PowerPoint Presentation by Charlie Cook The University of West Alabama 6 © 2010 South-Western, a...

© 2010 South-Western, a part of Cengage LearningAll rights reserved.© 2010 South-Western, a part of Cengage LearningAll rights reserved.

PowerPoint Presentation by Charlie CookThe University of West Alabama

PowerPoint Presentation by Charlie CookThe University of West Alabama

6

© 2010 South-Western, a part of Cengage Learning. All rights reserved. 6–2

Explain the objectives of the personnel selection process.

Identify the various sources of information used for personnel selection.

Compare the value of different types of employment tests.

Illustrate the different approaches to conducting an employment interview.

Describe the various decision strategies for selection.

Chapter ObjectivesAfter studying this chapter, you should be able to


Matching People and JobsMatching People and Jobs

•SelectionSelection The process of choosing individuals who have The process of choosing individuals who have

relevant qualifications to fill existing or relevant qualifications to fill existing or projected job openings.projected job openings.

•Selection ConsiderationsSelection Considerations Person-job fit:Person-job fit: job analysis identifies required job analysis identifies required

individual competencies (KSAOs) for job individual competencies (KSAOs) for job success.success.

Person-organization fit:Person-organization fit: the degree to which the degree to which individuals are matched to the culture and individuals are matched to the culture and values of the organization.values of the organization.


FIGURE

6.1The Goal of Selection: Maximize “Hits”


FIGURE

6.2Steps in the Selection Process

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


The Selection ProcessThe Selection Process

•Obtaining Reliable and Valid InformationObtaining Reliable and Valid Information ReliabilityReliability

The degree to which interviews, tests, and other selection The degree to which interviews, tests, and other selection procedures yield comparable data over time and alternative procedures yield comparable data over time and alternative measures.measures.

ValidityValidity Degree to which a test or selection procedure measures a Degree to which a test or selection procedure measures a

person’s attributes.person’s attributes.


Reliability as Stability over TimeReliability as Stability over Time

HIGH RELIABILITYHIGH RELIABILITY TESTTEST RETEST RETEST

APPLICANTAPPLICANT SCORESCORE SCORESCORESmithSmith 9090 9393PerezPerez 6565 6262RileyRiley 110110 105105ChanChan 8080 7878

VERY LOW RELIABILITYVERY LOW RELIABILITY TESTTEST RETESTRETESTAPPLICANTAPPLICANT SCORESCORE SCORE SCORESmithSmith 9090 7272PerezPerez 6565 8888RileyRiley 110110 6767ChanChan 8080 111111


Reliability as ConsistencyReliability as Consistency(Interrater Reliability)(Interrater Reliability)

HIGH RELIABILITYHIGH RELIABILITY

APPLICANTAPPLICANT Rater #1Rater #1 Rater #2Rater #2 Rater #3Rater #3SmithSmith 99 88 88PerezPerez 55 66 55RileyRiley 44 55 55ChanChan 88 88 88

VERY LOW RELIABILITYVERY LOW RELIABILITY

APPLICANTAPPLICANT Rater #1Rater #1 Rater #2Rater #2 Rater #3Rater #3SmithSmith 99 55 66PerezPerez 55 99 44RileyRiley 44 22 77ChanChan 88 44 22


Valid and Invalid TestsValid and Invalid Tests


Approaches to ValidationApproaches to Validation

•Criterion-related ValidityCriterion-related Validity The extent to which a selection tool predicts, The extent to which a selection tool predicts,

or significantly correlates with, important or significantly correlates with, important elements of work behavior.elements of work behavior. A high score indicates high job performance potential; a low A high score indicates high job performance potential; a low

score is predictive of low job performance.score is predictive of low job performance.

•Concurrent ValidityConcurrent Validity The extent to which test scores (or other The extent to which test scores (or other

predictor information) match criterion data predictor information) match criterion data obtained at about the same time from current obtained at about the same time from current employees.employees. High or low test scores for employees match their respective High or low test scores for employees match their respective

job performance.job performance.


