Chapter 6 Employee Testing and Selection Dessler HRM 12e ppt_06
Employee Testing & Selection
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Transcript of Employee Testing & Selection
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CHAPTER 4EMPLOYEE TESTING & SELECTION
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THE SELECTION PROCESSWhy selection is important?
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The careful selection of employees is important for three reasons:Firstly, your own performance always depends partly on your subordinates.
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Employees who do not have right capabilities, skills wont work effectively and your own performance and your firms performance will suffer.
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The time to keep out these undesirables is before they are in the door, not after.
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Effective screening is also important because it costs money to recruit and hire employees.
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Hiring and training even a clerk cost US dollars 5000 or more.
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Similarly total cost of hiring manager could easily cost 10 times more than clerical job.
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This includes search fees, interviewing time, reference checking and traveling/moving expenses.
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3. Legal implications negligible Hiring Careful selection is important because of legal implications of incompetent hiring.
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For example: Equal employment opportunities (EEO) legislation a court decision requires you to systematically evaluate.
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Your selection procedures effectiveness to ensure that you are not unfairly discriminating against any protected group.
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The courts are also increasingly finding employers liable when employees with criminal records take an advantage of having access to customers homes and thereby to commit crimes.
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Hiring workers with such backgrounds without proper safeguards is called negligent hiring.
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C A S E S
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Ponticas V/S K.M.S. Investments:An apartment manager entered in womans apartment & assaulted her (case of negligence on part of employee)
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B. Henley V/S Prince Georges County:An employee who turned out to have a criminal background murdered a young boy. Management aware of the mans prior murder conviction was held liable.
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Steps against negligent hiring includeCarefully scrutinize all information provided by the applicant through his application e.g. unexplained gaps in employment.
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Obtain written authorization of the applicant for reference checks from employees and former employers.
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Save all records and information you obtain about the applicant during each stage of selection process.
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Reject applicants who make false statements of material facts regarding conviction and other offences.
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Keep in mind the need to balance the applicants privacy rights with others need to know especially when damaging information is discovered.
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Take immediate disciplinary action if problems develop.
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BASIC TESTING CONCEPTS
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TEST VALIDITYA tests validity answers the question:
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What does the test measure?
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The term/concept validity relates to the evidence that the test is job-related.
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There are two methods to demonstrate a tests validitycriterion validity and content Validity.
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Criterion Validity:A type of validity based on showing that scores on the test i.e., (Predictors) are related to the job performance (criterion).
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Content Validity (Contents of the Job)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. (e.g., typing test)
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RELIABILITY:characteristic that refers to the consistency of scores obtained by the same person when re-tested with the identical or equivalent tests.
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HOW TO VALIDATE A TESTStep 1: Analyze the job and write job description and job specification
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Step 2:Chose your Test
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Step 3: Administer Test
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Step 4: Relate your test score and criteria
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This determines the significance of the relationship between scores (predictors) and performance (the criterion).
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The usual method to do this is to determine statistical relationship between (1) scores on the test and (2) performance through co-relation analysis which indicates the degree of statistical relationship.
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If performance on the test and on the job are co-related, you can develop an expectancy chart.
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Expectancy ChartA graph showing the relationship between test scores and job performance for a large group of people.
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Highest 20%57-64 |||||||||||||||||| 97 Next Highest 20%51-56|||||||||||||| 84 Middle 20%45-50|||||||||||| 71 Next lowest 20%37-44||||||||| 55 Lowest 20%11-36 |||||| 29
Figure : Expectancy Chart:
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Chances in Hundred of being related a High Performer and % of High Performers found in each Test Score Group.Note: This expectancy chart shows the relation between scores and rated success.
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Thus those who score between 37-44 have 55% chance of being rated above average, between 11-36 have chance of being rated below average and those scoring between 57-64 have a 97% chance of being rated as high performer.
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Step 5: Cross validate and Revalidate
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Before conduct of test, you may want to check by cross-validation i.e., by again performing step 3 and 4 on a new sample of employees. At a minimum an expert should re-validate the test periodically.
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TESTING GUIDELINES
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1. Use tests as supplements:(interviews + backgrounds checks)
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2. Validate the tests:(test usually proved valid in similar organizations called validity generalization is generally adequate)
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Analyze your current hiring and promotion standards.
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4.Keep accurate records:(to prove anything relating to equal opportunity law etc.)
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Begin your validation Program now
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6. Use a certified Psychologist:The development, validation and use of selection standards (including tests) generally require the assistance of a qualified psychologist (APA American Psychologists Association/Society for industrial and organization psychologists (SIOP). Some organization prefer Ph.D., degree holders in psychology.
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Test conditions are important.
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Ethical and Legal Questions in Testing: Equal employment opportunity implications of testing: The law bars discrimination with respect to color, age, race, religion, sex, disability and national origin.
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Individual Rights of Test Takers and Test Security:According to American Psychological Association Standard for educational and psychological test; test takers have certain rights:
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Test takers have right to the confidentiality of test results.
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That only people qualified to interpret the scores will be provided full information.
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He/She has a right to expect that the test is equally fair to all the test-takers.
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The Issue of Privacy:No private information is disclosed inside / outside the company - right of defamation.
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TYPES OF TESTS
Cognitive (mental) abilities (Logically approved test)Motor & Physical abilities
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Test of Cognitive Abilities:
This test includes tests of general reasoning ability (intelligence) and tests specific mental abilities like memory and induction reasoning.
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Intelligence Tests:Intelligence (IQ) test are test of general intellectual abilities such as memory, vocabulary, verbal fluency and numerical ability.
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IQ (Intelligence Quotient) is a procedure to divide a childs mental age (as measured by intelligence test) by his or her chronological age
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and then multiply results by 100. e.g., if an 08-year old child answers question 10-years old might, his or her IQ would be 10 divided by 8 multiply by 100 (10/8*100=125)
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Special Cognitive Abilities:These tests are measures of specific mental abilities which include inductive & deductive reasoning, verbal comprehension, memory and numerical ability: These tests are called Aptitude Tests.
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Test of Motor and Physical Abilities:These tests include finger dexterity, manual dexterity, speed of arm movement, reaction time and stamina (strength of body)
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Measuring Personality and Interests:Personality tests are called personality inventories
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Guilford Zimmerman Temperament Survey measures personality traits like emotional stability V/S moodiness and friendliness V/S criticalness.
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Interest inventories companies ones interests with those people in various occupations.
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Thus a person who takes Stong-Campbell Inventory would receive a report comparing his or her interests of these persons already in occupations such as accounting, engineering, management or medical technology.