Selection
• Process of choosing from an applicant pool the
individual who is best suited for a particular
position within the organization
• Goal of the selection process is to properly
match people with jobs within the organization
• Top performers contribute from 5-22 times
more value to companies than mid-level or
lower performers
Establish Selection Criteria
• What are the job specifications for the position
to be filled? (KSAOs)
• Evaluate each candidate against these criteria
and keep records of your assessments.
• Only hire candidates who BEST MEET the
selection criteria (job specifications).
But, …which decision rule should we use? How
do we decide which candidate “best” meets the
criteria?
SELECTION CRITERIA FOR A
SALES MANAGER
FORMAL EDUCATION
Earned degree in Marketing (BBA, min)
MANAGERIAL EXPERIENCE
Previous experience as Sales Manager (2 yrs, min)
TECHNICAL COMPUTER SKILLS
Knowledge of spreadsheets, web page design, and desk top publishing
(Excel, Dreamweaver, Pagemaker)
EVIDENCE OF SUCCESS AS A SALES SUPERVISOR
Evidence of ability to positively motivate sales representatives
(Customer satisfaction, territorial sales growth, low salesman turnover, etc)
“ON-THE-ROAD” WORKING CONDITIONS
Lots of travel, tolerant of week-long trips, away from home ~200 days/yr)
3 “RATIONAL” SELECTION PROCESSES
COMPENSATORY (Classical)
All relevant criteria identified and weighted by importance
Each decision choice can be mathematically represented
Calculate expected values and select optimal choice
CONJUNCTIVE (Multiple Hurdles)
All relevant criteria identified and rank-ordered by importance
Cutoff limits set for each criterion
Evaluate alternatives against cutoffs…only viable choices survive
DISJUNCTIVE (Behavioral)
Criteria seem incomplete (not able to weight or rank them)
Note the outstanding attributes (pros/cons) of each alternative
Select the alternative with the fewest negative attributes
THE COMPENSATORY DECISION PROCESS
CLASSICAL / ECONOMIC APPROACH
ALL IMPORTANT CRITERIA ARE CLEARLY IDENTIFIED
CRITERIA ARE WEIGHTED ACCORDING TO IMPORTANCE
ALL ALTERNATIVES CAN BE MATHEMATICALLY MODELED
EXPECTED VALUE IS CALCULATED FOR EACH OPTION
THE “BEST” EXPECTED VALUE IS THE OPTIMAL CHOICE
USE OF EXPECTED VALUES ALWAYS LEADS TO THE OPTIMAL SOLUTION
VERY HIGH PERFORMANCE ON ONE CRITERION CAN OFFSET WEAKNESSES
IN ANOTHER
ARE YOU CONFIDENT THE WEIGHTS AND VALUES ARE CORRECT?
COMPENSATORY DECISION PROCESS
CLASSICAL / ECONOMIC APPROACH
ORIGINAL GRID
CAR A
CAR B
CAR C
CAR D
Price
MPG Room Power Style
.40
.20
.10
.10
.20
----------------------------9,000 50
.4
.4
.6
12,000 35
.6
.7
.9
14,000 28
.7
.9
.7
10,500 32
.7
.7
.4
EXPECTED
VALUE
CONVERTED GRID (so all #’s are standardized)
CAR A
CAR B
CAR C
CAR D
.889
.667
.571
.762
Ideal =
$8,000
1.00
.70
.56
.64
.4
.6
.7
.7
50mpg 1.0
.4
.7
.9
.7
.6
.9
.7
.4
1.0
1.0
.7556**
.7168
.6404
.6528
CONJUNCTIVE PROCESS
OR ”MULTIPLE HURDLES” APPROACH
ALL IMPORTANT CRITERIA ARE CLEARLY IDENTIFIED
CRITERIA CAN BE RANKED OR ORDERED IN IMPORTANCE
CUTOFF LIMITS ARE SET FOR EACH CRITERION
ALTERNATIVES ARE COMPARED TO THE CUTOFF LIMITS
ONLY ALTERNATIVES WITHIN ALL CUTOFF LIMITS SURVIVE
NOT AN OPTIMIZING PROCESS---NO SOLUTION GUARANTEED
THE PROCESS MAY NARROW DOWN THE OPTIONS, BUT DOESN’T
GUARANTEE A “BEST” SOLUTION WILL BE FOUND.
IN FACT, IT IS POSSIBLE THAT ALL ALTERNATIVES MAY BE ELIMINATED
BY THE CUTOFF LIMITS, LEAVING US WITH NO RECOMMENDATION.
EXCEPTIONAL STRENGTH ON ONE CRITERION CANNOT MAKE UP FOR A
WEAKNESS OR LACK ON ANOTHER CRITERION.
ALL THE MINIMUMS ON ALL THE CRITERIA MUST BE MET.
CONJUNCTIVE DECISION PROCESS
MULTIPLE HURDLES APPROACH
Rank =
Original Grid
CAR A
CAR B
CAR C
CAR D
CUTOFFS
Price
MPG
Style Power Room
1
2
3
4
5
----------------------------9,000 50
.6
.4
.4
12,000 35
.9
.7
.6
14,000 28
.7
.9
.7
10,500 32
.4
.7
.7
Max
13,000
Min
30
Min
.6
Min
.6
Min
.6
OK
OK
---OK
OK
OK
FAIL
OK
--OK
FAIL
----
PASSED ALL
CUTOFFS
RUNNING THE HURDLES
CAR A
CAR B
CAR C
CAR D
OK
OK
FAIL
OK
YES**
DISJUNCTIVE PROCESS
OR “BEHAVIORAL”
WE HAVE SOME CRITERIA, BUT THE LIST SEEMS INCOMPLETE
UNABLE TO EITHER WEIGHT OR RANK CRITERIA BY IMPORTANCE
WE CAN PERCEIVE OUTSTANDING ATTRIBUTES FOR EACH OPTION
WE LIST THE “STRENGTHS” & “WEAKNESSES” OF EACH OPTION
WE PICK OUR CHOICE BASED ON A REVIEW OF THESE S/W LISTS
THE DECISION PROCESS IS UNSYSTEMATIC, INCONSISTENT
AN ALTERNATIVE WITH A “BAD” ATTRIBUTE IS USUALLY REJECTED
FINAL CHOICES ARE USUALLY MADE USING A SINGLE CRITERION WHICH
THE DECISION MAKER HAS DECIDED TO FOCUS UPON.
