AD-Al51 108 ANALYSIS OF SELECTION PROCESS FOR MANAGEMENT EDUCATION: i/t,KOREAN MILITARY CASE(U) NAVAL POSTGRADUATE SCHOOLMONTEREY CA P DURK KWAN JUN 84

UNCLASSIFIED F/G 5/9

mnmmmmmmmmmI.mmmnsmnnnlEEElhEllEEllEIIEIIIIEEIIEEEIIEEIIIIIIIEEE

'El"".llIII

ail. 36 20

-11.8

I25 1e.41.,11111"2- 111I1

MICROCOPY RESOLUTION TEST CHART

NA'.•NA. , .. -.'...:0.'. " :

,- ".-, ..."..

NAVAL POSTGRADUATE SCHOOLMonterey, California

00F0

Tom

THESISANALYSIS OF SELECTION PROCESS

FORMANAGE.Y"FNT EDUCATION: KOREAN MILITARY CASE

I ~~by 4 . m

3 Durk Kwan, Park

* June 1984

* L.D

Thesis Advisor: T. r.Swenson

A. Approved for public reLIeasf-; distribution unlimited

*85 03 06 031

Unclassi fiedSECUAIr,. CLASSIFICATION n-r r~ PA&GE 'Wh. rw .. l.d)

REPORT DOCUMENTATION PAGE I READ~ caNvPT U I-frDN

I EP:14T 5 ' ACCESSION P1O. ]I ECPEN-S CA A-LL .j.U~k

4 To T L E (8,nd 5 r~~ 5 TYPE 0O' REPORT & ; ERCD COVERE0

Anlyisof selection ?2-ocess for "aster's Thcsis

Vianajertent Eclucat 'on Korean M itiaryJue14Cas 6 PERFORM-NO R RIEPCRT N-uMBER

*7 A.~OR(., 8 CONTRACT OR GRANT N.i-mBER's,

Durk Kwan, Park

9 PERFORM'NG CHGANIATION NAME AND ADDRESS 10 PRoDRPAM r.EkMCNr PnOCT, TASKAREA II W0O4 NIT wN&ABEPS

Naval Postgraduate School

MontreyCal ifornia 93943

I COOL*_C OFFICE NAME AND ADDRESS, 12. REPORT DATE

Naval Postgradluate Sciool June 198413 NLMB-:R CF PA,:$E

Monterey, California 93943 884 IAONITOWIN _ A3EN::Y NAME &ADORESS'S! diffee.nt from Controlling Office) IS. SECURITY CL ASS 01f hI* .*p.1t)

Unclassified

SCc.L 'OL E

6. 01$ I BiU CN STA A E Nc T thl . Hoport.

Approved for public release; distribution unlimited

17. 01 '* ST Pl 8 WJi;N ST A FM~ ' 1~ enstcs Ien rdin Block 20. If differnt from Report)

8 SUPP1_EI..L.. APe 14T)ES

'9 'Er *QRDS 'Lioc,55u c-' ,O.,,*c' It ,,oc*e.Ovs avd IJ*nrif, hibloc numyber)

peitrvalidation analysis, criterion e: scs

validity coefficient regression coefficient

concurrent validation, predictive validation.

20 A 85? RAC' * Cc-nrS', ,n w e'e .j It e .. end Sfe.,I'v by bl.,ck -uboti

-~Tecurrent selection system of Korean military officers for

postgraduate education in management is described and analyzed.

* . The method of validation analysis is used to analyze the current

se ',.,tion system. (continued)

DID I 'jO 131473 EDITION OF 1 NOV .5 IS OBSOLETE

llnrlscqci f inri~ IO*L1

ISECURITY CLASSIFICATION OF THIS PAGE (Whe *#lD~. B.I.,Od)

- V -.-. . - . . . . -. fl -

UnclassifiedSECURITY CLASSIFICATION OF THIS PAGE (When Data Entered)

Item 20. (continued)

* Three factors to use for increasing the effec.tiveness of the

current selection system are developed. The first factor

concerns the priority of the predictors based on the validation

analysis. The second concerns personal characteristics for

consideration in the selection c> officers for management

education. The third concerns procedural considerations for

increasing the overall effectiveness of the selection process.

Finally, on the bases of the three factors developed, a new

selection model, applicable to selecting Korean military

officers for postgraduate education in management, is proposed.

1!

6!

6i

N 0102. Lr* 014- 6601

2 Unclassified

SECURITY CLASSIFICATION OF THIS PAGEW"eOf Data EneM0*

• " " "" "". " ." ." . . . . i~ . . ' -. . - . . :- . " .' - . ' .-. J - - -. / o. ,- °% o % -° - . . . . . .• * . .. .

Alircved for public release; distribution unLizit4d.

Analysis cf Selecticn Process for Management Educaticr:9crean Military Case

by

Durk Kwan, ParkMajor, Republic of Korea ArmY

B.A lcrea Lilitary Academ y, 1974E.A:Ieoul Naticnal University, 1978

Submitted in iartial fulfillment of tha

reuixements for the dejree of

MASTER C1 SCIENCE IN MANAGEMENT

f£cs the

NAVAl ECSTGBADUATE SCHOOLJune 1984

Authcr:

Thesis Adviscr

4 1 ~ -----------/ Second Ra er

Chairman, fEpartment of The Administrative Science

lean of information and Polity Scicnces

6i

3!

I!

AES7FACT

71,E current selection system of Korean military ciiicErs

for jcst~izaduatE education ir. management is descrited and

anaJlyZEd. The iethcd of validation analysis is used to

analy2E the current EelEcticn system.

7treE factors tc Lse for ircreasing the effectiveness of

the current SelECticr. system are developed. The first

factci CCrCErfl5 the Ezicrity of the predictors based on, the

validaticn analysis. The seccnd concerns personal charac-

teristics icr considEration in the selecticn of officerz for

aanagEniErt Education. The third concerns procedural ccrsid-

* eraticus fcr increasing the cverall effectiveness of the

selecticr Erocess.

Finally, on the lases of tbe three factozs deVEIc~ed, a

LEW sElECticn model, applicallE to selecting Korean aili-

tary CfficeIS fcr postgraduate education in management, is

E rojcsE d.

4

1ABLE CE CCNTENTS

I. IICDUCTION ................... 10

II. SEIECTION MODEl ................. 14

A. IRADITIOEAl MODEL .............. 14

1. Job Aralysis ...... ............... 14

2. Predictor . . . . . . . . . . . . . . . . 1

3. Criterion ...... ................ 17

4. Azses;suent of Validity ... .......... 17

5. Deternination of The Selection

Strategy. ................. 19

E. TYPICAL LEVICES ANr EVENIS OF SELECTICN

PROCESS ......... ................... 24

1. A;plication tlank ..... ............ 24

2. Interview ...... ................ 26

-. Reference Checks ..... ............. 26

III. CUBEENT SELEC7ICN PPCCESS 28............2

A. DESCRIPTICN OF ThE CURRENT SYSTEc! .. ...... 28

1. The C~rent Selection System ... ....... 23

E. ANALYSIS CF THE CUFRENT SYSTEM .. ....... 32

1. The Validaticn Analysis of the

Selection Predictors ... ........... .32

2. Statisticai Significance of TnE

Relaticnship bEtween Them ........ 36

-. DEcisicn of New Cutting Score and

Grade .................. 37

4. Deciding Selection Strategy 47.......7

C. EROBIEMS CF THE CUERENT SELECTION SYSTEEZ

AND THE !CIUTIONS ....... .............. 49

5

I

1. The Priority of The Predictors 9......49

2. There is no Lesirable Cutting Standard 50

;. NC Coalrehensive Selection Strategy . 50

4. Low level and limited style of the ECI

test .................. . 51

5. No Desirable Prccess of Identifying

Personal Characteristics ... ......... .51

IV. PEBSCNAL CHARACtERIStICS FOR IDENTIFYING

MANACEMENI POUENTIAL ...... ............... 53

A. PERSCNAL CHARAC TEISTICS O EFFECIIVE

MANAGER ....... ................... 53

E. EVALLATICb METHCD CF IDENTIFYING 22ESONAI

CHARACTEFISTICS ....... ............... 53

1. Interview ...... .. ................ 59

2. Appraizal of Past Performance . ...... 62

V. LESIGN OF REAl SELECIICh MODEL ... .......... .64

A. NEW FACTCES OF INCFEASING THE ElFICIiNCY

OF SELECTICN PRCCEBURE ..... ........... 64

1. Educational Eackground ... .......... .64

. Past Eertormance Appraisal .... ........ 65

-. Patterned Interview ............ 65

4. Equal Selection Opportunity.. ..... . 66

5. Good Plans of Career Path ... ........ 66

6. The Application ci New Selection

S trateSy. ....... ................. 6S

E. NEW SELECIICN MCDEI. ...... ............. 68

1. The Prccesses of Recruiting Highly

Qualilied Candidates .... ........... 70

2. Data Selection for the First Selection 71

-. First electicn ...... ............. 74

4. Final !election .... ............. 75

. .I. . . , . . . . . . . . . .,, . - . ., • . ° .. , ° . .. . - . .

VI. CCNCIUSIGN . 76

APPENLIX A: SPS5 PRCGBAM FOR BEGEESSION ANALYSIS . . . .79

APPA'LIX E: API PRCCFAM FOE UALRANT ANA.iASIS 81

APENLIX C: DATA FOE THiIS SIUEY ............ 8

IISI Cf FEFEiiENCES......................5

INIIiAi riIRIIBUIION IIST . . .. .. .. .. .. .. ... 38

7I

LIST CY TABLES

1. Results of The Zero Crder Regression Analysis

(I) - . - - . . - - . - . . . . . . . . . . . . . 3

I.I. Results of The M1ultiEIE Regression Analysis

II.........................35

III. BE~EUltS of The Quadrant Analysis() ........ 41

IV. Results o~f The Quadrant Analysis (II)........42

V. Results of The Quadrant Analysis(I1I) ....... 43

vi. Results of The Quadranit Analysis (IV) ........ 44

VII. Results of The Quadrant Anaiysis(V) ...... v4

VIII. New Selection Erocess ........... 6

8

lIST C1 FIGURES

2. 1 1hc Traditicral Model. cf !he Selecticn

EPccess 1

2.2 Selecticn Ratio..................16

2.3 Ccrcurrent ValidatiCL Design.............17

2.4 PEzdictive Validation Design ........... 16

2.5 Scatter Diacram Shcwiry Selection Error . . .. 20

2.6 Se-lecticn Ccst TradE Cff..............22

2.7 FElationsnij LEtween Cutoff Score aad

Staffing Cost .. . . . . . . . . . .. . . . . 2

2.8 lyjical Device and EvEnts of SelEctiocn

P iccess25

..1 Tbc Current Eelect icr Process ......... 2

2.2 ThE Quadrant Analysis........ ... . .. .. .. .. 3

-.3 Scattergram ietweer 7be University and NPS

Grades.......................39

-.4 Scatter~ram lEtweeL The ECL Scores and NES

Grades.........................40

9

In tie iast Zecades, there has been a great emplasis on

the art cf directing the military ersonnel and of getting

the :cst effective wczk from them, alcn with the Euz cse

cf (1) 7he fortification of self-defence power, (2) The

modernizaticn of the Hilitary equipment, and (3) The dEvel-

cpmEnt of the defense-industry. Under these organizatioral

requests, the military desires to increase the rumier of

lighll Sualified officers uhc can manage the ailitary

Fersctrel Ard modern uea~ons efficiently. As a result, the

military has begun to educate some of its cfficers in the

field cf maragement.

71e management Education has two important objec

The imprcvement of the cfficers' general qualit E as

managers and, the supplying cf professional and speciali:-

ailitaxy staff.

khere is one element in the professicn of arms that

transcends all ctheirs in impcrtance. This is the huaan

elemert . NC matter what the weapons of the future may te,

no matter tow they are to he employed in war or interna-

tional diplomacy, aan will still be the most in~crtant

factor in naval cperaticns. The need for good leadershiF is,

therefcre, a constant factor [Bef. 1]. Moreover, the lcader

cf human orcanization in a free society is charged uit the

resicrsitility cf deveioping a complex and coordirated

system cf responses from many individual centers of reaction

and iritiative L ef. 2]. As the military personnel rEguiZes

a more raticnalized system and anticipates more complex and

diversified resionses from the leaders, along with the

higher Educational level of the military enlisted perscnLel

under t1e conscripticn system , there has been a great

10

.[ 5 + . . " . ." - -""5" -,, - - -

5. -. " . .. i . . . . ." . . ., . , -'1-.

inceas in the need for cfficEzs with Education at the

PostqlacUatE level tc preparc thema for the Extreme variety

Cf rClE-c Leyond the traditional officer's co;LLat skills.

11E rC~ing COM~leXitiES cf the officer's duties and

inter:EivE emphasis cf highly rational and sophisticated

ailitazj ozganizaticrs causes the Military o±ffiCErs to

incrEase the prcfessional krcwledge through foraal maraae-

aent Education, alonS with the modernization ol the militaryE.,uipaert and E.pecializa t4Cn cf tnleir duties. Une ths

demands, tie milita. has increased formal and post~zaduatE

level EdUCaticn to fleet the regiuireznents cf these Vital

AltEz the ccilpletion, of management education, thEy fiave

I.er and Will LE assignEd to the special staff of the head

QuartErs and will bEccme the managers of the important mili-

tary cr -anizatiors. In the past decades, a number ci KcrEa.

officErs have teen sent tc the United States aval

iost,,raduatE School icr the postgraduatE level of naragEi-ent

Educaticr. Especially, izi the past five years,thE nuZmhEr Of

lForEaE students in the Administrative Science Department of

hPS has cEen jreatly increasEd compared with the eatlier

years.' In this phasE, a gocd selection system Of XCVEafn

officers for the maragement Education must he prciosEd to

increase the successEful compEItion of management Education

and FCtErtial benefits for the miiitar2 organization through

tfie SElECticn Of the highly qualified officers amcnq the

candicatEs. :anagenial selection is the initial detEraira-

tion as tc whether leadershij and managerial ability is

FossEsEzd; and the secondary, and perhaps more impcrtart,

detEruinaticni of t1E degree to which such ability is

17LE fcllowirj isE the numler Of Korean students whc havegraduatEd and wilI ciaduate from management curriculum ofPS ir. the resj. ctiv4 year: ' 79 =1 , ''1 =1', '82=4, (ZI 3=6,

'E84=S. 2bis data ccmes f Lo f the Administrative ScienceDEpar tMErt.

