Sunday, August 2, 2015

IT IS TIME TO ENTHRONE A LASTING GLOBAL PEACE IN OUR WORLD TORN APART WITH SO MUCH RELIGIOUS FANATICISM AND MYSTICISM,, DO YOU CARE TO SAVE THE FUTURE OF YOUR LOVELY CHILDREN...JOIN NOW PLEASE

PSYCHOMETRIC FAMILY COUNSELLING TUTORIALS FOR ALL INTERESTED LECTURERS, FATHERS & MOTHERS.

A Kenezian Lecturer’s Overview
of Psychometrics as a Science

My dear students, please always click on each blue word to get more encyclopaedic information.

GENERAL OVERVIEW
Psychometrics is the field of study concerned with the theory and technique of psychological measurement, which includes the measurement of knowledge, abilities, attitudes, personality traits, and educational measurement. The field is primarily concerned with the construction and validation of measurement instruments such as questionnaires, tests, and personality assessments.
It involves two major research tasks, namely: (i) the construction of instruments and procedures for measurement; and (ii) the development and refinement of theoretical approaches to measurement. Those who practice psychometrics are known as psychometricians. All psychometricians possess a specific psychometric qualification, and while many are clinical psychologists, others work as human resources or learning and development professionals.
THE FOLLOWING IS JUST AN ELEMENTARY INTRODUCTION TO THE SUBJECT FOR NEOPHYTE STUDENTS BY
Dr Jideofo Kenechukwu Danmbaezue, D.Sc.

CONTENTS AND SUBHEADINGS

19TH CENTURY FOUNDATION

Psychological testing has come from two streams of thought: one, from Darwin, Galton, and Cattell on the measurement of individual differences, and the second, from Herbart, Weber, Fechner, and Wundt and their psychophysical measurements of a similar construct. The second set of individuals and their research is what has led to the development of experimental psychology, and standardized testing.[1]

Victorian stream

Charles Darwin was the inspiration behind Sir Francis Galton who led to the creation of psychometrics. In 1859, Charles Darwin published his book "The Origin of Species", which pertained to individual differences in animals. This book discussed how individual members in a species differ and how they possess characteristics that are more adaptive and successful or less adaptive and less successful. Those who are adaptive and successful are the ones that survive and give way to the next generation, who would be just as or more adaptive and successful. This idea, studied previously in animals, led to Galton's interest and study of human beings and how they differ one from another, and more importantly, how to measure those differences.
Galton wrote a book entitled "Hereditary Genius" about different characteristics that people possess and how those characteristics make them more "fit" than others. Today these differences, such as sensory and motor functioning (reaction time, visual acuity, and physical strength) are important domains of scientific psychology. Much of the early theoretical and applied work in psychometrics was undertaken in an attempt to measure intelligence. Francis Galton, often referred to as "the father of psychometrics," devised and included mental tests among his anthropometric measures. James McKeen Cattell, who is considered a pioneer of psychometrics went on to extend Galton's work. Cattell also coined the term mental test, and is responsible for the research and knowledge which ultimately led to the development of modern tests. (Kaplan & Saccuzzo, 2010)

German stream

The origin of psychometrics also has connections to the related field of psychophysics. Around the same time that Darwin, Galton, and Cattell were making their discoveries, J.E. Herbart was also interested in "unlocking the mysteries of human consciousness" through the scientific method. (Kaplan & Saccuzzo, 2010) Herbart was responsible for creating mathematical models of the mind, which were influential in educational practices in years to come.
Following Herbart, E.H. Weber built upon Herbart's work and tried to prove the existence of a psychological threshold saying that a minimum stimulus was necessary to activate a sensory system. After Weber, G.T. Fechner expanded upon the knowledge he gleaned from Herbart and Weber, to devise the law that the strength of a sensation grows as the logarithm of the stimulus intensity. A follower of Weber and Fechner, Wilhelm Wundt is credited with founding the science of psychology. It is Wundt's influence that paved the way for others to develop psychological testing.[1]

20th century

The psychometrician L. L. Thurstone, founder and first president of the Psychometric Society in 1936, developed and applied a theoretical approach to measurement referred to as the law of comparative judgment, an approach that has close connections to the psychophysical theory of Ernst Heinrich Weber and Gustav Fechner. In addition, Spearman and Thurstone both made important contributions to the theory and application of factor analysis, a statistical method developed and used extensively in psychometrics.[citation needed] In the late 1950s, Leopold Szondi made an historical and epistemological assessment of the impact of statistical thinking onto psychology during previous few decades: "in the last decades, the specifically psychological thinking has been almost completely suppressed and removed, and replaced by a statistical thinking. Precisely here we see the cancer of testology and testomania of today."[2]
More recently, psychometric theory has been applied in the measurement of personality, attitudes, and beliefs, and academic achievement. Measurement of these unobservable phenomena is difficult, and much of the research and accumulated science in this discipline has been developed in an attempt to properly define and quantify such phenomena. Critics, including practitioners in the physical sciences and social activists, have argued that such definition and quantification is impossibly difficult, and that such measurements are often misused, such as with psychometric personality tests used in employment procedures:
"For example, an employer wanting someone for a role requiring consistent attention to repetitive detail will probably not want to give that job to someone who is very creative and gets bored easily."[3]
Figures who made significant contributions to psychometrics include Karl Pearson, Henry F. Kaiser, Carl Brigham, L. L. Thurstone, Georg Rasch, Eugene Galanter, Johnson O'Connor, Frederic M. Lord, Ledyard R Tucker, Arthur Jensen, and David Andrich.

Definition of measurement in the social sciences

The definition of measurement in the social sciences has a long history. A currently widespread definition, proposed by Stanley Smith Stevens (1946), is that measurement is "the assignment of numerals to objects or events according to some rule." This definition was introduced in the paper in which Stevens proposed four levels of measurement. Although widely adopted, this definition differs in important respects from the more classical definition of measurement adopted in the physical sciences, which is that measurement is the numerical estimation and expression of the magnitude of one quantity relative to another (Michell, 1997).
Indeed, Stevens's definition of measurement was put forward in response to the British Ferguson Committee, whose chair, A. Ferguson, was a physicist. The committee was appointed in 1932 by the British Association for the Advancement of Science to investigate the possibility of quantitatively estimating sensory events. Although its chair and other members were physicists, the committee also included several psychologists. The committee's report highlighted the importance of the definition of measurement. While Stevens's response was to propose a new definition, which has had considerable influence in the field, this was by no means the only response to the report. Another, notably different, response was to accept the classical definition, as reflected in the following statement:
Measurement in psychology and physics are in no sense different. Physicists can measure when they can find the operations by which they may meet the necessary criteria; psychologists have but to do the same. They need not worry about the mysterious differences between the meaning of measurement in the two sciences. (Reese, 1943, p. 49)
These divergent responses are reflected in alternative approaches to measurement. For example, methods based on covariance matrices are typically employed on the premise that numbers, such as raw scores derived from assessments, are measurements. Such approaches implicitly entail Stevens's definition of measurement, which requires only that numbers are assigned according to some rule. The main research task, then, is generally considered to be the discovery of associations between scores, and of factors posited to underlie such associations.
On the other hand, when measurement models such as the Rasch model are employed, numbers are not assigned based on a rule. Instead, in keeping with Reese's statement above, specific criteria for measurement are stated, and the goal is to construct procedures or operations that provide data that meet the relevant criteria. Measurements are estimated based on the models, and tests are conducted to ascertain whether the relevant criteria have been met.

