© 2010 South-Western, a part of Cengage Learning
All rights reserved.
PowerPoint Presentation by Charlie Cook
The University of West Alabama
6

X
Chapter Objectives
After studying this chapter, you should be able to
Explain the objectives of the personnel selection process.
Identify the various sources of information used for personnel selection.
Compare the value of different types of employment tests.
Illustrate the different approaches to conducting an employment interview.
Describe the various decision strategies for selection.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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–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.
 HRs job is to reduce resumes and applicants to a manageable few
 How long does it take HR to look at a resume?
 The Hiring Manager (Line Management) makes final selection!
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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FIGURE
6.1
The Goal of Selection: Maximize “Hits”
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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FIGURE
6.2
Steps in the Selection Process
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
Note: Steps may vary. An applicant may be rejected after any step in the process.
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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.
• USG sued New York City over tests used to hire and promote school custodians as racially biased and not job-related. Though the city's working-age population is 22% Black and 19% Hispanic, Whites fill 92% of custodian positions.
• NYC officials admit that of the 104 persons selected based on a recent exam, only two were Black and five Hispanic.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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Reliability as Stability over Time
HIGH RELIABILITY
APPLICANT
Smith
Perez
Riley
Chan
VERY LOW RELIABILITY
APPLICANT
Smith
Perez
Riley
Chan
TEST
SCORE
90
65
110
80
TEST
SCORE
90
65
110
80
RETEST
SCORE
93
62
105
78
RETEST
SCORE
72
88
67
111
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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Reliability as Consistency
(Interrater Reliability)
APPLICANT
Smith
Perez
Riley
Chan
APPLICANT
Smith
Perez
Riley
Chan
HIGH RELIABILITY
Rater #1
9
5
4
8
Rater #2
8
6
5
8
VERY LOW RELIABILITY
Rater #1
9
5
4
8
Rater #2
5
9
2
4
Rater #3
8
5
5
8
Rater #3
6
4
7
2
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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Valid and Invalid Tests
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Approaches to Validation
• 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; a 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.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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Approaches to Validation (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.
• Validity (or 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.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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FIGURE
6.3
Correlation Scatterplots
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Approaches to Validation
• 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.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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Approaches to Validation (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
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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New York City Busted by Federal Judge
(Jan 22, 2010)
• Ordered NYC to remedy years of discriminatory hiring in the Fire
Department for discriminatory entrance exams used from 1999 to 2002 giving hundreds of black and Latino applicants :
 Jobs
 Years of retroactive pay
 Offering thousands of others some damages
•
Roughly 7,400 minority applicants who took the tests in question should be able to apply for compensation
 293 applicants would be given priority hiring status and retroactive seniority
• Estimates the city could have to pay “tens of millions of dollars, just for back compensation”
 Total could be much higher!!!
• The ruling also called for the city to show that its current test is not discriminatory
© 2009 Prentice Hall Inc. All rights reserved.
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Sources of Information about Job Candidates
•
Application Forms
•
Online Applications
•
Biographical
Information Blanks
(BIB)
•
Background
Investigations
•
Polygraph (lie detector) Tests
•
•
•
•
•
•
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Application Forms
•
Application date
•
Educational background
•
Experience
•
Arrests and criminal convictions
•
National origin
•
References
•
Disabilities
•
EEO and at-will statements
Weighted application blank
(WAB)
The WAB involves the use of a common standardized employment application that is designed to distinguish between successful and unsuccessful employees.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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Online Applications
•
An Internet-based automated posting, application, and tracking process helps firms to more quickly fill positions by:
 Attracting a broader and more diverse applicant pool
 Not necessarily reflective of the labor pool
 Collecting and mining resumes with keyword searches to identify qualified candidates
 Conducting screening tests online
 Reducing recruiting costs significantly
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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Application Thoughts
•
Complete on site
 On-line or mailed in applications could have been completed by someone else
 Too much time to “think” about answers (see next slide)
•
Only accept applications from people you are serious about hiring
 Statistics are based on ratio of applications to hiring based on race, gender, age, etc.
 Could get a lot of applications from completely unqualified people
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Biographical Information Blanks
