PowerPoint Presentation by Charlie Cook
Copyright © 2004 South-Western. All rights reserved.
Objectives
After studying this chapter, you should be able to:
1. Explain the objectives of the personnel selection
process.
2. Identify the various sources of information used for
personnel selection.
3. Compare the value of different types of
employment tests.
4. Illustrate the different approaches to conducting an
employment interview.
5. Describe the various decision strategies for
selection.
Copyright © 2004 South-Western. All rights reserved.
5–2
Matching People and Jobs
• Selection
 The process of choosing individuals who have
relevant qualifications to fill existing or projected
job openings.
• Selection Considerations
 Person-job fit: job analysis identifies required
individual competencies (KSAOs) for job success.
 Person-organization fit: the degree to which
individuals are matched to the culture and values
of the organization.
Copyright © 2004 South-Western. All rights reserved.
5–3
Sources of Information about Job
Candidates
• Application Forms
• Online Applications
• Biographical Information
Blanks (BIB)
• Background
Investigations
• Polygraph Tests
Presentation Slide 5–6
Copyright © 2004 South-Western. All rights reserved.
• Integrity and Honesty
Tests
• Graphology
• Medical Examinations
• Employment Tests
• Interviews
5–4
Biographical Information Blanks
• Sample Questions:
 At what age did you leave home?
 How large was the town/city in which you lived as a
child?
 Did you ever build a model airplane that flew?
 Were sports a big part of your childhood?
 Do you play any musical instruments?
Copyright © 2004 South-Western. All rights reserved.
5–5
The Effectiveness of Selection Methods
In a survey of 201 HR executives, participants were asked which
selection methods produce the best employees. The mean rating for
nine methods on a 5-point scale (1 = not good, 3 = average,
5 = extremely good):
Work samples
3.68
References/recommendations
3.49
Unstructured interviews
3.49
Structured interviews
3.42
Assessment centers
3.42
Specific aptitude tests
3.08
Personality tests
2.93
General cognitive ability tests
2.89
Biographical information blanks
2.84
Source: David E. Terpstra, “The Search for Effective Methods.” Reprinted from HRFocus, May 1996. © 1996
American Management Association International. Reprinted by permission of American Management
Association International, New York, NY. All rights reserved. http://www.amanet.org/.
Copyright © 2004 South-Western. All rights reserved.
Figure 5.4
5–6
Steps in the
Selection
Process
Hiring decision
Medical exam/drug test
Supervisor/team interview
Preliminary selection in
HR department
Background investigation
Employment testing
(aptitude, achievement)
Initial interview in
HR department
Completion of application
Copyright © 2004 South-Western. All rights reserved.
Note: Steps may vary. An
applicant may be rejected
after any step in the process.
Figure 5.2
5–7
The Selection Process
• Obtaining Reliable and Valid Information
 Reliability

The degree to which interviews, tests, and other
selection procedures yield comparable data over time
and alternative measures.
 Validity

Degree to which a test or selection procedure measures
a person’s attributes.
Copyright © 2004 South-Western. All rights reserved.
5–8
Reliability as Stability over Time
HIGH RELIABILITY
APPLICANT
Smith
Perez
Riley
Chan
TEST
SCORE
90
65
110
80
RETEST
SCORE
93
62
105
78
VERY LOW RELIABILITY
APPLICANT
Smith
Perez
Riley
Chan
TEST
SCORE
90
65
110
80
RETEST
SCORE
72
88
67
111
Copyright © 2004 South-Western. All rights reserved.
Presentation Slide 5–2
5–9
Reliability as Consistency
(Interrater Reliability)
HIGH RELIABILITY
APPLICANT
Smith
Perez
Riley
Chan
Rater #1
9
5
4
8
Rater #2
8
6
5
8
Rater #3
8
5
5
8
VERY LOW RELIABILITY
APPLICANT
Smith
Perez
Riley
Chan
Rater #1
9
5
4
8
Copyright © 2004 South-Western. All rights reserved.
Rater #2
5
9
2
4
Rater #3
6
4
7
2
Presentation Slide 5–3
5–10
Valid
and
Invalid
Tests
Copyright © 2004 South-Western. All rights reserved.
Presentation Slide 5–4
5–11
Validation Approaches
• Criterion-related Validity
 The extent to which a selection tool predicts, or
significantly correlates with, important elements
of work behavior.