Approaches to Validation (cont’d)Approaches to Validation (cont’d)

•Predictive ValidityPredictive Validity The extent to which applicants’ test scores The extent to which applicants’ test scores

match criterion data obtained from those match criterion data obtained from those applicants/ employees after they have been on applicants/ employees after they have been on the job for some indefinite period.the job for some indefinite period. A high or low test score at hiring predicts high or low job A high or low test score at hiring predicts high or low job

performance at a point in time after hiring.performance at a point in time after hiring.

•Validity (or Correlation) CoefficientValidity (or Correlation) Coefficient A number ranging from 0.00, denoting a A number ranging from 0.00, denoting a

complete absence of relationship, to 1.00 and complete absence of relationship, to 1.00 and to -1.00, indicating a perfect positive and to -1.00, indicating a perfect positive and perfect negative relationship, respectively.perfect negative relationship, respectively.


FIGURE

6.3Correlation Scatterplots


Approaches to ValidationApproaches to Validation

•Cross-validationCross-validation Verifying the results obtained from a validation Verifying the results obtained from a validation

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

•Validity generalizationValidity generalization The extent to which validity coefficients can be The extent to which validity coefficients can be

generalized across situations.generalized across situations.


Approaches to Validation (cont’d)Approaches to Validation (cont’d)

•Content validityContent validity The extent to which a selection instrument, The extent to which a selection instrument,

such as a test, adequately samples the such as a test, adequately samples the knowledge and skills needed to perform a knowledge and skills needed to perform a particular job.particular job. Example: typing tests, driver’s license examinationsExample: typing tests, driver’s license examinations

•Construct validityConstruct validity The extent to which a selection tool measures The extent to which a selection tool measures

a theoretical construct or trait.a theoretical construct or trait. Are difficult to validateAre difficult to validate

Example: creative arts tests, honesty testsExample: creative arts tests, honesty tests


Sources of Information about Job CandidatesSources of Information about Job Candidates

• Application FormsApplication Forms

• Online ApplicationsOnline Applications

• Biographical Biographical Information Blanks Information Blanks (BIB)(BIB)

• Background Background InvestigationsInvestigations

• Polygraph TestsPolygraph Tests

• Integrity and Honesty Integrity and Honesty TestsTests

• GraphologyGraphology

• Medical ExaminationsMedical Examinations

• Employment TestsEmployment Tests

• InterviewsInterviews


Application FormsApplication Forms

•Application dateApplication date

•Educational backgroundEducational background

•ExperienceExperience

•Arrests and criminal convictionsArrests and criminal convictions

•National originNational origin

•ReferencesReferences

•DisabilitiesDisabilities

•EEO and at-will statementsEEO and at-will statements

Weighted application blank (WAB)The WAB involves the use of a common standardized employment application that is designed to distinguish between successful and unsuccessful employees.


Online ApplicationsOnline Applications

•An Internet-based automated posting, An Internet-based automated posting, application, and tracking process helps application, and tracking process helps firms to more quickly fill positions by:firms to more quickly fill positions by: Attracting a broader and more diverse Attracting a broader and more diverse

applicant poolapplicant pool

Collecting and mining resumes with keyword Collecting and mining resumes with keyword searches to identify qualified candidatessearches to identify qualified candidates

Conducting screening tests onlineConducting screening tests online

Reducing recruiting costs significantlyReducing recruiting costs significantly


Biographical Information BlanksBiographical Information Blanks

•Sample Questions:Sample Questions: At what age did you leave home?At what age did you leave home?

How large was the town/city in which you lived How large was the town/city in which you lived as a child?as a child?

Did you ever build a model airplane that flew?Did you ever build a model airplane that flew?

Were sports a big part of your childhood?Were sports a big part of your childhood?

Do you play any musical instruments?Do you play any musical instruments?


Background ChecksBackground Checks

•Negligent hiringNegligent hiring The failure of an organization to discover, via The failure of an organization to discover, via

due diligence, that an employee it hired had due diligence, that an employee it hired had the propensity to do harm to othersthe propensity to do harm to others

•Sources of InformationSources of Information Social Security verificationSocial Security verification Past employmentPast employment Educational verificationEducational verification Criminal recordsCriminal records Motor vehicle recordsMotor vehicle records Credit checkCredit check Military recordsMilitary records


FIGURE

6.4Most Common Types of Background Checks


Background Checks (cont’d)Background Checks (cont’d)

•Checking ReferencesChecking References Telephone, mail, and e-mail checksTelephone, mail, and e-mail checks

Specific job-related informationSpecific job-related information

Letters of referenceLetters of reference Online computerized databasesOnline computerized databases Privacy Act of 1974Privacy Act of 1974

Requires signed requests for reference letters and signed Requires signed requests for reference letters and signed consent to background checks.consent to background checks.