- -- -- - - -- - - ----- -- - -- -

/ I PI, Men

tdte . '..

/ I

serve as as *;ner d , -,f c u, ii

//

Figure 2.8 Typical tcevice and Events of Selection Proceas.

s:erves: as: a conveniert device for circulating information

about the applicant tc apprcpriate members of manage~ert and

as a Useful device fcz storing information for later rEfer-

ence6 [Fef. 7].

cxe organizations may use a short form for jreliai-

nary zcreering or in the event cf no immediate vacancies and

a lcn~el fclm when tle applicant is being considered for a

Epecific vacancy. ILe short form is easier to file and

requires less time tc comiete but still rovides eDough

information for preliminary screening [Ref. 7]. When the

6. Lesme (backgrcund summaries) contain similar infcrma-tion, tut the format is the aE+licant's design, rather thanthe org arization's. Resumes are used by job - seekers ininitiatir; contact with employers and are cten requestd bycomiarjiE in their recruiting advertisements. . 2t, foct-note fBeI. 7].

25

The cost of attainiii.y pErsOLL~i re.uirEMEnt

(CAPEF) acdEl is a dicision -crientel, systEMIC SElECtioll.

modc1 dE~i~red to evaluate the cost colasE~uEices cf altErra-

tivE Lecruiting -selEction strategjies URef. 5]. Therefore,

one way to Evaluate LtilitiES in dollar terms is by aas ofCAPEB,'5 a decision-criented, systematic sElectior acdel.

which can provide careful lianning information to LEip

aanagErs make better iniormed and wiser perscnnel dCEiCLS

[Ref. 5]. Eut, combiring utility approaches with ccst zini-

nizaticn allroaches las not let formally beez done. 7he

potertial jay offs ficm having such models are :rEat. Ir tLhz

IeantiLae, persEonnel/human resource managers Ehould

constantly tear in mind both ccst and benefits in the adiin-

istraticr ci staffiuc systems LRef. 6].

E. 1IUICAI DEVICES ME EVENTS Of SELECTION PROCESS

The jiccEss of selecting em~icyees is an important sutio-

cIESS Cf the broader s taffing lrocess. Systems dezsiGrEd for

the maraceZEnt of this subprocess almost universally include

applicaticon blanks ard interviews. In addition tc the

devicE;E, Esycholcgical tests, reference checxs, and Ehysical

EXariraticnE are oft-EE used [.Ref. 7].

Auong the devicesz in the selction process, The alpilica-

tion hlaik, intErvicb, and ieferencE checks sEn tc nave

lct6 cf lilications for increasing the efficiency cf the

carrErt iielection system for overseas education.

1. Ajjilicdtion 1ilank

lbE purpose cf the aEplication blank is to EECure

dcsirEd information fiom an app licant in a form convenient

for *valuating the apilicant's iualifications. It also

BeguINMED ef-seor Sra~IE: Tn CAPER~ Mo Jornacf ApliEd iyhl ,1973, Vclume 57, )p. 222-225.

24

I I

LOW X Higr

Predictor cut

score

figure 2.7 Relationship between Cutoff Score and Staffing Ccst.

C. Assessment of Utility

Utility refers to the overall usefulness ct a

selecticn system. Tke concejt includes the accuracy of the

decisicrE made, but also concerns a consideraticn cf the

costs of using the selection system and the costs associated

bith the errors in tIE decisions made []Ref. 8].

The optiffal strategy is the one that maxiirizes

the ezEected utility for the institution across all jcssitle

cutccRes [Ref. 11].

Statistical formulas have been develcFed to

Senerate utility estinates. 4

4E. I. Schmidt Z. E. Hunter, R. C. McKenzie, and a. w.Mulder, "Ilpact of Valid Selection Procedures on Work-ForceFroductivity " Journal ci AElied Psychology, 1979, VclumeE4, Ei tV-25.

23

, , ,, "--, - - n~~~~.............................-;:~n~,,wwld,---n'h . .i - ""' --j.. ... .d. .

I IncreasE Decrease .I I

Recruiting cost Induction ccst

Selectic cost Training cost

ErrcneouE Erroneousrejecticr cost accejtance ccSt

- - - - --- - - - - -

Figure 2.t SelectiCnCost Trade Cff.

needs to be based on the organization's relative willirGness

to ccouit Erroneous acceptance, as opposed to errcrecus

rejecticc, selection error. One way to express this uill-

ingness, and then drive a hiring standard, is to couch it in

terms on uirimizing the total costs of selection [Ref. 5.

1. Hiring Standards and Cost Minimization

Actual ccsts invclve those of recruitzent,

selection, and training. Potentiai costs are those that will

te incurred if a selection errcr is made LRef. 6]. iHe

levels of these costs will vary according to the cut sccre

cr hiiinc standard tiat might be used on the predictor. As

the cut score is raised, some cf these costs will increase

and ctiens will decrease. lycicaily, as the cut sccre

rises, so does the costs of recruitment, selecticn, and

false necative error. On the cther hand, costs of training

and fa!Ee jositive error hill decrease as the cut sccre

rises. Hence, it will be necessary to Establish a cut sccre

that ainizizes total costs - actual plus potential costs

[Ref. 10:. Figure .7 shobs a typical relationship ketween

total staffinj costs and predictor cut scores [Ref. 6].

. . - . . . . . . . . . . . . *. .

Icsz of custcmers, clients, or patients; Loss cf jcod

bill, etc., and costs incurred in replacing faiiinj

ErrcEECcs rejecticn costs: Expenses iLvc1vEd in

rEjecting a perscr who wculd have neen successful if

giver the oporttnity - ccmpetitive aisadvantage if he

is hired by anctIer firm, and costs of recruitirc and

assessiLg an additioral aiplicant to replace the

(2) Actual Costs. Actual cosLs are actuall'

incurr.d in hirirj tIE applicants:

e Becruitinl and assessment costs: Salaries or pEIScnrel

st ef, advertising expenses, travel expenses, and

tEsting perscnnel evaluaticn costs.

* Irducticn and oriertation costs: Administrative costs

cf adding the emplcyee to the payroli, and salaries cf

the Lew employee and cthers responsible for crierting

him to his new jct.

* Ei eniental variable ccsts: Additional Expenses

involved in administering the new procedure.

* lrairin& costs: Salaries ol training and develCment

stafi, salary of the new Employee during training, and

ccsts of any special materials, or facilities for

trairinS EBef. 5. [Ref. 9].

Obviously, raising selection standard

(.i. E., decreasing tie selection ratio) has mixed ccnse-

quences. I-ere is a cost trade-oit involved when selection

standards are changed. These cost changes may be summarized

as ficurE 2.6.

There are inherent trade-offs kEtween

Errcnois rejection and erroneous acceptance selection

errcr. ihus, establishment of any particular hiring standard

21i

Iji h I I

FalseIV negative Correct Ierror

Criterion ------

I FalseIII Correct ositive IIi

errorI Ilow .w Predictor score H-- -

I~ ~ ~ - - __---- __----_________- - - -.

FiSure 2.5 Scatter Diagram Shoving Selection Errcr.

;uadrant IV reiresents those individuals fcr whom

sEccess was nct predicted, but who actually -ould

succeed if hired.

Quadrant II and IV represent selecticr error

[Ref. 8].By the C£EiR model, personal costs of selection

identify tio general types ci costs - actual costs and

fotential costs. Actual costs include expense- actually

incurre d ir attainirg a specific quota of individuals.

Eotential ccsts include those expenses incurred as a resultt

cf erzcnecu selecticr decisicrs.

(1) Potential Costs. Potential costs zikt be

incurred if a wrcng selecticn is made:

* frrctecus accet ance costs: Expenses invclved inacceitirg a subsequent failure into program - record-

keeiing costs, terminaticn costs, costs of undEsiratle

jct kehavior suck as aaterials or equikment damaged;

* .~ .2

rvh 9. -° . - - - , - ., - . .

K

This strategy has following problems: (1) Many

crganizaticrs have reither the time ncr the resources to

conduct a lcngitudinal predictive study. (2) Organizaticns

are scaetimcs reguired by law to make decisions on the lasis

cf tests. In U.S V. City. Louis(19761 the court ruled that a

predictivE validity design %as inappropriate due tc the

lengtl cf time requized to conducted such a study in view cf

the legal duty of the organization to establish a valid

seiecticr Frocedure izzediately £Eef. 8).

A variaticn of the predictive-validity design is

to use t1e test in aaking the selectior decisions(e.g., by

estaklisiirg a cut cff score), and to collect jcb-

pertcrirarce data. 'Len, measures of association between the

test and jct performance are ccmputed lRef. 8].

5. letermination of The Selection Strateqy

In perscnnel selection the name of the game is

Eredicticn, for more accurate predictions result in Sreateir

cost savings(monetar as well as social) £Ref. 5].

a. The Concelt of Selection Error

At what level the cut score is established has

substantial implicaticns for selection error. Illustration

cf this situation relers to figure 2.5 [Ref. 6).

0 jjadrant I represents those individuals for whom success

has Iredicted, ard who were indeed successful.

* juadrant II re~lesents those individuals icr whom

success was not iredicted, but who did not succeed in

tie ct.

SLuadrant III relresents those individuals fcr whom

success was not Fredicted and who actually did not

succied in the jch.

19

• ' ' ' *. . --_. ._ • " " o " -. -" - - _- - ", • "- ' -_ . . . . -o . -

This deziqL has been criticized on seveial

points: (1) lest scores are obtained frcm irdivi~ual--

airEad Ecloyed in tIhe job, therefore, the results za Lct

apply tc the ap~licarts objectively. (2) It is icsEitle

that current eMplOyEES change by developinj Earticuiarskills nEcezsary for success cr the job. (3) Job incumbents

zay alsc respond differently while taking the tests than -oh

applicants.

But, the ccncurrent design is more expediert and

les; ccstly than iredictive validity, so it is the zcre

co&nczl used rccedtLe LRef. ].

1. PredictivE Validity

Predictive validity refers to employees Leing

tested piior to emplcyment and hired in some basis ctler

than the test scores. Ther, at a later time, job jeriorm-ance reasires are ccllected and correlated with the test

scores [Eef. 8].

figure 2.4 shcws the essential featurE of

iredictive validation.

lime period 1 ------ >Hire ------- >Time .eriod 2

Jc1 aplicants Current eMplcYeEs

!Citain predictor Ottain critenicIccres scores

Figure 2.4 Predictive Validation Design.

I1

-.

• -" -A- "..',&" .-. "- , ,,...,", ,,, - , J "

o• o

A

3. Criterion

Criterion is standard uhich can he used as lardsticK

for measuring emiloyees' success or failure [Ref. 5]. 'his

definitici is juite adequate uithin the context of EerscnrEel

selectior, placement, and performance evaluaticn. It is

useful wkhen predicticr is irvclved - that is, in the estab-

Iishmert cf a functicral relationship between one variable,

the fiedictcr, ard azcther variable, the criterion [£ef. 5].

4. Assessment of Validity

Criterion-related validity means that a predictcr is

associated with a critericn. To perform the validation

study, sccres on both predictcr and criterion measures MLstle obtained from job a.plicants or employees, there are to

different aiproachs ci designs for doing this - ccrcuirent

and Eredictive validation [Eef. 6].

a. Concurrert Validation

In concuirent validation, both predictcr and

critericr scores are cttained from employees concurrently on

the :ot wkich the validation study is being ccnducted

[Ref. 6]. this methcd is shown in figure 2.3.

<-Cur-Time periodI--

Currenuployees curren empl yeez

Obtain irdictor Obtain criterion Iscores scores I

figure 2.3 Concurrent Validation Design.

6

41

to usc a ircdictcr muzt be tased on an overall assESSMErt Cf

its likely usefulness. These factors are the size cf the

validity ccefficient, thb selection ratio, and the lase rate

[ref. 5].

* Vaiidit I coetficient: 7he validity coefficiert is

defined as the correlaticn between predictcr and

critericn sccres. The greater tne validity cceificiErt,

tte acre useful a predictcz will be [Ref. 5].

* !Electicn ratio:

The selection ratic is defined as figure 2.2.

Numter of applicants hiredSelection Ratio= -----------------------------

Ictal number of applicant; E

Figure 2.2 Selection Ratio.

Assuming that the predictor is valid, tne lcwer the

selecticr. ratio, the more useful the predictor will le in

identilying successful ailicants [Ref. 6].

* Base rate: In decidinS whether or not to use a Lew

iredictor, the currert base rate enters intc the decision

Frocess. Uhe base Late is defined as the percenta E cf

currert caployces that are considered effective cr

successful, and thus ranges frcm 0.0 percent to 100 percent.

Nitn lcwer kase rates, there is more room for imprcvezent,

and thus, a new liedictcr takes on greater Fctential

t sefulness [Ref. 6].

16

4

01

< Jot analysis -------- >

Criteric Pregictcr

selecticr selecticD

Measure Measurestatus cr status cncriteria jredictcr

Assess

predic tc r/criterionzelaticnship

Yes Is No< -- ong relationship >I

I I I*.ITen tatively Ee ecTen Regj ect

accettj jt e %ictcr predictor

Cross-validate Slecton new samrle; a different iperiodically check predictorvalidity thereafter

figure 2.1 The Traditional bcdel of The Selection Frccess.

2. Eredictor

Cr9anizations use a wide variety oE selection

instrumerts and procedures to assist in making selection

decisicrs, including tests, aillication blanks, interviews,

and trainig and exlerience reguirements. collectively,

these arc krown as ;tedictors [eef. 6). The actual decision

1_

I

11. SELECIICN MODEL

General model of the peiscnnel selecticn Erocess will be

Ereserted and discussed for prcviding the analysis basis of

the current selection model and the frame of tne real selec-

tion zcdel.

A. 7ILMICNAL BODEI

7Ie Goal of the selecticn irocess is to capitalize on

individual differences in order to select thcse perscnr -wo

Eossess the greatest amount cf particular characteristics

judged ia crtant for 'oh success Iaef. 5].

lhe tracitional zelecticn model underlying this aircach

is jreseted in figure 2.1.

1. ot Analysis

A jch is a ccllecticn cf tasks that can be keLfczaed

by a sincle employee to contribute to the production of some

Froduct cr service at organization provide. Each jct l.as

certain alility requirements as well as rewards asscciated

bith it. Jcb analysis is the Erocess used to identify thEse

requirements [Ref. 6J. Job analysis is an elaborate inves-

tigaticn and analysis of the job by 4eans of observaticn,

interviebs, and detailed checklists [Ref. 7]. Job analyZsis

is the ccrnerstore of the entire selection prccess. Cn the

basis of this information, cne cr more sensitive, relevant,

and relialle criteria are selected. At the same time, cne or

sore ifrdictors (e.g., measures of aptitude, ability,

interest) are selected which iresumably bear some relaticn-

ship tc the criteria cr criteria to be predicted [Ref. E].