INSTRUMENTS AND PROCEDURES

The first psychometric instruments were designed to measure the concept of intelligence. The best known historical approach involved the Stanford-Binet IQ test, developed originally by the French psychologist Alfred Binet. Intelligence tests are useful tools for various purposes. An alternative conception of intelligence is that cognitive capacities within individuals are a manifestation of a general component, or general intelligence factor, as well as cognitive capacity specific to a given domain.
Psychometrics is applied widely in educational assessment to measure abilities in domains such as reading, writing, and mathematics. The main approaches in applying tests in these domains have been Classical Test Theory and the more recent Item Response Theory and Rasch measurement models. These latter approaches permit joint scaling of persons and assessment items, which provides a basis for mapping of developmental continua by allowing descriptions of the skills displayed at various points along a continuum. Such approaches provide powerful information regarding the nature of developmental growth within various domains.
Another major focus in psychometrics has been on personality testing. There have been a range of theoretical approaches to conceptualizing and measuring personality. Some of the better known instruments include the Minnesota Multiphasic Personality Inventory, the Five-Factor Model (or "Big 5") and tools such as Personality and Preference Inventory and the Myers-Briggs Type Indicator.

Attitudes have also been studied extensively using psychometric approaches. A common method in the measurement of attitudes is the use of the Likert scale. An alternative method involves the application of unfolding measurement models, the most general being the Hyperbolic Cosine Model (Andrich & Luo, 1993).

THEORETICAL APPROACHES

Psychometricians have developed a number of different measurement theories. These include classical test theory (CTT) and item response theory (IRT).[4][5] An approach which seems mathematically to be similar to IRT but also quite distinctive, in terms of its origins and features, is represented by the Rasch model for measurement. The development of the Rasch model, and the broader class of models to which it belongs, was explicitly founded on requirements of measurement in the physical sciences.[6]
Psychometricians have also developed methods for working with large matrices of correlations and covariances. Techniques in this general tradition include: factor analysis,[7] a method of determining the underlying dimensions of data; multidimensional scaling,[8] a method for finding a simple representation for data with a large number of latent dimensions; and data clustering, an approach to finding objects that are like each other. All these multivariate descriptive methods try to distill large amounts of data into simpler structures. More recently, structural equation modeling[9] and path analysis represent more sophisticated approaches to working with large covariance matrices. These methods allow statistically sophisticated models to be fitted to data and tested to determine if they are adequate fits.
One of the main deficiencies in various factor analyses is a lack of consensus in cutting points for determining the number of latent factors. A usual procedure is to stop factoring when eigenvalues drop below one because the original sphere shrinks. The lack of the cutting points concerns other multivariate methods, also.[citation needed]

Key concepts

Key concepts in classical test theory are reliability and validity. A reliable measure is one that measures a construct consistently across time, individuals, and situations. A valid measure is one that measures what it is intended to measure. Reliability is necessary, but not sufficient, for validity.
Both reliability and validity can be assessed statistically. Consistency over repeated measures of the same test can be assessed with the Pearson correlation coefficient, and is often called test-retest reliability.[10] Similarly, the equivalence of different versions of the same measure can be indexed by a Pearson correlation, and is called equivalent forms reliability or a similar term.[10]
Internal consistency, which addresses the homogeneity of a single test form, may be assessed by correlating performance on two halves of a test, which is termed split-half reliability; the value of this Pearson product-moment correlation coefficient for two half-tests is adjusted with the Spearman–Brown prediction formula to correspond to the correlation between two full-length tests.[10] Perhaps the most commonly used index of reliability is Cronbach's α, which is equivalent to the mean of all possible split-half coefficients. Other approaches include the intra-class correlation, which is the ratio of variance of measurements of a given target to the variance of all targets.
There are a number of different forms of validity. Criterion-related validity can be assessed by correlating a measure with a criterion measure known to be valid. When the criterion measure is collected at the same time as the measure being validated the goal is to establish concurrent validity; when the criterion is collected later the goal is to establish predictive validity. A measure has construct validity if it is related to measures of other constructs as required by theory. Content validity is a demonstration that the items of a test are drawn from the domain being measured. In a personnel selection example, test content is based on a defined statement or set of statements of knowledge, skill, ability, or other characteristics obtained from a job analysis.
Item response theory models the relationship between latent traits and responses to test items. Among other advantages, IRT provides a basis for obtaining an estimate of the location of a test-taker on a given latent trait as well as the standard error of measurement of that location. For example, a university student's knowledge of history can be deduced from his or her score on a university test and then be compared reliably with a high school student's knowledge deduced from a less difficult test. Scores derived by classical test theory do not have this characteristic, and assessment of actual ability (rather than ability relative to other test-takers) must be assessed by comparing scores to those of a "norm group" randomly selected from the population. In fact, all measures derived from classical test theory are dependent on the sample tested, while, in principle, those derived from item response theory are not.

Standards of quality

The considerations of validity and reliability typically are viewed as essential elements for determining the quality of any test. However, professional and practitioner associations frequently have placed these concerns within broader contexts when developing standards and making overall judgments about the quality of any test as a whole within a given context. A consideration of concern in many applied research settings is whether or not the metric of a given psychological inventory is meaningful or arbitrary.[11]

Testing standards

In this field, the Standards for Educational and Psychological Testing[12] place standards about validity and reliability, along with errors of measurement and related considerations under the general topic of test construction, evaluation and documentation. The second major topic covers standards related to fairness in testing, including fairness in testing and test use, the rights and responsibilities of test takers, testing individuals of diverse linguistic backgrounds, and testing individuals with disabilities. The third and final major topic covers standards related to testing applications, including the responsibilities of test users, psychological testing and assessment, educational testing and assessment, testing in employment and credentialing, plus testing in program evaluation and public policy.

Evaluation standards

In the field of evaluation, and in particular educational evaluation, the Joint Committee on Standards for Educational Evaluation[13] has published three sets of standards for evaluations. The Personnel Evaluation Standards[14] was published in 1988, The Program Evaluation Standards (2nd edition)[15] was published in 1994, and The Student Evaluation Standards[16] was published in 2003.
Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified form of evaluation. [17]Each of the standards has been placed in one of four fundamental categories to promote educational evaluations that are proper, useful, feasible, and accurate. In these sets of standards, validity and reliability considerations are covered under the accuracy topic. For example, the student accuracy standards help ensure that student evaluations will provide sound, accurate, and credible information about student learning and performance.

