Recruitment, Selection, and Job
Performance
© 2013 by Nelson Education
1
Chapter Learning Outcomes

After reading this chapter you should:
◦ Appreciate the important role played by job
performance in selection and assessment
◦ Be able to define the differences among task,
contextual, and counter-productive work
behaviours
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Chapter Learning Outcomes
(continued)
◦ Understand the different types of
counterproductive work behaviours
◦ Be able to describe the importance of developing
and using scientifically sound measures of job
performance in selection and assessment
◦ Understand what constitutes acceptable criteria
that may be used to assess performance
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Chapter Learning Outcomes
(continued)
◦ Understand the relationship among individual
performance measures, criteria, and performance
dimensions related to a job
◦ Appreciate the technical aspects of measuring job
performance
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Job Performance

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Job Performance
Criteria
Task Performance
Contextual Performance
Counterproductive Work Behaviours
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5
Job Performance as a
Multidimensional Concept

Job performance domain: the set of job
performance dimensions (i.e., behaviours)
that are relevant to the goals of the
organization, or the unit, in which a person
works
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Performance Dimensions

Performance dimensions: sets of related
behaviours that are derived from an
organization’s goals and linked to
successful job performance
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A Multidimensional Model of Job
Performance
1.
2.
3.
4.
Job-specific task proficiency
Non-job-specific task proficiency
Written and oral communication task
proficiency
Demonstrating effort
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A Multidimensional Model of Job
Performance (continued)
5.
6.
7.
8.
Maintaining personal discipline
Facilitating peer and team performance
Supervision/leadership
Management/administration
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Types of Counterproductive Work Behaviours
(continued)
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Withdrawal Behaviours

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Tardiness
Absence
Presenteeism
Workplace Deviance
Production Deviance
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Withdrawal Behaviours
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Psychological Withdrawal
Employee Theft
Workplace Aggression and Violence
Bullying
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Measuring Performance


Usefulness of selection measures is
assessed by how well they predict
performance
Performance measurement defines what is
meant by performance
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Measuring Performance
(continued)


Choose a measure or set of measures that
best captures the essence of that complex
job-related performance
Performance measurement plays an
important role in developing strategies for
effective recruitment and selection
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Effective Performance Measures


Relevancy: requires that a criterion must not
only be relevant, but also not be deficient or
contaminated
Criterion relevance: the degree to which a
criterion captures behaviours or
competencies that constitute job
performance
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Effective Performance Measures
(continued)


Criterion contamination: the degree to
which the criterion measure is influenced
by, or measures, behaviours or
competencies that are not part of job
performance
Reliability: involves agreement between
different evaluations, at different periods of
time, and with different measures
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Effective Performance Measures

Practicality: the degree to which a criterion
measure is available, plausible, and
acceptable to organizational decision
makers
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Objective Performance Measures

Objective performance measures:
production, sales, and personnel data used
in assessing individual job performance
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Recruitment and Selection Today
5.1

Examples of Objective Measures of Job
Performance
◦ Production of Sales Measures
 Quantity
 Quality
 Trainability
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Recruitment and Selection Today
5.1(continued)
Personnel data




Absenteeism
Tenure
Rate of advancement
Accidents
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Class Activity
1.
What are your views on performance
appraisal? Do you believe that individual
performance feedback has an impact on
improving team or organizational
performance?
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Subjective Performance Appraisal:
Rating Systems


Ratings or rankings: made by supervisors,
peers, or others that are used in assessing
individual job performance
Relative rating system: a subjective
measurement system that compares the
overall performance of one employee to
that of others to establish a rank order of
employee performance
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Absolute Rating Systems

Absolute rating system: compares the
performance of one worker with an absolute
standard of performance; can be used to
assess performance on one dimension or to
provide an overall assessment
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Behaviourally Anchored Rating
Scales (BARS)

Behaviourally anchored rating scales (BARS):
use empirically derived critical incident job
behaviours to anchor the values placed on a
rating scale
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Behavioural Anchors Used to Assess
Communication Competency (continued)
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Behavioural Anchors Used to Assess
Communication Competency (continued)
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Behaviour Observation Scales (BOS)

Behaviour observation scales (BOS): very
similar to BARS in that the starting point is
an analysis of critical job incidents by those
knowledgeable about the job to establish
performance dimensions
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Behavioural Observation Scale Used to Evaluate a
Security Dispatcher (continued)
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Summary



Job performance plays an important role in
recruitment and selection
Job performance is linked to an
organization’s mission, values, and goals
The performance model developed by
Campbell is commonly used
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Summary (continued)


The usefulness of any selection system is
determined by how well it predicts job
performance as measured by job-related
criteria
Different factors affect criteria and the pros
and cons of combining different criterion
measures to form composites
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Discussion Questions
1.
2.
Why is it important to understand
performance as part of the recruitment
and selection process?
In this chapter we discuss task
performance, contextual performance, and
counterproductive behaviour. Discuss the
role that each of these plays in developing
a recruitment and selection system.
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Discussion Questions (continued)
3.
4.
If you were limited in selecting employees
on the basis of only one of the three types
of performance discussed in this chapter,
which one would you choose? Why?
Discuss Campbell’s performance
taxonomy. Can you think of a job that
does not fit that model?
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Discussion Questions
5.
6.
7.
Compare Campbell’s model to the eight
great competencies presented in Chapter
4. What are the differences/similarities?
Discuss the distinction among criterion
relevance, criterion contamination, and
criterion deficiency.
What are the characteristics of a good
criterion measure?
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