THESE DECISIONS ARE MUCH MORE SUBJECTIVE THAN THEY APPEAR,
AND ARE DIFFICULT TO DEFEND IF CHALLENGED.
DISJUNCTIVE DECISION PROCESS
BEHAVIORAL, STRENGTHS/WEAKNESSES APPROACH
Original Grid
CAR A
CAR B
CAR C
CAR D
Price
Style
Power MPG ????
----------------------------Good
Bad
Good
Good
Bad
Good
Bad
Eliminate the alternatives with “Bad” evaluations, and see what is left.
Thus, we buy Car B because I liked the color and my wife liked the
interior!
NOT RATIONAL OR SYSTEMATIC, BUT WE THINK WE WERE “LOGICAL” IN
HOW WE ARRIVED AT OUR FINAL DECISION
SELECTION CRITERIA FOR A
SALES MANAGER
EDUCATION
Earned degree in Marketing (BBA, min)
MANAGERIAL EXPERIENCE
Previous experience as Sales Manager (2 yrs, min)
COMPUTER SKILLS
Knowledge of spreadsheets, web page design, and desk top publishing
(Excel, Dreamweaver, Pagemaker)
SUCCESS AS A SUPERVISOR
Evidence of ability to positively motivate sales representatives
(Customer satisfaction, territorial sales growth, low turnover, etc)
“ON-THE-ROAD” WORKING CONDITIONS
Lots of travel, tolerant of week-long trips, ~200 days/yr away from home
Not-So-Good (unsystematic) ways
Organizations Select Employees
Compensatory Model
• Process of arriving at a
selection decision in
which a very high score
on one criterion can
make up for, or
substitute for an
inadequate or very low
score on another
criterion.
Disjunctive Model
• Process of arriving at a
selection decision by
eliminating candidates
who have any perceived
weaknesses (whether
valid or not), and then
picking a candidate who
did impress positively
on at least one criterion
(…had a strength).
DISJUNCTIVE DECISION PROCESS
SELECTING A SALES MANAGER BY LOOKING FOR PROS & CONS
Original Grid
Candidate A
Candidate B
Candidate C
Candidate D
Candidate E
Candidate F
Educ
Exper Superv Personality
??????
--------------------------------------Good Strong Really cold
Wrong Good
Seemed like a klutz
Limited Good
Dressed very poorly
Good
Pleasant
Bad report
Doesn’t know Excel
Not impressed Stuttered
Eliminate the candidates who have bad evaluations or have created
negative impressions and then see who is left.
Thus, we choose Candidate“D” because we were impressed with the good
education s/he had and her/his pleasant personality.
NOT RATIONAL OR SYSTEMATIC, BUT WE THINK WE WERE “LOGICAL” IN
HOW WE WENT ABOUT SELECTING THE “BEST” CANDIDATE.
CONJUNCTIVE DECISION PROCESS
SELECTING A SALES MANAGER
Educ Exper Superv Skills WorkC
Rank = 1
2
3
4
5
Original Grid
----------------------------Candidate A
Yes
Yes
???
No
Yes
Candidate B
No
Yes
Yes
No
Yes
Candidate C
Yes
No
No
No
Yes
Candidate D
Yes
No
Yes
Yes
Yes
Candidate E
Yes
Yes
Yes
Yes
???
Candidate F
Yes
Yes
Yes
Yes
Yes
PASSED ALL
CUTOFFS?
No
No
No
No
No
YES**
WHICH CANDIDATE WOULD YOU CHOOSE?
Candidate 1
Candidate 2
Candidate 3
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
YES?
YES?
YES?
Steps in the Selection Process
SOURCES OF INFORMATION
ABOUT JOB APPLICANTS
APPLICATION FORMS
RESUMES
REFERENCE CHECKS
Honesty, dependability, ability to work with others, etc.
INTERVIEWS
Preliminary and Employment
TESTS
Aptitude (promise) vs Achievement (proof)
Cognitive (intelligence, math, spatial, etc) vs Physical ability
Personality, honesty, drug and substance abuse
PROBATIONARY PERIODS
Try them on a “no fault” basis…used if little past info is available
Application Forms
• A low-cost way to gather basic data from
many applicants.
• It ensures that the organization has certain
standard categories of information:
–
–
–
–
–
Contact information (address, phone number)
Work and technical experience
Educational background and licenses
Available work times
Reference authorization
RESUMES v. APPLICATIONS
RESUMES or VITA
OBJECTIVES
EDUCATION
EXPERIENCE
REFERENCES
HOBBIES
OTHER
WHAT POTENTIALLY DISCRIMINATORY OR BIASING INFORMATION MIGHT
BE REVEALED IN A RESUME?
HOW DOES THE FIRM PROTECT ITSELF FROM EXPOSURE TO
IRRELEVANT, INCONSISTENT, OR DISCRIMINATORY INFORMATION?