A high score indicates high job performance potential;
low score is predictive of low job performance.
• Concurrent Validity
 The extent to which test scores (or other predictor
information) match criterion data obtained at
about the same time from current employees.

High or low test scores for employees match their
respective job performance.
Copyright © 2004 South-Western. All rights reserved.
5–12
Validation Approaches cont’d
• Predictive Validity
 The extent to which applicants’ test scores match
criterion data obtained from those applicants/
employees after they have been on the job for
some indefinite period.

A high or low test score at hiring predicts high or low job
performance at a point in time after hiring.
• Correlation Coefficient
 A number ranging from 0.00, denoting a complete
absence of relationship, to 1.00 and to -1.00,
indicating a perfect positive and perfect negative
relationship, respectively.
Copyright © 2004 South-Western. All rights reserved.
5–13
Correlation Scatterplots
Copyright © 2004 South-Western. All rights reserved.
Figure 5.3
5–14
Validation Approaches (cont’d)
• Content validity
 The extent to which a selection instrument, such
as a test, adequately samples the knowledge and
skills needed to perform a particular job.

Example: typing tests, driver’s license examinations
• Construct validity
 The extent to which a selection tool measures a
theoretical construct or trait.
 Are difficult to validate

Example: creative arts tests, honesty tests
Copyright © 2004 South-Western. All rights reserved.
5–15
Validation Approaches
• Cross-validation
 Verifying the results obtained from a validation
study by administering a test or test battery to a
different sample (drawn from the same
population).
• Validity generalization
 The extent to which validity coefficients can be
generalized across situations.
Copyright © 2004 South-Western. All rights reserved.
5–16
Steps in Validating a Test (Criterion-Related Validity)
Examination of the job
Job analysis/specifications
Selection of criteria
Collect criterion data
(concurrent method)
OR
Alternative/
optional
Selection of tests
for tryout
Collect criterion data
(predictive method)
Administer tests
Relate test scores to criterion data,
then cross validate
Plan research for test
(continuing cross validation)
Interpret results for operational
use of tests
Include test(s) in selection
process (operational)
Analyze follow-up data
Copyright © 2004 South-Western. All rights reserved.
Revise operational program
Presentation Slide 5–5
5–17
Application Forms
• Application date
• Educational background
• Experience
• Arrests and convictions
• Country of citizenship
• References
• Disabilities
Copyright © 2004 South-Western. All rights reserved.
5–18
That’s My Story and I’m Sticking to It
Source: Examples are from several companies, including Robert Half
International. “Beware of Resumania,” Personnel Journal, April 1996, 28.
Figure 5.5
Reprinted with permission.
Copyright © 2004 South-Western. All rights reserved.
5–19
How HR Uses Background Investigations
Percentage of respondents conducting the following checks:
Contact references provided by candidate
75%
Verify schools attended and degrees earned
62%
Contact people suggested by references
42%
Check driving records
41%
Verify reference letters provided by candidate
30%
Run credit checks
25%
Source: Society for Human Resource Management (SHRM).
Copyright © 2004 South-Western. All rights reserved.
Figure 5.6
5–20
Background Investigations
• Checking References
 Letters of reference
 Mail and telephone checks

Specific job-related information
 Family Educational Rights Privacy Act of 1974
(FERPA)
Requires signed requests for reference letters and
signed consent to background checks.
 Applies to both educational and private employers.

