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To determine whether profiles of predictor variables provide incremental prediction of college student outcomes, the authors 1st applied an empirical clustering method to profiles based on the scores of 2,771 entering college students on a battery of biographical data and situational judgment measures, along with SAT and American College Test scores and high school grade point average, which resulted in 5 student groups. Performance of the students in these clusters was meaningfully different on a set of external variables, including college grade point average, self-rated performance, class absenteeism, organizational citizenship behavior, intent to quit their university, and satisfaction with college. The 14 variables in the profile were all significantly correlated with 1 or more of the outcome measures; however, nonlinear prediction of these outcomes on the basis of cluster membership did not add incrementally to a linear-regression-based combination of these 14 variables as predictors.

Although human resource managers have critical insights into the successful implementation of reduced‐load work arrangements, relatively few studies focus on their perspective. These arrangements are a growing work form for employees who choose to work less than full‐time with a commensurate decrease in salary. Qualitative data analysis was used to identify key success factors noted in interviews with 52 HR managers in 39 companies. Individual employee characteristics (e.g., self‐regulatory work habits) were viewed as most critical. Also important were the design of the arrangement (e.g., clarifying the arrangement in advance) and workgroup relationships (e.g., positive supervisor‐employee relationships). We conclude with eight new takeaways for HR managers on how to create and sustain successful reduced‐load work arrangements and directions for future research and practice. © 2008 Wiley Periodicals, Inc.

This study describes alternate test form development for a Situational Judgment Inventory (SJI) predicting college performance. Principal axis factor analysis of responses to the SJI lent support for a general factor, yet each SJI form sampled items across 12 distinct rationally derived content areas. The first step of developing alternate forms involved random and representative sampling of SJI items across each content area, creating a large number of preliminary 36-item SJI test forms. Gibson and Weiner (1998) provided criteria for selecting alternate forms; however, the authors of the present study extended this approach in the next step of selecting alternate forms based on their estimated criterion-related validity with grade point average. Results provide initial support for the 144 alternate forms generated. This general approach reflects a practical and methodologically sound means of developing alternate forms of types of measures that are rationally heterogeneous yet empirically homogeneous.

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