APPLICATION FORMS
CURRENT ADDRESS & PHONE NUMBER (Contact Information)
EDUCATION, CERTIFICATION, SPECIAL TRAINING OR SKILLS
AVAILABLE WORK TIME
PREVIOUS WORK EXPERIENCE
REFERENCE AUTHORIZATION
ONLY SEEK APPROPRIATE JOB-RELATED INFORMATION
INFORMATION SOUGHT IS CONSISTENT AND STANDARDIZED
Review of Applications
• Application forms need to collect sufficient
information about each employment candidate,
and must do so without discriminating unfairly
or violating EEO requirements.
• Only gather essential information, and do so
following a standardized format.
• Application forms vary from firm to firm, and
even by job type within organization.
Is this an application for a specific position …or
for any position within the organization?
Application for Employment
Name______________________________________________________________________
Last
First
Middle
Address__________________________________________________
Date _______________
Maiden
Telephone______________________________
Street
__________________________________________________
City
State
How long have you been at this address?_______________________
Date of Birth____________
U.S. Citizen? ___________
Zip Code
At previous address?______________________
Place of birth_____________________
Social Security Number____________________
Height ___ft. ___ in.
Spouse’s Name______________________________________
First
Marital Status ___Single
Weight ___lbs.
___Engaged ___Married ___Divorced
Maiden
___Separated ___Widowed
___Annulled
Date of Marriage______________________
Number of Dependent Children_________
Ages_________________
Is your spouse employed?_______________
Where?____________________________________________________
Do you own your home?________________
Do you rent? _________________
How many years have you worked for the denomination?_______ Starting date______________ Date ordained_______
Have you or any of your immediate family had a major illness in the past five years?_______ If yes, what?____________
Do you or any of your immediate family have any physical defects?______ If yes, name them______________________
Have you ever had a back injury?_________
Describe___________________________________________________
Have you ever received any compensation for an injury? ______
Date____________________
Do you return a tithe to the Lord on a regular basis? ____ Church presently holding your membership_____________
Have you been dismissed from denominational employment?___________________ Explain ____________________
Parent’s Name____________________________________________________________________________________
Name
Address
Zip Code
In emergency, notify ___________________________________________________________________
Name
Relationship
___________________________________________________________________
Address
Zip Code
Phone
Phone
The application form should be
signed to...
• Certify that the information
provided is accurate and true
• Give permission to check
background and references
• Indicate that the applicant
knows that this is an
employment at will position
Employment Tests and Work Samples
Physical
Ability Tests
Medical
Examinations
Drug Tests
Cognitive
Ability Tests
Employment
Tests & Work
Samples
Job
Performance
Tests
Work
Samples
Honesty Tests
Personality
Inventories
EMPLOYMENT TESTS
Achievement Tests
Demonstrates current knowledge and skills
Aptitude Tests
Assesses ability to learn and acquire new skills
Personality and Temperament Tests
Assesses attitudes and personality dimensions
Medical Exams and Drug Tests
Assesses physical ability and fitness for work
EMPLOYMENT TESTS
ACHIEVEMENT TESTS
(doesn’t usually require validation)
WORK SAMPLES (…a real demonstration of your skills)
Keyboarding/typing, driving, operating equipment
SIMULATIONS (…a pseudo-demonstration of your skills)
In-baskets, role-plays, computer-programming tests, etc.
KNOWLEDGE & ABILITY TESTS
Medical vocabulary, mathematical ability, reading comprehension
APTITUDE & PERSONALITY TESTS
(needs validation studies)
Cognitive ability, intelligence & learning potential tests
Clerical ability & spatial relationships
Personality tests (MBTI, MMPI, etc)
Projective tests (TAT, Rorschacht Ink Blot, etc)
HEALTH ASSESSMENTS
Drug Tests
Physical Examinations
Five Major Personality Dimensions
Measured by Personality Inventories
Rules for Administering Drug Tests
• Administer the tests systematically to all applicants
for the same job.
• Use drug testing for jobs that involve safety hazards.
• Have a report of the results sent to the applicant,
along with information about how to appeal the
results and be retested if appropriate.
• Respect applicants’ privacy by conducting the tests in
an environment that is not intrusive and keeping
results confidential.
DRUG TESTS
SAFETY DEMANDS WE MAINTAIN A DRUG-FREE WORKPLACE
80% of large firms require drug testing
Done to ensure workplace safety, security, and productivity
Drug use is strongly correlated with missed time and accidents
More than 2 times as likely to leave work early or miss a day of work without explanation
2 ½ times more likely to be absent for a week or more
3 ½ times more likely to be involved in a workplace accident
5 times more likely to file a workers compensation claim
TYPES OF DRUG TESTS
BLOOD
The best “test” (most accurate) ... but it’s very invasive
URINE
Embarrassing to collect – Please “...fill this cup”
Supervised to make sure samples aren’t switched or contaminated
ORAL FLUID
Saliva swab or spit – easier to collect than the first two
HAIR
Hair samples retain drugs for several months – hard to beat
Using Impairment Tests
(Fitness-for-duty tests)
A SUBSTITUTE FOR DRUG TESTS … ALSO KNOWN AS FITNESS-FOR-DUTY TESTS
MEASURES WORKER ALERTNESS
Are you able to perform critical work tasks?
TEST DOESN’T INVESTIGATE THE CAUSE OF ANY IMPAIRMENT
No judgment about whether the poor score is due to:
Illegal drug use
Alcohol
Fatigue
Lack of sleep
Prescription use
Over-the-counter medicine
IMPAIRMENT TEST LOOKS LIKE A VIDEO GAME
Look into a dark port and try to follow a random point of light with your eyes
Scored immediately by computer … results known in 1-2 minutes
TEST MEASURES INVOLUNTARY PHYSIOLOGICAL RESPONSE … CAN’T CHEAT ON RESULT
TEST IS EXPENSIVE … AND MUST BE TAKEN EVERY DAY!