Non-human psychometrics: animals and machines

Psychometrics addresses human abilities, attitudes, traits and educational evolution. Notably, the study of behavior, mental processes and abilities of non-human animals is usually addressed by comparative psychology, or with a continuum between non-human animals and the rest of animals by evolutionary psychology. Nonetheless there are some advocators for a more gradual transition between the approach taken for humans and the approach taken for (non-human) animals.[18] [19] [20] [21]
The evaluation of abilities, traits and learning evolution of machines has been mostly unrelated to the case of humans and non-human animals, with specific approaches in the area of artificial intelligence. A more integrated approach, under the name of universal psychometrics, has also been proposed.[22]

Bibliography

  • Andrich, D. & Luo, G. (1993). "A hyperbolic cosine model for unfolding dichotomous single-stimulus responses". Applied Psychological Measurement 17 (3): 253–276. doi:10.1177/014662169301700307.
  • Michell, J. B (1997). "Quantitative science and the definition of measurement in psychology". British Journal of Psychology 88 (3): 355–383. doi:10.1111/j.2044-8295.1997.tb02641.x.
  • Michell, J. (1999). Measurement in Psychology. Cambridge: Cambridge University Press.
  • Rasch, G. (1960/1980). Probabilistic models for some intelligence and attainment tests. Copenhagen, Danish Institute for Educational Research), expanded edition (1980) with foreword and afterword by B.D. Wright. Chicago: The University of Chicago Press.
  • Reese, T.W. (1943). "The application of the theory of physical measurement to the measurement of psychological magnitudes, with three experimental examples". Psychological Monographs 55: 1–89.
  • Stevens, S. S. (1946). "On the theory of scales of measurement". Science 103 (2684): 677–80. doi:10.1126/science.103.2684.677. PMID 17750512.
  • Thurstone, L.L. (1927). "A law of comparative judgement". Psychological Review 34 (4): 278–286. doi:10.1037/h0070288.
  • Thurstone, L.L. (1929). The Measurement of Psychological Value. In T.V. Smith and W.K. Wright (Eds.), Essays in Philosophy by Seventeen Doctors of Philosophy of the University of Chicago. Chicago: Open Court.
  • Thurstone, L.L. (1959). The Measurement of Values. Chicago: The University of Chicago Press.
  • http://www.services.unimelb.edu.au/careers/student/interviews/test.html .Psychometric Assessments University of Melbourne.
  • S.F. Blinkhorn (1997). "Past imperfect, future conditional: fifty years of test theory". Br. J. Math. Statist. Psychol 50 (2): 175–185. doi:10.1111/j.2044-8317.1997.tb01139.x.
Written on 26/06/2013 23:08:59HOURS GMT


PSYCHOMETRIC LECTURE TO POSTGRADUATE STUDENTS TWO DECADES AGO AT THE UNIVERSITY OF NIGERIA NSUKKA

Your video for understanding this lecture is live at:

DR KENEZ LECTURES TO STUDENTS OF GUIDANCE & COUNSELLING IN TERTIARY INSTITUTIONS


Saturday, June 27, 2015

PSYCHOMETRIC FAMILY COUNSELLING IN PRACTICE, THE CONCEPTUALISATION, DEVELOPMENT, STANDARDISATION OD PSYCHOLOGICAL TESTS

 

PSYCHOMETRICS PROPER IN KENEZIAN HUMAN MEDICINE / FAMILY RESEARCH PROGRAMMES

PSYCHOLOGY IS UBIQUITOUS AND SO IS MEASUREMENT

 

AN INTRODUCTION TO PRODUCTION OF STANDARDISED TESTS FOR ALL PROFESSIONS RELATED TO THE OPTIMUM PROGRESS OF HEALTHY, SUCCESSFUL AND HAPPY FAMILIES

Dr Jideofo Kenechukwu Danmbaezue here shows new students what it takes to start using standardised tests using this site;

https://targetjobs.co.uk/careers-advice/psychometric-tests/275677-psychometric-tests-what-they-are-and-why-graduates-need-to-know

PSYCHOMETRIC TESTS: WHAT THEY ARE AND WHY GRADUATES NEED TO KNOW


Many graduate employers use psychometric tests as part of the selection process for their graduate schemes. Use our quick guide to find out what to expect, and have a go at some practice tests.

If you apply for a place on a graduate scheme with a big graduate employer, chances are you’ll be asked to take psychometric tests. They are often used as a filtering mechanism at an early stage in the recruitment process.
As with any kind of test, you can improve your performance by knowing what to expect and by practising. As long as you’ve done some preparation beforehand, you can approach psychometric tests confident in the knowledge that you’re as well placed to succeed as anyone else.
Pychometric tests are impersonal, standardised and objective, and practice tests are readily available. The psychometric test is a level playing field: employers value them because they are a fair way of comparing different candidates’ strengths regardless of educational background.
This article will explain what to expect from the different kinds of tests and which tests are used by some of the most popular graduate employers. We’ll also give you links to free psychometric tests from some of the key organisations that devise these assessments for graduate recruiters, plus tips for preparation and for doing your best on the day.

When you could be tested in the recruitment process

Psychometric tests may be used at different stages of the graduate selection process:
                        After you submit your online application form.
                        Alongside a first interview.
                        At a later stage, possibly with a second interview or as part of an assessment centre. You may be re-tested at this point to confirm the results of earlier tests.