•
 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?
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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Background Checks
• Negligent hiring
 The failure of an organization to discover, via due diligence, that an employee it hired had the propensity to do harm to others
•
Sources of Information
 Social Security verification
 Past employment
 Educational verification
 Criminal records
 Motor vehicle records
 Credit check
 Military records
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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FIGURE
6.4
Most Common Types of Background Checks
Done by HR
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Background Checks (cont’d)
•
 Telephone, mail, and e-mail checks
 Specific job-related information
 Letters of reference
 Online computerized databases
 Privacy Act of 1974
 Requires signed requests for reference letters and signed consent to background checks.
 Applies to both educational and private employers.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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1
Sample Reference-Checking Questions
Just the Facts
What were the candidate’s dates of employment?
What was the candidate’s title?
What were the candidate’s general responsibilities?
Most former companies won’t answer anything except the basics.
What is your relationship to the candidate (peer, subordinate, superior)?
How long have you known the candidate?
On the Job
How would you describe the overall quality of the candidate’s work? Can you give me some examples?
(For superiors) What areas of performance did you have to work on?
What would you say are the candidate’s strengths?
What would you say are the candidate’s weaknesses?
How would you compare the candidate’s work to the work of others who performed the same job?
What kind of environment did the candidate work in?
How much of a contribution do you think the candidate made to your company or department?
How would you describe the candidate’s ability to communicate?
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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1
Sample ReferenceChecking Questions (cont’d)
On the Job (cont’d)
How does the candidate handle pressure/deadlines?
How well does the candidate get along with coworkers?
How well does the candidate get along with managers?
How well does the candidate supervise others? Can you give me your impressions of his or her management style? Describe the candidate’s success in motivating subordinates.
How does the candidate handle conflict situations?
Based on the candidate’s performance with your company, do you think he or she would be good in the type of position we’re considering him or her for?
What motivates the candidate? How ambitious is he or she?
The Bottom Line
Why did the candidate leave your company?
Would you rehire this person?
Would you recommend this candidate for this type of position?
What type of work is the candidate ideally suited for?
Were there any serious problems with the candidate that we need to be aware of before making a hiring decision?
Do you have any additional information to share with us about this candidate
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Background Investigations (cont’d)
• Organizations using credit reports must:
1.
Check state laws to see if credit reports can legally be used.
2.
Advise and receive written consent from applicants if a report will be requested.
3.
Provide a written certification to the consumer reporting agency as to the purpose of the report.
4.
Provide applicants a copy of the consumer report as well as a summary of their rights under the CCRRA.
5.
Must provide an adverse-action notice a person if that person is not hired and contact information related to the reporting agency.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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FIGURE
6.5
Integrity Test Question Examples
TO TEST
TENDENCY TO
Protect
Be lenient
Admit thought
Admit behavior
Consider common
Excuse
Lie
DESCRIPTION
Contains items that require individuals to indicate whether they would protect friends or co-workers who had engaged in counterproductive behaviors.
Example: I would turn in a fellow worker I saw stealing money.
Contains items in which test takers indicate whether they would be lenient with respect to the wrongdoings of others.
Example: An employee should be fired if the employer finds out the employee lied on the application bank.
Includes items that require test takers to indicate the degree to which they would engage in counterproductive thoughts or behaviors.
Example:
I’ve thought about taking money from an employer without actually doing it.
Contains items in which individuals admit to directly participating in actual counterproductive behaviors.
Example: Over the last three years, what’s the total amount of money you’ve taken without permission from your employer?
Includes items that require the individual to indicate whether there are excuses or justifications for stealing or performing other questionable behaviors.
Example: Most people I’ve worked with have stolen something at one time or another.
Contains items in which individuals indicate whether there are excluses or justifications for stealing or performing other questionable behaviors.
Example: Someone who steals because his family is in need should not be treated the same as a common thief.
Contains items that measure the extent to which the test taker is responding in a socially desirable manner.
Example: Never in my whole life have I wished for anything I was not entitled to.
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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.
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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.
 Testing for illegal drugs is allowed.
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Drug Testing
•
 Testing for illegal drugs is required applicants and employees of federal contractors.
•
 Why spend large sums on testing when…