USE FOR “HIGH-STAKES” INDUSTRIES AND JOBS
Building Spacecraft, Making surgical equipment, etc.
INFORMATIONAL INTERVIEW
About.com
BENEFITS FUTURE JOB SEEKERS … IT’S NOT A JOB SCREENING INTERVIEW
• What are the duties performed during a typical day, week, month, year?
– Is there a set routine? How much variety is there on a day-to-day basis?
• Which educational degrees/courses are recommended as preparation?
– Distinguish between courses that are desirable and those that are indispensible.
• What kind of work/internship experience do you look for in a job applicant?
• What’s needed in addition to education and experience to break into this
occupation? (Licenses, certification exams, union membership?)
• Which skills are most important to acquire? (Which skills do employers look for?)
• What types of technology are used in this field? (Computer and software knowledge?)
• What are the most important personal characteristics for success in the field?
• What are the demands and frustrations that typically accompany this work?
• What are the opportunities for advancement? To what position?
– Is an advanced degree needed? If so, in what discipline?
• Which entry-level positions in this field could a ____ major consider?
• What are the different salary ranges for this field?
• What does the advisor know that would be helpful to someone in my shoes?
PRELIMINARY INTERVIEW
• A preliminary interview can remove obviously
unqualified individuals
• Preliminary interviews can be done face-to-face,
by phone, via videotape, or even through the
internet
• The applicant may be better-qualified for a
different position than the one they initially
applied for
PRELIMINARY INTERVIEW
•
•
•
•
•
•
•
•
•
•
•
•
•
About.com
Tell me about yourself. What accomplishments are you the most proud of?
What do you know about this company?
Why do you want to work here?
What applicable attributes/experience do you have?
What are your greatest strengths? What areas do you need to improve/strengthen?
What can you do for this company? Why should we hire you?
What are your goals for the next five years? ..ten years?
Which college subjects did you like best? ..why? ..subjects liked least? ..why?
Did you prefer working independently or in groups on school projects?
How would a friend or professor who knows you describe your work skills to us?
What do people most often criticize about you?
What has been the greatest disappointment in your life?
What will you do if you don’t get a job with our company?
EMPLOYMENT INTERVIEW
• A goal-oriented conversation where the
interviewer and applicant exchange jobrelated information
• Continues to be the primary method used to
evaluate applicants
• At this point, the candidate appears to be
qualified.
• Face-to-face interviews can be held one-onone, in a group, or in a board or panel format
Content of the Interview
•
•
•
•
•
Occupational experience
Academic achievement
Interpersonal skills
Personal qualities
Organizational fit
SEEKING A GOOD
ORGANIZATIONAL FIT
• Management’s perception of degree to which
prospective employee will fit in with firm’s
culture or value system
• Employees also should consider organizational fit
when debating whether or not to accept a job offer
• While the interviewer provides information about
company, it is extremely important for applicants
to do their own homework about the company
Remember during the interview process...
SELECTION IS A TWO-WAY
MATCHING PROCESS
MATCH 1
WHAT THE ORGANIZATION WANTS
AND WHAT THE EMPLOYEE CAN OFFER
A “good” fit results in high performance and productivity
MATCH 2
WHAT THE EMPLOYEE WANTS
AND WHAT THE ORGANIZATION CAN OFFER
A “good” fit results in high satisfaction and loyalty to the firm
CLEAR AND HONEST INFORMATION EXCHANGE ABOUT JOB
EXPECTATIONS AND WHAT THE FIRM WILL OFFER IN RETURN
ARE ESSENTIAL TO A GOOD FIT FOR BOTH PARTIES.
PROVIDE A REALISTIC JOB PREVIEW
WHAT DOES THE JOB REQUIRE?
JOB DESCRIPTION (Duties & Tasks)
JOB SPECIFICATION (Qualities & Personal Characteristics)
PERFORMANCE STANDARDS (Appraisal Criteria)
Are there “Unwritten” Expectations?
WHAT DOES THE JOB OFFER?
What will I do? How challenging will the work really be?
What salary and benefits can I expect?
What other rewards and/or recognition is possible?
What is the potential for career growth and promotion?
If a job offer is accepted, will there be unanticipated “surprises” when s/he begins
work, or will things be exactly as expected? Unexpected surprises on the job will
generate feelings of inequity (They lied!…I’ve been deceived!) which harm both
productivity and longevity. BE PAINFULLY CLEAR AND HONEST in all your
communications with prospective employees. No one wants to work for a
company that can’t be trusted.
ARE THESE INTERVIEW QUESTIONS
LEGAL?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Have you ever worked under another name?
What religious holidays do you observe?
Are you a citizen of the United States?
Are you handicapped?
Which foreign languages can you read and speak fluently?
Are you married?
Do you plan to start a family in the near future?
How long did you work at your three most-recent jobs?
Have you ever been arrested or convicted of a felony?
What is the name, address and phone number of your father?
Do you rent or own your home?
Do you have a current driver’s license?
HIRING CRITERIA TO AVOID
•
•
•
•
•
•
•
•
•
•
•
•
•
•
RACE
RELIGION
GENDER
NATIONAL ORIGIN
AGE
MARITAL STATUS
DISABILITIES
PREGNANCY
CREDIT RECORD
ARREST RECORD
GARNISHMENT RECORD
DRESS AND APPEARANCE
EXCESSIVE WORK EXPERIENCE REQUIREMENTS
EXCESSIVE EDUCATION REQUIREMENTS
Permissible and
Impermissible
Questions for
Applications
and Interviews
SOME INTERVIEWING ERRORS
PRIMACY EFFECT -- first impressions are lasting
STEREOTYPES – categorization based on appearance (not knowledge)
HALO EFFECT – you did discover one outstanding attribute
CONTRAST EFFECT – ordering or sequencing has an impact
PROJECTION – “similar to me” error; if you’re like me you’re ok!
