Transcript Managing Human Resources 15e.

Employee Selection
The Challenges of Human Resources Management
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1–1
Chapter Objectives
After studying this chapter, you should be able to
LEARNING OUTCOME 1
Explain the objectives of the personnel selection process.
LEARNING OUTCOME 2
Explain what it is required for an employee selection tool to be
reliable and valid.
LEARNING OUTCOME 3
Illustrate the different approaches to conducting an employment
interview.
LEARNING OUTCOME 4
Compare the value of different types of employment tests.
LEARNING OUTCOME 5
Describe the various decision strategies for selection.
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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.
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The Goal of Selection: Maximize “Hits”
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Begin with a Job Analysis
• Results of a Job Analysis

Job Description
– A detailed list of tasks, duties, responsibilities,
and authority

Job Specifications
– the individual competencies employees need for
success—the knowledge, skills, abilities, and other
factors (KSAOs) that lead to superior performance.
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Steps in the Selection 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.
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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.
• 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
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Approaches to Validation (cont.)
• 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
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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
6–10
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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
Rater #2
5
9
2
4
Rater #3
6
4
7
2
6–11
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Valid and Invalid Tests
6–12
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Correlation Scatterplots
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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 © 2007 South-Western. All rights reserved.
Revise operational program
6–14
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Initial Screening
• Cover Letters and
Resumes
• Polygraph Tests
• Video Resumes
• Integrity and Honesty
Tests
• Application Forms
• Graphology
• Online Applications
• Medical Examinations
• Biographical Information
Blanks (BIB)
• Employment Tests
• Background
Investigations
• Internet Checks and
Phone Screening
• Interviews
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Application Forms
• Purpose
– Provide information for deciding whether an
applicant meets the minimum requirements
for experience, education, and so on.
– Provide a basis for questions the interviewer
will ask about the applicant’s background.
– Offer sources for reference checks.
6–16
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Application Forms
•
•
•
•
•
•
•
•
Application date
Educational background
Experience
Arrests and criminal convictions
National origin
References
Disabilities
EEO and at-will statements
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Topics Employers Should Avoid
1. Children
2. Age
3. Disabilities
4. Physical Characteristics
5. Name
6. Citizenship
7. Lawsuits
8. Arrest records
9. Smoking
3.1
10. AIDS/HIV
18
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Question not to be asked on
Application Form
•
•
•
•
How old are you? What is your date of birth?
Do you speak English at home?
How many sick days did you take last year?
Are you married? What is your maiden
name?
• Do you reside with another person?
• Who cares for the children while you are
working?
• Are you gay?
6–19
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Application/Resume Assessment Grid
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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

Collecting and mining resumes with keyword
searches to identify qualified candidates

Conducting screening tests online

Reducing recruiting costs significantly
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Employment Interviews
• Why the interview is so popular:

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.
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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.
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Interviewing Methods (cont.)
• 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 and Sequential Interview

An interview in which a board of interviewers
questions and observes a single candidate.
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Hiring Managers Reveal Mistakes
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Interviewing Methods (cont.)
• Phone Interview

Phone interviews can be effective and actually help
expand a company’s pool of talent.
• 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.
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Variables in the Employment Interview
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Eleven Ground Rules for Employment Interviews
1.
2.
3.
4.
5.
6.
7.
8.
9.
Understand the job
Establish an interview plan
Establish and maintain rapport and listen actively
Pay attention to nonverbal cues
Provide information as freely and honestly as possible
Use questions effectively
Separate facts from inferences
Recognize stereotypes and biases
Avoid the “halo error,” or judging an individual favorably or
unfavorably overall on the basis of only one strong point
(or weak point) on which you place high value
10. Control the course of the interview
11. Standardize the questions asked
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How Candidates’ Physical Attributes
Influence Employ
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Diversity Management:
Are Your Questions Legal?
• No questions are expressly forbidden.

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
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Appropriate and Inappropriate Interview
Questions (cont.)
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Sample Reference-Checking Questions
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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
6–34
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Most Common Types of Background Checks
6–35
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Background Checks (cont’d)
• Checking References
– 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.
6–36
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Background Investigations (cont.)
• 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.
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Background Investigations (cont’d)
• 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.
6–38
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36
Drug Testing
• Drug-Free Workplace Act of 1988
– Testing for illegal drugs is required applicants
and employees of federal contractors.
• Questions about the efficacy of testing
– 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?
6–39
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36
Preemployment Tests
• Preemployment 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.

Pre-employment testing has the potential for
lawsuits.
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36
Types of Tests
•
•
•
•
•
•
•
•
•
•
•
Job Knowledge Tests
Work Sample Tests
Assessment Center Tests
Cognitive Ability Tests
Biodata Tests
Personality and Interest Inventories
Honesty and Integrity Tests
Polygraph Tests
Physical Ability Tests
Medical Examinations
Drug Tests
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36
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 job-related 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.
6–42
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42 of 39
36
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.
• Personality and Interest Inventories
– “Big Five” personality factors:
• Extroversion, agreeableness, conscientiousness,
neuroticism, openness to experience.
6–43
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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.
6–44
CPI Personality Facets and Sample Items
• Personality tests measure disposition and temperament.

Agreeableness
–

Conscientiousness
–

Adaptability—For me, change is exciting.
Neuroticism
–

Attention to detail—I like to complete every detail of tasks according to the
work plans.
Extroversion
–

Trust—I believe people are usually honest with me.
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.
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6–45
45 of 39
36
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.
6–46
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46 of 39
36
FIGURE
6.7
CPI Personality Facts and Sample Items
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.
6–47
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47 of 39
36
Classification of Employment Tests
• Physical Ability Tests
– Must be related to the essential functions of 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.
6–48
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36
Best Practices for employee Testing and
Selection
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36
Decision-Making Strategy
• 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?
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© 2012
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“Can-Do” and “Will-Do’ Factors
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Clinical and Statistical Approach
Clinical Approach
Subjectivity
Statistical Approach
Objectivity
Compensatory Model - Average
Multiple Cutoff Model - Minimum
Multiple Hurdle Model- Sequential
© 2012
Learning.
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May not
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in whole
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2012Cengage
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Learning.
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Statistical Approach
• 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.
© 2012
Learning.
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Reserved.
May not
be not
copied,
scanned,scanned,
or duplicated,
in whole or in
in whole
part, except
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©
2012Cengage
Cengage
Learning.
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Reserved.
May
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or duplicated,
or in for
part,
for use as
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36
Test Scores Scatter plot with
Hypothetical Cutoffs
© 2012
Learning.
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May not
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in whole
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©
2012Cengage
Cengage
Learning.
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Reserved.
May
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or in for
part,
for use as
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36
Selection Process (cont.)
• 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.
© 2012
Learning.
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Reserved.
May not
be not
copied,
scanned,scanned,
or duplicated,
in whole or in
in whole
part, except
useexcept
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©
2012Cengage
Cengage
Learning.
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Reserved.
May
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or in for
part,
for use as
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36
Selection Process (cont.)
• Final Decision

Selection of applicant by departmental or
immediate supervisor to fill vacancy.

Notification of selection and job offer by the
human resources department.
© 2012
Learning.
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Reserved.
May not
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©
2012Cengage
Cengage
Learning.
All Rights
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May
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part,
for use as
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57 of 39
36