Chapter 05 Selection

Copyright © 2004 South-Western. All rights reserved. 5–2

ObjectivesAfter 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.


Matching People and Jobs

• SelectionThe process of choosing individuals who have

relevant qualifications to fill existing or projected job openings.

• Selection ConsiderationsPerson-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.


The Goal of Selection:Maximize “Hits”

Figure 5.1Presentation Slide 5–1

MISSMISS InaccurateInaccuratepredictionprediction

(Person would have (Person would have succeeded on the succeeded on the

job)job)

MISSMISS InaccurateInaccuratepredictionprediction

(Person would have (Person would have succeeded on the succeeded on the

job)job)

HITHIT AccurateAccuratepredictionprediction

(Person succeeds (Person succeeds on the job)on the job)


(Person succeeds (Person succeeds on the job)on the job)


(Person would not (Person would not have succeeded on have succeeded on

the job)the job)


(Person would not (Person would not have succeeded on have succeeded on

the job)the job)

MISSMISS Inaccurate Inaccurate predictionprediction

(Person fails on the (Person fails on the job)job)

MISSMISS Inaccurate Inaccurate predictionprediction

(Person fails on the (Person fails on the job)job)

Predicted Success

Job

Per

form

ance

Low

Low

High

High


Steps in the Selection Process

Figure 5.2

Note: Steps may vary. An applicant may be rejected after any step in the process.

Completion of applicationCompletion of application

Initial interview in HR department

Initial interview in HR department

Employment testing(aptitude, achievement)

Employment testing(aptitude, achievement)

Background investigationBackground investigation

Preliminary selection in HR department

Preliminary selection in HR department

Supervisor/team interviewSupervisor/team interview

Medical exam/drug testMedical exam/drug test

Hiring decisionHiring decision


The Selection Process

• Obtaining Reliable and Valid InformationReliability

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.


Reliability as Stability over Time

HIGH RELIABILITY TEST RETEST

APPLICANT SCORE SCORESmith 90 93Perez 65 62Riley 110 105Chan 80 78

VERY LOW RELIABILITY TEST RETESTAPPLICANT SCORE SCORESmith 90 72Perez 65 88Riley 110 67Chan 80 111

Presentation Slide 5–2


Reliability as Consistency (Interrater Reliability)

HIGH RELIABILITY

APPLICANT Rater #1 Rater #2 Rater #3Smith 9 8 8Perez 5 6 5Riley 4 5 5Chan 8 8 8

VERY LOW RELIABILITY

APPLICANT Rater #1 Rater #2 Rater #3Smith 9 5 6Perez 5 9 4Riley 4 2 7Chan 8 4 2



ValidandInvalidTests



Validation Approaches

• Criterion-related ValidityThe 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 ValidityThe 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.


Validation Approaches cont’d

• Predictive ValidityThe 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 CoefficientA 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.


Correlation Scatterplots

Figure 5.3


Validation Approaches (cont’d)

• Content validityThe 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 validityThe extent to which a selection tool measures a

theoretical construct or trait.Are difficult to validate

Example: creative arts tests, honesty tests


Validation Approaches

• Cross-validationVerifying the results obtained from a validation

study by administering a test or test battery to a different sample (drawn from the same population).

• Validity generalizationThe extent to which validity coefficients can be

generalized across situations.


Steps in Validating a Test (Criterion-Related Validity)


Examination of the jobExamination of the job Job analysis/specificationsJob analysis/specifications

Examination of the jobExamination of the job Job analysis/specificationsJob analysis/specifications

Selection of criteriaSelection of criteriaSelection of criteriaSelection of criteria

Relate test scores to criterion data, Relate test scores to criterion data, then cross validatethen cross validate

Relate test scores to criterion data, Relate test scores to criterion data, then cross validatethen cross validate

Plan research for test Plan research for test (continuing cross validation)(continuing cross validation)

Plan research for test Plan research for test (continuing cross validation)(continuing cross validation)