Applies to both educational and private employers.Applies to both educational and private employers.


1Sample Reference-Checking Questions

Just the Facts

What were the candidate’s dates of employment?

What was the candidate’s title?

What were the candidate’s general responsibilities?

What is your relationship to the candidate (peer, subordinate, superior)?

How long have you known the candidate?

On the Job

How would you describe the overall quality of the candidate’s work? Can you give me some examples?

(For superiors) What areas of performance did you have to work on?

What would you say are the candidate’s strengths?

What would you say are the candidate’s weaknesses?

How would you compare the candidate’s work to the work of others who performed the same job?

What kind of environment did the candidate work in?

How much of a contribution do you think the candidate made to your company or department?

How would you describe the candidate’s ability to communicate?


1Sample Reference-Checking Questions (cont’d)

On the Job (cont’d)

How does the candidate handle pressure/deadlines?

How well does the candidate get along with coworkers?

How well does the candidate get along with managers?

How well does the candidate supervise others? Can you give me your impressions of his or her management style? Describe the candidate’s success in motivating subordinates.

How does the candidate handle conflict situations?

Based on the candidate’s performance with your company, do you think he or she would be good in the type of position we’re considering him or her for?

What motivates the candidate? How ambitious is he or she?

The Bottom Line

Why did the candidate leave your company?

Would you rehire this person?

Would you recommend this candidate for this type of position?

What type of work is the candidate ideally suited for?

Were there any serious problems with the candidate that we need to be aware of before making a hiring decision?

Do you have any additional information to share with us about this candidate


Background Investigations (cont’d)Background Investigations (cont’d)

•Organizations using credit reports must:Organizations using credit reports must:1.1. Check state laws to see if credit reports can Check state laws to see if credit reports can

legally be used.legally be used.

2.2. Advise and receive written consent from Advise and receive written consent from applicants if a report will be requested.applicants if a report will be requested.

3.3. Provide a written certification to the consumer Provide a written certification to the consumer reporting agency as to the purpose of the report.reporting agency as to the purpose of the report.

4.4. Provide applicants a copy of the consumer Provide applicants a copy of the consumer report as well as a summary of their rights under report as well as a summary of their rights under the CCRRA.the CCRRA.

5.5. Must provide an adverse-action notice a person Must provide an adverse-action notice a person if that person is not hired and contact if that person is not hired and contact information related to the reporting agency. information related to the reporting agency.


FIGURE

6.5Integrity Test Question Examples

TO TEST TENDENCY TO DESCRIPTION

Protect Contains items that require individuals to indicate whether they would protect friends or co-workers who had engaged in counterproductive behaviors.

Example: I would turn in a fellow worker I saw stealing money.

Be lenient Contains items in which test takers indicate whether they would be lenient with respect to the wrongdoings of others.

Example: An employee should be fired if the employer finds out the employee lied on the application bank.

Admit thought Includes items that require test takers to indicate the degree to which they would engage in counterproductive thoughts or behaviors.

Example: I’ve thought about taking money from an employer without actually doing it.

Admit behavior Contains items in which individuals admit to directly participating in actual counterproductive behaviors.

Example: Over the last three years, what’s the total amount of money you’ve taken without permission from your employer?

Consider common

Includes items that require the individual to indicate whether there are excuses or justifications for stealing or performing other questionable behaviors.

Example: Most people I’ve worked with have stolen something at one time or another.

Excuse Contains items in which individuals indicate whether there are excluses or justifications for stealing or performing other questionable behaviors.

Example: Someone who steals because his family is in need should not be treated the same as a common thief.

Lie Contains items that measure the extent to which the test taker is responding in a socially desirable manner.

Example: Never in my whole life have I wished for anything I was not entitled to.


Employee Polygraph Protection Act (1988)Employee Polygraph Protection Act (1988)

• Use of “lie Use of “lie detectors” is largely detectors” is largely prohibited.prohibited.

• Act requires qualified Act requires qualified examiners.examiners.