REJECTION MIND SET – deliberate search for negative info
INTERVIEWER DOMINATION – interviewer talks too much
INCONSISTENT QUESTIONS – info gathered isn’t comparable
INAPPROPRIATE QUESTIONS – legally questionable, job related?
INADEQUATE INTERVIEWER TRAINING – doesn’t know what to do
POOR BODY LANGUAGE – nonverbal signals conflict & confuse
SELECTION ERRORS – Type I and II Errors
TYPE I ERROR = Hiring the incompetent worker
TYPE II ERROR = Not hiring a good worker
TYPE I and TYPE II ERRORS
SELECTION BIASES
Ho: This person is a POOR WORKER
Ha: This person is a GOOD WORKER
TRUTH
POOR WORKER
GOOD WORKER
---------------------------------------
POSITIVE
TYPE I
ERROR
OK
NO ERROR
(ALPHA ERROR)
INTERVIEW
IMPRESSION
NEGATIVE
---------------------------------------
OK
NO ERROR
TYPE II
ERROR
(BETA ERROR)
---------------------------------------
TYPE I ERROR -- HIRING POOR WORKERS
TYPE II ERROR – NOT HIRING GOOD WORKERS
Two types of Interviews
• Unstructured
(nondirective)
• Structured
(directive or
patterned)
Unstructured (Nondirective) Interview
• Asks probing, open-ended
questions that encourage the
applicant to talk (...ramble)
• Often time-consuming
• Potential legal problems
because the information
gathered from each applicant is
not comparable and may not be
job-related
Examples of Unstructured
Interview Questions...
•
•
•
•
Tell me about yourself.
What is your greatest strength?
What is your greatest weakness?
How will our company benefit by
having you as an employee?
Structured (Directive or Patterned)
Interview
• A series of job-related questions asked of
each applicant for a particular job
• Increases reliability and accuracy by
reducing subjectivity and inconsistency of
unstructured interviews
• Answers to questions are recorded and can
be compared across candidates
Structured Behavioral Interview
BEHAVIORAL INTERVIEW QUESTIONS ARE POINTED, PROBING, AND
MORE SPECIFIC THAN TRADITIONAL INTERVIEW QUESTIONS
EXPECTED TO COVER THESE FOUR POINTS:
SPECIFIC SITUATION
THE TASKS THAT NEEDED TO BE DONE
THE ACTION YOU TOOK
THE RESULTS … what happened?
•
•
•
•
•
Give an example of an occasion when you used logic to solve a problem.
Give an example of a goal you reached and tell me how you achieved it.
Describe a decision you made that was unpopular and how you implemented it.
Have you gone above and beyond the call of duty? If so, how?
What do you do when your schedule is interrupted? Give an example of how
you handle it.
• Have you had to convince a team to work on a project they weren’t thrilled
about? How did you do it?
• Have you handled a difficult situation with a co-worker? How?
• Tell me about how you worked effectively under pressure.
STRUCTURED INTERVIEWS
Weyerhaeuser Corp (80)
1. Based exclusively on Job Duties and Requirements
2. Focuses on four types of questions:
* Job knowledge
* Worker requirements
* Job samples and simulations
* Situational questions
3. Sample answers for each question determined in advance
Interviewee responses are rated on a 5-point scale
4. Committee approach: several raters evaluate the interviewee
5. Same procedures are consistently applied to each applicant
6. All interview data is documented in case of legal challenge
PLANNING THE INTERVIEW
BEFORE THE INTERVIEW…
• Compare the applicant’s application and/or résumé with the job
specifications (requirements). Prepare questions to clarify any
ambiguities or inconsistencies.
• Develop a set of questions specifically focused on the job
requirements and demands faced in this position… (eg. work
sample questions, etc)
• Determine how to ask for examples of past job-related behaviors
and accomplishments
• Prepare a step-by-step plan to present the position, company,
division, and department to each candidate.
• Review the interviewer distortions and errors which frequently
occur, and try to sensitize yourself to avoid them.
PLANNING THE INTERVIEW - CONTD
DURING THE INTERVIEW…
• Put the applicant at ease …be friendly
• Review the job description and job specifications with
the candidate
• Avoid stereotyping and interviewer errors
• Ask about relevant past work behaviors and activities
• Ask each candidate the same questions… Be very
consistent!
• Record the candidate’s answers to your questions
• At the end of the interview, make sure the candidate
knows what to expect next.
BACKGROUND & REFERENCE CHECKS
WHY DO BACKGROUND/REFERENCE CHECKS?
• To determine the candidate’s honesty, dependability, and
ability to work with others, etc.
• To check the accuracy of information provided on the
application form or resume.
• To minimize the possibility of negligent-hiring lawsuits.
– Don’t accidentally hire a criminal or abusive person (child
molester or potentially violent person). Michigan law
requires background checks for workers in schools, daycare
facilities, hospitals and nursing homes.
Employers are Googling
REFERENCE CHECKING
…and Candidates’ Privacy Rights
• The Fair Credit Reporting Act (1992) requires
employers to obtain a candidate’s consent before
using a third party to check the candidate’s credit
history or references.
• If the employer decides not to hire based on the
report, the employer must give the applicant a copy of
the report and summary of the applicant’s rights
before taking the action.
• Employers who do their own reference checking are
not subject to the FCRA, but should still require the
candidate to give permission on the application form.