Collect criterion data Collect criterion data (concurrent method)(concurrent method)

Collect criterion data Collect criterion data (concurrent method)(concurrent method)

Selection of tests Selection of tests for tryoutfor tryout

Selection of tests Selection of tests for tryoutfor tryout

Administer testsAdminister testsAdminister testsAdminister tests

Analyze follow-up dataAnalyze follow-up dataAnalyze follow-up dataAnalyze follow-up data

Interpret results for operational Interpret results for operational use of testsuse of tests

Interpret results for operational Interpret results for operational use of testsuse of tests

Include test(s) in selection Include test(s) in selection process (operational)process (operational)

Include test(s) in selection Include test(s) in selection process (operational)process (operational)

Revise operational programRevise operational programRevise operational programRevise operational program

Collect criterion data Collect criterion data (predictive method)(predictive method)

Collect criterion data Collect criterion data (predictive method)(predictive method)OR

Alternative/optional


Sources of Information about Job Candidates

• Application Forms• Online Applications

• Biographical Information Blanks (BIB)

• Background Investigations• Polygraph Tests

• Integrity and Honesty Tests

• Graphology

• Medical Examinations

• Employment Tests• Interviews



The Effectiveness of Selection Methods

Figure 5.4

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/.

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 3.68References/recommendations 3.49Unstructured interviews 3.49Structured interviews 3.42Assessment centers 3.42Specific aptitude tests 3.08Personality tests 2.93General cognitive ability tests 2.89Biographical information blanks 2.84


That’s My Story and I’m Sticking to It

Figure 5.5

Source: Examples are from several companies, including Robert Half International. “Beware of Resumania,” Personnel Journal, April 1996, 28. Reprinted with permission.


How HR Uses Background Investigations

Figure 5.6Source: Society for Human Resource Management (SHRM).

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%


Application Forms

• Application date• Educational background• Experience• Arrests and convictions• Country of citizenship

• References• Disabilities


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?


Background Investigations

• Checking ReferencesLetters of referenceMail 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


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.


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


Integrity Test Question Examples

Figure 5.7

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.


Background Investigations (cont’d)

• GraphologyThe use of a sample of an applicant’s handwriting to

make an employment decision.

• Medical ExaminationsGiven 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 examinationsADA requires all exams be job-related and conducted

after an employment offer is made.


Drug Testing

• Drug-Free Workplace Act of 1988Testing for illegal drugs is required applicants and

employees of federal contractors.

• Effects of TestingQuestions about the accuracy of results.Applicants testing positive are generally not hired.Current employees testing positive are referred to

employee assistance programs for rehabilitation.


Employment Tests

• Employment TestAn 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.


Percentage of Job Skills Testing in Selected Industries

Figure 5.8

TEST ALL JOB ONLY SELECTINDUSTRY 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.


Classification of Employment Tests

• Cognitive Ability TestsAptitude 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.


Is That Your Final Answer?

Figure 5.9

Verbal 1. What is the meaning of the word “surreptitious”?a. covert c. livelyb. 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 objectb. predicate nominatived. object of the preposition

Quantitative 3. Divide 50 by 0.5 and add 5. What is the result?a. 25 c. 95b. 30 d. 105

4. What is the value of 1442?a. 12 c. 288b. 72 d. 20736

Answers: 1a, 2c, 3d, 4d


Is That Your Final Answer? (cont’d)

Figure 5.9

Reasoning 5. ______ is to boat as snow is to ______.a. Sail, ski c. Water, skib. 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


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.Figure 5.10

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.


Classification of Employment Tests (cont’d)

• Physical Ability TestsMust be related to the essential functions of the

the job.

• Job Knowledge TestsAn 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.


Interviewing Methods

• Nondirective InterviewThe applicant determines the course of the

discussion, while the interviewer refrains from influencing the applicant’s remarks.

• Structured InterviewAn interview in which a set of standardized

questions having an established set of answers is used.