Types of test; ability, aptitude and personality

Ability tests measure either general or particular skills, capability and acumen. This category of test can include:
                        Numerical tests: assess how well you interpret data, graphs, charts or statistics. Can test basic arithmetic.
                        Verbal reasoning tests: assess how you well you understand written information and evaluate arguments and statements.
                        Non-verbal reasoning tests: assess how well you follow diagrammatic information or spot patterns. Can check spatial awareness. Diagrammatic or abstract reasoning tests are sometimes described as inductive reasoning tests.
                        Logical reasoning tests: assess how well you follow through to a conclusion given basic information, or using your current knowledge or experience. These include deductive reasoning tests, in which you are given information or rules to apply in order to arrive at an answer.
You are particularly likely to come up against inductive reasoning tests when applying for engineering, science and IT roles, including software development jobs and positions that involve technical design. They tend to consist of multiple choice questions that you have to complete against the clock. Each question might consist of a series of simple pictures, each one of which is slightly different. You might then be asked to choose another picture from a number of options to complete the series. Try to find out in advance if you are likely to be set an inductive reasoning test as part of an assessment centre, as this will give you the chance to seek out examples and practise. Don't panic if you can't complete all the questions on the day; the test may have been devised so that it is almost impossible to finish before time is up.
Deductive reasoning tests assess a different type of logical problem solving. Broadly speaking, inductive reasoning moves from observation of specific instances to forming a theory that can be used to make predictions. Deductive reasoning starts with a number of rules and applies them in order to work out what happens in specific cases. Inductive reasoning can arrive at new solutions rather than using what is already known to solve a problem, so you can see why employers who focus on technological innovation are interested in it.
Employers may also run tests to assess your problem-solving skills or ability to identify mistakes accurately: eg proof-reading or basic spelling and grammar tests.
Aptitude tests examine your potential to learn a new skill that is needed to do the job you have applied for. If you are considering careers in IT you may be asked to complete a programming aptitude test (this could take the form of a diagrammatic, abstract reasoning or inductive reasoning test). For other career areas, such as finance, you may find that numerical and verbal reasoning tests are focused on the kind of information you would come across in your daily work.
Ability and aptitude tests are usually conducted under timed, exam conditions. Most involve multiple-choice or true/false answers. They can be done on paper but increasingly employers use computer-based programs.
The results compare your ability levels to a ‘normal’ expectation for a demographic group chosen by the employer or test provider (this could be the results of a group of previously successful applicants, people typical of your level of education, or the general public).
Critical thinking and situational judgement tests assess candidates’ natural responses to given situations. They are used in two ways:
                        To give graduates the chance to evaluate themselves. Several employers host tests in a quiz or game format on their websites to enable graduates to see if they would be a good fit. These tests are usually designed to be fun and appealing, but can be a wake-up call if you are less well suited to working for that particular organisation than you think.
                        As part of the recruitment process, to gauge how a candidate operates. The test results may also help the recruiter decide which area of the business the candidate would suit best.
The best approach is to answer as honestly and calmly as possible. Candidates should make sure they understand the scenario properly and only use the information given. Situational judgement and critical thinking assessments measure suitability rather than ability, so applicants who don't get through to the next stage of the recruitment process have not failed; rather, they have succeeded in avoiding a job and employer that would not have been a good match.
Personality tests assess your typical behaviour when presented with different situations and your preferred way of going about things. They examine how likely you are to fit into the role and company culture. Assessors may match your responses with those of a sample of successful managers or graduate recruits. Employers look for people with certain characteristics for particular jobs. For a sales role they may want someone who is very forward, sociable, and persuasive.
Don't try to second guess what you think the employer wants to see – personality questionnaires assess consistency in responses. If you’re right for the job and the employer is right for you, you’ll do fine. If the job and employer isn’t looking for people with your personality, you’ll make a lucky escape.
Graduate Talent Simulations were recently introduced by SHL. These are 3D graphics which visually demonstrate a situation, rather than simply telling you about it. They are very similar to the video simulations used by other companies. The difference is that they can be customised and branded to suit a company, so you may come across them more than once in your graduate job hunt. Talking 3D people can be a little off-putting at first, so if you think you’re going to be taking one of these tests, be prepared to listen to what the characters are saying.
Our employer hubs include in-depth reports on individual graduate employers that provide information about how to get hired and give insights about what to expect from the recruitment process.

Free practice tests online

The best way to approach graduate psychometric tests is to practise so that you become familiar with the typical formats they take and the way questions are asked. It will also help you to improve on speed and accuracy and identify areas in your ability tests that need work. Just make sure you don’t get over-confident. Doing practice tests can improve your performance to some degree, but each employer’s tests will be slightly different.
Follow these links for free practice psychometric tests (not hosted by targetjobs.co.uk):
                        Psychometric tests from SHL includes verbal, numerical, inductive reasoning, accuracy and motivation tests.
                        Psychometric tests from Kenexa numerical, verbal and logical reasoning tests.
                        Personality report from Peoplemaps
                        Practice tests and questionnaires from Mark Parkinson, author of How to Master Psychometric Tests
                        Preparation guides for aptitude tests from Saville Consulting. Various guides including verbal and numerical reasoning and comprehension, and diagrammatic and spatial reasoning.
                        Example verbal and numerical questions from Criterion Partnership.
                        Trial aptitude and critical thinking tests from TalentLens (UK), Pearson.

Exercise your mind: do word and number puzzles

If you have verbal and numerical reasoning tests coming up it’s good to increase your mental agility and get yourself into the habit of recognising word and number patterns through some simple activities.
                        Get back to the basics of maths: Numerical tests don't require advanced algebra: revising some GCSE-level maths should provide what you need. Revise how to read information presented graphically and brush up on percentages, ratios and probability.
                        Do number puzzles: Number puzzles like Sudoku are good for helping you recognise number patterns.
                        Add, subtract, multiply and divide… in your head: When you're at the shops try adding up a few items in your head. Or at least try to get a good estimate of what your trolley-load will cost.
                        Think about meaning: When you read news stories, think about what statements really mean, and how they could be interpreted.
                        Do word puzzles: Never has there been a better excuse for frittering away time on the Saturday morning crossword.
                        Be aware of commonly misspelt words: Most English grammar books and websites have lists of commonly misspelt or 'confusable' words, eg 'its' and 'it's', or 'complement' and 'compliment'. Check you are also aware of the English spellings of words such as liaise, favourite and organise.

Tips for psychometric tests at assessment centres

Pack everything you might need: glasses or contacts, a hearing aid or an inhaler. You may be given a calculator and writing tools to complete the test but it doesn't hurt to take your own kit.
Get a good night’s sleep and leave plenty of time to get to the test centre.
Wear a watch so you can keep track of the time if there is no clock in the room.
If you have a disability that may affect your performance, contact the recruitment team before the test day. Giving the recruiters sufficient notice will enable them to make appropriate arrangements for you.
Listen to instructions and follow them carefully.
If you are given practice examples, make the most of them. You may be given a couple of practice questions to complete before the test starts. If you don't understand how the test works, or anything still doesn't make sense, this is your last chance to ask.
Make sure you know the number of questions and how much time is allowed.
Time left at the end? Use any remaining time to check your answers, but don't be surprised or downhearted if you don't finish everything. Psychometric tests are meant to be challenging.
Don’t let the test throw you, and try not to take any notice of what other candidates say about it. Stay focused, upbeat and ready for the rest of the day.
2013 UPDATE ON A CONCISE CURRICULUM VITAE
OF DR J. K. DANMBAEZUE a.k.a. REV. PROF. J. J. KENEZ

PERSONAL DATA
 Name:                     DANMBAEZUE, JIDEOFO KENECHUKWU
Date of Birth:         11th MARCH, 1948
Sex:                        MALE, MARRIED WITH 3 CHILDREN
Nationality:           NIGERIAN (of Biafran Extraction) 
Home Address:     DANIS FAMILY VILLA,  IHIALA
Present Occupation: CONSULTANT CLINICAL PSYCHOLOGIST, EXISTENTIAL FAMILY THERAPIST & PSYCHOMETRICIAN
Present Address:    KENEZ HEALTH KLINIK    
                              C 82 Federal Housing Estates,
Phone;             08039097614  or  08104414689, ENUGU.
EDUCATIONAL QUALIFICATIONS
1983-1993    
D. Sc. in PSYCHOMETRICS, (abbrev: D. Psych) African College of Research Scientists, Addis Ababa, by the development and standardisation of seven new psychological tests.
1979-1982    
M. Sc. in CLINICAL PSYCHOLOGY / MENTAL HEALTH, from the School of Medicine, Ugbowo Campus, Universityof Benin,
by a 36-month course work and research dissertation.
1972-1975    
B. Sc. (Honours) in PSYCHOLOGY, 2nd Class Upper Division, University Of Lagos.
1968-1970    
B. A. (Honours) in PHILOSOPHY, 2nd Class Lower Division, Bigard Memorial Seminary, Enugu,  An affiliate ofRoma Urbana University, Rome, Italy.
 ACADEMIC HONOURS
1.           FACRS    Fellow & Senior Research Consultant of African College of Research Scientists, 1995.
2.           Citation of Honour as first Postgraduate Medical Student produced by the School of Medicine,  College of Medical Sciences, Ugbowo Campus, University of Benin, Nigeria in the 1982 Convocation.
3.           Ph.D. Scholarship Award (Psychology), by Anambra State Government of Nigeria, February, 1976
4.          Pass Junior Staff College, abbrev. pjsc &
Best Officer Award in Public Speech and Drills, Nigerian Air Force Base, Kaduna, 1977.
5.          Best Thesis Award Recipient of the Department of Psychology, University of Lagos, June 1975.