14

Chaptiz IV iresents the ierscnal characteristics tc takce

into acccunt :or miana~einent education and the identificatioz

imethcd. Chapter V is E-oiosEd as a real selecticr iiodel

tasEd on th-e cornsid~zation ot the coLditional elerts of

INoreaz2 ailitary crgarization ard the analysis results cf the

currErt sEjstem. In the conclusion, several recommLrdaticnsare lizesgntEd.

fossessed. [Ref. 3]. However, the judgement and evaluaticr

cf the ierscnal characteristics of potential managers is rot

supFcrted with the current selection system. Furthexucre,

the tES grade distribution study shows that the average

grade of tie Administrative Science students in the last

five jears is 3.55.2 Eut, out of the Korean students who had

graduated fiom the maLagement curriculum at NPS, only 1C.e%

cf them lad attained a rade higher than this average. Of

course, there are many controversies ccncerning the suljEct

cf the zelaticnshiE ietweer academic perzoraance and zara-

Serial alility and effectiveness. But, Harrei. and Farrel

[Ref. 4] reported a direct relationship between academic

Ferfczazce in postcraduate education in management and

managerial success as measured ky management comeEnsation

some years after the graduaticn. Furthermore, the Korean

Military Marpower Planning Department regards high academic

perfczancc as a gocd indicator of an effective marager.

lhezefcre, this studl aims at evaluating the pricritiEs of

the EledictCrs of the current selection system, increasing

the efficiency cf the methcd of identifying the personal

characteristics of effec tive candidates for marag ement

educaticn, and zakiLS new selection strategies to take the

high academic performance from the overseas educaticr by

zeans cf increasing the efficiency of the current selection

system. Chapter I presents an introduction. Chapter II

presents a general discussion of selection mcdel for

providing the analytical tasis of the current selection

system. Chapter III presents a descriiticn and analysis of

the current selecticn system Lased on the general model.

21his scurce cones from " The NPS Grade DistritutionStud)."

3 Cut Cf 19 Korean students, onL) 2 students had attaineda radc icer than the average gra e of 3.55. This irfcr-zaticr comes frcm" tata for 1hls Study" as reported ir theappendix.

Educaticn repartzent try to check the general ualificaticn

c£ the alilicants of management Education, the aFplication

!lank cat he used fcr prelimiuary screening device and tor

gatheriLe ceneral tackground data in redictirq the

sUCcessfUl academic Ferformance ci overseas education.

2. Interviek

As in the caze or the a;plication blank, the assump-

tion undering the iztervieb is that data can te cbtairel

khich will te useful in predicting success on the Jct. nil.cbtairinG such data is its main objectives, most interiE-as

have vultiple purpose. The interview extends the prccEzs of

develCping sources cf applicants. Other purposes cf the

intervieu might he screening for further referal, advisinj

4 aiplicant- about alternatives in employment, and furthering

public relations. Oijectives cf group interview might te to

assess perscnalities and to see who emerges as the laiez

[Ref. 7]. Purpose distinguishes an interview frc. a casual

conversation. Interviewing ctjectives are many and variEd.

The Eczrcse of the irterview zay be: to explore ancther's

rind cr serntiments; to ottain information in reaU* to

specific situaticns cr attitudes; to establish eligitilit ;

to inFart health infcrmatior; to ascertain health hatitE; to

evaluate resources;tc motivate to action; to give advice; to

seek advice; and so cr indefinitely. There may be a gerEral

Furpcse for the entire interview with more speCiflc MiDor

cbjectives hhich may be modified during the course ci the

intervieYA [IEef. 12].

3. FefErence Ch(cks

ILe checking cf reference is one of the jrCCECULE-s

used ir the empicymert system cf most firms. It coasist-i oz

verif )in ir.formatior given by an applicants or of oLtaiLi,;.

additical informaticn by communicating with tr:Vica-

4

o

emplcyers cr other references, ci of both methods. Clecks

cn references are madE by mail or by telephcne and cccasicn-

ally in lerscn.

The opinions cf previcus employers and cthers hho

know tE apilicart are generally useful in rounding cut the

licturE cf jotential jerformance on a particular jct. Here

again, the assumition is made that data obtained in

zeferencE-ckecking are useful in predicting successfui

Fericrirarce. There is considerable "face validity" in this

assuziticn, since irevious performance is usually a ±air

Fredictcr cf future jerformance [Ref. 7].

Ile device cf checking reference is useful in assem-

11inc tle personal cata of the applicants.

Cverall, tfe application blank, intervieu, and

reference-clecking car be used to contribute to the cverali

effectiveness of the selection process.

21

0 -.. ..

.0, , . . ..

.-S. , - . . ,, . . .-. . ."

. ..0 . . - • , . . . . . , • .. . ;

III. CEBRENT SLIECTION PROCESS

A. I:SCEIETION CF THE CURBREN SYSTEM

1. Uhe Current !Electicn System

a. Re uired Cualifications

The kasic qualifications of officers fcr jcst-

graduate level uanacement Education is essentially tased on

the fcllcwing factorz:

(1) Bark: Captain cr above.

(2) Career: Company level of commander.

0 (3) Service record: nonjudicial punishment during the

-ilitary service.

(4) East jerformance: Rating of middle or above.

(5) Tctal grade at university: Average or atove.

1. The currErt selecticn process

Figure 3.1 shows the current selection EIccEs5. 7

(1) All Units. Each unit decides the present

and future needs cf management perscnnel based cn (a)

Advarcement, (bJ Tratsfer, (c) Resignation, (d) Retirements,

cr (d) New jositions.0

0- "

77ti informatior comes frcm tue Education Dekartrert ofthe Xcrean ailitary iead Quarters: The Selection Prccess forCverseas Education in 1984.

28

' " ". .. . . i. - * ' - ° ' - - . . . " ' ' " " ' ' ' .. -" "

Ail ULits

Lon ~r a r e I £hcrt-rangeneeds -- >~ < --- needs

Miar~ower Elannin; Department(dicision of total needs)

<---Ed ucat ion DeFartment

I ~----Fecruiting

---- 2estin q-------lnterview

----- >irst sElection

------------------)?ilitary language School

t 'IPS - - - -

* 1 1-- final SElECtioD

F igure 3.1 Ihe Current Selection Process.

I2

(2) Nanlcwer Pflannin t Delartent. eaLroter

ElaLrirg Department figures cut the present and future tctal

needs cf tie personnel and determines the required rumter

for cvEzseas educaticr.

(3) Education Dejartment. The Education

Lepartment recrrits and selects the number of Eerscnrel

lased cr the detezninaticz cf the ManFower lanning

Lepart2ert.

Recruituent: Tie Education Department advertises the

detailed contentz to the qualified officers thrcuhhcut

all the units. If the gualified officers wart tc take

t1e cpkcrtunity cf the forzal education, they aust hand

in tie required fcrm at the Educaticn Department. After

deciding the qualificatica about the testing, the

results of the decision are delivered to all the candi-

dates.

* Initial ECL test: All the candidates should take the

ECI8 test. The Education Department regards the ECL

score as the zcst impcrtant factor of the educatic-:

selecticn.

interview: After the initial ECL test, the Education

lepartUent cCnsists of the committee to iatErvieu the

candidates. Priuarily, the contents of the interview

ccnsist of (a) Verbal ability, (b) Mental attitudes, (c)

ectives of education, (d) Physical attitudes, and (e)

Gcals of military life. Ey the interview, the ccmmittee

tries tc analyze the mental attitudes about the educa-

ticn and militar service. Therefore, the interview is

nct a specific and differentiating tool for maragement

educaticn but a ceneral tocl for overall guality.

SECI: Enqlish Cog rehenzicr Level test. Initial ECI testis given tC the applMant by the Education Department cf the

orear ilitar. Foaal ECI test is qiven to the applicantty the Education Department of U. S. 8th Corps in Kcrea.

30

-1

(4) First Selecticn. The Education Deiartzent

decides the adeiuate cfficers fcr the fcrmal educaticn amcn3

the candidates. The Iriority cf the selection decisicn is as

fcllcus:

(a) Sccre of the iritial ECI test.

Lb) Eesult of interview.

(C) ULiveIsitj grade.

(d) Past jerfcrmance and career.

(5) Tra-ininj at the pilitary Lanqua4E Schccl.

After tie decision ci the first selection, all the selectee

should receive the English training course for six wcnrhs.

Eut, if the selEctee is unable to take the English language

course due to the ccmpleticn of his career, they are

0 exempted frcm the English training course. In this case,

they are responsible for increasing their English atility

and Erekarirg for the formal ECL test on their own.

(6) Final Seiecticn. The Education Dejaxtment

applies all the candidates to the NPS and the cardidates

should receive admissicn from NPS. Simultaneously, all the

candidates should take formal ECL test at the Education

Lepartment cf the U.!. 8th Corps in Korea. At the ECI test,

they shculd attain EC joints cz more. 9 If the first selEc-

tees dc nct receive admission from NPS and attain the

ainiaum sccres of tie ECL test, they are skipped at the

final selection. Amcrg the first selectees, the Education

*£epdrtzert decides the final selectees based cn the

follchic data:

(a) Adaission from bPS.

(h) Sccre of the fcrmal ECI test.

9A zinimum ECL score of 80 must be verified tefcreInvitaticnal Travel Crders are issued. This is the reyuIre-sent icr sanagement educaticn at NPS. THis infcrmationcomes frcm " Postgradiate Education for Korean Officers."

31

(C) EEult of interview.

(d) UDiversity grade.

(e) PaEt Eerformance and career.

E. ANAIISIS OF THE CURRENT SYSTEM

The purpose of this analysis is aimed to indicate

whether cr rot the crirent procedure of selection is ccupat-

ible %iti the present and future needs of the organizaticn

in teins of management manpower.

his aralysis cor ists cf two discussions. One discis-

sion dEals with the extent cf efficiency ci the current

systea. bhe other discussion aims to find out the prchleis

ci the current systeo.

1. _he Validaticz Azalysis of the Selection Predictors

crGanizations use a wide variety of selecticn

instruments and procedure to assist in making selection

decisicr- including tests, application blanks, interview,

and training and ex erience reguirement. Collectively,

these are known as predictors. Underlying the use of

predictcs is a definite strategy for influencing EerscnzEl/

human xesotrces cutccires. That strategy is to attempt iden-

tificaticn and selecticn of thcse applicants most likely to

ke eflective employee-. This predictors are used tC assess

applicant's ability and motivation relative to the reguire-

sent and rewards of tie job. Isplementation of this strategy

requires that the organization first investigate the

validity of predictczs. This is accomplished thrcugh the

conduct cf validation studies LRef. 6].

7alidaticn refers to the procedures used fcr gath-

ering validity evidence about a predictor: the outccze of a

validaticn study indicates the degree to which the predictor

I3

is rrlated to a pexsonnel/human resource cutcome. Such

infornaticn may be used to decide whether to use tie

Fredictcr for selectirg future job applicants [Ref. 6].

Ihere are thc different approaches for Ferfcriing

the validation study- concurrent and predictive validaticn.

!he Eredictive validation methcd will be used to analyzE the

Frioritj of predictcxs of the current system.

Eredictors are the university grades and ECI sccres.

Criteria are the NPE first quarter grade, the NEE tctal

Srade, ard the NES graduate course grade.

A Fersonrel nanager may wish tc predict a jrcsiec-

tive eailoyee's :ob jerforsaLce on the basis of his cr her

scores cr an emjloynent test. A method of analysis that

permits these predictions is called regression analysis

[Ref. 8].

Ey the regression analysis, a correlaticn cceifi-

cient iz ccuputed. Ccrrelaticn coefficient is a statistical

indicator cf the relationship between Fredictcr and

critericr score. In validation study, it is also called the

validity coefficient. The symtcl for the correlaticn ccEf-

ficiert is I. Numerically, r values can range from r=-1.0

to r=+1.C. The larger the value of r, the strcnger the rela-

tionsh i hetween predictor and criterion [Ref. 6].

lable I and II show the results of the recression

analyzis.l0

*I©Ooean students have received very low arades due tothe aksclute appraisal system cf university gr~des in Kcrea:100-9C(A),ES-80 B), IS -7 0(C), 69-60(D) , t e minimum averagecf 67 sccrEs is required for university graduatic. thissystel is different frca the relative appraisal system ofcivilian universities in Korea.

-,6

0 4

I 4 CnI I II

Il I I

-~~~ I

'-a El-. I I) I0-441 1

I I I w L II I, ) 1 l W -r OC I I a) NIar 1

'0 WI 4- r -C)r 0 N ~ - d z(--C I - DIy I I

w. II- I I I oD r " ~ I I r-J IY ~ - - D10m-?r 0

4J. I (~ I LA J N V -9 n-,~ V)a in)1-.)C N( I V)z r 9-0C r I *-l

C14 I. J * 1' 0' '4CJC(' >'C' 1'- 1- 04 0 (N114991

0".. c)cID CC )) mC I c)c I-S C I w C) I

14 1 9 W ~ ~V~L I 1 I1" I-P

, j w) I.l (9 I0 1.4 W Qlf W II

Q) MW ro I-)U w 1-4 l w I r f I I

U4 1 I I r In dLz d t t I I

U) cc;~a 7N~o* rd~ 4 i W U U)W o' c4 (1) c 'no ~ Id I

Q) ~ ~ ~ u fI w u4. w a' -~cJ-0 0N O I Cn U) 64A0'( A ~ r-Lo~oJI-

U) 1 (7-'IUI U) I II

m- I I wI HUl)U r4C I I1U-I-qL . J I

-4 1 a.' I U-1 0 4 I II - I-- 9> -wQ 4 ,.a) I -I I& 1 -4 4- p:c 1A 3F n( 14 3 4- .- 4-

q 4-44 9 & I, I *. 41 uI0 " IW;

I ;P t3 W' VI 4 *. I0 I44. td WI W Ul -n' H 0) I .-1 I4 ) L-4 I4 - I

'-4 .I 9 TJ *0) I Q I' u (-j* Q~~~~~~~- 1 1~II*~ J. *b4 ~ * W

UJ I I i WH..'tJ~g *eI4 g JrAW Iw 'tO9 p

Q3 C I I

r- (4 g0 1~ g I V).1 5 . I OC 4 w I S v

H~~E I ~ St-4 I IW41

P4 pa ej I o V) I

E- 4 I c: 1a 14-p 5(2 -4E--4 1 1 L..JJ 1 WI W rnu 3 -

5L54.~ '+44J W 4 - 4 -1W S'UI r rnr -

5-J5 4 u I CC)55

:3J~U w W5 5'-

7415 I 0 1 505 Wtf UW

41m a 10) -- E 0 U QH050 51 1(2 -4) (1 i

ul Q ~ m J 1S~

M~5 I G- 5w I41 (As I (Aa (a a), I

r- V)l5 501 rd4.- I SEV 1h 5o- I (nI ( 5.,4Q 5) w 5L1 H 04 1) =~ I- w u U) olizi

fo w ,5- I *.- w) 1) mi'' 1 0 4 P ( Q )j~ 5 I 00 .,I u IP5 1 5r I 5- 0.44. 0)- 0 5 '- I 5P W- Ul X: I -, P- ' . ~ 44 5

64 1...) %TI0 I* t I I 9' t se I50512)P 5() 0) 000 =~ 5(4-4='

2. tatistical i- Dizica ncE of The RelationshiL tEtwe

It is iaportant that a criterion be iractical in

terms of timfe, ef fcrt, and expense regluired tc c cli E ct

critefion data. I f one were going to evaluatE the cffEc-

tiveness of a college admissicD selection proceduie, first

semester grade av4erage wculd be a very practical

If it is concluded that the correlation rEf1Ect a

true iElaticflshij, tie predictor can he used for s, iectij

future ict applicants [Ref. 6>

The rance of the statistical significaLce cf thE

rElaticnshij betweer the Eredictor and tne critezicri

dilff Erent as the numlEr of cases change.

