Chapter 5 Selection
1.
2.
3.
4.
5.
Objectives and goals
Selection Procedures
Selection Criteria
Test: Types and Methods
Interviews: Skills and Guidelines
Employee Testing and
Selection
Behavioral Objectives
When you finish studying this chapter, you
should be able to:
Describe the overall selection process
and explain why it is important.
Define basic testing concepts including
validity and reliability.
Discuss at least four types of personnel
tests.
Explain the pros and cons of background
investigations, reference checks, and
Chapter Outline
 The Selection Process
 Basic Testing Concepts
 Ethical, Legal, and Fairness Questions
in Testing
 Types of Tests
 Work Samples and Simulations
 Other Selection Techniques
Key words
test validity
The accuracy with which a test, interview,
and so on measures what it purports to
measure or fulfills the function it was
designed to fill.
criterion validity
A type of validity based on showing that
scores on the test (predictors) are related
Key words
content validity
A test that is content valid is one in which
the test contains a fair sample of the tasks
and skills actually needed for the job in
question
reliability
The characteristic that refers to the
consistency of scores obtained by the
Key words
expectancy chart
A graph showing the relationship between test
scores and job performance for a large group of
people.
work samples
Actual job tasks used in testing applicants’
performance.
work sampling technique
A testing method based on measuring
performance on actual basic job tasks.
Key words
management assessment centers
A situation in which management
candidates are asked to make decisions in
hypothetical situations and are scored on
their performance. It usually also involves
testing and the use of management games.
Chapter 6 Interviewing
Candidates
Behavioral Objectives
When you finish studying this chapter, you
should be able to:
Describe
several
basic
types
of
interviews.
Explain the factors and problems that can
undermine an interview’s usefulness and
techniques for eliminating them.
List
important
“guidelines
for
interviewers.”
Explain how to develop a structured or
situational interview.
Discuss
how
to
improve
your
performance as an interviewer.
Chapter Outline
 Basic Features of Interviews
 What Factors Can Undermine an
interview’s Usefulness?
 Designing and Conducting
Effective Interview
the
Key words
nondirective nterview
An unstructured conversational style
interview. The interviewer pursues points
of interest as they come up in response
to questions.
directive interview
An interview following a set sequence of
questions.
Key words
stress interview
An interview in which the applicant is made
uncomfortable by a series of often rude
questions. This technique helps identify
hypersensitive applicants and those with low or
high stress tolerance.
appraisal interview
A discussion following a performance appraisal
in which supervisor and employee discuss the
employee’s rating and possible remedial
actions.
Key words
situational interview
A series of job-related questions which
focuses on how the candidate would
behave in a given situation.
job-related interview
A series of job-related questions which
focuses on relevant past job-related
behaviors.
Key words
structured sequential interview
An interview in which the applicant is
interviewed sequentially by several
persons and each rates the applicant
on a standard form.
panel interview
An interview in which a group of
interviewers questions the applicant.
Key words
candidate-order error
An error of judgment on the part of the
interviewer due to interviewing one or more
very good or very bad candidates just
before the interview in question.
1. Importance of Selection
(1)Objectives and goals.
(2)Consequences of selection
(1) Objectives and goals.
 Selection is to choose the most appropriate
candidates for the organization from the
applicants’ pool established during recruiting.
 The most appropriate but not necessarily
the best.
 Criteria is of critical importance.
(2) Consequences of selection
Four results of selection:
 Correct selection: the one selected is
capable of doing the job.
 Correct screening: the one screened out is
not capable of doing the jobs.
 Mistaken Selection: the one selected is not
capable of doing the job.
 Mistaken screening: the one screened out is
able to do the job.
Selection Procedures
(1)Initial screening
(2)Testing
(3)Interview
(4)Decision making
(5)Evaluating selection results
(1) Initial screening
A. Screen out those candidates that do not
meet the basic requirement of the selection
criteria.
B. Reduce the number of candidates tasking
the test if there are too many by removing
those the are meeting the bottom line of the
selection criteria.