PROFESSIONAL EXPERIENCE
1989 - date       
Medical Director; KENEZ HEALTH KLINIK, HAPPY FAMILY NETWORK INTERNATIONAL, ENUGU
1990 – date     
Director of Programmes; HAFANI RESEARCH CONSORTIUM, a CBO Health Outfit.
1986-1988      
Sports Adviser to Military Governor/ Rangers Football Club, Govt. House, Enugu.
1985- 1986     
Principal Clinical Psychologist, State Education Commission Headquarters, Enugu
1983-1985       
Clinical Psychologist acting as Zonal Guidance Counsellor, S.E.C, Abakaliki Zone.
1976-1979       
Substantive FLT LT (NAF 759) rtd., NAF Hospital, Kano & NAF GTG, Kawo, Kaduna.
1975-1976       
NYSC at Dept. of Psychiatry, U.C.H. Ibadan & at Lambo’s Aro Village System, Abeokuta
CREATIVE OUT-PUT / PSYCHOLOGICAL TESTS                 
EDUCATION :
i.                   Teenage Health Inventory (1983)  for new entrants to Junior Secondary Schools.                          
ii          Career Preference Scale (JSS. Version, 1985) for JSS. 3 Students for SSS.                          
iii        Career Preference Scale (SSS. Version, 1987) for SSS. 3 Students for JAMB.

FAMILY:
  i        Marriage Compatibility Scale (1991) for Prospective Marriage Partners.                 
ii        Engaged Couples Inventory (1992) for Pre-marital Counselling of Couples.                 
iii      Marital Adjustment Profile (1993) for Therapeutic Services to Families. 

BUSINESS:
 i Religious Fanaticism Scale (1981) for Pre-Employment Interviews in Industries.                   
ii Executive Personality Scale (1989) for Recruitment of Senior Staff Personnel.                   
iii Business Evaluation Test (1999) for Periodical Assessment of Corporate Bodies.

FAMILY THERAPEUTICS:

i Family Needs Inventory (1995), for Diagnoses of Problems in Families                                  
ii Family Stability Scale (1996), for Socio-Economic and Emotional Stress.                               
 iii Marital Crises Index (1997) for Micro-Diagnostic Evaluation of Couples.


+ HUMAN MEDICINE:
         
i Psychoneurotic Personality Inventory (2000) for Assessment of Existential Neuroses.                                
ii HIV/AIDS Management Inventory (2001) for a Therapeutic Regimen of PLWA.                                
iii SARS Prophylactic Inventory (2003) for a Preventive fight against the new epidemic. 
(+ These are on-going research projects with colleagues at College of Medicine, UNTH. Enugu.) 

BOOKS: 

 i The Triads of Life, Existential Treatise on Igbo World-View, B. Phil Thesis, Rome, (1970)                   
ii The Search for Sanity in Igbo land, a Bachelor’s degree thesis, University of Lagos (1975)                 
iii Personal Adjustment and Religion, a Master’s dissertation, University of Benin (1982)                 
 iv  Psychometrics in Family Therapeutics, a Doctoral dissertation, Addis Ababa (1993)    
v Am I Qualified For Marriage, Volume I , HAFANI Lectures on marriage for the youth, (1995)                 
vi Family Counselling –a Psychometric Approach, a scientific manual for professionals (1995)                 
vii Angelic Verses: Vol. 1 -The Genesis of Human Frailty, a theosophical analysis (2006)                 
 viii Angelic Verses: Vol. 2 -The Aetiology of Ethnocentrism, a critique of racism (in press) 

JOURNAL ARTICLES: 

a. 10 Theosophical Treatises of Existentialism in International Magazines.                   
b. 12 Career/Guidance Counselling Lectures delivered at National Conferences.
c.  15 Scientific Research Papers in Psychotherapy and Community Medicine.   


REFEREES:      

i Onowu Dr. C. A. Ezike, Chief Medical Consultant of HAFANI, chrisezike@yahoo.com                              

ii Prof A. C. J. Ezeoke, Emeritus Professor of Chemical Pathology, alexius@yahoo.com                              

iii Professor A.C Mundy-Castle, H.O.D, University of Lagos, acmundycastle@yahoo.com  


KENEZIAN PHILOSOPHY OF LIFE

“A well-known speaker started off his seminar by holding up a $20 bill. In the room of 200, he asked, "Who would like this $20 bill?" Hands started going up. He said, "I am going to give this $20 to one of you but first, let me do this”. He proceeded to crumple the dollar bill up. He then asked, "Who still wants it?" Still the hands were up in the air. "Well," he replied, "what if I do this?" And he dropped it on the ground and started to grind it into the floor with his shoe. He picked it up, now all crumpled and dirty. "Now who still wants it?" Still the hands went into the air. "My friends, you have all learned a very valuable lesson. No matter what I did to the money, you still wanted it because it did not decrease in value. It was still worth $20. Many times in our lives, we are dropped, crumpled and grounded into the dirt by the decisions we make and the circumstances that come our way. We feel as though we are worthless. But no matter what has happened or what will happen, you will never lose your value in God's eyes. To Him, dirty or clean, crumpled or finely creased, you are still priceless to Him.” That is ISM or KENEZIANISM in practice!    I hope you cherish these words of wisdom of an Unknown Author! You are welcome to “Let us reason together” as Isaiah, the prophet invited his kinsmen many centuries ago or sit on the fence and die unenlightened by genuine Aristotelian-Kantian combine of deductive and inductive logic, aided by current fund of science knowledge and enquiry to unravel the fables and legends that are now labelled as theology! There is nothing theological about an accumulation of guesswork done by primitive men! They are simply a collection of puerile belief in man-made doctrines, dogmas and rituals that is steadily pushing the humane race to annihilation. Here, I rest my objective of penning this protracted but comprehensive diatribe. Call it heresy, if you like. I do not care a dime. Truth is supreme! Truth is Life, my people declare!    

Revolutionary Professor Jude Jideofo Kenez, (D. Sc. In Psychometrics),
The Humble Vessel of the Holy Spirit of the Creator of the Entire Universe.
Phone: 08039097614, 08104414689     

THE ORIGINS OF KENEZ PSYCHOLOGICAL RESEARCH FOUNDATION
Abbreviated; KPRF is the engine room of the parent organization

Kenez International Humanitarian Organizations Linkage; KIHOL, was conceptualised as an answer to the dearth of indigenous psychological tests in the African continent. It is the brainchild of an ambitious undergraduate on the end of session vacation job in 1973/74 at the government-owned Neuro-psychiatricHospital, Aba. During his leisure hours at the hospital, he read a scientific review of “Self Assessment of I. Q” in the Reader’s Digest, a popular magazine he found in the OPD Waiting Room. He was familiar with the British publication since his higher school years, 1966-1967, at Christ the King College, Onitsha. He had from then adopted it as a suitable academic companion. The fascinating puzzle evaluated his scores and placed him within the range of 120 plus or minus15.