(1) The university gradE has a strong; relaticrskiu

%ith tie EPS first cuartez grade (r=0.7256) and cnE ZC!

Score also has a strong rElationship with tae NPS first

grade (r=0.6098).

42) The uniyersity grade has a strong relaticrnshi:

%ith the NES total Srade(r=0.7745) and the ECL score IaE a

moderate rElaticnshil (r=0. 382E) . The university grade 1.aS a

ztrcEger: rElationshil with the NPS total grade than the ECL

Score. Iherefore, tie ipriority of eredictor significarce is

as fcllous: First, the univErsity grade. Second,thE fCL

sco KE .

13) The uniVErsity grade has a siqnificazit Lilaticii-

ship statistically uith the NPS jraduatE course grade:

ztrcrc rElationship (r=0.76 12). But, tne ECI score has a low

relaticzsbii statistically with the NPS graduate ccuise

cradE (r=0.2884)

" fiarLk S. McIFENNA,. A Self Instructional Erccrai,Educaticral Methcd, Irc/ChicagC;7

36

(4) This study indicates that the mathematics Scale

in the university sukjects has a relatively high value in

predictiry the schclastic success of the NPS education

(mathematics: r=0.4E73, English: r=0.2680, statistics:

r=O.0780, economics: r=0.11 17)

Therefore, mathematical background is very iz~crtant

for incrEasinj the grade of maragement education as well as

learning the guartitative pictlem-solving methods. lbis is

not scrirising, giver that the mathematics courses cf the

Administrative Science Curriculum are business-orietted and

designed to give students the fundamental mathematics tack-

ground necessary for study in economics, statistics, and

cperaticrs research LFef. 13].

(5) High schccl mathematics and English grades are

rot significant in predicting the scholastic success. The

reascrs are as follcus: First, the validity is vesr low

(Englikh: r=-0.0727, mathematics: r=-0.2313 ). Seccnd, the

high schccl level of ozea was uneiuitatle between rural and

urban areas. TherEfore, the grades of the high scnccl

subjects dc not have a nigh value in predicting the academic

FerfcrnazcE.

-. recision of lew Cuttino Score and Grade

The results ct J-.e validation analysis can te used

in the identificaticrs cf cutting score and grade that would

result in £igher NPS grades. figure 3.2 shows Suadrant

analysis which is used to hel determine the new cutting ICI

score ard uiversitj grade. The iuadrant analysis is tased

cn the Ecattergram Ietween the university and NPS first

quarter trade, and the scatteryram between the ECI test

score and NiS first Suarter grade. Figures 3.3 and 3.4 shcw

the scattergram between university grades and NPS iirst

quarter grades and the scattergram between ECL sccres and

NPS first guarter grades.

37

. . . ..-.-_< . . -. . .- .-- - . ..- . - - -.. ..-.. --- i- ..- . . .. .. .. ".- -

"Im

I I Quadiant I Quadrant

I I

I I I

I I Quadiant I Quadrant

I I I ISI _-f Pre aic tor

Figure 3.2 The Cuadrant Analysis.

The criterior is the bPS first uarter gradEs and

the jrredictcrs are uriversity grades and ECI testing sccres.

7he icrizcrtal line in the diagram represents NP first

quartEr crades: Aszcme that thcse officers attained azcve

this hcizcntal lire are ccnsidered successful in thE

acadEnic iErformance as rated by the Education Departzert.

Assumce that NPS first Suarter grade changes from 3.0(3) to

-. 6 ir ircrement.E of C.1.

Ihe vertical line in the diagram reprezertz the

cuttir cirt on the university grade and ZCL test sccre

bhere t.e officers scoring above this point wCuld be

iredictEd successful in the academic erformarcE and

selected at the fial selection decision. Assuae that

university rade changes frcm 2.4 to 3.3 in incremEnts of

C.1. AssuMe that ECI test sccre changes frcm 80 tc S1 in

increIents cf I.

- .] . . -' - . - -. . . .:i :: - . -. i- . .". . ..."- ":

i'' "

i " [..

I,-9 e

e

L.J

04

n- •

z

2.4 2.8 3.2

UNIVERSITY GRADE

figure 3.3 Scattergzam between The University and NES Grades.

In figure 3.2 the numter of officers who fell into

the different guadrart is given according to the criterion

(NPS crade) and predictors (university grade and ECI test

score). lhe accurateness of the predictions (X) made ty the

new cutting university grade and ECL test score is calcu-

lated ly a;ilyinc the fcrmula ccntained in table IV. The

kase rate(l) is calculated ty apjlying the formula ccntained

in tatle IV. The base rate is the proportion of aElcants%ho %culd succeed cr the jot if tests were not used to

select tkem. If the lase rate approaches 50%, the selection

systER dEmcrstrates greater value [Ref. 8].

latle III tc VII shcw the results of quadrant

anal sis.

35

IV. EEESCNAL CIARACUERISTICS FC IDENTIFYING MANAGEMETP01ENIIAI

Manacement becomes any activity wnich involves ,,aJing

any yzcuj ci pecple tcward the attainment or commcn oijec-

tives in any walk cI life [Ref. 15]. Therefore, gcod

zanagers, cnes who cet the kest out of their sutcrdirates

and ulo thereby Erodcce positive results for their crgaLi2a-

tions, are the keys tc an crganization's success [Ref. 16].

lo ensure selection cf the test candidates for manageMEnt

educatic, identification of personal characteristics of

EifEctivE Managers is importat. To increase the efficiercy

c1 managerial selecticn, first, the personal characteristics

cf a Socd manager must he defined. Second, the assessment

sethcd icL identifying the personal characteristics cf the

candieates should be designed.

A. EIES(NA1 CHAEACTIEISIICS C1 EFFECTIVE MANAGER

first, good managers care about institutional pcwei and

use it tc stimulate their emiloyees to be more productive.

Cf the aanacerial tjpes, the institutional manager is the

most successful in creating an effective work climate.

Also, this kind of zanager creates high morale because he

jroducEs the greatest sense cf organizaticnal claritj and

teaw sirit. The institutional managers have five uajor

ierscral characteris tics:

(1) They are more organization-minded; They tend tc jcin

mcre crcanization and to feel reskonsinle fcr buildirg uj an

effective ucrk climate. (2) They like to work; PecPle Uho

have a li h need tc achieve like to get out cf ucrh by

teccmirg Mcre efficient. But, managers who have a need for

~Ihe dro of the LCI correiation with the NiS tctal

SradE ard raduate course grade may be explained by the

follcwinG rEaSons: 41) 'The subjects arie more difficult as

the GeuartEr of the scicol year Erogresses. (2) The level of

ECL test is not Euitalle with the educational level cf NES.

Uhe 'IEcEdirg twc reasons are the sujIPlEeetafy EVidEECE for

changin tIE level ard style of the ECL test. (.3) lack of

intrrEst Ircr manageCMEnt education and lack of inccztivE for

h-igh jerfcrianace as the cuarter increases due to the rela-

tivell lcw cutput conjared kith the student's effort.

IhEr~efOrE, tc elizinatE tile chance of educatiozn

fdilIu1E a~d to increa:Ee the radE from manageMEnt Educaticn,

desired SelECtioE Eiccedure should be desiigned to idErtify

tznosE officers who will become effective xanagers as well as

those who are likely to achieve outstanding acadEztic

perfctwcaLCE.

4. low level and limited styie of the ZCL test

he form of the ECI testing is centered uIcn

listerin S ability. But, sneaking, comprehensicr, and

uritin S ability as well as listeninj ability are alsc iaicr-

tant tc the Korean students. Furthermore, the validity of

!CL testing is relatively lower than university grade lased

upon validity analysis and almcst all the Korean ztudents

have lad a difficult time in studying due to thE Erclish

language ircblems.

Next factors must be considered to solve thE Erz!ii.l

languace Ercblems:

(1) The new style of ECL test must be more ccakrz-

lensive and valid that the 1resent style. (2) The exparsion

cf language training time: It is very difficult fc KcrEan

cfficers to have spare time to increase Enlish language

ability during the regular duty time. Therefore, the

Iducaticn Department must provide a longer formal language

tzaining tiame than the six montns which is currently

allcwed.

lhe strength of English language trainirg will

certainlj ircrease tie individual's chance of learrirc and

understardizg the essential thecry of management education.

5. _ c Desirable Process of Identifyipn jErsoal

Characteristics

he correlaticn of £CL koint with the NP5 first

quarter Grade: r=0.64E7. The correlation of ECL point with

the bIS total guarter grade: r=0.3828. The correlaticn of

ICL pcint with the NES graduate course grade: r=0.2EE4.

7he correlaticn of ECI koint with the first quarter

grade is higher that the correlation of ECL point %ith tLe

total cuarter grade. The correlation cf ECL point with the

lPS graduate course Grade is low.

51

Eut, it has leen fcund thdt the university grade is

nore valid than the ICI sccrE in predicting the NP grade.

The iriczity of the predictcrs should be rearranged as

fcllcE: first, uriversity grade and mathematics grade of

the uriversity subject. Second, ECL score. Third, irterview

results. lcurth, past Eerfcriance and career.

2. There is no resirable Cuttin i Standard

Under the current selection system, the ma-crity ci

Korear stcdents whc have graduated from the maragement

educatior curriculum at the NIS attained a grade lower than

the L average. The same is true for the present students.

As tIe Educaticn Lepartment regard the high academic

perfcroarce of pcstgxaduate level education as a good indi-

catcr of an effective manager, application of the new

cutting score and grade as the standard of selecticn might

increase the academic performance of the Kcrean studerts. If

the Education Departuent uarts to apply the new cutting

score as tbe selecticr standard of management educaticn, the

new selecticn system cf candidates should be designed with

the ccmbination of all the other suggested ideas lased on

the aralysis of the current system.

3. bc Comrrehensive Selection Strategy

The Education Lepartment regards the ECL sccre as

tne first imPortant factor for the overseas education selec-

tion. The cthers are only supplementary factors to increase

the identificaticn of the desirable applicants. Therefore,

bhen selectin the ailicant, a lot of subjective judgement

is activated to decide the selection strategy.

But, the aillication of the new selection otrategy

rot ctly eliminates the subjective decision of the selCctcrs

tut alsc decreases tIe complaints of those not selected for

cversEas education.

50

The applicaticn of thE three selection strategies

will elizir ate the subjective selection decisicr fCc the

cverseas educaticn ard increase tLe efficiency oi the sE!Ec-

tion syEtev.

C. EFUIEBCi- OF THE CURRENT SELECTION SYSTEM ANE THE5(:IDU1CES

UrdEr the current selecticn system, the Korean studerts

have attained very low grade compared with the cther

studErts in the last five years.Ihe NPS grade distritutic

study shcws that the average grade* 3 of the Administrative

EcieLce students in the last zive years is 3.55. But, cut

ci the KCrean studerts who have graduated from the NEZ in

the last five years, only 10.6% of the students have

attairEd a crade higher than the average.

7c iLcrease the level cf academic performance from the

cversEas education, the problems of the current systea oist

le ider.tifiEd from the analysis of the current systen and

elimirated through redesigninS the selection.

The fcllowing factcrs provide a clarification of short-

comings cf the present system lased upon the results cf the

analysis.

1. The Priority cf The Eredictors

Lnder the current system, the priority cf the

fredictcrs are as fcllows : First, ECI testing sccres.ceccnd, interview results. Third, university grade. Fourth,

East Ferfcruance and career.

131he fcllowing is each year's average .rade cf marace-sent curriculum at NIS: fall '78 - summer '79: 3.57; fAll'79 - summer '80: 3.!r- fall '80 - summer '81: 3 54i fall'81 - suamer '82: 3 .0; fall '82 - summer '83: 3.55. Theaverace cLade of the five years is 3.55. This data comesfrom "lh4 NIS Grade Listributicn Study."

S -.

7 . 1-1

university. If t1e final selectees fail within this

categcry, they are tie most desirable applicants and cffer

the hichest potential to achieve high academic perfcrnance

in the maragement education. If the number of firal Selec-

tees kelcncing to tkis category are over or under the

reguired nuzber of officers for the overseas educaticn, the

third strategy should be ajilied to select the best a~pli-

cants.1 hird ztrat_tqy J_ u1tip1e Ltqiession)

The weights uhich enter into a multiple-regression

euaticn are determined entirely by statistical considera-

tions. PrEdictcrs which have high correlaticns with

critezricn Ierf ormance and are relatively independent of

cther jredictors are civen the largest weights. Predictcrs

which have relatively low correlations with criterion

Eerfcrmarce or are highly related to other predictors are

given ccnrespondingly smaller weights. Although the statis-

tical weightings are constant ior all individuals, the

Eredictor scores will vary widely from individual tc indi-

vidual. Hence it is possitle for individuals with widely

differinc profiles cf predictor scores to ottain identical

scores icr the criterion being predicted. fRef. 11. The

university crade and ECL score hy the results of the steU-

Uise regression are imkortant for predictiag the academic

perfczmarcE in the zanagement education. Thereicre, the

folicirg eguaticn is formulated by using the weights in tne

euaticn hetweer them and the NPS first uarter grade.

