At times called a philosophy and other times called a process, cutting score methodology is an issue routinely encountered by Industrial/Organizational (I/0) psychologists. Published literature on cutting score methodology appears much more frequently in academic settings than it does in personnel settings where the potential for lawsuits typically occurs more often. With the passage of the 1991 Civil Rights Act, it is no longer legal to use within-group scoring. It has now become necessary for personnel psychologists to develop more acceptable selection methods that fall within established guidelines. Designating cutoff scores with the Angoff method appears to suit many requirements of personnel departments. Several procedures have evolved that suggest enhancing the accuracy and reliability of the Angoff method is possible. The current experiment investigated several such procedures, and found that rater accuracy methods significantly enhance cutoff score reliability and accuracy.

This study documents that external and internal forces were causes of change at VCWTP. External forces caused. Fort Worth to reorganize and introduce new management at VCWTP after 1982. These improvements led to VCWTP being selected best managed wastewater treatment plant in the nation by EPA in 1988. This study first analyzes external and internal forces responsible for changes at VCWTP. A history of plant operations also is reviewed. Personnel interviews were conducted of perceptions of employees. Finally, statistics obtained of the plant operation from 1969 to 1988 are compared with personal interviews. Five forces effect change at VCWTP; population, regulatory requirements, political conflicts, an organizational and managerial factors. Turnaround occurred as external and internal corrections were made.

The purpose of this study was to determine the effectiveness of the Preparation for Adult Living skills training program by measuring the learning gains and learning outcomes of students participating in the training. The quasi-experimental posttest control group design was used. A treatment sample of twelve students received the Preparation for Adult Living training. A nontreatment sample was selected by matching the characteristics of educational and reading level and the gender of twelve students with no previous independent living skills training with those of the treatment sample. Students in the treatment sample were tested for learning gains using the Preparation for Adult Living Test. Both the treatment and nontreatment sample were tested using the post-training Preparation for Adult Living Scale to determine the level of their learning outcomes. The Preparation for Adult Living Test results were analyzed using the t-test for correlated samples of pretests and posttests. The t-test for independent samples was used to analyze the Preparation for Adult Living Scale results to determine the students' learning outcomes. A Pearson r correlation coefficient was calculated for Preparation for Adult Living Scale scores to determine if a relationship existed between employment and the life coping skills of the treatment sample. …