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E V O L V I N G F U Z Z Y C LA S S I F I C A T I O N O F N O N S T A T I O N A R Y T I M E S E R I E S

This is common practice and a situation that needs to be addressed as part of the job Once the new supervisor shows himself or herself capable and competent, the supervisor can move on to the day-today tasks The staff needs this time to learn their new manager s reactions under stress They also want to make sure that their supervisor will be their advocate with top management All new supervisors will be tested in this way You should not be discouraged by this challenge but embrace it as the rst of many challenges to come After working out whatever personality clashes may exist among the employees, the manager must be objective about the strengths and weaknesses of the staff Who is the unof cial leader of the group Who is the agitator Who is the complainer Objective views of staff are probably shared by the rest of the team.

C2 (x) 0 100 101 110 111

[sic], Coe (1903, p 62) suggested that James s results would be doubly valuable if they were supplemented by an experimental and physiological study of the same types (p 63) and commented on the romanticism, not to say impressionism (p 65) in his method G Stanley Hall s Adolescence (1904), which was illustrated with quotations from autobiographies, literature, and answers to questionnaires, drew similar criticism Dr Hall is as much an artist as a scientist, commented one reviewer, adding, It is to be regretted that much of the questionnaire data has not been secured or tabulated according to the most approved statistical and scienti c methods (Kirkpatrick, 1904, p 692).

Practical Demands During the rst two decades of the twentieth century, as American psychologists became increasingly concerned with practical problems, the primary goal of psychology became the prediction and control of the other, a science of the acts (and by a short extension, the behavior) of people rather than of their mental experiences (Tweney & Budzynski, 2000, p 1015; see also the chapter by Benjamin et al in this volume) Psychologists developed mental tests for selection, diagnosis, and placement in an effort to establish their professional expertise in solving problems associated with educational institutions, labor unions, and immigration, and with the national war effort in 1917 and 1918 (Danziger, 1990; Parker, 1991; Sokal, 1984; Vernon, 1933) Designed to screen soldiers vulnerable to shell shock, Woodworth s Personal Data Sheet was probably the rst objective self-report personality inventory based on the mental test format (see Cam eld, 1969; Woodworth, 1919, 1932).

Figure 7-2

Following World War I, opportunities expanded for psychologists to administer mental tests in military, managerial, industrial, and educational settings (Danziger, 1990; O Donnell, 1985; Samelson, 1985; Sokal, 1984) In the early 1920s, however, critics began to question the predictive utility of intelligence tests (Parker, 1991) and suggested that measures of personality or character traits would improve the prediction of performance (eg, Fernald, 1920) Although early measures of character and personality took various forms, the less ef cient methods were soon replaced by tests based on the mental test model of adding scores on separate multiple-choice or true/false items to get a total (see Parker, 1991) According to the psychometric approach to personality, individual differences, conceived as coef cients in prediction equations, could be used to predict and control behavior (Years later, Raymond B Cattell s speci cation equation [1957, pp.

To handle that unlikely occurrence, use this code:

302 306] would become perhaps the most fully developed example of such prediction equations).

Often, the staff members are quite aware of the shortcomings of their co-workers They also know whom they can rely on to check out the full house and check in the convention three hours later The unof cial leader of the group can assist the supervisor in conveying important ideas Some supervisors will respond negatively to such accommodation of the staff Their response is based on the assumption that the supervisor has the rst and last word in all that goes on in the front of ce Of course, authority is important, but any supervisor who wants to maintain that authority and have objectives met by the staff must constantly rework his or her strategy Adequate personnel training (discussed in 12) makes the job of a supervisor much easier When training is planned, executed, and followed up, the little annoyances of human error are minimized.

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