 Failure to Check References

Negligent hiring liabilities
Copyright © 2004 South-Western. All rights reserved.
5–21
• References
 Always obtain a waiver
 Check at least three references
 Ask for different types of references
 Ask about past job performance
 Stay within the most recent 5-7 years
 Avoid personal references
 Verify licenses and degrees
 Check by telephone
Copyright © 2004 South-Western. All rights reserved.
5–22
Reference Questions
• Ask open-ended questions about job
performance
• Use qualified people
• Avoid discriminatory questions like age, race,
sex, religion, marital status, national origin, etc.
• It is the applicant’s responsibility to provide
names
Copyright © 2004 South-Western. All rights reserved.
5–23
Background Investigations (cont’d)
• Organizations using credit reports must:
 Advise and receive written consent from applicants if
a report will be requested.
 Provide a written certification to the consumer
reporting agency as to the purpose of the report.
 Provide applicants a copy of the consumer report as
well as a summary of their rights under the CCRRA.
 Must provide an adverse-action notice a person if that
person is not hired and contact information related to
the reporting agency.
Copyright © 2004 South-Western. All rights reserved.
5–24
Background Investigations (cont’d)
• Graphology
 The use of a sample of an applicant’s handwriting to
make an employment decision.
• Medical Examinations
 Given last as they can be costly.
 Ensure that the health of an applicant is adequate to
meet the job requirements.
 Provides a baseline for subsequent examinations
 ADA requires all exams be job-related and conducted
after an employment offer is made.
Copyright © 2004 South-Western. All rights reserved.
5–25
Drug Testing
• Drug-Free Workplace Act of 1988
 Testing for illegal drugs is required for applicants and
employees of federal contractors.
• Effects of Testing
 Applicants testing positive are generally not hired.
 Current employees testing positive are referred to
employee assistance programs for rehabilitation.
Copyright © 2004 South-Western. All rights reserved.
5–26
Drug Testing
• Provider of service should have a process in place
• Should provide chain of custody arrangements
• Should have a listing of substances that you are
screening
• Should have an ability to retest for a positive result with
a more discriminating test
• $30 - 48 per test for urine testing
• $50-70 for hair follicle testing
Copyright © 2004 South-Western. All rights reserved.
5–27
Background Check Overview
• Get a waiver
• Verify past employment
• Complete a drug screen
• Conduct a reference check
• Check for criminal conviction
Copyright © 2004 South-Western. All rights reserved.
5–28
Wisconsin Background Checking Sites
• Criminal history. The Wisconsin Department of
Justice (DOJ), Crime Investigation Bureau, will
provide criminal background information upon
receipt of a completed request form and fee.
The form can be obtained at
http://www.doj.state.wi.us/dles/cib/
Copyright © 2004 South-Western. All rights reserved.
5–29
• Wisconsin Consolidated Court Automation Program
(CCAP) provides criminal and civil record information by
providing access to circuit court records.
http://wcca.wicourts.gov/index.xsl
• Driving history. Obtain a copy of an applicant’s driving
history. Request form:
http://www.dot.wisconsin.gov/drivers/records.htm.
• Professional license and credential history and status.
Verify the status of an applicant’s Wisconsin license
through the Wisconsin Department of Regulation and
Licensing at
http://drlchq.state.wi.us/plsql/chq/cred_holder_query.
Copyright © 2004 South-Western. All rights reserved.
5–30
Employment Tests
• Employment Test
 An objective and standardized measure of a sample
of behavior that is used to gauge a person’s
knowledge, skills, abilities, and other characteristics
(KSAOs) in relation to other individuals.
Copyright © 2004 South-Western. All rights reserved.
5–31
Percentage of Job Skills Testing in Selected
Industries
INDUSTRY
TEST ALL JOB
ONLY SELECT
APPLICANTS JOB CATEGORIES
Manufacturing
7%
49%
Financial Services
4%
68%
Wholesale and Retail
0%
53%
Business and Professional Services
2%
57%
Other Services
6%
63%
Source: American Management Association: “Job Skills Testing Questionnaire,” 1998.
Copyright © 2004 South-Western. All rights reserved.
Figure 5.8
5–32
Classification of Employment Tests
• Cognitive Ability Tests
 Aptitude tests