Y = -0.2C3 + 0.679X1 + 0. C192 (egn 3.1)

Y(criterion score) is a function of the university

grade (Xl) and ECI. sccre (X2). If applicant receives higier

values of Y, he will le selected.

I

(3) Assume tiat thcse officers who attain the iPS

grade 3.C(B) or better were considered successful ir the

acadeoic performance as rated by the education dejartzent,

the new cutting university grade and ECL testing sccre wculd

Ie useless.

Cverall, to incredse the NPS academic perfcriance of

Iorear students, (1) 7he Education Department should recrui

and select the applicants who have attained higher uOiver-

sity grade and (2) TIE ECL test score should Le increased hy

reinfcrcin the traiLing o the Engliso language tircugh a

lcnger Eericd of training.

4. lecidinq SelEction Strategy

tLer deciding the selection strategy, there are a

number of ways tc Frcceed, (1) NPS reGuirements (mininuz),

(2) MultiEle cutoff and (3) Multiple regression.

A ccmbinaticE of the zultiple cut-off and aultiile

regression apprcaches is cptimal. The multiple cut-off

sethcd night be used initially to select individualE on

those variables where certain minimum levels of ability

are mandatcry. Follcwing this, the multiple regression

method uay then be Lsed with the predictors to fcrecast

critericr status lRef. 5].

First strategy (N_._S)

All the selectees must attain a miniinum sccre cf 80

cn the ECI test and receive the average jrade of the uriver-

sity. 7Iese minimum levels are required for the aanagement

educaticr in NPS.

* Second strateqy (.u1tiple cutoff)

Io increase the academic performance of management

educaticr in NPS, application cf the new ECL cutting score

and university grade is desirable. All the selectees mcst

attain a score of 90 or more on the ECL test and

simultaneously receive a grade cf 3.0 or more at the

47

Validity, sclectior ratio, and base rate act in

coxhiLaticn to deteriine the usefulness of a new fredictcr.

The 7aylcI-Russel 2ables 1 2 specify the percertage oi

successful employees resulting from variouE ccmbinaticrs of

validity, selection ratio, and base rate [Ref. 6]. These

table :ight be used to determine the new cutting score.

Iherefcre, the new cutting score will oe determined uith the

use cf guadrant analIzis data as well as the TayloL-Fussell

labl s.

7he best cutcffs for uriversity grade and ECI sccre

are ZEcided by the fcllowing decision rule: The test cutcff

grade ard sccre are at the Icint, where the value (Y - Y) is

greatest, ard the success ratic (5) and selection ratic (N)

are realistically rea;scnable within subjectively acceptaile

value.

11) Assume that those officers who attain the PS

average crade of 3.55 cr better are considered successful in

the academic Eerf crzance as rated by the Education

Eepartmezt cf Korean ailitary Head-Quarters, the new cutting

university grade and ECL score should be applied tc the

selecticn of management education. The new cutting univer-

sity Srades of the ajplicants should be 3.0 (B) cr better.

The new cutting ECL test scores of the apjlicants should be

90 C letter.

12) Assume tkat those officers who attain the EPS

grade 3. (E*) or better were ccnsidered successful in the

academic Eerformance as rated by the education departgent,

the nEb cutting university grade should be 2.7 cr better

and tke ICI test cutting score should be 87 or better.

--

1E. C. Taylor and J. 2. Eusse, "The RelaticrshiF ofValidity CcefflcientE to the Practical Effectiveress oflests in Selection : Discussion and Tables," Jourral ofAppiied Psychology, 1S39, 23, Ep. 565 - 578.

46

C'hO0 C1 N:r:: eN 0 O CN r =

o~p cz 0 C3( ) >C C > C ) : C DC C D'

(N 565 15 Cg9 N~ *S* *S* I n( ~l= , .

r, o c )ULn0010o- r4r nr)- - Tz TL r .

C, C C> 1> C

kU4kN04kN0 (Nk1 (40 1 1 - 'Tr- _xT=7- - _z- -

Cr2 Mg grr a.. M* ( r C CN N g N W*NSNNC1

00) C;000 00000000004 1;

-4

w to .

M. (D LjC -c ,rL -C).3 3M - n. -MMC

(n

414

4-4

-W

4-45

Ln unLD '.Do"o\ .o rr- ao (n rn --j -,L)L) nD'o kc -

V) ~ 999990 0, 9S99. C)C9,C ~ C -3C z l 1 C

V)

.41

m U uM o -T 0 o~' WC) ) 1 " -

E4

E-4

.44

-4

a)) Lnle -- Tr

'44

".44

1.~~~L .nr -T -7 -T aN WV r- -. -o "o -n -n -7 -- - - - -- .-

awc ocJD oc n(1JDc)r -c cc)co(x aog c LY a) ge s. ., cc.,....o o e--l-c

(D 0C) C 0 (DCpC3 3 - C C: D( ,C z : DQ7 ) OC o C= C) D :)C)CDCDC31

HN)vOJ

ujP"~'C

r- gu c es e g. c .,,, ce cg , ., c

co

:2 -4 0 OCD- (N (n---tn 0 - MM p- -JC~Q ~ i-r~~mmo-" ~

ui L- W. m .1

Uj Lnm 41

-4

w1ci-W (C-(4Cic0 ~ 'C4c- ~ L~~1'

em4f-

rg , 4 - nu omm- , 4 C)L r DC>C OC 3U lJC)M

~ H OO00 000i-iC' 43

.*

states $e * *egvilest fee * egg

Go Th -J n o I rr- ry) r- a% r- LO nr- z Dcoc r m (1)

C 3' CDe C: C Ceg C) C: (Z C) g C*c C cieee) 0C

Olt I-Im ICI

-,-r-e4 r (4 r, tC \ I W (, r"I IU ( 14rr Q %D +w +U

rn gge geg g, ggg u CCO egg ge.o Me~ gee ZT I o~ \Dr ut r ' 4 m r C 0 l -r r

P4 o~O ~ ~ O 1O O OO O OOO~O I 9 1a91091 9109# "( I r"I)C)~~~~~~~~~~~~~~I C: C-C Z >Q0C >C )C )C C )C )C : o(: D(:

qu

-4 ri to va

E444 )

4.4 =r L) -

0 -n 0 LC 4.0

4)

4J I H4L4 I (

CA : O 1 ~ ~ I 4 + I

I4.4 Ai 1 -4

0- ru Ig +

H ~ -C'C-CC-- - Cll -- 9-99

P<*JWOW4-D-n(4

4)---OLJ.r) K t-1 i-L9 ,I Tv C

OH ~-I4~ 4-4-

i-IOOOC-C~tN~hO~ 0 .C-~W OO~-~ L4Ii

Ln 10 zt rnN 00N r-(Y)r-mr- Un r- Lnr-

0 ~ ~ ~ ~ ~ ~ ~ ~ C CD C0 CD C.1 .. r )LC .' I 0 0 - -- 0C)CC C) -j CJ0 V

14 L)UhAUWUUU III-10-~rr \Q U~ 14)1 ))IJ J)U )l U I LI) U LO U(1) 0- ..e . . * e g . . . 0 g *9 e 1 e 0e 9g e eggs.

r- U) WN =1'M (N O' ,0 0 QU)'-(44') W (Nts-.O A L . -0 ( UJ V-r w ( 'WI

- ro

E-4 ~

(n LJ4i.. w 1

41

4,

V) -NNNNNNN o(C f~lf~l~0N~ ~x~f (m~r

4-40

w

41

AJ

I

LL.

z0

80 90 100

ECL SCORE

figure 3.4 Scattergzan between The ECI Scores and NES Grades.

4C

4.

.. . . .

instituticral ower actually seem to lixt toe discijiire cf

hcrk. It satisfies their need for gettilg thins dciE in an

crderly wal. Furthermore, they believe strongly in the

importance cf centralized authcrity. (3) They seem cuite

willirg tc sacrifice scme of their own self-interest for the

welfare cf the organization they serve. J4) Ihel have a

keen sense cf justice. it is almost as if they feel that if

a perscn works hard and sacrifices for the good of the cra-

nization, he should and will get a just reward for his

effort. (5) Maturity; Mature people can be most simply

descriEZd as less ecctistic. Somehow their positive self-

inagE is not at stake in what the- are doing. Thel are less

defensive, more willirg tc seek advice frcm experts, and

have a larger range view [Ref. 16].

ceccnd, the more fully human organization is distiL-

quished irc a machize and reccgnized as a structured ccmti-

naticr of self-conscious, self-determining individualE, the

iore significant beccmes the role of the leader in human

crganizaticn Ref. 2. furthermore, in view cf the curting

.roblems cf the crganr.zations today, the leaders must have

follchinc personal characteristics: (1) A great need of

human understanding, (2) A capacity for introspecticn, (3)

Intuitive integrity, (4) A sense of total responsitility,

(5) Ccurage (6) Decisiveness, and (7) A desire for acccm-

ElishmEnt [Eef. 2].

Ih±ird, a list of desirable managerial traits in

descriting and predicting managerial effectiveness includes

the fcllcwirg: (1) Atle to sustain defeat, (2) Alert, (3)

Ambiticus, (4) Assertive, (5) Good judgement, 46)

Competitive, (7) Exticverted, (8) Fearful of failure, (9)

GrouF- criented, (10) honest, (11) Intelligent, (12)

Mentally healthy, (13) Concrete, (14) Creative, (15)

Lecisive, (16) Dedicated, (17) Dynamic (18) Emoticr.ally

statll, (19) Energetic, (20) Cptimistic and confident, (I)

54

... . .. ........ ".'".. ... ..... .... ,". " . "'.'.,.,',.'.....-.-..' .,,. ".-". ."

Pragmatic, (22) Predictable, (23) Reality-oriEnted, (24)

Self- ccntrclled but defensive, and (25) Tolerant icr izts-

traticn. These traits looks like displaying just atcut human

virtues [Ref. 17].

Cverall, effective managemert involves a set of ierscnal

characteristics whicl at least vary from situation to situ-

aticn, and with the resject to people invclved.

Conceftually, aEproaching the problem from this icint of

view, it should be jcssinle tc arrive at some basic charac-

teristics necessary fcr effective management in the Eartic-

ular crgari2ational situations. The particular situaticns

cf the Crean military organization, which reauire uni~ue

demard- cr the effective managerial officers owirg tc the

growing ccmplexity cf duties keyond the comtat skills and

the intersive emEhasis of the rationalized military crcari-

zaticn, make many iallicaticLs for the military officers in

manag rial iositions.

Eecause of the particular situations of the Korean aili-

tary Crganizations, the follcwing characteristics play an

important role in determining the effectiveness of a iartic-

ular officer's job rerformance in managerial icsitiors.

These saae characteristics are ueeded to ensure the high

academic performance cf management education at NPS.

1. A great need cf humar understanding: As the leader's

role is to gait responsibility from people, he must

in scme way relate to them. There is no perscE mcre

impcrtant in a vast system of interrelations than the

cre at the tcE. In human organization the leader's

sensitive understanding cf human nature is more vital

tc his performance than any vast accumulaticr of

krcwledge or skills concerning science, technology,

statistics, ci abstract reasoning [Ref. 2]. Under

tie conscription system of the private groui, this

characteristic is imEortant for increasin the

uzderstanding letweer perscnnel.

55

S*. -, . . . . . - - - -. . - .y. -. • °. * .. o * . * . . .- . . o - "

2. Self-sacrifice: The effective mdnaers seea cuite

willing to sacrifice scae of their own self-interest

fcr the welfare of the organizaticn they serve

[Eef. 16]. This dces not refer to the offici4 s

readiness to sacrifice his life in a combat situ-

aticn but ratier his willingness to sacrifice scte of

his self-interest fcr the benefits of the organiza-

tion. This characteristic is necessary for t1e Hili-

tary manager who is responsible for making the

military crganizations sophisticated.

3. Keen sense of -ustice: Effective managers feel that

if a perscn wcrks haid and sacrifices for the gccd of

the organization, he should and will get a just

reward for his effort. Moreover, managers whc have a

need for institutional jower actually like the d isci-

iline of work. It satisfies their need for getting

things done in an orderly way [Ref. 16].

4. Adaptability: Effective leadership is the tehavicr

wiich is most apjrojriate to the situation at the

time. Rather tian assuming a predetermined leadership

mcde, the leader must respond to ccncurrertly the

nature of the problems, the needs of his organiia-

tion, the interacting environmental forces, and thve

capability cf all the individuals cencerre,1

[Eef. 18]. Ilerefore, the effective managers mLst

have the sensitivity to understand the change art the

akility tc adapt to the changing reguirementz cl his

jcb. The effective manager usuaily has a high ability

tc adapt.

5. 5eEpcnsibilitj: The leader of human organizaticr i. a

free society is charged with the responsibility cf

developing a complex and coordinated systea of

respcnses frou many individual centers of reaction

ard initiative [Ref. 2]. As the military jerscnr.el

56

• ' .-- " " " "" -- ". - " " " 1 . " . ' i. . . .. . "

are requiring a more rationalized systeo ir. hich

tiey operate and are anticipating more cc;1ex and

diversified respcnses frcm their leaders due tc tae

higher educatical level of the military jErscnnel

under the corscripticn system of the private group,

t.e ailitary leaders have a great responsibility for

developing a complex and coordinated s -Etea of

raticnal respcnses frcm the military pErsoLnEl.

6. Strcng desire fcr acccmplishment: The military cper-

ates under difficult ard arduous working ccnditiZLs

cuirg to tensicns with North-Korea. Sometimes, Uili-

tary personnel must perform duties within strict time

schedules even under difficult conditiors.

Acccmplishment of these duties within Erescrited tiie

sciedules is critical for national security.

7. Iclerance for frustraticn and stress: This character-

istic is very important not only for increasirc the

academic perfcrmance tut also for increasing the

efficiency of the ailitary organization. Kcrean

students at NEE usually experience high stress due to

language picblems and extensive wcrklcad.

FErtlermore, a lot of stress and frustraticn push

ujcn the military managers during regular service

time. The aiility cl tolerance for frustratic and

streses is very important characteristics cf Kcrean

students for increasing the academic performance as

well as for increasing the efficiency of the ailitari

crgarization.

