Sammanfattande slutsatser

I Sverige är polisyrket populärt med många tusen sökande i varje antagningsomgång (Annell, 2012). Det är därför nödvändigt att genomföra urval bland de sökande. Ambitionen vid polisurval är att anta de sökande som har de bästa förutsättningarna för att bli bra poliser och sålla bort de med otillräckliga förutsättningar (se San-ders, 2008). Internationell forskning (t.ex., Aamodt, 2004) har visat att den prediktiva validiten vid polisurval för enskilda urvalmetoder är förhållandevis låg. Den begränsade validiteten betyder dock inte att nyttan av olika urvalsmetoder är försumbar, eller att det finns bättre alternativ. Dock visar forskningen att polisurval inte fungerar perfekt. Polisurval kan därför sägas handla att om maximera sanno-likheten för korrekta antagningsbeslut. Frågan är hur en sådan verk-samhet kan genomföras på bästa sätt?

De båda studierna, Studie 1 och 2, har bidragit till nya perspektiv inom den nordiska polisforskningen genom att belysa svårigheter vid polisurval, och kanske än viktigare, pekat på möjligheter att max-imera sannolikheten för framgångsrikt polisurval. Studie 1 visade att en multimetodansats, med metoder som återspeglar polisarbetets mångfacetterade karaktär, kan antas vara den mest framgångrika urvalsmodellen medan Studie 2 visade på värdet av att, utöver gene-rell begåvning, också beakta verbal förmåga och kunskap bland sökande till polisutbildningen. Mer allmänt visade Studie 2 också på vikten av att beakta de mätmodeller som använts för flerdimension-ella begrepp. Det gäller inte bara kognitiv förmåga utan även andra liknande begrepp av intresse inom den nordiska polisforskningen, som exempelvis värderingar och attityder.

148

Under 2014 införde Rikspolisstyrelsen i samarbete med Rekryte-ringsmyndigheten ett nytt antagningsförfarande till den svenska polisutbildningen. Flera erfarenheter från Studie 1 och Studie 2 be-aktades vid utformningen av den nya processen, däribland att större vikt än tidigare lades vid betyg (d.v.s., kunskap och verbal förmåga), införandet av personlighetstest och en mer strukturerad psykologin-tervju, och att en matematisk samman-vägning av flera metoder används som underlag för det slutgiltiga antagningsbeslutet. Att den nya processen baseras på forskning är dock ingen garanti för att antagningsprocessen fungerar optimalt. Det vore därför värdefullt att i kommande forskning belysa hur den nya processen fungerar och jämföra den med motsvarande processer i övriga nordiska län-der.

Litteratur

Aamodt, M.G. (2004). Research in law enforcement selection. Boca Raton: Brown Walker Press.

Allisay. A.F., Noblet, A.J., Lamontagne, A.D., & Houdmont, J. (2014). Testing a model of officer intentions to quit: The mediating effects of job stress and job satisfaction. Criminal Justice and Behavior, 41(6), 751–771.

Anderson, J. C. & Gerbing, D. W. (1988). Structural equation modeling in practice:

A review and recommended two-step approach. Psychological Bulletin, 103, 411–423.

Annell, S. (2012). Vilka sökande antas till och påbörjar polisutbildningen? En demografisk beskrivning av 1429 sökande till polisutbildningen. En rapport från projektet Longitudinell validering av polisurvalet. Teknisk rapport, Rekryteringsmyndighetens rapportserie, rapport nr 2. Karlstad: Rekryterings-myndigheten.

Annell, S., Sjöberg, A., & Sverke, M. (2014). Use and Interpretation of Test Scores from Limited Cognitive Test Batteries: How g + Gc Can Equal g. Scandinavian Journal of Psychology, 55(5), 399–408.

Barrick, M.R., Mount, M.K. & Judge, T.A. (2001). Personality and performance at the beginning of the new millennium: what do we know and where do we go next?

International Journal of Selection and Assessment, 9(1/2), 9–30.

Brayfield, A.H., & Rothe, H.F. (1951). An index of job satisfaction. Journal of Ap-plied Psychology, 35(5), 307–311.

Brown, K. G., Le, H., & Schmidt, F. L. (2006). Specific Aptitude Theory Revisited:

Is There Incremental Validity for Training Performance? International Journal of Selection and Assessment, 14(2), 87–100.

Brunner, M. (2008). No g in education? Learning and Individual Differences, 18, 152–

165.

Carless, S. A. (2006), “Applicant reactions to multiple selection procedures for the police force”, Applied Psychology: An International Review, 55(2), 145−167.

149

Carlstedt, B., & Gustafsson J.-E. (2005). Construct validation of the Swedish Scho-lastic Aptitude Test by means of the Swedish Enlistment Battery. Scandinavian Journal of Psychology, 46, 31–42.