• Act requires Act requires disclosure of disclosure of information where information where used.used.

• Encouraged Encouraged employers’ use of employers’ use of paper and pencil paper and pencil integrity and integrity and honesty tests.honesty tests.


Background Investigations (cont’d)Background Investigations (cont’d)

•GraphologyGraphology The use of a sample of an applicant’s The use of a sample of an applicant’s

handwriting to make an employment decision.handwriting to make an employment decision.

•Medical ExaminationsMedical Examinations Given last as they can be costly.Given last as they can be costly. Ensure that the health of an applicant is Ensure that the health of an applicant is

adequate to meet the job requirements.adequate to meet the job requirements. Provides a baseline for subsequent Provides a baseline for subsequent

examinationsexaminations ADA requires all exams be job-related and ADA requires all exams be job-related and

conducted after an employment offer is made.conducted after an employment offer is made. Testing for illegal drugs is allowed.Testing for illegal drugs is allowed.


Drug TestingDrug Testing

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

and employees of federal contractors.and employees of federal contractors.

•Questions about the efficacy of testingQuestions about the efficacy of testing Why spend large sums on testing when…Why spend large sums on testing when…

testing for drugs doesn’t appear to make the workplace safer testing for drugs doesn’t appear to make the workplace safer or improve employee performance?or improve employee performance?

few applicants actually test positive and alcohol abuse few applicants actually test positive and alcohol abuse creates more problems in the workplace?creates more problems in the workplace?


Employment TestsEmployment Tests

•Employment TestEmployment Test An objective and standardized measure of a An objective and standardized measure of a

sample of behavior that is used to gauge a sample of behavior that is used to gauge a person’s knowledge, skills, abilities, and other person’s knowledge, skills, abilities, and other characteristics (KSAOs) in relation to other characteristics (KSAOs) in relation to other individuals.individuals.

Pre-employment testing hasPre-employment testing hasthe potential for lawsuits. the potential for lawsuits.


2Best 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.


Classification of Employment TestsClassification of Employment Tests

•Cognitive Ability TestsCognitive Ability Tests Aptitude testsAptitude tests

Measures of a person’s capacity to learn or acquire skills.Measures of a person’s capacity to learn or acquire skills.

Achievement testsAchievement tests Measures of what a person knows or can do right now.Measures of what a person knows or can do right now.

•Personality and Interest InventoriesPersonality and Interest Inventories ““Big Five” personality factors:Big Five” personality factors:

Extroversion, agreeableness, conscientiousness, Extroversion, agreeableness, conscientiousness, neuroticism, openness to experience.neuroticism, openness to experience.


FIGURE

6.6Is That Your Final Answer?

Answers: 1. a, 2. c, 3. d, 4. d, 5. c, 6. c, 7. b


CPI Personality Facets and Sample ItemsCPI Personality Facets and Sample Items• AgreeablenessAgreeableness

• Trust—I believe people are usually honest with me.Trust—I believe people are usually honest with me.

• ConscientiousnessConscientiousness

• Attention to detail—I like to complete every detail of tasks Attention to detail—I like to complete every detail of tasks according to the work plans.according to the work plans.

• ExtroversionExtroversion

• Adaptability—For me, change is exciting.Adaptability—For me, change is exciting.

• NeuroticismNeuroticism

• Self-confidence—I am confident about my skills and Self-confidence—I am confident about my skills and abilities.abilities.

• Openness to ExperienceOpenness to Experience

• Independence—I tend to work on projects alone, even if Independence—I tend to work on projects alone, even if others volunteer to help me.others volunteer to help me.


FIGURE

6.7CPI 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.


FIGURE

6.7CPI Personality Facts and Sample Items (cont’d)

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.


Classification of Employment Tests (cont’d)Classification of Employment Tests (cont’d)

•Physical Ability TestsPhysical Ability Tests Must be related to the essential functions of Must be related to the essential functions of

job.job.

•Job Knowledge TestsJob Knowledge Tests An achievement test that measures a person’s An achievement test that measures a person’s

level of understanding about a particular job.level of understanding about a particular job.

•Work Sample Tests Work Sample Tests Require the applicant to perform tasks that are Require the applicant to perform tasks that are

actually a part of the work required on the job.actually a part of the work required on the job.