C. Examine personal data or reference letters
to find out problematic candidates.
(2) Testing
A. Determine the types and contents of
testing.
B. Validate the validity and reliability of the
test.
C. Set the cut-off line for the testing scores.
(3) Interview
A.
B.
C.
D.
E.
Determine the content of interview.
Structure the interview.
Avoid common mistakes.
Develop interview guidelines.
Train the interviewer.
(4) Decision making
A. Decide which candidate to select based on
the results of the tests and interview.
B. Consult the line managers on the
candidates selected.
C. Send notice to the candidates being
selected.
D. Inform the line managers to prepare for
orientation and training for the new
employees.
(5) Evaluating selection results
 Immediate evaluation: ask the line
managers whether the new employee is
capable of doing his/her job during the trial
period.
 Follow-up evaluation: use the performance
appraisal data to see performance of the
new employees in the 1st year.
3. Selection Criteria
(1)Contents of selection criteria
(2)Five dimensions of selection criteria
(3)Validation of selection criteria
(1) Contents of selection criteria
Selection criteria and developed based
on the description and specification of the job
open to employment, which usually covers the
following areas:
Education and training;
Skills and experience;
Physical and mental requirements; and
Personal traits.
(2) Five dimensions of selection
criteria
A. Validity: whether the criteria are closely
related to the performance of the jobs.
B. Reliability: whether the criteria are
consistent in applying to different
candidates at different times.
C. Sensitivity: whether the criteria are capable
of telling individual differences.
D. Acceptability: whether the criteria are
acceptable to the line managers and the
candidates.
(3) Validation of selection criteria
A. Content validation: to validate whether the
content of the criteria are closely related to
the job.
B. Trait validation: to validate whether the
personal traits in the criteria are necessary
for doing the job.
C. Criterion validation: to validate whether the
criteria are capable of reflecting actual job
performance.
4. Testing
(1)Determine the types and contents of the
testing.
(2)Validate the validity and reliability of the
test.
(3)Set the cut-off line.
(1) Determine the types and
contents of the testing.
A. Types of tests
 Cognitive ability: written or oral.
 Motor and physical ability: physical
examination or simulation.
 Personality, interest and attitude:
psychological tests.
B. Contents of testing:
 Based on job description and specification.
 Consistent with the selection criteria.
(2) Validate the validity and
reliability of the test.
 Content validity and reliability.
validate whether the content of the test is
based on the requirement of the job and
whether the results of the test is consistent
over time.
 Criterion validity and reliability.
Validate whether the answers to the
questions are able to distinguish good from
bad and whether the rate of correct answers
is consistent over time.
5. Interview
(1)Determine the content of interview.
(2)Structure the interview.
(3)Avoid common mistakes.
(4)Develop interview guidelines.
(5)Train the interviewer.
(1) Determine the content of
interview.
A. Interview is the method to get to know a
job applicant’s knowledge, intelligence,
oral ability, interest, attitude, motivation
and personal traits.
B. Interview is the simplest but also the most
subjective way of selecting employees.
C. In order to reduce subjectivity in selection,
we should.
 Conduct interview after testing for a large
pool.
(2) Structure the interview.
Step 1: Conduct job analysis.
Step 2: Evaluate the job duty information.
Step 3: Develop interview questions.
Step 4: Develop benchmark answers.
Step 5: Appoint interview panel and implement.
(3) Avoid common mistakes.
A. Common mistakes in interview:
 First impression: first impression is always
subject to one’s bias or preference.
 Personal feeling: personal feeling affects
the judgment of the interviewer.
 Comparison: comparison is not reliable
without consistent criteria.
 Stereotypes: stereotypes reflect the bias of
the interviewer.
B. Measures to avoid interview
mistakes
 Develop selection criteria for the interview.
 Develop interview questions based on the
criteria.
 Structure the interview to ensure
consistency.
 Train the interviewer on the criteria and
structure of the interview.
 Give weights to different questions to
emphasize the key factors.