Cochrane, R.E., Tett, R.P., & Vandcreek, L. (2003) Psychological testing and the selection of police officers. Criminal Justice and Behavior, 30(5), 511–537.

Cohen, A. (1998). An examination of the relationship between work commitment and work outcomes among hospital nurses. Scandinavian Journal of Management, 14(1/2), 1–17.

Conway, J. M., Jako, R. A., & Goodman, D. F. (1995). A meta-analysis of interrater and internal consistency reliability of selection interviews. Journal of Applied Psycholo-gy, 80(5), 565–579.

Cuttler, M.J., & Muchinsky, P.M. (2006). Prediction of law enforcement training performance and dysfunctional job performance with general mental ability, per-sonality, and life history variables. Criminal Justice and Behavior, 33(1), 3–25.

Coyle, T. R., & Pillow, D. R. (2008). SAT and ACT predict college GPA after removing g. Intelligence, 36(6), 719–729.

Detrick, P., Chibnall, J.T., & Call, C. (2010). Demand effects of positive response distortion by police officer applicants on the revised NEO Personality Inventory.

Journal of Personality Assessment, 92(5), 410–415.

Drew, J., Carless S.A., & Thompson B.M. (2008). Predicting turnover of police officers using the sixteen personality factor questionnaire. Journal of Criminal Justice, 36(4), 326–331.

Eriksen, H.R., Svendsrød, R., Ursin, G., & Ursin, H. (1998). Prevalence of subjec-tive health complaints in the Nordic European countries in 1993. The European Journal of Public Health, 8(4), 294–298.

Gerber, M. Kellmann, M., Hartmann, T., & Pühse, U. (2010). Do exercise and fitness buffer against stress among Swiss police and emergency service officers?

Psychology of Sport and Exercise, 11(4), 286–294.

Gustafsson, J.-E. (2002). Measurement from a hierarchical point of view. In H. I.

Braun, D.N. Jackson & D. E. Wiley (Eds.), The role of constructs in psychological and educational measurement (pp. 73–95). London: Lawrence Erbaum Associates.

Gustafsson, J.-E., & Balke, G. (1993). General and specific abilities as predictors of school achievement. Multivariate Behavioral Research, 28(4), 407–343.

Gustafsson, J.-E., & Åberg-Bengtsson, L. (2010). Unidimensionality and interpreta-bility of psychological instruments. In S. E. E. Embretson (Ed.), Measuring psychologi-cal constructs (pp. 97–121).Washington, DC: American Psychologipsychologi-cal Association.

Henson, B., Reyns, B., Klahm IV, C., & Frank, J. (2010). Do good recruits make good cops? Problems predicting and measuring academy and street-level success.

Police Quarterly, 13(1), 4–26.

Hirsh, H. R., Northrop, L. C., & Schmidt, F. L. (1986). Validity generalization results for law enforcement occupations. Personnel Psychology, 39(2), 339−420.

150

Ho, T. (1999). Assessment of police officer recruiting and testing instruments.

Journal of Offender Rehabilitation, 29(3/4), 1–23.

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance struc-ture analysis: Conventional criteria versus new alternatives. Structural Equation Model-ing, 6(1), 1–55.

Hunt, E. (2000). Let’s hear it for crystallized intelligence. Learning and Individual Differences, 12, 123–129.

Hunter, J. E., & Hunter, R. F. (1984). Validity and utility of alternative predictors of job performance. Psychological Bulletin, 96(1), 72–98.

Kuncel, N. R., Ones, D. S., & Sackett, P. R. (2010). Individual differences as predic-tors of work, educational, and broad life outcomes. Personality and Individual Differ-ences, 49(4) 331–336

Kvist, A. V., & Gustafsson, J.-E. (2008). The relation between fluid intelligence and the general factor as a function of cultural background: A test of Cattell’s Invest-ment theory. Intelligence, 36(5), 422–436.

Little, R. J. A., & Rubin, D. B. (1987). Statistical analysis with missing data. New York:

Wiley.

Lothigius, J., & Sjöberg, A. (2004) UNIQ. Version 2.0. Teknisk rapport, Stockholm:

Psykologiförlaget AB.

Lough, J., & Von Treuer, K. (2013). A critical review of psychological instruments used in police officer selection. Policing: An International Journal of Police Strategies and Management, 36(4), 737–751.

Major, J. T., Johnson, W., & Bouchard, T. J. (2011). The dependability of the gen-eral factor of intelligence: Why small, single-factor models do not adequately repre-sent g. Intelligence, 39(5), 418–433.

Major, J. T., Johnson, W., & Deary, I. J. (2012). Comparing models of intelligence in Project TALENT: The VPR model fits better than the CHC and extended Gf–

Gc models. Intelligence, 40(6), 543–559.

Metchik, E. (1999). An analysis of the “screening out” model of police officer selection. Police Quarterly, 2(1), 79–95.