He refuted the validity of the assessment tool noting its ethnocentric bias in both the cultural artefacts used in its construction and the peculiar anglicised phraseology used in its verbal and non-verbal test items.   He went home determined to rectify the identified anomalies by modifying those areas he saw as skewed assessment items. He christened his indigenous revision; “A Cultural Adaptation of I.Q. Tests”.

This revolutionary impetus lasted another academic session as the young man asked so many questions on the issue and demanded veritable answers from his lecturers at the Department of Psychology, University of Lagos, Yaba, in Lagos, Nigeria. He eventually produced an Africanised version of that same “Self Assessment of I. Q” in the Reader’s Digest. One of his lecturers; Dr Delores E. Mack an American Clinical Psychologist; fell in love with him for this feat! This acted as the motivation the lad needed to forage into the theories and practices of psychological testing. He spent hours at the university library.

The developmental skill suffered a setback as examinations that were more serious faced the young researcher during his final year. He however picked up and dusted his notebook on the topic during his National Youth Service Corps year at the Department of Psychiatry, University College Hospital Ibadan, 1975 – 1976. He continued to experiment with the idea throughout his three years as a Nigerian Air Force Officer in Kano and later at Kaduna, 1976 –1979.

After earning a Master’s degree in Clinical Psychology in 1982 and a Doctorate degree in Psychometrics in 1993, he intensified creative research into how to increase the production of scales, inventories and tests to arrest the dearth of indigenous assessment tools for educational, counselling and medical purposes in Africa. Today after half a century, the same research enthusiast can boast of fifteen well developed, truly validated and internationally standardised psychological tests covering areas in teenage guidance & career counselling, psychological medicine, educational psychology and family counselling/therapy.  

THE LIST RUNS THUS:

1.        A Cultural Adaptation of I.Q. Tests, 1974 – 1978.
2.        Religious Fanaticism Scale, 1979 – 1982.
3.        Teenage Health Questionnaire, 1982 –1985.
4.        Career Preference Scale, JSS Version, 1985 –1987.
5.        Career Preference Scale, SSS Version, 1987 – 1989.
6.        Marriage Compatibility Scale, Kenez-Macos, 1984 – 1991.
7.        Engaged Couples Inventory, Kenez-Encoven, 1990 – 1992.
8.        Marital Adjustment Profile, Kenez-Mapro, 1984 – 1993.
9.        Executive Personality Scale, Kenez-Expers, 1991 – 1995.
10.     Business Evaluation Tests, Kenez-Buset, 1991 –1995.
11.     Family Needs Inventory, Kenez-Faneeven, 1993 – 1995.
12.     Family Stability Scale, Kenez-Fastabs, 1993 – 1996.
13.     Marital Crises Index, Kenez-Macridex, 1993 – 1997.
14.     HIV/AIDS Management Inventory, Hiv-Manaven, 2001 – 2003.
15.     Child Health Assessment Inventory, Dioona-Chaven, 2006 - ?

BOOKS AWAITING SPONSORSHIP FOR PUBLICATION 

1.        THE TRIADS OF LIFE, Existential Treatise on Igbo World-View, B. Phil Thesis, Rome, (1970)
2.        THE SEARCH FOR SANITY IN IGBOLAND, Bachelor’s Thesis, University of Lagos (1975)
3.        PERSONAL ADJUSTMENT AND RELIGION, Master’s dissertation, University of Benin (1982) 
4.        PSYCHOMETRICS IN FAMILY THERAPEUTICS, Doctoral dissertation, Addis Ababa (1993)
5.        EXISTENTIAL NEUROSES IN CHRISTENDOM,  Evident Depersonalisation Syndromes (1995)
6.        ANGELIC VERSES 1, The Genesis of Human Frailty, Theosophical Treatiseon Creation (1997)
7.        ANGELIC VERSES 2, The Aetiology of Ethnocentrism, Psychoanalytic View of Racism (1999)
8.        ANGELIC VERSES 3, Obedience to Natural Laws,  Existential Therapy for Fanaticism (2001)
9.        HIV-AIDS MANAGEMENT INVENTORY,  A Psychometric Alternative for Elisa Test (2003)
10.     BEWARE OF PROSPERITY GOSPEL PREACHERS, A Critique of Greedy Evangelists (2003)
11.     HAFANI’s ALTERNATIVE MANAGEMENT STRATEGIES, A Medical Handbook (2005)
12.     ETHICS IN REPRODUCTIVE MEDICINE, Advocacy for Curtailing Voluntary Abortions (2006)
13.     RESPONSIBLE PARENTHOOD, The Roles and Duties of  Couples in the Computer Age (2007)
14.     PSYCHOMETRIC FAMILY COUNSELLING, The Global Village Modality for Mate Selection (2007)
15.     CONCISE HISTORY OF THE DEVELOPMENT OF RELIGION, A survey of  Man-made Rituals
16.     EVERY RELIGION IS SUPERSTITUTION APPROVED BY A COMMUNITY, The Truth is Life Series  
SOME OF THE CURRENT SCIENTIFIC & THEOSOPHICAL POWERPOINT PRESENTATIONS
A.  James, addresses the wealthy        20 slides of 290 kb •      
B. 2003 initial research results of hafani,   10 sides of 343 kb
C. A global campaign to halt hiv in the youth,      12 slides of 804 kb •         
D. A kenezian medical ethics for physicians,           21 slides of 634 kb •         
E.  The longest & most pewerful chapter in n.t.,    14 slides of 231 kb •         
F.  Opportunites for neuroaids research,                 20 slides of 618 kb •         
G. Alternative  strategies for hiv in africa,            32 slides of 770 kb
•         
H. Cain & abel sons of adam?- .no says dr kenez,   25 slides of 1.06 mb •         
I.  This is how all of came into this world               12 slides of 997 kb  •         
J. 2006 results of hafani research consortium     45 slides of 1.01 mb •         
K. Greatest revelation of jesus, the chrst              23 slides of 801 kb •        
L. Pioneering researches in west africa                    25 slides of 674 kb •         
M. 2007 search for alternative hiv-aids drugs        21 slides of 918 kb •          
N. Presentation by our hafani consortium              45 slides of 1.30mb •         
O. What it takes the serve god, the creator           24 slides of 1.09 mb •         
P. Blazing the trail for modern researches         62 slides of 1.79 mb •          
Q. Pharmacopeia of our research consortium     22 slides of 2.09 mb    

Rev. Prof. Jideofo J. Kenez, D. Sc.,
Vessel of the Holy Spirit of the Creator of the Universe.