8. Intuitive inteCrity: Not only does the effective

ccordination cf the various parts of the tusiness

0 depend on the conceptual skill of the administrators,

hut also does the whcle future direction and tcne of

tie organizaticn [Ref. 19].

57

Alter the completion ot management education, Kcrean

students are assigned to the siecial staff c-1 the

Head Quarters and beccme the individual manageZs o

iapcrtant military units. It follows that intuitive

integrity is a critical factor for the eifective

ccordination cf the various parts of the ailitary

units as well as for the future direction cf the

military crganizations.

9. maturity: Mature people can be most simply descrited

as less egotistic. Scmehow their pcsitive self-image

is not at stake in what they are doing. ahey are

less defensive, more willing to seex advice from

experts, and have a lcnger range view [Ref. 16].

Itere are lots of communication problems bEtweer the

4 oilitary perscrnel due to the highly authoritarian

rules. Therefcre, maturity is an important factcr in

aakirg the ailitary a rational and sophisticated

organization.

10. Cigarization-zinde: Gccd managers tend to jcir acre

organizations and tc expand their individual lower

fcr the jurpose of increasing organizational prcduc-

tivity by means of establishing effective wcrk

climate. Especially, this characteris tics of

cryanization-ainded is very important ±or estab-

lishing effective and rationalized military system

under the transitional jeriod of reorganizaticn.

E. IALEA71ON HE1HCD CF IDENTIFYING EURSOEAL

CEABACTERISTICS

In order to identify good managers, the assessment data

cf managErial selectic can he collected judgementl (e.g.,

!LtEClieus, ratings cf performance on situational test),

mechatically (e.q.,paper and Eencil tests), or in both ways

[Bef. 5].

~5EI'

AucnG paper and jencii tests, psychciogical test is nice

tool. Eut, all psychological testin should he properly

superiiised and scme tests, such as projective tests, should

he adainistered cnly by qualified psychologists. In general,

interpretation of psychological test calls for a much higher

level cf ircfessional skill, and a sizable number Cf tests

should te interpreted only by ualified psycholcgists.

Eerscrality tests, ir particular, are subject to misuse in

the hands of the laynan' 4 [Bet. 7]. Furthermore, there is

eviderce that faking can take Elace on these uesticrnaires,

and tlere is definitely nc justification fcr a perscnnei

nanager to utilize such a test [Ref. 20]. As far as this

uriter is informed, the psychological tests have nct yet

shown a high validity in the Kcrean military. They are under

the eiieizental stace due to the lack of the prcfessioral

skill and tie time ccrstraint. As a judgemental method, the

use cf intervieb and East performance are more useful and

expedient than the otter method under the current syste.

1. Intervie

The interviet, which has been called a "conversation

hith a jircse," is used almost universally in the staffing

process [Bef. 7].

raditiorally, oral tests have been used for several

urpses : to test knowledce and skills; to evaluate

trainixg and experience; and to appraise personal qualities

[Ref. ;1:. [Ref. 7].

Key types of interviehs are the depth intervie%, the

free associative interview, and the patterned interview.

teptb interview attepts tc develop evidence abcut deeler

14fcr a further discussion of who is qualified tc LSeFsychc]ocical tests and for su gestions on how tc locateualified jz~chologists, see wen eli French, "Psychclogical

qestinY: ome Prcblems and Solutions " PersonnelAdministration, 29, 11. 19-24, Maich-April, 1956.

59

aspects cf notivaticr and Eersonality. Ihe interFrEtaticn

cf dejth interview, however, requires psychological tack-

grourd aid insight. In the free associative interview, the

intelvieher needE exierience and skill to follow the mean-

derircs of the applicants and to keep in mind tie main

points that need to te covered so that the result will be

integrated and meaningful. A patterned interview prcvides a

lighly structured, systematic guide serviny as a statl

yardstick against which applicants may he measured. Such a

patterned interview hill appeal particularly to the maLager

cr irtervieker who liles an orderly, consistent airicach izr

uhich the time can be controlled and limited fRef. 20].

Cverall, patterned interview seem to be more useful

and eixediErt than te other method of interview due tc the

lack cf iersonal skill and time constraint.

McM urry [Ref. 22] explains why the patterned inter-

view eZplCyed with cther devices is likely to imErcve the

judgEacnt of the interviewers : First, the interviewEr works

from definite jcb siEcificaticns; he knows what Gualities

each jct requires. Second, be has a plan; he krcws what

questions tc ask. Ttird, he has been trained in the tech-

niques cf ccnducting an interview (i.e., he knows hcw tc jut

the candidates at ease, hcw to make nim talk, and hcw to

extract pertinent infcrmaticn). Fourth, prior to the inter-

view, le has checked with outside sources ( Irevicus

employEr2, schools, etc.) and already knows a great deal

about the applicant. fifth, he has a series of clir.ical

concepts (e.g., emotional immaturity) - which prcvide .im

with a yard stick for interpreting and evaluating the irfcr-

zaticr citained from the candidates. Sixth, the interviewer

himself las been carefully selected to assure that he has

adequate intelligence and is emotionally well-adjusted

[Ref. 22. Research cn interview as a means of selection

has jxcvided a wide range of results.

60

As the irterview techrigues became more systematized and the

intErvieuerz better trained, consistently better results

%ere repcrted. It iz recommended practice that interviEwEirs

take into account the various needs of the perscr teing

interviewAed. This uculd include the needs for security,

telcncingnEzs, EsteEir, wholeness, and selt-actualizaticn.

Crdexnly Ercceedir-gs, cordiality, and the avoidance cf ur~nEc-

essary -Ecc-damaging events are ingredients found in the test

intErviews. An applicant whc is kept waiting unduly, treated

coldly, insulted, cr given no information is likely to

disila defensive belavior, such as anger or humiliaticn.

The ill-will resulting frcm an un sa tis fac tory intElviEW

could sEricusly affEct relations with esployees cr the

commuritj. The conseGuence of the interview, such as acceit-

0 ance cr xe-ecticn of the applicant, will obviously have

important ramificaticts in need fulfillment.

Ihe rating liocess o± the interview is subject to

mariCUS Errs: First, leniency. Raters tend to give car.4i-

dates t1E benefits cf any doubt; it is common to find 6C-EQ 5 rated as above avera~e. Second, central tendency. Itis

Error, as the name iuilies, is the tendency for raters to

Lunch tleir ratings it the center of the scale and tc avcid

the Eytremities. Third, Halo effect. 1i a candidates creates

a iavcrailE imprcssicr by his excellence in one trait, he

may te ratEd well above average in every trait withcut

discrinitation. if Ie has created a bad im~ressicn in cne

trait, raters ray find it difficult to shake off tiat

impressicn when ratitg his on various other traits the

tendency towsard halo increases as the number of traits tc be

rated increases. Fcurth, stereotypes. This error results

%hen zaters base their ratings on the old type fallacy

[Ref. 21:.

In the well designed katterned intervieu, the

Education: Departsent can ottain a comprehensive picture of

66

the candidate's aptittdes, abilities, training exFerince,

Ferscralit), and characteristic traits as related tc the

Fositicr for which he is being considered.

2. A .Ejaisal of jast Perfcrmance

lerformance alpraisal is the systematic descri~tion

cf individual jcb-relevant strengths and weakness. Such

inforuation is useful in a variety of contents: As a tasis

for perscnrel decisions, as a criterion in perscnnel

research, as a predictor of future performance, as an aid in

estahliskirg traininc objectives, and as a personnel devEl-

cimert tccl.

performance oeasures can be classified into two

general tyies: Objective and subjective. Objective IerCfCr-

ance uEasures include production data as well as jerscnnel

data [Bef. 5].

Cfficers have several key records of past perform-

ance tircuh the military service. Therefore, okjective

perfcnrarce measures can be used to evaluate tie past

Eerfcrzances of officers ior the purpose of identifying the

perscral characteristics of effective managers. In diffEren-

tiatitc cfficers for a specific privilege, the records ot

Fast 1erfcrmance can le used as an important differentiatirg

factCr fCr comparing candidates against one another. As key

reccrds cf past perfcrmance fcr identifying the successful

officers for higher academic grade, the following can be

takeM into accounts: (1) OEC (Officer's Basic Course) grade.

(2) CAC grade. (3) 7he Grade cf the other military schcol.

As Rey records of past performance for identifying

the tetter future matager, each candidate's past perforaance

in a leadership role can be taken into consideration.

Ctjective measures focus not on behavior, hut rather

cn the cutcomes or results of lehavior. Admittedly there

will le some degree cf cverlap between behavicr and results,

kut the two are cualitatiell dizferent. Ih~r~fcLe'

althcugh objective zeasures of performance are intuitively

attractive, theoretical and practical limitatioLs often make

them unsuitable [Ref. 5]. Cn this point, objective method

cf East ierformance ap;raisal can be used Ly t.e Educatior

Lepartmert cf Korea ailitary as supplemental device tc the

results of of the irterview (appraisal can serve as tne

criteria in perscnal research: the validation of the i.ter-

view results). Esprcially, the results of past kerfcraance

can Ie used to identifying the following characteristics

among te desirable personal characteristics mentioned

Erevicus: (1) The degree of reskonsibiiity, (2) DesEire fOr

acccmp]ishzent, (3) Czganizaticn-minded, and (4) 1 clerance

for frustration and stress.

Cvezall, the Education Department must utili2e the

interviEu and appraisal of East performance as the identifi-

caticn tccl of the effective manager and student. I the

Iducaticr Departient use the interview and appraisal of East

jerfcrmance as the differentiatiny device for ccL;aring

candidates for manageent education as well as the ecidin-

standard for general educaticn selection, the identification

c! desiratle personal characteristics as a effective manacer

can te ircrEased.

C3

V. UESIG OF REAl SELECTION MODE1

A. NEI IACIORS OF 11CREASING THE EFFICIENCY Of SElIECTION

E£CCELUEE

Cr the basis cf what has teen discussed uF tc this

Eoint, the followinc factors seem to have an im-crtant icle

in izczEasing the efficiency cf the selection process:

1. iducational Eackqro und

Ecst investigatcrs xejcrted that preparatcrj schcol

grades were good predictors cf scholastic grades. AmcL9 the

educaticral backgrounds, the izcortant correlation witk 1?iS

grades is as follows:

iirst, the university grade has a strong relaticrshii With

NPS first Suarter grade (r=0.7256).

Seccnd, the mathematics and ELglish grades show a relatively

highez rElationship kith NES first guarter ;rade than the

statistics and econcmics grades (mathematics: r=O.48t3,

English: r=O.2680, economics: r=0.1117, statistics:

r=O. C-10).

7hird, high schcol grades by subjects area are useless as

Fredictors due tc very low validity with NPS grade. (matte-

natics gradE: r=-0.2-':13, English grade: r=-0.0727).

Strength in mathematics and English training will

certainly increase the individual's chance ol acquiring

analytical ability ard in learning the quantitative methcds

cl prctlem solving khich are necessary for today's maracer

in a technical profession. These managerial skills are

Erotatly ottainatle cnly through normal education.

64

,...

2. East Perforuarce A21raisal

7he current selection procedure takes into acccunt

the East performance cnly as a determinative standard. ELt,

in coLsidering officeis for a specific privilege, the zeccrd

cf ;ast performance can be used as an important diZferertirg

factcr fcr comparing candidates against one another.

As a key reccid of East performance for ideLtifying

the successful officers for higher academic opportunities

the fcllcwirgs can Le taken into account: OAC (officeL's

advanced course in Kczea) score, and the academic jErform-

ance at the other military zchcols.

As a key reccid of past performance for identifying

the ketter future mazagers, each candidate's past perform-

ance in a leadership role can he taken into consideraticn.

2. Eatterned Interview

A patterned irterview Ircvides a highly structured,

systezatic guide serving as a stalle yardstick against which

applicants may be measured. Such a patterned intervieh will

appeal particularly to the nanager who likes an orderly,

consistert approach in which the time can be controlled ard

limited [Ref. 20].

he patterned interview procedure utilizes a form

for cttaining and rkcording information about sever areas:

irevicus experience, training, manner and appearance, soci-

ability, emoticnal stability, maturity, and leadership

capacity [Bef. 23]. Therefcre, In the well designed

patterned interview, the Education Department can ctain a

comprekEnsive irforaa tion ahcut the candidate's personal

characteristics as related to the management educaticn.

65

4- _Bqu.al Selecticn _ _crtunit

lhcse officers who really have the desire ard a

greater ictential for becoming competent managers are ccca-

sionally overlooked ty the Education Department because cf

poor ccmmunicaticn systems. herefore, Communication with

gualifiEd officers is necessary as it increases opcrtunity

to eligile and willirg officers to apply for mar.agement

educaticn and also ircrease the organization's possibility

cf makinc a better chcice of availaile officers.

In the case ci the U.S. Navy seiection,1 s a selEc-

tion tcaid is convened annually to select officers Iased Cr

Froiessicnal performaice, academic background and atility.-electior is restricted to uctas which reflect the Navy's

requirements in the varicus fields of study available.

Cfficers are notified of selection by official ccrrespcn-

dence at the earliest possible time after the selection

koar afeetz out.

1hrough commuricating with all officers, The Kcrean

ailitary can eliminate the pzchlem of overlocxing qualified

cfficers.

E. Good Plans of Career Path

Careers develoi in response to interactions with

cthers and also in relation to developing envircments.

Hence, it is useful tc consider jobs as changing functicns

bithir clancing systeas, rather than as static rurgs cn the

laddEz cf success [Ref. 18].

kher the individual's values and career goals mesh

uith the organization's needs and goals, an effective inte-

graticr cf the individual and the organization car cccur.

Under tiese ideal conditions, the individual is motivated to

, !Acadenic Year 1S84 Catalog, Naval Postgraduate scccl,

75th, Azriversarl, 1 E4.

deveic the abilities and skills necessary to take or new

jobs in the organization and the organization is likely to

zespcnd ty iroviding the individual with the kinds of devel-

cpmental cilortuniticE he needs. On the other hand, wien

individual/crganizaticnal needs and goals conflict, ezjlolee

dissatisfaction and organizational ineffectiveness are

likeli tc result [Ref. 5].

2hereiore, Icor assessment of the the individual's

capatilities and career gcals (either overestimaticn cr

underestimation) by the organization freyuently leadE to

Erobleas fcr both parties. High-potential jeople may nct bc

develcped ard lob-pctential Eecple may be assigned jcts they

cannct handle. Both types of errors lead directly tc hioh

turncver, dissatisfaction, and feeling of frustration

In crder tc do career planning completely, thzre

steps are required z

first, determine hcw the person should bEhave whe. he

reaches the jobs fox which he is being prepared. hcxough

job arallsiE, with special ephasis on emJicyee-deteraired

changE, is fundamental to this process.