Testing for drugs doesn’t appear to make the workplace safer or improve employee performance?
 Few applicants actually test positive and alcohol abuse creates more problems in the workplace?
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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Employment Tests
•
 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.
 Pre-employment testing has the potential for lawsuits.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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2
Best Practices for Employee Testing and Selection
Employers should administer tests and other selection procedures without regard to race, color, national origin, sex, religion, age (40 or older), or disability.
Employers should ensure that employment tests and other selection procedures are properly validated for the positions and purposes for which they are used. The test or selection procedure must be jobrelated and its results appropriate for the employer’s purpose. While a test vendor’s documentation supporting the validity of a test may be helpful, the employer is still responsible for ensuring that its tests are valid under UGESP.
If a selection procedure screens out a protected group, the employer should determine whether there is an equally effective alternative selection procedure that has less adverse impact and, if so, adopt the alternative procedure. For example, if the selection procedure is a test, the employer should determine whether another test would predict job performance but not disproportionately exclude the protected group.
To ensure that a test or selection procedure remains predictive of success in a job, employers should keep abreast of changes in job requirements and should update the test specifications or selection procedures accordingly.
Employers should ensure that tests and selection procedures are not adopted casually by managers who know little about these processes. A test or selection procedure can be an effective management tool, but no test or selection procedure should be implemented without an understanding of its effectiveness and limitations for the organization, its appropriateness for a specific job, and whether it can be appropriately administered and scored.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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Classification of Employment Tests
•
 Aptitude tests

Measures a person’s capacity to learn or acquire skills.
 Achievement tests
 Measures what a person knows or can do right now.
•
 “Big Five” personality factors:
 Extroversion, agreeableness, conscientiousness, neuroticism, openness to experience.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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X
FIGURE
6.6
Is That Your Final Answer?
Answers: 1. a, 2. c, 3. d, 4. d, 5. c, 6. c, 7. b
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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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—the degree to which someone is sociable, active, and excitable
• 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.
• This kind of data helps me make hiring decisions as much or more than technical ability. (Remember Marriott?)
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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FIGURE
6.7
CPI Personality Facts and Sample Items
Agreeableness
• Consideration—I like to do little things for people to make them feel good.
• Empathy—I take other people’s circumstances and feelings into consideration before making a decision.
• Interdependence—I tend to put group goals first and individual goals second.
• Openness—I do not have to share a person’s values to work well with that person.
• Thought agility—I think it is vital to consider other perspectives before coming to conclusions.
• 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.
• Dutifulness—I conduct my business according to a strict set of ethical principles.
• Responsibility—I can be relied on to do what is expected of me.
• Work focus—I prioritize my work effectively so the most important things get done first.
Extroversion
• Adaptability—For me, change is exciting.
• Competitiveness—I like to win, even if the activity isn’t very important.
• Desire for achievement—I prefer to set challenging goals, rather than aim for goals I am more likely to reach.
• Desire for advancement—I would like to attain the highest position in an organization some day.
• Energy level—When most people are exhausted from work, I still have energy to keep going.
• Influence—People come to me for inspiration and direction.
• Initiative—I am always looking for opportunities to start new projects.
• Risk-taking—I am willing to take big risks when there is potential for big returns.
• Sociability—I find it easy to start up a conversation with strangers.
• Taking charge—I actively take control of situations at work if no one is in charge.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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FIGURE
6.7
CPI Personality Facts and Sample Items (cont’d)
Neuroticism
• Emotional control—Even when I am very upset, it is easy for me to control my emotions.
• Negative affectivity—I am easily displeased with things at work.
• Optimism—My enthusiasm for living life to its fullest is apparent to those with whom I work.
• Self-confidence—I am confident about my skills and abilities.
• Stress tolerance—I worry about things that I know I should not worry about.
• Openness to Experience
• Independence—I tend to work on projects alone, even if others volunteer to help me.
• Innovativeness/creativity—I work best in an environment that allows me to be creative and expressive.
• Social astuteness—I know what is expected of me in different social situations.
• Thought focus—I quickly make links between causes and effects.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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Classification of Employment Tests (cont’d)
•
 Must be related to the essential functions of job.
•
 An achievement test that measures a person’s level of understanding about a particular job.
•
 Require the applicant to perform tasks that are actually a part of the work required on the job.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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The Employment Interview
•
 It is especially practical when there are only a small number of applicants.
 It serves other purposes, such as public relations
 Interviewers maintain great faith and confidence in their judgments.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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Interviewing Methods
•

