Dessler HRM12e PPT 06

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Transcript of Dessler HRM12e PPT 06

Chapter 6

Employee Testing and Selection

Part Two | Recruitment and PlacementCopyright 2011 Pearson Education, Inc. publishing as Prentice Hall PowerPoint Presentation by Charlie Cook The University of West Alabama

WHERE WE ARE NOW

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LEARNING OUTCOMES1. Explain what is meant by reliability and validity. 2. Explain how you would go about validating a test.

3. Cite and illustrate our testing guidelines.4. Give examples of some of the ethical and legal considerations in testing. 5. List eight tests you could use for employee selection and how you would use them. 6. Give two examples of work sample/simulation tests. 7. Explain the key points to remember in conducting background investigations.

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Chapter 6 outline1. 2. 3. 4. 5. 6. 7.8. 9. Employee Testing and Selection Why careful selection is important Basic testing concepts Test Takers Individual Rights and Test security Legal Privacy Issues Types of Tests Work samples and Simulations Background Investigation and other selection methods The Polygraph and Honesty Testing Honesty Testing Programs64

Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall

1-Why Careful Selection is Important

The Importance of Selecting the Right Employees

Organizational performance

Costs of recruiting and hiring

Legal obligations and liability

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Avoiding Negligent Hiring Claims Carefully scrutinize information on employment applications. Get written authorization for reference checks, and check references. Save all records and information about the applicant. Reject applicants for false statements or conviction records for offenses related to the job. Balance the applicants privacy rights with others need to know. Take immediate disciplinary action if problems arise.

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2- Basic Testing Concepts Reliability Describes the consistency of scores obtained by the same

person when retested with the identical or alternate forms of the same test. Are test results stable over time? If person scores 90 in one test on Monday and 130 when retested on Tuesday.

Validity Indicates whether a test is measuring what it is supposed to be

measuring. Does the test actually measure what it is intended to measure? Eg you want to measure a board of 3 feet. But the measuring stick is showing 3.5 feet. So this would be problem of validity.

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FIGURE 61

A Slide from the Rorschach Test

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2.1 Types of Validity

Types of Test Validity

Criterion validity

Content validity

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2.3 -Evidence-Based HR: How to Validate a TestSteps in Test Validation1

Analyze the Job: predictors and criteria (success of job e.g. production related or verbal qualities) Choose the Tests: test battery or single test(to measure aggressiveness, numerical abilities etc) Administer the Test: concurrent(on job test compare with current performance) or predictive validation(application of test before hiring check performance and test results. Relate Your Test Scores and Criteria: scores versus actual performance Cross-Validate and Revalidate: repeat Steps 3 and 4 with a different sample610

2

3

4

5

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FIGURE 62

Examples of Web Sites Offering Information on Tests or Testing Programs

www.hr-guide.com/data/G371.htm Provides general information and sources for all types of employment tests http://ericae.net Provides technical information on all types of employment and nonemployment tests.www.ets.org/testcoll Provides information on over 20,000 tests www.kaplan.com Information from Kaplan test preparation on how various admissions tests work www.assessments.biz One of many firms offering employment testsCopyright 2011 Pearson Education, Inc. publishing as Prentice Hall 611

FIGURE 63

Expectancy Chart

Note: This expectancy chart shows the relation between scores made on the Minnesota Paper Form Board and rated success of junior draftspersons. Example: Those who score between 37 and 44 have a 55% chance of being rated above average and those scoring between 57 and 64 have a 97% chance.Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall 612

TABLE 61

Testing Program Guidelines

1. Use tests as supplements. 2. Validate the tests.

3. Monitor your testing/selection program.4. Keep accurate records. 5. Use a certified psychologist. 6. Manage test conditions. 7. Revalidate periodically.

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3-Test Takers Individual Rights and Test Security Under the APAs standard for educational and psychological tests, test takers have the following rights: The right to the confidentiality of test results. The right to informed consent regarding use of these results. The right to expect that only people qualified to interpret the

scores will have access to them, or that sufficient information will accompany the scores to ensure their appropriate interpretation. The right to expect the test is fair to all. For example, no one

taking it should have prior access to the questions or answers.Copyright 2011 Pearson Education, Inc. publishing as Prentice Hall 614

4-Legal Privacy Issues Defamation Libeling or slandering of employees or former employees

by an employer.

Avoiding Employee Defamation Suits1. Train supervisors regarding the importance of employee

confidentiality.2. Adopt a need to know policy. 3. Disclose procedures impacting confidentially of information

to employees.

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How Do Employers Use Tests at Work? Major Types of Tests Basic skills tests Job skills tests Psychological tests

Why Use Testing? Increased work demands = more testing Screen out bad or dishonest employees Reduce turnover by personality profiling

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FIGURE 64

Sample Test

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Computerized and Online Testing Online tests Telephone prescreening Offline computer tests

Virtual inbox tests Online problem-solving tests

Types of Tests Specialized work sample tests Numerical ability tests Reading comprehension tests Clerical comparing and checking tests

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5-Types of TestsWhat Different Tests Measure

Cognitive abilities Intelligence test Specific Cognitive Abilities(

Motor and physical abilities

Personality and interests What personality Test Measure The Big Five Caveats Effectiveness Interest Inventories

Current achievement

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FIGURE 65

Type of Question Applicant Might Expect on a Test of Mechanical Comprehension

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The Big FiveExtraversion

Conscientiousness

Emotional stability/ Neuroticism

Agreeableness

Openness to experience

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Work Samples and SimulationsMeasuring Work Performance Directly

Work samples

Management assessment centers

Video-based situational testing

Miniature job training and evaluation

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FIGURE 67

Example of a Work Sampling Question

Checks key before installing against: ___ shaft ___ pulley ___ neither score 3 score 2 score 1

Note: This is one step in installing pulleys and belts.

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TABLE 62

Evaluation of Assessment Methods on Four Key CriteriaValidityHigh High Low to moderate Moderate Moderate to high High

Assessment MethodCognitive ability tests Job knowledge test Personality tests Biographical data inventories Integrity tests Structured interviews

Adverse ImpactHigh (against minorities) High (against minorities) Low Low to high for different types Low Low

Costs (Develop/ Administer)Low/low Low/low Low/low High/low Low/low High/high

Applicant ReactionsSomewhat favorable More favorable Less favorable Less favorable Less favorable More favorable

Physical fitness testsSituational judgment tests Work samples Assessment centers

Moderate to highModerate High Moderate to high

High (against females and older workers)Moderate (against minorities) Low Low to moderate, depending on exercise

High/highHigh/low High/high High/high

More favorableMore favorable More favorable More favorable

Physical ability tests

Moderate to high

High (against females and older workers)

High/high

More favorable

Note: There was limited research evidence availa