The Probationary Period
• Hire immediately with no
promises or guarantees
• Permits evaluation of
employee’s ability based
upon performance
• May be a substitute for
certain phases of the
selection process
• Evaluation is job-related
Communicating the Offer of
Employment
• When a candidate is selected for employment, the
offer to the candidate should include:
–
–
–
–
–
–
–
A list of the job duties and responsibilities (…job description)
The appraisal criteria (…how performance appraisal w/b done)
The normal work schedule (…days and hours expected)
The starting pay (…the rate, range, and incremental steps)
Starting date (…and who to report to)
Other relevant details (…expected training appointments, etc)
The time by which an answer is expected (…yes or no?).
Criteria for Measuring the Effectiveness of
Selection Tools and Methods
This selection tool provides reliable information.
The selection tool provides valid information.
The selection method can be generalized... it can be
used in similar organizations and contexts.
The methods used offer high utility…they cost a lot
less to use than the expense of making a hiring mistake
The selection criteria used are legal.
Reliability
• Reliability: the extent to which a measurement
is free from random error.
• A reliable measurement generates consistent
results.
• Organizations use statistical tests to compare
results over time.
– Correlation coefficients
– A higher correlation coefficient signifies a
greater degree of reliability.
Validity
• Validity: the extent to
which the performance
on a measure (such as a
test score) is related to
what the measure is
designed to assess (such
as job performance).
DOES IT MEASURE WHAT IT’S
SUPPOSED TO MEASURE?
• The federal
government’s Uniform
Guidelines on Employee
Selection Procedures
accept three ways of
measuring validity:
1. Content (face validity)
2. Construct (theoretical)
3. Criterion (empirical)
- Predictive
- Concurrent
RELIABILITY & VALIDITY
RELIABILITY = internal consistency of measurement tool
VALIDITY = does it measure what it claims to measure?
CONTENT VALIDITY (“Face Validity”)
It measures the obvious skills, knowledge etc. needed on the job
The relevance of these measures is rarely questioned by experts
CONSTRUCT VALIDITY (Theoretical)
Measures traits and psychological characteristics which we believe
are important in a job, but their relevance to the job may not be clear.
CRITERION VALIDITY (Empirical)
Test scores are significantly correlated with actual job performance
PREDICTIVE VALIDITY = uses new employees, a sequential test
CONCURRENT VALIDITY = uses existing employees, one-shot test
Criterion-Related Validity
• Criterion-related validity: a measure of
validity based on showing a substantial
correlation between selection criteria scores
and job performance scores.
• Two kinds of research are possible for
demonstrating criterion-related validity:
1. Predictive Validation
2. Concurrent Validation
Criterion-Related Validity (continued)
Predictive Validation
• Uses the test scores of
new applicants only.
• Looks for a correlation
between their original
selection scores and
subsequent (future)
performance appraisal
scores.
BEST
Concurrent Validation
• Studies people who
currently hold a job in
the company.
• Looks for correlations
between their current
performance appraisal
scores and various
selection criteria.
Criterion-Related Measurements of a
Student’s Aptitude
Legal Standards for Selection
• All selection methods must conform to existing laws
and legal precedents.
Three acts have formed the basis for a majority of the discrimination lawsuits filed by
prospective job applicants:
– Civil Rights Act of 1964
– Age Discrimination in Employment Act of 1967
– Americans with Disabilities Act of 1991
• The information gathered during the selection process
should be treated as confidential (candidates’ privacy rights)
– This is a particular concern when job applicants provide information online.
– Employers should collect data only at secure Web sites.
CONDUCTING A CRITERION VALIDITY
STUDY
Q: Are the interview ratings (or test scores) valid predictors of job
performance?
RESEARCH DESIGN
1.
2.
3.
4.
5.
Interview all job applicants and record their interview scores
Offer all job applicants a position, regardless of their score
After an appropriate learning period, gather work performance
(appraisal) data
Evaluate the correlation between interview scores and appraisal
scores…is it statistically significant? If YES, the interview score
CAN BE USED to “cut off” or select applicants in the future. If
NO, DO NOT USE interview scores (or your test scores) for
hiring purposes.
Set the cutoff limit in a way that minimizes Type I & II errors.
VALIDATION ILLUSTRATION
INTERVIEW
RATINGS
4
8
6
3
7
4
9
6
5
5
APPRAISAL
SCORES
2
3
2
1
2
1
3
3
1
2
SHOULD WE USE INTERVIEW
RATINGS TO DECIDE WHO WE
SHOULD HIRE?
IS THERE A SIGNIFICANT
RELATIONSHIP BETWEEN THE
INTERVIEW RATING AND
SUBSEQUENT WORKER
PERFORMANCE?
CONDUCT A CRITERIONRELATED VALIDITY STUDY TO
FIND OUT.
Ho: r = 0
There is NO significant RELATIONSHIP between interview ratings and performance
appraisal scores. (Don't use interview ratings for selection purposes!)
Ha: r < 0, or r > 0
There IS a SIGNIFICANT RELATIONSHIP between interview scores and performance
appraisal scores. (Interview ratings MAY BE USED to make hiring decisions!)
GRAPH THE DATA
INTERVIEW
RATINGS
10
9
8
7
6
5
4
3
2
1
X
X
X
X
X
X
X
X
X
X
- - - - - - - - - - - - - - - - - - - -
1
2
3
BAD
GOOD
GOOD
APPRAISAL SCORES
HYPOTHESIS TEST FOR CORRELATION
TOTAL SAMPLE (N = 10)
SUM x = 57
SUM y = 20
SUM xy = 125
SUM x2 = 357
SUM y2 = 46
NUMBER = 10
MEAN x = 5.7
MEAN y = 2.0
r = .7926 (calculated)
CRIT r = .632
(table)
Since r = .7926 > CRIT r = .632
We REJECT Ho: and conclude that there IS A SIGNIFICANT CORRELATION
(RELATIONSHIP) between interview scores and performance appraisal scores.