Measures of a person’s capacity to learn or acquire
skills.
 Achievement tests

Measures of what a person knows or can do right now.
Copyright © 2004 South-Western. All rights reserved.
5–33
Is That Your Final Answer?
Verbal
1. What is the meaning of the word “surreptitious”?
a. covert
c. lively
b. winding
d. sweet
2. How is the noun clause used in the following sentence?
“I hope that I can learn this game.”
a. subject
c. direct object
b. predicate nominative
d. object of the preposition
Quantitative
3. Divide 50 by 0.5 and add 5. What is the result?
a. 25
c. 95
b. 30
d. 105
4. What is the value of 1442?
a. 12
c. 288
b. 72
d. 20736
Answers: 1a, 2c, 3d, 4d
Copyright © 2004 South-Western. All rights reserved.
Figure 5.9
5–34
Is That Your Final Answer? (cont’d)
Reasoning
5. ______ is to boat as snow is to ______.
a. Sail, ski
c. Water, ski
b. Water, winter
d. Engine, water
6. Two women played 5 games of chess. Each woman
won the same number of games, yet there were no
ties. How can this be?
a. There was a forfeit.
c. They played different people.
b. One player cheated. d. One game is still in progress.
Mechanical 7. If gear A and gear C are both turning counterclockwise,
what is happening to gear B?
a. It is turning counterclockwise.
b. It is turning clockwise.
c. It remains stationary.
d. The whole system will jam.
Answers: 5c, 6c, 7b
Copyright © 2004 South-Western. All rights reserved.
Figure 5.9
5–35
Classification of Employment Tests
• Personality and Interest Inventories
 “Big Five” personality factors:

