The Effects of Warnings and Speeding on Scale Scores and Convergent Validity of Conscientiousness

Evaluation of warning strategies to reduce faking during military recruitment

The applicant faking literature suggests that faking warnings - brief messages that dissuade applicants from faking - can reduce faking on personality tests by up to 50%. However, the efficacy of warnings may be limited by their atheoretical construction. Further, these threatening messages can cause applicants to feel negatively about the personality test, potentially reducing their validity during the selection process. We tried to improve the efficacy of faking warnings, while minimizing negative applicant reactions, by leveraging theory from the accountability and morality literatures. We tested three new faking warnings that emphasized short-term accountability, long-term accountability, and morality. To do so, we tested 466 military trainees undergoing basic training at the Canadian Armed Forces and asked them to engage in a selection simulation. We assigned groups of trainees to the different faking warning conditions and guided them through the simulation. We found that a faking warning emphasizing short-term accountability, which threatened to detect fakers by contacting references and using "internal integrity checks," reduced applicant faking. None of the other messages had any effect when compared to a no-warning control group.

Knowing More Than We Can Tell: People Are Aware of Their Biased Self-Perceptions

There is no question that biases exist in self-perceptions of personality. To what extent do people have insight into their positive and negative self-biases? In two samples (total N = 130), people with positive biases (i.e., self-perceptions that are more positive than a reputation-based criterion measure) accurately described themselves as positively biased, and people with negative biases accurately described themselves as negatively biased. Furthermore, people were able to distinguish which traits they were more or less biased about. These findings suggest that people may know more about themselves than they initially admit. Implications for the use of self-reports and the study of self-knowledge are discussed.

Retesting personality in employee selection: implications of the context, sample, and setting

The present study sought to assess when and how actual job applicants change their responses when filling out an unproctored personality selection assessment for a second time. It was predicted feedback would be a key contextual motivator associated with how much applicants change their answers during the second administration. Mediation results showed that individuals receiving feedback that showed a low score on the personality assessment was the reason they did not get the job were more likely to employ faking response strategies in the second testing session, predicting the highest change in scores between the first and second testing sessions. Individuals receiving no feedback and those not experimentally motivated to fake (i.e., a comparison group of students) showed less change in responses across administrations.