BRIEFS ON THE GENESIS OF KENEZIANISM
The theory and practice of Kenezianism started in 1970, at the end of the civil war when its originator Major Kenechukwu Nzeogwu Mbaezue; BA/ 6532, of the Degema Strike Force, 12th Commando Brigade, Biafra, returned from the war front! He felt shattered by the outcome of the fratricidal debacle of three years.  “Why did we lose the war of survival? Should Nigeria the aggressor defeat us the victims of their cruel and premeditated pogroms? Of what use were the prayers to a god that never answered us? Or did our leaders commit unpardonable war crimes or indulge in sacrilegious absurdities?  Is the Muslim religion more authentic and reliable than Christianity? If yes, then let us join them and go on pilgrimages to Mecca!” Finding answers to these existential questions drove the young war veteran crazy. He could not comprehend how an unjust war ended in favour of the aggressors. For him it meant that we wasted all our time and youthfulness in the war fronts praying to the God of Christians! He truly deserved veritable explanations! He withdrew from all religious engagement for a period of ten consecutive years, from 1970 to 1980.
That gave him enough time to reflect on some existential questions about all he had learnt from the Christian missionaries that moulded his early life in the junior and senior seminaries. There arose the need for him to re-evaluate his belief system, moderate his scrupulous orientation to social life and thereafter, formulate a realistic code of conduct that could guarantee his survival in the conflicting world of the Nigerian society he found himself trapped in! He lived as a war captive for the next 30 years! Within this period, he fully practised the introverted meditative lifestyle of Viktor Frankl or that detached life of a research scientist reminiscent of the great Austrian monk geneticist, MacGregor Mendel.

He earned a total of four university degrees that spanned a period of 15 years, with breaks here and there to assist his eight younger brothers and sisters, siblings of the same humble family of a school teacher/catechist! To achieve this, he again joined the armed forces of the nation he lived as an exile, the fallout of which was that he neatly sandwiched a military diploma, pjsc, from the Nigerian Air Force in between the four degrees! 
CURRENT STATUS IN OUR DIGITALISED GLOBAL VILLAGE;
 Today I Have 29 Websites With 597 Diatribes, Scientific Papers, Dissertations, 37 Power Points In The Internet, Covering Modern Theosophy, Social Ethics, Human Medicine, Research Psychometrics and Existential Psychotherapy. I Am a Humble Vessel of the Holy Spirit of the Almighty Creator of the Entire Universe and so I Owe God My Divine and Human Achievement & Eternal Gratitude For Surviving So Far!
OR SEE
PSYCHOMETRIC LECTURE TO POSTGRADUATE STUDENTS TWO DECADES AGO AT THE UNIVERSITY OF NIGERIA NSUKKA

Dr Jideofo Kenechukwu Danmbaezue. D.Sc.

https://targetjobs.co.uk/careers-advice/career-planning/273051-the-top-10-skills-thatll-get-you-a-job-when-you-graduate

THE TOP 10 SKILLS THAT'LL GET YOU A JOB WHEN YOU GRADUATE

With so many graduates now on the market, employers will look for evidence of skills and work experience, which will make you stand out from the crowd. Start gathering them now or work on what you've got so you are ready to impress recruiters.
Graduate employers place a lot of emphasis on finding candidates with the right skills and competencies for their organisations. Depending on the career sector and profession you choose to work in, there could be very specific skills, abilities and knowledge needed to do the job. However, complementing these are general competences and behaviours that are essential for successful working. These are often overlooked by candidates, but they are the things recruitment professionals want to see evidence of.

The top ten skills graduate recruiters want

1. Commercial awareness (or business acumen): 
This is about knowing how a business or industry works and what makes a company tick. Showing that you have an understanding of what the organisation wants to achieve through its products and services, and how it competes in its marketplace.
·                        How to show employers your commercial awareness
2. Communication: 
This covers verbal and written communication, and listening. It's about being clear, concise and focused; being able to tailor your message for the audience and listening to the views of others.
·                        How to impress graduate recruiters with your communication skills
3. Teamwork: You'll need to prove that you're a team player but also have the ability to manage and delegate to others and take on responsibility. It's about building positive working relationships that help everyone to achieve goals and business objectives.
·                        How to use your teamwork skills to get a graduate job
4. Negotiation and persuasion: This is about being able to put forward your way, but also being able to understand where the other person is coming from so that you can both get what you want or need and feel positive about it.
5. Problem solving: You need to display an ability to take a logical and analytical approach to solving problems and resolving issues. It's also good to show that you can approach problems from different angles.
·                        How to show employers your problem solving skills
6. Leadership: You may not be a manager straight away, but graduates need to show potential to motivate teams and other colleagues that may work for them. It's about assigning and delegating tasks well, setting deadlines and leading by good example.
·                        How to show your leadership potential in job applications
7. Organisation: This is about showing that you can prioritise, work efficiently and productively, and manage your time well. It's also good to be able to show employers how you decide what is important to focus on and get done, and how you go about meeting deadlines.
·                        How to show that you can manage your time well
8. Perseverance and motivation: Employers want people to have a bit of get-up-and-go. Working life presents many challenges and you need to show employers that you're the kind of person who will find a way through, even when the going gets tough... and stay cheerful-ish.
9. Ability to work under pressure: This is about keeping calm in a crisis and not becoming too overwhelmed or stressed.
10. Confidence: In the workplace you need to strike the balance of being confident in yourself but not arrogant, but also have confidence in your colleagues and the company you work for.

 

EMPLOYER BUZZWORDS AND WORDS OF ACTION

There are certain words which are key to catching an employer's interest. Mention them in your CV and at interviews and see how impressed they are with your business-speak (but don't go overboard or you'll sound daft).
·                        initiative
·                        dynamic
·                        teamplayer
·                        proactive
·                        self-motivated
You can also talk in terms of actions that you achieve through your skills by using good, strong verbs in applications and interviews:
·                        led
·                        achieved
·                        completed
·                        co-ordinated
·                        delegated
·                        delivered
·                        identified
·                        presented
·                        promoted
·                        reported
·                        resolved
·                        organised

TOP TIPS FOR DEVELOPING THE SKILLS MOST EMPLOYERS WANT EMPLOYEES TO HAVE

·                        Make the most of university life and extra-curricular activities to develop your general skills.
·                        Plan early to get relevant work experience and voluntary work which will give you transferables that will make you work ready: have something lined up for each vacation, and get ready for formal placement and internship applications at the beginning of your second year.
·                        Religiously record the skills you gain and work experience activities you do so that you can pull out good examples on applications and in interviews. If you want to identify your key strengths (and weaknesses you need to work on) sign in and use our free careers report tool.
·                        Network! Use family, friends and contacts to get work experience and to find out more about career areas that interest you.
·                        Visit your university's careers service: find out whether it runs any employability skills sessions; sign up for relevant courses and workshops; get help from a careers adviser to write a CV that really showcases your competences and abilities.
·                        Take advantage of careers fairs and employer presentations: talk direct to recruiters to find out what they look for.
·                        Always do your homework before applying for jobs. Employer research will help you identify the skills and competences a particular organisation places most emphasis on. In turn, you can tailor your application so that it stands out. As a starting point, use the employer hubs on targetjobs.co.uk!