Second, determine whether the person has the capability to

develci tie kinds ci behaviors that will be needed fcr tne

career Ilan. This implies a systematic approach tc the

assessment cf response aptitudes (e.g., through testing or

assesszent center prccedures).

Ihird, determine whether the individual wants to learn the

required ne behaviors and whether the career plan that the

oxganizatic is considering is congruent with the individu-

al's cwn ilan [Ref. .

In support of career lans that the organizaticn is

considerng, the high potential officers must be exposed to

67

APEENDIX B

A.PI PRCGIAM FOE~ QDALRANT ANAlYSIS

p x Eazk 1; INC; NES; chl; cb2; ci; c2; c3; c4; c5;

PE~E; EASE; SAT; SEI

Pt-l 10

INC& 2.L4

NP5 (--3

cb l,.-f~x

ch2<- hi

L2: lbE5A- c12PNPS

Li1 :1NCq- chl?'INC

C 24-. (.INC.)X) A (NPS(Y1)

C2+-*/ (INC)X) A(NPS< 1)

C4 -4/ 42NC4 X) A(NPS 1)

C5t-C 1 +C2 +C3.C4

B A SE- (C1 + C2) C 5

S A l-C 1 T(C 1 +C 4i)

SEI&- (C 1+CLI)-C5

P P~cl,c2,c3,c4,PRE,13ASE,SA 1,SEL

I-1+1

INC-.INC+0. 1

-3011 Al I I 1 0

it- 1

IKlC- 2 .4

J'l-j+ 1

Nil(-NlS+0. 1

41 2AJ(E

E<--7C 8 Pp

ICLLwATH,ENG ,ECOSTAT/

de p e rte nt=T C ,.I I i GE A D/

stepuise UNIV, ECl,AATH, ENG,ECC,STAI/

deiendent=TC,'enter FIRC, GEAL/

APHEtIX A

SPSS PECC-LAM FOE REGRESSION ANALYSIS

run ramE thesis

'ilE rage thesisvariatlE list UNIV,ECI,FIRQ,TOI,SAT,EN,IAIH,

EGO, t NG, HM A I i,C-AD

vat latlhs UNIV, university grade/

ECL, English ccnprehension score/

FIRQ, NPS first quarter grade/

101, bPS total avcrage -rade/

STAT, university statistics grade/

ENG, university Enjlish grade/

MATH, university mathematics grade/

EGO, university economics grade/

IHENG, hi~h schccl. English grade/

EMATE, high school mathematics grade/

GRAD, NPS g.Laduate course grade

n of cases

input ziEdium card

iniut fcrmat fixed (7X,F4.2,F3.G,2(2X,F4.2),

6(1x,14.2) * 2x,.F4.2)

missir, values 5TAT (-1) ,ENG (-2) ,MATH (-3) ,ECO (-4) ,

HENG (-5) ,HMATH (-6) ,UNIV (-7)

read infut data

scattErcrai FIRG g.,4) with UNIV (2,4)/

FIRQ(,4) with EC.L(70, 100)

citicn 2 4 ! 6 7

statistics all

new Xegression desciftive s/missiny=meansubstituticr/

varialles=UbIVTOI,FIR,iATH,ENG,ECC,S2AI,

stat istics= 811/

depenident=TC,FR,GRAD/ENTEUx UNlY,

7S

fifth, En lisb languaqe and mathematics trainiLg can

iacr ea s E te individi~al's chance of learningp and Under -

standing the essential theory C44 manajemeiit education.

Sixti, The Education Department, can make systematic and

rat-izal selection decisicnE by the application cf the

1LoiEed mcdel.

SEvEvtb, scientific methods utilizing a different

apprcacn fcr evaluaticn of the 1personal charactEristics

should tE designed and applied.

78

and final screen is critical if formal ECL scors dri to

increase) cn the ECI test and simultaneously receive a c rade

cf 3.C cr acre at the university.

lie third strategy is important for obtaining the

reluired number cf officers for management educatior at the

first and final sEelection. If the number of first and final

selectees are over or under the required number of cfficers

for cveIseas educaticn, the following equation can be

applied to ctain the rejuired number of officers.

Y= -0.203 + 0.679X1 + 0.019X2 (egr. 6.1)

Y(critericn score) is the function of the university

grade(X1) and ECL sccre(X2). The constant numbers cf the

equaticn are the recressicn ccefficients. If applicant

receives hiigher value of Y, he will be selected.

Eefore termiratinS this studv, several recommendaticns

about the proposed selection mcdel will be mentioned.

First, the application of the new selection strategy not

only elizinates the subjective decisions of the selectcrs

tut also decreases tie complaints of those not selected for

cverseas educaticn.

-eccnd, the comhined information from the application

llanks, tie appraisal cf past performance, and the interview

can he used as the key for screening out extremely unquali-

fied alplicants based cn the personal characteristics for

uanagemer t education.

Ihiid, this analytical aiproach krovides the general

hasis fcr redesiGning other selection systems.

*curth, good career plans for overseas educaticn cffi-

cers shculd support the application of the prclosed

selecticr szystem.

77

. ..

VI. CCNCLUSION

Iis study was aimed at evaluating the priority cf the

Fredictcrs, designing identification method of Eersoral

characteristics for nanagesent education, and making the

comprelersive selecticn strategy to increase the Ectertial

kenefits fic the ailitary crganizaticns as well as to

increase the academic performance from the cverseas ecuca-

tion. As a result of this study, a new selection model ias

propcsed. The ;ropcsed selectioL moael which consisted of

the detailed selecticn process is applicable for selection

cf Kcrean officers fcr postgraduate education in manageleLt.

lie critical results of this study will be summarized as

fcllcus:

lie university crade has a stronger relaticnslil with

NPS grade than the EC: test sccre. Mathematics and English

grade aacng the spectrum cf university subjects ctserved

have relatively high correlaticns with NPS grade.

Ie utilization cf the application hIanks, the appraisal

cf past performance, and the Fatterned interview can he the

identification tcol fcr the effective manager as well as for

the Sccd student ard can contribute considerably to the

effective selection cf the highly qualified officers for

nanageimet education.

The first strategy is important for providing the stan-

dard cf the first selection. All the selectees must attain

a mirimum score of 80 on the ECI test and receive the

averace grade of the Lriversity.

7ke seccnd strategy is impcrtant for providing the stan-

dard cf selecting the applicants who can attain outstarding

schclastic perfcrmance. All the final selectees shculd

attain a sccre of 90 cr more (Eaglish training between first

I%

7E

4,

Y= -0.203 + 0.679X1 + 0.019x2 (e~n 5.1)

I (criterion -5ccre) is a function of the university

grade (11) and the ICL score (X2). If applicant receives

ligher values of Y, Le will he selected. After the decision

ct tice first selection, all the first selectees shculd

receive the language training fcr six months. After the

completicn cf the lanGuage training, all the first sElectEes

should take the foetal ECI test given by the Education

LepartMert cf the U.-. 8th Corps in Korea.

4. final Selecticn

Iiith respect to final selection, the Educatiorn

Lepartuert should rescrt to the additional achievement data

ji.e., the results cf the ailitary language schocl, the

formal ECI scores, ard the acceptance from the NPS). First,

if the cardidates are not accepted by NPS, they will nct he

considered candidates. It the candidates do not attair the

required scores of formal ECI tests, they will alsc be

skipled. Nith these two eliminations, the Education

repartnert should select the final candidates by the apli-

caticz cf tie second and third strategies.

All the final selectees must attain the new cutting

score ci 90 or more cn the formal ECL test and siaultaLe-

cusly receive the cutting grade of 3.0 or more at the

University. If the rumber of final selectees belcrgirg to

this categcry are over or under the required number cf cffi-

cers fcr the overseaE management education, the third selec-

tion strategy should be applied to obtai the Lest

applicants.

. .!

Cf increasir1 the ber efits tc the organization after tLe

formal education.

The combined informations from the aili-

caticr blank, alpraisal of fast performance, and inteiview

will le tsed as the key of screening the extremely irnajrc-

rriate aj licants for the formal education.

-. first Selecticn

The Educaticr Department will select the reruized

rumber cf aiplicants lased on the selected data abcut candi-

dates. Three times the number of re',uired applicants are

selected during the first selection. In the first scic-

tion, tle Education repartment should be on the basis of

the starding of candidates in the list of the past EErLcrm-

* ance ard interview sccies. If the candidates come uE to be

in the inalpropriate categcry of the perscnal characteris-

tics, such candidates will be skipped. In fact, human

behavicz has been considered toc complex to he scaled alcng

a few diaezsions and then rated [Ref. 25]. Thereiore, orly

the extreme cases of inapprcfriateness can be relied on with

certaint) when the Iducaticn Department screens the candi-

dates by the perscnal characteristics at the first

selecticr.

After elimirating inakpropriate candidates, the

first end third strategy amcng the new selection strategies

should be alplied to select the three times of the reguired

* umber ci alplicants.

All the first selectees must attain a minimum sccre

cf 8C on the initial ICI test and receive the average grade

cf the urivcrsity (first strategy). If the first sElectees

*eloncing tc this category are over the three times cf the

zeguired number of cfficers, the third strategy will be

applied. 7he follcuing eguation will be used tc the

selecticr dkvice.

74

Fredictcr cf future pErformance, as an aid in. estalishir;

tzairirg otjectives, and as a personnel development tcol

[Ref. 51. The applicant's scores in the following catego-

ries of East performance appraisals must he withir the

acceptatle limites fcz advanced education.

7he grade of OAC education: The CAC grade of the cardidates

must tE cf the "A" grade grcup.' 8

The Eerfcrzance level of the ccmpany level leader: the level

of the past perfcrmarce in a leadership rcle must Lelcr to

the aiddle cr above Sioup.

The tctal level cf tie past kerformance : the total level of

the East ierformance of the candidates must balong tc the

middle cr atove groul.

BY the analysis of past performance, th

Educatic Lepartent must idertify the characteristics of

good nanagers and the high academic performance pctertial cf

candicates. Under this contexts, the Education Department

can use the data of the past performance as the differenti-

ating device of the candidates' characteristics.

(2) Patterned Interview. The basic puricse of

the Zatterned interview is to collect the informaticr from

the aEplicants. Through the patterned interview, it is

possitle tc make an assessment or characteristics iL 1,Lich

appraisals cf past kerformances tall short. It shculd be

emphasized that the Education repartment must do its Lest in

identifying the perscnal characteristics of candidates uhich

indicate pctentially successful managers.

It wili te a beneficial efrort tc the

crganizatior not only for the purpose of improving the

selectic fcr maragelEnt education, but also for the purkcse

to'he to M 30 of all officers attending the CAC educa-tion is rat* the "A" grade. CAC: orficers" advanced ccurse

7(Korea)

:i ' " " " - '" : . . . ."-. . .. .. -.. .. .". " - ' - " " " " " " - ".

(2) CLomeay evel cf Commander. Ensuring that

the candidates have completed the company level ccmannder

prior to the scheduled formal education keriod.

(3) University Grade and University SujEct

Grade. A baccalaureate degree with atcve

averace grades is reguired. Completion of at least two

semesters cf college algebra cr trigonometry is ccnsicezed

to he tIe ainimum mathematical preparation.' 7

The aiplicart must have at least the crae

average cf the university. he must have 3.0 or better in

gathegatics, English, economics, and statistics.

(4) Clear Service Record. No instarceE of

judicial Eurishment during his ailitary service.

(5) Past Performance. The ratings of his last

0 perfCrmarce are ziddle or abcve.

i. Initial ICL Test

TO check the EnSlish comerehensicn level cf the

candidates, the candidates aust take the initial ECL test

giver ly the EducaticL Department. The testing style must be

comprehensive to inclcde evaluation of listening, cozprenen-

sion, and hliting skills.

c. Appraisal cf Past Eerformance and InterviEh

This prccess will meet the objective of

assessinc the desired personal characteristics in canwi-

* dates.

(1) AP-Eaisal of Past Performance.

Fericruance appraisal is the systematic description cf indi-

vidual jcb strengths and weaknesses. Such informatic is

useful in a variety Cf contexts : as a tasis for jerscnel

decisicrs, as a criterion in personnel research, as a

- -- - - - - -- - - --- -- - - - - -

";SEE footnote 1(:.

72

groups cf cficers Yhc may believe they are deprived cf a

good careez developmert oppcrtunity. Ihe U.S. Navy 1 6 has

guite eliminated almost the kroblem discussed in the

rrecedinc paragraphs, through asking all its officerE kho

desire Nav funded jostgraduate education to indicate or

update t1eiz curricula preference annually.

c. Application Blanks from the Apklicants

7he iurpcse of the ajiicaticn blank is to secure desired

infonraticn from an alplicant in a form convenient fcr eval-

uatirc the applicant'- qualifications [Ref. 7].

When the educaticn Dekartment wants to check the

general gualificatiors of the applicants, the application

tlank can le used as a preliminary screening device as well

as fcr gathering general background data for predictirc the

successful academic lErformance cf overseas educaticn.

Overall, these three processes are necessary

tecauze it Gives an egual cpicrtunity to every eligil1E and

uilling cfficer tc ally for uanagement educaticn and it

also increase the czganizaticn's possibility of makirg a

letter choice frcm tie available officers.

2. tata Selecticn for the First Selection

The objective of this part is to collect a Ict of

data for selectig high-potential candidates.

a. Check for Test Cualifications

(1) OAC Educaticn. Snsuring that the

alplicants must have finished the OAC education.

1 'Acadeuic Year 1S84 Catalc, Naval Postgraduate Scocl,75th Anniveirsary, pF. 6- 12, 1984.

71

"6, ' .' " . ' , ' ' - " ' ' .-' : - ' . t -' .- -" " ,, $ .' ' ' . , ' "%

A critical pcint in any ianfower system in i~n organiza-

tion must lie in thE relaticnship between selecticn and

develcleent. it is giuite obvious that the needs of the crga-

rizaticn dictate whetler or not certain selection Frcccduies

are acre efficiert than simEly taking a man of the fJlocr and

attealtirg to develci him [Bef. 24]. Therefore, the selEC-

tion model (table VIII) is intended to reipresent dEfirite

and detailEd selecticn pIoceduzes orthe Furicsk c.f

increasing the efficiency of selection process. The main

step.s ci a selection model which contain suitable elements

for achieving the ob-Ective of the jarticular steps, %ill be

discussed and descrikEd.

