and sentences.

GENERAL USE AND DECISION-MAKING RULES

TheDAP can be used at a grade 6 schooling level.
A ‘5’-sten (and below) score on the lie-detector scale should be considered to represent a knock-out score.
Special emphasis should be placed on the instruction regarding the supplying of ‘correct’ information during the completion of the test.
A ‘4’-sten (and below) on the adjusted security rating scale, is considered a ‘screening-out’ score.

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PEP – Practical Proficiency English

GENERAL DESCRIPTION

The practical English proficiency instrument measures the extent to which a candidate can comprehend and converse in the English language as well as the candidate’s ability to reason in an analytical and logical way in a verbal context. The General Language Proficiency of a candidate is broken down into three main categories.

The first of these is called Language Proficiency and is built up by the candidate’s knowledge of the structure of the language; his/her ability to express himself/herself in a comprehensive and understandable manner when writing in English; and the candidate’s understanding of the relation value of objects and terms in the English language.

The second category is called the Vocabulary and Understanding of Words. This category is built up by the candidate’s knowledge and understanding of emotional and abstract language; his/her ability to use and comprehend concepts and the difference between concepts; and the candidate’s ability to correctly spell English words.

The third category is called the Comprehensive Ability. This category is built up by the candidate’s ability to understand contextual meaning; and his/her comprehension and ability to follow a conversation in the English Language.

The above three categories are presented in the A-Section of the summarised report.

The three categories, the ability to express oneself; the ability to comprehend English words; and the ability to understand the context and use of English, together with the candidate’s ability to reason in an analytical and logical way in a verbal context, constitute the structure of a candidate’s General Language Proficiency status (using 50 items). The latter ability (i.e., to reason in an analytical and logical way) is reflected in the B-Section of the test and represents, to a large extent, the candidate’s verbal intelligence (using 15 items).

The PEP-test consists in total of 65 test-items and can be completed in less than 30 minutes.

Measuring Areas-Scales:

The two main structures and six substructures of the PEP:

Language Proficiency

1.1 Grammar & language structure

1.2 Vocabulary & understanding words

1.3 Comprehensive ability

General Verbal Reasoning/Intelligence

2.1 Verbal discretionary insight

2.2 Verbal reasoning

2.3 Verbal analytical & logical reasoning

Purpose

Comprehensive measuring of language proficiency for

Selection
Training
Development
Project planning.

Plus seven supportive measuring areas.

Psychometric Properties

Reliability:	Ranging from 0.88 to 0.96 (Significant)
Validity:	Ranging from 0.57 to 0.71 (Significant)
Fairness:	Research indicates that the test strongly favours the English speaking subgroup in any population as well as differentiates, at the second order, in favour of the education subgroup especially in populations where members studied through the English language media. In all other of the critically sensitive factors, no significant statistical difference could be found in applying the ‘norming process’. (N = 11.474; Significant at 0.001 level).
Readability:	Considering this being one of the differential purposes of developing and applying the PEP, it does not really apply.

GENERAL USE AND DECISION-MAKING RULES

ThePEP can be used at a grade 6 schooling level.
ThePEP can be applied and interpreted by a competent person in the training and education HR-fields.
It is important to supervise the assessees.

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