McGrew, K. S. (2009). CHC theory and the human cognitive abilities project:

Standing on the shoulders of the giants of psychometric intelligence research.

Intelligence, 37(1), 1–10.

Murray, A. L., & Johnson, W. (2013). The limitations of model fit in comparing the bi-factor versus higher-order models of human cognitive ability structure. Intelligence, 41(5), 407–422.

Mårdberg, B., Sjöberg, A., & Henrysson Eidvall, S. (2000). BasIQ begåvningstest.

Manual. Stockholm: Psykologiförlaget AB.

Ones, D.S., Dilchert S., Viswesvaran, C., & Salgado, J.F. (2010). Cognitive Abilities.

In J. F. Farr & N. Tippins, N. (Eds.) (2010). Handbook of employee selection. London:

Routledge.

151

Ones, D. S., & Viswesvaran, C. (2001). Integrity tests and other criterion-focused occupational personality scales (COPS) used in personnel selection. International Journal of Selection and Assessment, 9(1/2), 31–39.

Paunonen, S.V., & LeBel, E.P. (2012). Socially desirable responding and its elusive effects on the validity of personality assessments. Journal of Personality and Social Psychology, 103(1), 158–175.

Postlethwaite, B. E. (2011). Fluid ability, crystallized ability, and performance across multiple domains: a meta-analysis. Dissertation, University of Iowa, 2011. Nedladdningbar från:

http://ir.uiowa.edu/etd.

Raftery, A. E. (1995). Bayesian model selection in social research. Sociological Method-ology, 25, 111–163.

Ree, M. J., & Earles, J. A. (1991). Predicting training success: Not much more than g. Personnel Psychology, 44, 321–332.

Regeringen (2014). Regeringsförklaringen, oktober 2014. Hämtad 21 november 2014, från: http://www.regeringen.se/content/1/c6/24/71/20/9d25 1590.pdf Reise, S. P., Bonifay, W. E., & Haviland, M. G. (2013). Scoring and modeling psy-chological measures in the presence of multidimensionality. Journal of personality assessment, 95(2), 129–40.

Revelle, W., & Zinbarg, R., E. (2009). Coefficients alpha, beta, omega, and the GLB: Comments on Sijtsma. Psychometrika, 74(1), 145–154.

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of uni-versity students’ academic performance: A systematic review and meta-analysis.

Psychological Bulletin, 138(2), 353–87.

Rikspolisstyrelsen, personalbyrån (2002). Facit. Svenskaprov för sökande. Januari 2004.

Sacket, P.R., et al. (2010). Perspectives from twenty-two countries on the legal environment for selection. In J. F. Farr & N. Tippins, N. (Eds.) (2010). Handbook of employee selection (pp. 651–676). London: Routledge.

Salgado, J.F. (1997). The five factor model of personality and job performance in the European Community. Journal of Applied Psychology, 82(1), 30–43.

Salgado, J. F., Anderson, N., Moscoso, S., Bertua, C., De Fruyt, F. & Rolland, J. P.

(2003). A meta-analytic study of general mental ability validity for different occupa-tions in the European community. Journal of Applied Psychology, 88(6), 1068–1081.

Sanders, B.A. (2008). Using personality traits to predict police officer performance.

Policing: An International Journal of Police Strategies and Management, 31(1), 129–147.

Schmidt, F. L. (2002). The role of general cognitive ability and job performance:

Why there cannot be a debate. Human Performance, 15(1/2), 187–210.

Schmidt, F. L., & Hunter, J. E. (2004). General mental ability in the world of work:

occupational attainment and job performance. Journal of Personality and Social Psycholo-gy, 86(1), 162–173.

152

Schmidt, F. L., Shaffer J. A., & Oh I.-S. (2008). Increased accuracy for range re-striction corrections: implications for the role of personality and general mental ability in job and training performance. Personnel Psychology, 61, 827–868.

Sjöberg, S., & Sjöberg, A. (2007). MINT Measuring Integrity – Manual. Stockholm:

Assessio International.

SOU 2008:39. Framtidens polisutbildning. Stockholm: Fritzes.

Stage, C., & Ögren, G. (2004). The Swedish Scholastic Assessment Test (SweSAT) Devel-opment, results and experiences (EM No. 49). Umeå, Sweden: Umeå University, De-partment of Educational Measurement.

Strenze, T. (2007). Intelligence and socioeconomic success: A meta-analytic review of longitudinal research. Intelligence, 35(5), 401–426.

White, M. (2008). Identifying good cops early: predicting recruit performance in the academy. Police Quarterly, 11(1), 27–49.

White, D.M., & Escobar, G. (2008). Making good cops in the twenty-first century:

Emerging issues for the effective recruitment, selection and training of police in the United States and abroad. International Review of Law Computers & Technology, 22(1-2), 119–134.

153