Therefore, the INTERVIEW RATINGS MAY BE USED in the selection process.
Because we have significant correlation, we now need to determine which interview ratings
are acceptable and which ones are not. The CUTOFF LEVELS for the criterion
(interview ratings) MUST BE ESTABLISHED LOGICALLY.
CORRELATION COEFFICIENT TABLE
Graph the Data
10
9
8
7
6
Interview
Ratings 5
4
3
2
1
1
2
Appraisal Scores
3
Graph the Data
10
9
8
7
6
Interview
Ratings 5
4
3
2
1
1
BAD
2
GOOD
Appraisal Scores
3
GOOD
Graph the Data
10
Type I Error
OK
9
8
7
6
Interview
Ratings 5
4
Cut-off
3
Hire
2
Don’t hire
OK
Type II Error
1
1
BAD
2
GOOD
Appraisal Scores
3
GOOD
CUTOFF ANALYSIS TABLE
ASSUMES APPRAISAL SCORES OF “2 or 3” are GOOD WORKERS, and
APPRAISALS OF “1” ARE NOT GOOD
CUTOFF
% CORRECTLY
CLASSIFIED
TYPE I
ERROR
TYPE II
ERROR
% HIRES W/B
GOOD WKRS
% REJECTS W/B
GOOD WKRS
<3
7/10 .70
3/10 .30
0/10
7/10 .70 **
0/0
<4
<5
<6
<7
<8
<9
<10
----------------------------------------------------….THE NUMERATORS SUM TO N….
....DENOMINATORS SUM TO N…
** This is the percentage of acceptable workers that will be achieved if you don’t use
interview ratings (the criterion selected) in your hiring decisions.
Graph the Data
10
Type I Error
OK
9
8
7
6
Interview
Ratings 5
4
Hire
3
Don’t hire
2
OK
Type II Error
1
1
BAD
2
GOOD
Appraisal Scores
3
GOOD
CUTOFF ANALYSIS TABLE
ASSUMES APPRAISAL SCORES OF “2 or 3” are GOOD WORKERS, and
APPRAISALS OF “1” ARE NOT GOOD
CUTOFF
% CORRECTLY
CLASSIFIED
TYPE I
ERROR
TYPE II
ERROR
% HIRES W/B
GOOD WKRS
% REJECTS W/B
GOOD WKRS
<3
7/10 .70
3/10 .30
0/10
7/10 .70 **
0/0
<4
8/10 .80* 2/10 .20
0/10
7/9 .778
0/1
<5
<6
<7
<8
<9
<10
----------------------------------------------------….THE NUMERATORS SUM TO N….
....DENOMINATORS SUM TO N…
* The percentage of correctly classified went up…so keep searching!
** This is the percentage of acceptable workers that will be achieved if you don’t use
interview ratings (the criterion selected) in your hiring decisions.
Graph the Data
10
Type I Error
OK
9
8
7
6
Interview
Ratings 5
Hire
Don’t hire
4
3
2
1
OK
1
BAD
Type II Error
2
GOOD
Appraisal Scores
3
GOOD
CUTOFF ANALYSIS TABLE
ASSUMES APPRAISAL SCORES OF “2 or 3” are GOOD WORKERS, and
APPRAISALS OF “1” ARE NOT GOOD
% CORRECTLY
CUTOFF
CLASSIFIED
TYPE I
ERROR
TYPE II
ERROR
% HIRES W/B
GOOD WKRS
% REJECTS W/B
GOOD WKRS
<3
7/10 .70
3/10 .30
0/10
7/10 .70 **
0/0
<4
8/10 .80* 2/10 .20
0/10
7/9 .778
0/1
<5
8/10 .80* 1/10 .10
1/10 .10
6/7 .857
1/3 .333
<6
<7
<8
<9
<10
----------------------------------------------------….THE NUMERATORS SUM TO N….
....DENOMINATORS SUM TO N…
* The percentage of correctly classified went up or held steady…so keep searching!
** This is the percentage of acceptable workers that will be achieved if you don’t use
interview ratings (the criterion selected) in your hiring decisions.
Graph the Data
10
Type I Error
OK
9
8
7
Hire
6
Interview
Ratings 5
Don’t hire
4
3
2
OK
1
1
BAD
Type II
Error
2
GOOD
Appraisal Scores
3
GOOD
CUTOFF ANALYSIS TABLE
ASSUMES APPRAISAL SCORES OF “2 or 3” are GOOD WORKERS, and
APPRAISALS OF “1” ARE NOT GOOD
% CORRECTLY
CUTOFF
CLASSIFIED
TYPE I
ERROR
TYPE II
ERROR
% HIRES W/B
GOOD WKRS
% REJECTS W/B
GOOD WKRS
<3
7/10 .70
3/10 .30
0/10
7/10 .70 **
0/0
<4
8/10 .80* 2/10 .20
0/10
7/9 .778
0/1
<5
8/10 .80* 1/10 .10
1/10 .10
6/7 .857
1/3 .333
<6
8/10 .80* 0/10
2/10 .20
5/5 1.00
2/5 .40
<7
<8
<9
<10
----------------------------------------------------….THE NUMERATORS SUM TO N….
....DENOMINATORS SUM TO N…
* The percentage of correctly classified went up or held steady…so keep searching!
** This is the percentage of acceptable workers that will be achieved if you don’t use
interview ratings (the criterion selected) in your hiring decisions.