Extroversion, agreeableness, conscientiousness,
neuroticism, openness to experience.
Copyright © 2004 South-Western. All rights reserved.
5–36
CPI Personality Facets and Sample Items
• Agreeableness
 Trust—I believe people are usually honest with me.
• Conscientiousness
 Attention to detail—I like to complete every detail of tasks
according to the work plans.
• Extroversion
 Adaptability—For me, change is exciting.
• Neuroticism
 Self-confidence—I am confident about my skills and
abilities.
• Openness to Experience
 Independence—I tend to work on projects alone, even if
others volunteer to help me.
Source: Mark J. Schmit, Jenifer A. Kihm, and Chet Robie, “Development of a Global
Measure of Personality,” Personnel Psychology 53, no. 1 (Spring 2000): 153–93.
Copyright © 2004 South-Western. All rights reserved.
Figure 5.10
5–37
Classification of Employment Tests (cont’d)
• Physical Ability Tests
 Must be related to the essential functions of the
the job.
• Job Knowledge Tests
 An achievement test that measures a person’s
level of understanding about a particular job.
• Work Sample Tests
 Require the applicant to perform tasks that are
actually a part of the work required on the job.
Copyright © 2004 South-Western. All rights reserved.
5–38
Employee Polygraph
Protection Act (1988)
• Use of “lie detectors” is
largely prohibited.
• Act requires qualified
examiners.
• Act requires disclosure
of information where
used.
• Encouraged employers’
use of paper and pencil
integrity and honesty
tests.
HRM 1
Copyright © 2004 South-Western. All rights reserved.
5–39
Integrity Test Question Examples
Note: The number of items in each category was 2, 8, 13, and 9 respectively.
Source: Stephen Dwight and George Alliger, “Reactions to Overt Integrity Test Items,” Educational and Psychological Measurement 57, no.
6 (December 1977): 937–48, copyright © 1997 by Sage Publications, Inc. Reprinted with the permission of Sage Publications, Inc.
Copyright © 2004 South-Western. All rights reserved.
Figure 5.7
5–40
Interviewing Methods
• Nondirective Interview
 The applicant determines the course of the
discussion, while the interviewer refrains from
influencing the applicant’s remarks.
• Structured Interview
 An interview in which a set of standardized
questions having an established set of answers is
used.
Copyright © 2004 South-Western. All rights reserved.
5–41
Interviewing Methods (cont’d)
• Situational Interview
 An interview in which an applicant is given a
hypothetical incident and asked how he or she
would respond to it.
• Behavioral Description Interview (BDI)
 An interview in which an applicant is asked
questions about what he or she actually did in a
given situation.
• Panel Interview
 An interview in which a board of interviewers
questions and observes a single candidate.
Copyright © 2004 South-Western. All rights reserved.
5–42
Interviewing Methods (cont’d)
• Computer Interview
 Using a computer program that requires
candidates to answer a series of questions
tailored to the job. Answers are compared either
with an ideal profile or with profiles developed on
the basis of other candidates’ responses.
• Video interviews
 Using video conference technologies to evaluate
job candidates’ technical abilities, energy level,
appearance, and the like before incurring the
costs of a face-to-face meeting.
Copyright © 2004 South-Western. All rights reserved.
5–43
Sample Situational Interview Question
QUESTION:
It is the night before your scheduled vacation. You are all packed and
ready to go. Just before you get into bed, you receive a phone call from
the plant. A problem has arisen that only you can handle. You are asked
to come in to take care of things. What would you do in this situation?
RECORD ANSWER:
SCORING GUIDE:
Good: “I would go in to work and make certain that everything is O.K.
Then I would go on vacation.”
Good: “There are no problems that only I can handle. I would make
certain that someone qualified was there to handle things.”
Fair: “I would try to find someone else to deal with the problem.”
Fair: “I would go on vacation.”
Copyright © 2004 South-Western. All rights reserved.
HRM 2
5–44
Steps in the
Selection
Process
Hiring decision
Medical exam/drug test
Supervisor/team interview
Preliminary selection in
HR department
Background investigation
Employment testing
(aptitude, achievement)
Initial interview in
HR department
Completion of application
Copyright © 2004 South-Western. All rights reserved.
Note: Steps may vary. An
applicant may be rejected
after any step in the process.
Figure 5.2
5–45
Reaching a Selection Decision
• Selection Considerations:
 Are individuals to be hired according to their highest
potential or according to the needs of the organization?
 At what grade or wage level to start the individual?
 Should selection be for employee- job match, or should
advancement potential be considered?
 Should those not qualified but qualifiable be considered?
 Should overqualified individuals be considered?
 What effect will a decision have on meeting affirmative
action plans and diversity considerations?
Copyright © 2004 South-Western. All rights reserved.
5–46
“Can-Do”and “Will-Do”Factors
in Selection Decisions
“Can Do”
______________________________
• Knowledge
• Skills
• Abilities
Job Performance
“Will Do”
______________________________
• Personality
• Values
• Motivation
Copyright © 2004 South-Western. All rights reserved.
Figure 5.12
5–47
Selection Decision Models
• Compensatory Model
 Permits a high score in one area to make up for
a low score in another area.
• Multiple Cutoff Model
 Requires an applicant to achieve a minimum
level of proficiency on all selection dimensions.
• Multiple Hurdle Model
 Only applicants with sufficiently high scores at
each selection stage go on to subsequent
stages in the selection process.
Copyright © 2004 South-Western. All rights reserved.
5–48
Selection Process (cont’d)
• Selection Ratio
 The number of applicants compared with the
number of people to be hired.
• Cutoff Score
 The point in a distribution of scores above which
a person is considered and below which a person
is rejected.
Copyright © 2004 South-Western. All rights reserved.
5–49
Selection Process (cont’d)
• Final Decision
 Selection of applicant by departmental or
immediate supervisor to fill vacancy.
 Notification of selection and job offer by the
human resources department.
Copyright © 2004 South-Western. All rights reserved.
5–50
Variables in the Employment Interview
Context
Applicant
• KSAOs
• Education
• Experience
• Interests
• Perceptions
• Nonverbal cues
• Age, sex, race, etc.
• Purpose of the
interview
• Law and regulations
• Economic issues
• Physical settings
• Interview structure
INTERVIEW
__________________
Process
_____________________
Interviewer(s)
• Experience/training
• Age, sex, race, etc.
• Perceptions
• Nonverbal cues
• Goals
Copyright © 2004 South-Western. All rights reserved.
Outcome
(Hiring Decision)
Presentation Slide 5–7
Figure 5.11
5–51
Ground Rules for Employment Interviews
•
•
•
•
•
•
•
•
•
•
Establish an interview plan
Establish and maintain rapport
Be an active listener
Pay attention to nonverbal cues
Provide information freely
Use questions effectively
Separate facts from inferences
Recognize biases and stereotypes
Control the course of the interview
Standardize the questions asked
Copyright © 2004 South-Western. All rights reserved.
5–52
Test Score Scatterplot with Hypothetical Cutoffs
Copyright © 2004 South-Western. All rights reserved.
Figure 5.13
5–53