The Employment InterviewThe Employment Interview

•Why the interview is so popular:Why the interview is so popular: It is especially practical when there are only a It is especially practical when there are only a

small number of applicants.small number of applicants.

It serves other purposes, such as public It serves other purposes, such as public relationsrelations

Interviewers maintain great faith and Interviewers maintain great faith and confidence in their judgments.confidence in their judgments.


Interviewing MethodsInterviewing Methods

•Nondirective InterviewNondirective Interview The applicant determines the course of the The applicant determines the course of the

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

•Structured InterviewStructured Interview An interview in which a set of standardized An interview in which a set of standardized

questions having an established set of answers questions having an established set of answers is used.is used.


Interviewing Methods (cont’d)Interviewing Methods (cont’d)

•Situational InterviewSituational Interview An interview in which an applicant is given a An interview in which an applicant is given a

hypothetical incident and asked how he or she hypothetical incident and asked how he or she would respond to it.would respond to it.

•Behavioral Description Interview (BDI)Behavioral Description Interview (BDI) An interview in which an applicant is asked An interview in which an applicant is asked

questions about what he or she actually did in questions about what he or she actually did in a given situation.a given situation.

•Panel InterviewPanel Interview An interview in which a board of interviewers An interview in which a board of interviewers

questions and observes a single candidate.questions and observes a single candidate.


3Sample Situational Interview Question

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 OK. 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.”


Interviewing Methods (cont’d)Interviewing Methods (cont’d)

•Computer InterviewComputer Interview Using a computer program that requires Using a computer program that requires

candidates to answer a series of questions candidates to answer a series of questions tailored to the job.tailored to the job.

Answers are compared either with an ideal Answers are compared either with an ideal profile or with profiles developed on the basis profile or with profiles developed on the basis of other candidates’ responses.of other candidates’ responses.

•Video and Digitally-Recorded InterviewsVideo and Digitally-Recorded Interviews Using video conference technologies to record Using video conference technologies to record

and evaluate job candidates’ technical abilities, and evaluate job candidates’ technical abilities, energy level, appearance, and the like before energy level, appearance, and the like before incurring the costs of a face-to-face meeting.incurring the costs of a face-to-face meeting.


FIGURE

6.8Variables in the Employment Interview


Ground Rules for Employment InterviewsGround Rules for Employment Interviews

• Establish an interview planEstablish an interview plan

• Establish and maintain rapportEstablish and maintain rapport

• Be an active listenerBe an active listener

• Pay attention to nonverbal cuesPay attention to nonverbal cues

• Provide information freelyProvide information freely

• Use questions effectivelyUse questions effectively

• Separate facts from inferencesSeparate facts from inferences

• Recognize biases and stereotypesRecognize biases and stereotypes

• Control the course of the interviewControl the course of the interview

• Standardize the questions askedStandardize the questions asked


FIGURE

6.9Variables in the Employment Interview


Diversity Management: Diversity Management: Are Your Questions Legal?Are Your Questions Legal?

•No questions are expressly forbidden.No questions are expressly forbidden. Questions related to race, color, age, religion, Questions related to race, color, age, religion,

sex, or national origin can be hazardous.sex, or national origin can be hazardous.

Questions are acceptable if job-related, asked Questions are acceptable if job-related, asked of everyone, and do not discriminate against a of everyone, and do not discriminate against a protected class (e.g., females)protected class (e.g., females)

Consult EEOC and FEP information Consult EEOC and FEP information when constructing guidelines when constructing guidelines for interviewersfor interviewers


5Appropriate and Inappropriate Interview Questions

APPROPRIATE QUESTIONS INAPPROPRIATE QUESTIONS

National origin What is your name? What is the origin of your name?Have you ever worked under a What is your ancestry?

different name?Do you speak any foreign languagesthat may be pertinent to this job?

Age Are you over 18? How old are you?If hired, can you prove your age? What is your date of birth?

Gender (Say nothing unless it involves a Are you a man or a woman?bona fide occupational qualification.)

Race (Say nothing.) What is your race?

Disabilities Do you have any disabilities that Do you have any physical defects?may inhibit your job performance? When was your last physical?Are you willing to take a physical What color are your eyes, hair, etc.?exam if the job requires it?