Graph the Data
10
Type I Error
OK
9
8
7
Hire
6
Don’t hire
Interview
Ratings 5
4
3
2
OK
Type II Error
1
1
BAD
2
GOOD
Appraisal Scores
3
GOOD
CUTOFF ANALYSIS TABLE
ASSUMES APPRAISAL SCORES OF “2 or 3” are GOOD WORKERS, and
APPRAISALS OF “1” ARE NOT GOOD
% CORRECTLY
CUTOFF
CLASSIFIED
TYPE I
ERROR
TYPE II
ERROR
% HIRES W/B
GOOD WKRS
% REJECTS W/B
GOOD WKRS
<3
7/10 .70
3/10 .30
0/10
7/10 .70
0/0
<4
8/10 .80* 2/10 .20
0/10
7/9 .778
0/1
<5
8/10 .80* 1/10 .10
1/10 .10
6/7 .857
1/3 .333
<6
8/10 .80* 0/10
2/10 .20
5/5 1.00
2/5 .40
<7
6/10 .60
0/10
4/10 .40
3/3 1.00
4/7 .571
<8
<9
<10
----------------------------------------------------….THE NUMERATORS SUM TO N….
....DENOMINATORS SUM TO N…
*
The proper cutoff is somewhere between 4 and 6 (where the percentage of correctly
classified is maximized)
Carefully assess the TYPE I and TYPE II errors before selecting a specific cutoff point.
Graph the Data
10
Type I Error
OK
9
Hire
8
Don’t hire
7
6
Interview
Ratings 5
4
3
2
OK
Type II Error
1
1
BAD
2
GOOD
Appraisal Scores
3
GOOD
CUTOFF ANALYSIS TABLE
ASSUMES APPRAISAL SCORES OF “2 or 3” are GOOD WORKERS, and
APPRAISALS OF “1” ARE NOT GOOD
% CORRECTLY
CUTOFF
CLASSIFIED
TYPE I
ERROR
TYPE II
ERROR
% HIRES W/B
GOOD WKRS
% REJECTS W/B
GOOD WKRS
<3
7/10 .70
3/10 .30
0/10
7/10 .70
0/0
<4
8/10 .80* 2/10 .20
0/10
7/9 .778
0/1
<5
8/10 .80* 1/10 .10
1/10 .10
6/7 .857
1/3 .333
<6
8/10 .80* 0/10
2/10 .20
5/5 1.00
2/5 .40
<7
6/10 .60
0/10
4/10 .40
3/3 1.00
4/7 .571
<8
5/10 .50
0/10
5/10 .50
2/2 1.00
5/8 .625
<9
<10
----------------------------------------------------….THE NUMERATORS SUM TO N….
....DENOMINATORS SUM TO N…
*
The proper cutoff is somewhere between 4 and 6 (where the percentage of correctly
classified is maximized)
Carefully assess the TYPE I and TYPE II errors before selecting a specific cutoff point.
Graph the Data
10
Type I Error
OK
9
Hire
8
Don’t hire
7
6
Interview
Ratings 5
4
3
2
OK
Type II Error
1
1
BAD
2
GOOD
Appraisal Scores
3
GOOD
CUTOFF ANALYSIS TABLE
ASSUMES APPRAISAL SCORES OF “2 or 3” are GOOD WORKERS, and
APPRAISALS OF “1” ARE NOT GOOD
% CORRECTLY
CUTOFF
CLASSIFIED
TYPE I
ERROR
TYPE II
ERROR
% HIRES W/B
GOOD WKRS
% REJECTS W/B
GOOD WKRS
<3
7/10 .70
3/10 .30
0/10
7/10 .70
0/0
<4
8/10 .80* 2/10 .20
0/10
7/9 .778
0/1
<5
8/10 .80* 1/10 .10
1/10 .10
6/7 .857
1/3 .333
<6
8/10 .80* 0/10
2/10 .20
5/5 1.00
2/5 .40
<7
6/10 .60
0/10
4/10 .40
3/3 1.00
4/7 .571
<8
5/10 .50
0/10
5/10 .50
2/2 1.00
5/8 .625
<9
4/10 .40
0/10
6/10 .60
1/1 1.00
6/9 .667
<10
----------------------------------------------------….THE NUMERATORS SUM TO N….
....DENOMINATORS SUM TO N…
*
The proper cutoff is somewhere between 4 and 6 (where the percentage of correctly
classified is maximized)
Carefully assess the TYPE I and TYPE II errors before selecting a specific cutoff point.
Graph the Data
10
Type I Error
Hire
OK
9
Don’t hire
8
7
6
Interview
Ratings 5
4
3
2
OK
Type II Error
1
1
BAD
2
GOOD
Appraisal Scores
3
GOOD
CUTOFF ANALYSIS TABLE
ASSUMES APPRAISAL SCORES OF “2 or 3” are GOOD WORKERS, and
APPRAISALS OF “1” ARE NOT GOOD
% CORRECTLY
CUTOFF
CLASSIFIED
TYPE I
ERROR
TYPE II
ERROR
% HIRES W/B
GOOD WKRS
% REJECTS W/B
GOOD WKRS
<3
7/10 .70
3/10 .30
0/10
7/10 .70
0/0
<4
8/10 .80* 2/10 .20
0/10
7/9 .778
0/1
<5
8/10 .80* 1/10 .10
1/10 .10
6/7 .857
1/3 .333
<6
8/10 .80* 0/10
2/10 .20
5/5 1.00
2/5 .40
<7
6/10 .60
0/10
4/10 .40
3/3 1.00
4/7 .571
<8
5/10 .50
0/10
5/10 .50
2/2 1.00
5/8 .625
<9
4/10 .40
0/10
6/10 .60
1/1 1.00
6/9 .667
<10
3/10 .30
0/10
7/10 .70
0/0
7/10 .70
----------------------------------------------------….THE NUMERATORS SUM TO N….
....DENOMINATORS SUM TO N…
*
The proper cutoff is somewhere between 4 and 6 (where the percentage of correctly
classified is maximized)
Carefully assess the TYPE I and TYPE II errors before selecting a specific cutoff point.