1. 1 he Processes of FecruitiLnq h!-hl.Y J12litied

CandidatEs

a. Good Plans of Career Path for The Cverskas

Education Ofticers

W4hen. the individual's values and career So als

mesh uitl the organization'sc needs and goals, an effective

integration of the individual and the organization can

occul. Under these ideal conditions, the individual is

zotivatec tc develop the atilities and skills necessary to

take on rew jobs in the organization and the organizatir. is

likely to respond by 1roviding the individual with thE kinds

cf devElcimental cpportunities he needs [Eef. 5].

Therefore, in support of career klans that the organization

is ccrzidering, the high-pctential officers must be Exiose3

to the academic oppcitunities that will benefit the carEr

Elan.

1. Communication with All the Qualified OfficErs

Communications with all the qualified cfficers

is an iirtant for decreasiny the resentments of thcze

7C

4

o 4-J

0- rd 'C 0 04 Z U)

4-4 a)U(n (Y -4- a- ) tv a ) 0

4 " 4 UYI Q Ptz f.4 9Z-4ro .1 W

:5 0-i' ~ * 4* -+-4~ iV Ca *

j1 Q) ro U) P. *4-' P) El=

"ILA S1-4 OW u-*- . l -4 U% ~ t-s f-o~jC

coL P-4 vt a w4- C"~ I. 4-4 w 41 .4 IL44fQ 6A

wa (v U) a UW+ w H

U) U4) U,0 -+'4.. 4-) L

U ) 7,.U)4 ) U)4q lJ

H 0. U) 0 a)., a) 41i~0

H ~ 41 WO'12 -4 A 0

H 04 *-4W moUo i'

0a u 0L~-). Wa0)

-4 U ri Crv-::.-a r tv T~CQ a) -- -'I U4-) -QU

E -4 a)

44-L a) * 1 * 0M

0 ) 8- 4--J .4 44 -wIl

4-4 r. 41 -4v .1 ) v

06*- .44 *'- w'IH41 4 Wr-4 1

uj-- 4J ~ I w4. ru (11 "-

'*6L.t Wn "I -j ' I- u 41 u

' *.- : Q 41 (14 ro14.

41i' A-4 U4-1' f17U - rU~4 w -.-- 4 rVI a) T-.-

~.1 u Wr4 a)1 P4~ 41 .

I w) U) 1- 0 1Cu QI . 0 .0 a) 4)

I v w I v 0q1 0 -Q)a tv - *1

- 3t 41 1 -41~ -4, 'd--4 U A'j

'-IA044 ul H-0 A4 1- E3I= U4~ 4I U) .4 U

'V a) C::3 S)Q C,4 C~-

4.4 -i-'~~4I Q~ ~ 4 U

I Cli . U0

69

the academic olpJortcrities that will benefit the career

Elan.

6. !he Applicaticn of hew Selection Strategy

Under tle current selection system, the majority cf Kcrean

students whc graduate from the management curriculum at NPS

are dcinc Ec with below average grades. Therefore, aklying

the new selection strategy as the standard of selection may

serve tc increase t1e academic performance of maiagEment

educaticn at NPS.

E. HU !E.ECTICE MOMl~

It cider to meet the management education objectives,

all new factors havc been ccmbined to form the rimary

criteria cf the effectiveness of management education

irograu in the Korean military. It should be reaezrEred

that this study is 1ximarily concerned with the selection

ErocEdtre of management educaticn and that the effectiveness

of the manacement education crcgram is contingent u~cn the

test SeEction of candidates.

latle VIII shows the new selection process.

6

=6E

4" -' " ' " ' ' ' ' " ' ' " -' -' ' ' ' .-" - ,,' ' . " • " . .-' . v ' ' " ' -'

p x Eaik 1; 1INC; NIS; chi; cb2; cl; c2; c3; C4i; c5;

PEI; £HSE; SAT1; SEI

P<- 10INC- 8C

NP 5<- .3

ch lt- Pxc

c h 2- PX

L2 : NES(- ch2pNPS

L 1: INC+-- ch lfINC

C 1<-4/ (2NC X)A (NPS )

C2 -4/ (INC)>X)A (NPS< 1)

C3,&4/ (INC >X) A (NPS >1)

C4-4+/ (lNC4X)/\ (NPS>Y)

C:5- Cl ,C2.C3+C4

PfRF-(C 1+C3)-!.-C5

B A S -(C 1 C 2) -'.C 5

3 Alk-C 1 -*.1C 1 +C 4 )

S EI*- (C 1 *CC ) 1C 5

.I*-141

I N C*-INC + 1

If<- E+.

P #-SE e'pp

82

APPENDIX C

112A FOB IBIS STUDY

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11)

2.61 SO 2.93 2.98 3.00 3.29 1.67 3.00 4.00 2.67 3.C2

3.07 S6 2.94 3.65 2.00 2.67 3.50 3.50 2.00 2.00 2.5k

2.42 EE 2.90 3.21 2.00 3.OC 3.00 3.30 2.75 3.33 3.25

3.19100 3.82 3.47 1.00 4.00 4.00 3.J0 4.00 3.67 31.c,

2.88 8C 3.18 3.1S 2.00 2.50 4.00 4.00 2.67 4.00 3.19

3.05 S7 3.53 3.46 3-..00 3.57 3.00 4.00 3.67 3.00 3.4E

2.92 E6 3.33 3.4S -.00 2.50 3.00 2.30 2.50 3.00 3.4E

2.79 92 3.67 3.51 3.50 3.00 3.00 3.JC 3.50 3.00 3.44

3.00 81 3.33 3.37 3.00 2.75 4.00 3.30 4.00 4.00 3.35

2.71 81 3.35 3.34 3.00 3.00 2.33 3.00 3.00 3.00 3.3E

2.65 80 3.00 3.29 ;.00 3.00 3.00 2.50 2.75 3.67 3.3

2.50 E3 3.15 3.12 .00 2.67 2.50 3.30 4 .00 4. On .OS

2.45 E3 3.00 3.12 2.00 2.30 2.33 4.30 3.33 4.00 3.15

3.22 81 3.28 3.53 3.00 3.81 4.00 4.JO 3.70 3.33 3.t

2.74 S5 3.37 3.31 3.00 3.81 3.00 2.00 3.00 2.50 3.32

x 83 3.27 3.34 x x x x x x 2.21

x E6 3.10 3.18 x x x x x x :.2C

x 94 3.68 3.56 x x x x x x 3.52

x 92 3.13 3.23 x x x x x x :.25

3.21 92 3.69 x 3.00 3.30 4.00 3.00 3.30 4.00 x

3.0C 93 3.64 x 3.00 3.30 3.00 3.00 3.50 3.67 x

2.95 91 3.14 x 3.00 3.0C 3.00 2.00 3.17 3.00 x3.20 e8 3.51 x -.00 3.OC 4.00 3.JO 4.00 3.67 x

2.82 81 3.45 x 4.00 2.10 3.75 2.00 3.17 4.00 x

Z.68 83 3.06 x 2.00 2.75 3.20 2.00 4.00 4.00 x

21 25 25 19 21 21 21 21 21 21 19

~83

6

j7-F w -p -

(1) Eniversity gradec

(2) !ccir cf Englisl comprelension level test

(3) 1PS first GuartEi grade

(4) l'ES tcta. averacE grade

(5) Criverzity statistics Srade

(6) Cniversity English grade

(7) University mathEzatics grade

(8) EriVErSity ECOncZuics grade

(9) Ei~l school1 English grade

(10) kHign Echool watiematics grade

(11) NEE graduate ccurse grade

48

IIST OfE EFERENCES

1. Ikclfe, Malcolm 1. and others, Liaval leader shijL, U. S.Naval Institute (Anna~clis, Aary1'andT7SE.Zono- 'iti~CL,

~.V, 1959.

2.Ercwn, J. Douclas, The Hiuman Ndture of OrlarizatioLs,American Manag~ment Xz_'o~iaEionVl ?17 - _31, 1973.

-- fernette, W. e., Manager SelectioL, Educatic. a L2Training, M~a-il~c,~ ~-3 3~-

4. Orcanizaticnal Iffectiveress Research Programns Cfiicz:cf Naval Research Report No.10, Predictcrs of Eusi:-,EssLiarager Success at Ten lears o'rutBEr' E3

4 . Cascic, Wayne F, A l~ied PS1ch1o21 in Persc:irel_arafment, Reston Pd"iIi~~.on~nIc~cn

'FI.ch E 21iC - 26C, 1982.

E. Hereaan, Heri:Ert G. and others, 2escnnciLjunar.ReEcuIce ManaqEpent, Richard D Irwin, Inc., . F

7. French, Wendell the Personnel Mana.(ement Frccess,buian ResourceAmisraon fr Eito. j. o--.03,1974.

E. Azvey, Richard r fairness in Selectin~ Ezzjlcv ,Es,Addiscn-Wesley Ebi~ a7~W

S. LurnEtte, Maivin L., Rersonnel Selecticr andPlacEment, Brcck/Cole Publis111ng Z mOlary, Fr. 1&E

10. Sards, Willials A., "A Method for Evaluating~AlternatiVE RicrUiting -Selection Strategies: SIheCAEER Model " ournal of A.Eified Ps ycholojqy, Vcl urne57, Number ., .22 - Zhie17k -

11. iqgins, J.S. lersonality and Prediction: Principlescf ?ersonality ~Izzz9ET TUiZ3 -Ve'Ley 'PIIng~h

12. Eerlason, Anne I. Essettials in Interviewing Harper& Eicthers, Re'vised itij T 2 37 12

13. Scinez, B.C., E.. cmith 3. D. F innrrt y "FactcrsInfluencing Mataqgelent Stua.ent Performance in

48

Latbeuatics Covise.1" Naval Postgraduate Schcc., Ej-, January 1S-,5.-------------------------

14. 2 ajlcx, .C. ard J.T. fussell, The Relaticrshil ofVa idi y Ccefficients tc Tbe Practical EffectiveLESSof Tests in Selection: Liscussion and Tables "1 .JcuLal

of Aj~jjed ~ Vcl. 23, pp. 565 - 5H~, T

15. A~lley, !.A., Formula for Success- A Core CciejoNaa~metAMACOM, PE£. -1 74.7~ -

16. LBcClElland, Da'gid C. and David H. Eurntani, "ECwEr isThe Great Motivator 11 harvard Business Pev lew, Ej. 100

-110, March-April, 197.6'.--

17. Cairpli, J.P., funnette, M.D., Lawler, L.I. andINeick K.E., Mnalgjerial Behavior, Performance an.1Effectveness, rZZ~aw5H1'1,-3U--7Ft.-

18. Iippjitt, Gcrdon I., Orgqanization Renewal AchievncViaL ili~ ina Chan~ 2~ T M~t Cr~~

19. Katz , Robert I. "Skills of an EffectiveAdifinistrator," Harvax.d Eusiness Review, pp. 90 - 94,S eptEiKber-CctotErT'4_

20. lipsett, LaurEnce, Frank P. Rodgers, haic M~.iEE~ttEr, Perscnnel- lcto and Recrui tzert,£Ecchester In~f1EUt-'of IZInr-oy, ~E Tr5r1S9E4.

21. Dcrcvan, J.J. Fecruitirent and Selection in the Publicservice: iEu b risZnEEI 'AToZi5fion, ~~-

22. Ecffuxrjy, Robert N., "Validating The Patterr~edInterview "1 Peirscnnel, Vcl. 23, No. 4,pp. 265 - 207,January 1 4-----

*23. fear, R. A. , .crdan, B., Employee Evaluation manualfcr In~rviewerg, New York,

24. Jaffee, Cabct 1.. Effective Mana_ emEnt SElecticrThe A..al.X S1s ci aieh Zff STu atW

25. I1EViDnn, H., "Thirkin~ Ahead," Harvard EusinESSFevebpp.30 -44, July-lugust 1976.

E86

BIBLIGGAPHY

*.Appley, lawrence P. Values in mana~ement, AitericaL1ManagErment Associaticr, Inc-.7-11969-7

Argy1.zis, Chris 1intqrat2L-_ .the individual arnd thejaiain iuoL 793 SZ1 In: C. -9B,4.,

Cronlach, lee J. G lEser, GcJldi~ne C., Psychological leEtsand lErscnnel fecisions, University o~IE~ ni 1~

foohEr, Ii. JosephlsSelection of _1naemert PrcnlAmerican ?MaLagemcn so 127

Barrell, 71omas W Man Agers' Performance and Persc:Ea'it~y,South - estern Fublis-Ei-g 71

Rahn, Ickert I. Charles 1. Cannel, The D~nrc CfIntErVIE1~ifls NeW' Yczk Jobn Iiiley & Sons, Tnc ~januari

Formar , A Nil The Erediction of Managerial Perfcrzance,'Ferscnzel iscoZgV -----

P'ereditt illiam E. Basic Mathematical and Statistical

Zt5pay, T967.-

Eichaid, Stephen A, Earbara Snell1 Dobrenwend, David Klein,InteZ1vieuirc Its Forus and Functions, Basic Books, Inc.,

Verncr, Philip E., Personaliti Assessment a CriticalSurve ,l 1SE4.

E7

Z :I W. 7 r

INITIAL DISTRIBUJTION LIST

Nc. Ccpies

1. Lelense TecIknical Information CenterC8LiEzcn StationAlexandri.a, Vir~inia 22314

2 litrar yCcde C14J2lbaval Tos tg raduate: Schoci1cntezEy, C alif czzia 93943

3. LEfartzent, Chairgan Code 54lei.t. cti Administrative SciencesEavaJ. Eost graduate Schoollcnterey, Caif ciria S3943

4. frofes Eor T. G. !wenson, Code 54 CfLekt. cf Administrative Sciencesliaval lost raduate Schccl?cnterey, Caif ciria S3943

5. Hoices~or R.A. eitzman, Code 54 Js 2lEavai Eost graduate: SchciEcntezEy, Califc iria S3943

6. lark, Lurk Ewan 5':92 - 6, Kong Hcing 1 Long,Lc Long-Ko,!ecul, Korea

7. ler Ecnrel Managenent Office 2Army flEadguarterE!ecul, Korea 140-01

E. CflicE of the Defense Attache1fnaasay of the Fefublic cf Korea232C Massachusetts Averue, NorthwiestlaskhinGton, D.C. 20008

S. litrar; yofficer 21'crEa ilitary Academy!eoul, Korea 1--C-09

F-

FILMED

4-85

DTIC