•

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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.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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3
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 OK. 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.”
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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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 and Digitally-Recorded Interviews
 Using video conference technologies to record and evaluate job candidates’ technical abilities, energy level, appearance, and the like before incurring the costs of a face-to-face meeting.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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X
FIGURE
6.8
Variables in the Employment Interview
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
6
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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
•
Most managers and technical people are not trained to interview. Fix that in your organization!
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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FIGURE
6.9
Variables in the Employment Interview
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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X
Diversity Management:
Are Your Questions Legal?
•
No questions are expressly forbidden, but ...
 Questions related to race, color, age, religion, sex, or national origin can be hazardous.
 Questions are acceptable if job-related, asked of everyone, and do not discriminate against a protected class (e.g., females)
 Consult EEOC and FEP information when constructing guidelines for interviewers
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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X
5
Appropriate and Inappropriate Interview Questions
APPROPRIATE QUESTIONS
National origin What is your name?
Have you ever worked under a different name?
Do you speak any foreign languages that may be pertinent to this job?
Age
Gender
Race
Disabilities
Are you over 18?
If hired, can you prove your age?
(Say nothing unless it involves a bona fide occupational qualification.)
(Say nothing.)
Height and weight
Residence
Do you have any disabilities that may inhibit your job performance?
Are you willing to take a physical exam if the job requires it?
(Not appropriate unless it is a bona fide occupational qualification.)
What is your address?
How long have you lived there?
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
INAPPROPRIATE QUESTIONS
What is the origin of your name?
What is your ancestry?
How old are you?
What is your date of birth?
Are you a man or a woman?
What is your race?
Do you have any physical defects?
When was your last physical?
What color are your eyes, hair, etc.?
How tall are you?
How much do you weigh?
What are the names/relationships of those with whom you live?
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X
5
Appropriate and Inappropriate Interview Questions (cont’d)
Religion
APPROPRIATE QUESTIONS
(You may inform a person of the required work schedule.)
Military record Did you have any military education/experience pertinent to this job?
Education and Where did you go to school?
experience What is your prior work experience?
Why did you leave?
What is your salary history?
INAPPROPRIATE QUESTIONS
Do you have any religious affiliation?
What type of discharge did you receive?
Is that a church-affiliated school?
When did you graduate?
What are your hobbies?
Criminal record Have you ever been convicted of a crime?
Citizenship Do you have a legal right to work in the United States?
Have you ever been arrested?
Are you a U.S. citizen?
Marital/family What is the name, address, and Are you married, divorced, single?
status telephone number of a person Do you prefer Miss, Mrs., or Ms.?
we may contact in case of an emergency?
Do you have any children? How old are they?
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
6
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X
FIGURE
6.10
“Can-Do” and “Will-Do” Factors in Selection Decisions
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
6
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Reaching a Selection Decision
• Selection Considerations:
 Should 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?
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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X
Selection Decision Strategies
Clinical Approach Subjectivity
Statistical Approach Objectivity
Compensatory Model - Average
Multiple Cutoff Model - Minimum
Multiple Hurdle Model- Sequential
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
6
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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.
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
6
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Selection Process (cont’d)
•

•

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6
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X
FIGURE
6.11
Test Scores Scatterplot with Hypothetical Cutoffs
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
6
–55

Selection Process (cont’d)
•
 Selection of applicant by departmental or immediate supervisor to fill vacancy.
 Notification of selection and job offer by the human resources department.
 Remember, HR’s job is to reduce the applicant pool to a few so hiring manager can interview and select!
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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achievement tests aptitude tests behavioral description interview (BDI) compensatory model concurrent validity construct validity content validity criterion-related validity cross-validation multiple cutoff model multiple hurdle model
© 2010 South-Western, a part of Cengage Learning. All rights reserved.
negligent hiring nondirective interview panel interview predictive validity reliability selection selection ratio situational interview structured interview validity validity generalization
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Discussion Questions
(page 293)
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Case Study
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© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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Team Assignment
(page 294)
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© 2010 South-Western, a part of Cengage Learning. All rights reserved.
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