Interviewing Methods (cont’d)

• Situational InterviewAn 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 InterviewAn interview in which a board of interviewers

questions and observes a single candidate.


Interviewing Methods (cont’d)

• Computer InterviewUsing 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 interviewsUsing 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. 5–38 HRM 2

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.”

Sample Situational Interview Question


Variables in the Employment Interview

Figure 5.11Presentation Slide 5–7

ApplicantApplicant• KSAOsKSAOs

• EducationEducation• ExperienceExperience• InterestsInterests

• PerceptionsPerceptions• Nonverbal cuesNonverbal cues• Age, sex, race, etc.Age, sex, race, etc.

ApplicantApplicant• KSAOsKSAOs

• EducationEducation• ExperienceExperience• InterestsInterests

• PerceptionsPerceptions• Nonverbal cuesNonverbal cues• Age, sex, race, etc.Age, sex, race, etc.

ContextContext• Purpose of the Purpose of the interviewinterview• Law and regulationsLaw and regulations• Economic issuesEconomic issues

• Physical settingsPhysical settings• Interview structureInterview structure

ContextContext• Purpose of the Purpose of the interviewinterview• Law and regulationsLaw and regulations• Economic issuesEconomic issues

• Physical settingsPhysical settings• Interview structureInterview structure

Interviewer(s)Interviewer(s)• Experience/trainingExperience/training• Age, sex, race, etc.Age, sex, race, etc.

• PerceptionsPerceptions• Nonverbal cuesNonverbal cues• GoalsGoals

Interviewer(s)Interviewer(s)• Experience/trainingExperience/training• Age, sex, race, etc.Age, sex, race, etc.

• PerceptionsPerceptions• Nonverbal cuesNonverbal cues• GoalsGoals

INTERVIEWINTERVIEW____________________________________

ProcessProcess__________________________________________

OutcomeOutcome

(Hiring Decision)(Hiring Decision)

INTERVIEWINTERVIEW____________________________________

ProcessProcess__________________________________________

OutcomeOutcome

(Hiring Decision)(Hiring Decision)


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


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?


“Can-Do”and “Will-Do”Factors in Selection Decisions

Figure 5.12

““Can Do”Can Do”____________________________________________________________

• KnowledgeKnowledge• SkillsSkills• AbilitiesAbilities

““Can Do”Can Do”____________________________________________________________

• KnowledgeKnowledge• SkillsSkills• AbilitiesAbilities

““Will Do”Will Do”____________________________________________________________

• PersonalityPersonality• ValuesValues

• MotivationMotivation

““Will Do”Will Do”____________________________________________________________

• PersonalityPersonality• ValuesValues

• MotivationMotivation

Job PerformanceJob Performance


Selection Decision Strategies

ObjectivityObjectivity

Multiple Cutoff Model - MinimumMultiple Cutoff Model - Minimum

Statistical ApproachStatistical Approach

Compensatory Model - AverageCompensatory Model - Average

Multiple Hurdle Model- SequentialMultiple Hurdle Model- Sequential

SubjectivitySubjectivityClinical ApproachClinical Approach


Selection Decision Models

• Compensatory ModelPermits a high score in one area to make up for

a low score in another area.

• Multiple Cutoff ModelRequires an applicant to achieve a minimum

level of proficiency on all selection dimensions.

• Multiple Hurdle ModelOnly applicants with sufficiently high scores at

each selection stage go on to subsequent stages in the selection process.


Selection Process (cont’d)

• Selection RatioThe number of applicants compared with the

number of people to be hired.

• Cutoff ScoreThe point in a distribution of scores above which

a person is considered and below which a person is rejected.


Test Score Scatterplot with Hypothetical Cutoffs

Figure 5.13


Selection Process (cont’d)

• Final DecisionSelection of applicant by departmental or

immediate supervisor to fill vacancy.Notification of selection and job offer by the

human resources department.

Chapter 05 Selection

Recruiting & HR

Transcript of Chapter 05 Selection