More help from TARGETjobs: 
·                        Skills and competencies for graduates
·                        Career sectors: get into top graduate professions
·                        Graduate schemes and training: what you need to know
·                        TARGETjobs Inside Buzz: graduates and interns review their employers

CAREER PLANNING ADVICE FOR STUDENTS AND GRADUATES

https://targetjobs.co.uk/careers-advice/career-planning

 

career planning

All careers are built up in steps and this part of targetjobs.co.uk covers the first stages in choosing a graduate career and seeking out your first job after graduation. It’s all about getting ideas about jobs by knowing your career options, exploring your skills and understanding your motivation, and then, of course, knowing where to look for graduate opportunities. Dip in, whatever stage you’re at. Even if you feel you’re up against a wall having left graduate job hunting and career plans a little late, covering the basics is the best way to boost your confidence and get back on track. If you need some extra help to get started, try the TARGETjobs Careers Report to explore some options and clarify your strengths.

Don't panic! It's never too late to start your job-hunt

If you've been putting off your graduate job-hunt because you don't know where to begin and you think it is too late, now is the time to take stock and get started.

Fun, prospects or money: what are you looking for?

Even those who don’t know what career to go for will have a good idea of what they want from it. But are you looking for prestige or power, money or fun? You decide.

Matching yourself to the job

It's not all about whether you are right for the job, but also whether the job is right for you. Finding a graduate career that suits your skills and values will save a lot of time and heartache when it comes to filling in application forms.

The top 10 skills that'll get you a job when you graduate

With so many graduates now on the market, employers will look for evidence of skills and work experience, which will make you stand out from the crowd. Start gathering them now or work on what you've got so you are ready to impress recruiters.

I have a degree, now what?

If you don't know what to do with yourself now that you have graduated, then you can read our helpful guide to get some ideas. If you are lucky enough to still be studying then this should give you some ideas you can work towards now.

At a glance guide to selection methods used by graduate recruiters

Graduate employers use a range of methods in the recruitment selection process. Take a look at our guide to the types of job interview and activities you might face and get some quick tips.

How to job hunt if you get a 2.2 when you graduate

Not all graduate employers specify that they want applicants to have a 2.1. If you're concerned about how a 2.2 will affect your chances, our advice will help you make the most of your degree.

Career tactics for women: from internship to job to promotion

Whether you’re trying to turn your internship into a graduate job offer or climb the career ladder in a permanent job, know how to increase your chances of success.

Where in the UK are you most likely to get a graduate job?

Find out about graduate employment in different parts of the UK and the rest of the world, and the graduate starting salaries on offer.

Getting a graduate job when you have dyslexia

Find out about the adjustments employers can make to the application process and how to present dyslexia as an asset.

More help from TARGETjobs

·                        Work experience and internships advice
·                        In depth advice on main graduate careers and professions
·                        Guide to graduate schemes and graduate training
·                        Employer hubs: info on graduate employers and tips to get hired
·                        Get the Inside Buzz on graduate recruiters: graduate and intern employer reviews
·                        Graduate job search
·                        Don't forget to sign up to TARGETjobs for newsletters, vacancy alerts - and more coming soon!



HOW TO WRITE APPLICATIONS AND CVS FOR GRADUATE JOBS                 

 

applications and CVs
Graduate CVs and job applications: they can take as much planning and preparation as an essay or project write up. Here we cover the basics of how to tackle online applications, structure a graduate CV and put together a covering letter. Maybe you’ve got some gaps in your background, don’t know how to deal with your extracurricular activities, or you’re stuck in dissertation writing mode and can’t fit everything on two sides of A4? Find tips to highlight your best self and writing advice to showcase your skills without wasting space. (Head to our job hunting resources page if you are looking for example graduate CVs and cover letters.)

Research employers: essential preparation for graduate applications

Employer research is central to graduate job hunting success. Don't even think about starting on an application form or CV without doing it.

A graduate job hunter’s guide to the HEAR

The HEAR is a warts-and-all record of a student’s academic and extracurricular achievements over the course of their degree, designed to provide employers with a full and fair account.

Are personal statements a waste of space on graduate CVs?

Find out why you should think carefully before including a personal statement on your CV, and if you still feel you need to, use our advice to make it worthwhile.

The worried student's guide to creating a great graduate CV

Check out our infographic with a selection of top tips to help you perfect your CV and avoid the pitfalls that put employers off.

Four covering letter blunders (and how to avoid them)

Find out about the phrases you should avoid including in your covering letter for an internship, work experience placement or graduate job, and why.

What are mitigating circumstances for graduate job applications?

Find out what employers regard as mitigating or extenuating circumstances, and find out how to disclose them in your applications for graduate jobs.

Writing tips for graduates: how to communicate with recruiters

Your first communication with a graduate recruiter will most likely be in writing through an email, application, or CV and covering letter. How you present yourself in words and getting the style right is vitally important. We've put together some basic writing tips to help you make the best first impression.

The 6-step guide to perfecting your graduate CV

A good CV is essential to get the graduate job you want so take the time to get it right. A well-crafted CV will show your career interests and highlight your most relevant skills and work experience in the way recruiters like.

Writing CVs for different types of graduate job

Whether your target is a graduate scheme with an investment bank or a vacancy for a graduate managing a shop, write a CV that is right for the job.

The graduate's guide to job application forms

Almost every graduate job-hunter encounters a job application form at some point, particularly if they are applying for graduate schemes and programmes. Take a look at our step-by-step guide.

Covering letter essentials for graduate vacancies

If a graduate employer requests a CV they'll want a covering letter too. Don't miss out on this additional opportunity to showcase your skills and enthusiasm. It may be just one page of A4, but it can make a big difference to the success of your graduate application.

Making speculative applications for graduate jobs

Not all graduate vacancies are advertised, so sometimes the only way in is to apply 'on spec'. Read on to discover tips on how to get the best results from speculative job applications.

Dealing with gaps in graduate CVs and applications

Your curriculum vitae or application form is the way graduate employers can find out what you've been doing with your life so far. If you've had gaps during your education or working life, here's how put a positive spin on them.

What to put in the further interests section of a graduate CV

Graduate recruiters have so many applications to sift that choosing between them becomes incredibly difficult. Luckily, a well-crafted 'further interests' section on your graduate CV can make all the difference.

Writing last-minute graduate job applications

You've seen a graduate job you want to apply for but the closing date is tomorrow. You've got an assignment due, you haven't got time to plan a detailed application and you're worried your recruitment chances will suffer. Never fear: we have some time-saving strategies to help your most rushed applications impress graduate employers.

Application planner: quick tips for graduate job-hunters

Quick tips to help you prepare for graduate applications, interviews and assessments. Use them as a handy check list to make sure you're on the right track to get a graduate job.

More help from TARGETjobs

·                        For profession-specific application tips: graduate career sectors

BY NOW YOU ALL MUST SURF THE INTERNET AS THIS PROFESSOR TEACHES WITH PRACTICE. IF YOU ARE NOT COMPUTER LITERATE AND KNOW THE STANDARD KEYBOARD, YOU MAY START NOW ACQUIRING THE SKILLS. IT WILL MAXXXIMISE YOUR EMPLOYABILITY

Your video for understanding this lecture is live at:



Yours Professor of Psychometrics
Dr Jideofo Kenechukwu Danmbaezue


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