Height and (Not appropriate unless it is a bona How tall are you?weight fide occupational qualification.) How much do you weigh?

Residence What is your address? What are the names/relationshipsHow long have you lived there? of those with whom you live?


5Appropriate and Inappropriate Interview Questions (cont’d)

APPROPRIATE QUESTIONS INAPPROPRIATE QUESTIONS

Religion (You may inform a person of the Do you have any religious affiliation?required work schedule.)

Military record Did you have any military What type of discharge did youeducation/experience pertinent receive?

to this job?

Education and Where did you go to school? Is that a church-affiliated school?experience What is your prior work experience? When did you graduate?

Why did you leave? What are your hobbies?What is your salary history?

Criminal record Have you ever been convicted Have you ever been arrested?of a crime?

Citizenship Do you have a legal right to work Are you a U.S. citizen?in the United States?

Marital/family What is the name, address, and Are you married, divorced, single?status telephone number of a person Do you prefer Miss, Mrs., or Ms.?we may contact in case of an Do you have any children? How oldemergency? are they?


FIGURE

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


Reaching a Selection DecisionReaching a Selection Decision

• Selection Considerations:Selection Considerations: Should individuals to be hired according to their highest Should individuals to be hired according to their highest

potential or according to the needs of the organization?potential or according to the needs of the organization?

At what grade or wage level to start the individual?At what grade or wage level to start the individual?

Should selection be for employee-job match, or should Should selection be for employee-job match, or should advancement potential be considered?advancement potential be considered?

Should those not qualified but qualifiable be considered?Should those not qualified but qualifiable be considered?

Should overqualified individuals be considered?Should overqualified individuals be considered?

What effect will a decision have on meeting affirmative What effect will a decision have on meeting affirmative action plans and diversity considerations?action plans and diversity considerations?


Selection Decision StrategiesSelection Decision Strategies

Multiple Cutoff Model - MinimumMultiple Cutoff Model - MinimumMultiple Cutoff Model - MinimumMultiple Cutoff Model - Minimum

Statistical ApproachStatistical ApproachStatistical ApproachStatistical Approach

Compensatory Model - AverageCompensatory Model - AverageCompensatory Model - AverageCompensatory Model - Average

Multiple Hurdle Model- SequentialMultiple Hurdle Model- SequentialMultiple Hurdle Model- SequentialMultiple Hurdle Model- Sequential

Clinical ApproachClinical ApproachClinical ApproachClinical Approach

ObjectivityObjectivityObjectivityObjectivity

SubjectivitySubjectivitySubjectivitySubjectivity


Selection Decision ModelsSelection Decision Models

•Compensatory ModelCompensatory Model Permits a high score in one area to make up Permits a high score in one area to make up

for a low score in another area.for a low score in another area.

•Multiple Cutoff ModelMultiple Cutoff Model Requires an applicant to achieve a minimum Requires an applicant to achieve a minimum

level of proficiency on all selection level of proficiency on all selection dimensions.dimensions.

•Multiple Hurdle ModelMultiple Hurdle Model Only applicants with sufficiently high scores Only applicants with sufficiently high scores

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


Selection Process (cont’d)Selection Process (cont’d)

•Selection RatioSelection Ratio The number of applicants compared with the The number of applicants compared with the

number of people to be hired.number of people to be hired.

•Cutoff ScoreCutoff Score The point in a distribution of scores above The point in a distribution of scores above

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


FIGURE

6.11Test Scores Scatterplot with Hypothetical Cutoffs


Selection Process (cont’d)Selection Process (cont’d)

•Final DecisionFinal Decision Selection of applicant by departmental or Selection of applicant by departmental or

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

human resources department.human resources department.


achievement tests

aptitude tests

behavioral description interview (BDI)

compensatory model

concurrent validity

construct validity

content validity

criterion-related validity

cross-validation

multiple cutoff model

multiple hurdle model

negligent hiring

nondirective interview

panel interview

predictive validity

reliability

selection

selection ratio

situational interview

structured interview

validity

validity generalization

PowerPoint Presentation by Charlie Cook The University of West Alabama 6 © 2010 South-Western, a...

Documents

Transcript of PowerPoint Presentation by Charlie Cook The University of West Alabama 6 © 2010 South-Western, a...